SEVERE“ BAY W553i“ SCHOOLS ER CfiifiA Thesis £94- 9!» 5'09?“ 9! 3.4. A. {Ring Butka-Swafiwfi‘ WE?" "l I AQIH SKIEIITH-DAY AD‘IELITIST SCHOOLS IN CHINA A Thesis Submitted to the Faculty of the Michigan State College of Agriculture and Applied Science in part fulfilment of the requirements for the Degree of Master of Arts by Daisy Egtka-Swartout Mai, 1927 TH E515 ACKNOWLEDGEMENT I hereby wish to acknowledge my indebtedness and express my appreciation to Dean John Phelan for helpful sugges- tions and constructive advice in the preparation of this thesis. Daisy Butka-Swartout II. -‘ _. V!”“""\‘ i .1 c.‘.ALr‘~J C"??? Mu. ~5L ”qr... I .l - :Tfla‘- y-JJL.‘ Ra‘T. ‘ VJ“; CONTENTS INTRODUCTION Aims of Seventh-day Adventist Schools in China History of Adventist Schools in China SUPERVISION OF EDUCATION The Supervisory Staff Administrative Units Duties of the General Secretary Duties of the Union Secretary Duties of the Provincial Secretary ELEMENTARY EDUCATION Environment of the Primary School The Local School Board Tuition The Teacher and his Qualifications The Need of Supervision Obstacles to Entering Primary School Work The Curricula The Elementary Textbook Problem SECONDARY EDUCATION Junior and Senior Middle Schools Function and Importance Specific Aims Environment Management Qualifications of Teachers Homes for Teachers Finances and Student Support The Curricula Music Industrial Training Religious Training Supervision of Instruction Co-education COLLEGIATE EDUCATION The Beginning of the Training School and College The School Moved to Nanking Obstacles Encountered Diplomas Issued Growth of the School III. 0:!an \VLJ CONTENTS The College Name Emphasis on Student Self Support Dropped The Move To The Country The Name of the School again Changed Development of the Junior College Location and Environment Importance and Specific Aims Organization and Control Budget and Appropriations School Fees Student Qualifications for Entrance The Faculty Qualifications of Teachers Curricula Music The English Problem Manual Training in the College The Dialect Problem The Problem of Books ' The Foreign Teacher' 5 Language Problem The Problems Connected with Teachers' Salaries The Superiority Complex The Problem of the Returned Student The New Nationalism CONCLUSION IV. is a thich While 110' O SEVENTH-DAY ADVENTIST SCHOOLS IN CHINA Introduction The system of Seventh-day Adventist schools in China is a part of their worldwide educational organization, upon which they depend for the training of Christian workers.1 While their schools embrace but a small per cent of those now operating in China under the auspices of Christian Mis- sions, yet they form a distinct system, different in aims, and not affiliated with any other organization.2 Since social science research has emphasized the importance of investigating various groups,- social, economic, and relig- ious, as a means of adjusting differences of opinions and of securing cooperation in matters of common interest, Sev- enth-day Adventist schools in China provide a legitimate field of research for the purpose of this thesis. The choice of this subject is also pertinent to the interests of the writer, as a teacher, a Seventh-day Ad- ventist, and a student of educational problems; and it is in harmony with the recommendation of the China Educational Commission, representing the Mission Boards and societies conducting work in China, Which urges that an increas- 1. Constitution, By-Laws, and Working Policy of the General Conference of Seventh-day Adventists, pp. 23, 56. 2. Chinese Year Book, p. 256. 63rd Annual Statistical Report of Seventh—day Adventists, 1925, p. 14. ing number of missionaries should do research work for higher degrees in China rather than in America or Europe; and suggests that provision should be made for research in such subjects as religion, education, medicine, the social sciences, and agriculture.1 Statistical reports, setting forth the educational . facts and figures of the denominational organization have appeared from time to time, and various principles of their work have.been discussed in books, pamphlets, and.magazine articles, but no complete survey of their schools has ever been published. A great deal of the material for this thesis has been collected by the writer during ten years of teach- ing experience in China under the auspices of the Seventh- day Adventist Mission Board. The data have been secured through personal observation, investigation, and corre- spondence; and include information gleaned from books, magazines, and official reports. It is not planned to dwell at length upon the mechan- ical organization of the Seventh-day Adventist educational system in China, nor to present numerous statistical ta- bles and graphs, which too often prove monotonous. The are is rather to present the scope, purpose, and methods 1. China Educational Commission, Christian Educa- tion in China, pp. 338 - 341. . r r‘ ,\ a of the their 1 orient eign m the in to con venti school been a duct t day Ad to the of these schools, showing their special features, and their relation to other mission schools; to portray the oriental attitude of mind in so far as it affects for- eign managed schools; to note the reactionary effect of the influence of such schools upon the native Christian; to consider the numerous problems met by Seventh-day Ad- ventist schools, many of which are common to all mission schools; to make clear the degree of success which has been attained, as measured by the aim of those who con- duct these schools, that is, the preparation of Seventh- day Adventist Chinese workers to carry a special message to the people of China. These schools can not be considered apart from the principles and purposes that led to the rise and progress . of this body of Christian people, for they are a direct outgrowth of the aims of the body, and are an important factor in its growth, and are one of the chief means of reaching its goal. The principles upon which Seventh-day Adventist schools in China are based.do not differ in any essential points from those which underlie the schools conducted by this denomination in other countries,- all are a part of one unified system. Perhaps these princi- ples and the goal of the denomination can not be better stated than in the words of one of its recent publications. "Seventh-day Adventists believe in "One God, a personal creator, omnipotent, eternal, I i , . 4 \ . n A . \ l I . ‘ I I .J , . ' '\ | . I . n . e . v I r I r- . s . o s - a . f r. ’ t , , . - e e . . - c. 4 - e I . ’ V . . , l ‘1' . . . .. ‘ w . . .' , _ . . . . J k.‘ ‘ e a. I ' . 4 . r‘ ‘. _ . v , a i . . o . . . I C l - I - I ' r t s a . 4 " f H . t l u - A e . I . l , l ‘\’ " I , . k . , . Q ~‘ e‘ “ t‘ ’ ‘ p‘ ’ l ‘ ‘\ O .. . a t e , I \ A . \ a v _ i l . . L ' .l e l ‘ .4 . C e ~ I ' . e. 'V r . 1e», . e . _ o a .- ‘ I ‘ . e e e . .e .. - _. . n e In ,‘ - k i n . .. e . ., . ‘ , . e ,. . . ,, . ‘ ya ‘ . .~ . mil fig. 135T 'cJ infinite, unchangeable, and everywhere present by His re- presentative, the Holy Spirit. " Jesus Christ as our example, our sacrifice, our mediator, our Redeemer. "The Bible as the only infallible rule of faith and practice. ' Conversion as the special work of the Holy Spirit. "The perpetuity of the law of God,- the ten command- ments,- and their binding obligation upon all men. "The observance of the seventh day of the week as the Sabbath, 'aocording to the commandment.‘ "The near, visible, personal, and literal return of the Lord to this earth, yet without setting a date for that event. "Non-conformity with the ways of the world, in its pleasures, follies, and fashions. ”Baptism by immersion. "Prophecy as a revelation of God's purposes concern- ing the world. ”The support of the gospel ministry by tithes and of- ferings. "The Scriptures which teach that this gospel of the kingdom shall be preached in all the world; hencee- "A strong campaign in behalf of foreign missions, con- necting evangelistic work with schools, publishing houses, dispensaries, etc. "Christian temperance, including the non-use of in— toxicating liquors, tobacco, tea, and coffee. "The complete separation of church and state. "Their goal: The advent message to all the world in this generation."1 It has been the belief in the near, visible, personal, and literal return of the Lord to this earth that has con- stantly stirred this people to activity. Since their school system is inseparable from the other departments of their work, a brief sketch of the growth of the denom- ination, including a statement of what it is doing at pres- ent, will form a helpful background for the discussion of this subject. In 1872 the first Seventh-day Adventist school was opened at Battle Creek. It had three teachers and ninety students. The first steps for organizing the denomination had been taken but twelve years before, and twelve years before that time it had but three preachers and less than a hundred members, all practically penniless.2 For a small body of people with such small beginnings and living in many widely separated localities, to attempt to build, l. 63rd Annual Statistical Report of Seventh-day Adventists, 1925, p. 5. 2e Ibide pe 170 ' Loughborough, J. N. , Great Second Advent Move- ment, pp. 275, 350. Con! work Can! equip, and conduct a special school of their own surely indicates that they believed it would play an important part in the work they felt called to do. ‘According to the statistical report of the General Conference of Seventh-day Adventists, Dec. 31, 1925} this work was conducted in 124 countries, by eight Division Conferences, sixty Union organizations, comprising 139 lo- cal conferences, and 180 mission fields, Operating among a population aggregating 1,800,000,000, and employing 17,469 evangelistic and institutional laborers, who were using in their work 252 languages, (publications being issued in 128), and connected with the movement were 226 institutions, representing, together with conference organ- izations and 2,277 church buildings, a total investment (for 1924) of 844,971,881.l2, and an aggregate annual-in- come for both evangelistic and institutional work, of ‘33,239,073.44. The membership of the 5,629 organized churches was 250,988. There were 148 higher educational institutions, em- ploying 1,506 teachers, and having an enrolment of 18,692. The number of students going from these schools at the close of 1925 into some branch of denominational work was 1584. The 1,413 primary schools had an additional enrolment l. 63rd Annual Statistical Report of Seventh-day Adventists, 1925, p. 17. .-'\ .,.‘ of 48,769, so that the total enrolment of both primary and advanced schools was 67,461, a ratio of one student for every 3.72 church members.1 As is readily seen by the foregoing report the num- ber of Seventh-day Adventists has increased rapidly. One of the chief factors in this remarkable growth is their system of schools, wherein students are trained to be of- fice workers, nurses, physicians, teachers, or evangelists in promoting the various branches of denominational work.2 Since their church activities are world wide, the school system of Seventh-day Adventists becomes one of general interest, for wherever their missionaries have gone, and in practically every country where Seventh-day Adventists 3 live they are operating schools. 1. 63rd Annual Statistical Report of Seventh-day Adventists, 1925, p. 14. 2. Ibid. 3. Ibid. 11.5.2 F in Chi Janet arm 9: catiar been 1 to tht numbe: in nu: only 1 and u inst: fl uhPis Aims of Seventh-day,Adventistg§chool§_in China From the time mission educational work first began in China schools have generally been considered as an ad- Junct and aid to evangelism.1 The object has been to dis- arm prejudice of the Chinese by giving their children edu- cational advantages. The principles of Christianity have been taught along with other studies and thus an entrance to the non-Christian home could often be effected.2 The number of Chinese Christians grew,schools have increased in number and broadened in scOpe till now there are not. only many primary schools, but middle schools, colleges, and universities Operated by the mission forces. These institutions serve the double purpose of educating both Christian and non-Christian Chinese.3 At present only about half the pupils in mission schools come from Chris- 4 tian homes. Since the purpose of Christian missions in general has come to be that of social service and the bet- 5 torment of conditions in this present world, this method of school work is directly in harmOny with the basic prin- l. The China Educational Commission, Christian Edu- cation in China, pp. 24, 63. 2. Bliss, Edwin, M., The Missionary Enterprise, pp. 168, 169. 3. Report of a Conference Held at flew York City, April 6, 1925, Chinese Christian Education, p. 57. 4. Christian Education in China, p. 68. 5. Ibid. p. 57. ciples of Christian Missions. Seventh—day Adventists have not followed the policy of many of the other missions in their school system.1 Believing that they have a special Scriptural message to be speedily given to the world, the education of non—Chris- tian children, which is a slow and uncertain process of reaching the parents, has not been one of their aims. Though a few of the schools first established by them were of this kind, they were later discontinued. It should be mentioned, however, that some other denominational workers also recognize the principle that the Christian school should exist chiefly for the good of the Christian commu- nity, and that the methods of Operation should be deter- mined by the needs of the Christian believers.2 With but few exceptions Adventists have established schools espe- oially for the education of Seventh-day Adventist Chinese and their children, although non-Adventists have been per- mitted to enrol, the preportion of such students being less in the schools of higher grade. The denomination has de- pended largely upon their missionaries, Chinese colportars, 1. Report of Conference Held at New ¥ork City, Aprél 6, 1925, Chinese Christian Education, p. 3. Bibliography, A. C. Selmon. 2. The China Educational Commission, Christian Edu- cation in China, p. 86. " 10 evangelists, and Bible women, as they developed, to Chris- tianize the heathen. Seventh-day Adventist schools are confined to no special educational area, but are scattered nearly all over China.1 The message carried by this people must go to all the world, they believe; and for that reason it has been difficult to Join in the movements of the majority of Other missions for cOOperation and federation with the ultimate hOpe of organic union.2 Neither have they felt that they could affiliate with other denominations in accepting a re- stricted area or portion of China as their field of labor. But there are other reasons why Seventh-day Adventists have their own special system of schools. Their eXperience in all parts of the world has shown them that the training given in ordinary schools is not sufficient to make men really competent to give the Advent message. This is es— pecially true in China where the educational facilities are so much poorer than in the West.3 It is generally rec- Ognized that the most intelligent men in any line of work are those Whose training in that line began as early as 1. 63rd Annual Statistical Report Of Seventh-day Adventists, 1925, p. 14. 2. Bliss, Edwin, M., The Missionary Enterprise, pp. 119, 139, 138. 3. Bureau of Education Bulletin, 1919, No. 44, p. 24. 11 possible in life. Seventh—day Adventists have tried to take advantage Of this principle by providing special pri~ mary schools as a part of their school system. Besides if such were not done most Of the children of Seventh—day Adventists would have no Opportunity at all to get an edu- cation, since schools Of any kind are scarce in China. It is estimated that only two per cent of the total population Of China are in elementary schools.1 History Of Adventigt Misgign Schoolgin Chin; The first missionaries to go to China under the sus- pices of the Seventh-day Adventist Denomination began work in Canton, South China, in 1902. Not long after their ar- rival they established a boys' school and a girls' school to supplement evangelistic and Bible work. These were Op- erated first as day schools for the children of the commu- nity, but later developed into middle schools, chiefly for the education of Seventh-day Adventist young people. In 1903 missionaries were sent to Honan, where the following year a school was also Opened. The total number Of Seventh- day Adventists in all China in 1904 was sixty-four. In 1908 there were 128; 1913, 1590; and in 1925, 6592.2 l. The China Educational Commission, Christian Edu- cation in China, pp. 65 - 68. 2. 63rd Annual Statistical Report Of Seventh-day Adventists, 1925, pp. 9, 14. 12 During this time the number of Adventist schools has increased till at present they are Operating in fourteen provinces of China as well as in Manchuria and.Mongolia. In 1925 there were 117 primary schools, seven Junior mid- dle schools, four senior middle schools, and one Junior college. 5414 students were enrolled and 239 teachers were employed in these schools.1 During the years 1919 to 1925, 220 young people from Adventist schools entered mission work. SUPERVISION OF SCHOOLS3 The Supervisory Staff The supervisory staff for Seventh-day Adventist schools in China consists of a general secretary, five union secretaries, and twelve or more provincial secre- taries. Aggigistrative Units For convenience in administration, China has been divided into five Union Missions, the Unions being re— lated directly to the Far Eastern Division and subdivided l. 63rd Annual Statistical Report of Seventh-day Adventists, 1925, pp. 9, 14. 2. Bibliography, Educational Department of the Far Eastern Division of Seventh-day Adventists. 3. The data for "Supervision of Schools" was se- cured from the Seventh-day Adventist Year Book, 1927, pp. 154-182, and is also based on the personal knowledge Of the writer. i-.. l3 Szechuen MA? or CHINA, Showing the Territory Covered by Each of the Five "Unions" 14 into provincial Missions. The territory covered by these Unions is as follows: NORTH CHINA UNION EAST CHINA UNION SOUTH CHINA UNION Chihli Anhwei Fukien Shantung Chekiang Kwangtung Shansi Kiangsu Kwangsi CENTRAL CHINA UNION 7EST CHINA UNION Honan Kansu Hunan Kweichow Hupeh Szechuen Kiangsi Yunnan Shensi Qutie§:gf the General Secretary The general secretary has supervision Of all the school work in the Far Eastern Division, Which includes not only China but Japan, Korea, the Philippines, and Malaysia. Thus only a small part of his time can be Spent in China. It is the duty of the general secretary to visit the middle schools and the junior college about once a year for the purpose of ascertaining their circumstances and needs, also to unify and standardize the courses of study by suggestions to, and consultations with, the Union secretaries and the principals of the schools. He should be consulted by these men in all cases of uncertainty re- garding the educational work. It is also the general sec- retary‘s duty to collect statistical data for reports to the General Conference, and to make recommendations to the Division Committee. 15 Duties of the Union Secretary The duties of the Union secretary are to visit the middle schools in his territory, to assist in any way possible to carry out suggestions of the general secre- tary in consultation with the principals, and to collect data for reports. Since these secretaries always have other mission duties, their time is so limited that an occasional visit to the schools and the collection of data for reports make up the greater part of their work in this line. Duties of the Provincial Secretary The provincial educational secretaries are chiefly concerned with the primary schools. They collect mater- ial for reports, visit the schools, supervise instruction, and assist the teachers in their problems. But, as is the case with the Union secretaries, they also have additional duties which leave but a small fraction of their time for supervisory work. l6 ELEMENTARY EDUCATION Aims and Environment of the Primary School1 It has been the expressed aim of many missions and realized to a large degree in some parts of the country that there should be a Christian lower primary school in connection with every organized congregation.2 It is also the purpose of the Seventh-day Adventist Mission, though not fully realized, that there should be a primary school in connection with every organized Seventh—day Adventist church where there are children of school age. In a very few cases where model primary departments are Operated in connection with schools of higher grade, the elementary schools are quite modern as to surroundings, building, equipment, and teaching methods. The following discussion refers to the ordinary primary school, which has no such advantages. The primary school usually occupies one of the rooms in the building where the chapel is located and where the evangelist and his family live. In some places where room is scarce, the chapel is occupied by students during the day, and is used for religious services in the evening. No such pleasant school room is available for the Chinese child as is seen in America, even in our rural districts. 