The Column, Spring 2022 (Issue 6)

Trinity School of Durham and Chapel Hill

spring 2022 | issue 6

Doulos δοῦλος

Learning Through Service

Tutor one child, change two lives: Trinity students serve at Forest View Elementary (page 38)

MISSION

HEAD of SCHOOL

Dr. Peter T. Denton Jr. ASSOCIATE HEAD of SCHOOL

Jez McIntosh SENIOR STAFF

Amy Chauncey, Director of Lower School Matt Hall, Director of Middle School Mark Waller, Director of Upper School Niesha Campbell, Director of Advancement Michael Ervin, Director of Finance and Facilities Karman Kent, Director of Enrollment Management Janet Ray, Director of Arts Shaun Satterfield, Director of Institutional Equity Laura Sayre, Director of Information Technology Sophie Smith, Athletic Director

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 curriculum; and communicating truth, goodness, and beauty.

EDITOR

Nathan Clendenin | nclendenin@tsdch.org GRAPHIC DESIGNER

Katie Stokes CONTRIBUTORS

Niesha Campbell Nathan Clendenin Chip Denton Stuart Howes MS ’08 Zoe Kirk ’24 Linzy Kurien Theodore Lucas ’23

Turner Merritt ’23 Alexis Mosu ’22 Shaun Satterfield Carrie Sippy Lori Stepp Ashley Weinard Lydia Wood ’22

COVER PHOTO

Nathan Clendenin Trinity School of Durham and Chapel Hill

spring 2022 | issue 6

BOARD of TRUSTEES 2021–2022

Jeff Lloyd, Chair Harmony P. Garges, Vice Chair John R. M. Hand, Treasurer Judith Street, Secretary Frederick P. Brooks Jr. Marsha Ebert Sandy Kennedy Jim Lamont Leland Little Aaron McKethan Charles Merritt RJ Moshay Jay Thomas Chip Denton (ex officio)

Doulos δοῦλος

Learning Through Service

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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.

TABLE of CONTENTS

doulos Servants, All the Way Down 2

Rich and Unhurried Trinity Serves 4 March Madness in the Middle School 8 Lower Schoolers Meet the Authors 10

Making a Musical 24 Alumni Spotlight: Stuart Howes’s Tableau 26

Non Nobis Serving Durham with Affordable Housing 28 Not to Us, Lord: The Non Nobis Scholarship 32 Why We Give: Generations of Generosity 36

Trinity Connects: A Nature Study with Betty Simpson 14

Known and Loved

Senior Capstones for Service 16

Tutor One Child. Change Two Lives.

38

Truth, Goodness, and Beauty

Trinity’s Student Ambassadors 42

A Semester in South Africa 18

The 2022 Iron Lions 46

When You Look in the Mirror, Do You See an Artist?

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Celebrating the Class of 2022 52

Growth Mentality in Middle School 22

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SERVANTS, ALL THE WAY DOWN What does it mean for us at Trinity to shape students to be servants?

This issue of The Column explores this important question.

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n 2011 a group of theologians gathered at Tyndale House in Cambridge to continue their work on a new translation of the Bible, the English Standard Version. Their deliberations included a thoughtful discussion on the translation of the Greek word δοῦλος (doulos) in 1 Corinthians 7: Should it be “servant,” “slave,” or “bond-servant”? How is it possible for us today, especially for American Christians with the legacy of chattel slavery in our past, to translate and understand ourselves, as Paul clearly did, as slaves? It’s fascinating to hear the American theologians bringing our own history into this translation discussion—and that was in 2011. How much more now, when we are all of us more awake to the sinister legacies of our history, must we struggle to see ourselves rightly as “slaves of Christ.” Surely it was in order to mute this offense that the ESV translators settled on “servant” or “bondservant” instead of “slave.”

I’m afraid that the problem only gets worse the more of the New Testament we read. The well-known passage in Phillippians 2:57 applies the same word, doulous, as the signature designation of Jesus Christ: His incarnation and his death on the cross were the working out of his identity as a doulos. Some may read this passage to say that Jesus put on “servanthood” as a temporary costume that he, the Eternal King of Glory, had to don for a time and then, at the resurrection, was able to shed forever.

But I don’t think that is the right reading of Paul, here and in numerous passages where he speaks of Jesus’s assumption of our humanity as a deep and abiding move on our Lord’s part. To put it baldly, Jesus’s becoming a doulos was not putting on something foreign to his

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identity; it was part of the revelation of who he really is. As New Testament scholar Wesley Hill says, “God’s character is self-giving love ‘all the way down.’ ” If we want to know the deep heart of God, we will have to come to terms with real servanthood.

Real servanthood is also a revelation of the true nature of humanity. This is the point of Paul’s argument in Philippians 2. I think the ESV’s translation is spot-on in verse 5: “Have this mind among yourselves, which is yours in Christ Jesus”—in other words, Jesus Christ put on servanthood not only to save us, but also to show us what our true selves are. And we, by participation in his life by his Spirit, are to learn to live as servants of Christ and of one another.

And so this issue of The Column, with its stories of service and service learning, shows forth the true life of Jesus in our Trinity community. From the photos of students in their MLK Month of Service work, to Topher Thomas’s Tiny Home Project, to the Augustine Literacy service learning class in the Upper School, to our Student Ambassadors—all of these bear the marks, if imperfectly yet still truly, of the Servant Jesus whom we seek to follow and in whose life we find our life. May Trinity School continue to bear this fruit more and more into the future.

Non Nobis.

Chip Denton, Head of School

DOULOS is a Greek masculine noun meaning “slave.”

Have this mind among yourselves, which is yours in Christ Jesus, who, though he was in the form of God, did not count equality with God a thing to be grasped, but emptied himself, by taking the form of a servant, being born in the likeness of men.

P H I L I PPI ANS 2 :5 -7

WATCH as the translation team for the ESV Bible deliberates on 1 Corinthians 7 to answer the question, should doulos be “servant,” “slave,” or “bond-servant”?

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RICH and UNHURRIED | Trinity School

Trinity Serves

By Nathan Clendenin

Service at Trinity School takes many forms and shapes across the divisions.

In fifth grade, students take part in a project called Guided by Love, which honors Dr. Martin Luther King Jr. (see their service projects below). Sometimes service comes from a prompt, like Karis’s cookie sale for the MLK Month of Service; other times, it’s in response to a circumstance, like when Victoria and Christian shoveled snow for a convalescing neighbor. Often, service flows naturally out of an area of interest, like Wilson and Fran’s work with GiGi’s Playhouse and Julianne’s volunteering with the Red Cross.

Fran ‘22 at GiGi’s Playhouse in Raleigh

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“If you wish to serve Christ and to wait on him, very well, you have your sick neighbor close at hand. Go to him and serve him, and you will surely find Christ in him, not outwardly but in his word.” Dr. Martin Luther King Jr.

Gigi’s Playhouse Fran ’22 and Wilson ’22 spend time every week with children with Down syndrome at GiGi’s Playhouse in Raleigh.

red cross ambassador Julianne ‘22 has been volunteering as a blood donor ambassador with the American Red Cross every other week for over a year. She really enjoys this opportunity for service and has hosted three mobile drives at her church and at Trinity since she began volunteering.

She loves knowing that her work helps save lives.

shoveling snow Victoria ’29 and Christian ’31 noticed an ambulance in the neighborhood and learned that their neighbor had slipped on the ice and broken his arm. Without telling him who did it, they shoveled his driveway.

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mlk month of service From January 15 to February 15, the Trinity community honored the legacy of Dr. Martin Luther King Jr. by carrying out acts of service (and love). Below is a sampling of some of our Trinity students’ projects. The ideas for many of these came from Johanna Steis’s fifth grade class, which called their service projects “Generated by Love.”

cookies for a cause Karis ‘29 decided to make and sell ready-to-bake cookie dough.

She received so many orders that she had to set a cap! She raised more than $700, which she donated to a local public school teacher to buy supplies for her first grade classroom.

caring for the homeless •

•

•

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Nora ’34 and her sister Mira ‘32 made care packages for the homeless with socks, snacks, and a handwritten note of encouragement.

John ’33 helped his mom collect and sort donated items from their neighbors to take to Urban Ministries. In a note to their neighbors John said, “Thank you for giving away some of the stuff you didn’t need and for buying things for the homeless.”

