At the great Shanghai Conference we always spoke of the "Church in China," implying thereby that there was to be one Christian body in the Chinese empire. This ideal is lofty and not impossible. There is a reasonable expectation that the great intellectual movement in China will render the Chinese very ready to accept new ideas, and the rate of conversion in China gives one reasonable hope that the new ideas may be Christian and not those of Western materialism. If China becomes Christian there will no doubt be a great tendency to accept the unity of Christianity as an essential doctrine. As a race they clearly tend towards union as much as the Anglo-Saxon race tends towards disunion.

The British empire has been held together by its fear of its enemies; the Chinese empire has been held together through their natural love of union, which is the dominant characteristic of the race. Remove the enemies of the British empire and she will naturally divide, but force the Chinese empire apart and she will naturally return to one body.

Chinese Christianity will, if it is truly Chinese, tend to one body.

This truth, which I think would have been {243} allowed by the whole Shanghai Conference, opens up a train of thought which is full of foreboding and yet of hope.

One obvious criticism of what was said of the Church in China was kept largely out of sight at the Shanghai Conference, namely, that as the Roman Communion far outnumbers the whole of the non-Roman Communions put together, the Church in China, therefore, if it is to consist of all Christians, will be something very different to what the majority of those present at that Conference would like. Some men maintain that the Chinese love of unity will not go so far as to compel the union between Protestant and Catholic, and that in China the schism which has rent Christianity in twain in Europe will be continued. I would ask those who think thus if they think this is desirable even if it is possible. Once foreign influence and support has been removed, would not such a division soon produce a state of great friction, resulting probably in the destruction of the smaller body. But it is most improbable; a race which has habitually put together Taoism, Buddhism, and Confucianism will have no difficulty at all in uniting Romanism and Protestantism. I do not mean to say that Rome will conquer; it does not seem likely. The power of the Romans is great when they are preaching our common Christianity, but their peculiar doctrine of the pre-eminence of Rome is most unattractive to the Chinaman. After all, Rome is a very small place to a man who lives in China. Think how little {244} we know of ancient Chinese history, and realise how little China knows of the history of our civilisation. Home at the present day is to the Chinaman merely the capital of Germany's weakest ally.

The reasoning of the universality of the Roman Church, always faulty, seems almost ridiculous in China. The Chinaman on one side is conversant with America, on the other side she is in touch with India, while on the north she has a frontier which stretches for thousands and thousands of miles between her and the great Orthodox Church of Russia.

One's eyes naturally turn to this immense line of frontier between Confucianism and Christianity, and one wonders how any Chinaman can possibly think of Rome as the one Catholic Church. If the Roman Church, with its foreign domination and its tacit acceptance of the fact that only members of the Italian nation can receive Divine authority to guide the Church on earth, is unattractive to the mind of the man who lives in the Far East, on the other hand its ornate and dignified services must be most attractive to a race whose national philosophy puts pre-eminent weight on dignity and decorum in dress and demeanour. If the Roman Church could give up her Latin services, could frankly become a national Church which owed no obedience to any Pontiff outside China, one would regret the possibility but one would have to allow the probability of her complete domination over the Chinese empire. Again one's eyes turn to the northern frontier, and one asks oneself {245} whether that great Orthodox Church, the dignity of whose services is without parallel, and which frankly accepts the national Church as a reasonable Christian position, will not one day be a large factor in the future missionary work in China. After what we had seen and heard at the Centenary Conference, and after we had realised the great extent of the Roman work, we felt that till one understood why the Russian Church conducted no missionary work one could not understand the whole missionary problem; for when the Russian Church does undertake such work, her geographical position must render her important.

