Chapter I Early Taiwan and the Development of Taiwan
Section 1 Prehistoric Culture in Taiwan and Fujian
Section 2 Taiwan in Historical Records before the Ming Dynasty
Section 3 Residents of Taiwan
Section 4 Zheng Chenggong's Expulsion of Dutch Colonists and Rule of Taiwan
Chapter 2 The Prefecture of Taiwan in the Early and Mid-Qing Dynasty
Section 1 Emperor Kangxi Unifies Taiwan
Section 2 The Policy of Rule in the Early Qing Dynasty
Section 3 Characteristics of the Immigrant Community
Chapter 3 Establishment of Taiwan Province and Its Development
Section 1 Invasion of Foreign Powers and Policy Shift of the Qing Court
Section 2 Establishment of Taiwan Province, an Important Step for Defending the Southeast
Chapter 4 Cession of Taiwan and the Colonial Rule during the Japanese Occupation
Section 1 The Sino-Japanese War of 1894-1895 and Taiwan's Forced Cession
Section 2 Establishment of Office of Taiwan Governor- general and Early Japanese Colonial Rule
Section 3 Colonial Rule after Civil Officials Were Placed at the Helm
Section 4 July 7 Incident of 1937, Full-scale War against Japanese Aggression and Their Impact on Taiwan
Chapter 5 Retrocession of Taiwan and Restoration and Exercise of Chinese Sovereignty
Section 1 End of Japanese Occupation and Return of Taiwan to China
Section 2 Chinese Government's Takeover and Reconstruction of Taiwan
Section 3 The February 28 Incident of 1947
Section 4 National Government's Measures to Address Public Grievances and Social Conflicts in Taiwan
Chapter 6 Chiang Kai-shek's Rule and Economic and Social Conditions of Taiwan
Section 1 Party Reform and Previous Plenary Sessions
Section 2 Strengthening of Dictatorship under the Guise of'Constitutionalism'
Section 3 US Taiwan Policy and Two Taiwan Straits Crises
Section 4 Economic Development and Land Reform
Section 5 Social Conditions
Chapter 7 Economic Take-off and Social Evolution of Taiwan under Chiang Ching-kuo's Administration Section 1 Taiwan in a Critical Situation during 1970-80s
Section 2 Chiang Ching-kuo's Two 'Political Reforms'
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Chapter 8 Emerging of'Taiwan Independence' Movement and Situation of Taiwan Society
Chapter 9 Development of Cross-Straits Economic and Trade Relations
Chapter 10 Taiwan's Culture and Education
Index
Postscript of the English Edition
and taught them English and French, as well as geography, history,mapping, math, physics and chemistry at school.1 Meanwhile, he also hired Chinese teachers to "teach the students Chinese language and the other lessons, while the students are all given an official bursary, adding up to over 10,000 taels." All these measures were adopted to foster people with a good understanding of modern science and diplomacy for Taiwan.By 1891, more 60 students had been trained, "very effective, with Taiwan's education renovated,''2 as commended by Lian Heng. In 1890,the Telegraph School was established in Tataocheng, and 18 outstanding students were selected from the Western School and had them transferred to the Telegraph School, to be trained for the Cable & Wireless Bureau as telecommunications technicians. Small as the two schools were, they turend out to be the cradles of Taiwan's new social elite, hence their significance.
At the same time, Liu Mingchuan also paid great attention to the education and enlightenment of the native islanders. From 1887, he established in succession the Nanzaijiaoman Aboriginal School, Luanda Community Aboriginal School, Dakekan Aboriginal School, Hengchun County Free School and Dingpobuwu Village Aboriginal School. In April 1890, he founded an aboriginal school in Taipei. These schools took in children of aboriginal families, taught them Han Chinese language,arithmetics, speaking Mandarin, the Taiwan dialect of Han language, and Han Chinese etiquette--skills required by elite members and interpreters of the native aborigines. For instance, the Taipei Aboriginal School often organized contacts between their students and the Han people to learn about Han customs. From time to time, Liu Mingchuan inspected the Taipei Aboriginal School, checking the students' homework and offering generous rewards for those who did excellent jobs, such as conferring on the top ones the title of "Aboriginal Scholar."
