^ * ^ ** s Book ...I.O.G Author . Title Imprint. 16 — 17372-1 OPO Third Series Bulletin No. 4 THE INSTITUTE OF INTERNATIONAL EDUCATION A REPORT ON EDUCATION IN CHINA (For American Educational Authorities) By Paul Monroe, Ph.D. DIRECTOR, FAR EASTERN BUREAU OF THE I ^VlfiBii ai li i INSTITUTE OF INTERNATIONAL EDUCATION NEW YORK OCTOBER 20, 1922 The Institute of International Education 419 West 1 17th Street, New York Stephen P. Duggan, Ph.D. DIRECTOR Mary L. Waite EXECUTIVE SECRETARY Telephone: Morningside 8491 Cable Addreu: "Intered" ADMINISTRATIVE BOARD Herman V. Ames Paul Monroe L. H. Baekeland John Bassett Moore Marion Le Roy Burton Henry Moi:genthau Nicholas Murray Butler Dwight W. Morrow Stephen Pierce Duggan E. H. Outerbridge Dr. Walter B. James Henry S. Pritchett Harry Pratt Judson Aurelia H. Reinhardt Alice Duer Miller Anson Phelps Stokes BX7RBAU DIVISIONS Europe Stephen P. Duggan Far East Paul Monroe Latin America Peter H. Goldsmith Scholarships and Fellowships Viipnia Newcomb International Relations Clubs Margaret C. Alexander THE INSTITUTE OF INTERNATIONAL EDUCATION A REPORT ON EDUCATION IN CHINA (For American Educational Authorities) By Paul Monroe, Ph.D. DIRECTOR, FAR EASTERN BUREAU OF THE INSTITUTE OF INTERNATIONAL EDUCATION NEW YORK OCTOBER 20, 1922 u 3\ \^ FOREWORD Professors on sabbatical leave to whom the Institute has made grants to defray traveling expenses have made reports upon their observations while teaching in foreign institutions which have been most interesting and illuminating. The Administrative Board of the Institute, therefore, requested the Director at the meeting of the Board held on May 26th, 1922, to compile excerpts from various reports and publish them in the form of a pamphlet for distribution particularly among college and university administrators. The report of Professor Paul Monroe upon educational conditions in China today is so valuable as a brief and yet thorough summary of those conditions that it has been thought best to publish it in full as a separate pamphlet. Professor Monroe had unusual opportunities for observation as he had been invited by the representatives of most of the government institutions of higher learning, the national and provincial educational administrative officers and by seventeen national or educa- tional Associations. One of the results of Professor Monroe's visit was the union of these various educational organizations and interests into the National Association for the Promotion of Education. The tables at the close of his presentation are of great value in giving statistical information about the Chinese institutions of higher education not usually available to the American educator. Indeed, the report is submitted in the confident belief that it will prove of real benefit to al) interested in the educational movements in China and the educational relations between China and the United States. Stephen P. Duggan A REPORT ON EDUCATION IN CHINA {For American Educational Authorities) When an educated Chinese is asked to indicate in what respect the civilization of China is superior to that of the West, he will invariably state that its chief merit lies in the esteem which is shown for learning in his country and in the position of influence and power which scholars and educated leaders possess. This may strike the Westerner as odd, as does the traditional claim of the culture of the East for superiority. But the belief must have some basis which is worthy of our attention. Whether these claims are accepted as valid or not, the study of Oriental education and an attempt to understand the transition which the cultural institutions of China are now undergoing, are worth while both because of their intrinsic interest and because of the significance of these changes for the West. This is not the place to give more than the merest sketch of the development of the ancient education and culture of the Chinese. It possesses an antiquity which is far greater than that of the institutions of the Western world ; it has been continuous and it is still flourishing. Early Chinese Education Educational institutions have a recorded history dating as fai back as 2300 B.C. Some accounts trace the records for five hundred years earlier, but these are probably legendary. There is authentic evidence for educational administration of public character and also for public educational institutions at the early date given. The records of no other country except Egypt antedate those of China; and what is most significant, this education is still a living influence and it has been con- tinuous. For generations Chinese education consisted chiefly of religious and moral teachings and training. The elements of music and gymnastics, as well as of literature, were early The Institute of International Education introduced, thus forming a close parallel to ancient Greek education. This ancient music was very different in character from the modern, if one may judge from the attempts to re- vive it which are now being made. Even the instruments in many cases appear strange to the modern Chinese. The period when Greek and Roman culture originated in the West was a flourishing period in the East. An elaborate educational system existed in China from the I2th to the 6th century, B.C. During this time Confucius and his disciples, chiefly Mencius, systematized the ancient learning and moral teachings into the classical writings which soon became the basis of the culture and of the social order of the Chinese. This classical literature furnished the substance of their formal education for many centuries. During this time also was perfected the examination system, which originated in the earlier period and survived until 1905. At first there was a test applied each three years to determine the fitness of those in office as well as of the prospective candidate for office. As with later systems of education in the West, a wide hiatus often developed between the actual needs of society and the content of this formal education. Especially was this true when the literary expression of their culture was elaborated through numerous commentaries. But as long as education was dominantly a moral training it preserved its vitality. In recent times, as China has come into direct contact with the West, the inadequacy of this ancient literary education became obvious to all. It ceased to be the test of ability or even of moral fitness for office that it once was. During the 19th century, and even earlier, its significance declined and its formality increased. With direct contacts with the West it became wholly inadequate. Significance of the Present Period Granting the total inadequacy of Chinese literary educa- tion, this fundamental problem still challenges attention. To what extent must the modern culture of China be based upon and include elements of its ancient culture, and hence to what A Report on Education in China extent must the traditional education forma part of the mod- ern? In considering this problem one must remember that an understanding of this ancient literature and culture is de- pendent upon the mastery of a most complicated language. Several peoples of the West have the problem of a bi-lingual education. China has that of a bi-cultural education. Among the great questions which the nation is facing are: How much of the ancient culture should be preserved? How much of the Western culture should be added to it? Subordinate to these are the related problems: Can these two elements be given through the native lang- uage? Can they be united into a homogenous structure? Can the ancient language be simplified so as to make a general education of the masses of the people possible? These are the oustanding problems of the modern edu- cational endeavor. Neither objectives nor organization, neither method nor content of curriculum, have been satis- factorily determined; nor can they be determined without prolonged experimentation. Such experimentation is now going on. That this experimentation does not produce im- mediate solutions in western terms should not provoke undue criticism. The difficulty of the problem can be grasped only through an understanding of the social problem which China is now facing. The ancient structure of society persisted to this generation. In fact agricultural processes, as well as county and village life, are essentially those of ancient times. The industrial life of the towns and city is really mediaeval. The handicraft system, with its guild and apprentice organization, still prevails. But the modern factory system is being rapidly introduced. Better means of communication and modern scientific ideas are modifying the agriculture of the country. The ancient political system, democratic or genetic at base in the village life, and imperialistic in its general organization — is giving way to modern nationalistic