[
    {
        "id": 204251,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1961",
        "page_number": 19,
        "title": "RAS-1961",
        "content_text": "Journal of the Royal Asiatic Society Hong Kong Branch\n\nRASHKB and author\n\n16\n\nVol. 1 (1961)\n\nISSN 1991-7295\n\nChristian centuries of the new states of South-east Asia, formed under Indian influence in Indo-China, Indonesia and the Malay Peninsula.\n\nDuring the Middle Ages the navigation of the Southern Seas was in the hands of the Arabs. But after the rounding of the Cape, direct contact between Europe and the East by sea was restored. It was mainly by the sea-route that India, China, and South-east Asia became known to modern Europe. In this the Portuguese navigators played an all-important part. Passing over the rivalries of the Western nations we come to the days of the East India Company.\n\nIn India the Moghul empire had reached its height, fine examples of its art remaining in the Moghul architecture of Pakistan and North-west India, and Moghul miniature painting. But with the Moghul Moslem law had come to India, and it was soon recognized by the East India Company that the study of Moslem languages was necessary for the government of India. So Islamics now became part of the study of India as of Persia.\n\nIn 1783 Sir William Jones, a brilliant linguist who had mastered Persian and Arabic during his student days in England, was appointed Judge of the Supreme Court of Judicature in Bengal. In 1784 he proposed the forming of the Asiatic Society of Bengal and became its first President. Becoming aware of the importance of Sanskrit, he became the founder of Sanskrit studies in the West. In accordance with Warren Hastings' decision in 1776 that Indians should be ruled by their own laws, he undertook the immense task of compiling a complete digest of Moslem and Hindu law, a task which he left unfinished at his death eleven years later.\n\nIt was from India that the Western study of Tibet commenced, initiated by Catholic missionaries, of whom the most eminent was Desideri who lived for many years in the great Sera monastery at Lhasa, and wrote the first comprehensive account of Tibet.\n\nMeantime the Jesuit missionaries had proceeded eastwards in the wake of the Portuguese to Malacca, Macau and Japan. It was from Macau that Matthew Ricci entered China in 1580 and in course of time reached Peking, where a beginning was made in the study of the Chinese Classics and Histories, which led to the first real knowledge of Chinese civilization in the West. It was now realized that the 'China' at the end of the sea-route was the same as Marco Polo's 'Cathay'.\n\nAt the beginning of the nineteenth century modern Sinology commenced with Robert Morrison at Canton, and continued with a number of able scholars, too numerous to mention here, of whom James Legge with his translation of the Chinese Classics into",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1961.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/vd6724704",
        "rank": 0
    },
    {
        "id": 204468,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1962",
        "page_number": 100,
        "title": "RAS-1962",
        "content_text": "LIFE IN THE NEW TERRITORIES\n\n89\n\nThe education of the people was not calculated to improve matters, either over their own disputes or in taking a sensible attitude towards trouble from outside. I have already mentioned the educational process by which the literati obtained their degrees. The great majority of the people, by contrast, were illiterate and superstitious and for the most part were bereft of any formal education. Cattle tending and crop watching came first: schooling a bad second. Education was the result of parental initiative and favourable circumstance. As I have already said, there appear to have been schools in the larger villages, but they were private and were usually attended by a small proportion of village children, those whose fathers were willing and could afford to educate them. At Ho Chung near Sai Kung, for instance, a large village of nearly a hundred families in 1898, the number of children in the school, which was held in the schoolmaster's private house, was around twenty. The children came and went, some spending three years there, others less, and none but the brightest spent longer. Many children received no education at all, since in addition to the cost of tuition, parents had to pay for books, desk, pen, ink, and stationery. Study consisted of portions of the Four Books and Five Classics and reading, recitation, and dictation based upon them. The number of characters learned at school was limited, and the classical terms and characters learned by rote were not always of much use in daily life in the country, whilst practical subjects such as arithmetic and geography were unknown. Only clever children with well-off and determined parents continued their education and, by going mostly to Canton, learned something of the outside world.\n\nLife was therefore constricted and uncertain, dependent as it was to a great degree on a lack of natural disasters, and the epidemics which invariably followed in their wake, and sometimes did not require such prompting. There is a catalogue of such things in the District History.12 Life was also essentially local and personal. It was not therefore surprising that disputes over land, whether rents or taxes, were considered of great moment in the minds of the people. There is evidence for this throughout the New Territory, where court cases relating to land were sometimes held to be of sufficient importance to warrant their being inscribed on stone tablets inside the more important temples.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1962.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/9s166f47f",
        "rank": 0
    },
    {
        "id": 205005,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1965",
        "page_number": 113,
        "title": "RAS-1965",
        "content_text": "104\n\nBOOK REVIEWS\n\nand mineral deposits in Hong Kong, Southern China and South-East Asia. After a lapse of three years, the proceedings have been published, making a very substantial contribution to the study of the geography of Hong Kong.\n\nThe book is divided into three parts:\n\nPart I deals with land use and contains eighteen short articles. Of the nineteen authors, eight are graduates of the Department of Geography, University of Hong Kong. With Professor Davis as editor, the book leaves us with a vivid impression akin to a painting which portrays a mother hen directing a group of her young in search of food. The eighteen articles occupy 152 pages or sixty-two per cent of the book's length. According to their nature, the articles are again divided into three sections: industrial planning (five papers), agricultural planning (two) and land use in South-East Asia (eleven). Of the eighteen articles, \"Land for Industry and Factors Influencing Location in Hong Kong\", \"Changes in Agricultural Land Use in Hong Kong\", and \"The Port of Hong Kong\" constitute the core of Part I, providing a basic explanation of the economic development of Hong Kong in recent years and the influence exercised thereon by the geographical setting.\n\nIn Part I, only two articles are unrelated to Hong Kong. They are \"Mixed Farming and Multiple Cropping in Malaya\" by R. Ho, and “The Development and Spread of Agricultural Terracing in China\" by J. E. Spencer. The former gave me an opportunity to re-examine the facts about land use in Malaya. In 1962, accepting an invitation from the University of Malaya, I had gone to Kuala Lumpur to participate in the Regional Conference of the International Geographical Union. We had lengthy discussions about land use in Malaya and Professor Ho had kindly accompanied us throughout the post-conference excursion and explained to us the problems concerned. The second article is of absorbing interest to me too, because, over the years I have been groping in a similar field. However, research of this kind entails much reading of the Chinese classics, and I feel that the more I have read, the more difficult it is to jump to conclusions.\n\nOne defect that is usually inevitable in any collection of articles is that they generally fail to reflect a uniform standard. As an article is a piece of writing done on request, the people invited to write often show different degrees of seriousness in",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1965.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/s752cj653",
