Category Archives: education

by | 4 April 2022 · 8:03 am

Cuban Revolution of 1933

From The Penguin History Of Latin America, by Edwin Williamson (Penguin, 2003), Kindle pp. 441-443:

The election to the presidency of the Liberal Gerardo Machado in 1924 at first promised an end to the graft of the previous administration. Enjoying widespread popularity, Machado embarked on a programme of public works and measures to diversify the economy. But the fall in sugar prices of the late 1920s led him to repress strikes and protests, and when he got a controlled congress to grant him a further six-year term in 1928, he faced an explosion of anger from the student movement. As Machado’s rule became increasingly repressive, students and middle-class intellectuals took to violence and terrorism. The students formed a Directorio Estudiantil, which was to play a continuing oppositional role in the island’s politics. In 1931 there appeared a secret organization calling itself the ABC, whose members were young middle- and upper-class nationalists inspired by the Peruvian Haya de la Torre’s APRA movement. ABC pistoleros resorted to assassinations and shoot-outs in the streets with Machado’s brutal police. The unrest spread as labour unions joined the opposition to the dictator.

Reluctant to send in troops as in the past because of the nationalist agitation, Washington used its ambassador, Sumner Welles, to negotiate an end to Machado’s rule. But the nationalists resented Welles’s intervention and called a general strike in August 1933 (the Communist Party, fearing a US invasion, withdrew its support for the strike and tried to do a deal with Machado, which discredited it in the eyes of students and nationalists). Machado finally bowed to the pressure and went into exile. There followed an upsurge of revolutionary activity – occupations of factories and sugar mills by workers, looting of wealthy districts, and mob attacks on collaborators with the dictatorship.

The moderate government of Carlos Manuel de Céspedes, installed by the army in concert with Sumner Welles, was unable to control the situation. In September 1933 a revolt of non-commissioned officers – among whose leaders was a Sergeant Fulgencio Batista – unseated Céspedes and handed over power to a five-man committee chosen by the Directorio Estudiantil. The Havana students had succeeded in creating a nationalist revolution and, after some confusion, they chose one of their professors, the patrician Dr Ramón Grau San Martín, as provisional president. Workers now occupied sugar mills, in some cases demanding wage rises at gunpoint; strikes, riots and gun battles broke out all over the island. Grau’s government passed a number of radical measures, such as the expropriation of a small number of US-owned sugar mills, some redistribution of land, the limitation of the working day to eight hours, restrictions on the employment of cheap non-Cuban labour from other Caribbean islands and the extension of the franchise to women.

Still, the revolution of 1933 was primarily the work of student agitation and, apart from the expected hostility of the USA and the Cuban business community, it was opposed by the Communists, the ABC nationalists and by ousted army officers, who staged a number of revolts. Four months later Grau’s government was overthrown by a coup led by Fulgencio Batista, who effectively became the strongman of Cuba for the next decade, ruling at first through presidential stooges and then, from 1940, in his own right.

Batista was a military populist, a mulatto from a very humble background who had risen from the ranks and whose core constituency remained the enlisted men of the armed forces. As befitted a Latin American leader of the 1930s, he presented himself as a benefactor of the people, using the resources of the state for nationalist and redistributive ends. In 1934 the Platt Amendment was at last annulled, and a larger US quota for sugar helped raise production from the doldrums of the 1920s and early 1930s. Although Batista had the backing of US and Cuban business interests, he took steps to cultivate the trade unions, passing social welfare legislation, building houses for workers and creating employment through large public works programmes. A new labour confederation, controlled by a Communist leadership, was incorporated into the strongman’s political machine. In the countryside, Batista redistributed some land and, following the example of the Mexican Revolution, initiated a programme of rural education, often staffed by army personnel.

Dismayed by the failure of the 1933 revolution, the students and radical nationalists formed a new party in memory of José Martí, the Partido Revolucionario Cubano-Auténtico, which became the principal opposition to Batista. Terrorism continued to be a habitual feature of political life, but by the late 1930s Batista felt secure enough to permit elections for a constituent assembly. In 1940 a new nationalist, social-democratic constitution was passed by a Batista-dominated assembly, which included universal suffrage, state rights over the subsoil, state ‘orientation’ of the economy and labour rights such as a minimum wage, pensions, social insurance and an eight-hour day.

