Ngo Dinem overthrew the Bao Dai regime through a coup and established his regime. It had the following features.
(a) The regime set up by Ngo Dinh Diem was repressive and authoritarian.
(b) Anyone who opposed the regime was called a communist and was jailed and killed.
(c) Ordinance 10 was retained by Diem which permitted Christianity and outlawed Buddhism.

The following were the features of the "Go East Movement".
(a) The "Go East Movement" was a popular movement in the first decade of the 20^th century. It attracted many Vietnamese students and nationalists who went to Japan to acquire modern education.
(b) Its primary objective was to acquire means and derive support to drive out the French from Vietnam, to overthrow the puppet emperor and to re-establish the Nguyen dynasty that had been deposed by the French coloniser.
(c) The nationalists tried to obtain foreign arms and help to achieve their goal.
(d) The Vietnamese students also established societists to carry out their campaign to take support from Japan.

The following were the contributions made by the French for the development of agriculture in Vietnam:
(a) Vast irrigation system like canals and earthworks were built along with land drained in the Mekong delta to increase cultivation.
(b) Jute production was introduced to reduce dependency on rice cultivation.
(c) Various land reforms were carried out to increase productivity and reduce rural poverty.

(i) 'Go East Movement' became popular with first decade of the twentieth century.

(ii) It aimed at aquring modern education from Japan mainly to drive out the French from Vietnam, overthrow the puppet emperor and re-establish the Nguyen dynasty.  The Nationalist looked for foreign arms and help.

(iii) Vietnamese students established a branch of the Restoration Society in Tokyo.  But after 1908, the Japanese Ministry clamped down on them.

(iv) As a result including Phan Bor Chau, many were deported and sought exile in China and Thailand.

(i) The French built canals and drained lands in the Mekong delta to increase cultivation.

(ii) It increased the rice production and allowed the export of rice to the international market.

(iii) Next infrastructure project were started to help transport of goods for trade, move military garrisons and control the entire region.

(iv) Started constructing Trans-Indo_China rail network to link the northern and southern parts of Vietnam and China.

(i) Confucius, a Chinese thinker, developed a philosophical system based on good conduct, practical wisdom and proper social relationships.

(ii) People were taught to respect their parents and submit to elders. They were told the relationship between the ruler and the people was the same as that between children and parents.

(a) The colonisation of Vietnam by the french brought the people of the country into conflict with the colonisers in all areas of life. Nationalist resistance developed when the French troops landed in Vietnam.
(b) Schools became an important place for cultural and political battles. Students played a major role by travelling outside Vietnam to Japan to acquire modern education. Their main aim was to seek foreign help to overthrow the puppet emperor and re-establish the Nguyen dynasty. By 1920s, students were forming various political parties such as Party of Young Annan and publishing journals such as Annanese Student to promote patriotic feelings.
(c) Teachers and students did not accept the French curriculum in schools. Teachers spread nationalism by modifying texts and criticising what was stated in the textbooks. 
(d) During the nationalist movement, a new image of womanhood emerged. Political thinkers and writers began idealising women rebels of the past. Many women joined the resistance movement. They helped in nursing the wounded, constructing underground rooms and tunnels and even shot down 15 enemy fighter-planes.
(e) Religious scholars opposed the presence and spread of Christianity by French Christian missionaries.

He was hostile to the monarchy and opposed the idea of resisting French with the help of court.  He was highly influenced by the democratic ideals of the west.  He accepted the French ideals of liberty.  He wanted the French to set up legal and educational institution, and develop agriculture and industries.

They were employed as porters carrying 25 kg of food and war materials on their delicate backs. They served as nurses to the wounded. They even went on to dig tunnels so that the imperialist attacks could be thwarted by hiding Vietnamese army in the tunnels. They worked bravely to neutralise thousands of bombs and shooting down the enemy planes. Nearly 1.5 million women workers were in the army. They helped in keeping strategic roads clear and even guarded the key points. It is difficult to imagine the state of the Vietnamese freedom struggle with the active role of Vietnamese women. Women played a crucial role in the anti-imperial struggle in Vietnam. Women who rebelled against social conventions were idealised and rebel women of the past were likewise celebrated. Compared to this very direct and active participation of Vietnamese women in the anti-imperial struggle, India women did not play a very dynamic role in the nationalist struggle of India against Great Britain. They followed Gandhian ideals of boycotting foreign goods and picketing liquor shops, but mainstream politics was controlled by men; although women like Sarojini Naidu, Kamla Nehru and Kasturba Gandhi were keenly involved.

