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culation, and by bulletins, treating in a practical way of school problems. The association also maintains a "single grade" teachers' institute which is modeled after a very successful institute of the same character in Japan.

The school committee of the association was authorized by the Kiangsu provincial legislature to undertake the examination and approval of textbooks suitable for the modern schools. This work was begun in 1912; and in February, 1913, a report approving 55 out of 180 textbooks examined was submitted, and the books were subsequently authorized for use by the civil governor of the Province.

INSTITUTIONS UNDER FOREIGN AUSPICES.

The International Institute of China was established at Shanghai about 20 years ago, for the purpose of promoting the general welfare of the country-moral, material, and political. It received imperial sanction in 1909, and under the present Government has increased its influence.

The work of the institute is organized in four sections: Commercial, educational, religious, and the woman's section. The funds for its support are derived from private sources. The director in chief is Dr. Gilbert Reid, who is assisted by an advisory committee and an executive committee, comprising both native and foreign members of distinction.

The educational work of the institute is carried on chiefly through the medium of conferences and the museum. The latter comprises Chinese exhibits intended to illustrate the peaceful arts of the country.

The conferences are arranged for by the different sections of the institute and relate to the specialties promoted by each section. Among the educational conferences held during 1913 was a series on national heroes, also two addresses relating to constitutional government, an address on education and religion by Dr. W. H. Faunce, president of Brown University, an address on the Hongkong University by its president, Sir Charles Eliot, and one on social legislation by Prof. Henderson, of the University of Chicago.

The woman's section of the institute works in intimate relation with the Ladies' International Club, and is specially engaged in promoting the advancement of women and the welfare of children.

YOUNG MEN'S CHRISTIAN ASSOCIATION.

China has proved a favorable field for the activities of the Young Men's Christian Association, which is contributing in many ways to promote the modern educational movement. The work of the asso

ciation is directed by a national committee, on which all the local associations in the country are represented. The headquarters of this committee are at Shanghai, where it will soon occupy a building of its own.

In a recent survey of its operations the national committee emphasizes the following particulars:

The successful work of the Shanghai Young Men's Christian Association in establishing and maintaining a day school and an evening school with a total enrollment of over a thousand students demonstrates once more the eagerness of boys and young men for knowledge and culture. Through the medium of these schools the association comes into touch with the future leaders of the country along the various walks of life. Not only they themselves come within the Christian atmosphere of the association, but through them their homes are also reached.

Among the agencies for popular education maintained by the association, mentioned in the survey, are correspondence classes, vacation schools, general welfare work, and university extension carried on by lectures, exhibits, exhibition cars, etc.

The great interest manifested by the Chinese people in scientific lectures has led to somewhat extensive provision for illustrating topics, both by pictures and apparatus.1

MISSION SCHOOLS AND COLLEGES.

Catholic and Protestant mission schools and colleges are found at all principal ports and many interior cities of China. A recent report of these schools gives the following summary:

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In addition, England and America have collected $2,380,000 more for universities in Shantung, Hankow, and Hongkong.

CHINESE INDEMNITY STUDENTS.

According to the Chinese Educational Mission, there were 250 Chinese students in the United States in 1914 maintained from the indemnity fund:

1 See China's Young Men (English edition), April, 1914, pp. 101, 104–107.

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As to courses of study pursued, 14 of the Chinese students are taking civil engineering; 6, medicine; 18, mechanical engineering; 24, mining; 16, electrical engineering; 3, sanitary engineering; 4, railway administration; 3, law; 15, chemistry; 1, forestry; 12, agriculture; 8, architecture; 6, education; 1, banking; 1, commerce; 8, economics; 21, political science; the rest are enrolled in the regular arts and science

courses.

INDIA.

THE SIXTH QUINQUENNIAL REVIEW.

The endeavor to establish systems of modern education in India is a work of great magnitude, extending over an area of more than a million square miles, pertaining to a population of 225 millions, and maintained, at present, at an annual expenditure of 25 million dollars.

The sixth quinquennial review of education in British India, just issued, covers in detail the period 1907-1912, and in a brief introductory statement outlines the educational policy of the Government. The spirit with which the new era opens was expressed in the reply of the British King to the address of the Calcutta University in 1912, during his visit to his eastern empire. On this occasion His Majesty said:

It is my wish that there may be spread over the land a network of schools and colleges, from which will go forth loyal and manly and useful citizens, able to hold their own in industries and agriculture and all the vocations in life. And it is my wish, too, that the homes of my Indian subjects may be brightened and their labor

sweetened by the spread of knowledge with all that follows in its train—a higher level of thought, of comfort, and of health. It is through education that my wish will be fulfilled, and the cause of education in India will ever be very close to my heart.

The principal departure in the general administration of the system is the appropriation of large grants from imperial revenues to assist the several Provinces in the development of their systems of education. These funds are to be managed in the spirit of economy, but without any purpose of centralizing control of the systems or establishing "a superficial uniformity." The cardinal principles of the policy to be pursued, as set forth in the report, are, briefly, the steady raising of the standard of existing institutions; the direction. of primary and secondary education to more practical ends than heretofore, by means of "manual training, gardening, outdoor observation, practical teaching of geography, school excursions, organized tours of instruction"; "provision for higher studies and research in India, so that Indian students may possess every facility for higher work without having to go abroad." It is agreed by the General Government and the provincial governments that the time has not come when the principle of compulsory education can be applied in India, or elementary education be made entirely free. Local governments are urged to extend free elementary education among the poorer and more backward sections of the population. More than this is not possible at present.

The hope is expressed that in the near future at least 91,000 primary public schools for boys will be added to the 100,000 now in operation, and the number of their pupils, which is at present four and one-half millions, doubled. Vernacular continuation schools, which prepare pupils for entrance to more advanced studies that do not demand acquaintance with a foreign language, have increased during the last decade from 2,135 to 2,666, and the number of their pupils from 177,000 to 257,000. The report dwells upon the importance of the schools of this class, and urges that an advanced vernacular course shall be provided at selected centers to prepare students for teaching in these continuation schools. Attention is called to the fact that

in some Provinces special classes have been opened in secondary English schools for scholars who have been through the whole course at a vernacular continuation school, in order to enable them to make up ground in English. There is much experience to the effect that scholars who have been through a complete vernacular course are exceptionally efficient mentally.

The number of girls under instruction has doubled in a decade and is now about 870,000. Although this number is insignificant in proportion to the female population, there are indications in many areas "of a swiftly growing demand for a more extensive education of girls."

While placing great stress upon the importance and extension of primary education, the report deals comprehensively with the higher institutions, and emphasizes the need of technical education. In this connection, attention is called to the system of scholarships tenable in Europe and America. This system, it is agreed, is still on trial, and its recognized disadvantages furnish new motives for increasing the facilities for technical instruction in the Provinces. Attention is called to the Indian Institute of Science, established at Bangalore through the generosity of the Tata family, seconded by liberal aid from the Government of India and the Maharaja of Mysore. The institution was thrown open to pupils in 1911. The establishment of a Technological Institute at Cawnpore for the chemistry of sugar manufacture and leather, for textiles and for acids and alkalis, has been sanctioned, and funds have been appropriated for the purpose. The following tables summarize salient particulars respecting the different classes of institutions comprised in the systems with which the report deals:

Number of pupils in public schools and colleges in 1912.

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