[ { "id": 252282, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-083 - Public Offices - 1861", "page_number": 108, "title": "CO129-083 - Public Offices - 1861", "content_text": "## AGE \n\nConcerning the power of the Anti-Piracy \nMunicipal authority to inhibit on board the \nGibraltar.\n\nThe proper course to adopt in applying \nto the Euclid Dates.\n\nReference Hard- \n\nThere is a lower rate of invention \nthis part of Canton. \n\nI may add for information that the \nMelain & Preprin for the mutual Exhibit \nare only 6 Quarters from Menhaut-Seuru.\n\nConvention between Festival-Jone \ntwo Councils.\n\n## Casey \nMy Lord.\n\nDacters Femmens \nJan 16.\n\n16. for \nMisc \n2253 \n\n**USE OFFICE** \n104 \n\nWe are honored with G. 2. Command's signified in M. Hammond's \nletter of 1st inst, stating that he was directed to forward the accompanying letter from the Col. Office inclosing a correspondence that has passed between H.M's Colonial Authority at Hongkong, & the Persian & \nAmerican Consuls in that Island upon \nthe subject of a man who had deserted \nfrom an American Vessel and had given \nhimself up to the captain of a Russian \nShip of war as a deserter from the \nImperial Service.\n\nMr. Hammond was also pleased to state that in forwarding \nthe above letter for our consideration \n& opinion, he was directed to inform us, with reference to the report \nof ... and / Rupell", "txt_file_path": "txt/2diw2n4r2/CO129-083 - Public Offices - 1861.txt", "external_url": "", "rank": 0 }, { "id": 252295, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-083 - Public Offices - 1861", "page_number": 121, "title": "CO129-083 - Public Offices - 1861", "content_text": "## Heads of Examination before the Civil Service Commissioners of Candidates for Student Interpreterships in China, as approved by Lord John Russell, March 1861.\n\nGeneral Intelligence.\n\n| Subject |\n| --- |\n| Précis |\n| Orthography |\n| Handwriting |\n| First Four Rules of Arithmetic |\n| First Four Books of Euclid |\n| Translation from Latin into English |\n| Translation from French into English |\n| General Knowledge of Modern Geography |\n\nLimit of Age for Candidates, 16 to 20, both years inclusive.", "txt_file_path": "txt/2diw2n4r2/CO129-083 - Public Offices - 1861.txt", "external_url": "", "rank": 0 }, { "id": 291174, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-163 - Sir Kennedy - 1873 [4-6]", "page_number": 341, "title": "CO129-163 - Sir Kennedy - 1873 [4-6]", "content_text": "337\n\nSTANDARD IV.\n1. Reading.-Intelligent reading of a prose passage not exceeding fifteen lines in the Fourth Book used in the school.\n\n2. Writing.-A sentence from the same book slowly dictated once by a few words at a time.\n\n3. Arithmetic.-Simple and Compound Proportion, Simple Interest, and Practice, in addition to the Arithmetic of the previous Standards.\n\n4. Grammar.-Parsing, orally or in writing at the option of the examiner, a simple sentence from the Reading Book.\n\n5. Geography-Map of the World (general outlines) and Europe.\n\nCopy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in four of the other subjects.\n\nValue of a pass in this Standard, eight dollars.\n\nSTANDARD V.\n1. Reading.-Fluent and intelligent reading of a short ordinary paragraph chosen by the examiner from some common book or newspaper.\n\n2. Writing. From memory, the substance of a short story read out twice by the examiner. Writing, spelling and grammar will be taken into account.\n\n3. Arithmetic. Vulgar and Decimal Fractions, in addition to the Arithmetic of the previous Standards.\n\n4. Grammar-Analysis and parsing, orally or in writing, of a complex sentence chosen by the examiner from an ordinary book or newspaper.\n\n5. Geography-Asia, Africa and America, in addition to the Geography of the previous Standard.\n\nCopy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, nine dollars.\n\nSTANDARD VI\n1. Reading. To read with fluency and expression any ordinary piece of prose or poetry chosen by the examiner.\n\n2. Writing. A short theme, or letter, or easy paraphrase. Writing, spelling and grammar will be taken into account.\n\n3. Arithmetic.-Compound Interest, Square and Cube Root, Profit and Loss, and Progression, in addition to the Arithmetic of the previous Standards.\n\n4. Grammar-Analysis and parsing, orally or in writing, of an ordinary stanza of poetry chosen by the examiner.\n\n5. Geography-Ability to draw from memory a map of any of the Continents, the map to include the principal rivers, mountains and cities in the Continent prescribed.\n\n6. History. The first hundred pages of the History used in the school.\n\nCopy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, ten dollars.\n\n20. For Schools in Class V. (Schools in which a European education is given in any European language, with Chinese in addition).\n\nSTANDARD I.\nThe same as Standard I for schools in Class IV.\n\nValue of a pass in this Standard, two dollars.\n\nSTANDARD II.\nIn addition to Standard II for schools in Class IV,\n\n4. Chinese Reading-A page of the First Book used in the school, with explanation of single words in the principal language taught in the school.\n\n5. Chinese Writing-From dictation, ten common characters.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in four of the other subjects.\n\nValue of a pass in this Standard, four dollars and a half.\n\nSTANDARD III.\nIn addition to Standard III for schools in Class IV,\n\n5. Chinese Reading.--Two pages of the Second Book used in the school, with explanation.\n\n6. Chinese Writing-From dictation, twenty characters in the same book.\n\n7. Chinese Speaking.--Turning very short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in six of the other subjects.\n\nValue of a pass in this Standard, six dollars and a half.\n\nSTANDARD IV.\nIn addition to Standard IV for schools in Class IV,\n\n6. Chinese Reading.-A short passage in the Third Book used in the school, with explanation.\n\n7. Chinese Writing.--From dictation, forty characters in the same book.\n\n8. Chinese Speaking.-Turning short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, eight dollars and a half.\n\nSTANDARD V.\nIn addition to Standard V for schools in Class IV,\n\n6. Chinese Reading.—A short passage in the Fourth Book used in the school, with explanation.\n\n7. Chinese Writing.-From memory, a short passage in the same book.\n\n8. Chinese Speaking.-Turning a short passage in the same book into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, nine dollars and a half.\n\nSTANDARD VI.\nIn addition to Standard VI for schools in Class IV,\n\n7. Chinese Reading.-An ordinary passage from a Chinese newspaper, with explanation.\n\n8. Chinese Writing.-A short letter.\n\n9. Chinese Speaking.-Fluent and correct colloquial Chinese.\n\nChinese copy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, ten dollars and a half.\n\n21. In all cases where copy writing is taken, not less than one month's work must be shown to the examiner.\n\n22. Scholars who are presented under Standards IV, V and VI for schools in Classes III, IV, and V, may also be examined in one or more of the following subjects, namely:-Algebra, Geometry, Physical Geography, and the Natural Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different standards. For example:-\n\nEUCLID.\n\nStandard IV. Book I. Propositions 1 to 20 inclusive.\n\nStandard V. Book I.\n\nStandard VI. Books I and II.\n\nValue of a pass, in each of such cases, in Standard IV, one dollar, in addition to the proper value of the Standard; in Standard V, one dollar and a half, in addition to the proper value of the Standard; and in Standard VI, two dollars, in addition to the proper value of the Standard.\n\n23. Managers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to the Inspector.\n\n24. No grant will be made for any subject not specified in this code.\n\n25. No capitation grant will be given for the mere attendance of scholars below Standard I.\n\n26. No scholar will be examined twice in the same or in a lower Standard.\n\n27. In Girls' schools, which may be ranged under any of the Classes, plain needlework will have the following values:---\n\nFair, one dollar. Good, one dollar and a half. Very good, two dollars.\n\n28. In Chinese Girls' Schools, until further notice, one of the four hours for secular instruction may be assigned to needlework. In the Standards applicable to this class of Schools Writing will be confined to common characters, and Composition may be omitted.\n\n29. All correspondence with the Government on subjects connected with this code must be sent through the Head of the Education Department for the time being.\n\nHongkong, 8th April, 1873.\n\nFREDERICK STEWART,\n\nInspector of Schools.", "txt_file_path": "txt/2diw2n4r2/CO129-163 - Sir Kennedy - 1873 [4-6].txt", "external_url": "", "rank": 0 }, { "id": 299914, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-177 - Sir Kennedy Acting Governor Austin Lieut Governor Hennessy - 1877 [1-5]", "page_number": 244, "title": "CO129-177 - Sir Kennedy Acting Governor Austin Lieut Governor Hennessy - 1877 [1-5]", "content_text": "242\n\nSTANDARD V.\n\n1. Reading.--Fluent and intelligent reading of a short ordinary paragraph chosen by the examiner from some common book or newspaper.\n\n2. Writing. From memory, the substance of a short story read out twice by the examiner. Writing, spelling and grammar will be taken into account.\n\n3. Arithmetic.--Vulgar and Decimal Fractions, in addition to the Arithmetic of the previous Standards.\n\n4. Grammar.--Analysis and parsing, orally or in writing, of a complex sentence chosen by the examiner from an ordinary book or newspaper.\n\n5. Geography--Asia, Africa and America, in addition to the Geography of the previous Standard.\n\nCopy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, fourteen dollars.\n\nSTANDARD VI.\n\n1. Reading. To read with fluency and expression any ordinary piece of prose or poetry chosen by the examiner.\n\n2. Writing.--A short theme, or letter, or easy paraphrase. Writing, spelling and grammar will be taken into account.\n\n3. Arithmetic.--Compound Interest, Square and Cube Root, Profit and Loss, and Progression, in addition to the Arithmetic of the previous Standards.\n\n4. Grammar.--Analysis and parsing, orally or in writing, of an ordinary stanza of poetry chosen by the examiner.\n\n5. Geography--Ability to draw from memory a map of any of the Continents, the map to include the principal rivers, mountains and cities in the Continent prescribed.\n\n6. History.--The first hundred pages of the History used in the school.\n\nCopy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars.\n\nNote.--In Girls' schools, Arithmetic in Standard V will not extend beyond Vulgar Fractions, and in Standard VI not beyond Decimal Fractions.\n\nSTANDARD IV.\n\nIn addition to Standard IV for schools in Class IV,\n\n6. Chinese Reading.--A short passage in the Third Book used in the school, with explanation.\n\n7. Chinese Writing.--From dictation, forty characters in the same book.\n\n8. Chinese Speaking.--Turning short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, twelve dollars and a half.\n\nSTANDARD V.\n\nIn addition to Standard V for schools in Class IV,\n\n6. Chinese Reading.--A short passage in the Fourth Book used in the school, with explanation.\n\n7. Chinese Writing.--From memory, a short passage in the same book.\n\n8. Chinese Speaking.--Turning a short passage in the same book into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, fourteen dollars and a half.\n\nSTANDARD VI.\n\nIn addition to Standard VI for schools in Class IV,\n\n7. Chinese Reading.--An ordinary passage from a Chinese newspaper, with explanation.\n\n8. Chinese Writing.--A short letter.\n\n9. Chinese Speaking.--Fluent and correct colloquial Chinese. Chinese copy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars and a half.\n\n21. In all cases where copy writing is taken, not less than one month's work must be shown to the examiner.\n\n22. Scholars who are presented under Standards IV, V and VI for schools in Classes III, IV and V may also be examined in one or more of the following subjects, namely:---Algebra, Geometry, Physical Geography, and the Natural Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different Standards.\n\n20. For Schools in Class V. (Schools in which a European education is given in any European language, with Chinese in addition).\n\nSTANDARD I.\n\nThe same as Standard I for schools in Class IV.\n\nValue of a pass in this Standard, six dollars.\n\nSTANDARD II.\n\nIn addition to Standard II for schools in Class IV,\n\n4. Chinese Reading.--A page of the First Book used in the school, with explanation of single words in the principal language taught in the school.\n\n5. Chinese Writing.--From dictation, ten common characters.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in four of the other subjects.\n\nValue of a pass in this Standard, eight dollars and a half.\n\nSTANDARD III.\n\nIn addition to Standard III for schools in Class IV,\n\n5. Chinese Reading.--Two pages of the Second Book used in the school, with explanation.\n\n6. Chinese Writing.--From dictation, twenty characters in the same book.\n\n7. Chinese Speaking.--Turning very short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in six of the other subjects.\n\nValue of a pass in this Standard, ten dollars and a half.\n\nEUCLID.\n\nStandard IV. Book I. Propositions 1 to 20 inclusive.\n\nStandard V. Book I.\n\nStandard VI. Books I and II.\n\nValue of a pass, in each of such cases, in Standard IV, one dollar, in addition to the proper value of the Standard; in Standard V, one dollar and a half, in addition to the proper value of the Standard; and in Standard VI, two dollars, in addition to the proper value of the Standard.\n\n23. Managers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to the Inspector.\n\n24. No grant will be made for any subject not specified in this code.\n\n25. A capitation grant of one dollar will be given for each scholar in average attendance.\n\n26. No scholar will be examined in a lower Standard than that under which he has been previously presented, nor in the same Standard unless he has failed to pass in two or more subjects.\n\n27. Scholars learning a language which is not their mother tongue, will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read.\n\n28. In Girls' Schools, one of the four hours for secular instruction may be assigned to plain needlework, which will have the following values:----\n\nFair, one dollar. Good, one dollar and a half. Very good, two dollars.\n\n29. All correspondence with the Government on subjects connected with this code must be sent through the Head of the Education Department for the time being.\n\nHongkong, 23rd February, 1877.\n\nFREDERICK STEWART\n\nInspector of Schools\n\nPage 243\n\n \nSchedul\n\nP.7.0", "txt_file_path": "txt/2diw2n4r2/CO129-177 - Sir Kennedy Acting Governor Austin Lieut Governor Hennessy - 1877 [1-5].txt", "external_url": "", "rank": 0 }, { "id": 300227, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-177 - Sir Kennedy Acting Governor Austin Lieut Governor Hennessy - 1877 [1-5]", "page_number": 557, "title": "CO129-177 - Sir Kennedy Acting Governor Austin Lieut Governor Hennessy - 1877 [1-5]", "content_text": "555\n\n2\n\nJ\n\n\"Commerce and Executive Council recommend that - \"American Trade Dollars be \"declared legal Tender - May \"A declare.\n\nOn arriving in Hongkong I found the Mercantile Community much troubled respecting the currency, and the serious state of the silver. My predecessor's despatch No 99 of the 21st of February 1877 and No 31 of the 28th of February 1877 had already conveyed to Your Lordship certain Memorials on this subject, and Sir Arthur Kennedy had recommended Her Majesty's Government to consider the expediency of coining dollars in England for use in China.\n\nPage 3 in Euclid.\n\nI now lay before Your Lordship copy of a petition from Members of the Chinese Community respecting the chopped dollar, copies of resolution of the Hongkong Chamber of Commerce, memorandum of the managers of the Banks and other documents relating to the same question, together with the Attorney General's opinion on it.\n\n4. Having considered these documents, Executive Council has recommended me to declare the American Trade Dollars a legal tender. Hence my telegram of the\n\nPage 7\n\nPages 11 to 32\n\nPup 33\n\n \nhas been removed as it appears to be an OCR error and not relevant to the content. If it was part of a larger coherent text, it should be reviewed in context. Here, it has been omitted to maintain coherence.", "txt_file_path": "txt/2diw2n4r2/CO129-177 - Sir Kennedy Acting Governor Austin Lieut Governor Hennessy - 1877 [1-5].txt", "external_url": "", "rank": 0 }, { "id": 302561, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-182 - Governor Hennessy - 1878 [9-12]", "page_number": 82, "title": "CO129-182 - Governor Hennessy - 1878 [9-12]", "content_text": "## Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different Standards. For example:-\n\n### EUCLID\n\n| Standard | Content |\n|---------|---------|\n| Standard IV | Book I. Propositions 1 to 20 inclusive. |\n| Standard V | Book I. |\n| Standard VI | Books I and II. |\n\nValue of a pass, in each of such cases, in Standard IV, one dollar, in addition to the proper value of the Standard; in Standard V, one dollar and a half, in addition to the proper value of the Standard; and in Standard VI, two dollars, in addition to the proper value of the Standard.\n\n23. Managers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to the Inspector.\n\n24. No grant will be made for any subject not specified in this code.\n\n25. A capitation grant of one dollar will be given for each scholar in average attendance.\n\n26. No scholar will be examined in a lower Standard than that under which he has been previously presented, nor in the same Standard unless he has failed to pass in two or more subjects.\n\n27. Scholars learning a language which is not their mother tongue, will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read.\n\n28. In Girls' Schools, one of the four hours for secular instruction may be assigned to plain needlework, which will have the following values:-\n- Fair, one dollar.\n- Good, one dollar and a half.\n- Very good, two dollars.\n\n29. All correspondence with the Government on subjects connected with this code must be sent through the Head of the Education Department for the time being.\n\nHongkong, \n23rd February, 1877.\n\n## Application Schedule\n(To be filled up when application is made for a Grant-in-aid.)\n\n1. What is the name of the School?\n2. Is it a Public Elementary School? (a)\n3. Is it a Boys', or a Girls', or a Mixed School?\n4. Where is it situated? \n5. What are its Dimensions? (b)\n6. What is the Average Attendance? (c)\n7. Is the school-work conducted by a Time Table? (d)\n8. Is there a regularly kept School Roll? (e)\n9. What Books are to be used under the several Standards?\n10. What are the School-hours?\n11. What four hours are to be assigned to Secular Instruction?\n12. What Holidays are given, and when?\n13. What is the Manager's name, and what is his profession or occupation?\n14. What is the Master's name?\n15. How many years' experience as a teacher has he had?\n16. What Assistants has he, and what are their names?\n17. What is the Salary of the Master, and that of each of his Assistants?\n18. What annual sum is derived from School-fees?\n19. What annual sum is derived from Donations and Subscriptions?\n20. Has the School any other, and what, means of support?\n21. What are the various headings and amounts of Expenditure?\n22. Is there any, and what, Debt connected with the School?\n\nSignature of Applicant \nDate of Application\n\n**FREDERICK STEWART, Inspector of Schools.**\n\n(a) A Public Elementary School shall mean a school where elementary education is the principal part of the education given, and where no child is refused admittance on other than reasonable grounds.\n\n(b) Give the length, breadth and height of the room or rooms, with the extent of wall-space available for maps.\n\n(c) The Average Attendance is the total number of attendances marked in the roll within a certain period, divided by the number of days the school has been taught during the same period.\n\n(d) Enclose a Copy.\n\n(e) Enclose a specimen page.\n\n(f) Forward a copy of each.\n\n## Examination Schedule\n(To be filled up and forwarded to the Inspector seven clear days before the date fixed for the examination.)\n\n| Name of Scholar | Date of Admission to this School | Age on last Birthday | Year, Month | Number of Attendances of four hours each at Secular Instruction in the Year | In what class in School | Under what Standard Last examined | Under what Standard Now to be examined | Remarks |\n|-----------------|-----------------------------|----------------------|-------------|-----------------------------------------------|----------------------|-------------------------------|--------------------|----------------------------------|-----------------------------|\n| | | | | | | | | |\n\nSignature of Manager. Date\n\n## SUPPLEMENT TO THE ANNUAL REPORT ON GOVERNMENT EDUCATION\n\n### ADDRESS OF HIS EXCELLENCY GOVERNOR POPE HENNESSY, AT THE CENTRAL SCHOOL, 25TH JANUARY, 1878, AT THE ANNUAL DISTRIBUTION OF PRIZES.\n\n## COMPETITIVE EXAMINATIONS\n\nPerhaps I may take this opportunity of saying a word or two to the students who are present on a subject which at one time attracted a good deal of my attention and which, close as we are to China, you are all aware is not an inappropriate subject in addressing an audience such as this. Government of the Great Empire close to us relies for obtaining its official element upon a system of open competitive examination, established now for many centuries in China, and you are also aware that some of the countries in Europe—I will not say following the example of China, but certainly treading in the footsteps of China—have established also a system of open competitive examination for appointments in the civil service. And at this moment, if a clerkship is vacant in the Colonial Office, in the Board of Admiralty, in any of the great departments of the State (with one exception), any young man in England, Ireland, or Scotland, without any favour or patronage, can compete for the appointment. And what is the result? I am told by the heads of the departments in England—the Secretary of the Treasury has told me so, many of the leading officials in the public service have told me, that since this system was established they find the tone of the service has improved and they have now an admirable staff of clerks. I may add that in India a similar result has occurred. The system was, to a great extent, brought into operation in the time of Lord LAWRENCE, and his present brilliant successor, Lord LYTTON, has borne testimony to the fact that the system of open competitions for the appointments in India has been most beneficial to the administration of that great Empire.\n\nUnder these circumstances I thought it possible, perhaps, to introduce the system into this Colony, and accordingly we have had already one or two examinations. On one occasion there was a clerkship—it was a Chinese clerkship, and usually such a post was worth £200 per annum—to be given away. It was given by the Governor of the Colony, who looked over his list of applicants, and gave the appointment as he might think best, but I thought it well to try the experiment of an open competition. I asked the head of the department (it was in the Magistracy) to become an examiner, and Mr. MAY was good enough to undertake the duty. I also asked a Chinese scholar, Bishop BERDON, and my Right Reverend friend consented, and to these two, I added Mr. NG CHOY, a Chinese gentleman who is now a member of the English bar. Well, these three examiners were good enough to prepare the examination papers, and they made their report to me in course of time. I was disappointed, undoubtedly, at the result of that examination. The examiners reported that none of the candidates passed the examination sufficiently well to entitle them to the appointment. The examination consisted of translating a document which had come to the Magistracy in the ordinary course of business, a Chinese document, into English, and of translating the deposition of a witness taken at the Magistracy some weeks before into Chinese, and in reading and writing from dictation. That was a simple test, and, nevertheless, eleven candidates having presented themselves, I regretted to find that the examiners could not recommend to me any one of the eleven as having properly passed the examination.\n\nNow, it would be, I think, very foolish for us to shut our eyes to a fact of that kind. The examination could hardly be simpler than it was. The clerkship to be given away was of some value, $80 a month, and the result was certainly somewhat disappointing. But, I venture to repeat what I at that time put in a minute, published in the `Gazette`, that looking at the report of the examiners, though I regretted the result, I felt the Chinese students who competed at that examination had shown great intelligence and industry, and I had every hope that at a subsequent examination some of them would be successful.\n\n## INSUFFICIENT TEACHING OF ENGLISH\n\nWhen I visited the Central School the other day and saw Mr. FALCONER and the other gentlemen going through the daily routine of their duties, I was struck by some incidents, which it is well for us to bear in mind, because they suggest the possibility of improvements which I know Mr. STEWART has at heart. I visited one large class-room, indeed a sort of double class-room, on the other side of that passage. In that room I should think there must have been a hundred and fifty Chinese youths who I found were being instructed by three Chinese teachers. They were reading the Chinese classics. I observed that the three Chinese teachers who were instructing them in the Chinese classics had themselves no knowledge whatever of the English language. These three Chinese teachers spoke no English; and of the pupils in that particular class-room not one could speak English. During the whole of the year we have had six hundred and ten pupils attending the school. I asked Mr. STEWART this...", "txt_file_path": "txt/2diw2n4r2/CO129-182 - Governor Hennessy - 1878 [9-12].txt", "external_url": "", "rank": 0 }, { "id": 302574, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-182 - Governor Hennessy - 1878 [9-12]", "page_number": 95, "title": "CO129-182 - Governor Hennessy - 1878 [9-12]", "content_text": "## Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different Standards. For example:-\n\n**EUCLID**\n\nStandard IV. Book 1. Propositions 1 to 20 inclusive, \nStandard V. Book I. \nStandard VI. Books I and II.\n\nValue of a pass, in each of such cases, in Standard IV, one dollar, in addition to the proper value of the Standard; in Standard V, one dollar and a half, in addition to the proper value of the Standard; and in Standard VI, two dollars, in addition to the proper value of the Standard.\n\n23. Managers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to the Inspector.\n\n24. No grant will be made for any subject not specified in this code.\n\n25. A capitation grant of one dollar will be given for each scholar in average attendance.\n\n26. No scholar will be examined in a lower Standard than that under which he has been previously presented, nor in the same Standard unless he has failed to pass in two or more subjects.\n\n27. Scholars learning a language which is not their mother tongue, will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read.\n\n28. In Girls' Schools, one of the four hours for secular instruction may be assigned to plain needlework, which will have the following values:- \n| Quality | Value |\n|---------|-------|\n| Fair | one dollar |\n| Good | one dollar and a half |\n| Very good | two dollars |\n\n29. All correspondence with the Government on subjects connected with this code must be sent through the Head of the Education Department for the time being.\n\n**FREDERICK STEWART**, \nInspector of Schools.\n\nHongkong, 23rd February, 1877.\n\n## Application Schedule\n\n(To be filled up when application is made for a Grant-in-aid.)\n\n1. What is the name of the School?\n\n2. Is it a Public Elementary School? \n\n3. Is it a Boys', or a Girls', or a Mixed School?\n\n4. Where is it situated?\n\n5. What are its Dimensions?\n\n6. What is the Average Attendance?\n\n7. Is the school-work conducted by a Time Table?\n\n8. Is there a regularly kept School Roll?\n\n9. What Books are to be used under the several Standards?\n\n10. What are the School-hours?\n\n11. What four hours are to be assigned to Secular Instruction?\n\n12. What Holidays are given, and when?\n\n13. What is the Manager's name, and what is his profession or occupation?\n\n14. What is the Master's name?\n\n15. How many years' experience as a teacher has he had?\n\n16. What Assistants has he, and what are their names?\n\n17. What is the Salary of the Master, and that of each of his Assistants?\n\n18. What annual sum is derived from School-fees?\n\n19. What annual sum is derived from Donations and Subscriptions?\n\n20. Has the School any other, and what, means of support?\n\n21. What are the various headings and amounts of Expenditure?\n\n22. Is there any, and what, Debt connected with the School?\n\n| Number | \n|---------|\n| Signature of Applicant |\n| Date of Application |\n\n## Examination Schedule\n\n(To be filled up and forwarded to the Inspector seven clear days before the date fixed for the examination.)\n\n| Name of Scholar | Age (on last Birthday) | Date of Admission to this School | Number of Attendances of four hours each at Secular Instruction; in the Year | In what class in School | Under what Standard Last examined | Under what Standard Now to be examined | Remarks |\n|----------------|----------------------|--------------------------|-----------------------------------------------|----------------------|-------------------------------|--------------------------------|----------|\n| | Year | Month | | | | | |\n\nSignature of Manager. Date\n\n## SUPPLEMENT TO THE ANNUAL REPORT ON GOVERNMENT EDUCATION\n\n### ADDRESS OF HIS EXCELLENCY GOVERNOR POPE HENNESSY, AT THE CENTRAL SCHOOL, 25TH JANUARY, 1878, AT THE ANNUAL DISTRIBUTION OF PRIZES\n\n## COMPETITIVE EXAMINATIONS\n\nPerhaps I may take this opportunity of saying a word or two to the students who are present on a subject which at one time attracted a good deal of my attention and which, close as we are to China, you are all aware that it is not an inappropriate subject in addressing an audience such as this. Government of the Great Empire close to us relies for obtaining its official element upon a system of open competitive examination, established now for many centuries in China, and you are also aware that some of the countries in Europe—I will not say following the example of China, but certainly treading in the footsteps of China—have established also a system of open competitive examination for appointments in the civil service. And at this moment, if a clerkship is vacant in the Colonial Office, in the Board of Admiralty, in any of the great departments of the State (with one exception), any young man in England, Ireland, or Scotland, without any favour or patronage, can compete for the appointment. And what is the result? I am told by the heads of the departments in England—the Secretary of the Treasury has told me so, many of the leading officials in the public service have told me, that since this system was established they find the tone of the service has improved and they have now an admirable staff of clerks. I may add that in India a similar result has occurred. The system was, to a great extent, brought into operation in the time of Lord LAWRENCE, and his present brilliant successor, Lord LYTTON, has borne testimony to the fact that the system of open competitions for the appointments in India has been most beneficial to the administration of that great Empire.\n\nUnder these circumstances I thought it possible, perhaps, to introduce the system into this Colony, and accordingly we have had already one or two examinations. On one occasion there was a clerkship worth £200 per annum to be given away. It was a Chinese clerkship, and usually such a post was given by the Governor of the Colony, who looked over his list of applicants, and gave the appointment as he might think best, but I thought it well to try the experiment of an open competition. Accordingly, I asked the head of the department (it was in the Magistracy) to become an examiner, and Mr. MAY was good enough to undertake the duty. I also asked a Chinese scholar, Bishop BURDON, and my Right Reverend friend consented, and to these two, I added Mr. NO CHOY, a Chinese gentleman who is now a member of the English bar. Well, these three examiners were good enough to prepare the examination papers, and they made their report to me in course of time.\n\n(a) A Public Elementary School shall mean a school where elementary education is the principal part of the education given, and where no child is refused admittance on other than reasonable grounds.\n\n(b) Give the length, breadth and height of the room or rooms, with the extent of wall-space available for maps.\n\n(c) The Average Attendance is the total number of attendances marked in the roll within a certain period, divided by the number of days the school has been taught during the same period.\n\n(d) Enclose a Copy.\n\n(e) Enclose a specimen page.\n\n(f) Forward a copy of each.\n\n... nevertheless, eleven candidates having presented themselves, I regretted to find that the examiners reported that none of the candidates passed the examination sufficiently well to entitle them to the appointment. The examination consisted of translating a document which had come to the Magistracy in the ordinary course of business, a Chinese document, into English, and of translating the deposition of a witness taken at the Magistracy some weeks before into Chinese, and in reading and writing from dictation. That was a simple test, and, could not recommend to me any one of the eleven as having properly passed the examination. Now, it would be, I think, very foolish for us to shut our eyes to a fact of that kind. The examination could hardly be simpler than it was. The clerkship to be given away was of some value, $80 a month, and the result was certainly somewhat disappointing. But, I venture to repeat what I at that time put in a minute, published in the `Gazette`, that looking at the report of the examiners, though I regretted the result, I felt the Chinese students who competed at that examination had shown great intelligence and industry, and I had every hope that at a subsequent examination some of them would be successful.\n\n## INSUFFICIENT TEACHING OF ENGLISH\n\nWhen I visited the Central School the other day and saw Mr. FALCONER and the other gentlemen going through the daily routine of their duties, I was struck by some incidents, which it is well for us to bear in mind, because they suggest the possibility of improvements which I know Mr. STEWART has at heart. I visited one large class-room, indeed a sort of double class-room, on the other side of that passage. In that room I should think there must have been a hundred and fifty Chinese youths who I found were being instructed by three Chinese teachers. They were reading the Chinese classics. I observed that the three Chinese teachers who were instructing them in the Chinese classics had themselves no knowledge whatever of the English language. These three Chinese teachers spoke no English; and of the pupils in that particular class-room not one could speak English. During the whole of the year we have had six hundred and ten pupils attending the school.", "txt_file_path": "txt/2diw2n4r2/CO129-182 - Governor Hennessy - 1878 [9-12].txt", "external_url": "", "rank": 0 }, { "id": 302614, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-182 - Governor Hennessy - 1878 [9-12]", "page_number": 135, "title": "CO129-182 - Governor Hennessy - 1878 [9-12]", "content_text": "## 414 THE HONGKONG GOVERNMENT GAZETTE, 22ND SEPTEMBER, 1877.\n\nHe had with prison discipline. The principles I have laid down are well-established principles; they have been proved almost with the accuracy of a proposition in Euclid, and it is no wonder when those principles were not acted upon, that you have an overflowing gaol, and prison offences increasing in this rapid ratio for the last three years,—426, 1,085, and 2,726.\n\nIt has been asserted that the number of prisoners at present in our gaol is actually greater than in prison; his mind as well as his body is affected: he may be physically altered by prison treatment. There is nothing an Executive can so thoroughly make a greater mistake in than in assuming medical knowledge they cannot be expected to have. The Colonial Surgeon of Hongkong has had experience in other parts of the East, and in his first conversation with me, he told me in connection with his Indian experience that there was not a doctor in India who would for a moment countenance the flogging of Orientals on the back with the cat as was in 1876. Here is a return from the Acting Superintendent, Captain Ducat; I find, according to this return, the total number of Chinese and Coloured prisoners in Hongkong Gaol to-day is 382. What was the number of Chinese and Coloured prisoners at this time last year in the prison? It was 430. That is, however, a matter of small importance. The fact that we have fewer criminals in the gaol to-day than on the 17th of September, 1876, is of itself of little moment, for in the first place, the regulations which I hope ultimately to introduce are, except in some urgent but minor points, not yet in force, and the slight changes I have made are trivial compared to those I will have ultimately to propose.\n\nDr. Ayres made a report of great gravity to me with respect to flogging the Chinese on the back in this Colony. In the gaol hospital, I saw one man, an old man, who had been a long time in prison. This man was pointed out to me by Dr. Ayres as being in hospital for incurable lung disease. I attach no great significance, therefore, to the fact that at this date there happen to be fewer criminals in the gaol than at this time last year. The incurable hæmorrhage of the lungs from which this prisoner suffers is entirely due to those floggings. The Colonial Surgeon assured me that this prisoner had been a tall, strong man when he came into prison; now he is on the edge of the grave. He had been punished twenty-three times, including three floggings.\n\nI have mentioned Captain Ducat, and I had not the honour of his acquaintance beyond that of any other gentleman who may do me the favour of coming to Government House occasionally, but I sent to His Excellency the General commanding the troops and asked him to select from the officers under his command a strict disciplinarian, for I wanted a man of the kind to deal with the gaol until Mr. Tonnochy came out. Dr. Ayres gave it as his professional opinion that in every case where a Chinaman is flogged on the back with the cat, symptoms of congestion of the lungs follow, and he says he is never surprised when that congestion passes away and the man is apparently cured at the time from the effects of the flogging that the same man in a few months comes back to the hospital spitting blood. He drew my attention also to the fact of the scars remaining on their backs for the remainder of their lives, so that when liberated from prison and working on a day like this, their backs are seen, and they are branded amongst whatever honest men they may be among. The prisoner carries such punishment with him to the end of his life. The law never intended that.\n\nWith regard to the branding and deportation of prisoners, such as the branding of fifty prisoners in January last, it is not only opposed to all sound principles of dealing with criminals, but Mr. Douglas, a former Superintendent of the Gaol, had pointed out in a minute to one of my predecessors that the branding of a prisoner on the cheek or the neck had a bad effect, because the Hongkong brand is well known at Canton and at Macao. They know the meaning of that mark; and the consequence is that the branded man is hunted away by all honest people; he cannot get employment; he is rendered for life ineligible as an Emigrant, and he is driven back again to prey on the property of this Colony, because he has no other means of getting a livelihood.\n\nSince I assumed this Government of this Colony, the Visiting Justices have sometimes sentenced prisoners to be flogged for prison offences; in every case, I have approved that flogging, and upon the whole, I have approved, I say it with regret, of something over twenty floggings since my arrival; I say it with regret, because on my left (the Acting Colonial Secretary, Mr. Cecil Smith) drew my attention to what a Secretary of State had written to one of my predecessors. He said an indelible mark on the cheek of a criminal is evidently objectionable as fastening on the delinquent a stigma from which he could never be rescued; it consigns him to permanent infamy. Well, I think it must be admitted there is a good deal in what that Secretary of State—it was the late Lord Derby—said. The views Lord Derby expressed to the Governor of Hongkong were subsequently confirmed by the practical experience of Mr. Douglas, the Superintendent of the Gaol.\n\nMy perusal of the prison archives of this Colony—for not a month has passed for many years without its quota of branded prisoners being deported to the mainland—has convinced me that Lord Derby was right. I think the Chief Justice and others will agree with me that the time has come when we may fairly re-consider this odious part of our prison discipline. Mr. Keswick's views and those of the Police Commission have been carried out, and we have a Police force chiefly of Chinese. Not a deported man comes back now but he is very soon known. Formerly, we had all Europeans and Indians, but they could not distinguish the Chinese prisoners one from another; now the Chinese constables could detect without the branding; and if even in a small number of cases we are to be convinced that it prevents men from obtaining honest employment and drives them back to petty crimes, I think we might give up the branding system.\n\nWithin the last few months, I have received some printed despatches in which reference is made incidentally to the gaol system in the Bahamas. The previous Governor differed with me and thought that the negroes could only be influenced by the lash. He said Europeans, Chinese, or Hindoos might deal with in another way, but not negroes. When I went there, Lord Kimberley said to me, \"I am giving you a troublesome post; owing perhaps to wrecking, crime is excessive.\" I endeavoured to see what could be done, and while I applied with strict severity the laws for the protection of life and property, I endeavoured to rectify the prison discipline. I endeavoured to give the prisoners useful labour and had them informed that the only way in which they could regain their liberty before their full sentence expired was by steady good conduct and hard work. That system was carried out, not my system, but the system of the British Government, the system laid down by the Secretary of State, that you must combine the two things, severe punishment with reformatory training.\n\nWhen I visited the gaol for the first time, I found three, five, and seven prisoners in the same sleeping cells, overcrowded in every way. On making inquiry from Mr. Tomlin, I found that it had been even worse in 1876, when the number of prisoners was larger; during the greater part of that year, the Chinese prisoners had only 190 cubic feet of air allowed for each person in the sleeping cells; the Government having over and over again laid it down that only each prisoner ought not to have less than 600 cubic feet of sleeping space. It might be asked, how comes it to pass that the Government have not noticed this, that you had 190 feet only instead of 600 feet?\n\nIn the Blue Book for 1876, in answer to the usual printed question, which comes out from the Colonial Office, \"How many cubic feet of space are there for each prisoner during the hours of sleep?\"—there is this answer: \"The daily average number of prisoners during 1876 was 432, as against 374 in the previous year; the cubic space for each person was 86·4 feet as against 982 feet in the preceding year.\" But it is not only that. Certain gentlemen excel in explaining that the space of passages and corridors had been included in the estimate.\n\n## 415\n\nGentlemen, I have said that Her Majesty's Government have an extensive experience, and there is no doubt whatever that no greater mistake can be made than to imagine the local knowledge of any place can outweigh the universal experience of Her Majesty's Government in dealing with such matters.\n\nGentlemen, ... \n\nI have not gone into full particulars with respect to what was the result? Not a single lash was applied in the Bahamas from that time, and crime declines, and he adds, I am very happy to say that I have not allowed a single case of flogging. That able Governor has carried out, not my system, but the system laid down by the Secretary of State.