The whole of this question is of the greatest interest to the student of missions, but especially to an Anglican. The great value of the Anglican position has always seemed that, to use an election phrase, we offer a platform on which all those who call themselves Christian might possibly unite. The great rent which divides Protestant from Catholic seems not only to make it impossible for Latin Christians to unite with the Teuton Protestant Churches, but also renders it hard for the latter to unite with the great Churches of Eastern Europe. Of course all this has only an academic interest in England, but in China with its rapidly growing Christianity and an intellectual revolution surging forward to unknown possibilities, all this is of vital interest. What will Chinese Christianity be? Is it to be an ornate Christianity to which the converts {246} of Rome and possibly the converts of the Orthodox Church will adhere, an ornate Church sullied no doubt with the faults of her parents, a Church possibly attractive to the Buddhist, for he will not need to traverse any great distance in thought to enter her portals; or is it to be a great Protestant Church, cold and bare, vigorous and energetic, a Church in which the uniform of the Teuton mind will sit badly on the Chinese convert, a Church which may in many things represent truly the will of our mutual Master, but a Church which leaves the Oriental cold and miserable, while it practically tears from our Bible those endless chapters on the decoration of Temple and Tabernacle, those constant commands to an exact and ordered ritual.

I write with what the Germans call "objectivity"; the Teuton within me dislikes ritual; but the Chinaman is no Teuton, and the Chinaman loves ritual as much as any man on earth. No one who has been received by a Chinese Viceroy in his Yamen can have the very slightest doubt on this subject. If the Protestant bodies hope to force on the Chinese a non-ornate form of Christianity, they will be doing exactly what the Italian Church did to the Northern races, and which produced the great upheaval of the Reformation. The Reformation was essentially the rebellion of the Teuton mind against a forced acceptance of the Italian view of Christianity. To force on the Chinese converts a Christianity shorn of all ritual and display will produce in years to come some similar upheaval. {247} There is yet a third possibility. The Anglican position affords the means of avoiding such an upheaval, and of permitting a union of all Christians on the basis of an ornate service and evangelical Christianity. For while it permits a service equal in dignity to that of Rome or of Russia, it insists equally with the bodies who pride themselves on the name of Protestant on the supreme value of the Bible.

The very hope I have that Christianity will conquer China makes me fearful for the future. The age of persecution is past, the blood of the martyrs has been shed, and the seed of a Church freely sown. But after the age of persecution comes the age of heresy, and to preserve Christianity in China from future dangers, not only is union necessary, but a well-ordered Church bound by creeds, respecting tradition, which shall embrace all those Christians by whomsoever they have been converted who love the name of our Lord Jesus Christ. The great danger I fear for the future Church in China is one of Eastern and not Western origin. I do not fear the domination of Rome. I doubt that the Protestant Communions will succeed in ultimately persuading the Chinese to worship G.o.d in a bare building and without vestments.

China and j.a.pan will, if they are conquered by Christianity, be neither Protestant nor Catholic any more than we are Nestorian or Eutychian.

Their divisions, their dangers, their struggles, will arise from a wholly different set of circ.u.mstances. I fear {248} the dangers will come from an effort to incorporate Buddhism and Christianity in one religion. This is all the more probable as it has doubtless happened before. Nestorianism and Buddhism are the probable parents of the present Chinese Lamaism. It is, however, not given for us to see into the future, but we can look back into the past, and we can see that our predecessors in the faith nearly invariably made the mistake of supposing that the old dangers were going to recur, and of therefore depending on the old measures of defence.

The future Church in the Far East must fight her own battles. She must solve her own problems. All we can do is to hand over to her the truth in all its fulness, and teach her to look for divine guidance, to forget such words as Protestant, Roman Catholic, Nonconformist, and Anglican; to learn merely the word "Christian" and the word "Love." If Far Eastern Christianity will have its battles to fight, it will have also its message to give to the West, "that they without us should not be made perfect." It may be that the message of the East to the West will be that as G.o.d is One, so must His followers be; that strong and mighty as is the West, there is in her an element of the very greatest weakness; that the discord that reigns between Christian and Christian, between race and race, between cla.s.s and cla.s.s, is not the will of the Creator, but is the result of the national sins of the white races.

