In 1872, the Qing Dynasty launched a grand plan to select 120 young children to study in the United States. This decision was undoubtedly a bold exploration at the time.
In the middle of the 19th century, the Qing Dynasty experienced two disastrous defeats in the Opium War, which made Zeng Guofan, Li Hongzhang and a group of enlightened ** deeply feel that the Chinese nation is facing an unprecedented crisis.
They realized that only by learning from the advanced technology and knowledge of the West can China hope to get out of the predicament of backwardness. They firmly believe that only by sending the younger generation to learn from the West can China hope to become strong.
This idea gradually matured in their hearts, and they finally decided to propose to the emperor to study abroad.
Zeng Guofan once said to Li Hongzhang: "Today's China is not the same as in the past, if it does not change the law and become self-reliant, it may be difficult to survive." ”
Li Hongzhang responded: "However, the way to change the law must foresee the trend of the world. Western learning is what the world needs. ”
Within the Qing Dynasty, there was a fierce debate over whether or not to learn from the West. Conservatives believe that learning from the West will shake the foundations of the country, while enlightened people are convinced that this is the only way out.
Against this backdrop, Zeng and Li Hongzhang jointly drafted a memo detailing the necessity and urgency of sending students and emphasizing that this is the key to the country's future development.
This memo was submitted to the ruler of the time, Emperor Tongzhi. Although Emperor Tongzhi was young, with the assistance of the Empress Dowager Cixi, he had a sense of the critical situation of the country. After carefully reading the recital, he expressed his support and said: "I deeply feel that the general trend of the world may be able to set a precedent for a while. ”
Subsequently, after the accession of Emperor Guangxu, this plan was further promoted. Although Emperor Guangxu was young, he had great ambitions, and he believed: "Learning foreign technology is really the foundation of the revitalization of China." With the strong support of Emperor Guangxu, this plan was officially implemented.
Rong Hong, as a pioneer of study abroad education in modern China, played a vital role in this process.
He proposed a detailed study abroad plan to ** and actively participated in the selection and training of students.
Thanks to his efforts, the selection and preparation of the first batch of international students were carried out in an orderly manner.
In the 1870s, the Qing Dynasty finally decided to implement an unprecedented plan: it was estimated that it would cost 1.2 million taels to send 120 young children to study in the United States in four batches.
The germination of this policy decision stemmed from Zeng Guofan, Li Hongzhang and others' deep understanding of the international situation and far-reaching consideration for the future.
Their proposal was supported by Emperor Tongzhi and Emperor Guangxu, and thus began the prelude to official study abroad in China.
During the selection process, in order to ensure that the children sent to the United States have basic education and a good family background, a series of strict selection criteria have been established: they must be between the ages of 12 and 15, have a solid family background, be in good health, pass the exam, and need to prepare for one year.
However, even so, it was not easy to recruit enough children in the social environment of the time.
Widespread conservatism and fear of the West have led many families to refuse to allow their children to cross the oceans.
There are even rumors that "foreigners will eat their children alive".
Under these circumstances, Yung Wing set up a preparatory school in Shanghai to recruit students from the public, and began to publicize it a year ago in an effort to convince parents.
All these efforts have finally borne fruit. In the summer of 1872, the first group of 30 young children in the United States set out on a journey to the United States. Most of these young children come from the coastal areas of Guangdong and Jiangsu and Zhejiang, where there are more merchant families and are more open and receptive to new ideas.
When their parents signed the letter of willingness for their children to study abroad, their hearts were undoubtedly full of apprehension and expectation.
They know that this is not only a long-distance trip for their children, but also a bold collision of cultures, and the beginning of China's integration with the world.
This is the first officially organized study abroad program in China's history, marking an important step in China's opening up to the West. The departure of the children not only represents a change in their personal destiny, but also symbolizes the hopes and dreams of the whole country for the future.
The children were housed in 54 American families, mostly in Connecticut and Massachusetts.
Their lives were suddenly turned upside down, from what they ate and how they dressed to what they said. The toddlers soon began their learning life.
Despite initially facing the language barrier, they adapted to their new environment at an astonishing pace, becoming top students in their schools, and their academic performance and performance amazed Americans.
In 1876, on the occasion of the centenary of the founding of the United States, Philadelphia hosted the World's Fair.
This is a big stage to showcase the scientific and technological and cultural achievements of all countries in the world. Representatives of China's business community, such as Li Gui and others, also visited.
It is worth mentioning that there is a special area for the expo to showcase the learning achievements of international students from all over the world.
The exhibits of Chinese young students studying in the United States are particularly eye-catching, as they demonstrate their learning achievements in science, mathematics, literature, and other fields, as well as their understanding and integration of American culture.
In the field of science, the toddlers presented the results of their experiments in physics and chemistry.
One of the eye-catching exhibits is an intricate model of a small steam engine, made by the students.
