China: A History, and a Reflection on History and Education

            Many, if not all, of the Chinese will tell you China’s history and culture is long, difficult, and confusing to understand. China boasts five thousand years of heritage, which alone is enough to turn the light-of-heart away. Yet, in spite of this daunting task, Harold M. Tanner took this challenge upon himself in his two-volume set, China: A History, to explain China’s extensive past. Volume one, which this review will cover, describes China from 10,000 BCE to 1799 CE, the middle of the Qing Dynasty. The book is chock-full of events about China’s development as a good nation’s history should be, but what stood out above any one event in Tanner’s book were the thoughts that developed throughout Chinese history; particularly ideas on history and methods of education.

          

  Sima Qian (~145-~86 BCE), the first recognized Chinese model of historical writing, was also the first scholarly elite keen to write an objective history. Scholars of the Eastern Han Dynasty had a strong desire to interpret the underlying causes of instability of their time. During the estimated 20 years it took for the transition of the Western Han into the Xin, and eventually the Eastern Han Dynasty a number of natural disasters, rebellions, and a great migration to the south occurred. In an attempt to better understand this mayhem and in effect provide correct information to rulers, “Writers of history were expected to record events faithfully, without trying to please the powerful; for only if accurate could a record of events offer practical moral instruction to the rulers and ministers of present and future generations” (Tanner, 2010, p. 118). In other words a true history would offer proper moral guidance to future rulers, which in turn would allow them to prevent such mayhem from occurring again.

The desire to write an objective history was strong in the 1600’s, as well. Gu Yanwu set the pace for 17^th and 18^th century scholars with his methods. He would look to primary sources, often times stone inscriptions and bronzes, in order to verify events and correct any information that was misreported by Song, Yuan, and Ming Dynasty scholars (Tanner, 2010, p. 361). Gu’s approach inspired a group of intellectuals known as practitioners of evidentiary scholarship during the 18^th century. This group felt previous scholars had misinterpreted texts, so they copied Gu’s method and jumped straight to the Han records they had available, some of which may have been Sima Qian’s.

While the scholarly elite was busy with it’s duties, the young mass was studying hard to pass the civil service exams. China’s system during the Song dynasty’s major reformation also took a very objective approach—a common theme in China, it appears. Prior to the reforms it was popular for students to introduce themselves to examiners in order to earn face prior to the test, but the establishment of a number system quickly ended that process. This new method promised a fair chance of upward mobility to all, but in reality, was only available to families who could afford the education (Tanner, 2010, p. 211). Another issue was later recognized as an underlying cause of the government’s weakness in the face of enemies: the civil service exams placed more emphasis on rote learning of philosophy and history than on practical administrative skills (Tanner, 2010, p.211). The objective number system of the song dynasty is similar to the standardized testing that takes place all over the world, which can in turn lead to the failure of teaching applied skills. The skills desired in the course of these two periods may be different but the need for those with the ability to apply what they know has not changed.

According to most of the post-modern academic world, writing an objective history is nigh impossible, though very important to attempt. And here is evidence from 2000 years ago that an unbiased report of historical events might provide a better understanding of the past. While a truly objective history may not be possible, the Chinese scholars of the time understood the importance of an unbiased record. It also seems to be the case that educators on the national level were dealing with some of the same struggles that are met today when trying to educate mass numbers. Objective systems can result in the rote education of a large group who in turn is unable to apply what they know; the attempts at objective history and the struggles in education are but two of many great moments in, China: A History. And though Tanner’s book was a fascinating read, it was yet another reminder of Jean-Baptiste AlphonseKarr’s words, plus ça change, plus c’est la même chose— the more things change, the more they stay the same.

Favorite Quotes

"The empire is not an individual's private enterprise. Whosoever possesses virtue holds it. The army and people are not an individual's private army and people. Whosoever possesses virtue commands them. We now hold it. We took revenge upon the enemy of your ruler-father in place of your dynasty. We burned our bridges behind us, and we have pledged not to return until every bandit is destroyed. In the counties, districts, and locales that we pass through, all those who shave their heads and surrender, opening their gates to welcome us, will be given rank and reward, retaining their wealth and nobility for generations. But if there are those who resist us disobediently, then when our Grand Army arrives, the stones themselves will be set ablaze and everyone will be massacred." - Dorgon of the Qing empire as they conquered Beijing p.344

"They say the momentum of history was ever thus: the empire, long divided, must unite; long united, must divide." - p.134

"Recognizing that the imperial government was, as the saying had it, supported by the people as a boat is supported by the water—and that the people can overturn the government just as the water can overturn a boat—Li Shimin gave great attention to the most basic of economic issues: grain, labor, and armies" - p.172

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