Village Life in China: A Study in Sociology

by Arthur H. Smith

Thoughtful Chinese teachers, familiar with the capacity of their pupils, estimate that the most intelligent among them can not be expected to understand a hundredth part of what they have memorized. The great majority of them have about as accurate a conception of the territory traversed, as a boy might entertain of a mountainous district through which he had been compelled to run barefooted and blindfolded in a dense fog, chased for vast distances by a man cracking over his head a long ox-whip. How very little many scholars do grasp of the real meaning, even after explanations which the teacher regards as abundantly full, is demonstrated by a test to which here and there a master subjects his scholars, that of requiring them to write down a passage. The result is frequently the notation of so many false characters as to render it evident, not only that the explanations have not been apprehended, but that notwithstanding such a multitude of perusals, the text itself has been taken only into the ear as so many sounds, and has not entered the mind at all.

The system of explanations adopted by Chinese teachers, as a rule, is almost the exact opposite of that which, to an Occidental, would seem rational. “In speech,” said Confucius, “one should be intelligible, and that is the end of it.” The Confucian teacher, however, is often very far indeed from feeling that it is necessary to be intelligible—that is to say, to make it absolutely certain that his pupils have fully comprehended his meaning. He is very apt to deliver his explanations—when a sufficient number of years has elapsed to make it seem worth while to begin them at all—ex cathedra, and in a stately, formal manner, his attention being much more fixed upon the exhibition of his own skill in displaying his own knowledge, than upon imparting that knowledge to his scholars. It is common to hear it said of a teacher who has attained distinction, that when he opens his mouth to explain the Classics, “every sentence is fit for an examination essay.” This is considered to be the acme of praise. Sentences which are suited to be constituent parts of examination essays, are not, it is superfluous to remark, particularly adapted to the comprehension of young schoolboys, who know nothing about examination essays, the style of which is utterly beyond their powers.

The commentary upon the Classics written by Chu Hsi, in the twelfth century, A. D., has come to have an authority second only to that of the text itself. That no Chinese school-teacher leads his pupils to question for an instant whether the explanation is accurate and adequate, is a matter of course. The whole object of a teacher’s work is to fit his pupils to compete at the examinations, and to prepare essays which shall win the approval of the examiners, thus leading to the rank of literary graduate. This result would be possible only to those who accept the orthodox interpretation of the Classics, and hence it is easy to see that Chinese schools are not likely to become nurseries of heresy. The very idea of discussing with his pupils either text or commentary, does not so much as enter the mind of a Chinese schoolmaster. He could not do so if he would, and he would not if he could.

The task of learning to write Chinese characters is a very serious one, in comparison with which it is scarcely unfair to characterize the mastery of the art of writing any European language, as a mere pastime. The correct notation of characters is, moreover, not less important than the correct recognition of them, for success in some of the examinations is made to depend as much upon caligraphy as upon style.

The characters which the teacher selects for the writing exercises of his pupils, have no relation, strange as it may seem, to anything which he is studying. These characters may at first be taken from little books of rhymes arranged for the purpose, containing characters at once simple and common.

The next step is to change to books containing selections from the T‘ang Dynasty poets, an appreciation of which involves acquaintance with tones and rhyme, of which the pupil, as yet, knows nothing. The characters which he now learns to write he has very likely never seen before, and they do not at all assist his other studies. The only item of which notice is taken, is whether the characters are well or ill-formed. Review there is none.

The reason for choosing T‘ang Dynasty poetry for writing lessons, instead of characters or sentences which are a part of the current lesson, is that it is customary to use the poetry, and is not customary to use anything else, and that to do so would expose himself to ridicule. Besides this, poetry makes complete sense by itself (if the pupil could only comprehend it) while isolated characters do not. The consequence of this method of instruction is that hundreds of thousands of pupils leave school knowing very little about characters, and much of what they do know is wrong. The method of teaching characters explains in part what seems at first almost unaccountable, that so few ordinary persons know characters accurately. It is an inevitable incident of the system, that to write some of the commonest characters, referring to objects used in daily life, is quite beyond the power of a man who has been for years at school, for he has never seen them either written or printed. Thus in taking an inventory of household property, there is not one chance in ten that the characters will be written correctly, for they do not occur in the Classics, nor in T‘ang Dynasty poetry. Not only so, but it is altogether probable that an average graduate of the village school cannot indite a common letter, or set down a page of any miscellaneous characters, without writing something wrong.

If the teacher is a man of any reputation, he has a multitude of acquaintances, fellow students, any of whom may happen to call upon him at the schoolhouse, where he lives. Chinese etiquette requires that certain attentions should be paid to visitors of this sort, and while it is perfectly understood that school routine ought not to be broken in upon by unnecessary interruptions, as a matter of fact in most schools these interruptions are a serious nuisance, to which the teacher often cannot and oftener will not put a stop.

The system here described, by which the whole time of the master is supposed to be devoted to instructing his pupils, makes no allowances for any absences whatever. Yet there are few human beings blessed with such perfect health, and having such an entire freedom from all relations to the external world, as to be able to conduct a school of this kind month after month, with no interruptions.

It frequently happens that the teacher is himself one of the literary army who attends the examinations in hope of a degree. If this is the case, his absences for this purpose will often prove a serious interruption to the routine of the school. Some patrons appear to consider that this disadvantage is balanced by the glory which would accrue to their school in case its master were to take his degree while in their service. Moreover, aside from the regular vacations at the feast times and harvests, every teacher is sure to be called home from time to time by some emergency in his own family, or in his village, or among his numerous friends. Under these circumstances he provides a substitute if he happens to find it convenient to do so. Such are nicknamed “remote-cousin-preceptors” (su-pai lao-shih), and are not likely to be treated with much respect. When the teacher is absent for a day, instead of dismissing the school, he perhaps leaves it theoretically in the charge of one of the older scholars. The inevitable consequence is, that at such times the work of the school is reduced not merely to zero, but to forty degrees below zero. The scholars simply bar the front door, and amuse themselves in using the teacher’s ferule for a bat, and the Trimetrical Classic, or the Confucian Analects, for a ball. The demoralization attending such lawlessness is evidently most injurious to the efficiency of the school.