266 B390 Barton , Ml * Books will be issued only on presen- tation of proper library cards. " Unless labeled otherwise," books may be retained for two weeks, subject to renewal for a like period. Borrowers Ending book marked, defaced or mutilat- ed are expected to report same at library desk; otherwise the last borrower will be held responsible, for all imperfections* discovered. . ; > ' The card holder is responsible for all books drawn on this card. No books issued unless fines are paid. . tost cards and change of residence must be reported promptly. PUBLIC LIBRARY, KANSAS CITY, IflU YOBBlABBjFW MAR 18-- ' ? W ' -, 1 1 ! J. ' 18 TO >2S Ja 6 FED i y' i AP 0! M BY JAMES L. BARTON SECRETARY, AMERICAN BOARD OF COMMISSIONERS FOR FOREIGN MISSIONS? AUTHOR OF " DAYBREAK IN TURKEY," " THE MISSIONARY AND HIS CRITICS," " UNFINISHED TASK OF THE CHRISTIAN CHURCH," " HUMAN PROGRESS THROUGH MISSIONS," ETC. NEW YORK STUDENT VOLUNTEER MOVEMENT FOR FOREIGN MISSIONS 1913 COPYRIGHT, 1913, BY STUDENT VOLUNTEER MOVEMENT FOR FOREIGN MISSIONS AH rights reserved PREFACE Much of the material for this book has been col- lected at first hand, from recently printed documents and from manuscripts. A considerable amount of material collected by the Commission on Education- of the Edinburgh Missionary Conference, and never printed, is in the author's possession and has been drawn upon. The most modern printed reports of the higher educational institutions and of the mis- sionary societies carrying on educational work abroad have been frequently used. A large number of edu- cators who are now or who have been closely related to this work have been interrogated. In addition to these sources, the author has been able to draw upon personal experiences growing out of more than twen- ty-five years of close relations with higher educational work abroad* CONTENTS CHAPTER PAGE I. PLACE, STANDING AND GROWTH i II. NATIONAL RELATIONS 26 III. IMMINENT DEVELOPMENTS 51 IV. HIGHER EDUCATION 79 V. EDUCATION OF WOMEN 105 VI. SOME PRESENT PROBLEMS 129 VII. ACHIEVEMENTS THROUGH EDUCATION 154 VIII. OPPORTUNITIES AND QUALIFICATIONS OF THE EDU- CATIONAL MISSIONARY 181 APPENDICES A. GENERAL STATISTICS or EDUCATIONAL MISSIONS . . 2oS B. SOME^ WELL-KNOWN CHRISTIAN INSTITUTIONS IN MIS- SION COUNTRIES 211 C. DETAILED INFORMATION REGARDING A FEW REPRE- SENTATIVE INSTITUTIONS 217 D. FROM THE CHRISTIAN UNIVERSITY COMMITTEE OF JAPAN 253 E. BIBLIOGRAPHY 257 F. A SELECTED LKT OF BOOKS ON EDUCATION ... 259 INDEX . . , 269 ILLUSTRATIONS PAGE Madras Christian College 8 Dormitory, E. A. K. Hackett Medical College for Women, Canton, China 16 Methodist School for Boys, Concepcion, Chile .... 20 Professors and Students, Formart Christian College, Lahore, India 28 St. John's University, Shanghai, China 36 Robert College, Constantinople, Turkey 44 St. Paul's Institute, Tarsus, Turkey, and Girl's Boarding School, Marsovan, Turkey 56 New Government School, Canton, China 64 Boone University, Wuchang, China 74 Cushing Memorial Buildings, American Baptist College, Rangoon, Burma 82 Front Elevation of Y. M. C. A. Building, Canton Christian College, Canton, China 90 Plan of the University of Nanking, Nanking, China ... 92 Gaylord Hart Kindergarten, AMta, Japan 114 Isabella Thoburn College, Lucknow, India 122 Kobe College, Kobe, Japan 126 Canton Christian College Classes 138 Students forming to enter chapel, Assiut College, Assiut, Egypt . 144 New College Hall, American College, Madura, India , . .150 ILLUSTRATIONS FACING PAGE Assiut College, Assiut, Egypt 160 Mackenzie College, SSo Paulo, Brazil 172 Buildings of Doshisha University, Kyoto, Japan . . . .178 The Canadian Mission College, Indore, India 186 Students of Union Theological School, 1913, Foochow, China 192 The Boys' School, Teheran, Persia ....... 200 Educational Missions CHAPTER I PLACE, STANDING AND GROWTH Educational missions constitute a part of the great enterprise, in which Divine and human forces co- operate, for world evangelization and world Christiani- zation. In seeking first of all to estimate their char- acter, we must consider their relation to the other parts of the whole undertaking. * "Educational missions" is in reality a misnomer, if we mean by the term the establishment and propaga- tion of educational work and educational institutions in x misslon countries, separate and apart from the ifiethods and purposes of evangelization. ^The term "educational missions" has come to be used with much frequency to express a particular phase of mission work. We use also the terms "medical missions" and "evangelistic missions/' each standing for a par- ticular idea and method of work, or, to put it in another way, representing a department of missionary work. We err, however, if we assume that these de- partments are separate one from another, without vital relations between them.*/ * For relation of education to evangelism, see Hamlin's "Among the Turks," Chapter XVIII. For place of education in missionary enterprise, see Bliss* "The Missionary Enterprise," Chapter XL See also Mott's "Strategic Points in the World's Conquest," pp- 96-98. 2 EDUCATIONAL MISSIONS All of these so-called "missions," or departments, are but parts of a single, united whole, with only one defi- nite, clear-cut object in view, the permanent estab- lishment of the Kingdom of God in the lands to which the missionaries go.* No one of these departments could survive isolation from evangelization for any length of time. An educational work could be car- ried on as a separated effort, as could also a medical or industrial work, but it could hardly be called "mis- sions" in any ordinary use of the word, unless the end aimed at was the evangelization of the people and the permanent establishment among them of the Church of Jesus Christ. The expression is sometimes heard that there is a danger of the missionary losing himself in the educator. The phrase is an unhappy and misleading one, since it is becom- ing increasingly recognized that the aim of true education is necessarily a religious one. The best educator is the best missionary. But the expression, however unfortunate, points to a danger that is real. There is a constant temptation to rest content with the lower and subordinate ends of edu- cation, instead of seeking the highest It is extraordinarily easy to slip almost unconsciously into satisfaction with a school that is serving with manifest success certain social ends and so to fail to seek the complete conversion to God of the lives of those who are being taught The magnitude and urgency of the opportunity, while they call for an edu- cational policy of the broadest and most comprehensive kind, at the same time make it imperative that the policy adopted should be dominated from beginning to end, and, in all its details, by the central missionary motive.f A broader conception of the meaning of the King- dom of God has superseded the old missionary idea, and we have generally come to realize not only that the Gospel ministers to the entire man in his com- plete environment, but also that it demands of its * Edinburgh Missionary Conference Report, Vol. Ill, p. 383. tFor the aims of missionary education, see section on Christian education, "Mission Problems and Policies in Asia." PLACE, STANDING AND GROWTH 3 followers that they shall reveal the power o that same Gospel through every form of human activity. This forces the introduction of medical work among people who are destitute of the advantages of modern medicine, the teaching of industries to the indus- trially backward races, and the development of schools and systems of education among the illiterate. These various activities, however, are but other forms of preaching the Gospel and of teaching men to demon- strate their faith as sincere followers of Christ and as true to the ideals of a Christian society. Evangelization has to do with the present generation, edu- cation with the next. Evangelization gathers men into churches, while education secures the permanence of the institutions that evangelization calls into existence. Educa- tion forges the weapons of offence and defence that evan- gelization wields against heathenism and scepticism. It teaches men to decipher the truth contained in the hiero- glyphics of nature; it brings to light the record hid under the scrawled and blotted palimpsest of history, and from both of these sources illustrates and confirms the message of revelation. That message itself, given at sundry times and in divers manners, cannot be fully understood unless the times and manners be traced by reverent scholarship. In spite of all opposition, therefore, Christian education has won and firmly holds for itself a place among the great mission- ary agencies in every land.* Educational missions, therefore, constitute but a single department of the university of the Kingdom of God, holding a place of large importance but in- separable from the institution as a whole.f This phase of missions, however, stands by itself almost as dis- tinctly as does "medical missions," since, by common consent, that form of missionary work is called edu- cational which centers in a school, including, of * Pieters' "Mission Problems in Japan," pp. 135, 136. f See Edinburgh Missionary Conference Report, Vol. Ill, pp. 369-372- 4 EDUCATIONAL MISSIONS course, the primary school as well as the college, uni- versity and theological seminary. Hence, wherever schools and systems of education exist, under the di- rection of missionaries and supported in whole or in part by missionary organizations, having for their object the introduction of intelligent, aggressive, self- respecting Christianity, there you have educational missions and all that is implied in the term.* ,' Speaking of possible remedies for the social evils of the non-Christian world, Dr. Dennis says : Education alone, apart from Christianity, will not accom- plish it [the social task of missions]. It is not in itself a moral force. In fact, if it is out of touch entirely with Christianity, it often becomes a powerful weapon of evil, and may be subsidized in violent hostility to the higher wel- fare of society. Let us here guard carefully our meaning. We do not intend to assert that education under Christian auspices, pervaded by the spirit and aim of a Christian pur- pose, is not a useful and helpful stimulus to social progress. It should rather be counted a noble and legitimate mission- ary instrumentality. Our contention, then, is that mere education, either elementary or higher, apart from Chris- tianity, with no promptings of Christian morality, no in- fusion of Christian truth, and no lessons in Christian living, is not in itself an effective instrument of social regeneration. We do not dispute that it is an Intellectual stimulus, that it broadens the outlook, and breaks the fetters of superstition, is of benefit in its sphere and way as a ministry to the men- tal faculties, and that it may indeed be a scholastic prepara- tion for a subsequent study and more appreciative appre- hension of Christian truth and morality; yet, while it is in alliance with materialism, agnosticism, or a false and super- stitious religious system, its power as a moral regenerator of society is at a minimum. Civilization is not derived from or based upon knowledge in the head so much as it is drawn from and prompted by a true religious and humane temper in the heart and life of man.f * For principles of missionary educational \vorlc, see Speer's "Mis- sionary Principles and Practice," pp. 52-6*1. tFrotn Dennis' "Christian Missions and Social Progress/' Vol. I, P. 357- PLACE, STANDING AND GROWTH 5 That education holds a relation to the missionary enterprise which is fundamental is not difficult to un- derstand. Great social, physical, moral and national changes in the world have all originated in the thoughts and in the beliefs of men. Ideas like leaven spread through society, work their changes upon com- munities, produce fundamental changes in religious belief, and eventuate in sweeping revolutions that put their stamp upon a new society dominated by new ideas. It would be the height of absurdity to imagine that an African or an Eastern nation can be led to change its manner of life, or to overthrow its traditional f orrn of government for a wholly different form, without previous fundamental changes having taken place in the ideas and concepts of the people as a whole. Equally true is it that we would not expect any race, European or Asiatic, to retain the same customs and to perpetuate the same society, whether social or political,, after it had experienced a fundamental revo- lution in its manner of thought and in its religious belief, Correct thinking and right beliefs are the domi- nant forces that rule men and nations, and these con- stitute the only realm in which great and fundamental conquests can be won. j They are the only realm to which we may appeal in our endeavor to change the life of the world. It was to this realm that Jesus Christ and the Apostles appealed. This is the sphere of human life to which Christianity presents its truths and from which it seeks assent. Missionaries need not dwell with anxious thought upon the society that will ultimately result ; neither are they called upon to give attention to national changes that will inevitably fol- low. The missionary's only legitimate field of ap- 6 EDUCATIONAL MISSIONS proach Is to the mind, to the heart and to the con- science of those to whom he can obtain access.* The educational work of the missionary, beginning with a single pupil, it may be, had for its aim, and still has, the development of a new line of thinking and a new moral standard growing out of changed religious belief. This principle of educational mis- sions has not been changed during the entire century of modern missionary experience, although the meth- ods of its application have met with many and sweep- ing changes. Educational missions, therefore, aim at fundamental and universal conquest, but the conquest of ideas and correct belief which precede the highest ideals and which must ultimately issue in the em- bodiment of those ideals in a new society for the world.f If we would comprehend fully the nature and function of educational missions, we must consider the place which from its earliest days Christianity has given to education. Christianity puts more empha- sis upon education than any other religious faith in ancient or modern times.J The ideas of Christianity with reference to God, to man, and to all human re- lationships compel the highest use of the intellect and the fullest development of the reasoning powers. In its effort to extend itself throughout the world, Chris- tianity has conceded a prominence to education which no other scheme of religion or philosophy has given ; in fact, it has based its expectation of a permanent con- quest of the world upon the training of the intellect, the understanding, the reason, of those whom it has won or hopes to win. * See Dennis* "Foreign Missions After a Century," pp. 230-233. tSee Tenney's "The Triumphs of the Cross," pp. 188, 189. $ For Christianity as an ally and patron of intellectual progress, see Dennis' "Christian Missions and Social Progress," Vol. Ill, pp. 5-7- PLACE, STANDING AND GROWTH 7 To understand the importance of the school to re- ligion, we have but to recall the influence of the Rab- bis under Judaism and the place which the teacher held as a prominent and honored personage in the earliest churches. As Christianity expanded among the Gentiles, we see that the teacher as a catechetical leader came prominently to the front. These teachers became leaders of philosophical thought and gave, be- sides their Christian instruction, a general philosophi- cal training. Justin is a good illustration of this in the catechetical school of Alexandria. Origen is an- other example of the teachers of that period who not only gave instruction in the Scriptures and in Christianity, but who discussed also the principles of mathematics, physical and natural sciences and moral philosophy. Augustine himself gave instruc- tion in the art of teaching. The Christian Church in the early days spent much energy in thoroughly initiating converts into the foundation principles of the Christian religion, and has always endeavored to make the best possible use of the intellectual material at its command in each successive age.j Because of the fact that general education had been widely extended throughout the Roman Empire at the beginning of the Christian era, the early Church did not give much attention to general primary and intermediate education. While there were many pri- vate schools they were held as private until toward the beginning of the third century, when the teach- ers were appointed and paid by the State. Indeed, until the Roman Empire became Christian there was no attempt on the part of the Church to establish and support an independent school system, and thus the Christian youth was trained, for the most part, ex- cept as he received education in private schools, under 8 EDUCATIONAL MISSIONS the same teachers and in the same classrooms with the children from pagan homes. From that time forward, the Church has exerted a mighty influence throughout its history in the pro- motion of education. At the present time there is wide recognition of the necessity of the moral, if not even of the religious, element in a complete educa- tion, a recognition which is not confined to Chris- tian nations but exists among the Hindus of India, the Confucianists of China, and the statesmen and educators who are trained in the principles of Bush- ido. Many leaders of Islam to-day acknowledge the same need. If, however, education is to include the moral and the religious, it is essential that the moral ideas which are inculcated should be of the highest which the world has achieved, and the conception of religion imparted should be that of the purest and the truest. While recognizing many elements of value in the non-Christian systems of religion and ethics, the Christian would be untrue to his belief and to his religion did he not reaffirm his conviction that the best and highest education of the world demands for its complete development those elements of truth which Christianity is peculiarly fitted to contribute.* It is an interesting fact of history that higher edu- cation in America owes its origin and early impetus to the Christian Church. The Episcopalians started Columbia University and the University of Pennsyl- vania; Harvard and Yale were established by Con- gregationalists ; Brown University by the Baptists; Princeton University by the Presbyterians ; and Bos- ton University by the Methodist Episc6pal Church. In fact, all of the earlier colleges owe their origin to some branch of the Church. In the colonial period * For education and Christian advance, see Mackenzie's "Christianity and the Progress of Man," Chapter V. PLACE, STANDING AND GROWTH 9 of American history, institutions for the propagation of Christianity and scholarship were in close coopera- tion, and for the avowed purpose of promoting the welfare of the Church. It is clear, therefore, that the stress which is now being laid upon education in the foreign missionary propaganda is but the logical extension of the em- phasis which the Church has always laid upon the intellectual training of the young. But, after all, the including of education in the for- eign missionary scheme is a comparatively new idea. Strange as it may now seem after the experience of three missionary generations, at the close of the eighteenth and the beginning of the nineteenth cen- turies, when the modern foreign missionary movement was inaugurated, those who were most forward in the organization of missionary societies and the develop- ment of the missionary idea do not appear to have had any conception of the place of education in mis- sionary work. The dominant thought in the minds of all seems to have been the conversion of the "heathen." Beyond that no one was bold enough to venture. In the charters of the missionary societies organ- ized throughout that period, there is little or no allu- sion to education as having a place in the missionary enterprise; neither did the school seem to have any part in the missionary program. This fact is not surprising; but it demonstrates that educational mis- sions, as well as medical missions and industrial work, was a later development and grew out of existing necessities. Quotations from charters of some of the earlier societies show that the attention of the Church was then centered on evangelistic forms of work, no other method of approach to the pagan world being sug- io EDUCATIONAL MISSIONS gested. It is also interesting to note that many so- cieties formed much later in the nineteenth century still put evangelism as the prime and exclusive idea of their organization, giving no place to the teacher and school as a legitimate means of propagating the Gospel. At the time of the formation of the Church Mis- sionary Society of England, in 1799, a series of reso- lutions was passed with reference to the organiza- tion of the society. The first contained the following as the sole reason for its formation, "the duty in- cumbent upon every Christian to endeavor to propa- gate the knowledge of the Gospel among the heathen." The American Board of Commissioners for For- eign Missions, formed in 1810, sets forth in its charter, as the one object of its organization, "for the pur- pose of propagating the Gospel in heathen lands by supporting missionaries and diffusing a knowledge of the holy Scriptures." Evangelistic missions apparently covered the entire purpose of this society. These declarations of purpose have a very familiar sound and indicate the general thinking of the period. He would indeed have been a bold innovator who, In those days, would have dared suggest the main- tenance of schools as a part of the work of those societies and as an object for contributions from the supporting churches. We do not find any indication that such a declaration was made for many years after these societies began; and, in fact, for many decades after the missionaries themselves on the field had begun schools and were actually carrying on edu- cational work. If one had suggested educational mis- sions at the beginning of the last century, there prob- ably would not have been a sufficient number of sup- porters to create a discussion, much less to cause a schism. In the appeals made at home by officers of PLACE, STANDING AND GROWTH ir missionary societies, by interested pastors, as well as by returned missionaries, both for recruits and for funds, the appalling ignorance of peoples to b reached was seldom, if ever, referred to ; the one plea was the lost condition of all who lived and died without a sav- ing knowledge of Christ. Neither was emphasis laid, to any extent, upon the necessity of training, from among the Christians themselves, those who should in turn become preachers to their own people. The larger viewpoint could come only as the result of the experience of the missionaries in actual work and of a more intelligent understanding by the home con- stituencies of the place and value of educational mis- sions.* We ask, then, why schools were so early begun by missionaries of nearly all of the leading missionary societies. In stating the principal reasons for begin- ning educational missions, we are but giving some, at least, of the reasons for their continuance.f i. Schools afforded an avenue of approach to the people. The earlier missionary's life was one of iso- lation. There were some exceptions, such as the be- ginning of work in the Sandwich Islands, but usually the strange foreigner, with his pale face and out- landish clothing, was, after the first feeling of curi- osity, repellent to the people. They were not eager to hear him attempt to talk about his religion, in which they took little or no interest ; and the chances were that his knowledge of their vernacular was too inadequate to enable him to make himself readily understood in public address. Then, too, most of the people to whom he could hope for access at all * See Robert E. Speer's "Christianity and the Nations," pp. 91-98. t For the purpose of missionary education, see The East and the West, January, 1910, pp. 3-7. See also Bliss' "The Missionary Enterprise," Chapter XL 12 EDUCATIONAL MISSIONS were compelled to work for their bread, and had little time or inclination to cultivate the foreigner. To find a way of approach to the people was a practical and a vital question. The children were less prejudiced and more curi- ous. They soon learned that the strangers were harmless, to say the least, and they found them in- teresting as well. Many were quite willing to iden- tify themselves with the missionaries as daily pupils in their homes, or in some rented place. These children carried back to their parents, and to the community in which they moved, reports of the doings, the say- ings and the teachings of their newfound friends. In this way prejudices were broken down and the missionaries found the approach to the parents by way of the child fairly easy. Probably in the earlier efforts of this kind the missionary school was of no less value as a road to the homes and the hearts of the parents than it was as a benefit to the child himself. 2. The school provided the missionary with continu- ous, interesting and rewarding occupation. The adults were not always accessible, and when found were not invariably eager or ready listeners. In the absence of any other occupation, the missionary, whose sole duty was preaching, necessarily found broad expanses of time when no audience could be secured. But he could conduct a school several hours each day and not interfere with his preaching time or capacity. At the same time, a continual audience of children at an impressionable period in their lives, and with minds aroused by the strange learning of the still stranger school, provided a hearing which was not to be despised. The adult population were ir- regular, inattentive and hard to move; the children were alert, eager and responsive. It is not strange, PLACE, STANDING AND GROWTH 13 therefore, that the missionaries early in their prac- tical life turned to the children and sought in them, through the agency of the school, an audience and a constituency. They found here a quick response to their efforts, and a continuous and satisfying ac- tivity, 3. Only through the school could the missionaries secure the native assistants and colaborers the work demanded. At the very outset they needed teachers to assist them in mastering the native languages, and in many instances these had to be trained by the missionaries themselves. The need of native helpers to act as preachers and evangelists became immedi- ately apparent, also, and most missionaries began to select from among the brightest and most devoted young men groups to whom they gave themselves as teachers. These schools were called "training classes/' which name many of them still bear, and their pur- pose was to prepare men, and later women, also, for direct, aggressive Christian service. All of the dis- tinguished native leaders in the older mission fields came from classes of this character; and their place in the propagation of Christianity among their own people has not been second to that of the missionaries. In the training of these earlier classes the mission- aries followed something of the same methods Christ used in the training of the twelve disciples. In addition to the first recognized demand for na- tive preachers, there soon began to emerge another need, and that was for native teachers. It is true that in those earlier days the distinction between teacher and preacher was not clearly drawn, and the necessity for native preachers first commanded recog- nition. The native teachers became assistants to the missionaries in their earlier schools, and later were put in full charge of schools under the general super- 14 EDUCATIONAL" MISSIONS vision of the missionaries. It required no further demonstration to make it clear that the missionary could vastly and most effectively multiply the volume and power of the work by training a native agency, 4. Local educational conditions in all missionary countries were most unsatisfactory. Even in coun- tries where there was a written language and an ex- tensive vernacular literature, illiteracy was almost universal among the people most accessible.* One needs but to read the missionary annals of those earlier days, or even the reports of days not so re- mote, to understand the attitude of the missionaries toward the need of introducing modern Christian edu- cation as the foundation and safeguard of the Church and of society. A large number of the first modern missionaries were the products of a liberal education, and had well learned the importance of a constituency that had at least the rudiments of an education, lifting it intellectually above the common level of uniform illiteracy. In no mission country were conditions such as to promise anything in this respect. Educa- tion from any modern point of view did not exist, and, so far as one could see, would never be inaugurated by local leaders. The missionaries did not set out to develop an educational system for the country, but they felt compelled to do all in their power to correct the conditions that were all about them, and( to inspire in the few they were able to reach a desire for something better in the way of education. 5. A Christian community needed to be trained. Besides the direct native Christian workers needed, it was imperative that there should be educated Chris- tian men in the various learned professions and also in business and other pursuits. No church in the * For ignorance among non-Christian races, see Dennis' ''Christian Missions and Social Progress," Vol. I, pp. 182-187. PLACE, STANDING AND GROWTH 15 West could thrive or even survive without the Christian layman, wise, balanced and consecrated. In the East the need is equally great, if not greater. It must needs be demonstrated that Christianity ap- plies to all walks of life and to all professions, and that it put its stamp upon society as well as upon the individual, and the society thus created must be such as to command the confidence and respect of all classes in the community. The Christian physi- cian and lawyer and government official, as well as the Christian business man, each in his way and place, exerts an influence hardly second to that of the teacher and preacher. They lift the Christian community and demonstrate its superior character as a new so- cial order and give to it standing, respect and in- fluence. 6. Another factor, operating not perhaps as a rea- son for undertaking educational work but as an incentive to its continuance, has been the fact that, as teacher, the missionary acquired a standing and influence difficult otherwise to acquire. Eastern people especially respect and even reverence the teach- ers of their children. The profession is highly hon- ored, even where the masses of the people are illit- erate. The Mohammedan's hodja in the mosque, before whom boys gather daily who are set to the task of committing to memory the Koran and other sacred books and traditions of Mohammedanism, ex- ercises the widest influence over those youths. The teacher has exercised in all the history of Islam that dominant influence that enables Mohammedanism to maintain a solidarity which to-day is one of its most fundamental characteristics. The teacher, by his daily contacts, has been able to shape the thinking and the religious belief of the children so that, when they pass out from under his direct control, there is little danger 16 EDUCATIONAL MISSIONS that any other religion can displace their belief in the Koran. The Mohammedan teacher is held in profound respect by Moslem believers all over the world, and holds a position of conspicuous influence. In India we find the same condition. Many leading Hindu and Parsi families engage a teacher perma- nently, who becomes a member of the family and the teacher of the children. His office is not purely that of the teacher of the children, but combines with it something of the priesthood, holding a peculiar re- ligious relation to the head of the family. He is a spiritual adviser, and so exerts a profound influence upon the whole household and does much to shape the religious and intellectual, as well as the social, life of the homes. The Hindu's esteem for the guru, or religious teacher, amounts almost to ven- eration. In Japan, while the situation is somewhat different from that in Mohammedan countries and in India, the teacher of the child, even to the present date, is held in unusual esteem. This perhaps was more true under the old order, fifty or sixty years ago, than it is to-day, under the Constitution. But even now the teacher holds a position of high respect. China puts more emphasis upon education than any other country of the Far East. As education in China has had a supreme place in its national life, so the teacher, who has stood at the center of education, has ever had a position of unusual influence and power. The responsibility of the pupil's passing the examina- tions for his much coveted degrees rested solely upon the teacher. The successful pupil felt under lasting obligation to the one who had led him through the intricacies of the Chinese Classics, so that when he came to the dreaded examinations he was able to < I o U W PLACE, STANDING AND GROWTH 17 pass successfully. Ever after, whatever his official position, he never forgot his teacher or failed to give due credit for what had been received at his hand. The educated Chinese always speak with great rev- erence and respect of their teachers. Indeed much of China's stability through the centuries may be ac- counted for by her worshipful regard of her teachers, from Confucius down. In view of this exalted and influential position which the teacher holds among Oriental peoples, it is easy to see the position of vantage from which the educational missionary works. And it would be unfortunate indeed if he should fail to fit deservingly into this high estate or should al- low the teaching profession to fall into lower esteem.* 7. The people were ready for education. This fact was not so evident in the earlier days of the enter- prise as it is now. It cannot be given as one of the leading reasons why missionaries began schools, but it is now an important reason for perpetuating them. In nearly every missionary country there can be dis- covered a real desire among a considerable body for educational facilities for their children. This appears not only in the general patronage of the schools when established, but in urgent requests from remote and unexpected regions for schools. The rapid rise and phenomenal progress of modern education in Japan, and the present eagerness of the Chinese for the mod- ern development of their school system, are two well known illustrations of such a desire. All classes in the Turkish Empire and great masses of people in India have also demonstrated their eagerness for a widely extended school system. At the present time petitions are coming in from the Albanians, only recently eman- *^or education in China, see Report of Centenary Missionary Confer- ence, 1907, pp. 59-80. For Government schools in China, see "The China Mission Year Book," 1910, Chapter III. i8 EDUCATIONAL" MISSIONS cipated from the rule of the Turk, begging assistance in the creation of a modern school system for their people ; while in Africa and the islands of the Pacific the educational appeal has a grip and an imperative not evident in any other form of missionary work. Indeed, the demand for education of a thoroughly approved character is everywhere manifest to-day. During the nineteenth century education has demon- strated its efficiency, both for individuals and for na- tions, on a large scale. Germany has been a con- spicuous instance of the effect of systematic education on national welfare, and Japan has recently shown that the same methods will produce similar results in the East. There has never been a time when edu- cation was so at a premium in popular thought. This desire, as expressed in mission lands, may not be, and probably is not, based upon the highest mo- tives. In many cases an education is desired because it will secure for the possessor a large salary or a more honored and honorable place in society. The education of a girl may be sought in order to secure for her a more favorable marriage. And yet, in this, the men of the East may not materially differ from the more enlightened and Christianized peoples of the West. This desire for education has made it possible to promote self-support for schools in a way not antici- pated in the beginning of missionary work. Men who would make no contribution for the support of the Church often show a willingness to pay liberally for the education of their children. Many of the vil- lage schools, once supported wholly by mission funds, are now cared for entirely by the people. This may account in part for the unusual development of this arm of the service and the persistence with which the missionaries have promoted education. But even in PLACE, STANDING AND GROWTH 19 the earlier days there were numbers of the people in most countries who were ready and even eager for the education of their children, and this was one of the reasons for the introduction of this phase of missionary work. 8. The work of education seemed to give greater permanence to the results of evangelism. Experience showed that some converts, especially among the il- literate, were in danger of falling away. It was always a question as to how much of Divine grace they had received, and whether they would be able to meet and overcome the temptations of their old life and associates. The same class of people, educated to read, had a source of strength in the Bible and in Christian literature and were thus better fortified against temp- tation. Moreover, distinct evangelistic results were found to come from educational work, even when pupils left school without giving evidence of conversion. They had received Christian training and were equipped to investigate Christian truths for them- selves. Many of them made public profession of their acceptance of Christ after entering upon their life work, and many others who did not take that step showed themselves friendly to Christianity. The teacher, therefore, seldom gave up hope for his pupils and had much reason to look upon his work with a large degree of satisfaction. Those missionary so- cieties that set out only to evangelize and not to edu- cate, and who, for a protracted period, adhered to that policy, find to-day to their credit, on the whole, less permanent results than those societies that early en- tered upon Christian education as a part of their permanent method of work.* * See Jones' "India's Problem: Krishna or Christ," pp. 248, 249. See also Pieters' "Mission Problems in Japan," Chapter VI t 20 EDUCATIONAL MISSIONS 9. A minor reason was that to many missionaries the educational work was more attractive than the directly evangelistic work. To conduct a school or schools is easier than to evangelize a people. Some of the discouragements that confront the evangelistic missionary have been already suggested. His work is not only hard to promote, but difficult to report. As the year closes he feels the hopelessness of at- tempting to measure its successes and failures by the numbers who have confessed Christ or who have fallen away. His work is away from his home for the most part, surrounded by uncongenial conditions and almost invariably confronted by opposition from without and within. It is a scattered work, attached to no single community, and with a varied and often - unharmonious constituency. The educational missionary becomes identified with an institution and deals with a comparatively per- manent community. It is an institution about which reports can be easily written. The school does not meet the same opposition that confronts the Church, and the teacher is more generally popular than the preacher. The teacher has the opportunity to exer- cise an extended influence over his pupils or constitu- ency, and can maintain a certain relation with them after they leave school. It is but natural that the school has presented a more attractive field to many missionaries than the harder and fundamentally im- portant work of evangelization among the people at large. 10. Yet another cause of the introduction of edu- cational work in mission fields is to be found in the genius of Protestantism. It has been noted by many historians that Protestantism, with its appeal to the Scriptures, laid upon the individual the responsibility for learning to read the Scriptures for himself, and PLACE, STANDING AND GROWTH 21 consequently served to promote elementary education. Protestantism also supported learning on the part of the clergy. Later came the philanthropic desire to enable those who were ignorant to improve their con- dition somewhat by elementary instruction. From the simple primary and training schools with which this work began, there has been great advance in missionary education during the past century.