Woman education in traditional China
Men largely dictated what women were to learn in the early Chinese society. Women’s education in the ancient Chinese society was highly characterized by denying them to read and write like their male counterparts. Instead, Education for women in traditional China concentrated on teaching girls about moral principles, family customs, and imparted women how to become good wives and mothers to their children. During the West Zhou’s Dynasty in the eleventh century, for instance, there was a common belief that men were not supposed to speak outside while women were not allowed to speak outside. Upon attaining 10 years, girls in the ancient Chinese society would start training on how to behave like women, how to be docile, subservient, and obedient towards the males in their boudoirs (Yu-Ning 2). In these institutions, young girls were confined and restricted to engage in any activities that were not related to domestic work. Their parents or nannies would teach them skills such as knitting, sewing, cooking, and housekeeping. Besides, the traditional Chinese society barred women from painting and writing or engaging in politics. At age 15, it was part of the Chinese culture for girls to be engaged.
Education on marriage for girls who were of the right age in the ancient Chinese society. 15 years-old-girls who were already betrothed would undergo a certain ritual which meant that she was ’out of bounds’ (Yu-Ning 3) After that, they would undergo pre-marital training where they mainly learned how to be accepted by their future parents-in-law and how to make their forthcoming husbands happy. After marriage, women would continue to learn about becoming a dutiful wife and mother through practice.
However, the rise of the Tang Dynasty (618-907) changed facilitated a change in the way women acquired their education. During this time, the number of women who engaged in brush and ink work increased drastically. Women’s new status did not last long as the Song Dynasty arrived with the Confucian ideology that highly discouraged literacy for women (Yu-Ning 4). It became a widespread belief that educating a woman made them over ambitious and did them more harm than good.
Material welfare in traditional China
In the eleventh century of our time, the Chinese country, under the line of Song, introduced a display almost closely resembling that found in Europe, and France particularly, generally years. The extraordinary and knotty inquiries of social and political economy filled all personalities and split into gatherings each class of society (Murphey 25). The country was separated into two enraged gatherings; flyers, slanders, fiery works of different types were every day flung bountifully to the large number, who ate up them with energy.
The notoriety of Wang-Ngan-ché changed incredibly at different periods amid the time that he twisted every one of his endeavors to revamp, or rather to alter the realm. His capacity was practically boundless underneath the head Chen-tsoung, who, enchanted with the splendid characteristics of the reformer, gave him his whole certainty. As indicated by Wang-ngan-ché, the completing of his plan was to obtain trustworthy joy to the general population in the advancement of the best conceivable material delights for everybody (36). While perusing the historical backdrop of this well-known age in the administration of Song, one is persuasively hit with the likeness of the works and lectures of Wang-ngan-ché to those which, time permitting, we have seen propounded in the papers and the Senate.
Murphey, Rhoads. The fading of the Maoist vision: city and country in China’s development. Routledge, 2013. Pp 20-63.
Yu-Ning, Li. Chinese women through Chinese eyes. Routledge, 2015. Pp.1-5.