In the turbulent era of the Republic of China, there was such a figure, he was only eight years old but uninhibited, he was a revolutionary pioneer but he was-for-tat with those in power. He is Liu Wendian, who is known as the "first madman of the Republic of China". In 1930, a rumor of a conflict between Liu Wendian and Chiang Kai-shek caused an uproar in cultural circles. It is said that when the two met, there was a big quarrel, and Chiang Kai-shek was furious and gave Liu Wendian two slaps. And Liu Wendian didn't show weakness, and kicked Lao Jiang's stomach with his leg raised. This kick not only kicked Chiang Kai-shek's stomach, but also kicked the authority and taboo of that era. But what is the truth of the matter? Why did this madman have such a fierce conflict with the lord of a country? Where does his "madness" come from? Let's walk into the story of Liu Wendian and uncover this long-sealed history.
In December 1889, in a wealthy family in Wuwei County, Anhui Province, Liu Wendian fell to the ground. This destined extraordinary child has shown extraordinary talent since he was a child. Although the Liu family is well-off, they are not arrogant and lascivious because of this. On the contrary, Liu Wendian's father knew that "everything is inferior, only reading is high", and attached great importance to his son's education.
When Liu Wendian was young, his father invited a well-known local private school teacher to teach him ancient texts and scriptures. Every morning, the young Liu Wendian has to get up in the morning light and start the day's study. He was brilliant and had an amazing memory, and could often recite an entire text at a glance and ten lines. Mr. Private School often lamented that this child would become a great man in the future.
As Liu Wendian grew older, his father realized that it was not enough to simply know traditional Chinese culture. So, he hired a foreigner from the local American Christian Church Hospital to teach Liu Wendian's English. This was a novelty in the rural areas at that time, and it attracted a lot of discussion from the villagers. Some people say that the Liu family is flattering, and some people praise the Liu family's foresight. However, the young Liu Wendian had no time to care about these gossip, and he devoted himself to learning in this new world.
Under the dual infiltration of Chinese and Western cultures, Liu Wendian's horizons have been broadened and his thinking has become more and more active. He began to develop a strong curiosity about the world around him, and was no longer satisfied with the knowledge in books, but eager to experience first-hand this era of drastic change.
In 1906, 17-year-old Liu Wendian ushered in a turning point in his life. He was admitted to Wuhu Anhui Public School and began a formal new education. At that time, Anhui Public School was full of talents, and progressive intellectuals such as Chen Duxiu and Liu Shipei taught here. The arrival of these famous teachers has brought new sparks of thought to Anhui Public School, and also provided fertile soil for Liu Wendian's growth.
In Anhui Public School, Liu Wendian is like a fish in water. His talent was soon appreciated by Chen Duxiu and others. Chen Duxiu took a fancy to the young man's potential and often talked to him about the current situation after class. During these conversations, Chen Duxiu introduced many new ideas to Liu Wendian, such as the concepts of democracy, freedom, and equality. These thoughts are like seeds, taking root in Liu Wendian's young heart.
Liu Shipei was another teacher who had a profound influence on Liu Wendian. As an early revolutionary, although Liu Shipei later turned to royalism, his enthusiasm for the revolution and his anxiety about the fate of the country still deeply influenced Liu Wendian. Under the guidance of Liu Shipei, Liu Wendian began to pay attention to national events and think about China's way out.
In 1907, under the influence of these progressive ideas, Liu Wendian resolutely joined the China League. This decision marked his official embarkation on the road of revolution. Since then, he has become a mere student, but a revolutionary with a mission.
The study experience in Anhui Public School not only allowed Liu Wendian's knowledge to improve by leaps and bounds, but more importantly, cultivated his ability to think independently and his critical spirit. These qualities laid the foundation for him to become the "No. 1 madman of the Republic of China" in the future. He began to question the status quo of society and challenge traditional concepts, and this courage to face problems head-on was the beginning of his "madness".
However, the learning experience of Anhui Public School is only a starting point in Liu Wendian's life. As his thirst for knowledge grew, he set his sights on a wider world. In 1909, with a thirst for new knowledge and a longing for the revolutionary cause, Liu Wendian embarked on a ship to Fusang and began his study career in Japan. This will open a new chapter in his life.
