Part 14
At ten years old Pao Tseng was a keen student of Chinese history, and the seed was sown, which later sprang up into an ardent patriotism and desire for the ancient glory of her race to be restored. She injured her eyesight by too close study, and two years later had become a Chinese classical scholar, a feat of which it would be impossible for anyone to realize the magnitude unless they knew something of the classics. She then begged leave to go and study Western knowledge, and was sent to one of the new Government schools at Hangchow, some thousand miles distant, to reach which there was no railway in those days. The tone of the school was so displeasing to her, that she soon left it and went to the (C.M.S.) Mary Vaughan High School for girls, where she found a sympathetic friend as well as teacher in the head mistress, Miss Barnes. In the turmoil and distress of mind caused by the condition of her country she found comfort in the study of the Christian faith and wrote to her father that she wished to become a Christian. He was evidently a man of rare wisdom, and stipulated that before taking so important a step she should study the writings of its European opponents. It is strange to think of such a child being set down to a course of Herbert Spencer, Frederick Harrison, and other leading non-Christian writers: her views were not changed by it. She again wrote to her father to this effect, and he gave his consent to her open profession of Christianity, coupled with the wise advice that she should become the best possible type of Christian. She decided to join no particular sect, looking forward to the time when China would have a church suitable to her needs and character.
In 1912 Pao Tseng obtained the family’s consent that she should go to England for further training. She had accepted as her vocation the call of her country to a life of educational work in China. Her family would not allow her to go abroad without a guardian, and Miss Barnes undertook the post, relinquishing the head mistress-ship of the High School in order to do this. Pao Tseng entered the Blackheath High School, and from there passed to Westfield College. It was at this time that I had the pleasure of making her acquaintance, having already heard of the impression she had made at the college. No one could be with her without being aware of the deep seriousness of her nature, and she was greatly liked by her fellow-students. Chinese girls always seem to get on well in England, and to fit in easily with our idiosyncrasies. There is nothing like the gulf between them and us which seems to separate us in our ways of thinking and of looking on life from our Indian fellow-subjects.
After taking her degree and studying educational methods and training at St. Mary’s College, Paddington, she returned to China at the age of twenty to begin her life work at her old home in Changsha, the capital of Hunan.
When the monarchy was overthrown in 1911, the new republic confiscated the property of many of the gentry, amongst others that of the Tseng family, using the buildings as barracks for the troops: they caused great havoc in them. It was only after much difficulty and many delays that the family succeeded in getting the property restored to them, though a part of it is still requisitioned for the soldiers, and a flimsy partition put up to screen it from the rest. This might prove a danger to the school, but so far, Miss Tseng told me, they had behaved extremely well, their only misdeed being to cut down two trees. It was necessary to rebuild the house for a school. The garden is really charming, in true Chinese style, with carved bridges over the winding stretch of water, shady paths and quaint rockery; dazzling golden orioles and kingfishers make their home in the classic willow trees that overhang the lake, and the stillness which broods over all makes it an ideal spot for study.
But study is not the only thing in education, and Miss Tseng has adopted English ideals with regard to the value of sport in a girl’s education as well as in a boy’s. Since my visit the stillness of the tiny lake is joyously broken by girls learning the art of boating, under the coaching of Mr. and Miss Tseng, and they have two boats. They also study American games, and were recently challenged by a boys’ school to a match at lacrosse. They had only been learning a very short time and knew themselves too weak for their opponents, but a sporting instinct prevented their declining the challenge. As may be supposed, they sustained a severe beating, but bore it so gallantly that the onlookers said that they were like the British: they had learnt to take defeat smiling!
It is difficult to believe that some of these girls did not know their alphabet two years ago; that discipline, as we understand it, was unknown to them. They all learn English and some had got on amazingly well with it. They have a “Round Table,” at which meetings all must take a share in whatever is the subject under discussion: this is to teach them how to take part in public meetings and how to express themselves.
The spirit of service is strongly developed. In a three days’ public holiday the girls set themselves to collect money from their friends for the famine relief in the north. Their aim was five hundred dollars, but they collected double the amount. Christianity is taught as the basis of social service, as it is at the root of this fine piece of educational work. The whole staff is united in this bond, and they have already succeeded in setting a new standard among the schools at Changsha.
