mi 
 
 Sl'illitlill! 
 
dbc llnivcraUv of Cbicatjo 
 libraries 
 
 GIFT OF 
 
The University of Chicago 
 Poimded by John D. Rockefeller 
 
 The Training of Teachers in China. 
 
 A Decertation 
 
 Submitted to the Faculties 
 
 of the 
 
 Graduate School of Arts and Literature 
 
 in Candidacy for the degree of 
 
 Master of Arts 
 
 (Department of Education) 
 
 By 
 
 Nai-Wen Cheng 
 1 1 
 
 of 
 
 Peking, China. 
 
 Chicago 
 
 June Convocation 
 1917 
 

 1^* 
 
 1%'' r Jr'^ 
 
 
 ye 
 
 axiarlO n8' -/.'5 
 
 .3Xiil!C,-i.i-.=;J^i 
 
 G?ssoir:Lj 
 
 rxx-^Ov' viiCv 
 
51055 0- 
 
 The Training of Teachers in China, 
 
1 
 
 I 
 
 n 
 
Chjx tents 
 
 Chapter 1. Introduction. 
 
 Inauguration of the new educational system 
 
 aim of new education as announced In the decree Icsued "by 
 
 Emporer Kuang Hsu aim of new education c.s announced by the 
 
 Ministry of Education of the .'Republic of China In 1->1'3--Pre- 
 
 sldent LI Yuan Hxmg's Interest in education President Li's 
 
 memorial to the Ministry of Education training of teachers 
 
 Important efforts to establish school ; for training teachers 
 
 purpose of the thesis key to the bibliographical refer- 
 ences page 1 
 
 Chapter ^.?he controlling agencies of the educational system and its 
 present status. 
 
 Ministry of Education has the genera-l control 
 
 over S.11 educational affairs throughout the v/hole country 
 
 departments and bureaus CDinmissioner of education is the 
 
 chief officer for educational affairs in the provinces grad- 
 ing of schools a chart course of study kindergartens 
 
 elementary schools higher elementary Lchools functloxis of 
 
 the subjects half-day schools laiadle schools course of 
 
 study the present condition remefiies to overGo.:ie certain 
 
 difficulties tables of figures educci.tional difference due 
 
 to several ;Cactorc. auxiliary educational agencies con- 
 clusion, page 5 
 
 Ghapetcr 3. Problem of preparation of teachers. 
 
 Difficulty of finding enough of teachers for the 
 
 newly established schools--teachers of the old type teachers 
 
 from the graduates of the missionary schools teachers fron 
 
 the ranks of the effete literati class, raany having attended 
 schools iii Japan foreign teachers — normal schools and teach- 
 
ers training schools — aia and requirement of the normal 
 
 schools a chart currlculura cirls' normal schools 
 
 a chart ai;:i of the higher normal schools curriculuia 
 
 a chart requirement for establishing normal schools 
 
 finances of normal schools tuition fees a chart 
 
 requirement for ey.pulslon of a student from a normal school 
 
 a^rvice of graduates of normal schools required by lav? 
 
 a chart---teachers training schools aiia and requirements- 
 curriculum a chart. Par-e M 
 
 Chapter 4. Certification and pay of teachers. 
 
 System of certifying teachers certification 
 
 without examination certification with examination sub- 
 jects foe ey;amlnation privileges or compensations for teach- 
 ers-— pay of teachers-— Kuang- Tung Province system of paying 
 teachers- — Hu-2Tan Province system of paying teachers-— in- 
 consistency in educational policy--a chart— -conclusion. page52 
 
 Chjjpter 5. Conclusion. Por,-ft a^- 
 
 Bibliography Pag© 64 
 
1 
 
 Chapter l. 
 Introduction. 
 Among tho z'eforias recently introduced onto China none will 
 have more flar-reaching effects thtua the introduction of the new aya- 
 tera of education. The year 1305 marked the beginning of modern edu- 
 cu-oion in China. la thia year the olo. literacy examination was abo- 
 lished. This iueano a reparation of the civil service e:xamination sys- 
 teii fron the educational systoiii proper, and it ic of great significance 
 in the lii^tory of education in China. In this year the nev/ system of 
 education was f oraally inaugurated by the governuient and, ever since 
 tiien, there has been considerable activity in establiahing Dchoolc of 
 thi; new type. 
 
 The decree issued by the Eraporer Kuang Hsu of the Kanchu dy- 
 nasty, in l'K)5, abolished the examination system, and at the saiae time de- 
 clared the aims of the new education, as followo: "The aim of education 
 shall be fivefold;namely, 1. loyalty to tho sovereign;:-. reverence to Coxi- 
 fucius ;:5. cultivation of public spirit ; 4. development of military Bplrit; 
 and 5. learning based on practicability." "If the first aim is realized 
 there v/ill be a clooe relation betvreen the sovereign and the people. 
 3very one must understand that the love of hlG country is the chief 
 force operating ft^r the preservation of hie family. Under the eecond 
 aim, learning will be based on moral principles vrhich make for the sat 
 vation of the world. Under the third, every man .vill possesB the spiitt. 
 and strength for boclal co-operation. Under the fourth, every .;an must 
 have a aiilitary cpirit and inclination, for on these the preservation of 
 the state depends. Finally, under the last aim, the ;5tudy of agriculture, 
 engineering, commerce, and other industrial subjects irlll be encouraged 
 and promoted v/ith the view of improving economic conditions of the na- 
 tion and the people" (4: l,No. il, 'OO) . 
 
 After the Revolution of I'^li the iiinistry of Education declar- 
 
ed in favor of a type of education, sonewhat different from that advo- 
 cated in l^'^'C. The nei? education vras to Inculcate in those v/ho go to 
 school the follo'ving virtues: loyalty to the sovorci.-pi, revere.ice for Con- 
 fucius, devotion to public -welfare, adai rat ion for tho martial spirit, and 
 reBpoct for ^vhat ia practicr.l. Tducation Iz no-<7 conceived as a aeana 
 of cultivating nioral character in the younc('^: IJIo. .'^, •!=?). Mr Tsci 
 Yuan Pel, the firot Hinister of Education, defined the ethical eduction 
 S.B that education vrhich Inr.tills into the r.ilnds of the noople the right 
 Icnowledjte of Liberty, 'Equality, and Pratemlty(7:?54, ' 15) . 
 
 r^inco the ber-lnninr, of hiri adininistration, President LI Yuan 
 'lung's interest in education has been apparent. He has stressed the 
 :'teed of schools on c^rerj occasnion, oncoura;'^ed the T?ork of edu.cational in- 
 stitutions by the leep -nersonal interests he r;hows on visits of inspec- 
 tion, by personal word and letter, by contribution, and often by public 
 mandate. That the subject is much on his raind,and that he spends rauch 
 tiae in planning for the education of tho nation, in evidenced by one of 
 his recent memorials addressed to the Jlinintry of Ldu 'atlon. It reads 
 as follows ( '^ : 1 , Mp.rch, 17 } : 
 
 "Education is th-? only factor 7fhlch >.rlll inir»rove the ad'ninis- 
 tration of a country find afford effective rr^oteotion to the nation. 
 SS-nce the inaur;aration of the republic, Mandates -ind orders have repeated- 
 ly been in sued encouraclng education 'but on account of the difficulties 
 of the sovernniont and the constant uieturbfuices, failure has b«Gn ex;..yer- 
 ienoed In connection ^ith educational affairs. After careful conr-idcra- 
 tion T have been convinced there is no method of consolidatinfr; the founctfi. 
 tion of the republic and improvjnf, the administration, imless the moral 
 tone of society be upliffefed and the ninds of the rublic be developed. 
 
 Tn view of the vaatnesa of ihe territory of our nation with 
 its dense populate on, much will der>end on the efforts of local officials, 
 5f we are to have a universal education like thit of other njitions. Dis- 
 
trict magiatrates are offlcjals J.n close contact v/lth the people ;therG- 
 fore it la thoir duty to proiiote education and to raise raen of talent 
 for (Tovemmeut oervlcc. If they allov; the children of their LLiatricts 
 to iieglect 3chooli;they .*:re not aoiag their dut es satisfactorily. The 
 illnlstry of Ilducation ''a hereby instructed to issue orders to the cViief 
 adminlotrati' .; offlci. . :.d of the vo.rious provinces end special adrainis- 
 trative areas to devise moano for thu irn. rovcnent of the educational af- 
 fairs within their renpfactive juriDdictione. They sliould make c^vect 
 progress in order that in the near future educr.tSon Trill bo lU'iiversal in 
 our country, '.''he luerits pnd denier its of nagixStratOB Bhr.ll hereafter be 
 judged in connection with their effotsta or nf.r-lir;cncc in caring for the 
 educational condition of their respective districts, rnd they shall be 
 comiaended or repriiiianded accoi'din^ly. The educr. tloual superviaora of 
 both the iviitiistry of Education and of the r^rovinces .-.nd special cdminlB- 
 tr'ative areas are hereby instructed to e^cerclse diliG'.«2nce in their tours 
 of Inspection and to encoura>;-:e the educational officers of the country. 
 It i.- «y hope that creat progress raay be made and that the foundation of 
 the nation ma,; be consolidated." 
 
 The leading statesmen and eduoatorG of Chin:., all reali;:e8 
 the fact that the popular 2"ovemment can only be ruccecsfully carried 
 on '.viiere the people are lntGlli,Tent,and that the value of the scliools 
 depends almost entirely on the ability, kUD^Tledce, and cklll of teachers. 
 Like every other caniplex and difficult art, the art of teaching C'n. be 
 acquired only through careful training and conscicus application of 
 ujiderlying principles. The c-^nrjclcusneos of these facts has ;';:lven rise 
 in China to a tyno of schools, the so-called normal schools and teachers 
 training schools, for the pisirpone of giving young men and women preparing 
 for teaching such instruction in prlacir)leo,nethods, mid devices, and such 
 practice in their application c.z \y111 enable them to bsjjln their 'vork 
 of teechin^; vi^lth some dor.ree of success. 
 
4 
 Under the old eaucational reGlwe China oan not be oald to have 
 
 poBsessGd ixny gover-nnent £chhols,&Jid certainly no governnieMi rionaal 
 schools nor teachers trn.inin6 scViools. All education was left to pri- 
 vate effort, but literary attaiiuient -vaa determined and rewarded by the 
 govoriiaent through its jysteia of competitive ey:aminatlons . nince the 
 introduction of the nevr eduoationr.l system, China har; been a'orare that 
 the succeas of hoi? nev; oducatioaa.1 institutions depends u^oon tiie quali- 
 fications \'rhich the teachers should have in order ta dlffuso the ne?; 
 learning. Ad a result of thi;3 re-;llzation efforts have been .lade to ee- 
 tatllsh nor:ial schools and teachers traJnlng schools. 
 
 The purpose of thin thesis i.c^ not to enter into a .ii;.>c<b;:!ion 
 of the old systera of education, nor Is Its purpose to treat the education- 
 al 7,'ork done in the mission schools and universities, but to shov.' hoip? 
 China is solving the problem of supplying her aodcm schools Tilth compe- 
 tent teachers. In this paper attention vuill be centered on the normal 
 schools. 
 
 In the n3;tt cr.-.pter a trief outline of the :.iO'aoi'n oL^ucational 
 syoteu, it:; controlling agencies, the course of study in the lo"v7er schools 
 axid Its present conditions will be given bo as to furnish a bacl-:r;round 
 for the discussion to follow. 
 
 Key to the bibliographical references. 
 The reports or books fron which references :.re nade in th&s 
 paper are included in the blblioi^raphy.vrhich ic presented at the end 
 of this paper. The so^.irce of each reference ir. indicated by three or 
 four figures inmparenthesis. The first figure referecto the book by 
 its nu:iber in the bibliography at the end of this paper, rjid the seo^nd 
 figure reform to the pa^e in the boolc.tho tVilrd fl^^ure refers either 
 to voluae or to nuabor of tho series, an.', the fourth gives the year. 
 
5 
 
 Chapter 2. 
 The controlling agenclep . 
 of 
 the educational system and Its present status. 
 
 The raodern educational system is a highly centralized one. 
 It is entrusted to the Ministry of Education, which is closely related 
 to other ministries of the Government, education being recognized as a 
 state function. The ilinistry of Education was created in 1905, when 
 the ancient government examination system was abolished and the modern 
 educational system introduced. According to the plan approved by the 
 Throne In i-^oejthe Ministry of Education was organized as follows: it 
 had at its head a president, subordinate to him were two vice-presidents 
 two first-class assistants, two aecond-class assistants, and four third- 
 class assistants. These officers were assisted by five 'departments 
 into vrtiich the ''Inistry of TTducatlon was divided, namely, the department 
 of general supervision, the department of professional education, the 
 department of technical education, and the department of finance. 
 Three of the five departments were sub-divided into three bureaus each, 
 the others each consisting of two bureaus, .tlach department had a senior 
 secreta,ry in charge, and each bureau had a eecon-class secretary or two 
 third-class secretaries. r>e3ldes, there '^ere tv/elvc national inspectors 
 of Dchools appointed by the Ministry of education. At the present time 
 the "inistry of Education hao one "Minister aiid one vice-minister assist- 
 ed by a niAiaber of secretaries, and sixt- en ino:'-octors(3:B,No. ^, ' 13) . The 
 Ministry of Education codifies educational lav/s, appoints national inspect 
 ors, prepares and approves te>:tbooks,preaeribes the coursesof study. The 
 Ministry also has the power to remove from office any unsatisfactory tea- 
 chers or educational officers, and nominates provixicial commissioners of 
 education. In short, the I.'inistry efi Education has absolute control of 
 all educational matters of the country. 
 
la Vcm provinoos the chief controlllac officers in aduoatloii- 
 Al affairs is the Coiaiaissionersof Education, appointed foraerly by the 
 Tl^^one and nov/ hy the President of the Republic of Chlna(3i8,iiQ,2, 'i;5). 
 ;ie la at'sisted by a nuiaber of officers arid by a ^>rovinolal Board of iidu- 
 catlon. All the officers of thic Boaini are rioniinated by tho Ministry 
 of riducatioii and confirmed by the President of tho Republic of China. 
 The provincial Coajalssioner of ^.ducation is of the same raiiic as the pro- 
 vlnci il treaourer and th"^ justice, smd ia under the control of the gover- 
 nor, v/ho, in tuni,iB uuder tlie control of the linlstry of Jduoatiou in laat- 
 ters rolatlns to education. It Id the duty of tho 'JommlaBl iitav of Edu- 
 cation to enforce the regulations of the ...inistry of E4ucatioii;tj i-eport 
 to the govomor any prefeotural or district laagietrat© who ia not carry- 
 infi out tJie regulations of the l.iinistry of Education; to laako yearly re- 
 ports of all the schools in the province and present theui to the goveriior 
 who v/ili forward tho reports to the iinistrytto provide with the co- 
 operation of the provincial treasurer that the fuaa» arc at liJarid lor 
 the schools i to certify teachers; to recoiameiid siii provincial Inspectors 
 of acliools for :;.ppolntui0nt by the governor. In case of urgent business 
 the GoBualssloner of education ia permitted to c>jLuuiiiilcate directly 
 v;ith the Ministry of .dusation at ?e]Slns. In dletrlots the aagistrates 
 are responsible for oairrying out the educational \7ork. They are subor- 
 dinate to, and under the coiitr*<:)l of the Ouiaiaissioner of Education In aat- 
 torB relating to education. Those local officials are aasisted by the 
 ®duca.tional sooletl':JB of the districts, lecture associations, mid all ether 
 educational institutions of the districts in oarrylng out tlio education- 
 al program. 
 
 The tSJ^adlng of schoolB is ao foliv..£i:- 
 
 l.ihe kindergarten. 
 
 2. The lower wleaientai^', inauut/riax.ciiiu ., rcipax\atory schools. 
 
 o.'Uhe iii^her ©le;-.ieiitary,i-ieiaentaryi,3 class )liidua trial schoolo. 
 
7 
 4, Middle schools, lo^^'or normal, higher {A class) Industrial, and Bup- 
 
 pleraentary oouraes schools. 
 
