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1 ( Oxford Locals.I

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1 Oxford Locals. I Prize Distribution at Colwyn Bay. Brilliant Achievements. I Remarkably Interesting Address by Mr. Henry Sharp, M.A. The Colwyn Bay centre of the Oxford Local Examination held their annual distribution of certificates and prizes at the Public Hall on I Friday afternoon. The distribution was made by Mr. Hern-y Sharp, M.A., Director of Public Instruction, Eastern Bengal, and Assam. Mr. Sharp is at home on leave, and has been stay- ing in Colwyn Bay with his sister, Mrs. Mould. The chair was taken by Mr Charles Reynolds, T.P. and he was supported on the platform by Mr.'sharp, the Rev. Canon Hugh Roberts, Mr. Stanley Wood, and Mr William Jones (Is.P. Bank), the Boys' Hon..Secretary. Miss Ethel M. Osborn, the Girls' Hon. Secretary, was also present. (PATRIOTISM. In -the course of hs remarks the Chairman said he was hardly fitted to make a SI?^C^ °n education, as he had been blessed worth little himself. The schools he remembered in his young days were those known as Dames schools /Laughter.) Nowadays one saw them only in pictures, but the school he had in mind was typical of those which ,then existed. In a small stone building were to be found a number of boys and girls, assembled together for the pur- poL of obtaining all the education they could the hands of an old lady who knew hardly anything herself. (Laughter ) The school was erected by the Lord of the Manor, with the ob- ject of giving the best instruction, to the child- ren of the villag,e.. Often as the speaker went past the door he had seen the boys and girls at play and the old lady fast asleep over her knit- ting. (Laughter.) Of course, a vastly different state of affairs existed in the present day, and probably many of those present would hardly credit the fact that fifty or sixty years ago more than half the people could not write their own name. Education was bringing the country to the front in. the best possible way. (Applause.) The speaker regretted, however, that no effort was made on the part of the Edu- cation Authorities to teach patriotism, in the schools. Children were taught to get on, but they were not taught that they owed anything to their countrv. He honed that that fault in the national .scheme of education would shortly be remedied. (Applause.) Mr. William Jones then read the listt of passes, which, was as follows — GIRLS. HIGHER LOCAL EXAMINATION. Miss J. Hayes, St. Winifred's Bangor, third class history and theory .education, and has been awarded an honours certificate. Miss M. E. Lanibe" St. Mary's Convent, Rhyl, third class modern history, second class English literature; also awarded an honours certificate. Miss K. Langford Jones, St. Winifred's, Ban- gor, second class modern history. Miss K. L. IR. L. MacGeagh, St. Winifred's, Bangor, second class modern history. SENIORS. Third Class Honour A. Lambe, St. Mary's Convent, Rhyl, qualified] for admission to Uni- versity degrees examination. AT First Division Pass: F M Arnold, E M. Ryles, and D. W. Sairker County School, Rhyl. R <G Douglas, H. Griffith, G. Edwards, G A. Whitehouse, Higher Grade School, Colwyn Bay. D. M. (Ridlev, M. Roberts, E. M. Saunders Jones, D. Hickman, M. 0. Ryan, St. Marys Convent, Rhyl. ,XT.. Second Division Pass: A. Carter^ St. Wini- fred's, Bangor F. E. Meek, Plas Tirion; D. M. Lloyd, J. M. Pearson, and J. Weeds. JUNIORS. Third Class Honours: W. Crockford, Elwy Hall Rhyl, distinguished in French (bracketed 12th), receives the gold medal offered by the Rev. Meredith Hughes. First Division Pass C L- *nd pT" Malim, Elwy Hall, Rhyl; H. Booth G. Edwards, D. E. Jones, M. E. Jones, and M. E. M.eadowcroft, Higher Grade School, Colwyn Bay; H. Birmingham, E. Conolly, K. Keatmge, and E. Leach, St. Mary's Convent5 Rhyl; J. C. Greig, C. W. Hignett, and B. H. Morton, clas Tirian. T i • Second Division Pass: C. J. Arnold Jenkins, and H. W. Hunt, Elwy House, Rhyl; M. Fur- long, Sit. Mary's Convent, Rhyl. PRELIMINARIES. Third Class Honours A. C. Burrows, Plas Mactono, Llandudno. First Division. Pass: A. Birmmghan, H. Hughes, and M. Moore, St. Mary's Convent, Rhyl- L. B. Cromp-ton and K. M. Porter, Plas Isaf, Coliwyn Bay; M. P. Lewis and V. F. S. Thomas, Elwy Hall, Rhyl; M. Atkinson, Plas Tiudno L. M. Wilson, Plas Tirion. BOYS. SENIORS. T — Second Class Honours: J. E. Larranaga, Dinglewood, Colwyn Bay, distinguished in French) and Spanish, placed first in Spanish, passed1, the oral examination in French. First Division, Pass: Richard Booth, Higher Grade School, Colwyn Bay; D. J. Hoeker, Rydal Mount, Colwyn Bay; H. E. Jones, County School, Llanrwstj J. H. Thomas, Beau- Second Division Pass R. H. Griffith, Trefor, Llangefni; H. A. Hughes, Llanrug. JUNIORS. Second Class Honours: Graham H. Porter, 'Rydal Mount, Colwyn Bay. Third Class Honours: L. B. Humphreys, Tanrybryn, Llandudno; W. A. Macfadyen, Rydal Mount, Colwyn Bay; H. Moores, Dinglewood, Colwyn Bay. Moores passed the oral examina- tion in French, and was placed fifth in the dis- tinction. list. First Drvisioni Pass: A. Baker, R. A. Bird A. L. Capper, J. A. Hunt, P. G. Lancaster, C. P. Owen, H. Riwall, C. M. Slack, P. W. P. Smith, R. A. Swire, N. O. Vinter, and' J. W. Wintringham, Rydal Mount, Colwyn Bay; R. J. Davies, F. Dobinson, C. Helsby, H. C. Hill, A. Hulme, W. Thomas, and N. R. F. Tucker, 'Higher Grade School, Colwyn. Bay; A. F. S. JHIOIN:, Merton House, Penmaenmawr; T. D. Kendrick and R. J. L. Roberts, Tanybryn, Llan- dudno; H. Masters, T. E. Storrs, S. Sykes, C. Thamlinison, and R. H. M. Vereker, Dingle- wood. Vereker also passed the -oral examina- tion din. French. Second Division Pass: J. P. Hughes, H. 1. Hughes, J. H. Roberts, L. E. Valentine, and W. G. Williams, Higher Grade, Colwyn Bay; J. P. Huckinson, J. H. B. Tidmarsh, T. E. Waddington, and E. W. Westbrook, Rydal Mount, Colwyn; BayE. Hughes, Rhyl; J. L. Hughes, Denbigh; and W. R. Jones, Conway. ^PRELIMINARIES. Third Class Honours: French, R. P. Le Pon, Tanybryn, Llandudno. First Division Pass: K. T. Adamson, Arvon House, Colwvm Bay; A. R. Ashcroft and H. R. Dru.ramond-Fraser, Tanybryn, Llandudno; D. S. Clagg, I. Edwards and J. M. Price, Higher Grade, Colwyn Bay; G.'W. Dean, N. M. Har- rop, T. W. Smith, E. G. Young, and F. T. Wallis, Rydal Mount, Colwyn Bay; P. Mason, Abergele; H. B. Pierce and Andrew Roberts, Dinglewood, Colwyn Bay. Second Division Pass: G. iII. Coulsop and J. A. Hughes, Higher Grade School, Colwyn Bay; G. B. Cooper and J. T. Haworth, Rydal Mount, Colwyn Bay; A. Thomhnsan, Dingle- wood. A FINE RECORD. Mr Jones remarked that both the total number of entries and passes constituted records for the Centre. (Hear, hear.) He very much doubted I whether there was any other Centre at which so many unattached candidates entered. Malty cd those boys and girls had evidently received but little training, and across one entrance form were scrawled the words "self-taught." That I was a most encouraging feature of the year's examination, of which the results had been most creditable to the district in every way. (Ap- plause.) The total number oi candidates who entered was 168, of whom 118 proyed success- ful. 101 boys and 67 girls sent in papers, 72 boys and 46 girls satisfying the examiners. Of the boys, 15 were seniors, 8 passing; 59 were juniors, 44 passing; and 27 were preliminaries, 20 passing. Of the girls 29 were seniors, 18 passing 24 were juniors, 18 passing; and 14 were preliminaries, 10 passing. The boys thus secured a slightly higher percentage of passes. EDUCATION IN INDIA. Mr Sharp said he felt the invitation extended to him to address the meeting that day no incon- siderable honour. He .found that the Colwyn Bay Centre was a very successful one, and the average number of candidates who entered from it was in excess of that of many larger districts. The reason for this was undoubtedly to be found in the fact that Colwyn Bay was a de- lightful seaside place in which schools flem- ished, but credit must be crivern to the eneigy of the teachers and the industry of the pupils. QH"ar, hear.) He thought the idea on occa- sions like the present was to get some one to speak who knew about education. He certainly passed as an expert on that subject, but in-as- much as for fifteen years his work had lain in India, he was out of touch with educational affairs at home. Therefore, perhaps, it would be best if the audience were not to think of him as an authority, and if on his part he was to. substitute for a dull harangue, a few breezy notes, dealing with the way in which a boy was educated in India. (Applause.) India should not be regarded as a country. It was really a continent, and embraced many countries