* Without attempting to describe all the processes of growth or to trace their historic development, we will enumerate the principal kinds of missionary schools as they are found to-day. I. Primary or village schools. These are yet the most primitive, as well as the most important. In most countries they are closely identified with the native Church and are partly or wholly supported by it. Some nine-tenths of all the children in mission schools are in the primary grade. Here Christian truths and ideas of modern education are planted in minds at their most formative period. The Continuation Com- mittee conferences held in 1913, under Dr. Mott's presidency in India, Burma, China and Japan, urged that more attention be given to the development of village and primary schools.f These schools are for the most part attended by both boys and girls. The teachers are natives. * One phase of the development may be noted in passing. The educational ideals of the early missionaries were shaped by their defi- nition of Christianity, which laid too exclusive emphasis on the spir- itual experience of the individual. The increasing emphasis on the social ideals of Christianity, which has so developed during the last half century, has naturally created a higher regard for all the knowl- edge which is effective in promoting social welfare. As individualism has been replaced to a great extent by collectivism, the value of insti tutional agencies on a large scale has been more appreciated. t See section on Christian education, "Mission Problems and Poli- cies in Asia." 22 EDUCATIONAL MISSIONS -2. The kindergarten. This is one of the most re- cent developments of Christian education, and one of the most popular. While the primary schools take pupils of all classes, the attendance is usually from the children of the lower and middle class. The kin- dergarten pupils come more largely from homes of the middle and upper classes. There is hardly any limit to the development of this form of education and now missionaries are organizing training schools for the education of native kindergartners. f 3. Intermediate schools stand between the primary and the high schools. 4. Boarding schools. These began in the houses of the missionaries but rapidly developed into distinct schools. They exert the most permanent influence in the way of the development of Christian character. They are for both boys and girls, but in separate schools. The students live in the school, which is conducted as a Christian home, under the care and oversight of some missionary, who either lives in the building or close by. From these boarding schools come the best and most trustworthy Christian leaders. Many of them prepare students for college.* 5. High schools. These are with and without dor- mitories, and not infrequently are under a native prin- cipal. They are the "preparatory schools" of mission fields and often constitute a part of a mission college. Boys and girls, with rare exceptions, study and recite quite apart in this grade. Here, too, most of the teachers are natives. The courses of the high schools and the boarding schools are not distinct. 6. Normal schools. Under the increasing demand for teachers in the grades of mission schools already mentioned, as well as in various government schools, it has become necessary to conduct normal schools, * See Curtis' "Around the Black Sea," pp. 3, 7, 8. PLACE, STANDING AND GROWTH 23 sometimes separate, and sometimes as departments of existing higher institutions. This is a comparatively recent development that is destined to increase in in- fluence. 7. Colleges. Higher education has grown out of existing high and boarding schools in response to an imperative demand upon the part of the people. The principals of all mission colleges, with a few notable exceptions, are missionaries, while the majority of the teachers are natives. 8. Theological and training schools. Among the oldest missionary educational institutions, these schools stand to-day distinctly for the training of a native ministry. 9. Bible women's training schools. These schools are calculated to do for women what the theological schools do for men. They train women for evangelis- tic work among their own sex, and for positions as pastors' assistants. 10. Medical colleges. The medical colleges stand for the same in the mission field as they do in the West. They exist for both men and women and have Nurses' Training Schools attached. At the pres- ent time most of the teachers are Westerners. n. Industrial and technical schools. These are of great variety and scope, ranging all the way from an industrial or self-help department in a boarding school, high school or college, to agricultural and tech- nical schools. It is difficult to classify them and they are now in a state of change and development. These are the principal schools in the mission field that have to do with the education of native students. In addition there are schools for the children of mis- sionaries and also schools for teaching new mission- aries the vernacular of the country. These latter are not yet fully organized. This entire educational sys- 24 EDUCATIONAL MISSIONS tern is carried on for the training of boys and girls, young men and young women and even older men and women. Since coeducation is not permissible in the Orient, all schools above the primary and intermediate grades are separate for the two sexes. In several countries the intermediate students are separated. Women's schools of all grades are directed by women and are largely under the direction of the various Women's Boards. Women are better adapted to the control of all primary schools than men, and gener- ally have such in charge. In the lower schools, how- ever, except in kindergartens, missionaries are not regular teachers. The language of all schools below the college is the vernacular of the pupils. Many of these schools are primitive and crude, while a large number are well equipped and housed, and conducted with great skill and thoroughness.* Education as a modern science owes a decided debt to the experience of educational missions. It must be acknowledged that the science of education is still in its youth, even in America and Europe. No edu- cator would be so bold as to affirm that he has a sys- tem of education which he is confident will produce the desired results everywhere or in every depart- ment of learning. There is no doubt that the experi- ences through which missionary education is passing, dealing, as it does, with peoples of all grades of pre- vious training and of no training whatever, may be of supreme value in developing and perfecting the science of education at home.f For instance, the Chinese have been led to change their point of view so radi- * For methods of missionary education, see The East and the West, January, 1910, pp. 13-21. fFor the contribution of educational missions to the science of edu- cation, see address by Professor Sadler, of the University of Manches- ter, England, in the Edinburgh Missionary Conference Report, Vol. Ill, especially pp. 423, 424. PLACE, STANDING AND GROWTH 25 cally as to introduce modern Western learning in the place of their ancient classics, thus providing data for the careful investigation of Western educators. On the other hand, peoples like some of the wild tribes of Africa or of the Pacific Islands have been given an alphabet, a grammar and a literature, and from them have come scholars capable of holding their positions in competition with English and American pupils hav- ing back of them centuries of educated ancestors. This experience presents other phases of the educa- tional question worthy of most careful consideration. The missionary educator is faced by vast oppor- tunities and by many perplexing problems. If he would be truly efficient, he must be highly gifted, re- sourceful, original, exact in his pedagogical science, alive to the difficulty and enormous possibility of his undertaking, and abreast of the educational develop- ments of his day. In every country the missionary is dealing with an educational problem differing from that of all other mission countries, and his task is to produce, in the midst of unusual and unexpected cir- cumstances, educated men and women who shall be recognized leaders of their people and who shall wield an influence of the highest order upon every phase of national life. This is no simple task; but what could be more stimulating or rewarding to the Chris- tian who seeks to "serve his generation by the will of God?" CHAPTER II NATIONAL RELATIONS Commission III of the World Missionary Con- ference, held at Edinburgh in the summer of 1910, gave its entire attention to "Education in Relation to the Christianization of National Life." The readers of this volume are directed to study the findings of that Commission, which are in the third volume of the official report of the Conference. The subject is one of immense importance, covering as it does the entire question of the national and international re- lations of educational missions.* A full statement in the form of statistics as to the influence of missionary educational work upon the national life in the great mission fields is of course impossible. This influence has been so subtle, much of it often so difficult to trace, that some of the most fundamental results would be liable to be overlooked. Much of the influence of educational missions has been indirect. Mission schools, at first a curiosity and * For relation of educational missions to Government, in India, see Edinburgh Conference Report, Vol. Ill, pp. 27-37; in China, Vol. Ill* pp. 86-91; in Japan, Vol. Ill, pp. 140-151; in Moslem lands, Vol. Ill, p. 226; in Dutch East Indies, Vol. VII, p. 389; in Egypt, Vol. VII, PP- 54 55J in Nigeria, Vol. VII, p. 61; in Uganda, Vol. VII, p. 77; in South Africa, Vol. VII, pp. 81, 83, etc. See also section on Christian education in "Mission Problems and Policies in Asia." For missionary education and governments, see The East and the West, January, 1910, pp. 21-26. For national education in South America, see Speer's "South Amer- ican Problems," Chapter III. 26 NATIONAL RELATIONS 27 an innovation, finally attracted the attention of local officials and produced a demand for improved edu- cational facilities and a reorganization of national schools. Under these circumstances, the educational missionary has been frequently consulted and, as a result, reformed methods have been introduced in multitudes of instances into national institutions. In many cases native teachers trained in missionary- schools have been employed in non- Christian schools. It is difficult even to classify the information ob- tained on a subject so ramifying, and bearing in such a multitude of ways not only upon every feature of educational work but also upon the social and re- ligious lif^e. We shall consider the subject briefly, however, under four principal divisions. I. Relation of Educational Missions to Government Educational Systems. (i) Relations in India, Burma and Ceylon. Here the mission schools and colleges are a part of the national system and the situation differs materially from that in all other mission countries.* The gov- ernment is in the hands of the English.f The chief officials are English, sent out from England, many of * For mass education in India, see The East and the West, July, 1913, PP- 308 f. For influence of Western education in India, see Jones' "India's Unrest," pp. 6-9. For literacy in India and the government school system, see Jones* "India Problem: Krishna or Christ/' pp. 27-31. t In England a large body of schools had received support from various societies and religious bodies during the first half of the igth century. Instead of competing 1 with these, the government created a system of grants-in-aid, which involved conformity to certain govern- ment requirements. Only later did the government introduce a sys- tem of local schools more closely under its own control, to supple- ment deficiencies. This British system has naturally been translated to every country under British control, so that of all nations Great Britain is generally most favorable to local effort, maintaining only the right to see that it conforms to certain standards, 28 EDUCATIONAL MISSIONS whom have made themselves familiar with the local vernaculars. A native seeking official position under the Government must show a commendable proficiency in the English language, and often his promotion de- pends largely upon his mastery of English. This being the case, the government system of education includes English in all departments above the eighth grade, the primary and also intermediate students being given full instruction in their vernaculars. In all the higher education the classroom work is in Eng- lish, as are the text-books, so that, when the Indian student passes on into the University course, he has already received a substantial training in Eng- lish. Even his matriculation examinations for en- trance to the University are conducted in the English language. Indeed, in a land of two hundred and fifty languages, including important dialects, it would be impossible to educate through a vernacular except in local schools. The graduates of the Indian universi- ties as a whole are probably better equipped in the use of the English language than the educated stu- dents of any other country in which missions con- spicuously figure. In the educational system of these countries the vernaculars receive various degrees of recognition. Calcutta University makes a vernacular composition compulsory for its B.A. degree, and Madras Uni- versity makes vernacular history and literature one of the B.A, alternatives. Both Universities constitute one of the vernacular languages a compulsory sub- ject in the intermediate examination. The Univer- sities of Bombay and Calcutta make a knowledge of the vernacular compulsory for matriculation; in the other three Universities it is one of the optional courses. In Ceylon less attention is given to the ver- nacular study than in India, but the educational NATIONAL RELATIONS 29 tern of Ceylon Is now undergoing a complete over- hauling. The five Universities in India have their head- quarters in Calcutta, Madras, Bombay, Allahabad and Lahore. These are examining and degree-giving bodies in every instance, and not teaching institutions. In connection with each there are various affiliated colleges whose courses and conduct are regulated by the terms laid down by the University. There are in India some 175 colleges of first and second grades affiliated with the five Universities, of which only ten are women's colleges, although a few women take courses in colleges for men.* The first grade col- lege takes its students through to the B.A. degree, while the second grade college completes only two years of the full four years' course, graduates taking First in Arts. A strong movement is now on foot in India to eliminate the second grade college, compelling it to advance to the full course or drop back to a preparatory school. The Universities are being strengthened materially in their requirements as to buildings, apparatus, libraries and teaching force. In speaking of a "college" in India or Burma ref- erence is always to an institution affiliated to one of the five Universities here named. No school has a right to call itself a college unless it has been ac- cepted by the University that establishes its standards, prescribes the courses of study, passes upon its equip- ment, and confers degrees upon its graduates. This assures the mission college in these countries a uni- formly high standard, such as colleges possess in no other country, and constitutes the mission college an * For general national education in India, see "The Year Book of Missions in India, 1912," pp. 38-48. For the educational system and western learning in India, see CMrol's "Indian Unrest," Chapters XVII, XVIII, XIX and XX. 30 EDUCATIONAL MISSIONS integral part of the national educational system. This fact, in connection with the support given by the Gov- ernment to mission schools of lower grade, links mis- sionary education and the national system together into a unit, so that in the government census pupils in recognized mission schools are enumerated with those in purely secular schools. Ceylon was formerly connected with the Indian University system but is now separate and is contem- plating a new and independent arrangement, possibly the creation of a separate University of Ceylon, with which all colleges of the island can be affiliated. In these three countries missionary education has reached that stage of development where it has come into direct relations with the government educational system.* Annual appropriations are made from the government treasury for the support of education in all of the departments below the University grade, and for colleges affiliated with the University, and grants are also made for the erection of buildings and the securing of apparatus, according to the merits of each individual case. The amount of money given for the support of the school depends upon the standard of the school and the attendance of pupils. The Government puts no restrictions upon religious teaching, provided that teaching does not interfere with the school standards. The pressure therefore upon the teacher is to keep the school up to the gov- ernment standard in order that the larger government appropriation may be received. The missionaries, under these conditions, have not hesitated to take the government grant, since it did not remove the school * For relation of missionary education work to the government in India, see Jones' "India's Problem, Krishna or Christ," pp. 277-282. For development of missionary education in India, and its influ- ence over the national system, see Dennis' "Christian Missions and Social Progress," Vol. Ill, pp. 8-38, NATIONAL RELATIONS 31 from missionary control. Industrial schools have re- ceived special attention, with contributions far in ex- cess of those given to other schools with a similar' number of pupils. The Government especially favors all instruction that teaches the natives to become self- supporting and to give them confidence in themselves. The tendency of this method of subsidizing local schools is, unfortunately, to reduce to a minimum the religious instruction given to pupils. (2) Relations in Japan. Japan has been slow to recognize what it calls "private" institutions, which include all missionary schools. Graduates of private schools have not been given credit for work done when they wished to enter national schools or one of the Imperial Universities. This has proved to be a great handicap to missionary educational work, since stu- dents naturally wish to secure a diploma which will be of use to them as they continue their studies or as they enter government service.* Christian schools in Japan under existing laws may hold three relations to the government. First, they may merely have government sanction to carry on a certain kind of educational work. This involves no regulation or inspection of the school and no re- striction on religious teaching. Most of the kinder- gartens and a large majority of the girls* schools, as well as night schools and industrial schools, have this recognition. The second form is that in which the school is recognized as giving education of a govern- ment grade. This implies certain privileges but does not interfere with full religious freedom. The major- ity of the Christian schools for young men and some girls' schools have this recognition. The boys' middle schools are not allowed to take the name "middle * See Dennis' "Christian Missions and Social Progress," Vol. Ill, Pp. 46-55. 32 EDUCATIONAL MISSIONS school" under these conditions, although they enjoy all the other privileges of the Government Middle Schools. The chief privileges are the postponement of military conscription, admission to the higher Gov- ernment schools, transfer to and from the Government Middle Schools, and the one year voluntary military service after graduation. The third form of recogni- tion makes the school a part of the government sys- tem, subject to all requirements and enjoying all the privileges of the regular government school. In the eyes of the public this confers a great prestige. On the other hand, religious instruction and religious services are prohibited during school hours. One of the saving features is that this prohibition against re-* ligious teaching is not carried out with absolute strict- ness but depends greatly upon the attitude of local officials. In some higher schools voluntary Bible in- struction is allowed during the first hour of the morn- ing; in others, during the noon recess ; in others, after school hours. It is claimed that a better class of stu- dents come to schools that have this third form of recognition and that religious instruction is received more gladly and heartily when attendance is volun- tary.* During the last few years the Christian educational movement in Japan has shown much vigor. Nine of the leading schools for young men have put up large new buildings, as have several of the schools for girls. Two others have begun the establishment of entirely new and elaborate plans. The conviction is wide- spread in Japan not only that Christian education has been fundamental in the Christian movement, but also * For higher Christian education in Japan, see "The Christian Movement in Japan" for 1910, pp. 170-175. For moral education in Japan, see issue for 1909, Chapter III. For the general educational situation, see issues for 1909, Chapter XV, and 1911, pp. 60-6 6 t NATIONAL RELATIONS 33 that for the future of Christianity a body of well dis- tributed and efficient Christian educational institutions is an absolute necessity. This conviction is shared by the Japanese Christian leaders and the missionaries alike. The recent Continuation Committee Confer- ence in Japan, during the visit of Dr. Mott, asserted the need for a Christian University in that country.* A new movement in the national schools toward a desire for a better understanding of Christianity has revealed itself during the early months of 1913. The students in the Government Middle Schools, under the direction of some of their more broad-minded teach- ers, have been seeking instruction in Christianity, and have read Christian papers and books with avidity whenever they were brought within their reach. There is undoubtedly a reaction against the extreme ration- alism which has characterized the educational work in Japan during the last few years and toward a more conservative attitude. Instead of rejecting religion as a superstition, many of the students in the middle and high schools have come to regard religion as a subject worthy of study and investigation. This opens a new and promising field. The Doshisha at Kyoto has re- cently received recognition by the Japanese Govern- ment as a University, and that too without being com- pelled to give up the Christian principles lying at the foundation of its constitution. (3) Relations in Turkey. The original schools in Turkey were almost wholly church schools and under the complete control of a religious body or organi- zation. The principal things taught concerned the ecclesiastical life and traditions of the people. The common Mohammedan schools of the empire were conducted usually in connection with the mosques and * See section on Christian education in "Mission Problems and Poli- cies" in Asia., 34 EDUCATIONAL MISSIONS conducted usually in connection with the mosques and the work consisted in teaching reading of the Koran in the Arabic, with a few additional minor topics. None of these schools made any pretense of being modern in curriculum or in methods. The pupils studied aloud in the same room and the recitation methods were parrot-like, depending almost wholly upon memory. Little was done to develop the reasoning faculties. Students were not taught to think ; they were simply expected to remember.* As in Turkey there was no government educational system, the missionary institutions were left quite free to lay out and follow their own course.f As there were no government diplomas which had any particular significance, the diplomas given by the mis- sionary schools or colleges had their full value. Tur- key being a Mohammedan country, all of the Moslem forces of the empire were directed, at the beginning at least, against the introduction of modern learning, on the ground that it was contrary to the Koran and detrimental to the best interests of the existing govern- ment. Public sentiment, however, having reached such a stage of advance, largely through the multi- tude of students, numbering tens of thousands, who had taken more or less extended courses in missionary schools, demanded that the government schools should be reformed and so afford a measure at least of genu- ine education. This led in later years to the intro- duction into Turkey of a modern school system, which was adopted by the Young Turk Party at the time the Constitution came into power in 1908, and which still remains in force, in spite of the later upheavals in the empire. The Government Schools in Constantino- * See Barton's "Daybreak in Turkey," p. 181. t See Dwight's "Constantinople," Chapter VI. NATIONAL RELATIONS 35 pie, organized under the new regime, are in many respects quite modern in their method of teaching and in the subjects taught. The Government Medical School at the capital is upon a thoroughly modern basis.* The educational work in Turkey is complicated by the great variety of races that make up the population of the country. Each race has its own religion and language, and therefore must have something of an educational system of its own. The primary and in- termediate schools must be organized and carried on within the limits of each race, the vernacular of the pupils being used. When the student^ pass on through the high school with a view to entering college, it is necessary that they have a thorough training in Eng- lish, since, in the great port cities at least, it is impos- sible to carry on a college in any other language. In Robert College, for instance, there are some nineteen nationalities represented in the student body, each nationality speaking and using its own vernacular. There is no one vernacular of the nineteen nationalities that would be acceptable to the other students; they would resent any pressure brought to bear upon them to learn or use any one of these. They all are agreed, however, in their common desire to learn , English. Hence, in the great port colleges of Turkey, English is the language used, and all preparatory schools fit- ting students for those colleges are compelled to give them a thorough preparation in English. Under the laws of Turkey no educational work can be carried on without the approval of the central as well as the local government; therefore all schools, of all grades, among all the races and languages of Turkey, must have some form of government recogni- * See Cwtfe* "Around the Blade Sea," pp. 191-193, 197-198? 200. 36 EDUCATIONAL MISSIONS tion. This recognition consists almost wholly in a permission to the local controlling body to conduct the school. It carries with it no financial aid of any kind, neither does it put upon the school any government restriction, nor fix its curriculum, nor require any of- ficial report When the school becomes a college under foreign control it must have permission from the cen- tral government at Constantinople in the form of a firman, or, what is better, an imperial irade. This permission not only recognizes the institution as a foreign institution, under foreign direction and con- trol, but it also stipulates with reference to the teach- ers to be employed, and carries with it exemption from taxation of the property actually used in the conduct of the school. Such recognition becomes to all in- tents and purposes a charter from the Imperial Gov- ernment and the diplomas of these recognized schools ' have full recognition in all parts of the empire. All of the American schools in Turkey, as well as in Persia and in Egypt, have obtained government recog- nition of some form and are conducted in harmony with that recognition. (4) Relations in China.* China until recently has had no national educational system. All education was private. The only rela- tion which it sustained to the Government as a whole was revealed in the examinations which the govern- ment conducted for the giving of degrees to the suc- cessful candidates. Official preferment depended upon a candidate's successfully passing these exami- nations; therefore, in a measure, it can be said that the Government fixed the standard for the private schools, although at the same time it must be said that *See Williams' "Middle Kingdom," Vol. I, Chapter IX. ST. JOHN'S UNIVERSITY, SHANGHAI, CHINA Part of Quadrangle The Faculty NATIONAL RELATIONS 37 there was no well defined system of education. No country in the world, however, has put the same em- phasis upon education that China has for generations, with its nine educational degrees constituting a com- plete civil service scheme by which all civil officials received their appointment.* In recent years there has been more of an attempt on the part of some of the more progressive vice- roys to organize a school system for their respective provinces. The present President of the Republic, when Viceroy of the province of Chihli, inaugurated a most successful and comprehensive school system for his province. This was also done by the Viceroys of other provinces ; but there was no national scheme of education which reached down to the primary and intermediate school and aimed at a general education of all of the youth of China. Missionary schools were begun early in the mission- ary propaganda, having no relation to the government, although not infrequently the children of Chinese of- ficials were in attendance. The Chinese generally- as- sumed an attitude of hostility to Western learning. This attitude was so universal and persistent that, with a few exceptions, the modern educational institutions seemed to make little progress up to the Boxer up- rising in 1900. On the restoration of the government after 1900, modern education along Western lines re- ceived a new and general impulse. Mission schools, * For government schools of China, see "The China Mission Year Book" for 1910, Chapter III; also issue for 1911, Chapter V. For the kind of reading done by Chinese students, see issue for 1911, Chapter VI. For problems of educational work in China, see issue for 1911, Chapter VII. For the development of Christian educational work in Shantung, China (a fairly typical situation), see Mateer's "Character Building in China," pp. 40-96. 3 8 EDUCATIONAL MISSIONS which were most unpopular before, became popular and colleges like St. John's College at Shanghai and the University of Peking, and other institutions, be- came filled with students who were eager to secure Western learning. At the same time there was no official relation between these schools and the govern- ment. The only exception was the Union Medical College established in Peking, which soon received the official sanction of the Empress Dowager and the Chinese Government. A contribution was made to the College, and it is now registered in the list of recognized Chinese colleges and therefore enjoys a unique privilege. Mission colleges almost univer- sally are now looked upon with favor, and the Gov- ernment itself in organizing its educational system is following the lead of these mission institutions. There is every reason to believe that in future the relations between the Christian colleges of all classes and grades and the government educational system will become closer and closer, and it is not impossible that an in- timate affiliation if not amalgamation will take place ; although it is not expected that the missionaries would accept such an arrangement if it would mean the exclusion of religious instruction. With the famous edict issued by the Empress Dowa- ger in 1905, the Western learning which the mission- ary educator had pioneered was made standard throughout China. Since that time the enthusiasm for modern education in its various grades has known no bounds throughout all the provinces of China. Mis- sionary institutions are now in high favor and the de- mands on the Mission Boards of the West for highly qualified Christian teachers and professors, for ade- quate buildings and ample equipment, have been far beyond what their resources in men and money could supply. NATIONAL RELATIONS 39 2, The National Significance of the Language Used in Education* The question is sometimes raised as to why the missionaries teach the natives of any country a for- eign language. This question is much emphasized in a country like China, where the Mandarin language is used in some form, it is said, by at least three hun- dred millions of people. Why then should the mis- sionaries introduce any foreign language into the schools of China? This question is of special sig- nificance since the vernacular of the people is the lan- guage of the home and will necessarily be so, for gen- erations at least. Nobody anticipates that the Chinese will use any other language than their own in their homes and in the conduct of the general business of the country. The same is true in large part of the people of India, Turkey and Japan. Several reasons may be given why it has seemed to the missionaries necessary to introduce into the curric- ula of the schools of higher grade one or more of the languages of the West. (i) A Western language opens the civilized world and the Western learning to the Eastern student. It is impossible for a native of any of the Eastern coun- tries to obtain a fair conception of the civilization of the West or to acquire an adequate modern education through his own vernacular. This is due to the fact that in his own language and this was more true a generation ago than it is to-day there are only limited facilities for the study of history or geography or any of those subjects which are regarded as essential to a liberally educated man and woman. Even in the inter- mediate and lower grades there are few wholly ade- quate text-books in the vernacular. * For a discussion of the use of English as one of the unsettled mission problems, see Chapter VL 40 EDUCATIONAL MISSIONS (2) It affords a wide general literature. There is need on the part of educated men and women of the East of access to a much wider range of general literature than the vernacular affords. Not only must the educated leader be able to read books in languages other than his own, but he must be able to keep up with much of the periodical literature dealing with the great national and educational questions of the day, questions which belong to no particular country but which have relation to all the great world movements, in diplomacy, in science, in general learning and in re- ligion. In order to give this access, there must be opened to him, through the medium of some West- ern language or languages, the great wealth of Western literature. (3) It prepares for diplomatic and international service. A considerable proportion of the national leaders and diplomats receive at least their prelimi- nary education in missionary schools. It is essential that they shall have acquaintance with at least one of the great Western languages. We cannot conceive of China, under present conditions, taking her place as a great nation in the world, without being under the leadership of Chinese who have already made them- selves familiar with the highest national ideals of the West and who are able, through their knowledge of English and French and German, to deal directly with the diplomats of Europe and America. There is not entire unanimity among all mission- aries of all countries as to which language should re- ceive supreme emphasis.* It has been the custom for the missionary to put emphasis upon his own native tongue as the language in which the students under his care should receive special instruction. For in- * For Duff's use of English in education, see Smith's "History of Protestant Missions in India,** pp. 90-96. NATIONAL RELATIONS 41 stance, the English missionaries introduced into their schools the English language as the foreign tongue with which the students should be made familiar ; al- though it should be said here that in a large number of these schools French also is taught, and, in some, German. In like manner, the German missionaries in- troduced the German language, and the French mis- sionaries the French language. Probably the English- speaking missionaries have been most liberal in intro- ducing other Western languages than their own. It should be borne in mind that, while one of the leading Western languages is given a place of im- portance in the higher education, the vernaculars are not overlooked. It is the vernacular which the gradu- ates of these schools will and must universally use in their future work for their own people. A great ma- jority of students will remain at home after gradua- tion, either in some profession, as officials of the gov- ernment, or in some other important capacity. It would be impossible for a man in China, for instance, how- ever many diplomas he might have from missionary institutions, to appear educated in the eyes of the peo- ple unless he knew his own language so as to use it with accuracy and to write and read it with educated precision. All this makes it necessary that, even in those institutions where the common language is Eng- lish, special instruction be given in the vernacular, in order that the student be not denationalized by his education. This problem is more acute to-day in China than in any other country, where so much time is required for even the Chinese student to master thoroughly his now difficult and complicated vernacular that insuf- ficient time remains for a wide and comprehensive education in Western learning. This constitutes a peril to be guarded against, since the Chinese student, 42 EDUCATIONAL: MISSIONS under the spur of the present intellectual awakening, finds his studies in English much more interesting than those in Chinese.* Then, too, the teachers in the English departments are more efficient than those in the Chinese departments because they are more mod- ern. If the student is a Christian (and it is a recog- nized fact that the Christian students have been among the first to come forward in seeking Western and higher learning) the chances are that in his prelim- inary education his Chinese was neglected. The suggestion has been made from high authority that the study of the vernacular should be specially emphasized in all schools until the student has attained the age at least of twelve years. The same authority recommends that even then the study of a Western language be given a minor place, and that major em- phasis be continued on the vernacular until the mid- dle school period is completed. It is of great im- portance that the students trained in mission colleges in China, as well as in the national institutions, shall not be educated away from their people and incapaci- tated from reading the literature and keeping in touch with the best thought and traditions of their people. The question is perhaps more acute in the case of for- eign students who receive the main part of their edu- cation in the West, under conditions which make it impossible for them to keep up their vernacular studies. 3. Influence of Missionary Institutions in the Present Reconstruction of Nations of the East. It is not difficult to trace the influence of educational missions upon the great changes that recently have been coming upon Eastern nations. A fundamental aspect of this influence has to do with the new ideals * For the place of English in Chinese education, see Henry's "The Cross and the Dragon," Chapter XXIII. NATIONAL RELATIONS 43 and standards of education. In the modern educa- tional systems adopted by Japan and China, and ac- cepted by the Government of India, the endeavor is made according to the Western idea to produce stu- dents who have learned to reason, who have had training in the modern sciences and are capable of carrying into positions of influence and power a trained mind and a sane judgment. The importance of this kind of training has now become so univer- sally accepted that the revolutionary educational ideas first introduced by the missionaries have been en- dorsed and put into general application in the national schools. All of these revolutionary changes have not come about simply through the mission schools, but it is true that in nearly every instance the mis- sionaries introduced into those countries the princi- ples of modern education and caused, directly or in- directly, the local agencies to adopt the new ideas. Associated with this are the training and experience received by the large numbers of students who have come West to study. At the present time there are over 1,200 Chinese students in North American insti- tutions, of whom fifty-nine are women, no less than 800 Japanese students, 1,500 from Latin America, to- gether with large numbers from Turkey, Korea and other mission lands. The colleges and universities of Great Britain and the Continent also have been receiv- ing a host of students from the Orient, at least 1,000 from China being enrolled as students in Britain. Many of these students come from the mission schools and colleges, and the movement may be said to have been chiefly influenced by such institutions. The first Chinese students to come to the United States for study came from mission schools. To-day, in spite of the great number who have been sent over by the Chinese Government, it is reported on good authority 44 EDUCATIONAL MISSIONS that at least eighty per cent, of these students received their preliminary training in the mission schools oi China.