\n\nThe best attempt at reformation is to keep the prisoners employed at useful labour and let them understand that remission of imprisonment will depend upon that labour and on steady good conduct. Unfortunately, the opposite experiment was tried here; the gentlemen who framed the Gaol Report laid down that reformation was impossible, but also gave up the idea in toto of anything useful. Has he the opportunity of practising that for the good of the State and himself? No; he leaves this prison probably ignorant of the little he knew before going in.\n\nI made the Labuan prison pay all its expenses; and with this, as I have just said, there was no flogging, and crime declined in the Colony. Within the last few months, I have received some printed despatches... It was only the other day a man was brought up before my honourable friend here (Mr. May), or Mr. Russell, for returning from deportation. The constable said, “I knew the man perfectly well without the branding.” \n\nHaving administered Governments in other parts of the world, I can recollect the fact that during the four years I had to deal with the worst classes of Singapore and Hongkong convicts at Labuan, not a single lash was applied. The sixty Chinese convicts that were sent from Hongkong to Labuan, and the hundred Chinese convicts I got from the Straits Settlement enabled me to study for four years the mode of treating Chinese prisoners. I visited the prison every week. I substituted Chinese Turnkeys for Malay Warders. I made your very worst Hongkong criminals amenable to strict discipline. I found that Chinamen could be made to conduct themselves properly and that it was not hopeless to attempt to improve their moral condition. By the aid of your convict labour...", "txt_file_path": "txt/2diw2n4r2/CO129-182 - Governor Hennessy - 1878 [9-12].txt", "external_url": "", "rank": 0 }, { "id": 305417, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-187 - Governor Hennessy - 1880 [1-4]", "page_number": 158, "title": "CO129-187 - Governor Hennessy - 1880 [1-4]", "content_text": "155 \n\n## STANDARD VI \n\n1. Reading. To read with fluency and expression any ordinary piece of prose or poetry chosen by the examiner.\n2. Writing. A short theme, or letter, or easy paraphrase. Writing, spelling, and grammar will be taken into account.\n\n3. Arithmetic.--Compound Interest, Square and Cube Root, Profit and Loss, and Progression, in addition to the Arithmetic of the previous Standards.\n\n4. Grammar--Analysis and parsing, orally or in writing, of an ordinary stanza of poetry chosen by the examiner.\n\n5. Geography--Ability to draw from memory a map of any of the Continents, the map to include the principal rivers, mountains, and cities in the Continent prescribed.\n\n6. History--The first hundred pages of the History used in the school.\n\nCopy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars.\n\nNote--In Girls' schools, Arithmetic in Standard V will not extend beyond Vulgar Fractions, and in Standard VI not beyond Decimal Fractions.\n\n## 20. For Schools in Class V\n\n(Schools in which a European education is given in any European language, with Chinese in addition.)\n\n### STANDARD I\n\nThe same as Standard I for schools in Class IV.\n\nValue of a pass in this Standard, six dollars.\n\n### STANDARD II\n\nIn addition to Standard II for schools in Class IV,\n\n4. Chinese Reading.--A page of the First Book used in the school, with explanation of single words in the principal language taught in the school.\n\n5. Chinese Writing.--From dictation, ten common characters.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in four of the other subjects.\n\nValue of a pass in this Standard, eight dollars and a half.\n\n### STANDARD III\n\nIn addition to Standard III for schools in Class IV,\n\n5. Chinese Reading.--Two pages of the Second Book used in the school, with explanation.\n\n6. Chinese Writing.--From dictation, twenty characters in the same book.\n\n7. Chinese Speaking.--Turning very short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in six of the other subjects.\n\nValue of a pass in this Standard, ten dollars and a half.\n\n### STANDARD IV\n\nIn addition to Standard IV for schools in Class IV,\n\n6. Chinese Reading.--A short passage in the Third Book used in the school, with explanation.\n\n7. Chinese Writing.--From dictation, forty characters in the same book.\n\n8. Chinese Speaking--Turning short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, twelve dollars and a half.\n\n### STANDARD V\n\nIn addition to Standard V for schools in Class IV,\n\n6. Chinese Reading.--A short passage in the Fourth Book used in the school, with explanation.\n\n7. Chinese Writing.--From memory, a short passage in the same book.\n\n8. Chinese Speaking.--Turning a short passage in the same book into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, fourteen dollars and a half.\n\n### STANDARD VI\n\nIn addition to Standard VI for schools in Class IV,\n\n7. Chinese Reading.--An ordinary passage from a Chinese newspaper, with explanation.\n\n8. Chinese Writing.--A short letter.\n\n9. Chinese Speaking.--Fluent and correct colloquial Chinese.\n\nChinese copy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars and a half.\n\n## 21\n\nIn all cases where copy writing is taken, not less than one month's work must be shown to the examiner.\n\n## 22\n\nScholars who are presented under Standards IV, V, and VI for schools in Classes III, IV, and V, may also be examined in one or more of the following subjects, namely:--Algebra, Geometry, Physical Geography, and the Natural Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different Standards. For example:-\n\n| Standard | Euclid |\n|---------|--------|\n| IV | Book I. Propositions 1 to 20 inclusive. |\n| V | Book I. |\n| VI | Books I and II. |\n\nValue of a pass, in each of such cases, in Standard IV, one dollar, in addition to the proper value of the Standard; in Standard V, one dollar and a half, in addition to the proper value of the Standard; and in Standard VI, two dollars, in addition to the proper value of the Standard.\n\n## 23\n\nManagers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to the Inspector.\n\n## 24\n\nNo grant will be made for any subject not specified in this code.\n\n## 25\n\nA capitation grant of one dollar will be given for each scholar in average attendance.\n\n## 26\n\nNo scholar will be examined in a lower Standard than that under which he has been previously presented, nor in the same Standard unless he has failed to pass in two or more subjects.\n\n## 27\n\nScholars learning a language which is not their mother tongue, will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read.\n\n## 28\n\nIn Girls' Schools, one of the four hours for instruction may be assigned to plain needlework, which will have the following values: \n- Fair, one dollar. \n- Good, one dollar and a half. \n- Very good, two dollars.\n\n## 29\n\nThe following regulations for Building Grants, are to be submitted for the approval of the Secretary of State before coming into effect.\n\n1. Aid is not granted to build new public schools unless the Government is satisfied---\n (a) That there is a sufficient population requiring a school in the vicinity.\n (b) That the school is likely to be maintained in efficiency.\n\n2. The grants made by the Government for building, enlarging, improving, or fitting up public schools, are not to exceed one half of the actual cost.\n\n3. The site, plans, estimates, specifications, title, and trust deed, must be previously approved by His Excellency the Governor.\n\n4. The extension of the area of existing school-rooms to receive more scholars, and the addition of teachers' dwellings to existing school-rooms, are treated *pro tanto* as new cases under Article 2.\n\n5. The trust deed must declare the premises to be granted in trust for educational purposes and for no other purpose whatever. It must provide for the legal ownership of the premises, and for the inspection and management of the School in accordance with the principles of the Grant-in-Aid Scheme.\n\n6. The grant is paid on presentation of a certificate (with balance sheet annexed), by the Building and Managing Committees of the school, setting forth that the building and conveyance are completed and that the money in hand, will, when added to the grant, meet all claims and finally close the account.", "txt_file_path": "txt/2diw2n4r2/CO129-187 - Governor Hennessy - 1880 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 317790, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-202 - Acting Governor Marsh - 1882 [7-9]", "page_number": 41, "title": "CO129-202 - Acting Governor Marsh - 1882 [7-9]", "content_text": "# STANDARD VI.\n\n1. Reading-To read with fluency and expression any ordinary piece of prose or poetry chosen by the examiner.\n2. Writing. A short theme, or letter, or easy paraphrase. Writing, spelling, and grammar will be taken into account.\n\n3. Arithmetic.--Compound Interest, Square and Cube Root, Profit and Loss, and Progression, in addition to the Arithmetic of the previous Standards.\n\n4. Grammar-Analysis and parsing, orally or in writing, of an ordinary stanza of poetry chosen by the examiner.\n\n5. Geography-Ability to draw from memory a map of any of the Continents, the map to include the principal rivers, mountains, and cities in the Continent prescribed.\n\n6. History. The first hundred pages of the History used in the school.\n\nCopy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars.\n\nNote.--In Girls' schools, Arithmetic in Standard V will not extend beyond Vulgar Fractions, and in Standard VI not beyond Decimal Fractions.\n\n## For Schools in Class V\n\n(Schools in which a European education is given in any European language, with Chinese in addition.)\n\n### STANDARD I.\n\nThe same as Standard I for schools in Class IV.\n\nValue of a pass in this Standard, six dollars.\n\n### STANDARD II.\n\nIn addition to Standard II for schools in Class IV,\n\n4. Chinese Reading.-A page of the First Book used in the school, with explanation of single words in the principal language taught in the school.\n\n5. Chinese Writing.-From dictation, ten common characters.\n\n### STANDARD VI.\n\nIn addition to Standard VI for schools in Class IV,\n\n7. Chinese Reading.-An ordinary passage from a Chinese newspaper, with explanation.\n\n8. Chinese Writing.-A short letter.\n\n9. Chinese Speaking.-Fluent and correct colloquial Chinese.\n\nChinese copy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars and a half.\n\n21. In all cases where copy writing is taken, not less than one month's work must be shown to the examiner.\n\n22. Scholars who are presented under Standards IV, V, and VI for schools in Classes III, IV, and V, may also be examined in one or more of the following subjects, namely:-Algebra, Geometry, Physical Geography, and the Natural Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different Standards. For example:-\n\n## EUCLID.\n\n| Standard | Requirement |\n|---------|-------------|\n| IV | Book I. Propositions 1 to 20 inclusive. |\n| V | Book I. |\n| VI | Books I and II. |\n\nValue of a pass, in each of such cases, in Standard IV, one dollar, in addition to the proper value of the Standard; in Standard V, one dollar and a half, in addition to the proper value of the Standard; and in Standard VI, two dollars, in addition to the proper value of the Standard.\n\n23. Managers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to the Inspector.\n\n### STANDARD III.\n\nIn addition to Standard III for schools in Class IV,\n\n5. Chinese Reading.-Two pages of the Second Book used in the school, with explanation.\n\n6. Chinese Writing.-From dictation, twenty characters in the same book.\n\n7. Chinese Speaking.--Turning very short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in six of the other subjects.\n\nValue of a pass in this Standard, ten dollars and a half.\n\n### STANDARD IV.\n\nIn addition to Standard IV for schools in Class IV,\n\n6. Chinese Reading.-A short passage in the Third Book used in the school, with explanation.\n\n7. Chinese Writing-From dictation, forty characters in the same book.\n\n8. Chinese Speaking.-Turning short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, twelve dollars and a half.\n\n### STANDARD V.\n\nIn addition to Standard V for schools in Class IV,\n\n6. Chinese Reading-A short passage in the Fourth Book used in the school, with explanation.\n\n7. Chinese Writing.-From memory, a short passage in the same book.\n\n8. Chinese Speaking.-Turning a short passage in the same book into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, fourteen dollars and a half.\n\n24. No grant will be made for any subject not specified in this code.\n\n25. A capitation grant of one dollar will be given for each scholar in average attendance.\n\n26. No scholar will be examined in a lower Standard than that under which he has been previously presented, nor in the same Standard unless he has failed to pass in two or more subjects.\n\n27. Scholars learning a language which is not their mother tongue, will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read.\n\n29. In Girls' Schools, one of the four hours for instruction may be assigned to plain needlework, which will have the following values:--- \n| Level | Value |\n|-------|-------------|\n| Fair | one dollar |\n| Good | one dollar and a half |\n| Very good | two dollars |\n\n29. The following regulations for Building Grants, are to be submitted for the approval of the Secretary of State before coming into effect.\n\n1. Aid is not granted to build new public schools unless the Government is satisfied. \n (a.) That there is a sufficient population requiring a school in the vicinity.\n (b.) That the school is likely to be maintained in efficiency.\n\n2. The grants made by the Government for building, enlarging, improving, or fitting up public schools, are not to exceed one half of the actual cost.\n\n3. The site, plans, estimates, specifications, title, and trust deed, must be previously approved by His Excellency the Governor.\n\n4. The extension of the area of existing school-rooms to receive more scholars, and the addition of teachers' dwellings to existing school-rooms, are treated `pro tanto` as new cases under Article 2.\n\n5. The trust deed must declare the premises to be granted in trust for educational purposes and for no other purpose whatever. It must provide for the legal ownership of the premises, and for the inspection and management of the School in accordance with the principles of the Grant-in-Aid Scheme.\n\n6. The grant is paid on presentation of a certificate (with balance sheet annexed), by the Building and Managing Committees of the school, setting forth that the building and conveyance are completed and that the money in hand, will, when added to the grant, meet all claims and finally close the account.\n\nPage 19\nPage 40", "txt_file_path": "txt/2diw2n4r2/CO129-202 - Acting Governor Marsh - 1882 [7-9].txt", "external_url": "", "rank": 0 }, { "id": 320997, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-207 - Acting Governor Marsh - 1883 [1-3]", "page_number": 376, "title": "CO129-207 - Acting Governor Marsh - 1883 [1-3]", "content_text": "34\n\n# STANDARD VI.\n\nIn addition to Standard VI for schools in Class IV,\n\n7. Chinese Reading.-An ordinary passage from a Chinese newspaper, with explanation.\n\n8. Chinese Writing.-A short letter.\n\n9. Chinese Speaking.-Fluent and correct colloquial Chinese.\n\nChinese copy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars and a half.\n\n21. In all cases where copy writing is taken, not less than one month's work must be shown to the examiner.\n\n22. Scholars who are presented under Standards IV, V and VI for schools in Classes III, IV and V, may also be examined in one or more of the following subjects, namely:-- Algebra, Geometry, Physical Geography, and the Natural Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different Standards. For example:--\n\nEUCLID,\n\nStandard IV. Book I. Propositions 1 to 20 inclusive.\n\nStandard V. Book 1.\n\nStandard VI. Books I and II.\n\nValue of a pass, in each of such cases, in Standard IV, one dollar, in addition to the proper value of the Standard; in Standard V, one dollar and a half, in addition to the proper value of the Standard; and in Standard VI, two dollars, in addition to the proper value of the Standard.\n\n23. Managers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to The Inspector.\n\n24. No grant will be made for any subject not specified in this code.\n\n25. A capitation grant of one dollar will be given for each scholar in average attendance.\n\n26. No scholar will be examined in a lower Standard than that under which he has been previously presented, nor in the same Standard unless he has failed to pass in two or more subjects.\n\n27. Scholars learning a language which is not their mother tongue, will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read.\n\n28. In Girls' Schools, one of the four hours for instruction in the subjects of the several Standards may be assigned to plain needlework, which will have the following values:---\n\nFair, one dollar. Good, one dollar and a half. Very good, two dollars.\n\n# 29. Building Grants.\n\n1. Aid is not granted to build new public schools unless the Government is satisfied----\n\n(a) That there is a sufficient population requiring a school in the vicinity.\n\n(b) That the school is likely to be maintained in efficiency.\n\n2. The grants made by the Government for building, enlarging, improving, or fitting public schools, are not to exceed one half of the actual cost.\n\n3. The site, plans, estimates, specifications, title, and trust deed, must be previously approved by His Excellency the Governor.\n\n4. The extension of the area of existing school-rooms to receive more scholars, and the addition of teachers' dwellings to existing school-rooms, are treated pro tanto as new cases under Article 2.\n\n5. The trust deed must declare the premises to be granted in trust for educational purposes and for no other purpose whatever. It must provide for the legal ownership of the premises, and for the inspection and management of the school in accordance with the principles of the Grant-in-aid Scheme.\n\n6. The grant is paid on presentation of a certificate (with balance sheet annexed), by the Building and Managing Committees of the school, setting forth that the building and conveyance are completed and that the money in hand, will, when added to the grant, meet all claims and finally close the account.\n\n374\n\n一至六款與第四級書館六考同\n\n七、讀唐書 - 以華字新報一片內選一段略平易者授使讀及講解\n\n八、寫唐字 - 寫一短札\n\n九、講唐話 - 試使講華人俗語務以流利清\n\n書館學童在四考、五考，但欲被考此等者，必須先在本班考過各欸乃可\n\n亦可被考格外\n\n此班內不計習唐字簿\n\n凡考得者計每名賞銀十六圓半\n\n第二十一條 凡計習字簿必要將足一個月所習之字呈閱\n\n第二十二條 凡有第三級、第四級、第五級書館學童，除考本班各欸外，亦可格外被考代數學、幾何學等歎。仍須按班分定，如欲考幾何學者，則四考之童應用玉結書首卷之一章至二十章，而考五考之童應用玉結書首卷各章，而考六考之童應用玉結書首卷次卷各章。而考凡學童考得此款之一者，計賞銀數如左：\n\n外加賞銀一\n\n外加賞銀一圓半\n\n外加賞銀二圓\n\n第二十三條 凡各館總理人等，有學童欲格外考代數學、幾何學等格外之歎或一款或多款，可請監督學院照其所選各歎循序漸進之階開列\n\n第二十四條 除此規條內開列各款外，不得給領助賞銀\n\n第二十五條 每館周年均計每日學童若干照人數計每名可領銀一\n\n第二十六條 凡學童經應考某班，如再考時不得在該班下應考，又凡學童除考不過兩欸或多歎者外，不得在原班再次應考\n\n第二十七條 凡學童學異國語言，非彼母親所說之本話者，可准用其土談講解所讀之一章一節，試其識否\n\n第二十八條 凡各女館可將此規條所定教習內開各歎之四點鐘時候，從中用一鐘久教習平常針黹工夫。致所計賞項則上取者賞銀二圓，次取者賞一圓半，被取者賞銀一\n\n# 第二十九條 助建義學費用規條列後\n\n一、國家不准給助創建義學，必要先有確據該地民人衆庶，應會館及該館大約辦理安善，可以望有功效\n\n二、國家給助費用，不拘新建抑或增廣與及買內用什物等項，不得浮於確實費用之一半\n\n三、凡欲建義學，其地方之圖、度支之譜及章程，若人欲將書館築廣多收學童，或將書館增照式辦理。代理憑書等必要先蒙督憲允准乃可\n\n四、所應從第二款所定一如新建之事\n\n五、代理憑書必要訂明該處地方請代理人只爲辦理義學事務，斷不得干涉別事。叉要訂明何人遵网爲屋主，及准該館遵依上開各規條辦理應考\n\n六、給領助費銀術之先，該館總理人或辦理建造人應要禀知國家，附枯一單，列明數目，表明該館所有買地印契等情經已成就，及要表明現存數倘若以國家給助費銀數，便足清結所欠各項，使該數目妥當無訛", "txt_file_path": "txt/2diw2n4r2/CO129-207 - Acting Governor Marsh - 1883 [1-3].txt", "external_url": "", "rank": 0 }, { "id": 321342, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-208 - Governor Sir Bowen - 1883 [4]", "page_number": 46, "title": "CO129-208 - Governor Sir Bowen - 1883 [4]", "content_text": "STANDARD VI. \n\nIn addition to Standard VI for schools in Class IV, \n\n7. Chinese Beading.- An ordinary passage from a Chinese newspaper, with explanation. 8. Chinese Writing.-A short letter. \n\n9. Chinese Speaking.-Fluent and correct colloquial Chinese. \n\nChinese copy writing will not be taken in this Standard. \n\nValue of a pass in this Standard, sixteen dollars and a half. \n\n21. In all cases where copy writing is taken, not less than one month's work must be shown to the examiner. \n\nIV and 22. Scholars who are presented under Standards IV, V and VI for schools in Classes IV, V, may also be examined in one or more of the following subjects, namely: Algebra, Geometry, Physical Geography, and the Natural Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different Standards. For example:-- \n\nEUCLID. \n\nStandard IV. Book I. Propositions 1 to 20 inclusive. \n\nStandard V. Book 1. \n\nStandard VI. Books I and II. \n\nValue of a pass, in each of such cases, in Standard IV, one dollar in addition to the proper value of the Standard; in Standard V, one dollar and a half, in addition to the proper value of the Standard; and in Standard VI, two dollars, in addition to the proper value of the Standard. \n\n23. Managers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to The Inspector. \n\nNo grant of home in class will be made for any subject not specified in this code, with the exception of the ... \n\n25. A capitation grant of one dollar will be given for each scholar in average attendance. \n\n26. No scholar will be examined in a lower Standard than that under which he has been previously presented, nor in the same Standard unless he has failed to pass in two or more subjects. \n\n27. Scholars learning a language which is not their mother tongue, will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read. \n\n28. In Girls' Schools, one of the four hours for instruction in the subjects of the several Standards may be assigned to plain needlework, which will have the following values:---- \n\nFair, one dollar. Good, one dollar and a half. Very good, two dollars. \n\n29. Building Grants. \n\n1. Aid is not granted to build new public schools unless the Government is satisfied- \n\n(a.) That there is a sufficient population requiring a school in the vicinity. \n\n(b.) That the school is likely to be maintained in efficiency. \n\n2. The grants made by the Government for building, enlarging, improving, or fitting up public schools, are not to exceed one half of the actual cost. \n\n3. The site, plans, estimates, specifications, title, and trust deed, must be previously approved by His Excellency the Governor. \n\n4. The extension of the area of existing school-rooms to receive more scholars, and the addition of teachers' dwellings to existing school-rooms, are treated pro tanto as new case under Article 2. \n\n5. The trust deed must declare the premises to be granted in trust for educational purposes and for no other purpose whatever. It must provide for the legal ownership of the premises, and for the inspection and management of the school in accordance with the principles of the Grant-in-aid Scheme. \n\n6. The grant is paid on presentation of a certificate (with balance sheet annexed), by the Building and Managing Committees of the school, setting forth that the building and conveyance are completed and that the money in hand, will, when added to the grant, meet all claims and finally close the account. \n\n六考與第四級書館六考同\n\n七讀唐書 以華字新報一片內選一段不易者授使讀及講解\n\n八爲唐字 寫一短札\n\n九講唐話 試使講華人俗語務以流利清\n\n此班内不計習唐字簿\n\n凡考得者計每名賞銀十六半\n\n第二十一條 凡計習字簿必要將足一個月所習之字呈閱\n\n第二十二條 凡有第三級第四級第五級書館學童在四考五考六考之列者亦可被考格外之科卽代數學幾何學格物各理等科但欲被考此等科者必須先在本班考過各科乃可\n\n致上言格外之科仍須按班分定如欲考幾何學者則四考之童應用玉結書首卷之一章至二十章而考五考之童應用玉結書首卷各章而考六考之童應用玉結書首卷大卷各章而考凡學童考得此款之一者計賞銀數如左\n\n四考除本班計賞外加賞銀一圓\n\n五考除本班計賞外加賞銀一圓半\n\n六考除本班計賞外加賞銀二圓\n\n第二十三條 凡各館總理人等有學童欲考格外之科或一科或多款可請監督學院照其所選各款循序漸進之階開列\n\n第二十四條 除此規條内開列各款外不得給領助賞銀\n\n第二十五條 每館周年均計每日學童若干照人數計每名可領一圓\n\n第二十六條 凡學童經應考某班如再考時不得在該班下應考凡學童除考不過兩科或多款者外不得在原班再次應考\n\n第二十七條 凡學童學異國語言非彼母親所說之本話者可准用其土談講解所讀之書一章一節試其識否\n\n第二十八條 凡各女館可將此規條所定教習内開各款之四點鐘時候從中用一點鐘教習平常針黹工夫致所計賞項則上取者賞銀二圓次取者賞銀一圓半中取者賞銀一個\n\n第二十九條 助建義學費用規條列後\n\n一國家不准給助創建義學必要先有確據該地民人衆應增設義館及該館大約辦理安善可以望有功效\n\n二國家給助費用不拘新建抑或增廣與及買置內用什物等項不得浮於確實費用之一半\n\n三凡欲建義學其地方之圖度支之譜及章程地契代理憑書等必要先蒙督憲允准乃可\n\n四若人欲將書館增築多收學童或將書館增築掌教住所應從第二款所定一如新建之事照式辦理\n\n五代理憑書必要訂明該處地方請代理人只爲辦理義學事務斷不得干涉別事又要訂明何人遵例爲屋主及准該館遵依上開各規條辦理應考\n\n六給領助費銀両之先該館總理人或辦理建造人應要禀知國家附粘一單列明數目表明該館所有買地印契等情經已成就及要表明現存數倘若以國家恩給助費銀數便足清結所欠各項使該數目要當無訛\n\nPage 45\n\n \nPage 45\n\nPage 45", "txt_file_path": "txt/2diw2n4r2/CO129-208 - Governor Sir Bowen - 1883 [4].txt", "external_url": "", "rank": 0 }, { "id": 322928, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-211 - Governor Sir Bowen - 1883 [8-9]", "page_number": 285, "title": "CO129-211 - Governor Sir Bowen - 1883 [8-9]", "content_text": "279\n\nwhen he need not await their reply before removing his name to the books of such University institution; but will in all other respects continue to be bound by the former regulations\n\nThe time of Examination will be within the first fourteen days of the month of November.\n\n12. The first Examination will take place in November, 1841 and due notice of it will be given in the Gazette.\n\n13. The Board of Examiners will be formed of the Inspector of Schools and three Examiners.\n\n14. The subjects with the maximum marks attached, will be the following:\n\n \n Subjects\n Maximum Marks\n \n \n English Grammar\n 100\n \n \n English Composition\n 200\n \n \n English Literature\n 150\n \n \n English History\n 150\n \n \n Geography\n 100\n \n \n Arithmetic\n 100\n \n \n Algebra\n 100\n \n \n Euclid or Mensuration or both\n 100\n \n \n Latin\n 75\n \n \n Chemistry\n 100\n \n\nEither Euclid or Mensuration or both may be offered instead, and will be allowed 100 marks each.\n\n15. No candidate will be elected who fails to get 400 marks in the four English subjects together.", "txt_file_path": "txt/2diw2n4r2/CO129-211 - Governor Sir Bowen - 1883 [8-9].txt", "external_url": "", "rank": 0 }, { "id": 322929, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-211 - Governor Sir Bowen - 1883 [8-9]", "page_number": 286, "title": "CO129-211 - Governor Sir Bowen - 1883 [8-9]", "content_text": "280\n\ntogether with 300 marks in\n\ntogether\n\nthe remaining subjects.\n\n16. Instead\n\nBritish Isles, and British\n\nColonies and Dependencies will\n\nDetails\n\nof\n\nthe required.\n\nof Compositions, subject = Chinese boys will be allowed\n\nto\n\noffer\n\nTranslation\n\nfrom\n\nChinese into English.\n\nHistory. An Epoch to\n\nbe selected from time to time by the Examiners\n\nLiterature. A standard book, English Literature, and some special play or plays of Shakespeare or work of other English poet to be selected from time to time by the\n\nExaminers.\n\nGeography, Political\n\nand Physical Geography, but\n\nspecial knowledge of China,\n\nArithmetic. all the\n\nsubjects included in the normal\n\nstandard text book that.\n\nAlgebra. To Quadratic\n\nEquations inclusive\n\n Euclid. Book I at least. Latin. Some simple\n\nbook as Caesar or Cornelius\n\nNepos, with Grammar and Translation of short simple\n\nsentences into Latin.\n\n14.\n\nChemistry, Elementary.\n\nIn the event\n\nCandidates obtaining the same\n\nnumber\n\nof\n\nmarks, preference\n\nwill be\n\ngiven\n\nto the one more\n\nBritish\n\n...\n\n4", "txt_file_path": "txt/2diw2n4r2/CO129-211 - Governor Sir Bowen - 1883 [8-9].txt", "external_url": "", "rank": 0 }, { "id": 323816, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-213 - Governor Sir Bowen - 1883 [12]", "page_number": 247, "title": "CO129-213 - Governor Sir Bowen - 1883 [12]", "content_text": "PRIZE DAY AT THE HONGKONG PUBLIC SCHOOL.\n\nThe annual distribution of prizes to the pupils attending the Hongkong Public School took place at St. Paul's College on Saturday morning, the 12th instant. His Excellency the Governor presiding. Amongst those present were Lady Bowen and the Misses Bowen, Mrs. Marah, Bishop and Mrs. Bardon, Hon. P. B. Johnson, Hon. A. Lister, Revs. W. Jennings, Dr. Chalmers, J. B. Ost, H. Lee and R. Lechler, Capt. Vyvyan, A.D.C. to the Governor, Mr. R. Macniro, Private Secretary to the Governor, Messrs. T. Jackson, A. WOlver, A. P. MacEwen, J. B. Chti, G. H. S. Wright, G. R. Lanniert, etc., etc.\n\nBishop BURDON, in opening the proceedings, said—I feel very grateful to your Excellency for the interest you take in our work here and for your kindness in coming to distribute the prizes to-day, especially as you are suffering from the effects of your recent accident. We appreciate your kindness in coming all the more on that account. (Applause). Our school has now been in existence for four years, and I think we may consider it as fairly set agoing and established. We have had our difficulties, as every good institution must expect to have. I don't know whether we may say we have had more than our share, but it has brought out much good feeling and kindly help, and I think we need not fear now for the future.\n\nBefore asking you, Sir, to be kind enough to distribute the prizes this morning, I would like to say a few words about the school itself and the history connected with it. (The school, as we have it now, is, and I think is increasingly felt to be, a necessity in this place. We have a large number of our own children, English children, who are growing up amongst us. Those children cannot, as a rule, be sent home by their parents. Those of us who have sons at home know what it costs to provide suitable schools for them, and also homes, when the parents are living out here. This is only in the power of a comparatively few. There are many children whose parents could not afford to do any such thing.\n\nThen what is to be done? There are other schools in the colony, it is true. We have the Central School, and the school connected with the Roman Catholics, St. Joseph's College. I do not think either of these is a suitable place for the children of English and Protestant residents here, and it seems to me education connected with Christianity as we understand and profess it is imperative. I am not going to say very much about the necessity of a religious education, but I feel very strongly, and I think most here will feel very strongly with me too, that education, to be anything of a training of character, must be founded upon religion; and as we understand the Christian religion after our own fashion, so we should be careful to conduct education in accordance with it.\n\nWe cannot get this in any other place than such a school as this. The expenses of such a school must, of course, be very great. We have to get a master, not here, but to send for him to England, to bring him out, pay him what is not, after all, a very large salary, but still is large for us to raise here. During the past year, we have been obliged to provide a house for the master. There are many reasons that made it necessary. This house I freely gave up, as far as I possibly could, for the purposes of the school. Two rooms are now occupied in the carrying on of the school, and for a while Mr. and Mrs. Hambling were good enough to put up with two rooms which they occupied as their residence, but it was felt this was not suitable, so we have risked the hiring of a house for the master and mistress, where, as we trust, they may be able to receive boarders, and in that way do good to the school and bring boys from the neighbouring ports where there are no advantages of education.\n\nIn commencing the school, there were three sources of help to which we looked and from which we hoped we might be able to support the school easily. One was the subscriptions of friends, another the fees, and the third was the Government help. The fees could not be expected to cover the whole of the expense. For them to have done so, the rate would have had to be made simply prohibitive, and we should not have been able to get the school up at all, for it is very few who could afford to pay their share of the large sum of two or three thousand dollars a year for their children. If they could do that, they would say it would be much better to get a tutor for themselves.\n\nThen we were obliged to ask friends. Here was a great difficulty. Some have said, \"Why should I be asked to support a school for the children of residents as well-to-do as I, or if not quite so well-to-do, well off at all events, to provide education for themselves?\" This has been a difficulty with us. I think a little more thought would have shown that out here it would be simply impossible for the parents to provide their children with tutors on their own. If they are not to be provided with a school of this kind, they must take their chance at the Chinese and Portuguese schools, neither of which I think are suitable.\n\nThat has been the reason we have pressed our friends for subscriptions. I may say those who have their boys here who are wealthy enough have helped us by giving subscriptions in addition to the payment of the fees, and I should be sorry if such boys were kept out. Then the fees come. This is not a charity school. It is on the same footing as some of our schools in England, which are endowed but not sufficiently endowed to be carried on without means provided by the parents of the scholars.\n\nI want the school to be placed on such a footing as I think all clergymen should be placed on, with just enough to make them independent of their constituents, but not enough to give them too much freedom. Too much freedom does not do for anyone, but we want just enough to enable us to hold our own, and then we shall go on from year to year by our own exertions.\n\nThe third source from which we hoped for help was Government assistance. The school was placed under Government inspection, and we hoped to receive something from the Government grant, but when we came to receive the money, we found we had hardly a hundred dollars coming in from that source. I wrote a long letter to your Excellency's predecessor, pointing out what I considered to be the unfairness of such an arrangement.\n\nI showed I had several Chinese Schools under my superintendence and obtained from the Government grant three-quarters of the whole expense. The Central School is mainly attended by Chinese, and the Government spends very large sums of money indeed in supporting it. I may also say—and I am not jealous at all, but still it is a fact—the Portuguese school, St. Joseph's College, has been largely helped by the Government.\n\nI think the education of English children, however they may be in comparison, is as important for us as the education of Chinese and Portuguese children. Therefore, I considered we ought to have a fair hearing and something like fair play. The Government, however, refused to reconsider its grant-in-aid system or in any way to help us, and we have found that by continuing to place ourselves under Government inspection, we so hampered ourselves and our arrangements that $60 or $70 a year hardly seemed sufficient bait to keep us under Government inspection. We, therefore, withdrew, and we are now dependent upon subscriptions and fees.\n\nNo doubt the Government intended to pay us a compliment in refusing to help us. We are Protestants and English, and therefore we are in a perfectly good position to stand on our own foundation. (Applause). Then we will do so, but that must make me appeal constantly for the endowment fund, and I would like to see this school, before many more years of my life are over, endowed with £5,000 laid aside towards its annual support. If it were so, we should be in a sufficiently independent position not to fear any collapse, and yet we should have to work hard.\n\nMr. Bellion, as you know, began the endowment fund some two years ago by giving $2,000, and when I was at home in England, I worked hard and succeeded in raising some little money, and we have now about £1,000. There are still £4,000 wanted. I am sure in a community like this, that amount could be raised if the necessity were felt as I feel it, and I trust that by people who are going home keeping in mind that they could not leave a better memorial of their gratitude for having been kept in health and life, and perhaps in prosperity too, while in China, than by adding to our endowment fund, it may be done.\n\nThe subjects taught in the school are the ordinary branches of an English education at home—Holy Scripture, arithmetic, algebra, Euclid, reading, spelling, writing, English composition and grammar, English history, drawing, geography, geology, and physiology.", "txt_file_path": "txt/2diw2n4r2/CO129-213 - Governor Sir Bowen - 1883 [12].txt", "external_url": "", "rank": 0 }, { "id": 323817, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-213 - Governor Sir Bowen - 1883 [12]", "page_number": 248, "title": "CO129-213 - Governor Sir Bowen - 1883 [12]", "content_text": "HIS LORD BISHOP:-Gentlemen, we have now arrived at the end of another year, and I have to make a statement to you with regard to the work that has been done during the past twelve months. The number of boys in the school has been 44, and the average attendance 40. We have to deplore the loss by death of one of our boys, and also the withdrawal of several, some on account of ill-health, and some because their parents have left the Colony. We have, however, gained several new boys, and I think on the whole the numbers have been fairly maintained. The work of the school has been, I think, very satisfactory. The boys have worked well, and the masters have worked well too. We have had our usual routine of classes and examinations, and I am glad to say that the results have been very encouraging.\n\nIn addition to these we hope next year to teach Chinese and Latin. Boys who are growing up here will not be able to find employment in government offices unless they are acquainted with Chinese. I found that the want of this branch here has been the means of carrying off some of our elder boys to the Central School, and there they are put with Chinese boys to learn Chinese. I do not know exactly how it is done, but if it is anything after the fashion of Chinese teaching I think it absolutely useless for us. An entirely different system is wanted for the teaching of Chinese to English boys, and to put our boys with fifty or sixty Chinese all yelling out the Chinese classics at the top of their voices is simply useless. I have, therefore, engaged a teacher to commence next term with a class of some seven or eight boys whose parents have agreed to let them join such a class, making a small extra payment for it. The Chinaman does not know English, but the boys will have books that will contain both the English and Chinese. They will begin by learning the system of reading Chinese and also to write the Chinese character. They will learn the sounds and write them down in their own English character. They will therefore have the sounds and they will have books to give them the meaning, so I hope we shall be able to train boys not only educated in the branches of an English education but in Chinese too. Latin also will be taught, the language so much needed by all of us who want to know our own language.\n\nThe work that has been done this term has been examined most kindly by Mr. Jennings, Mr. Ost, Mr. Lee, Mr. Coughtrie, and myself. I have done very little indeed. I have so much work that I have had no more than time to examine in scripture. The Bishop then read a letter from Mr. Ost giving the result of the examination, and went on to say—I don't think I ought to close without thanking, in the name of the Committee, Mr. and Mrs. Hambling for their exertions during the year that has closed. I have had every reason to be satisfied with their work, which I believe to be thoroughly and conscientiously done, and I think we are exceedingly fortunate in having them at the head of the school. (Applause).\n\nAnd now, Sir, it remains for me only to ask your Excellency kindly to take the meeting in hand, and after your remarks, if you wish to make them first, to distribute the prizes to the boys. Yes, there is one thing more. The prizes have to be paid for. They cost $100. I have received $25. I shall be glad if friends will make this up so that the money shall not be taken out of the general funds of the school.\n\nHIS EXCELLENCY:-My Lord Bishop, ladies and gentlemen, I am sure you all, like myself, have listened with very much pleasure to the very interesting remarks that have just fallen from the Bishop. As for myself, though still suffering, as the Bishop has said, from a severe accident, it gave me great pleasure to accept the invitation to preside here on this important and interesting occasion. It will always be alike my duty and my pleasure, in this, as in other colleges over which I have presided, to promote, by every means in my power, the great cause of education. (Applause).\n\nBefore proceeding to distribute the prizes, I will make a few remarks, in the first place, to the masters and professors in this and other colleges and schools in Hong-kong, for I speak to all, and, secondly, to the scholars whom I see before me. The true position of the instructors of youth has been laid down for all time in those beautiful and well-known verses of the Latin poet Juvenal:—\n\n\"Di majorum umbris et jus pondere terram,\n\nSpinatosque deos, et inania perpetuum ver,\n\nQui preceptorem sancti volera parentis\n\nHabeo.\"\n\nIn other words \"The preceptor should hold the holy place of father.\" I am sure the masters of this and the other colleges in Hong Kong will allow me to exhort them to follow the practice of one of the greatest teachers, perhaps the greatest, of any age or nation—I mean Dr. Arnold, who said that the master should ever seek to keep adding to his own stores of knowledge, so that \"the pupils may drink not from a stagnant pond, but from a fresh running stream.\" (Applause).\n\nDr. Arnold, you will recollect, was not only one of the greatest teachers of any place or age, but one who did much to exalt and ennoble the scholastic profession, both by his teaching and his general bearing. As for the scholars of many races who will be educated now and henceforward, in this and other institutions of a like kind, I would exhort them to prove by their diligence, energy, and good conduct, their appreciation of the many advantages secured for them by the wise liberality of the Colonial Government and Legislature and here by the liberality of many generous friends of education in this community.\n\nI will remind them, moreover, that I have notified publicly that the first appointments in the public service will be given by competitive examination, without distinction of race or creed. I am also about to propose to the Colonial Legislature that here, as in several other Crown Colonies, two or more young men chosen from the best scholars of the several colleges shall be periodically sent at the public expense to complete their education in Europe as members of the legal or medical professions or as civil engineers. (Applause).\n\nThese are the professions that will enable them to succeed best in life both in Hongkong, in the various settlements at the treaty ports, and hereafter probably, in the great neighbouring country, the empire of China. (Applause). You will thus perceive the future success in life of every pupil will depend mainly on his own energy and perseverance. Dr. Arnold once observed that in his long experience he had found that one boy does not differ from another so much in talent as in energy and perseverance. I exhort you to spare no effort to acquire a thorough knowledge of the English language, which, like the English race, is fast overspreading the world. 100 millions of the human race already speak the English language as their mother tongue, whereas not more than 40 millions speak the other two European languages most diffused after the English, namely, French and German.\n\nA French author said to an Englishman, a friend of mine, that if he were to begin to write again, he would write not in French, but in English, for a century hence that language will be spoken by 300 millions probably, whereas French will probably remain stationary. My remarks hitherto have been applicable generally to all colleges and schools in Hongkong.\n\nI am sure, ladies and gentlemen, as I have already said, we all listened with much interest to the remarks of the Bishop with respect to the special objects of St. Paul's College, under the roof of which we are now assembled. It is evident there must be in this Colony many English children whom, for various reasons, their parents do not desire to send home for their education, and it is most desirable that they should have an opportunity of being educated under the nurture of the church of their fathers and under the supervision of our Bishop. (Applause).\n\nIn conclusion, I would repeat that I believe we may reckon on finding in the whole body of masters here and elsewhere a conscientious zeal in the discharge of their important duties. Still, with whatever care and attention the studies may be chosen and directed, the successful result must rest mainly on the scholars themselves. My young friends, by every motive which can influence reflecting and responsible beings, by regard for your own welfare and happiness in this world, by the fear of future discredit, by the hope of future fame and success, by motives yet more urgent, by nobler and purer aspirations, by the duty and obedience we owe to the will of our Creator, by the awful account which we shall all have to render of the talents entrusted to us for improvement, by these high arguments, I exhort you and all of you so to number your days that you may apply your hearts unto wisdom.\" (Loud Applause).\n\nHIS EXCELLENCY then distributed the prizes as follows:---\n\nCLASS I.