Claire ’29 and Ava ’29 prepared and delivered a homemade meal for the homeless. They made baked ziti, Caesar salad, garlic bread, and brownies. Reflecting on the project, Ava said, “I saw God when the man smiled and he seemed so happy.”

RICH and UNHURRIED | Trinity School

visiting elderly neighbors Selah ’29 made cookies and cards for some of her older neighbors. She said, “I saw God when I delivered cookies to people and saw their joy, just like God sees joy in us.”

helping refugee families Noah ’29 and his sister Maya ’30 folded 400 pairs of socks to distribute to refugee families through Refugee Hope Partners in Raleigh. They were also able to help tutor refugee students in kindergarten and first grade.

Noah says, “We got involved because my Dad’s company was also doing a service project, and we asked if we could join in.”

building a boardwalk Liam ’29 and his brother Cullom ‘31, along with Ryan ’29, volunteered on the Little Creek Trail System building a boardwalk. Liam says, “It was hard work, especially when Ryan and I had to help carry large beams of wood.”

beautiful together Lou ’29 and Hazel Tate ’29 volunteered and raised money for Beautiful Together Animal Sanctuary. Lou hosted a bake sale to raise money and raised enough to microchip one dog. She says, “God was everywhere in this project. I saw him in the people’s smiles as they heard what I was doing…I hope that I can keep helping to make lives better for people and animals through hard times.”

bake sale for a dog shelter Teddi ’29 and Camille ’29 sold delicious homemade treats to their neighbors. They donated the money they raised to a dog shelter. Teddi said, “It really made me feel good knowing that the money that Camille and I had worked for was going to a good place.”

Book Sorting for Book Harvest Bennett ’29 volunteered with his grandmother sorting books at Book Harvest during the Month of Service. He enjoyed seeing all the donations and knowing he was helping children with reading.

Keeping Durham Beautiful Maeve ’33 and her sister Lynley planted over 100 daffodils, tulips, and irises near the Trinity playground to add to our existing flowers. The bulbs were provided as part of the Keep Durham Beautiful Bulb Blitz, in which more than 15,000 bulbs were distributed to schools, neighborhoods, and communities across the city.

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RICH and UNHURRIED | Trinity School

MARCH madness in the

middle school by lori stepp

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For college basketball fans, March brings tournaments, rivalries, and madness. The month has additional associations for Trinity’s Middle School, as March is dominated by preparations for the annual Science Expo.

Peek into the science room during March, and you will see experiments with Fast Plants, battery designs, and student notes complete with hypotheses and conclusions.

You will see curious seventh graders manipulating the environments for Brassica rapa plants, observing what variables affect their productivity. You will see eighth graders exploring their options for a physical science experiment of their choice and, as the weeks go by, you will witness their trials and triumphs as they collect and analyze data.

Both grades learn to summarize their findings and figure out how best to present their findings to parents and guests who come to Trinity the evening of the Science Expo.

The Science Expo embodies our missional distinctives of a rich and unhurried education. Students immerse themselves in the scientific process, learning from failures as well as successes. Historically, the project ideas abound with creativity, too. Eighth grade Physical Science students have created projects ranging from discovering which type of propellant creates the hottest flame to investigating how much voltage various coin combinations produce. Seventh grade Life Science students have examined the effect of caffeine on plant growth and have measured which ratio of coffee grounds to potting soil produces the darkest leaf. Students ask questions that seek to improve quality of life, such as investigating the most effective water filtration system or exploring whether salt water could be modified to grow crops.

Some students have focused their research on psychology, investigating such questions as “Are girls smarter than boys?” and whether music has a measurable effect on mood. And, in typical middle school fashion, a few projects have been rather unusual (and costly!), such as one student’s study of various types of raw meat to see which one produced the most current.

Director of Middle School Dr. Matt Hall, who taught middle school science at Trinity several years ago, recalls a group of students who opted to grow plants sealed inside plastic bags. The unexpected outcome was thicker-than-normal stems. Another group cut open a glow stick and added the liquid to their plants. When the solvent dissolved the styrofoam quads that the plants 9

“I love seeing students practice the collaboration and communication skills they’ve been honing all year in order to pursue answers to questions they’re curious about.”

KATIE CREWS, Seventh Grade Science and Bible Teacher

Above: Seventh graders plant seeds and watch how they grow under different conditions. Below: Eighth graders record their test data in their quest to create the best battery.

“The Science Expo is about connecting curiosity with the scientific method. What is a good question to ask?

How do you test your question to learn something new?”

DR. MATT HALL, Director of Middle School 10

RICH and UNHURRIED | Trinity School

were growing in, the learning shifted to whether or not the plants would survive and why the container dissolved.

Mrs. Katie Crews, our Life Science teacher, says that the plant experiments that leave the most lasting impressions are those with the most inventive independent variables. Her favorite recollections include experiments adding coleslaw juice because of its perceived sugar content and acidity level, introducing yeast that has been activated to release CO2 closer to the plant, and the use of a number of dairy products—now banned because of their overwhelming stench one year when they spoiled.

While the current Science Expo is a Middle School event, it originally included the sixth and ninth grades.

Don Rose, former Trinity science teacher and alumni parent, envisioned the Science Expo at Trinity as a chance for science to “come alive” for the students in such a way that they were drawn to think deeply about what they were learning. He also saw the importance of training students to communicate what they learned. The Science Expo evolved as a showcase event for students to share posters or give oral presentations summarizing their work. Rose,

who had a passion for the newly formed Upper School, wanted all people at Trinity to be excited about science inquiry. Today we see that goal realized across the grades, culminating in the Upper School, where love for science guides summer research studies, Capstone projects, and university internships.

Of course, any love of science builds on what the students do in the lower grades, where students first learn to observe, investigate, and record. By exploring goodness, truth, and beauty, even our youngest students learn to wonder about the world around them. Fifth graders practice the scientific method, conducting experiments and presenting findings at their own Science Fair.

Ms. Naomi Johnston, Trinity’s fifth grade science teacher, works with each student to find an experiment that is both testable and enjoyable for them. Her favorite part of this project is seeing the confidence and pride the students have in the hard work reflected in their presentations.

From Lower Schoolers’ nature studies and Science Fair, through the Middle School Science Expo and onward to the Upper School’s Senior Capstones, students have

Flashback to the class of 2022 working on their Science Expo experiments.

the opportunity to discover, ask questions, and explore the sciences and God’s amazing world around us.

The depth and unhurriedness of these studies create space for long-lasting learning and for curiosity, wonder, and growth.

serves as Trinity’s eighth grade science and engineering teacher as well as chair of the Science Department. A Trinity parent since 2004, she has been teaching in the Middle School for the past nine years. When she is not teaching, she enjoys watching her youngest child participate in various sports and taking walks with her husband and their active dog, Cadence.

LORI STEPP

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RICH and UNHURRIED | Trinity School

ower

choolers the

eet

uthors

Have you ever wondered what the author of a book was really like? his spring, our Lower Schoolers had the chance to meet two children’s book authors in person in the Great Room, during Meet-the-Author programs arranged by the Lower School Library. On March 3, the students welcomed Dr. Adrea Gist Theodore, MD, MPH, the author of A History of Me, for a special visit. Dr. Theodore is a mom, pediatrician, and children’s book author from Durham.

Students in grades K–2 listened to her read the story and asked her some questions.

On March 15, British author Kate Albus, author of A Place to Hang the Moon, visited with grades 2–6. She read from her first book, which she originally wrote for her children. Only after a few years had passed did she consider publishing it. And we’re glad she did! Students asked her lots of questions about the publishing process and her inspirations. Her book and Dr. Theodore’s book are available in the Lower School library. They’re also for sale locally at Flyleaf Bookstore and at national bookstores.

Kate Albus

Dr. Adrea Gist Theodore, MD, MPH

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Dr. Theodore was inspired to write A History of Me after her daughter started school and was one of the only people with brown skin in her class.

Inspired by C. S. Lewis’s The Lion, the Witch, and the Wardrobe, Albus’s fictional story tells about children sent to the English countryside to avoid bombings in London during WWII.

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RICH and UNHURRIED | Trinity School

TRINITY CONNECTS:

A Nature Study with Betty Simpson

T

rinity School’s Charlotte Mason–inspired nature studies and picture studies develop students’ observation skills and attention to detail while increasing their appreciation for the beauty in art and in nature.

