Calvin Wilson Mateer, forty-five years a missionary in Shantung, China

by D. W. Fisher

VIII
THE TENGCHOW SCHOOL

“The object of mission schools I take to be the education of native pupils, mentally, morally, and religiously, not only that they may be converted, but that, being converted, they may become effective agents in the hand of God for defending the cause of truth. Schools also which give a knowledge of western science and civilization cannot fail to do great good both physically and socially.”—THE RELATION OF PROTESTANT MISSIONS TO EDUCATION; a paper read before the Shanghai Missionary Conference of 1877.

The Tengchow School in 1884 was authorized by the Board of Missions to call itself a college. For several years previous to that date it deserved the name because of the work which it was doing in its advanced department. On the other hand, it did not cease at that time to maintain instruction of an elementary and intermediate grade. In the present chapter we will for convenience confine our attention mainly to the twenty years lying between the opening of the school and the formal assumption of the name of a college. Beyond the end of that period lies the story of the institution under the title of the Shantung College, for another twenty years at Tengchow; and since then, of the Shantung Union College, at Wei Hsien.

Under date of April 2, 1864,—less than three months after the Mateers arrived at Tengchow,—Dr. Mateer made this entry in his Journal, “We have it in prospect to establish a school.” Their plan at that time was to leave the Mills family in possession of the old Kwan Yin temple, and to find for themselves another house where they could reside and carry on this new enterprise. But when, during the latter part of that summer, they were left in sole possession of the temple, they proceeded at once so to fit up some of the smaller buildings in the court as to make it possible to accommodate the little school. In September the first term opened, with six little heathen boys, not one of whom had ever been to school before; and with quarters consisting of two sleeping rooms, a kitchen, and a small room for teaching. Chang, who was Mateer’s instructor in Chinese, was set to work also to teach these boys; and a native woman was put in charge of the cooking department. To Julia he always attributed the initiation of this entire work. For the first ten years the school was almost entirely hers, he being otherwise at work. In a conversation with Mrs. Fitch, of Shanghai, many years later he said:

When Julia began the boarding school for boys in Tengchow I thought it a comparatively small work; but as it enlarged, and also deepened, in its influence, I saw it was too much for her strength alone. I knew that we must put our own characters into those boys, and I could do nothing less than give myself to the work she had so begun.

Almost half a century ago, when the school was started, and for some time afterward, mission boards and missionaries had not settled down into their present attitude toward education, lower or higher, as an agency in the evangelization of the non-Christian world. There were some very earnest and intelligent workers who insisted that for an ordained minister to engage in teaching a school was for him to be untrue to the calling for which he had been set apart. To sustain their position they appealed to apostolic example, and pointed to the small results as to conversions in the instances in which this method had been tried. Among the advocates of schools also there was a lack of agreement as to the immediate object to be sought by the use of this agency. Ought it to be so much the conversion of the pupils, and through this the raising up of a native ministry, that all other results should be regarded as of small importance? Or, ought the school to be looked upon as an efficient means of preparing the soil for the good seed of Christian truth to be sown later by preaching the gospel? In the paper from which the quotation at the head of this chapter is taken Mateer ably and fully discussed all of these questions, bringing out fairly both sides of them, and then presented his own convictions as he held them from the beginning of his missionary career, and as he unswervingly adhered to them all the rest of his life. He disclaimed any intention to exalt education as a missionary agency above other instrumentalities, and especially not above preaching the gospel; and claimed for it only its legitimate place. As to this he laid down and elaborated certain great principles involved in the nature of the case and verified by experience. Education, he said, is important in order to provide an effective and reliable ministry; to furnish teachers for Christian schools, and through them to introduce into China the superior education of the West; to prepare men to take the lead in introducing into China the science and arts of western civilization, as the best means of gaining access to the higher classes in China, of giving to the native church self-reliance, and of fortifying her against the encroachments of superstition from within and the attacks of educated skepticism from without. On the last of these propositions he enlarged with wise foresight:

So long as all the Christian literature of China is the work of foreigners, so long will the Chinese church be weak and dependent. She needs as rapidly as possible a class of ministers with well-trained and well-furnished minds, who will be able to write books, defending and enforcing the doctrines of Christianity, and applying them to the circumstances of the church in China.... Again, as native Christians increase in numbers, and spread into the interior, they will pass more and more from under the direct teaching and control of foreigners. Then will arise danger from the encroachment of heathen superstition, and from the baneful influence of the Chinese classics. Superstitions of all kinds find a congenial soil in the human heart, and they often change their forms without changing their nature. The multiform superstitions of China will not die easily; and unless they are constantly resisted and ferreted out and exposed, they will commingle with Christianity and defile it.... The day is not distant when the skepticism of the West will find its way into China. The day when it shall be rampant is not so distant as might be supposed. Error is generally as fleet-footed as truth. To repel these attacks, and vindicate the truth in the face of heathen unbelief, will require a high order of education. An uneducated Christianity may hold its own against an uneducated heathenism, but it cannot against an educated heathenism. We want, in a word, to do more than introduce naked Christianity into China, we want to introduce it in such a form, and with such weapons and supports, as will enable it to go forward alone, maintain its own purity, and defend itself from all foes.

In view of these ideals with regard to the object of such schools, he concluded his paper by urging that they should be of an advanced grade rather than primary, though not excluding the primary; that the natural sciences should be made prominent in the instruction; and that the pupils should be of Christian parentage, rather than of heathen. His prophecy as to skeptical books from the West is already in process of fulfillment.

It needs to be recognized that the substance of all this was in his mind when he opened that little elementary school. But he had to begin with something that fell almost pitifully short of his ideal. The first thing that was necessary was to secure a few pupils under conditions that made it worth while, in view of his object, to teach them. One of these conditions was that the parents of the boys should formally bind themselves to leave them in the school six or seven years, so that they might finish the studies prescribed. Otherwise they would stay only as long as suited them or their parents, and they would all the while be exposed to heathen influences that likely would nullify the Christian instruction received. On the other hand, this arrangement made it necessary for the school to furnish gratuitously not only the buildings and the teachers, but the food and lodging and clothes of the pupils. Gradually this was so far modified that the parents provided their clothes and bedding and books. To meet the running expenses of the school the average cost of each pupil was ascertained, and an effort was made to secure from Sabbath schools in the United Stales a contribution of that amount. The plan of designating a particular boy for support by a particular Sabbath school was suggested from home for consideration, but was discouraged, on the ground that it might often prove disappointing, through the uncertainties as to the conduct of the boy; and it was rarely, if at all, practiced. In order to secure these contributions each year a letter had to be carefully prepared, and then duplicated, at first by hand, and later by lithographing process, and sent to the Sabbath schools that shared in giving for this purpose. These letters were of a very high order, taking for the theme of each some important phase of Chinese life and manners or of mission work. They might to advantage have been gathered into a volume; and if this had been done, it would be entitled to rank with books of the very best kind on the same general subject. The preparation of these letters and their multiplication and distribution cost very considerable time and labor; to lighten this for her husband, Julia rendered valuable assistance, even to the extent eventually of taking upon herself the entire work, except the printing.