In 1909, Liu Wendian embarked on a steamer to Japan. At that time, Japan was the gathering place of Chinese revolutionary aspirants and the birthplace of new ideas. With a thirst for new knowledge and a longing for the revolutionary cause, Liu Wendian came to this strange land full of opportunities.
When he first arrived in Japan, Liu Wendian was attracted by the academic atmosphere here. In Tokyo, he met many Chinese students who shared revolutionary ideals. Through their introduction, Liu Wendian learned about a well-known Chinese scholar in Japan, Zhang Taiyan.
Zhang Taiyan, whose real name is Zhang Binglin, was a leading figure in Chinese academia at that time and an important member of the revolutionary party. His knowledge spans many fields such as classics, philology, and history, and he is known as the "Master of Chinese Studies". More importantly, Zhang Taiyan's revolutionary ideas and critical spirit deeply attracted Liu Wendian.
After many efforts, Liu Wendian finally got his wish and worshiped Zhang Taiyan. This apprenticeship had a profound impact on Liu Wendian's academic career and ideological development.
Under Zhang Taiyan's guidance, Liu Wendian began to systematically study traditional Chinese culture and Western new studies. Zhang Taiyan not only taught Liu Wendian knowledge, but also instilled revolutionary ideas in him. Zhang Taiyan believes that true learning should be integrated with reality and should serve to change society and promote revolution. This idea of combining learning with revolution deeply influenced Liu Wendian.
During his studies under Zhangmen, Liu Wendian met many like-minded fellow students. Among them, the most famous are Lu Xun and Qian Xuantong. Lu Xun had already begun to pay attention to the literary revolution at that time, and his critical spirit and sharp style left a deep impression on Liu Wendian. Qian Xuantong was known for his research on phonology, and his radical advocacy for the reform of Chinese characters also made the brush dictionary refreshing.
These fellow students often get together to discuss knowledge and debate the current situation. In such an atmosphere, Liu Wendian's thinking continues to mature, and his "crazy" energy is increasingly revealed. He began to dare to question authority and challenge tradition, a trait that made him stand out among his peers and laid the groundwork for him to be called "the first madman of the Republic of China" in the future.
However, Liu's career in Japan was not all smooth sailing. At that time, Japanese society was not friendly to Chinese students, who were often discriminated against and treated unfairly. Liu Wendian had encountered similar situations, but these experiences did not defeat him, but instead inspired his patriotic fervor and revolutionary determination.
On October 10, 1911, the Wuchang Uprising broke out, shocking China and the rest of the world. When the news reached Japan, the students in Japan were very emotional. Liu Wendian and his fellow disciples immediately decided to return to China to join the revolution. They believe that scholars should not only sit and talk about the Tao, but also take practical actions.
Before leaving, Zhang Taiyan gave earnest advice to Liu Wendian and others. "Revolution is not child's play, it requires great sacrifices," he said. But for the sake of national liberation, these sacrifices are worth it. These words were deeply imprinted in Liu Wendian's mind and became a guide for his future actions.
Liu Wendian and his classmates returned to China by boat. On board, they enthusiastically discussed the prospects of the revolution and imagined the future of New China. Liu Wendian proposed that the revolution should not only overthrow the Manchu government, but also carry out a thorough reform in the ideological and cultural fields. This view was endorsed by his peers and laid the foundation for his future contributions in the field of culture and education.
After returning to the motherland, Liu Wendian immediately threw himself into the revolutionary torrent. He participated in the organization of local revolutionary forces, propagated revolutionary ideas, and contributed to the overthrow of the Qing Dynasty. In this process, his organizational skills and oratorical talents have been fully exercised and brought into play.
The victory of the Xinhai Revolution gave Liu Wendian hope, but he soon realized that the revolution was far from over. How to build a modern new China and how to change the thinking and concepts of the Chinese people began to bother him. With these thoughts, Liu Wendian decided to return to the academic world, take culture and education as his own responsibility, and contribute his own strength to the construction of New China.
In this way, Liu Wendian ended his years of studying in Japan and embarked on a new journey in life. This experience not only enriched his knowledge and strengthened his abilities, but more importantly, shaped his revolutionary spirit and critical thinking. This laid a solid foundation for his future achievements in academia and education, and also planted the seeds for him to become the "first madman of the Republic of China".
