Chapter 11 The first quarter went to Japan

The serious national crisis caused by the Sino-Japanese War of 1899-1899 made Tan Sitong heartbroken and extremely indignant.Japan, which used to be regarded as a small country, actually defeated China. The humiliation of the defeat and the signing of the "Treaty of Shimonoseki" that humiliated the country and humiliated the country aroused waves of psychological waves among the Chinese scholar-bureaucrats and all patriots.Three years after the Sino-Japanese War of Sino-Japanese War, a reform movement aimed at saving the nation and preserving its existence emerged in China.However, the reform movement that brought new hope ended in failure, followed by a full-scale counter-offensive by decadent and stubborn feudal forces! "If you want to kill a thief, you can't return to heaven." The six gentlemen of 1898 died generously, and China was still poor, weak and dark.In this era of bloody storms, in order to find ways to save the country and to get rid of the sense of crisis and disillusionment entangled in their hearts, groups of people with lofty ideals resolutely walked out of the dark and decadent country, traveled across the ocean, and went abroad to study , think, experience.In foreign countries, although they were still sad and hesitant, they finally found the real goal and means that only the overthrow of the Qing government could completely solve the Chinese problem, and bravely put it into practice.

Some people in the Manchu and Qing courts also believed that it was not enough to save China from peril without emphasizing reforms, and that reforms required talents and education.At that time, there were very few new-style schools in China, and there was no other way to cultivate talents except relying on foreign countries.Qing court officials Zhang Zhidong, Zhang Baixi, and intellectuals such as Kang Youwei, Liang Qichao, and Zhang Jian, either presented memorials to the Qing court, or published current discussions to the society, advocating the benefits of studying abroad, and countries where they traveled to study, unanimously advocated going to Japan.Zhang Zhidong once said: "Going abroad for one year is better than studying Western books for five years,...one year in a foreign school is worse than three years in China,...to a country of study tours, the West is not as good as the East." He also cited going to Japan. The benefits of study tour: "The distance is close to save money, and you can spend more money; it is easy to study in China; the Eastern language is closer to Chinese and easier to understand; the Western books are very complicated, and those who are not essential to Western learning have been abridged and revised by the Easterners; The situation and customs in the East are similar, and it is easy to imitate and get twice the result with half the effort.” Zhang Zhidong’s “Encouraging Learning” is no different from a manifesto advocating studying in Japan, and this proposition has been highly valued by the court.At that time, when the Japanese civil and military officials who came to China for inspection and travel met with the Chinese government, they also persuaded in many ways to send young children to study in Japan. In 1897, Taro Utsunomiya, Major of the Japanese Army, met with Zhang Zhidong in Hubei. Later, Yasushi Fukushima of the Japanese Army visited Liu Kunyi in Nanjing. Both suggested that China send students to study in Japan. Japan is willing to educate Chinese youth and cultivate talents for China.Out of the belief of cultivating aggressive forces in China, some people in the Japanese government also intend to accept Chinese students. Japanese Minister Fumio Yano said in his confidential letter with Japanese Foreign Minister Jiro Nishide that by attracting Chinese Overseas students, "At that time, the trust of the government and the people in the Qing Dynasty must be ten times stronger than today. Because of the relationship between this generation of students and Japan, the Qing government will continue to send students to our country in the future. If so, the trend of our country will be quietly. It is on the East Asian continent. Therefore, no matter where you think about it, I hope that our government will adapt to the time and accept the students from the Qing Dynasty.” Moreover, Japan’s constitutional monarchy system is most suitable for China to adopt; most middle- and lower-class people in Japan want Sino-Japanese friendship, and Call for absorbing Chinese students to study in Japan to strengthen cultural and educational exchanges.Therefore, starting from the "New Deal" which was related to his livelihood, the Qing government decided to send students studying in Japan widely. In 1898, the Qing government appointed Huang Zunxian as the envoy to Japan following Yu Geng, and expressed China’s decision to send students in the letter of credence to be submitted to Japan: “In the past, I will write to the Prime Minister’s Office of International Affairs, and prepare a report on the affairs of your government. Thinking that China is in urgent need of talents, I hope that China will send students to study in schools in your country. Thank you for the friendship of the great emperor. I have ordered the Prime Minister, the Minister of State Affairs, to be stationed in Beijing with your country. The envoys discuss and formulate the charter, carefully select and send them, with the kindness of the deputy emperor." In this way, the curtain of studying in Japan was opened.

As early as 1896, Yu Geng, the then minister in Japan, sent director Lu Xiansheng to Shanghai and Suzhou to recruit 13 students including Tang Baoe and Zhu Zhongguang. They arrived in Japan on June 15 and sent them to Tokyo Higher Normal School to study.These students were not dispatched by the Qing government, but only semi-official "embassy students" trained based on the business needs of the embassy in Japan, but they can be regarded as the earliest Chinese students studying in Japan in modern times. In 1898, the General Administration of the Qing Dynasty made a rough draft of the regulations for "selecting students to study Japanese films" and stipulated:

(1) Assign a number of Japanese students from the Tongwenguan Middle School of the General Administration, and consult with the Minister of Beiyang, Guangdong, Guangxi, Huguang, Fujian and Zhejiang, and select students who are young and enlightened and proficient in Japanese from the current school to report to the General Administration and informed the Japanese envoys to be sent there one after another; (2) Students going to Japan will be taken care of by the Japanese minister nearby; (3) The amount of funds shall be approved by the General Administration and allocated as a special fund.

