SCHOOL PRIZES.

Dunstan Times, Issue 759, 3 November 1876, Page 3

SCHOOL PRIZES.

An old and valued correspondent writing Us on the alrove subject Says : “ As the time is approaching at which it is customary to distribute prizes to the pupils of tho various schools, perhaps the following remarks may not appear inappropriate.” Now, as the views of our correspondent are identical with our own w’e most willingly give them spade, and hope, after a careful perusal, our readers and those that take an interest in the educating of our rising generation will be one with Us, and give their support towards carrying out the suggestions as given. Cur correspondent says : “ The object of giving prizes in schools is of course to stimulate the pupils to steady and persistent effort in their Studies. Boys and girls in general do not see that school training has any practical bearing on their future lives. They may assent to the proposition that it has such a bearing when it is thrust upon them ; but they are very far from realising what is meant by it. Ihe goal to which the raid of study leads is not Visible to their eyes, and they have scarcely an idea that it does lead anywhere in particular ; and it is, in consequence, very ’difficult to keep thein on the track. Work, is not for itself, but for some object to which it is directed j arid, since children are not capable of seeing to what end school studies lea l, it is very necessary to set up some mark to which they can direct their efforts. This is accomplished by a System of giving prizes, which is only a more firraal and public way of acknowledging good conduct. Well managed the reward system tends to give life and purpose to school work. On the cither hand, if illmanaged, as is too often the case when the prizes do not fall to the really deserving it is not merely of no advantage, but even greatly exaggerates the evil it waa meant to ’cure, leaving on the child’s mind, as it does, on the child’s mind the impression that the reward has been attained by some fortunate chance, and that assiduous and careful ap‘ plication in study is no less useless than it is troublesome. “ The common plan of awardingtprizes on a competirive examination of the pupils of one school is .very ineffective compared with that of awarding them on a competition between the pupils of different schools. We all know how little interest centres in a cricket match when the competing teams are composed of fellow townsmen as compared with the interest and excitement felt when the contest is between the picked teams of different townships. In the latter case we feel sure that each player will surpass himself if possible. The same holds good in school examinations. The wider the arrtia the worthier the contest. Tire emulation between strangers is greater than between friends, with this advantage ton, in the present instance, that if one in a school is successful in the general competition the whole school shares the triumph, and the unsuccessful dh not feel so keenly their failure. “If the. different school committees would take the matter in hand it would be very easy to arringe for an examination, at which any number of schools might compete. The examination should, I think, bo hj written ■/ one, and confined to the three upper classes, the 4th, sth, and 6th. Examination questions (which, perhaps, might be obtained from the Education office) could be sent to - .the various schools ‘aftHer seal and opened at the time of examination by deputies appointed to superintend the work. A stated time should be allowed the pupils, and not excelled. The finished papers could Iri collected and sent under seal to the examiners. ’ ■ “With regard to the prizes, they need be of no intrinsic value. A sheet of parchment specifying the competing schools and other particulars that will suggest themselves, and certifying that such and such pupil was one of the successful competitors, would be as effective as any. A \ery high value would attach to such a certificate. " Whatever differences of opinion may bo felt as to the means, all are agreed as to the importance of the end. And those who are most familiar with the subject beat know the need of some strong influence for infusing a living energy into school work.”