Wang Tao's idea about education reform in modern china Li Shengyuan Student ID No. 11307080061 Introduction: Wang Tao, an ideologist in late Qing dynasty Wang Tao, the well-known Chinese ideologist, journalist, and educator in late Qing dynasty, was born in 1828. He was cultivated Confucianism from a young age, but unfortunately never got an admirable result in the civil examination. In 1849, he began to work in London Mission Society Press in Shanghai, busy with translating job. After failing to ealize his ambition under the manchu rule he turned to the heavenly kingdom to present his statecraft, thus he became wanted by the Qing government and went to refuge in Hong Kong Later, he visited some European countries, where he witnessed the western civilization and developed a series of new thoughts In 1870s, he went back to Hong Kong and run his own ewspaper, giving"reform"voice which had huge impact on later Reform Movement Wang Tao raised his point of view on Chinese politics, economy, diplomacy, military affairs. Among those thoughts, his idea on educational reform was based on his practice. His ideology was formed gradually by his unique personal experiences and was influenced by the transforming situation in late Qing 2. Specific thoughts about education reform a) Concept ofTalents From Qin dynasty, Chinese emperor always put an emphasis on the election of talents which can be indicated from a mature system for selecting officials after Tang. However, this system restrained"talents to people who understand Confucianism On the one hand, Traditional Chinese talents were thought to be generalists rather than specialists. Confucius' sayings in Analects, " A gentleman should not only be a tool"(Jun Zi Bu gi), were believed by generations of literati Wang Tao challenged this concept when he criticized the traditional talents who care nothing but Confucian classics. He said, There are
1 Wang Tao’s idea about education reform in modern China Li Shengyuan Student ID No.11307080061 1. Introduction: Wang Tao, an ideologist in late Qing dynasty Wang Tao, the well-known Chinese ideologist, journalist, and educator in late Qing dynasty, was born in 1828. He was cultivated Confucianism from a young age, but unfortunately never got an admirable result in the civil examination. In 1849, he began to work in London Mission Society Press in Shanghai, busy with translating job. After failing to realize his ambition under the Manchu rule, he turned to the Heavenly Kingdom to present his statecraft, thus he became wanted by the Qing government and went to refuge in Hong Kong. Later, he visited some European countries, where he witnessed the western civilization and developed a series of new thoughts. In 1870s, he went back to Hong Kong and run his own newspaper, giving “reform” voice which had huge impact on later Reform Movement. Wang Tao raised his point of view on Chinese politics，economy, diplomacy, military affairs. Among those thoughts, his idea on educational reform was based on his practice. His ideology was formed gradually by his unique personal experiences and was influenced by the transforming situation in late Qing. 2. Specific thoughts about education reform a) Concept of “Talents” From Qin dynasty, Chinese emperor always put an emphasis on the election of talents, which can be indicated from a mature system for selecting officials after Tang. However, this system restrained “talents” to people who understand Confucianism. On the one hand, Traditional Chinese talents were thought to be generalists rather than specialists. Confucius’ sayings in Analects, “A gentleman should not only be a tool” (Jun Zi Bu Qi), were believed by generations of literati .Wang Tao challenged this concept when he criticized the traditional talents who care nothing but Confucian classics. He said, “There are
talents for battle, etc I He believed that in modern China all these talents were needed, specialized talents, like talents for official work, talents for crafting, talents for diplomac On the other hand, traditional literati influenced by Confucianism tend to put ethics on the first place of education, thus paying most attention to moral accomplishment. When there was an inconformity between ethics and capability, the former one was more likely acknowledged. However, in Wang Tao's view, one should never be ruled out"Talents" group even though there is a stain on his personality. He divided talents to"real talents'(Zhen Cai and"fake talents'(Wei Cai). " Some traditional talents, who are ignorant of stuff related to bettering the country, are just fake talents b) Reform of the civil examination Although Wang Tao held a negative attitude towards traditional civil examination, he did not insist on abolishing it. What he thought should be abolished is Eight-part Essay("Ba Gu Wen"or"Shi Wen ), which had been a required style of literature in civil examination from Ming dynasty. This special style has strictly fixed structure and theme restrained to Four Books and Five Classics. Eight-part Essay suppressed literatis free thinking in Ming and Qing dynasty as it only paid attention to form regardless of content From his own experience and foreign learning, Wang Tao knew deeply the shortcoming of Eight-part Essay, but he was afraid that sudden remove might spell intense objection which would even bring more disadvantages, so he advocated a gradual way. He suggested arranging two tests in the examination. The first remains to be traditional essay, and the second concerns practical learning. After some four or five big examinations, " traditional essay part could be remove Wang Tao also suggested increasing western knowledge in the examination. He listed ten parts in literary test, including knowledge of Confucianism, western science and statecraft Wang Tao even recommended western examine methods such as interview and operating test For raising more specialists, Wang Tao thought about recommendation besides Wang Tao, Continued Works of Tao Garden Letters, volume 3. " A draft of petition Wang Tao, Additional Collection of Tao Garden Writings, volume 3, Zhongzhou Ancient Book Press, 1998, Pp143
