Protestant missionary societies established educational institutions in early colonial Hong Kong that helped pave the way for social mobility. St. Paul's College, founded in 1851, produced many of Hong Kong's early English-educated Chinese elites. The Diocesan Native Female Training School provided education to girls that prepared them for roles of usefulness in society. Notable graduates included Wu Ting-fang, the first Chinese member of the Legislative Council, and Lydia Leung, who accompanied her husband as a missionary. Debates around language education policy and the "Mui Tsai question" reflected changing colonial discourses and the participation of Protestant-educated Chinese in the public sphere.
REGENCY GENDER ROLE-EDUCATION ON BOYS AND GIRLS.pptx BY STOURNARA E & STAVLI...Vivi Carouzou
The document discusses education for boys and girls during the Regency era in England. For boys, the standard education involved attending prestigious boarding schools like Eton or Harrow starting around age 8. The school day was long and discipline was harsh, involving corporal punishment. After school, a Grand Tour of Europe was a common educational experience for wealthy boys. For girls, education focused on skills like music, dance, language and domestic duties to prepare them to be wives and mothers. Higher education opportunities were limited, though some families hired governesses or sent girls to private seminaries.
A Tale of a Tub as a Religious AllegoryNilay Rathod
Jonathan Swift's A Tale of a Tub was his first major work, published anonymously when he was a junior Anglican clergyman. In the satirical story, the three brothers Martin, Peter, and Jack represent the Catholic Church, Anglican Church, and Dissenting sects. Through this allegory, Swift aimed to show that the practices of Catholics and Dissenters misinterpreted the true teachings of the Bible. The title itself is a puzzling reference meant to distract critics like Thomas Hobbes from attacking the weaknesses of the Anglican Church. Through both the tale and its digressions, Swift satirizes abuses in religion and critiques those who over-literalize readings without questioning new information.
Chinese culture has a long history and structure dating back to ancient dynasties. It places importance on traditions, values like Confucianism and Taoism, and literature including classic texts. China is also known for martial arts which originated as practices for survival and warfare but later developed into artistic disciplines practiced at places like the Shaolin Monastery. Traditional Chinese culture values calligraphy and writing tools considered the "four treasures of the study" including ink, paper, brush pens, and inkstones often crafted beautifully in rare materials.
This thesis examines perceptions of the Irish in medieval English writing from 1200-1400 AD. Chapter 1 will analyze how Ireland was portrayed in the imagined geography of the Middle Ages, including in classical sources, maps, and as an "otherworld." Chapter 2 focuses on how English writers used origin myths, biblical references, and pseudohistory to assert England's right to rule Ireland. Chapter 3 evaluates how stereotypes of the Irish changed over time with growing English nationalism, ecclesiastical power struggles, warfare, and a royal visit to Ireland in 1399. The author argues perceptions of the Irish were important to shape English national identity and influence how the Irish were governed. Primary sources include chronicles, statutes, literature, and religious writings.
This document provides resources for teaching a course on Judaism, organized into 5 sections: General Resources, Section 1 on Irish Jewish Communities, Section 2 on Beliefs and Moral Teachings, Section 3 on the Sacredness of Jewish Faith, and Section 4 on Holy Places. It includes books, websites, documentaries, and other materials. The resources cover topics like Jewish history and customs, beliefs, ethics, holidays, the Temple, synagogues, and the Holocaust in Ireland. Key organizations mentioned are the Jewish Virtual Library, My Jewish Learning, and the Holocaust Education Trust Ireland.
Valley Primary School's Year 5 curriculum evening outlines the school's plans and expectations for the upcoming year. The document provides details on the school staff, daily timetable, homework schedule, and topics to be covered in each subject. Topics include The Maya, Walls and Barricades, Rivers and Coasts, Leisure and Entertainment, Angles, Scots and Invaders. Parents are encouraged to ensure students read at home daily and practice times tables weekly.
Here are some examples of books and films featuring dialects, sociolects, pidgins or creoles:
- To Kill a Mockingbird by Harper Lee features the dialect of the Deep South of the United States in the 1930s.
- The film Moonlight uses the African American Vernacular English (AAVE) spoken in Miami.
- Books by Jamaica Kincaid such as Annie John depict Antiguan Creole English.
- The film Cool Runnings features the Jamaican Patois dialect.
- Novels by Salman Rushdie such as Midnight's Children incorporate elements of dialects from the Indian subcontinent.
- Films set in Hawaii often include the Hawaiian Pidgin English
The document provides information on Chinese history, culture, and literature. It discusses the origins and symbolism of the Chinese flag. It notes China's capital as Beijing and gives its nicknames as the "Middle Kingdom", "Red Dragon", and "Sleeping Giant". It provides context around the development of Chinese writing and describes the major dynasties in China and their contributions to literature, including poetry, novels, philosophy, and history texts. Key philosophers, poets, and novels from different dynastic periods are highlighted.
REGENCY GENDER ROLE-EDUCATION ON BOYS AND GIRLS.pptx BY STOURNARA E & STAVLI...Vivi Carouzou
The document discusses education for boys and girls during the Regency era in England. For boys, the standard education involved attending prestigious boarding schools like Eton or Harrow starting around age 8. The school day was long and discipline was harsh, involving corporal punishment. After school, a Grand Tour of Europe was a common educational experience for wealthy boys. For girls, education focused on skills like music, dance, language and domestic duties to prepare them to be wives and mothers. Higher education opportunities were limited, though some families hired governesses or sent girls to private seminaries.
A Tale of a Tub as a Religious AllegoryNilay Rathod
Jonathan Swift's A Tale of a Tub was his first major work, published anonymously when he was a junior Anglican clergyman. In the satirical story, the three brothers Martin, Peter, and Jack represent the Catholic Church, Anglican Church, and Dissenting sects. Through this allegory, Swift aimed to show that the practices of Catholics and Dissenters misinterpreted the true teachings of the Bible. The title itself is a puzzling reference meant to distract critics like Thomas Hobbes from attacking the weaknesses of the Anglican Church. Through both the tale and its digressions, Swift satirizes abuses in religion and critiques those who over-literalize readings without questioning new information.
Chinese culture has a long history and structure dating back to ancient dynasties. It places importance on traditions, values like Confucianism and Taoism, and literature including classic texts. China is also known for martial arts which originated as practices for survival and warfare but later developed into artistic disciplines practiced at places like the Shaolin Monastery. Traditional Chinese culture values calligraphy and writing tools considered the "four treasures of the study" including ink, paper, brush pens, and inkstones often crafted beautifully in rare materials.
This thesis examines perceptions of the Irish in medieval English writing from 1200-1400 AD. Chapter 1 will analyze how Ireland was portrayed in the imagined geography of the Middle Ages, including in classical sources, maps, and as an "otherworld." Chapter 2 focuses on how English writers used origin myths, biblical references, and pseudohistory to assert England's right to rule Ireland. Chapter 3 evaluates how stereotypes of the Irish changed over time with growing English nationalism, ecclesiastical power struggles, warfare, and a royal visit to Ireland in 1399. The author argues perceptions of the Irish were important to shape English national identity and influence how the Irish were governed. Primary sources include chronicles, statutes, literature, and religious writings.
This document provides resources for teaching a course on Judaism, organized into 5 sections: General Resources, Section 1 on Irish Jewish Communities, Section 2 on Beliefs and Moral Teachings, Section 3 on the Sacredness of Jewish Faith, and Section 4 on Holy Places. It includes books, websites, documentaries, and other materials. The resources cover topics like Jewish history and customs, beliefs, ethics, holidays, the Temple, synagogues, and the Holocaust in Ireland. Key organizations mentioned are the Jewish Virtual Library, My Jewish Learning, and the Holocaust Education Trust Ireland.
Valley Primary School's Year 5 curriculum evening outlines the school's plans and expectations for the upcoming year. The document provides details on the school staff, daily timetable, homework schedule, and topics to be covered in each subject. Topics include The Maya, Walls and Barricades, Rivers and Coasts, Leisure and Entertainment, Angles, Scots and Invaders. Parents are encouraged to ensure students read at home daily and practice times tables weekly.
