20
year. This was due to the unsatisfactory preparation in
the Primary Schools and the poor English attainments of
the Chinese teachers in the Secondary Schools. And
this could not be mended until better educated and trained
local teachers were available.
A beginning had already been made, owing to
aconomic reasons, for a partial replacement of European
teachers by Chinese teachers. No doubt this was a process
which had to be continued but the more that policy was
followed the more important became adequate training for
Chinese teachers.
Teachers in the second category were Anglo-Chinese
(non-graduated) teachers. They mainly staffed the Grant-
in-Aiù schools, as the latter could not afford to pay the
salaries of grauuate teachers. The arrangement proposed
for training these teachers followed almost the same lines
of the two-year training colleges in England. The
difficulty would be, at first, at any rate, assuming that
English would be the medium of instruction during the first
course, that many of the students would begin their courses
with an inadequate knowledge of the language. Some
caution might be suggested to those responsible for drawing
up the curriculum of the course, beiore the Government
adopted uncritically the recommendations of the Memorandum
which constituted Appendix I and seemed seriously to
overload the course.
As regards the Vernacular teachers for rural
schools (the third category), it was recommened that the
example of Africa should be followed to a considerable
extent.
Hr. Sayer, in his Minority report, doubted
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whether