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Duke Of Edinburgh Award Scheme

form, not only the prefects, should have a greater opportunity to take part in school government. This should not be restricted only to the administration of extra-curricular activities. Many schools make provision for this by creating a school council - groups usually comprised of prefects and school representatives - which voice the opinions of the pupils of the school. This trains the pupil in the practice of democratic government; an extremely vital form of education which does not yet exist in this school. The principle should be taken up in this school as soon as possible. In the discussions, we tried to get away from the normal classroom atmosphere of “just another lesson”. Consequently, we are very grateful to Mr. J. C. Craig for making the Firth House lounge available to us, no matter how short the notice may have been owing to occasional forgetfulness of the committee. We hope that his cooperation can be relied upon in the future. We would also like to acknowledge Mr. Newman’s advice and help and for his undaunted initial impetus. Most of all, we thank all our speakers, for without their interest the discussion group have been impossible.

Masters I.C.: Mr. Weatherall; Mr. Hill. It has long been recognised that a school or college, as an educational institution, should help to develop and foster those features of a pupil’s personality, other than scholarship and learning, which are not catered for in the normal classroom time-table, namely, resourcefulness, initiative, leadership, confidence, perseverance, team work and community spirit. A college should also embody within its curriculum some opportunity for its pupils, especially during adolescence, to meet some physical challenge and in meeting it endure some hardship, enjoy some adventure and if possible a sense of personal achievement Finally, a college should provide opportunity for its pupils to make the best use of their leisure while encouraging them to engage in some activity which renders a public service. Organised sports do, to some extent, meet these requirements but in order to widen its range of opportunities the college has this year, experimentally, adopted the Duke of Edinburgh Award Scheme.

School Dances

The Scheme The scheme embodies a variety of activities which are character-building and to which a certain standard of achievement is attached. They provide targets to which boys can aspire, in stages, between their 14th and 19th birthdays. The standards are intended to match average abilities; they are not set so as to favour only those who are naturally gifted. They should be within the reach of most boys PROVIDED THAT THEY MAKE THE EFFORT. This matter of perseverance is one of the keynotes of the

Both dances were very successful this year, particularly the first one, and although it was held only a week after the second term examinations, much work went into it. The theme was “A Midnight in Moscow”, and much of the art work was done by Mr. Barry, without whose help the prefects could never have managed. Much of the success of this first dance was assured by the defeat of H.V.H.S. at rugby in the afternoon. It could also be said that it was an opportunity to let off steam after the exams. The Mustangs played at the first dance and despite the absence of a base guitar they provided a good mixture of modern and conventional dance music. At the school leavers’ dance the music was provided by the Wanderers. At both dances the supper was provided by the Mothers in co-operation with Mr. Harewood. Both dances were compeered by college prefects, who made a good job of this difficult task.

Duke of Edinburgh Award candidates at Turangi. 21

1965 Wellingtonian  
1965 Wellingtonian