The China Democratic League (CDL) was established in March 1941 at a critical time when the Anti-Japanese National United Front was under threat from the authoritarian rule of the Kuomintang. The CDL implemented a political platform of advocating for resistance against Japanese aggression, upholding democratic principles, respecting freedom of thought, and promoting governance by law. It united a vast number of progressive intellectuals and social elites of the time, forming a gathering of extraordinary minds. Throughout different historical periods, esteemed members of CDL such as Huang Yanpei, Zhang Lan, Shen Junru, Yang Mingxuan, Wen Yiduo, Li Gongpu, Liang Shuming, Shi Liang, Hu Yuzhi, Chu Tunan, Wu Han, Fei Xiaotong, and many others, demonstrated humanistic conscience of intellectuals and a profound sense of social responsibility with powerful eloquence and diplomatic strategies. They have been involved in major national events, making clear and strategic proposals on politics, economics, military affairs, diplomacy, education, and social development, sowing the seeds of equality, democracy, and freedom throughout China.
In those turbulent years of dramatic change and upheaval, the tides of history propelled the CDL and its dedicated patriots for national rejuvenation into the limelight. These individuals transformed China’s destiny and reshaped their own lives as well. They made outstanding contributions to historical progress, national prosperity, national rejuvenation, and the advancement of democratic politics. Intertwining their personal destinies with the survival of the nation, they dedicated their lives to the pursuit of democracy and prosperity, leaving a legacy of invaluable spiritual wealth. Their exploration for a new democratic society continues to have significant influence and relevance today.
In this era of peace and prosperity, we seek to preserve this precious historical legacy and to ensure that future generations remember the spirit of independence, the thought of freedom, and the tireless efforts of these predecessors for the nation and its people. After years of meticulous preparation and accumulation, we are proud to present the Historical Documents of the China Democratic League series. This publication is not merely a reflection on the past or a tribute to the pioneers; nor is it merely an academic exercise in clarifying history or evaluating historical figures. More importantly, it serves as a means to revisit that challenging history, to inherit the sincere bond forged through shared trials and triumphs between the CDL and the Chinese Communist Party, and to commemorate the immense contributions of the CDL pioneers to the founding of New China. It highlights the evolution of modern Chinese society and the patriotic spirit of progressive intellectuals. At the same time, it fulfills the need to inspire the CDL to pass on its torch to future generations and continue move forward with the times. Above all, it aims to bring back to life for posterity the remarkable figures and their legendary, moving stories
The road ahead is long and arduous; we will explore it relentlessly. The publication of the Historical Documents of the China Democratic League is both a tribute to and a continuation of the legacy of multi-party cooperation forged by our predecessors.
— Editorial Committee of the Historical Documents of the China Democratic League
The Beiyang Government Period (1912-1926).............................................................................................1
The Essence of the Republic .................................................................................................................. 2
Vocational Education for Social Productivism.................................................................................. 15
The Essential Principles for Normal School Students...................................................................... 26
Experimentalism and New Education................................................................................................32
The Integration of Teaching and Learning ........................................................................................37
The First-Class Educator .....................................................................................................................40
New Education...................................................................................................................................... 42
The Study of Student Self-Governance .............................................................................................. 51
The Opportunities and Responsibilities of Educators......................................................................60
The New Trends in Normal Education...............................................................................................67
The Necessity of Experimental Education in Secondary Schools....................................................71
Dynamic Education.............................................................................................................................. 76
Two Major Elements of University Education.................................................................................. 86
Education and the Scientific Method................................................................................................. 89
The Elements of Scholarship — In Response to the Letter from Mr. Cheng Zhongyi................. 94
The Starting Point of Social Reform.................................................................................................. 95
The Republic of Five Ethnic Groups and the Responsibility of Educators....................................96
The Spirit of Students.......................................................................................................................... 99
Rebuttal of the Proposal for Designated School Districts.............................................................. 102
The Movement of Rural Normal Education....................................................................................108
My Perspective on Schools.................................................................................................................110
Manifesto for Establishing Rural Kindergartens............................................................................113
Our Tenets............................................................................................................................................117
On the Construction of Chinese Normal Education....................................................................... 119
The Fundamental Reform of Rural Education in China ............................................................... 126
The Nanjing Nationalist Government Period (1927–1936)....................................................................128
Educational Reform........................................................................................................................... 129
Action is the Beginning of Knowledge ..............................................................................................136
Education as a Tool for Life ...............................................................................................................139
How to help farmers to take the lead................................................................................................141
Equality and Freedom........................................................................................................................143
The “Pseudo-Intelligentsia”...............................................................................................................146
The Integration of Teaching, Learning and Practicing .................................................................. 157
Engaging the Mind in Physical Labor ..............................................................................................160
Teaching Ourselves by Teaching Others.......................................................................................... 163
How to Popularize Preschool Education..........................................................................................165
Preface to Chinese Education Reform...............................................................................................169
Reply to Zhu Duanyan....................................................................................................................... 171
Local Education and Rural Reconstruction.................................................................................... 182
A Comprehensive Explanation of the “Integration of Practicing, Learning and Teaching” ..... 185
Life of Education................................................................................................................................ 198
How to Avoid Being Left Behind in Our Times?—Response to a Letter from a Young Teacher206
Criteria for Selecting Children’s Books........................................................................................... 207
Professors of Florence ........................................................................................................................ 210
How to Learn from Edison................................................................................................................ 212
Better to Learn from AL....................................................................................................................213
The Children of Science ..................................................................................................................... 215
The Lives of the Chinese People ........................................................................................................217
Don’t Look Down on Apprentices.....................................................................................................219
The Mother of Thought......................................................................................................................220
A Response from a Teacher and Parent—Growth Demands Freedom........................................ 221