and races, among whom different sys- tems of education obtained. In the part of India with which he was connected, namely Eastern Bengal and Assam, the population was thirty-one millions, and there were some 25,000 schools and colleges, the bulk being preliminary schools. Let them follow the progress of a boy from the time he entered a village school to when he reached a university. It might be wondered why the speaker did not take the: case of a girl, but so few girls were educated in India, owing to caste prejudice, in spite of the efforts of the authorities, that it woul not by typical at all. In his province thei percentage of girls receiving education was but four and a third, and the only part he knew where it was at all usual for .L- 'L' girls to go to school was at a place in tne nilU, where a people akin to the Burmans had been largely cenverted to Christianity by a Welsh Mission, who, with the assistance of a Govern- ment grant, had established schools in that re- gion. (Applause.) Every .fair-sized village in India had at least one or two preliminary schools, built of a framework of reed with a corrugated iron roof. It was impossible to build them in briok or stone, as Eastern Bengal, oeing a large allurial plain, those materials were diffcult to procure. In. Assam an additional rea- son for this form of construction was that earth- quakes were frequent, and light erection were less likely to be shaken down. LIGHTNING CALCULATORS. In each school would be a couple or so of teachers, not ,so efficient as the ones in England, but willing to do their best. Here the children learnt the three R's, instruction being imparted in the various vernaculars. They started by playing with pebbles, and then drew letters and figures in sand. Later on they would write on palm and banana leaves, finally being promoted to paper and copy books. Indian parents took a great interest in their sons' education, and were especially anxious that the children should learn mental arithmetic, as it was of great ser- vice in. bazaar transactions. The speaker fan- cied that tthis was a subject that was dying out in the English schools, but the teaching or it wag in vogue in his day, and very heartily did he detest it. (Laughter.) It was unusual for children at home to learn beyond twelve times twelve, but in India they learnt up to thirty times thirty, and fractional tables as well. In some schools the boys knew up to. a hundred times a hundred, and the speaker had a case in mind where a boy actually knew the tables to a thousand times a thousand. So that if he were asked 789 times 789, he would answer in a flash. Nor was this by any means an isolated case. Most of the children were the sons of farmers, so they were taught land mensuration, and how the village accountant kept his records, so that they should not have to pay too high rates. The children also learnt something of the lav ol landlord and tenant, so that they might not be duped. At the end of a few years an inspector held an examination, and awarded certificates to those who had made satisfactory progress. A boy could then gain a scholarship which would enable him to attend a secondary school. This would be a much more pretentious building than the village school, but probably it would be situ- ated. some distance away. The boys in India, however, were keen on education, and thought nothing of long walks to school. He knew of many in Assam who walked fourteen, miles daily, to. and from school, and the way the boys went to school in parts of Eastern Bengal was very curious. RESOURCEFUL SCHOOLBOYS. Rivers abounded everywhere, and took the place of roads. The boys could, purchase for the sum of fourpence a large earthenware pot. Their method was to get inside the pot, in which they also stowed' their books and writing mater- ials, and taking a piece of wood, paddle them- selves to school. (Laiughter.) It was no un- common sight to see a whole district going to school in this way. In the secondary or high schools, the boys would learn English, whilst continuing the study of their own language. Their whole attention was not confined to books, and they were encouraged to play games. They proved themselves adiepts at cricket and foot- ball, and some schools were well able to hold their own with very good European teams. After his course at the high, school, the scholar would