SCHOOL VACATIONS.

Otago Witness, Issue 3014, 20 December 1911, Page 9

SCHOOL VACATIONS.

GIRLS' HIGH SCHOOL. The annual ceremony in connection with the break-up of the Girls' High School took place on Thursday afternoon in the school. As is usual there was a very large attendance of parents and friends of the scholars, the accommodation of the improvised hall being taxed to its utmost. The ohairman of the High Schools Board of Governors (the Hon. J. R. Sinclair) presided. A number of apologies for absence were received.

An orening ode having been sung by the school pupils, The Hon. J. R. Sinclair said the lady principal was able to tell -them once again that the work of the year was of a thoroughly satisfactory kind. Usually on these breaking-up occasions he had been able to convey to the gathering a pleasant report of this nature, and then he had 1 been able to say that things were going on just as usual, and that no changes would take place. He w r as sorry he could not repeat that statement that day. Some time ago Miss Marchant sent in her resignation of the principalship of the school. ' She desired a long rest from her arduous work, and. proposed to make a lengthened visit to the Mother Country. The resignation was received by the governors with a very great deal of regret, as he was sure it would be by the friends of the school. Miss Marchant had been with them as lady prinXI for some 16 years. As head of the ol she had been an unqualified success. —(Applause.) He had before him a list showing the prize work that had been done in the school and by pupils of the school since Miss Marchant took charge. The total enrolments during her term of office numbered 2639. —(Applause.) Then 36 pupils had taken senior scholarships and 168 had matriculated; 12 had passed the medical preliminary; 15 had taken junior University scholarships; there were 25 girls in the credit list; nine had taken other University scholarships; 26 had taken the B.A. degree and 11 the M-A. degree; while six had taken senior scholarships, and seven had taken science and medical degrees.—(Applause.) That was a record' of which the school might ■well feel proud, and Miss Marchant might well feel proud of it too. —(Applause.) The relations between the board and Miss Marchant' had throughout been of the most friendly character. Mke Marchant was today recognised as one of the leading authorities on education in the Dominion, and the board regretted very much that she was leaving.' The school was sustaining another loss in the retirement of Miss Little, who had been with them a long time, and who had undertaken most responsible work and discharged it with credit to herself and success to the school. She had taken oharge of the girls as they came to the school, and they all knew how much depended' on the start that girls got when they went to a school. He was sure all Miss Little's colleagues in the school would bear testimony to the value and the success of her work.—(Applause.) Both these ladies were going to the Mother Country. Each was going to take an. extended trip, and he was sure they all cordially hoped they would have a pleasant trip, and that in due oourse they would come back to this colony again.—(Applause.) Miss Marchant, at the special request of the Board of Governors, was the chief speaker of the ceremony, and on rising she ■was greeted with sympathetic and cordial applause. The retiring Lady Principal said that after 16 years' residence in Dunedin her hearers could well understand that, it was with very mixed feelings that she faoed the school for the last time. The Board of Governors had done her the honour of asking her to speak that afternoon, and after weighing the matter carefully she had come to tihe conclusion that she would like to speak on girls' education generally and the tendencies she noticed in the educational proposals and educational regulations now in force in New Zealand. During the 16 years she had had control of the school great changes had come over the management of the educational departments. Within the high schools free education had been carried into effect. She candidly confessed she was not in favour, at the outset, of the free educational movement, and she was not now convinced that it was making for the be3t interests of New Zealand. She thought that free education was very necessary in a groat many cases, but she would leave it to them to judge whether free education in the high schools was the right thing. Miss Marchant proceeded to briefly review the whole of the education question as regards girls and] women. She then dealt with the secondary education system in New Zealand. A grave defect was that many pupils left so quickly after going to these schools. She pointed out that there were more girls of high school age in the four centres in private schools than in the free high schools, as Indicating that a majority of the parents did not want free high schools.. In preference to the present system, then, she would like to see a scholarship of £ls given to these girls, and the fees maintained in the school for those who could afford to pay. She thought the High Schools were failing to capture the very thing they set out to capture. The university system she would touch pn only slightly. Sne was glad the matriculation standard was being raised, and that it would have to be raised, so that university work would be university work purely and simply. In tb Crests of the school she was glad to that tho matriculation standard had uj raised, so that girls might get their proper work at the school and go°on to the university, and get their degrees without a oheck. The University Scholarship examination, she had always thought, was too hard—(Applause.) It was a omel tax on the girls, and was wearin a the life out of the young people.—(Applause.) She had tried at conference* and in other ways to have the scholarship system altered. It had not- been altered vet but she was positive an alteration would come, and that something would be done to ease the High Schools of a burden undo- which they were groaning. W nuesfcion of Domestic Science had been discussed in New Zealand a good deal, and nW nonsense had been talked about it nrobably than about any other educational matter. She w<-uld support any womanly Saining for girls. In her report 6n the school 16 Years ago she referred to this rfuestion, and said she hoped to see the teaching of needlework cookery, and so oh enfarSd and extended, and made a real broad womanly training. It seemed to W that the appeal to reason and intellect that was dominating the system in *h* primary schools had run mad over the R«nestio Science business. People had the Idea that tf they oould teaoh girls the chemistry of