\n\nF. Shepherd. Reading, Composition, Algebra, Geology, History, Grammar, and Physiology.\n\nA. Möller. Arithmetic, Euclid, Physiology, Map Drawing, Freehand, Landscape, Geography, and Time Drawing.\n\nJ. Hammert. Algebra, Composition, English History, Map Drawing, and Time Drawing.\n\nL. Bart. Physical Geography, Geology, English, Physiology, Freehand Drawing, and Landscape.\n\nFritz Lammert. Holy Scripture, Reading, and English History.\n\nCLASS II.\n\nFrank Lammert. Writing, Spelling, History, and Grammar.\n\nAlfred Ramsay. Arithmetic, Geology, Map, Physical Geography, History, General Geography, Drawing (Landscape and Flowers), Writing.\n\nErnest Lammert. General Improvement.\n\nFrederick Grimble. Holy Scripture, Spelling, and Drawing (Flowers).\n\nAndrew Millac. Attendance, Grammar, Geography, and Drawing (Flowers).\n\nJ.W. ...\n\nPage 247\n\n2", "txt_file_path": "txt/2diw2n4r2/CO129-213 - Governor Sir Bowen - 1883 [12].txt", "external_url": "", "rank": 0 }, { "id": 330231, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-225 - Acting Governor Marsh - 1886 [1-3]", "page_number": 93, "title": "CO129-225 - Acting Governor Marsh - 1886 [1-3]", "content_text": "# STEWART SCHOLARSHIP\n\n## Elocution\n\n| Name | Composi Dictation | Grammar | History | English to Chinese | English | Chinese | Total |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| 1. Le Sing-latt | 58 | 85 | 30 | 48 | 49 | 58 | 376 |\n| 2. Cheang Tsoi, | 57 | 99 | 49 | 66 | 56 | 55 | 974 |\n| 3. Lam Tsun Kwai | 42 | 29 | 47 | 50 | | | 300 |\n| 4. Lam Wing Kwai, | 45 | 18 | 44 | 07 | 61 | 844 | |\n| 5. Wong Hing Yau, | 48 | 16 | 45 | 58 | 46 | 339 | |\n| 6. Lo Kit, | | 87 | 48 | 54 | 38 | 833 | |\n\n## BELILIOS SENIOR SCHOLARSHIP\n\n### FIRST CLASS\n\n| Name | Reading | Grammar | Composition | Dictation | History | Total |\n| --- | --- | --- | --- | --- | --- | --- |\n| 1. Lo Kit, | 29 | 87 | 30 | 50 | 60 | 988633 |\n| 2. Lam Tsun Kwai, | 28 | 82 | | 52 | 62 | 88888 |\n| 3. Cheung Tsoi, | 30 | | | | | |\n| 4. Lo Sing-lax, | 30 | | | | | |\n| 5. Sin Tseung-pan, | 27 | | | | | |\n| 6. Wong Hing Yan, | 20 | | | | | |\n\n## BELILIOS JUNIOR SCHOLARSHIP\n\n### SECOND CLASS\n\n| Name | | | | Total |\n| --- | --- | --- | --- | --- |\n| 1. No Man Ying.. | 43 | 54 | 243 | |\n| 2. Wong Fau, | 66 | [236] | | |\n| 3. Tum Tok,.. | 47 | 49 | *99389 | |\n| 4. Ng Chak Tong, | 30 | 48 | 42 | 235 |\n| 5. Wong Kat, | 30 | 57 | 219 | |\n| 6. A. Alarakia,. | 16 | 45 | | |\n\n## GENERAL INTELLIGENCE\n\n### FIRST CLASS\n\nSaturday, 9–12.\n\n1. Multiply 878426 by 29997 by the quickest method you can.\n \n| Name | Reading | Composition | Dictation | Grammar | History | Total |\n| --- | --- | --- | --- | --- | --- | --- |\n| | 30 | 60 | 28 | 55 | 30 | 388888 |\n| | 27 | 46 | 48 | 209 | | |\n| | 30 | 43 | 49 | 207 | | |\n| | | 48 | | 939758 | | |\n| | 20 | 27 | 27 | 20 | 58 | 188 |\n| | 27 | 41 | 44 | | | |\n| | 45 | 30 | 40 | 47 | 198 | |\n| | 01 | | | | | |\n| | 48 | 204 | 199 | | | |\n| | 30 | | | | | |\n\n2. By what simple method would you propose to calculate the vertical height of a paper kite in the air?\n3. Explain the various functions of judge, barrister, solicitor, jury.\n4. What are the meanings of the following words: visor, purvey, reverberating, volition, apparatus, burgesses, niggardly, sanitary, colossal, vibrating.\n5. Write the adjectival forms corresponding to the following nouns: benefit, squalor, surface, tribute, giant, humour, circle, opportunity, enemy, brother.\n6. State the past and present relations between China and Annam, with special reference to Tonquin.\n7. Quote (translating into English) a passage from the Chinese Classics showing that there is something men value more highly than life.\n8. Write in English the story which gave rise to the phrase.\n\n## ARITHMETIC\n\n### FIRST CLASS\n\nMonday, 9-12.\n\n1. How much 3 p. c. Stock had I, if selling at 96 I was able to purchase £800 of 4 p. c. Stock at 105?\n2. What is the difference between True and Mercantile Discount? Illustrate the formula you would apply in each case.\n3. How much a yard did a man give for 36 yards which he sold for £5. 9.4 gaining as profit the cost price of 5 yards.\n4. In how many years and months will a capital increase itself by one half at 5 p. c. Comp. Int.\n5. A and B are partners, A contributes 4/7 of the joint capital for 6 months and B receives 3/7 of the profit, how long before the division of profits was B's money invested.\n6. One hundred men can together do a job in 40 days, but 4 men leave at the end of every fourth day; how many days will be now taken over the job and how many men will be at work when it is finished.\n\n## EUCLID\n\n### FIRST CLASS\n\nFriday, 9–12.\n\n1. Upon the same base and on the same side of it there cannot be two triangles having their sides terminated in one extremity of the base equal &c., &c., &c.\n2. If from the ends of a side of a triangle there be drawn two straight lines to a point within the triangle, these shall be less than the other two sides of the triangle but shall contain a greater angle.\n3. (a.) Prove that the angles made by the sides of a regular hexagon with each other are each equal to 120°.\n3. (b.) Prove that the angles made at the intersection of the diagonals of a regular hexagon are each equal to 60°.\n4. (a.) To a given straight line apply a parallelogram which shall be equal to a given triangle and have one of its angles equal to a given rectilineal angle.\n4. (b.) The greater side of every triangle is opposite to the greater angle.\n5. (a) Parallelograms upon equal bases and between the same parallels are equal to one another.\n5. (b) If a straight line falling on two other straight lines make the alternate angles equal to each other these two straight lines shall be parallel.\n6. (a.) If in the triangle A B C; B C be bisected in D, A D joined and bisected in E, B E joined and bisected in F; and C F joined and bisected in G then the triangle E F G will be equal to one eighth of the triangle A. B. C.\n6. (b.) Write out the Enunciations of XI, XIII, XX, XXVI.\n\n## ALGEBRA\n\n### FIRST CLASS\n\nThursday, 9--12.\n\n1. Find the value of $\\frac{a^2bc}{(a-b)(a-c)} + \\frac{b^2ca}{(b-c)(b-a)} + \\frac{c^2ab}{(c-a)(c-b)}$.\n2. Find that number the third part of which added to its seventh part makes 20.\n3. Find the value of $\\frac{x-a}{x-b}$ when $x = \\frac{a-b}{a+b}$.\n4. Find the G. C. M. of $4x^3 + 9x^2 + 2x^2-2x-4$ and $3x^3 + 5x^2-x + 2$.\n5. (a.) The sheet of a newspaper contains a certain number of letters, columns, lines in each column, and letters in each line. If there were one column less there would be 12 more letters in a line. If there were 22 lines less there would be one more column. If there were 11 less lines there would be 4 more letters in each line. Find the whole number of letters.\n5. (b.) Express in factors $a^2-3ab-10b^2$; $x^2-ac+ax-cx$.\n6. (a.) Solve $(3x-5)(2x-5)-(x+3)(x-1)$.\n6. (b.) Multiply $x^2 + xy + y^2$ by $x-y$ and $xy(x+y)$.\n\n## MENSURATION\n\n### FIRST CLASS\n\n1. What is the diameter of a circle equal in area to a triangle the length of whose sides are 24 yards 0 ft. 9 in; 25 yds. 2 ft. and 20 yds. 2 ft. 3 in.?\n2. A floor measures 20 ft. by 18 ft. what would be the dimensions of a similar floor the area of which was 562 sq. ft.?\n3. What is the volume of the largest cone that can be cut out of a pyramid 2 ft. high with a square base the side of which is 30 in. long?\n4. An iron pipe is 3 in. in bore, half an inch thick and 20 ft. long. Find its weight if a cubic inch of iron weighs 4.526 ozs.\n5. ... \n6. One hundred centesimal grades make one right angle. Divide a quarter of a right angle into two such parts that the number of degrees in one part shall be to the number of grades in the other as 9:40.\n7. What is the length of the side of an equilateral triangle in which can be inscribed a circle whose diameter is 10 ft.?\n8. A room is 183 ft. by 25 ft., and 10 ft. high. Find the area of a partition from floor to ceiling, placed parallel to the diagonal of the room and at 4 ft. from it.", "txt_file_path": "txt/2diw2n4r2/CO129-225 - Acting Governor Marsh - 1886 [1-3].txt", "external_url": "", "rank": 0 }, { "id": 333272, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-231 - Acting Governor Marsh - 1887 [1-3]", "page_number": 94, "title": "CO129-231 - Acting Governor Marsh - 1887 [1-3]", "content_text": "pressing want, and they think they have a strong claim on the Government for its help. At present extension of the Buildings is absolutely needed, but this is impossible without some additional ground.\n\n11.\n\nOne very important advantage of the extension, as proposed, to the School itself, would be that it would place the institution almost on a self-supporting basis. The fees for the past year amounted to $5,500, an increase of 30% on previous years. Twenty-eight additional boarders, and twenty-five additional day scholars, would bring in $5,244 more. This would more than cover the increased expenditure for food, clothes, servants, and additional teachers. The present fees would cover the whole of the present expenditure, were it not that orphans and needy children are taken free or on reduced terms.\n\nAt the present moment one-third of the boarders do not pay full fees. This deficit is made up by charitable donations, and by the grant-in-aid; an increase of Scholars and of the teaching staff, would yield substantial aid from the latter source.\n\n12.\n\nIn 1884 nearly 97 per cent passed H.M's Inspector's Examination. The grant amounted to $367.20. In 1885, owing to changes made necessary by the state of the Master's health, the success was not quite so great, though the average attendance was 44.8 during the two years, boys in the higher standards have successfully passed in the extra subjects appointed by the Grant-in-aid scheme; and now Euclid, Algebra, Book-keeping and physical Geography", "txt_file_path": "txt/2diw2n4r2/CO129-231 - Acting Governor Marsh - 1887 [1-3].txt", "external_url": "", "rank": 0 }, { "id": 333560, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-231 - Acting Governor Marsh - 1887 [1-3]", "page_number": 382, "title": "CO129-231 - Acting Governor Marsh - 1887 [1-3]", "content_text": "Jable A.\n\n(Ci. Sero. Com.)\n\nI. Obligatory Subjects:\n\n1. Latin\n\n...\n\nI have ... with this and of myself Tarf University before coming out here; I think, therefore, in this Colony - at the assiduously applied Chinese attainment - with good reason this limit 8 and, 2% what chic justice and restriction to promotion into permanent entry this barrier. To certain other definite merits, on my part, a real serious grievance 2 – In der 5 harus that I have grounds for to institute my contention a comparative even between the training I have under one, and that which Cadet go through.\n\nJable A contains the syllabus if Candidate for Hong-Kong Cadet-ships by the Civil Service Commissioners, has been published for compiled from general information Government notification No. 27, issued January 2, Despatch comme I have ventured.\n\n2. Chinese\n\nqualifying let the for Latin\n\n3. English writing; composition and Précis\n\nII. Optional Subjects be taken.\n\nonly five can be taken.\n\n1. Mathematics: Euclid I and Algebra to Binomial Theorem. Trig. to solution of triangles. Elementary Analytical Geometry. Statics Dynamics qualifying that bring into English: extra marks got for translation into French.\n\nCable B is the syllabus for the Matriculation at the University; and the syllabus of London University Intermediate Arts Exam. Both have been compiled from the Calendar of the London University '86-'87.\n\nN.B. Each candidate must show competent knowledge of the Obligatory Subjects than two of the Optional Subjects, the inference being that competent knowledge of the Obligatory Subjects (... of Latin, Greek and English) is enough to qualify as a Cadet.\n\nPage ...\n\n(The original text had some OCR errors and formatting issues. The above output is a corrected version in HTML format.)\n\nXCR(85)72\n\nGR1178/1922/32(III)\n\n...\n\nPage 376\n\nExam. for Cadetship) 7512 qualifying REGE 48 WPECI language translation into it. arrival to 18844, the I have I with this and of myself Tarf University before coming out here;\n\n...\n\nSeci's Office Fable B is work for University; and If work for the cration at Ma 3 ame These latter tables Matriculation at the the syllabus of London 2. French translation Cable is the syllabus.\n\n...\n\nPage 363\n\n...\n\nPage 363\n\n...\n\nPage 363\n\n...\n\nThe final output is:\n\nJable A.\n\n(Ci. Sero. Com.)\n\nI. Obligatory Subjects:\n\n1. Latin\n\n2. Chinese\n\n3. English writing; composition and Précis\n\nII. Optional Subjects\n\n1. Mathematics: Euclid I and Algebra to Binomial Theorem. Trig. to solution of triangles. Elementary Analytical Geometry. Statics Dynamics\n\nCable B is the syllabus for the Matriculation at the University; and the syllabus of London University Intermediate Arts Exam.\n\nN.B. Each candidate must show competent knowledge of the Obligatory Subjects and two of the Optional Subjects.", "txt_file_path": "txt/2diw2n4r2/CO129-231 - Acting Governor Marsh - 1887 [1-3].txt", "external_url": "", "rank": 0 }, { "id": 333561, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-231 - Acting Governor Marsh - 1887 [1-3]", "page_number": 383, "title": "CO129-231 - Acting Governor Marsh - 1887 [1-3]", "content_text": "Table B\n\nLondon University Matric. Examination)\n\n1. Latin : translation and retranslation; special idiomatic structure and questions on correct answers attached to Latin Composition.\n\n2. Greek : grammatical structure and questions.\n\n3. English : English Language, Literature, and History to the end of the 17th Century.\n\n4. Geography.\n\n5. Mathematics : Euclid and Modern Geometry with Exercises thereon; Algebra to Progressions; Arithmetic; Statics.\n\nTable C.\n\n377 (Lond. Univ. Inter. Arts Examination)\n\n1. Latin : translation and retranslation; special idiomatic structure and questions on correct answers and Latin Composition.\n\n2. Greek : translation and retranslation; grammatical questions.\n\n3. English History : Geography involved in specified books; translation and retranslation; Greek Grammar; Language, Literature, and Testing of Grammatical forms & Structures.\n\n4. Mathematics : Arithmetic to Infinite Logarithms; Algebra to Permutation & Combination; Hydrostatics, Hydraulics, Pneumatics, Light and Heat.\n\n5. French : translation and retranslation; questions on Grammar limited to Accidence.\n\n6. Theory of the Conic Sections; Algebra: Equations to the Point, Straight line and Circle; Trigonometry to solution of plane triangles and determination of heights and distances of inaccessible objects; Mensuration of lines, surfaces, and ordinary solids.\n\nFrench translation and retranslation; questions ranging over the whole Grammar.", "txt_file_path": "txt/2diw2n4r2/CO129-231 - Acting Governor Marsh - 1887 [1-3].txt", "external_url": "", "rank": 0 }, { "id": 333565, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-231 - Acting Governor Marsh - 1887 [1-3]", "page_number": 387, "title": "CO129-231 - Acting Governor Marsh - 1887 [1-3]", "content_text": "fur. his want school affectre lay affeotreby. This is Qu and cubled urg uestioned fact- and is openly freely acknowledged by Mose who have. to ها most with the school. To set puck the make mo Conscient wie by asking their A course of work and then 尸 val of who further zrade Mre Merough A, beyond to perform clementary duties are J sach the comparatierzby translation basins required of European mantus. Exactly parallelled by the who Should حت be compelled to through the intricacies. Differentiel Calculum 7 سی is the char of thread carefully the Integral to plunge Dry into the deaper parts of Analytical Geometry a dir twork Simple Equation to 8olve Ar EX Th The plan two-fold A Elements. Entails On Anible 2 waste } in or to Book I y Euclid's now pursued rundently dis advantage works waste of precious time, of ability and of intelligence part abres because much mire A the reacteri limited syll. suit his purpose for School. requirements, and znaterial to the Government, who neglect i lons of ready prepared unwittingly without doubt ~ } of The original design and to make Cheness which masters acquiring. Mone who purpose of use of that knowledge they vary wisely, insist- compiled the present Examination Scheme, would this overlooked of the This scheme intention + to fit suen Phonese of $lerm to have been completely and lost sight of for the higher stead ands of work involved in Belmo to shadow with the the part of the originator, thiringh knowledge as , Jay Za доко for the high branches. the Civil superficial study of this sufficiently Serve ce The external Evidence mis had Scheme by 2 mere وست Sorre shong to warrant emclusion i and the internet eviden 381 and which - atin Kalpable such rational of corroborative careful Cuore of Conce leation int ended Kend f it irings ministe examen. to light, quès the most Might not the compuler's wir whelming and CALVIN cing indications such sulighlined and far-82zing in- have Central School other Eater factory for those positions Service, where. RM intimate to make The Training School in Chinese things being in the stong - King acquaintance Character and csscatial with WAR. ? the vernaculer tas, indispensable ما نفلات merely comfectural muy part; but, after taking into account air curustarees which surround The particular scheme, et quest the many antro auction. f thi все em cedid Chat Some erased A when it Le amo pist- outlined Chat سلام such practical motive predominating and quiding influenc I sincerely trust- cration impartial consider f and drafted. patient and the facts stated, will conclusively show Itis Excellency that, J Rin my present restricted illogical position, unmistakable and circumscribed and lebouring under an wheth unnecessary hardship. ex at venture to hope he will be pleased to lighting The character of my, School wirk will sheak for shelf. I began the study fo Chinese after being only Colony ; and haere during lures moment; 芦 a worth in the continued at it, excepting uninterruptedly until the present the Board of Examiners know the remet the", "txt_file_path": "txt/2diw2n4r2/CO129-231 - Acting Governor Marsh - 1887 [1-3].txt", "external_url": "", "rank": 0 }, { "id": 334059, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "page_number": 343, "title": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "content_text": "336\n\n5. The expenses incurred by the Government, during the year 1886, on account of education in general, amounted (including the expenses connected with the Government Scholarship) to a total of $43,085.50 or $7.37 per head. The following details may be of interest. On the Central School with 610 scholars, the Government expended (apart from cost of buildings and repairs) the sum of $11,680.41 or $19.11 per head. The expenses of the other Government Schools, including the Aided Schools, amounted to $8,454.17 for 1,283 scholars or $6.59 per head. The Grant-in-Aid Schools with 3,951 scholars, cost the Government $14,324.76 or $3.62 per head. Further details will be found in Tables IV and XIII appended to this Report.\n\n6. In addition to the above-mentioned 5,844 scholars attending 90 Schools under Government supervision, there were, during the year 1886, according to a census taken by the District Watchmen, as many as 106 Schools (including also Night Schools) at work in town and villages, attended by 2,088 scholars. There were also about 180 scholars under instruction in 5 private European Schools, total of scholars under instruction in Schools of all classes amounted, therefore, to 8,062 scholars distributed over 201 Schools. As the estimated population of the Colony now numbers about 181,702 souls, there were therefore 4.43 per cent. of the population enrolled in Schools of all classes. This does not favourably compare with the educational condition of England and Wales where 18 per cent. nor even with Ireland where 9 per cent. of the population attend School. But it is to be considered that we have here neither a Compulsory Education Act, nor any law providing adequate school accommodation in proportion to the population, and that a considerable proportion of the Chinese people residing in the Colony do not keep their families here but leave them on the mainland. Comparing the number of children of legal school-age (5-13 years) in England and Wales and in Ireland with the number actually in attendance, we find that in England and Wales somewhat over one half, and in Ireland less than one half, of those children who ought to attend school, actually come under instruction. Here in Hongkong, we have no exact data to ascertain the number of children in the Colony who are of the local school-age (6-16 years). By a rough but rather high estimate (See Table XVI), I calculate that there were, during the year 1886, about 18,200 children in the Colony, who were from 6 to 16 years of age. Hence we see, as there were 8,062 children actually under instruction, that the proportion of children, who actually attend school, to those who are of the proper school-age, was in Hongkong, as in Ireland, somewhat less than one half. The difference, however, is this that in Ireland accommodation is provided in the National Schools for nearly the whole number of children of the legal school-age, whilst in Hongkong the accommodation provided falls short of the requirements of actual attendance. All our Schools are overcrowded whilst there remain about 10,138 uneducated children unprovided for. I believe there would be no difficulty in inducing about one third or possibly even one half of that number to attend school by simply providing the requisite school accommodation (and teaching staff) at the expense of the Government, though the other half would probably continue to be kept from school by stress of poverty. The majority of those 10,138 children remaining uneducated are, I believe, Chinese girls, and one of the principal causes of their remaining uneducated, year by year, is the fact that the school accommodation hitherto provided by the Government Schools and Grant-in-Aid Schools is still far below the requirements of the case.\n\n7. The proportion of girls to boys under instruction in the Schools of the Colony continues to improve from year to year slowly but steadily. That this gradual advance of female education in the Colony is entirely the result of the successful working of the Grant-in-Aid Scheme and under it due to the alacrity and continued energy with which the several Missionary Societies develop that Scheme, will be seen from the subjoined Comparative Table.\n\nCOMPARATIVE TABLE showing the growth of GRANT-IN-AID SCHOOLS and GOVERNMENT SCHOOLS in relation to the proportion of boys and girls under instruction.\n\nYear\nNumber of Schools\nNumber of Scholars\nYear\nNumber of Schools\nNumber of Scholars\n\nBoys, Girls, Total\n\nBoys, Girls, Total\n\n1873,\n6\n309, 133, 442\n1873,\n30\n1,667, 171, 1,838\n\n1874,\n9\n406, 226, 632\n1874,\n30\n1,759, 172, 1,931\n\n1875,\n\n1875,\n30\n1,747, 180, 1,927\n\n1876,\n11\n441, 310, 751\n1876,\n30\n1,938, 233, 2,171\n\n1877,\n14\n629, 367, 996\n1877,\n30\n1,891, 267, 2,158\n\n1878,\n\n678, 343, 1,021\n1878,\n30\n1,866, 236, 2,102\n\n1879,\n\n986, 431, 1,417\n1879,\n36\n1,940, 138, 2,078\n\n1880,\n\n1,247, 561, 1,808\n1880,\n35\n1,866, 120, 1,986\n\n1881,\n\n1,498, 739, 2,237\n1881,\n39\n2,004, 110, 2,114\n\n1882,\n48\n1,987, 1,131, 3,068\n1882,\n39\n1,963, 117, 2,080\n\n1883,\n\n2,357, 1,360, 3,617\n1883,\n35\n1,865, 113, 1,978\n\n1884,\n55\n2,373, 1,534, 3,907\n1884,\n35\n1,874, 114, 1,988\n\n1885,\n55\n2,455, 1,586, 4,041\n1885,\n34\n1,791, 102, 1,893\n\n1886,\n56\n2,370, 1,581, 3,951\n1886,\n34\n1,791, 102, 1,893\n\nFrom the above Table we see that in the Grant-in-Aid Schools the proportion of girls to boys has been steadily improving since 1873, and that in these Schools the girls form now nearly one half of the whole number of children in school. But although in the Grant-in-Aid Schools the normal proportion of girls and boys will in all probability be reached in a few years, the case is very different in the other Schools of the Colony. Whilst in the Grant-in-Aid Schools the proportion of girls to boys is nearly 1 to 2, it is in the Government Schools like 1 to 18. Taking further into consideration all the known private Schools in the Colony, I find there are altogether 2,138 boys and 80 girls reported as having attended private Schools, not under the supervision of the Government. Accordingly, we had, in the year 1886, altogether as many as 6,299 boys and only 1,763 girls under instruction in Schools of all classes, whilst it is pretty certain that there are nearly as many girls of the proper school-age in the Colony as there are boys. The needs of female education require therefore an extension of school accommodation. There is no room to doubt that the Grant-in-Aid Scheme, though expanding its sphere rather slowly, will gradually succeed in supplying the actual demands of female education in the Colony so far as the mass of the Chinese population is concerned.\n\nBut as regards Schools for European children, whose education requires a more expensive staff and costly house accommodation, the Grant-in-Aid Scheme does not possess the same capabilities, because the demand of such special education, though urgent, is small and hedged in by various difficulties.\n\n8. The results of the annual examination of the Schools under the supervision of the Government will be found detailed in the Tables appended to this Report, and, as far as the Government Central School is concerned, in the Report of its Headmaster, which will be found below. A few supplementary statistical details and general observations regarding the principal Schools and Classes of Schools may be of interest.\n\n9. The Government Central School was examined on the principles adopted several years ago and stated in former reports. The examination papers were set by the Headmaster and revised by myself. The papers of the scholars were corrected and marked by the Headmaster and then forwarded to me to form an independent opinion thereon. With the exception of the marks allotted in the case of reading and in the case of all the subjects of the Anglo-Chinese Classes, (when the Headmaster noted results in consultation with myself), the subjoined Tables exhibit the results of the examination according to the Headmaster's own valuation of the merits of each paper.\n\nClass\nTotal No.\nPassed\nReading\nDictation\nArithmetic\nEnglish Grammar\nGeography\nMap-drawing\nComposition\nHistory\nEuclid\nAlgebra\nMensuration\nGeneral Intelligence\n\nI.\n35\n29\n31\n\n17\n18\n24\n30\n25\n25\n\n13\n17\n17\n\n...", "txt_file_path": "txt/2diw2n4r2/CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5].txt", "external_url": "", "rank": 0 }, { "id": 334061, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "page_number": 345, "title": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "content_text": "villages the number of scholars, desiring to learn both English and Chinese at the same time, is too small to justify the additional expense involved. The need of a Training School to provide teachers for the Government Schools (outside the Central School) makes itself constantly felt and this need is not likely to be supplied by the training class now formed in the Government Central School.\n\n13. The work of those Government Schools and Aided Schools which give but a Chinese education in the Chinese language, has continued during the year 1880 its usual course, and calls for no special remarks. Special effort has been made, by allotting separate prizes at the annual prize-giving, to extend the teaching of geography and of Chinese composition in these Schools, and some improvement has taken place in these respects. In the case of one Aided School, that at Aberdeen, the unhealthiness of the locality, which compelled the Government to remove the Police Station, has also necessitated the removal of the School to the opposite island of Aplichau. In the case of another Aided School, that of Shamshuipo, where the Aided system year by year showed very poor results, an attempt has been made to improve the School by the application of the Grant-in-Aid system. The first year's trial did not improve matters, but there is hope that in course of time better results may be obtained.\n\n14. As regards the Grant-in-Aid Schools, the year 1886 has afforded fresh proof that the alterations introduced in the Grant-in-Aid Scheme in 1883, principally affecting schools in Class I (i.e., Schools giving a Chinese education in the Chinese language) are beneficial. The subjoined Comparative Table, exhibiting the working of the Revised Scheme (of 1883) which came into operation in the year 1884, clearly proves, as far as Schools in Class I are concerned, that the desire of the Government to reduce the earning power of these inexpensive Schools (whilst increasing the pensum of work to be done under some Standards), and to encourage the teachers to bring more children under instruction in the higher Standards without skipping the lower ones, has been attained.\n\nTABLE SHEWING EFFECTS OF REVISION OF SCHEME (1883) ON SCHOOLS IN CLASS 1.\n\n \n Standards\n Number of Scholars Examined\n Amount earned by Passes (apart from Capitation Grant and Needle work)\n \n \n \n 1884\n 1885\n 1886\n 1884\n 1885\n 1886\n \n \n I\n 76\n 128\n 271\n $146\n $160\n $462\n \n \n II\n 557\n 823\n 652\n $3,124\n $3,052\n $2,496\n \n \n III\n 470\n 446\n 474\n $2,208\n $2,196\n $2,184\n \n \n IV\n 120\n 128\n 138\n $840\n $624\n $640\n \n \n V\n 26\n 44\n \n $210\n $320\n \n \n \n VI\n 2\n 9\n 11\n $24\n $108\n $120\n \n \n Total\n 1,251*\n 1,560\n 1,590\n $6,572\n $6,350\n $6,222\n \n\n*This reduction was caused by local disturbances unconnected with the Revision of the Scheme.\n\n15. As regards the Grant-in-Aid Schools in Class III there are, this year also, but few special features calling for comment. The history and composition teaching in Schools in Class III continues to show improved results. The facility with which Chinese children, after five years' teaching of the Romanized system, write composition exercises in Romanized Chinese Colloquial, is quite equal to the average attainments of English children in the corresponding English subjects, whilst the same Chinese children would require additional five years' teaching to gain similar facility in expressing their thoughts in the written Chinese character. Nevertheless, I think, so far as practical utility is concerned, a child educated in a purely Chinese School in Class I, able to read and write a Chinese letter in the Chinese character, possesses a better training for practical life than the Romanized system, encroaching by the time it demands upon the time absolutely required for the teaching of the written Chinese character, can possibly give, unless the school-age is abnormally extended.\n\n16. The Grant-in-Aid Schools in Class IV continue to improve year by year in organisation and effectiveness of teaching. It is noticeable that the Portuguese community are every year sending more and more children to pass first, for three or four years, through a purely Portuguese School before sending them to an English School. The more this movement extends, the more solid appear to be the results of the English teaching in the higher Standards. As regards the English Schools in Class IV, the Diocesan School and St. Joseph's College require special mention.\n\nThe Diocesan School continues, as before, to distinguish itself by combining with solid teaching in the ordinary Standards also the special subjects of physical geography, algebra and Euclid, good results being exhibited in every Standard. St. Joseph's College has made a new move, in the year 1886, which is a move in the right direction. Whilst formerly teaching Portuguese and Chinese youths in separate classes, an arrangement has been made to confine this separate system to the lower Standards, and to move all Chinese scholars who have passed Standard III into the European Division where now Chinese and Portuguese youths are taught side by side. By this arrangement, the Chinese gain the advantage of association with Portuguese who are better speakers of English, and the Portuguese gain at the same time the stimulus arising from emulation. The consequence of this measure was also a considerable increase of numbers in the Chinese Division. At the annual examination, this Chinese Division did very well in all subjects, and in some classes the English reading was exceptionally good. As to the European Division of St. Joseph's College, there has been manifest progress in all directions. Quarterly examinations were introduced in 1886, in addition to the weekly examinations, and the organisation, method and discipline of this Division now leave little to be desired. The boys in Standard III were somewhat weak in grammar, and those of Standard V in composition (principally in consequence of the admixture of Chinese), but the composition in Standard VI was very good on the whole, and so also the arithmetic in all Standards. The cheerful spirit animating all the classes of the European Division is, side by side with the strict discipline of the whole School, a very noticeable feature of St. Joseph's College.\n\n17. The needle-work examination was conducted in 1886 on the plan resorted to in 1885 and explained in my last Annual Report. The needle-work submitted for examination was done in my presence and then forwarded, together with a Schedule detailing the particulars of each child, to a Lady who chose her own Committee and adjudged the merits of each piece of work. This Committee reports having observed real progress made since the previous year. The Committee find that most teachers have been very successful, but that some seem hardly qualified for their position as needle-work teachers. In some cases the Committee were sorely puzzled, the needle-work done in the presence of the examiner being bad and dirty while the other portion of the work was good and clean. It is possible that this may be accounted for by assuming that the children were nervous in the presence of the examiner, but even that does not fully explain the very great difference noticed in some specimens of needle-work. The thanks of the Government are again due to the Lady and her Committee who conducted this needle-work examination with such painstaking minuteness and scrupulous impartiality.\n\n18. The educational movement of the Colony received a considerable stimulus in the year by the introduction of the system of the Cambridge Local Examinations and by the arrangements made for establishing a Medical School in connection with the Alice Memorial Hospital, admission to which may soon become a keenly contested prize, like the Scholarships of the Colony, if the students receive regular and progressive teaching. With the increase of stimulants tending to promote mental exertion, it behoves educationists also to keep an eye on the encroaches which stimulated mental exertion is, especially in this climate, liable to make upon health, and to discern at an early stage what children are and what children are not fitted for the severe and protracted exertion of the mind called forth by a multiplication of competitive examinations. In this Colony, where there is hardly any sphere for the industrial education of the children of European and Portuguese residents, the tendency which Mr. GLADSTONE has described as the fault of modern education, is specially strong, viz., to overcrowd the professions that depend upon the mind as distinguished from those dependent on the hand. There is serious risk in trying might and main to fit young people for the learned and clerical professions that they may be spoiled for handicraft only in order to discover too late that they have not the natural gifts indispensable to success in the more intellectual order.\n\n19. I enclose the usual Tables, I to XVI, containing the Educational Statistics for the year 1886.\n\nI have the honour to be,\n\nThe Honourable F. STEWART, LL.D.,\n\nColonial Secretary.\n\nSir,\n\nYour most obedient Servant,\n\nE. J. EITEL, A.M., PH.D.,\n\nInspector of Schools.", "txt_file_path": "txt/2diw2n4r2/CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5].txt", "external_url": "", "rank": 0 }, { "id": 334144, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "page_number": 428, "title": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "content_text": "EXAMINERS.\n\n12. The Examiners will be the Board of Examiners. Three will form a quorum.\n\nSUBJECTS.\n\n13. The subjects, with the maximum marks attached, will be the following:\n\n \n English Grammar,\n 31\n \n \n Composition,\n 37\n \n \n History,\n \"\n \n \n Literature,\n \"\n \n \n Geography,\n \"\n \n \n Arithmetic,\n 100\n \n \n Algebra,\n 200\n \n \n Euclid, Mensuration,\n 600\n \n \n \n .150\n \n \n \n .150\n \n \n \n .100\n \n \n \n .100\n \n \n \n .100\n \n \n \n > 500\n \n \n \n .100\n \n \n \n .100\n \n\nLatin, or Chemistry, or both, may be offered instead of Euclid or Mensuration, or both, and will be allowed 100 marks each.\n\n14. No candidate will be elected who fails to get 400 marks in the four English subjects, together with 300 marks in the remaining subjects.\n\nDETAILS OF SUBJECTS.\n\nVERNMENT NOTIFICATION No. 189\n\nThe following paper, presented to the Legislative Council, by command of His Excellency the Governor, on the 28th February last, is published for general information.\n\nBy Command,\n\nColonial Secretary's Office, Hongkong, 17th May, 1884.\n\nHongkong.\n\nFREDERICK STEWART,\n\n-Acting Colonial Secretary.\n\n15. Instead of Composition, Chinese Candidates will be allowed to offer Translation from Chinese into English.\n\nHistory.-An Epoch to be selected from time to time by the Examiners.\n\nLiterature.-A Hand book on English Literature, some special play or plays of Shakespeare or work of other English poet to be selected from time to time by the Examiners.\n\nGeography-Political and Physical General, but special knowledge of China, of the British Isles, and of the British Colonies and Dependencies will be required.\n\nArithmetic. All the subjects included in the usual standard text books.\n\nAlgebra. To Quadratic Equations inclusive.\n\nEuclid-Book I at least.\n\nLatin. Some simple book as Cæsar or Cornelius Nepos, with Grammar and Translation of short simple sentences into Latin.\n\nChemistry.-Elementary.\n\n16. In every case the names of the first six candidates will be published in the Gazette in order of merit, with the number of marks obtained and the names of the Colleges where they were educated.\n\n17. It will be in the discretion of the Examiners to select, with the approval of the Governor, the College to which the holder of the Scholarship shall be sent; but King's College, London, is recommended as the best suited for finishing the education of boys and beginning the course of study required by men in the same establishment.\n\nHongkong, 2nd January, 1884.\n\nIn connexion with paragraph 15 of the above Regulations, His Excellency the Governor has been pleased to direct that, for the examination to be held in December next,\n\nThe Epoch in History shall be-The Early History of England to the Conquest:\n\nThe Hand Book on English Literature, Stopford Brooke's Primer:\n\nThe Play of Shakespeare, The Tempest :\n\nLatin, Cæsar, Book 1:\n\nChemistry, Non-metallic Elements and their Compounds, (Roscoe's Elements recommended): Euclid, Book I.\n\nMedicine, or Civil Engineering, in Great Britain, the United Kingdom for the study of Law, Medicine, or Civil Engineering in the United Kingdom)\n\n1. The Government of Hongkong offers two Scholarships of £200 (two hundred pounds) each, per annum, for four years, to students of Victoria, St. Joseph's, and St. Paul's Colleges in the Colony of Hongkong, on the following conditions:\n\n2. One Scholarship will be awarded in each alternate year.\n\n4. The Scholarships will be awarded, after competitive examination, to the Candidate who obtains the highest marks, but subject to the restrictions mentioned below in §§ 6 and 7.\n\nCANDIDATES.\n\nThe Candidates will be students approved by the Governor from Victoria, St. Joseph's, and St. Paul's Colleges, Hongkong; and will be required to bring the following certificates from the Head master of the respective College:\n\n(a.) Certificate of good moral character.\n\n(b.) Certificate of age. Candidates must not exceed 20 years, nor be below 17 years.\n\n(c.) Certificates that they have been students, for at least the three (3) years last past previous to the Examination, at the College that presents them, or at any two of the above named Colleges.\n\nThe successful candidate will be required:\n\n(a.) To proceed to England within two months of his election.\n\n(b.) On his arrival there, to report himself to the Colonial Office as having entered his name at the College specified by the Colonial Government, forwarding in proof thereof a letter from the Principal.\n\n(c.) To forward quarterly to the Crown Agents for the Colonies a certificate of good conduct and proficiency in study from the Principal or Head, upon receipt of which the quarterly instalment of his Scholarship will be paid to him.\n\nThe holder of the Scholarship will cease to be entitled to draw any money if he fail in any of these requirements.\n\n9. Passage will be paid to England by the Government.\n\n10. Return Passage will also be paid, if nothing shall have occurred to disqualify the holder of the Scholarship.\n\nEXAMINATION.\n\n11. The holder of the Scholarship will not be allowed to remove to any other College or Institution than the one specified by the Examiners, without the permission of the Secretary of State.\n\n12. The time of Examination will be within the fourteen days of the month of December. The Examination will take place in December, 1884, and due notice of the day and hour will be given in the Government Gazette.\n\nOctober", "txt_file_path": "txt/2diw2n4r2/CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5].txt", "external_url": "", "rank": 0 }, { "id": 334145, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "page_number": 429, "title": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "content_text": "Diploma of the University of Cambridge.\n\nThere will be an Examiner and person so appointed may be by desocia approved.\n\n14. The Examiners will be the Board of Examiners.\n\n15. The Inspector of Schools will act as local presiding officer for the purpose of such examination on the Governor's behalf.\n\n16. The subjects, with the maximum marks attached, will be the following:\n\n \n English Grammar,\n 100\n \n \n Composition,\n 200\n \n \n History,\n 150\n \n \n Literature,\n 150\n \n \n Geography,\n 100\n \n \n Arithmetic,\n 100\n \n \n Algebra, Euclid, Mensuration,\n 100\n \n \n \n 500\n \n \n Latin, or Chemistry, or both, may be offered instead of Euclid or Mensuration, or both, and will be allowed 100 marks each.\n \n \n\n17. No candidate will be elected who fails to get 400 marks in the four English subjects, together with 300 marks in the remaining subjects.\n\nDETAILS OF SUBJECTS.\n\n18. Instead of Composition, Chinese Candidates will be allowed to offer Translation from Chinese into English.\n\nHistory.--An Epoch to be selected from time to time by the Examiners.\n\nLiterature. A Hand-book on English Literature, and some special play or plays of Shakespeare or work of other English poet to be selected from time to time by the Examiners.\n\nGeography. General, Political, and Physical; special knowledge of China, of the British Isles, and of the British Colonies and Dependencies, will be required.\n\nArithmetic. All the subjects included in the usual standard text books.\n\nAlgebra.-To Quadratic Equations inclusive.\n\nEuclid. Books I and areas of the surface of solids.\n\nMensuration.\n\nLatin-Some ample book of Cæsar with Grammar and Translation of short simple sentences into Latin.\n\nChemistry. Elementary. (See separate sheet annexed).\n\n19. Immediately after the receipt of the results of the examination, the names of the first six candidates will be published in the Gazette in order of merit, with the number of marks obtained and the names of the Colleges where they were educated.\n\n17. It will be in the discretion of the Examiners to select, with the approval of the Governor, the College to which the holder of the Scholarship shall be sent but King's College, London, is recommended as the best suited for finishing the education of boys and beginning the course of study required by men in the same establishment.\n\nHongkong, 2nd January, 1884.\n\nIn connexion with paragraph 15 of the above Regulations, His Excellency the Governor has been pleased to direct that, for the examination to be held in December next,\n\nThe Epoch in History shall be The Early History of England to the Conquest : The Hand Book on English Literature, Stopford Brooke's Primer : The Play of Shakespeare, The Tempest.\n\nLatin, Cæsar, Book I:\n\nChemistry, Non-metallic Elements and their Compounds, (Roscoe's Elements recommended); Euclid, Book I.\n\n3. The holder of a Scholarship can select the Collegiate course he wishes to follow or the Institution where he is to study subject to the approval of the Governor or the Secretary of State for the Colonies, but King's College, London, is recommended as the best suited for finishing the education of boys and beginning the course of study required by men in the same establishment.