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two classes; British Schools for the children of European British subjects, and 'English' Schools, where the medium of instruction is the English language, and where the scholars are Indian British subjects, Portuguese, Filipinos, Annamites and Eurasians. The Committee have recommended, in Section 28, the withdrawal of the Government grant from four small schools where Portuguese is the medium of instruction, for reasons which appear to me to be sufficient. Apart from these points, no radical changes are recommended in the Non-Chinese Schools.
In dealing with the Chinese the Committee
8.
have recommended the adoption of the principle that, whether the point of view is Imperial or Colonial, the thorough education of a comparatively small number of Chinese will work more good than a smattering given to the many. The argument appears to me to be sound, and if so it should be accepted with all its logical consequences. There is no doubt that neither the Chinese themselves, nor the object of the advancement of Western knowledge derive much benefit from the existing system, which apparently teaches the Chinese boy to be an inferior Chinaman without providing him with the intellectual or moral equipment of the average European.
9.
The Committee have devoted a large proportion of their Report to the consideration of what they call Anglo-Chinese Schools, that is, Schools in which the English language and Western knowledge are taught to Chinese boys; Western knowledge, for want of a better term, being taken to imply a knowledge of history and geography, some natural science, and other such elementary subjects of European
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two classes; British Schools for the children of European
British subjects, and 'English' Schools, where the medium of
instruction is the English language, and where the scholars
are Indian Britisk subjects, Portuguese, Filipinos, Annamites
and Eurasians. The Committee have recommended, in Section 28,
the withdrawal of the Goverment grant from four mall schools
where Portuguese is the medium of instruction, for reasons
which appear to me to be sufficient. Apart from these points,
no radical changes are recommended in the Non-Chinese Schools.
In dealing with the Chinese the Committee
8.
have recommended the adoption of the principle that, whether
the point of view is Imperial or Colonial, the thorough educa-
tion of a comparatively small number of Chinese will work
more good than a smattering given to the many. The argument
appears to me to be sound, and if so it should be accepted
with all its logical consequences. There is no doubt that
neither the Chinese themselves, nor the object of the advanc s-
ment of Western knowledge derive much benefit from the exist- ing system, which apparently teaches the Chinese boy to be an
inferior Chinaman without providing him with the intellectual
or moral equipment of the average European.
9.
The Committee have devoted a large pro-
portion of their Report to the consideration of what they
call Anglo-Chinese Schools, that is, Schools in which the English language and Western knowledge are taught to Chinese
boys; Western knowledge, for want of a better term, being
taken to imply a knowledge of history and geography, some
natural science, and other such elementary subjects of *
European
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