摘要中國(guó)英語教育源自19世紀(jì)初期來華新教傳教士的義學(xué)活動(dòng)，其中以馬禮遜學(xué)校最具特色。該校開創(chuàng)中國(guó)西式教育的先河，首先引進(jìn)當(dāng)時(shí)西方社會(huì)盛行的教學(xué)方法，開啟了中國(guó)近代教會(huì)教育活動(dòng)的歷史，對(duì)中國(guó)傳統(tǒng)教育融入西方的教育特質(zhì)起到了積極的推動(dòng)作用。本文著重對(duì)其以英語為教學(xué)語言的應(yīng)用型人才培養(yǎng)的教學(xué)模式進(jìn)行深入的探索，以期能為當(dāng)代英語教學(xué)所借鑒。關(guān)鍵詞：馬禮遜學(xué)校；新教傳教士；英語教育AbstractTheEnglisheducationinChinaoriginatedinthefreeeducationinitiatedbytheProtestantstoChinainearly19thcentury,withMorrisonEducationSchoolastheleadingrepresentative.TheschoolwasthefirsttointroduceWesterncurrentteachingmethodsandthuscommencedtheWesterneducationmodeinChina,whichcreatedthehistoryofchurcheducationactivitiesinmodernKeywords:MorrisonEducationSchool；ProtestantMissionary；EnglishTeachingContentsTOC\o"1-3"\h\z1.Introduction 12.HistoricalBackgroundoftheEstablishmentoftheMorrisonEducationSchool 32.1EarlyProtestantmissionaryActivitiesinChina 32.2theRepulsionofChineseTraditionalCultureandEducationtowardChristianityandWesternAcqierement 42.2.1OntheReligiousPolicyofQinAdministration 42.2.2OntheConceptionoftheWorldofChineseAdministrationandthePublic 42.2.3OntheAttitudetowardChristianityofChinesePublic 52.2.4OntheLearningofChineseLanguage 53.EnglishEducationattheMorrisonEducationSchool 63.1EducationGoal 63.2Curriculum 83.3TeachingEthos 93.4OtherAspects 104HistoricalSignificanceofEnglishTeachingattheMorrisonEducationSchool 114.1EstablishtheBasicEnglishTeachingModelinChina 114.2RaisetheThoughtof“SeeingtheWorldwithOpenEyes” 114.3EnlightenmentofComplexTalentCultivatingModel 125.Conclusion 13Acknowledgements 14Bibliography 151.IntroductionTheeducationformattheMorrisonEducationSchoolhasbeenstudiedwidelyathomeandabroad.Somestudies,fromanarrowaspect,havefocusedonacertainfieldoftheeducationatMorrisonEducationSchoolwhileotherresearcheshavepaidattentionstotheentiresocialcircumstanceatthattime,studyingalltheaspectsoftheearlyEnglisheducationinChina.ThisthesisaimstoanalyzethecharacteristicsandhistoricalinfluenceoftheeducationformattheMorrisonEducationSchooltosupplementtheinsignificantanalysesoftheexistingTheexistenceofthisschoolhadtremendouslyaffectedChinesesocietyatthatage,andmoreimportantly,affectedtheentireeducationalsystemofChinasincethenon.TheWesternteachingmodelitbroughtintoChinahadhitthetraditionalmethodsinChinagreatlyandhadaprofoundeffectontheconsequentdevelopmentoftheeducationinChina.Thisiswhatthethesisfocuseson.TheEnglishteachingmodeoftheMorrisonEducationSchoolhasalsoenormouslyaffectedthepresentEnglishteaching.StudyontheEnglishteachingmode,especiallyitsprojecttocultivatemultipletalents,willbenefitourmodernEnglishteachingandlearningmodegreatly.AbetterunderstandingtothepastDuringtheprocessofthethesiswriting,theauthorhasfirstlycollectedasmuchinformationaspossibletoenabletheconsequentstudy.Secondly,theauthorhasinspectedtheexistingmeasuresandconclusionsseriously,comparedandanalyzedviewpointsofotherscholars,seekingcommonpointswhilereservingdifferences.AbetterunderstandingtothedifferentEnglishteachingmodeadoptedbytheMorrisonEducationSchoolwouldbaseonafullunderstandingandanalysisontheinternationalanddomesticsocialbackground.Finally,theauthorhassetupaviewthatascomparewiththeMorrisonEducationSchool,itisnecessarytomakeintrospectionThepaperfirstlymakesawholereviewonthehistoricalbackgroundoftheestablishmentoftheMorrisonEducationSchool,secondlycomparesitsWesterncharacteristicEnglisheducationmodelwiththatofChina,thirdlycentersoncharacteristicsofitsEnglishteachingmodelsincludingtheeducationtarget,curriculumandteachingethos,andlastlysumsupitshistoricalsignificanceandsocialinfluenceontheeducationthenandtheconsequentdevelopmentofChina.2.HistoricalBackgroundoftheEstablishmentoftheMorrisonEducation2.1EarlyProtestantmissionaryActivitiesinChinaAttheearly19thcentury,overseasmissionarybloomedwiththeexpansionofcapitalismforce.ChinathenwasstillunderthebanonmaritimetradeandintercoursewithforeigncountriesandmissionariesofChristianitywerestillforbidden.Manymissionaries,however,actedsecretlyinthecoastalareaunderthecommandsofvariousreligiousorganizations.On4th,September,1807,a25yearoldBritishmissionaryRobertMorrisonarrivedinMacaobyanAmericanmerchantship,inthenameofProtestantLondonMissionarySociety.HeenteredCantonasthefirstmissionarypointedbyLondonMissionarySocietytoexploitnewparishinChina.Forpublicmissionarywasprohibited,hehadtotakeanoccupationasaninterpreterintheBritishEastIndiaCompanyinCanton,learningCantoneseandMandarininsecret,collectinginformationforpreparationsformissionary.In1813,anothermissionaryWilliamMilne(1785-1822)wassenttohelpMorrisonbyLondonMissionarySociety.BecauseofthebanofmissionarybyQinAdministration,theydecidedtofocusfirstlyontheoverseasChineseinSouth-eastAsiaandmakepreparationforthepossiblestretchtoMainlandChina.MorrisonsuggestedtheestablishmentofMalaccaSchoolat1815andhewassupported.TheschoolwasfinallynamedAnglo-ChineseCollegeanditwasfoundon11th,November1818.MilnewasitspresidentandMorrisonwasWiththesignatureoftheTreatyofNankingin1843,BritainoccupiedHongKong.FortheconveniencetopreachandeducateChinese,theschoolmovedtoHongKongin1843andchangeditsnametoAnglo-ChineseTheologicalSeminaryanddisbandedin1856.TheAnglo-ChineseSchoolwassetupoutsideofChina,withitspurposetolearnEnglishandChineseformissionary.ButitwasthefirstnewtypeschoolfacingtocommonChinese.SomeofthegraduatesofthisschoolhadbecomethefirstgroupcomprehendingtheWest.Tothemissionaries,theAnglo-Chineseschoolhadaccumulatedexperienceandtalents,exploitedthewayofrunningschoolsinChinaaftertheOpiumWar.2.2theRepulsionofChineseTraditionalCultureandEducationtowardChristianityandWesternAcqierementMorrison’sarrivalinChinainitializedthemissionaryhistoryofProtestant.MissionariestoChinagainedfewconvertsaftertheyhadpaidhardworkingofseveralyearsandtheirwayseemedtobeextremelydifficult.ThefollowingaresometipsthatexplainthesocialcircumstancefacedbytheWesternmissionarieswhowereresponsibleforcastingtheseedsofChristianityandWesterncontemporarycivilization.2.2.1OntheReligiousPolicyofQinAdministrationBecauseof“AdhesiontoConfucianism”,“IntegrationtoConfucianism”,“andComplementtoConfucianism”policiescreatedbyMatteoRicci?,theenvironmentformissionaryinChinawasrelativelylooseinthelaterMingdynasty.However,thisblessingdisappearedduringcourtsofYongzheng,QianglongandJiaqingwhenseveralstrictbansonmissionarywereenacted.Thebanseffectedsotightlythatforeignmissionariesincertainareaswereunabletopreachtolocalpeopleorallyorliterallyatall.2.2.2OntheConceptionoftheWorldofChineseAdministrationandthePublicTheconceptionoftheworldofChina,anagriculture-orientedcountry,wasrathernarrow.Firstofall,geographicallyspeaking,thepeopleinChinabelievedthattheskywashighupabovetheirheadsandearthwasdownontheirfeet.TheonlygiantlandbetweenskyandearthwasChina.Otherlandsoutofthecentreoftheworldweredesolatedanduncivilized.Thisparochial“self-centered”attitudehadrestrictedpeople’sviewontheoutsideworld.WiththearrivalsoftheWesternmissionariesandmerchantsatthemiddleof16thcentury,contemporarygeographicalknowledgeandconceptsenteredChina,hittingandaffectingacertainpartofthetraditionalgeographicalconceptsandviews.Unfortunately,theworldgeographicalknowledgewasforgottensoonafterthedeathsofsomeenlightenedscholar-bureaucratsasLiZhizao,Xu,Guangqi.PeopleattheeveoftheOpiumWarweremoreignoredtotheotherpartoftheworldthanthoseinlaterMingdynasty.DuetoatraditionalsuperioritycomplexconsideringChinawassuperiorandothercountrieswereinferior,Chinesehadbeenproudofitsnationandculture.Atthemid-lateageofMingdynastyandearlyeraofQindynasty,someenlightenedscholar-bureaucratsabandonedprejudicetowardothercounties,admittingthatWesternscholarshipwaspartiallysuperiortoChinesetraditionsandthosedesolatinglandswerenottotallyprimitivebutcivilizedatsomeextents.Withthereclusivepolicies,peopleonceagaintookthetraditionalgeographicalconceptsandsankthemselvesinthatblandideathatChinawasstillthemostpowerfulcountryintheworld.2.2.3OntheAttitudetowardChristianityofChinesePublicChristianityhadnotbeenacceptedbycommonChinesepeople,becausethemissionariesfacedagiantblock-aChinesetraditionalculturebasedonConfucianismandithadbeendominatingthethoughtofcommonpeopleforthousandsofyears.MissionariessenttoChinainvestigatedtheexistentpubliceducationsystem.TheyfoundtheeffectsofroutinesandconsequenteducationsystemsweretotallyoppositetothetransformationtoChristiantheories,thesamebookcalledPrinciplesofOraclewasusedatschoolsfromenlighteninglevertoseniors,andeveryChildlearntthegoldenrulesofConfucianismanditwasforbiddentoinquireanddoubtaboutthem.Thustheybelievedthatwastheoriginofdemoralizationandbreedofextremeinhospitalitytowardanyseriousreligion.[3]4312.2.4OntheLearningofChineseLanguageMissionarieshadtospendtheirfirstyearsinChinaonlearningChineselanguageandtheyoftengothalftheresultwithtwicetheeffort.PartiallyitwasbecausethatChinesegovernmentmeanttosetblocksontheiraccesstomasterChineselanguage.Anotherreasonwastheylackedwaystolearnit.Totheformer,therewasnoChinesedaringtoteachforeignersattheriskofbeingexecutedasatraitor.Therefore,exceptcertainofficialvisits,allthepubliccontactsweredoubtedandcertainlytherewerenoresponsesfromlocalesquires,neitherweretheirinvitations.Tohaveafriendlycontactwithforeignerswastooriskyandeasytocausedisgrace.SothatcuriositiesandhospitalitieshadnowaytoexpressthemselvesanditwasimpossibleformissionariestocontactwithChinesescholars.Thosescholarswouldnotcontactwiththemissionariesriskily,unlesscoercedbylivinghood.3.EnglishEducationattheMorrisonEducation3.1EducationGoalThefirsteducationgoaloftheMorrisonEducationSchoolwastoestablishliteralcommunicationandexpansionandChristianmissions.ItevolvedintotransformingChinabyWesterneducation.BecauseofthestrictbansonChristianityinChina,Morrisonpurposedat1812toestablishatraininginstitutionatMalaccaservicingEuropeanandnativemissionariesinallthecountrieseasttotheGanges.HethoughtthatitwasnecessarytosetupinIndiaamissionaryheadquarterthatcouldbecoveringtheentireEast-Asiaareaformissionaries,aswellasahigheducationcentreservicingtheentirearea.MilnewhocametoChinaat1813alsoagreedthatItwouldbealongwaytogotopreachtoChinese.ToestablishInOctober1815,MorrisonconfirmedtheshorttermaimofAnglo-ChineseCollegeas“topromoteaharmonyculturalcommunicationbetweenBritainandothercountrieswithChineseastheirmothertongue.”Thefinalaimwas“blessedbyGod,throughthisinstitution,letthelightofscienceandthewillofGodbesprinkledpeacefullyandgraduallytothefareastcountriesandthesun-risingislands.”InOctober,1818,TheIndo-ChineseGleanerannouncedthedual-goaloftheinstitutionasChineselanguageandliteraturecouldbeunderstoodbyEuropeanswhileEnglishandEuropeanliteratureandsciencecouldbeacceptedbythenationseasttotheGangesandwithChineseastheirmothertongue,suchasChina,SoutheastAsia,ChinesevassalcountriesonEastIndianIslands,Ryukyuan,KoreaandJapan.”Thesecondgoalwassimplysummeredaseventually,tohaveagoodeffectonthepeacefulmissionofChristianityandontheprocessofcivilizationsattheEasternHemisphere.(Indo-ChineseGleaner,1817)ThoseProtestantmissionarieswhocametoChinaafter1830hadcompletelynegatedthetraditionaleducationsystem,“Inregardtoitsextent,purposes,means,andresults,itisveryfarfromsupplyingthewantsandnecessitiesofthenation.Innooneparticularisitcomplete;innooneessentialpointisitevenhalfwhatitoughttobe;whileinmanyrespectsitisutterlywanting.…..Andwhilethepresentorderofthingscontinues,thenationnevercanrisefar,ifatall,abovethepointwhichitnowoccupies.InalltheempirethereisnoprincipleorpowerthatcaneffectthechangeswhicharenecessarytoelevatetheChinesetothatrankwhichisheldbythemostfavorednationsofthewest.Wedonotbelievethatisforevertoremaininthelowstatewhichitnowis.….Butthebeneficialchangesmustbeeffectedbysomeforeignagency;oratleast,thefirstimpulseswhichshallleadontothecontemplatedresultsmustbereceivedfromabroad.”Theybelieved“Schoolsareneeded[4]8-9totrainupnativeyouth….Therangewhicheducationheretakesisverynarrow.Readingandwritingoccupytheattentionofthepupilforseveralyears,whiletheartsandsciencesarewhollyneglected…..Buttheprejudicesinfavoroftheclassicsaresodeeplyrooted,thatitwouldbeimprudenttoadoptattheoutsetthisotherwisereasonablemode.Christianbooksmaybereadtogetherwiththenativeworks……Elementaryschools,thoughuseful,arenottheprimeobjectofourendeavor;andthenativeschools,nowexistinginallpartsofthecountry,willrenderassistanceinthispartofthelabor.Itshouldthereforebeourendeavor,toformschoolsforthoseyouthwhoalreadypossessatolerableknowledgeoftheirownlanguage,andinstructthembothinreligionandscience.Themoreelementaryandgeneralknowledgecanbecommunicated,bysomuchthemorewillthegrandobjectbefacilitated.Tothisend,acourseofgeography,generalhistory,physics,&c.,isnotonlytoberecommended,butisnecessary.Withtheaidofthispowerfulweapon,knowledge,prejudiceofeveryformcanbeeffectuallycombated.”