* The first great men to come to America from Tur- key came from mission schools, and from the begin- ning until now the tide of Turkish students has been strong toward America. A comparatively small num- ber of these students have returned, owing to the un- settled political conditions in Turkey, but some have gone back and are exerting there a strong influence for the intellectual, moral and industrial uplift of their people, and it is expected that, as order is restored, more will follow their example. When we consider the limited educational facilities in these mission coun- tries and the prominence there accorded university men, the significance of a continual stream of educated men and women returning to positions of leadership in their native lands becomes readily apparent. Their influence is out of all proportion to their numbers upon every phase of life and thought. When we add to this the fact that the most of these students re- ceived their first impulse toward Western learning and their first knowledge of a Western language in a mission school under Christian auspices, and that a large number of them are earnest Christians, we can readily comprehend the influence for Christianity and reform exerted through these leaders upon their re- spective countries. Conspicuous in the reconstruction of Eastern na- tions has been the change in political ideals and forms of government. The spirit of democracy and of free institutions has grown with amazing rapidity and with many of the leaders of these nations amounts almost to a passion. In endeavoring to account for the growth * For China and education, see article by Dr. Goucher in The Inter- national Review of Missions, January, 1912, pp. 125-139. NATIONAL RELATIONS 45 of this spirit close students of Eastern affairs men- tion prominently the influence of educational insti- tutions. Here young men learned the lesson of the worth of the individual; and this is the soul of democracy. They learned the meaning and value of liberty. They studied the history of Western nations and grasped the significance of popular government and free institutions. They received these visions and ideals which soon become related in their minds to the possibilities in their own lands either in mis- sion schools or in Government institutions whose standards and curricula were pioneered by the mis- sionaries. Thus, without in any way inciting to revolutionary action, and while inculcating high ideals of patriotism, the mission institutions have been re- sponsible for sowing seed which has borne fruit in evolutionary and revolutionary changes of a political character in many nations of the East. From the same source and by similar processes there have come new social and economic ideals. These also have their root in the worth of the in- dividual, the authority of a quickened conscience, and the social solidarity and responsibility of the nation, doctrines which are strongly emphasized in the class- rooms of the East in which Western education is given. Thus from the mission schools and colleges there have gone forth highly gifted, well-equipped and often unselfish and deeply patriotic statesmen imbued with lofty ideals, educational, political, social, economic and even moral, for their own races and nations. The East has not been slow to acknowledge this obligation, and has followed the leadership of men of such temper and training, even when the issue was the upheaval of age-honored ideas and institutions and the substi- tution of a new order, 46 EDUCATIONAL MISSIONS 4. International Bearings of Missionary Educational Work. There remains to be mentioned the international scope of the influence which has been exerted by edu- cational missions. One reason for this influence is the broader view and better perspective which they have given to Eastern peoples. A narrow and bigoted conception of world history on the part of any powerful people may become a menace to the peace of the world. A nation shut up to itself, having little or no contact with other nations, and less knowledge of those nations, is liable to be- come prejudiced regarding other peoples. A good illustration of this statement is found among the Mo- hammedans, who, although not a nation or a race, yet have in their common religious belief many of the characteristics of a nation. There is no doubt that a large part of the hostility of the Mohammedans to the Christian nations, and so to Christianity, is due to their chosen isolation and traditional ignorance. If the Mohammedans of Persia, Turkey and Africa, and other parts of the world, could be made to un- derstand the history of the Western nations, much of their prejudice would be dissipated and the door of access to them would be thrown more widely open. Another more clearly defined example is found in China,* which, until recently, regarded itself as "the middle kingdom" of the world, around which clustered all the other minor nations. The introduction of mod- ern geography, with maps, and modern history into China was revolutionary in its effect, completely changing this point of view. Through this study was obtained a true conception of China's place in the world, and with it the power of negotiating treaties *For national relations of education In China, se The (China) Centenary Missionary Conference Report, pp. 59-96. NATIONAL RELATIONS 47 and forming alliances with other lands. And so for every country, the knowledge obtained through mod- ern schools has tended to reduce race pride and preju- dice and to convince the Eastern nations of the unity of the human race and the brotherhood of all mankind. Educational missions have also promoted an ac- quaintance with the ideals and institutions of other lands which has led to social, commercial and political readjustments among Eastern races. The Asiatic races cannot put into practical operation the various institutions of Christian civilization without being brought into an actual contact with those institutions and their principles and purposes. Western educa- tion carried into the East has brought also a knowl- edge of what the Christian West is doing for social and moral reform. It has necessarily created a com- munity of interest which has developed into coopera- tive effort on the part of the graduates of mission institutions and the missionaries by helping to build up in those countries institutions called for by the modern Christian movement. The signal influence of the teacher, to which reference has already been made in this book, establishes a relation between the school and the pupils which is the same throughout all East- ern countries, and which has a tendency to create bonds of union, sympathy and cooperation and which reveals common ideals and purposes, thus cementing the East and the West in relations of fraternal co- operation. Moreover, educational missions have multiplied points of contact and of sympathetic interest between the nations of the world. Until within recent years there has been little international relation among the various Asiatic countries. Japan, China, India, Tur- key and Africa stood quite apart, having little interest in each other and almost devoid of intercommunica- - To facilitate educational union movements abroad, the Continuation Committee Conference recently held in India made the following recommendation : * That in each area a Missionary Education Union, in which woman's work shall also be represented, be organized as a Committee of the Provincial Representative Council for that area. That its functions should include: the obtaining and cir- culating of information on educational matters; the survey of the whole educational field ; the indication of places where there is waste of effort from overlapping, or where there seem to be promising openings for expansion; the formula- tion of a common educational policy for all missions in the area; and the making of representations to government. That the work of this Union be consultative and advisory, and in no sense legislative or mandatory. A similar conference in China took action as fol- lows : * While each mission should continue to maintain as many lower primary and higher primary schools as it needs and is able to support, we recommend that middle schools and col- leges be conducted on union principles, making every en- deavor to keep the standard of education as high as possible, and in conformity with government requirements, each par- ticipating mission being free to give special religious instruc- tion in its hostels. While union in theological instruction must remain optional with the various churches, we rejoice to note the fact that, where such union has been tried, theological complications have not arisen thus far; and, inasmuch as provision for higher theological instruction entails too heavy a burden upon any single mission, we recommend union in such work. We recommend that, wherever possible, united summer Bible schools be held in suitable centers for the Chinese Church workers, both men and women. * See section on. Christian education in "Mission Problems ind Poli- cies in Asia." 78 EDUCATIONAL MISSIONS Glancing back over these urgent requirements, and only a few out of many have been touched upon in this chapter, it is not difficult to realize that educa- tional missions have now come to the most interesting and also the most critical stage of their development. An era of enlargement and reorganization is imme- diately before us. The call is loud and insistent for clear and careful thinking on the part of adminis- trators, both at home and on the mission fields, for financial support on a much more liberal scale than is supplied at present, and for unstinted intercession on the part of God's people the world over. And weightier than ever, and more urgent by far, is the demand for large numbers of the most gifted and consecrated college men and women of the West to throw their lives into this rewarding service. The opportunity is nothing short of tremendous. CHAPTER IV HIGHER EDUCATION Under the term "higher education" are included colleges of various types, universities, theological schools, normal schools and colleges, medical schools, and all technical schools of collegiate or post-collegiate grade.* Apart from the theological schools, these are all of comparatively late date. The higher educa- tional institutions in the mission field are but the legitimate and necessary outgrowth of high schools, which in turn were but enlarged and developed inter- mediate and boarding schools. Since there was no standard by which it could be definitely decided when a high school became a college, there developed a va- riety of usages in different missions and in different countries, and even in the same mission in the same country. Apart from the University scheme of India,f which places a definite boundary between the college and the preparatory school, there is nowhere to-day in the mission field a definite standard for a college or for a university. Some institutions under one mission often bear the dignified name of college, when an institu- tion of a higher grade and giving a more thorough educational discipline under another society, or in another country, is still called a high school. In other words, in speaking of mission institutions, *For higher education, see section on Christian education in "Mis- sion Problems and Policies in Asia." t For higher education in India, see the Year Book of Missions in India, 1912, pp. 276-286. 79 8o EDUCATIONAL MISSIONS college is a relative term, Howe\-er 3 for the purposes of our consideration here, we shall assume that those educational institutions throughout the mission fields may be termed "colleges" which aim to offer an edu- cation corresponding to that given in the average Western college. The frequent assumption that there are no genuine missionary colleges is entirely wrong. In the great field of missionary education many institutions stand out conspicuously as pioneers and leaders, in every- way worthy of the name they bear. The fact that so many of these colleges have within the brief period of their existence made such remarkable advance stands well to the credit of their founders, and is constant demonstration of the necessity of their or- ganization and development. Even the oldest of these cover a period of less than fifty years from the high school stage, and many of them much less than that. The Madras Christian College in Madras, India, which is probably the most widely known of all the Christian higher educational institutions in that country, was not recognized as a college until 1877. St. John's College in Agra graduated its first B.A. students in 1866, and Jaffna College, the first Christian college in Ceylon, assumed the name in 1872. Robert College, in Constantinople, Turkey, the oldest and perhaps most widely known Christian college in the Levant, assumed that name in 1863.* The Syrian Protestant College at Beirut, Syria,f * For the history of Robert College, see Washburn's "Fifty Years in Constantinople." For the life of Cyras Hamlin, founder of Robert College, see Hamlin's "My Life and Times." t For life of Daniel Bliss, founder of the Syrian Protestant Col- lege, Beirut, see Creegan's "Pioneer Missionaries of the Church," Chapter XL For a crisis in the Syrian Protestant College at Beirut, see Dennis* "The Modern Call of Missions," Chapter XV. HIGHER EDUCATION 81 an institution also of wide repute, began as a higher educational institution in 1866; and the Dosh- isha, the world-famed pioneer of higher Christian education in Japan, received its first class of eight pupils in a rented building toward the close of 1875 ; while the Free Church Mission School in Calcutta, India, graduated its first First In Arts students in 1881. The women's colleges came considerably later, and have had less general and rapid growth, although girls' boarding schools were early organized by the missionaries, and out of them all of the women's col- leges had their development. The Sarah Tucker School for Girls in Palamcotta, India, was organized in 1880; and the American College for Girls at Con- stantinople, now Constantinople College, one of the best known girls' colleges in the Levant, was founded in 1891, although the institution from which it grew was a missionary boarding school, dating back to near the middle of the last century. Kobe College for Girls in Japan, while founded in 1875, did not really enter upon college grade and college work until considerably later ; and the Girls' Department of Euphrates College in Harpoot, Eastern Turkey, began work as a college in 1878. Since 1875 there has been a comparatively rapid increase in the number of higher educational institutions for both men and women in practically all countries where Christian missions have become established.* It is impossible even to catalogue the universities, colleges and higher schools of learning that have * For need of maintaining Christian colleges, see Edinburgh Mis- sionary Conference Report, Vol. Ill, pp. 372, 373. See also "World-Wide Evangelization,** pp. 538-542; "Students and the Modern Missionary Crusade,'* pp. 530-533. For higher education in missions, see Speer's ''Missionary Princi- ples and Practice," Chapter XIX. &z EDUCATIONAL MISSIONS grown out of the mission work around the world, many of which are conspicuously prominent in the countries where they are established.* These are to be found to-day in Spain and in Italy; in Bulgaria and Macedonia; in Asia Minor, Armenia, Syria, Egypt, South Africa; widely extended throughout India, Ceylon and Burma, and the leading centers of population and influence in China; Japan, the Philip- pine Islands and other islands of the Pacific; South America and Mexico. And these include, in addition to those already named, such institutions as the International College, Smyrna ; Anatolia College, Marsovan ; Euphrates Col- lege, Harpoot ; f Central Turkey College, Aintab ; St. Paul's Institute, Tarsus all in Turkey; the Assiut College in Assiut, Egypt; and the colleges in Urumia, Tabriz and Teheran, Persia. In India we have the Christian College at Allahabad; the Bishop's College and the Scottish Churches College, Calcutta; United Free Church Institution at Nagpur; American Evan- gelical Lutheran College and Theological Seminary, Guntur ; Scott Christian College at Nagercoil ; Forman Christian College, Lahore; Isabella Thoburn College and Reid Christian College, Lucknow; St. Stephen's College, Delhi; Christ Church College, Cawnpore; Wesley College, Royapettah; Voorhees College, Vel- lore ; and many others that space will not permit us to mention. In Burma and Ceylon there are the Rangoon Baptist College, Rangoon ; Trinity College at Kandy ; and Wesley College at Colombo; and in Siam Bangkok Christian College. In China $ there are such well known institutions as St. John's University in Shang- * See Appendix B for fuller list of mission colleges. % fFor the life of Crosby H. Wheeler, founder of Euphrates Col- lege, see Creegan's "Pioneer Missionaries of the Church," Chapter XX. $ For mission schools, colleges and universities for men and boys in China, see "The China Mission Year Book," 1910, Chapter V. HIGHER EDUCATION 83 hai; Wuchang Union University and Wesley College in Wuchang ; the Canton Christian College * and University Medical School in Canton ; Foochow Col- lege in Foochow ; St. Stephen's College, Hongkong ; Union College, Hangchow ; Nanking University ; Union Medical School at Hankow; Yale College in China, Changsha; Peking University and the North China Educational Union, Peking; and the Shantung Christian University, Shantung, f In Japan: the Anglo- Japanese College, Tokyo; Meiji Gakuin, Yoko- hama ; Anglo-Japanese College, Nagasaki. In Korea we have the Severance Medical College in Seoul, and the Union College in Pyeng Yang. There is the Silli- man Institute in the Philippines ;\ Queen's College, Nassau, in the Bahamas; Bird College in Hayti; and St. Paul's Theological College in Madagascar. In Latin America are the Mackenzie College, Brazil; the Mexico City College and Theological Seminary, Mex- ico; and the Colegio Internacional, Guadalajara, Mexico. This is not by any means an exhaustive list of the colleges and schools of higher learning scattered around the world. We have here mentioned only a few out of more than two hundred such institutions. But these are enough to give an impression of the widely extended area into which higher Christian education has already penetrated, and in which it has strongly intrenched itself. The theological and training schools are even more numerous than the colleges and technical schools, and are more widely scattered, with a far greater variety * For the beginning of Canton Christian College, see Henry's "The Cross and the Dragon," Chapter XXIV. t See Fisher's "Calvin Wilson Mateer" and Mateer's "Character Building in China." J For education in the Philippines, see The Atlantic Monthly for May, 1913, PP. 577-585- 84 EDUCATIONAL: MISSIONS in equipment, courses of study, and character of work done. A considerable number of the colleges have theological departments, while many schools for the training of Christian workers are hardly worthy of being classified as theological seminaries, or even theo- logical schools. Many of these bear the name only of "training schools," in which the missionary personally conducts a small group of tested men through limited courses of study, with a view to special Christian service. It is impossible to draw any definite line between training classes and theological seminaries. The rise is gradual from the simplest training class to the most complete theological school. Such schools are found in all of the centers where mission colleges exist, and in many other sections far remote from the large centers. However highly developed the theolog- ical schools may be, the training class will probably long be necessary, especially for the training of women for direct evangelistic work.* The medical and technical schools are still fewer. There is only one in the entire Turkish Empire, in connection with the Syrian Protestant College in Beirut. There are very few in India and in China,f and none in Japan. There are no distinctly separate and independent schools of technology which can be classed among the present college institutions. Some of the colleges are adding technical courses. The question is frequently raised, perhaps not as emphatically now as some years ago, as to why it is necessary for missionaries to conduct higher institu- tions of learning. There are some who claim, as has already been stated, that this is not a part of the missionary work at all, that it belongs to pure philan- * See "Students and the Modern Missionary Crusade,** pp. 533-539. f For medical education in China, see "The China Mission Year Book," 1910, Chap, X. HIGHER EDUCATION 85 thropy or to the local government. There are others who take the ground that in these days of easy travel it is cheaper and better to give higher education to the students of the East in institutions already estab- lished in Europe and America, than to attempt at large expense to erect and equip colleges, universities, and technical schools in mission fields. In answer to the first question as to why, in countries like Japan, where the national educational system is well devel- oped and the national universities are of high grade, missionaries should attempt to do anything outside of the theological department in the way of higher education, we need but refer here to the letter quoted in Appendix D of this book, in which the plea is pre- sented for a single Christian university in Japan, for an adequate answer. It is a recognized fact that out of non-Christian, if not positively anti-Christian, na- tional institutions, Christian leaders do not come. If one of the great purposes of modern missionary work is to raise up well-equipped leaders from among the people for all walks of life, then we must accept the necessary corollary that those leaders must be trained in institutions where Christianity is lived and taught. This does not fully answer the question as to why students of high rank should not receive their educa- tion in the West, where there are so many colleges and universities under Christian auspices, and all seek- ing more students. It is impossible to discuss this question at length here, but among the various reasons that stand out prominently is the fact that, if the missionary work of the East were to depend for its trained leaders upon those who are able to secure their higher education in institutions in Europe and America, the work would necessarily fail, since so small a proportion of the bright students of Asia can possibly avail themselves of a Western education, and 86 EDUCATIONAL MISSIONS since even a smaller proportion of those who are educated In the West return as effective Christian workers to their own country. To this should be added the fact that the expense of such an education for even a limited few in the West would be far greater than the expense of an education in their own country and one that is better adapted to their needs. The cost of bringing twenty students from India to the United States and giving them here a seven years* course covering college and theological seminary, and returning them to India, would provide an endowment for a school in India that would be capable of training a hundred students, not only for seven years but for a century and more. At the same time the chances are that the education given to these hundred students, in their own country, would far better fit them for lives of direct usefulness and leadership than the seven years of study would the twenty who received their education in America. A student who has stud- ied for seven consecutive years out of his own coun- try, and under the influence of a wholly different civilization, loses tremendously in his power of adapta- tion to his people, and in some cases would become so denationalized that his influence would be almost ruined. Without further discussion it can be stated with the strongest emphasis that the Christian Church and the Christian community cannot be built up anywhere in non-Christian lands without there being in connec- tion with that Church and community institutions of higher learning for the education of the Christian youth, and for the training of leaders for the new Christian society. Since the policy of mission work is to pass over to native leaders the responsibility for the work as rapidly as they are trained to bear it, it is necessary HIGHER EDUCATION 87 that the entire missionary educational system shall be so organized as to produce the leaders desired. Even the training schools themselves will be passed over to native control and direction as rapidly as they are able to assume that responsibility. So that within each mission country there will be established educa- tional institutions that will become a part of the coun- try itself, supported by native funds and directed by native minds. Arrangements are being made by some missionary societies, as well as by some of the colleges in the East, to offer as a reward for conspicuous scholarship, or for services rendered, a one or two years' fellow- ship in some Western institution. Oriental leaders have recommended and urged that such an offer be made only to such as have completed their college courses in their own country, and who have shown their ability of leadership by conspicuous service. The students who would enjoy these privileges would be necessarily few; but there is every reason to believe that they would become at once recognized leaders upon their return to their people. A course of one or two years in the West, taken together with the advan- tages of travel and the new outlook which they would thus secure upon the world, would be of immense value to them throughout their lives. This plan has much in its favor and will probably be followed more extensively in the future. Because the mission colleges have almost without exception grown out of boarding and high schools, most of them have either passed through a period of a cramped existence or are now in the midst of such a period. There is probably not a mission college to-day occupying the site where it first started that is not clamoring for more room. As has already been stated, missionaries did not set out in their educational work 88 EDUCATIONAL MISSIONS with the idea of building or conducting colleges. The intermediate schools grew out of the primary; the high schools out of the intermediate; and the college came last of all, thus breaking over, in its demands for buildings and for ground, everything that had pre- ceded. In very many cases it was impossible to en- large the grounds originally occupied, owing to the Inability to purchase adjacent land. This has led to an enlargement of the plants of the higher educational institutions in a large number of instances, and the seeking for enlargement in perhaps as many more. The Madras Christian College has vastly outgrown its original plant. The Assiut Col- lege in Egypt was unable to develop on its old ground, and at large expense was compelled to go some dis- tance to a wholly new site, and there start its plant anew. The American College for Girls at Constanti- nople was cramped in the heart of the old city of Scutari, on the Asiatic side of the Bosphorus, and only within a year or two has it been able to secure a commodious site on the European side, to which the entire college moved in 1913. The International Col- lege in Smyrna struggled for years to adapt itself to its old site in the heart of the city of Smyrna, but in 1913 had secured a large ground in one of the suburbs and moved the whole plant over to a site that will be ample for development for many years to come. The Syrian Protestant College, of Beirut, has been able to enlarge its original holdings without moving the college. This can also be said of the Doshisha, in Japan. The Girls" College in Kobe, Japan, has felt the pinch of its restricted quarters, with its increased attendance, but was able a few years ago to secure an additional site that temporarily, at least, relieved the situation. The Peking Univer- sity, within the walls of the old city > \$ottld have been HIGHER EDUCATION 89 compelled to move to a new site were it not for the fact that it was able, at the time of the Boxer uprising and subsequently, to secure considerable additions to its original plant. It has been so successful in expan- sion that it has been proposed to make the enlarged plant the site of the new proposed Christian University for North China. In Nanking and in Shantung, in preparation for the two Union Universities, it was necessary to go outside of the old ground and secure an entirely independent piece of land. It is not wholly to be regretted that the necessity of starting anew has been forced upon so many of the mission colleges. Often, in the earlier days, when it was more difficult for the missionary to secure real estate, he was glad to get any kind of site anywhere, in order to start his work, so that many a mission college to-day is trying to carry on work not only in cramped quarters, but in a part of the city which is most unsuited for the purposes and work of a higher institution of learning. It may, therefore, be regarded as providential in many instances that it was impossi- ble to secure adjoining land, and that the college was forced to seek a new position in a place well chosen and with ample space for later developments. The colleges that are now securing new sites are doing so in the light of past experience, and with a long look to the future. Many of the colleges that have recently gone into new quarters have prepared a careful plat of their ground, marking the location of the buildings that are now being erected and those that are hoped for even in the remote future. For example, the Canton Christian College, in China, one of the younger Chris- tian colleges, had a scientific plat of the college ground prepared, showing at a glance the provision made for the future development of the institution. This was 90 EDUCATIONAL MISSION'S done also by other institutions, like the American Col- lege at Madura, in Southern India, which entered upon a new site within the last few years, and the Nanking Union University, which is now developing its new site in the city of Nanking. We may confidently expect that during the next decade there will be marked progress in the way of the development of the missionary college sites and grounds, and the erection of buildings. Many to-day have plants that are prob- ably far in excess of the imagination of those who have never visited a mission field, and it would un- doubtedly surprise most visitors to see their extent, even in their present stage of development. What has been said of the college plant as a whole applies also to the college buildings. Many of the buildings of the old colleges which have not been changed are unworthy of the name they bear, because of the fact of their growth without architectural design, and of their being painfully ill-adapted to col- lege work rather than constructed for it. The proper style of architecture for a mission col- lege has not yet been decided upon. Probably there can be no single form of building that is especially adapted to the Eastern college any more than could be expected here in the West In fact, if we speak of the colleges in the East as a whole, we must expect a greater variety of architecture than we would look for in the college buildings of America, for instance, or of England because of the difference in climate. The tropics must necessarily have a form of architec- ture suited to severe heat that is, with deep verandas and projecting roofs, and with corridors upon the out- side of the building rather than through the center. Many of the mission colleges in India have this form of architecture, which seems well adapted to their HIGHER EDUCATION gi purpose, although it would be quite out of place in a country with a colder climate. The question is seriously arising in China as to what style of college building should be adopted, viz., whether it should be some modification of Chinese architecture, or of a purely Western character. It is an interesting fact that the Chinese themselves, in erecting their new and modern school buildings, have krgely adopted the Western style of architecture. There is no distinctive Chinese method of construction for large buildings which could be made available for modern school purposes. The Chinese have not, hitherto, erected large buildings except in an ungainly, wasteful and impracticable form. And they them- selves would be the last to attempt to adapt that style of building to. Western institutions. In Japan the government has erected modern buildings for its universities and schools. These have contained prac- tically nothing that is even suggestive of Japanese art. They have been built on Western lines in large part, although frequently in their interior construction they have not followed out with thoroughness and com- pleteness the Western idea. These two illustrations are sufficient to make clear the point that the mis- sionary college cannot be expected, in the construction of its plant, to follow strictly the style of architecture of the country in which the plant is situated. Europe and America must, for the most part, furnish the architecture for the modern college building in the East The new buildings that are now being erected widely throughout the mission field for higher educational purposes are almost wholly built in accordance with plans prepared by European and American architects. In some instances the architect has gone to the field, as in the case of Robert College and the American 92 EDUCATIONAL MISSIONS College for Girls in Constantinople, and there upon the ground has studied the question, prepared his plans and superintended the construction. In most of the mission fields it is still unsafe and probably will be for years to come to trust to native architects the plans for the construction of large college build- ings, suited to meet the requirements of modern education.* Probably a general standard as to the form of archi- tecture will ultimately be arrived at, suited to the con- ditions of climate, the habits and customs of the peo- ple, and the needs of the institution. There is no doubt, however, that when this style is discovered it will be largely Western, though it may wisely include features reflecting the individuality of the architecture of the country, where such will not interfere with efficiency, nor the artistic harmony of the whole. Such a combination is seen in the plans for the en- largement of the University of Nanking, and it is not without a real artistic value. In providing facilities for higher education in the mission fields, due regard must be had for equipment. It will probably not be regarded as an exaggeration to state that there is not a missionary college or theo- logical seminary or university or medical or technical school anywhere in the mission fields of the world that is adequately equipped. This statement may seem to be too sweeping; and yet from a wide experience in/ many mission fields, and from conference and corre- spondence with others who have had an experience no less extended, this statement is made. The demand in *THs incidentally raises the question -which is now tinder disctis- sion in missionary societies as to whether it would not be wise econ- omy to appoint competent Christian architects as missionaries. Indeed, some have already been appointed, and prospective missionaries with a training in architecture need have no fear that there will not be opportunity on the mission field for the exercise of their special gifts. HIGHER EDUCATION 93 the mission field for higher education, and the readi- ness of the missionaries to yield to the pressure placed upon them, have led to the development of these insti- tutions more rapidly than the constituencies were ready to provide equipment Under the word equipment we may include buildings, although there are some col- leges that are now pretty well equipped with build- ings. But we refer more especially to the libraries, the laboratories and apparatus for experimentation and technical work. In other words, the higher edu- cational department of missions has developed exten- sively more rapidly than it has matured intensively. An American teacher going to any of these institu- tions would probably be at first disappointed at its meager equipment, as he found the library lacking in the necessary books on science, history and literature, and the laboratories deficient in apparatus required for the demonstration of the subjects taught. One of the reasons given for the fact that technical schools have made so little progress is that the college has not the funds with which to secure the necessary apparatus and machinery to make the school a success. Let it not be understood, however, from anything that Is here said, that these schools are devoid of this sort of equipment. Many of them are probably as well equipped as a large number of the smaller Ameri- can colleges; and when we bear in mind that a large number of these mission schools stand alone, not sub- ject to comparison with other institutions better equipped, we can understand how it is that even under these conditions the missionaries have been able to do first grade work with second grade apparatus. The ingenuity of the teacher has been often taxed to the utmost; but it has produced results of real educative and inspirational value upon the students. It may be fhat Oriental students wifl find that their education 94 EDUCATIONAL MISSIONS in laboratories, the apparatus of which was in a large measure manufactured by the teacher with their assistance, will be of greater permanent value than the same instruction and the same experiments would have been in a laboratory equipped with all the latest improvements. Admirable educational work has been done under unfavorable conditions, and all honor is due to the pioneer educators in the higher departments of learning who have triumphed over these equipment deficiencies through their own skill and ingenuity. The time has come, however, when better equipment is imperative to meet the requirements of the new and awakening East. Students of science, theology, the history of literature and of government, must be pro- vided with modern books upon these subjects, else they will have just ground to complain that the colle- giate education which the missionaries pretend to give them in their institutions is not collegiate at all. To satisfy and hold the Eastern student to-day, we must be prepared to educate him along modern lines, and with modern equipment. There arises here the very important question of the cost of providing for this type of work. One of the most practical and pressing problems of educational missions is that of the maintenance of institutions of higher learning. The expense of missionary colleges at the beginning was small and societies made regular appropriations from their treasuries to meet expenses not met by local receipts. In the earlier colleges there was generally only one missionary, or, at the most, two, who gave much time to the work of the school. These were on the same basis as other missionaries, and as such drew their support from the regular treasury of the society, and had responsibilities also outside the college in connection with other forms of missionary activity. But, owing to the rapid growth of HIGHER EDUCATION 95 modern education in mission fields, it has become nec- essary to set apart presidents or principals of these colleges for this work alone. In most instances there have been associated with them one or several other appointees, some selected by the mission, some ap- pointed by the mission board directly to the institu- tion for permanent or for term service. This has necessarily increased the expense. From the beginning, mission colleges as a whole have been nearer to self-support than American insti- tutions of similar grade and character. While Asiat- ics, compared with the people of Europe and America, are poor, they have been quick to realize that there is a real commercial value in higher education. They readily observed that while their children, unedu- cated, would be able to earn only a scant living in a humble way, they would be able, if they received a full course in instruction, to earn a much larger wage in a more honorable position. It was but natural, there- fore, for the Oriental father to be ready to pay lib- erally for an education for his children, and especially for his boys. They have not, however, been unmindful of the value of an education for their girls as welL After the old prejudices had been overcome, they saw that there were positions of influence and responsi- bility opening to educated girls. But, more than this, they saw that education opened the way for a more honorable marriage one that would give their daugh- ters a rank and standing peculiar to itself. It was but natural that the young man who had received a liberal education should want as a wife one equally trained. This change of attitude has been of real financial aid in the support of higher education. When we add to all this the development of technical educa- tion, and the calls coming from the various govern- ments for technically trained men, we can understand 96 EDUCATIONAL* MISSIONS why It has become easier to secure a larger tuition fee to aid In the payment of the expenses of the insti- tution. As an Illustration of the unusual proportion of the support coming to some of these mission colleges from native sources, we may take the financial statement of Robert College, at Constantinople, covering the report of the college for the college year 1911-1912. This report shows that the amount paid for the sal- aries of the president and faculty for the year under review was sixty-nine thousand eight hundred and eighty-three dollars ($69,883), and that the amount received from students for board, tuition and room rent was seventy thousand four hundred and sixty- seven dollars ($70467) almost one thousand dollars ($1,000) in excess of what the entire salary expense of the college cost the administration. The cost for board of the students was a little over thirty-seven thousand dollars ($37,000), only a little more than one-half of the amount which the students themselves paid for all purposes. To put it in other words, the students paid their own boarding expenses and almost one-half of the salary account of the college. This fairly represents the state of higher education in Turkey with reference to the support received from the country. Similar reports from Institutions of this same character in India, China, Japan and other coun- tries are not so favorable. It may be that in those countries the people are less able to pay. Or it may be that from the beginning the missionaries engaged in educational work in the farther East have not been as alert in teaching the people that modern education has a value, and that if they expect to avail themselves of It for their sons and daughters they must help support the Institutions of learning. There Is a grow- ing feeling on the part of educators that free educa- HIGHER EDUCATION 97 tion, at least in the higher departments, for the pupils of the East has a doubtful value. The Asiatic is all too willing to receive help from the West, and it may be that missionaries have not been as eager to promote self-support in educational work as they might have been.