1. Bibliography, A. C. Salmon and H. O. Swartout. This discussion is also based on personal ob- servation and eXperience of the writer. 2. The China Educational Commission, Christian Edu- cation in China, p. 69. 17 The front of the building usually faces a narrow, dirty street, and often the school room is the first one entered when coming in from the outside. Cries of hawkers and of coolies, howls and shouts of fighting dogs and playing or quarreling children, with all the myriad other noises of a busy thoroughfare combine into a din that would make any proper school room order impossible in a group of American children. But the Chinese little folks are used to such noise, and it does not seem to interfere with their study. The Old Chinese custom of studying aloud is not permitted in schools where modern trained teachers are available, but occasionally it is not possible to get any but one of the Old style teachers, and then the noise inside the school room may be worse than that outside.2 The number of such schools, however, is not great, and is steadily decreasing. The interior of the school room presents but few cheery aspects. The walls may be of rough boards, loosely put together; they may be mudeplastered, or occasionally whitewashed; or they may be of even ruder and cheaper con- struction. Ventilation is not a great problem, for in the walls and around the doors and windows there are sure to be cracks and crevices through Which fresh air, and, in seas- on, cold wintry winds, easily find their way. There is 1. Monroe, Paul, A Cyclopedia of Education, p. 634. 2. Headland, Isaac Taylor, Home Life in China, pp. 46, 47. 18 seldom any ceiling except the bare rafters and the under side of the roofing tiles. If the room is of any consid— arable size it will contain several wooden pillars tO sup- POrt the large overhead beams. The windows are few, so the room is dark and dreary. The floor may be tamped clay, it may be flagged with rough bricks or stones, or it may be made of unmatched boards. Blackboard space is usually in- sufficient. The desks and seats are clumsy affairs at best, and seldom suitable for the children who use them. As a rule the Chinese homes are very inadequately heated, so a heating system is not considered necessary for the school.1 The children put on cotton padded garments and add more clothes as it gets colder, till by midwinter they are so burdened down as to be clumsy and awkward. Penman- Ship practice may have to be omittedxfor weeks at a time because the children's fingers are too cold and stiff to hold a pen. Sanitation is sadly neglected, and the toilet arrangements are Often unspeakable. The school room is, however, quite satisfactory to the parents; for they usu- ally live in quarters which are no better, if as good. In the report of the China Educational Commission concerning the elementary schools, the following statement is made: "Appalling ignorance of. or strange indifference l. Headland, Isaac Taylor, Home Life in China, p. 200. 19 to, the rules of hygienic living mark far too many schools."1 This statement, while not made concerning Seventh-day Ad- ‘ ventist schools, is applicable also to them, pointing out a condition which can be changed but gradually as the parents can be educated to the importance of COOperating with the teacher in securing better conditions. At present, whatever change is made in the school en- vironment depends upon the ability and the initiative of the teacher. Sometimes he makes a real transformation in the rude,1ittle room, keeping it clean and orderly, brightening it with pictures and charts, and teaching the children to follow his good example in such respects. But more often he accepts conditions as they are, and the Chinese child con- tinues his study quite unaware that his environment could or should be improved. Thengcal School Boagg The School Board usually consists of the evangelist and two or more members of the local church. Its functions are to share with the provincial mission committee in the appointment of a teacher, and to keep itself informed as to the management of the school. It is not its duty to super- vise instruction or to interfere directly in management, but it may make recommendations or complaints about these matters to the educational secretary or to the mission com- mittee. The salary Of the teacher is not paid by the 1. China Educational Commission, Christian Education in China, p. 78. Board, but is sent directly to him from the provincial mis- sion treasury. While it might not be exactly necessary to have a primary school board in the educational department of mission work, yet the idea is to develop a group of men in each local church who can intelligently take over the management of the primary school as soon as the proper time comes. The ideal of a self-supporting church seems to be the Objective of most mission organizations. Tuition If it were not for the free schools Operated by the Chinese government and by many missions, but few of the Chinese children who now attend school would have an oppor- tunity to get an education. The poverty of the Chinese people makes a tuition charge difficult.2 Nevertheless, Seventh-day Adventists have followed the policy of charging a small fee of about a dollar a year for each pupil. This eXpense, though so small, is Often felt to be a real hardy ship. There are three reasons for making this charge: First, people generally appreciate and use better what costs them something. Second, to prevent a large number of non-Adventists, 1. China Year Book, 1925, p. 528. China Educational Commission, Christian Education in China, pp. 64, 83. Bliss, Edwin M., The Missionary Enterprise, pp. 187, 188, 373. 2. Ross, E. A., The Changing Chinese, pp. 70-111. Bulletin, Bureau of Education, 1919, No. 44, p. 27. ’h 21 enroling in the school. Third, to develop a feeling of responsibility among the patrons of the school, as a preparation for the time when the Chinese churches will control and support their own primary schools. In this connection, a real problem confronts the Chi— nese parents. It is a temptation to send their children to the free school when there is one available, or else not to send them at all. In such cases the influence of the evangelist is often useful in helping the parents to feel their responsibility in giving their children a special education to fit them to be missionary workers. 9 he Hi uali i The teachers in primary schools are always Chinese. As rapidly as such men can be found or trained, the Mis- sion is supplying these schools with teachers who have some normal training. According to the ideals of Seventh—day Adventist educational leaders, which also correspond with the standards of other mission schools,1 the teacher should have a sound body and prOper physical habits, and should also be fond of play so that he may lead his students in recreation. In his own life he should embody those funda- mental habits and attitudes which are essential elements Of Christian character. He must be proficient in the use l. The China Educational Commission, Christian Edu- cation in China, pp. 78, 79. e . a V / i ‘ , u 7. l.- 4 . e o '\ .. . v I I \ -. . . 22 of his own language. His knowledge of other subjects should be exact as far as it goes and sufficiently ex- tensive to meet all legitimate demands of the elementary curriculum. He should be able to use his hands, and to enlist the children's interest in practical occupations. Since the elementary school exists because the children can not otherwise get an adequate training in the Advent message and other Bible Doctrines, the teacher should main- tain a close relationship with the church, be in complete sympathy with its ideals, Share in its activities, and take seriously his duty as its representative in the school. While the aims of the denomination are not fully real- ized, yet a great deal has been done toward helping the teachers acquire the desired qualifications. During the last several years a special summer school has been held at the College Training School each year for the benefit of primary and intermediate teachers, who are all eXpected to attend. The teachers get their regular salaries during the summer months, and their traveling expenses are paid by the provincial mission from which they come. Instruction in methods is given, reviews of all the common branches are conducted, and special subjects are Offered for ad— vanced study. First, second, and third grade certificates are issued to the teachers according to their ability to pass the examinations in the subjects required. While it is true that some of the teachers have not been able to 23 get even a third grade certificate, and because of short- age of teachers some have gone on with their work under special teaching permits, yet the summer school and the issuance of certificates has been an incentive to better preparation and higher ideals on the part of the Chinese teachers. The China Educational Connission recommends that in one-teacher village schools a male teacher be employed be- cause of the problem of chaperonage for young women, and because of the varieties of activities in which the teacher should engage.1 Seventh-day Adventists have not followed the policy of employing men only as primary school teachers, but have sometimes used women teachers in these schools. Their eXperience has proved, however, that it is difficult for a young woman away from home to succeed as a primary school teacher in an isolated school. It is an old custom of the Chinese to keep the girl secluded in the home after she passes childhood. As a rule she is not permitted to see or talk with men other than members of her family.2 She seldom goes upon the street, and then accompanied by the mother or some other chaoerone. Foreign influence has partially broken down l. The China Educational Commission, Christian Educa- tion in China, p. 81. 2. Ross, E. A., The Changing Chinese, pp. 182-215, 242, 287, 288. Headland, I. T., Home Life in China, p. 85. 24 these barriers in communities where middle schools and colleges are located, and a greater or less degree Of in— creased freedom is characteristic of the homes of native Christians. Nevertheless the Chinese sense of modesty and decency still forbids even them to recognize an unchap— eroned young woman as above as above reproach.l Thus a girl who goes out alone to teach in a primary school is looked upon with suspicion by all non-Christians, her every move is scrutinized, and she is sometimes criticised most unjustly by the church members. Besides, she very Often becomes a target for the slighting remarks or the imprOper attentions of unscrupulous men. Since the home training of a Chinese girl in no way fits her to meet the conditions of life in such an environment and the training school in which she is prepared for her work is too often supervised by foreigners who have but an imper- fect understanding of the seriousness of the peculiar prob- lems she must face in her work, she is unprepared to meet the temptations that sometimes come to her. She is, however, usually able to finish her work with an unblemished char— acter, but her reputation always suffers.2 It has been the great need for teachers, the desire l. The China Educational Commission, Christian Educa— tion in China, p. 81. 2. Personal experience of the writer. 25 of the Chinese young women to earn their own living in a legitimate way (going out alone to teach often seems proper to them after spending a few years in a foreign—managed school.), and a failure on the part of many foreigners to comprehend the importance of considering the Chinese atti- tude Of mind, that has led to the continuance of the policy Of employing a few young women in the primary schools of the interior. t is probable that the Chinese people will gradually come to change their views regarding young women in the public. But until they do the question persists: is not the sacrifice of the good name of the Chinese girl too great a price to pay for the advantage of giving a little instruction to a few children, which might with a bit more effort be provided for in some other way? The Need Of Supervision Summer school work and normal training are not enough to guarantee the continued success of the teacher. No one can do his best work in isolation, and most of the elemen- tary teachers are obliged to pass months at a time without an Opportunity to discuss their problems with others who understand them. They need the stimulus of some one who can bring fresh vision, new methods, and direct advice on the numerous difficulties of the classroom. This is par— ticularly the case Where the teacher has had little or no professional training. The one great need of the primary school is supervision, 26 not simply by the foreign educational secretary, as is now carried on in a limited way, but by efficiently trained Chinese, who are thoroughly familiar with the conditions existing in the primary schools, and are sympathetic and skillful supervisors. This need cannot readily be supplied, for men of such ability are few, and their services are needed in many places. It will in all probability be many years before this demand for supervision can be met. .ngtacles to Entering Primary School Work The salary of the primary school teacher ranges from about five to twelve dollars a month,1 varying according to the sex, ability, and eXperience of the teacher and the location of the school. This salary compares favorably with that paid in primary schools of other organizations.2 Though this may seem a mere trifle to us, yet it is enough to en- able the Chinese teacher to maintain a scale of living higher than that of the average patron of the school. This, however, is often unsatisfactory to a person whose habits have been more or less changed by life in the dormitory of a mission school for several years. This is one reason why a fairly large proportion of the limited number of qual- ified teachers dislike to work in the elementary schools. 1. Bibliography, Educational Department of the Far Eastern Division Conference of Seventh—day Adven- tists. 2. Twiss, G.R., Science and Education in China, pp. 141, 142. Cu 01. 1. U H»- w.~ 27 Another obstacle to entering the teaching profession is the peculiar aversion of the Chinese to living in a strange city, subject to the whims of ignorant people.1 Then there is always a tendency for educated men to take up evangelistic work,feeling that preaching confers more honors and dignity upon a person than teaching in a small school, and that evangelistic work offers a better Opportun- ity to advance.2 This attitude has been partly overcome by trying to get the teachers to sense the great opportunity they have of being of service to God in the training of boys and girls for Christian life and gospel work. As long, however, as one line of mission work is considered more honorable than another, and as long as there is need of more men to do the so—called higher class work, the prob- lem of getting qualified teachers for the primary schools will remain a real one. It would help the teacher to con- sider his work as equal in dignity and opportunity to that of the minister if teachers' salaries were rated on a par with ministers', and if they were made to understand that the highest educational positions are open to them if they have the necessary character, energy, and ability. The Curricula The curricula for the lower and upper primary grades 1. Bibliography, A. C. Selmon, M. D. 2. The China Educational Commission, Christian Education in China, pp. 141, 142. 28 as outlined for Adventist schools in China are given on the following pages: LOWER PRIMARY SCHOOL CURRICULUM Grade 1 Bible Old Testament Stories, Volume 1, Mission Book Co. Language New System Series, Commercial Press, Shanghai Arithmetic " " " " Nature Study a 2 2 2 $3.??? Art 8 N H H " Drawing Penmanship Physiology and Hygiene Grade II Bible New Testament Stories, Volume 2, Mission Book Co. Language New System Series, Commercial Press Arithmetic " H If '1 i233: iii? .. .. .. .. Mu Si C II N N H Drawing Penmanship Physiology and Hygiene Grade III Bible New Testament Stories, Volume 2, Mission Book Co. Language New System Series, Commercial Prfiss Arithmetic Nature Study " " ? Manual Arts " " " M11510 N fl '1 Drawing Penmanship Physiology and Hygiene Grade IV Bible New Testament Stories, Volume 2, Mission Book Co. Language New System Series, Commercial Press. Arithmetic Nature Study " " " Manual Arts " " " Mu Sic H H " Drawing‘ Penmanship Physiology and Hygiene 1. Bibliography, Educational Department of the Far Eastern Division Conference of Seventh- -day Adventists. Earn-1.”! I. lull- 1E1 29 UPPER PRIMARX SCHOOL CURRICULUM Bible McKibben's Language New Method Arithmetic " Nature Study " History " Geography " Music Drawing Penmanship Manual Arts Calisthenics Hygiene Bible MbKibben's Language ‘New Method Arithmetic " Nature Study " History " Geography " Music Drawing Penmanship Manual Arts Calisthenics Hygiene Grade V Old Testament History, Volumes, 1 a 2. Series, Commercial Press N N H N H II Grade VI New Testament History, Volume 3. Series, Commeficial Press H N H 30 In general the standard curriculum approved by the national Ministry of Education is followed. It represents a serious attempt to adapt to Chinese needs the eXperiences Of other lands.1 It leaves some room for variation so that the Christian school may make its own contribution toward meeting the educational needs of the country. Courses have been worked out for Seventhvday Adventist schools so as to include all the essential subjects in the government cur— riculum and also those required by the special aims of these schools. Six years of work are provided for. Standards are not allowed to fall below those maintained by other schools for corresponding grades. Bible is taught in every grade, by stories during the first two or three years and by as- signed lessons later. Singing, though in the curriculum, is seldom taught as a regular class, but a hymn is always a part of the morning exercises. In the primary departments of the middle schools and Junior College music is a part of the daily course of study. Manual training has been placed in the curriculum of the elementary school because many children do not go on to higher schools, and it seems proper to introduce into every grade courses that will give the students some direct l. Thwang, Charles F., Education in the Far East, pp. 138-143. Modern Education in China, Department of the In- sterior, Bulletin No. 44, 1919. pp. 16, 17. 