If the child were a boy, when he reached the age of seven still another person became important in his life. This was his schoolteacher. In that Chinese world the teacher held the place next to parents for the years of childhood and adolescence. His was the responsibility, not only for the mental education of the child, but for his moral welfare, too. Education was not merely for reading and writing and arithmetic, not only for history and literature and music, but also for learning self-discipline and proper conduct, and proper conduct meant the perfecting and the practice of how to behave to all other persons in their various stations and relationships. The fruit of such education was inner security. A child learned in the home how to conduct himself toward the different generations of grandparents and parents, elder and younger uncles and aunts, elder and younger cousins and brothers and sisters and servants, and in school he learned how to conduct himself toward teacher and friends and officials and neighbors and acquaintances. Being so taught, the youth was never ill at ease, never uncertain of how to behave or of how to speak to anyone. The essential rules were simple and clarified by the usage of centuries, and so the growing personality was poised and calm.
The very houses were ordered in the same fashion. We young persons knew where to sit when we came into a room. We did not take the seats of our elders until we ourselves became the elders. With each year we knew that we would be given certain privileges, and if we claimed these too soon we were the losers, in the respect and estimation of other people. We were patient, therefore, knowing that time would bring us all things. How much easier it was for me to live in that world where I knew exactly what to do without being told or scolded than it is now for my children to live in my present world! How confusing for my American children not to know, for example, whether an adult wants to be called by his first name, or by his last! I know a family where the children call their parents by their first names, and I feel the confusion in those children’s hearts. The relationships are not clear and therefore they do not know where they belong in the generations. They know they are not adults, they know that the adults are not children, yet the lines are not defined as they should be, and children lose security thereby.
In my early world we were all taught not to sit until our elders sat, not to eat until they had eaten, not to drink tea until their bowls were lifted. If there were not enough chairs we stood, and when an elder spoke to us, however playfully, we answered with the proper title. Did we feel oppressed? I am sure we did not, nor did that word occur to us. We knew where we were, and we knew, too, that someday we would be elders.
And school! We all loved school and knew it was a privilege, especially for girls, to go to school. Most boys and certainly most girls could never go to school. The Old Empress favored girls’ schools in her latter years, but she said that she feared to increase the taxes to an amount necessary for public schools. Nevertheless, after she heard of Western schools, she sent out an edict commending the idea of education for girls as well as boys, and many private schools were opened as a consequence. I wonder sometimes nowadays, when I see reluctant children forced to school, whether compulsory education really educates. In my early world it was a priceless opportunity to go to school, and to say that one did go was to declare himself a member of the aristocracy of the educated.
For our class consciousness in that Chinese world was entirely based upon education, and the object of education was not only mental accomplishment but moral character. Our teachers made us understand and indeed believe that a well-educated person was well-bred and had moral integrity as a matter of course. Much was forgiven the ignorant and the illiterate, but nothing evil or foolish was forgiven the educated man or woman, who was supposed to be a superior person in the old Confucian sense of the princely being. Plato once taught the same lesson.
Since education insisted upon moral as well as intellectual attainments, the governors of the country were chosen from among the educated, and the old Imperial Examinations were the narrow gate through which all educated persons must pass if they wished to get the good jobs of the government. The material of the examinations was excellent test material, involving memory as well as thought, and a knowledge of history, literature and poetry was necessary. Those who passed with the highest marks were chosen for government administration, and since the best minds were naturally the most successful, it was inevitable that superior men became the actual rulers of the people. The hit-or-miss methods of modern times would never have been accepted in that old ordered world. It was from the Chinese Imperial Examinations that the English adopted their own Civil Service Examinations, and later the United States based our own Civil Service upon the English system.
I am glad that my first years were in an ordered world, for though it passed, still the memory holds of what it means to a child to live in such a world, where adults were calm and confident and where children knew the boundaries beyond which they could not go and yet within which they lived secure. My parents had their work of teaching and preaching their religion, and this kept them busy and happy and out of their child’s way. I had lessons to do, the lessons of my own country which could not be taught in a Chinese school, American history and literature, the history and literature of England and Europe and of ancient Greece and Rome, and I confess those countries seemed to have little to do with the world in which I lived. But a solitary child learns lessons quickly and most of my day was free for play and dreaming.
How sorry I feel nowadays for the overcrowded lives of my own children, whose every hour is filled with school and sport and social events of various kinds! They have no chance to know the delight of long days empty except for what one puts into them, where there is nothing to do except what one wants to do. Then the imagination grows like the tree of life, enchanting the air. No wonder I was a happy child, and that my parents were happy, too. We met briefly, we smiled and made communication about necessary matters of food and clothing and the small tasks of my day. My mother bade me hold my shoulders straight, and my father reminded me at table to hold my knife and fork as he did. Upon this subject of the knife and fork my mind was kept divided, for my mother ate her food as Americans do, cutting her meat and then putting down the knife to take up her fork, but my father ate as English people do, holding the fork in his left hand and the knife in his right, and piling the chopped food against his fork. Each gave me directions and sometimes I obeyed one and sometimes the other, wondering at first, and then accepting, as children do, the peculiarities of parents and letting chance decide each meal. Meanwhile my private choice was chopsticks.
My early memories are not of parents, however, but of places. Thus our big whitewashed brick bungalow, encircled by deep arched verandas for coolness, was honeycombed with places that I loved. Under the verandas the beaten earth was cool and dry, and I had my haunts there. The gardener made a stove for me from a large Standard Oil tin with one side cut away. He lined the three sides with mud mixed with lime and then set into it a coarse iron grating. When I lit a fire beneath this and put in charcoal I could really cook, and of course I cooked the easy Chinese dishes I liked best and that my amah taught me. I had a few dolls but my “children” were the small folk of the servants’ quarters or the neighbors’, and we had wonderful hours of play, unsupervised by adults, all of whom were fortunately too busy to pay us heed. I remember going to bed at night replete with solid satisfaction because the day had been so packed with pleasurable play.