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Wijr ~rl1nnl 1IDtaga~illr VOL. IX. DECE.\JBEH, U;24 No. :2 CONTENTS. 'l'lte Schonl (frontispiece) The School POll I' Editorial 1 Football... 2B The Fir:;t HeadmiLster :1 J.1he ~""cJvJOl l'cuin School Notes ... 5 Tennis 34 :I'he Headmc"tel' "nd P"dec!, Boxing ... ::)·1 Junior School NOLes .... 7 The Magazine Competition... 35 The Kindergarten n Science JOltings :J7 Inter-House Competitions ... n " Fierce Feathers" ;{(j Honse Notes' 10 Sixth Form Spasms. 41) 1 A New Honse Competition. ]3 H 1 he 1'cmpest," ill'Ustrated Old Bovs' Column 1'1 Prefects' Notes 43 Obituai;v ... 16 The Boy Scouts... 44 'the O!,(Bovs' Association. ]7 Litemry & Debating Society 4(; A.n Old 1:500;'s Letter .. ]S 1n the D,tys of the Bucklands 47 'I he Mid- "\Tin tel' Concert :21 A Beginner's Day ill the Lab. 4f1 The Dmmatic Club 2:J Exchanges... .. 40 Life-Saving 24 Officers of School Institutions 'Plte Lile·Saring :I'Cain Inside Cover Rowing 25 Editorial. As the end of the year approaches our thoughts naturally turn towards those who are leaving. Each year the School bids a reluctant farewell to thirty or forty boys who have been here for some time; in some cases as much as eight or ten years. It is with mixed feelings that a boy says good-bye to his school; feelings that are seldom expressed in words, Qr ipdeed capable of expression, yet none the less real or deep. "Well, good-bye, Jones; I am sorry you will not be com­ ing back." "Good-bye, Sir, and thank you for all you have done for 111e." That is all; sometimes not even as much as that. Perhaps the hand-shake is more expressive than the spoken word, and longer remembered. The boy who is worth his salt must be both glad and sorry when the time for the final parting comes. There must be gladness for what is before him, and sorrow for what he is leaving behind; the gladness of a young man rejoicing in his strength, mingled with regret for the jolly days that will never come again. But let him remember that while there is much that must be left behind there is also much A r 2 The Hutchins School Magazine. The Hutchins School l1Jlagazine. 3 that he can and must take with him. The School has left its mark upon him. Perhaps also he has left his mark upon the SchooL but that is another story. His character must be permanently (From a speech by Mr. Justice Dobson-afterwal'ds Sir Lam­ influenced by a healthy association.with a large number of bert Dobson, Chief Justice and Administrator-at the School high-spirited young animals; still more by the friendship of a Speech Day, December 22nd, 1874. Mr. Buckland died on chosen few, and by the moral stimulus exercised by the right October 13th.) type of master; to say nothing of the physical benefit resulting from regular and wholesome diet, and from organised games. lVly Lord, ladies, and gentlemen,-There are eras in the Then there are the habits of industry, punctuality, and other history of every institution which must cause those who take qualities too numerous to mention here. an interest in its welfare to pause and take a Tetrospect of the past. The present marked era in the historY of this School A youngster beginning his school life may be compared with would alone suffice to excuse me for trespasi;;ing: on your time for a lump of virgin ore which has to pass through the furnace and a few moments before I present the prize for good conduct. submit to various kinds of treatment until it is finally stamped But whilst I now stand upon the very spot where I sat as a with the image and superscription of the schooL If the coin pupil when this room was first occupied rather more than a does not ring true there must be· something wrong either with quarter of a century ago, old associations revive and old mem­ the metal or with the minting. In other words, if a boy leaves ories crowd upon me, and I feel that, as the oldest pupil present school no better than he entered it, there must be something of him who has so recently passed away from amongst us, I radically wrong either with the boy or with the -schooL Look­ should fail in the discharge of an almost sacred duty if I ing into the past we see no reason to feel ashamed of the men omitted on the present occasion to pay a passing tribute to his the School has turned out; on the contrary there is every reason memory. At the festivities on the opening of this building, to be proud of the majority of them. But no school can live as head boy in the School, I proposed his health, and it has on its past reputation alone. So we who are left must take now fallen to my lot to draw the curtain over the scene of his up the task of impressing on those who join OUT ranks year labours. by year the stamp that characterised the best of our fOTe­ Mr. Buckland commenced his career in Tasmania as a masteT runner". in the old Queen's School, and when that closed he opened a It is just fifty years since the first headmaster went to his school in Fitzroy Crescent, some thirty years ago, and there I rest after twenty-eight strenuous years of) office, and the first became his pupiL He was then ordained to the cure of School must never forget the debt it owes him. For it was Richmond, where he took a few pupils, till on the opening of the his hand more than any other's that shaped the destiny of the Hutchins School in August, 1846, he was appointed its Head­ School and made it what it is to-day. The example he set­ master by Bishop Nixon. From that time forward he faithfully the spirit of self-denial and devotion to duty, the spirit of and diligently discharged the duties of his office, withou't unswerving honesty and unflinching courage, still lives on. cessation or relief from its attendant labour and anxiety, till And we trust that if it were possible for him to return to the at last the strain became so great that he who had never known scene of his labours he would have no cause for disappointment a day's illness suddenly succumbed. He was spared, however, at the result of his work. He was a stern disciplinarian, as to have his last hours cheered by seeing the institution in those of his pupils who are still alive will testify. But if he whose service he had spent the best years of his life achieve did not spare his boys., he certainly did not spare himself. A unprecedented success. No man ever laboured with greater friend of his, who was also a schoolmaster, on hearing of his diligence in his vocation, and no master ever strove more earn­ death wrote these words:- estly to secure a conesponding diligence on the part of his scholars. He was remarkable for an over anxiety and a never­ "From what I know and have learned, I consider that his flagging zeal to impart to his pupils habits of accuracy and of life was shortened by probably a quarter of a century through steady perseverance. I believe that the two characteristics for the herculean toils he must have gone through to achieve the which he rendered this School specially notable were its dis­ results he did in public examinations, with his School so slen­ cipline and its thoroughness of teaching. He maintained derly supplied with a teaching staff as it usually was. Prac­ thorough discipline in the schoolroom, and obedience was an tically he worked it all but single-hapded for some years. Any­ axiom. To my mind these lessons in discipline and obedience one who has had a pra<;tical experience for a length of time ,ire more important than Latin or Greek as elements of future in the wear and tear on the nervous system entailed by teaching, success in life. "To command is to obey." The thoroughness necessarily at high work and high pressure unde" the stimulus of teaching no doubt arose from the advantages which he derived of annual examinations, would only wonder that l,e lasted out from his early training at Rugby, under his uncle, Dr. Arnold, as he did. Poor fellow, he has lnlt only died in harness, but the and from the thoroughness of character which he himself attained yoke has broken his back." from such a training. "Which of you boys has ever known him to permit a lesson to be omitted or sluned over, or a mistake All honour, then, to the name of John Richard Buckland, and to pass undiscovered and uncorrected? I should wait a long to all others, whethel' masters or boys, who have helped to raise time for an answer in the affirmative. Whatever work was to the School to the proud position it holds to-day! be done he would have it thoroughly done. He was too honest 4 The Hutchins School Magazine. The Hutchins School Magazine. 5 and too proud to condescend to superficial instruction, which month absent), and, notwithstanding the change of teacher, and could only add to ephemeral success. It may be supposed that of style of instruction, thl;;,y proved themselves to be .ahead of all what I say, is to be attributed, to some extent at least, to personal competitors, even where the same disadvantages dId not occur.

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