There is a movement in favour of co-education, especially in elementary education, because, owing to the inadequate supply of schools, the girls tend to be left out altogether unless they can go to the same school as the boys. The first time I met Professor and Mrs. Dewey was at a banquet in Chang-sha, given by the Tuchun. When the time came for after-dinner speeches, Mrs. Dewey told the Tuchun that his province must adopt co-education. He made a statesmanlike reply, saying that the matter should receive his best consideration, but he feared the time was not ripe in Hunan. However, it was clear that the matter was within the sphere of practical politics. At the time, being new to China and having imagined China a somewhat backward country, I was surprised. Later on I realized that reforms which we only talk about can be actually carried out in China. Education controlled by missionaries or conservative white men cannot give what Young China needs. After throwing off the native superstitions of centuries, it would be a dismal fiasco to take on the European superstitions which have been discarded here by all progressive people. It is only where progressive Chinese themselves are in control that there is scope for the renaissance spirit of the younger students, and for that free spirit of sceptical inquiry by which they are seeking to build a new civilization as splendid as their old civilization in its best days. While I was in Peking, the Government teachers struck, not for higher pay, but for pay, because their salaries had not been paid for many months. Accompanied by some of the students, they went on a deputation to the Government, but were repulsed by soldiers and policemen, who clubbed them so severely that many had to be taken to hospital. The incident produced such universal fury that there was nearly a revolution, and the Government hastened to come to terms with the teachers with all possible speed. The modern teachers have behind them all that is virile, energetic, and public-spirited in China; the gang of bandits which controls the Government has behind it Japanese money and European intrigue. America occupies an intermediate position. One may say broadly that the old traditional education, with the military governors and the British and Japanese influence, stands for Conservatism; America and its commerce and its educational institutions stand for Liberalism; while the native modern education, practically though not theoretically, stands for Socialism. Incidentally, it alone stands for intellectual freedom. The Chinese are a great nation, incapable of permanent suppression by foreigners. They will not consent to adopt our vices in order to acquire military strength; but they are willing to adopt our virtues in order to advance in wisdom. I think they are the only people in the world who quite genuinely believe that wisdom is more precious than rubies. That is why the West regards them as uncivilized. FOOTNOTES: