WRITING GUIDE This guide explains how your papers will be evaluated and how you can improve your writing. An ability to communicate in writing is a rare and valuable skill that will enable you to progress in almost any career. • Papers should be double spaced, with reasonable margins and font. Number your pages. • Your paper must be your own work expressed in your own words. If you copy or thinly paraphrase the work of others, including a fellow student, you are guilty of plagiarism, which is grounds for prosecution by Student Judicial Affairs and can lead to academic suspension. Plagiarism is easy to detect and to track. • Organize your paper so that the reader follows a clear progression in your argument. Start with an introduction: this describes the problem you will address and describes your argument in brief. Then proceed into the body of the paper where you present your readers with evidence intended to convince them that your argument is correct. End with a conclusion where you sum up your evidence and make clear its connection to your argument. This is not the same thing as repeating what you wrote in the introduction. • No one can produce a satisfactory paper in a first draft. After writing a rough draft, you need to revise it to polish your sentences, paragraphs, organization, argument, and evidence. If you write and submit only a first draft, you can expect to do poorly. Issues to Avoid: 1. Weak Argument Your paper must present an argument clearly and concisely stated in your opening paragraph. The rest of your paper should present evidence in support of that argument. An argument is more than a descriptive statement; it must offer an explanation about causation. An argument answers a why question rather than simply a what question. In other words, a good argument tries to explain the cause of some event or some pattern of thought or behavior in the past. 1 Example: To write that "The American Revolutionary War began in April 1775 at Lexington" is an accurate descriptive statement, but it is not much of an argument. It does not explain the cause of an action. More pointed and promising is the following: "Undisciplined American militiamen commenced the American Revolutionary War by firing at British soldiers at Lexington in April of 1775." 2. Vague Writing Explain your ideas in careful detail. History is a discipline for organizing detailed particulars of events, setting, and personalities into coherent explanations for change over time. Therefore, history writing requires careful attention to the specifics of time and place. For all of your examples, be careful to identify their location in place and time. Vagueness is the bane of history writing. Example: Vague: “The settlers were mean to the Indians.” Specific: “After the Treaty of Paris in 1763, the settlers crossed the Appalachian Mountains to seize Indian land in the Ohio Valley. This invasion destroyed the habitat for the wild animals that sustained the Indian way of life.” 3. Lack of Examples/Evidence After making an important statement, you should immediately provide an example or a piece of evidence. If you just keep piling on assertions, you will fail to persuade your reader. 4. Excessive Quotation Short, relevant quotes can be invaluable to illustrating your points but you should avoid the excessive use of quotation. Some students write papers where most of the words are not their own but quotations from their reading. Only use quotations to illustrate points that you have just expressed in your own words. Avoid long quotations. A short, pithy quotation is always more effective. Only use quotation which vividly and precisely illustrate your point. Be careful to introduce each quotation by identifying the author and context. 5. Failure to Introduce a Quotation You should always introduce a quotation by identifying the author of the words. Ideally, you will also specify a date for the quotation. Example: “In 1776, while crossing the Delaware River, George Washington yelled out, ‘I just love to stand up in boats.’” 6. Insufficient or Inaccurate Citations to your Sources Footnote your quotes AND your use of information or ideas derived from any other writer. Too 2 many students mistakenly believe that they only need to provide citations for quotations. Always locate your note number at the end of a sentence, never in the middle. Your citation to a source should provide the name for the author of the document; the title for the document; and the author and title of the reader; and the specific page or pages. Examples: A document: Charles William Janson, “Stranger in America,” in Gordon S. Wood, The Rising Glory of America, 1760-1820 (Boston: Northeastern University Press, 1990). A book: Laurel Thatcher Ulrich, A Midwife’s Tale (New York: Random House/Vintage, 1991). NOTE: Do not use pp. or pg. in front of page numbers. They are unnecessary and distracting. A lecture: Alan Taylor, History 170A Lecture, Oct. 14, 2011. 7. Sloppy Editing Proofread your paper before you submit it. Correct your typographical, spelling, and punctuation errors. Refer to your dictionary when in doubt. If you are sloppy, you will receive a very poor grade. 8. Incomplete Sentences Every sentence must have a subject (in front of the verb); a verb (in the middle); and a direct object (following the verb). Note the following sentence "Parson Weems wrote fables." "Parson Weems" is the subject; "wrote" is the verb; and "fables" is the direct object. Often students write sentence fragments, generally by omitting a verb. 9. Excessive Use of the Verb “to be” (is, was, were, would be) “To be” is an inert verb that conveys little meaning. Too often students use this one verb over and over in sentence after sentence. This makes for very tedious reading. This boring verb also traps writers into clunky and wordy convolutions that cloud your meaning. Instead of “to be,” you should use action verbs, which means all other verbs. A very few examples: wrote, spoke, ran, fought, led, argued, insisted, resembled ... 3 Sometimes “to be” is (as here) the only appropriate verb. But most of your sentences should employ an action verb (such as “employ”). 10. Passive Voice Here we have the very worst form of “to be”: combined with a past participle. You need to weed the passive voice from your writing. By reversing the more natural order of agent-action-goal, passive sentences cripple the clear flow of information. Example: "The cherry tree was cut down by George Washington." In most cases passive sentences can be corrected readily to construct an active statement where the subject becomes a person (or persons) performing the action. Often this simply involves reversing the direct object (“George Washington”) and the subject (“The cherry tree”) of the passive sentence: "George Washington cut down the cherry tree." Passives mask responsibility for an action. For example: "The letter was written in a dull style." Who wrote the letter in that dull style? Far better to employ an action verb after the human subject: "Thomas Jefferson wrote the letter in a dull style." 11. Present Tense When writing about an event that occurred in the past, use the past tense. This seems simple, but many students stick to the present tense. Examples: Present Tense: "Washington chops down cherry trees." Past Tense: “Washington chopped down cherry trees.” Some students shift from past to present and back to past tense within the same paragraph (or even within the same sentence) while describing the same people and events set at the same moment in the past. For example: "Washington has wooden teeth. He used them to eat with. Washington never gums his food. He avoided apples, but he loves cherries." No. Stick with the past tense throughout. 4 12. Long and abstract sentence subjects In addition to a verb in the middle, every sentence needs a subject at the start. Clear writing favors concise subjects. If your subject involves more than 3 words, you probably need something shorter. In most sentences your subject should be an agent of action. This usually means a human being or a human group. Example: Abstract: “The passion for cherry soda of George Washington was the reason that he chopped down the cherry tree.” Concise: “George Washington chopped down the cherry tree because he loved cherry soda.” 13. Intruding a clause between your subject and your verb A sentence works best when the subject leads directly into the verb (“George Washington chopped...”). Subordinate clauses (meaning, one that modifies the subject of the sentence) work best either at the start of the sentence, to modify the verb, or at the end, to modify the direct object. Example: Intruding Clause: “The farmer, angry over the death of his favorite cherry tree, chased George Washington.” Better: “Angry over the death of his favorite cherry tree, the farmer chased George Washington.” NOTE: The improved version places no words between the subject (“the farmer”) and the verb (“chased”). 15. Rambling, Convoluted Sentences Avoid long, complex, convoluted, multi-clausal sentences. Many students mistakenly believe that sophisticated writing requires longer sentences with multiple clauses. In fact, long and convoluted sentences confuse and bore your readers. As a rule, express only one idea per sentence. Use a sequence of sentences to develop the subtleties of your idea - instead of stuffing the whole lot into one overburdened sentence. When proofreading, if you encounter a long, overly complex sentence, devise a way to break it into two or three shorter statements. Avoid sentences that ramble on for more than 3 lines. The essence of clarity is the elimination of unnecessary words - especially in the core of a sentence: the triad of subject-verb-object. 5 Example "Jane chased Spot." Why? Because it has a human subject (Jane) engaged in an action (chased) involving a direct object (Spot) and because there are no extraneous words in between the three. (By the way, “Spot” is a dog). Try to keep the core of your sentence clean by adding your qualifications and clarifications as phrases attached to the front or the rear of that core. For example: "Angry over the soiled carpet and armed with a sawed-off shotgun, Jane chased Spot, a mangy dog with a bladder control problem" is far better than "Jane, angry over the soiled carpet, chased, while armed with a sawed-off shotgun, Spot, a mangy dog with a bladder control problem." 15. A Vague or Absent Topic Sentence for a Paragraph Every paragraph should have one dominant idea expressed in a single "topic sentence" that controls the remaining sentences in that paragraph. A topic sentence works best as the first sentence in the paragraph. It conveys to the reader what the paragraph is about. The rest of the sentences should clarify or demonstrate that one key idea. If a subsequent sentence in the paragraph is unrelated to the topic sentence, it does not belong and should be removed. 16. Confusing Organization Be careful about the sequence of your paragraphs. If you pulled out all the other sentences in your paragraphs, leaving only the topic sentences, they should make a natural and coherent chain of ideas that could serve as a synopsis of your entire paper. If they do not, you need to reorder your paragraphs and/or improve the clarity and cogency of your topic sentences. Please make and follow an outline. In history, chronology matters. Avoid jumping back and forth in time. It works best to discuss early events and developments before discussing later ones. For example, it works better to discuss the Spanish colonization of Hispaniola before proceeding to discuss Cortes=s subsequent conquest of Mexico. 17. Repetition Make a point clearly once. Avoid repeating the same idea over and over again in varying words. 18. Factual errors Check your facts, dates, and spellings of names carefully. History writing requires a careful attention to accuracy. 19. Weasel words 6 Some students seek safety in “weasel words” such as maybe or perhaps or might have been. Such qualifiers render your writing almost without meaning. Avoid history in the key of “maybe.” Instead, make an argument for what “probably” happened. To do so, you will need to present evidence. 