Spontaneous external education
Since Marleyson came to China in 1807, thousands of missionaries have traveled thousands of miles to China to engage in activities with the core goal of spreading Christianity, and also engaged in various undertakings serving local society such as education and medical care. However, most of them have not received special training before coming to China, lacking in-depth understanding of China's history, culture, social customs, etc., and it is even more difficult to master the basic tool for working in China - Chinese. Many missionaries can only learn Chinese by working while learning by themselves through communication with local Chinese people. Chinese teaching expert Bao Kangning (Frederick William Baller) recalled the scene of missionaries learning Chinese in an article in 1918: "Thirty or forty years ago, learning Chinese was based on a book on the New Testament, a Chinese teacher, and natural light. This is all the equipment of Protestant missionaries. Just like 'Give you a bunch of pig iron, and then you have to build a motorcycle', you are learning while working." [1] Because there is no foundation, this learning process is extremely difficult and the progress is slow, which seriously affects the efficiency of missionary work.
1865, British missionary Dadeshen (James Hudson Taylor) founded the China Inland Mission in London. The following year, he led more than 20 missionaries to Hangzhou to start preaching. In 1887, the Mainland Council decided to establish two language training schools in China to train male and female missionaries respectively. The training of male priests was located in the capital of Anhui at that time, Anqing , and was under the responsibility of Bao Kangning. Later, in 1910, he moved to the training of female priests was located in the capital of Yangzhou , under the responsibility of Miss M. Murray. The trainees in the training center are limited to mainland priests, and the term is usually 6 months. After graduation, students go to the Mainland Association of the Mainland tutors to work and study.
In March 1906, Shanghai missionaries held a joint meeting, and different misconduct associations such as the North Presbyterian Church in the United States, the London Church, and the Mainland Church had in-depth exchanges on "curriculum education" and unanimously agreed that the Chinese training school should be jointly established. Since then, Chinese short-term training classes, joint language schools, and Chinese learning groups of different forms have emerged. The more well-known ones include Jiangxi Guling Language School, Jinling University Huayan Science, Beijing North China Union Medical College, Guangzhou Union Medical College, Soochow University Dialect School, West China Educational School, etc., which set off a climax of missionaries spontaneously launching Chinese language education.
1917-1919 During Gan Bo's first visit to China, he visited Nanjing more than once and visited the Huayan Department of Jinling University; from 1924-1927, Gan Bo's second visit to China, the couple studied Chinese at North China Union University Chinese School. Therefore, Gambo leaves us with precious video records from these two language schools.
1911, the Moganshan Missionary Conference passed a resolution, believing that the method of missionaries learning Chinese language alone was undoubtedly a painful waste and inefficient time, and in many cases the physical and mental deterioration of the missionaries. Therefore, the meeting decided to approve the establishment of a language school serving missionaries downstream of the Yangtze River. The meeting soon appointed a committee to decide to hold a one-month temporary joint language school this winter. The school borrowed the venue of the Shanghai Youth Association and opened classes during the Lunar New Year. Unexpectedly, the original plan was to recruit only 40 students, but more than 100 students came on the day of school. Fortunately, the Revolution in Xinhai broke out, and many people in Jiangsu and Zhejiang went to Shanghai to take refuge, so it was easy to find enough Chinese teachers. The temporary language school was run very successfully, with a total of 170 missionaries from 9 provinces across the country participating. Everyone felt it was necessary to build a permanent language school. The board of directors of Jinling University believed that this was an opportunity to expand services and took over this task.
Jinling University Language School was organized by missionary Meizai (F. E. Meigs). At first, 33 Chinese teachers were selected and hired, among which Chinese teachers were indispensable. For example, Jia Futang taught Chinese at Guling Language School and Shanghai Temporary Language School, and had rich teaching experience.In addition to being responsible for the daily management of the school, American in China also teaches the Roman phonetic symbols of Chinese characters, Chinese geography and Chinese history courses. The Jinling University Language School officially opened on October 15, 1912. The first class of students had a total of 45 missionaries, including 15 missionaries from 8 provinces including Jiangsu, Jiangxi, Sichuan, Henan, Zhejiang, Anhui, Hunan and Hubei. Each student will pay 50 Yingyang to the school as tuition fee, and a private teacher will also be paid 10 yuan per month.