Picture studies are in-depth observational exercises in which students quietly look at a classic work of art, paying careful attention to all its different aspects. They share about it with each other in such great detail that many years later they can still recall it, like an old friend. In nature studies, they use drybrush watercolor painting techniques to capture the unique details of objects found in nature—the jagged edge of a leaf, the ombre colors on a flower petal. These studies engage students’ minds and hearts in a profound way. The time spent in slow, careful looking creates a quiet pause for the students to reflect, within a rich and unhurried learning environment that is both meaningful and personal.

On March 3, 2022, Trinity held a Trinity Connects event in which parents, Board members, and others were able to experience a nature study first-hand with Betty Simpson, a beloved and now-retired Trinity Lower School teacher.

The HUB was transformed into a grown-ups’ classroom, where attenders were invited to share in a watercolor lesson similar to those enjoyed by Trinity students. Together they explored God’s creation, practiced the habit of attentiveness, and developed their observational skills in an atmosphere that welcomed rich and unhurried learning.

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The nature study provides a way of knowing that is facilitated by awe.

Emily Merryweather, mother of Trinity students Dovey (K), Teddy ‘32, and Peter ‘30, describes her experience that evening: When I arrived late Thursday evening to participate in a guided nature study with Betty Simpson, I had not expected to sit down at a table spread for painting. But that is exactly what I got. Betty had created a small two hours sheltered from distraction so that we as parents could enter into one of the most unique and contemplative activities that Trinity gives our children. We were invited to notice before rendering, contemplate before examining, adore before analyzing.

Emily Merryweather joins other Trinity parents as they listen, learn, and launch into their nature studies.

The nature study provides a way of knowing that is facilitated by awe. Betty asked us to put aside the striving for perfection in order to truly see the curve of a leaf, the slope of a stem, and to honor their beauty simply by noticing this. We listened to peaceful music and observed the patient beauty of the natural world, till we ourselves were bent double over our small white watercolor papers, looking somewhat comically like a patch of damp reeds drooping heavily in the rain.

To render something, to make a painting of a living thing, is to honor it. Betty spent that evening gently teaching us how to honor in this way, although it became clear as she spoke that when she was a teacher at Trinity the living things she honored most and best in her classroom were our children.

is Trinity’s Assistant Director of Advancement, Donor Relations, and Special Events. She is a mother of two and a Trinity parent.

She runs on Dunkin’ Donuts coffee and spending time with family.

LINZY KURIEN

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RICH and UNHURRIED | Trinity School

The class of 2022 was surveyed about their Capstones, and here is what they shared.

FRANCISCA BARBEITO 6 years at Trinity TIM CELESTE I became a program leader at GiGi’s Playhouse, a nonprofit I have been involved with throughout high school. GiGi’s Playhouse was created to change the way the world views a Down syndrome diagnosis and send a global message of acceptance for all. Each month, I researched and made lesson plans for a program called LMNOP for children ages 0–3.

GEORG ERDMANN

7 years at Trinity

My Capstone project involved setting up a Math Center to help students struggling with math problems. It is designed to be a Slack server where people can join to ask for help, so that this can be done digitally and without having to schedule in-person meetings. The opening of the Math Center was announced during a Cornerstone meeting, and students were invited to join.

4 years at Trinity

I took an Emergency Medical Technician training course last summer with the National Center for Outdoor and Adventure Education. During this time, I worked five 12-hour shifts at New Hanover Regional Medical Center, where I treated patients and was even given the opportunity to perform my first cardiopulmonary resuscitation. I learned how to work in a hospital setting and the great need for health care workers.

JULIANNE FRECK 13 years at Trinity

THOMSON FALK 5 years at Trinity

I chose to further my research on the history of Durham that I began during a Winterim class earlier this year.

I also created a FLEX-time program to provide an opportunity for students to learn about Durham in a way they never had before, including plans for a possible weekend walk through Durham to observe various monuments and buildings that are a part of Durham’s history.

For the past six years I have been involved with the nonprofit Just TRYAN It, which hosts an annual kids’ triathlon to raise money for children with cancer. I first started with Just TRYAN It as a racer, then was a volunteer, and last fall for my Senior Capstone project I worked as a student intern. This spring I’ve continued to work with Just TRYAN It as a race captain, as well as being on the host committee for the race.

See the article on Julianne’s Capstone project, “Partnering to Provide,” in the fall ‘21 issue of The Column.

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JEFF FU 4 years at Trinity WILKIN GALINDO 4 years at Trinity My Capstone project was to help Mr. Laucas teach Advanced Physics. I showed up at every class to help Mr. Laucas set up the lab, give out handouts, and sometimes just turn on and off the light switch, doing anything that could help the students with homework and learning. I also taught lessons on projectile motion and potential energy. I designed my own lectures, handouts, and homework problems. Many students came to me to thank me for the great lectures, and they actually understood all the material. I am proud of everyone who challenged themselves to take this course and even more happy for those who find enjoyment in physics.

For my Capstone project I spent my summer working full-time in construction, trying to learn the basics and further improve my crafting skills. I worked on different projects and got to experience what it was like to work outside. I learned many skills that are important in life, including teamwork and patience.

LIZZIE PIEHL 13 years at Trinity

ALEXIS MOSU 9 years at Trinity

I volunteered at the Durham-Orange Community Tennis Association to teach tennis clinics to children in my community.

Through working with DOCTA, I gained the skills and leadership to create my own nonprofit tennis clinic program, which I called Aspiring Athletes, in which I taught free weekly tennis clinics to young athletes in Durham. I learned how to be a leader and how to serve my community using my unique passions and skills.

As part of my Senior Capstone project, I volunteered at Eyes, Ears, Nose, & Paws (EENP), a local nonprofit organization that trains service dogs for medical and mobility assistance.

Most of the dogs’ extensive training takes place in prisons, where inmate-trainers have the opportunity to be a part of the life-changing impact the dogs will have on the people they are ultimately placed with. This year I helped care for a litter of puppies that will become the next group of service dogs, and I also helped with dog training, transporting dogs to and from the prison, and helping the EENP with special events.

BOWEN YOUNG LYDIA WOOD

13 years at Trinity

13 years at Trinity

I set out to help students connect and learn from others and the earth, and we did this by volunteering at the Reality Ministries Farm. Every Friday, the Servant Leadership class in Trinity’s Upper School pulled on their work boots and headed to the farm to cultivate and learn from our friends there. We learned how to listen and grow from others’ stories, connect with the land, and allow our relationships with God and each other to flourish.

I worked with two friends to create a four- to five-track EP, along with a music video or two for the songs themselves.

The goal of this Capstone was to deepen my friendships and also learn what it means to be part of a band. Our band, Pamelo, had previously released four songs, all as singles, and this Capstone helped me learn how to successfully write and produce multiple songs within a short period of time that all have a similar sound. We want the EP to feel like an experience, not just different songs with different ideas.

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TRUTH, GOODNESS, and BEAUTY | Trinity School

A S EM E STE R I N

SOUTH AFRICA

by Turner Merritt

One year ago, if you had told me that I would be spending a semester abroad in South Africa, I would have laughed at you.

When I first heard about the School for Ethics and Global Leadership (SEGL), which offers programs in Washington D.C., Johannesburg, and London, I was set on spending the summer in London. Having already lived a year there, this seemed to me like it would be a sort of vacation, obviously with some work and learning.

To be honest, I never thoroughly researched any of the programs; I only knew that they were centered on creating the next generation of ethically minded leaders… or at least some high schoolers interested in international affairs.

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The founder of SEGL, Noah Bopp, was inspired to create SEGL by the events of 9/11, believing that the world had entered a new stage of international politics that required a new brand of ethical leader.

But when I applied, I didn’t know any of that. I applied to the London program thinking it would be enjoyable, and as a backup, I applied to what seemed the “coolest” opportunity— a semester in Johannesburg at the African Leadership Academy (ALA).

I was offered a 2021 fall semester spot in Johannesburg, and not London. Since I got in, I decided I would go—it was too much of an opportunity to let slip by. In South Africa, the SEGL group of 16 American students attended the ALA, an elite boarding school for people from across Africa, and the most competitive environment I have ever been in. The program was centered around

the idea of Ethics and Leadership, that being the core required class. We explored case studies of major issues and conflicts that have faced our world and listened to expert guest speakers on topics from cell service in Africa to the Rwandan genocide. My favorite class was one on African philosophy, taught by the dean of the ALA, Hatim Eltayeb, that focused on juxtaposing Western and African philosophies, where they differ, and where the students fell within a range of beliefs.