The Far East, with its greater power of unity, {249} may illumine the West with a higher conception of this great virtue, and the world may be a far holier and happier place when the yellow race has preached to the world the great doctrine of peace on earth and goodwill to men.

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THE NEW AND THE OLD LEARNING

CHAPTER XXI

EDUCATION, CHIEFLY MISSIONARY

I have before had occasion to refer to the great influence education has had on the awakening of China, and I think the Americans can fairly claim to have been the greatest workers in this field. The Roman Catholics have from time immemorial been most careful to train children in Christian truth, and they have wonderful inst.i.tutions for this purpose. In 1852 the Jesuits founded the College of St. Ignatius for the education of native priests, and since that day they have founded many educational inst.i.tutions. They have besides a very large number of primary schools, intended originally merely to preserve their converts from too intimate contact with the heathen world, and they have also many higher schools. In those schools they teach modern knowledge, making a speciality of teaching French, which they can do with great efficiency, as many of their number belong to the French nation. In the German sphere of influence there are Catholic schools where German is taught; but though the work is excellent, it cannot be compared with the work of the Americans, who were really the pioneers of higher education in China.

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When the American missionaries began to arrive, a new departure was inaugurated in education. The school and college were no longer places where Christians were simply educated; they were places where Christians, confident in the truth of their teaching, gave away to heathen and Christian alike all the knowledge that the West possessed.

The conception was bold; it was grand. It showed a statesmanlike grip of the situation and a courage which can only come from a consciousness of the strength of the Christian position, that Christianity was not a narrow religion fearing free inquiry. Christianity, on the contrary, was a religion which could only be appreciated by those who had the very fullest knowledge. These teachers boldly declared that ignorance was the mother of religious error, and therefore the duty of every Christian was at once to remove ignorance and to share with every one the knowledge that can alone make the world capable of truly appreciating G.o.d's power as manifested in every department of science.

So these schools and colleges grew up. Those who believed in this policy did not belong to any one denomination, though they did belong to one nation--America. There were many opponents to this policy. It was argued that the duty of the mission bodies was to preach the Gospel, and that however advantageous education might be, it was not the business of the Christian to give it; but whatever doubt there was then, facts have been too strong for those who {255} opposed the educational policy, and any one travelling through China realises more and more how the Mission that has spent money on education is the Mission that has the power of expansion. The Mission that has no educational system is always cabined and confined for want of money and men. They are always writing home to ask that another man shall be sent out; some one has broken down or some new opportunity for work has been opened, and so "they must press upon the Home Board the great importance of sending out at as early a date as possible one or more helpers." The Home Board is always answering those letters, expressing "every sympathy with their anxiety," but in reality pouring cold water on their enthusiasm, and pointing out that the supply of men is limited and that the supply of money is yet more limited. Thus the opportunity pa.s.ses and the mission cannot expand. The same little church stands filled with converts; the same mission building houses the tired out and climate-stricken white missionaries. Such a mission, while inspiring the greatest respect for the heroism of the missionaries, arouses also a feeling of despair. How is it possible that a mission like this can really solve the problem of making Christianity a national religion? How can spiritual ministrations be performed by aliens, supported by alien money collected from a possibly hostile race?

A very different effect is made on the mind of the onlooker when he comes upon some mission that {256} has made education a speciality.

There all is life, vigour and success. One of the most successful of the American missionaries, Bishop Roots, of the Episcopal Church of America, explained the system by which he is succeeding in making Christianity an indigenous religion. At his large college, presided over by Mr. Jackson, many are heathen. Some go through the college and imbibe a certain respect for Christian ethics, which will not only make them a benefit to China but will make an intellectual atmosphere sympathetic to Christian teaching. Some, however, will become Christians who will mostly go out into the world and take their place, and a high place too, in the leadership of the future China, as much owing to the excellence of the teaching that they have received as to the high morality which is produced by their Christian faith. Then there will be a few who will feel a distinct call to go out as missionaries to their own people. These men will have no temptation to become Christians for the loaves and fishes, because, owing to the excellence of the education that they have received and the great prosperity that is dawning over China, they could command a large salary in the open market. These highly-educated clergy are able to go out and put Christianity to the Chinese in a manner which no white man could hope to equal.

