Reports from the Headmaster, Mr A.G. Jenkinson
Years 1930-1934
This section from Sheila identifies some of the early issues in the development of Hemsworth Secondary School.
An historical insight (3)
Years 1930-1934
This section from Sheila identifies some of the early issues in the development of Hemsworth Secondary School.
An historical insight (3)
1930
The Headmaster's Annual Report
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."
Sheila
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."
Sheila
1931
Headmaster's Report
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.
Sheila
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.
Sheila
1932
Headmaster's Report
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.
Sport
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."
Sheila
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.
Sport
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."
Sheila
1933
Headmaster's Report
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."
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► 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."
Sheila
1934
The Headmaster's Report
The Headmaster's Report
Numbers Rising
The Headmaster, in his annual report, said that the numbers in school were rising. During the previous year 69 pupils left the school of which seven went to University or Training College, five were teaching for a year before going to college, six were nursing, four in the R.A.F., two in the R.N., eleven shop assistants, four clerks, eight artisans or mechanics, two farming, two in domestic service, five had left the district, and thirteen were at home or unemployed. He would have liked to have been able to say that none of those who left were unemployed, and he urged parents to decide what they wanted their children to do at least a year before they left, so that the staff might have a chance of helping them
Between Scylla & Charybdis, (or a rock and a hard place)
"I suppose that to devise a suitable curriculum," continued Mr. Jenkinson, "is one of the greatest difficulties that headmasters of secondary schools have to face at the present time. On the one hand we are told that a scrappy education is worse than useless, that a thorough knowledge of a few subjects is of far more value than a superficial knowledge of many; on the other hand the champions of particular subjects are all clamouring for the inclusion of their own as an indispensable part of education, and the mere mention of early specialisation is apt to raise a panic. How is the headmaster to steer a wise course between Scylla and Charybdis? In these days, knowledge is becoming more and more specialised, and character, which is the ultimate aim of education, must be based on knowledge. An earlier specialisation and a reduction in the number of subjects is the safe way out of our difficulty. I think we have done something in the right direction by our system of alternative courses in the fourth and fifth years, but the curriculum is still overloaded. Then there are examinations to be faced, and the requirements of examining bodies make it necessary to retain subjects which might otherwise be eliminated. I am not sure that the final solution of this complex problem is not to be found in a system of selective and non-selective schools, by which the selective school would take the more academic or would-be University pupils, and the non-selective would be able to adopt a more simplified and at the same time more broadened and more satisfying curriculum with possibly a School Certificate at the end of it for those who leave school at 16. I know the objections to such a scheme, but to my mind they would be far outweighed by its advantages if it led to a simplification of the curriculum."
The Headmaster then paid tribute to the late Mr. Gabriel Price, the founder and benefactor of the School who had been chairman of the Governors since the opening of the school. Mrs. Hone distributed the prizes, and was presented with a bouquet by Doris Hainsworth, the head girl of the school.
Sheila
The Headmaster, in his annual report, said that the numbers in school were rising. During the previous year 69 pupils left the school of which seven went to University or Training College, five were teaching for a year before going to college, six were nursing, four in the R.A.F., two in the R.N., eleven shop assistants, four clerks, eight artisans or mechanics, two farming, two in domestic service, five had left the district, and thirteen were at home or unemployed. He would have liked to have been able to say that none of those who left were unemployed, and he urged parents to decide what they wanted their children to do at least a year before they left, so that the staff might have a chance of helping them
Between Scylla & Charybdis, (or a rock and a hard place)
"I suppose that to devise a suitable curriculum," continued Mr. Jenkinson, "is one of the greatest difficulties that headmasters of secondary schools have to face at the present time. On the one hand we are told that a scrappy education is worse than useless, that a thorough knowledge of a few subjects is of far more value than a superficial knowledge of many; on the other hand the champions of particular subjects are all clamouring for the inclusion of their own as an indispensable part of education, and the mere mention of early specialisation is apt to raise a panic. How is the headmaster to steer a wise course between Scylla and Charybdis? In these days, knowledge is becoming more and more specialised, and character, which is the ultimate aim of education, must be based on knowledge. An earlier specialisation and a reduction in the number of subjects is the safe way out of our difficulty. I think we have done something in the right direction by our system of alternative courses in the fourth and fifth years, but the curriculum is still overloaded. Then there are examinations to be faced, and the requirements of examining bodies make it necessary to retain subjects which might otherwise be eliminated. I am not sure that the final solution of this complex problem is not to be found in a system of selective and non-selective schools, by which the selective school would take the more academic or would-be University pupils, and the non-selective would be able to adopt a more simplified and at the same time more broadened and more satisfying curriculum with possibly a School Certificate at the end of it for those who leave school at 16. I know the objections to such a scheme, but to my mind they would be far outweighed by its advantages if it led to a simplification of the curriculum."
The Headmaster then paid tribute to the late Mr. Gabriel Price, the founder and benefactor of the School who had been chairman of the Governors since the opening of the school. Mrs. Hone distributed the prizes, and was presented with a bouquet by Doris Hainsworth, the head girl of the school.
Sheila
This Early Years Section is now completer.