The culture at the school seemed happy and positive on the outside, but I found that students had insane sleep schedules, some waking up at 4 a.m. to start their days, while others had gone to sleep not long before. After a week of quarantine in a hall bonding with other Americans, we were thrown into the larger community. There’s so much more I could tell about the culture shock I experienced and the friendships I made with my roommate, Macdonald, from Zimbabwe, and others like Ahmed and Iyed, from Morocco and Tunisia, who were a staple at our common-room poker table on Friday nights, consistently coming to play us and offering intelligent banter.

Before going to this program I had little knowledge of this seemingly alien land. It was a life-changing experience in so many ways. And frankly, I left with more questions than answers. But I can say that my perception of the continent of Africa changed drastically. The reality is, most of us probably don’t think about Africa that much. When we do, what do we picture? Perhaps something like Mukhanyo Christian Academy, a charitable cause that provides for children with very little.

Perhaps the AIDS epidemic, or senseless conflict, or corrupt leaders.

Instead, I experienced a vision of an Africa which does not need our help. I met so many inspiring classmates, 12% of whom will go on to attend an Ivy League college, despite exceedingly low international acceptance

Turner poses with his African Leadership Academy classmates.

rates. I saw amazing sunsets and ate some wonderful food. My experience proved the prolific negative images wrong. So the next time you think about the continent of Africa, don’t focus solely on its issues. Instead, imagine what I experienced: a developing set of individual, diverse nations, with a new generation set to rival our own.

is a junior in his 11th year at Trinity. In 2021 he spent a semester at the African Leadership Academy in Johannesburg, South Africa, as part of the School for Ethics and Global Leadership. He enjoys running and playing chess in his free time.

TURNER MERRITT

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TRUTH, GOODNESS, and BEAUTY | Trinity School

When You Look in the Mirror,

Do You See an Artist?

God made all of us creative, in his image. In Lower School Visual Art at Trinity, we stretch, explore, imagine, express, develop skills, reflect, and understand the world through art.

We also learn to see ourselves as artists.

For some students, this is an easy exercise. A TK Cub, for instance, has no trouble donning a smock, picking up a paintbrush, and calling himself an Artist with a capital A! Other (often older) students are more reluctant to identify themselves in this way. In their case, imagining requires more than simply looking in a mirror. It takes a whole lot of mind stretching and a fair share of grace.

We started Art class this year by exploring Ephesians 2:10, “For we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.” You might be wondering what a verse about service has to do with art. Before God calls on us to serve others, he reminds us that we were lovingly crafted by his hands. Each of us is his work of art. That makes each of us unique, and it makes the gifts we have to offer just as singular and special.

Deacon ’34 studies his subject carefully before beginning his self-portrait.

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In Genesis 1:27, we learn that each of us is created in the image of God. Our Divine Creator has given every one of us the power and potential to create, and we can use these gifts as a way of serving the Lord and our neighbor. It can feel hard to see ourselves this way, especially

(left) Avid avian artist Nick ’29 shares his sketches with us. (right) Deacon’s colorful self-portrait.

when we start to compare ourselves with others and when our inadequacies blur our vision.

In Lower School Visual Art, we spend a lot of time observing. We look at what we are drawing before we start to draw. We examine works of art created by artists from all over the world. We look for strengths in the artworks created by our classmates. Observation is part of the artist’s routine, and it becomes our own. Like scientists, artists observe the world around them in order to study, reproduce, or reinvent it. At Trinity, we practice observing so we can begin to understand what it means to see like an artist. Careful observation takes time. It is unhurried. In that time, attention to beauty, the process of discovery, and compassion are learned and refined.

Nick Gonzalez came to Trinity in the fall of 2021 as a fourth grader. An engaged learner and open to new challenges, Nick listened politely in class and felt comfortable asking questions and sharing his experiences.

He undertook his assigned art projects with interest,

but he expressed frustration and a lack of confidence in his drawing abilities. Would he have felt comfortable calling himself an artist? Probably not. One day in fifth grade, Nick finished a project early and wondered what to do next. I pointed to a book of animals and told him, “Take a look at this book to see what you can discover.”

Nick settled in and shortly found a photograph of a bird.

He started to draw it in his sketchbook. He finished his drawing, labeled it with the bird’s name, and then looked to see if he could find another one. Now Nick draws birds every chance he gets. As soon as he finishes a project, he is off to the bird book to discover something new and beautiful to draw, just as he sees it. Nick gives these drawings to teachers and classmates, who find beauty in them and who are beginning to see new gifts in him. Recently, he drew a portrait of himself observing birds with his binoculars. I asked him what he wanted the picture to communicate about him. He replied, “I’m a bird Artist.”

May we all, like Nick, come to see the beauty of God’s handiwork around and within us.

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 fourth grader at Trinity. In her spare time, Ashley likes to read, make pies, and plan vacations.

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TRUTH, GOODNESS, and BEAUTY | Trinity School

Growth Mentality in Middle School

by Carrie Sippy

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rom the outside, it’s easy to admire a great work of art and think that natural talent was the defining factor in the artist’s success. But the truth is much more complex and multifaceted. Mrs. Rector’s approach in teaching Middle School art students is to debunk the notion that talent, or a lack thereof, will make or break them as artists. She encourages students to develop a growth mindset as they explore their own vision and decide on the preferred medium for their projects. Students with little experience drawing or sculpting take away the pressure by approaching the medium as a novice. By taking on an appropriate level of challenge to develop new skills, they nurture the spark of creativity within themselves instead of snuffing it before it can burn brightly. From their first day in art class, they are developing imagination and persistence that will serve them in all areas of life.

From their first day in art class, they are developing imagination and persistence that will serve them in all areas of life.

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Chloe Anders ’27 saw a piece of art created by an Upper School student and was inspired to create her own. Her version incorporates drawing, collage, and watercolor to portray the emotions and memories associated with her first day of kindergarten. Chloe did a fabulous job envisioning and planning how to convey this theme while overcoming obstacles and solving problems along the way.

o D t a Wh Do? s t s i t r A Students learn this artistic method in Middle School Art: 1. Improve skills and learn new ones 2. Gather inspiration 3. Envision and plan 4. Create!

5. Problem-solve, engage, persist 6. Ask for feedback and revise 7. Reflect

The Middle School thespians took big risks and got big rewards in their production of Writing a Will Can Be Murder. They were supported by family, friends, faculty, classmates, their US Tech Theater crew, and an enthusiastic band of US thespians from Beauty and the Beast.

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Making a Musical

By CARRIE SIPPY

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e’ve got a lot to do! Is it one lump or two, for you, our guest?” echoed down the halls of the Brent Clark Arts and Engineering Building. Rehearsals for Trinity’s first full-length musical, Beauty and the Beast, filled the theater room with dancing napkins, a talking candlestick, a lonely beast, and more! As I reflect on the process of putting together this show, I can’t help but be amazed at the way the Trinity community worked together like the body of Christ, providing support, wisdom, and guidance as we brought this story to life.

When Janet Ray, Director of Arts, and I sat down to discuss our list of potential spring musicals, we had many items on our checklist as we looked for the perfect show. We envisioned a production that could inspire a love of performing in a TK Cub or challenge a Middle School student to step out of his or her comfort zone and into someone else’s shoes onstage. As our Upper School students stretched out their singing, dancing, and acting muscles, we realized we were looking for a show that would bring together the Trinity community and bring joy to both the cast members and the audience. The classic tale of Beauty and the Beast quickly rose to the top of our list, and when the decision was announced to the Upper School one morning during Cornerstone, the excitement was palpable.

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Throughout the rehearsal process, I was continually reminded of how God has given the body of Christ talents that they use to tell a greater story together than they could individually. This “tale as old as time” had many technical and artistic challenges—everything from crafting an enchanted rose that withers onstage to creating a magical transformation for the Beast. Thanks to our beautiful new space, there were many opportunities for the Arts and engineering departments to collaborate.

It’s been such a gift to be able to walk across the hall or down the stairs of the Clark Building and learn from faculty members in other fields of expertise. I approached engineering and robotics teacher Renato Laucas with my

idea for the construction of the set design. He spent many hours in the robotics lab helping me conceptualize, create models of, and finally discover a way to bring to fruition my vision of a twelve-foot-tall storybook as the backdrop for the musical. Visual art teacher Kelly Oakes agreed to be the scenic artist who would design the pages of the storybook, which had 11 different settings. Even students who were unable to take Musical Theater this semester volunteered to help

with stage management, set painting, props, and more. It was a collaborative process from start to finish, and I am so thankful for the generosity of all those who worked to bring this production to life.

