Chapter 1 Expansion of Foundation at the Grassroots Level with All Efforts — Compulsory
Education ················································································································· 1
Teaching of National Language in Secondary Schools······················································ 1
Students and Society ·······························································································15
Further Discussion on Chinese Language Teaching in Middle Schools································18
The So-Called “Classical Chinese Movement in Primary and Secondary Schools” ·················27
The Remedy for Educational Bankruptcy is Still Education ············································· 33
Commentary on the Study of Classics········································································· 37
On Instrumental Education in Secondary Schools··························································40
Proposal: “Education and Culture Should Be Designated as a Separate Chapter in the
Constitution” ········································································································ 42
Primary School (Six Years) Graduation Requirements: Minimum Standards······················ 45
Junior Middle School (Three Years) Graduation Requirements: Minimum Standards··········· 47
Cultivating Students’ Interests in Education ·································································48
The Cultivation and Career Choices of Middle School Students········································ 51
On the Teaching of English ······················································································ 58
The Model of Teachers···························································································· 61
Chapter 2 Creation of New Civilization Requiring National Universities — Higher Education ···· 62
A Country Without a University is a Disgrace — Universities and Talent ····························62
Importance of National Universities··········································································· 62
Huang Lizhou on Student Movements·········································································64
Further Discussion on Creating Fundamental Causes: A Letter to Xu Yishun ······················ 67
The Source of Leadership Talent ··············································································· 67
On the Insufficiency of the Six Classics as a Source for Leadership Talent — A Response to Mr.
Meng Xinshi ········································································································· 70
New Culture Movement and Educational Issues···························································· 74
Editor’s Postscript ··································································································77
The Anguish of Youth ····························································································· 78
On Universities······································································································80
“Developing Youth Individuality and Ensuring Freedom of Choice” — On the University System·················································································································82
A Discussion on the University System ········································································ 82
Reflections on the New Educational System ··································································85
The 1922 Schooling Scheme Debates: Complete Proceedings of China’s 8th National Education
Congress·············································································································· 89
The National Conference on Examination and Personnel Administration ····························98
Examinations and Education ···················································································104
Seeking Truth Through Truth — Scientific Research ····················································110
Catching Up with Advanced Nations········································································· 110
A Ten-Year Plan for Academic Independence ····························································· 111
University Education and Scientific Research ······························································116
Society’s Needs and Your Capabilities: Choosing a Discipline and Career ························· 120
To the Graduates of Peking University’s Philosophy Department ···································· 120
“To This Year’s College Graduates” ········································································· 121
A Response to Ms. Xu Mei’s Article ·········································································· 126
The Preparation of Knowledge ················································································ 128
University Life ····································································································· 131
A Three-Ingredient Prescription for Self-Preservation ·················································· 136
Chapter 3 Freedom and Independence — Family, Feminine and Social Education ··················140
On Domestic Education ························································································· 140
An Open Letter to the Women of China ·····································································142
Where Should Women’s Emancipation Begin? ····························································147
The Issue of Admitting Women to Universities···························································· 149
Excerpt from the “Zanghui Studio Notes” ·································································· 151
On the Woman Question ························································································ 152
Observations on the Trial Implementation of Work-Study Programs································153
Speech Delivered at the 40th Anniversary Celebration of Beiping Municipal Higher Industrial School················································································································158
Chapter 4 Achieving Both Breadth and Depth — On Reading and Scholarship ······················ 160
Knowledge is Power — Reading ···············································································160
The Habit of Reading Takes Precedence Over Method ·················································· 168
Why Read Books? ································································································ 170
A Basic Reading List on Chinese Classics··································································· 177
“Bold Hypotheses, Careful Verification” — The Pursuit of Scholarship ·····························192
The Gradual Formulation of a Research Methodology in Youth ·······································192
The Methods of Scholars in the Qing Dynasty ····························································· 203
Methods for Investigating Social Problems································································· 236
Methods for Studying “Nationalpast” ········································································247
Revisiting the “Systematization of National Heritage” ···················································251
Declaration for the Inaugural Issue of The National Studies Quarterly ······························· 256
A Historical Overview of the Academy System ·····························································272
The Method of Thinking ························································································ 278
Methods and Materials in Scholarship ·······································································283
Methods of Study ································································································· 287
Review Report on Huang Guxian’s Thesis·································································· 293
Methods of Collecting Chinese Books········································································ 294
The Joy of Book Hunting ························································································309
The Collection of Historical Materials is More Important than the Compilation of History —
Speech at the Welcoming Reception of the Taiwan Provincial Documents Committee ··········· 314
Materials for the History of Chinese Education ··························································· 317
The Methodology of Historical Sciences····································································· 319
Cao Jinlan (曹金兰) – Translator’s Profile
Cao Jinlan is a lecturer at the School of Foreign Studies, Nantong University, where she specializesin English literature and Chinese-to-English academic translation. She earned her BA from Shandong University and her MA in English Literature from Soochow University.
With a strong interest in Chinese scholarly discourse, Cao focuses on translating works by foundational 20th-century Chinese scholars in the fields of education and philosophy. Her translations aim to make these intellectual traditions accessible to global readers, fostering cross-cultural understanding between China and the rest of the world.
Her ongoing translation project, featuring works by Hu Shi and other seminal Chinese scholars, serves dual purposes: facilitating East-West intellectual dialogue while reinvigorating early 20th-century Chinese thought for contemporary global debates. Through meticulous textual engagement, she reveals how these modern thinkers’ theories resonate with contemporary debates in comparative epistemology and educational methodology
https://search.crossref.org/search/works?q=Hu+Shi+on+Education&from_ui=yes
doi:10.32629/9798959137298