Category Archives: education

by | 28 May 2012 · 10:19 am

Vietnamese Disciples of Fukuzawa Yukichi

From A Story of Vietnam, by Truong Buu Lam (Outskirts, 2010), Kindle Loc. 2512-2567:

Phan Chau (or Chu) Trinh (1872-1926), like Phan Boi Chau, had his eyes fixed on independence for his country. Unlike Phan Boi Chau, he was a doctorate (tien si [Ch. 進士 jinshi]) degree holder and had made a short stint of two years in the mandarinate before engaging in a life of a political activist. He went to Japan with Phan Boi Chau, but came back with a completely opposite program of action. He seriously opposed any use of violence in the struggle for independence, and vehemently rejected any interference or assistance, military or otherwise, from any foreign country. He advocated a republican regime in which the people can exert influence over the conduct of public affairs. He promoted a slow but secure march toward independence and civilization, even if need be, under the leadership and guidance of the protecting power that is France.

In 1906, he wrote an open letter to the Governor General of Indochina in which he vented out his frustration in a scathing accusation of the indigenous mandarins who took refuge under the wings of the colonial authorities to abuse with impunity the common people of Vietnam. (An English translation of this document can be found in Colonialism Experienced, Ann Arbor, 2000, p. 125-140.)

In 1907, with a group of Confucian scholars such as Luong Van Can, Nguyen Quyen, Dao Nguyen Pho, Duong Ba Trac, Le Dai and Hoang Tang Bi, he helped create a new type of school modeled after the Keio Gi[j]uku University which was established in Tokyo by a Japanese educator and reformist, Fukuzawa Yukichi. The Vietnamese school was called Dong Kinh Nghia Thuc [東京義塾] (Japanese: Tokyo Gi[j]uku; English: The Eastern Capital Free School). Its existence was sanctioned by a decree of the French colonial government dated March 1907 and its demise was imposed by another decree dated December of the same year.

The school’s life was indeed short, but its influence on the people reached beyond any calculation. It was the first experiment in mass education. Thousands of students of all ages flocked to the school in the evening hours to listen for free to scholars talking frequently about the humanities: morality, human rights; occasionally about the social sciences: economics, political regimes. They taught national history; resuscitated famous personalities of the world; they discussed about the relative advantage of modernization versus westernization; they tried to inculcate into the young minds the virtue of patriotism, loyalty, propriety. Some teachers even introduced to their students rudiments of science and technology. Within a couple of months, branch schools were established in many other cities.

…

In addition, the teachers adapted dozens of old proverbs and sayings to contemporary situations; they composed songs in verse encouraging their students to learn the quoc ngu, not to hesitate to go abroad to study, to read newspapers everyday, to have their hair cut short, not to smoke opium nor to drink alcohol, not to gamble, not to succumb to female charms.

Such was the success of the school that the French authorities felt threatened and so they decided to shut it down in December of the same year that it opened. The ideal of non violence that had been ardently promoted by Phan Chau Trinh was put to a serious test and it failed.

For this reason, he wanted to experiment with something else. In 1908, in the province of Quang Nam, the people complained that their taxes were too high and the days they had to work without pay for the government too numerous. They took their protest to the provincial capital city in a relatively orderly demonstration. Rapidly, the movement spread to neighboring provinces. The repression came swift, harsh and not too orderly. Many scholars were implicated in the movement. The French executed Tran Quy Cap (1870-1908) a tien si degree holder (1904) and a member of the mandarinate. The monarchical tribunal sent Huynh Thuc Khang (1876-1947), Phan Chau Trinh and Ngo Duc Ke (1878-1929), all three tien si as well, to the infamous penitentiary on the island of Poulo Condore (Con Non or Con Son). Fortunately for Phan Chau Trinh, his resourceful friends alerted the Society for Human Rights which persuaded the government to commute his sentence to exile in France to start in 1911.

While living in exile, Phan Chau Trinh became the patriotic icon around which the Vietnamese community in France rallied itself. During the first world war, he was incarcerated at the Sante Prison, suspected of contacting the Germans for help to liberate his country. He must be innocent of this charge given his revulsion toward violence and his distaste for foreign intervention.

…

During his stay in France, Phan Chau Trinh wrote several books, among which the best known was a collection of poems he composed during his incarceration at the Sante Prison. Two books of his have been published and confiscated several times right after they were put on the shelves; consequently, they were known only by their titles. One was a Song to Awake the Soul of the Nation (Tinh Quoc Hon Ca [醒国魂歌 Ch. Xingguohunge?]), and the other was a long “epic” poem of 3620 verses written in nom in the style of six and eight syllables. Entitled Giai Nhan Ky Ngo Dien Ca (The Marvelous Encounter of Wonderful People, In Verses) it relates the adventures of a group of friends, belonging to all nationalities, bound together by the virtues of loyalty and friendship, even tinted with some romance. This epic poem was, in fact, an adaptation in verses of a book entitled Jia Ren Qi Yu [佳人奇遇] (Giai Nhan Ky Ngo) that Liang Qichao himself translated from a Japanese work [佳人の奇遇 Kajin no Kigū Strange Encounters with Beautiful Women by Shiba Shirō].

