Sessional_Paper_1903 — Page 548

I have published-

461

1884-School Arithmetic. 1890-New Spelling Book.

1895-Conversational Exercises Grade, 1.2.

17

3.4.

5.6.

11

91

1901-Summation of Series.

The Staff has assisted as under-

1887-Mr. FALCONER,

Mr. A. J. MAY,.

1896-Mr. Dealy,

1894-Mr. LUK,

"7

ور

.Ku Man Selections, Chinese. Anglo-Chinese Vocabulary. ..Æsop's Fables in Chinese I.

17

II.

........Geography of Chinese Empire.

..Anglo-Chinese Grammar.

26. I would suggest that in the summer months when he is less occupied the Inspector of Schools might prepare a series of graduated Reading Books dealing with Chinese and Hongkong life and customs. If these were illustrated and published at a price not exceeding that now paid, they would doubtless be in great demand Strict attention would require to be paid to the employment of simple monosyllables at first, gradually growing harder as they advanced-and to the necessary repetition of the simplest words in the earliest grades.

27. On political grounds I am strongly averse to any instruction in Chinese history, which would expose us to the charge of being a nursery for Revolutionists in the Continent.

C 2.—THÈ OBJECT AND SPHERE OF USEFULNESS OF QUEEN'S COLLE VE.

28. I have always understood that the main object of Queen's College was not to train boys for mere copying clerks, bookkeepers or even translators or inter- preters, but to give then a generally thorough good education, in which the know- ledge of English was to bear a prominent part. In this view I have been support- ed by the public utterances of various Governors and so recently as 4th February, 1893, by the Marquis of RIPON's Despatch (C. 9. D. 14 §2,) “Victoria (Queen's) College ought to be the model secondary school of the Colony."

29. It is to be hoped that this broad view of the scope of the curriculum of this College will not be narrowed down, in the attempt to turn out boys proficient in translation and interpretation. Our boys have become doctors, engineers, etc., throughout the empire of China, as well as clerks in mercantile, professional and Government (Civil, Naval and Military offices in this Colony, Japan and the Philippines, and of these the most celebrated are the men whose intellectual powers were sharpened by a successful course of study under the existing systein, and were for the most part distinguished in mathematics.

30. Though I recognise with pleasure that the Committee shares the view of Sir GEORGE BOWEN, Sir WILLIAM DES VŒUX and Sir W. J. GASCOIGNE that the benefit to the empire of China from boys educated in Queen's College irrespective of birthplace should not be ignored (§15), I am at a loss to understand the state- ments "the majority of the 900 (? 1,483) boys at Queen's College belong to this class Non-resident. Three and a half years ago in my letter No. 85 of 22nd September, 1898, I supplied the Governing Body with careful statistics on this point, which show that only 16% of the scholars were without parents or near relations resident in the Colony; and I have no reason to believe that any material change in this ratio has since taken place.

"

D.-INTERSAL ORGANISATION.

31. I can arrange (§39A) for an English Master to give instruction in Englihs 14 hours daily to three classes, but I very much deprecate lessening the responsibility of each teacher in his own class. It is also unadvisable for any man to give daily more than two Reading and one Conversational lessons, as either his nerves will suffer from overstrain, or the class from his wearied indifference. Personally I

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