450
3
Algebra was offered by Classes I, II, and III. The various Divisions of these Classes shewed good results on the whole, though Class II was rather weaker than the others. Several boys in Class I failed to find an extraordinary, though simple, solution to an equation. Types of such should be more frequently given.
Euclid. Offered by Classes I and II. Questions re axioms and postulates were considered by most boys to be answered by quoting the number in the book, only about 15 per cent. answering properly. A few did not understand the questions. The proposition set was done fairly well in Class I but not so well in Class II.
It is unnecessary in our opinion for the scholars to be able to quote from memory the numbers of the propositions referred to.
Perhaps the difference in the quality of Euclid as compared with Algebra is due to the greater knowledge of English required; but we think that the Geometry might be improved, as there is no want of the mathematical faculty among the boys. Practical examples frequently given of the definitions, axioms, &c. might improve their conceptions of this subject.
About 20% of Class I solved an easy rider, but most either made a false as- sumption or missed out the important step in the reasoning.
Mensuration. Offered by Class I, was very good, though some confused the volume of a cone with that of a cylinder.
The course of study appears to be perfectly well suited to the College, and the methods of teaching, subject to the foregoing remarks, appear to be good.
Discipline and Organization.--Except in the matter of promoting boys who do not deserve promotion, the organization of the thousand boys of the College is very good. We say this however with a knowledge that the less experienced Chinese masters are to be put under an English Normal Master, and that the Staff teaching Chinese is to be strengthened. The discipline of the school is excellent, with however the exception of one important point. The importance of making civil replies is not sufficiently impressed on the scholars; and this applies to the majority of the Classes. When a boy is asked by an examiner what his age is, he might well be taught to reply "I'm fifteen, Sir," and not to blurt out a blunt "fifteen".
GENERAL RECOMMENDATIONS.
In conclusion, we have the following general recommendations to make.
Colloquial English.—This should be (what it certainly is not at present) the most important instrument for teaching English. From the outset boys should be taught to talk to the master and to each other. That this can be done is beyond dispute. If it were done, we should not find that boys after 3 or 4 years' education in English were unwilling to reply to the most simple questions,
History and Geography.-It is highly desirable that a syllabus should be carefully thought out and laid down, so as to extend throughout the school without variation from year to year.
Mathematics. This is much the strongest subject, and we recommend that less time be devoted to it and niore to the teaching of English, until the deficiencies of that subject are improved.
Reading. Reading is studied in the Lower Classes as it were under two heads, reading without and reading with, a comprehension of the meaning of what is read. This system is quite indefensible and should be amended.
Chinese. The teaching of Chinese should be altogether reorganized.
Organization. The less competent Chinese masters should be placed under the supervision of English masters.