Speech Days 1922 to 1925

1922

The Hippodrome Picture House was booked for November 29th 1922 by Ald. Gabriel Price and Mr. Percy Beaumont for the ceremony to take place in the afternoon, as the hall would be otherwise engaged in the evening (showing its feature films?).

The headlines describing the Speech Day in the local papers in December 1922 were as follows....
HEMSWORTH SECONDARY SCHOOL'S "WONDERFUL YEAR"
HIGH COMPLIMENTS TO STAFF
THE BROAD HIGHWAY TO UNIVERSITY

Those present at the ceremony included the following:-
Ald. G. Price J.P. chairman of the School Governors.
Mesdames Schorah, Salisbury, Guest and Garstang and Messrs. Cressey, Potts, Little, Jasper Smith and E. Beaumont, all members of the Governing Board.
Miss Cordeux of Brierley
Mr. J.H. Hallam, director of Higher Education in the West Riding,
Mr. Percy Beaumont, clerk to the governors.
Mr. C.L. Crossley, clerk to the District Education Sub-Committee
Messrs. E. Talbot and R.N. Penlington, members of the County Council
Parents and friends of the school.

The School Choir opened the proceedings with the following part-songs;
Brahms' "Slumbering deep the ocean lies," and Boyce's "Spring is Come."
The girls performed two country dances, and then Ald. Price made his opening remarks from the chair.

Referring to the regrettable increase in the fees during the year, he pointed out that the Governors had been forced into that situation, and were relieved to find that very few pupils had been withdrawn as a result of this measure. He was glad to observe that the importance of the school was being recognised, and said that he believed that it would nurture the talents of some of the best scholars in the country. For a long time the mining areas had not been adequately served as far as Secondary Education was concerned, and the Hemsworth Secondary School would be a blessing to the district. In thanking the Staff, he expressed his admiration for their talents, saying he could foresee a very successful future for their school. In conclusion he offered to Mr. Talbot the thanks of the district for his valuable assistance in the creation of the school.

The Headmaster's Report
Mr. Jenkinson stated that much had been accomplished over the previous twelve months, and the future looked promising. Opened on Nov 8th 1921 with 101 pupils, 25 of whom were County Minor scholars, the school now stood at 140, 71 boys and 69 girls, 41 of whom received scholarships or grants.

What Use is Latin?
Digressing from his report, the head wanted to say something about the subject of Latin in school. He knew that many parents thought that Latin was a useless subject.

"Now most parents will agree", he continued, "that what they want for their children in sending them to a secondary school is a good practical education. But by 'practical' what is it they mean? I am afraid in many cases the parent understands by 'practical' subjects those which will enable a boy or girl to become a wage-earner quickly, but to adopt this interpretation is to miss the real meaning of education. If we only teach subjects which have an immediate cash return we shall simply turn out low grade machines doing low grade work. As a writer said: "The liftman would work his switch no worse if he were quite illiterate, and no better if he were a doctor of science. It is not as a liftman he is worth educating, but as a man."

"A 'practical' education rightly understood then," went on the headmaster, "means an education which will fit a child for the conduct of life, train it to live interestedly and intelligently, to understand things and to know what is good and what is bad, and Latin plays its part equally with other subjects. It is true that many will forget most of the Latin they will learn and the few will carry it further. That is not the point. Mathematics and Chemistry are not taught with a view to turning out accomplished mathematicians or scientists. A boy cannot sell the knowledge of geography and history acquired at the school, but that does not mean the time spent on these subjects is wasted. The child has been taught something that trains the mind, awakens latent powers and shows them how, by labour, to acquire knowledge. And if you ask me 'why can't all this be done without Latin?' the answer is two-fold: Firstly, because out of 100,000 words in the English language, no less than 60,000 are of Latin origin: secondly, Latin, by its logical precision, helps towards a habit of clear thought and expression in a way no other subject does. A teacher who did not teach Latin said: 'Latin must be kept in schools because it is the greatest training that the boy or girl can go through.' The average child's mind is a pig-sty; the child has to be taught what connected thinking is, and Latin is the only instrument that will do that. I am not going to throw over Latin for anything in the world."

"An examination held at the end of the summer term on all subjects revealed one general weakness - the inability to express clearly and concisely what was in the mind. The idea was there, but could not be produced on paper. The same criticism appeared in the reports of the different subjects - 'lack of expression,' 'no clearness of thought,' and so on. It is obvious that there are many muddled heads with plenty of good ideas in them. It is the study of Latin which will help largely to secure the clearness of expression needed."

Activities in School
Satisfactory developments had been made in games, but the need for hard play-grounds was great. There was hope that a covered building for 'drill' would be included in the proposed plans for extensions, and this large space would also be needed for the assembling of the school, as there was no room large enough for that at present. Mr. Jenkinson believed that school assemblies were the expression of the corporate being of the school. Take that away, and the soul is destroyed - the child becomes an irresponsible unit with no sense of unselfishness or self-sacrifice.

Other thriving activities included Country and Morris Dancing; Sports; Scouting; Gardening; The School Choir, (which was to compete at the Pontefract Music Festival the following April); Reading in the well-stocked library, and a Drama Company. A School Magazine was to be launched during the next term, and lantern lectures begun.

