Speech Days 1930-34

1930 

Ninth Annual Speech Day, Thursday November 12th 1930

Lord Middleton, of Birdsall Lodge, Malton, was one of the foremost figures in the movement for encouraging emigration to Canada, and who in defending the colossal expenditure on education, made a stirring call to young people to equip themselves for the coming struggle to lift England out of the rut and place it in the front rank of nations again. The prizes should have been distributed by Lady Middleton, but owing to indisposition she was unable to be present, and a close friend, Mrs. Howard Hall, of South Parade, Wakefield, kindly stepped into the breach.

Owing to his being at an important conference in London, Ald. G. Price, J.P., chairman of the Governors, was not present, and Coun. J. Potts (vice-chairman) presided, supported by the Governors, Mr. A. G. Jenkinson M.A. (headmaster), Miss M. A. Griffiths M.A. (headmistress), and Mr. P. Crossland (assistant master), Captain R.J.P. Warde-Aldham, of Frickley Hall, and Mr. C. L. Crossley (clerk to the Governors) were also present.

The School's extensions
Coun. J. Potts, on behalf of the Governors, welcomed the parents and their distinguished visitors. He went on to review the history of the school, and said the erection of a new dining room was well in hand. Additional classrooms were to follow, and the extensions would cost £12,000. The Governors were pleased to see the development of the school, which had grown from 90 pupils to 409 in nine years. That clearly showed that a secondary school was wanted in the district, and the successes achieved since it was opened reflected credit upon those responsible for its administration and offered a complete justification for its existence. The good work of the school affected not only the pupils and staff, but the people who were brought into contact with it, and its many activities. He congratulated the headmaster and staff upon the successful results obtained at the examinations, and thanked the parents for their continued support, remarking that there would be no surplus accommodation even when the extensions were completed.

The prizes and certificates were distributed by Mrs. Howard Hall.

The Headmaster's Annual Report

The Latecomers
The Headmaster's annual report stated that the school now had its highest number of scholars at 409. There were more pupils than previously expected because an unusually large number of fee-paying pupils had enrolled, and there had been seven extra individuals transferred from Central and Elementary schools. He was not convinced of the advisability of transferring children aged 14 or 15 from such schools, as they had learned no Latin nor Science, little or no French, and only elementary Arithmetic. Catching up with their peers in the short time available to them would prove difficult, and the benefits they would derive from a Secondary School education would be open to question. He would be watching the progress of the seven transferred pupils with interest.

The increase in numbers had made the present accommodation uncomfortably, if not dangerously, overcrowded, and it would be a relief to all concerned when the new extension was completed. He was afraid, however, that this would not be for another two years, so that temporary accommodation would have to be provided very soon.

The Satisfactory Examination Results
Last July the results were well up to the usual standard. Higher School Certificate - Nine out of 11 candidates passed. School Certificate - Of 54 candidates, 40 obtained School Certificates, and 16 obtained Matriculation. A County Major Scholarship was awarded to George Hunt. Holgate Exhibitions were awarded to Violet Dodds and J. Richards. Arthur Thorpe was awarded one of the ten scholarships given by the Miners' Welfare Committee. J. A. Leslie Jago, a former pupil of the school, had been awarded, as the result of examination, a West Riding Art Scholarship, which enabled him to pursue a four year course at the Leeds School of Art, with a view to becoming an Art teacher. R. N. Slatcher obtained the R.S.A. silver medal for the first place in all England, in the examination for Advanced Accountancy - a splendid performance. In the R.S.A. examination 9 out of 12 candidates obtained certificates in book-keeping, and two out of three in shorthand. There were 13 former members of the school at the Universities.

A "Splendid Adventure"
During the year ended July 1930, 49 girls and boys left the school, and 102 new pupils were admitted in September. Of those who left in July, four had proceeded to Universities, and 14 were either at training colleges or engaged in teaching, 10 had been transferred to other schools, 12 had become clerks, apprentices or shop assistants, one girl was training as a nursery nurse, five girls were at home, and two boys were definitely seeking employment.

Few of those who left the school in July were without some kind of occupation, but it was increasingly difficult for the average girl or boy to find employment with good prospects in Britain, and that was why the Headmaster was encouraging boys to embark on the splendid adventure of overseas enterprise. He particularly welcomed there that day the presence of Lord Middleton, who, by his personal interest and active co-operation, was doing much to foster and strengthen this great imperial movement. "We have three boys in Canada at present," he added, "from all of whom I have had cheery and contented letters, and I hope that another one at least will be going next spring." He continued that most people were unaware how seriously the movement of population from this country to the Dominions overseas had been checked by the war and other causes since 1913. Figures recently published had shown that the number of British subjects leaving for overseas countries other than Europe was 242, 000 in 1913, compared with 93,000 in 1929. This meant that, after making allowances for war losses, there were in 1930 roughly 1,600,000 more people in this country than there would have been if the regular movement of population had continued. As the unemployment dole increased, the movement overseas diminished, and it was impossible to resist the conclusion that either the increase of unemployment benefit had discouraged migration, or the spirit of adventure was diminishing. The Headmaster wanted to urge boys to get out of the rut, and on to the open road.

Homework and Health
The headmaster had seen letters in the press, many of them from doctors, claiming that homework in their opinion had a harmful effect on the health of many girls. He had personally been told by a doctor that he had seen every ounce of strength taken out of girls in the upper Forms of many Girls' schools, with who could say what result in later life. Mr. Jenkinson laid the blame for this situation firmly at the door of the examining bodies, who demanded too much. Also culpable were the school authorities who have to satisfy those demands, and parents who allow their children to work too long at home. His believed that a certain amount of homework was useful because it demanded initiative in the pupil, but it was the duty of parents to watch for the signs of over-pressure at home, and not allow their children to spend more than the stipulated time set for homework. As long as examinations had to be passed and examining bodies insisted on so wide a course, homework was indispensable in the higher forms, merely to cover the syllabus in the time. In the lower forms the case was different, and he had tried to keep the time allotted for homework to a minimum. The ideal system was doubtless for preparation to be done in school under supervision, but as Hemsworth Secondary School was a day school where pupils travelled long distances, that system was impractical.

