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27. Class III. Divisions A and B shewed a good knowledge of the geography of Europe: Division C did not do so well. Class II did moderately. In Class I A, who did good papers without exception, a very good knowledge was shewn of the political and physical geography of Africa. Class I B was fair. It was not found practical to take off marks for mistakes in English, so long as the meaning appeared clearly through the language.

28. The map drawing in the Upper School was very faulty. While we do not advocate teaching the boys to make finished and coloured maps, it is highly desirable that they should have a definite idea of the configuration of the country that they are studying, and be able to illustrate their replies by sketch maps, accurate in the main features, and quickly and neatly drawn.

29. General questions on the influence of climate and physical features on inhabitants or industries were not well answered.

HISTORY.

30. The study of History is rightly left until a boy enters the Upper School, and then he is initiated into the mysteries of English History, and introduced to Wat Tyler and Jack Straw, the Duke of Buckingham and Guy Fawkes. This study he pursues throughout the rest of his school career; and he forms perhaps 'as lucid an idea of the figures and doings thereof as an English boy would form of a Chinese account of Confucius and the Duke of Chau.

31. The early history of England is better understood than the later, because it is simpler; and Class III A have shewn far better results on the period 1066 to 1399 A.D. than have Class I B on that of 1815 to 1871.

Class I A alone exhibits any capacity for understanding a history so alien to Chinese ideas, and they have done good papers. History lends itself readily to the Chinese love of learning by heart. Class II A did fairly. The lower Divi- sions of all Classes were weak, and did not produce a paper of even average merit. It was noticeable that in many of the papers done by Class I the Crimean war was described in detail; but no good answers were given on the wars in India, Afghanistan and Burmah. A map of the Indian frontier was asked for, but only given by two boys. Questions on domestic and industrial progress were almost entirely neglected or else misunderstood. In Classes I and II alike no faculty was shewn for co-ordinating the facts of a period. They could not for instance take a comprehensive view of the religious policy of the Stuarts, or the British operations in India from 1815-1870.

32. The history papers abounded in mistakes of grammar and spelling, evi- dently due in a large degree to hurried writing.

33. We can only repeat the recommendations made in former reports, that a history of the world should be taught in the first place; next that this should be amplified, or if it be desired to particularise, that a history of China be taught, and that the history, like the geography, of England and the European nations be left to as late a stage as possible.

HYGIENE.

34. This new subject, which is studied in Classes I-V, does not seem to be popular. Only a few boys have found their bearings in it. The examiners found it necessary to insist continually upon the reference which it has to the daily life. However the boys at the top of the Lower Classes and nearly all the boys in the Upper School seem to have acquired some idea of the advantages of ventilation, pure water and the preparation of food. At present only a few elementary facts have been taught, and those only for a short time, so that any conclusions as to their permanent effect on the boys' minds would be premature. Still we cannot doubt but that the elements of hygiene must form a useful addition to the some- what limited curriculum of an Anglo-Chinese School; further, they possess the advantage that when once learned they are not likely to be forgotten.