The difficulties in the way of education differ in Government schools and in Mission schools. If the Chinese Government could unite the Government schools to the Mission schools, they would overcome all these difficulties, and they would have a most perfect system of Western education. Of all the difficulties lying in the way of Government schools, first and foremost is the fundamental weakness of China, that weakness which is endangering her national existence, a weakness which I fear she will never completely surmount until she accepts a higher ideal. For her weakness is the universal greed for gain. Resident after resident reported the same cause of weakness, that a Chinaman cannot resist taking his "squeeze"--that is, his commission. It is not of course so dishonest as it would be on our side of the globe, because a Chinaman is more or less avowedly paid by these commissions, and therefore in many ways they are rather equivalent to the fees paid by an Englishman to a Government office than to illicit commissions, the acceptance of which in this country is punishable by law. If it is not as immoral, it is almost as deleterious to efficiency, because it tends {294} to make officials unreasonable in their action. To ask the reason why things are done in China, is always to receive the answer that somebody got a "squeeze" thereby. And so it is with education. As we wandered through room after room filled with apparatus sufficient to teach thousands of students, and of such a complicated nature as absolutely to confuse those students when taught, one longed that a tithe of this expenditure could have been used for that modicum of apparatus which is necessary to make not a few mission schools thoroughly efficient. Much of the apparatus has never got outside its packing cases, and perhaps a great deal had better permanently remain there, for nothing is so subversive to the proper teaching of men whose great defect is that they have never handled things with their hands, as to give them complicated apparatus to demonstrate the most recondite laws of science. A great scientific teacher, when consulted about the apparatus necessary for elementary science, advised plenty of bonnet wire, glass tubes, and one or two other little things of that sort. When one asks why the Chinese have been so lavish in their expenditure on apparatus which they cannot and will not use, the reply is the same old answer--somebody got a commission. Bui I think beyond that there is a real belief that education is a matter of expensive apparatus--a belief which is not altogether unknown on this side of the globe. {295}