Military Band Careers
In mentioning that he would like to purchase some wind instruments for the school orchestra, Mr. Jenkinson pointed out that a military band offered a good career to a musical boy, and that the County Authority might well consider subsidising this type of activity in schools bearing the career prospects in mind. He knew that military bandmasters welcomed boys from secondary schools - in fact one boy from the school had followed this path and been very successful. Any boy of 16 or 17 who was musical and could play a wind instrument would be encouraged to join a military band, and in 12 years or so he may well be a bandmaster. The playing of wind instruments was too much neglected in schools.

The importance of the final year
Mr. Jenkinson felt that a boy or girl gained untold advantage by remaining at school to the age of 18 or 19. Those last two years could be worth all the rest put together, because it is then that their minds and characters were broadened, sifted, and strengthened. Some have said that the main value of education lies in the fact that it broadens the mind and builds up the character. He had heard the same thing expressed in a rather different fashion by a speaker who wisely said that both teachers and taught ought to use a secondary school education for learning to look at things from other people's point of view. This principle could be applied to any subject in the curriculum, and was invaluable as a training for life. If teacher and pupil alike could learn to do this, a sense of humour comes into play, interest is aroused, apathy vanishes, and our school motto becomes a reality, because -"work has become its own reward."

Lord Middleton's Speech
1. Note of encouragement
After apologising for the absence of Lady Middleton, Lord Middleton congratulated all those who had received prizes and certificates, which were the result of hard work and industry. He hoped that those pupils who had not won anything would realise that there were other things which mattered in their school lives - knowledge and character. Successes in these often mattered just as much, so there was no need to feel downhearted. He explained that he served on an education committee in the East Riding, doing the finances and investigating new schemes. He found that there always seemed to be two schools of thought about the money spent on education. Some taxpayers would have liked to cut down by half on the amount spent, and conversely others would say that they were spending only half of what they should, as the need for more education was enormous. The country was spending millions on education as an investment in the future. When the younger generation grew up, the country would then be lifted and pushed along the road of progress to take its place among other nations and not be left behind. Individuals would be equipped well for the battle of life, and for the competition in trade and business. These were the benefits of investing in education. "If those results are successful," he asked, "don't you think that we who have had the money spent on us at school can be rightly be called to put something back? I think we can, for it is not an unfair demand. There is no country in the world where exist such opportunities for public service as in England." He continued that there were many roads to that public service, such as by the Boy Scouts, or Toc H, for instance, which were fine institutions for rendering service for their fellow countrymen.

2. The Coming Struggle - "Leave Politics Alone"
"Yesterday," said Lord Middleton, "we were commemorating a great sacrifice which I hope none of you will be called upon to undertake, but there are heroes of peace as well as of war, and perhaps that may be your portion. There are enormous problems to face in this country, and the men of my generation will not be able to deal with all of them. They will be on the heads of the rising generation. I wish you success, and trust you will solve those at which we have failed. The big troubles in the country today are unemployment and trade depression. Brought up as a simple soldier, I do not understand the ways of politicians, which baffle me. All parties say that if you believe in them they will cure our troubles, but when they get in they do not seem to do it, and I would advise you boys and girls to leave politics alone. The main reason we are in a mess today is because we are paying our debts. We have a burden of taxation which will continue until your children's time, because we have manfully and honestly come up to scratch. Honesty is our only policy. We are paying our debts and trying at the same time to maintain our social services. It is not easy and sometimes we see causes for discouragement, but you children will have to tackle these problems, for upon the boys and girls of today depends the future prosperity of this country."

3. The Promised Land
Lord Middleton went on to say that despite the fact that there were 2.25 millions unemployed, there were more men in employment in 1930 than before the war. This meant that there were more people in the country than could be employed, and there had been no discernable national policy to scientifically distribute the population within the Empire. He had visited Canada to investigate the prospects, and he was now firmly convinced that there were better opportunities in Canada compared with Britain, with proper security there, and a good living to be made. Hemsworth Secondary School had already shown the way in this matter.

A comprehensive vote of thanks was moved by Coun. A. Flavell, and seconded by Mrs. Guest.

The Prize Winners
Higher School Full Certificates:
Elizabeth Austin, J. Lawrence Frazer, Morris S. Gibbon, George A. Hunt, Josephine Read, Leslie R. Smith, Arthur Thorpe, Frank W. White, Fred Williamson.

Higher School Part Certificates : Maisie Thorne, J. Richards, Ethel Gee, John R. Barker, Phyllis Howe, Hilda Newton.

Matriculation:
Sidney Fox, C. Hodge, Gordon Sterry, J.N. Thorpe, H. Williamson, Nellie Leaver, Esther L. Page, Doreen M. Schorah, Winifred Senior, Phyllis A. Stoker, F. Baxter, Thomas W. Marriott, A. Stanton, Mary E. Jones, Mary Littlewood.

School Certificates:
J. H. Andrew, Colin Desborough Colin Hart, Patrick J. Kellett, Eunice Allen, Hilda Brooks Dorothy W. Lee Margaret Paley, Nancy Parsonage, Nesta Stirton, Mary Walker, Elsie I. Worrall, S. Bowen, J. Marlow, John Mellor, C. Newby, Ethel Midgley, Emma G. Wilson, Frank Denton, Reginald J. Dowdeswell, Harold Noble, Phyllis A. Hall, Edith Marson, Mary Silvester, Mary Ward.

R.S.A. Certificates, Intermediate :
Mary Silvester, Harry Green, Frank Denton, Reginald Dowdeswell, Phyllis Hall, Alice Hinchcliffe, Mary Jones, Mary Littlewood, Edith Marson, Harold Noble

Elementary :
Florence Parsons, George Potts, Thomas Wright, Kathleen Sayles, Leslie R. Smith, Millicent Webb, Hannah Thorpe, A. Edgecombe, H. Goodale, K. Harris, Thomas Hebden, Millicent Heptonstall, Alice Hinchcliffe, Reginald Dowdeswell, Harold Noble, Frank Denton, Edith Marson.

