396
In Chapter 3, 'The Confucian Imprint,' I omitted to mention Rev. Joseph Edkins' statement of the enormous influence of Confucius on education, and the reason for its universal pervasiveness. The second such omission relates to Chapter 4, 'Non-Confucian Belief and Practice,' when, in describing the depopulation experienced at Shek Pik, Lantau Island, between around 1870-1930, I had forgotten to add that a similar depopulation had featured in the memories of old men in the nearby village of Tong Fuk. Some details are provided here: but first to Edkins:
=
Joseph Edkins (1823-1905) was a notable missionary-sinologue, translator and philologist. His Views on Confucianism can be found at pp.120-122 of the revised edition of his Religion in China (London, Kegan Paul, Trench, Trubner, & Co. Ltd., 1893), partly as follows:
The tendencies of the Confucian morality are seen in the national system of education even if they could not afford the expense and had to borrow cash or mortgage land, in which the moral training of the child's mind is always put forward as the chief element. There is a universal system of self-supporting day-school education in that country. Every parent who has a few pence to spare in the month will educate his child. Teaching is the regular profession of the literati, that is, of the class who study for academical degrees. The highest character known in that country is that of an instructor.
When the boy goes to school, he becomes a disciple of Confucius. If he is not educated, his nature will go wrong, and he will be a lawless subject and a disobedient son. The end of his education is to show him what virtue is, and to lead him to it. The true disciple of Confucius is the filial son, the loyal subject, and the kind and faithful husband.
The Government regards the education of the people as essential to the welfare of the State. But it does not itself educate them by supplying free instruction to the poor. It appoints public examiners to confer degrees and other rewards on successful candidates for such distinctions, and in this way it stimulates and influences voluntary education. The Government decides what books shall form the subject of examination, and what school in philosophy and morals shall be counted orthodox. Its influence on the state of opinion in the country is therefore very great.
396
In Chapter 3, 'The Confucian Imprint,' I omitted to mention Rev. Joseph Edkins' statement of the enormous influence of Confucius on education, and the reason for its universal pervasiveness. The second such omission relates to Chapter 4, 'Non-Confucian Belief and Practice,' when, in describing the depopulation experienced at Shek Pik, Lantau Island, between around 1870-1930, I had forgotten to add that a similar depopulation had featured in the memories of old men in the nearby village of Tong Fuk. Some details are provided here: but first to Edkins:
=
Joseph Edkins (1823-1905) was a notable missionary-sinologue, translator and philologist. His Views on Confucianism can be found at pp.120-122 of the revised edition of his Religion in China (London, Kegan Paul, Trench, Trubner, & Co. Ltd., 1893), partly as follows:
The tendencies of the Confucian morality are seen in the national system of education even if they could not afford the expense and had to borrow cash or mortgage land, in which the moral training of the child's mind is always put forward as the chief element. There is a universal system of self-supporting day-school education in that country. Every parent who has a few pence to spare in the month will educate his child. Teaching is the regular profession of the literati, that is, of the class who study for academical degrees. The highest character known in that country is that of an instructor.
When the boy goes to school, he becomes a disciple of Confucius. If he is not educated, his nature will go wrong, and he will be a lawless subject and a disobedient son. The end of his education is to show him what virtue is, and to lead him to it. The true disciple of Confucius is the filial son, the loyal subject, and the kind and faithful husband.
The Government regards the education of the people as essential to the welfare of the State. But it does not itself educate them by supplying free instruction to the poor. It appoints public examiners to confer degrees and other rewards on successful candidates for such distinctions, and in this way it stimulates and influences voluntary education. The Government decides what books shall form the subject of examination, and what school in philosophy and morals shall be counted orthodox. Its influence on the state of opinion in the country is therefore very great.
No comments yet.
Private notes are available after approval.