for deficiencies in ours, and apply the same accordingly; they may also adopt points from the governments of the west which strengthen any weaknesses in our own government. Such action will conduce only to our advantage, and not to our harm.
Western learning should be preceded by Chinese learning. In all schools in foreign countries, there is a daily recitation from the Canon of Jesus, in honour of the religion. In the elementary schools, the study of the Latin language comes first, in honour of antiquity. In geography, students are first familiarized with the maps of their own country, and then proceed to the map of the whole world, thus showing a proper sequence. The books used in these schools mostly set forth the virtuous government of ancient rulers, and the songs sung in public and in private life mostly glorify the strength and prosperity of the nation, thus exhibiting a love of country. A scholar among us who should be unacquainted with our Chinese learning, would be like a man who did not know his own surname, like a horseman without a bridle, or a boat without a rudder. The deeper his knowledge of western learning, the more unfriendly would his attitude become towards China. Even if he were a man of great learning and much ability, of what use would such a man be in the government of his own country?
IN PRAISE OF THE MANCHUS.
For the past two hundred and fifty years, the officials and people within the boundaries of the Four Seas, daily marching between high Heaven and Mother Earth, have been nourished in their growth by unremitting care, down to the present day. If we compare the history of China for the past two thousand years with the histories of western countries for the past fifty years, have their governments shown the generosity, the charity of heart, the loyalty, the sincerity of ours? Although China is neither rich nor strong, nevertheless all her people, rich, noble, poor, and humble
