COLUMBA COLLEGE

Otago Daily Times, Issue 21829, 16 December 1932, Page 10

COLUMBA COLLEGE

PRIZE-GIVING CEREMONY The Constance Hall was well filled yith parents and friends for the annual breakup of the Cohnnba College, over which the chairman of the Board of Governors (the Rev. J. J. Cairney) presided. Associated with him on the platform wore the staff, members of the Board of Governors, the principal (Miss MTntosh), and Professor R. J. T. Bell and Mrs Bell. In a brief introductory address Mr Cairncy rcferrdl to the aim and object of Coin mb a College. He was afraid that the modern trend favoured too much an emphasis of the material at the expense of the genuinely cultural. He stressed the need for tlie full development of the faculties in preference to the purely material cultivation of the mind. Character and fitness for service to one s God and one’s fellows should be the aim and function of the college, and be was pleased to recall that that had always been the guiding principle at Colnmba. A real danger lay in the subordinating of the highest considerations to the purely material aspect of education. The speaker stressed the valuable character of the work done by the staff and principal and referred to the activities of the Board of Governors in the face of great difficulties. They had managed to maintain the high standard of the institution in spite of disabilities. — (Applause.) PRINCIPAL’S REPORT. The principal (Miss G. Mackintosh) in her report for the year said that the work of the school had gone on steadily and conscientiously, and, although they had a smaller roll this year, it brought with it distinct advantages. There were opportunities of closer contact, more intimate instruction, and keener co-operation as between teacher and pupil. They might not have the solidarity of a large institution, but they had all the benefits of sympathetic and understanding co-opera-tive work. Miss Mackintosh referred at length to the work of the junior school, the progress of which was reflected in the highly-satisfactory results that had attended the college’s participation in the proficiency. The work of the senior school had been characterised by steady and consistent progress, and, although the matriculation and University entrance re-

suits were not yet to hand, there was every reason to believe that the outcome of the year’s activities would be highly satisfactory. Good work had undoubtedly been done, and the speaker felt sure that the final results of the year would prove the worth of the year’s work. Miss Mackintosh then referred to the honour that had been brought to the school by Margaret Elder, who had been placed second in the New Zealand section of the British Empire essay competition, and also filled third place in a French conversazione competition. The school rvas very proud of this success. _ “ In expressing my appreciation of the work of the staff,” continued Miss Mackintosh, “1 regret that Miss Broodherd, our Latin mistress, hae resigned her post, and leaves us at the end of this term. Miss Broodherd has done very faithful and consistent work, and she has the good wishes of all of us for her future. We acknowledge indebtedness also to the governors of the school for the great amount of time they give up iu the interests of the college, for their labours on our behalf and their real concern for all that affects our welfare as a school.” , . , , , , There was a subject on which she would like to speak a little. It was about the age of leaving school. She found in New Zealand a tendency to leave school too young, and though a time of depression would not seem the most propitious for trying to raise the_ age . of leaving, from another point of view, just because of the depression, they ought to try to raise the age. She thought no pupil should enter the university earlier than 18 years of age. Nineteen was quite a good age, while 16, and even 17, seemed to her too young. A university course should not be regarded merely as an extension of the secondary school course. She was quite sure that any university teachers listening to her would agree with this. University teaching must be greatly hampered by the youth or many of the matriculated students. H a pupil stays on sufficiently long at a secondary school he can begin methods ot work which will aid him when he has to depend almost entirely on lus own resources in the planning and carrying out of his university studies. it a university education is to consist merely in the absorption and recapitulation of lectures sedulously copied, then the age of entry does not matter, but surely a University education means something more than this, and surely, in a time like the present, we wish our youth to go to the University to do something finer than this. We wish them to absorb what learning is presented to them, but in an intelligent way, to, apply their own reasoning power and their own initiative, and they cannot do this it they enter the University too young. We expect also that our University students will give time and thought to the many problems which press for solution at all times, and never more so than at the present. If our students are too young, they will simply evade important questions or suggest facile solutions that will lead nowhere. New Zealand is largely, dependent for the solution of her prooloms on the present youth, and they must be rriven every opportunity of being of an age to meet these problems., A great part of a University education consists in the contact of mind with mind, ot informal discusion, of private thought, and this can only have its full value if the student is of an age to, profit by such things. It has been in the Oxford or Cambridge Union study. more than in the lecture hall or tutorial that the future rulers of Empire have been born Then there is in the University life the aristocracy of friendship. The longer I live the more I realise the value of friendship. The power of a friend to influence either, for good or evil is incalculable. We wish, our \outh to toim the right friendships, and, therefore, we must not throw them into the maclstiom of university life unprepared and too vonntr to discriminate in friendship which may have such a formative influence in their life. I am confident that any icstatement of the Christian belief will be in terms of friendship. The whole hope of the world rests in the friendship of its youth and its youth movements. By forming (ho right friendships our young people will be able to say Vcs to this right suggestion and “No” to that other specious allure, to he able to sepal ate (ho theory of .the moment from the theory of eternity, (ho pleasure and craze of the moment from the enduring happiness and peace ot a whole life. I would say to those leaving us at this time that I trust you will take to (lie University with you or out into the wider university of life some standards that no new fashion or license of the time will disturb, some central principle of rightness that will not easily he moved, sonic rudder that will not veer with every passing breeze, but will move only at the touch of your decided will. Far rather be obstinate even than characterless, opinionntivc oven than (laccid, enthusiastic always rather than blase. Try all things, prove all things, hold fast to that which is good. Do not let the difficulties of the present time make you bow your will to the eternal way, hut rise up. us Carlyle did, and assert the eternal

