
564 NATIONALIST CHINA, I937-I945
Universities also joined the migration
to
the interior. Since they had
been the fountainhead of opposition to Japanese imperialism, the Japanese
army wreaked a special vengeance upon them. On 29 July 1937 Japanese
planes bombed Nankai University
in
Tientsin. The next day, Japanese
artillery pummelled the remains of the campus. Finally, using kerosene,
they set flames to the ruins in order to complete the destruction of this
anti-Japanese centre. Tsing-hua University in Peiping was first systemati-
cally stripped by Japanese looters, and then its buildings were converted
into
a
barracks, hospital, bar, brothel and stables for the imperial army.
Other universities,
in
Shanghai, Nanking, Wuhan and Canton, were
repeatedly bombed.
37
Students and professors became
a
part
of
the tide
of
refugees
to
the
interior. By late 1939, only six of the universities, colleges and vocational
schools originally in Japanese-occupied territory remained there. Of the
rest, fully fifty-two educational institutions had fled into the interior, while
twenty-five took refuge in the foreign concessions or Hong Kong. Those
that joined the exodus to the west sometimes had to travel 2—3,000 miles
before finding a wartime haven. Three of China's most noted universities
(Tsing-hua, Peita and Nankai),
for
example, first fled
to
Changsha
in
Hunan, where they established
a
joint campus.
By
February 1938,
however,
the
students and faculty
had to
move again, this time
to
Kunming, the capital of Yunnan. One group went by rail and ship by
way of Canton and Hanoi. The second group, consisting of 257 students
and eleven professors, trekked over a thousand miles, mostly on foot,
to
the new campus.
The war exacted a heavy toll on the educational establishment. Seventeen
institutions had been forced
to
close; thousands
of
youths had their
education halted. Some students, of course, stayed at home, but hundreds
of others joined the Nationalist army
or
the Communist guerrillas,
or
participated
in
troop entertainment
or
nursing corps. For those who
continued their studies, conditions in the refugee universities were often
wretched. There were severe shortages of textbooks, library materials and
scientific apparatus. Professors frequently had lost their lecture notes and
other reference materials. Both students and professors, too, found living
conditions harsh. Temples, ancestral halls
or
mud-and-wattle huts were
ch'ang-k'uang ch'ien-Ch'uan chien-shu' (Summary account
of
the move
of
privately-owned
factories and mining
to
Szechwan during the war),
Ssu-ctiuan wen-bsien
(Records of Szechwan),
62(1 Oct. 1967), 4-7; Freyn,
Free China's
New
Deal,
42-3; Edgar Snow,
The
battle for Asia, 149;
Barbara W. Tuchman, Stilwelland
the American experience
in
China,
rfri-jj, 184.
" On education during the war, see Hubert Freyn,
Chinese education
in the war; William P. Fenn,
The effect
of
the Japanese invasion on higher education
in
China; John Israel, 'Southwest Associated
University: survival as an ultimate value', and Ou Tsuin-chen',
'
Education in wartime China',
both in Paul K. T. Sih, ed.
Nationalist
China.
Cambridge Histories Online © Cambridge University Press, 2008