GIRLS' HIGH SCHOOL—DISTRIBUTION OF PRIZES.

New Zealand Herald, Volume XVIII, Issue 5999, 8 February 1881, Page 6

GIRLS' HIGH SCHOOL—DISTRIBUTION OF PRIZES.

Yesterday was a "red letter day " at the Girls' High School, owing to its being the day appointed for distributing the prizes to the pupils who obtained the highest number of marks at the December examinations. The school was filled to its utmost limits, a large number of the parents and friends of the pupils being present to witness the ceremony. His Worship the Mayor (Mr. James McCosk Clark) presided, being accompanied by Mrs. Clark. On either hand of him were Mrs. Heath (wife of the principal), Bishop Cowie, the Rev. Dr. Kidd, the Rev. Mr. Morley, the Rev. Shirley Baker, Mr. Neil Heath (principal), Messrs. H. H. Lusk, Thomas Buddie, and other gentlemen. His Worship in opening the proceedings said, when the head-master asked him as the Chairman of the Board of Education to preside at the meeting, he felt a pleasure in doing so in connection with such a successful institution, and in looking upon so many happy faces his pleasure had not been less than Ilis anticipations. It had its alloy, however, as though not unaccustomed to public speaking, he was unaccustomed to address a Girls' High School. On looking at the programme, he saw that the examiners were, to address the meeting, and that His Lordship Bishop Cowie, as well as other clergymen, were to be present, and he'then felt at ease, because if anything required to be said concerning the progress made by the institution, the examiners were the men to say it. If anything were required on the other hand in the way of advice, it might be received more acceptably from the clergy than himself. It was not necessary for him to say much concerning the benefits to be derived from the higher education of girls, as everyone would acknowledge the truthfulness of the pithy maxim, " Educate the women, and I will defy the men to remain ignorant." It was fitting, however, that he should make a few remarks upon the general progress of the school. The school was opened four years ago, the number of pupils on the roll last quarter being 236, and might be regarded as a very satisfactory rate of progression for the time the school had been in existence. It was difficult to make an accurate estimate for so short a period of the progress made, but comparing ISSO with 1879 it would te found that the average of marks was 59, or 10 per cent, above the rate of the latter year. There could be no comparison as to the certificates of proficiency, because they were distributed that day for the first time, this being the first year in which they had been given by the Board of Education. [His Worship here read the conditions under which the certificates were awarded.] As regarded the upper portion of the school 100 girls went up for examination, of whom 30 had taken certificates, each of the competitors having obtained over 50 marks out of a possible 100. In Forms V. aud VI., every girl had obtained 50 per cent, of the marks. In the lower school, the certificates were given in another way, and 30 per cent, of the girls had been successful in obtaining them. The head-master had informed him that if the certificates had been given in the lower school in the same way as in the upper, a much larger percentage of scholars would have earned them. At the last matriculation examination for the University, nine girls went up, but the result was not yet known. He might say, however, that he' had heard it stated that the Auckland Girls' High School was now the largest of its kind in the colony, and as far as real work was concerned quite to similar institutions in the mother country. Such a result was highly creditable to all concerned—the head-master, teachers, and pupils. His only regret was the building was not more suitable. The Board of Education, of which he was Chairman, were well aware of its inadaptability, and had pressed upon the Minister of Educate en aud upon the Government the clamant necessity of the case. The Minister of Education admitted that something must be done. He (the Chairman) hoped that when they next met to present prizes and certificates they would find ample and more suitable school accommodation had been provided. He would now call upou Mr. H. H. Lusk, as one of the examiners, to address them. Mr. H. H. Lusk said he had hoped and expected that the gentleman who had examined the senior classes in conjunction with himself would have been present, and taken the responsibility which, to some extent, the Chairman had thrown upon him. He had not expected to say more than-a few words, as the Rev. Mr. Runciman was in a position to deal fully with the subject. As that gentleman was unavoidably absent, he (Mr. Lusk) would express what he was sure Mr. Runciman would have said had he been present, and supplement it by a few observations of his own. Mr. Runciman and himself had conversed at some length over the last examinations, and compared them with those of the previous year, and