 5. Collesea, college preparatory, higher normal, and urofosslonal 
 BOhoolB. 
 
 6. The university. 
 
 7. The gradUitite schools. 
 
 The relritioa of those aohools to each other lo showi in the 
 chart on the next page. The nocaenclature la oomexThat different froia 
 that of Anerloa,th© jtilddlo schools correopondlns very closely to the 
 Amerlefoi high school, th« ^'.lp;h school to the flrsjt yearo of the .niaerlcmi 
 collece or the aenaan uyianasluni. The university following, the G-eraan 
 plan conslfsts of eifjht apeclal fRcultlos. For the purpose of giving 
 oomo idea of 'Thnt kind of training the teacherb for the oleaentary and 
 socondriry schools sivjuld have, a laor© or lees dotclled discussion of cour 
 se of /^tudy of these ochocls 13 given in the folllwlns. 
 
 lilnder.'^artenG are d©ol£5ned for the caro and Instructlotn of 
 children between thrae and seven yer.rs of rs©. » lilrider^alJten shall not 
 have :nct*© thsn one hundred children ;but urider sreclal conditions the n\m 
 her of children may be Increaoed to on© hundred and 3l:Kty. The children 
 mmer r. teacher shall not he over thirty. Tho curriculu;i for the l:lader 
 isartens oonolsts of conversation, rauclc, rjauaoneixts, and hand arte 
 
 The ^iomentary Bch-oole r ro designed to £lve to ohiiLdren aboV6 
 seveu ye ris of age the knowledge necess.'ary for life, to develop tlislr phj" 
 elcal v/elfare,and to cultivate their taste for morality and patriotism. 
 Tho coxirc-C' of study covers a period of four yesro. The cia'rioulufii of 
 study for the elementary ..'ohoola conolstn of nine cubjects, namely, ethics 
 Chinese classics, Chinos© literature, arlthaatlc,aanual training, dravrlng, 
 a Inging, physical e:<erclsos,flad sewlng^for rjirla). The time devoted to 
 each subject in given in the follov^iuG table (o: 40, No. l';,*15): 
 
I 
 
 I 
 
 Chart 1 
 Orggnization 
 of 
 the new school system 
 1512. 
 
 Research 
 
 Higher 
 Jormal 
 
 school 
 Pre-oara tor^' 
 
 Universlt- 
 
 Preparatory 
 
 lorraal 
 
 jchool 
 
 Preparatory 
 
 cu?3r)lementa]('y 
 courses 
 
 school 
 
 lupolenentar/ 
 courvses 
 
 — "^IZ 
 
 Hig her 
 
 elementary 
 school 
 
 lov.'er 
 
 element a ry 
 school 
 
 rof esBl o nal 
 school 
 
 Pren^aratory 
 
 J 
 
 •nnu.qt.r'i f . 1 
 
 school 
 
 (A) 
 
 J 
 
 Age 
 
r~: 
 
 
 ] 
 
 ■f 
 
 i L 
 
iio. of liours por veek In the four yeare: 
 
 Subjects 
 
 lat yr. 
 
 Ethics 
 
 o 
 
 Ohlnoso claselos 
 
 
 
 Chinese literature 
 
 10 
 
 Arltlumtlc 
 
 5 
 
 ^■^saual triilniiif?, 
 
 1 
 
 Drawing 
 
 
 
 Clnslr*£S 
 
 A 
 
 Phjslcal e:'.erclse 
 
 ■ t 
 J 
 
 S0wlne(for girls) 
 
 
 
 L -jv. C'rii yr. 4th yr. 
 
 ■■:,?. s 
 
 3 Z 
 
 12 14 14 
 
 G 6 5 
 
 1. 1 1 
 
 11 2 (boys) 
 
 1 (girls) 
 
 > 
 
 1 
 
 Total •?,*: 36 ;^1 I'Doys) >i. (boye) 
 
 51 (sirls) .■ T (girls) 
 SJach of theca subjected han its significant functions In develop- 
 ing and unfolding the capacltiec of tho ohlld. The iiinistry of r.'tiuoa- 
 tlon in its educational ordinance outlines the functiono of eaoh of the 
 subjects "3 followa(.'!.t'^V,No. I??,'l5)! 
 
 SthicB. Thfc aim of thle course is to cultivate in tho chlia 
 practical noral behavftour based on educational principles, to cultlv&te 
 In hlsi. patriotism and a aplrlt of self-reliance, and to disclose to the 
 child the vlrtuee aud the civic duties; the teacher hlaself chail sot a 
 xaoral oxaiaplG to hlB pupils. 
 
 Chinese clasaica. This course is to tiaoh tne cjiIjlu. tut; uoc- 
 trJnc ond teachingo of our aages^cmd to cultivate in vhy child patrio- 
 tieia. 
 
 Chinese literature. This courae is to teach the child the 
 universal lan^ua e,to develop his capacity of expreselns his laoaa.&nd 
 to develoT) and unf61d his wisdom arid talents. In this course the chilu 
 
:..iall b© taught to v'.ronounco and -vltQ slaple v?or do; gradually tbo olilia 
 'b'.> taught to read and i^rlte simple compoiSltlonB. 
 
 Arltliaatlc. This courso Is to teach the chlla tho prol>- 
 l6as of every day llfo,tg Increase his xmdorstandlus of livliis,;iad to 
 develop In hlia mi accurate aiid trioiAShtful iaind. This subject oovera 
 addition, sulrtrcctio;!, ::ral tl -lic-^tlon, dlvlsilon, ni.r -.ic f jriot ion, aiid porcen- 
 taga. 
 
 Manual traiAlns. Tho aln of th,1.a courae in ti cultiv-utG 
 •_ > !•;-,,: r.v,lld n lovo for ■■.;or>,and to develop in hln a hal:;lt of iruluctry. 
 
 drawing, Thla su'bjeot in for tho purpose of proparius the 
 child i'or future Industrial and Liochanical life. 
 
 Sli'i^liig. Tills aul;J«ct is to toaoh ftuhs child Bins sia;;lo 
 :,.c.. ».:;By HonGB,.ind to dovelor' in hla a lova for virtue, harrao;uy,aiid co- 
 
 Playslcal exorclocs. TMu aubjeot is to develop the -.hlld'a 
 phyaiquQ, to dovelop in blm a s .Irit of co-o '•^..>' -•' . , :T.?r« o •-'■'•-"• la- 
 oludea outdoor 3?iiao3 and ijhyBioal drill. 
 
 i.'9T7ins. thlcs oourno la for glrlB^and tho object of -.Thioh la 
 t ) miT.o the child faailiar with tho waya and aethoda of oewlng and cut- 
 ting, and .'ilso to deveiap In hor a habit of econojay. 
 
 The /ilgher ele:jientary ooliools zre desi?^:!©! to cultlvatt? tho 
 laoral nature of tho youth, to enlargo his knowledc<> neceusary for life, 
 cuid to develop his phyciquo. Graduates of the olera©ntary nohoolc &ivl 
 children belov/ the ago of fiftoon having; ©quivalant yrapare.tlon :^re ad- 
 i-ittcd. The curri«ulun coverc a porlod of throo years, aiid includisa the 
 fo^ilowlas subjects {othios, Chinese ol&csics, Ohlneso literature, aritiiiiiatlc, 
 liistory of Clilna, OhinoBO geosraphy, nature 3tudy,.aaaual traluing, dra-^iiiG. 
 i^lnsinjjjphyoicaX exercisea, agriculture, household arts, and foreign lang- 
 uage (agriculture niay be substituted with oooiaerce). Th© aiatrlbutioa of 
 1 1,11© on each subject is ae rollo'ffs(5:47,i.io. ir'j'lD): 
 
Ciubjoct: IIo. of liours per week In thit Chrao yoara; 
 
 1st yr. '^d yr. 5rd yr. 
 
 Ethics n ■? f» 
 
 hlnose classics " 3 3 
 
 Chinese literature ic r- 8 
 
 Arlthsaatic * 4 4 
 
 1 story of Ohliia I n 2 
 
 ;hlnese geosraphy j ':■ ': 
 
 aturs study i C "? 
 
 lanual training '? (boy;) '^ Cboy) '" (boy^ 
 
 1 (girl) i (girl) 1 (Slrl) 
 
 ^rawln^ ^ (boy) ') (boy) :^ (boy) 
 
 1 (girl) I 's'rl) 1 (slrl) 
 
 iingins n P Q 
 
 Phyaic^l exercise G Z 3 
 
 vgricultui'© or commerce -— •*< 2 
 
 ousehold &rts p. 'i 4 
 
 Foreign laiifjuag© — 2 (optloi'ic.l) :' fopt^oaal) 
 
 11 
 
 Total ' .H 
 
 The functioiiw oi •j'H.ca of t'aoL-e GUujiicca offered iu i/.i^j uiji-i'^A- 
 eloaentary Eciiooi are as follov?a( j!44,ilo, 1"', ' IS) t 
 
 Ethics. ?h© function of this courae Is the 3a.-:»d at-, uefiii^-^a ^a 
 the eleiaentary school. The coutexix. is advanced. 
 
 Chinese classics. ^''h© function of thic courao l^i OBcje... ui.aiy 
 the sa^e &s in the eloiiientary school. Th© content itJ advaaowd. 
 
 Chiaeso literature. -he function of thii> course ia asaontially 
 the same aa In tna elementary school. The Tsork is a continuation of the 
 saa© course in tne eleiaent&ry so;^.ools. 
 
 Arithiiiatic. Iho function of this subject is pr&ctioalij the 
 saaie aa in tho eleiuentary school, only auvtuicsd iii le.<t. 
 
 'Ilatory of China. Th&i; subject ia to to&ch the pupils to ua- 
 derstand the principal facte in the nation's history and to inspire 
 
18 
 
 thes2,to Imress upon them the experience of the rac«,to teach tlfcem ttim 
 orl^,in of clvlllxatlon. Thle eubjeot lays special ©mphaslB on the good 
 and wise deeds of tho ancient and laocleni men anci tho iiitportsnt events 
 of the nreoedlng hundred yoare. 
 
 Geography. The alia of this course Is to Impart to the chliar«a 
 a conception of the world, the mojiners of livlnr, of all huuan beings, end 
 a full knowled-se of the area of China, for the puarpotas iSf cultivating a 
 moral i\x\d. patriotic citizen. Thi?' subject covors- the following tcpioei 
 cll-!?i»te, prov5nelal 0.5 v5 elons, eapltals , '^-roaucts , transportation, the Bhape 
 of the e«rth and itB way of siovla-r.a fev/ prlnelpf',1 facte reGS-rdliig for- 
 eign CiOuntrrec,and the relation and: position of 'Jhina to the world in 
 her pol5tJoal '-nd econ-=ffi5 cp.1 proMeois. 
 
 TTature ntudy. ?he aisi of this Gubjoct 1.- to cultivate in lih© 
 child a love for nature and & taste for nature, :jiii to show the relation 
 of hUioan beings to nature. Th.ip co>urse Includes the olenentary facts 
 of "botany, zoology, talneiV)loey, phyeJolo^y, physics and chemistry, s^d 
 hyp;! enc . 
 
 Agriculture. "lilc subject Ir. to i^lve the child a ooiicer.tlon 
 of the prlticiplee of agriculture Wid to develop in hla a habit iSf indus- 
 try ftnC econcwy. 
 
 Coiaaerce. The aim of thli- course io to toa.ch the child the 
 principles of oonuiierco end to develop in hiai a hab.lt of industry and 
 honeety. 
 
 F«rreign langu^s©. '-^^^ function of thlu uubjeot io to give 
 him a Imowlodge of foreign language for privOtical use. 
 
 Household arts. The aiti of this cource 1& to give the child 
 a cle.?.r understrndlnG of the uethodB of tBi:lne care of the houB<&,raia to 
 cultivate habits of luduutry,econou^,and cleminees. ThiB couree includes 
 seiflnf!; and the principles, of household arts. 
 
 Besldee the <5leiaentary ;-nd the hishor elementr-vry j/chools there 
 
13 
 
 are three or four other eciticational institutions which are doing a work 
 soxaewhat like the vfork done in the elementary schools, namely, the supple- 
 laentary course which ifj left to the dlscretioxi of the director or presi- 
 dent of the school, the open-field Bchool,tho half-day school, and the 
 lantsua{se-i!iade-eaey school. The Isst inentioned three schools are practi- 
 cally the eane in organization and cuKriculuni. The curriculuia concists 
 of the following subjevito ( 3 : 10, Ho. 1, ' li) : ethics, Chinese classicG.ai'lth- 
 matic,;?.nd physical c:-:erclsei3. The dlstrlbutj.on of tliae on each of those 
 subjects per vroek is as follows: 
 
 7.thicD :". Chineso cla3BlC3 12 
 
 Arithinatic Physical exerciser 
 
 The lulddle schools are orgcJiised to provide hli^her general edu- 
 cation for children bet'.yeen the ages of fourteen aiid seventeen, to pre- 
 pare th&n to enter the higher institutions of learning, or to enfc^r poli- 
 tical ciiid lndustri::.l life. Tne course of study covers four years and 
 Includea the follo^vlng sub jocts, ethics, Chinese classios, foreign Isnguage 
 hi stoipy, geography, inathea.atics,hiology,physicc, chemietry, civics and cco- 
 no:iiicB,dra'.vins,and physical traiiilng. The dlatrlhutlon of tltie is as 
 
 f ollo-vs ( S : 1 , No . IC , • 15 } ; 
 Suhject: No. of hours per "-cfelc in the four years: 
 
 let yr. "d yr. CrrC yr. '^:th yr. 
 
 'thics 111 1 
 
 Chinese classics 7 7 5 5 
 
 7 (girl) c (girl) 5 (girl) n (girl) 
 
 Foreie^i language 7 B r. .' 
 
 6 (girl) 3 (,<^,irl) C (--irl) ''• (jlrl) 
 
 ill story 3 
 
 Q-eography 3 
 
 Jvlatheaatics o b » 'i 
 
 4 f'r;irl) 4 (p;lrl^ ■' ^'?lrl) - (girl) 
 Nature study 
 
 Physics & chemistry l 
 
 Glvj.co &: econo..iics 
 
(oontrinued froai Ir-st ra^e): 
 
 14 
 
 lO, of hours per •Teel: in the four ye^vrs: 
 
 1st yr. ?a yr. r^ra yr. 4th -fc. 
 
 liubject; 
 
 vfor girl a) 
 ■Anual training 
 
 Physic.?.! culture 
 
 (for ^Ivl^i] 
 Houfjeholi ar*? ft; -arden- 
 
 ins (for c-i'ls) 
 ■ 0T?lns (for slrir;} 
 
 Total ;ror 'Doye) ' '■ ' ':■ 
 
 ■for eii'-^-t' 
 
 Th6 present condition nf the aducatlon^l activities say be 
 best Inferred frcrr. the follovrln^ Gtatl?=tlcs froT* the ysar I'^iS publlsh- 
 y£ by tha Ministry of V:ducatlcn{3S l,No, t,*lC): 
 
 !fame .^f Ir^stitutlo'n.r. ; 
 fnlyemltlGs*' 
 
 'one national ■'.-.. ,■..,• v.. ^i.^-u , 
 - rofeasional oolleges • ■" I :, , . 
 
 ilgher 2ioraal school ;.■,_ . " 
 
 .oruial Gc.l"W3ol£ ( ' ■ ' ' i .. j. 
 
 :iicLLte schools' , 
 
 Igher eleaexitar-' 3C:iool.-;i :. .: ; , 
 
 ^•Jiymeiitary schools (l£'i4) 
 
 L claco lr*clU£3trial school:"' ' 
 
 B claee laiuatrlal eahoolsi... 
 
 Giris' j^rofessiofv&l 3ChoolBii:;i.:-; .is 
 
 Open-field school c ( : : ^i' ,Ko . 1 \ ' " " 
 (111 "Peklns A vlclixlty oaily) il 1,^ho 
 
 * Clsslonary urilvorsltlon aro not lincludod. 
 
