[
    {
        "id": 216235,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-2002",
        "page_number": 534,
        "title": "RAS-2002",
        "content_text": "468\n\nSolly's book is a pleasant coffee-table read and quite humorous in places. The best aspect of it, for me, is the collection of early photographs. Some are well known, others are unusual and interesting - particularly of spectacular buildings long since demolished (critics would say destroyed). Solly's preservational instincts come through strongly here, an issue on which we are decidedly of the same mind.\n\nPETER HALLIDAY\n\nThe Development of Education in Hong Kong\n\n1841-1897\n\nGillian Bickley, The Development of Education In Hong Kong. 1841-1897, as Revealed by the Early Education Reports of the Hong Kong Government, 1848-1896, Hong Kong: Proverse Hong Kong, 633 pages, with a Preface by Edward Ho, a Foreword by Matthew Cheung, an Introduction by Ruth Hayhoe and a Commentary by Verner Bickley. From the Preface: 'Following the return of Hong Kong to China, there has been increasing interest in Hong Kong's heritage. There is also increasing interest in the history of Hong Kong. The Development of Education in Hong Kong, 1841-1897. as Revealed by the Early Education Reports of the Hong Kong Government, 1848-1896 is a contribution towards the conservation and understanding of one aspect of Hong Kong's heritage while also providing a resource for the study of Hong Kong history. This book, sponsored by the Council of the Lord Wilson Heritage Trust, presents as part of Hong Kong's heritage the official record of the early educational work of the British Hong Kong administration, in place from 1841 to 1897. The Reports now published together in sequence, corrected and edited, for the first time, give insight into the development of Hong Kong society, particularly of course its educational system and the administration of education, but also the relationships between and among the different groups of people living in Hong Kong, with their varying aspirations and different ways of living and thinking.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-2002.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/mp4901278",
        "rank": 0
    },
    {
        "id": 216256,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-2003",
        "page_number": 15,
        "title": "RAS-2003",
        "content_text": "NOTES AND QUERIES\n\nPhotos from the HKBRAS trip to Canton, October, 2003..... 163\n\nHKBRAS visit to Macau on 26th October 2003 to see an exhibition of George Smirnoff's watercolours of Macau 183\n\nMichael Gillam - The making of Cornell Plant the pilot 185\n\nDavid Mahoney - The history of the Belilios Star: Hong Kong's own life-saving medal .... 201\n\nKeith Stevens - Yet another angle on the Chinese Labour Corps in France, 1918\n\nDan Waters - The Middlesex (\"Tyndareus') Stone\n\nBOOK REVIEWS 205\n\n... 207\n\nFull Circle: A Life with Hong Kong and China, Ruth Hayhoe, Introduction by Mark Bray and Ora Kwo, Comparative Education Research Centre, The University of Hong Kong, Hong Kong, 2004 (reviewed by Gillian Bickley) 213\n\nThe Silk Road, Art and History, Jonathan Tucker, Philip Wilson Publishers, 2003 (reviewed by Elizabeth Teather)....... 217\n\nOBITUARY\n\nIan Diamond, 1924-2004 XV 225\n\nPage 15\n\nPage 16",
        "txt_file_path": "txt/dfo323lmgvd/RAS-2003.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/2v242g390",
        "rank": 0
    },
    {
        "id": 216502,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-2003",
        "page_number": 261,
        "title": "RAS-2003",
        "content_text": "213\n\nBOOK REVIEWS\n\nFull Circle: A Life with Hong Kong and China\n\nRuth Hayhoe\n\nIntroduction by Mark Bray and Ora Kwo\n\nComparative Education Research Centre, The University of Hong Kong\n\nHong Kong, 200\n\nISBN 962 8093 31,2\n\n276pp.\n\nHK$200/US$32\n\nFew westerners in history have become as knowledgeably inculturated into respect for China and Chinese ways as Ruth Hayhoe has, or achieved her high level of trilingual Chinese skills.\n\nCenturies ago, the Jesuits adopted Chinese ways in order to convert China to Roman Catholicism. Some wore Chinese clothes and traveled in state like Confucian scholar-administrators, borne in palanquins preceded by attendants carrying their books. In the end, the Roman hierarchy thought they had gone too far, and the Order was suppressed.\n\nHayhoe wears the occasional mandarin collar, has written or edited several books and numerous articles, which could well be borne in state, and for just over four years, as a senior member of the educational hierarchy, enjoyed an official car in Hong Kong. But her avowed purpose is sometimes the opposite of that which compelled the Jesuits in the past. She wishes to bring Chinese knowledge (pp. 126, 251) -- and 'Asian ways of knowing' (pp. 20, 239) -- to the rest of the world. At other times, she looks for an equal balance; for, ‘an ideal set of relations between China and western countries, characterised by mutuality and ordered around the values of autonomy, equity, solidarity and participation.' (p. 117)\n\nThis Autobiography gives a description of how Hayhoe's inculturation took place and also expresses the illumination she found when writing this account of selected strata of her life. Although she tells us that when she left Canada for her first visit to Hong Kong, in June 1967, 'China meant nearly nothing to me' (p. 64), elsewhere she explains that, as she wrote this book, she came to feel that all her",
