NELSON COLLEGE.

Nelson Examiner and New Zealand Chronicle, Volume XXVIII, Issue 101, 18 December 1869, Page 5

NELSON COLLEGE.

EXAMINATION REPORTS, AND DISTRIBUTION OF PRIZES. Wednesday last closed the season at Nelson College, when the reports of the Examiners were read, and the prizes distributed. The schoolroom was tastefully decorated for the occasion, but the attendance of visitors was not very large, which was easily accounted for by the unfavourable state of the weather. The prizes were delivered by Judge Richmond, with suitable words of encouragement. The examinations had been conducted by the Rev. S. Poole, B A., the Rev. C. O. Mules, M.A., and the masters. Mr. Justice Richmond set a paper in Shakespeare and took a portion of the examination, and examined also some of the forms in classics. The Upper School was examined by means of printed papers, except in Greek and History. The Lower School was examined mainly viva voce, except in Mathematics, in which the examination was by printed papers. The two Shakespeare papers comprised passages from Macbeth, giving rare and obsolete words of a metaphorical character, which were required to be explained so as to exhibit a knowledge of the language, and the full character of the play. The Latin exercises were extracts from Sallust, Virgil, and Caesar. The paper on Physical Geography was well calculated to 6how the requirements in that branch of study ; and the two papers in Arithmetic were of an equally searching character. There was also a long paper in Algebra. The Rev. Mr. Poole said he had conducted his examination with caro and strictness, taking no account of the names of tho boys, or their position in the class. He then proceeded to read his report : — To the Governors of Nelson College. Gentlemen — At the request of the Governors I proceeded to hold an examination of the pupils in Nelson College, on those subjects which form the English and Classical course of education. It included English Composition, a grammatical and critical knowledge of a play in Shakespear, History, Geography, Latin, Greek, French, and recitations of English Poetry. To speak of them in order, I may say that the English Composition was done admirably by a few, such as Barnicoat (i.), Cox (r.), Cox (n.), and Wither ; and satisfactorily by all tho boys in the Upper School. The improvement in English was remarkable not only iv the re-productions which were sent in by the various classes, but also in the elegance and accuracy of the translations from Latin authors. The History had been well prepared by the three Historical Classes which I examined. Barnicoat (i.), Penny, and Maclean distinguished themselves in their respective divisions. The Greek showed promise throughout, and I hope at the next Examination to find that as great a progress has been made in that ancient tongue aB it has been my pleasure to observe in other departments of learning. A grammatical initiation into French was what I expected ; but I was glad to find that the boys had acquired an aptitude for rendering French into English, which will, I believe, greatly assist them hereafter, whenever it may bo necessary to consult a French authority, or to cultivate a colloquial knowledge of the language. The general impression left by the examination is that in spite of faults, there is sufficient indication of industry and vigour ; and a power of profiting by the good teaching. It is evident that thorough and minute care has been bestowed in each lesson, on subject and language alike. Many answers where accuracy of detail and thoughtfulness were demanded, were of a really excellent kind. The pupils are studying the dead languages in a manner which will, I am sure, tend to the proper cultivation of their own tongue, and assist them in remembering and understanding the otherwise difficult nomenclature of the various Arts and Sciences of modern days. I have the honour to be, Gentlemen, Your obedient servant, Samueli Poole, M.A., Oxford. Nelson, December 15, 1869. The Rev. Mr. Mules read his report as below :—: — To the Governors of Nelson College. Gentlemen — It has given me pleasure to discharge the office you did me the honour of requesting me to undertake, and I beg to report to you, for your information, some of the results of the examination, and tho conclusion I would derive from them. I. The Examination has proved very creditable to the boys as a whole ; particular parts of it have been specially creditable. 11. I gave four separate papers, or sets of papers, on the following subjects :—: — 1. Arithmetic, 2. Algebra, 3. Euclid, 4. Physical Geography, and examined the separate answers of each individual boy. 111. The results obtained may be briefly stated thus : — 1. In Arithmetic several boys finished the papers in two hours, though slight inaccuracies prevented quite full'marks. This was very creditable. 2. In Algebra fair proficiency was shown, the paper being somewhat harder than that in Arithmetic. 3. In Euclid : this was unusually good ; all did well, and the leading boys in the school particularly well. 4. In Physical Geography : the answers were in some instances unexpectedly good, and in all that could be obtained by memory, very correct throughout. IV. As I had the honour of examining the College two years ago, I may be permitted to institute a comparison. I would therefore say — 1. There is improvement in Arithmetic. 2. A very great advance in Euclid ; and I cannot let this opportunity pass without stating that this must be due to the efforts of Mr. Mackay ; and that without constant care and perseverance on his part, as well as great teaching ability, so satisfactory a result could not have been obtained. 