目次

Introduction.- Chapter 1 Flexible Borderline: Beijing Female Normal School in 1917.- 1.1 Inside and Outside of the “Red Building”.- 1.2 The Initiating of Reorganization.- 1.3 Early Campus: Objectives, Curricula, Teaching Faculty, and Management System.- Chapter 2 Diversified Traditions: Early education life of female individuals.- 2.1 Seeking for a “New Identity of Female”: Cheng Junying’s Story.- 2.2 The Inheritance and Continuity of Talented Women Tradition: Feng Shulan’s Early Experience.- 2.3 Alienation with Tradition: Lu Yin’s Childhood Life.- Chapter 3 Education Future Plagued by Academic Conflicts: Beijing Female Higher Normal College during May 4th Movement.- 3.1 Academic Challenge of “Chinese Ancient Learning School” and Redirection of Chinese Literature Education.- 3.2 Uprising of New Intellectuals and the Establishment of Academic Education System.- Chapter 4 Seeking for and Recognizing the New Identity: Female Individual’s Transmutation and Rebirth.- 4.1 The Attachment to Classic of Poetry and Scholars’ Identity.- 4.2 Reorganizing National Heritage to Recreate Civilization.- 4.3 The New Literature Trailblazer.- Chapter 5 Scholars and Academia: Female Individuals’ Long Journeys for Gentry.- 5.1 Creation and Teaching: Lu Yin’s Harsh Life and Her Holding Fast to Dreams.- 5.2 Being a Student and Being a Teacher: Feng Yuanjun’s Advanced Study and Acquirement.- 5.3 Learning and Teaching: Cheng Junying’s Vicissitude and Persistence.- Conclusion.- Appendix 1 Brief Development of Beijing Female Higher Normal University.- Appendix 2 List of Main Works of Lu Yin, Feng Yuanjun and Cheng Junying.- Appendix 2.1 Main Works of Lu Yin.- Appendix 2.2 Main Works of Feng Yuanjun.- Appendix 2.3 Main Works of Cheng Junying.- Bibliography.- Postscript.