matters than the young men and women who have had a modern education under Chinese auspices. Europeans in general are more conservative about China than the modern Chinese are, and they tend to convey their conservatism to their pupils. And of course their whole influence, unavoidably if involuntarily, militates against national self-respect in those whom they teach.
Those who desire to do research in some academic subject will, for some time to come, need a period of residence in some European or American university. But for the great majority of university students it is far better, if possible, to acquire their education in China. Returned students have, to a remarkable extent, the stamp of the country from which they have returned, particularly when that country is America. A society such as was foreshadowed earlier in this chapter, in which all really progressive Chinese should combine, would encounter difficulties, as things stand, from the divergencies in national bias between students returned from (say) Japan, America and Germany. Given time, this difficulty can be overcome by the increase in purely Chinese university education, but at present the difficulty would be serious.
To overcome this difficulty, two things are needed: inspiring leadership, and a clear conception of the kind of civilization to be aimed at. Leadership will have to be both intellectual and practical. As regards intellectual leadership, China is a country where writers have enormous influence, and a vigorous reformer possessed of literary skill could carry with him the great majority of Young China. Men with the requisite gifts exist in China; I might mention, as an example personally known to