The constitution of 1940 ushered in a period of legitimate democratic governments, though there was no weakening of the Cuban tradition of political gangsterism and corruption. Batista won a clean election in 1940 and continued to implement his populist programme in the improved economic climate fostered by the war and the consequent US aid. Yet radical nationalism reasserted itself in 1944; Batista lost the election – having forborne from rigging it – to Dr Grau of the Auténticos, and retired to the USA a wealthy man.

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by | 19 March 2022 · 10:03 am

Elite Unity of Portugal and Brazil

From The Penguin History Of Latin America, by Edwin Williamson (Penguin, 2003), Kindle pp. 208-209:

It was generally recognized in Portugal that Brazil was the engine of the imperial economy. Though Portugal might have reversed her trade deficit with Britain, it was only because she was herself in chronic deficit with her largest colony. The imbalance, however, did not lead to political frustration in Brazil. The Portuguese had been conspicuously successful in creating a unitary sense of empire in which the colonial élites could strongly identify with the mother country. In contrast to Spanish America, there was no great resentment against peninsular Portuguese: there existed little by way of a separate Brazilian culture for the élite; the involvement of sugar planters in the export-economy made for a common interest with Portuguese merchants, slave-traders and royal officials; finally, the massive presence of Africans and mulattos reinforced the identification of white Brazilians with their European cousins (family ties were, indeed, close).

The political value of this unitary sense of empire was well understood by Portuguese statesmen. Pombal, for instance, was careful not to alienate the Brazilian élites by his reforms. Posts in the bureaucracy and in the newly founded militias were open to Brazilians; local oligarchies were allowed to invest in the monopoly companies; the introduction of new crops into hitherto unsettled areas and the general expansion and liberalization of trade were designed to favour American as much as European Portuguese. Even the expulsion of the Jesuits, who had always opposed the white settlers’ Indian slaving and occupation of native lands, met with Brazilian approval – the large, well-managed estates of the Jesuits, as well as the Indian labour released by the destruction of the missions, provided excellent economic opportunities for wealthy merchants and planters. Brazil was considered to be fully a part of Portugal, even though it happened to be situated on the other side of the Atlantic Ocean; so much so, that the possibility of transferring the imperial court to Brazil in a time of peril had been mooted in Lisbon as early as the middle of the seventeenth century.

The American and French revolutions were to plunge all of Europe, Portugal included, into ideological and military turmoil.

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by | 14 March 2022 · 8:27 am

Status Seekers in Spanish Colonies

From The Penguin History Of Latin America, by Edwin Williamson (Penguin, 2003), Kindle pp. 135-136:

By the very nature of its foundation, Spanish American society was seigneurial and status-ridden, yet it lacked the means effectively to institutionalize differences in social status. The creole élites had to fall back on less well-defined symbols of status – landed wealth, racial purity and reputation. The standing conferred by landownership can be appreciated by the fact that merchants and mine-owners, once they became sufficiently wealthy, would invariably purchase a hacienda in order to acquire social prestige. This applied also to officials in Crown service. Yet, as we have seen, haciendas were not financially secure enterprises, and so whatever nobility a landed estate conferred could be lost through financial ruin.

A white skin was an indispensable qualification for nobility, for any taint of Indian or African blood would just as surely diminish a creole’s status as suspicion of Jewish ancestry compromised the nobility of a peninsular Spaniard’s lineage. Medieval Spanish concepts of ‘purity of blood’ were thus transferred to the Indies, but given new meaning in a markedly different racial environment: whiteness distinguished those who belonged to the race of the conquerors from the conquered or the enslaved. Hence the obsessive interest shown by American Spaniards in classifying and ranking the various permutations of race (see below). But even racial purity was an unreliable guide to social eminence, for by the late seventeenth century miscegenation had become so widespread that very few families of hacendados were totally free of mixed blood. Since whiteness was no longer a sufficient criterion of superiority, it had to be supplemented, or the lack of it compensated for, by other symbols of social quality – the most powerful of which was the pedigree or reputation of a family.