 Kote: 1.00 silver* f,,60 sold approximately. 
 
 re, of BChool": iro. ot pupil 8 J ■Rjspendlturei 
 
 uot (riven 
 
 •i3,4rr Riivsr 
 
 •,r.S5 
 
 not givsn 
 
15 
 (contiiiuad froa laat page) 
 
 Hame of Institutions: No. of schools: IJo. of pupils: Expenditure: 
 
 Half-day achools.;3:'>3,Ho.lO, 'IS) Ijl-TB l,iJ50 not s^ von 
 
 Supplsmentary courees(.'!;:'?r>,t!o, 10, '18) oB "iOO not given 
 
 Bansuago-iaHde-easy schools 4,5r":> 1,C0C not slven 
 
 *l'-\e "bove figures reveal tho fact that China ha- made a conal- 
 dorable pro^jress in the field of new euucatlon In the lF.st tivelve years. 
 TV.cr^ are uisny difflcult?eB to b© overcc.e in developing educational fact 
 llt.'ss throu^^hout the whole country. ?irot of all, there ie the uifflcul- 
 ty of the languat^e, which la without an alphabet .^nd makes leai'^ai.tijX to 
 re.1.3 a tac!: rsuch r.or© difficult than In the oountrlee iffher© there Is one. 
 Many attar.pte to ovoroccie t'lJa difficulty have boeji made in recent years. 
 The ohiof of these are the following;: Lahaiidonmeat of mecVianicf,! Laetaorlx- 
 Inj;^ anil ouhetltutlon in lt;3 '■■Isce of the more rational rrocesB of teach- 
 ing tho raeanlng along with tho characters ;'\ publication of boofcs and pa- 
 porr in colloqui>?l characters:;. . introduction of single words and methods 
 of exproDsion;4.intrvluction of taandarln , the mort univerpally epolcen 
 Chinese Laaguase, into* - tho school currioulu. r^ecoiii^ho sides the difficul- 
 ty of languac^^e, thfi-e are tho dii'fiaulties of Mipplyluj?^ the syetem ?7lth 
 cufflclont te£?.chere r.nd reveuue. Tn. the following tables, it Mil be clear 
 ly shown that there Is a wide difference between the different provinces 
 in the extent tc r^hlch they offer educational oprcrtunitles to the people 
 cf the rrovinccs. Hoiae have nade rapid progress while othero are far be- 
 hind la the develo?!aent of modern education. 
 
 In tho ne>-t few ■jo.f^.es attention i^ill be given to th$ atatietlos 
 of the normal schools and the schools belear, A cosiparlEion will be aiade 
 of thenuaber of cohoole.the uuiaber of pupils and the >v20unt of e;< lendl- 
 ture of trie eevers-l provinces. In aorae oaaee ohe fJgureR are approxlaia- 
 tious culy,ana in others no definite facts %7ere reported. The fli^ure will 
 liowcver ir^v© come idea of tha present condition of the nodem education- 
 al aotivitier. in Chiiia. 
 
16 
 
 Province: 
 
 Chih-Li 
 
 Hu-Pel 
 
 Shan- Tung 
 
 Ho-KsJi 
 
 Kiang-Bu 
 
 Hu-Uaji 
 
 Szu-Chuan 
 
 Kiang-Sl 
 
 ICuans-Tung 
 
 Distribution of the Higher .:ic.raal ochools 
 
 in 
 different provincea (. :l'^jITo. r,'16): 
 ilo.of II.N. Schools: No, of :?U' ils: l^lxpeucliture 
 2 ■':-14: ^ 445,240 
 
 107 
 4C 
 CO 
 ll^' 
 
 .IR 
 
 111,600 
 36,000 
 36,000 
 43,900 
 85,952 
 ?1,014 
 34,000 / 
 81,500 
 
 10 
 
 ',il5 
 
 !) 935.406 
 
i)i8tributlon of Normal Schools 
 
 17 
 
 Provlnoe: Ho, 
 
 Chih-Li 
 
 Feng- Tien 
 
 Klrin 
 
 H e 1 - Lung- II i ang 
 
 Shan- Tunc 
 
 Ho«Nan 
 
 Shan- 31 
 
 Klang-Su 
 
 An-i!ui 
 
 Eiang-Si 
 
 Pu-Klen 
 
 0he-Slans(1^14) 
 
 Hu-Pel 
 
 Hu-Wau 
 
 Sh©n-3i 
 
 Kan- iM 
 
 HBin-P:ians(l''tr;) 
 
 Szu-Ghuan 
 
 Kuang- I'long 
 
 Kuang-bi 
 
 Yun-Heuii. 
 
 Jshol 
 
 different provinces (:5: 4, special ..o.,'i6): 
 
 I.o.of pupils: "iCxpencLlture: 
 
 of li. Schools 
 .1 
 
 53 
 
 J.? 
 
 .•54 
 
 7,535 
 4,30i 
 not given 
 570 
 
 9,313 
 
 1 , 68;.? 
 
 ■3,516 
 xiot given 
 not given 
 not given 
 
 :..?7^ 
 851 
 not given 
 
 not givo^i 
 
 00 
 
 40 ;> 
 
 not ^;;iven 
 
 not given 
 
 not i^lveii 
 
 66 
 
 274,735 
 
 :;,57o,oao 
 
 300,000 
 00,331 
 >:j,750 
 
 H7,a5:; 
 
 114,000 
 
 e4,oou 
 
 79,&iO 
 50^070 
 9S,G52 
 
 lll,rr<ir. 
 
 not given 
 72,?: 70 
 
 not siven 
 
 not given 
 3,112,0;ji 
 
 not^ glvea 
 16,556 
 
 not given 
 5., 000 
 
Province: ifo. 
 
 of ! 
 
 Ghlh~Li 
 
 36 
 
 Feng- Tien 
 
 18 
 
 Klrln 
 
 6 
 
 Hol-Luns«::iang 
 
 2 
 
 Shan- Tung 
 
 21 
 
 Ho-Nan 
 
 15 
 
 Shan- Si 
 
 9 
 
 Klaiig-Su 
 
 9 
 
 An-Mul 
 
 5 
 
 Kiang-Sl 
 
 13 
 
 P»-Kien 
 
 17 
 
 Che-Kiang 
 
 34 
 
 Hu-Pei 
 
 32 
 
 Hu-ilan 
 
 34 
 
 Kan-Su 
 
 4 
 
 Shen-Si 
 
 6 
 
 Hsln-Klang 
 
 no 
 
 Szu-Chuan 
 
 66 
 
 Kuang-Tung 
 
 44 
 
 Kuang-Gl 
 
 21 
 
 Yun-Nan 
 
 2 
 
 Kuei-Ghow 
 
 & 
 
 J*ihol 
 
 2 
 
 Sue 1- Yuan 
 
 1 
 
 Distribution of IJlddle Schools 
 in 
 different provinces ;v^:-,:, special i:o.,'16)s 
 of M. Schools: No. of tiupils: iilxoenditure: 
 
 13 
 
 7,101 
 
 9,5n 
 not given 
 
 410 
 3,883 
 9,348 
 1,?94 
 1,647 
 not given 
 not given 
 not given 
 4, 698 
 S,2^6 
 not given 
 not given 
 1,556 
 
 11,R«)3 
 5,300 
 not given 
 not given 
 not given 
 
 177 
 
 106 
 
 B;2,e33,U52 
 3,375,030 
 not given 
 
 ob, •)14 
 139,430 
 118,^48 
 
 66,800 
 165,487 
 
 60,000 
 115,151 
 
 34,S30 
 057,391 
 140,401 
 not given 
 not given 
 202,830 
 
 47^,108 
 not given 
 150,000? 
 
 10,472 
 
 not given 
 
 14,339 
 
 12,7G6 
 
Distribution of Lower and Higher 
 Slementary Schools in defferent provinces (o:';^, special No. '16): 
 
 19 
 
 Province: Uo.of Schools: 
 Chih-Li 17,QT1 
 
 Feng- Tien 5,41S 
 
 Klrln 77 
 
 Hei-Lims-Klang 373 
 Shan- Tung 13,309 
 
 Ho-Nsm 
 
 6,431 
 
 Shan- Si 
 
 2,036 
 
 Klan,'5-Su 
 
 6,214 
 
 An-Hul 
 
 1,114 
 
 Klang-Sl 
 
 3,707 
 
 Pu-I'ien 
 
 1,511 
 
 Ghe-Kiane;(lQi4) 
 
 6,848 
 
 Hu-Pel 
 
 4,322 
 
 Hu-Nan 
 
 660 
 
 Shen-Si{iai5) 
 
 not given 
 
 Kan-Su 
 
 1,300 
 
 Hsin-Klang 
 
 51?'? 
 
 Szu-Chuan 
 
 15,042 
 
 Kuang-1\uig 
 
 b,2Q& 
 
 Kuang-Bi 
 
 3,473 
 
 Yun-Nan 
 
 not given 
 
 Kuei-Uliow 
 
 i,oi9 
 
 J^hol 
 
 535 
 
 Sue 1- Yuan 
 
 103? 
 
 No. of pupils: 
 536, SIP 
 317,716 
 
 29,473 
 
 S6,^97 
 315,558 
 157,0^6 
 363,770 
 992,433 
 not given 
 not given 
 not given 
 .-^SS, 684 
 119,002 
 not given 
 not given 
 
 80,000 
 not given 
 461,878 
 22Q, 810 
 not given 
 not given 
 not given 
 
 12,751 
 3,908 
 
 Elxpenditure: 
 
 314,747,531 ? 
 
 9,3?5,0S0 
 
 not given 
 
 241,i.38 
 
 1,434,741 
 
 4S0,''>54 
 
 1,005,375 
 
 9,734,93Q 
 
 not given 
 
 i>b,142 
 
 516,130 
 
 1,076,537 
 
 438, 673 
 
 not given 
 
 19,200 
 
 810,000 
 
 notggiven 
 
 1,001-)^ 604 
 
 not given 
 
 12,476 ? 
 
 6,019 ? 
 
 not given 
 
 110,047 
 
 25,339 
 
Distribution of A class Industrial Schools 
 
 m 
 
 different provincaa ( ^ : :., ^^.^jcoi^i ..o./lo): 
 
 20 
 
 Province: 
 
 Chih-Li 
 FoAG-Tlen 
 
 KiPin 
 
 Hei-Lung-Kiang 
 
 Shan- Tung 
 
 Ho-Nan 
 
 Shan- SI 
 
 Klang-3u 
 
 An-riui 
 
 iCiang-Sl 
 
 Pu-Kien 
 
 Cho-Kiang 
 
 Hu-Pei 
 
 Hu-Wan 
 
 Shen-Sl 
 
 Kaii-Su 
 
 Hsln-Kiang 
 
 Szu-Chuaaa 
 
 Kuang-Tung 
 
 Kuang-;:'d 
 
 YunaUan 
 
 Kuei-Chow 
 
 Jehol 
 
 llo.of schools: 
 424 
 4 
 
 3 
 
 2 
 2 
 
 13 
 5 
 15 ? 
 
 ITot given 
 6 
 
 
 
 8 
 
 4 
 2 
 
 no 
 no 
 30 
 
 IIo. of pupil a: 
 3,308 
 1,145 
 
 not given 
 not given 
 
 303 
 
 853 
 not given 
 1,^60 
 not given 
 not given 
 not given 
 1,163 
 
 611 
 not given 
 
 174 
 
 1,566 
 
 not clearly given 
 not given 
 
 4 not given 
 
 no 
 no 
 
 :^xpendlture: 
 
 not given 
 
 ( Included in geiie ral 
 educ;ational fuiid) 
 
 not given 
 , 4vO,064 
 
 13,463 
 
 68, v)13 
 
 13,300 ? 
 378,702 
 
 10,000 
 
 3S,40S 
 6,835 
 
 86, 694 
 
 66,116 
 
 not given 
 
 34, 800 
 
 108,856 
 
 0,125 
 
21 
 
 Province: 
 
 Ohih-Lx 7 
 
 Feng- Tien 11 
 
 Kir in 3 
 
 Hei-Lung-klang 17 
 
 Shan- Tung 65 
 
 Ho-Nan 50 
 
 Shan- SI Gl 
 
 Klang-S4 no 
 
 Aa-Mul 5 
 
 Klang-icil no 
 
 Pu-KleKi no 
 
 Che-Kiang 20 
 
 Hu-Pei 8,9 
 
 Hu-Nan 9 
 
 Shen-Sl no 
 
 Kan-Su no 
 
 IIsin-Kiang no 
 
 :-zu-Ohuan no 
 
 Kuang-Tung no 
 
 Kuang-Sl no 
 
 Yun-Nan no 
 
 Kuel-Chow no 
 
 Js*hol no 
 
 Distribution of D cla.-a Inaustrial Schools 
 in 
 different provinces (3:?, special No., '15): 
 
 llo.of schools: ITo. of pupils: S^pencliture: 
 
 500 
 
 not given 
 
 (Included in A clatis (luciuued in 
 Industrial achools) general Kauoat'l 
 
 c;xpenditure) 
 
 not given 
 610 
 
 1,-:Mo 
 S,,977 
 
 not given 
 
 1,35'? 
 3,6Rf5 
 not given 
 
 not given 
 $ 21,4r?5 
 
 85,761 
 
 4-3,159 
 
 S0,8S0 
 
 not given 
 
 •: 1,011 ? 
 
 53,391 
 
 not given 
 
a:3 
 
 The foreaoing tables shot: a sro&t dlfferonoea In the number 
 of schoola establlahod lu alfferent provinces, In the number of students 
 attending tho various sohools^anddln the amount of ©xpencllture for tho 
 laalntalnanoe of these schools. Aajong tho faotors which cauaa these 
 wide difforonces are the f ollowlnsj 1 . the financial otr0n,o;th of the •pro- 
 vinces;':; . the population; 3. the degree of intolllrr,enco of tho population; 
 4. the e;?tcmai pressure, euch ao the Influence of foreigners, til jisloriarlOG, 
 etc.; 5. the seograpVilcal locations jand 0.th« amount of effort put forth 
 by the govemneiit offlclaln find the people themselves. Undoubtedly, th«ae 
 factors have, in one way or other, hindsrod and hastened the development 
 of th© dodem education In China. 
 
 With the introduction of the new educatloniil systea, the prob- 
 lea of universal education has loomed larce before the minds of the edu- 
 cators aiid .'jtatesiaon of China. Thus tar the attempt to furnish educa- 
 tionra facilities to the aaases has not been altoGether succesaful. Tho 
 atatistlos given in tho preceding pagea sho^?, however, that progreaa la 
 treiaendoud ?fh©n one considers tho short po*lod of time during which the 
 effort li£is been uuaer v/ay. 
 
 All through tho country there Br« raany auxiliary educational 
 agwioles ivhlch Violp to ha-:ten universal eduoation(rvil,No.lC, '16) . There 
 ar« tirumty libraries, '"J^? Tun^-SuCor qyasl }llbrariea,T, 14-:*' lecture halls, 
 738 travelling lecture societies, i' 7 tuns-Bu(or quasi) educational asso- 
 ci.-Ations, 1, "17 newspaper rooias,and 30 aovlng libraries. 
 
 In conclusion, it may be said th-at the Chinese govei^aent aiid 
 th© people have been etrainlns every nerve .:md exertlns all vgnersy^^elr^ 
 to establish as many schools as flnsnco penal ts. '[?her« ha© been a move- 
 laent to larAo the educational systcra uniform throughout the whole ooxAntry, 
 stfid aandarln has been intr*oduced Into schools of the provinces, where the 
 dialect is different fi>om laandarln which lo the moat universally spoken 
 Ignguas®. It may be ccnfiaently expected t^at education will be uiil- 
 
33 
 versal In a oliort porlod of tine. Judj^laG oy tiio u>:porloiice of the past 
 ma the oonciltions of the present, oducatlonsl activity v/ill tie aajiy tlaej 
 inoreasocl in the ixosr f uture ; .md \thcn the Chlaoco financial syetea Sa 
 well axra finaiy f ouxicioa, tharo \7lll ho a rapid apread of uiiivorsal .7oat- 
 anx ©uucatiori. 
 
24 
 Chapter 5. 
 
 Problem of Preparation of Teachers. 
 One of the greatest difficulties eceperlenced in the establish- 
 ment of the new educational system was that of securing teachers. This 
 difficulty had been one of the greatest hindrances to the progress of 
 modem education in China. This dlf ficulty.raoreover.was n;reatly aug- 
 mented by the rapid growth of the nevj educational system. In 1^05 
 t:ere were 'l,'?^:'^. schools imparting modem education, Including: »;ov©m- 
 ment schools, public schools and private schools ;ln 191C there vrere 
 59,348;ln 1015, there were 75, '^.O schoolsjand in I^^IO there ijrere lCfl,44 
 schools. The number of students has Increased in corresponding num- 
 bers. In 1305 there v^ere 102, 7g7 students ;ln i.no, l,C9e,5^;5and in 
 i«15,S,a48,R14;and in 1916, there were 5,643,500 students(3: 1, special No., 
 •ic). 
 