After the Xinhai Revolution, Liu Wendian returned to his hometown of Anhui. In 1912, he was hired by Anhui Provincial No. 1 Middle School and began his educational career. Here, Liu Wendian not only imparts knowledge, but also devotes himself to cultivating students' independent thinking ability and critical spirit. His teaching style is very different from tradition, often encouraging students to question textbooks and challenge authority. This method of teaching caused quite a bit of controversy at the time, but it also attracted many students who were eager to learn new things.
In 1917, Cai Yuanpei, president of Peking University, began to implement educational reform and recruit talents from all over the world. Liu Wendian's talent and teaching philosophy were appreciated by Cai Yuanpei, who was hired as a professor at Peking University. At Peking University, Liu Wendian opened courses such as classics and philology, and his classes were always full. Students were impressed by his profound knowledge and unique insights, and were drawn to his unconventional and outspoken style.
In terms of academic research, Liu Wendian's achievements are also remarkable. He is proficient in many fields such as classics, philology, and phonology, and has written many books. Among them, "Guangya Sparse Evidence" is one of his most representative academic works. This work provides detailed research and annotation of Guangya written by Yang Xiong in the Han Dynasty, which not only shows Liu Wendian's profound academic skills, but also reflects his unique academic insights.
Liu Wendian's academic research method is unique. He advocated seeking truth from facts and opposed empty talk. When studying ancient books, he did not blindly follow his predecessors, but insisted on his own judgment. Even in the face of the opinions of authoritative scholars, as long as he believes that they are wrong, he dares to question and criticize. This academic attitude caused a lot of shock in the academic circles at that time, and also won him the reputation of "crazy life".
However, Liu Wendian's "madness" is not only reflected in academics, but also in his conduct in the world. In 1919, the May Fourth Movement broke out, and Peking University became the center of the movement. Liu Wendian took an active part in it, and in his speech, he bluntly criticized the government's corruption and incompetence, and called on young students to have the courage to resist. His remarks often caused a stir and caused him a lot of trouble.
Once, Liu Wendian criticized the Beiyang government at the time in class. A student reminded him to be cautious when he speaks, otherwise he might get into trouble. After hearing this, Liu Wendian not only did not relent, but attacked the government more fiercely. He said: "I, Liu Wendian, have never been afraid of death, let alone telling the truth. If you don't even dare to tell the truth, then what kind of scholar is you? These words quickly spread throughout the campus of Peking University, and Liu Wendian's "crazy" name became even louder.
Liu Wendian's "madness" is also reflected in his criticism of the bad habits of academia. At that time, there were many shortcomings in the academic circles, such as the view of the door, favoritism, etc. Liu Wendian attacked this mercilessly. Once, there was an obvious error in the work of a well-known scholar, but because of the scholar's prominence, no one dared to point it out. Liu Wendian, however, bluntly criticized this mistake in public, causing an uproar. Although this behavior created many enemies for him, it also won the respect of many people.
In 1923, Peking University held a celebration and invited many dignitaries from political circles to attend. At the ceremony, Liu Wendian suddenly stood up and criticized the government's education policy in front of everyone. He pointed out that the government's lack of attention to education has led to a shortage of university funding, which has seriously affected the quality of education. The remarks embarrassed the government officials present and put the university in an embarrassing position. But Liu Wendian did not care at all, he believes that as an intellectual, he has the responsibility to speak for the country's education.
Liu Wendian's "madness" is not only reflected in words, but also in actions. In 1925, an anti-imperialist patriotic movement broke out in Beijing. Regardless of his personal safety, Liu Wendian led students to march in the streets to protest against the government's weak policies. During one of the marches, he even got into a physical altercation with the police and was detained overnight. This incident caused a huge repercussion in society, and further highlighted Liu Wendian's patriotic feelings and "crazy" energy.
It is this outspoken and unafraid character of the powerful, coupled with his outstanding academic achievements, that Liu Wendian has gradually been called "the first madman of the Republic of China". This title is both an affirmation of his knowledge and a compliment to his character. For Liu Wendian, "madness" is not for the sake of being different, but stems from his persistent pursuit of truth and deep concern for society.
