Dear Editor:

The article "The R.O.C.'s Science and Technology: A Health Report" [printed the issue before last] indicated that the Republic of China has made great strides toward becoming a major country in science and technology, with progress in many areas.

Unfortunately, we still lag behind the advanced countries in three areas that are intimately connected to a nation's strength in science and technology: 1) cultivation of scientific attitudes through education; 2) creativity in scientific research; and 3) leadership in science administration.

How far science and technology have taken root in a nation is by no means measurable merely by indicators like math scores and published papers. Much more important are instilling a scientific approach to doing things, heuristic methods in science education, a system to encourage boldness and creativity in scientific personnel, systematic planning in science research and a system to promote scientific leadership.

In our educational system, due to the ill effects of the joint college entrance exam, students in the humanities are given little opportunity to gain an understanding of the mutually beneficial relationship between the development of science and the evolution of civilization. In particular, the research environment of our universities lacks the ability to compete in the international arena in terms of space allocation, laboratory design, laboratory equipment, technical staff and other support systems.

It is my suggestion that the National Science Council invite members of the media and the scientific community to visit other countries and study their innovations in software (systems, structures, educational programs), with a view to doing more down-to-earth work on letting science take root here at home.

Thanks to the efforts of Tsung Dao Lee and other overseas scholars, mainland China has fostered a number of outstanding young individuals in science and technology. As we advance toward the goal of a becoming a major country in science and technology, we should remember that down-to-earth spadework like that of the "foolish old man who moved the mountain" is what stands up best to the test of time!

　　　　　　　　　　　　　　　　Chwan-chuen King

　　　　　　　　　　　　　　　　Institute of Public Health

National Taiwan University College of Medicine

Dear Editor:

I came to the United States as a "little overseas student" less than a week after graduating from high school. Having read the article on little overseas students in the November issue, I would like to offer my own feelings and experiences as a reference for parents who are planning to send their children abroad.

1. Language and academic pressures: It's nothing rare or strange being able to speak English when you live overseas--you're bound to pick some up after a while anyway--but whether it will be good enough to handle college courses is another question. In fact, very few teachers award sympathy points just because English is not a student's mother tongue. I urge parents not to harbor Arabian Nights fantasies and imagine that any child who can speak English is totally fluent in it. Just think--not everyone who speaks Chinese can write a good essay!

2. Living pressures: "What's so great about little overseas students? They're just spoiled brats from stinky rich families anyway." Little overseas student was still a new term 11 years ago. The first prejudice I encountered in America actually didn't come from non-Chinese--it came from the taunts and jibes of Taiwanese graduate students at the same school.

Being the child of a physician or a little overseas student isn't something you should have to hide, I know. But the fact is, you can reduce a lot of unnecessary prejudice and askance looks by not telling the truth.

3. Parental pressure: "Mr. Chen's son is graduating from Harvard this year, and Mrs. Hsu's daughter is entering Stanford. We work hard so you can study. Don't let us down." The expectations of adults often create a burden on children. I've made a space of my own now, but the road of the past was hard going.

I was well aware that my English wasn't as good as native-born Americans, so I chose to go to the local state university for college. After graduating, I went on to graduate school as my parents wished. Unfortunately, it wasn't Stanford or Harvard, and relations between my parents and me were strained for a while as a result. It was only after I graduated and was hired at one of the six largest accounting firms in the U.S. that it seemed I had done something my parents could take and compare with the children of their friends. Even though I am grateful to my parents for giving me a chance to go abroad to study, I would have been even more grateful if they hadn't made entering a famous school their sole standard.

I'm sure the reason many overseas students go bad or give up on themselves is that they're afraid of being unable to live up to their parents' expectations, combined with the stress of living overseas and the pressure of getting ahead academically.

I sincerely hope parents will give children the right to participate in decision making, will do their best to understand what it feels like for them to live overseas on their own, and won't make comparisons or adopt high-pressure tactics, creating family problems, which no amount of money can make up for.

　　　　　　　　　　　　　　　　　　　Tsai Jo-ping

　　　　　　　　　　　　　　　　　　　　　　 Canada