335
enjoying an immortality in the hearts of his scholars in all parts of China, I might say the world, his memory will be kept green in Victoria College by the scholarship founded in his honour by old scholars in 1884. I believe too that the Memorial Committee appointed since his death contemplate applying to the Government for permission to affix some permanent memorial in the College Hall.
5. It was originally proposed that Victoria College should furnish accommodation for 770 boys, a number which was supposed by some to be extravagantly large. By the simple expedient of dividing all the desks into six instead of five parts, seats have been provided for 960 boys (including the Pupil Teachers' room) affording each boy a space, that compares favourably with what is required in England; while future undue crowding, an evil long felt at the Central School is rendered impossible by each boy's space being defined by his desk-lid. In addition to the manifest saving of expense in providing education for 924 boys by the same staff as was allotted to 770, there are great advantages derived from the assembling of a larger number of boys in one building; these are—one continuous system of education, as the larger number of boys to be promoted from lower classes will gradually lessen the number of admissions into higher classes from other schools,—a prolongation of the course, which will delay the undue promotion of backward boys which has long been to their detriment, and to the discredit of the upper classes—and the more effective shading off of degrees of knowledge so that too great a stride in education will no longer follow on promotion. There were 800 boys on the Roll in September, and there is every reason to believe that the College will be full in a year or two, if not next month.
6. During the past year there were on the Roll 790 Chinese and Eurasians, 23 English, 4 Germans, & Hebrews, 1 Hindu, 10 Japanese, 86 Mohammedans, 1 Parsee and 46 Portuguese. This college can therefore in a marked degree lay claim to a cosmopolitan character.
7. Chinese boys, as a rule, are very intelligent, docile and painstaking. That they are intelligent is established by the large number of boys, that in the short period of five or six years have advanced from the alphabet to a knowledge of English sufficient to do a creditable paper on a play of Shakespeare. Their docility proverbially arouses the admiration of every new master from England. Painstakingness is a national characteristic sometimes provoking to the more impetuous European. It might be thought that with these admirable traits the work of teaching in this College would be an easy task and the results should be even higher than they are. There would be grounds for this supposition, if there were not serious compensating drawbacks such as the following. Stolidity and absence of facial expression render it next to impossible for a teacher to gather how much of what he says is understood by the class; he has not the satisfaction of seeing perplexed ignorance dissolve into triumphant knowledge, for difficulties do not pucker the brow, nor does success kindle the eye of the Chinese student. This difficulty is increased tenfold by the fact that all instruction is given in English, thus there is not merely the doubt whether a boy understands the subject itself, but a fear that he does not grasp the phrase in which it is conveyed. Again the Chinese answer in English with a single word after the genius of their own language leaving a great deal to the imagination; such a habit is hard to break, and very tantalising to the teacher, as the curt answer may contain a correct idea or the reverse. Further where an English boy would answer to the best of his ability, even running the risk of a mistake, or would ask the master for assistance or explanation, a Chinese is deterred by a nervous fear of the ridicule of his comrades. Once again, though keen in detecting the shades of their dozen native tones, Chinese ears are remarkably dull in detecting the difference in English vowel sounds, and between sharp and flat consonants; the result of all which is impossible mistakes in Dictation and Reading. It might be thought too, that the inherited power of memory in the Chinese race, of which one hears so much would prove a considerable factor in their progress, but this is far from being the case. It would certainly be so in Examinations if special care were not taken in framing the questions to avoid putting them in such a form as would allow of an answer being previously committed to memory. But as a matter of fact, in daily school life there would appear to be a sad lack of an intelligent memory, the master cannot rely on the work done in the previous year as a foundation on which to raise a higher superstructure. I have dwelt at this length on the characteristics of Chinese boys, because only those daily engaged in the task of teaching know exactly where the difficulties lie, and because some explanation is thus afforded of the necessity of the slow progress that has been made in the past, and may be expected for some time in the future.
8. To impart the principles of a sound education in English is the main object of this Government Institution. In the distribution of work to each class this is steadily aimed at, and strict injunctions are given to employ the English language alone in all instruction, except of course in the Translation Lessons and when occasionally in the Junior Classes difficulties require to be explained in Chinese. The natural consequence of this is that the boys become very apt at understanding what is said to them in English. The great problem is how to get boys to speak English before they leave school. Experience has shown that, within a few months after obtaining a situation, our Chinese boys, with their store of grammatical rules and knowledge of composition, develop the power of speaking English very creditably; but, as a rule, only Pupil Teachers and Monitors really speak English well before leaving school. This would seem to point clearly to a want of self-confidence, and to the absence of the necessity. Special attention will in the future be paid to this in Junior classes.