Liu Wendian's educational career began in 1912 when he was employed by Anhui Provincial No. 1 High School. From this moment on, he began to practice his own unique educational philosophy. Liu Wendian believes that the purpose of education is not only to impart knowledge, but more importantly, to cultivate students' ability to think independently and critically.
During his tenure at Anhui Provincial No. 1 Middle School, Liu Wendian's classroom was very different from the traditional classroom. Rather than content with reading from a textbook, he encourages students to question the content of the textbook and even challenge the teacher's point of view. Once, while explaining the Analects, Liu Wendian proposed a new perspective that was different from the traditional interpretation. Instead of getting angry, Liu praised the student's courage and discussed the issue with the class. This method of teaching caused quite a bit of controversy at the time, but it also attracted many students who were eager to learn new things.
In 1917, Liu Wendian was hired by Peking University and began his exploration in the field of higher education. At Peking University, Liu Wendian's educational philosophy has been more fully practiced. The courses he offered in scripture and philology were always full. Students were impressed by his profound knowledge and unique insights, and were drawn to his unconventional and outspoken style.
Liu Wendian's classes are never dull. He is adept at using vivid examples and humorous language to explain profound knowledge. Once, while explaining the evolution of ancient characters, he had the whim to draw a cow on a blackboard with chalk and demonstrate step by step how the word "cow" evolved into its current style. This intuitive teaching method impressed the students and made the boring philology lively and interesting.
Liu Wendian also attaches great importance to cultivating students' practical ability. He often organizes students to conduct fieldwork and collect language materials such as folk sayings and dialects. During a survey, the students found some dialect usages that did not match those recorded in ancient books. Liu encouraged students to delve deeper into this question, and the results were eventually published in academic journals. This teaching method not only allows students to learn knowledge, but also cultivates their research skills.
In addition to classroom teaching, Liu Wendian also attaches great importance to communication with students. He often invites students to his home to discuss academic issues. In this relaxed atmosphere, students are no longer inhibited and dare to put forward their own ideas. On one occasion, a student made a bold academic point that, although it contradicted Liu's, did not directly deny it, but encouraged the student to study further. This attitude of respecting students and encouraging innovation has deeply influenced generations of students.
Liu Wendian's educational philosophy is not only reflected in academic research, but also in the cultivation of students' character. He often told his students that they should seek truth from facts in their studies and be honest and selfless. Once, a student wanted to give up his studies because of family difficulties. After Liu Wendian learned about it, he not only funded the student's tuition, but also helped him contact a tutor job. Liu Wendian said: "The road to study is difficult, but as long as you have ambition, you can always find a way." "This way of teaching by word and deed has an impact on students far beyond textbook knowledge.
During the May Fourth Movement, Liu Wendian's educational philosophy was more fully embodied. He actively participated in the student movement, encouraging students to care about national affairs and have the courage to express their views. At a student rally, Liu Wendian delivered an impassioned speech, saying: "As young people in the new era, you must not only learn professional knowledge, but also have a sense of family and country. Only by linking the fate of the individual with the fate of the nation can one truly become a useful person to society. These words greatly stimulated the patriotic fervor of the students.
Liu Wendian's educational philosophy is also reflected in his criticism of the education system and his suggestions for reform. He repeatedly criticized in public that the education system at that time was too rigid and not conducive to cultivating innovative talents. He proposed that the examination system should be reformed, the content of rote memorization should be reduced, and the proportion of thinking and innovation should be increased. Although these recommendations were not widely adopted at the time, they provided valuable ideas for later education reform.
Liu Wendian's educational philosophy and practice had a profound impact on the education circles at that time. Among the students he trained, many of them went on to become leaders in the academic world. These students have inherited and developed Liu Wendian's academic ideas and educational concepts in different fields, and have made important contributions to China's academic development and education.
Even in his later years, Liu Wendian still adhered to his educational philosophy. He often said, "Education is not indoctrination, but inspiration." True education should allow students to learn to think, to question, and to innovate. This educational philosophy is still of great relevance today.
In his later years, although his health was getting weaker, his enthusiasm for scholarship did not diminish in the slightest. After the founding of the People's Republic of China in 1949, Liu Wendian was hired as a member of the Department of Philosophy and Social Sciences of the Chinese Academy of Sciences, and continued to contribute to the country's academic cause.