In 1918 Miss Tseng opened her school, under the guardianship (if one may so call it) of Miss Barnes, and splendidly helped by two of her men cousins, whom I knew as fine students in London, and both of whom are honorary workers. All the élite of Changsha were present, including the Minister of Education, the British consul and the missionary community. This was the planting of the mustard seed destined one day to grow into a tree. There were but eight pupils, varying in age from fourteen to twenty-two, a number which was increased fivefold in two years. As befits a Chinese school, it has a poetic name, I-Fang—“The Garden of Fragrance,” and the school motto is “Loyalty and Sympathy,” the two words by which the philosopher Tseng had summed up the teaching of Confucius some two thousand five hundred years ago.
It was at a garden party in honour of the King’s birthday held at the British Consulate that we met Miss Tseng last summer, and she most kindly bade us to lunch next day, and asked me to speak to her students. I had no idea at the time of what she had done since we parted in London, or even that she lived at Changsha. It was with a shock of delighted surprise that we passed from the hot, busy, dusty street into the cool loveliness of the garden. Our time was woefully limited, and I should like to have sketched all day as well as talked, but there was so much to see and hear that it is impossible to do justice to it in this brief account. If the Tseng family can leave their impress on the charming bevy of girls we saw, they will have rendered the greatest possible service to their country, and I feel confident that such will be the case. When I reflect on the state of unrest which existed during the birth of this school and the masterly way in which Miss Tseng has overcome all the difficulties of the situation, I find no words adequate to express my admiration.
In another chapter I have dealt with the student movement, which produced strikes all over the Chinese empire: not a school or university escaped its influence. Miss Tseng explained to her students her feelings with regard to the movement, and told them to reflect on the subject, and discuss it among themselves before deciding whether they would strike. She brought no pressure to bear on them, while very strong pressure was brought to bear on them from outside, but their unanimous decision was to “carry on,” and this school alone out of thirty-six in the city continued its work steadily and continuously, while the others—both boys and girls—were on strike. Miss Tseng wrote a letter to the _Central Chinese Post_, a paper published in English, which won widespread admiration. The editor of the paper wrote to her: “Allow me to congratulate you on the sane and patriotic views which you hold, and on your splendid mastery of the English language. Your letter is by far the best thing which has appeared on the subject of the students’ boycott.” When it is considered that it is written by one so young it is indeed remarkable, and I make no apology for quoting part of it, with the explanation that the mistress-ship to which she refers was one that she had been persuaded to accept by strong governmental pressure—that of the first Normal School for Girls: she soon found herself obliged to resign the post.
To the Editor, _Central China Post_.
DEAR SIR,—You would have known by this time the details of the extraordinary developments of the student activities in Hunan. Perhaps you would allow me the use of your valuable columns to make a few criticisms and an appeal in connexion therewith.
The frank opinion, in Hunan at any rate, of every unbiased observer is that the primary wrong rested with the Provincial Government. As I have just sent in my resignation of the Principalship of the first Provincial Normal School for Girls—a post I was invited to fill by the educationists here only a few months ago—I feel I can speak more freely and with a certain amount of authority. The Government has neglected education so much that all the schools dependent on Government funds have been confronted with starvation and bankruptcy in growing proportions for the last two or three months. This absolute poverty has reduced the none too perfect education in Hunan to the mere shadow of a name. Satan always finds evil work for every idle hand, so no wonder discontents will foment.
The actual thunderbolt came on the 3rd inst., when the Government interfered in the burning of Japanese goods by students. There in front of hundreds of students and thousands of onlookers, Chang Chingtang, the Governor’s brother, forbade the destruction at the eleventh hour. He struck with his own fist the secretary of the Chang Chun Middle School, who had dared to show impatience at the abusive language that was being poured out. At the same time his soldiers welcomed the students with the butt-ends of their rifles. Then of course the glove was down and the students took it up. All the pent-up hatred against the Government broke out with redoubled force. A secret meeting was held on the 5th among the students, and by Sunday, the 7th, all the schools excepting one or two began to disperse, declaring that they would never return till Chang Ching-yao is driven out of Hunan. To-day only the Fang Siang School and our School are in regular work. Even the Yale and Hunan Yale medical colleges are given official “holidays.” The Government has succeeded in wrecking the entire fabric of education in the most masterly fashion, that even surprised its ardent admirers.
In view of the foregoing one cannot but deeply sympathize with the motive of the students, but their method of making a protest will, I am afraid, have certain undesirable effects. Etc. etc.