What Bishop Roots told me can be well ill.u.s.trated by two little incidents. In Hankow, where his work is increasing by leaps and bounds, the Lutheran {257} Mission failed, and therefore it resigned the chapel to him. He accepted readily, and soon his Chinese clergy were preaching to crowded congregations. The second incident was this: I expressed a wish to make a present to one of these Christian scholars, and I asked what books he would like to receive. I was told that such books as Balfour's "Defence of Philosophic Doubt" and Haldane's "Pathway to Reality" were the kind that would appeal to such young men. Not only will these men carry the Gospel to their fellow-countrymen far more efficiently than can the alien, but they will to a great extent be able to live on the subscriptions of their congregations, and so the communion to which they belong will become not only self-propagating but self-supporting.

To understand the importance of this controversy the various aims of missionary education must be realised, and it is because those aims are different that the controversy has been confused and the value of education as an a.s.sistance to missionary effort in China misunderstood.

There are really seven aims: three which are common to all missionary effort in all lands, and four which especially apply to countries like China which are pa.s.sing through a transitional period of thought. The three which are common to all missionary effort are (1) evangelisation; (2) edification of the Christian body; (3) education of preachers and teachers. The four that are peculiar to China in her present transitional condition are (4) preparation of secular leaders; (5) leavening of the whole public opinion; (6) opposition {258} to Western materialism; (7) a.s.sociation of Christianity with learning.

The arguments for the first three are applicable to every land.

Evangelisation can no doubt be carried on most efficiently before the mind has received any intellectual bias. The Jesuit priest is reported to have said, "If I have the child till he is ten, I do not care who has him afterwards;" and therefore, as in all the world so in China, the Roman Catholics have always made a great effort to educate children. They have preferred those who have had no home-ties, orphans and waifs, and have by this policy built up a huge Christian population numbering over a million. This population is thoroughly Christian in sentiment; they have never known an idolatrous atmosphere, and they live to a great extent by themselves in communities. While they are thoroughly Christian, they are also absolutely Chinese; no effort is made to Westernise the children in any way. From this great Christian body Catholic priests are drawn, and I believe so completely Christian are they, that no difference is made between them and white men by such an important body as the Jesuits. When other Christian bodies began missionary work in China they also started schools, but the difference of their schools was that they aimed much more at the second than at the first object. The school was not merely a place to attract homeless children and bring them up as Christians; it was also intended to edify and adorn with knowledge the children of Christians. {259} Non-Christians were largely admitted, but I think that I am right in stating that the object was much more edification than evangelisation.

In a corrupt society like China, where all knowledge is intermingled with vice, it is inevitable that Christian schools should be erected for the Christian body, and it is equally inevitable that those who are non-Christians but who admire the schools greatly should try and enter them. The feature of these schools for the most part, though not invariably, in contrast to the earlier Roman Catholic schools, is that Western education is to a certain extent, varying in each mission, superadded to Chinese learning; and therefore, though the school is essentially a school for Chinese learning, the children as a rule learn something also of Western knowledge.

Out of these schools naturally arise others which have the third aim of missionary education as their object, namely, the preparation of preachers and teachers who in the future shall be the real missionary body of China. Every thinking man realises that the alien missionary can only exist in a brief transitional period. The true teachers of a race must be those who are linked to it by ties of blood and tradition, and nearly every mission has therefore set to work to create a native ministry which is sooner or later to take over the task of the conversion of China. This is regarded by many, nay, by most, as the great aim of missionary educational work. The degree of preparation, however, differs widely in different missions. {260} Some missions, drawing their teachers from the lower ranks of society, are quite content to give them an education which will enable them to lead and teach the lower cla.s.s among whom they move; other missions held that the Christian teacher must not merely he able to lead the ignorant but must be able also to meet in controversy those who may be well equipped with Western knowledge; and therefore while in some missions the education of native pastors is conducted solely in Chinese, in others the teaching is in English, to enable the teachers and preachers to keep abreast with the thought of Western countries and to defend their land by pen and sermon as much against the errors of the West as against the superst.i.tion of the East.