31 preparation for their life work. It is suggested that occupational training should be based upon the local in— dustries, home work for girls, gardening, the care of ani- mals and poultry, the raising of silkworms, etc. At the same time the value of reading, writing, and arithmetic as tools necessary to real success in any occupation should be emphasized. The foregoing is an ideal toward which the schools are working, but with their limited equipment, and the more serious lack of teachers really qualified to con- duct manual training classes, but little is actually being done. Junior Missionary Volunteer Societies are organized in most of the primary schools. In these societies chil- dren carry forward the "service" features that are com- monly associated with Boy and Girl Scouts, and other sim- ilar societies. They are also taught how to distribute Christian literature, and are encouraged to bring the non- Christian children to the Sabbath School and church services. Thus they get a training in group activity, and in partly directing the business of the organized body of which they are a part. The Elementary Textbook Problem One great problem of all modern educators in China is that of securing suitable textbooks. Formerly all books were written in Wenli, the Chinese literary style, which is entirely different from the everyday language of the Chinese people.1 The old method of teaching required the child to memorize whole books, entirely ignoring the mean— ing of the characters which they learned to glibly repeat. Several years of such study was necessary before the teacher would eXplain the meaning of what had been memorized.2 Re- cently a great many textbooks have been written in "book— Mandarin", many of which, though more simple than the Wenli, are still beyond the understanding of a child unless it is translated into common language for him by the teacher. Some are being published in the Mandarin spoken language, and are better adapted to the needs of the elementary pupils, but a great deal must yet be done along this line.4 Maurice Price in his discussion of "The Educational Transition in China" makes the following statement, "The inordinate amount of time required for the Chinese language in the primary school prevents the child from getting a great deal of what is taught Western children."5 1. Monroe, Paul, A Cyclopedia of Education, p. 634. Leong, Y. K., Country and Village Life in China, pp. 222‘2250 ‘ 2. Headland, I. T., Home Life in China, p. 46. Hedern Education in China, Bureau of Education, Bulletin No. 44, pp. 24, 25. 3. .Ibid. 4. Chai, Hsuan Chuang, Democratic System of Education in China, pp. 136, 137. 5- The Nation, May 3, 1922, p. 529. 33 There is no doubt that the mastery of the language of the textbooks ordinarily requires so much time that subject matter is often made secondary. An undue amount of memory work is necessary, and the Chinese child has a poor oppor— tunity to develop a scientific mind. It gradually becomes a habit with him to parrot off the words of the lesson books, thinking but little of their meaning. . The lack of suitable textbooks is, however, quite fully realized by the Ministry of Education, and steady progress is being made toward the production of primary school text— books in the Mandarin spoken language.1 But there are a number of dialects in China in which practically no textbooks have been produced. In these the Wenli is as yet the medium of instruction in the primary schools. It is the belief of most of the progressive educators in China that a common spo- ken language for all China will be a great unifying agency and an element of strength to the nation. For this reason they are urging the introduction of Mandarin textbooks in all primary schools. This movement is gaining headwaysteadily, but the conservative nature of the Chinese people m kes the gain somewhat slow.2 1. Modern Education in China, Bureau of Education, Bulletin No. 44, 1919, pp. 24, 25. Nyi, Z. T., The Recent Educational Development in China, National Education Association, 1915, p. 181: 2. The China Educational Commission, Christian Education in China, p. 348. . O _ . I . . v k V . s . . l I ~ . , . . . . , . o . . _ , . . O . . t ' ‘ o q I I . , o 34 §ECONDARX EDUCATION Junior and Senior Middle Schools In the Seventh-day Adventist school system provision is made for secondary education by means of boarding schools, consisting of both junior and senior middle schools, of which there are twelve in China, four only offering full senior work.1 They all have primary departments connected with them, but students under the fifth grade are not ac- cepted in the dormitories except by special arrangement. lhese schools usually have good grounds; fairly good build— ings; teachers of fine spirit, some of whom have had pro— fessional training; but curricula that are not closely enough related to the needs of the students. These are provincial schools, accommodating the children of Seventh-day Adventists in the province, and are usually located at the provincial mission headquarters. As a discussion of the middle schools necessarily in- volves problems that affect the college also, those phases common to both will be considered later. For instance,the -effects of environment will be barely touched upon here, the problem of mission help for students but briefly men- tioned, and the salaries of teachers and problems connected with the teaching of English will not be discussed at all in connection with secondary education. 1. 63rd Annual Statistical Report of Seventh-day Adventists, 1925, p. 14. 35 Function and Importance of the Middle Schools Seventh-day Adventist middle schools constitute the center of their educational system. They supply a large proportion of the teachers who man the lower schools, and furnish the best and largest portion of the students who enter the Junior College. Their ages generally range be~ tween twelve and twenty, although there are usually a few older students in attendance. These schools are a vital part of the whole mission enterprise, for they influence young people at the time when they are making life decisions, choosing vocations, fixing personal habits, forming social attitudes, and accepting or rejecting Christianity. Through those of their students who do not go on to college, they help to develop a substantial and intelligent body of leaders in the local churches. gpgcific Aims The Specific aims of the middle schools are four: First,to provide every Seventh-day Adventist boy or girl in China above the elementary grades with an opportun- ity for such an education as will enable him or her to fill a more than ordinary useful and independent place in so— ciety. This means that every school should give both general training for life and special occupational training. Second, to present the Bibical teachings upon which the Seventh-day Adventist church and its program of evan- gelism is based. 36 Third, to enlist and begin to train the workers upon whom the success of the Advent message depends. Fourth, to prepare students to enter the college for special training. Environment When the Chinese student enters the boarding school his environment is much different from what he has been used to in the primary school. There he seldom saw a foreigner. Perhaps once or twice a year the provincial mission superintendent visited the little church and school, and the boy or girl looked on at a distance, or at most offered a formal greeting of "Ping An" (peace to you) to the foreign pastor. Beyond this his knowledge of the for- eigner was meager, indeed. But relations with the foreign missionary are closer as the Chinese youth enters the provin- cial school. In daily association with a foreign principal, and in the classroom under foreign teachers he comes in cone tact with Western manners and customs. Not only this, the buildings usually have a more or less foreign appearance; and While they are not equipped as well as our American high schools, yet they are quite different from, and so much superior to the home in which he has always lived that the Chinese youth begins to build a new attitude toward life, based upon a different scale of living from that of the ordinary Chinese,- an attitude which develops in com— plexity in proportion to the time spent in such schools. 37 Managemen; The secondary schools are under the general control of a school board, usually consisting of the director of the provincial mission, the educational secretary of the province, the principal of the school, and some of the leading Chinese, usually evangelists and teachers. Its functions are to de— cide upon Special policies, to authorize all major items of eXpenditure of school funds, to elect the Chinese teachers and set their salaries, to consider the budget presented by the principal, which contains an itemized estimate of the expenses of the school for the ensuing year, and to pass on this budget with amendments, if it sees fit, to the Union Committee. Most of the middle schools have local boards, usually composed of the regular board members who reside in the vicin- ity of the school, together with one or more of the members of the faculty. The local board authorizes minor items of expenditure, fills vacancies in the teaching staff, acts in cases of emergency in any line connected with the school, and handles questions of discipline referred to it by the faculty. The immediate control of the school rests upon the principal and his teachers. In most of these schools a foreigner acts as principal and business manager. Usually foreign women teach music and English and supervise the in- dustrial work of the girls. The other members of the teaching 38 staff are all Chinese. Qualifications of Teachers. A Christian school which fails to exert a strong and effective Christian influence upon its students has no sufficient reason for existence. For this reason Seventh- day Adventists consider it extremely important that there be an adequate number of teachers to specialize in the re- ligious training of students, and that all teachers in these schools should be members of the Seventh-day Adven- tist church. They should be willing to share in the reli- gious activities of the school, helping to make it a real missionary organization and have an interest in general church work. During the last few years the quality of the middle school teachers has been greatly improved. It is eXpected that the scholastic qualifications of the teachers be equiv— alent to that of middle school with at least one year of additional special training, and they should avail them- selves of the opportunities afforded by the summer schools to increase their efficiency. While a considerable propor- tion have not yet actually reached the scholastic and pro- fessional standard which has been set up, the teachers are more and more feeling the importance of better education, and are not only attending the summer school sessions, but many are enroling in the correspondence school for advanced study. Em C.- T. 9 a ,1. TC 39 It has seldom been necessary to employ non—Adventists as teachers, although at times it has been difficult to secure competent instructors in the Chinese language, and non—Dhristians have been hired temporarily to help out till a satisfactory permanent teacher could be found. Not only a willingness but a real desire is usually shown by the Chi- nese teachers to share in the religious activities of the school and to bear a fair part of the responsibility in the local church. Homes for Teachers It is necessary for the Mission to provide homes for the Chinese teachers in the Mission schools as well as for the foreign workers. The reason for this is that the Chinese do not like to have strangers living among them. They re- gard Christians as especially objectional, for they fear that bad luck will come to them if they harbor people who do not honor their gods; and these objections can usually be overcome only by the payment of an exhorbitant rent, and the agreement on the part of the Christian Chinese to allow certain heathen ceremonies to be performed on their account} For example, in as foreignized a city as Shanghai, the non-Christian Chinese believe that the birth of a strang— er's child in a house defiles it, and for purification the l. Bibliography, H. O. Swartout priests must be called in to chant the sacred books and perform certain rites and incantations. Such conditions make it difficult for the Chinese Christian teachers to live away from the school premises, and it has come to be the policy of the Mission to provide a special dormi- tory for the Chinese teachers. A small rent is charged according to the number of rooms occupied. The unmarried teachers sometimes have rooms in the regular students' dormitories. Finances and Student Support Seventh-day Adventist missionaries are of the opinion that with the exception of foreign salaries, middle schools should be self supporting after they have been built and equipped.1 This ideal has not been reached as yet, but some progress has been made toward this end. The fees charged the students cover the actual cost of food and a very small tuition and room rent, the total cost ranging from two to four dollars a month. These low rates make it obvious that the schools must be as yet chiefly supported by Mission appropriations. Even with such small fees the students often find it difficult to provide for their eXpenses. Until recently the provincial missions received a considerable sum each year from the Mission Board to help 1. Constitution, By-Laws and Working Policy of the General Conference of Seventh-day Adventists, p. 19. 41 pay the school expenses for worthy young people recommended by the evangelists in charge of the local charches.l But this policy has seemed to be detrimental to the develop- ment of the proper attitudes and ideals among both the Chi— nese church members and the students. In the first place, he parents feel too little responsibility for the education of their children. Whether able to pay their school expenses or not, they seldom think that they are; and the man who has means feels that his child is just as worthy of mission help as his neighbor's. We do not fully understand the psy— chological processes of the Chinese mind;2 but the result has been that the native evangelists usually recommended for Mission assistance all students who were qualified for entrance to the middle school, irrespective of the financial standing of their parents. In the second place, the students receiving Mission help soon came to regard it as their right, and not only did not appreciate the sacrifice that had made their schooling possible, but did not properly value the educational opportunity which cost them little or nothing. Although it was clearly understood by the students that they should put in a certain number of hours of manual labor each week, which should be credited back by the school to 1. Bibliography, H. 0. Swartout. 2. Pott, W.S.A,, Hoping for China, Living Age, 1922, May 13, pp. 379-382. 42 the provincial mission, through which financial assistance was being provided. The school authorities found it almost impossible to get this work done, and the quality of work was not passable without constant supervision by a foreign teacher. At present a very few students are receiving financial help from Mission funds, and an increasing willingness is seen on the part of the students to pay for or earn their education. An ooportunity is offered by the school for a large number to do industrial work to help pay their fees. Often missionaries, having a special interest in certain students, help in a personal and unofficial way in defray- ing their expenses. Some furnish work of various kinds for which they pay the students liberally. In one way or another secondary education is provided for the majority of Seventh— day Adventist children who are prepared for it.1 The Curricula The Junior Middle School embraces the seventh, eighth, and ninth grades, while the tenth, eleventh, and twelfth grades are included in the Senior Middle School. The cur- ricula are as follows: l. The above discussion is based on personal ac— quaintance of the writer with Seventh-day Adven— tist educational work and policies. 43 JUNIOR MIDDLE SCHOOL CURRICULUM Grade Bible - Acts Denominational History Chinese Language Arithmetic Geography Methods of Study Calisthenics, or Music, or Drawing, or Penmanship English (Elective) Grade Plan of Salvation Language Arithmetic Chinese History Physiology & Hygiene Calisthenics, or Music, or Drawing, or PenmanShip English (Elective) Grade New Testament History Language General Science Algebra Bookkeeping Calisthenics, or Music, or Drawing, or Penmanship English (Elective) Denominational En— deavor, or Vocational VII Acts of the Apostles Rise and Progress Chinese Language Readers, New Sys- tem Series, Vols. 1 & 2 Arithmetic for Junior Middle Schools, Modern Textbook Ser- ies, 1st half Geography for Junior Middle Schools, New Method Series and Republican Series How to Study Effectively,- Whipple Mastery of English, Vol. 1 VIII Plan of Salvation,- Conger Same as above, Vols. 3 & 4 Same as above, last half Modern Series History of China Modern Scientific Series Physiol- ogy and Hygiene Mastery of English, Vol. 2 IX New Testament History,- Kern Sane as above, Vols. 5 & 6 New System Series, Vols. 1 & 2 Hawkes, Luby and Touton's Element- ary Algebra Republican Series Bookkeeping for Middle Schools Mastery of English, Vols. 2 & 3 44 SENIOR MIDDLE SCHOOL CURRICULUM Grade X First Year Units Bible 10 has. Old Testament History 1 Language 10 1 General History 10 " l Zoology 5 9 g and Botany 5 ” Required 40 . Elective lo " General Group Normal Group Algebra 10 hrs. Child Psychology 5 hrs; EngliSh lO " Christian Education 5 " Commercial Group Commercial English and Spelling 4 " 1 Commercial Arithmetic 8 3 Bookkeeping lO - Typewriting 2 Y Penmanship 1 Y ) Total Required and Elective 50 hrs. ‘ 5 Grade XI Second Year Bible 10 hrs. Bible Doctrines 1 Language 10 1 Physics 10 “ 1 Required BO V Elective 20 5 General Group Normal Group Plane Geom. 10 hrs. Methods hrs EngliSh lO " J. M. v. Methods Sch. Management Educ. Organization Commercial Group, Accounting & Business Practice Commercial Law Typewriting Commercial Geography Salesmanship ##mmm UU'INCD wwvvvwv Total Required and Elective 50 hrs. - 5 Note — An "hour" is based on one fifty-minute period a week for eighteen weeks. 45 Grade XII Third Year Units History of Missions, Denominational His— tory, and Spirit of Prophecy 10 hrs. 1 Language 10 " 1 History 10 " Western Civilization and Government 1 Required -# 30 "T Elective 2O " General Group Chemistry 10 hrs. English 10 ' Solid Geometry & Trigonometry 8 Normal Group Methods II ) ) i 3 School Hygiene - ) Sohool Nursing " g2 “ > H U'IUIO Commercial Group Office Organization and Arrangement Typewriting Christian Business Principles Business Letter Writing and Forms 4> #mox : Total Required and Elective SO hrs. ‘ 5 Required for Graduation 150 hrs. 15 units 46 The subjects studied during the three years of the Junior Middle School are similar to those required in an American junior high school. The Chinese language takes the place of English, and a course in Chinese history is substituted for United States History. Bible study is re- quired of all students each year. Thorough work is eXpected in all the regular branches of study and an effort is made to keep classes up to recognized standards. English is also taught in some of these schools, the students being allowed to take it, only if good scholarship is maintained in the regular work, and upon the payment of a special tuition.l The standards of the Senior Middle School is equivalent to those of the American senior high schools. Thus pupils study General Science, General History, Physiology, and Hygiene, mathematics as far as Plane Geometry, Accounting, Denominational History and Organization, English as a for- eign language, etc. Bible subjects are taught every year, as in the Junior Middle School.2 Since so many students can go no farther than the Senior Middle School, considerable option is given them as to studies pursued in the latter part of the course. The following studies may be taken as electives in the 1. China Missionary Junior College Annual Calendar, 1926—1927, pp. 24, 28. 2. Ibid. 47 Middle School Department of the Junior College: Higher Accountancy, Salesmanship, Biology, Physics, Chemistry, Normal subjects, Pastoral Training, etc.1 In the other middle schools the number of teachers and the available equipment do not permit of much elective work, and in none & of them are the standard requirements of the Senior Middle School fully met. Essie Music is taught in some of the junior and senior mid— dle schools. Instruction is given in the principles of sight singing, such as note reading, time, accent, and phrasing. The chorus work includes mostly the singing of hymns, and practice in beating time. Instrumental music is limited to organ instruction, and includes a course in sacred music, simple marches, and voluntaries. A special fee is charged in order to prement an indiscrim— inate enrolment of pupils, and a consequent poor quality of work being done. The teaching of Western music to Chinese students is a real problem; it requires much patience and persist— ence on the part of the teacher. The reason for this is not that they do not have ability to learn music, for; if taught from early childhood, the Chinese children learn to 1. Calendar of China Missionary Junior College, 1926—1927, pp. 24-28. 