The Column, Spring 2023 (Issue 8)

HEAD of SCHOOL

Chip Denton

ASSOCIATE HEAD of SCHOOL

Jez McIntosh

BOARD of TRUSTEES 2022–2023

Jeff Lloyd, Chair

Harmony P. Garges, Vice Chair

John R. M. Hand, Treasurer

Judith Street, Secretary

The late Frederick P. Brooks Jr.

Jason Deshayes

Marsha Ebert

Sandy Kennedy

Jim Lamont

Leland Little

Ruthie Lyle

Aaron McKethan

Jay Thomas

Didi Wong

Chip Denton (ex officio)

CORRECTION

In our fall issue of The Column, in the article “A Faithful Neighbor,” it was stated that Wade Penny engaged in a legal case before the NC Supreme Court. However, Mr. Penny’s legal case, which arose from a sit-in incident in Orange County, was before the US Supreme Court.

MISSION

The mission of Trinity School is to educate students in transitional kindergarten to grade twelve within the framework of Christian faith and conviction—teaching the classical tools of learning; providing a rich yet unhurried education; and communicating truth, goodness, and beauty.

EDITOR

Nathan Clendenin | nclendenin@tsdch.org

GRAPHIC DESIGN

Katie Stokes

Olivia Goodwin ’24

CONTRIBUTORS

Maya Brandt ’26

Nathan Clendenin

Rita Davis

Chip Denton

Savannah Hicks ’23

Ariana Mason ’23

COVER PHOTO

Nathan Clendenin

Carrie Sippy

Julie Thurman

Ellie Thomas ’23

Ashley Weinard

Elijah Wong ’26

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Trinity School of Durham and Chapel Hill publishes The Column twice annually, in fall/winter and in spring/summer. Printed in Durham, NC, by AdResources, Inc.

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Notice of Nondiscriminatory Policy as to Students. Trinity School of Durham and Chapel Hill admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, ethnicity, national origin, religion, or sex in the administration of its educational and admissions policies, offers of flexible tuition, or execution of athletic or any other school-administered program.

Our strategic vision for the next three years (2023–2026) is to pass the mission of Trinity on to the next generation. There is a lot to unpack here: the next generation of Board members, the next generation of faculty and staff, the next generation of students and parents. According to the Pew Charitable Trust, there are six generations alive today, spanning from the Greatest Generation (born before 1928) to the Silent Generation (1928–1945), to the Baby Boomers (1946–1964), to Gen X (1965–1980), to the Millennials (1981–1996), to Gen Z (1997–onward). And if you add the Generation Alpha (2010–present) that some folks are talking about, that makes seven generations living and interacting in our country right now.

On the one hand, a classical Christian school might be a little skeptical of all this generational slicing and dicing. There is nothing new under the sun, the story of Genesis is relived by every generation, and human nature is the same from Moses to David to Paul to us. But while our basic story and fundamental needs have not changed, the way we experience life, the inscape of our way of being in the world, is different. “OK Boomer” hurts when I hear it because I know that it’s true, to a point. You should hear a group of Boomer heads of school at a conference talking about hiring Millennial teachers: We all paid our dues and worked ourselves to death in our twenties and thirties, and now these folks want work-life balance at 25? There really is something to these generational distinctions.

The generation I think the most about in relation to our latest strategic plan is our students: Gen Z and Gen Alpha, if you will. These are my grandchildren, the children of current Trinity parents. These are the ones for whom this plan rededicates Trinity’s mission. What will it mean for us to educate them in a classical Christian, rich yet unhurried pursuit of truth, goodness, and beauty?

In 2021, the Barna Group partnered with Alpha, Biblica, and World Vision to listen to the perspectives of over 25,000 young people

letter from the head of school

(ages 13–17) across the globe. What they found was a global consistency that is markedly different even from the age cohort just before them (18–35 year olds). Barna’s tag for this group is the “Open Generation.”

They are spiritual, growing, inclusive, seeking truth and authenticity, interconnected, optimistic (in stark contrast to those ten years older). They welcome different perspectives, faiths, and cultures, and they are deeply passionate about addressing injustice in the world. They are curious about Jesus and the Bible, even though they may not know much about either of these.

For such a group of young people, Trinity’s strategic mission is spot on. We are investing significantly in faculty who will be guides in their open quest for meaning and impact. We are deepening and expanding the time they will spend learning about the Jesus of the Bible. And we are developing a school-wide plan for service learning, which will allow them to make real impacts for justice in their world and to learn authentic ways of testing whether the message of the Bible rings true in their lives.

This issue of The Column explores how Trinity’s mission spans the arc of generations. From the founding vision of Fred and Nancy Brooks to the stories of how Senior Capstone projects have been leveraged into careers for some of our alumni, we see how Trinity’s mission stays the same even as it progresses through the generations. We take a look at the impact that the young generation is making in an article about the memory boxes that Trinity’s Design I class has made, in the account of Ethan Johnson’s visit to Mukhanyo, and in Ari Mason’s story of her involvement with the Bouncing Bulldogs. Carrie Sippy’s and Ashley Weinard’s updates on student art in all the divisions showcase the work of our students in creating works and acts of truth, goodness, and beauty in the world. We’re proud to share this edition of The Column with you, to remind us all that Trinity’s mission is alive and well in the hearts and hands of our students.

Nobis, Chip Denton, Head of School

Non

A Tribute to Dr. Fred Brooks

(1931–2022)

Steady On

By Rita Davis

Ephesians 2:8-10

By grace, you have been saved through faith. And this is not your own doing; it is the gift of God, not a result of works, so that no one may boast.

For we are his workmanship, created in Christ Jesus for good works, which God prepared beforehand, that we should walk in them.

Of all the accolades in this life, all the awards that Dr. Fred Brooks received and good work he accomplished, hearing the Master say to him, “Well done, good and faithful servant,” was the one thing he desired most. Being saved by grace informed everything about his life. His personal relationship with Christ informed how he experienced and engaged with everyone.

Fred’s gratitude to and faith in the One who knew him shaped his work, his scholarly endeavors and research, how he received earthly rewards, his capacity to lead with grace and humility, his family life, and how he built relationships with everyone he encountered, regardless of station in life.

GALATIONS 5:13

“For you were called to freedom, brothers. Only do not use your freedom as an opportunity for the flesh, but through love serve one another.”

Fred served with a spirit of freedom. Work was not an obligation. From his postgraduate work with IBM, beginning in 1956, through to his work at UNC, beginning in 1964, where he founded the computer science department, chaired it for 20 years, and continued to be involved until 2022, Fred took joy in every endeavor. He served on several US national boards and committees and won many awards and honors (from 1964 to the latest in 2010), all while serving on boards in churches and helping solidify Trinity’s mission from 1995 through to 2022.

Fred and his wife Nancy were instrumental in the founding of Trinity—although Fred would be quick to say that Nancy was at the helm, and she would say he was her greatest support. His counsel for Trinity’s leaders was to pursue the depth, richness, and unhurriedness that Trinity longs for its curriculum to embody.

JAMES 1:19

“Know this, my beloved brothers: let every person be quick to hear, slow to speak, slow to anger.”

An active listener, Fred listened to know, to understand. His responses were thoughtful and measured, inclusive and kind. A master of Robert’s Rules, Fred led meetings efficiently, wisely, and with a spirit of vision and forward thinking. Ever patient, he could reframe, redirect, and refocus without offense. Not easily ruffled, he could steady the course. He was not averse to interrupting a difficult discussion with a call to prayer.

2 TIMOTHY 2:15

“Do your best to present yourself to God as one approved, a worker who does not need to be ashamed and who correctly handles the word of truth.”

Fred’s Bible was in a 3-ring binder. Notes were neatly written in every available column and space—notes from other studies, and from his extensive study of resources and references.

COLOSSIANS 3:12-14

“Put on then, as God's chosen ones, holy and beloved, compassionate hearts, kindness, humility, meekness, and patience, bearing with one another and, if one has a complaint against another, forgiving each other; as the Lord has forgiven you, so you also must forgive. And above all these put on love, which binds everything together in perfect harmony.”