[3]564-565TheopeningcelebrationoftheMorrisonEducationSocietyheldon9th,November1836stated,“Education,whenproperlyconducted,embracesthethreegreatbranchesofphysical,intellectual,andmoralculture.Andwhereverthesearewanting,orareinanydefective,there,inthesamedegree,educationwillbedeficientorneglected…..Onlygiveustheopportunity,withamplemeans.Toeducateanentiregenerationofmen,andassurelyasthelawswhichgovernmindremainthesamefromagetoage,sosurelywillweeffectgreaterchangesonmoral,social,andnationalcharacter…….Onthispointwehavethedeclarationofutteringwisdom:Trainupachildinthewayheshouldgo,andwhenheisoldhewillnotdepartfromit.TheonegreatobjectcontemplatedbythisSocietyistheestablishmentandimprovementofschools,inwhichChineseyouthshallbetaughttoreadandwritetheEnglishlanguageinconnectionwiththeirown,bywhichmeansshallbebroughtwithintheirreachalltheinstructionrequisitefortheirbecomingwise,industrious,sober,andvirtuousmembersofsociety,fittedintheirrespectivestationsoflifetodischargewellthedutieswhichtheyowetothemselves,theirkindred,theircountry,andtheirGod.”[5]378-379On27th,September1837,thefirstannualconferenceoftheMorrisonEducationSocietyhadputforwardaneliteeducationplantandconfirmedthedualmissionofeducationinChina.Italsocorrectedthoseexistenteducationerrors,replacingwiththecorrectones.AftertheTreatyofNanking,theeducationsocietydecidedtobenefitpeopleofthiscountrymore,toprovidethemassofChinesemindwith“thevaststoresofwhatevercandelightthetaste,purifytheaffections,expandtheintellect,chastentheimagination,andstrengthenrightprinciples,whichistobefouinEnglishliterature.”[12]619Thus,missionarieshadestablishedtheirgeneraleducationaimsinChinaeventually.ThatwastoreplaceChinesetraditionaleducationsystembyWesterneducationsystem.3.2CurriculumOfEnglishlanguagecurriculum,MorrisonEducationSocietyprescribed:coursesatthisschoolweresetforguidanceofreading,writing,mathematic,geographyandothersubjectsanditwasabilingualeducation.Curriculumwasalsosetaccordingtothelevelsandcharacteristicsofthestudents.WhenRonghongenteredtheschool,ithadcoursesasbasicarithmetic,geographyandEnglish.TheschoolmovedtoHongKongin1842andthecurriculumhadexpandedwiththeageofstudentsandtheenlargementoftheirbasicknowledge,includingastronomy,arithmetic,algebra,geometry,basicmechanics,physiology,geography,history,writing,musicandsoforth.Theeducationsocietyhadalsostressedthatteachingmaterialsmustbethebetter,bothChineseandEnglishisacceptable.Accordingthatregulation,theteachingmaterialsusedbyMorrisonEducationSchoolwereGeographybyParley,AHistoryofBritainbyCheverly,ArithmeticbyGoldenPrimaryEnglishcourseatMorrisonEducationSchoolthenwasnotasimplelanguagecourse,butincludedcontemporarybasicscientificknowledgeasastronomy,geography,history,mathematicandphysiology.ThosecourseswereusingEnglishteachingmaterialsandtaughtbyEnglish.Ononehand,itacceleratedthestudentstomasterlistening,speaking,readingandwritinginEnglish.Ontheotherhand,itexpandedtheknowledgeofstudents.ThestudentslearnedEnglishaswellasscientificknowledge.ItwasauniquecharacteristicofEnglishteachingof3.3TeachingEthosTheAnglo-ChineseCollegestressedteachingandlearningofChineselanguageatitsearlystage,demonstratingitsoriginalprincipletolearnChinese,literature,religionsandphilosophy.AlloftheprincipalsandChineseprofessorswereerudite,suchasDavidGale,hadtranslatedTheFourBooksofConfucianismintoEnglishat1827.HughersucceededuntilhisreturntoBritaininJuly,1832.HewasthefirstprofessorofChineseLanguageofLondonCollege.BesidesBritishmissionaries,theschoolalsoengagedChineseteacherstoteachChineselanguage.TherewereMr.Lee,Mr.ZhuJing,Mr.Rao,Mr.Ran,Mr.GaoandCuiJun.AsMorrisondescribedAlthoughtheMorrisonEducationSchoolexecutedthebilingualeducation,theentireeducationprocesswasobviouslyleanttoEnglishteaching.EnglishteachingenjoyedsuperiorityintheeducationissuesoftheMorrisonEducationSociety.ThathadbeenstatedclearlyintheannouncementoftheTemporaryCommitteeandotherfiles.Mr.Brownhadexecutedthisprinciplefaithfullysincetheestablishmentoftheschool.Intheannuals,BrownandhissuccessorWilliamA.Macyhadexplainedwithlonglengthaboutstudents’Englishlearning,teachingofothersubjectswithEnglishastheirbasiclanguage,andtheresultsgainedbytheirstudents.Englishreading,writingandsomeothercoursesraTotheteachingstaffofMorrisonEducationSchool,exceptBrownwhoknewalitterChinese,theotherswereallnativeEnglishspeakerswithoutanyknowledgeofChinese.Ononehand,itimpelledthestudents’progressonEnglishlanguage.However,ithadonlymentionedslightlyitsChineselanguageeducationatits8thannual.RongHong,astudentofit,stated,“TomyChinese,IhadonlylearneditforashortfouryearsbeforeIcametoAmerica.Myfoundationwasweakandmyabilitywassopoorthatitisquitedifficultformetoreview,andmyprogresswasslow.”3.4OtherAspectsTheWesterneducationconceptthemissionariesbroughtintoChinathusshapedcompletely:theeducationgoalwastoreplaceChinesetraditionof“beingscholarwithceremony”withtrinityofmoral,intelligenceandphysiology.Theeducationobjectsweretoreplacethetraditionalscholar-bureaucrateducationwithpubliceducation.TheeducationcontentsetcoursessuchasEnglishlanguage,historyandgeography,scienceandtheories.Theeducationmethodsundertookbranch,gradeandclassinstruction,stressingEnglishlanguageteaching,thinkinginstructions.4HistoricalSignificanceofEnglishTeachingattheMorrisonEducation4.1EstablishtheBasicEnglishTeachingModelinChinaTheMorrisonEducationSchoolintroducedEnglishteachingintotheschooleducationsystemofChina.ThoughEnglishhadbeensetasanordinarycourseattheAnglo-ChineseCollegeat1818,thecollegeitselfwasoutofChina.ItmovedtoHongKonguntiltheyearof1843.Therefore,itsEnglishteachingwasjustthefirstsignofEnglishteachinginChina.ItisMorrisonEducationSchoolthatintroducedEnglishteachingintoChinafirst.BeforetheestablishmentofPekingTungwenSchool,theMorrisonEducationSchoolwasthemostimportantpartofEnglishteachinghistoryatmodernage.EnglishteachingattheMorrisonEducationSchoolwasnotonlytheeducationoflanguage,butaselectivecombinationofscientificknowledgeandEnglishlanguageteaching.