Directions: The following question is based on the accompanying Documents 1-5. (Some of the documents have been edited for the purpose of this exercise.)
This question is designed to test your ability to work with historical documents. As you analyze the documents, take into account both the sources of the documents and the authors’ points of view. Write an essay on the following topic that integrates your analysis of the documents. Do not simply summarize the documents individually. This is a formal essay!Use your rubrics and look at samples essays in the Introduction Unit.
Analyze the impact of Hinduism and Confucianism on the societies of India and China during classical times until 500 C.E. Based on the documents, how did these philosophies affect the social and political development of India and China? What kinds of additional documentation would help explain this impact?
Source: Confucius, (551-479 B.C.E.), Analects, c. 500 B.C.E.
Tzu-kung asked, "Has the superior man his hatreds also?" The Master said, "He has his hatreds. He hates those who proclaim the evil of others. He hates the man who, being in a low station, slanders his superiors. He hates those who have valor merely, and are unobservant of propriety (li ). He hates those who are forward and determined, and, at the same time, of contracted understanding."
Confucius said, "Those who are born with the possession of knowledge are the highest class of men. Those who learn, and so readily get possession of knowledge, are the next. Those who are dull and stupid, and yet compass the learning are another class next to these. As to those who are dull and stupid and yet do not learn--they are the lowest of the people."
Mang I asked what filial piety is. The Master said, "It is being obedient." Soon after, as Fan Chi was driving him, the Master told him "Mang asked me what filial piety is, and I answer him 'being obedient.'" Fan Chi asked, "What exactly did you mean?" The Master replied, "That parents, when alive, should be served according to ritual; that, when dead, they should be buried according to ritual; and that they should be sacrificed to according to ritual."
The Master said, "Riches and honours are what men desire; but if they cannot be obtained in the proper way, they should be let go. Poverty and meanness are what men dislike; but if they cannot be avoided in the proper way, they should not be avoided. If a gentleman abandons virtue, how can he fulfill the requirements of his title? A gentleman does not, even for the space of a single meal, act contrary to virtue. Even in moments of haste, and in times of danger, he clings to virtue."
The Master said, "A gentleman, well studied in literature, and abiding by the rules of ritual, will not go very wrong."
Source: Sima Qian, (c. 145-c. 91 B.C.E), court historian for the Han dynasty, The Records of the Grand Historian, c. 91 B.C.E
The chancellor and the imperial secretary wish to make this statement. Your Majesty has issued an edict which reads:
“I have heard that the people are to be guided by rites and led to the practice of virtue through music, and that the institution of marriage is the basis of the family. Yet at the present time rites have fallen into disuse and music has declined, a fact which grieves me deeply. Therefore I have invited men of outstanding moral worth and wide learning from all over the empire to come and take service at court. Let the officials in charge of ritual encourage learning, hold discussions, and gather all the information they can to encourage the revival of rites in order to act as leaders of the empire. Let the master of ritual consult with the erudites [specialists in the Confucian classics] and their students on how to promote the spread of virtue in the countryside and open the way for men of outstanding talent.”. . .
Now Your Majesty, manifesting supreme virtue and displaying a profound intelligence worthy to rank with that of heaven and earth, has sought to rectify human relations, encourage learning, revive the former rites, promote instruction in goodness, and open the way for men of worth so that the people of the four directions may be swayed to virtue. This is indeed the way to lay the foundations for an era of great peace.
Source: Ban Zhao, (c. 45-116 C.E.), female Confucian writer, Lessons for Women, (c. 100 C.E.).
These three ancient customs epitomize woman's ordinary way of life and the teachings of the traditional ceremonial rites and regulations. Let a woman modestly yield to others; let her respect others; let her put others first, herself last. Should she do something good, let her not mention it; should she do something bad let her not deny it. Let her bear disgrace; let her even endure when others speak or do evil to her. Always let her seem to tremble and to fear. When a woman follows such maxims as these then she may be said to humble herself before others.
If a husband be unworthy, then he possesses nothing by which to control his wife. If a wife be unworthy, then she possesses nothing with which to serve her husband. IF a husband does not control his wife, then the rules of conduct manifesting his authority are abandoned and broken. If a wife does not serve her husband, when the proper relationship between men and women and the natural order of things are neglected and destroyed. As a matter of fact the purpose of these two [the controlling of women by men, and the serving of men by women] is the same.
Now examine the gentlemen of the present age. They only know their wives must be controlled, and that the husband's rules of conduct manifesting his authority must be established. They therefore teach their boys to read books and study histories. But they do not in the least understand that husbands and masters must also be served, and that the proper relationship and the rites should be maintained. Yet only to teach men and not to teach women -- is that not ignoring the essential relation between them? According to the "Rites," it is the rule to begin to teach children to read at the age of eight years, and by the age of fifteen years they ought then to be ready for cultural training. Only why should it not be that girls' education as well as boys' be according to this principle?
Source: Rig Veda, Indian creation hymn, c. 1500 B.C.E.
It was Purusa, born in the beginning, which they sprinkled on the sacred grass as a sacrifice. With him the gods sacrificed, the demi-gods, and the seers.
When they divided Purusa, how many ways did they apportion him? What was his mouth? What were his arms? What were his thighs, his feet declared to be?
His mouth was the Brahman [caste], his arms were the Rajanaya [Ksatriya caste], his thighs the Vaisya [caste]; from his feet the Sudra [caste] was born.
From his navel arose the air; from his head the heaven evolved; from his feet the earth; the [four] directions from his ear. Thus, they fashioned the worlds.
Source: Bhagavad Gita, Hindu religious text, c. 1500 B.C.E.
Having regard to your own duty also, you ought not to falter, for there is nothing better for a Kshatriya than a righteous battle. Happy those Kshatriyas, O son of Pritha, who can find such a battle to fight—an open door to heaven! But if you will not fight this righteous battle, then you will have abandoned your own duty and your fame, and you will incur sin. All beings, too, will tell of your everlasting infamy; and to one who has been honored, infamy is a greater evil than death. Warriors who are masters of great chariots will think that you abstained from the battle through fear, and having been highly thought of by them, you will fall down to littleness. Your enemies, too, decrying your power, will speak much about you that should not be spoken. And what, indeed, is more lamentable than that? Killed, you will obtain heaven; victorious, you will enjoy the earth. Therefore arise, O son of Kunti, resolved to engage in battle. Looking alike on pleasure and pain, on gain and loss, on victory and defeat, then prepare for battle, and thus you will not incur sin.