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The Welsh Baptist missionary, Timothy Richard, served for over forty years in China from 1870 and became a household name among educated Chinese. Largely forgotten for decades, his amazing life is reintroduced in this most welcome volume. In 1880, Richard first articulated a vision for modern higher education as the basis for overall progress in China. His influence grew, along with high official honours, after 1891 when he became general secretary of the Christian Literature Society and continued as a leader in the Educational Association of China. By the mid-1890s, many Chinese scholars and officials began to embrace his expanding vision and approach to reform. After the 1900 Boxer Uprising, Richard was invited by the Chinese governmentto represent Protestant missions, advising and mediating the settlement for the losses of life and property, especially heavy in Shanxi. Following his recommendation, which received Imperial approval by June 1901, the province paid a fine, but it was used to found a college of Western learning in its capital city. The Imperial University of Shansi (now Shanxi University), with Chinese and Western Learning Departments, overseen by Richard and the provincial governor as joint chancellors, was to serve as the model institution in a national system of modern higher education.
The Chinese imperial examination system is unique in traditional Chinese society with origins dating back 1,300 years, and has had a far-reaching impact not only on contemporary Chinese society, but also on government systems of other countries around the world. The system was originally created as a political institution to recruit officials to serve the Chinese imperial government. During the period of its use, from 605 through 1905, the imperial examination system played a central role in the Chinese imperial government. It served as a tool for the political and ideological control, functioned as a proxy for education, produced the elite social class, and became a dominant culture in the traditional Chinese society. During its 1,300 years, the system generated countless publications, including the imperial government publications and a variety of non-government works. After the abolition of the system in 1905, numerous publications produced by the international research community spawned the Chinese imperial examination studies. The interdisciplinary study involved a whole range of disciplines, including history, political science, sociology, education, psychology, culture, literature, linguistics, anthropology, philosophy, religion, mathematics, economics, and archive studies. It would be impossible for one to understand China without knowing the imperial examination system and the vast collection of the imperial examination studies. This book provides an annotated bibliography for 214 publications that are relevant to the imperial examination studies, and each entry includes a review to serve as a guide to readers for this collection. Of the 214 publications, 155 are written in Chinese, and 59 are English publications. Although the 214 publications only comprise a fraction of the imperial examination studies, with a variety of subjects and research quality, this bibliography represents in considerable depth the scope of the development of the imperial examination studies. Through selecting, presenting, and reviewing a variety of significant publications, this book provides quick access to the essential literature of the imperial examination studies. College students, faculty, or any other readers who are interested in learning, teaching, or researching the Chinese imperial examination system, Chinese history, the Chinese government systems, culture, ideology, education, literature, and current social issues will find The Chinese Imperial Examination System: An Annotated Bibliography to be an important addition to their research.
Marianne Bastid-Bruguiere's important study on the work of Zhang Jian and the educational reforms in the last years of the Qing dynasty, 1901-1912