The official English name of Jinling University Language School is "The Department of Missionary Training", and occasionally "Nanking Language School"; the official Chinese name is "Jinling University Huayan Science". From its English school name, it can be seen that it is not only a Chinese school, but also a comprehensive missionary training school. In 1914, C. S. Keen, an American Baptist missionary who worked in China for 12 years, was appointed as the permanent principal of the language school by Jinling University. In the following 10 years, the operating conditions of Huayan Science were greatly improved. In 1918, a dormitory building dedicated to single female students was built. The school was named Meizai Zhongtang after its founder Meizai Zhongtang.
When Gan Bo visited Nanjing in 1918, he took pictures of the beauty that was still under construction.
The beauty in construction is in the middle hall Nanjing 1918 164A/922
Nanking Language School
Huayan Science can only provide courses for one academic year at the beginning. The first class of students will be free of semesters and will be studied in school for 7 months. After 1918, Huayan Science introduced the credit system , and the school system was also extended to 5 years. Full-time accommodation is required in the first year; the second year is also a compulsory course, but students can choose accommodation or correspondence courses; the last three years are elective courses, which are conducted in correspondence courses. Every year after students finish a course for one year, the school will issue graduation certificate ; if they complete five years of courses and get a total of 23 credits, they will be able to obtain a diploma. Compulsory courses include " Bible ", Chinese character writing and decomposition, composition, recitation, speech, English reading, etc.; the elective courses are divided into 5 categories, namely Chinese literature, Chinese language textbooks, Chinese Bible, liberal arts and essays. Each category includes multiple courses, such as the classics to be read in liberal arts and science, including "The University", "The Analects of Confucius", " Mencius ", and the Chinese version of the New Testament.
Huayan Science arranges students to conduct dialogue exercises with Chinese teachers at least 45 minutes a day, and it is strictly forbidden to speak the native language during the practice. The school will also invite celebrities from all walks of life to give speeches, covering Chinese language learning and issues such as Chinese politics, society, culture, and religion. For example, Stu Leiden and came to the school to talk about "Chinese etiquette" and "Chinese phonetics". These speeches are of great benefit to new missionaries in understanding China's customs, culture, history and current status of religion. There is a group of missionaries in Nanjing who speak Nanjing accent Mandarin and gradually formed an intimate so-called "Nanjing Gang" in their later work, so that after they returned to the United States, they still claimed to be "we Nanjing people", which shows how deeply they are influenced by Chinese language and culture.
This photo was taken by Gan Bo when he visited Nanjing again in 1919. The building in the picture is Huayan School, the location of the Huayan Science Department of Jinling University. It is worth mentioning that in the tragic Nanjing Massacre in 1937, Huayan Academy, as one of the nine temporary refugee centers in Nanjing, participated in the relief of refugees.
Jinling University Huayan School Nanjing 1919 299A/1712
Nanking Language School Building
North China Union Language School Beijing 1918-1931"It is under the ban on the sea. There are many Westerners coming to China because of the number of overseas Chinese, and there are many overseas Chinese in the capital. They are just not familiar with Chinese language and their communication is very difficult. Although they want to study Chinese, they do not know the way. So in the early season of the Republic of China, there was a Chinese language school "[3].
The so-called "Chinese language school" here refers to "North China Union Language School", which is a language school jointly established by the Christian Protestant Mission Association and institutions in China, also known as "North China United Language School" and "North China Chinese Language School". The school was organized in 1910 and was originally led by Dr. W. Hopkyn Rees, a missionary of the London Society of England, but soon he was summoned to the country and the preparations were transferred to the YMCA in Beijing.In 1913, the school was officially established and its address was No. 85, South of Dengshikou Street Road, Dongcheng District, Beijing. When it was first built, the school was not big, and there was only one building in the yard for classrooms, study rooms and dormitories. Six years later, American missionary W. B. Pettus served as the principal of the school and gradually expanded a small language school into the more influential Chinese Studies Center at that time.