* It goes without saying, however, that, under the new impetus which modern education is receiving throughout the missionary world, it would be futile to look for an increase of native resources sufficient to meet the rapidly increasing expenses of all of this higher educational work. Some of the institutions, like those already mentioned, have probably reached, for the present, at least, the limit of the amount which they may expect from the students. We may antici- pate that in India the government will be more liberal in its subsidy granted for higher educational work, and it is not impossible that China may adopt a similar method of aid to institutions that meet the approval of the national government. However this may be, it is still evident that if the higher educational institu- tions in the mission field are to meet the demands of the missions and adequately develop their courses, they must have an increased income. It is also clear that this added income cannot be expected from the regu- lar treasuries of the missionary societies. There has never been any question as to whether it was proper to use missionary funds for the training of men for the Christian ministry, and women for direct Chris- tian work, as assistants to pastors and as leaders of woman's evangelism. But there is practical agreement in the conclusion that it would not be wise to turn any appreciable increased amount of the receipts of the regular missionary societies into the enlargement and better equipment of the missionary colleges and tech- *See Allen's "Missionary MeOaods St. Paul's and Ours.** 98 EDUCATIONAL MISSIONS nical schools. These institutions must have endow- ment sufficient to meet their requirements, so that they will not be compelled to draw for their support upon missionary funds, or be dependent upon irregular and special gifts from individuals. Some missionary societies, like the American Board of Commissioners for Foreign Missions, are raising a higher educational fund of considerable proportions, the income of which is to be used to pay the salaries of missionaries who give their entire time to higher educational work, and also to meet other expenses of these institutions. It is the ideal and hope of mission- ary societies and corporations who have under their care schools of this character in the East to secure endowments, the principal to be held in the home coun- try, and the income only to be used for meeting the needs of these institutions. The difference in the cost of living and labor between the East and West makes it possible for a small endowment held by a home board for an Eastern college to accomplish vastly larger results than would be possible from a similar endowment for an institution in the West. As an explanation of the difference in expense for a similar work in Eastern and Western institutions, it is significant that the president of a missionary college is paid a salary on a missionary basis, which is merely the amount required to cover his living expenses from year to year. Tutors and professors sent out from the homeland are paid in the same way. Most of the teachers and professors are natives of the country in which the college is located, though many have pur- sued graduate courses in the West. Their salaries are considerably less than those of the missionary teachers. In some mission colleges a native professor, with uni- versity degrees, is able to live comfortably upon an annual salary of from four hundred to seven hundred HIGHER EDUCATION 99 dollars ($4005700), while teachers and tutors of ex- cellent ability are secured for half that amount. The total expense of a boy or girl for a year in many of these Eastern colleges does not exceed sixty dollars ($60), and very seldom does it amount to one hundred dollars ($100). It has been estimated that an endowment of one hundred thousand dollars ($100,000) a sum hardly sufficient to cover a full professorship in many Ameri- can universities is ample to cover all the demands of a young mission college or a theological seminary. One missionary society has on its list thirty-five higher educational institutions. It has issued the statement that an average endowment of one hundred thousand dollars ($100,000) each for these thirty-five institu- tions would, at the present time, meet all the cost not provided for from local sources, and would put these institutions well upon their feet and give them con- siderable power of growth. Moreover, it is probably not an exaggeration to say that an endowment for an Eastern college is worth to that college at least five times as much as a similar endowment would be to a Western institution ; and under certain circumstances it can be demonstrated that it would be worth ten times as much. One missionary society in securing endowment for its higher educational institutions has already obtained a considerable sum as an endowment for the institutions as a whole, the income being avail- able for whichever ones of these colleges or theological schools may be in greatest need, in accordance with the judgment of the controlling board While indi- vidual institutions have individual endowments, the plan is to build up the central endowment, the income of which can be turned from one institution to another as circumstances demand. This plan is working well, io EDUCATIONAL MISSIONS and does not at all interfere with the Individual en- dowment of separate institutions. Already legacies have been received by some col- leges from native sources. There is every reason to believe and expect that these mission schools of higher learning will so commend themselves to the intelligent and wealthy natives of the countries in which they have grown up that they will receive increasing aid in the form of large gifts for sites and buildings, or large legacies for increasing the plant or for providing schol- arships for poor but worthy students, or for building up an endowment to supply the general needs of the institution. It is impossible to consider in detail in this chapter the matter of the curricula of these higher educa- tional institutions. They differ widely in different institutions, and in various degrees of development. In the theological schools, including the training class, one finds practically every grade of instruction from the simplest kind of Biblical teaching by the general evangelistic missionary to a thoroughly or- ganized theological curriculum, including the princi- pal studies taught in similar institutions in Europe and America. There is less emphasis put upon He- brew and Greek in the missionary theological college than in America. More emphasis, however, is placed upon Biblical exegesis, and probably in most cases a more thorough study of the development of Chris- tianity in the world. In the West it is taken for granted that the students have a fundamental knowl- edge of the history of Christianity, while little de- pendence can be placed upon this in the mission field. Many theological schools put unusual emphasis upon the practical side of their work, the students dividing their time between school work and actual preaching in the field, under the guidance of a teacher. The en- HIGHER EDUCATION 101 deavor of the missionaries is to make the theological course meet the needs of the people and the Church in the country where the institution is situated. It would be unwise and even impossible to standardize the theological schools of the East; but as they be- come more highly organized, especially under the co- operation of various missions, we may expect a better developed theological curriculum. It is a mistake to suppose that in most of the mission colleges and technical schools the instruction is not thorough, or that the curriculum is not of a high grade. In Appendix C there will be found more ex- tended statements regarding the curricula of collegiate institutions, so that this subject need not be dwelt upon here. Two features of these curricula, however, merit a brief mention. In the collegiate work, running through all of these higher institutions, emphasis is put upon religious training. It has been clearly demonstrated in many test cases that the students have a better knowledge of the Bible than a similar body of students in the colleges of the United States. With few exceptions there are daily lessons in the Bible, or in some allied Christian subjects, for every pupil in the institution; and these lessons are a part of the regular curriculum. The ground is taken and well taken that an East- em student who aspires to stand before his people or the world as educated must have a definite knowl- edge of what Christianity is ; and this can be obtained only by making a study of it. While there is no re- ligious test for admission or graduation, there is an insistence upon religious study as a part of the cur- riculum. More emphasis is put upon the study of native lan- guages than upon the dead languages, although Latin aad Greek are taught in some of the colleges, but only ite EDUCATIONAL MISSIONS as electives. All have special courses of instruction in the languages of the country, and some of these are extensive. For instance, in Turkey, where the language of the student may be Armenian or modern Greek, it is necessary to teach Turkish, the language of the country, which is a difficult language. Facilities for Arabic study are also required. Then too, while the vernacular may be either Armenian or Greek, each one of these languages has a classical form which is as difficult to understand as Latin is for the English student These languages have to be studied scien- tifically, in order that the student may be^ made familiar with his own classical tongue, in which the classic and historic literature of his race is preserved. In addition to these special studies, there is the usual line of courses demanded by all educated men and women East or West, to which are added technical courses according to the local requirements. These are all subject to modification under the new and changing conditions in Eastern countries. We have yet to consider the teaching force in these higher institutions of learning. As has been stated already, the teachers are both native and foreign, the foreign constituting the minority in practically all cases, and a very small minority in most cases, while the native teaching body is large and rapidly in- creasing. In some of the mission colleges there are only one or two American or European teachers, one of whom is the president or principal of the institd 1 - tion, while others, like the Syrian Protestant College in Beirut, St. John's College in Shanghai, and the Peking University, have a large American body of professors and instructors, in addition to the native force. It is the purpose of nearly, if not quite, all of these mission institutions to engage native profes- HIGHER EDUCATION 103 sors as rapidly and widely as an efficient educated native staff can be secured. It has seemed necessary in many instances to re- tain a considerable body o American and European teachers in order to maintain the educational standard of the school, and to keep active the Christian life of the student body. To one familiar with Eastern methods and ideas, it is evident that standards of education are maintained with greater difficulty by the native teachers than by the Westerner ; and it has also been learned that the religious life of the institution is often better supported and is more in accordance with the ideas of the supporting constituency by direct representatives of that constituency than by the native body. This statement should not be taken to imply that there are not in nearly every institution earnest devoted Christian leaders among the native faculty, whose influence over the students is profound and widely pervasive. But it is recognized that for the Asiatic to live up to a fixed and inflexible standard in religion, or in education, or in discipline, is much more difficult than it is for those who have for genera- tions lived under Anglo-Saxon influences. For this reason it seems necessary to keep in the teaching po- sitions a fair proportion of Western men and women, until it becomes evident that the standards of the school will not suffer by the substitution of native teachers in their places. The Doshisha in Japan, with a small proportion of American teachers, and with a Japanese President, has maintained and is maintain- ing a high standard of Christian teaching and moral- ity; and this can be done and will be done in other institutions. ^ These institutions are rapidly becoming, and many * For problem of faigber edocation in South America, see Speer's American Problems," pp. 107-112* 104 EDUCATIONAL" MISSIONS have already become, a recognized part of the educa- tional system of the countries where they are located. They are not transplanted schools carried into mission lands from the West, but they have grown out of the soil of the East and have been nurtured in its atmos- phere. Not only do Orientals comprise the major- ity of the faculty in nearly all schools of higher learn- ing, but in very many instances the local board of control Is a mixed body In which natives of the coun- try form an influential and in some cases a prepon- derating element. These are important facts when we bear in mind that mission institutions in the East are not, and are never intended to be, European or American, but fun- damentally and irrevocably Oriental. They are organ- ized and supported to reach and shape Eastern life, thought and belief, and to become a vital part of the educational system of whatever country they occupy. The fact that so many of them have already received official national recognition, while not a few are given grants-in-aid from the national treasuries, shows how admirably they have succeeded in making a place for themselves. They are but now coming into their own. The demands for the product they are pre- pared to furnish and the increasing favor with which they are regarded by all classes indicate the possibili- ties that lie immediately before them. CHAPTER V EDUCATION OF WOMEN In nearly all of the educational work set forth in this volume the education of girls and women has shared equally with that of boys and young men. We have been treating the educational subject as a whole and so only occasionally have referred to distinct lines of work carried on for one or other of the sexes. There are, however, some conditions surrounding the education of girls and women in the East that are so distinctive, and there are methods of work so pecu- liarly adapted to their education, that a separate treat- ment of the subject is desirable. This fact is empha- sized by the large number of woman's missionary societies and boards organized both in America and Europe to secure a liberal interest, primarily among women, in mission work among the children and women of mission lands. These societies secure sev- eral millions of dollars each year, and a fair propor- tion of it is spent in the education of children and older girls and in the training of woman workers for women throughout the mission fields. Woman's work in itself is a tremendous undertaking and holds a po- sition of primary importance in all lines of missionary endeavor, i. The Importance of the Education of Women* Two outstanding reasons account for the great prominence that has attached to the efforts for the educating of the women of mission lands. One has to do with the needs of the women themselves and 10$ io6 EDUCATIONAL MISSIONS the other with missionary strategy. First, then, we must consider the deplorable condition of the women of mission countries. We are met at the outset by the low valuation that is placed upon woman by the non-Christian religions. Hinduism, Buddhism and Mohammedanism have from time immemorial assigned to her an inferior position in the home and in society, and have not lent an atom of influence toward her education. Among the Hindus the sacred code of Manu has practically fixed the status of woman. This code lays down many precepts regarding her position. Among these we may quote the following: "The husband must be constantly worshipped as a god by a faithful wife." "Day and night, women must be kept in de- pendence by the males of their families/' "Stealing grain, base metals or cattle, slaying women or sudras, and atheism, are all minor offenses." * In the old Vedic times women apparently enjoyed a larger liberty than they do now. There were then no child marriages, no isolation in the zenana, no burn- ing of wives on the funeral pyre (practically abolished now), no prohibition of the marriage of widows. There are many passages in the Brahamanas which ex- alt women, but gradual restrictions were laid upon them in later years, although throughout the history of India and of all Asia there have been occasional in- stances where some women have risen high above their class, not only revealing unusual mentality but com- manding the respect and esteem of men. The attitude of the Buddhists of Ceylon, Burma, China and Japan toward the education of women and girls does not differ materially from that of the Hin- dus. Buddha is said to have rejoiced that he had * For woman's status in the code of Manu t see Storrow's "Otir Sla- ters in India," Chapter L EDUCATION OF WOMEN 107 escaped the three curses, of being born in hell, or as vermin, or as a woman. Mohammedanism has never reached any stage of reform in its treatment of women, although there have been many historic cases where a woman has come into prominence ; but this has seemed to be in spite of the religious belief rather than on account of it No non-Christian religion accords to woman a po- sition at all commensurate with the position demanded by Christianity, and the farther one goes down in the scale of religions the less humane is the treatment which the women receive.* Condemned by her religion to an inferior rank, it Is not surprising that the social status granted to women in Eastern lands was very low and that the men of these countries have made almost no efforts to educate her. In India men took up the attitude of their religion toward women and kept them in a position of deep inferiority. They did not believe their women to be capable of even a limited mental development. When one of the first woman missionaries proposed to a Brahman that she teach his wife to read, he re- plied: "Women have no brains to learn. You can try to teach my wife, and if you succeed I will bring round my cow and you may attempt to teach her." Kipling says: The matter witli India is not in the least political, but an all-round entanglement of physical, social and moral evils and corruption, all more or less due to the unnatural treat- ment of women. You cannot gather figs from thistles, and so long as the system of infant marriage, prohibition of the marriage of widows, the life imprisonment of wives in a worse than penal confinement, and the withholding from * For the stattis of women tmder the non-Christian religions, see Taylor's **The Social Work of Cliristiam Wss&oas," pp. 4-93- io8 EDUtATIONAL MISSIONS them of any kind of education, as originally fixed, continues, the country cannot advance a step.* In China the general attitude of the men toward woman was greatly affected by the teachings of Con- fucius. They too refused to concede a woman's capacity for intellectual progress. In the earlier days of mission enterprise there, when the subject of the education of girls was under discussion, it was a com- mon experience for some Chinese to quote the words of Confucius : Women are as different from men as earth is from heaven. Women indeed are human beings, but they are of a lower state than men, and can never attain to full equality with them. The aim of female education, therefore, is perfect submission, not cultivation and development of the mind. It is a law of nature that woman should be kept under the control of man, and not allowed any law of her own. In the other world the condition of affairs is exactly the same, for the same laws govern there as here. It is a proverb in China that "eighteen goddess-like daughters are not equal to one son with a limp." There is a well authenticated report that a Chinese, after listening to the plea of a missionary to send his daughter to school, pointed to a horse standing nearby and asked, "Can you teach that horse to read and write?" When the missionary assured him that he could not, he argued, "If you cannot teach an intelli- gent horse, what can you expect to do with a woman ?"f A similar condition existed in Moslem lands. For ten centuries the people of Turkey have been domi- nated by the ideas and customs of Mohammedanism * For the education of women in Indiav see Dennis* "Christian Missions and Social Progress," Vol. Ill, pp. 178-190. t For women as seen in ancient history and literature, see S tor- row's "Our Sisters in India/* Chapter II. For women in ^modern literature, Chapter III. EDUCATION OF WOMEN 109 to such an extent that the Mohammedan man's con- ception of woman and her place in society has been largely adopted by the Armenians, Greeks, Syrians and other races that mingle with the Mohammedans. While these races have not accepted polygamy and so have been saved from the evils that gather round that destructive system, nevertheless the women have been kept in unusual subjection, and the terms, "igno- rant as a woman," "as stupid as a woman," have been for generations in common use in the country. The customs of the country compelling women to cover their mouths and not to speak in the presence of men were barriers against the education and elevation of girls. Among Mohammedans themselves, of course, the standing of woman, as the missionaries found it, was still more degraded. Her status in society was as low as her valuation in the Koran and Moslem tra- dition. Less than half a century ago the general senti- ment among Moslems in all Asiatic countries, even among those who were educated, was adverse to the education of girls. This objection seemed to be based on three arguments: first, that girls were mentally incapable of education; second, that as they never could become priests there was no use in educating them; and, third, that the education of girls would necessarily make revolutionary changes in the social conditions of the country, and such changes could not be tolerated. In Japan the influence of Buddhism operated to give woman an inferior social standing. Her place in the social order did not require that she should be edu- cated, a process which it was feared would deprive her of her womanly graces. The earlier books written in Japan for girls were on the subject of ethical instruc- tion and dealt with the behavior of daughters toward i io EDUCATIONAL MISSIONS their parents, of wives to their husbands, and of mothers to their children. This constituted the three stages of obedience epitomized in one of the generally accepted precepts for women: "When young, obey your parents ; when married, obey your husband ; when old, obey your son." The only result that could come from the low esteem in which the women of non-Christian lands were held by their religions and the consequent po- sition of social inferiority to which they were rele- gated was that they should be held in the densest ignorance. It is a law of nature that, when a class of people have been constantly referred to as inferior, and incapable of intellectual advance, they should be- come inferior, accepting the position into which society thrusts them. Since the world began it was never known that a woman could read, said the people of South India when the first school for girls was opened. The non-Christian world has no system of instruction for its womankind. One of the most startling innovations of the missionaries was a school for girls. . , . England opened schools for India in 1854, but in that sad land only one out of 200 women above twenty-five years of age can read or write. In China, not more than one woman out of three thousand can read or write.* There is no need of discussing here the intellectual condition of women of the savage races of the islands of the Pacific and of Africa. These conditions have been portrayed so vividly by travelers, and are so well known to the world, that we need simply say that their mental condition appeared to the early mission- aries to be but little if any above that of the animals. They were used as beasts of burden, as tillers of the soil, as providers, for the needs of the household, but * Taylor's "The Social Work of Christian Missions," p. 163. EDUCATION OF WOMEN in were given no opportunity for intellectual growth or culture. But missionary leaders have had another reason for making the education of women so important a fea- ture of their work; and that is, the strategic mis- sionary value of such an effort One advantage which it promised and which has materialized was in affording a proof of the capacity and worth of woman. The attitude of Eastern men toward women and their ability had become so ingrained, not only in the religious thought of the people, but in their common expressions, that it seemed an insurmountable task to change all that and establish the belief that women were capable of education, and that their education would be worth while. The men were approached by the argument of demonstration. In some missions bright girls were even hired from their parents, with the understanding that an attempt was to be made upon them to teach them to read. In all the leading coun- tries of the Orient the instruction of girls and women was undertaken. Thus, little by little, the old deep- rooted idea that women were incapable of reading has been overthrown. Except in the most remote parts of the world to-day, far from where the missionary's foot has trod or the direct influence of missionary education has gone, there is a general acknowledg- ment that women are capable not only of learning to read but of a fair degree of education, while many of the Eastern leaders to-day are earnest champions of woman's education even into the university grade. The success of the demonstration is convincing Eastern nations not only of the intellectual possibil- ities of their women, but of their essential worth. Legislation, the utterances of the public pktf orrn and press, the abandonment of age-long customs and the H2 EDUCATIONAL MISSIONS defiance of hoary traditions, all testify to the new times upon which women have come. They are evi- dences that a new valuation is being set upon woman, a changed attitude which is due in no small degree to her education as initiated and championed by the missionary. A second advantage foreseen by the missionaries was that the education of women would furnish a power- ful aid to social regeneration. It was evident that the Christian Church and the institutions of the Christian Church could not ' be established under the old non-Christian society that prevailed every- where in the lands to which missionaries went While they were seeking for the conversion of the individual, it was apparent that the individuals could not be organized into a church or into an ag- gressive working order without fundamental and even sweeping changes in the social life in which those in- dividuals lived. In fact, it would be impossible to establish the church without producing a new social order, and the new social order hinged in a large measure upon the place of woman.* Now if this social ideal of missionary work is to be realized, it is imperative that the social condition of woman must be on a satisfactory basis. No Chris- tian society can be set up in any country where the women are uneducated and are denied their rightful position in the home and in society. With great pa- tience, and steadily adhering to their purpose to secure for women facilities for education, the missionaries held to the fundamental Christian truth that women are entitled to the same rights in a Christian society that belong to men; and by the persistent teaching and living of this truth changes have begun to come, with great force and number, into the social order * See Taylor's "The Social Work of Christian Missions," p. 17. EDUCATION OF WOMEN 113 throughout the East, changes which recognize the place of woman and the home.* A further consideration which made the education of women a movement of high missionary strategy was the fact that among Eastern peoples women ex- ercise a powerful religious influence. One might re- ceive the impression from what has hitherto been said that women's influence was negligible in non-Chris- tian society, owing to the inferior position which by religion and by society she was made to occupy and her failure to develop intellectually under those con- ditions. On the contrary, the women of the East have always exerted, and still continue to exert, a strong, if not a commanding, religious influence upon men and upon society. Women have been in many respects the bulwark of the non-Christian religions as they are to-day of the Christian religion. The place which woman holds in her influence upon religious conditions in the East is illustrated by the fact that it is difficult for any man to become a Chris- tian and to live a consistent Christian life unless his wife and the women of his household are in sympathy with him. It is the practice in India among many, if not all, missions that when whole villages offer to put themselves under Christian training, the mission- aries take no steps to accept such until the women are included. Experience has shown that a village of men making public profession of Christianity will not adhere to that profession unless the women come with them and make the same profession. Many a secret disciple of Christ would long ago have been baptized but for his fear of his wife, or mother, or mother-in- law. Throughout the Orient women are the cfaam- * See Edinburgh Missionary Conference Report, Vol. Ill, p. 377- See also article, "The Ideal of Womanhood/' by Miss Ume Tsuda, of Japan, in The International Review of Mission^, April, 1913, p. 30?., H4 EDUCATIONAL MISSIONS pion conservatives and traditionalists in religion. To reach them through Christian education in such a way as to remove ignorance and superstition and disarm prejudice would mean the breaking down of one of the most stout and stubborn barriers to the progress of Christianity in the nations of the East. Another reason was presented by the necessity of reaching the children of mission countries. No mis- sionary work can be established that aims only at reaching adults. In fact, if only one class can be reached children or adults probably all mission- sionaries would agree that it is more profitable, look- ing to the work to be accomplished, to reach the children than the parents. The child mind is more susceptible, is more easily fixed, and is less prejudiced ; if Christian truth can be impressed upon the mind of the child during the formative period of his life his attitude in later years is practically assured. To reach the child, the missionary found that he must make his approach through the home, and, in most cases, the mother was found to be the domi- nating force in the home. If the mother favored the child's education in a Christian school, there was little prospect that the father's attitude would materially change the situation. On the other hand, if the mother was strongly opposed to the child's attendance upon a Christian school, the father would, in most cases, acknowledge himself as helpless. This condition of affairs emphasized the necessity of beginning with the girls and women, in order to break down prejudice and to find a door of approach to the children of the household.* Yet another factor which made the education of women a necessity from the standpoint of wise mis- *For education for feigh caste Hindu girls, see CBamberlaia's Kingdom in India," Cfcapter IX. EDUCATION OF WOMEN 115 sionary policy was the fact that, as in the case of the men, an adequate leadership for the new Christian society could not otherwise be secured. As the Asi- atic man must necessarily be the permanent preacher and evangelizer and educator of his own people, so must the Asiatic woman become the leader among her race for the development of a new Christian order in the home and in society, and for the bringing in of such reforms in the customs of the country as Chris- tian society demands, especially such as affect the life of women and girls and the purity and sanctity of the home. 2. Extent of Educational Work for Women. Special work for the education of girls and women has extended throughout all mission fields, reaching the utmost boundaries of missionary opera- tion,* while opposition, both at home and abroad, has practically ceased. Although the first woman's foreign missionary societies organized are now scarcely more than half a century old, they have become powerful auxiliaries in the work of the Christian conquest of the world. They have created a strong, aggressive con- stituency at home, have sent out a large number of de- voted, able women to the front to have charge of the work in tfie field, and have built up, in those countries, institutions for the promotion and extension of work for and among women and girls and children that are second to no missionary institutions, in the reach and character of their influence. Almost without exception, wherever you find a mission station anywhere in the world to-day, you will find there some specific work carried on for women. This may not be conducted by a direct rep- resentative of a woman's missionary society; for the * For t 373, 374- 146 EDUCATIONAL MISSIONS away from their surroundings and their race so that, to those that are closest to them and whom they hope to influence, they seem like foreigners. This may be brought about both by the courses of instruction given them and by the environment of the school in which they study. If, when they enter the missionary insti- tutions, they find themselves surrounded by the atmos- phere and customs of the West, and if they are made to feel that these are the marks of civilization, while the simple customs of their own country are indica- tions of paganism, there will be turned out from these schools graduates of both sexes disqualified for effec- tive work as leaders in their native lands. They will have become educated into a frame of mind that will make it impossible for them to be acceptable to their own people. Oriental students who go abroad to complete their education are particularly liable to be Westernized. 7. Another problem is raised by the growing prac- tice in some missionary societies of appointing to mis- sion colleges teachers or tutors under a short term agreement. The general rule of the missionary societies has been and is to appoint as missionaries only those who enter upon the work with the intention of remaining in it for life. This rule has been generally followed in the case of missionaries who were appointed with special reference to educational work There are strong reasons why this custom should continue in every department of missionary operation. No missionary can render his largest service until he has learned the vernacular of the people about him, and this requires from two to five years, depending upon his ability and the difficulties presented by the language. It is one thing to master the Spanish or Portuguese of South America and quite a different SOME PRESENT PROBLEMS 147 thing to learn to use fluently and freely the Chinese lilandarin. It is Impossible also for one to exert the widest Influence and accomplish the most good until he has thoroughly Orientalized himself, so that he will look upon the people and deal with them, not as an out- sider and stranger, but as one who speaks their lan- guage, sympathizes with their life, understands their history, and enters Into their thoughts and plans and hopes. In fact, he cannot be a missionary in every sense of the word, working at his fullest capacity, until after he has spent many years in preparatory service. What is more, In this as In any other career, the quality and productiveness of his work should keep Improving, as his experience ripens, as he grows in poise and perspective, and as he understands better the setting and conditions of his activities and develops more effective methods of work. This fact also should be taken Into consideration In discussing the subject of life service, namely, that in some of the Eastern countries one grows In influence simply with the passing of years. Because of sheer age the patriarch is almost venerated. In Turkey, the grandfather of the household, as the head of the entire establishment, gives orders to his sons and grandsons and great-grandsons. He is not expected to work himself but he is given always the seat of honor, his opinions are sought on every conceivable subject, and, In fact, his word is law in the family. In countries where this attiiude prevails and it pre- vails more or less in India, China and Japan, although perhaps not in the same degree that It does in the Levant, the missionary who has served twenty or thirty years or even more, by the very fact of his residence in the country and the gray hairs that adorn his head, the wide experience that he is known to have I4S EDUCATIONAL MISSIONS achieved, possesses a hold upon the people that he could not have had in the early years after his arrival, however talented he may have been. Years count and a long continued faithful service commands an influ- ence there which it does not in the West. This broad influence is not due wholly, by any means, to age and years of residence, but is due also to the fact that one has acquired a wide acquaintance among the peo- ple, and large numbers of the men and women who are leaders have been trained at his hand. Nevertheless, several missionary societies and the managers of independent missionary and Christian col- leges in the East appoint and send out as tutors or teachers young men and women who enter upon the work for a term of years, some expecting two, some three, and some at least five years of service. Other missionary societies have declined to appoint workers for a limited period. Those who advocate the short term service for tutors and teachers do so for some of the following reasons : (a) It is desirable in many of these colleges to have some of the less advanced subjects taught by teachers from the West. For instance,, there is an advantage in having the younger pupils begin English under an English-speaking teacher, in order to start with the right pronunciation. It could hardly be ex- pected that a fully appointed missionary capable of teaching higher departments could be taken out of that work for the teaching of primary or intermediate subjects. (b) It has been demonstrated that a young man or a young woman attached, soon after graduating from college, to the staff of an Eastern institution can enter at once more closely Into the life of the students than can one who has followed his college course by a SOME PRESENT PROBLEMS 14$ graduate course, and possibly has already spent some time as a fully appointed missionary. His student days have been left behind him by many years. There is a certain magnetism of young life touching young life that cannot be secured in the case of an older appointee. These young men, right from college, enter into the athletic life of the students, often live with them in the dormitories, eat with them at their tables, and so get closer to them than is possible for a married man with a home of his own, or for an older single man. (c) The Presidents of these colleges have expressed themselves, in many instances, as convinced that the teaching standard and work of the college was raised by bringing now and then into the faculty one who had just come from an institution in the West and who was able to bring with him some of the latest and best methods of college administration, classroom control and pedagogy. (d) Many of these tutors, who have served for three years in some foreign field, have spoken with great emphasis, not only of the value of those three years as a part of their education, but also of the value of the experience as enabling them to complete their professional courses to the greatest passible ad- vantage. A large number of those who have gone out for a brief term service have been so impressed with the importance of the *work that they have come home, taken a theological course or an extended course of special graduate work, and returned to the field as fully appointed missionaries for life service. This course is often recommended to those who graduate from college young, and who find thai they can afford three years or so out of their preparation for prac- tical experience in the field, It is not necessary for one who goes out for a ISO EDUCATIONAL MISSIONS three years 7 term to learn the vernacular of the stu- dents. The work assigned him is such that it can be carried on through the medium of the English lan- guage, with the occasional help of an interpreter. Nevertheless, a large number of these tutors, because of their interest in their pupils and their language, have made considerable advance in the study of the language before completing their three years' term. This has been especially true of those who, during their short term of service, have definitely made up their minds that they desire to enter upon this work as a life work, and so have begun their preparation for it by getting a fair start in the language. A word should be said with reference to the char- acter of those who go out for short term service. It is essential that, so far as missionary spirit is con- cerned, the desire to reach the students with the best and most direct Christian influence should be just as prominent and should constitute as deep a motive for service as in the case of the missionary who enters the work for life. Although the tutor may be on the ground for only three years, nevertheless, in the eyes of the students, as well as of his associates on the faculty, and all whom he meets, fie is to all intents and purposes a missionary. He should represent the best product of Christianity. That being the case, some of the missionary societies 'that employ short term service men and women make as careful investi- gations about them in these respects as in the case of the permanent appointee. 