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SPEECH DAY AT ST ASAPH COUNTY…

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SPEECH DAY AT ST ASAPH COUNTY SCHOOL. THE BISHOP ON TECHNICAL EDUCATION. The Bishop of St Asaph presided on Friday over the annual speech-day at St Asaph Grammar School, which, it is suggested, shall be converted into a school for teaching agriculture. The Bishop was supported by Archdeacon Wynne Jones, and Dr Easterby (the headmaster). Among those present were Mrs Edwards and party, The Palace, the Vicars of St Asaph, J H Roberts, Esq., M.P., and party, Mr and Miss Watts, the Misses Ward, the Misses Walthall, the Misses Heaton, Miss Williams (Clwydva), Mr and Mrs Stock, the Misses Dixon, the Misses Bennett, Mrs R Lewis, Dr Davies, Mr and Mrs Grimsley and party, Mrs Cleaver and party, Mrs Henry Lloyd and party, Miss Buxton, the Vicar and Mrs Vaughan and party, the Misses Amos, Rev J and Mrs Jones, Rev W and Mrs Jones Dr Wilson, &c., &c. A large party of ladies and gentlemen came from Rhyl and other places, and many old boys visited once more their old school, and watched with interest the performance of their successors. The big schoolroom was tastefully decorated, and the emblems and certificates which ornamented the walls showed that athletics were cultivated as well as languages, mathematics and science. In the course of his speech, the Bishop said that Wales had realised the value of education, and the progress made in providing educational advan- tages had been unique (hear, hear). There had no doubt been blunders. Mixed motives involved a more or less fettered action, as they had seen in the jumble of sectarian and educational in- fluence in Wales (hear, hear). He thought it was a blunder not. to stand by the tacit com- pact of leaving the old grammar schools undis- turbed in tenure (applause). The St Asaph Grammar School, built by churchmen within the last 25 years, would not have suffered educationally if left alone (applause). Unjust annexation involved wasteful friction, and in transplanting the oak they not only disturbed the roots but the soil that fed it (hear, hear.) The discovery of such a blunder was only useful as a warning for the future, and they would do well to avoid the squint-eyed guidance of a zeal half sectarian and half educational.— (Applause). The duty of all classes now was single-mindedly to labour for the progress of educa- tion (applause). The St Asaph Grammar School was, he heard, to become a technical school. Well, technical education as defined in the Act meant instruction in the principles of science and art applicable to industries, but-and he hoped the point would be noted-it did not include the practice of any trade (hear, hear). He had just been reading the report of the Flintshire Technical Instruction Committee. It was not a cheering record the percentage of failure was most disappointing and the proportion of those who presented themselves for examination was highly unsatisfactory, (hear, hear.) The whole report de- served the most careful study, and those gentlemen who belonged to the committees deserved loyal support and encouragement (hear hear.) Technical education was a new idea, and the crude definition in the Act proved this. It was perfectly true that trades could not be taught in a school. The Germans had proved to the world that they could not be taught without a school-there was a certain equipment which could only be given in a school if they were to have the highly cultured artisan and the first-rate mechanic.—(Applause.) Education was part of a nation's life, and they could no more import bodily a foreign system of education than a foreign system of diet (applause) But they could borrow fruitful hints from both (hear, hear). Germany was making every sacrifice and effort to give her people technical education, and the point which they must seize was this—that in Germany technical education had become so decentralised as to r(ach all the small centres of population. In Germany the employer was by law compelled to allow his apprentice, unless he was at a dis- tance from home, to have two free afternoons in the week to attend for instruction in a tech- nical school in the industry to which he was apprenticed (applause). One illustration would show them what had been achieved by technical education of this character in Germany. Twenty years ago nearly all the German ships were English built. To-day the Germans could travel in a German liner practically all round the world, whilst the Atlantic record was held by a German- built ship. Someone said that English technical education was devoted to hatching mainly clerks. If they ran their eye through the list of German technical schools they would find that every German centre had a technical school adapted to promoting the industry of that town and district (hear, hear). They were behind the Germans in technical education, but they had one great advantage. The German youth, just when he was gaining a grip of his work, had togi/e it up for three years'soldiering—a heavy handicap. But even though they were thus handicapped the Germane were going forward in every field of industry. Those interested in agricultural schools would do well to study the course of instruction in a German agricultural school. Its thoroughness and its practical character were what they should aim at (applause). There might be a field of usefulness for such a school in that district. At any rate, the suggestion was one that deserved consideration and investigation (applause). In conclusion, he expressed a hope that the boys would have a very pleasant and well- deserved holiday. He would give them just one hint. He had just been reading a most interesting life-the life of the Duke of Wellington, by Sir Herbert Maxwell. He mentioned as one reason of the Duke's success in life his practise of early rising. He always got up at six o'clock, and thus did three hours' work while the rest of the world was sleeping. He said that three hours' work of that sort for fifty-five years came to seven years, so that they would see that the great Duke of Wel- lington, by getting up at six o'clock in the morning, had added seven years of wakefulness and splendid activity to his life. He commended that to their consideration in the hope that by emulating the Duke's example they might also add many years of usefulness to their lives.—(Applause.) The Headmaster stated that he should only make a few remarks, as the programme was a Ion? one. He was pleased to say that though the numbers of the school were low, yet the quality of the work done in it was excellent. More than one-third of the total number had passed important public examinations. He was glad to see such a large and representative gathering, and he gave them a hearty welcome, both on his own behalf, and on that of his boys. The Prologue was spoken by R W Davies, and a capital entertainment was provided by the scholars. The dramatic piece "Our Regiment" proved an appropriate and up-to-date subject, the uniforms of the Welsh Fusiliers and the Nurses formed a picture which pleased all eyes. The acting of the boys was excellent throughout, the insight given into individual character and the splendid con- trasts produced were much appreciated. The recitations by W M Wallis, H M Williams, H P Jones, R P Jones, and A Rhodes were effectively rendered, and the sweet singing of the glees and choruses, as well as the playing of a pianoforte duett by F C Mallet and A B Amos, called forth expressions of pleasure. Before the singing of the National Anthem a Trilogy was spoken by an English, Welsh, and an Irish boy. Archdeacon Wynne Jones, proposed a vote of thanks to Dr Easterby for their most amusing entertainment. He bad thoroughly enjoyed the afternoon, and wished all present a Merry Christmas and a Happy New Year. After a vote of thanks to the Lord Bishop and the Archdeacon, ringing cheers were given to the them, as well as to Dr Easterby, the guests and the ladies (Mrs Stock and Mrs and Miss Woodall) who had helped in making up the actors. There was a request made that Dr Easterby would arrange that the comedy should be repeated on Saturday night, to which he acceded, but it was afterwards found that some of the actors could not stay, so it had to be withdrawn. Prize List. T A Jones-Certificate of Matricu]ation 1st div. University of London, Senior Certificate of Central Welsh Board marked with distinction in Arithmetic, Mathematics, and Latir. Board of Education Certificate for Chemistry prize for Divinity and Mathematics. H N Easterby-Senior Certificate Central Welsh Board prize for French. F C Mallet-.senior Cert. C. W.B.; prize for Latin. W 0 Jones—Junior Cert., C.W.B.; prize for Geography. H C L Stocks-Junior Cert. C.W.B.; prize for Chemistry. H M Robinson-Junior Cert. C.W.B.; prize for History, H P Williams—Junior Cert. C.W.B., with Dis- tinction in Mathematics; prize for Algebra. A B Amos—Prize for Science. P R Jones-Prize for Arithmetic. R E Hughes-Prize for English. A Rhodes-Prize for general good work.

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