forms. The feudal control of local military generals still forms a disturbing influence. The The Institute of International Education introduction of Western critical ideas is reproducing the phenomena of the Renaissance period of Western Europe. The introduction of Western religious ideas and forms is bringing about a religious reformation. Hence one or two generations in China must solve the problems of readjustment for which the Western world took several centuries to answer. The development of nationality, the introduction of modern science, with all its revolutionary ideas, the introduction of the modern industrial system based on mechanical power, a religious Reformation, are all taking place at the same time. The situation calls for patient under- standing by the West; for sympathetic tolerance, and for an attitude of helpfulness rather than one of exploitation. Commercial, industrial and political contacts have all had their educative value. For many years there have been direct educational contacts with the West. Of these the educational efforts of the missionary organization, beginning in 1835, are the oldest and the most significant and extensive. Foreign governments, especially the Japanese and the German, have also maintained a few modern schools. Many students have been sent to foreign lands. The contact of Chinese educators with the modern educational system of Japan, especially since the China-Japanese War of 1895, has also had profound influence. Transition to the Modern System The modern public educational system in China dates from 1898, when the Emperor Kwang Hsu, under the influence of a group of reformers, issued his famous edicts. These included the modification of the old examination systems and the estab- lishment of a complete system of schools. While a number of schools were successfully established, a reactionary movement soon gained sway, resulting in the Boxer Rebellion of 1900. Though the immediate effect of this reactionary movement was the abandonment of the modern schools, the Empress Dowager who had formerly headed the reactionary party, in a few years became an advocate of reform and of modern learning. In 1901 she ordered that the provincial examination halls be A Report on Education in China turned into modern colleges. Other edicts established systems of middle schools in each prefecture, of primary schools in each district, of normal schools in each province. The combination of the new and the old did not work well, so in 1905, the old examination system was abolished. The Russo-Japanese War took place during this period. The success of the Japanese brought great prestige to Western learning among the Chinese. Large numbers of Chinese stu- dents had been going to Japan during these preceding years. After the war the number of such students in Japan at any given time increased to 15,000 or 20,000. Origin of the Present System The present system was actually established at the close of 1905 when a Ministry of Education was created by edict. This was approved by the Imperial Throne in 1906. The Ministry was divided into five departments; namely, general supervision, technical or special education, publication, indus- trial education, and finance. These departments were divided into bureaus, the departments being in charge of the senior secretaries and the bureaus in charge of the junior secretaries. Besides the Minister of Education, also called President of the Ministry, there were two Vice Ministers, with numerous assistants and a few national inspectors of schools. The powers of the Ministry were large. It was to issue a code of educational laws, to appoint the twelve national inspectors, to nominate provincial commissioners of education; it was to have the power to remove any educational officer from office. In fact it had almost absolute control over the educational system. Many sets of regulations were drawn up, the most important dealing with the detailed organization of the na- tional school system and with its administration. In the provinces and in the smaller local areas, provision was made for provincial and local inspectors and for provincial and local boards for the promotion of education. Much of this elaboration of an educational system was an ideal only, giving basis to the criticism frequently expressed, that it was merely a paper system. Yet these regulations lo The Institute of International Education formulated the standards and ideals towards which govern- ment and people have since been moving. Reorganization of Education with the Founding of the Republic Political revolution broke out in October 191 1. The pro- vincial republican government was organized January 9, 1912. Very shortly the new government issued a dispatch to the various provincial authorities indicating the policy of the republic towards schools. Fortunately the period of political disturbance was short, for in places much of the work accom- plished during the preceding six years was largely undone dur- ing these brief months. In those provinces where the political and military disturbances have been continued from time to time, educational development has been greatly retarded even to the present day. For instance in Kwangtung, which had been one of the most progressive regions educationally and politically, little progress was made in education from 1914- 1920, because of the reactionary political forces in control under the military government. The most important educational changes recommended by the new government involved First. The alteration of the curriculum so as to encourage the spirit of democracy instead of that of reverence to the old Manchu authorities; Second. The enlargement of school facilities by the opening of large numbers of new schools, especially primary ones; Third. The increase of emphasis upon handicraft work and physical exercise ; Fourth. The introduction of coeducation in the primary schools ; Fifth. The elimination of the ancient classics from the lower schools. The following spring, when Yuan Shi Kai was elected presi- dent, a permanent ministry was formed ; a national conference on education made recommendation ; a revised scheme of edu- cation was adopted by the national assembly; and the new ordinances were issued by the president. A general advisory A Report on Education in China 1 1 council to the Minister of Education was created. The num- ber of inspectors and inspectorial districts was increased. The Ministry was now divided into three bureaus; general educa- tion, technical and professional education, and social educa- tion. Under the first came all matters relating to primary schools, middle schools, kindergarten, and normal schools, and all questions relating to the selection and certification of teach- ers. The second bureau had charge of all affairs relating to universities, colleges and higher technical schools, as well as to all similar institutions of higher learning and to associations connected with them. The third bureau had charge of popular education, museums, public ceremonies and social activities. The Present Organization The organization of the system has remained in all essen- tial points in force to the present time. It is as follows: The lower primary school includes four years, carrying the child presumably through his seventh, eighth, ninth and tenth years (Chinese). Translated into our own method of treating the age of the individual, it comprises the sixth to ninth years of physical age and the first four years of our elementary school. Where it has been found possible to make school attendance obligatory, it is this period of the lower primary school which is compulsory. Following the lower primary is the three-year higher primary school, paralleled occasionally by a higher primary industrial school. Above the higher primary is the four-year middle school, paralleled occasionally by an industrial school with a course of the same length or shorter, and by the normal schools. As these normal schools frequently, if not usually, have a preparatory year, their pro- gram occupies the student from the fourteenth through the eighteenth year. To enter the higher schools from the middle schools requires usually one year of preparatory study. This is often extended into two, occasionally into three, years. The scientific technical school requires a two-year preparation. The law school and the university may require two years or the usual year for preparation. The higher normal school is 12 The Institute of International Education presumed to take the student directly from the middle school, though frequently it also requires the one preparatory year. The National Government in Its Relation to Education From the Ministry of Education has emanated all of the various regulations which control to the minutest detail the operation of the local school systems. The curricula, methods of