yea which brings with it domination over all things. “And I would like to feel that in moments of stress something of what you have learnt here, some standard of truth, some admiration of a loved teacher, some beautiful passage in literature, some lovely anthem in assembly, some great and worth, while friendship W'oukl come to you with appealing memory and make impossible any departure from the standard you have set up for yourself. Happy is the student, whether of the university or of life generally, who works, not thinking only of personal profit or pleasure, but feeling called to a high emprise, to the fitting of himself intellectually and spiritually for the pressing problems of his generation. Happy is the student who regards his education and his mental and spiritual endowment as a trust, which through wise application, well-chosen and cultivated friendship and enthusiasm, he -will develop to the satisfaction of himself and the enhancement of the life of the community.'’— (Applause.)

Miss Mackintosh then proceeded to review the work of the departments of music, arts and crafts, sport, and. Girl Guides, paying special tribute to the work of the dramatic club, whose performances had reflected great credit on pupils and teachers alike; the musical work which had itg culmination in Miss White’s Schubert evening. Healing with sport Miss Mackintosh spoke in appreciative terms of the work of the staff and mentioned the successes gained by representatives of the school in external and internal competitions and events. The speaker also spoke of the recent formation in Christchurch and Invercargill of Expupils’ Associations, which were exhibiting the keenest interest in the welfare of the pupils and the future of the school. It had been a source of great joy to her to see the way in which the old girls rallied around the school and retained their early loyalties and allegiance to the college. She was confident that such association would be of great assistance to the school in future. After dealing with the new playground for the smaller children and its excellent equipment, the donation of Miss L. M. Gillies, the speaker went on to refer to the need at the present time for the formation of a parents’ committee to work in conjunction with the school. There were economic and spiritual problems to be faced which could best be dealt with by a combined attack by the parents and the school authorities. There should be a closer contact between the school and the home. — (Applause). The presentation of prizes was carried out by Mrs R. J. T. Bell. Professor Bell based his remarks on the Latin word “ patria.” From the term “ patria ” he moved easily and competently to the more local interpretation of the word. In the future the mothers of the world were going to find themselves faced with serious and far-reaching meanings of the word. The modern world had to learn the true aristocracy of friendship. This meant the contact of student with student.Great burdens were being laid upon the young people of the future, and the danger lay in sending to the university at the present time young students, immature and unmindful of the responsibilities that were likely to be theirs At 10 years of age they were not fitted for the changed conditions and new life of the university. They must be ready for the actual contact’ of mind with mind, student with student, from which the greatest things had always sprung. Great good must always follow the aristocracy of true friendship, while on the other hand incalculable harm must be the consequence of the development of unsatisfactory contact. It was his pleasure to congratulate the school and the staff on the year’s report, and also the prize-winners on the successes they had won. He sincerely hoped that they were merely forerunners to further scholastic successes. The opportunity provided for them for developing life, manners, and. customs was a unique one, substantially it was the same as that of the University. It was a case of “ alma mater.” The expression meant a chance for people to live together in a community of lal’gely-similar ideals and aspirations. The school ideal should be a company banded together by common interests, and working always for the advancement and interests of the whole. That was the real ideal of education. The solution of all the world s problems at the present time depended on the measure of sympathy and understanding which the nations were prepared to bring to the consideration of the claims and ideals of other units in the great world federation of communities. If the school, as represented by Columba College that day could contribute to the determination to produce that spirit ot international co-operation and goodwill, the college would have done more than its share in creating a suitable atmosphere for the distribution and acceptance oi goodwill which is so needful at the present time. The school was in reality the training ground for such tasks of the future. Mrs Bell then presented the prizes won during the year. In the course of the afternoon the school choir yendered delightful and specially selected items, including the college hymn and the benediction, and Mr H. C. Campbell moved hearty votes of thanks to the board of directors and the staff, which were carried by acclamation.