The training targets of North China Union Language School were missionaries coming to China, and later expanded to other foreigners who served, including staff from missionary institutions, embassies and foreign chambers of commerce, and Chinese students accounted for only a small proportion. According to statistics, from 1916 to 1917, there were 96 students from 20 different associations from 9 provinces; and in the five years from 1917 to 1922, there were 657 students from 21 countries, including 474 Americans and 129 British [4].
Most of the teachers in North China Union Language School are Chinese, and only a small number of foreign teachers are, and the teacher-student ratio is close to 1:3. Foreign teachers are generally senior missionaries who have lived in China for a long time or sinologists who are proficient in Chinese, such as Dwight W. Edwards, W. B. Pettus, Courtenay H. Fenn, George L. Davis, Henmuyi (Arthur W. Hummel), Lucius C. Porter, James M. Menzies, Benjamin March, Philippe de Vargas, J. H. Ingram, Henry C. Fenn, and M. Gardner Tewksbury, George A. Kennedy, etc. Most of them work part-time, come and go day and night, have relatively high mobility, and are mainly responsible for seminars related to China.
1919-1920 had 80 Chinese teachers, and by 1922 it increased to 120. These teachers are recruited publicly from all walks of life and can only be taken after rigorous testing, screening and specialized training. Language courses are mainly undertaken by Chinese teachers. According to the "Chinese Language Schools' Weekly" and The Mandarin learned that in the 1920s, Chinese teachers included Wang Zhuming, Zhang Xuelou, Li Ziyu, Cheng Xizhi, Wang Baiyan, Jin Jichun, Wang Yaoting, Jin Xingwu, Guan Gemin, Li Zhongfang, Lin Yucang, Wang Zirong, Jin Huiqing, Fu Yunzi, Fu Xihua, Jin Shaozhi, Xiao Jingban, Geng Youshan, Qian Shouru, Wang Shiming, Ye Yunyuan, Zeng Kunfeng, Lu Haicun, Zhang Xiaohuan, Wang Zhisheng, Zhang Bingnan, Wang Jun Ping, Xu Jiwu (Five), Wang Shuming, Zhang Runzhai, Jin Zhongsheng, Wu Zhichun, Wang Yisheng, Zhao Yanchuan, Ma Zechuan, Zhang Wenrong, Zhang Ruisheng, Wang Bochuan, Ding Zhenjiang, Lu Huanchen, Sa Xiaokong (formerly known as Sa Kong), Sun Jingxiu, Feng Youlan , Zhu Mingzi, Yu Ruiqing, Zhou Juzhi, Wang Huatang, Rui Yuecen, Zhang Songquan, Zhang Chonghai, Xi Zhongxian, Zheng Zicheng, Liu Baoting and others.
In 1918, Ganbo visited North China Union Language School for the first time and happened to meet the school conducting a Mandarin test on Chinese people applying for Chinese teachers. He quickly pressed the shutter and left us these two precious photos.
One of the tests of Union Language School Beijing 1918 202A/1129
Language School, Tests
Test two of Union Language School Beijing 1918 202A/1128
Language School, Tests
North China Union Language School has developed rapidly since its establishment, and its scale has become larger and larger, and the original school buildings are no longer enough. In 1920, Pei Deshi began planning to build a new campus in the central area of Beijing. Through the funding of the Rockefeller family of and the one-year fundraising in the United States, Pei Dushi purchased the old house in Yiwangfu, Dongsi Pailou Toutiao Hutong. The new campus was renovated on the basis of the old house in Yiwang Mansion. Construction started in 1923 and completed in October 1925. It was put into use in the fall semester of that year. The new campus covers an area of 26 acres and has a total of 15 buildings. There is a three-story main teaching building. The downstairs is the administrative office in front, the right is the library, the left is a large lecture hall, and the back is a large auditorium that can accommodate 500 people. The second and third floors are one-on-one classrooms, with face-to-face individual teaching by a teacher and a student. There are more than a hundred rooms in two dormitory buildings, each suite is a single room with a complete range of facilities. Three high-end small villas were originally lived by Pei Deshi, Bo Chenguang and Heng Muyi. The school has a restaurant serving Chinese and Western meals.There are also lawns, cement tennis courts and a large playground covering an area of more than ten acres. The school's operating conditions were first-class at that time.