It is in the preparation of these highly educated men that an opportunity is given for the fourth aim of missionary education in China: one which would not be applicable in every country, but which is vitally important in China, namely, the preparation of secular leaders in China. To understand the importance of this we must be always reminding our readers that China is in the midst of an intellectual revolution. She is pa.s.sing through a period which is in some way comparable to the period of the Renaissance in Europe, but which exceeds it both in importance and in danger, because in Europe, as the name shows, it was essentially a reintroduction of forgotten but not new knowledge with its subsequent enlargement and development. In China {261} the revolution is caused by the introduction of foreign knowledge, which is absolutely inharmonious and in many ways opposed to native thought. In Europe the foundations of knowledge were always secure; it was only the superstructure that was altered. In China the very foundations are being uprooted; the result is that China is at the present without leaders, except for a narrow band of men, who owing to the foresight of some Christians in the past have received a Western education. There are plenty of old-fashioned leaders, who have led or failed to lead the sleepy China of years ago--men of considerable ability but in a state of great mental confusion, owing to their powerlessness to comprehend the many aspects of the civilisation which is being forced upon them and which is unnatural to them. They cannot understand our currency questions, our financial operations; they only dimly realise the possibilities and problems connected with military and naval armaments. They yearn for the years gone by, but an inexorable fate urges their country forward into new positions, which bring with them new responsibilities, new powers and new dangers.

China demands men to lead her through this terrible state of confusion and change, and she turns round to find the men who understand Western civilisation, who have the character and the knowledge necessary to deal with all these problems. Just at this moment, any man of ability who has an intimate knowledge of Western things stands a chance of high {262} preferment. It may be that this demand will be satisfied by the number of students China has sent abroad to be educated, but the size of China and the great demand for men skilled in Western learning make many of those having a most intimate knowledge of China confident that this is an opportunity that is still open, that it is still possible to direct to some degree the minds and thought of those who will lead China as statesmen, as authors, and as men of learning. The production of these men can be carried on to great advantage in the same establishment as that in which the clergy are receiving their education; the educated clergyman, the future pressmen and statesmen of China are in this way brought in close contact with one another, and even from one establishment the good that may come to China is quite incalculable.

This brings us to the fifth great aim of education, the leavening of public opinion in China so that Christianity will find ground prepared for its sowing. The destruction of superst.i.tion, the production of Western ethics make Christianity a reasonable instead of an unreasonable religion to those who hear it preached. Clearly to leaven public opinion influence must be applied to those who will control such powers as those of the press and the school; the teacher and the writer are the men who should be especially aimed at; and to attain this aim, it is necessary to inst.i.tute and maintain {263} places where higher knowledge is taught rather than only primary schools.

But there is another object, the sixth aim for education in China. One of the unpleasant features in the revolution that is going on in Chinese thought is the present introduction of Western materialism, which to judge by the example in j.a.pan, will grow more rankly after transplantation. The West has a double aspect when seen from the East; it is a Christian world where women are pure and men are honourable; it is a rich world where there are no moral obligations. The first aspect is the one that is represented by the missionary; the second aspect is too often taught by the sailor and merchant cla.s.ses; and when the Chinaman asks what is the thought and the base of Western teaching, the j.a.panese materialist, pointing to the example set by many Western lives, declares that Christianity in Europe is like Buddhism in j.a.pan, a religion that at one time had many adherents but whose influence is fast waning, and it is in resisting this materialism that the Missionary College and University perform perhaps their most important task.