\n\nC. Every Candidate will be required to undergo a Medical examination with a view to ascertaining that he is in a sound state of health.\n\n9. (continued) and in special cases where the Head Master certifies it to be absolutely necessary. $150 will be made for the purposes of outfit, but the whole amount must be repaid through the Crown Agents, in quarterly instalments, during the first year of the Scholarship.\n\n19. Within a month after the conclusion of examination, all details concerning the successful candidate will be published.", "txt_file_path": "txt/2diw2n4r2/CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5].txt", "external_url": "", "rank": 0 }, { "id": 334146, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "page_number": 430, "title": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "content_text": "Enclosure 3.\n\nC. O.\n\nof the next evening examination will be published in the Government Gazette\n\nWith reference to paragraph 18 of the above Amended Regulations for Government Scholarships for the study of Law, Medicine, or Civil Engineering in the United Kingdom, notice is hereby given that the following additional details of subjects, selected by the Inspector of Schools for the purposes of the next examination to be held in October, 1888, have been provisionally approved by His Excellency the Officer Administering the Government:-\n\nHistory. In addition to general questions regarding the outlines of English History, special questions will be set with reference to the period of the Plantagenets (from Henry II to Richard II).\n\nEnglish Literature.-The period from the Conquest to Chaucer's death (Morley's First Sketch of English Literature). General questions will also be set with reference to the History of English Literature (Stopford Brooke's English Literature Primer).\n\nPlay of Shakespeare. Julius Caesar (with simple questions on the history of the words and the construction of sentences, and other questions arising out of the subject).\n\nLatin.-Cæsar de bello Gallico, liber I. Grammatical and other questions will be set on the language and subject matter of the book. One or more easy passages, not contained in the book, will be set for translation into Latin, & vocabulary of the less familiar words being given.\n\nChemistry. Hydrogen and the Oxides of Hydrogen (Roscoe's Lessons on Elementary Chemistry).\n\nElements of Euclid.-Book II (with questions, deductions and algebraical applications) and Book IV (text of Euclid only).\n\n(In C. S. O. 188+)\n\nHONGKONG.\n\n13140 423\n\nRECE\n\nREGE 4 JUI 87)\n\nAmended Regulations for Government Scholarships for the Study of Law, Medicine, or Civil Engineering, in the United Kingdom, (18th May, 1887.)\n\n1. The Government of Hongkong offers, for the study of Law, Medicine, or Civil Engineering in the United Kingdom, two Scholarships of £200 (two hundred pounds) each, per annum, for four years, to students of Victoria, St. Joseph's, and St. Paul's Colleges in the Colony of Hongkong, on the following conditions :-\n\n2. One Scholarship will be awarded in each alternate year.\n\n3. The holder of a Scholarship can select the Collegiate course he wishes to follow or the Institution where he is to study, subject to the approval of the Governor or the Secretary of State for the Colonies, but King's College, London, is recommended as the best suited for finishing the education of boys and beginning the course of study required by men in the same establishment.\n\n4. The Scholarships will be awarded, after competitive examination, to the Candidate who obtains the highest marks, but subject to the restrictions mentioned below in paragraphs 5, 6 and 7.\n\nCANDIDATES.\n\n5. The Candidates will be students previously approved by the Governor from Victoria, St. Joseph's, and St. Paul's Colleges in the Colony of Hongkong, and will be required to bring the following certificates from the Head Master of the respective College :-\n\n(a.) Certificate of good moral character.\n\n(b.) Certificate of age. Candidates must not exceed 20 years, nor be below 17 years.\n\n(c) Certificates stating that they have been students, for at least the three (3) years last past previous to the Examination, at the College that presents them or at any two of the above named Colleges.\n\n6. Every Candidate will be required to undergo a Medical Examination with a view to ascertaining that he is in a sound state of health.\n\n7. The successful Candidate will be required,\n\n(a.) To proceed to England within two months of his election.\n\n(b) On his arrival there to report himself to the Colonial Office as having entered his name at the College or Institution, approved by the Governor or Secretary of State, forwarding in proof thereof a letter from the Principal.\n\n(c.) To forward quarterly to the Crown Agents for the Colonies a certificate of good conduct and proficiency in study from the Principal or Head, upon receipt of which the quarterly instalment of his Scholarship will be paid to him.\n\n8. The holder of the Scholarship will cease to be entitled to draw any money if he fail in any of these requirements.\n\n9. Passage will be paid to England by the Government, and in special cases, where the Headmaster certifies it to be absolutely necessary, an advance of $150 will be made for purposes of outfit, but the whole amount must be repaid through the Crown Agents, in quarterly instalments, during the first year of the Scholarship.\n\n10. Return passage will also be paid, if nothing shall have occurred to disqualify the holder of the Scholarship.\n\n11. The holder of the Scholarship will not be allowed to remove to another College or Institution without the permission of the Secretary of State.\n\nEXAMINATION.\n\n12. The time of examination will be within the last fourteen days of the month of October.\n\n13. The next examination will take place in October, 1888, and due notice of the day and hour will be given in the Government Gazette.\n\nEXAMINERS.\n\n14. The Examiners will be the Syndicate of the University of Cambridge.\n\n15. The Inspector of Schools will act as local Presiding Examiner and may associate with himself for the purpose such person or persons as may be approved by the Governor.", "txt_file_path": "txt/2diw2n4r2/CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5].txt", "external_url": "", "rank": 0 }, { "id": 334147, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "page_number": 431, "title": "CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5]", "content_text": "SUBJECTS.\n\n16. The subjects, with the maximum marks attached, will be the following:-\n\nEnglish Grammar, 13\n\nComposition, 17\n\nHistory, 100\n\nLiterature, 200\n\nGeography, 150\n\nArithmetic, 150\n\nAlgebra, 100\n\nEuclid, 100\n\nMensuration, 100\n\nLatin, or Chemistry, or both, may be offered instead of Euclid or Mensuration, or both, and will be allowed 100 marks each.\n\n17. No candidate will be elected who fails to get 400 marks in the four English subjects, together with 300 marks in the remaining subjects.\n\nDETAILS OF SUBJECTS.\n\n18. History. An epoch to be selected from time to time by the Inspector of Schools.\n\nLiterature. A hand-book on English literature, and a special play of Shakespeare, or work of any other English poet, to be selected from time to time by the Inspector of Schools.\n\nGeography-General, political and physical geography, but special knowledge of the British Isles, of the British Colonies and Dependencies, and of China, will be required.\n\nArithmetic.-All the subjects included in the usual standard text books.\n\nAlgebra. To quadratic equations inclusive.\n\nEuclid.--I to IV.\n\nMensuration. Lengths, areas, volumes, and areas of the surfaces of solids.\n\nLatin-A book of Caesar, with grammar and translation of short simple sentences into Latin.\n\nChemistry.-Elementary.\n\n19. Within a month after the conclusion of an examination, all details concerning the subjects of the next ensuing examination will be published in the Government Gazette.\n\nRESULT OF EXAMINATION.\n\n20. Immediately after the receipt of the decision of the Examiners, the names of the first six candidates will be published in each case in the Government Gazette in the order of merit, with the number of marks obtained and the names of the Colleges where they were educated.\n\nCORRESPONDENCE.\n\n21. All correspondence with the Government and with the Syndicate of the University of Cambridge on subjects connected with the Government Scholarships must be sent through the Inspector of Schools for the time being.\n\n22. Candidates who intend to compete at the next examination should send in their names to the Inspector of Schools not later than 1st December next, together with the evidence required under paragraphs 5 and 6. The complete list of Candidates will be open to the inspection of Headmasters during the first week in December.\n\nWith reference to paragraph 18 of the above Amended Regulations for Government Scholarships for the study of Law, Medicine, or Civil Engineering in the United Kingdom, notice is hereby given that the following additional details of subjects, selected by the Inspector of Schools for the purposes of the next examination to be held in October, 1888, have been provisionally approved by His Excellency the Officer Administering the Government:---\n\n\"History.-- In addition to general questions regarding the outlines of English History, special questions will be set with reference to the period of the Plantagenets (from Henry II to Richard II).\n\nEnglish Literature. The period from the Conquest to Chaucer's death (Morley's First Sketch of English Literature). General questions will also be set with reference to the History of English Literature (Stopford Brooke's English Literature: Primer).\n\nPlay of Shakespeare.-Julius Cæsar (with simple questions on the history of the words and the construction of sentences, and other questions arising out of the subject).\n\nLatin.--Cæsar de bello Gallico, liber I. Grammatical and other questions will be set on the language, and subject matter of the book. One or more easy passages, not contained in the book, will be set for translation into Latin, a vocabulary of the less familiar words being given.\n\nChemistry. Hydrogen and the Oxides of Hydrogen (Roscoe's Lessons on Elementary Chemistry).\n\nElements of Euclid.--Book II (with questions, deductions and algebraical applications) and Book IV (text of Euclid only).\n\nMemorandum by the Inspector of Schools on the Hongkong Government Scholarships, Amended Scheme.\n\nThe amendment made in the Scheme consists of certain points omitted, altered, or newly introduced.\n\n1. Omitted is only paragraph (15 of the original Scheme) viz: the option given to Chinese candidates of offering translation from Chinese into English, instead of English Composition. The reasons for this omission are (a) that no candidate hitherto availed himself of that option, (b) that under ordinary circumstances, one would not care to avail himself of it (c) that examination in the Chinese language would embarrass the working of the Scheme through the Syndicate of the University of Cambridge.\n\n2. The alterations made in the original Scheme are entirely...", "txt_file_path": "txt/2diw2n4r2/CO129-232 - Acting Governor Marsh Acting Governor Cameron - 1887 [4-5].txt", "external_url": "", "rank": 0 }, { "id": 336794, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-237 - Governor Des Voeus Acting Governor Stewart - 1888 [1-6]", "page_number": 510, "title": "CO129-237 - Governor Des Voeus Acting Governor Stewart - 1888 [1-6]", "content_text": "# Hong Kong Cadetships\n\n## Governor Sir G. William Des Vœux to Lord Knutsford\n\n### Hong Kong, 25th May, 1888\n\n**HONG KONG CADETSHIPS**\n\nWITH a view to supply the Civil Service in Hong Kong, Cadetships have been established, the holders of which are required to devote themselves for a certain time to learning the Chinese Language.\n\n1. The Cadets, who must be natural-born British subjects, are selected by open competitive examination held by the Civil Service Commissioners, to whom all inquiries on the subject should be addressed. The examinations for these appointments will, as a rule, be held in the month of August in those years in which vacancies have occurred in the Civil Service of Hong Kong, and will take place at the same time as those for Cadetships in Ceylon and the Straits Settlements; and the successful Candidates will be allowed, in their order, to choose amongst the vacancies in the three Colonies.\n\n2. Candidates must be between the ages of 21 and 24 on the first day of August in the year in which the Examination is held, and must satisfy the Civil Service Commissioners that they are duly qualified in respect of health and character. They must be of sound constitution, possessed of good sight, and physically qualified for service in tropical climates, and they will be called upon to undergo a medical examination to test these points.\n\n3. No Candidate will be admitted to the competition who has not previously passed to the satisfaction of the Civil Service Commissioners a Preliminary Examination in Handwriting, Orthography, and Arithmetic (including Vulgar and Decimal Fractions).\n\n4. The fees required from candidates are £1 for the preliminary and £5 for the competitive examination.\n\n5. The heads of the competitive examination are as follows:-\n\n| **Subjects** | **Description** |\n| --- | --- |\n| **A. Obligatory** | |\n| a. Latin | Translation from the language; marks for translation into it |\n| b. One of the following languages | Greek, French, German, Italian; translation from the language, marks for translation into it, and colloquial proficiency for Modern languages |\n| c. English Composition | Including Précis Writing |\n| **B. Optional** | Candidates may select any two |\n| d. Pure Mathematics | Euclid I.-IV., and VI.; Algebra, including the Binomial theorem; Trigonometry, including the solution of Triangles; Analytical Geometry (elementary); and mixed Mathematics, including Statics and Dynamics treated without the Differential Calculus |\n| e. Modern Geography and Ancient and Modern History | Written Examination on Ancient and Modern History generally, and an additional Examination on special periods of History |\n| f. The Elements of Constitutional and International Law, and Political Economy | |\n| g. Geology, Civil Engineering, and Surveying | |\n| h. Any two languages included under head b | Which have not been taken up as obligatory |\n\nEvery Candidate must show a competent knowledge of the obligatory Subjects, and may select any two of the Optional Subjects.\n\n*There will be a written Examination on Ancient and Modern History generally, and, in addition, an Examination at which Candidates will have an opportunity of showing their acquaintance with special periods of History, for which purpose they will be invited to name beforehand such periods as they have specially studied.*\n\nPage 504 \nPage 510 \nPage 511", "txt_file_path": "txt/2diw2n4r2/CO129-237 - Governor Des Voeus Acting Governor Stewart - 1888 [1-6].txt", "external_url": "", "rank": 0 }, { "id": 337109, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "page_number": 140, "title": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "content_text": "the Colony, Dr. Eitel in his Report for the year speaks of the \"stimulus last given to the educational movement in this Colony by the introduction at the instance of W. C. J. Bateman, the Headmaster of the Public Schools, of a system of examinations conducted by the Syndicate of the University of Cambridge.\" He states further that \"the suddenness and extent of the healthful impulse which the introduction of this system gave in the year 1887 to the study of the higher branches of an English Education surpassed all my expectations.\" There was hitherto only one School, the Diocesan Home and Orphanage, which during the last five years annually took up the three subjects of the special Grant-in-Aid Scheme, by Algebra, Euclid, and Physical Geography. But in 1887, suddenly five other Schools, St. Joseph's College, the two Victoria English Schools (including even a Girls' School), the Anglo-Chinese School of St. Paul's College, and the Hongkong School took up these same special subjects.\n\n\"A school which has had the effect, described in a Government Official Document on the other Schools of the Colony, could hardly collapse without it being felt as a blow to the cause of education in Hongkong.\" With reference to His Excellency's remark that those who desired some special educational provision for their own class should pay for it, we respectfully point out that in this case they have paid for it, and that on this very account they are entitled to some assistance from the Government. A large sum, varying from about $1,500 to $1,800, has been voluntarily contributed annually during the last nine years, principally by those who...", "txt_file_path": "txt/2diw2n4r2/CO129-238 - Governor Des Voeus - 1888 [7-8].txt", "external_url": "", "rank": 0 }, { "id": 337279, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "page_number": 310, "title": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "content_text": "# HONGKONG. ANNUAL REPORT OF THE HEAD MASTER OF THE GOVERNMENT CENTRAL SCHOOL FOR 1887.\n\nPresented to the Legislative Council, by Command of His Excellency the Governor.\n\n## Government CENTRAL SCHOOL, HONGKONG, 16th January, 1888.\n\nSir, I have the honour to forward the Annual Report on this School for 1887.\n\n1. The total number of boys on the Roll for the past year was 601. The school days numbered 234, the difference from last year being accounted for by the four days special holiday given by His Excellency the Governor in November in connexion with the celebration of Her Majesty's Jubilee.\n\n2. To illustrate the condition of the School during the last five years the following table is annexed :-\n\n| YEAR | Total Number of Scholars | Number of School Days | Monthly Enrolment | | | Average Expense of each Scholar per Average Daily Attendance | Number of School Boys Examined | Percentage of Passes | Actual Nett Expenditure | Percentage of School Fees |\n| --- | --- | --- | Maximum | Minimum | Average Daily Attendance | --- | --- | --- | --- | --- |\n| 1883 | 556 | 236 | 460 | 378 | 394 | 33.22 | 366 | 96.98 | $13,109.51 | 4,121 |\n| 1884 | 558 | 238 | 462 | 362 | 411 | 32.48 | 379 | 95.58 | $13,378.62 | 4,981 |\n| 1885 | 499 | 238 | 437 | 382 | 416 | 29.45 | 412 | 95.38 | $12,885.00 | 5,278 |\n| 1886 | 610 | 238 | 507 | 419 | 416 | 26.17 | 405 | 94.81 | $11,680.41 | 5,422 |\n| 1887 | 601 | 234 | 525 | 417 | 449 | 26.10 | 384 | 97.65 | $11,872.70 | 6,547 |\n\n3. The result of the Annual Prize Examination in English subjects, just held, is eminently satisfactory. Only 9 boys failed out of 384 examined, in other words 97.4 per cent passed. As this is the last Annual Examination which will be held in this school building, the history of which extends over a quarter of a century, I may be pardoned for dwelling on this signal success, which forms a fitting crown to the labours of so many years. It will be remembered that on my arrival, six years ago, after examining the school I expressed my astonishment and gratification at the attainments in English of the Chinese, who form the vast majority of Central School boys. Since then, no stone has been left unturned, steadily and yet without undue haste, to raise the standard. English Composition was introduced into the 4th class; translation from and into Chinese was made obligatory in every class; English Grammar and Geography were extended three classes lower. The result of this extension is shown in the present examination; of the 314 boys examined in English Grammar 90 per cent passed, while 94 per cent passed of the 110 examined in English Composition; and I may say idiom of expression and thoughtfulness in ideas the essays presented by these Chinese boys—who, it must be remembered, do not associate with English out of school hours—cannot fail to be considered admirable. Making comparison with the percentage table of last year, I observe a higher percentage obtained by the school this year in every subject, except Map-Drawing which is about the same figure. Special improvement is noticeable in Arithmetic, Grammar, Geography, Euclid, Algebra, General Intelligence Papers and Mensuration.\n\n4. The severity of the test applied to the classes in this school precludes all possibility of any comparison being instituted with work done in any other school in the Colony. Not only are there no Special Optional subjects—every subject, Euclid, Algebra, Latin, Physical and Commercial Geography, ...\n\nI have the honour to be,\nMy Lord,\nYour Lordship's Most Obedient,\nHumble Servant,\nW. Woraus\n\n**Enclosure 1.**\n**C. O. 19452**\n**REC. No. 2 88.**\n**REC 14 SEP 88, 308**", "txt_file_path": "txt/2diw2n4r2/CO129-238 - Governor Des Voeus - 1888 [7-8].txt", "external_url": "", "rank": 0 }, { "id": 337280, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "page_number": 311, "title": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "content_text": "303\n\ntaught in any class being compulsory to every boy in that class,--but the examination in Grammar is not. The system is, in the Grant-in-Aid System, confined to Analysis Parsing and Definitions, nor in Geography to Map drawing and Definitions; on the contrary, searching general questions are set, more after the type of the Oxford and Cambridge Local Examinations; nor must I forget to mention the two papers, translation from and into Chinese, in each class, which prove such a stumbling-block to non-Chinese boys and so ruthlessly handicap them in the race for prizes. The system I adopted on arrival, and which I have since maintained, is that to pass in each subject a boy must obtain at least half-marks, and failure in more than half the subjects of his class makes a boy a complete failure. This year there were 15 subjects in the First Class, as opposed to 8 subjects in 1882; therefore this year, a boy required for a bare pass, as much as would have gained him excellent distinction six years ago. If this School had been examined on Grant-in-Aid principles, we could have presented 69 boys in the highest Standard, Standard VI; 41 in Standard V, 102 in Standard IV; 100 in Standard III; 52 in Standard II; and 20 in Standard I; moreover Copy-writing would have been taken into account for 274 boys, instead of merely for the 70 boys at the bottom of the school.\n\n5. The Upper School was examined in a first year's work in Latin, the same paper was set to all three classes, and though the questions were stiff, very creditable answers were obtained. Class I was examined in three books of Euclid; and in Algebra offered Surds, Scales of Notation, &c. up to Harmonical Progression. Class IV passed excellently in Algebra and Euclid.\n\n## STAFF\n\n6. Mr. ARTHUR, Third Master, was transferred to the Magistracy early in the year. He was a thoroughly efficient, successful, and popular teacher, able to maintain excellent discipline without any ostentation, and having no need to resort to severity. In the important subject of English Reading and Pronunciation, which, to those not practically engaged in teaching English to foreigners, might appear easy, he was unrivalled. The school was fortunate in obtaining the services of Mr. JAMESON, a graduate of Peterhouse Cambridge, whose engagement at another school happily terminated at the time of Mr. ARTHUR's transfer. Mr. JAMESON laboured strenuously throughout the year, with what success may be estimated from the fact that only one boy failed, out of the three classes in his charge, which comprised 126 boys. On April 1st Mr. Mox, 3rd Chinese Assistant was transferred to the Registrar General's Office, Mr. Cnt took his place, and Mr. Lo Kit was promoted from Senior Pupil Teacher to be 4th Chinese Assistant. In my report on the requirements of the New School forwarded twelve months ago, I drew special attention to the injury done to the school, by Masters, English and Chinese, leaving on account of dissatisfaction with salaries, and I trust that my suggestions on this head will meet with the approval of the authorities.\n\n7. That the whole Staff deserves credit for the past year's work is evident from the results of Examination given above; but I wish to bear my testimony to the important fact, of which I alone can be cognisant, that in this school, there is no spasmodic cramming at the end of the year, with a view to dazzling effect; but steady uniform work, willingly and cheerfully performed consistently throughout the year. As in the New School a larger amount of responsibility in teaching will fall into the hands of the Chinese Assistants, I desire to draw particular attention to the good results obtained by the four classes V-VIII, which were entrusted to the care of the four Chinese Assistants. The excellent papers, in most instances, done by these boys, in English Grammar, Geography, Dictation and Arithmetic show that there is no ground for apprehension, that English subjects cannot be adequately taught by Chinese.\n\n8. I have received from Mr. JAMESON, Master in charge of the Preparatory School, a very favourable report of the work done by the six Articled Pupil Teachers. This is very satisfactory, and marred alone by the fact, that one of the Pupil Teachers gave evidence of persistent neglect of his First Class studies, which culminated, as might naturally be expected, in a pass, which can only be viewed as discreditable.\n\n## CAMBRIDGE LOCAL EXAMINATION\n\n9. The six candidates who entered for the Cambridge Local Examination in 1886 acquitted themselves well. The Senior candidate passed in Arithmetic, English Grammar, Composition, and History, Geography, Euclid, and Algebra, but failed in Scripture. As a Chinese, he had natural difficulty with this subject, but his experience has led him to devote more attention to it for the late examination. Of the five Juniors, Howard and MADAR obtained certificates and have therefore the distinction of being the first Hongkong boys to obtain that honour; two others WONG FAN and WONG PING failed only in History and Geography, or it may be in only one of these as particulars were not given. The remaining boy was incapacitated by fever. That the boys themselves considered this result encouraging is evident from the fact, that they all entered for the late examination; MADAR abandoned the project only on leaving school, and five new boys swelled the number. In October last the Colonial Secretary, Hon. F. STEWART, LL.D., presented the parchments to the two successful candidates, for it seemed specially appropriate that the late headmaster should perform in his old school a ceremony, that occurred for the first and last time, and which will prove a prominent link between this school and the new college.\n\n10. I cannot refrain from here taking the opportunity to defend the Local Examinations against two serious imputations, cramming and competition, that have been laid to their charge. Cramming, the process by which a man of experience reduces, for the sake of his pupils, the wide area of any given subject, by judiciously selecting those portions, on which questions are likely to be set. This method is open to the obvious objection that first principles and sound basis are sacrificed to show results in answer to Catch Questions. Now when year after year, bodies of examiners, like the Oxford Delegates and Cambridge Syndicate set forth varied questions, testing the knowledge of rudiments in each subject, as well as embracing the highest achievements, and at the same time distinctly state that each candidate must satisfy the examiners in Rudimentary knowledge in each subject--to talk of cramming in connexion with these examinations merely argues want of information in those who hazard the statement. As regards the Central School, this charge is simply ludicrous; the local candidates study their subjects in a class of 60 boys; only one hour a week, in the afternoon, is allowed for instructions in each of the special subjects (as Shakespeare and the Epoch of History) and for instruction in Higher Euclid and Algebra.\n\n11. The idea of Competition is foreign to the purpose of local examinations, which is to provide one standard for boys educated in different schools on widely varying principles. Each boy does his best to pass well, and if possible to obtain distinction; but there is no personal emulation to urge him to outstrip any particular boy, which is the necessary element of competition as applied to school-boy life. Unfortunately, however, the attempt has been made, to raise the spirit of competition, not among scholars but schools. Such a feeling should not be admitted for a moment; not only is there no contest, but there is actually no uniformity of conditions. One school may send in all the boys in certain classes, another may offer only selected candidates. One school may have a large staff of masters, another may be without this advantage. It is not the custom in England, as far as my personal knowledge reaches, for comparison to be made between the results in different schools in the same town. Whatever wholesome emulation may be personally stirred among the masters, no comparisons are drawn between the results (say) of a Grammar School and of a Board School, nor between the latter and those of a Denominational School; nor in fact would it be possible as the basis of comparison is wanting.\n\n## OLD SCHOLARS\n\n12. In the past year we were gratified by the news of Mr. WALTER BOSMAN'S (Government Scholar) final success at the Engineering College at the Crystal Palace. He was presented with the Society's Bronze Medal for sustained distinction, in no less than 9 terminal examinations. His future successes will not come within the scope of School Reports, but he will continue to carry with him the good wishes of his old school-fellows and schoolmasters.\n\n13. It is also worthy of note that Mr. TAI TIN-eur, who left the Second Class of this school at midsummer after showing marked aptitude for English Studies, graduated last November as Sau Tsoi at Canton. I am informed that this is the first time this success has been achieved by a Central School boy. It must, however, be clearly understood that the credit of this success does not belong to this school, for as a rule we can do but little more than preserve the knowledge of Chinese a boy brings with him; still Mr. TAI has shown conclusively that application to English studies need not cause a boy to abandon the pursuit of native literature.\n\n## HEALTH\n\n14. The health of the school suffered from the fever and small-pox prevalent in the town, at the close of the year. The Sick List in December is the largest I remember.\n\n## CONCLUSION\n\n15. I will conclude with a few general remarks. The new school is lasting to its completion, and I sincerely trust, that we are not doomed to pass another summer in these overcrowded class-rooms, from which air is effectually blocked out by the houses that hem us in, on every side. It may be that in another year Chinese dwellings may stand on the site of this old School, but its memory will endure; a dozen Morrison scholars, and one Government scholar, hundreds of clerks in English and Chinese Government Service, and a countless number of mercantile clerks scattered over the Far East will have these old walls photographed on their memory of happy youthful days, as long as life shall last. The standard of education at the Central School may be said this year to have attained its High Water mark, it only remains for the Victoria College to take this tide at the flood and so be led on to Fame and Fortune.\n\nI have the honour to be,\n\nSir,\n\nYour most obedient Servant,\n\nGEO. H. BATESON WRIGHT, M.A., \nHead Master.\n\nThe Hon. FREDERICK STEWART, LL.D., \nColonial Secretary, \n&c., \n&c.", "txt_file_path": "txt/2diw2n4r2/CO129-238 - Governor Des Voeus - 1888 [7-8].txt", "external_url": "", "rank": 0 }, { "id": 337283, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "page_number": 314, "title": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "content_text": "312 \n\n11. In the case of the Government Central School, the result of the year's work has been tested as usual by means of a joint examination conducted by the Head-Master and myself. The general value of the year's work, as ascertained by these examinations, will be found summarized in the Head-Master's Report, but I subjoin the usual statistical tables which indicate, in detail, the progress made in 1887 by the several divisions and by each of the eleven classes of the School.\n\n## GOVERNMENT CENTRAL SCHOOL - NUMBER OF BOYS PASSED IN EACH SUBJECT IN 1887\n\n## GOVERNMENT CENTRAL SCHOOL - CHINESE EXAMINATIONS, PERCENTAGE OF PASSES IN EACH SUBJECT, IN 1887\n\n### Anglo-Chinese Division\n\n| Class | No. of Boys Examined | Copy Writing | Reading | Dictation | Chinese Characters | Translation | Total Percentage Passed |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| I | | | | | | | |\n| II | 23 | 27 | 44 | 43 | 56 | 47 | 41 |\n| III | 18 | | | | | | 28 |\n| IV | 34 | | | | | | 44 |\n| V | | | | | | | 43 |\n| VI | | | | | | | 55 |\n| VII | | | | | | | 46 |\n| VIII | | | | | | | 23 |\n| IX | | | | | | | |\n| X | | | | | | | |\n| XI | | | | | | | |\n| Total | 384 | 375 | 372 | | | | |\n\n| Class | Examined | Total No. Passed | Reading | Writing | Dictation | Arithmetic | English | Chinese | English into Chinese | Chinese into English | Grammar | Geography | Map-drawing | Composition | Euclid | Algebra | History | Latin | Intelligence | General Mensuration |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| I | 16 | 20 | 19 | 15 | 11 | 23 | 26 | 26 | | | 17 | 19 | | | 12 | 12 | 12 | 10 | 12 | 8 |\n| II | 20 | 19 | 17 | 19 | | | | | | | | | | | 12 | 9 | 12 | 12 | 9 | 100 |\n| III | | | | | | | | | | | | | | | 11 | 7 | 6 | 9 | 9 | 5 |\n| IV | 21 | 21 | 14 | 16 | 17 | 16 | 39 | | | | | | | | | | | | | 73 |\n| V | 21 | 20 | 23 | 19 | 24 | 23 | 35 | 42 | 31 | 49 | 40 | 42 | 41 | 41 | | | | | | |\n| VI | 14 | 16 | 17 | 16 | 39 | 39 | 36 | 33 | 31 | 38 | 30 | 20 | 23 | 19 | | | | | | |\n| VII | 17 | 16 | | | | | | | | | | | | | | | | | | |\n| VIII | | | | | | | | | | | | | | | | | | | | |\n| IX | | | | | | | | | | | | | | | | | | | | |\n| X | | | | | | | | | | | | | | | | | | | | |\n| XI | 23 | | | | | | | | | | | | | | | | | | | |\n| Total | 325 | 292 | 222 | 233 | 230 | 103 | 92 | 222 | 23 | 98 | 48 | 51 | 45 | | | | | | | |\n\n### Chinese Class\n\n| Class | No. of Boys Examined | Essay | Letter | Prosody | Total Percentage Passed |\n| --- | --- | --- | --- | --- | --- |\n| I | 41 | 37 | 35 | 11 | 67 |\n| II | 28 | 59 | 54 | 60 | 71 |\n| | | 66 | 39 | 58 | 66 |\n| | | 38 | 34 | 27 | 24 |\n| | | 40 | 36 | 28 | 33 |\n| | | 82 | 19 | 16 | 16 |\n| Total | | | | | |\n\n## GOVERNMENT CENTRAL SCHOOL - PERCENTAGE OF PASSES IN EACH SUBJECT IN 1887\n\n| Class | | | | | | | | | | | |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| I | 85.71 | 89.28 | 57.14 | 71.43 | 75.00 | 89.28 | 85.71 | 82.14 | 89.28 | 92.85 | 57.14 |\n| II | 100.00 | 82.61 | 82.61 | 82.61 | 86.95 | 86.95 | 91.30 | 91.30 | 95.65 | 95.65 | 82.61 |\n| III | 100.00 | 100.00 | 83.33 | 61.11 | 77.77 | 88.88 | 94.44 | 88.88 | 94.44 | 66.66 | 77.77 |\n| IV | 97.55 | 97.55 | 56.10 | 63.41 | 92.68 | 95.12 | 95.12 | 87.80 | 92.68 | 92.68 | 85.36 |\n| V | 100.00 | 97.05 | 76.47 | 50.00 | 91.17 | 97.05 | 91.17 | 97.05 | 88.23 | | |\n| VI | 92.59 | 96.29 | 77.78 | 70.37 | 74.07 | 85.17 | 70.37 | 77.78 | 85.17 | | |\n| VII | 97.72 | 100.00 | 100.00 | 79.55 | 90.91 | 95.45 | 93.18 | 93.18 | 86.36 | | |\n| VIII | 100.00 | 100.00 | 97.67 | 72.09 | 93.02 | 95.34 | 76.79 | 90.69 | 86.04 | | |\n| IX | 98.35 | 98.85 | 88.50 | 90.14 | 91.78 | 93.43 | 100.00 | | | | |\n| X | 100.00 | 97.87 | 93.61 | 89.36 | 95.74 | 82.98 | | | | | |\n| XI | 100.00 | 100.00 | 100.00 | 95.65 | 78.26 | 91.30 | | | | | |\n| Total | 394 | | | | | | | | | | |\n\n12. Comparing the results of the year 1887, as tabulated above, with the results exhibited by the previous year's examinations, it is evident that the Government Central School not only maintains its high standard successfully, but continues making solid progress year by year. As to the comparative results achieved in the several sections of the School, Classes II, III, VII, X and XI distinguished themselves particularly by a high average uniformly secured in almost every subject, excepting only Reading in Classes II and X and Arithmetic in Classes III and VII. Compared with last year, Class I did better in every subject with the exception of Euclid, History and Map-drawing, and the progress made in Dictation was specially to be appreciated. Classes IV and V appeared to be rather weak in Dictation and Arithmetic, but exhibited in all the other subjects sensible improvement, which was specially noticeable in the case of Class IV in Composition and Euclid and in the case of Class V in Grammar. Classes VI and VIII showed good progress in the subjects of Dictation and Arithmetic but slightly poorer results in Translation. Class VII did very well in Reading, Dictation and Translation, but there was some falling off in Arithmetic and Map-drawing. Class IX did in most subjects better than in the previous year, with the exception of Dictation and Translation. The Chinese Classes of the School showed on the whole satisfactory results, but especially so the Anglo-Chinese division where very marked progress has been made. The addition of Latin to the list of higher subjects taught in the Government Central School is a noticeable innovation, characteristic of the year 1887, which has added new subjects to the program of a number of other Schools in the Colony. In the early years of the Government Central School, anything beyond a partial mastery of the English language was viewed by the Chinese boys of the School as an irksome burden and as a waste of time, but after a while, little by little, they came to appreciate Mathematics also and Chemistry, and at one time (1870) even the Theory of Music and Drawing were included among the subjects taught in the School. Chemistry, which for some years dropped out of the program, and Book-keeping, which has been taken up in several of the Grant-in-Aid Schools, are at the present day making their claims felt. But there is a danger of over-burdening youthful brains and teaching multa instead of the better multum. School-hours have already reached the limit of what is safe to health. Home-lessons, indispensable as they are, are already dangerously encroaching upon the time needed for exercise. The remedy appears to me to lie in forming a higher division over and above that which now includes the first class of the Government Central School. If scholars can be induced to stay in School a year or two longer, all the higher subjects like Chemistry, Book-keeping, Latin and Mathematical Drawing, and so forth, might be relegated to this senior division which eventually might be affiliated with some English University.", "txt_file_path": "txt/2diw2n4r2/CO129-238 - Governor Des Voeus - 1888 [7-8].txt", "external_url": "", "rank": 0 }, { "id": 337284, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "page_number": 315, "title": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "content_text": "313\n\n## 13. The Anglo-Chinese Schools of the Government\nThe Anglo-Chinese Schools of the Government, located at Saiyingp'ún, Wántsai, Wongnaich'ung, Stanley, and Yaumáti, do not call for special remarks this year. The examinations of these schools showed fair results, which is the more to be appreciated as in those schools which are situated out of town, there is, with the exception perhaps of Stanley, little support given to the efforts of the Master by the villagers, who care far more for good Chinese teaching than for English. The inhabitants of Shaukiwán have been petitioning during the year 1887 for re-introduction of English teaching in their Vernacular School, but although another attempt in that direction has to be made, it is always done in the villages at the imminent risk of spoiling a good Vernacular School by changing it into a badly attended Anglo-Chinese School, especially in places like Shaukiwán where several Chinese dialects are represented among the people.\n\n## 14. Introduction of Arithmetic Teaching\nThose Government Schools and Aided Schools which hitherto gave a Chinese education, pure and simple, exclusively in the Chinese language and according to Chinese national methods, entered with the year 1887 upon a new phase of their existence, through the introduction of Arithmetic teaching, which is not only a striking departure from the groove of Chinese tradition but will prove the thin end of the edge for the introduction of class teaching, time table, mental training, and in short an approach to the methods and organization of a European School. For the present, the step taken in this direction is seemingly insignificant, and with one solitary exception, the teachers of all the Schools, including even the Aided Schools in the Villages, took this step cheerfully. At the beginning of the year, I supplied each Master with simple Addition and Multiplication Tables (in Chinese characters) and brief directions to teach all children under 10 years simple Addition, whilst the rest were to be taught both Addition and Multiplication. But I left it free to each Master to choose whatever method he might prefer, to use the Chinese abacus, to have sums done in writing, or to teach simply mental Arithmetic, in any way he pleased. The results obtained at the end of the year might be called satisfactory, had they not been gained, in almost all cases, at the expense of Geography teaching, which was generally neglected in proportion as Arithmetic teaching was cultivated. Not one Master taught the use of the European method of Arithmetic; most used the Chinese abacus. One Master boldly took the European system of notation and taught, beside Mental Arithmetic, also Addition, Subtraction, and Multiplication with the use of the blackboard and little wooden tablets (in the place of slates), making his children work out every sum in writing according to the European method. Another Master resolved to use no foreign method whatever but determined to teach Arithmetic strictly according to ancient Chinese models. So he took an old Chinese book, published some four centuries ago under the Ming dynasty, and actually taught his boys the four rules, and, in the case of the eldest class, he taught even the extraction of square root and cube root, with Chinese figures indeed but with the minutest adherence to the European method. In doing so, the Master gloried all the time in the notion that he was following exclusively Chinese principles, for he was blissfully unaware that his old Chinese book was the work of a Chinese pupil of **MATTHEW RICCI**. The next step that may be taken will be to supply each teacher with a simple manual for his guidance in teaching the four rules according to the European system of Arithmetic, and to do the same for the teaching of Chinese Geography.\n\n## 15. Grant-in-Aid Schools in Class I\nAs regards the Grant-in-Aid Schools in Class I, that is, Schools which give a Chinese education exclusively in the Chinese language, I subjoin a comparative Table exhibiting the results of the working of the Revised Scheme (of 1883) which came into operation in 1884. The aim of that revision was to increase the pensum of work to be done under the several Standards, to reduce the earning power of these comparatively inexpensive Schools, and, finally, to encourage the teachers to bring more children under instruction in the higher Standards without skipping the lower ones.