ENGLISH HIGH SCHOOL.

New Zealand Times, Volume XXIX, Issue 4292, 22 December 1874, Page 2

ENGLISH HIGH SCHOOL.

The annual distribution of prizes to the scholars of the English High School took place yesterday afternoon, in the Odd Fellows Hall, which was crowded by the parents and friends of the scholars. The room was appropriately decorated with floral wreaths and other emblems of honors won, though these attracted less attention than the many well-executed specimens of drawing, mapping, geometry, and penmanship which were exhi’- ited in proof of the proficiency and attainments of the scholars. A table in the centre of the room also contained a large number of handsomelybound books for distribution as prizes. The Yen. Archdeacon Stock, before distributing the prizes, made a few observations to the boys, which, as he explained, were directed to the boys only, they being chiefly interested in the proceedings upon such an occasion. He had intended to make some general remarks upon the subject of education, but really what he had to say had been said so often, and by abler men than himself, that he would not delay the more pleasant part of the proceedings, to which he had no doubt many of the boys looked forward with great expectancy. There were some—the unsuccessful boys—to whom the proceedings might not have the same interest ; but he hoped the prize-winners would not be too much elated, because it did not always happen that those who were successful were the only ones who deserved prizes. For his own part, he would like to see every hardworking toy get a prize. It frequently happened that an unsuccessful boy had worked as hard and as patiently, and as diligently as the boy who got the prize for which he had been contending ; but he was probably in the position of the trading craft which should contend with a yacht in a race. The yacht had finer lines and better appliances for securing speed, and would of course win the race, although those on board the other vessel might have worked just as hard and been just as earnest in their endeavors to carry off the palm. And so it would always be amongst school pupil o . Some came to the contest better equipped, so to speak, in then- natural faculties ; and, as a matter of course, they would distance their competitors ; but the efforts of the latter were none the less praiseworthy. Therefore, he hoped the successful boys would not feel too much elated upon their success. If they had taken pains to succeed, they had every right to feel satisfied upon that account; but the unsuccessful boys had an equal right. He hoped, however, that none of them would feel that they had nothing to do during the holidays. To reap the full advantage of what they had done, they should not allow their minds to become slothful. Without destroying the leisure which the holidays afforded, they should think over what they had done and what they had to do in the future, and above all they should endeavor to do that which would make their homes happy, a comfort to themselves and to then- parents. He had heard boys say “ What is the good of what I am learning at school; a great deal of it can never be of any use to me.” In answer to that he would say in the words of a friend of his who mastered all the peculiarities of the Hottentot language—the most difficult, he believed, of all the languages spoken—that what they learnt at school was the power to do one thing at a time and to do that thing well. They might depend upon it that their masters knew what was the best course of study, and if they devoted theirminds heartily and thoroughly to their scholastic duties they need have no fear of failure. Mr. Bowden, the head master of the school, then addressed the assemblage, as follows : I have to-day a succession of pleasing duties to perform, and not the least pleasing of these is the duty which first awaits me of expressing, on my own behalf and that of the English High School, my sincere thanks to you and to that numerous assemblage which is at the present moment gracing this hall for the interest manifested in our proceedings by your attendance here to-day—-for your presence greatly enhances the influence for good which our prize-day is intended to effect. A prizeday should be no mere isolated festival, but an, important feature, nay, the culminating point of a long period of school discipline. It is today we strike our balance-sheet with ou* pupils, and distribute impartially the profit and loss of their labors. The industrious and the idle alike reap this day the consequences of their respective habits ; and the more impressive it can bo made, the more effective null the after discipline of the school become ; for besides a settlement of old accounts, this day will I trust be remembered throughout the year that is to come, and its proceedings stimulate the good pupils to stil

