179
The case of O Soey-cheong illustrates the predicament of the student in a missionary school. The conditions of enrolment obligated him to remain in school until his course of study was completed. At the same time he was dependent upon the school for his food, clothing, and lodging. If he was accepted as a theological student, he received, in addition, a cash allowance. By that time, as an advanced student, he had acquired a fair mastery of English, sufficient to qualify him for a larger income if he would leave his studies and use his language ability in business or as an interpreter.
This is what most of the students did. It was a discouraging development for teachers who had set out to train religious workers for the Chinese church.
YOUNG A-CHICK'S EARLY SCHOOL DAYS
When the gold fever affected the students in the schools in Hongkong and Canton, their principals had to use persuasion and diplomacy to keep their older students from joining the exodus to California and Australia.
On the other hand, some of their graduates were sent overseas with the blessings of their former teachers. Armed with letters of introduction, they were able to establish contacts outside the Chinese community. One of these students was Tong Mow-chee, known in his school days as A-chick. He was a former pupil of the Morrison Education Society School and of St Paul's College.
Before describing his departure from Hongkong and his rise to leadership in the Chinese community in California, we shall relate his experiences as a schoolboy in Macau and Hongkong and as an interpreter in Shanghai and Hongkong.
Tong A-chick was the eldest of three brothers. Their family home was Tong Ka, a village in the Heung Shan District (now Chung Shan) not far from Macau. The harbour upon which the village was located was the opium ship anchorage at Cumsingmoon.
When the Morrison Education Society School was opened in
179
The case of O Soey-cheong illustrates the predicament of the student in a missionary school. The conditions of enrolment obli- gated him to remain in school until his course of study was com- pleted. At the same time he was dependent upon the school for his food, clothing and lodging. If he was accepted as a theological student he received in addition a cash allowance. By that time, as an advanced student, he had acquired a fair mastery of English, sufficient to qualify him for a larger income if he would leave his studies and use his language ability in business or as an interpreter.
This is what most of the students did. It was a discouraging development for teachers who had set out to train religious work- ers for the Chinese church.
YOUNG A-CHICK'S EARLY SCHOOL DAYS
When the gold fever affected the students in the schools in Hongkong and Canton, their principals had to use persuasion and diplomacy to keep their older students from joining the exodus to California and Australia.
On the other hand, some of their graduates were sent overseas with the blessings of their former teachers. Armed with letters of introduction they were able to establish contacts outside the Chi- nese community. One of these students was Tong Mow-chee, known in his school days as A-chick. He was a former pupil of the Morrison Education Society School and of St Paul's College.
Before describing his departure from Hongkong and his rise to leadership in the Chinese community in California, we shall relate his experiences as a schoolboy in Macau and Hongkong and as an interpreter in Shanghai and Hongkong.
Tong A-chick was the eldest of three brothers. Their family home was Tong Ka, a village in the Heung Shan District (now Chung Shan) not far from Macau, The harbour upon which the village was located was the opium ship anchorage at Cumsing-
moon.
When the Morrison Education Society School was opened in
No comments yet.
Private notes are available after approval.