Changing China

by William Gascoyne-Cecil; Lady Florence Mary Cecil

CHAPTER XXIII

THE SAME IN PRACTICE

Any one who has read the preceding account of the intentions of the Chinese Government might be pardoned if he supposed that after four or five years those intentions had borne fruit in an efficient system of public education. But one who has resided any time in China would only smile at the suggestion that there should be an intimate relation between what the Chinese Government professes to do and what the Chinese Government does. A Manchu Professor whose European education had enabled him to appreciate rightly the weaknesses of the Chinese race, said with great candour, "In China we begin things, but we never finish them." I had the privilege of seeing over some twenty Government schools in China, and the truth of these words was very obvious.

My hospitable host at Nanking, His Excellency Tuan-Fang, hearing that I took an interest in education, declared that he would be very glad that I should see his schools. I expressed a regret that my ignorance of the language would impede me in thoroughly understanding what was being taught. He most hospitably said that I could myself examine the pupils who were studying Western subjects, and who therefore spoke English or French, and that my wife should examine the girls' schools; that we should be accompanied by two interpreters as well as by the Director of Education, and that he would examine the schools in any branch of knowledge that I chose. So we sallied forth, a very imposing body, and I was asked to select what schools I should like to visit. Of course I selected the higher grade schools in which Western subjects were taught. The first school on which we descended was the Agricultural College. The teachers of Western subjects were two Japanese and one Chinaman. They were being taught in Chinese, but I had no difficulty in finding out in the first room we entered what they were learning, because the illustrations were well known to me, for they formed part of a book of elementary botany which I had at one time studied. I suggested to Mr. Tsêng, the interpreter, that the right course would be to ask the Japanese master to select his best pupils and that then he should examine them while I should suggest the questions. It soon became clear that all the Japanese teacher was doing was to teach them to copy the illustrations in the book and nothing else. For the first time we noticed what we afterwards discovered to be the invariable rule, that the Japanese are most perfect draughtsmen, and that every class taught by the Japanese always learnt to draw perfectly, though they learnt little else. The Chinese were rather pleased that the Japanese teacher cut such a sorry figure. We then went to the next room. Again there was a Japanese teacher professing to explain the model of a steam-engine; again the pupils were obviously ignorant; again we bowed and they bowed and we left the room.

The next room had quite a different atmosphere. Obviously efficient work was going on. The men were learning elementary chemistry. The teacher was a Chinaman who had been trained in London and spoke English perfectly. He was as straightforward as he was efficient. He frankly said that the progress that his pupils had made was very limited because of the short time that they had been at work. We congratulated him on the efficient way he was managing his class, and were interested to hear afterwards that he was a Christian. More than once we came across Christian Chinese, and did not know till later that they were Christians, but were struck by their efficiency, which sprang doubtless from a high ideal of work.

We left the Agricultural College and then proceeded to a High School, which is the name that is given to a first-grade school that precedes the University, and which at present stands in its place. We had in this school much the same experience. A Japanese teacher was teaching biology and was dissecting a river mussel. This was done in such a position that only two men could see what was going on. I wondered at this. Then we found out that he could not speak a word of Chinese. He dissected the mussel and professed to give a lecture on its anatomy to a pupil who understood Japanese, and then the pupil delivered the lecture to the rest of the class. My Chinese interpreters were of opinion that very little could filter through the class in this way, but the Director of Education smiled sweetly. He obviously felt that in some mysterious way Western education was percolating to the pupils under his charge. As we returned along the corridor I glanced in. The biological lecture was over; I expect it was the only one of the session, and the pupils went away with admirable pictures of the river mussel. If the Japanese teachers only set up for teachers of drawing, I am certain they would have no equals in the world. A little further on in the same building there was a professed teacher of drawing. The class was not a selected class, they were drawing from a cast of a well-known Greek statue, and the work was simply admirable. I am confident that, except in an art school, you would not find better work in Europe. In the next room there was a science teacher. To impress the Director of Education, he rashly set a machine for demonstrating the vibration of sound at work. The machine would not demonstrate anything, much to the joy of my Chinese friends, solely for the reason that he had not wound it up.

I should tire my readers if I were to go on describing room after room. I cannot of course be certain how far these Japanese teachers had taught science, but at any rate their pupils had not acquired any knowledge, and I think we may easily be too hard on the Japanese. One must remember that they have to supply teachers for all their own schools. Is it likely that they will be either able or willing to send into other countries efficient teachers of Western education? It is not as if Western knowledge had been for long taught in Japan. Their schools are now many and they were few. I suppose no man, no great number of men at any rate, over thirty-five or forty, are equipped with an efficient Western education in Japan. One wonders why they allow their national reputation to be injured by supposing it to be possible for them to supply these teachers of Western knowledge. Political motive suggests itself as a reason why a country so proud and so ambitious as Japan should allow a course that must eventually injure her reputation as an enlightened power.

The next school we went over was very interesting. It was what is called a Law School. The men who are learning in this school will be the future officials of China; only, following the Chinese custom, they will rarely or never hold office in the province in which they were born and educated. They were men of some standing, and it looked strange to see all these senior men, over sixty in number, sitting like children at the school desks. They were dressed, in uniform, and were under a sort of military discipline. The senior pupil gave the word of command, and at once the class sprang to attention and saluted us, while we bowed first to the teacher, then to the class, after which the examination began. They were chiefly taught by Chinese, and, as one might expect, were well taught in the Chinese Classics. We were informed that the Japanese teacher was teaching them Western law; but in answer to an inquiry he explained that he had not yet taught them any law, but that he was teaching them the Japanese language, since it was through the Japanese language alone a knowledge of Western law could be attained. The reason seemed very inconclusive especially when one remembers that the Japanese know and write Chinese characters, so that it is easy to get any work that is printed in Japan printed in the character which every Chinaman can read. I have before explained the peculiar merit of the Chinese character is that people who speak different dialects and even languages can read it equally well. I pointed all this out to my Chinese friends. I think their suspicions too were aroused. Certainly this experience lends colour to the suggestion that Japan hopes that the Manchu dynasty will be succeeded, not by a Chinese dynasty, but by a dynasty from a race whose courage, energy, and intellect has already humiliated Russia and China, and may not inconceivably dominate China, should, for instance, Germany and England go to war.