The efforts of Mr. and Mrs. Manning in providing the excellent school dinners were much appreciated, and Mr. Jenkinson doubted whether any other schoolchildren were fed better or more cheaply.

The House system worked well, with competition for the Talbot Cup arousing great keenness. The Head maintained that the success of any school rested on its pupils and staff. Pupils must give their honest effort and concentration of energy, and staff their efficient teaching and loyal service.

"Labor Ipse Voluptas"
"Find pleasure in the work itself" was the school motto suggested by the headmaster at the 1922 Speech Day. He made the comment that he was lucky to have colleagues who readily and with enthusiasm co-operated with his every wish. They were all united in their aims, with no friction, and he failed to understand the criticisms sometimes levelled at secondary teachers concerning the work they did. At his school, the teachers could be found voluntarily working late into the evening and deserved credit for that.

Mr. Talbot's Address
The progress of the scholars was praised by Mr. Talbot, who had formally opened the school in the ceremony of the previous November. He confided that he had attended the Speech Day in order to look for progress, and he was delighted to have found it. The good spirit in school and the attitudes of both pupils and staff satisfied him that the parents of the district could entrust their children to the care of that school with confidence.

A hope was expressed that the more well-to-do people of the Hemsworth district - people like colliery owners and public bodies - would consider founding (and funding) scholarships so that the brightest brains in the area would have the chance to develop even though their parents' means were not enough to allow this. The idea of many young people travelling along a 'highway' from school to University was now more likely to be the case in the Hemsworth area.

Mr. Talbot closed his speech by expressing the following wish. The "grand idea" behind education was that life should be made worth living, and that the younger generation should be given the wider outlook and knowledge of how leisure time could be better used than it was at the present. It would be a fine thing if they could teach that to everyone.

The Presentation of the Prizes
ENGLISH: Form IV, Hetty Littlewood, III, Olga Kirkham, II, Alice Scott, I, Wright W.H.

MATHEMATICS: Form IV, Freda Swaine, III, Barker E.J. II, Florence Hodgson, I, Wright W.H.

FRENCH: Form IV, Hetty Littlewood, III, Stother R.N. II, Kathleen Thompson.

LATIN: Form IV, Lilian Dykes, III, Barker E.J.

HISTORY: Form IV, Lilian Dykes, III, Barker E.J. II, Florence Hodgson, I, Keenan J.

GEOGRAPHY: Form IV, Lilian Dykes, III, Lee C.V. II, Thorpe S. I, Wright W.H.

SINGING: Webster R. and Schorah T.G.

ART: Dixon H. and Lee C.V.

SCRIPTURE: Form IV, Freda Swaine, III, * Barker E.J. Dooley W.L. and Fearnside E. bracketed, II, Margaret Foster, I, * Wright W.H.- Mollie Price

GREATEST GENERAL PROGRESS: Glenn J. and Lizzie Leman

"STAR PRIZE": Wright W.

HOUSE CHALLENGE CUP: Talbot House 392 points; Holgate 384.25 points.

Talbot House Captains: Winnie Walsh and Harry Crossley.

1923

On December 18th the Hippodrome was once again the venue for the Wednesday afternoon ceremony of 1923. The Guest of Honour was Mrs. J. Dymond, of Burntwood, and Sir James P. Hinchcliffe, chairman of the West Riding County Council was also present, and gave an address.

The Governors and Staff

County Alderman Gabriel Price (chairman); Mrs. Alice Schorah (vice-chairman); Mrs. Guest, Mrs. Garstang; Mrs. Price; Coun. J. Potts; Coun. E. Beaumont; Coun. C.B. Little; Mr. A.G. Jenkinson (Headmaster); Miss M.A. Griffiths, (senior mistress)

The Opening Address

Ald. Price opened the proceedings by welcoming the parents and visitors, and proceeded to give an up-to-date account of the school, its staff and its pupils.

When it was first opened on the morning of November 8th 1921 there were 98 pupils, with accommodation for 181. There were 73 who paid fees, 23 who held County Major Scholarships and 2 Intending Teachers. The Staff comprised the Head master, senior mistress, Science master and two assistant mistresses.

Since then the school had gradually grown to an attendance of 154 pupils, of whom 94 paid fees, one received a South Elmsall Pretoria Club Scholarship, one a Holgate Scholarship and one a Cudworth Education Foundation Scholarship. The Staff had been strengthened to meet the needs of the increased numbers of scholars, and now comprised the Head master, senior mistress, three assistant masters, three assistant mistresses and a part-time manual instructor. There were seven Forms in the school, and the highest Form would be taking the School Certificate of the Northern Universities in 1925. Subjects taught were:-

English, History, Geography, French, Latin, Mathematics, Physics, Chemistry, Art, Music, Needlework, Woodwork and Scripture. Since the temporary laboratory had been equipped, good progress in Science had been made, and the magnificent grounds of about 20 acres offered good facilities for Cricket, Football, Hockey and Tennis.

