desire to see the chasm that still separates Chinese and European life in this Colony, bridged over.
The educational history of this period is characterized by the continued subordination of English to Chinese teaching and by the deliberate abandonment, on the part of the Government, the foreign community and some of the missionaries, of the principle of religious education. Half-hearted religionism had clearly failed during the preceding period, but secular education now tentatively pursued was likewise bound to fail so long as insufficient attention was bestowed on a general promotion of the English language. There was, during this period, hardly a thought of aiming at that regeneration of the Chinese community which would raise them to the level of the Europeans. The regeneration of a community can only come from the education of the individual and until English education is fostered and honoured in Hongkong more than it has been hitherto, the Colony will lag behind its full measure of unity and strength.
So far, however, the history of Hongkong has on the whole been the gentle dawning of a bright success. Our hope of the future is but the memory of the past reversed. Hongkong has clearly fulfilled, up to this point, the purpose of its establishment as the guardian of the interests of Europe and China. Notwithstanding all its faults and shortcomings, this British Colony has set before the people and Mandarins of China a praiseworthy example of free trade principles and humane government. Floreat semper!
