DISTRIBUTION OF PRIZES.

New Zealand Mail, Issue 772, 17 December 1886, Page 9

DISTRIBUTION OF PRIZES.

WELLINGTON COLLEGE.

The ceremony of distributing the prizes won by the scholars of the Wellington College took place oo Saturday afternoon at St John’s schoolroom, Dixon-street. There was a very large attendance of the parents and friends of the boys, the room being crowded. His Excellency the Governor S resided, and on the platform were Mr J. 11. Hair (Chairman of the Board of Governors), Mr J. Mackay (Principal of the College), Mr J. Duthie, Rev J. Paterson, Drs Hector, Newman and McGregor, Rev W. H. West, 8.A., Mr P. S. Hay, Mr J. McGregor, M.A., Right Rev Dr Watters (Rector of St Patrick’s College), the masters of the College, and others. . Mr Blair, in reviewing shortly the progress of the College during the past year, said he must call attention to the absence of a wellknown face, that of the late Mr Brandon’s, who, he said, had been connected with the institution for a great many years, and had been greatly interested in the welfare of the College. A great many changes had occurred in the College during the past year, some of them of a very painful nature, to which he would not refer. When Mr Thistle left it was found necessary to reorganise the staff, and they had been exceedingly fortunate in obtaining the services of Mr Wilson—(applause),—who had carried out his duties moßt ably. • He pointed out that the aim of the institution was to lay a deep and broad foundation of knowledge in the minds of the boys, and he considered they might lay claim to giving a fairly wide and liberal education there. Any boy who liked to go through the ordeal would be certain, if be tried at all, to benefit largely by the instruction he would receive at the institution, which they might claim to be one of the best secondary schools in the Colony. He had been authorised to make an announcement to the effect that Sir Kobert Stout had elaborated a statement for the Cabinet for the establishment of a University College for Wellington. (Applause.) Before concluding he would like to thank Mr Duthie and the Caledonian Society for having placed annnal scholarships at the disposal of the College. He knew of no better way of using money than for the benefit of education. The Examiners’ report was then read. It stated that the examination had been conducted entirely iu writing, and in regard to its nature it ought to go without annual repetition that it was of a vigorous description. The Examiners reported that Mr Mackay desired them to prepare a series of papers on the various subjects, as closely as possible on the line of the New Zealand University scholarship and matriculation examinations. The Examiners offered a few general observations on the present state of the College, as indicated by the recent examination. Beginning with classics, they observed with much satisfaction that the ground traversed by the boys of the fifth form had been largely reduced, and as a natural consequence the work had been better done. Two papers were set, and both were very creditably answered by seven of the twelve who constituted the class. Grammar was still the weak point, but a marked improvement was apparent, and to that was due their progress in Latin composition. The upper fourth did not show. to the same advantage. With one or two exceptions they did not come up to expectations. They broke down mainly in their translation of sight passages from Latin. W hat waasaidabove in regard to the grammar of the fifth form was likewise applied to the fourth. The examinations in French had revealed a too close adhesion to the text books selected for use by the scholars. Questions set upon the lines of those books, but not directly taken from them, failed to produce satisfactory answers. Some of the mistakes made were evidently due to haste and carelessness on the part of the boys, who showed by •other answers that they were not doing their best. Exceptions to this statement were made in favor of Morrah 1., in the fifth form, and Giesen, in the upper fourth, who did exceedingly well. Not having conducted au examination of the College before, the Examiner in French could not, like his colleagues, compare past results with the present, but on the whole expressed general satisfaction with the results. In English the work of the fifth form was upon the whole well done ; in the first paper upon Formal Grammar a fair percentage of marks was obtained by the majority of candidates. In the second English paper—namely, that upon authors—a few of the students gave excellent answers to questions put to them upon

