★教僑華 真三第張八第 日十初月九年未已歷
WAH
1980
c/ Introduction of stricter disciplines for civil
中學會考試題預習專欄
servants. Measures to
歷史
(三)
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History (3)
Philip Y. L. Woo
The different measures of
the Hundred Day Reform werë in fact decrees issued by the Kuang-hsu Emperor in Peking. They therefore were just paper instructions of good intention but with little consideration given to whether or not could be put into practice. It's always, after all, easy to say something than actually doing it. The reformers around Kuang-hsu, notably K'ang Yu-wei and Liang Chi-ch'ao, were young, inexperienced and had never had enjoyed political power before. It was just a sense of mission and a deep patriotic feeling that moved them into reform action, although we must admit that the reform movement as a whole (which K'ang and Liang helped lead from 1895-1898) gave them opportunities for advancement to positions of political power in the end. Just for 103 days, however. The provinces at least most of them - paid little or even no attention to the decrees. It was a funny situation, where the Emperor in effect kept telling his subject officials what to do and those officials sat stolidly with their eyes wide-open. In the end, after 3 months or so, the Empress Dowager, who had the real power, stepped forth from behind the scene, imprisoned the Emperor and prosecuted the young reformers. No doubt the reform measures were just intention, not detailed and well-worked-out plans.
Before we turn to the reasons for the failure of the Preform, let us take a look at
the reform measures first.
i. Education
a/ Abolition of the
'eight-legged essay') in the Civil Service Examinations. Introduction of a new syllabus based on current political and economic problems. .b/ Abolition of swordsman-
ship and marksmanship in the military examinations. Introduction of a new syllabus based on a knowledge of modern military tactics.
c/ Opening of a special
examination on political economy.
d/ Establishment of an
Imperial University in Peking. Founding of a medical school under it. e/ Establishment of primary
and secondary schools in the provinces for the study of both Chinese and West- ern subjects. Changes of traditional private schools into modern government schools. Change of Buddhist temples into public schools.
f/ Publication of an official
newspaper.
1. Government adminstration
a/ Abolition of sinecure posts (jobs with a salary but - involving no work) and unnecessary offices, including the governor- ships of a few provinces. b/ Appointment of
progressive-minded officials in government.
check corruption.
KIU YAT PO
d/ Improvement in adminstra- tive efficiency by removing
delays and by developing
a new, simplified
administrative procedure. Creation of 12 new Ministries to replace the old 6 Boards (traditionally repondsible for top government administration in Peking).
e/ Encouragement of reform suggestions from private citizens.
iii. Military reform
a/ Reorganization and
modernization of the army. b/ Founding of militia forces (part-time soldiers for local self-defence).
iv. Economic reform
a/ Promotion of railway
construction.
b/ Promotion of agricultural, -industrial and commercial
developments. Founding of banks.
c/ Encouragement of
- inventions. d/ Preparation of a
government budget.
v. Others
al Visits to foreign countries
by high officials.
b/ Improvement and
simplification of law codes. As we have pointed out, K'ang and Liang were scholars inexperienced in the art of administration and did not understand the corrupt nature of the Ch'ing government, just like a group of young, green and fresh university graduates who are given the chance to run the Hong Kong government. They sure had much ideal and theory to talk about, but when it came to actual administra- tion, they failed to appreciate the tremendous difficulties waiting for them when carrying out the reform measures.
What were the tremendous difficulties? Why did most of the reform measures' remain just on paper and were not actively carried out?
First, the reforms
violated much of Chinese
tradition. When administration
was modernized, political
tradition was changed, and conservatives thus raised their objections. More importantly, the reforms threatened the self-interests of many people, who therefore opposed them so as to safe- guard themselves. The very fact that K'ang and Liang were Chinese, for example, meant that the reforms were thought out by Chinese and thus logically for the benefit of Chinese at least the Manchus thought. It's perhaps comparable to a group of .' Chinese politicians demanding great changes be made to the Hong Kong government but who are viewed with suspicion by British officials. In the final analysis, this is of course not comparable in the Hong Kong context.
More specifically, the intended abolition of the Eight-legged essay and the changes to be made to the. entire educational system would ruin the future of Chinese scholars who had for years been trained in the art of the examination. It's like telling all Hong Kong Form-5 students one month before the Cert. exam. that all subjects to be examined will be changed and brand new subjects like martial art are introduced with effect Immedi-
報日僑華二期里 日十三月十年九七九一公年八十六國民蘸中
ately. Likewise, the abolition
of sinecure posts and the attack on corruption angered many officials. One is remind- ed of the demonstration against the ICAC by policemen a few years ago. (It's perhaps not comparable too). When young, progressive-minded scholars were appointed to the government, old, corrupt and die-hard officials felt being endangered in their positions. The young scholars might not really be progressive-minded, just as the old officials might not all be corrupt. But self-interest everyone has. What would members of the Legislative Council feel if we young men one day suddenly find ourselves replacing them? You may ask: Which is which? Was it the violation of Chinese tradition,
or the violation of many people's self-interest, that caused wide spread opposition to reform. It certainly was both. But more logically, many people whose self-interest was threatened made use of the slogan that Chinese tradition was violated as an excuse to oppose the reform.