The chairman expressed appreciation to the South Elmsall Pretoria Club and the Frickley Working Men's Club in each offering a free scholarship tenable at the school. He said that the Governors remained convinced that they had the makings of a Secondary School second to none in the Riding, and it was their desire and intention to keep abreast of the times and secure the best staff, accommodation and equipment necessary to fully meet the demands made upon the school. Having done this they hoped that parents who resided within the catchment area of the school would show their appreciation of the splendid facilities provided by making every effort, and if necessary, some little sacrifice, to enable their children to attend the school immediately they became eligible for admission.

In conclusion, he said the Governors and staff wanted to feel that the Hemsworth Secondary School had come to stay, and was going to send out boys and girls who would play a very important part in the life of the Empire.

Sir James Hinchcliffe

Sir James began his speech by offering praise to Ald. Price, whom he observed to have common sense and a logical mind. Hemsworth people were fortunate to receive the services of such a man. Proceeding, he compared the advantages of the children of that time to the limited educational options of his boyhood days. The County Minor Scholarships offered by the County Council meant that everyone who could attain the standard required had a chance to succeed. From his own experience, he knew of the son of a shoemaker in his own village who had received such a Scholarship, and was presently at Oxford University.

He then spoke in favour of encouraging correspondence between children of English schools and children in other parts of the Empire, so that when they grew up, the English boy or girl would be more familiar with countries abroad. This, he pointed out, was necessary so that a supply of raw material to this country should be ensured. He was also in favour, he said, of teachers from the Dominions changing posts with English teachers for a period so that minds might be broadened.

The Headmaster's Report

"In looking back over the history of the past school year, my general impression is one of progress and improvement in every direction - if I except building construction, the progress of which has been more evident to the imagination than to the eye"

So began the speech of Mr. Jenkinson, who continued to assert that, "....in work, in games, in the various side-lines of school life, and most of all, and most important of all, in character formation there has been a distinct move forward, and there has been no slipping back."

The general discipline of the school was a cause of great satisfaction to all concerned. A good tradition was being established, and the children were beginning to realise that their outward behaviour was a reflection of the character within. The good name of the school was in the hands of the children, and their orderly behaviour was being noticed and commented on by people outside the school.

Compared with the previous December, there were 14 more pupils in the school, which was only a small increase and probably due to local conditions which they all hoped would soon change for the better.

In his report of the previous year, he had extolled the virtues of the teaching of Latin as a way of training the mind, awakening latent powers and showing how, by labour, to acquire knowledge. This had played no small part in the considerable improvement of the powers of self expression within the school over the past year.
The current outstanding weakness of the children was carelessness which had shown itself in the July examinations. Inaccuracy in the working of mathematical papers; carelessness in reading the questions set; insufficient attention to elementary points of grammar - these were the common faults throughout the examinations, and they sprang from one common cause, a lack of determination to concentrate the mind upon the thing of the moment.

"This concentration of will is a quality to which we schoolmasters attach, and rightly, I think, a very great importance. Many a career in life is ruined by vacillation and instability. If the power of concentrated effort and minute attention to detail has been acquired at school, it will not fail its owner in after life. And that is partly why it is a true dictum that it doesn't matter so much what we teach at school as how we teach it, or what we learn as how we learn it. Any subject taught in the true spirit of culture will do something towards fulfilling the aim of education."

The aim of education should be to equip a boy or girl for the future; but he asserted that there was more to it than that. Educators should avoid allowing the teaching in school to become narrow and cramped. Learning should contribute to the fullness of life. He did not advocate dispensing with formal teaching, but would have it woven into larger schemes of culture rather than be treated separately. As an example, he felt that in English, the essential teaching of Grammar should be incorporated into the whole scheme of literature, and not ignored, as was the current trend. Unless a child had a clear idea of English Grammar, it would be very difficult to learn a foreign language. As far as the teaching of French in school was concerned, he knew that some people asked what use that would be when the child had left the school. The justification for teaching any foreign language had already been mentioned as performing a useful function, and where French was concerned, it was a modern language, and it should not be beyond the bounds of possibility for Secondary pupils to maintain an interest in, and continue their studies of this after leaving school. Perhaps reading circles could be formed among old pupils for the study of French Literature. It was well-known that as a nation, the British were more ignorant of the literature of other nations than they were of ours.

Activities:
Rugby Football
As a result of Mr. Crossland's encouragement, the boys' Rugby skills had greatly improved, and several matches had been played.
Fives Many boys played 'Fives' with great enthusiasm, and it was hoped to arrange some matches during the next school year.
Cricket Some excellent progress in batting, bowling and fielding had been made, thanks to the encouragement of Mr. Dickinson and Mr. Crossland. The cricket ground had improved beyond recognition, and was becoming one of the best grounds in the district. The end of term match against the parents was enjoyable, with the parents achieving a respectable victory.
Hockey, Tennis and Netball were played regularly by the girls, and some tennis matches had already been arranged for the next term. A grass court was established on the cricket ground, and another court was being prepared for the next season.
Athletics and Folk Dancing had been two successful activities involving all the school.
"A Midsummer Night's Dream" had been performed successfully in the delightful setting of the old quarry garden.

