In the early stage of British occupancy, providing education to local inhabitants was to train a class of selected elites to propagate British sovereignty by teaching their language which is English in public schools and the main purpose was to establish the "colonial hierarchy" and at the same time strengthen colonist’s culture and core social value. During mid 19th century, no systematic education was founded at that time in Hong Kong or even in Britain. In Hong Kong, the local tutoring scheme was transformed from the Qing Dynasty in which teaching was mainly focused on vocabularies and Confucian traditional values and thinking. Classrooms or more accurately teaching venues were scattered in different locations and villages. In parallel with it, there were missionaries going to the East. Their sole mission was to promulgate religious belief, recruiting followers by building schools and offering education with other services like social and medical services. As the British-Hong Kong government, they were a small group of foreigners ruling a place of which the population was mainly made up of Chinese. They had a definite need to conduct effective communication with the locals. Therefore, they demanded an education policy to provide the government with well-trained translators, intermediaries and mediators to serve their political as well as economical goals. They began to unify public and missionary schools in the city and formed the earliest prototype of Hong Kong schooling system. On one hand, they implemented common teaching standards and curriculum, and on the other hand, they subsidized Confucians schools in suburbs as a friendly gesture to the suburban. Hong Kong’s current schooling system has been evolved among all these rare elements under a complex environment.
Cheng, F. M. C. (2019). Extension of group presentation titled “怎樣讓自己講英文而不感焦慮?”. Cultural Studies@Lingnan, 64. Retrieved from http://commons.ln.edu.hk/mcsln/vol64/iss1/7/