Saltus Grammar School - Yearbook (Hamilton, Bermuda)

Page 16 text:

12 Anollicr important -dspcct ol educaiion was its inculcation of civic rights and responsibilities, and its devclopinent ol the per- ceptive faculties. There were different types of government, some good, some bad, and much depended on the degree of education achieved by the citizens who constituted the electorate. Where the people were uneducated it was easier for the dictator to step in. In Western Europe and in the U.S.A. popular courses in civics and associated sttidies figured freely in educational syllabuses; but they appeared there as electives, whereas they were really subjects vital to the stability of the country. Not so long ago in the U.wS.A. twice as much was spent on liquor, and three times as much on cosmetics, as on education. This would seem to indicate an under-rating of the value of education. . R. Murphie, opposing the motion, passed the educational system in general review in an effort to show that an increasing amount of importance was being attached to education, and this contended provided good evidence in rebuttal of the motion. At this point the debate was opened to the rest of the House, and a number of other members added their contributions. The m.otion was then put to the vote and was carried by a majority of six. Other debates held during the past season have been . . . October 21 , 1948: This House prefers Brain to Brawn. Proposer: W. L. Hallowell Opposer: D. .P. Lines Third: J. D. Stubbs Fourth: C. T. M. Collis The motion was carried by eight votes. November 4, 1948: The cult of the comic book is undermining the world. Proposer D. E. W. Lines Opposer: F. C. R. Gillen Third: J. D. Stubbs Fourth: W. L. Hallowell The motion was carried by the narrow majority of two. py bruary 3, 1949: Girls are more useful to their parents than lK ys, Proposer: F. C. R. Gillen Opposer W. L. Hallowell Third: }. R. Murphie

Page 15 text:

11 It was only too common to hear people disparaging education in the broader sense, but if they looked to the honours board at the other end of the hall they would find there a fitting monument to the value of a good education. The Opposer, Mr. Stuart Outerhridge (O.S), said that he would indeed try to show that education was over-rated, while conceding the value of a good secondary education; granting that a secondary education was necessary, he was still of the opinion that there was a tendency to over-rate the value of a university education. Education was one thing, but unless the recipient had ambition it was useless; on the other hand, he who had ambition might achieve much without the aid of higher education. They might recall the oft-quoted words, ' Tame is the spur . . . Let them look around to see who were the successful men in their community and number those who had had a higher educa- tion. In the House of Assembly, for instance, there were compara- tively few. A certain famous man had once attributed his success, not to education but to one-per-cent inspiration and ninety-nine percent perspiration, he had in fact learned from experience, and unless a person was going into one of the professions that was the best passport to success. Even where a higher education was necessary there were books to provide all that one needed, though he was prepared to agree that it was not everybody who had the will-power to utilise the knowledge thus provided. There were undoubtedly certain professions for which a higher education was essential, but he maintained that a youth destined for a business career had better leave school at eighteen, for there was nothing to prevent his rising from rags to riches without the benefit, or drawback, of a university education. Let them ask themselves whether the educated man was gen- erally the successful man, and next whether the successful man was necessarily an educated man. He believed that the value of education was over-rated. W. L. Hallowell, supporting the motion, agreed with the Hon. Opposer ' s observation that hard work was necessary, but it took a long time for the newsboy to beco me a top executive, whereas edu- cation tended to shorten the journey to success. Perhaps the main function of education was to teach the stu- dent to think clearly the learning of Latin provided a good example of the process; one didn ' t use it practically, but it taught one to concentrate, to think long and hard; most people had the ability to think, but not all had acquired the habit or art of thinking.

Page 17 text:

13 Fourth: D. E. W. Lines The motion was defeated by nine votes. February 17 , 1949: This House deplores the growth of pro- fessionalism in sport. Proposer: J. D. Stubbs Opposer: C. T. M. Collis Third: D. P. Lines Fourth W. L. Hallowell The motion was defeated by five votes. There have also been held two Hat Debates whereat all mem- bers were called upon to make impromptu speeches on subjects drawn at random from the hat, which yielded up such topics as . . . School days are the happiest days. Do the buses provide an adequate transportation system? How do you picture the average Russian? Money is the root of all evil. Better be a happy little pig than a mournful philosopher. Describe the Universe. More Bermudians should go abroad to seek a career. Officers for the year 1948-49 President Mr. J. H. Kerry Secretary J. D. Stubbs Committee C. T. M. Collis, W. L. Hallowell, D.P. Lines and the Secretary. Tennis The match between the Staff and boys, played on Saturday, April 6th, at the Stadium L.T.C., resulted in a win for the Staff by 8 events to 5, 57 games to 49. The most promising of the boys were Minugh (I) and Ranee (I), who will undoubtedly provide stiff opposition next year. Minugh (I) was appointed Captain of School tennis. RESULTS Singles: Mr. Walton vs. Stubbs, 6-1; Mr. Allen vs. Minugh (2), 0-6; Mr. Rosser vs. Minugh (I), 6-2; Mr. Gascoigne vs. Burns, 6-2; Mr. Hallett vs. Ranee (I), 6-3; Mr. Kerry vs. Dickens, 2-6; Miss Smith vs. Paley, 6-1; Mr. Hart vs. Michielson, 4-6; Mr. Stephenson vs. Collis, 2-6. Doubles: Mr. Hart and Mr. Allen vs. Minugh (I) and Ranee (I), 1-6; Mr. Hallett and Mr. Gascoigne vs. Stubbs and Minugh (2), 6-3; Mr. Kerry and Mr. Stephenson vs. Burns and Collis, 6-4; Miss Smith and Mr. Rosser vs. Dickens and Paley, 6-3.