I was much struck with the frank, pleasant tone of the girls: some were able to talk English. In connexion with the student strike a master of one of the other schools said to one of the girls:
“Your Principal has managed splendidly to keep her students from striking.”
“Yes, indeed,” she replied, “but our Principal did not _force_ us, we all agreed unanimously with her not to strike.”
This detail is characteristic of both teacher and taught—Liberty and Frankness. The Christian temper of “sweet reasonableness” irradiates the place, but no one will be urged to become Christian. Brightness, cleanliness and gaiety rule everywhere, and the dormitories and classrooms are thoroughly attractive. What a pleasant sphere for any English girl who goes as teacher there, and the growing needs of the school demand such help at once; a B.Sc. is required, and none but highly qualified teachers are suitable for such educational posts in China.
It seemed passing strange to realize that Changsha was the storm-centre of fighting between Northern and Southern troops, and the very next day the latter were expected to invade the city.
It may be thought that educational work is specially suitable for Chinese women, and perhaps something of it is already known in England, while other forms of activity are less known and less approved, but from the time of the opening of China’s doors to Western influence they have been eager to seize the new opportunities, and have become an important factor in the national life. “While not yet numerous, modern Chinese women,” says Dr. Rawlinson, “are beginning to exert a tremendous influence” (_China in Contemporaneous Literature_). The first woman’s newspaper in the world was written and edited by Chinese women, and in Peking the ladies of the gentry some nine or ten years ago organized a club under the leadership of Princess Kalachin, called the “Women’s Mutual Improvement Club,” and this is entirely unconnected with foreigners. The special object of this club is discussion, and Chinese women have proved themselves already to be excellent speakers, having very pleasant voices and a good self-possessed manner, which inspires respectful attention. They have appeared on platforms where such a thing would have been scouted with horror not twenty years ago.
As doctors, Chinese women have already proved their efficiency, and the names of Dr. Ida Kahn and Dr. Mary Stone are everywhere held in high respect.[26] In the new Rockefeller Medical School at Peking women students are admitted, and girls as soon as it was announced entered their names. In various parts of China women are training for the medical profession, as well as in Great Britain and America. I was greatly impressed by the nurses also in various hospitals, especially those in the Women’s Hospital at Swatow. There had been over a hundred and thirty midwifery cases in the previous six months, and Dr. Heyworth told me she had been able to leave nearly all of them to her Chinese assistants and nurses. They are often sent for to visit outlying villages and they are doing splendid work. What is everywhere the one essential is to have thoroughly competent foreigners to train Chinese girls till such time as native training schools in Western methods have been established.
_Chapter IX_
_The Youth of China_
“Crabbèd Age and Youth Cannot live together: Youth is full of pleasance, Age is full of care; Youth like summer morn, Age like winter weather; Youth like summer brave, Age like winter bare. Youth is full of sport, Age’s breath is short; Youth is nimble, Age is lame; Youth is hot and bold, Age is weak and cold; Youth is wild, and Age is tame. Age, I do abhor thee; Youth, I do adore thee.”
—_The Passionate Pilgrim._
_Chapter IX_
_The Youth of China_
The Spirit of Youth is one of the most marvellous possessions of humanity. It is not possessed by young people in all countries, nor indeed by all the young in any country, or at any given time. We heard a good deal about Young Turkey and Young Egypt, but neither of those countries have the Spirit of Youth, nor had China until quite recently. Of all the poets Shakespeare speaks most of this Spirit of Youth, for he lived in a time when it shone forth resplendent, spelling high endeavour, the joy of life, ardour, courage, chivalry, beauty, faith. It has its drawbacks, of course—conceit, wilfulness, turbulence, impatience of control, of law, of order. But it is a splendid thing, and the salvation of a weary world.
“There are four seasons in the mind of man: He has his lusty Spring, when fancy clear Takes in all beauty with an easy span: He has his Summer, when luxuriously Spring’s honey’d cud of youthful thought he loves To ruminate, and by such dreaming high Is nearest unto heaven.”
This spirit of youth has taken possession of the student world of China to-day, and is mainly responsible for the rapidly changing mettle of the whole race. It is frequently in sharp antagonism to the traditions of the past, as for instance with regard to age itself. The reverence due to age is a great quality and has been of untold value to the Chinese, but carried to the extreme of veneration it has arrested progress and has won a false value.