the parts of Shakespeare and Milton read during the year. Some of the examples of paraphrasing were above average merit. The style in which this paper was done showed that a number of the students had read the work prescribed critically and appreciatively, and that they were able to reproduce the results of their reading. As regards the answering of the fourth form in the several subjects of the English course, a few did creditably. Special mention is made of the work of Giesen and Mason, but a number did not come up to expectations, either in grammar or history. In geography, however, high percentages were obtained by the majority of the candidates. Passing from languages to mathematics, the Examiners report that the fifth form were examined in arithmetic, algebra, Euclid and trigonometry, while two of the boys in addition to these subjects took up mechanics. The upper fourth form was examined in arithmetic, algebra and Euclid. The results show that on the whole the boys in both forms possess a very sound knowledge of the subjects so far as they have studied them, and that very good progress has been made during the year. The extra paper on mechanics was, with the exception of the hydrostatical part of it, very well answered. In the fifth form, the boys Morrah, Colbeck, Page, Lewis, and Beaglehole distinguished themselves by the excellence of their papers; while in the upper fourth, Mason, Giesen, Bright and Littlejohn did excellent work, j In conclusion the Examiners say that, taking a view of the whole, they feel they can honestly congratulate the Principal on the present condition of the College so far as its work has come under their notice. The percentage attained by some of the boys in certain subjects might not be quite so high as some might have expected or wished, but there were two things amply sufficient in the Examiners’ opinion to account for that. There was first the stringency of the test to which the boys were subjected, and secondly, the serious disadvantages with which the institution had to contend, owing to the changes of the staff during the past session. Such changes, the Examiners pointed out, never failed to operate as a check to the progress of the pupils. Taking these things into consideration they were of opinion that the work of the two forms which had just been examined—and it was by them and by their proficiency mainly that the school as a whole would be judged, and the public estimate of it formed—had been very creditable, and afforded ample evidence of energetic effort oh the part of the masters, and of earnest and diligent application on that of the boys. The Examiners had no hesitation in saying that the College fully maintained its position among the secondary schools of the Colony, and that it continued to fulfil its functions, and accomplish the objects which its institution was designed to serve. Dr Hector had just a few words to add to the report just read as Examiner in science. What he had to say would be very short, because only a few boys—only eight seniors and eight juniors—had taken advantage of studying scientific subjects. He remarked that he would like to see the accommodation for scientific studies at the College improved, and facilities provided which would enable them to have more laboratory work. He had no doubt that the class would be very much improved then. The junior class, he said, had merely taken one subject—that of chemistry, and the senior two—chemistry and heat. The standard set was that of the University Junior Scholarship examination papers for the senior class, and the matriculation for the junior. He was very much struck with the clear way in which the questions in chemistry were answered. He remarked that it was no easy matter to answer questions on that subject. He thought the manner in which the work was done was worthy of great commendation, and spoke most favorably for the ability of the masters and the industry of the classes. Allowing for the differences of standards, he thought that the work done by the junior class, as a whole, was much better than that of the senior. The clear and systematic manner in which the answers were written by all the candidates was deserving of special commendation, and, on the whole, he was thoroughly satisfied with the work done in science, and he hoped to see it extended to some biological study, and if so, he would recommend the study of botany. Mr Mackay, Principal of the College, began by expressing the gratification of himßelf and colleagues at seeing his Excellency in the chair that day. All interested in the College could not but fully sympathise with whatthe Chairman of the Board had said as to the loss the College had sustained through the death of the late Hon Mr Brandon. Speaking of the changes on the staff he specially deplored the premature death of the late Mr Barnicoat. Only those who knew the late Mr Barnicoat as he did could appreciate his simple-mindedness, his spirit of self-sacrifice, and his untiring zeal for the good of the boys. As a mark of the esteem in which the late Mr Barnicoat was held by those who had come under his influence, he was authorized to say that a movement was on foot among the old boys of Nelson and of Wellington to establish at Wellington College a prize for Latin prose, to be known a 3 the Barnicoat Memorial Prize. After complimenting the boys in general, and the majority of the upper boys in particular, on their conduct and industry throughout the year, Mr Mackay next referred to some conditions. that must be satisfied before they could hope to reap the full fruits of their comprehensive, thorough, and expensive system of education. He pointed out that a boy’s environment was a very complete affair. They must not forget that a boy was under the direct influence of the teacher for only a small portion of the day, and that unless the other varied influences which surround him during the rest of the day were in harmony with the efforts of the teacher, the results might not be such as all would like to see. Take for example the influence of the home. He could think of no greater blessing to a boy than the influence of a good home, and especially of a good mother. A mother’s lessons lasted a life time. The experienced teacher could at once distinguish a boy that came from a home where parents and others took an interest in him and in his work from a boy whose parents took but little interest in him and in his work, and were glad when the hour came for him to be off to school. Take