        "rank": 0
    },
    {
        "id": 205153,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1966",
        "page_number": 109,
        "title": "RAS-1966",
        "content_text": "104 \n\nA. L. Y. CHUNG \n\nhad been repeatedly set in more or less stereotyped form ever since the Han Dynasty. The examiners found it difficult to set questions, which had not been asked before. In contrast to the eight-legged essays which could be set on any line from the Four Books and the Five Classics, there was a limit to subjects which could be asked on administration. Since general statements about the subjects and reference to precedents of the past rather than specialised knowledge were required of the candidates, they tended to recite a number of model-answers about various aspects of government in general. For example, an answer on the prevention of floods did not necessarily go into the technical details of the problem in question. The candidates were expected to give rather general answers, quoting copiously from the Classics and citing precedent cases to support themselves. They might even conclude by saying that if social harmony could be maintained, there would be no more floods. This kind of humanistic approach to a technical question could be applied to nearly every aspect of administration. Thus, the limited number of theme-titles and the conventional way of answering them invited simple memory work in the examinations. This was the reason why the Ch'ing government tested probationers of the Academy with themes on poetry and verse. The authorities regarded the writing of a good poem or an exquisite eight-legged essay as a means of revealing candidates who were men of thought and good taste. As to the administrative knowledge necessary for the running of the government, the authorities maintained that this could be obtained after the scholars held permanent administrative positions.\n\nProbationers who took the final examination and passed it were given different assignments according to the results of the examination. The first class scholars were to remain in the Shu-ch'ang kuan as assistant lecturers. The second and third class graduates were called upon to serve in the Hanlin Academy itself as compilers and correctors respectively.14 The scholars securing a lower position than these three grades had to leave the Shu-ch'ang kuan and take up posts in government departments as secretaries or magistrates.15 The students who failed badly were compelled to repeat the course for another three years, or were forced to retire.16 \n\nIn the case of students taking the Manchu language course, their emphasis on translation fulfilled an administrative necessity.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1966.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/bz60k0811",
        "rank": 0
    },
    {
        "id": 205154,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1966",
        "page_number": 110,
        "title": "RAS-1966",
        "content_text": "The Hanlin Academy\n\n105\n\nThe Manchus as alien conquerors were quick to master the Chinese language, but for official purposes, the need of translating Chinese documents into the Manchu language and vice versa was great in the early days. Many Manchu nobles and officials in the provinces knew but little of the Chinese classical language. Many Chinese local officials too had not read the Manchu language and therefore could not understand documents written in Manchu. Both groups certainly required the help of translators. The probationers versed in the two languages therefore filled the administrative gap, so to speak. As time went on, however, the Manchus became more familiar with the Chinese Classics and there was a gradual decline in the number of Hanlin probationers reading the Manchu language.\n\nOne of the best ways for Hanlin probationers to attain administrative knowledge came in an indirect manner. It was the favourable politico-literary atmosphere of the capital that gave opportunities for their acquisition of practical knowledge. In the first place, high dignitaries and prominent men of ability clustered in Peking, so that advisors and teachers were not wanting. Secondly, access to research materials was facilitated by the fine collection of books in government libraries at the capital. Moreover, scholars could purchase books fairly easily in Liu-li street, a place specially designed for selling books which might not be available elsewhere.18\n\nThe very prestige and honour bestowed upon the probationers and even more upon the active Hanlin officials had the effect of strengthening their confidence in the existing government. They were, as it were, the chosen few. They believed with justification that given time and opportunity they would rise high in the bureaucracy. With this assurance of future advancement, it may reasonably be conjectured that the majority of them would be quite eager to learn more about administrative affairs. In this respect, they were greatly assisted by the fact that they could spare the time to do so. After all, they had been holders of the Third Degree before entering the Academy and their literary research certainly left them time to care for other business during the three years.19\n\nThe Hanlins and the Emperor\n\nBesides setting up the Shu-ch'ang kuan and providing a training",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1966.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/bz60k0811",
        "rank": 0
    },
    {
        "id": 205372,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1967",
        "page_number": 134,
        "title": "RAS-1967",
        "content_text": "A NOTICE OF THE SANON DISTRICT\n\n127\n\nthe Four Books, and finally the Five Classics. All the boys however do not devote so much time to study; such as afterwards engage in trade or learn a handicraft usually only remain at school from two to four years, during which time they acquire sufficient knowledge of the characters to carry on business, write letters, and make out accounts, &c.\n\nIf a boy intends to devote himself entirely to study, he enters a higher school in which graduates train young men for the examinations. Such schools exist at Namtow, Sai-heong, Kap-shui-hau, San-keaou, and many other places. Kap-shui-hau ✯7k ¤, is famous for these schools, and, as the Chinese say, \"diffuses the fragrance of pen and ink.\" Many youths repair thither to study; many inhabitants of the village itself have succeeded in obtaining a degree; and several flag-staffs in it bear witness to the rank of the person over against whose dwelling they are erected.\n\nThe method of teaching observed in these schools is the following: The student is made thoroughly acquainted with the contents of the Four Books and the Five Classics. The teacher explains each passage, and the pupils are required to repeat the explanations on the following day. As the knowledge of the student increases, he is instructed to write essays on a given theme. To acquire expertness and fluency of style, the student obtains a large number of essays, which he must read and commit to memory. He is also instructed in versification. Writing essays and making verses are the two principal requirements in the examinations at Canton for the degree Sew-tsai. Arithmetic, geography, astronomy, or other sciences, are not taught, and are not considered necessary in education.\n\nThe first examination, by which no degree is obtained, is held in the district city by the \"Che yuen” ✯ ✯ — or district magistrate. About 300 young men attend this examination, and about one-half of these, who have some hope of obtaining a degree, proceed afterwards to Canton, to undergo the examination of the Foo under the superintendence of the Prefect. These examinations take place three times in two years. The number of graduates to be chosen at each examination from the applicants from the district of Sanon, amounts to ten persons, eight of whom must be Pun-ti, and two Hak-ka. There are in the district about 150 Seu-tsai† †, and the village of San-keaou boasts of having produced the largest number of them. There is a difference of",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1967.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/0c488p70g",
