KatePL

QUESTION: ** To what extent did Chiang Kai-shek implement the Principle of People’s Livelihood in the period 1928-1937? ** During the Nationalist Decade, from 1928-1937, Chiang Kai-shek began to implement the Principle of People’s Livelihood, but not to a great extent. **good** Chiang Kai-shek attempted the third stage of his predecessors ‘Three People’s Principles’ which was initiated by Sun Yat Sen. Chiang remained loyal for the most part to these three principles in order to sustain the support of the people of China who followed Sun Yat Sen. The Principle of People’s Livelihood aimed to improve China in areas of transport, communication, finance, industry, education and peasantry. T**his is a great start. You perhaps could outline where he DID not fulfill the promise**

J.K. Fairbank’s opinion of Chiang Kai-shek’s government is, ‘the most modern government China has ever known’. Although a large group (find better word choices) would differ from this point of view, this was one of the reasons Chiang Kai-shek put forward in order to improve China industrially and in their transportation system. In order to provide for the continuous modernizing state, Kai-shek initiated the plan to create the Guangzhou-Hankou railway which was completed by 1936. During the time that China went under construction in terms of highways and railways, the lengths of these systems inflated from 8000-13 000km of track and 1000-115 703km of highways. With all this new production and change nothing was used to assist the people of China. Chiang Kai-shek was a military man and will always remain as one through his reign over China. This is emphasised by his decision to use these transportation systems for military use only, as part of his aim to move China into a more Fascist state of mind. During this decade trade increased and as a result industrialization expanded at the rate of 6% per year. At first glance, industrialization of China seemed to be secure for all of China. Although, this is not the case and in fact imports used in the modern industrialization of China was only occurring in coastal cities and was not assisting those in rural areas and the domestic economy, which made up 70% of China’s population.

China was altered economically in that the traditional currency of various states transformed into a silver dollar which became common for all of China. Eventually in 1935, four banks generated a paper currency, also known as fa-pi. These four banks include the Central Bank which was in control of currency stability, Bank of China which looked after foreign exchange, Farmers Bank which was in charge of land mortgages and Bank of Communication which governed the domestic industry. Even though China began to improve slightly financially, there was a downfall due to the government’s own financial difficulties almost resulting in recession for the poor. Other factors that contributed to the decline of China’s economy was an 87% increase of the expenses spent on the army, forcing the villagers to go without flour and salt, and instead continue paying the taxes in order to keep the government afloat and for the rich people to collect interest on their bonds. As Douglas Paaur states in his view of the Nationalist Decade, it is ‘little more than a continuance of economic stagnation’. With actions like this occurring during Chiang’s rule, it is clear that Kai-shek was not following Sun Yat Sen’s Principle of People’s Livelihood as the majority of the vast population began to recognize.

As a means of sticking to Guomindang’s initial principles of national unity, Chiang used the education of the people to fulfill the goal of unifying all of China from rural to city based areas. Kai-shek executed the rule of making the national language compulsory tom make it possible for all citizens to understand what is occurring in China. Even though the aim of education was to put all Chinese civilians on common ground where education is concerned, this was not entirely fulfilled as opportunities was not distributed evenly. In total, 545 207 people enrolled into secondary education out of a total of 450 million people. In relevance to tertiary studies, scientific and technical areas did increase by 50% by 1953 when encouraged by the government to move away from literary studies. Although, those who graduated from these academic courses did not contribute to the improvement of rural areas, but instead chose to live in central urban areas. Consequently, there was an effort made to improve China, but there was little improvement of resources provided to schools and of educational opportunities for those who lived in rural areas, which made up a majority of the population.


 * This is fantastic. You have used your historian's perspective well. I am impressed by your level of detail. At times your language tone changes from formal to informal and this should be avoided.**

-Caitlin
 * I thought this was really well-written, with extensive historical detail and explanation. I also liked how it was written so succinctly, with a balanced thesis (which made it easier to convince the reader of its truth). Although, I agree - perhaps formalise some of your phrases. But otherwise, Great essay! **