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The first part of the paper briefly reviews the teaching of area studies within the last generation, noting that Chinese studies have markedly increased. The second part discusses forces operating on social studies teachers today which quite naturally relate to area studies. These include calls for teachers to change their technique from expository to inquiry teaching; the numerous arrays of kinds of materials from which teachers must choose; pressures to teach new content areas but lack of training to carry it out; and the number of complex societal changes now in progress. Specific problems facing classroom teachers as they attempt to teach Chinese studies are identified. The major portion of the paper provides ten alternatives to typical suggestions on how to improve teaching about China. These alternatives differ from the usual suggestions in that they emphasize supplementing and/or using existing resources rather than beginning anew, and make inservice and preservice training available locally. Alternatives focus on topics dealing with a survey of the field; exchanges and visits; developing a newsletter; resource centers; inservice and preservice training; activities at teachers meetings; evaluating teaching materials; preparing new teacher materials; and checking with teachers and students to verify what they wish to know about China. Appendices are included. ED 065 402 is a related document. (SJM)

The Occasional Paper is intended as a resource document and is designed to provide teachers of Asian studies with an authoritative study of education in the People's Republic of China from 1949 to 1969 where educational effort focuses upon the needs of society rather than the individual. The first twenty years of the history of the People's Republic of China is categorized in terms of six distinct periods of educational reforms. Each of these six periods is analyzed by Dr. S. M. Hu according to its political emphases, educational policy and curriculum trends. The first period of 1949 to 1952 was a consolidation of the regime built, the second period of 1953 to 1957 concentrated on the Five-Year Plan with strong Soviet influence, the third period of 1958 to 1959 impressed the world with the movement of communes and the "Great Leap Forward," the fourth period of 1960 to 1963 proceeded cautiously with a "retrenchment" program, the fifth period of 1964 to 1965 marked by a sharp two-line Party struggle, and the sixth period of 1966 to 1969 alarmed the world with the "Great Cultural Revolution" which means to prepare a new breed of generation. (Author)

A model is used to provide a framework for secondary teachers of intercultural studies who wish to compare and contrast developing nations and, further, to identify characteristics of the nature of the society to determine the nations' modernity. Although C. E. Black's model is general, i.e. it applies to all countries, the author applies this model specifically to the countries of China and Japan. Black examines a society's entrance into a modern era by using categories of intellectual, political, economics, social, and psychological revolutions. Students can not only adapt this system of comparison, but can go further and investigate the leadership of a modernizing society, analyzing the thrust of such impact through examination of four steps: the challenge of modernity, the consolidation of modernizing leadership, economic and social transformation, and the integration of society. A brief description of Black's seven patterns of modernization conclude the paper. (SJM)

Two possible approaches for teaching Asian studies at the elementary level are provided in this teaching guide. Focus is upon presenting selected, crucial aspects of Indian and Chinese culture to students who then compare cultural differences and likenesses. Cognitive and affective objectives are incorporated into the curriculum and, moreover, a paradigm for measuring cognitive and emphatic understanding of significant elements of Chinese and Indian cultures provides the teacher with an index of the degree of success or failure of this approach. The unit on China employs case studies of Chinese communities through which students study the physical setting, real life, and the ideal life of a Chinese community. Students are introduced to the rural and urban subcontinent in the unit on India by planning a vicarious trip to India in which each student begins to investigate what he takes along the trip as an insight into his own culture. Each unit suggests appropriate concepts to be developed, an outline of content, and a variety of instructional activities. A bibliography is included describing available, multi media materials on China, India, and Asia. (SJM)

Air pollution in Tajimi city and Kasahara town, where many china factories are located, was observed by the filter paper method at 15 observation points from June, 1964 to May, 1965. In Tajimi city and in Kasahara town, 256 and 131 china factories exist, respectively, and heavy oil is used in most of these factories as fuel. From the results of this investigation, it was shown that sulfur oxide values in agricultural area were the lowest, 0.02-0.22 mg SO3/day/100 cm2 paper, and in commercial and industrial area, the values were 0.04-0.72, and 0.05-0.68 mg SO3/day/100 cm2 paper respectively. Sulfur oxide values were the lowest in September and October, but were the highest in November, December and January. Nitrogen dioxide values at these observation points were comparatively high, 0.01-0.09 mg NO2/day/100 cm2 paper, and increased in winter, too. Chloride ion values were very low, and fluorine values were relatively low.

