The Ruthinian 1 - Ruthin School
The Ruthinian 1 - Ruthin School
The Ruthinian 1 - Ruthin School
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<strong>The</strong> <strong><strong>Ruthin</strong>ian</strong> 16<br />
John Rowlands<br />
John Rowlands assumed the headship in September of 1993 and filled the post with distinction for 17<br />
years. He was quick to appreciate the ethos of the <strong>School</strong>, and by stressing the importance of the pastoral<br />
responsibilities shared by young and old alike he preserved and enhanced that ethos. His keen understanding<br />
of human nature well equipped him to listen sympathetically and to react effectively to all who came to him<br />
with their problems, as all were free to do.<br />
In addition to the cares of high office he found time not only to teach Geography and Psychology to A level,<br />
consistently producing impressive results, but also to participate actively in a wide range of pursuits.<br />
He led by example, taking more than his share of mundane duties such as supervision in order to lighten the<br />
load for his colleagues; he was in effect permanently on duty throughout term-time, and his dedication and<br />
attention to detail were an inspiration to students and staff alike.<br />
In a small school life is inevitably tough; small means that margins are stretched and planning for the future<br />
is inevitably constrained; a rich school has inevitably funds to fall back on, but most schools have to make<br />
do with a limited income and possibly a few windfalls. Over the years the standard of facilities expected<br />
has increased significantly. Against this background the development of facilities was a major priority and,<br />
over the years, thanks to excellent work by Bursars John Wilkinson and Paul Smith together with a committed<br />
view from the Governors, the <strong>School</strong> built new science labs, set up an indoor games room ( further<br />
developed into a conference room), significantly improved boarding accommodation (acquiring Gladstone<br />
to replace the very sub-standard Kenyon) and built a sports hall Hewer Hall, opened by the Princess<br />
Royal. <strong>The</strong>re is still much being undertaken but to have achieved this progress has been impressive given<br />
the size of the <strong>School</strong> and the starting point.<br />
In sport John was tireless in encouraging the efforts of all, whether stars or modest but honest triers, and he<br />
also took part energetically whenever possible. For example he regularly played a major part in the<br />
organisation of the Hill-fort Run, in which he ran on many occasions – until his knees gave up the ghost –<br />
and raised the profile of this unique annual race to the status of a memorable event in which all sections of<br />
the school community – students, staff, parents, Old <strong><strong>Ruthin</strong>ian</strong>s and friends – involve themselves with<br />
enthusiasm. He regularly accompanied school parties to watch the action at home fixtures at Goodison<br />
Park. Resplendent in a bright orange jacket, he could be instantly located from all quarters of the ground.<br />
Keith Tamlin, O.R, a director of Everton FC, always ensures that <strong><strong>Ruthin</strong>ian</strong>s receive a warm welcome<br />
there and we greatly enjoy the cordial relationship that they have built up between Club and <strong>School</strong>.<br />
John is keenly aware of the value to students of fieldwork, and his Geography excursions, whether<br />
locally or as far afield as Iceland, were always planned to be at once as instructive and as enjoyable<br />
as possible. Those who shared his company on these occasions, as on the Goodison Park trips, will<br />
long remember his ready wit and good-natured banter with particular warmth.<br />
Drama was another field in which he took a particular interest. He made a number of cameo<br />
appearances (usually in the staff pantomime) on stage to the delight of all, and most particularly of<br />
those more accustomed to seeing him in more formal circumstances. Far from overshadowing the<br />
efforts of less experienced players, his presence served to instil confidence and enhance their<br />
performances. However his most significant contributions were back-stage, first building and<br />
instructing a team of stage hands and later stepping aside to watch the students, managed by one of<br />
their own number, taking a pride in carrying out these demanding and essential operations themselves.