Dr. Fred Brooks was, to all who knew him, a man of great counsel, a man of humility and wisdom and love. He modeled for the world a life lived for Christ.

RITA DAVIS was the first teacher hired at Trinity School in 1995. She taught fourth grade at Trinity for 18 years and served as Lead Teacher until the first Director of Lower School was hired. Rita also taught in the elementary and middle grades in public schools for 15 years. She is currently the content coordinator and writer for Stroll Hope Valley magazine.

TRUTH, GOODNESS, and BEAUTY | Trinity School

The Bouncing Bulldogs program is a competitive jump rope team based in the Triangle area. The program’s senior captains for the 2022–2023 season were Holly Copeland and I, Ariana Mason. The program was founded with the goal of promoting “jumping rope for fun and fitness, and to help all children grow physically, emotionally, socially, and academically.” Along with these founding ideals, the team also has ten core values. Through the years Holly and I have learned so much from practicing these values. We learned from others, and now we have the privilege to pass on all we have learned to the next generation of jumpers.

1 | Discipline.

Fourteen and twelve, respectively—those are the years that Holly Copeland and I have been jump roping with the Bouncing Bulldogs. Throughout those time periods, we’ve had practices six days out of the week on a regular basis, and seven days during competition season, even waking up for morning practices at 6 a.m. I would definitely consider myself a morning person now! I enjoy completing work before the day starts, and I honestly think a large part of that is due to jump rope. Members of the international jump rope team as young as second grade can start traveling for competitions. Everyone travels with and stays with the team, so we were taught to keep up with our belongings at a young age.

2 | Teamwork.

Jump rope is a sport that is easy to do individually, but the majority of events are group and team-based events. Groups are set at the start of each competition season and rearranged when necessary. Holly and I have been jumping together since we were in fourth grade. At first we were only in main group events together, but over the years we became Chinese Wheel partners (a style of jump rope involving two ropes moved at alternating times). One of my favorite jump rope memories is when we competed in Norway in 2019. Holly and I hit a clean routine and the judges smiled at us when we finished. It was definitely a highlight for me.

Baby Holly at a Workshop

Young Ari at Bulldogs

Holly's First Competition

Ari and Holly Compete in Portugal

Teammates in action

Celebrating success at the World Championships

3 | Respect.

The Bouncing Bulldogs program is a peer-led and peerrun organization. Because of this, high levels of respect run between all team members. As a younger jumper, you’re taught to listen to and respect your older teammates, especially when traveling. It can be scary to travel on your own, away from your parents for the first time, but listening to and respecting the older kids helps make it easier. They’ve been through it before, and they know what to expect and how to ease the tension. Reflecting back, Holly says, “At my second-ever competition, I

roomed with Kenzie, and she taught me a bunch of card games that she would always do with her roommate. I started collecting cards from the places I’ve been and then teach the little kids I room with the same card games, especially when they’re feeling homesick.”

4 | Leadership.

Because the Bouncing Bulldogs is a peer-led organization, there are ample opportunities to lead. Holly and I have had the opportunity to be on the Journalism Committee (responsible for publishing every quarter) since

Clockwise from top left: Dr. Denton joins in the jump-roping fun!

Holly and Ari with fellow Bulldog Phoebe Kwon ’29

middle school. At first, we learned under the guidance of Trinity alum Ragan Copeland ’20, but now we’re co-editors and are able to teach the next generation how to format a newsletter, choose topics, and interview subjects.

5 | Attitude.

Spending time in the gym and around the younger kids, I’ve learned how to have and strive for a positive attitude in all situations. I remember when I was first learning how to teach, one of the older kids said to me, “Always push yourself to have a positive attitude. You might have had a bad day at school, but the kids don’t know that. You have an impact on their day and their self-confidence, so push yourself to be positive and set a good example.” Those words hit home with me. Every now and then, whenever I’ve had a bad day and struggle to find the energy to think positively, I think back on those words.

6 | Perseverance.

Jumpers that are part of the Bouncing Bulldogs competitive team can spend anywhere from three to seven days per week in the gym. As routines are prepared before the competition date, a lot of time goes into their creation— which often means lots of time spent at practice, repping and perfecting them. Reflecting on her years of jumping,

Holly says, “It is not uncommon for me to spend more time at the jump rope gym than I do at my own home, especially during competition season. Many people ask me why I do what I do, and to the extent that I do it. The best answer I can give is that I was raised to finish what I started, and I can’t imagine what my life would look like without this sport and my jump rope family.”

7 | Trust.

Trust between teammates is essential. There are some individual events in jump rope, but the majority are group events. Holly notes, “One of the best feelings I get at jump rope competitions is the trust I have in my teammates. Even though I know the number of hours we worked to prepare for a certain event, it takes mental fortitude to walk on any stage and know that your teammates will always have your back.” Jumping together requires trust, not only in ability, but also in communicating when the group should practice and whether skills in a routine should be changed.

8 | Time Management.

Members of the team are jumpers, but they’re also students. They’re employees and they have social lives and lots going on. They learn how to manage their time well

"When I was first learning how to teach, one of the older kids said to me, 'Always push yourself to have a positive attitude. You might have had a bad day at school, but the kids don’t know that.'"

- ariana mason

in order to excel not only at the sport, but also in their studies, and in all areas of life. We have morning and evening practices, sometimes both in the same day, so for me it was essential to learn how to budget my time. I couldn’t afford to be disorganized, and I like the structure jump rope has brought to my life.

9 | Growth.

From day one, jump rope at the Bouncing Bulldogs Community Center is all about personal improvement. The message is never to compare yourself to someone else, but instead to recognize that we’re all different and grow at different rates, which is perfectly okay. Holly remembers her first competition in second grade: “I was the youngest team member competing that year, and the only one to not receive an award. I also remember one of the older kids giving me a pep talk when she saw that I was upset, reminding me that if I continued to work hard and not compare myself to the other jumpers who had earned their awards, I too would have stacks of medals hanging around my neck one day. The most important lesson I learned, though, was not about how to win more awards, but the patience and persistence to grow into the jumper I knew I could be.”

10 | Communication.

There’s always something going on with the Bouncing Bulldogs. Whether it’s an international competition in Portugal or a halftime show for UNC, something is always happening, and as captains Holly and I need to lead them. It’s imperative that we stay in communication with each other to make sure we’re on the same page. Whenever one of us has to miss a practice, or needs to work on something, we always make sure to tell each other, so we’re able to lead as a team.

In conclusion, I can say that Holly and I have been deeply shaped by and have learned so much from our time with the Bouncing Bulldogs. None of it would be possible without our coach, Ray N. Fredrick, Jr. Coach Fredrick also appreciates us: “Holly and Ari are hard workers, organized, amazing communicators, and they both are able to deal with stressful situations consistently while staying true to the mission statement and the core values of the program, and also to themselves.” We are forever grateful to our coach and team, and we look forward to seeing where our jumping will lead us as we head off to college next fall.

ARIANA MASON is a senior at Trinity. She enjoys participating in the arts and serving as a co-editor of the yearbook. Outside of school, Ariana loves jumping rope with the Bouncing Bulldogs, reading, and spending time with family.

The Bouncing Bulldogs perform during halftime at a UNC Basketball game.

Trinity Alumna Inspires Second Graders

This spring, Trinity alumna Emma Friesen returned to school to share with our second graders a remarkable story of courage and perseverance. Emma read a book to them entitled All the Way to the Top by Annette Bay Pimentel, which recounts the inspiring true story of Jennifer Keelan-Chaffins, an activist who played a pivotal role in the passing of the Americans with Disabilities Act.