        "rank": 0
    },
    {
        "id": 206823,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1973",
        "page_number": 100,
        "title": "RAS-1973",
        "content_text": "94\n\nCHUANG SHEN\n\nIt should be noted here that the Shih-ku-t'ang hua-k’ao was completed in the 21st year of the K'ang Hsi era, and Kao Shih-ch'ï's Chiang-ts'un hsiao-hsia-lu, in the 32nd year of the K'ang Hsi era. Thus there were eleven years in between. As early as the 21st year of the K'ang Hsi era, Pien Yung-yü had already begun to record the measurements of painting, use the regular script to transcribe the seal text, and squares and rectangles to represent the original shape of the seals. Therefore, the Chiang-ts'un hsiao-hsia-lu was not as Wu Yung-kuang stated \"the first catalogue that recorded the measurements of scrolls and paintings\". Furthermore, neither did the method of \"enclosing seal text transcribed in the regular script by lines\" to record seals that appeared on paintings, as had been extolled by Wu Yung-kuang as the \"best\" method, originate from Kao Shih-ch'i. Kao was only one of those early art catalogue compilers who followed Pien's systems. However, in regard to these two compilers' writings, owing to the fact that no matter on the subject of the classics or literature, Kao by far out-numbered Pien in quantity. His reputation as a connoisseur was also far higher than Pien's. It was probably because of these reasons that Wu Yung-kuang only noticed Kao's Chiang-ts'un hsiao-hsia-lu and overlooked Pien's Shih-ku-t'ang hua-k'ao. Consequently Wu's editing methods adopted in his Hsin-ch'ou hsiao-hsia-chi followed exactly those of Chiang-ts'un-hsiao-hsia-lu. Undoubtedly, the editing methods adopted by Wu were the most perfect ones in the compilation of art catalogues. However, the fact that he was only aware of Kao Shih-ch'i and not Pien Yung-yü seems to show that he had put a wrong emphasis on the first and last, which is something regrettable.\n\nA catalogue that was completed earlier than the Hsin-ch'ou hsiao-hsia-chi was: Yeh Meng-lung's Fêng-man-lou shu-hua-lu. Unfortunately, Yeh Mêng-lung did not give any introductory note to explain his editing system. Therefore it is not known whether his inclusion of the five essential elements i.e. measurements, material, format, seals and colophons was under the influence of Pien Yung-yü or Kao Shih-ch'i. However, since Yeh and Wu were not only good friends, but also later became relatives1, it is possible that when compiling his Fêng-man-lou shu-hua-lu, Yeh Mêng-lung was somehow influenced by Wu Yung-kuang. Thus like Wu Yung-kuang, Yeh's adoption of the five essential elements was probably under the influence of Kao Shih-ch'i and not directly from Pien Yung-yü.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1973.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/8910rj06r",
        "rank": 0
    },
    {
        "id": 208308,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1978",
        "page_number": 32,
        "title": "RAS-1978",
        "content_text": "RICHARD J. SMITH\n\nBut Bannermen were not the only ones encouraged to avoid literary pursuits and concentrate on riding and shooting. The official military examinations, which paralleled, but did not come close to equalling in prestige, the civil service examinations, tested these and related skills almost exclusively, requiring only the reproduction of a hundred or so characters from one of three ancient military classics as a literary \"test.\" At none of the three basic levels of examination did the literary exercise determine whether an individual would pass or not. Overall, there was simply no premium placed on the acquisition of knowledge concerning military history, strategy, tactics, and so forth.\n\nAside from a few so-called academies for Bannermen in Peking and other key locations, there were virtually no institutions that provided systematic military education for Chinese officers. Local \"schools\" for military examination graduates in the provinces provided much less educational breadth and depth than their civil service counterparts in the shu-yuan system; and many, if not most, of these schools were overseen by literary men who had little interest or expertise in military affairs. Private tutors were available to give military instruction to examination hopefuls, but the cost of equipment—bows and arrows, stones, swords, horses, and practice facilities—often put tutorial assistance beyond the financial reach of many individuals. By default, the most valuable form of military education in China was army service itself.\n\nContrary to accepted opinion, most Ch'ing officers were not military examination graduates. The reasons are not hard to find. In the words of Shen Pao-chen: In the consideration of military promotions, \"those selected by examination are... put after those who began their career in the rank and file, or have risen because of military merit. The knowledge of military affairs among the former group cannot at all be compared with those from among the rank and file. Their spirit and bravery and ability to bear hardship cannot at all be compared with those who rise because of military merit. The reason is that what they learn is not of practical use.\" In short, military graduates who had not come up through the ranks were viewed by most of their peers as incompetents and outsiders. Ichisada Miyazaki notes: \"The influential leaders in the army were generals who had worked themselves up from the ranks and had shown their mettle in actual combat. The army was a",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1978.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/8g84t8593",
        "rank": 0
    },
    {
        "id": 208316,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1978",
        "page_number": 40,
        "title": "RAS-1978",
        "content_text": "24\n\nRICHARD J. SMITH\n\nphasized that it would “not be necessary to teach many commanders\":\n\n52 but he did encourage Li to establish a \"public office\" (kung-so) as soon as possible to provide systematic instruction for Chinese soldiers under German supervision.53 The immediate incentive was three-fold: the military demands of Sino-French conflict, the support of other Anhwei Army commanders, and the presence of a core group of capable German instructors,54\n\nLi's initial proposal for a military academy (Wu-pei hsüeh-t'ang) at Tientsin was quite modest. In part because of financial limitations, but also because of military exigency (and perhaps in deference to Chou), Li decided to train about one hundred petty officers and troops (pien-ping) selected from the Anhwei Army and lien-chün units, as well as some civil personnel (wen-yuan) who were \"willing to learn about military affairs.\" The simplified curriculum, taught by German officers with the aid of Chinese interpreters, consisted of astronomy, geography, science, surveying, drafting, mathematics, fortifications, and military drill and operations. Li expected the students to complete their education in one year (it actually took two), after which time they would return to their original units to transmit the newly-acquired information to their comrades.55 In all, about 1,500 \"cadets\" were probably trained in this fashion from 1885 to 1900. Most served only as instructors, however; few became ranking officers. On the whole they were neither given authority nor esteemed by their older colleagues and superiors.56\n\nIn the spring of 1887, Li added a five-year program to the Tientsin Military Academy. In contrast to the short course, this program aimed at producing officers. Stringent requirements were imposed on the applicants, who ranged in age from thirteen to sixteen.57 Forty students were accepted at first. Each had to guarantee to study for five full years without asking for leave, taking the civil service examinations, or getting married. The five-year course of study was comparatively demanding. During the first three years, the students took a foreign language (German or English), arithmetic, algebra, geometry, mechanics, astronomy, natural science, geography, map-making, and, of course, Chinese history and the Classics. During the last two years, they studied gunnery, military drill, fortifications, and other technical subjects. Periodic examinations determined class standing, and provided the",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1978.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/8g84t8593",
