National Institute of Informatics - Digital Silk Road Project
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Peking to Lhasa : vol.1 |
280 PEKING TO LHASA
be, even in what may be called in comparison)
Y ~ p )
the palmy days of the Manchus. The one dis-
turbing case is that the Chinese student is more
outspoken in his denunciations of foreigners.
With an ancient race like the Chinese, reforms
should be brought in gradually, and I think the
foreigner is to blame for trying to force his ideas of
education too rapidly on the Chinese. The result
has been that too much education has been crammed
into the rising generation, and he has only got a
smattering of Western learning, without a proper
grounding. The first idea of sending Chinese
boys to foreign countries for a long and systematic
course of training was sound, but when it came
to establishing schools and universities broadcast
throughout the land, the evil has far exceeded
the good. The youths were taught to realise the
superiority of Western education over their own
antiquated ideas, and whilst it has made them
realise their own superiority over their parents,
they also have awakened to the fact that they
are still far behind the foreigner, and this has
aroused a feeling of jealousy against him. In the
old days respect for their elders was one of the
virtues of the Chinese, but this is now rapidly
dying out. In the old days, too, the power was
in the hands of the older men, but now it is
generally the younger men, between thirty and
forty, who have control of the country. Another
difficulty is that in many cases the foreign teachers
are poor men, to whom the loss of their posts
would result in serious financial embarrassment.
As long as the Chinese student feels he can force
his superiors by threats of boycott to do what he
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