Y * Author Title •^ ** s Class. Book U. nil Imprint. 16-— 47372-1 GPO REPORT ON CHRISTIAN EDUCATION IN CHINA Its Present Status and Problems THE AMERICAN -CANADIAN COMMISSION CONSTITUTED An Address by Prof. ERNEST D. BURTON University of Chicago Oriental Educational Investigation Commission RECENT APPEALS IN GREAT BRITAIN OIummtHBton on OUiriBtian duration of OII|ttta No. 156 FIFTH AVENUE NEW YORK It would aid the Commission to have those re- ceiving this Report indicate their personal interest in Christian Education in China, and give the names and addresses of others who would be in- terested in special literature on the subject. "That which confronts us in China today is the magnificent task and opportunity of extending ^o the greatest homogeneous nation in the world a hand of Christian help, by building up an educa- tional system inspired by the Christian spirit and permeated with Christian ideals, and so helping that great people in this supreme hour of her history to fix the ideal and develop the institutions which shall make her one of the great nations of the future, let us hope one of the great Christian nations of coming centuries.**— £rrt«/ DeWitt Burton, LAn^i REPORT ON CHRISTIAN EDUCATION IN CHINA Prei)areris;sinii.TiT Coufpivnce Gonor.al I'.n.ird of Edu- cation. t Edncatioiial Association of China. MEMBERSHIP OF THE COMMISSION. President Edgar A. Alderman, LL.D., University of Virginia, Char- lottesville, Va. The Rev. James L. Barton, D.D., 14 Beacon Street, Boston, Mass. The Rev. Thos S. Barhour, D.D., Ford Building, Boston, Mass. The Rev. Arthur J. Brown, D.D., 156 Fifth Avenue, New York. The Rev. Henry N. Cobb, D.D., 25 East 22d Street, New York. The Hon. John W. Foster, LL.D., 1323 i8th Street, Washington, D. C. Mr. W. Henry Grant, 156 Fifth Avenue, New York. President Arthur T. Hadley, LL.D., New Haven, Comi. The Hon. Charles E. Hughes, Hotel Astor, New York. The Rev. Walter R. Lambuth, M.D., D.D., 346 Public Square, Nash- ville, Tenn. The Hon. Seth Low, LL.D., 30 East 64th Street, New York. Mr. John R. Mott, 124 East 28th Street, New York. Mr. George Wharton Pepper, 1730 Pine Street, Philadelphia, Pa. Mr. N. W. Rowell, 46 King Street West, Toronto. Mr. Robert E. Speer, 156 Fifth Avenue, New York. The Rev. Homer C. Stuntz, D.D., 150 Fifth Avenue, New York. The Rev. Alex. Sutherland, D.D., 33 Richmond Street West, Toronto. The Rev. Charles R. Watson, D.D., 200 N. 15th St., Philadelphia. President Woodrow Wilson, LL.D., Princeton, N. J. RECOMMENDATIONS AS TO THE PRESENT SCOPE AND WORK OF THE COMMISSION AS ADOPTED JANUARY 12, I9IO. That the Committee be called "The Commission on Chris- tian Education in China." That the tentative report of the Commission which is before the Conference in printed form be regarded as a report of progress; that the Conference express satisfaction with the Commission. That the Commission be authorized at its discretion to add to its number not to exceed five men, who may be either min- isters or laymen, including the two laymen still required to complete the number of twelve laymen authorized last year. That the Commission be authorized at its discretion to elect from its membership an executive committee, and to determine the powers and duties of the same. Following its appointment it was deemed wise that certain preliminary information should be gathered for the purposes of the Committee, and to this end the secretary of the confer- ence was attthorized to conduct correspondence in behalf of the Committee. The following report is based largely upon this correspondence and matter already published but not imme- diately available for circulation. GIFT 2 UBS. W0O0«0W WILS0^' "OV. 29, lo^o Before presenting matter relating to existing constructive movements it appears necessary to give a brief historical resume, setting forth the beginnings and wide extension of educational missionary work, and the natural presentation and discussion of this subject in the general conferences of mis- sionaries, which gradually led to the formation of the mis- sionary "Educational Association of China" and of the "Gen- eral Board of Education," active membership in the first being confined to members of "Protestant Christian Churches en- gaged or who have been engaged in -educational work or in making and editing school and text books," the second repre- senting the Centenary Missionary Conference held in Shang- hai, 1907. HISTORICAL RESUME. The very nature of mission work binds the propagation of the Gospel to an educational development : first, the missionary is himself at school, in studying a new language, and inci- dentally is educating his teacher. Those to whom he has ac- cess immediately begin to widen their literary and intellectual horizon, and to enter a distinctly higher sphere of philosophy and ethics, and to find the deeper moral causes underlying the rise and fall of empires. In China, following John of Monte Corvino in the thirteenth century, we find the Jesuit Fathers in the sixteenth century in- troducing the knowledge of the elements of Western science and history of that era. Later, after the beginning of the Protestant Missions, Morrison's first work was the creation of a dictionary containing a Chinese and English working vocabulary, which became the stepping stone to the study of the Chinese language by foreigners and of the English language by Chinese. The next step was the founding of the Morrison Educational Soci- ety with its school near Canton, and the issuing of text-books in Chinese and English of an elementary character. Mission day and boarding schools followed the opening of mission stations in all parts of the Empire. Many of the day schools at first were very elementary and largely given to the teaching of children to read, especially the Bible and books of a primary order containing distinctively Christian ideas. The boarding schools served for somewhat higher training and brought the youth into more direct contact with the mission- aries. In some cases these were carried on with the distinct aim of raising up a body of native helpers. In other cases the aim was mainly to lift the children out of their heathen environ- ment and give them some opportunity to breathe the higher Christian atmosphere of the school. So it came about in the course of time that schools were multiplied and the mission- aries found they had a vast educational problem on their hands without special preparation for organizing and conducting edu- cational work. This problem was greatly enhanced also by the fact that they were presumably to prepare the leaders and teachers, without which the work itself could not become estab- lished and extend. As early as the General Conference of the Protestant Mis- sionaries of Cliina, held at Shanghai, May, 1877, full time waj allowed for papers and discussions concerning the educational work, under the following heads : "The Relation of Protestant Missions to Education," "Day Schools for Boys and Girls," and "Boarding Schools for Boys." This process was repeated, though more was assumed, at the General Conference of the Protestant Missionaries of China, held at Shanghai, May, 1890, when leading essays were pre- sented on the following themes: "History and present condi- tion of mission schools and what further plans are desirable" (Rev. R. N. Plumb, x\merican Methodist Episcopal Mission, Foochow). "How may educational work be made most to ad- vance the cause of Christianity in China?" (Rev. C. W. Ma- teer, D.D., LL.D., American Presbyterian Alission, Tungchow, Shantung). "The relation of Christian education to the pres- ent condition and neerls of China" (Rev. D. Z. Sheffield, Amer- ican Board, Tung Chow, Chili). "The Best ^Method of Se- lecting and Training Efficient Native Assistants, Preachers, School Teachers, etc." (Rev. Mart. Schaub, Basle Mission, Li- long). "The Best Method of Selecting and Training Native Preachers, etc." (Rev. J. Lees, London Missionary Society, Tientsin). "The Place of the Chinese Classics in Christian Schools and Colleges" (Rev. A. P. Parker, D.D., Methodist Episcopal Church, South, U. S. A., Soochow). "Girls' Schools" (Miss Hattie Noyes, American Presbyterian Mis- sion, Canton, and Miss Laura A. Playgood, Methodist Episco- pal Church, South, LJ. S. A., Shanghai). FORMATION OF THE EDUCATIONAL ASSOCIATIONS OF CHINA. During the Shanghai Conference of May, 1890, a few of the missionary educators present at the sessions of the confer- ence met to take into consideration the advisability of forming an educational society. "The objects contem])lated were to give unity to their wM:)rk, to devise some convenient means for 4 discussion of questions of common interest, and to provide facilities for the preparation and publication of suit^ible school literature." The Association known as the Educational Asso- - ciation of China was duly formed and a constitution and by- ^ laws adopted,'''' and a provisional list of ofihcers appointed. The General Conference approved the turning over to this Association of the books, materials and funds which had ac- cumulated in the hands of the special committee on "School and Text-book Series," appointed by the General Missionary ^ Conference of 1877. This took place on May 20, 1890. On the following day a meeting of the members of the Association was held. Following this meeting the general secretary, Rev. W. T. A. Barber, of Wuchang, issued a prospectus giving an account of the objects and aims of the Association, pointing out the advantages that would arise from united effort in the estab" lishment and working of mission schools, and inviting all en- gaged in educational work in China to become members. The Educational Department of "The Chinese Recorder" became the monthly bulletin of the Association, containing its notice.^ and reports of progress and leading articles on educa- tional work. The first number of its "Monthly Bulletin" appear- ed in May, 1907, which changed its name January. 1909, to "The Educational Review" (Vol. 2, No. i). It would add too great length to this report to ciie the nu- merous articles of a high character which have appeared in "The Chinese Recorder," in the "Monthly Bulletin" and the "Educational Review." though it would be very helpful to re- publish some of these articles, and print an inflex whereby those studying the subject could quickly find the materials. By the amended constitution and by-laws, see Educational Review, August, 1909, page 57, a section was added authorizing the secretary to enroll as Honorary Life Members all who pay into the treasury of the Association in one payment $50.00 in gold ; as Sustaining Members, $5.00 gold ; as Corresponding Members. $1.00 gold. Resolutions Adopted at China Centenary Missionary Conference, INI ay, 1907. appointment of general board of education. I. Whereas, The opportunities for Christian Educational work have greatly increased in the last few years, owing to the reforms taking place in China, and, whereas, this demand for See Appeudix. enlightenment seems to constitute a distinct call from God to the Christian Church, Resolved, (a) That we urge upon the home churches, through the Boards of Missions, the necessity of developing the secondary or high schools and colleges already existing, and the founding of new ones where none have been established ; that we ask for more liberal support for this educational work, not only as regards money but also as regards the number of men and women assigned to take part in it ; inasmuch as we consider that the efifort now being put forth is in no sense commensurate with the opportunities at our door, and realize that unless we seize upon the opportunities as they arise, we may lose them altogether. (b) The necessity of making our whole primary school sys- tem more efficient by the appointment of missionaries who have had a special and thorough training in Home Normal Col- leges,* to take the superintendence of the primary schools of the Mission to which they are appointed. We would also urge on our Boards the importance of a more liberal allowance for the equipment of such schools. II. Resolved, That the attention of the different missions be called to the urgent need of union and co-operation between the colleges of different churches at the same centers, and that every effort should be made to avoid overlapping and redupli- cation in the further extension of educational work. III. Resolved, That all missions should be urged to unite in the establishment of Union Normal Schools in, at least, one center in each province, if possible, in connection with already existing institutions. Also, to meet the immediate need of largely increasing the number and efficiency of our primary schools, we earnestly recommend the establishment of summer normal schools in all the provinces for the better training of Christian teachers. IV. Resolved, That a General Education Committee be ap- pointed ( I ) to study the whole field of education in China with a view to representing to liberal givers in the homelands the pressing need of strengthening and extending the work of our secondary schools and colleges. (2) And, inasmuch as the founding of a Union Christian University in China would be of great benefit to the cause of Christian civilization in this empire, this Committee should take into consideration how it is practicable to establish such a university. * Teachers' College.s, in Europe or America. Further, That this matter be referred to the Committee of Reference to draw up and report to this Conference plans for the formation and work of such a general Educational Com- mittee. SUPPLEMENTARY RESOLUTIONS. 1. Resolved, That a General Education Committee of at least forty be appointed, which shall have the following duties : (a) To study the whole field of education in China. (b) To make representations regarding these matters to the Christian public in the homelands, especially in regard to the pressing need of strengthening and extending the work of oui secondary schools and colleges. 2. Resolved, That this committee elect from their own number an Executive Committee of eleven. 3. Resolved, That this Executive Committee be given full power to confer with the Executive Committee of the Educa- tional Association and, if it seem wise, to relate itself to that organization. 