4e I sing hymns as readily as do American children; but the older they are before a beginning is made along this line the more completely their ears and vocal cords are tuned to the Chinese scale, which has but five intervals in the octave instead of seven, as with us. The two half-steps usually give the most trouble, for their scale has no half- steps;2 the older people are seldom able to overcome this difficulty; the result is not pleasing to Westerners nor to them. Industrial Training Industrial training has always been emphasized in Seventh-day Adventist schools in every country where they are operating. According to the report for 1925 Seventh— day Adventists have sixty—eight educational institutions in America, eight colleges, and sixty academies, of which all but ten of the academies offer courses in manual train- ing. There are eighty of these institutions outside of North America, and forty-nine of these have industrial courses.3 It has been thought essential that all the youth should fully realize the dignity of manual labor, l. Hubbard, W. L., The American History and Encyclo~ podia of Music, pp. 25, 26. 2. Ibid., op. 19, 20. L 3. 63rd Annual Statistical Report of Seventh-day Adventists, 1925, pp. 13, 14. I 3..., -. . . o ”brig... Tn. .u..0.~im.u.wilu‘ g. 49 and should get enough physical exercise to safeguard their health.1 For these reasons the students have generally been required to work one to two hours a day as a regular part of their education. Recently, however, some schools have excused pupils from manual work if they wished to pay for the required time instead. The preparation of meals, laundry work for the school, cleaning the dormitories, raising of garden stuff, and farm produce for the school, and many other kinds of ordinary and skilled labor have all been done by students under the supervision of regular instructors. It is because of the emphasis laid on manual labor that no provision for many of the extra-curricula activities found in the ordinary high school has been made for Adventist schools.2 Seventh-day Adventists have tried to follow the above policy in their schools in China. Ten out of their twelve middle schools provide industrial training for their stu- dents.3 The problems involved, however, have been differ- ent from those met in America, and far more difficult to solve. One reason is the traditional attitude o" the Chinese scholar toward manual labor. In the days of the 1. White, Ellen G., Testimonies for the Church, Vol. 2, pp. 149, 150; Vol. 3, pp. 176, 177. 2. Ibida, Series B. p. 29, par. 2; Education, p. 210. 3. 63rd Annual Statistical Report of Seventh-day Adventl StS, 1:). 11+. empire any kind of work with the hands was considered as entirely beneath the dignity of an educated man. He usually let his finger nails grow long, as a mark of his station in life, and guarded tien with oarticule.r ‘ar to keep them from being broken or to'r n. Many such people are to be seen in China at the pr ese ent time. dith claws an inch or more long any kind of manual work is impossible. He might have to spend his years in teaching for a paltry Sim, arely enough for a meager living; and he might even ffer hunger at times; but never would he stoop to menial taM s that would cause him to lose the respect and honor ‘ with which a scholar was always re3arde Md the greatest satisfaction to an educated Chinese.1 The people of China have inle rit ed an attitude toward education wh ch belittles manual labor; and no matter how poor the home .ay be from which the child may come, the cf moment he enters school he attains the much coveted s atus of a student, feeling himself far above the work which he has hitherto been accustomed to do without protest. This empty pride is not easy to overcome. It was especially difficult to get any satisfactory work done by the students while the Mission followed tie policy of 1. Lewis, Robert.E., The Educational Conquest of the Far East, pp. 130, 131. Ross, E. A., The hanging Chinese, pp. 43, 307-309, 339. 20 I‘Di‘lo 51 assisting in paying their school bills.‘ It made it easier when a large number had to wo°: to meet their expenses, as the "loss of face" is felt less in a group, all of whom are working for the same end, and which comprises a large majority of the sch ol. Besides, rat ier than go back to their homes, they seem to adjust their ideas to circum— stances, and under supervision a fair qual ty of work is done. Another problem connected with industrial education in these schools is that of making it real vocational train- ing. In the first place, few of the students go to school with any desire to get an education to work with their hands. If neces ma y they will use such training as a means to an end, but as an end in itse f there is no intrinsic ap— peal. In the sec nd place the schools ooera te these indus— tries chiefly as a means of student support, and must therefore produce those things that brir g a good cries and have a read y sale; but which, incidentally, are practically of n-o value to any but the for reigners and wealt thy Chimes Thus it ens that the knowledge gained in manual training at the school has little application in the community life of the ordinary Chinese. While it might not be desirable to make all manual training vocational, yet it is certainly essential tLat courses of study be offered which will give those students who do not take up or ofessional training ‘- some direct oreoa ration for their life work. 52 The industries offered by these schools are not the same in each one. Usually but a single special line of work is offered for the boys and one for the girls, besides the janitor work and uokc ep of the school grour is, which is generally done by the pupils. Industries for the boys, as offered by the various schools are: manufacture of desks, tables, chairs, brooms, towels, bath mats, bathrobes, cloth, (:0 tc., also canning or packing of foods. The girls usually do knitting, croch ting, and emoroider;r work. A few kinds 1 he cirls learn to \J of Chinese lac e are made, and sometimes t run the sewing machine and do plain sewing. These indistr ies a e of economic value to the student in oroviding a .*ae ns for their education. They help to develop valuable traits of char acter, such as, independence in making a livi1g, thrift, honesty, and an appreciation of the education which they earn for themselves. In beginning and continuing a piece of work till it is successfully com— pleted, the youth gets a training tha will carry over int. other occupations. But it is safe to say that very few of the students who get this indistrial education ever make much direct us e of it in the vocations of life. Maurice Price has ably presented the pie sent oro oolem of vocational training in China in these words: "The training a Chinese receives in the home and in a voc tion—~whether as housewife, agriculturist, Mt can, or (“f P- ('1; K. trade r——a:1d late r in guild and civic responsibili 53 constitutes processes neglected in recent Western education which present day theory and experimental schools are trying rather desperately to restore. We are bending our efforts to restore by artificial schooling what the typical Chinese youth is still acquiring informally through agelong family industrial and community customs. The crucial question is whether Western industrial civil zation will thrust itself upon the Orient and destroy the home industry and community type of education before a school technique suited to our machine are of civilization is created to take its place."1 Religious Training Seventh—day A dventists believe that the amount of time which should be given to classroom instruction is less important than the extent to which the students catch the Christian Spirit, the loyalty with which they stand for their convictions in the world, and the willingness with which they spend their strength in Christian service for their own people after they leave school. U u ‘1 . L1 -. ,1 .i. z. , “; 1g 1. .- - -. ._ v, 3- _ , T; develop c133: igtrineic civlicias in cull;oc3, iiil* .o- J> U (. Bible stai“ is cuch:si;e?; dormitory pupils must be present at the morning and evening worship, which is conducted or supervised by the preceptor and oreceotress; regular at— tendance is required of all students at the daily chapel l. The Educational Transition in China, The Nation, May 5, 1922, p. 529. exercises of the school; and general attendance is :Xo cted at the Friday cvcnin consecration service as well as the .02 Sabbath morning meetings. Unselfish service for others, an sacrifice in saving those lost in sin is ever held before the students as the real goal of life. As a rule very little difficulty has oeen emco crienced in securing attendance at the various religious exercises of the school. Most of the pupils, being children of Seventh- day Adventist parents, are glad to avail themselves of such opportunities; and those who are not usually join the other: . . LV,‘ 1. L '1 ,_ .. J. . , J. "i ‘i u -- 1 J J—l- .1 fi.fl") . ~; t.‘ 1.1 O r. 'A P“ r" . r‘ ‘R F L P ‘ r~ - V" glad” real Clristian growth depends upon an actiVo el— pcrience in service for God, the students are encourajed to organise "Young Peoples' Missionary Volu teer Societies." These carry further the work of he J ior Society of the Primary School. The young peeple have its activities almost entirely under their own control, older persons helping chief— ly by advice. More varied evangelistic projec s are cari ied on than is the case with the Juniors. Band Div sions for special work is an dded feat re. More emphasis is placed on work as compared with social and convoca+ional features of the societies. For example, the minist rial bands make appointments and conduct meetings for non—ChristiQMi ; special Bible studies are held, and a good deal of Christian liter- ature is distributed. .orvision of Instruction U) 5.3 d D In he ordinarv American high school with an enrolment of one hundred to one hundred fifty, the principal no nally spends part of his time in visiting the teachers in their classrooms and assistinj th 3 in their various pr blems. In China the need for supervision is greater than in the West, because of the limited experience and training of teachers. Three obstacles have stood in the way of giving the needed supervision: First, a failure on the part of the foreign educational leaders to realize its alue; second, the limited extent to which the Chinese language is usually acquired by the for- v 'v pa eign principals and teachers does not permit of clear un- derstanding of what is going on in the classroom, nor of an accurate expression of definite and helpful suggestions based on the work of the teacher; third, the shortage of hinese teachers with professional training makes it practi- cally impossible to secure proper supervision from them. At present classroom supervision consists of an occa- sional short visit by the principal, or Union educational secretary, with few suggestions that add to the efficiency of the teacher in the methods of teaching of classroom man— agement. The only exception at present is found in the Junior College Middle School where the normal director is doing something along the supervising line. But the number of teachers with normal training is steadilv growing, and 1.; {>1 I r .24: on the one hand hey make up an increasing group of workers who are less in need of supervision, and on the other hand are better able to give it. Co—education S eventh-day Adventist schools are among the few which form an exception to the general rule as stated by the China Educational Commission in these words: "There is practically no co-education in middle schools in China, although it has been recently approved by some government authorities. Neither the Chinese nor foreigners, with whom the Commission discussed the subject, favored co— education at this period, and the Commission does not recom— mend it. --------- The Commission believes that there is no objection to providing for boys and girls together in the early years of school life. Recognizing the danger of a rapid change in the customs of a country, it seems prefer- able to separate them in the middle school period, and either in distinct institutions, or in coordinated colleges during the first two years of college work."1 With but one or two exceptions all the Adventist mid- dle schools as well as the Junior College are co-educational institutions. Formerly in South China the schools for boys and girls were separate, but conforming to the general policy l. The China Educational Commission, Christian Educa— tion in China, pp. 91, 270. of the Mission some of them have recently been united into co-educational schools. There has been a division of Opinion among the workers, as to the advisability of co-education in these schools. The arguments for it are these: First, if boys and girls can receive instruction in a single school, under one group of teachers, in the same class- room, and using the same equipment, it means a considerable saving of mission funds. Second, the school should provide opportunities for young men and women to become acquainted with each other, and thus educate them so that they will be able to choose suitable life companions. Third, co-education has been approved by the Chinese government authorities, and it will sooner or later have general recognition. A fourth reason, though not often directly expressed, nevertheless forms a background for the consensus of opinion of the majority of Adventist missionaries, is the fact that America has developed under this co-educational system, and it seems the best possible system to those who have been educated that way,» and illustration of the principle that peeple are, to a great extent, creatures of routine habits, which have a tendency to enslave rather than liberate the l. Seventh-day Adventist, An Outline of Mission Fields, p. 127. powers of the human mind. The opinions held by a few of the missionaries regard- ing co-education are quite Opposed to the above views. This opposition is based upon a deep study of the customs of the Chinese people, their almost universal attitude of mind toward the association of the sexes, the reaction of Chinese youth to the freedom allowed by Western customs, and absence of proof that co-education is a means to the more speedy de- velopment of Christian workers. It is safe to say that but few Chinese parents or teachers are in favor of the association of the sexes in the middle schools. A certain principal of the Adventist train— ing school, formerly located at Shanghai, investigated the attitude of many Chinese parents, teachers, and evangelists in various parts of China toward this subject. He found_an almost unanimous sentiment strongly against co-education.2 When asked why they did not take an open stand against the practice in these schools, the general response was that for- eigners had their Western ideas so fixed that it was useless to try to change them, and since the foreigners owned and supported the schools it was best to keep still and acquiesce in plans laid by them. It is often difficult to learn the real attitude of the Chinese, for their ideas of "good taste" l. Ginling College Students, "Students and Marriage Customs in China, The Chinese Recorder, July, 1926, pp. 493-497. 2. Bibliography, R. O. Swartout. 59 has in the past prevented them from openly expresing an idea contrary to those Who are in any sort of authority over them,1 and only the foreigner who has mastered the Chinese language and has, at least partially, formed the habit of thinking like the Chinese can discern their masked Opposition, and elicit from them the real basis of their objections. It is because of this lack of discernment on the part of foreigners, and their enslavement to routine habits developed in America that many still insist that the Chinese do not have any great objection to co-education. The care with which a young woman is guarded by her parents has already been mentioned in the discussion of the primary school teacher. But a few more remarks along this line are pertinent at this time.2 From the time the Chinese boy reaches the age of puberty, and often long be- fore, he seldom sees a girl in her teens, and practically never talks to any except his own sisters or close kinfolks. When his parents think that the time has come for him to be married, they arrange for the girl to whom they have pre- viously engaged him to be brought to their home, and the ceremony takes place. No sentimental ideas of love enter 1. Smith, A. A., Chinese Characteristics, pp. 35-38. 2. Ross, E. A., The Changing Chinese, pp. 96, 97. Headland, Isaac Taylor, Home Life in China, pp. 99-103 0 60 into the arrangement.1 Since the Chinese young folks have been kept apart during adolescence, with no training as to the proper asso- ciation of the sexes; and neither boys or girls have any responsibility in choosing their life companions, they are left in absolute ignorance of the degree of reserve necessary for the safe association of the sexes, according to Western standards. As they enter the middle schools and observe the great freedom of the foreigners; as they are brought to- gether in classrooms, chapel, and religious exercises, grad- ually the attitude of these young people changes. The coy, secretive glances of the boys often develop into bold staring, which ordinarily would be thought by a well trained Chinese girl to be prompted by the basest of motives. The girls soon lose their shy modest ways, and then the disci- plinary troubles of the faculty begin. Chinese girls and boys become very sentimental under the influence of this new freedom,— sentimental in a way that is peculiarly dan- gerous, because they have no instinctive feeling as to the limit beyond which it is unsafe to go. Dealing with boys and girls who indulge in silly note writing, clandestine meetings in the classrooms, sneaking out to be with each other in the dark, and sly visits to private rooms have been some of the problems met in the middle schools. It is only with the strictest 1. Monroe, Paul, A Cyclopedia of Education, Vol. 2, p. 634. -7... a! ti. 61 supervision that the pupils are kept at their studies, and an approximation to proper decorum is preserved. It is but natural that the Chinese Judge the relations of the sexes by the standards which they have imbibed from childhood. They therefore condemn with undue severity any act which tends to deviate from the beaten path; and al- though they themselves may be prone to such deviation, the students who are not personally concerned in any particular case Judge the indiscreptions of their fellow students none the less harshly. A few words from a girl to a male class— mate~is condemned as being immodest; a smile stamps her as loose; and if she should be so unfortunate as to be caught conversing with him alone in a classroom or out of doors in the dark she is at once slandered as being indecent and immoral. Gossip travels like wildfire in a Chinese school, and the poor girl is so sadly snubbed and mistreated by all the girls that her only comfort is in the tears which she sheds copiously. Often have Chinese students so blackened the reoutation of an innocent but indiscreet girl, who has done nothing more than to meet clandestinely the object of her infatuation, that it has meant discouragement to her and almost ruin to her standing among her Chinese friends.2 l. Keeton, George W., The Chinese Student at Work, The Nineteenth Century, Nov. 1925, pp. 716-718. 2. Personal exoerience of the writer as preceptress of Chinese girls. 1...». .. . «vitalulfichafiija 62 If Chinese young folks were all free to make matrimo- nial choices, the matter would be sonewhat simplified; but usually a large number of the students, both boys and girls, have been engaged by their parents, and many of the young men have wives at home, he latter is especially the case in the senior middle schools and the Junior College.1 Since the Chinese consider an engagement almost as binding as a marriage, it is next to impossible to break one.2 Thus, for the engaged boy or girl whose affections become set upon some fellow student who seems congenial and worthy, it fre- quently means anxiety, fear, heartache, disappointment, and despair. One of the saddest exocriences that can come to the Christian teacher is to see talented, promising young people, whose ideas of love and marriage have changed under the influence of foreign education, and who sometimes have formed attachments in school, forced in spite of their tears and pleadings into marriage with those whom they do not love and who are in no way their equals. Often those who make their own engagements while in school, an act not considered proper or legal according to Chinese custom, find their choices bitterly opposed by their parents, and condemned as improper, indecent, or 1. Kulp, D. H., Country Life in South China, pp. 165—179. 