HIGH SCHOOL.

Evening Star, Volume IX, Issue 2756, 16 December 1871, Page 2

HIGH SCHOOL.

The annual speech-day in the school was held to-day. There was a large attendance of the parents of the children and the public. His Honor Judge Chapman presided. After reading by Wilmofc the iv, chapter of Proverbs, and a psalm by the rector, The Rector (Mr Hawthorne) said that before proceeding to tho distribution of prizes, he wished—as had been the habit hitherto—to make a few remarks in reference to the general work of the school during the last year. Most of those present were aware that, at the beginning of the present year, some slight and temporary changes took place in the constitution of the school. Mr Abram, who had been here for six years, got leave of absence to visit the old country for twelve months j and an additional master— Mr Patterson—was appointed tp fakp the work of the lower part of the school. Mr Pope who before Mr Abram's departure took the three forms in general work;'natural science, French and modern languages, was appointed to till Mjr Abram’s place, Sir Patterson taking the second form of the school. Mr Abram was expected to return at the beginning of tlio ensuing year, in ijoie for the opening of the school. With regard to the general wor|s of the school, hie woqld jilit read briefly a list of the subjects that had been studied during tho year ; but before doing so, he would observe that his Honor and the majority of those present were doubtless aware that each master of the High School had charge of one department. In the early history of the school this plan was not adopted ; but it was thought desirable some years ago to revert to the original constitution of the school and appoint each master to one department. In accordance with that arrangement he took charge of the

classical work, and the general supervision of the school himself; Mr Brent took charge of the mathematical department; Mr Abram of the English department; and Mr Pope of natural science and modern languages. This plan had been found to work very satisfactorily. Bach master finding himself responsible for the efficiency of one particular department, felt bound to exert himself to the utmost, and he must say that during the past two years each of his colleagues had exerted himself to the utmost to render his department thoroughly efficient. Of course he did not say this without being supported by examiners, who had kindly taken the examination papers from time to time and reported to him, and some of those reports would be read to-day. There was no doubt whatever that the change had worked very efficiently. During the last year the classical work had been—The sixth and fifth forms had taken Virgil’s vEaeid, books 4, 5, and 6, and that part of the ninth book, which was connected more immediately with the fifth look, and which formed, as it were, the sequal to the latter book. It should bo read by all boys between 14 and 18 years of age in connection with the fifth book, os it contained some of the most interesting passages he knew of in in classical literature. Those classes also revised books 1, 2, and 3, and in prose they took the fifth book of Ciesar. In Greek, the sixth class took the Alcestis of Euripides and the first book of Xenophon’s Anabasis; and the fifth form, during the first half of the year, elementary work and selections from Lucian. The fourth form read Virgil’s ißneid, book one, and the Priucipa Latina, part two, an excellent work, as firing a good view of the history of ancient tome. The third form read the early part of the Principia Latina (second book), and the first book of Roman history; and the second form the Principia Latina (part one); while Latin composition had been done regularly in all the classes, according to their proficiency during the year. In the English department, which had been under Mr Pope’s charge during the last year, was read one of Shakespeare’s' plays—Midsummer’s Night Dream—in such a way that the boys became generally interested in the study, which had been attended with very satisfactory results. He said this in justice to Mr Pope, who had taken great pains with the English department. He had, he believed, interested the boys in the story, and got them to thoroughly grasp the general scope of the piece, and understand thoroughly and accurately every word from beginning to end that required explanation. In geography, the work of the school was confined to Asia, Mr Pope thinking it better that careful attention should be given to one branch than giving desultory lessons in geography in general. In history, the Tudor period had been taken by the fifth and sixth forms, and the Stuart period by the fourth form. English grammar and analysis were taken by the fourth form, but it was not thought desirable that the advanced form should give so much attention to grammar, as generally understood, but rather to the spirit of the subjects that were studied. English composition was given regularly iu all the classes. The second form had been under the charge of Mr Patterson, and the work of his department had besn very efficiently done. Mr Patterson had taken a very deep interest in it; and he had succeeded iu carrying the boys along with him, and generating in them an amount of enthusiasm and interest which he (Mr Hawthorne) had seldom seen in such young boys.—(Applapse. In the fifth and sixth forms Moderns L’Avare was read, and in the fourth form Charles |:he XII. French composition was regularly done by the three pyper forms ox the school, apd considering the limited tjme given to this subject (twq hoprs a week) tlxg results had peep very satisfactory. They had pot got the French papers examined, and if his Hppor, fqr instapcc, would undertake to examine and report upop them at some future date they would feel very much gratified, as the masters were desirous that the work of the school should be gularly tested outside the school by gentlemen competent to give an authorit vtive opinion upon the subject, The following had been the work of the mathematical department Forms 5 apd fl, Arithmetic, miscellaneous examples. Algebra i fractions and problems (up to Binomial theory,) Trigonometry sixth form (up to Demoivres theorem). Fifth form, chiefly practical. Geometry, chiefly deductions and revision of Euclid 1 and 2. Form 4, fractions, decimals, interest, and in algebra, equations, gc< metry—elementary. Form 3, Arithmetic : fractions, decimal, and interest. Of course, in the fifth and sixth classes, very little arithmetic was done, but the technical work of arithmetic was gone over occasionally, so that the'boys should not forget what they had learned. The fjfth and sixth classes had also been exercised in geometrical drawing with scale and cprapiisspa, 'and he thought it fight tp say—although in dping sg, pe had hot gohsulted Mr Brent on the platter—that tpc giving of the boys the scales and compasses to work with, had had a very excellent effect. The writing department had been under Mr Gow’s charge, and the result? has been very satisfactory. He thought Mr Gow, who was quite willing to become responsible, deserved every credit for the success which attended his work. Of course there were bad writers ip the school, but iu what school were there not ?—( pplause.) And now having finished with the work of the school he would say a few words in regard to the boys. First, intellectually. The audience might remember that some time ago it was slated on a high authority—at least it was considered to be such, H ansa d —by a gentleman from this Province, that all the clever boys were removed from the High School of Otago and sent to other Provinces. He wan'd not say much on the subject on the present occasion, as he would have ap opportunity of discussipg the matter in afriepdly way with jhe tleman in and asking him po give Ids authority'for such a statement. However, he (Mr Hawthorne) could say this in reply : they had had some four or five hoys who had left the school during the last three or'four years for various causes, chiefly on account of the (removal of their parents to other Provinces.' And these hoys had, he heljevpd','op gping to’othjjr Pydyihpes, vkkap a higher place on ‘eptcripg school ip thpsc Provipces than ever they expected tp take in the High School of Otago. (Applause.) This could be proved by statistics; but he would not trouble the audience with them. He thought the mention of the fact was quite sufficient. Although it would not be right to say anything unpleasant oh such a festive occasion, he could not help alluding to what he held to be an aspersion cast on the High School. The boys would be very grateful indeed when the University of New Zealand

