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THE
HONG KONG TIMES.
HONG KONG, MONDAY, FEBRUARY 1, 1875.
THE GOVERNMENT CENTRAL SCHOOL.
Taens are many exemplifications of the proverb that Still waters run deep." Often the greatest works are those which attract least public attention. The Government Central School is an instance. The interest taken by the public in the school can hardly be called great; certainly it is not what it ought to be. Yet, it is hardly possible to fully estimate the importance of the work in which Mr. Stewart and his assistants are now engaged. More than five hundred boys have attended the school during the past year, and nearly one hundred and seventy have left. They have left to begin the real work of life; all have obtained respectable, and many pro- mising and profitable, situations, As His Excellency Sir Arthur Edward Kennedy pointed out on Friday, this shows that great benefits are being derived from the school; for, it cannot be doubted, those employments would not have been obtained but for the school training. A money-return is not the highest result of education; but it is every. where regarded as an important one; and it appeals with peculiar force to the parents of lads likely to send their children to the Central School, Education, however, which leads to improved social position, must bring with it many of the higher moral advantages.
The Central School has had many difficulties to fight with; but it has successfully over- come the greater. The Chinese no longer think its promotere have any sinister or unfair motive; for they gladly send their children to be taught. The "religious difficulty," as it is called, has of course cropped up.
But after what has just been said and just been done, it' may be expected to be permanently settled. Long and fierce discussions have taken place in England as to whether religion should be taught in schools. The battle is far from ended; but it may be said there is a large and growing party, and that not au irreligious party-who are opposed to it. The school- master, as His Excellency said, is not the right person to teach religion, nor is the subool- room the place in which it should be taught. And this, be it remembered, is said not against,
but in the real interests of religious education. Now, the religions difficulty, which was felt so powerfully at home,--where at least there
is a broad basis of belief--must here have been insurmountable. What religion, indeed, could be taught in a school the pupils of which
helong to many different nationalities and profess creeds that are entirely different? Any attempt to teach cligion must have failed, and the failure might have extended even to the general work of the school. The satis- factory settlement of the Morrison Scholarship will probably destroy the last vestiges of this great difficulty. Dr. Robert Morrison was an admirable scholar, but he was, above all else, a Christian Missionary. That a prize which perpetuates his memory should be dis- associated from religion may not be thought right. There are those who may not care to know that a Christian Missionary Prize can be won by a lad who is not a Christian. But all who thoughtfully consider the matter must see that, to have established the scholarship on conditions other than those agreed to, might have rendered it worse than useless; because, instead of its proving an incentive to effort and study, it might have aroused a feeling of bitter religious animosity.
The system of paying by results, so warmly approved by His Excellency the Governor cannot be too much impressed upon all interested in education. Its justice never cau be questioned, whilst it is the most efficient means of securing real and solid education. An educational sham is one of the worst of shams'; but it cannot exist under the present system. The only unsatisfactory part of Friday's business was what was hinted at by the Head Master. The school buildings are not only inadequate; they are in many respects-there being no play-ground, for instance,-unfitted for their purpose. Time after time has their unsuitability been urged on the authorities; but apparently to no effect. Yet there are few expenses the community would more gladly bear than that of a new Government School. We set out by noticing the important work being carried on at the school. Upon this, the closing words of the Rev. Dr. Eitel's speech are significant and suggestive. Addressing the pupils, he said:" I do not believe any greater benefit can be bestowed on yon than to give you knowledge. Knowledge is power; and with this power you will not only turn out to be useful men, but you will also contribute to the success of this Colony, and if you return to your native country, China, you will con- tribute to the restoration of China's ancient grandeur." The benefit the school is con- ferring is, indeed, far more than personal; its advantages will extend greatly beyond the advancement of its pupils. The Hong Kong Government School pursues its course year after year, quietly but nsefully, and is aiding in a degree not fully estimated, in the great work of civilization and progress.
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