4. Resolved, That we recommend that those in charge of educational institutions, by leading Christian students to take part in dilTerent lines of evangelistic work seek to direct their minds to the ministry of the Gospel. EDUCATIONAL ASSOCIATION OF CHINA. Whereas, The work of the Educational Association of China has increased to such an extent that it can no longer be carried on efficiently by the voluntary service of missionaries already overburdened with the many responsibilities of their respective missions ; and. Whereas, the time has come for push- ing forward the work of the Association in such a way as will make it a more efficient agency in serving the whole body o£ missionaries engaged in educational work ; Resolved, (a) That steps be taken to procure as speedily as possible a fund sufficient to place at the disposal of the Execu- tive Committee, a sum of not less than ten thousand dollars gold, or two thousand pounds, per annum, thus enabling the committee to secure the services of two foreign secretaries and two Chinese assistants, to rent a suitable office, to publish two 7 educational periodicals, one in English and one in Chinese, and to render more efficient service to the cause of Christian edu- cation. I'RRSKNT STATUS OF CHRISTIAN SCHOOLS IX CHINA. Statistical data is not available out of which to compile a report on either Christian or Government schools and colleges. The reports show that some of the Christian colleges have full college courses as ordinarily understood, while others have only one or two classes of college grade or none at all. In some cases there is a system of graded schools leading to the college ; in other cases the students first pass through the preparatory de- partment of the college itself. The secretary of the Educa- tional Association is now gathering the complete statistics and they will be available probably within a few months. We are indebted to the Rev. F. L. Hawks Pott, D.D., Presi- dent of St. John's University, Shanghai, and of the Educational Association of China, for the following general statements regarding the "Present Status of Missionary Schools." "The Church has come to appreciate as never before the im- mense value of this branch of missionary enterprise, and the uniqueness of the opportunity it affords for influencing classes which otherwise could not be reached. A broader view is tak- en of the Church's mission in the world, and we realize more fully that it is to leaven the social and national life, and that Christian education is an important factor for the accomplish- ment of this end. "There are at least seven hundred men and women mission- aries wdio give the larger part of their time to teaching. Schools of all grades are under their control and oversight. At least 1500 primary schools have been established giving instruction to 30,000 pupils. Elementary day-schools are on the increase, and boarding schools for boys and girls are numerous, provid- ing education for 12,000 pupils. As many as twenty institu- tions may be said to have attained the rank of colleges, and a few have assumed the name of university. Some of the col- leges have theological and medical departments connected with them. In addition, there are separate union theological and medical schools. "The standard of the work in many of the institutions is of high order. It is no exaggeration to say that up to the present time the best educational work in China has been done by the missionaries. This is evidenced by the fact that the students who go from these institutions to study abroad are better pre- pared, and ac(|uit themselves most creditably in England and 8 America. The position to which we have attained then is this ; we have developed all grades of educational work up to the college, giving a sound education in arts and science, the- ology and medicine, and we have produced a few institutions which are universities in the process of making. The gradu- ates are loyal and patriotic subjects of the Empire, with moral integrity and earnestness of purpose. They are not found in the ranks of the revolutionaries, but are eager to help in the reform movement in this country by helping in the spread of the new ideas and of higher ideals of life. They have already done good service for their country by filling posts as teach- ers in the new Government schools and colleges. They form one of the most enlightened elements in the social and politi- cal life of the empire. 'Tt will not do, however, to paint the picture in roseate hues, but we will do well to put before ourselves some of the elements of weakness in our work which hinder it from be- coming more efficient. The first of these elements of weakness is our lack of definite system. A second element of weakness arises from the fact that undoubtedly there is at present a lack of economy in the expenditure of resources and energy. This is due to the lack of union. As I have already stated, w^e have produced colleges and a few embryo universities, but none of them are as strong and efficient as they should be. Each one is conducted at a large expense and educates compara- tively few students. The universal cry is lack of means and in- sufficiency of stafif. Each is 'eagerly hoping that some wealthy philanthropist will bestow his bounty upon it, and put it into a position to enlarge its work and develop into a flourishing university. Meanwhile each goes on with its struggling ex- istence. "A third element of weakness to which I would allude is the lack of continuity in our work. It has its source in what I have already mentioned, the attempt to carry on a large work with an insufficient force. "The last element of weakness to which I will refer is that our education is not practical enough. We train men in the- olog}' and medicine, but apart from these, we have no profes- sional schools. Where are our schools of law, and engineering and mines, and agriculture? They simply do not exist at all. "The elements of strength in our work are, first, the large amount of liberty we possess. Safe-guarded by treaties, we are free to develop in this country, as a branch of missionary work, the school and the college on the lines which we deem to be the best. We are hampered with no restrictions. We can be of more real value to China by keeping the management of our institutions in our own hands. The day has not ar- rived when we can allow the Government to exercise an active control over them. We can modify our curriculum, we can submit to inspection, we can send our students to examina- tions, but we can do nothing that will hinder the distinctly Christian character of our work, or will interfere with our Christian aims. I firmly believe that our wisest policy is to cherish our liberty and not to be over-anxious about Govern- ment recog^lition. "Another great element of strength is that our institutions are Christian. The Christian college furnishes the Christian environment. Here in China the contrast between the Chris- tian and the non-Christian college is more sharply accentuated, than in America. "The last element of strength to which I will allude is the better administration and discipline of our institutions. The explanation lies largely in the fact that up to the present time the Chinese have placed at the head of their institutions men high in official rank, but without any experience as to how a college or school should be conducted. These men have not been educated on modern lines and know nothing of the science of education. W'hat commends our schools so highly to the Chinese at present is that they know they are well managed." Recently the management of a large government institu- tion in China was offered to a thoroughly well educated young- Chinese of high Christian character. Every one thought he was eminently fitted for the position and regretted to hear that he had declined it. When asked his reason for so doing, he replied that he did not have sufficient official influence to make it possible for him to carry on the work successfully. He would not be able to take a firm stand on any question unless he could count on a strong official backing. It would be pos- sible for his enemies (and he would be sure to make such) to have him removed on one pretext or another whenever he did anything that might arouse op])osition. Turning to a consideration of what should he (Hu- special aim at the most critical period, Dr. Pott says, "One great pur- pose should undoubtedly be to strengthen existing institutions and to raise them to their highest point of efficiency. In the extension of our work we must profit by the mistakes already made and cease to nuilliply boarding schools and colleges in 10 centers already occupied, and as far as possible where insti- tutions exist in close proximity, co-operation and afifiliation should be our ideal." "If Oxford and Cambridge can provide what is needed for a certain center let us welcome the gift gladly. If we cannot get help in this way from English and American universities, we must take into consideration what we can do ourselves by working together, and no spirit of rivalry or jealousy should be allowed to stand in our way." "We must have the further aim of working as far as pos- sible in harmony with the system of government education. We must not regard it as an enemy, but as an ally." "If we do our work thoroughly and conscientiously, actuated by the highest motives, it will continue to be blessed by Him who presides over the destiny of this nation, and is working out before our eyes His own great plan for the elevation and re- generation of this people." THE EDUCATIONAL WORK OF THE CHINESE GOVERNMENT. Among the "Let there he's" in the form of Chinese Imperial Edicts is the following which appeared in the Monthly Bulletin of the Educational Association of China, May, 1908: "All boys over eight years of age must go to school, or their parents or relatives will be punished. If they have no relatives, the officials will be held responsible for their education." The caj-rying out of this simple but comprehensive order will require one million schools in place of the now estimated forty thousand, a multiplication of the present number by twenty-five, or an addition of nine hundred and sixty thousand schools with a staff of one million and a half to two millions of teachers and all that is involved in their preparation and the financing of the scheme. In presenting some aspects of the educational work of the Chinese Government, without attempting to recite all its difficulties or to give a careful description of the few schools which have attained a fair degree of efficiency, we shall draw largely upon an article by John C. Ferguson, Ph.D., which ap- peared in the Educational Review, June. 1909, entitled ."The Government Schools of China." "A general system of schools for the whole Empire, under the supervision of the Government, is of such recent date that available information as to what has been already accomplished is limited in scope and frequently lacking in detail. After the establishment of the Board of Education in 1905 there was worked out, largely under the direction of Their Excellencies, Sun Chia-nai and Chang Chih-tung, a comprehensive scheme. which included the estabHshment of a Central University in Peking, affiliated Colleges, Technical and Normal Schools in each Provincial capital, High Schools in each Prefectural city, and Primary Schools in each Departmental city and village. This is a bare outline of a plan which contemplated as its final outcome compulsory education in Primary Schools of all boys and girls, and provision for the more promising students to be able to advance, through higher schools, to a normal, tech- nical or university education. In order to give uniformity to these schools, an elaborate Covirse of Study was laid out as a general guide in the formation of a completely articulated system of national education. The whole scheme, including regulations, courses of study, suggestions as to the method of establishing schools, etc., etc., was embodied in a large tome, prepared by H. E. Chang Chih-tung, and authorized by Im- perial edict. A careful perusal of these volumes shows that the underlying principle of their compilation was the desire to maintain and provide for thorough instruction in the classical and historical literature of China, thus enabling the new sys- tem of education to attach itself, without too great a wrench, to the earlier system which was centered around the Civil Ser- vice Examinations. This principle was unquestionably a wise one, judged by the standard of educational usefulness in na- tional life, but entailed a consequent difficulty in delaying the rapid development of the new form of universal education. "Under the former system of China the Government made no provision for instruction, but confined itself to the single task of examining pupils who presented themselves as candi- dates for degrees. Instruction was obtained through private tutors, or in schools opened by teachers on their own respon- sibility. There was no supervision of existing schools, no fixed courses of study, no text-books, and no specified qualifi- cation for teachers. Each small school was a law to itself, and each teacher used such books and methods as were familiar to him. The aim of the system was to produce men of parts who would stand high in the examinations for degrees, and those teachers were considered the best in their profession who had the largest number of successful candidates. In this respect it difTered wholly from the aim of the new system, which has for its goal universal education. The difficulty of joining together two systems with such distinctly different aims must be appreciated and understood by those who desire to know the present status of government education in China. "It was reasonable to expect that the first steps taken by a Government accustomed to the former regime would be the founding of schools and ctslleges devoted to instruction in higher branches. Men of thorough attainments in the new learning were needed at once, and the attempt was made to produce them from these advanced schools. Laboratories were equipped, foreign instructors engaged, large buildings erected, and generous endowments provided. It was soon found, how- ever, that these provisions did not make it possible to turn out the finished product of well-educated men in a short time. Students whp entered after having had irregular training for several years in various schools were still obliged to pursue their studies for many subsequent years in order to attain to a fixed uniform standard. One school of high grade in the north gathered students from southern ports where foreign schools had been established for many years. This plan of securing students was not continued, for the reason that