The Northern School and the Formation of Early Ch'an

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The Northern School and the Formation of Early Ch'an a n d t h e F o r m a t io n o f E a r l y c h a n b u d d h i s m Jolm R. M cRic KURODA INSTITUTE STUDIES IN EAST ASIAN BUDDHISM 3 KURODA INSTITUTE STUDIES IN EAST ASIAN BUDDHISM Studies in Ch ‘an and Hua-yen Edited by Robert M. Gimello and Peter N. Gregory Dogen Studies Edited by William R. LaFleur STUDIES IN EAST ASIAN BUDDHISM 3 The Northern School and the Formation of Early Ch’an Buddhism J ohn R. M c R ae University of Hawaii Press HONOLULU © 1986 KURODA INSTITUTE ALL RIGHTS RESERVED MANUFACTURED IN THE UNITED STATES OF AMERICA The Kuroda Institute for the Study of Buddhism and Human Values is a non­ profit, educational corporation, founded in 1976. One of its primary objectives is to promote scholarship on Buddhism in its historical, philosophical, and cultural ramifications. The Institute thus attempts to serve the scholarly community by providing a forum in which scholars can gather at conferences and colloquia. To date, the Institute has sponsored six conferences in the area of Buddhist Studies. Volumes resulting from these conferences, as well as individual studies, are planned for publication in the present series. Library of Congress Cataloging-in-Publication Data McRae, John R., 1947- The Northern School and the formation of early Ch’an Buddhism. (Studies in East Asian Buddhism ; no. 3) Bibliography: p. Includes index. 1. Zen Buddhism—China—History. I. Title. II. Series. BQ9262.M36 1986 294.3’927’0951 86-4062 ISBN 0-8248-1056-2 This book is dedicated to Reverend Eugene “Bub-In ” Wagner o f the American Buddhist Order Contents Foreword xi Preface xiii Abbreviations and Conventions of Usage xv Introduction 1. The Transmission of Ch’an According to the Platform Sutra 1 2. The Platform Sutra as Historical Allegory 2 3. The Traditional Interpretation of the Platform Sutra's “Mind-verses” 4 4. Implications for this Study 6 5. Ch’an’s Pseudohistorical Doctrine and the Historical Study of Ch’an 7 6. The Origin of the Terms “Northern School” and “East Mountain Teaching” 8 7. The Distinction Between Legend and History 10 8. The Approach TaKen Here 11 Part One: History C h a p t e r I: Bodhidharma, His Immediate Successors, and the Masters of the Lankavatara Sutra 1. The Legend of Bodhidharma 15 2. The Life of Bodhidharma 16 3. Seng-fu 19 4. Hui-k’o 21 5. Hui-k’o’s Successors 23 6. Fa-chung and the Masters of the Lankavatdra Sutra 24 7. The Possible Use of the Lankavatara Sutra in Early Ch’an 27 C h a p t e r II: From Provincial China to Lo-yang and Ch’ang-an 1. Bodhidharma and the East Mountain Teaching 30 2. Tao-hsin’s Biography in the Hsu kao-seng chuan (HKSC) 31 3. An Outline of Tao-hsin’s Career 33 4. Hung-jen’s Life and Legendary Character 35 5. Hung-jen’s Lesser Students 36 6. Hung-jen and the Nature of the East Mountain Community 40 viii Contents 7. Fa-ju 43 8. Shen-hsiu: Biographical Sources 44 9. Shen-hsiu’s Early Life and Training 46 10. The Identification of Shen-hsiu with Wei-hsiu 48 11. Shen-hsiu at Yu-ch’uan ssu 50 12. Shen-hsiu in Lo-yang and Ch’ang-an 51 13. Shen-hsiu’s Death and Its Aftermath 54 14. Lao-an and his Disciples 56 15. Hsuan-tse and Fa-hsien 59 C h a p t e r III: The Seventh Generation and Beyond 1. The Contour of Later Northern Ch’an History 61 2. Hsiang-mo Tsang 63 3. Ching-hsien 63 4. I-fu 64 5. P’u-chi 65 6. P’u-chi’s Disciples 67 7. Comments on P’u-chi’s Later Successors 69 8. The Northern School in Tibet 71 C h a p t e r IV: The Development of the “Transmission of the Lamp” Histories 1. Legend and Encounter Dialogue in Ch’an Literature 73 2. The Structure and Function of the “Transmission of the Lamp” Texts 74 3. The Theoretical Basis of the “Transmission of the Lamp” Texts 76 4. The Origin of the Transmission Theory 77 5. The Transmission Theory in Early Chinese Buddhism 79 6. The Ta-mo-to-lo ch’an ching (Meditation Sutra o f Dharmatrdta) and Its Prefaces 80 7. Other Evidence Related to the Provenance of the Transmission Theory 82 8. Hints of the Transmission Theory in an Early Ch’an Text 83 9. Fa-ju’s Epitaph 85 10. The Author of the Ch 9uan fa-pao chi (Annals o f the Transmission o f the Dharma-treasure, or CFPC) 86 11. The Contents of the Ch ’uan fa-pao chi (CFPC) 87 12. Ching-chueh and the Leng-ch ’ieh shih-tzu chi (Records o f the Masters and Disciples o f