instruction, the forms of organization, the standards of inspection, have all been determined by the central office. This high degree of centralization is an evidence of the domi- nating influence of Japan, and through Japan, of the bureau- cratic continental educational systems of Europe. This highly centralized bureaucratic control differs in spirit, as well as in its practical features, from the system of education which prevailed in China before the introduction of the western sys- tem. Probably this highly developed and quite technical administrative scheme brought better and quicker results than would the introduction of the more democratic experi- mental or individualistic method familiar to Americans. Possibly also the form-appreciating Oriental accepted it more readily than he would the somewhat less technical and more individualistic method of attacking the problem which Amer- ican educators would have advocated. However, it is this feature of the system which in the suc- cessive years has come to arouse more and more adverse criti- cism from those working in the system. The national organ- ization of education did not require that the lower schools should be administered directly by the Ministry. Nor was it contemplated that the Ministry should support or directly control the local schools. However, it is the national office which has determined the curriculum in nearly all instances, and it is the National Ministry which appoints the supervisors and receives their reports. The Ministry appoints the various provincial commissioners of education. It directly controls the institutions of higher learning, that is, the universities, colleges, higher normal schools, and technical schools of the collegiate or the university grade. The administrative heads A Report on Education in China 13 of these institutions are appointetl by the central office and the funds for the support of the institution are allotted directly. These institutions are as follows: Peking Government University, Peking Peking Law College Peking Peking Medical College Peking Peking Polytechnic College Peking Peking Agricultural College Peking Peking Teachers College Peking Peking Women's College Peking School of Fine Arts Peking Southeastern University Nanking Wuchang Teachers College Wuchang, Hupei School of Commerce Wuchang, Hupei Chengtu Teachers College Chengtu, Szechuan Chengtu Medical College Chengtu, Szechuan Kwangtung Teachers College Canton, Kwangtung Fengtien Teachers College Fengtien Chinan Institute Nanking Peiyang University Tiensin Tungchi School of Medicine and Engineering Shanghai Shansi University and Agricultural Shansi College Shansi Law College Shansi To this list might be added the higher normal schools of the following provinces: Shantung, Honan, Hunan, and Kiangsi, At least, according to the last government reports, these are in operation as national institutions. It is difficult to formulate any lists of these higher institu- tions not open to criticism, since there are frequent changes in administration. It cannot be said that all of these institutions are of the same academic grade or that their product is of the same academic quality. Nominally admission to them is based upon the completion of the same middle-school program, plus at least one year of preparatory collegiate work. As a matter of fact there is a wide divergence in the quality of the 14 The Institute of International Education middle-school work and a similar variation both in the length and in the quality of the preparatory work. That for the technical science schools is much more thorough than that for other institutions. In equating the work of these institutions with American standards, the character of the individual student as well as his knowledge of English must be taken into account as very important factors in the problem. This is particularly true in deaUng with the graduates of many of these institutions. The method of work is such that in some of them it is quite possible for a student to finish the course without having acquired sufficient knowledge or developed a sufficient ability to pursue advanced work. The situation is such that in many cases the degree conferred is of far less significance than the pass degree from European institutions. On the other hand, many of these graduates would be quite able to undertake the graduate work of American institutions. It would seem wise to base admission to candidacy for higher degrees in American institutions upon preliminary or trial records preceding full matriculation. Certainly the Chinese institutions, and prob- ably the students themselves, would seldom object to such a policy. Of this long list of twenty, the two most important institu- tions are the National University at Peking and the South- eastern University at Nanking. The National University had an attendance in 1920-21 of about 2000 students; after a prolonged strike which stopped the work of the university for some months, and a subsequent financial difficulty which led to a delay in the payment of salaries for several additional months, the interest and spirit of the institution were quite undermined. For the spring months of 1921, the institution was closed ; when it opened in the fall the student attendance had been reduced to about 800. The enrollment gradually increased and it was hoped that the normal attendance of 2000 would be approximated before the close of the academic year 1921-22. The military disturbances in this vicinity rendered these hopes vain. The work of the National University is limited chiefly to A Report on Education in China 15 the field of philosophy, art and science; law, medicine, en- gineering, and agriculture are represented by separate institu- tions in Peking. There is a movement to amalgamate these into one institution, but since the student bodies are quite large and the plants are far apart, their independent existence is preferred for the present. The faculty and the student body of the University probably exert more influence upon the thought life and the literary activity of the people than do those of any other institution. This is largely due to the personality of the Chancellor, Tsai Yuan Pei who has mastered the old learning to the highest degree and is also sympathetic to western learning and well versed in it. The Southeastern University was organized in 1920 on the basis of the Nanking Teachers College, which had been in existence since 1916 and was the largest of the higher normal schools. Here also had developed a small School of Engineer- ing and a strong College of Agriculture. These three were combined to form the university. The student attendance in 1921-22 had grown to 647, of which the majority were students in Teachers College. Consequently this group of students rather dominates the interests and the life of the university. Of the faculty of 200 (32 part time) more than 50 per cent have had their regular professional training in America. Since the faculty in Peking was constituted chiefly of those who have had their higher professional training in Japan and is con- sequently influenced by European ideals, the two institutions represent in a popular way the American and the European university ideals. This contrast is strengthened by the fact that Peking emphasizes the philosophical and literary in- terests, while the work at Nanking is chiefly directed to pro- fessional education. While the Southeastern University is nominally supported, as are the other higher institutions, directly by the Ministry of Education, in reality the budgetary allowance has been advanced during the past few years by the local provincial government, upon the approval of the national government. Consequently since the national government has had only limited funds at its disposal during this period, the work of 1 6 The Institute of International Education the Southeastern University has expanded through local or provincial support. The Higher Normal Colleges Of these twenty government institutions it will be seen that seven are higher normal schools. In the older list there were five additional higher normal schools, as the original plan was to establish one in each province. Subsequently this was found to be a more elaborate plan than was justified at the present stage of development. These higher normal schools offer a curriculum which to a large extent is identical with that of an arts college. However, interest is focussed on the prob- lems of teaching and the students are definitely trained for professional activity along this line. These schools are among the most effective and influential of the higher educational institutions of China. Attendance is usually quite large, 500 or over. They have met one of the most immediate professional needs of modern China. Without their develop- ment and that of the lower normal schools, it would have been ■ quite