the impression left upon their minds was one of great gratification. There had been steady progress in all branches. The increase of marks was a far better test of school progress than the presentation of a few select show pupils. Nothing was easier than to turn out a few such in each form (and it was done in too many schools), but a high general average of efficiency spoke for itself and admitted of no question. The school was in a peculiar position. Nothing had been done heretofore in Auckland to impart superior education to girls as was done to boys. Ho had some small say in effecting that change, and it gave him great pleasure to assist so worthy an object, and the Board did the best thing possible in going out of its way to accomplish it. From the work done in the last year ho believed the girls would prove their intellectual equality with the boys, if they did not surpass them. It was probable in future the girls would furnish more candidates for higher education than the boys, and he would be disappointed if the hope was not fulfilled. In the examinations more was attempted than was necessary. Three plays of Shakespeare had been given the 6th form to study, and the result was unsatisfactory to some extent. Of the mathematical examination he could speak in the highest terms. The Latin papers of the 6th form were good, those of the sth not so good, and those of the 4th showed a considerable amount of shakiuess. It was necessary in acquiring the Latin language to be well grounded as to the foundations, for a fatal flaw would tell in scholarship in after years. He exhorted the girls to continue their studies in a patient and resolute spirit, so that when the members of the junior classes attained to the sth and 6th forms, a higher standard of excellence in these divisions might be attained than even now existed. They would thus take away the reproach—an unjust one—that one-half of the human race were incapable of intellectual effort, and prove to the world at large that in point of intellect girls were in no wise inferior to boys. Bishop Cowie then addressed the pupils as follows :—Girls of the High School, —Mr. Heath has asked me to address you, on the ground, I suppose, that many of you are the daughters or relatives of citizens whom I am privileged to number among my friends, and that I am very greatly interested in the work of education here being carried on. I like the name of your' institution—the Girls' High School. It is unpretentious, as all the work here done sliould be. The very name

of a "Young Ladies' Seminary" frightens me. As you are studeuts' of Shakespeare, i you will know that "girl " and "woman "are not words to be ashamed of. I congratulate you on the fact that so many of you have been considered deservingof prizes and certificates. The system of prize-giving has its dangers. I am glad to see that there are not prizes for all the girls in the school. There is a danger of this system degenerating into one of bribery and corruption, as is already the case in some schools that could be named. These rewards will be to you ?.n after years pleasant mementoes of industry and progress, if you who receive them are conscious of having exerted yourselves to make the best of the advantages you here enjoy. At school, as in after life, prizes do not always fall to the lot of those who best deserve them—those who had taken most pains to merit them. Some girls do themselves much more justice in an examination than others. With some their acquirements of knowledge are much more available than with others, and much more shallow. And in judging of merit, what is called the "personal equation" comes in. Attainments that are worthy of commendation in one, are deserving only of blame in others more gifbed by nature, and more aided by circumstances. In any case there are attainments, and those of the highest value, which can' not be tested by examinations—such as helpfulness, modesty, and charity. In comparison with these, mere acquisitions of book learning are of small account in women. When men speak contemptuously of learned women, calling them " bluestockings," and regarding them as objects to be shunned, it is commonly that they are thinking of individual women who are deficient in these first, of women's graces. Of these, printed papers of questions are no tests, however . well they may test the strengthening of the memory and the receptivity of cram. We have > ood reason to believe that at this school a higher work is being carried on ; that you are being taught to think, and being prepared for the practical duties of life, and not to be the mere sla* es of fashion or custom, as is the case with women in Eastern and half-civilised conntries. It is well that teachers and scholars in this school should remember that such institutions have as yet scarcely passed beyond the stage of experiment, that 'they are still on their trial. I come across many people in my wanderings who still fear lest, in the high pressure at which our girls are driven, in their state of chronic examination, their health of body and mind should be permanently injured. It would indeed be a sorry compensation for such injury, to have improved to the utmost tests of mental progress. 