each Provincial Government soon decided that its first duty was to educate students from its own province, and that, in order to do so. it must take them through several years of preparatory training before they were fit to commence special studies. Other schools started with students who had had a thorough preliminary training in Chinese studies, and were able to de- vote a large portion of their time immediately to modern sub- jects. After two or three years of training, the best of these were sent abroad, the underlying object being to hurry for- ward their thorough training in as short a time as possible. However, it was found that, whatever method was followed, it was impossible to obtain well-trained men without going through long years of patient study. The old system required from fifteen to twenty years for the average student to reach his first degree, but it was hoped that the new system would enable men to reach a similar degree within a much shorter time. There was a wave of enthusiasm, lasting two or three years, for the sending of students to Japan to take short courses which would fit them to become teachers in Primary and High Schools. As many as twenty or thirty thousand young men, thoroughly representative of the best type of learning under the old system, went to Japan filled with the hope of reaching their goal in a short time. With the solid good sense which is characteristic of the Chinese race, they soon discovered that they had made a mistake. The new learning, they found, needed the same amount of patient study that had been required under the old system, and they returned 13 to their own land to continue the time-honored, patient, pur- suit of knowledge. From every possible source it was borne in upon the leaders of the educational movement that the at- tempt to introduce the new education from the top, by the establishment of a few schools of higher learning, was an impossible one, and that the only way to accom- plish this purpose was to encourage the establishment of large numbers of I'rimary Schools. The growth of this opinion did not follow, perhaps, in chronologi- cal order the stages which I have been indicating, but was uncjuestionably influenced and modified by each one of these considerations. The result has been that there has been a standstill in the development of higher schools; each of them remains practically what it was live or six years ago, and as these schools have been the best known of all the parts of the system, many have formed incorrect opinions as to the pres- ent condition of Government education. "One marked feature of these higher schools was the employ- ment of foreign instructors. When they were founded, it was considered as necessary to employ foreign teachers as to erect school buildings. The employment of foreign teachers gave at once a character and standing to school enterprises. It was customary to estimate the standard of a school by the number of foreigners employed. . . . During the last few years a change has come, and there has been a gradual dimin- ution in the number of foreign teachers, although it must be remembered that at no time has the number of such teachers been large. . . . Many of those whose services were dispensed with were men of wide experience in educational work m China. Their dismissal was frequently the result of no stated policy, but simply because the management of the school had passed into other hands. In explanation of the decrease in the number of foreign instructors, it must be noted that, at the time of the founding of schools, it not infrequently happened that foreign professors were engaged to teach special sub- jects which there were no stutlents fitted to undertake. The result was that these specially qualified teachers spent a large proportion of their time in teaching some foreign language, and that they were never able, during their whole term of ser- vice, to teach the subjects for which they were engaged. . . . A fuller understanding of the educational needs on the part of those in authority is sure to reveal the fact that it will be necessary to employ many foreigners in the development of education in China, and in the formation of a teaching pro- fession. H "Allusion has been made to the discovery that many schools which were started as schools of higher learning were in real- ity only elementary in their grade. This, together with the recognition of the fact that it was impossible to introduce the new education from the top, caused the Government to divert its energies from the existing advanced schools to the founding of large numbers of elementary schools. The Government policy, since the establishment of the Board of Education, has been the encouragement of elementary rather than advanced schools. Local officials and gentry have everywhere been eii- couraged to start small schools, in unpretentious buildings, and without the need of large sums of money. "In an address before this Association several years ago, I alluded to a plan providing Readers for the teaching of the Chinese language. ... At the present time, such Readers are so common as to cause younger teachers to imagine that they had always been in use. In all modern schools they have re- placed the former clumsy method of teaching the language by memorizing the Classics. They have made it possible for a child to learn to recognize characters much more quickly than formerly, and to be able to put these characters together into simple sentences. The introduction of Readers has marked a decided progress in the advance of universal education, as they have made easier the stupendous task of mastering the knowledge of Chinese written characters. The tendency of these modern schools is toward a more simple method ot ex- pression, but it yet remains to be seen whether theii methods will be able to produce a sufficient number of writers of the style required for official documents and books. It is hardly probable that the best style of writing can be acquired by those who have so many new subjects to be mastered, while at the same time they are expected to be men of good physique. "From the large number of students who have gone to for- eign countries to pursue courses of study, it might have 'been expected that the supply of well-qualified teachers would be proportionate to the demand; but unfortunately such, is not the case. Only a very small number of returned students de- vote themselves in the work of teaching. Even those who do find positions in schools rarely expect to devote their lives to teaching, but only make it a stepping-stone to other more htera- tivc employment. This is to be expected in the case of teach- ers of elementary schools, but not in the case of the higher schools. These should be able to secure and retain perma- nently the services of men who have received thorough train- "15 ing. It should have been possible by this time to secure re- turned students as teachers in every important position in all Provincial Colleges. The Board of Education at Peking and the Provincial Bureaus of Education should also have had a good supply of them for their work. Up to the present, how- ever, it remains true that this class has not contributed any appreciable influence toward the spread of the new education of which they themselves are the product. Too little of the altruistic spirit has been found among them. This can be ex- plained to some extent by the urgent demand for them in lu- crative Government positions, but they are more needed in schools than anywhere else. "In this rapid and imperfect survey of the present condition of education in China, the conclusion is reached that there is coming to be a better recognition of the real educational needs of the Empire." GOVERNMENT AND CHRISTIAN SCHOOLS COMPARED. A comparison between the Government and Christian schools is more or less broug'ht out in various letters and articles. While the missionary educators at present claim to have the best schools in China, they do so with modesty and with a very general acknowledgment that the educational opportunity has been neglected and that, excepting in a comparatively few dis- tricts, a system of graded schools has not been sufficiently de- veloped to constitute a clearly defined educational scheme. In this respect the Christian colleges are little better off than the Government colleges, in the lack of feeders in the shape of good primary, elementary and secondary schools. The comparison between Christian and Government school> and colleges is not based upon their educational efficiency, though many of the Christian schools are at present more ef- ficient as educational plants than the Government schools. The chief emphasis is placed upon the moral environment and the uplift given through Christian teaching. Indeed many have conceded that as the Government perfects its system its school> must in time become formidable rivals to the existing Chris- tian schools, and that unless the latter are further strengthened and perfected as schools they must go to the wall. One pre- pared to speak authoritatively on the subject writes: "The Qiinese are determined to work out a system suited to their needs. . . . There must be much of experiment before their new system is wrought out, but they will succeed in the end. . . . The government schools of today are greatly hindered by the lack of a sufficient number of competent teachers. Still i6 some of these schools in certain hnes are snperior to the mis- sion schools. For all round education that brings real culture and the true development of the man, the mission schools are far ahead. The great lack in the Government schools, and that which renders them unfit for China's need^ is the want of proper training for the moral and spiritual man. The old Confucian system, while still holding a place of great influ- ence, is practically discarded by young China. Its power to mould character has been greatly weakened by the coming of the new learning, and the teaching of its truths in the schools is largely formal. Here is both the opportunity and the urgent need for the mission schools. The education they impart not only trains the intellect but develops true manhood. Very many of the Chinese, of -the officials and gentry, recognize this lack in their modern schools, hence the large patronage re- ceived from this class by the mission schools." The difficulties which beset a properly regulated educational advance in China under governmental guidance and control are set forth in the following terms : ■'The Government Education is first of all very poorly co- ordinated. Some officials are drawing funds for the support of schools and putting them into their own pockets, while others are using for the schools under their care all the funds available and in addition getting other funds by private sub- scription. The plan laid down by the Central Board of Edu- cation if it could be carefully and scientifically carried out, would bring large results ; but teachers are lacking. Foreign educated young men, as a rule, find the disadvantages of the teacher's life too great, and the allurements of official or pri- vate business life too great to continue in the schools to which they may be attached. Their heart is not in their work, many do not try to put what they have learned in the English over into Chinese so as to make it available to all their class. Again every school is jn the hands of four sets of managers, the Board of Education, which may include the central board and a local board, the directors of the special school, the fac- ulty and the students. The latter, by playing one cf the for- mer off against one or both of the other two, are almost in every case able to decide the policy of the school and are almost always able to procure the dismissal of a teacher, foreign or native, to whom they may have taken a dislike. Such schools may hardly be said to pursue an enlightened and continuous policy for two consecutive years. Only last year, the Imperial Uni- versity, after having gradually gotten rid of its foreign faculty, graduated its only class and now it has to begin from the bot- 17 torn again with no source from which to draw students to make up even a freshman class. I should add that there are exceptional and very encouraging cases in both Government and Private Schools where an enlightened policy is carried out continuously." ' Tin-: USli OF ENGLISH IN THE SCHOOLS OF CHINA. Rev. Dr. James L. Barton, one of the Corresponding Secre- taries of the American Board, and a member of this Commit- tee, in stating his opinion that the Committee should have full and first hand information on the subject of education in China, lays special emphasis on the Committee's knowing "the Chinese estimate as to the value and importance of the study of English." This question is one which naturally calls for Chi- nese rather than American and British opinion, but in some measure it may be answered by citing the reports from various quarters to the effect that the government colleges and profes- sional schools use the English language in imparting a knowl- edge of western science and history. On the other hand, perhaps the larger number of students in Christian secondary schools have acquired very little, if any, use of English and would have to take two years additional preparation to enable them to enter a Christian college where the instruction is given in English. Probably all of the Chris- tian colleges now teach English as a subject whether they use it as the medium of instruction or not. It is not the purpose of this report to argue for or against the use of English in edu- cating Chinese in China, save as it affects a still larger ques- tion of the preparation of a few for vital contact with Western thought and peoples. English is the language which the Chinese have chosen to learn, and English is the language through which the whole East is seeking to gain a true knowledge of Western civilization, science and religion. Therefore to the Chinaman English literature, classical and current, may be said to contain nine-tenths of all that it is important for hini to know from the West, including translations from the Greek, Latin and modern European languages. It is far more important for him to use one language in gaining this knowdedge than to go on with karning other languages. Of equal importance is his knowledge of Chinese in its written form, so that he may translate his knovledge for his coun- trymen and be looked upon as an educated man in C^iina. The Wen-li, the Chinese