The first edition of the School Magazine had been produced, and a gramophone had been acquired to encourage the appreciation of good music. Gifts of gramophone records of good music were requested. The Boy Scouts Troop lost an excellent leader with the departure of Mr. Clift, and hopes were expressed for the activities of the troop to be maintained and even increased by his successor. By the beginning of the September term, there would be a wireless apparatus installed at the school which, under the supervision of the male teachers, would facilitate much useful experimental work, as well as entertainment. The school had a National Savings Bank which was looked after by Miss Griffiths and had a growing membership.

The School Library was steadily accumulating a stock of about 360 books both for reference and circulation, and thanks were due to those members of staff and pupils who had made gifts of books to the library. More donations were invited. There were 124 books on loan from the County Circulating Library, and the small reference section already included two encyclopaedias and many other interesting books.

The School Choir had participated in the Pontefract Music Festival, but had gained no certificate despite being only nine marks behind the winning choir. At the next festival, certificates were to be awarded on merit to all choirs reaching a fixed standard.

The school also entered for various classes in the Folk Dancing competitions at Pontefract, and obtained five certificates. Miss Jackson and Miss Prince deserved thanks for their untiring efforts in connection with the dancers.

The School Gardens were still being cultivated, though they were fewer in number, as part of the grounds had been rented out. Mr. Cressey had kindly given prizes for the two best allotments.

The House Competition had been keenly contested, and won for the 1922-23 school year by Holgate with a score of 847.5 against Talbot's 841.25.

The School Staff

The first changes to the staff of the school were as follows:-
Mr. Stanley Clift left the school at half-term to take up a post as Assistant Lecturer in Geology at Nottingham University College. His skills as an excellent teacher, a cartoonist and a Scoutmaster were greatly missed.
Mr. J.A. Storer B.Sc. was appointed to replace Mr. Clift.
Miss Robinson was appointed as a senior teacher of English.

In welcoming the two new members of staff, Mr. Jenkinson repeated the praise he had given during the previous year's Speech Day in commending the unswerving loyalty and willing co-operation of all his colleagues. The parents and Governors, especially the chairman and vice-chairman, were thanked for their cordial support. He appreciated the fact that they recognised his position and consulted his wishes, and was looking forward to the prospect of the new buildings. In that connection he urged the creation of new playgrounds and a covered drill hall as necessities. He ended his speech with the words,

"A useful work lies ahead for all of us who desire the prosperity of this school, and as our school motto says, may we find pleasure in doing it."

During the afternoon, carols, songs and dances were given by school children, and then the prizes were awarded by the Guest of Honour, Mrs. J. Dymond.

The Prizewinners

The following is a list of prizewinners:-

English: Fearnside E., Margaret Foster, Miriam Wass, E. Kitchen, May Bull, Clarice Allen.
History: Freda Swaine, Margaret Foster, H. Garner, Adelaide Branford, Clarice Allen.
Geography: Barker E. J., Hawkesworth S., Hilda Gaunt, H. Sharpe, Adelaide Branford, Wilson A. L..
French: Freda Swaine, Carter S. L., Hilda Gaunt, Adelaide Branford.
Latin: Barker E. J., Carter. S. L.
Mathematics: Barker E. J., Carter S. L., Hilda Gaunt, Doris Miles, S. Brown.
Physics: R. H. Slatcher, S. Hawkesworth, Hilda Gaunt.
Chemistry: Barker E. J., Kirk W., Hawkesworth S..
Scripture: Florence Hodgson, E. J. Langley.
Singing: N. Miles.
Art: Emma Bate, M. Jebbett.
Needlework: M. Wootton.
General Knowledge: Dooley W. L., Alice Scott, E. Martin, J. Taylor, Olive Tooth, H. Garner, E. J. Langley.
Greatest Progress: S. Thorpe, Raymond Wilkinson, K. M. Thompson, E. Partridge.
Star Prize: Freda Swaine, Hilda Gaunt.

Talbot Challenge Cup for Houses: Holgate House 847.5 marks against Talbot House with 841.25 marks.

Taking Stock
The year of 1923 had been a busy one for the school and the Head master. Sport, Folk-dancing, Drama, Athletics, a School Magazine and a Speech Day had all come and gone. Mr. Clift had departed for Nottingham, and Mr. Storer and Miss Robinson had joined the staff, together, one would hope, with the new maid engaged to help Mrs. Manning with the dinners! The Governors, with their new clerk, Mr. Crossley, had continued to manage the affairs of the school under the charming and dependable guidance of Ald. Price.

As yet, the proposed new buildings had not materialised, despite the many hints and requests made by the Head master, but in general, the school was set fair to continue to flourish and encourage the pupils of the following year to excel in their first Public Examinations. Elsewhere, Sir Michael Sadler, who was born in Barnsley, and had sent the letter about the Holgate Scholarship which was read out at the opening of the school in November 1921, left his position as Vice-Chancellor of Leeds University during 1923 to become Master of Oxford University College.

1924

Third Annual Speech Day December 10th 1924
The Hippodrome was once more booked for the afternoon staging of the Speech Day and Prizegiving of the School. This time a more ambitious programme was undertaken, with an opening Musical interlude given by the pupils. The Principal Speaker on that day was Sir Henry Hadow, Vice-Chancellor of Sheffield University, with Ald. Gabriel Price J.P., Chairman of the Governors, presiding.

