!:l i!ii:':;.!!!| II il.i! I i! !i mimm ! J i| Class Book University of Chicago Library GIVEN By BlsidePihi main topic this book also treats of ^ Subject No, On page Subject No. On page If a-'^L^ J f^cMA.a-»^ The University- of Ghioago Founded "by Jolm B. Hookefeller. Modern Bduoation in China. A DlB,sertation Sutoitted to th© S*aeiilties of the Graduate School odf AH "aiil T^lterstture. In Candidacy for the Degree of Master of Arts, Department of Bducstlon Chung Hsiian Tang Chicago June 1911. t , t:^ k)i £ ri is io 1 22 OUTIIIS i^- ^ ****** >»f * Introduetion, I, Historical backgroTrnd. II. The movement for ciodern ednoation. III. Social inheritances in educe tion. IV. The present system of education. 1, Elementary educrtion. A. Elementary ediaoation for hoys. B. Elementary edxiostion for girls. 0. Education for elementary teachers. 2. Seoondary education. A. The middle school. 3. Education for secondary teachers, ^' 5. College educf^tion. i 4. University education. \J 5. Vocational education. V. Concliision. 1. Seneral features of the educational system. 2. Diffictilties and cfefeots. 3. The outlook. ■47 Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/moderneducationiOOtang Introduction. The recent adoption of modern education in Chins is imiciue and significant in the history of the world for three reasons. Tirst, the object ;of educational refora is national regeneration. Chin^ has clearly recognise" the feet that the estahlishnont of d constitutional government, a militr'ry and nyv&l rc^: ^ ' :atlon, &na economic and in- dustrial development are ".■'•' - oerflcial atructxirGS and will not have a permanent effect xrntil an intellectu-l foundation is laid in the training of the v/hole people. The school, is, therefore, nmdo a hasis upon which these various superstructures are to he built. Secondl:,/, tie new system of education is founded upon the experiences of other races. It soens that there are oertrdn fundamental principles for the improve- ment of the human race which are hoing- rocogniKed hy the v^rhole civil- ized world. If there is ever to he r. unification of the hujaan r^co there will he a unification of educational principles and practice. 2'inall;;'-, the country in which this great raovement has taken place is the thing to he raost considered. Here is e. notion, that saw the rise and fall of Rome and Athens, It remains aa the only surviver of the ancient regimes. It is a n^.tion that has Ion:; heen 'tnown as eTtremely conservative, as a greo.t enersy to modern ideas, Ahove nil, the nation possesses v.nlimited wealth, a vast prea of territory, and includes one-third of the r/orld's total population. The oldest, the most con- servative, 3.nd one of the greatest nations on earth, is to he the nevyest, snd to exhibit a sudden change and tremendous activities a- mounting to an intellectual revolution. These three chnracteristios have attracted the attention of the v/orld. Invest ip.T:,t ions of the new educational laovement in the great empire have heen made by some v/esternors, who depeMing niercly upon their observation of external conditions of schools have brought back all sorts of conflicting stories. These foreign observers, for one reason or mother, genorally fall short In their attempt to give sntis- factory ana true f.c:30imts of the eduoationf,! situation of tlio empire. Undoubtedly most of tKeii had difficulty iiiii^aerkanding the tradition^ the ideals and the language of the country upon which one's inside vie^jv of things depends. It is the stteiupt of this thesis to present some internal features of these schools especially the aims of education and. the Gourses of study, without, however, going very much into detail. One import,siit fact to 1)3 noted is that the country is living in a transitional age, and that the present educational system like all contemporary institution, ie ver^ lUrely to he modified and reshaped. If any change should take pl.,ce. it would l:e in the rlirection of provement and progress wpoK-th,9-^:KiStlne state of affairs. im- I, Historical Baokgrotmd. If the history of edxtcation is to Ije regardea as an r,ccount ox the development of school systems and curricula, there is no need for anhistorioal haokgrouna for the modern education in China, for the transition from the traditional education to the modern is e revolu- tion and not an evolution. The schools of old Ohina 7/ere S"/ept away Tsy a single stroke, and artificif^lly replaced by a new kind which is too far for the Oonfueian school for any comparison. Hence vre find in the courses of Chinese schools of to-doy, v/ith the esrception of the classical and moral education, no historical connection with earlier courses. The whole set of modern ooixrses is hrought over with the nev/ system of national education from the «est, and therefore the history of modern education in China may "better he connected with oc-i6ental education, than \!7ith early Chinese education. There is, ho-;7cTer, no educational system that can he entirely trransplanted into a country without being modified "by local taste and needs. Social inheritances in education froni the "past tend to preserve the traditional features of the school and to make the now sj'stem, no matter hov; foreign it is, distinctly local, "'or this reason, the mod- ern schools of Ohina are after all pecularily Chinese although they are Kuropoa^j.J^; content and character. It is, therefore, the aim of j^his historical introduction to hring out hriefly some evidences of ■ '' Q social inheritances involved in the present schools. Historians say that the Chinese nation eajae into existence one thousand years hefore Uome and /ithens. However long the national history may he, in studing education the national history can fairly he divided into five main periods, namely, the heginninj': of education under the Pa tr larch ial Government, the rise and development of Con- fucianism, the general decline in education, educational revival and the beginning #f the Bxaminrtion '.ij^tem end extreme literary formal- 4. ism. 1. The Iseginning of education imder the Patriarohial Government from the early times to 550 B. 0. In Yu '.hu (g2S5 B, C), th'e earlie'fet history, the 'beginning of Chinese edtieation appears. This history relates? that there was ft this time a minister of ins taction appointed hy the emperor to in- struct in the principles of p:ovorning- hitman oondiict. The present Chi- nese ethical teaching, which has heen the force for the preservation of the Chinese race and the genn of the Chinese civilization, might ha'^e had its origin at this time. Uan i;/as taught to love his parents and respect his elders. :Besides a rndimentars'' Icnowlodge of the langv^.^Qe, "rites and niusic" formed the chief suhjeets in the school euTriGtiliiiD. ilo one Irnovm exactly how "broad a grormd the l?2tter two snhJGOts covered hilt so far as we can see education was "based on political motives, Kites might havs meant the rules povarning the order of the npper and lower social strata ;?nd of ol3ers and youngsters in families and clans* This somewhat resemhles the learning of the capital lav7S of the colon- ies in the early Hew England schools. Music as tstight with the idea of harmonlEing the temperment of the people and of creating in them a peaceful attitude tov/ard the sovereign of the land. Thizs in the Chii D^masty USE (B. 0. national hjnans were sung to prsise the virtue of the emperor fWen ■^jang" . These two snh.jects have always heen con- neoteo and formed co-ordinated names in F>nj sort of Chinese writing. The present system of ceremony, which is the most complicated and most formal in the world, is a direct descendant of these rites, and the ancient form of music is still played in connection with the per- formance of ceremonies hy the emperor and high officials in. thdir an- nual worship of the heaven and the earth. The greatest interest dx.ring this period in the minds of the rulers of the nation vma the idea of st:at0 responsihility for ociucation of the people. This is conatantlv foimd in. prJolic dociHnents referring to the eduoation and especially in the raeiaorials a.na decrees af the ■beginning of the period of modern eduoation. g, The rise and development of Confricianism 550 B. C. to 25 A.D. The feudalism preoeeding- this period began to s?/eep rvm:/ sahools from one corner of the Icingdoin to another. Princes of various "vasspl states revoltotl and the central government hecame xtmoh vieakened. They then l^egan to invade one another 'a territory, having no time to care for the education of the people. The system of puhlie ecltiestion was according- ly destroyed. In the midst of the v/nr cloud the great sage Confuoious v/r.s horn and "brought up. He was the first and greatest educator in Chinese history. Proh^ihljr no man in history has ever hp^d so powerful and un- "broken an influence upor. the minds of so grert s nuiiiher of people for so long a time a-S the sage. It was he who initiated private activity in education. It was he who first advoca.tecl that the schools should he open to all and actua-lly put in practice this precept. I'inally, it was he who comhined education with politics and rGligi0i\, (religion ii the sense of morality only), V/ith G. definite puxpose to perpetuate his political and moral doctrines he opened the first private school knovm in Chinese history. Scholars gathered from all parts of th.e country until the mim'ber re;?oh- ed 3072 ^ In his curriculum it is surprising to see how much there is T/hich departs from that of the preoeeding sges, '7e see also why the centuries following the schoolmen not only failcc' to develop this cur- riculum, hut even failed to res.liE:e fully its vtvlue. "e see why he was so S'lcredly rj.nd u:n-i^--'--'-'\l|ry worshipped hy his posterit-. He divided 1. Hefer to tlie Corupiled Lee'— >: .,.vo-...u - ■:. 'College, Vol, I, pp . 33 . 1 his schools into t7/o departnients; one for gGnoral education and another for special training. The currio-ul' m for the first department includ- ed three pr.irs of s-ubjects, namol.3'-, rites and rrAisio, shooting- and rid- ing, and, classics and mathematics; these were- celled "Six Arts*,' Ai^- parently the aim of the first pair was mornl ednctaion; the second pair aimer! at physical edification, and the third at intollect-anl. In the department for special training there were fonr subjects; morals, prr.tory, government, and literature. 3tu.dents under his tr^.ining, especially the famous "seventy- two' hecame politicians, philosophers, educators, and social leaders, and at the same time preached his doc- trines as the gospel of truth. But unfortnmately they all presistent- ly over-empheaiKed the moral side of education. This soon degenerated into formalism, and ignored the other pa};ises of training 77ithout which education is not signifiGa,nt, It laust he understood in this connection Vnrt the Confucian teaching was not sectarian, nor fas it religious in character. The great;:.teacher and his disciples were primarily interested in humanity, and not in the future '-/orld. 'Shelr education ^as mainly to prepare men for the service of the state. I;f ?vas hased on a certain code of ethical principles, which are too oorfjaon place to ...oention here. The OonfusiFin teaching was temporariliy interriTpted in the "Tsin Dynasty (255 B. G. - 205 B. G. ) when emperor "Tsin Chi Usng Tiy the huilder of the Great Wall, after destroying all- the independent states and consolidating them into a great enpire, hurnt all hooks and some scholars alike. The re-.son for this destructive policy, 'asclBet forth hy Chinese historians, is that the emperor wanted to keep his people ignorant in order to perpetuate his dynasty. But his dynast^as 1. Refer to the Compiled lectures of Two-Hu .Mormal Collpcre jni i pp. 3S. ■ " '-' ' ' Poon replaooa Iry the Han dyT>aBty ( 206 B. C. - 26 A. D. ) . A new era of eauoatlon now opened with the nev,- dynrsty. old learning was re- Tiyea and a ™^-i"iet.tlon of learntas t.-sed on Oorfuolanlso was enforoed. , ^^^,- .o ! -n-rfq of f^e nlnpire to reprofitJ.oe from SoJiolars were siiiainoned froia ell p^-rto Ox c.-e ui^px Memors^" aii-^tlie "books 'biirnt. This involves r, serious c:tie«tloii as to the correctness of the rep^Ta^^otion of the hoolts hy hi..man memory. nonftiaianimB might have been misinterpretoa or modlfiea. At anj rate education ^as_ henoeforth known only as knowledge ox mor^as and cl-^ssies. and the "Seven ^rts" of the Oonftislan school ^iJere nover ropeateci. t the end of tliis period there waa a general decline in education. Let it he nnderstooa once luore tha^ this period is the formu- lative a^e in Chinese history, politically, sooielly. as wefO'es educa- tionally. It is the period diu'ing which the inflnence of Oonfnoious terminated in the Chinese society, ^rom nor^r on Confueicns was n model teacher in all periods. !3onarch3 of the different dynasties taking ad- vantagG*^ of his doctrines that snhjects should ohey their sovereign, encouraged the people in studying his classics and reir^a-rded them with ^ titles and degrees of nohllity through a system of puhlio examination •baaed on their ahility to G^ponnd the sayings of the sage. 5. General decline in education, 25 A. D. - 519 A. D. This heginnlng of the period coincides with the ^M of the han d-Tiasty and it extends to the heginning of the Tang dynasty. It covers eight dynasties with an average of seventy-one years each. • Ghtmge in dynasty in Ohina means a political revolution ana it may tnke years to accomplish it. Education can progress only ' .t^te of peace, -.nd conversely it is hound to decline v7hen a geiieral- ttoult runs through the courtry. cilhar state nor private activity in edu- cation could go on during this period, with the single e^coeptiow that near the end of .the period wiicn -ohuns-yen, the only educator ...