The Brain Drain and Revolution in the Late 19th and Early 20th Century China

While under the rule of the Emperor Qianlong, China’s foreign policy and trade was beginning to unfold and open up to Europe. Qianlong, however, still maintained a strict and regulated administration of all foreign trade and foreign ability to exist within China. “ It is true that Europeans, in the service of the dynasty, have been permitted to live at Peking, but they are compelled to adopt Chinese dress, they are strictly confined to their own precincts and are never permitted to return home.” All outside interactions with China could only be permitted if ‘in the

China has changed in certain ways and remained the same in others from the early Golden Ages to the late 1900s. China has experienced a series of cultural and political transformations, shaping the lives of many Chinese citizens. Culturally, the country’s art and literature hardly changed for almost eight hundred years. Along with their culture, China remained politically the same from the beginning of the Golden Ages all the way until the 1800s. On the other hand, China’s government and society were restructured after new leaders took over. From a monarch to total communism, China’s society had a multitude of new ideas and policies they had to adapt to.

This had led to British completely outmuscling the Chinese with their far superior technology, as well as forcing the Chinese into a treaty that opened up numerous ports in China, allowed Westerners to move to China, as well as pay reparations to the British. This utter defeat showed the Chinese that they needed to adapt, and our second document, a map forecasting the partition of China amongst various nations, showed them that they needed to make those changes quick. All of this led to arguments between groups who felt China needed to self-strengthen and those who feared the increasing influence of Western ideals that could be brought on by learning more about the West in order to better defend against it. This is shown in our third document on self-strengtheners, such as Feng Guifen who argues for youths to be taught in Western languages and sciences in order to best defend against them. This document shows further the nationalism within China, as well as the importance of traditions, ideals, and values, as both sides argue their points based on protecting them from Western

Chapter 19 Study Guide, Internal Troubles, External Threats: China, the Ottoman Empire, and Japan, 1800-1914, Study Guide (Original: pp. 559-586; With Sources: pp. 877-903)

For the last several decades China and Japan have both risen as superpowers and dominated the Pacific. Japan during the 1980s had the “economic miracle”, however it had a recession in the 1990s that set Japan back. As China becomes a rising superpower due to growing populations and cheap labor and, while Japan remains a “fragile superpower” because of the lack of resources and ageing population both nations will continue to grow, or will China become another fallen communist nation and will the tiger of the Pacific come to a roaring halt? Ever since the Four Humiliations in 1839 China was in desperate need to modernize and change many aspects of its government if it wanted to keep up with the ever-changing world.

The Qing dynasty (1916-1912) is the last imperial dynasty of China, it was consider as the most powerful country during the “golden age” ruled by Kang Xi and Qian Long, and it has over 400 million population and has the 1st ranked GDP in the world at the moment. The Qing has the supreme power at the time and has the significant influence in East Asian. However, the collapse of the Qing Dynasty made a humiliate history of China. The Qing dynasty doesn't fall suddenly, and the collapse of Qing is not just simply because domestic revolution and alien invasion. The failure of the Qing government is worthy to study, we need to take a deep step and explore the root cause of the collapse of Qing.

During the late 1800s both China and Japan were suffering from unequal treaties, poverty, civil unrest, and lack of modern technology. Both countries knew that reform was necessary in order to prevent further chaos, but the way each country approached reform varied. China’s attempts to reform were rather unsuccessful, while on the hand japans reforms succeeded in unifying the nation and undoing the unequal treaty system. The reforms that took place in both countries were very complex in nature and received both praise and condemnation from their respective peoples. The reforms goals were to both modernize the countries while at the same time keep traditional values.

Each country has its own kind of education, and education always plays an important role in affecting students’ life and study on many aspects. Having received ten years of education in China and two years of education in the U.S. I would like to compare and contrast a few significant aspects of these two different kinds of educations. Knowing that no two education systems are the same, the differences between American education and Chinese education allow countries to take the essence and discard the dross through learning from each other so as to improve their own current education systems.

Ho-fung Hung’s work attempts to reconcile the widespread expectation that China’s rise would lead to a fundamental change in the global status quo with the observed fact that China has become increasingly connected to and one with the global status quo. To do this, he must first examine China’s rise and prove that it upholds the global status quo, and further must look into the origins of China’s rise, going back to the 13th century, to understand why this rise seemingly changed so little about the global world order.