The men who are to do this work must be men most highly skilled in Western knowledge; they must understand science and be able to meet a follower of Haeckel in debate, they must be competent to discuss sociology with disciples of Herbert Spencer, and they must not be afraid to dip into the {264} study of comparative religion; in addition, they must be qualified to write excellent Chinese and to be firm in their Christian faith. The production of such men as these should also satisfy the seventh and last aim of Christian education: it will a.s.sociate learning with Christianity in the minds of the Chinese.

The keynote of Chinese thought is its great admiration for learning.

In China there is no caste or cla.s.s, no division except between the ignorant and the learned; if Christianity is a.s.sociated with ignorance, its influence will be lost, and it is no mean object to make Christianity and knowledge in the mind of the Chinaman two parts of one great idea.

It is obvious that as missionary societies lay weight on one or the other of these objects, they will support a different kind of school.

If their object is the first, they will seek to educate the orphan and the waif, and the school and the orphanage will be, as they are in the Roman Catholic body, intimately joined together. If the object is to edify the Christian body and to provide it with a suitable pastor, the missionary body will erect primary schools for Christian children and theological and normal schools to complete their school system. If, on the other hand, the missionary body aims at leavening the whole thought of China, of capturing China for Christ, or if it aims at defending China against the terrible pest of Western materialism--which will turn the light that China now has into black darkness and harden her for ever against Christian teaching--the High School, {265} College, and the University will be the objects on which the money will be spent.

This last has been the object of the American bodies; and I think China owes a great debt of grat.i.tude, under G.o.d, to the great width of thought and grasp of the situation that the American mind has exhibited.

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CHAPTER XXII

GOVERNMENT EDUCATIONAL SYSTEM

One of the highest testimonials to the wisdom of the missionaries in inaugurating an educational policy has been given by the Chinese Government. Imitation is the sincerest flattery, and missionary education has its imitator in no less a body than the Chinese Government. The Chinese have always loved education, but the education they admired was the literary education which had for its commencement the Chinese character and for its end the Chinese Cla.s.sics; their system of teaching was different from our own; they were far greater believers in learning by rote than the most conservative English schoolmaster who ever set a long repet.i.tion lesson to his pupils. It is a strange sight to see an old-fashioned Chinese school, the boys all shouting out at the top of their voices the names of the characters whose meaning they do not understand. An essential part of the performance is the clamorous shouting; the louder they shout, the harder they are working and the quicker they think they learn, so when the visitor surprises a cla.s.s their voices are not raised above a pleasant and reasonable elevation, but after he has been {267} discovered by the cla.s.s, the shouts increase in volume till the noise is only to be compared to the paroquets' cage in the Zoological Gardens.

Another peculiarity of the school is that all the pupils turn their backs to their master; the doctrine being that if they were allowed to watch their master, it would be perfectly impossible for him to detect their many little acts of dishonesty. The missionaries at first painfully imitated these schools; they felt that it was impossible to trust the children of their converts to the heathen atmosphere of a Chinese school, and at the same time they realised what great value and importance was placed by the Chinese on education. These schools led on to a sort of middle school called "shu-yuen," which existed in all big towns, which in its turn led on to four Universities, but they have been, I believe, for some time in an inefficient condition. Still for good or for evil the system was there, and long before our own new departure in education, the Chinese were quite accustomed to the idea that the boy who had sufficient ability might climb the ladder of learning, from cla.s.s to cla.s.s, from school to school, till at last he took the coveted Hanlin Degree. So high a value did the Chinese place on education, that it was possible, and it did indeed happen, that boys of the very humblest parentage climbed that ladder till they reached the most exalted positions.