        "rank": 0
    },
    {
        "id": 208331,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1978",
        "page_number": 55,
        "title": "RAS-1978",
        "content_text": "MILITARY EDUCATION IN CHINA, 1842-1895\n\n100 Powell, 56-59; Peake, 20-22; Wang, Huai-ch'in, 363; etc.\n\n39\n\n101 Wang Chia-chien, \"Pei-yang wu-pei hsüeh-tang,\" 1, 8; Powell, 235-236.\n\n102 Chinese Times, April 30, 1887; Ayers, 118.\n\n103 See Ernest Young, \"Nationalism, Reform and Republican Revolution,\" in James Crowley, ed., Modern East Asia: Essays in Interpretation (New York, etc., 1971), 160-162; Yoshihiro Hatano, \"The New Armies,” in Mary Wright, ed., China in Revolution (New Haven and London, 1968), and Powell, passim.\n\n104 For abundant documentation on the dilution of traditional values and loyalties at the Tientsin Military Academy, see Wang, \"Pei-yang wu-pei hsüeh-tang,\" 9, 11-12, 19-20, and notes, Li Hung-chang had pointed out the need to study the Classics and History \"in order to strengthen the root,\" but Wang claims that the students tended to adopt a foreign-worship mentality, ignored China's legendary heroes, and (in the words of a contemporary critic) neither discussed the virtues of integrity (chih) and duty (i), nor knew of honesty (lien) and shame (ch'ih). Cf. Chou Sheng-ch'uan's army song (Sheng-chün hsün-yung ko), CWCK, \"supplement,\" 1: 50-52b.\n\n105 The evidence, contained in CWCK, remains to be gathered systematically, but even a brief glance at Chou's nien-p'u and his extensive writings suggests these conflicts.\n\n106 CWCK, 1.4: 30-47b, esp. 33b and 37.\n\n107 Ibid., 1.1: 20a-b; 1.1.1: 10a-b; 1.1.2: 15b, 19b-20, 23b (on bullets and rations), 40b-41; etc.\n\n108 CWCK, \"introductory chuan (Chou's nien-p'u)\" 31b-56 passim. Ironically, after Chou's death, the Sheng-chün was employed in work on the grounds of the Tientsin Military Academy. Chinese Times, May 28, 1887.\n\n109 For Chou's concern with positive attitudes toward the military, see CWCK, \"supplement,\" 1: 20b-21, 22b-23, 50-52b. For Chou's esteem for civil status, see CWCK, \"introductory chuan,\" 57n. Cf. sources cited in note 72.\n\n110 These tensions were not, of course, fully resolved — but neither were such tensions in the West. See Barnett, \"The Education of Military Elites,\" esp. 21, 27, etc. On the emphasis on technical education at the Tientsin Military Academy, see the sources cited in note 104.\n\n111 Ernest Young, The Presidency of Yuan Shih-k'ai (Ann Arbor, 1977), 58-59.\n\n112 Ibid., 56.\n\n113 Powell, 160.\n\n114 Wang, \"Pei-yang wu-pei hsüeh-tang,\" 8; Biggerstaff, 63.\n\n115 Young, Yuan Shih-k'ai, 56-64; Powell, 79-81; Jerome Ch'en, \"Defining Chinese Warlords and Their Factions,\" Bulletin of the London School of Oriental and African Studies, 31.3 (1966), and especially Wang, \"Pei-yang wu-pei hsüeh-tang,\" 12-19, which discusses the careers of over 60 individuals from the academy. Young, 56, notes that of thirty \"leading military participants\" singled out by Liu Feng-han for \"their subsequent prominence in the early republic,\" twenty-five had attended the Tientsin Military Academy before joining Yuan Shih-k'ai at Hsiao-chan (in the period 1895-1899). See Liu Feng-han, Hsin-chien lu-chün, 113-125.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1978.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/8g84t8593",
        "rank": 0
    },
    {
        "id": 209619,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1982",
        "page_number": 276,
        "title": "RAS-1982",
        "content_text": "254\n\nthe prefectural capital, for more advanced studies. During the last quarter of the 19th century, when deliberate efforts to prepare for the civil examinations began to fade, there still existed within the village some of these special small classes taught by the more prestigious teachers in their own homes. This practice continued even after the abolition of the civil examinations. Liao Chung-nan [Liu Chung-nam], a siu-tsai of the late Ch'ing, taught a small class of about ten at his own house at and after the turn of the century, charging a higher fee than the normal school fees paid for classes held in the study halls. His classes remained as prestigious classes for the rich well into this century.\n\nThe curriculum and method of teaching both in the study halls and in the private classes were typical of Chinese traditional education. There was no division of classes by academic standard. Instruction was given individually or in groups of four or five by rotation. Progress depended largely on the individual or the liking of the teacher. Normally teaching would start with the well-known primers, the San-tzu-ching,70 Ch'in-tzu-wen* and Pai-chia-hsing‡. Two other popular primers were the Hsiao-ching and the Yu hsueh ku-shih ch'iung-lin****. Brighter students would proceed to the Four Books and even the Five Classics after a year or two. There was also much emphasis on teaching the students rhymed couplets, other simple poetic forms, and the correct way of writing polite letters and other formal documents. Books for this kind of teaching, some printed but most hand-written, have been found in several villages alongside the standard primers used in the village schools. Rhymed couplets were useful, we were told, to reinforce recognition of characters for their sound and meaning and also for teaching students to compose couplets, this being a form of literary activity popular in the villages of the region.\n\nShortly after the setting up of British rule in 1898, a government officer described Sheung Shui as \"a village of scholarship and agriculture”.11 Perhaps he was impressed by the grand looking ancestral hall and the number of study halls in the village. The many wooden boards hung in these halls recording",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1982.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/mk61z420p",
        "rank": 0
    },
    {
        "id": 209628,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1982",
        "page_number": 285,
        "title": "RAS-1982",
        "content_text": "263\n\nand traditional primers and classics were taught with emphasis on memorization, recognition of characters, and calligraphy. After 1921, simple readers known as Kwok Man E Readers, revised versions of the Yu-hsueh ch'iung-lin and a reformed set of three-four-five-character primers written for women and children began to be, very tentatively, introduced into these classes. In the subsidized and registered schools, a wider curriculum including reading, arithmetic, history and geography was adopted. Yet, according to the official reports of the inspectors of these schools, even the subsidized classes with their wider curriculum failed in fact to provide a modern basic general education as desired. The 1921 report remarks with respect to schools of this type in the New Territories in general:26\n\nLittle or no explanation of reading matter is given; the main idea being to memorize as much as possible. Pupils in their second year could not, with any degree of certainty, explain the meaning of simple characters as sky, heaven, day, sun; the matter seemed to be understood by those who were naturally intelligent, who at inspections were generally pushed forward.\n\nBoys of the poorer class do not receive anything approaching a useful education. They spend 3 or 4 years at school, and leave school to take up, in many instances, some menial position, and their only asset is an ability to recite a hundred pages or so from the Classics practically meaningless to them.\n\nThe few subsidized schools at Sheung Shui belonged to category C and received an annual subsidy varying from $45 to $60 per annum only. Therefore, the income of a subsidized school teacher was, even taking into account school fees, only about $12 per month.27 In the non-subsidized schools, it was even lower. Although the normal school fees were supplemented by gifts in kind from students at festivals, most teachers had to work as clerks to the villagers for extra income.28 The price of rice was between $12 and $14 per picul and the monthly salary of a government clerk was then $30 to $40. This explains why there was a marked shortage of teachers. A number of teachers were brought from\n\nPage 264\n\nPage 285\n\nPage 286",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1982.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/mk61z420p",
        "rank": 0
    },
    {
        "id": 210820,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1986",
        "page_number": 171,
        "title": "RAS-1986",
        "content_text": "154\n\nCARL SMITH\n\nCanton and Macau. In Macau he was a close friend of the eccentric painter George Chinnery. In one of Chinnery's paintings, Hunter appears in a group of men gathered informally on the verandah of the mansion occupied by the English firm of Dent and Co on the Praia Grande at Macau. Along with two other old friends of Chinnery's, Hunter maintained a watch beside the artist's bed the night of his death in 1852. He also helped to take charge of the deceased's effects. It is from Hunter that we have a number of interesting anecdotes about Chinnery.\n\nAfter Hunter left Russell and Company he did business on his own and connections with American firms, particularly Augustine Heard and Co, for whom he handled some of their Macau affairs.\n\nFrom 1864 to 1868, Hunter lived in Hongkong. During this time he was a member of the Heard firm. But in 1868, he retired and moved to Paris. In 1859 he was appointed French Consul at Macau.\n\nAs he grew older he suffered poor health. In 1886, it was thought his death was imminent. Notice was sent to his children and three of his daughters set sail for France. Their ship, the Victoria, went down at sea. One of the daughters drowned, the two others were rescued. The daughter who drowned was still single. This suggests that she may have been the crippled daughter mentioned by Lieut Preble in 1855. She had been taken to Hongkong by her mother for a series of operations to cut the tendons in her foot, which turned inward, so that it could resume a more normal position. At the time Preble mentioned the operations their ultimate success was not yet assured.\n\nWilliam Hunter survived the crisis which had summoned his daughters to his supposed death-bed for another five years. He died at Nice in 1891 aged about 80.\n\nWHEN LEGGE TOOK OVER ANGLO-CHINESE COLLEGE\n\nThe Rev. Dr. James Legge, famous for his translation of the Chinese Classics into English, moved the Anglo Chinese College from Malacca to Hongkong in 1843,",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1986.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/jq08c7063",
        "rank": 0
    },
    {
        "id": 211345,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1988",
        "page_number": 61,
        "title": "RAS-1988",
        "content_text": "37\n\nofficials in Shanghai stopped Sulin from sailing to America because Mrs. Harkness had neglected to obtain the necessary permit to export live animals. After much discussion and wrangling, Mrs. Harkness was able to leave Shanghai for San Francisco with Sulin on the President McKinley, carrying with her a \"passenger voucher\" for \"one dog\".\n\nTwo years later, in 1938, Floyd Smith succeeded in bringing five live giant pandas to England, creating a general sensation around the world.\n\nResearch into Chinese records for records on the giant panda\n\nWith all the hoopla around the world starring one of China's very own, faces were red indeed back in the Central Kingdom. Nobody had even suspected the existence of such a delightful treasure in China's own backwoods.\n\nResearchers were challenged to dig into Chinese historical records and ancient writings to find proof that, after all, the Chinese had known all about the giant panda since antiquity.\n\nThe Synthesis of Books and Illustrations of Ancient and Modern Times, a work compiled during the Ming dynasty (1368-1644) but not printed until 1722, is a wonderful source for quick reference of Chinese scholarship throughout the ages. Thumbing through the chapters on animals, scholars of the 1930s came up with a plethora of animal names that they fitted into physical descriptions of the modern giant panda in one way or another. Some of these choices could be traced to the classics, the Book of Odes, an anthology of poetry mostly dating from the early Zhou era (1122-722 B.C.), and Erya, a dictionary thought to date from the third century B.C. Antiquity indeed.\n\nThat giant pandas had existed in China since geological times was never a point in dispute. Studies of fossil remains have proved beyond any doubt that pandas had lived in China during the Pleistocene. Furthermore, their geographical distribution had been much more extensive than today's. They had lived in areas outside the southwestern mountains, and had roamed the provinces of the north and the east, including Liaoning, Shandong, Anhui, and Jiangsu.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1988.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/ft84gb83q",
        "rank": 0
    },
    {
        "id": 211445,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1988",
        "page_number": 161,
        "title": "RAS-1988",
        "content_text": "137\n\nMy Father\n\nMy father was born on 30 October 1878, in Cha In Village, Nam Long, See Dai Doo, Heong Shan District in Kwangtung Province. He was generally known by his 'milk name', Ping Yip #4. His marriage name was Poo Kau and his adult name was Ying Tung. He was the third son and youngest of six children born to grandfather by his first wife. When Grandfather married again, his second wife reportedly favoured her own son, Ping Lim, who was five years younger than Father.\n\nAfter the family business failed, and Father's two older brothers moved to California, Grandfather went to Hawaii and sent for his wife and Ping Lim, leaving Father in the village. Feelings of deprivation and poverty during this period left a lasting imprint on Father's attitude towards life. He worked hard, conserved what he earned, nurtured a great ambition, and in time, he appreciated and loved his own children. Meanwhile, as a child in the village, his days were devoted to the study of the Classics in the ancestral hall under the strict tutelage of a teacher, Li Chich-hsiang, who had been hired from outside the village to instruct 20 to 30 boys. Father recalled how he was made to kneel on sand or was hit on the head with a piece of wood when he did not learn his lessons well. This kind of discipline did not enhance his self-esteem and he expressed a wish that he be either very brilliant or so stupid that he would not know enough to be concerned by his mediocrity.\n\nIn 1892 at the age of 14, Father sailed for Hawaii, in the company of First Paternal Aunt Yim. They landed first in San Francisco where they transferred to a whaling vessel for Honolulu. Father probably attended public school before entering the Christian Boarding School for Oriental Boys, later known as Mills Institute, which was then located at Chaplain Lane, off Nuuanu Avenue, near the original site of Love's Bakery. This school was founded in 1892 and was administered by Rev. Francis W. Damon and his wife Mary, both of whom had come from missionary families and both of whom had command of fluent Cantonese. Father studied hard and became one of Rev. Damon's favourite students. These early years must have been a pleasant period, for later\n\n* See Registration Record. Chinese Consulate, 1911.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1988.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/ft84gb83q",