again the influence of those with whom a boy associated. If he were in the habit of associating with good companions he would be led toward good ; if with evil, toward evil. Mr Mackay said he was sorry, when business took him into town, sometimes to meet boys, and even girls, walking about without any definite aim in the streets, and picking up the lessons that were to be learnt there, when it would be much better for them to be at home and at work. Depend upon it, the streets at night were a bad school for boys, and especially for girls, Referring to the influence of literature, Mr Mackay said the influence of a good book was a more wholesome influence. Through the liberality of the Board of Governors the College library had been fairly well stocked with the works of standard authors. During last year a plan had been adopted whereby every boy in the upper forms had been under the necessity of reading every week at least a portion of some good author. The plan wa3 simple and popular with the boys, and during next year it would be eutended so as to embrace nearly all the forms in the school. The influence of the Press was another most potent influence in the education of the young. The young of both sexes, he knew, read the papers, and took great interest in current events. Recognising the ability and general fairness of the Wellington press, he felt sure the leaders of that press would acknowledge the necessity of carefully excluding from their columns everything calculated to defile. Speaking specially to the boys, Mr Mackay said it bad always been a maxim at the College that whatever was done there ought to be done well. Whatever they did, whether in the gymnasium or in the play-ground, they ought to strive to excel in. Excellence in physical training was both commendable and necessary, and ought to be cultivated. But those who would have one believe that physical education was the be-all and end-all of education were blind leaders of the blind. ‘ What though one were as fleet as a Deerfoot, as good an all-round athlete as a Dinnie, as good a cricketer as a Spofforth, or as good a boxer as Sayers ? Why the world would pay its money to see and to admire, but after that the world would pass on and one would be forgotten. If they aspire to become men of influence—and all ought to aspire to that; if they wish to fill not only their father’s position but even higher ; if they wish to be numbered among those who shoved the world along, and to whom the world entrusted its important affairs—then the boys must seek to cultivate their intellect ; they must seek to cultivate their hearts. What was the perishable body compared with the immortal soul ? Mr Mackay then referred to some false ideals of honor and of chivalry, not especially prevalent among the Wellington boys, but prevalent among boys in general. It was contrary to the principles on which this world of ours was established to make and keep bad promises, to shield by unfair means a companion from discipline, which, after all, was the main purifier and the end and object of education. The principles on which the world was established were those of light and knowledge, of truth and right, and those defective in any of these must eventually suffer. They should eschew all shortsighted and feeble-minded views in regard to one another’s feelings ; seek diligently for more light and more knowledge, and impart it to others ; stand boldly up for the truth and the right, and encourage others to do the same. Acting thus they might hope for a seasonable measure of real success in life themselves, and also be the means of helping others to succeed. Mr Mackay then thanked the parents and friends for their presence that day, and especially his Excellency for the keen interest he had always taken in the welfare of the College. His Excellency then distributed the prizes; the list being as follows : Scholarships.—Moore Scholarship (L 35) — Colbeck, Morrah i, Lewis i. Rhodes’ Scholarship (L 35) —Colbeck, Morrah i, Beaglehole. Levin Scholarship, Languages (LlO) —Giesen. Levin Scholarship, Science (LlO) —Mason. Exhibitioners.—Turnbull Scholarship (Ll 5), for all subjects—Colbeck. Turnbull Scholarship (L 10), Mathematics and Science—Morrah i.

College Governors’ Class Prizes. Gold Medallist and Dux of School Colbeck. Form IYa.—lst, Booth ; 2nd, Littlejohn ; hon mention, Benbow, Mackay i, McLean, Lyndon, Rose. Form IVb. —Ist, Reid i ; 2nd, Barnett; hon mention, Grubb, Tringham, Baird, Soulhson, Duthie i. Form IVc.— Ist, Skinner; 2nd, Myers ii; hon mention, Pearson, Young iii, Warren ii, Wall i. Form lll.—lst, Mackay iii ; 2nd, Dunn ; hon mention, Morrah ii, Laery, Lewis ii, Swain, Barber. Form ll.—lst, Smith iii ; 2nd, Duncan ii; hon mention, Saunders, Greenfield. Form I.—lst, Morrah iii; hon mention, Wiggins, Austin. College Governors’ Special Prizes.—French : Form V.—Morrah i. Form IVa. —Giesen. Form IVb.—Reid i. Form IVc.—Earle, ii. Science (senior division) —Colbeck. Science (junior division) —Giesen. Industrial Class: Carpentry—lst, Mackay i; 2nd, Blundell. Blacksmithing—Nathan i. Natural History collection—McLean i.

Mr W. Fitz Gerald’s spelling medal, Reid iv ; Mr Evan’s special prize, Giesen. The prize presented by Mr Blair for the author of the best poem was awarded to B. P. Ginders, who had composed a neat little poem entitled * * Hinemoa. ” The poem was read by Mr Wilson, and was well received by the audience.

With reference to the prizes won by tb.e boys in the Industrial class (blacksmithing and carpentry) Mr Mackay stated that Mr Robertson, engineer, had reported to him that the work done by the boys was excellent.