3. Physical Geography with advantage holds a place in the studies of the College which it did not occupy before. As this was also very good, and comprised the elements of Geology as well, the knowledge attained, imparted as it was viva voce, must also have been due to the exertions of Mr. Mackay. V. I may be permitted to conclude by stating that I think, from the results of the Examination, that advantage on the whole has arisen from all the Mathematics coming into the hands of one teacher ; there is greater uniformity in the rate of progress ; and he is able, with the same exertion of power, to instruct more boys, and reach a higher portion of a subject, than if his time nnd thoughts were frittered away in perpetual changes. With much respect, gentlemen, I remain, Your obedient servant, Charles O. Mules. He added a few complimentary remarks respecting the pupils' attainments in physical geography, and the uniformity of stylo which was apparent in the exercises. The prize list was then read over, and the prizes delivered according thereto :—: — Scholarships. Ist Classical. — Barnicoat (i.) resigned; the Scholarship therefore passes to Blackett (i). 2nd Classical.— Barnicoat (n). Ist Mathematical.— Campbell (i). 2nd Mathematical.— Wastney (i). Prizes. Classics, and English, and History. — Form IV. : Barnicoat (i.) — Macaulay's History of England. Form III. : Adams (I.)— Shakespeare. Form II. : Campbell — Bon Quixote. Form I. : Maclean (ii.) — Columbus. Mathematics and PnraicAL Geography. — Division I. : Campbell (l.) ; Scholarship passes to Blaokett— Bmkland. Division 11. s Pratt— Dante.

Division III. : Wastney (i.) ; Scholarship passes to Armitage (i.) — Herschel. Division IV. : Campbell— Self -Help. Division V.: Scaife (n.)— Lays of Ancient Rome. Special Prizes, upper school. History. — Barnicoat (i.) — Sallam. Shakespeare. — Barnicoat (i.) — Shakespeare Gallery. Physical Geography. — Blackett (i.) — Mauri/. English Composition. — Wither — Salf-Hours. French.— Barnicoat (i.) — Microscope. LOWER SCHOOL. History.— Permy — Lays of Home. English Composition.— Richmond (i.)— Robinson Crusoe. French. — Vickerman (i.) — Battles, tyc. Special Prize tor Care, Diligence, and Progress in Mathematics. — Cox (i.) — Enoch Arden. Mr. Simmons said that Barnicoat having obtained tho first place in classics might have taken the scholarship along with it, but us he had already a scholarship which was better than the one now offered for competition, and he could not hold the two scholarships, this would fall to Blackett (i.), the next in order of merit, and the prize to Barnicoat. Roy made an exceedingly good third. Respecting the second Mathematical (Scholarship, which fell to Wostney primus, some reference, he said, had been made to the fact of the examination for that scholarship having taken place in the absence of three of the boys who intended to compete for it. The day happened to be exceedingly wet, and three boys stayed away, two of whom certainly would have had a chance of successfully contending for the scholarship, and they were of course disappointed by the examination having taken place in their abs6rco. For his part he was not sorry this had happened, and he hoped it would be a lesson to pupils and their parents, and cause regular attendance. Absence from the class room was a source of great annoyance ; it delayed the work of both the masters and pupils, etopping progress and interfering with the necessary regularity of the school-work. Rain should not stop attendance, arid he hoped this would be a lesson, that the pupils must come to college wet or dry. Percy Adama, who gained the 3rd form prize, was a most deserving boy und had worked hard. The Foundation Scholarships were now far differently arranged : one was given for Classics, Language, and History — indeed all that formerly was called the Humanities', and properly so, because they concerned man and his history ; the other for Mathematics, Physical Geography, and a knowledge of the elements of Natural Law. In the first section, the examination in Shakspeare had of course been placed, and the prize-taker had shown very perfect acquaintance with the play examined on, as he was informed his Honor tho Judge would say. Mr. Poole explained, with reference to the prize taken by Penny in the lower school, that in the examination for that prize, Penny made one of five who were perfectly equal, und he had to make second examination of these in which Penny outstripped the others. Mr. Simmons said that, at hissuggestion, the Governors had, at the time of the competition for the Stafford Modern Ilistoiy scholarship, agreed to give an extra prize to Roy, who had worked most assiduously. He had several times been very near the prize, and certainly his steady work deserved it ; but he was generally a little over-weighted, or by a few months in point of ago ho had just missed the prize. Barnicoat had got the Stafford scholarship as he deserved, but Roy was very near it ; no boy in school had made such progress, and he was glad therefore that the Governors had consented togivo him a prize — a handsome desk— which he certainly well merited. Mr. Simmons referred to the Bishop having kindly undertaken the examination of the candidates for the Stafford scholarship. The Judge, addressing tho boys, said : To speak first of the examination for the prize for Shakspeare, several of you, besides Barnicoat, have sent in very creditable papers. I place the younger Blackett next tp the successful competitor. After him come Burnett, Or. Blackett, and Roy. I have been much pleased with the knowledge of etymology displayed in some of the papers. It is good evidence that classical studies are telling effectively on the study of English. Reverting for a moment to what I said to you last year on the subject