Another peculiarity of the school is that all the pupils turn their backs to their master; the doctrine being that if they were allowed to watch their master, it would be perfectly impossible for him to detect their many little acts of dishonesty. The missionaries at first painfully imitated these schools; they felt that it was impossible to trust the children of their converts to the heathen atmosphere of a Chinese school, and at the same time they realised what great value and importance was placed by the Chinese on education. These schools led on to a sort of middle school called "shu-yuen," which existed in all big towns, which in its turn led on to four Universities, but they have been, I believe, for some time in an inefficient condition. Still for good or for evil the system was there, and long before our own new departure in education, the Chinese were quite accustomed to the idea that the boy who had sufficient ability might climb the ladder of learning, from class to class, from school to school, till at last he took the coveted Hanlin Degree. So high a value did the Chinese place on education, that it was possible, and it did indeed happen, that boys of the very humblest parentage climbed that ladder till they reached the most exalted positions. The first sign of an alteration of this system was {268} the book that was issued after the Chinese-Japanese war by Chang-Chih-Tung. That remarkable statesman realised after China's crushing defeat that a general reform was absolutely necessary if she was to maintain her place among the free and independent nations of the world, and he wrote a book entitled "China's Only Hope," in which he strongly advocated the acceptance in some measure of Western education. His scheme is the one which practically obtains now in China, that is of making Chinese learning the foundation on which Western education is to be placed. He had a great disbelief, like most Chinese, in the difficulty of acquiring Western education. He writes: "Comparative study of foreign geography, especially that of Russia, France, Germany, England, Japan, and America; a cursory survey of the size and distance, capital, principal ports, climate, defences, wealth, and power of these (the time required to complete this course ten days)." It is very hard for the Chinese literati to understand the difficulties of acquiring Western learning. Chang was a man of no mean intellect, and one of the reasons why he was so anxious to preserve Chinese learning was because he realised the destructive effect Western learning has on Oriental faiths. He hoped to preserve the ethics of Confucianism and to attach to them the practical knowledge of the West, which he realised was a necessity for China. He summed up the position by saying, "Western knowledge is practical, Chinese learning is moral." {269}