But why not consent to allow the cardinal principles of morality

to be taught in every school? The following may serve as examples:
(1) Honesty is the best policy.

(2) Honor thy father and thy mother.
(3) Universal brotherhood.

(4) Love of mankind.
(5) Charity to all.

(6) Purity in thought and action.
(7) Pure food makes a pure body.

(8) Happiness consists of health and a pure conscience.
(9) Live and let live.

(10) Respect a man for his virtues, not for his money or position.
(11) `Fiat justitia, ruat coelum' (Let justice be done,

though the Heavens should fall).
(12) Bear no malice against anyone.

(13) Be equitable and just to all men.
(14) Liberty and freedom but not license.

(15) Do not unto others what ye would not that others should do unto you.
I have jotted down the above just as they occurred to me while writing.

They can easily be amplified, and be made the basis of an ethical instruction
in all the schools. In any case, every nation should aim

at the highest standard of morals.
Co-education in the United States is not so unpopular as in some

other countries, and it is increasing in favor. In all the primary schools,
and in most of the high schools, boys and girls study in the same class-room,

and girls are admitted as students even in some colleges and universities.
This principle of admitting the fair sex to equal educational privileges

is slowly but surely being recognized everywhere. In some universities
the authorities have gone half-way; lectures are given to the girl students

in separate rooms, or separate buildings, or halls, are provided
for the girl students. With regard to the teaching staff,

in the primary schools nearly all the teachers are women,
and in the high schools their number is at least half, if not more.

In some of the universities there are lady professors or tutors.
It goes without saying that girls have the natural talent

for learning everything that boys can learn. The objections raised
by the opponents of co-education seem to rest chiefly upon the danger

of the intellectual or physical overstrain of girls during adolescence,
and upon the unequal rate of development of boys and girls

during the secondary school period. It is further alleged
that in mixed schools the curriculum is so prescribed

that the girls' course of study is more or less adapted to that of the boys,
with the result that it cannot have the artistic and domestic character

which is suitable for the majority of girls; but why should not the curriculum
be arranged in such a way as to suit both sexes? Is it not good for both

to learn the same subjects? That which is good for a boy to learn
is it not equallyadvisable for a girl to know, and vice versa?

Will not such a policy create mutualsympathy between the sexes?
The opponents of the co-education policyassert that it makes

the girls masculine, and that it has a tendency to make the boys
a little feminine. It cannot, however, be doubted that the system

reduces the cost of education, such as the duplication of the teaching staff,
laboratories, libraries, and other equipment.

It is objected that the system has done more than anything else
to rob marriage of its attractions, by divesting man of most of his

old-time glamour and romance. It is claimed that this early contact
with the other sex, on a footing of equality, and the manner in which

the majority of the girl students more than maintain
their intellectualstanding with the boys, has tended to produce

that contempt of the much-vaunted superiority of man, that, as a rule,
is reserved for those post-nuptial discoveries which make marriage

such an interesting venture. But they forget that marriages
are frequently contracted in places where girls and boys are taught together,

and where they have had ample opportunities for knowing each other intimately,
and that experience proves that such marriages are happy and lasting unions.

It is interesting to observe, however, that as the number
of educational institutions has increased, the number of unmarried women

has been correspondingly augmented. It is easy to explain this
by the fact that a large number of women earn their own livelihood

by going into business and the professions. As they become more educated,
and are allowed to participate in many of the same privileges as men,

it is only natural that they should show their independence
by remaining single. The same thing would occur in any country,

and we may expect a like state of things in China as greater facilities
for instruction are afforded to women. I do not feel alarmed at the prospect;

indeed, I would welcome it if I could see my country-women acting
as independently and as orderly as their American sisters.

The games and sports sanctioned and encouraged in schools and universities
are useful, in that they afford diversion of the pupils' minds

from their school work. They should not, however, be indulged in
in such a way as to interfere with their studies. Take, as an example,

boat racing; several months of preparation are necessary
before the event takes place, and during a great portion of this time

the students do not think much of their studies; they are all
mad with excitement. The contest between the two rival parties is very keen;

they have but one thought, and that is to win the race. In this way,
at least so it seems to me, the main object of recreation is entirely

lost sight of; it becomes no longer an amusement, but labor and work.
I am told that the coxswain and the other members of the boat race

generally have to take a long rest when the race is over,
which clearly shows that they have been overworking.

I favor all innocent games and sports which mean recreation and diversion,
but if it be thought that without a contest games would lose

their relish and their fun, then I would suggest that the aim should be
the exhibition of a perfect body and absolute health. Let the students,

when they come to the recreation ground, indulge in any sport they please,
but make them feel that it is "bad form" to overstrain, or do anything which,

even temporarily, mars the perfect working of their physical organisms.
Let each student so train himself as to become healthy and strong

both physically and mentally, and the one who, through reasonable
and wholesome exercises, is able to present himself in the most perfect health

should be awarded the highest prize.
Chapter 6. American Business Methods

If I should be asked what is most essential for the successful carrying on
of business in America I would say advertising. A business man in America

who intends to succeed must advertise in the daily, weekly,
and monthly papers, and also have big posters in the streets.

I do not believe any up-to-date merchant in America fails to do this.
Every book and magazine contains many advertisements; sometimes fully half

of a big magazine is covered with notices or pictures of articles for sale.
Wherever you go the inevitableposter confronts you; and even when

you look out of the window of the train you see large sign-boards
announcing some article of trade. The newer the brand the bigger the picture.

If when you get into a street-car you look around you will see nothing
but advertisements of all kinds and sorts, and if you answer an advertisement

you will keep on receiving notices of the matter about which you inquired.
Even now I receive letters urging me to buy something or other

about which I sent a letter of inquiry when I was in America.
At night, if you stroll round the town you will be amazed by the ingenious

and clever signs which the alert minds of the trades people have invented,
such as revolving electric lights forming the name of the advertiser

with different colors, or a figure or shape of some sort
illustrating his wares. But even this is not thought sufficient.

Circulars are often sent to everyone, making special offers,
setting forth forceful reasons why the commodityadvertised is indispensable.

Certain stores make it a point to announce cheap sales once or twice a year,
with from 10 to 25 per cent. reduction. It should be noted

that no tradesman voluntarily sells his goods at a loss,
so that if during a sale he can give as much as 25 per cent. discount

we can easily calculate the percentage of profit he generally makes.
There are cases where men who started as petty dealers have,

after a few years, become millionaires.
To show the importance of advertising I cite the well-knownsanitary drink

which is a substitute for tea and coffee, and which by extensiveadvertising
in almost every paper published in every country has now become

a favorite beverage. The proprietor is now a multi-millionaire and I am told
that he spends more than a million dollars a year in advertising.

Another thing inseparable from American business is the telephone.
A telephone is a part of every well-appointed house, every partner's desk

is provided with a telephone, through which he talks to his clients