written language, is the sine qua non of an educated Chinaman. It is not a spoken but a written language, and rep- resents, in the second respect, the Latin of the middle ages. It must for a long time to come be the foundation of all Chinese literary produc- tions. The great Mandarin mav be more and more used in writing as in speaking, but tlie Wen-li as the language of Chinese literature and polite form will continue to he the foundation of scholarship. i8 As long ago as the General Missionary Conference in Shang- hai, 1890,* the leading educators took strong positions in fa- vor of the use of Chinese as the medium of instruction, and several of the colleges which followed this course are among the best established. The Rev. Dr. J. C. Garrett, of Nanking, makes the following comments in the Monthly Bulletin, September, 1907 : "The long controversy as to the teaching of English in mis- sion schools appears to be drawing to a close. The final argu- ment is that of experience ; and the results achieved by those who have taken up heartily the method of giving general and thorough training in English seem to be, on the whole, so sat- isfactory that schools everywhere are yielding to the inevitable. The recent Y. M. C. A. conventions have gathered together men of evident ability, earnest Christian character, and high aims ; and these are the men who have English. While num • bers of pupils have succumbed to the mercenary spirit and have used their English for other purposes than the glory of Christ and the good of China, the strong and earnest men who have been evolved are worth all it has cost. One begins to be convinced that the missions whicli are now beginning wider teaching of English are ten or fifteen years behindhand in such work. Without belittling at all the young men who, without knowledge of English, are looking toward the ministry, or upholding the Christian name in other callings, we may look among the ranks of those with English for most valu- able and most unselfish Christian workers." The place of English and the problem of the Chinese classics has been so adequately treated by the Rev. Dr. D. L. Ander- son, President of the Soo Chow University that for the pres- ent purposes wc shall confine ourselves chiefly to his letter and article. "In mission schools thought is divided. The majority per- haps use the English language as the vehicle of instruction in all western subjects now being introduced, yet a number of very prominent schools use only Chinese. In Government Schools instruction in the new learning" is given through English. This has been officially adopted. To my mind the English is preferable to the translated book. The Chinese language today cannot adequately express the thought of the new learning. It is impossible that it should, and yet this does not indicate the inferiority of the Chinese language, as it is * Records Genoral Conference Protestant Missionaries of China, Slianghai, 1890, page 461. 19 . often declared. If our twentieth century knowledge had knocked at England's door in the sixteenth century and de- manded immediate expression in the English language, the English would have been utterly unable to answer the demand, even as the Chinese today. Piut under the influence of the present day demand the Chinese language is rapidly changing to express the new thought. New words are coming in, old words are being charged with new meaning, the general style of writing is changing, and nowhere can the influence of the new thought be so clearly seen as in the new Chinese language, that is now being formed. But while this change is going on, until it has been more fully wrought out, the English language is the better for instruction. "The great work of the schools of totlay is to make the thought of the West "at home" in China. When a consider- able number of Chinese have learned through the English lan- guage to think the thought of the West, then they will be able to express that thought for their own people in their own tongue. Then the Chinese language will be the vehicle of in- struction in all the schools of the land, for Chinese scholars will then make the text-books suitable to their own schools and people. So in every case the use of the English language in China's schools is temporary. It can have no abiding place. The Chinese have a wonderful language, capable of expressing clearly the most subtle thought. It only needs time to adapt itself to modern ideas and then will resume its sway in the schools of the empire. "For this reason in every school of higher learning, even though instruction in Western education is given through the English language, there must necessarily be a thorough course in Chinese history, literature, composition, etc. The Chinese student who is ignorant of Chinese can never be of any great influence in his own land. "The use of the English language in schools should be con- fined to those of high grade, where full courses of study are undertaken in the higher branches. In primary and secondary schools, where there is no purpose of higher training, Chinese only should be the language used. It is not worth while to take up the pupil's time with the study of English. The Chi- nese language is sufficient here.'' CHINE.se classics a SERIOl'S PROBLEM. "In the changes now going on in the educational work in China one great need is a competent course in Chinese and a competent system of instruction in Chinese, suited to the new . 20 era. To work this out will of course require time, and in my judgment this is a work that can only be done by the Chinese themselves, as it is a work that requires thorough knowledge of both the new learning and the old, of both Western and Chinese thought. "In the new etlucational system of China the place to be held by the Chinese language and literature that up to this time has been the entire educational stock of this people, presents a serious problem. This is a very different and far more impor- tant question than as to which is the better language to be used today as the vehicle of instruction in bringing in the new learning, whether to use the Chinese or the English. Which- ever may be considered the better for temporary use, all concur in this, that in the end the Chinese language must prevail in China and that Chinese history and literature cannot be ig- nored. The Chinaman who is ignorant of his own language and of the literature of his own land, can scarcely be consid- ered a man of education and influence in China, even though he has won degrees from some foreign university. "The coming of the new learning very greatly enlarges the course of study in a modern school. It is simply impossible for the student burdened with the acquisition of the new to devote the same amount of time as formerly to the old. Yet the old cannot be neglected. It is China's own. It represents her development through several thousand years and it holds very much thai is not only valuable to China today, but much that will be valuable to the worlch It is one of the most em- barrassing problems of the modern school to so arrange its course of study that it may include both the old learning and the new and place the proper emphasis on each. Different schools are following different methods, but so far as I know none are proving really satisfactory, and the problem remains unsolved. That in some schools the new learning is being taught through the Chinese language only, rather than through the English, does not affect this question. To gain a knowl- edge of the history and science of the W^est through the Chi- nese language is a very different thing from gaining a correct or adequate knowledge of the Chinese language, history and literature. Many students from schools where the Chinese language only is used, can scarcely be reckoned as educated in those subjects that up to the present time have solely engaged the attention of the Chinese scholar. W^hile some of the schools that use the English language as the vehicle for instruc- tion in all the studies of the new learning, require also very full courses in Chinese composition and literature. Hence whatever methods are foHow^d as to instruction in the new learning, the problem as to the old still remains." If this Committee can bring the colleges and universities in America to consider sympathetically what their attitude should be toward the Chinese student with respect to entrance re- quirements it might greatly assist in working out a general educational scheme for China. Our American colleges and universities in their entrance requirements could wisely take into account the educational needs of Chinese students in the way of language preparation of advantage in their pursuit of their courses leading to the bachelor's degree, without forcing upon them Latin and Greek or any other modern language than English. They should, however, require satisfactory evidence that the Chinese student, applying for entrance, has a compe- tent knowledge of Chinese composition and literature, and ability to write in the Chinese character, and that his knowl- edge of his own language in this respect is comparable to the college requirements in English, especially in the use of writ- ten and spoken English. THE PROBLEM OF FINANCE. The financing of a missionary college has its peculiar diffi- culties — wdiether it, the college, be a so-called independent in- stitution or conducted as part of the work of a Board of For- eign Missions. In the case of an independent college it has to seek the benevolent part of its support entirely*from individu- als. In the case of a college supported by a Board of Foreign Missions it has to largely supplement the appropriations from the supporting board by soliciting gifts from individuals. This arises from the fact that the higher and more thorough the education given the more out of proportion it is to the cost per missionary engaged in it and apparently the less the appeal to the Church at large. The ideal set before the young mis- sionary is that of going out as an evangelistic preacher, where the Gospel has never been heard, while much of the real work is that of a protracted siege. Whether, therefore, a foreign missionary college looks to a Board of Foreign Alissions or to an independent Board of Trustees, it is far removed from its initial source of supply and finds great difficulty in cultivating a sufficient number of regular givers to allow it to advance even at a moderate rate. When one making a special study of this department of mission work came to investigate the sub- ject of financial support he was puzzled to know how people were moved to give so generously, or assuming that there were thousands instead of hundreds of earnest Christian men and women who could give if they would, why ihcy did not re- spond to an appeal for so needed a work. The legacy of Mr. John S. Kennedy to Robert College, Con- stantinople, of one and a half millions is the one clear example of the estimate, by a wise and successful business man, of the character and scale upon which Christian colleges should be endowed, assuming that they are properly located and man- aged. The experience of those who have been most conserva- tive in not allowing their expenditures to run beyond their in- come agree in attributing the very existence of their institu- tions to a most remarkable series of providences moving a few individuals to give. It is a field which often needs many years of cultivation before it comes to the fruit. The inherent difficulty in the way of efficient cultivation is that its most earnest and effective solicitors must needs spend the greater part of their time in China and only once in so often return to America on furlough. Hence the necessity for an organized method of quickening and sustaining interest and keeping givers informed as to what their money is doing or might be doing. This Commission by establishing a special bureau might greatly aid in sustaining the interest of special contributors to Christian education in China, or by co-operat- ing with Boards and Trustees and Missionary Educators fol- low up their efforts by systematic correspondence and bulletins. It is estimated that Canada and the United States spend annu- ally two million dollars in missionary work in China, and that over one-half of this amount is expended directly in education. Without attempting a complete list of the Christian colleges in China, we may say that they group themselves around seven strategic centers. Peking. — Peking University, Methodist, North China, Union Colleges, Presbyterian, American Board and London Mission. Shantung. — Shantung Christian University, American Presbyterian, English Baptists and Anglicans. Shangh.m. — St. John's, Episcopal (Shanghai), Methodist South (Soo- chow), Presbyterian (Hangchow), Nanking Christian University. Disciples, Methodists and Presbyterians; (Nanking), Baptist College and Seminary (Shanghai). Canton. — Canton Christian College. FooCHOVv.— American Board, American Methodists (Foochow), Re- formed, America, (Amoy). Hankow. — Boone University, Episcopal (Wuchang), London Mission (Hankow), Yale Mission (Changsha). Cheng-tu. — English Friends, American Baptist, Methodist Episcopal, Methodist Canada. At the present time schemes looking toward nnion in higher educational wori< are being formulated, or are already in oper- ation, in Peking, Shantung. Nanking, Wuchang, Chengtu and Canton. A CHRISTIAN UNIVERSITY AND THE STRENGTHENING OF EXIST- ING CONDITIONS. At the Sixth Triennial Meeting of the Educational /Associa- tion of China, held at Shanghai, May, 1909, the following special resolution was adopted: (See Minutes, Educational Review, August, 1909, page 55.) "Resolved, ist. That as Christian educators looking to the highest interests of civilization in the Chinese empire, we ex- press the conviction that a thoroughly Christian University, with the highest standards of scholarship, the largest appli- ances for investigation, and the most modern methods of in- struction, would prove an inestimable boon to China at this turning point in her history. 