8. A practical question in some countries of the East is the extent to which non-Christian native in- structors should be employed in mission schools and colleges. This is a problem that is as old as missions and is yet without adequate solution. The question is more acute in India than in any other country, where, 8 55 U SOME PRESENT PROBLEMS 151 even to the present time, it has been impossible to secure an adequate number of properly educated Christians to equip all the mission colleges and schools. Probably all missionaries will agree that the ideal method is to have Christian teachers in all depart- ments of the school, and it is toward this ideal that they are working. It is especially important that the teachers in primary and intermediate schools shall be Christian and capable of exerting a positive Christian influence over their pupils. 9. Yet another problem is the extent to which financial assistance should be given to students in mission institutions. Missionaries have probably erred on the side of over-aiding students rather than the reverse. The Chinese have complained that the missionaries in some mission schools have aided stu- dents to such an extent that they have lost their per- sonal independence and have developed a spirit of mendicancy. The schools that have put a price upon the education that they give, and have insisted that those who are to secure the education must pay the price, have in most mission countries succeeded in securing a better class of students and in giving them a better general training, than is the case in schools that give large subsidies, thus making their education practically free. It is a question how far to aid and how far to insist that bills shall be paid by the stu- dents themselves. It is poor policy to allow a bright and promising student to fail of an education for the want of a little aid, while it is short-sighted practice so to pauperize him that he is worth little as a leader when he has completed his studies. Industrial self- help is of great value in solving this problem. 10. One other problem should be mentioned, al- though already some missions are working it out suc- cessfully. How long is it necessary for the missionary 152 EDUCATIONAL MISSIONS to hold the control and continue the support of schools of a primary and intermediate character in mission fields where the Christian community has become well established ? There is no question that the educational work in its initial influence is more strongly effective in lower grades than in those higher up. The direct Christian influence is stronger here, and it is through these lower schools that the Christian teacher reaches the parents and puts the impress of Christianity upon the entire community. At the same time it is a legiti- mate question to raise as to how long the missionary himself should continue to dominate the primary and Intermediate schools. Some of the mission boards are passing over the direction and control of these schools, as well as their support, to the developed Christian community. If this can be done successfully, under proper native leadership, with proper native support, the school loses none of its significance as a Christian force in the community. The only question is as to the time when it is safe to entrust these evangelizing and en- lightening agencies to native management. Probably all would agree that at the present time it is better to have as large a degree of efficient native control and responsibility as it is possible to secure. When that degree is adequate to meet all the require- ments of the schools, then the missionary can with- draw, except as a general supervisor. But, until that time arrives, it seems essential that these schools should have the benefit of the general supervision of the missionary, who will, of course, maintain a vital contact with the teachers, in order that religious zeal may not flag or the intellectual standards of the school be fatally lowered, and in order that the school may be made to exercise its widest legitimate influence as a Christian institution in the community. SOME PRESENT PROBLEMS 153 In places where the plan has been tried it is found that the Christian community itself gains strength and influence by having responsibility for the conduct of its local primary and intermediate educational work. In that way educational leaders are raised up even from among the laymen, and the community itself, rather than the missionary who assumed the respon- sibility at the beginning, becomes recognized as stand- ing for the education of the child. Just so far, there- fore, as the lower grades in the educational work can be passed over to the native community with safety and without sacrificing their influence and power, it is wise so to do. Following the same principle a little further, most missionaries agree that it is wise in high schools and even in schools of higher grade to have natives upon the boards of control or management, all looking to the time when even those institutions shall not be under the missionary's control, but shall find ample direction and ample support in the developed native community. ii. Greater than all the problems that have been mentioned is the comparative indifference of the Chris- tian Church to the amazing opportunities of the hour in the work of education on the mission field. An aroused Christian sentiment on the question would not only release new administrative genius to grapple with the various perplexing problems named above, but it would provide the financial support needed for bet- ter equipment and for a large expansion of the work and would thrust forth into all the mission fields a host of workers eager and equipped to enter all sorts and grades of educational service.* * For extent and need of Christian education in Latin America, see Report of Conference on Missions in Latjn America, held in New York, March, 1913. PP- *5 ** 120, and 150-151. CHAPTER VII ACHIEVEMENTS THROUGH EDUCATION In this chapter some of the achievements that have been wrought through education in the mission fields will be considered. It is not forgotten that there are many defects in mission schools and that the successes of this side of missionary work should be much greater than they are. But as an answer to the criticisms of educational missions, as an indication of the vast op- portunities for profitable service that are open to the missionary educator and as a challenge to college men and women of the highest gifts and training and the deepest devotion to carry forward the advantages that have been gained and to overcome the acknowledged deficiencies and improve on present methods of educa- tion, it is fitting that there be given here a summary of the achievements of education on the mission field. There is no single standard by which the results of missionary education can be measured. There is no method of investigation by which these facts can be discovered. We can hope in this chapter to accom- plish but little in the way of making known the tre- mendous power and volume of the educational work that has been carried on during the last century and more in mission fields. If we can show by these investigations that opposition has practically ceased, and that to-day the beneficent and constructive char- acter of Christian education has become widely ap- 154 ACHIEVEMENTS THROUGH EDUCATION 155 parent, we shall have accomplished our purpose.* We can examine but a few of the manifest results, leaving the great mass of the indirect influence and inspira- tional value of educational missions to be searched out and reported by others.f We shall take up, therefore, in order, some of the great fields, giving under each a few of the outstanding facts. India. Let us begin with India, the first country abroad to attract the attention of American foreign missions, and the one, in some respects, to record the most sweeping changes in its customs, its thinking and its beliefs, largely through the introduction of modern Christian education. We are wont to think of India as a large and united country, somewhat like Japan, and fail to realize that the population is divided and subdivided into tribes and races, each speaking a different language, and that the greater part of it is broken into castes accord- ing to ancient customs and traditions. The caste sys- tem presents the greatest obstacle to Christian advance, creating divisions and barriers which cannot be leaped over but which must be conquered. These conditions necessarily affect the educational system of India and have prevented its most rapid expansion. While the country at present is as a whole under British rule and this includes Burma and Ceylon there are many important Native States which command a large de- * For results of missionary education, see Barton's "Human Prog- ress Through Missions," Chapter IV. f See, e. g., Dennis* "Christian Missions and Social Progress,** Vol. II, PP- 33-35. For reference to the work and influence of several Mission Col- leges, see Taylor's "Social Work of Christian Missions," pp. 147-150. 156 EDUCATIONAL MISSIONS gree of independence, each having control of its own educational system. As has been stated elsewhere, the modern educa- tional system in India was introduced by the mission- aries, Alexander Duff being the recognized leader in his championship of a modern Western education of high grade through the medium of the English lan- guage. Dr. Duff himself was in favor of the lower and primary schools being conducted in the vernacu- lar. Under this principle a fairly complete system of education has grown up, culminating in five Universi- ties, with government, missionary and private affiliated colleges of large proportions, and a network of pri- mary and secondary schools extending not only through the British territory but into Native States as well.* In every province there is an educational department under a director of public instruction. The report of the Secretary of State for India, as laid before both Houses of Parliament in 1912, states that the total number of scholars in public and private institutions in British India in 1910-11 was 6,358,665, an increase of 40% during the previous decade. These figures show that only 4.4% of the total male and less than i% of the total female population of India are in school. About the same relative proportion obtains with reference to the population of school- going age. Counting 15% of the total population as of school-going age, only 28% of the males attend school, and only 4% of the females. The statistics show that, during the decade here reported, the num- ber of female pupils in school has actually increased over the pervious decade by 94%, while the increase in the number of male pupils in the same period is only 34%- Among Christians and Parsees the ratio of girls to boys under instruction is about one to two ; among * See Thoburn's "The Christian Conquest of India," pp, 173-178, ACHIEVEMENTS THROUGH EDUCATION 157 Brahmans one to six; and among Mohammedans one to eight.* There are in India 244 girl students in the Arts Colleges and 229 girls attending the medical schools, the majority of whom are Indian Christians. In 1911 there were 172478 educational institutions of all kinds in India, 91% of them for males and about g% for females. These schools touch directly over 6,000 villages and 1,571 towns with a population of over 5,000. The Indian Government makes large ap- propriations for the upkeep and support of schools of all grades, but especially of the primary, intermediate and high school grades. The cost of education in India is rapidly increasing. In surveying these achievements it is interesting to recall that the modern movement in education was introduced into India by the missionary. In India, Burma and Ceylon there are fifty-three colleges under Christian management preparing stu- dents for the degrees conferred by the Indian Uni- versities. Fifty of these colleges are in British terri- tory and three in Native States. Of these colleges, sixteen belong to the Church of England, thirteen to North American Missions, ten to English Missionary Societies, seven to the Scottish churches, and seven to the Roman Catholic. More than four times as many of the Indian Christian young men receive a college education as the Hindus, and twelve times as many as the Mohammedans. One-third of the stu- dents in India who go as far as the Bachelor's degree receive their preparation and education in mission in- * Dnyanodaya, Bombay, October 31, 1912. For another statement upon native education, see Thobtirn's "The Christian Conquest of IjwKa," pp% 66-68. For illiteracy of Indian Christians, see The East and the West, 1913. PP- 206, 207. 158 EDUCATIONAL MISSIONS stitutions. This puts a stamp of Christian teaching upon one-third of the educated classes of India. Missionary work in India, Burma and Ceylon has been severely criticized because the missionaries were spending the most of their time upon children of the low castes or upon outcastes. It has been repeatedly stated that no impression could be made upon India until the missionaries directed their attention to the higher classes, to the Brahmans, the Parsees and the Mohammedans. The higher castes avoided the Chris- tian schools when possible, seeking their education in Hindu or Government schools. These, after gradua- tion, were put into positions under the Government, and they were alert to see that no low caste man, however well educated, took the place of a Brahman in any office, however humble. The situation has materially changed during the last decade. Many from the large number of Brahmans who have been educated in the -national schools, from which religion has been eliminated, have revealed a hostility to law and order that has alarmed the Gov- ernment. From among this class assassinations and bomb-throwing have sprung, and open opposition. The contrast between these and the students and graduates of Christian schools has been so marked that Government officials have been led to inquire why such a large proportion of the students of irreligious national schools are so destructively hostile to law and order, while the students of Christian schools stand as a whole for constructive reform. As a result of these inquiries the Government is gradually dismissing Brahmans, and in their places is appointing graduates of Christian schools, or Christian students from Government schools, the most of whom are from the lower castes, or even from the outcastes. This is but another illustration of the ACHIEVEMENTS THROUGH EDUCATION 159 inevitable law of society by which the lower social strata of the last generation become the middle class of the present, and the dominating force of the gen- eration following. The Christian educational invest- ments among the outcastes three-quarters of a cen- tury ago are now producing returns in native Chris- tian magistrates, advocates, judges, officers of all grades and ranks to which natives are appointed, as well as teachers and professors in schools attended by pupils from Brahman households. Missionary education in India and Ceylon has pro- duced a force of native pastors, teachers and Christian leaders numbering over 40,000, of whom some 1,400 are ordained.* This takes no note of the thousands of Christian native officials of every grade and class, nor of the Christian teachers engaged in non-Christian schools. In the mission colleges there are now over 5,000 students, with some 85,000 in the boarding and high schools. The industrial schools claim some 10,000 pupils, with over 1,000 in the kindergartens, and nearly 500,000 more in the elementary and village schools, numbering more than I2,ooo.f The Levant. Under this title we include the entire Turkish em- pire, Persia, Arabia and Egypt. At the beginning of the last century this entire area was under Moslem rule. Not only so, but it had been governed by a Mohammedan government for centuries. To mention this fact is to give an idea of the condition of the in- tellectual and educational life of the country. While the country was ruled by Mohammedans, there were large Christian populations like the Ar- * For results of educational missionary work in India, see Jones' "India's Problem: Krishna or Christ,*' pp. 353-359- t For statistics see "The World Atlas of Christian Missions." i6o EDUCATIONAL MISSIONS menians of eastern Turkey, the Syrians of Palestine, and the Greeks of western Turkey, who had their separate national existence but who were controlled by the Turkish government. All of these communi- ties had certain kinds of schools, but not one was modern or advanced. Mohammedanism has never favored modern learning, or, in fact, any learning that went beyond the teaching of the Koran or Moham- medan tradition. The conditions as above outlined were practically identical throughout Macedonia, Thrace, Bulgaria, Asia Minor, Armenia, Kurdistan, Persia, Mesopo- tamia, Syria, Arabia and Egypt, when missionary edu- cational work began early in the century. Even in Arabia attempts were made to obtain a foothold for the modern teacher and the Christian school. To report the vicissitudes of this educational work in detail would require more than a volume. We wish to call attention only to what has been accomplished during less than a century of endeavor in the way of introducing modern education into the countries named.* One has only to read the modern story of the changes that have swept over Persia, Turkey and Egypt to understand something of the effect of the introduction of modern education. Even the mere cataloguing of the educational institutions of higher learning stretching from Bulgaria and Macedonia east across Persia, and southward, each one surrounded by hundreds of schools of lower grade, extending into the remote mountain villages and covering, as they do, all departments of modern education, from the theo- logical seminary down to the kindergarten and the industrial school, would be a striking demonstration of *For the intellectual renaissance in Turkey, see Barton's break in Turkey," Chapter ASSIUT COLLEGE, ASSIUT, EGYPT Main College Hall Dining Hall ACHIEVEMENTS THROUGH EDUCATION 161 the enormous extent and power of this Christian edu- cational crusade.* To-day in these schools and those affiliated with them as preparatory there are at least 100,000 of the brightest boys and girls of these countries under Christian instruction. These include students from every leading race and of every religion of the whole area. Not only has prejudice been banished in a large degree, but the people themselves are furnishing a large proportion of the funds necessary for the support of these institutions, nearly all of the village primary and intermediate schools receiving practically their full support from the people. The great mass of teachers engaged in these schools received in them their early training, many of them having taken graduate work abroad. The men and women in the country who are doing more than all the rest to elevate, organize and Christianize society, who stand for moral integrity and justice, and who are able by their superior training to hold with credit places of influence in- national affairs, have received their training under the mod- em system of education introduced by the mission- aries. A large number of independent schools have sprung up through the impulse given by the mission institu- tions, their curricula being based upon those of the mission schools. These also are exerting a similar in- fluence, although perhaps less aggressively Christian, and are a part of the reorganizing and even revolu- tionary forces now operating throughout that country. Robert College, the Constantinople College for Girls, the Syrian Protestant College at Beirut, Assiut College in Egypt, Urumia College in Persia, and others show * See Beach's "Geography and Atlas of Protestant Missions," Vol. I, p. 4*1* i6s EDUCATIONAL MISSIONS what this modern educational force is, and what it means for the future of these countries.* Abdul Hamid, when Sultan of Turkey, kept a diary, which became public after his abdication. His aver- sion to Christian schools in particular, and to modern education in general, is too well known to call for further reference here. In this diary, in speaking of the effect of what he calls "private schools" upon the condition of the country he says : f Private schools constitute a grave danger to our nation. With unpardonable carelessness we have allowed represen- tatives of all sorts of nationalities to build schools at all times and places. What a peril they are has often been shown. In another qutotation from the same diary, in refer- ring to reforms, he says : So-called reforms are for us certain rum. Why are they forced upon us by the Powers, our old foes? Because they know that reforms carry with 'them germs of destruction which will cause our downfall. It is a well-known fact that the reforms introduced into Turkey had their origin in the ideas taught in the foreign schools, the first and foremost of which were mission institutions. China. The Jesuit fathers in the sixteenth century intro- duced into China the elements of Western science. Morrison's first work was the production of a Chinese dictionary, containing a working vocabulary in Chinese and English. This was of equal value to the English * For Christian education in the Levant, see Dennis* ''Christian Missions and Social Progress," Vol. Ill, pp. 60-67. f From the diary of Abdul Hamid II, ex-Sultan of Turkey* quoted from the German magazine Nord & Sud. ACHIEVEMENTS THROUGH EDUCATION 163 foreigner studying the Chinese language and to the Chinese studying the English language. The next step was the founding of the Morrison Education Society, with a school near Canton, and the issuing of text- books in Chinese and English, but wholly of an ele- mentary character. From this beginning, wherever the missionaries went in China, day and boarding schools sprang up, the curriculum being largely de- voted to teaching children to read, and having the Bible as one of the principal text-books. In 1890, growing out of the Shanghai Missionary Conference, the Educational Society of China was created. At the time of the Centenary Missionary Conference, held in Shanghai in 1907, in view of the fact that Christian educational work had greatly in- creased in the years immediately preceding that con- ference, and because of reforms then taking place in China, there was formed a General Education Com- mittee to study the whole field of education in China, and to survey the question as to the founding of a union Christian university for the Empire.* The Ed- ucational Society of China was continued, having for its object the promotion of educational interests in China and the fraternal cooperation of all who were engaged in teaching. The modern educational system in China was inau- gurated in 1905, immediately after the abolition of the metropolitan and provincial examinations of the "eight-legged" essays. At that time the examinations for the much coveted degree were put upon a modern basis, and immediately schools and colleges of all descriptions were begun throughout the country. As might be expected the new educational system was not at once a success. The authorities, even in edu- cational matters, were, for the most part, selected * $ee Centenary Missionary Conference Report, p* 520. 164 EDUCATIONAL MISSIONS perforce from among scholars of the old school, who were ignorant of modern science and of foreign lan- guages. The available teachers, with very few excep- tions, had obtained but a smattering of modern science and languages. It was no wonder that a school system springing into existence under those conditions should fail to meet the expectations of the Chinese people, and that in a large measure it would prove to be a failure. An additional reason why the schools were not more generally successful was because the new ideas of liberty found congenial adherents among the student bodyi This included the demand that they should at- tend school or not according to their own wishes. If the teacher for any reason was not satisfactory, the students asked that he be removed. For a time European and American teachers, because of their straightforward method of maintaining discipline, were displaced, at the demand of the students, by Japanese teachers who were more submissive. Mat- ters gradually improved, however, in administration and discipline, as well as in the quality of the instruc- tion. A careful investigation of the educational work in China as carried on by the missionaries shows that over 700 Western men and women (missionaries) are giving the larger part of their time to teaching. The instruction given in schools under their control includes all grades, from the kindergarten and primary school through the college and theological school. As many as twenty institutions are reported to have attained the rank of college, and a few of these have assumed the name university.* Some of these colleges have theological and medical * See the "World Atlas of Christian Missions," educational sta- tistics. ACHIEVEMENTS THROUGH EDUCATION 165- departments connected with them. There are besides these, however, separate theological schools and union theological and medical schools. Professor Ernest D. Burton, of Chicago University, who made a most careful investigation of the educa- tional work in China in 1910, reports as follows : The standard of the work in many of the institutions is of a high order. It is no exaggeration to say that up to the present time the best educational work in China has been done by the missionaries. This is evidenced by the fact that the students who go from these institutions to study abroad are better prepared, and acquit themselves most cred- itably in England and America. The position to which we have attained then is this: we have developed all grades of educational work tip to the college, giving a sound edu- cation in arts and science, theology and medicine, and we have produced a few institutions which are universities in the process of making. The graduates are loyal and patri- otic subjects of the Empire, with moral integrity and earnest- ness of purpose. They are not found in the ranks of the revolutionaries, but are eager to help in the reform move- ment in this country by helping in the spread of the new ideas and of higher ideals of life. They have already done good service for their country by filling posts as teachers in the new government schools and colleges. They form one of the most enlightened elements in the social and political life of the Empire * It is impossible to secure all of the data bearing upon the part which mission schools have had in turn- ing the Chinese from the old method of education to the new, in opening their eyes to the fact that China was antiquated, not only in educational matters, but in its methods of government administration, and in proving that radical reforms were necessary in order to secure strength and permanence to the Empire, It is readily conceded "by Chinese, as well as by foreign- ers who have no relation to the missionary enterprise, * Professor Burton's "Report on Christian Education in China." 166 EDUCATIONAL MISSIONS that modern education was directly and indirectly introduced into China through the missionaries and their schools.* In 1897 Dr. Mott wrote as follows: The promotion of modern learning and the employment of modern educational methods are almost entirely m the hands of the missionaries. With the exception of about half a dozen gorernment institutions all the real institutions of higher learning are under mission control. Missionaries, therefore, are literally the instructors of the new China.f The endeavor thus to change the educational system of China met with persistent opposition on the part of the Chinese, and seemed to outside observers to make little progress up to the time of the Boxer uprising, in 1900. It is true that there were thousands of pupils in attendance upon Christian schools, the largest number being in the primary and intermediate grades, and the institutions that had grown to college grade were not destitute of students and some of these were among the brightest that China could afford. Nevertheless, it must be acknowledged that these schools were not popular, and that the student who persisted in going to a mission college and putting himself under the direction of an institution and of teachers who taught the Western learning made him- self ridiculous and cut himself off from hope of official position in the Empire. That being the case, it would necessarily follow that those who defied official ostra- cism, and, in the face of open opposition, insisted upon an education in a foreign college, would turn out to be men of unusual strength of character and of an enduring fiber. As a result of this higher education in Christian schools, and especially in colleges under the administration of men from America, it was inevi- * For the new learning of China, see Clark University Lectures, "China and the Far East," Chapter XIII. t "Strategic Points in the World's Conquest," pp. 163, 164. ACHIEVEMENTS THROUGH EDUCATION 167 table that many Chinese youths, after having com- pleted their education in the mission schools, should turn their faces to the West for further study in the universities of America and Europe.* Carefully collected statistics on the part of the Chinese Student Association of America show that So% of all the students that left China to complete their studies in America, up to 1910, came from mission schools. At the close of 1911 it was learned that 877 Chinese students were studying in higher institutions of learning in North America. They were to be found in all of the well-known colleges and uni- versities, where for the most part their standing was high and their record among the best. They repre- sented practically every province in China. It is interesting to note that 210 of them were tak- ing courses in Arts and Sciences, 48 in Civil En- gineering; Mechanical Engineering claimed 32, Elec- trical Engineering 27, Mining Engineering 25, Agricultural Engineering 29, Chemistry 15, Agricul- ture 40, Naval Architecture 13, Medicine n, Econom- ics 12, Science 16, Forestry ir, Law n, Political Science 9, Education 7, Commerce 8, Theology 4. The influence which these 877 men will exert in their own country after their return will be vast in- deed. We have not attempted to gather statistics as to how many of these men are professing Christians ; but it is known that a large proportion of them are, and that many have taken a public stand for Chris- tianity since coming to this country.f At the time of the overthrow of the Manchu Dy- * For the progress of religious education in China, see Clark Uni- versity Lectures, "China and the Far East," Chapter XV. For the new education in China, see Pott's "The Emergency in China," Chapter V. t For Chinese students in America, see ''China and the Far East,'* Chapter XII. i68 EDUCATIONAL MISSIONS nasty and the organization of the government upon a republican basis, it became necessary to muster in every Chinese with modern training to fill the offices tinder the new administration. Those who had been educated only in the ancient learning of China would be wholly unable to grasp the meaning of a repub- lican form of government, or to catch in any ade- quate manner the spirit of the new order. As those who had received modern training were, in large part, the product of mission colleges, it was but, natural that throughout the Empire a large proportion of the new officials should be Christian men and that many others should be in sympathy with Christianity. A recent report from the province of Kwangtung states that 65% of the officials of the province are Christians. It would hardly be in place here to mention names, but beginning in the National Cabinet, and extending down through all departments of National and Pro- vincial administration, we find that men who were edu- cated in Christian schools, most of them professing Christians, have been drafted into the service. Some of these withdrew from Christian professional work, and took up government service until others could be raised up to take their places; and, when these were found, they resigned their official positions and returned to their Christian work. Several illus- trations of this might be given. To-day the Chris- tian men are in general in the lead in the develop- ment -of the government system of education, in the preparation of an educational literature, as well as in positions of civil administration in the provinces. One who looks into the influence of missionaries and mission schools upon the new Republic of China is forced by the great array of facts that present them- selves to the conclusion that missionaries, through their various institutions, have laid the foundation for ACHIEVEMENTS THROUGH EDUCATION 169 the new China, and have made it possible for China in becoming a republic to establish itself upon the basis of religious liberty, with special friendliness and favor toward Christianity. The modern college, for both men and women, medical schools and normal schools for both sexes, not to mention kindergartens, primary, intermediate, and high and boarding schools, all upon a modern basis, have been firmly established, in some form, in every province of China, and are being adopted by the Chinese as models for the development of their own educational system.* It may be added that in educational matters in China the prestige and influence of American institutions are far in advance of those of any other nation. This is a gratifying fact but it carries with it a deep sense of obli- gation. You may notice that nine-tenths of the men who are lead- ing this revolution have had their inspiration from Amer- ican Mission Schools, with the result that America has a great moral position in China. Now the English have al- ways had bigger interests in China, and their missionaries were there long before the Americans, their flag is much better known, but they did not , believe in educating the young Chinaman, with the result that all the leading young men went to the American Missions and not to the English. Now we are doing a little, but still we are far behind America, and the real future of China depends on the American-trained Chinese.t Africa. Christian education has practically brought Africa from its seclusion and paganism out into the light. Whatever of education exists to-day in Africa, with very limited exceptions, owes its existence to the * See Lewis' "The Educational Conquest of the Far East," Chapter XIX. t From address on "The Opportunity in China," by Rev. Lord Wil- liam Gascoyne-Cecil, author of "Changing China/' printed in the Lon- don Daily Matt, May 5 *9*3- 170 EDUCATIONAL MISSIONS Christian missionaries, who entered that continent from the North, South, East and West, and who have now penetrated to its utmost depths and established their missions stations, with their little schools, among the great majority of its races. Wherever the mis- sionary has gone, he has planted the school. Abso- lutely primitive at the beginning, constituting perhaps only a group of naked children gathered under the shade of a tree, using figures in the sand for a text- book however crude and rude this beginning was, it was the commencement of the intellectual life of the African, the beginning of a glimpse of the larger world, the imparting of vision and the bringing in of a new civilization.* The African schools, more than those of any other country, have been primarily industrial. The first need of the Christian African was for a civilized home, for effective tools for the tilling of the soil, and he was taught to build the house, make his own furniture, and manufacture the tools with which, under mission- ary instruction, he learned a new style of agriculture. Thus the little kraal school found its way into the heart of the continent. Gradually schools of a higher char- acter, with a more rounded-out curriculum, came into being at the more populous mission centers, al- though as yet little has been done in Africa by way of collegiate training, as we use the term "collegiate" in the West. In a discussion of Africa we must make an excep- tion of Egypt, which stands almost by itself and which has its full representation in Assiut College, referred to in Appendix C. * For a list of colleges, universities, theological seminaries, boarding and high schools, industrial schools, medical schools, anc$ kindergar- tens in -Africa, see Noble's "The Redemption, of Africa," Vol. II, pp. 769-777- ACHIEVEMENTS THROUGH EDUCATION 171 The mission school has developed Into the training school for African workers, hundreds and thousands of whom are now engaged in propagating the simple truths of Christianity among rude peoples, carrying with them new industries, and teaching those peoples how to build more sanitary and comfortable homes, and how to make their exhausted soil produce more abundantly in response to better tilling. Experience has shown that the preacher of the Gospel who is able at the same time to instruct the people along industrial lines has a much wider and more permanent influence than the one who knows simply how to preach and teach. One would search far and wide in Africa to find a missionary to-day who is not an educational missionary, himself a teacher and a preacher who is training teachers and preachers for the districts which he cannot personally reach.* There is no other country of the size of Africa which is so poorly supplied with institutions of higher learning. We shall expect to see in the near future many of the present schools, established in different parts of the continent, pass through periods of rapid development, turning out men and women of recog- nized ability, able to take the place of the missionary himself, and so facilitating the progress of Christian and educational work throughout the country. Latin America. The wisdom and necessity of beginning and carry- ing on educational work in Latin America has been questioned among missionary societies, but not by those who are most familiar with the conditions. The * For Christian education, in. South. Africa, see Wells' "Stewart of Lovedale," pp. 187-205. For missions and education in South Africa, see Evans' "Black and White in South East Africa," Chapter IV: 172 EDUCATIONAL MISSIONS criticisms are based upon a misconception of the need and also of the work carried on. It is well known that the Roman Church has never been in favor of general education for the masses. It has fostered great educational institutions that have commanded the admiration of the world, yet it must be acknowledged that some phases of this education have been so prejudiced by the particular tenets of the Roman Catholic Church that general educators have viewed many departments with suspicion. An- other defect, glaringly apparent in some of the higher institutions of learning in South America, is a lack of moral restraint over the pupils and over the general character of the school. These conditions have called for the opening of schools of lower grade as well as institutions of the very highest grade, the first in order to reach the masses, where illiteracy was astoundingly prevalent, with Christian literature and especially with the Bible in their own tongue; and the other in order to raise up preachers of right living, and also teachers who should carry with them, wherever they exercise their profession, a wholesome moral atmosphere. Missions in Latin America have not attempted to overthrow the Roman Catholic Church, or to institute a propaganda hostile to the Church as a religious insti- tution; but one fundamental purpose has dominated both the evangelistic and the educational work of the Protestant missions. That purpose was to turn the thoughts and attention of the people to the simple Gospel of Christ and to preach the necessity of right conduct.