2. Ibid., The Social Heart of China, p. 505. 63 intolerable. Such cases are, however, relatively few, since when no previous engagement exists, the parents can often be persuaded to acquiesce in the wishes of their chil- dren. It sometimes happens that in daily contact with young women in the school, the married man becomes quite dissatisfied with the wife procured for him by his parents and seeks the friendship of girl students.1 He realizes too late the injustice done him by being denied the choice of his mate,- a knowl=d7e that can mean only sorrow to him and more or less unhappiness in his home life. His friend— liness to girls in the school, only starts a wave of gossip which is quieted down with difficulty, if at all. The ques— tion suggests itself: Is this increased knowledge of the possibilities of a love match any real value to those un— fortunate ones who must live on with the bitter thought, "It might have been."? With the severe attitude of the Chinese stiient group toward deviations from their standards of sex relationships, it is diffiCilt to understand why infractions of these rules of behavior are so common in co—educational schools. Group discipline doesn't seen to be an effective means of dealing with the problem. It is necessary to maintain strict super- vision of girls, and when infractions of a serious nature occur suspension or exoulsion is found necessary. l. Ginlin~ Coll’*: Students, Students and ferricfe ' w 1 A - Gusto s in China', Tee Cfllfl°S° Ricorj r, Another objection to co-ed cation 1: its ef‘;:: u'on irls toward +he conservative customs of their own people. As they return to their home in the interior they find it difficult to preserve a decorum t.ct meets the stPncards of the home community, and they easily become the objects of criticism and censu'e, which not only maqes for their own unhappiness, but also causes prejudice against Christianity and foreign maniaed schools. a question often raised by the Seventh—day Adventist opponents of co-educction is whether it is a means of ad- vancing the aim of the denomination or not. Some argue from observation of other schools that the standard of scholar- ship is better in separate schools, and that the religious irfluence and Christi r spirit of the pupils is more manifest. 5...! T”ere is no roubt, however, that conditions are chang- ing fast in China at the present time, and what have been real problems in the past may soon solve themselves. But it might well be questioned whether co—edicational schools pa terned after American institutions, are oest suited for China, or whether the English and French s stem 9; schools would not be better for the Orient in general. While there has been Opposition to co-education in the middle schools, there has been no exore sed opposition U) by Adventists to it in the college grades. The reasons l. Eonroe, Paul, A Cyclopedia of Education, pp. 43, 44. 0\ \fl ‘3 for this are that by the time a student is ready for col- le3e he is past the most sentimental 3:8, has been fitted throufh as societion and trainin social stat's f the forei3ner, and while reco eign education as prefer rable in man= ways to the Chinos , vet he realizes more the seriousness of disre native customs. Besides, the attitude of the colle3e girl tows rd her native hone environment is not a problem, as in the middle school, for she seldom re urns to live in he home community after leaving college. The advances of the married man are not encoura3ed by the college girl, for she has her earings and knows how to protect herself a3a ainst undu familiarity. The problems of tee en girls have also been pretty well settled b: the time they reach colle3e. ,5 Whatever the advanta3es or disadvanta3es o; co—edacation H may be for Chinese students, t has been definitely adopted for Seventh-day Adventist schools. To make it successful emphasis has been laid uoon proper supervision in dormi- tories, classrooms, and rssem ly halls. There is usa1 Olly a forei3n preceotress and a Chinese assistant in each school. Strict chaperonage of girls is required whenever they leave the school premises and all infractions of rules are promot- ly punished. While the boys are not guarded so closely, yet they are not allowed to leave the school premises except 66 by special permission, and they must conform to the same standard of conduct and of obedience as the girls. Ac- cording to Chinese custom, both dormitories, as well as the school premises, are surrounded by high fences or walls, with one main entrance which is in charge of a gate keeper. In this way it is possible to keep a fairly close check on the whereabouts of all the students. 67 COLLEGIATE EDUCATION ghe Beginning of the Training School and College Seventh-day Adventists have but one school in China offering college work. It started as a small training school for evangelists and Bible women in Chowkiakow, Ho- nan, in 1910. It was the outgrowth of institute work con- ducted by Adventist missionaries at that place, and later developed into the China Missions Training School. Promis- ing men and women Who had been converted to Christianity were given an intensive training in methods of teaching the gospel to the heathen. From this small school the Chinese mission workers were sent out to labor among their own People.1 As Junior middle schools began to develop in the Vari— ous provinces, the need was felt for a more central train- ing school that would not only give special courses for mature men and women, but also offer an opportunity for Seventh-day Adventist youth to continue their education af- ter finishing the courses offered in the junior middle schools. Accordingly, plans were made for a school that would meet this double need. The Move to Nanking The majority of workers thought Nanking in the prov- ince of Kiangsu the proper place for the school, and it was 1. General Conference of Seventh-day Adventists, An Outline of Mission Fields, p. 130 . 1. . . . Gain-$1 68 chosen as a temporary location.1 In 1912-'13 the China lissions Training School was conducted in rented quarters in that city.2 [The School Moved to Shgnghai The president of the Far Eastern Division Mission was strongly of the opinion that the training school should be located near the Division headquarters. Though at first this idea was Opposed by a number of the missionaries, the school was finally moved to Shanghai, and Opened in the fall of 1913 with fifty-eight students enrolled.) Obstacles Encogncteggg After the move to Shanghai the provincial missions were especially urged to send the graduates of the Junior middle schools, as well as all mature men and women in need of special training, to the Shanghai school. It was not an easy matter to get students, for the provincial missions favored their own schools when possible; and, besides, they were so short of workers that as soon as pupils finished the middle school they were usually put to work, or, if sent to” Shanghai, it would be for only one year. There was also a feeling among the mission workers in general that prevented a whole-hearted interest in the training school,- that was 1. Bibliography, A. C. Selmon. 2. General Conference of Seventh—day Adventists, An Outline of Mission Fields, pp. 130-133. 3. Bibliography, A. C. Selmon. q titalnli 69 the belief that the semi—foreign environment of Shanghai would have a bad influence on the students, instilling ideas incompatible with their mode of life in the interior and making them more or less dissatisfied with their home environment. I Diplomas Issueg In 1917 middle school diplomas were granted to a few students, the first graduates of the school. The course was strong in Bible and Chinese, but not in mathematics or science. Qggwth of the School During the year l9l7-‘l8, three foreign families were connected with the school, instead of two, as during the previous year or two. The work of the three men was ar- ranged as follows: The principal acted as business manager and taught three subjects, besides supervising the boys' industrial work; one man taught Bible and History; and the third man acted as treasurer, taught science, and super- vised the boys' dormitory. Some of the foreign women as- sisted in supervising the girls, looking after the primary school, and teaching English. Besides the foreign in- structors, here were several fairly good Chinese teach- are.2 In the spring of 1919, a class of six graduated 1. Bibliography, A. C. Selmon. 2. Bibliography, H. O. Swartout. 4 '1 .{Af 1.‘ '70 from the school, receiving diplomas that actually repre- sented a standard middle school course.1 This year marked the beginning of a new policy for the China Missions Training School. The students graduating in the spring were urged to remain to form the nucleus of a college class. Increased appropriations were made for stud- ent support. The president of the Division toured the field and insisted that the various provincial missions put forth a special effort to supply students for the school.2 The College Name At this time a number of the educational men urged that the name of the school be changed, and that it be called a college instead of a training school. There was strong op- position to the "college" name by a few of the men well versed in the Chinese language and acquainted with the Chi- nese attitude of mind. They insisted that this title given to a school whose most advanced class of students were yet three years short of being college seniors, and whose fac- ulty and equipment were both entirely inadequate to permit of full college work, was a misnomer. They feared that, since faculty and students of all grades lived and worked together, no distinction would be made; and the way would be left Open for students of middle school grade to call themselves college students, thus bringing the school into l. 63rd Annual Statistical Report of Seventh-day Ad- ventists, 1919, p. 15. 2. Bibliography, H. O. Swartout n , III 6‘11 71 disrepute among those who would naturally judge it by the students Who went out from it. They believed that, because of the strong tendency in China to strive for an educational pgmg, the emphasis would come to be too much on getting a diploma and too little on getting a practical training for Work. This opposition, being voiced by only a few, accom- plished nothing; and by action of the Division Committee the name of the school was changed to Shanghai Missionary College.1 2 ohgsi§_gn tgdent Self—supoort Dropoed For the year 1918—'19 twelve teachers were employed in the school, and the enrolment was 105. In cooperation with the provincial missions a consistent effort had been made to require the students to be, in part at least, self—sup- porting; and considerable success had been achieved. With the new "college" campaign, the idea of self—support for Seventh-day Adventist students was practically dropped. The Students were sent by the provincial missions, who stood re- Sponsible to the school for their expenses.2 During the first year of the college the enrolment of the school almost doubled, and for five years the attendance 1. The discussion in this paragraph and in the follow— lo ‘n; one is bias? on per 0131 experience as a teacher in the collefe at the time, and upon in— formation received fro; H. O. Sumrtout, a member of the collage board. 2. S. D. A. Statistical Report, 19l9, p. 15. '4 IO rar ged fro; 22 O to 263 . In -9 25 the eLLolment was 252, t e number of tea c‘ners in the school was twenty-two, and five stud.ent were enrolled in th e coll age proper.l Al— though the number of teachers was adequate, the facilities much improved, and the number of foreigners in th school more than in former years, the general morale of the school gradually lowered. Discipline wzs more difficult, epoosi— tion to t‘e religious train ng in the school was manifest on several occasions, and it was hard to keep the students up to the standard of cholarship that had been set for the 0) school. The reasons given for this were, too much finan— cial help for the Seventh—day Adventist students, the admit— tance of a large number of non—Adventists, and the growing nationalistic spirit among Chinese students in general. According to a statement made by the president of the college for 1923, about six y per cent of the students were not members of the Seventh-day Adventist church, and only half of these were connected with any Chr stian church at all.2 It was impossible for the Adventist minority of the students who came for Christian training to keep the school Spirit under their control. On the other hand, the non- Ad- ventists, aided by radical propa 92 nda from the outside, were able to coerce the minority, so that the st udent body l. S. D. A. Statistical Reports; 1920, p. 14; 1921, p. 12; 1922, p. 13; 1923, p. 13; 1924, p. 14. 2. Bibliography, H. O. Swartout 73 first made several demands of the faculty,— too radical to Qermit of their being granted,— and then struck on May 9, 1923, thus forcing the school to close a month before the end of the semester.1 The Move to the Countgy For two or three years before the college strike oc- curred, there had been a revival of the original sentiment against Shanghai as the proper location for a training school. Few students had returned from the College to en- ter evangelistic work in the provinces, and there had been some dissatisfaction concerning the general attitude of most of those who had left school to enter Mission employ. Besides, the cramped quarters, as extensive as could be Obtained in Shanghai but entirely inadequate for a school as large as the College had grown to be, made some sort of move imperative. The student strike and the premature _close of the school made early action seem advisable, and the advisability of moving the school to the country was considered. Finally convinced of the desirability of such a move, the Division Committee purchased about 125 acres of land near the village of Chiaotouchen, 150 miles northwest of Shanghai, and buildings were erected and ready for use in the fall of 1924.2 l. The writer was an eye witness of the strike. 2. Bibliography, H. O. Swartout. 74 The Name of the School again Changed With the change of the location of the school to the country the English name was changed to China Missionary Jun- ior College, which represented the actual amount of work offered by the school at that time. The Chinese name which was chosen is "Djung Hwa San Yu Hsioh Hsiao", which transla- ted literally into English is "China Physical, Mental and Moral School". Not even the idea of a junior college is re— 1 tained in this name. Development of the Junior College The Junior College started its work at Chiaotouchen upon an industrial basis. Three foreign men, ach a soecial- ist in his line, have been brodght out from America and are employed as instructors in the industrial department. Ad- ventist students are given an opportunity to earn much of their way if they are unable to pay it. A small proportion of non-Adventists are admitted by special arrangement.2 Location and Environment The Junior College is located near the village of Chiaotouchen, about thirty miles from Nanking and is en- tirely free from the environment of city life. It is within two miles of the Yangtze Kiang River, which can be seen from the school premises. The school buildings, of which there 1. China Missionary Junior College Calendar, p. 1. 1926—1927. 2. Ibid., pp. 21, 22. fifiifizn‘éi’. The Chapel "Q C\ -- J. .L. ; 1o ~ fl-..L * - .o .., ~-'~ -o'V '1 v a 1 4 1 n o n - all .4 \J 1' JT‘ Lad in bgd-L, hr: 111:) we... '1, C’) a. )F r] 1.8497 v“ -1 d V , ‘ b—u-n— ’ 1 ‘ ’ ”A W :2 " ‘F L +1’WW— 13‘ ‘1 f ’3 fi' ”a 1 (“ 1 *1 i l- , 2 i crn 'ccol'o .te o it" ht-droi ll is. I” fiq-fijll- r‘ -‘ '11“; r‘ h 3 ”fl” ”'1" “f." ’5 K 4 " ’V A. 1 .o .-' q .. _/V A. | ‘4 n4- vbcl‘v .‘ v :I 1,. . fl _ ,2 ,2 1 4. T- '! . ,, The iooorton 3e oi the Junior Coll, a need not he owolt upon at len ere, since owe previous cisc ssion of the .n n - v , « A " . 1 ". . ....1 . . '- -C .‘1 ‘1 , .1. £va primary and middle scoools JES oroaunt olt Clio? -iliy qu relation which the Trainin; Scoool has alwavs elstained to the whole line 0’ ' 3 chcnt —Cl:;' fdv;nt is ILission.rtnfl:. It is the hub in the wheel of that part of the organizat which has to do with manning all mission projects. Its aim is to give a final preparation to Chinese m3, and w men that will fit them to carry on various kinds of mission work in an efficient and Slccessful way. The College is under the control of the Far East (T) rn Division Committee by which a "enerol Board is apoointed. L. The members of the Board usually consist of the Division of - JJ ficers, the president and the treasurer of the Colle;e, the superintendents of all the Unions in Chinese ttrritor; and a few Chinese works s. The functions of the Boir; a e to see that general denominational educational oolici s are carried out in the school, to employ teachers and direct tleir work, to control the expenditure of school funds and r . n . l. 03rd annua Stot1st. adventists, 1925, p. l- (‘9 A V I ‘ r- 079 oictures, p. 3 h 77 to pass on the ye ‘rly budget requests to the Division Com— mitte e. The duties of the Local Bo: rd are similar to those of the Middle School Local Board. Budget and Appropriations A yearly budget is made out by the president of the College in the spring for the ensuing school year. After it has been approved by the Board and the Division Committee it is sent on to the General Conference of Seventh-day Adven- tists at Washington, D. C. Appropriations are granted according to app proved budget requests so far as available funds will permit. Remittance is Lade to the Division, which passes on these appropriations to the school month by month as needed. School sees The charges made by the Junior College for the Junior middle school, seni r middle school, and college departments 0 are approximately fifty—six, sixty—five, and seventy-five dollars ros pectivelV. This amount covers all charges for [D the school year, including special fees for music and type— writing. The student may meet his expenses by cash or labor, according to the arrangements under which he enters school.1 It is the aim of the Mission that after the school has been built and equipped it should be self supoorting excepting foreign salaries. Though this is the aim for all Adventist 1. China Junior Missionary College Calendar, 1926-1927, p. 19. 78 Mission schoo1s% self support is not at present possible for any of them. "‘3 Student Qualifications ‘or Entrance The College draws its students from all China. Gra uatcs from the various Seventh-day Adventist middle schools, as well as other advenced students and mature men and women who desire to take special courses are qualified to enrol. Students above the sixth grade in the East China Union,where the school is located,are eligible for enrolment in the midfile school department, and by special arrangement Srme students [‘3 are admitted into the primary department. The Facultx The report from the president of the Collcge for 1926- 1927 gives the number of teachers employed in the school as twenty-five, nine of whom are full time foreign teachers. This does not include the foreign women who are doing part time work in the school.3 Qualifications of Teachers Most of the foreign teachers have had professional training, and are either normal or college graduates. They have been selected by the Mission Board as being especially 1. Constitution, By—Laws and Working Policy of the General Conference of Seventh— ay Adventists, p. 19. 2. China Missionary Junior College Calendar, 1926, p. 15. 3. Bibliograohy, D. E. Rebok. 