impossible for China to make the rapid educational and social advance of the past generation. However, it is quite dilificult to rate these institutions in terms of American colleges and universities. In the number of years covered, their course is identical with that of the Ameri- can college. Two important considerations enter into such a comparison and reduce the quantity of work covered and of knowledge acquired, if measured in terms of western science, below the standards of American colleges. The first of these is the fact that throughout the educational system a large place must be made, and rightly made, for Chinese language and literature. So difficult is the language because of its ideo- graphic character that its mastery requires more time than does the study of the vernacular in any other country. The second of these difficulties is the meagre result of the middle school education. This is partly due to the lecture method of instruction, which is in vogue universally, and partly to the fact that the environment of the student at home or at school does not supplement the work of instruction in the modern subjects as it does in western lands. A Report on Education in China 17 In admitting students from these institutions into American colleges and universities, it may be taken for granted that graduates are sufficiently trained in their technical subjects to do advanced work. Whether this preparation is sufficiently ex- tensive to entitle them to candidacy for degrees depends, as said above, upon other factors; namely, their knowledge of English and Western literature, arts and science. Other Technical Schools The other technical schools, including the colleges of law, medicine, agriculture, commerce, and engineering, vary even more widely in character than do the higher normal schools. This variation occurs not only from subject to subject and from school to school, but from year to year as administrative authorities and standards are changed. There is a general and constant tendency towards improvement, though it may be slow and suffer occasional relapse. The foundation is being laid for excellent work in scientific agriculture. Administrative machinery has not been worked out to carrying the results of the investigations and instruc- tion into the actual life of the farming population, but many of the young men who are doing this work have an accurate conception of the problem. The work of the technical college varies more widely, but excellent foundations are laid here in many lines. The defects everywhere are limitations in build- ing; in laboratory equipment, which restrict the facilities for conducting scientific work; limitations in gas and water supply, the supply of chemicals, and of physical apparatus; above all, the absence of mechanical features in the home environment, and of scientific elements in the thought environment. Con- sequently, here, as elsewhere, the student applying for ad- mission to American institutions must be judged on the basis of what he can do rather than on mere academic credentials. Other Government Institutions In making a survey of the Chinese educational system, particularly of the higher institutions, account must be taken of the fact that a number of such institutions exist outside the control of the Ministry of Education. The Institute of International Education The most famous of these is Tsing Hua College, under the control of the Minister of Foreign Affairs and supported out of funds released by the American government from the Boxer Indemnity. At the time of the settlement of these Boxer troubles, the American government reduced the indemnity al- lowed her nationals about 40 per cent. The Chinese authorities dedicated the funds thus released to the establishment of an institution for training students to enter American colleges, and also for the support of these graduates while pursuing their work in America. These funds are due from the various provinces and each province has the privilege of sending stu- dents to its share of the financial obligations. This college has been in operation now for about thirteen years. It offers a course of study eight years in length, which corresponds in its administrative divisions neither to the American nor to the Chinese system. The eight years are divided into a prepara- tory school, a middle school and a college. According to the claims of Tsing Hua authorities the college offered until 1921, a course equivalent to the end of the freshman year of a standard American college. Another collegiate year was added at this time, so that graduates of 1921-22 have com- pleted work which would correspond to the end of the sopho- more year of our American colleges maintaining the highest standards. During the present year this additional year's course has been withdrawn. The fact that the students of Tsing Hua have been admitted into every year of the American college course in various institutions, and even to graduate standing in some, indicates that the work of this institution has been well done. The question which is now disturbing the authorities and the student bodies at Tsing Hua is whether their courses are sufficiently developed to prepare for pro- fessional work in American institutions; in other words, whether they should give one year, or more, of preparatory collegiate work for engineering or for agriculture. The graduates of Tsing Hua are sent to America usually on a five- year scholarship. Within that time the student is able to obtain the Baccalaureate degree and his Ph.D. With the course of study organized as it is at present, the student in A Report on Education in China 19 engineering does not have the same advantage; that is, he is able to obtain but little beyond his first technical degree. A majority of the students from Tsing Hua are taking up pro- fessional lines of scientific work. They hold that this situa- tion is unjust and that at least one pre-vocational year if not two, should be given in engineering, so as to enable the Tsing Hua graduate to take an advanced degree in technical lines without his five-year period in the United States. The Board of Directors have voted to establish such a preparatory course for the engineering students. This is being carried out now in part. An understanding of this situation will enable American educational authorities to adjust the graduates of Tsing Hua to the work of American institutions so as to obtain the greatest profit and probably to avoid some of the maladjustments that have occurred in the past. The Ministry of Communications has in the past supported four technical institutions and one middle school, all of very excellent character. During the past year these four tech- nical institutions have been united into one university — the University of Communications, This has a college, mechan- ical and civil, at Tanshan; a college of electrical, mechanical and mining engineering at Shanghai; an engineering college of several schools at Peking; and a college for telegraphers, postal clerks and civil service in similar lines, also at Peking. Work in these colleges prepares directly for technical service in the various lines of government employment, railways, postal clerks, telegraph service, radio service; and in various lines of conservation work connected chiefly with railroads and canals. In a similar way the customs service has a school for training its own technical staff, as does also the postal service and the Salt Gabelle. The graduates of these institutions, however, seldom come to America, so they do not raise the difficulty of equating with American standards. Government Middle Schools The middle schools of the government system correspond approximately to the American high schools. They are based 20 The Institute of International Education on a seven-year elementary school program, with occasionally one year preparatory. While the subjects of study in the Western curriculum are similar to those of the American High School, yet until the present it has been a fixed curriculum permitting no electives, and, consequently, much more rigid than the Western curricula. Moreover, the course has had to include the native curriculum of language and literature, so that the student has had neither the time nor the facilities for mastering all of the subjects of the western curriculum to the extent that an American student is supposed to do. To the difficulty of this double program must be added the fact that much of the western science must be studied in English or other foreign tongue, since there is a wholly inadequate Chinese literature in any one of these subjects. One result of this situation is that the student carries an extraordinarily heavy program. In practically all cases it runs as high as 32 hours, quite commonly to 36, and occasionally to 38 hours per week of class room instruction. This would