The Problem of China

certain proportion of the teachers are European or American, but the spirit of the teaching is not that of the Y.M.C.A. One can never rid oneself of the feeling that the education controlled by white men is not disinterested; it seems always designed, unconsciously in the main, to produce convenient tools for the capitalist penetration of China by the merchants and manufacturers of the nation concerned. Modern Chinese schools and universities are singularly different: they are not hotbeds of rabid nationalism as they would be in any other country, but institutions where the student is taught to think freely, and his thoughts are judged by their intelligence, not by their utility to exploiters. The outcome, among the best young men, is a really beautiful intellectual disinterestedness. The discussions which I used to have in my seminar (consisting of students belonging to the Peking Government University) could not have been surpassed anywhere for keenness, candour, and fearlessness. I had the same impression of the Science Society of Nanking, and of all similar bodies wherever I came across them. There is, among the young, a passionate desire to acquire Western knowledge, together with a vivid realization of Western vices. They wish to be scientific but not mechanical, industrial but not capitalistic. To a man they are Socialists, as are most of the best among their Chinese teachers. They respect the knowledge of Europeans, but quietly put aside their arrogance. For the present, the purely Chinese modern educational institutions, such as the Peking Government University, leave much to be desired from the point of view of instruction; there are no adequate libraries, the teaching of English is not sufficiently thorough, and there is not enough mental discipline. But these are the faults of youth, and are unimportant compared with the profoundly humanistic attitude to life which is formed in the students. Most of the faults may be traced to the lack of funds, because the Government—loved by the Powers on account of its weakness—has to part with all its funds to the military chieftains who fight each other and plunder the country, as in Europe—for China must be compared with Europe, not with any one of the petty States into which Europe is unhappily divided. The students are not only full of public spirit themselves, but are a powerful force in arousing it throughout the nation. What they did in 1919, when Versailles awarded Shangtung to Japan, is well told by Mr. Tyau in his chapter on "The Student Movement." And what they did was not merely political. To quote Mr. Tyau (p. 146):— Having aroused the nation, prevented the signature of the Versailles Treaty and assisted the merchants to enforce the Japanese boycott, the students then directed their energies to the enlightenment of their less educated brothers and sisters. For instance, by issuing publications, by popular lectures showing them the real situation, internally as well as externally; but especially by establishing free schools and maintaining them out of their own funds. No praise can be too high for such self-sacrifice, for the students generally also teach in these schools. The scheme is endorsed everywhere with the greatest enthusiasm, and in Peking alone it is estimated that fifty thousand children are benefited by such education. One thing which came as a surprise to me was to find that, as regards modern education under Chinese control, there is complete equality between men and women. The position of women in Peking Government University is better than at Cambridge. Women are admitted to examinations and degrees, and there are women teachers in the university. The Girls' Higher Normal School in Peking, where prospective women teachers are taught, is a most excellent and progressive institution, and the spirit of free inquiry among the girls would horrify most British head mistresses. There is a movement in favour of co-education, especially in elementary education, because, owing to the inadequate supply of schools, the girls tend to be left out altogether unless they can go to the same school as the boys. The first time I met Professor and Mrs. Dewey was at a banquet in Chang-sha, given by the Tuchun. When the time came for after-dinner speeches, Mrs. Dewey told the Tuchun that his province must adopt co-education. He made a statesmanlike reply, saying that the matter should receive his best consideration, but he feared the time was not ripe in Hunan. However, it was clear that the matter was within the sphere of practical politics. At the time, being new to China and having imagined China a somewhat backward country, I was surprised. Later on I realized that reforms which we only talk about can be actually carried out in China. Education controlled by missionaries or conservative white men cannot give what Young China needs. After throwing off the native superstitions of centuries, it would be a dismal fiasco to take on the European superstitions which have been discarded here by all progressive people. It is only where progressive Chinese themselves are in control that there is scope for the renaissance spirit of the younger students, and for that free spirit of sceptical inquiry by which they are seeking to build a new civilization as splendid as their old civilization in its best days. While I was in Peking, the Government teachers struck, not for higher pay, but for pay, because their salaries had not been paid for many months. Accompanied by some of the students, they went on a deputation to the Government, but were repulsed by soldiers and policemen, who clubbed them so severely that many had to be taken to hospital. The incident produced such universal fury that there was nearly a revolution, and the Government hastened to come to terms with the teachers with all possible speed. The modern teachers have behind them all that is virile, energetic, and public-spirited in China; the gang of bandits which controls the Government has behind it Japanese money and European intrigue. America occupies an intermediate position. One may say broadly that the old traditional education, with the military governors and the British and Japanese influence, stands for Conservatism; America and its commerce and its educational institutions stand for Liberalism; while the native modern education, practically though not theoretically, stands for Socialism. Incidentally, it alone stands for intellectual freedom. The Chinese are a great nation, incapable of permanent suppression by foreigners. They will not consent to adopt our vices in order to acquire military strength; but they are willing to adopt our virtues in order to advance in wisdom. I think they are the only people in the world who quite genuinely believe that wisdom is more precious than rubies. That is why the West regards them as uncivilized. FOOTNOTES: [97] It should be said that one sees just as fine buildings in purely Chinese institutions, such as Peking Government University and Nanking Teachers' Training College. [98] Mr. Tyau (op. cit. p. 27) quotes from Who's Who of American Returned Students, a classification of the occupations of 596 Chinese who have returned from American universities. The larger items are: In education, 38 as administrators and 197 as teachers; in Government service, 129 in executive offices (there are also three members of Parliament and four judges); 95 engineers; 35 medical practitioners (including dentists); 60 in business; and 21 social and religious workers. It is estimated that the total number of Chinese holding university degrees in America is 1,700, and in Great Britain 400 (ib.). This disproportion is due to the more liberal policy of America in the matter of the Boxer indemnity. In 1916 there were 292 Chinese university students in Great Britain, and Mr. Tyau (p. 28) gives a classification of them by their subjects. The larger groups are: Medicine, 50; law and economics, 47; engineering, 42; mining, 22; natural science (including chemistry and geology, which are classified separately), 19.