 The fact that China entered on the task of educating a quart- 
 er of the population of the globe without proper provision aiid. that the 
 growth of the new educational system has probably been more rapid than 
 was anticipated made the problem difficult. The case would not have 
 been so desperate if China 'oqqv. able to recruit teachers from the old 
 schools. This she was not Vole to do on any general scale althoun;h many 
 of the teachers did find their way into the modem schools. Teachers 
 there '.vere,and many of them too, but the demand made by the modern schooli 
 was one vmlch they were 'i^holly unprepared to meet. Under the old edu- 
 cational system any one could becoiae a teacher, and a gi^eat many scholars 
 who had secured the first degree (iL.B. ) in the government ej:amlnation 
 and a host of those who had tried and failed were attracted to this pro- 
 fession. The pupils paid small fees,aixd the life of a teacher v/aa both 
 ill-paid and laborious. The old education was concerned entirely v;ith 
 Chinese history, poetry, ethics, and government. There was no science, no- 
 thing of the history or geosraphy of other nations, and no mathematics. 
 
25 
 The reaxUt vraa that tho old schools turned out ^ung men thoroughly 
 
 versed In the Confucleui ©thlCB,:'^oncian politics, atia the history of 
 China, with ability to '.rrlte an alegant literary atyle and to oo.apo3d 
 stiff and atereotyped Yeraed( l*!^! 144) . But, under the new systeu of 
 education, the situation which the tonolior han to face la entirely dif- 
 ferent from that of the old. 
 
 Under sxuih coudltiona tha Ghlnoae Govemaent and the peo- 
 ple recorted to various maand of eeouriag teachers with vrhom to supply 
 the urgent need. The s&rileat eouroa of supply of teaohors cat>s.hle of 
 meeting in a ^p.y the new deaiaod waa foimd in the ialaaion&ry schools which 
 TTcre really the pioneers of taodern education in China. At the tlsie when 
 the new education was flrct ixitroduoed on a large acale some of tho Let- 
 ter iuid higher institutions nonaged by aiasionaries had turned ouJ> many 
 graduates, who ware more or leso fitted to assujue the responsibility of 
 teaching in the newly established schools. It io but natural thG.t they 
 v;©re sought by the sovomaont as well as by the -.rivate schoola. But 
 the auppli' of teachers turned out by the uilsslonary oonools ^i\3 far froui 
 adequp.te, because the deraand va2 not 0;xly unusually ^.reat but was ftlso 
 constantly increasing. 
 
 .""iC »3C;oonu ;?ource of toac'aers for the aodexii achooio in 
 China W6.E i ouv^a la the raiike of the effete literati class, who "Locaiae 
 aware of their usolessnese. in the .altered conditions of society in China. 
 They tried in every possible laeano to keep abreaat with the time by im- 
 blblns laod :m knov-'ledge frraii second had .'iourcea. Hundreds of tlie;iaiweiit 
 to Japan. "Early in 1 ' there ^ere .I?! Chinese student a, from io pro- 
 vincea, studying in the nurirlce ringdoia^Et 134). In I'TD there were 
 5'!, and during the year 1^2 t they increased at the rato of ICC :^9v laonth, 
 until In Jruiuary.i -'0, there were ,?,4:'6,and by Noveabor of that year the 
 number h&d increased to •T>,^P.Q{l&x6C'') . In the autuian of lOOa the 
 Japan ll&il gave the nuraber ae not less than ic',c>,"ic, and in the sprlns of 
 l'»07 the Chinese abassador estimated that there ',7ere !.;>,' atudoate 
 
26 
 in Toli:yo(lo:4),VThile Irter occoraing to 2Iis ZAcelleucy VAi Ting Fang, 
 
 there were at one tine stucLylng in Tokyo as iuaiiy as 17,0J0 Chinese 
 students (15: 11). A ^reat laajority of the students v.'ere t^ent by the 
 Prov5nces. Others ->vere supported by city or village «;uilde,or by 
 friends or parents, ^lany vrere in no sense prepared for study in the 
 Ja-^aneee schools. ^.any were there for short tcra couretc of a year 
 or .lecfs, v/hlle others came becaucc it v<-as popular to do bo. jn. the 
 other hand the Japanese govornniont schools were vmolly unprepared to 
 accomiiodate Euch an invasion of students. Private schools v/ore opened 
 ecpeci::aiy for Chinese students, and often by iacompetent and unsoinipu- 
 loue o'apanese,rho offered Ghort couraeo and sold diploiaas to dishoneot 
 Etudento. 
 
 Poorlj' L,-.'aiaed students wex-'o able on their vetum to cnina 
 for a short tine to impose on the igiij&rsaice of iheir couiitryat»ii,and so 
 broug;ht Japanese Guucation into general disrepute. The central govem- 
 liient applied a restraining haiid by requiring all government etudents who 
 wished to go abroad for study to pass an examination upon all subjects 
 required in :Aiq liiiddle achools before leaving Ohlna,and in August, l-?08, 
 required that students should have a sufficient knowledge of the lang- 
 uage of the country where they intended to study to tiBderstcUid the lec- 
 tures (-x: 5J, vol, -i) . because students still diiiregarded these require- 
 ments, aix edict of Docemiser, L."*08,gave warning that any returmed students 
 whose exaiiilnatlon papers had not been filed with the Ministry of Educa- 
 tloxi before going abroad for study would not be penaitted to tciice the 
 iiuperial examinatloxic for returned students; 4: '';, vol. V"0 . In '"eptem- 
 ber, I'^C'B, the u-overniiioat ai*i-i.oui-iced that all btudents from Japan, before 
 bylng por;;iitted to taice the iEiperial exarainations,n;Ust firfet p-iss an 
 exauilnation before the i.iinistry of ducation 4n general subjects, includ- 
 ing Japanese classics and language. 'I'he reason given v;aE that raany 
 st..:dents had secured diplomas from Japanese scientific echoole very easi- 
 
37 
 
 ly{4si.,Vol. uo). 
 
 Uudor conaitiouE such -.^ Lutrr-.v: ,:: *, i;.; ^jxuin that It .'ouiu bo 
 liaaaraous to truest the ohllcLrau to tho care of poorly trained teaBhors. 
 'i?>iGse toaohors couiu not uii^ect the study of pupils and, the life of the 
 nation, 'ihoir traluing v/aa Jiacty saxii. at boat i^rperxiact caiii Kuperf icial, 
 often uletorted. 
 
 ±he third- BO ui*o<w .^i ..t^nuacub i^i- .•.iuuoj-i 3oliool3 lii China 
 war. fouiiQ in the oaqpioyisant ox" foreif;ni ter.hhoro. Vhext tho nevf ©ducrv- 
 tlan wao first InaWsuruted, !LL v/uu necasai?.rjr to secure fore2.j3?i t©achors» 
 e3r>eolally for th<; hlgiier inBtitiitlona. Theno foroif^i toachorD rmro 
 of Q&iiy natioxialltlec,a few xVoxa ©aoh of the leading nations of llirope, 
 a number froia the UuiteJ r'>t&6oc;but tho ajLjority ca:4e fron Japfui. Thcoe 
 fro.'i JaptUi war** ur&ferreu chit-axy on tao j^rouna of aoonjiiiy, t-lncft t^ieix' 
 vLary was usually siaall«r :%ii.u the travelling «;xpGi)L0ei3 leas. Tho quall- 
 fioatloziD of these teachers vvaoia we onsuiiBd 'Terc also varied,. Some of 
 them had had T?ide exporionoe in educational ^7urlc in China axid wore sia- 
 oere in thyir ds^iro to heip China in their efforts to develop a iiovf 
 educsitional systeri for hor people. ;u the cthor hfuid, there vere :aen 
 who not only -U'd no love f •■r teaching hut vqt^ lrfjnormx% cf the rudliaen 
 tary principle© of edugation. 'i&u of t da aort foona their way into 
 the schools through aioaie i.afluential narty or or.sanl2a.t.ion. 
 
 Time and experience t£.usht the Ohineso people aiid their so- 
 venrnent the l©r.son that the a^aiccei's of the eohools requires qualified 
 teachers, r. ad that teac)ier,i must be trained ou their owii soil. lloraai 
 schools wore opened In the :.'r6vini?ial§apitalr-: ana later in ica'ff.e centers 
 A school waa aatablished vuiier the general aupervlsion of the laperl&l 
 Poking University, which later developed iiitc a iiormol school and now is 
 no longer uniler the control of tho university ; .7: 7i:>) . '.7ith tho convic- 
 tion that it was necessary to triiln her ovm tea ;'aers for her new schools 
 Chlneee euaatora started the owrk of trainln<5 teachers. Tne .-aethod 
 
28 
 adopted was to eGtabllah institutiona v/here tralnlus is given to thoso 
 
 who wish to enter the prof©SBlon of teaching. In cei^ioral these Insti- 
 tutions may he diviaed into two types, A. normal schools said B. teachers 
 trainli^s schools. The normal schools ar© of three kinds, n&raely, the 
 iiigher nonaal aohhols.tUo nonaal or lo^rer aoriaal schoolc.ana the f.lrls' 
 nonaal sohoolB. Taey -.ylll bo uoacrlbed here la oi'dor. 
 
 A. The iiornal s^ioolc are eotf:.bUEhGd to train teaohorf- for 
 th- elementary and hlft^er elementary nchoolc. li'Aoh prefecture or dlstrlc 
 Ifl to have a nornal school capable of roocivlng 150 studantc. Under spe- 
 cl.'il oonditioua two or throe prefectures or districts ar© allov?od to es- 
 ts,bl8lh one noriiic.l achool ia ooiiisaon, in wtilch cac« the number of studeuttj 
 must bo C.:o ixiatead of 150. !?.ach provincial capital is to have a nonaal 
 ochool cri.pa,blc of receivlns .'SOO stuaentB(r : i ,:Jo. r;4,'i' )» The re- 
 
 quirement;? for adialGslon to tho nornal schools ave that the candidate 
 iTiUst have a atronG physique, a (jood character, and cither one of the fol- 
 lowing; soholarlQtlo quuiifloatlonsi v^: l?,Ho. l'-,'ir>). .lo must be: 
 
 l.A srfvduate of hlj^hor elcmontary.or gr.'^.duate of a school of 
 ecjitlvaloiit ateiadlns. 
 
 ::.A jjraduata of tht? prepamtor:; courso of tho nor!a».l aohool 
 or of the school of equivalent standlnr>. 
 
 .'..4 Qi^duate of a middle school or a (graduate of r^ school of 
 equrj. Btc'undlnG. 
 
 Ad-^lcalon Is also ouoa on coaptottltive w--;;-iaiaatlou. ..t lirL>u 
 there wero no graduates of higher elementary achoolr., find, then, sjudenta 
 w©r® selected frora the literati •;Tho were OGpoclally f!;ood In Chlueso clas- 
 sic©. 
 
 On the next page a coraparison 1b made by neiaio of a dlasr-ini 
 of th© nuTvbor -jf noraial schools in different provinces of China. At 
 
 the Be~.ie tl/se a coryparison is raad© of the noranl schools with the uuabcri: 
 of nUiale school? tni A class Indu^'trlal ochoolo of diCferent pro- 
 
sg 
 
 The following table Gives the gigures which are represent- 
 ed in the for;;, of a diagram on the next page(5: l,No. 1, ' 13) : 
 
 Province: 
 
 
 No. 
 
 of: 
 
 
 An-Hul 
 
 Middle School. 
 13 
 
 Normal school. 
 4 
 
 A Industrial cchoc 
 3 
 
 Che-Kiang 
 
 95 
 
 
 11 
 
 9 
 
 Chlh-Li 
 
 22 
 
 
 e 
 
 18 
 
 Chins- Ghao 
 
 15 
 
 
 5 
 
 
 
 Feng- Tien 
 
 13 
 
 
 40 
 
 10 
 
 Fu-Kien 
 
 18 
 
 
 3 
 
 3 
 
 Hei-Lung-Kiang 
 
 1 
 
 
 9 
 
 4 
 
 Ho-Nan 
 
 93 
 
 
 34 
 
 
 
 Hu-Nan 
 
 29 
 
 
 ol 
 
 7 
 
 Hu-Pei 
 
 39 
 
 
 7 
 
 6 
 
 Hsin-Kiang 
 
 
 
 
 -- 
 
 — 
 
 Jehol 
 
 9 
 
 
 — 
 
 — 
 
 Kan- Su 
 
 6 
 
 
 3 
 
 — 
 
 Klang-Si 
 
 14 
 
 
 6 
 
 1 
 
 Kjans-Su 
 
 .95 
 
 
 19 
 
 11 
 
 Kirln 
 
 7 
 
 
 10 
 
 2 
 
 Kuang-Si 
 
 19 
 
 
 r'- 
 
 2 
 
 Kuang-Tung 
 
 80 
 
 
 1" 
 
 3 
 
 Kuei-Chow 
 
 4 
 
 
 1 
 
 Shan- Si 
 
 14 
 
 
 4 
 
 1 
 
 Shan- Tung 
 
 16 
 
 
 18 
 
 2 
 
 Shen-Fd 
 
 3 
 
 
 3 
 
 — 
 
 Sue i- Yuan 
 
 1 
 
 
 — 
 
 — 
 
 Szu-Ghuan 
 
 39 
 
 
 17 
 
 3 
 
 Yun-Nan 
 
 3 
 
 
 94 
 
 3 
 
Chart 9 
 
 30 
 
 40 
 
 33 
 
 30 
 
 "55 
 
 -BO 
 
 10 
 
 comparison of the 
 middle , normal , ant 
 A clacs industria] 
 schools in differ- 
 $nts provinces of 
 China in the year 
 
 * 
 
 o 
 
 
 
 P. 
 
 
 
 t-t t-l 
 
 
 t3 m 
 
 ^3 tC 
 
 
 
 '4 O 
 
 o 
 
 H O M 
 
 « 
 
 
 K !K O « 
 
 .... CO OT 
 
 Mh4 <::<iy t-loOOO 
 
 M M S^ 
 
 a a< £5 c 
 
 :i: < 
 
 t3W OtDtD cOW<;mh 
 
 oorr<iiiK u^wtj.; aji-j 
 
 
 ;_; 
 
 p 
 
 
 o 
 
 
 n t^ 
 
 p 
 
 
 ^ 
 
 
 CO E-i 
 
 »-*- 
 
 M 
 
 £3 t-l 
 
 
 
 o CO 
 
 E-" CO 
 
 ^ 
 
 o o 
 
 
 
 t- 
 
 ^ ^ 
 
 l-H t^ 
 
 i^^ 
 
 c- 
 
 <--; <? 
 
 M-^:: 
 
 t- 
 
 P :=3 
 
 tDU: 
 
 W ti; 
 
 fct: 
 
 tt. i^ 
 
 tM 
 
 CO 
 
 0:5 CO 
 
 c=) P a 
 
 M 
 
 t3 NJ p 
 
 01 00 i>^ 
 
31 
 vlnooB. All flcuron are fcr the year l"!". Tlie ^rapli shorm that sono 
 
 orovinceG are more pro.rrreeoJve thfui others ;for Instance, Szu-Ohuaii had 
 5.'» aicldle nchool3,l;u-Pei hed 3-' alddle schools, Hu-Nan aiid Kusuig-Tuiis 
 each had r?^,TTMle Hel-Lur*.'5-Klan{^ and f5uel-Yu£Ui each ht^.d oiie.&jad Holn- 
 Kinns had nono;?enr-tlen had -t^ novm^.l schools, Hu-I-rmi 31, while Helxi-Ki- 
 ang, Jehol,Klajis-Su,?ai?.d 3uel-Yuaii had noiie;Chih-Ll had IB A class Indus- 
 trial oohools,KlnnG-r:u had i l , !^eii^*Tl©n had l",Trhlle ChiriG-Ohao.nainifti- 
 Rnf.jJehol, Kari-Su, rrriezi-i^l.aad J3uel-VX;rn ha'.l none. The factors vrti3.c!h 
 ©xplatri thlc vjiCio dli'foraico we rjlveii eladiThoro in this pa-ncr. 
 
