Page images
PDF
EPUB

plishments or for specific purposes, rather than as the main feature. of the curriculum. The degrees conferred must of course be Chinese degrees, recognized and granted by the Imperial Government. Furthermore, it must not be forgotten that China has not yet a universal spoken language of her own in which oral instruction can be given. The need for unification of the spoken language is far greater than the need for commencing foreign universities. Attempts have been made by the Imperial Government in this direction by decrees ordering that the teaching in all schools be conducted in the Mandarin language, which already obtains as the spoken language of fully onehalf of the Empire; but this change will take many years to accomplish. The only places where I found schools professing to teach the Mandarin language to those who speak other dialects were at the college at Nanking for students from Java and the Straits Settlements, and at Singapore and Penang in schools under Chinese consular direction, where only the southern dialects of China are usually spoken by the Chinese residents.

The Chinese should endow their own universities.-During my visit to Hongkong considerable interest was being manifested toward the establishment of an English university in that colony for the benefit of Chinese residents. One very sensible condition of the promised land and buildings was that a similar sum must be subscribed by local residents for a sufficient endowment. This sum did not appear to be forthcoming. Surely this is an excellent test as to the real need for such institutions. If the same method were applied to each of the different schemes for free foreign universities for China, it might save oversanguine promoters from having a "white elephant "upon their hands.

The good work of the Chinese Young Men's Christian Association. I am glad of this opportunity to testify as to the benefit which is being conferred on the Chinese educational movement by the different branches of the Chinese Young Men's Christian Association. As an instance, the Shanghai branch, which now numbers 1,000 members, has day and evening classes for a great variety of practical subjects of a secular character, taught by competent teachers. There is no compulsory attendance on religious teachings or worship whatever. Associate members have only to be of good moral character, paying a small annual subscription irrespective of creed or religious views. At Tientsin and other educational centers equal activity is being displayed, while the Christian character of the association and of its active membership is in no way being compromised. One interesting feature of this Chinese Young Men's Christian Association work is the advising and aiding of Chinese students who wish to go to America to carry on their studies or to complete their education. A special committee in China and in America keeps in sympathetic

touch with all such students until they are satisfactorily settled in American colleges or universities and have no need for further help. The dangerous pitfalls.-I would remind all who are interested in forwarding the new education in China that there are many dangerous pitfalls into which young China is very liable to stumble. The student of the "new learning "--and especially if educated in America or Europe is too apt to exaggerate the importance of his knowledge with regard to the lucrative and political benefits he thinks it ought to produce. He chafes at the checks and rebuffs which he is liable to receive at every turn from his own relatives and friends, as well as from government officials of the old school. He wants to rush matters and to create a new nation in a day, with a new government in which he, of course, shall be one of the most important personages and enjoy one of the highest positions. The old ethical teachings of Confucius would have taught him the exercise of more meekness, patience, and perseverance. The deficiency in these qualities, together with a confused and inadequate knowledge of the real foundation of western civilization, are almost certain to lead him. toward the pitfalls of anarchy and rebellion, ending in what may prove to be a frightful national collapse. The thoughtful among the Chinese of the old school, as well as a few of the more patriotic and discerning among the followers of the "new learning," are even now predicting some such catastrophe as the result of too much superficial western education without sufficient ballast or experience. Fortunately this evil has a tendency to right itself and every year ought to lessen the danger.

Conclusions The outlook.-In conclusion I would remark that the result of my investigations convinces me that the educational position of China is full of hope and encouragement in spite of all drawbacks and disadvantages. It is easy to see that the ages of stagnation and slumber arising from long isolation are now passed, never more to return. Whatever may happen, the outcome will eventually be for the nation's good. How far her statesmen will seek to preserve all that is best in her old system of education, her national characteristics, her wonderful genius, her manners and customs, her religious beliefs, and her form of government, is a problem time alone can solve. But there will be no relenting or turning back on the path of progress, however distant and difficult may be the goal, however many reactions may arise, and however severe the baptism of fire which she may have to pass through.

