is, of course, impossible to weigh the results of education in the same way as you measure the industrial output. We make.a great: mistake when we allow red into exaggerated statements of what education may be expected to accomplish. We know very well that something more than the education We propose is required to create a pride in honest work, to turn petty thieving and adulteration into a shame and a disgrace. The main thing to insist upon is, that the education of the Cninese is a practical question. We may at least claim this for that it gives a man a chance to develop what is in him; it raises the tone of his life; it widens his mental visie it stimulates his curiosity. Gentlemen, Istand amazed at my own moderation. might say so much more were I not determined to understate the case. But just think of it even in this limited way. Is it too great a stretch of tre imagination to suppose that amid these crowds of eager workers, this ingenious assiduous race, some lowly genius is to be found who, if but the merest elements of knowledge were placed withia his reach, might yet by some happy invention add to our power over nature and enroll himself among the benefactors of mankind. Grant me even one such case, admit even the possibi ity of it, and say whether the modest Educational Grant we ask for, amounting probably to not more than two per cent. of ordinary income, is not to be looked up" in the light of a good investment.
Of course I should be told that this is all theory, all imagination, that, at any rate, it is ''not business." Gentlemen, that is the shibboleth of dull souls. AS if true theory and practice could ever be disunited? Not business? I decline to take some ana view of the commercial profession. Why the very essence of successfal business is imagination, prevision, the capacity to discount the future. It is wasting your time to deal with objections of that kind. The only question worth considering is, is the theory true? And if it is true, then the present system of Inissez-faire, which allows Chinese labour tot remain undeveloped, which ignores competition and takes no thought of the future, stands condemned. Call it what on will it is "not business;" I say it is a system of wanton waste, of most prodigal and spendthrift extravagance.
Gentlemen, I have detained you too long, and yet within the narrow scope of these remarks I am aware that I have laid myself open to criticism at more than one point. It may be complained for instance that I have spoken from too narrow a platform to-night and left untouched the higher issues involved. To this T would reply that there is little in my argument which might not be app! ied with equal cogency 8° to all classes of labour, manual and mental, over the whole empire ut "thins. Ex uno disco omnes. If I have " -afi i fect. survey to one than allowed myself to wander over the whole field of nation efficiency, it has been in the hope that what my subject thereby lost in breadth might be gained in clearness. Nor have thought it necessary to institute before an audience like this comparison between the Chinese and European methods of education in order to demonstrate, what nobody doubts, the immense superiority of the latter. A more serious objection may perhaps be taken to the sordid nature of my appeal which, it must be confessed, is addressed not to altruistic, not to philanthropic, but. to. purely tlitarian es. But there, gentlemen, Iam impenitent. I agree with one of the wisest tchmen who ever lived, "I have never known," says Adam Smith, much good done by those who affected to trade for the public good. It is an affectation, indeed, not very common among merchants, and very few words need be employed in dissuading them from it." Phe fact is people are growing weary in Shanghai of reiterated appeals on behalf of others. I am beginning to think our time might be better employed, or ab east with better hope of success, in stitt ring them up to do something for themselves. It is with that object I hive spoken to-night. And if, within the limits assigned, Ihave been oblige! to past by on one side those higher ethical and religious considerations with which the cause of education is inextricably bound up, it is not, believe mo, rate their value and importance. prosecution of all the high aims to which this Educational Conference is pledged heartily wish you God-speed.
There was loud appl clusion of Mr, Addis's also pune: unted frequent' ly the course of delivery by manifestations of approval.
The third and last speaker was the Rey. Dr. Shefield, of Peking, on The Educational status in North Chins." The first phase is that of the educational tinionontored into by foreign missions in N..rth China. Tae London Mission was the first to take steps in such union, making pro.ostls to the American Board mission. Then the American Presbyterians asked to join, and ically the American Methodists, seeing a danger of being left out, cordially entered into the conferences. The plan of union was agreed upon. The Methodists offered to set apart their immense university property of some tw vy-five for acres to the common us+ of the union, but it. was ultimately decided that each mission should lead in one department, and have one common board of trustees and managers. This plan, with complete form of constitution, has been transmitted to the home s-cities for ratification. Dr. Sheffield next spoke on status in the government institutions. The steps taken by t.e Peking Government in education have been retrograde, indicating the attitude of the government. When Chang Peh-hsi was appointed Chancellor of the Imperial University, he began by paying off and dismissing all the foreign instructors, and in his very elaborate memorial to. the Throne, wherein he outlined his ideas of a great institution, he smirched the names of foreign instructors, calling them "ex priests." The government all along has been playing to the freien gallery, want. ing foreign Powers to think great changes are to be made, while the real desire is to Ris. Wa as President of Chinese studies, postpone. Chang Peh-hsi has selected a a man whois a great Coniucian scholar, and some think a sage, and who istriendly to foreigners but knows nothing of foreign studies. This Mr. Wu is delegated to to Japan to examine the system of education there, and then will return an€ in the course of three or four mooths will draw up in elegant Chinese the results of his investigations, which will take the government a year or more to consider. Some time ago the speaker was invited by Viceroy Yuan Shih-kai to go to Paotingfa to confer on a course of stuly for primary schools. The Viceroy had already drawa upo schedule of primary studies, taki the child at six or seven years of age giving him s seven years course of Study. In this there was included. Tearning some twenty er more new: characters etch day for the first yew, with the meaning of al! these characters, the memorizing and expounsling all the classieg, nnd other similar studies, all forming. merely the beginning. The speaker drow up another schedule of very different character. There has been much soliak tude as to the real attitude of the goverament in the matter of religions toleration in education. It is plain that Confucianism' jealarmed. Reform is in the air, but nots" jo the hands of reformers. 'There' are still many of the young reformers in Peking, Dut, like the Emperor, they are under the' heel of the goveroment. In spite Of the covserrative attitude of the govern ment, there will be reform.
Text read from the printed page and cleaned; old type leaves the occasional error.