Sessional_Paper_1902 — Page 476

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Western Knowledge is taught unsystematically and disjointedly, and moreover is not taught at all in the lower Standards.

The knowledge of the Chinese Written Language, insufficient as it is, which the students possess on entering the Anglo-Chinese Schools, is not made use of as it should be to aid them in acquiring English and Western Knowledge, nor is any attempt made to train them to utilise it as a medium of expression.

21. The following remedies are suggested :-

(a.) English should be taught with a view to its practical use: less attention should be paid to grammatical forms, and more to com- position.

(b.) Western Knowledge should be taught systematically in all Stand- ards, and it should be taught in Chinese until the students have acquired so good an understanding of English as to enable them easily to receive instruction in English.

Under the present Code the scholars in Anglo-Chinese Grant Schools are sup- posed to receive instruction in all subjects through the medium of English, from the lowest Standards upwards. How it could ever have been thought possible to explain arithmetic or geography, in English to boys who know no English, is not clear. As a matter of fact the masters have ignored this condition systematically, throwing themselves on the reasonableness of the Inspector of Schools. In Queen's College and the Anglo-Chinese District Schools, Chinese bas always been the actual medium of instruction.

It is certain that the boys' knowledge of English will not suffer by the abolition of this Formula.

(c.) Before entering these schools, students should be required to shew that they possess a useful knowledge of the Chinese Written Lan- guage.

The practical steps that should be taken to secure this are explained in sections 38A, 43, and 51.

(d.) Constant translation from English into Chinese and from Chinese into English, both oral and in writing, should be insisted upon. (e.) English masters should know Chinese, both for the purpose of teaching and also to enable them to supervise the work of the Chi- nese masters.

This knowledge need not always be very profound. If the English master were in a position to see that the Chinese master was properly carrying out his duties, an important point would be gained.

22. It is further recommended that inducements should be held out to students to prolong their studies in the Anglo-Chinese Schools, and the following expedients are suggested :—

(a.) That foundation scholarships be offered giving free education in

these schools.

(b.) That certificates should be given by the Government to students

passing a Government examination.

The principle involved in (a.) is that of the Despatch of 1854 which laid down the lines on which education in India was to proceed. It directs that "the best "pupils of the inferior schools should be provided for by means of scholarships in "schools of a higher order, so that superior talent in every class may receive that "encouragement and development which it deserves."

Foundation scholarships have hitherto been granted from the Anglo-Chinese District Schools into Queen's College. The principle might be extended by offering scholarships from the Vernacular Schools into any Anglo-Chinese District or Grant School at the option of the holder. Opportunities of getting to the front should be