Teaching Methods of the Family School cover

Teaching Methods of the Family School

Rating 3.0
Word count
57K words
Chapters
17

Tags

Summary

Tang Biao says: When fathers and elder brothers teach their juniors, it is not enough merely to engage a tutor at the age of six or seven and then claim that one has discharged one's own responsibility. They must mould the child in many ways (the meaning is 'guide'). While the child is young, teach him the manners of childhood; when he is somewhat older, choose an enlightened teacher and deliberate with him on the best possible course of study—which book shall be the principal subject, which book a supplementary subject, and which book shall follow upon the completion of another (the text and composition are included in this). Settle the principal and supplementary subjects and their order throughout, so that there is a definite rule to be observed, and what is learned will naturally be sound and proper. Further, choose worthy friends for mutual encouragement and assistance. Never let him keep company with cunning servants or harmful friends, who lead him with sensuality and tempt him into idle amusements and gambling. In this way the juniors' learning will surely succeed, and one may be said to have fulfilled the duty of a father or elder brother.

Editor's review

Taking as its starting point how fathers and elder brothers should teach their juniors, The Method of Teaching in the Family School is not concerned with line-by-line explanations of any one book, but with the overall rules of family education and the arrangement of the school. It stresses that fathers and elder brothers cannot regard sending a child of six or seven to a tutor as the discharge of their responsibility; rather, they must teach him the manners of childhood while he is young, and when he is somewhat older choose an enlightened teacher and deliberate on the curriculum, distinguishing principal from supplementary subjects and settling their order, so that study has a definite rule to observe. It also advocates choosing worthy friends for mutual encouragement and assistance, and avoiding cunning servants and harmful friends who lure the young with sensuality, idle amusements and gambling. These views are concrete and plain, and are of considerable value for understanding how the traditional family school operated and how much importance was placed on curriculum arrangement and the child's social environment. Read today, their emphasis on daily decorum, curricular order and the choice of surroundings can still provoke discussion, but readers should also note the historical background and educational conditions, and should not simply copy them.

Who it's for

A good fit for

  • Readers interested in traditional family school education, elementary schooling and the history of family education
  • Practitioners engaged in Chinese language teaching, class tutoring or extracurricular coaching
  • Parents concerned with their children's study habits and the arrangement of their growth environment
  • Students of ancient educational texts, family instructions and teaching methods

Not a good fit for

  • Readers looking for modern subject-teaching steps that can be applied directly
  • Readers expecting analysis through child psychology experiments or modern pedagogical frameworks
  • Beginners unwilling to engage with classical Chinese expression and the context of traditional education

Reading tips

  1. First sort out the three main threads of the book—choosing teachers, the order of principal and supplementary subjects, and the social environment—then read the whole text
  2. After each section, write down one question for discussion in a modern educational setting, distinguishing what can be borrowed from what needs adjustment
  3. Read alongside traditional family instructions and elementary schooling materials to understand the place of family school education within the larger textual system
  4. Annotate while drawing on one's own teaching or child-rearing experience, marking in particular concrete suggestions on curriculum arrangement and guidance in choosing friends

Contents

  1. 版权信息
  2. 家塾教学法
  3. 上卷
  4. 下卷
  5. 读书作文谱
  6. 卷一
  7. 卷二
  8. 卷三
  9. 卷四
  10. 卷五
  11. 卷六
  12. 卷七
  13. 卷八
  14. 卷九
  15. 卷十
  16. 卷十一
  17. 卷十二

FAQ

Is this book mainly about teaching methods for specific subjects?
No. It focuses more on how fathers and elder brothers and tutors should arrange a junior's education as a whole: teaching decorum while young, and when older choosing a teacher, fixing principal and supplementary subjects and their order, and attending to the child's social environment. How to explain a particular book line by line is not the book's main concern.
Are the educational ideas in the book still applicable today?
Its emphasis on daily decorum, curricular order and the choice of teachers and friends is still worth discussing, but the book addresses educational conditions under the traditional family school and the civil examination system. Today it should be read with historical understanding and critical borrowing, and its specific practices should not be transplanted directly into modern schools or families.
Why does the book place such special emphasis on the child's social environment?
The original advocates choosing worthy friends for mutual encouragement and assistance, and not letting juniors keep company with cunning servants or harmful friends, lest they be led astray by sensuality, idle amusements and gambling. This reflects the author's linking of academic success with the daily social environment, and his view that fathers and elder brothers are responsible for choosing the people around their juniors.

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About the author

唐彪 Author

Tang Biao is an author about whom little is publicly known: his native place, dates of birth and death, and specific life experiences are not clearly recorded, and what can be confirmed is mainly the circulation of his writings. The library holds two of his works, Methods of Teaching in the Family School (Jia shu jiao xue fa) and The Art of Kind Guidance by Fathers and Teachers (Fu shi shan you fa), commonly classified under Eastern philosophy and philosophical reading. Judging from their titles and subject matter, Tang Biao was concerned with traditional family-school education and the methods by which fathers and teachers instruct the young, discussing how to guide children step by step and how to replace harshness with patient, skillful persuasion. His writing belongs to the tradition of Chinese educational thought and teaching practice; such texts tend to be plain in language and close to everyday classroom situations, summing up practical teaching experience rather than building grand theoretical systems. Because biographical material is scarce, his influence rests chiefly on the later transmission and reading of these two works. For today's readers, Tang Biao's name is associated mainly with ancient elementary education and family-school teaching methods, and his works can serve as supplementary reading for understanding traditional educational ideas.