began to occupy its proper function, viz., to examine the various schools of the M my, for he had no fear of the High School boy? failing to do their duty, or of not occupying a honorable position among other schools of the Colony. Beyond this he did not care to say much about the intellectual work of the school. [At this point we must break oil Mr Hawthorne’s speech, the remainder of which, together with other speaches, will appear on Monday.] Professor Sale said he bad been asked to report upon the classical work of the school for the past half-year ; hut he had had very little time to look over the papers carefully. He had only examined a few, hut so far as the examination went, the report which he had written represented pretty accurately the conclusions he had come to in regard to the school work. His report was as follows : “ The Greek passages were taken, one from Euripides, the o.her from Xenophon, and were by no means free from difficulty. The former especially would task a good scholar to lender it accurately. Considering the difficulties of the passages, they were translated very creditably, and, so far as I could judge from the mere translations, the knowledge shown by the students so far as it went was thorough. “As to Latin i can speak more confidently. Besides passages for translation from Virgil an I Cesar, the papers also included exercises taken from ‘ Arnold’s Latin Prose Composition. ’ The translations, especially those from Virgil, were many of them excellent; they were done with spirit, and were faithful renderings of the original. It is evident from the translations, both from Yjrgil and Csesar, that the students have not only obtained an accurate insight into the meaning of the authors, but have been well trained to express themselves in English. “ The exercises for translation from English into Latin were all done well, and they Wero such as to test very fairly the knowledge of the scholars in the idiom of the Latin language. “ I had only time just to glance at the English papers. They included questions in English History and Geography, as well as on the construction of English sentences, and on the meaning of words, and also an examination of one of the plays of Shakespeare. The examination was strict and searching, and the answers, so far as I had time to look at them, shewed that the subjects had been well and carefully studied.” He would say further, in regard to the English subjects, that several of the boys showed very clearly their appreciation of the play in which they had been occupied, and many of the audience no doubt observed last night that they could not only appreciate Shakespeare, bat could give him a rendering which would do very great credit to older men than themselves. He might be allowed to say before sitting down, that so far as the physical framing of the boys was concerned, to which Mr Hawthorne had alluded, those he had met in the fives court and on the football field had inspired him with the greatest respect.—(Applause.) Professor Shand observed that he did not that he could add anything to his written report, which was a brief one, but contained his views pretty fully. He might be permitted to say that he had to congratulate himself that there existed in the Province a school which was so capable of preparing students for his own classes, as the High School evidently was. He Hoped to have the pleasure of seeing his classes in future yesrs attended by many pupils who had been trained at the High School.—(Applause. ) 1 He would read his report, which tyas as follows : “ I have examined the mathematical papers ftf tl}e pmls thp "High School, which have been forwarded to me toy that purpose, g,nd have pleasure fir reporting that, from the evidence contained therein, the mathematical department of the school appears to be throughout in a highly satisfactory state. Six months ago I had an opportunity of making myself acquainted with the arithmetical work done by the pupils of the High School, apd I fihft'V thprcfppe, coptept myself on this heed with simply stating that the papers in arithmetic fully confirmed, both in respect of method and accuracy, the very favorable opinion which I, at that time, formed and expressed. In algebra I have the papers of the four highest forms—the work of the fifth and sixth forms, extending as far as quadratic equations and including fractions, turds, and the solution of problems, In all the classes the papers were very correctly answered, while there was a well marked gradation preserved between thtj 'vy.ork of the different forms, giving evidence of solid progress having been made Worn year fo year." ' In {Geometry I was prepared to expect much excellence, and I was not disappointed,—the method of proof adopted, especially by the older pupil!?, beir,g ((hapeterised Ljy pud elegpnce. it gce’mpd tfi me, however, that in respect pi the extent of ground covered, the higher forms did pot, ip tips branch, quite maintain the supe-iority over their junior*, which was evident in thp other subjects of examination. The two higher forms have also gone through a course of trignometry, both theoretical and practical; and ip no part of the examination wag there cleaver evidence displayed than in the papers on this subject of most careful and successful training, I may add, in conclusion, that the exercises were so neatly written that it wag rather a leisure than a labor to examine them. ” “ I have looked over the papers of translation from Greek and Latin, and the Latin composition of a few of the scholars of the sixth and fifth forms. In commencing the distribution of prizes, the Rector observed that a special prize by the Mayor had been devoted to the purchase of a prize for the dux of the school, The masters, however, had found such a very mighf difference between 1 throe "boys—Park, Sok>mnH,' and : Wiimot -that they had decided to give dux przic to each. His Honor, in presenting the prizes to those boys, said :—I am very happy to present each of you with prizes as the duxes of the school, or perhaps as the Indies wight •all thp “ dupka ” pf the cefippl.—Cpaughf er.) ' Trie prices were then distributed m the following order : fqXTIX FOfiM, Dupes.—Park, (Wiimot, Solomon, equal. First Glassies—Wiimot (Mr Hawthorne’s prize). Second Classics—Park and Solomon, equal. First Mathematics—Park (prize given by an old pupil). Second Mathematics — Wiimot. First English — Little it. First French —Park. Special prizes : Geography—Park (Mr Turton’s prize). Geometry—Park (Mr Brent’s prize). French and Scienct giolomou (Mr Pone’s prize)', T "

