She also gave orders that more students should be sent to Europe and America—some were already going there—instead of to Japan, whose revolutionary influence she mistrusted. The greatest difficulty in effecting so great a change was to find teachers fitted for the task. The seed had happily been planted during the last half-century in mission schools, and from them a certain small supply of teachers was obtainable. Chang Chih-tung considered that three months’ study of textbooks would make a competent teacher! Another immense difficulty was to find funds for so vast an enterprise. The gentry were urged to found and support schools, and an official button was granted to those who did so. Chang Chih-tung worked out the whole scheme: colleges, schools of various grades, curricula, regulations as to discipline, etc. etc. All these things are set forth in five official volumes, and thus the national system of education was inaugurated. Obviously so great a change could not be wrought without many difficulties cropping up. The main difficulty was lack of discipline, and that is the case to-day; the student considers that he, or she (for the same spirit pervades girls’ schools), ought to dictate to the master, instead of master to pupil. In the early days of the system it was the easier for the pupils to succeed, in that so many of the teachers were wholly inexperienced and were afraid of losing their posts unless they gave way. Although the above edict professes to train men in China itself for official positions it was supplemented by provision for sending students abroad, in order that they might be the better able to bring their country into line with Western civilization. With the coming of a Republican Government further progress was made in the educational system in connexion with change in the language, of which I have given details in Chapter II. The most important fact with regard to the educational change is that it found a prepared soil in which to grow, and there is reason to believe that the roots are striking deep. The rapidity with which Japan adopted Western ideas is known to every one, for it has enabled her to become a world power by developing her army, navy and commerce in an incredibly short space of time. She has used Western science as the tool to secure military glory and territorial expansion. These are not the things which appeal to the Chinese. Their renaissance is on wholly different lines. Their gaze is turned inward rather than outward, and the things of the foreign world interest them mainly as shedding light on their own problems. This is the one characteristic of the old Chinese temper which remains unchanged. The fierce ray of criticism is turned on their own past; history, art, philosophy and literature are now being sifted to see what is their actual value. But the chief object of study in China to-day is man himself, his progress and welfare, both in this world and in the next.[27]