        "rank": 0
    },
    {
        "id": 211460,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1988",
        "page_number": 176,
        "title": "RAS-1988",
        "content_text": "152\n\nyears later, Maternal Grandmother had her third child, a son, who died in infancy in China when he and Mother were taken there for a visit.\n\nMother was a very good-looking woman. She had rather large eyes, well-formed features and a fair, pleasant face. Her hair was dark and very fine, a characteristic she had inherited from her father, who, she said, had hair of silk and skin that was fair, smooth and hairless. There was an air of gentility and femininity about her. A modest, humble and friendly person, she made friends easily and always avoided conflict. She formed strong and lasting friendships with many who found in her an understanding and sympathetic confidante. Because she was a fine seamstress, many sought her help in cutting or sewing their Chinese clothes. Mother never lost her sense of pride, even though early years of poverty left their mark on her to save and deprive herself for that \"rainy day\" which never came. She was a pessimist, always anticipating disaster, and consequently was cautious and conservative, often warning us, \"Walk with hand holding onto a wall\".\n\n—\n\nBeneath her soft appearance, however, Mother was a person of strength. She dominated our early lives and we submitted whether we agreed with her or not, due to an ingrained sense of respect for our elders. It was not until I was nearly 30 years old that I began to exert myself and this resulted in a few emotional confrontations. Because it was felt that education would cause daughters to become too independent and also too old to be sought after as wives, Mother was allowed only a few years of schooling. On the other hand, because Hakka (**) parents saw the advantage of a good education, some of Mother's Hakka schoolmates went on to become teachers or prominent citizens. One of them was Mrs. Samuel Young and the other was Mrs. How Fo Chong, wife of a minister and daughter of Lee Toma. From these early associates, Mother learned to speak the Hakka dialect fluently.\n\nBright, alert and curious, Mother had a great thirst for knowledge and never hesitated to ask when she did not know. With added guidance from Father, she could read and write both Chinese and English better than many Hawaiian-born Punti girls of that era. She would tell us stories about the heroic deeds of old, about which she had read in such Chinese classics as The Three Kingdoms and The Dream of the Red Chamber. Even up to a year before her death, she left evidence of having used",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1988.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/ft84gb83q",
        "rank": 0
    },
    {
        "id": 211632,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1989",
        "page_number": 47,
        "title": "RAS-1989",
        "content_text": "22\n\nremoval to T'ai Miao.\n\nIn Tainan in southern Taiwan an elderly temple keeper claimed that the heads of the five major religions, Confucius, Lao Tzu, The Buddha, Christ, and Mohammed gathered and chose Kuan Yu (otherwise known as Kuan Kung, the Patron deity of loyalty) to be raised in succession as the 18th Jade Emperor. He assumed the throne at Chinese New Year in AD 1864 and still occupies the throne.\n\nAlthough the Jade Emperor is concerned with running the bureaucracy of the spirit world and with meting out justice, he delegates many of his day-to-day responsibilities to his ministers and judges. It is accepted by devotees that he is the arbiter during disagreements between the gods. His rule is conceived of as similar to a reigning Chinese emperor, he being the heavenly ruler with the Chinese emperor the terrestrial ruler. Most people believed that the emperor of China was his terrestrial equal. Despite the large pantheon the Jade Emperor commands, containing an inordinate number of Buddhas and bodhisattvas, The Five Emperors, Kings/Judges of the Underworld, major gods and all the deified spirits (shen), in Chinese mythology he is frequently duped and outwitted, as indeed the Chinese well knew that their emperors were. One only has to remember the story of Ch'i T'ien Ta Sheng, better known in the West as Monkey to see how gullible he can be. This does not mean that he was not feared. The Jade Emperor's forces include his powerful spirit armies, capable of destroying anyone or anything, which he can unleash upon anyone who offends him.\n\nAn English missionary in the nineteen thirties after 36 years in North China wrote \"Lao T'ien Yeh is the Supreme God, the popular equivalent of Shang Ti of the Classics. He is not represented by any image or other symbol nor are there any temples in his honour, nor is he the object of popular worship. But built into the outer wall of the house, beside the doorway, there is commonly a little shrine in which thank offerings are placed at harvest time. When you inquire what people know about him, the usual answer is 'He sends the wind and the rain and ordains life and death, and to him the Kitchen God makes his annual report'\"*.\n\nIt is well known that the Jade Emperor personally receives reports from each and every Kitchen God during the period from the 12th day of the final lunar month until the Lunar New Year's Day, and from these",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1989.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/8336pm92h",
        "rank": 0
    },
    {
        "id": 212092,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1990",
        "page_number": 34,
        "title": "RAS-1990",
        "content_text": "anger or irritation had worn off, we were more likely to enlist their cooperation by showing that the various provisions offered for those affected by the government's decisions were reasonable and acceptable. This actually happened in Tsuen Wan in 1959, when the village population of Ho Pui, distrustful of government and unimpressed by its need to produce more land for housing and industrial use, concluded that its own safety and legitimate interests were not being addressed, opposed a particular public work, and through its power of combination withdrew its cooperation for some six months until they were secured. Blackmail, you may ask? It might appear so: but the defence of legitimate self-interest has always been accepted in the Chinese value system and allowed for in the relationship of government and people.\n\nPART TWO: The Traditional Sources of a Positive Response to Well-conducted Government\n\n1. The Confucian Ethical System\n\nThe proper relationship between ruler and people was one of the \"Five Relationships\" prescribed in the Confucian Classics and taught in every school room in the empire. \"The underlying principle of the whole\", wrote one informed Westerner, \"was the making of a man, the development of personality and the training of moral character\". Besides stressing the social obligations of superior and inferior towards each other, the ethical system promoted by the Classics placed a particular emphasis on \"propriety\". Whatever their rank or station, this was the keystone of the social system for all, since each person in Chinese society was presumed to know how to behave and what was expected of him. The result was -- to quote the same keen observer of Chinese life -- to produce an educated man who:\n\n\"took his stand before society as an expert in moral principles. In all the relationships of life, whether precedented or unprecedented, he was the man to point out the right word, the right act, the right ritual.\n\nOver millennia, this ethical system had developed immense strength and tenacity; and to such a degree, said Dr. Smith, that Confucianist thinking had become an instinct that determined attitudes. Nor could he over-emphasize for his readers the intensity of Chinese feeling on the subject:",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1990.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/d79206299",