Here are some examples of books and films featuring dialects, sociolects, pidgins or creoles:
- To Kill a Mockingbird by Harper Lee features the dialect of the Deep South of the United States in the 1930s.
- The film Moonlight uses the African American Vernacular English (AAVE) spoken in Miami.
- Books by Jamaica Kincaid such as Annie John depict Antiguan Creole English.
- The film Cool Runnings features the Jamaican Patois dialect.
- Novels by Salman Rushdie such as Midnight's Children incorporate elements of dialects from the Indian subcontinent.
- Films set in Hawaii often include the Hawaiian Pidgin English
The document provides information on Chinese history, culture, and literature. It discusses the origins and symbolism of the Chinese flag. It notes China's capital as Beijing and gives its nicknames as the "Middle Kingdom", "Red Dragon", and "Sleeping Giant". It provides context around the development of Chinese writing and describes the major dynasties in China and their contributions to literature, including poetry, novels, philosophy, and history texts. Key philosophers, poets, and novels from different dynastic periods are highlighted.
William Jones came to India in 1783 and learned several Indian languages including Sanskrit. He helped establish the Asiatic Society of Bengal to promote the study of Asian languages, literature, and culture. The Society published the journal Asiatick Researches. Jones and others recognized connections between Sanskrit and European languages. However, British officials like Macaulay later criticized teaching Indian languages and cultures, arguing it had no practical use. Macaulay's views influenced the 1835 English Education Act which made English the medium of instruction in higher education.
The document provides information about China's flag, geography, demographics, culture, history, and traditions. The flag of China was adopted in 1949 and features five stars - one large star representing communism and four smaller stars representing social classes. China has a population of over 1.3 billion people and is located in East Asia, bordering the Pacific Ocean. The main ethnic group is Han Chinese and the primary language is Mandarin Chinese. Key aspects of Chinese culture discussed include Confucianism, Taoism, Buddhism, festivals like Chinese New Year and Mid-Autumn Festival, cuisine emphasizing vegetables, and a historical emphasis on education.
Education has evolved greatly over thousands of years, from early informal teachings passed through oral tradition to today's widespread systems of formal education. Some key developments include ancient Egyptian temples schools in 3000 BC, the first schools in China in 2000 BC, and schools established by Plato and Aristotle in Greece in 387 and 355 BC. The printing press in 1450 and the internet in the late 1990s dramatically increased access to information and learning resources. While most nations now aim to provide education for all, many parts of the world still struggle to make even basic education universally available.
The document summarizes the proposed National Curriculum for History in Australia. It outlines the key topics, skills, and assessments covered at each stage from years K-2 through 11-12. The curriculum focuses on developing students' historical thinking skills and understanding of the past in local, Australian, and global contexts. It emphasizes inquiry-based learning and examining continuity and change over time. Implementation of the final curriculum will begin in 2010 with publication and schools preparing for adoption.
Chinese literature has a long history spanning over 3,500 years, during which time the Chinese developed a variety of genres including poetry, essays, fiction, and drama. Some of the most famous works within Chinese literature include the Tao Te Ching, The Art of War, Tang poems, The Analects, The Doctrine of the Mean, The Great Learning, and the Classic of Filial Piety. These works provide insights into Chinese philosophy and values throughout history while also reflecting the social climate of their times.
Things Fall Apart, When Man Fails Alone, Okonkwo and Sane GurujiDhaval Diyora
In 1958, Achebe published his first novel: Things Fall Apart. It is the world’s most widely read African novel.
The conflict between native African culture and the influence of white Christian missionaries and the colonial government in Nigeria.
I've covered points on how the protagonist and other Heroic characters fail then what can be happened in last.
This document provides information about China and Chinese culture through various sections. It begins with a quiz about China, then provides summaries of Chinese dynasties and their contributions to literature and culture. Key dynasties discussed include the Shang, Zhou, Qin, Han, Tang, Song, Ming, and Yuan. Philosophies like Confucianism, Taoism and Buddhism that shaped Chinese thought are explained. Chinese wedding traditions, festivals and the origins of terms like China are outlined. The document concludes with a section on Chinese literature from 1000 BC to 1890 AD.
This document is a newsletter from the Inter-University Program for Chinese Language Studies (IUP) at Tsinghua University. It discusses upcoming events at IUP including a lecture series, a trip to Nanjing, and a film class. It also shares reflections from students on a recent trip to the 798 art district and experiences learning Chinese through films.
Civilising the Native Educating the NationPavanKumar3775
The document discusses the history of education in India under British rule. It describes how the British initially promoted the study of Indian languages and culture through institutions like the Calcutta Madrasa and Benaras Sanskrit College. However, English education was later promoted to civilize Indians according to Macaulay's view. The English Education Act of 1835 made English the medium of instruction. Indian leaders like Gandhi and Tagore opposed the British education system for undermining Indian culture and languages. Tagore established Shantiniketan school based on creative and nature-based learning.
The document discusses the importance of literature for children's development and education. It notes that literature helps build vocabulary, expression skills, and sensitivity. The document also provides a brief history of children's literature, including early books from Anglo-Saxon and medieval periods, as well as chapbooks and the influence of the Puritans. Finally, it discusses the development of poetry for children and different poets who wrote verses for children.
1) The document discusses the history of English literature from Old English to modern times, including influences from other languages like Norse, French, and Latin.
2) It outlines problems with English literature like changes in pronunciation over time and differences between American and British English. The mixing of many language sounds also causes difficulties.
3) Solutions proposed to problems with English literature include increasing exposure to English through reading, speaking, and listening in order to improve vocabulary and pronunciation.
This document provides information about ancient education systems across several civilizations, including China, India, Greece, Rome, and Arabia. It discusses educational goals, students, instructional methods, curriculum, and influences on education for each civilization. It also includes review questions at the end to test comprehension.
European Influences on American Educational History
Colonial Period of American Education (ca. 1600-1776)
Early National Period of American Education (ca. 1776-1840)
Schools during the early modern period primarily aimed to teach the population how to read the Bible. Religion and catechism were the main subjects taught. Later, schools focused on individual values during the Enlightenment and preparing students for life through subjects like reading, grammar, math, science, and history. The Monitorial/Lancasterian system allowed one teacher to instruct many students through monitors, enabling mass education. Various philosophers contributed new ideas about education, including Rousseau emphasizing natural learning, Pestalozzi advocating learning through hands-on experience, and Dewey arguing education should be life itself.
This document reviews several leading world history textbooks used in middle and high schools. It finds that in an effort to cover a broad scope and promote diversity, the textbooks abandon detailed narratives and complex topics. They emphasize inclusion over important themes in Western history like ancient Greece and Rome. While aiming to include more non-Western content, the textbooks provide unreliable information on topics like Africa and terrorism. Overall, the review concludes the textbooks undermine educational standards and policy goals due to flaws in their production and publishers' unwillingness to improve them.
