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32. In the Upper School the results were disappointing. In Classes I, II and III, three papers only obtained 60 per cent. and eleven more obtained 50 to 60 per cent. out of 57 shewn up. A greater understanding of the subject and less reliance on learning by rote might have been hoped for. A proper understanding of even elementary hygiene must however depend on a groundwork of elementary natural science; this is evidently where the teaching fails.

53. It is one thing to teach boys the simplest of sanitary aphorisms, and another to teach hygiene. Any attempt to raise the standard of knowledge in the Upper School will be very much hampered by the fact that the necessary grounding in biology and elementary physics and chemistry has not been first laid. In these circumstances the masters will get little into the heads of their pupils, more than the same aphorisms as are considered sufficient for the Lower School, though they may be expressed in better English when reproduced in examination papers. It is worthy of consideration whether some simple text books could not be read with the Government Manual in Class III, who have been confining themselves to that, although in Classes IV and V they have already studied it for 2 years.

54. The need of illustrating the lessons by simple experiments seems to have been overlooked.

BOOK KEEPING.

55. This subject is taught in Classes I and II only. The paper set to Class II was very easy. Twenty boys were examined, four of whom obtained half marks or over.

56. The journalising was done well; but hazy ideas prevailed as to the real nature of a bank note.

57. In Class I the results were poorer, the paper being more difficult. Only one boy obtained over 50%.

58. The first three questions were poorly done. The usual answer to question I practically was to say that double entry was double entry, its full meaning being not understood. Question II was badly done. The last question was well done; but it was remarkable how many boys decided to enter a subscription to a hospital under a Trade Expenses account.

MATHEMATICS.

59. Arithmetic.—The paper set for Class VII seemed too easy. It was at any rate very well done. Curiously, the four Divisions did well in inverse order to their rank.

60. In Class VI the paper was also fairly well done. Ten papers scored 60% or more, one obtaining 100 %. Question IV was badly done or not attempted in 15 papers out of 38 examined. Only one boy shewed that he really understood the nature of square and cubic measure apart from knowledge of mere rules.

61. In Class VA, not a single boy answered Question I; but the rest of the paper, involving the application of simple rules, was on the whole well done. Out of 32 boys, five obtained 80° and eight 60°. In Divisions C and D there was a falling off, 10 out of 12 boys getting 40 % or under.

62. In Class IV, 26 papers were examined, 10 in A and B, and 6 in C: in none of them was Question I done rightly. There was a considerable difference in the quality of the work in different Divisions. In A, one paper was very good, and three fair; viz., one at 87 and three at 50%. In B one paper obtained 57%. In C the highest marks were 37 % Vulgar fractions were well understood, but errors of working were frequent. Except in IV A, decimals were but poorly understood.

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63. One would think it desirable to teach boys to work in decimals before initiating them into the mysteries of vulgar fractions, especially Chinese boys who are accustomed from their earliest days to the abacus, and in a country where a decimal coinage obtains.

64. In Class III the paper was well done. Ten papers were examined in A and B and six in C. Fifteen papers obtained 75% or more, and only six less than 50%.