At just eight years old, Jennifer embarked on a life-changing mission that would leave an indelible mark on history. The story begins as Jennifer, who uses a wheelchair due to her cerebral palsy, participates in an act of protest known as the "Capitol Crawl." In this powerful demonstration, disability rights advocates courageously crawled up the steps of the United States Capitol in Washington, DC. Through the words of the book, our second graders were transported into the heart of this monumental event. They witnessed Jennifer's unwavering determination and saw how her tenacity and the support of fellow advocates resonated with Congress, compelling them to pass the Americans with Disabilities Act later that year.

Emma is a recent graduate of Duke University, where she majored in public policy and minored in education. She now works in the Office of the Governor with the North Carolina Business Committee for Education, assisting in initiatives related to disability inclusion and advocacy. This summer, Emma will be leading a disability rights history group at Reality Ministries, a community that she first participated in during the Servant Leadership class she took in ninth grade at Trinity.

“I am thankful that I got to talk with the students and staff about disability and accessibility,” remarked Emma. It was an extra special moment for her, as our Lower School library, where she read to the students, was once her third grade classroom. One never knows when things will come full circle. It’s exciting to think about the potential for our second grade students to look back on this day as an inspirational moment in discovering their God-given calling.

NATHAN CLENDENIN serves in the Advancement Office as Trinity’s Assistant Director of Advancement for Marketing and Communications. A husband, father of four children, and Trinity parent, he loves a great podcast and can be found listening while training for the annual Blue Ridge Relay.

Little Learners, Big Creativity: Kindergarten's Month-Long Art Exploration

What will the next generation of artists look like? What tools will they use? What beauty will they create?

By Ashley Weinard

rom the first days of TK and kindergarten, students are invited to imagine themselves as artists. It is not much of a stretch for many of them: most are not shy about proclaiming or demonstrating their creativity with confidence and flourish. Those who are a bit more unsure are encouraged to try on the clothes and habits of the artist and live in them awhile to see how they feel. There are daily opportunities in the classroom and Lower School Art Studio to experiment, stretch, explore, wonder, and reflect on what it feels like to act and think like an artist. All this imagining and experimenting encourages these young people to embrace the creative gifts God has given them and prepares them to make their own mark on the world.

This spring, the kindergartners spent a little extra time pondering what it means to be a professional artist. During a month-long unit study, they were introduced to five artists—Edgar Degas, Henri Matisse, Claude Monet, Alma Thomas, and Vincent van Gogh. They experimented with each of these artists’ techniques and created their own artworks inspired by the masters. The kinders drew, painted, sculpted, cut, glued, designed their own paint colors, and hosted a gallery walk for their parents. They also considered how it feels to devote one’s spirit and time to artmaking and reflected on what they discovered about

their own love for creating through this exploration.

Kate said she feels like an artist when she is building. Addi feels like an artist when she paints outside. Rory feels like an artist when he is working at his art table. Andrew feels most like an artist when he is painting a picture of the Mona Lisa.

Students closely observed and analyzed works of art by these five artists and learned a little bit about each of their lives. Margot’s favorite artist is Alma Thomas because she likes painting things that you don’t even know what they are, and Alma does that, too! Ford’s favorite artist is Vincent van Gogh because “he does swirls and lines and dashes.” Eliana prefers Claude Monet because she loves his lily pond.

Ecclesiastes 3:11 tells us that God “has made everything beautiful in its time.” These kindergartners are God’s handiwork, beautiful works of art with the potential to create. At this young age, they give us only a glimpse of the kind of artists they will be and the impression they will leave on the world. Guided by Trinity’s mission, we instill in them a reverence for beauty and help them build the skills they need to seek it out and respond to it in their own unique way. We love to watch these children grow into their gifts and can’t wait to see how they will use them to glorify God our Creator.

There are daily opportunities in the classroom and Lower School Art Studio to experiment, stretch, explore, wonder, and reflect on what it feels like to act and think like an artist.

ASHLEY WEINARD has been Trinity’s Lower School Visual Arts teacher since 2019. Before coming to Trinity, she served as an art educator in the Durham Public Schools and in museums around the country. She has three children, one of whom is a fifth grader at Trinity. In her spare time, Ashley likes to read, make pies, and plan vacations.

Middle School Musicals Return

Extra! Extra! Read all about it!

Twenty-five Middle School kids take the Trinity community by storm!

Trinity’s last Middle School musical took place in spring 2019, so the students in Newsies Jr. really were a new generation of performers. The last time a Middle School musical was seen on the Trinity stage, these students were in the third and fourth grades, and many of this year’s Middle School performers were inspired by last year’s Upper School production of Beauty and the Beast. They were all-in with their commitment to learning choreography, singing many songs, and creating fantastic characters that were heartwarming and fun to watch!

The return of the Middle School musical to Trinity brought so much delight, as these students sang and danced their way through Newsies Jr. In this musical, which is set in 1899, powerful newspaper publisher Joseph Pulitzer raises prices at the newsboys’ expense. The charismatic Jack Kelly rallies newsies and working children from across the city to strike against the unfair conditions, and together, the newsies learn that they are stronger united and create a movement to fight for what’s right. The changes they make have a rippling impact upon future generations, and the same can be said for this cast of performers, as the students built skills they will use in future productions.

In the newsies’ story, we see the power in uniting and serving a common purpose. Like the newsies, these students were united in their focus to produce the best show possible. They tackled choreography (a LOT of choreography!) and learned complicated harmonies, and they worked to bring their characters to life in an authentic and entertaining way. It takes a lot

Top: Pulitzer’s daughter, under the alias Katherine Plumber, helps the newsies spread the news! Bottom: Newsies rally for their cause

of work to make something look effortless and fun onstage, but these students were committed to the process. The result was an entertaining but touching musical about the power of young people and hope for a brighter future. When asked about his experience in Newsies, Ethan Johnson, who played strike leader Jack Kelly, said, “I feel like performing this script brought us closer together. If there’s a problem that comes up, I know I can count on my friends to have my back. We can tackle anything together.”

Middle School Language Arts and Bible teacher Elizabeth Jacobs remarked, “I loved seeing students on the stage, sure of themselves and so clearly having fun. And all the parents, faculty, and friends there to cheer them on—I think this was the Trinity community at its best.” As the newsies took the stage, sold their papers, and inspired the next generation of performers, the words they sang rang true: “Tomorrow they’ll see what we are / and sure as a star / we ain’t come this far to lose!”

CARRIE SIPPY, our Middle and Upper School Theatre teacher, is in her eighth year at Trinity. While she is normally behind the scenes of Trinity’s productions, she loves the opportunity to stretch her performing muscles and has been seen locally in shows such as The Lightning Thief, Into the Woods, and The Little Mermaid. When not in rehearsals, she can be found cross-stitching, baking, or hosting game nights.

Top: Jack Kelly, played by Ethan Johnson ’27, leads the newsies in confronting the opposition. Bottom left: Taking a stand for what’s right Bottom right: Fellow newsies and friends

I know I can count on my friends to have my back. We can tackle anything together.

Ethan Johnson

The

Artistic Tapestry

Weaving Creativity Across Generations

Our Trinity School arts programs are thriving, and one of their distinctives is that they allow students across multiple grades to work together to create art. In all three divisions, the arts provide an environment that encourages collaboration, with older students inspiring younger students and passing along the mission of Trinity through the joy of creating together. We have seen this missional impact throughout the spring performances and presentations of our artists.

During the Upper School Instrumental Concert, our Jazz and Strings Ensembles shared their stunning music with a packed crowd in The HUB. Senior Theo Lucas has been a faithful member of the Trinity Jazz Ensemble since his freshman year, and his unwavering commitment has set an example for those following in his footsteps. This spring, he was the only senior in Jazz Ensemble, the rest of the students being freshmen. Theo’s dedication to his craft, collaborative spirit, and leadership skills have set an example for his peers, passing on his love of music to an upcoming generation of Upper Schoolers.

The next evening, the Spring Concert for sixth and seventh grade students and the Lower School Band highlighted the many gifts and talents of the Trinity community. Sixth grade students looked up to those in seventh grade playing handbells and imagined what their next year at Trinity would hold, while the seventh grade students watched the sixth graders in the Tinikling dance and enjoyed reminiscing about their own performance last year.