At this time in China, Luo Zhenyu founded the East Literature Society in Shanghai, and Chen Baochen established the East Literature School in Fuzhou, both dedicated to teaching Japanese language and general studies as preparations for domestic students to study in Japan.In Japan, in order to educate the influx of Chinese students, special schools such as Hongwen Academy and Rihua Academy have sprung up like mushrooms after rain.Since then, the number of such schools, whether in China or Japan, has skyrocketed. Coupled with the active encouragement of the Qing court, which rewarded students studying in Japan and gave generous grants, the upsurge of studying in Japan gradually spread throughout the country.At that time, students studying in Japan were divided into the following categories:

The Japanese school system stipulates that accelerated students are divided into two types: normal students and political and legal students; ordinary students are middle and primary school students.In the twenty-ninth year of Guangxu (AD 1903), Zhang Baixi and others made an outline of academic affairs, strongly advocated teacher education, and still stipulated that students should be sent abroad to study. After this order was promulgated, many provinces sent students to Japan to study teacher education.Governor of Sichuan Xiliang sent Zhou Fengxiang as a supervisor in the 30th year of Guangxu (AD 1904), and led more than 100 students to Japan to study a crash course in normal education; Governor of Guangdong and Guangxi Cen Chunxuan selected 120 students to study in Japanese higher normal schools.In order to promote academic work, the Zhili Academic Affairs Office once sent students to Japan to study at the normal school, and most of them entered the fast-track courses. Later, they selected the best fourth-year students from Baoding Normal School to study at Hiroshima Higher Normal School in Japan.Later, in order to make overseas students seek practical results to save China’s urgent needs, the Japanese minister agreed with Meiji University to set up a special Jingwei School, which is divided into general and advanced courses. One-year graduates from colleges and universities can enter undergraduate courses.There are also crash courses for teachers and police.In this way, students studying in Japan began to be divided into general and advanced subjects according to different levels of study. In addition to police, there are also various types of intensive subjects such as agriculture, industry, commerce, and industry.

Due to foreign aggression, the Qing government was eager to train a group of new troops who understood modern military affairs.In the twenty-fourth year of Guangxu (AD 1898), Zhejiang sent four students to Japan to study the army, and Jiangsu, Hubei and other provinces also sent sporadically.In the 30th year of Guangxu (AD 1904), Minister Yang Shu, who was sent to Japan as an envoy, highly praised the effectiveness of the Japanese army and advocated sending more students to study.He said: "The Japanese army has been operating for decades, and the results are the most effective. It seems appropriate for China to send more students to the army's schools, in order to achieve great achievements and use them in difficult times." There are 16 articles in the regulations for the quasi-selection of army students to study in different classes. From then on, there is a legal basis for sending army students to study in Japan.At that time, the students who were sent to Japan to study the army first entered the Zhenwu School for tutoring, and after graduation, they entered the Non-commissioned Officer School to study formally.Zhenwu School, formerly known as Chengcheng School, was originally located at 21, Kawatacho, Shinjuku District, Tokyo.In the thirty-first year of Meiji (AD 1898), after Zhejiang Province first sent four official students to Japan, the Japanese Army Ministry commissioned Chengcheng School to provide preparatory education. In three years (AD 1900), there were 69 students in the school, with Professor Fujii of Chengcheng School and the two Infantry Majors of Xiaoshan as committee members, who specially trained Chinese army students, and renamed the school's martial arts school as Zhenwu School.In the thirty-seventh year of Meiji (AD 1904), the military training department first selected 100 students to study in the school. Later, the study period of Zhenwu School was set at three years, and the courses were divided into military studies and general studies.General studies include Japanese language, history, geography, mathematics, physics, chemistry, natural history, and painting; military studies include unarmed training, firearms training, troop training, surveying and tactics, etc.Students in the Chengcheng era paid half and half of the public expenses and self-funded students, and the number of public-funded students gradually increased in the future.In the 40th year of Meiji (AD 1907), the total number of Chinese students in Zhenwu School reached 330. After graduation, most of these students were promoted to non-commissioned officer schools, and many of them became important figures in the Chinese military circles, such as Chiang Kai-shek, Tang Jiyao, Yan Xishan and others are all graduates of this school.In the 31st year of Guangxu (AD 1905), the military training office repeatedly discussed with the Japanese General Staff Headquarters. The Japanese side began to allow Chinese government-funded international students to study the navy at Haicheng School, with a limit of 70. Therefore, the Qing government studied merchant ships in Japan at their own expense. Fifteen were selected, and another 55 were selected from the coastal provinces along the river to study in the Japanese Naval Academy.