The surest source of reputation was mando, the power to command subordinates and bestow favours on clients: it was the closest a socially eminent creole could come to the condition of the European aristocrat who had rights of jurisdiction over vassals. Mando was necessarily more diffuse and could be exercised in different spheres. Thus, the higher clergy, the great mine-owners and the very wealthy transatlantic merchants possessed mando and could belong to the upper class. The hacienda, in a sense, was an accessory of mando, not its source; it was the theatre in which a man of authority, whatever the origins of his wealth, could represent to others the extent of this authority in the number of his dependants, clients, retainers, servants and workers. Because it lacked the true stamp of royal approval, nobility in the Indies was highly gestural and charismatic – a matter of striking the right attitudes through lavish acts of generosity, disinterested hospitality, conspicuous consumption or displays of gallantry and honour. Thus the ‘non-economic’ behaviour of the creole upper class – taking out a large mortgage for no other purpose than to endow a chapel, say – was no arbitrary indulgence, but a social performance whose object was to advertise social rank.

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by | 13 March 2022 · 10:02 am

Reshaping Catholicism in Spanish Colonies

From The Penguin History Of Latin America, by Edwin Williamson (Penguin, 2003), Kindle pp. 101-102:

In summary, the Christianization of the American Indians was highly uneven. Difficult though it is to gauge the depth and quality of religious experience, the overall result of the heroic endeavours of these quite small bands of Spanish missionaries was a syncretism of Catholicism and Indian beliefs for large numbers of natives: beneath the externals of Catholic practice there often persisted an attachment to pagan rites and beliefs. Nevertheless, the balance between paganism and Christianity varied widely from one region to the next, and even between individuals no doubt. Sometimes pagan survivals might endure as little more than popular superstitions or dabblings in magic and sorcery, much as they did in remote parts of rural Spain or Ireland. In the Andes, on the other hand, the residue of pagan beliefs was far more evident and, in many secluded regions of America, pagan cultures survived virtually intact.

Still, there is no doubt that Catholic rites and devotions were observed in the vast majority of Indian settlements throughout the principal areas of Spanish rule. What is more, the sacramental character of Catholic belief, the cult of the Virgin and of the saints, the ritual of the Catholic liturgy, the opulence and splendour of religious architecture, art and music, undoubtedly appealed to the Indians and served to transmute pagan religious feeling into new Christian forms. A remarkable example of this is the cult of the Virgin of Guadalupe among the Indians of Mexico. The church that commemorates the appearance of the Virgin to the Indian peasant Juan Diego in 1531 stands on the site of an Aztec shrine to the goddess Tonantzin, Mother of the Earth. Similarly, the practice of penitential self-flagellation among some Andean peoples may derive from kindred acts of expiation in their ancient religions.

The missionaries themselves evidently had reservations about the effectiveness of their campaign of evangelization. In Mexico, there were early attempts to train a native clergy, but these were abandoned by the 1560s, and, thereafter, Indians were deemed unfit for the priesthood. Despite some efforts by the authorities in Rome in the early seventeenth century to encourage the recruitment of Indians, the clergy of the Indies remained white until well into the eighteenth century. Mestizos were also excluded from holy orders, ostensibly because of their illegitimacy – though there was clearly an element of racial prejudice, for the situation did not improve even after a papal dispensation for illegitimate mestizos was granted in 1576.

The result was that the Church remained a Hispanic and colonial institution and, for all their dedication to the Indians and their defence of native rights against the settlers, the missionary orders never relinquished a tutelary and paternalistic attitude towards the native peoples.

