The Y. M. C. A. has come to China, and at Tientsin maintains a school as an adjunct pf the religious, literary and athletic work. Industrial schools have been opened, and they will do a vast work in recovering China’s lost arts and extending her commerce. There is a government industrial school at Peking for the production of the famous and almost lost cloisonné, rugs, furniture, etc. The patterns for rugs are memorized. At Tientsin the pattern is hung over the worker’s head. The schoolboys of old China were most familiar with the first two lines of the Trimetrical Classic: “Man in the beginning was essentially holy.” In Mandarin this is pronounced: “Jin chi tsu, sing pun shen.” The pronunciation of the province of Szechuen is a little heavier, viz: “Jen dze tsou, sin pen chan.” Now the boys of New China are concluding that “Man in the beginning was essentially misinformed!” That the Chinese can become linguists has seldom been more uniquely illustrated than in the following experience related by Prince Henri d’Orleans. He was about to travel through the territories of the aboriginal Lolo tribes of Yunnan province. The difficulty was to find an interpreter. The general interpreter who only knew the Mandarin pronunciation of the north, or the Cantonese pronunciation of the south, would not do. The prince found at the Mission d’Etrangeres at Tali, in remote Yunnan, an interpreter who knew the Lolo dialects, and though he could not converse with the prince in French or English, he could converse fairly well in Latin, and they got along splendidly. It appears that the Catholic fathers had taught the convert from the Latin Fathers, Jerome, Chrysostom, etc! Eager as the Chinese are to learn from text-books, they more eagerly cry for exhibits which appeal to the eye, and the establishment of museums, heretofore neglected, except in the few universities already mentioned, should be undertaken. Take one week’s records at the Hongkong Museum, for instance. Four hundred and sixteen non-Chinese and 163 Chinese used the library, but 193 non-Chinese and 3,100 Chinese studied in the museum. The resourceful Canadian government sent a traveling exhibit through China. It is what the Chinese call for. We shall yet see floating and wheeled museums, _in parvo_, throughout the empire, as educational bodies and merchants appreciate this as the quickest way to approach the Chinese mind. When the revolution of 1911 had developed strength, the Chinese government found itself unable to remit to the thousands of students who were studying in foreign countries. The American and British universities, without exception, nobly offered to aid any needy Chinese student. The move was brilliant and humane, and will be bread scattered upon returning waters of appreciation some day.