Phan Chau Trinh’s many requests to the Ministry of Colonies for his repatriation were finally granted in 1925. Back in Saigon, he gave a number of public talks on the subjects of monarchy and democracy, virtue and morals in the East and the West.

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Filed under education, France, Japan, language, nationalism, Vietnam

by | 28 May 2012 · 8:37 am

Late Demise of Classical Chinese in Vietnam

From A Story of Vietnam, by Truong Buu Lam (Outskirts, 2010), Kindle Loc. 2744-2761:

The cultural changes of the period under study [1900-1925] are dominated by one phenomenon: the replacement of classical Chinese by quoc ngu [国語 national language] as the official national writing system of Vietnam. The French, already from the beginning of their administration of Vietnam, had encouraged the use of that script to replace the Chinese characters. In their view, that was the most effective way to wean the Vietnamese from China’s multi-millenary cultural influence. Little did they anticipate that the Vietnamese were going to use the quoc ngu to mobilize the country against them.

It was, however, only toward the beginning of the 1920s that the Vietnamese warmed up to it and used it readily in their every day activities. In the early years of the twentieth century, Phan Boi Chau and Phan Chau Trinh still wrote all their works in classical Chinese. Even in 1924, in Paris, Phan Chau Trinh composed his many letters asking the French minister of Colonies to allow him to go home in the purest style of classical Chinese. The Dong Kinh Nghia Thuc [東京義塾 Eastern Capital Free School, named for Fukuzawa Yukichi’s Tokyo Gijuku (later Keio)] published their classic material in Chinese. The proclamation of the Thai Nguyen mutiny was written in Chinese. Classical Chinese survived at least to the middle of the century for two reasons. The last Confucian examinations were held only in 1918 in Hue, and the royal court of Annam will continue to use Chinese in its official documents until 1945, naturally with a great deal of translations into quoc ngu and French, for, to my knowledge, the last Vietnamese emperor had an exclusively French education.

Although sponsored by the French Security Services, the magazine Nam Phong [南風 South Wind] contributed in an important measure to the vernacularization and to the enrichment of the national script. To some extent, Nam Phong did almost exactly what the Dong Kinh Nghia Thuc dreamt of doing a decade earlier. It translated a vast variety of books or articles in philosophy, in natural and human sciences written mostly in French into quoc ngu. Thus, it introduced foreign cultures and sciences to the Vietnamese people while encouraging them to use a medium which is scientific and rich enough to express their ideas. From the 1920s, newspapers, publishing houses mushroomed and put out an impressive number of books in literature, poetry, sociology, political, social, and natural sciences, all written in the national script. A definite break with the Chinese or nom tradition has been imperceptibly effected and new generations will only deal with the alphabetical writing system.

Here are some examples of Vietnamese renditions of Classical Chinese.

Tien hoc le, hau hoc van
(先学理後学文 xian xue li, hou xue wen)
‘First learn rites, then learn culture’

Thien Tu Van (千字文) ‘Thousand Character Classic‘
Tam Tu Kinh (三字经) ‘Three Character Classic‘

Four Books and Five Classics (of Confucius)
Đại Học (大學 Dà Xué) Great Learning
Trung Dung (中庸 Zhōng Yóng) Doctrine of the Mean
Luận Ngữ (論語 Lùn Yǔ) Analects
Mạnh Tử (孟子 Mèng Zǐ) Mencius

Kinh Thi (詩經 Shī Jīng) Classic of Poetry
Kinh Thư (書經 Shū Jīng) Classic of History
Kinh Lễ (禮記 Lǐ Jì) Book of Rites
Kinh Dịch (易經 Yì Jīng) Classic of Changes
Xuân Thu (春秋 Chūnqiū) Spring and Autumn Annals

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Filed under China, democracy, education, France, language, literature, nationalism, Vietnam

by | 11 September 2011 · 8:21 am

Rosa’s Route to Apostasy

From Looking for History: Dispatches from Latin America, by Alma Guillermoprieto (Vintage, 2001), pp. 33-35:

[Rosa’s] family was well off by the standards of the provincial backwater she was brought up in, but her father, a devout Catholic, had strong sympathy for the labor movement. One of her first memories is of learning the songs of the Fifth Regiment of the Spanish Republican Army from activist priests who taught at her school. They told her about Dolores Ibarruri, “La Pasionaria,” the Basque miner’s daughter who during the Civil War exhorted the Republican troops to fight for liberty and face down death. Rosa was barely a teenager when she took to singing the Civil War hymns herself, to cheer on workers during strikes. At university, swept up in the radical fervor of the times, Rosa and her friends were soon helping campesino organizations coordinate invasions of privately owned ranches, set up roadblocks, and stockpile whatever weapons they could find for the coming revolution.