The work of the upper classes is at present regulated by the requirements of the Oxford Senior Local Examination,
As I believe a mistaken impression prevails that Latin was on this account added to the curriculum, I will take this opportunity of ventilating the purpose with which it was introduced. BACON and MILTON, the fathers of English Prose Composition, teem with Latinisms, nor are these entirely absent from the modern standard of ADDISON. It is only quite recently that English composition has become a separate study in England. Formerly a good classical education was supposed sufficient to enable an English author to write correctly in his mother tongue. It is therefore reasonable to suppose that a foreigner must be assisted in the acquisition of English rules of composition by the study of that language, on which its choicest models are framed. In Latin the observance of concord and regimen is rendered conspicuous by inflection, the intelligent translation therefore of a simple Latin author should explain the reason of many English rules. Moreover immense assistance in understanding and distinguishing the meanings of English words, and often in spelling them, is manifestly afforded by even a restricted Latin vocabulary. In the First Class, Latin, Chemistry, Drawing, Book-keeping, Mensuration, and Trigonometry will for the future be optional, and not included in class subjects.
9. In India it has been found necessary to prepare special school text-books for English education. The demand in Hongkong is too slight to offer much encouragement to a similar enterprise, but the want makes itself felt.
As an effort in this direction I published a few years ago a School Arithmetic specially intended to explain difficulties to our boys. Much could be done in the way of explaining eccentricities of English Idiom and Spelling, to say nothing of the urgent need of a cheap text-book of the Geography of the Chinese Empire. Something too is needed to supplement the School Committee's series of books in Chinese, which provide practice for Translation into English. The late Mr. FALCONER edited a very useful book, but the very classical Chinese can only be adequately translated into very classical English. I have therefore just recently compiled a collection of cuttings from Chinese newspapers, which will, it is to be hoped, familiarise the boys with everyday ideas and expressions.
10. In the confined area of the old Central School nothing could be done to provide the boys with the necessary opportunity for developing their physique. Simple gymnastic appliances will shortly be erected in the covered playground; properly availed of, this should counteract the cramped attitudes generally associated with study.
11. The fees have been raised in Class I to $36 per annum and in Classes II and III to $24, as the Upper School derives the chief benefit from the heavy expense of the salaries of English Masters, and of costly school material. Chinese parents should reflect that they have now a good English education brought to their doors, and that their sons can pass an examination held in England without the outlay attendant upon sending them thither for five or six years. It is much to be desired that parents, who can afford it, as many of them well can, should not take their sons away immediately upon their promotion to the First Class, but allow them to stay a year or two at the top of the School to really complete their education more thoroughly.
12. The staff consists of twenty-nine in all; viz.: nine English Masters (four of whom are graduates), ten Chinese Assistants, three Pupil Teachers and three Monitors; and in Chinese School four Chinese Graduates, (Sau Tsoi). This is an increase of ten masters on the staff formerly at the Central School. Four new English Masters arrived in April and May last, Messrs. BARLOW, M.A., BOOTH, HASELDEN, B.A., and BOARDS; of these, three were extra, and one was to supply the vacancy caused by the appointment of Mr. MAY to be second master on the death of Mr. FALCONER. The six new Chinese Assistants were provided by six Pupil Teachers articled three years ago, and who during the last five months have given evidence of their ability to discharge their duties very satisfactorily. With the exception of Translation from Chinese in the two head classes the Head Master no longer takes a position on the teaching staff; his time being fully occupied in organisation and supervision, fortnightly inspections of each class, half-yearly and annual examinations with other multifarious duties. It is noteworthy that of the staff of eighteen, English and Chinese, I found on my arrival eight years ago, only two remain. As only two have been removed by death it is manifest that the remainder are those who have left in search of higher salaries elsewhere, some on promotion in the Colonial Service.
13. A normal class and a special Examination Paper on Education and School Discipline for Pupil Teachers and Monitors are a new feature this year. Mr. BOARDS, who has been in charge of these junior assistants in front of the Preparatory Class, is on the whole able to give me only a moderate Report though he speaks highly of one or two Pupil Teachers. I trust that next year some marked improvement will be observed.
14. With the necessarily increased staff for 21 classes, instead of 12, it could only reasonably be expected that the expenses would be increased, but it is satisfactory to observe that the average expense of each scholar calculated on the average daily attendance is lower than it has been for years. When it is remembered that for three months the expense of three extra English Masters was borne by the smaller number of boys at the Central School, it may reasonably be supposed that this figure will not be exceeded next year.
An average cost of $25 may be called £3 18s., per head, which sounds a large sum, but is far exceeded by our namesake in Australia where the cost per head is £4 15s.
