The course aims primarily to stimulate comprehension of the nature and values of the great "traditional" civilizations of Asia, their interaction with the West from the nineteenth century, and their modern transformation. We identify patterns of civilization and modernization applicable to most of the "developing" world, but we concentrate particularly on culture, politics, society, development and demography in China, Japan and India. Other Asian societies (Iran, Vietnam), and themes of war and diplomacy are dealt with in different courses (Imperialism and Revolution, Modern Revolutions), but not in detail here. In Civilization and Modernization: Asia we're interested especially in understanding the "great transformation" of Asia, when distinguished, venerable civilizations came under intense pressure from Western penetration, and when established political and social structures and cultural ideas were struggled over, modified, abandoned or collapsed. We want to comprehend the major events and underlying processes in the emergence of "modern" China, Japan and India, and the blend of old and new, indigenous and Western in their contemporary institutions and beliefs. We analyze also why the transmutation of the "Greater Dragon" (China), the "Gray Dragon" (Japan), and India took dramatically different forms. Specifically, we assess "traditional" Chinese, Japanese and Indian societies, the impact of the West, the challenge and difficulties of modernization, and the nature and reasons for nationalism, social conflict and cultural change. Finally, we explore the salient characteristics of recent or contemporary Asian societies: the qualities of Communist rule in China, the industrialization and technological rise of Japan, continuity and democratization in India.


For millennia before the nineteenth century, China appeared to be a "master civilization," integrating and ruling millions of square miles, suzerain over other Asian countries, sophisticated, populous and unparalleled in longevity of success. Japan seemed to be an isolated, semi-feudal land, where for several centuries a military dictatorship exerted difficult control over pugnacious, medieval clans. As East Asian civilizations, however, China and Japan had much in common. India had both comparable and distinctive features: caste differentiations, which separated classes, races and occupations with unique rigor, the interweaving of Muslim, Hindu (Aryan), and Dravidian cultures, historical cycles of imperial and feudal regimes. From about mid-nineteenth century, symptomized by Opium wars in China, the Perry expedition in Japan, and consolidation of British rule in India, these Asian societies confronted Western penetration and the challenge of modernization. The results varied greatly. In China, Confucian civilization crumbled, the country was racked by instability and revolt. The fall of imperial China was soon followed by a nationalist regime unable to achieve stability, and Communism became the final agent of modernization and reintegration. The disintegration of imperial China was a typical result of intense contact with the West. In Japan, however, change was extraordinary and rapid, allowing it to emerge as an Asian power by the twentieth century, and to equal or surpass Western technological and industrial proficiency in the last half of the century, while emulating successfully Western democracy. India, subjected to formal Western annexation, emerged as a complex hybrid of indigenous and Western values, perhaps best symbolized by "Mahatma" Gandhi, the "naked fakir," or "saint" who was a London educated lawyer, an advocate of a non-violent nationalism which followed Yoga principles of salvation. Civilization and Modernization: Asia identifies underlying causes of change and why Chinese, Japanese and Indian transmogrification were so different.


II. General Education


Civilization and Modernization: Asia is a second level course, the second in a two-course sequence, in Curricular Area III, "International and Intercultural Experience," of the General Education Program. (To complete the sequence and obtain Gen.Ed. credit for Area III, students should take first either Third World Literature, Imperialism and Revolution, or Forms of the Sacred.) What is "General Education" and what are the particular educational purposes of studying "International and Intercultural Experience"? The University's General Education Program should be viewed seriously and respectfully, but also judiciously and critically. Recent attempts to create coherent Gen. Ed. programs are nationwide and follow from the proliferation of knowledge, of subjects and specializations, and from consequent intellectual "fragmentation" that "characterizes colleges and universities." The academy often has failed to educate students wholly, or to teach the application of intellect to life. There now is too much knowledge for anyone to master, certainly in four years of college. Necessarily, then, General Education programs have been constructed not to teach all important knowledge, but rather to provide a sufficiently broad and coherent intellectual grounding, and to emphasize the evaluation of knowledge (critical thinking), the acquisition of knowledge (writing, math, computer competency), the human values inherent in intellectual issues (humanism, ethics, creative expression), and attention to contemporary concerns (race, gender, class). An objective is to encourage students to integrate knowledge and values (from all curricular fields), to think well, and to add knowledge usefully in the future.