It is reported that fluorine is emitted to the atmosphere from various industrial process such as the manufacturing of aluminium, clay bricks, phosphate fertilizers and steel. Fluorine concentration in air of china manufacturing area and in raw materials of china were measured. Alkaline paper method was applied for measuring fluorine in air, and modified distillation method was used for fluorine in raw materials of china. From the results of this investigation, it was shown that fluorine content in green body and glaze of china materials were 3.4-16.3mg/100g, and the content in manufacturing were less than 3mg/100g. More than 90% of fluorine in these raw materials was volatilized by firing in the process of china manufacturing, therefore it was supposed that measurable amounts of fluorine was emitted to the atmosphere in china manufacturing area. Fluorine values in the air in china manufacturing area were 3.1μg/d/100cm2 paper, and these vulues were 4 times as high as the values in Gifu city-commercial city. In the nearest observation point to china factories, the values were 20 times higher than to that in Gifu city. From these results, it was concluded that china manufacturing was the main source of fluorine emission.

'he White Paper on United States relations with China/ released by the State Department on August 5, is the product of many factors. The two most im? portant are the recent debacle of American policy in China, and the conflict between the Department and a critical segment of Congressional, press, and other opinion?largely Republican?as to where the respon? sibility for the debacle lies and what the United States should do next.

WT ALL PAPER may be classified as part of the home furnishings industry, although exceptions set it apart. Consumer distribution is specialized through wholesalers' showrooms, independent retail stores, paint and wall paper chains, and paperhanger direct sales. While department stores carry wall paper, the product more frequently is handled through leased departments than by department stores' own merchandising as in the case of other home furnishings. Differences may be noted also in the historical development of wall paper distribution and in the handling of the product because of the influence of the paperhanger who both sells and applies wall paper. The oldest extant piece of wall paper was removed from Christ's College, Cambridge, England. It dates back to 1509, but a still earlier usage was movable hangings in the fashion of tapestries ordered by Louis XI in France as "painted" scrolls for his palaces. From the fifteenth century to date, wall paper design followed fashions or periods of decoration. In colonial days, wall papers were imported from France, England and China as general articles of American merchandise in the early eighteenth century. In I730, however, wall paper was first offered in rolls. Judging by contemporary advertisements, Plunkett Fleeson of Philadelphia was one of the original American suppliers. In 1790 the John Howell & Son factory was founded in Albany but it was not until 1844 that this mill imported a multiple colorprinting machine in its Philadelphia factory. Today machine-made paper is

Paper is so ubiquitous in our daily lives that it is difficult to imagine effective functioning of our technological society without it. Indeed, we often measure the level of contemporary cultures by the amount of paper consumed. In the United States the amount is more than 500 pounds per capita annually and is rising year by year. The contributions of paper are not without drawbacks: a limited supply of fibrous source materials, problems of air and water pollution in manufacturing processes, and questions of disposal of the paper once it has served its intended purposes. Paper has not always held so important a place in the human economy; the multitude of demands that paper now fills were necessarily satisfied by other materials. It is significant that the earliest use of paper was in written communication. In this, it was preceded by other less-abundant or less-appropriate materials; baked clay tablets in the Near East, sheets of papyrus in the Nile valley, parchment or vellum in the Near East and Europe, cloth or strips of wood and bamboo in China, and sheets of macerated barks in Oceania, Africa, and the early Americas. The word "paper" is used to describe a felted sheet of fibers formed by passing a liquid suspension of the fibers through a fine screen. The liquid drains away to leave a mat of fibers which is removed from the screen and dried. The definition is general. The fibers commonly used are composed chiefly of cellulose, although paper can be and is made from fibers of many other types, including glass, asbestos, wool, metals, and synthetic polymers. The liquid is almost always water, although other liquids can be used. Water is inexpensive and plentiful, and its interaction with cellulose fibers contributes unique properties-in swelling of fibers during mechanical processing and in formation of the paper sheet, and in fiber-to-fiber bonding which occurs as the sheet is dried and which is responsible for the greater part of the mechanical strength of paper. Paper is reported to have been in use in China before the Christian era, although Hou Han Shu (Book of the Second Han Dynasty) credits its invention in A.D. 105 to Ts'ai Lun, who is said to have made sheets of paper from macerated tree bark, hemp waste, old rags, and fishnets [1]. The craft soon spread to Korea and Japan, and found its way into Central Asia and Persia by the routes of the camel caravans. The Arabs began making paper about A.D. 750, and the art spread to Syria, Egypt, and Morocco. The Moors introduced paper into Spain about A.D. 1150. In 1268 a paper mill was established at Fabriano, Italy. Papermaking began in France and Germany in the fourteenth century and in England in the fifteenth. The first American paper mill was established in 1690 near Germantown, Pennsylvania, by William Rittenhouse, a Dutch papermaker. Until the invention of the paper machine, paper was made by a labori

