Study On The Student Strikes Due To In-school Contradictions In The Later Part Of Bei Yang Government (1919-1927)

During the later part of the BeiYang Government's ruling period (1919-1927), student strikes, taking a frequent occurrence due to in-school contradictions, had become a great concern for the society in general and the education circle in particular even at that time. This paper aims to derive an appropriate standpoint to interpret and appraise this kind of student strikes by combing the history of those strikes, looking into the reasons behind, proposing a principle to understand these phenomena, and based upon all of these making a critical analysis of their effects, positive and negative alike.The paper has four chapters altogether:Chapter one (The Preface) reviews researches on student strikes and draws a distinction between student strikes caused by social conflicts and those resulted from in-school contradictions. On this basis, it defines the object of this research.Chapter two (A Summary Description of Student Strikes) traces the development of student strikes, discusses their likelihood in various schools, and identifies their different forms with the ultimate purpose to present an overview of the student strikes in this period.Chapter three (A Causal Analysis of Student Strikes) discusses the reasons behind the frequent occurrence of student strikes from two aspects: the student and the education circle.Chapter four (A Historical Reexamination of Student Strikes) offers a critical analysis of several viewpoints looking at the student strike at that time. It then clarifies the principle to understand these phenomena, summarizing the student strike's positive and negative effect, and excavating the time factors that the phenomenon of student strikes represents.This research mainly explicates the following points: First, corruptions in education circles, insufficiency of educational funds, chaos of the education administration, and frequent educational reforms brewed all that were needed to trigger student strikes, while the student's ideological liberation movement, just like the "catalyst", helped turn the potential school contradicts into the reality. Second, because different schools had different contradictories of their own and because students could not consider and treatthings properly occasionally, the cause, the process, and the result varied from one strike to another. Consequently, it is necessary to follow the principle: Concrete question, concrete analysis when addressing the issue of student strikes. Third, student strike directly reflected various problems in the education circle. However, many education problems had in-depth social reasons, and some of them might be directly due to certain social problems. Similarly, student strikes cast back the image of the students at that time. From this perspective, the student strikes initiated by the school contradictories was not only one of the education circle' problems, but also a special product of that time.