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What The People Should Read Chapter Summary

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The decree for the first time emphasized the importance of public education aimed at educating the people of the nation instead of a talented few. In consequence, the last decade of the Qing dynasty witnessed a rapid expansion and growth of primary schools, middle schools, and colleges at various regional levels. The system of public education was gradually taking shape. Nevertheless, although the new public educational system achieved a high degree of sophistication in theory and in practice, traditional education in the first modern educational system was not completely discarded. In fact, as revealed in the studies of Borthwick (1983) and Bastid (1988), there arose a protest aimed at preserving the ancient classics, and the classics still …show more content…

Both Gao and Chen had pursued study in Japan. The book was endorsed by Yuan Shikai and issued by the Board of Education of the province of Zhili. It was distributed among the students of the province, and one hundred thousand copies were printed in the first edition (Peake, 1970, p. 57). In the first chapter, the authors discussed the relationship between the nation and the people. They criticized people’s apathy toward the nation’s affairs and asserted that the nation and the people were one and inseparable. The second chapter focused on the duty of the nation and the people. It stated that the nation should give its people their benefits; in return, the people should be willing to sacrifice their lives when the nation was in danger. The third chapter conveyed the idea that the protection of the nation implied the protection of the people. The fourth chapter emphasized education as a means to build a strong nation. Using the examples of Prussia and Japan, the authors argued: “China’s greatest need at the present time is education; once the people become intelligent they will with united hearts give themselves to the help of their country, and the state will then become strong” (Gao & Chen, 1906, p. 79). The next three chapters were devoted to the promotion of public education and military training. The authors used the examples of militaristic Japan and peace-loving America to urge China to revive military spirit and pursue “armed peace” so as to gain its proper place among the nations. The eighth chapter grieved for China’s weakness. The following three chapters discussed the strength of other nations. The final chapter concluded with four methods as to how the Chinese people could save their country. First, eliminating social and official

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Feiler first attempts at tearing down the social customs of Japan are unsuccessful. Japanese schools inspire strict obedience and conformity within their students and teachers. To the Japanese, exams are more important than individualism. “As it had done in the past, Japan adopted a foreign prototype and transformed its alien character by implanting a Japanese heart.” Feiler’s findings are based on the transformation of Japan’s school system by the Americans after WWII in which an emphasis of “democracy” and “individual freedom” were meant to be the core of student’s education.

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Chinese peasants and the Chinese Communist Party between circa 1925 and circa 1950 had had more close relationships. The major relationships that are shown in the documents is that relationship of peasant and Communist party supports to spark the nationalism in the peasants, creates an anti-Japanese sentiments, and to promote a sense of social equality. Documents 1,2, and 3, demonstrate that peasants had raised the national pride due to Chinese communist party. Documents 4 and 5 show how the Communist Party fosters the sense of anti- Japanese sentiments. Documents 6,7,8, and 9 illustrates the the sense of social equality through the Communist Party associating with the peasants.

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Analysis: Compare chapter 2:How to Read Literature Like a Professor-“Nice to Eat with You: Acts of Communion” to part two(chapter 11) of The Fountainhead. At the beginning of chapter 11 of The Fountainhead, it is December and the opening of one main building, the Cosmo-Slotnick building. Toohey wants to celebrate this occasion so he takes Keating out for dinner. Foster stated in How to Read Lliterature like a Professor, “Whenever people eat or drink together its communion (8).” Communion is the sharing or exchanging intimate thoughts or feelings.

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Choosing between what is moral and choosing what is right for the nation can be two quite different decisions. In the graphic novels, Boxer and Saints, Gene Luen Yang writes and illustrates the experiences that two different Chinese people have during the Boxer’s rebellion. In the Boxer’s novel, Bao is a leader of the Big Sword Society that will lead them to rebel against the foreigners who he believes is making China evil. Through the perspective of Bao, Gene Luen Yang questions should one be willing to put aside personal autonomy to defend their national identity.