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by | 1 March 2022 · 9:48 am

San Martin’s Plans for Peru, 1822

From Bolivar: American Liberator, by Marie Arana (Simon & Schuster, 2013), Kindle pp. 299-300:

When they finally spoke about the political system San Martín had in mind for Peru, Bolívar’s suspicions were confirmed. The Protector laid out his plan for establishing a monarchy with a European prince in rule. Bolívar had heard rumors about this, but hoped they weren’t true. A year before, he had sent one of his aides, Diego Ibarra, to Lima, with a letter of congratulations for San Martín and instructions for Ibarra to learn what he could. Was San Martín considering a monarchical plan and, if so, how deeply was he committed to it? “Sound out the general’s spirit,” he ordered Ibarra, “and persuade him, if you can, against any project of erecting a throne in Peru, which would be nothing short of scandalous.” Now he was hearing about a Peruvian king from the Protector himself. San Martín explained to Bolívar that he had spoken about his plan to both viceroys; that he had sent a delegation of diplomats to England months before to discuss just such a throne and which prince or duke might fill it. If England weren’t willing, his delegates would look for qualified candidates in Belgium, France, Russia, Holland, or—even—Spain. It was the reason he had stalled in forming a Peruvian congress or drawing up a Peruvian constitution. As far as San Martín was concerned, the nation was not ready for democracy—education was in a shambles; ignorance abounded; the pillars upon which democracy could depend did not exist. Bolívar might have agreed on this last point, but he was viscerally opposed to royalty, to kings and queens, to that old, musty European system that had required so much American blood to purge. He would not hear of it. Bolívar left the meeting as somber and impenetrable as a sphinx. San Martín left it deeply mortified.

There had been no question that at every point of discussion, San Martín had been the supplicant, Bolívar the khan. The Liberator had everything the Protector needed: a winning army, the acclaim of his people, the luster of success, the recognition of a major world power. But Bolívar had given nothing; instead he had walked away deeply apprehensive of San Martín’s motives.

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by | 18 February 2022 · 9:07 am

Spanish Repression in the Americas

From Bolivar: American Liberator, by Marie Arana (Simon & Schuster, 2013), Kindle pp. 25-28:

FOR TWO HUNDRED YEARS, FROM the mid-1500s through the mid-1700s, the world that Spain had made had struggled against fiscal failure. The empire whose motto had once been a rousing Plus Ultra! had glutted world markets with silver, thwarted the economic growth of its colonies, and brought itself more than once to the brink of financial ruin. Nowhere was Spain’s misguided fiscal strategy more evident than in the streets of Caracas in the late 1700s, where a deep rage against the madre patria was on the rise.

The case of the Spanish American colonies had no precedent in modern history: a vital colonial economy was being forced, at times by violent means, to kowtow to an underdeveloped mother country. The principal—as Montesquieu had predicted a half century before—was now slave to the accessory. Even as England burst into the industrial age, Spain made no attempt to develop factories; it ignored the road to modernization and stuck stubbornly to its primitive, agricultural roots. But the Bourbon kings and their courts could not ignore the pressures of the day: Spain’s population was burgeoning; its infrastructure, tottering; there was a pressing need to increase the imperial revenue. Rather than try something new, the Spanish kings decided to hold on firmly to what they had.

At midnight on April 1, 1767, all Jesuit priests were expelled from Spanish America. Five thousand clerics, most of them American-born, were marched to the coast, put on ships, and deported to Europe, giving the crown unfettered reign over education as well as over the widespread property of the Church’s missions. King Carlos IV made it very clear that he did not consider learning advisable for America: Spain would be better off, and its subjects easier to manage, if it kept its colonies in ignorance. Absolute rule had always been the hallmark of Spanish colonialism. From the outset, each viceroy and captain-general had reported directly to the Spanish court, making the king the supreme overseer of American resources. Under his auspices, Spain had wrung vast quantities of gold and silver from the New World and sold them in Europe as raw material. It controlled the entire world supply of cocoa and rerouted it to points around the globe from storehouses in Cádiz. It had done much the same with copper, indigo, sugar, pearls, emeralds, cotton, wool, tomatoes, potatoes, and leather. To prevent the colonies from trading these goods themselves, it imposed an onerous system of domination. All foreign contact was forbidden. Contraband was punishable by death. Movement between the colonies was closely monitored. But as the years of colonial rule wore on, oversight had grown lax. The war that had flared between Britain and Spain in 1779 had crippled Spanish commerce, prompting a lively contraband trade. A traffic of forbidden books flourished. It was said that all Caracas was awash in smuggled goods. To put a stop to this, Spain moved to overhaul its laws, impose harsher ones, and forbid Americans even the most basic freedoms.

