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fact that the Manchus, although our enemies for awhile, yet
as soon as they gave up their arms, have been looked upon
as our own countrymen, having the same privileges and
rights as enjoyed by the Chinese. In additon to the royal
pension and that for the imperial clan, we are supporting
them individually with regular monthly allowances, as was
done previously, until they are able to earn their livings.
So it is manifest that one-eighth of the whole population of
China is living parasitically at the expense of the rest. It
has been calculated that this enormous sum of money
would be sufficient to pay the indemnities of the past years,
if we simply abolish this imperial clan payment. This is a
matter of generosity and love of brethren which has sim-
plified the revolution and shortened its course.

As to the future of China, no observer has any doubt that
the recent revolution marks the dawn of a new era. It
would be only too natural that the country must take
some time to recover peace and order. Soon a firm and
responsible government will be established, the people united,
integrity promoted, education enforced, natural wealth devel-
oped, industry improved and commerce facilitated—every
possible reform will be gradually carried out, and our rela-
tions with other nations will be more intimate and friendly,
especially with the sympathizing Americans, who assist and
understand us better than other nations. Like American
citizens and patriots of one hundred and thirty-seven years
ago, we fought for freedom, liberty, and self-government.
May the Coasts of the Pacific Ocean be the regions of the
two Republics everlasting! May we join our hands closer
and closer to keep the world at peace to encourage arbi-
tration and to do away with war!

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By P. W. Kuo, M.A., Ex-President of Chinese Students' Alliance in America

In describing China's early attempts to introduce modern education a certain writer compared her to "an infant sea-bather in the act of taking his first plunge, touching the water and then running away, wading out and then tearing back. He did not dare to succumb to the allurements of the fascinating element and though the sight of adult bathers frolicking and playing 'hide and seek' with waves shot an arrow of envy through him, he never undertook the attempt." This attitude, no matter how true it was at the beginning, was certainly not true at the dawn of the revolution. At that time China's attitude toward modern education was not the attitude of the timid sea-bather. She had taken her first plunge, also the second, and even the third, and had fully determined to make modern education accessible to her people at any cost. Evidences of this attitude were seen on every hand. It was seen in the earnestness with which the government carried out its educational policy and in the marvelous development of the modern educational system since its inception in 1905. It was seen in the rapid growth of popular interest toward education shown in the numerous gifts and benefactions given by the wealthy as well as the poor for the extension of educational privileges through the establishment of schools and colleges. It was seen in the presence of an increasingly large number of men and women who were willing to devote their time and talent to the advancement of modern education. These are but a few of the signs which clearly indicate that at the dawn of the revolution the attitude of China toward improving her educational system in modern lines was not at all equivocal and that modern edu

cation had come to China to stay and to exercise its influence over the life of the nation as well as that of the people.

In order to appreciate fully the effect of the revolution upon the educational system of China, it is necessary to examine first the status of education at the dawn of the revolution. According to the third annual report of the ministry of education, published in 1911, there were in China during 1910, 52,650 schools of different types, including normal, vocational and technical schools, with a student body numbering 1,625,534, a teaching corps numbering 89,766, and a corps of administrative officers numbering 95,800. Aside from the schools there also existed during that year 69 boards of education, 722 local, provincial, and national educational associations, 1558 educational exhorting societies, and 3867 public lecture halls. The total income for educational purposes during that year was Taels 23,331,171, and the expenditure for the same year was Taels 24,444,309. The educational property possessed by the government was valued at Taels 70,367,882.

Some idea as to the quality of the work done in the schools of that period may be gained from many of the educational exhibits that were given in different parts of the country. At the Nanking Industrial Exhibition held in 1910, more than 34,000 pieces of articles, including apparatus, textbooks, charts, drawings, hand-writings, etc., all products of schools, were collected and exhibited, and the list of prizes awarded to the articles at the exhibition shows that no less than 966 prizes, which is about half of the total number of prizes given out, were awarded to articles in the educational exhibit. Much highly favorable comment was also received from educators of the west who visited the exhibit. A similar but smaller collection of educational articles was sent to the exhibition not long ago held in Italy, and there again many prizes were received owing to the high standard reached both in skill and in thought content.

The status of education before the revolution is perhaps best seen in the influence which modern education had exerted upon the intellectual or thought life of the people. It is the opinion of many who are in a position to judge that

the schools and colleges of China contributed a great share to the revolutionary movement. Education evidently had created in the life of the students, both young and old, an intense dissatisfaction with things as they were and an earnest desire to better the condition of their country both socially and politically. Indeed, it has been repeatedly declared by Sun Yat-sen and others prominent in the revolutionary cause, that education was the chief factor in the successful overthrow of the monarchy and the establishment of the republic.

The revolution naturally caused a temporary cessation of educational activity. Much or all of the funds intended for the maintenance of educational institutions had to be used for the support of the armies. In consequence, the activities of a large number of schools and colleges were either suspended or seriously crippled, especially those situated near the centers of disturbance such as Chentu, Hankow, Wuchang, Nanking, Canton, and Peking. During the days of storm and stress, many of the school buildings were used as soldiers' quarters, and in not a few cases the entire schools were destroyed, with their books and apparatus looted and scattered. A large number of students volunteered for service in the field, either by forming themselves into new regiments, or by joining the regular army. Some of them even became influential leaders of the revolution. An equally large number of students organized associations for securing contributions of money toward the war fund. It was reported that the students of one college in south China alone in one campaign collected more than $40,000 toward the maintenance of the republican army. Still others volunteered to give lectures in public with a view to supply the people with the facts of the revolution and to instruct them in the principles of a republic, as well as the duties of their new citizenship. Thus during the short revolutionary period the cause of education received a hard blow from which it has not yet fully recovered.

As soon as the provisional government was established in Nanking, the matter of education received its serious attention. Tsai Yuan-pei, for five years a student in the

University of Leipsic, and a man recognized as one who had much ability and experience in educational affairs, was appointed as the first minister of education. While the Shanghai Peace Conference was still in session and the ultimate fate of the country was still weighing in the balance, the new minister of education issued a circular to the republican governors urging them the importance of the resumption of educational work. He outlined a set of temporary regulations for the guidance of the educators of the nation, the most important of which stipulate: (1) In the first grade of elementary education boys and girls are to be allowed to attend the same schools. (2) Classical studies are to be abrogated in elementary education. (3) Elementary handicraft departments shall have especial attention. This same Tsai Yuan-pei later became the minister of education on the first cabinet of Yuan Shih-kai after the latter was elected provisional president of the new republic; but as a consequence of the resignation of Premier Tang Shao-yi, he was soon obliged to resign from his office. The vacancy left by him was filled by Fan Yuan Lien, who was then serving as vice-minister of education. Fan is a native of Hunan and a returned student from Japan. He was known as a man who was most familiar with the work of the ministry of education, having served the ministry under the Manchu dynasty in the capacity of a secretary. He was therefore not ill prepared to perform the task which fell upon him, namely, to reorganize the educational system of the country.

One of the first tasks in the reconstruction of the educational system has been the reorganization of the central administrative organ, namely, the ministry of education in Peking. The ministry as now reconstructed differs from the one in existence before the revolution in that it is less complex and less highly centralized. The ministry has at its head the minister of education, who has general charge of all matters relating to education and to the general supervision of all the schools of the country, together with all public buildings under the immediate control of the ministry. The minister is assisted by many officers. Aside from those

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