79 qualified for the positions which they hold. Practically all the work in the College Department, as well as the su- pervision of the commercial, normal, and evangelistic classes is done by foreigners. The Chinese teachers of the primary and middle school departments , as a rule, have had the equivalent of a middle school course and some professional 1 training. Curricula The Junior College offers two years of work in a school having students in all the grades. Being a finishing course subjects are largely elective. Commercial, normal and evangelistic courses are offered. The boys in the commercial course are given practical (D work in the business office of the Colleg under supervision of the treasurer of the school. The primary department af- fords an excellent opportunity for practice teaching under supervision, and those who are preparing for evangelistic work go out into the surrounding country and do actual work of this kind in small groups under direction of some member of the faculty. The curricula for the Junior College, including the special normal and commercial courses of the senior middle school department are here given: 1. The writer is personally acouainted with the members of the Junior College faculty and their qualifications. 1?. M I. .lHIENflHMMFd . . . lulu- 80 SENIOR MIDDLE SCHOOLsNORMAL COURSE Grade X 1. Old Testament History 10 hrs. 2. Chinese Language 10 " 3. General History 10 Y :rfi 4. Child Study 5 9 iii 5. Christian Education 5 Y ;., 6. Science, Algebra, or English I 10 9 5 Total 50 " 2- 5 -- é j Grade XI E 1. Bible Doctrines 10 " 2. Chinese Language 10 9 3. Pedagogy lo 9 4. Educational Organization 3 9 5. Junior Missionary Volunteer Methods 2 9 5. School Management 5 9 7. Science, Geometry, or English II 10 9 Total 50 " Grade XII 1. History of Missions and Denomina— tional History 10 " 2. Chinese Language 10 Y 3. Methods 10 E 4. SChool Hygiene 5 5 5. School Nursing 5 9 6. Science, History, or English II 10 5 Total 50 " I Total for graduation: 150 hrs. COMMERCIAL COURSE 81 Total for graduation: 155 hrs. Grade X 1. Old Testament History 10 hrs. 2. Chinese Language 10 " 3. EngliSh Language 10 Y 4. Bookkeeping I 10 " 5. Commercial Arithmetic and Rapid - Calculation 8 " 6. English Business Terms, Spelling, - and Abbreviations 4 " 7. English Penmanship l ” 8. Typewriting 2 " Total 55 " Grade XI 1. Bible Doctrines lO " 2. Chinese Language 10 ” 3. Bookkeeping and Office Practice 8 " . English Language 10 9 5. Commercial Geography 4 9 . Commercial Law 6 " 7. Salesmanship 4 9 8. Typewriting 2 " Total 54 " Grade XII l. Denominational History, History of Missions, and Spirit of Prophecy lO " 2. Western Civilization and Civics lO 9 3. Chinese Language 10 9 4. Office Organization and Business - Management 6 " 5. Christian Business Principles 4 9 6. Business Letter Writing and Forms ~ (English) 4 " 7. Typewriting 2 9 Total 46 " JUNIOR COLLEGE GENERAL COURSE period each week for a full semester. year's work. Grade XIII First Year Units Bible, Advanced Daniel and the Revelation lO hrs. 1 History, Modern Period 10 " 1 Language, Classical Chinese 10 9 1 Required 30 V Elective l4 9 l a. Language Group ~ E.glish lO " b. Normal Group - Principles of Education 4 " History of Education 4 9 Comparative Education 4 9 General Psychology 4 " Principles of Secondary . Education 4 " 0. Science Group - Advanced Physiology 8 " Chemistry 10 9 Astronomy 4 9 Total 44 hrs. 4 units Grade XIV Second Year Bible, Advanced Doctrines 10 hrs. 1 History, Church History and Orgc.ization 10 " 1 Required 20 " Elective 24 9 2 a. Language Group - English 10 " Wenli 5 9 b. Normal Group - High School Methods 8 " Educational Administration 4 9 c. Science Group ~ College Physics 10 " Geology 6 9 d. General Group - Pastoral Training 8 " Total 44 hrs. 4 units Note — The semester hour is based on one fifty—minute The full hour basis would count 32 hours for one full I?’“"" LzUWA-a. JUNIOR COLLEGE NORMAL COURSE Entrance Requirement:- Senior Middle School Normal -.—...-——’ Daniel and the Revelation 10 hrs. Chinese Language 10 " History of Education 4 ” Comparative Education 4 ” Principles of Education 4 9 Principles of Secondary Education 4 ” Total Required Subjects 36 " Elective 8 “ Total for the Year 44 " Grade X1! Advanced Bible Doctrines 10 " Secondary Methods 8 9 Total Required Subjects l8 " There must be elected from the following group: 8 General Psychology hrs. Tests and Measurements " Library Administration Medical Inspection of Schools Educational Adminis- tration he Preceptor and his Work N n H «b-P-P-P-P-P' General Electives - 18 " Total for the Year 44 " Required for Graduation: 08 hrs. , ELI-$35 . $51 JUNIOR COLLEGE THEOLOGICAL COURSE Grade XIII Bible - Advanced Daniel and the Grade XIV Revelation lO rs History — Modern 10 " Advanced Physiology 8 " General Psychology 4 9 Astronomy 4 G Total Required Subjects 36 " There must be elected from the following: 8 " Chinese Literature 10 hrs. English 10 " Principles of Edu— cation 4 " History of Education 4 9 Comparative Education 4 " Total for the Year 44 " Bible — Advanced Doctrines lO " Pastoral Training 8 " History — Church History and Organ- - ization lO " Total Required subjects 28 " There must be elected from the following: 16 " English 10 hrs. Wenli 6 " Geology 6 ” College Physics l0 9 Educational Organiza- - tion 8 " High School Methods 8 9 Total for the Year 44 " Required for Graduation: 88 hrs. ae_aasefa The Faculty —jL:>‘d‘,‘ “ r 7 w -1 r1 A 1 V ' latiog merit. Thus tn; Healthr o in;se h-fe JPDVi_cQ Jib- ..4 y - 5 ~ "~ w... . o , ,_ 1- r”- 0'14. p , J. 110 o- “s and inorovea roals, and .i\e also LUlio hosoitals " 39 i . mi. - 4- - J— .. a. , :1 and school: lo: toe poor. foe motives promoting tiese needs » h n ~1n ‘ J- L‘ c A — D - :‘N are sel_i;n, in t.ac they are performed for the puroos~ of comprehension that a forei nor snould cone to heir country from a purely humanit ori; n and unselfish motive. The Succriority Comrlox Another pr-oblsm connected wito the solary qua-stion and grow n; out of the two scales 0‘ living, wiieh is an otstacle to the sharing La is an unconsciotsly develooe sun riority corolcr in the mind ot the fLTGl:P works 3. His position in relation to n) i the Chinese ntiruall" emphasizes his importance as comoor d with the vast throng about him. The coolie nulls his rich- 73rd, clvsns his house; the Chinese cook pre- L" DJ ("Q ‘0 H) E” I o (J) :j‘ H 3 J n, .~,A A ~ J—‘ . . vvf ,-, u -p ‘ pares his meals; and the nroive LQMQH ares -or his children. R) ngs, Jones, Encycl oove dig of Religion and Ethic-, (Chinese, Vol. 2, pp. 350—310; Vol. 3, Charity, ivinW(B1dd“ist), no..ZSl-382. '7. r1 1, , J. g. 'F",. , .1..- If o. Linuxoss Coristdiuiioi,oat on, rm Lyo, of them, indeed, who do not delight in lording it over the Chinese; and the boy, who, unseen by oarents, does not oc— casionally shy a stone at a passing coolie is a rare excee- tion. Can it be doubted that the Child expresses in his rude way an attitude of mind which he has developed because of the, perhaps unconsciously manifest, feeling of superior— ity on the part of the older members of the Mission family? These difficulties, many of whic’ are inherent in the r. situation, are not confined to the seventh-dew Adventist “a schools. The? are recognized by other missions to be vital problems, as yet unsolved, and resulting in serious losses to the Christian church.1 The relation between foreigners and Chinese in she College is not unfriendly. Unity of purpose and action has been quite marked in the College dur— ing the last few years. But it would be folly to question the fact that two scales of living, base on different standards of civilization existing side by side, make a real democratic spirit difficult, minimizes the sharing process, stifles appreciation on the one hand, develops a superiority complex on the other, makes the spread of the Christian religion difficult, and constitutes one of the greatest obstacles to the advance of the Advent Message in China. 1. China Educational Commission, Christian Education in China, p. 335. 106 The Problem of the Returned Student The Seventh-day Adventist Mission has consistently discouraged Chinese young people from going abroad for edu— cation. Its policy from the first has been against Kission help in any way for this purpose. The previous discussion of foreign influence, and English education for Chines make the objection to a still more foreign environment quite apparent without further comment. It might be well, however, to state the so (I) cific reasons why Seventh-day Adventists ob— ject to foreign education for Chinese:L First, students going abroad for education build habits and attitudes which unfit then for PiSSan work among their own people. Second, the large salary demanded by returned stidents cannot be met by the native church in case foreigners should be withdrawn from China. Third, the opoort nities to cosmercialiie th ir educa- tion are so great that they are continually tempted to leave Kission employ, resulting in a half—hearted devotion to gospel work. Other objections to the "returned student" have been ably expressed by an American educated Chinese in the fol- lowing para raohsr "The 'returned student' in China is nuw avowedly a social problem of no mean magnitude. But so far the prob- lem has been only generally viewed from the standpoint of 107 economic and social habitation and adjustment of the indi- vidual. His sojourn abroad ntitles him to a status which is enviably unique, but which the Chinese society, under the present economic and political conditions, often fails actually to accede to him. This results in a maladjustment which may account for a considerable part of the social un- rest now prevailing in China............................... "Despite all social esteem and prestige placed upon him, he is not incomparable with the American negro of the pre- emancipation days, a kind of tertium quid. He has lost his ability to appreciate things old and native, nor is he strong handed enough and confident of himself to push through meas- ures that are truly revolutionary. If he is well conscious of his situation, the average 'returned student' is doomed to despondency and inertia; else he may make the matter worse by freely disposing of his commodities as it were on no other ground than their exotic novelness, true, if he is from America, to the pervading spirit of that culture; of the essence thereof he has, however, only a smack."l The New Nationalism In order to understand to a limited degree the problems now confronting all Christian schools in China a brief his- tory of the anti-Christian movezent and the "New Nationalism" together with some of the basic principles are here given. l. Pan, Quentin, The Returned Student a Cultural Problem, The Chinese Christian Student, April, 1926. 108 The anti-Christian movement has been called the "hsin chiao", intellectual renaissance of China. In its conception it was not anti-Christian, it was neither religious nor anti— religious. It was a movement in the realm of reason which demanded the right to see and prove all things. The approach to Christianity is for the Chinese so closely identified with the West and with certain historic happenings in Chi— nese life has made a strictly impartial inquiry difficult to carry out. Thus a definite anti-foreign movement has now emerged.1 The movement came into existence in 1922, when Honorable Bertrand Russell, at the invitation of the young China Asso- ciation and the Student Philosophical Club, visited all the chief student centers of China and made his interpretation of the thought of the West to the East. His lectures stirred up the minds of the Chinese students and started a critical attitude of mind toward Christianity which has increased rap— 2 Mr. Russell's teachings were summed up by a idly since. prominent Chinese in the two following paragraphs: "Religion is an instrument that kills man. The wars in European history have all some relationship to religion. 1. Chinese Christian Education, Report of a Conference held in New York City, April 6, 1925. PP. 33—35. Chirgwin, A. M., Anti-Christian Movement in China, Nineteenth Century, 1925, 701-703. 2. Ibid. High, Stanley, China's Anti—Christian Drive, The Nation, pp. 682-683. 109 Even the Great War that has just been concluded had its roots in certain religious beliefs, which served as weapons of killing. "Religion in its belief in the supernatural is a hin- drance to the progress of science."1 The Chinese students began to proclaim that religion was an obstacle to national development, and advocated that science and aesthetics should be adOpted in its place. From the beginning this movement was also anti~capitalist, and it claimed that Christianity was a part of the capital- istic organization of society. For the most part the leaders were young and ineXper- ienced, and after a Short, vigorous and active opposition the movement seemed to die down. But in 1924 some students in Shanghai College were asked to leave. They immediately Joined the anti-Christian movement, which had been gaining strenght from the Soviet propaganda and from a widespread agitation among educationists. These students added the zeal of a new grievance to the anti—Christian prOpaganda and it began to spread very fast. At present it is esti- mated that there is not a large city or student center in all China where it has not reached.2 l. Chirgwin, A. M., Anti-Christian Movement in China, Nineteenth Century, 1925, pp. 702-703. 2. Ibid. High, Stanley, China's Anti-Christian Drive, The Nation, June, 1925, pp. 681-683. 110 The attacks made on Christianity are extreme, going so far as to say that "Jesus was the illegal son of a Roman governor, a fake, and a rebel.”1 The largest contributing factor to the movement has been the growing spirit of nationalism. The Chinese have from old looked down on foreigners and have believed in the superiority of their own race. They are becoming more and more confident that they are not inferior to the people of the West. An extreme chauvinism has developed in China since the World War. Wilson's doctrine of self determinism added fuel to the flame of patriotism. The students are increasingly resentful of what they call "imperialistic dominance and eXploitation." They regard such matters as tariffs and extra-territoriality as rightly within their competence. In an uneXpected way the nationalist movement has shown itself in the field of education.3 The Chinese Edu- cationists are opposed to Christian schools in China, for they claim that the prestige of foreign schools may lead to l. Chirgwin, A. M., Anti-Christian Movement in China, pp. 703,704. 2. Education in China, The Outlook, Feb. 16, 1926 Ho, Y. 0., Our Nationalism and its Twin Foes, The Chinese Student Monthly, June 1926, p. 56. Sze, Alfred, The Future of Chinese Democracy, Annals of the American Academy, 1922, pp. 246-247. 3. Balme, Dr. Harold, Anti—Christian Movement in China, Chinese Christian Education, pp. l2—17. 111 the ousting of the national system from favor; they claim that education given by missionary societies has a denation— alizing effect and also a propagandist objective, religious in nature and probably political in purpose. Two groups of Chinese educationists have come into existence, the one protesting against an education controlled by Westerners and owing no allegiance to the Chinese government, the other anti-religious offering opposition to all Christian teach? ing or services in schools and demanding complete religious freedom and an entirely secular curriculum in the schools. They demand that foreigners must not use their schools to propagate religion, Should abolish all religious teachings, and that no preaching or worship of any kind be permitted.1 Their demands are drastic, but the government cannot refuse to recognize them, since they come from leading education- ists, and not from mere agitators.2 Would it not seem that Christian Societies must be prepared to look forward to the complete secularization of the educational system 0 China The effect of this propaganda upon the student body in China has been felt from the primary school to the univer- sity. The ideal of a democracy has been extolled throughout the land. The Chinese have not had enough experience to impress upon them the responsibilities that rest upon them as citizens of a republic, and they seem to think they 1. Chinese Christian Education, pp. 9-ll. 20 Ibid., p. 150 112 should be free to do as they please with no restraint from higher authority. This is shown by the attitude of students toward school authority during recent years. For instance the students in one of the government schools on being re— fused a holiday ignored the faculty and simply absented them- selves in a body. Students who have wasted their time and neglected their work demand that the professors furnish examination questions in advance in order that they may pre- pare the answers. When students have disliked their teach- ers or principals because they tried to exert some kind of control they have brought pressure to bear and secured their dismissal.l This lawless Spirit has further shown itself by the organization of a nation wide student strike. All patriotic students have been called upon to leave their classes and join in propagandist work. For example in the Nankai Uni- versity, the students demanded and secured the resignation of all the teaching staff including the principal. The whole institution passed into the hands of propagandists.2 The students in many Christian schools have been slow to cooperate with the government schools in their patriotic strikes, and sometimes have refused to do so at all. This has been used as a basis for the statement that Christian l. Melvin, Gordon, Student Self Government Run Wild, Educational Review, March, 1926, pp. 142-143. 2. Chirgwin, A. M., Anti-Christian Movement in China, 1925, p. 710. 113 ducation dens tionali: es th epuoils. It is evident that the (D position of patriotically minded Chinese Christian students 4.“. L n -. , 1 is not ens". .r= .se torn oesueen a ,0” -\ 0 ”1,“ na- J— . ~ elisi in uHLlelafl— J- . 'i - n v 1 3‘ . I 4 N ,- , " ity and friendship l 3 he fore; Jo r on the one nand and a q. b" "‘lr. |‘_A . (f stron3 nfi+ional feelin3 on the o It is claimed by man; Chinese thrt China has little or no qua rrel with C lets that are in “eneral circulation amon3 the students (.0 (D L 3 Out of one hundred 01“i_ied articles examined by U "m. N. z. Zia he fevi-d only t‘zree had anythin“ to ace Ll-‘ VIA la hi - -v - or O L“-~ T) 'V J.” 1' a3ainst es s, on y one was hostll to D”? ib lo, oil' two 1.1 J. 1' r“ A . * 1 .3" 31 r‘ , VA r. ' — r“ w“ ' ;:?u crioical of .risti ~ .;ission,ries, D; fiJDIq nine per (7) A A r ’A ‘- I‘ Q /—. fl - -v . ~ ‘ Gene in all. he osh-r ninety—one per cent was direct .d -. tom.” “voti— la. ba-4. L.,-L ajeinst Chlift on edicetion becomes it we“ forei J _...»4. V—I- 1-4V- - M4 l _.....I patrio‘io or '3oins~ Christians because +hnv were UPCUCTiT“ _.-J ,, , J ’ 4‘ U .. .. _.. Li .. . 1““... 1 .g _ .. '1 ,..J. , 1 .-..a-- 41"“. Ia“ _*. 3......)fifi ’1'“ L 1‘ w -._ ..; _ .1 h -‘— ._lv 5--mup- L a V «c . w A— U. 4- 1~ r... «,r 2 n irnwvnm 4- 1‘ .. L‘ 'nn—fl. P - -- I cl, l, -on , sn:t Whau“Vc” ole r a- -o- may ’ .~ , ie a was .- w . -. m or: —« a - . C"‘ J , is s sin u -13 . oi n-co ‘s cal;-€o in“ file “is— V J- +- J. '1‘ ,.. 1 '. .1 tiani ' to '3 assoc f-e . It 3.‘-‘ 4- 1 L n” n N 41 r c a “e 'rcseo, sit r-ion ir v‘ ha is one o- ”12: l in— +3” "t t 11 m‘ ‘ ’ w - - - ‘1“ ~aJ—- o. sole: o a . is: : colt outrage: in silt col s: Ve 1W1 4 ‘onofi ‘1 .3 ’- 1 L or "r no.1 a l i" - ° "H .e 1‘ ~- - q - p 41.8-- ...g.! 1“.r-.U U3 U -\.I II 3". chvb, :41 Juafe lbL’lGI’S A; J J *F‘IC «1‘ :JJ- - . ens-.1 .~.+4 ‘71 ~1 ”’L - , o» 1— «- ‘~ n—--. 3 --Cosr; pracCloallv all nl:s_oo 3 -oo_; .'re oc:o closed, ’1‘ _,,,,O A T' Ifi' P O 1'11 _ o J. o *3- ) n1 0 .1“ . e . -,. .l - .4 l. U “irvn 1.--; a. 0 LIL. ’ ab J g.‘ ”t1 “U -fl:bT—w\i Ml)“, V .JAALU j_7: "/-~:_ .T.’ 1' -4. . 1.1 C - J. - dr— 1 » Vi 2 A I. i u e -L..‘_ Cllbxrj, 19...). 7-1. infl the fitire alone coo rzveal t‘; ogtc no of tnis "root n:*ionnl Chinese m.vcnon . It is not nitfiin tfie scone of this tfiesis to deal with the problcn: of the nresent year for union no iota con no secired excent current navzjcner re‘orts. A question oertinent to this suijoct is how thi~ ‘- f“ ,,__ swims-t- +- 41- .1 n "a .,. .. scnools in seine. Toe suiielo scrile in ci41313i ‘lSSiUHirj _.,. i ' ... 1. “m H .8- F‘ ,‘ 4.x .4- 4. y... Colle3e 133 fireViuusl; seen nine oned. since ens» tine no " ~ 1“ .1 "‘. ‘4 4' ' . \ 4" ‘2 1‘ I“ p‘ 3w. r. yr. out.orl as onscraoion coifin tn- so taken nlh 4:1.— -J— m- r" L . a + v. ., n . rm - . on U: -3 pflLfiU 3“- LJ.~3 .V'rlJ-ilci‘ EU UECH‘JC [tars Si."