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©Copyright 2004 Stuart V. Aque ©Copyright 2004 Stuart V. Aque Pi Xirui and Jingxue lishi Stuart V. Aque A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2004 Program Authorized to Offer Degree: Department of Asian Languages and Literature University of Washington Abstract Pi Xirui and Jingxue lishi Stuart V. Aque Chair of the Supervisory Committee: Professor David R. Knechtges Department of Asian Languages and Literature Jingxue lishi 經學歷史 (The History of Classical Scholarship) is a textbook that was written by a schoolteacher for the purpose of helping his students learn the subject that he taught. Pi Xirui 皮錫瑞 (1850-1908) was more than a schoolteacher. He was a son and a grandson, a father and a grandfather, a husband, a mentor, a friend, a patriot, a strong believer in reform and an activist, an accomplished poet, and a scholar of the Chinese Classics. And Jingxue lishi is more than a textbook--it is a rich repository that contains much valuable information about a very important part of Chinese culture and civilization, as well as insights into a traditional way of life. This dissertation contains a partial translation of Jingxue lishi along with Zhou Yutong’s annotations to the text, as well as a partial translation of Pi Xirui’s chronological biography. The purpose is to provide the reader with a vehicle for acquiring facility with the language and familiarity with the source materials, as well as gaining a greater understanding and appreciation of what it was like to be a traditional Confucian scholar at the end of the imperial era. TABLE OF CONTENTS Page Introduction .................................................................................................... 1 History, Background, Context...................................................................... 42 The Chronological Biography of Pi Xirui ................................................... 232 Chapter One: The Beginnings of Classical Scholarship............................ 359 Chapter Two: The Period of Transmission of Classical Scholarship ........ 462 Chapter Three: The Period of Advancement of Classical Scholarship ..... 526 Chapter Four: The Golden Age of Classical Scholarship .......................... 632 Chapter Five: The Period of Decline of Classical Scholarship.................. 765 Chapter Six: The Period of Division of Classical Scholarship .................. 860 The Next Chapter ....................................................................................... 932 Bibliography................................................................................................ 936 i ACKNOWLDGEMENTS The person to whom I owe the greatest debt and sincerest of thanks is Prof. David R. Knechtges, teacher, scholar, mentor, and friend. Without his confidence and support, I would not have been able to do the dissertation. Simply stated, his being is the manifestation of the idealized sense of the word 君子. Prof. William G. Boltz in his role as teacher, scholar, mentor, and friend was always there with insights, criticism, and a smile. Prof. R. Kent Guy of the History Dept. agreed to step in during the last year of this project, serve on my committee, and guide me through the basics of the history of the Qing dynasty. For this I am sincerely grateful. Prof. Stevan Harrell contributed insightful comments as well as thoughtful suggestions for improvement during the course of the defense and for these I am also sincerely grateful. The person who first opened the door and pointed the way was Gerald W. Swanson, who was my teacher and friend at the University of Vermont. Jerry introduced me to the world of Chinese intellectual history and then clearly laid out the steps in the process that I would have to take to seriously pursue this field of study. John Berninghausen and the late Gregory Chiang provided a solid foundation for the study of modern Chinese, as well as personal support (“keep plugging away at it, Stuart!”), at the University of Vermont and at Middlebury College. In Taiwan, I am indebted to all of my teachers at the Mandarin Training Center, the Stanford Center, and at National Taiwan University. However, there are two who deserve special mention. Prof. Ch’en Shun-cheng of NTU was my teacher at the Stanford Center. He taught and guided me with a command of his own tradition and an insight into the needs of foreign students interested in studying this tradition, in a way that in my experience is unparalleled. Prof. Wang Shu-min of NTU and a fellow at Academia Sinica had the patience, understanding, and generosity to go out of his way to help me, a struggling foreign student at NTU, acquire the basic skills needed to get through his courses at NTU. At Academia Sinica, he exposed me to scholarship at its highest level, which gave me an insight into what a sincere love of learning, and a deep personal commitment to excellence in scholarship and education is all about. At the University of Washington, Prof. Wang Ching-hsien, Prof. Jerry Norman, Prof. Anne Yue, and