Special Prizes :
For Distinction in Higher School Certificate, George A. Hunt.
For Distinction in School Certificate, Sidney Fox, Doreen Schorah, Gordon Sterry, A. Stanton, Emmie Wilson, F. Baxter, H. Williamson, C. Newby, Mary E. Jones.

Form Prizes : Sidney Fox, T. W. Marriott, Mary Silvester, Sybil Howson, A. Sykes, Millicent Webb, T. Francis, H. L. Hackforth, Richard Leeming, Marjorie Dean, Doris Hainsworth, W. Metcalfe, Roger Foye.

Needlework Prizes........... Annie Thorpe, Margaret Poole.
Reading Prizes................. Senior; Ethel Midgley, Junior; John Priestley.
General Information......... Josephine Read, Morris S. Gibbon, Eric S. Whittle.
General Progress.............. Lorna Jagger ( 21 places), William Robinson (21 places).
Star Prizes........................ Hackforth H.L.(59), Doris Hainsworth (50), Lionel Newby (48).

Special Commemoration Prizes for the Head Girl and Head Boy of the School (given by Mrs. Warde-Aldham);
Maisie Thorne, Fred Williamson.

House Challenge Cup :

1st. Talbot (1170 points)
2nd. Holgate (910.5 points)
3rd. Price (823.25 points)
4th. Guest (823 points) 

1931 

Tenth Annual Speech Day, Wednesday October 21st 1931

The chief speaker at this annual event held at the Hippodrome was Mr. A.E. Morgan, M.A., Principal of the University College of Hull, who gave a notable address upon loyalty and the need for an educated democracy. There was a large attendance, and Ald. G. Price, J.P., chairman of the Governors, presided, supported by Mr. Morgan, Mr. A. G. Jenkinson,M.A., (headmaster), Mrs. Guest, Mrs. Blackmore, Mrs. Garstang, Mrs. Dooley, Mrs. Schorah, Capt. L. Hallam, Messrs. J. Dunleavy, W. Exley, and C. E. Jagger (Governors).

Fine School Record
The Chairman said that in the ten years of its existence the school had made a history and record second to none in the whole of the north of England. Its development had been watched with great interest, and it had accomplished a fine record by the devoted attention of the headmaster and staff, the governors, and the public and parents. The young students who were leaving the colleges and universities, ready to take a hand in the affairs of the world, were a credit to the school. Last year the number of pupils increased from 410 to 420, comprising 385 holders of County Minor Scholarships, three Holgate Trust scholarships, one South Elmsall Pretoria Club scholarship, and 81 fee paying scholars. Economy was being urged strongly upon them, but the Governors could be relied upon to do all in their power to ensure that efficiency was not sacrificed to achieve that end. At a meeting of that description it would be wrong of him to take advantage of the political situation and the Economy Bill confronting the West Riding County Council, and he would satisfy himself in assuring parents that the Governors would do their utmost to see that efficiency was not impaired by the "cuts". The success of the school was a tribute to all taking part in its administration. He hoped that the tenth "Speech Day" would see the beginning of further developments and a new history, until they were satisfied that the school was second to none, and that there would be built up a centre of education which would be a blessing to the future lives of the students.

Headmaster's Report

A Difficult Year
Mr. Jenkinson stated that the past year had been difficult in the matter of organisation and administration owing to the increasing numbers and the restricted accommodation. Many forms had no classrooms, and the overcrowding of classes militated against orderly management and effective teaching. This state of things was bound to be accentuated during the coming year by the increase of numbers to 420, and until the new extension was completed they could not hope for any improvement in this respect. In one particular, however, they were better off than at this time the previous year: the new dining hall was opened in May, and 330 dinners were served every day at one sitting and under comfortable conditions. The metalwork shop had also been extended according to plan and afforded temporary relief; when the machinery was installed it would provide the means of a thorough training in practical engineering.

Careers
Mr. Jenkinson wished to impress upon parents that the careers master and careers mistress, Mr. Austin and Miss Shortridge, explored the various avenues of possible employment for those leaving the school, and were always ready to give career advice. The trouble was that their advice was not sought early or often enough, and sometimes opportunities were thus lost. He appealed to parents to make their plans in good time. Every boy or girl should come to some decision as to a career when the age of 15 was reached. He also impressed upon them that teaching was not a career suitable or advisable for all. He urged parents rather to consider the various branches of the Civil Service, R.A.F. apprenticeships for boys, boy artificerships in the Navy, farming in Canada under various Empire migration schemes, apprenticeships with industrial firms, enlistment in military or naval bands for boys who were musical, and for girls domestic science, pharmacy, nursing and nursery nursing, in all of which there were good openings and an interesting and useful field of work.

A Suggested Reform
"In my last report," he continued, "I questioned the advisability of passing on pupils of 14 and 15 years of age from central or senior elementary schools to a secondary school, because of the difficulty of placing the scholars in a form suitable to their age". One girl who had already passed the School Certification examination was able to be placed in the Vth. Form and passed again last July with distinction in History and good marks in other subjects though she just failed to obtain matriculation. She had now progressed to the Leeds Domestic Science training College. Of the others, four held high positions and two rather low positions in their forms; two boys had had double moves, but they were still all considerably over the average ages of their forms, and are not likely to reach the School Certificate standard at the age of 17. However, he noted that the county authority was aware of the anomalies which these transfers involved, and in order to rectify them, would now review pupils at the age of 12 or 13, instead of 14 or 15 as then was the practice.

The question of transfers from one type of school to another involved a consideration of the curriculum of the various schools. Education was meant to be continuous, and the different types of school, primary, post-primary, middle, secondary were being steadily brought into line. Why then should not the curriculum be continuous? Why should not Algebra and Geometry, General Science, and French be begun in primary and post-primary schools? The chief difficulty about late transfers would then disappear, because those transferred would be able to take their place in suitable forms in a secondary school. He hoped that a reform of this nature in our educational system would engage the attention of the administrative authorities.