■/i u^ J. £j..^, , ar,), uj.i.)'oi\ ;' ' hnd over «' ay wonU ^aln an ©aay court life. Th® so-oalled noholar class luid ..0 ot"h'©i* RiaMtion th^n to oultiTf'fR lltorrirj' forunllsffi dr oi-a-^r 1o writo deitiornlisoa piooea to plo« ■ ■ . - , ^^^^^ ^^^ ^^^^ cUl-.or onftr.f^ca in ^wr'e or left Igno ~ r.?.. ciacr.in. ilv therefor© tMs .,^-i-,,i rrka n preat retrosrresjior, ^.* -;-:■' . ■■ . » 1127 ;,. p. " ■ "'"' '■ """•'' ' ifcs porioa Is typioal of Vm GJilnese oiylllsF^tlrm which is exK.v>iowa 1.U llteratwe ?m(l philosophy.' It ^nsj in this period that pisi; lio ^'-otivlty rma private spirit in oduoat ion revlvea. it la In this ^^^ml'thooTj^rm^ praotloe of r.e M.Pe v^ltho^tgh we do not have reoords .- sc).o-lv-. ■■' - - -■^^-v^ ^:.':'n tly separatee Itself 1-; • ■ ^olSen '.-'>:« .l-.i, ©nooJi^^boijfm ^;itii the Taag dynasty 6go~951. Onoo ^•^"'' ■«ii>-!r.- v/aes ^ooKsoIlSated rysd poace ©nd ordor Gstnl-lloliod. the two iiTmdr«d and elshtsr-sevMi -ears f 618-008)' diirin^-^whloh' they hold 1|io- tljroK® Ohlrfe waa ^proljably tho 'moat oivilisea 6mmtTj on rnrth. The a^est dfi^s of the Wmt mhm Hnropo' was wa?iapfod ir ' -nor^:n,tos passed the preseriberi examination. Although schools v/ere foimd evory^:rhere. there was little opportunity for the poor to get even rudijuentnry ed- ucation as the economic condition of the people ;vas extroaely low. How- ever, there was a great deal of elementary education involving simple knowledge of reading and writing in shops .vhere youths either learned tlieir trades or .vere regular workers. This shop training had a become a universal practice and was the chief agency for the education of the .oor. Thus at the beginning of the n*!^^^ centur- -^e^.tion ^.as still in ft primitive form. rLc- 11 II. The IJoveiuont for Modern Education, fl) Preparatory Causes. The various oa^ases leading Vne Cliineee to eaat off their old ednoatlon.a system ^nd to adopt an entirely and untried one may be su^ed up by saying th«t it becaiae a political necessity. The proudest race in history hay never yielded its ideals and culture Tvithout j Btruggle. Some of the causes mny he tracea haclcwerd for many years; Professor Plyer^is right In saying th^t even before the middle of the last century it was gradually dawning upon the leading minds anion, the Chinese that in actual warfare their country was no niatch for forol^ powers. The first actual contest in which this becan^e apparent ^as^ the Opium Tar; and the events leading to the treaty of banking in 1842. 5:hls 7;ar served as a hui^iliatlng lesnon to the few who .7ore willing to open their eyes and ^derstand the meaning of things. Chin, for the first tinae in history came in contact with the real ocoldent.l world. Bight years later came thf- 'i^si-n-ivifv -v-^v^TT-t jl-, ..ue -.si-ping recellion the result of -.Yhich forced CMn. to rc.ognl.e onee .ore the ..porlorlty or -.esterr. =rta. ^Ms rebellion «ev«3tatea the S^lre for ^oro than thirty .-e.rs -na wa. only ,„eUed .y foreign esslstanca. It showed that the ..sol.te .eee.alty of employing foreign «..«lon. and ..ethode of warfare, .he result w.. the eataMt.taent of r fe. .nitery and r..vy oolleeeo In Oanton. Poochow, ivuchang ond Tint^l--- «r,v? +•(• o -f^a xinx^m, and the sending of the flrs-t- det- -taent Of 130 atnaents to ..erlo.^ .t ,overn«ent e^en.e in 1872. ^,e latter s«he»,:wa3 atandoned after a short ex..erl..ent on .eoou..t of the contempt for western learning on the part of th„ i..ie part or tue government officials. She rise of Japan =nd the Ohlno-Japanese Sar m 1894 were fur .Her c.,„eea that bro^^ht aiout ednc.tlonal refer., .he victory of ^' oSationriOOg! **"' ''°^™*' °' ^'^^ "• "t California, on Chlreae ^. 'illiM's History of Ohlna, pp. 337. 12. Ja.pan was -a great svirprise and hniijiliEtion to the Chinese oilnds, for hitherto the island einpiro had l3een tre&tec' as no hetter than a tiih- iitori' sti'te. It was a. tritamph of modern civilisation over the old, and China ?;as foroed to see the c??uses for the rise of her little neigfe hor, ?7ho htui r,. common origin in rrce and tradition with ]ier. The xrise men of the empire at the time unanlmousljr agreed that western learning vw.b the sonrce from v'hich Japan p-ained her strerg-th. The Imperial Pei-yang Universitj--!- ?^s it st?mds to-daj, the best institution in the country, v7as one of the results of the first oonBcientions at- tempt on the p^.rt of the governraent after the war to give to China the ednoation of the "'est. Two years later Smperor ivv/nng-su through the memorials of Kang Yu ^^ei, head of the reform part-, attempting to revo- lutionise the country/ in ?> day, issued p. series of famous edicts for B-ener.n.i reform. In these edicts education figures prominently. This reform p OTed altogether too hasty for the ancient empire to he.-r, and the result -^s-as only failure. third cause, which mny he added under the preparatory oauses, in hring ahout educational reforn. is the Christian missionary. "■I03t of the western writers claim this has heen the cause above all others in ii/iportanse. But in the opinion of the present -Tyriter. this cause is rpther indirect th^n direct; the Christian influence h^^3 heen exertine- Itself in education rrther in the gospel. Thie influence cm he traced in t^vo directions; one, is the splendid work done hy those men who fiv^t went to China as missionaries, hut later^ohmiged to i^ov- ernment service. Such ..en as Dr. 0. D, Tenney. D^M^W^nd imny others. Dr. T^rmej, an n,ericnn. 7/ho, as the first president of the Imperial Fei-y,np: University and founder of the oducation^^l system of Chili province, is the amn that China wishes to honor. lextjis Br. 1. Bulletin Eo. II, of Pei-Yi',ng University Oluh, r>v, 14. 13. Bioliara, an Eng-llslimarx, nov/ president of t/':e STiansi Univorsitj, doing a splendid educational wor'k. The otiiar dlreotlon in v/hioli the mission- ary infltionce is felt is throu.^h the Instlttitions estf-'oliGhed in var- ioiis parts of the empire. The infltzonee of these institutions ha,s heen effective and f&r-reaching. During: the last part of the l&st century the^ conYeyed to Chin:-', modern thor-ghts "by tmaslating hooks, snd dur- ing the early part of this decade they were tlie clief source from which the modern Chinese schools drew their tepchers for foreign lan- gusges and at the same time were the places that % g;reat inany of the Chinese ^outlis ohtnincr their preparatory education. [?hese preparatory causes pave-" the v;py for educational transformation, nnd China vms only waiting for another s'.ruggle hefore she would be willing to accept the new eduos.tion. fs) IiMiedirte cause since 1900. The da'.^i of the new century witnessed the birth of a new China,, and is tho chief event of modern history.' The memoriahlc year 1900 when the vrhole "TOrld irnitcd in arms against the Pjoxer uprising ia the truning point in Chines liistory, educationally as well as pol- itically. The Qiiiperor and the doivager were pursued, the capital cap- turet"!, oonce;33ions granted, indeianitiy paid, '-ippology raade, and in fact the life of the nation v/as at the mercy of the invaders. It v.^as the greatest crisis tlip.t China has ever facei' in her four thousand years of national existence. After the Protocol at Peking, there were only two ways for her to go; either she muot go to destrAction, or she must reconstruct.. She chose the latter and hogan to reform every phase of national life. Education was wisely regtliKec"' as tho hasis of fill other reforHS. lamod lately after peace .vas concluded in the sane year, 1900, the emperor appointed a comvnission to draw up a nev/ system of eduoatioii 14. In oonsG.iiience of the work of this commission, an edict was issued in 1904 directing the ['rovernors end viceroy's of the various p:"ovinoes to estr.hlish soh.oolB aooording to the ne'-7 sirstem, •The follo?;ing year, 1905, /witnessed another great evont, the ■victory of J-ips.n over I^usaip. in Manchitria, OhinB's territor;^. Jr.pan proved to China Oiiee inore tliat her siiccetis v^ns not merely incidental, hut vyas definitely attributable to the vjostern learning. Japan's vdo- tory exoitef' the adciiration of the v/hole nation and at the ssine time gave China fresh encoujragement for learning the western civilisation. The a;o,_.t glorious institution — the pnhlic ex^Kiination s^'stem hp.sed upon wriiing forcal essays on themes, vrp.s flnrll-y p.holishefi, nnd the Central Board of Sdi^oction, hesd of educ8.tion?nl pdalnistrp.tion of the empire, was estahllshod. The disappesranco of the e3ceiElnrtions marfes a great revolutionisation of Intelleotual trg.inlnfr and the creation of a new hoerd earks & definite policy of the state for the educ-^tion of the people. Henceforth the needle of the coTriibnss of the empire point®! steadily in the direction of progress, A third im-.'.edi;3te cause lay in n fer? progressive men who appeared among the higher officials. The most influential of these ahout the time 1905, wore Yaan-skilr-kai, Ohang-chl-tunB', and Ohen- chiian-hsuan, viceroj^of Chili province, iiu-]OTang and Two Zwang res- pectively. IncidentaJly one was stationing in the north, another in the center and the other in the south; and through their influence upon the neiphhoring- provinces the whole of China was affected. These men united with one voice to brinp; shout the aholition of the exanination mentionef: ahovc, the ^.%dest attcnpt ever made by Chinese statesmen in modern times. They strove with r^i^ht and main, and with great success, especially the first t^o men, in estahlishln? schools and oolleges of rll descriptions ..t Tintsin and Wu-chang. As Professor 15 FlS'er sa^s, these and other less prOiXiinent Btatesnien p.nd. patriots have represented a i/iight influence, and have fought against odds In opposing the reform party h??.; won. The raain foatirre of the whole nioveffient for modern education is strue-.:le. "^^ven rafter t-c opulai war and the Ohino-Jap^^neae w-r, China did not imderstand whj her ^loriouB civilization should be mod- ified o.nd a new oivilisat Jon. which t^as Gonsiderod good only in the arts of -riBT, shorJd he introdixced. Onlj after ihe complete failure of the last Pttenipt to overthrow the ne^ civilisation in the Boxer np- risino- aid the sleeping giant of the laot be-in to wake ivp from the eentnriee' dre..m. The movement T^as fiirther haBtened hv the thander of the T^UBsio-Japanese v.<-r. Thus the transform ition of education in China is honght hy hnmili^.tion and hlood. 16. III. Social Inherit.ance in I^ducation. Having slcetohed briefly the historical 'baokgroi-md a.nd the bo movement for ijiodern education, we •;.rG nou ready to analyse soiae of the social irJaeritances from the past which are the most important feotors to "be considered in oonj'iection with the od.txcation of the present and fiitiire. [These inhc:fited tendencies t'^re either a sonroe of inspiration of troTJ.'ble to the odiicatorB '.nd administrators in modern education. (1) Social respect for education* Social respect for ednoo.tion is ohovm hy the pocition held hy the scholar class. /. s educo.tion combined "Tith politioa nnd religion (religion only in sense of morals) the scholars throngh the whole covirse of history have hcen the Q^K^cers of Irw ,and e '-not loners of morals 2]hey 7/ere decorated 7;ith de:;rees and titles rnd honored ?/ith the first rank of the four social clt bbcs in society. The-; formed an intermediate Glass "between the government r-nd the people. The former depended upon them to preserve the peace ?\nd order of the country and the latter looked upon them as their defenders r:nd attorneys against injiistioe on the p;irt of the goverrjiient officials. In fact they hrve been the reel rnlers of the nrtion. In this connection it is interesting to note the recent move- ment of the Christian mJSBion to evan^elirre Chlnf. thro^^gh the stTidents, The indea of the missionaries ic trnt if there is ever en ev:^'nR-eliKaticn of China, her students must he captnred, t'nnt It is through them that the greet mass of population ■'/ill be eaally cau;-]it. This suffices to show tho status of the educated men. This tremendous socisl respect ''"f Or' the scholr>.r class has an Important effect upon the wor'klne: of ©'"uoational forces. The high- est ohjeot of life is to ho a scholar. In tlie ^irsli Chinese" P.ender, there Is n,n exprosslon , "Others' mfi#*'heruest to their children a trea- 17. sure of ;--old, hvit I prefer to le- ve my sonsljao^OOK Henoe llliterac^r has alvira^s iTeen regardoa tl.e most ra:!fortimpte tiling: In life, and the illitei-cte mr'.n is lookeci upon aiost dangerioiis eleLient in society. It is truer- |li|i.