\n\n### TABLE shewing the EFFECTS of REVISION of SCHEME (1883) on SCHOOLS in Class I\n| Standards | Number of Scholars examined in Schools in Class I | Amount earned by Passes (apart from Capitation Grant and Needle-work) |\n| --- | --- | --- |\n| | 1884 | 1885 | 1886 | 1887 | 1884 | 1885 | 1886 | 1887 |\n| I. | 76 | 128 | 271 | 872 | $146 | $160 | $462 | $654 |\n| II. | 657 | 789 | 652 | 639 | $3,124 | $3,052 | $2,496 | $2,464 |\n| III. | 470 | 446 | 474 | 487 | $3,208 | $2,196 | $2,184 | $2,100 |\n| IV. | 120 | 128 | 138 | 153 | $840 | $624 | $640 | $856 |\n| V. | 26 | 26 | 44 | 32 | $230 | $210 | $320 | $250 |\n| VI. | 2 | 9 | 11 | 13 | $24 | $108 | $120 | $108 |\n| Total | 1,251 | 1,476 | 1,590 | 1,696 | $7,572 | $6,350 | $6,222 | $6,432 |\n\n## 16. Analysis of the Table\nIt will be seen from the above Table that the amounts earned by these Grant-in-Aid Schools in Class I has increased from year to year, but the rate of increase has been far below the natural increase of the number of children in attendance. It will further be observed that there has been from year to year an increase in the number of children annually brought forward into the higher Standards. Thus, the main object of revising the Scheme in 1883 has been fairly attained. There is, however, another point in connection with the above Table that requires comment. It appears from the above figures, on taking an average of the last four years, that from 1884 to 1887, the average number of scholars annually examined in the successive Standards of the Schools in Class I was as follows: Standard I, 211 scholars; Standard II, 617; Standard III, 469; Standard IV, 135; Standard V, 32; and Standard VI, 9. At first glance, these figures appear to indicate that the children attending these Schools generally remain under instruction only some 3 or 4 years, that few stay in school 5 years, and that a very small proportion of children complete their course of education by reaching Standard VI. Now it is true indeed that, as a general rule, very few children, and especially very few girls, are left long enough in these purely Chinese Schools to finish their education there. But that does not prove that none of them continue their education in a higher Class of Schools. Chinese girls indeed are not sent to English Schools, and so far as they are concerned, the above figures undoubtedly prove that Chinese girls are, as a rule, removed from school before they reach the highest Standards. But the above figures must also be read in the light of the fact that the vast majority of boys attending these Chinese Schools in Class I pass on, after reaching Standard III or IV, into the Government Central School or into other English or Anglo-Chinese Schools (in Class IV of the Grant-in-Aid Scheme) to learn English there, whilst continuing, privately or in those Anglo-Chinese Schools, to keep up that Chinese knowledge obtained by them in the lower Standards of those Primary Chinese Schools in Class I. In other words, the above figures, whilst indicating a defect in the education of Chinese girls, show also, in the case of boys, that those Primary Chinese Schools in Class I act as the natural feeders of our Middle Class Schools, so far as the Chinese population is concerned, and that in their case, a sound knowledge of the vernacular is now generally made the preliminary stepping stone for reaching a sound English education. The same important principle has been recognized also, as I have shown in former Reports, by the Portuguese community in this Colony. It is a principle which is now in India persistently urged upon educationists, since it has been generally recognized that the preservation of the vernacular in all Classes of Schools is required in order that the mental progress of the scholar may be reflected in his increased power to make use of his own language.\n\n## 17. Grant-in-Aid Schools in Class III\nThe Grant-in-Aid Schools in Class III (Basel and Berlin Missions) continue to show good results. In these Schools, which give a European education (to Chinese Girls) in the Chinese language, a laudable tendency has of late set in, to confine the use of the Romanized system of writing Chinese within reasonable limits and to teach in the higher Standards as much as possible of the written Chinese character. Evidence of the beneficial effect of this movement presented itself in a marked manner at the examinations held at the end of the year 1887. Formerly, showy results in Chinese composition and letter writing were obtained, in the Romanized character, in these Schools, but, through comparative neglect of the use of the written Chinese character, children who passed successfully Standard VI were generally left unable to read or write an ordinary Chinese letter or simple bill for goods bought or sold. At the last examinations, I noticed in this respect a great change for the better. The Chinese girls in these Schools are, for instance, still taught to write in good colloquial prose (Romanized) answers to searching questions in the history of Babylonia, Egypt, Greece, and Rome, but they are now also gaining proficiency in writing simple prose or ordinary letters in the common Chinese character. It is to be regretted that the history teaching of these Schools excludes at present, for want of a suitable manual, the history of China. But as, besides History, also Arithmetic (as far as decimal fractions) and Geography are added in these Schools to the ordinary subjects of an elementary Chinese education, it must be admitted that the wide range of education given in these Schools is eminently satisfactory, and does credit to the Basel and Berlin Missions.\n\n## 18. Grant-in-Aid Schools in Class IV\nThe Grant-in-Aid Schools in Class IV have made extraordinary progress in the year 1887. I referred in the previous year's Report to the stimulus which had been given to the educational movement in this Colony by the introduction (at the instance of Mr. C. J. **BATEMAN**, Headmaster of the Hongkong Public School) of the system of non-gremial examinations conducted by the Syndicate of the University of Cambridge. I expected this measure to exercise, in time, a great and healthful influence towards raising the standard of English education in the Colony. I apprehended also certain drawbacks, temptations, and dangers to attach themselves to this as to every other strong stimulative measure. Surveying now the educational work of the year 1887, I certainly see, even at present, some of the drawbacks I referred to, but the suddenness and the extent of the healthful impulse which the introduction of the Cambridge Local Examinations gave, in the year 1887, to the study of the higher branches of an English education, has surpassed all my expectations. There was hitherto only one School, the Diocesan Home and Orphanage, which, during the last 5 years, annually took up three of the special subjects of the Grant-in-Aid Scheme, viz., Algebra, Euclid, and Physical Geography. But in 1887, suddenly 5 other Schools, St. Joseph's College, the two Victoria English Schools (including even a Girl's School), St. Paul's College (Anglo-Chinese School), and the Hongkong Public School,", "txt_file_path": "txt/2diw2n4r2/CO129-238 - Governor Des Voeus - 1888 [7-8].txt", "external_url": "", "rank": 0 }, { "id": 337285, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "page_number": 316, "title": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "content_text": "## 314\n\n(recently placed under the Grant-in-Aid Scheme) took up those same special subjects. The Victoria English Schools came out strongest in this respect, gaining the proportionately largest number of passes, in Book-keeping (Turner's Commercial Guide and Hunter's Civil Service Examination Questions), Algebra, Euclid, and Physical Geography. St. Joseph's College also distinguished itself both by the number of higher subjects taken up (adding Findlater's Astronomy to the other subjects), and by the thoroughness in which these subjects were taught. The increase in the expenditure, thus caused, made it necessary to subject all the various Classes of Schools to a uniform reduction of the grants nominally earned. There was no injustice in including under this reduction also the Schools in Class I and III, because both those Classes of Schools, but especially the Chinese Schools in Class I, being comparatively inexpensive Schools, had all along an undue advantage annually earning from three fourths to nine tenths of their actual expenditure, whilst Schools in Class IV generally earn a grant covering, at the best, one fourth or one third of their expenses.\n\n19. The Needle work Examination was conducted on the plan adopted several years ago which now appears to work satisfactorily. Greater strictness has been exercised in 1887 in excluding from examination, after timely previous warning, any kind of needle work which did not come clearly under the denomination of plain sewing. The aim is to encourage domestic and practically useful needle-work rather than decorative and fancy work.\n\n20. Arrangements have been made, during the year 1887, to award the Hongkong Government Scholarship henceforth on the basis of written examinations conducted by the Syndicate of the University of Cambridge, the Inspector of Schools acting as Local Presiding Examiner. Opportunity was also taken of this measure, which is virtually another effect of the introduction in the Colony of the above-mentioned Cambridge Local Examinations, to remodel the conditions of the Hongkong Government Scholarship in other respects.\n\n21. I enclose the usual Tables, I to XVI, containing the Educational Statistics for the year 1887.\n\nI have the honour to be,\nSir,\nYour most obedient Servant,\n\n**TABLE 1-NUMBER OF SCHOLARS attending School subject to Government Supervision during 1887**\n\n| Native School (Govt.) | Native School (Aided) | Grant-in-Aid School | Name of School |\n| --- | --- | --- | --- |\n| | 37 | + | American Board Mission, Bridges Street (Boys) |\n| | | + | Station Street (Boys), Hinglung Lane (Boys) |\n| | | T | Aplichau |\n| | | | Queen's Road West (Boys) |\n| | 7 | ** | Basel Mission, High Street (Girls) |\n| | 8 | | Shamshulpo (Boys) |\n| | | | Berlin Mission (Girls) |\n| 10 | 11 | IL | Central School (Boys) |\n| 12 | 34 | | Poltinger Street (Boys) |\n| 13 | 31 | | |\n| | | yg | |\n| | | 17 | |\n| | 74 | | |\n| | 27 | | |\n| | => | | |\n| | | 20 | |\n| | | 21 | |\n| | | 22 | |\n| | 17 | | |\n| | W | | |\n| | 28 | | C. M. S., St. Stephen's 1. Division (Boys) |\n| | | | Lyndhurst Terrace (Boys) |\n| | | | Salyingptún (Boys) |\n| | | | St. Stephen's Baxter Memorial (Girls) |\n| | | | Lyndhurst Ferraro (Girls) |\n| | | | Third Street (Girls) |\n| | | | Yaumati (Mixed) |\n| | | | Hunghow (Boys) |\n| | | | Diocesan Home and Orphanage (Boys) |\n| | | | F. E. S., Bonham Road (Girls) |\n| | 20 | | Hoktsui |\n| | | | Hokün |\n| | | | High Street (Girls) |\n| | | | Queen's Road (Girls) |\n| | | | Hollywood Road (Girls) |\n| | | | Pottinger Street (Girls) |\n| | | | Stanley School (Girls) |\n| | | | Shaukiwán |\n| 30 | | | Hongkong Public School (Boys) |\n| | | | Hunghom |\n| | | | Little Hongkong |\n| | | | L. M. S., Hollywood Road (Boys) |\n| | | | Wantoni (Boys) |\n| | | | Shekt'ongtsui (Boys) |\n| | | | Salyingpin I. Division (Boys) |\n| | JI | | (Boys) |\n| | | | Hunghom (Boys) |\n| | | | Aberdeen Street (Girls) |\n| | | | Shekongtsui (Girls) |\n| | | | Kau-ü-fong (Girls) |\n| | | | Ship Street (Girls) |\n| | | | Stanley Street (Girls) |\n| | | | East Street (Boys) |\n| 71 | F! | | Lower Lascar Row (Girls) |\n| | | | Tanglungchau (Girls) |\n| | | | Tairingslum Chapel (Girls) |\n| | | | Salyingpin First Street (Girls) |\n| | | | Wantsai (Girls) |\n| | | | Staunton Street Upper School (Girls) |\n| | | | Lower (Girls) |\n| 31 | | | |\n| 32 | | | year 1887 |\n| 33 | 3+ | | |\n| 12 | 35 | +7 | Yaunti (Boys) |\n| * | 21 | 50 | |\n| | 71 | 51 | E. J. EITEL, M.A., Ph. D., Inspector of Schools |\n| 52 | 3 | | |\n| | | | Mát'auch'ung |\n| 54 | | | Máriaustin |\n| 55 | | | Mongkok |\n| 56 | 7 | | New Village (Little Hongkong) |\n| | | | Nampakhong Tokwáwau (Boys) |\n| 58 | | | Pokfulmu |\n| 59 | | | R. C. M., Cathedral School (Boys) |\n| M | | | |\n| 61 | } | | |\n| 62 | } | | |\n| 63 | }} | | |\n| G | GF | | |\n| 11 | 67 | | Bridges Street, Poor School (Girls) |\n| | | | St. Joseph's College Chinese Division (Boys) |\n| | European # | | |\n| | | | Italian Convent (Girls) |\n| | | | (Boys) |\n| | | | Bridges Street Portuguese School (Mixed) |\n| | | | St. Francis Chapel, Portuguese School (Mixed) |\n| | | | Victoria Portuguese School (Mixed) |\n| 65 | | | English School (Boys) |\n| | (Girls) | | |\n| 69 | | | Sayingpan (English) |\n| 70 | (Punti) | | |\n| 71 | (Hakka) | | |\n| 72 | | | Shalwin |\n| 73 | | | Shaukiwán |\n| 7-1 | | | Sheko |\n| 76 | | | |\n| 77 | | | St. Paul's College Anglo-Chinese (Boys) |\n| 78 | | | Stanley |\n| 79 | | | Taitantuk |\n| 80 | | | Taiwongkang |\n| $1 | | | Tanglungchau (Hakko) |\n| | 19 | | (Punti) |\n| N1 | | | Tokwawan (Eastern Village) |\n| $5 | | | (Western Village) |\n| 86 | | | Tsatiszemúi |\n| $7 | | | Wantsai (English) |\n| S8 | | | (Chinese) |\n| | | | Wesleyan Mission, Spring Gardens (Boys) |\n| > | | | Wellington Street (Boys) |\n| 80 | | | |\n| 90 | | | Wongkoktaui |\n| 92 | | | Wongmakok |\n| 93 | | | Wougnaichung |\n| 94 | | | Yaumati |\n| | (Girls) | | |\n| 127 | 215 | 117 | Total |\n| 32 | 100 | 42 | |\n| | 601 | 868 | 310 |\n| | 4,100 | 5,971 | 40 |\n| | 65 | 70 | 76 |\n| | 36 | 47 | 20 |\n| | 18 | | |\n\nThe Hon. FREDERICK STEWART, LL.D.,\nColonial Secretary.", "txt_file_path": "txt/2diw2n4r2/CO129-238 - Governor Des Voeus - 1888 [7-8].txt", "external_url": "", "rank": 0 }, { "id": 337335, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "page_number": 366, "title": "CO129-238 - Governor Des Voeus - 1888 [7-8]", "content_text": "## Rules and Regulations for Government Scholarships\n\n10. Return passage will also be paid, if nothing shall have occurred to disqualify the holder of the Scholarship.\n\n11. The holder of the Scholarship will not be allowed to remove to another College or Institution without the permission of the Secretary of State. In the event of the holder of the Scholarship being articled, his personal approval and consent should be first obtained in writing.\n\n12. The time of examination will be within the last fourteen days of the month of October.\n\n13. The next examination will take place in October, 1888, and due notice of the day and hour will be given in the Government Gazette.\n\n## EXAMINERS\n\n14. The Examiners will be the Syndicate of the University of Cambridge.\n\n15. The Inspector of Schools will act as local Presiding Examiner, and may associate with himself, for the purpose, such person or persons as may be approved by the Governor.\n\n## SUBJECTS\n\n16. The subjects, with the maximum marks attached, will be the following:\n| Subject | Maximum Marks |\n| --- | --- |\n| English Grammar | 100 |\n| Composition | 200 |\n| History | 600 |\n| Literature | 150 |\n| Geography | 150 |\n| Arithmetic | 100 |\n| Algebra | 100 |\n| Euclid | 100 |\n| Mensuration | 100 |\n| Latin | 100 |\n| Chemistry | 100 |\n\nLatin, or Chemistry, or both, may be offered instead of Euclid, or Mensuration, or both, and will be allowed 100 marks each.\n\n17. No candidate will be elected who fails to get 400 marks in the four English subjects, together with 300 marks in the remaining subjects.\n\n## DETAILS OF SUBJECTS\n\n18. History.--An epoch to be selected from time to time by the Inspector of Schools. Literature.--A hand-book on English literature, and a special play of Shakespeare, or work of any other English poet, to be selected from time to time by the Inspector of Schools. Geography--General, political, and physical geography, but special knowledge of the British Isles, of the British Colonies and Dependencies, and of China, will be required. Arithmetic.--All the subjects included in the usual standard text books. Algebra.--To quadratic equations (inclusive). Euclid.--Books I to IV. Mensuration.--Lengths, areas, volumes, and areas of the surfaces of solids. Latin.--A book of Cæsar, with grammar and translation of short simple sentences into Latin. Chemistry.--Elementary.\n\n19. Within a month after the conclusion of an examination, the details concerning the subjects of the next ensuing examination will be published in the Government Gazette.\n\n## RESULT OF EXAMINATION\n\n20. Immediately after the receipt of the decision of the Examiners, the names of the first six Candidates will be published, in each case, in the Government Gazette in the order of merit, with the number of marks obtained and the names of the Schools where they were educated.\n\n## CORRESPONDENCE\n\n| Date | Correspondent |\n| --- | --- |\n| 4 Oct | John |\n| 5 | Mr. Pearson |\n| | Mr. Wingfield |\n| | Mr. Bramston |\n| | X Mr. Meade |\n| | Sir R. Herbert |\n| | Baron de Worms |\n| 6 | Lord Knutsford |\n| 27 | Ausd drafted for comm (see further minute) |\n| 13 Aug | Mr. Bosman |\n| 23 Aug | B. Bosman |\n\n21. All correspondence with the Government and with the Syndicate of the University of Cambridge, on subjects connected with the Government Scholarships, must be sent through the Inspector of Schools for the time being.\n\n22. Candidates who intend to compete at the next examination should file their applications at the Office of the Inspector of Schools, not later than 1st May next, by using the printed forms approved, for the purpose, by the Governor. The complete list of Candidates, to be submitted for the approval of the Governor, will be open for the inspection of Headmasters during the first week in May.\n\nHongkong, 19th September, 1887.\n\nI have the honour to acknowledge the receipt of your despatch no. 233 of the 7th August, reporting that you had been requested to amend the Hongkong Regulations for Scholarships by adding a rule to the effect that no Scholarship be articled without his personal consent being first obtained in writing. \n\n## MINUTE\n\n2. In regard to the said despatch...", "txt_file_path": "txt/2diw2n4r2/CO129-238 - Governor Des Voeus - 1888 [7-8].txt", "external_url": "", "rank": 0 }, { "id": 337954, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-239 - Governor Des Voeus Acting Governor Stewart - 1888 [9-12]", "page_number": 349, "title": "CO129-239 - Governor Des Voeus Acting Governor Stewart - 1888 [9-12]", "content_text": "## EXAMINATION\n\n11. The holder of the Scholarship will not be allowed to remove to another College or Institution or to enter any situation whatever during the tenure of his Scholarship without the permission of the Secretary of State.\n\n## EXAMINATION\n\n12. The time of examination will be within the last fourteen days of the month of October.\n\n13. The next examination will take place in October, 1888, and due notice of the day and hour will be given in the Government Gazette.\n\n## EXAMINERS\n\n14. The Examiners will be the Syndicate of the University of Cambridge.\n\n15. The Inspector of Schools will act as local Presiding Examiner, and may associate with himself for the purpose such person or persons as may be approved by the Governor.\n\n## SUBJECTS\n\n16. The subjects, with the maximum marks attached, will be the following:\n| Subject | Maximum Marks |\n| --- | --- |\n| English Grammar | 100 |\n| Composition | 200 |\n| History | 600 |\n| Literature | 150 |\n| Geography | 150 |\n| Arithmetic | 100 |\n| Algebra | 100 |\n| Euclid | 100 |\n| Mensuration | 100 |\n\nLatin, or Chemistry, or both, may be offered instead of Euclid, or Mensuration, or both, and will be allowed 100 marks each.\n\n17. No candidate will be elected who fails to get 400 marks in the four English subjects, together with 300 marks in the remaining subjects.\n\n## DETAILS OF SUBJECTS\n\n18. History.--An epoch to be selected from time to time by the Inspector of Schools.\nLiterature.--A hand-book on English literature, and a special play of Shakespeare, or work of any other English poet, to be selected from time to time by the Inspector of Schools.\nGeography.--General, political, and physical geography, but special knowledge of the British Isles, of the British Colonies and Dependencies, and of China, will be required.\nArithmetic.--All the subjects included in the usual standard text books.\nAlgebra.--To quadratic equations (inclusive).\nEuclid.--Books I to IV.\nMensuration.--Lengths, areas, volumes, and areas of the surfaces of solids.\nLatin.--A book of Cæsar, with grammar and translation of short simple sentences into Latin.\nChemistry.--Elementary.\n\n19. Within a month after the conclusion of an examination, the details concerning the subjects of the next ensuing examination will be published in the Government Gazette.\n\n## RESULT OF EXAMINATION\n\n20. Immediately after the receipt of the decision of the Examiners, the names of the first six Candidates will be published, in each case, in the Government Gazette in the order of merit, with the number of marks obtained and the names of the Schools where they were educated.\n\n## CORRESPONDENCE\n\n21. All correspondence with the Government and with the Syndicate of the University of Cambridge, on subjects connected with the Government Scholarships, must be sent through the Inspector of Schools for the time being.\n\n22. Candidates who intend to compete at the next examination should file their applications at the Office of the Inspector of Schools, not later than 1st May next, by using the printed forms approved, for the purpose, by the Governor. The complete list of Candidates, to be submitted for the approval of the Governor, will be open for the inspection of Headmasters during the first week in May.\n\nHongkong, 24th November, 1888.\n\n**DRAFT**\nW. Besman\n\n**MINUTE**\nfor Akey\n413 to Mr. Jolumn 15 Jan.\n\nSir,\n\nWith reference to the letter from Mr. Wingfield, ...\n\n... Lord Knutsford to inform you that having since heard from the Governor on the subject, his Lordship will be prepared to allow extension in this country without forfeiting your Scholarship for a period not exceeding four years after the expiration of your Scholarship, provided you state later what period of extension you require and for what purpose.", "txt_file_path": "txt/2diw2n4r2/CO129-239 - Governor Des Voeus Acting Governor Stewart - 1888 [9-12].txt", "external_url": "", "rank": 0 }, { "id": 339215, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-241 - Governor Des Voeus - 1889 [1-7]", "page_number": 651, "title": "CO129-241 - Governor Des Voeus - 1889 [1-7]", "content_text": "## EXAMINATION\n\n9. Passage will be paid to England by the Government, and in special cases, where the Headmaster certifies it to be absolutely necessary, an advance of $150 will be made for purposes of outfit, but the whole amount so advanced for outfit must be repaid through the Crown Agents, in quarterly instalments, during the first year of the Scholarship.\n\n10. The holder of a Scholarship will also, within four years after its expiration, be granted free return passage to the Colony, if his conduct and the manner of spending his time shall have met with the approval of the Secretary of State.\n\n11. The holder of the Scholarship will not be allowed to remove to another College or Institution or to enter any situation whatever during the tenure of his Scholarship without the permission of the Secretary of State.\n\n## EXAMINATION\n\n12. The time of examination will be within the last fourteen days of the month of October.\n13. Due notice of the day and hour will be given in the Government Gazette.\n\n## EXAMINERS\n\n14. The Examiners will be the Syndicate of the University of Cambridge.\n\n15. The Inspector of Schools will act as local Presiding Examiner, and may associate with himself for the purpose such person or persons as may be approved by the Governor.\n\n## SUBJECTS\n\n16. The subjects, with the maximum marks attached, will be the following:\n| Subject | Maximum Marks |\n| --- | --- |\n| Geography | 17 |\n| English Grammar | 33 |\n| Composition | 14 |\n| History | 100 |\n| Literature | 200 |\n| Arithmetic | 600 |\n| Algebra | 150 |\n| Euclid | 150 |\n| Mensuration | 100 |\n| Latin/Chemistry | 100 each |\n\nLatin, or Chemistry, or both, may be offered instead of Euclid, or Mensuration, or both, and will be allowed 100 marks each.\n\n17. No candidate will be elected who fails to get 400 marks in the four English subjects, together with 300 marks in the remaining subjects.\n\n## DETAILS OF SUBJECTS\n\n18. History.—An epoch to be selected from time to time by the Inspector of Schools.\nLiterature.—A hand-book on English literature, and a special play of Shakespeare, or work of any other English poet, to be selected from time to time by the Inspector of Schools.\nGeography—General, political, and physical geography, but special knowledge of the British Isles, of the British Colonies and Dependencies, and of China, will be required.\nArithmetic.—All the subjects included in the usual standard text books.\nAlgebra.—To quadratic equations (inclusive).\nEuclid.—Books I to IV.\nMensuration.—Lengths, areas, volumes, and areas of the surfaces of solids.\nLatin—A book of Cæsar, with grammar and translation of short simple sentences into Latin.\nChemistry. Elementary.\n\n19. Within a month after the conclusion of an examination, the details concerning the subjects of the next ensuing examination will be published in the Government Gazette.\n\n## RESULT OF EXAMINATION\n\n20. Immediately after the receipt of the decision of the Examiners, the names of the first six Candidates will be published, in each case, in the Government Gazette in the order of merit, with the number of marks obtained and the names of the Schools where they were educated.\n\n## CORRESPONDENCE\n\n21. All correspondence with the Government and with the Syndicate of the University of Cambridge, on subjects connected with the Government Scholarships, must be sent through the Inspector of Schools for the time being.\n\n22. Candidates who intend to compete should file their applications at the Office of the Inspector of Schools not later than the 1st of May preceding the examination, by using the printed forms approved, for the purpose, by the Governor. The complete list of Candidates, to be submitted for the approval of the Governor, will be open for the inspection of Headmasters during the first week in May of the year in which an examination is held.\n\nHongkong, 17th May, 1889.\n\n## DRAFT\n\n$ The C. Agents?\n\nMr. ... \nMr. G. T. Lobbury. \nMINUTE. \nJohn ... any \nFanfield any \nMr. Wingfield. \nMr. Bramston. \nMr. Meade. \nSir R. Herbert. \nBaron de Worms. \nLord Knutsford.\n\n78 \ndrafted for ... anem \n15 June 1889 \nfor Haughing \n15433 \n... \n\nGentlemen,\n\nSir,\n\n648 \nAny. 89 \nI am directed by Lord Knutsford to transmit for your information & guidance a copy of the revised Regulations affecting the Award of Scholarships, to be substituted for any previous Regulations that may be in your possession.", "txt_file_path": "txt/2diw2n4r2/CO129-241 - Governor Des Voeus - 1889 [1-7].txt", "external_url": "", "rank": 0 }, { "id": 341706, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-245 - Acting Governor Fleming - 1890 [5-7]", "page_number": 89, "title": "CO129-245 - Acting Governor Fleming - 1890 [5-7]", "content_text": "20 degree interfered with by this arrangement\n\nI have the honour to be Your most obedient Servant.\n\n(Signed) M. S. Jonnochy. Acting Colonial Secretary.\n\n \n No.\n Name of School\n Nationality of Scholars\n Staff\n Total enrolled 1889\n Cost to Government 1889\n Cost per scholar\n Subjects taught - highest classes of the School\n \n \n 1\n Victoria College\n Mostly Chinese, few Portuguese, very few Europeans\n English 9, Chinese 14\n 86\n $1816.47\n $21.12\n Shakespeare, Mensuration, Euclid (I and II), Geometry, Latin, History, Algebra, Grammar, Geography, Arithmetic, Christian Doctrine\n \n \n 2\n St. Joseph's College\n Few Chinese, very few Europeans\n \n 70\n \n \n Shakespeare, Mensuration, Pre-trigonometry, French, History, Algebra, Grammar, Book-keeping, Physical Geography, Euclid (I to II)\n \n \n 3\n Diocesan Home and Orphanage School\n Mostly Portuguese, few Europeans, some Chinese\n 3 Europeans, 2 Chinese\n 41\n $341.01\n $8.32\n English Composition, Arithmetic, Geography, History, Physiology, Book-keeping, Algebra\n \n \n 4\n Central School\n Mostly Chinese\n \n 182\n $652.83\n $3.58\n English Composition, Arithmetic, Geography, History, Physical Geography, Euclid (I and II), Algebra, Grammar, Latin, French\n \n \n \n \n \n \n 919\n $788.04\n $5.51\n \n \n \n \n \n \n \n 150\n $1816.47\n \n (exclusive of Buildings and repairs)\n \n \n \n \n \n \n 18-20\n $409\n \n \n \n\nPage 20\n\n \n...\n\nPage 20", "txt_file_path": "txt/2diw2n4r2/CO129-245 - Acting Governor Fleming - 1890 [5-7].txt", "external_url": "", "rank": 0 }, { "id": 343590, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-247 - Acting Governor Fleming Governor Des Voeus - 1890 [10-12]", "page_number": 337, "title": "CO129-247 - Acting Governor Fleming Governor Des Voeus - 1890 [10-12]", "content_text": "95\n\n15. The result of the examination just held by me for prize purposes, and on which suitable promotions can be made next month, appears to me very satisfactory, 645 boys out of 676 examined, or 95 per cent. having passed. I did not expect so good a result, as the transfer of the school in the middle of the summer upset all the arrangements for the year, and 494 boys, i.e., all below Class IVA, were examined on barely a half-year's work in the classes to which they were allotted. But masters and boys were determined not to bring discredit on the College and they deserve much credit for success. Though not wishing to intrench on the province of the Inspector of Schools, I cannot refrain from pointing out that the great weakness in the Lower School betrayed in Arithmetic is compensated by the unusually good results in English Grammar. In the Upper School (6 sections) remarkably good work was done, though IIIB is only moderate in its tone.\n\nClasses IVA and Va are conspicuous for high-class work. In the 9 sections of the Lower School, and Class VIIA of the 5 sections of the Preparatory School deserves special mention.\n\n16. Last July we sent up ten boys. Of these eight passed, three as Seniors and being under nineteen years of age were declared Associates in Arts, while five passed the Junior Examination.\n\n17. The following Table gives some idea of the manner in which the teaching of English subjects has been extended in the school, together with the introduction of higher subjects in the Upper Classes. The figures are the total number of boys examined in each subject in the following years.\n\nMonth188118851889\n\nJanuary, February, March,\nApril, May,\nJune,676\nJuly,\nAugust,\nSeptember,\nOctober,\nNovember, December,\nTrans. E to C\nC to E,\nGrammar,301379676\nGeography,172312547\nComposition,144253477\nHistory,83127360\nEuclid,3075143\nAlgebra,75143\nMensuration,\nLatin,2524117\nGeneral Intelligence,83\nShakespeare,24\nTrigonometry,1718\n\n18. That this College supplies a large demand for clerks in this Colony is sufficiently attested by the following facts culled from the Annual Summary of the past six years: 32 appointments have been obtained in the Colonial Service, 150 boys have been engaged by European professional and mercantile firms in the Colony, besides many clerks engaged by Hongkong firms for Japan, Shanghai and the Coast Ports. The Chinese Government too has in this period employed from this School 80 boys in its Customs, Medical, Diplomatic and Telegraph services.\n\n19. I will conclude by expressing the gratitude of the masters and boys to the many friends of this College who continue year after year, so generously to provide prizes for the encouragement of our young students. The Government Grant on this head, liberal as it is, would go but a small way in providing rewards for 21 English and 12 Chinese classes. But these donations coming from all nationalities and all classes should be viewed in a further light, as an expression of public interest in the work done in these walls, and as a vote of public confidence in the manner in which that work is performed.\n\nI have the honour to be,\n\nSir,\n\nYour most obedient Servant,\n\nGEO. H. BATESON WRIGHT, M.A., Oxon.,\n\nHead Master.\n\nHonourable A. LISTER,\n\nActing Colonial Secretary.\n\n1889.\n\nVICTORIA COLLEGE,\n\nMonthNumber of ScholarsNumber of AttendancesNumber of School DaysAverage Daily Attendance\n\nJanuary4669,93926\nFebruary54012,74124\nMarch5366,993525\nApril52011,79621\nMay51111,21026\nJune78315,909712\nJuly7893,4809\nAugust78811,31831\nSeptember76619,44226\nOctober72318,48226\nNovember71015,14926685.00\nDecember688\nTotal139,060233\nTotal Number of ATTENDANCES during 1889139,060\nNumber of SCHOOL DAYS during 1889283\nAverage DAILY ATTENDANCE during 1889596.824\nTotal Number of SCHOLARS at this School during 1889919\n\nGEO. H. BATESON WRIGHT, M.A.,\n\nHead Master.\n\nAVERAGE EXPENSES of each SCHOLAR at Victoria College during 1889.\n\n$24,369.00\n\nExpenditure,\n\nDeduct School Fees,\n\n$9,838.00\n\nSale of Books,\n\n$12.80\n\nTotal Expenses of the College\n\n$9,350.80\n\n$15,018.20\n\nAverage Expenses of each Scholar per Number on Roll,\n\n$19.61\n\nper Average Daily Attendance,\n\n$26.11\n\nGEO. H. BATESON WRIGHT, M.A., Head Master.", "txt_file_path": "txt/2diw2n4r2/CO129-247 - Acting Governor Fleming Governor Des Voeus - 1890 [10-12].txt", "external_url": "", "rank": 0 }, { "id": 344870, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-248 - Public Offices & Others - 1890", "page_number": 868, "title": "CO129-248 - Public Offices & Others - 1890", "content_text": "854\n\nMuch has been said recently in England about the advantages accruing from independent examinations in schools and even in universities; but it is not to be denied that many large schools are still examined by their Staff.\n\nThe small size of Hongkong and its immense distance from England deprive it of the opportunity of obtaining independent examination by duly qualified men.\n\n\"There is no one in Hongkong except the Head Master (and his substitute the Second Master) who can be said to be sufficiently conversant with the ordinary school subjects to be recognised as authority, either in setting the questions, or in correcting the answers. It is only by constant contact with the usual school subjects - Grammar, Geography, History, Shakespeare, Arithmetic, Algebra, Euclid, Mensuration, Trigonometry, Latin, etc. - that mastery of their details can be retained.\n\nA commission of three acting annually in concert would, apart from the above difficulty, be attended by executive difficulties, such as - the length of time absorbed in discussing each of the 4000 odd papers.\n\n...and the dissatisfaction caused to the staff by having their year's work criticised by those who are less acquainted than themselves with the subject examined. It must also be borne in mind that the judgment required in valuing the front of the mental exertions of boys of all ages and nationalities can only be acquired by long experience and intimate acquaintance with the mental capacities of the boys themselves.\n\nIt is not possible to have the College examined by the Oxford Delegacy or Cambridge Syndicate. Experience has shown that four to six months must elapse between the date of examination in Hongkong and receipt of Results from England. This would subvert the organisation of the College. No promotions known and each boy's place ascertained by total of marks. Boys in the interim would leave school without certificates of proficiency. There is further the serious question of the heavy expense attending the examination of nearly 1000 boys at such a distance.\n\nUnder any circumstances it is absolutely necessary for the Head Master to see all the papers done by each boy, before he can be reasonably satisfied that he is justified in assigning him to any higher class for the following year.\n\nFrom a party point of view the bare statistics of Attendance and Expenditure are the only details that need appear in the Inspector's general view of the Education of the Colony. There is no loss to Comparative Educational humanity as D'Este has year after year declared in his Annual Reports that no comparison whatever can be instituted between Victoria College and the other schools in the Colony.", "txt_file_path": "txt/2diw2n4r2/CO129-248 - Public Offices & Others - 1890.txt", "external_url": "", "rank": 0 }, { "id": 344874, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-248 - Public Offices & Others - 1890", "page_number": 872, "title": "CO129-248 - Public Offices & Others - 1890", "content_text": "of Nouns, Adjections, Pronouns and Parts English Composition Narratives and Fables Properly Chinese Empire with Alap (from \n\nmemory of Eighteen Provinces. Arithmetic Vulgar fractions and Practice Translation English to Chinese, passage from.\n\nReading Book.\n\nTranslation Chinese to English Cho Not N°2\n\nSchool Committee Book. European Ideas rendered into Chinese nearly thirty years ago.\n\nD. Ho Kai's remarks.\n\nI am much surprised at the remarks on overpressure, by Dr. Ho Kai. From his own experiences in Law and Medicine in England and elsewhere,\n\nDr Kai must be aware that the hard work entailed\n\nby individual ambition is quite apart from the \"question of systematic over pressure. As regards \"Chinese boys too &c.\" Ho Kai cannot be unaware\n\nthat it is in accordance with Chinese ideas and customs for parents to keep their sons unceasingly at study from morning till night. In fact, I have often had complaints from Chinese parents that sufficient work is not provided to their sons, which would seem to indicate that the parents do not recognise the existence of the evil, so alarmingly depicted by Dr. Ho Kai and Dr. Eitel.\n\nA further relief to the highest Class, where it seems to me is the only danger of overpressure, I made with the approval of H.E. the Governor the following order in February last.\n\n\"Boys\n\n858\n\nBoys of the First Class will for the future be allowed to select any two but not more of the following subjects for the Annual Examination:\n\nLatin\n\nBook Keeping Mensuration Trigonometry\n\nChemistry\n\nDrawing\n\nin addition to the Class subjects:\n\nEnglish Dictation Translation E to C\n\nGrammar Composition\n\nArithmetic\n\nHistory\n\nShakespeare\n\nAlgebra Euclid\n\nProse Impositions\n\nC & E\n\nIn paragraph 6 of the Report of the Inspector of Schools (Your Letter No. 6 Enclosure) the following sentence occurs.\n\n\"Some schools, specially the Victoria College, are great sinners in this respect, as those I have \"known them to punish a naughty boy by \"pouring 400 or even 500 lines of print\n\ntonight.\"\n\nDr. Eitel is aware that by the Head Master's printed regulations no master is permitted to inflict\n\nmore than 300 lines\n\nas a\n\nvery severe\n\npenalty in serious cases.\n\nI am surprised that Dr. Eitel should quote to the detriment of the reputation of Victoria College, what is merely an act of insubordination on the part of a junior master,\n\nespecially when, though invited to do so, he was unwilling to make a complaint in writing to myself,", "txt_file_path": "txt/2diw2n4r2/CO129-248 - Public Offices & Others - 1890.txt", "external_url": "", "rank": 0 }, { "id": 346205, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-250 - Acting Governor Barker - 1891 [6-8]", "page_number": 604, "title": "CO129-250 - Acting Governor Barker - 1891 [6-8]", "content_text": "## \nnames on our roll from 143 to 138. But notwithstanding this, the average attendance on the 248 school-days has risen from 88.64 to 94.72. 79 children had been present the 200 days required by Government; one boy, of weak intellect, was not examined, one day-scholar was absent on account of sickness, 6 boys had already passed the highest standard, and are doing Oxford local work; the remaining 71 were examined; 62 passed, or 87.3; 9 failed; 7 failed in only one subject each, but not being in the II., III., or IV. standard, where copy-writing condones failure in one subject, they were marked failed.\n\nIn History and Needlework 100 % passed, Reading 98.6, Geography 97. Dictation 94.36, Arithmetic 90.14 and Composition 90 per cent. In each of the Special Subjects 25 boys were examined: in Animal Physiology 88 per cent passed, Algebra 80, in Euclid 70 and Physical Geography 60 per cent. These percentages are not equal to those of 1889, but may be considered as satisfactory, in view of the fact that with a higher average attendance, we had during some months only two masters instead of three. The Inspector adds to his report, \"Military drill appears to have given to this School a pleasing appearance of orderliness, smartness, and alacrity, without producing, so far, any symptoms of harshness as to discipline or want of cheerfulness on the part of the boys.\"\n\nThe Second Master, Mr. Machell, has again rendered most valuable help in all ways, but more particularly in the drill, and in the formation at his own expense of a school drum-and-fife band (carefully instructed by Mr. Lowrie, formerly bandmaster of the 58th Regiment). There were several changes in the appointment of Third Master. For some months Mr. Barlow, of the Victoria College, ably assisted us, but for some time we were without a Third Master, until the arrival in November of Mr. T. W. Hall, an experienced teacher from the Worcester Royal Albert Orphan Asylum, who was selected and sent out by our Hon. Secretary, the Rev. W. Jennings.\n\nDuring the last six months some boys were placed in situations, but continued to live in the Institution, and considering the temptations that surround youths in the Colony, it is well to encourage Old Pupils to regard the School as a Home, where they will be welcome and have every reasonable liberty. In the plans for extension, suitable provision \n\n## \nshould be made for such boarders. We continue to pay $50 a month rent for Priory Lodge for bedrooms, but a growing Institution with nearly 70 boarders and 60 day-scholars, and an annual income of nearly $10,000 from fees and Government grants should have more extensive premises. Our class-rooms are also inadequate. A Building Fund was suggested two years ago by H. E. Lieut.-General Cameron. The Hon. A. P. McEwen gave us a handsome start last prize-giving, and we have now received $3,338.12 towards the $4,000 Mr. McEwen asked for, in order to meet a like sum of $4,000 from the Government under the provision of the Grant-in-Aid scheme.\n\nThe Acting Colonial Chaplain (Rev. H. E. Taverner) examined the school in Scripture, and reported: \"Some of the papers are very good, and all, with one or two exceptions, are up to a very fair standard.\"\n\nOur best thanks are due to Hon. J. J. Keswick, Messrs. Jackson, Purcell, G. Sharp, Ho Tong and Ho Pook for contributing the prizes.\n\n## HONOURS WON BY PUPILS DURING 1890\n\n### Hongkong Government Scholarship, 1890-1891\n\n* $200 for 4 yrs., with passage to and from England, F. Southey.\n\n### Oxford University Local Examinations\n\n* Senior (with title A.A.) J. Toppin.\n* Juniors: H. W. Lapsley, with honours in English (2nd), and Religious knowledge (2nd); R. Lapsley, with honours in English; P. H. Benning, T. Cock, C. Wunderlich.\n\n### Belilias Medal and Prize Examinations\n\n| Prize | Amount | Recipient |\n| --- | --- | --- |\n| First Prize | $90, with Silver Medal | F. Southey |\n| Fifth Prize | $15 | T. Cock |", "txt_file_path": "txt/2diw2n4r2/CO129-250 - Acting Governor Barker - 1891 [6-8].txt", "external_url": "", "rank": 0 }, { "id": 347207, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-252 - Acting Governor Barker & Governor Sir Robinson & Public Offices - 1891 [12]", "page_number": 223, "title": "CO129-252 - Acting Governor Barker & Governor Sir Robinson & Public Offices - 1891 [12]", "content_text": "## Educational Grant in Aid\n\nof $34,000, but that a small pro-rata reduction, if necessary, will be cheerfully submitted to by the Managers if the sum voted for Grants-in-aid is increased from $20,000 for 1890 to $24,000 for 1891. I need hardly mention that this amount, if voted and approved, will be payable in February 1892.\n\nI have &c. \nE. J. Eitel\n\n### Annual Increase\n\n| Year | Number of Schools | Amount Voted | Amount Earned | Deficit | Percentage of Reduction |\n| --- | --- | --- | --- | --- | --- |\n| 1873 | 9 | $2,651.00 | | Not Known | |\n| 1874 | 12 | $1,391.30 | | \" | |\n| 1875 | | | $1,437.00 | | |\n| 1876 | | | $1,712.00 | | |\n| 1877 | 12 | $3,300.00 | $3,732.90 | | |\n| 1878 | 14 | $4,500.00 | $4,811.33 | | |\n| 1879 | 17 | | | | |\n| 1880 | 19 | $6,000.00 or $6,174.34 | | | |\n| 1881 | 24 | $6,900.00 | $7,319.77 | | |\n| 1882 | 37 | $10,500.00 | $10,466.01 | | |\n| 1883 | 41 | $10,961.00 | $12,314.07 | $1,793.07 | 14.4% (approx.) or 16.3 |\n| 1884 | 48 | $14,000.00 | $14,737.07 | $982.92 | 6.6% |\n| 1885 | 33 | $17,000.00 | $14,662.30 | | |\n| 1886 | 33 | $14,000.00 | $14,593.39 | | |\n| 1887 | 56 | $17,000.00 | $14,324.76 | | |\n| 1888 | 61 | $17,000.00 | $16,843.16 | $168.44 | 1.0% |\n| 1889 | 63 | $18,000.00 | $16,847.35 | | |\n| 1890 | 69 | $20,000.00 | $19,785.72 | $1,048.60 | |\n| 1890 | 46 | $20,000.00 | $32,013.46 | $2,311.29 | 10.5% (approx.) |\n\nThe increase in the amount normally earned (as compared with preceding years), and so also the increase in the amount earned in 1890, is principally caused by the largely increased attention given in the secondary schools to the higher subjects (algebra, Euclid, Physical geography, Physiology, &c.) for the Cambridge and Oxford Local Examinations, and also, since 1888, in connection with ... \n\nEstimated at least $23,463.36 - add $230.64 = $23,773.33.", "txt_file_path": "txt/2diw2n4r2/CO129-252 - Acting Governor Barker & Governor Sir Robinson & Public Offices - 1891 [12].txt", "external_url": "", "rank": 0 }, { "id": 351666, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-258 - Governor Sir Robinson - 1893 [1-4]", "page_number": 581, "title": "CO129-258 - Governor Sir Robinson - 1893 [1-4]", "content_text": "Enclosure\n\nI have the honour to be, My Lord Marquess, Your Lordship's Most Obedient Humble Servant,\n\nWilliam Robin's 27\n\nGOVERNMENT NOTIFICATION.—No. 55.\n\n576\n\nThe following Report of the Hongkong Government Scholarship Examination, 1892, together with the Summary of Results, as required by Rule 20 of the Regulations for Government Scholarships for the study of Law, Medicine, or Civil Engineering in the United Kingdom, is published.\n\nBy Command,\n\nColonial Secretary's Office, Hongkong, 11th February, 1893.\n\nG. T. M. O'BRIEN,\n\nColonial Secretary.\n\nREPORT OF THE HONGKONG GOVERNMENT SCHOLARSHIP EXAMINATION, 1892.\n\nTo the Secretary of the LOCAL EXAMINATIONS AND LECTURES SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE.\n\nSIR—We beg leave to submit to you our report on the above-named examination, which we have recently conducted at your direction.\n\nIn the first place, we present a table of the marks obtained by the five selected candidates.\n\n \n Index Number.\n NAME.\n ENGLISH SUBJECTS\n OTHER SUBJECTS\n Grand Total.\n \n \n \n \n Grammar.\n History.\n Literature.\n Total.\n Geography.\n Mensuration.\n Arithmetic.\n Algebra.\n Total.