The first sign of an alteration of this system was {268} the book that was issued after the Chinese-j.a.panese war by Chang-Chih-Tung. That remarkable statesman realised after China's crushing defeat that a general reform was absolutely necessary if she was to maintain her place among the free and independent nations of the world, and he wrote a book ent.i.tled "China's Only Hope," in which he strongly advocated the acceptance in some measure of Western education. His scheme is the one which practically obtains now in China, that is of making Chinese learning the foundation on which Western education is to be placed. He had a great disbelief, like most Chinese, in the difficulty of acquiring Western education. He writes: "Comparative study of foreign geography, especially that of Russia, France, Germany, England, j.a.pan, and America; a cursory survey of the size and distance, capital, princ.i.p.al ports, climate, defences, wealth, and power of these (the time required to complete this course ten days)." It is very hard for the Chinese literati to understand the difficulties of acquiring Western learning. Chang was a man of no mean intellect, and one of the reasons why he was so anxious to preserve Chinese learning was because he realised the destructive effect Western learning has on Oriental faiths. He hoped to preserve the ethics of Confucianism and to attach to them the practical knowledge of the West, which he realised was a necessity for China. He summed up the position by saying, "Western knowledge is practical, Chinese learning is moral."

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The immediate result of this book was absolutely the reverse of what its author intended. A million copies of the book had been issued, and it circulated throughout China. It raised a storm of opposition, and probably was one of the causes which produced the Boxer outbreak; but the failure of Boxerdom and the Russo-j.a.panese war convinced China that Chang-Chih-Tung was right, and his book may now be taken as the book which best expresses the intellectual position of the moderate reformer.

He first deals with that very difficult question of finance. He proposes to finance the schools with a wholesale disendowment of the two religions in which he does not believe, Buddhism and Taoism. He writes: "Buddhism is on its last legs, Taoism is discouraged because its devils have become irresponsive and inefficacious." He then suggests that seven temples out of ten should be used both as regards their building and their funds for educational purposes. But he has a sympathetic way of treating the disendowed clergy of China. He suggests that they could be comforted by a liberal bestowal of official distinction upon themselves and upon their relatives. Who can tell if Welsh Disestablishment would not be popular if all the clergy were to be made archdeacons and their brothers and fathers knights. But he has a historical precedent for disendowment--Buddhism has apparently experienced the process of disendowment three times; but as the last disendowment was {270} in 846, on our side of the world we should not regard it as a precedent of much value.

In establishing schools he adopts five principles. The first is one to which we have already referred, that the new and the old are to be woven into one, the Chinese Cla.s.sics are to be made by some magical process the foundation of the teaching of Western education. The second is a very un-Western but possibly a sound way of looking at the question. He puts forward two objects of education: first, government; secondly, science. The first includes all knowledge necessary for the government of mankind--geography, political economy, fiscal science, the military art, and though he does not mention it, I suppose history.

The second is natural science, and includes mathematics, mining, therapeutics, sound, light, chemistry, &c. The third principle is one that we rarely act on in our own country, namely, that the child shall be only educated in the subjects for which he has a natural apt.i.tude.

The fourth principle is one that applies absolutely to China; it is the abolition of what is called the three-legged essay, a complicated feat of archaic and artificial writing which only exists for the purpose of examination, something a.n.a.logous to our Latin verses. The fifth principle shows that China is as far ahead of us in some ways as she is behind us in others. China has pa.s.sed beyond the stage of free education to the stage of universal scholarship; all students are paid, and this has brought about a great abuse; {271} men study merely to obtain a living who have no apt.i.tude for learning, and on whom educational money is really wasted, and so he abolishes payment.

His Excellency closes his advice with a suggestion that societies for the promotion of education should be formed. The Chinaman loves these little social clubs and gatherings. His chess club, his poetry club, his domino club, are national inst.i.tutions. Why not, suggests His Excellency, have an educational club, or as I suppose we should call it, a mutual improvement society. Thus wrote the great Viceroy who more than any other man prevented the spread of the Boxer outbreak from desolating Central and Southern China. During that Boxer rebellion all advance was impossible, but after that overflowing flood of disorder was pa.s.sed, the reforms suggested by Chang-Chih-Tung began to be seriously considered, and on January 13, 1903, an Imperial Edict was put forth renovating and organising, at least on paper, the whole educational system of China. It would not be China if there were not a great deal of sound sense in that edict; it would not be China if on paper the organisation did not seem to be perfect; it would not be China if as a matter of fact the whole scheme were not to a great extent a failure.