To many educators, "International and Intercultural Experience" seems critically important. In the AU program, this curricular area focuses on "foreign" cultures, on the interactions between civilizations, on international relations, on the reasons underlying wars and the enhancement of peace, and on global inequities and instabilities. Behind emphasis on "International and Intercultural Experience" is realization of the importance of combatting American cultural insularity and ethnocentricity awareness that the prosperity, well-being and even survival of the United States is tied to global issues, whether environment, resources and population, changes in national cultures and international behavior or the proliferation of nuclear weapons. And there is increasing sense that "good citizenship" must be a global, not a local concept. As a second level course, Civilization and Modernization: Asia is meant to build on comprehension gained on some of these issues in Third World Literature and Forms of the Sacred, and to articulate main concepts in relevant disciplines, particularly history.

It is meant to further writing skills and (where possible and relevant) to advance comprehension of ethics, race gender, class and aesthetic experience. As a foundation course, Third World Literature focuses in personal and aesthetic terms on the displacement, pain, longing, hope, confusion and rage borne in upon the Afro-Asian or Amer-Indian soul by the intrusions of the West, and on the complexities and absurdities of dealing with the two worlds of "traditional" culture and "modern" values. Civilization and Modernization concentrates on societal and political aspects of these issues, and shows the interactions between "modernization" and those sacred and traditional values explored in Forms of the Sacred. It analyzes non-Western civilizations and their modern transformation, articulates important concepts in history and international relations, integrates issues of ecology and demography, features class conflict and includes also some consideration of race and gender. Civilization and Modernization deepens many of the issues raised in the foundation course Imperialism and Modernization regarding the difficulties, crises and results of the modern transformation of Asia and latin America. Nonetheless, the reasonable limits should be recognized of this course, and of any Gen. Ed. program. Five sequences of two (sometimes loosely connected) courses merely can begin "general education." Any course that attempted to delve fully into all the desiderata of General Education (race, class, gender ethics, aesthetics, computer skills, etc.)might become a confused potpourri; but inclusion of them selectively and moderately limits comprehension and exposure and provides primarily "consciousness-raising," more a social than an educational value. At the core of the General Education program, as at the core of understanding other cultures and international relations must be competent instructors with a vision broader than mandated by a single academic specialization, and, most important, students anxious to carry their thinking and education beyond what is required to pass exams and qualify for degrees.



III Academic Integrity Code


The Academic Integrity Code defines standards of academic conduct and misconduct including procedures and penalties for plagiarism, cheating on exams, falsified data and other matters. Penalties range from resubmission of work to expulsion from the University. Students are responsible for familiarizing themselves with the Code, which can be obtained from the Registrar's office.


IV Requirements


There will be two exams, a mid-term and a final. Both will be essay exams, testing command of readings as well as lecture material. The final will deal with material undertaken only after the mid-term. Each exam will count for about 40% of the final grade. Especially if the class chooses to receive a list of exam questions in advance, regular attendance will be expected, and the instructor reserves the option of giving a different exam to students who attend only irregularly. All students will write one term paper, which will count for about 20% of the grade. For details on this requirement, see IX Term Papers; Writing Exercise, after the Topical Outline.


V Educational Objectives and Grading Standards


A most important educational objective is understanding the reasons for crucial developments, not simply whether or when they occurred. History can be difficult for students who don't try seriously to understand the basis of historical developments or for those who become marooned amidst details, under the mistaken impression that when all minuscule "facts" are fit into place the historical mosaic will be clear, like the painting on a 1000 piece puzzle. Critical developments in the social sciences and history are best understood by analyzing their underlying causation, using "details" selectively to help explain why key events occur. An analytic approach to the causes of significant developments involves every student in comparative interpretation, since published authorities, lectures and students all bring different approaches to the subject. Also important is to use term papers not only as a means of obtaining and disseminating knowledge, but as an exercise in learning more advanced methods of writing essays, as explained under Term Papers (IX). Excellence in learning (and top grades) will reflect students' serious efforts to come to terms with differing interpretations in exams and on term papers in a quest to understand the reasons for the Western impact on Asia, and major social changes, ideological shifts, revolutions, wars and other recent developments in China, Japan and India. Work which merely replicates information, for example from lectures or on a term paper, without focus on underlying reasons and comparative interpretation, will be less effective and not so highly rewarded in grading.


