Travels in China, Containing Descriptions, Observations, and Comparisons, Made and Collected in the Course of a Short Residence at the Imperial Palace of Yuen-Min-Yuen, and on a Subsequent Journey through the Country from Pekin to Canton

by Sir John Barrow

The Mantchoo Tartar characters of another coin he supposed to signify p u r, which is construed into sors, or lot; and it is concluded, that these coins must either have been imported into Ireland by the Phœnicians, or manufactured in the country; in which case, the Irish must have had an oriental alphabet. "In either case," it is observed, "these medals contribute more to authenticate the ancient history of Ireland than all the volumes that have been written on the subject."

I have noticed this circumstance, which is taken from the Collectanea Hibernica, in order to shew how little is known of the Chinese character and language among the learned, when so good a scholar and eminent antiquary committed so great a mistake.

The youth of China generally begin to study the language when they are about six years of age. Their first employment is to learn by name a certain number of easy characters, without any regard to the signification, or without understanding the meaning of one of them, consequently, without adding to the mind one single idea, for five or six years, except that of labour and difficulty. For the name of a character, it may be recollected, has no reference whatsoever to its meaning. Thus fifty-one different characters, of as many distinct significations, have the same name of ching; and if ten or a dozen characters, bearing the sound of ching, should occur in the same page, the learner, in this stage of his education, is not instructed in the several meanings; his object is to acquire the sound, but to neglect the sense. I have been told, that a regular-bred scholar is required to get by heart a very large volume of the works of Confucius so perfectly, that he may be able to turn to any passage or sentence from hearing the sound of the characters only, without his having one single idea of their signification. The next step is to form the characters, commencing by tracing, or going over, a certain number that are faintly drawn in red ink. As soon as they are able to cover these with tolerable accuracy, without deviating from the lines of the original, they then endeavour to imitate them on fresh paper. These operations employ at least four years more of their life. Thus, a young man of fourteen or sixteen years of age, although he may be able to write a great number of characters, for each of which he can also give a name, yet, at the same time, he can affix no distinct idea to any one of them. The contrary method would appear advisable of teaching them first the signification of the simple roots, and the analysis of the compound characters, and afterwards the sounds, or, perhaps, to let the one accompany the other.

Objections of a similar nature to those now mentioned against the mode of Chinese education, have, it is true, been frequently stated with regard to the plan of educating youths in the public grammar schools of our own country; that some of the most precious years of their lives, when the faculties were in growing vigour, and the plastic mind most susceptible of receiving and retaining impressions, are wasted in poring over the metaphysics of a Latin Grammar, which they cannot possibly comprehend; and in learning by heart a number of declinations, conjugations, and syntax rules, which serve only to puzzle and disgust, instead of affording instruction or amusement: that the grammar, or philosophical part of a language, is useful only for the niceties and perfection of that language, and not a subject for boys. In all instances, perhaps, where the language to be learned is made the common colloquial language of the pupil, the objections stated against the use of the grammar may have some weight. But as this is not the case with regard to the Greek and Latin languages in Europe, nor to the written character in China, which differs widely from the colloquial, long experience may, perhaps, in both cases, have led to the adoption of the most eligible method[17].

But a youth of Europe has a very material advantage over one of China, during the time in which he is said to be poring over his Latin Grammar. He is in the daily habit of acquiring new ideas, from his knowledge of other languages. His mother-tongue supplies him with books, which he is able to comprehend, and from which he derives both entertainment and instruction. Without enumerating the great variety of these that daily engage his attention, I deem it sufficient to observe, that his Robinson Crusoe (the best book, with few exceptions, that can be put into a boy's hand) shews the numberless difficulties to which he is liable in the world, when the anxious cares of his parents have ceased to watch over him; it is there pointed out to him that, arduous as many undertakings may appear to be, few are insurmountable; that the body and the mind of man are furnished with resources which, by patience, diligence, prudence, and reflexion, will enable him to overcome the greatest difficulties, and escape the most imminent dangers. His Tom Jones, however exceptionable in those parts where human failings are represented under an amiable and alluring dress, leaves, upon the whole, a lively impression in favour of generosity and virtue, and seldom fails to excite an indignant glow against perfidy, selfishness, and brutality. The young Chinese has no such relief from his dry study of acquiring the names and representations of things that to him have as yet no meaning. He knows not a word of any language but his own.

The last step in the education of a Chinese is to analyse the characters, by the help of the dictionary, in the manner already mentioned, so that he now first begins to comprehend the use of the written character. Extracts from the works of their famous philosopher Cong-foo-tse (the Confucius of the missionaries) are generally put into his hands; beginning with those that treat on moral subjects, in which are set forth, in short sentences, the praises of virtue, and the odiousness of vice, with rules of conduct to be observed in the world. The eternal mean, in the style and manner of the maxims of Seneca, next follows; and the art of government, with an abridgment of the laws, completes him for taking his first degree, which generally happens when he has attained his twentieth year; but in order to be qualified for any high employment, he must study at least ten years longer.

From this view of the written character, and the mode of education, it will readily occur, that little progress is likely to be made in any of the speculative sciences; and more especially as their assistance is not necessary to obtain the most elevated situations in the government. The examinations to be passed for the attainment of office are principally confined to the knowledge of the language; and as far as this goes, they are rigid to the utmost degree. The candidates are put into separate apartments, having previously been searched, in order to ascertain that they have no writing of any kind about them. They are allowed nothing but pencils, ink, and paper, and within a given time they are each to produce a theme on the subject that shall be proposed to them. The excellence of the composition, which is submitted to the examining officers, or men of letters, depends chiefly on the following points.

That every character be neatly and accurately made.

That each character be well chosen, and not in vulgar use.

That the same character do not occur twice in the same composition.