Right and Wrong ................................................................................................................................ 223
A Lesson in Teaching My Son by Doing ........................................................................................... 225
Education for Masters........................................................................................................................227
Children’s Science Education............................................................................................................228
Education as a Solution to National Crisis—The Combination of Hand and Mind................... 236
Two Educational Paths in China—Teaching Metal Laborers to Work and to Teach Manual
Laborers to Think ...............................................................................................................................239
Scientific Training Should Begin in Kindergarten..........................................................................243
Mutual Development of Hands and Mind....................................................................................... 244
Creative Education.............................................................................................................................250
“Acting-Knowing-Acting”................................................................................................................. 259
The Rebirth of Education.................................................................................................................. 261
Reading Books and Using Books.......................................................................................................265
What is the Difference Between Traditional Education and Life Education? .............................269
Pursuing towards the Forefront of the Times..................................................................................271
The New Meaning of Compulsory Education................................................................................. 272
The Cultural Cell................................................................................................................................274
Does It Make Sense? ...........................................................................................................................276
The Characteristics of Life Education............................................................................................. 280
Cultural Liberation............................................................................................................................ 283
The Period of the War of Resistance Against Japanese Aggression (1937–1945)................................ 288
Tao Xingzhi on Wartime Mass Education....................................................................................... 289
On Various Issues of Wartime Education........................................................................................ 291
Youth Education and the Ideological Issues.................................................................................... 293
The Founding Purpose of Yucai School............................................................................................294
Cramming Education.........................................................................................................................298
On Life Education— A Reply to a Friend’s Letter ......................................................................... 299
A Letter to Comrades on the 13th Anniversary of the Life Education Movement..................... 302
Manifesto on Creation........................................................................................................................306
Outline for the Implementation of Democratic Education............................................................ 310
Creative Education for Children...................................................................................................... 317
Shatter the Hell of Childhood, Create a Paradise for Children.................................................... 324
Democracy...........................................................................................................................................328
Democratic Education........................................................................................................................329
The Popularization of Democratic Education................................................................................. 331
Liberate Mr. Wu Xun—Written to commemorate the 107th Birth Anniversary of Mr. Wu Xun
.............................................................................................................................................................. 334
The Final Days (1946).................................................................................................................................337
Reeducation of Leaders......................................................................................................................338
Continue the Struggle for the New Education of the New China—To All Teachers and Students
of Yucai School.................................................................................................................................... 341
The Social University Movement...................................................................................................... 343
Primary School Teachers and the Democratic Movement.............................................................346
Chronology of Mr. Tao Xingzhi’s Major Life Events............................................................................. 352
Editor’s Afterword......................................................................................................................................357
Postscript.....................................................................................................................................................358
The Essence of the Republic .................................................................................................................. 2
Vocational Education for Social Productivism.................................................................................. 15
The Essential Principles for Normal School Students...................................................................... 26
Experimentalism and New Education................................................................................................32
The Integration of Teaching and Learning ........................................................................................37
The First-Class Educator .....................................................................................................................40
New Education...................................................................................................................................... 42
The Study of Student Self-Governance .............................................................................................. 51
The Opportunities and Responsibilities of Educators......................................................................60
The New Trends in Normal Education...............................................................................................67
The Necessity of Experimental Education in Secondary Schools....................................................71
Dynamic Education.............................................................................................................................. 76
Two Major Elements of University Education.................................................................................. 86
Education and the Scientific Method................................................................................................. 89
The Elements of Scholarship — In Response to the Letter from Mr. Cheng Zhongyi................. 94
The Starting Point of Social Reform.................................................................................................. 95
The Republic of Five Ethnic Groups and the Responsibility of Educators....................................96
The Spirit of Students.......................................................................................................................... 99
Rebuttal of the Proposal for Designated School Districts.............................................................. 102
The Movement of Rural Normal Education....................................................................................108
My Perspective on Schools.................................................................................................................110
Manifesto for Establishing Rural Kindergartens............................................................................113
Our Tenets............................................................................................................................................117
On the Construction of Chinese Normal Education....................................................................... 119
The Fundamental Reform of Rural Education in China ............................................................... 126
The Nanjing Nationalist Government Period (1927–1936)....................................................................128
Educational Reform........................................................................................................................... 129
Action is the Beginning of Knowledge ..............................................................................................136
Education as a Tool for Life ...............................................................................................................139
How to help farmers to take the lead................................................................................................141
Equality and Freedom........................................................................................................................143