20. Warm-up sentences or global opening Students often prove slow to get to the point, preferring to begin papers with global formulas such as “Ever since the dawn of time…” or “Ever since Columbus discovered America …” Get to your own point immediately and stick to the topic of your paper throughout. 21. Lack of dates for events, quotes When you mention an event or introduce a quotation, specify the year. This provides the reader with a sense of place in time. THE SIMPLE SECRET: Economy of Language: Good writing explains clearly. Simplicity facilitates clarity. Please note my use of short, direct sentences. Throughout this writing guide, most of my sentences occupy only one or two lines. I build my points through a series of concise sentences. Several concise sentences work better than one long, rambling sentence with multiple clauses. Please also note that I use action verbs (like “use”) instead of “to be” in most of my sentences. I also use very concise subjects, usually human (like “I” in this sentence). And I avoid placing any words between my subject and my verb. Sometimes you have to break these rules, but you should strive for a clear and concise style in most of your sentences. You can achieve this if in most of your sentences you do the following 3 things: (1) Use a human subject (2) Use an action verb (3) Intrude no words between your subject and your verb SUGGESTIONS (1) Before you start your rough draft, prepare a scratch sheet (or two or three) of ideas that you want to express. At this point do not be concerned with their order. Just write your ideas down as fast as they come to you. This is the point in the process to be creative and disorganized. (2) Then go over the scratch sheet(s) to choose which ideas are important, which are useful but subordinate, and which are unimportant or incompatible (and therefore should be discarded). Look for connections between your points and figure out the best possible sequence. 7 (3) Draw up an outline, a skeleton of the order in which you will present your ideas and your evidence and examples drawn from your reading. (4) Prepare a rough draft. (5) Carefully proofread that rough draft, correcting and improving every sentence. HOW TO WRITE A FAILING PAPER IN TEN STEPS Step One: Submit the paper in single-spaced with two-inch margins. Don’t paginate your paper; and don’t put your name on it. Step Two: Misspell at least one word per paragraph to see if your teaching assistant owns a dictionary. Step Three: Devise complicated constructions that mask your meaning. Why write "The cat is on the mat" when you could instead write "The predicative nexus of exemplification was instantiated by being-on and the beings that were the cat and the mat"? Step Four: Ignore punctuation. By simply dropping all commas and periods you can multiply the possible interpretations of your sentences. Step Five: Begin and end paragraphs anywhere you please. Why not just make your paper one long paragraph? Then you would only have to write one theme sentence. Or you could make every sentence a separate paragraph to avoid having to present any supporting examples or evidence. Step Six: Why bother with any evidence? Why even read any of the books or documents? After all, history is just a matter of opinion and all opinions are equal. So why waste your time? Never consider any possible objections to your position. Simply assert and repeat your assertion over and over again. Step Seven: Avoid making an argument. It is so unpleasant. Besides, you can make do by filling the paper up with a statement of your feelings. Be as vague as possible. Don't forget to mention that your conclusion is too obvious to require any evidence. Step Eight: When in doubt, repeat yourself. The more times you say the same idea in slightly different ways, the more likely you are to fill up your paper with minimal effort. Step Nine: Use as many irrelevant quotations as possible, but never footnote them. You may 8 want to forget to use quotation marks. Step Ten: Never proofread or edit. Why spoil the spontaneity of the moment? 9 2 Copyright © 1993 by Patricia Buckley Ebrey Copyright © 1981 by The Free Press All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without permission in writing from the Publisher. The Free Press A Division of Simon & Schuster Inc. 1230 Avenue of the Americas New York, N.Y. 10020 www.SimonandSchuster.com Printed in the United States of America printing number 17 19 20 18 Library of Congress Cataloging-in-Publication Data Chinese civilization: a sourcebook / edited by Patricia Buckley Ebrey.—2nd ed., rev. and expanded. p. cm. Rev. and expanded ed. of: Chinese civilization and society. Includes bibliographical references and index. ISBN 0-02-908752-X eISBN-13: 978-1-4391-8839-2 1. China—Civilization—Sources. 2. China—History—Sources. I. Ebrey, Patricia Buckley II. Chinese civilization and society. DS721.C517 1993 951—dc20 92-47017 3 CIP 4 CONTENTS Preface to the Second Edition Preface to the First Edition Contents According to Topics A Note on the Selection and Translation of Sources Map of China I. THE CLASSICAL PERIOD 1. Late Shang Divination Records. The questions and answers inscribed on oracle bones used to communicate with divine powers 2. The Metal Bound Box. A scene in which the Duke of Zhou offers his life to the ancestors in place of his nephew the king, from the Book of Documents 3. Hexagrams in the Book of Changes. Two passages from an ancient diviners’ manual 4. Songs and Poems. Songs of courtship, feasting, and war, from the Book of Songs 5. The Battle Between Jin and Chu. Description of the strategies, jockeying for position, and boasting of a major battle, from the Zuo zbuan 6. Confucian Teachings. Passages from the Analects, Mencius, and Xunzi 7. Daoist Teachings. Passages from the Laozi and Zhuangzi 8. Legalist Teachings. Passages from the Book of Lord Shang and Han Feizi 9. Two Avengers. From the Intrigues of the Warring States 10. Social Rituals. The procedures to be followed when an inferior visits a superior and vice-versa, from the Book of Etiquette and Ritual II. THE QIN AND HAN DYNASTIES 11. Penal Servitude in Qin Law. From excavated wooden-strip documents 5 12. The World Beyond China. From Sima Qian’s Historical Records 13. Heaven, Earth, and Man. From the writings of Dong Zhongshu 14. The Debate on Salt and Iron. A court debate between the Legalist prime minister and the Confucian scholars about the role of the government in economic matters 15. The Classic of Filial Piety. A popular primer that glorifies the virtue of filial devotion 16. Wang Fu on Friendship and Getting Ahead. A second-century man’s cynical view of how men get ahead 17. Women’s Virtues and Vices. An exemplary biography of a model woman, the lament of a man whose wife was far from model, and a woman’s admonitions to girls on how to behave 18. Yin and Yang in Medical Theory. The theory behind traditional medicine, from the Yellow Emperor’s Classic of Internal Medicine 19. Local Cults. Three stone inscriptions describing shrines erected to honor various deities 20. Uprisings. Accounts of two religious leaders and the uprisings they staged III. THE ERA OF DIVISION AND THE TANG DYNASTY 21. Ge Hong’s Autobiography. By a fourth-century scholar and reluctant official 22. Buddhist Doctrines and Practices. Wei Shou’s summary of Buddhist doctrines, hagiographic accounts of two monks, and documents found at Dunhuang showing Buddhist belief in practice 23. Tales of Ghosts and Demons. Three tales from a fourth-century collection 24. Cultural Differences Between the North and the South. Two views of the distinctions that developed during a period of political separation and non-Han domination in the North 25. Emperor Taizong on Effective Government. A summary of political theory, written by the second Tang emperor for his sons 6 26. The Tang Legal Code. Sections from the laws on theft and robbery and those on land and taxes 27. The Errors of Geomancy. An official’s complaints about the profusion of theories 28. The Dancing Horses of Xuanzong’s Court. Unusual and exotic entertainment 29. Family Business. Documents from Dunhuang on the sale of slaves, division of property, and household registration 30. The Examination System. Humorous and semihumorous anecodotes about men’s efforts to pass the civil service examinations 31. A Pilgrim’s Visit to the Five Terraces Mountains. From the diary of a Japanese monk who made a pilgrimage to one of the sacred sites of Buddhism IV. THE SONG AND YUAN DYNASTIES 32. The Tanguts and Their Relations with the Han Chinese. Some Tangut maxims, a Tangut ruler’s letter to the Song emperor, and the preface to a Chinese-Tangut glossary 33. Book of Rewards and Punishments. A moral tract associated with popular Daoism 34. Precepts of the Perfect Truth Daoist Sect. Principles of a Daoist monastic sect 35. Wang Anshi, Sima Guang, and Emperor Shenzong. A court debate between the leading activist and his conservative opponent and letters they wrote each other outlining their differences 36. Rules for the Fan Lineage’s Charitable Estate. The rules by which a charitable trust was to be run for the benefit of the members of the lineage 37. Ancestral Rites. From a ritual manual giving the procedures to be followed 38. Women and the Problems They Create. Three folktale-like stories of unusual women and a sympathetic view of women’s problems 39. Longing to Recover the North. Poems by six twelfth-century writers expressing their anguish at the loss of China’s heartland 7 40. Zhu Xi’s Conversations with His Disciples. Conversations between a leading neo-Confucian philosopher and his students 41. The Attractions of the Capital. A description of economic activity, entertainment, and amenities in the city of Hangzhou 42. The Mutual Responsibility System. One magistrate’s instructions on how these units were to operate 43. On Farming. How to plant, weed, care for tools, budget time, and so on 44. A Mongol Governor. The biography of a Mongol who spent decades putting down rebellions and securing Mongol rule 45. A Schedule for Learning. Neo-Confucian rules and advice for teachers and students 46. A Scholar-Painter’s Diary. Two weeks of social and intellectual activity V. THE MING DYNASTY 47. Proclamations of the Hongwu Emperor. A despot’s complaints about how difficult it was to get his subjects to act properly 48. The Dragon Boat Race. A description of the festival as performed in one place in Hunan 49. Village Ordinances. Sample ordinances a village could adopt 50. Commercial Activities. Sample contracts, an essay on merchants, and a biography of an admired one 51. What the Weaver Said. An artisan’s view of his work 52. Tenants. Two contracts specifying the responsibilities of quasi-hereditary tenant-servants on one estate and reports of riots by tenants 53. Shi Jin the Nine-Dragoned. Episode from a novel describing the background of one outlaw 54. Family Instructions. Advice and rules found in a lineage genealogy 8 55. Concubines. How concubines were bought, the reminiscences of a man for a beloved concubine, and an episode from a novel depicting the ploys of a malicious concubine 56. Widows Loyal Unto Death. Accounts from a local history glorifying women who showed loyalty to their dead husbands by killing themselves 57. Two Philosophers. Letters and conversations of two important thinkers, Wang Yangming and Li Zhi 58. A Censor Accuses a Eunuch. A memorial to the emperor accusing the eunuch Wei Zhongxian of usurping his authority and acting tyrannically VI. THE QING DYNASTY 59. The Yangzhou Massacre. One family’s experiences, recounted in a diary 60. Proverbs About Heaven. Standard sayings 61. Taxes and Labor Service. A description of the forms in which taxes and service were assessed in one county 62. Permanent Property. The advice a man gave his sons concerning the importance of owning land and how to manage it 63. Lan Dingyuan’s Casebook. Two examples of how an energetic Magistrate solved administrative and legal cases 64. Exhortations on Ceremony and Deference. A lecture delivered by an official in the hope of teaching villagers good behavior 65. Village Organization. Two records of village affairs, one about a water-use agreement, the other the creation of a fair 66. The Village Headman and the New Teacher. Episode from a novel about how a teacher was hired 67. Boat People. A local history’s