greater exertion, and rouse the careless to something like real and laudable industry. I shall ask permission on the present occasion to say a few words about myself, and my object in establishing this school. It is the first public opportunity I have had of affording any information upon this subject, and I, therefore, the more gladly avail myself of . it. It might have been expected that when I retired from the charge of the Grammar School I should also have retired altogether from the duties of the scholastic profession ; and, indeed, if I had acted with due regard to my own health and comfort, I should probably have done so ; for, I must confess that the wear and tear of thirty years of constant professional occupation as a teacher are beginning to tell heavily upon me, and to remind me that it is time to make way for younger and more active men. But I was anxious before doing so to carry out, if possible, what had been with me a pet object for many years —the establishment of such a middle class school in Wellington as I hope this will in time become. It is, I dare say, known to some of my audience that I was instrumental, about fifteen yearn ago, in establishing a similar school in the city of Nelson, still known as the “ Bishop's School,” and which has been in scccessful operation ever since, and proved of much service to that province, and until lately was under the able charge of Mr. Lee, my successor in the Inspectorship of Schools in Wellington. It was the desire to establish a similar school here which brought me, nine years ago, to Wellington ; and I have among the present pupils of the English High School the sons of gentlemen with whom I was then in correspondence upon the subject. My engagement as Inspector, and subsequently my temporary engagement at the Grammar School, obliged me to defer for some years the design, which I, nevertheless, still entertained ; and I, therefore, naturally reverted to it as soon as I was free to do so. I have still to explain why I thought the establishment of a middle class school to be desirable here—why such a community as ours should require anything besides the College, the existing private schools, and the schools under the Board of Education. I should be sorry to be misunderstood upon this point, or to be supposed to depreciate any one of those institutions. On the contrary, I believe that the Wellington College null become, if adequately supported, a firstclass educational institution ; and I believe the private schools and the - elementary schools of the city of Wellington to be no way inferior to those in other parts of the colony. But they did not seem to me to supply all that was needed. In a long course of professional experience I have frequently had occasion to regret the waste, I may say, of energy on the part of the teacher and a large portion of the pupils which the classical system of education entails. And I have compared in my mind the task of the grammar school master to the fabled labour of Sisyphus, doomed by the gods to be ever rolling up-hill a mis-shapen block of stone, which ever before it quite reached the summit slipped siffinu his grasp and rolled down to the bottom of the bill. In like manner the teacher toils with his class through the distasteful task of the Latin accidence, and the still more distasteful exercises, in the hope that when that toilsome labour is achieved he may regale with them in the pasture fields of Horace and Livy. But ere they reach the summit his pupils are called away to their several walks in life, with little profit from the Latin they have learnt, and real loss of time and energy, and he begins his weary task again, with a new batch, at the bottom of the hill, to meet again with the same vexatious result. It is true some few of his pupils do reach the summit, and enjoy the boundless prospect before them, and for their sakes it is necessary that such institutions as our colleges and universities should be liberally and efficiently maintained. But for the majority of our colonial youths, it appears to me that their energies would be better directed to subjects which they are likely to master than to the subtleties of' ancient languages, and although Latin should be taught, I think they require an easier and less technical course than that which is essential to a classical institution- The principle of division of labor should therefore be applied, and English High Schools find a place among our educational establishments. Should it ever appear to the public of Wellington that such a school as this should be placed upon a public foundation, and adequate funds and managers be provided, I shall be happy to place this school in their hands. In the meantime, I pledge myself, so far as the capabilities of a limited private purse will allow, to spare no pains to make the school a thoroughly useful and efficient one. And I must here congratulate myself and the parents of my pupils, on oiy success in having met with so valuable a colleague as the Eev. Thomas Pomtt, who has assisted me during the greater part of the past twelve months, or rather, to speak justly, whom I have assisted, for the real brunt of the teaching has fallen upon him. I think myself happy in having secured the aid of a gentleman who enters so zealously into my own views upon the subject of middle class education, and who is so well able from his attainments, experience, and professional training to carry them to a successful issue. And I hope that his connection with the English High School may be a very lasting one. Before requesting you to present the certificates and prizes to the successful pupils, I should say a few words about the exhibits which are now on the platform before us, and explain that they are not brought forward to- - day as specimens of the work which we hope the pupils of the High School will be able after a longer training to produce, but as indications of the practical and technical nature of the education which it is our desire and intention to afford, and in order to stimulate the pupils themselves to greater care upon similar occasions, when they know that their performances will be submitted to public scrutiny. They are all voluntary performances, done out of the ordinary school hours, though stimulated by the promise of special prizes given with the view of encouraging habits of industry and application. I will first request you to present the ordinary certificates and prizes, and then the special prizes to which I have just alluded. The first degree certificates which I hold in my hand are not earned without a considerable amount of difficulty. They require that the pupil shall have obtained the highest mark in every subject of instruction, as well as for good conduct. Whilst theoretically they are within the reach of every pupil in the school, I do not expect that any large number will ever pass so severe an ordeal. They have been obtained during the past quarter by James Lawson, Frank Tully, Sellman Harrison, and Charles Sidey. When obtained for twp quarters in succession they are accompanied by a first degree prize, and prizes are therefore due to Lawson, Harrison, and Sidey. The second degree certificates are more easily obtained, and a larger number of successful pupils may therefore be expected. They require the pupil to have obtained the highest mark in more than half the subjects of instruction as well as for good conduct. ■ They are obtained by J. Webb, E.' B. Stock, G. McLean, B. H. Mason, J. Williams, A. W. Harrison, J. Bethune, F. Costall, G. Gray, G.. Mason, A. Conolly, N. Bowden, B. Ling, J. Toomath, O. Holdsworth, A. Buchanan, F. Dyer, E. Barraud, W. McLean, A. Beere, J. H. Wallace, and W. H, Gannaway. Of these, Webb, G. McLean, A. Harrison, Bethune, G. Mason, Bowden, Toomath, Holdsworth, Buchanan, Dyer, Barraud, W. McLean, and Beere, having obtained similar certificates the preceding quarter, will also each receive a prize. I come now to the special prizes for work done out of the ordinary school hours, and will begin with the junior division of the school. A prize was offered for the best recitation in each class of that division. A long poem, selected by myself, was to be said without a mistake, and another poem of at least fifty ' lines, selected by the pupil, repeated with taste and accuracy. The prize in the youngest class was competed for by a large number of candidates, and won by Charles Holdsworth, who recited “LordUllin’s Daughter.” In the next class there were seven entries, most of whom did very well, but the prize fell to Frank Dyer, who recited “The Saxon and the Gael.” In the senior division, among numerous competitors and some near rivals, the prize was adjudged to Geo. McLean, for 100 lines of Shakspeare and the introductory stanzas of Mannion. The writing prizes in the junior classes were

