This school of writing represented the Qing Dynasty’s most influential style of classical Chinese writing. Its representative figures were all natives of Tongcheng, Anhui Province, hence the name. It was formed during the reign of Emperor Kangxi (1662-1722) and reached its height during the reigns of Emperor Qianlong (1736-1795) and Emperor Jiaqing (1796-1820). Its founder, Fang Bao (1668-1749), believed that men of letters should follow the style of writing of the neo-Confucian moralists Cheng Hao (1032-1085), Cheng Yi (1033-1107), and Zhu Xi (1130-1200), and that of great men of letters like Han Yu (768-824) and Ouyang Xiu (1007-1072). This set the tone for this school of writing. Among its prominent figures were Dai Mingshi (1653-1713), Liu Dakui (1698-1779), Yao Nai (1732-1815), Mei Zengliang (1786-1856), Fang Dongshu (1772-1853), and Wu Rulun (1840-1903). Writers of this school emphasized that writings should convey moral ideals and be refined and well-laid out in form. Such a style of writing was based on Fang Bao’s “guidelines for writing good prose,” Yao Nai’s stress on “conveying righteous messages, facts and evidence, and rhetoric and technique,” and Liu Dakui’s theory about “a piece of writing and its author’s charm.” The Tongcheng School of Writing inherited Chinese scholars’ tradition of writing in classical Chinese and offered a theoretical summary about prose writing. It enjoyed high prestige until the Revolution in the Literati Circle led by Liang Qichao (1873-1929), when it came under attack as a symbol of conservatism.
This was a literary school represented by three brothers, namely Yuan Zongdao (1560-1600), Yuan Hongdao (1568-1610) and Yuan Zhongdao (1570-1626), who lived in Gong’an, Hubei Province, in late Ming times. Of the trio, Yuan Hongdao was the most accomplished and renowned. Next was Yuan Zhongdao, who in turn outshined his brother Yuan Zongdao. They advocated giving full expression to one’s true feelings and so opposed some early-Ming men of letters’ soulless emulation of ancient literature. They also advocated genuine interest or concern as the criterion for literary criticism, stating that writing should flow forth from one’s heart and not be constrained by particular regulations and formulae. Putting their efforts mainly in prose and poetry, they paid particular attention to writing in a leisurely and carefree mood. The Gong’an School accepted and appreciated folk literature and stressed the need for writers to draw sustenance from vernacular literature. This attitude reflected to some degree the aesthetic tastes of the newly-emerging urban middle class during the mid-Ming period.
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.