employ graduates in their Engineering services even as assistant Engineers or Supervisors.
4.
Science
There was a joint Faculty of Arts and Science. teaching rarely got beyond the elementary work preliminary to Engineering and Medicine. English dominated the Arts group of studies among which the only others of real importance were in Economics and Politics, and later in Chinese, wherein local Chinese began to be interested and furnished buildings, and an excellent Chinese Library. Studies in a course for the training of teachers were integrated with other studies in the Arts and Science Groups, not very satisfactorily and on the whole the progress in the training of teachers was ineffective. This was in large part due to the policy of the Government in the Educational Department till relatively recently under which Government High Schools were staffed very largely by men and women recruited in England. A small and slowly growing number of trained graduates was employed, but on scales of pay that were inadequate and with little chance of substantial promotion. Of later years, the success of a number of locally educated and trained teachers in aided schools, especially, has lowered, if not yet entirely removed the barriers erected against Chinese entrants to the profession. Aided and Missionary schools depended for almost all their senior staff on foreign missionaries, but they did employ a much higher proportion of local trained teachers.
5. A special Faculty of Science was set up in 1938 and new laboratories for Chemistry, Physics, Botany and Zoology with a small provision for Geology were erected in 1940-1. They had been in use only for a few months when the Japanese attack came.
.ن
The slow progress of the University, except in a measure, in Medicine, was disappointing to its founders and disheartening to its staff. It did meet the demands, slight as they were from official sources, of the Colony, and facilities were made available for higher education of Chinese from Malaya, the Dutch East Indies and of Overseas Chinese generally, But in only a trifling degree did the University succeed in becoming what Lord Lugard had hoped, a centre for a University education of British inspiration for students from China. Co-operation with Chinese Universities was not achieved until it was almost imposed by the Sino-Japan 'Incident'.
7. The causes of failure defined by the 1943 Advisory Committee on Hong Kong University etc. (H.K.U.A.C. Faper 2) are accepted by this Committee. They were (a) the growth of national sentiment and political self-consciousness in China since the evolution (b) the difference of spoken language and (c) the high cost of maintaining students at Hong Kong University, compared with the cost of Universities in China. The early nationalistic antagonism against Great Britain had to a great measure died down before the Sino-Jap "Incident' occurred. The language reform movement in China has achieved measurable success in its aim of establishing a common spoken language. The disparity of costs remained. But to these causes of failure should be added the financial weakness of the University.
8.
Behind the story of rather uncertain advance there is the almost unbroken undertone of poverty. The University was started with hopelessly inadequate finances;
Government
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