460
19. The restoration of Chinese School for the 720 boys in the Lower and Preparatory Schools is, in my opinion, the only remedy for ignorance of Chinese. Six classes A.M., and six P.M., maximum 60, averaging 50 scholars each would employ the six Native Stylists 3 hours daily (see preceding Minute A). It would also be welcomed by me, as there has been a marked falling off in the politeness and general manners of the Chinese, since the abolition of Chinese School, in which these points are inculcated as a quasi-religious duty.
20. The appointment of Composition Masters to teach Native style in Eng- lish School will not apparently meet the difficulty of want of groundwork in Chinese composition and literature.
21. I am aware that the Committee is sanguine that in course of years the College can have all its vacancies (400 in February, 200 in September) filled annually with Chinese boys well grounded in Chinese scholarship; I am however very dubious of this happy consummation. It should moreover not be forgotten, that Chinese really skilled in Native style seldom become good English scholars. (§33 B.) The problem is rather to provide help in the acquirement and inain- tenance of Chinese knowledge for apt students of English.
C.-COURSE OF ENGLISH STUDIES.
22. With the exception of the Preparatory School (246 boys) the instruction throughout this College (to the remaining 880 boys) is given in the English lan- guage, and has been for twenty years. I do not know on what evidence the Committee makes the remarkable statement (§ 21) that “in Queen's College "Chinese has always been the actual medium of instruction." Never in surprise visits, nor from reports of English Masters, have I found that my strict rule has been disregarded, that in Upper and Lower Schools the use of the Chinese lan- guage may only be resorted to in explanation of exceptionally hard idions and in translation lessons. That the Committee recognise the former difficulty is apparent from their recommendation (§ 21 E.) that English masters should know Chinese for the purpose of teaching," though it is to be noted that no provision for this has been made in their Financial recommendations (§ 77).
23. I found on my arrival in 1882 that the Chinese possessed a very limited English vocabulary and it occurred to me as a sensible idea, that increase of sub- jects taught in English must increase that vocabulary. History provides terms of war and politics, as well as of usual domestic occurrences, births, deaths and inar- riages, &c.; Shakespeare requires employment of all the commonest phrases in connection with matters of everyday life, as well as in expression of emotion and humour; the explanation of these being given in ordinary modern conversational English appears to me highly instructive.
24. As to the study of mathematics, which at its highest stage in the College (with rare exceptions, at intervals of years) is purely elementary, increased the number and standard of these subjects, as I discovered the great want in the Chinese boy is exactness of thought and expression, and I do not dread opposition to this view from any Educationalist, from PLATO downwards. (§ 6.)
25. With regard to the suggestion (§ 37) that " Western knowledge seems taught without sufficient regard to the local view I have felt this in some mea- sure and have endeavoured to meet it, as far as the limited time and energy at my disposal permitted. Beside editing-
Cuttings from Chinese Newpapers. Translation of the same.
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School Committee Book No. I.
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No. 3.
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