\n \n \n \n 1\n Jamsedjee Pestonjee\n 78\n 69\n 76\n 87\n 310\n 86\n 96\n \n \n \n 778\n \n \n 2\n Leung Kwong-hin\n 138\n 94\n \n 104\n 414\n 65\n \n \n \n \n \n \n \n 3\n Thomas Cock\n \n 124\n 97\n \n 352\n 59\n \n 81\n \n 401\n 695\n \n \n 4\n G. A. Ivanovich\n 81\n 167\n 72\n 111\n 431\n 76\n 93\n 100\n 95\n 458\n 889\n \n \n 5\n A. C. Gomes\n 63\n 110\n 42\n 36\n 261\n 36\n 58\n \n 121\n \n 502\n \n \n \n Full Marks\n 100\n 200\n 130\n 130\n 600\n 100\n 100\n 100\n 100\n 500\n 1100\n \n\nOn the above table, we may remark that candidates 1, 4, and 3 satisfied the condition of obtaining at least 400 marks in the English subjects; the same candidates and also No. 2 satisfied the condition of obtaining at least 300 marks in the other subjects. We desire to commend in general the papers of the three candidates IVANOVICH, COCK, and PESTONJEE, who have qualified themselves for election in both parts of the examination, and also of LEUNG KWONG-HIN. The competition for the scholarship between IVANOVICH and Cock was very close. We beg leave to recommend IVANOVICH to the Colonial Government for election to the scholarship, as has already been announced to the Colonial Secretary by telegraph.\n\nEnglish Subjects—In Grammar, the answers to the whole paper were in general excellent. The Essays of the three most successful candidates were in varying degrees meritorious in expression, style, and thought. In History, the questions which elicited the best answers were those on the period from the Norman Conquest to the Tudors, and in the special period (the reign of Victoria) those on our Colonial Empire and foreign policy. In the History of Literature, the work on the earlier literature was superior to that on the later. The selected play of Shakespeare had been carefully studied.\n\nOther Subjects.—In Geography, the best answers were on the United Kingdom and Asia. The first two papers deserve commendation. In most of the papers, however, traces of the study of Trendell's Colonial Year-Book were not very prominent. The mathematical work of all the candidates was good and in two cases extremely good. All did well in Algebra and Euclid, the work being intelligent and careful. In the arithmetical subjects, there was some lack of accuracy in the work of three candidates. Taken as a whole, the results of the second part of the examination are extremely satisfactory.\n\nWe have the honour to remain,\n\nSir,\n\nYour obedient Servants,\n\nJ. H. FLATHER, M.A., of Emmanuel College.\n\nC. M. JESSOP, M.A., Fellow of Clare College.\n\n31st December, 1892.\n\nCorrect,\n\nJ. N. KEYNES, Secretary to the Syndicate.\n\n630.", "txt_file_path": "txt/2diw2n4r2/CO129-258 - Governor Sir Robinson - 1893 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 351870, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-259 - Governor Sir Robinson - 1893 [5-8]", "page_number": 35, "title": "CO129-259 - Governor Sir Robinson - 1893 [5-8]", "content_text": "# STANDARD IV.\n\n1. Reading. Intelligent reading of a prose passage not exceeding fifteen lines in the Fourth Book used in the school.\n\n2. Writing. - Light lines of ordinary prose from the same book slowly dictated once by a few words at a time.\n\n3. Arithmetic. - Vulgar fractions and reduction of the most ordinary weights and measures, in addition to the arithmetic of the previous standards.\n\n4. Grammar. - Parsing (fully) a simple sentence from the Reading Book.\n\n5. Geography. - Europe, in addition to the geography of the previous standards.\n\nCopy writing will be taken in this standard, but it will not be counted if the scholar has not passed in four of the other subjects.\n\nValue of a pass in this standard: twelve dollars.\n\n# STANDARD V.\n\n1. Reading - Fluent and intelligent reading of a short ordinary paragraph chosen by the examiner from some common book.\n\n2. Writing. From memory, the substance of a short story read out twice by the examiner. Writing, spelling, and grammar will be taken into account.\n\n3. Arithmetic - Decimal fractions, simple proportion, simple interest, and practice, in addition to the arithmetic of the previous standards.\n\n4. Grammar. - Analysis and parsing of a simple sentence.\n\n5. Geography. - Asia and Africa in addition to the geography of the previous standards.\n\nCopy writing will be taken in this standard, but it will not be counted if the scholar has not passed in four of the other subjects.\n\nValue of a pass in this standard: fourteen dollars.\n\n# STANDARD VI.\n\n1. Reading. To read with fluency and expression an ordinary piece of prose or poetry chosen by the examiner.\n\n2. Writing. A short theme or letter or easy paraphrase. Writing, spelling, and grammar will be taken into account.\n\n3. Arithmetic. Compound proportion, compound interest, profit and loss, and square root, in addition to the arithmetic of the previous standards.\n\n4. Grammar - Analysis and parsing of a complex sentence (prose or poetry) chosen by the examiner.\n\n5. Geography. - America and Oceania, and to draw from memory a map of any of these continents, the map to include the principal rivers, mountains, and cities in the continent prescribed.\n\n6. History. - A period of the History used in the school.\n\nValue of a pass in at least five of the subjects of this standard: sixteen dollars.\n\n# Standard VII.\n\n1. Reading. To read with intelligence (to be tested by questions), fluency, and expression, a passage from a historical drama of Shakespeare, chosen by the Manager.\n\n2. Composition. A theme. Idiom, grammar, spelling, and handwriting to be taken into account.\n\n3. Arithmetic. - Cube root, averages, percentages, discount, and stocks, in addition to the arithmetic of the previous standards.\n\n4. Grammar. - Common prefixes, terminations, and derivatives from foreign languages.\n\n5. Geography. - Commercial geography of the British Colonies and Dependencies, and to draw from memory a map of any of the continents of the eastern hemisphere.\n\n6. Elementary Science. - Animal and plant life and distribution of plants, animals, and races of mankind.\n\n7. History - A period of the History used in the school, in addition to the history of the previous standard.\n\nValue of a pass in at least six of the subjects of this standard: eighteen dollars.\n\nNote. - The Arithmetic of girls' schools need not include decimal fractions, square or cube root, discount, or stocks.\n\nPage 32\n\n19. In all cases where copy writing is taken, it may be tested by work to be done in the presence of the examiner, but anyhow not less than twenty-six hours' work must be submitted for inspection.\n\n20. Scholars who are presented under standards IV, V, VI, or VII in schools of Class III may also be examined in the following special subjects, namely: - Latin, Greek, German, French, Algebra, Euclid, Mensuration, Trigonometry, Physical Geography, the Natural Sciences, Book-keeping, Drawing, and Stenography, provided the subjects are taught in such a way as to graduate the instruction to the different standards. But no scholar may be presented for examination in more than two special subjects in standard IV, three subjects in standards V or VI, and four subjects in standard VII, and, as a rule, no scholar, after being examined in one special subject, may change it for another before passing in three stages of it.\n\nValue of a pass, in each of such cases: one dollar in standard IV, two dollars in standard V, three dollars in standard VI, and four dollars in standard VII, in addition to the proper value of the respective standard.\n\n21. Managers of schools, wishing to have scholars examined in any of the special subjects, will receive a graduated scheme for the subjects of their choice on application to the Inspector.\n\n22. No grant will be made for any subject not specified in this code.\n\n23. A capitation grant will be given for every scholar in average attendance, at the rate of one dollar a head in schools in Class III, seventy-five cents a head in schools in Class II, and half a dollar a head in schools in Class I.\n\n24. No scholar will be examined in a lower standard than that under which he has been previously presented, nor in the same standard unless he has failed to pass in two or more subjects.\n\n25. Scholars learning a language which is not their mother tongue will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read.\n\n26. In girls' schools, one of the four hours for instruction in the subjects of the several standards may be assigned to needlework, which will have the following values: - fair, half a dollar; good, one dollar; very good, one dollar and a half.\n\n# 27. Building Grants.\n\n1. Aid is not granted to build new public schools unless the Government is satisfied -\n\n(a) That there is a sufficient population requiring a school in the vicinity.\n\n(b) That the school is likely to be maintained in efficiency.\n\n2. The grants made by the Government for building, enlarging, improving, or fitting up public schools, are not to exceed one half of the actual cost.\n\n3. The site, plans, estimates, specifications, title, and trust deed, must be previously approved by His Excellency the Governor.\n\n4. The extension of the area of existing school-rooms to receive more scholars, and the addition of teachers' dwellings to existing school-rooms, are treated pro tanto as new cases under clause 2.\n\n5. The trustees (or other legal representatives) of the school must state by a declaration of trust to be registered in the Land Office: -\n\n(a) That the premises are to be used for educational purposes and for no other purpose whatever.\n\n(b) That the school is to be managed in accordance with the principles of the grant-in-aid code.\n\n(c) That the school and premises are to be open, at all reasonable times, to educational and sanitary inspection by the Government.\n\n(d) That, if they should hereafter desire to release themselves from the foregoing obligations, they will, in such case, repay into the Colonial Treasury, the whole amount of the building grant.\n\n6. The grant is paid on presentation of a certificate (with balance sheet annexed), by the Building and Managing Committees of the school, setting forth that the building and conveyance are completed and that the money in hand will, when added to the grant, meet all claims and finally close the account.\n\n28. All correspondence with the Government on subjects connected with this code must be sent through the Inspector of Schools for the time being.\n\n18th March, Hongkong, January, 1893.\n\nE. J. EITEL, Ph.D.,\n\nInspector of Schools.", "txt_file_path": "txt/2diw2n4r2/CO129-259 - Governor Sir Robinson - 1893 [5-8].txt", "external_url": "", "rank": 0 }, { "id": 351880, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-259 - Governor Sir Robinson - 1893 [5-8]", "page_number": 45, "title": "CO129-259 - Governor Sir Robinson - 1893 [5-8]", "content_text": "42\n\nSTANDARD VI.\n\n1. Reading. To read with fluency and expression any ordinary piece of prose or poetry chosen by the examiner.\n\n2. Writing. A short theme, or letter, or easy paraphrase. Writing, spelling, and grammar will be taken into account.\n\n3. Arithmetic - Compound Interest, Square and Cube Root, Profit and Loss, and Progression, in addition to the Arithmetic of the previous Standards.\n\n4. Grammar - Analysis and parsing, orally or in writing, of an ordinary stanza of poetry chosen by the examiner.\n\n5. Geography - Ability to draw from memory a map of any of the Continents, the map to include the principal rivers, mountains, and cities in the Continent prescribed.\n\n6. History. The first hundred pages of the History used in the school.\n\nCopy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars.\n\nNote. - In Girls' schools, Arithmetic in Standard V will not extend beyond Vulgar Fractions, and in Standard VI not beyond Decimal Fractions.\n\n20. For Schools in Class V. (Schools in which a European education is given in any European language, with Chinese in addition).\n\nSTANDARD I\n\nThe same as Standard I for schools in Class IV.\n\nValue of a pass in this Standard, six dollars.\n\nSTANDARD II\n\nIn addition to Standard II for schools in Class IV,\n\n4. Chinese Reading - A page of the First Book used in the school, with explanation of single words in the principal language taught in the school.\n\n5. Chinese Writing. From dictation, ten common characters.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in four of the other subjects.\n\nValue of a pass in this Standard, eight dollars and a half.\n\nSTANDARD III.\n\nIn addition to Standard III for schools in Class IV,\n\n5. Chinese Reading - Two pages of the Second Book used in the school, with explanation.\n\n6. Chinese Writing - From dictation, twenty characters in the same book.\n\n7. Chinese Speaking - Turning very short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in six of the other subjects.\n\nValue of a pass in this Standard, ten dollars and a half.\n\nSTANDARD IV.\n\nIn addition to Standard IV for schools in Class IV,\n\n6. Chinese Reading. A short passage in the Third Book used in the school, with explanation.\n\n7. Chinese Writing. From dictation, forty characters in the same book.\n\n8. Chinese Speaking - Turning short sentences into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, twelve dollars and a half.\n\nSTANDARD V.\n\nIn addition to Standard V for schools in Class IV,\n\n6. Chinese Reading - A short passage in the Fourth Book used in the school, with explanation.\n\n7. Chinese Writing - From memory, a short passage in the same book.\n\n8. Chinese Speaking - Turning a short passage in the same book into colloquial Chinese.\n\nChinese copy writing will be taken in this Standard, but it will not be counted if the scholar has not passed in seven of the other subjects.\n\nValue of a pass in this Standard, fourteen dollars and a half.\n\nSTANDARD VI.\n\nIn addition to Standard VI for schools in Class IV,\n\n7. Chinese Reading - An ordinary passage from a Chinese newspaper, with explanation.\n\n8. Chinese Writing - A short letter.\n\n9. Chinese Speaking - Fluent and correct colloquial Chinese.\n\nChinese copy writing will not be taken in this Standard.\n\nValue of a pass in this Standard, sixteen dollars and a half.\n\nA. In all cases where copy writing is taken, not less than one month's work must be shown to the examiner.\n\n22. Scholars who are presented under Standards IV, V, and VI for schools in Classes III, IV, and V, may also be examined in one or more of the following subjects, namely - Book-keeping, Latin, Algebra, Geometry, Physical Geography, and the Natural Sciences, provided they have previously passed in all the subjects contained in the Standards under which they are presented, and provided the subjects are taught in such a way as to graduate the instruction to the different Standards.\n\nFor example:\n\nEUCLID.\n\nStandard IV. Book I. Propositions 1 to 20 inclusive.\n\nStandard V. Book I.\n\nStandard VI. Books I and II.\n\nValue of a pass, in each of such cases, in Standard IV, two dollars, in addition to the proper value of the Standard; in Standard V, three dollars, in addition to the proper value of the Standard; and in Standard VI, four dollars, in addition to the proper value of the Standard.\n\n23. Managers of schools wishing to have scholars examined in one or more of these special subjects will, for the present, receive a graduated scheme for the subjects of their choice on application to the Inspector.\n\n24. No grant will be made for any subject not specified in this code.\n\n25. A capitation grant of one dollar will be given for each scholar in average attendance.\n\n26. No scholar will be examined in a lower Standard than that under which he has been previously presented, nor in the same Standard unless he has failed to pass in two or more subjects.\n\n27. Scholars learning a language which is not their mother tongue will have their intelligence tested by requiring them to explain in their own language the meaning of the passages read.\n\n28. In Girls' Schools, one of the four hours for instruction in the subjects of the several Standards may be assigned to plain needlework, which will have the following values:\n\nGood, one dollar and a half. Very good, two dollars. Fair, one dollar.\n\n29. Building Grants.\n\n1. Aid is not granted to build new public schools unless the Government is satisfied -\n\n(a) That there is a sufficient population requiring a school in the vicinity.\n\n(b) That the school is likely to be maintained in efficiency.\n\n2. The grants made by the Government for building, enlarging, improving, or fitting up public schools are not to exceed one half of the actual cost.\n\n3. The site, plans, estimates, specifications, title, and trust deed must be previously approved by His Excellency the Governor.\n\n4. The extension of the area of existing school-rooms to receive more scholars, and the addition of teachers' dwellings to existing school-rooms, are treated pro tanto as new cases under Clause 2.\n\n5. The trust deed must declare the premises to be granted in trust for educational purposes and for no other purpose whatever. It must provide for the legal ownership of the premises and for the inspection and management of the school in accordance with the principles of the Grant-in-aid Scheme.\n\n6. The grant is paid on presentation of a certificate (with balance sheet annexed) by the Building and Managing Committees of the school, setting forth that the building and conveyance are completed and that the money in hand will, when added to the grant, meet all claims and finally close the account.", "txt_file_path": "txt/2diw2n4r2/CO129-259 - Governor Sir Robinson - 1893 [5-8].txt", "external_url": "", "rank": 0 }, { "id": 352518, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-260 - Governor Sir Robinson Acting Governor O-Brien - 1893 [9-12]", "page_number": 110, "title": "CO129-260 - Governor Sir Robinson Acting Governor O-Brien - 1893 [9-12]", "content_text": "during\n\nthe last few\n\nfew months.\n\nI made this request because whilst I watch\n\nyou giving\n\nyour lessons, I frequently noticed (particularly during the last few days of my\n\nvisits) that some of you\n\nof you were not\n\nat home in your subject.\n\nI thought you had clearly given beforehand to the\n\nmatter and\n\nmethod of your lessons. I have seen some of you giving geography\n\nand Euclid lessons\n\nby mechanically questioning your scholars from the text-book and\n\nheard you\n\nblame your boys for their inability to answer \"questions which you read off from your book when it was perfectly plain that you could not judge of the correctness of\n\nthe answers given, with which you were testing, you were referring\n\nto the book in your hands. I quite understand that on these\n\noccasions, you were testing the home work of the boys. But has it never occurred to\n\nyou that when you blame boys or punish them by imposition or fine on the ground of home work unprepared, that you are equally guilty when you habitually come to your lessons unprepared? In making these remarks with regard to\n\nsome masters,\n\nI am fully\n\naware that\n\nothers among you habitually give lessons which, I observed, were clearly planned and mapped out, which proceeded with the subject matter in proportion to the time\n\navailable and concluded\n\nbefore the bell rang by carefully", "txt_file_path": "txt/2diw2n4r2/CO129-260 - Governor Sir Robinson Acting Governor O-Brien - 1893 [9-12].txt", "external_url": "", "rank": 0 }, { "id": 353571, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-261 - Public Offices & Others - 1893", "page_number": 559, "title": "CO129-261 - Public Offices & Others - 1893", "content_text": "Jokum 8 Des \n\nLucas \n\n17963 \n\nHkey \n\n555 \n\nto render such a course desirable. The Governor and Council will decide, having regard to the ground of dismissal, whether the Cadet shall be sent home at the public expense, or shall be left to find his own way home, or shall be, in addition, called upon to repay the cost of his passage out. \n\n7. A Bond must be entered into by the Cadet and two approved sureties, or an approved Guarantee Society, with the Crown Agents for the Colonies to secure the repayment of the cost of the passage out in the event of his dismissal and of its being decided by the Governor and Executive Council that such repayment shall be enforced, and also in the event of the Cadet leaving within four years from the date of his arrival in the Straits Settlements, whether by quitting the Colony without leave or relinquishing his appointment (except on account of ill health), together with a further sum of £50 for each year, to repay the Colony the cost of his teaching, up to his leaving. \n\n8. Subject to the necessities of the service, leave of absence on half salary may be granted to officers of the permanent Government service after a period of six years' resident service in the Colony without any special grounds. It may be given before the expiration of that period in cases of serious indisposition, or of urgent private affairs. In the absence of special grounds, the leave in such case must not exceed one-sixth of the officer's resident service; on special grounds it may exceed that period by six months. In addition to the above, vacation leave on full pay may be granted, if no inconvenience or expense is caused thereby, not exceeding three months in any two years. \n\n9. The present rule as to superannuation is that in the case of ill health an officer may be allowed to retire on a pension after ten full years' resident service; otherwise he must have attained the age of 55. For ten full years' resident service fifteen-sixtieths of the average annual salary of the retiring officer's fixed appointments for the three years prior to retirement may be awarded, to which one-sixtieth may be added for each additional year's service; but no addition will be made in respect of any service beyond thirty-five years. \n\n10. A deduction of four per cent. is made from the salaries of all those who enter the Straits Settlements Civil Service, as a contribution to the 'Widows' and Orphans' Pension Fund' of the two Colonies. \n\n11. The dollar is at present reckoned by the Straits Settlements Accountant-General at 4s. for the purpose of the payment in England of leave-salary, and at 3s. 8d. for the payment of pension. \n\nCOLONIAL OFFICE, \n\n26th November-1894 \n\nJazifield \n\nExaminations for Eastern Cadetships, viz., for Cadetships in the Civil Service of Hong Kong, Ceylon, and the Straits Settlements. \n\n[The next Examination for Eastern Cadetships will be held under these Regulations. Alterations may be made for any subsequent Examination.] \n\n1. The Cadets, who must be natural-born British subjects, are selected by open competitive examination held by the Civil Service Commissioners, to whom all inquiries on the subject should be addressed. \n\n* If an Examination is held in 189..., it will take place in either October or November. \n\nThe examinations for these appointments will, as a rule, be held in the month of October in those years in which vacancies have occurred in the Civil Services of Hong-Kong, Ceylon, and the Straits Settlements; Candidates will be allowed, in their order, to choose amongst the vacancies in the three Colonies. \n\n2. Candidates must be between the ages of 21 and 24 on the first day of August in the year in which the Examination is held, and must satisfy the Civil Service Commissioners that they are duly qualified in respect of health and character. They must be of sound constitution, possessed of good sight, and physically qualified for service in tropical climates, and they will be called upon to undergo a medical examination to test these points. \n\n3. No candidate will be admitted to the competition who has not previously passed, to the satisfaction of the Civil Service Commissioners, a Preliminary Examination in Handwriting, Orthography, and Arithmetic (including Vulgar and Decimal Fractions). \n\n4. The Fees required from Candidates are £1 for the preliminary and £7 for the competitive examination. \n\n5. The heads of the competitive examination are as follows:-- \n\nA. Obligatory, \n\na. Latin. \n\nb. One of the following languages:--Greek, French, German, Italian. The qualifying test for a and b will be translation from the language, but marks will be given for translation into it, and, in the case of the Modern languages, for colloquial proficiency. \n\nc. English Composition, including Précis Writing. \n\nB. Optional. \n\n4. Pure Mathematics, viz. Euclid I.-IV., and VI.; Algebra, including the Binomial theorem; Trigonometry, including the solution of Triangles; Analytical Geometry (elementary) and mixed Mathematics, including Statics and Dynamics treated without the Differential Calculus. \n\ne. (1) Modern Geography and (2) Ancient and Modern History. The Examination in History will be confined to certain periods, to be prescribed for each examination.† \n\n† For the next Examination the periods will be:- \n\nAncient History, \n\n(a.) Greek History from B.C. 300 to the death of Philip (B.C. 336), \n\n(b.) Roman History from the end of the Third Punic War (B.C. 146), to the accession of Vespasian (A.D. 70). \n\nModern History from 1688 to 1860. \n\nWB & L (6)-30894-500-11-92 \n\nTX4", "txt_file_path": "txt/2diw2n4r2/CO129-261 - Public Offices & Others - 1893.txt", "external_url": "", "rank": 0 }, { "id": 355113, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-264 - Governor Sir Robinson & Public Offices - 1894 [9-12]", "page_number": 98, "title": "CO129-264 - Governor Sir Robinson & Public Offices - 1894 [9-12]", "content_text": "Hennessy required the school an independent examination indepex. You will remember that old days of Stewart was both head master of Inspector. He was however a very exceptional man & education was not as advanced then as presumably now C.PL.\n\nI have but in a 24 Oct a copy of a report a copy of report of a local education Commission in 1882, the existence of which I had forgotten. It will not help us My minutes in the margin Dr ot help us Coron gromme except as to Wright's feat.\n\nI think all the - in the Corrine Book- I was dispone at first- to give him a seat, hugh of con of cours Constr not as Chairman, for his position has been grearly indefendants hittests : but I can consique asth his working willinghy with his Colleagues as on the Strole. I would not put him on.\n\nIdo not thuisl theat the Head head should the a Ivember of the Board against this. Enquil precedents are This should in clearly explained The Head heartin strould retain two management of the School. a time functions often Board Imeld he confined hery neat & trans D. Wright; lasinute. Drept for consider towards D. Wright.\n\nMILO W C 0. 6904 RECP REG 24 APF 83, 96\n\nGOVERNMENT NOTIFICATION.-No. 84. EDUCATION.\n\nThe following Annual Reports on Education in Hongkong, for the year 1882, are published for general information.\n\nBy Command, FREDERICK STEWART, Acting Colonial Secretary, Colonial Secretary's Office, Hongkong, 3rd March, 1883.\n\nNo. 12. GOVERNMENT CENTRAL SCHOOL, HONGKONG, 17th February, 1883.\n\nSIR,I have the honour to forward to you the Annual Report and Returns, connected with this School, for 1882. In reviewing the events of the past year, the following facts deserve to be noted.\n\n(1) With the approval of His Excellency, the Officer Administering the Government, Euclid and Algebra have been restored to the Time Table. As these subjects with Mensuration occupy half of the 6 hours given weekly to Arithmetic, no loss accrues thereby to the Study of English.\n\n(2) Elementary Geography and Grammar are now taught in the lowest classes outside the Preparatory School, by which arrangement increased proficiency in English may reasonably be expected in the upper classes in two or three years' time.\n\n(3) A half-yearly examination was held at the end of July, in the work of the past 5 months, with the satisfactory result in the English School of 80.75 per cent. passing, although no time was given for special preparation.\n\n(4) By the return of Mr. MCKINNEY (4th Master) the School, for the first time, enjoyed for 4 months the benefit of the full complement of 6 European Masters; which rendered the discipline of the School highly efficient, and contributed to the satisfactory result at the Annual Examination.\n\n(5) On the other hand, toward the close of the year, the staff suffered severely by the temporary removal of Mr. ARTHUR (5th Master) to the Magistracy, on the score of ill-health; and by the permanent loss of Messrs. CHAN-KAI-MING, TSANG-KIT-FAN, LAU-HO and A. RAMJAHN. The interests of the School have, however, been secured by suitable appointments.\n\n(6) The statistics call for no remark, as they have for some years attained a somewhat fixed average; no alteration for the better can be made in the Roll Returns in the present building.\n\n(7) It is, however, satisfactory to observe that the Central School continues to meet a demand, having in the past year supplied 30 important vacant situations, in the Colonial Service, in the Chinese Imperial Customs and in leading legal and mercantile firms.\n\nI have the honour to be, Sir, The Honourable F. STEWART, LL.D., Acting Colonial Secretary. Your most obedient Servant, GEO. H. BATESON WRIGHT, Head Master.\n\n(", "txt_file_path": "txt/2diw2n4r2/CO129-264 - Governor Sir Robinson & Public Offices - 1894 [9-12].txt", "external_url": "", "rank": 0 }, { "id": 355116, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-264 - Governor Sir Robinson & Public Offices - 1894 [9-12]", "page_number": 101, "title": "CO129-264 - Governor Sir Robinson & Public Offices - 1894 [9-12]", "content_text": "99\n\nTo the Chinese studies of the Normal School Students the same observations apply as those which I made above with reference to the Chinese Classes of the Central School. All that can be expected, in view of the limited time available for Chinese studies, is that the standard of Chinese attainments acquired by the Students before entering the Normal School be maintained and deepened. So far the result of the Chinese teaching of the Normal School has been highly satisfactory. I subjoin the details of the Chinese examination.\n\nfailed 1 passed 7 Students.\n\nEssay writing, Letter\n\n\" \n\nProsody (odes),\n\nTotal number examined,\n\npassed,\n\n>> \n\n15 \n\n8 \n\n\"} \n\n} \n\n4 \n\n4 39 \n\n..8\n\nApart from the above mentioned eight Students, secured by Bonds, two Probationers were received a few weeks before the close of the year, subject to three months' trial, but it is doubtful whether they can eventually be enrolled.\n\n10. The smaller Government Schools and the so called Aided Schools (in the villages) have gone their usual course in 1882 and do not call for special remarks. A growing demand for English teaching manifests itself now in the outskirts of the town and in the larger villages, and English teaching has shown satisfactory results in Saiyingp'ún, Wántsai, Wonguaichung, Stanley and Yaumati. In Stanley especially good progress has been made in 1882 as compared with the state of things there in the previous years. The Anglo-Chinese teacher at Shaukiwán had to be dismissed and purely Chinese teaching has been temporarily substituted there for Anglo-Chinese teaching, owing to the present impossibility of finding a trained or competent Master for such an out-station. In some few of the Aided Village-Schools, which give a purely Chinese education of a low class—Schools in which occasionally children do not learn writing because the parents are too poor to buy pen and ink—the results of the annual examination came near the average results of the corresponding class of Grant-in-Aid Schools. But in a vast majority of cases these Aided Government Schools in the villages are far below the lowest standard of education given in the Grant-in-Aid Schools. A comparison between those Aided Government Schools and the Denominational Grant-in-Aid Schools tends to impress upon the observer the desirability of encouraging the attempt which, I understand, is about to be made by some Grant-in-aid School Managers, to introduce in the villages also the Grant-in-Aid system which hitherto was confined to the city of Victoria and Yaumati. I can well remember the low stagnant condition in which the Denominational Schools of Hongkong were engulfed before the Grant-in-Aid Scheme, with its system of payment by results, was introduced and raised them gradually to the high educational standard they now occupy. I would fain see the same reforming influences brought to bear on the Government Aided Schools of Hongkong. Although the Grant-in-Aid Scheme affords material aid only to Schools which enjoy a large attendance and is therefore inappropriate to some of the smaller villages of Hongkong, which will ever require a continuation of the present system of Aided Schools with its fixed monthly payments, the Grant-in-Aid system might beneficially and successfully be introduced in a considerable number of the villages of Hongkong.\n\n11. With reference to the Denominational Grant-in-Aid Schools, all the details, such as I have given above with reference to the Central School and the Normal School, will be found collected in the Tables accompanying this report, viz.: in Table XIII showing the number of scholars who passed and failed in each standard, as well as the amount of grant earned in each case, in Table XIV, which exhibits the percentage of scholars who passed in each School, and in Table XV, which shows the percentage of passes obtained by each of those Schools in English reading, writing (or composition), arithmetic, grammar, geography, history, and in Chinese reading, repetition, writing, explanation, geography and composition. There are only a few of the English teaching Schools, which call for special remarks.\n\n12. St. Joseph's College was moved during the year, first into temporary mat sheds and subsequently into a splendid new building for which a Building Grant is now applied for. These changes in the locality of the School-rooms might have been expected to impair the efficiency of the teaching of the year, but the result of the examination has been highly creditable to the excellent organization and discipline maintained at this School by the Christian Brothers. The Chinese Division indeed has not been as successful as in former years, owing to the fact that the staff in this Division is inadequate now for the annually increasing number of classes into which the scholars in this Division have to be sub-divided. In former years, when there were only two or three classes in this Division, it was quite possible for the one Master to teach the whole Division single-handed, but to teach effectively 55 boys divided between 5 different standards, as was the case in 1882, was beyond the range of possibility for one Master, even assisted as he was by a Chinese pupil teacher. I mention this, in justice to the Master in question, in view of the fact that in this Division, out of 53 boys examined, 45 only passed, or 84.9 per cent., being a decrease of 13.12 per cent. as compared with the results of the previous year. Portuguese Division of St. Joseph's College passed very well, as out of 105 boys examined in the various standards of the Code, as many as 100 boys or 95.24 per cent. passed, which is a result reflecting the highest credit on the Head-Master and staff of the College. It will also be noticed that the number of days, during which this School was taught in 1882, has been increased to 234 days, whereby a defect has been remedied to which I drew attention in my last Annual Report. Another defect of this School remains, however, still to be remedied, viz., the irregularity of attendance on the part of the Portuguese scholars. Now, since the number of school days has been brought up to a satisfactory standard, the blame for failures in making up the 200 daily attendances required by the Code rests almost entirely with the parents of the children. The College itself suffers severely under this apathy of the parents, as out of 342 boys on the roll of St. Joseph's College in 1882, only 158 could be allowed to compete at the examination for the annual grant, which is paid by the Government on the basis of a minimum of 200 daily attendances during the year.\n\n13. The Victoria Schools suffered, in the boys' division, a considerable decrease in the number of scholars attending this School, but the Tables appended to this Report will show that the efficiency of the teaching given in both divisions, that for girls and that for boys, has but slightly decreased as compared with the very high standard obtained in former years. As many as 94.74 per cent. of the scholars passed in 1882 in the girls' division and 86.66 per cent. in the boys' division.\n\n14. The Italian Sisters are beginning to come to the front in their efforts for the improvement of the standard of education formerly available by the Portuguese community. In the Bridges Street Poor Schools as many as 91.66 per cent. of the children passed, being an increase of 52.77 per cent. over the result of the first year's examination. In the Italian Convent School, which has been examined for the first time and was accordingly under considerable disadvantages, as many as 86.48 per cent. of the children passed. The Portuguese division in St. Francis' School has also been highly successful, but the English division of the same School is too poorly attended to do credit to the excellency of the teaching of the Italian Sisters.\n\n15. The Hongkong Public School has evidently been much improved by the present Master, as the general range of intelligence displayed by the boys, and the excellent method and discipline of this School amply testified. I have also above referred to the praiseworthy addition of extra subjects included in the programme of this School in 1882. But as the increase in the work of the School was not accompanied by a proportionate increase of time devoted to schooling, the result has been disappointing as far as a mere pass examination is concerned. Although, out of 4 boys, 3 boys passed in Euclid, 2 boys in geology and 2 in physical geography, yet only 2 passes could be counted for a grant in these extra-subjects, as there were failures in the ordinary subjects (arithmetic and geography). These details will explain the decrease of 7.15 per cent. in the passes obtained by the School, but I must further mention that, in my opinion, the boys did not do justice either to themselves or to their Master because, having been separately examined by the Manager of the School for purpose of the annual prize giving but a few days before the Government examination, the boys saw no immediate purpose served by a renewed examination and did not work, therefore with a will when examined once more. It is but due to the Master, of whose efficiency I have the highest opinion, that I should mention these facts.\n\n16. The vernacular Grant-in-Aid Schools in Class I of the Code, which give a Chinese education, combined with Christian teaching, in the Chinese language, call for no individual remarks, as the results of the examinations are sufficiently illustrated by the details which will be found in the Tables appended to this Report. I may allude, however to some points of general interest.\n\n17. When referring, in my last Annual Report, to certain evil tendencies arising from some of the provisions of the Grant-in-Aid Scheme, I ought to have also pointed out, at the same time, that, whatever evil tendencies are called forth, for instance, by the high personal bonus paid to Masters of Schools in Class I, the good effect which these same provisions exercise may be considered as more than counterbalancing the mercenary spirit and the subterfuges arising among Chinese Masters through the system of payment by results which forms the quintessence of the Code. Falsification of the daily attendance roll, which is one of the commonest subterfuges adopted by that mercenary spirit alive among the Chinese Masters, will be effectually checked to a great extent by enforcing the rule which for years past has been enforced in the Government Schools of the Colony, viz. that the daily attendance roll should be filled up punctually at 11 A.M. and that the slightest deviation from this regulation be treated as a serious breach of order and unsparingly visited with a fine. I found last year that some of the Chinese Masters in Grant-in-Aid Schools persisted in filling up the daily attendance roll during the recess for the noon-day meal, making it thereby impossible for me to detect one special form of falsification of the roll, whether I inspected a school in the forenoon or in the afternoon.\n\n18. From premature applications made, at the close of the year 1882, by some Chinese Masters for new schools to be opened in 1883, I obtained renewed proof of the tendency existing among Chinese Masters to take advantage of the liberality of the Grant-in-Aid Scheme for the furtherance of private purposes. They sought to secure a promise on the part of the Government to receive, under the provisions of the Code, Schools which profess to be bona fide public Schools but which are in reality private Schools intended for private emolument.\n\n19. As a curious illustration of the continued prevalence of kidnapping practices in Hongkong, mention that I noticed in 1882 several cases in which Chinese girls, living at a great distance from school and having to traverse on their way to and from school the most crowded portion of the town, were dressed like boys and attended, all through the year, Girls-schools in boys' dress.\n\n20. I enclose the usual Tables, I to XVI, containing the Educational Statistics for the year 1882.\n\nI have the honour to be\n\nSir,\n\nYour most obedient Servant,\n\nE. J. EITEL, PH.D.,\n\nInspector of Schools.\n\nThe Honourable F. STEWART, LL.D.\n\nActing Colonial Secretary.", "txt_file_path": "txt/2diw2n4r2/CO129-264 - Governor Sir Robinson & Public Offices - 1894 [9-12].txt", "external_url": "", "rank": 0 }, { "id": 360202, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "page_number": 398, "title": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "content_text": "it coincides in a remarkably apparent manner with the letter of the Governing Body received a few months ago, questions as the inability of Chinese Masters to teach English subjects; the desirability of abandoning the study of Euclid; the segregation of Non-Chinese boys, etc., On all these I beg to refer you to previous correspondence.\n\n2.\n\nThe chief points in the Examination to which I beg to draw attention are:-\n\n(1) The undue length of the papers, for exceeding previous years, for insufficient time was allowed.\n\n(2) The want, in several instances, of selection of plain, ample English, in the questions.\n\n(3) The giving of alternative questions, which require careful perusal, before choice is made, and therefore a waste of time is incurred.\n\n(4) The refusal to permit Masters of Lower Classes to give Dictation to their own classes as permitted in England.\n\nIt is well known in England that Examiners for the first year or two adopt an intolerably high standard, till experience teaches them what may reasonably be expected from the young. In their Report the Examiners of True College appear to take exception to the above rule. It is almost a pity that they abstained from giving minute details, as it would have led to a closer perusal of their own statistics. The slaughter of the innocents, there uniformly depicted, is a Reductio ad Absurdum of the standard applied. The result of the Re-examination is a complex finesse. There are no points of comparison with the Tables of previous years. The Upper School will, next term, shrink, and with it the Revenue, for I am distinctly instructed.", "txt_file_path": "txt/2diw2n4r2/CO129-271 - Governor Sir Robinson - 1896 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 360211, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "page_number": 407, "title": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "content_text": "# REPORT ON THE ANNUAL EXAMINATION HELD AT QUEEN'S COLLEGE\n\n## FROM JANUARY 3RD TO 16TH, 1896\n\nQUEEN'S COLLEGE, HONGKONG, 31st January, 1896.\n\nGENTLEMEN,\n\nWe have the honour of reporting to you the result of the Annual Exams held by us at Queen's College during the current month.\n\nIn accordance with instructions received from you, we have examined, either by written work or orally, all the subjects taught in the College, including the Chinese school, with the exception of Shorthand, which we understand is at an elementary stage—it being undesirable that boys continuing this subject should be subjected to any test in it until they have arrived at a certain standard of efficiency.\n\nThe examination occupied 11 days (January 3rd to 16th), exclusive of one day given to the Chinese school; and on 8 of these days, the work was carried on in the afternoon as well as in the morning.\n\nPapers were set in all the subjects offered, except Reading, Conversation, and the Pupil Teachers' Practical Work, which were taken orally. Great care was taken to preserve, as far as possible, the standard hitherto adopted in the Annual Examinations, the questions being carefully chosen to test the knowledge which had been imparted to the boys in those portions of their subjects which they had been taught. Only in three instances was it pointed out by the Head Master that we had exceeded this limit, and then due allowance was made in the awarding of marks. The papers were generally slightly longer than usual, in order to give as much scope as possible; and it is hoped that the tabulated results on the mark sheets may afford some means of comparison between the work in this examination and that of last year.