Although the FARC already existed, it was seen by many as old hat and insufficiently idealistic, and new guerrilla groups, and what used to be called “preparty formations,” multiplied. The Ejército de Liberación Nacional, or ELN, as well as the Quintín Lame, an armed Indian rights group; the Partido Revolucionario de los Trabajadores; the M-19—all came into being. By the late seventies Rosa was closely identified with another of the groups to emerge from the university crucible, the Ejército Popular de Liberación, or EPL. The group was strong in the area of Cordoba, where in those days the population was fairly clearly divided between poor campesinos and the people with money who owned cattle ranches and farms where bananas and oil palms were grown.

How Rosa’s destiny took her from the EPL to the heart of paramilitary power is, in her telling, a long, breathtaking, and not always reliable story, but she is only one of many defectors from the fanatic left to join the ranks of the murderous right. The autodefensas claim that fully one-third of their troops are former guerrillas, and even if one disputes the figures, there is no doubting the general trend. Rosa’s life, however, is unusual even in Colombia, where reality always seems to flow out of someone’s dream, or nightmare.

The first thing that bothered Rosa about her leftist associates was what one might describe as their impact on the political ecology of the departamento of Córdoba. At the height of the revolutionary ferment, there were six different guerrilla organizations prowling around the hills in Rosa’s region, each one demanding that the campesinos pay “taxes” to finance their coming liberation. “If a campesino had five cows, he had to give up one,” Rosa says. “The guerrillas were eating up all the money from the NGOs [nongovernmental organizations]. They were hijacking mules. They were emptying out the community stores.”

None of these organizations, however, was capable of defending the campesinos when the ranchers—including many drug traffickers turned aspiring landed gentry—began organizing assassination squads to deal with guerrilla collaborators. “Those people were terrible masacradores,” Rosa says. “The rank and file were ranch guards, ranchers, drug traffickers, and everything you’ve heard about the [murders committed with] chainsaws, axes, and machetes is true.” Although the guerrillas could not defeat the paramilitary squads, they did rather well when it came to turning on each other. One guerrilla group, the ELN, tried to dispute the EPL’s local hegemony, Rosa recalls. “The ELN wanted to rule,” she says. “And they killed whoever didn’t obey.”

One day the campesinos decided they’d had enough of multiple taxes and the conflicting, deadly demands on their political loyalties. The first one to rebel was a fisherman who turned on an ELN patrol that had approached him for money. In Rosa’s description, the fisherman hacked a young man and a young woman guerrilla to death. “Campesinos don’t know how to kill,” Rosa observes dryly, having dwelt on the scene in some detail. “And when someone kills who doesn’t know how to do it, he kills monstrously.”

As for her own apostasy from the revolutionary cause, Rosa says it took place sometime after she was kidnapped in 1991 by one of the leaders of the antiguerrilla squads, the paramilitares. She had already decided by then that her commitment was to the campesinos and not the guerrillas, she says. Then came the kidnapping. She was abducted, she told me, after participating in a land invasion of a ranch owned by a well-known paramilitar. Her captors took her to a camp where “a fat man” was put in charge of torturing her to get information about the guerrillas. He broke off her teeth with pliers. (She paused in her narrative to show me that all her upper teeth had caps.) She was tied down while the fat man jumped on her stomach. She was forced to stand, bleeding, through the rest of the night, wondering when her execution would take place. At dawn, she was told to start walking. The bullet in the back she was expecting never came (“maybe because I never gave them the information they wanted, and they got tired of torturing me”). She kept walking and eventually found her way to her parents’ house.

The lesson she appears to have drawn from this episode is not what one would expect. “After that time,” Rosa explains, she and her kidnapper respected each other. “Me on this side, you on that one, we both agreed.” “It’s funny how life is,” she said, in conclusion to her narrative. “Because the guy who ordered the fat man to torture me and I are now pretty good friends.” Presumably, this is because a few months after her abduction she crossed over to her enemy’s side.

By then, Rosa says, a majority of the guerrilla group she was involved with, the EPL, had decided that a revolutionary war could not successfully be fought in Colombia, and had turned their weapons in, changing their organization’s name, but not its initials, to Esperanza, Paz y Libertad (Hope, Peace, and Liberty). Peace was not forthcoming, however, because the FARC guerrillas soon appeared with their own guns and tried to establish control in the void they perceived had been created by the despised pacifists. The FARC began executing former EPL guerrillas. The survivors and their campesino supporters felt they had no option except to join forces with the right-wing paramilitary leaders who had tortured Rosa and murdered many other comrades.