Musical Programme
~ The School Choir sang the Part Songs, "Song o' the Gale" and "Comrades Today (both by Wyles Foster), "In Summer Woods" (John Ireland), "Beauteous Morn" (Edward German) and "Shepherd's Lullaby" (Cyril Jenkins)".

~A solo performance on the pianoforte was given by Knee C.. He played the first movement of Sonata in G (Beethoven) and "Scherzo in B flat minor" (Chopin)

~ Forms llA and llB sang the French songs "Berceuse d'Amorique" (Breton Folk Song) and "Petit Oiseau" (Bureau).

~ Miss Morgan Jones sang "A Song of Thanksgiving" (Francis Allitsen), "Phyllis has such Charming Graces" (Old English), and "The Londonderry Air" (Traditional).

~Carols sung by the choir were; "The Angel Choirs are Singing" (Old English), "Christ is Born, go forth to meet Him" (Old French) and "See amid the Winter Snow" (Old French).

~The traditional Sea Shanties interspersed in the programme were "The Girls of Dublin Town", "Haul the Bowlin", "Haul Away, Joe" and "Rio Grande".

The Headmaster's Report
In speaking of the recent "Open Day" at the School, it is unclear whether Mr. Jenkinson was referring to the Sports and Parents' Day held on July 26th, or perhaps a separate occasion when parents had expressed to him their interest and pleasure from a visit to the School. There had certainly been a "Hemsworth Education Week" when the Open Day was taken to be a 'stocktaking' for the parents. The Headmaster welcomed the involvement of parents within the school, and stated that only with a thorough insight into the workings of the school could they achieve a successful partnership. Such visits were to be welcomed and encouraged, and he was enthusiastic in proposing an advisory committee of parents, Governors, the local education authority and the School staff which would co-operate in developing the school.
Latin

Mr. Jenkinson once again returned to the subject of the teaching of Latin in school. Latin had been dropped by some pupils in Form V to allow more time for the study of French because it had been difficult for them to learn the two languages well enough in such a new school over less than four years. He hoped to make Latin an alternative subject to Science during the year preceding the School Certificate. Although the Headmaster had not changed his opinion as to the usefulness of learning Latin, he saw that the curriculum was crowded, and choices had to be made between Arts and Sciences. Pupils wanting to take an Arts degree should continue with Latin, but on the Science side this was not so necessary. At any rate, the present situation was that modern foreign languages needed extra study time in school, and particular attention had to be paid to this.

Concentration
'Concentration' was another of the repeated themes of Mr. Jenkinson. He felt that many answers in the annual examination papers had been too sketchy and incomplete, showing that the pupils' knowledge was deficient. Only by the power of determined and concentrated effort would the pupils grasp a deeper understanding of their subjects, and this would be aided to a great extent by home lessons, where problems and meanings had to be worked out by the pupil himself with unassisted effort.

Games
Excellent progress had been made by the boys during the year, thanks to the efforts of Mr. Dickenson and Mr. Crossland. During the cricket season 11 matches were played, and seven won. The boys had shown great enthusiasm with rugby also, and much improvement was made. Of five matches played, only one had been lost, and the team was now meeting the first teams of some schools. "Fives" was also played with keenness and skill, and a pair of boys was mentioned by the Headmaster whom he felt would be a match for any pair from any secondary school in the country. High praise indeed, and yet these opposing players were hard to find. The girls were similarly praised for their progress in hockey, under the careful coaching of Miss Prince and Miss Robinson. Netball and tennis were played during the summer term, but there were no matches. There was the space for more tennis courts to be laid, and this was now a necessity.

Music
Miss Morgan Jones had been a welcome addition to the staff, as she had placed music to the forefront in the school. At the Pontefract Music Festival the choir obtained a first Class Certificate with 172 marks out of 200. Certificates had also been won for country dancing by both boys and girls at Pontefract and Leeds. The Morris Dancing of the boys had reached a very high standard.

Gramophone, Wireless and Library
The School's gramophone had proved useful for country dancing, and the appreciation of good music on wet days. It was found to be of no use in the teaching of French, owing to the poor quality of the records. The school wireless was in constant use receiving broadcasts from abroad as well as from the Home stations. Mr. Storer had spent a great deal of time in building and adding to the set which was used by both boys and girls during afternoons and evenings. Next term it was hoped to acquire a loudspeaker 'of the latest type'.

The Library now contained 450 books, and the Headmaster mentioned his hope that every girl and boy would present the library with the gift of a book when they left the school. He also announced that there would be a third issue of the "School Magazine" the following term.

Thanks
Both the Staff and the Governors received the Headmaster's profound thanks and appreciation for their efforts, with Miss Griffiths and Ald. Price receiving special mention for their assistance in the running of the School - Miss Griffiths for her supervision of the girls; Ald. Price for his "guiding hand, and his strenuous support."