His Excellency, addressing the pupils, said that in gave him very great pleasure to be present on such an occasion as the present one to distribute the prizes the pupils of the College had won during the past year. He had listened with very great pleasure to the Examiners reports, and without any exaggeration he could fairly congratulate the masters of the College, as well as the Board of Governors, on the success which had been attained during the past year. While the Examiners report was being read there was one little phrase in it which reminded him of something that occurred nearly fifty years ago at the Naval and Military College, Woolwich, of which institution he was a student. The phrase in the report referred to was “the adhesion too closely to the text books selected for use, etc.” That reminded him

of a boy who, in the course of au examination at the college referred to, acquitted himself creditably in German, by translating well a passage which, as a matter of fact, he knew by heart, though he knew nothing of the principles of the language. (Laughter). Whilst referring to the success which had attended the College, he must also refer to an institution which was not very far from the College, and of which he recognised a representative on the platform. He referred to St. Patrick’s College. (Loud applause.) He believed that the students at that institution had attained remarkable proficiency, and he felt sure none of the scholars present would regard that fact with anything like jealousy, but would, in an honorable spirit of emulation, try and beat them in the studies iu which they were both engaged. One word he must say of the difference between the two institutions, and that was in reference to the attentions bestowed to religious; principles, which were not taught in the Government schools. It became incumbent upon the parents and guardians of youths to show, both by example and direct teaching, the moral ana religious truths which were not taught in the public schools. He must also make a few remarks with regard to another matter—that of physical education—which subject Mr Mackay had justly said did not entirely constitute a thorough education. He thought it highly necessary that they should have plenty of exercise, which would tend directly to keep the body in order, and better enable them to attend to their mental studies. He considered that as they required to have their minds in a high state of perfection to cope with their studies, it was also necessary that they should keep the body in a sound state. Having this view he had paid a visit to the College (as Mr Mackay had said) for the purpose of seeing whether sufficient means were provided for recreation ; and he was bound to say that such means were very much wanting. The playground was not of sufficient size—it was something like a turnpike road. He learned that when the boys played cricket there they had sent the ball into the Rev Mr Coffey’s backyard, and had absolutely broken several of that gentleman’s windows." Now it was very unfortunate that that or any other gentleman’s windows should be broken by such means. Irrespective, however, of such a question, it was absolutely necessary that they should have means of recreation. He was going further into the matter, and he had no doubt that a very good ground could be made at the College, and that they could do away with the present very great disadvantages. It was an obvious disadvantage that the scholars should have to go to Newtown or other places to play football or cricket matches, and it was also a disadvantage to the public. As Mr Blair could tell them, there was a financial difficulty in the way. Now, he believed that at the utmost £SO a year would provide the recreation ground to which he had alluded. He would submit consideration of the matter to the Board of Governors, and he hoped they would do something in the matter. He would point out to that body that economy did not always consist- in not spending money. Having made these remarks he would call on Miss Jervois to present the prizes won at the College sports. His Excellency concluded amidst enthusiastic applause. Before Miss Jervois presented the sports’ prizes, Mr Muckay said he would like to rectify a serious omission he had made in his Bpeeeh in not making some reference to his colleagues. He said that while there was much to regret and not a little to deplore in the changes on the staff, there was also much to be thankful for. The governors were exceedingly fortunate in securing the services of Mr Wilson as classical master. Mr Wilson had been long known in Wellington, not only as a ripe scholar and a skilled and experienced teacher, but as a gentleman in every way fitted to raise the tcne and the intellect of the College. For himself he was proud to be associated with Mr Wilson in the management of the College, and as far as his own personal feelings were concerned he would as soon be Mr Wilson’s right-hand man as have Mr Wilson for his. He could speak in like favorable terms of his other colleagues, and he specially thanked Mr Evans and Mr Heine for the interest they had taken in the boys’ sports and pastimes. Miss Jervois then presented the prizes won at the annual sports as follows :

Old Boys’ Challenge Cup, for highest aggregate in open events, G. Hume; College Challenge Cup, second aggregate in open events, W. B. Colbeck ; Challenge Cup for boys under 16, W. R. Mackay ; Challenge Cup, for boys under 14 (presented by the Principal), A. Young; Lady Prendergast’s Challenge Cup, held by winner of open half-mile, W. B. Colbeck ; throwing cricket ball, R. Harding; high jump, handicap (under 15), A. Young; 100yds race, handicap (under 13), B. K.irkcaldie ; 220yds handicap (open), E. R ise ; 220yds handicap (under 15), T. Swain ; high jump (open), R. Harding; 100yds handicap (under 12), B. Kirlccaldie ; 440yds handicap (open), W. Murphy ; long jump (under 14), L. Melville; four-legged race, Me Master, Paterson and Cameron ; 440yds handicap (under 16), K. Duncan ; hurdlos, handicap, 120yds (open), G. Hume; mile, handicap (open), T. Baker. Old Boys’ Events : 100yds (open), W. Pyke ; 220yds handicap (open),. F. Young ; 120yds (hurdles) handicap, F. Young.

Several prizes won at the annual gymnastic display were also presented by Miss Jervois.