Korean Gender Roles in the Modern Era Two Different Paths tJospehStull43
Korean Gender Roles in the Modern Era: Two Different Paths toward Modernity
This essay is focus on the happenings that took place between the years 1880 to 1940. I will also be speaking about the country of Korea and how feminism was able to seize. I believe that it was not easy for the women to come out as strong and intelligent as they did especially after the colonization as well as the main gender stereotypes that were there in Korea and the traditions that the people they are embraced. Moreover, the neo-Confucian society in Korea also permitted and dictated that the norms that affected the manhood positively were divided into staged of the class lines. The Korean tradition that allowed people to fight for prowess was allowed as a musicality pattern as a pre-modern society for the commoners. In that case, I would want to state that in Korea, the women fought for their rights as much as they could through education and religion as modernization had started to set in (Tikhonov, 1034). (This introductory paragraph contains a lot of useful information, but it is still a bit unclear what is your thesis. Is the main focus of your essay the contrasting paths taken by Korean men and women toward a modern lifestyle? And if so, then is your thesis that Korean men were able to build upon tradition in their quest for modernity, but that Korean women had to reject tradition completely, and instead reach modernity through Western education and religion? )
First, the women in Korea were inspired by the Christian ways that came along during the late 1800s. For instance, several publications that were made by missionaries usually gave examples of the novel ways that the women who were identified as “oriental” had begun to live after they were transformed by Christians to begin living with regards to Christianity. Moreover, most of them were lucky to acquire sponsorships that allowed them to go and study abroad (Choi, 145). After their studies, they would travel back to Korea, and there they would become the leaders since the sense of hem being educated drew a lot of attention towards them. In addition to this, the women were also transformed into Christians who was crucial for the proliferation of the communities that believe in Christianity it was believed during those times that no nation could become a Christian without a Christian mother; therefore, nurturing the women to become leaders was imperative (Tikhonov, 1035). (Also, the fact that European countries were Christian was also impressed Koreans, in that in seemed to suggest that Christianity was a key part of being a modern nation. )
The Korean mission was able to produce multiple Christian women leaders who were also well educated as well as under good guidance (Choi, 148). These women left important footprints through their mission work mission schools as well as various large and small scale Institutions that belonged to Christians. They aimed to spread both the good news as well as impa ...
examples, whose careers in colonial India illustrate, but also.docxSANSKAR20
examples, whose careers in colonial India illustrate, but also complicate,
Alavi’s argument: Shah Jahan (Begum of Bhopal who was the wife of
Alavi’s protagonist Nawab Siddiq Hasan Khan and is discussed mostly
in terms of the latter) and the gynecologist and Urdu short story writer
Rashid Jahan (who forged links between the local Progressive Writers’
Movement and Communist Russia). Shi‘i elites from North India also
straddled transimperial networks. For example, the Shi‘i scholar Sayyid
Abul Hasan (1844–1895), who founded the key Shi‘i seminaries of Lucknow,
divided his time between India and Iraq (for more on Shi‘i scholars and
their local and trans-regional networks in colonial India, readers will find
useful Justin Jones’s Shi‘a Islam in Colonial India: Religion, Community, and
Sectarianism [Cambridge & New York, 2012]). The trans-regional profiles
of South Asian Shi‘i scholars complicate the picture of Muslim cosmopoli-
tanism, for these scholars posited Qom and Karbala as alternatives to Mecca
and Istanbul. The inclusion of their voices would have provincialized the
Sunni-centred picture presented in Muslim Cosmopolitanism.
Alavi’s monograph has interdisciplinary appeal, and will be useful for
scholars and students in multiple fields of study, including global history,
Islamic studies, Middle Eastern studies, and South Asian studies. The book
is accessible and absorbing but also contains numerous errors of trans-
lation and transliteration. Alavi’s major contribution to the history of
modern Islam is the casting of abundant analytical light on the critical
role played by South Asian Muslims in the forging of a trans-regional
Muslim consciousness and agency. Muslim Cosmopolitanism in the Age of
Empire illustrates the volatile yet vibrant, contingent yet capacious idea of
Muslim unity that continues to have incredible global appeal in our own
times.
Ali Altaf Mian, Seattle University
��
To Save the Children of Korea: The Cold War Origins of International
Adoption, by Arissa H. Oh. Stanford, Stanford University Press,
2015. xvi, 299 pp. $85.00 US (cloth), $24.95 US (paper).
‘‘Before South Korea became known for its low-priced cars and television
sets, it was known for its orphans,’’ a Washington Post journalist wrote after
the 1988 Summer Olympics, which introduced its fast-growing host nation,
the Republic of Korea (ROK), to the world. Arissa Oh’s unusually sensitive
study examines the little-known story of how Korean adoption, which
arose in the tumultuous Korean War, laid the foundations for the con-
temporary global adoption industry. What makes this work particularly
Canadian Journal of History / Annales canadiennes d’histoire 52.2 6 2017
reviews402
valuable, even for scholarly audiences beyond its subfield, is how deftly
the author uses its narrow topic to explore Korean adoption’s wider social,
cultural, legal, and political climate in South Korea and the United States.
While its treatment is not always consistent or convinc ...
Korean Gender Roles in the Modern Era Two Different Paths t.docxDIPESH30
Korean Gender Roles in the Modern Era: Two Different Paths toward Modernity
This essay is focus on the happenings that took place between the years 1880 to 1940. I will also be speaking about the country of Korea and how feminism was able to seize. I believe that it was not easy for the women to come out as strong and intelligent as they did especially after the colonization as well as the main gender stereotypes that were there in Korea and the traditions that the people they are embraced. Moreover, the neo-Confucian society in Korea also permitted and dictated that the norms that affected the manhood positively were divided into staged of the class lines. The Korean tradition that allowed people to fight for prowess was allowed as a musicality pattern as a pre-modern society for the commoners. In that case, I would want to state that in Korea, the women fought for their rights as much as they could through education and religion as modernization had started to set in (Tikhonov, 1034). (This introductory paragraph contains a lot of useful information, but it is still a bit unclear what is your thesis. Is the main focus of your essay the contrasting paths taken by Korean men and women toward a modern lifestyle? And if so, then is your thesis that Korean men were able to build upon tradition in their quest for modernity, but that Korean women had to reject tradition completely, and instead reach modernity through Western education and religion? )
First, the women in Korea were inspired by the Christian ways that came along during the late 1800s. For instance, several publications that were made by missionaries usually gave examples of the novel ways that the women who were identified as “oriental” had begun to live after they were transformed by Christians to begin living with regards to Christianity. Moreover, most of them were lucky to acquire sponsorships that allowed them to go and study abroad (Choi, 145). After their studies, they would travel back to Korea, and there they would become the leaders since the sense of hem being educated drew a lot of attention towards them. In addition to this, the women were also transformed into Christians who was crucial for the proliferation of the communities that believe in Christianity it was believed during those times that no nation could become a Christian without a Christian mother; therefore, nurturing the women to become leaders was imperative (Tikhonov, 1035). (Also, the fact that European countries were Christian was also impressed Koreans, in that in seemed to suggest that Christianity was a key part of being a modern nation. )
The Korean mission was able to produce multiple Christian women leaders who were also well educated as well as under good guidance (Choi, 148). These women left important footprints through their mission work mission schools as well as various large and small scale Institutions that belonged to Christians. They aimed to spread both the good news as well as impa ...
William Jones came to India in 1783 and learned several Indian languages including Sanskrit. He helped establish the Asiatic Society of Bengal to promote the study of Asian languages, literature, and culture. The Society published the journal Asiatick Researches. Jones and others recognized connections between Sanskrit and European languages. However, British officials like Macaulay later criticized teaching Indian languages and cultures, arguing it had no practical use. Macaulay's views influenced the 1835 English Education Act which made English the medium of instruction in higher education.
The document provides information about China's flag, geography, demographics, culture, history, and traditions. The flag of China was adopted in 1949 and features five stars - one large star representing communism and four smaller stars representing social classes. China has a population of over 1.3 billion people and is located in East Asia, bordering the Pacific Ocean. The main ethnic group is Han Chinese and the primary language is Mandarin Chinese. Key aspects of Chinese culture discussed include Confucianism, Taoism, Buddhism, festivals like Chinese New Year and Mid-Autumn Festival, cuisine emphasizing vegetables, and a historical emphasis on education.
Education has evolved greatly over thousands of years, from early informal teachings passed through oral tradition to today's widespread systems of formal education. Some key developments include ancient Egyptian temples schools in 3000 BC, the first schools in China in 2000 BC, and schools established by Plato and Aristotle in Greece in 387 and 355 BC. The printing press in 1450 and the internet in the late 1990s dramatically increased access to information and learning resources. While most nations now aim to provide education for all, many parts of the world still struggle to make even basic education universally available.