335
enjoying an immortality in the hearts of his scholars in all parts of China, I might say the world, his memory will be kept green in Victoria College by the scholarship founded in his honour by old scholars in 1884. I believe too that the Memorial Committee appointed since his death contemplate applying to the Government for permission to affix some permanent memorial in the College Hall.
5. It was originally proposed that Victoria College should furnish accommodation for 770 boys, a number which was supposed by some to be extravagantly large. By the simple expedient of dit ing all the desks into six instead of five parts, seats have been provided for 960) boys (including the Pupil Teachers' room) affording each boy a space, that compares favourably with what is required in England; while future undue crowding, an evil long felt at the Central School is rendered impossible by cach boy's space being defined by his desk-lid. In addition to the manifest saving of expense in providing education for 924 boys by the same staff as was allotted to 770, there are great advantages derived from the assembling of a larger number of boys in one building; these are-one continuous system of education, as the larger number of boys to be promoted from lower classes will gradually lessen the number of admissions into higher classes from other schools,--a prolongation of the course, which will delay the undue promotion of backward boys which has long been to their detriment, and to the dis- credit of the upper classes-and the more effective shading off of degrees of knowledge so that too great a stride in education will no longer follow on promotion. There were 800 boys on the Roll in September, and there is every reason to believe that the College will be full in a year or two, if not next month.
6. During the past year there were on the Roll 790 Chinese and Eurasians, 23 English, 4 Germans, & Hebrews, 1 Hindu, 10 Japanese, 86 Mohammedans, 1 Parsee and 46 Portuguese. This college can therefore in a marked degree lay claim to a cosmopolitan character.
7. Chinese boys, as a rule, are very intelligent, docile and painstaking. That they are intelligent is established by the large number of boys, that in the short period of five or six years have advanced from the alphabet to a knowledge of English sufficient to do a creditable paper on a play of Shakespeare. Their docility proverbially arouses the admiration of every new master from England. Painstaking ness is a national characteristic sometimes provoking to the more impetuous European. It might be thought that with these admirable traits the work of teaching in this College would be an easy task and the results should be even higher than they are. There would be grounds for this supposition, if there were not serious compensating drawbacks such as the following. Stolidity and absence of facial expression render it next to impossible for a teacher to gather bow much of what he says is understood by the class; he has not the satisfaction of seeing perplexed ignorance dissolve into triumphant know- ledge, for difficulties do not pucker the brow, nor does success kindle the eye of the Chinese student. This difficulty is increased tenfold by the fact that all instruction is given in English, thus there is not merely the doubt whether a boy understands the subject itself, but a fear that he does not grasp the phrase in which it is conveyed. Again the Chinese answer in English with a single word after the genius of their own language leaving a great deal to the imagination; such a habit is hard to break, and very tantalising to the teacher, as the cubryo answer may contain a corret idea or the reverse. Further where an English boy would answer to the best of his ability, even running the risk of a mistake, or would ask the master for assistance or explanation, a Chinese is deterred by a nervous fear of the ridicule of his comrades. Once again, though keen in detecting the shades of their dozen native tones, Chinese ears are remarkably dull in detecting the difference in English vowel sounds, and between sharp and flat consonants; the result of all which is impossible mistakes in Dictation and Reading. It might be thought too, that the inherited power of memory in the Chinese race, of which one hears so much would prove a considerable factor in their progress, but this is far from being the case. It would certainly be so in Examinations if special care were not taken in framing the questions to avoid putting them in such a form as would allow of an answer being previously committed to memory. But as a matter of fact, in daily school life there would appear to be a sad lack of an in- telligent memory, the master cannot rely on the work done in the previous year as a foundation on which to raise a higher superstructure. I have dwelt at this length on the characteristics of Chinese boys, because only those daily engaged in the task of teaching know exactly where the difficulties lie, and because some explanation is thus afforded of the necessity of the slow progress that has been made in the past, and may be expected for some time in the future.
8. To impart the principles of a sound education in English is the main object of this Government Institution. In the distribution of work to each class this is steadily aimed at, and strict injunctions are given to employ the English language alone in all instruction, except of course in the Translation Lessons and when occasionally in the Junior Classes difficulties require to be explained in Chinese, The natural consequence of this is that the boys become very apt at understanding what is said to them in English. The great problem is how to get boys to speak English before they leave school. Ex- perience has shown that, within a few months after obtaining a situation, our Chinese boys, with their store of grammatical rules and knowledge of composition, develop the power of speaking English very creditably; but, as a rule, only Pupil Teachers and Monitors really speak English well before leaving school. This would seem to point clearly to a want of self-confidence, and to the absence of the of necessity. Special attention will in the future be paid to this in Junior classes.
