inquiry by which they are seeking to build a new civilization as splendid as their old civilization in its best days.
While I was in Peking, the Government teachers struck, not for higher pay, but for pay, because their salaries had not been paid for many months. Accompanied by some of the students, they went on a deputation to the Government, but were repulsed by soldiers and policemen, who clubbed them so severely that many had to be taken to hospital. The incident produced such universal fury that there was nearly a revolution, and the Government hastened to come to terms with the teachers with all possible speed. The modern teachers have behind them all that is virile, energetic, and public-spirited in China; the gang of bandits which controls the Government has behind it Japanese money and European intrigue. America occupies an intermediate position. One may say broadly that the old traditional education, with the military governors and the British and Japanese influence, stands for Conservatism; America and its commerce and its educational institutions stand for Liberalism; while the native modern education, practically though not theoretically, stands for Socialism. Incidentally, it alone stands for intellectual freedom.
The Chinese are a great nation, incapable of permanent suppression by foreigners. They will not consent to adopt our vices in order to acquire military strength; but they are willing to adopt our virtues in order to advance in wisdom. I think they are the only people in the world who quite genuinely believe that wisdom is more precious than rubies. That is why the West regards them as uncivilized.