In the old days all positions of importance were given to middle-aged or elderly men—men of weight. Such a fact as Pitt becoming prime minister at the age of twenty-four would have seemed to them grotesque and foolish in the extreme. That a young man should be a man of weight was unthinkable. But now you find young Chinamen in most responsible posts, as their nation’s representatives at the court of St. James, or in Paris or Washington. It is a young Chinaman who by his eloquence and personality wins the admission of China to the Council of the League of Nations. They are men who have all had Western training, but that alone does not account for their influence.
From one end of China to the other I found that the temper of the youth was wholly unlike what it was ten years ago (on the occasion of my last visit), although the change had already begun then. Not only is the veneration for the aged changing, but also the veneration for antiquity, which has been one of the greatest hindrances to progress in the past. Everywhere the young people are taking upon themselves an active share in local affairs and also in affairs of the State. Sometimes this shows itself in rather an amusing way and sometimes with regard to matters of vast importance. Of the latter it will suffice to mention the decision of the Republican Government to make Confucianism the state religion. No sooner was the announcement made than from every quarter the Government was bombarded with telegrams from bodies of students, protesting “we will not have Confucianism as a state religion”; and they won the day.
As an instance of the authority of students in local matters, I came across a college, a member of which had gone to study in Japan. He was engaged to be married to a Chinese girl, but fell a victim to the charms of a Japanese girl and married her. On his return he decided, after some difficulties with the family of his fiancée, to marry her as his secondary wife. Then the students were all up in arms. He had committed the crime against patriotism of marrying a Japanese, and now, forsooth, he would add another by taking a Chinese girl as secondary to the Japanese! They not only forbade him to do this, but also fined him a heavy sum of money and _made him pay it_.
The Japanese question has roused every student community in this empire, and they have allied themselves with merchants on the subject—an entirely new combination. They have not merely shown their feelings by extensive looting and destruction of Japanese goods, and boycotting of them in the markets, but after the Treaty of Versailles they rose as one man to execrate the officials who were concerned with the betrayal of Chinese interests to Japan, and demanded that they should be dismissed from office. All the schools and colleges went on strike and hundreds of students were imprisoned. In vain the Government tried to put down the movement, but it was so universal, and had so won the support of the shopkeepers (these put up their shutters with notices that this was done in support of the students’ demands), that the Government was again forced to give way and punish the offenders.
While much is known here of the divided political condition of China, but little is heard of this important solidarity. The importance of such occurrences lies mainly in the fact that these are the outward signs of a “Tide of New Thought,” as it has been called in Chinese. This new vitality is pulsating more or less through the people of the whole empire, but especially and with intense vigour in the student world. It has driven them to violent and undisciplined action, so that many people see in it the germs of revolution. But one must not forget that the political Revolution has already become an accomplished fact, and that the new movement is mainly one of educational and social reform, and that the political faith of students is Republicanism. The anti-Japanese feeling is due to the determined infiltration of the Japanese into the country, and more especially their action with regard to Shantung. Japan lost a priceless opportunity of making alliance with China and vindicating herself before the world, when she broke faith with regard to giving back Tsingtau to China at the end of the war. This has had important results on the student movement by leading the students to rapid concerted action and showing them their power to control the action of Government. However, this is but a temporary matter, while the recent literary and social renaissance is likely to have a permanent influence on the national life.
The effect of the new movement on literature of all kinds is particularly interesting. The daily press and the reviews and magazines are full of new thoughts and reflect all the currents of opinion of the Western world. The critical spirit leaves no problem unstudied; the political agitation in India, the Sinn Fein outrages in Ireland, the labour troubles in England are accurately reported in the Chinese daily press. Judgment is being passed on the results of our civilization, and the future shaping of China’s destiny depends largely on that judgment.
One of the most momentous days in all the history of the race was when the Dowager Empress decided to sweep away the old system of education after her great defeat by the Western Powers in 1900. It was an amazing _volte-face_ on the part of one of the most bigoted autocrats that the world has seen. She saw that the root of all her difficulties in finding the right kind of officials was lack of well-educated persons in the social class from which such officials are chosen, so she issued an edict in 1904 which bore the stamp of Yüan Shih-k’ai and Chang Chih-tung, destroying at one blow the old educational system. The document is curious and even a little pathetic. She ordained that graduation in the new colleges should be the only way to official position, pointing out that colleges had been in existence more than two thousand five hundred years ago, and that the classical essay system was quite modern—only having existed about five hundred years.
She also gave orders that more students should be sent to Europe and America—some were already going there—instead of to Japan, whose revolutionary influence she mistrusted.