TIMARU HIGH SCHOOL.

Timaru Herald, Volume XLII, Issue 3511, 30 December 1885, Page 5

TIMARU HIGH SCHOOL.

TBS BI'BKCH DAY. The annual distribution of prizes, at wbiol speeches are made »nd reports read, am which is known as "Speei-h Pay," took plac at the above echool o- Dec. 11th. Bince th formal breaking up of the school for th Christmas holidays, three d*ys ago, th teacher* and senior pupils have been ver busy preparing the school rooms to receiv Yiaiton, and tho result of their united labor was wonderful. A profusion of flowers an' everrreens wan tobe seen m every room, an* as the pupils* work for the year-mapi drawing, needlework, etc. — were tastefull disposed about the walls, desks and tablet the whole effect was m tha highest d.«gre pleasing To these rooms the visitors eagerl wended theii way before active proceeding •were commenced, and what they s»w mor than convinced them that pupils were doini their work m a most thorough manner and that the teaching staff was on.' that coul< hardly be surpas»ed m my school of a lik character. The lady victors, of course eagerly criticised the needlework, of whicl there was abundant display of both a plan and f«ncy kind. The room m which thi work was" shown was tastefully arranged, am Mrs Pearson, the- lady principa', took a jus pride m showing everyone the result* of he pupils' labors. Tho maps, outline, freehani and crayon drawing* were really beautiful and showed that, Mrs Cowan has under he care girl* who are possessed of no ordinar amount of talent. On going to the boys sid the same high clws work was seen on ever side, a» was seen m the girl*' roome Bplundid drawings, beautiful penmanship and fine writing were exposed to view am gave every sign that the boys werti beini systematically and carefully taught. Timi was too short, however, to enable everytlunj to be nanutely examined, and as two o clod struok pupils and visitors had all assemble! m the long room. At the eastern end of thi room a platform had been e^ecte^, and shorll; after two o'clock the « hatnnan and memberi of the High School Board, the Hon. W Solleston, the Rector, and the Revs. Foster Hamilton, Dean, and emyth took their seat: thereon. As aoon as all were seated, Archdeacoi Harper, Chairman of the Board of Governors who presided, came f .rward an t was receivec with applause. Us said they had met Val day to take part m tho sixth anmial distrihu tion of prizes at tho school, the occasion being one of considerable importance, not only to the teaching staff and scholars, but also to the public at large tie i eed hardly say to an audience like this tbat to maintain such on insiitution and to keep it going satisfactorily was a work of no little difficulty. Per*Oaalty of course he *aa aware of this as he h*d a great deal to do with scholastic matters, and so far as his observations went ha found that it was a matter of extreme difficulty to initiate and conduct with any considerable mpasure of success an institution such »a the Timaru High 8.11001. It was with, pleasure, however^ — and he had no hesitation m spying it -that the Board of Governors found tha school was proving a great be< e&t and commanded the approbation of all persons. The Board were not m the hnbit of shutting their eyes to anything like manifest imperfections m ihe working of the school under their charee ; hut at the same time he must gay that the Governors were well satisfied indeed with the progress the school had made, especially during the list twelvn months The year's work bad shown a great advance on previous ones, and this was due to the excellent work and untiring energy of the Sector (Mr Halkett Dawson), the lady Priruapid (Mrs Pearson), and the othemembere of the staff of teactte-s, one and all of whom had been unremitting m the attention paid their duties. He knew they would all be pleased when he told them he was able to say that all the schjlaw hart •worked exceedingly well, and had shown by their diligence, and assiduity to their work that they appreciated tbe labors of the teachers and'were doing their best to justify the existence of an institution like thi.' m Bouth Canterbury. He would not further occupy time, as tho Hector would m his report tell them all about the work of tbe year and tho Hod. William Rolleston would a<l dre«s them and give successful pupila their prizes. The Eev. Chsirmm concluded by onoe more remarking on the good work the school had done during the year, and sincerely hoped H would eontinus to prosper. The Chairman resumed hia seat amidst applause. The Bctor, Mr A. Tj. Halkett Dawson, watt then called on to read hii report, which •wa* as follows . — ** In accordance with our usual custom, I ■hall speak briefly about the working of this the sixth year of the High School. On the whole, the history of tho School during the year has been satisfactory. Teachers have worked earnestly. Pupils hare diligently done fheir part. The public at large has generously supported the dchool We close wrh one hundred and twenty-three pup U, against one hundred and twelve last ycr, and ninety m 1883. 