7. Head Master does not teach unprepared work.
8. Rough classification in Chinese School. Frequent and lengthy interruptions.
9. Slavish imitation of Grammar School.
11. Absence of Roll of names in each classroom. Fees Returns unreliable.
12. Abnormal amount of corporal punishment. Absence of Discipline.
Mixture of races draws out the worst qualities of each.
Victoria College draws non-Chinese boys from other Schools. Victoria College never intended for such.
Twenty inaccurate and misleading statements in the Official Report of this sort would appear a serious matter, especially when it is remembered that this is not the first time I have had to point out similar defects.
(4) The manner in which Dr. Eitel contradicts himself is remarkable.
In par. 6, he wishes non-Chinese boys to associate with Chinese, because he imagines they would converse in English; in par. 12, he wishes Victoria College to be exclusively Chinese.
In par. 8, he wishes Chinese masters to be independent of Head Master and follow Chinese practices; but also complains "that the Head Master allows them to draw up their own Time Table."
In par. 8, he complains Chinese School being interrupted by drill, which he himself inaugurated while I was in England.
In par. 12, there is an absence of all discipline; par. 13, too rigid a discipline is maintained, the attitude of each master being that of a drill sergeant.
In 1888, he expressed the wish (Gazette, 405, 12) that the Upper Section "might eventually be affiliated with some English University"; now he recommends that it should become an Elementary School.
In 1887 and 1890, he praised the "excellence of the organisation, method, and discipline of the Victoria College"; now, without showing where the deterioration began, he simply states that there is absolutely no organisation, no method, no discipline.
(5) All the above misrepresentations and contradictions are made simply to justify his outcry for reform, as I can gather from his Report and remarks at the Conference. The reforms he suggests should be and can be effected by the following alterations:
All English subjects to be taught only by English masters.
Chinese Assistants to be controlled by English Masters.
English Assistant Masters to be absolutely independent of Headmaster, especially as regards Discipline.
Chinese boys to be taught to speak English before they are allowed to learn the alphabet.
All higher education, especially Local Exams, to be abolished.
Chinese boys of 14 to 19 years of age to be treated as infants, and Chinese child nature to be studied for this purpose.
I regret to say that not one of the above suggestions commends itself to me as a practicable or beneficial reform.