Examination Results
Mr. Jenkinson said that the examination results were on the whole satisfactory, though owing to the difficult conditions under which teaching was carried on at the time, and the lower age of the candidates, the number of passes in the School Certificate was smaller than last year. At Leeds University in the Final Honours examination of the History School, Adelaide Branford and E. John Barker obtained good positions in the second class. Philip Bull at Leeds, Stanley Hawkesworth and James Keenan at Manchester had also obtained B.Sc. pass degrees. They were the first pupils from the school to complete a course for a degree at a university, and they were congratulated on their success.

Scheme of Work
The scheme of work in the school remained unaltered, though, if the accommodation had permitted, the number of forms would have been increased. Some re-arrangement of the upper school forms would be necessary next year, owing to the small number of those taking the commercial course as compared with the other two courses. It was becoming clear that there would have to be differentiation between matriculation and non-matriculation pupils. The value of a matriculation certificate had grown out of all proportion in recent years in the eye of employers and the general public. A matriculation certificate was required principally for admission to a university or training college, for admission to banks, and for some other professions which demanded a fairly high all-round academic qualification. For many branches of industry and business, a School Certificate showing credits in the specific subjects necessary for that particular industry or business would be a more reasonable proposition. Many an employer accepted a matriculation or School Certificate as a satisfactory qualification without any reference to the subjects in which credits were obtained. They should get away from the idea that a School Certificate of any kind was an adequate qualification for a position. The present tendency in secondary schools was to see the required standard for entrance to a university as being the only standard that counted as having real educational value. This tendency was due to the confusion of matriculation and school certificate, and to the demand of school authorities for matriculation results as evidence of a school's successful work. Some years previously, the Board of Education published a circular by which secondary schools were required to enter whole forms only, and not individual pupils, for the School Certificate examination. Now this restriction had been removed, with the result that many schools by entering only their best candidates, naturally secured better matriculation results. At Hemsworth they had always adhered to the Board's original instructions, only entering whole forms for the School Certificate examination.

If he were invited to suggest a reform of the examination system he would divorce matriculation from the School Certificate, and he would diminish the value attached to a School certificate, as such, while increasing the value attached to credits in the various subjects, by giving to every candidate a certificate on which would be shown the passes obtained. Any girl or boy applying for a situation would then have a record to produce from which an employer could see at a glance what the applicant's qualifications were. Some reform was certainly necessary and these suggestions might help to focus attention more directly on the whole question.
[This policy was finally adopted nationally in 1937]

School Activities
Referring to various activities of the school, Mr. Jenkinson said that instruments were still wanted for the school orchestra, and he believed they were as much a part of the necessary equipment of a school of that kind as typewriters, or sewing machines, or paint-boxes. At present, due to the present financial difficulties, all equipment had to be reduced, but he hoped when normal supplies were resumed that the claims of music would not be neglected. From the vocational point of view a school orchestra was important, because any boy who could play a wind instrument had a good career open to him.

To every member of the staff he expressed his thanks and appreciation for their willingness and loyal co-operation, often at the cost of much personal inconvenience and at the sacrifices of leisure time. In spite of criticism from outsiders with regard to teachers' salaries, it was the spirit animating teachers which really counted and by which the value of a teaching staff was to be estimated. If judged by that standard the school was well served.

Ald. Price and Mr. Guest
"In this, the tenth year of the school's existence," concluded Mr. Jenkinson, "I wish to offer my particular thanks to Ald. G. Price, chairman of the Governors, for the help which he has given to the school and to me all through the ten years. Other Governors have come and gone, but Mr. Price, I am glad to say, has remained. We have had in him and our present governing body, supporters who could be relied on to back the school for all they were worth, and to maintain an active interest in all its concerns.

It is with great regret that I have to record the death after a long illness, of Mr. John Guest, M.P., who was one of the original Governors of this school. Even when failing health had compelled him to sever his official connection with the school, he maintained a lively interest in its progress and welfare, and I have cause to remember with gratitude his friendly kindness and generosity. His name has been perpetuated in one of the school "Houses," which by a coincidence won the cup last year."

The prizes were presented by Mrs. Blackmore, vice-chairman of the Governors, who was handed a bouquet by Phyllis Stoker, head girl of the school.

The University Habit
Mr. Morgan, who received a book from the headmaster as a memento of the occasion, said that some people were cynical of "speech days", but it was useful for a school to gather in public at least once a year and take a reckoning of what it had done, and to assess the future.

[Arthur Eustace Morgan was a professor of English for many years, first at Exeter and then at Sheffield, and taught in vacation courses in various American Universities. During the 1914-18 War he served as an officer in the Royal Artillery. He was the first Principal of University College, Hull from 1926 to 1935, and then Principal and Vice-Chancellor of McGill University in Montreal. He lectured widely on literary and educational subjects in the UK, America and Canada, and wrote a number of books chiefly on Drama, of which 'Tendencies of Modern English Drama' became a standard work. In 1938 he was commissioned by King George's Jubilee Trust to survey the whole field of adolescent activities, and the results published in 'The Needs of Youth' are the fullest and most authoritative study of the subject, thereafter influencing the subsequent national policy for youth. He was Commissioner for the Durham and Tyneside Special Area, and after the outbreak of the Second World War, he took charge of the Ministry of Information in the Northern Region.]

Mr. Morgan was particularly pleased to be present, because Mr. Jenkinson and himself had worked near each other in Devon and Cornwall, and had both come to Yorkshire to till the great educational field to which they had both dedicated their lives. In Hull it had been felt that a new university college gave them cause not only for congratulation but also for an attempt to focus on their aims. University education had grown remarkably in the last century. A hundred years ago there were only two universities in England and Wales. Since then there had developed a solidarity of university feeling and sympathy throughout the country, whereby the training of the youth of England for the highest work which the nation needed to be done for it was possible. There could be no such thing as competition between universities any more than there could be between schools. They worked together, strengthening each other. He was certain that in the next generation or two, more universities would be needed before the country was saturated. The growth of universities increased the habit of going to them, and instead of depleting the number attending them it added to the total.