In the 32nd year of Guangxu (AD 1906), because there were too many students going to Japan to study fast-track teachers and politics, the school ordered all provinces to stop sending such students.In the 33rd year of Guangxu (AD 1907), after graduating from general courses, students studying in Japan were not easy to enroll because of the quota limit of specialized schools. Although more than 2,000 people voluntarily entered Japanese government institutions of higher learning, there were still many students. Can't solve schoolwork.Therefore, the envoys of the Qing court agreed with the Japanese Ministry of Education that starting from the thirty-fourth year of Guangxu (AD 1908), within 15 years, five universities including Japan's No. Each school received a total of 165 Chinese students, and the funds were shared by the provinces until the university.This was the beginning of the Qing government officially selecting and sending students studying in Japan to study higher learning.The Qing court formulated nine articles of association for this purpose, and made arrangements and regulations for this. From the thirty-fourth year of Guangxu (AD 1908) to the second year of Xuantong (AD 1910), the above five schools have accepted more than 460 Chinese students.

Before the twenty-ninth year of Guangxu (AD 1903), Chinese women's education had no formal status in the school system, let alone studying abroad.However, around 1898, with the launch of the Reform Movement, a women's liberation movement that opposed foot-binding and opened women's schools emerged.Advanced people began to notice the importance and urgency of women's education. Liang Qichao once said: "Women's education is the most prosperous, and their country is the strongest. Those countries are the second strongest, such as Britain, France, Germany, and Japan. Women’s schools are declining, mothers’ teachers are lost, there are no jobless people, and the wise people are few. Fortunately, the survivors of the country are also India, Persia, and Turkey.” Taking the rise and fall of women’s schools as a measure The most important symbol of a country's prosperity.Later, some girls' schools were established in China.In March of the 31st year of Guangxu (AD 1905), Japan’s East Asian Women’s School set up a fast-track normal school for Chinese women’s study abroad; the practical women’s school also set up a fast-track course for Chinese women’s study abroad normal arts and crafts to recruit Chinese girls studying in Japan.East Asian women's studies take two years of undergraduate study, and there are six-month music special courses and game gymnastics special courses; practical women's studies one-year undergraduate courses, and technical courses for six months. Most of the girls from China who go to Japan are in These special school tutoring.At that time, the principal of the practice girls' school was Utako Shimoda, a well-known Japanese girl.In the beginning, Chinese female students did not go alone, but most of them accompanied their fathers, brothers and husbands. In 1903, there were only a dozen of them. They often got together to talk after class, and they were angry at the decline of Chinese women’s schools.In April of this year, they organized the Common Love Association in Japan, and emphasized that Japan is close to China, which makes it easy to travel, and secondly, it saves tuition fees and makes it easier to study hard, calling on domestic female compatriots to study in Japan.After that, girls began to appear among the government-funded students studying in Japan. In 1905, Hunan sent more than 20 female students to Japan to study fast-track teacher training, and some went there at their own expense, such as Qiu Jin. On a ship to Japan.In the same year, Xiong Xiling, the general manager of Fengtian Agriculture, Industry and Commerce Bureau, went to Japan for inspection and signed a contract with Utako Shimoda. Every year, Fengtian sends 15 girls to Shijian Girls' School to study as a teacher.In order to make female students adapt to life quickly, Yang Shu, the Minister of the Qing court in Japan, and others also actively publicized the instructions for women to study abroad, such as not to carry too much luggage; clothes must be clothed and mainly in blue and blue; decorations should not be used. Hairpins, rings, bracelets, etc.; do not bring maids and maidservants; put enough in advance; contact the provincial association or the Chinese Student Association in Tokyo as soon as possible, etc.These tasks played a greater role in promoting the increase of women studying in Japan.By 1907, there were more than 100 Chinese female students studying abroad in Tokyo alone, and they also established the "Chinese Female Students Studying in Japan Association".Most of the female international students study hard and live frugally. They are often praised by Japanese people, who think that they "behave elegantly, have noble interests, are not afraid of the Japanese, and are polite and courteous, which is beyond the reach of Japanese women."At that time, the supervisor of the Qing government’s foreign students stationed in Japan also praised them greatly by saying that “there are dozens of female students in Shimoda Utako School, who have achieved great results in specialized subjects, and there are quite a few people with high aspirations.”Although there were fewer female students studying abroad than male students, they were very active. They published "China Women's News", "Shenzhou Women's News", "China New Women's World Magazine" and other newspapers to promote new ideas.Influenced by their publication of magazines, the Qing court formally stipulated the constitutions of women's normal schools and women's primary schools in 1907. So far, women's education finally has a place in the school system. After 1910, the Qing government imposed restrictions on women’s study abroad in Japan, stipulating that women who study abroad at their own expense must be submitted to the school office by the local officials for examination. Fei students were only admitted to the three schools of Tokyo Higher Women's Normal School, Nara Women's Normal School, and the Women's Department of Sericulture Institute, which resulted in a decrease in the number of female students studying in Japan.After the Revolution of 1911, the number of girls studying in Japan picked up again.