'ihus, there is every reason for satisfaction. " Ihe year now drawing to a close haa been memorable m that it has witnessed a real and substantial attempt to recognise what I may term the industrial' element m education on the boys' side. Let me say that the -girls' department, with needlework, has recognised this very important element all along. The cry now for technical instruction for boys only aims at doing for toys what has been successfully done for girls. As some misconception prevails as to the extent to which the advocat"S of technical instruction w<uld go. I may mention that there is a pretty general consensus of opinion that the manual instruction m schools, other than purely apprentice school*, nhould be limited to giving boys a certain amouDt of readiness and aptitude m uring their hands. It would be impossible to give such instruction as would qualify for any tra<le. A bias to handicraft might be implanted, and such knowledge might be imparted as might be applicable to trades 'generally! 1 believe the introduction of this industrial element will have a good moral effect, for I have reason to say that there is a closer connection between industry and good conduct th m between book-learning and morality. It is not proposed m any way to interfere with the pre-ent curriculum or time-table The industrial will gradually supplant other physical exercises, which 1 value greatly, but which probably have had their day. " I am very much, pleased that this year has witnessed the settlement of the question ol tha unconditional and free admifsion to the High School of holders of scholarship' frotr Education Boards. I have earnestly longet for this for six yean, and have worked for it and t am all the more gratified that it hai been done, because at one' time the positior appeared inch that not m my day would I •witness it. It is no less pleasing to find thai the Board of Education has consented tc alter the date of examination to the begin ningof the year. " Another important change has taiet place regarding our sports meeting. Ou boys have wisely come ta the conclusion thai it would be better to have bur sports meet ing m March. Out of five past meetings, ni less than three have been more or less tnarrec by unpropitiou* weather. It is hoped thai the weather will be more settled ia Marcl than m October. Moreover, most of ou hoys are working with an object, and thei chances m approaching examina' ions are no likely to be enhanced by a too close aUentioi to athletics. " In my. report of last year I called atten tion to the need for more systematic at tec tion to physical education. I am now glai to announce that we have made arrangement for giving girls regular calistheDic instruction while the formation of a riilu cadet corps wi. supply our boys with oicollent drill} thii empted with regular exercise m gymnastici will bavo to suffice for tome time t->,como. "The physical well being of school chi: {ten it, I am glad to see, receiving— partici jirlr m Oingo— a growing attention. Th belief is gaining ground jtbat lie preiervatio of health it a cTutv ; m other words, there i iucli a thing a* physical morality . the ver til«f lon of this school tras, to start with, de fective m thi ext/ernfl. 1 never retted till got GorernorY to adopt a >impj|e and. Inoi pensive mode "of -mine to, #ecure a-eufflote supply of frWh oir. X>urio£ '$jej yepr I bay been experimenting on' the quality of air i our vtriottt rowmo, cad pow find ]jufo ana

for complaint. I may mention a simpli mode which might be employed by teaoheri and employers of indoor labor, who are, m i sense, responsible for the health of, thost h under them. In order to see if the air is oi d is not detrimental to health, take a 10) « ounce bottle with half an ounce of clear limi o water, and place it m s. room whose air yov ie want to' experiment with. After an ioterva c cork and shake the bottle ; if the air gives n< y' precipitate, it is safe to breathe it ; if then c is a precipitate, lassitude, headache, ant ■a weariness are sure to ensue. Coder sucl (J circumstances, te ichors should clear the roon d and flush it with fresh air. by openipf Si windows and doors. The better wor! J done after reassembling would soon maki , ( up for the short interval. I shoulc *, like to see the general adoption o: y this lime-water test for the detection o! 8 carbon dioxide m the air of churches g theatres, assemblies and school rooms. If il g were made an indictable offence to havi ._ human beings man unwholesome atmosphere d architects would doubtleaa learn to pay lesi 0 attention to appearances and more to suet ,_ conditions as would ensure health. Thi h effects of the so-called • over pressure 1 ii a our schools are not owine "o much . to bx ia cessive mental application ut> unwholesomi j conditions, such as breathing impure air anc it ill-regulated feeding. , r " Our thanks are due to Mr P. W. Huttot j for his handsome