account of a minority group 68. Placards Posted in Guangzhou. Official orders to admit foreigners to the city after the Opium War and protests from local residents 9 69. Infant Protection Society. An account of one man’s efforts to stem infanticide 70. Mid-Century Rebels. Confessions, proclamations, petitions, and descriptions of a number of different rebel groups 71. The Conditions and Activities of Workers. A stone inscription recording official disapproval of organizing by workers and an official report of working conditions in a water-logged mine 72. Genealogy Rules. The rules one lineage used in compiling its genealogy VII. THE EARLY TWENTIETH CENTURY 73. Liang Qichao on His Trip to America. Comments on the amazing sights in New York, and reflections on Chinese social organization 74. Ridding China of Bad Customs. Proposals for ways to end footbinding, suppress opium addiction, and free young girl bondservants 75. Rural Education. Recollections of a teacher introducing science to a rural school 76. My Old Home. A story showing problems of communication between upper and lower class men 77. The Spirit of the May Fourth Movement. Recollections of a woman who had been in middle school at the time 78. The Haifeng Peasant Association. How one man tried to organize peasants 79. The Dog-Meat General. An account of one of the more incompetent and brutal warlords 80. The General Strike. A magazine account of a strike in Shanghai in 1928 81. Funeral Processions. A description of two funeral processions with a list of the equipment used and the cost 82. My Children. An essay by a man with five children 83. The Life of Beggars. An account of the social organization of beggars and their various techniques of earning a living 10 84. Generalissimo Jiang on National Identity. Two speeches, early and late in the War Against Japan, on China’s relations with other countries and the relations of the various nationalities within China VIII. THE PEOPLE’S REPUBLIC 85. The Communist Party. A speech by Liu Shaoqi on party organization and discipline 86. Land Reform. An episode from a novel showing peasants learning “to stand up” 87. Hu Feng and Mao Zedong. Letters of a leading intellectual which Mao published with his own commentary on how they demonstrated his counterrevolutionary tendencies 88. A New Young Man Arrives at the Organization Department. An episode from a story of the conflict between an idealistic young party member and the entrenched power structure 89. Peng Dehuai’s Critique of the Great Leap Forward. Peng’s letter to Mao offering measured criticism of his policies 90. Developing Agricultural Production. A newspaper account of efforts to inspire members of a production brigade to work harder 91. Lei Feng, Chairman Mao’s Good Fighter. Inspirational anecdotes about a model worker and soldier, devoted to aiding the people 92. Housing in Shanghai. A newspaper article describing the effects of state control of housing 93. Red Guards. Red Guards’ accounts of their activities during the Cultural Revolution 94. Victims. A short story written after the fall of the “Gang of Four,” showing some of the negative effects on both the older and younger generations of the Cultural Revolution 95. The Changing Course of Courtship. Four documents that show the changing circumstances in which young people have looked for spouses 96. The One-Child Family. One province’ regulations for fostering the one-child 11 family and a magazine article on the pressure young mothers have experienced because of this policy 97. Economic Liberalization and New Problems for Women. Newspaper and magazine articles protesting some of the ways new policies have had adverse effects on women’s employment or welfare 98. Peasants in the Cities. An interview and a newspaper article concerning the rural residents who flocked to the cities in the 1980s 99. Posters Calling for Democracy. Posters from the 1989 Democracy Protests 100. Defending China’s Socialist Democracy. A newspaper article refuting the views of those who believe that the West is more democratic than China Glossary Suggestions for Further Reading Original Sources Index 12 PREFACE TO THE SECOND EDITION Over the years I have had the pleasure of meeting and talking with many students and teachers who used Chinese Civilization and Society: A Sourcebook in their classes. Repeatedly they told me that what they liked most about it was its liveliness—the variety in the kinds of sources, the abundance of ones about ordinary life, the sprinkling of humor and glimpses of personal life. For their sakes I have long been thinking I should update it to bring it up to the 1990s and take into account reevaluations of the Mao years. When I finally found the time to tackle revisions, I decided to do a more thorough rethinking of the overall purposes of this sourcebook and how it actually gets used. My original goal fifteen years ago was to get into print lots of new translations of the sorts of documents that had been neglected in other sourcebooks: popular stories, descriptions of local customs, texts like tenancy contracts, essays that would reveal how relatively ordinary people thought, and so on. There were already many good translations of philosophical and religious texts, of standard historical accounts of great events, and of China’s relations with foreign peoples, so I did not give these topics as much space as texts about daily life or the mental world of ordinary people. From my conversations with colleagues around the country who have been assigning this book to their students, I have come to realize that few of them assign any other sourcebook or any other original texts. Chinese history is commonly taught in a rapid survey lasting only one or two semesters, with never enough time to read widely in the available translations. The Sourcebook would better meet classroom needs, I now realized, if it gave balanced coverage to all aspects of Chinese civilization, regardless of whether a source had also been translated elsewhere. Consequently I have made revisions throughout this book. The selection of sources for China since 1949 has been extensively revised and the coverage of the earliest periods expanded. Sometimes I have substituted an earlier piece for a later one on the same subject; for instance, I added a selection from the Tang code in place of one from the Ming code and some fourth-century ghost stories instead of some seventeenth-century ones. I have also expanded coverage of philosophy and religion in general, with new selections on Confucianism, Taoism, Legalism, and Buddhism. In addition, I have added quite a few pieces that relate to political ideas and practices and to China’s contacts with foreign peoples. Altogether there are thirty-nine new selections, bringing the total to one hundred. To make room for these new pieces, I have had to make cuts, sometimes shortening pieces, sometimes eliminating ones that seemed, on balance, to contribute less to the overall understanding of Chinese civilization. Although the final selection is still rich in sources for social and cultural 13 history, I now believe that it is sufficiently well rounded to serve as the sole sourcebook in a course on Chinese history or civilization. To bring attention to the change in the focus of this book, I decided to change the title as well, to Chinese Civilization: A Sourcebook. Several people have helped me prepare this new edition. My colleagues Kai-wing Chow, Peter Gregory, and Kenneth Klinker offered advice on new selections. Chiuyueh Lai did the conversions from Wade-Giles to pinyin romanization. She and Chunyu Wang each translated one of the new pieces. Susan Harum helped with the final preparation of the manuscript. Two scholars at other universities generously provided translations in areas of their expertise, David Keightley of the University of California at Berkeley and Ruth Dunnell of Kenyon College. The remainder of the new translations I did myself. P.B.E. September 1992 14 PREFACE TO THE FIRST EDITION This sourcebook came into being because of my belief that listening to what the Chinese themselves have had to say is the best way to learn about China. In teaching Chinese history and culture, however, I found that available translations were of limited use for the kinds of questions students were asking: How different were ordinary Chinese from ordinary Westerners? Did their different religions or philosophies lead to major differences in daily life? Did the Chinese have the same kinds of personal, social, and political problems as we do, or different ones? To help students find answers to these questions, I had to search for sources that could tell us more about the lives, outlooks, and habits of the full range of the Chinese population, not merely philosophers and scholars, but also women, peasants, townsmen, and undistinguished local officials. Since such people seldom wrote essays or autobiographies, I had to look for different kinds of sources—folk songs, plays, moral primers, descriptions, contracts, newspaper articles, and so on. My efforts to make a sourcebook out of this material could never have succeeded without the generous help of others. Acknowledgment for funding must be made to the National Endowment for the Humanities for an Education Project Grant. This grant allowed me to employ several graduate-student research assistants. Jane Chen, Lucie Clark, Mark Coyle, Nancy Gibbs, Lily Hwa, Jeh-hang Lai, Barbara Matthies, and Clara Yu helped prepare, correct, and polish the translations in this book. Although all the translations we did are attributed to specific translators, they are in fact joint efforts, since in all cases either I as editor or one of the assistants extensively revised the translation to improve accuracy or style. Clara Yu’s contribution to this book deserves particular note; she worked with me from the inception of the project to its completion and is responsible for thirty of the eighty-nine selections. Over the past five years, I have also regularly profited from the advice and criticisms of colleagues. Robert Crawford and Howard Wechsler helped test the translations in courses at the University of Illinois. Several other faculty members at Illinois have been ready to answer my questions on subjects about which they knew more than I, including Richard Chang, Lloyd Eastman, James Hart, Richard Kraus, Whalen Lai, and William MacDonald. I have also benefited greatly from the reactions and suggestions of professors at other colleges who saw earlier versions of this sourcebook in whole or part. These include Suzanne Barnett (University of Puget Sound), David Buck (University of Wisconsin-Milwaukee), Parks Coble (University of Nebraska), Wolfram Eber-hard (University of California, Berkeley), Edward Farmer (University of Minnesota), Charlotte Furth (California State University at Long Beach), Peter Golas (University of Denver), John Langlois (Bowdoin College), 15 Susan Mann Jones (University of Chicago), Susan Naquin (University of Pennsylvania), John Meskill (Barnard College), Keith Schoppa (Valparaiso University), Jonathan Spence (Yale University), Philip West (Indiana University), and Arthur Wolf (Stanford University). Finally, I was fortunate to have excellent clerical assistance from Mary Mann, who typed several versions of this manuscript, and Sandy Price, who helped with the final typing. Christina Pheley conscientiously corrected the page proofs and galleys. P.B.E. 16 CONTENTS ACCORDING TO TOPICS RELIGION AND COSMOLOGY 1. Late Shang Divination Records 2. The Metal Bound Box 3. Hexagrams in the Book of Changes 7. Daoist Teachings 13. Heaven, Earth, and Man 18. Yin and Yang in Medical Theory 19. Local Cults 20. Uprisings 22. Buddhist Doctrines and Practices 23. Tales of Ghosts and Demons 27. The Errors of Geomancy 31. A Pilgrim at the Five Terraces Mountains 33. Book of Rewards and Punishments 34. Precepts of the Perfect Truth Daoist Sect 60. Proverbs About Heaven 63. Lan Dingyuan’s Casebook CONFUCIANISM 6. Confucian Teachings 10. Social Rituals 13. Heaven, Earth, and Man 15. The Classic of Filial Piety 17. Women’s Virtues and Vices 35. Wang Anshi, Sima Guang, and Emperor Shenzong 37. Ancestral Kites 40. Zhu Xi’s Conversations with His Disciples 45. A Schedule for Learning 57. Two