The Tribunal of the Inquisition, imposed in 1480 by Ferdinand and Isabel to keep a firm hold on empire, was given more power. Its laws, which called for penalties of death or torture, were diligently enforced. Books or newspapers could not be published or sold without the permission of Spain’s Council of the Indies. Colonials were barred from owning printing presses. The implementation of every document, the approval of every venture, the mailing of every letter was a long, costly affair that required government approval. No foreigners, not even Spaniards, could visit the colonies without permission from the king. All non-Spanish ships in American waters were deemed enemy craft and attacked.

Spain also fiercely suppressed American entrepreneurship. Only the Spanish-born were allowed to own stores or sell goods in the streets. No American was permitted to plant grapes, own vineyards, grow tobacco, make spirits, or propagate olive trees—Spain brooked no competition. It earned $60 million a year, after all (the equivalent of almost a billion today), by selling goods back to its colonies.

But, in a bizarre act of self-immolation, Spain enforced strict regulations on its colonies’ productivity and initiative. Creoles were subject to punishing taxes; Indians or mestizos could labor only in menial trades; black slaves could work only in the fields, or as domestics in houses. No American was allowed to own a mine; nor could he work a vein of ore without reporting it to colonial authorities. Factories were forbidden, unless they were registered sugar mills. Basque businesses controlled all the shipping. Manufacturing was rigorously banned, although Spain had no competing manufacturing industry. Most galling of all, the revenue raised from the new, exorbitantly high taxes—a profit of $46 million a year—was not used to improve conditions in the colonies. The money was shipped back, in its entirety, to Spain.

Americans balked at this. “Nature has separated us from Spain by immense seas,” exiled Peruvian Jesuit Viscardo y Guzmán wrote in 1791. “A son who found himself at such a distance would be a fool, if, in managing his own affairs, he constantly awaited the decision of his father.” It was as potent a commentary on the inherent flaws of colonialism as Thomas Jefferson’s “A Summary View of the Rights of British America.”

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by | 17 February 2022 · 10:27 am

Home Country Hegemony in Spain’s Colonies

From Bolivar: American Liberator, by Marie Arana (Simon & Schuster, 2013), Kindle pp. 18-20:

AS DON JUAN VICENTE [Bolivar, Simon’s father] SETTLED into his new life, he began to be alarmed by Spain’s dominion over it. For fifty years he had been a loyal subject of the king, a trusted judge, governor, and military commander, but by 1776, just as the British colonies declared their independence, Don Juan, too, was dreaming of insurrection. He had good reason to. Spain’s Bourbon regime, which had high ambitions, had decided to impose a strict rule over its colonies. It put into place a number of anti-Creole laws that had a direct effect on Don Juan Vicente’s businesses. First, Venezuela was separated from the viceroyalty of New Granada, a sprawling region that originally reached from the Pacific to the Atlantic over the northern territories of South America; next, an intendant was installed in Caracas to administer economic affairs, and a captain-general to rule over political and military matters. With a direct umbilical to Madrid now, Venezuela began to suffer tighter restrictions on its ranches, mines, and plantations. The Council of the Indies, which governed the Americas from Madrid and Seville, strengthened its hold. Taxes were increased. A ubiquitous imperial presence was felt in all transactions. The Guipuzcoana Company, a powerful Basque corporation that monopolized imports and exports, was reaping great profits on every sale.

If Don Juan Vicente feared the impact of these new regulations, he saw that the blow would be more than financial. Creoles were being squeezed out of government roles. Throughout the Spanish Americas, from California to Buenos Aires, Spain began appointing only peninsulares—those born in Spain or the Canary Islands—to offices that decided important affairs. This was a sweeping, ultimately radicalizing change, reversing a culture of trust between Creoles and Spaniards that had been nurtured for more than two hundred years. In Italy, an exiled Peruvian Jesuit priest, Juan Pablo Viscardo y Guzmán, wrote angrily that it was tantamount to declaring Americans “incapable of filling, even in our own countries, places which, in the strictest right, belong to us.”

