This
term refers to the most influential school of poetic criticism of the mid-Qing
Dynasty named after its leader Zhang Huiyan(1761-1802), a scholar from Changzhou. He compiled
the Anthology of Ci, containing 116 ci poems by 44 poets from the Tang, the Five
Dynasties, and the Song periods. His aesthetic criteria for ci poetry included portraying rich emotional content in concise
language, and the painting of mood and feeling through subtle associations
beyond the words themselves. Thanks to his commentaries, the literary status of the ci form was considerably elevated. Zhou
Ji (1781-1839), who came after Zhang, not only continued in the same practice
and theory but also expanded on his ideas and compiled the Selected Poems of Four Poets of the Song Dynasty. Zhou
proposed a number of theories about writing ci:
for beginners, to acquire the technique of ci writing, it is essential to learn to express their feelings through material
references; but to achieve the true depth of the form, material references must
not be contrived, and the emotions they represent should both infer yet
transcend them. Another theory was “blending.” Tan Xian (1832-1901),
Chen Tingzhuo (1853-1892), Kuang Zhouyi (1859-1926) were the third generation
of this literary school. Their works Writings on Ci by Futang, Remarks on Ci Poetry from White Rain Studio, Notes and
Commentaries on Ci by Huifeng further enriched and refined the art of writing
and critiquing ci poetry. The most
important contribution of the Changzhou School was to demonstrate from a
theoretical angle the value of the ci form in expressing philosophical thoughts as well as ambitions and aspirations.
This placed it on a par with other classical poetic forms.
Ci (词) originated in the Tang and the Five Dynasties, and developed to maturity as a new literary form in the Song Dynasty. Also known as “lyric with a melody,” “yuefu (乐府) poetry” or “long and short verses,” ci developed from poetry. Its main feature is that it is set to music and sung. Each piece of ci has a name for its tune. There are strict requirements for the number of lines and the number of characters as well as tone pattern and rhyming in different tunes. In terms of length, ci is divided into short lyrics, medium lyrics, and long lyrics. In terms of musical system, a piece of ci is usually divided into two stanzas of que (阕) or pian (片), as ancient Chinese called them. Occasionally, it consists of three or four stanzas, or just one. Thus, the music can be played once or many times. In terms of style, ci falls into the graceful and restrained school and the bold and unconstrained school. The former is delicate and sentimental, often describing family life and love, while the latter is bold and free, often expressing one’s vision about major social issues like the fate of the nation. Many literati and scholars of the Song Dynasty composed ci lyrics, which played a significant part in promoting its development. Today, ci is generally not set to music and sung. Rather, it is a literary form composed in accordance with the requirements of a music tune.
The Haofang School / The Bold and Unconstrained School
This is one of the two ci (词) lyric schools of the Song Dynasty, which mainly dealt with major affairs of the nation and expresses noble aspirations. It featured broad vision and bold expression, often employing the methods of prose poetry and uninhibited by metric stereotypes. The first poet who used the term “bold and unconstrained” was Su Shi (1037-1101)who, together with Xin Qiji(1140-1207), was widely acclaimed by Southern Song critics as the leading poets of this school. Northern Song writer Fan Zhongyan(989-1052) created this school with his ci lyric, A Fisherman's Song, which grew into a major poetic style thanks mainly to Su Shi's contribution. After the Central Plains fell to the Jin forces, the Song court fled south of the Yangtze River and was too weak to recover the lost territory. Many ci poets, led by Xin Qiji and supported by other prominent poets such as Chen Yuyi (1090-1139), Ye Mengde (1077-1148), Zhu Dunru (1081-1159), Zhang Yuangan (1091-1170?), Zhang Xiaoxiang (1132-1170), Lu You (1125-1210), Chen Liang (1143-1194), and Liu Guo (1154-1206), expressed their longing to return to the north in verses of a stirring style. They voiced their patriotic sentiments and identified their own fate with that of the whole nation. They thus enriched ci lyrics’ ways of expression and greatly lifted its status in the history of literature. Although poets of this school wrote in the bold and unconstrained style, they occasionally wrote graceful and subtle ci poems. And some of their works contained too many commentaries and allusions, were careless about the use of metric schemes, and read more like prose than poetry.
As one of the two ci (词) lyric schools of the Song Dynasty, the graceful and restrained school mainly dealt with romantic love or parting sorrow. It featured sentimental and nuanced expression of one’s feelings, graceful and melodious metric patterning, and mellow and subtle use of language. Ci lyrics of this school emerged early, and many poets were famed for writing this style of ci, especially Wen Tingyun (?-866) and Li Yu (937-978) of the Five Dynasties period, Liu Yong (987?-1053?), Yan Shu (991-1055), Ouyang Xiu (1007-1072), Yan Jidao (1038-1110), Qin Guan (1049-1100), He Zhu (1052-1125), Zhou Bangyan (1056-1121), and Li Qingzhao (1084-1151?) of the Northern Song Dynasty, as well as Jiang Kui (1155?-1209), Wu Wenying (1212?-1272?), and Zhang Yan (1248-1314?) of the Southern Song Dynasty. The graceful and restrained school occupied a dominant position in terms of both quantity and quality in over one thousand years of poetry’s development. It should be mentioned that poets of this school also cared deeply about the fate of the nation, but they tended to express their concerns in a personal and sentimental way, often through depicting scenery. Therefore, their poems should not be regarded as lacking of vigor and energy.