Our Middle School Resource Strings class featured some students who had just picked up an instrument for the first time this year, and some who play with the Durham Youth Orchestra. These students came together to produce beautiful music, and the result was astounding. While our Band performance primarily featured students from grades 4–8, a few Upper School Jazz Ensemble students returned for a second night to play and support younger bandmates. The resulting sound was a joyous expression of what happens when artists work together.

The Jazz Ensemble gets into a groove at the spring concert.

The programs for the Middle and Upper School concerts this spring featured artwork from our student visual artists. Notably, five of the seven pieces of art displayed in the Upper School program were produced by seniors. Their legacy of excellence leaves an example for future students to follow as they pursue their artistic endeavors. We saw the far-reaching impact of visual arts education again on Grandparents and Special Friends Day, the program for which featured artwork by some of our youngest students.

The cast of our Performance Theatre production of Thornton Wilder’s The Matchmaker included students

ranging from freshmen to seniors. At the end of the weekend of performances, the underclassmen shared words of encouragement about how seniors Annie DeGuzman and Annie Friesen had impacted their lives as leaders and friends, inspiring them as artists and individuals.

The arts at Trinity aim to nurture an appreciation for reflections of God’s glory and beauty in nature, in the arts, in culture, and in human relationships. As we see the joyful artistic expressions from transitional kindergartners through seniors, there is no doubt that the mission of Trinity is being shared with and through the next generation of up-and-coming artists.

CARRIE SIPPY, our Middle and Upper School Theatre teacher, is in her eighth year at Trinity. While she is normally behind the scenes of Trinity’s productions, she loves the opportunity to stretch her performing muscles and has been seen locally in shows such as The Lightning Thief, Into the Woods, and The Little Mermaid. When not in rehearsals, she can be found cross-stitching, baking, or hosting game nights.

Top row: The Lower School and Middle School students put on a grand performance at their Spring Concert.

Bottom row: Mrs. Dolly Levi, played by Annie Friesen ’23, adds drama to the spring Trinity Theatre production of The Matchmaker, while supporting actors keep the laughs rolling in.

Engineering: Empathy and Innovation for a Better World

By Elijah Wong

People often think of engineering as a cold, machine-like process. We imagine stereotypical socially awkward nerds cooped up in a lab doing math, performing tests, and building rockets and robots. While some of this may be true, it misses what is at the heart of engineering. The core and goal of engineering is to help others, improve lives, and build a better world. We use our scientific and mathematical knowledge and skills as well as our creativity and empathy to create innovative solutions to real human problems. This is what I learned about, and got my first taste of, in Engineering Design 1 class this year.

The engineering design process begins by identifying

and understanding the problem, then establishing the requirements and limitations for the solution. Brainstorming ideas and using CAD software follows, and the next step involves prototyping using various engineering tools. The prototype must be tested: if you make a phone holder for a bike, for instance, you need to mount it on a bike and ride with it in a real-world scenario. If the prototype is successful, you can proceed with final implementation or mass production. If not, you iterate through brainstorming, prototyping, and testing until a functional solution is achieved. Through this process, our class learned to use 3D modeling software, 3D printers, laser cutters, and the CNC machine. This is crucial, because you can’t solve a problem if you don’t have the tools.

Top: Trinity Engineering students visit Nvidia. Bottom left: Nathaniel DeGuzman experiences some of the challenges of older adulthood. Bottom right: The Engineering group refines their memory box plans.

’26

Midway through the semester, our class saw engineering in action at Nvidia in Durham. Nvidia is a forerunner in AI, data science, high-performance computing, simulation, and gaming. There we learned about some of the projects they were working on and what to do in high school if we want to work in this field. We saw that what we were learning in class was at the core of even Nvidia’s most complex technologies. The workers there were really passionate about their jobs, and we saw how engineering work was improving all of our lives, whether by revolutionizing AI tech or just making video games more fun.

For our semester's culminating project, we created memory boxes for individuals with Alzheimer’s disease. Alzheimer’s affects memory, causing disorientation, language issues, mood swings, and behavioral challenges. The purpose of a memory box is to store items that help those with Alzheimer’s remember important people and events, which alleviates agitation, facilitates family conversations, and enables the creation of new memories with loved ones.

After we had researched and done early design and prototyping, Trinity parent and gerontologist Dr. Candace Brown and her colleague, Dr. Marianne Chanti-Ketterl from Duke University, came to teach us more about Alzheimer’s disease and the

experience of older adults. They had us attempt to do tasks such as threading a needle and buttoning up a shirt while wearing items that made our experience more like that of an older adult. Sporting large, clumsy gloves and cataract glasses, I tried to button a shirt. How long could it take? Fast forward five minutes, and I was still struggling to complete the task. This activity gave me a new level of empathy for those with Alzheimer’s. I hadn’t realized how even doing the simple things in life like getting ready in the morning can be a challenge for many.

Carrying this new understanding over to the memory boxes, we made design changes to better accommodate those with Alzheimer’s. In the case of my group’s design, we changed our lid from a removable one to a hinged one with an overhang so the lid could not be lost and was much easier to open. We also laser engraved the lid with the initials of the loved one with Alzheimer’s, to add a personal element. In the future we hope to get feedback from Alzheimer’s patients and their families so we can continue to improve our designs.

A few months after we had completed the project, four of the students were invited to the spring conference of the Southern Gerontological Society to present our memory box designs. The attenders were surprised

and pleased that as high schoolers we were learning about gerontology. No matter where we go in life, whether or not in engineering, this knowledge and experience will continue to be useful and impactful. These responses showed me how engineering can be a path that leads to knowledge of many different areas of the human experience. I had never thought that I would learn about the process of aging and the experience of my grandparents in the same class where I learned how to change the filaments of a 3D printer.

My semester in Engineering Design 1 has taught me that engineering is a field that requires both problem solving and empathy. Engineers solve problems by means of logic, math, and machines. However, this can only be done through understanding the needs of those you are trying to help. Engineering connects to and improves many aspects of human life, from space and spaceships, gaming and AI, to aging and the elderly. Engineering Design 1 was an instructive, exciting, and enlightening class, and I can’t wait to continue my engineering journey next year.

ELIJAH WONG is a freshman at Trinity. He enjoys humanities, playing golf, and serving as a student representative. Outside of school, Elijah enjoys reading philosophy, playing chess, and spending time with friends.

The core and goal of engineering is to help others, improve lives, and build a better world.

Creating Lifelong Family Memories

By Julie Thurman

Over the course of our time at Trinity, our family has hosted knights and dragons, glassblowers and millers, Greek and Roman gods, and experts on various states and countries. In all, we have counted more than 25 Lower School traditions that have been a meaningful part of our children’s education. Throughout these past 11 years, we have experienced the joy of witnessing our kids bond over these shared experiences, even as they approach these traditions with their own perspectives, interests, personalities, and abilities.

One of the most special and unique aspects of many of these Lower School traditions is that the entire family has been invited to participate, allowing younger siblings a glimpse into what they can look forward to and older siblings an opportunity to revisit past experiences. From the time that Ryan and Will could walk, they were part of the audience at Kindergarten Art Galleries, Pioneer Day, Medieval Day, and many other special days. These traditions became almost rites of passage that the boys approached with excitement and completed with pride. At the same time, Isabelle and Ryan have had opportunities to revisit these special traditions as their brother’s biggest fans during special events such as the Nativity Play and Greco-Roman Day. (Isabelle forbade us from including an embarrassing story about Ryan’s Shiloh Day Zoom presentation, but feel free to ask her about it the next time you see her.) We have been exceptionally

blessed to be at a school that prioritizes siblings supporting one another and cheering each other on.