2 specialized talents, like talents for official work, talents for crafting, talents for diplomacy, talents for battle, etc.”1He believed that in modern China all these talents were needed. On the other hand, traditional literati influenced by Confucianism tend to put ethics on the first place of education, thus paying most attention to moral accomplishment. When there was an inconformity between ethics and capability, the former one was more likely to be acknowledged. However, in Wang Tao’s view, one should never be ruled out “Talents” group even though there is a stain on his personality. He divided talents to “real talents”(Zhen Cai) and “fake talents”(Wei Cai). “Some traditional talents, who are ignorant of stuff related to bettering the country, are just fake talents.”2 b) Reform of the civil examination Although Wang Tao held a negative attitude towards traditional civil examination, he did not insist on abolishing it. What he thought should be abolished is Eight-part Essay (“Ba Gu Wen” or “Shi Wen”), which had been a required style of literature in civil examination from Ming dynasty. This special style has strictly fixed structure and theme restrained to Four Books and Five Classics. Eight-part Essay suppressed literati’s free thinking in Ming and Qing dynasty as it only paid attention to form regardless of content. From his own experience and foreign learning, Wang Tao knew deeply the shortcoming of Eight-part Essay, but he was afraid that sudden remove might spell intense objection which would even bring more disadvantages, so he advocated a gradual way. He suggested arranging two tests in the examination. The first remains to be traditional essay, and the second concerns practical learning. After some four or five big examinations, “traditional essay” part could be removed. Wang Tao also suggested increasing western knowledge in the examination. He listed ten parts in literary test, including knowledge of Confucianism, western science and statecraft. Wang Tao even recommended western examine methods such as interview and operating test. For raising more specialists, Wang Tao thought about recommendation besides 1 Wang Tao, Continued Works of Tao Garden Letters, volume 3. “A draft of petition ” 2 Wang Tao, Additional Collection of Tao Garden Writings, volume 3, Zhongzhou Ancient Book Press, 1998, Pp143
examination. "Let those. who understand Chinese classics well but have no idea of western knowledge, or who command western learning but know little of classics, be raised up by a Bao Ju(recommendation)method, thus they won't be abandoned by the country"3. c) Building up a modern school system Under Chinese civil examination system, traditional school system was obviously out o work In Wang Tao's view, China should imitate the western school-educational system as to nurture massive talents Firstly, Wang Tao thought education should be more popularized in China, and the target social group should include lower class, as well as women. Although traditional schools were set up almost in every state and county, studying in school was still a privilege. In 1870s, the famous scholar Rong Hong opened up free schools in his hometown. Wang Tao was excited to hear the news and wrote an essay right away, in which his idea of popularizing education was manifested Secondly, he pointed out the importance of specialized college, as China was in a great need for specialists at that time. Colleges he suggested building include language colleges scientific colleges, engineering colleges, maritime colleges, sailing colleges and arm schoo 3. Another political function of education reform: " Shang Xia Tong Besides raising talents for the country, Wang Tao also believed that the emperor can maintain relationship with the people through education Wang Tao admired the rule of"Three Generations"(time of three dynasties including Xia, Shang and Zhou), because he thought at that time the emperor was close to people and society enjoyed a boom, but at his time the emperor was segregated from people, which was not good for social development. In his theory of three forms of states, he was also in favor of the constitutional monarchy of England ang Tao, New Edition of Tao Garden Writings, San'lian Book Store, 1998, Pp328 Wang Tao, Additional Collection of Tao Garden Writings, volume 8, Zhongzhou Ancient Book Press, 1998, Pp333 S Teng, Ssu-yu, and John King Fairbank, eds. China s response to the West:a documentary survey, 1839-1923. Harvard University Press, 1979. Pp136