prire for map drawing. . ,■] \ t has been the means of inducing pupils to lenc , r up for competition several maps of more tbar y ordinary merit Similar prizes from patriotic c citizens m the future would be calculated t< V promote art and learning m oar midst. „ " For work prizes our thunks are due t< ,' Messrs Gabites and Plante, Drummond anc (j Glasson, Webb and Radclift'a, Ballantyne anc g Co., Da-ies and Murphy, and Messrs Slater c Pearson, Orwin, and Beckingham. g " A. L. Halkext Dawbok, M A." k The Sector was loudly applauded on con 1 eluding his report, and after he bad men' s tioned the basis on which the prizes had beer y awarded the Ten. Archdeacon called upor a their honored guest (Mr Bolleaton) to oddreei . ton audience, and afterwards to distribute thi •, prizes to the pupils. a The Hon. William Rolleston was applauded to the echo a* he rose to speak. He Mid : - 3 MrChairm n, Ladies and Gentlemen,— Before , making the few remarks which I believe are 1 expected of me, you will allow me to prefer t my thanks to you Sir, and the Board of Governors, for the honor done me m asking r me to present the prizes this afternoon. I > need scarcely say, as one «ho looks back on ' tho shure he has had m promoting a national system of education m thin country with more rida th-in on any other portion of his public life, thnt it is a great pleasure to me to be . present on Buoh a • occasion and to witness i tho i rogreae which has been made m the : development of that system since the time when 1 was first associated with it. About i 22 years ago I was engaged with the late Mr Tam-reri, whose services m the cause of education will never be forgotten, m an > enquiry into the Btate of education m this Province. The only public school then existing m Timaru was h-ld m a room 24ft x 1 2ft, ori.inally a woolehed, not » eatherproof , with insufficient playground and appliances, and the number of children on the books was forty eight. Ten years later I was present at the opening of school buildings costing some CSOO \ with an attendance of 600. To-day it is my privilege to attend the annual festival of a school which is doing good work m the promotion of what is called secondary or higher education. It may, I think, be assumed th-tt the majority of the people of the colony is firm y bent on the maintenance of the primary portion of our national system, though there arc differences of opinion as to what is called the religious difficulty and as to various matters of detail. What is generally understood br • " national system " is that it is paid for by the people at large out of funds raised by general taxation m the same way that our judicial, military and • ther national depart•nenta are mamtained for the benefit of the whole eommuoitj. Uader this ayatem already i m .New Zealand the primary subjects of nstructioD are taught and will continue to be 1 taught without dispute and with more or lets intelligence, according to the culture and at tamments of the teachers m the primary schooU; bat ss to whether the secondary schools and university should be part of the national system and be maintained out of public fumi» there i» considerable controversy. Th< re are not wanting those who would raise a cry against the - tate having any functions beyond providing for the acquirements embraced m the knowledge of the three r"s, and who would have us beli-ve that all beyond this helps to the creation of » privileged class at the expense of the general puMic. For my own part 1 do cot sympathise with this feeling, and I am proud to think that Nenr Zealand has determined not to be behind America, Germany, Switzerland and the rest of the civilised world m her estimate of what 18 her duty m this mutter. Thi) Hepublia of Letters knows no class distinction. A free State pressing forward m tba race of self-improvement, does not dolo out so much of instruction as it thinks is a sufficient equipment for Vie less fortunate m tho race for wealth. It offers equally to all its members facilities to mount from the lowest to the highest step on the ladder of knowledge. What does Democracy mean to us? Jt has been walldefined to be' 1 An equal chance to aal a fair field for the best men let them start from where they will to get to tbe front;— a clearance out of sham governors and of unjust privilege m every department of human affairs." Of all our Democratic institutions those which are the mo>t levelling are as has been well pointed out by Professor Sale, the I niversity Colleges and U igh Schools of the country. They open a road by which the sons of men of small means have access to«ocialdi»tinctionnnU to the highest positions m the country. Asa malUsroff&ct a large proportion of thoe who have distinguished themselves m tho High School and University examinations, are youths who have worked , their way onwards from tho primary schools. It isiMtisfactory to know ti.at at present, considering her population. iNew Zealand has as many students receiving University education us any country m the world. It . is especially satisfactory to those who, like mysflf. look forward to the day when New ; Ze land will be legislated for mainly by New ' Zo»lAn lera born m the country ; when ■ patriotism will asxert itself against all m - ducemects held out to sacrifice tho future for > the present and doubtful advantages, and 1 when a standard of worth will be es'ablished other thin wealth tbo outcome of 3 cultivated intellect and high personal f character. Knowledge and virtue, as Mr i Gladstone reminded us the other day, i have alone an intrineio right to govern. 