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278 20 1 Renaissance 1873-1929 1 2 3 1902 4 1 1986 1922 2 9 3 7 263 280 2 1999 3 5-23 3 1922 2 15 267-268 4

279 1920 5 the Renaissance 1989 3 100-103 5 1985 6

280 20 1 1837 6 7 1879 8 1902 9 Renaissance A second birth time of the race 10 6 1997 204 23 7 19 80 renaissance 1898 1997 renaissance 20 renaissance 8 1993 130 130-137 2000 5 102-112 1992 670-687 9 111 10 1900-1919 1991 187 1992 8 29

281 1858-1927 1898 11 1868-1936 1906 12 1877-1951 1873-1935 1904 13 11 1981 298 29 12 1906 1977 310 1996 265-266 10 1996.9 239-269 13 3 6 XX 1902 1903 1907 1904

282 20 1 14 15 16 14 1 1905 1 15 1 9 Martin Bernal 16 607 Liah Greenfeld, Nationalism: Five Roads to Modernity, Cambridge, Mass.: Harvard University Press, 1992.

283 17 18 1884-1919 1906 19 1898 1850-1908 17 1 17 3 18 1 19 19 2 1906 7 3 1

284 20 1 20 21 22 23-1925 1905 24 25 20 1898 4 4 1959 1 80 21 Marius B. Jansen 1987 1-35 22 1 2 23 128 24 1 7 25 1 6

285 26 15 Humanist 27 26 3 6 27 1 9

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287 31 32 1923 33 31 607 32 1984 4 340-342 33 3 1907 1

288 20 1 1905 34 35 36 1902 34 1905 11 1993 377-378 35 104 36 3

289 37 38 37 1960 1 122 38 2

290 20 1 39 40 1882-1973 comprador 41 39 2-3 1 39 40 1910 15 20 1905 41 1906 1 2000 176

291 1885-1967 1908 Renaissance 42 43 20 1894-1978 1915 42 1977 3 308 43 Renaissance 1971 9 1944 12 1908 Renaissance

292 20 1 Renaissance 44 Renaissance 45 46 1917 the Renaissance 1918 Renaissance 44 1 1915 1 5 2 20 1998 381 407 45 1 1915 2 24 3 11 10 5 410 414 504 46 1922

293 47 1896-1950 the Renaissance 48 1897-1969 Renaissance Renaissance 49 Renaissance Renaissance Renaissance 47 1917 6 19 1939 1151-1152 1987 1919 9-10 48 1919 9 5 2 1 1919 10 30 1986 200 49 1993 171-173

294 20 1 50 1863-1927 51 1894-1968 1922 52 50 1 4 1919 4 699 701-702 51 1935 20 52 3 1995 10

295 The Renaissance 53 19 idea of progress 53 Phlip de Vargas, Some Elements in the Chinese Renaissance, The New China Review, IV: 2-3 (Feb. & June, 1922), p. 115.

296 20 1 1915-1920 54 55 56 liberation, awakening, revival old 19 54 De Vargas, Some Elements in the Chinese Renaissance, pp. 126, 234. 55 De Vargas, Some Elements in the Chinese Renaissance, p. 120. 56 15

297 57 The Significance of the Chinese Renaissance 58 1923 57 De Vargas, Some Elements in the Chinese Renaissance, pp. 120-121, 234. 58 1922 4 1 301

298 20 1 59 60 20 40 61 59 1989-1990 4 1923 4 3 1996 4 120-152 60 171-173 189 229 267 61 12-16

299 30 62 1892-1988 63 20 40 62 341-342 63 1989 1 539

300 20 1 64 65 15 66 67 64 65 277 66 1903 1997 646 1905 1 1

301 1887-1939 1923 Renaissance 68 67 68 1981 1923 9 12 3

302 20 1 1925 Renaissance rebirth new-birth 69 1865-1953 1923 70 69 1939 2 70 1997 309-310

303 71 72 73 1919 1917 Historical Method 74 75 1881-1936 1927 71 1919 8 11 1994 1 254 72 Wang Fan-shen, Fu Ssu-nien: A Life in Chinese History and Politics (Cambridge; New York: Cambridge University Press, 2000), pp. 55-68. 73 3 74 2000 6 56-106 75 2001 3 9-28 2001 2 110-129

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305 20

306 20 1 The Dream of the Chinese Renaissance: From the Late Qing Resurgence of the Ancient (Guxue fuxing) to the Early Republican New Tide (Xinchao) Zhitian Luo Abstract In 1904 Liang Qichao summed up Qing dynasty learning as the age of the revival of ancient learning, which was meant to indicate that Chinese learning had begun to turn from decline to revival. By the 1920s, when Liang had returned from his European tour, he characterized Qing learning as emancipating by returning to the ancients. In recent years scholars have cited the latter formula frequently to indicate Qing learning. Actually, most Qing scholars never consciously aspired to an emancipation. Yet this phrase in fact can describe a selected group of intellectuals of the last years of the Qing period who, inspired by the model of the European Renaissance, indeed devoted themselves to reviving the ancient learning. Known as the School of National Studies, these intellectuals believed that returning in a Renaissance to the ancient models could revitalize not only Chinese learning, but also the Chinese nation-state itself, like Europe. This essay examines, first, how innovationist intellectuals of the late Qing and early Republican periods perceived the European Renaissance. Second, it investigates how Republican-period scholars * Zhitian Luo is a professor in the Department of History at Sichuan University.

307 contested from within Liang Qichao s interpretational paradigm of Qing learning. In both cases, these Chinese scholars both projected into and expressed through them the common wish of many Chinese intellectuals of the early 20 th century to cause China to achieve its own European-style Renaissance. Keywords: Renaissance, Modern Chinese Mind, Liang Qichao, the School of National Studies, New Culture Movement