The document summarizes the proposed National Curriculum for History in Australia. It outlines the key topics, skills, and assessments covered at each stage from years K-2 through 11-12. The curriculum focuses on developing students' historical thinking skills and understanding of the past in local, Australian, and global contexts. It emphasizes inquiry-based learning and examining continuity and change over time. Implementation of the final curriculum will begin in 2010 with publication and schools preparing for adoption.
Chinese literature has a long history spanning over 3,500 years, during which time the Chinese developed a variety of genres including poetry, essays, fiction, and drama. Some of the most famous works within Chinese literature include the Tao Te Ching, The Art of War, Tang poems, The Analects, The Doctrine of the Mean, The Great Learning, and the Classic of Filial Piety. These works provide insights into Chinese philosophy and values throughout history while also reflecting the social climate of their times.
Things Fall Apart, When Man Fails Alone, Okonkwo and Sane GurujiDhaval Diyora
In 1958, Achebe published his first novel: Things Fall Apart. It is the world’s most widely read African novel.
The conflict between native African culture and the influence of white Christian missionaries and the colonial government in Nigeria.
I've covered points on how the protagonist and other Heroic characters fail then what can be happened in last.
This document provides information about China and Chinese culture through various sections. It begins with a quiz about China, then provides summaries of Chinese dynasties and their contributions to literature and culture. Key dynasties discussed include the Shang, Zhou, Qin, Han, Tang, Song, Ming, and Yuan. Philosophies like Confucianism, Taoism and Buddhism that shaped Chinese thought are explained. Chinese wedding traditions, festivals and the origins of terms like China are outlined. The document concludes with a section on Chinese literature from 1000 BC to 1890 AD.
This document is a newsletter from the Inter-University Program for Chinese Language Studies (IUP) at Tsinghua University. It discusses upcoming events at IUP including a lecture series, a trip to Nanjing, and a film class. It also shares reflections from students on a recent trip to the 798 art district and experiences learning Chinese through films.
Civilising the Native Educating the NationPavanKumar3775
The document discusses the history of education in India under British rule. It describes how the British initially promoted the study of Indian languages and culture through institutions like the Calcutta Madrasa and Benaras Sanskrit College. However, English education was later promoted to civilize Indians according to Macaulay's view. The English Education Act of 1835 made English the medium of instruction. Indian leaders like Gandhi and Tagore opposed the British education system for undermining Indian culture and languages. Tagore established Shantiniketan school based on creative and nature-based learning.
The document discusses the importance of literature for children's development and education. It notes that literature helps build vocabulary, expression skills, and sensitivity. The document also provides a brief history of children's literature, including early books from Anglo-Saxon and medieval periods, as well as chapbooks and the influence of the Puritans. Finally, it discusses the development of poetry for children and different poets who wrote verses for children.
1) The document discusses the history of English literature from Old English to modern times, including influences from other languages like Norse, French, and Latin.
2) It outlines problems with English literature like changes in pronunciation over time and differences between American and British English. The mixing of many language sounds also causes difficulties.
3) Solutions proposed to problems with English literature include increasing exposure to English through reading, speaking, and listening in order to improve vocabulary and pronunciation.
This document provides information about ancient education systems across several civilizations, including China, India, Greece, Rome, and Arabia. It discusses educational goals, students, instructional methods, curriculum, and influences on education for each civilization. It also includes review questions at the end to test comprehension.
European Influences on American Educational History
Colonial Period of American Education (ca. 1600-1776)
Early National Period of American Education (ca. 1776-1840)
Schools during the early modern period primarily aimed to teach the population how to read the Bible. Religion and catechism were the main subjects taught. Later, schools focused on individual values during the Enlightenment and preparing students for life through subjects like reading, grammar, math, science, and history. The Monitorial/Lancasterian system allowed one teacher to instruct many students through monitors, enabling mass education. Various philosophers contributed new ideas about education, including Rousseau emphasizing natural learning, Pestalozzi advocating learning through hands-on experience, and Dewey arguing education should be life itself.
This document reviews several leading world history textbooks used in middle and high schools. It finds that in an effort to cover a broad scope and promote diversity, the textbooks abandon detailed narratives and complex topics. They emphasize inclusion over important themes in Western history like ancient Greece and Rome. While aiming to include more non-Western content, the textbooks provide unreliable information on topics like Africa and terrorism. Overall, the review concludes the textbooks undermine educational standards and policy goals due to flaws in their production and publishers' unwillingness to improve them.
Korean Gender Roles in the Modern Era Two Different Paths tJospehStull43
Korean Gender Roles in the Modern Era: Two Different Paths toward Modernity
This essay is focus on the happenings that took place between the years 1880 to 1940. I will also be speaking about the country of Korea and how feminism was able to seize. I believe that it was not easy for the women to come out as strong and intelligent as they did especially after the colonization as well as the main gender stereotypes that were there in Korea and the traditions that the people they are embraced. Moreover, the neo-Confucian society in Korea also permitted and dictated that the norms that affected the manhood positively were divided into staged of the class lines. The Korean tradition that allowed people to fight for prowess was allowed as a musicality pattern as a pre-modern society for the commoners. In that case, I would want to state that in Korea, the women fought for their rights as much as they could through education and religion as modernization had started to set in (Tikhonov, 1034). (This introductory paragraph contains a lot of useful information, but it is still a bit unclear what is your thesis. Is the main focus of your essay the contrasting paths taken by Korean men and women toward a modern lifestyle? And if so, then is your thesis that Korean men were able to build upon tradition in their quest for modernity, but that Korean women had to reject tradition completely, and instead reach modernity through Western education and religion? )
First, the women in Korea were inspired by the Christian ways that came along during the late 1800s. For instance, several publications that were made by missionaries usually gave examples of the novel ways that the women who were identified as “oriental” had begun to live after they were transformed by Christians to begin living with regards to Christianity. Moreover, most of them were lucky to acquire sponsorships that allowed them to go and study abroad (Choi, 145). After their studies, they would travel back to Korea, and there they would become the leaders since the sense of hem being educated drew a lot of attention towards them. In addition to this, the women were also transformed into Christians who was crucial for the proliferation of the communities that believe in Christianity it was believed during those times that no nation could become a Christian without a Christian mother; therefore, nurturing the women to become leaders was imperative (Tikhonov, 1035). (Also, the fact that European countries were Christian was also impressed Koreans, in that in seemed to suggest that Christianity was a key part of being a modern nation. )
The Korean mission was able to produce multiple Christian women leaders who were also well educated as well as under good guidance (Choi, 148). These women left important footprints through their mission work mission schools as well as various large and small scale Institutions that belonged to Christians. They aimed to spread both the good news as well as impa ...
examples, whose careers in colonial India illustrate, but also.docxSANSKAR20
examples, whose careers in colonial India illustrate, but also complicate,
Alavi’s argument: Shah Jahan (Begum of Bhopal who was the wife of
Alavi’s protagonist Nawab Siddiq Hasan Khan and is discussed mostly
in terms of the latter) and the gynecologist and Urdu short story writer
Rashid Jahan (who forged links between the local Progressive Writers’
Movement and Communist Russia). Shi‘i elites from North India also
straddled transimperial networks. For example, the Shi‘i scholar Sayyid
Abul Hasan (1844–1895), who founded the key Shi‘i seminaries of Lucknow,
divided his time between India and Iraq (for more on Shi‘i scholars and
their local and trans-regional networks in colonial India, readers will find
useful Justin Jones’s Shi‘a Islam in Colonial India: Religion, Community, and
Sectarianism [Cambridge & New York, 2012]). The trans-regional profiles
of South Asian Shi‘i scholars complicate the picture of Muslim cosmopoli-
tanism, for these scholars posited Qom and Karbala as alternatives to Mecca
and Istanbul. The inclusion of their voices would have provincialized the
Sunni-centred picture presented in Muslim Cosmopolitanism.