-t there aas been ana atill is and will be for soae time a l."rggr;pQrceGtage of illiteracy in Ohina, "but it v;o-ald never be :: will- ful negligence of anybody ~o laave 'GhGir sons nnednoatGd; the falltire in ed-ilcation Was'-and is dne r&ther oitlier to the faot that aohools are not ao^easible, or the poor eoononic conditions of the fniiiily. The nev/ sydtera of eduoataon ,has made the loonlitiec responsible for open- ing free and imiTers;:! elernontary ediioation. if this provision could "lltlStAred ont extensiVGly, so that schools conld be nGCosslblc geo- grriphieally;,®;^ virell as finsnoi:^lly, there is no re;::,son to believe that China will not be the best ed'acsted nation in the world. XiE) The idea of st.: to Seaponsibilit^v in F^dncation. It has ali'fays-been hiatorioally true th^.t the Chinese govern- ment directly or indir;otlj^ controlled etjucation* In the first find the fourth periods, we have seen the state directly esstj^.blishin!?: schools or ordering their ostablishaent in districts, contlcs, and villages, and we jieve seen also in the 6ther periods that stats activity and en- Qourar.-eirient in education were manifested indirectly through o. public systeiii of exaraination, although the system affected only a. liraited ols.ss. In conse.-.uencG ox this, v?h&n the period of modern education ca.?iie, the govsmiiient folloved ics liistorical precedents in a natural ■.yay, and recognised ■■.tJ).^,-.iFespon!3ibi'lity of the state for th® ■ ed'^oatlon of the people. The whole eduoationnl system is organiiiied and controled by the centrnl governm.en%-:ana. -ti3;©;pi@!Gl.p:ile'iSfe.ox7 no aigh of protco't a- B anst thia e^^treiUQr centralization. II.;noe in the nev; aystsin, all laws ooncerniiif?' .^the function of r-ll eduoationrl officials from the elementary school up to the unl- versiliy and tholr relations to each other; the conduct ©1- -toaohers and 18. pupils; the ooiirse of stxidy imd the length of the school :^ear, ana even the style of imiform and dress of the piipils are tirilformly and definitely Inid down hj the "Boarci of Bduoation. All administrctors and teaohers in the gOYornment schools are presiuaalJlv/ officials of the government. Piirthormore, tliGoretiorlly, no school is nllov/ecS to open •^'ithotit the oonsont of the government; and the Ir.tter cmi rholish any private school If it sees fit. (3) Ednoation jmd politics h^^ve heen comhlned. The f-anotion of the school vs-as rserel?/ to prepare men for pol- itiots, A man puislnf?, n higher, education was eic^^eoteci to heeome an official. This develope" the systera of pnhlio ex>.;iaination hb we have seen. This system of esranri nation wonlcl not have heen had, provided it had heen carried out as is the civil e'xnraination in ^;ng.-lsnd and in othor Goimtries. .But as it rrs.s hesed only on 8hility to write formal essays, requiring no professional or teohnioal tr84nlng or lcnov.rlei1ge on whiel). a man '.'roiild likel'/.if not entirely, d.epend for his sucoessful public career. 'lenee the systeti certainly -vvas undesirs.hle. This historical inheritance h&s an important effect upon the working of modern education. Since political distinction vms the only mea.ns hy which a man could l-.ecorae eminent in society, and ^:■.ll other hones occupations were ac-:ordingly looked down upon, there has heen in China only one path for disbinction — officirldom. 3o vrtien the sys- tem of examination was aholished in 1905, students were hitterly dis- appointed, in their aims for their hope for destinction was destroyed. Go strong was the estahlished custom that the p;overnment hrd to pro- vide degrees for graduotes of all schools from the elementary to the university, for degrees represent licensea for governmeiit offices. To ohtaln these had heen the chief aim of the students of the modern schools untiikl -very recent days, oteps now have heen tnken hy the government to stop the vSiving dif degrees in order to encour^.p-e indust- 19. rial aevGlopmen-t snO. other professions. Just a few montlis pgo, the Loe.rd of I^faioation preser.te? r. meiaoripl to the throne that no decree he oonforred iipon graduates of the schools founded pfter 1900. This is a turning point in the history of Chinese education, heoause it opens the p.^ths of distinotion for industrial nnd profess ionr,! men for the first time since the oeginning. But the long estahlished relation of eoverraaent office to educr.tion cen not he hanished ',7ithout frirther development, c.nd it wjll, therefore, t-l-re some time to sep^rnte educn- tion frora politics. . (4) Through the fSaole oovjrse of histor:? education in China i^D..3 heon secular, heing interf erred with hjj no ecnleBinstionl or re- li.orious influence which wns at one time so imperative and dominant in the development of Jhoropean and >'.merican education. Confucianism \?as not in any sense a religion; it v/ps merely d morpl dode treating; the relation hetween aan and "man in societ;?, ^nfi therefore denlinp priiaari- ly rith the world present, not the world to come. This is an unfortu- na^te circurastance in national development. Had there heen relia-ious inflTience in Chini'', education might have heen better. She church '.vas t}io center of learnino: in early times in Europe, and the Reformation created ths idea of universal ed'acation which Is really the corner- stone of tile modern v^orld. kvLdh more the relii?ious societies like the Jesuit in '/Europe and the sooiet;/ of the Estahlished Church in .nsrland have done invaluable service for the educa.tion of the poor and thus laid the foundation materially and intellectually for modern schools. Judged by these analogies, the laek of religious fruidence and inspiration oii the part of t^le t^-^hool >-\^n In ■chTnA is - serioas defect of the race. One cannot expect to find a religious atmosphere in the Chinese schools of to-day. r.ealjsinf: this defect, the government has provided the Imperial Code of 'Education and rer^-'-tec! --'-yn nr^ • ■>-in 20. in various edicts, a compixlsory -.vorship of Confucioiis, a presori'bed teaoxiiiiv^ in mor-als, raid n elaborate system guiding the oonduct of "both tcf?chers and pupils. These three lines for the development of ch'-racter are presumalMy used ??s o suliRtitute for reliaion. i (5) The social classes Svf the school. ■'s we li'dYe seen there- arc four social classes in Chinr. the scholar, the farmer, the artisian, and the merchant — v/hich have been dovelopea from time aiflmemoricil. But it must he understood that the;/ are urilike the castes of India, Vifhere there is no chrnce bo cross the fcoundr;' of casts. On the contrary, in Ohina the lowest peasnnt ot^n hecorne the highest riian of the emi">ire . 3f his ahility warrants it. In practice, howevrr, there- is •■ tendencv for the son to continue his f.^.ther's oocupction. nence the presort tendency 4s to have separate vooationsl schools for these elfsses. (6) The grefit empiioEis on elassios. Yio other people in history emphfsied classics more thpn the Chineoo; no ratio::: inherited so rich a treasure of literstirrc rs the ancient empire; fin&lly, no st"idents Tiere more feiliar witli ancient poetry and prose than those o;"" the Gonfucir.n school. It is not he- oause the Chinese were born literary people, but because edu-cation in China has been one-sided-classical teaching was the chief function of the students. With siich an inheritance from the past, if one is not sur- prised to find latin and Greek, frujt of the I ;ennai stance, holding the foremost rank in the ourriculiTra of the old ts^^c of second&ry school in Europe and America., he -"ill certainly not vronder at the Confucian clrssics in the modern schools in China oooupying a Isrge part of the Students time. (7) So co-eOucstional ider? has ever been devoloped. In the first place, education i7as considered a mrn's business 21 only, and \'iroinan s'co-ald "be ooiifii\sa to h.otisehold management. Schools for girls have lieon a rare thing tJJitil the 'beginning of the period of jQOdorn ec^xio-ution, when the Ides developed t]iat edi:ication for ■'jromen is rj direot -raator of a nntion's strength. oeoondly, it is the ideal of tho r?ce that ;;he two aexos should not he mixed .'-t the age of piih- erty, as Oonfiieioio-us says, "An intercourse hetween wen ?nd v-omen will not approach to propi'ietyV Hoiioo to-day even in the eleiaent'.ry ediioa- tion hoys and .^rirls .?re not allo'tTod to go to the same aehool. Ii: not the est; hllGhed custoci, there wonld ho no reason psyohologio.il, soo- ial, or pedssogio:'! to Beparate the tvifo sexes in the elemonta.ry ^ohool, (8) Uniformity in edncation through the whole empire. 'u'ith the exoeption of the Tiheriens, Mongols, and the Tnr>:- eBta.lns, in the territories, the. whole Ohlneae raoe in Chinp, Proper, that contains the main part of population, is a great homo£i:eneous niass oomiaon Ik origin, In traditions, religion and polition,l .affinity. There has "beon, therefore, no necessity of deinanding- different hinds of edno'-ition for different aeots or different parts of the country'. Everybody was taught the SGfflG snhjects. The result was that no iTiSt- ter )tow great the divergerce of loc&l dialectcj and oustoms aight have "been, a northerner eould he perfectly understood hj his f ellov.' country- men in the aouth biirough his v?riting wlrlch is the cbnanon eTrn-eesion of the whole race. '2hlB idoe of uniformity in education,: th£..t everybody should learn the same thing. has influenced greatly the .f rimers of mo&t'm-^: educational system, i.-ll sclioola rmdor tiie common roof of the p:reat empire are m-.de luiiform in uuildin.>, in curriciiluiu, in the lon£,tli of different courses of 3tudy, in the iriethod of teaching, in text hooks, and even Ir, dress and uniform of students. 22 IV. The nodern F-duc&tionF.l System The iilixi of Edtioation. Since the keynote to the edtioo/tionsl t ran sformr lion in China is nationetl regeneration , the aioiG of education will notirrrllv "be training of oitiaenship, cspeoialij tJic-.t particular type -of oitlj-en- ship suited to the needa of the time. Politic:^',.!, social, and econom- io reforms are co ho Oo.rridd out simxiltaneously. 0?iina. neofis to call upon every citi2;en to defend her in her national emerj-renoy. She needs a great army of puhlio-spirited raen to aid her in general intex-nal improvement, Ahove all she need;.- to dovclop her resources to BPve her from starving-. These three rastin lines of development deter- mmiftg' the ikims of education, and Oonfucir.nisra, semi-stato-religion of course, vfill he center of all. The edict' on the aims of education declares: "The aias of education shi-ll he fivefold; nemely, (1) loyslty to the sovereign; (2) reverence to Gonfuoious, (3) cultivation of public spirit; (4) devel- opment of malJt5ial spirit, and (6) learning baser on prscticahility',' '■For the first, there will he a cloiie relation ■bet7/een the sovereign and the people. Every one miist under stanrl that the love ox his coun- try is tiie chief force operating: for the preservation of hie family. For the second, there will "be a right learning 'based on moral princi- ples for tjte salvation of the v/orld. ?or the third, every luan Eiust possess the spirit and tlie strength for social co-operation, i?or the fourth, every man must have a Uiilit-.ry spirit and inclination on V7hich the preservation of the state depends. Finally, for the last, the study of agriculture, engineering, eornmerce, ;^nd other indTi.strinl aub- ^' Tit^^i'^V"^^il'K°S ^^''■~~^''' (Oenu.-a Looxd of .Sdi^cation) ITo . II, p. 1. {Kv;ong Shu, 32nd Yr, or 1906. 23. ects shall be encouraged and proraoted with the view ox improving eco- nomio conditions of the nation,- nnd the people',' The entire edv.c^-.tlonnl system is forimlated through the in- terpretetion of this legal provision. The spirit and iaeals of school texts ffl-ust conform v:^ith 3t; every ?overrjnent seliool in the empire is recpirea to have it >7rltten in a fra.Ked piece haasing.on its T7all; and finsll7 It serves as the P-^ade hook for the teacher and the entechlsm for the student. In the • this provision hes heen practically carried out. though to some extent, there has heen an over-emphasis, on iallit:;ry drill in «li t"np ■^•■■^-^ar- -' ■ - r- or.Ti-^nT -..r ^^ ■^. — ■ ■' ;-i-"-c ,e bcii-ooi --nci sorae sacrifice of acRdemie interest for industrial traininj^. 24 The %st0ffii of SolioolB. The sie:nif icance of the sjstem of schoolo In China, is in that it is a comhinrj.tion of Ehiropecn, ■mericj.m, and Aslatio S3?-stems and. It is the most coraplete one in the v;orld. It "begins o'ith the kindergarten, -inclhdes the elsicentar:/, the middle, school, pnd the hj-^her school, snd is orcime" "'fcQr the nniverslty. TheVkinderga.rten, hov/ever, h^s heen regarded a.s a lioxury and rs e^rperiuient?--! in nature, hence the provision for its ostRhlishmont lias hern' carried out only to s very limited o:vtent, iViost of the institutions of this kind in sone large oitiee are heinp lovmded dj philanthrophists and rel^p-ions societies. For the present, t};e aysteia ffiin,' 1.7611 he said to hogin with tjie element- r;i' aohool vvhich is divided into two courses; namely, ■he lower elementary and the higher elementary, five years from pge aix to eleven fp.r the former, and froa; eleven to fifteen for the lat- ter, "his form Qif .elementary ednoation is directly copier' from Japan, ''.ioh in turn had .par^tly tro.nsplantcd it from the United ^3tatea .