Educational awakening in China.
So much is being said and published about the wonderful developments in China and the new system of education that is taking the place of the old, time-honored memorizing of the “Four Books” and the “Five Classics,” that we need not here go into the subject in detail. Where shall the teachers be trained? But we must stop to query:—Where is China to procure the hundreds and thousands of teachers who are needed to train not only the children at present but the teachers of future generations of children? For many long years she must look largely to missionary schools to prepare her future educators. From a report on the Educational Work of the Presbyterian Board of Foreign Missions we quote the following:
The wisdom of the West in matters of courses of study, together with methods of teaching, discipline, etc., are brought directly from our best institutions and freely offered upon the altar of Chinese regeneration. The results of these years have also proven that these best things are adapted to the young Chinese minds, and that they appreciate them when they once come to know them. The products of these years show that our Christian schools have been getting hold of some excellent material, and that there is such true worth and high possibility that all effort to develop these bright minds and sincere hearts is well worth while, and that in doing so a great service is rendered to China.... A number of young women of fine type have been educated in the schools for girls, who are proving themselves apt to teach and work for their own people in the conduct of boarding and day schools and women’s classes.
Indian grants to mission schools.
So highly does the Indian government prize the work of the missionary schools that each of them which is held to the required standard of efficiency receives a grant for partial support. The American Board Bulletin says, “Our tremendous school system in Ceylon of more than ten thousand pupils is carried on practically at government expense.”
In a village in India the parents’ request for a school was answered by the statement that if such a school were opened, the Bible would be taught in it. Quickly the reply came, “Teach your religion, but educate our boys.”
New demand for education in Persia and Turkey.
When the century opened, Persia and Turkey were asleep. Suddenly came the awakening, the reaching out for something new and different, and, as in the case of China, one of the first thoughts was,—Our children must be educated. Instinctively they turned to the missionaries who for long years had quietly, steadily, sown the seed, prepared literature, set up printing presses, trained preachers and teachers. Boys and girls began to flock into the mission schools.
Messages from Persian parents.
“Fathers sent pleasant messages,” wrote a missionary in Teheran in 1911. “One said, ‘Your girls make better wives and mothers and in every way better women, than others.’ Another, ‘I wish my wife had been educated, but I am determined my daughter shall be.’ An Armenian of wealth and influence is reported to have answered to a remonstrance against sending his little daughter to us instead of to their national school: ‘Did I ever refuse to give you money? I will continue to help support our national schools, but I must send my daughters (he has five) where they can really obtain an education. They can learn in one week all you can teach them about going to theatricals and dances.’ A friend was telling us that her sister would send her girls to us. ‘Why?’ ‘Because every Moslem in this city understands that your school is the only one where girls really learn. Why should my sister be the only fool?’”[57]