Bangor Grammar School (The Grammar or B.G.S.), is an all-boys, voluntary grammar school situated in Bangor, County Down, Northern Ireland. It was founded in 1856 by the Conservative politician and Bangor man, Col The Hon. Robert Ward PC MP(Eire) who lived at Castle Ward. The school, until June 2011, comprised two parts, Connor House, a preparatory school for pupils aged 4–11 and a secondary school for pupils aged 12–18. Connor House closed at the end of the 2010–11 academic year.
Traditionally, Bangor Grammar has a strong record of educating boys, and pupils perform well in academic examinations. In the 2009/2010 academic year, 96% of boys sitting GCSE examinations gained seven passes at grade C or higher and 70% of boys sitting A2 examinations achieved three passes at grade C or higher.
The Headmaster of the school is a member of The Headmasters' and Headmistresses' Conference. Since 2000 the position has been filled by Mr Stephen Connolly, MA
The school has played a central part in the life of the town of Bangor for many years due to its location and influence. Old boys of Bangor Grammar School are known as Grammarians.
Read more about Bangor Grammar School: History, Future Site Plans, Associations With Other Schools, Notable Past Pupils, The School Song
Famous quotes containing the words bangor, grammar and/or school:
“There were none of the small deer up there; they are more common about the settlements. One ran into the city of Bangor two years before, and jumped through a window of costly plate glass, and then into a mirror, where it thought it recognized one of its kind.... This the inhabitants speak of as the deer that went a-shopping.”
—Henry David Thoreau (1817–1862)
“The old saying of Buffon’s that style is the man himself is as near the truth as we can get—but then most men mistake grammar for style, as they mistake correct spelling for words or schooling for education.”
—Samuel Butler (1835–1902)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)