1 It is said we cannot afford the expense of our , tystem of High School and University a education. I reply we cannot afford to do i without it. It has been well said " The t c-omputition of the world has become tbe t competition of intellect." Sir Lyon Plays fair, m his recent address as President of the - British Association, speaking of the relatitme of so enoe to tho public weal, saya " A nation i m its indusi rial progress * hen the competition of the world is keen, cannot stand still ; 6 three conditions alono ore possible 1 for it — il • may go forward, retrograde, or perisb. IU 3 extinciion as a great nation follows its neglecl I of higher education, for as described m th< t proverbs of tiolomon, ' I hey that hate m li structnn love death.' " Bpeaking of thi r colonies, he adds, "Ihe colonies bein( r young countries, value their raw ma it leriala as the chief source of wealth n Whon they become older they will dis cover it v not m these, but m tho cultufi i- of scientific intellect that their future pros i perity depend*. . . . Higher edncatioi d is tbe condi iou of higher prosperity, and thi ts nation which neglect* to develop tho m ii tellectual factor of production must degene II rate, for it oannot stand still." Thus much ' s, have said on the general question of highe c, education forming part of any truly na tional system. On the question of th 1- position of High SchooU m New Zealand ii i< relation to tho University and to the primar; ie school*, an - tho manner m whu-h they arefr.i q filling their functions, I ipesk with sotna nest is ttt»cy. If they are not at successful ia the! >- own sphere as the primary schools ant m th )• range of subjects witb which they, deal, it } I partly became public -pinion oscillates be (• tween the neoetsityfor that liberal and'Jgene it nil troimngviwhicb' has for Ih J object. : th '• .drawing out^and. strengthening cf- n' man' n faculties ss a thinking boing, and that specie m ioi«utillo iurtTuctioo (to whjcb Sir Lvw

5 Playfair refers m the speech from which I i have quoted) which deals with the object* % upon which his attention and observation will a bo engaged m the practical "work of life, be it r a profession or a trade. -The real goal to be k aimed at m higher education, both m the s 'l igh Schools and Universities, is, I take it, l the blending of the study • f science m due 1 proportion with the study of what is called > " humano letters," to the exclusion of » neither, but giving opportunities for different 1 derelopements to different classes of mind. } Ihe University with its professorial classes is j able to group its pupils according to' their ; several proclivities, and m it* programme for i degrees nas given scientific study a nut Undue 9 prominence without setting aside the *' hui m .nities j " but m the High Sqhoolsa struggle is liable to ariee under the existing diversity of management,,which is not unlikely toj work prejudicially to the interests of higher education. The desire for what is praotical and immediately remunerative m a money-making country is not unlikely to win m a conflict with tho desirs for that mental training and culture which is of slow growth and difßoult attainme»t. The danger we shall then have to fear is the cramming the memory with heterogeneous ill-assorted facts —a cramming which tends to the dissipation.' Bnd enfeebling of the powers of the mind. ■In a word, we shall hare too much reading and too little thinking. If we attempt to turn out our youths walking encyclopedias of useful knowledge instead of men with cultivated intellects and strengthened powers, of reason, our High Schools will become the haunts of Bhowey shallowness and pretentious pedantry. I am speaking of a rock ahead. Ido not know of any instance of that of which I have spoken, but I do not think the safeguards against such a stai o of things are sufficient. The present Minister of Education, m his valuable statement of the work of his Departmei.t, s»ys with regret : — " The Government has no dir-ct control over them (the High. Schools) t it cannot prescribe their course of study, nor can it interfere with their internal management, n r can it even provide that their course of tuition shall stand m a propar relation to that of the primnry schools. or of -ho University." I oonour m this regret, and am of opinion that without loss of individuality, or of local interest, the High Schools