VI Office Hours


My office is in McCabe 203. The telephone number is: 885-2458. Home phone: 202-686-4214; Office Hours: Mon. 3:45-7:15 p.m.; Thurs. 3:45-5:00 p.m. Thurs. night: 10:40-11:30 p.m. Please call during office hours or try me at home at any reasonable hour (until ca. 11:00 p.m.) in preference to leaving requests at random on my office machine for me to call you.


VII Books


The following books should be available at the campus bookstore and are required; all are in paperback:


John K. Fairbank The United States and China

Percival Spear History of India, vol.2

William Beasley The Rise of Modern Japan


The following book (declared out of print recently) is available in multiple copies on reserve, in case the bookstore can't locate copies:


Barrington Moore The Social Origins of Dictatorship and Democracy


The following books are recommended and are on library reserve:


Richard Storry History of Modern Japan (alternate to Beasley)

Herbert Feis The Road to Pearl Harbor

John Toland The Rising Sun


Fairbank's book is an outstanding survey, and Moore is thought provoking and imaginative. Beasley is very competent and readable, although brief on the nineteenth century. Hugh Borton's Japan's Modern Century is the best survey and provides a fuller, superior account; but it is out of print. Borton is on reserve, and students find it very helpful. There is no fully satisfactory survey of India. Spear is readable and good on political narrative, but not on the underlying structure of society or the clash or ideas and cultures. Regular texts are enriched however by selections taken from major books and articles, also required:


THE FOLLOWING SELECTIONS FROM BOOKS AND ARTICLES ALSO ARE REQUIRED. YOU SHOULD MAKE YOUR OWN COPY OF THE FOLLOWING FROM THE LIBRARY RESERVE, WHICH MAY HAVE THEIR COPY OF THE SELECTION AS WELL AS THE ORIGINAL BOOK OR ARTICLE:


1) J.A. Hobson, Imperialism, pp. 5-16, 20-23


2) Walt. W. Rostow, Stages of Economic Growth, pp. 4-11, 26-28


3) Andre Gunder Frank, "The Development of Underdevelopment," Monthly Review, Sept., 1966, pp. 17-31


4) Hugh Borton, Japan's Modern Century, pp. 69-89, 141-148


5) William Lockwood, The Economic Development of Japan, pp. 3-18, 499-521


6) Romesh Dutt, The Economic History of India in the Victorian Age, pp. v-xxi (as reproduced in Martin Lewis, ed., The British in India, pp. 1-7)


7) Morris Morris, "Toward a Reinterpretation of 19th Century Indian Economic History," Journal of Economic History, 1963, pp. 108-118


8) Ira Klein, "Death in India," Journal of Asian Studies, 1973, pp. 639-659


9) Jawaharlal Nehru, Discovery of India, pp.274-80, 283-91, 295-306, 312-14, 328-32, 516-19 (as reproduced in Martin Lewis, British in ndia pp. 12-25)


10) Rajani Palme Dutt, India Today, pp.314-29, 332, 334, 337-54 (as reproduced in Martin Lewis, ed., Gandhi, pp. 28-35)


11) K.S. Hasan, Genesis of Pakistan, pp. 9-12, 17-18 (as reproduced in Martin Lewis, Gandhi, pp. 43-45)


The Library has xerox copies on reserve of the selections from Martin Lewis, ed., The British in India and a xerox copy of Lewis, ed., Gandhi.


VIII Topical Outline


1) GREAT TRADITIONAL CIVILIZATIONS IN ASIA AND MODERN CHANGE (1 lecture)


After disposing of organizational matters, and discussing General Education, we focus on the traditional intellectual, social, political and religious framework of Asia. We outline some of the major similarities and variations in the history and culture of China, Japan, and India guiding principles of major religions, politics, social institutions, and the contrast between "tradition" and "modernity." Readings: Fairbanks, 1-139; Beasley, 1-20; Recommended: Storry, 13-68.