1 have had the pleasure of seeing here, this afternoon, very gratifying tokens of the helpfulness which we desire to see cultivated in our girls. Some of you have employed part of your time in making articles of clothing for the Ladies' Benevolent Society. This is as it should be. An educated woman should let her light shine first in her own home. Of the modesty of which I have spoken, as a first requisite in our girls, I need not say much. It is, in the language of the modern chemistry, an oinnivalent factor that combines readily witli all the other graces of girlhood. Some people fear lest the daily gathering together of large numbers of girls should foster a habit of gossiping and scandal bearing ; but it need not be so. These vices are the result of unemployed brains, but we ought not to fear this result with you. Still, let me repeat to you the advice which a wise and experienced woman of my acquaintance used to give to her daughters, viz.,—in the ordinary intercourse of society let your talk be of things and not of persons. I wish you health and happiness for the new year; and that your progress may be satisfactory to yourselves, to your friends, and to your teachers. The Rev. Mr. Morlev said that when he entered the room he had no intention and uo desire to speak. He believed that thorough hard work had been done in the school during the past year. As an old Auckland resident when in Christchui'ch, he was pained to see the magnificent provision made there during the Provincial rdgime for the higher education of girls, and the utter absence of anything of the sort here. That state of things locally had beeu remedied by the institution of the Girls' High School. The work done was creditable not only to the head-teacher, but to the staff, and he endorsed what had been said on that head by previous speakers. The training the girls were getting now would benefit them in after life. There was education beyond the class-room and the playground. They were educating each other, and their brothers, by the softening influences of refinement. He 'was glad to learn that so many girls were going up for matriculation, though not so many as in Canterbury. The prize winners were to be congratulated, but the unsuccessful should not feel discouraged, so long as the fable of the hare and the tortoise held good. He trusted that the school 'would soon be provided with better buildings, so that the work of education might be prosecuted under the most favourable circumstances possible. The certificates were then presented to the successful competitors, the Principal (Mr. Heath) announcing the names, and Mrs. Clark presenting the fortunate recipients with the prizes. The following is the prize list, ISSO :— Form VI. Eng. Ai'ith. Euc. Alg. Trig. Ltn. Frch. Kate Riflings .. x — — — — x — Helen Blades .. x x x x x x — Margt. Coleman x x x x — x — Margt Bruce.. x x x x — x — llnry Gilmer .. x x x x x x — Carrie Jervis .. x x x x — x — Mary Leighton x x x x — x — K. Colcbrookc* x x x x ' x x — Jessie Wilson tx x x x xx — Helen Simpson Jxxxxxx x * Highest in English. t Highest in Arithmetic, t Highest in Euclid, Trig., Latin, and French. Dux of school and holder of Sir Julius Vogel's prize : Helen Simpson. The cross (x) indicates that upwards of 50 per cent, of marks have been t ken. German :—l. Kate Gillies; 2. Alice Baker ; 3. Jessie Taylor. Form V. Geo.& Eng.Arith.Euc Alg.Lat.Fr.Ger. Hist. Mary Hewin .. x x x x — — — x Sarah Hall .. x xxx x — — x Cecilia Boale . x x x x — — x — Emma M. Coad.. x x — xx — '— x Charlotte Finlay x x xxx — — — Maysie Pritt ..x x x x x — — — Geo'naThompson*x x xxx — — x Mary Anderson.. x x —-xxx — x Fannie Pickmerctx x x x x x — x Amy Goulstonc x x x — — x — — Minnie Whyte .. x — x — — — — — Jane Mitchell ..x x x x — — — — Sarah Purdie ..x x xxx — — x Laura Hosking .. }x x xxx — — x Kate Burgess .. x x x — x x — — Harriett l.urgess x x x — xx —• — Adeline Hoffman|x x x x x x — x Lilian HilH[ .. x x xxx — — x Louie Durrieu^l..x x x x x — — x K. Schnackcnbergllx x xxx — — x *nighest in arithmetic. tHighest in French. Jllighest in Latin. in Euclid and Algebra. in English (equal), [j Highest in Latin. Form IVa. English : 1, Bertha Schappe ; 2, Mary Young ; 3 Mary ,1. Edson. Arithmetic: 1, Adah Ellett; 2*. Annie Belcher; 3, Kato Gillies. Geography and History: 1, Mary Lusk; 2, Annie E. Hooker; 3, Isabella Clarke. Latin: 1, Annie E. Hooker • 2 Theo. Snell; 3, Emily Reynolds. French : I.Constance Lawford ; 2, Ethel Snelling; 3, Bessie 'Biggs and Annie E. Hooker, equal. Dux : Mary Lusk. Form IVb. English: 1, Claudia Brown; 2, Elizabeth Johnstone; 3, Annie Udy. Arithmetic: 1, Solina Mulgan ; 2, Agnes Holland ; 3, Louie Von Sturmer. Geography and History : 1, Monica Brown ; 2, Margaret McDonald ; 3, Selina Mulgan and Annie Uuy, equal. Latin : 1, Kate Bowdon : 2, Constance Lawford; 3, Selina Mulgan. French: 1, Agnes Holland; 2. Eleanor Pickmere ; 3, Annie Atkins Dux : Agnes Holland. Form IVc. English:"!, Elsie Shrewsbury; 2, Edith Wine ; 3, Eleanor Cameron. Arithmetic: 1, Carrie Potter; 2, Mildred Purchas; 3,jFamiie Hewin. Geography and i