Sir Henry Hadow
Vice-Chancellor of Sheffield University (1919-30)
During the 1920s and 1930s Sir Henry Hadow (1859-1937) chaired a consultative committee that was responsible for several important reports on education in England. In 1926, a report entitled 'The Education of the Adolescent' looked at primary education in detail for the first time. It prioritised activity and experience, rather than rote learning and for the first time discussed the specific needs of children with learning difficulties. The report also made the important recommendation of limiting class sizes to a maximum of thirty children, and abandonment of all-age schools with the creation of secondary modern schools. Later on, in 1931, another report was published: The Primary School, which was influenced by the educational ideas of French psychologist, Jean Piaget, and advocated a style of teaching based on children's interests

There were two reasons, according to Sir Henry, why he was delighted to be attending Hemsworth Secondary School's third Speech Day. Firstly, because it was a new school it was interesting to watch the growth of such an undertaking from its very beginnings. The establishment of traditions and the sowing of the seeds which would later be garnered was like seeing the beginnings of the growth of the pupils themselves. The other reason he was glad to be there was that such a good start had been made at the school, with the doubling if its numbers within three years, that there was much evidence to be seen of its continued progress. Not only was the school increasing in size, but also, according to the Headmaster's report, in its achievements.

Music
As a man to whom music meant a great deal, Sir Henry was impressed by the musical achievements of Hemsworth Secondary School. He asked the audience whether they had noticed where the eyes of the singers were during the excellent performance of the choir. They were fixed on the pianist, which was exactly where they should have been. This demonstrated not only a fondness for the music, but good teaching and good discipline, which resulted in a first-class choral ensemble. Added to this, he said that when one found the second form of a school singing in French, with the audience understanding everything, it showed abilities of which many much larger and older schools might well have been proud. The music of the school deserved great praise.

Advice to the Parents
In listening to Mr. Jenkinson's descriptions of the subjects offered by the school, Sir Henry thought that the wide variety of serious and also lighter options was impressive. Concerning the teaching of Latin, he urged those who thought that Latin was an unnecessary luxury to think again. Some parents said they did not want their children to spend time learning something they would not use in later life, but this was not a valid objection. If parents looked back and tried to remember everything they had learned at school, they would find there was not a large amount recalled, and this was good.

"Education should not be about filling a child's head with facts, but with things that would strengthen the child's mental and moral muscles; enlarge its outlook and make it more capable of dealing with the problems of life."

On the subject of home lessons, or homework, Sir Henry appealed to parents to allow as much time as possible for the children to do the work they had been given from school. He acknowledged that there was a danger to make children "useful" helping in the home, and urged parents to remember that there was but a short time allowed for children to acquire their education, and overworking would result in tiredness and strain, to the detriment of lessons. Another important thing to bear in mind was for parents to allow their children to complete the full school course until the age of 16. Parents had a difficult course to steer between apathy about their children's education, and too much interference. Both were to be avoided at all costs.

To the Staff and Pupils
Sir Henry also had some direct advice to the teaching staff of the school. He had no doubts that they were doing their work efficiently, but would ask them, and all teachers in all schools and colleges to have an illuminated card-board sign hung in their bedrooms, so that they may see it day and night, saying " Remember what you were at their age." There was general applause to this.

To the pupils, Sir Henry spoke directly of their responsibility to ensure that they remembered they were the school. Everything existed within it solely for their sakes and because they were there. They were the centre and core of it, and the future of the school depended on what they gave it. This was more important because it was a new school. Their welfare was its welfare. There was every reason to be proud of their school, and they should ensure that they lived their lives so that it was proud of them.

In ending his address, Sir Henry suggested that the balance of work and play in the school might be adjusted by requesting of the Headmaster and Governors an additional half-day's holiday. This inaugural tradition was acceded to by Ald, Price on behalf of the Governors to the great enthusiasm of the audience.

The Prizewinners
Mrs. Alice Schorah, in the absence of Lady Mabel Smith, presented the prizes to the following:-

Form Prizes; V - E. J. Barker;
IV - A. Mart;
III - Hilda Gaunt:
IIa - Winnie Sadler; IIb - Jennie Hodgson; IIc - Doreen Schorah;
I - Phyllis Howe.

English - E. J. Barker, Edith Gaunt, Clarice Allen, R. N. Slatcher.
History - Frank A. Rothera, Adelaide Branford, Doreen Schorah.
Geography - Lilian Dykes, Winnie Sadler, Jennie Hodgson.
French - Freda Swaine, Olive Tooth, Nellie Chilton.
Latin - E. J. Barker, R. V. Williams.
Mathematics - E. J. Barker, Hilda Gaunt, Doris Miles.
Physics - Stanley Hawkesworth, A. Stanton.
Chemistry - R. N. Slatcher, Raymond Wilkinson.
Art - Sybil Ghent, Philip Bull, E. Taylor.
Singing - N. Miles.
Needlework - Winnie Penn.
Woodwork - T. E. Dickinson.
Scripture - Kathleen Jagger, G. C. Mellors.
General Progress - A. Thorpe ( 22 places), Winnie Penn ( 16 places).
Reading Competition - Miriam Wass, May Bull, R. White.
General Intelligence Examination - Mary Hodgson, Olive Tooth, H. Gorner, Kathleen Jagger.
Star Prizes - E. J. Barker, Winnie Sadler, Doris Miles, R. N. Slatcher.
[Names have been augmented where possible]

House Challenge Cup - Talbot House (6071/2 points), Holgate House (394 points)

On the proposition of Mrs. J. Guest, seconded by Mrs. G. Price, Sir Henry Hadow was thanked for his presence and Mrs. Schorah for having distributed the prizes.

