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#404 The “Scholar and Beauty” Trope: Yingying’s Story​

11/14/2018

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Picture
Chen Hongshou carved the woodblock print above as a scene for the 1639 edition of The Romance of the West Chamber (Xixiang ji 西厢记), published by Zhang Shenzhi. The 21-act play is based on Yingying's Story, and revisits Zhang and Yingying's romance, though with a happy twist at the end.

This is a Tang story that could almost as easily have been written in the Song. As we discuss, think about the important role that Confucianism plays in the backdrop (a set of ethical norms that would become more pronounced in the Song with the advent of what has become known in the West as “Neo-Confucianism”). This work also foreshadows some of the themes that we will engage with after Thanksgiving break.

“Yingying’s Story” is credited to Yuan Zhen (元稹, 779-831) due to the extended poem in the latter part that is introduced by Stephen Owen, the translator, with the phrase “I, Yuan Zhen of He-nan, completed . . .” (Owen, 547). The first person reference is not present in the original (“河南元稹,亦續生 . . .”), though this may be a reasonable reading at a time when deliberate ambiguity may have served to shield the author from being dismissed for engaging in such a trivial pursuit as short-story writing. It is even possible that this is something of “an autobiographical work” (Owen, 540). Today, Yuan Zhen is remembered for what Victor Mair describes as “perhaps the most celebrated of all classical-language short stories. . .  [and] probably the best known of all Chinese love stories” (Mair, 851).

Discussion:
  • What kind of story is this? Fill in the blank: "It is a _____ story." There's no right answer. For example, I might describe Star Wars as "heroic," "science fantasy," or perhaps "optimistic." Be prepared to briefly explain why you have chosen your answer.
  • How would you describe Zhang? What kind of man is he?
  • What event allows Zhang and Yingying to meet? What can we tell about their first interactions?
  • What are the obstacles for them to spend time together? How do they overcome those obstacles to meet?
  • What role does poetry play in their relationship?
  • How does the story end? What were your own personal feelings about the ending? Was Zhang's decision appropriate? With whom did you feel more sympathetic as you read the story—what passages drew your sympathies?
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    Unit Overviews

    • ​I. Finding a Path
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    • ​III. "The Empire, Long Divided, Must Unite . . ."
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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
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      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
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      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
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