At intervals during the afternoon a wellarranged musical programme was successfully carried out, some of the items being excellently given. The programme was as follows: Overture, “Mikado,” College Band; piano duet, “ L’aiae-de-camp,” W. B. Colbeck and P. Neill; violin solo, “Last rose of summer.” B. P. Ginders ; piano solo, “Her bright smile,” S. Lyndon ; selection, “Serenade de Mandoleries,” baud; piano dnet/ “ Follow me gaily,” W. D. Cameron and D. Caselberg : violin solo, “ 6th air de varie,” A. F. Hill; piano duet, “ Lucrezia Borgia,” W. H. Booth and J. C. McLean ; “ Gavotte,” band. The proceedings were brought to a close by three cheers being given for his Excellency, and a similar compliment being paid to the Board of Governors. trainincTcollege. The annual distribution of prizes in connection with the above institution took place astFridaynightattheCollege. Mr J. R. Blair, Chairman of the Board of Education, pre-

sided, and Dr Hector a chair on the platform. There were about thirty persons • present. 9 The Chairman, before commencing his address, apologised for the absence of one or two students. There were a few points, he said, that he would like to mention to those who were about to be engaged in the College as teachers.. The last year, he said, had seen great advance in the work done at the College—especially drawing, which art the students * had now to take up, whereas before it was not compulsory. This art was of very great importance in any community. In future the Education Board would be more particular in employing teachers. Very shortly the Boara would refuse employment to teachers unless they had certificates, and he would very much like the students to take a note of this.

Dr Hector said that a groat responsibility had been thrown upon him, as he had to act as a substitute for Sir Robert Stout, who possessed more knowledge of educational matters than any other man in New Zealand, and therefore he felt that he was placed at a great disadvantage. He also mentioned that very little notice had been given him to prepare an address. He alluded to the students’ positions as teachers, and said he knew of no more responsible position than theirs. He felt quite sure that a great change was coming over the whole world in this respect. Teachers, he said, would in the future be looked on with more respect than they were now. Parents trusted their children with them to St them for their duties in after life, and their duty was indeed an onerous one. Why thej 7 were not looked on with more respect now, it was difficult for him to understand. He pointed out that the real object of universities was the binding together of all who were interested in intellectual development. Ho spoke atj great length on the rise and growth of several institutions, particularly the Glasgow University, of which he was a member. The relation of the University to the primary schools, he said, was not very evident. The real point that he would like to lay great stress on was that he saw no reason why those teachers who were working for the Education Department Standards should not obtain a University degree, and he would like to see a well defined class of teachers formed with this great object in view. A great difficulty had been felt by the University Senate, of which he was Chancellor, in connection with the question of dealing with the special demands, or claims,, made by teachers who obtained' degrees. For some years, very great concessions were made to the teachers, they having only to pass two successive years before they obtained their degraej The speaker then referred at some length to the establishment of a new system for obtaining degrees which the Committee of the Senate had under their consideration.

The prizes were then distributed, the list being as follows : Students ot E. Division.—lst, general proficiency, as shown at test examination, Miss Lois Feist; 2nd, general proficiency, as shown at test examination, Miss C. M. Brown. Special—Arithmetic, Miss Emma Davies. Special—History, Miss Agnes Nicholls. Special—Geography, Miss Isabel Morgan. Principal’s prize—Teaching, Miss A. J. Frethey. Special—Arithmetic, Miss G. Balcombe (prevented by illness from taking test examination). Students of D Division (Mr Blair’s prize). —lst, Miss Margaret Page, Mr Joseph Harrison Worboys, equal. Special—Excellency in English history, Miss A. H. Lawson, Special—Progress in mathematics, Miss Amy Davi3. First, mathematics, Mr E. W. Tompkins (obtained 29S out of a possible 300 at test examination). Special— Euclid, Mr J. Mclntyre. Principal’s prize— Teaching, Miss Margaret Page. Special— Diligence and general progress. Miss C. Davis. Special—English, Mr J. H. Worboys. Students of C Division.—Special prizes, as recognitions of exceptionally good allround work, awarded to Miss Mary Baty (dux., 1885), Miss Olivia E. P. Payne, Mr Franois Mason.

Prizes open to all.—Mr Riley’s prize— Drawing, Miss Baty (the first student to get full certificate). Mr Parker’s prizes, awarded for progress in music rather than greatest present proficiency—Mr F. Mason, 1 ; Miss A. C, Nicholls, 2. Mr Merlet’s prizes—French (Ist division), Miss Lawson, (2nd division) Miss Frethey. < Principal’s prize for writing—Mr W. G. Marten. Prize for worthiness.—Awarded, by vote of students themselves, this year, as last, to Miss A. C. Nicholls by a majority this year of one vote only over Miss Amy Davis, bracketed equal with her last year, and practically so still. The Principal of the College (Mr C. C. Howard) also gave an address, during which he feelingly alluded to the death of one of the students. Miss Annie Bouleott. He also thanked the Chairman and Dr Hector for their kind attendance.

