China’s Communist Movement

 

Perry, Elizabeth. “Rebels Meet Revolutionaries: The Communist Movement in Huai-pei” pp. 208-247 in Rebels and Revolutionaries in North China, 1845-1945 (1980)

 

In chapter six’s opening paragraph, Elizabeth Perry poses a series of questions concerning the relationship between battle-hardened peasants and the Chinese communist movement in the early twentieth century. She introduces her work by asking how these groups would relate: would they join forces or stand at odds with one another? Would peasants, who were so accustomed to fighting for their local interests, support or impede the efforts of the Chinese Communist Party (CCP) to reform the country on a national level? It appears, as she introduces us to a multitude of peasant organizations, that Perry believes it depends on the interests of each group. Reactions will vary by organization because there are too many complexities of circumstance.

For instance, the CCP was most interested in gaining the help of the Red Spears society, which had millions of armed supporters and could thus have a heavy impact on the revolution. Although the CCP disliked the religious practices and other aspects of the Red Spears, they were willing to ignore those for the sake of the greater communist good. However, the Red Spears were totally loyal to their rich landlords of Honan (who sought to maintain their power and wealth), which sat at odds with the communist call for peasants to overthrow corrupt landlords. Potential for an alliance disintegrated over this issue, and even led to violence between the two groups.

So the communist party focused instead on the Bare Eggs society. Unlike the Red Spears, the Bare Eggs were what Perry calls a “predatory” organization, one made up of poor, unemployed members who suffer under that status quo. The Red Spears and others were “defensive” organizations, opposing redistribution of wealth. Therefore, Perry concludes, the CCP had much greater success with predatory groups. Indeed, the Bare Eggs sent hundreds of troops to join the Red Army.

Other barriers to CCP efforts included the Divine Strike Corps, which became a communist enemy because of suggested land reforms. The two sides also differed on their attitudes toward bandits. The communists wanted any allies they could get to battle the invading Japanese (though overall the bandits mostly posed a barrier to CCP success in the region), but the Divine Strike Corps opposed all bandits and aimed to punish and destroy them. Communist efforts at reorganizing bandits therefore displeased both the Divine Strike Corps and the bandits themselves.

The CCP did have some success when they realized that defensive (or “protector”) groups were more receptive to communist ideas. Groups like the Big Swords joined their side. However, Perry concludes by saying old forms of peasant violence were the greatest obstacle to communist success. They were able to have limited success with protective groups and great success with predatory ones. Essentially it was the preexisting interests of each group that determined if they would help the CCP, whether those be political, social or economic reasons, or something as simple as security.

I find it interesting that such a complex web of alliances, so to speak, developed. With warlords, landlords, communists, nationalists, bandits, the Japanese, protective societies, predatory societies and individuals all fighting and scrambling for support, if one allies with another group he is sure to inadvertently make a few new enemies.

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China’s 1911 Revolution

 

Dutt, Vidya Prakash. “The First Week of Revolution” p. 383-416 in China in Revolution: The First Phase, 1900-1913 (1968)

 

In chapter 9 of China in Revolution, Vidya Prakash Dutt describes the events of the Wuchang Uprising, which kick-started the Revolution of 1911. The author’s thesis is that the New Army was instrumental in the success of the rebellion; without army membership the effort would have certainly failed. Dutt’s purpose is to illuminate the steps taken that led to the army playing a major role in the conflict, and to reveal how that fact makes this rebellion distinct and remarkably successful. The chapter introduces rebels leaders, from the initial organizer Huang Hsing to the reluctant leader Li Yuan-hung, and chronicles the formation of groups that organized the movement, such as the Literary Institute. It also mentions multiple failed rebellions that preceded the one in Wuchang.

The author then describes the beginning and the end of the violence in Wuchang, when the republican forces wrestle control away from Qing soldiers. The differences Dutt found between this conflict and previous ones from China’s history are startling. Secret societies did not play a large role, power in Wuhan was given to an assembly made up of constitutionalists without republican leanings, and the army began crushing the Manchu city by city, until even the capital fell. It fascinating to note that low ranking soldiers, not their commanders, instigated the revolution. Dutt’s sources, according to the footnotes, include multiple autobiographies of participants and other documents provided by the victors, but also many biographies and secondary works written in the 1940s by various scholars. Based on the evidence provided and the excellent, straightforward writing, the author makes a convincing case.