May we not therefore very appropriately use the words of Tennyson and say of Chinese education

Ring out the old, ring in the new;
Ring out the false, ring in the true.

CHAPTER XIII.

CURRENT TOPICS-FOREIGN.

Contents.-University reform at Oxford.-Teachers' training colleges in England and Wales.-Cuban schools.-Education in Guatemala.-Elementary schools of Venezuela.-Primary and secondary education in Brazil.-The Darwin celebrations at Cambridge.-Tercentenary of the University of Oviedo.-Anniversaries of the Universities of Leipzig and Geneva.-Educational notes from consular reports.

UNIVERSITY REFORM AT OXFORD.

The discussion of university reform has been occupying the attention of the educated world of England in recent years with a number of practical results. The investigations of the parliamentary committee at Oxford in 1850 led to many recommendations of reform in the university economy, and other suggestions for reform in the courses of study have been made from time to time since then, with a view to bringing the university in accord with the changes of interests in the intellectual world. The scope and motive of the more recent calls for modifications in the management of the university and its studies, since the enlargement of the latter to admit modern science to a share in the university honors, are concisely brought out in the presentation of them by Lord Curzon, the chancellor of the university, under the title "Principles and Methods of University Reform." The chancellor is an earnest advocate of reform and carefully digested the suggestions before him, to which he added his own recommendations and opinions. This work deals with a number of details of proposed reforms which, from their nature, can only be fully understood by those who are familiar with the history of the university and its relation to English society. There are two points, however, which are of general interest outside of England, one relating to the social influence of the university, while the other illustrates, in a way, the conservatism of its position in relation to the rivalry between the humanities and "modern" or practical studies.

The first of the subjects referred to is the recent departure in extending university influence to the poorer classes, "the duty of Oxford to the poor," as Lord Curzon phrases it, a duty which, he points out, should not make us forget the duty of Oxford to the

well-to-do and leisured classes-the so-called "governing classes ". members of which are called upon to take prominent parts in public life, and they are immeasurably better fitted to do so by the equipment and experience gained at Oxford. "It is as desirable," he says, "that Oxford should educate the future country squire, or nobleman, or banker, or member of Parliament, or even the guardsman, as it is that it should sharpen the wits of the schoolmaster or cultivated artisan." This catholicity of view pervades Lord Curzon's discussion of each proposed step in reform.

The universality of the influence of the university, he maintains, must be preserved. The changed attitude of the working classes themselves toward the university is commented upon. "It is clear that for the first time since their appearance as a political force, and largely in consequence of it, many of the working classes are looking with eager eyes to Oxford to assist them in the task of preparation for their new and arduous responsibilities." Their feeling toward the university is no longer one of hostility, but they are now beginning to turn toward it, and even if not all may have a full appreciation of its beauty and romance, they yet "associate its name with a liberal and humane training which no modern or provincial university can give them." "They are under no illusions as to their own shortcomings. The extension of the franchise, participation in local government, and the increasing influence of trade organizations have given them power, but power unaccompanied by knowledge. This knowledge, which an education arrested at the primary stage is unable to furnish, can alone enable them to wield their power for the advantage of themselves and the nation." Provision is made for the relief of the poor and others at Oxford in the noncollegiate system, which may be briefly described as a means of affording university instruction to those who are not able or do not desire to live in colleges. University extension also, by which is meant the classes and lectures established in the large industrial centers by the university with examinations directed from Oxford, has been of great assistance in providing instruction for persons of limited means or whose occupations prevent their attendance at a university. In this way Cambridge and Oxford have set an example in directly influencing the masses which has been followed elsewhere; for example, by universities in Spain and France.

The other point treated by Lord Curzon, which is of great interest to the intellectual world at large as being significant of a concession of scholastic requirements at Oxford to the modern demand for the practical, is the proposed suppression of compulsory Greek in the entrance examinations leading to the B. A. degree. The objections to retaining it, mentioned by Lord Curzon, are that it keeps out some of the best products of secondary schools where Greek is not taught,

« PreviousContinue »