JUNIOR SCHOOL. P. ll.—Reading and elocution, Joy Megget. P. Ill: Reading and spelling, Josephine Rantin; drawing, Helen Dawson. P. IV: Class marks, Lexie Laurensou; reading and elocution, Elizabeth Galway; writing and Nature study, Barbara Burns; English, Nancy Waters. . Standard I.—Class marks, Shirley Fraser; spelling and composition, Shirley Johnston. Standard I: Arithmetic and writing, Joan Bell; writing and elocution, Annette Borrie; Nature study, Jean Moore. Standard II: Class marks, Patricia Rantin. Standard III: Class marks, Monica Lindsay 1, Marjorie Gillmau 2. Standard IV: Class marks—Rene Pitcaithly 1, Marjory Conly 2. UPPER SCHOOL. Form I.—E, Laurenson 1, D. Tipler 2. Form ll.—Margaret Ewing 1, J. Cook 2. Proficiency certificates: C. Bam, D. Brookfield, J. Cook, M. Ewing, M. Halliday, M. Hunter, M. Kerr, R. Murray, J. Young. Competency; C. Goodmanson, D. Hobbs, H. Skinner. . , Form lII.—R. Gilray 1, L. Bartlett 2. Commercial: Book-keeping, R, Baird; Shorthand and typing, M. Jopp. Junior domestic science, Molly Walker; senior domestic science—Grace Walker 1, M. Lindsay 2. Progress, E. Mowat. Form IV. —A. Ainge 1, D. iipler 2, M. L> Forni V—R. Simpson 1 (Southland Old Girls’ Association prize), J. White 2, M. Elder 3, L. M'Kenzie 4. Science prize, G M'Kcnzic; history, J. White; languages, R. Simpson; mathematics, J. AVither. ~ ~ Form Vl.—French and mathematics, E. Brookfield; English and history, M. M'Kcnzic; higher leaving certificate, E. BrookCunningham cup and book trophy (essay competition)—M. Elder. Athena3iim membership cards (excellence in English and history) R. Simpson. M. Elder. Johnson cup and book trophy (prepared speech)—M. Cleland. . Shakespeare bust and Mrs Ewing s book prize—First in English, M. Elder. Royal Empire Essay (open to New Zealand secondary schools) —2nd junior division, M. Elder. , Special prize (Mr H. C. Campbells prize for good application and general progress), J. Ewing. House trophy (most house marks tor year), Braemar House. Mr Malcolm’s prize to Form II (best cooked dinner; judge, Mrs Fogg), h. Murray 1, H. Skinner 2. Special prize (general progress and helpfulness in sports), D. Anderson. Special prize (awarded by an anonymous donor in memory of the Honourable Thomas Fergus. Awarded to the girl with the best influence in the school, most helpful and conscientious in work), M. Cleland. . ~, Music Prizes—Piano: Senior (Mrs Hnwitson’a prize), Eunice Steadman; intermediate. Molly Kune: junior, Monica Lindsay. Singing (Mrs Hewitson aj prize), Margaret Elder. Senior musicianship (Ur Galway’s prize), E. Hogg I. J. Huggins ')• junior, M. Hunter and M. Conly; primary. E. Galway and G. Fraser. Team prize (Mrs Ewing’s prize), Grieg team (R. Baird, captain). Music Examination Certificates (Associated Board).—Advanced piano: M. Whettcr. Intermediate: E. Orr, 11. Philip, iliglier: M. Elder, K. Scott, D. Chowings. Singing: K. Scott: Lower: G. Cowie. E. Hicks, M. Worsfold. Elementary: E. Hogg (singing and distinction). I). Tipler (violin, honorary mention)), 0. MKeuzie (honorary mention), J. Cook. Primary: R. Pitceathly. Rudiments of music: E. Smith. Plunked prizes (presented by Mrs Arthur Barnett).—Marjorie Halliday 1, Grace M'Kenzie 2.

Mending prize (presented by Miss Fraser). Molly Walker. Elocution prizes (presented by Mrs Williams): L. M'Kcnzic and D. Chewings. Sports. Swimming _ championship— Senior cup, M. Lane; junior bar, J. Cook. Athletic championship—senior cup, G. Walker; junior bar, M. Halliday. Borrie pup (interform lawn tennis), Form V, Bligh Cup, senior lawn tennis champion, T. Fraser; runner-up bar, D. Rhodes. ,I’rydc Cup (lawn tennis champion), M. Kerr. Haig Shield (interform net ball), D. Science (G. Walker, captain). May Cup (junior iiiteiTonn net ball), Form IT. Scllwood Guide Cup, Takcha Patrol (J. Ewing, patrol loader). Premier Form Banner (athletics), Form V. M'Leod Drill Cup: Moira M'Kenzie 1, Mary Cleland 2. Interschool Sports.—Senior championship 1 awn tennis —Runner-up, G. Mills; junior handicap singles, M, Kerr. Medallists. —Dux of junior school; Margaret Ewing. Dux of Form IV: Audrey Ainge (medal presented by Colombo Tea Company), Dux of school: Rona Simpson. Proximo Accessit: Joan White. Silver medal for elocution: Moira M'Kenzie 1, Linda M'Kenzie 2.