£~". S J1V‘.'; 1-LJ 5 11/] t. J 4. ,,._.‘.,‘ , .24. ”1.4.- . '3 .. , . . 93 leveloo , critical wbpltifle toJeid iorei3ners o;d for- (W {O o f‘ r “ [.3 .. .1, 1.. . ~. e1 n.¢gm;el.inscionflons. L) v (1,. 1-1 . I- r, . 4. .4- '1. -4...) 4. a 3 ., w -oventi-dof elvenciscs veloe n tiiooiso based upon tee .g 1 c. . - .1. 1,‘ a .o l J- J. . ,... Biole cocoons me 'er b eroiorz unto Caesar the unio3s ",wq ‘ n. 3,‘ 1 M '1 , , 4- L1 a ., __ H "l n ‘c“ ’*“‘~JT sor s; ' " ”ito Jol He “’dix3d‘tlab :43 uo"s. w _. '1- l 4. .L w, '1 '1 -. . “A o ,.4_‘, -_ T1o* ueliEV: eats all Siouli oe lodnl to oneir colntr; e;d u t (D k: H Ct- s lens; but that the ”ivint of the 3ospel mess: e*en more vital, eno that unis work shouli receive one major Lert of the attention and stnen3th of every men‘or. They have tried to iroress upon the Chinese youth tn; brother— -. J!- hood of mo: eni the connon inverests that Christian: shouli hale in a heavenly home. Since so large 3 proportion of the students come from Adventists house and hive e fairly def— inite ides of what it will cost in time and effort to pre- pere for this work, the greater part of the student body has been deoendeole enou3h to insure s reasonably 3ood. de3ree of order and studiousness. In the few cases of strikes and disorders co Md tions h‘ve been remedied by reducin3 the proportion of non— —Adve ists admitted to the school. What hes be’n said in this terc3reoq is not aeoliceble to the O (D "5 (+- '“5 u) U U *3 d' 0) H H O; 4 ‘4 D .1 c 1' r.» (0 cf' (’1 O L) \J U H U) According to a re have beun closed in Chine on account of the snti-forei3n demonstrations of the past few months. The problem that now confronts Seventh—day Adventist educationists is one common to all Christian school men in China. The questions Q are: Will these schools 0 en egaiL? If 50, Whit authority in their mane3enent will be 3iven to the Chinese? Will reli3ious instruction be oroiibited in these schools? Will the Chric tien cth ch in America continue to con rieute funds for their .‘n7intensnce if theJ become mere tools for the pro— motion of Chinese Nationalism? And wr at will be the future relation of Christian schools to Mission work in China? 116 CONCLUSION The data that have been presented in the discussion of Seventh—day Adventist schools in China have shown that the problets met by them are similar in many respects to those of other missions, the points of difference being lar3ely due to divergent aims. The 3en neral purpose of Christian Missions has come to De that of social uplift and the bette ment of conditions in thi spresent world. Sev- enth—day Adventists believe that the chief business of every human bein3 Should be to confess his sins, believe in Christ as a personal Saviour, strive to obey God's law, Study God's purposes for Issxfi nd as revealed in the Bible, 5 and do his part in preparing others for the personal comin3 of Christ and the end of this present evil world, social and material help to those in need being a by-product of faith and love, fliich sprin3 from previous re 3eneia tion. Hence it 'has been the purpose of the denomination that their schools in China should coitrioute directly to the preoaration of men and women to carry the Advent message to the Chinese people. The policy of other missions in maintaini n3 separate cf- :3 H) 0 schools for boys and girls in China has no bee l by Seventh-day Adventists. The adventa3e s and disadvanta3es of coeducation which have been considered seem to indicate that at present the effects of co— —educe tion in Chines mid— dle schools are harmful in many ways, that the advantages 117 of this system are offset to a large degree by the atti— tudes and customs of the Chinese people, and that there is an absence of proof that this system of education con- tributes to the advance of the aims of the denomination. In this connection it is suggested that a study of the French and English system of education might reveal much that is preferable for Chinese schools at the present time. The different scales of living of foreigners and Chi- nese, the influence of Western teachers in classroom and out, and the reaction of the Chinese youth to this environ- ment forms one of the most serious problems confronting mission schools in general. There is no doubt that these schools have been one of the underlying causes for the "New Chinese Nationalism", and the Westernization of that country. Though the reaction of the Chinese to foreign training is working out along lines that were not fully foreseen, and are somewhat disappointing and alarming; yet it is not possible to stop the present tide of forces tend- ing to modernize China by rules and regulations imoosed by foreigners in mission schools. It might therefore be doubted that the policy of Seventh—day Adventists in dis- couraging the employment of English educated or foreign trained Chinese is a wise one. Although English is held at a minimum in the course of study and is not a required subject, yet there will always be ambitious students, who, hoping to obtain for themselves the superior advantages 118 secured by a larger salary which an English education de- mands, will push on beyond the confines of the course of study, and qualify themselves for positions which will in— sure for themselves a higher scale of living, the desire for which Las been conceived through contact with foreign Ho missionaries. Is t quite consistent to provide an en- vironment that creates and stimulates intrinsic desires in the hearts of the young only to stifle them before they can be satisfied? And the question persists in the mind of the thoughtful person whether the present attitude to— ward these ambitious youth, especially the "returned stu- dent", will continue; and if so, wiat the effect will be upon young Chinese Seventh-day Adventists and upon mission work in general. In the consideration of the primary schools, it has been shown that the curriculum is similar to that of the government schools, with the addition of religious train- ing. It is difficult to secure qualified teachers for these schools, but their chief need is regular and syste— matic supervision by capable Chinese especially prepared for this work. One of the most serious defects of the middle schools and colleges, which is also common to the schools of other denominations, is the small number of Chinese qualified to be in any real sense the peers of the foreign teachers, or to to hold positions of administrative responsibility. It 119 seems that there are but few such men available. If, as is self-evident, many more really capable men are needed, it would seem that, since the limited number oftextbooks in the vernacular does not permit of satisfactory school work in the advanced grades, the policy of the Adventist Mission in discouraging the study of English in the schools and the employment of English educated Chinese as teachers would delay the process of meeting this need. Other con- ditions that have a bearing upon this question are: the fact that it is usually easier to get a new teacher sent from America than it is to persuade the Mission Board that it is wise to employ a high-salaried Chinese; disappointing experiences with some of this class of Chinese who have been tried out; the necessary restrictions of mission ser- vice; a persistent, if unconscious feeling of superiority on the part of foreign executives and their slowness to sense the Chinese conception of what is involved in just and proper treatment. These comments are not made in any critical spirit. Anyone who has had the slightest acquaintance with educa- tional work in Chian and has dealt with these problems will feel hearty sympathy with those in charge of school admin— istration in that country, and also with the Chinese who, through years of persistent effort, fit themselves for po— sitions of worth, and who have acquired habits of living which demand higher salaries than the ordinary graduate of the middle schools or Junior College. Many of the dif— 120 ficulties are inherent in the situation. Nevertheless the small number of Chinese in executive or responsible teach— ing positions is a damaging weakness. And until it is remedied the Chinese will never feel the mission schools to be theirs, but will look upon them as a foreign element in their national life. In marked contrast with other missions, almost all the student graduating from Seventh-day Adventist schools have entered denominational work; and they supply a large proportion of the native force of the Adventist workers in China, who are making possible the advance in that country toward the goal of the denomination,- "The Advent message to all the world in this generation." it is this fact more than any other which Justifies the existence of this special system of schools, and proves that they are a SUCCG SS. 121 BIBLIOGRAPHY l. Annals of the American Academy, May, 1922. Philadeloh a: The American Academy of Political and Social Science, 39th Street & Woodland Avenue. 2. Annual Statistical Reports of Seventh- ay Adventist Conferences, Kissions, and Institutions, 1912—1925. Washington: General Conference of Seventh—day Adventists, 'akoma Pa k, D. C. 3. Bliss, Edwin E., The M ssionary Enterprise. New York: H. Revell Co. 4. Century L azine, The, November, 1925. London: Constable & Co., Limited, 10 & 12 Orange Street, Leicester Square, Y. C. 2. 5. China hissionary Junior College, Calendar, 1926—1927. Chiaotouchen, Kiangsu, China. 0. Chinese Christian Education, A Report of a Con erence held in New York City, April 6, 1925. New York: Committee of Reforence and Council of the Foreign Missions Conference of North Akerica, 25 Madison Avenue. 7. Chinese Students' Monthly, June, 1926. Detroit: 155 Sibley Street. 8. Chinese Recorder, The, June and July, 1926. Shanghai, China: Presbyterian Mission Press, 135 North Szechuen Road. 10. ll. 12. l3. 14. 17. 122 Christian College in New China, The, Report of the Second Biennial Conference of Christian Colleges and Universities in China. Shanghai, China: 23 Yuen Ming Yuen Road. Christian Education in China, Report of the China Educational Commission. New York: Committee of Ref- erence and Council of the Foreign Missions Conference of North America, 25 Madison Avenue. Chuang, Chai-Hsuan, Democratic System of Education in China. New York: Teacher's College, Columbia University. Current History, October, 1924. London: Constable & Co., Limited, 10 & 12 Orange Street, Leicester Square, W. C. 2. Department of the Interior, Bureau of Education, Bul. 89. Washington, D. C. Edmonds, harles K., Modern Education in China, Bul. No. 44, 1919, Department of the Interior, Bureau of Education. Washington, D. C. Educational Review, January, 1926. Shanghai: The China Educational Association, 23 Yuen Ming Yuen Road. Handbook of Christian Colleges and Universities, Bul.l4, 1926. Shanghai: The China Christian Educational Association, 23 Yuen Ming Yuen Road. ' Hastings, James, Encyclopedia of Religion and Ethics, Volumes 1 and 2. Edinburgh: Scribner's Sons. 18. 19. 20. 21. 22. 230 24. 25. 26. 27. 28. 123 Headland, Isaac Taylor, Home Life in China. New York: The Macmillan Co. Hubbard, W. L., The American History and Encyclopedia of Music. New York: Irving Square Hume, Robert E., The World's Living Religions. New York: Charles Scribner's Sons. Kulp, D. H., Country Life in South China. New York: Teacher's College, Columbia University. Leong, Y. K., and Tao, L. K., Village and Town Life in | China. London: George Allen and Unwin, Limited, Ruskin House, Museum Street, W. C. Lewis, Robert Ellsworth, The Educational Conquest of the Far East. New York: Fleming H. Revell Co. Living Age, May, 1922. Boston: Living Age Co. Loughborough, J. N., Great Second Advent Movement, Edition 1905. Washington: Review and Herald Pub- lishing Co., Takoma Park, D. C. Martin, W. A. P., The Lore of Cathay. New York: Fleming Revell Co. Miao, C. 5., Bibliography of Religious Education for Schools and Colleges, Bul. No. 13, 1926. Shanghai: China Christian Educational Association, 23 Yuen Ming Yuen Road. Nation, The, May, 1922; June, 1925; May, 1926. New York: The Nation, Inc., 20 Versey Street. 29. 30. 31. 32. 33. 34. 35. 36. 37- 38, 39- 124 National Education Association, Report for 1915. Washington: National Education Association of the United States, 1201 Sixteenth Street, N. West. Nineteenth Century, The, November, 1925. London: Constable & Co., Limited, 10 & 12 Orange Street, Leicester Square, W. C. 2. Outline of Missions, An, Compiled by the Mission Board of Seventh-day Adventists. Washington: Review and Herald Publishing Co., Takoma Park, D. 0. Outlook, The, February, 1916. New York: Outlook Co., 120 East 16th Street. Programs for Worship in Schools and Colleges, Bulletin No. 17, 1926. Shanghai: China Christian Education— :1 Association, 23 Yuen Ming Yuen Road. Ross, A. E., The Changing Chinese. New York: Fleming Revell Co. School and Society, September, 1925. New York: New York Science Press.. Seventh-day Adventist Year Book, 1926. Washington: Review and Herald Publishing Co., Takoma Park, D. C. Smith, Arthur N., Chinese Characteristics. New York: Fleming Revell Co. Thwing, Charles F., Education in the Far East. Cambridge: The Riverside Press, Houghten Mifflin Co. Twiss, G. R., Science and Education in China. Shanghai: The Commercial Press, Limited. (I 125 40. Tyler, E. B., Primitive Culture. London: John Murray, Albemarle Street. 41. Woodhead, H. G. N., China Year Book, 1925. Tientsin, China: The Tientsin Press, Limited, 181 Victoria Road. fl Okemos, Michigan May 23, 1927 To Whom It May Concern: In response to a special request, I am making a few statements concerning my experience in, and observation of, Seventh-day Adventist educational work in China. I spent the years from 1916 to 1926 in that country, and was engaged in school work full time for three years. I was a member of one school board or another nearly all the time for the whole ten years, and had many opportunities to observe schools and school work during my numerous trips through various provinces of China. When I first began school work in Shanghai, it was the general custom of the Foreign Mission Board to appropriate considerable sums of money each year to the local missions in China, to be used in assisting students to go to school. Many of us did not believe such support would produce the strength and self-reliance needed by the workers into which we hoped these students would develop. we made a deter- mined effort to get the students to be responsible for their own eXpenses, and in the two years that I was in charge of the training school in Shanghai we succeeded in raising the average percentage of self-support from less than twenty to almost fifty. One difficulty in attaining self-support was the gen- eral unwillingness of the students to do manual labor. They felt that they were disgracing themselves by doing such work, and the old customs of China gave them reason to feel so. At one time I tried for several weeks to get some of the boys to clean the ice out of the water gutters around the school buildings, but they managed to slip out of it with one plausible excuse or another. Finally, I took a hoe and a pickaxe and went at the Job myself. I hadn't been at work five minutes till there were six of the boys there, all anxious to help. After that I had no more trouble. When they saw that the principal of their school did not feel himself above doing such work when necessary, their objections vanished. The policy of urging student self-support naturally did not bring a rapid growth in enrolment, and after I left the training school the old idea of financial aid to students was revived, with the hOpe of filling it with students. Increased appropriations were made, and the president of the Division brought pressure to bear on the men in charge of the local missions, touring the country and urging that likely young people be financially aided to go to the training school, if such aid were necessary. Looking forward to a much increased attendance, some began to urge a change of the school name. They said that since the plan was to raise the training sshool to college grade as soon as possible, it would be proper to give it a college name at once, incidentally increasing the incentive for young people to attend. A few of us had serious misgivings about such a change. We believed that a name without the work to back it up would mean loss in prestige, rather than gain, and that students who came to a school simply to be known as "college" students would be more harm to it than good. But we were overborne by numbers and the China Missions Training School became Shanghai Missionary College. Some of us believed that the evil results of these changes of policy would soon manifest themselves, but they came even sooner than any of us eXpected. The increase in enrolment was marked, of course; but many of those who came to school came because they saw a chance to get some education and reputation without paying for what they got. Quite a number pretended to be Christians when they were not, just because of these opportunities. During the sec- ond year of operation under these new plans, the principal of the school told me that sixty per cent of the students were not Adventists and that half of the non-Adventists were not even Christians in any true sense of the word. It was this large proportion of students not in sympathy with Christian ideals that brought about the strike and disruption of the school in 1923. The increased enrolment did not mean much increase in the number of young women who came to the school. I do not think that they ever made up as much as twenty per cent of the student body. As I went about the country I found that the Chinese were opposed to co-education, and some of the best men would not send their daughters to a co-educational school, even if it cost them nothing. They preferred to pay a high tuition and send them to girls' schools conducted by other missions. One of the greatest problems confronting Seventh-day Adventists in their educational work in China has been that of getting and keeping suitable Chinese teachers. When I was principal of the training school in Shanghai, we had several fairly well trained men, but none of them were college graduates. This did not matter so much then, for we were doing but eleven grades of work. At present, however, there is a general wave of interest in education among all classes of workers. Many of the interior evan— gelists, who can not get to school, are enrolling in our correspondence school; and there is a growing sentiment in favor of requiring a higher educational standard as a prerequisite to employment in any line of mission work. In view of these facts, it is more than ever imperative that men with full college education be added to the fac- ulty of the Junior College; and we do not know where to turn to find such men who are in sympathy with the aims and methods of Seventh-day Adventists. Sending students to our denominational colleges in America would be one solution, but there is a strong sen- timent against such a plan. Many believe that an American education spoils Chinese for work among their own people, makes them too exacting as to salary, and puts such tempt- ing commercial opportunities before them that they are likely to be only half hearted in their work if they enter mission employ. Our problems, however, are no greater than those of other missions, aid time will surely bring some solution. Sincerely, w a MW w. t. HOWILL. aluIIAL IICII‘I’AIV c. A. RUSSELL. “9:31AM? stcnnnnv “canon" AND cuusn'unv [DUCATION C. W. mum. AIIOCIA‘I’I CICIITAIIV mouth IDUCATION MR8. FLORA H. WILLIAMS. AIsIsTANT ILIMIN‘I’AIY IDUCATION AND EDITORIAL GENERAL CONFERENCE 0F SEVENTH-DAY .ADVENTISTS I)IEIPALII1P)II§3PI‘IJHF'IEI)IJ(3AL1E[()BS CAILI ADDRIII TAKCMA PARK. "ADVINTlfl" WA.HIN°T°N flLtanI-mc anon“- If 1 ., 1027 WASHINGTON. D. C.. U. S. A. ”alumni. conrtnlucr- nay 7 , , o WAIHINGTON. D. C Dear Sister Swartout: In reply to your letter of May 10, I am sending you a copy of the book of recomvendationS'which covers the work of the Educational Department for a number of years past. In reference to the industrial work, I would say that it is the policy of Seventh—day Adventist schools to require manual labor of all students. The reason for this is that it is the character-building element of manual labor, together with the mental work that is a powerful factor in the prOper development of the student for future usefulness. Some of us have been connected with our school work for many years, and we have had the opportunity of seeing the type of development made by different students. Those who were inclined to study books only and shirk as far as possible manual labor have not developed into satisfactory workers and burden-bearers. The leading executives, conference presidents, heads of institutions, have been men who had to struggle for an education and work with their hands every available moment in order to meet their expenses while in school. This effort has particularly fitted them for positions of responsibility. Now baseball, football, and all other games of this kind do not fit in with this program. It is impossible for one to play games, get his studies, and do work. The work takes the place of games. There is nothing in the games that prepares one for executive work and a devotion to the spirit of games seems to unfit one for serious effort afterward. Now if you will take the books, "Counsels to Teachers," "Education", and "Fundamentals of Christian Education," and turn to the index, you will find a wealth of references dealing with this very topic, and put in a much better way than I can express it. My attitude is that of one who has spent years and years of endeavor in carrying out these principles, and I have seen the great benefit to be derived from it. A number of years ago a pamphlet was published entitled, "Recrezation." This was out out by Sister White, but unfortunately I do not have a copy that I could send you at the present ’ time. Trusting that this may be a little guide to you, I am 1 Very sincerely yours, ‘ Q>77”“\5;1 '(K . O/ZWj 2/7/7 CHINA MISSIONARY JUNIOR COLLEGE OF SEVENTH-DAY ADVENTIgTS CHIAO TOU DJEN. 