should be brought into nwre direct and systematic reIntiun to tho Education I 'epartment and the national system of education. I hope have not wearied ray audience with tho expression of opinions on a subject which has occupied my mind for a number of yean. I cannot conclude without a few words to the younger portion of my audience, to wh.im I feel my apologies are due for the length of my previous remarks. What I have to s'y shall be briefly said. Fir-t of all, quality is far before quantity m your work. Do a little and doit well Overfeeding of tho mind, no less than over-feeding of the body, leads to indigestion and number less ills A little patient continuous thought is worth hours spent m appropriating the results of other people's thinking. Do think for yourselves, and strive to put yonr thoughts m simple language of your own, not m the ready-made clothing of other minds. The committing to memory passages of the best authors will bo invaluable to you as showing you the power of language to •'ipress thought. Let me inßist on another point which oft^n occurs to m«. Never be ashamed to say that you do oot know a thing. One of the beet of the Ancients tolis.ua that " He is the wisest man who when he does not know a thing does not make a pretence of knowing it either to himself orothers."- A consciousness of your own ignorance will crow upon you the more you know, and with it that feeling of modesty combined with self-respect and re«pact for others which under the name of 'AiSuis was a leading characteristic of tho Homeric hero, aud is still the safest armor m the battle of life. Nor need you be discouraged by the fact that you may be behind others of your own age io-your school work. Looking back m later life upon my own school days I recall the niinea o£ many of my - sohoolfcllowa. to whom the school course was ill-adapted, or whose faculties matured later ia life. They carried off . no prizes } they had no literary successes, but I know of many of them m different parts of the world, treading the path of duty m positions of praotical useful ness and distinction, more to be envied than many whose school life gave promise of a m. re brilliant career. Lastly, believe that if what you do you do thoroughly with a sense of duty — if what you do you do with enthusiasm, tho object of your study whether classics, mathematics or science, will be of minor importance — the training of your best faculties will be effected. Follow if you can the study to which your natural inclination leads yon ; but whatever you do, whether m the playground or m the school, do it with all your might. The Hon. Mr Kolieston thon sat down, the applause during h s speech being very fro* quent, and at its conclusion hearty and prolonged. The Chairman then read out the list of prizewinners, and as each happy girl and boy came forward to receive the prizes frum the hands of Mr Rolleston, they were vociferously applauded by their companions. Following P PBIZK i AND HONOR LIST. Gotbbhors' Gold Medalists (Awarded to Senior Pupils on marks of tho year). Boys — Master John McKenzie, 3115 marks. Girls— Miss Alice Balfour, 4160 n>arks. Next m order of nient : Boys Eobort Planto 3»f>7, Guthrie Planto 3388, Albert H. Jones 8276, Walter Fussell 2981, Walter Tote 2890, George Hart 2886, Arthur West 2760, Robert Cole 2707, Henry Hooper 2670, Charles Talbot 2430, Fred. Kirby 2461, Ernest Jones 24«1, Hobert R. Suiter 2451, honias Smith 2442, William Mackay 197, Alex. 801 l 2183, Louis Bourn 206 L GirlsKate Raymo-d 3*48, Kliza Pearson 3761, A BullttDtyno'3662, Bamfirfd 8858, Stubbs 3840, L>.< 010 3634, Cooper 8584, B Ballantyne 3577, B. Mofrii H43.4, M. Morris 33X2, McDonald 3382, Cumpbc I 3322, Plante 3187, t-mma Pearson 3)169, M. Bowker 3102, E. Mcc '828, Bilton 2686, A. Plur.tc 2642, Wood •629. Governobb' Silvbb Medalists (Awarded to Junior Pupils on the marks of the yeiir). Boys - Master Edwin Hallamore, 2050 marks. Girls— Miss Jessie Planto, 27i8 marks. Next m order of merit : Boys J m«- Reid 2529, Fred. Drtimmond 26 0, Charles Buchanan 26- < 8 > Charles Bowker 2055, tTrahcia imi 2506, Arthur Lei'ren 2330, William Rutherford 229*. Fred Lough 2266, Herbert Bailey 1790. Girls— Winifred CotMr 2568, .leisie Davidson 2425, Agnes Sims 2407, Minnie Davidson 21 4, Hannah Hultun 1813, Jomio Bima 1787, Maud Baymond 1698, Edith Hallamoro 1480. ' Special Prize p<m ■ Map Dbawing (Presented by Mr P. W. Hutton). Miss Alice Balfour. Melt m order of merit— Ostler, Mcc, Baymond. BOYS 1 HIGH SCHOOL. -„.,•■ BMGHBH Olass X -E. Hsllamore 1, 0. Buchanan 2, J. Reid 3, 0. Bowker 4, F. Lough 6, T. Drummond 6, A.. LeCren 7. W. Rutherford 8, F. Sims 9, J. Mackav 10. „ Clasa tl.-O. Talbot 1, T. Turnbull 8, T. Smith 3, William Macjiay 4, L. Bourn 5, F. Bourn 6, C. Bees 7, W. LeOren 8, W. White 9, B. Jonas 10. Class 11 1.-G. Plante 1, Cole 2, Tate 8, Hooper 4, Hart 5, Sutter 6, West 7. Class IV.— J. Maokenzio 1, A. H. Jones 2, R. Plante 8, Fussell 4, Uuscott 5, K. Jones 6, A. W. Bailey 7. , 01os»V.