be quite im- possible were it not for the fact that nearly all of the schools are boarding schools and that there is a small amount of preparatory study for recitation. In fact, library materials are seldom depended upon for any assistance in the actual class room work, for little available literature exists. On the other hand, the students quite generally have as wide an in- terest in current events, in political and social questions, as do students in our own schools, and keep as well in touch with what goes on in the outside world. This is done largely through the newspapers and magazines, chiefly vernacular, which the libraries are able to furnish, and also through the bulletin board newspaper, which is prepared by a student committee in many if not most of these schools. These middle schools are the most numerous and the most popular schools in China. By the statistics of 191 8, schools of this type numbered between 400 and 500, but at the present time they are probably more numerous. Their support comes largely from provincial sources. Occasionally there is a combination of provincial funds with those drawn from the district and the county. A Report on Education in China 21 Quite frequently these are supplemented by private funds. In the government publications, the schools of the latter type are usually called public schools, distinguishing them from the national schools, supported by the central government; from the local elementary schools, supported by the smaller govern- ment units; and from the private schools in general. One of the greatest problems in the middle school is that there are very few such schools for girls; consequently the problem of co-education, especially in the middle schools, has been, and is, receiving extraordinary attention. Neither the educational authorities nor the public are quite convinced that there should be cooperation in the middle schools. On the other hand, there are very few schools existing for girls and the funds available for the schools now in operation are quite inadequate. Next to the question of co-education, that of the curriculum furnishes the outstanding problem of the middle schools. On this subject also there has been much agitation. As a result, three national conferences have been called recently, each of them recommending the introduction of greater flexibility in the organization and the administration of the secondary school. This phase of the matter will be treated more fully in a subsequent paragraph. To an American educator the greatest difference between Chinese schools and the schools at home lies in the type of method dominating all instruction in the Chinese middle schools. So marked is the limitation this puts upon the char- acter and the product of the work, that it appears to be the most fundamental problem of all. The student participates but slightly in any instruction process. For the most part he listens to lectures and takes notes supplementing the out- line of the lecture course which has already been furnished him by his instructor. One of the inost important qualifications of an instructor is the ability to write out a somewhat elaborate syllabus of his course of lectures, which must serve as a text- book for the student. This when annotated constitutes about all that the student has read or studied and about all that he will have to refer to on this subject. This custom grew up partly from the dearth of Chinese books on western subjects, 22 The Institute of International Education partly from the inability of the rank and file of the students to use a foreign language to acquire this subject matter, and partly from the fact that the method in not quite so extreme a form was prevalent in Japanese schools and in the Continental European schools which had in turn influenced the Japanese. Consequently, much of the work of the middle school is little better than the memoriter work of the old-type school devoted to the classics. To break down this dominance of the old methods and traditions is one of the hardest tasks of the modern educator. The task is the more difficult because so many of the educa- tional administrators themselves know no other method and consider education to be merely the acquisition of information or the memorizing of terms. The Natural Sciences The chief difificulty in the work of the middle schools lies in the teaching of natural sciences. What has just been said concerning the methods in use would indicate the reason for this. So long as the teacher merely lectures and the student merely memorizes his notes, no great results in the study of natural sciences can be expected. While most of the middle schools have some experimental apparatus, this is frequently not used at all; less frequently is used for demonstration only; and only rarely is used by the student for laboratory experi- mentation. Some few schools are marked exceptions and what has been said does not apply to them. Many more schools make a commendable effort but are greatly handi- capped by lack of facilities. The great mass of them make no attempt at anything but text-book or lecture presentations. When one recalls that the school work in China traditionally meant only the study of language and literature, and when one observes how little of applied science enters into the social background of students, one can understand how difficult it is for the schools to overcome these handicaps. On the other hand it is obvious that the great social need of China at the present time is the application of modern science to the solution of her problems of industry, communication, A Report on Education in China 23 transportation, sanitation and hygiene, and that the great need in the intellectual life of the Chinese is the introduction of the scientific mind to modify the philosophical, speculative and theoretical attitude towards the problems and activities of every-day life. Upon Chinese mastery of sciences through the modern school, depends the degree to which the exploita- tion of her resources and of her territory by foreigners can be limited. Consequently from every point of view, both educa- tional and practical, the improvement of the teaching of natural sciences is a fundamental need. What is said of the sciences in the middle schools is true of sciences in the normal colleges, universities and even technical schools. It must be recognized that in many schools of these grades excellent work is being done, but seldom does it come up to our western standards. On the other hand, most of it is poor, even when the instructor from his western training has a knowledge of what is proper. Sometimes this is due to lack of equipment, lack of gas, lack of water supply, lack of chem- icals, but more often due to the inertia of the situation. One too frequently finds technical schools where surveying is taught only in the classroom, or where the analysis of soils is by lecture methods only. Yet it must be recognized that there is a steady improve- ment; that the existence of these schools has not extended beyond ten, or at most, twenty years; that there is a steady increase in the number of foreign-trained science teachers; that there is a rapid development in the application of science to industry, agriculture, and transportation; and that this widening contact with modern life is rapidly producing a change in the popular attitude towards science. Technical Schools of the Middle-School Grade. There are numerous technical schools of thd grade of middle schools, supported usually from provincial funds. These vary widely in character as well as in quality. There are schools which are rudimentary technical schools; more frequently there are trade schools. In this latter field there have been numerous experiments, but as yet very little adjustment. 24 The Institute of International Education The most numerous of these elementary technical schools are the agricultural middle schools. In some of these fair work is being done. The difficulty lies in the social sit- uation rather than in the schools. Where the farms are so small and the standard of living is so low that there is no economic justification for the training of the actual farmer in the middle school, the graduates of these schools cannot afford to go back to farming. On the other hand, they are not sufficiently well trained to go into the experimental station work which is being widely developed, and which is absorbing a large proportion of the graduates of the agricultural col- leges. Nor are there the opportunities for the graduates of these elementary agricultural schools in industry and business, such as exist in America. Vitality might be given to this type of schools by turning them into training schools for rural teachers and supervisors. This, however, has not yet been attempted. The Lower Normal Schools One of the best features of the Chinese educational system is the lower normal school. The early educational reformers were very wise in laying chief stress upon this type of school, recognizing that the successful development of a modern school system depends upon the trained teacher. These schools are quite numerous; they exist in every province and are sup- ported by the local authorities. 