* A propaganda of proselytism has never been carried on, and was not contemplated from the * For need and results of Christian education in Latin America, see Report of New York Conference on Missions in Latin America held March 12, 13, 1913, pp. 15, 16, 65, 120, and 150-153. ACHIEVEMENTS THROUGH EDUCATION 173 beginning 1 . Statistics show that there has been a com- paratively small number of Roman Catholics who have become Protestants ; but even a slight investiga- tion shows the marvelous results produced in those countries through the introduction of schools among the masses and the production of a large number of trained, devout leaders among the people, who stand for intelligent faith and for right living. Under the guidance of these principles the mission- aries have entered Mexico, Central and South Amer- ica, Cuba, Porto Rico and the Philippines with their primary, intermediate and high schools, and through these they have been planting the seeds of sound learn- ing. Out of such small beginnings have come colleges like Silliman Institute in the Philippines and Mac- kenzie College in Brazil. One should bear in mind in considering modern mission work in these countries that there are also large numbers who are not Roman Catholics and have no relation to the Roman Catholic Church. The great mass of the people of South America have little more knowledge of what Christ taught than the most veritable pagans. The whole of Latin America has been permeated by the revolutionizing influence of modern education, which is making itself felt upon the entire school sys- tem of those countries, and is opening the eyes of the people to the necessity of reform with reference to many of the immoral and un-Catholic customs which have grown up under the protection of the dominant Church. Japan. The father of modern scientific education in Japan was a missionary. Dr. Guido F. Verbeck, who was a Hollander by birth but whose principal education was obtained in America ? reached Japan in 1859, near ty 174 EDUCATIONAL MISSIONS a decade before the restoration. He was one of the first American missionaries to that country. He began educational work in the city of Nagasaki, then an open port, and very quickly gained a wide reputation as a teacher, and it was through his cooperation in 1866 that the first Japanese youth was sent to America for study and observation. He proposed the Japanese World's Commission in 1872, and when that Com- mission was made up it was discovered that fully one- half of its members were former pupils of Dr. Ver- beck, from whom they had received their first ambi- tion for foreign travel and their first glimpse of a great outside world. He was called to Tokyo and was a leader in the foundation of the national educational system and the first president of the Imperial Uni- versity, organized in that capital city. He became a confidential adviser of Japanese officials, translating many important documents into Japanese for their use.* With the name of Verbeck, in the educational his- tory of Japan, must be associated that of Joseph Hardy Neesima.f Neesima ran away from Japan at a time when to leave the country was almost a criminal act. Coming to America, he was educated in Amherst College and Andover Theological Seminary. After an eventful career covering his education and diplomatic services rendered the Japanese Govern- ment, he returned to Japan. From 1874 until his death in 1900, he laid the foundations and built thereon at Kyoto the Doshisha, which has become one of the best known educational institutions in Japan, and which to-day stands as a University recognized by the Government, with over one thousand students on its list and its influence reaching every corner of the * See Griffis' "Verbeck of Japan." t See Hardy's "Life and Letters of Joseph Hardy Neesima," ACHIEVEMENTS THROUGH EDUCATION 175 empire. These and many other men and women con- nected with educational missions have been in the van of the leadership which has brought modern Japanese education to the admiring attention of the western world. The leaders of modern Japan have been fully alive to the importance for national progress of a thorough system of education. Government institutions, pat- terned largely after those under missionary auspices, have become both numerous and strong. The main difference has been in the matter of religious instruc- tion and religious atmosphere. This difference mani- fested itself in the output of the two classes of insti- tutions and last year a remarkable conclusion was reached by the responsible government authorities. Japanese officials have recently become alarmed at the irreligious attitude of the national educational sys- tem and the consequent result in the character of the students graduated from the national schools. The Imperial Minister of Education and the Vice-Minister of Home Affairs came to the conclusion that religion has a direct relation to the moral problem of the people and that there is nothing inherently dangerous in rec- ognizing religion as a factor in education. Under the impulse of that conclusion a conference of represent- atives of Shintoism, Buddhism, and Christianity was assembled, at the invitation of these members of the Imperial Cabinet, to meet in Tokyo, February 24, 1912. There were present 15 Shintoists, 50 Buddhists and 7 Christians, besides the Vice-Minister of Home Affairs and the Minister of Education. The Vice-Minister of Home Affairs presided. These 72 representatives unanimously expressed the hope that the government will respect religion, will promote harmonious rela- u tions of the state religions and education, and utilize them for the development of the nation. Count Inoaye 176 EDUCATIONAL MISSIONS had declared publicly that the morals of the students in government colleges were inferior to those of stu- dents in Christian schools. It is generally understood in Japan that this conference constitutes a recognition on the part of the Japanese Government that religion should have a place in the educational system of the empire in order to promote the moral development of the nation.* The significant and far-reaching nature of this recognition is easy to comprehend and is a most gratifying manifestation of the influence of the spirit and method of missionary educational institu- tions. Students who have gone out from the mission schools have exerted an influence out of all propor- tion to their numbers,f Dr. Pieters of Steele Col- lege, Nagasaki, reports that no less than 20,000 young men have received more or less instruction in Chris- tian schools of Japan, with a possibility that this num- ber may reach 25,000. Of these, 3,000 are gradu- ates either of middle courses or of higher courses, or both. The percentage of graduates of these Christian schools in the various callings is given as follows : In the ministry or some other form of Christian effort, 3% ; teaching, 12% ; Japanese officials, 5% ; in various forms of business, 28% ; military service, I % ; various other callings, 2%] 3$% are still studying; 7% have died, and of the remaining J% there is no informa- tion.:^ While the number of graduates sent out is small * "The Christian Movement in Japan, 1910," pp. 159 ff. t For permanent results of educational work, see Pieters' "Mission Problems in Japan," Chapter VI; also "Christian Movement in Japan, 1910," p. 160. JFor influence of Christian education upon Japanese, see address of Professor Clement, Edinburgh Missionary Conference Report, Vol. Ill, pp. 438-439. ACHIEVEMENTS THROUGH EDUCATION 177 compared with the whole student body of Japan,* in order to measure their influence we must take note of the positions which they hold and their influence in the country. It is an interesting fact that the mili- tary, the medical and the legal professions have been but slightly reenforced from these Christian schools. As far as business is concerned, they are more inclined to banking, and not a few are managers of banks and commercial companies, or occupy other positions of commercial influence. While only 117 have entered official and political life, a considerable number of these have risen to prominence. They hold impor- tant positions in city and ken offices, in postal and customs service ; they are found, too, among the mem- bers of the Upper and Lower Houses of Parliament. They have also held positions as mayors, governors of states, and various posts in diplomatic service, from Minister downward. The graduates of mission schools, however, have more especially distinguished themselves in those call- ings in which ideas rather than business or official ac- tivities hold prominent place. When we remember that the difference between Old Japan and New Japan is one of ideas, we are better able to understand the influence of these leaders. As all of these schools have put special emphasis upon English, the ideas .which English literature conveys have taken hold of the student life. There is hardly a middle school in Japan that has not among its English teachers a graduate or graduates of a mission school, and there is not a mission school that has not sent many such men into the teaching profession. Some of the pro- fessors in the Imperial University received their earlier training in the mission schools. * For a list of Christian schools in Japan', see "The Christian Move- jnent of Japan, 1913," pp. 718*734. ITS EDUCATIONAL MISSIONS Periodical literature has afforded a large field for the graduates of mission schools to extend their influ- ence in the realm of ideas. Magazine literature in Japan is due largely to the graduates of these schools. The pioneers in this line were Mr. Tokutomi Ichiro, with his "Kokumin no Tomo," Mr. Uemura Masa- hisa, with his "Nihon Hyoron," Messrs. Shimasaki, Togawa and Hirata, with the "Bungakkwai" all dis- tinguished examples. A number of the recent grad- uates of Christian schools have also gone into journal- ism. They are to be found either as editors-in-chief or as members of the staff of many of the leading journals of the Empire. A splendid record in the field of authorship has been made by these and other graduates of Christian schools, such as Mr. Shimasaki Toson, the poet, Mr. Matsumura Kaiseki, the lecturer and historian, the late Dr. Onishi Iwao, eminent as an author on topics connected with education and psychology, and Mr. Tokutomi Kenjiro, the novelist. These men, with oth- ers, have led the way in creating a new literature for Japan, one that is fast familiarizing the whole nation with the best ideals of the West, and whose influence upon national thought and character is beyond calcu- lation. Nearly all of the women in Japan who are at all prominent in Christian work have been educated in mission schools, and many women, who, although not professing Christians, are recognized leaders in works of reform and benevolence, such as the Red Cross Society, the Temperance Movement, etc., have received their education at the hands of the mis- sionaries. Mention need scarcely be made of the tremendous and direct influence of mission colleges upon the growth of the Christian Church in Japan, in common BUILDINGS OF DOSHISHA. UNIVERSITY, KYOTO, JAPAN ACHIEVEMENTS THROUGH EDUCATION 179 with other countries of the Orient. One is inclined to be disappointed in the fewness of the graduates who have entered directly the so-called Christian pro- fessions. But a glance over the wide-reaching influ- ence of these graduates in the empire is reassuring in the extreme. The new civilization has been vital- ized with spiritual ideas and the ideals of the country have been exalted to such a degree that the new em- peror has adopted "Righteousness" as the watchword of his reign. All of this we have a right to claim had its birth in Christian education. During the past century missionary education has been begun with aggressive force in Turkey, Persia, Egypt, India, China, Japan and Africa.* In the mean- time there have come to each one of these countries sweeping changes affecting almost every feature of human life. Educational systems have been revo- lutionized and put in large part upon a modern basis ; the printing press is in full operation, producing in the vernacular a wide range of permanent and periodical literature; new industries have sprung up and are flourishing; modern medicine has been ac- cepted and is rapidly becoming naturalized ; new treaty relations have been established between these nations and the Christian nations of America and Europe, and new, modern methods of constitutional and orderly government are being wrought out, or have been firmly established. Upon the other hand, in Afghanistan, Tibet, all north Africa west of Egypt, Bokhara, and other coun- tries that might be named, in which missions have obtained little or no foothold, and where modern learn- ing is practically unknown, we find almost no advance * For missions and national evolution, see Dennis* "The Modern Call of Missions," Chapter III. i8o EDUCATIONAL MISSIONS in the arts of modern civilization, no free printing 1 presses and general literature, no hospitals for the masses, no new relations, or desire for them, with Western nations, no modern methods of government nor endeavor for reforms. No one would claim that all these sweeping and beneficent changes have been produced by missionary schools alone. We are well aware that many other agencies have been at work arousing the intellects and the aspirations of these peoples, leading them to adopt new measures of advance and reform. At the same time we are face to face with the fact that, in each instance, the operation of these other forces and agencies was not manifest until after the entrance of Christian education, while many, if not most, of them can be traced directly to the missionary school. Out of this line of missionary endeavor have come mighty and fundamental changes that are re- shaping nations. CHAPTER VIII OPPORTUNITIES AND QUALIFICATIONS OF THE EDUCATIONAL MISSIONARY Before closing our discussion of the theme of this book, it is fitting that we glance across the entire field of educational missionary work in the effort to appre- ciate the marvelous opportunities which it presents in this day. We shall necessarily cover some ground that has been gone over already, but it will be from this distinct viewpoint. First of all, it must be said, the Christian educator shares with all other Christian workers who are sent abroad in the great opportunities which are before the Church in mission lands. In considering the subject of educational missions, we must constantly remind ourselves that they are not separate from the other forms and departments of missionary work. We must not forget that purely secular education as such has little place in connection with the work of any of the regular missionary societies. Both abroad and at home the educational missionary is no less a missionary in every sense of the word than is the one who gives himself to the work of organizing and directing churches, or to any other form of missionary service. The qualifications required for the educational mis- sionary, so far as religious experience, devotion and zeal are concerned, are the same as the qualifications desired in missionaries who go out to other distinct Departments of the work. 181 i83 EDUCATIONAL MISSIONS It should be made clear that one can hardly expect, in this stage of missionary development, to confine himself to one department of work exclusively and say that he is sent to serve simply in that one line. Emergencies arise in every mission field requiring at times, for conserving the work, the transfer of mis- sionaries from one department to another. Even at the present time a case is known to the writer in which a medical missionary who has received no special, training in education or pedagogy is in charge of a school, having the whole superintending responsibility for its administration, and himself giving some lessons. These are emergency cases, but they illustrate the fact that every missionary in the field should regard him- self as a "minute-man" or woman, ready to step into the breach whenever such occurs, in order to save the work from loss or, it may be, to save an institution from dissolution. The educational missionary may be called upon to take charge of evangelistic work, or, as has more frequently occurred in the past, the evangelistic missionary may be called from that work to take charge of an educational institution or to give himself almost exclusively to teaching. Mission work is, however, approaching the period when it will admit of more definite specializing than was the case some years ago, and it is expected that in the future specialization will be more and more emphasized. In the earlier days the ordained mis- sionary did much medical work, unskilled yet exceed- ingly helpful to people who had no other modern medical facilities. We d not expect this in these days, except possibly in the case of pioneer mission- aries who are separated from the missionary physi- cian ; neither do we expect that the medical missionary will be drawn aside in any marked degree to fill va- cancies in other departments. We have reason also OPPORTUNITIES AND QUALIFICATIONS 183 to expect that in the future, more than in the past, educational missionaries will be appointed to teaching positions in which they will meet with few interrup- tions by being called aside for wholly different work for any protracted period. It should also be stated that in the larger and better organized institutions there is a constant endeavor to have the work so spe- cialized that one will not be asked to take responsi- bility for a department for which he has not been especially equipped. At the same time a candidate for educational mis- sionary work cannot expect to know definitely and for all time what he will be called upon to teach. He may begin his work in one department, and then pass over to another, possibly to meet certain exigencies that may arise; or it may be that the work which he first entered upon can later be taken by a trained native teacher; or for other reasons he may assume another line of instruction. The fact is, the educational missionary is no less a missionary because he is ,an educator. He cannot consider his work as done when the school with which he is connected closes its doors for the day. Sometimes the secretary of a missionary society re- ceives applications from young men and women desir- ing to take up educational work abroad, who ask questions somewhat as follows: "How long are the vacations and when do they come ? Do I have Satur- days free ? What are the hours of teaching each day ? What subjects will I be expected to teach? What is the salary?" These inquiries give the impression that the applicant thinks of himself as hiring out, rather than entering upon missionary service. One cannot get away from the thought that vacations, days ojj and salary take a conspicuous place in his con- sideration of the call. It is of utmost importance that i84 EDUCATIONAL MISSIONS the truly missionary character of the service be kept clearly in view. There is no time in the life of an educational mis- sionary while in the field when it can be said he is no longer bearing responsibility. Class-room work is only one of the phases of his life as a missionary. He cannot escape if he would and if he is a true missionary would not if he could his full share of responsibility for the character and moral training of his pupils and for the entire work of the mission. This responsibility runs through his vacation periods and cannot be laid aside. He is to be every inch and every moment a missionary; and all the opportunities which open out so marvelously to the missionary undertaking to-day are his opportunities. This does not imply, of course, that special quali- fications are not demanded in missionary educators. The quality of their work must be of a high order. The instruction they give must be exact, thorough and comprehensive. The writer calls to mind an Ameri- can college graduate who went to China as a pro- fessor of mathematics in a government school. He soon discovered that there were students in his classes who knew more mathematics than he did, and he was forced to resign. So far as the writer knows, there are no easy places waiting to be occupied in the field of educational missions. No school or teacher can afford to lower the grade of scholarship in order to put emphasis upon religious teaching any more than to sacrifice Christian truth in the interests of scholar- ship. The unprecedented intellectual awakening which is taking place among many of the great Asiatic nations, and in Africa as well, presents an opportunity which could not have been foreseen a half century ago. This OPPORTUNITIES AND QUALIFICATIONS 185 new life appears in a widely extended desire for a modern education upon the part of young men and women, accompanied by a national demand for men with the new learning for positions of responsibility and trust. It appears in far-reaching changes in the customs, laws and aspirations of the people, calling for still greater changes in educational facilities. We are not asked to consider whether or not the East shall have modern schools; in fact it will make little difference where we stand upon this question. The East will have a modern education for her youth, and the only question for us to consider is the extent to which we may contribute to make that education Christian. A system of godless education, widely extended throughout the non-Christian world, would be a men- ace to America and Europe, putting in jeopardy our own boasted Christian civilization. Education, with- out character, would be a curse to any nation, and intellectual strength combined with depressed morals could lead only to ruin. The chief call, therefore, is- no longer one for pioneer educational work, but for the large development of great enterprises already launched. The East will have educated leaders and to us is the task committed of seeing that those leaders are Christian. Turkey to-day is passing through a revolutionary period which is not by any means primarily political. The defeat of the Turkish forces by the Balkan Allies has brought consternation not only to the Moham- medans in Turkey itself, but to the Mohammedans of the world. Islam has dreamed of the day when the Sultan of Turkey would sit upon the throne of the nations and the whole world would be under a Mo- hammedan government. That dream is now shat- tered*by the defeat of the great Padisha at the hands i86 EDUCATIONAL MISSIONS of four little Allies. Many leading Mohammedans are attributing- that defeat to the fact that the govern- ment of Turkey has never given a welcome to mod- ern education, and that consequently they have re- mained backward in their national development. Now that the Balkan War has ceased and Turkey is able to give attention to her internal development, we can well anticipate that she will at once begin to plan for a modern educational system. The Moham- medans are too astute not to see that one of the great reasons why they have been so easily defeated by Bulgaria is that Bulgaria, a generation ago, estab- lished an educational system that is widespread among all the Bulgarians within the country, while Turkey has remained unprogressive. Turkey and Macedonia, with their 25,000,000 peo- ple, will call immediately for a great educational ad- vance, offering boundless opportunities to the insti- tutions already established and calling for the estab- lishment of new ones. Albania is already demanding that a system of schools on a modern basis be estab- lished by the missionaries, Albanians themselves prom- ising to render every assistance in their power in the development of the new education. The government of India has for some years been turning its attention to the educational system f of that great country, confident that the old system needs revision. Commissions have been appointed and in- vestigations are now being made with a view to dis- covering a method of education that can be applied directly to all departments of life and to all classes, and suited to train the pupils for effective and con- structive life among their own castes and in the com- munities to which they belong, as well as for official positions under the government. The development of this system calls for new effort on the part of the OPPORTUNITIES AND QUALIFICATIONS 187 Christian institutions that they lag not behind. It calls for more educational experts in every mission-^ ary institution of higher grade, and even in the village and intermediate schools. . The recent Continuation Committee Conference in Calcutta considered the subject of efficiency in the educational work and recommended that thoroughly equipped educationalists should be assigned to that department of missions. It also called for increasing the number of teachers, both foreign and Indian, so- that their entire time need not be absorbed in purely desk work, but that they might have opportunity to come into close personal contact with the pupils and thus be able to influence them more fully than here- tofore.* Africa has never had native educational institu- t'ons of high grade. Emphasis has been placed there ' ion primary and intermediate schools, and, unlike x.ie original educational system of India, the endeavor has been made to train the African in lines of industry which would fit him better to live at home. In some of the large centers higher educational institutions have been developed, but at the present time the missionaries and the government officials are recognizing ^that even there an over-stress has been placed uppn classical learning. The call for the development of practical educational work throughout the African continent has become more and more marked, until to-day there is an inviting opportunity for young men and young women of ability to give themselves to the practical application of the best principles of modern educa- tion to the coming races and civilizations of the Dark Continent Ever since the reestablishment of the government * See section on Christian education In "Mission Problems and J?oli- cifs in, Asia,," i88 EDUCATIONAL MISSIONS of China, following the Boxer uprising, there has been a fixed purpose on the part of the Chinese leaders to put the entire educational system of the country upon a modern basis. It would be impossible to imagine China's turning back again to her old system, or lack of system, and throwing over Western learning. The call for expert educationalists is uni- versal and incessant. Chinese officials are looking to the missionary leaders to aid them by furnishing models upon which they can base their own educa- tional system. The educational expert in China is in constant demand for consultation with those who are responsible under the government for the national sys- tem. The field opening in China alone is limitless. The call in Japan is in a measure passing, because of the large number of trained Japanese leaders who have taken and are now taking educational courses in the West and are thus becoming fitted to establish and direct their own school system. As one looks over the whole East to-day, in its rapid development and advance, it is impossible to say from what country the call is most insistent and where it will most rapidly increase. We may rest assured that for the next generation there will prob- ably not be responses enough from the Christian West to meet the demands of the developing East along the lines of expert educational leadership; and, for the development of character in the young men and young women of the East, it is imperative that those leaders should be aggressively and devotedly Christian.* This demand throughout mission countries for edu- cation on a modern, scientific basis is opening doors of opportunity on all sides for Christian educators from the West not only in missionary institutions, but * For need of efficient teachers throughout the East, see section on Christian education in "Mission Problems and Policies in Asia," OPPORTUNITIES AND QUALIFICATIONS 189 also in Government schools and colleges. In view of the determination of the East to have Western learn- ing, and in view of previous experiences in connection with Japan, and, in a lesser measure, with China, it is to be assumed that there will come to the West an increasing number of calls for young men and young women to go out for service under the government in the organization of their systems of education and as specialists in various departments. Under the clause granting religious liberty in the constitution of China, and with the present favorable attitude of the Chinese officials toward Christianity, there is no rea- son to doubt that Christian teachers in government schools will be given every desirable liberty to teach Christianity to their pupils and to embody a degree of Christian instruction in the classroom. It is quite possible that a young man with the right missionary spirit would be able to accomplish much in the way of propagating Christianity by taking a position under the government in a government school, where con- stantly, by example as well as by precept, he would be able to impress upon his pupils the superiority of Christianity over the traditional religions of China. While there have been few calls of this character coming from Mohammedans, yet there is every reason to believe that the awakening of the Mohammedan world by the recent events in the Balkans and about the Bosphorus will lead Moslems to turn to the West for experts to aid them in organizing their schools upon a modern foundation. This attitude will prob- ably not be confined wholly to the Levant. We learn that the Moslems of India are planning to organize a modern university. It is hardly conceivable that Mohammedans in any country will be able to organize and adequately develop a modern university without securing expert assistance from the West. It is high igo EDUCATIONAL; MISSIONS time, therefore, that Christian young men and young women now in training should prepare themselves to respond to these calls, which are already coming in considerable numbers, but which will necessarily in- crease in the near future. The opportunity of the educational missionary to- day is greatly enhanced by the union movements in higher education, now so well under way in India, China, Japan and other countries. These movements have created an immediate demand for enlarged and better equipped faculties and have opened the way for a superior grade of instruction. There is no call for an enumeration of all of these great union movements now actually consummated, or in process of consum- mation, which will immediately call for an advance in technical and special training. Two or three exam- ples, however, may be mentioned. The North China Educational Union, which centers in Peking, has under its direction a theological school, an arts col- lege for young" men, also an arts college for young women, a medical school for men and a medical school for women, and has in contemplation a train- ing school for women to be pastors' assistants and special workers among women in China. In this union, in all its departments, there are six or seven different societies and organizations. It has been in operation for some time, but is just now in process of making radical changes in the line of advance. In the city of Foochow, China, a plan is in contempla- tion and is beginning to be put into operation for a union theological school, a union kindergarten train- ing school, a union arts college, and a union medical school for the training of men. A union university, already well under way, in the city of Nanking, is referred to more in detail under Appendix C The OPPORTUNITIES AND QUALIFICATIONS 191 Doshisha, in Japan, while not a regularly organized union institution, has men of different denominations upon its board of managers, receives students from all denominations in Japan, and has upon its faculty teachers from various missions. Its aim and purpose are to serve as a union institution for Japan. In addition to these are the still larger union Chris- tian universities, now under contemplation, for China, Japan and India, requiring men and women of the highest training. Even in the present stage of de- velopment, an adequate supply of competent teach- ers cannot be obtained for the union institutions in mission lands, and it is safe to say that the call will be more than doubled in the next few years. Another aspect of the present day opportunity before the missionary educator is presented by the development now called for in special lines of instruc- tion. The new educational conditions in the East are demanding that particular attention should now be directed to certain departments of college educa- tion, such as pedagogy, economics, sociology and Eng- lish language and literature. A second line of instruction calling for emphasis under the developing educational conditions of the East is the work in normal schools. Those who are to lead in the educational system of any country must lead through the organization of schools which shall train experts to serve not only as teachers but as organizers and managers of school systems. There is probably no department of education to-day which should receive more emphasis throughout the entire mission field than that of normal training, and none calling more loudly for expert leadership. Another special opportunity before educational mis- 192 EDUCATIONAL MISSIONS sions is to be found in industrial training*. The na- tions of Asia and Africa are turning their attention toward an education that will be practical and will aid in building up all classes of society and increasing industrial and commercial values. Many missionaries In the near future will be called for to train these na- tions in various industries, including agriculture. Growing out of that same tendency is the present development of technical schools, upon which the governments themselves are putting special emphasis. Technical training will undoubtedly have a large place an the contemplated Christian universities now under consideration for China and Japan, and some of the union institutions, such as the Union College of Nan- king, are including technical education. The develop- ment in these various departments will call for spe- cialists in probably every phase of technical training, either under the managers of the Christian institu- tions, or under the government. Theological education has not kept pace with the development of other departments of education in connection with missionary institutions. It is only within the last few years that the missionary societies have been waking up to the fact that in the training of the young men who are to be the recognized leaders of the church in the East they have not put the emphasis upon a well-developed educational sys- tem that has been put upon other departments. The organization in union theological schools has grown out of the consciousness on the part of the mission- aries that there must be better training for the native preacher and pastor and for the organizer and man- ager in the Native Church than has hitherto been af- forded. These union institutions are rapidly multi- plying, and will continue to multiply, thus diminishing w o OPPORTUNITIES AND QUALIFICATIONS 193 the number of theological training schools while in- creasing their efficiency and force. These already are calling for men of the widest theological training to cover every department of that special education. The same emphasis is not put in these training schools upon Hebrew and Greek that our American institutions place upon these languages, but larger emphasis is necessarily placed upon the study and interpretation of the Bible, upon the fundamentals of Christian doctrine, upon the history of the Christian Church, upon the social and religious conditions of the country in which the institution is established, and upon the particular phases of the Gospel message that are best suited to meet the immediate require- ments of the people. The bright, inquiring, penetrat- ing Oriental mind must be satisfied, and fed, and led, and made to grasp the great fundamentals of Chris- tianity as contained in the Bible, as lived and taught by Jesus Christ and the Apostles, and as handed down to the Christian Church for all time. There is a larger variety now than ever before in the kinds of teaching positions for which workers are in demand. The range covers all grades from kinder- garten to post-graduate, both general and technical instruction, and all manner of subjects. An indication of the demand for teachers and professors of widely varying educational equipment in mission colleges may be found in the latest list, published by the Student Volunteer Movement, of positions, as reported to them by the various North American Mission Boards, for which workers were then required. During the last five years, the missionary societies have ap- pealed through the Student Volunteer Movement for the following different kinds of workers: 194 EDUCATIONAL MISSIONS MEN' 'Engineers Civil, mechanical, electrical, sanitary, min- ing. ^Teachers English, French, German, music, mathemat- ics, agriculture, chemistry, biology, physics, philoso- phy, accounting and com- merce, manual training, economics, history. Athletes To develop out-of- door sports. Physical Directors Gymna- sium work. Architects and Supervising Builders. Physicians and Surgeons To serve in hospitals and to itinerate and to teach, Business Managers For mis- sion stations and colleges. Stenographers To serve as private secretaries and to teach stenography and com- mercial subjects. Printers As superintendents and foremen of mission presses. Ordained Preachers To serve as evangelists, to or- ganize native churches, to teach in theological sem- inaries, and to preach to English-speaking congrega- tions. WOMEN Physicians and Surgeons To serve in hospitals and to itinerate. Nurses To train native workers where hospitals are established or to begin work under primitive con- ditions. Kindergartners. Bible Teachers and Evange- lists To lead training classes of native women; to visit in the homes and zenanas; to teach Bible in girls' schools, and to itiner- ate among villages. Stenographers. Teachers General subj ects (in the primary, intermedi- ate and advanced grades, requiring college or normal training), biology, mathe- matics, music. Physical Directors. Superintendents To have charge of orphanages and student hostels. OPPORTUNITIES AND QUALIFICATIONS 195 The foregoing list includes certain lines of work connected with educational missions which have not been discussed in this volume. A word might be said about the business managers of colleges. A few positions of this kind are open which call for busi- ness capacity and talent rather than for marked ex- cellence in academic standing. Some missionary so- cieties are sending out young college men who have a special capacity for business, to act as treasurers and business managers of colleges, under the presi- dents. There is a vast deal of accounting to be done in connection with a college that has in all its depart- ments several hundred students and a faculty of from twenty to fifty. This accounting includes the collec- tion of fees, tuition, etc., from the students, the pay- ment of salaries, looking after buildings, the purchase of supplies, and even the construction of new build- ings, and an endless number of details which must be looked after by some competent person, and, in most instances, by one who represents the home ad- ministrators. One who occupies this position may also, and should, if possible, be a teacher, meeting students occasionally in the classroom so as to bring himself into touch with them, thus enabling him to exercise personal influence over them and to be recognized as on the staff -of the college. Many of the Christian colleges have such a man on their faculties or are looking for one. This opens a position for those who are disinclined to take a theological course to enter regular missionary work and who do not feel called upon to give their entire life to teaching, but whose inclination is rather to lines of business. To such, a large field of service is here open and one that can be made as distinctly missionary as any other. One who is preparing himself for this service 196 EDUCATIONAL MISSIONS would greatly increase his usefulness by having some practical knowledge of architecture, drawing and building construction, and he certainly would need to be a master of bookkeeping and accounting. In view of this great variety of demands now pre- sented by educational missions, few students need feel that their special abilities and training would not be of real value on the mission field. If they are in any doubt on the question they should consult the office of the Student Volunteer Movement regarding the educational positions abroad for which, at the time, candidates are being sought. There is one question which has doubtless arisen again and again in the reader's mind and to which, before this discussion of educational missions is closed, an answer should be given, viz., What qualifications should one possess to become a successful educational missionary? Some of these requirements have al- ready been referred to indirectly, but at this point we shall attempt to sum up the principal qualifica- tions which are sought for by missionary societies and by boards of control of Christian colleges in the East as they are looking for teachers.