Prof. Fred Brandauer all taught me in a way that was extremely interesting, rewarding, and enjoyable. Tom Ridgeway shared his knowledge of and expertise in computer matters. In the early years of working through Jingxue lishi, Chris DeLucia was a ii solid teammate, and Laura Hess was generous in sharing her materials with me. My old friend and classmate, Su Jui-lung, was always ready, willing and able to answer any question and help solve any problem, as was Ms. Stella Chen Norman, whose door was always open. (They made it seem so easy.) In New Jersey, Prof. T’u Ching-i gave me the opportunity to benefit from the infusion of vitality that comes from teaching undergraduates, by hiring me to teach at Rutgers University, and another old friend and classmate, Richard Simmons, helped make my time at Rutgers more enjoyable. Buzzy Teiser helped with access to the Gest Library at Princeton. Michael Nylan, in the spirit of generosity, sharing, and cooperation, took time out from her own work and busy schedule to share some of her own materials with me, as well as to go through the drafts of my translation chapters, correcting my mistakes and providing many useful suggestions for improvement. Back at the UW, Prof. Chang T’ai-p’ing was generous in offering her skill and erudition when it came to answering my questions and helping me solve various problems. Chris Dakin, in his role as computer specialist, dragged me (the former computer specialist) into the Twenty-first Century (in the computer world at least), and provided the necessary support to ease the transition to the current OS, its features, and applications. Another old friend and classmate, Tony Fairbank, stepped in with the equipment necessary to get the job done. In addition, Tony took time to read through my chapters, correcting my errors and making suggestions for improvement. He has also been a source of unending support. For this he has my deepest gratitude. To steal and paraphrase a line from David C. Lindberg, “If the above list seems long, it is because I need all the help I can get.” In a project of this magnitude and duration, there are naturally many other people who along the way have contributed in one way or another to the finished product. Although they may not be mentioned above, I truly appreciate their assistance. iii DEDICATION For my father, Victor S. Aque (June 11, 1919-August 5, 1997) My mother, Virginia F. Aque (September 11, 1916-June 25, 1999) My son, Victor Aque (March 27, 1984-) My daughter, Anne Marie Aque (April 5, 1986-) And for MJH (July 3, 1893-November 2, 1966) who, although I never met him personally, taught me how to do things. iv 1 Introduction "...what one says in abstractions about 'a tradition' finds its ultimate proof or disproof in the lives of men..."1 Arthur F. Wright Jingxue lishi 經學歷史 (The History of Classical Scholarship) is a textbook that was written by a schoolteacher for the purpose of helping his students learn the subject that he taught. Of course, Pi Xirui 皮錫瑞 (1850- 1908) was more than a schoolteacher. He was a son and a grandson, a father and a grandfather, a husband (twice a widower by age twenty-seven sui), a mentor, a friend, a patriot, a strong believer in reform and an activist, an accomplished poet, and a scholar of the Chinese Classics. And Jingxue lishi is more than a textbook--it is a rich repository that contains much valuable information about a very important part of Chinese culture and civilization, as well as insights into a traditional way of life. Although Jingxue lishi is not about the Classics per se, but about 1Arthur F. Wright, "Values, Roles, Personalities" in Arthur F. Wright and Denis Twitchett, eds., Confucian Personalities (Stanford: Stanford University Press, 1962), p.3. 2 the history of scholarship related to the Classics,2 an understanding of the Classics and their nature is fundamental if one is to understand the history of scholarship surrounding these texts. What follows is not intended to be comprehensive, but rather a short summary providing information about the Classics in general and information essential to understanding the nature of each text.3 The role the Classics or jing 經 have played in the cultural history, that is, the intellectual, literary, bureaucratic, and social history of traditional China looms as large as any single factor or influence. While the Classics certainly were not the sole source of all subsequent 2The term jingxue 經學 has other translations, such as "Classics Studies," "Classical Learning," "the Study of the Classics," etc., which are all perfectly acceptable. The term can be understood in its wider sense, i.e., any form of study, learning, or scholarship related or associated with the Classics. Pi Xirui's history touches on all of these aspects, but for the most part his focus is on scholarship, so I, for the most part, use the term "Classical Scholarship." 3For a book length study of the Classics, see: Michael Nylan, The Five "Confucian" Classics” (New Haven: Yale University Press: 2001).
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