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REPORT OF THE COMMITTEE ON MIDDLE SCHOOLS 295natural bent of Chinese students renders such results doublyimportant. What may be called the preparatory values ofeducation, mere memorizing of subject-matter to be used inlater study v\ere too prominent, and the social and practicalvalues not prominent enough. The use of English as amedium of instruction seemed sometimes wasted. Evenwith English textbooks, more explanation might profitablyby made in Chinese. These was a notable lack of appeal tothe eye. The middle school teacher in China has alreadyenough handicaps without dispensing with the valuable aidof maps, charts and backboard work. The Committee wouldrecommend that the best methods of teaching Chinese ingovernment schools be studied. In some places it wasconceded that these were superior to those employed inmission schools. This whole subject of efficient teaching isof the greatest importance. By doubling the teachingefficiency of mission schools a most notable contributionwould be made to the life of the Christian Church in China.In a few schools, excellent provision wasTeacher- being mado for thc improvement of teachers,}11 ^ ^ n othersTrainingnothing whatever was beingdone. A book course in pedagogyis notsufficient. Mr. Chang Po-ling claims that the best type ofChinese boy will not ordinarily go to a normal school.Strong normal schools are among the greatest educationalneeds in China at present, but in addition to them weshould have courses on education in our middle schools andcolleges to prepare for more effective teaching those whowould not otherwise receive any training whatever, and toinspire with enthusiasm Tor the work of teaching many whomight otherwise not undertake it. A good course on theprinciples of education would be both more truly culturaland more practical than the courses in the traditionalmiddle school or college curriculum. Middle schools whichtrain teachers should offer broader treatments of the subjectsto be taught in the elementary school, and colleges trainingteachers for middle schools should offer courses in methodsas well as in subject-matter. Everything possible shouldbe done to stimulate interest in problems which areappropriate for the pupils.