The most infuriating aspect of this for Creoles such as Don Juan Vicente was that the peninsulares being assigned the highest positions were often inferior in education and pedigree. This was similar to a sentiment held for years in British America. Both George Washington and Benjamin Franklin had registered strong objections to preferences given to British-born subjects when it was clear that the American-born were far more skilled. In the Spanish colonies, the new emissaries of the crown were largely members of Spain’s middle class: merchants or midlevel functionaries with little sophistication. As they took over the most coveted seats of power, their inadequacies were not lost on Creoles who now had to step aside. In Spain, not everyone was blind to the implications. A Bourbon minister mused that colonial subjects in the Indies might have learned to live without freedoms, but once they acquired them as a right, they weren’t going to stand by idly as they were taken away. Whether or not the court in Madrid understood the ramifications, Spain had drawn a line in the sand. Its colonial strategy shifted from consensus to confrontation, from collaboration to coercion; and to ensure its grip on the enormous wealth that America represented, it put a firm clamp on its laws.

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by | 4 December 2021 · 3:58 am

Educating Japan’s Crown Prince, 1859

From Emperor of Japan: Meiji and His World, 1852–1912, by Donald Keene (Columbia U. Press, 2005), Kindle pp. 46-47:

Sachinomiya’s schooling began in 1859 when Prince Takahito (1812–1886) was appointed as his calligraphy teacher. The fact that Sachinomiya’s first teacher was a calligrapher suggests the importance attached to being able to write a distinguished hand. Although calligraphy was of only minor importance to a European prince, in Japan it was an indispensable element in the education of the aristocracy. A member of the imperial family was required to display his skill as a calligrapher on relatively few occasions, but it was essential that whenever he did write, his handwriting would be not merely acceptable but an imposing mirror of his character. It is difficult to say how proficient Emperor Meiji eventually became, however, because so little survives in his handwriting.

Sachinomiya had actually begun calligraphy practice during the previous year, but this instruction was apparently casual; now that he was in his eighth year, he was expected to study calligraphy (and other subjects) systematically under appropriate tutors. Prince Takahito was chosen to teach the prince calligraphy because his family had long been renowned for its penmanship. …

From this time on, Prince Takahito came several times a month on appointed days to offer calligraphy instruction to Sachinomiya. On June 4 the pupil presented for his teacher’s approbation some characters of which he had made fair copies, an occasion for a further exchange of gifts. By August 10 the young prince, apparently pleased with his own progress, was presenting to attendants samples of his calligraphy—one or two characters each, most frequently naka [中] and yama [山]. [These two ubiquitous characters were the first ones our daughter learned to recognize at age 2 when we lived in Zhongshan (中山) City, Guangdong in 1987–88.]

In the meantime, he had commenced another kind of study, reading the Confucian classics. On May 29 Fusehara Nobusato (1823–1876) was appointed as his reading tutor. During the first session with his pupil, he read a passage from the Classic of Filial Piety three times. Naturally, a boy of seven could not be expected to understand a Chinese philosophical text, even when read in Japanese pronunciation; but before long, Sachinomiya was able to recognize characters and read them aloud, following his teacher. This method of learning, known as sodoku [素読], was surprisingly effective, as we know from the generations of Japanese who learned Chinese in this way and were later able to read and write it competently; but it must have been excruciatingly boring for a boy to recite by the hour words that meant nothing to him.

As soon as Sachinomiya completed the sodoku reading of the Classic of Filial Piety, Emperor Kōmei commanded that he begin reading the Great Learning. In a sodoku class of boys of the same age, there might at least have been the pleasure of friendly emulation or perhaps fun shared at the expense of the teacher, but Sachinomiya at first had little companionship in his lessons. The nobleman Uramatsu Tarumitsu (1850–1915) became Sachinomiya’s sole school playmate in 1861, when he was eleven and the future emperor Meiji was ten (by Japanese count).

