December 6, 2004
China's Textbooks Twist and Omit History
By HOWARD W. FRENCH
SHANGHAI, Dec. 5 - The history teacher maintained a
blistering pace, clicking from one frame quickly to the next, during a
lecture on China's relations with the world from 1929 to 1939 in one of
this country's most selective high schools.
There was Hitler, shown on parade, his hand lifted in the Nazi salute.
The teacher mimicked the gesture, to brief laughter, announcing the
year the dictator came to power, with no pause for a discussion of
fascism. Pushing ahead quickly, he said the United States was
exploiting Canadian and Latin American resources, while Britain fed off
India. Wherever it could, France, which was dismissed in barely a
sentence, mostly followed Britain's example.
Getting to the meat of the lesson, the teacher said Japan decided to
pursue its own longtime desire for a continental empire, and attacked
China. The presentation lingered on a famous 1937 picture of a Chinese
baby sitting in the middle of a Shanghai road amid the Japanese aerial
bombing of China. Then, moments later, the teacher announced plainly,
"America's attitude toward the Japanese invasion of China stopped at
empty moral criticism."
This country has made a national pastime of wagging its finger at its
neighbor, Japan, which it regularly scolds for not teaching the
"correct history" about Japan's invasion of China in the 1930's,
straining relations between Asia's biggest powers.
However, a visit to a Chinese high school classroom and an examination
of several of the most widely used history textbooks here reveal a
mishmash of historical details that many Chinese educational experts
themselves say are highly selective and often provide a deeply
distorted view of the recent past.
Most Chinese students finish high school convinced that their country
has fought wars only in self-defense, never aggressively or in
conquest, despite the People's Liberation Army's invasion of Tibet in
1950 and the ill-fated war with Vietnam in 1979, to take two examples.
Similarly, many believe that Japan was defeated largely as a result of
Chinese resistance, not by the United States.
"The fundamental reason for the victory is that the Chinese Communist
Party became the core power that united the nation," says one widely
used textbook, referring to World War II.
No one learns that perhaps 30 million people died from famine because
of catastrophic decisions made in the 1950's, during the Great Leap
Forward, by the founder of Communist China, Mao Zedong.
Similar elisions occur in everything from the start of the Korean War,
with an invasion of South Korea by China's ally, North Korea, to the
history of Taiwan, which Beijing claims as an irrevocable part of China.
"The Anti-Japanese War finally succeeded, and Taiwan came back to the
motherland," another leading textbook states, referring to Japan's
defeat in World War II and the loss of its colonial hold on Taiwan.
"The closer history gets to the present, the more political it
becomes," said Chen Minghua, a 12th grade history teacher at the No. 2
Secondary School in Shanghai. "So for things after the founding of the
People's Republic, we only require students to know the basic facts,
like what happened in what year, and we don't study why."
Although some defend the curriculum, many academics say the way history
is taught in China forces even the best teachers to bob and weave
around anything deemed delicate by the country's leaders and leaves
students confused about their own country's place in the world.
Asked what they made of the discussion of the 1930's, one student at
the Shanghai high school eagerly volunteered that China had prevented
Japan from taking over much of the world. Another said war was
inevitable. And a third, who approached the teacher after class to
pursue the discussion, said the war had not been a bad thing, since it
had prevented Japan from becoming a world power.
Defenders of China's curriculum say that whatever its shortcomings,
history education has vastly improved in recent years. There is more
choice among textbooks, even if all textbooks are carefully screened by
the government, and once taboo subjects, like the Chinese Nationalists'
contribution during the war against Japan and even the Cultural
Revolution are being mentioned, if only cursorily, in more and more
textbooks.
Asked why Chinese textbooks do not mention such matters as Tibet's
claim to independence at the time Communist troops invaded, Ren Penjie,
editor of a history education magazine in Xian, said: "These are still
matters of controversy. What we present to children are less
controversial facts, which are easier to explain."
Others said such events were too recent to be seen with objectivity, or
that the facts were still coming in, both of which are common
explanations offered by Japanese historians who defend the lack of
candor about Japanese atrocities in World War II.
For his part, Mr. Ren, who took part in the 1989 protests in Tiananmen
Square, which ended in a military crackdown that left hundreds of
civilians dead, counted that event as being far too recent to touch
upon.
One 1998 textbook that alludes to the demonstrations calls them a
"storm" created by the failure of leaders to stop the spread of
"bourgeois liberalism," adding vaguely that "the Central Committee took
action in time and restored calm." The most recent edition of the same
textbook is vaguer still, speaking only of thoughts fanned by a small
number of people whose aim was to overthrow the Communist Party, with
no mention of the lethal aftermath.
Some Chinese history specialists were less inclined to make excuses for
the evasions, however.
"Quite frankly, in China there are some areas, very sensitive subjects,
where it is impossible to tell people the truth," said Ge Jianxiong,
director of the Institute of Chinese Historical Geography at Fudan
University in Shanghai and a veteran of official history textbook
advisory committees. "Going very deeply into the history of Mao Zedong,
Deng Xiaoping and some features of the Liberation" - as the Communist
victory is called - "is forbidden. In China, history is still used as a
political tool, and at the high school level, we still must follow the
doctrine."
Taking the long view, though, Mr. Ge, 59, who taught high school during
the 1966-76 Cultural Revolution, when teachers were beaten and
education became hyper-politicized, said things were gradually getting
better.
Su Zheliang, a historian at Shanghai Normal University, who is himself
the author of a new textbook, agreed.
"Sometimes I want to write the truth, but I must take a practical
approach," he said. "I want my students to learn, and I've put out the
best book that I can. In 10 years, perhaps, China will be a much more
open country."
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