1925

Speech Day Number 4 - November 11th 1925

Armistice Day was chosen for the ceremony and prize giving at the Hippodrome in 1925, and on such a special day, everyone joined in singing the songs "Heroes" by Farrier, and "Jerusalem" by Parry. Ald. Price was, as usual, leading the Board of Governors, and accompanied by special guests Sir Percy Jackson, Chairman of the West Riding Education Committee and Lady Mabel Smith, who had been unable to attend the Speech Day of the year before. The Headmaster and Staff were also on the stage.

Lady Mabel Florence Harriet Wentworth-Fitzwilliam (1870-1951) was the sister of the 7th Earl Fitzwilliam, and married Lt. Col William Mackenzie Smith. A radical socialist, Christian, and well known social worker, she was also a leading member of the Workers' Educational Association, formed in 1903, and she organised classes at Maltby, where she was chairman of the Board of Governors until 1951 at Maltby Grammar School. She was also a member of the West Riding Education Committee.

Sir Percy Jackson (1897-1984) Chairman of the West Riding Education Committee. He had a school named after him situated in Adwick le Street, near Doncaster which existed from 1939 to 1968.

The Headmaster's Report
In his annual report, the Headmaster spoke with confidence about the increasing numbers at the school, and of how they could actually show tangible evidence of the quality of the education given to the pupils now that the first set of results had been issued in the shape of school certificates. Satisfactory progress had been demonstrated, especially for a new school.

There were now 225 pupils at the school, as compared with 184 the previous year, and of these, 166 were feepayers. The rest were student teachers and holders of scholarships and exhibitions. There were 115 boys and 110 girls, nine Forms, and a Sixth Form, added for those who wished to study for a Higher School Certificate, to be taken in 1927. A second IV Form had been added, and the current Form V would be taking their School Certificate Examinations in July.

Changes to be introduced in September 1926 would involve the introduction of Cooking for girls in Form III and possibly Form IV, and Needlework was to be extended throughout the school. The boys would study Physics as an alternative to these subjects. For boys or girls who did not see themselves staying on at school beyond Forms IV or V, alternative courses involving typing and shorthand, and book keeping would be offered to enable students to take up clerical work on leaving school. This was the germ of an idea which subsequently proved so valuable to many pupils, and was organised and supervised by Mr. Collette.

Industry and the Secondary School
Mr. Jenkinson said he was aware that schools must offer their pupils an education which would equip them for their lives when they left. They had to think of earning a living, which was important; however this was not the primary aspect of the curriculum. The requirements of the industry, trades and occupations which were open to the pupils did have to be borne in mind, but he emphasised that a Hemsworth Secondary School education would give the pupils habits of thought and a desire for knowledge which would enrich and equip them for anything. In mentioning the importance of any particular subject - Latin, Chemistry, Geography or Algebra - it was not the purpose of the study of these subjects to turn out classical scholars, or chemists, explorers or mathematicians. It was to create men and women with a desire for knowledge and the ability and will to acquire it.

A difficulty faced by Secondary school headmasters was that for years, efforts had been made to get industrial firms to recognise the value of hiring a 16 year old who had completed the full four years of education at school, rather than 14 year olds. The employers said they could not afford to pay a 16 year old a wage which he might have reasonably expected for his age, and the schoolmasters on the other hand, maintained that that the quality of work to be expected of the Secondary school boy would be far superior. If employers would establish the age of 16 as compulsory for the starting of Apprenticeships, or insist on a school certificate as a guarantee of a satisfactory education, then schools might move even closer towards assisting industry with even closer links. He said,

"I put forward this consideration in order to remove the reproach which is sometimes levelled at secondary schools that they are not in touch with the industries around them."

It might also be commented that Mr. Jenkinson, in proposing a more technical set of subjects to be studied (typing, book-keeping etc), was insuring against the reduction of the school's population due to transfers of pupils to the Middle schools.

More space needed
The rest of the school had the usual annual examinations in July. Although the results were satisfactory and the reports on various subjects were favourable, work was hampered to some extent by congested conditions in the school. Even when the new science classrooms were completed there would still be a shortage of classroom accommodation if the school continued to grow as they hoped it would. However, by the time the new science classrooms (the 'top' corridor) and the gymnasium (assembly) hall were completed he anticipated that they would be in a position which would call for the completion of the school as it was intended finally to be. This was a passing reference to the expected 'Third Phase' of the building plans, which provided for a new dining room and kitchen at the school. This was becoming an urgent necessity. Dinners were now served daily to 140 children in two sittings and the kitchen accommodation was inadequate and the atmosphere was bad.

The Middle Schools (aka 'Modern' or 'Central')
Mr. Jenkinson spoke of the concerns about the opening of a new Middle school in the Hemsworth district. Would it affect the numbers of the Secondary school? He did not think it likely, as the two types of schools were quite different, catering for different types of young people. Secondary schools provided a classical education, and Middle schools an education of an industrial type. He commented that the curriculum of his own school would equip a young person for entrance to University, giving an excellent all-round education up to the age of 16 and beyond.


