Sessional_Paper_1938 — Page 170

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Classical Chinese, without being entirely neglected, must, like Latin, give way to a style of language more easily adaptable and better suited to become the means of literary expression.

In this respect Hong Kong is definitely behind China, and is still clinging to forms of writing and methods of teaching which are rapidly being superseded in China itself. This calls for a very radical change in all grades of vernacular teaching from the Primary School to the University.

It is suggested, therefore, that, if the training of Vernacular Teachers is to be put on a proper basis, an Adviser be engaged from the Education Board of the Chinese Government. This official

(a) should be a highly trained and experienced man,

(b) should be paid a good salary,

(c) should be given a free hand to re-organize Chinese Studies and the

Method of Teaching in the Colony,

(d) should have a good knowledge of English, so as to allow of full co-

operation with the educational world of Hong Kong.

This suggestion seems drastic, but it is justified because the teaching of Chinese in Hong Kong lags far behind the teaching of English and other subjects, both in method and in the standard attained.

This is due to the fact that the training of Vernacular Teachers, such as it is-- it might be interesting to find out how many of the thousands of Vernacular Teachers in the Colony get any training at all-is far from satisfactory.

The vast majority of the Vernacular Teachers are engaged in Primary Educa- tion. Attacking Graduate and Student Teachers will not go far towards improving the educational standard if the foundation of education is allowed to remain faulty. The axe must be laid to the roots, not to the branches.

The first call, therefore, is for a detailed study and a complete transformation of PRIMARY EDUCATION in the Colony. The Secondary Schools get their pupils from the Primary, and unless the teaching in the latter is efficient an immense amount of time is wasted.

It is agreed on by all that the first years in the Secondary Schools are made the more difficult because during these years it is necessary to train the children into an entirely new way of working. It is not an impossible task when the pupils come into Class 8; but it is well-nigh impossible when students come from Verna- cular Schools to the Secondary Schools at the Class 4 or 3 stage.

It is granted that it is not the state of Primary Education in itself which is the subject matter of this memorandum, except in so far as the state of Primary Education gives a very fair indication of the need of improved training for Primary Teachers. It is felt that unless that is taken in hand other reforms cannot possibly attain their full value. No matter how good, well-trained and efficient Secondary Teachers may be, they cannot get the maximum results from students who have got. a bad foundation.

The course of studies in local Normal Schools leaves much to be desired:

(a) There is too much CLASSICAL Chinese.

(b) There is far too little GENERAL EDUCATION,

(c). There is too little SCIENTIFIC TRAINING IN METHOD.

(d) There is too much theoretical and far too little practical work.