While the many Trinity traditions certainly provide moments of joy and anticipation for our children, it has been special to witness the lasting effect they have had on our family. Looking back, we realize that preparing for Colonial Trade Day is what first ignited the spark of Isabelle’s love for history. Nine years later, she now feels pulled toward a history-aligned major and is strongly considering applying to William & Mary after falling in love with the campus during our family’s three colonial-trade research trips to Williamsburg. From shouts of excitement every time we see a goldfinch, chickadee, or ruby-throated hummingbird (Isabelle, Ryan, and Will’s first grade Bird Day research topics), to the Anzac cookie recipe from Ryan’s Country Day presentation that we now enjoy, many Lower School traditions have created a lasting impact on our entire family.

As we reflect on Trinity’s many traditions, we are reminded of what a rich, deep, and unhurried education has meant for our family. We are grateful for the teachers who have put in an immense amount of energy and preparation behind the scenes to execute these events and for the parent volunteers who have supported them. May these Trinity Lower School traditions last for many generations to come!

and family (Husband Taylor and children Isabelle ’24, Ryan ’29, and Will ’32)

THE THURMAN FAMILY has been part of the Trinity community since 2011, when Isabelle came to Trinity as a kindergartner. Isabelle is now in eleventh grade, Ryan is in sixth grade, and Will is in third grade. Julie is a first grade teacher assistant and a substitute teacher, and Taylor volunteers as an assistant coach for the Middle School Baseball team. When not at Trinity, the Thurmans love family dinners, traveling, reading, and participating in various sports.

Isabelle in 2014

Isabelle in 2011

Isabelle in 2013

Ryan in 2019

Ryan in 2016

Isabelle, Ryan, Will in 2017

Will in 2022

Will with Isabelle in 2016

Will, Ryan, Isabelle in 2021

nativity day grandparents day

pioneer day pharaoh day

The Next Generation of Athletes

BY SAVANNAH HICKS ’23

Each project uniquely relates to each senior and shares something about their passions, thoughts, and heart. Five of this year’s Capstone projects centered around serving the Trinity community, specifically through athletics. Each of these seniors has had a long-time connection to Trinity athletics, and they used their Capstone as an opportunity to give back.

The Trinity community benefits greatly when older students offer their talents and time to pour into younger students. When asked about these Capstones, Sophie Smith, Trinity’s Athletic Director, said, “It’s been wonderful to see these student-athletes share their gifts and talents with our community. They’ve laid strong founda-

tions for other students to build on in future years, have made a distinct impact, and have left a fruitful legacy through all of their initiatives. All of them are uniquely gifted, and we are so thankful for their time and efforts for Trinity athletics this year.”

Turner Merritt created Trinity’s first Indoor Track team for his Capstone.

Students who are interested in running at Trinity have the opportunity to participate in cross-country and track & field in the fall and spring, but there is nothing for them during the winter season. Turner’s Capstone gave these athletes the opportunity to compete as well as to stay in shape for the upcoming season. Indoor track is very popular in our area, so the team traveled many times to Winston-Salem to compete and were able to experience running with many other athletes. The Indoor Track team was a great gateway to a successful track season, and it will hopefully be continued for many years to come.

The Senior Capstone is an individual project of a senior's choosing that reflects the culmination of all they have learned through their Upper School years.

Emma Johnson worked this spring with the Middle School Boys Tennis team as an assistant coach. She is an accomplished tennis player, with two State Championship titles to her name, and she has spent a lot of time on the courts. Being with the Middle School boys has allowed her to use her skills to help the next generation of Trinity tennis players hone theirs.

Elise spent the first semester of this year teaching tae kwon do to Trinity’s P.E. classes, ranging from kindergarten to eighth grade. Being with the younger kids and sharing her skills was a full-circle moment for her, since she remembers being in P.E. class at Trinity when she was young. Not only was Elise able to share her passion with her fellow Trinity students, but they also relished the opportunity to learn new skills, including break boards!

Sophie Smith, Athletics Director

Emma Johnson worked this spring with the Middle School Boys Tennis team as an assistant coach.

Elise Peele centered her Capstone around her love for tae kwon do.

It’s been wonderful to see these student-athletes share their gifts and talents with our community. They’ve laid strong foundations for other students to build on in future years.

Cole Kaminski shared his love of basketball by serving as an assistant coach for the Middle School Boys Blue Basketball team.

Cole has always had a love of playing and watching basketball, and coaching allowed him to experience the other side of the sport. Cole says, “I made sure that the kids knew that I wasn’t just their coach, but that I was also their older brother, someone that they could reach out to if they ever were in trouble or needed advice.”

The boys were excited to have Cole not only as a coach, but also as a friend who cared for them and wanted to see them succeed as players and as people. He hopes to continue building relationships through youth basketball, and his Capstone was one part of this goal.

4 5

For their Capstones, Holly Copeland and Ava Miller put on a wonderful Get Active event that centered around building inclusivity in sports.

Kids from Trinity and the community in grades K–5 had the chance to try many sports, including pickleball, gymnastics, basketball, volleyball, and track & field at Get Active. Not only did the event promote staying active and healthy, but it also emphasized serving others and engaging with the community around us by bringing

members of Reality Ministries and GiGi’s Playhouse to the event. Get Active allowed Holly and Ava to promote service and bring the community together through athletics.The event was a huge success—one second grader asked Ava if Get Active would continue in the coming years!

SAVANNAH HICKS is a senior at Trinity. She enjoys running cross-country and track and serving on the Student-Athlete Leadership Team and Worship Planning team, as well as enjoying the arts. Outside of school, Savannah enjoys reading, spending time with family and friends, and being outdoors.

Trinity’s First Teachers: Where Are They Now?

By NATHAN CLENDENIN

Trinity School has been an educational home to many students over the years, and its teachers have played a crucial role in shaping those studentsʼ lives. As we think about the coming generations of Trinity students, itʼs impossible not to think back on the dedicated teachers who helped make Trinity what it is today. Three of Trinity’s early teachers—Robin Price, Karen Bohn, and Diane Bidgood—graciously took the time to share their memories with us.

Robin Price, who taught fifth grade from 2002–2012, has plenty of fond memories to choose from. From Greco-Roman Day to Knitting Club, Robin loved engaging with her students outside of the traditional classroom setting. But what stands out most in her mind is reading to her students during lunchtime. “They may remember the books I read,” she says, “but I remember their faces as they listened...the eyes full of wonder, the laughter, and even the occasional tears.” Robin now serves as a missionary with Mission to the World (MTW), leading the women's ministry in a young Presbyterian church in Oxford, England.

“They may remember the books I read,” she says, “but I remember their faces as they listened...the eyes full of wonder, the laughter, and even the occasional tears.”

Robin with ladies in Oxford

Karen Bohn, who taught second grade from 1999–2018, started a tradition that continues to this day at Trinity School: hatching baby chicks. But itʼs not just the chicks that Karen remembers fondly. She also loved teaching a science unit on the life cycles of the frog, butterfly, and chicken. After leaving Trinity, Karen spent three years in Budapest, Hungary, where she taught fourth grade at Greater Grace International School. She and her husband, Joseph, are now living in Pennsylvania.

Diane Bidgood, who began as a first grade assistant in 1998 and later became a first grade teacher, has two special days that stand out in her mind. One was the Leonardo Da Vinci Museum Day, when students showcased their inventions, paintings, and sculptures in the style of the famous artist. The other was Fairy Tale Day, when students dressed up and engaged in sword fighting, jousting, and rescuing princesses. Since leaving Trinity, Diane has enjoyed spend ing more time with her nine grandchildren and tutoring students in reading after school at Trinity and in her home in Hillsborough.

These teachers may have moved on from Trinity School, but their impact remains. As alumni read this article and recall their time at the school, they will undoubtedly remember these teachers and the memories they created together. And as Robin, Karen, and Diane continue to serve in their respective missions, they bring with them the love and dedication they poured into their time at Trinity School.

Do you have a favorite Trinity teacher you’d like to hear about in a future issue of The Column? We’d love to find out where they are now. Let us know who you’d like to see featured by emailing communications@tsdch.org.