FIFTH FORM. First Classics and Mathematics—Low. Second Mathematics—Fulton, First Eng- ) lish—Low. Second Classics —Morrison, Hislop, Gillon, Fulton, equal. First French— Gillon, Low, equal. Natural Science— Webb, Born*', equal. Geography—Morrison. Triginometry—Low (Mr Brent’s prize). FOURTH FORM, The largest in the school, comprising 43 boys: Classes— Inder, Pram, Smith jv. Mathematics Cohen, Eyre, Kerr it. Second Mathemathics—lnder. First English—Chapman, Inder. Second English— Cohen. Grammar and Composition—Sinclair ii. 1 ; Smith, iv. 2. History—Stilling, 1; Harper, 2. Geography—Cameron. Geography and general proficiency in Latin, Barton ti. First French—lnder, I; Duckmantou, 2. Writing—Carvosso, 1 ; Stilling, 2 ; Paterson, 3 ; Monday ii., 4 ; Martin i. o. English (from last year), Tewsley n. THIRD FORM. Finch, Gow, Liggins, 1 r<j: Mathematics— Stohr, Wilson, e<j. English —Stohr, 1 ; M‘Neill ii. 2. French—Crawshaw ii. 1 ; Geography—Ash. Writing—Langwill, 1; M ‘Neil ii. 2 ; Isaacs, 2 ; Martin, 3. Classwork—Drew, Kiugswcll. SECOND FORM, Classics.-Hawkins, 1; Hardy ii. 2; Mitchell 3. Arithmetic Flaunigan, 1 ; Mitchell, 2 ; Hawkins, 3 ; Hardy ii. 4. History and Geography Barr. Second History— Alves 11. .Recitation—-Fraser. Writing Hardy n, 1; M‘Neill m. 2; Hardy i. 3 ; Mitchell, 4, General Work— Coote, Chapman, Churchward, Davidson, M'Gruer, Diok, Hooper. MISCELLANEOUS, First Class (Maps). Back, Prain, M'Nicol, Morrisor, Sinclair I, Second Class : Reid, Allen m. Second Form.— M‘Neill nr. Honourable Mention. — English Sixth Form: M‘Kay. Fifth Form: Gillon, Howard, Hislop. Fourth Form: Aitken, Macandrew, Beal, Carvosso, Allan in.; Gray, Langwill, Smith i. French—Sixth Form : Wiimot. F.fth Form; M'Nicol, Morrison, Webb. Fourth Form ; Carvosso, Tewslay I; Gray, Monday n.; Smith iv.; Smith i. Third Form : Sorley, Gow. General diligence : M‘Kay, Scoular, M‘Neill. Classics—Fifth Form : M'Nicol, Webb, Stuart, Smith ii. Allan I,; Howard. General diligence Black. Classics—Fourth Form : Paterson, Tewsley i.; Alves, Barton. The Rev. D, M. Stuart and Mr Hislop also made speeches.