Alavi’s monograph has interdisciplinary appeal, and will be useful for
scholars and students in multiple fields of study, including global history,
Islamic studies, Middle Eastern studies, and South Asian studies. The book
is accessible and absorbing but also contains numerous errors of trans-
lation and transliteration. Alavi’s major contribution to the history of
modern Islam is the casting of abundant analytical light on the critical
role played by South Asian Muslims in the forging of a trans-regional
Muslim consciousness and agency. Muslim Cosmopolitanism in the Age of
Empire illustrates the volatile yet vibrant, contingent yet capacious idea of
Muslim unity that continues to have incredible global appeal in our own
times.
Ali Altaf Mian, Seattle University
��
To Save the Children of Korea: The Cold War Origins of International
Adoption, by Arissa H. Oh. Stanford, Stanford University Press,
2015. xvi, 299 pp. $85.00 US (cloth), $24.95 US (paper).
‘‘Before South Korea became known for its low-priced cars and television
sets, it was known for its orphans,’’ a Washington Post journalist wrote after
the 1988 Summer Olympics, which introduced its fast-growing host nation,
the Republic of Korea (ROK), to the world. Arissa Oh’s unusually sensitive
study examines the little-known story of how Korean adoption, which
arose in the tumultuous Korean War, laid the foundations for the con-
temporary global adoption industry. What makes this work particularly
Canadian Journal of History / Annales canadiennes d’histoire 52.2 6 2017
reviews402
valuable, even for scholarly audiences beyond its subfield, is how deftly
the author uses its narrow topic to explore Korean adoption’s wider social,
cultural, legal, and political climate in South Korea and the United States.
While its treatment is not always consistent or convinc ...
Korean Gender Roles in the Modern Era Two Different Paths t.docxDIPESH30
Korean Gender Roles in the Modern Era: Two Different Paths toward Modernity
This essay is focus on the happenings that took place between the years 1880 to 1940. I will also be speaking about the country of Korea and how feminism was able to seize. I believe that it was not easy for the women to come out as strong and intelligent as they did especially after the colonization as well as the main gender stereotypes that were there in Korea and the traditions that the people they are embraced. Moreover, the neo-Confucian society in Korea also permitted and dictated that the norms that affected the manhood positively were divided into staged of the class lines. The Korean tradition that allowed people to fight for prowess was allowed as a musicality pattern as a pre-modern society for the commoners. In that case, I would want to state that in Korea, the women fought for their rights as much as they could through education and religion as modernization had started to set in (Tikhonov, 1034). (This introductory paragraph contains a lot of useful information, but it is still a bit unclear what is your thesis. Is the main focus of your essay the contrasting paths taken by Korean men and women toward a modern lifestyle? And if so, then is your thesis that Korean men were able to build upon tradition in their quest for modernity, but that Korean women had to reject tradition completely, and instead reach modernity through Western education and religion? )
First, the women in Korea were inspired by the Christian ways that came along during the late 1800s. For instance, several publications that were made by missionaries usually gave examples of the novel ways that the women who were identified as “oriental” had begun to live after they were transformed by Christians to begin living with regards to Christianity. Moreover, most of them were lucky to acquire sponsorships that allowed them to go and study abroad (Choi, 145). After their studies, they would travel back to Korea, and there they would become the leaders since the sense of hem being educated drew a lot of attention towards them. In addition to this, the women were also transformed into Christians who was crucial for the proliferation of the communities that believe in Christianity it was believed during those times that no nation could become a Christian without a Christian mother; therefore, nurturing the women to become leaders was imperative (Tikhonov, 1035). (Also, the fact that European countries were Christian was also impressed Koreans, in that in seemed to suggest that Christianity was a key part of being a modern nation. )
The Korean mission was able to produce multiple Christian women leaders who were also well educated as well as under good guidance (Choi, 148). These women left important footprints through their mission work mission schools as well as various large and small scale Institutions that belonged to Christians. They aimed to spread both the good news as well as impa ...
Primitive education aimed to teach children the skills and cultural values needed to become productive members of their tribe. It occurred through participation in daily life and observation of adults. Education was classified into pre-puberty, focused on practical skills, and post-puberty initiation, which imparted cultural knowledge.
Ancient Chinese education was based on Confucian classics and emphasized memorization. Boys were educated at home and in schools, focusing on reading, writing, and arithmetic, while girls' education was limited to the home. Formal education culminated in competitive state examinations to earn degrees required for government positions. The examination system was abolished in 1905 to modernize education.
Historical Foundation of education- By Ramesh pd Lamichhane.pptxRameshprasadLamichha
This document traces the history of education from ancient civilizations to modern times. It discusses the development of education in various regions including Mesopotamia, Egypt, Greece, Rome, China, India, and the Middle Ages in Europe. It also provides an overview of the history of education in Nepal, outlining periods from indigenous education to the modern development period. The objective is to understand the historical foundations of education and analyze how school organizations and programs have changed over time in relation to historical events.
Rev. Dr. Young Jun Son founded the Missionary Training Institute (MTI) in South Korea in 1982 with $1000 to train missionaries. Over 2100 missionaries have since participated in MTI's intensive cross-cultural and language training programs. MTI has expanded over the years and now has its own facility, with volunteers also assisting from various countries. MTI remains active in training missionaries to serve around the world.
The Chatham Square Library located in Chinatown, Manhattan serves the local Chinese community. It was established in 1903 and contains collections focused on Chinese heritage in its basement. The library hosts many events that celebrate Chinese culture and brings together people of all ages. The community has demonstrated unity by raising funds to keep the library open on Saturdays and demanding improvements and repairs over time. The library plays an important role in preserving Chinese cultural traditions and connecting immigrants to their roots.
FECED (Foundation of Early Childhood Education (Introduction))YssaBarbs
The document provides an overview of the history and origins of early childhood education. It discusses influential educational movements and approaches that have shaped the field from ancient times through the present. Specifically, it outlines three major European approaches - the Montessori method developed by Maria Montessori in Italy, the Waldorf education method conceived by Rudolf Steiner in Germany, and the Reggio Emilia approach founded in Italy. Each approach had its own educational philosophy and views on topics like the nature of the child, curriculum, teaching methods, and the teacher's role. The document also notes there were two significant components in the history of American early childhood education.
The Chatham Square Library located in Chinatown, Manhattan serves the local Chinese community. It was established in 1903 and contains collections focused on Chinese heritage in its basement as well as hosting many events celebrating Chinese culture. The library is a vital community hub, with the local community raising $18,000 to keep it open on Saturdays when it is busiest. It also helps Chinese immigrants and their descendants maintain connections to China through its collections of newspapers and materials from different regions of China. The library plays an important role in preserving Chinese cultural traditions and heritage for locals of all ages.
Thorndike elementary and secondary education in the middle agesEmma Grice
This document discusses elementary and secondary education in medieval Europe based on historical evidence. It argues that:
1) Even in the early Middle Ages, there is scattered evidence that some elementary schools existed to teach basic literacy to children.
2) By the high Middle Ages, several sources indicate that elementary education was widespread, with laws requiring schools in every parish and records of thousands of children enrolled in schools in cities like Florence.
3) Secondary education in grammar, logic, and arithmetic also existed in the high Middle Ages, especially in cities, with hundreds of students enrolled in these schools.
Lane Hall, the University of Michigan's home to the Women’s Studies Department and the Institute for Research on Women and Gender, opened in 1917. This slideshow was created by IRWG staff with materials and support from the Bentley Historical Library at U-M, for an exhibit in the early 2000s (exact year is unknown).
The document provides a summary of the history of education from preliterate societies to the 20th century. It covers several topics including education in ancient Africa/Asia, Greece, India, and during periods like the Renaissance, Reformation, Enlightenment, and 19th century. It also discusses key figures like Pestalozzi, Herbart, and educational developments like the printing press and universities/schools in ancient India and their various courses of study.
