Sessional_Paper_1903 — Page 574

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If I understand right from paragraph 68 and other passages of the report, the linking of Vernacular Schools to Anglo-Chinese Schools, placing two schools under the same head, and aiding or supporting Vernacular teaching only or mainly as preparatory to the higher English teaching, is what the Commission really recommend.

8. There are, if I understand right, now in Hongkong as far as Chinese are concerned, and after all the question principally concerns them,

(i.) Vernacular Schools, whether private, aided, or Government schools, in which Chinese are taught or are supposed to be taught-by Chinese to read and write the Chinese language, and in the Govern- ment or aided schools some arithmetic (which in the aided Schools is stated to be an optional subject) and a little geography. (ii) Anglo-Chinese Schools in which the English language and such subjects as are taught in an elementary English school are taught or supposed to be taught to Chinese, mainly by Chinese. (iii.) The Queen's College which till a few years ago included not only all classes and races but also elementary Vernacular as well as higher teaching.

9. The Vernacular Schools were and are quite distinct from the Anglo- Chinese, but the Commission appear to be inclined to obliterate the difference, to allow the teaching of English in the higher standards of the Vernacular Schools, to link the Government Anglo-Chinese Schools, as already noted, to Vernacular Schools, and, while insisting on the importance of employing English masters in the Anglo-Chinese Schools (whether Government or aided Schools), to give Government aid to a limited number of elementary Anglo-Chinese Schools under Chinese masters.

I am not qualified to criticise what is proposed, as I have no first hand knowledge of local conditions, but I note that, in Sir C. C. SMITH's opinion the teaching of English in a Vernacular School for Chinese would result in the worst kind of smattering," and however this may be, I must confess that the effect left upon my mind by these recommendations of the Committee is that such little system as now exists is likely to disappear, and that there will be somewhat more overlapping and greater confusion than at present. Unless a definite educational principle is laid down upon which all who have interest in, or knowledge of the subject are practically agreed, and on the basis of which work will be steadily carried on year after year, I would prefer to leave matters very much as they are, gradually adopting such improvements in detail as are obviously desirable and obviously practicable, and above all taking any steps which are likely to secure good teachers.

10. On this last point, although the Bishop of Victoria has laid great stress on the importance of instituting a normal or training school for teachers in the Colony, I cannot refuse to accept the summing up of the Committee in paragraph 94 of their report against the establishment of such a school at the present tine, supported as their opinion is by Sir CECIL SMITH, though I cordially agree with the recommendation (paragraph 39 D) that one of the masters at Queen's College shall be specially detailed for training purposes, receiving, if I understand right (paragraphs 76-7) additional payment at the rate of $600 per annum. I am further fully prepared to concur in the view that there should be a larger propor- tion of English masters in the Anglo-Chinese Schools, but I agree with Sir C. C. SMITII that in regard to the Grant-in-aid Schools, the Government should demand certain results and should not prescribe how those results must be attained; and, in carrying out any proposals made in the report which may affect these Schools, action should only be taken very gradually and with full notice to the Managers, That teachers both English and Chinese should be adequately paid goes without saying, and in so far as the purely Government Schools are concerned there should be no difficulty in this respect.

It is a question of money, and the number of schools supported by the Government should be measured by the number of efficient teachers whom the Government can afford to pay.