NATHAN CLENDENIN serves in the Advancement Office as Trinity’s Assistant Director of Advancement for Marketing and Communications. A husband, father of four children, and Trinity parent, he loves a great podcast and can be found listening while training for the annual Blue Ridge Relay.

Karen Bohn and her husband, Joseph

Diane Bidgood and her husband, Dean

By ELLIE THOMAS ’23

From Classroom to Community

Trinity School's Connection with Musawenkosi Christian Academy

In some parts of South Africa, public schools are extremely overcrowded, lack funds to buy textbooks, and struggle with finding enough teachers for quality education. Students at these schools often sit in multi-grade classrooms with up to 100 other peers. With the lack of student support and resources, unfortunately the dropout rate prior to high school is extremely high. Beth Rettig, a Durham resident and dear friend of Trinity, saw this need years ago and was inspired to start Mukhanyo Christian Academy (MCA) in South Africa. (The school recently changed its name to Musawenkosi Christian Academy.)

MCA aims to help impoverished and orphaned children by providing a support system of teachers that use a faith-based curriculum founded on the educational philosophy of Charlotte Mason. Many of these students have been orphaned by AIDS and are forced to be the head of their household. As a result, rather than attending school, they spend their time taking care of their families. MCA hopes to relieve these students of this responsibility by providing meals, shelter, and a quality education from elementary through high school for a future of success.

Trinity has been supporting MCA since 2012. With leadership from the Upper School students and dedicated Trinity parents, partners, and staff, Trinity plans an annual Run for Mukhanyo. In preparation for the run, Trinity students raise money for MCA in numerous ways, like bake sales or lemonade stands. In the Middle School, the homerooms compete to see which one can raise the most money as they anticipate the day of the run.

On the day of the run, the Lower and Middle School students eagerly run laps around the field to support MCA (or in the gym when it’s rainy). With each lap, students get a sticker that they give to an Upper School volunteer. By the end of the run, a huge sign that says “We Love MCA” is made from the stickers. The students are always excited to see the sign they have built together and to take a group picture that is sent to the students at MCA. Over the years, Trinity has raised more and more money, which goes to needs such as additional classrooms or playgrounds for MCA. In 2022, Trinity raised a record-breaking $18,500, which was put towards MCA’s operating budget. MCA has also recently moved into a new building, so Trinity has

been able to help support their needs as they transition into a new space.

The tradition of fundraising and running for MCA has become a key part of Trinity’s culture and is one of the things that makes our school so special. Students at Trinity are being challenged in mind and heart. Not only are they receiving a rigorous education, but they are being taught the importance of serving others in Christ’s name.

Over the years, there have been several groups from Trinity that have faithfully visited and volunteered at MCA. Last February, a Trinity Middle School student, Ethan Johnson, had the opportunity to visit MCA. There he saw the new building that had been built on the campus and the classroom setups. He found that the students were using old supplies and that many of them were orphaned and lived in poverty. Despite this sad reality,

Ethan noticed the joy that exuded from the students at MCA. Whether he was playing soccer or singing songs with the students, Ethan deeply appreciated their happy attitudes and was reminded that these students are just like Trinity students and deserve the same opportunities and resources. At the end of the trip, Ethan returned with a list of MCA’s needs, which Trinity raised funds for this year. Each class in the Lower and Middle Schools was assigned something to raise money for. From gardening tools to kitchen appliances, Trinity students were able to get excited about fundraising for MCA, because they could see exactly what their money was going toward.

Trinity’s school verse this year is 1 John 3:18, which says, “Dear children, let us not love with words or speech, but with actions and in truth.” What a blessing it is that Trinity can exemplify this love and live this out in a tangible way by supporting MCA.

ELLIE THOMAS is a senior at Trinity. She enjoys playing soccer, serving on the Mukanyo Committee and in Trinity’s after-school program, and participating in the arts. Outside of school, Ellie loves to play guitar, hike, read, serve in her church, and spend quality time with friends and family.

Ethan deeply appreciated their happy attitudes and was reminded that these students are just like Trinity students and deserve the same opportunities and resources.

Left to right: Cooling off after the Run for Mukhanyo. Ethan Johnson talking with students at MCA. Kids of all ages join in the Run!

Trinity Capstone Projects Shape Career Paths

By NATHAN CLENDENIN

The Senior Capstone project is an opportunity for Trinity students to showcase the interdisciplinary knowledge and skills they’ve gained during their educational journey, before moving on to the next step. For some, it’s a jumping-off point into their future careers. We spoke to three Trinity alums from the past decade, who shared how their Capstone projects at Trinity paved the way for their current career trajectories.

Angela Tawfik ’15 combined her passion for art and theology in her Capstone project, “An Iconographic Journey to the Bosom of the Father.” For this project she created a 4ʼ x 5ʼ icon for her Coptic Orthodox Church, which taught her patience and precision. Angela's Capstone also grew her relationship with Christ, as she felt guided throughout the process. She reflects on her experience, “The project taught me not to be afraid of daring to take risks and dream big—literally.” A 2019 graduate of Duke University, Angela is the Director of Creativity at the Durham-based Christian nonprofit Simple Charity, where she applies the lessons learned from her Capstone project to come up with creative solutions to novel problems. About her work she says, “I love creating order from chaos, beauty from ugliness, and this was something I first learned during the iconographic process.”

A ngel A T A wfik ’15 Capstone Project

An Iconographic Journey to the Bosom of the Father

I love creating order from chaos, beauty from ugliness, and this was something I first learned during the iconographic process.

Creation and Dilapidation: Interpretations of Genesis 1–3

Philip Lindia ’18 developed a Capstone project entitled “Creation and Dilapidation: Interpretations of Genesis 1–3,” which examined early Jewish and Christian interpretations of the Bible. Philip credits this project for honing his skills in reading and critically engaging with primary source material. “I began to learn how to approach the past with charity, treating their words as I would want my own to be treated.” As Philip finishes up an MA in history of Christianity at Wheaton College, he plans to begin an MA in divinity at the University of Chicago, specializing in early Christian literature and the rhetoric of community formation in the early Jesus movement through the 4th century. He hopes to go on to pursue a PhD in the same area, “to continue developing the same critical and charitable skills I used in my Capstone, engaging with the ancient history of Christians.”

Chris Wu ’15 says he was always really interested in tinkering to build things. In eighth grade he went to the library one day and found an article about a robot called Kismet by a researcher at MIT. Four years later, as a Trinity senior, this inspired him to design a robot, ERNE, that displays human emotion for his Capstone project, “Expressive Machines: Building a Social Robot.” In his Capstone he experimented with human design, to find a way to create a machine to show emotion that is less creepy to a human. After graduating from Stanford University with a BS (2020) and MS (2021) in electrical engineering, Chris gained experience with internships at SpaceX and Neuralink. He’s currently working for Apple in Cupertino, CA, as a hardware design engineer. Thinking back on his time at Trinity, Chris says, “If I could give any small piece of advice to seniors…it would just be to really lean into what it is that they feel they're excited by.”

C hris w u

’15

Capstone Project

Expressive Machines: Building a Social Robot

These Trinity alums demonstrate how the Senior Capstone project can be a launching pad for a future career path. The rich and unhurried learning environment at Trinity kindled a spark within them. With care, the flame has grown and has given each one of them a unique opportunity to take part in building God’s kingdom here on earth.

If I could give any small piece of advice to seniors…it would just be to really lean into what it is that they feel they're excited by.

P hili P l indi A ’18

Capstone Project

An Unhurried Mission for

a Generation Grappling with Mental Health

By Nathan Clendenin

On March 30, 2023, Dr. Curt Thompson, a well-known author and psychologist, visited Trinity School to discuss the intersection of science and faith in addressing mental health issues. He engaged with various groups throughout the day, starting with area pastors and moving on to Upper School students, faculty, and staff. In the evening, he spoke to a wider community audience about the relation between suffering and wholeness and how Trinity’s mission relates to this topic. Ellen VanTongeren, Upper School Dean of Christian Life, remarked, “I attended three of his talks, and his ability to connect with each audience was remarkable.”