In terms of Western political science or military doctrine it seems somewhat irrational that the leaders of Communist China should refer to great powers as “paper tigers.” It appears even more illogical that they should call atomic bombs “paper tigers,” especially when they themselves place the highest priority on the development of a nuclear capability. Yet, since the first Chinese nuclear explosion on October 16, 1964, the official Communist Press has again referred to the United States, Great Britain and the “revisionists” (both Khrushchev and the present leaders of the Soviet Union) as “paper tigers.” This same metaphor has also been applied to “imperialism” and “all reactionaries,” as well as to nuclear weapons, air-power and sea-power.

Students of Communism are often intrigued by the extremely "militant" line which the Chinese Communist leaders have taken in their international policies since the founding of the Chinese People's Republic in 1949.1 Although a good part of the aggressive policy of Communist China may be explained in traditional terms-the expansionism characteristic of any major nation at the height of its power-I have long entertained the belief that the foreign policy of a totalitarian regime such as Communist China is conditioned to a large extent by its internal problems.2 Yet because of the general inaccessibility of Chinese Communist source materials, the above hypothesis along with others relating to trends and developments on the Chinese mainland has long been impossible to test. On August 5, 1963, however, through the good offices of the U.S. Department of State, some secret Chinese Communist military papers labelled the "Bulletin of Activities," Kung-tso T'ung-hsln, hereafter referred to as K.T.T.H., were released to interested scholars. They have been accurately described as "one of the most important caches of material ever obtained from behind the Bamboo Curtain."3

This paper reports on a 1-year cross-cultural project designed to compare alternative modes of child care and child care programs in Sweden, Israel, and China with those in the United States. Based upon data available in documents pertaining to children, interviews with scholars involved in research on child care programs, and on-site observations at child care settings in Israel, Sweden, and the United States, this paper attempts to formulate a thesis on the kinds of social environments and interpersonal relationships which are most conducive to learning and academic achievement. Data has been compiled and discussed according to three major topics: role of the child, role of the parent, and role of the caretaker. The most general conclusion that can be drawn about the child care systems, in the United States and elsewhere, is that they are not providing enough of the kinds of care children need most. A second observation is that increased attention and concern in the United States should be paid to the discontinuities between our values and our behavior with respect to children. (CS)

This paper consists of three articles: (1) "Chinese Mathematics Revision in Accordance with the Teachings of Mao Tse-tung," which shows that Chinese teachers are making concerted efforts to improve both their teaching and curriculum; (2) "Training of Mathematics Teachers in the People's Republic of China," which describes the training provided for a mathematics teacher at the Shanghai Pedagogical University up to 1966; and (3) "The Chinese Mathematical Olympiads: A Case Study," which covers the period 1956-1964 and includes sample paper sets. (MM)

The multi-media packages on the ethnic groups in Toronto are an attempt to introduce Toronto teachers, especially teachers of English as a second language, to some of the cultures and societies from which their students come. This paper is an introduction to the multi-media package on China. In the preparation of the guide certain themes and issues emerged. These themes and issues became the criteria for the selection of materials in the package and for the emphasis of the paper. The package gives only a sample of Chinese culture; the text is limited to provide a few reference points to encourage further exploration of Chinese culture, history, and society. Divisions in the guide are: China Now, Chinese Immigrants to China, Hong Kong and the Chinese Immigrant, and Chinese Culture. There is a brief list of primary sources used in the preparation of the guide, as well as a list of the contents of the multi-media package which includes books, audio-visual materials, and prints. Related documents are SO 004 349, ED 066 383, and ED 067 332. (OPH)

