Under the conditions of the civil service examinations, as they have been conducted for many hundred years, a system of school instruction like the one here described, or which shall at least produce the same results, is an imperative necessity in China. A reform cannot begin anywhere until a reform begins everywhere. The excellence of the present system is often assumed and in proof, the great number of distinguished scholars which it produces, is adduced. But, on the other hand, it is absolutely necessary to take into account the innumerable multitudes who derive little or no benefit from their schooling. Nothing is more common than to meet men who, although they have spent from one to ten years at school, when asked if they can read, reply with literal truth that their knowledge of characters has been “laid aside”—in other words they have forgotten almost everything that they once knew, and are now become “staring blind men,” an expression which is a synonym for one who cannot read.
It is a most significant fact that the Chinese themselves recognize the truth that their school system tends to benumb the mental faculties, turning the teachers into machines, and the pupils into parrots. On the supposition that all the scholars were to continue their studies, and were eventually to be examined for a degree, it might be difficult to suggest any system which would take the place of the one now in use, in which a most capacious memory is a principal condition of success.
In the Village School, however, it is within bounds to estimate that not one in twenty of the scholars—and more probably, not three in a hundred—have any reasonable prospect of carrying their studies to anything like this point. The practical result, therefore, is to compel at least ninety-seven scholars to pursue a certain routine, simply because it is the only known method by which three other scholars can compete for a degree. In other words, nineteen pupils are compelled to wear a heavy cast-iron yoke, in order to keep company with a twentieth, who is trying to get used to it as a step towards obtaining a future name! If this inconvenient inequality is pointed out to teachers or to patrons, and if they are asked whether it would not be better to adopt, for the nineteen who will never go to the examinations, a system which involves less memorizing, and a wider range of learning in the brief time which is all that most of the pupils can spend at school, they reply, with perfect truth, that so far as they are aware there is no other system; that even if the patrons desired to make the experiment (which would never be the case), they could find no teacher to conduct it; and that even if a teacher should wish to institute such a reform (which would never happen), he would find no one to employ him.
The extreme difficulty which men of some education often find in keeping from starvation, gives rise to a class of persons known as Strolling Scholars, (yu hsiao), who travel about the country vending paper, pictures, lithographs of tablets, pens and ink. These individuals are not to be confounded with travelling pedlars, who, though they deal in the same articles, make no pretension to learning, and generally convey their goods on a wheelbarrow, whereas the Strolling Scholar cannot manage anything larger than a pack.
When a Strolling Scholar reaches a schoolhouse, he enters, lowers his bundle, and makes a profound bow to the teacher, who (though much displeased at his appearance) must return the courtesy. If there are large pupils, the stranger bows to them and addresses them as his Younger Brothers. The teacher then makes some inquiries as to his name, etc. If he turns out to be a mere pretender, without real scholarship, the teacher drops the conversation, and very likely leaves the schoolroom. This is a tacit signal to the larger scholars to get rid of the visitor. They place a few cash on the table, perhaps not more than five, or even three, which the Strolling Scholar picks up, and with a bow departs. If he sells anything, his profits are of the most moderate description—perhaps three cash on each pen, and two cash on each cake of ink. With a view to this class of demands, a small fund is sometimes kept on hand by the larger scholars, who compel the younger ones to contribute to it.
If, however, the Strolling Scholar is a scholar in fact, as well as in name, so that his attainments become apparent, the teacher is obliged to treat him with much greater civility. Some of these roving pundits make a specialty of historical anecdotes, and miscellaneous knowledge, and in a general conversation with the teacher, the latter, who has not improbably confined himself to the beaten routine of classical study, is at a disadvantage. In this case, other scholars of the village are perhaps invited in to talk with the stranger, who may be requested to write a pair of scrolls, and asked to take a meal with the teacher, a small present in money being made to him on his departure.
It is related that a Strolling Scholar of this sort, being present when a teacher was explaining the Classics, deliberately took off his shoes and stockings in presence of the whole school. Being reproved by the teacher for this breach of propriety, he replied that his dirty stockings had as good an “odour” as the teacher’s classical explanations. To this the teacher naturally replied by a challenge to the stranger to explain the Classics himself, that they might learn from him. The Strolling Scholar, who was a person of considerable ability, had been waiting for just such an opportunity, and taking up the explanation, went on with it in such an elegant style, “every sentence being like an examination essay,” that the teacher was amazed and ashamed, and entertained him handsomely. If a teacher were to treat with disrespect one whose scholarship was obviously superior to his own, he would expose himself to disrespect in turn, and might be disgraced before his own pupils, an occurrence which he is very anxious to avoid.
In China the relation between teacher and pupil is far more intimate than in Western lands. One is supposed to be under a great weight of obligation to the master who has enlightened his darkness, and if this master should be at any time in need of assistance, it is thought to be no more than the duty of the pupil to afford it. This view of the case is obviously one which it is for the interest of teachers to perpetuate, and the result of the theory and of the attendant practice is that there are many decayed teachers roving about, living on the precarious generosity of their former pupils.