Dr. Thompsonʼs talk focused on providing a biblical perspective on mental health and practical strategies for supporting young people who may be struggling with mental health issues. He emphasized the importance of recognizing the spiritual and

psychological aspects of mental health, and he encouraged the audience to engage in meaningful conversations about these topics. Trinity parent Julee Weems said, “We are at a challenging place as a school, a nation, as believers, and as parents. His visit brought the hope and light of the gospel to our community.”

Throughout the day, Dr. Thompson answered questions and provided insights on how to approach mental health in a way that is compassionate, evidence based, and grounded in faith. He left his hearers with a sense of hope and purpose, reminding them that they have the power to make a positive impact on the lives of those around them. Dr. Thompson's visit was a valuable opportunity for the Trinity School community to gain a deeper understanding of mental health issues and learn how to respond in a compassionate and effective way.

Why We Give

Because Trinity Has Given to Us

On an overcast spring day, Trinity grandparents Ronald and Jean Copeland sit on rockers outside their red-colored neighborhood market store, greeting guests as they come and go. Ronald points toward the corner of the intersection and shares, “Every September, a little sign goes up over there saying ‘Ragan and Holly’s Pumpkin Patch.’”

Ronald’s grandfather founded the Copeland family business in 1918, and what was once a nursery has since blossomed into a neighborhood market, a mulching business, a pumpkin farm, and a strawberry patch. The pumpkin patch, which opened after the Copelands’ granddaughters Ragan ’20 and Holly ’23 Copeland started attending Trinity, has provided an extra source of income to fund the girls’ Trinity education. “God has

blessed us way, way, beyond what we ever would have deserved,” Ronald says. Jean enjoys the continual flow of Trinity families to the farm in the spring and fall. “I always look forward to moms coming to the farm with their Trinity students, and I look to the future when those same students will come here as moms.”

Dick and Peggy Garner, Ragan and Holly’s maternal grandparents, have spent countless hours behind the wheel of their car, making their way from their home in Myrtle Beach, SC, to Trinity, where they’ve supported their granddaughters’ events. “My granddaughters have learned to be loving, kind, and compassionate at Trinity,” says Peggy. Dick believes the most important way he and his wife have given back has been to show up and partner with the school. “It’s very unusual to have both

sets of grandparents alive. That’s been a critical part of Ragan and Holly’s time at Trinity.”

Lisa and Will Copeland, Ragan and Holly’s parents, also believe in giving back. They’ve been faithful volunteers at Trinity from the girls’ first days at the school until now, helping with everything from chauffeuring field trips to serving in the Trinity Parent Organization. “Driving was my specialty,” says Lisa. “I had a Suburban and I would load it up with kids.” In the early days of Trinity, kindergarten classes took field trips to the farm to pick strawberries, and Lisa and Will often opened their home for Trinity pool parties.

Just as the family has been generous to Trinity through their farm and their service, they have also been generous through their finances. Together, the Copeland and Garner families have a combined 20 years of annual fund support. “Money isn’t worth a nickel in the bank if you don’t do something with it,” Ronald says, “and we want

to do something with it.” Dick couldn’t agree more. “We want to support whatever we can, as long as we can,” he says. Sharing their time, treasure, and talents with the school flows from their desire to make an impact and give back in return for what they feel their grandchildren have already been given.

“The Trinity motto that your kid is known and loved is one hundred percent true for our girls,” Lisa shares. “To know that they are known and loved has helped shape and mold who they are today.” Ragan graduated from Trinity in 2020, and her sister Holly has just turned the tassel to the other side to complete her Trinity education. As the family looks to the future, they are optimistic about staying connected to the school.

“Trinity helped nurture in my children a great amount of feeling and knowing,” Lisa says, “and I really feel that they will be grateful for the rest of their lives for the education and love that they received here.”

Ronald and Jean Copeland stand outside their neighborhood market store, where “Ragan and Holly’s Pumpkin Patch” happens every September.

“Money isn’t worth a nickel in the bank if you don’t do something with it,” Ronald said, “and we want to do something with it.”

Faith in Action

Trinity School’s Christian Mission Inspires a New Generation

Trinity School’s Christian mission has a rich history of inspiring students to deepen their faith and develop a close relationship with God. One teacher, Ricky Oliver, has become a living testament to this mission. His powerful story of trust, obedience, and love continues to impact the lives of the next generation of students.

A Leap of Faith

Ricky Oliver’s journey began in March 2020, when he felt God’s call to leave his job at Trinity as a Middle School teacher. As the pandemic unfolded, he prayed about how God would guide him. “I sincerely asked and waited for an answer, and the Lord said, ‘I want you to resign from Trinity.’ I’m like, ‘Huh?’” Despite his love for working at Trinity, he trusted in God’s plan and resigned. Soon after, Ricky and his wife found themselves in a unique position to care for his wife’s great-niece and nephews, who desperately needed a loving home. The couple welcomed the chil-

By Nathan Clendenin

dren into their lives, becoming surrogate parents and providing them with the love and support they needed.

The Return and Impact

A year later, Mr. Oliver felt ready to re-enter the workforce. He had a few interviews that didn’t go well and felt led to ask God for an employer to call him. Ricky recalls, “Sure enough, Dr. Hall reached out to me and said, ‘We

have a position open for an eighth grade Bible course. Would you be interested?’ I’m like, ‘Yeah!’” So he returned to Trinity and resumed teaching with an even stronger sense of commitment and calling.

One of his former students, Khiley, had taken his class during her middle school years and learned the invaluable skill of hearing the voice of God. Later in high school, when she faced a struggle with her faith, Khiley was able to recognize God's voice during a weekly worship service, which helped her regain her footing in her spiritual journey. She shares, “Had I not been in that class, I wouldn’t have been able to attribute that to God and just really see that God is working.”

Passing on the Mission

Ricky Oliver’s story demonstrates the power of trust and obedience, and the importance of passing on the Christian mission to the next generation. His unwavering faith in God, even when faced with uncertainty, has not only changed the lives of his own family but also continues to inspire students like Khiley.

As the Trinity School community witnesses the impact of Ricky’s faith and dedication, our Christian mission is being carried forward. It nurtures young minds and hearts to walk closely with the Lord and make a positive difference in the world.

Continue the Story…

Khiley and Mr. Oliver’s heartwarming story was first unveiled during the presentation of the Board of Trustees’ Strategic Plan for the school's upcoming years. To watch their incredible journey unfold on video and learn more about Trinity School’s strategic plan, visit https://trinity-sp.org

NATHAN CLENDENIN serves in the Advancement Office as Trinity’s Assistant Director of Advancement for Marketing and Communications. A husband, father of four children, and Trinity parent, he loves a great podcast and can be found listening while training for the annual Blue Ridge Relay.

FROM STRENGTH TO STRENGTH Upper School

Lions Sharpen Lions

Just as biblical wisdom states that “iron sharpens iron” (Proverbs 27:17), those who participate in LSL sharpen each other.

By Maya Brandt ’26

High school can be scary, confusing, and tiring, but the Upper School Lions Sharpen Lions (LSL) elective gives its students wind in their sails for the journey. We learn new skills, such as the most effective way to take notes or the best way to read a book and comprehend it. We also learn how to use a planner effectively to stay organized. Often, at the end of a semester, we will break into groups and present what we have learned about those skills, and how we have used that knowledge to assist us in our school work.

Our weekly routine includes starting every Monday with an inspiring quote, which we then explore in our LSL journals. One quote that resonated with me is from Bobby Knight, who said, “The will to succeed is important, but what's more important is the will to prepare.” We then discuss with others how this quote can help us in and outside of school. Through this, we can learn new perspectives and different ways to look at the same thing.

