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lies in the assumption that no fallacy change is made.
I have found that, unless a master has the full charge of a class, and is stimulated by the hope of high percentage of passes to his credit at the Annual Exam, he does not take sufficient interest in the subject. Again, if the work is not to become more mechanical than I fear it is already in a few classes, it is necessary for a master to acquire some knowledge of the attainments and powers of his boys, which is scarcely possible if his labours are distributed among 200 or 300 boys.
The Chinese boys, however, in I.A. and B at the top of the school, have the advantage of English Masters; one chiefly taking English, the other Mathematical subjects. That is as far in the direction suggested by Dr. Eitel that I feel justified in going at present.
The latter half of this paragraph that might with advantage be submitted to some authority on "Education in England."
Personally, I do not see in what subordinate direction the individual authority of masters can be extended, without making them absolute or independent of their Head Master. On page 20, par. 26 of the Head Master's Rules printed in 1887, I have asserted the principle of not interfering with any master's method, provided the results are satisfactory. To this, I have rigidly adhered, but when a master's methods transgress other rules by the infliction of severe impositions and long detentions, I am obliged to interfere by privately admonishing him of the evil effects of his system. One English Master reduced his class by one third in about six weeks last term. If he and others who share his ideas were emancipated from the Head Master's control, the College would soon be emptied.
In Minute C, I have dealt with the question of supervision of Chinese Assistants by English Assistant Masters, which I consider highly undesirable, especially in view of the spirit shown by remarks made at the Inspectors' Conference vide Appendix.
As the Head Master does not teach, this is inaccurate; the Head Master's name no longer appears on the Time Table is the fact. I take special classes three times a week in the afternoon. Whenever I can get a spare minute from my office, I teach two or three classes daily, besides giving hints and demonstrations on the Blackboard in two daily hours in the College. I continued this practice during the Inspector's visit, but as during his fortnight's visit, he was, by a strange coincidence (after the first day or two), always in the East Wing when I was in the West, or vice versa, he does not seem to have been aware of it.
The Rules of the School have naturally required modification since we came to Victoria College. Vide par. 12 of my Report Gazette 1890.
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