cookery, the physios of this and the temperature of something else, they would make good cooks of them. —(Laughter.) They would make no such thing. It was not a plastering of science that was wanted to turn people into cooks. Were the best cooks the most intellectual women, or women who knew the theory of foods and all tho rest of it? Nothing of the sort. Some of the most unintellectual people she had seen had made the best cooks and tho best housewives. For herself, instead of beginning at the top with all this scientific training she would begin at the bottom. She would have a little house, like a home such as the girls would live in their after life—no fanciful kitchen with gas stoves fitted up and quite unlike anything the girls would have in the course of their lives. She would send the Fifth Standard to the home Ifor three, months day after day and she wuld teach them how to do their work quickly, expeditiously, and methodically. Next year she would send the Sixth Standard to the same place. Beginning with tho girls of these standards in that way would reach to the number of three-fourths of the womanhood of New Zealand.—(Applause.) They would be taught to love fceauty and order, and their housework would be a pleasure and a ioy to them She was sorry that what she had said' must seem adverse and critical, but it was her desire to .draw attention to what appeared to her to be the moan defects of the system. In conclusion, she wished to say that after all tho amount of information they got into children's heads -did K? matter. It was the general spirit in which tihe work was done that counted, and she could not go on longer with any heart, trying to run a system m wh£h the spirit seemed wrong. Shift had been fighting against this dissatisfact.on for a kfng time, but although she was giving up her work here she was not tired of teaching, and she hoped to teach in the future. When she was at Homo she would try to find a system of teaching in connection with which there was the spirit she desired to see in such an important work, and if she found it she would, op her return, have pleasure in telling her fellowteachers of her discovery for their advantage as it would be, and for the benefit of their pupils.—(Applause) The school song, " What does birdie say?" was nicely sung by-the pupils, their efforts being attentively listened to and heartily applauded. . ' The presentation of the class prizes then took place. The following is