I find it ironic that the Manchu almost bring about their own destruction. They send many students, such as Wu Lu-chen, to Japan for military education, where the students are exposed to radical, revolutionary ideas. The desire to survive in a modernizing, industrializing world will eventually come back to haunt the Qing leaders. I find that to be quite humorous.

I was struck by the fact that the rebels aimed to turn over power to those who were not even revolutionaries. To me, that is unheard of and somewhat counterintuitive. I understand that they needed a well-known leader, someone who could turn public opinion in favor of the rebels, but still. Li Yuan-hung was so hesitant and uncooperative; I am surprised the army continued pushing him into the leadership role for as long as they did. His conversion from a puppet to the actual leader of the Hupeh Military Government is equally fascinating, and something I would like to study further. Dutt does not go into much detail on how he changes his mind and begins working for the republican cause. To me this seems like a missing piece of the puzzle in Dutt’s narrative.

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China’s Self-Strengthening Movement

 

Debary, Theodore and Lutrano, Richard. “Moderate Reform and the Self-strengthening Movement” p. 233-249 in Sources of Chinese Tradition: From 1600 through the 20th Century (2000)

 

In chapter 30 of Debary and Lutrano’s work, the authors offer several excerpts from primary sources to introduce the debate over whether China should embrace Western learning and modernization. Arguments for the self-strengthening movement come from officials who witnessed the Taiping Rebellion first-hand or leaders of provisional armies that brought the revolution down, such as Zeng Guofan and Li Hongzhang. These men saw the weakness of the Qing state during that rebellion, other revolts, and throughout two Opium wars; it was logical they would feel the need for reforms to bring China back to glory. Opposition arose from orthodox Confucians in the Qing court like Grand Secretary Woren, who argued that learning Western ideas of mathematics and astronomy would corrupt the Chinese people and would fail to strengthen the state. Though the courts knew as well as the generals how badly European powers could outgun them, they were more hesitant to modernize because Western education might replace traditional studies.

However, it seems to me that Woren, in his “Principle Versus Practicality” opposition to the self-strengthening movement, omitted that Westernizing threatens the power of men of the courts like him more than it might threaten traditional Confucian learning. Woren’s arguments come across as muddled, incoherent, and unconvincing. He begins by claiming mathematics itself is a noble subject, but turns around and says two sentences later that if Westerners teach it to the Chinese, the damage will be great. Is not math the same no matter who teaches it? He claims that there is no way mathematics can strengthen a nation during a period of weakness.

He then immediately and inexplicably jumps to Christianity and declares that his people are ignorant if they believe in Christ. His argument is weak and disjointed, which stands in stark contrast to the logic and reasonable tone of Feng Guifen, who suggests making Confucianism the foundation and building upon it using the example of foreign powers. Does Woren honestly believe that mathematics cannot benefit China? Does he bring up Christianity just to use a hated group to prompt sympathy from his audience? He is trying to link Christians with the self-strengtheners, make them one enemy, when they are not. Perhaps the subtext of Woren’s speech is that Woren sees Western teachings a threat to his power, as leader of the Confucian court. Perhaps, like a sorcerer might do, a Westerner could just as easily disrupt the government’s mandate to rule. Woren claims that nontraditional teachings will prompt the Chinese to ally with foreigners, barbarians. Woren might fear that what begins in education, a slow seeping-in of the West’s influence, might just spread upwards and infect administration and government. So he stands against reform. Those with power will usually try to maintain the status quo.

What struck me as especially odd about Woren’s opposition is when he claims that Christianity has fooled half the people. If I recall correctly, Christianity did not see conversion in such numbers in China. Is Woren simply exaggerating for effect, or is he misinformed?

Overall, an intriguing read. I have a bit of background knowledge on the industrialization of Britain, the rest of Europe, Russia, and the United States. I was aware that China began to fall behind in the nineteenth century, and I had been very curious as to why. This battle over whether or not modernization meant turning against Confucian teachings and traditions provides the answer.

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China’s Soulstealers

 

Kuhn, Philip. “The Roots of Sorcery Fear” p. 94-118 in Kuhn’s “Soulstealers – The Chinese Sorcery Scare of 1768”

 

In chapter five of his book, Philip Kuhn aims to examine the fears that existed in ancient China that preceded the panic of 1768. He describes the chapter as an exploration of Chinese sorcery in connection with the soulstealing crisis. Kuhn’s thesis is that two distinct fears existed that ensured chaos would stem from both the upper classes and lower classes of society simultaneously. The first fear, experienced by the common man, was that evil sorcerers would steal one’s soul. A natural event such as trauma could also sever the fragile bond between body and soul, but it was the terror of the supernatural that would be the spark for the great panic. The second fear, held by the imperial elites, was that sorcerers would disrupt the bond between the elites and the heavenly powers, weakening or destroying their mandate to rule. Like the popular fears, natural events could also bring about such things, but were not the primary concern.