        "txt_file_path": "txt/dfo323lmgvd/RAS-2003.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/2v242g390",
        "rank": 0
    },
    {
        "id": 216503,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-2003",
        "page_number": 262,
        "title": "RAS-2003",
        "content_text": "214\n\nprevious life had led her to the Directorship of the Hong Kong Institute of Education, the first person to hold the post after the Government of Great Britain returned Hong Kong to Mainland China on 30 June 1997.\n\n'I had come to love Chinese people and culture with a passion, yet over the years I always felt like a guest, honoured and cared for, but never fully accepted within Chinese society. In a way, this was inevitable, given China's socialist system and the kinds of roles I had played in China. Now, however, the government and people of a Hong Kong returned to China had entrusted me with leading the institution responsible for preparing teachers for their schools... It was an awesome responsibility and an honour that made me know, deep within myself, that I was now one of them. Somehow I had been searching for that acceptance all of my life.' (pp. 238-239)\n\nWith Full Circle as a teaser, I look forward to the Biography, which might perhaps suggest that Hayhoe's desire to speak out (even apparently for others) is a product of her previous membership, through her family, of the Christian Exclusive Plymouth Brethren, where women had (and possibly still have?) no voice (p. 59). It might suggest that Hayhoe's embrace of the notional worldwide university and its ordered enclosed ways derives from at the same time as it is an escape from -- the narrow discipline that the Brethren imposed on her early life.\n\n——\n\nIn the meantime, we have this Autobiography; and it is compelling and inspirational reading. The first edition of Full Circle is bound to sell out quickly. Perhaps the publishers will then take the opportunity to pay attention to the couple of dozen editorial lapses, including one on the book jacket. If possible, it would be good to enhance the already useful index to reflect Hayhoe's feelings and thoughts, as well as to indicate some themes; and also, the addition of a bibliography and List of Illustrations would do the book better service. Some errors of fact could also be corrected.\n\n-\n\nwas not\n\nFor example, the Hong Kong Institute of Education -- Hayhoe considers her position there as the apogee of her career to date created out of 'five traditional teachers colleges' (pp. 208, 211, 227), but was constituted of four Colleges of Education and the much newer Institute of Language in Education, the latter established and staffed at a higher academic level than the Colleges. In fact, the Institute formed the",
        "txt_file_path": "txt/dfo323lmgvd/RAS-2003.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/2v242g390",
        "rank": 0
    },
    {
        "id": 216504,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-2003",
        "page_number": 263,
        "title": "RAS-2003",
        "content_text": "215\n\nbasis of the 'School for Language in Education' (p. 229) that she mentions as the first of the Schools formed in the Institute of Education.\n\nIt is not true that the British Hong Kong Administration considered that knowledge and use of the Chinese language were not necessary to their work in Hong Kong (p. 244). From the beginning, there was considerable consciousness of the need for Chinese Language skills, and considerable effort was made to provide for appointees who would study the language and also, whenever pragmatically possible, to appoint persons who had studied Chinese already. At the time of the return of Hong Kong to Mainland China, westerners in the Administrative Service and the Police Force were still required to have or to acquire these skills.\n\n——\n\nIt is not true that 'the policy of mother tongue instruction' (i.e. the policy of using the mother tongue as the medium of instruction) in Hong Kong was ‘introduced only in 1997' (p. 244). The policy had been in place for decades, but in the face of parents' and teachers' objections, the British Administration had judged it inappropriate to do more than highly recommend compliance.\n\nIntroducing her earlier book, the highly-commended China's Universities, 1895-1995, Hayhoe explains (new edition of 1999, p. xiv) that her objective is to tell a story, not a history, and she admits that, while she had conducted hundreds of interviews with well-informed, relevant witnesses, she had not burrowed in the archives as a historian needs to do. To some extent her Autobiography seems to have followed a similar method and to be based on the same assumptions. For this, however, she did have the inestimable treasure of all her letters home to her Mother, written twice-weekly in her early years away, and handed over to Hayhoe not quite six years after her Mother's death. -- Her own diary, unfortunately, Hayhoe lost during a move. -- But she also had her early, unpublished creative writing, written in 1970s Hong Kong and the 'torrent' of her published academic writing.\n\nWhether writing history or story, however, a mind trained by a Classical education to operate like a steel trap (Full Circle, p.196) can lead to discomfort for its owner as well as for others if the facts it bases its operation on are not scrupulously correct. An exclusive or very heavy reliance on oral history (China's Universities, op. cit., p.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-2003.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/2v242g390",