Philosophers 64. Exhortations on Ceremony and Deference GOVERNMENT 2. The Metal Bound Box 4. Songs and Poems 6. Confucian Teachings 8. Legalist Teachings 11. Penal Servitude in Qin Law 14. The Debate on Salt and Iron 16. Wang Fu on Friendship and Getting Ahead 25. Emperor Taizong on Effective Government 26. The Tang Legal Code 28. The Dancing Horses of Xuanzong’s Court 30. The Examination System 35. Wang Anshi, Sima Guang, and Emperor Shenzong 42. The Mutual Responsibility System 47. Proclamations of the Hongwu Emperor 58. A Censor Accuses a Eunuch 61. Taxes 17 and Labor Service 63. Lan Dingyuan’s Casebook 64. Exhortations on Ceremony and Deference 70. Mid-Century Rebels 77. The Spirit of the May Fourth Movement 79. The Dog-Meat General 80. The General Strike 84. Generalissimo Jiang on National Identity 85. The Communist Party 86. Land Reform 88. A New Young Man Arrives at the Organization Department 89. Peng Dehuai’s Critique of the Great Leap Forward 90. Developing Agricultural Production 91. Lei Feng, Chairman Mao’s Good Fighter 92. Housing in Shanghai 93. Red Guards 93. Victims 99. Posters Calling for Democracy 100. Defending China’s Socialist Democracy HISTORY WRITING AND HISTORICAL GENRE 2. The Metal Bound Box 5. The Battle Between Jin and Chu 9. Two Avengers 12. The World Beyond China 19. Local Cults 20. Uprisings 21. Ge Hong’s Autobiography 44. A Mongol Governor 46. A Scholar-Painter’s Diary 58. A Censor Accuses a Eunuch 67. Boat People 70. Mid-Century Rebels CONTACTS WITH OUTSIDE PEOPLES 12. The World Beyond China 22. Buddhist Doctrines and Practices 28. The Dancing Horses of Xuanzong’s Court 31. A Pilgrim’s Visit to the Five Terraces Mountains 32. The Tanguts and Their Relations with the Han Chinese 39. Longing to Recover the North 44. A Mongol Governor 59. The Yangchow Massacre 68. Placards Posted in Guangzhou 73. Liang Qichao on His Trip to America 84. Generalissimo Jiang on National Identity 100. Defending China’s Socialist Democracy FAMILY, KINSHIP, AND GENDER 15. The Classic of Filial Piety 17. Women’s Virtues and Vices 29. Family Business 36. Rules for the Fan Lineage’s Charitable Estate 37. Ancestral Rites 18 38. Women and the Problems They Create 54. Family Instructions 55. Concubines 56. Widows Loyal Unto Death 72. Genealogy Rules 74. Ridding China of Bad Customs 81. Funeral Processions 82. My Children 95. The Changing Course of Courtship 96. The One-Child Family 97. Economic Liberalization and New Problems for Women LOCAL SOCIAL AND ECONOMIC ACTIVITIES 4. Songs and Poems 41. The Attractions of the Capital 43. On Farming 48. The Dragon Boat Race 49. Village Ordinances 50. Commercial Activities 51. What the Weaver Said 52. Tenants 53. Shi Jin the Nine-Dragoned 65. Village Organization 66. The Village Headman and the New Teacher 67. Boat People 69. Infant Protection Society 71. The Conditions and Activities of Workers 75. Rural Education 76. My Old Home 78. The Haifeng Peasant Association 83. The Life of Beggars 86. Land Reform 92. Housing in Shanghai 97. Economic Liberalization and New Problems for Women 98. Peasants in the Cities UPPER CLASS AND INTELLECTUALS 5. The Battle Between Jin and Chu 10. Social Rituals 16. Wang Fu on Friendship and Getting Ahead 21. Ge Hong’s Autobiography 24. Cultural Differences Between the North and the South 30. The Examination System 39. Longing to Recover the North 45. A Schedule for Learning 46. A ScholarPainter’s Diary 57. Two Philosophers 62. Permanent Property 69. Infant Protection Society 73. Liang Qichao on His Trip to America 74. Ridding China of Bad Customs 76. My Old Home 77. The Spirit of the May Fourth Movement 78. The Haifeng Peasant Association 87. Hu Feng and Mao Zedong 94. Victims 19 TALES AND FICTION 9. Two Avengers 23. Tales of Ghosts and Demons 38. Women and the Problems They Create 53. Shi Jin the Nine-Dragoned 55. Concubines 66. The Village Headman and the New Teacher 76. My Old Home 86. Land Reform 88. A New Young Man Arrives at the Organization Department 94. Victims 20 A NOTE ON THE SELECTION AND TRANSLATION OF SOURCES In selecting sources for inclusion in this book, I had to balance many goals. Each source had to reveal something important about Chinese civilization, but at the same time I wanted each to be intrinsically interesting to read. I also tried to balance the needs of topical and chronological coverage and my desire to show something of the life of people in different stations in society. I have drawn from many well-known works but have also made a concerted effort to find sources about the lives of the kinds of people who did not ordinarily write, such as women, peasants, soldiers, artisans, and merchants. Translating the sources was as challenging as selecting them. Fully capturing meaning, style, and mood is never possible. If we transpose other peoples’ common ways of expression into ways of expression common to us, important elements of the culture are lost to us, for much of culture is communicated in the metaphors and imagery people use. On the other hand, to convey all of the meanings in a text usually results in such bad English that the intelligence, grace, or humor of the original is lost. And even when the style is satisfactory, bringing out too many subtleties from texts, especially popular works, can distort their real meaning. For instance, Buddhist monks certainly read more into technical Buddhist terms than lay persons do; to bring out all possible meanings for such terms in a popular moral tract or fictional story would be to misrepresent what it meant to much of the audience that actually read it. Unfortunately, judging how much an audience understood is nearly impossible. Did most people who invoked the phrase “the tyrant Xia Jie” know anything about Xia Jie except that he was a famous tyrant? If they did know more, was it very close to the Xia Jie of the historical accounts, or was it based on the portrayal of him in popular plays or operas? Thus a number of compromises have been made in the translations in this sourcebook. To make extensive reading more inviting, we have translated into standard, easily intelligible English, often eliminating redundancies but trying to preserve much of the imagery and style of the original. Many selections have been abridged, but omissions are marked with ellipsis points (…). To avoid cluttering the text, footnotes and interpolations have been kept to an absolute minimum. When authors mention specific people, they are not identified when the point can be understood without it. Allusions and philosophical terms are translated simply, generally with little explanation. It is hoped that wide reading will give readers a surer sense of what authors and audiences understood by such terms than footnotes ever could. 21 22 PART I THE CLASSICAL PERIOD The archaeological record of human existence in China goes back to the remote past. By the fifth millennium b.c. neolithic cultures flourished in several parts of the country. Archaeologists have found village settlements, finely decorated pottery, carved and polished jades, and evidence of ancestor worship. With the Shang dynasty (ca. 1600-ca. 1050 B.C.), the historical and archaeological records begin to coincide; the Chinese accounts of the Shang rulers match the diviners’ inscriptions on animal bones and tortoise shells found during the past century at the city of Anyang in the Yellow River valley. The Shang had built a strong state on the basis of bronze technology, chariot warfare, and elaborate social differentiation. Shang kings could mobilize large armies for warfare and huge numbers of workers to construct defensive walls or elaborate tombs. Much fuller historical records survive for the next dynasty, the Zhou (ca. 1050-256 B.C.). The Zhou house originated in what is now Shaanxi province in northwestern China, moving eastward to conquer the Shang and establish their rule over much of northern China. The early Zhou rulers secured their position by enfeoffing loyal supporters and relatives in different regions, thus establishing a social order somewhat like the feudal system in medieval Europe. The early Zhou dynasty was an age when blood kinship was honored and social status distinctions were stressed. Members of the nobility were linked both to each other and to their ancestors by bonds of obligation based on kinship. Ancestors were seen as having great influence over the living, with powers similar to but far surpassing those of the living elders of the clan. Even the relationship between lord and peasant was supposed to be a paternalistic one, the peasant serving the lord and the lord concerned about his welfare. The Zhou kingdom remained strong for over two centuries, but its position gradually weakened, until finally in 771 B.C., the capital was sacked by non-Chinese tribes. The Zhou rulers then established a new capital further east in the Yellow River valley, marking the beginning of the Eastern Zhou. In this period real political power lay with the feudal states. The Zhou king continued to reign only because of the prestige of his house and the fact that no one feudal state was strong enough to dominate the others. The Eastern Zhou is divided into two major eras, the Spring and Autumn period (72223 481 B.C.) and the Warring States period (403-221 B.C.). During these centuries the states attacked and absorbed each other until only a half-dozen powerful ones survived. This period of political strife witnessed social and economic advances of all sorts, including the introduction of iron, the development of infantry armies, the circulation of money, the beginning of private ownership of land, the growth of cities, and the breakdown of class barriers. During this period also there was a gradual expansion of the culture of the North southward into the Yangzi River region, and at the same time elements of the indigenous culture of the lusher southern region were incorporated into the culture of the North. The political disruption and social change of the late Zhou drew many men’s attention to the problem of how to achieve stability. Those who responded to this challenge included not only military and political leaders but also many philosophers. The foremost philosophers were Confucius (551-479 B.C.) and his followers Mencius (ca. 370-ca. 300 B.C.) and Xunzi (ca. 310-ca. 215 B.C.), who emphasized the preservation of tradition and moral cultivation. They were closely rivaled at the time by the Mohists and Legalists, the former emphasizing frugality, discipline, and universal love, the latter law and statecraft. Opposed to all of these proposed methods of reform were the Daoists, who preached a return to the Dao or Way, the true condition of man, which had been lost through the process of civilization and could be regained only if people were allowed to return to naturalness. The proliferation of philosophy in this period was so great that it came to be known as the period of the “one hundred schools.” Without doubt it was one of the most intellectually creative eras in Chinese history. The major sources for the Classical period are the oracle bones and bronze inscriptions, the Book of Documents, the Book of Changes, the Book of Songs, the ritual classics, several historical texts, and the essays and recorded sayings of the philosophers. Passages from these texts have been selected for inclusion here first of all to illuminate the Classical period. A second, complementary goal, is to introduce the classics themselves, important because they were studied by so many generations of Students and thus profoundly shaped the thinking of the educated. 