The verse chosen by our seniors for the 2021–2022 school year is Philippians 2:3-4, “Do nothing out of selfish ambition or vain conceit.

Rather, in humility value others above yourselves, not looking to

your own interests but each of you to the interests of the others.” It was a delight to see so many members of the Trinity community come alongside Beauty and the Beast, value others above themselves through their sacrificial giving of time and talent, and produce something greater together than we each could have done on our own.

(below left) Preliminary sketches of some pages of giant storybook by Visual art teacher, Kelly Oakes. (below right) Ryan Barber ‘22 rehearsing with cast members for her lead role as Belle in Beauty and the Beast.

our Middle and Upper School theater teacher, is in her seventh 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 Mary Poppins, Into the Woods, and Oklahoma! When not in rehearsals, she can be found cross-stitching, baking, or exploring local restaurants.

CARRIE SIPPY,

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TRUTH, GOODNESS, and BEAUTY | Trinity School

alumni spotlight

stuart howes film director and screenwriter

Stuart reviews scenes while on set directing his first film, Tableau.

middle school alum ‘08

It’s hard not to sound pretentious when you talk about movies.

I’m not going to go all-in, calling them “pictures” and throwing out terms like “avant-garde” and “mise-en-scène.” If I did that, I wouldn’t be able to look at myself in the mirror until November. But still, it’s hard.

It’s also hard for me not be sentimental about movies. That breathless flow of image and sound, a dozen different mediums coming together to sweep an audience off its feet. Pretentious? Sure. But man, I love it.

And when I fell in love with movies, I fell hard.

I stumbled out of a screening of La La Land in a daze. My life looks very little like a glittering Hollywood musical, but something about it rang true to me, reminding me of my own experiences while inviting me to something more. It was as if a voice whispered to me, “Come be a part of this story.”

That call was irresistible.

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And while this happened long after I graduated from middle school, I think the seeds were planted during my time at Trinity. Looking back, my English, music, and art classes gave me a superb foundation from which to grow. I still remember the chill of reading The Old Man and the Sea in Mrs. Whisenhunt’s English class and the patient instruction of Mrs. Ray’s music class. It’s safe to say I wouldn’t be where I am now without that comprehensive introduction to the arts.

(top left) Brooke Pike ’24, on set with other members of the cast. (bottom right) Stuart discusses a scene with some members of the cast.

But more important than the arts was the emphasis Trinity placed on faith. Not just the scheduled prayer and Bible studies, but the time spent with friends, parents, and teachers who knew God and helped me know him through their lives and actions. For all the head knowledge, it’s those little emotional moments that taught me the most about him. They invited me into the story he is telling, and helped me find my place in it.

And maybe that’s what I love most about movies. They may not be real, but they’re often truer than real life appears to be. The best ones—whether consciously or not—remind us that for all the lawn mowing and bill paying, doctor’s appointments and soccer practices, each of us is playing a crucial part in the story God is telling.

We’re all somewhere in the middle, and we don’t know how our chapter will end, but we can trust the Author will show us the way if we remember to look for him.

And that’s what I’m trying to do now. I have a long way to go and a lot of learning still to do, but maybe one day someone in a darkened theater will look past what I’ve put on the screen and get a glimpse of the God who made them. Maybe they’ll hear his whispered invitation, “Come be a part of this story.” Is that pretentious? Maybe. But man, I love the thought of it.

Stuart worked as a screenwriter in Los Angeles before turning to directing. He is currently in post-production on his feature directorial debut, Tableau, which follows a mother struggling to reconnect with her daughter after having an affair. The film, which he shot in Chapel Hill with Trinity’s Brooke Pike ‘24, premieres at film festivals later this year. You can learn more about it at TableauMovie.com.

graduated from Trinity’s Middle School in 2008 and now works as a film director and screenwriter. When he’s not making or watching movies, you can find him leading Young Life, playing soccer, or enjoying the dulcet tones of Burt Bacharach.

STUART HOWES

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NON NOBIS | Trinity School

Serving Durham with Affordable Housing

BY ZOE KIRK

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ny reasonable Upper School student will agree that in Mr. Thomas’s classes, there is space for you to be a presence, not a just a person. Emotion, discussion, and relationships take a unique priority in a classroom where traditional expectations are not completely disregarded, but secondary to overall well-being, curiosity, and the exploration of doubt.

The vulnerability and diversity of thought in his fall semester Theology I class attracted 5–8 extra students to the class on any given day, who chose to spend their “Unscheduled” block comfortably on the floor, listening, absorbing, thinking, being. For how fervently Mr. Thomas is loved and respected, his demeanor is consistently relatable. Before class he talks to students about skating and guitar and Legos, but he’s ready to grapple with Biblical authenticity and predestination as the room fills up. Throughout the semester, his students discovered that this distinct teacher had something special happening outside of his work at Trinity, too.

Reflecting on a financially strained time, Mr. Thomas wrote in a February 2021 blog post, An idea came to mind—why not get some passive income flowing by building a backyard tiny home? It seemed simple enough, so I went for it. The process was arduous. It was full of mistakes and mishaps, but in 2020, I got it done. I was going to use Airbnb to rent it out, and it would bring in $1,000–$2,000 a month. Woohoo! Then an issue was brought to my attention—a neighbor was being displaced from their home. Property values were going up, and their landlord wanted to cash in. No shame or shade on that landlord, we’re all trying to make it. And that got me thinking, can we all make it? Seriously, is there enough for everyone to have enough?

Though the Trinity bubble features a universally secure sample of the Durham population, the inequities experienced by local,

marginalized communities are staggering, and the data reflect the reality of the system they’re forced to work against. According to the 2012–2016 American Community Survey, almost 20% of Durham residents live below the poverty line (people of color making up 96% of this group), while generational poverty and systemic disadvantage restrict 750 people in the city to the streets on any given night. A steep mortgage payment simply isn’t realistic for many citizens of this divided city. Mr. Thomas, freshly inspired by the potential of a sustainable solution, committed himself to tangible action.

Now, eleven months after that blog post was written, he is building five backyard “tiny homes” across Durham and has created his own small business, Coram Houses, in an effort to tackle one the city’s most pressing problems.

Coram Houses is an affordable housing project that enables neighbors to house neighbors. Through investors and stakeholders, homeowners with outdoor space can have a tiny house, or Accessory Dwelling Unit, built in their backyard at no cost. The ADUs, which have been legal in Durham since 2006, are rented out to home-insecure folks at a rate that’s below the city average for a one-bedroom apartment, while benefiting the homeowner with an extra source of cash flow. All of the tiny homes include a kitchen, living area, bathroom, and bedroom. A more complex

Can we all make it?

Seriously, is there enough for everyone to have enough?

design also includes a rooftop garden.

Coram Houses engages with complex issues through layers of partnerships, with everyone contributing to something bigger than themselves. Patterns of racial and economic inequality in the housing landscape are addressed and impacted by people 29

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who previously could only watch these cycles unfold.

Investors like Trinity grandparent David Spence, who provided some of the initial capital for this project, are finding compelling reasons to invest. “When we find an opportunity where the mission of the company and the practices of the company resonate with our spiritual values and our life mission, that is a uniquely compelling investment opportunity,” Spence says.

What started as Mr. Thomas’s work to support his family has turned into an evolving story, as the community rallies around

fair, affordable housing) feels like a form of enlightenment.

It overturns the classic tenet of capitalism that by relentlessly pursuing my own self-interest, society ‘benefits’ in the abstract because the nation has a higher GDP; this model of Western capitalism leaves many poor, unhoused, and under-resourced and accepts this as an acceptable cost of the pursuit of wealth for a few. Coram, on the other hand, shows us that we benefit collectively when we care for and make space for each other, when we make things personal.”

Patterns of racial and economic inequality in the housing landscape are addressed and impacted by people who previously could only watch these cycles unfold.

the empathy, proximity, and dignity Coram Houses embodies. Mr. Thomas said in an October 2021 interview, “What I’m hoping for homeowners and tenants is this relationship that is born out of sharing space.” Mr. Jones, a fellow Upper School teacher, was one of the first to commit to Mr. Thomas’s mission. An ADU is under construction on his property, and a tenant will move in in a few months. He shares, “The thought that I can take care of myself (by building wealth for my family) and take care of others as well (by providing

In 2022, Mr. Thomas hopes to build 20 ADUs. And in 2023?