During this period, Liu Wendian's research focus shifted to the collation and collation of ancient documents. He believes that in order to develop Chinese scholarship, it is first necessary to sort out the ancient cultural heritage and provide a reliable textual basis for future generations to study. To this end, he poured a lot of energy into it.
In 1950, Liu Wendian began to preside over the proofreading of "Huainanzi". Huainanzi is an important philosophical work of the Han Dynasty, but due to the large number of editions and many text errors, it has always been a recognized problem in the academic community. With his profound knowledge and keen insight, Liu Wendian has made meticulous comparisons and research on various versions. He not only referred to the annotations of scholars throughout the ages, but also extensively collected the editions that were circulated among the people, striving to restore the original appearance of the original work.
In the process of proofreading, Liu Wendian encountered a thorny problem. There is a passage in Huainanzi whose meaning has been debated by commentators throughout the ages. After repeated scrutiny, Liu Wendian found that this text was probably inserted by later generations. In order to test this conjecture, he spent three full months consulting a large number of ancient books, and finally found conclusive evidence. This discovery not only resolved the long-standing academic controversy, but also opened up a new direction for the study of Huainanzi.
In addition to "Huainanzi", Liu Wendian also participated in the proofreading of many ancient classics such as "Book of Songs" and "Chu Ci". His method of proofreading is rigorous and meticulous, and he does not let go of any suspicious words. Once, when he was proofreading "Chu Ci", he found a seemingly insignificant typo. This typo has been present in successive editions, but Liu Wendian, through careful analysis of the context, determined that it was a copyist error. This discovery, although it involved only one word, greatly improved the accuracy of the text.
Liu Wendian's academic contributions are not limited to document collation, and he has also made important achievements in linguistic research. In 1952, he completed the book "Guangyun Studies". This book systematically studies the Song Dynasty rhyme book Guangyun, and not only corrects some erroneous views of its predecessors, but also puts forward many new insights. Especially in the study of ancient sounds, Liu Wendian put forward some original theories, which made important contributions to the development of Chinese Chinese linguistics.
In his later years, Liu Wendian also devoted himself to cultivating a younger generation of scholars. He often invited young scholars to his home to discuss academic issues and patiently answer their doubts. Once, a young scholar proposed a new perspective on the evolution of ancient sounds. This view is different from the traditional theory, and many people are skeptical. However, Liu Wendian spoke highly of it, saying: "Academic research should dare to innovate and not rest on its laurels. Although this point of view needs further argumentation, it is in the right direction. With Liu Wendian's encouragement, the young scholar finally completed an important work on ancient sounds.
Despite his advanced age, Liu Wendian still maintains a strong creative enthusiasm. In 1954, he began to write Chinese philology. This is a work that systematically introduces the history of the development of Chinese writing, and embodies Liu Wendian's lifelong academic efforts. He worked more than ten hours a day and often forgot to eat. His family advised him to pay attention to rest, but he said: "Learning is like a mountain, I have climbed halfway up the mountain, how can I give up halfway?" "
In the process of writing, Liu Wendian encountered a difficult problem. There have been different views on the origin of oracle bones. After in-depth research, Liu Wendian put forward his own new viewpoint. He argues that oracle bone inscriptions did not appear in a vacuum, but developed on the basis of earlier pictorial writing. In order to demonstrate this point of view, he worked tirelessly to collect a large amount of archaeological data, and even went to Anyang Yinxu to investigate. Eventually, his views were recognized by the archaeological community, opening up new perspectives for the study of Chinese philology.
In 1957, the manuscript of "Chinese Philology" was finally completed. This work not only provides a comprehensive and systematic introduction to the development of Chinese writing, but also provides unique insights on many important issues. Especially in terms of the origin of characters and the principles of character creation, Liu Wendian's views still have important academic value.
In his later years, although his health deteriorated, he always maintained a strong academic enthusiasm and a rigorous academic attitude. He often said: "There is no end to learning, as long as there is a breath left, we must contribute to the academic cause." Until the last moment of his life, he was still thinking about academic issues and dedicating his wisdom to China's academic development.