This dispatch was dated April 13, 2000.

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Filed under Colombia, drugs, economics, education, military, NGOs, war

by | 26 June 2011 · 12:10 pm

Capt. Cook, Guugu Yimidhirr, and Kangaroos

From: Blue Latitudes: Boldly Going Where Captain Cook Has Gone Before, by Tony Horwitz (Picador, 2002), pp. 182-184:

Guns weren’t the settlers’ only weapons. Aborigines had little resistance to Western disease, or to alcohol. Chinese immigrants introduced opium, which Aborigines consumed by mixing the drug’s ash with water and drinking it. The Guugu Yimidhirr, like many Aboriginal clans, appeared headed for extinction—a fate little mourned by white Australians….

In the case of the Guugu Yimidhirr, it was Cook who proved their salvation, albeit indirectly. A German translation of Cook’s voyages inspired a young Bavarian, Johann Flierl, to set off in the 1880s “as a missionary to the most distant heathen land with its still quite untouched peoples.” He created a Lutheran mission near Cooktown that became a refuge for Aborigines. Flierl named the mission Elim, after an oasis the Israelites found during their exodus from Egypt. As oases went, Queensland’s Elim wasn’t much: a sandy, infertile patch north of Cooktown. But it grew into a stable community, and its school educated scores of Aborigines, some of whom became nationally prominent.

One such success story was Eric Deeral, who served in the 1970s as the first Aboriginal representative in Queensland’s parliament. I tracked him down late one afternoon at his daughter’s modest bungalow a few blocks from Cooktown’s main street. A small, very dark-skinned man, he met my knock at the door with a wary expression and a curt “May I help you?” When I burbled about my travels, his face widened into a welcoming smile. “Come in, come in, I love talking about Cook!” After several days of conversing about little except “ferals,” rooting crocodiles, and rugby league, it was a relief to find someone who shared my passion for the navigator.

Eric showed me into a small office he kept at the front of the bungalow. The bookshelf included several volumes about Cook. Like Johann Flierl, Eric had been fascinated since childhood by the image of first contact between Europeans and native peoples untouched by the West. He’d quizzed Aboriginal elders about stories they’d heard of Cook and his men. “At first, our people thought they were overgrown babies,” he said. Aboriginal newborns, Eric explained, are often much paler than adults. But once the Guugu Yimidhirr saw the newcomers’ power, particularly the noise and smoke of their guns, they came to believe the strangers were white spirits, or ghosts of deceased Aborigines. “Lucky for Cook, white spirits are viewed as benign,” Eric said. “If they’d been seen as dark spirits, my ancestors probably would have speared them.”…

Listening to Eric, I felt the giddy thrill of unlocking small mysteries that had been sealed inside the English journals for more than two centuries. Blind Freddy might know the answers, but no books I’d read had provided them. Eric ran his finger down the list of native words Parkinson had collected. “If you read closely, you can almost see these men, groping to understand each other,” he said. Yowall, for instance, meant beach, not sand, as Parkinson had written. “One of our men probably pointed across the river at the sandy shore on the other side,” Eric said. Similarly, wageegee meant scar, not head—perhaps the man who had told it to the English was pointing to a cut brow when he said the word.

As for kangooroo, this was a fair approximation of the Guugu Yimidhirr word, which Eric rendered gangurru. But Aborigines, unlike Maori and Tahitians, didn’t have a shared language; living in small, widely scattered groups, they spoke scores of different tongues. The English failed to recognize this. The result was a comically circular instance of linguistic transmission. Officers of the First Fleet, familiar with the Endeavour‘s journals, used the words Cook and his men had collected in Queensland to try and communicate with Botany Bay Aborigines eighteen years later.

“Whatever animal is shown them,” a frustrated officer on the Fleet reported, “they call kangaroo.” Even the sight of English sheep and cattle prompted the Gwyeagal to cheerfully cry out “Kangaroo, kangaroo!” In fact, the Gwyeagal had no such word in their vocabulary (they called the marsupial patagorang). Rather, they’d picked up “kangaroo” from the English and guessed that it referred to all large beasts. So a word that originated with an encounter between Cook and a small clan in north Queensland traveled to England with the Endeavour, then back to Botany Bay with the First Fleet, and eventually became the universal name for Australia’s symbol. There was an added twist. The Guugu Yimidhirr had ten different words for the marsupials, depending on their size and color. “Gangurru means a large gray or black kangaroo,” Eric said. “If Cook had asked about a small red one, the whole world would be saying nharrgali today.”