3 examination. “Let those, who understand Chinese classics well but have no idea of western knowledge, or who command western learning but know little of classics, be raised up by a Bao Ju(recommendation) method, thus they won’t be abandoned by the country” 3 . c) Building up a modern school system Under Chinese civil examination system, traditional school system was obviously out of work. In Wang Tao’s view, China should imitate the western school-educational system as to nurture massive talents. Firstly, Wang Tao thought education should be more popularized in China, and the target social group should include lower class, as well as women. Although traditional schools were set up almost in every state and county, studying in school was still a privilege. In 1870s, the famous scholar Rong Hong opened up free schools in his hometown. Wang Tao was excited to hear the news and wrote an essay right away4 , in which his idea of popularizing education was manifested. Secondly, he pointed out the importance of specialized college, as China was in a great need for specialists at that time. Colleges he suggested building include language colleges, scientific colleges, engineering colleges, maritime colleges, sailing colleges and army schools. 3. Another political function of education reform: “Shang Xia Tong” Besides raising talents for the country, Wang Tao also believed that the emperor can maintain relationship with the people through education. Wang Tao admired the rule of “Three Generations” (time of three dynasties including Xia, Shang and Zhou), because he thought at that time the emperor was close to people and society enjoyed a boom, but at his time the emperor was segregated from people, which was not good for social development. In his theory of three forms of states, he was also in favor of the constitutional monarchy of England5 . 3 Wang Tao, New Edition of Tao Garden Writings, San’lian Book Store, 1998, Pp328. 4 Wang Tao, Additional Collection of Tao Garden Writings, volume 8, Zhongzhou Ancient Book Press, 1998, Pp333. 5 Teng, Ssu-yü, and John King Fairbank, eds. China's response to the West: a documentary survey, 1839-1923. Harvard University Press, 1979. Pp136
The rule of chinese three generations and that of uk have one feature in common Shang Xia Tong, which means the emperor and the people both have ways to hear the others voice. Wang Tao insisted the communication was of great importance in managing country and school could become a vital tool to realize that. Through school education, the ruler is supposed to broadcast and explain its policy, and people can give their advices. Wang Tao hoped to reach Shang Xia Tong via education reform Wang Tao's thoughts were centered with the idea of strengthening the country and developing military. The severe national crisis and unique personal experience stimulated Wang Tao's awareness of the situation and eager willingness of"self-strengthening". This was the motive of his idea of education, as well as the goal of it. As he said, "in dealing with foreign affairs, there is no way but self-strengthening, and obtaining talents is the first factor Despite Wang Tao's thoughts were kind of transigent, they were significant in the history of chinese education and its influence was far-reaching Works cited Teng, Ssu-yu, and John King Fairbank, eds. China' s response to the West: a documentary survey, 1839-1923. Harvard University Press, 1979 Wang Tao, New Edition of Tao Garden Writings, Sanlian Book Store, 1998 Wang Tao, Additional Collection of Tao Garden Writings, Zhongzhou Ancient Book Press. 1998 Wang Tao, Additional Collection of Tao Garden Writings, volume 1, Zhongzhou Ancient Book Press, 1998, Pp66 Wang Tao, Additional Collection of Tao Garden Writings, volume 3, Zhongzhou Ancient Book Press, 1998, Pp117
4 The rule of Chinese Three Generations and that of UK have one feature in common: Shang Xia Tong, which means the emperor and the people both have ways to hear the other’s voice. Wang Tao insisted the communication was of great importance in managing country, and school could become a vital tool to realize that. Through school education, the ruler is supposed to broadcast and explain its policy, and people can give their advices6 . Wang Tao hoped to reach Shang Xia Tong via education reform. Wang Tao’s thoughts were centered with the idea of strengthening the country and developing military. The severe national crisis and unique personal experience stimulated Wang Tao’s awareness of the situation and eager willingness of “self-strengthening”. This was the motive of his idea of education, as well as the goal of it. As he said, “in dealing with foreign affairs, there is no way but self-strengthening, and obtaining talents is the first factor” 7 . Despite Wang Tao’s thoughts were kind of transigent, they were significant in the history of Chinese education and its influence was far-reaching. Works Cited Teng, Ssu-yü, and John King Fairbank, eds. China's response to the West: a documentary survey, 1839-1923. Harvard University Press, 1979. Wang Tao, New Edition of Tao Garden Writings, San’lian Book Store, 1998. Wang Tao, Additional Collection of Tao Garden Writings, Zhongzhou Ancient Book Press, 1998. 6 Wang Tao, Additional Collection of Tao Garden Writings, volume 1, Zhongzhou Ancient Book Press, 1998, Pp66. 7 Wang Tao, Additional Collection of Tao Garden Writings, volume 3, Zhongzhou Ancient Book Press, 1998, Pp117