Each week, we have Tutorial Wednesday, which is where we bring in our hardest material from our classes that week. Tutors from outside of school and seniors at Trinity come and help us break down our questions and come to a deeper understanding. They invite us to think in new ways and see things from different angles. Together, with our classmates and with the help of the tutors, we can conquer even the most ambiguous concepts. This is not a study hall, but a time for collaboration, discussion, self-learning, and exploring.

At the end of the week, we have “Fired up Friday,” where we continue learning skills, have presentations, and do research for our various projects. I am excited about LSL because it has helped me keep track of large assignments and break them down into manageable pieces. I remember working on a Humanities essay where we were exploring the word civilization. At first we didn’t know where to start, but by working together we analyzed the different viewpoints. Hearing othersʼ opinions

Photo by Cole Kaminski ’23

LSL I for freshmen

Mr. Underwood

LSL II for sophomores

Mr. Hunt

LSL III for juniors / seniors

Mr. Hicks

LEARN MORE ABOUT LSL BY WATCHING THIS VIDEO:

http://trinitydch.org/lsl

and processing the essay in smaller pieces helped me come up with my own unique opinion.

Just as biblical wisdom states that “iron sharpens iron” (Proverbs 27:17), those who participate in LSL sharpen each other. Three years ago, Mr. Hicks, the tenth grade Humanities teacher, saw an opportunity to help students who desired to go from good to great, both academically and in all areas of their lives. He started LSL to help students find their way in school and beyond. The expansion

to two sections this year has enabled more students to become more confident, less stressed, and more prepared to navigate the murky waters of high school. While focusing on the present and getting through high school is important, LSL invites us to also think about our future by organizing approximately two in-state college visits each school year.

LSL allows us to set our own trajectory for success, while also giving us gentle nudges to keep searching for who God created us to be. LSL has

implemented this vision extremely well, and as a new student at Trinity, it has enabled me to adjust to the new environment and feel organized in school and in my personal life. Trinity would not feel the same without LSL. Oftentimes students might feel overwhelmed by school work or that they are always playing catch up, but LSL empowers students to take the reins, walk through the halls, and feel confident about themselves.

MAYA BRANDT is in ninth grade at Trinity. She enjoys playing tennis and serving as a Student Ambassador. Outside of school, Maya enjoys riding her horse, Izzy, and enjoys competing in show jumping. She also plays the piano and loves hitting the ski slopes in the winter and exploring the trails on her mountain bike in the summer.

Photo by Cole Kaminski ’23

Congrats to the

of

Daniel Arcidiacono

Ben Ballentine

Amari Brightman-Dorns

Christian Calderon-Vidal

Will Cavender

Gray Chandler

Karissa Cinque

Brandon Clark

Holly Copeland

Anna Darr

Annie DeGuzman

Peter Dunson

Annie Friesen

Tarey Gettys

Ben Gribnau

Graduates

Nick Gribnau

Will Hahn

Hannah Hawkins

Ken He

Savannah Hicks

Laurel Hoffman

Abigail Jacob

Emma Johnson

Cole Kaminski

Catherine Kennedy

Theodore Lucas

Ariana Mason

Eli McMurray

Turner Merritt

Ava Miller

Emily Miller

Elise Peele

Prince Rivers

Charlotte Ruffin

Enoch Sanchez

Ben Shoenbill

Sarah-Morgan Smith

Kelvin Soto-Hernandez

Ellie Thomas

Addie Thomason

Mercy Rose Tomlinson

Lilly Treible

Wesley Wadman

Alice Wang

#Lions4Life

We are so proud of our senior class, who together earned $2.3 million in merit-based scholarships and helped make Trinity the #1 Best Christian High School in North Carolina.* They now join more than 450 Trinity Lions who are making a difference in their communities across the globe. Together, weʼre roaring louder and stronger, spreading our mission far and wide.

*2023 Niche Best Schools Report

Congratulations to the members of the class of 2023, who were accepted into the following institutions of higher learning:

Anderson University

Appalachian State University

Auburn University

Baylor University

Belmont University

Bentley University

Berry College

Boston University

Bucknell University

Clemson University

College of Charleston

College of William & Mary

Colorado Christian University

Columbia University

Cornell University

DePaul University

Duke University

Eckerd College

Elon University

Embry-Riddle Aeronautical University

Emory University

Florida College

Furman University

George Mason University

George Washington University

Georgetown University

Georgia Institute of Technology

Grove City College

Guilford College

Hamilton College

Hampton University

High Point University

Hope College

Howard University

James Madison University

Kenyon College

Kingʼs College London

Liberty University

Lipscomb University

Michigan State University

Middlebury College

Morehouse College

North Carolina A & T State University

North Carolina Central University

North Carolina State University

North Greenville University

Northeastern University

Northern Arizona University

Northwestern University

Patrick Henry College

Penn State University

Providence College

Purdue University

Rensselaer Polytechnic Institute

Rochester Institute of Technology

Samford University

Southern Baptist Theological Seminary

Southern Methodist University

Spelman College

Temple University

Texas A&M University

Texas Christian University

United States Air Force Academy

United States Naval Academy

University of Chicago

University of Edinburgh

University of Kansas

University of North Carolina—

Asheville

University of North Carolina at Chapel Hill

University of North Carolina at Charlotte

University of North Carolina—

Greensboro

University of North Carolina

Wilmington

University of Richmond

University of South Carolina

University of Southern California

University of St. Andrews

University of Tennessee, Knoxville

Vanderbilt University

Virginia Commonwealth University

Virginia Polytechnic Institute and State University

Wake Forest University

Western Carolina University

Wheaton College

Wofford College

Congratulations!

Prince Rivers | Morehead-Cain Scholar

Trinity School congratulates Prince Rivers on his selection as a recipient of the prestigious Morehead-Cain Scholarship at the University of North Carolina at Chapel Hill. Morehead-Cain Scholars exhibit exemplary leadership, character, and scholarship with the ability to influence, energize, and inspire others to make an impact.

Laurel Hoffman | Leadership and Service Fellow

Trinity School congratulates Laurel Hoffman on earning the distinction of Leadership and Service Fellow at Berry College. Laurel's selection for this esteemed merit-based scholarship highlights her exceptional leadership, service dedication, and positive impact. She has served in meaningful ways throughout her time at Trinity on the Varsity Soccer and Basketball teams, the Student-Athlete Leadership Team, Student Council, and more. We applaud Laurel's outstanding character and passion for serving others.

Enoch Sanchez | C. P. Davis Scholar

Trinity School congratulates Enoch Sanchez on his recognition as a C. P. Davis Scholar at Columbia University. His selection for this award was based on his dynamism, intellectual curiosity, originality, and independent thinking. C. P. Davis Scholars have the demonstrated capacity to expand, strengthen, and apply their intellectual gifts to better serve society.

Accomplishments

Members of the class of 2023 were selected as finalists and alternates for numerous merit-based scholarships, including the following full scholarships:

• The James B. Duke Scholarship at Furman University

• The Levine Scholars Program at UNC–Charlotte

• The Hope Forward Scholars Program at Hope College

• The Jefferson Scholars Program at the University of Virginia

• The Park Scholarship Program at NC State University

Non Nobis, Domine

To God be the glory for all that the class of 2023 has accomplished and will continue to do for his kingdom using their God-given gifts and talents.

Trinity School of Durham and Chapel Hill

4011 Pickett Road

Durham, NC 27705

trinityschoolnc.org

“We’re not keeping this to ourselves, we’re passing it along to the next generation—GOD’s fame and fortune, the marvelous things he has done.”

The vision for Trinity School’s next strategic plan is, with God’s good help, to pass the mission and blessings of Trinity along to a new generation of students, parents, faculty, staff, and Board members, so that the school can grow from strength to strength. We are passing our Christian, classical, rich, and unhurried mission on to the next generation through three strategic priorities. Learn more about how we’re Forming Our Students’ Purpose, Sustaining Our Faculty’s Calling, and Partnering Together for the Future at the website below.

Learn more about the strategic plan at trinity-sp.org

Scan the QR Code to view the strategic plan:

Psalm 78:4, The Message