E.H. Gombrich 'A Little History of the World' 14. An Enemy of History

Kent Kently
7 Jan 201704:00
EducationalLearning
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TLDRIn Chapter 14 of 'A Little History of the World,' the narrative delves into the story of Emperor Qin Shi Huang, the first emperor to rule a unified China. His disdain for history led to the infamous burning of books and records in 213 BC, aiming to erase the past and forge a new China from scratch. Despite his efforts to suppress history, the Han Dynasty that succeeded him embraced it, valuing ancient writings and Confucian teachings. The chapter highlights the importance of understanding history to innovate and the resilience of knowledge against attempts to suppress it, as the Han Dynasty's scholars and officials were required to master a vast array of historical texts and teachings.

Takeaways
  • πŸ“š **Historical Aversion**: Emperor Qin Shi Huang, also known as Shi Hong, ordered the burning of all history books, old records, and literary works in 213 BC to eliminate traces of past practices and start anew.
  • πŸ”₯ **Censorship and Punishment**: Along with the destruction of historical texts, Emperor Shi Hong also banned any possession of non-agricultural books, with severe penalties including death for those found in violation.
  • 🏰 **Unification and Transformation**: Shi Hong was the first to unify China under a single rule by conquering all other provinces and reorganizing the empire, which contributed to the naming of the country.
  • πŸ›£οΈ **The Great Wall**: Shi Hong initiated the construction of the Great Wall of China to protect the Chinese people from the warlike horsemen of the steppes, which remains a significant historical and architectural achievement.
  • πŸ‘‘ **Rise of the Han Dynasty**: After Shi Hong's reign, the Han family ascended to the throne and chose not to undo his works, maintaining a strong and unified China.
  • πŸ“š **Rediscovery of History**: Despite the burning of books, the Han Dynasty encouraged the collection and preservation of ancient writings, which had been secretly saved by many, and valued them highly.
  • 🧠 **Scholarly Governance**: China under the Han Dynasty was unique in that it was governed by scholars, not nobility, soldiers, or priesthood. This meritocratic system allowed anyone with knowledge and ability to become an official.
  • πŸ“ **Examinations for Officials**: Becoming a government official required passing difficult exams that tested one's ability to write thousands of characters and knowledge of ancient texts and teachings.
  • 🚫 **Futility of Censorship**: The script highlights that Shi Hong's attempt to erase history was in vain, emphasizing the importance of learning from past experiences when attempting to innovate.
  • 🌐 **Global Impact**: The story illustrates the universal truth that it's crucial to understand history before embarking on new endeavors, as it provides a foundation for informed decision-making.
  • βœ‹ **Respect for History**: The chapter concludes with a moral that it's unwise to prevent people from knowing their history, as it is an essential part of cultural identity and progress.
Q & A
  • Who was ruling over China around the time Hannibal was in Italy?

    -Emperor Qin Shi Huang was ruling over China around the time Hannibal was in Italy, shortly after 220 BC.

  • What significant action did Qin Shi Huang take against history in 213 BC?

    -In 213 BC, Qin Shi Huang ordered the burning of all history books, old reports, records, collections of songs and poems, and the writings of Confucius and Lao Tzu, considering them useless.

  • What was the only type of book spared from the burning ordered by Qin Shi Huang?

    -The only books spared from the burning were those on agriculture and other subjects deemed useful.

  • What was the consequence for anyone found in possession of banned books during Qin Shi Huang's reign?

    -Anyone found in possession of banned books was to be put to death.

  • What was the reason behind Qin Shi Huang's destruction of historical texts?

    -Qin Shi Huang wanted to wipe out every trace of how things had been done before to build an entirely new China, starting from scratch.

  • What massive construction project did Qin Shi Huang undertake?

    -Qin Shi Huang undertook the construction of the Great Wall of China to protect the Chinese people from the wild tribes of the steppes.

  • How did the Han family, who came to power after Qin Shi Huang, treat history?

    -The Han family did not continue Qin Shi Huang's destruction of historical texts. Instead, they valued and collected ancient writings, and Confucian teachings became important in governance.

  • What was the significance of the Han family's approach to governance and history?

    -The Han family's approach led to China being ruled by scholars rather than nobility, soldiers, or the priesthood. Knowledge of ancient texts and Confucian teachings became essential for government officials.

  • What was the requirement for becoming a government official under the Han dynasty?

    -To become a government official, one had to pass exams that tested their knowledge of thousands of characters, ancient books, and the teachings of Confucius and other scholars.

  • Why was Qin Shi Huang's attempt to destroy historical knowledge ultimately unsuccessful?

    -Many people had the courage not to burn the banned books, and these texts were later collected and valued even more highly, making Qin Shi Huang's attempt to erase history futile.

  • What lesson does the chapter imply about the importance of knowing history?

    -The chapter implies that it's crucial to know one's history before attempting to do anything new, as understanding past attempts and failures can inform and improve current and future actions.

