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The Boxer Rebellion

Decent Essays

Although some elements of Western learning and modern education entered China via missionaries after the signing of treaty of Nanjing in 1842, the importance of modern knowledge was not taken seriously until the treaty of Tianjin, ratified in 1860 as a result of the Second Opium War. With the establishment of Zongli Yamen 總理衙門 (the Foreign Affairs Bureau) in 1861, the introduction of Western learning, including educational material and technique, was underway. Under the direction of Zongli Yamen, Tongwen Guan 同文館 (the School of Interpreters) was set up in Beijing in 1862. In addition to training translators and interpreters of Western languages, and later teaching Western sciences, Tongwen Guan also published works introducing Western knowledge …show more content…

The important decrees in relation to education included the establishment of a system of modern schools, the abolition of bagu wen 八股文 (the eight-legged essays) in the examinations, the introduction of short, practical essays upon subjects suitable to modern needs and conditions, and the dispatch of young Manchus abroad for a western education (Ren, 1936, 1974, pp. 325 – 326). However, the reform was short-lived and suppressed by the Empress Dowager Cixi in September 1898. The outbreak of the Boxer Uprising in 1900 further disrupted educational reforms. After putting down the rebellion, the Empress Dowager Cixi was forced to resume educational and governmental reforms under the pressure of public opinion. The first significant reform decree was issued in January 1901. It demanded all officials at home and abroad to investigate western methods of governing and report their findings within two months. Zhang Zhidong and Liu Kunyi (1830 – 1902), Viceroy of Liang Jiang , submitted three memorials that formed the basis for the subsequent reforming decrees. The first memorial was on education. According to Zhang and Liu, the most efficient and effective means to make a “self-strong” nation included: 1) establishing modern literary and military schools; 2) changing and improving literary examinations; 3) abolishing military examinations; 4) encouraging students to go abroad (Shu, 1933, 1990, vol. 1, pp. 77 – 94. Trans. by Teng & Fairbank, 1967, pp. 197 –

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