Good progress had been made in games and other out-of-school activities. More tennis courts were needed, and the hope was that a hard tennis court could be made. The cricket ground had been enormously improved and enlarged. Miss Morgan Jones was encouraging great progress in Music within the school, and later in the term a production of "Twelfth Night" would be staged. There had been a few changes of staff, with Mr. Dickinson's leaving, and the arrival of Mr. Collette, Mr. Shields, Miss Hanson and Miss Shortridge, making the current complement of staff as follows:-

The Headmaster, Miss M.A. Griffiths (senior mistress), Miss Elsie Jackson, Miss E.D. Robinson, Miss M. Morgan Jones, Miss Eva Shortridge, Mr. Philip Crossland, Miss W. Hanson, Mr. James Arthur Storer, Mr. Leslie N. Collette, Mr. Robert F. Shields.

The Headmaster thanked his staff most sincerely for their splendid loyalty and untiring energy, and also tendered thanks to the parents for their continued appreciation of the school and its work.

The Prize List
Lady Mabel Smith (a member of the West Riding Education Committee) presented the prizes, and mentioned the importance of the teaching of various subjects in training the young people to think clearly. To the boys and girls, she remarked: "Do not let worldly wise people rob you of your ideals."

The prize list was as follows:
Distinction in School Certificate: E. J. Barker, A. Campling, S. Thorpe.
School Certificates: Harry Crossley, Stanley Hawkesworth, R. N. Slatcher, Eunice Addis, Emma Bate, Lilian Dykes, Marion Finch, Mary Hodgson, Freda Swaine, Kathleen Thompson.
English Subjects: E. J. Barker, Adelaide Branford, W. R. Wright, E. Taylor, J. Richards, Frank W. White, Phyllis Howe.
Languages: E. J. Barker, R. V. Williams, Katharine Hawkesworth, Helen Penn, Edith Guest, Edna Law.
Mathematics and Science: R. N. Slatcher, Philip Bull, Winnie Sadler, A. Thorpe, Vera Parton, Robert Wilson, Phyllis Howe.
Needlework: Vera Parton.
Woodwork: G. Hunt.
Singing: Ethel Gee, Frank W. White.
Art: Emma Bate, J. Lawrence Frazer.
Reading, Seniors: Miriam Wass, Frank A. Rothera,
Reading, Juniors: Maisie Thorpe, R. White.
General Knowledge: R. N. Slatcher, E. J. Barker, J. A. Leslie Jago.
Magazine Prizes: Miriam Wass, Millicent Wootton, Emma Bate.
General Progress: Doreen Raine, Ethel Smith, L. R. Smith.
Star Prizes: Mary Nettleton, Phyllis Howe, Vera Parton, E. Taylor, Frank W. White, Robert Wilson.
House Challenge Cup: Holgate 1,582 points, Price 1,127 1/2 points, Talbot 1,119 points

Mrs. Schorah proposed a vote of thanks to Lady Mabel Smith and Sir Percy Jackson, and made special mention of how her heart swelled with admiration of the former's power of addressing an audience. All were honoured and very grateful to both for their kindness, and she thought each had given splendid service. As a resident of Hemsworth she made reference to the old Holgate Grammar School which was, in spite of much comment, removed to Barnsley. She, as a girl, never had the opportunity even to go to that school as it was for boys only. She thought that the children today should be grateful for the chances they have which their elders had not.

In calling upon Mrs. Guest, of Ackworth, to second the vote of thanks, Ald. Price apologised for the absence of Mrs. Garstang, whose husband, professor Garstang, was one of the lecturers at Leeds University. Mrs. Garstang had given great help to the Governors' Committee. Her inability to be present was owing to the illness of her daughter. Mrs. Guest endorsed what Mrs. Schorah had said about Lady Mabel Smith and Sir Percy Jackson.

In the splendid musical programme, the following part-songs being given by the choir: "A Madrigal of Spring," "Snowflakes," "The Snow," "Lullaby," and Madrigal.
Miss Morgan Jones, who had done so well in training the choir for the Pontefract Festival, sang "The Jewel Song" from "Faust," "Down in the Forest," and "Love's Philosophy."
Miss Emma Bate gave two very suitable recitations for Armistice Day. They were "In Flanders Field," and "The Dead."
A speech in Latin was very ably given by E. J. Barker. This was "The Lamp of Learning," taken from Cicero's speech in defence of the poet Archias, delivered at Rome in the year 62 B.C.

Perhaps the most entertaining item on the programme was a short French sketch L'Affaire de la Cruche. The part of the irritable Monsieur Eysette was splendidly taken by Harrison Parsons, the other parts being acted by Lilian Dykes, R. N. Slatcher, and R. V. Williams.

Donations to the prize fund were acknowledged from the Rev. F. W. Holmes, County Alderman and Mrs. Price, Mrs. Dymond, Mrs. Heywood Jones, Mr. Lawton, Mr. Schorah, Mrs. Dooley, Mr. J. Smith, Mr. Beaumont, Mrs. Guest, Mr. Potts, Dr. Wiltshire and Mr. W. H. Beetham.