Author: Andrea Du

In Chapter 9, Qin Zhong and Baoyu go to school together and a violent fight breaks out between the boys in the class. Li Gui mentions not getting the principal involved because of how insignificant the issue was. From the reading, what is your understanding of how the schools were run, and what are the responsibilities of the faculty in schools.

In the novel, when Keqing dies Baoyu spits out blood. What do you think this is representative of? Do you see any relation between this and his dream with Keqing in Chapter 5?

In Chapter 18, Baoyu’s eldest sister, Yuanchun, visits her family’s home. She mentions feeling trapped while living a higher status life with the Emperor as a concubine. Yuanchun only visits her family when given the permission. What does this say about women’s duty and power, and how does this compare to powerful women like Xifeng?

Subject: Educational Reform in Chinese History

Audience: Teachers who want to teach history of educational reform of literature in China.

Objectives:

1. Understand the significance of family relationships in the novel as highlighted in Chapter 33 .
2. Identify morals presented in Chapter 33.
3. Identify conflicts between characters in Chapter 33.
4. Defend characters in the novel and back up their rationale on a conflict.
5. Evaluate different interpretations of the novel in different time periods and understand why it was interpreted that way in context of Chinese history.

Methods:

1. Reading of Story of the Stone’s Chapter 33.
2. Discussion of family relationships in Chinese culture and in the novel.
3. Assigned a character to defend, prepare debate points appropriate to the character over the situation.
4. Understand the idea that the same text can be read with the outcome of a different message.

Materials and Media:

1. Story of the Stone by Cao Xueqin

Assessment:

Assessment will be given based on ability to understand how the novel was taught in different time periods to emphasize different ideas. Assessment will demonstrate ability to read the texts and view the different ways situations can be interpreted. In pairs, students will choose a conflict in Chapter 33, a significant character to the conflict, and an opposing character. As a judge representing the character, they will analyze the actions and words of their characters as evidence. By the end of the debate, students will reflect on who would have been correct to traditional China as well as modern China.

From Chapter 6, I had felt intrigued by the situation with Granny Liu. I was not sure what the author wanted us to think about Granny Liu. I applauded her for speaking up to her son-in-law for their financial situation, but then I felt ashamed for her when she had to seek the Rong Mansion for help. How do you think the author wants us to view Granny Liu?

Reading further, I looked more into Granny Liu’s character. I read that her story is associated with the saying 刘姥姥进大观园. This phrase translates to Granny Visits Grand Garden and refers to someone who is simple and amazed by luxuries. I think this is demeaning, but not entirely a bad thing considering the appreciation this type of person has towards nicer things.

In Chapter 7, we see Baoyu introduced to a new male character, Zhong. Baoyu reflects on the idea that the two boys have been separated due to their wealth differences.  Then he claims to hate the fact he was born into an affluent and noble family because he could have known Zhong earlier in life. How do you understand the contrast between Baoyu and Granny Liu’s response to wealth?

In Chapter 8 we see that Baochai and Baoyu have similar inscriptions in their jade and locket. How does this novel address the idea of fate? Meanwhile, Baoyu and Daiyu have strong chemistry between them as seen when Nanny Li tells Daiyu to stop pushing Baoyu to keep drinking. How does Baoyu’s relationship between the two girls compare?

My name is Andrea Du, and I am a sophomore at North Central College majoring in Elementary Education and Chinese. At North Central, I am involved with Ed Rising, Chinese Club, Junior Senior Scholars, and College Scholars Program. In addition, I have done a study abroad in China and Japan to take cross cultural comparison and language courses.

I have been studying Chinese on and off for the past six years. During my Chinese studies, I took on an independent study, that required me to read chapters of The Story of the Stone in Chinese and translate them into English. After that process, I proceeded to summarize my understanding of the translation using more simplified Chinese vocabulary. This process has given me translation experience and an appreciation towards the translation process.

As an education major, I am interested in best teaching practices to optimize student learning. While reading The Story of the Stone I want to pay attention to the way that our research cohort conducts the novel study, and compare this experience with research on how the Chinese have taught the novel over the past 30 years. I understand that in the United States, learning has taken more of a open inquiry approach to teaching in comparison to their previous lecture style. I want to understand the shifts in Chinese pedagogy of classic literature and the reasoning behind these shifts.

While reading Chapters 3-5, I had the following questions:

1. In Chapter 4, Feng Yuan’s encounter with Yinglian is described to be a “retribution for his entanglements in a former life”(73). I inferred they were saying that in relation to Feng Yuan’s homosexual relationships. I am wondering how is homosexuality viewed through the lens of this novel and this period in China?
2. In Chapter 5, we see Disenchantment introduce Baoyu to sex. What was the objective in doing so? What were the attitudes towards different sexuality in the time period?
3. While reading the novel up to Chapter 5, the writing content feels similar to that of Shakespeare. There is a strong presence of mythological world with human world, poetry, coming of age, and long extended familial ties. I wondered if other people had taken notice to similar themes, and how can we comprehend the reasons behind similar ideas between the Eastern and Western literature?