The report of Mr Riley’s drawing examination was then read. It stated that very satisfactory progress had been made by the students in this art. After the report, the certificates for drawing won by the students were presented. Vocal and instrumental item 3 were con« tributed during the evening by Miss Page and Messrs Leslie and Page.

The proceedings terminated about 10 o’clock.

TERRACE SCHOOL,

The distribution of prizes to the successful pupils of the Terrace School took place at St. John’s Schoolroom, in the presence of a large number of parents and friends, on Tuesday morning. The chair wa3 taken by Mr J. R. Blair, Chairman of the Board of Education, and the following gentlemen were on the platform :—The Rev Messrs Paterson and Van Staveren, Messrs C. P. Powles, J. E. Evans, J. Mackay (Wellington College), M. McCredie, G. Didsbury, and E. T. Gillon. The Chairman, before presenting the prizes, expressed himself as highly pleased at again, having the pleasure of meeting them. He congratulated not only the children, but also their teachers oa the improvement which they had shown in all branches as compared with that of the previous year. The recent examinations showed that the work of the year had been exceedingly good.

Mr Blair hoped the school library recently established would be even more successful next year. He thought the thanks of the children were due to the members of the old Committee, who had been instrumental in obtaining funds for the purchase of prizes. The prizes were then distributed according to the following li3t : Standard VlL—General proficiency-- A. Bethune, IP Judd, equal, Standard vT.-~-General proficiency —1, K. Bethune; 2, O. .-Bendall; certificates, N. Barron, M. Young, ' G-. Fowles. Reading—K. Howard. Arithmetic—R. Stevens. Mr Littlejohn’s merit prizes—G. Powles, H. Robertson. Mrs Vautier’s prize for good work —M. Younsr. Standard V.—General proficiency—l, K. Smith; 2, J. McCredie; certificates, M. Barber, J. Newton, P. Davies, A. Smith, A. Gray. Reading—A. Puthie. Arithmetic— M. Barber. Writing—J. Newton. History —H. Shearman. Standard IV.—General proficiency—3, C. Cording; 2. Q. Letham; certificates, M. Robertson, W. West, H. Fraser Reading—V. Letham. Arithmetic ,T. Wilkinson. Writing—E. Clark. Good conduct—H. Fraser. Special prizes for good work —V. Smythe, P. Giesen, T. Dix. Teacher’s prize for good work —W. West. Teacher’s prize for industry —L. Kilmister. Standard lll.—General proficiency —l, A. Cornish ; 2, L. Hayes ; 3, M. Smith ; certificates, W. Moxham, A. Blair, W. Fraser. Arithmetic —A. Blair. Writing—lL Buck. M. Clark. Reading—L. Anderson. Good conduct—W. Mox&m, G. Thorburn. Teacher s prize for neatest exercise book —E. Young, Teacher’s prize for home work, R. Cliote. Standard 11. General proficiency —l, Q. Bishop ; 2, L. Wighton ; certificates, M. Tabor, H. Lyon, J. Howard, J. Robertson. Arithmetic—fl. Giesen. Reading—E. Zohrab. Writing—J. Thorburn, S, Smith. Teacher’s prize for spelling—L. Wighton. Teacher’s prize for conduct —W. Hill. Standard I. • General proficiency—l, G. Myers ;2, J. Didsbury; certificates, IT. Richardson, C. Whitaker. Arithmetic —R. Wighton. Reading^ — FT. Parson. Writing—G. Carr. Special prizes for good work—M. Dixon, G. Snoad. Teacher’s prize for drawing—H. Whitaker. Teacher’s prize for conduct —G. Didsbury. Lower Ist.—l. L. Van Staveren ; 2; A. Walker. Teacher’s prize for good conduct— R. Wilson. Attendance. —Prizes and first-class certificates—N. Barron, F. Tabor. F. Crease, M. Robertson, L. Costall, M. Archer, A. Bethune, K. Bethune, E. Daniel!, A. Wilson. C. Marchant, A. James, W. Lebrun, R. Styles, L. James. Prizes and second-class certificates H. Robertson, L. Morton, G. Elliott. P. Didsbury. M. Gandy, N. Gandy, A. Patrick, G. Mee, W. Woolcott, G. Joslin. Sewing. —Standard Vl.—l, Minnie Lawson; 2, Nellie Barron; highly commended, Laura McCredie. Zoe Martin ; commended, M. Youti", K. Crease, M. Raymond. Standard y i" D. Gilmer ;2, M. Barber : highly commended, F. Crease, L. Hales. Special prize (Mrs Palmerl Jessie Newton. Standard IV. 1 Ellen Goodwin ; 2, Dora Stevens : commended, Louise Vautier, Q. Letham. Standard HI. —l, Lucy Wood ; highly commended, Hettie Crease ; commended, Ethel Barber, A. Innes. Standard ll.—Jennie Russell, M. Salmon (equal). Teacher's prize—B. McFarlane; highly commended, If. Rout, F. Prouse. Standard I.—l, Ettie Goodwin. Mrs Powles’ special prize —A. Sydenham ; commended, Mary Bovd, M. Dixon. Prizes awarded by the votes of the Doys and girls attending the school for the most popular girls and boys Sixth Standard—Nellie Barron, O. Bendleman. Fifth Standard—Jessie Newton, Percy Didsbury. Fourth Standard— Mary Robinson, Norman Anderson. Third Standard—Louise Hayes, Robert Eockchote, Special prizes given by Messrs Kohn, Hislop, Aldous, and others—Agmen Smith, Hugh Fraser, Archie and William Blair, Kate Crease. Special prizes for younger children— Herbert Richardson, Berlis Gowith, Aggie Crease, Agnes Innis, Kate Beek. The Chairman announced that Mr J. E. Evans intended giving a sum of money next year for mental arithmetic, to be competed for by the four higher standards in the school. The Chairman announced that Mr J. E. Evans intended giving a sum of money next year for mental arithmetic, to be competed for by' the four higher standards in the school.