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Filed under anglosphere, Australia, Britain, education, Germany, language, religion, science, travel

by | 7 May 2011 · 6:35 am

Cameroon Tales: The PTA Meeting

After spending our first night in Cameroon in a hotel in Yaoundé, we changed money with a friendly Nigerian Igbo at the Hilton, went shopping for food at the central market and for baguettes at a suburban bakery, then drove the two hours back to the village where my brother was staying in time for a short rest before the parent-teacher meeting for the local preschool (maternelle) that we were invited to attend that afternoon at 4 p.m.

We had been invited in order to thank my brother for his small monetary donation, which had enabled the teacher to buy some new and much needed school supplies. The meeting was held in the salon of the chief of the village, and my brother and I stopped to buy a half-dozen large bottles of beer and soft drinks for those who attended. We purchased them from the village patriarch’s store, waking him up from his afternoon nap on his front porch.

In the chief’s salon, we found about a dozen parents seated across from the sofa that the chief had reserved for us, and an open box of school supplies on the coffee table in the center of the room. As others were allocating the drinks we had brought, the chief told me my brother had never accepted his offers of homemade oil palm wine (there called vin blanc) but he wondered whether I would like to try it. After a moment’s hesitation, I said I would be happy to, rationalizing that the alcohol in it would help neutralize the residual bacteria. The chief then called for his palm wine and filled two stemmed glasses from his cupboard. The palm wine was palatable, though poorly filtered.

The president then rose to welcome us, asking first whether he could address me in French (rather than switch to English, presumably). My brother assured him I spoke several languages, neglecting to mention my poor speaking ability. In fact, I could follow the proceedings pretty well until they later gave way to more free-flowing conversation and storytelling.

Then the president introduced the maitresse, who did a show-and-tell of the supplies she had bought, which included various (French) literacy and language materials, workbooks and educational activities, and about a dozen rolls of toilet paper to be used in the brick outhouse that had been started behind the school building. She regretted only that she had not been able to obtain materials to teach numeracy as well as literacy. As she finished, she offered to turn over her receipts to my brother, as the donor, but he suggested she turn them over to the president, who had replaced a corrupt predecessor.

The president was a successful businessman who got his start as a chauffeur for Catholic nuns, and my brother’s regular driver would usually rent the president’s car when he hired himself out as a driver. The maitresse was a trained and dedicated teacher who had recently fallen victim to pickpockets in a shared taxi on her way home from a bank in Yaoundé with a loan of 1.5 million francs CFA with which to build a house. She was very slowly paying back the loan from her very modest teacher’s salary.

After the formalities were over, the conversation drifted to other topics. One man asked us why Obama was not (yet) intervening in Libya. (This was an overwhelmingly Christian village less concerned than a largely Muslim village may have been about the delicacy of American relations with the Muslim world.) Later, after somebody else told a story about an encounter with a large snake, this same man said he had seen a show on National Geographic about people handling poisonous snakes without getting bitten. He obviously had access to satellite TV and was concerned to educate himself as well as his children. He and I (and the chief) were the only ones drinking the chief’s palm wine instead of beer.

Big pot of ndole

Ndole, a stew of bitterleaf, ground peanuts, and fish

We finally made our exit, explaining that our new cook had made a big pot of ndole, the national dish, to welcome us. This stew of bitterleaf greens, ground peanuts, and fish or meat takes a lot of time and effort, so everyone was impressed. In fact, we had hardly finished eating when the chief showed up at our door, with the village patriarch and another of his drinking buddies, saying they had come to sample our ndole, which their wives rarely made. They pronounced it very well prepared, at which my brother could not resist telling the chief that he could be eating it more often if his son had gone ahead and married the cook after romancing her. They finally left after finding out we had no more beer or wine on hand.

The tale of two cooks will be the next installment.

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by | 30 April 2011 · 2:12 pm

Kapuscinski meets a member of Ghana’s New Class

From The Shadow of the Sun, by Ryszard Kapuscinski, trans. by Klara Glowczewska (Vintage, 2002), Kindle Loc. 144-179:

Baako enjoys great prestige among the young. They like him for being a good athlete. He plays soccer, cricket, and is Ghana’s Ping-Pong champion.

“Just a minute,” he interrupted, “I just have to place a call to Kumasi, because I’m going there tomorrow for a game.”

He called the post office for them to connect him. They told him to wait.

“I saw two films yesterday,” he told me, as he waited, holding the receiver to his ear. “I wanted to see what they’re showing. They’re playing films schoolchildren shouldn’t go to. I must issue a decree that forbids young people to see such things. And this morning I spent visiting book stalls throughout the city. The government has established low prices for schoolbooks, but the word is that retailers are marking them up. I went to check for myself. Indeed, they are selling them for more than they’re supposed to.”

He dialed the post office again.

“Listen, what are you so busy with over there? How long am I supposed to wait? Do you know who this is?”

A woman’s voice answered, “No.”

“And who are you?” Baako asked.