Kuhn’s argument seeks to explain the coming crisis. These fears are the roots of the crazed witch-hunt and mass lynching in 1768. According to him, there is yet no detailed study of Chinese sorcery, so Kuhn is truly blazing his own trail in this book, rather than arguing against other scholars or building on previous research. Indeed, the reader will note no reference to other modern scholars within this text. Kuhn builds a convincing case from the ground up, detailing Chinese beliefs in the biodynamic powers of sorcerers, rituals of soul-calling, the use of charms and amulets to save one’s soul, and preexisting suspicions that builders, beggars, the clergy, and strangers in general were involved in black magic. He then dives into how these beliefs formed the two structures of fear than drove people to paranoia. He uses direct quotes from Dutch sinologue J. J. M. de Groot, Henri DorÈ, and writings of Chinese charms and counter-charms from the period. The exhaustive evidence presented powerfully supports Kuhn’s argument.

I had some knowledge of Chinese beliefs on the severability of body and soul, as it has been a basis for their religious beliefs involving honoring and worshiping ancestors for centuries. I found the stories at the beginning of the chapter most interesting; they served as an excellent hook and introduction to the topic. He also weaved those stories into his work here and there, making connections I had not considered. I was very interested in the body-soul connection to the well-known belief of yin and yang.

I was most surprised by the concept of involuntary soul-loss. That was unexpected. The idea that a sudden fright could make one’s soul break from its body was fascinating. Heavenly spirits and vengeful ghosts, along with the results of soul-loss (illness, sleeplessness, madness, death, etc.) were also aspects of this topic that captured my attention. The concept of involuntary soul-loss was not the main fear that led to the panic of 1768, but its belief was just as strong as the idea that evil men would steal one’s soul. It served to support and exacerbate the approaching chaos.

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At Silver City

From the outside, Silver City Elementary School is a humble building. One story tall, unflattering pink and black brick, tall skinny windows. It reflects its humble surroundings, in a poor urban area of Kansas City, Kansas marked by tiny houses and brown apartment buildings.

Although it joined Kansas City in 1910, this region still has an old-town feel. It is not without its history; it used to be called Prophetstown. Nearby is the grave of the Shawnee Tensquatawa, the Prophet. His brother, Tecumseh, built a confederation of Native American tribes in the Ohio Valley, to protect their lands from the United States. Both the Prophet and Tecumseh fought at Tippecanoe against General William Henry Harrison in 1811. After the War of 1812, the Prophet and the Shawnee were forced to move farther west, into Missouri and Kansas. This area of KC now sits on what used to be a Shawnee reservation.

The town has a history of refining and smelting metal since 1880. In 1896, for instance, the town’s plant produced over 1.5 million pounds of copper (Blackmar, 1912, pp. 95-97). The plant refined silver and gold, too, using ore from South and North America, becoming the backbone of the modern city. At one point, its smokestack was the tallest on earth, the city being known as the “Silver Refining Capital of the World.” Excellent railway lines from several counties kept the industry booming. During this period, black freedmen and white European immigrants such as Belgians, Germans, Poles, Russians, and Czechs flocked to the town for work and property. Silver City Elementary is named after this industry.  

As one approaches the entrance, he or she will note three sets of doors, all of which remain locked. This is not the safest of neighborhoods. An intercom is on the wall to request entrance.

Inside, all is clean and orderly. What’s perhaps most striking is how open everything is: all that separates the lobby from the library is a partition wall, with hallways branching off the library. Silver City Elementary was actually the first “open-space” school in Kansas City (Shutt II, 1976, chapter 7). Shutt writes, “This means it has large open spaces with semi-permanent partitions. Thus, the school can be adapted to changing enrollment and educational requirements.” This experimental school opened in 1971, a test subject for other open schools to be built the next year. Dr. Oren L. Plucker, the former superintendent, writes that the design of the library, teacher work areas, and fine arts facilities was an architectural model (1986). It seems to have been a success; there is a personal, inviting feel to the open school.

Originally, according to Shutt II, Silver City Elementary was just over 25,000 square feet, and cost just over half a million dollars to build. It had a maximum capacity for 250 students. It began with eight teachers and three aides. Three years ago, a new wing was added, and in the 2010-2011 school year, there were 267 enrolled.

