| Summary: | 碩士 === 國立花蓮教育大學 === 鄉土文化學系碩士班 === 96 === While the national government was busy with the War of Resistance Against the Japanese and the Civil War in the beginning of the Republic Era, the cultural establishments were then neglected. However, the development in education was worth mentioning, which, was mainly the contribution of overseas Chinese. Building up schools was the part that overseas Chinese invest the most. Most of the schools in Kinmen were donated by overseas Chinese, some even relied totally on their fund to construct and manage the schools.
Among other schools donated by overseas Chinese, Chushan Primary School was known for its scale and well-organized system, and, it was the only one in Kinmen which entirely depended on the investment from overseas Chinese to run the school. Moreover, based on the well-preserved monthly "Shining" published by alumnus association of Chushan Primary School, which recorded the social background at that time in Kinmen thoroughly, was a meaningful and valuable representative in the research of the Overseas Chinese Remittance to schools.
The purpose of this essay is to discuss the role of Chushan Primary School in the period of building schools by overseas Chinese. In the later stage of Ching Dynasty and the beginning of the Republic of China, the weakness of culture and education was caused by the inability and shortage of economic support under the chaotic political situation. The overseas Chinese who donated affordable money as the foundation of the renaissance of education, regarding setting up schools as their responsibility, shouldered the educational undertaking which could influence the fate of a country.
The development of Chushan Primary School can be a model of building schools sponsored by overseas Chinese in the early Republic Era. What we see from the story of the Hsueh who worked hard overseas is that they do not spend their private property to satisfy their own deeds selfishly, on the contrary, they were willing to fund the descendants of Kinmen, expecting them to have a promising future. There was a trend of donating and setting up schools by overseas Chinese under such a prerequisite. People’s memories of these stories have been faded away over time; nevertheless, it is the significant process of the progress of Kinmen.
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