 Tlie currlouluia for th© boya* normal sschoolB corirlsta of 
 two d©part:ientB, A arid b , the forjiier Includl/iS «l prepar-'^itory oourso of 
 study of on© year fmd a regular course of four years, the lattar a course 
 2t ono yoar(2: l,:ro. I^.'IS). '^lo suhjoota for tho hoys* normal achoolo 
 ?.n the preparatory o ■lirse are as follows :- 
 
 i . ■-: thi cc , "^ . Chines o olao a i os . 
 
 3 . vhlneBo 1 1 terature. 4 < Peniaajiship . 
 5. Foreign lonsuarje. ': . Arl thiaati c . 
 7 . Drawing . -^ . Mua i c . 
 
 ■.\?hyt'Scal e>.eroise. 
 
 Departaient i. In the boy is' normal echoole requires the fol- 
 lowtnc; suhjectf. j- 
 
 i.r.thlcs. ?. Chinese claselcs. 
 
 ;".I.;ducatlon. 4. Chines© literature. 
 
 S.Pcnmcsnnhlp. f. Foreign languaee. 
 
 7.Ci-eoG^£^P^. '.^ntory, 
 
 ■' . Arithaiatlc . i . 'iatur.-d aoicnoos . 
 
 ll.PhyDlcc. i'i^.Cheuistry. 
 
 t:;:. Political BCienoel4.Jicononlcs. 
 
 yurinz. ir.:':^nxi&.l tralaine. 
 
 17 , Agrl oul turc . ' \ ?!usl c . 
 
 lO.Fjcerciss. 
 
3? 
 
 T>e^firt!iient B \n tho "boyr^' nornr.l cohool.r. ;-v>f ■.iircr-: thc: rwlTr,'"- 
 
 5.Arlthrrtio. -^.natural ncloncon. 
 
 "^ . P>iyRl ca . '^. . nhf nl r: t.r\" . 
 
 ■>.Drawinc;. 
 ' ' . '\ ('r\ cu.l tvir e . ■ - ' o, . 
 
 .; rcine. 
 "'he preparatory oourso j?,titl tlio rc.r!;ular oouroe iii tlio A uep''a''t- 
 tvnt requlreoof each student thirty-fj3.:< houre recltntlon ^s the sauxSnur: 
 '■jr w«efe, arifi thirty hours recitntiori '^er v/eek nc the lainl.'aujB. Tli6 fcT- 
 
 <"'!T'-1p>n1. _ :-Iours per T/oQk ._ 
 
 ?i'«P&rs'tbry : " iui. yr . 2a "yr,' " ii'i yrV 'ft'tili yr, 
 
 i.r.tSiies 'j i i i 1 
 
 .'.-^ . Uhlue&e classics ': : 
 
 ^^.I'.uua&tioii — I Z- (theory; 
 
 := (practS.ce) 
 'i.Gliljtiojsfc iitfaratur© 6 -1 v 
 
 i./. iaiiiaem&hip •; h i 
 
 t.Foreigu lafiguo-ge j .> •.• '^i 
 
 V. History — — 
 
 o.Creogr&phy — — 
 
 •.Arithraatio ';•. . - ■: 
 
 Hturai acieuces 
 
 li.Physloii h Uheiaistry '•- 
 
 oiitlcal soifeuou 
 
 & Aoonouicn — — — — 
 
 '. ijvn.xflxio, 
 
 * . 'anual traiiiln^ 
 
 ■ . ' f -r 1 cul ture 
 
 1)1 I 
 
(continued from last :>af^e}. ^^ 
 
 ■Tours per eek: 
 
 Subject: Preparr.tory: lot, yr'. "'3.' /v~ "TFa~*yr7"^^th yFT 
 
 if.iiuslc r - 1 
 
 :7.Ex»rc?se 4 t 4 
 
 Total SS ^ ^5 5d Ir" 
 
 inio followlnii table sho..e the iatributiou o£ tlae on the sub- 
 jecta in tiio :i dOr. rjrtsiont in the hoys* noinaia schoolo;- ; ll.IJo. 1' , '1.5) : 
 
 "ubject: "■■3urs per week: 
 
 l.jrtiliCB 
 
 :. Chinese ciassica 
 
 o.c^uucatloii ? (tiaeory) 
 
 " ;praatlce} 
 
 ) 
 
 ^, Chines© lit*3ratLire 
 
 b.Aritiiraatio 
 
 e.katur&l scieaosa 
 
 v.Fn^sloa mia Uheaistry 
 
 . . I'rawing 
 
 ■.A£anuai training 
 
 10.Asrlcult.ui^e ..> 
 
 ll.i«u»io s 
 
 . : Jcerclse J2. 
 
 In considering the f iris 'normal sohoole It oixoulii ne notea tliat 
 th© orsani^iation of such sohoola is aoet Ijc^ortant for the life of the 
 Chineae nation. The girls tiad been k&pt nmu^ froa achools until ; X7, 
 .?hen th© iar.>ortanoe of eluoation fo« woaen ,/ai2 realizeu. It is a aiost 
 hopeJUl sign of the tiaes that leiaulo eauca.tlon ha.:: begun to rocoive 
 very oonslderabl© a-ttentlon froia ta© leadera of thouijiit tjooim tii© Chinese 
 arid that our people have begun to realize that one couae of China's vroak- 
 neee lies la the fact that her no^ea have beeii ao nogloctea. i-ow her 
 a&ughters are boins thouglit of trovx a liiffereut point of vie;»,and slrls 
 
34 
 schools are springing up in most of the principal cities. Since these 
 
 ochools have a history of only ten years the girls have not yet acquired 
 a taste of higher education. They have had enough, however, to aake 
 them realize that there la great river of knowledge, of which their feet 
 have merely touched the brink ;and they eagerly avralt the opportunity to 
 wade ovit into its depth. 
 
 In 1107 the primary schools for girls -.Tere created, and in 
 the same year provision was raade for the establishnent of girls' norual 
 schools(10:lC4) . The alia of these girls' normal -chools vias to train 
 teachers for girls' primary or elesientary schools. The plan was to 
 establish eventually one govemiaent normal school in every district, but 
 iBor the tlae being one in each prefecture and provincial capital was 
 opened. As in the nor;aa.l schools for boys, no tuition v^as charged. 
 G-raduates of higher ifelenentary schools are admitted. The course like 
 the course for the boys' normal schools consists of two departments, A 
 and B,the former including a preparatory course of one year and a regu- 
 lar course of four years, the latter a course of one year. The subjects 
 for the girls' normal schools c.re as follows(,> : ll,i;.'o. iCj'lS): 
 
 1. Ethics. S.Chinese classics. 
 
 3. Education. 4. Chinese literature . 
 
 5. Penman ship. C. History. 
 
 7 . Geography . 8 . Ari thmatl c . 
 
 0. Natural sciences. 10. Physics £: Chemistry. 
 
 11. Political scieuce & £.coiiomicsia.Drav/iiis. 
 13.]«lanual ti^ainiiig. 14. Household a,rts. 
 
 15. Sewing, lo.lvlusic. 
 
 17. Exercise. IC. Foreign laiiguage. 
 
 Department B in the girls' normal schools requires the fol- 
 lowing 3ubjects(3:li,I>:o. l'i,'15)! 
 
 l.Lthics. 8. Chinese classics. 
 
 o. Education. 4. Chinese literature. 
 
(continued from last paeo) 
 5.Arlthiaati2. 
 7. Physics .K chiaziiistry. 
 "'.M.'uiual training. 
 IX. ^iuaic. 
 
 35 
 
 '*. Natural sciences. 
 
 ■■..Drawing. 
 Ic.Se-wing. 
 IJ;. Exercise. 
 
 Tao foll^filns table shows the distribution of tliiio on oach 
 subject in the preparatory ana the re^ul r courses in th6( Department 
 A (.3:l.l,:'3o.l'3, '15): 
 
 Subject: Hours per wa®':: 
 
 Preparatory: le-t yr, r"id yr. 5rd yr. 
 
 i:thics 2 
 
 Chinese claasicii 2 
 
 Education -— 
 
 Chinese literature 10 
 
 Peniaanshlp 2 
 
 History 
 
 G-eography -— 
 
 Arithnatic 5 
 
 Natural scionooo — — 
 
 Pliysles A chemistry 
 
 Political science !'£ oconouicc 
 
 Drawing 2 
 ilanucil training 
 
 Household arts -— 
 
 rev/lng *i 
 
 'luslc 2 
 
 liiercise 5 
 Foreign languac^e ( elective ) 3 
 
 4th 
 
 yr. 
 
 
 1 
 
 
 
 3 
 9 
 
 (the! 
 
 (prai 
 
 ory) 
 ctice) 
 
 Total 
 
 35 (35 
 
 (;=i6) 
 
 K-56) 35(;>(>) ::4(.:>G) 
 

 36 
 
 The follovririG table sho;73 the rllstrlbutlon of tise on each 
 
 subject in Uw B departiuent In the sirls' norar.l s>choclc: 
 
 ubject: Hours per reeic: 
 
 i::thice 1 
 
 Chinese olasslcs o 
 
 Sduoation 7 (theory) 
 
 B (nractlce) 
 Arlthmatic 8 
 
 Chinese literature 3 
 
 Natural solencefs 
 
 Physics ': cheaistry 
 
 Drawing 
 
 Manual training 
 
 Sewing 2 
 
 Music S 
 
 E:<erci3e 3 
 
 Total D6 
 
 Since the education for -Tomen in only l. very recent development, 
 the number of students In the norraal schools Is undoubtedly Insls- 
 nif leant. Tt ls,hovfever,\vol>lkh '.Thile to raake a {general comparison bo- 
 tureen the nunber of boys and the nuiibor of girlv'^ who attended the aodern 
 ochoolG in the year J ""13 (the report for thia year is complete anix avail- 
 able). The ("jraph to be given on the next page cho'/rs the different con- 
 ditions of feaale education in different provincos. 
 
 The aim .>f the higher normal scliools is to trrwin teachers and 
 adnlnl strati ve offlcors for the normal r-^d :;iiddle nchoola. The plan of 
 our 50verimeat is to establish oxie higher norrual achool in ofich province, 
 but, at present, we ha,v9 only ten. For /.dniission to tho higher norual 
 school the candidate aup-t be e'ther a graduate of a normal school or a 
 graduate of a govemuent nludle .school, or a graduate of some other aid- 
 
37 
 
 The following table gives the figures which are represent- 
 ed in the form of a diagram on the aext pase(5: l,No. 1, ' 13) : 
 
 Province : 
 An-Hui 
 Che-Kiang 
 Ghih-Ll 
 Chlng-Chao 
 Feng- Tien 
 Pu-Kien 
 
 llei-Lung-Kiang 
 Ho -Nan 
 liu-Kan 
 Hu-Pei 
 Hsin-Kiang 
 Jehol 
 KoJi-Su 
 Kiang-Si 
 Kl£ing-Su 
 Kirln 
 Kuang-Si 
 Kuang-Tung 
 Kuei-Chow 
 Shan- Si 
 Shan- Tung 
 Shen-Si 
 Sue i -Yuan 
 Szu-Ghuan 
 Y-un-Nan 
 
 No. of boys: 
 
 No. of girls 
 
 50,114 
 
 1,896 
 
 263,006 
 
 10,356 
 
 S73,BQ5 
 
 5,544 
 
 35,209 
 
 2,857 
 
 14^,717 
 
 8,595 
 
 58,109 
 
 1,533 
 
 10,478 
 
 1,149 
 
 118, G03 
 
 1,615 
 
 199,700 
 
 25,606 
 
 106,752 
 
 0,460 
 
 1,802 
 
 
 
 8, 580 
 
 374 
 
 38, 1Q3 
 
 17 
 
 110,568 
 
 4,443 
 
 206,669 
 
 29,682 
 
 1 ■1,974 
 
 1,823 
 
 60,551 
 
 1,788 
 
 148,746 
 
 2,761 
 
 34,465 
 
 3,018 
 
 157,!^08 
 
 4,288 
 
 115,946 
 
 2,776 
 
 58,756 
 
 ni 
 
 2,705 
 
 
 
 530,597 
 
 11,040 
 
 157,^23 
 
 12,539 
 
36 
 
 
 o 
 
 H O M 
 
 K ic C) 
 M M « 
 
 u: w fc: 
 c-5 o tu 
 
 C 
 
 W P IK . 
 M K-l < «J 
 
 t3 t" O P 
 
 Sh K K K 
 
 O 
 < 
 
 Ph ;.' o 
 
 JD CO w 
 
 KM ►^ 
 
 
 
 
 
 t^ 
 
 P 
 
 O 
 
 
 r; ir-. 
 
 
 
 M t3 
 
 
 1-1 
 
 t3 
 
 o 
 
 is, 
 
 
 <! < 
 
 
 
 CO CO 
 
 
 CO 
 
 H 
 
 K M 
 
 g 
 
 M 
 
 C3t3 
 
 » 
 
 f 
 
 
 
 
 
 C^ CO 
 
 C/J 
 
 !>hK 
 
 <: 
 
 CO O c'^ 
 
 w 
 
 o 
 
 O 
 
 
 
 
 o 
 
 
 ;e; » 
 
 ►- 
 
 ;*' 
 
 ^. 
 
 H '^ 
 
 >4 
 
 ^ 
 
 M 
 
 
 U5 <: < 
 
 c««s; 
 
 W < 
 
 ^ 
 
 i^\t:> 
 
 '^; 
 
 <4 t-H t-t 
 
 H 
 
 C3 
 
 t^ 
 
 t3K 
 
 K 
 
 p N 
 
 ^ 
 
 fct. 
 
 « t^ 
 
 tx. 
 
 w 
 
 « 
 
 M CO 
 
 CO 
 
 UJ 
 
 CO CO 
 
C}ifrt 
 
 50 
 
 Puoll: 
 
 ■iOJS 
 
 Girls 
 
 A comparlBon of 
 
 Uait 
 
 10,000 ^^ ^ 
 
 the boys anfl girls at- 
 
 1,000 tendlnr, the nodem 
 r schools in different 'jro- 
 vinces of China in the 
 '.-ear 1015. 
 
 40 
 
 
 
 
 .•)5 
 
 
 15 
 
 I 
 
 o 
 
 < M O M 
 hH t-l M E-i 
 
 Us K 
 
 P o 
 
 C5 
 
 W C3 K ;.^ 
 Mt-i < < 
 
 — M 
 
 t3li' Op 
 
 b 3^ :r: u: 
 
 en 05 
 
 CO o c'^ « 
 
 la ie M 
 
 ^ « ;^ < < C« 
 
 tD CO W ^ t-H n n 
 
 BCJ ffi f-a W :aS fcL^ W 
 
 (l^ ;.'. o 
 
 t-H tl O K 
 
 CO EH K M p M 
 
 O O 
 
 1^ « 
 
 
 3E 
 
 C") W 
 
 <! < 
 
 n 
 
 tl ID ;^; 
 P M p 
 CO o ^ 
 
30 
 lile school. If a candidate Iti not a graduate he aay prove by ejtauina- 
 tlon thp^t he has kiivrled^e equiviaent to that of the graduate of the nor- 
 mal school, *n which case he rrill be admlttedCC: l,I]o. C, FeB. ' 13) . 
 
 In the higher noriaal school there are three departaents: 1. 
 the general departraent ; '^. the npeclal department ; find 3, the sraduato de- 
 partment. The general department requires for conpletiou one year of 
 thirty-si;; hours per T^eek. The subjects offered in this depart.aent are 
 as follows; 
 
 1. Ethics. 3. Chinese classics. 
 
 5. Chinese literature. -l.Forei.^ lanj^uage. 
 5.Lo3ic. C.Ilatheaatics. 
 
 7 . Phy 3 i cal cul tur e . 
 
 The special departnent requires a period of three years each 
 of thirty-six hours recitation per iieek. 1\\e ccurses are designed to 
 prer5<?.re teachers as specialists in certain subjects. The special depart- 
 ment offers three courses, A. 3. and G. 
 
 In course A thirteen subjects are required, namely, ethics, 
 Chinese ilaftslcs, Chinese literature, psycholoc^sSiagllsh lej:igge^e,LoGic, 
 physical culture, history and £',eo:r,raphy,pedaGO(5y, authors of Gho and Chin 
 Dynasties, Geraan or French, biolosical science, ajid physical science. 
 