This model not only demonstrates their understanding of Western mechanical principles, but also demonstrates their hands-on ability and innovative spirit.
In mathematics, they demonstrate complex geometry and solutions to mathematical problems.
These works not only demonstrate their solid foundation in mathematical theory, but also their problem-solving skills.
On the literary side, they exhibited their own English short stories** and poems.
These works are full of observations and understandings of American culture, while also incorporating elements of traditional Chinese culture.
A young child's short story** tells a story of the fusion of Chinese and American cultures, which is very popular with visitors.
In addition to these academic exhibits, the toddlers demonstrated their immersion into American culture.
They exhibited their participation in traditional American festivals and their daily lives in American schools.
These exhibits vividly illustrate their achievements not only academically, but also culturally.
These exhibits are not only a summary of their study and life in the United States, but also the best proof of their courage to go abroad and take on new knowledge and cultural challenges.
In this international arena, these children from the East have won the praise and respect of many for their ingenuity and hard work.
They not only learned Western scientific and technological knowledge, but also learned Western ways of thinking and lifestyle through personal experience. Their success has not only earned them honor, but also earned China respect internationally.
However, the good start didn't last long.
After Chinese young children in the United States showed outstanding learning results at the Philadelphia World Expo, a political storm is brewing within Beijing's Qing Dynasty.
This turmoil stems from a deep misunderstanding and opposition to Western culture and education, especially the strong resistance of conservatives to Westernized education.
Conservatives hold deep-seated prejudices against the Western world.
They believe that although the West is advanced in science and technology, its culture and values may erode China's traditional moral and social order.
A conservative minister once made a generous statement at the court meeting: "Although Western learning can build boats and cannons, its learning is perverse and unusual, and cannot be used by our Qing Dynasty!"”
In addition, some conservatives** also spread rumors, claiming that international students have learned many bad habits in the United States, such as cutting off braids, wearing Western clothes, and even believing in foreign religions, which seriously violates traditional Chinese culture.
They even suspect that international students may become a potential threat to the world, and they are worried that they will be influenced by Western political thought, thus threatening the security of the Qing Dynasty.
In 1881, conservative pressure reached its zenith. Although there are some ** and intellectuals who support the study abroad program, believing it as China's only chance to catch up with the West, their voices are insignificant in the face of strong opposition from conservatives.
In the end, with the support of the Empress Dowager Cixi and some high-ranking **, the conservatives succeeded in convincing Emperor Guangxu to make the decision to recall all the children who studied in the United States.
After the decision was made, the fate of the young children in the United States took a dramatic turn.
Many of them are at a watershed moment in their lives, some are about to enter university, and some are already showing extraordinary talents in science and technology. This sudden order brought their dreams and efforts to an abrupt halt.
The recall decision was carried out quickly and decisively.
In 1881, these young children were recalled home, and their education was interrupted, and many failed to complete their education in the United States.
Their return has not been warmly welcomed as expected, but instead faces the challenge of readjusting to their home country and the uncertain future ahead.
When these young children were forced to return to China in 1881, their respective fates went in very different directions.
Zhan Tianyou is the most well-known of these international students. He studied civil engineering at Yale University, where he successfully completed his studies.
After returning to China, Zhan Tianyou devoted himself to railway construction and became a pioneer of China's modern railway industry.
His most famous accomplishment was the design and supervision of the construction of the Beijing-Zhangjiakou Railway, the first railway in China designed and constructed entirely by the Chinese.
Unlike Zhan's success, many international students return home without finding a job that suits their skills and knowledge.
For example, Huang Zhongliang, who studied mining engineering in the United States, has worked in various institutions since returning to China, but often struggles to make the most of the expertise he has gained from studying in the United States.
Although he later played a role in the construction of the railroad, his talent was not fully exploited compared to his potential when he was in the United States.
Another international student, Wang Fengjiao, had an even more bumpy experience.
He originally studied civil engineering in the United States, but after returning to China, he was assigned to the Tianjin Beiyang Naval Academy and did not engage in work related to his major.
Although he later worked as a teaching assistant at the Sailor Academy, his career was very different from his experience in the United States.
There are also some international students who choose to go abroad again, such as Lu Yongquan and Li Guipan. They were not reconciled to Qing**'s arrangement and decided to return to the United States to continue their studies.
After graduating from Yale University, Lu Yongquan went on to study at Lehigh University, where he eventually contributed to the exchange between China and the United States in the field of diplomacy.
Li Guipan, on the other hand, gave up the opportunity to study law in Tianjin, and chose to study technology at Lehigh University in the United States and run a tea business in New York.
The different fates of these international students reflected the complexity of Chinese society and the difficulty of change at that time.
Their stories not only reveal the challenges faced by international students when they returned to China, but also reflect the ambivalence of late Qing China in accepting Western technology and culture.
This period of history is a chapter that cannot be ignored in the process of China's modernization, with both the glory of success and the shadow of setbacks.
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