such a vast population could be borne by the nation without a considerable industrial development. Such industrial development as already exists is mainly in the hands of foreigners, and its profits provide warships for the Japanese, or mansions and dinners for British and American millionaires. If its profits are to provide the funds for Chinese education, industry must be in Chinese hands. This is another reason why industrial development must probably precede any complete scheme of education.
For the present, even if the funds existed, there would not be sufficient teachers to provide a schoolmaster in every village. There is, however, such an enthusiasm for education in China that teachers are being trained as fast as is possible with such limited resources; indeed a great deal of devotion and public spirit is being shown by Chinese educators, whose salaries are usually many months in arrears.
Chinese control is, to my mind, as important in the matter of education as in the matter of industry. For the present, it is still necessary to have foreign instructors in some subjects, though this necessity will soon cease. Foreign instructors, however, provided they are not too numerous, do no harm, any more than foreign experts in railways and mines. What does harm is foreign management. Chinese educated in mission schools, or in lay establishments controlled by foreigners, tend to become de-nationalized, and to have a slavish attitude towards Western civilization. This unfits them for taking a useful part in the national life, and tends to undermine their morals. Also, oddly enough, it makes them more conservative in purely Chinese