 In course D eleven subjects are offered, namely, ethics, Chin- 
 ese classics, Chinese literature, paychology, history and geosraphy, finance, 
 zoolosy, pedagogy, political science, Engl Ish lansuaGe,and pliysical culture; 
 besides, Crerman la offered as an elective. 
 
 lu course G the follov/lug subjects are of fered: ethics, peda- 
 GOSyj''-'>o'tany, mining, agriculture, dravrins, Chinese literature, psychology, bio- 
 loci;lcal science, geoglogy, physical culture, and English language; besides, 
 German .and cheralotry are offered as electlves. In the graduate depart- 
 ment the following subjects are offered: ethics, school administration, aes- 
 thetics, school li;^'-giene, child study, pedagogy, school supervision, experl- 
 
4- 
 ottntal paycholosy,profes3lonfil education, and practical teaching. Of 
 the subjects offer-etl in the graduate departnent the student should 
 choose five. After the coarletlon of the coiu-'se prescribed the student 
 is required to write a thesis upon his -i-ork. The course covers one 
 year, and the number of hours per -.veck is left to the discretion of the* 
 f acul ty ( ? : 1 , Ho . 07 , Uarch, ' 1 3 ) . 
 
 On the next pap;e a comparison i£ aade bet\7een the nuiaber 
 of the higher iaotltutionG,na3iely, the higher normal schools, the profea- 
 sional schools, and the universities la different provinces of China. 
 These comparisons shov? the need of hl^^er Inatitutions. Horeovor, the 
 crying need at present l3 quality, not quantity. Certainly, to secure 
 ona man fully educated ^ould be better than one hundred average men. 
 The race is de.-snaent upon its loaders, leaders of .loses 's type. iJloses 
 was fitted for leadership, because he was tralxied in all the ^Ticdou and 
 learning of the civilization of his day. Theeefore, Chixia needs laen and 
 
 len who have corae from the higher institutions; for only the highest 
 qualities of leadership are sufficient to meet the demands for the reli- 
 gious, civil,. and social roforias that cone for the elevation of our race. 
 
 The normal schoolra in China, both public (including government) 
 and -Drivate are under the control of the Ministry of Education5»i ITonaal 
 schools are established by the provinces. "^ t Iz the duty of the gover- 
 nor to detoraino the location and number of nornal schools required, and 
 after maklne due report to the ministry of jlducatlon to establish Uie 
 scliools as planned. Private individuals and cor^^orations may also, after 
 receivins the cmsent of the Ministry of .-Jducation through the provincial 
 authorities, establish normal schools, llis^er normal achools are nation- 
 al institutions and are established by the central govemnent. In ostab- 
 llshins a noraal scJiool,accordiae to the reeulations issued by the I/iinia- 
 try of Education the consent of the lanistry has to be obtained in re- 
 gard to the following requl reuents ( 3 : "5 , No . 1 r) , * 1 fj ) : 
 
.fIB 
 
41 
 The following table gives the fi^urec Trhich are represent- 
 ed in the form of a diagram on the next ::age(5: l,yo. 1, ' 13) : 
 Province: l^o. of: 
 
 An-Hui 
 
 Che-Kiang 
 
 Ghih-Li 
 
 Ghing-Chao 
 
 Peng- Tien 
 
 Fu-Kien 
 
 Hei-Lung-Kiang 
 
 Ho -Han 
 
 Hu-Nan 
 
 Hu-Pei 
 
 Hsln-Kiang 
 
 Jehol 1 
 
 Kan-i3u 1 
 
 Kiang-Sl 1 
 
 Kiang-Su 4 
 
 Kirln I 
 
 Kuang-Si 2 1 
 
 Kuang-Tung 2 1 
 
 Kuei-Ghow 1 
 
 Shan-Si 4 i 
 
 ShGn-Tung 1 4 
 
 Shen-Si 
 
 Suei-Yuan 
 
 Szu-Chuan 1 lo i 
 Yun-Han 4 
 
Chart 4 
 
 Schools 
 Higher normal 
 Professional 
 Univ. & colleges 
 
 45 
 
 Unit 
 
 16 
 
 A comparison of the 
 Higher normal, professional, universities 
 and colleges in different nrovinces of China 
 in the year 1913. 
 
 10 
 
 /' ' ^ 
 
 -^z ^- .-/ s ". 
 
 n 
 
 o 
 
 i^ 
 
 
 
 
 O 
 
 
 
 
 
 o < 
 
 a 
 
 
 
 
 ;^ 
 
 
 t5 t3 O 
 
 i-^ ;a 
 
 ^ K 
 
 w o 
 
 
 
 
 < 
 
 M 
 
 D IH :S O « 
 
 < <.1 
 
 < M O 
 
 M ?-H £S 
 
 
 
 
 i-t 
 
 CO 
 
 00 CO t3 n; M p ►-! 
 
 PP'^ 
 
 M h4 
 
 fH tT t3 
 
 Jt*^ 
 
 ;s; 
 
 i-i 
 
 tc :=• 
 
 
 Eh o CO fH CO !>^ K < 
 
 « O 
 
 »-H 1-1 
 
 <: 
 
 •a! 
 
 ta 
 
 »-iin 
 
 o 
 
 O s= ci> O o <: 
 
 *-r^ 1-1^ 
 
 C •■ w . ;?-, y; 
 
 CU 
 
 so 
 
 ^ 
 
 i:^ t-t '^ ;^ \-^ 
 
 «r-^ <=:, ^ •— t 
 
 K M H 
 
 a w 
 
 
 •-' :r; ^ 
 
 <; CK <: < W 
 
 •rf, <■ W W £1) ^-. 
 t; tJ K t3 Nl P 
 
 K K K 
 
 w tD (a oiD 
 
 t3 
 
 CO r-T <: 
 
 HH 
 
 H HH t3 tD CD 
 
 o o o 
 
 [X| (il K 
 
 K 
 
 K 
 
 K 
 
 ix:^^ « 
 
 t^ 
 
 « fct; W « fc^ 
 
 CO CO CO 
 
 CO CO >H 
 
43 
 
 I.Naae of the noroial school. 
 
 3. Location of the normal school. 
 
 3. Regulations ^overalns the school. 
 
 4.Nu .her of students for the normal school ;uuaber of kindergartens 
 and the nuinher of children to be had. 
 
 5. Grades of Ihe norsial school, and grades of kinderj-artens. 
 
 6. Date of establishment of the normal school. 
 
 7. Finance. 
 
 8. Qualifications of the oresident aiid the te .chers. 
 
 Whenever the normal school is closed, it should also be re- 
 ported to the Goimaissioner of Education of the province, who, in turn,re- 
 rjorta the t^-^uie to the «iiuistry of j^^uucation a£ Btticixig(o: iJd,Ko. i;i, ' i.b) . 
 The chsrt oa the next page shows the fact that in some provinces the 
 public schools are a great de.'i-l numerous thsai the private ones,a2i;i that 
 the number of these two types of schools has a wide difference in var- 
 ious provinces . 
 
 In the aattor of aaintainance the normal schools depend lars» 
 ly on the national revenue system. The stati.-tical report of the Minis- 
 try of Education for 1^10 classified the various Incouies xznder the fol- 
 lowing iteras(l7:206) : l.incone from public property ;.0. interest from de- 
 
 f 
 
 posits; 3. government appropriations; 4. public funds; 5. tuition fees; 6.coui- 
 pulsory contribution; 7. voluntary contribution; and B.iaiscellaneous sources 
 of incoae. 
 
 According to 'the stiaidara set up ?jy the liiulstry of Educa- 
 tion, in 1015, the feieaentary schools are to charge not aore than tvrenty 
 Gents($..90 Mex. ) :er month, and the school authoritien have the right to 
 reiAlt either wholly or in part the tviitlon fees of poor students and of 
 those who malre the best record in school \7ork(3: 57,No. in, ' 15) . The 
 higher elementary schools are allowed to charge a tuition fee of fifty 
 cents {!■' .50Mex. ) per month. The school cuthotitiJWteiiave the right to reiiiit 
 
44 
 The following table gives the figures which are represent- 
 ee! in the foriii of a diagram on the next page(5: i,No. 1, ' 13) : 
 Province: Ho. of rmblic schools: -lo.of private schools: 
 
 An-Hui 1,073 570 
 
 Che-ICiang 3,-96 3,135 
 
 Ghih-Li 10,917 547 
 
 Ghing-Chao 909 1Q5 
 
 Feng-Tien 4,001 446 
 
 Fu-Kien 558 431 
 
 Hei-Lung-Kiang 3S8 1 
 
 Ho-Nan 3,507 1,073 
 
 Hu-Nan S,521 1,556 
 
 Ku-Pei 1,905 5,387 
 
 Hsin-Kiang 50 1 
 
 Jehol 370 38 
 
 Kan-Su S33 410 
 
 Kiaaig-Si l,f?01 1,851 
 
 Kiang-Su 4,309 1,054 
 
 2.irin 436 35 
 
 Kuang-Si 1,1. 'D7 403 
 
 Kuang-Tung 960 2,2SQ 
 
 Kuei-Ghow 739 399 
 
 Shan- 51 5,358 403 
 
 Shan-Tung 4,437 759 
 
 Shen-Si 1,514 407 
 
 Cue i -Yuan 28 62 
 
 Szu-Ghnan ^,599 3,364 
 
 Yvm-Nan 3,953 
 
45 
 
 
 
 
 
 
 
 
 
 
 50 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 ^5 
 
 SO 
 
 M W K-i 
 
 < o o 
 
 o 
 
 WW 
 OM 
 E- 
 C3 
 
 KM 
 
 Ofri 
 
 t2i S 
 
 
 •^ K p-i 
 op t3 
 
 W K K 
 
 C5 
 t-i 
 
 « t3 
 
 i^ o 
 
 HH 34 t5 
 CO W < 
 K ^ >^ 
 
 Mt3 
 
 cn to 
 < < 
 
 <; M 
 
 w t< 
 
 a C) o 
 
 »-• ;i2i S 
 
 « < < 
 
 o ;g 
 
 K »-i t) 
 
 O W H 
 
 M is; s 
 
 a <i <15 
 
 13 W W 
 
 W t-O CO 
 
 O S 
 
 00 >- m 
 o 
 
 W t) M 
 00 00 00 
 
 < 
 
50 
 
 Schools 
 
 Public 
 
 Private 
 
 i.pcjo 
 
 1?0 
 
 1 
 
 A comparison 
 of the public ojid privalie 's^hciolf 
 •- different provinces of China in 
 the year 1013. 
 
 4G 
 
 33 
 
 60 
 
 ir? 
 
 
 
 o 
 
 
 < 
 
 
 
 O 
 
 
 
 
 O 
 
 
 
 
 
 
 
 
 
 o 
 
 
 s 
 
 
 
 
 < 
 
 
 up 
 
 en 10 
 
 M p C 
 
 CO H K 
 
 M 
 
 
 < < 
 
 t-l t-l H-i f-" 
 
 w 
 
 :=> » 
 
 ^ 
 
 M 
 
 « 
 
 p 
 
 
 
 o m 
 
 H 00 
 
 t> w o 
 
 t-H 
 
 H-i < 
 
 < 
 
 [^■! 
 
 ►J 
 
 CO 
 
 c^o 
 
 a o o 
 
 
 o 
 
 
 « 
 
 
 S 
 
 Cl, i-; O 
 
 t-t K tS 
 p W W ^ 
 
 §§ 
 
 l-l ^ K M f3 
 
 ce; <: < W «< 
 
 § g 
 
 
 t: K K KM tD 
 
 W OD 
 
 M M 
 
 M C3 & C3 X 
 
 X K 
 
 t) N 
 
 <:: O U 
 
 Ofo 
 
 fe. 
 
 K W 
 
 K 
 
 K 
 
 a-Kj 
 
 i^ 
 
 W« 
 
 fct: 
 
 « w « 
 
 01 
 
 O ' 
 
 U} 
 
 to to 
 
40 
 either virholly or iii :oart the tuition of the poor atudentn or of thoeo 
 'Hiio aaktj V(i<a hetiU r-wcords iii aoaooi work (5{ 8)i,iio. !■?, '15) . The 
 
 expendituro for thts nonaal i-jchools in to "be mot by tho revenue of tho 
 province3,;jid that for tho proviuoiai highar uor^ial aohoola "by the na- 
 tional treasury. All otudenta of noraal imA Mgher iiornal schools are 
 ex8ra!)t froii tuition axid boarding fees (boarding fee ranges fron 5.00 
 to ffl.OO Mex.),\mles; tho ;itud«nt prefers to be- aelf- supporting (3:10, 
 No. J.'\'U>). 
 
 On the ne-it pa^e a ooraparison is aade to slio^^f the flnan- 
 elM-l oondltionc of the cchools of China in the yetr 1U5. !Dt shovra 
 
 the auiail aiaount of ruonoy c-.jonl for the oduoation of I'ler children. 
 
 In reoent years the flnajicial chs.o3 hs-s been increased by 
 tho f&ct ths-t in aa;ay proviaceo there has boon revolution, and oonoe- 
 HU©ntly,tUfc3 uioney appropriated for th^ educatioxial affciirs vras usod for 
 the puri-'ose of a?,intainln3 aoldisra. 
 
 At tho presentttlae thero arc t--to types of students, those 
 on publ!c fU2ads and those- arho are self-supporting. The student-: on 
 public funda aro exempt fro;: tuition and boarding foes. The s^lf- sup- 
 porting student ir, only exempt froia the tuition fee. *7hen a student 
 on public funds la disahareed fi'om the school, he haji to pay to the 
 school sn araount e^u&l to the tuition iijxd other expenses in currod for 
 hie aduc&tion. In case of the self-supportiug !:itudQnt,he has to return 
 to the school tho tuition fee(3: 10,!fo. l.^,'J5). The students hav- 
 
 ing either one of the folloTfins deficiencies .ill be liable to e^^pul- 
 sion(o:lP,No. 1,:, 'i5)i 
 
 i.We&i£ phyaique. a. Poor scholurahlp. .:.Bad character. 
 
 It is required by law thnt the graduates of nomal fichools 
 should, after coiTplcting the course of ntudy, teach for a nui:iber of years 
 , ■ tl-'^,No.i';, '15) . The len^^^i ^i" ^--^ v-^rlee aocordinK to the kind 
 
 of training and aibsidy received. 7he sovemaent students srsiduatiag 
 
47 
 
 The followiug table ^ives the figures which are i-epi-eaexit- 
 ed in the form of a diagraia on the next page (5:^, No. 1, 'Id): 
 Province: Incoae: Exisendlture: Productive property: 
 
 An-Hui 
 
 ^ 548,759 
 
 ft 649,628 
 
 I 2,725,637 Mex 
 
 Ghe-Ki ang 
 
 3,937,666 
 
 5,514,621 
 
 5,442,678 
 
 Chlh-Li 
 
 9,697,07G 
 
 2,844,579 
 
 11,261,412 
 
 Ghing-Chao 
 
 1,188,583 
 
 1,188,495 
 
 2,639,965 
 
 Feng- Tien 
 
 3,516,937 
 
 3,055,761 
 
 3,130,386 
 
 Pu-Kien 
 
 839,589 
 
 033,343 
 
 1,496,707 
 
 Hei-Lung-Kiang 
 
 341,370 
 
 340, 005 
 
 684,930 
 
 Ho-NrJi 
 
 1,033,407 
 
 1,060,042 
 
 2,988,095 
 
 Hu-Nan 
 
 '2,051,160 
 
 2,172,009 
 
 7,606,052 
 
 Hu-Pei 
 
 1,004,405 
 
 1,074,130 
 
 1,665,192 
 
 Hsin-Kigmg 
 
 51,811 
 
 51,811 
 
 114,931 
 
 Jehol 
 
 02,778 
 
 05,105 • 
 
 177,100 
 
 Kan-Su 
 
 115,877 
 
 112,874 
 
 576,718 
 
 Klang-Si 
 
 1,040,206 
 
 1,100,212 
 
 3,492,064 
 
 Kiang-Su 
 
 3, 135, -370 
 
 3,148,288 
 
 7,798,039 
 
 Kirln 
 
 781, 53n 
 
 !?61,700 
 
 1,081,474 
 
 Kuang-Si 
 
 542,577 
 
 560,504 
 
 1, 391,856 
 
 Kuang-Tung 
 
 3,156,148 
 
 2,050,017 
 
 8,127,174 
 
 Kuei-Chow 
 
 261,487 
 
 291,339 
 
 995,290 
 
 Sh2Ji-Si 
 
 883,308 
 
 1,006,524 
 
 2,578,000 
 
 Shan- Tung 
 
 1,708,46^ 
 
 1,230,700 
 
 5,132,615 
 
 Shen-Si 
 
 344,015 
 
 341,220 
 
 1,791,598 
 
 Sue 1- Yuan 
 
 40,331 
 
 40,331 
 
 76,890 
 
 Szu-Chuan 
 
 ' . ':.::!, IC-L 
 
 2,067,521 
 
 5,507,454 
 
 Yun-Nan 
 
 1,128,371 
 
 1,072,866 
 
 4,017,336 
 
w 
 
Chart 
 
 48 
 
 35 
 
 30 
 
 95 
 
 9.0 
 
 lb 
 
 10 
 
 School finance 
 
 Income 
 Expenditure 
 Productive -oroperty 
 
 uni' 
 
 A comiDarison of 
 
 - 100,000 
 
 - 100,000 
 
 -lj,Opo,000 the income, expenditure, 
 
 ai^d I tlaej productive proper- 
 ty Jo^ all schools An. differ- 
 ent urbvinces of China in !the 
 year IPir:^. 
 