100. What he is building with his hands is a reflection of the mindset he cultivates for himself, and of what he blesses the Upper School with on an average school day. How beautiful it would be if all of Trinity were distinctly marked by the same personal, aware, passionate tone—a tone that looks a whole lot like Jesus.

Find out more about Coram Houses at coramhouses.org

(left) Coram’s tiny homes add affordable housing to back yards across Durham, allowing tenants like the one pictured much needed rent relief.

is a sophomore in her first year at Trinity. She enjoys soccer, music, gymnastics, and being with her siblings. She hopes to study forensic science in the future. Most of all, she despises writing about herself in the third person.

ZOE KIRK

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NON NOBIS | Trinity School

“Only God could make something so big and so beautiful.”

I remember a story from a close friend of mine about a student who changed her life. At the time, she was teaching at an elementary school, and in the spring, she took her students on a field trip to Wilmington as an end-of-year celebration. She described walking up to one of her students, full of concern because he was openly crying while staring out at the ocean. She asked him what was wrong, and he responded that he now understood that God was real. When she asked this 10-year-old boy why he now knew this, he responded, “Because I have never seen the ocean before.” My friend was stunned. But what he said next truly moved her: “Only God could make something so big and so beautiful.”

Why is classroom diversity important?

By Shaun Satterfield

According to A. S. Wells of the Century Foundation, a racially and socioeconomically diverse classroom is beneficial to middle- and upper-class students1.

Today, students of color represent 30% of Trinity’s student population, and this is close to reflecting the demographic numbers of Durham County.

The varying perspectives offered in such a diverse classroom space will enrich student learning.

Trinity’s Vision Statement for Kingdom Diversity states that “the vision of diversity at Trinity is uniquely Christian

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and flows out of our mission. The image of a diverse Trinity community is scripturally based and is already implicit in each of the five core distinctives.” Simply put, diversity matters at Trinity. Trinity started the Non Nobis Scholarship because as a community we understand the importance of supporting families of color who have a desire to enroll but are unable to cover the full cost of tuition. Through this scholarship, the Trinity community is able to give the great gift of a Trinity education. In a sense, it’s our way of sharing the ocean.

“Non nobis, Domine” is a prayer of thanksgiving that ascribes all glory for all good things to the Lord. Trinity School’s success during this pandemic is a result of the Lord’s grace and mercy, and the Non Nobis Scholarship is a tangible way for us to demonstrate the love of God to our community. Our prayer is that God will use these funds to give families the hope of an education from transitional kindergarten to grade twelve within the framework of Christian faith and conviction—teaching the classical tools of learning, providing a rich yet unhurried curriculum, and communicating truth, goodness, and beauty. Not to us, Lord, not to us, but to your name be the glory.

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“Not to us, O Lord, not to us, but to your name give glory, for the sake of your steadfast love and your faithfulness!”

Psalm 115:1

Wells, A. S. (2022). How Racially Diverse Schools and Classrooms Can Benefit

Students. Retrieved from Century Foundation: http://trinitydch.org/wellsas

is Trinity’s Director of Institutional Equity and a former Trinity fourth grade teacher. She enjoys reading, crocheting, and worshiping God in song. When she is not at work, you can find her with a book or listening to one while taking long walks with a friend.

SHAUN SATTERFIELD

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While outright gifts provide vital resources for our school today, endowed gifts help to shape and strengthen Trinity’s future by providing sustainable resources. Trinity School has two primary endowment efforts:

Non Nobis Endowment Trinity strives to prepare students for benevolent engagement with the culture at large. Exposure to various cultures, life experiences, and perspectives serves to train young people to see goodness in the variety of God’s human creation and virtue in every culture, despite our universal fallenness. Such a perspective leads to a deeper and richer appreciation for beauty, an appreciation that honors the full spectrum of color and is not monochromatic.

In conjunction with flexible tuition, the Non Nobis Endowment will provide annual scholarship support to students to increase the school’s socioeconomic and racial diversity. The aim is to serve as many students as possible while meeting the largest amount of financial need to help alleviate financial hurdles related to attending Trinity.

Faculty and Staff Endowment Students are shaped by teachers. Teachers not only communicate the content of their subjects, but also model crucial virtues such as kindness, perseverance, courageous faith, and selflessness. They are mentors and guides, parents’ trusted partners in the education of their children. At a Christian school like Trinity, teachers show as much as they tell what it means to follow Jesus in one’s vocation in the world. This kind of mentoring is powerful in the lives of young people.

In 2014 an alumni family established Trinity’s Faculty and Staff Endowment. Trinity’s goal is to continue to grow this endowment to provide long-term sustainable support that will benefit our faculty and staff in perpetuity.

We champion strong salaries and benefits for educators! Teachers are the ESSENTIAL workers in the school.

They embody and deliver the vision and quality of education that the founders, Board, parents, and donors want. Strong salaries demonstrate that the school values their educators as a top priority, and having an endowment for teachers’ salaries and benefits also signals the seriousness of intent. Strong salaries and benefits mean educators do not have to choose between teaching and supporting their families and have less financial stress regarding educational debt, health care costs, family needs, and retirement. Trinity can be a leader in this area as a Christian school amidst a culture that devalues such an important and valuable profession.

– Alumni parent founders of the Faculty and Staff Endowment Your family has the opportunity to create named endowment funds at Trinity to support the scholarships or programs that are important to you. Contact Niesha Campbell, Director of Advancement, to learn more.

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NON NOBIS | Trinity School

NICHE FOCUSED. PERFORMANCE DRIVEN. REAL ESTATE INVESTMENTS.

1829 E Franklin St, Suite 800F Chapel Hill, NC 27514 www.prudentgrowth.com 35

NON NOBIS | Trinity School

Why We Give Generations of Generosity

And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise.

Deuteronomy 6:6-7

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or Trinity grandparents John and Connie Moore, generosity was an intentional part of how they raised their two daughters. “Starting when they were five years old, we would give them each a weekly allowance of $2. They each had three envelopes that they would then use to disburse their money: one for tithes, one for savings, and one for their spending,” Connie recalls. “I remember giving them dimes so that they could easily take out the 10% for their tithes.” Her daughter Tina Deshayes shares how this practice grew and evolved throughout her childhood and shaped her approach to money as a parent. “By the time we were in high school, we had envelopes for back-to-school shopping, and even a fast-food envelope. Jason and I have continued this practice with our three children, Levi, Micah, and Glory. The only difference is now they keep their money in mason jars.”

their family, it all starts with Trinity’s mission. “I believe in the mission of Trinity, and not just for my own kids, but I believe in what Trinity is doing for so many families.” Jason adds, “By giving, we are helping benefit the entire Trinity community. That helps the school do God’s work better.” For John and Connie, who live in Arizona and see Trinity’s mission lived out through their grandchildren, their decision to support Trinity financially is also driven by its classical, rich, and unhurried Christian education. Connie shares, “I taught school for 12 years before the girls were born, and John was in the Air

For this family, generosity extends beyond giving tithes.

Tina explains, “One of the things I want to encourage my children to do is to have a giving mentality with all of their resources—their time, toys, snacks, money, and friendships. Whatever God has given us, we want to be open and ready and willing to share it, no matter what it is. We want to do this because God has been so infinitely kind and generous to us. Giving is one of the best expressions of worship.”

This year, to raise money for Run for Mukhanyo, Levi ‘32, Micah ‘30, and 2-year-old Glory hosted a garage and bake sale. “Giving up your stuff and your toys is hard, but the kids started looking at it differently: ‘Someone else will use this more than I do, and then we will earn money for Run for Mukhanyo,’” Jason recalls. Tina and Jason did more than just encourage their children’s efforts. They also participated in the giving, leveraging their resources for an even greater impact by offering a match. If the children raised $75, their parents would match this with an additional gift to the Trinity Fund. “I loved watching all of the people enjoy the things that we baked, and it felt good to raise money,” said Levi.

When asked why they chose to invest in Trinity School beyond their tuition payments, Tina explained that for

(top) Three generations: Jason and Tina Deshayes and their children, pictured with Tina’s parents, John and Connie Moore. (bottom): Levi ‘30 and Micah ‘32 Deshayes continue the tradition of taking out their tithe and savings first.