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I w‘ . . ‘ I {J . I {‘I ‘ ‘ r' . ...l ‘4 4. . .1 ,I .A.\ 1 I J- ._ ‘J , J -~ .1 - L 5 LJ I‘- .‘ ~ . 1 l v .... '1 -, - A .--,_ ._ .0 '.)‘J .L\1 (I: «nJ -1- L‘il. .. L.L..l_.\/ v.4 ‘l ._'\.l ., . —- I. ~7- "mm; '7' .' - 1» - -L ‘ s.’ l) 4‘ .l I ’ I... L ... I \- ~ 'I "v ‘3 " .1", “(I OFFICE PHONE 227| HOUSE PHONE 43bl A. C. SELMON. M. D. 4| NORTH WASHINGTON AVE. BATTLE CREEK, MICHIGAN ’ In.ms.mumm Okemos , lichigan Dear Hrs. Swartout: As a means of answering your questions, I am making a few statements below, embodying some of my experiences and observa- tions in connection with Seventh-day Adventist school work in China. I was in China from 1903 to 1924, exclusive of short fur- lough periods. I was principal of the China Missions Training School the first two years after it Opened, and served on the Board of this School for several years afterward. In connection with other lines of work in various parts of the country, I had an opportunity to observe the conditions surrounding, the work done in, and the problems met by several other schools operated by this denomination also. The Training School was moved from Chowkiakow to Ranking for several reasons. It was desirable to locate near.some place where many peOple lived, so that the students might have a good opportunity to earn part of their school eXpenses by selling Christian literature. Besides, it was thought better to locate the school not too far away from headquarters, so that men in positions of influence could visit it more frequently and help it more intelligently. On the other hand, it was considered very important not to get the school so near Shanghai as to be outside of Mandarin-speaking territory. Ranking seemed suitable from all these points of view. The chief reason for moving the School to Shanghai was the opinion and the influence of the President of the Asiatic Di- mision Mission. The move was opposed by most of the men who had been engaged in actual mission work with the Chinese. After the move to Shanghai, the enrolment was rather small for some years. The men from South China opposed the move so strongly that they did not feel like sending students to the school. The men from North China did as well as they could, but limited finances would not permit them to send many students to so expensive a place as Shanghai. Besides, the shortage of Chinese mission workers was so great that a large proportion of the student body spent but a year or two in school, and then went out into field work, the result being an ever-changing student body. . In the course of study, the aim was to work toward as well- rounded an education as the character of the student body seemed to demand. The course was strong in Bible, and included a fair amount of history and of elementary mathematics and science, es- pecially physiology and hygiene. “‘— ”.0 De Be 8'. 2 In general, the Seventh-day Adventist Mission did not ap- prove.of the "Mission School" idea. It was tried out in the province of Fukien quite extensively, but hardly at all else- where. Most of the mission workers believed that it was not wise to hold out the bait of personal and worldly advantage to peOple as the first step toward Christianity, which it was al- most necessary to do in order to get any considerable number of.non-Christian Chinese to attend a Christian school. Seventh-day Adventists have depended almost entirely upon evangelistic work, the sale of Christian literature, and the medical work as means of interesting the Chinese in the Gospel. The medical work, however, was not pushed as strongly as many felt it ought to be. .Since our primary schools were opened especially for the benefit of the children of Adventists, the presence of an or- ganized company of members who had children was the chief reason for establishing such a school. The benefit was twofold. It not only took the children off the streets and prevented their acquiring a great many vicious and idle habits, but it gave them a start toward usefulness as later mission workers. _ In the early days the old proverb: “my teacher for a day, my father for life", was still in full force. The students re- spected the teachers to a remarkable degree, and problems of discipline were few and easily solved. The Chinese idea of manners, or "keh—chi", would to a cer- tain extent prevent their expressing their real ideas about pol- icies and methods, lest they appear to disagree with the foreign missionaries; but their realization of the fact that they owed their Jobs to the good will of the foreigners probably had more to do in developing this attitude. The students did not like manual labor. The old idea was that the educated man should never work with his hands. He were both sleeves and finger nails long. The sleeves covered his 'hands to such an extent that it would have been inconvenient for him to use them, even if the long nails had not been in the way. From the first it was the aim to work toward self-support for the students, but under such conditions the progress was necessarily slow. While I was principal of the Training School we were not able to attain to more than 20 per cent self support. The environment of the primary schools which I saw was about as bad as could be. The room was usuall the room used as a chapel. It contained no furniture but a tab e and a few back- less benches. There were seldom enough text books. If there was any blackboard at all it was a plastered spot on a mud wall, smeared over with a little lampblack. lrs. D. B. S 3 The Chinese do not like to leave their home town and go to live in a strange place, as a general rule. This feeling was much more apparent in the early days than in more recent times. 3 .As to being afraid to offend the students, and consequently giving them higher grades than they deserved, I never noticed such an attitude in the years that I was directly connected with school work. The student rather feared and respected the teacher, who felt free to give him a low mark if he thought he deserved it. To tell all that one might observe of school work and prob- lems in the course of twenty or more years would, of course, take a great deal of space; but perhaps these few remarks will be of use to you and to others who may be interested in such subjects. Very sincerely yours, Magma I H. EVANS. CHAIRMAN FIELD SECRETARIES resents Guess Hussy II. Inn. I. s. ”ANIMAL SECRETAm PUBLISHING AND HOIE IISSIONARY 1.1. Stunts SAIBATII SCHOOL ADELADI an EVANS EDUCATIONAL AND Y. P. U. V. S. L. FIGS? C. C. CRISLER. SECRETARY H. W. BARROWS. TREASURER TERRITORY: FAR sasrseu ouwsuou :‘J:;°.’:Z’::;.32i‘i“.‘:‘:: C T x A I GENERAL consensus: as ssvsuruaoav aovsurusrs p3'iii‘...":..‘:.'f.3l‘.. HEADQUARTERS: 25 NINGKUO ROAD “004mm SHANGHAI. CHINA CasLsAoosEss: ”ADVENTIST" SHANGHAI MEDICAL: HA"! I. HILL". I. D. AUDITOR: Evens! Wetswtw PHONE - EAST I94 March 3, 1927 léear mrs. anartout: I am enclosing herewith such material as I have been able to assemble in respcnse to your letter of Jarmary 17. I an very sorry that it is not more complete, but it seems impossible for us to get really complete reports. Possibly 9rofessor Frost can add something to this; I have sent a copy of your letter on to him. The statistical reports in the OUTLOOK will also help you, I think, and will give you later information in regard to the number of schools, etc., than an" that we have. The report for the third quarter of 1926 appeared in the Januarv 1927 OUTLOOK, and I presume the fourth quarter's report will reach you in time for your use. Trustirg that this information will be of help to you, and with best wishes to all your family, I am ijrs very sincerely, 1qu0 I'I. ()0 S‘Nart‘OIA-t , Okemos, Michigan. m _ : ne‘. "Ratzrns in refit d to in: scuba? or s idents who have entered the work the past five years from our schools are not all in, but the available replies estimate that there are 220 in China. . . . . . In the report of Brother Rebok, he had figured that about 140 of Shanghai kissionary College former students were now in the work. . . . . "I took opportunity to check up on the graduates frcn the China “issionarv Junior Uollese in order to ascertain what proportion of the graduates from the year 1919 to 1325 inclusive are now in the work. I was greatly pleased to note the result. The total number of middle school, normal, and innior college graduates has been 46. Of this number 38 are now in the work, six ate in our schools either here or in America, one is deceased, and one has proved unfaithful. he regret much that the one who is deceased had also given up the truth sons time prior to his death." - From Professor Frost's report of‘ the Educational Department, given at the 1926 bprinp; Coun011. fl. Name of place No. of Chinese averaqe teachers salarv per mo. (sold) Panchuria 6 99.92 Chihli 4 8.97 Shantung 6 7.07 Anhwei 15 7.30 Kiangsu 12 9.30 South Chekiang 2 6.75 Honan 6 5.16 Cantone se I‘Aissim 8 . 10.00 Canton School MILAte 50‘1”) 12 14.45 Amov school " 11 20.35 Wenchow School 6 7.25 Kiangsu Junior Middle School 4 26.25 Tsinan school " 6 9.42 China Missionary Junior Colleae 16 14.72 China Missionarv Junicr College has 9 full time foreign teachers, with an average salary of 930,66 gold per week. Note - These figures were taken from 1926 budget. I cannot take time now to work them out for the whole field, but these are a fair sample. A good many of our schools are closed at present, due to the trouble in different places. I 51-72130? MIDDLE sworn.) N(J?-‘}".--1L CUB?! CULUM Grade 'T‘e n W 1 Old ‘I‘e stament iii stcry 10 hrs 2 Oh? no so Languaze 10 " 3 Go as ral H1 at my 10 " 4 {1}". lei Huc‘jr 5 " 5 Ch" st ‘1 an ‘Pducat ion 8 " 6 ”cierce ,, Algebra, or 'nvl' ch 1 10 ” 'l'ot a1 80 hrs Grade “164%. n 1 Whle Loch-ince 10 " 2 Chi nese Lanp'uagre 10 " I5 Pe (arrow! 10 " 4 ducwtional llrtranization 3 " 5 Jtzni or Kissionary Voluntev r i~«ethon‘ s 2 " L3 f-chool Xanamment. 5 " 7 Science, Geometry, or "-;'.9:lish "F“. 10 " Total ' 7‘0 hrs Gracie "Valve 1 his". cry of “:3 onions (1. 'i Llenocinaticmd iii st cry 10 " '- C" inerze languar’e 10 " 5 31.6 7.11ij? 10 n 4 fjchool It'r'iene 5 " 5 School Eiursinxf “ " C 'ciencc, His‘orv, or “Tali ch 7."? 1-.’_‘. " 'Fotal 5'" hrs 150 hours for eraduation. COtflfi-IRC'Il-‘xL WTPlU’J‘t‘rtl‘I'f COURSE Grade Ten W Old Testament History Chine- se Language ‘-~Tnelish Langzwaze Bookkeeping 3 Commercial Arithmetic and Pupid Calculation T-‘ncli sh :.:siness 'T‘erms, Fpollina, abbreviations Ttho-1i sh. Z‘e nv'an chi p Wpewri 'inp' Total fiit'le 'octrines Chinese Language “ockhccpinv and “ffice Practice lynvli sh Langruarse Corncrcial erprap v Commercial Law 'alesmanship 'F'pewri tire: Total Grade "‘ne lve Term :5 rtati mal Hi story, Iii story of 155 ssicns, and “pi r‘ t of T‘rOphecv i‘e stern Uivi lizati m and Civics Chinrse Lanpuaqe Office Jraanization and Rusfness Tahaaerent Chr" 51 Ear. Busi as 88 Princi 9168 Business Letter‘hritine and Forms (inalish) 'f‘j'pewr’t‘ m: 'f‘ot a] 13': hours for cradua‘i on 10 111" S 10 " 1n 9! 10 fl 8 - I! 4 H 1 N 2 't 10 hr 3 10 N 8 H 10 " 4 fl 6 II 4 It 2 H 10 hrs 10 H 10 H 6 'i c. " 4 u 2 H 55 hours 54 hours 455 hours J UNI 01'! COLLVIG‘? Gene ral 'Icur as W Grade 13 First Year Units Pequired 30 hrs $111315 10 " Advanced Ii'qniel and Revelation 1 History 10 " Modern Period 1 Language 10 " henli — “lassical Chinese 1 3‘, Tlectives l4 " t3} 1 f :, a. 1.1.”.g‘11a28 fircup: o. Nat/ural Science 1 nrrli sh 10 hrs Group: 3 advanced ‘r—‘hys- 2 H. Y-Icrr-al Grorp: ‘olcmr R hrs 1 ”rinciplen of Tduc sion 4 " Chemistry 10 " i i iii story of Yttcri‘ ’ on 4 " astronomy 4 " i J Cc'-~para“ve :‘33310'ffii on 4 " (9m: sari-arr) :.--. Ger-tern} Psycho] o"?! 4 ' fir‘n. pf 9cconfiarv *ddc. 4 " (he scrcs‘cr each) Total 44 hours 4 units Note - 'he semester hrtzr is based upon or i"f*‘r minute pcr‘of each week for t l'ul". sateszer. Grade 14 Second Tour w Tequircé 20 Hrs W‘Jle 10 " .r‘xnrancec Bible or: trines 1 History 10 " Church dietary and {March Organ- 912111,le 1 “10 c' We 8 24 " 2 a. Lanmmsre Group: c. Natural. “cicnce Group: Thrli Sh 10 " Colleae Phys? cs 10 hrs henli M " Ceolog}; '9 " 6' h. Y'ov'v'al Group: (1. General Group: mph School Pothods 8 " "’astoral Training- 8 " “duo. administration4 " Tot. al 44 hours 4 units . one Fote - The sens ster hour is be sed upon fifty minute period each week for a full some star. me £1111 hOUr basis woult- be 32 hours for one fear" .a full Icrk. JUNI 012 COLLFG‘G "‘f-FIOLOG'ICMJ COURS‘J Grade 13 First Year Units Required 36 hrs Rihle 10 " advanced Pan‘cl and Revelation 1 History 10 " Modern History 1 Advanced Physiolory R " 1 General Psycholoey 4 " First semester -% not ronomy 4 " fie cond Seme ste r 35 T"lectives 8 " 1 Chinese Literature 10 hrs Envl‘th 10 " Principles of “(Mention 4 " 1 serester V‘S'OVT Ff ”d"ca*iat 4- " 1 semester Corporativc Vduoation 4 " 1 semester Total 44 hours 5 un’ts Grade 14 Feccnd Vtar pequired 28 hrs Rihle 18 " Advanced Doctrines, 10 harrs 1 Pastoral Training 8 " 1 History 10 " Church Histcrv and Church Organ- ization 1 Electives 16 " anli sh 10 hrs Tenli 6 " Geology 6 " Collere Physics 10 " "duos-tional Organizati m 8 " High School l‘ethocb 8 " Total 44 hours 5 units Note - 7he semester hour is based upon one fifty minute period vach week for a full semester. The full hour basis oould be 52 hours for one year's full work. V if COLLVG": NQ’ 111114 CITY“? CULULE 'ntrance ttermirrrrzena - em or i'idt‘le Normal Crat‘e 'T'hi rteen .aniel ard Pevelaiion 10 hours Chinese Language 10 ” History of 1I‘ucation 4 " uo. .purut i W} Y‘alltcui. ion 4 " Price ples of ‘ducaticn 4 " hr; .‘zoi ,lc b" 01‘ '. ecnrearg' "ducaf‘ ‘ o" 4 " ‘lect vs 8 " total 44 hours C—rado Fmgaei advanced 73‘.ch :Joctrines 10 " ieccn“ary Vethods P " Ge neral ”svchol 0067', or a two "’6 51.5 and "ensuremc nt r , or A. ‘ , U ‘r rar" .uzzi’ r.i at ra " or , or 4 " I“; (.1 col ‘ h; gum" n" c“ f'c‘ 001. 3 . or 4 " "(1‘1 "12‘ 1.0".‘11 51'“; ni 53111.1 “It, 07‘ ‘1 n ":‘he ”receptor an (1 Hi 5 or ‘.' or 4 " 8 " Tile at We 18 " “fetal 44 hour a F/equired for gradua‘ion. 8.9. hours LGJTTR PRII‘TARY CCFEOUL CU' ZICULUM Grade I Bible Old Testament Stories - Volume 1, Mis%ok cg. Shanghai. Language New System Series - Comreroial Prell, hai. Arithmetic " " Nature Study " " ”anual Arts " " ...-u Si o H H Drawinr Penmanship P?"siologfi and Prgiene Grade II Bible Old Testament btoriee - Vo1ume 2, fiisshnk 09. Language New bystem Teries - Commercial Press Arithmetic " " liatnxrc Stud- ‘J " " fanual Arte " . " ‘filfiic " " Prawing Pernnnsrip “h siolory and Hflriene Crude III P‘ble New Testament Stories - Volume 2, Tission P CO. Larguupe New “ystem Series - Commercial Press Aritbnetic " " Nature Study " " Panuul Arte " " 2x311 x= i t! " " Fusio Drawing Denmanship fihfsiology and vaiene Grade IV Bible New Testament Stories - Volnne 2, Kission BooCo. Language New System Series - Cormercial Press. Arithmetic " ' " Nature Study " " ”annnl Arfs " " {usio " " Erewinq Penmanship ?hyeiology and Hygiene. aai UPPER PRIMARY SCHOOL CURRICULUM Grade V Bible HoKibben's Old Testament - Volume I uMEZ - Signs of the TWNNipUbllShini House, -. dhanfiuii. Language New method Series - Commercial Press Arithmetic " " Nature btudv " " history " " Ge0graphy " " rusic Drawing Pennanship Henual Arts Calisthenics hygiene u u Grade VI Bible New Testamert history, Modibien - Volume 3, ffigyw Pub. House. Language New Retbod Series - Commercial Preen Arithmetic " " Nature Study " " Listery " " Generaphy " " Hueio Drawing Pen;anship Vunual Arts Calisthenios . n H Hygiene -1 JUNIOR NIYELW SChOOL CUPFICULUM Grade VII Bible ~ sets Acts of the Apostles - Siqns of the Ti es Pub. House, Shanghai Denominational History Chinese Language Arithmetic Geosraphy Yet-ode of Study (aliethenies, or Fusio, or Penmanship, or Drawing English (Fleetive) Plan of 'alvation Lanrvare Arithmetin Crinee e Fistory Physiology and Fygiene Music, or PenmanShip, or DraWinr, or Calisthenios English (Fleetivs) New Testament History language General Icienoe Algebra Bookkeepinr Cniieiheniee, Or Fusic, or Drawinn, or Pennanslip English (Elective) Rise and Progress " Chinese Languare ieaders - Commercial Press New System series, Volume 1 and 2 n arithme+io Junior Viddle Parcels, Yodern Textbook heries, let half Geographv for Junior "iddle Schools is» Hothod Series and Ropntlionn Series How to Stud" lffeotively, Whipple " ... {asterv of Enrlish Volume 1- ”dward “vans Roo‘r. Co. " Grade VIII Plan of Salvation by Conger - Signs nuh. House Volumes 3 and 4 - Commercial Press Sane as above, last half " Tcdern Series Pieter" of China " New Scientific Series Ph"siology and Hfaiene " taster" of‘ l'lnslish, Volume 5, Edward Frans Grade IX Kern's "cw Testament Pistory - Finns Pub. tense Volumes 5 and 6, Lee Freten - Connercial T3ress Cerise Volumes 1 and 2 " Fawkes, thr, Touton ”lamentarv Algebra, 190 pages " Repnhlioan fierien Bookkeepinr for Fiddle Schools ” Fasterv of anlish - Volumes 2 an” 3 - tdwarc’ fivane Denominational Endeavor, or Vocational S‘INI ‘1“! MW DLFI SCHOOL Grade men First leer Bihle 10 hrs Old Testament History Lan 2,11 are 10 " General as. st cry 10 " Science 10 " Zooloqy, first semester; Potanv, second required 40 " Vleot‘ve 10 " Gem ral Group: nleebra 10 hrs Pnriish 10 " Normal Group: Child Psycholozy Chri st ‘ an “dined on Corme ro‘ 81 Group: Cormeroi ail Earlier. an? Lipei 1i n? Corrie! o" s1 aritiute .i c Hookzeepinv Tr)ear"t' 9e motel 50 hours Grade "leven Se Bible 10 hrs La“¢uane 10 " "cinnoe 10 " ”admired 30 " Vleotive 20 " General firmp: foolish 10 hrs Plane Geon.10 " Normal Group: “strode 8 hrs School rarest-"ent 5 ‘iduo. Organization 3 Total 50 hrs (19" nMunrhiD non” Your "-“~-* Vi (Idle Vorool Pil‘le uor‘ur‘ no 3 Prveiee Commercial Group: Aooonntina and (10"r1ero‘al L'aw 'Tf.'5)ewrit in: Commercial Ueorrraphy Salesmanship I11mins :3 hrs H " (-me Semester) .h 3' '1 m VVV‘VVVVVV ’fiwxofiiee Units bah-N031) Note - One semester hour is based on one fifty minute period a week for air Wet-n weeks. 1 1 l 1 HHH 5 uni ts out, -1”.- —_ --.A-n— . Grar‘s "‘wvlve Third Year 'Trfifs Bible 10 hrs We”: cry of ‘Iisaions, I‘ononiwnh’onal Ifistorgr, amt: bpirit o“ E’ron‘wcy 1 Lunsnags 10 " 1 hi" story 10 " Vesnern U‘vfi lizaiion and Civil Gov't 1 T~‘oq1fired 60 hrs j= F‘lectfive 20 " ' General Group: f Shani stry 10 hrs “Kl-"118?) 10 " I! Sol‘d Gemetry and. Trig. 8 F50 rrzal Ore Hp: "ofhods II 10 " Tchool Hymwne 5 I: School Nursing 5 " Corneroi a1 Group: 01‘1“? oe Organ‘ 21‘ H on and Arrzmrenent 6 " Typeur‘“ no 2 " ’H‘fl at! an 3115‘. ness “‘1“ no‘ - ples . 4 " T3113 me 38 Letter Br‘t' no and Forms 4 " ”01:11 :0 hrs 5 uni ts URL! ,_ r. :{hf'xiz it?“ i Ubni K I... In! 1"" M ' WWHSIWHIEW IUIWDWIWITI'ITIW Iflw'lfir'iu‘ufi' ES 3 1293 03082 3888