of Greek and Latin, I cannot but believe that another year's experience will have tended to convince many of you elder boys of the utility of these studies. I think you cannot but have found your mind strengthened and sharpened as by a kind of gymnastics. I can tell you that in my experience I have constantly witnessed the superiority which some classical culture gives to men in the daily affairs of life, on which the knowledge of these tongues would seem to have no bearing whatever. To notice only one benefit of the study of language, which cannot be pursued without a knowledge of Greek and Latin, your attention is continually called to the distinctions in meaning between different words. This implies a knowledge of a difference in the things signified, and the mind is constantly called to note the most delicate shades of meaning. The result of such training is, that when you read, or hear a thing said, in well-sounding words, you are irresistibly led to ask, " What does it mean ?" The critical faculty is set to work, and in its light a host of fallacies are dissipated, which to many are hidden by fine words and equivocal meanings. In these days of frequent writing in newspapers or otherwise, this is a valuable habit of mind to gain. Often it is found that what reads or sounds magnificently well, is either nearly void of meaning, or conceals important errors. But there is another point connected with classical studies to which I want to call the attention of you elder boys to-day. I think you must have already begun to observe, in the moral reflections of the classical authors you have become acquainted with, a remarkable concurrence, in many points (I do not say in all, but in many most important points), betweeu the ideal of human life and duty as presented by the Latin classics, and that which, on more sacred authority, is accepted at the present day as the true one. Take Sallust, for example, whom you have seen reading, and this writer is by no means remarkable for the elevation of his views. You will have seen throughout the Jugurtha, but especially in the initial chapters, how distinct a testimony he bears to those distinctions between right and wrong, to the validity of that rule of life which we now generally acknowledge. The great virtues of industry, temperance, integrity, devotion to the public cause — nay, even of self-sacrifice in that cause, are often insisted upon by him. The same teaching appears, even more distinctly, perhaps, in the Catiline. The body which we have in common with the brutes is even to be kept in subjection to, and made the servant of the mind, which we have in common with the Gods. Other authors, both Latin and Greek, as Seneca and Epictetus, have the same teachings far more thoroughly developed. Juvenal, again, the greatest of Roman satirists, is on the same side. Men should desire, and strive for, not wealth, not political power, not military glory ; boys in their holidays should not dream day-dreams in which each appears to himself a future Cicero or Demosthenes ; still less should such a gift as personal beauty be esteemed as a solid possession — one only thing will the wise man ask of heaven, the grand gift of a sound mind in a sound body. Now you know last year I dwelt on the supreme importance of having a settled and serious purpose in life, without which the most magnificent gifts, and the greatest acquirements, have so often proved but a snare to the possessor. The speed with which we advance, is of less moment then the direction in which we are tending. Now to form such a purpose, implies that you have possessed yourselves of distinct conceptions of life and duty. When you go out into the world you will, if alive to such things, hear a babel of controversy, in which all things seem to be called in question — even those things which for ages have been thought settled and established beyond denial. I say seem to be called in question, because on looking more closely at it, you will perceive that whilst many points are in question which are doubtless of great importance, there is yet, underlying all differences of creed, an almost perfect coincidence in the opinions of good and wise men of all parties, as to what is the true ideal of humanity. The really good, true, honourable, wise, and holy man, ib recog*

nized and venerated as such by all the good and wise. And the ideal which we moderns agree to venerate is, in many points, the very same as that held up by the best of the ancients. This, surely, is an encouraging fact. It is something which the mind may lay hold of, and keep hold of, as a certainty amidst all the intellectual strife. It is something which I hope and trust you will lay hold of, and never abandon. I do not say that there aro not great distinctions between the ancient and modern way of looking at moral questions; but only that there is, as I strongly hold, fundamental agreement. No doubt in the power of the impelling motives which the ancients could hold out, there is an essential difference. Now lam very earnest about this with you. You elder boys must already be beginning to feel the responsibilities of life. You know what it is to put out an influence about you for good or for evil. Very much in a school depends upon the influence of the upper boys, almost more than on masters themselves. Your juniors look up to you. To illustrate what I mean, it is not many hours since I heard it suggested, in the presence of a boy who is in the Town School, that one of the elder boys might have copied some part of his answers to an examination paper from a book. What was the instant remark of the little boy ? "Oh, no ! So and so is one of the noblest of our boys, and he would not think of sucli a thing." 