2(\. That in addition to such a university, which might serve as a model for all higher education in the empire, the size, the population of China, and the eagerness of the Chinese for education is so great as to render imperative the tlevelop- ment at the earliest possible moment of many of our existing colleges in the breadth and height of their scholarship, in the increase of their faculties, and in the enlargement of their ap- pliances for true university vvork." Without commenting at length upon these resolutions it might be well to call attention to the fact that this expression of the missionary educators neither deals with the question of the combination of existing colleges into one university at a given center, nor the question as to whether it were better to have one university or several, but first that a Christian uni- versity would be an inestimable boon to China, and, second, that the existing colleges should be raised in grade and their faculties and equipment enlarged, with a view to some of them," if not all, ultimately becoming great Christian universities. A MACEDONIAN CAI-L FROM CHINA. From the point of view of commerce, foreign relations, world economics, racial development, or that which affects them all. .the Kingdom of Christ, the Christian education of Cliina is 24 the most important question confronting Europe and America. It is immeasurably more important than the Cuban ques- tion was prior to 1898, and yet the Western nations and the Christian Church has hardly apprehended, much less com- prehended, Its importance to the permanent well-being of the State or the Church. .Some missionaries and a few travelers and missionary secretaries and statesmen have seen the vision. But the time has come for arousing a national interest and di- recting our resources and energies to the uplift of China. We may be sure that the Chinese will respond to every right move when it conies to them along the line of their felt need, and that we shall be vitalized and uplifted ourselves as a nation by every effort we put forth in her behalf. Our interest in China and the Chinese students should be cordial, broad, and liberal and considerate of the steps that must be taken by her students in acquiring the new learning. In this campaign we need the assistance of our Christian ministry, of our statesmen, our college presidents and profes- sors, and of our intelligent Christian laymen and women. SOME PROBLEMS TO BE STUDIED BY THE COMMISSION. A Christian EducaticMial System for China including uniform grading and courses. Relation of Christian Schools to the Chinese Government, and the Government Scheme. Important questions rising out of difficulties which the Chi- nese have to face in getting a thorough education in Chinese language and literature combined with a modern school and col- lege curriculum, and in meeting the requirements of examina- tions for courses in America leading to the "B. A." Relation of the Christian educational work in China to the Chinese students in America. What can further be done to encourage students to pursue their college courses in America, and especially to take their professional and graduate work here? The drift of Chinese students abroad toward all other de- partments rather than the educational. The Problem of Finance. 25 EDUCATIONAL WORK IN CHINA. Address by Professor Ernest D. Burton, Univeisity of Chicago, at Conference of Foreign Mission.? Boards, T'nited States and Canada, January 12, 1910. Addressing this audience it is unnecessary for me to speak at length of con(htions in China, or to defend the legitimacy of education as a part of missionary work. I may safely as- sume that you are familiar with at least the general facts, and that on the general principles we are in agreement. I shall therefore turn at once to questions of policy, begin ning indeed with some principles that pertain to missionary work in general, but passing as rapidly as possible to those that refer specifically to Education and to China. I. The comprehensive purpose of our work as Christians, in China as elsewhere, must be the promotion of the well-being of the people. Whatever enters into this as a constituent ele- ment is within the scope of that which we endeavor to achieve. Whatever will contribute to this is within the scope of possible agencies, however many of these may be excluded for reasons, of expediency. The breadth of this definition of our ]:)urpose is justified and demanded by three considerations. First it is demanded by the complexity and unity of humau nature. Man is not a body without a soul. Rut neither is he a disembodied spirit ; nor can the needs of his soul be dealt with, without reference to those of his body. Human well-being is not a matter of physical comfort only; but neither can it be expressed wholl}' in intellectual or distinctly religious terms. The breadth of our definition is demanded in the second place by the social nature of man, or, if you please, by the na- ture of human society and the relation of the individual to society. No man is an isolated unit. He is a member of society and his own well-being is bound up with that of the .social organism. He cannot reach his full prosperity in a dis- ordered or abnormal state of society. As a consequence no- agency that seeks to make better men can avoid taking account of social conditions. But the state of society in turn involves, problems of political science, economics and government, and even if we begin by caring for the individual and his spiritual well-being only, we shall soon find ourselves forced to deal with the whole man and with social relations. The breadth of our definition is demanded in the third place- by the principles of our religion. 'Tf thine enemy hunger, feed him; if he thirst, give him drink." "li a brother or sister be naked and in lack of daily food, and one of you say unto them. Go in peace, be ye warmed and filled, and yet ye give them not 26 the things needful to the body, what doth it profit." This is a true expression of the spirit of our reHgion, and in principle must apply to all whom we seek to benefit, to the needs of the mind as really as to those of the body, and to men in their social and political relations as to men counted as human units. 2. But if this is a proper definition of the scope of our work, it is also evident that not every missionary agency can everywhere and always include within its actual operations all that falls within this definition. In other words the breadth of our work calls for specialization. But specialization is also de- manded by the fact that the needs of a given country at any given period are largely modified by the conditions prevalent in that country at that time. This variation in the conditions calls for variant emphasis on one or another phase and type of ef- fort. From these two facts there arises the necessity of for- mulating a specific policy for each country and of frequently reconsidering that policy with reference to its possible modi- fication in adjustment to changing conditions. No con- viction was more deeply impressed upon my mind by my recent journey through the East than this: the necessity of a definite missionary policy for each country in wliich we work^ and the constant study of conditions with a view to keeping our policy adjusted to existing conditions. 3. When then we inquire what variations of policy are possible, I am myself impressed with three types, though I do not suppose that these three exhaust the possibililies of the •case. (a) It may be expedient in a given country to concentrate all effort upon the development of the Christian community. Whether one conceive that the future of such a community is to conquer and absorb all other elements of the nation and be- come the one community of the nation, or that it is to exist within the nation, itself enjoying the blessings of the Gospel to the full, but also radiating light and blessing into the surround- ing darkness, we shall not hesitate to affirm that the existence and development of a community genuinely and intelligently Christian cannot be other than a great blessing to any nation and that there are times and places in which the greatest service that can be rendered to a non-Christian nation by a Christian people is the development within it of such a strong Christian community. (b) It is conceivable that in a given country and period the most valuable service that can be rendered to the people is the permeation of the existing community or communities, whether 27 these be non-Christian or represent a low order of Christianity, with the highest Christian ideals. There may be times when the winning of converts who separate themselves from the com- munities to which they have belonged to join themselves to a new Christian commimity may be less conducive to the welfare of the people than that those who become imbued with the higher ideals of Christianity remain where they are, as leaven in the midst of the lump slowly transforming it. (c) But in the third place there may be occasions in which a Christian nation confronting the situation in another nation shall be compelled to say, in the spirit of Jesus, The needs of this people are so various, so serious, and so pressing that we cannot limit our efforts either to the building up of a Chris- tian community or to the permeation of the existing communi- ties with higher ideals, but must to the measure of our ability extend to them the hand of help in every phase of their life. It may even be necessary for a time to put the stress of ef- fort upon things that are not distinctly religious, that have to do with economic or educational conditions in the broader sense of the term. Certainly such a condition, conceiving it to exist, would not be without analogy in the homeland. There are times when a church and its pastor throw themselves wholly into the task of winning converts and building up the church ; and this is well. There are times when the emphasis of effort is in the direction of raising the moral tone of the community and improving moral conditions. There are times, e. g., after a tiood or a fire, when the chief effort of the Church is, or- ought to be, to relieve physical suffering, to feed the hungry, clothe the naked, and help the- homeless to re-establish their homes. So also it is with nations. The emphasis of their need also shifts. To them also the principle applies: "If thy brother be himgry or naked and one of you say to him, Be thou warmed and fed, and yet give him not the things needful for his pres- ent hour of need, what doth it profit?" The expression of the Gospel in deed is often far more important than the promul- gation of it in word. This is of course no novel doctrine. Il has long been recognized in missionary work. Medical missions, asylums for the insane, schools for the blind and the deaf are as truly Christian and as legitimately missionary as the street chapel or the jungle jireaching tour. 4- But to come at length to China. T am ])ersuaded that as conditions are in that great Empire today, we cannot as mem- bers of a Christian nation limit our eff'orts either lo the dc- velopment of a Christian community or to the permeation of the Confucian community with Christian ideals, but must accept the far larger task of seeking to promote the welfare of that nation in practically every phase of its life, moral, religious, social, economic, political. That I may not be misunderstood let me add that I recognize to the full the need both of developing the Christian commun- ity and of permeating the non-Christian community with Christian ideals. I would not abandon or abate efforts to win converts, to build up churches, or to strengthen the Christian communities. I would not undervalue any activity the effect of which is to add to the high moral ideals of Con- fucianism the still higher ethical standards and the lofty re- ligious conceptions of Christianity. I am advocating not an exclusive but an inclusive policy ; a policy not of minimums but of maximums. Let me add also that I advocate this policy for China not because of any a priori prejudice in favor of it in general. Were I speaking of India or Japan I should say very different things from those which I am saying about China. It is the condition of China at this great moment in her history that seems to me to demand the policy which I am advocating. What the elements of that condition are you know too well to make it necessary for me to dwell upon them at length. Only let me remind you of a few of them. Having determined that she will emerge from the isolation which she has maintained for centuries, that she will not simply yield as she has for a hun- dred years to such pressure as she can not resist, but will her- self actively enter into the life of the nations and become one in the family of nations, China confronts today one of the greatest tasks that any nation ever faced. This is nothing less than the creation of a new civilization. China has reason to be proud of her old civilization. It has outlived all other civiliza- tions of the world. But she has learned that it is not fitted to her new era, and in this has shown a degree of insight and wis- dom that we cannot but greatly admire. The task which China thus confronts is one of tre- mendous difficulty. Observe what is included in it. A new constitution, which means in reality a ntw politi- cal system ; a new army, a new navy, a new economic, a new finance, a new science pure and applied, a new education, in many respects a new ethics. Observe the conditions under which these things must be produced. Outside, a scarcely dis- 29 guiseil and an imperfectly restrained desire on the part of for- eign nations to exploit China for their own purposes. Inside, a very inadequate development of the national resources of the Empire, a financial and political system that must inevitabl^^ keep the Empire poor so long as that system continues, and, not least, a dearth of great statesmen. The empress dowager was a great statesman, and she knew how to get the utmost service out of the statesmen in her service. Within a little over a year, this able woman has died. Of her ablest lieuten- ants Yuan Shih Kai has been forced into retirement, Chang Chih Tung has died. The Prince Regent from whom much was expected, has, to say the least, not yet demonstrated his capacity for great statesmanship. The situation is not hope- less, but it is little short of pathetic. Now, is not this situation justly comparable to that of an American city whose school houses have perished in a con- flagration, whose citizens are many of them homeless and half- clothed, whose city government is in disorder and in the hands of the incompetent? Or to seek a more remote analogy, to that of a youth who has inherited a vast but impoverished estate, who though the heir of millions is himself poor, untrained, ill-e(|uipped for the great task of administering this estate, and surrounded by shrewder men ready to take advantage of his ignorance. Is not the true