When Gan Bo visited China for the second time in 1924, he entered the North China Union Language School with his wife Elizabeth to study Chinese. The school uses the "intuitive method" to teach Chinese, that is, the teacher points to a certain part of the body or object and directly speaks the corresponding Chinese. The student follows the teacher and repeats its pronunciation until it is internalized into his own cognition. Then, each student reviewed words and idioms taught in ordinary classes with a teacher every morning, and used very limited vocabulary to have a conversation with the teacher about the vast sky. Then he began to practice Chinese characters writing and character interpretation. The textbook used was "A Mandarin Primer, 1920" written by Bao Kangning.
The famous American sinologist John King Fairbank also studied at this language school. According to his recollection, "After the oral class started, I found that the intuitive teaching method here was different from the Brock's method. This method started with the four tones of Beijing dialect or Mandarin. The four tones were represented by Roman pinyin letters and numbers. We read ‘mā, má, mǎ, mà’ aloud like a group of primary school students. Three of our classmates were trainees from the British Embassy. Our class teacher was nicknamed ‘Dearest’. He was amazing. His intuitive teaching method helped us make considerable progress in just a few weeks. However, when we encountered abstraction, we met the abstraction. When we talk, trouble comes. In order to figure out what the 'horse' is, the 'dearest' climbed on the ground and shook his neck. We can all say 'mà, mā', but it's useless, we don't understand what it is. Obviously, we need to use a dictionary. But Dr. Pei Deshi insists that we must learn according to the old Chinese method, learn pronunciation first, and then understand the meaning. "[5]
Coincidentally, in 1924, Gan Bo took a picture of the scene of this "dearest" teacher, Mr. Zhang Bingnan, in class (see photo 446A/2569). Teacher Zhang has been in school for a long time and has served as the head teacher and provost. His unique teaching methods left a deep impression on many foreign students and were deeply welcomed and loved by their classmates. Before the Pacific War broke out in 1941, US Secretary of State Cordell Hull sent a letter to Secretary of the Navy Fran Knox, asking Far East Fleet to escort 10 Chinese teachers from the North China Union Language School to California, USA, and Mr. Zhang Bingnan was one of them.
Dearest teacher Beijing 1924 446A/2569
Dearst
Children educator Mr. Sun Jingxiu taught in this school in the 1920s. He has vivid memories of the classroom situation: "As soon as the ringtone rang, I followed a team of Chinese teachers and followed the group of foreign students into the classroom. The principal and the teacher sat on the podium facing the students. A lecturer put on makeup like a yamen runner, wearing an red thorn hat on his head, giving lectures to all students. The textbook is a story, written in Chinese and English. This teacher talks while speaking Singing and performing. The lyrics of the performance are half Chinese and half English... During class, each student will have a note in his hand, with the text printed on it, and every Chinese character is marked with Roman pinyin. The lecturer told the story in a sing and performing manner, and read the words on the note. After reading it twice, the bell rang after the get out of class, and the first class will be finished. "[6] It can be seen that teachers from North China Union Language School often adapt the stories from Chinese classical novels into dramas, and improve the teaching effect through a form of teaching and entertainment.
The following two photos are a scene of a teacher at North China Union Language School taking Chinese classes. Photo 458A/2637 is a performance of "Zhao Chenghu" in "Strange Stories from a Chinese Studio". It tells the story of an old woman's son being eaten by a tiger. The old woman sued the yamen. The county magistrate ordered the capture of the tiger and sentenced the tiger to the old woman for the elderly to see her off. This text is retained in the Chinese textbook "Introduction Literary Chinese" published by school teacher J. J. Brandt in 1927.Because of his deep impression, Ms. An Fushan, a friend of Gan Bo in Beijing and a Chinese temple research historian, was able to recite the text "Zhao Chenghu" in Chinese in full at the age of 105.