        "rank": 0
    },
    {
        "id": 212098,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1990",
        "page_number": 40,
        "title": "RAS-1990",
        "content_text": "17\n\nwith its inculcation of “right thinking\", the complete process has been summed up in a few well-chosen words by Dr. Monlin Chiang, one of the most prominent educationalists of the early Republican period:\n\n“These moral precepts came from the Confucian classics. Moral ideas were driven into the people by every possible means — temples, theatres, houses, toys, proverbs, schools, history and stories until they became habits in daily life, 233\n\nThe effect of both the legacy and the drilling was not lost on competent Western observers. Writing over 150 years ago, in his standard work on China first published in the 1830s, a future governor of Hong Kong, Sir John Davis, then only lately returned to England from many years' membership of the Honourable East India Company's Select Committee at Canton, had this to say: \"The Chinese lower classes are better educated or at least better trained than in most other countries”.\n\nPART THREE: “Right Thinking\" in Action in Tsuen Wan\n\n134\n\n+\n\nTsuen Wan District (like all the rest) provides plenty of evidence for the effectiveness of the indoctrination, as well as occasional examples of emulation and performance. People knew what to think and what to do, and recognized the attainment of the prescribed high standards of conduct and behaviour even if they themselves did not measure up. Men who did so were greatly respected, to the point of veneration.\n\nIt is the general opinion among Tsuen Wan natives, then and now, that such a one was the late Mr. Chan Wing-on, a former Tsuen Wan Rural Committee leader and also Chairman of the New Territories Heung Yee Kuk. Mr. Chan, who unfortunately died comparatively young, left a fine reputation behind him. He is commemorated by a tablet in a traditional-style pavilion, named for him, which was erected the year after his death near the entrance to the Chuk Lam Sim Yuen, one of the large religious houses located above the town. The memorial tablet records his life and achievements as a teacher and as a public figure; with an emphasis on his virtuous conduct and character and how it had influenced others for good:\n\n\"Entering the teaching profession, he taught the village",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1990.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/d79206299",
        "rank": 0
    },
    {
        "id": 212287,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1990",
        "page_number": 229,
        "title": "RAS-1990",
        "content_text": "206\n\narose from a background related to his education in Scottish Commonsense philosophy.\n\nFrom the angle of Legge's philosophical methodology, it needs to be noted that Legge had a tendency to gauge philosophical profundity in terms of the insight a system gave to the inner workings of the mind. These kinds of questions were not extensively addressed in the Confucian Classics, although questions regarding the heart-mind were central in later Confucian metaphysical discourses. Legge was basically not interested in these systematic philosophies, most of which he felt were inarticulate and wrong. Empirical observations of human behaviour and categories inherited from an Aristotelian concept of the mind were assumed as the basic truths from which more precise models could be constructed. Legge discovered no resources of this sort in the Confucian traditions, and so could self-consciously advocate the need for Chinese students to readdress their traditional system with important questions which revealed systematic inadequacies.\n\nThough this kind of critical stance may seem too harsh and even an unjustified imposition of alien values on the Chinese ways of thinking, not long after Legge died Chinese scholars did begin an all-out attack against the traditional Confucian ethical system. This was partially responsible for the final overthrow of the imperial powers in 1911.\n\nVII. Legge's Immersion in the Confucian Tradition\n\nLegge, a missionary and advocate of Christian faith, was also responsive to the Chinese culture and people among whom he lived. There are several reasons why this was the case, beyond the simple fact of being immersed among the Chinese for thirty-five years. One important reason is the parallels Legge perceived between his Non-Conformist heritage and selective Confucian traditions. Legge located in the famous Confucian Han Yu (768-824 AD) of the Tang dynasty shared general attitudes also found in Non-Conformist Protestantism: both valued a return to the fundamental spiritual texts of the tradition; both asserted a more commonsense view of the world; and both stood in opposition to superstitious religious traditions (primarily associated with Buddhism and Taoism).\n\nIn addition, Confucian scholarship had developed its own more",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1990.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/d79206299",
        "rank": 0
    },
    {
        "id": 212370,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1990",
        "page_number": 312,
        "title": "RAS-1990",
        "content_text": "of the shops come from these villages. Of course, not everyone who belongs to the \"Market Association\" has a share in a shop, but they have an interest in the market, and therefore they have been accepted as members of the association. The population of the 45 villages of the small associations is roughly 6000, out of which 250 live here.\n\nThe Chinese population consists of four ranks. Here and in the surrounding area live people of all four ranks. The first rank consists of literati, and all the Government employees of the Empire belong to this rank. The lowest class of the literati are the so-called \"book-readers\", who have read the Four Books of Confucius, and the Five Classics, but who have failed at the District Examination, and have no degree. If they can gather a sufficient number of students they found a primary school and subsist on the meagre payments from them, which is just adequate for survival. They do not get any employment from the State, and, as a rule, they have to find their own means of survival. They earn comparatively the same as a primary school teacher receives at Home. They number a high percentage of the literati in China.\n\nThe candidates who have passed the District Examination receive the first degree, and they are called Siu Tshoi [Sau Tsoi]. This means \"Elegant Talent\". It has to be mentioned that many unworthy students receive this degree through corruption, whereas some knowledgeable young men, without resources, will have to give way. A Siu Tshoi also gets no Government employment. Should he want employment, he will have to apply himself to further study and examinations. However, he already has some advantages as a Siu Tshoi. He is allowed to open a Private School in which he can prepare students for the District Examination. By doing this he can earn quite good money. Besides, it is a great honour for a Chinese to have received a first degree. Literati of this kind are much rarer than the \"book-readers\". However, some live in this particular district, and Brother Lechler's teacher [the other missionary resident in Sha Tau Kok] in\n\n289",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1990.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/d79206299",
