Intellectual Revolution in China

Newspapers, novels, scientific treatises, translations, appeared in the vernacular, and could thus be understood by anyone who could read and write.

Continuing The Republic of China,
our selection from A History of China by Wolfram Eberhard published in 1969. The selection is presented in nine easy 5-minute installments. For works benefiting from the latest research see the “More information” section at the bottom of these pages.

Previously in The Republic of China.

Time: May 4, 1919

Difficult as was the internal situation from the social point of view, it was no less difficult in economic respects. China had recognized that she must at least adopt Western technical and industrial progress in order to continue to exist as an independent state. But the building up of industry demanded large sums of money. The existing Chinese banks were quite incapable of providing the capital needed; but the acceptance of capital from abroad led at once, every time, to further political capitulations. The gentry, who had no cash worth mention, were violently opposed to the capitalization of their properties, and were in favour of continuing as far as possible to work the soil in the old style. Quite apart from all this, all over the country there were generals who had come from the ranks of the gentry, and who collected the whole of the financial resources of their region for the support of their private armies. Investors had little confidence in the republican government so long as they could not tell whether the government would decide in favour of its right or of its left wing.

No less complicated was the intellectual situation at this time. Confucianism, and the whole of the old culture and morality bound up with it, was unacceptable to the middle-class element. In the first place, Confucianism rejected the principle, required at least in theory by the middle class, of the equality of all people; secondly, the Confucian great-family system was irreconcilable with middle-class individualism, quite apart from the fact that the Confucian form of state could only be a monarchy. Every attempt to bolster up Confucianism in practice or theory was bound to fail and did fail. Even the gentry could scarcely offer any real defence of the Confucian system any longer. With Confucianism went the moral standards especially of the upper classes of society. Taoism was out of the question as a substitute, because of its anarchistic and egocentric character. Consequently, in these years, part of the gentry turned to Buddhism and part to Christianity. Some of the middle class who had come under European influence also turned to Christianity, regarding it as a part of the European civilization they had to adopt. Others adhered to modern philosophic systems such as pragmatism and positivism. Marxist doctrines spread rapidly.

Education was secularized. Great efforts were made to develop modern schools, though the work of development was continually hindered by the incessant political unrest. Only at the universities, which became foci of republican and progressive opinion, was any positive achievement possible. Many students and professors were active in politics, organizing demonstrations and strikes. They pursued a strong national policy, often also socialistic. At the same time real scientific work was done; many young scholars of outstanding ability were trained at the Chinese universities, often better than the students who went abroad. There is a permanent disagreement between these two groups of young men with a modern education: the students who return from abroad claim to be better educated, but in reality they often have only a very superficial knowledge of things modern and none at all of China, her history, and her special circumstances. The students of the Chinese universities have been much better instructed in all the things that concern China, and most of them are in no way behind the returned students in the modern sciences. They are therefore a much more serviceable element.

The intellectual modernization of China goes under the name of the “Movement of May Fourth”, because on May 4th, 1919, students of the National University in Peking demonstrated against the government and their pro-Japanese adherents. When the police attacked the students and jailed some, more demonstrations and student strikes and finally a general boycott of Japanese imports were the consequence. In these protest actions, professors such as Ts’ai Yüan-p’ei, later president of the Academia Sinica (died 1940), took an active part. The forces which had now been mobilized, rallied around the journal “New Youth” (Hsin Ch’ing-nien), created in 1915 by Ch’en Tu-hsiu. The journal was progressive, against the monarchy, Confucius, and the old traditions. Ch’en Tu-hsiu who put himself strongly behind the students, was more radical than other contributors but at first favored Western democracy and Western science; he was influenced mainly by John Dewey who was guest professor in Peking in 1919-20. Similarly tending towards liberalism in politics and Dewey’s ideas in the field of philosophy were others, mainly Hu Shih. Finally, some reformers criticized conservativism purely on the basis of Chinese thought. Hu Shih (born 1892) gained greatest acclaim by his proposal for a “literary revolution”, published in the “New Youth” in 1917. This revolution was the logically necessary application of the political revolution to the field of education. The new “vernacular” took place of the old “classical” literary language. The language of the classical works is so remote from the language of daily life that no uneducated person can understand it. A command of it requires a full knowledge of all the ancient literature, entailing decades of study. The gentry had elaborated this style of speech for themselves and their dependants; it was their monopoly; nobody who did not belong to the gentry and had not attended its schools could take part in literary or in administrative life. The literary revolution introduced the language of daily life, the language of the people, into literature: newspapers, novels, scientific treatises, translations, appeared in the vernacular, and could thus be understood by anyone who could read and write, even if he had no Confucianist education.

It may be said that the literary revolution has achieved its main objects. As a consequence of it, a great quantity of new literature has been published. Not only is every important new book that appears in the West published in translation within a few months, but modern novels and short stories and poems have been written, some of them of high literary value.

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