-rnd , d worked it out with a., s^eat sxieeess. For girls thcro are sopr.rate element:-~.r3^ schools whi.oh like hoys' sohools are divided into two coti.rses, the lov;er elementary and tlie higher elementary. In the girls' schools, each division covers four years. Sccondarj^ e'.Hication is found in the middle school, which is a compromiso between ''^.a'lerican iiig^ school and the Sermtin gymnaaiUJEi; in character. After finishing this secondary school, the students pass to the higher school 7/1 th a course j.cj;^ ;.„ three years, which is striotlEr preparatory to the universi- ty. This school is similar to the American colJege, preparing stu- dents for professional vrorh in theology, l.au .aid medicine. "In.'-^lly, .JtJhe system is crowneo hy the ixniversity conto.inin£; v. gcroup of pro- ."esisional sohools the coiirses in v/hlch may be three or four years, rjiis is distinctly nn institution foilov/ing the German,^" ^ *'""'"" ' 25. Tliia elalDor^te and complete system of schools reraiiring tTjenty or more years to pass from the oleraentary school to th-e Uni- Yersity, is completed 'by ??, very limited group. Stiidents maj "brenk away from this lirJ-r ;--.t the end of a oohool of ray grade. In providlnfr a further eaucation for those ^?]!0 are not a"ble to follow through this reg-ular aysteia, there are ys.rious kinds ox vocational soliools of dif- ferent grades. Tjiere are three elj'.s3es of vocation.r.l achools, lorver, the middle, and the kigher each with a course of three years for grad- uates of the lower elementary scliooly^ 34«Tit^rriiy^-j — ther e r-.re a& kaxriis fer^ : r - a - du - f i -^B— of the higher elementary, and of the midtllG school res- pec tiiroly. ThiiB ohildi'en of poor parents on finishing the five-year elementary course ciay have an opportunity of learning various trades In the l0';7er vocational schools; those of the families which are in fair economic oiroii-rastanees niay go through the whole elernentvry edxi- cation heforc entering rny specisli?iation in the middle vocational school; those of :voll-to-do can pass to the higher vocationel v.'.!»lch is a semi-professional collsge sfier finisliing the seoondars^ educa- tion; and finally ODly the rich will he nhle to a-o throiJgh the Mgher school and the university. In Eia.tters of financial si^prort, there are three classes of schools running, par:-'llel-ly» 'i'he first class is composed of govern- :':'■:: Gchoclb, snp; ortou l.y imporifl or provincial revenues; the sec- ond, nmnicipal schools, supported 1-y local funds, endowEcnts and suh- soriptions; -nd the last, private schools, carried on hy one or more "|)rivate pe-rsons. Mimicljaf ill ties and private persons hrve shoiTn their great activities in orgfrnisaini?: and financing the eleiaentary schools, whiife those fi.hove ele.raentary gracs' .ostly supported hy the govern- ment. Tho folloi-jsing difeS^rRm 'Sliore --'Ife^© aiffsrentiation of schools for Alfferont elaSBes* "^he fljfffjrer. tint ion bGnira nt the rnd of the lower Gleiaentairy sci'iool. ^ho "blue shaded portion represents voc-'^tional edtiqatlon, wIlIIc ';1\o red — iralvera-l. matter ^sinc- each or ^:hc colrxans, ' .Titrlroly left to parents, to '3eo"l(le, l'??.sed upOTi ■aonomlo level. 1-6 ^^ ^ >5 I fn O ! CQ I M ft I E o o 11- 11 15 -_.,- ^ y\ cr? Y 200K :-i~dl:^ do (Hofer to th© imperial Oode of F.duoatlon, Vol, II, p, 57 )« 27. 1, Elementftrj- iSdiioation. A, Slementory Education for Boys, 1 The aims the loi-vor elomentary soaool sre i'oir;;xold: : to give t.h.e fundp.ment 1 toi owl edp.-e of ma.n; to instruct in moral relationship; to cultivate patriotic spirit; ■■■>n- "a i@iira3.li* 0lii«il®»; c^X^JS^ist* i:^r1$tettt#t 5^Si!t#rF* f^^jt^fsf^*. |s.?Jt«x;:•- .:-;:a^'■a1%l f0-iim0tia^,{53§^ft ©«^»4.@=5 oT®r ft?© fmsm* ttm% Wn% it iM m$ - nf f di!«%. 'tMa el«Kt^:t5ar?: '0fewi:fi€^i^' f&y J!l^# :«?«^i ,:jvmi %«■ imr^. S: tank:!?* ,h# athar tlix'«#? ytfvyji, l«?-:Tiir<,; ;■ ■sto^'i'^ '§«s®^?>^^? «!=nd T^^it^ft^ta'TO, to the i^fiNsot ■SiaaiiBBSiiBBSiiS&iiBsaai £9. Stipport ana. for the poor to n.ttend, while the three-year-course, on the other harxd, hf^s he:n too 3hort -..nd inefficient and tliat the esls- tsnoe of the three ooiitgos side by side and giving f^hsolnte freedom to the coEisi-iHiitv to choose hrs oaased s^ore confv.sion than convenience. The hor:rd, therefore, recoimricnded the aholition of the tivo . coirrsrs and the continn-tion of the foiir-j'ea?- course with sotae laodification on ■week hotrcs, aeaiinishing.from.- 30 ho-ars per y/eok to £4 for the first tv;o 3rea:r^ -and from 36 to 30 for 'che Irst t'.vo. 'Ithoufih this chK.nge has alre^dj? been sanctioned l)^^ the throne snd hecame r- law, it is not jet p-it in foi'oo, ind the present system, th/it is fiie three co-arses, is still in existence* 'The "prnsent G'^rrioiila for t}.--© covrsey ore*, for the first course {five yoaro) i-aorcla, classic^., OhinoGe, arithmatic, and P:ymri nasties, rox- the other tv,-o conrses: clftsaios sre left ovh.,, ra:ilc soixiG laao.vlecge of history, oeography and nattsre-stud-j arc Incidentalls^ included in text hoo'kia for I'es.c.ing, Itiisdc, Ir-nd -Trorlc, or oarvinf^ may he rdded as elective 8 oy cutting oni: 2 hoiirs per we,©fe froiB any of the anhjects, The foilov/4Bf^-a-pe--the year-profi-rams for tli©— tlircc co-arsos: 1 Ti-blc i. a. ive-:,'ear — Ou;ii;jlete Oonrso. liO. 7irot Year i'o. Ho:J.rs Second xr. Hour 3 !I'hird Tr, xiors.ls 2 Morals 2 IkjTtils £ Ghiness Language 18 Chinese Lang. £4 OhineseLnn,^. 12 ArithMetic S Arithmetic 6 Cl^.j^sios ; 12 (Jj-uiiivstics ■ 4 Grymnasiurri 4 i.rithra^tic 6 CJy-ijnvv^tics ^ Totals 7jQ S6 536 2*0urth Yr. Hour-; Fifth ye;,.r hoLu^c ^^MhUa Ig Classics 12 Chinese hanp.lE Ohlnesc I^•^^rs•.l ;■; — ithuietie 6 Arithmetic "' '5 gymnastics _4_ Gymnastics 4 totals 36 32 I. Imperlnl Ooae of l^flu. vol. TTT -p. ?>?. 30 Talole II. Foxir-Year - Short dourse. First Yr. HoTzrs*'Second Yr. Hours ^Third Yr Hours* Fourth Yr Hours Morals 3 Chinese Lang. 18 Arithmetic 6 Gymnastics 3 Total W Morals 4 Chinese Lang. 2^ Arithmetie 6 Crymnesium 4 Total J6 Morals 4 Chinese Lang, 22 Arithmetic 6 Gymnastics 4 Total 3^ Morals 12 Chinese L. 14 '.rithraetie 6 Gymnastics 4 Total ^ TAhle III Three-Year-Short-Coui'se. First Year Eoiirs* Second Yc Morals g Chinese Lang, 18 Arithmetic 6 G;\Tiina sties 3 Total g^ Morals 4 Chinese Lang, 22 ■'rlthragtic 6 Gymnastics 4 36 Hours* Third Year Hours* Morals 4 Chinese lang, 12 Arithmetic 6 Gymnastics 4 Total W Table IT Five Yr.' Complete Course. DIorals Chinese Leng, Classics Arithmetic G^^ianastics I Tlb,^... percenta ge for siT'b:]ect3. Fourth Yr, Short Course ;;eek i^'eek. 10 hrs.,05' 78 hrs 36 hrs, 30 hrs, 20 hrs. 65 87 r.'Iorals Chinese Lang. Classics Arithmetic G7/ranastics 23 hrs 76 hrs Three' Ya Short Course vveek ' ^ I 11 h/^i Morals Chinese Lang. 52 h Classics 24 hrs. (7%^ Aritlimetic 18 h 15 hrs, lojy Gymnastics 10 h ' ' 6-1 ^l\ 1. Imperial Code of Education, Vol. Ill t, 40 2. Imperial Code of Education, vol. Ill,' p] 42! Time given in Hours per IqqIz, SI. 1 The Meaning and ?un?tions of the STilijeots In the Oxirrieula: (1) Morals. The sim of moral instrtiction in the lower ele- mentary school Is to cultivate morsl and patriotic Gitisenship. The materials used for the instrtiotion are selected "biographies of some heroes and men of oharactcr in Chinese history with the Tiew to cre- ating in the pupils the feeling of hero worship, and to making them repeat soiae of the more easily comprehended pots. In all cases, the teacher is requiref' to set « moral example "by his practical conduct of himself "before his class. (2) Chinese. Chinese language teaching is the most iraport.^gmt subject in the ourriculam and it is the hardest task that the school has to perform. It is the most important because the inherited ten- dency of the race has alwj^ys been to emphpsis the literary side of ed- ucation. It is the hardest task because children are under a double difficulty in learning it. First, the Chinese language is ideaographic it has been greatly corrupted and simplified, but still each word rep- resents a single subject which forms sometimes so complex that the children have o go through a tremendous labor before they are able to recognize and r@prod-.ce them. Second, the written langxiage stands independent of the spoken language, and its construction is chdefly based upon imitation from reading. Eere again the children have to aoQUire a ne.v structure of language before they can express their ideas In v/riting. Under these circumstances, language toaching is peculiar in itself. It requires a great deal of -.vriting and reading in order to memorise characters and form^^-.te language concepts, and conseguently needs more time than any other subject, llo appropriate method has yet 1. Emperial Code of Education, Vol. Ill, p, 21. 3g. ■been invented of solving the diff icnlties and making the process of learning easier. At present language teaching eonsists of penmanship, sentenoc-msMng; , and v/riting simple essays. (3) OlosaicB, The purpose of teaching classics in the Chi- nese school is not so much to cultivate literary tr.ste as to su|)ple- ment moral teaching. [This will he seen clearly in the hooks selected for the sn.hjeot. These are three hooirs; a hook on the principles of filic'-l piety, the sayings of Confuoious, and v hook of rites. The method of . teaching is tmiqxie fnd v/orth noting. It con- sists of four ports; escplanatlon, repetition, recitation and rect-ll in written form. (4) Irithmetic. Gominercial rrithmetlc for daily life and for preparation for ,•■• future vocation is the essential for this suh- jcct. The pupil'ls taught first ten ciphers, and then gradually led to iiiore coiarlex nig^ttera. The suhject covers addition, suhtvjction, multiplication, and division, fractions and percentage. (Id) Higher KleraoTxtary Scliool. [Dl'ie h-iglier elecientsry school is a oor.timiation of tlie lov/er elements;-- school and cosipletes the entire elementary eor.rse. Pupils on flnieltlng their f Ive-j-eFr-oourGe in the loiter eloment&r;- pass <3-i- rf?otly to this eohool vjithont any further teats, while those v7ho took either of the two short courses v/ill have to make up some of the lov/er elomentarj.' vvork after entering in order to rank eqixrally v/ith the other gre.au&tes. Oft en time this aotihle elementarj;^ coni'se is given in the same school, v/hich is callea "donTble elementary sehool'i In Chili province, for instance, pccordinr, to the rex>ort of the provincial authority, 1909, the nnral3er of dov.hle elementary schools yws 161. She higher elementary education is practically equivalent to the intoriiierliate and grararasr grades of an Aiueriean elementary school. Its instriiction is advanced in netnre and its piipils pre more selected and hence its vi^ms p.re somewhs.t different from those of the loy/or ele- 1 mentary school. The .':i,iins ere; to heaiitify the hetter nature of man, to hrQfiden the lcao?/ledge of man, and to strf^ngthen tlie spirit and the hody^L., : And the ultimate aim is that the children shall Irno-'i^ the oDject of life, and have tlie ideal of earning their ov/n livelihood. The course of study covers nine subjects -A^ith great emphasis upon the ol;-ssics (sec Tahle To. 5) which oooupj twelve hoiirs per week through the foiir j^ears. The subjects are morals, classics, Chinese, aritliTQotic, Chinese history, geogrfxphy, n&ture~study, draiving, and gyra- nr sties. 'Besddos these, the school is free to offer sorae technical or indu-strial subjects as su.'bBtitution of other j^reseribed subjects to prepare pupils who expect to go to technical or inclustrifi.1 schools rfter finishing the course instead of .p:oinp; to the middle school. 1. Imperi;:a Code of Educction, Vol. Ill, p. 20. 34. Tatle V. Hirfi First Year Morals Classics Ohinese Language Aritiimetio Chinese History Chinese Geography ITature-Study Drawing Gymnastics Total iiours per '■/eelr £ 12 8 S £ E 2 2 _3 36 er B lementrry Co-urge, Hour Second Year per Morals Olnsios Chinese language Arithicetic Chinese History Gfeneral Geography ITptitre-Study Drawing GjT'Hmasties 2 12 8 3 2 2 2 2 36 Third Year llorals OlBSSios Chinese Language Arithmetic Chinese History G-eneral Ceoa;raphy la ture -Study Drpwin«^ Gy>imastics ITom-th Year Alorals Classics Chinese Langauge -■rithmetic Chinese History Iveviev? - Chinese & General Geo graph; Iffature -Study Drawing- Gymnastics per ^'eek. 2 12 8 3 2 £ __3 36 2 12 8 3 2 2 3 Tahle VI. Suhjeot Morals Classics Chinese Language ■rithnietic " Chinese History Geography liature -Study Drav/ing Gymnastics --f..^jge_--.. .pe rcentage for the sifojeots. Totc.l TJeelr Hours Percenta£?e. 8 48 32 12 8 8 12 .05 1/2 €, •33 1/3 ^ .22 4 ;^ 8 i/s •;^ 5 5/9 % 5 5/9 ;j 5 5/9 ':^ 5 5/9 5S 8 i/s ■::; 35. 