Peking University: Chinese Scholarship and Intellectuals, 1898-1937

Notes

Notes Abbreviations used in Notes BDRK Beijing daxue rikan (Peking University Daily) BDSKJK Beijing daxue shehui kexue jikan (Peking University Social Sciences Quarterly) DFZZ Dongfang zazhi (The Eastern Miscellany) ECCP Eminent Chinese of the Ch’ing Period, 1644–1912 HDPK Beijingdaxue shiliao (1898–1911) (Historical Documents of Peking University , 1898–1911) LYJK Guoli zhongyang yanjiuyuan lishi yuyan yanjiusuo jikan (Journal of the History and Linguistics Institute of Academia Sinica). XDPL Xiandai pinglun (Contemporary Review) Introduction 1. The use of historicism here relies on the interpretations of Frank Ankersmit, Georg Iggers, and Jeffrey Stout. Although they differ in their definition of historicism, they do agree on some premises upon which historicism exists. Ankersmit and Stout agree to some extent on the conditions on which historicism could develop: the disintegration of an established authority or challenge to traditional authority. Iggers differs from Ankersmit in his view toward Enlightenment historiography—Ankersmit views it as drastically different from the historicist writings that followed, whereas Iggers finds much continuity between the Enlightenment and post-Enlightenment histories. But Iggers concurs with Ankersmit that a historical approach to writing developed especially in nineteenth-century Europe. Despite the variation in their perspectives (Ankersmit is a postmodernist while Iggers is not), Ankersmit and Iggers’s descriptions of historicism are similar in postulating that it focused on the concrete and individual, pinning the meaning of historical events to their specific contexts. Here, accepting Ankersmit’s premise on the rise of historicism, and borrowing from both Iggers and Ankersmit on their defini185 tions of historicism, one can argue that the conflict between China and Western countries also disrupted the harmony between the individual and Confucian principles governing society in mainstream Chinese thought. The Chinese past, once taken for granted, became an enigma. F.R. Ankersmit, History and Tropology, the Rise and Fall of Metaphor (Berkeley: University of California Press, 1994), 76, 78; Jeffrey Stout, The Flight from Authority: Religion, Morality and the Quest for Autonomy (Notre Dame: 1981), x–xi, 2–21, 37–61, in On-cho Ng, “A Tension in Ching Thought: ‘Historicism’ in Seventeenth - and Eighteenth-Century Chinese Thought,” Journal of the History of Ideas, 54 (1993), 561–583. Geog Iggers, “Historicism: The History and Meaning of the Term,” Journal of the History of Ideas, 56 (1995), 129–152. F.R. Ankersmit, “A Reply to Professor Iggers,” History and Theory, 34 (1995), 168–170. 2. Hao Chang, “Zhongguo jindai sixiangshi de zhuanxing shidai” (The era of transition in modern Chinese intellectual thought), Ershiyi shiji (The twenty-first century; henceforth cited as 21C), no. 52 (April 1999), at http://www.cuhk.edu.hk/ ics/21c/index2.htm. 3. Jin Guantao and Liu Qingfeng, “Xinwenhua yundong yu changshi lixing de bianqian” (The New Culture Movement and changes in the definition of common sense and rationality), 21C, no. 52 (April 1999), at http://www.cuhk.edu.hk/ics/21c/ index2.htm. Chapter 1 1. Benjamin Schwartz, “History in Chinese Culture: Some Comparative Reflections ,” History and Theory, 35(4) (December 1996): 32–33. 2. Li Tiangang, “Qingdai ruxue yuxixue” (Confucian learning and Western learning in the Qing Dynasty), 21C, 67 (Oct. 2001), 51–56. 3. Sun Banghua, “Xichao chongjixia wanqing shidafu de bianjuguan” (Late Qing Dynasty officials’ views on change under the pressure of Western influence), 21C, 65 (June 2001), at www.cuhk.edu.hk/ics/21c/issue/article/000142.htm. 4. Ruth Hayhoe, China’s Universities 1895–1995: A Century of Cultural Conflict (New York and London: Garland, 1996), 37. 5. Xiaoqing Diana Chen, “The Chinese Scholars and the Modern University: The Appropriation of Foreign Educational Models, 1900–30,” in History of Higher Education Annual, 1993: 99–116. 6. Su Jing, Qingji tongwenguan jiqishisheng (The School of Interpreters in the Qing Dynasty, including its teachers and students) (Taibei: Su Jing, 1985), 150. 7. Dong Shouyi, Gongqinwang yixin dazhuan (The biography of Prince Gong) (Shenyang: Liaoning renmin chubanshe, 1989), 40, 44–45, 67–106. 186 NOTES TO CHAPTER 1 8. Su, Qingji tongwenguan jiqishisheng, 3–4, 11, 13–14. 9. Yang Jialuo, ed., Zhongguo jindaishi wenxian huibian, wuxu bianfa wenxian huibian , (Collected documents of modern Chinese history: The Hundred Days Reform, I) (Taibei: Dingwen Press, 1973), 1: 22–23. 10. Su, Qingji tongwenguan jiqishisheng, 32–35. 11. Tang Zhijun, Wuxu bianfa renwu zhuan’gao (Biographies of the participants in the Hundred Day Reform) (Taibei: Wenhai Press), vol. 2, excerpted in Zhu Chuanyu, ed., Li Hongzhang zhuanji ziliao (Biographical materials of Li...