“I’m the telephone operator.”

“And I am the minister of education and information, Kofi Baako.”

“Good morning, Kofi! I’ll connect you right away.”

And he was talking to Kumasi.

I looked at his books, stacked on a small cabinet: Hemingway, Lincoln, Koestler, Orwell, The Popular History of Music, The American Dictionary, as well as various paperbacks and crime novels.

“Reading is my passion. In England I bought myself the Encyclopaedia Britannica, and now I’m reading it little by little. I cannot eat without reading, I have to have a book lying open in front of me.”

A moment later:

“I’ve got another, even greater hobby: photography. I take pictures all the time and everywhere. I have more than ten cameras. When I go to a store and see a new camera, I immediately have to buy it. I bought a film projector for the children, and show them films in the evening.”

He has four children, ranging in age from three to nine. All of them attend school, even the youngest. It is not unusual here for a three-year-old to be enrolled in school. The mother will send him off, especially if he’s a handful, just to have some peace.

Kofi Baako himself first went to school at three. His father was a teacher and liked being able to keep his eye on his children. When he finished elementary school, he was sent for high school to Cape Coast. He became a teacher, and then a civil servant. At the end of 1947, Nkrumah had returned to Ghana having finished university studies in America and England. Baako listened to his speeches, which spoke of independence. Then Baako wrote an article, “My Hatred of Imperialism.” He was fired from his job. He was blacklisted, and no one would employ him. He hung around the city, eventually meeting Nkrumah, who entrusted him with the position of editor in chief of the Cape Coast Daily Mail. Kofi was twenty years old.

He wrote another article entitled “We Call for Freedom,” and was jailed. Arrested with him were Nkrumah and several other activists.They spent thirteen months behind bars, before finally being released. Today, this group constitutes Ghana’s government.

Now Baako speaks about broad issues. “Only thirty percent of the people in Ghana can read and write. We want to abolish illiteracy within fifteen years. There are difficulties: a shortage of teachers, books, schools. There are two kinds of schools: missionary-run and state-run. But they are all subject to the state and there is a single educational policy. In addition, five thousand students are being educated abroad. What frequently happens is that they return and no longer share a common language with the people. Look at the opposition. Its leaders are Oxford- and Cambridge-educated.”

“What does the opposition want?”

“Who knows? We believe that an opposition is necessary. The leader of the opposition in parliament receives a salary from the government. We allowed all these little opposition parties and groups to unite, so they would be stronger. Our position is that in Ghana, anyone who wants to has the right to form a political party—on the condition that it not be based on criteria of race, religion, or tribe. Each party here can employ all constitutional means to gain political power. But, you understand, despite all this, one doesn’t know what the opposition wants. They call a meeting and shout: ‘We’ve come through Oxford, and people like Kofi Baako didn’t even finish high school. Today Baako is a minister, and I am nothing. But when I become minister, then Baako will be too stupid for me to make him even a messenger.’ But you know, people don’t listen to this kind of talk, because there are more Kofi Baakos here than all those in the opposition put together.”

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Filed under Africa, democracy, education, Ghana, nationalism

by | 25 January 2011 · 6:13 pm

Tokugawa Internationalists in Shizuoka, 1870s

From: American Missionaries, Christian Oyatoi, and Japan 1859–73, by Hamish Ion (UBC Press, 2009), 159-160:

In mid-November 1871, [Edward Warren] Clark arrived in Shizuoka as the first westerner free to teach Christianity outside the treaty concessions.

In the early 1870s, Shizuoka was by no means a simple provincial town in a prefecture well known for its mandarin oranges and tea. It was the ancestral home of the Tokugawa shoguns, and, as mentioned, it was there that Tokugawa Yoshinobu, the last shogun, retired after the Meiji Restoration. Many of his former retainers followed him there into semi-exile, and approximately six thousand ex-Tokugawa samurai were living in Shizuoka and its vicinity in late 1871.

