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itants from the pages of the Repository.

In addition to distributing printed religious tracts,

the missionaries attempted to establish schools. Educational

efforts occupied a primary position in the foreign mission work

of both English and American societies. Missions built a

school before starting a church. Educational endeavors, fur­

thermore, included secular as well as religious instruction.

Learning the tenets of Christianity was coterminous with study­

13
ing Western history, culture and science. Morrison's Anglo­
Chinese College at Malacca formed a model for mission educators.

Prospects for such an establishment at Canton, however, were
dim. Morrison had been unsuccessful in recruiting more than

small groups of young boys who were willing to be educated by

foreign missionaries. Bridgman, upon his arrival at Canton,

also attempted to begin a school. Although within a few months

he attracted three Cantonese boys to study with him, he was

unable to expand his class.

Bridgman believed that a ma j or obstacle to establishing

a school was lack of personnel. He was virtually alone at

Canton and his tasks seemed overwhelming. In the winter of

1833-34 Bridgman reflected despondently, "Were it not for the

exceeding great and precious promise, my heart would fail me-­

The work is so great, so vast, and the laborers so few and

feeble. We are as nothing. I am not discouraged, my brother;

I am not disheartened; but I am often, as now, sad. To see so

13
Latourette, History of Christian Missions in China,
p. 227. Suzanne W. Barnett, "Americans as Humanitarians:
Image-Building in China before the Opium War," (unpublished
paper, Jan. 1972), p. 7.