2) IMPERIALISM, MODERNIZATION AND REVOLUTION (1-2 lectures)


Objectives and theories of Western imperialism. The impact of Western intrusion in disrupting great traditional civilizations, the process by which Asian attempts to modernize and reform led to conflict and implosion, the collapse of old regimes and dynasties, and long periods of turbulence and revolution. Why Japan was an exception to the process of disruption induced usually by Western intervention. Readings: Fairbanks, 143-175; Selections: 1) Hobson; 2) Rostow; 3) Frank; Recommended: Storry, 70-93.




3) CHINA: FROM CONFUCIUS TO THE CHINESE REPUBLIC (2 lectures)


Political and social change and the growth of revolutionary unrest, from the Opium Wars through the Taiping rebellion, the Hundred Days of Kwang Tzu, the Boxer rebellion, the Dowager's reforms, the reasons for revolution and overthrow of the Manchu dynasty, and establishment of a republic. Readings: Fairbanks, 176-219; Moore, 162-180.


4) CHINA: THE KUOMINTANG ERA (1-2 lectures)


We examine the rise of modernism and revolutionary sentiment, spearheaded by political leaders like Sun Yat Sen and by social reform movements, trace the pact between Sun and the Communists, and the political reunification of China under Chiang Kai Shek. Then we analyze Kuomintang rule and the limits of its reforms down to the outbreak of war with Japan. Readings: Fairbanks, 220-275; Moore, 181-227.


5) MAO ZE DONG AND THE RISE OF CHINESE COMMUNISM (2 lectures)


We study the development of Mao and his rise to dominance in the Chinese Communist movement. We consider the varying strains of thought within Communism, the Autumn Harvest Rising, the Kiangsi Soviet, then follow the Long March north to Yenan and note Mao's strategy for "binding fast the Gray Dragon." We trace the rise of Communism during the Sino-Japanese War and its triumph in the ensuing civil war. Readings: Fairbanks, 276-304, 336-349.



6) JAPAN: THE CHALLENGE OF MODERNIZATION (2 lectures)


The impact of the Perry expedition and other intrusions of the West, the failure to expel the "Barbarian," and how and why Japan responded effectively and with alacrity to imperialism and the problem of modernization. Japanese traditions, institutions, elites, and masses in the struggle for change. Readings: Beasley 21-53 ; Moore, 228-91; Recommended: Storry, 94-133



7) WESTERNIZATION, NIPPONIZATION: JAPAN'S MODERN STATE AND CHANGING CULTURE (2 lectures)


The conflict of politics and ideas in mid-nineteenth century Japan, and how they led to the imperial restoration, the end of feudalism, a modern political state and rapid economic development. The material and cultural strain of "forced" change, and the clash between "Westernization" and "Nipponization." Readings: Beasley, 54-158; Moore, 228-291; Selections: 4) Borton; 5) Lockwood; Rec.: Storry, 23-133.



**** THE MID-TERM WILL COVER THE FIRST SEVEN TOPICS AT MOST


8) ELEPHANT AND LION: TRADITIONAL INDIA AND THE BRITISH IMPACT (2-3 lectures)


The caste system and other features of Indian social, religious, political and economic life, from Aryan invasions to Mughal rule, and an explanation of the cycle of the rise and disintegration of Mauryan, Guptan, Mughal and Maratha empires. Then the British idea of modernization, its manifestation in legal educational, agrarian and other reforms--and why India wasn't transformed benignly. Readings: Spear, 11-157; Moore, 314-370; Selections: 6) Dutt; 7) Morris; 8) Klein.


9) FROM SATYAGRAHA TO SWARAJ: INDIAN NATIONALISM AND INDEPENDENCE (1-2 lectures)


The Mutiny or Revolt of 1857, the subsequent rise of modern Indian nationalism, Gandhi's leadership, concessions made by the British, Hindu and Muslim tensions and other communal hostility; and the making of independent India and Pakistan. Readings: Spear, 158-end; Selections: 9) Nehru; 10) Dutt; 11) Hasan.





10) THE PEOPLE'S REPUBLIC OF CHINA (2 lectures)


Marxist theory; Chinese realities, Communist objectives. Communist government, politics, society and class struggle; land reforms and cultural warfare, policies on families and women, and the state and the intellectuals. Readings: Fairbanks, 358-449.