Force, so I worked in many schools and many locations.

What we have seen at Trinity I have not seen anywhere else—the effective, intentional, high-level, diverse topics and material that the kids cover.” John adds, “For us, it is the discipleship at Trinity. There’s no way that we could disciple that many young people, but Trinity can.”

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KNOWN and LOVED | Trinity School

Tutor One Child.

Change Two Lives.

Service Learning and the Augustine Literacy Project

By LYDIA WOOD

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E

very Wednesday and Friday morning, I walk up to the front of Forest View Elementary School with the rest of the tutors in the Augustine class, and I wait for my friend Rocco to show up. He rounds the corner with his mom and younger sister, says bye to his family, and makes his way towards me. We slowly trek to the library, where Rocco unloads his belongings and plops into the chair right next to mine.

We spend the first couple of minutes just talking to each other, and it is my favorite part of the day.

My opening question is always “How are you?”

His automatic response is always a sigh, “I’m fine.”

“How are you really doing, Rocco?”

His eyes light up, and he never fails to tell me a crazy story about one of his classmates, his neighbor’s trampoline, something he built over the weekend, or how cool his parents are. Through knowing Rocco, I have seen my role

shift from just being a tutor to being a friend and someone who is learning alongside him. While Rocco is learning how to build and break down words, I am learning that Rocco is an inventor at heart and how to support him in all aspects of his life, not just reading. Nothing compares to the joy that Rocco has when he builds something or creates a new way to remember sounds or letters.

One morning, Rocco brought in a toy crane, because during our last meeting he had built a crane out of Silly Putty and wanted to show me the inspiration behind the design.

While Rocco is an inventor, a builder, and a math whiz, he is also brave, bright, and not afraid to make mistakes. Even on the days when Rocco is tired or of poor spirit or doubting himself, we are always laughing by the end of our time together, whether that’s because he thought a word sounded funny or I made a silly expression through our clear face masks. The laughter and joy of our Augustine students show their resilience and strength through a time in their life 39

I have seen my role shift from just being a tutor to being a friend and someone who is learning alongside him. that is difficult. If you walked into our tutoring room, you would see students and tutors learning together with smiles on their faces. You would see Aubrey getting so excited the moment she sees Abi, Caiden laughing as he and Lizzie play tic tac toe, Soren and Georg bonding over their tennis skills, Theodore opening up to Wilson’s warm and inviting personality, Avidmaa grinning as Maddie reads her If You Give a Mouse a Cookie, and the joy on Griffin’s face every time he gets to hang out with Rigo.

I have learned many things from Rocco over this past year, but the best lesson I have learned is that it is important to actively

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KNOWN and LOVED | Trinity School

care about others and to also let people know that you care for them, in great and simple ways. The reason there is so much joy in this program is that there is a great deal of care and trust between every student and tutor. There is an investment in the students’ lives beyond our tutoring, which equips us well to support them, encourage them, and grow with them.

My friendship with Rocco has allowed me not only to have peace as I am running full speed ahead to the next season of my life, but also to see that when we stop and take the time to care about others, learn from them, and truly listen to what they have to say, no matter their age or life experiences, that is where joy and true growth lies.

Trinity’s Literacy and The Augustine Project Class Trinity’s Literacy and The Augustine Project class was created in partnership with the Augustine Literacy Project (ALP), a local nonprofit that trains adult volunteers to tutor low-income, struggling readers free of charge in reading and spelling using a research-based, multisensory, structured literacy program. In this year-long class, students undergo six weeks of intensive classroom training in structured literacy, after which they are paired with a tutee from a local elementary school with whom they meet twice a week for the remainder of the academic year. The Augustine Literacy Project’s motto is: Tutor one child. Change two lives.

Find out more about the ALP at https://www.augustineproject.org.

is a senior and in her 13th year at Trinity School. She is heading to Baylor University next year to study religion and to continue exploring the many joys of life. In her free time, you can find her spending time with her friends, retreating to the mountains, and always with a cup of coffee in hand.

LYDIA WOOD

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KNOWN and LOVED | Trinity School

Trinity’s

Student Ambassadors

BY THEODORE LUCAS

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Serving at Trinity

From participating in information sessions, to speaking at school fairs, to giving encouragement to the employees in the Upper School, the Student Ambassador team does it all and represents the backbone of Trinity’s community.

(above) Student Ambassadors Ashley Robinson ‘25 and Hannah Hawkins ‘23 welcome 8th graders to the Upper School preview night. (left) The 2021–2022 Student Ambassadors.

S

ince the day I arrived at Trinity, I knew there was a special passion that all of the student ambassadors felt towards serving our teachers and students. This passion is the main reason I joined the team: I felt a large part of Trinity’s mission is putting God first, others second, and yourself third, and the student ambassadors live this out every day.

In the past, the main job of a student ambassador involved shadowing with prospective students as they toured the Upper School. They followed us around to our classes so they could get a feel for what day-to-day Upper School life was like. The role quickly grew beyond that, because we all felt that we could be doing more to serve Trinity as a whole. As a new student ambassador in 2019, I participated in events almost every week, such as hosting information sessions for prospective parents, giving introductions at school fairs, and participating in eighth grade outreach, which included writing emails to parents who had questions about the Upper School and speaking with eighth grade students in my previous school who had expressed an interest in applying to Trinity. During the winter season, we created a SignUpGenius to assign various volunteer opportunities, and it filled up very quickly because of the team’s eagerness to serve. One of our most popular service opportunities was running the concession stand at basketball games.

When Covid hit in 2020, the Student Ambassador team went through some major changes in the way we served the Trinity community. We could no longer do our in-person tours and information sessions, so we quickly adapted to doing virtual information sessions and guided online tours. These were very helpful to parents who were considering sending their children to Trinity

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Former Student Ambassador Co-President Alyssa Morgan ’21 stopped by to join our Enrollment Management Team at a Duke School Fair last fall. Theo and Alyssa, both Duke School alums, volunteered their time to introduce Duke School eighth graders to Trinity’s Upper School.

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KNOWN and LOVED | Trinity School

Through the challenges of the pandemic, Trinity has endured time and time again, ensuring student health and safety as a first priority while still allowing ways for our Student Ambassador team to represent the Trinity community in a beneficial light.

during the height of the pandemic. Even though it wasn’t the same as visiting the school in person, we tried our absolute best to recreate that experience. Student ambassadors joined Zoom meetings with prospective parents, teachers Zoomed in to talk about their classes, and sometimes even the Director of Upper School would join in the conversation.

Throughout the pandemic, Freshway employees cleaned our buildings every day and ensured that the classrooms we learned in were always clean. As a way of saying thank you, the Student Ambassador leadership team planned a fundraiser and lunch for them in the spring of 2021, which we carried out and delivered to them to thank them for their constant contributions to keeping our community healthy and safe.

In the fall of 2021, we became even more active, with service not just in the Upper School, but also in the Middle and Lower Schools. Since Covid restrictions had started to loosen, there were more opportunities to help out in ways that would provide a positive impact in our community. We supported our faculty in numerous ways, such as being ushers at school concerts and plays, showing appreciation to our teachers by giving gifts in their lounge, and even helping with TK–K assessments.

Our most recent outreach project was volunteering at the Food Bank of Central and Eastern North Carolina. This

was one of the many opportunities throughout the year in which our student ambassadors look forward to giving back to the community.

Through the challenges of the pandemic, Trinity has endured time and time again, ensuring student health and safety as a first priority while still allowing ways for our Student Ambassador team to represent the Trinity community in a beneficial light. As student ambassador Sophia Spence ’23 says, “There are a lot of strengths to Trinity School, and they are really shining through. Trinity makes intentional responses to issues such as pandemics, political tensions, and student spiritual life that reflect the mission statement and pursuit of a Christ-loving community.”

In the first year of the pandemic, Student Ambassadors welcomed prospective students, potential faculty hires, and families over video conference.

is a junior in his third year at Trinity School. He is passionate about playing the clarinet and serving in the Trinity community through the elected position of equity liaison. When he is not doing these things, he enjoys running on the Track & Field team, going to the movies, and hanging out with his family.

THEODORE LUCAS

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the 2022

iron lions By

Alexis Mosu

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The Iron Lion Award is presented to student athletes who demonstrate exceptional commitment to their community, school, and teams by participating in twelve total seasons of Trinity’s athletics programs. This year, two seniors will receive the award and have gone above and beyond in their service to our athletic community.