-C.O. Mantel. ■ fbhno'h, ■ Class I.— E. Hallamoro 1, C. Buchanan 2 J. Reid 8, 0. Bowkor 4, F. Sims 6, W. Ruther ford 6, A LeOren 7, F. Lough 8, T- Drum^ mond «, H. Bailey 10. Class Ii;— B. Jonas 1, Bell 2, McLean 3, Goldstono *, F. Bourn 6, Whito 8. Class 111. — Smith 1, Cole 2, West 3, J. Coj 4, Talbot 0, Hooper 0, Walter McKay 7 William Maokay 8. Class IV.— Hart 1, Sutter 2, Baymond 8 9"ord 4, R. Hallamore 6, Shappore 6, Coopei 7, Hennoh 8. Claw V.—B. Plaote 1, 3. McEenzie 2, A B. Junes 8, O. Flan to 4, W. Fu«eUs, B Jonw 6, » . W 4 Bailoy 7, W. Tato 8. Claw Vl.— o. V. Plant? 1. .: '•■■ ■- : : •.' .'_, iktut. '■.; . i^" .:•■ ■■ Claw I.— E. Hallaraorel, James Reid 2, F, Aims. 3, O. Bpwke'r 4, Gj Buchanan 6, T PrommoiJd 8,. W. Pufberford 7, S. Lough. 0 A. LeCren 9, H. Bailey 10. . Claaa 11.~ Cole 1, Hooper 2, B. Jonat 8 T»)bot 4, P. Kjjrby 5, V. Bimru 6.

Class III.— T. W. Smith 1, A. West 8, A. B -:'. 3, O. H. Geldstone 4. Class IV. -rTate 1, Hart 2, Sutter 3, Raymond 4, B. Hallamore S, Hennah f>, Cooper 7, Ford 8. Class V - B. Plante 1, J. McKeniie 2, A. B. Jones 3, Fussell 4, E. Jonet 5, Guscott 6, O. Plante 7. Class Vl.— o. O. PUnte, 1. COMPOBITIOK. Class T.— McKenzie 1, Bailey 2. G. Plante 3, Goldston- 4, Fussell 6, A. Jones 6, Cooper 7, happore 8. PHYaiOGBIPH?. Class I.— o. 0. Flame I. GEBBK. Class I.— O. 0. Plante 1. : ''■ ABITHMBTIO. Class I.— T. Drummond 1, James Beid 2, A. LeCren 3, J. Mackay 4, F. Lough 5, O. Buchanan 6, E. Hallamore 7, O. Bowker 8, F. Bims 0, W. Butherford 10. Class ll.— Wm. Mackay 1, B. B. Sutter 2, F. Bourn 3, L. Bourn and Shappere (equal) 4, O. 1 Talbot 6, B. Hallamore 6, R. Hennah 7, A. Cooper 8. Class III.— B. Plante 1, G. Planto 2, Cole 3 West 4, Baymond 5, Kirby 6, Goldstoxe 7, W. LeCren 8. Tlasß IV.— A H. Jones 1, Fmsoll 2, McEenzie 3, E. . Jonts 4, Guscott 5, A. W. Bailey 6. Class V.— o. C. Plante 1. MATHEMATICS. Haas 1.- Sutter 1, Tate 2, Qoldsrone 3, Wm. 1 eCren 4, Geo. Hart 6, Bell 6, Colo 7, Raymond 8, Hennah 9. Clo*s 11. G. Plante 1, West 8. Class iri.—Fussell 1, B Plante 2, A. H. Jones 3, McEenzie 4, Guscott 5, A. W. Bail, y 6, E. Jones 7. ■ Class IV.— O. 0. Planto 1. hißtout. Class I.— F. Sims ',0. Buchanan 2, J. Beid 3, C. Bowker 4, E. Hallamore 6, W. Rutherford 6 F. Lough 7, T. Drummond 8. A. \ eCren 9, H, Bailey 10. Class II.— T. Smith 1, F. Kirby 2, H. Hooper 3, Walter Mackay 4, H. Cole ; G, C. I'albot 6, N. Bell 7, McLean 3, Goldstone 9, B. Jonas 10. Class 111. G. Planto 1, Tate 2, Hart 3, Wet 4, Sutter 6, Baymond 6, Ford 7, Turnbull 8. Class IV.— McKenzie 1, B. Plunle and A. Joru-B equoli <J, h'usaell 3, Guscott 4. Claas V.— o. C. Plante 1. GBOOEAPHT. Cla«s I.— E. Hallamore 1, J. Beid 2, T. Druinmond 3 C. Buchanan 4, 0. Bowker 5, W. Hutherford G, F. Sims 7, A. LeCren 8, F. Lough 9, J. Mackay 10. Class 11. -H. Hooper 1, T. Smith 2, C. Talbot 3, Walter Mackay 4, A. Bilton. 5, W. White 6, F. Bourn 7, B. Jonas 8, X Halla more 9, J. Coy 10. Class UI.-U. Plante 1. Tate 2, Hart 3, Kirby 4, Cole 5, Suttor 6, West 7, tord 8. BOTAKT. Class I.— McKenzie 1, A W. .Tones 2, G. Plante 3, B. Plante 4, Fussell 5, Guscott 6, I'ate 7, E. Jones 8. CnBMISTRY. Class T.—H. Bailey 1, K. Hallamore 2, T. Drummond 3, J. Mackay 4, C. Kowker 5, A. LeCren 6, C. Buchanan 7, j. Beid 8, F. Sims 9, F. Lough 10. Class 11.— Smith 1, Ta'hot 2, Hooper 3, W. Mackay 4, B. Jonas 5, A. Cooper 6, J. Coy 7, Bell 8, Goldstase 9 DRAWING. Crayon.— G. Plante 1, D. West 2, G. Hart Freehand. — Bell and Goldstone 1, McLean 2, B.lton 3. PAINTIKO. W. LeCwn 1, W. Tate 2, C. Bees 3, J. Turnbull 4, E. Shappore 5. BOOt-KEKPING. E. Shappere 1, W. Raymond 2, B. Hallamore 3, F. W. i eCren 4. SHORTHAND. F. Kirby 1, Sutter a, Baymond 3, Smith 4, Coy 6. ■WRITING. Class I.— C. Buchanan 1, H. Bailey 2, T. Drummond 3, J Beid 4, F. Sims 6, A. LeCren 6, X Hallamore 7, J. Mackay 8, W. Rutherford 9, F. Lough 10. Class II. — Goldstone 1, Bees and Mo Lean 2, Hooper 3, Talbot 4, Bell 5, West 6, F. Bourn and L. Bourn 7. Class I I.— Guscott 1, W. Bnymond 2, MuKenz'e 3, W. Tate 4, E. Jones 5, Hart and B. Hallamore 6. EEILL. Junior— H. Bailey 1; Senior— A. W. Bailey 1. GYMNASTICS. Clasa 1.-Bilton L Class ll.— Hooper 1. Class lll.— Hennah 1. SIAPPINQ. Class I.— C. Buchanan 1, F. Sims 2, T. Drummond 3, H. Bailoy 4, Rutherford 5 Class II. — F. Bourn 1, H. Hooper 2, C. Reo* 3, 0. Talbot 4, A. Bilton 5, Wi liam Mackay fi. Class lll.— Goldsbino 1, W. LeCren 2, G. Plante 3, Bell 4, McLean 5, Baymond 6. Class IV.— Fussell I, McKenzio 2, Guscott 3, B. Plante 4, Bailey 6, E. Jones 6, A. H. Jones 7. BSOBO6BIirG. Class I.— William I eCron 1, Bell 2, G. Plante 3, B. Planto 4, Shappere 5, White A, Talbot 7. Class 11. -O. O. Plante 1. GIRLS' HKIH SCHOOL. B>'QUSH. Class I.— J. Plante' 1, Hutton 2, M. Baymond 3, E. Hallamore 4, J. Sims 6. Class 11.- J. Davidson 1, W. Cotter 2, M. t'avidson 3, A. Sims 4 Class lll.— Planto 1, E. Pearson 2, A. Plante 8, E. Mcc 4, F. Gillies 5, T. Bowker 6. F. Hamfleld 7. Class IV.— A Balfour 1, Eaymond 2, M. Morris 3, A. Ballantyne 4. L. Campbell 6, M. Bamßeld 6 M. Cooper 7, B. Morns 8 Cla-s V.