Education, with which the first 16 years of' my life in China were Jconnected, has not made the progress that I have desired and had reason to expect. No great educational leader has yet been developed Jand this for the reason that educators have not been able to shal Jott the ancient t that tear ing is only a stepping stone to office. They have mixed too much with politics, thus losing sight of the primary importance of their work fas teuchers. Some have even gone to the extreme of considering that the greatest value of education is to instil special political theories in the minds of pupils. I cannot} accept this theory any more readily than T could 40 years ago plan a school curriculum on the basis of teaching religion as the first. re-
Schools must stick to their purpose of training the may be done jer the surrounding influences of any type of religions or political thought, but the primary object of {training can never become secondary a school is to be worthy of its name, ily and unreservedly I believe education as the greatest need of and I may further say that T have no fault to find the Jeducation, governmental or "private, that has'alreudy been given Chinese youth except that there has wot been enough of it, Those of us who have been teach what we ourselves.
[cavernment, better social order, better economic conditions, and a letter knowledge of outside' nations Jof what use would our teaching have been? Dare any one rise up to say that we should not have taught the truth as it was given as to see it?
Text read from the printed page and cleaned; old type leaves the occasional error.