Parental choice and competition is fundamental to a flourishing educational system. This lesson of education reform, which has dominated Britain over the past few years, is equally true in Bermuda, says the new headmaster of Saltus Grammar School.

Paying tribute to the "enormous strengths'' of the 107-year-old Bermuda institution, Oxbridge-educated Mr. Trevor Rowell, who arrived here in August to take over the reins at Saltus, says he will cherish the school's traditions.

But he cautions, "Nevertheless, education is about preparing people for the future. No institution can stand still, and if you don't embrace sensible change for the future, it will not prosper, so, where necessary, we will be embracing change, with a clear sense of purpose between parents, teachers and pupils.'' Indications of that change appear to have begun in his office, where there is no sign of that imposing central desk from behind which bosses -- be they headmasters or presidents -- traditionally conduct business. In Mr. Rowell's office there is just a work station (complete with computer) in one corner, a counter-height table in the other, and a sprinkling of informally arranged arm-chairs.

In his first interview after his appointment as the seventh principal of Saltus since its inception in 1888, Mr. Rowell says he fully approves of the school's decision to become co-educational.

"School is a preparation for life, and life is co-ed, so to have boys and girls together is far more natural!'' He speaks from experience, having spent his career to date in some of the leading co-ed educational institutions in Britain.

"I have no reason to believe that single-sex education is any better, academically. The co-ed system provides a happier atmosphere and is enriching.

I wouldn't want to work in any other type of school.'' Emphasising he is a strong believer in consensus leadership, Mr. Rowell reveals that one of his first priorities is to regenerate what he calls a strong sense of purpose and direction for Saltus by recommending to his Trustees a School Development Plan, "a plan which states the School's mission and which sets our clearly, as a professional document for its teachers, the things which we, as a community, consider to be our priorities. This has always been my approach as a head teacher. My style of leadership is open and consultative. I don't mind making decisions -- that is an essential part of my job -- but good ideas are not the sole prerogative of the headmaster.'' Leadership, in his opinion, "whether you are talking about leading in the field of education, police, government, or whatever, is not about making decisions, but drawing people together so that those decisions may be considered and then made.'' Obviously a man who practises what he preaches, Mr. Rowell is in process of holding one-on-one meetings with every member of staff in every section of the School -- Senior, Junior and Cavendish Preparatory departments. "And it doesn't stop there. I am listening to all the people in this school community -- parents, support staff, such as secretarial and maintenance people, seeking opportunities to talk with parents through the Saltus Association, and also, of course, with the pupils.'' He has already re-modelled the School's reception area "to make it more welcoming'', and says he is arranging for improved displays of artwork throughout the Senior wing. "These displays will be framed, and I think that will help give a sense of belonging to the students, besides letting the parents see what is going on here.'' There are also plans for improved communications with parents by replacing the annual newsletter with one that is circulated twice a term.

"The final area I am talking to my colleagues about is the re-launching of our post-graduate year. One hundred percent achieved Advanced Placements last year and 85 percent of our students went off to Canadian universities, but I think we could still do more to attract a wider range of people.'' Noting that Saltus has recently experienced considerable growth and change, he says that parents are applying "in very large numbers'' to have their children enrolled.

"I have come to Saltus at a very exciting time and it will be an interesting professional challenge. The examination results for this school are outstanding. The first thing I did when I arrived here was to analyse last year's results. Compared with the UK, where the results of all public exams are published by law, 88 percent of our fifth-year students gained five or more GCSE passes, whereas the average pass rate for England was 52 percent.

For independent co-ed schools, any figure above 75 percent is considered creditable, so Saltus has done very well -- and we intend to keep it that way!'' On the subject of the controversial mega-school now being constructed by Government at Prospect, he observes, "It would be impertinent of me to offer any comment on the Bermuda government reforms, but they are very important to Bermuda and I certainly wish the Government well. I would emphasise that it is very important that they get it right.'' Mr. Rowell obtained an honours degree in history from Christ Church, Oxford, and a PGCE from Trinity College, Cambridge, with double distinctions in history and music. He then went on to Hull University to sit his B.Phil. in the history, organisation and administration of education.

His teaching career began at Oakham, one of the leading co-ed schools in Britain, where he became head of the history department before going on to head the faculty of business and social science at Rutland Sixth Form College.

He served as deputy head of Deer Park, a government co-ed school in Gloucestershire, before becoming the principal of Havant College in Hampshire.

Over the past decade, he has gained a national reputation in the UK for his training courses on education and pastoral care for teachers and inspectors and recently led a forum on "Recent Trends in Secondary Education''.

The new headmaster is also a published author, having written "The Scramble for Africa'', a text book on the history of Africa which is now a standard text for GCSE students and also used throughout the US.

"It's a series of short biographies on Africans and Europeans in the latter half of the 19th century. I chose to teach African history at an advanced level in England, and I found that most of the books written in the US were very Eurocentric and there was very little available to English children on Africa and African society. So I wrote it to try and redress the balance, and show the range of diversity in African cultures, and African leaders -- some of whom, I believe, could be compared with Napoleon.'' With the 21st century looming just around the corner, it is vital, he says, that educators look at the kind of society that will be facing young people in the future. In Mr. Rowell's view, this encompasses an explosion of information technology in a rapidly shrinking world, intense international competition, especially from the Pacific Rim countries, changing patterns in work and leisure and, very probably, new international tensions.

"From that, I begin to have a clear view of what we shall need in the way of education. My commitment to private education is that parents need to have the choice of selecting an educational system that encourages a number of factors.'' Crossing each of these off on his fingers, Mr. Rowell calls them the "C factors'': "Curiosity, critical thinking, capability in basic skills, and confidence. It will be essential, too, to be a communicator, and to be caring and tolerant in a diverse community.'' The word "community'' crops up continually in his conversation, as he refers repeatedly to Saltus as a place that should be "happy, busy, lively, colourful and purposeful -- a community which parents can trust and students can enjoy''.

Conceding that private education requires a heavy financial commitment from parents, he comments, "It would be foolish to deny that, but a very 30 New headmaster From Page 29 ways to open the school to a wider Bermuda community. The richness of any community comes from the diversity of its people. I want standards to be high, obviously, but I want the school to be as open as possible, to be an attractive and welcoming alternative choice that is available to everybody. If our Bursar Scheme can assist in that, it will have my full support.'' Asked about discipline, a problem which is causing increasing concern in some of Bermuda's schools, he replies, "Discipline is never a problem in a good institution -- provided you have the atmosphere I've just described.

Discipline should always be firm and clear, but never overbearing. Discipline evolves naturally from a student's self-worth and a sense of community. It's not about rules for their own sake.'' He emphasises that while the staff of a school play a vital role in this, discipline also actively involves the students. "And as a head teacher, discipline is also about how I treat my colleagues and how I am seen to treat them. Pupils see all this, it affects them. They have to have a feeling that they are a part of the community in which they live.'' A gifted pianist who formerly taught music and served as a church organist, Mr. Rowell admits that one of the things that attracted him to Saltus Grammar School was its musical tradition. "It's one of the things I shall concentrate on -- and I shall take part! I love playing duets, accompanying and singing in choirs.'' Mr. Rowell says that he and his wife, Gabi (also a teacher), were moved by the warmth of the welcome they received on their arrival in Bermuda. "Of course, we were also greeted by `Felix', but we have settled in very quickly and very well. In our few spare moments, we've been sight-seeing and enjoying the wonderful scenery of Bermuda.''