ction in science, modern
languages, and contemporary international relations. This is the view,
so far as I could discover, of all reforming educationists in China.

The second kind of higher education in China is that initiated by the
missionaries, and now almost entirely in the hands of the Americans. As
everyone knows, America's position in Chinese education was acquired
through the Boxer indemnity. Most of the Powers, at that time, if their
own account is to be believed, demanded a sum representing only actual
loss and damage, but the Americans, according to their critics, demanded
(and obtained) a vastly larger sum, of which they generously devoted the
surplus to educating Chinese students, both in China and at American
universities. This course of action has abundantly justified itself,
both politically and commercially; a larger and larger number of posts
in China go to men who have come under American influence, and who have
come to believe that America is the one true friend of China among the
Great Powers.

One may take as typical of American work three institutions of which I
saw a certain amount: Tsing-Hua College (about ten miles from Peking),
the Peking Union Medical College (connected with the Rockefeller
Hospital), and the so-called Peking University.

Tsing-Hua College, delightfully situated at the foot of the Western
hills, with a number of fine solid buildings,[97] in a good American
style, owes its existence entirely to the Boxer indemnity money. It has
an atmosphere exactly like that of a small American university, and a
(Chinese) President who is an almost perfect reproduction of the
American College President. The teachers are partly American, partly
Chinese educated in America, and there tends to be more and more of the
latter. As one enters the gates, one becomes aware of the presence of
every virtue usually absent in China: cleanliness, punctuality,
exactitude, efficiency. I had not much opportunity to judge of the
teaching, but whatever I saw made me think that the institution was
thorough and good. One great merit, which belongs to American
institutions generally, is that the students are made to learn English.
Chinese differs so profoundly from European languages that even with the
most skilful translations a student who knows only Chinese cannot
understand European ideas; therefore the learning of some European
language is essential, and English is far the most familiar and useful
throug