Many students go every year to universities in Europe, and still more to America, to learn science or economics or law or political theory. These men, when they return to China, mostly become teachers or civil servants or journalists or politicians. They are rapidly modernizing the Chinese outlook, especially in the educated classes.
The traditional civilization of China had become unprogressive, and had ceased to produce much of value in the way of art and literature. This was not due, I think, to any decadence in the race, but merely to lack of new material. The influx of Western knowledge provides just the stimulus that was needed. Chinese students are able and extraordinarily keen. Higher education suffers from lack of funds and absence of libraries, but does not suffer from any lack of the finest human material. Although Chinese civilization has hitherto been deficient in science, it never contained anything hostile to science, and therefore the spread of scientific knowledge encounters no such obstacles as the Church put in its way in Europe. I have no doubt that if the Chinese could get a stable government and sufficient funds, they would, within the next thirty years, begin to produce remarkable work in science. It is quite likely that they might outstrip us, because they come with fresh zest and with all the ardour of a renaissance. In fact, the enthusiasm for learning in Young China reminds one constantly of the renaissance spirit in fifteenth-century Italy.
It is very remarkable, as distinguishing the Chinese from the Japanese, that the things they wish to learn from us are not those that bring wealth or military strength, but rather those that have either an ethical and social value, or a purely intellectual interest.