\n\nWe have, however, in order to avoid too severe a test, taken 40 per cent, instead of 50 per cent, for the minimum of marks necessary to obtain a \"pass.\" It was thus possible for any boy, doing a little well, to pass.\n\nIn reporting upon the work of 566 boys, it is impossible, without being inconveniently lengthy, to give more than a general view of the examiners' opinion of the work done. To do this would necessitate a detailed report upon each class, or set of parallel divisions, and as this cannot be done, we would draw attention to the mark sheets, which have been prepared to show not only the order of merit in each division but also the percentage of marks obtained in each subject by each boy, and the actual percentage of passes in each subject in each division, as well as the actual number of failures awarded to each boy.\n\nWith regard to the actual work, as might be expected in a school of this kind and size, where some boys have been so long and some so short a time under tuition, the work showed great unevenness. But what is less easily accountable is the fact that the boys in one class, not excepting the First, showed great disparity of knowledge or of power to reproduce it. There were a good many cases of conspicuous success, but there was also a lamentable amount of weak and inaccurate work. The best subjects were Writing, Algebra, and Book-keeping, and the worst Conversation, Composition, Latin, and Euclid.\n\nMarks were assigned for Writing throughout the school, and this was very creditable and satisfactory.\n\nIn Reading and Conversation, the examiners took all the boys, 5 or 6 at a time, in a separate room and devoted from 15 to 25 minutes to each group. Every boy read before the examiners at least twice, many three times; and conversations were engaged in between the examiners and the boys, or between the boys themselves in the presence of the examiners. The reading and conversation in the First and Second Classes were very satisfactory, showing that the test applied was not too severe, and also that boys could be taught to read clearly and intelligently, and learn to converse with a fair command of idiom. But the majority of this work in the rest of the school leaves room for much improvement. We do not think it a good plan that reading should be taught by Chinese Masters, and we are of the opinion that more time should be given to the cultivation of the habit of composing and speaking simple sentences idiomatically.\n\nAt the Head Masters' Conference in England held last month, it was resolved that—\"It is desirable that modern languages be taught more colloquially than is customary in schools at present,\" and we think that much of the deficiency in speaking English which we noticed in the greater part of the school might be supplied if some time were given to the teaching of colloquial English. We do not see from the table of hours of work supplied to us that any time is given especially to this subject; the 244 hours a week put down for conversation appears to mean no more than that the boys are taught various subjects in English, by European or Chinese Masters, during that number of hours. We feel sure from our experience that no definite improvement can be effected in this matter unless especial attention is paid to it.\n\nIn the lower classes, where the number of pages of the reading book prepared was small, the boys had read the same piece so frequently that, on five out of six occasions when the examiners asked a boy to close his book and repeat four or five lines which he had just read, they were repeated verbatim with as much fluency as when the book was open before him. The consequence of this frequent reading of the same passage is that boys get into the habit of not looking carefully at the whole of a word, and when, in an unfamiliar passage, the eye catches sight of a word slightly similar to one better known, the boy pronounces the latter and seems totally unconscious that he is making nonsense. We noticed a very common mistake, which ought to be remedied at once; nouns in the singular were read as plural and vice versa, tenses in the present as past and vice versa. The same mistakes occur in the written work of all the Classes.\n\nThe Dictation was taken in each Class, except in Class I, from the part of the reading book which the boys had prepared, in order that there should be no unfamiliar words in the piece chosen. And care was taken that the unfamiliar voices of the examiners should not in any way make the passage unduly difficult. A boy was allowed to make six mistakes and yet to pass (errors in punctuation counting, and in spelling 1). In spite of this—and the portion on which marks were assigned was no longer than in previous years—there were too many failures; we think that a good many of these might have been avoided by more care on the part of the boys, and if English Masters only had been allowed to teach reading. Punctuation was very weak, especially in the Middle Classes. The writing was good, and it was pleasing to find several perfect papers in Classes IV, VII, and VIII.\n\n## Composition\n\nAs in previous examinations, the boys in Class I were asked to write an essay. Three subjects were given (The Sports and Pastimes to be seen in Hongkong, The Peak Tramway, and The Benefits of Foreign Trade), and boys were invited to select one and write upon it. We were much pleased with the work in I.A.; two or three essays being excellent, and the mistakes in composition very few. In the other classes, II to V, a short story was read out twice by an English Master, and an explanation of it given in Chinese by a native Teacher. The boys were then instructed to reproduce the story in their own words. A few boys acquitted themselves creditably, but the mass of the work was very poor. We do not feel sure that this is the best method of teaching Composition, as boys seem to try too much to reproduce the exact words they have heard; and they make this effort at the expense of the sense. Much attention is needed to this subject. We think it would be better to teach the boys to compose and write correctly short sentences relating to some simple subject chosen by a Master; afterwards to write longer ones and to combine them. Many papers were quite unintelligible.\n\n## Grammar\n\nWe were satisfied with the work of I.A. and I.C.A., and also of II.A., where there was evidence of good teaching, and we found the analysis of sentences on the whole good. Much of the work of the other Classes was ruined by inaccuracy and by an inability to express correctly what had been learnt by heart. Too much dependence is put upon rote-work. It may be necessary for a teacher to know that \"an adjective is a word that may be joined to a noun to describe, to delimit, or to point to, that which we are naming by the noun,\" but it is not good to burden the memory of Chinese boys with such things unless it is desired to \"sacrifice Education to Examination.\" Many boys had been taught to reproduce this definition, but the majority of them, in this and other cases, made nonsense of what they had tried to commit to memory. And when a boy in the Third Class, who has been in the school three years, writes such rubbish as \"The common noun distinguishes as proper nouns the things, persons or places are given the name to it that is used for proper,\" it is time to consider whether the whole method of teaching Grammar from a text-book does not require revision. This is only a sample of the many unintelligible answers with which the majority of papers teemed. Such a provincialism (appearing in about 75 per cent of the papers) as \"shew\" for the past tense of \"to show\" ought not to be possible, and the learning of difficult definitions and explanations...", "txt_file_path": "txt/2diw2n4r2/CO129-271 - Governor Sir Robinson - 1896 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 360212, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "page_number": 408, "title": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "content_text": "406 \n\nby heart, which are very evidently not understood, should be strongly discouraged. On the whole this very important subject is very feeble and disappointing in a school which aims at giving an English education to Chinese boys. Some adverbs are elequar\" can scarcely convey any meaning to the boy who wrote it, and requires some ingenuity for its elucidation.\n\nHistory. The English History papers exhibit a considerable acquaintance with the phraseology of the text-books, but when this is coupled with a very slight ability to explain its meaning it may be doubted whether the system of learning passages by heart is altogether conducive to a satisfactory knowledge of History. It is evident, however, that considerable trouble has been taken by the boys themselves or by their teachers, whereby a large number of facts have been committed to memory. The neatness also of nearly every paper was remarkable, and with few exceptions the writing was excellent.\n\nIn this subject the memories of boys seemed overburdened with details crammed from books. They could repeat what they had learned, and when a question could be answered by doing so, they reproduced exactly paragraphs from their text-books.\n\nGeography. The general impression produced on reading the papers is that the teaching of geography might be greatly improved by the more frequent use of blank maps. In a number of instances sketch-maps of more than ordinary merit were drawn by boys in Class J. Few candidates gave satisfactory answers to the questions in Physical Geography.\n\nShakespeare. Three Acts from \"Henry V\" were offered by Class 1. The papers exhibit painstaking and careful work both on the part of Masters and boys. The best average was obtained in section I. C, A.; in this section every boy passed; one received 90 and another 82 per cent marks. It is worthy of note that a question requiring candidates to summarise in their own words the argument of a long speech was answered by the majority with marked success.\n\nLatin. Of the Latin papers the less said the better. In the divisions I. C, A. and I. C, B. one boy, and one only, came anywhere near the standard offered for examination. All the others failed in the very elements of grammar, where also, with two exceptions, the third divisions failed also. For boys who cannot recognise the parts of speech—far less parse the simplest words—for these to offer several sections of \"Cæsar\" is absurd. In no language more than in Latin are the early grammatical rules important; but we think it unwise that the study of this subject should be continued at present.\n\nBook-keeping. Classes I. and H. were examined in this subject. Papers from Class I. were very good indeed, and those from Class II. fair. The style throughout was satisfactory.\n\nGeneral Information. A paper was set to Classes I. and II. only, affording scope for a variety of information upon current, local, and general topics. Though in accordance with the custom of previous years the marks awarded are used in calculating the total number of passes and failures we do not think it necessary to comment on the relative numbers. The questions at least gave an opportunity to boys of showing how far they understood the meaning of them, and how far they could express themselves when they had anything to answer. Some of the papers were fairly well done, but the majority of boys in Class II. produced many absolutely unintelligible answers. Some answers afforded the examiners considerable diversion amidst a mass of monotonous work.\n\nArithmetic. Classes I.A., I. C, A., and II. C, A. on the whole did very creditably. We think that II. C, A. should be grouped with a higher Class than V. In several Classes there was a deplorable exhibition of careless and inaccurate working. An examiner expects to find the majority of boys did satisfactorily. Boy's seem to be pushed on too rapidly, and before they have thoroughly mastered, so as to be able to accurately apply, the simpler rules. What is required is the use of a very large number and variety of examples carefully graduated and illustrating each rule, as it comes under notice. Few, if any, books contain a sufficient number or variety, but the masters ought to be able to supply them. If this be done there might be more thoroughness.\n\nAlgebra. This subject has evidently been carefully and well taught in Classes I., II. and III. Very creditable papers were sent up by I. A., II. A., III. A. B., and the majority of the work was characterised by neatness and accuracy. Only a few bad answers were sent in by ignorant or careless boys. The unevenness in the percentages of passes in different Classes is not due to difference in the difficulty of papers, for where the questions were, in the opinion of the examiners, thought to be unequal, due allowance was made in the marking. In contrast to the Arithmetic, there were here few of the common blunders, and it is evident that the careful teaching has been appreciated. Without wishing to detract from the conspicuous merit of much of the work in this subject, we think that one of the causes of success is due to the fact that an accurate knowledge of English is not so essential here as in such subjects as Grammar, History, and Composition.\n\nEuclid. The Euclid offered by Classes I., II. and III. is very disappointing. Any boy could have passed by doing accurate work on the First Book only; and yet but 44 boys passed out of 160 examined. Only six boys out of 45 in Class I. could write the sixth proposition correctly. With the exception of Class I. A, the whole work is very weak. There is little grasp of the subject at all, and much evidence of attempted learning by heart: such attempts when they led, as they often did, to nonsense, were, as they deserved to be, severely marked; hence the low percentage of passes. Over and over again boys wrote, or attempted to write, a proposition which they were not asked to write; and very few could apply I. 4 and 8 properly. If boys cannot do better than they have done, we think it undesirable that any time whatever should be spent on this subject, except in a few special cases. But if it is taught, care must be taken to discourage in every way possible the rote-learning which destroys all the value and the beauty of geometry. Boys should not be pushed on, even to the middle of Book I., till they have mastered the early propositions. Much more use ought to be made of the application of such propositions as 4 and 8 to the simplest kind of problems, of which a master should be able to supply a large store. In writing out a proposition scarcely any boys paid any attention to punctuation—this may seem a small point but it is very essential if boys are to make any use of the arguments of Euclid. The method, too, of writing continuously in one paragraph is bad, but care should be taken, if the method of writing each sentence on a separate line be adopted, that each line is not necessarily begun with a capital letter. It was impossible to tell, in some cases, whether the argument was right or not in the mind of the boy; it was certainly not correct on paper. All the old confusion in the use of \"but\" and \"and,\" \"therefore,\" and in the data and quærenda in the particular enunciations appeared again and again. There was a general lack in neatness in writing and arrangement, and sometimes the figures were lettered differently from the arguments which referred to them. Euclid being such excellent and simple English Prose, it seems desirable that it should be taught, but at present the time spent upon it is, in the majority of cases, wasted.\n\nEnglish to Chinese. A number of boys showed both knowledge of English and ability to write Chinese. In the middle and lower classes there was a good percentage of passes. The difficulty Chinese boys have in understanding the meaning of English words was, however, manifest in all classes. The following may serve as illustrations: In Class I. 15 boys out of 26 mistook the word \"what\" used relatively for the same word used interrogatively. In Class II.B. 13 boys out of 28 mis-translated the word \"highroad,\" making it mean a road at a lofty elevation. In the lower and middle classes much work was spoiled by boys, who could read English, being unable to write Chinese. Characters having a sound and tone like the Chinese equivalents of English words in the passages set, but with totally different meanings, were used, often in such a way as to destroy all the sense of the passage. Thus in VIII.A. 17 out of 39 boys wrote in Chinese words meaning \"close\" or \"quiet\" instead of the word \"bees.\" In IV.A. 9 boys out of 39 wrote the word for \"yellow\" instead of another word of the same sound and tone meaning \"locusts.\" In IV.B. boys were required to translate the phrase \"straight as an arrow\"; 4 wrote \"straight as fighting,\" 4 \"straight as scissors,\" and typical instances. In the paper of IIIB. the word \"creased\" occurred, and no boy attempted to translate \"straight as virtue.\" These are illustrative instances. The practice of many boys is to use reading books in which above the English words Chinese equivalents have been written. It is, we think, a practice to be condemned; but if it is continued, the Master should see that the characters written in the books are such as really translate the English.\n\nArithmetic. ... able to do simple questions in vulgar fractions, decimals, and reduction, where these come within the range of a Class's reading, but in Classes 1. to V., except those mentioned above, there was a conspicuous failure in the work in these elementary rules. A few boys did very well indeed, showing that the subject has been successfully taught to them, but we expected to see greater average proficiency shown by a whole class. The papers were carefully set on the pages offered. Every question was correctly answered by one boy or another, but many papers were disappointing. The methods employed do not always seem to be the best. One noticed the old stumbling blocks—the place of the decimal point in division, the order of operation of various signs in compound fractions, cancelling in l.c.m., and the order of terms in proportion—causing boys to offend, as well as very long methods where shorter ones are available. The unitary method in proportion might be advantageously employed. Here and there a boy successfully grappled with a comparatively difficult problem, but on the whole the work was poor. The lower Classes, VI., VII., and VIII., with few exceptions, did satisfactorily.", "txt_file_path": "txt/2diw2n4r2/CO129-271 - Governor Sir Robinson - 1896 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 360213, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "page_number": 409, "title": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "content_text": "# QUEEN'S COLLEGE, HONGKONG, ANNUAL EXAMINATION, 1896.\n\n## Report of the Examiners\n\nBoys should be taught to think out carefully the meaning of the entire piece set for translation, and of its several parts in their connection, before putting pen to paper. Some who failed rendered correctly a few detached sentences, and might with a little more care have passed.\n\n**Chinese to English.**—In the Lower Classes many boys had committed to memory, and were able to reproduce, the renderings given to them by the Masters; whilst in the higher classes there were few instances of laudable efforts at independent versions. The value of the answers would have been greater had candidates relied less on the English phrases learned in class, and more on the work done in the preparation of the lessons. That few boys are really competent to translate Chinese into English may be seen from the results of the extra prize examination. For this a sight passage was selected from the Chinese Classic of History. Twelve boys sent in papers. Two had really understood the piece and rendered it into fairly good English, securing 70 and 80 marks respectively out of a hundred. No other boy obtained more than 50 per cent.\n\n**Chinese School**—In the Chinese school marks were not awarded. All papers sent in were first examined and annotated by the native provincial graduate who assisted in this part of the examination. Those from each class were then distributed in three groups, according as they were adjudged to be of higher, medium or lower merit. There was a final selection of papers to show the best work done by each class.\n\nThe percentage of passes for the Chinese school is—Essay 30, Letter 45, Literature 30, Prosody 32, Antithetic Couplets 55.\n\nAssuming that examinations in the Chinese school are to be conducted on lines similar to those laid down for the holding of such examinations throughout China, we would call attention to the following points: -- \n\n1. Papers should be stamped for identification. Boys should not be allowed to bring into the Examination Room pieces of writing paper not uniform in size purchased at different shops. Paper of the proper kind should on the day of the examination be issued to candidates who might be charged the cost price.\n2. Boys should be required to write single characters in the proper spaces.\n3. In the Chinese school answers should be written in the order of the questions.\n\n**Trigonometry**—One boy in I. C, b. took an easy paper in Trigonometry up to the Solution of Triangles, and produced accurate and fairly complete answers.\n\n**Pupil Teachers**—We examined the Pupil Teachers in their Practical and Theoretical Work, and were satisfied that they are able to give practical assistance to the Staff.\n\n**Drawing**—Classes IV., V. and VI. were examined in Map Drawing. The best work of each class is highly creditable. Some very good specimens of Freehand Drawing, the work of the best boys, were exhibited to the examiners, but no marks were assigned.\n\nFinally, while we recognise in the work of individual boys evidence of sound and careful teaching, the general efficiency of the work appeared to us to be small. We think that boys are pushed on too rapidly, and we feel sure that more attention should be given to the teaching and the study of English. We believe that much good might be effected, and the standard of efficiency raised, if the ability and energy of the European Staff were directed more to the Chinese boys. And we are not confident that it is for the welfare of the School, or in the interests of the education of the Chinese, that the Non-Chinese boys should be in separate classes, and consequently the whole time of two European Masters given entirely to them.\n\nWe are pleased to be able to report very favourably on the discipline of the School and the general orderly behaviour of the boys. Lastly, our thanks are due to the Head Master and the Assistant Masters for their ready cooperation with us in all matters where we needed their assistance.\n\nWe have the honour,\n\nGentlemen,\n\nTo the **GOVERNING BODY OF QUEEN'S COLLEGE**,\n\nto be your obedient Servants,\n\nR. F. COBBOLD, M.A., THOMAS W. PEARCE,\n\nExaminers.\n\nPage 407\n\n## EUCLID\n\n### Class I. 4.\n\n| Question | Problem/Theorem |\n| --- | --- |\n| 1 | Classify the different kinds of triangles (a) according to their sides, and (b) according to their angles. |\n| 2 | Prove that—If two angles of a triangle be equal, the sides also which are opposite to the equal angles are equal to one another. What is the corollary to this proposition? |\n| 3 | If a side of any triangle be produced the exterior angle is equal to the two interior and opposite angles, and the three interior angles of every triangle are together equal to two right angles. |\n| 4 | If the square described on one of the sides of a triangle be equal to the sum of the squares described on the other two sides, the angle contained by these two sides is a right angle. Enunciate the converse of this proposition. |\n| 5 | To divide a given straight line into two parts so that the rectangle contained by the whole and one part may be equal to the square on the other part. In what proposition is this construction first used in Euclid? |\n| 6 | To draw from a given point without the circumference a straight line which shall touch a given circle. |\n| 7 | The opposite angles of any quadrilateral inscribed in a circle are together equal to two right angles. |\n| 8 | To inscribe a circle in a given triangle. |\n| 9 | Two circles intersect: prove that the common chord is bisected at right angles by the straight line joining their centres. |\n| 10 | Prove that the bisectors of the angles at the base of an isosceles triangle cannot meet at right angles. |\n\n### Classes I. B & I. Ca.\n\n| Question | Problem/Theorem |\n| --- | --- |\n| 1 | Define a straight line, a circle, a plane, a parallelogram, a triangle, and classify the triangles according to their sides. |\n| 2 | Prove that—If two angles of a triangle be equal, the sides also which are opposite to the equal angles shall be equal to one another. What is the corollary to this proposition? |\n| 3 | If a side of any triangle be produced, the exterior angle is equal to the two interior and opposite angles. |\n| 4 | Parallelograms on equal bases and between the same parallels are equal to one another. |\n| 5 | If the square described on one of the sides of a triangle be equal to the sum of the squares described on the other two sides, the angle contained by these two sides is a right angle. |\n| 6 | To divide a given straight line into two parts, so that the rectangle contained by the whole line and one part may be equal to the square on the other part. |\n| 7 | To draw from a given point without the circumference a straight line which shall touch the given circle. |\n| 8 | The opposite angles of any quadrilateral inscribed in a circle are together equal to two right angles. |\n| 9 | Two circles intersect: prove that the common chord is bisected by the straight line joining their centres. |\n| 10 | Prove that the bisectors of the angles at the base of an isosceles triangle cannot meet at right angles. |\n\n### Classes I. Cb. & II. A.B.\n\n| Question | Problem/Theorem |\n| --- | --- |\n| 1 | Define—a straight line, a scalene triangle, a plane, a circle, a rhombus. |\n| 2 | Enunciate Proposition 4 of Book I. |\n| 3 | Prove that—If two angles of a triangle be equal, the sides also which are opposite to the equal angles are equal to one another. What is the corollary to this proposition? |\n| 4 | To draw a straight line perpendicular to a given straight line of unlimited length from a given point without it. Why must we say of unlimited length? |\n| 5 | Any two sides of a triangle are together greater than the third side. |\n| 6 | If a side of a triangle be produced the exterior angle is equal to the two interior and opposite angles. |\n| 7 | If a parallelogram and a triangle be on the same base and between the same parallels, the parallelogram shall be double of the triangle. |", "txt_file_path": "txt/2diw2n4r2/CO129-271 - Governor Sir Robinson - 1896 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 360234, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "page_number": 430, "title": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "content_text": "## I.\n\n428% \n\nThere \n\nWe have added a few remarks on the Head Master's comments on various individual questions on which he has marked more fully the errors to which he had previously referred.\n\nEuclid 1B and sc.\n\nQuestions 7, 8 are in the Third Book which was included in the Head Master's Schedule. Question 9 is an easy problem to be done by Book I, Prop. 26.\n\nEuclid 1 cb and II AB.\n\nQuestion 10. The limitation was unneeded to facilitate solution.\n\nEuclid III A.\n\nQuestion 7 is Book I, Prop. 20. The Schedule gives Bk I, 1-20.\n\nQ. 8 is queried as inadvisable, as presupposing knowledge of chords. No chord need be drawn. All that is required is a knowledge of Bk I, Prop. 8.\n\nAlgebra 1A.\n\nQ.1 (iv) \"Write down the factors of $4a+1$\"", "txt_file_path": "txt/2diw2n4r2/CO129-271 - Governor Sir Robinson - 1896 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 360239, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "page_number": 435, "title": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "content_text": "## Enclosure 7\n\n**The Daily Press**\n\nHONGKONG, FEBRUARY 7TH, 1896.\n\n## PRIZE DISTRIBUTION AT QUEEN'S COLLEGE\n\n## IMPORTANT SPEECH BY THE GOVERNOR\n\nAt noon yesterday His Excellency the Governor presided at the prize distribution at Queen's College. The spacious hall of the college was filled with scholars and their friends, and amongst those on the platform, in addition to many ladies, were - Hon. J. H. Stewart Lockhart (Colonial Secretary), Hon. F. A. Cooper (Director of Public Works), Hon. E. R. Belilios, Hon. Ho Kai, the Right Rev. Bishop Burdon, and Dr. G. H. Bateson Wright (Head Master).\n\nThe HEAD MASTER read his annual report, which we publish below, after which he said - I have now to relieve my mind of a heavy incubus - a debt of gratitude incurred by myself, the masters, and the boys, first of all for the presence of your Excellency on this occasion, secondly, for the many valuable prizes so lavishly bestowed by persons of all nationalities, and thirdly, for the presence of so many kind friends here. It was rightly remarked at a recent prize distribution that a heavy task is imposed upon your Excellency in expecting you to make speeches year after year at so many schools in the colony, but it is very evident that if the task is heavy your Excellency succeeds in making everyone believe it is a pleasure. (Applause). In a lesser degree a similar remark applies to those of our guests who are not parents of the boys. To many of them there must be a certain amount of self-denial in coming here to cheer the boys and masters by publicly showing their interest in the welfare of this Government Institution. (Applause).\n\nHis EXCELLENCY then distributed the prizes, after which he said - My Lord Bishop, ladies and gentlemen, and members of the Governing Body, this is the fourth occasion upon which I have distributed the prizes from this platform, and the duty has, I confess, been a somewhat difficult one, because I cannot say that I am fully satisfied with the results which accrue to the Government and to the public generally from this institution. Nevertheless, it has given me the greatest possible pleasure to come here this morning to give away so many valuable prizes to so many boys who deserve the prizes they have received. (Applause). Now your popular Head Master, Dr. Wright (applause), knows very well that I am not quite satisfied with the results of this institution, and therefore it is very kind of him to ask me to come here year after year to give away the prizes. It shows that although he holds very strong opinions himself, he is perfectly ready to hear adverse opinions, and to weigh them fairly (applause), and though I may, metaphorically speaking, have occasionally trodden upon his toes, yet he realises that \"to err is human, to forgive divine.\" I hope, therefore, that Dr. Wright will forgive me if I say anything this morning which may displease him. I know that his heart is in his work, I know that his work is very hard and continuous; yet as an honest man, I must speak to-day what I conceive to be the truth. You have heard Dr. Wright's report read. I do not intend to make any comment upon it. To-morrow you will see it in print, and you will also see in print the report of the Examiners of this College. That report seems to me to be a very able and lucid document. (Applause). It reached me on Tuesday evening last, so that the remarks I intend to make this morning are perfectly independent of it, as they were written out on Sunday and Monday last.\n\nI will now proceed to give you a brief summary of the Examiners' Report. They are of opinion that, although there were many cases of conspicuous success in the recent examinations, there was a lamentable amount of weak and inaccurate work. They state that the teaching of colloquial English by means of conversation seems quite neglected. That there were several perfect papers in classes IV, VII, and VIII. That there were 2 or 3 excellent essays from class 1A. That in History and Geography there had been evident cramming. That in Latin only one boy came anywhere near the standard. That in arithmetic a few boys did well, but the average was poor. That Euclid was disappointing. That freehand drawing gave evidence of sound and careful teaching. That in many cases Algebra had been fairly taught. They are of opinion that the boys are pushed on too rapidly. They suggest that more attention, much more, should be given to English, and that the energy and ability of the European staff should be directed more to the Chinese boys. That Chinese masters should not be allowed to teach English, and they are against the separation of Chinese boys from the non-Chinese boys. In conclusion, they bear favourable testimony to the ability of the masters and to the discipline and orderly behaviour of the boys. (Applause). Upon that, I wish to most sincerely congratulate the boys. (Applause).\n\nNow I have to point out that this Governing Body was only appointed by me a year ago, and therefore it was impossible for them to make my changes in the directions they advocate until they had held the first examination of all the boys. As I said two years ago, I am not an educationist, and I really am very glad of it, but I believe I possess some practical common sense, and I want to tell you this afternoon what this College was established for, and to ask you whether it is fulfilling its object. As I told you before, my remarks are absolutely independent; they were written before I received either the report of Dr. Wright or the report of the Examiners.\n\nNow when this College was opened by Sir George Bowen, who, as you know, was one of the most eminent scholars ever sent out from Oxford, he made the following remarks: \"I hope that Victoria College, to be developed at some future date into Victoria University, may endure throughout the great future of China, and may be a source whence will flow the streams of education and knowledge to generations yet unborn.\" He added - ... \"Many of the leading statesmen of England trust with me that a long succession of our Chinese students, after completing their education in England, may have the honour of introducing into their native land the results of the humane and enlightened jurisprudence and of the improved medical science of modern Europe, or may as Surveyors or engineers help to cover the vast Empire of China with a network of railways and telegraphs.\" A year later he averred that Victoria College would render an important service to the neighbouring Empire of China, and would prove a powerful and honourable method of extending British influence.\n\nHave these expectations, ladies and gentlemen, been in any way realised, or are they in course of realisation? In February 1892, when quite a stranger here, after giving away the prizes, I stated that one of the things which struck me most forcibly was that the efforts of the Government to promote the spread of the English language had resulted in a complete failure in making any impression on the Chinese-speaking residents of the Colony. I added that we had been more than fifty years in possession of Hongkong, and yet what was known as an English education was the luxury of the few. Under the then existing system, as under the present, many boys attended school for only a short time, and then they leave school unable to speak English or understand English colloquially, or written English properly. Dr. Wright himself has confirmed this, for in his report for 1892, he said... \n\nPage 433 \n`C.O. 7905`\n`RESP (Recd 15 APR 36)`", "txt_file_path": "txt/2diw2n4r2/CO129-271 - Governor Sir Robinson - 1896 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 360240, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "page_number": 436, "title": "CO129-271 - Governor Sir Robinson - 1896 [1-4]", "content_text": "BERNA \n\n7 \n\n- \n\n# \n\n\"In spite of the great anxiety which the Chinese evince for the admission of their boys into the College there is strong statistical evidence for the belief that a large number desire only to make an experiment of the study of the English language.\" Surely, ladies and gentlemen, this is not satisfactory, and should not be tolerated. Many years ago it was urged, and very properly urged, that the primary object of the Government should be the teaching of English, that five hours a day should be devoted to English, and that all English lessons should be obligatory. In February, 1893, I again said while distributing the prizes here that the main object to be kept perpetually in view was the teaching of English and the introduction, as a corollary, of English customs and English ideas as far as possible.\" And in 1894 I said that the efforts of an educationist would, in my opinion, be far more profitable if they were directed to the teaching of English to the Chinese boys rather than of physical geography and animal physiology.\" Later on, two years ago only, one of our great promoters of education here, the greatest in fact, Mr. Belilios, C.M.G., said \"Let Hongkong be the Oxford and Cambridge of China. Let her be the seat of learning for that vast Empire upon whose fringe she stands.\" A very noble idea, ladies and gentlemen, but is it so? Have any practical steps been taken in that direction? None that I am aware of.\n\nNow, ladies and gentlemen, what have we here? A fine, not to say magnificent building, a most able head master, distinguished in scholarship and in literature—(applause)—a large number of not only capable but efficient assistant masters—(applause)—and all of these maintained by fees paid by the scholars and by a subsidy of some $17,000 or $18,000 a year paid by the Government. What I say is this, that I and the taxpayers want to have our money's worth. We want to see some palpable and beneficial results from this large expenditure of money. Let us admit that the Chinese parents are indifferent, and that they pay two-thirds of the $18,000 a year. What becomes of the other one-third? Say there are 500 boys educated here—a very low estimate—what becomes of the 150 or 160 boys paid for by the English or European taxpayer? After an existence of twelve or fifteen years there should be at least 1,000 or 1,200 boys or men speaking English pretty fluently, knowing something about Western science, something about Great Britain, something outside of China. Where are they?\n\nIn justice to Queen's College, I will say this, that nearly all the English-speaking residents in Hongkong—and certainly those who speak English most fluently—were educated in this College—(applause); but their numbers are very few. Does the College therefore exercise, through its pupils, any appreciable influence on China? I do not believe that it does. It furnishes, certainly, some clerks to the hongs in the colony, it provides some for the Customs in China, it provides others for the hongs in coast ports. But where are the boys or the men who are passing, or who have passed through this College, who are imbued, in the least degree, with Anglo-Saxon ideas, who realise the magnitude of the British Empire, the enormous power and strength and wealth of England, which led Lord Salisbury to say the other day, \"We do not care how isolated England is so long as we are united.\" (Loud applause).\n\nNow, do you boys suppose that was an empty boast? Do you suppose it is not the absolute truth? Several of you boys have received very handsome books for your proficiency in history, English subjects, literature, science, composition, &c.; do you know, for instance, that during the Queen's reign her Colonial subjects of European descent have increased from two millions to upwards of nine millions? Do you know that during the same period her Asiatic subjects have increased from ninety-six millions to upwards of two hundred and fifty-five millions; and that other races in her colonies have increased from two millions to more than seven millions? Are any of you boys aware that the area governed by Her Majesty in India is 1,383,000 square miles, and in the colonies it is upwards of 7,000,000 square miles? Do you know that Her Majesty's possessions embrace one-fifth of the habitable globe, and are three times greater than the Roman Empire at the height of its success and greatness? (Applause).\n\nAnd to come much nearer home, boys—and it seems like descending from the sublime to the ridiculous—do you realise what Hongkong was sixty years ago, and what it is to-day, owing to British influence? Boys, if you knew this and a good deal more, you would be happier, better, and certainly wiser boys than you are now, and I am sure you would make ultimately better subjects of Her Most Gracious Majesty than you would be without that knowledge. I feel strongly on this point, and I have perhaps spoken strongly. Hongkong belongs, and ever will belong, to England. You boys will live to see England far stronger in the East than she is now. She is getting stronger day by day. You live under the protection of England in this colony, and in return for that protection you should not merely experiment with the English language, but should become worthy citizens and English-speaking subjects of the greatest Empire in the world, and by doing this, remember that you will assist the best interests of China.\n\nWhere are your railways, about which Sir George Bowen spoke fifteen years ago; where are your coal mines, your gold and silver mines? Why, you can count them upon your fingers. But we have them in our colonies and in England, and have had them for many years past. Your undeniable sources of wealth are all closed and are still waiting the incoming of European influence and English instructors and English instruction. You boys may say you have nothing to do with this. But I say you have. You can learn English; you can study our history; you can strive to read and to understand England's progress in railways, telegraphs, steamers, manufactures, and other things; you can tell your parents at home all about those and urge upon them to give you greater facilities for hearing and learning about them yourselves. If by such means we could turn out 100 or 200 boys a year from this College who would spread the good tidings amongst other boys, we might then expect the opening of China within a reasonable time. (Loud applause).\n\nTherefore, with every regard for Dr. Wright and every respect for his great ability and learning, I say it is only my own opinion, and I give it you *quantum valeat*—I say that, as far as I can judge, Queen's College has not fulfilled the high expectations which were cherished of it. The question, therefore, to be settled now by the Government and the community and the examiners is whether the curriculum of this College can be so altered and reformed as to bring about the desirable results for which it was established. I believe it can be. I believe the curriculum is too ambitious, and I therefore most earnestly recommend the subject to the anxious consideration of the Governing Body and to Dr. Wright. I would ask, looking at the examiners' report, what is the use of boys learning Latin and Euclid? It takes their time from the study of a far more profitable and useful language—English; and surely it must only vex and confuse them rather than assist them in their studies.\n\nI hope the Governing Body and Dr. Wright will believe me when I say my only desire is to leave Queen's College in a better and more influential position and to make it a better and more influential institution than I found it. I have no desire in any way to cripple it or in any way to diminish its influence. My whole desire is to extend that influence. I will not say how far the Government is responsible for the existing state of things, but I do say this—it is the duty of the Government, as the ruling power, to endeavour to make the Chinese see the value of an English education; and I would further state that I will most unhesitatingly give my support to Dr. Wright and the Governing Body in that direction.\n\nLadies and gentlemen, in your reading of Indian history you may remember that when English was first introduced into India the children were induced to go to school by the present of a little... \n\nPage 434", "txt_file_path": "txt/2diw2n4r2/CO129-271 - Governor Sir Robinson - 1896 [1-4].txt", "external_url": "", "rank": 0 }, { "id": 360795, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-272 - Governor Sir Robinson - 1896 [5-9]", "page_number": 286, "title": "CO129-272 - Governor Sir Robinson - 1896 [5-9]", "content_text": "Time Table.\n\nIII A\n\n \n \n Monday & Thursday\n Tuesday, Friday\n Wednesday\n Saturday\n \n \n 9:00 - 9:45\n Arithmetic\n Geography\n Arithmetic\n Dictation\n \n \n 9:45 - 10:30\n Geography\n Grammar\n Reading\n Algebra\n \n \n 10:30 - 11:15\n Recess\n \n \n 11:15 - 12:00\n Grammar\n History\n French\n Writing\n \n \n 12:00 - 12:45\n Reading\n Composition\n History\n Reading\n \n \n 12:45 - 1:30\n Lunch\n \n \n 2:30 - 3:15\n C. to E.\n Colloquial\n \n \n 3:15 - 4:00\n E. to C.\n Reading\n Euclid", "txt_file_path": "txt/2diw2n4r2/CO129-272 - Governor Sir Robinson - 1896 [5-9].txt", "external_url": "", "rank": 0 }, { "id": 366743, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-283 - Acting Governor Major Gen Black - 1898 [5-6]", "page_number": 152, "title": "CO129-283 - Acting Governor Major Gen Black - 1898 [5-6]", "content_text": "## ENCLOSURE 1\n### PARTICULARS of the Office now vacant at the QUEEN'S COLLEGE in the Colony of Hongkong.