— M. Bowker 1, M. Bilton 2, E. Hassull 3, K. A. Pearson, K. ' ood and Oatler 4, B. Ballantyno 7, McDonald «, Hennob 0, Massey 10. FBRNCU Class I.— Cotter 1, .1. Planto 2, J. Sims 3, J. 1 avidson 4, A. Sims 5, M Davidson 6. 'lass 11.- L. Cole 1, M. .-tubbs 2, E. Mcc 3, L. Kerr 4, L. Guscolt 5, E. Cullman 6, A. Cook 7. , CLus lir— Balfour 1, B. Morris 2 M Morris 3, A. Plante 4, Cooper 5, Campbell X, ■<tack 7, F, Gillies 8 Class IV. -E. A. Pearson 1, K. Baymond 2. McDonald 3, Bumfi'ld 4, M. Planto 5. Emma Pearson 0, A. Foster 7,. A. HosseU 8. > Clues V. -M. Bowkor 1, B. Ballantyne 2. Vt Bilton 3, E Wood 4, A. Ballantyno 5, K. Qassell 6. LATIN. Clftssl.— F. Bamfield 1, D Sutherland 2, Cullman 3, L. Wilson 4, -F. Cook 6, K. Peters 6. Class 11. - Balfour 1, Planto 2, Campbells, E. Pearson 4, Stubbs 5, Cole 6, M. Cooper 7, Guscott 8, F- Gillies 9. Edith Mcc 10. Class 111. — Ui A Pearson 1, A. Ballantyne 2, B. Ballantyne 3. J. McDonald 4, M. Bamfield 6 M. Morris 6, B. Morris 7, A. Fussell 8,. N. Ostler 9. . . . ' Class IV. -X. Baymond 1, A. Hastel 2, A.M. Foster 3, B. Master 4, A. White 5. ; Class V.—M. Bowkor 1, Wood 2, BUton 3, Ed. Hatsell 4, Hennah 5, Moo 6. AEITHMBTIO. . ClaisL— J. Plante 1, 4. Dandeon S, M. Davidson 3, Hutton 4, J. Sims 5. Cla>s tl. —A. Planto 1, F. Bamfleld 2, A. Sims 3, T. Bowker 4, Cotter 5, F. Gillies 6. Class lll.— Planto I, L. Guecott 2, M. Morris 3, li. CampboU4, A. Bowker 6, E. ' Pearson 6, K. Raymond 7, L. Staok 8, g Mcc 9, L. Kerr 10. Class IV.— Balfour t, E. A. Ponvson 2, A. Ballantyno 8, McDonald 4, Ballantyne 6, • Morris 6, Stubbs 7, Cole *. ■ ■. Class V.—M. Bowker 1, Bilton 2, E. ' Hasßull 3, M. Cooper 4, Wood 5, Honnah 6, Mcc 7. . 1 MATUBJIATICS. . ; Class I— ti. Cole 1, A. Balfour 2, A. ' Ballantyne 8, B Ballantyno 4, 11. I'oopor 6, > K. Buymond 6, M. Htubbs 7, A. Cook 8. Cl-iss 11, •K. Pearson 1 ( Ostler 2, B. • Morrift 8, McDonald 4, A. Fussoll 5, A. r Hsstell 6, M. Bainfield 7, Msasey 8, Ada Foster 9. • . r CU»»Ur.-M. BowWor 1, Ed. Bauell 2, • Bilton 3, Wood 4, »' ennoh 5, Mcc 0. , ■! ■. ; ■ ' HISTOH*. „ Cla» I.— J. Davidson i. Sim* ♦, J. W. Cotter 8, J. Plante 4, M. Davidson 6, . HuttonS. '. CUms ll^-B. ■ Peawou 1, M. Morris 8, , Pimpball 8) A'. Baiantyne: 4, Plante 6, A. Plante 6. Stack 7, F. Gillie* 8,-T. Bowker 9. , Olaaa lll.— McDonald 1, Balfour 2, E. ?e»rK>D »o<J M. Bsjuficld 8, A. Fuwell 4, N.

Ostler 6, K. Baymond 6, M. Stubbs and B. Ballantyne 7, R. Morris 4. Clan IV.— M. Bowker 1, M. BUton 2, E. E. Wood 3, E. Hastell 4. WBITIKO. Class I.— J. Plante 1, K. Uaymoud 2, J. ~ims 3, E. Hallamore 4, A. Burmtt 5. Class II.— M. Davidson 1, A. Sims S, Cotter 3, J. Davidson 4, Hutton 5. Cliss lU.— Cooper 1, Stubbn 2, Mcc 3, Guscott 4. M Morris 5, Cole 6, Balfour 7. Class IV.— Bamfi.ld 1, Wood 2, Moe, Bilton and Ballantyne 3, K. Raymond 4. GEOOKAPHY Class I.— J. Planto I, W. Cotter 2, J. Davidson, 3, A. Sims 4, Button 5, M. Davidton 6, J. Bims 7, M. Baymond 8. Class II.— M. Morris 1, A. Ballantyne 2, Plante 3, E. Pearson 4, A. Plante 6, Campbell 6, Cullman 7, Btack 8, E. Mcc and Guscott 9. Class III.— E. Pearson 1, J. McDonald 2, K. Baymond 3, A. Balfour 4, M. Bamßeld 5, B. Fussell 6, M. Stubbs 7, B. BaUantyne 8. PAINTING. A. Fussell 1, R. Hassell 2, Cooper 3, Raymond 4, Balfour 6. BOTANY. E. Hasiell 1, M. Bowker 2, B. Ballantyne 3, K. Bal antyne 4, M Bilton and N. Ostler 5, E. Pearson 6 M Bam field 7, L. Campbell 8, E. Wood 9, A. Fussell 10. DBi.'WrKO. C1«B3 I (Outline).— A. Sims 1, Cotter 2, M. Baymond A. Burnett 4, M. Fussell 5. Class 11. (Freehand).— Sutherland 1, WilI liams 2, T. Bowker a, Pearson 4, PlanLe 5. I Class 111. (Crayon)— Bowker 1, Balfour 2. Bamfjeld 8, A. Hnssell 4, A. Cook 5, Uacdonald 6, Cole 7CALIKTHBNICB. Class T.— Guscott 1, Emma Pearson 2, E. Mcc and J. Davidson 3, T. Bowker 4, A. Plante 6, O. Plunte 6. A dims 7, Cotter 8. Class 11. A. Cook 1, Massey 2, Eerr 3. < illiams 4, Ostler 6, Stubbs 6, A. Fussell 7, A. Cook 8. MAP DRAWING. Class I. — A. Burnett 1, A. Bims 2, Cotter 3, M. Raymond 4, K. Hallamore 5. Class II.— E. Mcc 1, F. Cook 2, M Morris and A. Bowker 3, A. Ballantyno 4, L. Campbell 5, F. Bamfleld 6, Stack 7. Class lll.— Balfour 1, Bamfield 2, Cooper ■1, VotU-r 4, Fussell 5, Cole 6, A. Hasaell 7, A. Cook 8. Cla*s IV.— E. Wood 1, Bowker 2, E. ilassoll 3, Mcc 4, flennah 5. ENGROSSING. Class I.- Mcc 1, McDonald 2, Ostler 3, B. Ballantyne 4, VI. Bamfiuld 5. NBBDLBWOBK. Class I.— Plain : J. Davidson I, C. Cotter 2, V Sims, M. Davidson, and Hutton, 3, M. Raymond 4. Fancy : A. Bims 1, Cotter 2, Eluttorj 3, J. Sims, Hallamore, A. Burnett, «ndJ. Plante 4. Class 11. Fanoy : A. Cook I, A. Bowker and C. Plante 2, F. Gillies 3, E. Peters, E Cullman, F. Bamfield -4. Cross stitch : Guseott 1 (special), Ada Plante and L. Wilson V, L. Stack and M. Cooper 3, E. Pearson 6. Plain: h. Cullman 1, T. Bowker, A. Bowker, and F. ' amfield 2, E. Mcc, C. Plante, and B. Ballantyne 3, L. Wilson and A. Plante 4. t'lasa lll.