The school appears to be funded adequately. Rooms have smart boards and computers, and are fully furnished and colorfully decorated with student projects. Each teacher has a new Macbook. While there are some old, run-down cars in the teacher parking lot, most of them are recent models and in prime condition.     

The children are friendly and polite, referring to me using “Mister.” They were eager to ask me questions, show off what they were learning, and invite me to play math games during class or basketball during fitness period. Most are high-spirited, talkative, and enjoy being there, an amazing fact considering their neighborhood is poorer than 96.3% of all U.S. neighborhoods (almost 40% of the children live in poverty) (Neighborhood Scout, 2010). 93.7% are on the Free and Reduced Lunch Program (kckps.org, 2011). Silver City Elementary provides both breakfast and lunch to its students.

“Mrs. Steele” reports that most of her fifth grade students are still hungry even with these meals, which are small portions and low in nutritional quality.

“I’m hungry,” I overheard a girl say to a classmate.

“You just had lunch!” the boy replied.

Mrs. Steele’s room has bags of food donated from Harvester’s hanging on hooks on the short wall that partitions her room from two others. The “snack packs” contain small cans of soup and fruit, juice boxes, trail mix, etc. It is not much for anyone, much less a growing fifth-grader. The packs are given out to the hungriest children.

“Some parents won’t take handouts,” Mrs. Steele says. “But I keep the student’s name on the list anyway, and give the food to someone else.”

She pays careful attention to her students, and when she sees one of them unable to focus or beginning to doze, she’ll have a snack ready.

The children are clothed adequately (with help from caring teachers: I witnessed one teacher offering a like-new pair of pink and white shoes to a few girls to see it they would fit), but sometimes hygiene is a problem. When parents can’t pay the water bill, students will sometimes go weeks without showering.

Mrs. Steele says there is one student in her class who smells poorly quite often, and it draws complaints from other children and teachers.

The student body is diverse. The male-female ratio is 60-40. It is 41% black, 33% hispanic, and 13% white, with an Asian population making up much of the rest. A considerable 30% are English Language Learners (ELL); Mrs. Steele says that the school sees many first generation immigrants. Equally significant are students with disabilities, who make up 16% of total enrollment (kckps.org, 2011).

Historically, Silver City Elementary’s region was neither so poor nor diverse. “Principal Rivers” says that when the school was built and opened, it was dominated by middle-class whites.  

“What accounts for the change over the last forty years?” I inquired.

Mr. Rivers, who grew up in the area, explained that economic downturn in the late 1970s and 80s sent middle-class whites packing and provided inexpensive housing attractive to immigrants of color. Home prices are low compared to the rest of the nation. According to Neighborhood Scout (which provides U.S.-census data on each neighborhood and city), “Rents here are currently lower in price than 67.1% of Kansas neighborhoods” (2010), usually around $400 a month. Both Mrs. Steele and Mr. Rivers reported most Silver City Elementary School families rent. One girl with greasy hair wore around her neck what I suspected was an apartment key. When the bus takes her home, she is probably alone for a few hours.

After school, there is a “Kids Zone” program for students who stay later. Most students take the bus. Bussed kids are dismissed separately from those being picked up, and there are usually only one or two of the latter, in a class of 17. Most of the parents will still be working when school gets out.

“What do most of the parents do for a living?” I asked Mr. Rivers.

“Most are what I would call ‘laborers.’ You obviously won’t have ninety-seven percent of students on Free Lunch if parents were managers or executives.” Neighborhood Scout confirms this, reporting most people are in manufacturing and labor, and only 12% of area adults have a college degree or higher (2010). Between the refinery and the railroads, labor has been the dominant occupation for over a century.

I asked the principal what he saw as the key to turning this neighborhood around. He answered, “Education” without hesitation.

He pointed out that the teachers’ and administrators’ diplomas are on display in the lobby, to serve as an example, to demonstrate that students can go to college if they are willing to believe in themselves and work hard. Doing well in school and making it to college will help break the cycle of poverty, he says.

“Is college hard?” a boy asked me.

“It can be a lot of work.”

“I’ll be there someday,” he said.

Silver City Elementary is preparing students for a lifetime of academic success.

“We have done very well,” Mr. Rivers says. “Despite our challenges, our test scores are very high.”