189 of these schools, with about 30,000 pupils are reported in the latest official figures, which were for the year 191 8. The substance of the first two years of their course is largely that of the middle schools; a large portion of the last two years is devoted to professional study and training. All of these schools which the writer visited have a practice school in connection with them, usually a very excel- lent one. The pupil teachers are required to do much ob- servation and a considerable amount of practice teaching; both of these are done under supervision and are followed by personal criticism and class discussion. Frequently each group of children in the practice schools is organized into the four grades of the lower primary, so that a pupil teacher in A Report on Education in China 25 handling a room is working under the same conditions that he will find in the four-grade lower primary schools of the town and rural villages. There are many phases of this work which are excellent, and which compare favorably with similar work in our own and in other countries. Even the teaching of natural sciences is better in these schools than elsewhere. More laboratory work is attempted; naturally the teachers are more interested in the method of presentation; and they are more familiar with educational theory. The Elementary Schools The elementary schools consist of lower primary of four grades or years, and a higher primary of three grades or years. Owing to the excellence of the work of the lower normal schools just cited, the average standard of the elementary school is better than that of the higher schools. Some of these in the cities where special attention has been given to them, such as in Peking, Tientsin, Shanghai, are very good indeed. Even smaller cities, such as Wushi had som.e excellent public elementary schools. While the equipment is inferior for the most part, and the sanitary conditions are much below those of our western schools, yet in their educational spirit and pro- cedure these institutions compare very favorably wdth our own. Naturally there is a wide divergence both in the charac- ter of the schools and in the quality of the teachers; but occa- sionally, as in any country, one will find the rare teacher who is a genius, and whose work, according to modern ideas of pro- cedure, is that of an expert. In comparison with our own schools it must be remembered that practically all of these teachers are trained teachers, graduates of a four-year normal school. Consequently the average of the professional work of the teacher is high. In some regions where they are at- tempting to impose universal attendance, teachers from a two- year normal course are being used. In other regions the more progressive teachers of the old-time schools are being given a brief training in service which will enable them gradually to transmute their old-fashioned schools into modern ones. Compulsory attendance and universal education, however, 26 The Institute of International Education are not the greatest needs of China at present. With a po- tential school population of 100,000,000, China is yet a long way off from this stage. What is needed is universal oppor- tunity for schooling, and this is rapidly being attained. The latest statistics (191 8) indicate about 130,000 elementary schools with over 4,000,000 pupils in attendance. Private Schools Notwithstanding this rapid development of modern schools, and of both official and popular disapproval of the traditional literary education, schools of the old type still prevail. It was a great surprise to discover that in large cities, such as Nan- king and Canton, there is a preponderance of the old time primary schools, both in numbers and in pupil attendance. This fact indicates that the masses of the people still believe schools of the old type are more efficient than the modern schools. However, so far as I could discover, the old-time school of middle and higher grades — the old-time academy — which has had such influence and prestige, has entirely dis- appeared. There are, however, many private schools of the modern type. In fact it was a distinct surprise to find that in almost every large community a school under private auspices was probably the best school in the community. The philan- thropic interest displayed by the supporters of these schools and the philanthropic and professional interest of their teach- ers was quite remarkable. In many cases the head of the school was practically giving his time. In some instances the entire staff were asking no more than a bare subsistence. I recall one case, an industrial school in Foochow, where the teaching staff were asking only funds to cover their daily transportation charges. The places where local philanthropists were supporting a school were quite numerous. In most of these cases the gifts were small, according to western standards; in many cases they were supplemented by the local government. Under the latter conditions the schools ordinarily were called "public schools," since although they were under private control thev A Report on Education in China 27 were not operated for profit and they received some support from public sources. The most striking example of educational philanthropy is the new University of Amoy. Mr. Tan Ka Kee gave a million dollars, practically all of his fortune, to found the new uni- versity and its preparatory schools. No tuition is charged and there are no fees for lodging. As to food, the student pays only the actual cost. A student attendance of over 2000 has been built up within the two years of the existence of the new university; the benefactor, a rubber merchant of the Straits Settlements, made his fortune during the war, but has returned to live in the little hut of his father in his ancestral village, a little group of fishermen's dwellings a few miles from Amoy. Here a middle school, industrial school, and the nor- mal school preparatory to the university, are located. This institution is under the direction of Dr. Ling Mun-King who is a graduate of the University of Edinburgh, and a physician of distinction. Private schools of these various types are making a marked contribution to the educational development of China. They offer a freedom of experiment which is impossible for the government schools. They call for and receive the interested support of the community. They enlist the professional en- thusiasm and devotion of the teaching staff and of their administrative officers in a way that is quite significant. It would be quite unfortunate if the standardization of educa- tional procedure through government control should result in the domination of these enthusiasms by a bureaucratic procedure. Mission Education One of the most significant influences in the development of modern education in China has been that exerted through the schools supported by the various missions, both Protestant and Roman Catholic. The modern educational work of missions began nearly a century ago, or, to be accurate, in 1839. Out of this has grown an extensive system. The Protestant forces in China support about 6890 primary schools. 28 The Institute of International Education in which 1200 foreign teachers and 11,000 native teachers are engaged, with an attendance of 150,000 pupils in the lower primary, 33,000 in the higher primary. There are 15,000 students in the middle schools, 600 in teacher training schools, and 2000 in colleges and professional schools. This gives a total student population in the protestant schools of 205,000. The Roman Catholic church has 3000 schools with a total student population of 144,000. It also maintains 61 institu- tions which are designated colleges, but this term is used in the European sense since these schools are chiefly of the middle school character. However, there are a few institutions in this group whose work is of advanced grade and high character. With the exception of the theological seminaries, with their 600 students, it is difficult to classify these institutions from the statistical data which are furnished. Of chief significance to American educators are the sixteen institutions of collegiate or university grade, maintained for the most part by the American Protestant missionary forces. It is from these institutions that a large proportion of the Chinese students in America have graduated, and an even larger proportion received their earlier training. Practically all these schools were established by denominational boards or societies. Partly as a result