The work of the upper classes is at present regulated by the requirements of the Oxford Senior Local Examination,
spur
As I believe a mistaken impression prevails that Latin was on this account added to the curriculum, will take this opportunity of ventilating the purpose with which it was introduced. BACON and Mrow, the fathers of English Prose Composition, teen with Latinisms, nor are these entirely absent from the modern standard of ADDISON, It is only quite recently that English composition has become a separate study in England. Formerly a good classical education was supposed sufficient to cuable anglish author to write correctly in his mother tongue. It is therefore reasonable to suppose that a foreigner must be assisted in the acquisition of English rules of composition by the study of that language, on which its choicest models are framed. In Latin the observance of concord and regimen is rendered conspicuous by inflection, the intelligent translation therefore of a simple Latin author should explain the reason of many English rules. Moreover immense assistance in understand- ing and distinguishing the meanings of English words, and often in spelling them, is manifestly afford- ed by even a restricted Latin vocabulary. In the First Class, Latin, Chemistry, Drawing, Book- keeping, Mensuration, and Trigonometry will for the future be optional, and not included in class subjects.
9. In India it has been found necessary to prepare special school text-books for English education. The demand in Hongkong is too slight to offer much encouragement to a similar enterprise, but the want makes itself felt.
As an effort in this direction I published a few years ago a School Arithmetic specially intended to explain difficulties to our boys. Much could be done in the of explaining
way eccentricities of English Idiom and Spelling, to say nothing of the urgent need of a cheap text-book of the Geography of the Chinese Empire. Something too is needed to supplement the School Committee's series of books in Chinese, which provide practice for Translation into English. The late Mr. FALCONER edited a very useful book, but the very classical Chinese can only be adequately translated into very classical English. I have therefore just recently compiled a collection of cuttings from Chinese news- papers, which will, it is to be hoped, familiarise the boys with everyday ideas and expressions.
10. In the confined area of the old Central School nothing could be done to provide the boys with the necessary opportunity for developing their physique. Simple gymnastic appliances will shortly be erected in the covered play ground; properly availed of, this should counteract the cramped attitudes generally associated with study.
11. The fees have been raised in Class I to $36 per annum and in Classes II and III to $24, as the Upper School derives the chief benefit from the heavy expense of the salaries of English Masters, and of costly school material. Chinese parents should reflect that they have now a good English education brought to their doors, and that their sons can pass an examination held in England without the outlay attendant upon sending them thither for five or six years. It is much to be desired that parents, who can afford it, as many of them well can, should not take their sons away immediately upon their pro- motion to the First Class, but allow them to stay a year or two at the top of the School to really complete their education more thoroughly.
12. The staff consists of twenty-nine in all; viz.: nine English Masters (four of whom are gra- duates), ten Chinese Assistants, three Pupil Teachers and three Monitors; and in Chinese School four Chinese Graduates, (Sau Tsoi). This is an increase of ten masters on the staff formerly at the Central School. Four new English Masters arrived in April and May last, Messrs. BARLOW, M.A., BOOTH, HASELDEN, B.A., and BOARDS; of these, three were extra, and one was to supply the vacancy caused by the appointment of Mr. MAY to be second master on the death of Mr. FALCONER. The six new Chinese Assistants were provided by six Pupil Teachers articled three years ago, and who during the last five months have given evidence of their ability to discharge their duties very satisfactorily. With the exception of Translation from Chinese in the two head classes the Head Master no longer takes a position on the teaching staff; his time being fully occupied in organisation and supervision, fortnightly inspections of each class, half-yearly and annual examinations with other multifarious duties. It is noteworthy that of the staff of eighteen, English and Chinese, I found on my arrival eight years ago, only two remain. As only two have been removed by death it is manifest that the remainder are those who have left in search of higher salaries elsewhere, some on promotion in the Colonial Service.
13. A normal class and a special Examination Paper on Education and School Discipline for Pupil Teachers and Monitors are a new feature this year. Mr. BOARDS, who has been in charge of these junior assistants in front of the Preparatory Class, is on the whole able to give me only a moderate Report though he speaks highly of one or two Pupil Teachers. I trust that next year some marked improvement will be observed.
14. With the necessarily increased staff for 21 classes, instead of 12, it could only reasonably be expected that the expenses would be increased, but it is satisfactory to observe that the average expense of each scholar calculated on the average daily attendance is lower than it has been for years. When it is remembered that for three months the expense of three extra English Masters was borne by the smaller number of boys at the Central School, it may reasonably be supposed that this figure will not be exceeded next year. large sun,
Au average cost of $25 may be called £3 188, per head, which sounds a but is far exceeded by our namesake in Australia where the cost per head is £4 15s.
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