oun
therefore for want of anything better, to give you my unsupported and Incre or less crude notions derived
own limited
from my observation of human nature as exhibited by the population of the Canton Province and of HongKong
Fiill
0
very briefly detail
The man must main
charactera
first those mental indow- his own m ments which predominate in the Chinese school boy
authority.
and then those in which he is particularly deficient.
In the
first
instance Chinese-
boys come to school richly. indowed by ancestral inheritance
with
unbounded reverence
in
for constituted authority, and for the teacher's auth
-authority particular. They come prepared not only to obey but to worship
you
116
Mind, they do not come prepared to love
you. Love on the part of a pupil Europe a multitude
covers in
in
of sins on the part of the teacher. But the Chinese
boy neve
never loves his teacher,
The very idea of it is unintelligible
to him. He does not love- his paren
ents. He reverences them. Now a jude
cious teacher
judicious
will observe at once that he
can
and
only secure the continuance
grouth of this
reverence
with which the Chinese school
boy approaches his teacher, by carefully maintaining
his own moral character andr authority.
In a Chinese school,
far
more than in.
any European school, order and -discipline depends entirely the personal character of
the