1 The Meaning and Fimotldiroof the Subjects In the Curriculxmi: (1) Llorals, Morals in this school s-ahstaatislly contin-ue that of the lower elementary Gourse -jith r^ore practical piirpose, (Z) Classics. The ideal of the reee is shown in the prcat emphasis on classics in the higher elementary school, "inoe adopting the modern ecuoationBl system, tlie nation hss heen confrontea^,,,jyitJl., . the fear that the ancient civilisation would he extinguished hy the introduction into the Bchool of modern cnrrioula, which consists of pr&oticairand material snhjects. Eence classics in the higher elomen- tary occupy more then one-third of tlie totpl time of the 'i?i'hole course, (see Table 10. YI. ) If one happens to know the nature of the Chinese classics, he uill he more easily convinced that Chins distinctly de- pends on reading classics for the preservstion of her nation':^! char- acteristics. The following hoo>s are to he read: Chimg-yun^ ( sp.yings of Oonfueiofis) , Mentse (saying-s of MontseJ, Sse-ching (hook of odds) and Shu-ching (hook of ancient history), (3j Chinese. The aim of the subject is twofold: es:tension of the last course offered in the lower elementary and the boginning: of the learning of the menderi=^n di':lect (notional dinlect;. (4) Arithmetic. It is a oontinuf- tion of the last course in the lovver elementary with some practice in accounting;. (5) Chinese History, On aocoixrt of the long existence of the national life, the course in history in the elementarj^ school does not go into details, but p;lves onl;/ a genera], view and some important top- ics dealing with the causes ana effects o,f the rise and fall of dy- nasties with a special roferonce to the fac".^ that the destiny of the Ufition has been changed by the contact v7ith the new world. The glori- ous reigns of the present dynasty are also to be taken up with the view 1. Imperial Code of Education, \rol. Ill, p. SI. 36. of orsoting patriotism. (5.) Greograph;/, Lil-cs hlstorj^ the aim of teaching geography is to create patriotism. In gGnor?!, iiistoric:n3. topics ox different races bvjI their pro due', ion and the g-eographioal influancG on the Gtrng* gle for existence are to "b.e given, (7) Satnre-Study . The suhjoot covers sleEicntar::' Icnowledge in zoology, botany, and ffiiners.logy. In order to hroeden the view of daily life and fnt-ure voc^otion, the relation het'"een one kind of ma- terial and another and the relation hetv/een m^.terial and men must he oarefTJlly analy sirred. Jrahoratory or field 7/or]t is condnoted to train the power of ohs..rv-s.tion. 37, Ta.l3le JiO, YII. '2±me percentage of the Stibjects of the entire elementary cotirse (9 Yrs. ). SuTaJGct Total V.'eek Hoxirs Pereentag je Morals 18 05 35-53^ Chinese language 100 34^3 Classics 84 26^ AritiiEietic 42 ISfo Chinese History 8 , p 1—2 i Geography 8 2 1-2 Katiire- Studs'" 8 2 1-2 1o Drawing 8 IB 1-2 1o Gymnastics S2 1(^ 1. Imperis,l Code of Education, Yol. III. 38. B, Sleiaentary Soxtcation for Girls. 3 -."3 .oen said ■before under "Tlie Soci^il Inheritenoes In .■^dtToation',' no oo-edncational idea hag. ever heen introduced into Gliina, and the reasons given wore: first, edncation -.^as coiisidered only man's ■business, and Decondly, it is the idea ox the race that the two sexes should not "bo mixed, Eenoe to-day there aro separate sc'hools for girls, ^vhich ffiust have distinctly different riims and scopes. Unlike the schools for "boys, the girlS' schools are to cultivate the virtues 1 of mrofflan, to p;iYo a fundancn-^-1 ^movvledge of the arts, and finally to help hodil3^ g-rovrbh. In order to keep the schools from going on the v?rong: track, in the education of woraen, these schools are ^b- ing aorsewhat experiaen- 2 tal in ohoraotor. The Irnperi-.l Code discusses those schools cs fol- lows: 1. A high virtue of v-joaen has heen maintained froifl time im- niGmorial, the school of raodern education must at r-nj cost conform to the trr.dition and thereforo inust not r.lloA^- rmy unsanctioned custom to come into the school. 2. The teacher's attention is specially called to the fact that all suhjects in the curr-iculian vvhieh concern the moral side of education shonlr] ho highly emphnsised. 3. Since tlie physical powers of v/oriien aro hj nature compara- tively ?;eaker than those Of man, the school should take particular care of the health, 4* Futtrre vocation of v/omen is to he different from thst of men, therefore certain phases of education must be given so as to fit their neods* Since the aias and scope for the ednoation of girls a^@ 1. Imperial Code of Education, Yol. VII. p. I. 2- Ibid, p. 2. . I' • 39. different from those of the Doys, naturalJy the coiirce of stxidy for girls must he different. Besides, Chinese, arith.netie, hlstor^, geo- graphy, natiire-Btudy, dracring, and gjionasticB, sev.'ing and rnnsic are •idded, 7/hile the classics which are regarder' . important and imperative lor hoys are left out. LiTce elementary educ;.tlon for hoys, elGmentary educo/cion for girls is divided into tv;o ooiu-ses; the lower elementary covering four 3^ears from the ages six to ten, and the higher elementary cover- ing four years from the age S"; of ton to fourteen. But unltilce the hours for -hoys, the nuiiiher of week hours is considsrahly less. 40, Table IJo. 'Villi- The JiOVTor Blementary Coiirs Hrs. Krs. Hrs, First Yer.r per Second Year per Thrid Year per wk. wk«. wk. MoT,ls 2 Morpls 2 Morn Is E Cliiaeae Jjanguage 12 Chinese Langauge 12 Chinese Language 14 Arithmetic 6 ■ rithmetio 6 ■rithmetio 6 G^Timastios 4 trpmna sties 4 Sexving 2 .Music Dra./ixig Music G-sonnastics 4 Drawing 2uusic m Total Totel 24 Total 24 HrcT I'ourth Year por V7k. Morals 2 • Ciiir.Gse Language 14 ■rithmetio 6 Sev/ing 2 Gymna sties 4 Drawing Music 28 Table IX. The Hi.!>hor 31ementar.y Qourse. jPirst Year Hours per week, Mora, Is 2 Chinese Language 9 Arithmetic ^ 4 Chinese History 2 Chinese Geography 2 nature -Study 2 Drawing l Sewing 5 Gyionastios S Ilusie \ Total B?T Second Year Morals 2 Chinese Language 9 "rithmetio " 4 Chinese History 2 Chinese Geography £ lnture-3tudy 2 Dr; wing 1 Sewing 5 Gjnana sties 3 Music Total IS" 1. Imperial Code of Education, vol. VII, p. lO. 2. Ibid, p, 11. 41 Ts"ble IX (Con. ] 1 v.,e .-ifjher Slementcry Course. Hours Third Year per week. Fourth Ysr.r Mor-ols 2 Morals 2 Chinese language 9 Chinese Langiaage 9 Arithmetic 4 Arithanetio 4 Chinese History 1 Chinese History 1 Gfiaeral Geography?- 2 General Geoffrs.phy 2 iTature-Study £ Hature-Study 2 Br awing 1 Drawing Sewing 6 Sewing 6 GynmastiGS 3 GjTiina sties 3 Music Music Total SO Total 30 Ta'ple Z . Time per pent: pes of the entire elementary cour s e , Subjects Morals Chinese language Arithmetic Chinese History Geography Eature Study Drav/ing Sewing" Gymnast ios Total v?eeV hours 16 88 40 6 8 8 3 26 28 -ercentage 7i S9fo E 1/4 fo 3 1/2 ^ 31/2 fo llfo The general nature of the course. The general nature of morale, Qhinese,, geography, and nature-study is similar to those for the hoys, "but the content therein one more fitting to the field of fe- male education; for instance, arithmetic is more confined to household accounting. 1. Imperial Code of Education, , vol. YII. 42 0, Eduoation for Slemeiitary Teaohers. Tiie Lower l^ormal Soliool. Tae pdm of tne lov^er norm^^l sehool is to prepare teaohers for the element^rj scliools for Dots. The re<^uirement for admission to the sohool is thGt the Garidid^^.te must \>e a graduate of the higher elenentrry sohool hut owing to the urgent need for men for the teeehing sertice. schools of this kind were estahlished simultaneously ^«ith the eloaientary ..ohools, and man? of them before the elementary schools at the time of heginning educational reform. Both students^ and teachers cf the old Oonfucian schools having a thorough Imowledge of the Chinese language and classics were aSmltted and trained in e short course cov- erir one year instead of in the regular course of five yerrs set for elementary sohool graduates. Only in very recent days have the elemen- tary schools heguj. to send their graduates to the normal school rnd it, is therefore only recently that the re^;ul: r five-year course hns actTi.rlly come into "being. Recognising the fact that elementary sohool graduates are not advanced enough to take up a ^7ork strictly professional, the first two yeors of the coirrse are set aside prmarily for general culture. Professional training he -ins in the third year. The course of study is, -A'ith the e:5coeption of pedagogy and its allied suhjects, exactly parallel to that of the middle sohool (see Tehle Ko. :rv), consisting of twelve suhjects that differentiate into five groups; namely, (1) literary, comprising morals, classics, Chinese, :nd penms-nship. (E) social science-history and geography; (3) physical Ecienoe-mathematics, physics, chemistry, hiology, geology, and drawing; (4) pedagogy; and (5) gymnastics and military drill. In some schools music j'.nd arts are added. 4S Table XI. five- Years' Pro p-ram. First Year Eoi.r 's Second Year Hrs. Third Year Morals 1 = :;; 1 = = 1 Hist, of T^du. 4 So ieScs of E d.6 8 Classics 9 ^ s 9 .=. = 9 Rhetoric 3 -, := 2 =. -^ 2 History 5 = ,= • 3 -^ = 3 Geo^raphjr 2 .= .= 2 a::? 22 2 , Mathematics 3 —> =3 3 =:. = 3 Phvsios ^ 2 Oh emistry 2 Method 'Of teach * Biologj^ & Geo'. 2 = = 2 Physios, Ofiera. 2 Penmanship 3 r= = 2 Method of teach , r rawing 2 = = 2 Biology & Geo*' o ^>7 Sjmns sties & ' Pemaanship 1 Drill 2 = = 2 Method of teach. • Tot?l 36 36 Drav/ing 1 Gj^mnastics & Drill ■ 2 36 2oiirth Year ilorrls School Administration and -Management Classlca rLhetoric Method of Teaching Geography Mathematics Physics Biology Penmanship Drav'/ing G-ymnastics & Drill Total Fifth Year 1 14 9 9 1 2 2 3 1 1 1 __Z 36 Method of Teaching Morals 1 School .Administra- tion 8s laangsment 15 Classics -Method of teaching 9 Rhetoric Hethod of teatShing 2 History Method of teaching 1 J Geography 1 .llethod of teaching iia.thematiGS 3 Method of teaching Penmanship 1 Method of teaching Dravfing ■ 1 Me tho d of t e ; ch ing Gymnastics 2 36 1. Imperial Code of Edu. Vol. I?, p, *Geo = Geology. 18 « 44 Sable ¥o. XII. Kie i^iae percoxitagG of file s-n,"bjeots of the our Be* Sivb^ect 'Cot'^l V7eek-hrs for 5 years Percontr.ge of S^ibjeot 1. Saroation 47 lira 26 l/9 :^ g. OlTSSics 45 hrs 3« Mat'iaem^tie 4. Science 15 lirs B l/s > IS hrs V g/8 ^ 5. History 1£ lirs 6 g/s :' 3. Gymnastics So Drill 10 Lrs 5 5/9 ^J 7. miotorio 10 hrs 5 5/9 %■ }. Geoeraphy 9 l^ra Sf^ ), Peraaanship 8 hrs 4 4/9 % ). DravTing V hrs 3 S/B fo ,8 Morals 5 hrs fl..7/^-^ Total 180 100?^ In looking over the pro;^T.';'ra of stiidy, one ?.'ill aotioe thet the first tv/o years are gl7en up to aoadeaio training and tha.t the professional work begins with the third year, heooming- more and more pronoTincGd up to the last year when the study is entirely technical. It v/ill further he noticed th&t pedagogy ocoiipies the largest pl^^^ce in the o-arriral-om filling: 25;o of the total 180 week hours. The iaeaning; a.nd the functions of the subjects in tlie currlcit- luiTi: The nature of the various subjects b.tq essentlplly the same as in the middle scliool, except the method part of the courae dealing v/ith the ch-'iracter of tJiis work in method has not been definitely settled on accornt of li^ok: of ti-ualified men. 45 Pea&gogy^ is tlie most irsportar.t course in the normnl celiool and its BulDJect natter Jivs -been formixlated more defir^itely thr.r. the Other subjects. 1. history of education treats of the origin and de- velopment of eduoation in Chln-^ and other countries, ond the l^iograph- ies and theories of the prinoipal pedagroeical ^/rriters, 2, Science of eeuoation is coiaoosed of four parts; the principles of ps^rchology,. the importance of rnoro.l and intellectual^ ediios.tion, the laethodB of teaching, and the amas of the systems of Ohinese ediiention. 3, School ad;-fllnistration and manag-ensfent -tjake xm the present edncationsl lai;7s, finanoirl support, school hygine and arts. 4. Pr-ctice tcr-chinfr and ohservation are takon in the praotlce school uncier the superT/ision of critic teachers. Girls' IJormal School, teachers for the gli-ls' elementary schoolc and kind erg-art ens are Lrainec' in the girls' 1-ionaal School, through there is no provision that the toaching stf'ff of the schools u'ust exclusively be femiile. Dince odueation for P:lrls is different frora that for hoys, the vmy of training teachers must he along a somev/hat different couxyo. ilorc em- phasis is laid on tlie arts and domestic science. Hov/evor, the ,^eneral nature of the subjects, iiiorals, Chinese, geopTaphj", history, nature- study and educuuion is simllnr to that of the coiirse offeree in the lower noriiial school for aien, though the contents of these courses r.re uiore fitin;;;- to the demands of fetnple education. 46, Teiae XIII Girl's IJormnI aohool. Course o f Study. Jar a , I'irst Year per Sea end Yr, Third Yr, Fourth Yr, X7@ek. Morals S Mor.o.ls S Morals 2 Aiorals 2 Ediioation 3 Eduoi.tion s F. duo at ion ■ 3 2 duo at ion 15 ChincsG 4 Chinese 4 Chinese 4 History Z iiisbory 2 history 2 Geography o ^^GOi^rr phy E Geop:To.j)h]r 2 Arithmetio 4 , ritliinotic 4 Arii-hmetic 3 • O' T tlmjet'io 2 Eatiire-Stiidv 2 IJatiire- Study 2 Kpture-Study 2. 5'a t ur e - 3 1 t" &^t 2 Drawing S DrOT/ing 2 Dr.'VN^ing 2 Drpwing Domestic 3oi 1 Domestic Scl, . 2 DoffiGstiG Sol, . 2 DorQestio 3ci. , 2 . 2 Sev^.'ing 4 c3 owing 4 yo'^mg 4 Sew in?; 5 'rt-work 4 Art-work 4 Tt~worl5: 4 ArtptWorlc S Music 1 i lusio 1 hnsio b si 4^ 4^ 8 1/3^^ 4 1/Z% &^ 10;b 1, Iroperial Oode of Sduoatlon. vol, ITT r, a 2» I^llf vol III. ■• ' ^' ■' 4?. II. liecoadai^j^ Sdiication. The iiiidais School gives distinctly a aeGonaarj ed-acation liMViiig the elementary scliocl bolovi? and the higher school ahove. Boys oix finishing their higher elementary course pass directlv to this . ., .