equal to a mis-spelt word. The utter -geveral collapse in this subject which I have always characterised is weak, is attributable to the triple difficulties
above enumerated.
J.
Grammar. In the Lower School
this was
generally inuuited to the classes. com pre-supposed
Knowledge of Analysis
in classes IV, V, and II when the Schedule
exam =
stated that this object was first ined in class III. Sentences,
Sentences in the pas= sive, without an agent,
4, were.
given to be converted into the active, a severe
bist for English borp; I was surprised to discover that a few boy had imagined anitable agents to obviate the difficulty. In Raw III, where the Rsaminers were warned that boys could only pick out parts of Speech, nearly half the paper was set in Plurals and Genders, of which they supposed to know nothing.
The
examiners have lighted on a mares. nest is their conure of the "Provincial "
Aw
sher
07
Staff is an East
shew. Hone of Anglion. The mistake is a one, false analogy :-
simple
399
blow
Blew
blower.
shows.
show
shorow.
9.
Arithmetic. I cannot un
derstand the severe chicheres on this
subject, praised by P. Eitel 20 recent.
ly
as 1892. In Class V, 13 questions sinstead of 6 were set. In III and VII, problems were introduced, re- - quiring knowledge of military terms, ridiculously unsuitable
10 English boy in bottom standards.
10.
eveni
The Evaminers appear to
think that we are
of
boy ignorance of the Chinese language.
I have been enden
deavouring for the lash four years to impress this point upon the Government. The majority of our boys enter with little or knowledge of their native language; the confu= sion of characters is daily fought with,
no kar
but
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