 
 
 H 
 
 
 o 
 
 ^ 10 
 
 .i-(OM£;s5 M CO CO m f-^ tr: ^ 
 JD t^ r • M HH <; < W ^J CO c:^ tt s tt O 
 
 «<OOoriHlx,KK mKK^-3««ti4« www 02 00 00 
 
 K IS 
 
 < < 
 
 
 tDtD 
 
 ^ 
 
 >-t K 
 
 <4 
 
 O 
 
 
 M 
 
 
 W tD 
 
 \^ 
 
 tD M 
 
 P 
 
 00 Ui 
 
 >- 
 
40 
 from the Ions courr^e of the nomal school v^re required to teach seven 
 
 yeary in schools to vfhlch they tip-j be ass i^^ned.; self- supporting students 
 
 are required to toach three yoEre. Btudeiats of tho short course uhould 
 
 teach t"wo yearr . 
 
 Tho 3raduatc?s of the girl 3' noraial school n are required at 
 the end of the course to toach five years, in case of the govemaent ctuii- 
 ©nftsjthroft yo rs In case of snlf-nupporting; ctudentc;and two ye&ra in 
 case of the students of the short course. Should any graduate refuse 
 to tender this !iervice,he must pay to tho nchool the full amount of wioney 
 expended in hi© education in the nor^^-d school. /.ffe^r sivln^ the re- 
 quired service, the student may enter the h''p;}-ier normal acliool or any 
 other higher inytltution. If he so der^lres, 
 
 Crraduat03 of th>? higher nonna.l schools are required to aer- 
 ve a period of five ye.-rs. '\fter jivinc; the required time of service, 
 the student nay eater the university for further study, if he so dealrees. 
 
 The graduates, either of the boys' nonaal schools or of the 
 f^lrls' noriaal schools, riay he excused, 3 f suff?cient reason lo given smd 
 accepted by the proper r/.uthorJ.ty. 
 
 3. ThU"3 frs.r for the training of teachers in the nornal 
 schools. Attention should now be called to the teachers' training sohoo.-S^ 
 Theae constitute; the second ^roup of institutions or^pjilzed to contri- 
 bute to the solution of tho problesi of supplylns teacherc to the differ- 
 ent types of achools. These nohools nay be divided into two cl'-'.3aea, 
 namely the general and the profesaionjiK.;:-"' ',">jo. ' " ' •• \ 
 
 ?he aid of the cjenerol teach©rF>' training ::chools 1;: to Give 
 a norjai.il course to those rrtio cannot enter other schools an acoo'<Ant of 
 advcinoed -.c®' Those admitted into such schools are ;,v,en bot^.^foen twenty- 
 five and forty-flvs years of a^e, having a good knowledge of Chinese lite- 
 rature, '"he course ^,-ver3 only one year. After coapletlng the one year 
 course tod nuccessfullv -oaRsinr; on exainlnation siven by the cvoiamisslo.ier 
 
60 
 
 of ecluccitioa or his represont&tiVG, tho cantlilato ij givea a cortlflcGte 
 ajtict is ij(jruit'i*iijd to be vjiitja-gt^d. as ou aaaiavsiut teacner in iu; yieiaontax'y 
 school v'alah Ic gonQraiiy vuidsr tho direct control of the comaiasioner 
 of oduoatiou. 
 
 Tho aim of the profaesional teacherG' trainiue; schools is 
 to train toaohors for vocational sohools(::jl,!Jo.;:>'16) . Qrasiuates of 
 the middle och -.ols and aoraal achoola are qualified to enter .^.uoh dchool! 
 The studentK do not pay tuition feos. The graduateo of the profieaaional 
 teachers* training schools are roquirod to teach for not lesa than three 
 years in sorao cclioois to V;e datorrained by tho Uinlatry of uducatioii or 
 by tho ooimisaioner :f education of tho provinco. In oase thoy refuse 
 to render the sorvicOjtaey have to rotum to th« ^cveniment the full 
 amount of mon&j spent for their education, .vtudenti; in the teachers' 
 trainiiig bchoola are aiso i''64Uirod to ueach fox'* praotiou in iih** uoriuiAl 
 school.', establiahed aspoclally for :;r-;-.ct' oe toachiuis in tne teachers' 
 training schoola. The curricului-i covers a period of t'.v- yjars.and the 
 follov;ine oUDjocts are offorea( ii::-! } ; 
 
 l.I.ietal -1*0 rk, :?.*7ood vro rk. 
 
 3. Dyeing. -i.:.:achiue "A'aaving. 
 
 5 , ?o t tery . e . Vami shing ; 
 
 7. Applied chemistry. ".Uechiuiical dra'^rlng. 
 
 The statliiticai report of the teacher;.' training schools ia 
 included in tho noi'mal schools report. ;ho ru 'bor of studantu -and Gra- 
 duates; of tho teuohers' training schools is very inali:nlficant. In 
 1916 only a fe^ provinces reported the nu .ber of Si'^-^atea of the nornal 
 iiiiu. teacher^' traiiiing liohools. Fiie Miniti^ry of duOcitioa,in i.u..,aave 
 out only & generhi report of the graduc.tes of all the. aohoolc of China, 
 which la iilv&n on t^e ne;<-c .ago in the way of coiaparloon with the nuiber: 
 of schools and students of the different provinceo(^:31,:io. 1, ' 13) . 
 
51 
 
 The following table sives the figures which are reproaent- 
 ed in the form of a diagram on the ney;t paseC5j6,No. i , 'liS) i 
 
 Province: 
 
 
 :'o. of: 
 
 
 
 ^"choola. 
 
 Pupils. 
 
 Graduatea . 
 
 /in-Hui 
 
 1 , 45? 
 
 5'?,0' ■' 
 
 l,B^o 
 
 Ghe-Klang 
 
 (5,161 
 
 '^73,45? 
 
 13,604 
 
 Chih-Li 
 
 11,464 
 
 ?70,430 . 
 
 '?i,7no 
 
 Ohing-Chao 
 
 1,11- 
 
 38,060 
 
 3,760 
 
 Peng- Tie.: 
 
 4,447 
 
 188,31;? 
 
 15,G71 
 
 Fu-Kien 
 
 ^B? 
 
 5a, 649 
 
 e,ci8 
 
 llei-Luns-Klaiig 
 
 520 
 
 11,627 
 
 636 
 
 Ho-Nan 
 
 4,670 
 
 120,918 
 
 10,165 
 
 Hy-Nan 
 
 4,079, 
 
 225,306 
 
 e,B34 
 
 ilu-Pei 
 
 7,292 
 
 303,312 
 
 10,619 
 
 Hsin-Klans 
 
 60 
 
 1,B02 
 
 
 
 Jehol 
 
 400 
 
 H,054 
 
 inB 
 
 Kan-Su 
 
 ,1 , 043 
 
 9B,210 
 
 n47 
 
 Kians-;}i 
 
 5, an 
 
 115,011 
 
 4,150 
 
 Kians-Su 
 
 5,343 
 
 '?36,351 
 
 if:,iic 
 
 Kirin 
 
 471 
 
 31,617 
 
 .^,476 
 
 i^uaiig-;51 
 
 1,551 
 
 OS, 359 
 
 4,415 
 
 Kuang-Tuns 
 
 ;'>,-'41 
 
 151,507 
 
 13,450 
 
 Kuel-Chow 
 
 1,058 
 
 37,483 
 
 !\cin 
 
 Shan-Si 
 
 5,773 
 
 161,436 
 
 Q,aQO 
 
 Shan-Tuns 
 
 5,1^G 
 
 11B,7"D 
 
 7, ■''%& 
 
 3hen-r>i 
 
 3,011 
 
 53,06? 
 
 1,674 
 
 Sue 1 -Yuan 
 
 >- 
 
 ?,705 
 
 
 
 azu-Chuan 
 
 11,065 
 
 341,637 
 
 l^,o^5 
 
 Yun-llan 
 
 3,^53 
 
 170,469 
 
 7,957 
 
Chart 
 
 crb 
 
 ScllOOlG 
 
 Pun lis 
 G-raduates 
 
 Unit 
 -1,000 
 10,000 
 
 1 , 000 
 
 59 
 
 A comparison of 
 the nurabers of schc 
 
 pupils and graduates 
 in different provinces 
 
 . ■ of China in 1013. 
 
 50 
 
 
 
 
 to 
 
 
 
 
 
 
 
 
 o 
 
 
 
 to 
 
 
 
 
 to 
 
 
 
 to < K 
 
 
 C) 
 
 is; 
 < 
 
 M 
 
 P 
 
 M 
 
 t^ P to 
 P o ts 
 
 
 <: M o n 
 
 M M >-i E-i 
 
 r-"i 
 
 p !s=; » 
 
 
 CO 
 P 
 
 oo 
 
 CT 
 
 E-! :::; 1-1 p M 
 to 00 t- CO 
 
 pp » 
 
 p « to 
 S K K to 
 
 
 
 m (-1 
 
 CO to 
 
 to ^-: 
 
 to C3 
 
 ;^ K M ^ !« -K 
 
 o ^ 
 
 W M H K 
 
 
 n 
 
 »-t K 
 
 :-^ -^ 
 
 < K 
 
 < <i; W <: <'1 w 
 
 M P ^2; 
 
 
 :; K K K PI 
 
 p 
 
 W Op 
 
 pCO [d 
 
 <i t-i 
 
 l-l M 
 
 p p p K t. K 
 
 P Nl p 
 oO CO >H 
 
 < 
 
 i: o o o p!4 
 
 fo 
 
 m ffi c 
 
 Wffi ►^ 
 
 « &^ 
 
 X >C 
 
 i^ 
 
 !iH « OJ C'J C'j 
 
53 
 
 Chapter 4. 
 Gertixication anu pay of Teachers. 
 In vie?/ of the heterogeneous character of the men frou whom 
 the modem schools of China recruit their teachers, it is necessary to 
 provide some systeia to prevent the unqualified from luaklns their way into 
 the ranks of the teaching corps. In lOQl the ministry of ''education is- 
 sued regulations creating a ^^^tem/t5ertTfl cation of teachers for elemen- 
 tary schools. In the following year a certification aystea in the nor- 
 mal schools and middle schools was adopted. The power of certifying 
 teachers is ^iven to the metropolitan Board of Educatioxi, in case of Pek- 
 ing, and to the Commissioner of Education in case of the provinces (10: 157). 
 
 Some teachers are e^vempt from taking the examination for 
 certification. Those who have the following qualifications may receive 
 certificates without examlnation(o:4r'.,No.B, '16): 
 
 1. Graduates of either a middle school, or any institution equal or 
 
 ahove the standard of the middle rchool. 
 T. Those who complete a special course in science covering a period 
 
 of Lnore than three years. 
 ;*;. Those possessing teachers' certificates from other provinces re- 
 cognized to bo one of the right stindard. 
 4. Those possessing diplomas on graduation certificates showing 
 the completion of a full course of study in axiy of the following 
 institutions rnormal schools of foreign countries whose standard 
 equals to the normal schools of China, middle schools, or insti- 
 tutions either equal or above the ;rade of middle schools. 
 5. Those possessing general culture »vith markea ability of teach- 
 ing for one or two years in one or more special brejiches of 
 knowledge in some government higher elementary school. 
 
 Those who have to pass examin -tion for certificr.tes are as 
 follows(3:0,IJo.5, '16): 
 
54 
 1. Those -tho have completed a chort courc© In s. norin;-.! school covei'- 
 
 inc a nerlod of t-.7o years. 
 ".Those -'iho have con loted a short course In a public normal school. 
 3. Graduates of ter.chers' training schooln. 
 
 4. Those r/ho,poasesBins a thorough kno'Tledge of the various subjecte 
 taught in elementary scholc.-^lilh to teach In higher elementary 
 schools. 
 
 Graduates of the raiddlesschoolo rjid foreign schools are 
 qualified for certification to teach in the hl^hor tind normal schools. 
 Graduates of vocational Gchools nd of other speoi.il couroea in special 
 subjects are given certlfic^.tes to toach th* t special subject in the 
 higher or eleraentary schools. 
 
 Certificates issued by examination cro of three kindB,tho» 
 for higher ele3aenta,ry schools, thoso for the norard schools, arid those 
 for special subjects. 
 
 Candidates '^iirho wish to teach in higher elementary schools 
 QU-'it pass an e.xajnlnation on the follo-aring 3ubJects(5:10,No, 5, ' 16) .■ 
 l.l■:thlcs. 
 
 1. Chines© classics {principle-; of the Four-Books and Pive-ClRssioB. 
 o. Chinese languag©. 
 
 4 . ilrlthraatic , including integrals, fractions, and decimals . 
 5. Pedagogy. 
 
 C.Chinese and foreign history. 
 7, Chinese and foreign geography. 
 ?..PhysloB and cheiaistry. 
 
 1. Botany, zoology, ainerolosy, biology, and hj'-.'^lene. 
 10, Physical erorclsesjplay, general -md military exercises. 
 
 Those v/ho wish to teach in eleaentcury fjchocls are oxamined 
 on the following subject3(3}10,No.5, ' 10) : 
 
55 
 
 2. Chinese classics: general principles of Four-Books aiid Five-Classics. 
 
 C'i . Chinese language . 
 
 4. Arithmatic, including integrals, fractions, and decimals. 
 
 5. Pedagogy. 
 
 6. Chinese history. 
 
 7. Geography of China and of the world. 
 
 8. First steps in science. 
 
 9. Physical exercises. 
 
 Those '.'ho v/ish to teach special subjects are examined on 
 the following subjects(5: lO.No. 5, ' 16) : 
 l.iiiat hematics: algebra, geometry, and elementary trigonometry. 
 2.Sclence:physlcs, chemistry, biology, etc. 
 3. Drawing: freehand dravfing and descriptive geoiaetry. 
 4. Physical exercises. 
 
 5. Music: melody and principles of musical coapo^ition. 
 ©.Maaiual training. 
 
 7 . Fundamental principles of e-griculture and commerce. 
 8. English: reading and composition. 
 
 Those who wish to teach in the normal and middle schools 
 must have one of the following qualification3( 11:50) : 
 1. Graduation from a college preparatory school, technical school, or some 
 
 other school of high' standing. 
 2. Graduation from a foreign tochnioal high school, or other school of 
 
 high standing. 
 5. Completion of a term of service as a ^teacher in the lower nornal,or 
 middle school, or a school of high standixig recognized by the Minis- 
 try of Education. 
 
 Those who have one of the above qualifications will be exem- 
 pt from taking examination for the teachers' certificate. 
 
