XV.

In former examinations of the Government Scholars, those attending different schools
and instructed in a variety of courses, have been examined at the same time, thus rendering
necessary an independent set of questions on what they might generally be expected to
know.

On this occasion a programme was obtained from the Rector of the High School, of
the course each boy had gone over, and questions were framed in accordance with it.

A copy of the programme is appended. It represents a degree of attainment quite
above the standard of ordinary boys at so early an age.

The style of their written papers and the excellence of many of their answers are very
commendable. The scholars have been industrious; the teachers have taken great pains
with them.

A perusal, however, of the programme and of the answers on some subjects, leads to
the conclusion that zeal has outrun discretion, and that too much has been attempted.

This remark applies to the hurried manner in which the languages have been taught,
and to the suddenness and haste with which the boys have been pushed on faster than they
can go, while studying, also, so many and such various subjects. In Greek, for instance,
Atack is stated to have learnt the Grammar only to the end of the regular verbs, but to
have been construing Xenophon and Homer. In Latin, Wilkinson and Dawson, who six
months ago had but a very slight knowledge of the subject, are now stated to be construing
Virgil. The Homer in Atack’s case has been discontinued for some time past—about two
months. In each instance the knowledge of Grammar is quite unequal to the construing.

The subjects pertaining to Mathematics have, so far, been more successfully taught.
The knowledge of Arithmetic is very comprehensive. The quantity of Algebra, not beyond
problems in Simple Equations, is of itself sufficient for a boy of Atack’s age, but is not
commensurate with the study of five books of Euclid and forty-five deductions. The study
of Mechanics is still confined to Tait’s treatise, notwithstanding the suggestion of a recent
examiner.

The Book-keeping has been discontinued for some time past.

The proficiency of the boys in Ancient and Modern History, is remarkable at their
age.

With the exception of the two branches discontinued, Atack’s programme is more
fully borne out than are Wilkinson’s and Dawson’s, by the results of the examination.

Atack is a boy of great ability, and of high promise, if under judicious training, but he
is already at the head of his school, and it does not seem equal to the task of carrying on
his education without extraneous aid and irregular interruption. The Classical Subjects
have been taught, on and off, by the Reverend C. Fraser; these and the Book-keeping
have been discontinued at intervals.

In the case of Wilkinson, a mistake seems to have occurred since his removal to the
High School, by reducing him to the level of Dawson, a scholar of 1868, instead of either
ranging him independently or nearer to Atack, of 1866, the same year as myself, although
a “senior” scholar. In Latin, Geometry, and Algebra, he is in advance of Dawson; in
other subjects they are nearly equal.

Bird has commenced the study of Latin, French, and Ancient History; having been
very recently examined, he was not detained for more than one morning. The programme
states that he is practising “the correction of false Syntax;” this appears to be a bad
principle of instruction, suggesting error with a view to truth.