11) MAO'S REVOLUTIONARY REVIVAL AND BEYOND (1-2 lectures)


Mao's ongoing Revolution vs. "The Capitalist Road"; the Great Leap Forward and downward, the rise of Communist factionalism, the Great Proletarian Cultural Revolution, and post-Maoist policies and problems: particularly population, fertility and family planning. Readings: Fairbanks, 417-478.


12) THE ROAD TO PEARL HARBOR AND HIROSHIMA;: JAPANESE POLITICS, SOCIETY, MILITARISM TO WORLD WAR II (1-2 lectures)


The Japanese constitution and how it promoted militarism, the interwar Japanese economy, labor relations, political conflicts and the suppression of democracy. The Sino-Japanese war and degenerating relations with the United States. The differences between American and Japanese ideas of stability in Asia and the Pacific, the failure of negotiations, the "day that will live in infamy" (Dec.7), and the Asian and Pacific war down to the mushroom clouds over Hiroshima and Nagasaki, and Japan's surrender. Readings: Beasley, 159-192; Moore, 291-313; Recommended: Feis, all; Storry, 134-237; Toland, 54--257.


13) PHOENIX: FROM CATACLYSM TO CONTEMPORARY JAPAN


The post-World War II transformation of Japan, and its emergence from the ashes, phoenix-like, to industrial and technological supremacy and stable democracy. The role of the American Occupation and of the "other Japan" of the masses in socio-political transition. The changing world economy and indigenous considerations in Japan's industrial rise, and an assessment of its future prospects of industrial domination. Readings: Beasley, 193-261; Recommended: Storry, 214-end; Toland, 741-857.


IX Term Papers (and Writing Exercise)


Each student will write one term paper, which should deepen comprehension of course themes, on a subject within the time periods and geographic locales covered by the course topics (use Topical Outline as guide). Papers should be a minimum of 2000 words (about 8 full pages). They will be graded for style as well as content and will count for about 20% of the grade. The main purpose of a term paper is to communicate learning to other individuals. To have anything to say in 8-12 pages, the paper's subject needs to be considerably narrower than a course lecture. To be meaningful, a paper should enter the debate on a subject, develop a thesis and show why it is more valid than other views. Please use primary sources where they are available, e.g., Gandhi's writings, Edgar Snow's interviews of Mao in Red Star Over China. For guidance on style consult Kate Turabian's Manual. For the most useful books, consult X Additional Readings, below, bibliographies in text books, and Aladdin.

Each term paper also should be a Writing Exercise, which concentrates on key elements in the structure of good papers. To improve writing skills, a format is suggested that frequently and effectively is used for scholarly articles and advanced term papers. The subject will be discussed in class; but briefly: A) Interpretative Opening: In a first paragraph or page summarize tersely but literately (using short quotes for effect), two interpretations or schools of interpretation which relate to your topic, naming authorities; and summarize also your own thesis (which can be a variant of a third published interpretation). B) Interpretive Follow-Up: Now write more fully (but not at inordinate length) about the two interpretations or schools of interpretation which relate to your topic and your thesis. A half-page on each would be a minimum, one page a maximum. C) Factual Analysis of Subject: You now need a minimum of four or five pages of analysis and information to develop your main ideas and interpretations. D) Paragraph Structure and Sentence Leads: A paragraph should be long enough to develop an idea; avoid paragraphs of one to three sentences. A paragraph longer than a page will distract the reader. The lead sentence in the paragraph should synthesize what the paragraph will be about; it should give the reader a clear idea of where you are going. It shouldn't be a date market, a colorful distraction or a convenience break; and it shouldn't be a run-on sentence from the innards or tail of the previous paragraph, incomprehensible unless the reader has read assiduously all of what you wrote earlier. Vow to avoid in this exercise all dates in the lead sentences of paragraphs. E) Rewriting is half the game. Get rid of excessive internal clauses which divide subject, verb and object; aim first for adjectives and adverbs that give authority and precision, not color; break down long sentences. Specify sentence subject--avoid lots of "this's" and "these." Match singulars and plurals in sentences. Write objectively from the third person: avoid "my opinion is,"or "I feel," etc. Use numerous short quotes for effect. Use long quotes sparingly. Only indent quotes six lines or longer; an indented quote needs to be followed by a new paragraph. F) Format: Use footnotes, endnotes or "science" reference method as you choose, but use only one. Reference important points and quotes. Paginate (if you don't know how, get a friend or computer lab to show you how to format for automatic pagination which adjusts to changes in text.) Use a binder or staple paper securely; paper clips come off, unpaginated, unbound papers lumped in a pile can become as disarrayed as humpty dumpty.

To help fulfill General Education objectives, term papers that integrate course themes with concentration on issues of gender, race or class will be welcome; but they are not mandatory for the course. They are encouraged for students who have not written or aren't scheduled to write papers on these issues for other Gen. Ed. courses. Relating subjects of term papers to class, race or gender should be relatively simple. The course deals prominently with class conflict (as in China's revolutions), and racial themes are implicit or often explicit as in many topics relating to Western policies toward Asian peoples. Gender is addressed directly in considering the position of women in traditional Asian societies, and in the reform policies of Kuomintang and Communist regimes; and it is at the core of attention to demography and fertility in China and India. Valid categories for term papers on gender, for example, would be the position of women in society, male reactions to women's status, feminism, family relations, and prominent women. Class can be tackled in papers on class-structure, distribution of wealth, and the policies of "class-oriented" political parties or leaders. Papers on other aspects of the course equally are acceptable.


Examples of unsuitable topics are: "Chinese Communism" (too broad); The Kuomintang era," (too broad); "Indian nationalism" (too broad); "The Ruler in Indian History" (too broad); Japanese Modernization" (too broad); "The Emperor Ashoka" (irrelevant to course); "Sukarno and Indonesian Nationalism" (irrelevant); The Ming Dynasty" (irrelevant); "Hirohito's Youth" (trivial); "Indira Gandhi's Recreational Interests" (trivial). The following list of suitable topics is illustrative; you may do one of them, or use the examples to help you define your own subject:

China: "The Opium Wars"; "The Boxer Rebellion"; "The Taiping Rebellion and Class Conflict"; "Manchu Reforms, 1900-10"; "The Gentry in the Late Nineteenth Century"; "The Business Class and its Opposition to the Manchus, 1905-10"; "Student Intellectuals and the May Fourth Movement"; "Sun Yat Sen as Revolutionary Leader"; "The Rise and Decline of Yuan Shi Kai"; "The Kuomintang Seizure of Power"; "Chinese Agriculture and Kuomintang Land Reforms"; "Women and Family in the Kuomintang Era"; "Mao and the Kiangsi Soviet"; "Communist Strategies in the Civil War"; "The Battle for Manchuria, 1945-49"; "Mao and the Intellectuals"; Chinese Communist Land Policies"; "The Great Leap Forward"; "The Red Guard in the Great Proletarian Cultural Revolution"; "Chou En Lai in the Proletarian Revolution"; "Communist Revolution and the Rights of Women"; University Education in Communist China"; "Communism and Population Control"; "Recent Chinese Feminism."

Japan: "Japan's Initial Response to the West"; "The Western Hans and Modernization"; "Japanese Peasants in the Nineteenth Century"; "The Samurai and Modernization 1850-80"; "The Meiji Restoration"; "Japanese Economic Development 1870-1900"; "The Cultural Struggle: Japanese Westernization vs. Nipponization, 1870-1900"; "Making The New Japanese Constitution"; "The Emperor in Japanese Politics"; "Shintoism in the Modern Era"; "The Japanese Working Class and Trade Unions, 1918-41"; "Socialism and Intellectuals in Japan Between the World Wars"; "Japanese State Control Over the Masses 1918-37"; "Japanese Politics and the Military, 1918-41"; "Japanese Primary Education 1860-1918"; "The Japanese Code of Honor and Seppuku"; "The Sino-Japanese War: First Phase, 1937-40"; "Japanese Politics, Military Strategies and Pearl Harbor"; "Hiroshima"; "American Occupation and Japanese World Democratization"; "The Japanese Economic 'Miracle': 1950-75"; "Japanese Women in the Post-World War II Era"; "Shintoism vs. Feminism"; "Family Life in Contemporary Japan."