 Those who are required to pass an examination for the cer- 
 
58 
 
 tlflcate to teach in the noma?.! aiid aiatile schools a,re(ll!3:?) r 
 1. Those ".vho hpjve completer, special cour.'.e in any hicher normal ochool 
 
 of China, c-md graduates of other schools of equal st;indiiig. 
 "■^Graduates of foroigji tech^iical high schools, who have not 3uccesoful- 
 
 ly passed the e^.ajainatlon given "by thw /.iliiictry of Education. 
 S, Teachers and other educational officers of tho noraal -aid alddle 
 
 schools, or other schools of equal stimdinc. 
 4.Q-raduate0 of the norraal schools who have completed tho required >erm 
 of service in m ele lentary school or other school of ecual standing. 
 S.Thoae who have written to;?t-books -uited for the use in the raidale 
 schools, ■-•yhlch have received the recosnition snd approval of tho 'linlo- 
 try of ..ducation and circulated for use. 
 n. Those who,noa0esslns certificateri to toach a special GUbJect in the 
 
 normal and aiddle gchoolp,,v;ioh to teach othor suhJectB. 
 7. Those who are speclali-.ed in some particular brsach of science nnd 
 at the Goae tine tliorou^hly fajnilic.r '^ith tho principles md methods 
 of education. 
 ".lilitary officers and others who are v/ell versed in physic:il culture. 
 ThoBO ^ho hc'ive to pass the oxaialnatiOM for the teachers' 
 certificate are ox.?j,iined on th-i following suhjeots(lli54) : 
 1 . '•ioral s . - - ^^duca t i on . 
 
 v^.Chineee classics. 4. Chinese literature. 
 
 5.Porei3;i languase. G. History and seogranhy. 
 
 7 , Mathoaati c 3 . ■' • n-ovemaent aiid pol i t i c s . 
 
 5. Physios aiid cheiaistry. ir, natural sciences. 
 
 11. Agriculture. ir.Coamerco. 
 
 13,l!anual trainlns. U.^iysical ey.orcises. 
 
 15.^rrltlns characters. U3.Drawin<5. 
 
 Hxaralnatlon of teachers talces place once overy year. If 
 
 there is urgent need of te .chers special exaalnations may be held, after 
 
57 
 
 recQivliiG the approval of the '.iir.lBtry of Education at Poklus. '-f^e 
 
 date of the 6«aininat.ioii iuiu the (bul»Jt>cts to ho SAiuaiiied ar^ lii&do kiiowii 
 three months ^;rior to tha date of oy.aEiiiiatiou(. : '.lio.o, ' io) . 
 
 :71th a view to encoumgo iion to ent&r the teachlus profes- 
 sion, tho sovQirnaent has adopted a syatea which eiveo the teachers Litixx'j 
 financial and ot-:er privileges. Aooordins to the pi'ovir:ion of thlc sys- 
 tem teachers are to bo treated r.13 poraous of official rsiik. Upon 
 the completion of a term of satisfactory oervico a t^eaoher s^ie.ll receive 
 a certificate of icerlt froa the proper authority to be iasueu upon the 
 receipt of report to that effect froa the c-»Ghool concerned. The posee- 
 snlon of thio cortificate entitles the to;:.oher to teach without further 
 certification. ThoBe vrh: fail to receive a certificate of uierlt upon 
 the completion of a tersii of :^ervlce h.:.v8 to oaas ^another oaanlnation be- 
 fore they o-r-e allowed to teach. The teachers who have eiitiefactorliy 
 tauglit for ca tcrsa of five years are entitled to a sum of aoney eqjtallnt<5 
 one - thl r d of the i r- cumual a al ury KH ^ ^ , lio . " , • :i 4 ) . 
 
 'ioacherii under the old systea of education v^ere satisfied 
 with r?. sra-.ll incorae. Teachers who are tencliln{»; in nodem achools oaipect 
 to receive a auch larger aaiary. So far no unifora systou of payliig lihe 
 teachers haa been adopted. Bay vs.riea with locations. According to the 
 report of the Kuans-Tung Province the teachers of th:.- laiddle and noraal 
 schoolG are- paid according to hours of work. The teachers are clcisaifled 
 into three ranl-ta.naueiy A,B,;?Ji,d C{S:6, yoeftial uo.,'lG}. 
 
 Teacher of A rrailc receive five doliiars each hour per ?7eelc. 
 
 Teachercj of B rrjil: receive four dollara each hour per week. 
 
 Teacher of C rank receive tiiree uollara who^ hour per weeic. 
 
 The ProviHoe of -lu-iUui adopted a salary schedule baaed on 
 tt'je nuuber of recitation hours of -.Thich the teacher is in charce. The 
 schedule ia as foilow^C 11:6-') : for ter.chery of higher eleaentary ?Jid aid- 
 die schools 3y.oh hour per week is paid H."0 to ^R.oo per nonth ; teachers 
 
58 
 in tlie elementary schools receive a sua ranging from ';1.50 per month 
 
 for each hour |jer ^(7eek. 
 
 On the next page a comparisou i;: liiade between the number 
 of teachers and the number of administrative officers. This reveals 
 the fact that the nuaber of the adiainistrative officers in soae j-^rovinc- 
 es is almost as large as that of the teachers, na;nely, Ghih-lA, Ohing-Chao, 
 Shan- Tung, and 3han-3i. It aeans waste of laoney and bad manageiaent. The 
 figures for the Province of Kiang-3u cannot be reliable, which show un- 
 believable difference. In China, many policies change rapidly. Hew 
 officers like to sunbolir-.e their advent and to emphasize the importance 
 of their work by lapressive ch?Jiges. Ghjmses which do not affect funda- 
 mental principles, but which do affect administrative methods, are fre- 
 quently made. Such chai^ges interrupt the progJ^ess of the cause of edu- 
 catio. So consistency in educationalmanagement is badly needed. 
 
 The present educational condition in China certainly demands 
 that much more should be accomplished in the direction of improving 
 the iaiov.'ledge and efficiency of those who are in t'ie teaching service. 
 To meet the demrind, it see.ns necessary to give teachers better salary. 
 The pre .ent lov? s-.lary for teachers is partly responsible for the Inef- 
 ficient -A'ork cione by the students, virhich is the complaint of many educa- 
 tors of China. Since low .-.alary does not attract nor encourage 
 students to enter the teaching profession, the number of teachers has 
 not been large enough to supply the demand. ;".ln ;e the salary 5 s meagre, 
 2 requlremBAt for entering into the educ .tlonal field are not strictly ob- 
 served. 
 
 G-enerally speaking, many people have entered the teaching 
 profession with a broad sjrid butter conception. :'he-:great ass of the 
 public has noreal idea as to what proper training for and aaaptibility 
 to the work of teaching mean, and does not take partlcuJarly kind- 
 ly to proposals to raise and strictly observe the requirements for 
 
The followlns table irives the figures which are represent- 
 ed in the fora cf a diagraa on the next •■•ai3e(5!G6,:;o. 1, ' 13) : 
 
 No. of teach ers: Mo. of ad ministrat ive officers : 
 
 5, BOG 
 13,363 
 1,579 
 1,018 
 2,381 
 a? 
 5,418 
 4,^69 
 5,55B 
 
 31" 
 
 6R4 
 
 3,84'? 
 
 10,05?) 
 
 SBC 
 
 1 , 487 
 
 5.620 
 
 1 ''50 
 
 0,001 
 
 5, 736 
 
 li 
 
 3,5-^0 
 
 ^rocinco: 
 
 No. of feeai 
 
 An-}Iui 
 
 3,035 
 
 Gho-Kiang 
 
 13,813 
 
 Ghih-Li 
 
 ir?,07P 
 
 ChinG-Ghao 
 
 1, ^31 
 
 Pens- Tien 
 
 G, 1?4 
 
 Pu-Kien 
 
 4.17^^ 
 
 Hel -Luns-KlariG 
 
 516 
 
 Mo-Nan 
 
 6, ?05 
 
 Hu-Ifan 
 
 ?^,B75 
 
 Hu-Pei 
 
 • , GZ-P 
 
 lis in- Cianc; 
 
 107 
 
 Jehol 
 
 43 ^ 
 
 Kan-r,u 
 
 1,1^3 
 
 Kl fins- Si 
 
 6, ^<^0 
 
 Klaias-Su 
 
 P'-^S 
 
 Kir in 
 
 mb 
 
 Kuanc-Si 
 
 O 7 f^ r, 
 - > ' '■' 
 
 Kuans- Tunc 
 
 > 
 
 Kuei-ChovV 
 
 ",:..4-' 
 
 Shan- Si 
 
 7,576 
 
 Shon-Tun^^ 
 
 ■«,o4' 
 
 Shen-r>l 
 
 •7,434 
 
 nuei-Yiian 
 
 IBo 
 
 Szu-Chuarx 
 
 15,4CC 
 
 Yxm-Nan 
 
 5,7--^ 
 

 
 
 
 Chart 
 
 8 
 
 
 School authorities 
 
 
 
 Unit 
 1 nr>o 
 
 
 
 
 jers 
 
 
 
 
 Sc 
 
 she 
 
 >ol mana; 
 
 1 , 000 
 
 60 
 
 A Goanarison of the 
 numbers of teachers and administrative officers in 
 
 all the modern schools in different provinces of 
 China in the year 1913. 
 
 on 
 
 15 
 
 1^ 
 
 
 
 
 cC 
 
 
 
 
 
 
 
 
 
 
 
 
 t-( 
 
 
 
 
 
 
 CO 
 
 
 
 
 
 o 
 
 « 
 
 
 C5 
 
 
 
 C" 
 
 
 
 
 
 o ■ 
 
 «^ K 
 
 
 
 B 
 
 
 '^* 
 
 tD C; 
 
 ^- 
 
 f~- 
 
 t-H 
 
 2 t-i 
 
 
 
 « ^ 
 
 
 M 
 CO 
 
 t^ M p 
 CO CO e- 
 
 O XA 
 KMp 
 O CO M 
 
 MtD 
 
 CO >►< 
 
 < 
 
 tD 
 
 i^ 
 
 c^ 
 
 MM 
 
 <:<!j 
 
 W tJ 
 
 CO o 
 
 C K C5 O 
 
 
 
 O *?". 
 
 K 
 
 
 
 M 
 
 !eS K 
 
 a. '^ o 
 
 MS 
 
 «^ 
 
 K M s; ;^ 
 «: K <i: ;< 
 
 M « '^ 
 
 w <! <; 
 
 t3 :3 K 
 
 U'. M 
 
 WW 
 
 ^ k? 
 
 I.- 
 
 IK K 
 
 t3 W 
 
 O & 
 
 t3 w w 
 
 <; M 
 
 M M C3 t3 
 
 K t) 
 
 ^S 
 
 < 
 
 O O 
 
 Ofc 
 
 Ct, w 
 
 KK 
 
 m K 
 
 •ts 
 
 W t"^ 
 
 x; t.:! is « 
 
 W CO CO 
 
 en m 
 
 CO ^ 
 
61 
 
 admissloix to the toachins '^^ork. Ao ■:. natter of fact hlf^hor pay azid 
 hJ-Gher r^tandara are praotloally iiiGoparable,and higher p:;>y aust pre- 
 oecle or aoooLipaiiy cm Increase In roqulreiaonts. In short, the teachluG 
 profession should he well coaponsated accord ne t,o the efficiency and 
 kiiov;leds® o* -^^^ toachors ; and there is prospect in China that the 
 teachoro Tflli "be required to liaprova their icnov/ledge and efflcieney, 
 for which they ^iii be better paiu. 
 
62 
 Chapter 8. 
 Conclusion. 
 
 The forego ins chapters have trlod to ahovr how Ohlua haa oo;fl- 
 jienced to solve the problom of supplying teachers to hor newly eatab- 
 ll3h«a schools. Cmlns to the sudion introiuction of aoderu education- 
 al system, sh© hati been unable to get enough off iclont teachers for her 
 schools ; and, as a eon sequence, she had to recruit teachers frora various 
 outside aources. In the moantlae she haa coEmenced to train teachers 
 herself, through the establishaent of nox^aal schools and teachers train- 
 ing schools. In order to'elleainate the unqualified from entertng into 
 the toaohlns corps, the certification system has been adopfcW. In or- 
 der to enoouratje students to enter the teaohliir profession ooiapensatlons 
 have been made for the worlc of the worthy. 
 
 Ihen one looks back to twenty years a2;o,one foela satisfied 
 with the present educational conditions of China. Glnce the system has 
 bean in operation only twelve years, it is bound to have aany iiaperfao- 
 tiouG. ?raen one notes the nuiaber and variety of schools established, 
 the Rln China's people have given by private sifts and contributions, 
 their enthusiasQ for the new syeteia.and the thousands of boys and girls 
 attendln£5 school a, both in China and in foreign countries, one realizes 
 that what China has accomplished in eo short a time Ic tremendous, 
 
 "t^hen oonsideriuK the education for ;?onien,one also feels hope- 
 ful for China and China's future. China has ever since the Introductlm 
 of the new educr.,tlonal ayDtera been saving nuch emphasis on the education 
 of Girls. China is now conscious of the fact that she needs wo:aen,wl\o 
 have coae froa the higher institutions; because only the hjjjhly educated 
 can save China froni wcakiness. The oryins need in for more and Heftier 
 nDrraal schools, nonaal schools of the h^fther type. At present ;aoiaent 
 Budi schools are few in nuiaber, and the number of noraal schools for 
 Girls is far froa bolns slsnificant :>iid sufficient. ;^reover.the per- 
 
63 
 oentage of women In the number of tlioa® \Ttio are teaohlns Is very sui&ll. 
 This la "boGaus© tiao social conditions In China have not been favorable 
 to the eraployraent of siornen in public achoolo, except In those eatablioh- 
 edod oxcluelvely for sl^ls. 
 
 In concluaion.T have the confiaeno© mid faith th£t China 
 can work out hor Stdvatlon,lf China be f,lven tlm© to levolop. Chin;;; 
 h5.s ahovm the irorld th-at she chansed her educational cyetem which was 
 ncuiy centuries old, at a single Dtroke,an4 le no'^v ensa^ed in devolopiug 
 a nev system for the enlightenment of her people and for the peace of 
 the whole vforld. 
 
BlMlosraphy. g^ 
 
 OrlgAnal sources. 
 1. Chang, Chih- Tung, China 'a Only Hope. laco. P.H.Revell Co. 
 S. Educational Oralnance(in Chinese) 1013-1^17. Peklns, China. 
 
 (Title in Chinese: Ohlao Yu Pu Ling). 
 3. Educational Report of liinistry of Education(in Chinese) 1-^13-1016. 
 
 Monthly issue. Peking, China. (Title in Chinese: Chiao Yu fCung Pao). 
 4, Official Report of Board of Education! in Chinese) n06-l(>08. Peking. 
 
 (Title in Chineae:Hsu©h Pu Kuan Pao). 
 5. The First Educational Statistical Report of China's Repuhlic(in Chin- 
 ese). 11!13, Peking .China. 
 O.Yung WingjHy Life in China and America. 100f», H.Holt & Co. 
 
 Secondary sources. 
 7. China '.:ission Year r,ook. 1013, Shanghai. 
 
 S.Eliot, Charles W.Some Roads towards Peace. lf313.C«anegie Endowment 
 for International Peace, Yrashington D.C. 
 ^.King.H.E. ,The Educational System of China as recently recozistructed. 
 U.S.Bureau of Education, Bulletin Uo. i5,l'ni. 
 10, Kuo, Ping- Wen, The Chinese System of Public Education, 1^15. Columbia Uni\ 
 i.l.Kuo, Ping- Wen, Teachers for Modem Schools of China, l"' 1-2. Columbia Univ. 
 U.Lewis, Robert S.,The Educational Conquest of the ^^^.r East. 1905. F.H. 
 
 Revell CO. 
 l:..:iott, Johu R. ,The Chinese Student Migration to Tokyo, 1^08. Nev.- York 
 
 Foreign Department International Committee, Y.-'.I. C. A. 
 l4.?ott,F.L.H.,The Emergency in China, 1013. New Y^rk Missionary Educa- 
 tional ?:ovement of the U.S. and Canada. 
 15. The ".Vorld's Chinese Students' Journal, Vol. ;';,IIo.l. Shanghai. 
 16. North China Herald, Inlarch lC,l"iCC. Shanghai. 
 
 17.Relnsch,P.S. Intellectual .-uid Political Currents in the Far East, 1,^11. 
 Houghton ec i.lirfin Co. 
 
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