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In a few years, however, the assimilation model was replaced with more practical educational objectives. Chinese students were then allowed to pursue their formal study beyond the traditional elementary phase. This was a major alteration in the Japanese colonial educational policy, which recognized the concept of education as an end in itself rather than purely a means toward political and cultural assimilation. 30 Middle Education in the Middle Kingdom A dual system of education was eventually established in Taiwan during the era of Japanese administration.

That is, should the Japanese-administered school emphasize Japanese language and culture over academic and skill courses that could lead to the students’ self-betterment? In this context, Yosaburo Takekoshi, in his important 1907 study, stated: Our educational authorities were confronted with a difficulty which they did not know how to avoid. Should they give the people a practical scientific education and thus enable them to better themselves, have more comfortable homes, and make more money; or should they give such an education as would assimilate them with us Japanese?

Fascinating landscapes, including fertile fields, green valleys, rugged mountains that dominate the central part of the island, white beaches, and offshore islets, are on view in Taiwan to those willing to seek them out. However, the island’s natural features pale beside the society’s most precious treasure, the kindness, generosity, intellect, and creativity of the Chinese population—values that make possible an educational system that synthesizes Confucian idealism, Deweyan practicality, and modern Western methodologies and technology.

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