* (i) Religious Qualifications. As the missionary societies have opened educational work in the East for the purpose of propagating Christianity and making it self-supporting, self-directing and self-perpetuating throughout all the countries in which this work has * For the training of educational missionaries, see Edinburgh Mis- sionary Conference Report, Vol. Ill, pp. 317-330; see also section on Christian education in "Mission Problems and Policies in Asia." For qualifications required in educational missionaries, see The East and the West, January, 1910. See also "The Student Missionary Appeal/* pp. 475-478; "The Call, Qualifications and Preparation of Missionary Candidates"; Edinburgh Missionary Conference Report, Vol. Ill, pp. 259-266, and Vol. V; Second Annual Report of the Board of Missionary Preparation; Brown's "The Foreign Missionary," Chapter IV. OPPORTUNITIES AND QUALIFICATIONS 197 been begun, it is conclusive that the one who is sent out as a teacher in a mission institution, or in a col- lege which has grown out of missionary work, should be a Christian. And he should be not simply a Chris- tian who allows himself to be called by that name, but one who believes sincerely in the obligation of all Christians to carry that religion to the entire world and to give every man and woman of the non-Chris- tian world a fair knowledge of what Christianity is and an adequate opportunity to accept Jesus Christ as Redeemer and Lord. Moreover, not only should every teacher going into a mission school have this belief firmly fixed in his own mind and heart, but he should, at the same time, be well trained in the funda- . mental principles of his religion. This does not mean that he must have taken a full theological course, but it does mean that he must know his Bible and believe in it and be able intelligently and consistently to teach it to the youth of the East.* (2) Moral Character. It is further evident that every teacher sent out to a mission school should be a person of the highest moral character, one who in the face of temptation stands unbending, and who, in his words and in his bearing, in his relations to the students and in his contact with the faculty, and in all of his life before the people, shall give only one impression, namely that of a man of the highest Christian character and integrity. It is easier in the East to say things and do things that will bring reflec- tion upon one's religious profession than it is in the West. In some respects, and justly so, the East is more critical in its observation, and makes the highest demands of those, especially Westerners, who profess * For Bible study In preparation, see "Students and the Modern Missionary Crusade," p. 585. See also Zwenner's "The Message and fhe. Man," 198 EDUCATIONAL MISSIONS to be followers o Jesus Christ. The East has already learned well in its own religious experience that it is an easy thing to make a profession with the lips which is denied by the life. The teacher, while he may be able to teach Christianity to his pupils from the Bible, may by a single act so nullify his teaching that his life will become a positive influence for evil, leading his pupils to believe that Christianity, like some of the Oriental religions, consists primarily in a form or a creed, and does not necessarily permeate the life of the one who professes it. Too much em- phasis cannot be laid upon this point, that the teacher in a Christian college or university or school in the East must stand four-square in his moral character. (3) Physical Equipment. One who enters upon teaching work should have a good physique. It is not customary to require in all cases so thorough and complete a physical examination of one who is going out for a term of three years as is required by the missionary societies for a life appointment. Yet there are some missionary boards who demand the same examination. It would be an injustice to young men or young women with radical physical defects to plunge them into unfavorable conditions where those defects might be greatly developed and where their health might be seriously and permanently im- paired. No one can do his best work and exert his widest influence who is not physically strong, and this will be especially true of the young men and women who are to work among the students, where they will be looked to as physical leaders, often as athletic experts. Any young man or woman, East or West, can exert a wider influence, everything else being equal, if the appearance of a perfect physique is presented, with ability to enter with zest into the physical life of the students. OPPORTUNITIES AND QUALIFICATIONS 199 Anyone, therefore, who is looking to educational work abroad should see that his body is properly trained and that he has a physique that will stand him well in the midst of unfavorable physical conditions, presented by climate and by Oriental surroundings, so that he may complete his term of service without physical impairment and exert his widest influence. To one who is physically strong the East presents no terrors. There is no reason why the American or Englishman cannot maintain perfect health in the tropics and in Oriental countries, if he obeys the ordi- nary laws and rules of health; but he should be physically sound to start with. (4) Intellectual Qualifications. Mention has been made of the necessity of a thorough preparation in the lines of instruction which the educational mis- sionary is to undertake. No degree of mastery of these special subjects is superlative. But the Western teacher contemplating work in the East should have, in addition to his specialized equipment, a broad general training. It is impossible for such a teacher to confine himself wholly to his specialty, for he will be called upon repeatedly for an opinion at least, if not for authoritative information, on subjects which are outside his special line. The more all-around education a man or a woman has, and the better he has himself in hand intellectually, the wider will be the influence of his work abroad. While this is true of the general culture of the candidate for educational mission work, there are two special lines along which every such candidate should seek to be informed, if not specially instructed. One of these lines is sociological and economic. No teacher can go into the East without being plunged at once into the midst of a reorganizing society, of which he becomes a part. The better he can under- 200 EDUCATIONAL MISSIONS stand the laws of society, and the more fully he is equipped on questions of economics and of modern government, the better he will be able to help his students in their debates, as well as in private con- versation, even though he may not be given teaching in any one of these departments. The other line of preparation which is vastly important for every pro- spective educational missionary, no matter what his specialized equipment may be, is a sound training in the science of teaching. The recent developments in pedagogy cannot be ignored by one who plans to give an appreciable part of his life to teaching Orien- tal students. Increasingly the Mission Boards are laying stress upon the ability to teach and are advocating to candidates for educational missionary work either special pedagogical training or actual experience in teaching, or both. It is, therefore, important that prospective educational missionaries should get into touch early with their Mission Boards with reference to their preparation. They should also familiarize themselves with Volume V of the Report of the Edin- burgh Missionary Conference, which deals with the "Preparation of Missionaries." (5) Social and Temperamental. More than in earlier days the missionary societies seek to satisfy themselves regarding the social and temperamental fitness of candidates. This is partly because of cer- tain painful experiences in the past and partly because of changed conditions on the mission field. In most countries the work and relationships of missionaries to-day require that they possess in some degree gifts of a social kind. This does not mean that only young men and women of social standing are sought for, bu that all appointees should be persons of good manners and a certain innate refinement. Some can- OPPORTUNITIES AND QUALIFICATIONS 201 didates are not accepted because they are lacking temperamentally. Here again no fixed standards are possible, but Mission Boards are most solicitous that in such matters as patience, humility and cooperative- ness their missionaries should be qualified to enter successfully into the exacting and often complex re- lationships of their future work. And in all of this the requirements are fully as great in the case of the educational missionary as of any other. Special mention must be made of the supreme ne- cessity in an educator of self-control. The Asiatic looks upon an exhibition of temper not only as a loss of dignity, but almost as an unpardonable sin.* There are few acts forbidden by the Decalogue that would not be regarded by Eastern people of education and refinement as of secondary importance compared with the loss of temper. For a teacher to exhibit such a weakness in the presence of his pupils would mili- tate tremendously against his influence, and, if re- peated, would probably negative all of his other quali- fications, however choice they might be. Any young man or woman who cannot keep his temper to him- self, even in the face of most trying provocation, should not seek work in the foreign field. A mis- sionary should always have good command of himself, and so be able to secure and hold the respect and con- fidence of all who know him. (6) Some General Qualifications. In addition to the qualifications already named, there are others which, though difficult to tabulate, are vastly impor- tant. It is conceivable that one might be a success- ful teacher in an institution of the West and yet make a failure among Oriental students, but perhaps the reverse is as liable to be true. It depends upon * On missionary and temper, see The East and the West, foi April, 1913, p. 179. 202 EDUCATIONAL MISSIONS the nature of the deficiency which produces the failure. Administrators of educational institutions, including all grades, are practically agreed that the question of discipline assumes much less importance among Ori- ental students than among Western students. The Eastern student is more accustomed to reverence and respect and obey his teacher than tb * student of the West. He is less given to cutting up pranks and seems less eager to escape the duties of the class* room and of the school. On the other hand, there are difficulties that are more subtle and hard to dis- cover and correct among Eastern students by way of discipline and moral control than we find in the West. The Indian student, for instance, is more emotional, meditative, and perhaps more illogical than the student of the West. He is less influenced by a syllogism than by an illustration. Indian philosophy calls for pro- tracted meditation and introspection, and it is in this atmosphere that the Indian student has come to the school age. He shrinks from violence, from boister- ousness, and is won by the gentle voice, by the quiet action indicating reserve strength, and by every mark of sympathy which he may see in his teacher. The one who will come closest to Indian students is the one who from the beginning has a deep, earnest affec- tion for them and who from the bottom of his heart longs to render them a service that will appear in stable character, in balanced intellectual development, and finally in the form of the full stature of a com- pleted manhood and womanhood. The Japanese and Chinese students are more in- tensely practical than the Indian, with a possible lack of originality, but with the capacity of imitation largely developed. In the late national advance in Japan and China the students have caught in an OPPORTUNITIES AND QUALIFICATIONS 203 unusual degree the spirit of "liberty" as they term it, which has been interpreted in many instances into terms of license and lawlessness. Classroom strikes against instructors have not been by any means an unknown experience. Sometimes this opposition has been based on trivialities, sometimes upon questions affecting the fundamental character of the teacher or the foundation principles of the school. The uprisings of students against the administration of the school are becoming less frequent, and the students as well as the leaders in these countries are learning that true liberty must be accompanied by self-restraint and self- control. Both countries are seeking for an education that is practical, that will teach the student to do the things required by the country to enable it to advance along the lines laid out by their new constitutions. None of the dreamy, meditative character of the Indian appears in Japan and China. The teacher must be alert, up-to-date, ready to meet any new emer- gencies, expecting that his capacities will be put to the test at any moment. The Moslem student presents a wholly different characteristic. He comes into a Christian school sus- picious of everything that he finds. He expects that pressure will be brought to bear upon him to abandon his family religion and to accept baptism. He has come to school perchance under a silent protest, yet conscious of the fact that a modern education could be obtained in no other way, and so, driven by his desire for learning, he has come in spite of his misgiv- ings. He is prejudiced against Christianity and almost hopelessly conservative with regard to religion. He has been taught through a series of generations that there is no place for thought in religion. Under the Mohammedan regime, for a Moslem to raise questions 204 EDUCATIONAL MISSIONS in regard to his faith is to put himself under suspicion, and to continue to question the teach- ings of the Koran or the customs of Mohammedan- ism would be, at least under the old order, to put himself wholly under the ban and even to imperil his life.* Such a student needs to be approached sympathet- ically and gently and to be given at the first the assurance that no violence is to be done to his religion, that he is to be given every opportunity to investigate and to come to his own decisions, with liberty and without undue pressure. Just as soon as his suspi- cions are allayed there is no more attractive and eager student than the Moslem. From all the foregoing it will be apparent that the educational missionary needs to bring to his work tact, adaptability, sympathy, patience, kindliness, a belief in his students and an affectionate interest in them. Qualities such as these are what count su- premely in the last analysis. In conclusion let no one think that it is an easy task to teach the young men and young women of Asiatic countries, upon whom we of the West, assum- ing our own intellectual and social superiority, have been somewhat accustomed in the past to look down. If one enters upon educational work from that point of view, he is not only doomed to disappointment him- self but he cannot fail to be a disappointment to his pupils, as well as to those who engaged him for the service. The student in the East is not one whit less acute and alert intellectually than the student in the West. While the recognition of this fact calls * For a story illustrating this point, see Dwight's "A Muslim Sir Galahad." OPPORTUNITIES AND QUALIFICATIONS 205 on the one hand for humility, on the other it makes a demand for the highest gifts and training. There are places, as we have pointed out, in the mission educational system for men and women not of the highest intellectual caliber or attainment ; nevertheless, those who aspire to the largest and most influential positions cannot hope to command those high places save by their ability and achievement, as well as by their devotion. These pages have sought to set forth the great and alluring task of the educational missionary. And how strategically important the task is, when one remem- bers that the most effective and the really permanent factor in the development of the national life and of the Church as well, in the various mission countries, is not the foreigner, but the man and woman of the soil. We must decrease; they must increase. As the foreign-supported foreigner withdraws to the back- ground in any country, the trained native comes for- ward, bringing with him his own support and backing. And when at last the foreigners have completely with- 'drawn, and the country as a foreign mission country is no longer entered upon the records of any mis- sionary society, there will remain in their places a vastly greater body of trained native leaders whose support is obtained wholly from the strong, aggressive, self-perpetuating native Christian communities. Hence the commanding place that missionary education holds in bringing about the complete evangelization of any country, when the foreign missionary shall retire and the whole Church shall be aggressively active under its own able leadership. In this way missionary educators are multiplying their own lives, some thirty, some sixty and some a hundred fold. There is one aspect of this opportunity greatly to 206 EDUCATIONAL MISSIONS multiply one's life that calls for a word of special emphasis. The educational missionary is in a peculiar position to foster the missionary spirit among students and to further judiciously the organized efforts in which it expresses itself. The fundamental principles of the movements in Christian countries for securing recruits for the foreign work can and should be ap- plied with no less force to Asiatic students to lead them to devote their talent and their lives to promot- ing Christianity among the multitudes about them. Already in some of the countries of the Orient a Student Volunteer Movement is under headway, but the ripeness of the harvest fields requires that it be strongly developed. The demands upon the educational missionary are great indeed and their exactions severe. But how rich are the possibilities. To have the opportunity day in and day out, from the vantage point of his highly respected calling, to come into personal relation with the young men and women that are to mould great civilizations to-morrow, to touch their lives in the classroom, on the campus, in his home, in their rooms, to build up in them strong Christian charac- ter and to send them out equipped, alert and eager to serve their people and to bring in the Kingdom of God where will the aspirations of an ambitious student meet a loftier or more rewarding service than this? For men and women qualified for the work which this volume has described and commanded by a pas- sion for expanding the Kingdom of our Lord, great fields of service are waiting, and still wider areas are opening day by day. From all parts of the world the call comes with increasing emphasis and volume to the missionary societies of the West, and it is here OPPORTUNITIES AND QUALIFICATIONS 207 passed on to the students of Europe and America in the form of a challenge and a test of their devo- tion to Him who gave Himself and all that He had for the redemption of men. THE END 208 APPENDIX A OT T s Pi Pi 00\O oo o o O\ O r- 3\O Hro-etiN 5co cot^ ^ O CO >TJ- r^ot^-N vOcOM * O fO O O^O O\OO M core w !" 3 M 00 IOH NOO> r*5NW\O .-) N. fOwt*H \O>OW ro H H . Tf 3 c $ ileil sg 1 : -B: iS :^.^?el? il? : : 21 Is, 111 ay AWOw WQ^< ^S ^p; jqOpnH fim APPENDIX A 209 to Ov . O O 10 UJ t-H M M H . 00 O\C Ol CO CO H IO was enlarged by the pur- chase of grounds and the erection of four handsome buildings on the bank of the canal near the river. Its site now consists of about 27 acres of land : two acres in a palm grove at the edge of the city, and 25 acres adjoining the canal, where the main college buildings, recently constructed, are located, the latter being about a mile distant from the former site. On the new site are located a dormitory, Administration Hall, Science Hall, and Society Hall. The College is controlled by the mission of the United Presbyterian Church of North America, and its direction is delegated to an administrative faculty and an advisory board ap- pointed by the local mission. Its property is held by the Mission Board. Admission to the college is offered to all students upon equal terms, whatever their nationality or re- ligion. Under the same administration there is also 226 APPENDIX C 227 a preparatory department covering a period of four years, with f our years in the collegiate department. The collegiate department covers the following topics: Arabic, extending throughout the whole course, from the beginning of the Preparatory course to graduation; English, with the same wide range; French, Religious Study, History, Arithmetic, Alge- bra, Geometry, Trigonometry, Astronomy, Physics, Chemistry, Botany, Zoology, Geography, Psychology, Economics, Logic, Pedagogy, Drawing and Music. Special emphasis is put upon Arabic because it is the language of the people, and upon English because it is the language of the governing country and plays such a large part in the commerce of that section of the world. English is taught by English-speaking instructors. Much less emphasis is put upon French. Under the head of Religious Instruction is included study of the text of the Old and New Testaments, with studies in the life and teachings of Christ, and of the Apostle Paul, using the New Testament as a text-book. Of the 258 graduates of the institution recorded, 61 have become teachers, 53 pastors, 27 have entered government service, 22 have been engaged as evange- lists and preachers, 14 were continuing in theological studies and 14 taking other graduate work, n have become physicians, 13 are in mercantile business, 21 have died. The total enrolment (1910) is about 900. Of the total number of pupils, over 800 are Egyptians, while the remainder are from Syria, the Soudan and other places. The purpose of the college as set forth in its pros- pectus is to provide leaders for Egypt I? is the source of supply for almost the entire staff of in- structors for Protestant schools in Egypt Govern- 228 APPENDIX C merit offices, post offices, the railway, telegraph and irrigation departments, banks and business corpora- tions make numerous calls upon the college for of- ficials of integrity. The purpose of the college is not simply to train up professional men but to produce honest, industrious and efficient citizens as artisans, agriculturists and business men. Emphasis, however, is laid upon preparing men to become preachers of the Gospel for Egypt and the Soudan. UNION THEOLOGICAL COLLEGE, IMPOLWENI, NATAL, SOUTH AFRICA This College was created by the union of the United Free Church of Scotland and the Mission of the American Board of Commissioners for Foreign Mis- sions in the training of Zulu young men for the Chris- tian ministry. The General Assembly of the Pres- byterian Church of South Africa and the Congrega- tional Union of South Africa have officially recom- mended the College to native candidates for the ministry in their respective churches. Other denomi- nations and missions are free to join. The College consists of two departments. In the higher, or Theological Department, the instruction is in English ; in the lower, or Bible School, it is in Zulu. The lower department fits students for general Chris- tian workers and pastors' assistants without expecta- tion of ordination. The higher department is calcu- lated to fit students for positions as pastors. In both departments the course of study covers three years, and in both the Bible holds a prominent place. The teachers share in Biblical instruction in both depart- ments. Without going into detail, it can be stated that Biblical study is more comprehensive than that pur- sued in a general Theological School in America or Europe, two hours each day being devoted to this sub- ject. Church History is pursued throughout the three years, in both departments, beginning with the Apos- tolic Age, the development of the Church, following the Church down through the Middle Ages, the Ref or- 229 230 APPENDIX C mation, the rise of the denominations, and the growth of Christian Missions in the iQth century. The higher department has also a general historical course which serves as a background for the Church History. Christian Doctrine is taught largely through lectures, and continues once a week through the three years in the higher department, in which all the principles of the Christian faith are dealt with. Since the preaching of all the students must be in the vernacu- lar, the practice work in homiletics is given in that language, both classes working together. This in- cludes sermon plans and delivery, reading the Scrip- tures and hymns, etc. In Church Polity and Admin- istration, the various forms of polity are studied and compared, special attention being given to those forms that are represented in the student body. There is also careful study of the administration of sacra- ments, and the various forms of pastoral work, in- cluding organization and conduct of the Sunday School, young people's societies, lay preaching, and aggressive work among the non-Christian elements. In addition to the major course, as above outlined,, the higher department takes courses in English litera- ture, elementary psychology, and to all are given lec- tures on hygiene. MADRAS CHRISTIAN COLLEGE The Madras Christian College is one of the best ex- amples in India of what can be accomplished by a united effort on the part of various missionary bodies. The college, and the school from which it grew, has been in existence over 75 years. For more than half of that period it was controlled and supported entirely by the Free, afterward the United Free, Church of Scotland. At the beginning of 1887 the Church Mis- sionary Society and the Wesleyan Missionary Society joined in its support and government. Only recently the Church of Scotland has also entered the combina- tion and it is expected that other missionary societies will share in the management of the institution in the future. During all this period no complications have arisen and no friction has occurred in the con- trolling bodies. The harmony has been remarkable, and experience has shown that organic union in the management of such institutions is not only possible, but is conducive to their best interests. The college holds a commanding position among the educational institutions in Southern India. It is governed by a council in Madras in which the contributing societies are officially represented and by a governing board at home. The various societies concerned in the college appoint representatives to the governing board in proportion to the support given. There are about 950 young men in the schools, of whom about 800 are in the college proper. In 1877 only Rs. 18,000 were collected from the pupils as fees. 231 232 APPENDIX C In 1911 about Rs. 80,000 were collected. The cost of the institution is about 10,000 a year, of which 6,000 comes from the pupils, 2,000 from the government, and 2,000 from the contributing societies. This amount must be increased however in the immediate future owing to the new requirements made by the educational department and the university authorities. The curriculum is broad, modern, thorough and de- serving in every way. It covers much the same sub- jects as are taught in similar leading colleges in the West, with modifications suited to the requirements of India. Of the 800 odd students present in 1911 only about 100 belonged to the city of Madras. More than this came from the district of Tanjore and about the same number from Travancore and Cochin-China. All other districts of the Madras Presidency were repre- sented by considerable numbers. This shows some- thing of the wide range of influence of the college over all south India. This college stands among the first of the Christian colleges of India, and its leadership has been promi- nent throughout the southern part of India. Its first Principal, Dr. Miller, held a conspicuous position among the educators of the entire country and was frequently consulted by the Viceroys and the chief British and Indian officials with reference to educa- tional matters, and had much to do, during his career at the head of this great leading institution, in estab- lishing the educational system of India. ISABELLA THOBURN COLLEGE The best illustration of higher education for women in India is furnished by the Isabella Thoburn Col- lege, situated at Lucknow, and founded in 1870. It started as a bazaar school with a half dozen Christian girls and has grown by successive stages to a well equipped institution, reaching from the kindergarten to the completion of the course for Bachelor of Arts, a series of courses covering sixteen years. In addi- tion to the B.A. course there is a normal course of two years. Matriculates choose either the college or the normal course, each having its separate staff of teachers. The school began in connection with the Methodist Episcopal Mission and has had excellent management and marked development. The girls are prac- tically all Christian, although occasionally non-Chris- tian students are found taking advantage of the splen- did education which can be obtained nowhere else in central or northern India. The College occupies a large park in the city of Lucknow which is being rapidly filled with commo- dious buildings for the purposes of the school. A new High School building for the preparatory depart- ment is just being completed and a memorial hostel accommodating 132 boarders has just been occupied. The teaching staff consists of some six or eight Americans, with from fifteen to twenty Indian teach- ers, who have all received an education in India, to which have been added for a few some special advan- tages in educational institutions abroad. 233 234 APPENDIX C The 36 college and normal students come from eleven different provinces of India. The majority of them are from the United Provinces and the Punjab, but Bombay, Bengal and Madras Presidencies, as well as Burma, Sindh and Kashmir, have their represen- tatives in the school. There are over 200 pupils in .the High School. The College is affiliated with the University of Al- lahabad. The courses of study can be inferred from the examinations required of all graduates. The fol- lowing is the intermediate examination prescribed, coming at the end of the sophomore year. English including prose and poetry; also a paper including translation from some vernacular into Eng- lish and a narrative or descriptive composition. To pass this examination the student is required to have read English poetry, Blackie's "Self-Culture," Macau- lay's "History of England/' Wilson's Essays, etc. Classical Languages. Three papers are required. Sanskrit may be one of these, or Arabic, or Persian with Arabic, or Latin. Modern Languages. Three papers are demanded, all based upon French. History. Modern History and Allied Geography. Ancient History and Allied Geography. Deductive Logic. Physiology. Mathematics, calling for two papers, one in Algebra and Trigonometry, and a second in the Geometry of Conies and Solids, and the elements of Coordinate Geometry. Physics, in various departments. Chemistry, accompanied by practical work in the laboratory as a part of the examination. General Biology, including zoology and botany, with a record of practical laboratory work. APPENDIX C 235 For the examination for the B.A. degree prac- tically the same subjects are covered, but repre- sent in each case two years' advance on what was outlined above for the intermediate examination. The English examination demands two plays of Shakespeare, Byron's "Childe Harold," Canto IV, Milton's "Lycidas," "L'Allegro" and "II Pensoroso," Wordsworth's Shorter Poems, etc. Classical Languages. This department shows marked advance over the other courses. The Latin requires Virgil, Cicero, Tacitus, Horace, Livy and Juvenal. Mathematics. Includes Analytical Geometry, Dif- ferential and Integral Calculus, Dynamics and Hydro- statics. Philosophy. Covers Utilitarianism, Ethics, Psy- chology, Theism, and Outlines of the History of Ethics. History. Covers the History of India, from the beginning to the present time, and also Mediaeval and Modern European History, from 476 A. D. to the present time. In addition to the outline as above given, the Bible is taught as one of the regular text-books of the Col- lege, the first period of the day being given to it. Once a week the Bible hour is devoted to the study of missions. All students are required to take daily exercise under the supervision of a physical trainer. Daily classes in singing are also conducted, and in- dividual lessons in singing, piano and violin are given. The College has recently published a list of over 290 of its former students, showing their record since leaving the school and their present employment. This shows that a very large proportion are rendering some special service to their people. A few have taken medical courses and are now serving as physicians. 236 APPENDIX C The great majority of those who have completed their graduate studies are acting- as teachers or principals of girls' schools in India. One has become a dentist, and one is a governess in an Indian family. The record is a most commendable one and makes clear the fact that the school is training young women for direct service for the people of India. Incidentally it shows that fifty-seven of the alumnae have married. RANGOON BAPTIST COLLEGE The Rangoon Baptist College, the only Christian college in Burma, is situated in the city of Rangoon, the capital of Burma, on a site of about 27 acres, lo- cated in a residence suburb in the Western part of the city. This college was founded in 1872, and in 1894 became affiliated with the University as a college of intermediate grade. In 1909 it was raised to a full grade college giving the degree of Bachelor of Arts. There are three distinct "departments : the college, the normal school, and the preparatory department. The College proper has four departments : the philo- sophical, the literary, the vernacular and the his- torical. The buildings are commodious and well equipped, the style of architecture being that of the English Renaissance, modified to suit the climatic conditions of the tropics, with fire-proof construction. Besides the large public hall, library, lecture rooms, etc., six build- ings are occupied as dormitories, seven as residences for professors, and ten for native pastors. The li- brary contains about 2,000 modern volumes, classified according to modern system. The Normal Department, which, was organized in 1893, prepares Christian teachers for both mission and government schools. This receives liberal subsidies from the government. Two courses are given, the Anglo-Vernacular, and the Vernacular, and the in- struction is both theoretical and practical. There is a Sloyd Department in connection with the Normal School. 237 238 APPENDIX C In the Philosophical Course the Calcutta University Syllabus is as follows : The section in Logic extends through two years, including both Inductive and De- ductive Logic. Lectures and tutorial work in Psy- chology continue through two years. Ethics and Gen- eral Philosophy are taught through courses of lec- tures, with reference to various authors. The Literary Course comprises two courses of two years each, the former leading to the Intermediate Examination in Arts, and the latter to the Bachelor of Arts degree. The object of the first course is to give students a thorough and ready command of idiomatic English, in which rhetoric is given an important place. The course trains the student to make intelligent and independent use of English books. It includes an ex- tended study of authors like Wordsworth, Milton, Tennyson, Scott, Coleridge, Froude, English Trans- lations of the Odyssey, Shakespeare, Burke, Dickens, Cowper and Carlyle. The Vernacular Course embraces a careful study of the Pali, the language in which the Buddhist Scrip- tures are written. This language holds the place among Buddhists that Latin held in Mediaeval Europe. It is one of the Aryan languages of ancient India, cog- nate with Sanskrit and Greek, and for purposes of mental discipline it ranks with Greek and Latin, while at the same time it is the classical language of Burma. The Pali Course in the college is limited to two years. The student is expected to master the grammatical principles of the language, and to attain facility in reading and translation, from Pali into English, and from English into Pali. The course also includes some of the poetic books, with lectures on the Pali literature and early Buddhism. The Historical Course demands for preparation a knowledge in outline of Indian history and govern- APPENDIX C 239 ment. This is followed in the college by extended study of the history of England and the development of the English people in constitutional government, with the growth of the empire. This is followed by the history of Greece and Rome, with the develop- ment of their civilizations and national life, and tracing their influence on succeeding nations. In this same department there is instruction in the art, litera- ture and philosophy of the classical period. It may be of interest to state that all students have Biblical study, those in the course for B.A. taking a course in theology, which is presented in 'the form of, lectures, followed by discussion on the central doc- trines of the Christian Church. The Preparatory Class need not be treated in detail here. Suffice it to say that it prepares students for the full college course as outlined above. The College Catalogue for 1911-12 reports 45 stu- dents in the Arts Course, 67 in the Normal, with 180 in the Preparatory or Matriculation Department, and 984 in the Middle and Primary Departments, making a total of 1,176 in attendance. The college has 7 American professors, and 35 native instructors. THE UNIVERSITY OF NANKING As an illustration, not only of the influence and scope of a Christian college in China, but also as an indication of what has been accomplished by the union of various Missionary Societies in the building up of a Christian university, we will take the Univer- sity of Nanking, located at the apcient capital of China, in the center of the lower Yang-tse valley. This is one of four or five similar union or federation institutions now in actual operation in China. Others are located at Chengtu, Wuhu, Wei-hsien and Hang- chow,, with strong beginnings in several other centers. The Nanking University was produced by the union of the higher educational work of the Missionary So- cieties of the Methodist Episcopal Church North, the Northern Presbyterians, and the Disciples of Christ These three Societies were carrying on strong educa- tional work in that city, but quite independently. The Presbyterians and the Disciples were the first to unite in 1906, under the name of "The Union Christian College," making use of the plant of the Disciples' Mission for the more advanced work and of that of the Presbyterian Mission for the elementary school. The actual union work of the University, including the Methodist Mission, was begun in 1910. The controlling body of the University is vested in a Board of Trustees in America, composed of nine men appointed, three each, by the Cooperating Mis- sion Boards. Their duty is to hold all properties, in- vest and direct the expenditure of funds, ratify elections to the Board of Managers, appoint the presi- dent of the University, and in general to safeguard 240 APPENDIX C 241 and promote all the interests of the University. Pro- vision is made in the constitution for increasing the number of trustees in case other missions enter the union. The Southern Baptists, Northern Baptists, Southern Methodists and Southern Presbyterians have united through the Medical Department with one rep- resentative each. The management upon the field is vested in a Board of Managers composed of twelve men, elected by the three missions on the field, four to represent each mission, although the Managers are not required to be members of the mission they represent. Other missions may appoint members on the Board of Man- agers and enter into the union by providing for each manager, one instructor, $10,000 gold, in money or available property, and $600 gold, per year, for cur- rent expenses. This makes provision, as will be noted, for the enlargement of the union so as to em- brace all denominations, and the four societies men- tioned above will have their representatives on the Board of Managers. The Board of Managers is accountable to the Board of Trustees for the safekeeping and disposition of all funds received by it from whatever source. It may establish departments, approve courses of study, and perform all the usual duties necessary for the general administration of the University. The Board of Managers annually appoints an Executive Committee from among its members to assist and ad- vise with the President, and to carry out such work as the Board may direct, and in emergencies to take such immediate action as may be necessary. The institution now owns 75 acres of high ground, beautifully situated in the heart of Nanking. It has three commodious dormitories, three lecture halls/ one science hall, one Y. M C, A, building, one chapel, 243 APPENDIX C nine residences for foreign professors, a normal school building and a hospital The total cost of all of the property now held by the University in China is something over $170,000. It must be borne in mind also that the difference in the value of money in the two countries thus measured in terms of buildings, ca- pacity and site, means several times more than the same amount interpreted in terms of American prices. Three centers for work are maintained. The Lower Middle School is carried on on property loaned by the Presbyterian Mission until such time as the University secures a suitable building near the North City plant for a practice school in connection with the Normal Department. The Middle School is in an- other section of the city, and the College and High School are in still another. In the conduct of the University the Foreign Mis- sion Boards provide the salaries of twelve profes- sors, together with an annual grant of $9,000 gold in Preparatory and College work; five professors and $2,100 in the Medical Department. This money is spent under the direction of the President and local Board of Managers at Nanking. The departments covered at the beginning of 1913 by the University curriculum are as follows : Preparatory Department, with 431 students. College Department, 70 students, with a faculty of ii Americans and 17 Chinese. Normal Training School, 30 students, i American and 3 Chinese teachers. Medical School, 30 students, 5 American teachers, and 3 more soon to be added. Agricultural School, 150 colonists, with 700 acres of land. One American and 2 Chinese in charge. Theological School, affiliated, 30 students, 5 Ameri- cans and $ Chinese on the staff. The affiliated Bible APPENDIX C 243 Training Schools for both men and women have 60 students, with the same teachers as in the Theo- logical School. Language School, for the preparation of mission- aries in the vernacular, 47 students, representing 27 missions, with 3 Americans, and one Chinese to each student, on the staff. These represent the departments and lines of work of the University up to the beginning of 1913, with a probability of a considerable, rapid increase in the near future. It should be stated that the authority of the Univer- sity to give degrees is vested in the Board of Trustees representing the corporation in the United States, which is incorporated under the laws of the State of New York, and its power to confer degrees is in accordance with the authorization or approval by the Regents of the University of the State of New York. As an illustration of the courses of study given in the institutions of higher learning in China, we quote the following as the course in the collegiate depart- ment of this University, with the hours per week re- quired from each student: 1 Freshman Year First Semester Hours per week 1. Chinese Language and Literature 8 2. Mathematics: College Algebra, Wentworth 4 3. Modern History, Robinson 3 4. Chemistry, McPherson and Henderson 5 5. Rhetoric and Essay Writing, Hill or Merk- ley , 3 6. The History of Israel 2 244 APPENDIX C Second Semester Hours per week 1. Chinese Language and Literature 8 2. Trigonometry, Granville 4 3. Modern History,- Robinson 3 4. Chemistry, McPherson and Henderson 5 5. Rhetoric and Essay Writing, Hill or Merk- ley 3 6. The Origin and Early History of Chris- tianity 2 25 Sophomore Year First Semester 1. Chinese Language and Literature 8 2. The Teachings of Jesus and His Apostles. . 