enter his first public examination, which corres- ponded to the matriculation, and would enable him to enter a university. Though the univer- sities in India had not the prestige of those at home, there were some very fine ones, and Cal- cutta University was probably the largest in the world. It was modelled on the University of London, and was largely an examininlg body. Until lately, examinations had been the curse of education in India, but many of them were now being abolished and others were made more practical. The cause of education was going on apace in India, and a new university was being built at a cost of ^80,000, which would be up-to- date in every way, and include very fine science laboratories. The scholars present had now 3 good idea of the conditions of education which prevailed in India, and could compare it with their own system. He thought they would find the balance of advantage to rest on their side, for they enjoyed the benefits consequent upon living in a large and free country. (Hear, hear.) The speaker closed with an appeal to the scholars to make the most of the edueatoin, both I';f head and heart, so that they might add to the prosperity of their country, and perhaps some day held to defend it in, time of danger. (Ap- plause.) THE VICAR'S CLEVER, SON. Mr Sharp congratulated Miss Osborn and Mr Jones upon the success of the examination, and then proceeded to distribute the prizes and cer- tificates. Perhaps the success which created the most interest and was provocative of most ap- plause, was that achieved by little Andrew Ro- berts, son of Canon Hugh Roberts. In passing the preliminary examination be was successful both in Greek and Latin, and received the prize for which he was recommended. Mr Stanley Wood, Dinglewood, Colwyn Bay, in proposing a vote of thanks to Mr Sharp, said he had been present on many occasions at the annual prize distribution, both as boy and teacher, and it was the first time he had lis- tened to a discourse which was not full from beginning to end of good advice. (Laughter.) AN INTERESTING DISCOURSE. Direct advice given on such occasions was, as a rule, immediately forgotten. What was most surely learnt was learnt by some infusion on one's own part, and not simply because one was taught ift. The speaker had heard many dis- tinguished men on that platform, but Mr Sharp was the first who came from India, and had undoubtedly treated-them. to the most interest- ing and enlivening discourse in the whole ser- ies. (Hear, hear.) He hoped Mr Sharp did not think they had ceased to teach mental arith- metic in this country, but certainly it was be- coming old-fashioned. It would be a good thing for teachers if now and then they 'were assembled together to hear a lecture on those subjects which used to be taught, but had now gone out of fashion. It would prove most in- structive. (Hear, hear.) The 'chairman had referred to one defect in modern education, and the speaker also thought iit regrettable that boys were not taught to speak in public. (Applause.) Canon Roberts, in seconding, said he had heard boys did not like a speech with advice in it, so he would refrain from giving any. (Laugh- ter.) Mr Sharp was simply at home on a holi- day, but he had willingly consented to address the gathering. (Applause.) Of course, his kindness was only what one would have ex- pected, as his family, and especially Mrs Mould, whlom they knew so well, were noted for the great im,tereffi they took in every deserving mat- ter. (Hear, hear.) The Chairman, in proposing ai vote of thanks to Mias Osborn and Mr Jones, said he considered good advice was depressing in every way, and the best way to give advice was to set a good example. (Hear, hear.) In reply, M.r Jones said ,tihat both he and Miss Osborn were extremely interested in the work. He had some hesitation about taking it up, but he now took great interest in, following the careers of the candidates from year to year. (Applause.) Mr Montgomery, Tanybryn, Llandudno, in an able speech, proposed a vote of thanks to the Chairman. Referring to the lack of patriotism, he suggested that with the increase of subjects taJ11:gtbit in the schools there was not room for some iof the virtues cultivated in past years. (Hear, hear.) Mr Sharp seconded, and the Chairman suit- ably replied. .=.

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