Scott Joyner is a PhD candidate in history at Michigan State University. His dissertation focuses on Hilaire Belloc's anti-Semitism. He has over 15 years of experience teaching history courses as an adjunct professor, instructor, de facto instructor, and teaching assistant at Northwood University and MSU. His areas of expertise include European history, British history, and World War II. He also has experience leading study abroad programs in the UK.
This document provides a summary of the book "Studying British Cultures: An Introduction" which presents an overview of British Cultural Studies through a collection of essays by experts in the field. The book takes an interdisciplinary approach and is divided into two sections - the first deals with general aspects of cultural studies and its relationship to education, while the second examines specific aspects of Scottish, Welsh, Irish and West Indian cultures. It provides cultural context needed to understand literature and encourages comparative analysis between cultures.
This presentation by Katharine Kemp, Associate Professor at the Faculty of Law & Justice at UNSW Sydney, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
1.) Introduction
Our Movement is not new; it is the same as it was for Freedom, Justice, and Equality since we were labeled as slaves. However, this movement at its core must entail economics.
2.) Historical Context
This is the same movement because none of the previous movements, such as boycotts, were ever completed. For some, maybe, but for the most part, it’s just a place to keep your stable until you’re ready to assimilate them into your system. The rest of the crabs are left in the world’s worst parts, begging for scraps.
3.) Economic Empowerment
Our Movement aims to show that it is indeed possible for the less fortunate to establish their economic system. Everyone else – Caucasian, Asian, Mexican, Israeli, Jews, etc. – has their systems, and they all set up and usurp money from the less fortunate. So, the less fortunate buy from every one of them, yet none of them buy from the less fortunate. Moreover, the less fortunate really don’t have anything to sell.
4.) Collaboration with Organizations
Our Movement will demonstrate how organizations such as the National Association for the Advancement of Colored People, National Urban League, Black Lives Matter, and others can assist in creating a much more indestructible Black Wall Street.
5.) Vision for the Future
Our Movement will not settle for less than those who came before us and stopped before the rights were equal. The economy, jobs, healthcare, education, housing, incarceration – everything is unfair, and what isn’t is rigged for the less fortunate to fail, as evidenced in society.
6.) Call to Action
Our movement has started and implemented everything needed for the advancement of the economic system. There are positions for only those who understand the importance of this movement, as failure to address it will continue the degradation of the people deemed less fortunate.
No, this isn’t Noah’s Ark, nor am I a Prophet. I’m just a man who wrote a couple of books, created a magnificent website: http://www.thearkproject.llc, and who truly hopes to try and initiate a truly sustainable economic system for deprived people. We may not all have the same beliefs, but if our methods are tried, tested, and proven, we can come together and help others. My website: http://www.thearkproject.llc is very informative and considerably controversial. Please check it out, and if you are afraid, leave immediately; it’s no place for cowards. The last Prophet said: “Whoever among you sees an evil action, then let him change it with his hand [by taking action]; if he cannot, then with his tongue [by speaking out]; and if he cannot, then, with his heart – and that is the weakest of faith.” [Sahih Muslim] If we all, or even some of us, did this, there would be significant change. We are able to witness it on small and grand scales, for example, from climate control to business partnerships. I encourage, invite, and challenge you all to support me by visiting my website.
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Gamify it until you make it Improving Agile Development and Operations with ...Ben Linders
So many challenges, so little time. While we’re busy developing software and keeping it operational, we also need to sharpen the saw, but how? Gamification can be a way to look at how you’re doing and find out where to improve. It’s a great way to have everyone involved and get the best out of people.
In this presentation, Ben Linders will show how playing games with the DevOps coaching cards can help to explore your current development and deployment (DevOps) practices and decide as a team what to improve or experiment with.
The games that we play are based on an engagement model. Instead of imposing change, the games enable people to pull in ideas for change and apply those in a way that best suits their collective needs.
By playing games, you can learn from each other. Teams can use games, exercises, and coaching cards to discuss values, principles, and practices, and share their experiences and learnings.
Different game formats can be used to share experiences on DevOps principles and practices and explore how they can be applied effectively. This presentation provides an overview of playing formats and will inspire you to come up with your own formats.
The importance of sustainable and efficient computational practices in artificial intelligence (AI) and deep learning has become increasingly critical. This webinar focuses on the intersection of sustainability and AI, highlighting the significance of energy-efficient deep learning, innovative randomization techniques in neural networks, the potential of reservoir computing, and the cutting-edge realm of neuromorphic computing. This webinar aims to connect theoretical knowledge with practical applications and provide insights into how these innovative approaches can lead to more robust, efficient, and environmentally conscious AI systems.
Webinar Speaker: Prof. Claudio Gallicchio, Assistant Professor, University of Pisa
Claudio Gallicchio is an Assistant Professor at the Department of Computer Science of the University of Pisa, Italy. His research involves merging concepts from Deep Learning, Dynamical Systems, and Randomized Neural Systems, and he has co-authored over 100 scientific publications on the subject. He is the founder of the IEEE CIS Task Force on Reservoir Computing, and the co-founder and chair of the IEEE Task Force on Randomization-based Neural Networks and Learning Systems. He is an associate editor of IEEE Transactions on Neural Networks and Learning Systems (TNNLS).
Why Psychological Safety Matters for Software Teams - ACE 2024 - Ben Linders.pdfBen Linders
Psychological safety in teams is important; team members must feel safe and able to communicate and collaborate effectively to deliver value. It’s also necessary to build long-lasting teams since things will happen and relationships will be strained.
But, how safe is a team? How can we determine if there are any factors that make the team unsafe or have an impact on the team’s culture?
In this mini-workshop, we’ll play games for psychological safety and team culture utilizing a deck of coaching cards, The Psychological Safety Cards. We will learn how to use gamification to gain a better understanding of what’s going on in teams. Individuals share what they have learned from working in teams, what has impacted the team’s safety and culture, and what has led to positive change.
Different game formats will be played in groups in parallel. Examples are an ice-breaker to get people talking about psychological safety, a constellation where people take positions about aspects of psychological safety in their team or organization, and collaborative card games where people work together to create an environment that fosters psychological safety.
This presentation by Tim Capel, Director of the UK Information Commissioner’s Office Legal Service, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
This presentation by Professor Giuseppe Colangelo, Jean Monnet Professor of European Innovation Policy, was made during the discussion “The Intersection between Competition and Data Privacy” held at the 143rd meeting of the OECD Competition Committee on 13 June 2024. More papers and presentations on the topic can be found at oe.cd/ibcdp.
This presentation was uploaded with the author’s consent.
2. Figure 1, View of The Harbour of Hong Kong, From East Point,
Source: The Church Missionary Intelligencer, Vol 1, issue 19, p. 446
3. Figure 2, View of The Victoria Harbour, Source: Taken by author
4. Figure 1, View of The Harbour of Hong Kong, From East Point, Source: The Church Missionary
Intelligencer, Vol 1, issue 19, p. 446
Figure 2, View of The Victoria Harbour, Source: Taken by author
5. Lecture structure
1. Why I want to write about Hong Kong social and colonial history? (Metaphysics)
2. What is my argument and research questions? (Ontology)
3. What is my approach? (Epistemology)
4. Historiography
5. St Paul’s College
6. Wu Ting-fang
7. Diocesan Native Female Training School (DNFTS)
8. Lydia Leung
9. Changes in the colonial discourses (Mui Tsai Campaign and Language education policy)
10. Counter-argument
11. Conclusion
6. Why I want to write about 1840s to 1930s
Protestant missionary education in Hong Kong?
§ How did Hong Kong become Asia’s Global City from a tiny fishing
village?
§ Christian education has profound influence in Hong Kong
§ Was colonial exploitation the dominant feature of Western
Imperialism?
§ How did historical actors overcome challenges and crisis in the
early stage of British colonial rule?
§ Access of Church Missionary Society (CMS) archive materials
7. How did historical actors overcome
challenges and crisis in the early stage of
British colonial rule?
