sole source of learning. The direct experience gained by the stu- dents and teachers from doing and teaching was the principal fac- tor in the learning process. Therefore, he stressed in his theory of "Living Education that "the child should be allowed to do whatever he can, think what he will, and discover his own world" and that "nature and society are living materials of our learning" as against the conventional way of rote learning and teaching.
Professor Chen's goal for the development of child education in China was not confined to the setting up training institutes and kindergartens. He wanted to reach all children in China. Be- tween 1937-39 during the war of resistance against Japanese ag- gression, he did a lot of work in mass education in Shanghai, in- cluding education of refugee children, war waifs, newsboys and or- phans. He also worked to popularize Romanization of the Chinese language so as to wipe illiteracy. He saw in children the future of China. Therefore, he deemed it of utmost importance to bring up a generation of young people who were sound physically, in- tellectually, morally and aesthetically. Out of his ardent love for the children of China and this aspiration, he published in Au- gust, 1935 the article, "Declared Wishes" in which, he stated: *All children in China, rich or poor, clever or retarded, should have the chance to be educated and develop their abilities", "All handicapped children in China should be given. particular education they need to become useful to and win respect from society", "All parents in China should understand the psychology of their child- ren and the importance of modern infant education". But it was not until the founding of the People's Republic of China, that his wishes could gradually come true.
The late Professor Chen wrote many volumes totalling some four million words that remain an important part of child education theory in China. There are many societies and groups in various places of China studying and doing research on his theory and practice. It is agreed that Professor Chen's educational works are still useful and of practical value to the reform and development of child education in China today.
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