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I regret however to say that I must now ask your Excellency to allow me to retire from the Committee. My reasons for wishing to retire are as follows :-

(1.) The draft Report drawn up by the other three members of the Committee contains many strong statements, with which I cannot agree, but which I have reason to understand I cannot get altered. The sweeping condemnation of the Educational work now being done in all classes of Schools is, in my opinion, too severe and does not show a just appreciation of the immense difficulties by which the education of Chinese in Western languages and knowledge is bent.

(2.) Whilst I hold that the principles laid down in Part II of the draft Report are in the abstract sound, I consider that the manner in which it is proposed to carry them out is too drastic, and that the attempt to enforce the proposals made would inevitably lead to the closing of a very large proportion of the Grant-in-Aid Schools, and to the very serious injury of others. As a very large amount of useful work is done by these schools at a comparatively small cost to the Govern- ment, I consider that such a result would be injurious to the cause of Education in the Colony, and unjust to schools which have been established on the existing understanding with the Government. As instances of what I mean I would

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(a.) The proposal that in existing "English Grant Schools" "the propor- tion of Chinese Scholars to non-Chinese Scholars should not exceed five per cent. of the average attendance." Whilst I am wholly in fav- our of the establishment of schools in which Englisli parents c in obtain a separate education for their children, a step which has, I am glad to say, already received the sanction of Government, I do no think it right to say that English and Chinese must not be taught side by side if the parents wish it, as in the Belilios School, and in the Diocesan School and Orphanage. The latter School, for instance, is established for English, Eurasian and Chinese" boys. It has done and is doing remarkably good work in the education of each of three other named classes. It is much valued and used by English, Eurasians, and Chinese; no one need attend it that does not wish to do so, especially now that schools for English children are to be established. A first rate staff of English masters conducts it, brought out from England at considerable cost, on the existing understanding with the Government. It would, in my opinion, be impolitic and unjust to exclude any one class of boys from the benefits which they now seek in attending the school by prohibitive legislation of the kind suggested.

It is with curious inconsistency that this same proposal is not made to

apply to the Government Belilios Girls' School.

(6.) The proposal that it should be compulsory to secure the services of English Masters for all the "Anglo-Chinese Grant Schools" could not be carried out, and would lead to most of these schools being closed, to, I believe, the serious injury of education in the Colony, especially amongst the poorer classes of Chinese, many of whom could not afford to pay the fees which it is proposed to charge in the Government Anglo-Chinese Schools.

(3.) My own opinion is that instead of attempting what the draft Report rightly terms "drastic reformis," and laying down impracticable regulations for Grant Schools, gradual reform should be aimed at by such alteration of the Code for Grant Schools. as may secure, as far as possible, for the Chinese (a) the attainment of a knowledge both of the English and Chinese languages, and (6) the teaching of Western knowledge, in English to those who have, in Chinese to those who have not, a really good knowledge of the English language.

The Code should however be drawn up with a full appreciation of the im- mense difficulty experienced all through China of imparting a sound knowledge of both languages. And it should, in my opinion, be drawn up in consultation with experienced teachers and managers of schools, who with an equal desire with the Government for the advance of Education in the Colony, combine a knowledge of what can and what cannot be done, which must necessarily be greater, if I may venture to say so, than that of an Inspector of Schools, drawn from some other Department of Government service, and of no personal ex-