India: "Warren Hastings as Governor-General"; "The British and the Bengali Cultural Renaissance of the Late Eighteenth Century; "Cornwallis' 'Gentry' Land Settlement in Bengal, and its Failure"; "Utilitarian Ideas of Progress in India"; "Suttee and its Abolition"; "British Law Reform and Indian Culture"; "The Revolt of 1857"; "'Clemency Canning's' Indian Policies"; "The Muslims in Nineteenth Century British India"; "Interpretations of the Caste System"; "Social Reform in British India 1830-1900"; "The Rise of Indian Nationalism 1880-1914"; "Peasant Land Reform Policies 1800-1850"; "Lord Ripon's Reform Policies"; "Gokale vs. Tilak"; "Lord Curzon's Impact on India"; "The Development of Indian Self-Government 1880-1935"; "The Indian Civil Service"; "Ronald Ross and the Mystery of Malaria"; "British Medical Policies and Indian Health"; "Gandhi as Political Activist"; "Lord Irwin as Viceroy"; "British Policies and India's Economic Development, 1890-1947"; "The Making of Pakistan"; "India Gains Independence"; "Nehru as Prime Minister"; "Caste and Change in Independent India's Villages"; "Problems of Urban Life: Calcutta"; "Population Growth and Government Policies of Family Planning and Sterilization"; "Indira Gandhi's Political Leadership"; "Women, Fertility and Culture in India"; "The Women's Movement in India."





