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or American, but the spirit of the teaching is not that of the Y.M.C.A. One can never rid oneself of the feeling that the education controlled by white men is not disinterested; it seems always designed, unconsciously in the main, to produce convenient tools for the capitalist penetration of China by the merchants and manufacturers of the nation concerned. Modern Chinese schools and universities are singularly different: they are not hotbeds of rabid nationalism as they would be in any other country, but institutions where the student is taught to think freely, and his thoughts are judged by their intelligence, not by their utility to exploiters. The outcome, among the best young men, is a really beautiful intellectual disinterestedness. The discussions which I used to have in my seminar (consisting of students belonging to the Peking Government University) could not have been surpassed anywhere for keenness, candour, and fearlessness. I had the same impression of the Science Society of Nanking, and of all similar bodies wherever I came across them. There is, among the young, a passionate desire to acquire Western knowledge, together with a vivid realization of Western vices. They wish to be scientific but not mechanical, industrial but not capitalistic. To a man they are Socialists, as are most of the best among their Chinese teachers. They respect the knowledge of Europeans, but quietly put aside their arrogance. For the present, the purely Chinese modern educational institutions, such as the Peking Government University, leave much to be desired from the point of view of instruction; there are no adequate libraries, the teaching of English is not sufficiently thorough, and there is not enough