Indeed, even with high percentages of ELL and SPED students, Silver City is excelling. “90% of our students exit 5th grade on-track and on-time for 6th grade,” the district’s website, kskps.org (2011) reports, adding, “90% of all our students will meet or exceed grade level expectations as measured by the MAP assessment.” Many of the teachers have master’s degrees, and the ones I observed genuinely care about students and their success. They do not appear to play by the rules of Ronald Takaki’s “Master Narrative.”

Takaki, professor emeritus at the University of California, Berkeley, writes that American schools perpetuate an ethnocentricity called the “Master Narrative” (2008, p. 4). This ideology preaches that “true” Americans are white, and it can be felt not only in our schools and history books, but also in our media, businesses, and public policies (p. 5). Takaki says, “Through this filter, interpretations of ourselves and the world have been constructed, leaving many of us feeling left out of history and America itself” (p. 5). This view ignores the history, contributions, and overall relevance of immigrants that did not come from Europe, a great and growing population in the United States. It is also a great and growing population at Silver City Elementary.

The effect of this ethnocentric force is that educators who perpetuate it serve an injustice to their students. They see nonwhite students as less worthy of their attention, as less valuable to society. Vito Perrone, from the Harvard Graduate School of Education, an immigrant himself, writes that he has heard teachers comment that students of color “are not worth worrying about” (1998, p. 16). He writes, “I have conversed with many alienated students who believe most adults in their schools are hostile toward them, wishing they would just stay away” (p. 16). When teachers don’t see darker-skinned students as “Americans,” their education and self-esteem will suffer. Racial tensions will flourish. If said students are impoverished, this will only entrench them deeper into the cycle of poverty.

Nothing like this can be seen at Silver City Elementary. Indeed, it is more like Leonard Covello’s public school in New York that Perrone writes about. Covello, a teacher and Italian immigrant, helped create an atmosphere of racial tolerance and celebration of other cultures in the impoverished East Harlem of the 1930s. He focused on the needs and interests of diverse students and, like Silver City, helped provide food, clothing, and other non-academic services to students (Perrone, pp. 42, 69). He was a teacher who cared. He believed with all his heart that the school was key to creating a more democratic and less hateful society (Perrone, p. 66). And it worked.

“This boy is my friend,” a black student told a reporter, placing a hand on an Italian student’s shoulder. “That’s all I know” (Perrone, p. 127).

When one observes Silver City Elementary, it feels very much the same. Race is a non-issue. Perhaps this is more likely considering the young age of most of the students, but the attitudes of the teachers surely help. Many of the teachers are white (while the principal and many of the paras and staff are black or Hispanic), but all the adults treat the children with respect. They care about their success, never hesitating to explain a concept over or work one-on-one with a student, regardless of skin color. The teachers arrange desks in diverse clusters, helping students of different ethnicities work together and build friendships.

Despite the pervasive poverty and the hunger, Silver City Elementary provides an effective education and, equally as significant, a safe and caring environment. People are people and Americans are Americans regardless of physical traits. The attitudes of the teachers are best reflected by those of the students. Students of color are just as eager as white students to leap up and help the instructor erase the whiteboard or clean up the classroom. The majority respect and appreciate their teachers, and even those who do not surely know their teachers care about them anyway. The Master Narrative doesn’t exist. Teachers care so much that college is not spoken of as a pipe dream, but a possibility. And, most importantly, when students swarm outside for fitness period, they run and shout and play with the same blindness to race they had in the classroom moments ago.                      

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References

(2010). 18th st expy/ruby ave neighborhood profile. Neighborhood Scout website. Retreived March 28, 2012 from http://www.neighborhoodscout.com/ks/kansas-city/ 18th-st-expy-ruby/#desc.

(2011).  [P-S] Elementary school profile information. Kansas City, Kansas Public Schools website. Retreived March 28, 2012 from http://kckps.org/dera/profiles2.php#p.

Blackmar, F. W. (1912). Kansas: A cyclopedia of state history, embracing events, institutions, industries, counties, cities, towns, prominent persons, etc. Chicago, IL. Standard Publishing Company.

Perrone, V. (1998). Teacher with a heart: Reflections on Leonard Covello and community. New York, NY: Teachers College Press.

Plucker, O. L. (1986). Schools in KCKs in years of change 1962-1986. Excerpt from http://www.kckps.org/disthistory/openbuildings/silvercity.html.

Shutt II, E. D. (1976). “Silver city,” a history of the Argentine community of Kansas City, Kansas. Kansas City, KS. JOELitho.

Takaki, R. (2008). A different mirror: A history of multicultural America. New York, NY: Back Bay Books.