ST. MARY’S CONVENT. Wednesday will be long remembered as a red-letter-day by the pupils of the Sisters of Mercy’s Convent, Hill-street, it being the day of their prize distribution. The ceremony was performed in the large schoolroom facin» the main entrance by the Right Rev Bishop Redwood, at 3 o’clock, the following clergymen being also present:—The Rev Fathers Sauzeau, S.M., Le Menant de Ghesnais, McNamara, Kerrigan, Devoy (College), McKenna, and Moore. A large number of guests, parents, and friends of the pupils were present. A most enjoyable programme was then gone through, including vocal and instrumental music and a French charade, which was given with an amount of dash unusual in amateur performances. The fluency of the young ladies in the French language and the accent showed the thoroughness with which the language is taught at the Convent. The musical portion of the programme also deserves special mention. At the conclusion of the distribution the Bishop briefly addressed the children, congratulating them on the progress which they had made in their studies in the past year. During the past few days they had gone through a most seasehing examination, and thev had stood the test well. He congratulated them on having such painstaking teachers, who not only taught them the arts and accomplishments which young ladies should know, but also the useful branches, which -were just as necessary. In conclusion, he wished them a merry and happy Christmas and New Year, and a safe return. The prize list is as follows : Good conduct—l, Olive Redwood (gift of Rev F. McNamara), J. McDonald (gift of Rev F. McNamara); 2, Traman ; 3, Culliuane. Relicious knowledge—B. Cimino (gift of Rev F. Mo Nam <ra). Composition and history—J. McDonald (gold medal, gift of His Lordship Dr Redwood ;2, Ahern : 3 (composition), Freeman. Geography —Oswin. Grammar —B. Cimino. Arithmetic—J. McDonald. Algebra— B. Cimino. French language—l, M. Ahern ; 2 Oswin. Latin—J. McDonald. Piano—J. McDonald. Singing—Ml. Cimino. DrawLightscheindl (gift of Rev F. McKenna!. Painting—J. McDonald. Second class —Religious knowledge—l, Cnavannes (gift" of Rev F. McKenna); 2 M. Cimino [-'it o?'Rev- F. McNamara). Church history—l, L. McCaffrey; 2. O’Connor. Composition?—Li. Beeves. Grammar l ordham. History—L-' McDonald. Geography—Fordham. Arithmetic —Casey. Science (botany, astronomy)—C. Scully. French grammar— Laery. Piano—Laery. Industry and application—i, J- Skerrett; 2, M. McKtllop.

