There is a movement in favour of co-education, especially in elementary
education, because, owing to the inadequate supply of schools, the girls
tend to be left out altogether unless they can go to the same school as
the boys. The first time I met Professor and Mrs. Dewey was at a banquet
in Chang-sha, given by the Tuchun. When the time came for after-dinner
speeches, Mrs. Dewey told the Tuchun that his province must adopt
co-education. He made a statesmanlike reply, saying that the matter
should receive his best consideration, but he feared the time was not
ripe in Hunan. However, it was clear that the matter was within the
sphere of practical politics. At the time, being new to China and having
imagined China a somewhat backward country, I was surprised. Later on I
realized that reforms which we only talk about can be actually carried
out in China.
Education controlled by missionaries or conservative white men cannot
give what Young China needs. After throwing off the native superstitions
of centuries, it would be a dismal fiasco to take on the European
superstitions which have been discarded here by all progressive people.
It is only where progressive Chinese themselves are in control that
there is scope for the renaissance spirit of the younger students, and
for that free spirit of sceptical inquiry by which they are seeking to
build a new civilization as splendid as their old civilization in its
best days.
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