Educational research was not developed in the first few years after the government moved to Taiwan due to lack of finance and facilities. When former Taiwan Provincial Teacher’s College promoted to Normal University in 1954, Research Institute of Education （RIE, later change to present name, Graduate Institute of Education, GIE） was in plan for its establishment by Professor Pei-Lin Tien, Dean of School of Education. The next year GIE Began to admit graduate students through entrance examination. I was admitted with other four fellow—students. Professor Tien took the Directorship of GIE also. Later in class I learned from Professor Tien that the name of GIE had been so chosen to mean its functions：doing researches on the one hand and cultivating teaching staff in education on the other. Concerning course studies, there was no priority for course planning, only whenever a scholar was available , a course would be offered according to his special knowledge. He insisted that a student in education should have a strong background in philosophy because education was, as well as culture, a work of creation and transmission that must be integrated in a body of systematic knowledge. Based upon this ideas, courses offered at GIE in the first decade were mostly philosophical in addition to educational. Courses in education were both theoretical and practical including national and foreign countries such as England, Germany, Japan and America. The latter part of Professor Tiens’ publications was collected in a two—volume book entitled “Education and Culture” in which you can discover his philosophy of education. When I finished my Master’s in 1955, I took a lectureship at the Department of Education for one year；then, I went to the United States and attended the University of Oregon. But I was required to work on another Master because GIE was not internationally recognized at that time. Yet it did not make any difference to me as I believed that the longer I studies, the more knowledge I could acquire. I obtained an MS in the field of Educational Psychology in 1960. After that I stayed at UO two more quarters to study English literature before I went to UCLA in the Spring semester in 1961. There I found to enter a new school at half way of an academic year was unwise because I had to catch up with the first semester’s studies. However, I made it, and it assured me that human potential were unlimited. By the time of my graduation, Professor Tien wrote to me to ask my return as he said GIE needed faculty. As one of the alumnae and whose major was education, I thought I should come back and make some contributions. （At that time, many students in education changed their major in order to stay there to make a living.）Yet I knew after my return I had to cope with many hindrances. Finally I made up my mind and came back in the Fall of 1964. After my return, I found there were only three faculty members at GIE：Professor Tien also the Director, Professor Chao and myself. Professor Chao taught courses in philosophy while Professor Tien did not teach due to health conditions. In order to obtain international academic recognition, GIE ought to offer courses required in advanced level. Thus I started to teach courses such as Research Methods in Education, Seminar on Measurement, advanced Statistics, and Guidance and Counciling in addition to History of Psychology. The last course was assigned by Professor Tien before my return. It seemed somewhat absurd that a professor at graduate school teaches so many courses, but there was on other choices. However GIE did get academic recognition henceforth our Master’s students going abroad could enter doctoral program immediately. At the same time, the first inconvenience I felt was the lack of library facilities. The library house was like an office house. I needed to go there at times, and many times I could not find books or periodicals that I wanted. So asked Professor Tien Two things：to collect information and source gooks in educational research and to keep reference books in GIE. From then on the outlay of GIE was used to purchase new publications and kept in GIE. Then I proposed research projects by the name of GIE to get financial support from National Science Council. By such projects GIE received research funds and purchased more books and equipments. Research references as Dissertation Abstracts Psychological Abstracts, Harvard Educational Review and many useful collections were collected gradually, and teaching equipments were equipped also. By the same time, I found there was neither research nor in—service training in education. The urgent thing was that former normal schools had promoted to junior college, yet teachers at such schools did not get any advanced studies. Thus I planned extensive class at GIE to offer courses for their need. It was an adventure even Professor tien hesitated if there would not be anyone to take it, but an interesting event occurred. Few normal junior college teachers came but teachers and principals of high schools streamed in. Consequently more classes were provided, and it extended to the present situation as you know.
In 1969 I succeeded Professor Tien’s Directorship as he retired. On my directorship, I had short term and long term plans. The former was continuing the spirit of GIE, for which progresses and extension would be made, namely, to search more qualified faculty members, to increase publications and equipments, and to admit more students. The latter was to prepare doctoral program, to establish a child study center, a kindergarten, an elementary school and a junior high school for experiments. Doctoral program began in 1971. It was the first time that advanced students could work toward PhD’s in education in Taiwan. The other plans were not carried out since I was assigned a Commissioner of the Examination Yuan. I tell you honestly that either in teaching or in administration, the only thing in my mind is to do my best for education；frankly speaking, not just for you, but for present and future generations. While for education in large, there is no selfishness but sacrifice, at least there must be cooperation. My colleagues at GIE all have such an attitude toward work and research so I would say we were a team or even a community. The permanent goal of education is to cultivate “perfect” personality which means superior in knowledge, in morality and usefulness. The process of education is a process of interaction between a teacher and students in which the teacher is to direct, to evoke, to encourage, and to correct students to learn for perfection while the students are responsible for their study. Both teacher and students are human beings, in this respect they are equal. But equality does not mean sameness with regard to two persons since their status differ. Different status bring about different responsibilities and activities. Any fruitful educational result comes out of cooperation between two parts, the teacher and the students. Educational goal cannot be reached with either part without the other.