Teachers and Tiger Beijing 1925 458A/2637
Teachers and Tiger
Photos 458A/2636 is another story by teachers in the performance of "Strange Stories from a Chinese Studio".
Teacher plays the judge Beijing 1925 458A/2636
Teachers Play Judge
In addition to classroom learning, North China Union Language School also often organizes students to participate in various sports competitions, photography club activities, and interesting travel inspections to visit scenic spots and historical sites in Beijing and its surrounding areas. Beidaihe is a relatively fixed place to go. The school has a short-term Chinese summer training class here, and even has its own guesthouse.
Ganbo also has a special liking for Beidaihe. He came here for vacation many times and took 144 photos one after another. Photo 398A/2283 is a guesthouse at the North China Union Language School in Beidai Hebei, taken by Ganbo in 1924.
Union Language School Guesthouse Beidaihe 1924 398A/2283
Language School Hostel
North China Union Language School has a five-year school system, which is divided into three semesters in spring, autumn and winter every year. During the summer months, students study with private teachers in various summer resorts. In the summer of 1925, the language school merged with Yanjing University and renamed "Yanching School of Chinese Studies", becoming part of Yantai . The principal was still held by Pei Deshi. In order to meet the four types of needs of students (first can speak Chinese, secondly, be able to read ancient Chinese, and finally be able to introduce Chinese culture to the West), the school has adjusted the courses. In addition to Chinese teaching, some advanced courses have been added to teach subjects such as Chinese philosophy, literature, history, art, and religion. For example, in the 1926 winter course schedule, there are Bo Chenguang's "Overview of Chinese Thoughts", " Mozi Religion and Philosophical Thoughts", Bulangte's "Elementary and Advanced Classical Chinese", Heng Muyi's "Outline of Chinese Cultural History" and "Chinese Social Customs", Xu Baoqian's "Contemporary Chinese Student Thoughts", Feng Youlan's " Zhuangzi Philosophy", Ma Erzhi's "Catalogue of Chinese Documents" and " Chinese Art " and other courses.
1927 Northern Expedition broke out, the situation was unclear, and foreign teachers and students from language schools returned to China one after another. At this time, language schools and Yenching University had objections in fund management. Under the influence of various factors, the language schools were independent from Yenching University in 1928. In order to raise funds for school management, Pei Dushi returned to the United States to raise funds again. With his efforts, the "California Chinese School Foundation" jointly established the "California Chinese School Foundation" and became the main funder of the school's last 20 years, lasting until 1949. In 1930, the school's English name was changed to "College of Chinese Studies Cooperation with California College in China", and the Chinese name was still in its old age. Since then, North China Union Language School has strengthened cooperation with the University of California, and has gradually become a base for the University of California, , to send teachers and students to China to inspect, study and study Chinese language and culture.
1931 Ganbo visited China for the third time. He once again visited the old place and came to the North China Union Language School. This time, he took 36 photos for teachers in one go.
This is a photo of Principal Pei Dushi of North China Union Language School and foreign teachers Ingrim and Heng Muyi.
Pettus (left), Ingrim (middle) and Heng Muyi (right) Beijing 1931 600A/3499
Pettus, Ingrim Hummel
The following three photos are a group photo of Chinese teachers from North China Union Language School selected by the author.
The complete list of Chinese teachers in the 1930s is available for examination.However, the "Practical Chinese, including a topical dictionary of 5000 everyday terms, Peiping H. Vetch, 1934) edited by Harry S. Aldrich, the American Embassy, was negotiated by the Office of Chinese Language Teachers of the U.S. Embassy. Most of the Chinese teachers came from North China Union Language School, including Jin Shuting, Jin Yuebo, Quan Jinghou, Xiu Yusheng, Lin Yucang, Liu Shangxian, Tian Guxiang, Wang Bochuan, Wen Jianquan, Ye Shaoting, Wuhan Zhang and others. [7]. A considerable number of them are bannermen Christians.