3 3. General Geology, Norton 3 4. History of English Literature, Long 3 5. Economics, Ely ; 3 6. Logic, Jones 3 23 Second Semester 1. Chinese Language and Literature 8 2. Comparative Religions 3 3. General Geology, Norton 3 4. History of English Literature, Long 3 5. Economics, Ely ". 3 6. One Elective 3 ;APPENDIX c 245 Junior Year First Semester ^ Hours . per week 1. Chinese Language and Literature. ., 5 2. Psychology, Angell . ., 5 3. Elective 3 4. English Literature (Bible as Literature) ... 3 5. Elective (German is being taught) 4 6. One Elective ,. . , 4 24 Second Semester 1. Chinese Language and Literature 5 2. Psychology, Seashore 5 3. Elective (German is being taught) 4 4. English Literature (Bible as Literature).. 3 5. Ethics, Dewey and Tuft. 3 6. One Elective 4 24 Senior Year First Semester 1. Chinese Language and Literature 7 2. Philosophy of the Christian Religion, Men- zies 3 3. English Literature, Shakespeare 2 4. Elective (German is being taught) 5 5. One Elective 5 22 246 APPENDIX C Second Semester Hours per week 1. Chinese Language and Literature 7 2. Philosophy of the Christian Religion, Rog- ers 3 3. English Literature, Shakespeare or other Classics 2 4. Elective (German is being taught) 5 5. One Elective 5 22 Bible Training School In the Bible Training School, besides the regular theological department, there is also a Lay Training Course, less scientific and intended for the prepara- tion of Chinese for less important positions in the Christian Church. The Advanced Course presup- poses a college or thorough high school education ; the Intermediate or Lay Course presupposes at least a four years' course in a preparatory Bible School, or graduation from a Middle School. The Advanced Course is as follows : Junior Year Spring Term Hours per week Introduction to the Gospels: Matthew; Life of Christ in the light of Modern Scholarship. . 3 Old Testament Introduction 4 Church History (in outline) early centuries (Sheffield) < 4 Biblical Theology : Revelation and Inspiration ; Book of Deuteronomy 3 APPENDIX C 247 Hours per week Homiletics: Prayers and Prophetic Messages of the O. T. ; the Art of Discourse 2 Comparative Religion i Greek 3 Practical Christian Sociology : Visitation, Preaching, Teaching 2 Essays I Music , 2 Fall Term Gospel of Luke ; Book of Acts ; Apostolic Age, Political and Social Life, etc 3 The Pentateuch 4 Church History (in outline) Sheffield 3 Theology: The Existence, Nature, and Works of God 3 Homiletics : The Art of Preaching, Davis, The Art of Illustration 2 Propaedeutics : Content and Method of Reli- gious Education I Comparative Religion I Greek 3 Practical Christian Sociology 2 Essays I Music , 2 Middle Year Spring Term Introduction to St. Paul's Epistles: Careful study of Ephesians, Colossians, etc 3 Old Testament Institutions , 4 Church History: after the Reformation 3 248 APPENDIX C Hours per week Biblical Theology: The Doctrine of Man; the Person and Work of Christ 3 Homiletics: Discourses in the N. T. ; Textual and Topical Discourse 2 Principles of Biblical Interpretation 2 Greek 3 Practical Christian Sociology : Visitation, Preaching, Bible Teaching 2 Essays I Music 2 Fall Term Epistle to the Hebrews; General Epistles (se- lected) 3 Amos and Isaiah 4 Church History 3 Theology : the Doctrine of Salvation ; Epistle to the Romans 3 Homiletics: Discourses of the N. T. ; Theory and Practice of Discourse 2 History of Interpretation I Biblical Pedagogy: Theory and Practice of Bible Teaching I Greek 3 Practical Christian Sociology 2 Church Government (according to affiliation) . , I Essays I Music 2 Senior Year Spring Term Johannine writings : The Gospel 4 Jeremiah ; Zechariah 3 Church History; Modern Missions 3 APPENDIX C 249 Hours per week Biblical Theology; The Holy Spirit; The Church ; Christian Ethics 3 Homiletics : The Discourses of Our Lord ; The Preacher's Equipment 2 Apologetics 2 Greek 2 Practical Christian Sociology; Visitation, Preaching, Bible Teaching 2 Church Discipline (according to affiliation) . . 2 Essays I Music 2 Fall Term Johannine Writings : Revelation and Epistles . . 4 Wisdom Books and Devotional Literature of O. T 3 History of Modern Missions 3 Theology : Review of Christian Doctrine 3 Homiletics: Pastoral Theology; Study of Se- lected Sermons 2 Apologetics 2 Christianity and Modern Psychology 2 Greek 2 Comparative Church Polity I Practical Church Sociology 2 Essays i Music i 2 The tuition in the Lower Middle School is $10 Mex. per semester, and in the Middle and High Schools $30 Mex. per semester. College students are, at present, not required to pay any tuition fee, but $10 matricu- lation fee is required. In all departments students are required to pay a fee for board of $22.50 Mex. per semester. Mohammedan students and others re- 250 APPENDIX C quiring special food must pay $5 in addition. The total expense for a student per year is from $124 Mex. to $136 in the Middle and High School, and about $84 in the Primary. It is evident from simply a casual perusal of the reports and catalogues issued by the University of Nanking that the work which this institution is doing", under the joint support and backing of these mis- sionary societies, is far superior in strength and qual- ity of work to that which any one of the societies could expect to do working independently, while at the same time the appearance of rivalry presented to the Chinese is entirely removed, and a united, single Christian impression is made upon all. CANTON CHRISTIAN COLLEGE Canton College was incorporated under the Regents of the State of New York, in 1893. I* 1 i%94 the Trus- tees took over by purchase from the Board of For- eign Missions of the Presbyterian Church its Fati school, in the suburbs of Canton. The college proj- ect passed through a period of four years without change in the character of the school, until 1898, when the Trustees relinquished the property and resold it to the Board of Foreign Missions. With its new or- ganization the college opened in 1899 with six stu- dents. In 1900, on account of the disturbed political conditions, the school moved to Macao, a Portuguese settlement near Hong Kong. In 1905 the college began upon its present site, a few miles down the river from the city of Canton, on a large campus, ample for extended growth and development. The college fronts on the Pearl River and has an area of some 60 acres. It is the only institution of its kind for the two Kwong provinces, which have a population of over 50,000,000. Its build- ings are commodious but still inadequate to meet the requirements of increasing numbers. The students in attendance, in 1912-13, exceeded 400, of whom 16 were in the college proper, 128 in the High or Middle School, and the remainder in the preparatory depart- ments. The college offers twelve distinct 'courses, the first six covering each a period of three years, and the remaining six a period of two years: General Arts Course, Political Science Course, General Science 251 232 APPENDIX C Course, Physics and Chemistry Course, Commercial Science Course, Agricultural Course, Normal Chem- istry and Mathematics, Normal English and History, Normal Modern Languages, Normal Chemistry and Biology, Preparatory for American Colleges, Special Preparatory for Medicine. The language of the school is English. The courses as above outlined give no place whatever to Chinese, except in the General Science Course. The emphasis throughout is upon English, French and German. Many of the students have come to the United States and are now taking extended graduate work in Ameri- can colleges. In the Canton Christian College Bulle- tin, containing the President's report for 1911-12, pic- tures of 27 such students are presented. APPENDIX D TOKYO, Dec. 6, 1912. FROM THE CHRISTIAN UNIVERSITY COM- MITTEE OF JAPAN TO THE FOREIGN MISSIONS CONFERENCE OF NORTH AMERICA "The Christian University Committee of Japan greets you in the name of our common Lord, and first of all begs leave to offer to you its expression of deep gratitude for the favorable action taken by your body in January, 1912, in reference to the establish- ment of a Christian University in Japan. The move- ment for the founding of such an institution has been greatly stimulated by the action you then took. For this reason the Committee's second purpose in ad- dressing you now is to pray for the continuance of your influential support. "Our Committee believes that Christianity is con- fronted with a unique situation in Japan to-day. In spite of problems still existing, undoubtedly the rise of Japan during the past fifty years is phenomenal in history. Instead of the feudalism of half a century ago, we now see a country that has become already well established in constitutional government. All the elements of a well-organized national life have for 253 254 APPENDIX D years been in successful operation, and the essentials of material civilization are being steadily introduced and developed. Japan, moreover, has become a highly intelligent nation. Her excellent educational system providing school advantages with obligatory attendance 'for practically every child in the empire; her high-class universities; her sending of hundreds of men abroad for study and investigation now for several scores of years; and the widespread circula- tion of every form of literature among her people; all have conspired to make her one of the enlightened nations of the world. In moral and religious things there has been during these years, not indifference and decay, but an earnest striving for the best. There is a thirsting for righteousness that is strong, and morality stands first in the curriculum of every school. The spirit of religion is living, and Buddhism in no other country exists in such vigorous and well-organ- ized form as in Japan. "Christianity standing face to face with this enlight- ened, aspiring, virile and providentially prepared na- tion is in the presence of a tremendous challenge. If Japan is won for Christ, it will be the greatest Chris- tian apologetic of modern times, and will exert im- measurable influence over the whole of Asia. "But, if Christianity would prevail in Japan, it must be an educational Christianity. In the midst of a nation so profoundly appreciative of education, and alongside of a Buddhism that is rapidly becoming very active in education, Christianity must not fail to be earnestly and comprehensively educational. The present relative falling back of Christian education must be checked. The schools of higher grade must be developed. Christianity is at present not equipped to meet the best educated classes of society, and this short-coming must be corrected, Christian scholarship APPENDIX D 255 must take a larger place in the thought-life of the na- tion. Christian education must reach to the top. And for all this a Christian university is absolutely essen- tial. A Christian university will be a great, reassur- ing, invigorating and unifying factor in the whole Christian work in Japan. "The need of a Christian university in Japan has been felt for many years. In the late eighties already there was some agitation for such an institution. Again in 1900 a strong plea for a university was pre- sented at a representative gathering of missionary edu- cators in Tokyo. But by far the most significant movement for the achievement of the important pur- pose was inaugurated by the Association of Christian schools in 1910, mainly through the encouragement of Dr. John F. Goucher, Chairman of the American Section of the Edinburgh Conference Educational Sub-Committee, during his visit to the Far East at that time. Since then much effort has been put forth, earnest prayer has been offered, and a widespread in- terest has been awakened both among Japanese leaders and among missionaries, and also among some great friends of the cause in the United States and Canada. In April, 1912, the Association of Christian Schools appointed a Christian University Promoting Commit- tee, and this Committee after various preliminary steps has now drawn up a statement setting forth the prin- ciples and mode of procedure to be followed in the establishment of the institution. Everything is now ready for aggressive work. 'Now or never 7 is the word upon the lips of many. The time has come, our Committee believes, to go forward. And it is with this conviction that our Committee appeals to you for whatever encouragement you may see fit to give to the movement at this critical and important time. The establishment of such an institution will be a large 256 APPENDIX D undertaking, but not too large, we believe, for the united strength of the Church of to-day." The plea for a similar university or for similar uni- versities in China is couched in practically the same language and is based upon similar reasons. APPENDIX E BIBLIOGRAPHY BARTON, JAMES L. Daybreak in Turkey. * ( BLAKESLEE, GEORGE H., Editor.) China and the Far East. *BURTON, MARGARET E. The Education of Women in China. *THE CHRISTIAN EDUCATION OF WOMEN IN THE EAST. (Ad- dresses delivered at Oxford Conference, September, 1912.) *COWAN, MINNA G. The Education of Women in India. DENNIS, JAMES S. Christian Missions and Social Progress, Vols. I and III. FISHER, DANIEL. Calvin Wilson Mateer. *( GREENE, D. C, and DEARING, J. L., Editors.) The Chris- tian Movement in Japan. (Issues for last four years, es- pecially those parts bearing upon the educational situa- tion.) GRIFFIS, W. E. A Maker of the New Orient, GRIFFIS, W. E. Verbeck of Japan. HAMLIN, CYRUS. My Life and Times. HARDY, ARTHUR S. Life and Letters of Joseph Hardy Nee- sima. JESSUP, H. H. Fifty-three Years in Syria. *( JONES, J. P., Editor.) The Year Book of Missions in In- dia, Burma and Ceylon, 1912, (Parts bearing on educa- tion.) LEWIS, R. E. The Educational Conquest of the Far East. *(MACGILLIVRAY, D., Editor.) The China Mission Year Book. (Issues for last three years, especially those parts bearing on education.) MACKAY, GEORGE L. From Far Formosa. MATEER, ROBERT MCCHEYNE. Character Building in China. MORRISON, JOHN. New Ideas in India. *( BEACH, HARLAN P., Editor.) Mission Problems and Poli- cies in Asia. *REINSCH, PAUL S* Intellectual and Political Currents in the Far East. * Of special value. 257 258 APPENDIX E Ross, E. A. The Changing Chinese. SMITH, GEORGE. The Life of William Carey, D.D. SMITH, GEORGE. John Wilson. SOOTHILL, W. E. China and Education. SPEER, ROBERT E. South American Problems. TENNEY, EDWARD PAYSON. Contrasts in Social Progress. THE STUDENT MISSIONARY APPEAL, Cleveland Convention Report of S. V. M., pp. 457-479- (See also Reports of later Conventions.) TYNDALE-BISCOE. Pamphlets on Education. WASHBURN, GEORGE. Fifty Years in Constantinople. WATSON, C. R. In the Valley of the Nile. WELLS, JAMES. Stewart of Lovedale. WORLD ATLAS OF CHRISTIAN MISSIONS, Educational Statis- tics, pp. 103-114. *WORLD MISSIONARY CONFERENCE REPORT, Vol. Ill, Chris- tian Education. WORLD'S STUDENT CHRISTIAN FEDERATION CONFERENCE RE- PORTS. CATALOGUES OF MISSION COLLEGES. ARTICLES IN PERIODICALS, especially "International Review of Missions." * Of special value. APPENDIX' F A SELECTED LIST OF BOOKS ON EDUCA- TION (Prepared by Dr. T. H. P. Sailer, Educational Secretary Presbyterian Board of Foreign Missions) EDUCATION AND THE CHRISTIANIZATION OF NATIONAL LIFE Education in Relation to the Christianization of Na- tional Life. Report of Commission III of the Edinburgh World Conference, pp. 471. 1910. Revell. 75 cents. The most thorough discussion in print of the prob- lems of educational missions. Testimony is given from numerous correspondents all over the world as to the aims and problems of educational work. The relation of Christian truth to indigenous thought and feeling, industrial training and the training of teach- ers occupy three chapters. The need of a broad and thorough understanding of educational principles by prospective missionaries is strongly urged. The whole discussion is on a high plane, and is exceedingly stim- ulating. KINDERGARTEN BLOW, SUSAN E,, and HILL, PATTY S. The Kindergarten, pp. 301. 1913, Houghton, Mifflin. $1.25. Report of the Committee of Nineteen of the International Kindergarten Union. Miss Blow presents the views of the orthodox Froebelian School, and Miss Hill those of the pro- gressive wing. 259 26o APPENDIX F ELEMENTARY SCHOOU DEWEY, JOHN. The Child and the Curriculum, pp. 40. 1902. University of Chicago Press. 25 cents. An essay on the theory of the relation of the subject mat- ter of study to the developing child. It presents more acute and original thinking than the average educational treatise of ten times its length. DEWEY, JOHN. The School and the Child, pp. 127. 1906. Blackie & Son, London, is. A reprint of the preceding essay, together with eight ar- ticles written originally by Dr. Dewey for the "Elementary School Record," and now out of print. DEWEY, JOHN. The School and Society, pp. 129. 1900. Uni- versity of Chicago Press. $r.oo. A series of lectures by the leading American philosopher of education, describing the principles on which the University Elementary School is conducted. The lectures have had an influence on educational thought out of all proportion to their bulk. DQPP, KATHARINE. The Place of the Industries in Elementary Education, pp. 270. 1905. University of Chicago Press. $1.00. Based on the ideas presented by Dr. Dewey in "The School and Society." McMuKRY, C. A., and F. M. The Method of the Recitation. Pp. 339- 1903. Macmillan. (Revised edition,) 90 cents. Works out the application of the five formal Herbartian steps to elementary teaching. Perhaps the best general in- troduction to the principles of teaching for the beginner to read. McMuRRY, F. M. How to Study and Teaching How to Study. pp. 324. 1909. Houghton, Mifflin. $1.25. A ^ book that every teacher should own and digest, Teach- ing in most of our schools would be revolutionized and mani- folded in value if the recommendations of this book were car- ried out Few things are more important than learning how to study, and few things are more neglected by the average teacher. APPENDIX F 261 McMuRRY, F. M. Elementary School Standards, pp. 218. 1913- World Book Co. $1.50. Part of the report of the New York City school inquiry. The writer lays down standards by which the efficiency of an elementary school should be measured, and applies them in some detail to conditions in New York City. Some very practical discussion. STRAYER, G. D. A Brief Course in the Teaching Process. pp. 313. 1911. Macmillan. $1.25. The various types of teaching are described and suggestions given as to their use and limitations. WINTERBURN, ROSA V. Methods in Teaching, pp. 355. 1909. Macmillan. $1.25. Suggestions of detailed methods for teaching English, arithmetic, nature study, history, etc., in the elementary grades are offered. TEACHING OF SPECIAL SUBJECTS JOHNSTON, CHARLES H. High School Education, pp. 555. 1912. Scribner's. $1.50. After a discussion of the place of secondary education, the methods of teaching various subjects are treated by different writers. A bibliography is given under each head. GENERAL THEORY OF EDUCATION BAGLEY, W. C. The Educative Process, pp. 358. 1905. Macmillan. $1.25. Discusses the biological, logical and psychological bases of education. An excellent introduction for one who wishes to see education in the large as the acquisition of individual experience. It should be supplemented by a book which treats the social phases of education. BAGLEY, W. C. Educational Values, pp. 267. 1911. Mac- millan. $1.10. The writer analyzes the values of education in a suggestive way, and gives hints for the realization of each type of value. 262 APPENDIX F CUBBERLY, E. P. Changing Conceptions of Education, pp. 70. 1909. Houghton, MifHin. 35 cents. The author shows how, in response to the needs of life, the conception of education has changed from that of a transmission of the accumulated traditions of society, through one of psychological adaptation to the needs of the individual, to the sociological one of an instrument of democracy to meet the needs of democracy. The discussion is clear and vigorous. DAVENPORT, E. Education for Efficiency, pp. 184. 1909. Heath. $1.00. A series of spirited addresses. The writer holds that one- fourth of the time of all education should be devoted to voca- tional work, that industrial education must be developed for the ninety-five per cent of our population who do not enter professional life, and that this must be conducted in such a way as to retain its graduates in the industries. DEWEY, JOHN. The Educational Situation, pp. 104. 1902. University of Chicago Press. 50 cents. Three chapters on the work of the elementary school, the secondary school and the college. The thesis is that educa- tional theory in response to social needs has advanced further than practice. The present dislocation is shown and the prin- ciples by which adjustment is to be secured are indicated. No educators more than missionaries need to study the prob- lems of educational adjustment to social conditions. DEWEY, JOHN. Moral Principles in Education, pp. 61. 1909. Houghton, MifHin. 35 cents. The writer applies the principles of social morality to the educational process. ELIOT, C. W. Education for Efficiency, pp. 58. 1909. Houghton, MifHin. 35 cents. Two addresses in President Eliot's trenchant style, in which he contends for the development of initiative, enthusiasm and practical efficiency, which too often are not even sought in traditional education. We are still far from realizing fully the ideals which Dr. Eliot has advocated for so many years. FINDLAY, J. J. The School pp. 256. 1911. Holt. 50 cents. An excellent discussion of the school as an agency of progress. APPENDIX F 263 HUGHES, R. E. The Making of Citizens, pp. 405. 1902. Scribner's. $1.50. A comparative study of the primary and secondary school systems of Great Britain, France, Germany and the United States, with chapters on the education of girls and defec- tives. The book makes a good introduction for those who wish to learn the main educational trends in the four coun- tries mentioned. Those who wish to study this subject more in detail should consult Russell's "German Higher, Schools" and Farringtpn's "Public Primary School System of France," and "French Secondary Schools." LEAVITT, F. M. Examples of Industrial Education, pp. 330. 1912. Ginn. $1.50. Combines constructive suggestions with descriptions of the best type of work done in the United States. SNEDDEN, DAVID. The Problem of Vocational Education, pp. 86. 1910. Houghton, Mifflin. 35 cents. The writer, who has become Commissioner of Education for Massachusetts, is one of our more acute students of edu- cational principles. He shows the present need of vocational education by the school, since the home and the shop are no longer able to meet the demands and the changes neces- sary in the administration of the schools. The relation of vocational to liberal education is discussed. ASOCIAL EDUCATION CARNEY, MABEL. Country Life and the Country School, pp. 403. 1912. Row, Peterson & Co. $1.25. The work of the country teacher as a social force in the whole community is presented in a most enthusiastic way. Full of practical suggestions. BEITS, GEORGE H. Social Principles of Education, pp. 318. 1912. Scribner's. $1.25. A good introduction to the subject, which discusses the con- dition of the relation of the school to the individual and to society. DRESSLAR, F. B. School Hygiene, pp. 369. 1913. Macmil- Ian, $1.25. Covers the sanitation of school buildings in detail, and also the care of the health of individual children. 264 APPENDIX F BUTTON, S. T., and SNEDDEN, DAVID. The Administration of Public Education in the United States, pp. 601. 1908. Macmillan. $1.75. A review of the broad field of public education in the United States. An excellent introduction to the study of ^ our national system. While details and statistics are freely cited, they are accompanied by thoughtful comments on principles and tendencies which should be considered by those working in all fields. GILBERT, C. B. The School and Its Life. pp. 259. 1906. Silver, Burdett & Co. $1.25. School management from the standpoint of the principal. A very stimulating discussion based on up-to-date educational theory. JOHNSON, G. E. Education by Plays and Games, pp. 234. 1907. Ginn. $1.10. Three chapters on the meaning of play, its importance in education, and the characteristics of the periods of childhood are followed by a full list of plays for each age, with brief descriptions. REEDER, R. R. How 200 Children Live and Learn, pp. 247. 1909. New York Chanties Publishing Committee. $1.25. This book will be most suggestive and stimulating to one who has to supervise a boarding school, SNEDDEN and ALLEN. School Reports and School Efficiency. pp. 183. 1908. Macmillan. $1.50. After brief introductory chapters, a long list of the most significant school reports of American cities is presented with comments. Those who have oversight of schools would probably get helpful suggestions for reports, even where con- ditions dealt with are quite different from those of American cities. WOOD, T. D. Health and Education, pp. no. 1910, Uni- versity of Chicago Press. 75 cents. An excellent summary of recent thought on the subject of health examinations, school sanitation, the hygiene of instruc- tion, health instruction and physical education. Free play in the open air, involving interesting and natural activity, is rec- ommended, as opposed to formal drills in the gymnasium* APPENDIX F 265 CHILD STUDY KIRKPATRICK, E. A. Essentials of Child Study, pp. 384. 1903. Macmillan. $1.25. The best introduction for one who wishes to make a sci- entific study of child nature. The development of the various instincts characteristic of childhood are discussed in some de- tail, and brief suggestions made for the educator. At the end of each chapter are questions and references for further study. TANNER, AMY. The Child, pp. 430. 1904. Rand, McNally. $1.25. Another excellent introduction to child study, written from the standpoint of somewhat more personal interest in the child than Kirkpatrick's book. A useful supplement to the latter. ADOLESCENCE FORBUSH, W. B. The Boy Problem, pp. 219. 1907. 6th edi- tion (revised). Pilgrim Press. $1.00. An excellent book for those who have to deal with boys. Treats work in both church and home, and describes many organizations and devices, but exalts personal influence as su- premely effective. At the end of each chapter is. a select bibliography. HALL, G. STANLEY. Youth, pp. 379. 1906. Appleton. $1.50. A condensation of Dr. Hall's "Adolescence," the chapters especially bearing on education having been selected. EDUCATIONAL PSYCHOLOGY COLVIN, S. S. The Learning Process, pp. 336. 1911. Mac- millan. $1.25. Presents the various functions of the human mind and their significance for education. A number of recent psychological theories are discussed. DEWEY, JOHN. How We Think, pp. 224. 1910. Heath. $i.po. A discussion of reflective or purposive thinking in Dr, Dewey's usual clear and thorough style. 266 APPENDIX F DEWEY, JOHN. Interest and Effort in Education, pp. 102. 1913. Houghton, Minim. 35 cents. Dr. Dewey has been our most fundamental thinker on the principle of interest in education. His little monographs are worthy of the most serious study. HECK,, W. H. Mental Discipline, pp. 208. 2nd edition, re- vised. 1911. John Lane. $1.00. For a number of years there has been a strong reaction against the view that the criterion of the value of the subject was its difficulty rather than its content. The author pre- sents a useful summary of the discussion of the subject by various writers. JAMES, WILLIAM. Talks to Teachers, pp. 301. 1899. Holt $1.50. A series of popular lectures on the application of psycho- logical principles to teaching in Professor James' brilliant style. Specific methods could hardly be inferred from this book by the inexperienced teacher, but there is much to stimu- late. No one has ever put certain maxims of character for- mation more incisively. THORNDIKE, E, L. Educational Psychology, pp. 248. 2nd edition revised and enlarged. 1910. Teachers College. $1.50. An attempt to apply quantitative measurement to the psychological differences of individuals. Investigations of the influence of sex, ancestry and environment are summarized and discussed. Many common suppositions are shown to be without scientific basis. THORNDIKE, E. L, Principles of Teaching, pp. 273, 1906. Seiler* $1.25, Treats briefly the various psychological facts involved in teaching, then the application of these to teaching, and finally offers a number of practical problems, some of which are very- suggestive. The center of interest is in the psychology of the pupil rather than in the subject matter, THORNDIKE, E. L. The Original Nature of Man. pp. 327. 1913. Teachers College. $2.00. A most fundamental discussion of the original tendencies of human nature. A book of great importance in the study of educational psychology. APPENDIX F 267 RELIGIOUS EDUCATION COE, G. A. Education in Religion and Morals, pp. 434. 1904. Revell. $1.35. Defines education as the effort to assist in development to- ward social adjustment and efficiency. Shows the implications of this viewpoint for religion. An excellent book for those who wish to see the question in the large. PEASE, G. A. Outline of a Bible School Curriculum, pp. 418. 1904. University of Chicago Press. $1.50. A most useful and suggestive book. Treats first the char- acteristics of each period of development from the kindergar- ten to the adult stage; then outlines a curriculum for every Sunday in the year, and gives several specimen lessons and a bibliography in connection with each year. The book indi- cates in general the position toward which the best Bible study is moving. X SADLER, M. E., editor.) Moral Instruction and Training in Schools. 2 vols. pp. 538 j 378. 1908. Longmans. $1.50 each. A series of papers in response to an inquiry on the subject of moral education in schools. Vol. I treats replies from Great Britain, and Vol. II those from the colonies and from other countries. SLATTERY, MARGARET. Talks to the Training Class, pp. 84, 1906. Pilgrim Press. 25 cents, 60 cents. Popular and helpful chapters on child nature and the best methods of treating it in teaching. The intense sympathy of the writer is a stimulus, and the illustrations from life will be more suggestive to the beginner than any amount of ab- stract definitions. HISTORY ^OF EDUCATION MONROE, PAUL. A Text Book in the History of Education. pp. 772. 1905. Macrnillan. $1.90. The most satisfactory history of education in English. The settings of the different periods and the contributions of the different tendencies are presented with clearness and force. At the end of each chapter is a brief bibliography of the gen- eral history of the period as well as of its educational work, 263 APPENDIX F MONROE, PAUL. Encyclopedia of Education. 1911-1913. Mac- millan. $5.00 per vol. To be complete in five volumes, of which four have appeared. A reference work of the greatest value, with which every student of education should be familiar. PARKER, SAMUEL C. A History of Modern Elementary Edu- cation, pp. 205. 1912. Ginn. $1.50. A very original and illuminating account of elementary schools since the Middle Ages. TALBOT, E. A. Samuel Chapman Armstrong, pp. 301. 1904. Doubleday, Page. $1.50. A life of the founder of Hampton College, which has done so much for the education of the Negro and the Indian. The breezy and rugged character of the man and the principles on which he based his work are illustrated by numerous quota- tions from his letters and sayings. WASHINGTON, BOOKER T. Up from Slavery, pp. 330. 1900. Doubleday, Page. $1.50. The life story of a man who has overcome tremendous ob- stacles and accomplished wonderful things for the education of a race. He has been wise enough to give his people what they needed rather than what they thought they wanted. INDEX ngs, 90- Abdul Hamid, quoted, 162. Africa, desire for modern educa- tion, 1 8, 63; mission schools, 170, 171, 187; industrial train- ing, 72, 187; position of women, 110. Agriculture, 73; training in, 139, 140. Albania, desire for education, 17, 186. American Board Com. for For. Miss., 10 ; higher educational fund, 98. American College for Girls, Con- stantinople, 8 1, 88, 92, 1 6 1. Architecture, college buildings, 92. Assiut College, 82, 88, 161, 170. B. Bible Instruction, 193; in govern- inent^ schools, Japan, 32; prob- lem in mission schools, 143-145. Bible Women, training schools, 33, 124, 125. Balkan War, 185, 186. Boarding- Schools, 22, 120, 121. Boxer Movement, 131, 187. Buddhisn^ and modern education, 56; position of women, 106. Burma, colleges, 82; mission schools and government educa- tion, 27, 29. Burton, Ernest D., quoted, 165. C. Calcutta University, 28. Canton Christian College, 83, 89. Caste system, 155; and mission schools, 158, 159. Ceylon, colleges, 82; mission schools and government educa- tion, 27j 28, 30, 63. Children, importance of work for, 114. China, respect for learning, 16, 36; desire for modern educa- tion, 17, 130, 187, 188; gov- ernment school system, 58, 63, 163, 164. Mission schools: growth, 37, 163, 164, 1 66; col- leges, 82; technical and union schools, 71, 75, 76; relation to government system, 36-38, 42, 43; results, 162-169; reforms, 59, 169. Women : position, 108; illiteracy, no; education of, 108. China Centenary Missionary Con- ference, 125. Colleges, 23, 62, 79-86, 104; con- trol, 153; curricula, 39-42, 100- 102; equipment and buildings, 74, 87-94; finances, 94-100; teaching force, 102. 103; for women, 121-123. Commissions (Oriental), for study of western education, etc., ^57. Comparative religions in mission, schools, 133, 134- Confucius, quoted, 108. Curricula, adapting to local needs, 145, 146; demands for new studies, 1:29-141. D. Dennis, James S., quoted, 4. Doshisha, 33, 81, 88, 103, 174, Duff, Alexander, 156. E. Edinburgh Conference, 2, 26, 56, 69; _ Continuation Committee of: findings on Bible Women's Training Schools, 125 ; board- ing schools for girls, 121; col- leges for women, 122, 123; edu- cational missions, 63; kinder- gartens, 1x8; primary schools, 119; union educational work, Education, respected by eastern peoples, _ 7, 8, 15-17,. 95; funda- mental in Christianity, 6-8, 20; Modern education: recent devel- opment, 1 8, 51; recognition in missionary enterprise, g, 10; demand for, among eastern peo- ples, 58, 1 88, 189; adapting, to eastern conditions, 142, 143, 145, 146; progress of, in Japan, *7. 18, 57; relation to political changes in Orient, 59; debtor 269 to educational missions, 24, 270 INDEX Educational Missionary, 17, 20, 25, 185-196, 205, 206; qualifica- tions, 25, 181-183, 196-204; spe- cial preparation, 182, 183, 191- 195, I 99' short term service, 146-150. Educational Missions, 1-6, 11-20; ?lace in missionary enterprise undamental, 84-86; crisis in, 51-53. 78; demand for higher standard, 62-73; problems, 129- 153; union movements, 73-775 and government educational systems, 27-38, 42, 43. *8o; achievements in eastern lands, 154-180; and international rela- tions, 45-49, 131; and reforms in eastern nations, 42, 54 55- Egypt, mission schools, 160, 161; and government, 36. Endowments, for higher education, 99. Euphrates College, 81, 82. Evangelism in early missionary enterprise, 9-11. H. High Schools, 22, 121; native control of, 153- Hinduism, and modern education, 55; position of women, 106. Hostels, 145- Illiteracy, 14, no. Imperial University, Japan, 174, India, desire for modern educa- tion, 17; reorganization of gov- ernment school system, 63, 157, 158, 1 86, 187. Mission schools: colleges, 82; and government system, 27-30, 42, 43, 186; re- sults, 155-159. Women: posi- tipn, 107; illiteracy, no; edu- cation, 123. Industrial development of east, 60. Industrial education, 23; demand for development, 72,, 73, 191; expense, 140, 141; for women, 125; in Africa, 170, 171, 187; phases and problems, 136-141; and government schools in India, 31; results, 141. Intellectual Renaissance in Asia, 53-60, 184, 185, 188. Intermediate schools, no, 120. International College, Smyrna, 82, 88. International politics, relation to educational missions, 45-48. J. Jaffna College, 80. Japan, progress of modern edu- cation in, 17, 58, 1 88; commis- sions for study of western edu- cation, 57; reform movements, 175. Women: position, 109; edu- cation, 123; work of Christian, 178. Mission schools: kinder- gartens, 118; colleges, 83; Christian University, 76; ana government, 31-33, 4^, 43, *7S, 176. K. Kindergartens, 22, 117, 118, Kipling, quoted, 107. Kobe College, 81. Koran, 55; and modern education, 34- Korea, Christian Colleges, 83. Language^ western or vernacular, in mission schools. 39-42, 101, 102; problems concerning, 134- 136. Language study, schools for, 23. Latin America, 83, 172, 173. Levant, results of educational mis- ^sions, 159-162, Literature, work of Japanese Christians in, 177-178. M. Madras Christian College, So, 88. Madras University, 28. Manual training, 139. Medical Colleges, 23* 67, 68; courses, 69; union schools, 68, Mohammedanism, hostile to intel- lectual development, 33, 34, 55, 160; position of women, 107- 109; effect of Balkan War upon, 185, 186, 189. Mohonk Student Conference, 49, Morrison, Robert, 162, 163. N. Nanking University, 82, 90, 92, Native agency, 13, 22, 61, 6a, 64, 67, *59j 193, 193, 305; iu higher institutions, ioa; women teach* ers, 119, 123, 134, Ncesima, Joseph Hardy, 57, 174. Normal Schools, 22, 62, 04, 191; for women, 133, 124. Nurses' Training Schools, 70. INDEX 271 O. Official classes, accessibility, 62; in China, 189; in Japan, 177. p. Pacific Islands, 18, no. Peking University, 37, 88, 102. Persia, colleges, 82; mission schools and government, 36; re- sults of Christian education, 160, 1 6 1. Philippines, 83, 173. Political changes In eastern na- tions, 59. Primary schools, 117, 118; native control, 151-153. Printing press, 54, 179, 180. Problems m in mission schools: adaptation, 142, 143, 145; apathy at home, 153; courses, 129-141; housing, i45> maintaining Christian instruction, 143-145; maintaining standard, 141, 142; control, 151-153; non-Christian instructors, 150; short term service, 146-350; student aid, 151. Protestantism, attitude toward ed- ucation, 20. R. Ramabai, Pandita, 127. Reform movements, 53, 55, 112; relation to mission schools, 44 45, 162, 165, 166, 169, 173, 175, 178-180. Robert College, 35, 80, 91; self- support 96, 161. Roman Church and popular edu- cation, 172. S. St. John's University, Shanghai, 37, 82, 102. Self-help, 137, 138, 151. Self-support, of higher institu- tions, 95, 151-153, 161; of schools, 18. South America, 172, 173. tudent aid, 151. tudent movements. 49. Students (Oriental), dbnracter- istics, 202-204; in western col- leges, 43, 44. 56, 57, 85-871 146* 167- Student Volunteer Movement, 196; in the Orient, 206; posi- tions listed by, 193, 194. Syrian Protestant College, 80, 88, 102, 1 6 1. T. Technical training, 70, 71, 84, 92, 192. Theological Schools, 23, 65, 192, 193; curricula, 100, 101, 134, 193; equipment, 92; union, 66, Turkish Empire, desire for mod- ern education, 17; opportunities, 185, 186; position of women, 108, 109. Mission schools: dif- ficulties, 35; higher institutions, 82; and government, 33-36; re- sults, 160-162. U. Union Educational Movements, 73-77* 190-192. Union Medical College, Peking, 38, 68, V. Verbeck, 130, 173, 174. Vernacular. See Language. Village schools, 18, 21. W. Woman's Boards, 24, 105, 115. Women, position in non-Christian lands, 106-110; religious influ- ence of eastern, 113; education of, 18, 105-125; colleges for, 81: as teachers, 119; leaders in reform, 178; in evangelistic work, 124; students in India, 156, 157; results of education, in, 116, 126-128. World's Student Christian Fed- eration, 49, 50. Y, Yale College in China, 83. Young Turk Party, 34. 126751