By the middle of the 19th Century, Western powers were turning their eyes to Asia and beginning to put their plans for expansion into place in earnest. At that point China was under the rule of the Qing government, which intended to extend the existing tributary system to the West. It comprised a strongly Sino-centric world view that tolerated trade and diplomatic relations with other states on the condition that they acknowledged Chinese authority. To put it in the words of June Grasso in Modernization and Revolution in China, “China was the centre of the world; all the peripheral states held inferior positions . . . any state wishing to establish relations . . . first had to fit itself into what was known as the tribute system (Grasso, 1991).” In return, the subordinate states would be allowed a fair degree of independence in terms of their economic governance and foreign relations. Those closest to China, in what was known as the Sinic Zone, would receive protection from China when invaded or afflicted by natural disasters. This system allowed for both a high degree of regional stability and economic development and for China to maintain its position as the dominant authority, essentially because all participants benefited from it to some degree. It was naturally in China’s interest to have subordinate states under its control, but it was also in the states’ interests to be under Chinese control – and the closer, the better.

The 19th century had sparked a time period of bloody revolution, social and political reform, and both economic and financial problems for China. Though the cause of many of these problems could be rooted to internal conflict, foreign influence on Chinese ways proved to be disastrous. During the early 19th century the population was growing, the economy seemed stable and generally people seemed content with China’s economic progress. However these feelings of success would soon end as overpopulation would cause widespread poverty and famine. At that point in time China’s rulers had been Manchu; the Qing dynasty had been in rule but even its

The differences that exist between the Chinese and American education systems are great and obvious. However, some of these differences don’t play to the strengths of the representative country. American schools allow for greater freedom of movement and choice, while Chinese schools decide the “what”, “where”, and “how” of educational circumstance for the students (Bush, tony, and Qiang Haiyan). These differences in structure should lead to a greater educational standard being held by China, but that isn’t always the case. This paper will examine the differences in education system in the two countries and show that the Chinese system, while

China came to realise that it was no longer at the centre of the world after being invaded multiple times by ‘barbarians’ from the outside who were stronger and possessed an intimidatingly sturdy culture and religion which threatened the Chinese culture and world order (Zhimin, 2005:38). China felt threatened and took to nationalism as a non-Chinese solution to the survival of China (Zhimin, 2005:38). However, “Chinese nationalism was a modern idea, seeping in from Europe. It was bolstered by the resentment of European imperialists, with their own ignorant and ruthless

Along with Prince Gong’s active role in ‘seeking to improve China’s diplomatic relations and advance the military’11, the dominant leaders of modernization sought to ‘take the foreigners as their teachers and models; then they may come to the same level and be their equals; finally they may move ahead and surpass them’. Their ideas were supported by a number of provincial governors and scholar-officials who began to ‘seek out an effective path for reform’12. These efforts would become known as the Self-Strengthening Movement. The leading theorist of the movement was the scholar-official Feng Guifen who believed in order to ‘strengthen the Qing state, traditional Confucian culture and institutions must be preserved’ and ‘supplemented by Western weapons and technological learning’. Although the reforms proposed modernization, a cultural change was needed for it to truly be in effect. With the establishment of the Ministry of Foreign Affairs (Zongli Yamen), Zeng advised to send students to Western countries for technical training and in result a mission was sent to the United States of America the following year. However after a few years the students were instructed to return to China claiming that they spent to much time on Western learning and not enough on their Chinese studies. Although, the officials most likely feared that the students were ‘learning democratic or republican ideas’13

1900s China saw a century of fluctuating development and progress, which is recognised through various political, economic and social changes. The early division of the period encountered some change for the country yet this was not as significant as the latter change in which China’s political landscape metamorphosed into one of total contrast to the former. Foreign intervention was of course a reason and usually the root cause for the changes that occurred, particularly in the first half of the century until 1962 whereby there were still some minor influences by the foreigners but other factors seemed to have caused these later changes. It could be deduced that yes, foreign powers did have a significant influence over the transformation