response of the Christian heart to such a situation the desire and the effort in the hour of China's need to assist her in every possible way? In my judgment the limitation of our efforts at this time to any traditional lines in missionary work, the exclusion, except under the stern limitations of our means, of any form of work which will enable China to grapple with this situation, would be in reality a denial of the spirit of Christianity — a misrepre- sentation of our religion which would go far to defeat every direct effort we might make for the Christianization of China ; it would portray an insensibility of heart which would justify the doubt whether our Christianity is really worth their taking. Is it not true of organized Christianity, as of the individual, that it must be willing to be cast as seed into the ground to (lie if it woidd really live? 5. r)Ut if now this is really the task that is before us, there are several important facts respecting it to be borne in mind. (a) This is peculiarly America's opportunity. China dis- trusts all foreigners, and has reason to do so. But China dis- trusts America, if T mistake not, a H-ttle less than it distrusts any other nation. The reasons for this, one need not enter into. One of the greatest of them is John Hay. 30 {h) The task before us is largely an educational one. For- eign scientists, engineers, financiers, and educators might con- ceivably assist China to reform her economic and financial sys- tem, develop her material resources and build up her new edu- cational system. But there are two insuperable obstacles to their actually doing so. China is too proud to allow this to be ■done, and the task would call for more men than are at all likely to be available. Foreigners, ourselves among them, can help, must help. But in the end all must pass into the hands of the Chinese ; and the greatest service, the only really efifective service, that we can render is in helping to educate the Chinese to the point where they can grapple with their own problems and solve them for themselves. (c) The education that the Chinese need is one that shall be both broad and serviceable, broad in its base, but adapted to meet China's specific needs. It cannot be a European or American manufactured article imported into China, but must be made in China, adapted to the Chinese and to the needs of this hour. It must not be narrowly technical or narrowly utilita- rian ; it must be real education, calculated to make large men, 3'et men also trained for specific tasks. I appreciate in some measure the great difficulty of finding place in a curriculum of reasonable length for a due measure of the literary studies that constituted the sole instrument of the old Chinese education, and also for those elements of the Western learning that will be useful to China. Yet I am con- strained to believe that in addition to Chinese, English and Mathematics, the new education must provide opportunity for a thorough grounding in the physical and biological sciences, for at least an introduction into the science of society, and for a course not utterly insignificant in the great civilizations of the world. Not all students even in the highest schools can pursue all these studies. But as soon as practicable the oppor- tunity ought to be provided. (d) The education that we ofifer to China must be permeated with the highest moral and religious ideas. It cannot be a mere adjunct of evangelistic efTort. It must be education in its own right. But neither can it neglect the moral and religious element. Giving the best we have to give in the physical, biologi- cal, historical, and social sciences, we cannot withhold the best we have in ethics and religion. For not only is the ethical and re- ligious element of education a vital and essential element with- out which as education it would be seriously defective, but pre- cisely at this juncture of China's history it is imperatively nec- essary to give due emphasis to this element lest instead of 31 raising the moral tone of Cliina's life we lower it and, even though improving material conditions, leave her not more but less fitted to achieve the great tasks that confront her as a nation. How this important element of education can be made most effective requires careful consideration — perhaps more than it has received. Personally I doubt the wisdom of mak- ing it compulsory, at least above the elementary school. But this doubt springs from a desire not to eliminate the moral and religious or the Christian element from education, but to inake it as effective as possible. (e) The education that China needs is not for men only, but for women as well ; not that boys and girls should be educated in the same school or follow the same curriculum. But in any plans for China it is as necessary to remember the girls as the boys. No phase of China's poverty is more impressive or more pathetic than her poverty of homes. If I am correctly informed China outside of Christian circles scarcely knows what a home is in our sense of the word. But China will never have homes till her women are trained to make them. There is no phase of education in China that appeals more strongly for consideration and development tlian the education of women. (f) But if these things are true, it is evident that what the situation really demands is not isolated schools, here and there, but an educational system wisely organized and broadly con- structed. The bulk of the education in China will of course be done by the government. In one of the provinces of China there are already one hundred times as many pupils in the new government schools as \\i Christian mission schools; and this situation is typical. The Christian schools can never rival the government schools in number of pupils. Nor should any at- tempt be made to rival them in the sense of working in oppo- sition to them. Christian educators should be friendly allies of government education and Christian schools helpers to gov- ernment schools. The West China Educational Union has shown the right spirit in adopting the curriculum laid down by the government. In all such ways we should be willing to meet the government more than half way. After all it is their country, not ours. But while maintaining this attitude toward the government. I am jiersuaded that the aim of the Christian forces in China should be nothing less than the creation, on a smaller scale, but in all respects on a higher plane of excellence, of a complete educa- tional system parallel to that which the government is seeking to create. Our own situation in America is in- 32 structive on this point. One great element of strength in our educational situation is the existence of schools established by individuals or by religious denominations side by side with the public schools and state universities. The schools of each class are better for the existence of the other class. But parallel systems are even more necessary in China than in America. Christian schools must first be built up with foreign help. But they ought to remain long after the foreigner has done his work and retired, as thoroughly Chinese as those of the government, but representing private initiative and the Christian ideals. (g) Such education must be conducted by educators. When education is carried on purely as an adjunct to evangelization, a means to attract those who can not otherwise be attracted and brought under the influence of the Gospel, or purely for the purpose of educating Christian workers, it may perhaps be safely left in the hands of men and women who have had no training or experience in educational work, and whose ideas of education are indistinct and faulty. But when we stand face to face with the task of helping to create for a nation of 400,000,000 people a new education, which shall enable them to maintain their existence in the face of grave dangers, and to create a new civilization that will serve them in a new era of their history, this situation clearly calls for the ablest educators whose services we can possibly command. The evangelist reluctantly turning away from his proper work, the school master able to follow a beaten path, but unable to solve new problems — these are scarcely the persons for this hour of opportunity. It calls for men of broad vision, of keen insight acquainted with the history of education and able to make his- tory and make it aright. (h) But this situation calls also — and calls loudly — for co- operative effort on the part of all who wish China well. Com- petition, duplication of effort, ill adjustment of different schools — all these are evils that we might overlook if the situ- ation were less serious, but which as things are we cannot look upon with allowance. We need all the wisdom that we can possibly acquire, and for this reason need to get together. We need all the men that can possibly be found and cannot afford to waste the efforts of any in uncoordinated and conse- quently uneconomical work. We need all the money that can be got and cannot afford to squander in ill-adjusted efforts any fraction of the available or obtainable means. The task as a whole calls for our utmost endeavor to achieve it, and impera- 33 tively demands the active cooperation of all the available forces. In short, that which confronts us in China today is the mag- nificent task and opportunity of extending to the greatest homo- geneous nation in the world a hand of Christian help, by build- ing up an educational system inspired by the Christian spirit and permeated with Christian ideals, and so helping that great people in this supreme hour of her history to fix the ideals and develop the institutions which shall make her one of the great nations of the future, let us hope one of the great Christian nations of coming centuries. Some Present Movements Indicating Awakened Interest In China CHINA EMERGENCY APPEAL COMMITTEE. (of Great Britain.) An Appeal to the Nation on Behalf of Medical Train- ing AND Other Educational Work in China. We venture to solicit the interest of the British people in an enterprise on behalf of China. We make this appeal without apology; for the interests involved are great, urgent, and worldwide. Out of the co-operation of some societies and the earnest interest of others has arisen a new enterprise, the scheme of which we desire briefly to set forth. We can commend it with all the more confidence because it expresses views held in com- mon by men who know China well, and who understand her need. The sum required is not less than £100,000. The scheme is threefold, embracing the development of medical, normal and theological education, and the translation of the best Western literature into Chinese. A few words, must be said on each of these heads. I. medical colleges. In China at the present time trained medical men are only provided for the Navy and a portion of the Army ; none, save recently, in a few missionary hospitals, have been trained for the vast millions of Chinese people who suffer from the most barbarous and cruel treatment of ignorant and superstitious, practitioners. The first and most urgent need of China, therefore, is for Medical Colleges where thorough and scientific training can 34 be given to Chinese students who are preparing for medical practice among the people. In connection with a few mission hospitals, Medical Schools have been formed, giving a partial training to a few Chinese students ; but it is now recognized that a combined effort should be made to raise to a commanding position four of these Medical Schools centrall)^ situated in four divisions of the great Empire, so that they shall be competent to give a full and ade- quate medical training to all Chinese students. There has been founded recently at Peking a Medical College, which has been recognized by the Government, and whose students are privi- leged to obtain diplomas from the Imperial Board of Educa- tion. It is proposed to develop this Institution more fully, and to bring up its equipment to the highest modern standard. Be- sides this central Aledical College there are three other institu- tions in West, Central and South China, respectively, which are waiting, and are desirous for similar development. It is impossible at this stage to allocate precisely the sum required to the different parts of the scheme. But we propose provisionally to appeal for £40,000 in aid of Union Medical Training Colleges in connection with existing Hospitals for Chinese Students (Christian and non-Christian) in at least .four centers. 2. NORMAL AND THEOLOGICAL COLLEGES. The revolution in China has been chiefly manifest in the realm of Education. The most efficient help under this head win, we earnestly hope, be provided by the equipment of a Central University. We do not, however, include this import- ant object in our present appeal, because a special committee consisting of leading members of the universities of Oxford and Cambridge has been formed to deal with it. Our attention is confined to a more elementary, but not less vital, part of the problem. Primary and Secondary Schools are being estab- lished everywhere in the vast Empire for the children of the people. These schools need Chinese teachers, trained in the new learning and the new methods. It will not be an easy matter to provide this training on the spot. Missionary work always includes education. Many of the missionaries already in the field are ardent educationalists. It is therefore desired to form at once Normal Training Colleges for Teachers at Mission Stations in different parts of China, in which young Christian men and women can be trained to teach in these schools. Though they may not directly teach the Christian 35 Faith in them, they can show, by their consistent Ufe and by their zeal and fidehty as teachers, the influence of their Chris- tian Faith, and they can win the regard of the scholars and of the neighborhood. The formation of these Central Training Institutions for Teachers provides an opening for a further efifort urgently needed at the present time. The growth of congregations of Chinese Christians has far outstripped the capacity of Mis- sionary Societies to teach and train without abundant help from Chinese Catechists and Pastors. No adequate provision for the training of these men has yet been made. A scheme has, however, been drafted, and has received the cordial approval of all English Societies represented at the Shanghai Conference, by which Missionary Societies would be invited to establish Theological Colleges for Pastors by the side of each Central Training Institution for Teachers. Stu- dents in these Colleges could receive common training in secu- lar subjects at the Central Institution. There would be no common Theological teaching, but arrangements would be made for a system of Inter-Collegiate Lectures by which a student at any one College could attend lectures at any other with the consent of the Principals. The control and management of the Central Institution, in-' eluding property, would be vested in the hands of a local Board representing the Societies concerned. The Stafif of the Colleges would form the Tutorial Staff of the Institution. The cost of board and general upkeep would be met by the fees of the students. The Missionary Societies would pro- vide the salaries of the Staff. No financial responsibility therefore would be incurred by any outside body for the ex- penses of maintenance when once the Institutions were started. The initial cost of establishing them cannot, however, be de- frayed out of the General Funds of any Missionary Society. We appeal, therefore, provisionally for £40,000 to be dis- tributed at the discretion of the Advisory Committee in various centres to provide : (a) Sites, buildings, furniture, etc., for the general pur- poses of Central Training Institutions for Teachers. (b) Grants in aid of site and plant for Theological Col- leges — the grant being made only when the Societies concern- ed are prepared to pay the rest of the Capital Investment, and to pledge themselves to support their College Staff". 