I History: 1, Elsie Shrewsbury; 2,;Lillie Macrae ; 3, Flora Macrae. French :1, Elizabeth Gorrie ; 2, Ida Colebrook ; 3, Lillie Macrae. Dux: Elizabeth Gorrie. Fokmllla. English: 1, Annie Home ;2, Amy Holland; 3, Clara Berry. Arithmetic : 1, Elsie Shrewsbury ; 2, Eva Colebrook ; 3, Agnes Holland; Eva Yeoman, and Harriet Coombes, equal. Geography and History: 1, Rachel Berry; 2. Eva Colebrook; 3, Annie Home. French: 1, Amy Holland; 2, Annie Home; 3, Clara Berry. Sewing: 1, Eva Yeoman ; 2, Maud Jakins: 3, Eachel Berry. Dux : Amy Holland. Form lIIb. English : 1, Mary Gorrie; 2. Nina Russell ; 3, Ella Hall. Arithmetic: 1, Nina Russell; 2, Ethel Jakins and Jessie Niccol, equal. Geography and History: 1, Jessie Niccol: ?, Nina Russell; 3, Agnes Wright. French : 1, Eila Hall and Jessie Niccol, equal; 2, Helen Main. Sewing: 1, Annie Edenborough and Mabel Frost, equal; 2, Agnes Wright. Dux: Nina Russell. Form 11. English :1, Mary Witheford; 2, Allie Buddie ;3, Alice Montague. Arithmetic : 1, Jessie Edson and Bessie Meldrum, equal; 2, Ethel Garlick. Geography aud History : 1, Allie Buddie ; 2, Ethel Garlick : 3, Mabel Morley. French : 1, Edith Wallace; 2, Alice Montague .; 3, Allie Buddie Sewing : I, Allie Buddie; 2, Mabel Morler ; 3, Ethel Garlick. Dux: Allie Buddie. Form I. English: 1, G. Thomson; 2, Marion Mitchell. Arithmetic : 1, Fleda Kissling; 2, Gertrude Thomson. Geography : 1, G. Thomson ; 2, Lucy Schnackenburg ; 3, Margaret Andrews. French :1, Marion Mitchell. Sewing: 1, Gertrude Thomson; 2, -Minnie Sinclair; 3, Irene Pirie. Dux : Gertrude Thomson. The teachers of the piano gave special prizes to musto pupils. Mr. F. B. Woodham to Mary Edson, Gertrude Buddie, and Jessie McGhee; Miss Brown to Mabel Bailey and Lilian Macrae; Miss Stubbing to Maggie Bruce, Emily Reeves, and Katrina Schnackenburg; Mr. Gooch,'for singing, to Katrina Schnackenburg, Ida Colebrook, Maggie Pritt, and Ada Marriner. Mrs. Heath's house prize went to Louie Brown. Mr. Heath desired, before the assemblage broke up, to say a few words. The competition for certificates and prizes had been very close, in some cases a single mark made all the difference between success and nonsuccess. Witli reference to what had been said respecting devoting an undue amount of attention to Shakespeare, he might say that it was intended to have run four girls for junior scholarships, and to do it it was necessary to study a certain number of Shakespeare's plays. They went on with two plays, and stopped at the third, as he felt they were attempting too much, although the girls were anxious to continue. It was not a matter within his choice; he believed in doing but little, but doing it well. The girls had behaved well, with one or two ex;eptious, and his authority had always been supported by his staff. Some girls had done too much school work at home; if they had too many lessons or too few they should speak to him frankly. Overwork was wrong in principle ; it was little by little, going one step after another day by day, and -week by week, which brought out as the ultimate result the good scholar. He had to thank the scholars for their behaviour and attention; and the teachers for their co-operation and assistance. There was another pleasing duty which he had to perform, and that was to thank Mrs. Clark for presenting the prizes!, the Chairman for presiding, and His Lordship Bishop Cowie, and other gentleman who had addressed the gathering. He did not wish to prolong the proceedings unduly, but he would be glad if the ladies on retiring would proceed to the dining-room and inspect the needlework of the lower school girls. They had a bag containing some 62 articles of useful clothing, which were intended to be placed at the disposal of the Ladies' Benevolent Society. There were also some specimens of fancy work, executed by pupils under the instruction of Miss Richardson, which were open for inspection. On the walls of the room would be found several drawings of the pupils, some of them executed after but a few months' tuition, in crayon and pencil. A large number of ladies accepted the invitation. The needlework was very much commended, and the fancy work was also excellent of its class. Of the drawings, one, the handiwork of Gertrude Purchas (aged 16), the daughter of Dr. Purchas, gives promise of future excellence. The subject is a group of rabbits, and the treatment indicates considerable artistic ability. The j oung lady has only been under Mr. Watkins' tuition for a few months, and thesketch was finished during the holidays without any instruction, which makes the effort all the more creditable under the circumstances. The visitors departed to their several homes greatly gratified with all they had seen and heard at the Auckland Girls' High School.