We then went to see some classes taught by Americans. Two things struck me in those classes. First, for some reason I cannot understand, unless {285} there was jealousy at work, the class was small compared with the enormous classes which I had seen elsewhere--thirty, twenty, or even fifteen were the numbers that white men were teaching. The other thing which struck me was that the selection of subjects might be improved. For instance, one of the teachers was teaching Anson's Law of Contract; one could scarcely see how a knowledge of the English law of contract could be very beneficial to a resident in China; and on looking over the book that another class was using, I found that they were being instructed how to buy an advowson in England. I cannot of course say that the class was actually taught this interesting information, but it was certainly in their text-book. Another text-book was a summary of the history of the world; it was issued by an American firm. On looking up the chapter which referred to China I found the most extreme expression that an American democratic feeling could prompt used with regard to the Emperor of China. I pointed this out to the Chinamen. Apparently no one had taken the trouble to glance through the books that were being used. Such action is regrettable, because it inevitably brings Western education into disrepute, and suggests it to be something essentially revolutionary. Another curious experience was to find a Cantonese Chinaman teaching a science class in English because he did not know Mandarin. It will be one of the limitations to the usefulness of the Hong-Kong {286} University that the bulk of the students who attend it will be Cantonese-speaking Chinamen, and they will therefore be inefficient as teachers to the great mass of the Chinese empire. A University which hopes to produce teachers which shall teach the whole of China must be a University situated in Mandarin-speaking China.