        "rank": 0
    },
    {
        "id": 216505,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-2003",
        "page_number": 264,
        "title": "RAS-2003",
        "content_text": "216\n\nxiv), even on such a large scale, is, when applied to this type of content, this reviewer feels, deeply unacademic; surprising in a person passionate for knowledge, as Hayhoe characterizes herself. The views of an interviewer, seeking information, must surely be formed on a selective and not necessarily adequate basis, determined by those s/he succeeds in meeting, as well as by those who seek or succeed in gaining access to him/her: the likelihood of unconscious political influence, of some type and at some level, seems strong. Compelling though Hayhoe's story, views and conclusions may be, based on such evidence as she found satisfactory, readers may wish to have access to other evidence before they take them on board themselves.\n\nHayhoe is a charming, friendly and helpful person of considerable and unusual accomplishments and achievements, with the highest distinction in the field of comparative education. Personally and as a repository of her own and others' experience and knowledge, she has been described as a \"treasure\" (back cover, China's Universities, quoting from East/West Education). She has done us all a service in writing this story of her life, reminding us indirectly, by what she describes as her experience in writing it, of Plato's presentation of Socrates' defence, The unexamined life is not worth living.\n\nFull Circle is well written, with admirable stylistic coherence echoing the overwhelming connections that Hayhoe sees, looking back, in her life itself. There is a broad cast of characters, including a sprinkling of saints, and a few admitted demons. Hayhoe frequently expresses the value she has gained from many mentors, many of them women. What she tells us here of her path in life can, in one way or another, mentor us all.\n\nIndirectly and directly, Hayhoe presents herself as a person ready to give her all to a grand intellectual cause, but preferably to a spiritual objective or to a combination of spiritual and intellectual missions. With the perceptions described in Full Circle behind her, and still only fifty-eight years old, what will Hayhoe's life be now? Many readers will be eager to see, not only the next volume of her autobiography, but the next acts of her life. Has she found, 'the new vision for the next stage of her life' (p. 18), which she tells us she sought through writing this book? Will she be offered a role in, fostering a global dialogue across civilizations'? (p. 194) Will she have a further significant",
        "txt_file_path": "txt/dfo323lmgvd/RAS-2003.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/2v242g390",
        "rank": 0
    },
    {
        "id": 216506,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-2003",
        "page_number": 265,
        "title": "RAS-2003",
        "content_text": "217\n\nopportunity to turn knowledge into action? (pp. 138, 131) Will China reaffirm her feeling of acceptance by offering her some new task? Whatever the case, readers of this book, impressed by Ruth Hayhoe's sincerity and passion, will all, surely, wish the writer of this revealing autobiography all things good.\n\nGILLIAN BICKLEY\n\nJonathan Tucker, The Silk Road, Art and History, 2003. Philip Wilson Publishers, 7 Deane House, 27 Greenwood Place, London NW5 1LB. ISBN 0 85667 546 6. 391pp, index, bibliography, maps, 437 plates.\n\nWhy is the term 'the Silk Road' so evocative? Is it because it can be seen as a metaphor for the passage of human history in all its magnificence, cruelty and sheer grit? The patterns of trade that flourished for about fifteen hundred years along the eight thousand kilometre network of routes known today as the Silk Road can be dated back to the time of the Han Emperor Wudi (reigned 141-87 BCE). For strategic reasons, Wudi wanted to set up an alliance against the nomadic Xiongnu tribes with the Yuezhi, who had settled in the area centred on the Hindu Kush. After more than ten years, Zhang Qian, his first emissary to the Yuezhi, brought back news of lands to the far west, but it was hearing of the magnificent 'blood sweating horses' of Ferghana that made Wudi determined to establish links with Central Asia. In 101 BCE a Chinese army reached Ferghana, seized many horses and established suzerainty - much contested, however, for the next few centuries - over territory as far west as the Pamirs. The routes that opened up between China and the West became known as the Silk Road, and they were to become the main land artery along which travelled not only traded goods but also the ideas and technology of east and west.\n\nThose who used the Silk Road were driven by the search for profit, enlightenment, conquest, refuge, by missionary zeal, or by curiosity about exotic lands. Their quests faced the contingencies of physical calamities, for the regions they traversed were, and remain, prone to floods, droughts, storms, extremes of heat and cold, and earthquakes. It is likely that along it, too, from the east, came the Black Death, which brought calamity to medieval Europe.\n\nWhere travellers paused to rest arose tiny places such as forts and",
        "txt_file_path": "txt/dfo323lmgvd/RAS-2003.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/2v242g390",
        "rank": 0
    }
]