24 1 LATE SHANG DIVINATION RECORDS The kings of the late Shang (ca. 1200-1050 B.C.) attempted to communicate with the spiritual forces that ruled their world by reading the stress cracks in cattle bones and turtle plastrons. They and their diviners produced these cracks by applying a heated brand or poker to the consecrated bones or shells, intoning as they did so a charge that conveyed their intentions, wishes, or need to know. After the divination ritual was over, a record of the topic and, sometimes, of the prognostication and the result, was engraved into the bone. Those inscriptions, only recovered in the twentieth century by archaeologists and painstakingly deciphered by paleographers, provide direct contact with many of the Shang kings’ daily activities and concerns. Some 150,000 oraclebone fragments, mainly excavated at the late Shang cult center near modern Anyang, have been preserved, of which 50,000 have been thought worth reproduction. The following inscriptions—most of them from the reign of the twenty-first king, Wu Ding (ca. 1200-1181 B.C.), the heyday of Shang divination as it is recorded in the bone inscriptions—cover the topics that were of major concern to the Shang diviners. As in the first example, many of the early charges were paired, being expressed in both the positive and negative mode and placed in matching opposition on the bone. The inscriptions, as can be seen below, include references to Di, the high god of the Shang. The offering of cult to Di, however, was rarely divined, perhaps because, unlike the ancestors, Di was virtually beyond human comprehension and influence. Sacrifices and Rituals [A] [Preface:] Divined: [Charge:] “[We] should offer to Xiang Jia, Father Geng, and Father Xin [the seventeenth, eighteenth, and nineteenth kings], one cow.” [B] [Preface:] Divined: [Charge:] “[We] should not offer to Xiang Jia, Father Geng, and Father Xin, one cow.” Mobilizations [Preface:] Crack-making on dingyou [day 34], Que divined: [Charge:] “This season, the king raises five thousand men to campaign against the Tufang; he will receive assistance in this case.” [Postface:] Third moon. Military Campaigns [A] Divined: “It should be Zhi Guo whom the king joins to attack the Bafang, [for if he does] Di will [confer assistance] on us.” 25 [B] “It should not be Zhi Guo whom the king joins to attack the Bafang [for if he does] Di may not [confer assistance] on us.” Meteorological Phenomena [A] [Preface:] Crack-making on bingshen [day 33], Que divined: [Charge:] “On the coming yisi [day 42], [we] will perform the you-ritual to Xia Yi [the twelfth king].” [Prognostication:] The king read the cracks and said: “When [we] perform the yowritual there will be occasion for calamities; there may be thunder.” [Verification:] On yisi [day 42], [we] performed the you-ritual. At dawn it rained; at the beheading sacrifice it stopped raining; when the beheading sacrifice was all done, it likewise rained; when [we] displayed [the victims] and split them open, it suddenly cleared. [B] [Verification:] In the night of yisi [day 42] there was thunder in the west. Agriculture [A] [Preface:] Crack-making on [bing-]chen [day 53], Que divined: [Charge:] “We will receive millet harvest.” [B] [Preface:] Crack-making on bingchen [day 53], Que divined: [Charge:] “We may not receive millet harvest.” (Postface:) Fourth moon. [C] [Prognostication:] The king read the cracks and said: “Auspicious. We will receive this harvest.” Sickness Divined: “There is a sick tooth; it is not Father Yi [the twentieth king, Wu Ding’s father] who is harming [it].” Childbirth [A] [Preface:] Crack-making on jiashen [day 21], Que divined: [Charge:] “Lady Hao [a consort of Wu Ding] will give birth and it will be good.” [Prognostication:] The king read the cracks and said: “If it be on a ding day that she give birth, it will be good. If it be on a geng day that she give birth, it will be prolonged auspiciousness.” [Verification:] [After] thirty-one days, on jiayin [day 51], she gave birth. It was not good. It was a girl. [B] [Preface:] Crack-making on jiashen [day 21], Que divined: [Charge:] “Lady Hao will give birth and it may not be good.” [Verification:] [After] thirty-one days, on jiayin [day 51], she gave birth. It really was not good. It was a girl. Disaster, Distress, or Trouble 26 [A] Crack-making on jiashen [day 21], Zheng divined: “This rain will be disastrous for us.” [B] Divined: “This rain will not be disastrous for us.” Dreams [A] Crack-making on jichou [day 26], Que divined: “The king’s dream was due to Ancestor Yi.” [B] Divined: “The king’s dream was not due to Ancestor Yi.” Settlement Building [A] Crack-making on renzi [day 49], Zheng divined: “If we build a settlement, Di will not obstruct [but] approve.” Third moon. [B] Crack-making on guichou [day 50], Zheng divined: “If we do not build a settlement, Di will approve.” Orders Crack-making on [jia]wu [day 31], Bin divined: “It should be Lady Hao whom the king orders to campaign against the Yi.” Tribute Payments [Marginal notation:] Wo brought in one thousand [shells]; Lady Jing [a consort of Wu Ding] ritually prepared forty of them. [Recorded by the diviner] Bin. Divine Assistance or Approval [A] Crack-making on xinchou [day 38], Que divined: “Di approves the king.” [B] Divined: “Di does not approve the king.” Requests to Ancestral or Nature Powers Crack-making on xinhai [day 48], Gu divined: “In praying for harvest to Yue [a mountain spirit], [we] make a burnt offering of three small penned sheep [and] split open three cattle.” Second moon. The Night or the Day [A] Crack-making on renshen [day 9], Shi divined: “This night there will be no 27 disasters.” [B] Divined: “This night it will not rain.” Ninth moon. Hunting Expeditions and Excursions On renzi [day 49] the king made cracks and divined: “[We] hunt at Zhi; going and coming back there will be no harm.” [Prognostication:] The king read the cracks and said: “Prolonged auspiciousness.” [Verification:] This was used. [We] caught fortyone foxes, eight mi-deer, one rhinoceros. The Ten-Day Week [A] On guichou [day 50], the king made cracks and divined: “In the [next] ten days, there will be no disasters.” [Prognostication:] The king read the cracks and said: “Auspicious.” [B] On guihai [day 60], the king made cracks and divined: “In the [next] ten days, there will be no disasters.” [Prognostication:] The king read the cracks and said: “Auspicious.” Translated by David N. Keightley 28 2 THE METAL BOUND BOX The cult of the ancestors and the practice of divination as a means of learning the wishes of the ancestors remained important in the early Zhou period. This is shown in the story below concerning the Duke of Zhou, brother of the founder of the Zhou dynasty. King Wu. When King Wu died, his son, King Cheng, was still a child. The Duke of Zhou acted as regent for him for seven years but never attempted to take the throne himself. The story here, which begins while King Wu is still alive, shows the duke’s assumptions about the needs, desires, and powers of ancestors. This selection is from the Book of Documents, a collection of purported speeches, pronouncements, and arguments of the early kings and their advisers. The oldest of these documents date from the beginning of the Zhou dynasty, although the one included here is probably of later date. This book became one of the Five Classics, held sacred by the Confucians. Even though each document deals with a particular political situation, as a group they have been taken to provide an ideal statement of how government should be conducted. Two years after he had conquered the Shang dynasty, King Wu became ill and grew despondent. The two ducal councillors advised making a reverent divination on behalf of the king. However, the Duke of Zhou said, “We must not upset our royal ancestors.” The duke then took the burden upon himself. He constructed three altars on a single lot of cleared ground. Then he constructed another altar to the south, facing north. Standing there, he arranged the jade disc and grasped the jade baton. Then he addressed his ancestors, King Tai, King Ji, and King Wen. The scribe recorded his prayer. It read, “Your principal descendant, whose name I dare not utter, has contracted a terrible and cruel illness. Heaven has made you three kings responsible for your distinguished son. Take me as a substitute for the king. I was kind and obedient to my father. I have many talents and skills, and can serve the ghosts and spirits. Your principal descendant is not as talented or skilled as I, nor can he serve the ghosts and spirits as well. Furthermore, he was given a mandate by the imperial ancestor to lend assistance to the four quarters that he might firmly establish your sons and grandsons here on the earth below. There are no people from the four quarters who do not stand in awe of him. Alas! Do not let the precious mandate which Heaven has conferred on him fail. With him, our royal ancestors will always have a refuge. I now seek a decree from the great tortoise. If you grant my request, I shall take the jade disc and baton and return to await your decree.” He divined with three tortoises, and they all indicated good fortune. He then opened 29 the lock and looked at the writing; it too indicated good fortune. The duke said, “The configuration shows that the king will not suffer harm, and that I, the small child, have obtained a renewed mandate from the three kings. It is the long range that must be considered, and so I await my fate. They will take care of our king.” The duke returned and put the scribe’s record in a metal bound box. By the next day the king had improved. After King Wu died, the Duke of Zhou’s older brother, Guan Shu, along with his younger brothers, spread rumors around the country that the duke was not benefiting the young king. The Duke of Zhou informed the two ducal councillors, “Unless I flee from my brothers, I will not be able to report to our royal ancestors.” The duke then lived in the east for two years, until the criminals were caught. Afterwards, he composed a poem, called “The Owl,” which he presented to the young king. King Cheng, for his part, did not blame the duke at all. In the autumn when the grain was full and ripe but not yet harvested, Heaven sent down a wind accompanied by great thunder and lightning. The grain was completely flattened. Even great trees were uprooted, and the citizens were very much afraid. King Cheng and his officers all put on their ceremonial caps and went to open the great writings in the metal bound box. Then they discovered the burden that the Duke of Zhou had taken on himself, how he had wished to substitute himself for King Wu. The two ducal councillors and the king then asked the scribe and all of the officers whether this had in fact happened. They replied, “It is true, but, oh, the duke commanded us not to utter a word about it.” The king took up the writing and cried, saying, “We need not reverently divine. Formerly the duke worked diligently for the royal family, but I was only a child and did not realize it. Now Heaven has stirred its awesome power to reveal the virtue of the Duke of Zhou. I, a small child, must greet him anew, in accordance with the ritual of our state and clan.” King Cheng then went out to the suburbs, and Heaven sent down rain and a wind from the opposite direction, so that all the grain stood up straight again. The two ducal councillors ordered the citizens to raise up and replant all of the trees which had been flattened. In that year there was a great harvest. Translated by James Hart 30 3 HEXAGRAMS IN THE BOOK OF CHANGES By early Zhou the interpretation of hexagrams gained favor as a method of divination. To obtain advice a person would randomly draw six milfoil stalks, long or short, to form a hexagram of six lines, broken or unbroken. A diviner would then interpret the hexagram according to traditional meanings associated with each of its lines. These meanings and interpretations became the Book of Changes. As befits a fortunetellers’ handbook, many of the passages in the Book of Changes are brief, even cryptic, susceptible to varying interpretations. Nevertheless, the Changes came to be revered as one of the Five Classics, and over the centuries thousands of scholars have tried to reconstruct its philosophical meanings. The selection below consists of the first hexagram, all whole lines and therefore the strongest, most creative or assertive hexagram, used to represent Heaven; and the second hexagram, all broken lines, therefore the most receptive and yielding hexagram, used to represent earth. The dualistic principles found in these hexagrams also underlie the theories of Yin (female, receptive, dark) and Yang (male, assertive, bright), which were more fully developed during the late Zhou period. 