Chinese writing, like the different Chinese languages, appeared rather strange to Europeans. In many ways it was confusing and complex because it was based on over 1700 characters. Our alphabet uses 26 letters. The different appearance alone meant that to understand what each other was writing both European Australians and the Chinese had to learn to write and read using a new system of writing.

It should also be remembered that it was only in 1872 that the first Education Act in Victoria became law, making education, ‘free, secular and compulsory’. Before that, only those who could afford to send their children to school did so. As a result, not everyone could read and write. If you look at old records such as marriage certificates and other documents that needed a personal signature, you would often see an ‘X’ (cross) written in the signature space followed by someone else writing the words, ‘His/her mark’. These people had to rely upon others to be told about important information such as mining regulations which affected their daily lives.

In part these problems were overcome by using scribes and translators. Illiterate people could employ a scribe to write letters on their behalf. Some Chinese also used translators to read letters written in English. Officials in the prison system used scribes to translate for prisoners and to write letters on their behalf. While this was very useful, it also placed the Chinese person at the mercy of the scribe or translator. Scribes and translators had to be trustworthy people who could be relied upon to carry out their tasks accurately and honestly.

Activities:

• Read the texts about Ah Sing and Ah Keong. What evidence can you find that suggests both men could read and write. You might extend this activity and find out what percentage of the 14 Chinese prisoners in this resource:
  • Could read and write
  • Could not read and write
  • You are unsure from the text whether or not they could read and write.
  What does this tell you about these people and our society at that time?
• Imagine you were a Chinese person living in late nineteenth century Victoria. If you spoke or wrote little English, what could you do to communicate with people outside of the Chinese community in your daily life: at work, at school, when shopping and traveling around?
• If you moved to a country where you did not speak the native language (mother tongue), think of as many occasions or situations as you can when a scribe and/or a translator would be useful to you. If you could only have a scribe or a translator, which one would you choose, and why?
• Research books in your school and/or local library and search internet websites to find out about the origins of Chinese writing and how their writing system works. Use this information to prepare a number of visual aids to help others understand the Chinese writing system. Two useful websites to help you to do this are:
  -- www.omniglot.com/writing/chinese.asp#characters --
  -- http://en.wikipedia.org/wili/Chinese_language --
• Work in a group of three or four members from your class. Decide as a group upon 5 - 8 signs that would be the most useful around your school to help visitors. Find out how to write these signs in Chinese and in major language groups represented in your school. Prepare signs using this information.
• Discuss whether or not the signs you decided upon would have been useful signs to help Chinese prisoners in nineteenth century Victoria. What signs might the prison authorities have made instead?

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