up the educational scheme by recommending Woo Tsze Tung to be the Commissioner of Education, than whom he could not have had a more pliant and subservient tool for his purpose, as may be seen hereinafter.
Woo Tsze Tung was installed commissioner in the fall of 1876. No sooner was he in office than he began to find fault with everything that had been done. Instead of laying those complaints before me, he clandestinely started a stream of misrepresentation to Peking about the students; how they had been mismanaged; how they had been indulged and petted by Commissioner Yung; how they had been allowed to enjoy more privileges than was good for them; how they imitated American students in athletics; that they played more than they studied; that they formed themselves into secret societies, both religious and political; that they ignored their teachers and would not listen to the advice of the new commissioner; that if they were allowed to continue to have their own way, they would soon lose their love of their own country, and on their return to China, they would be good for nothing or worse than nothing; that most of them went to church, attended Sunday Schools and had become Christians; that the
