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語歲

春

學但照廠監院意見不甚相宜,蓋該學童在院肄業六年尙多未能說英語者况在大書院未 之法繼用文法教以若何說法若何作法庶可明悟在大書院亦教幾何原本及代數學及化 堂之事但要知作英字之文章釋華文以英字其法仍須當面試作先則分用單句重句合句 譯華文卽教異國人學英文】極貴之法現雖有用之者亦只是學童在家之時並非在館富 助他學說英語不亦甚難乎按照敝監院意見在大書院不甚記得用英字作文章及以英字 又無循序漸進之法故教師中有未諳華人言語者欲解此英文之奥妙使華人小子明悟 館欲學英語郷談者似未合用又初學者用此書而學實爲太難因在内甚少尋常所用句語 用之書本在埃蘭國所印原爲小子入館時已能言英語者所用但用以教華人小子初進著 名學童中有三百三十六名之多不甚能說英語者而精說英語者不過八人焉又大書院所 能說英語者且在書院之外幾未聽人說英語卽如史監督去歲春季時所言在四百五十三 大書院所用教法做監院以爲極似在英國教英人小子模樣幾如忘却此學童中最多於未

若字

堂教以各國史記故莫若先教此而後教也

者况華字有聲音之別故舉國書塾教訓學童不惟觀 來教法多備其間湊合華文之節奏自有不期然而然 做泰西教小子之法由此更覺明竊思中國千百年 有教華文之法則已上所言教英文所有缺憾即多 人教師監管以免他有不遵教訓之弊論及大書院所 文不克與華童驅而進且教伊學華文時必須有英 華人教師約束故教伊學華文須另立一班以其學華 故華童學英語土談之機會無多又因外國小子不遵 小子善說英語者在彼亦甚寥寥更因並無遊玩之區 也夫:外學童察學習其獲益少而阻碍多因英國 所稱英華班者卽該學童之土談不是華人語言者是 是華人故分班亦有二樣有日英華班者有日華班者 大言大書院教習華文之事以學童中有數十輩不

As to the method of teaching adopted in the Ceutral School, I am of opinion that the school is, in the whole, taught too much like an English

chool for English boys, in comparative disregard

of the fact that the majority of the boys neither peak English nor hear English spoken outside

he school, and that, as Mr. STEWART stated, out [153 boys at the beginning of last year as many

☆ 336 did not speak English at all and only 8 ould speak it idiomatically. The school-books

lso, which were made for boys in Ireland, who olloquial, are ill adapted for use in teaching ring to school a fair knowledge of English hinese boys, who come to school to learn English olloquial in the first instance. These school-

poks are far too difficult to begin with, contain little colloquial and have too little of regular

radation, to make it easy for masters, some of

bom are unable to speak Chinese and therchy

erented explaining peculiarities of idiom in an

telligible manner, to teach much English speak- There is further too little attention given, 婆

I my opinion, to the practice of English com- osition and to written translations from Chinese to English, which valuable means of teaching English to foreigners is at present entirely rele ated to home exercises. English composition nd written translations from Chinese into English ight be used in the school as a means of teaching rammar practically, by requiring the boys, under e eyes of the master, to make and form simple-

nd eventually complex sentences. in various

aya, so as to make them thoroughly understand

e practical application of the rules of grammar to

Je art of speaking and writing correctly. Finally.

le teaching of such subjects as Geometry, Algebra

nd Chemistry seems to me of doubtful utility as

ng as the majority of the boys leave the Central

chool, after six years of schooling, without being

ble to speak English, and as long as History re-

ins entirely excluded from the range of sub-

et taught in the school.

As regards the Chinese department of the entral School, there is a division, made necessary the presence of non-Chinese boys in the school. etween the so called Anglo-Chinese and Chinese inses, the former being intended for boys whose mive language is other than Chinese. The pre- cace of foreign boy's in the Central School is on e whole, more an impediment than an advantage, those foreign boys who speak English idioma-

ally are too few, and, in the absence of a re- ration ground, have too little opportunity to

nable the other boys to learn much English from

em conversationally; whilst on the other hand reign boys are as a rule not amenable to dis- pine when under the tuition of native masterз

nd necessitate special arrangements to teach them he Chinese written language, as they cannot keep ace with the Chinese boys, and require the resence of an English master during these Chinese

ssong so as to maintain discipline.

Now as to the method of teaching the Chinese anguage, adopted in the Central School, the de-

tet I noticed in the English department, viz., of

ollowing too much the methods of teaching in

者來

觀然年