— Plain : A. Fussell and B. Ma^ey 1, A. Foster 2, K. Baymond and M. C'ooper3, L. Campbell, L. Colo, L: Kerr, and E. Kowley 4. Fancy: M. frtubbs 1 D. ■utherland and A. Hassell 2, A. Foster, K. Morris, and M. Bamfleld 3, E. Bowley, E. Kerr, and Balfour 4, M. Morris and B. Raymond 5. Knitting (special) : Burnett 1. Point lace : B. Ballantyne 1. The distribution over, and the pupils once more seated, tho Chairman called on the Bey. Jasper Smyth, of Pleasant Point, to make a few remarks. Atter Mr Smyth had Btated the great pleasure it afforded him of beinu present that day, he spoke shortly of primary ond secondary education. During the late general election they would no duubfc remember many had raised the cry to do away with the secondary schools; the question had m fact been a prominent one. and nearly every candidate had been aaked to rep'y to it. He hoped secondary schools would never be done away with ; they wero an absolute necessity, as they formed the connecting link between those who received the highest education and those receiving only an elementary education. He hoped to see very shortly the system so arranged that the child of the poorest man, if tbe child had the ability, could be placed m such a position &- to be able to rise to the highi-st rung m the ladder of knowledge. To effect this thoy w uld have to found scholarships for primary schooU, so that any clover boy or girl living at Pleasant Point or H. Andrews, lor instance, winning such a scholarship, and whose parents wero ■00 poor to send he or uhe to the High School would get free education at the High School. Mr Smyth then addressed the boys and girls, and cheered the minds of many or the non-priie winner* by reminding them that some of the gre test men that had ever lived were " dull boy» " at tbe school. He then ineid -ntally referred to an article on the state of ihe colony, which appeared m the Timarn Herald the other day, and was understood to say that the,) should not take such a view of tlie colony as the writer had done. The Rer. Mr Hamilton, of Temuka, was next called on. Mr Hamilton spoke of echool life, and warned all his young friends to bear ever m mind tho closing and memorable words of f-ir Isaac Newton. The reverend speaker likened school life to a ship that is being fitted out for a voyage, and impressed upon pupils tho necessity of paying thu strictest attention to their school life and duties so that they might be the better able to perform the voyage through life successfully. He warned them nut to isolate themselves to shut themselves up with their bo ks ■ as the grand thing about all learning was a keen knowledge of men, and a keen sympathy with all conditions of lifo. It wns essential all boys and girls should have a love for harmony and an eye for the heautful m nature and art. 80 far as he could see after going through their cliß'-roomß m which were shown tho work dono during the year, thn boys and girls before him had certainly an eye for the beautiful, the paintings, drawings, and especially tbe raap«, being moot excellent. He hoped all would grow up hearty and strong, md bo determined not only to become ladies and gentlemen, but also i.hristians laboring m all work for the glory of God, ever bearing m mind Virgil's words, Macte p««r virtute, tic itwr ad astro — " Go forward m all good things, for this is the way to the stars." (Applause.) 'Ihe Rev. W, Gillies noxt came forward, nnd snid he had very great pleasure m moving a hearty vote of thanka to the Hon. W. Holleston for his kindness m being present, for presenting tbo prize*, and for the yary •aluablo address he had given on secondary education He (Mr Gillies) had all the more pleasure m proposing tho vote, for he could roost heartily say ' arnon to o»ery word Mr Bolleston had suid on secondary education. Mr »ollefton bad always taken a great interest m oduiifttion, and maintained an honorable and consistent part throughout his public career whon doaling witb it. He reminded them that thov were specially indebted to Mr Rolleston for gettiug a High School here, and ho (Mr Gillies) was very glad he had that opportunity of publicly thanking him for wh-t he had done for them. Speaking of the -I'holarghips question, he informed the Hey. Mr Smyth that the Board of Governors were doing everything m their power to encourage pupils from the public schools to go to the High School; tho' Board granted froo education to every holder of a publio school scholarship. (Applause.) After Mr John Jackson (the Mayor) had seconded thn motion, it was put and carried amid loud applause. Mr Rolleston tbanVed them heartily for tho volo, and said the gathering had been a most pleasant one, aud one ho would not goon forget; Mr Talbot then moved a voto of thanks to tho staff, to which tho Bootor replied, and after the Boy. Mr I'oan had moved a' similar vote to tho Oovernorn, and the Chairman had responded, the meeting broke up, three very heart.y oheora being given fo* the Hector ns be descended from the diag with, too otbor gentlemen. '