adjudged to H. Stock and A. Beere ioi the best set of capital letters in their respective classes. I took the liberty of asking my friend, Hr. Lemon, to decide merit of the nine competitors in the senior division, to which request, with Ins usualkindness, he readily assented. Each boy’s exercise comprised the copy of an invoice,and also a specimen of free hand-writing; and the prize has fallen to G. McLean. I may also mention that Mr. Lemon has kindly promised to furnish the school until approved specimens of hand-writing from the Telegraph Office for the boys’ future imitation. I also trespassed upon the kindness of my friend, Mr. Toxward, to decide the merits of the competitive exercises of the seniors for geometrical drawing, and for mapping. The prizes fall to E. Mason for drawing, and to J. Webb for mapping. In the other divisions prizes are also awarded for drawing to E. C. Gannaway, C. Carpenter, and F. Barraud ; and for mapping to F. Dyer, for the best filled-up outline, and to S. Harrison an extra prize for a large map of New Zealand. A prize for the best translation from the French of 150 lines of Thierry’s history, was adjudged to J. Webb, the exercise of E. H. Mason being also meritorious. A prize for an English essay, the subject being gymnastics, is also awarded to J. Webb, wbo again had a near rival in G. M. Mason. The remainin" prizes belong to junior divisions, where A. Buchanan carries off a prize for English composition for the best paraphrase of Eliza Cook’s poem, “ Try Again and N. Bowden, J. Hall, and W. McLean prizes for spelling. The successful competitors for recitation prizes gave specimens of their elocutionary powers, which thoroughly bore out the justice of the awards, Holdsworth’s especially exhibiting careful emphasis and discreet inflection of voice. As the boys received their prizes, they were rewarded also by hearty applause from their fellow pupils, as well as from the assemblage. The proceedings were brought to a conclusion by the boys singing the “National Anthem.”