36 3- LITERATURE. The awakening of China has been followed by a growing demand for Western literature. Of this, every thoughtful man will wish that our best, and only our best, shall be given. We have suffered much at home from depraving and unworthy literature. Our pride as well as our sympathy should lead us to resolve that the Hterature of the West shall only be repre- sented by what is good, noble, and worthy. To a people "who toil without rest and live without luxury" let us give those works which promote higher thinking and simple living, which set before the mind noble ideals of hfe and duty, and which present the principles of Christian faith in the closest connec- tion with habit and conduct. Ideas received tend to realize themselves in action ; let the awakening China have the oppor- tunity of drinking in those teachings which make for chivalry, love, and Christian self-sacrifice. To secure this object there are already at work in different parts of the empire at least ten Literature and Tract Societies. The present crisis provides an admirable opportunity for se- curing greater efficiency and economy in the attainment of the ends they have in common. We appeal, therefore, for £20,000 to assist the Literature Societies already at work in China, and to further the selec- tion, translation and. distribution of the best Western literature amongst students availing themselves of the Medical, Normal, and Theological Colleges, as well as of the proposed Univer- sity. A NATIONAL .\PPEAL. To sum up. Our appeal for the f 100,000 is not only, or chiefly, to the members of Missionary Societies. They are al- ready straining every nerve to cope with this supreme crisis. We appeal to the nation at large on behalf of the teeming mil- lions of this Empire of China. Britain has stood in closer relations to China than any other Western Nation ; her re- sponsibility, therefore, is greater ; and the beneficent objects for which we plead must appeal to every humane person. The Chinese are, as we have seen, in need of help in body, mind and spirit. This help, we British are, through the devoted work of our Missionary Societies during the past century, in a position to render at once efficiently and acceptably. To avoid misconception, even at the cost of some repetition, we wish to make it clear that the object of the Emergency 37 Committee is distinct from that of any and every Missionary Society. We have not come into existence to estabhsh de- nominational institutions as such, nor to multiply divisions by adding another Sectional Society or Institution to those al- ready in the field. Where good work is being done, and where institutions exist capable of wise extension by co-operation between men of diiTerent Churches, we are prepared, so far as the funds placed at our disposal permit, to aid in broadening the basis and increasing the efliciency of these institutions. But our own aim is not primarily Evangelistic but Educa- tional, and our appeal is therefore not to the supporters of any particular Missionary Society, but to the nation as a whole, because we believe that, especially in Educational work, we have a National responsibility to discharge. The time is short ; events move quickly ; a new nation with new ideas may be born in a day. "The next decade may do more than the century," for now is the day of opportunity. Will the people of this country respond to this appeal? Will they not realize that the safety and happiness of the world may be determined by their reply? Will they recognize that be- hind the need of a nation, there is THE CALL OF GOD? It is proposed that this National Fund shall be administered in England by a Board including the Honorary Treasurers, and an Advisory Committee, one-half the members of which shall be representatives of the missionary societies and the other half representatives of the Emergency Committee. Representative Boards will be established in China in each locality where they do not already exist to secure the proper administration of funds devoted to L^nion or Inter-denomina- tional work. Contributions, if desired, can be specifically given for one or more of the three objects included in the Appeal. Contribu- tions may be sent to the Treasurers, the Right Hon. the Lord Mayor, Mansion House, E. C, or to Robert Leatham Barclay, Esq., 54 Lombard Street, E. C. The Bankers of the China Emergency Appeal Fund, Messrs. Barclay & Co., 54 Lombard Street, will also be pleased to acknowledge subscriptions to the Fund. 38 President. Sir Robert Hart, Bart, G. C. M. G, etc. J'ice-Pr The Right Hon. The Lord Mayor of London. The Right Hon. Lord Alverstone. G. C. M. G. The Right Hon. Lord Armit- stead. The Right Hon. Lord Kinnaird. The Right Hon. Lord Reay, G. C. S. L The Right Hon. Lord Strath- cona G. C. M. G. The Right Hon. Sir John H. Kennaway, Bart., M. P. Sir Robert W. Perks, Bart., M. P. Sir Albert Spicer, Bart., M. P. Sir Thomas Jackson, Bart., K. C. M. G. Robert Barclay, Esq. •\lfred Powell Buxton, Esq., (L. C. C.) George Cadbury, Esq. John Cory, Esq., D.L. T. R. Kerens, Esq, M.P. Joseph S. Fry, Esq. William Keswick, Esq., M.P., D.L. G. W. Macalpine, Esq. Samuel Hope Morley, Esq., D.L. R. A. Yerburgh, Esq., D.L. His Grace The Archbishop of Canterburj'. The Right Hon. The Lord Bishop of London. The Right Rev. The Lord Bishop of Durham. The Right Rev. The Lord Bishop of Ripon. csidents. The Right Rev. The Bishop of North China (Dr. Scott). The Right Rev. The Bishop of Shanghai (Dr. Graves). The Right Rev. The Bishop of Hankow (Dr. Roots). The Right Rev. The Bishop of Fukien (Dr. Price). The Ven. Archdeacon Sinclair. T. H. Warren, Esq., D.C.L. (Vice-Chancellor of Oxford University). The Rev. A. J. Mason, D.D. (Vice-Chancellor of Cambridge University). Sit William Turner, K.C.B. (Principal and Vice-Chancellor of Edinburgh University). Sir Donald Macalister, K.C.B. (Principal and Vice-Chancellor of Glasgow University). The Very Rev. Donald Macleod, D.D. The Rev. David Brook, D.D. (President of the National Council of Free Churches). The Rev. A. M. Fairburn, D.D. (Principal of Mansfield Col- lege, Oxford). The Rev. J. Scott Lidgett, M.A. (President of the Wesleyan Methodist Conference). The Rev. Alex. McLaren, D.D. (Manchester). The Rev. x\lex. Whyte, D.D. (Edinburgh). Hon. Treasurers. The Right Hon. The Lord Mayor of London, Mansion House, E. C. Robert L. Barclay, Esq., (Messrs. Barclay & Co.) 54 Lombard street, E. C. Hon. Secretaries. Francis W. Fox, Esq. The Rev. Canon J. O. F. Murray, D.D. The Rev. W. Gilbert Walshe, M.A The Rev. J. B. Paton, D.D. C. T. Studd, Esq., B.A. Offices. 28 Victoria street, Westminster, S. W. 39 Bankers. The Hongkong & Shanghai Banking Corporation, 31 Lombard street, E. C. Messrs. Barclay & Co., 54 Lombard street, E. C. Advisory Coiiniiittee. (,So far as the Representatives of the Missionary Societies are concerned.) Colonel Robert Williams, M.P. Sir Albert Spicer, Bart., M.P. The Rev. J. Scott Lidgett, M.A. Professor Alexander Macalister, LL.D., F.R.S., etc. The Right Hon. The Lord Mayor of Bristol ( Edward Robinson, Esq.) H. Wilson Harris, E.sq., M.A. R. W. Essex, Esq., M.P. Robert Barclay, Esq. Church Missionary Society. London Missionary Society. Wesleyan Methodist Missionary Society. Presbyterian Church of England Missionary Society. Baptist Missionary Society. Friends' Foreign Missionary So- ciety. United Methodist Missionary So- ciety. The British and Foreign Bible Society. Members of the Coiiiinittee. C. S. \ddis, Esq. (Hongkong & Shanghai Bank). The Rev. W. T. A. Barber, D.D. A. W. Black, Esq., M.P. Byron Brenan, Esq., C.M.G. Marshall Broomhall, Esq. Sir Percy W. Bunting, M.A. The Rev. H. J. Chapman. The Rev. J. Clifford, D.D. Sir Robert K. Douglas. W. McAdam Eccles, Esq, M.S., F.R.C.S. F. W. Fox, Esq. Cecil Hanbury, Esq. The Rev. Dr. Hanson. The Rev. Dr. Horton. George Jamieson, Esq., C.^LG. Robert Laidlow, Esq., M.P. The Rev. J. Scott Lidgett, M.A. Mrs. Archibald Little. Prof. Alex. Macalister, M.D., F.R.S. The Rev. Canon Masterman. Hugh M. Matheson, Esq. J. L. Maxwell, Esq., M.D. the Rev. F. B. Meyer, B.A. L. A. J. Middleton, Esq. Edward R. P. Moon, Esq. The Rev. Dr. Campbell Morgan. The Rev. Canon J. O. F. Murrav, D.D. The Rev. George Owen. The Rev George Packer. The Rev. J B. Paton, D.D. Herbert Pike Pease, Esq., M.P. A. Rolland Rainy, Esq., M.P. The Rev. J. H. Ritson, M.A. The Rev. Canon C. H. Robinson, M.A. The Rev. Sir Alex. F.R.S. The Rev. C. Stedeford. Eugene Stock, Esq., D.C.L. The Rev. B. H. Streeter, M..\. C. T. Stuckl, Esq., B.A. Sir Charles J. Tarring. The Rev. W. Gilbert M.A. The Rev. F. S. Webster, M.A. The Right Rev. Bishop Welldon. D.D. Sir W. Mackworth Young, K.C. S.L Canon J. Scarth. R. Simpson, M.D. Walshe, 40 THE OXFORD AND CAMBRIDGE UNIVERSITY SCHEME. (From Educational Review, April, 1909. ) A very remarkable missionary movement is reported among the students of Oxford and Cambridge, and as one of the results of the great interest which is now being taken in the work of world-wide evangelization among these students comes the proposal to undertake the establishment of a Christian Univer- sity for China. Those who are interested in this movement have no cut and dried plan. They propose to form their plans after a careful investigation of the field, and it is their pur- pose to give the fullest consideration to all the suggestions which may be offered by missionaries and others acquainted with the field. There is a tentative plan which the Rev. Lord William Cecil has been offering for criticism and advice, but this is not to be considered as the final plan. It may be materi- ally altered, or even abandoned entirely. At a meeting in Shanghai, held in the Y. M. C. A. lecture hall, April 2nd. Lord \\ illiam Cecil gave some account of the movement at Oxford and Cambridge and of the plans for the proposed university. A representative audience of both Brit- ish and American missionaries were present, who listened with interest to a presentation of the university scheme. After a discussion of the plan proposed, in which a number of both nationalities participated, a resolution of approval was passed, and a vote of thanks tendered to Lord Cecil for his address. We give below a resume of the plan proposed. . . . THE SCHEME, AND THE REASONS FOR IT. All who know the Far East report that China is "awaken- ing" to Western ideas with a startling rapidity rivalling Japan. In this movement perhaps the two most important features are these : ( 1 ) There is an immense and growing" demand for ad- vanced University education in Western knowledge. In the L'niversity of Tokio there are 7,000 Chinese students, large numbers are studying in Europe and America, and in China itself all over the country "Western" Schools and Universities are being founded, but for want of properly qualified teachers few if any are as yet efficient. (2) Western education, as given in Japan and in these new Chinese Universities, has a strongly materialistic bias — a bias to which the national temperament is peculiarly susceptible. Thus it tends to sweep away all the old religious beliefs and with them all the old sanctions of morality. It should be remembered that the ruling class in China is an 41 aristocracy of education and not of birth, to which admission is gained by competitive examinations, in which modern sub- jects now largely take the place of the old Confucian Classics. Accordingly the destinies of China will depend on the educa- tion given in her Universities to an extent unknown elsewhere — and China means one-fourth of the entire human race. A Joint Committee of Oxford and Cambridge Tutors and Lecturers, assisted by Sir Ernest Satow, late H. M. Minister at Peking, by the Rev. Lord William Cecil, and by the Rev. John H. Ritson, Secretary of the Bible Society, has been en- gaged for the last ten months in making a thorough investi- gation of the whole subject. They have consulted a number of the most influential and experienced Missionary and Educa- tional leaders in China, including among others : Bishop Scott, of North China ; Bishop Roots, of Hankow ;: Bishop Cassels, of West China ; ; Bishop Graves, of Shanghai ; Bishop Price, of Fukien ; Bishop Corfe, late of Korea; Dr. J. Campbell Gibson, the English Chairman of the Shanghai Con- ference ; Dr. Lavington Hart, Principal of the Anglo-Chinese College at Tientsin ; Dr. Cochrane, Head of the Union Medi- cal College at Peking; the Rev. Arnold Foster, of Hankow,, and Dr. Henry Hodgkin, of Chengtu. They have also had the benefit of advice from : Sir Robert Hart, Mr. J. R. Mott, Prof. Harlan P. Beach and other authorities, English and American. As the result of these inquiries, and as the outcome of much careful deliberation, it has become clear that the great need of China at the present crisis is a really efficient University, which will set a high standard alike of educational efficiency and moral tone. Such a University would not only itself train up a number of the future administrators of China, but would become a model which the native universities would more or