Even though it had lost political power with the Meiji Restoration, the Tokugawa family initially hoped that it might regain its former control of Japan. For this reason, in the autumn of 1868, the Tokugawa family established the military academy at Numazu, approximately thirty miles from Shizuoka, with the leading Western studies scholar, Nishi Amane, as its first headmaster. They were able to marshal a very impressive roster of Dutch and English specialists. With less overtly militaristic aims in mind, the Tokugawa authorities also founded in late 1868 the Gakumonjo in Shizuoka, which in November 1868 began offering classes in English, French, German, and Dutch. There were two headmasters, Mukōyama (Mukaiyama) Komura and Tsuda Shin’ichi, the former a Chinese studies specialist. Nakamura Masanao was also listed as a Chinese studies specialist faculty member. The Tokugawa authorities drew some of the best Japanese foreign-language teachers so that the school would be regarded as equal to the Yokohama Gogakujo in its foreign-language offerings and to Edō Kaiseijo in its Chinese studies. There were some sixty teachers at the Shizuoka school, among them Sugiyama Sanhachi, a Dutch studies specialist. By 1871, this Shizuoka school was the higher education centre of a network of eight or nine junior schools, which the Tokugawa family had established in Shizuoka Prefecture. The purpose of the Gakumonjo was to provide education in Western studies for the sons of ex-Tokugawa samurai. Entry to the school was restricted to those of the samurai class and, importantly, tuition was free. Among the followers of the ex-shogun there was, very naturally, considerable resentment against the new Meiji government, as the déclassé samurai were living in conditions of great hardship and suffering. Katsu Kaishū and other Tokugawa elders thought that by educating the sons of ex-samurai in Western science at least, some of the former Tokugawa influence in Japan could be regained. Moreover, as the demand for experts in Western studies increased, there would be employment opportunities for these young men. In recognizing the future need for Western studies specialists, the progressive spirit of the Tokugawa exiles in Shizuoka Prefecture was clear, albeit directed toward the restoration of their own power rather than the good of all Japan.

Since the Gakumonjo’s founding in 1868, the Tokugawa authorities had wanted to hire a Western teacher for it. After all, the Gakumonjo had been founded to teach Western subjects – English, French, German, and Dutch languages; mathematics, and Western science – as well as traditional Chinese studies. The need for a Western professor became increasingly acute as the Gakumonjo expanded. By November 1871, it had grown to such an extent that it had been divided into four schools: the Shogakujo, the Denshujo, the Shugakujo, and the Shizuoka Honkō (formerly the Gakumonjo). What these divisions meant in practical terms was that Western subjects were now being offered from primary school through to the highest academic level, and to students ranging from young boys to mature men in their thirties. Compounding educational problems posed by expansion was the simply [sic] reality that English had replaced Dutch as the major language of Western studies. The shortage of English-language teachers became clear when, in 1871, the Tokugawa authorities sent Sugiyama Magoroku, the son of Sugiyama Sanhachi, to learn English in Yokohama instead of continuing his Dutch studies. As well as learning English, Sugiyama converted to Christianity and became in 1872 a member of the Yokohama Christian Band. Sugiyama was not the only convert from Shizuoka among the first group of the Yokohama Band; Shinozaki Keinosuke also came from there.

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by | 24 December 2010 · 3:40 pm

Legacies of Clara Hepburn’s Juku in Yokohama, 1863

From: American Missionaries, Christian Oyatoi, and Japan 1859–73, by Hamish Ion (UBC Press, 2009), pp. 59-60:

Before he rented it out in May 1864, Hepburn had taught students Western medicine in his dispensary. Among those whom he taught was Yamanouchi Bunzaburo, the uncle of Hayashi Tadasu, and Hayashi Yuteki, who founded the famous Maruzen Bookstore. Clara Hepburn also taught them English. She was a trained teacher, having taught at the Norristown Academy in Pennsylvania before marrying, and was teaching several boys whose progress in reading and writing English had been altogether satisfactory and in some cases remarkable.

Hepburn Juku ([supplementary, a.k.a. “cram”] School), which Clara began in November 1863 shortly after her return from the United States, had its beginning in a Sunday school for the young boys and girls in the treaty settlement that she held in the front waiting room of the dispensary (being Sunday, there were no patients). Japanese children were also allowed to attend. It was from this Sunday school that an English-language school developed. Hepburn Juku had among its young students some who would become famous figures, including future prime minister Takahashi Korekiyo; foreign minister Hayashi Tadasu; leading businessman Masuda Takashi, who helped to establish the Mitsui zaibatsu, a major industrial and financial conglomerate; and surgeon general Miyake Hiizu (Shigeru). Thirteen-year-old Hayashi, the nephew of a doctor who had studied with Hepburn, was the first student. It was a manifestation of a growing awareness of the importance of English that these young boys came to Yokohama in order to learn it. However, their successful careers were predicated on the fact that these boys did not become Christians, and their presence at Hepburn Juku was often merely a brief interlude (by way of attending an English-language crammer, which prepared them for entry into American schools, and familiarizing themselves with Americans) before setting out to the United States or elsewhere overseas to study.

It was Hepburn’s later deep involvement in the establishment of Meiji Gakuin University in Tokyo that allowed the university to claim that its origins can be traced back to 1863 and to Hepburn Juku (and so bask in the reflected light of being connected to such a great figure in modern Japanese history as Takahashi, whose abiding reputation has been undoubtedly helped by his vicious assassination by militarists in the attempted coup of February [1936]. Takahashi made a special visit to Hepburn’s house in East Orange, New Jersey, when he was in New York on government business during the Russo-Japanese War. Clara was too ill in hospital to see him, but he had a conversation with Hepburn in which he expressed his gratitude for Clara’s efforts in teaching English. More immediately, the success of Clara Hepburn’s efforts undoubtedly contributed to a very significant development, as it turned out, taking place in Yokohama in 1864.