of the Boxer movement, partially owing to the growing cooperative spirit, a number of institu- tions of interdenominational character have recently de- veloped. The tendency towards union of effort is now domi- nant, with the result that higher educational ideals are maintained and more efficient and economic administration is secured, while a beneficient influence is exerted on all educa- tional endeavor. A number of these institutions have been chartered by educational authorities in America, four of them by the Regents of the State of New York. So important are these that a full statement of the number of faculty members, the size of the student body, the value of the property, and the annual budget, is appended. These institutions all belong to a collegiate organization which endeavors to maintain standards and to determine questions of educational policy. But though the standards in A Report on Education in China 29 all of them are nominally the same, yet there is quite a varia- tion in the character of the work done, as well as in the char- acter of the product. Some of these schools have the ad- vantage of long experience, and of social and professional pres- tige. Some are better equipped than others. Those having a larger proportion of American teachers on the staff naturally do work more nearly in accord with American standards. Those that have a larger budgetary allowance naturally do better work. While some have prided themselv^es on the economy of their expenditure, having standards of expense which would be unbelievably low in America, others have a budget which gives a cost per student comparable with the average cost in American institutions, provided no allowance is made for difference in the value of the monetary unit. Tables given in the appendix, indicate the institutions and their location, the nature and size of the teaching body, the student attendance, and related information. Educational Reforms and the "Student Movement" Interest in education is wide-spread in China; so also is a belief in the efficacy of education as a means of solving the many social, moral and political problems of the nation. This faith is so unqualified as to be somewhat disconcerting to a foreigner. Professional interest on the part of the teacher is keen; the interest of the modern press in education is wide- spread and sustained. Owing to these various factors, move- ments of reform through education, and reform movements in the schools are numerous. \ Among the chief reforms advocated by three recent national educational conventions was that of a reorganization of the public school system. The plan finally recommended is that given in the appendix. The essential feature is the expansion of the middle school course of study from four to six years by the inclusion of the last year of the higher primary school and the usual preparatory year of the college or technical school. Thus the school system becomes six year elementary, of which four may still be continued as the lower primary, and two the higher primary; three year junior middle school; 30 The Institute of International Education three year senior middle school, the latter leading either to the Junior College or to technical or professional schools. The essential purpose of this reorganization is to give suf- ficient length of time in the middle school for the mastery of languages, mathematics and sciences, necessary as tools for higher technical and professional work. Many of these reforms express themselves through organiza- tions. Voluntary organization is an important factor in the life of the Chinese and its use has the approval of tradition. With merely passive resistance as a means it is quite possible, even on slight notice, to produce a loose organization which can exert great influence. The student body, with its greater in- formation and its traditional prestige, easily leads in such organized movements of public opinions. Consequently, the so-called "student movement" becomes one of the most interesting and significant phenomenon of modern Chinese life. The student body, through voluntary organization, and demonstration, through public addresses and agitation, through publications, has come to exercise real power. Its opposition has overthrown a ministry; its criticism exercises a restraining power on selfish politicians; its publications are leading factors in the formation of public opinion and in stimulating the discussion of all sorts of questions, political, social and intellectual. The influence of the student opinion in school life is pro- found, and has both good and evil effects. Government by the students themselves in all types of schools from university to primary, has been carried much further than in this country, and this, be it remembered, with an experience of only ten years or slightly more. Practically every school has a school store, run by the students; in many instances the students conduct a newspaper or bulletin boards; they control student life in class room, in dormitories, on play grounds and in leisure hours; occasionally they control the commissary department of the school. In rare instances, as in some nor- mal schools, they send representatives or observers to the the faculty meetings, and in some cases they have, representa- tives on the curriculum committee. Frequently, through more formal means, students elect or A Report on Education in China 31 reject subjects of study; they force the resignation of an un- popular teacher; occasionally they control the appointments or force the resignation even of the head of a school. The exercise of all these powers is fraught with danger. The evils are obvious, but no one has yet found a way to control this new force. On the other hand, the power of the student movement for good is very great. It maintains the prestige of the in- tellectual leader and at the same time ties up the new learning with the course of social progress in a way helpful to both. Properly guided, the student movement may become one of the great regenerative forces of modern times. It needs to develop control and a clearer consciousness of its social aims and its social responsibilities. It needs to distinguish between liberty and license, between democracy and irresponsible in- dividualism. If the student movement should concern itself with an understanding of the present political situation in China, should determine to make known the selfish exploita- tions by the unfaithful public officials and unscrupulous politicians, and should endeavor though this publicity to hold such men up to higher standards of political obligation, it might become the redeeming force for modern China. Educational Associations Most of these educational reforms are carried on through special group organization. A few of these are national in scope; a few relate to special phases of education. But most of them are provincial. In addition to these, each province has a Provincial Educa- tional Association of a semi-official character. The member- ship in these organizations is voluntary, but most of the prominent officials in the public school system belong to them. The provincial governments usually allot certain sums to these organizations. Some of the provincial associa- tions use their funds for publication or for the holding of con- ferences. Their chief value to date is in maintaining esprit de corps among the administrators of the government schools. There are great possibilities in the development in their func- tions and in the assumption of a more pronounced leadership. 