'this is the way you are watched, and in which the influence of your actions is felt already. And in life, as young colonists, you are all destined to exercise, as far as man's eye can judge of such matters, a larger influence than falls to the share of most human beings. In the thickly-populated countries of Europe it matters little — so at least it must seem to vs — what or how any single individual, taken from the average mass of mankind, thinks, or feels, or acts. But here everyone counts for something ; every individuality tells. Tou are therefore pretty certain to have power in your hands for good or evil far beyond that which you would have been likely to wield in the mother country ; just as most of your seniors are now exercising functions of far greater importance than they would have aspired to at home. Don't let us be deceived by the smallness of ouv numbers. Though few in numbers, we are the actual founders of a new nation, whose swarming millions must hereafter, and perhaps at no very distant time either, fill these islands in which our lot has been cast. We are labouring in the foundations, and you know that in every building the foundations are the most important part, whatever may be the superstructure. Humble and undistinguished it may seem, but our work is really a most important one. And seeing/ as I do, how much will depend upon you, more particularly iv the course which political events appear to be taking, I am above all things anxious that you should form sound and perfectly distinct views about what is good and right to aim at in life. Do not suppose that in talking to you thus, I wish to puff you up with wishes or expectations of taking speedily a part in the political affairs of the colony. That is not so. When you leave this College, the first question for you will be to make a proper selection of a business or profession, and your first duty to set yourselves steadily down to master a knowledge of the calling which you or your parents may choose. Thus, in all likelihood, you will best begin your duty in the world. But wider responsibilities are certain to come upon you in the long run. And now I have only to add, that in aiming at some approach towards that lofty ideal of right and duty on which the ancient and modern world is agreed, you will, as I hold, have aids far beyond those which fell to the lot of the good and wise of Greece and Rome. We are inheritors of a grace not held out to them ; we know of a love which to them was unrevealed ; we have the offer of a fellowship, a communion, of which they were unable to conceive. These, indeed, are motive powers unknown to the ancient world, and without which little could be done amongst the mass of men to realize the sublime ideals of philosophy. And now, boys, great and small, I wish you, with all my heart, a merry Christmas in the midst of happy homes ; and I trust to meet with all your faces in the new year. There is not one of you who will not be the better for further training in this institution, and I hope it may be found possible by your parents to allow you to return. I hope you will enjoy your holidays, and return to begin a new year with fresh vigour and fresh determination to make the most of your great opportunities. Mr. Simmons had to thank the Governors for their courteous attention to his suggestions, He was especially grateful to them for having given effect to that which had reference to founding scholarships for the Provincial schools. These scholarships could scarcely fail to stimulate both the pupil and the masters in the school, while the presence of the elite of those schools must benefit the College. He hoped to see still further extension given to the idea. He had heard that some trash had been talked about these scholars not being likely to be gentlemen. But moneyed men are not necessarily gentlemen, nor poor men the reverse ; indeed, any talk about class distinctions seemed especially out of place in a Colony, if indeed it is not silly and mischievous everywhere. "If I myself, if my masters, if my boys are good for anything, we shall make them gentlemen, if unfortunately, which we have not the slightest right to presume, we do not find them to be so." He had to thauk Judge Richmond for hi«> presence that day, for the interest he took in the College, and for the trouble to which he had put himself in examining the boys, no less than Mr. Poole and Mr. Mules, who had discharged a tedious task with the utmost patience and most conscientious care. He begged also to tender his warmest thanks to the Masters for their cordial co-operation and unflagging interest in the school. The boys had done well in his opinion, and he was happy to find that opinion endorsed by Judge Richmond and the examiners. The elder boya hud set a good example, which, to the best of his belief, had had its natural effect. The general toDe of a school necessarily depended upon them, since, though a master may influence the seniors, they set the fashion to their juniors. He referred to the College sports, and assured the boys that Cox's leap of 18ft. 2in., Vickerman's jump within 1\ inches of his own height, Warnoek's gallant lead throughout the All Comers' Steeplechase, gave him no less pleasure than the intellectual progress which the Judge and the examiners had eulogised. Cricket and football are the school of certain virtues — still indispensable — contempt of pain, unselfishness, and ready submission to discipline. He congratulated the boys on their remarkable progress and success in these games. He wished Nelson College to turn out men as well as scholars. He informed them that the holidays would terminate on Thursday, February 3, and concluded by wishing them a merry Christmas and a happy New Year. (Applause.)