X Additional Readings


1) CHINA



K.S. Latourette, The Chinese; J.K. Fairbank, E.O. Reischauer and A. Craig, East Asia: Tradition and Transformation; Rene Grousset, Rise and Splendour of Chinese Empire; Michael Lowe, Imperial China; Werner Eichorn, Chinese Civilization; Marcel Granet, Religion of the Chinese People; K.C. Chang, Early Chinese Civilization; Joseph Needham, et. al., Science and Civilization in China; H.G. Creel, Birth of China; and Origins of Statecraft in China; and What is Taoism?; and Confucius; and Chinese Thought; Arthur Waley, tr., Analects of Confucius; and The Way and Its Power; Fung Yu Lan, Chinese Philosophy; Donald Munro, Concepts of Man in Early China; Richard Walker, Multistate System of Ancient China; Ying Shih Yu, Trade and Expansion in Han China; Chou Yun Hsu, Ancient China in Transition: Social Mobility; E.A. Krackle, Civil Service in Early Sung China; Jacques Gernet, Daily Life on Eve of Mongol Invasion; Edward Schaefer, Golden Peaches of Samarkand; Arthur Wright, Buddhism in Chinese History; E. Zurcher, Buddhist Conquest of China; Holmes Welch, Parting of the Way (Taoism); and Practice of Chinese Buddhism, 1900-50; Owen Lattimore, Inner Asian Frontiers of China; Franz Michael, Origin of Manchu Rule; Charles Hucker, Traditional Chinese State in Ming Times; James Parsons, Peasant Rebellions: Late Ming Dynasty; Pearl S. Buck, tr., All Men Are Brothers; Jonathan Spence, Kang Hsi, Emperor of China; and Tsao Yin and Kang Hsi: Bondservant and Master; and Death of Woman Wang; Lawrence Kessler, Kang Hsi and Ching Rule; Pei Huang, Autocracy at Work; Evelyn Rawski, Education and Popular Literacy in Ching China; and Agricultural Change and Peasant Economy in South China; Ray Huang, Taxation and Finance in Ming China; Yeh Chien Wang, Land Taxation in Imperial China; Lawrence Krader, Asiatic Mode of Production; Etienne Balzacs, Chinese Civilization and Bureaucracy; Ching Li Chang, The Chinese Gentry; Ping Ti Ho, Ladder of Success in Imperial China; Sidney Gamble, North China Villages, and Ting Hsien, North China Rural Community; Hsiao Tung Fei, Peasant Life in China; and (with Chih I Chang), Earthbound China; Maurice Freedman, Chinese Lineage and Society; Martin Yang, A Chinese Village; Morton Fried, Fabric of Chinese Society; Margaret Wolf, House of Lin: Chinese Farm Family; Maurice Freedman, ed., Family and Kinship in Chinese Society; Marion Levy, Family Revolution in China; Jing Su and Luo Lin, Landlord and Labor in Late Imperial China; R.H. Tawney, Land and Labour in China; Jack Potter, Capitalism and the Chinese Peasant; Ramon Myers, Chinese Peasant Economy; Tung Tsu Chu, Law and Society in Traditional China; Kung Chuan Hsiao, Rural China: Imperial Control; Silas Wu, Communication and Imperial Control; Thomas Metzger, Internal Organization of Ching Bureaucracy; David Buxbaum, ed., Chinese Family Law and Social Change; Paul Wheatley, Pivot of Four Quarters: Origins of Chinese City; Gilbert Rozman, Urban Networks; G.W. Skinner, ed., City in Late Imperial China; and (with Mark Elvin), Chinese City Between Two Worlds; David Buck, Urban Change in China; Immanuel Hsu, Rise of Modern China; Albert Feuerwerker, Rebellion in Nineteenth Century China; Jean Chesneaux, Peasant Rebellions; and Popular Movements and Secret Societies; Michael Gasster, China's Struggle to Modernize; Victor Nee and James Peck, eds., China's Uninterrupted Revolution; Roger Pelissier, Awakening of China; Mary Wright, Last Stand of Chinese Civilization; Albert Feuerwerker, China's Early Industrialization; Chi Ming Hou, Foreign Investment and Economic Development in China; Yen Ping Hao, The Comprador; J.K. Fairbanks, ed., Missionary Enterprise; Paul Cohen, China and Christianity; Paul Varg, Missionaries, Chinese, Diplomats; Wolfgang Franke, Reform and Abolition of Chinese Examination System; Peter Ward, Opium War; Jack Beeching, Opium Wars; Frederick Wakeman, Strangers at the Gate; J.K. Fairbank, Trade and Diplomacy on China Coast; James Harrison, Communists and Chinese Peasant Rebellions; Daniel Overmyer, Folk Buddhist Religion: Dissenting Sects; Jen Yuwen, Taiping Revolutionary Movement; Franz Michael, Taiping Rebellion; Vincent Shin, Taiping Ideology; Harold Shiffrin, Sun Yat Sen; C. Martin Wilbur, Sun Yat Sen; Mary Wright, ed., China in Revolution, 1900-13; Mary Rankin, Early Chinese Revolutionaries; Edward Rhoads, Chinese Republican Revolution: Kwangtung, 1895-1913; Joseph Esherick, Reform and Revolution, 1911; Michael Gasster, Chinese Intellectuals and Revolution of 1911; Martin Bernal, Chinese Socialism to 1907; Ralph Powell, Rise of Chinese Military Power; Jerome Chen, Yuan Shi Kai; Ernest Young, Presidency of Yuan Shi Kai; Edward Friedman, Backward Through Revolution, 1914-16; Chow Tse Tung, May Fourth Movement; Joseph Levenson, Confucian China and Its Modern Fate; Donald Jordan, The Northern Expedition: National Revolution, 1926-28; Hung Mao Tien, Government and Politics in Kuomintang China; Lloyd Eastman, Abortive Revolution: Nationalist Rule; Arthur Young, China's National Building Effort: Financial and Economic Record, 1927-37; Paul Sih, ed., Strenuous Decade: Nation Building, 1927-37; Chuen Tuan Sheng, Government and Politics of China, 1912-49; John Israel, Student Nationalism; and (with Donald Klein) Rebels and Revolutionaries; Jerome Grieder, Intellectuals and the State in Modern China; Robert Bedeski, State Building in Modern China; Parks Coble, Shangai Capitalists and Nationalist Government; Dan Jacobs, Borodin; Maurice Meisner, Mao's China and After; James Harrison, Long March to Power; Jacques Guillermaz, Chinese Communist Party in Power; and Chinese Communist Party, 1921-49; James Townsend, Politics in China; Peter Tang and Joan Maloney, Communist China: The Domestic Scene; Jean Chesneaux, Chinese Labor Movement; Arif Dirlik, Revolution and History: Marxist Historiography; Roy Hofheinz, Broken Wave: