Readings in Shang and Zhou Ancient Characters

Author: Liu Xiang et al. / Li Xueqin (Editor-in-Chief)
Publisher:
Publishing Date: 1989-09-01
Features: Palaeography is an ancient yet young discipline. It is still in a continuous process of development and maturation, with much work yet to be done. The construction of a teaching system for palaeography is one of its most important tasks. Currently, many people in society, especially young colleagues, are interested in and see the necessity of learning palaeography. This is because the materials and achievements of palaeography can be widely absorbed and utilized by disciplines and fields such as philosophy, history, archaeology, linguistics, calligraphy and seal carving, as well as certain technical sciences. However, to achieve this, a basic understanding of palaeography, particularly of its materials, is essential. Therefore, the teaching of palaeography—what can also be called popularization and promotion—has increasingly become a pressing issue on the agenda. Since it involves the construction of a teaching system, it inevitably raises the first issue of textbooks: What to compile? How to compile them? This question has recently attracted some attention in the field of palaeography, with discussions and explorations beginning, yet opinions remain divided. For example, some believe that the focus should be on artifacts, supplemented by texts; others argue that the emphasis should be on methods of interpreting ancient scripts; some suggest that the focus should be on basic knowledge of palaeography; others propose that, based on character recognition, the primary focus should be on the form, sound, meaning, and internal developmental patterns of ancient scripts, supplemented by interpretation methods; and still others believe that all of the above should be included. Despite the diversity of views, there is one point of consensus: several textbooks should be compiled first, followed by discussion and selection. (See Zhao Cheng, "Recent Research in Palaeography," Chinese Language World, 1986.2)
We believe that there is indeed a lot to cover in palaeography, but it is not without priorities and urgencies. If everything is included, teaching will lack coherence, and effectiveness cannot be guaranteed. Moreover, regardless of how broad the scope of palaeography is, it primarily belongs to the field of linguistics and philology. This is because not all ancient artifacts, whether handed down or unearthed, are the objects of palaeographic study. The objects of palaeography are always those artifacts that contain ancient script materials, or even materials where the original artifacts are lost, leaving only copies or rubbings. At the same time, any ancient script material, whether handed down or unearthed, is a written record of the language of the time and thus raises the fundamental issue of how to interpret it. If the script cannot be basically interpreted and the meaning cannot be clarified, then research and studies conducted from other angles, such as artifacts, historical facts, thought, or art, may be affected or even rendered impossible. Linguistics and philology, traditionally called "Xiaoxue" in China, are regarded as the foundation of scholarship and have always been highly valued. Similarly, to enter the field of palaeography, the cultivation of interpretive skills can be said to be a fundamental skill.
From the perspective of script interpretation, how should palaeography be taught? We believe that the ancient Chinese teaching system established by the late renowned linguist Professor Wang Li, which combines selected readings, general introductions, and common vocabulary, is worth for palaeographic interpretation teaching. This system begins with perceptual language materials, introduces certain practical theoretical knowledge, and emphasizes cultivating learners' ability to read ancient texts to a certain extent, thereby fulfilling the mission of ancient Chinese as a tool course. Over the past three decades, many full-time universities have adopted this teaching system, and the emerging adult education system has also adopted it. Proven results show that it can achieve good teaching effects in a relatively short time. It is suitable not only for small, closed-classroom teaching but also for open, distance education; not only for teacher-led learning but also for self-study. The interpretation of ancient scripts is, in the end, a matter of linguistic and philological reading ability. Therefore, it is possible and necessary to draw on the effective experiences of ancient Chinese teaching, using the method of combining selected readings, general introductions, and common vocabulary to compile a textbook or introductory book on palaeography. This small book is a preliminary attempt based on this idea.
On the other hand, the teaching and research of ancient Chinese or the history of the Chinese language in many universities currently still largely rely on transmitted classics and documents while rarely considering unearthed palaeographic materials. It is well known that palaeographic materials are attached to ancient artifacts and have been buried underground for years, untouched by later alterations, making them more reliable linguistic materials of ancient Chinese. If such materials were previously only scattered fragments, not worth attention, then since the late Qing Dynasty, they have been unearthed in increasing numbers and studied with increasing precision, already forming a major part of research. Yet, if they are still ignored now, it would be a pity to confine oneself to outdated methods. However, today, many insightful scholars in academia have broadened their perspectives and have begun to include palaeographic materials in the scope of teaching and research on ancient Chinese and the history of the Chinese language. This trend is encouraging. Therefore, this small book also aims to make a small contribution in terms of materials to the teaching and research of ancient Chinese and the history of the Chinese language.
As the compilers, we are all newcomers in the field of palaeography. During our studies, we have all benefited from the teachings of the late renowned scholars of palaeography—Professor Rong Geng of Sun Yat-sen University. Professor Rong often encouraged us to read more and write more. We dedicate this collaborative book as a token of our endless respect and remembrance for our late teacher. The compilation of this book began with the selection of topics and the determination of its format, and throughout the entire process, we received specific guidance from Professor Li Xueqin. On the completion of the book, he also reviewed and wrote a preface for it. Mr. Tian Shusheng of the Chinese Language Press also provided frequent guidance. Additionally, we were kindly sponsored by the School of Guoxue at Shenzhen University. We express our gratitude for all these contributions!
The compilation of this book spanned several years. During the process, we extensively referenced and quoted the research achievements of our predecessors and contemporaries, though some may not have been explicitly acknowledged. Given the nature of this book, this should not be considered plagiarism.