Outlines
00:00
πŸ“š Emperor Qin Shi Huang's War on History

The first paragraph introduces the reader to Emperor Qin Shi Huang, the first emperor of a unified China, who ruled around the same time as Hannibal's campaigns in Italy. Qin Shi Huang is depicted as an enemy of history, as he ordered the burning of all history books, old records, and literary works in 213 BC, with the exception of practical texts on agriculture. He sought to eliminate all traces of the past to forge a new China from scratch. His actions were driven by a desire to create a completely new order, free from historical influences. Despite his attempts to erase history, the Han dynasty that succeeded him valued historical knowledge and Confucian teachings, leading to a system where scholars, regardless of their background, could rise to official positions based on their examination scores.

Mindmap
Keywords
πŸ’‘Hannibal
Hannibal was a Carthaginian general known for his military prowess, particularly his crossing of the Alps with elephants during the Second Punic War against Rome. In the context of the video, Hannibal's presence in Italy around 220 BC provides a historical timeframe for the events described, specifically the actions of the Chinese Emperor Shu Hong.
πŸ’‘Shu Hong
Shu Hong, also known as Qin Shi Huang, was the first emperor to unify China. He is known for his military conquests and for initiating the construction of the Great Wall of China. The video discusses his disdain for history, leading to the burning of historical texts and the promotion of books on agriculture and other 'useful' subjects.
πŸ’‘Burning of books
The act of burning books and historical records was a drastic measure taken by Emperor Shu Hong in an attempt to erase the past and start anew. This event is central to the video's theme of the conflict between historical preservation and the desire for a new order, illustrating Shu Hong's attempt to control knowledge and shape the future of China.
πŸ’‘Great Wall of China
The Great Wall of China is an iconic symbol of Chinese history and was initiated by Emperor Shu Hong as a defensive structure to protect the Chinese people from the nomadic tribes of Inner Asia. The video highlights the wall's significance as a physical manifestation of Shu Hong's vision for a unified and secure China.
πŸ’‘Confucius
Confucius was a Chinese philosopher whose teachings and moral principles have had a profound influence on Chinese culture and governance. The video mentions the writings of Confucius being among those ordered to be burned by Shu Hong, emphasizing the emperor's rejection of traditional thought and his aim to establish a new ideological foundation.
πŸ’‘Lao Tzu
Lao Tzu is the legendary founder of Taoism and the author of the Tao Te Ching, an influential text on Chinese philosophy and religion. His writings, like those of Confucius, were targeted by Shu Hong's decree, reflecting the emperor's attempt to suppress diverse philosophical thought and consolidate power.
πŸ’‘Chi
Chi refers to the province from which Emperor Shu Hong's family, the Qin dynasty, took its name. The video suggests that the name 'China' may have originated from the Prince of Qin, highlighting the significance of Shu Hong's family in the formation of the Chinese state.
πŸ’‘Han Dynasty
The Han Dynasty succeeded the Qin Dynasty and is known for its contributions to Chinese culture, including the restoration of historical texts and the promotion of Confucian teachings. The video contrasts the Han's approach to governance with that of Shu Hong, emphasizing the value of historical knowledge and intellectual diversity.
πŸ’‘Scholar-officials
The video discusses the Han Dynasty's system of governance by scholar-officials, where individuals could rise to high positions in the government based on their knowledge and success in exams, regardless of their social status. This system underscores the importance of education and meritocracy in Chinese history.
πŸ’‘Meritocracy
Meritocracy is a system where the best-qualified individuals are chosen for positions of power based on their abilities and achievements. The video highlights the Han Dynasty's implementation of a merit-based system for selecting government officials, which was a departure from the hereditary and military-based systems that preceded it.
πŸ’‘Cultural preservation
The concept of cultural preservation is central to the video's narrative, as it contrasts the destructive actions of Shu Hong with the Han Dynasty's efforts to collect and value ancient writings. This theme emphasizes the importance of history and cultural heritage in shaping a nation's identity and future.
Highlights

Emperor Shu Hong, the first emperor of all China, ordered the burning of all history books and records in 213 BC.

Shu Hong permitted only books on agriculture and other useful subjects, executing those found with prohibited books.

Shu Hong was not born into an imperial family but was the son of a prince, and his province was called Chi.

China is likely named after the Prince of Qin, who transformed the country by conquering all other provinces.

Shu Hong sought to wipe out traces of past practices to build a new China from scratch.

He initiated the construction of roads and the Great Wall of China to protect the people from wild tribes.

The Great Wall, a massive construction, still stands today as a symbol of China's strength and unity.

Shu Hong's reign was not long, and the Han family ascended to the throne, embracing history rather than destroying it.

The Han family valued ancient writings and Confucian teachings, leading to a revival of historical knowledge.

China became a country ruled by scholars, with exams determining one's ability to become a government official.

The exams were challenging, requiring knowledge of thousands of characters and ancient texts.

Shu Hong's attempt to burn books was in vain, as history and knowledge persisted despite his efforts.

The chapter emphasizes the importance of knowing history to build upon past experiences and innovations.

Attempting to prevent people from knowing their history is misguided and detrimental to progress.

The chapter concludes with the message that understanding history is crucial for any new endeavor.

The story of Shu Hong serves as a cautionary tale against the erasure of historical knowledge.

Transcripts
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