1. QIAN (THE CREATIVE, HEAVEN) Qian above Qian below The Judgment: Qian is the ultimate source. There is great success. There is benefit in perseverance. Nine at the beginning: There is a hidden dragon. Do not use. Nine in the second place: See the dragon in the field. It is beneficial to see a great man. Nine in the third place: The gentleman strives to be creative all day. At night he acts with caution and restraint. There is no fault. Nine in the fourth place: There is an uncertain leap at the abyss. There is no fault. Nine in the fifth place: There is a flying dragon in Heaven. It is beneficial to see a great man. Nine in the sixth place: The overbearing dragon is cause for regret. Nine in all the lines: There appears a myriad of dragons without heads. This is good 31 fortune. Commentary: Great indeed is qian the ultimate source. The ten thousand things receive their beginnings from it. It governs Heaven. The clouds drift by and the rain falls. All things flow into their forms. The ends and the beginnings are greatly illuminated. The six lines of the hexagram take shape at their own times. In timely fashion they ride the six dragons and so rule over the heavens. The way of qian is change and transformation. Each thing thereby achieves its true nature and destiny and assures that it is in accord with great harmony. There is great benefit and constancy. It stands out from all the things of the world, and the nations of the earth enjoy peace. The Image: The movements of Heaven have great force. The gentleman invigorates himself and does not become jaded. There is a hidden dragon. Do not use it. The Yang still is buried below. See the dragon in the field. Virtue is everywhere. The gentleman strives to be creative all day. He always follows the correct way. There is an uncertain leap at the abyss. There is no fault in going forward. There is a flying dragon in the heavens. The great man is creative. The overbearing dragon is cause for regret. Nine in all the lines. The virtue of Heaven is not to act as head. 2. KUN (THE RECEPTIVE, EARTH) Kun above Kun below The Judgment: Kun is the ultimate of receptivity. There is great success. There is benefit in the perseverance of a mare. If the gentleman has a particular goal and attempts to attain it, at first he may lose his way, but ultimately he will achieve it. It is beneficial to make friends in the west and the south, but avoid friends in the east and north. Peaceful perseverance will yield good fortune. Commentary: Great indeed is that originating in kun. The ten thousand things all receive life from it when it is in harmonious union with Heaven. Kun contains everything in abundance. Its virtue is in harmony with the infinite. It encompasses all things and illuminates the universe. Each individual thing achieves perfect success. The mare is an animal of the land. It wanders freely over the land. It is gentle and obedient and symbolizes great benefit through perseverance. The gentleman should conduct himself in a like manner. At first he may lose his way, but later by being humbly obedient he will achieve it forever. In the west and south there are friends. One may associate with people of a sympathetic nature. In the east and north there are no friends, but in the end one may gain benefit from this. The good fortune of 32 peaceful perseverance will result from being in harmony with the forces of the earth. The Image: The power of the earth lies in receptivity. The gentleman with great virtue encompasses all things. Six at the beginning: When one steps on hoarfrost, one knows that solid ice will soon appear. Comment: When one steps on hoarfrost, one knows that solid ice will appear soon. When the forces of Yin begin to congeal and follow this way, the time of solid ice is about to arrive. Six in the second place: It is straight, square, and great. Without hustle and bustle there is nothing that does not prosper. Comment: The movement of six in the second place is straight by means of being square. Without hustle and bustle there is nothing that does not prosper. There is brilliance in the Way of the earth. Six in the third place: One’s badges are hidden. One can persevere. If in the service of a king, do not try to force affairs but rather bring them to completion. Comment: One’s badges are hidden. One can persevere. At the proper time come forth. If you are in the service of a king, you should have the wisdom to spread greatness. Six in the fourth place: To be closemouthed like a tied-up sack is neither blameworthy nor praiseworthy. Comment: To be closemouthed like a tied-up sack is neither blameworthy nor praiseworthy. If one is careful there will be no trouble. Six in the fifth place: There is great fortune in yellow clothing. Comment: There is great fortune in yellow clothing. Brilliance lies within. Six at the top: Dragons do battle in the fields. Their blood is black and yellow. Comment: Dragons do battle in the fields. Their Way has run its course. Six in all the lines: There is benefit in steadfast perseverance. Comment: When all six lines yield six, it shows steadfast perseverance. In this way one can achieve great ends. Translated by Mark Coyle 33 4 SONGS AND POEMS The best source for the daily lives, hopes, complaints, and beliefs of ordinary people in the early Zhou period is the Book of Songs. Over half of the 305 poems in this classic are said to have originally been popular songs and concern basic human problems such as love, marriage, work, and war. The remainder are court poems, including legendary accounts in praise of the founders of the Zhou dynasty, complaints about the decay of royal power, and hymns used in sacrificial rites. The four poems given below show something of this range of topics. In several ways the Book of Songs set the pattern for later Chinese poetry: Its poems have fairly strict patterns in both rhyme and rhythm, they make great use of imagery, and they tend to be short. As one of the most revered of the Confucian classics, this collection of poems has been studied and memorized by centuries of scholars. The popular songs were regarded as good keys to understanding the troubles of the common people and were often read allegorically, so that complaints against faithless lovers were seen as complaints against faithless rulers. Please, Zhongzi, Do not climb into our hamlet, Do not break our willow trees. It’s not that I begrudge the willows, But I fear my father and mother. You I would embrace, But my parents’ words— Those I dread. Please, Zhongzi, Do not leap over our wall, Do not break our mulberry trees. It’s not that I begrudge the mulberries, But I fear my brothers. You I would embrace, But my brother’s words— Those I dread. Please, Zhongzi, Do not climb into our yard, Do not break our rosewood tree. It’s not that I begrudge the rosewood, But I fear gossip. 34 You I would embrace, But people’s words— Those I dread. * In the seventh month the Fire star declines. In the ninth month we give out the clothes. In the days of the first, rushing winds. In the days of the second, bitter cold. Without coats or garments, How could we finish the year? In the days of the third, we plow. In the days of the fourth, we step out. Our wives and children Bring food to us in the southern field, And the inspector of the fields is pleased. In the seventh month the Fire star declines. In the ninth month we give out the clothes. Spring days are sunny And the oriole sings. The girls take their fine baskets, And walk down the little paths To collect the tender mulberry leaves. Spring days get longer, In groups they go to pick the Artemesia. A young girl is heart-sick, Waiting to go home with the lord’s son. In the seventh month the Fire star declines. In the eighth month the rushes are ready. In the silkworm month, we prune the mulberry trees. We take axes and hachet To cut off the far and high branches And make the small mulberry luxuriant. In the seventh month the shrike cries. In the eighth month we splice the thread, Both black and yellow. With red dye very bright We make a robe for the lord’s son. 35 In the fourth month the grasses mature. In the fifth month the cicada sings. In the eighth month the crops are gathered, In the tenth month the leaves fall. In the days of the first we hunt badgers. We catch foxes and wildcats. We make furs for the lord’s son. In the days of the second we assemble To practice the military arts. We keep for ourselves the young boars And give to the lord the old ones. In the fifth month the locusts move their legs. In the sixth month the grasshoppers shake their wings. In the seventh month, the insects are out in the meadows. In the eighth month, they are under the roof. In the ninth month, they are at the door. In the tenth month, the crickets are under our beds. We stop up the holes to smoke out the rats. We seal the northern window and plaster shut the door. Come, wife and children, The new year is starting, Let’s move into this house. In the sixth month we eat fruits and berries. In the seventh month we cook vegetables and beans. In the eighth month we pick dates. In the tenth month we harvest rice. We use it to make spring wine As a tonic for long life. In the seventh month we eat melons. In the eighth month we split the gourds. In the ninth month we harvest the hemp seed. We gather herbs and firewood. And we feed our farm workers. In the ninth month we make the garden into a threshing ground. In the tenth month we bring in the harvest. Millet of all varieties, Rice and hemp, beans and wheat. Oh, farmworkers, The harvest is collected; Come up to work in the house. 36 In the daytime you can gather grasses, In the evening make them into rope. Let us get quickly to the house. Sowing grain starts again soon. In the days of the second we cut the ice, ding-ding. In the days of the third we take it to the ice house. In the days of the fourth we get up early. We make offerings of lamb and scallions. In the ninth month the plants wither from the frost. In the tenth month we clear the threshing ground. We set out a feast with a pair of wine jars, We slaughter lambs and sheep And go up to the public hall. Raising our cups of rhinocerous horn, May you live forever! * We were harvesting At the new field, At the newly cleared acre, When Fangshu arrived With three thousand chariots And a well-tested army. Fangshu led them here, Driving four dappled grey horses, Such well-trained horses. His chariot was red, The canopy of bamboo mat, the quiver of fish skin. He had breast plates with hooks and metal-rimmed reins. We were harvesting At the new field In the central district When Fangshu arrived With his three thousand chariots And emblazoned banners. Fangshu led them here, His wheel hubs wrapped, the yokes ornamented. Eight bells tinkled on the bits. He wore his official garb With brilliant red knee-covers 37 And green pendants at his waist. Swift flies the hawk, Straight up to heaven. Yet it stops here to roost. Fangshu arrived With three thousand chariots And a well-tested army. Fangshu led them here, The musicians beating the drums. He marshalled the army and lectured the troops. Illustrious and faithful is Fangshu. The drums sound, And the troops move. Foolish were you, tribes of Jing, To make enemies of a great state. Fangshu is an old man Strong in his ability to plan. Fangshu led them here, Taking captives, capturing chiefs. His war chariots rumble, Rumble and crash, Like thunder and lightning. Illustrious and faithful is Fangshu. He has already conquered the Xianyun And now overawes the Jing tribes. * Which plant is not yellow? Which day don’t we march? Which man does not go To bring peace to the four quarters? Which plant is not brown? Which man is not sad? Have pity on us soldiers, Treated as though we were not men! We are neither rhinos nor tigers, Yet are led through the wilds. Have pity on us soldiers, Never resting morn or night. 