Jeffry Low : Soccer, Basketball, and Baseball

J

effry Low, a Trinity “lifer,” has been a long-time member of the soccer, basketball, and baseball teams. His status as the recipient of the Lion Heart and Most Valuable Teammate awards shows his value as a member of each team he’s been a part of.

Soccer has been at the center of Jeffry’s athletic career. As the son of Trinity’s coaches Jeff and Keath Low, he has grown up surrounded by soccer at Trinity. His parents write, “One of the remarkable things about Jeffry is how he worked as a ball boy/coaches’ assistant for the varsity teams from kindergarten (he had to get special permission to walk down to the fields by himself) until Middle School, when he began playing on teams.” His Middle School soccer games were followed by a successful four years on Trinity’s Varsity Soccer team. “It’s my strongest sport,” according to Jeffry.

Even off the field, Jeffry has exhibited great tenacity and strength. Just before entering his junior year soccer season, Jeffry broke his leg and had to go through rehab in order to make the soccer season. In spite of this trial, he was able to make the Varsity Soccer team and finish the season strong. His dedication to soccer, to his team, and to the community surrounding the sport has been unmatched, and in his senior year, 47

he was awarded the title of NCISAA All-State Soccer Player for his hard work and accomplishment on the team.

A five-year player on the Varsity Baseball team, Low attributes much of his personal growth to this spring sport. Low’s success in baseball has evolved with him throughout his Middle and Upper School careers. He remarks, “My proudest moment

Throughout his twelve Upper School athletic seasons, Low says, “I’ve been able to build inclusive communities through Trinity sports by forming relationships with players of all grades and skill levels, and encouraging other players when they may feel down or left out.” In return, he received something he couldn’t find anywhere else: “Trinity athletics have taught me resilience, sportsmanship, and leadership. I have

My proudest moment in Trinity athletics was finishing my freshman baseball season with a winning record after losing every varsity game the previous year. in Trinity athletics was finishing my freshman baseball season with a winning record after losing every varsity game the previous year.” Whether in practice or during games, Jeffry always gave one hundred percent, and often it was the activities after practice that required going that extra mile. He writes, “I would like to thank Coach Mumford for teaching me to respect and care for the Trinity athletic fields through tedious but vital maintenance. After every practice and game we tamp, rake, and tarp the pitcher’s mound, home plate, and bullpen.”

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learned the importance of picking teammates up when they are down. I have also learned how essential it is to respect and work with my coaches, and be committed to my team.” As he leaves Trinity, Jeffry hopes to be able to continue his athletic career in college soccer.

Maddie Proaño: Volleyball, Basketball, Soccer

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addie Proaño, who came to Trinity as a freshman, has been one of the hardest-working and dedicated members of her volleyball, basketball, and soccer teams for all four of her Upper School years. In speaking about her experience, she says, “It feels good. All those years have paid off.

It was a long and memorable time. I wouldn’t trade it for a thing—I loved the experience.”

Maddie’s love for sports sprouted long before she played on the varsity teams, even before middle school. Before coming to Trinity, she was a member of a traveling basketball team and her middle school’s lacrosse and volleyball teams. She shares, “My two main sports are volleyball and basketball. I grew up playing them ever since I was little, and I have the strongest attachment to them. There’s just so much that goes on with those sports that I love. Playing them is so special to me.”

Maddie notes that one of her proudest moments in her athletic career was making the Varsity Volleyball team in her sophomore year as one of two underclassmen, and then going on with the team to win the 2019 Conference

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I wanted to give back to the community by volunteering to help out with the Middle School Volleyball and Basketball teams.

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Tournament. She remembers one game in particular: “In that year, we were in the [state] quarterfinals, and it was a super tight game. Sadly, we lost. When we lost that last point, and they won, you could tell how important it had been to us to win that game, especially that extra point, because we fought for every single ball. Even though it didn’t come out as we wanted, it was still a memorable moment. We were just so focused to win. It was a learning experience on how a team should play together.” At the end of that season, Maddie received the Most Improved Player award for her growth and accomplishments. Now in her senior year, Maddie has also been awarded two Lion Heart awards for her exceptional performance and sportsmanship in volleyball and basketball.

and Christian. She says, “I’ve learned so much through my coaches. [I’ve learned] to never give up, and using that in my athletic life has really helped me a lot.” One coach in particular has been a great influence on her success: “Marcelle Gibble (I call her Coach G) has always been a coach that I’ve looked up to. She’s helped me through a lot. This year, while being a leader, I felt so comfortable telling her how I felt, and because of her I always felt heard. Just being who she was and how she coached made me closer to her. To this day, I still have a special bond [with her] because she’s helped me through a lot, and I know I can always go up to her whether she’s my coach or not.”

Maddie feels her success is due in part to the community and atmosphere that surrounded her at Trinity.

Her experience on the Varsity Basketball team, she says, was “so special because of the environment I was in.

I think that’s something you don’t get at a public school. The relationships I have here with my coaches and teammates are completely different from my teams in public school.” Trinity’s unique, small-school atmosphere gives students in the classroom and athletes on the court the chance to build close, valuable relationships with their teachers and coaches. Maddie cites this environment as one of her favorite parts about our school’s athletics programs. She says, “It’s one of those special things that I love about Trinity athletics.

You’re always loved and you’re always cared for wherever you are.”

Senior year has made Maddie especially sentimental about the community around her. The place she believes she’ll miss the most is the Gold Gym, where most of her volleyball and basketball games in the last four years have been held. She explains, “It’s hard for me to believe that I’ve already had my last game in that gym. The Gold Gym has always had a special place in my heart, because whenever I’ve had a bad day, I know I can go to that gym and [practice] to get my mind off of college, or school work, or anything that’s going on in that world. I can connect to that gym because I have a lot of fun memories from there.”

I’ve been playing ever since I was little, and I’m not going to stop, because I love the competition.

Maddie’s close relationships with her coaches, with whom she constantly collaborated during stressful games and practices, have been a huge factor in her growth as an athlete, student,

Because of all she learned through her Trinity athletics experience, Maddie began volunteer coaching with Trinity’s Middle School Volleyball team. “To say thank you for everything that the Trinity programs have done for me and share everything that I’ve learned, I wanted to give back to the community by volunteering to help out with the Middle School [Volleyball and Basketball teams]. I think it’s so important for me, as a person who had a unique experience here in Trinity’s athletics, to be able to share it with the Middle Schoolers, [for] when they go into high school.”

Maddie’s athletic career won’t stop with her graduation. She plans to play intramural basketball or volleyball in college.

She says, “I’m always surrounded by sports. I’ve been playing ever since I was little, and I’m not going to stop, because I love the competition.”

is a senior and in her ninth year at Trinity School. She enjoys reading and writing, but most of all she’s passionate about science and hopes to study biology in college. When not in school, she loves swimming, playing tennis, and spending time with friends and family.

ALEXIS MOSU

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Celebrating the Class of 2022!

Bernardo Albuquerque Fran Barbeito Ryan Barber Tim Celeste Georg Erdmann Thomson Falk Emily Fong Julianne Freck Jeff Fu Wilson Furr Wilkin Galindo-Diaz Jacob Hahn Allie Hartsfield

Hopewell Hawkes Avery Hayden Ben Hayes Bridget Hight Tess Hopkins Eli Jared Claire Kennedy Sydney Larson Emma Little Jeffry Low Lucas Lowe Charlie Mario Jack Marshall

Demarius Mason Hunter Messick Danielle Morgan Alexis Mosu Caroline Mumford Ella Nolen Lizzie Piehl Garrett Powers Maddie Proaño Katherine Prost Alexa Roberts Justin Saenz Kate Salemson

Lions for Life 52

Lauren Shaw Gracie Sloop Rigo Soto-Hernandez Sophia Spence Morgan Williams Lydia Wood Finley Woods Bowen Young Peter Zhang Cole Zoubek

countless memories

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49 minds shaped by a classical education

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49 talented hearts with great potential to shape the world

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49 seniors ready to launch

2021–2022 School Verse

“Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others.”

P HILIPPIANS 2:3-4

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Mini Monets Mrs. Rogers’s kindergarten class has been studying the artwork of Claude Monet. Students are learning about his love for painting in nature. They mimic his style as, like the artist, they pay close attention to every lovely detail of their subjects. The beautiful daffodils blooming on campus this spring made perfect subjects as our “Mini Monets” put their new knowledge into practice.

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