Classic talks, original design

Author: Zhu Ziqing
Publisher:
Publication Date: 2007-01-01
Features: To inspire their interest and guide them onto the path of classics. This small book is also an effort in this direction. If readers can take it as a boat to sail into the sea of classics, the compilers will be content that they have fulfilled their role as pioneers in classical training. However, if readers, after reading this book, think they have already received classical training and no longer wish to explore classics, then it would be like mistaking the net for the fish, which would be a pity for the compilers. – Zhu Ziqing
Mr. Pei Yan, Mr. Zhu Ziqing, has always been dedicated to promoting, introducing, correcting, and advancing traditional Chinese culture. Although his efforts are like drops of water or a single bowl, they are simple yet practical. Combined with his elegant and unpretentious writing style, he often makes even the most cumbersome facts or complex theories appear exceptionally light and lively. Reading his works not only keeps one engaged but also allows for effortless comprehension. This book, A Brief Introduction to Classics, is a perfect example of this. – Wu Xiaozhi
In academia, the attitude of being open to learning and avoiding dogmatism is extremely important. The records may not always make sense, but this is not a book derived purely from academic theory. Many things we do not understand must be left untouched. Even if we understand something, it may not be appropriate to explain it or explain it in that way, as the original is often a living thing, and our interpretations can kill it. If we truly understand and are aware that we will not kill a living truth, then we can attempt to interpret it, but the focus should be on forming a clear subjective understanding. Here, the subjective understanding is not based on the observer’s perspective but on the perspective of the object itself. For example, when reading the Three Hundred Poems, one should understand them from the perspective of the Three Hundred Poems itself, not through the lens of the Record of the Near Thoughts. This principle applies to evaluation, comparison, and criticism as well. – Xu Fancheng
In secondary and higher education, classical training should be a necessary component. The value of classical training lies not in practicality but in culture. A foreign professor once said that the purpose of reading classics is to let people experience them. This is a very insightful remark. Moreover, for a citizen with a certain level of education, there is an obligation to be familiar with their own country’s classics. The classics referred to in this book are used in a broad sense, including the Five Classics, the Pre-Qin philosophers, several historical texts, and some collections. To read these books, especially the classics and philosophical texts, one must understand Shixue (the study of characters), so books like The Explanation of Chinese Characters are also considered part of the classics. In old China, education could be said to be entirely about reading classics. When classical training became the sole focus of education, it led to imbalance and distortion. Moreover, since it began in early childhood, students could not fully absorb the knowledge, wasting their energy and interest. After the introduction of modern education, reading classics gradually ceased. Although there were a couple of movements to reintroduce classics in primary and secondary schools during the Republic of China, they both failed and were seen as a step backward. On the other hand, the Ministry of Education’s curriculum standards for junior high school Chinese included the phrase “to enable students to understand their own culture through the Chinese language and characters.” The textbooks for junior and senior high schools include selections from classics. This shows that the abolition of reading classics does not mean the abolition of classical training. Instead, classical training has expanded its scope, no longer limited to classics, and selects materials based on students’ levels, avoiding the problem of superficial understanding. This is indeed an improvement.
Chinese classics, without proper organization, are particularly difficult to read, and many people are intimidated by them, leading to avoidance. Zhu Xi seemed to recognize this when he annotated the Four Books, one of his goals being to make them accessible to the general public. He succeeded, and his annotations remained popular for several centuries, benefiting many beginners. However, in this modern era, these books are no longer suitable. We know that Qing Dynasty “scholars” made significant contributions to the collation and interpretation of classics. In our ideal, general readers’ editions of classics—some should be complete, while others should be selected or abridged—should as much as possible adopt their conclusions: dividing the text into sections, adding careful punctuation, and providing concise annotations in vernacular Chinese. Each edition should also include a practical and clear vernacular preface. This requires insight, learning, and experience, something that cannot be achieved by one person in a single period. Some of the Student’s Chinese Classics Series published by Commercial Press seems to follow this idea, but they still fall short of our ideal standards.
Since an ideal classic edition is not easily available, some people consider tackling the problem at the surface level first. Mr. Gu Jiegang’s translation of the Book of Documents in simple vernacular Chinese and his writing of A Brief History of Han Dynasty Scholarship in the same style reflect this approach. While this method may not allow the general public to directly engage with classics, it can still inspire interest and guide them onto the path of classics. This small book is also an effort in this direction. If readers can take it as a boat to sail into the sea of classics, the compilers will be content that they have fulfilled their role as pioneers in classical training. However, if readers, after reading this book, think they have already received classical training and no longer wish to explore classics, then it would be like mistaking the net for the fish, which would be a pity for the compilers.