One of the Chinese teachers in Union Language School’s photos Beijing 1931 603A/3519
Language School Group
From this photo, we can see that there are still a small number of female teachers in China.
Photography of Chinese teachers in Union Language School Beijing 1931 604A/3526
Language School Group
7 After 7 years, Gan Bo met Mr. Zhang again, and the first one on the right was Mr. Zhang Bingnan.
Planning photo of Chinese teachers in Union Language School Beijing 1931 602A/3512
Chang Ping-nan, Language School Teachers
The following two photos are a group photo of Chinese teachers and foreign students in North China Union Language School.
One of the Chinese teachers and foreign students in Union Language School took photos with Chinese teachers. Beijing 1931 600A/3503
Language School Group
The Chinese teacher in the photo is Lu Mei-tsun (transliteration).
Planning photo with foreign students from Union Language School Beijing 1931 604A/3529
Language School Group
This is a group photo of foreign students from North China Union Language School.
Photos of foreign students from Union Language School Beijing 1931 601A/3506
Language School Group
Comments:
[1] Liu Jiafeng. Chinese study of missionaries from modern China - centered on the Huayan subject of Jinling University [J]. Journal of Shanghai University (Social Science Edition), 2008 (6): 112-117.
[2] Kaiyuan . The story of "Nanjing Gang" - the role of missionaries in cultural exchange between China and the West [C]// Communication and rooting: Collection of the theories on cultural exchange between Christianity and China and the West. Guangzhou: Guangdong People's Publishing House , 2005: 234-251.
[3] Wang Zhuming. Issue quotation: The origin of the Chinese language school’s weekly issue [J]. Chinese Language Schools’ Newspaper, 1922, 1 (1): 3-4.
[4]Li Xiaoqian. Foreign Sinology and Modern Chinese Historiography·Chinese School[M]. Shanghai: Shanghai Ancient Books Publishing House , 2014: 307-308.
[5][US] Fairbank Fairbank. Autobiography of Fei Zhengqing[M]. Tianjin: Tianjin People's Publishing House , 1993: 48-49.
[6]Sun Jingxiu. My Story: Memoirs of Sun Jingxiu [M]. Chengdu: Sichuan Children's Publishing House , 1989: 93-94.
[7]Li Xiaoqian. Foreign Sinology and Modern Chinese Historiography·Chinese School[M]. Shanghai: Shanghai Ancient Books Publishing House, 2014: 323.
The above content is excerpted from "Singing of the Downy Rain: Education in the Republic of China under the lens of Sidney D. Gambo (1917-1932)"
ISBN: 9787307207196
Default Price: 58 yuan
Publisher: Wuhan University Press
Content introduction: Books captured 182 photos closely related to education in the Republic of China from nearly 6,000 black and white photos of American socioeconomician and photographer Gan Bo, and compiled them into a book. They were accompanied by text explanations after the editor personally inspected the old site and document verification. It objectively and truly reproduced vivid video materials in all aspects of public education, church education, preschool education, orphan education, women's education, Chinese language education for foreign countries, special education, civilian education, labor education, university architecture, student movement and other aspects from the Republic of China from 1917 to 1932, and has high publication value for the history of education in related periods.Click to read the original text and you can buy it.
Editor-in-chief: Long Yali
Author profile
Li Mingjie, born in 1971, from Fengcheng, Jiangxi Province, is currently a professor and doctoral supervisor at the School of Information Management, Wuhan University. Main research areas: bibliography and Chinese book culture history.主要著作有《宋代版本学研究》（齐鲁书社2006年）、《中国出版史·古代卷》（湖南大学出版社2008年）、《中国古代图书著作权研究》（社会科学文献出版社2013年）、《简明古籍整理教程》（武汉大学出版社2018年）、《暮雨弦歌：西德尼•D•甘博镜头下的民国教育（1917-1932）》（武汉大学出版社2019年），发表学术论文70余篇。
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