GISBORNE SCHOOL.

Gisborne Standard and Cook County Gazette, Volume IV, Issue 547, 20 December 1890, Page 2

GISBORNE SCHOOL.

DISTRIBUTION OF PRIZES. The annual distribution of prizes in connec- > liou wiih the G-isborne School was publicly made at the City Rink on Thursday evening 1 The hall was crowded by the large number of 1 scholars, their parents and other friends. A 1 warm spirit of enthusiasm characterised |he proceedings, and as each prize-winner came ’ forward he or she received cordial applause. Mr D. Johnston, Chairman of the School Committee, presided and the Mayor (Mr Townley) presented the prizes. The proceedings began by the Chairman introducing Mr DeLautour, who de ivered an address. He said he had not understood he was to open the proceedings with a formal address, because one thing they wanted more than another on that occasion was the dispensing of formality so far as it could be done without overstepping the bounds of propriety. Still he did not shrink from saying a word or two to parents and children a’ike, because he thought that when they had an opportunity such as that oue, which came once a year, they ought to take stock of the educational progress. A man must indeed have very jitt e in him if he could not say something, however feeble, that would tend to in flame the minds of others on this subjec’. He would 1 avs it to the Chairman and others to dwell on the success which had again attended the school: if there had not been a success, he was quite sure, all being so intoxicated with former successes, that they would have been much disappointed, and it was very pleasant to know there was no sueh cause of disappointment. They must not suppose that because the higher standards, those under Mr Mann’s charge, were not also represented, that they therefore had not come up to expectations: in that case the results were not yet known, and it would be some little time yet before they would be able, as he felt sure they would then be able, to tender their congratulations to Mr Mann’s division of the school. (Applause ) Whether or not it arose from his being a lawyer, he (the speaker) always looked about for something to criticise: the only thing he thought that was open to criticism before a great mixed assembly such as that was the narrow ness shown in educational circles in tho centre of Hawke’s Bay—a narrowness that was not worthy of the traditions of Hawke s Bay. (Applause.) It had taken the form of saying that beyond a certain narrow circle of the old Hawke’s Bay province, the children of the education district should as far as possible be debarred from competition with those within the magic circle. Such narrow localhm was rather late in these days to be exhibited by the governors in charge of the edn optional reserves of Hawkes Biy. He only wished they in this district could have their revenge—if we were only allowed to use our reserves, we ehould open up our advantages not only to every child in Hawke’s Bay, but to those throughout the North Island, and Poverty Biy would have uo reason to shrink from such a competition. The narrow

feeling shown in Hawke’s B xy was not proper, and he hoped they would speedily come to recognise that. Now a word or two about the subject of education. Home said that when the children passed the fourth standard they knew so much that they ought not to get any more knowledge unless their parents paid for it, It was also said that those under five were too young to be taught. It was worth their while to consider these points and look at them in the light of tacts. It was shown that the children passed from the infant school in about two years, at the age of seven • that it then took them six years to get through the sixth Standard, and that they would come out at the age of thirteen. Well, now, what did they know then ? They knew this and nothing more—(and they knew it well, much better than scholars of their age knew it a few years ago in the great public schools of England)— reading, writing, and arithmetic. When people talked about cramming in the schools, put it to them, what do the children learn ? and the answer must simply be, reading—a knowledge of their own language, and of the history of their own country ; writing, and to some extent drawing ; and—he wished it were more—to some extent arithmetic. They had only got on the threshold of education when they passed the sixth standard, Then you had something you could get hold of, and give them further training and you will make them men and women who would be developers and producers of this country. (Uheers.) Having the boy of 13, if he had a

scholarship or his parents had the means to put him under Mr Mann’s charge for two years, what did he know then ? He had got the elements of Latin and some capacity to translatoeasy La’in, he had got the elements of geometry (a fair knowledge of the first two books), a fair knowledge of elemen’ary algebra, and a fair knowledge of at least one modern language. So they nad the boy at fif een ; he had entered the infant school at five, h, d lost no time, and was a boy of average ability who stuck at his work. You had him then with all the foundation for a perfect < ducation which might fit him for a man. It would be better if those who found fault with the system were to enquire into it tqure carefully. You had at fifteen a boy with all this elementary knowledge which would vanish in a year or two if he was taken away from a scientific end theorerical training—if he was turned

adrift and may be to follow bis father’s occupation of a wheelwright, or go into an office, or become a working engineer. There comes the difference between theoretical education, the education acquired by the eye, and the education acquired by the hana, which is fatal to future development, to that stage of excellence which would be justifiable for them to expect from ffie foundation he has received; and he did think that in Jtew Zealand, which was to be a country of working people—he did not mean a country of people to be paid a Wage by the day, but a country where every body should be a producer of some kind—it did seem to be a vital mistake that they should lose the opportunity to continue the

