Intro; Foreword; Contents; 1 Introduction; 1.1 The Emergence and Development of Modern Chinese Intellectuals; 1.2 The Rise of Female Intellectuals and the Establishment of Research Questions; 1.3 Literary Reviews; 1.3.1 Studies on Intellectuals: Lack of Attention on Education and Gender; 1.3.2 Research on Women's Educational History:Misreading and Persistence in the Margin; 1.3.2.1 Research Before 1949; 1.3.2.2 Research After 1949; 1.3.3 Study on Literary History: Concentrating on Literature Creation and Research; 1.3.3.1 The Study of Cheng Junying; 1.3.3.2 The Study of Lu Yin

1.3.3.3 The Study of Feng Yuanjun1.4 Research Framework Design and Methodological Considerations; 1.4.1 Research Framework Design; 1.4.2 Methodological Considerations; 1.4.2.1 Life History and Oral History; 1.4.2.2 History of Mentalities and Psychohistory; 1.4.2.3 Study on Educational Narrative; References; 2 Flexible Borderline: Beijing Female Normal School in 1917; 2.1 Inside and Outside of the "Red Building"; 2.2 The Initiating of Reorganization; 2.3 Early Campus: Objectives, Curricula, Teaching Faculty, and Management System; References

3 Diversified Traditions: Early Education Life of Female Individuals3.1 Seeking for a "New Identity of Female": Cheng Junying's Story; 3.2 The Inheritance and Continuity of Talented Women Tradition: Feng Shulan's Early Experience; 3.3 Alienation with Tradition: Lu Yin's Childhood Life; 3.3.1 Unfortunate Childhood; 3.3.2 Nightmare Enlightenment; 3.3.3 Being Deserted into Muchen Methodist Middle School for Girls; 3.3.4 Being Enrolled to Beijing Female Normal School; 3.3.5 Early Experience of Teaching: "One-Semester Teacher"; References

4 Education Situation Plagued by Academic Conflicts: Beijing Female Higher Normal College During May Fourth Movement4.1 Academic Challenge of "Chinese Ancient Learning School" and Redirection of Chinese Literature Education; 4.1.1 Chen Zhongfan's Arrival: Redefining Academia and Gender; 4.1.2 "Carrying on Extinct Studies and Supporting Marginal Studies"-Two Late Qing Dynasty Intellectuals' Academic Emotions; 4.1.2.1 Gifted Teacher Huang Kan; 4.1.2.2 Liu Shipei, Master of the Studies of Classics; 4.1.2.3 Students' Response

4.2 Uprising of New Intellectuals and the Establishment of Academic Education System4.2.1 Democratic Education Concept and Academic Studies Oriented Education Reform; 4.2.1.1 Elective System; 4.2.1.2 Improve Teaching Method; 4.2.1.3 Reform of Examination; 4.2.2 Grand Teaching Faculty of Great Masters and Compatible and Inclusive Academic Atmosphere; 4.2.2.1 New Youth's Spiritual Mentor-Hu Shih; 4.2.2.2 Early Spreader of Socialism-Li Dazhao; 4.2.2.3 Students' Response; References; 5 Seeking for and Recognizing the New Identity: Female Individual's Transmutation and Rebirth