32 The Institute of International Education One of the greatest services they could render would be in the direction of the training of the teachers in service, to which little attention is given at present. All of the voluntary associations of national scope, and more than fifty local associations or institutions of higher and technical education recently joined in the fo^nation of a new organization entitled "The National Association for the Pro- motion of Education". This organization was formed in December, 192 1, following two national conferences, one of them held in Canton in October, the other held in Peking in December. Fifteen of the twenty-two provinces were repre- sented, including the provinces in the northern, central and southern portions "of China. In other words, there is no sectional division whatever in educational affairs; that the remaining provinces were not represented was due chiefly to their remoteness. In July, 1922, another national conference was held under the auspices of this association, in which nineteen provinces were represented by 366 delegates. This conference met in Tsinan-fu, the capital of Shantung. The directors of this organization are as follows : Chang Po-ling President Nankai School, Tientsin, China Li Kien-fen Ex Minister of Education Hsiung Hsi-Ung Ex Premier Fan Yuan-lien Ex Minister of Education Tsai Yuan-pei Chancellor National University, Peking Yuan Hsi-tao President Kiangsu Association P. W. Kuo President Southeastern University Hwang Yen-pei Vice President, Kiangsu Educational Association Wang Chao-ming President, Kwangtung Educational Association Li Chien-Hsun President, Peking Higher Normal College Chang, Yi-lin Honorary Trustees : Liang Chi-chao Publicist Yen Hsiu Ex Minister of Education Chang Yi-lin John Dewey Columbia University Paul Monroe Teachers College, Columbia University Attitude Towards Foreign Education and Educators One result of the wide social interest in education and of the educational endeavors put forth in the past few years, is A Report on Education in China 33 the interest shown in the educational experience of other lands, and a friendliness towards foreign educators which is but an index of the general open-mindcdness on educational questions. In few countries is such interest more marked and no country is learning more quickly from the experience of others. Consequently, the leaders of this great educational and intellectual transition, which is comparable to the Renais- sance period of Europe, deserve all the help which foreign educators can give them. Chinese students in American institutions, whatever their special subject of study may be, should have all the assistance we can give them, especially in the application of modern ideas to the problems of life. Visiting Chinese educators deserve the most hospitable welcome by our school authori- ties. It is gratifying to note that these foreign visitors realize that they do receive such welcome. Furthermore, the entire situation is worthy of the interest and careful study of Ameri- can educators as fraught with great importance for our future as well as that of China. The following tabular statements are draw^n from the in- formation gathered by the National Association for the Pro- motion of Education and from "The Christian Occupation of China," recently issued by the China Continuation Com- mittee. The statistical information is fragmentary; it may not always be reliable, but it is the best available and at least is indicative. That concerning government institutions is from the year 1918, or earlier. From private institutions it is almost impossible to obtain recent or reliable information. In all of them conditions may change quite rapidly. But it is hoped that this information may be sufficient to guide those charged with the administration of American educational institutions to a fair estimate of the academic qualifications of Chinese students and to a more helpful consideration of their problems. Respectfully submitted, Paul Monroe, Director, Far Eastern Bureau of the Institute of International Education. 34 The Institute oj International Education Budget TABLE I Chinese Government Institutions of Collegiate Grade Under the Ministry of Education No. Place Name in full Students Peking National University 1943 Tientsin Tientsin University 228 Tai-yuan Shansi University 619 Peking Law College 658 Peking Agricultural College 174 Peking Technical College 268 Peking Medical College 243 Wuchang Commercial College 224 Peking Teachers College 681 Wuchang Teachers College 262 Mukden Teachers College 253 Canton Teachers College 248 Chengtu Teachers College 388 Paoting Teachers College 291 Peking Teachers College for Women 236 Peking Fine Arts College 180 Peking College of Physical Education .... 24 Nanking Southeastern University 647 676,800 1918) 226,041 I9I8) 100,000 ,1912) 101,500 91,200 .1915) 126,360 I9I2) 103,000 I9I3) 42,168 ,1916) 367,000 ,1916) 110,400 ,1916) 82,000 ,1916) 65,562 I9I6) 100,000 ,1916) 101,400 ;i9i6) 143,412 58,700 4,800 601,000 [1921) TABLE II Chinese Government Institutions Not Under the Ministry of Education Under the Ministry of Foreign Affairs Peking Ching Hwa College 531 1,116,142.71 Peking Russian Language and Law School 154 35,000.00 Harbin School for Russian Commerce Under the Ministry of Communication Peking Peking University of Communication Tangshan Tangshan College of Communication Shanghai Shanghai College of Communication Under the Salt Bureau Peking School of Salt Administration Under the Bureau of Mongolian and Tibetan Affairs Peking Mongolian and Tibetan Language School 35,000.00 * Practically all of the institutions included in the first five tables maintain middle schools or preparatory classes. Attendance on these is not included in the figuves given. A Report on Educalioti in China 35 TABLE III Provincial Institutions of Collegtate Grade No. Place Name in full Students Budget Chihli Law College 312 67,650 Chihli Agricultural College 40 25,904 Chihli Industrial College 222 75,388 Chihli Medical College 102 Mukden Foreign Language College 129 29,052 Kirin Law College 93 14,730 Heilunkiang Law College 117 18,264 Honan Law College 508 57, 100 Honan Agricultural College 168 32,734 Shantung Law College 208 36,009 Shantung Agricultural College 74 45,808 Shantung Industrial College 81 50,000 Shantung Commercial College 76 18,485 Shansi Law College 164 27,500 Shansi Agricultural College 176 66,000 Shansi Commercial College 76 28,620 Chekiang Law College 194 17, 593 Chekiang Medical College 255 60,982 Kiangsu Law College 131 33,250 Kiangsu Medical College 109 76,967 Anhwei Law College 88 24,334 Kiangsi Law College 180 23,008 Kiangsi Agricultural College 70 18,002 Hupeh Law College 465 30,084 Hupeh Foreign Language College 235 22,340 Hunan Law College 270 16,342 Hunan Industrial College 281 83,721 Kwangtung Law College 270 31,337 Kwangtung Medical College 112 17,028 Kwangsi Law College 192 7,872 Szechuen Law College 431 30,847 Szechuen Agricultural College 72 73,852 Szechuen Industrial College 50 60,000 Szechuen Commercial College 319 29,642 Szechuen Foreign Language College 150 16,000 Shensi Law College 139 26,736 Yunan Law College 32 14,325 Kweichow Law College 281 13,000 Fukien Law College 168 34,430 Fukien Industrial College 80 31,865 Kansu Law College 71 28,800 36 The Institute of International Education TABLE IV Provincial Normal Schools Distribution of Normal Schools and the Number of Students No. of No. of Province Schools Students Chihli 7 1,684 Fengtien 47 3,603 Kirin il 949 Heilungkiang 3 509 Shangtung 2 1,383 Honan 14 1,451 Shansi 6 1,254 Kiangsu 18 2,794 Anhwei 7 1,026 Kiangsi 9 1,025 Fukien 3 425 Chekiang 12 i,7o8 Hupeh 5 806 Hunan 13 2,079 Shensi 3 535 Kansu 3 382 Sinkiang i 49 Kwangtung 17 1,201 Yunnan 8 1,239 189 24,102 TABLE V Private Institutions of Collegiate Grade No. Place Name in full Students Shanghai Futan University Peking Chaoyang University 300 Peking University of China 1.230 Wuchang Chunghwa University 320 Peking Central Law College 387 Chekiang Private Law College 21 Fukien Private Law College 249 Canton Private Law College 99 Chihli Private Law College 155 Kiangsi Private Law College 123 Kiangsi Yuchang Law College 254 Hunan Ta-ts'ai Law College 153 A Report on Education in China 37 No. of Place Name in full Students Hunan Chwen-chi Law College 135 Hupeh Private Law College 353 Szechuen Chi-chen Law College 61 Szechuen In-tu Law College Szechuen Min-kiang Law College 119 Kweichow Private Law College Peking Shien-hwa Commercial College 60 Fengtien Medical College 64 Kiangsu Nantung Textile College 82 Shanghai Tungkee Medical and Technical College 482 Tientsin Nankai University \/Amoy Amoy University Peking Tong-chai Commercial College Peking Peoples University Peking Liniversity of Chinese Republic TABLE VI Institutions of Collegiate Grade Supported by American Canadian AND British Protestant Missions Peking University. Shantung Christian University, (Tsinan). Ginling College (Nanking), University of Nanking. Soochow University. Shanghai College. St. John's University (Shanghai). Hangchow Christian College. Fukien Christian University (Foochow). Canton Christian College. College of Yale in China (Changsha). Boone University (Wuchang). Wesley College (Wuchang). West China Christian University (Chengtu). All the above-named institutions offer full senior college courses in arts, and most of them also in science. In addition, the following pro- fessional schools are in existence: Agriculture Peking, Nanking, Canton Commerce Nanking, Shanghai Dentistry W^est China Forestry Nanking 38 The Institute of International Education Industrial Chemistry Soochow, Shanghai Law Leather Tanning Medicine Missionary Training Political Science Premedical Sociology Stenography Theology Soochow Peking Shantung, St. John's, Yale, West China Nanking, Soochow, West China St. John's Fukien Shanghai Peking Boone, West China, Peking, Shanghai, Shantung, St. John's TABLE VII Total Student Enrollment in Mission College in All Departments Above the Middle School I. Student Enrollment in All Departments Above Middle School. By Grades < H tn u By Courses or Subjects Name of College S d 1 1 26 s •a 7 to