^ ^, . " 1 scuool ix tnej- nxsn. Its aims to give p, broad and freneral ediieation, hut on entering the pupils must differentiate themselves into two groups: literary ^nd aoieSitific. The literary grorrp prepare for lit- er.nture, lew, political scienoe and so on; v/hile the scientific pre- ■p,^pesBfor applied soienceo, :--eri culture and various kinds of engin- eering. The school rm/^ offer either of t]ie two groups or hoth. These two groups in secondary education correspond GOiTiewhat to the German gymnasiuan and realsohule, tmd more to the clasBical and the modern I'he two groups have much th.e sexae course, the onlj' differ- ence is that the literary students have Chinese, classlcB, foreign langu.ges. history, and geography, as eBsentiPl; while the selentifie studente have foreign languages, n^athematies and science. The essen- ^^i^'^^'^^^eots e.Te given aiore week hours. In either course rrmsic may be added. 1. Imperial Code of Education, Yol. Ill, p. n. AR. 1*3016 5To. AT. Oo-ursG of '3|uay of .the Midaie Soliool, Literar y Coiir se « iiOiirs First Year per we ek . Cliinese G Classics 5 Poreign Lsng^ 8 Oliinese Hist. 3 ChinesG ueop> 3 M 1 'orals Matiicmfttlcs Goience Gjramastios Total 3eoond Yr, CliineRO 6 GlaSBios 5 foreign Lang. 8 Giiinese Hist, 3 C li in e B G Geo g . 5, Tiiird Yr, Chinese th Yr, Chinese Classic 13 Classics 5 r'oreign lang. 8 Porelgn Lang. 8 Chinese Hist. 3 Gen. Eist. S Gen, Geogrfiphy £ Gen. Creog, E 1 Iviorals 1 Morals 1 Morals 1 Ms.themei,ticB 2 1(2 Science i I|fe 4 I'j'nt hematics 4 Mathematics 4 r? Science S 3oie«ioe 2 3 Drawing 1 Dyawin^-, .■■ ,.: 1 Qyitmastics 3 G'^'-nuiastios 3 Gymnastics 3 36 Total 34 36 M Ififth Year Chinese 7 Classics 5 foreign Lang* 8 Gen. 11.1 story 3 Physic '^1 Geog. S I'lorals Mathematics Science Law 5; ..CO no lilies G^Timastics -J. 35 'lable 271*^ Scientific Coia First Year Second Yr, I'hird Yr. fourth Yr. A* Foreign Lang, 8 foreign lang. 3 Mathematics 6 Mathematics 5 Science 3 Science 3 Foreign Lang. 8 Mnthematios 7 l/g Science 8 l/s Foreign Lang. S IfetheiaaticB 7 Science 5 Morals 1 Morals 1 Olsssics 5 Classics ■ 5 Chin@g§ •..:.. 4 Chinese 4 Chinese Hist, 2 Chinese Hist, 2 Chinese Geog. 3 Chinese Geog, 3 Drawings- -.. 1 Drawing 1 Symnastics 3 Gymnastics 3 Total Fe 36 ^'orals 1 Clissios 5 Chinese 4 Chinese Hist. 2 Gen, Geog, 2 Dr.awing ^ 1 Gyicna sties 3 Total B^ Morals 1 Chinese 4 History 2 Gen, Geog. 2 Lra'.Ting 2 Hand work 2 Gymnastics 3 Total ^ 1. Timtsin Yii Zu" 2.. Ibil. A* Sssentiial B* Ivon-essential. :\n. (Daily iiews) Ksuan Tung 3rd Yr, 1st Moon 12th day. 49, TaMe 171 (CON). Fifth Tesr A* Foreign Lang. 8 I.Tathemr.tics 2 Soience 8 B* Morals 1 Cliiaiese 4 History g G-eofArypliy 2 Drav?lng 2 Lavj & Scon, 2 Hand V^'ork 2 Gymnast ios 3 Total 3^ Ta1)le ZYII Titae ?erQcnt^-.p:e of aiilojeots, Total V7( 3cl-: nrs» Totr'.l week Krs, PereeDtng, Chinese 35 13 I/S 20 11 Classios 25 14 15 a 1/3 IJ'oreign Tjjmg '• 40 2£ 40 22 History 15 8 I/S 10 5 1/2 (Tsogrsphy IS 6 2/3 12 6 2/3 Morals 5 7 7/!3 5 2 7/9 Mathesiatios 16 1/2 8 1/6 20 1/2 15 e/s Soienoe 12 1/2 17 21 1/2 12 Drawing E 1 1/9 7 3 8/9 Hanavvork 4 2 2/9 Law ?c SoonoiQics S 1 2/3 2 1 1/9 Gj^fiinastios 15 8 1/3 15 8 1/3 Under somo orloumetenoes; law and ooonoalos rany be dmlttea. 1. Tutam Ytt y,t Eu (Daily :,e.,a); Jl.uln T.„s Srd yr. fl.t „oor„ IRth a., A* = Essential B' f Eon-essential. 50 ; The meaning and tlie functions of the subjects in the currictiliim: (1) Iloi-als. Students in the middle school are in the ado- lescent period, heing grown and ready to appreciate the significance of hnruan life and society. Hence the scope of raoral teaching should he widened. The following are the three principles that governm the moral teaching in this period, (1) etrcng-tlLening the attitude of the "five relations" ("between the sovereign and officials, father and sons, "brother and "brother, hiiBhand and wife, and friend pnd friBnd) and ' five rifles" faltrxiism, yifrhteorianess, ritefulness, liheral-mindecl- ness and trtithiiilness) , (S) ro"u.sin^ the tireless and encrg-etic spirit, (S) instrij.cting in the raoral o""Dlijr3,tion of oneself to relatives, friends, the coimtry and the world* It Is not the piirpose of this teaching to give raerely the rules of condixot, hut every effort should he used to encourage students to put tliesi into practice. (2) Glassies. The value of classics in this school is i~ dealising- one's practical life. The following hooks ;-'re used: Ghun-chiu ("Book of Spring and ^utumn ahout 500 B. 0.) Ghu-ii (Bolitical systea of the Ohu dynasty ahout 550 "^.C.) "hen two hoo'ks deal with -^n.rs of the feudal princes and the political situation in the Chu dynast^?-; they sti^nd fS) Chinese. The function of the laiddle school is training free expression a;nd t>irough mastery of the mother tongu.e. In teaching thla s-='hjeet, the work is ivided into two parts: the first is t]:e striicture of the language involving the interpretation of the raescning of 'vords from historical development and practice in com-oosition and reading of lit^r^ture classical or contemporf-jr- , oplos for compo- sition raust he such that directly concern cither ce-'-tain phases of school studies or of ordinary daily life in order that students nay 1, Lnperial Oode of Educational Vol, III, p. 4, 51. gain D. practirl trrlnlng. The soeond pfvi*t is the history of Qtx^q-b^ litei'ature "r/ith spocir'.l refer onee to the Irnportonoe of its period of rapid developmeiit and decline. (4) I^oreip;!! language, '.'^oreign lanpair'-ge is a fundamental sii"b- joct in the seoor.dr-iry school ciirrieiiliim and r^nks ahou® all other for it is a menns which stiiddr.ts o^tn pursue their higher education. Most of tiic scientific courses in the higher schools and the "universities are taiiff;ht foreia-n larte,-iipp;es, -^nd books on hip,-her soienooa hpve not "boon translp.ted into Chinese, In connection v/ith the development of comriiercG and industries, and of diplomatic relations risinp; froci for- eiF:n conoessions and settlementB at home, as woll as hecanse of the demand for men for le°;-'^ticn and consulpr service ahroad, the foreign languages have 1)0003:00 instruments' for prosperity end. promotion, The follo'ving lang-iiages may "be taught in the middle school: Japanese, ilnglish, Hussion, fronoh and German!^ but a preference should he given to Japanese and English, English in fact hos heen cmde the language of science in all schools of higher grr.de, 'by the imperial edi edict of last yoar). The re&sonfortrnis selection is tv/o-fold; first, beoause of the long intercourse vrith British tr&dors in oom;:iorce, and because of the English mission schools are widely spread over the ora- pirc; second, "because there is a -great prospective coifiuerce v;ith A- merica across the Pacific and hecause the continuous sendinj^ of stu- dents to the schools of that country. Those reason have laade the AnglG- Snron Tong-ue the favorite and popular lan-'Tiago in the Chinese schools. The students generally are very enthusijistio in learning it, ?n.d not infrequently they master it thoroughly in v;riting and speaking, lext comes the Japanese long'uage. Because of the hond of coaraon orir-r'n in race, laiignage and tradition Mxich holds China and 1, r}ie i'lews laws of Ilsuan Tung; Vol. XIV, p. 414. Japan together, Japananese is bound to be an important language in China. Bnt e ducat ione.lly, the langnage has loet its ground, for the Chinese had a notion th^t the Japanese learned their Bcienoe and arts from the West and henoe their education is second-handed. Sokio a few years sgo was the meeting,, place of the Chinese students; nov; these students go to Europe and America, Other languages are not prominent at all in the Chinese sohools. Th^ are taken for diplomatio use 5md sometimes for comnier- cial purposes. (5) History. The function of history in the middle school is to arouse spirit raid inspri.^tion in students, to iir.press upon them the experience of the r^ce. to teach them the origin of civilisation, and the o^^uses for the rise and fall of nations. Three main topics are treated: 1. Chinese History: a. The works of the Chinese emperors in diffe-ent dyn- asties, the celfeorated administration of the preaent d^masty and the important events of the preceeding hundred years. h. the good and vd.ae deeds of the ancient ^nd modern men; the progres. of arts and education; the dignity of i.ilit.ry organ- isation; the origin of political development; the developuient of in- dustries and oomioerce; and the growth of tradition ^nd custom. 2. History of ^sia, including J.pan. Oorea. ;nam. "iam, In- dia. Persi.. .nd the countries ox isia.Mlnor. A special emphasis is to be given to the history of Japan, Corea. Amam and 3iam. for the^^ have an immediate relation with China; to the history add its i.po>>t^nt events in the proceeding fifty years; and the danger of the conquest and encro-olinient of the :7est in 'sla. 3. Flnnlly, the history of Europe and America, with a special reference to modern history and import-vnt events. 53, fS) Geography. The priciary object of teaching geography in the middle school is to giTe a clear conception of nim's relation to his environment. In teaching foreign geography, a comparation with the Chinese geography schould he kept in raind. (70 MathemtioG. Besides algehrn. plnne n,nd solid geometry. ^^Gd trigonometry, commercial aocoT-nting is taught, fethematics is tl^ snbiect moBt properly taught in the middle school, it is compcratively easier for Qhinese teachers to_ master it, than ^ny other suhjeot in the oiirriculum. f8) Silence fa) Biology. Biology includes botanj^ soSlogy, physi- ology and hygiene. fh) Mineralogy only treats the general pheno^.ena of mining minerals, fc) Physios ri-i& chemistry. These are trected as on Buhject in the Chinese schools. According to the Chinese conception physics nnd Chemistry .re the key to the whole system of modern science and hence they are the mo.t papular subjects. It is very r^re to find in any school above the elementary grade that these two subjects pre not being taught. .3 the Chinese government has distinctly emphasised industrial development, these elementary sciences h.ve been m.de fun- damental in t])c middle school. (Id Law .nd economics.. Toioics under this head are to be taken ^.p ^s such that the pupils ^.y gain *hat knowledge wbicb is necessary for their practical life .nd the gen.r.l principles of pub- ' lie economy, l-nl. o„^.Ject too not boor, well ors.ni.od and In mar.;, schools It IS not siTen, parh8,P3 due to the foot th.t It Is not a rocnlrod subject. 54. fll) Draining, There are two kinds of drawing; free liand and mechanical. Tiie moi;ive of learning this sul^jeot is preparation for future mechanical PJid indnstrisl life. (l£) Gyrannsiron. GsTfonastics in the 'aiddle school takes two forms: ordinsrj?" exercise hy classes in the gymnasitun, and military drill in the school yard, 'Ihe last has heeB. gTaditally replpcing the first. Education of Middle Sohool Teachers. Higher isormal J,ci-Ool* The higher norrao.! sohool ia to tmln teachers for the mid- dle se'hools ro .veil va lov the lower norm'^.l, nnd graduates of the lat- ter two schools .nre adraitted to the higher normal, Ss it prepr^res men for dep?,rtinent?.l teaching, the school is divided into four dep;~rtn.ier,.ts, oaoh of which h'^s '^ ciistinet aim for s-pecisl suhjects and each covers four years' time. The departments r.re:- 1. Chinese and foreign languages and litoraxure. 2. History and p-d^fa^evr?/, 3. Mathematics rnd physics and cherflistr:/. 4. Bot--ny, soology, minerology, and geology. But the first year puhjeets, as thej/ are general and fiinda- rnentpl, are coinn;on to students of nil dGpnrtiTieiats. 't the end of the first year stiidents must decide wjiat suhjeots they v/ill : teach and plan to enter the department whore such suhjeots are specialised, ps the diffnrentlation heg-ins with the second je&.r. In adaitlon to these departraents, there is a ^ost-graduatc coiirse for those wlio rfter. fin- ishing their regular oouroe, T/ish to pta-sue soiae advanced studies in pedagogy and scliool management; or, siich students may enter the uni- versity to enrich their profession. Every grEdunte of this school is ohliged to teach for six yec.rs in his own provi-oe or elsewhere as,; he may. he directed. If any ahBOlute necessity prevents hini frora discharging the ohlig-ati on, he inuBt petition the educational authority in his province stating the cause for the necessity. In case he fails to do so, or in esse his diploma is woi-'red for r.nj other e-^.son, he v;ill \,c reqidred to ffi^ke up the expenses that the school had incurred on his .<=Gcount. 56 The Ooirrse of otiidy: Ta-blG XVIII. Tho Sub^ieot or 01 b^^0B 'n -1 1 1 b3 -> i. L llyL^ J- . — :> 'Hotv. 1 Ho-irs per week. 1 B 3 G 11 6 '7. WE students. f Ch -JneBe and ?oreign language, ItOTii'G ilo'ars ' " "^ ""■■'■ Hotirs Second j'r. Third Yr, ■per Fourth Yr, per Ethloe Ethios 2 Bthics 2 Olassios 6 Classios 5 Classloa A History Chu-Tai I'h, ilo 2 lilos, . 1 S due at Ion ElonrLtiori Biology Psyohologj^ s Oainese SnellGh 5 8 Chinese English 6 IE 5 8 German or Preiieh CvTiinaaties 3 3 GynmastiGS 3 or Frenoh 4 ?0±?=] 36 Tot.