Surely the reformers were without effective political power to effect the reforms, and this explained why the reform attempt failed. But the same can be said conversely: it was the Empress Dowager's powerful, conservative position that crippled the reform from the start. The failure of the Hundred Day Reform illustrates how intention
would only remain as intention with- out power to back up. Its significance, however, lies not only on the introduction and popularity of western ideas on reform in Ch'ing China, but
also on the powerful stronghold of conservatism and vested self-interest that resisted
changes of any kind.
1980
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ECONOMICS (3)
Primary, secondary and ter- tirary production and their relationship.
1. Production
Production is defined as an activity directed to the satisfaction of human
wants.
Expenditure
Producers
Goods & Services
Services
of Factors
-Income -
Consumers
Producers are the firms or business units.which or- ganize the production activí-- tles in providing goods and services for consumption or further production. They, are also the employers of the four factors of product- ion.
The main object of pro- duction is to satisfy human wants directly or indirectly. Production may involve changes in form, time, place and property of natural
resources.
Production can be graphically illustrated as below:
Entrepreneur
Land
Capital
Labour
Production
Goods &
process
Services
2. Goods and Services
Input:
Factors of production
Output:
Goods which are used for consumption and the satisfaction of wants are known as consumer goods, such as pencil, drink, etc.
Goods which are used for further production or used as inputs for the production of other goods or services are known as producer goods. For exemple, machinery and equipment are producer goods.
Services are the intangible commodities which are often consumed at the same time when they are produced. For example, the services of the musicians, entertainers, doctors and hairdressers are ali services.
3. Stages of production
Usually, the production of a commodity can be a series of connceted activities which are carried out by stage's.
In each stage, the value
of the product is, added and
the utility of the product
manufactured in every stage
will be increased.
Therefore, production also can be defined as the value- adding activity at various stage.
Stages of production can be classified as three: primary, secondary and tertiary production,
4. Primary production:
It is the first stage of production. It is concerned with the extraction of raw materials from the nature. Usually it is the earliest form of production. People involved in the primary production are called primary producers such as farmers, fishermen, etc. The products of primary production are called primary products, or primary goods. They are made to satisfy people's wants directly or provide raw materials that make further stages of production possible.
5. Secondary production
It is the second stage or production, which is concerned with the manu- facturing of goods in all industries. It transforms raw materials and parts, with the help of machinery
and equipment, into semi- finished or-finished products. The products of this stage are called secondary products. They consists of consumer goods and producer goods. The people involved in the secondary
production are known as secondary producers.
6. Tertiary production
It refers to the provision of services which meet the demand of consumers or the need for distribution services. There are three kinds of services: commer-
cial services, social and
community services, and personal services.
1980
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Additional Mathematics (3)
Exercise 2: Surds,
Square roots.
Worked Examples:
+ B/C
1. Express in the form A+ by rationalising the
deuomiustor:
2+tan30° 2-tauĵ0" Solution:- 2+ts 30°
2-tau30°
2+73 2/3+1 2/3-1
25
(2/3+1)(2/3+1)
12/3-12/341)
1204/3+1 (2/3)2- 13+4/3 12-1
4
*
1/3 AD.
2. Find the square root of
18-12/2
Salution:-
Let /18-12/2 - ±(/x-/y), Squaring both sides,
18-12/2 = x+y=2/xy
x+y
B 18
2/xy - 12/2
➡xy *
(1) and (2) give: x(18-x) = 72
2
x -18x+72 0
(x-12)(x-6). = 0
(1)
72 ..(2)
x = 12 or 6
y = 6 or 12
18-12/2 ±(/12-/6)
3. Solve the equation
4x+8-2x-3 2 Solution:-
Transposing one member
- to the other side.
2+2/x-3
4x+8
Squaring both sides,
4x+8 **. 4+8/x-3+4(x-3)
.*. 16 -
2.
8/x-3
Squaring both sides again,
4 = *-3
I - 7
Exercise:
Ans.
1. Express the following in
the form A + B/C by rationalising the
denominators:
(a)
1+c0845°
1-cos45°.
(b)
5/3-3/5
275-73
(c) 11/3
(/3-1))
2. Find the square root of
the following: (a) 3/3 + 2/6
(b) 12 -
6/3
(c) 1+/1-a
3. Solve the following
equatione:
E
12y+a
(m) 2/y-3 +/4y+5 = 17 (b) (y +√y+2a 4. Evaluate
4. Evaluate
1
if Zy