Loyalty and Truth
On "speech days" was concentrated the spirit of school loyalty, which alone gave flavour and real quality to the life of a school. Loyalties were hard things to face - and yet they were the glory of life. Loyalties caused tragedies and gave strength. It was only when loyalties were imperfect that they caused tragedies. Loyalty was truth. None of them could achieve absolute truth in this erring world, but they could approach to it more and more according to the strenuousness of their struggle for it. Was there anything more important than truth? Why did they go to school? To be educated. What did education mean? It meant fitting them in every respect so that they could take their part in life. A good and sound system of education should equip everyone with the ability to find truth, and to recognise truth when it was found. How frequently they were led aside by a misconception! How often difficulties arose through a lack of understanding! They were, in fact, so uneducated that they were always jumping to conclusions instead of examining the situation carefully. The real test of democracy - which was on its test in this generation - was that people, in the widest sense of the term, could see the truth. No people could govern themselves unless they had wisdom. An uneducated democracy was a contradiction of terms. Self government by the people was possible only where they had education. This was a testing time for democracy. In many parts of the world people were throwing it over, and it was being replaced by dictatorships and oligarchies. English men believed in it and were struggling to make it effective. Young people were going to carry on the work of ensuring that the principle of government of the people by the people, for the people, was a practical way of managing the affairs of human beings. He believed that this and the next generation would show that those who launched democracy were right. To do that they had to be free from misconceptions. How often they were carried away by words and judgments without knowing the facts! They should be careful before they jumped to conclusions that all the data were at their disposal.

Clear Thinking
If there were three things, continued Mr. Morgan, that education should give, they were how to read, write, and speak accurately. If they could read accurately they could understand what other people had said. The bulk of the wisdom of humanity was stored in books. They were the treasury of the wisdom of the ages, and also of such wisdom as the present age had achieved. In order to read they must understand the meaning of words. They had a great means of propagating truth by being able to write and say what they wanted to say, so that other people could understand it. It was a vain delusion that they could think clearly but could not express themselves. To think clearly was essential for the understanding of truth and its conveyance to other people. That, to his mind, was the central function of education. They should strengthen their loyalty to their school and to the societies to which they belonged, but in the end it came back to loyalty to oneself, which meant nothing unless it was based on a real apprehension of truth. They should not be afraid to recognise the good qualities in themselves. It was not humility, but a form of vanity, to pretend that they did not recognise it. He hoped the second decade of the school would be as prosperous as the first they had just completed.

Mrs. Blackmore and Mr. Morgan were thanked on the motion of Capt. L. Hallam, seconded by Mrs. Schorah, and supported by Mrs. Dooley. Mrs. Blackmore replied and asked for the usual day's holiday for the pupils, which was granted. On the motion of Mr. W. Exley, seconded by Capt. Hallam, a vote of thanks was given to the chairman.

A programme of music was given under the conductorship of Miss Phyllis E.M. Wright, L.R.A.M., A.R.C.M., Kathleen Perry, and Lois Harris as accompanists. Part songs were given by the school choir, violin solos by Eva Harris, instrumentals by Eva Harris, Nuttall, Pattison, and Harry Walker, and songs by Miss Wright.  

1932

 

 

Eleventh Annual Speech Day, Wednesday November 9th 1932

Ald. G. Price, M.P., presided, and the prizes and certificates were distributed by Mrs. Nigel Leatham, a Governor of the school. An address was given by the Bishop of Wakefield (Dr. J.B. Seaton). On the platform were Mrs. Schorah, Captain L. Hallam (vice-chairman), Messrs. E. Nettleton, E. Ford, J. Dunleavy, W. Exley, and C. E. Jagger (governors), Mr. A. G. Jenkinson (headmaster), Miss M.A. Griffiths (senior mistress), and Mr. P. Crossland (second master). Others present included Mrs. Price, Mrs. Ford, Mr. J. Potts, Canon W.H.W. Williams (Rector of Hemsworth) and Mr. C. L. Crossley (Clerk to the Governors).

 

The Sinister Circular

The Chairman said it was just over 11 years since the School was opened, and it had fully justified its existence. The extensions were now completed. That the School continued to make very satisfactory progress was borne out by the results of the School Certificate and other examinations. The thanks of the Governors and parents were due to the Headmaster and staff for securing such satisfactory results. Many of them were concerned about the suggested changes in educational policy. A circular (1421) had been issued by the Board of Education which suggested further reductions in expenditure, and restrictions on secondary and elementary education. There were 74 free secondary schools in the country with about 29,000 pupils. Fees would be charged for these, and the Board said they would hesitate to approve a fee of less than nine guineas. In other secondary schools there were 200,000 free places, but these would no longer be free unless the parents satisfied a means test. An increase in fees would be demanded in respect of at least 100,000 pupils in 1,128 schools. These schools met the needs of less well-to-do people. He assured the parents that the Governors would resist any attempt to reduce the activities of secondary schools and the opportunities of children who came from poor homes.

 

Headmaster's Report

An Important Milestone

In his annual report the Headmaster said the past year was an important milestone on the road of the school's progress, for it had witnessed the completion of the school buildings as far as the present scheme was concerned. Since the opening of the school in 1921 the accommodation had been inadequate, and though there must still be at least three forms which had no fixed classroom, the additional rooms which had now been built provided adequate accommodation and included special rooms for art, botany and geography. A room in the old building had been fitted up as a comfortable library, and this supplied a long felt want. The library contained some 1,562 books, and it was intended to add to them every year. He suggested that every boy and girl who left the school should present a book, to be chosen after consultation with the librarian, as a help to the library, and as a mark of appreciation of such benefits as they felt they had received from their career at school.