the LankQ\vatara\, or LCSTC) 88 13. The Leng-ch9ieh shih-tzu chi (LCSTC) and the Lankavatara Sutra 90 14. The Northern School and Encounter Dialogue 91 15. Encounter Dialogue, Ma-tsu Tao-i, and the Northern School 93 Contents ix Pari Two: Doctrine C h a p t e r V: The Earliest Teachings of Ch’an 1. Introductory Remarks 101 2. The Treatise on the Two Entrances and Four Practices (Erh-ju ssu-hsing lun, or EJSHL) 102 3. The Message of the Letters 107 4. The Meaning of the Four Practices 108 5. The Entrance of Principle 110 6. The Practice of “Wall-contemplation” 112 7. Bodhidharma’s Treatise and the Later Development of Ch’an Doctrine 115 C h a p t e r VI: The Basic Doctrines of the East Mountain Teaching 1. Problems in the Study of the East Mountain Teaching 118 2. Textual Information 121 3. The Treatise on the Essentials o f Cultivating the Mind (Hsiu-hsin yao lun) 121 4. The Metaphor of the Sun and Clouds 132 5. Shou-hsin and Meditation Practice in the Hsiu-hsin yao lun 136 6. The Background of shou-ipu i or “Maintaining the One without Wavering” 138 7. The Meaning of “Maintaining the One without Wavering” in Ch’an 140 8. The Metaphor of the Mirror 144 9. The Use of the Mirror in Early Ch’an Texts 145 10. The Sun, the Mirror, and Bodhidharma’s Treatise 146 C h a p t e r VII: Shen-hsiu and the Religious Philosophy of the Northern School 1. Introductory Remarks 148 2. The Treatise on Perfect Illumination (Yuan-ming lun) 149 3. The Five Expedient Means (Wu fang-pien) 171 4. Shen-hsiu and the Teachings of the Northern School 196 5. The Use of Extended Metaphor in the Writings of the Northern School 198 6. Northern School Metaphors as “Contemplative Analysis” 201 7. Possible Antecedents to the Use of Contemplative Analysis in the Northern School 205 8. The Construction of Shen-hsiu’s Thought 207 9. The Identity of the Yuan-ming lun or Treatise on Perfect Illumination 209 10. The Gradual, Sudden, and Perfect Teachings in the Yuan-ming lun 211 X Contents 11. Constant Practice and the Perfect Teaching 212 12. The Reverse and Direct Contemplations in the Yuan-ming lun 213 13. Shen-hsiu’s Instructions on Meditation 215 14. The Construction of the Wu fang-pien 218 15. The First Expedient Means and the Awakening o f Faith 219 16. The Unique Aspects of the First Expedient Means 224 17. The Second Expedient Means 225 18. Descriptions of Meditation Practice in the Wu fang-pien 228 19. Meditation in the Northern School 230 Conclusion 1. The Original Meaning of the Platform Sutra Verses 235 2. Phases of Northern School History 238 3. Other Factions of Ch’an During the Late Eighth Century 240 4. Institutional Reasons for the Decline of the Northern School 242 5. Doctrinal Ramifications of the Decline of the Northern School 244 6. The Static and Dynamic Components of Early Ch’an Doctrine 245 7. Final Reflections on the Northern School and the Study of Ch’an 250 Appendix Annals of the Transmission of the Dharma-treasure 255 Notes Notes to the Introduction 271 Notes to Part One 275 Notes to Part Two 302 Notes to the Conclusion 345 Notes to the Appendix 346 Bibliography 349 Character Glossary 361 Index 375 Chinese Texts following page 394 Hsiu-hsin yao lun Yuan-ming lun Foreword Many of the manuscripts found at T\in-huang contain material of special significance to the history and development of Ch’an Buddhism. While scholars such as Hu Shih and Daisetsu SuzuKi contributed noteworthy studies in the period before World War II, it was not until the documents in the Stein and, later, the Pelliot Collections became generally available on microfilm that research made substantial advances. In the forefront of the new studies, which amounted to a reassessment and rediscovery of much of early Ch’an history, were Japanese scholars in both Kyoto and ToKyo. Among these scholars, the foremost is un­ doubtedly Professor Yanagida Seizan of the Research Institute for Humanistic Studies, Kyoto University. Professor Yanagida, a consum­ mate scholar and prolific writer who combines encyclopedic learning with Keen insight, has published widely in all areas of Ch’an and Zen studies. Yet despite constant demands on his time, he has always been most generous in the help he has given to students from the West. Dr. McRae, after extensive study with Professor Stanley Weinstein at Yale, went to Japan seeKing the advice and guidance of Professor Yana­ gida.
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