In The Late Qing Qing Genres And Representation Method In Vietnam

Ching-liu school is a political group, which is composed of supervisors whofaunt moral integrity and scold politics frequently. The majority of members passedthe Imperial Examination, and held a post in Imperial Academy and Inspectors Court.The main representative figures include Zhang Peilun, Zhang Zhidong, Chen Baochen,Huang Tifang, Li Hongzao, Baoting, Wu Dadeng, Deng Chengxiu, Liu Engpu, and soon. Ching-liu school formed in the1870s, when Qing empire’s feudal autocratic rulewas approaching the end of one’s days in the midst of internal disorder and foreigninvasion, and the western capitalist powers attempted to further expand colonialinterests in china. Ching-liu school paid close attention to the current politicalsituation, and it focused on domestic policy in earlier stage, pointing out emphaticallyto rectify politics and help disaster victims. At later stage it was more concerned withforeign affairs. They opposed compromise and concessions, and conduct active armedresistance. Ching-liu school expressed their views positively during the negotiationover Vietnam problem between China and France. Therefore, it rose to fame.The dissertation is about to mainly discuss Ching-liu school’s diplomaticadvocate and practice and the influence on Chinese and foreign political, andChing-liu school’s entirety and individual. Ching-liu school advocated to defendsubordinate rights and prepare to fight against France. During the Sino-French War,Ching-liu school deemed it was unavoidable to wage war against France. It wasagainst passive defense and advocated for preparing positively. It further raised morespecific tactics as the situation changes. Ching-liu school submitted plenty of therelevant memorials to the throne, and enjoyed a great reputation.At the same time, Chen Baochen and Zhang Peilun and Wu Dadeng wereordered to deal with frontier affairs. This transfer provided them a chance to practicetheory. However, the defeat of the Sino-French Majiang River Naval Battle signaledthat practical activities of Ching-liu school ended in failure. The reasons contain theirown missteps and the imitations of the historical circumstance. In itself, scholars participating in military usually tend tolack of work experience and indulge in emptytalk. From the history point of view, the feudal government of the Qing Dynasty washard to resist western capitalist powers in the political, economic, military, diplomaticand other aspects. So Ching-liu school was unable to turn the tide. Ching-liu schooldisorganized rapidly When the war was over. The main members of Ching-liu schoolstep back from politics successively, except Zhang Zhidong who was nominate asGuangdong governor while he became successfully a member of westernization group,and never to recapture its former glory. Throughout the rise and decline of Ching-liuschool, we can see that Ching-liu school, who were as the scholar-bureaucrats infeudal society, reflect positively on the scheme which get rid of the dilemma.Ching-liu school adhered to Confucianism while they drew lessons from westerninternational law. Ching-liu school had obtained certain result in many aspects, suchas clarifying the official rule and fight invasions, and so on. Ching-liu school did nothave modern democratic political consciousness by the reason of history and the limitof the class. Therefore Ching-liu school did not fundamentally help the people solvethe nation’s dilemma.