THE PRINCIPAL'S REPORT. Miss Marcbant, in the course of her report, says: "The reorganisation of our oookeryanct needlework classes has again been postponed until the school building is completed I am disappointed that I have not been able to see this most important department of work set on foot. It has always bad my warmest approval. I finct in my first report that I called attention, to the necessity for training girls in domestic work, such as cookery and needle-. work, and I regret that I have not had the privilege of inaugurating this department in our new wing. Wo have struggled along without proper equipment or buildings for so many years, that this year 1 felt it better to postpone the work till -the school is completed, in order to begin again on tho.roughly satisfactory modern lines. The kitchen and laboratories proposed will make this school the most complete girls high school in Now Zealand. "In this, my last report, I beg to thank the staff for their hearty co-operation in all that pertains to the welfare "of the school. My work has been rendered pleasant to me by the loyalty and of my teachers. Several changes are now imminent, and. I feel the present is a very opportune one for me to relinquish my' post, and leave my successor the task of rearranging the work for the future. The Otago Girls' High''School will always have my very best wishes for its continued success in the athletic, literary, scholastic, and professional competitions of New Zealand. It has long held its own in these ways, and I trust it will continue to be one of our leading schools, and that all that work and all that teach in it may receive the due reward of their labouirs." PRIZE LIST. The following is the prize list:— Class 111 B.—Languages, mafhematcis, and science—L. Stuart 1, L. M. Grant 2, 0. Shrimpton 3; Dalrymplc prizes—L. .Shrimpton and E. Smith. Special Prizes. —General proficiency—V. Worsdell; drawing—o. Shrimpton; gymnastics—D. Hancock Claw HI A.—Languages—F. Haigih 1, H. Evans 2; mathematics and science.—F. Hen- j dersou 1 M. Russell 2; Datrymple pr : zes— W. George-. I. Johnston, E. Watt. Special Prizes. — Drawing—V. Hayward ; gymnastics—R. Aitken. ■ Class IV C.—Languages, mathematics, and science—l. Campbell and R. Gillies (equal); commercial work—W. Latta. Special Prizes.—Drawing—L. Yorston; j gymnastics—L. Henderson. "Class IV B.— Languages—M. M'Pherson 1, W. Harraway 2; mathematics and science —A. Glanville 1, M. M'Pherson 2; Dalrymplo prizes—A. Davey, E. Carncross, • I. Gere. Special Prizes.—Drawing—F. Pinel; gymnastics, E. Turner. Class IV A.—Languages—P. Turnbrll 1, S. Roiiz 2, G. Maxwell 3; mathematics and science—D. Clark 1, P. Turnlbull 2, V. Sheppard 3; Dalrymplo prizes—E. Crocome, E. Whyie; commercial work—E. Crocome! Special Prizes.—General proficiency— ' Agnes Blackie; drawing—D. Allnutt; gym- ! nasties-B. Allnutt and. I. Dick (equal). Class V. —Languages—D. Ellis 1, D. Lyders 2, E. Young 3; mathematics and 6 oience— D. Ellis 1. M. Brosnan 2, E. Young 3; Dalrymplo prizes—M. Hill, L. Millington, M. Sinclair, V. Cable. Special Prizes.—Drawing—M. Sinclair; gymnastics—M. Macdonald and V. Cable (equal). Class VI B.— Languages—M. Duthie 1, A. Aitken 2; mathematics and science—R' Hertslot 1, M. Paterson 2; Dalrymple ; prizes—N. Shea, I. Turnbull; general proficiency—Winifred Allnutt. Class VI A.—Languages—W. Aitken 1 A. Garrey 2; mathematics (Messrs Brown' I Ewing, and Cp.'s silver medal)—A. Garrevt ; science—W. Aitken 1, I. Black 2; Dal- i rymple prize—M. W'hyte. Attendance Prizes.—No absence for one ' year—W- Aitken, I. Black. L. Stewart D ' Ellis, E. Young, P. Turnbull, H. Bell' B. I Barrett, E Carncross, E. Dewar, I. Qorh, I. Guhn, I. Laing, M. Macpherson, E. Rov' V. Milburn, J. Elliott, H. Fisher, W. George. F. Haigh, M. Holmes, C. Marshall, A. Menzid, R. Morioe, M, Russell, B. Watt, E. Smith, J. Rosa, M. Nelson,