-i Be Total 56 Table XZ? II J}:- -:,;; of Fisi ■"ory find (JeoA-raphy. -^rs» i lOurs ■ ' _ ' Seoond Year, .per llhiTd Yr. per Fourth Year. Ethios 2 Ethios ;■■/ e e fc « S I'lthics P Classics 6 Olnssics 5 Cl""',BSiGS 4 8 1 Chinese 1 Ediioation 4 Hduoation Psyohology 1 Chine Be 1 Chinese English 4 Psychology 1 Law & Boonoraics 3 Biology 2 -Law and Sconorn, S Geography 5 Ceogrsphjr 5 iilnf-rllsh g history 10 History 11 IffiOg-raphy 5 GyHinastlcB 3 'Jyianastics 3 History Gjorin^^stioa 10 Total 3-6 Total 36 Total 36 1, Imperial Code of ^^dnoation, vol. IT, p. 2 2, Ihid,, J), 3. 3, Ihid,, p. 5. 57 1 ."ble Xll , III. D epartment of Mathemetics.Phjrsics, ?.nd Chemistry, Seoond Yr, Stiiics 01 iseics Chinese Psyoliology English Dr--.wing il8nd-77ork Ma.themptics PhT'sicG Ghemistry G;/rijri,r; sties Total ii:c , .S , 6 1 1 3 2 3 6 5 4 -^ 36 ■x'i'..rid Year Stiiics 01as!;5ios, E duo --'t ion Chinese Psyohology Hsmd-.vor'k Matheiiit^tics Physics Ghemistry Gjmina sties ITrs. per £1 4 i 1 3 6 6 5 3 36 I'''ourth Year Etiiics Classics 33 duo rt ion Chinese Matiiematios Physios Chemistrj- Symnrstics Total per weofe, 8 4 3 1 6 • 7 5 3 Tahl® XIII^ IV nrs Seoond Yr. per week 2 Department oi' 3ot«,ny,Soology, Phislolopy and Mlneraloa:y. -.; '..1110 3 Cl,o.,ssies Chinese Psyohology 3nglish Draining Botany" I'Oogoly Physiology Ilineralogy Gymnastios "'otal b 3 6 3 3 ■Ti nird tes-Y Ethioa Classics Education Ohinose Psycholog^T- Dr,-x;7ing Bota-ny '■'Oology Ph;-siogr.stphy '.griGiiltitre Gymn&stios Total rioiirs per /eelr. 2 5 4 1 1 PoErth Year Sthioe Cl&ssics Sduofition Chinese Botany 2 00 logy Physiography Agrio'iiitnre Gyntoastlos "Ho iir 3 per week. 2 4 Ic Imperial Code of FdiTortlon, vol. ry r> ^. Iraperi,?,l Code of Education, vol. lY,' pi 6. 8. 58 Tal)le ITo. XXIII. Tlme-peroenta,fi-es for the Subjeots of the Third DepartEcnt, Silt) j act I Department II department II I De partment lY Departiaent Total week hours Sthios 7 Classics 17 Chinese 19 Japanese 6 English 59 Bio out ion 5 Mathematios 6 Education 12 Psjchology 14 Gymnastics 12 History 2 Philosophy 2 Biology & Physiology 4 French or Germ* 7 Geogrs-phy Law & Econ. Dre./v'ing Hand '.'ork Physics Chemistry Botany Zoology Minerology Geology Agricnltiu'e i-er cent age Total week hotirs O/c 12^ 4:% 8% 2 IJZJ^ 8 1 1/3^ 1 I/35S 2 i/2;S 7 17 6 6 17 S 6 IS 2 12 32 15 B- 6 Per Total cent ■''"esk ...gge ■ hotirs 12/'i> 4;l 12^ 25S 4^ 7 17 6 6 14 S 24 87^ 12 3 12 22 \lzio 1 1/3 ?J 10 5/12^ 4)l3 2 6 18 14 Per Total Per cent week cent age hours age ^0 7 5% 12-^ 17 12^ ^% 6 4^ 4tfo 6 4% 9fa 14 9f. ^0 3 S^ 16-^ 6 4^ %$ 12 8^S 1 1 73^ 2 1 1^ 3 12 8 1 1/3 4 2 1 4f. 12 1/2 9 IS 10 ♦ 17 12 3 2 7 5 6 4 1. Imperial Code of Education, vol. 17, .dl 59 III* College Education. Higher Solaool. The higher school is strictly preparatory for the imlYersi- ties. Stucientc 611 finishing their middle school course and v/ishing to pursue a professional study in the imive'-sities must take s. fur- ther preparatory course covering; thjree years in this school. In char- acter the school corresponds to the American college where students generally preapr for law, medicine, nnd theology. There are three courses provided in this school: one for those intending to study l,':-iw, literature or political sciences; one for those who are to take courses generallj?' kno^^n as ''scientific"; and one for those who wish to become physicians. The law stu.dents spec© ialize in history and political eoonomj^; the scientific men spend their time largely in mathematics and science; and the third course is not yet organised and has not heen .qiven. 60, Ta"ble XKIY7 (Course I. First Yr. Ilorals Clp.ssics Chinese English Speak. Ger.or li'r, " History Political Geog. Military Scien. Gyranas. & Drill. Totnl Hours per week. 1 2 5 9 9 S 1 3 36 (Preparatory for law.l ite rritiire. etc.) Fours Second Yr. per week Morals 1 Clp.ssics , S Chinese 4 English Speak. 9 Ger.or Fr. " 9 History 3 Political G'eog. E Military Sciei. 1 Gymnastics & Drill. 3 Psychology 2 35 Third Year. Morale ClesSlos Chinese SconomiGS English Speak. Gr.or Pr. " European Past. Elements of law j.V-ilitnry Science G-jmne,s, & Drill Hours per week. 1 2 4 2 8 3 3 3 F6~ TaLleZXV. Course II. (Preparatory for Scientific Course) Third Yr. "irst Yr. Second Yr. iJorals 1 IJorals Classics a Classics Chinese 3 Chinese English Speak. 8 English Speak. German or Pr. 8 German or Fr. Mathematics 4 Mathematics Drawing- 4 Physios IllMtrary Scii: T p Ojiemistry Gymnas. & Drill 3 Drav/ing Llilitary Sci. frr Gyianas.& Drill 36 1 Morels 2 Classics 2 Chinese 7 English Speak, 7 German or fr. 4 i,fe,t hematics 3 Physios 3 Chemistry 3 Drawing 1 Liilitory Sel. _a Gummas. & Drill 36 Tahle JUl (' SulD^ect ?iiae percentages of the suhjects) Course I Co Total v/eek hours urse II. Morals 3 Classics 5 Chinese 13 English 26 French or Gennjin 26 History 9 Geography 5 Mathematics Science Ps7/ohology 2 Law 5.; Seonomics 4 Drawing Militarjr Science 5 Gymnastics >^; Drill 9 perc sent. 2 7/9 5 5/6 11 E4 24 i 1/3 4 1/2 1 3/4 3 1/2 4 1/2 8 1/3 Total 7eek Hours Percentafre 1. Imperial Code of Education, 'Vol. V, p. 61 2. Ihid. , p. 63 3. Ibid. . 3 5 6 19 18 14 11 2 7/9 4 1/2 5 5/6 17 17 IS 10 8 1/3 4 1/2 7 61 IV , tJnlvers Ity Sduoa t i on . The lu-iiverGit:'' io :-o •■:! rr i-i proieasional men in literatrirc, arts, and aoienoe* Its, duty is to prqyiae for Glilna a ■body of raen rho will "be able to meet in r acientiflo way the pro\)iems iJTtileli China is TLQVJ faeing. and whioh she must solve. Futtire leaders of the nation will ■be imdoiihtedly- piofeed from this group of men vrho «re highly selected. I'he university is oomposea of n group of profesf^ionrl schools whioh ara strictly sreoisliKed. . Ench school iv. turn oonaists of different branches of speoi&liEation; only one tranah o:^ ;.vhioh the Btudent is allov/ec' to take, 't present, however » ..not all of these professional schools have "been sstatilished, There are rt present tlxrec universities. The Imperial Pei-^yany University is the oldest. It has 'i-mt two depnftmeritB,' law'and engineering. . The next is the Imperial ^.ensi University. ?his has tht©e departments, Isiw, applied science, 'id engineering. The last and 'fkt TarPr'est' is the Imperial Peking Uni- vGrslty recently estal)li3heB >y:, the oectral govermaent, v/hioh .just beCTu v/ith school of classicsj sohoo^l of law and political science., school of 1 ajaguag© ar4. literatra-e, school of applied science (ohemls- t-'-y and geology), school of agrioultiire i school of engineorlne (civil :-^d riining), and school of coim^ieroe (hartking- and insurance). The follov/ing is (the proje^ot laid\dowji f or a complete ujii- vnrsity which will he ovrri^ qjut '^r"' ti'ie Izaper:'--! "-■iversity of Peking K "' l' in the course of '■ ■>■ ; "cars': 1. Imperial Code of Education, vol. T, p. 43. 62 2'h.e University , 1. School of Glnsslcs ( {11 Toranches each, representing a type of (elnssio. 2. School of law and rolltloal Science ( f R. . law ( h, political science. 3. School of Literatnre f a# Chinese literatiH"e. f h. General literature, ( 0. Geography. ( d, Chinese language. I e« Sngliah Language and literiiature, { f. Prench language rnd llteratv-re, ( g, German langiiage and literature. ( ( H, i^ussian language and literature. { 1, Japanese l&nguage and literat"are. 4. ( a. physic iana & surgeons, Sciiool of r.iefl io ine (£ ( h , pharmacy (a.. Mathematics School of 'ppliefi 'joience ("b, /'stronomy (o. phj/sicB (d. Chemistry. I e. Biology (f. Geology. School of ■ s-rieulture ( f ( ( agriculture agriculturrl chemistry. Forestry Herding School of Engineering ( ClTil (b. /.viechanical (q. Ship building (d. military engineering (e. Electrical (f. arch-ptectural (g. chemical engineering. ( h , Gun-p ow der . (i. li'ining (j. 8. 'ichool of Commerce fa. Banking and insurance. fh. Commerce and trpinsportation (c. customs and administrations. .0) 63. The following schools have o-lready "been oarried out: I. Iraperial Pel yanj^ university a. School of law f ClYil h. School of engineering (mmining. II. The Imperial Shensi uniT^rsity^''^ a. School of l--i'7. 13. School of applied sciences ( Chemistry civil c. 'ohool of fenpineering mining III^ The Imperial Beking university a. School of OlasslcB ( 4 hranches D. Johool of political science ---- (political ■■cicnci 0. 3chool of literati^re (a, Ghinese (Id. Foreign langnage d. School of applied science (a. Ohemistry. f b, 'Jeology e. School of /'igrlonltTire (agrlcxiltiTre (civil 1. School of Engineering (mining g. School of Commerce { Banking and Insurance. 1. ThJrd Catalogue of the Pei-Yany University, 1908 p. 13 2. Calendar of tho Imperial Shensi University, 1908, p. 36 •VClXol 3:1 65 Vocational Education"'; There are threo grades of regtilar vocational schools: namely, the lower, the niddle and the higher. These differin their entrance requirements, each havinf> its speciel reatiiroment as to the amotmt of education their students received in the cultural schools. Each of these grades is further differentiated into three "branches; agricul- tural, engineering, or technical and commercial. A school larnr include as many of these hranches as it deems fit. The lower grade is estab- lished for -boys at the end of their lower eleraentary education -ho have reached the age of thirteen; the middle gr..de is for students who have gone through the higher elemer^tarv and have passed the fifteenth year; and the higher grade. i.hich is really a semi-professional col- lege, receives graduates of the middle-schools. The length of any course in these vocational hrjinches is usually three years. 3?he com..on purpose of these various vocation..! schools is to prepare students for agriculture, railroading, commerce, indi^stries, and the like, and thus to lift up the economic level of the nation ' and the people. ^ 2 The Lov/er Grade The agricultural .chool of this grade has two courses; agrH culture proper and sill.-culture. l^heir currioul. are divided into two groups: the general group and the technical group, the fornier is com- mon to -bbth the courses. v;hile the latter is special. a. Tno general group: morals. Chinese, arith^netic. nature-study, and gymnastics. 2* iMd^lt^'gf ^'°^'' °^ Education, ¥ol. YJ. n-. ,0£: ■jasxriiiO ^'e,lm.'. 65 la. 1!'hc teolinloal Fxovcp'. for agrlGTJltxire proper: soil fertiliaors flsannfEOt'ure of agricultural implements, dorfloatlof.tlon of .rtr!.iirials, diseeses of worKis temperature praotioe; for silk-CTilture; anatoKcv of silkv/oria f.inliiial pliyalology and hygiene silkvform feering silkworra 'breeding reeling trsatmont of v;hlt© miii'berry trofss, teiapersture soienoe of a£Tior4titre pr,'..ct:!oe. B, The teohlnoal soho-a of the lower grade. The following rre the courses projocted for this school, :. school however does not need to offer every ono of them, its loc.n,l demands vi'ill detorfsir.e whfit it ought to offer. "ho courses are: 1. civil enf^-jincering (eleiaent.-ary) £« iron-'5'ork 3. ship-buildirtg 4, electricity filning work 6. textile 66 7. painting 8. ardiotecture 9. drawing Like those in the pgrlculturei SGliool, the conrse of stiidj- in this school is iriacle up of two lines of studies, the general and the technical. The general group consists of the following suhject: morals Chinese arithmetic physics eheiaistry drav/ing gymnastics. The technical group on the other hand aims at speGi<=iliz--ition, In reviewing the ma.terials so far at hanci , the "^/riter found that the course ViThich have heen offered hy most of the schools rre: iron- work, textile, v/ood-worls, archecture, painting, and drs.v/ing« Civil engineering, ship-huilding, electricity, and mining; work wre too ex- pensive to he given in the schools of this grade. G. The commercial school of the lower grade. The follov/ing are the subjects usually given in this school; morals Chinese arithmetic ge,ogrff.phy "bookkeeping commercial products commercial ls.w practical v/ork gymnastics 67 ^^ 1 Tlie !>"iddlG Grade A. The SGliool of agrioultiire of the middle grrade. Three ooTirses: 1. agriciiltiire proper 2. silk-oulture 3. fishery- Like the courses in the lorsTer grade, the course of B±xid.j of each oourse in this school ^Iso h?is a general group inoltiding the fol- lowing subjects: morals Chinese mathematics physics chemistrj* na ture- study agricultural economics The technics,! group: for agriculture proper: soil fertilizer manufacture of agricultiiral implements, horticulture agric"tiltural products silk-worm feeding disease of worms temperature principles of forestry writer supply pr;---ctice; 1. Imperial Code of Education, Vol. vll, p. 15, 68 for silk-eiiltiire; - anatomjr of silk:-?.'orm plijaiology ana pr;.tholDgy silk-^orm "breeding and feeding reeling treatiiient of mulberry trees tamp era ture principles of ^vgricnlture praotioe; for fish.er?7: There are only a fev7 igchools of this Isind in Gliina' at pres- ent; the course of stTidy has not hean worked out in many lines. B. The technical school of the middle grade, Sine courses: 1. civil engineering E. iron- work 3. ship-huiMing 4. electricity 5. wood-vrork 6. mining work 7. textile 8. painting- 9. drawing* The general group of suhjects common to p.ll courses: morals Chinese mathematics physios chemistry drawing gjrBmastics. 