education through the eye and the hand, to ■ wed science aud labor together and so produce in Chis new world persons fit to take 1 their places—as inventors and developers of all kinds of industrial enterprise—to take their place with those who had gone before them in the old world. By dividing mental Work and the practical training of the hand they were perpetuating a division of classes, the laborer on one side and the boy of m|nd on tbe other, who thought, because be had it instilled into him, that labor was an un. worthy walk in life, and that he ehould seek employment in an office or at some professional study. The sooner they elevated and dignified labor the better it would be for New Zealand, they would be better able to bear the burden of debt, a greater number would be producers—the boys and girls would go forth in the race of life'to do their duty to their fellow-citigens, to be producers, not only of wool and mutton, which was all good in itself, but he hoped New Zealand would never be reduced to the mere production of wool and mutton ,and that opportunity should be given to those who wduld make a move forward iu the world. All the great inventors in English history down to Edison had been developed from the working daises, from tbe bone and sinew of their country. Theoretical mental education standing alone made no great iuveution, They wanted to dignify labor. He was glad to learn from Mr Morgan that nine tenths of the boys in the the upper standards were from the working classes pure and simple, aud that threefourths of the High School pupils were also from the working classes. It was the nation's privi.ege to oiy that every boy should be fitted to do her service. He hoped that he had not tired the children, but he Wanted them to have an idea on these matters. A boy must not think that because he got to be dux his education was complete. That education was nothing more than the mere machinery given to them to let them have an idea of what real education was, and to enable then) to make themselves worthy of their country that gave them birth. (Chesra.) The distribution of prizs was then gone on with as follows —

Standabd I—Examination: Boys: Stan ley Muir, Percy Cleghorn, James Doyle, William Barron, Bertie Smith, Gordon Somervell, Ernest Jones, Robert Henzler, Stacey Adeahe, Herbert Adair, Scrivener Studd. Girls: Fanny Friar, Ethel Wilkinson, Kato Turnbull, Julia Poswi.lo,

Class Lists : Div. I: Bertie Smith, Kate Turnbull, Ruby Gray; Div. 2 : Isaac Taylor, Hannah Reidy. Standard II — Examination : Boys ; Bertie Quigley, Harry Morse, Alan Coleman, Hugo Finn, Oswald Swarbrick, Victor Wilkinson, George Carter, Willie Robertson, Douglas Finn, Willie Hall. Girls : Georgina Cumming. May Bowlsy, Hilda Cox, Fanny Morse, Winnie Adair, Ena Ward, Kate Beidy, Jane McDowell, Emily Taylor. Class Lists: let division Laughli) Gannon, Ena Ward; 2od division: John |Luke and, Harry Morse, May Hall; Exercise Book: Peter Doyle. Standard lll—Examination: Boys: Leelie Steele 1, John Adair 2 ; Girls: Celia McLernon 1, Edith Goldsmith 2. Case Lists: John Shirley, Percy Thomson, Daniel Beere, and Celia McLernon, Lower Division : G. Stevens and Kate Rylands. Conduct;. Arthur Wall. Exercise Book : HiidaWard. Standard IV—lst prizes ; Leo. Greenwood, Willie Hamhlett, Louisa Morgan, Alice Taylor, May Gray, Isabella Thomson, Evelyn Oakley ; 2nd prizes: Maurice Power, Emily Hepburn. Class Lists—lst, Leo Greenwood and Louisa Morgan; second div.; George Scott—2nd prize: May Sherriff. Conduct: Maud Witty. Exorcise : Ernest Rile, Gertriide Wall. Spelling (special): Leo Greenwood. Standard V—Examination ; Boys; 1, E. Bouillon; 2, A. Parnell; 3 L. Ross. GtllU: 1, Mary Kerr; 2, Grace Martin; 3, Amelia Hardy. Class Lists: Bovs: Louis Ross, Ernest Bonillon. Girls: Millie-Sewell. Standard Vl—Examination: Boys': 1, Frank Brown, dux of Hawke’s Bay Educational District, and winner of gold medal given by Hawke’s Bay Caledonian Society; 2, William Talbot; 3, Ernest Goldsmith. Girls : 1, Bella Black; 2, Bella Hall; 8, Jane Adair. Class Lists: Boys: Frank Brown, Girls: Lizzie Milner, Maud Turnbull. Exercise Books and Mapoiog: Fred Palatret. Mental Arithmetic: Frank Brown; pre- — Rented by Mr Parker. Conduct: Norah Buchanan. Industry: Matthew Nasmith; presented by Mr Adams. Winners of Scholarships, open for com. petition to whole of Hawke's Bay Educational District—Frank Brown, Ernest Gold Smith, Maurice Stubbs, George Adair, Sydney Stubbs, Charles Bennett, Alfred Piesse ; taking 7 out of 10 scholarships awarded. First Class Attendances.—Standard I: Ernest Jones, Herbert Adair, Robert Henzler, Amelia Holfot’d; Standard 11-: Joe Kenny, Willie Robertson, May Rowley, Rose Steele; Standard 111 : Hugh Morrison, Charles I’etersen, John Shirley, Bertie Bushnell, Cissy Hall: Standard IV: George Turnbull, Harry Faram, Willie Hamblot, Emily Hepburn, Alice Taylor, Isabella Morell, Louisa Morgan; Standard V : Etta Warren; Standard VII Charles BeaasU, Sydney East, Charles Cannon, George Adair; Special attendance: Muggle O'Neil, presented by Mr Adams. Bzojvd Class Atcssdancks (Children who