The “Pseudo-Intelligentsia”...............................................................................................................146
The Integration of Teaching, Learning and Practicing .................................................................. 157
Engaging the Mind in Physical Labor ..............................................................................................160
Teaching Ourselves by Teaching Others.......................................................................................... 163
How to Popularize Preschool Education..........................................................................................165
Preface to Chinese Education Reform...............................................................................................169
Reply to Zhu Duanyan....................................................................................................................... 171
Local Education and Rural Reconstruction.................................................................................... 182
A Comprehensive Explanation of the “Integration of Practicing, Learning and Teaching” ..... 185
Life of Education................................................................................................................................ 198
How to Avoid Being Left Behind in Our Times?—Response to a Letter from a Young Teacher206
Criteria for Selecting Children’s Books........................................................................................... 207
Professors of Florence ........................................................................................................................ 210
How to Learn from Edison................................................................................................................ 212
Better to Learn from AL....................................................................................................................213
The Children of Science ..................................................................................................................... 215
The Lives of the Chinese People ........................................................................................................217
Don’t Look Down on Apprentices.....................................................................................................219
The Mother of Thought......................................................................................................................220
A Response from a Teacher and Parent—Growth Demands Freedom........................................ 221
Right and Wrong ................................................................................................................................ 223
A Lesson in Teaching My Son by Doing ........................................................................................... 225
Education for Masters........................................................................................................................227
Children’s Science Education............................................................................................................228
Education as a Solution to National Crisis—The Combination of Hand and Mind................... 236
Two Educational Paths in China—Teaching Metal Laborers to Work and to Teach Manual
Laborers to Think ...............................................................................................................................239
Scientific Training Should Begin in Kindergarten..........................................................................243
Mutual Development of Hands and Mind....................................................................................... 244
Creative Education.............................................................................................................................250
“Acting-Knowing-Acting”................................................................................................................. 259
The Rebirth of Education.................................................................................................................. 261
Reading Books and Using Books.......................................................................................................265
What is the Difference Between Traditional Education and Life Education? .............................269
Pursuing towards the Forefront of the Times..................................................................................271
The New Meaning of Compulsory Education................................................................................. 272
The Cultural Cell................................................................................................................................274
Does It Make Sense? ...........................................................................................................................276
The Characteristics of Life Education............................................................................................. 280
Cultural Liberation............................................................................................................................ 283
The Period of the War of Resistance Against Japanese Aggression (1937–1945)................................ 288
Tao Xingzhi on Wartime Mass Education....................................................................................... 289
On Various Issues of Wartime Education........................................................................................ 291
Youth Education and the Ideological Issues.................................................................................... 293
The Founding Purpose of Yucai School............................................................................................294
Cramming Education.........................................................................................................................298
On Life Education— A Reply to a Friend’s Letter ......................................................................... 299
A Letter to Comrades on the 13th Anniversary of the Life Education Movement..................... 302
Manifesto on Creation........................................................................................................................306
Outline for the Implementation of Democratic Education............................................................ 310
Creative Education for Children...................................................................................................... 317
Shatter the Hell of Childhood, Create a Paradise for Children.................................................... 324
Democracy...........................................................................................................................................328
Democratic Education........................................................................................................................329
The Popularization of Democratic Education................................................................................. 331
Liberate Mr. Wu Xun—Written to commemorate the 107th Birth Anniversary of Mr. Wu Xun
.............................................................................................................................................................. 334
The Final Days (1946).................................................................................................................................337
Reeducation of Leaders......................................................................................................................338
Continue the Struggle for the New Education of the New China—To All Teachers and Students
of Yucai School.................................................................................................................................... 341
The Social University Movement...................................................................................................... 343
Primary School Teachers and the Democratic Movement.............................................................346
Chronology of Mr. Tao Xingzhi’s Major Life Events............................................................................. 352
Editor’s Afterword......................................................................................................................................357
Postscript.....................................................................................................................................................358
Li Tong is an Associate Professor and MTI Supervisor at the School of Foreign Languages, Tianjin University. With over twenty years of experience in translation pedagogy and research, her expertise spans translation studies, intercultural communication, and translation education. She maintains an internationally oriented research perspective on cross-cultural communication. In 2020, as a China Scholarship Council-sponsored Senior Visiting Scholar at Northern Arizona University (USA), she conducted research on international communication strategies and higher education. Her scholarly output includes the English translation of The Educational Wisdom from Tao Xingzhi (Chicago Academic Press, 2024) and approximately ten first/corresponding-author articles in domestic and international journals.
Xu Jin, Professor at the School of Foreign Languages, Tianjin University, serves as Deputy Secretary-General of the Tianjin Couplet Association. She has authored one monograph (over 200,000 characters) and two translated works. As the first author or corresponding author, she has published more than ten academic papers in core journals domestically and internationally, covering fields such as international communication, American literature, and computer-assisted English language teaching. With long-term dedication to the preservation and global dissemination of traditional Chinese culture—particularly Tianjin-style cultural heritage—she is committed to promoting traditional culture abroad, amplifying China’s voice on the world stage.