The existence of adult educational elements in acient India, China, Judea, and Arabia is demonstrated in this paper. Hindu and Buddhist adult education is discussed first, followed by Chinese adult education, Jewish adult education, and Islamic adult education. Conclusions of the study on which this paper reports are: (1) the existence of the human thirst for knowledge is demonstrated anew; (2) the effect of the religio-philosophical bases on the educational systems' workings is shown; (3) the motivating role religion plays in human learning is apparent; (4) small-group methods, personalized instruction, and a friendly learning climate were used in ancient times; (5) the ancient life-cycle could be adapted by modern adult educators to preserve the advantages of detachment and freedom of thought during the senior years; and (6) adult education in the ancient cultures was adjusted to the daily life pattern of the people so that every eligible person would be eligible to participate. From this study, modern adult education can ascertain what a force for peaceful social transformation and individual growth adult education has been and can continue to be. (DB)

The following is the account given by the Triad Society of themselves and of their origin:—The Selús (a Tatar tribe) invaded China, under the reign of Kang-he, (about 1675–79), and greatly disturbed the country. The people were very much alarmed; and the Manchús sent an army to resist the invaders, which was several times defeated without gaining a single advantage. Upon this, an officer named Kwŏ-ting-hwuy returned to the Court to ask for assistance, simply stating, that whilst the enemy were making inroads in the country, there were few soldiers to oppose them, or generals to command; he added, that the troops wanted provision, and that he came to give a representation of the state of things. The Emperor, on receiving the report, instantly called a council, and after some discussion, it was agreed to declare by proclamation, that if any able man would come forward and lead the army into battle, he should receive a present of 10,000 taels and a dukedom. This welcome news reached a monastery in Fokien, where there were above 1200 bonzes, who immediately proceeded to the capital and begged to be admitted to the imperial presence. One of their number was forthwith appointed commander-in-chief, and he successfully routed the Selú army.

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With the publication of these volumes' the Department of State begins its task of revealing the documentary record of the most fateful decade in its history. The initial result is imposing-and formidable: more than 3,oo000 pages record its activity for the single year 1931. What the proportions will be when the documentation for 1941 is eventually reached cannot even be guessed. For detailed summaries of the subjects appearing in the series the reader is referred to the reviews written by the editors themselves and published in the Department of State Bulletin (Vol. XIV, No. 365, June 30, 1946, p. 1129; Vol. XV, No. 387, December 1, 1946, pp. 982 ff.; and ibid., No. 388, December 8, 1946, pp. 1064-1o66). This review will be confined to observations on the record of a few leading issues of the year, notably on the efforts to prevent a European economic collapse and on the evolution of American policy with respect to the Far Eastern crisis. The first of these topics fills 358 pages in Volume I, the second 716 pages in Volume III. Much of the intervening material is routine correspondence, arranged according to country. But following the documents on Manchuria comes an extended section devoted to China and dealing with issues which bear at least in part on the Manchurian problem. Attempts to prevent the European financial collapse of 1931, it will be remembered, focused on the Hoover moratorium, the original suggestion for which seems to have come from certain American bankers, notably from Governor Harrison of the New York Federal Reserve Bank and

Peking's pronouncements in the Sino-Soviet dispute have left the public with an image of a reckless and bellicose Chinese Communist régime. This image has been reinforced by the Soviet Union, which has exaggerated the Chinese statements and their significance to paint an over-simplified contrast between the supposed Chinese addiction to war and Soviet dedication to peace.

China's rulers in 1961 surveyed their shattered dreams and then, with studied self-confidence, hailed the vitality of their revolutionary “mass-line” credo. This resolute re-affirmation of standard principles had a hollow ring, however, and doubts about the “real methods of control” employed during the years of retreat and readjustment coincided with angry charges that the language of the “mass-line” disguised terror and brutality on an appalling scale. In the confusion, fact has until recently seemed entwined irretrievably with propaganda and invective, but now a unique collection of the Kung-tso T'ung-hsun (Bulletin of Activities) makes it possible to disentangle the contradictory methods of control and leadership used in 1961 and to evaluate their widely varied effects in that crucial year.