 

Careers

Sixty two pupils left the school during last year, and there were 91 new entrants this year, of whom 62 were County Minor scholars, and 29 fee-payers; the present number of pupils was 422. Of those who left last July, eight had proceeded to universities and training colleges, seven were teaching temporarily before going to a training college, seven had been apprenticed to shops or trades, three were being trained for nursing, seven had entered offices as clerks, one had entered the Royal Air Force, one had taken up domestic service, one banking, four had left the district, one had left through illness, and two were at home or their employment was not known. "As I have pointed out on previous occasions, "continued the headmaster," we have a master and mistress on the staff, Mr. Austin and Miss Shortridge, who have much information concerning future careers at their disposal, and who are anxious to help parents in any way they can. But I would impress upon parents the necessity of consulting them early so that any possible opportunity may not be missed. Only the other day a boy came to me about entrance to the R.A.F., and I had to tell him that he was too old. Teaching as a career is likely to become more restricted because of the increased difficulty in obtaining admission to a training college and the already crowded state of the market. With a revival of trade and industry we hope that more avenues of employment will be opened out for those leaving secondary schools. It is more particularly cheering to me, therefore, in these difficult times, to report the success of two boys in obtaining West Riding Technological Scholarships, which will enable them to take a course at Leeds University for an engineering degree, and eventually enter the engineering profession." The two boys were J. Marlow and C. Newby. The headmaster mentioned that the alternative courses which were started three years ago with the approval of the Director of Education had been very well justified. In the recent School Certificate examination, of the 25 pupils in the arts form, where languages were the special feature, not only did everyone pass in Latin and French, but all except one obtained credits in Latin and all except five obtained credits in French. Of 14 boys in the science form who took mechanical engineering, which was the special feature of this course, all passed, two with distinctions, and of thirteen pupils of the commercial class all passed in commercial subjects. The general results of the examinations were satisfactory and up to the normal standard. Fifteen candidates took Higher School Certificate examination and 12 passed, 71 candidates took the School Certificate examination, and 53 obtained certificates; of these 15 matriculated. In the Royal Society of Arts examinations, one candidate passed in shorthand at 100 words per minute, three at 80, four at 60, and three failed. In book-keeping (elementary) eight out of 12 passed, one with credit.

 

Successes of past pupils:

History Degree obtained by Walter H. Wright at Leeds University,

English Degree by Kathleen Jagger at Manchester University,

Science Degree by Olive Tooth at Manchester University,

A Royal Scholarship for Art at South Kensington awarded to J.Leslie Jago. Only ten such scholarships for the whole country were awarded, so that Jago's success was a notable achievement, the foundation of which was laid at the Hemsworth School.

In games and sport the school continued to maintain a high standard, although owing to financial difficulties they had had to curtail their activities in some respects. Great advance had been made in swimming. In other departments of recreation the school had done well, and although dramatic performances had to be dropped last year it was hoped to resume them this term with a production of Barrie's "Quality Street" and a production by the staff would probably follow next term.

 

Governors and Staff

After stating that the staff had undergone some changes, the headmaster tendered thanks to Miss Griffiths (headmistress) and Mr. Crossland (assistant master) and every member of the staff for another year of loyal service and ungrudging support. "As the school grows more extensive," he proceeded, "discipline does not become easier, and it is only the watchfulness and promptitude of every member of my staff that good order is maintained. To all parents I tender my thanks for their confidence in me and their interest in the school, and I can assure them that they will always find me ready to give them any help I can. To the chairman of the Governors I take this opportunity of offering the school's congratulations on his election as Member of Parliament for the Hemsworth Division and our best wishes for his successful career. I can certainly say that if he serves the nation as well as he has served this school the House of Commons will be the richer for his presence in it. Unfortunately he cannot now devote so much of his time to his duties as chairman of the Governors of this school, and we are very fortunate in having so able a vice-chairman as Capt. Hallam to officiate in his absence. I am most grateful to him and to all the Governors for their sympathetic and ready support. In spite of present difficulties and anxieties I hope and believe that this school, now fully equipped up to an accommodation of 450, will continue to supply the educational needs of this district in an adequate manner, and that it will endeavour to uphold the best traditions of English education. What is of real importance in a school is its personality. Every school must have its own individual personality, and this maxim applies to schools whether they are 500 or 50 or 5 years old. Any new school may rapidly make its mark if it has a good personality, acquired by means of good traditions. It has been my endeavour during the short history of this school to achieve this end, and I shall continue to use every endeavour to achieve it."

 

The prizes were distributed by Mrs. Nigel Leatham, who was presented with a bouquet by Hilda Paley, head girl of the School.

 

The Bishop's Boyhood

The Bishop of Wakefield said that in going about the diocese he had been impressed by the wonderful growth of secondary schools, which afforded a high road to education for boys and girls of all classes. He was surprised to hear the headmaster say that the difficulties of discipline tended to increase as the School grew, for he had been astonished by the behaviour of the children who attended prize giving. When he was a boy their behaviour was a little more riotous. (Laughter) He was glad of the opportunity of visiting the School for many reasons, one of which was that he met many of the children in places which he visited for other purposes. In these days he was always haunted by the difficulty the scholars would have when they left school to find openings in which they could use the education they had acquired. He was glad to know that at Hemsworth they had specialists on the staff who tried to find openings for the scholars as they left school. He hoped a change for the better would come quickly. When he was a boy of 12, everything came crashing around him, and he was left with the narrowest means. If it was possible for one boy to make progress it was possible for others.

 

"Persons"

What did they think the School was for? They attended it to get information, but accumulated information was accumulated rubbish unless it was harnessed to some worthy purpose. They were at school to get the beginnings of technical knowledge which would fit them to take their place in life and earn their living. But there was something deeper. The School was really to make character. That was a process which began in the home and was carried on in the School. They were a collection of individuals, but they were not yet "persons." The whole object of life was to make individuals into personalities. This could only be done by fellowship and contact. That was one of the great virtues of a school, for frank interchange of opinions between boys and girls was all to the good. It was in that way that they had their corners rounded and shaped and were built to take the buffets of life. But to make them real persons was only possible by reaching to an ideal. At the school they were guided to the appreciation of literature. They were well guided, for there were many books which only put the sordid part of life in front of them. There was another way in which the ideal was put before them - contact with good example. They who were older knew the influence of a good, sympathetic and wise teacher. They could only grow into what they were meant to be by keeping themselves in touch with what was true, beautiful and good. That was why religion must always be the spirit and basis of any kind of true education.