Some Japanese officials at the customs house in Yokohama had approached Hepburn with a request that he establish a school for the benefit of interpreters and others who might obtain government permission to attend it. After consulting with the Dutch Reformed missionaries, the Yokohama Eigakujo (Eigakko, also known as the Yokohama Academy), was organized and opened. From the start the school was a success.

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by | 19 December 2010 · 6:10 pm

Interpreting Sino-Soviet Border Clashes, 1969

From: The Man on Whom Nothing Was Lost: The Grand Strategy of Charles Hill, by Molly Worthen (Mariner Books, 2007), Kindle Loc. 1202-26:

It remained unclear whether Beijing was simply using the Soviet border threat to galvanize internal party unity, or whether genuine geopolitical realignment was in the making.

The answer came in the spring of 1969, on a tiny, uninhabited fragment of land about 250 miles down the Ussuri River from the Soviet city of Vladivostok. Called Damansky by the Russians and Zhen Bao by the Chinese, the island appeared to be of only symbolic worth. Little over a mile in length and a half mile in breadth, Zhen Bao and its environs were mostly swampland and under water for much of the year. The island is closer to the Chinese side of the river, but both countries had long claimed it. According to Soviet press reports from March 2, 1969, that morning 300 Chinese troops on the island opened machine-gun fire on a Soviet patrol of frontier guards, killing 31 and wounding 14. The Soviets sent reinforcements, but these too were ambushed. Chinese accounts of the encounter, predictably, blamed the aggression on the Soviets (counting 70 Soviet dead), and although at first most Western observers jumped at a chance to blame the Chinese, the reality of that cold morning remained foggy. Both sides had withdrawn from the island by the afternoon, but Zhen Bao marked only the beginning of the conflict. As spring turned to summer, violence erupted again on Zhen Bao as well as thousands of miles to the southwest, on the border between Soviet Kazakhstan and China’s Xinjiang province, and along the Amur River. These skirmishes were more prolonged and bloody than the first brief encounter in March. Both sides issued conflicting accounts of the hostilities, but the geography of the battle sites in Xinjiang—easily accessible from nearby Soviet installations, and hundreds of miles from the nearest Chinese railhead at Ürümqi—suggested that the Soviets started the trouble there.

It was Hill’s job to report on the border conflicts in daily cables to Washington. His commentary was circumscribed by lack of trustworthy eyewitness accounts, and as always he relied heavily on careful reading of the rhetoric coming out of Beijing and Moscow. But by 1969, these had become well-worn limitations for Hill. He was used to sorting through fighting versions of the same story and extracting some shadow of the truth. The responsibility was thrilling. The cables required him to draw on all his experience as a China watcher and to write cogently under extreme pressure—a skill that is learned only by necessity.

Once Nixon and his staff had time to reflect on Hill’s anonymous cables, the significance of intensifying conflict between the world’s two Communist giants was clear. As then national security adviser Henry Kissinger reflected in his memoirs, a Soviet invasion of China would capsize “not only the geopolitical but also the psychological equilibrium of the world; it would create a momentum of irresistible ruthlessness.” Moscow’s periodic threats to attack Chinese nuclear installations or employ nuclear weapons to push People’s Liberation Army forces back from the border were particularly disturbing to Washington. On the other hand, an opportunity suddenly existed to soften China’s raving isolation and cultivate a triangular balance among the world’s three great powers. The situation was delicate. Beijing’s propaganda still accused America of colluding with the Soviets in a renewed attempt at “imperialist encirclement.”

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Filed under biography, China, education, publishing, U.S., USSR, war

by | 15 November 2010 · 5:54 pm

Wordcatcher Tales: Yakinokori-zei, Yoyū-jūtaku-zei

From The Magatama Doodle: One Man’s Affair with Japan, 1950–2004, by Hans Brinckmann (Global Oriental, 2005), pp. 99-100:

She had contracted tuberculosis towards the end of the war, and had spent her teenage years in hospital and at home to fight the disease and recuperate. American-made streptomycin, not available in Japan at the time, saved her. Bought at great expense on the black-market, it consumed a good part of what remained of the family’s fortune after MacArthur’s confiscatory property taxes, including the infamous yakinokori-zei, ‘having-survived-the-bombings tax’ [焼き残り税 ‘burn-remainder tax’], levied on houses that were left standing, followed by the yoyū-jūtaku-zei, the ‘excess living space tax’ [余裕住宅税 ‘surplus residence tax’]. As she had been unfit to attend class, she had been tutored at home to prepare her for higher education.

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