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by | 22 November 2021 · 7:04 am

China’s New Tibet Policy, 1994

From Eat the Buddha: Life and Death in a Tibetan Town, by Barbara Demick (Random House, 2020), Kindle pp. 144-145:

Tibet policy was handled by the United Front Work Department, a Soviet-inspired organization designed to coordinate relations between the Party and outsiders, including ethnic minorities. At a meeting in 1994 known as the Third National Forum on Work in Tibet, the Party directed the United Front to rein in Tibetan religious life. “The struggle between ourselves and the Dalai clique is not a matter of religious belief nor a matter of the question of autonomy; it is a matter of securing the unity of our country and opposing splittism,” read an internal version of the statement produced at the forum. The monasteries, they claimed, were breeding grounds for activism.

The new policy criminalized many aspects of Tibetan culture and religion. In the past, Communist Party members had been prohibited from visiting temples and monasteries and keeping shrines in their homes, but now the ban was extended to all government employees. That was a large slice of the workforce in a Communist system and included teachers, bus drivers, conductors, and the millions who worked for state-owned enterprises. All monks and nuns were also targeted for what was called “patriotic education,” indoctrination sessions to foster loyalty to the Communist Party.

At first these new policies applied only to what the Chinese designated as the Tibet Autonomous Region, centered around Lhasa. As part of Sichuan province, Ngaba was still enjoying the intellectual and cultural renaissance that had begun the decade before. But by the late 1990s, the United Front decided to expand the campaign, and their first target was Kirti, as one of the largest and most influential monasteries in the region.

It started so abruptly and dramatically that monks remembered the exact date: June 15, 1998. A work team of officials from the United Front and the State Administration for Religious Affairs showed up at Kirti. They set up a long table and chairs at the entrance to the assembly hall, a long gold-peaked building raised three feet off the ground, which gave the impression of being on a stage. All of Kirti’s monks, some of them quite elderly, were directed to sit cross-legged on the pavement in front like children—a breach of etiquette that was shocking to the younger monks who had never seen anybody position themselves above their seniors in that way. They also were appalled by the way the Communist Party officials were chain-smoking. Tibetans don’t smoke as much as Han Chinese and certainly never in a monastery.

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by | 21 November 2021 · 6:45 am

Tibetan Monastery Schools

From Eat the Buddha: Life and Death in a Tibetan Town, by Barbara Demick (Random House, 2020), Kindle p. 143:

MONASTERY SCHOOLS ARE often criticized for their old-fashioned ways. Students are instructed by rote memorization and are disciplined with the rod when their eyes invariably droop from the tedium. Kirti, however, was more like an elite boarding school. The school, which had opened in 1994, taught math and science as well as the traditional subjects like Buddhist philosophy and Tibetan language. The Dalai Lama, frustrated by the inadequacy of his own education as a young monk, had called for Tibetan monasteries to offer a more modern curriculum. Many Tibetan writers, filmmakers, and academics were monastery-educated. Kirti itself produced notable figures such as the vice president of PEN International’s Tibetan Writers Abroad, Lobsang Chokta Trotsik, and Go Sherab Gyatso, an essayist and blogger.

The young monks engaged in a ritualized form of debating, as integral to their studies as it is among Talmudic scholars. One group of monks would be assigned to defend a thesis, and the others to challenge it—punctuating the question with a sharp clap of the hands. If one took too long to answer a question, the other monks would protest with a round of three claps, indicating disapproval. A successful defense of a thesis would be approved with a vigorous round of stomping on the pavement, the monastic equivalent of a high five. The subject itself might be existential—what is the meaning of the Buddhist dharma or the impermanence of worldly phenomena—but it was carried out with such gusto to make it exercise for the body as well as the mind. The debates took place outdoors in the large courtyard in front of the main assembly hall, where members of the public could watch. Sometimes the debates lasted until eleven P.M. Dongtuk would tumble into bed past midnight, exhausted and exhilarated. He loved it. He was one of the best debaters in his age group, which gained him status not usually afforded to a short, unathletic boy with poor eyesight.

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