334
14
The only scholars on whom the exclusion of non-Chinese might inflict a hardship are the Indians. Until therefore provision for them has been made as contemplated in section 14, this recommendation can hardly be carried out : meantime the school, numbering nearly 1,000 boys and combining the functions of an English and of an Anglo-Chinese School, is attempting more than it can perform.
The abolition of the non-Chinese Classes can be effected at once, and will not inflict any serious hardship on the scholars, a large proportion of whom know Chinese. Until they reached the Upper School these boys received their education side by side with Chinese boys, and it is fairer that they should continue to do so while they remain in the school, than that they should monopolize the services of two English masters as they do at present.
The following criticisms and recommendations apply to the Chinese classes only.
37. As in the other Anglo-Chinese Schools, the knowledge of English acquired at Queen's College does not appear satisfactory, considering the time spent upon it; Western Knowledge seems taught without sufficient regard to the local point of view'; and the knowledge of the Chinese Written Language possessed by the scholars is very imperfect,
To verify these conclusions the Committee made use of the following tests. An examination was held of the twenty top hoys, who were required, (a.) to translate about 150 words of simple English narrative into Chinese, (b.) to write an essay in English of about 250 words, (c.) to translate about 250 words of sim- ple Chinese narrative into English. No great accuracy in translation was expect- ed; and in the essay the matter was regarded as of no importance, so long as it was germane to the subject. Out of the twenty boys only two could be classed as good, while two others did fairly. The rest were bad, and the work done by many of them was quite worthless.
It is not probable that even these results could be equalled by Chinese schoolboys elsewhere in the Colony. The Committee feel it is their duty to put these significant facts plainly before the Government.
As regards Western Knowledge too much time is spent over the acquisition of dry facts relating to early and medieval English History, and to the geography of countries which are only remotely connected with the Far East. Nor is it made sufficiently clear that the past and present condition of other countries have had and still exercise an important influence on the Chinese life of to-day.
38. As regards the teaching of the Chinese Written Language the follow- ing more detailed recommendations are submitted :-
(A.) That an entrance examination be held each term, the test for admission being ability to write an ordinary narrative intel- ligently, and to read and understand the news column of a Chinese newspaper.
The time spent by the average Chinese boy prior to his admission into Queen's College should, if directed to more practical purpose, enable him easily to pass the test examination. The desire to enter Queen's College is so strong and the demand for admission so great, that the proposed examination may reasonably be expected to influence the course of study in the Private Schools of the Colony and on the Mainland,
(B.) That translation from English into Chinese and vice versa be
seriously studied under competent teachers in all the classes.
In order that this may be done to any good purpose it will be necessary to engage Chinese Composition Masters, the present Chinese masters being as a class incompetent to teach their written language. This division of duties is
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