1. Clash between the ruler and the ruled
• “The foreigners are hatred for their “moral improprieties and
insolent behaviour” Of the Chinese “the lowest dregs of native
society flock to the British settlement in the hope of gain or
plunder” and they were “treated as a degraded race of people.”
(Smith, 1847, p. 511)
2. Diversity of dialects/ languages
• “Another difficulty, which impresses on Hong Kong a peculiar
ineligibility as a Missionary Station, is the great diversity of dialects
(Hakka, Punti and Nan-hoi ) which prevails among its limited
population of 19, 000 Chinese, and which is necessarily produced by
the heterogeneous elements of which it is composed. There are
three principal dialects in the island, the speaker of one of which
would be unintelligible to the speaker of another.” (ibid.)
Figure 3, Bishop Geroge Smith Source: George Endacott and
Dorothy She, The diocese of Victoria, Hong Kong : A hundred years
of church history, 1849-1949, Hong Kong: Messrs. Kelly & Walsh,
1949.
8. What is my argument?
§ I argue that Protestant education played an important role in the
making of modern Hong Kong society, establishing educational
institutions for Chinese boys and girls, which in turn paved the way
for increased social mobility for graduates, and greater protection
against female slavery and early marriage.
9. What are my research questions and approach?
§ Main research question:
§ What was the link amongst Protestant Missionary Education, a rising Christian
Chinese elite and the making of modern Hong Kong society?
§ Minor research questions:
1. How did protestant missionary societies, in particular CMS, establish educational
institutions in Hong Kong?
2. Why did Chinese families choose Protestant mission schools? For both boys and
girls, how did missionary education present advantages for their prospects?
3. What were the contributions of protestant educated Chinese elites to Hong Kong
colonial society?
10. Historiography
§ The scholarship of Hong Kong History:
§ Hong Kong school (Lethbridge, 1971; Smith, 1985; Tsai, 1993; Chan,
1991; Hayes 2006; Sinn, 2003; Carroll, 2005)
§ Colonial school (Eitel, 1983; Endacott & She, 1949; Endacott, 1958)
§ Marxist or ‘post-1949 Beijing school’ (You, 1958)
11. Historiography
§ John Carroll. Edge of Empires : Chinese Elites and British Colonials
in Hong Kong. Cambridge, 2005: Harvard University Press.
§ A review study of the Hong Kong School and the colonial nature
thesis
§ Carroll (2005) argued that the making of a Chinese business elite
was closely linked with the colonial nature, their participation in
the public sphere determined how the government was going to
rule
12. Historiography
§ Carl Smith. Chinese Christians: Élites, Middlemen, and the Church in Hong
Kong. Oxford, 1985: Hong Kong University Press.
§ Smith (1985) observed that the short-term purpose of protestant missionaries
was to equip Chinese students with dual language ability.
§ In long-term, they aimed to train them to become missionaries in China.
§ English language mission schools became important source of rising Chinese
elites
§ Confucianism played a minor role in missionary education, because Chinese
students did not have a strong sense of Confucian literacy tradition in the
nineteenth century.
13. Historiography
§ Patricia Chiu, ‘“A Position of Usefulness”: Gendering History of
Girls’ Education in Colonial Hong Kong (1850s–1890s)’, History of
Education, vol 37⁄6, 2008, 789–805.
§ Chiu (2008) argued that female missionary education ran in
different models than the boys and even amongst themselves. It is
because it was structured by Christian beliefs, imperial gaze and
politics of race and class.
§ Lydia Leung’s story reflected women missionaries’ expectation?
14. St Paul’s College and the Founding of Boy’s
education
§ Founded in 1851 by Rev. Vincent John Stanton and Bishop George Smith
§ Smith (1985) argued that the college experienced significant ups and downs in
its first few decades of opening but nonetheless produced the majority of the
English-educated Chinese elites that emerged in the 1860s to 1870s
§ “Though none of its many pupils became a preacher of the gospel, though
very few of them became Christians except in name, yet every one of them
went forth into life with a mind free from idolatry and superstition, and some
of them are now men of mark and influence among their countrymen, in
responsible official or commercial position.” (CMCHO 1845-1879, pp. 78-81.)
Figure 4, St Paul’s College in the
nineteenth-century, Source: Anthony
Sweeting, Education in Hong Kong pre-
1841 to 1941: Fact and Opinion, Hong
Kong University Press, HKU, 1990, p.
295.
15. Wu Ting-fang 伍廷芳
§ Born in 1842 in a Singaporean Chinese merchant family, at the
age of fourteen in 1855, Wu moved to Hong Kong and attended
St Paul’s College from 1855 to 1862
§ Worked as a clerk and interpreter in the Hong Kong Police
Magistrate’s Court and colonial surveyor office
§ Joined Lincoln Inn in 1874 called to the Bar in January 1877
§ Appointed as the first Chinese-ethnic unofficial Legislative
Council member of Hong Kong and acting Police magistrate in
1880 by Governor John Pope Hennessy
Figure 5, Wu Ting-fang portrait Source:
Ernest Benn Ltd
16. St Paul’s College’s curriculum
§ Standard IV.
Reading – Intelligent reading of a pose passage not exceeding fifteen lines in the
Forth Book used in the school.
Writing – A sentence from the same book slowly dictated once by a few words at
a time.
Arithmetic – Simple and Compound Proportion, Simple Interest, and Practice, in
addition to the Arithmetic of the previous Standards.
Grammar – Parsing, orally or in writing at the option of the examiner, a simple
sentence from the Reading Book.
Geography – Map of the World (general outlines) and Europe.
Copy writing will be taken in this Standard, but it will not be counted if the
scholar has not passed in four of the other subjects. (HKGOVG, 27th February, 1875, p. 68)
17. DNFTS and Girl’s education
Figure 6, Group portrait of Miss Mary Anne Eaton
with her pupils Source: The Female Missionary
Intelligencer VII (May 2, 1864): 89
§ “The course of education has embraced instruction in Chinese and
English reading, writing, plain needlework, geography, and Bible
history, and more especially a training in the religious truths and
moral habits of the Christian faith. The object aimed at has been to
prepare the girl for taking her after a position of usefulness in
native society as the future wives and mothers of the rising
generation of Chinese inhabitants in the colony. With this view
industrial training is intended to occupy a prominent place in the
course of education pursued.” (FMI VII (May 2, 1864): 90)
§ Mary Assu, an Eurasian woman taught simple English in the
morning and then she would join with a Chinese teacher from St
Paul’s College and recite a book of Christian doctrines. In the
afternoon, plain needlework was taught to Chinese girls. (Wickeri,
2015)
18. Lydia Leung
Figure 7, Portrait of Lydia Leung with three
younger students Source: The Female
Missionary Intelligencer VII (January 1,
1864): 1
§ “Lydia, the eldest student, married an
excellent native catechist of the Church
Missionary Society early in the year, and
accompanied him to his station at Foochow,
nearly 500 miles distant from Hong Kong.”
(SPFEEAR 1865, p.5)
19. Changes in the colonial discourse:
Language education policy
§ Governor Hennessey’s dissatisfaction of Central School’s language education policy in
1878
§ Stewart argued for a balanced bilingual education for his students at Central school.
(Pennycook, 1998)
§ Wu, however, argued against Stewart, and argued for an Anglicist and English language
education in Hong Kong.
§ “In this English Colony we must not be satisfied with 60 out of 600 being able to speak
English in our principle government school, and that imperfectly. After Hong Kong has
enjoyed 30 years of colonial government a large annual grant of education, I expected to
find a new generation with something like knowledge of English.” (HKGOVG 26th
January, 1878)
20. Language education policy
§ “I should like very much to ask Mr Stewart whatever it might be possible in connection
with this school to do anything in the way of promoting medical education among the
Chinese. we all know that there is in this colony a large and excellent institution called
the Tung Wah hospital, supported and managed by the leading Chinese residents. Can
we in any way combine clinical teaching which might be received in that establishment
with a little instruction in physiology in this school?” (HKGOVG 26th January, 1878)
§ English language became part of the Chinese ‘elite’ and European community social
status. These two political signals from Hennessy governorship (1877-1883) established
communication amongst these three social groups. Wu has yet to become a public
servant in 1878, but was influential in the governor’s decision making process.
§ The rising Chinese male ‘elite’ participated in the public sphere and policy making, even
though there were not in ‘power’ or office.
21. Changes in the colonial discourse:
The Mui Tsai Question
§ What are Mui Tsai 妹仔?
§ A popular ‘practise’ in South China
§ They served in a family until age of 18 to 19, and it is the ‘owners’
responsibility to find her a ‘good’ husband
§ This was a ‘recorded’ transaction often with a signed contract and
considered by the Chinese elite as an act of charity.
22. The Mui Tsai Question
§ British women missionaries' involvement in women education and
the Anti-Mui Tsai campaign
§ The solution is conversion to Christianity for girls through medical
and education means, which could facilitate cultural change and an
end to Mui Tsai practices. Nevertheless, women missionaries’ view
of Mui Tsai was minimal and inconsistent. (Cooper, 2019)
23. The Mui Tsai Question
§ DNFTS, Baxter Vernacular schools, Fairlea school and Victoria Home and
Orphanage were important institutions that saved Chinese girls from
entering the Mui Tsai system
§ A Chinese Victoria Home CMS woman missionary Mrs Shann
commented:
§ “A Society for the protection of Mui Tsai and other children who are ill-
treated has been formed here, and it is hoped by persuasion and
friendly advice from welfare workers of the Society to get better results
than is possible through the police courts. This is interesting, being a
new and unofficial way of tackling the Mui Tsai question.” (CMSAR 1930-
31, p. 47 )
24. Counter-argument
§ What were Eurasian boys and girls’ roles in your interpretation?
§ How did linguistic diversity in early colonial Hong Kong affects your
argument?
§ What was Confucianism’s role in protestant missionary education,
and did it affect students’ numbers?
25. Conclusion
§ The making of Hong Kong as the making of its colonial nature?
§ In the late-nineteenth and early-twentieth century Hong Kong, Christian
Chinese male elites, Chinese female students and protestant women
missionaries utilised their skills and seized opportunities to engage in a
‘collaborative relationship’ with the British colonial government and
Westminster, thereby consolidating their position on society.
§ By establishing civic organisations and charities, they attempted to depoliticise
political issues which created stability for the colonial state, which was not
only helpful for British colonial administration, but in their interest.
26. Bibliography
Hong Kong School of Hong Kong History
§ Carroll John. Edge of Empires: Chinese Elites and British Colonials in Hong Kong. Cambridge, 2005:
Harvard University Press, pp. 1-36.
§ Chan Wai Kwan. The making of Hong Kong society: three studies of class formation in early Hong Kong,
Oxford : Clarendon, 1991.
§ Hayes James. Great Difference: Hong Kong's New Territories and Its People 1898-2004, Hong Kong
University Press, 2006.
§ Lethbridge Henry, 'The District Watch Committee, the Chinese Executive Council of Hong Kong' , Journal
of the Hong Kong Branch of the Royal Asiatic Society, Vol . 11 , 1971, pp. 116-41 .
§ Smith Carl. T. Chinese Christians: Élites, Middlemen, and the Church in Hong Kong. Oxford, 1985: Hong
Kong University Press.
§ Sinn Elizabeth. Power and Charity: A Chinese Merchant Elite in Colonial Hong Kong. Hong Kong, 2003:
Hong Kong University Press.
§ Tsai Jung-Fang, Hong Kong in Chinese history: community and social unrest in the British colony, 1842-
1913, New York: Columbia University Press, 1993.
27. Bibliography
Colonial and Marxist School of Hong Kong History
Colonial School
§ Eitel John, Europe in China. Hong Kong; Oxford: Oxford University Press, 1983.
§ Endacott George and She Dorothy, The diocese of Victoria, Hong Kong: A hundred years of church history,
1849-1949, Hong Kong: Messrs. Kelly & Walsh, 1949.
§ Endacott Geroge, A History of Hong Kong. London: Oxford University Press, 1958.
Marxist School
§ You Ding. Xianggang chuqi shihua 1841-1907 [Hong Kong’s Early History 1841-1907] Beijing: Joint
Publishers, 1958.
28. Bibliography (Secondary literature)
§ Cooper Tamara, British women missionaries, Chinese women, and the Protestant rescue project in Hong
Kong and China, 1850-1940, Doctor of Philosophy thesis, School of Humanities and Social Inquiry,
University of Wollongong, 2019.
§ Chiu Patricia, ‘“A Position of Usefulness”: Gendering History of Girls’ Education in Colonial Hong Kong
(1850s–1890s)’, History of Education, vol 37⁄6, 2008, 789–805.
§ Smith George, A Narrative of the exploratory Visit to each of the Consular Cities of China, and to the
islands of Hong Kong and Chusan, London, 1847.
§ Pennycook, Alastair. English and the Discourses of Colonialism. London: Taylor & Francis Group, 1998. pp.
188-219.
§ Wickeri, Philip L, Christian Encounters with Chinese Culture : Essays on Anglican and Episcopal History in
China. Aberdeen: Hong Kong University Press, 2015. pp. 1-78.
29. Bibliography (Primary source)
§ Church Missionary Society China Mission: Original papers, 1845-1879 ‘The Protestant Missions of Hong
Kong’, a lecture by Dr E. J. Eitel, 1875, pp. 78-81. (archive reference: C/CH/O13/7 (or
CMS/B/OMS/C/CH/O13/7 in the online catalogue).
§ Church Missionary Society Annual Report 1930-31, p. 47.
§ Annual Report of the Society for Promoting Female education in the East January 1865, p.5.
§ Female Missionary Intelligencer VII (May 2, 1864): 90.
§ The Hong Kong Government Gazette, 27th February, 1875, p. 66, 68.
§ The Hong Kong Government Gazette 26th January, 1878, p. 28.
30. Bibliography (image source)
§ Figure 1, View of The Harbour of Hong Kong, From East Point, Source: The Church Missionary
Intelligencer, Vol 1, issue 19, p. 446
§ Figure 2, View of The Victoria Harbour, Source: Taken by author
§ Figure 3, Bishop George Smith Source: George Endacott and Dorothy She, The diocese of Victoria, Hong
Kong : A hundred years of church history, 1849-1949, Hong Kong: Messrs. Kelly & Walsh, 1949.
§ Figure 4, St Paul’s College in the nineteenth-century, Source: Anthony Sweeting, Education in Hong Kong
pre-1841 to 1941: Fact and Opinion, Hong Kong University Press, HKU, 1990, p. 295.
§ Figure 5, Wu Ting-fang portrait Source: Ernest Benn Ltd
§ Figure 6, Group portrait of Miss Mary Anne Eaton with her pupils Source: The Female Missionary
Intelligencer VII (May 2, 1864): 89
§ Figure 7, Portrait of Lydia Leung with three younger students Source: The Female Missionary
Intelligencer VII (January 1, 1864): 1
31. Abbreviations
CMS – Church Missionary Society
LMS – London Missionary Society
SPFEE – Society for Female Education in the East
FES – Female Education Society
DNFTS – Diocesan Native Female Training School
DHO - Diocesan Home and Orphanage
DBS - Diocesan Boys’ school
DGS - Diocesan Girls’ School
HKGOVG – Hong Kong Government Gazette
CMSAR – Church Missionary Society Annual Report
CMR - Church Missionary Society Record
CMI - Church Missionary Society Intelligencer
CMCHO – Church Missionary Society China Mission Original Papers
CMSCHO – Church Missionary Society South China Mission Original Papers
SPFEEAR - Society for Female Education in the East Annual Report
FMI - Female Missionary Intelligence
32. Thanks for watching
Any comments and questions would be
welcomed
William Wong
BA (Hons) History and Political science (Birmingham)