        "rank": 0
    },
    {
        "id": 212518,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1991",
        "page_number": 72,
        "title": "RAS-1991",
        "content_text": "52\n\nZang Yungtang (1767-1811) had studied in Suzhou in 1793, the centre of Han Learning at that time, and was invited by Ruan Yuan to edit the classical dictionary, Jing ji zhuan gu. In 1800 he was asked again by Ruan Yuan to collate the Thirteen Classics. He stayed on Ruan Yuan's personal staff until 1802. After failing the Metropolitan Examination, he went into business; then joined the personal staff of Yi Bingshou (1754-1815), who was then the Prefect of Yangzhou, in 1804, to write about the topography of Yangzhou. From 1807 onwards, he went back on Ruan Yuan's payroll, compiling Wu Dai shi [History of the Five Dynasties] at the behest of Liu Fengao (1761-1830).\n\nQian Taxin (1728-1804) came from a scholarly tradition, a grandson and son of noted men of learning. After obtaining his first degree at the age of 17 sui, he became residential tutor in a family with an excellent library which he used extensively. After attaining the jinshi degree in 1754, he remained in Beijing where he became friends with Dai Zhen and Ji Yun (1724-1805) who later became chief editor of the Si ku chuan shu. He directed the Chong shan Academy in Nanjing, and joined Ruan Yuan on the dictionary project in Hangzhou. He was the author of the critical notes on Er shi er shi kao yi [Twenty-two dynastic histories], 100 juan, 1782. Ruan Yuan's subordinate wife, Liu Wenru (1777-1849) was to compile the same for Er shi si shi [Twenty-four dynastic histories].\n\nChen Shouchi (1777-1834) of Minxian, Fujian had started his career with Zhu Gui. Afterwards he joined the faculty of Gu jing jing she and the Fu Wen Academy. He was recruited to work on Jing fu and Hai tang zhi by Ruan Yuan. At a later date, he served as editor-in-chief of Fujian tong zhi [Provincial gazetteer of Fujian] and Li xian fang zhi [Local gazetteer of the Li District of Jiangsu]. His own essays on the Classics, with several letters from Ruan Yuan, were printed in Zuo hai wen ji [Essays by Chen Shouchi].\n\nChen Wenxu (1775-1845) of Hangzhou was a “student” of Zhu Gui, who introduced him to Ruan Yuan. Ruan considered Chen one of the foremost poets of the province, and appointed him to his personal staff. He gained expertise in sea transport, salt administration, grain transport and flood control. He helped Ruan Yuan establish a humanitarian social welfare policy, including famine relief. He collected a large number of women students. Both his subordinate wives were acknowledged poets.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1991.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/k356gt84j",
        "rank": 0
    },
    {
        "id": 212524,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-1991",
        "page_number": 78,
        "title": "RAS-1991",
        "content_text": "58\n\nInfluence of Ruan Yuan and the scholars around him\n\nThe influences of Ruan Yuan and his network of scholars were far-reaching. They taught more than a generation of students their interpretation of the Classics. They also compiled reading lists, and set questions for the civil service examinations. As examiners, they established standards for passing the examinations, thus deciding who was qualified to enter officialdom. A 20th-century study found that, in one year alone, 22 scholars associated with Ruan Yuan had been either directors of studies or as examiners. Another study on academies founded by Ruan Yuan and controlled by the generations of scholars around him discovered that during the 103 years (1801-1904) the Gu jing jing she was in operation, there were 47 provincial-level examinations in Zhejiang. Between five to six percent of the successful candidates had been students at the Gu jing jing she. Twenty-five percent of candidates from Zhejiang who took the Metropolitan Examination of 1902 were graduates of this academy. The Xue hai tang, and indeed all other academies until the onset of western-style education in China, were modelled on the Gu jing jing she. The first Cantonese to gain first place on a Metropolitan Examination was a graduate of Xue hai tang.\n\n44\n\nIn addition, it must be assumed that Ruan Yuan and the scholars around him sanctioned publications only when they agreed with the texts and interpretations. One only needs to peruse any of Ruan Yuan's major publications to see a collection of scholars, from all areas of China working together on some of the major compilations of the era, thus casting doubt on the traditional preoccupation among certain scholars that Qing scholarship was divided into regional schools (pai).\n\nRuan Yuan's importance, therefore, extends beyond his own publications, and beyond providing a rice bowl for contemporary scholars. He served as an intermediary to transcend these regional schools of learning.\n\nIndividual scholars and their achievements and personalities are worthwhile topics for further study.",
        "txt_file_path": "txt/dfo323lmgvd/RAS-1991.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/k356gt84j",
        "rank": 0
    },
    {
        "id": 215955,
        "series_id": 26,
        "series_slug": "histsyn-rashkb-journal-engine",
        "series_title": "RASHKB Journal 皇家亞洲學會香港分會學刊",
        "series_use_hku_proxy": false,
        "document_key": "RAS-2002",
        "page_number": 254,
        "title": "RAS-2002",
        "content_text": "188\n\ndeaths of Chinese persons within these fourteen personal absences Legge experienced, one stood out over time because it became so formative in shaping Legge's public image in Hong Kong. The images of both Legge and this seminal Chinese figure were first promoted through extracted letters and reading literature of missionary journals where the story about Ch'ea Kam-Kwong first appeared. After Ch'ea's murder, however, it became a festering and frustrating element within the larger political scenario of the unequal treaties period in foreign policy between the Qing Manchurian empire in China and the newly established British ambassador. Legge made the issue all the more prominent in 1863 by publicly challenging British officials' complacence about the matter and condemning attempts by Sir Frederick Bruce (1814-1867), the first British ambassador to the Qing empire, to defuse the whole tragedy by general claims about missionary incompetence.\n\nThe period from 1861 to 1863 was pivotal in Legge's missionary-scholar career because of three books and two supremely “felt” public absences. In February and November 1861 he published the first two of the eight-tome-five-volume series he entitled the Chinese Classics. In October and at the very beginning of 1862 he faced news about the deaths of Ch'ea Kam-kwong and his eldest brother George respectively, writing special memorials to both men in the subsequent months. In the latter case, James Legge edited and introduced his brother George's selected lectures and sermons (an introduction of just over 100 pages!), an act of filial respect simultaneously Scottish Nonconformist, Ruist/Confucian, and Victorian in style and content.\n\n2\n\nYet Ch'ea's death in October 1861 and its consequences had a power over Legge's career he himself could not fully anticipate. So influential was it that in the balance of the decade of the 1860s Legge was regularly referred to in local Hong Kong and overseas missionary literature as \"James Legge of Hong-kong and Poklo.\" Here we will explore the meaning of Ch'ea's death for Legge's life, and the broader implications it had on a surprising range of “larger issues\" in the study of cross-cultural interactions during the later decades of the Manchurian Qing dynasty. Part of the significance is shown in a negative fashion in Paul Cohen's early work of the",
        "txt_file_path": "txt/dfo323lmgvd/RAS-2002.txt",
        "external_url": "https://digitalrepository.lib.hku.hk/catalog/mp4901278",
        "rank": 0
    }
]