less consciously imitate. The University should be something on the lines of Oxford or Cambridge, consisting of a central body of Professors and other teachers, and also of Colleges or Hostels, in which the students would reside under some kind of moral discipline and supervision. In these definite religious instruction should be given, on lines approved of by the particular society or denomi- nation supporting the College or Hostel. Important Christian Colleges already exist in some of the principal cities. If a federation of those in the place selected were brought about, they would, with the addition of the pro- posed central body of Professors, constitute a complete work- 42 ing University, to which further Colleges or Hostels would doubtless be added hereafter by Missionary Societies and others. It is thought that the main points in the constitution of the University should be as follows : (i) University Professors or teachers should not be asked to subscribe to any definite formulas of Christian belief. But they must be men of strong Christian principles, and with keen sympathy with missionary ideals. Experience m the East has shown that where this is absent the instinctive antipathy of race makes it difficult, for all but exceptional men, to establish and maintain that intimate personal contact of teacher and taught outside the classroom, which is vital to the success of the present undertaking. Professors should therefore be ap- pointed by a specially constituted Nominating Board, on which the Colleges connected with the University (or the Societies which support them) and the Student Movement should have representatives. (2) The salaries and allowance paid to Professors should be at the rate of about four hundred pounds a year and a house, or two hundred and fifty pounds a year and rooms for a junior man. Rents being very high, but building relatively cheap, it would pay to build houses as soon as possible — a house suitable for a married man would probably cost one hundred pounds a year to rent, but only twelve hundred to thir- teen hundred pounds, including the site, to build ; even rooms for a bachelor would average as much as fifty pounds a year to rent. (3) For the present the stafif would consist entirely of Europeans or Americans, but it is both probable and desirable that later on among the Professors should be some Chinese^ being, of course, Christians and men of known ability. (4) The native demand at present is chiefly for instruction in Natural Science and Engineering, but it is esseniial also to stimulate a demand for departments of Western thought less concerned with things material. These must therefore be strongly represented from the start. Political Philosophy, Political Economy, International Law, Modern History and Moral Philosophy — which last could be efficiently taught only by one having a good knowledge of Con- fucian literature — are all subjects which must be from the first prominently represented, in addition to Mathematics and Na- tural Science. (5) Students who are not Christians should be equally ad- mitted to the University Lectures. 4^ • Such a University might be started with great prospect of success in any one of some three or four of the leading cities. In each of these considerable missionary colleges already exist, which might by affiliation or federation become the nucleus of further developments. The Committee has already gathered information and formed definite judgments as to the relative desirability of the possible sites. Since, however, the adjust- ment of the exact relation of existing institutions to a central body yet to be founded naturally requires much delicate nego- tiation, it is felt that the final choice of site should be postpon- ed until after the visit which Lord William Cecil is undertak- ing to China this February for the purpose of making more detailed investigations on the spot. The first necessity of such an institution is obviously an effi- cient and qualified staff. The first practical step suggested, therefore, is the raising of a fund to send out six or eight, or if possible ten, men of the requisite ability and energy, to work in connection with some of the larger and more efficient exist- ing missionary colleges ( where it has been already ascertained that they would be welcomed) for a period of three years (the first six months on probation) in order to gain some knowledge of the language, of the people, and of the educational problem on the spot. There is at present a quite unprecedented enthu- siasm in Oxford and Cambridge for missionary enterprise, which has spread to circles previously unafifected by such in- terests, and no doubt is entertained that it would be easy to get the required number of men of first rate ability — and only such should be accepted — especially since this work, being pri- marily educational, would appeal to men who might hesitate to give themselves to missionary work of the ordinary kind. The cost per man during their period of training would be about three hundred pounds a year, with an additional one hundred pounds at the start for outfit and journey. The work of organizing, and in particular of raising money for a scheme of this magnitude will naturally require the full time of a Secretary, and his salary and expenses would be an additional charge on the funds raised. It is estimated that it would be possible, allowing for this and other charges involved in launching the scheme, to send out six volunteers at once, fol- lowed by two more in a year's time, and two more in the third year, for a sum of three thousand pounds rising to three thou- sand five hundred pounds a year, with an added five hundred pounds if two of the first six should hap])cn to be senior men already married. -!4 At the close of the three years these men, with, perhaps, the addition of one or two more, under the leadership of some sen- ior man of longer experience of the country, would suffice, zvith the co-operation of the staffs of the missionary colleges already in situ — to form the teaching body of a really ef^cient Univer- sity. A number of them would then return to F^ngland and, with their first-hand knowledge of the facts and the opportun ities, would assist in raising interest and enthusiasm for the scheme. When it is once realized that an able, enthusiastic and especially (jualified stafi:' is ready, it seems reasonable to anticipate that the public will not be backward in supplying the necessary funds for an Institution which should do much to- wards promoting that sympathy and mutual understanding be- tween China and the West, the vital importance of which is now recognized by statesmen and philanthropists alike. The sum required is considerable, but not so large as might at first sight be supposed, for the following reasons : ( 1 ) No part of the funds need at present be spent on the Residentiary Colleges or Hostels. These partly exist already, and the Alissionary Societies might be relied upon to provide others, induced by the importance and efficiency of the new University. (2) There is evidence that Chinese parents are prepared to pay large fees for a really eiUcicnt University education — for which at present they must send their sons to Europe, Amer- ica, or Japan — and it is probable that in ten years or so the in- stitution would be self-supporting, except for the stipends of the staff, as is already the case with some few missionary col- leges. Land in the large cities of China is rapidly rising in price. The present is, therefore, a good time to buy, and it would be wise to try and secure an ample amount as soon as possible, since, in any case, it would be a safe and profitable business in- vestment. But, of course, it is impossible to give more than the roughest estimate of the cost till actual sites are being con- sidered, but recent estimates for land near the most suitable sites suggest the figures ten thousand pounds to twenty thous- and pounds. Ten thousand pounds would give a fair start to tlie Univer- sity in the way of Buildings and Plant. Houses for eight Pro- fessors would cost another ten thousand pounds. A residence for bachelors, fifteen hundred pounds. Salaries for eight Professors and four Assistants would come to forty-two hundred pounds per annum. General an- nual expenses should be covered by students' fees. 45 Allowing, therefore, a necessary margin for unforeseen and unforeseeable expenses, it would appear thai a capital sum of fifty thousand pounds for initial expenditures, and an an- nual income of five thousand pounds derived either from fur- ther capital endowment, or raised by annual subscriptions, would suffice. When once founded and well started, the new University would have to be largely self-governing, within the lines of a carefully drawn constitution and Trust Deeds, but the exact relation of the Home Council to the University Senate on the spot must be a matter for future adjustment. For the present the general management of the Scheme is in the hands of the following Committee, the first two of whom have consented to act as trustees : TJic Marquess of Salisbury. The Right Hon. Ernest M. Satow, late H. M. Minister at Peking. Oxford. T. II. Warren, Esq., D.C.L., President of Magdalen College, Vice- Chancellor. The Rev. Walter Lock, D.D., Warden of Keble College. A Lionel Smith, Esq., Fellow of Balliol College. The Rev. John Carter, Pusey House. The Rev. B. H. Streeter, Fellow of Queen's College. R. H. Hodgkin, Esq., Fellow of Queen's College. W. D. Ross, Esq., Fellow of Oriel College. R. K. Evans, Esq., Mansfield College. The Rev. E. A. Burroughs, Fellow of Hertford College. Cambridge. The Rev. A. J. Mason, D.D., Master of Pembroke College, Vice- Chancellor. M. R. James Esq., Litt. D., F.B.A., Provost of King's College. The Rev. Canon F. J. Foakes-Jackson, Fellow of Jesus College. A Macalister, Esq., M.D., F.R.S., Fellow of St. John's College, Professor of Anatomy. The Rev. W. T. A. Barber, Headmaster of the Leys School. C. F. Angus, Esq., Fellow of Trinity Flail. The Rev. C. F. Russell, Fellow of Pembroke College. K. G. Selwyn, Esq., Fellow of Corpus Christi College. R L. Pelly, Esq., Clare and Ridley Hall. The Rev. Lord William Gascoyne-Cecil, Rector of Hatfield. The Rev. J. O. F. Murray, D.D., Warden of St. .Vugustine's College, Canterbury. The Rev. John II. Ritson, Secretary of the British and Foreign Bible Society. 46 Treasurers. Edward Soniers Cocks, Esq., (Messrs. Cocks, Biddulph & Co. J 43 Charing Cross, S. W. Bankers. The Hongkong & Shanghai Bank, 31 Lomhard street, E. C. THE ORIENTAL EDUCATIONAL INVESTIGATION COMMISSION OF THE UNIVERSITY OF CHICAGO. "The Directors of the University of Chicago, realizing the important position which China occupies in the family of na- tions, and believing that a closer acquaintance with China and other Eastern countries would be productive of much good, has commissioned two of the best known and most eminently qualified members of the University's faculty, Prof. Ernest DeWitt Burton and Prof. Thomas C. Chamberlin* to under- take a tour of investigation of the educational status. The general scope and purpose of the expedition appears in the following portion of the commission issued by Harry Pratt Judson, President of the University : 'In the study of educational conditions and needs in China it is important that information be obtained from every source accessible. Your report should indicate what seem to be the most important educational needs in that country, what work is actually under way, whether from private or public sources, how far that work is well directed toward the main purposes which ought to be in view, and whether additional educational agencies and activities would contribute to the best interests of China in accordance with the highest ideals of modern civilization. 'The general purpose of your work in Oriental countries is to inquire into the possibilities of bringing about closer rela- tions in educational matters between the East and the West, with mutual advantage ; in particular, to determine whether educated men and those interested in education in China and in America can become of service to one another in the pro- motion of education in the world at large.' " In order to secure information respecting the Christian schools in China a special questionaire was issued and also published in the Educational Review of May, 1909. The blanks sent out called for the following items : Name of school, location, date, method of control, calendar, curricu- * Bdncatioaal Review, February, 1909. 47 lum, and language of instruction ; also statistics as to enroll- ment, value of property and of buildings, income with enumer- ation of sources and itemized expenditures ; also the efforts made to instruct the students relis^iously. CONSTITUTION OF THE EDUCATIONAL ASSOCIATION OF CHINA. Art. 1. This organization shall be called the Ed.ucational Association of China. Art. II. The object of this Association shall be the promo- tion of educational interests in China and the fraternal co- operation of all those engaged in teaching. Art. III. The officers of the Association shall be a Presi- dent, two Vice-Presidents, a General Editor, two General Sec- retaries, one of whom shall be Chinese, a Treasurer, an Execu- tive Committee of six,;?)f whom two at least shall be Chinese, and a Publication Committee of three, all of whom shall be elected at the Triennial Meeting. Art. IV. In addition to the elected members, the President, General Editor, General Secretaries, Treasurer, and the Chair- man of the Publication Committee shall be ex-officio members of the Executive Committee. Art. V. All members of Protestant Christian churches who are or have been engaged in educational work, or in making and editing school and text-books, shall be eligible to member- ship in this Association as active members ; other persons en- gaged in such work shall be eligible as Associate Members. Active members alone shall have the right to vote and to hold office. Election to membership ad interim rests with the Execu- tive Committee. Art. VI. The Association will gladly receive as a Branch Association any local association whose constitution is approv- ed by the Executive Committee ; the details of co-operation to be worked out by the Executive Committee. Art. VII. The Constitution and (or) By-Laws may be amended at any time by a two-thirds vote of the entire mem- bership. Commission on Christian Education in China 156 Fifth Avenue, New York 48 (\ L'BRARY OF CONGRESS 020 975 ff I * t.'i k^ " Hi k ^''•>\\ ^^i ^ ^■> vk'