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Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 UMÏ RED GENESIS: THE HUNAN FIRST NORMAL SCHOOL AND THE CREATION OF CHINESE COMÜNISM, 1903-1921 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Liyan Liu, B.A., M.A. ***** The Ohio State University 2001 Dissertation Committee: Approved by Professor James R. Bartholomew, Adviser __ Professor Christopher A. Reed Q Adviser Professor Kirk Denton Department of History UMI Number; 3031226 UMI* UMI Microform30ai226 Copyright 2002 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT The history of the Hunan First Normal School is a tapestry woven of Chinese traditional and Western modern threads. Chinese tradition figured significantly in the character of the school. Western ideas, as well as the contemporary social, political, and intellectual circumstances also contributed to its policies and practices, The school's system, educational philosophy, policy, practices, curriculum, important teachers and radical students as well as their intellectual transitions are examined and framed in the larger changing social context. The dramatic story of the Hunan First Normal School combines several ideological threads from China's turbulent history in the 20th Century and weaves them into a colorful and intricate tapestry representing conflicting classes, forces and social agendas. This dissertation examines the ideological transformation of a generation of students and scholars associated with the Hunan First Normal School in Changsha, China. A group of students who attended the in the ii second decade of the twentieth, century eventually became the founders, principal ideologues and activists of the Chinese Communist Party. It explores the process by which the curriculum, environment, staff, especially the teachers, political and social forces in the school and in the surrounding city contributed to the transformation in the thinking of the student body. It examines how traditional Confucian values played a role in their radicalization, their transformation into communism, and their early communist activities, which in turn, suggests that the early Chinese communist movement was not without connections with Chinese tradition. It also examines the processes of change and constancy at the school, of its peculiar blend of Western and traditional Chinese ideas. By analyzing the social, political, and intellectual backgrounds, and the generation of the students' ideological formation and transformation, I will provide a better understanding of China's transition into modernity and the triumph of the Chinese Communist party. Ill AKMOWLEDGMENTS I am very happy to have this opportunity to acknowledge the generous help and support that I have received from so many people over the years while doing research and writing my dissertation. At the outset, I would like to express my deepest gratitude to my advisor Professor James R. Bartholomew. He provided insightful guidance, warm encouragement, unfailing support, great patience, and extremely good advice. I have never experienced anyone else who demonstrates more devotion to a student's work. He carefully read drafts of my dissertation, spent countless hours in commenting on my numerous drafts, and effectively guided my efforts at revision. Without his constant enthusiasm, this dissertation could never have been finished in its present form. He is one of the best teachers I have met in my life. Another person to whom I owe an equal debt of gratitude is Professor Christopher A. Reed who played a vital role in iv guiding my dissertation» Without, his strong expertise, enlightening advice, comments, and suggestions, as well as many other concrete aids this dissertation could not have been completed. He has been a tremendously valuable source of intellectual and practical guidance. He receives my heartiest thanks for teaching me, encouraging me, and challenging me. Thanks also to Professor Kirk A. Denton who in a very timely and efficient manner carefully read the draft of my dissertation, raised insightful questions, and provided invaluable comments and advice, which I have deeply appreciated. I would like to thank Professor Hao Chang, my previous adviser, for having directed me to this subject, and for guiding me, encouraging me, and teaching me throughout the research. I also owe a great debt of gratitude to Professor Charlton Lewis who pointed me to the materials of Hunan and guided me through the maze of Chinese documents. He also read part of the manuscript and gave very valuable comments and advice. Mr. Jingshen Xia helped me interpret all the classical Chinese I encountered while I was writing my dissertation into graceful modern Chinese, which made it much easier for me to write in English. To him, I owe a special personal debt. When I was doing, research, in, China^-in 1997^ 1 benefited tremendously from the help of several scholars. I would like to thank Professor Wang Xingguo of Hunan Provincial Social Science Institute for sharing with me his wide-ranging knowledge of Yang Changji and Mao Zedong, and also for guiding me to many valuable sources, including his manuscript about famous persons in Hunan. I would like to thank Principal Sun Hailin of Hunan First Normal School for helping me to gain access to some fascinating materials on First Normal. I would also like to thank Mr. Dai Zuocai of Hunan People's Press for guiding me to many valuable sources. I am also grateful to Mr. Tang Zhennan of the Hunan Provincial Committee of the Chinese Communist Party for sharing with me his knowledge of the Chinese Communist Party. I would like to thank many friends for their advice, encouragement, support, and humor, which have helped smooth the way to the conclusion of this dissertation. Many thanks to Doris Chang, Xiaoming Chen, Leo J. Daugherty III, Stephen McDonough, Yi Sun, and Alfred Yee. Finally, to my family, I owe my special gratitude for their understanding, patience, and steady support. VI VITA 1982 B.A. English, Henan University, Kaifeng, Henan, P. R. China 1993 M.A. History, Indiana University of Pennsylvania, Indiana, Pennsylvania FIELDS OF STUDY Major Field: History vu t a b l e o f CONTENTS Abstract................................................ ii Acknowledgments........................................ iv Vita................................................... vii Table of Contents..................................... viii List of Tables.......................................... xi Maps .................................................. xii Chapters : Introduction._______________________________________ 1 Chapter 1 The Historical And Intellectual Milieus Of Hunan, 1895-1907... 29 Growth of the Reform Movement in Hunan, 1895-1896....... 31 Climax and failure of the Hunan Reform Movement, 1897-189 8_________________________________ 35 Imperialism and the Opening of Hunan, 1898-190 7................................. 62 Chapter 2 From Confucian Academy To New-Type Modern School--------------------------------------- 73 Formation of the First Normal School and Educational Reform in Hunan,1900-1911 ______ 73 The Predecessor of the First Normal School/Chengnan Academy.________ __________ 82 An Overview of the First Normal School........ 85 Evolution of First Normal and the Political Culture in Late Qing, 1903-1912........... 90 viii Chapter 3 First Normal and Political Culture From Republican Revolution To The Maty Fourth Movement, 1912-1919......... 100 Initial Efforts At Reform In From The New Government After The Republican Revolution And The Political And Intellectual Situation In Hunan.............. 100 Educational Reforms at the First Normal......115 School Philosophy and Regulations............120 Course Content and Examination Regulations 137 Requirements for Faculty and Staff...........153 Students' Management_________________________159 Chapter 4 The New Culture Community: The Teachers' Generation_____________________________