Recently an Imperial Edict has been issued for the gradual abolition of the system of examinations extending over a period of three triennial examinations, so that after ten years all promotions should be made from schools. This deep and farreaching plan for the promotion of schools has been published to the people of the Empire as the basis of reform and the need of the times. In meditating upon the general conditions and considering carefully the trend of the times, your memoralists have become aware that the urgency of present circumstances is greater than ever before and that in the united exercise of our utmost strength an hour is worth thousands of gold. As long as the system of examinations is not abolished, students will trust to their good fortune for obtaining the highest degrees, and their desire for the difficult work of real betterment will be diverted. The people will follow their example, and the hope for the establishment of private schools will be very small. The resources of the Government not being adequate, it is certain that there will be no general movement for the opening of schools. If at the present time the system of examinations were abolished and schools were universally established, it would require more than ten years before men of talent could be produced; but if there is a further delay of ten years while the system is being gradually abolished and schools are slowly being opened, it will be more than twenty years before there will be men of talent available for use, since the process of education is one that cannot be hurried. Our strong neighbors are pressing in upon us and can we delay? During recent years all countries have been hoping that we should reform and have been urging us to change our system. They have all had misgivings that we are bound up to old systems, and have ridiculed us as being like a rat looking in both directions, undecided which one to take. While there is this general disbelief and no change has been made in the spirit of contempt, in the twinkling of an eye peace will be restored between Japan and Russia and the affairs of China will be in a still more dangerous condition. Then there will be a rude awakening, which will scatter general disbelief and destroy accumulated contempt. Such a system of examinations has long been considered a source of reproach by foreigners, but schools are considered to be the chief factor in a reformed government. As soon as conservative methods

are boldly and rigorously abandoned and new methods adopted, those who see and hear what is being done will all use their best endeavors to treat with us on a basis of mutual respect, and the students from China who are pursuing their studies in foreign countries will also receive encouragement. Emphasizing the importance of schools will obviate the possibility of being carried away by gross superstition and idle rumors. The value of men of intelligence equipped with useful knowledge cannot be over-estimated. The establishment of schools is not solely for the training of learned men but for the general dissemination of knowledge among the people, so that all may receive the advantages and acquired powers of an elementary education. This will result in patriotic loyalty to the country and in increased ability to earn a livelihood. Those who show that they have higher abilities can be employed as officials, and those of less attainments will not fail to be useful members of the community. Soldiers, farmers, artisans, and merchants will all follow their respective business with intelligent zeal. Women and children will not be left in idleness, but schools will be established in the homes of the people. No place will be without a school and no person without an education. If this method be followed, why should our country not become wealthy and strong? Those who have carefully studied the situation know that the secret of Prussia's victory over France and of Japan's over Russia lay in their primary schools; in fact, the root of prosperity and strength is in the establishment of schools, and in this respect it is now only China that lags in the rear. If the examination system is not abolished and the schools are not established, how can general intelligence grow among students and people? Hence, if it is desired to avert threatening dangers, the commencement must be made in the establishment of schools, and in order to establish schools the examination system must be first abolished. This is the reason that prompts your memorialists to suggest the abolition of the examination system, so that learning may be diffused, literary ability encouraged, the people civilized, good customs established, the country pacified in her internal relations and respected by her powerful neighbors.

Although the examination system may be abolished, there are several important matters to be attended to, and the first of

these in importance is that due regard should be paid to classical learning. There are those who fear that when these examinations are abolished classical learning will be neglected. Under the old system it was necessary to be able to recite and explain the Classics in order to write on the subjects assigned for essays, but apart from the Four Books and Five Classics other classical studies were not pursued. Even all of the Five Classics were not studied and those which were studied were often not understood. How could such a system tend to the encouragement of classical learning? In the present system of education, which has received Imperial sanction, the study of the Classics is emphasized. There will be no lessening of the study or explanation of the Classics either in the primary or secondary schools, the purpose being that pupils who have finished the courses of these schools shall have studied Ten Classics so as to understand them. In the colleges there will be a special department for classical study in which history, literature, and philosophy will be studied. It will thus be seen that all of the ancient learning will be included in the curricula of the schools and none of it will be lost. It might even be said that the schools will make this learning of greater importance. Our only concern is that those who manage schools may pay more attention to the new than to the old learning in disobedience of the regulations. This would result in the production of men who had no moral standards, and would therefore be useless to their country. For this reason we beg that your Majesties will command the viceroys and governors of the various provinces to instruct those in charge of schools to give strict attention to classical learning and to the literature and history of their country. In this way such learning will daily increase in importance and will run no risk of being neglected.