38 A thick-furred fox Scurries through the dark grass. Our loaded carts Proceed along the Zhou road. Translated by Patricia Ebrey 39 5 THE BATTLE BETWEEN JIN AND CHU To early historians, probably no activity better illustrated human greatness and human foibles than warfare. In the Spring and Autumn period, when China was divided among competing states but warfare was not yet incessant, battles were conceived of as dramas or rituals, with the various actors performing their assigned roles and being judged by how well they fulfilled them. The following account of a major battle is from the Zuo Chronicle, a late Zhou history that survived in the form of a commentary to the Spring and Autumn Annals. The Annals is a terse, dry, month-by-month record of items of interest to the court in the state of Lu, the home state of Confucius, during the years 722 to 481 B.C. It came to be included among the Confucian classics, but its entries are so brief as to be practically meaningless. The Zuo Chronicle, by contrast, provides detailed narrative of people and events, full of violence, intrigue, treachery, and heroism. The battle recounted here occurred in 597 B.C. The army of Jin had set out to save the besieged state of Zheng from conquest by Chu. When Zheng made peace with Chu, the Jin officers debated whether to return home and were ready to do so when two of their soldiers, eager to provoke a battle, managed to taunt some Chu soldiers into fighting. The soldiers of Jin, afraid that Wei Yi and Zhao Zhan would anger the army of Chu, had sent out their war chariots to the Chu forces. When Pan Tang saw their dust in the distance he sent a horseman to race back with the message, “The Jin army is coming!” The soldiers of Chu, fearful that their king might find himself surrounded by the Jin army, drew up in battle formation. Their prime minister, Wei Ao, cried, “Advance! It is better for us to hit them than for them to hit us. The poem says, ‘Ten great chariots went first to open the way.’ Let us move first! The Art of War says, ‘Move first, and rob your opponent of his will.’ Let us attack them!” Then they advanced rapidly. With the chariot horses galloping and the foot soldiers on the run, they fell upon the Jin army. Jin Commander Xun Linfu did not know what to do, so he beat the signal drum in the midst of the army and shouted, “The first to cross the river will receive a reward!” The Middle and Lower Armies fought for the boats until the severed fingers could be scooped up in handfuls from the bottoms of the boats. The whole Jin army shifted to the right, except for the Upper Army, which did not move. With the Minister of Works Chi in command, the right wing of the Chu infantry pursued the Lower Army of Jin…. When asked what to do, Commander Shi Hui replied, “Chu’s army is now at the peak of its strength. If they gather their forces against us, our army will be annihilated. We 40 had better regroup and leave. Then at least we can share the blame and save our men.” Acting as rearguard for their infantry, they retreated and were thus not defeated…. A chariot from Jin became stuck and could not move, whereupon a Chu soldier told the charioteer to remove the brace-bar. After that the chariot advanced only a little before the horses wheeled around. The Chu soldier told him to pull out the flagstaff and lay it crosswise, and this time the chariot came free. The charioteer turned back and said, “We are not as experienced at fleeing as are the soldiers of your great state.” Zhao Zhan of Jin saved his older brother and uncle by giving them his two best horses. Then he turned back with other horses but met the enemy and was not able to escape. He abandoned his chariot and ran into the woods. Just then the Great Officer Feng rode by with his two sons. He told them not to look back, but they did anyway and said, “Venerable Zhao is being left behind us.” Their father became angry at them and ordered them to dismount. Then he pointed to a tree and said, “Leave your corpses there.” He then gave the chariot to Zhao Zhan, who made his escape. The next day Feng found the corpses of his sons piled beneath the tree to which he had pointed. Xiong Fuji of Chu captured Zhi Ying, whose father, Great Officer Xun Shou, set off in pursuit along with his clansmen. Wei Yi drove the chariot, and many officers of the Lower Army accompanied them. Every time Xun Shou wished to shoot, he would select the best arrows but then put them back in Wei Yi’s quiver. Wei Yi became angry and said, “If you want to save your son, why are you so stingy with these willow sticks? Are you afraid of using up all the willows of Dong Marsh?” Xun Shou replied, “Unless I capture other men’s sons, how can I get my own son back? I act as I do because I cannot afford to shoot carelessly.” He then shot the Officer Xiang Lao, captured his body, and took it with him in his chariot. Then he shot Gongzi Guchen and took him prisoner. He then turned back with these two prizes in his chariot. At dusk the army of Chu set up a defensive position at Bi. Jin did not have enough troops left to set up a counter position of their own, so they retreated across the Yellow River under cover of darkness. All night long the sounds of their crossing could be heard. The next day, the Chu supply wagons reached Bi, and so the army camped at Hengyong. Pan Dang said to the king of Chu, “My Lord, we should erect a fortress and collect the bodies of the Jin soldiers in it as a war memorial. Your subject has heard that when one conquers an enemy, he should display that fact to his sons and grandsons, so that they will not forget his military achievements.” The king of Chu replied, “You do not understand this. In writing, the characters ‘stop’ and ‘spear’ fit together to make ‘military.’ After King Wu conquered Shang, a hymn was written which says, ‘Store the shields and spears, Encase the arrows and bows. We seek admirable virtue, To extend throughout this great land. May the king 41 genuinely preserve it.’ They also wrote the ‘Military’ Poem. Its last stanza states, ‘You have made your achievement secure.’ The third stanza says, ‘May we extend this continuously; What we seek now is to make it secure.’ The sixth stanza says, ‘There is peace in ten thousand states, And repeated years of plenty.’” “‘Military’ means to prevent violence, store weapons, preserve greatness, secure achievements, pacify the people, harmonize groups, and increase wealth. Thus King Wu wanted to make sure that his sons and grandsons did not forget these stanzas. Now I have caused the bones of the soldiers from two states to lie exposed on the battlefield; this is violence. I have made a show of weapons to coerce the feudal lords; this is not storing weapons. Since I have caused violence and have not placed the weapons in storage, how could I have preserved greatness? Furthermore, the enemy state of Jin still exists; so how could my achievement be secure? In many ways I have gone against the people’s wishes; so how could they be pacified? I have not been virtuous but have used force against the feudal lords; so how could the groups be harmonized? I have found profit in other men’s crises and peace in their disorders. This has given me glory, but how has it increased wealth? There are seven military virtues, but I have not attained a single one of them. What do I have to display to my sons and grandsons? Let us set up an altar to our Ancestral Rulers and announce to them what we have done. Then we should stop there, for what I have done is not a military achievement. “In ancient times when the enlightened kings chastised the disrespectful, they took the most monstrous offenders and buried them in mounds as a punishment of supreme disgrace. This is the origin of war memorials, and they were used to warn the evil and corrupt. But in the present conflict, there were no criminals. All of the people have been completely loyal, fighting to the death to carry out their rulers’ decrees. So what reason is there to build a war memorial?” So, the king of Chu conducted sacrifices to the Spirit of the Yellow River. Then he built an altar for his Ancestral Rulers and announced to them his accomplishment. After this he returned home…. In the autumn, when the army of Jin arrived home, the defeated Commander Xun Linfu requested to be put to death. The Duke of Jin wished to grant his request, but Shi Zhenzi admonished him, “This must not be allowed. Remember that after the battle of Chengbu, the army of Jin celebrated with three days of feasting, and yet Duke Wen still had a sad countenance. His advisers said, ‘In this time of happiness you are sad. Must there be a time of sadness for you to be happy?’ The duke replied, ‘As long as De Chen of Chu is still alive, my sadness cannot be alleviated. A caged beast will still fight; how much more so will the chief minister of a state!’ But after De Chen had been put to death, the duke’s happiness was apparent, and he said, ‘Now there is no one left to poison my joy.’ This was a double victory for Jin and a double defeat for Chu. Because of this, for the next two generations Chu was out of 42 contention. At the present time it may be that Heaven is sending a great warning to us; if we would kill our commander Xun Linfu and compound Chu’s victory, then would we not also be out of contention for a long time? Xun Linfu in serving his ruler has always tried to be completely loyal when in office and to mend his faults when out of office. He is the guardian of the altars to our Gods of Soil and Grain. Why should we kill him? His defeat is like an eclipse of the sun or moon, which does not diminish their brilliance.” The Duke of Jin then restored Xun Linfu to his position. Translated by James Hart 43 6 CONFUCIAN TEACHINGS Confucius (traditional dates, 551-479 B.C.) was a man of no particular distinction in his own day who exerted a profound influence on the development of Chinese culture through his teachings. He tried in vain to gain a high office, traveling from state to state with his disciples in search of a ruler who would listen to him. He talked repeatedly of an ideal age in the early Zhou, revealing his vision of a more perfect society in which rulers and subjects, nobles and commoners, parents and children, men and women would all wholeheartedly accept the parts assigned to them, devoting themselves to their responsibilities to others. Confucius revered tradition and taught his disciples the traditional arts—music, rituals, the Book of Songs and Book of Documents—while continually holding up for them high moral standards. Confucius’s ideas are known to us primarily through the sayings recorded by his disciples in the Analects. This book does not provide carefully organized or argued philosophical discourses, and the sayings seem to have been haphazardly arranged. Yet this short text became a sacred book, memorized by beginning students and known to all educated people. As such it influenced the values and habits of thought of Chinese for centuries. Many of its passages became proverbial sayings, unknowingly cited by illiterate peasants. In the selection that follows, sayings have been reorganized and grouped under four of the topics he most frequently discussed. The eventual success of Confucian ideas owes much to Confucius’s followers in the two centuries following his death, the most important of whom were Mencius (ca. 370-ca. 300 B.C.) and Xunzi (ca. 310-ca. 215 B.C.). The Mencius, like the Analects, is a collection of the philosopher’s conversations, presented in no particular order, but unlike the Analects, specific points are often analyzed at length, perhaps because Mencius himself had a hand in recording them. Mencius, like Confucius, traveled around offering advice to rulers of various states. Over and over he tried to convert them to the view that the ruler who wins over the people through benevolent government would be the one to unify the realm. He proposed concrete political and financial measures for easing tax burdens and otherwise improving the people’s lot. With his disciples and fellow philosophers, he discussed other issues in moral philosophy, particularly ones related to the goodness of human nature. Xunzi, a half century later, had much more actual political and administrative experience than either Confucius or Mencius and was less committed to the precedents set in the early Zhou. He wrote fully argued essays on many of the issues in social, political, and moral philosophy that engaged thinkers of his age. He carried further than either Confucius or Mencius the tendency in Confucianism toward a humanistic and rationalistic view of the cosmos. Divination was to him fine as a 44 social ritual but did not reveal Heaven’s desires or tell anything about the future. He directly attacked Mencius’s argument that human nature is inherently good, claiming to the