L. Grant, P. Rae, I. Wynne. I. Spinks, V. Cable. No absence for two years.—G. Blackie, D. Clark. S. ftenz, W. Harraway, I. Campball, A Town row, I. Given. No absence- for three years—A. Morgan, E. Crocome, J. Stewart. Certificates.—lll B—R. Chapman (general work) D. Brown (algebra); 111 A —Z. Marshall! (botany) ;IV C—M. Stuart (French) ; IV B—M. Muir (English); IV A—B. Barrett (arithmetic), D. Milward (arithmetic); V—P. Marryat (history). Swimming.—No absence for one year —M. Lorn is, J. Ross, M. Nelson, M. Holmes, F. Henderson, H. Evans. D. Thompson, M. Begg, D. Barton. Navy League Class Prizes. —III B—D. Hancock 1, E. Cummins: 2; 111 A—R. Aitken 1, M. May and W. George (equal) 2; IV C—l Campbell; IV B—J. Phillippaj IV A—A. P. Turnbull; V—E. Aslin 1, M. Brosnan 2; VI B—M. Paterson (highest marks in school) 1, M. Duthie 2, I. Turnbull 3; VI A—W. Aitken 1, M. While 2. Sports. Races. —Under 15 years, V. Worsdell; 15 years-, N. Fisher; over 16 years, R. Rotting class relay—V. Cable, G. Dicker, D. Ellis, F. Marryatt. Tennis. Singles championship, R. Hortslet; singlea handicap, R. Hertelet; doubles handicap, D. Al'lnutt and R. Hertelet. Swimming.—Across baths —D. Naylor 1, R. Aitken 2; 50yds (Life Saving Society's medal), I. Woodhiousc; 100yds school championship—K. Dicker 1, F. White 2. Dunedin Hockey Matches.—A team, winner of senior cup. 1 Special Prizes. Singing (Mr Wolf's nrize). —Senior, A. Aitken junior, L. Yorston. Shakespeare Club's Reading Prize.—A. Henderson. •- Mr Hanlon's Special Prizes.—E. Foster, R. Gillies. " - Athenaaum Committee's Prize.—A. Aitken. Otag Art Society's Medal for Drawing —Susie Clothier. . Isabella Slhand Prizes.—L. Stewart, P. Turnbull. Dux of the School. (Board of Govcrnors' : Gold Medal.) Janet Winifred Aitken. • In presenting the Navy I/eague prizes the Hon. Mr Sinclair said: All friends of the school must recognise the debt they are under to the Navy League for the interest it continues to take in tl ■'» scihool, and for the valuable prizes it has sent. In giving these prizes the Navy League believes, and 1 am sure we agree with it, that it carries out one of the purposes for which it exists —to get into touch, with boys and girls at an early age, and to foster in tnem a wnolesomie sentiment of Empire—love of country. In some respects boys and girls born and educated in the colonies are at a disadvantage as compared with boys and girls in the Motherland. There they oan have pointed out to them as they mov© about at no great distance from their homes historic spots—spots , where deeds have been done that won an Empire. Our young people, far removed as they are from the Old Land in distance—but in'dis-* tance only,—have to learn these things from their fathers and mothers, from their teachers, and we all give a leading place among teachers of those subjects to that great organisation the Navy League. In offering prizes to schools throughout the length and breadth of the Empire the Navy League bring multitudes of our young people upon common ground. Onoa a year, at every "break-up," wherever they may be, their thoughts are turned in the same direction—they are taught that they are parts, and oartg only, of one great Empire; that those parts are to-day, and must always be, united. They are taught the privileges and the duties and the responsibilities of citizenship of that Empire of which wo are all so proud. In doing this great work the Navy League is promoting Imperial federation in its truest and best sense. PEESENTATION3. On behalf of the teaching staff of the school Miss Flora Allan, M.A., presented Miss Marchant with a handsome silvermounted dressing case, and on behalf of the ex-pupils of the school Miss M. Burnard presented Miss Marchant, her late principal, with a mounted travelling case and clock. Miss Marchant returned heartfelt thanks for the gifts that had been presented, and expressed her sincere appreciation of tho kindly sentiments that the donors had given utterance to. On the motion of Mr Mark Cohen, a hearty vote of thanks was accorded Miss Marchant and the teaching staff of the school. The Hon. Mr Sinclair thanked Mr Cohen for his reference to the governors. The board, he might say, always did all it could most willingly and ungrudgingly in the interests of the school. " Dulce Domum" was sung by the pupils, and the proceedings closed with the National Anthem. i