A second important matter which needs attention is that emphasis should be placed upon personal character. Under the old system students were only examined as to the quality of their literary attainments, but no attention was paid to their character, with the result that there was often a feeling of shame as to the attainments of students in this respect. In the present regulations for schools, however, it is provided that in addition to their examination in literary subjects, they shall also be given marks for conduct. These marks will be given

to students for six things, viz: good conversation, careful personal appearance, attention to etiquette, diligence, intercourse with friends, and conduct on the street. When students are examined in their studies an average will be made between these marks and those for daily conduct. This matter should also form the subject of a special edict to viceroys and governors of the various provinces.

A third important matter is the immediate establishment of normal schools. The greatest cause of concern is not that there are no schools or no funds to establish them, but that there are no teachers. A special edict should also be issued commanding the provinces to send pupils who have finished their secondary studies to foreign countries to take courses in normal studies, some longer and some shorter. The selection of men who have already taken their first and second degrees would be still more advisable. If normal schools are established in all the provinces, teachers will be trained and the first step taken toward the advancement of schools.

A fourth important subject is that only students who have finished their courses of study shall be drafted into service. The courses of various schools differ in length, but if students are taken from the schools before their courses have been completed great injury will be done. It is much better that there should be a delay in securing men than that their studies should be interrupted. In the meantime, in addition to employing such men as have finished their studies, a temporary measure should be adopted by which special degrees of Kü-jen (second degree) and Tsing-shih (third degree) should be bestowed upon those who complete shorter normal courses. Such men will thus be encouraged to devote themselves to the establishment of schools. In foreign countries there are no short courses in primary or secondary schools but only in normal schools. This is an excellent plan. After five years there will be many students who have completed their courses of study and are ready for service, all of whom will be versed in Chinese literature and can be trusted. Thus using scholars of the old schools for a foundation, there will be no need of waiting for five years before we have available men, and these schools can retain their pupils until they have finished their courses of study.

Another important matter is that a way of preferment should be left open for scholars of the old school. To this end during

the next nine years students who have already taken their degrees and who also show proficiency in any one of the following subjects, viz: Arithmetic, geography, science of government, political economy, military science, politics, railroads, mining, police work, or western governmental science, may be sent from the various provinces to Peking for examination. If they can pass successfully they will be rewarded with appointments to one of the boards or as magistrates in the provinces. Special degrees may also be granted to such as are not sent to Peking. In this way the country will make the greatest possible use of its scholars both of the old and new schools.

The above five suggestions are all practicable, and we respectfully beseech Your Majesties to command the viceroys, governors, and literary chancellors of the various provinces to put them into immediate execution. Those places in which schools have not been established should commence at once to open schools and in places where some schools have already been opened others should be started. Those in charge of schools should do their utmost to make their schools successful and the provincial authorities should show no laxity in promoting and encouraging the establishment of schools. Everything in these schools should be done according to the rules and regulations which have already received Imperial sanction.

Respectfully submitted for Imperial consideration.

Imperial Rescript.

September 2, 1905.

We have received a Memorial from Yuan Shih Kai, Viceroy of Chihli Province, and other high officials advocating the summary abolition of the old style of literary examinations for the Kü-jen (Master of Arts) degree, in order to allow the expansion of the modern modes of education. In this connection the said Viceroy has also handed up his scheme for the successful accomplishment of the new régime. Before the era of what is termed the Three Dynasties, men for office were selected from the schools, and it must be confessed that the plan produced many talented men. It was indeed a most successful plan for the production of men of talents and for the moulding of character. Indeed the examples before us of the wealth and power of Japan and the countries of the West have their