China as depicted by western novels.

Abstract

The purpose of this dissertation is to explore the use of novels to supplement reading lists for American undergraduates studying the history of China. This study advocates that professors should seriously consider interspersing scholarly nonfictional works with fiction. An evaluation of the nine historical novels analyzed in this dissertation demonstrate that students can obtain a more realistic and accurate view of China by reading prudently-selected novels. The representative novels are: Manchu by Robert S. Elegant, Mandarin by Robert S. Elegant, The Good Earth by Pearl S. Buck, Jade by Patricia M. Barr, The Warlord by Malcolm Bosse, From A Far Land by Robert S. Elegant, The Three Daughters of Madame Liang by Pearl S. Buck, Dynasty by Robert S. Elegant, and Spring Moon by Bette Boa Lord.

This study is organized into four chapters. In the first chapter, information on the five authors is provided and the novels are described. The novelists are considered individually, and the examination of their backgrounds reveals that each of the writers spent considerable time in East Asia. The authors' first-hand knowledge of China gives credibility to their narratives. The nine novels are critiqued in chronological order. These book reviews substantiate, as well as, point out deficiencies in the novels.

Specific examples of how students' knowledge of China can be strengthened and enhanced by reading these works are provided in Chapters II and III. In Chapter II the way a reader can vicariously learn about Chinese customs and culture through a story is discussed. The narratives introduce the reader to daily routines, family relationships, religions, vocations, and avocations, which instill a greater understanding of China. In Chapter III the nine novels are considered in greater detail, as each pertains to a specific period of history. In this chapter, a novel is shown to offer an extra dimension to an event in history that a scholarly text cannot. The novels place characters in historical settings to voice bias, goals, or aspirations of the people living in a particular time frame.

The argument for the use of novels by college professors is the topic of the final chapter. The fundamental premise of these professors is that historical novels stimulate the students' interest in history. The description of methods and techniques used on several college campuses illustrates that novels add vitality to history. These professors supplement reading requirements with selected novels because the genre can provide a surprisingly accurate portrayal of history.