CHINA'S RENAISSANCE. 397 



Encouraged by the more liberal atmosphere created by the colonial 

 government and by the contiguity to the great empire to be influenced, 

 the Morrison school, started four years before in Macao, was removed 

 to Hongkong in 1843, followed in 18-14 by the Anglo-Chinese College 

 of Mallaca (founded also by Morrison in 1818). Many educational 

 enterprises have since developed in Hongkong, though the results do 

 not measure up to those in most of the schools in central and north 

 China. 



Educational work within the actual borders of China began when 

 the treaty ports provided for in 1842 were opened up. Canton was the 

 chief of these, and there as early as 1835 Dr. Peter Parker had opened 

 the Canton Hospital, and this together with other benevolent medical 

 work helped to pave the way for more extensive evangelistic and educa- 

 tional activities by creating a more friendly feeling towards foreigners 

 among the Chinese. Though having its beginnings in the south, this 

 educational work rapidly spread, and there is now scarcely a mission 

 from Canton to Peking without its primary school, day school, inter- 

 mediate school, night school or college. There are about 2,000 day 

 schools with 35,400 pupils, and 170 higher schools with some 5,000 or 

 more students. A few of these are girls' academies, in which there are 

 courses of study equal to those of schools of a like grade in the United 

 States, and pursued with equal credit. The oldest of these boarding 

 schools for girls is that begun by the Wesleyan mission at Canton in 

 1861. Among the leading christian colleges, the one which has had 

 the most graduates and the widest influence is the Shangtung College, 

 founded at Tengchou (now at Weihsien) by the Presbyterians in 1864, 

 under Dr. Calvin W. Mateer. 



The work of this body of christian educators, small as it has been, 

 has had an immeasurable effect. Awakened under the influence of this 

 silent agency, and more rudely by the results of the China-Japan war 

 and the events of 1899-1900, China's leaders have been made to see that 

 the trouble lies in their faulty system and ideals of education ; and have 

 in nearly every case of educational reform called to their aid men 

 hitherto prominent in educational missions. One of the most remark- 

 able indications of the change that is coming over China is the spectacle 

 of such eminent officials and scholars as Chang Chih Tung and Yuan 

 Shih Kai urging upon the younger scholars the necessity of studying 

 western sciences and becoming acquainted with the accomplishments of 

 other nations. The government has begun to adopt measures to facili- 

 tate this course. In 1901, while the court was still in exile, a series of 

 edicts was issued commanding a reorganization of the educational 

 system of the empire, calling for changes in the examination system 

 hitherto in vogue, for the establishment of an Imperial University at 

 Peking and a large number of other high-grade institutions in all parts 