! Recitation—l, Laery; 2, Casey. Third | class.—Religious knowledge (gift of Rev F. McNamara) Olive Redwood. Composition— Loveday. Grammar—Ledger. History and geography Loveday. Science (botany) Chevamies, Arithmetic—l, M. Loveday ;2, J. Maginnity. Recitation—First division, O. Redwood; second division, Gudgeon. Industry and application, Blick. Fancy needlework, Loveday ; Knitting (gift of Rev K. McKenna), Blick. Application—Lovegrove. Fourth Class. —Religious knowledge—l, G. Scullv ;2, C. McDonald. Memory lessons— First'division, M. Loveday; second division, A. O’Galligan. Grammar—E. Smith. Arithmetic—l, M. O’Dwyer ; 2, L. Toxward. History Mary Ahern. Bible history —D. Heywood. Geography—L. Horne. Writing —J. Reid. Composition —E. Reeves. Letterwriting——Rowe. Spelling—Benzom. General knowledge —L. Collins, Music —l, C. McDonald; 2, Culliuane ; 3, Reid. Neatness and order —M. O'Shea. Application M. Clark. Plain needlework —E. Horne. Fifth Ola**. —Religious knowledge —l, F. Casey ;2, E. McDonnell. Reading—A. Maginnity. Bihle history—Putnam. Memory lessons —D. Fairhall. Grammar —M. Saunders. Writing—M. Casey. Arithmetic— Driscoll. Application—M. Hohroft. Plain needlework—l, D. Fairhall’ 2, E. Collins.. Order—T. Hewitt. Sixth Class —Religious knowledge—J. Duignan (gift of Rev F. McKenna). Reading and spelling—E. Blake. Recitation— Wright. Writing —B. Horne. Arithmetic—E. Heywood. General improvement—Moffitt. General knowledge—M. SulMiss Abbott was crowned as the most amiable and popular girl in the school, and Miss J. M’Donald received a handsome gold medal, presented by the Bishop to the dux of the school. Another feature of the entertainment was the display of work of the pupils. The following pieces were subject of general admiration ; —A handsome bracket, the work of Miss Cullinane; a fender stool, in arrascene, by Miss Skerrett; a piece of Poonah painting representing a cross entwined with passion flowers, on a ground of white velvet, by Miss Blick; an amber satin mantel drape, by Miss Loveday, besides a host of other handsome pieces. The craynon drawings also were generally admired, notably the “Scenes on the Rhine,” by Miss Collins. KARORI. The prizes in this school, were distributed to the successful pupils on Monday after, noon last, Mr James Mackenzie, Chairman of the local School Committee, presiding on the occasion. There was a large muster of children and of their parents and friends. The children commenced by singing, with good effect, “Ring the bell, watchman,” Mrs Heenan presiding at the piano. Mr Mackenzie referred briefly to the progress made in the school during the past twelve months, as evidenoed by the passes having reached 90 tier cent. as against 75 percent, of last year, and urged on the children to try to do even better. He also urged upon all the necessity of regular attendance. Mr Dyer (headmaster) proposed a hearty vote of thanks to Mr Mackenzie and the Committee for the trouble they had taken in obtaining for them such handsome prizes. He hoped the pupils would keep in mind what Mr McKenzie had said to them with regard to regular attendance. Mr Mackenzie, in°aeknowledging the compliment, reminded the children that the real givers of the prizes were the ladies and gentlemen of the Thalian Club, who, at great trouble and inconvenience to themselves, gave the entertainment in aid of the prize fund. He proposed a hearty vote of thanks to the Thalian Club for their kindness. The proceedings, our report of which is unavoidably compressed, terminated by all present singing “God save the Queen.” The following is the prize-list : Standard VI. —Amy Lancaster, Gertrude Porter, Edward Messenger. Standard V.— Cutbbert Spiers, Ada Lancaster. Standard IV.—John James ; Amy Thorby and Amy Standen, equal. Standard lll.—Allan Lee ; Frank Birch and Phcebe Thorby, equal. Standard ll.—Frederick Cole, Elizabeth Cole. Standard I. —Alice Lewer; Rosa Davy and Arthur Spiers, equal. Writing (one prize in each standard).—Standard VI. (upper), Emma Lewer ; Standard VI., Guy Kingdon ; Standard V., Amy Thorby Standard IV., Phoebe Thorby ; Standard 111., Guy Graham ; Standard 11., Alios Lewei ; Standard 1., Florence Cole ; infants, Henry Standen. Sewing (one prize in each standard). —Standard VI., Amy Lancaster; Standard V., Ada Lancaster ; Standard IV., Amy Thorby ; Standard 111., Lena Dryden ; Standard 11., Elizabeth Cole; Standard 1., Phcebe Lancaster; Infants, Margaret- Welling. South Karori School. —Special sewing prize, by Miss Lockett —. Florence Reading. Mapping Prizes: —Upper Standards —E. Messenger. Lower Standards —C. Messenger. Attendance Prizes : —Amy Lancaster, Minnie Dryden, Eva Standen, Lena Dryden, N. S'anden, Louise Farr; South Karori branch school—Alice Lewer. Prizes given by Mr Mackenzie : Most popular girl Amy Lancaster ; most popular boy Guy Kingdon, (elected by the upils). In addition to the above, fourteen prizes were given for good conduct in classes below the standards, and a Christmas card to nonprizetakers among the younger children.