 

Boys and girls had a vague hope and vision of some way in which their lives might be used for the good of the world and the betterment of their fellows. "If you have ever had a dream of that sort, cling to it," One of the romances of life was the way in which early visions were fulfilled.

 

A vote of thanks was moved by Captain L. Hallam. Mrs. Schorah seconded.

A book was presented to the Bishop by the headmaster.

 

A musical programme was given by the school choir, songs by Miss P.E.M. Wright, and violin selections by Eva Harris, Eric Nuttall and Pattison. Miss Wright was the conductor, and Miss M. Agnew and Kathleen Perry accompanists. A French play was also given by George Elvidge, H. Shelley, Fred Smith, George WainwrIght, Ernest Pointon and W. Cauldwell, and another play entitled "The Rehearsal," by W. Metcalfe, H. Hardy, F. Fullwood, H. Mason, Albert Fox, Ernest Mellars, J. Brown, A. Kitchen, Gordon Pratt, G. Crapper and Norman Julian.

 

The Prize List

The chief prizes presented were:

County Technological Scholarships: J. Marlow and C. Newby;

Distinction in School Certificate: Colin Hart, Richard Leeming, Kenneth Goodall, Henry Hackforth, Bernard. Allison, Laura Austin,

Form Prizes: Kathleen Perry, Henry Hackforth, Alice Hinchcliffe, D. Hall, Eric Ineson. Eric S. Whittle, Gordon Hopkinson, Ernest Pointon, V. Parkinson, Margaret Cunningham, Phyllis Blacknall, A. Evans, Mary Ineson;

Needlework Prize: Doris Hainsworth;

General Information: Ernest H. Wright;

Star Prizes: Phyllis Blacknall, Ernest Pointon;

Special Prizes for Head Girl and Boy of the School: Phyllis Stoker, Alec Ramsden;

General Progress: Hannah E. Field, Vera Bancroft, W. H. Shelley, J. Watson.

House Challenge Cup: 1. Talbot - 1,301 points; 2, Holgate, - 9121/2 points; 3, Guest - 8041/2 points; 4, Price - 797 points. 

 1933

Twelfth Annual Speech Day, Wednesday November 8th 1933

(From the School Magazine)

Speech Day this year was held on November 8th, in the Hippodrome, and as in former years was well-supported by parents and friends. Owing to the unavoidable absence of Mr. Price, Capt. Hallam presided, and in his capacity as Chairman extended a hearty welcome to Colonel and Mrs. Brook. The Headmaster then delivered his annual report, commenting on the School's successes both on the scholastic side and in the various branches of sport. For our edification he also explained the reasons for the changing of the School's name. Colonel Brook, who spoke immediately after the prize giving, made an excellent impression from the outset, showing a deep understanding of the modern schoolboy in all his moods. The ovation he received at the completion of his speech gave definite proof both of the impression he had made, and the delight with which it had been received. The short plays which then followed were received with great appreciation by both young and old, the scene from ''MolIière'' coming in for especial approbation. Under Miss Wright's direction a delightful musical interlude was given, and with the singing of the School Song the proceedings came to a conclusion.

Bradley, VI.a., Price.

 

Twelfth Annual Speech Day, Wednesday November 8th 1933

 

 

Wise words from a Chief Constable - "Crime is Caddish"

The twelfth annual speech day of the Hemsworth Grammar School was held on Wednesday at the Hemsworth Hippodrome. Lieut. - Col. F. Brook, Chief Constable of the West Riding, gave an address, and the prizes and certificates were presented by Mrs. Brook.  Ald. G. Price, M.P. (chairman of the Governors) was unable for the first time since the school opened to preside.

Captain L. Hallam (vice-chairman) deputised, supported by Mrs. Dooley, Mrs. Schorah, Messrs. E. Ford, J. Dunleavy, W. Exley, C.E. Jagger (Governors), Mr. A.G. Jenkinson (headmaster), Miss M.A. Griffiths (headmistress), and Mr. C.L. Crossley (Clerk to the Governors).

The Chairman apologised for the absence of Ald. G. Price, M.P., who, although he had greatly improved in health and was at the re-opening of Parliament on Tuesday, had been advised not to make the special journey to Hemsworth. He paid a tribute to Ald. Price, and said that none of his public work was nearer and dearer to his heart than that of the Grammar School. The Governors were highly satisfied with the efficiency of the school. Its success had only been brought about by the extraordinarily hard work of the headmaster and staff, to whom the Governors were grateful. Welcoming Lieut.-Col. and Mrs. Brook, the Chairman said that at the outbreak of the war he and Col. Brook had joined the same battalion and served together for a time.

Mrs. Brook distributed the awards, and was presented with a bouquet by Sybil Howson.

 

Headmaster's Report
Mr. A.G. Jenkinson stated there were 440 pupils in the school, (254 boys and 186 girls) compared with 417 at the beginning of the year. He again advised parents to consult the staff in the matter of careers some time before the time for pupils leaving. He was pleased to record three scholarships gained:

► A Junior County Art by Eileen Morley, one of two awarded in the whole of the Riding;
► A County Major for Mathematics by Alec Ramsden, now at Manchester University; 
► A County Technological by Thomas W. Marriott, now taking an engineering course at Leeds University.
► Eleven of sixteen candidates passed the higher school certificate examination, and 48 of 69 the school certificate examination. Eighteen matriculated, an increase on any previous figure.

► An old pupil, Fred Williamson, crowned a successful career at Manchester University, where he was captain of cricket and rugby, by taking first-class honours in history and winning a research scholarship. 
►Another old pupil, Walter H. Wright, had been appointed history master at Maltby Grammar School - the first old student to obtain a secondary or grammar school post. Other former students were also doing well at the Universities.