have not mi-red more than 5 half. days during the year),— Standard I : George Humphreys, Stanley Watson, George Brooking, Monty Craig, Bertie Smith, Fred Sbiriey, Percy Bushnell, Lucy Parnell, Kate Turnbull, Eva Craig; Standard II; Henry Watson, Harold Somervell, John Henzler, Victor Wilkinson, Willie Hall, Beta Jeune, Winnie Wallace, May. Hall; Standard Il(: H iger Stubbs, Georgeßuscke, Albert Sherrifl, Bertie Bushnell, Leslie Steele, John Adair, Bias Turnbull, Daisy Taylor; Standard IY; Philip Stubbs, Fred HoHord, Charles Bu>ok<*, Alfred Wallace, Leo Greenwood, Marion Ball, Cissy Davies, Ada Burns; Standard V; Lambert Buscke, William Pitt, Ernest Bouillon, Nellis McLernon; Standard Vt: Fred Palairet, Sydney Stubbs, Mauries Stubbs. Iniants.—Class I:—Wilm t Cox. Attila Warren, Chirks Hepburu, George M >ore, Percy Le Marquand, Sydney Smith, Clyde Evans, Alfred Cox, Daisy Hall, Rose McLernon, Mary Power, Amy Thomson; Class II: —Florne File, Nellie Birch, Helen Kerr; Class 111 :—l, Frank Parnell; 2, Gilbert Burch, and John Blair; 1, Minnie , MaokreU and Frida Cox ; 2, Nelly' Morell and Ada Gray. Class IV :1, Bartle Maynard and Sydney Ward, and 2, Lewie Tait and Ernest Somervell; 1, Bertha Good, and 3, Jane Hardy, Three hearty cheers vyere given fot Frank Brown, the dux of the district. The ! Mayor said that Brovyn had proved himerif to be the first scholar among five or six thousand children in the Hawke’s Bay dirtriot, being sixty marks ahead qt the second 1 boy. He warmly congratulated and complimented the boy, and also thoss under whose tuition he bad been. Frank, hs said, 1 was the son of a mechanic, and ha strongly 1 advised him to follow bis father's calling, ; which was a very good one. There were 1 altogether too many boys crowding into 1 offices and behind shop counters. Things 1 had greatly altered since ho himself bad 00(14. menced his apprenticeship. There was no machinery used then, but now machinery did all the rougher and also much of the fine ; work. Still any one tq learn required to ' have a receptive mind ; anyone who thoroughly learned a trade had a good education, I( , young Brown followed his father's trade bo

would make a good man. Dealing with the education question the Mayor urged that the system should not be taiqp -refi with in any way until it had had a fair -rial. In presenting Frank Brown with the special prize given by Mr Parker it was explained that Mr Hill hud given twenty questions to be answered in the same number of minutes; Brown had answered the questions in seven minutes, though unfortunately he had got one wrong, In presenting the prises for good attendance the Mayor said some of the children had not missed half a day’s attendance during the year, and Hugh Morrison had not miased a day for five years. Maggie O'Neil, to whom a sped*! prize had been given, had to walk in two or three miles from the Whataupoko, and she attended regularly in all kinds of weather. (Applause ) Maggie set an excellent example to others who lived Close to the school, and be strongly impressed Upon parents tl)e necessary of ajowlug thejr children to attend regularly, becanss irregular attendance prevented the children progressing and impaired the efficiency of the school. JEhe last prize presented was a special one for shooting, a bandsoms medal, which wee won by Cadet Bradley, who had also won a challenge cup. The Mayor quoted General Wolseley’s remarks on tbe necessity of proficiency in shooting, and said be hoped young Bradley might yet ba able to compete gi Wimbledon. Three cheers ware given for Bradley, and tbe Mayor wirhad all a merry Christmas and a happy Naw Year. Cheers ware given for tbe Mayor, and the children (who under Mr Bull’s instruction had suog chortisea during the evening) gave God Save the Queen.