China

State and society

The state barred literati from using the academies and literary societies for explicitly political activities. Scholars in Beijing and in the rich cities of the Yangtze delta turned from politics to the study of texts that marked the empirical school of scholarship (kaozheng xue). Influenced by their knowledge of European mathematics and mathematical astronomy, these scholars laid down new rules for verifying the authenticity of the Classical texts and, by revealing flaws in previously accepted canons, challenged the Neo-Confucian orthodoxy. Turning away from the Confucian quest for sagehood, the empirical scholars were increasingly secular and professional in their pursuit of textual studies. Scholarly associations, poetry societies, and academies were the organizational loci for the empirical schools. Great libraries were created, rare texts were reprinted, and compilation projects proliferated, culminating in the great government-sponsored Siku quanshu (1772–82), which undertook to collect for reprinting the best editions of the most important books produced in China, using as selection criteria the methods of the empirical school.

Chinese scholar's study, Beijing, Qing dynasty, late 18th or early 19th century.Courtesy of the Philadelphia Museum of Art, given by Wright S. Ludington (in memory of his father)

A hallmark of Qing society was the expansion and extension of a national urban culture into various parts of the empire. Urban culture circulated through the market network into the hinterland, as sojourners disseminated culture from localities into the cities and back again. The spread of this culture was also supported by increased functional literacy and the expansion of large-scale printing for commercial and scholarly audiences. A wide variety of written materials were available in market towns and cities—collections of winning examination essays, route books for commercial travelers, religious pamphlets and scriptures, novels, short-story collections, jokebooks, and almanacs. Storytelling, puppet plays, and regional drama in rural and urban places provided yet another mode of cultural dissemination. In China’s cities, sojourning merchants sponsored visits of drama troupes from their own localities, which facilitated the spread of regional drama forms outside their own territories. Drama was the bridge connecting the oral and written realms, the “living classroom” for peasants who learned about cultural heroes and history through watching plays. The expansion of a national urban culture supported the state’s efforts to systematize and standardize Chinese society.

China’s non-Han minorities found themselves surrounded by an aggressive, expansionist Han Chinese culture during the early Qing. Attempts by the emperors at that time to protect minorities from the Han onslaught were largely unavailing, and some rulers, such as the Yongzheng emperor, actually tried to hasten the assimilation of aboriginal groups into the Chinese order. The Qing categorized the ethnic minorities into two groups: those who were “raw,” or still possessed of their own culture, and those who were “cooked,” or assimilated. The ethnic minorities resisted violently, but they were gradually assimilated or pushed farther south and west during the early Qing.