Itadoptedanadvancedteachingmethodwhichenabledstudentstoexerttheirimaginationandcreation.AllofthesehadaffectedprofoundlyallthechurchschoolsestablishedaftertheOpiumWar,aswellastheEnglishlanguagecurriculumatShanghaiTilltoday,EnglishteachinghasdevelopedinChinaformorethanoneandhalfcentury.ThemethodsproposedbytheMorrisonEducationSchoolsuchastocreatearelaxingenvironmentforteaching,toimproverelationshipsbetweenstudentsandteachers,toraisestudents’interestinlearningEnglishandexerttheirimaginationsandcreationsstillseemtobegoodmethods.ThecurriculumofcombiningEnglishlanguageandscientificsubjectsisstillfullofpracticalreferentmeaningtosolute4.2RaisetheThoughtof“SeeingtheWorldwithOpenEyes”ChinawastotallyignoranttotheWesternworld,butstillposedastheCelestialEmpire,consideringtheWesterncountriesuncivilized.MissionariesconsideredittobetherootofChina’sclosuretotheworld.Therefore,theyhadlaunchedoutintotheculturalactivitieswhichaimedatopeningChina’sdoor.TheydeclaimedthattheywouldbangthetightlycloseddoorofChinabytransmittingtheChinesepeoplethebestfruitofthecontemporaryinventionsanddiscoveriesaswellasknowledgeofallkind.TheThoughtof“SeeingtheWorldwithOpenEyes”roseurgentlyunderanationalfailureatwarswiththeWest.Itlackedlongtermgestationandcompletethoughtreference.Advocatesofthisthoughthadtoseekhelpfrommissionariesandthelimitedbookseditedbyforeignerstoobserveandsensetheoutsideworld.Americanmissionariesandtheirliteratureprovidedtheearlyopportunitiesof“openingeyes”toseetheoutsideworld.4.3EnlightenmentofComplexTalentCultivatingModelDuringthepastdecades,theforeignlanguagesdepartmentsofuniversitiesinChinahavebeenfollowingasingleteachingmodel.Wehaveonlystressedprofessionalknowledgeofaforeignlanguagebutignoredthecultivationofthecomprehensivepracticalabilitiesofthestudents.Ourstudentshaveoftenfailedtobecompetenttoskillfulcareerssuchastrade,management,scientificresearch.Ithasprovedthatforeignlanguagemajorsarerequiredtobecomprehensive.Abetterstudytothepastservespresenceandfuturebetter.ComplextalentscultivatingmodeloftheMorrisonEducationSchoolenlightensusthattheforeignlanguagetalentcultivatingmodeldemandsanurgentreform.Atalentisrequiredtobebasedontheabilitiesofforeignlanguagecombiningwithotherprofessionalabilities.Collegesshouldhelpstudentstoexpandtheirknowledge,fostertheirpracticalabilitiessothattheycanacclimatethemselvestotherealsocietyandbringa5.ConclusionAccordingtoallabove,itisnecessaryforustoconsidertheinternationalanddomesticbackgroundswhenstudyingthecharacteristicsoftheEnglishteachingattheMorrisonEducationSchool.Meanwhile,weshouldlearnthemodernEnglishteachingmodelsandcomparethetwotoaffirmtheeffortsofMorrisonEducationBibliography[1]Barnett,S.W.Wilson,F.J.King.ChristianityinChina:EarlyProtestantMissionaryWritings[M].Cambridge.Mass:HarvardUniversity[2]Bridgman,E.C.William,S.W.ChineseRepository[J].Canton,Macao&HongKong,1832—1851.[3]Elizabeth,A.M.MemoirsoftheLifeandLaborsofRobertMorrison[M],London[4]Harrison,B.WaitingforChina:theAnglo-ChineseCollegeatMalacca,1818-1843,andEarlyNineteenth-centuryMissions[M],HongKongUniver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