Shang-Zhou Ancient Character Reader

Author: Liu Xiang, Chen Kang, Chen Chusheng, et al.
Publisher:
Publishing Date: 2002-08-01
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 the most important tasks. Currently, many people, especially young colleagues, are interested in and feel 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 the palaeographic materials themselves, is essential. Therefore, the teaching of palaeography—can also be said to be a matter of popularization and promotion—has increasingly become a pressing issue on the agenda. Since it involves the construction of a teaching system, it is inevitable that the first issue to be addressed is the textbook: what to compile? How to compile it? This question has recently drawn a certain degree of attention in the field of palaeography, with some discussion and exploration underway. However, opinions have not yet been unified. For example, some believe that the focus should be on artifacts, supplemented by text; others argue that the emphasis should be on methods of interpreting ancient texts; some think that the focus should be on basic knowledge of palaeography; others believe that the teaching should primarily focus on the form, sound, meaning, and internal development of ancient texts, supplemented by interpretation methods; and some even argue that all of the above should be included. Despite the diversity of views, there is one point of consensus: first, compile a few textbooks, and then discuss and select them. (See Zhao Cheng's "Recent Research in Palaeography," China Language World, 1986.2)
We believe that there is indeed a lot to cover in palaeography, but among these, there are priorities and urgencies. If everything is included, teaching will lack coherence, and the effectiveness cannot be guaranteed. Moreover, no matter how broad the scope of palaeography, it primarily belongs to the field of linguistics and philology. This is because not all ancient artifacts, whether passed down or unearthed, are the objects of palaeographic study. The objects of palaeography are always those that contain palaeographic materials, or even materials where the original artifacts have been lost, leaving only copies or facsimiles. At the same time, any palaeographic materials, whether passed down or unearthed, are written records of the language of the time, and the first issue is how to interpret them. If the texts cannot be fundamentally interpreted, and the meanings cannot be clarified, then research and analysis from other perspectives, such as artifacts, historical facts, thought, or art, may be affected, and some may even be impossible to conduct.
Linguistics and philology, traditionally known as "Xiaoxue" in China, have been 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 also be said to be a fundamental skill. From the perspective of text interpretation, how should palaeography be taught? We believe that the ancient Chinese teaching system established by the late renowned linguist Wang Li, which combines selected texts, general theories, and common words, is worth referencing for palaeographic interpretation teaching. This system starts 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 role of ancient Chinese as a tool course. In the past three decades, many full-time universities have adopted this teaching system, and the emerging adult education system has also adopted it. It has been proven that it can achieve good teaching results in a relatively short time. It is not only suitable for closed small-class teaching but also for open distance education; not only for teacher-led learning but also for self-study.
The interpretation of ancient texts is, after all, a matter of reading ability in linguistics and philology. Therefore, it is possible and necessary to draw on the effective experiences of ancient Chinese teaching, reference the method of combining selected texts, general theories, and common words, to compile a textbook or introductory book on palaeography. This small book is a preliminary attempt based on this idea.
On the other hand, currently, the teaching and research of ancient Chinese or the history of the Chinese language in many universities still largely rely on traditional 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 and not worthy of attention, then since the late Qing Dynasty, they have been unearthed in increasing numbers and studied with increasing precision, already forming the mainstream of research. Yet, if they are still ignored, it would be a pity to be confined to one's own limitations. However, now, many insightful scholars in academia have broadened their perspectives and have begun to include palaeographic materials in the teaching and research of ancient Chinese and the history of the Chinese language. This trend is heartening. 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 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 in palaeography—Mr. Rong Geng of Sun Yat-sen University. Mr. 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 mentors. The compilation of this book began with the selection of the subject matter and the determination of the format, and throughout the entire process, we received specific guidance from Mr. Li Xueqin. On the completion of the book, he kindly reviewed it and wrote a preface. Mr. Tian Shusheng of the Language and Literature Publishing House also provided regular guidance. Additionally, Mr. Qi Gong, a senior scholar, inscribed the title. At the same time, we were generously supported by the School of Guoxue at Shenzhen University. We are deeply grateful 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.