A greater knowledge of western civilization than is now possessed is essential to the progress of the Middle Kingdom. To individual Chinese, foreign education is something of a fortune, and is the surest capital with which they can be invested. The saying that "knowledge is power" is well borne out in this case, for foreign knowledge is almost certain to obtain for a Chinaman a lucrative appointment and an improved social position. Parents are now realizing this fact, and many of the well-to-do Chinese are anxious to send their sons to Europe or America to be educated. The advantage of such an education can hardly be overestimated in the case of those who have before them official or public careers.
At the same time there are considerable drawbacks to going abroad, and it may be questioned whether, in many instances, equally good results could not be secured without incurring so great a loss of time and expense--a loss so considerable as to prevent the benefit from being enjoyed by all but the wealthy or those supported by other than the family funds. For of course the sons of even what may be called the middle classes cannot afford to leave their country in order to be educated, and, unless they can receive foreign instruction in China, will not receive it at all. It cannot be denied that residence abroad possesses some advantages which cannot be obtained in China; yet, except in rare cases, those particular advantages are not the most needed.
Why should not useful knowledge be imparted to the Chinese as well in China as it can be in Europe or America? The drawbacks to a Chinaman's residing away from his home for the time needed to follow a regular course of instruction are sometimes not duly considered. The Chinese are apt, as has been pointed out, to be "too much Europeanized." Especially are they likely to neglect their native language, and so on their return lessen their opportunities of usefulness and prospects of promotion. Particularly is this so with a large class who hope to qualify themselves for the position of professors. A teacher must not only be acquainted with his subject, but he must also be able to impart his knowledge to others; which it is impossible he can do if he has only an imperfect acquaintance with the language which is the medium of communication. It should always be borne in mind that foreign knowledge, though exceedingly useful, is not all-important to a Chinaman, and that even its usefulness may be greatly diminished if it is obtained at cost of the neglect of his mother tongue. Looking, therefore, to the expense of being educated abroad, and to its serious inconveniences, especially to the fact that it must ever be beyond the reach of all but the rich, it is of great importance to consider how a similar education can be had in China. It would be very incorrect to speak of the local polytechnic as a failure, but it is, as yet, a long way from having realized the objects of its promoters. Its educational facilities are great, and though it is now doing good and useful work, we trust to see it become something very different to what it is at the present moment. There are few institutions in Hong Kong which have conferred greater benefits on the Chinese than the Central School; and it is surprising that an attempt has not been made to establish something of the kind at Shanghai. The St. John's College will, it is hoped, contribute towards supplying what is a seriously felt want.