The ideas behind the Tonkin Free School were predominantly based on policies of westernization.  Students were taught science, hygiene and French, and were encouraged to adopt Western styles of dressing.  This school was a typical example of colonial ideas in Vietnam on account of the aforementioned.  It rejected traditional Vietnamese education and lifestyle, and promoted western ideals and living.

Nationalism in Vietnam emerged through the effort of different sections of the society to fight the French due to following reasons.
(a) Teachers were very active in resisting the French influence in Vietnam. They openly opposed the curriculum.
(b) Students too resisted the French efforts to prevent the Vietnamese from qualifying for white-collar jobs. They even formed political like Party of Young Annan and published nationalist like Annamese Student.
(c) In the early 20^th century students initiated the 'Go East Movement'. They went to Japan for higher education with an objective to overthrow the puppet emperor and re-establish Nguyen Dynasty opposed to the French.
(d) The religious elite in Vietnam were hostile to western presence. They led a movement against French control and the spread of Christianity, popularly known as the Scholars Revolt in 1868.
(e) Phan Boi Chau resisted the French domination and became a major figure of anti-colonial resistance. He formed a Revolutionary Society.

The French wanted to dismantle the traditional educational system of Vietnam and establish western culture. The school textbooks glorified the French and justified their rule over Vietnam in the following ways.
(a) The Vietnamese were represented as primitive and backward, capable only of manual work. They were away from intellectuals thus could work only in fields.
(b) Textbooks portrayed Vietnamese as incapable of ruling themselves and that only the French rule could ensure peace in Vietnam.
(c) The textbooks further stated that the Vietnamese were not at all creative but were rather skilled copyists.
(d) Students were taught that it was the French rule that brought out the Vietnamese peasants from the fear of pirates.
(e) Students were taught French and forced to adopt the western lifestyle like short hair.

Civilizing Mission: The French, like the British, claimed they were bringing modern civilization to the Vietnamese. They wanted to introduce modern ideas to the colony even if this meant destroying local cultures, religion and traditions as it was seen as outdated and prevented development. The French needed educated labour force but once educated it would create problems for them - they might lose their jobs and they might question colonial domination.
Talking Modern: The elites in Vietnam were influenced by the Chinese culture. To consolidate the French power, they had to counter the Chinese influence. They had to dismantle the traditional system of education and establish French Schools for the Vietnamese. They wanted to replace the Chinese language. French language to be the medium of instruction was felt by policy makers. Others opposed it and suggested Vietnamese be taught in the lower classes and French in the higher classes. Only a small fraction of population could enroll in schools and only a few could pass school leaving examinations. Their school text books glorified.French and the colonial rule. The Vietnamese were represented as primitive, backward, capable of manual labour, first to work in the fields and were skilled copyists and not creative.
Western style of Education: The Tonkin Free School was started in 1907 to provide Western Style of Education. This education included classes in Science, hygiene and French. They encouraged the Western style such as having a short haircut as against their traditional long hair.
Resistance in Schools: Vietnamese teachers and students who were rapidly increasing in numbers opposed the curriculum either through open opposition or silent resistance. The Vietnamese teachers subtly modified and criticized the texts. The students fought against the colonial governmen's efforts in providing the posts of white-collar jobs only for the French. In 1920 s, students were forming various political parties such as the Party of Young Annan and publishing nationalist journals ("Annanese student"). The schools became the hubs of the formation of political ideas and revolutions. The Vietnamese intellectuals feared the loss of both the Vietnamese territory and culture. They believed that the native culture and customs were being devalued and the development of a master-slave mentality was on the progress in the country. The colonial education and its resistance ultimately added to the larger picture of the entire revolution.

Vietnamese teachers and students who were rapidly increasing in numbers opposed the curriculum either through open opposition or silent resistance.  The Vietnamese teachers subtly modified and criticised the texts.  the students fought against the colonial government's efforts in providing the posts of white-collar jobs only for the Frech.  In 1920s, students were forming various political parties such as the Party of Young Annan and publishing nationalist journals ("Annamese student").  The Vietnamese intellectuals feared the loss of both the Vietnamese territory and culture.  They believed that the native culture and customers were being devalued and the development of a master-slave mentality was on the progress in the country.  The colonial education and its resistance ultimately added to the larger picture of the entire revolution.