With the increased numbers, the middle and lower forms were larger than they should be, and another form was needed. He hoped before the end of the year the Governors might be able to obtain the appointment of an additional teacher. Rugby, cricket, hockey, tennis, swimming and athletic sports were successfully maintained .The choir continued to compete in festivals, the arts and crafts exhibition on Parents' Day was up to standard, and a helpful new feature was a summer camp for girls organised by Miss Harrison.

 

The Under-Valued Parent
He expressed his indebtedness to the senior mistress, Miss Griffiths, for her helpful and loyal co-operation in the administration of the school, and to Mr. Crossland, the senior master, and the staff generally. He was grateful, too, to parents for their continued confidence, endorsing the statement of the headmaster of the City of London School in recent address, that "Parents are grievously under-valued." He took off his hat to many a parent who, at much self-sacrifice, was determined his child should have every educational advantage he could possibly give it. He was also appreciative of the co-operation of the Governors, with whom it was a pleasure to work in the interests of the school. He also explained some of the reasons for the changing of the School's name.

In conclusion, Mr. Jenkinson said that:
"Education continues to offer many problems to those who are responsible for the administration of our schools, and it is certainly a perplexing business, but when all is said and done the fact remains that what you teach in a school is not nearly so important as how you teach it; for you cannot get away from the simple statement of the true aims of education, which are to train the mind, to develop the body, and to form habits of self-discipline and unselfishness. I hope that we are doing something in this direction and on the right lines."

 

A Grateful "Old Boy."
Lt.-Col. Brook said it was a great pleasure for him to speak under the chairmanship of an old comrade. He was glad also to be present because he was an old Grammar School boy, and he was happy to be associated with school work. He was glad to acknowledge publicly his indebtedness to the old Grammar School at Batley. He was wondering what the children would expect a policeman to say. They would perhaps like him to tell them some exciting stories of police life. He must refrain from that, but he could tell them that the police today were just as much a social service as any other. Some people might think the object of the police was to repress and keep people in order. That was true, but beyond that the police force was an organisation for helping people to a better and more useful life.

The Duty To Tradition
An idea was abroad that there was something romantic and glamorous about crime. "Believe me, crime is sordid, mean and caddish. Remember that when you admire criminals on the stage, in the films, or in books. There is nothing admirable about them."

Lt.-Col. Brook said that nobody was entitled to accept the privileges of a school with a tradition who was not prepared to maintain that tradition. They could not have its privileges without responsibilities.

 "One of the things that has to be guarded against is 'side.'  Wear your caps and colours with pride but not arrogance. Show those less privileged that there is something in being respectful and polite. People of my generation are apt to run down the young folk of today. My view is that they are just as good as in other days. There is not much difference. They have the same emotions and traits of character, but I do sometimes think that our young folk fail to realise the value of respect. Some mistake civility for servility. There is nothing servile about paying respect to your elders and those placed in authority over you. One of the signs that you have been to a school like this is demonstrated by setting an example of respect."

He wished the school success, and hoped those who had attended it would be of value in the district, because unless a school like that made its presence felt amongst the community it was failing in its object.

 

After the ovation received from the School for this impressive speech, the Headmaster presented two books to Lt.-Col. Brook, who, with Mrs. Brook, was thanked by Mrs. Schorah and Mrs. Dooley.

A programme of music and plays was given by the pupils, conducted by Miss P.E.M. Wright.

.

 

Mrs. Brook presenting House Championship Trophies to Ida Farmery, the Holgate girls' captain and Herbert Perry the School captain. It may be assumed that Mr. Jenkinson stands next to her. The photograph shows Captain Hallam, vice-Chairman of the Governors, and on his left Lieut. Col. Brook,  Chief Constable of the West Riding, who gave an inspiring address. On his left is Mrs. T. Schorah, a Governor.

 

School Prizes
In addition to the certificates the following prizes were distributed: 
For gaining County Technological Scholarship...   ...   Thomas W. Marriott; 
for gaining County Major Scholarship   ...   ...   ...   ...  Alec Ramsden; 
for gaining Junior Art Scholarship   ...   ...   ...   ...   ...  Eileen Morley; 
for distinction in School Certificate...   ...   ...    Lionel Newby, Eric Ineson, George B. Wainwright, E. Walsh;
 for "all credits" in School Certificate...   ...   ... Marjorie Harrison, E. Carr, George B. Wainwright. 

Form Prizes: Va, Lionel Newby;  Vb, George W. Woodall;  Vs, George B. Wainwright; 
                      IVa, Gordon  Hopkinson;  IVs, R. Wass: 
                      IIIa, Matilda Cunningham;  IIIb, Vera Parkinson;
                       IIa, Mary Ineson;  IIb, A. Evans;  IIc, Elsie Smith; 
                       Ib, Mary Sykes;  It, Eunice Strutt;  Ic, Ursula Dunn. General Information...   ...   J. N. Thorpe.
Star Prizes...   ...   ...   ...    Olive Boulton, Elsie Smith, Audrey Parker, Mary Sykes.
Special Prizes for head girl and boy of the school (given by Capt. Warde-Aldham) - Hilda Paley, Alec Ramsden. 
Special prizes for Latin (given by Captain Hallam) - Lionel Newby, Winifred Bower.
Needlework Prize... ... ...  Mary Ineson. 
General Progress... ... ...  G. Wade, B. Earl. Stanley Sykes. Caroline Banks.
House Challenge Cup ... 1. Holgate, 1,086½ points;  2. Talbot, 964½;   3. Guest, 891;  4. Price, 831½.

1934

Thirteen Annual Speech Day, Wednesday November 14th 1934

Speech Day is being held this year on November, 14th and we are to have the pleasure of a visit from Mrs. Hone, wife of Rev. Canon Hone, Rector of Barnsley, and Mr. A. L.  Rouse, M.A.., Fellow of All Souls College, Oxford, who is a former pupil of our Headmaster 

 

Awaiting further information.