contrary that men’s inborn tendencies are bad and therefore education is essential. SELECTIONS FROM THE ANALECTS The Gentleman Confucius said, “The gentleman concerns himself with the Way; he does not worry about his salary. Hunger may be found in plowing; wealth may be found in studying. The gentleman worries about the Way, not about poverty.” Confucius said, “When he eats, the gentleman does not seek to stuff himself. In his home he does not seek luxury. He is diligent in his work and cautious in his speech. He associates with those who possess the Way, and thereby rectifies himself. He may be considered a lover of learning.” Zigong inquired about being a gentleman. Confucius said, “First he behaves properly and then he speaks, so that his words follow his actions.” Sima Niu asked about the nature of the gentleman. Confucius replied, “The gentleman does not worry and is not fearful.” Si asked, “Then, can not fearing and not worrying be considered the essence of being a gentleman?” Confucius responded, “If you can look into yourself and find no cause for dissatisfaction, how can you worry and how can you fear?” Confucius said, “The gentleman reveres three things. He reveres the mandate of Heaven; he reveres great people; and he reveres the words of the sages. Petty people do not know the mandate of Heaven and so do not revere it. They are disrespectful to great people and they ridicule the words of the sages.” Confucius said, “The gentleman must exert caution in three areas. When he is a youth and his blood and spirit have not yet settled down, he must be on his guard lest he fall into lusting. When he reaches the full vigor of his manhood in his thirties and his blood and spirit are strong, he must guard against getting into quarrels. When he reaches old age and his blood and spirit have begun to weaken, he must guard against envy.” Confucius said, “The gentleman understands integrity; the petty person knows about profit.” Confucius said, “For the gentleman integrity is the essence; the rues of decorum are the way he puts it into effect; humility is the way he brings it forth; sincerity is the way he develops it. Such indeed is what it means to be a gentleman.” 45 Confucius said that Zichan possessed the way of the gentleman in four areas. In his personal conduct he was respectful; in serving his superiors he was reverent; in nourishing the people he was kind; in governing the people he was righteous. Confucius said, “The gentleman has nine concerns. In seeing he is concerned with clarity. In hearing he is concerned with acuity. In his expression he wishes to be warm. In his bearing he wishes to be respectful. In his words he is concerned with sincerity. In his service he is concerned with reverence. When he is in doubt, he wants to ask questions. When he is angry, he is wary of the pitfalls. When he sees the chance for profit, he keeps in mind the need for integrity.” Confucius said, “The gentleman is easy to serve but difficult to please. When you try to please him, if your manner of pleasing is not in accord with the Way, then he will not be pleased. On the other hand, he does not expect more from people than their capacities warrant. The petty individual is hard to serve and easy to please. When you try to please him, even if your method of pleasing him is not in accord with the Way, he will be pleased. But in employing people he expects them to be perfectly accomplished in everything.” Confucius said, “The gentleman is in harmony with those around him but not on their level. The small man is on the level of those around him but not in harmony with them.” Confucius said, “The gentleman aspires to things lofty; the petty person aspires to things base.” Confucius said, “The gentleman looks to himself; the petty person looks to other people.” Confucius said, “The gentleman feels bad when his capabilities fall short of some task. He does not feel bad if people fail to recognize him.” Confucius said, “The gentleman fears that after his death his name will not be honored.” Confucius said, “The gentleman does not promote people merely on the basis of their words, nor does he reject words merely because of the person who uttered them.” Confucius said, “The gentleman is exalted and yet not proud. The petty person is proud and yet not exalted.” Zixia said, “The gentleman has three transformations. Seen from afar he appears majestic. Upon approaching him you see he is amiable. Upon hearing his words you find they are serious.” Confucius said, “If the gentleman is not dignified, he will not command respect and his teachings will not be considered solid. He emphasizes sincerity and honesty. He has no friends who are not his equals. If he finds a fault in himself, he does not shirk from reforming himself.” 46 Zigong said, “When the gentleman falls into error, it is like the eclipse of the sun and moon: everyone sees it. When he corrects it, everyone will look up to him again.” Zigong said, “Does not the gentleman also have his hatreds?” Confucius replied, “Yes, he has his hatreds. He hates those who harp on the weak points of others. He hates those who are base and yet slander those who are exalted. He hates those who are bold but do not observe the proprieties. He hates those who are brash and daring and yet have limited outlook.” Confucius then asked, “You too have your hatreds, do you not?” Zigong replied, “I hate those who pry into things and consider it wisdom. I hate those who are imprudent and consider it courage. I hate those who leak out secrets and consider it honesty.” Zengzi said, “The gentleman knows enough not to exceed his position.” Confucius said, “The gentleman is not a tool.” Humanity Zizhang asked Confucius about humanity. Confucius said, “If an individual can practice five things anywhere in the world, he is a man of humanity.” “May I ask what these things are?” said Zizhang. Confucius replied, “Reverence, generosity, truthfulness, diligence, and kindness. If a person acts with reverence, he will not be insulted. If he is generous, he will win over the people. If he is truthful, he will be trusted by people. If he is diligent, he will have great achievements. If he is kind, he will be able to influence others.” Zhonggong asked about humanity. Confucius said, “When you go out, treat everyone as if you were welcoming a great guest. Employ people as if you were conducting a great sacrifice. Do not do unto others what you would not have them do unto you. Then neither in your country nor in your family will there be complaints against you.” Zhonggong said, “Although I am not intelligent, please allow me to practice your teachings.” Sima Niu asked about humanity. Confucius said, “The man of humanity is cautious in his speech.” Sima Niu replied, “If a man is cautious in his speech, may it be said that he has achieved the virtue of humanity?” Confucius said, “When a man realizes that accomplishing things is difficult, can his use of words be anything but cautious?” Confucius said, “A person with honeyed words and pious gestures is seldom a man of humanity.” Confucius said, “The individual who is forceful, resolute, simple, and cautious of speech is near to humanity.” Confucius said, “The man of wisdom takes pleasure in water; the man of humanity delights in the mountains. The man of wisdom desires action; the man of humanity wishes for quietude. The man of wisdom seeks happiness; the man of humanity looks 47 for long life.” Confucius said, “If a man does not have humanity, how can he have propriety? If a man does not have humanity, how can he be in tune with the rites or music?” Confucius said, “The humanity of a village makes it beautiful. If you choose a village where humanity does not dwell, how can you gain wisdom?” Confucius said, “Humanity is more important for people than water or fire. I have seen people walk through water and fire and die. I have never seen someone tread the path of humanity and perish.” Confucius said, “Riches and honors are the things people desire; but if one obtains them by not following the Way, then one will not be able to hold them. Poverty and low position in society are the things that people hate; but if one can avoid them only by not following the Way, then one should not avoid them. If the gentleman abandons humanity, how can he live up to his name? The gentleman must not forget about humanity for even the space of time it takes him to finish a meal. When hurried, he must act according to it. Even when confronted with a crisis, he must follow its tenets.” Confucius said, “The strong-minded scholar and the man of humanity do not seek to live by violating the virtue of humanity. They will suffer death if necessary to achieve humanity.” Confucius said, “In practicing the virtue of humanity, one should not defer even to one’s teacher.” Confucius said, “Is humanity far away? Whenever I want the virtue of humanity, it comes at once.” Zigong asked about the virtue of humanity. Confucius said, “The artisan who wants to do his work well must first of all sharpen his tools. When you reside in a given state, enter the service of the best of the officials and make friends with the most humane of the scholars.” Confucius said, “Only the man of humanity can rightly love some people and rightly despise some people.” Confucius said, “People can be classified according to their faults. By observing an individual’s faults, you will know if he is a person of humanity.” Confucius said, “Those who possess virtue will be sure to speak out; but those who speak out do not necessarily have virtue. Those who possess the virtue of humanity certainly have strength; but those who are strong do not necessarily have the virtue of humanity.” Confucius said, “Although there have been gentlemen who did not possess the virtue of humanity, there have never been petty men who did possess it.” 48 Filial Piety Ziyou inquired about filial piety. Confucius said, “Nowadays, filial piety is considered to be the ability to nourish one’s parents. But this obligation to nourish even extends down to the dogs and horses. Unless we have reverence for our parents, what makes us any different?” Confucius said, “When your father is alive observe his intentions. When he is deceased, model yourself on the memory of his behavior. If in three years after his death you have not deviated from your father’s ways, then you may be considered a filial child.” Zengzi said, “I have heard from Confucius that the filial piety of Meng Zhuangzi is such that it could also be attained by others, but his not changing his father’s ministers and his father’s government is a virtue difficult indeed to match.” Meng Yizi inquired about filial piety. Confucius said, “Do not offend your parents.” Fan Zhi was giving Confucius a ride in a wagon, and Confucius told him, “Meng Sun questioned me about filial piety and I told him, ‘Do not offend your parents.’” Fan Zhi said, “What are you driving at?” Confucius replied, “When your parents are alive, serve them according to the rules of ritual and decorum. When they are deceased, give them a funeral and offer sacrifices to them according to the rules of ritual and decorum.” Confucius said, “When your father and mother are alive, do not go rambling around far away. If you must travel, make sure you have a set destination.” Confucius said, “It is unacceptable not to be aware of your parents’ ages. Their advancing years are a cause for joy and at the same time a cause for sorrow.” Confucius said, “You can be of service to your father and mother by remonstrating with them tactfully. If you perceive that they do not wish to follow your advice, then continue to be reverent toward them without offending or disobeying them; work hard and do not murmur against them.” The Duke of She said to Confucius, “In my land there is an upright man. His father stole a sheep, and the man turned him in to the authorities.” Confucius replied, “The upright men of my land are different. The father will shelter the son and the son will shelter the father. Righteousness lies precisely in this.” On Governing The Master said, “Lead them by means of government policies and regulate them through punishments, and the people will be evasive and have no sense of shame. Lead them by me...
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