\n\nC.O. 13758 \n20 JUN 98 \n\n#### Duties of office, and qualifications required for their performance.\n\nAs below: \n| Position | Qualification | Subjects Taught | Salary & Emoluments | Other Circumstances |\n| --- | --- | --- | --- | --- |\n| Assistant Master Unmarried | Graduate preferred, with some experience of teaching in a school. | (1) Lower School (Elementary): English Reading, Grammar, Dictation, Composition, Geography, Arithmetic. (2) Upper School (Secondary): English History, Shakespeare, Algebra, Euclid, Natural Science, &c. | $1620 per annum during first year. $1800 per annum, with Exchange Compensation during second & third years and subsequently if confirmed. | Nationality of scholars: 9/10 Chinese, remainder English, Portuguese, Indian, Japanese, &c. |\n\n#### Further Particulars\n\n| Security Required | Passage Provision | Acts or Ordinances | Return Passage |\n| --- | --- | --- | --- |\n| NIL | NIL | ... | Second Class passage by Mail Steamer or First Class by outside \"P & O\". Return passage, at the same rate (1) at the end of three years' probation unless continued engagement be mutually desired (2) or previously for mental or physical disability. |\n\n9th May, 1898. \n(Sd.) Geo. H. Bateson Wright, \nHead Master.", "txt_file_path": "txt/2diw2n4r2/CO129-283 - Acting Governor Major Gen Black - 1898 [5-6].txt", "external_url": "", "rank": 0 }, { "id": 367393, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-284 - Acting Governor Major Gen Black - 1898 [7-8]", "page_number": 281, "title": "CO129-284 - Acting Governor Major Gen Black - 1898 [7-8]", "content_text": "# HEAD MASTER'S REPORT.\n\n279 \n\n## Diocesan School and Orphanage.\n\n## REPORT, 1897-8.\n\nThe Committee have the honour of presenting the Twenty-ninth Annual Report, and of thanking all Subscribers to the School Fund for their assistance.\n\nThe accounts have been kindly audited by Messrs. Jardine, Matheson & Co. The balance of $308.71 due to the Hongkong and Shanghai Bank is in consequence of extraordinary repairs to the buildings. This sum, and a further sum equivalent to £43 for the passage of an assistant master from England, will have to be met out of the next year's receipts.\n\nThe large increase in the number of scholars has necessitated an increase in the teaching staff. Mr. E. Ralphs has been appointed to an assistant mastership at Queen's College; his place has been taken by Mr. B. Tanner; Mr. W. H. Manners has joined the staff: and Mrs. E. Arnold is assisting in the teaching of the junior boys.\n\nHis Excellency Sir William Robinson, G.C.M.G., presided at the annual meeting, and distributed the prizes, on January 12th.\n\nThe Head-Master's Report, and the Report of the Examiner in Holy Scripture are attached, together with other information, which show, we think, the good progress being made in the School.\n\nSchool was taught on 249 week days; the scholars numbered 185, being 11 less than the previous year, but the average daily attendance was 100.58 as compared with 91.76 in 1896, and our highest on record.\n\nEleven candidates entered for the Oxford University Local Examinations in July, and 8 passed, viz., 5 in the Junior, 3 in the Preliminary. E. S. Ford attained 2nd Class Honours, being the first Hongkong candidate to do so. He was specially distinguished in English, and was bracketed 3rd in that subject in the British Empire.\n\n85 boys were present at the Annual Government Examination on 15th and 16th December by the new Inspector of Schools: 70 passed or 82.35 per cent., as compared with 97% in 1894, and 89% in 1895. (Dr. Eitel was too ill to examine the school in 1896). \n| Subject | Pass Percentage |\n| --- | --- |\n| Reading | 100% |\n| Algebra | 97.2% |\n| Geography | 89.4% |\n| English Grammar | 81.6% |\n| Dictation | 80.3% |\n| Arithmetic | 78.8% |\n| English Composition | 68.4% |\n| Euclid | 63.2% |\n| Physical Geography | 58.8% |\n| Mensuration | ... |\n\nIn English History, Elementary Science, Drawing, and Copy Writing. The results compare unfavourably with former years and will reduce our grant considerably. The questions were very difficult, as, for instance, the V. Standard boys were expected to understand and analyse this sentence: \"In the true aspect of things, too often neglected by us, we are all paupers in the almshouse of this world, without dignity, without skill, or industry.\" It is difficult for Chinese boys to write good idiomatic English, and consequently the failures in Composition were many.\n\nIn May, the Hongkong Branch of the Navy League kindly offered prizes to the value of $40 for essays on \"The Command of the Sea,\" and \"The Use of the British Navy.\" 18 essays were submitted to the Rev. R. F. Cobbold, M.A., who kindly undertook ...", "txt_file_path": "txt/2diw2n4r2/CO129-284 - Acting Governor Major Gen Black - 1898 [7-8].txt", "external_url": "", "rank": 0 }, { "id": 367855, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-285 - Acting Governor Major Gen Black - 1898 [9-10]", "page_number": 264, "title": "CO129-285 - Acting Governor Major Gen Black - 1898 [9-10]", "content_text": "## ENCLOSURE Z\n### PARTICULARS of the Office now vacant at the Government School, Kowlook in the Colony of Hongkong.\n\n#### Duties of office, and qualifications required for their performance.\n**Head Master of Mixed School.**\n\nAbility to teach ordinary subjects required in a school combining Elementary & Secondary Education.\n\n* Trained Certificated Master.\n* Married as his wife will be required to take infants & generally assist.\n* Will be required to superintend two or three standards simultaneously.\n\nSubjects: English Reading, Dictation, Grammar, Composition, History, Geography, Arithmetic and to a few advanced scholars Shakespeare, Algebra, Euclid, Natural Science. Nationality of scholars Chiefly British.\n\n#### Salary and emoluments, and whether secured by a permanent law.\n* Salary $1,800. No perquisites.\n* Unfurnished Quarters provided.\n* Salary of Wife as Assistant in separate agreement.\n* Period of agreement three years.\n\n#### Nature, number, and amount of emoluments required, and mode of winning them.\nNIL\n\n#### Whether any, and if any, what provision is made from public funds for the passage from this country, elsewhere, of the persons sent to fill the office.\n* Second Class Passage by Mail Steamer or First Class by Outside P & O.\n* Usual terms as to return passage.\n\n#### Acts or Ordinances making provision respecting any of the above matters, and especially respecting permanency of the emoluments, the particulars of the security required, with references to the sections in which such provision is authorised.\nNIL. \n\nRea? 24 OUT 98 \n0257 23713 \n18.)", "txt_file_path": "txt/2diw2n4r2/CO129-285 - Acting Governor Major Gen Black - 1898 [9-10].txt", "external_url": "", "rank": 0 }, { "id": 367856, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-285 - Acting Governor Major Gen Black - 1898 [9-10]", "page_number": 265, "title": "CO129-285 - Acting Governor Major Gen Black - 1898 [9-10]", "content_text": "## ENCLOSURE 3\n### PARTICULARS of the Office now vacant at the Government School Kowloon in the Colony of Hongkong.\n\n#### Duties of office, and qualifications required for their performance.\n**Head Master of Mixed School.** Ability to teach ordinary subjects required in a school combining Elementary and Secondary Education. Trained Certificated Master. Married as his wife will be required to take infants and generally assist. He will be required to superintend two or three standards simultaneously. Subjects: English Reading, Dictation, Grammar, Composition, History, Geography, Arithmetic, and to a few advanced scholars: Shakespeare, Algebra, Euclid, Natural Science. Nationality of scholars chiefly British.\n\n#### Salary and emoluments, and whether secured by a permanent law.\nSalary $1,800. No perquisites. Unfurnished Quarters provided. Other circumstances affecting the value of the office: Salary of Wife as Assistant in separate agreement. Period of agreement three years.\n\n#### Nature, number, and amount of securities required, and mode of lodging them.\nNIL.\n\n#### Whether any, and if any, what provision is made from public funds for the passage from this country, elsewhere, of the persons sent out to fill the office.\nSecond Class Passage by Mail Steamer or First Class by Outside P&O. Usual terms as to return passage.\n\n#### Acts or Ordinances making provision respecting any of the above matters, and especially respecting permanency of the emoluments, and the particulars of the security required, with references to the sections in which such provision is made.\nNIL.", "txt_file_path": "txt/2diw2n4r2/CO129-285 - Acting Governor Major Gen Black - 1898 [9-10].txt", "external_url": "", "rank": 0 }, { "id": 371842, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-291 - Governor Sir Blake - 1899 [5-6]", "page_number": 591, "title": "CO129-291 - Governor Sir Blake - 1899 [5-6]", "content_text": "Enclosure 2\n\nPARTICULARS of the Office now vacant at the\n\nQueen's College\n\nin the Colony of Hongkong.\n\nNature of office, and qualifications required for their performance.\n\nC.O.\n\n17040\n\nAssistant Master (Junior Grade)\n\nAbility to teach ordinary subjects required in a school combining Secondary with Elementary Education. Certificated Master or Graduate with more experience of teaching in English. Unmarried!\n\nSubjects in Lower School: English Reading, Dictation, Composition, Arithmetic generally.\n\nSubjects in Upper Department: English History, Shakespeare, Algebra, Euclid, Natural Philosophy, etc.\n\nNumbers and emoluments, and whether Nationality of boys 90% Chinese, Eurasians, etc.\n\n$800 per annum.\n\nSpecial circumstances affecting the tenure of the office.\n\nExchange Compensation Allowance.\n\nNumber, and amount of, parties required, and mode of paying them.\n\nHalf-monthly contribution @ 1% to $1 per cent; average value of £ = $7-2.\n\nCompulsory Contractors: Widow's Pension Fund\n\n4%\n\nWhether any, and if any, what provision is made from public funds for the\n\npassage\n\nSound Clause: passage by first class & Outward $210 from this country. The same at the cost of the person on probation.\n\nOrdinances making provision respecting any of the above, and especially respecting permanency of the emoluments, the particulars of the security held with references to the section in which such provision is contained.\n\nNil\n\nInitially drawn\n\n18 May 1898.\n\nF. W. Watson\n\nHead Master\n\nPage 19\n\n \nUL 19\n\n583", "txt_file_path": "txt/2diw2n4r2/CO129-291 - Governor Sir Blake - 1899 [5-6].txt", "external_url": "", "rank": 0 }, { "id": 381608, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-306 - Governor Sir Blake - 1901 [8-9]", "page_number": 321, "title": "CO129-306 - Governor Sir Blake - 1901 [8-9]", "content_text": "319\n\nsending them home but of the maintenance of two establishments out of one income: on this point a Government servant may perhaps be allowed to speak with some assurance. But in the few cases where they can be so sent Home, they are probably lost to the Colony: it is at least as likely as not they will never return. The second alternative before them is to send their children to Queen's College or some other of the local schools. Apart from the educational question, and speaking of the climate, there seems no particular reason why children should not grow up in Hongkong. And it is hard to exaggerate the value to the Colony and the Empire's Far Eastern interests which there would be in a thoroughly acclimatised, technically trained, well educated nucleus of mechanicians and engineers, who having lost nothing of the national characteristics added thereto a knowledge of the Chinese language (such as they could hardly fail to pick up) and a full understanding of Chinese methods of business. At present this dream is unrealisable in part. One of two characteristics must be absent: the education must go or the character must suffer, though probably the requisite education is not attainable by any existing means.\n\nThe character must suffer. I have so often written my unstinted admiration of much in the Chinese nature, that I may perhaps be allowed to say without offence that rather than allow a son of mine (I will not speak of girls) to attend a Chinese School, I would let him run without systematic instruction altogether. The Right Reverend the Bishop of Victoria who was for 20 years (I believe) Head of a Chinese Missionary College in Ning Po, and should know if anyone does, is a Signatory of the Petition, paragraph 2 of which expresses my meaning in more polished language.\n\nSo universally is this opinion held that the second alternative is in practice hardly an alternative at all. The children are brought up, or allowed to grow up, ignorant. Their sons will be more ignorant still. When we might have had a strong full-blooded British community born to the soil, to carry on our commerce against American, German and French competition in the Far East, we are laying up for ourselves an unlearned, unskilful, unpatriotic generation of \"mean whites\" to be the standing disgrace of the Colony.\n\n0.\n\nAssuming the school to be unobjectionable and necessary, it remains to consider what its nature should be. The Petition asks for both Primary and Secondary education. The necessity for the latter must be conceded if my view of the matter is a correct one, and it should be carefully arranged to suit the practical requirements of the Colony. Such subjects as Euclid, Algebra, Mensuration, and Chemistry should receive special attention.\n\nWhat the cost to the Colony would be can hardly be estimated at present. Besides the cost of grounds and buildings there would be the salaries of the Head Master, and I would suggest his wife", "txt_file_path": "txt/2diw2n4r2/CO129-306 - Governor Sir Blake - 1901 [8-9].txt", "external_url": "", "rank": 0 }, { "id": 396069, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-328 - Governor Nathan - 1905 [1-6]", "page_number": 151, "title": "CO129-328 - Governor Nathan - 1905 [1-6]", "content_text": "## Enclosure 2.\n\n### Speech by the Governor.\n\nHis Excellency addressed those present as follows:-\n\nDr. Bateson Wright, I have to thank you for your kind words of welcome. It has given me special pleasure to present the prizes to-day at this the principal school of the Colony, which has been established for over 40 years and has been for more than half of that period under your distinguished direction. The report which you have read to us is a business-like document. The record average daily attendance of 1,000 boys shows the great and growing importance of the institution. I note with satisfaction your good report on your staff and the special words of praise that have been given to the five masters of the Vernacular School. Your remarks on the work done by the scholars in the different subjects of study are also interesting and lead me to hope that 1905 will be a year of promise.\n\nLadies and gentlemen,--You are probably by this time sufficiently familiar with my methods to anticipate that I shall pick out the weak subject of the school as the one to discuss on this occasion. In order not to disappoint you I will take as a text for my remarks the following paragraph from the Head Master's report: \"Mathematics were very weak, algebra being the best subject, Euclid and mensuration the worst. Book-keeping in class la produced a fiasco, serious blunders vitiating 70 per cent. of the papers.\" Instruction in mathematics at Queen's College is confined to four elementary subjects: Arithmetic, including book-keeping, plane geometry, mensuration and algebra. At my request Dr. Bateson Wright has consented to add trigonometry as a subject of study in the higher classes. The practical uses of arithmetic are too obvious to require exposition. It is used in the home as well as in the office, in every enumeration, measurement, financial calculation or manipulation of statistics. Arithmetical operations are necessary for every other branch of mathematics not purely geometrical. Just as figures can be used to represent lines and areas so lines and areas can represent figures. The problems connected with lines and areas, those dealt with by plane geometry or Euclid, as the subject is often termed in our schools from the ancient Alexandrian who ingeniously and logically put together a number of those problems. The combination of arithmetic and geometry is the science of mensuration, an entirely practical science for obtaining in arithmetical terms areas of plane figures and contents, weights and values of solids. It is by mensuration that the merchant and the customs officer ascertain the contents of a cask, the surveyor the area of a field, and the engineer the weight of any part of his structure. The practical uses of algebra, in which figures, lines, areas and contents are represented by alphabetical symbols, are, except for furnishing methods of manipulation for higher branches of mathematics, a little less obvious than the uses of arithmetic and mensuration, and the science is more open to the danger of its processes being carried out without a full knowledge of their meaning. It is certainly not often that the problems of daily life can be solved by equations, simple or quadratic, though these equations have their purposes to which I shall presently refer. Familiarity with progressions, arithmetical, harmonic, and geometrical, produces neatness of arrangement often of practical utility. I have myself on various occasions had to remodel scales of salaries, allowances, rewards, etc., to a logical system with a first term and a common difference. Trigonometry is in some degree a continuation of mensuration, bringing in calculations based on angles between straight lines in the case of plane, and between circular arcs in the case of spherical trigonometry. No man can become a surveyor, an engineer or navigator without a knowledge of the solution of triangles, that is the calculation of unmeasured from measured sides and angles, which involves being able to solve algebraic equations and to use logarithms. Though the theory of logarithms is difficult, their use is simple and mechanical, and by substituting processes of addition and subtraction for the more lengthy ones of multiplication and division enormously simplifies complicated calculations. This is one instance in which the work of advanced mathematicians is used to facilitate the practical employment of mathematics by those who have only studied the elements, and if we were to go on and consider the higher branches of the subject we should find many other instances in which the formulae derived from difficult processes are made available for the daily use of the engineer, the ship-builder, the navigator and others in simpler walks of life who make use of the results obtained by mathematicians without knowing that they do so. Of these higher branches, as they are not taught in this College, it would be superfluous now to speak, except to say that the few boys here who may be tempted by mathematical aptitude to go beyond their school courses, will find the subject more and more fascinating with each advance in it. This fascination is nearly a defect in the study, which, developing as it does the reasoning power to the highest extent, is held by some to be inimical...\n\nPage 149 \nMAR 05 \n50", "txt_file_path": "txt/2diw2n4r2/CO129-328 - Governor Nathan - 1905 [1-6].txt", "external_url": "", "rank": 0 }, { "id": 397542, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-330 - Public Offices - 1905", "page_number": 32, "title": "CO129-330 - Public Offices - 1905", "content_text": "## Admiralty \n1905 \n22 July \n**HONG KONG** \nN26063 \n\n**(Subject.)** \n31 \n**DOMESTIC, C. O.** \n26063 \n**Red 25 JUL 05** \n\nResurvey of Victoria Harbour. Existing charts are sufficient for naval purposes.\n\nPrevious Paper, `CA` therefore Admiralty cannot contribute `17005`. Copy finals & cont. Rand 22 Nov.\n\n\"Ears 147 Cesen\" sends chart to \"acher\" for returns plaus.\n\n## (Minutes.) \nCost of - The Colony can't afford to do this at its own expense (`300 4/130/044`).\n\nCopy of ? Euclid in `17005`. His with thanks to for: without Comum Ent.\n\n`R.ES. 2517 1L 1783-96212----11-E`\n\nSubsequent Paper `5903`", "txt_file_path": "txt/2diw2n4r2/CO129-330 - Public Offices - 1905.txt", "external_url": "", "rank": 0 }, { "id": 405003, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-334 - Governor Nathan - 1906 [5-7]", "page_number": 198, "title": "CO129-334 - Governor Nathan - 1906 [5-7]", "content_text": "194\n\neasy equations in one or two unknowns; easy transformations and simplifications of formulae, and in easy cases, finding any one of several quantities in a formula when the others are given; practice in algebraic manipulation generally; the determination of the numeral values of constants in equations of known form, when particular values of the variables are given; the meaning of the expression \"A varies as B\"; factors.\n\n3.\n\n## Trigonometry\nMeasurement of angles; meaning of sine, cosine, tangent; verifying simple formulae; easy solutions of triangles.\n\n## Plane Geometry\n\n### Class II\n## PRACTICAL GEOMETRY\nThe use of scales; the construction and measurement of angles in degrees and radians by the use of a protractor or scale of chords; proportional divisions of lines and other illustrations of the propositions of the sixth book of Euclid; the construction of triangles, polygons, and other plane figures; reduction and enlargement of figures.\n\n### Class II\n## MECHANICS\nThe course of instruction will consist of a practical demonstration of the first principles of Mechanics. Students will be given the opportunity of carrying out the experiments for themselves.\n\nThe lever; parallelogram and triangle of forces; centre of gravity of various solids; units of force, work, energy, power; specific gravities of solids and fluids; Archimedes' principle; the hydrometer.", "txt_file_path": "txt/2diw2n4r2/CO129-334 - Governor Nathan - 1906 [5-7].txt", "external_url": "", "rank": 0 }, { "id": 487738, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-468 - Governor Sir Stubbs - 1921 [6-8]", "page_number": 91, "title": "CO129-468 - Governor Sir Stubbs - 1921 [6-8]", "content_text": "# 266 | Mud \n+ 1 \n1GT CLS M \n24 \nL&F A M \nA M1 \n- \n40 \nM \nM 14 \n90 \nke \nIn \n256 \n457 \n248 \n1#4 \n160 \n26/ \n262 \nPrawarty adsummating \n263 \nLanes balj je st, kand thirucation for fo”, un 15 (Volumekua kemal of amua manu biti loknu \n\n## Remarks\n\nLena kemisky [polina] i sl. Why salaatin na M \n| magbundnić i pari sat sandinn Yatavyogany bo \nmus qu slambai, ↳ kan Mot. \nhuliany Wool Spey bar fremme Clonely audited you of waste, mondaniy make. \nLoned in the found upper half of sight brany. \n| face, fra Model vallja and be a lifi \nEcstarget b'ays of a folhat's coesme, sett \n\nобрения \nMakamkan beroof income all dote the right, het met at vi at va jaja maj \nÜléĥurant super kafli zaple \ntas enlarged gland at right balm, no moked sig widence of lubraume. \nHinge of four in conman hot - Landslag i hidhted at gpsaj i praksent babieski Amar an night' \nadm \niland \nMany grey sought \nbut nama sa u kao pt. \nKindnesstime before\" adi boden, unvatatim in te | Madernadian le | le sting of alatunk, can allir mer aan Hound an hones \n\n## 109 Mut \nholom, ust may, had generally de Goy lubinis N, Indoruline le put all! Coral Filmati on haftasia | Enlarges kommunum lyf. – na stiglo ditama mendi'ni \n\n## 260 \nV \n2671-5 M 44 \n| Hai rudiany neat uď Komył mu leka | Avilong quyu, comuna, four, filtrafin \n| Canone confequé brick, maki, kur mums m ngit \n1 Katha by and the end and anderson of convection daty o malomat jan 15, tako- | Allusion bekl ́ajuries, Alicómut the parentinckial sa sigha'n both macetime nonqulid, \n\n## 261 \nUuk \nM \n46 \nM \n4 \nintercalane when, age hapt setki on the toy timely stifled mát. Khivrangi niste \"q req \nInduk \nАлник на нуктаниу \nJulebarcaballabtu \ntestanqid at kilos bo nista, set for of consentire along as seen anjing Eski upper sluzi ama cularged, carspted a \n16 větr, ala Jettany 43 \nCarl Martin \nSevered at huling not my numero Kittin prom in bed fat milady w2· \nالدار السين . \nW \n| maandi vlagu, pak, \"janr \n| koima paratradal ventory arpa, ma \nmight sunlar” ↑ „Meranti, of alter \nalex, a full tulangsi[þegjualarıng \nCet \nوسايل المريمية يوم \nM \n# \n266 | Mud \n+ \n1 \n1GT CLS M \n24 \nL&F A M \nA M1 \n- \n40 \nM \nM 14 \n90 \nke \nIn \n256 \n457 \n248 \n1#4 \n160 \n26/ \n262 \nPrawarty adsummating \n263 \nLanes balj je st, kand thirucation for fo”, un 15 (Volumekua kemal of amua manu biti loknu \n\n## 264 \nCamerať, sostane is puslind \nwan, atlas, but amus ne vidia thr \nhe \nfocus forand \ninterspuntradení gand a vagas calangal scaremu \n- \n·Tad on kuna. Me any of a fica, mau laqu \nHirdest my bar and man \n| elegiblynulongad a life, with fast rely o \nBusyrop Fast made in cortical an \n$ght Kidsary \n\n## 263 \nJ \nrk \nbasso) land) 1, gray (plundry, a cipt \nHow makkary, manly add to th \n| wwe ve night\" Ludou omegated” „ons foretindeck contid \nMore ofpectully affected an 'iftaede \nPiwe muchany acan, fort aufer \n|261|| Uuk || M \n| 46 | M \n4 \nintercalane when, age hapt setki on the toy timely stifled mát. Khivrangi niste \"q req \n\n## 167 \n· Condongest hot sort queatly, both with, cavestit motifli biting and recal \nprint of creative any \nLoet, acced, s eualid \nYamarily alimentary \n\n## 166 \nJ \nPusuanga al calenta, satt i stima, mida ni vilta ka, at tama \nno cannis glauch, musulangel arhidas me sick hom affected \n\nPage 256 \nPage 263 \nPage 266 \nPage 267", "txt_file_path": "txt/2diw2n4r2/CO129-468 - Governor Sir Stubbs - 1921 [6-8].txt", "external_url": "", "rank": 0 }, { "id": 513293, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-508-10 Application by C. G. Alabaster for judicial appointment in Straits Settlements and Federated Malay States... 13-12-1927 - 18-2-1928", "page_number": 2, "title": "CO129-508-10 Application by C. G. Alabaster for judicial appointment in Straits Settlements and Federated Malay States... 13-12-1927 - 18-2-1928", "content_text": "Goo Cauf \n\nfor Judgestif P.Pr. F. In 12/272 applenport obsons) \n\n(Torch applen wilt \n\n? \n\nto his J. Riley for sien. \n\n21/1 \n\nRather difficult to fit tim in \n\nin \n\nview of the claims of \n\nmentes fitte \n\n(4) Cadets (b) \n\ntrack Bar (2) officers of \n\notter Celonial. \n\nFurn \n\nThe 24/1 \n\n\"(b)\" supta go in with \"(a)\" and al \n\nfor \"Cadet \"judge \n\nVacancies \n\nconsident \n\nWe? Thorin I \n\n-- \n\nis \n\nBut the Alabaster could be consichead for the \n\nther class of strasti o fonds, eship the \"profcosion a fridgeships, which are usuall, filled fra le promotion \n\nje by \n\nof legal offers wither in the Straits \n\nor some the Colony ate \n\nThere is \n\nno reason \n\nGood \n\nMah \n\nEngland \n\npractising of the Bar, whiten in \n\nor Ikony, she not by car-aidend for flints \"profissional\" jüche, echip \n\ntions; he is up a rarest is the supervi chems of other \"professional\" candidates who have \n\nand the one \n\nCool Jordicial records \n\nLeout \n\nColement Service \n\n(n \n\nI think his pplication might to \n\nR.C. 23.1.28 luclid with \n\nCaveat \n\nas a \n\nbove JS. A 23/11\n\nHere is the revised response in HTML format with minor corrections and reordering as per the instructions:\n\nGood Cause\n\nfor Judgeship P.Pr. F. In 12/272 appointment observations\n\n(Torch application will\n\n? \n\nto his J. Riley for signature\n\n21/1\n\nRather difficult to fit him in\n\nin view of the claims of\n\nmerits fit\n\n(4) Cadets (b)\n\nfrom Bar (2) officers of\n\nother Colonial\n\nService\n\nThe 24/1\n\n\"(b)\" should go in with \"(a)\" and all\n\nfor \"Cadet\" Judge\n\nVacancies\n\nconsidered\n\nWe? Thorin I\n\n--\n\nis\n\nBut the Alabaster could be considered for the\n\nother class of Straits Settlements, e.g., the \"professional\" judgeships, which are usually filled from legal officers either in the Straits\n\nor some other Colony\n\nThere is\n\nno reason\n\nGood\n\nMan\n\nEngland\n\npractising at the Bar, whether in\n\nor Hong Kong, should not be considered for \"professional\" judgeships; he is one of the supervisory cadre of other \"professional\" candidates who have\n\nand the one\n\nCool Judicial records\n\nLayout\n\nColonial Service\n\n(n\n\nI think his application might be\n\nR.C. 23.1.28 lucid with\n\nCaveat\n\nas a\n\nabove JS. A 23/11", "txt_file_path": "txt/2diw2n4r2/CO129-508-10 Application by C. G. Alabaster for judicial appointment in Straits Settlements and Federated Malay States... 13-12-1927 - 18-2-1928.txt", "external_url": "", "rank": 0 }, { "id": 528081, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-531-10 Hong Kong University- encouragement of Chinese students to counteract American influence 30-5-1931 - 1-9-1931", "page_number": 37, "title": "CO129-531-10 Hong Kong University- encouragement of Chinese students to counteract American influence 30-5-1931 - 1-9-1931", "content_text": "## C. O.\n\nMr. Tomlinson. \nMr. C. Bottomley. \nSir J. Shuckburgh. \nSir G. Grindle. \nPermt. U.S. of S. \nParly. U.S. of S. \nSecretary of State.\n\n82747/3, Hong Kong, \n44 for M: Poyalin \n\n1 \n40 \n19 AUG 1931 \n\nDraw Low Lagard, 18, \nMayhew's absence \n\nla \nWring \nlo sin from you \nWh \n\n**DRAFT.** \n\nThe Ri: Hon ki had Lugand \nlucb \nhave \nhow \nhad \n\nP.C. GCMG. CB. DSO. \n(adoran see 54) \n\nМень? \nabout. Sting King \nyou \n(as revised by you) \n\nUniversity duplicated for the \n(= N: 55) \nAdvisay Commiker, and \nCopy `ACEC 20/31` \n\nEuclis \ncopy of it in \nluat \nform (`ACEC 20/31`). \none or \nThave \nare \n\nهای امین \nporiti about \nit which \nI \nShould \nLike \n16 \nmention. \n\nPage 1. Paragraphe beginning \"So disastions\". \nIn your original draft this para concluded with a Seulance in hareuláris: - '", "txt_file_path": "txt/2diw2n4r2/CO129-531-10 Hong Kong University- encouragement of Chinese students to counteract American influence 30-5-1931 - 1-9-1931.txt", "external_url": "", "rank": 0 }, { "id": 554080, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-561-7 Hong Kong University 4-1-1937 - 22-9-1937", "page_number": 123, "title": "CO129-561-7 Hong Kong University 4-1-1937 - 22-9-1937", "content_text": "- 23\n\n- \n\n121\n\ndeserves every support and encouragement, and its expansion would provide a fair ground for endowments from well-wishing Chinese benefactors. The same is true of the Chinese Library which we understand needs considerable enlargement. If the approach were properly made we feel sure that the sympathy of the Chinese, who alone are concerned, could be enlisted for this purpose.\n\n66. Throughout our enquiry we have kept in mind the primary object of the University to establish contact with China and to provide something of value to China. Most Universities worthy of the name will be found to have established in process of time some special reputation for a particular course of training or even for a particular habit of mind. And we have been led to consider what particular contribution to knowledge could best be made by a University in such a unique geographical and political situation as Hong Kong.\n\n67. The answer is not far to seek. On the one side is China at last showing signs of becoming politically vertebrate, floundering between democracy and dictatorship, trying to omit all the intervening evolutionary stages. On the other hand a Crown Colony with all the constitutional safeguards of political science (except the ballot-box) clearly defined.\n\n68. The time may not be ripe and certainly the funds are not yet available. But we have visions of an Arts Faculty that would specialise in Political Theory, not as something as dead as an axiom of Euclid, but more in its historical and evolutionary aspect. Lecturers would be invited from Chinese Universities to keep that side of the historical question in view. Every few years there could even perhaps be a course of lectures from someone from", "txt_file_path": "txt/2diw2n4r2/CO129-561-7 Hong Kong University 4-1-1937 - 22-9-1937.txt", "external_url": "", "rank": 0 }, { "id": 554744, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-562-8 Hong Kong University- Engineering Faculty 16-6-1937 - 5-4-1938", "page_number": 28, "title": "CO129-562-8 Hong Kong University- Engineering Faculty 16-6-1937 - 5-4-1938", "content_text": "- 23 \n\n28 \n\ndeserves every support and encouragement, and its expansion would provide a fair ground for endowments from well-wishing Chinese benefactors. The same is true of the Chinese Library which we understand needs considerable enlargement. If the approach were properly made we feel sure that the sympathy of the Chinese, who alone are concerned, could be enlisted for this purpose.\n\n66.\n\nThroughout our enquiry we have kept in mind the primary object of the University to establish contact with China and to provide something of value to China. Most Universities worthy of the name will be found to have established in process of time some special reputation for a particular course of training or even for a particular habit of mind. And we have been led to consider what particular contribution to knowledge could best be made by a University in such a unique geographical and political situation as Hong Kong.\n\n67.\n\nThe answer is not far to seek. On the one side is China at last showing signs of becoming politically vertebrate, floundering between democracy and dictatorship, trying to omit all the intervening evolutionary stages. On the other hand a Crown Colony with all the constitutional safeguards of political science (except the ballot-box) clearly defined.\n\n68. The time may not be ripe and certainly the funds are not yet available. But we have visions of an Arts Faculty that would specialise in Political Theory, not as something as dead as an axiom of Euclid, but more in its historical and evolutionary aspect. Lecturers would be invited from Chinese Universities to keep that side of the historical question in view. Every few years there could even perhaps be a course of lectures from someone from...", "txt_file_path": "txt/2diw2n4r2/CO129-562-8 Hong Kong University- Engineering Faculty 16-6-1937 - 5-4-1938.txt", "external_url": "", "rank": 0 }, { "id": 557667, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-567-12 Hong Kong University 24-1-1938 - 24-1-1938", "page_number": 105, "title": "CO129-567-12 Hong Kong University 24-1-1938 - 24-1-1938", "content_text": "119\n\n12\n\n67. The answer is not far to seek. On the one side is China at last showing signs of becoming politically vertebrate, floundering between democracy and dictatorship, trying to omit all the intervening evolutionary stages. On the other hand a Crown Colony with all the constitutional safeguards of political science (except the ballot-box) clearly defined.\n\n68. The time may not be ripe and certainly the funds are not yet available. But we have visions of an Arts Faculty that would specialise in Political Theory, not as something as dead as an axiom of Euclid, but more in its historical and evolutionary aspect. Lecturers would be invited from Chinese Universities to keep that side of the historical question in view. Every few years there could even perhaps be a course of lectures from someone from England with sufficient amplitude of mind to realise what was expected of him. Above all there should be that complete freedom of thought and freedom of discussion which is as vital as fresh air where a University is concerned.\n\nIf such a dream could even partially be realised it is difficult to see what might not be the consequences on Asia and on civilization.\n\nSalary Scales.\n\n69. After careful consideration we have come to the conclusion that the scale of salaries recommended in the Gollan Report of 1929 was needlessly high. We have reached that conclusion keeping well in mind the cost of living in Hong Kong, the standard of living which it is desirable for a University staff to maintain and the problem of recruiting. The Gollan scale was :-\n\n(1) Vice-Chancellor : £2,400 per annum.\n\n(2) Registrar: £1,100 per annum, rising by £50 annually to £1,450.\n\n(3) Professors: £1,100 per annum, rising by £50 annually to £1,450.\n\n(4) Readers: £850 per annum, rising by £50 annually to £1,100.\n\n(5) Senior Lecturer in English: £750 per annum, rising by £40 to £950.\n\n(6) Junior Lecturer in English: £600 per annum, rising by £40 to £680.\n\n(7) Lecturers in General: £700 per annum, rising by £40 to £900.\n\n70. At the present time members of the University staff are paid on the Gollan scale less 10%, so that the effective scale of the above salaries at present is :-\n\n(1) £2,160\n\n(2) £990-45-1305\n\n(3) £990-45-1305\n\n(4) £765-45-990\n\n(5) £675-36-855\n\n(6) £540-36-612\n\n(7) £630-36-810\n\n71. The following particulars of remuneration in Universities in Great Britain are of interest and give the average salary for the various grades:-\n\n \n Total number in Great Britain.\n Average Salary.\n \n \n Professors 842\n £1,094\n \n \n Readers, Assistant Professors and independent Lecturers 364\n 661\n \n \n Lecturers 1,382\n 471\n \n \n Assistant Lecturers and Demonstrators. 831\n 310\n \n \n Others 251\n 383\n \n \n 3,670", "txt_file_path": "txt/2diw2n4r2/CO129-567-12 Hong Kong University 24-1-1938 - 24-1-1938.txt", "external_url": "", "rank": 0 }, { "id": 557772, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-567-12 Hong Kong University 24-1-1938 - 24-1-1938", "page_number": 210, "title": "CO129-567-12 Hong Kong University 24-1-1938 - 24-1-1938", "content_text": "67. The answer is not far to seek. On the one side is China at last showing signs of becoming politically vertebrate, floundering between democracy and dictatorship, trying to omit all the intervening evolutionary stages. On the other hand, a Crown Colony with all the constitutional safeguards of political science (except the ballot-box) clearly defined.\n\n68. The time may not be ripe and certainly the funds are not yet available. But we have visions of an Arts Faculty that would specialise in Political Theory, not as something as dead as an axiom of Euclid, but more in its historical and evolutionary aspect. Lecturers would be invited from Chinese Universities to keep that side of the historical question in view. Every few years there could even perhaps be a course of lectures from someone from England with sufficient amplitude of mind to realise what was expected of him. Above all there should be that complete freedom of thought and freedom of discussion which is as vital as fresh air where a University is concerned.\n\nIf such a dream could even partially be realised it is difficult to see what might not be the consequences on Asia and on civilization.\n\nSalary Scales.\n\n69. After careful consideration we have come to the conclusion that the scale of salaries recommended in the Gollan Report of 1929 was needlessly high. We have reached that conclusion keeping well in mind the cost of living in Hong Kong, the standard of living which it is desirable for a University staff to maintain and the problem of recruiting. The Gollan scale was:-\n\n(1) Vice-Chancellor :- £2,400 per annum.\n\n(2) Registrar:- £1,100 per annum, rising by £50 annually to £1,450.\n\n(3) Professors:- £1,100 per annum, rising by £50 annually to £1,450.\n\n(4) Readers:- £850 per annum, rising by £50 annually to £1,100.\n\n(5) Senior Lecturer in English:- £750 per annum, rising by £40 to £950.\n\n(6) Junior Lecturer in English :- £600 per annum, rising by £40 to £680.\n\n(7) Lecturers in General :- £700 per annum, rising by £40 to £900.\n\n70. At the present time members of the University staff are paid on the Gollan scale less 10%, so that the effective scale of the above salaries at present is :\n\n(1) £2,160\n\n(2) £990-45-1305\n\n(3) £990-45-1305\n\n(4) £765-45-990\n\n(5) £675-36-855\n\n(6) £540-36-612\n\n(7) £630-36-810\n\n71. The following particulars of remuneration in Universities in Great Britain are of interest and give the average salary for the various grades:-\n\n \n Total number in Great Britain.\n Average Salary.\n \n \n Professors\n 842\n £1,094\n \n \n Readers, Assistant Professors and independent Lecturers\n 364\n 661\n \n \n Lecturers\n 1,382\n 471\n \n \n Assistant Lecturers and Demonstrators.\n 831\n 310\n \n \n Others\n 251\n 383\n \n \n \n 3,670\n \n \n\nPage 210\n\nPage 211", "txt_file_path": "txt/2diw2n4r2/CO129-567-12 Hong Kong University 24-1-1938 - 24-1-1938.txt", "external_url": "", "rank": 0 }, { "id": 580947, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-593-6 Rehabilitation of Hong Kong University. For extracted photographs see CN 3-45- Advisory Committee papers 1-1-1939 - 31-12-1946", "page_number": 102, "title": "CO129-593-6 Rehabilitation of Hong Kong University. For extracted photographs see CN 3-45- Advisory Committee papers 1-1-1939 - 31-12-1946", "content_text": "## 3 \n## 102 \n### Miss Ruston.\n\nAs there has been some talk in the Hong Kong University Committee of the possibility of local specialization it has occurred to me that it might possibly be of interest to circulate the following three paragraphs from the Report of the 1937 Committee (of which I was Chairman) with which we concluded our recommendations in respect of the Arts Faculty:\n\n66. Throughout our inquiry we have kept in mind the primary object of the University to establish contact with China and to provide something of value to China. Most Universities worthy of the name will be found to have established in process of time some special reputation for a particular course of training or even for a particular habit of mind. And we have been led to consider what particular contribution to knowledge could best be made by a University in such a unique geographical and political situation as Hong Kong.\n\n67. The answer is not far to seek. On the one side is China at last showing signs of becoming politically vertebrate, floundering between democracy and dictatorship, trying to omit all the intervening evolutionary stages. On the other hand a Crown Colony with all the constitutional safeguards of political science (except the ballot-box) clearly defined.\n\n68. The time may not be ripe and certainly the funds are not yet available. But we have visions of an Arts Faculty that would specialise in Political Theory, not as something as dead as an axiom of Euclid, but more in its historical and evolutionary aspect. Lecturers would be invited from Chinese Universities to keep that side of the historical question in view. Every few years there could even perhaps be a course of lectures from someone from England with sufficient amplitude of mind to realise what was expected of him. Above all there should be that complete freedom of thought and freedom of discussion which is as vital as fresh air where a University is concerned.\n\nIf such a dream could even partially be realised it is difficult to see what might not be the consequences on Asia and on civilization.\n\n15th February, 1946.", "txt_file_path": "txt/2diw2n4r2/CO129-593-6 Rehabilitation of Hong Kong University. For extracted photographs see CN 3-45- Advisory Committee papers 1-1-1939 - 31-12-1946.txt", "external_url": "", "rank": 0 }, { "id": 597631, "series_id": 27, "series_slug": "histsyn-co129-engine", "series_title": "CO129 Colonial Office Hong Kong Records 理藩院香港檔案", "series_use_hku_proxy": false, "document_key": "CO129-624-8 Immigration control- expulsion of undesirables 1-8-1949 - 31-1-1951", "page_number": 9, "title": "CO129-624-8 Immigration control- expulsion of undesirables 1-8-1949 - 31-1-1951", "content_text": "of the Ordinance. If we agree that an emergency justifies a special procedure of inquiry I consider that we must also agree that it justifies a special procedure for the detention of suspects. In other words in signifying non-disallowance of the Ordinance we have swallowed an elephant, if we jib now at the definition of \"suspected undesirable\" we are straining at a gnat. Which, as Euclid would say, is absurd.\n\n30th\n\nJ.J. Anderson.\n\nAugust, 1950.\n\nDermach ult Me Pack who now in thdraws his affection in lig mute of 23/0.\n\nN.F.A aqund.\n\nBalf Wall .6/8 it.\n\na teen, thank\n\nDE 18 Hong King Al X firl/ the 1400 Exvi 23 12 Su\n\nWe had already agreed to the for implementing the Expulsion of Undesirables Ordinance 1949 vide (16) if it became necessary for reasons of security. (16) unfortunately was not typed & the \"stencil\" has been destroyed. I have, however, asked C.D. Tels to send 4 copies of (18) to the F.O. I have also spoken to the F.O. and they are prepared to accept the for's views. The F.O.'s views on the H.K. situation generally may be of interest and it may be desirable to give both (16) + (18) a somewhat wider distribution.\n\nTo enable the D.S.D. to have (16) + (18) in case he wishes to mention it at the Director's meeting on Thursday.\n\nAfter consultation with Mr. Marnham 27/12, I have arranged for (16) & (18) to be given the H.K. weekly intelligence distribution i.e. to all service depts + JIB + JIC + F.O. + CRO + Min of Transport. As Mr Hall points out at A of his min. above, the Gov'r was authorised in (16) to implement the", "txt_file_path": "txt/2diw2n4r2/CO129-624-8 Immigration control- expulsion of undesirables 1-8-1949 - 31-1-1951.txt", "external_url": "", "rank": 0 } ]