69 The technical group: for irori-v7or>:: impleiaent s principles of roalciTip: machinery principles of mechanics force drawing practice; for civil engineering: surveying river construction railway "building "bridge building drtr.vjing practice; for electricity: principles of electricity worlcing of electricity force implements in factory principles of mech'rnics drrv/ing practice; for ship-building: huilding plane implements principles of raechenics force pr'jctice; 70 for ?70od-wor]k and prclieteot-ure: building stone evolution of building aeatlaetics iraplo,ments iOroe praotice; for mining worlr: geology mining metallurgy force principles of meohonlos assa,5ing surveying pra-cticG; for textile: principles of textile cliemiBtry dye ing dravving mechanics practice; for painting: principles of printini? history of painting drawing chemistry prMctice; 71 for drawing: history of pp inking chemistry coloration drawing study of products practice; C. The comruercial of the middle nrrade. a. General group: morals Chinese raa thematic s gjTama sties "b, technical group: commercial geography coflimeroial history foreign language commercial law economics ho okke oping study of comaiercirl products prf:,.ctice. '512 III X The Higher Grade A. The agrici'-lt-arBl college. Three coiirses: agrloulturfil proper forestry voter inar;^ science The oonrses in forstry and veterinary:' science ho.ve not 'oeen given. The GO'arse in ngricizlture consists of the follov/ing suhjects; agriculture horticulture agr icul tural cherc i s t ry diseo,ses of plants si Ik- worm breeding generp.l hr ceding fishery Veterinary geology soil fertilisers surve^-ing mathematics physics agricultural rirts temperr-ture elementary economiSs agricultural econoaiics adiflinistr.ntion in agriculture colonisation gjrnmastics 1. Imperial Code of Educi^tion, vol. IIIp. 9 7S B, Oollego of engineerings. Eleven coiirscs: industrial chemistry dye ing textile archdifeeeture meohanies electrical engineering olvil engineering- mining , engine er ing ship -iDuil ding liainting drawing and fine arts The courses that. have heen given are sb follows: industrial ohemlatry consists : factors?- .mechanics assaying industrial sheEJ. atrjr cle c tro -ohemis try practical work in factory, mechpnical engineering consists: iron end stoel force electricity mechanics factory electrical engineering consists; electj'icity force electrical arts mechsmios. 74 factor;^ voxk sivil engineering consists: stirve2?"ing railroad and rord river-VYork iDridge mapping practical \for!k: ffiininfr engineering; consists: geology mining assaying extracting ores Qurver/ing meeJianics mapping practical work 0. The Gollog-o of CoiE'Deroe The course consists: ooiMieroiB.l ethics coitt^ercial writing GommGrcinl mathematics commercial geog•rr;^phy coraEercial history accounting c mn e r c 1 b, 1 pro dn c t s general economies political econoay principles of budget ting civil lavTs commercial lav/s 75 foreign language praotic;?!.! worls. I? 1 Trade oc'iioolB. Tlie three grades of regiilar yocatlonal schoolB as deseri'bed alDOve are intended to have a higher prupose thGii merely trainiiig boys to hecoi;ie industrial worlsers. I?or fhe latter purpose there are some trade schools estrhlished in r few large cities for those childran at age twelve who for one reatson.or other failed to hnve an elementary education. The object of these schools is to teach some prectical trade like carpentry, painting, printing, textile, el56. as local con- ditions deiii;^inds. The length of any trade course is from six months up, The schools arc absolutely free to all* 'The courses of study are vorjr fle;ooks were hastily prepared and the translation of techni- cal tei-msto ar ideographic Isnguage is exceedingly difficult. Poreign proper n^mes especially can be translated into good different oharact- 83 ers have made teaciiers confused, furthermore scientific I'Ooks for advancGd courses have heen translated only to a vory aiaal.'' extent, Most of the sclntific courses given in the middle schools, technical schools, '^nd all higher institutions of learninc have to he taught directly in foreign languages. Thus the Irck of a imified ay stem of tre>.:rtS;lation and large c,"urntity of soidniifio hooks have cheoked educational progress*' #ith the view of ronedyine: this defect, the Bor.rd of; Sduoatlpn; has recently estahlished a hureau of translation at Peking the ohjeot of which is to revise scientific terms which have translated and to put them into the same characters, and ooupose new characters for those not yet translated. h do sen or Eiore difficulties may o-q mentioned .that -have caused the defects in workinj^ of the oducationtil systom, Imt: tJiese prin- oipaX ones suffice fco show how, Jiard -a .■;tajsk./it vis with which China has to contend. Ill The Outlook. In considering the varioijs difficulties and defects, the progress in educ£^tl.on in Chins ha,s heon iyiore,:t1^h.f,;n ,Qne could erpeot, in the tahle no ^^' the second report (latest) of the Central Board of Education fo. the jear 1908 shoves the soho :.l atti^»danoe of the year increased almost 50 percent and the nijipilj^r pf sohpols ahaut 20 percent over the previous year. Peking its^^^f ; inorep.sed one-fifth in school attendance ;md one-fourth in the nuaher of schools. 'gain in the Oh;)rt^s ^o. 1 ,&,i;t*,.i5hg;,f%^i3?^av:Show the increase in the school attendance and the number of schools from 1903-1909 in Chili province, one of the most progressive provinces; and the same from 1903-1907 in ii^ugian, ono of the most conservative provinces, to he very oncouj-aging. The generea tendenoy of the. lines is toward the vortical position, 84 (See C!ha3"t no, I & II). The. SEiae repoi-t I'lTrther aavs that tliere 7;ere more sohools est.-x'blishecl "oj commTOiities and private persons t}ia,n by the government as contrasted v/lth the ,p_rovioi2S yef-r, Tliis shows tlie interest that the people have beg-un to ta^ce in the eaucation inde- pendently of the :rroYornmGnt. It is true that the school attondancG as the figures sho?/, is extremely saipll, "being a tot'.a of ahout ane cd.l] ion and h-alf for 400,000,000 people, Eut one mitst reiaemTa©!", the establsMient of the now sohools waa really hop/an in 1904; and if wo consider snch s short period of time together w.itii.t|-# various difficult ies enumerated, the progress In education is remarl^iable,. , /.s Clarence Poe^' says, "T^he smallness of soLool attendance reported does not look encourap-ing, "but when we compare those, figures r;ith statistics of attendence a feu years ago, there is unmlstakahle evidence of progresE. In the metropolitan province of Ohili, for exaJivple, I have found tfc^ip© ere more teachers in government schools than there --■/ere pupils six years ago, and the total attendance has grown from 8, 000. to ^14,687'.' Furthersiore the figures in the report do not show the real nujaber of school attendance in the empire, for the attendance in tutor- ing schools and mission sohools is not Included, iT^., tutoring schools are remnants of Confucian instdtutions, wherein a for/ modern subjects lilce history, geography, ■■and arithmetic are being added to tlie old Confucian eurrlculum, and a ;^hole sdiool is in charge of one xa^n, There is good reason to believe that these schools still exist in all poor villages .There new schools are not accessible. Llox^ the step has l>een taken by the government to turn these old scnools into the new *?P,tf o4;l?ieo:4ttenaanoe on the mission schools is also large. In the rnissionary Conference at Shanghai , 1907, Dr. A. H. Smith made the 1. The Second Kept, of the Board of Education for IQQO. 2. Review of '^^eviev-r, 7qI, 1911. " 85 following statistics: the n-u::i"ber ot pupils In Protestant schools wsis 57,683, and that In Oathollo, 75,000^ If the rate of profrresa as estimatecJ. In the report -.vili keep on and li>e v/ill Inorease by leaps and jraaps vTl^en a tnifflclont mimher of teaoLors oan he prod-acea. bv the normnl sohools, the school machinery ^xfioiontly aaciinistercd, a new system of local tasrtion Inangureted, and finp.ll-/ the oompulBorj^ ediioatlon law eriorce6 , i-^-H thing two decades China will possibly te o;no of the best ednoater; nations in the v/orld. As eduGsition. is t}ie./basis for nationpl regeneration, the vital iniportance of the progress in education cannot be over-estimated It will affect &veTj phase of national life. There will be ^reat po- litical and soci.a readjustments . In fact men hf.ve already be^un to see their right in eoTernment by demanding a conBiitntinnal government which v^lll be granted in 1914. ^omen hove be^,un to be discontented ^ith their position in aoeiety b^i demanding bettor treatimnt. Ag to the econonic and industrial developnient, the change .111 even be more pheno.nen.l. -he richeBt l.bor market, the best agriniltu. al aM the groate3t nlnin/r country in the ^rold .Till be sufficient to make a theatre of groat activities. 'ftor t}ie internal improvement is well oerriea or:t, it ig safe to predict bhat the ultimate object of the nation ..ill be a re- adjustment ..1th t]ie •European powers a>.d Japan whose selfish motives in playine tbe role of Far-eastern diplomacy can never be dropped from the memory of the citizens of China for raany generations. T].e history • the !^uropean-Sastern diplomacy is a history of intrieu, and crimes. It la not too exaggerated to say that the so-called Chlno-European com..er^^e h.s no higher ideal than to teach the Ohine. Tea ;se 1. Outlook: Vol. 91. Article by Jiorton. 86 people to siuio^e opixiai :-r;.a to a.rink l^eer. Finslly, the progress dn China will 1)6 n positive aclA^&noe for the Tiorld's cosmorce. Unlimited resources and 400,000,000 of people will make a great marked for st!.p- plies and a great oonav-raer of uiantifactured i^-oods. 'D-ie Sastern shore of the Paclflo is bound to 'bo the greatest com:..eroial oenter an the near future. '2o the st-adont of polltloal philoso;phy, the friend of hximan- ityV- 'fc^'^Q historian of modern history as '«76ll a.s to the student of ed- Tioation, the reoent educational reform in China is the one of the most remarhahle eTents that the viorld ho.s ever Imov/il' 87 Table no « IZYII ■ S eoond Heport of Board of 7.d,uo&t±on Jor 1908. 7/h.ole Chin;-, (PelcinR not encludcd) Glass of Stf-dents i;0 of ScLools No. in 1907 lio. in 1908 General ediicatlon 825,838 Higher " 13,371 Vooational " 8,480 ITormal " S6,003 Sthers " ■ ] '? ^'' , o -^ r' Totel 874, 64S 1907 35,799 1,092,582 17,272 ID, 503 23,003 :'. ,138,o05 1,284,965 Inorease "^'ecrease 265,644 3,951 4,923 138,605 413,313 3,000 3,000 JL208 Increase 42,444 6,647 Ho, of rJchoolB Citjr of Peking. 1907 1903 Incre-sse 205 45 1^0. of Students 11,417 15,774 .f,357 / 1?. li Reference: The First •: port cf the Board of Ediu for 1907 The Seoond Report of the Board of Edit, for 1908, Ifti Chart H 0. / ,'^ T-^ i T n T V. « C H A R T 6C N 0. JL "l I HI" I 111 I ID (Uom ItiiOit j^ r N O. jr ^ <^^ (77 7- BIBLIOGRAPHY, 1. Shu-pTi-cliang-Ghing (The Imperir-l Code of Bdiieation, new edition, OommerGlal Press, Shanghai); vols. 1, 2, 3, 4, 5, 6, 7, &. 8. 2. Ta-ohing-hsuan-t-ung shin- fa-ling (The Hews of Hsiian TTing): vols. 18, 19, Sc £a. 3. Gteo-yu-jai-tsee (Educational Keview) : vols, 1909, 1, £, 7), 4, 5, 5, 7, 8, 9, 10, 11, 12, 13, and 1910, 1, £, 3, 4, 5, 6, 7, 8, 9. 10, & 11. 4. Shii-pu-Kwan-how (Monthly reports of the Board of ^^aucrtion, Peking 1907 So 1908. 5. Lian-hu 3si-fan Shu-tnng chian-yee (Lectiires complllec. for the Two-hxi normal College): vol. 1. 6. flyer: Eeport to the Board of Regents, University of Calif orni? m Chinese Education, 1909. 7. 'Jilliam: History of China. 8. Pei-yang University Biilliten no. 11. 9. The Yearly Program for Constitutional Prepars.tion. 10. Tintsien Y-u-yu-po (Daily news): Hsuan-tung 2nd yr., in rnoin. , 17 th (? 11. The Piret Eeport of the Board of Sducation, 1907, Peking. 12. The Second Report of the Board of Education, 1908, Peking. 13. The First Report of the Provincial Board of S^ucation of Chili, 1907. 14. The Third Report of the Provincial Board of Edr cation of Chili, 1909. 15. The Pirst Report of the Provincirl Board of Education of Ru-pei, 1907, 16. The Pirst Peport of the Provincial Board of Education of PungtDn, 1907. 17. The Third Catalogue of the Imperial pr-e-yang University, 1909. 11 18. The Calendar of the Imperial Sliansl University 1908. 19. Two-hu lormal Golloge Catalogvie. 20. Two-kwang Higher lormal College Catalogue. 21. fei-yang Uormal Sohool Catalogtie. S2. Two-chi,5in Higher Hormal Schools Gat.^-ao.p;-tie. 23. 'Tintsien Lower aiid Higher formal School Catalogue. 24. Two-kwang Higher School Catalogue. 25. The Engineering College of the Board of Pest and Communication Catalogue. 26. The Pulcln Goannercial School of the middle grade Catalogue. 27. Shanghai Middle School Catalogue. 28. F.eviev7 of Eeviev/: The ilew Chine awake and at work hy Clarence Poe: li^eh., 1911. 29. School Review: Soverainent Higher Schools in the 'Western Chine "by Sullock: 0. 09. 30. Educational Seview: Sducation in Hanking, June, 1910. 31. Ooramissinner Seport 1900: Progress of education in China by the Aiiierican Legation, Pekin'^. 32. Commissioner Heport, 1905: Educational Keform hy wiiHam. 33. Commissioner i-^eport, 1906: Eauoation in Fuchow hy rnold. 34. Outlook: vol. 91: article "by Martin. 35. Science: 27. 1908, The new education in China, by Thuwing. BEWARE OF LOSS HEPLACIMSNT PRIOl OVER PinSSN C3I1TS PER PAGE Paeerr-.t for return given if request edc. t LIBRARY OF CONGRESS I 1MI iiiiiiiiiii'niiiii' INI III 019 845 496 5