China in Transition by Percival J. Laird

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Sep 14, 1911

China in Transition

By Percival J. Laird

PERCIVAL J. LAIRD

Prof. J. Freyer, special commissioner of the regents of the University of California to investigate the educational reform in China two years ago, has recently issued a lengthy report of his findings. Thinking the friends of China will be interested in reading a few statements from this authority, we take pleasure in recording the same:—

“The recent educational reform in China is unique in the history of the world. No national transformation has ever occurred on so large a scale, in so sudden a manner, and fraught with such far-reaching consequences to the whole human race.”

“The same curriculum of study that is found in Western lands must be adopted in full by China. In the impact of the modern sciences and arts of the same West against the ancient philosophical system of Confucius and of Laetze, the weaker must inevitably go to the wall. When once the idea was grasped, the government and the people alike grew to be desperately in earnest for educational reform, and the new spirit spread in all directions. Schools, colleges, and universities have sprung up in every province, whether under the auspices of the government, of missionary boards, or of private individuals.”

“In the spacious halls of many of the old Buddhist, Taoist, and Confucian temples, schools are now to be found, with busy scholars diligently studying the elements of the English language or of the sciences, right in the very face of the great gilded images of Buddha, of the goddess of mercy, of the god of war, or of the god of thunder.”

“The old examination halls have been closed and dismantled. Thousands of young people have been sent to Japan or Europe or America for thorough Western education. The ‘new learning,’ as it is called, has now become a mania all over the empire; and it is the goal toward which the nation is pressing forward with all its newly awakening energy.

“It is a significant fact that a strong element of militarism formed a prominent feature in almost every school I visited. This was displayed in showy uniforms, military drill, instruction in the use of firearms, and in many other unmistakable ways. Even the missionary schools were not a whit behind in this particular, some of them having almost the semblance of military schools.”

“The educational position of China is full of hope and encouragement, in spite of all drawbacks and disadvantages. It is easy to see that the ages of stagnation and slumber arising from long isolation are now passed, nevermore to return. How far her statesmen will seek to preserve all that is best in her system of education, her national characteristics, her wonderful genius, her manners and customs, her religious beliefs, and her form of government, is a problem time alone can solve.”

Truly, here is an open door for the consecrated advocate of Christian education, which alone takes cognizance of hand, heart, and head. And with all that the spirit of prophecy has said in regard to this subject, who should be better qualified to take up such work than Seventh-day Adventists? Any but a Christian education omits “the ideal of the dignity of labor, and in quite too many cases creates a useless, idle, and often a vicious class, who have learned to imitate the vices of the dominant race, but do not emulate their virtues. The uplift of skilled labor is wanting, and education only creates wants that the hands have not acquired the skill to provide.”

Madison, Tenn.