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1102 Words | 5 Pages

Mercedes Blanchard Mrs. Mary Smith AP Literature 20 September 2017 After reading and discussing How to Read Literature like a Professor, some of the many literary techniques Foster emphasized was Characters and their meaning, symbolism, and deformity. These three techniques really inspired me and pointed out certain characteristics and “clues” of the story that I otherwise would not have discovered previously. As I continued to read the book, I was compelled and even bewildered at the thought that I have missed so many hidden meanings in iconic works of writing. I came to the conclusion that literature is really a giant mystery and we readers are really just detectives trying to solve it. To begin, Chapter 10 goes into depth on the types

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The Chinese communist party gained much power after going after and attacking the Kuomintang and its anti communist policies into Taiwan. With the growth of the communist party’s power, the peasant and lower class experienced major influence that would change the course of their lives forever. Chinese peasants and the Chinese communist party between circa 1925 and circa 1950 had a relationship in which the party fostered and cared the state of the people. This created a sense of nationalism and pride for the peasants, while they were advocating social equality, and showing anti-Japanese sentiment. First of all, the Chinese communist party greatly influenced the peasant class in sparking and igniting a sense of nationalistic unity into the

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In 1622, John Brinsley called getting an education at a university was a waste of money and said that the attendance of the universities did nothing to change a number of scholars and that they would return home… as indecent as when they went to the universities (Document 10). Also, it was viewed that going to school resulted in a decrease in physicality. By the end of the Renaissance, it was found that more workers were needed than scholars at this time and that being able to read and write was only important to a small amount of people (Document 10). Educational reformers wanted modifications that could go along with the uses of practical life, calling schools “diseased” are that they really didn’t need them. They maintained that education should prepare men to be workers and laborers.

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In The Way of the Subjects, from the Japanese Ministry of Education (August 1, 1941), taught Japanese students that their nation will be the next order and other Asian countries will be ruled under their emperor’s hand (Doc A). “An old order... (European and American)... is now crumbling. Japan is the foundation source of the Yamato race. Manchukuo is its reservoir and East Asia is its paddy field” (Doc A).

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When Japan invaded China in 1937, they started a chain of events leading to their defeat at the end of the second world war. Between circa 1925 and circa 1950 the Chinese communist party took hold of China sparking nationalism and anti-japanese stances, bringing the people new opportunities, and advocating social and gender equality. The Chinese people felt a loss of pride when Japan invaded them, but with the rising of the communist party they felt a new sense of nationalism and pride in their country. When looking at the conversation between a teenager and his grandfather, we get a wider picture at what life was like before the communist party rose to power.

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Rough Draft My friend Jacob hates birds with a passion, and it’s all because of one bad experience he had over five years ago. In June of 2012, Jacob and his family went to the Honolulu Zoo in Hawaii. there was an exhibit in the zoo that you could walk into and contained a pond with a sitting area and an assortment of geese and ducks. As Jacob and his family walked in, the goose closest to the door ran up and bit Jacob on the leg.

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Book Review #1: “Confucius lives Next Door” When T. R. Reid became chief of The Washington Post's Tokyo bureau, he and his family moved to Japan for an extended stay. Moving from the wide-open spaces of Coloroda to the noise, rush and crush of Tokyo. As Reid and his family were opting for total immersion in Japanese culture, they decided to live in a Tokyo neighborhood and send their children to public schools within Toyko. The book “Confucius Lives Next Door” is T.R Reid's account of their experience as an American family living in a country with the population of roughly 28,000,000 people. The book is also an analysis of East Asia's postwar economic miracle and what Reid sees as it’s even more important "social miracle," the creation of ordered, civil societies marked by "the safest streets, the strongest families, and the best schools in the world," where lost wallets are returned to their owners with cash intact, baggage can be left unattended in the busiest train station, and no one locks their cars or bicycles.

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Although both “A Schedule for Learning” by Ch’eng Tuan-li and the “Method of Lecturing in the Liberal Arts,” had the same objective of finding the best way to improve education, it seems as if they both share key differences in accomplishing this goal. Not only did gender, class, and the technology available play a major role in who and how the people were being educated, but also in the way in which each society approached education as a whole. In the end, it would appear as if the Chinese set a much more important standard on education than their medieval counterparts, not only affecting their scholarly life, but their virtues, and lifestyle as well. Like in today’s world, the quality of education varies from community to community. This

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1565 Words | 7 Pages

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The transition of power in China changed the dynamics of post-World War II relations. For the United States, the so-called “Loss of China” was a a catastrophe, not only because the US supported Chiang Kai-shek in the last few years, but also because it seems to be a victory for the Soviet Union and the global Communism. For China, in 1949 started for the first time in its history the possibility to build foreign relations without being “suppressed by unequal treaties” by western powers. But China‘s relations to other countries remained very complicated and complex.

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The temptation of reputation and the prospect of enhancing social position are among the strongest incentives to the pursuit of knowledge. Education represents the indispensible cornerstones to the ladder of fame and to good job opportunities. It is the prime force of vertical mobility in Vietnamese society. It can be explained that Vietnamese culture and general education is dramatically affected by Confucianism in China, which dignify theory than practice and has obvious social class stratification through education. People once pursuit system of former competition-examinations like their most elevated aim because of government’s honor for passing examination.

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