THE TAOIST PRIEST OF LAO-SHAN

There lived in our village a Mr. Want, the seventh son in an old family. This gentleman had a penchant for the Taoist religion; and hearing that at Lao-shan there were plenty of Immortals, 1 shouldered his knapsack and went off for a tour thither. Ascending a peak of the mountain he reached a secluded monastery, where he found a priest sitting on a rush mat, with long hair flowing over his neck, and a pleasant expression on his face. Making a low bow, Wang addressed him thus: "Mysterious indeed is the doctrine: I pray you, Sir, instruct me therein." "Delicately nurtured and wanting in energy as you are," replied the priest, "I fear you could not support the fatigue." "Try me," said Wang. So when the disciples who were very many in number collected together at dusk, Wang joined them in making obeisance to the priest, and remained with them in the monastery. Very early next morning the priest summoned Wang, and giving him a hatchet sent him out with the others to cut firewood. Wang respectfully obeyed, continuing to work for over a month until his hands and feet were so swollen and blistered that he secretly meditated returning home. One evening when he came back he found two strangers sitting drinking with his master. It being already dark, and no lamp or candles having been brought in, the old priest took some scissors and cut out a circular piece of paper like a mirror, which he proceeded to stick against the wall. Immediately it became a dazzling moon, by the light of which you could have seen a hair or a beard of corn. The disciples all came crowding round to wait upon them, but one of the strangers said, "On a festive occasion like this we out all to enjoy ourselves together." Accordingly he took a kettle of wine from the table and presented it to the disciples, bidding them to drink each his fill; whereupon our friend Wang began to wonder how seven or eight of them could all be served out of a single kettle. The disciples, too, rushed about in search of cups, each struggling to get the first drink for fear the wine would be exhausted. Nevertheless, all the candidates failed to empty the kettle, at which they were very much astonished, when suddenly one of the strangers said, "You have given us a fight bright moon; but it's dull work drinking by ourselves. Why not call Ch'ang-ngo 2 to join us?" He then seized a chop-stick and threw it into the moon, whereupon a lovely girl stepped forth from its beams. At first she was only a foot high, but on reaching the ground lengthened to the ordinary size of woman. She had a slender waist and a beautiful neck, and went most gracefully through the Red Garment figure. 3 When this was finished she sang the following words:–

Ye fairies! ye fairies! I'm coming back soon,
Too lonely and cold is my home in the moon.

Her voice was clear and well sustained, ringing like the notes of a flageolet, and when she had concluded her song she pirouetted round and jumped up on the table, where, with every eye fixed in astonishment upon her, she once more became a chop-stick. The three friends laughed loudly, and one of them said, "We are very jolly to-night, but I have hardly room for any more wine. Will you drink a parting glass with me in the palace of the moon?" They then took up the table and walked into the moon, where they could be seen drinking so plainly that their eyebrows and beards appeared like reflections in a looking-glass. By-and-by the moon became obscured; and when the disciples brought a lighted candle they found the priest sitting in the dark alone. The viands, however, were still upon the table and the mirror-like piece of paper on the wall. "Have you all had enough to drink?" asked the priest; to which they answered that they had. "In that case," said he, "you had better get to bed so as not to be behind-hand with your wood-cutting in the morning." So they all went off, and among them Wang, who was delighted at what he had seen, and thought no more of returning home. But after a time he could not stand it any longer; and as the priest taught him no magical arts he determined not to wait, but went to him and said, "Sir, I have traveled many long miles for the benefit of your instruction. If you will not teach me the secret of Immortality, let me at any rate learn some trifling trick, and thus soothe my cravings for a knowledge of your art. I have now been here two or three months, doing nothing but chopping firewood, out of in the morning and back at night, work to which I was never accustomed in my own home." "Did I not tell you," replied the priest, "that you would never support the fatigue? To-morrow I will start you on your way home." "Sir," said Wang, "I have worked for you a long time. Teach me some small art, that my coming here may not have been wholly in vain." "What art?" asked the priest. "Well," answered Wang, "I have noticed that whenever you walk about anywhere, walls and so on are no obstacle to you. Teach me this, and I'll be satisfied." The priest laughingly assented, and taught Wang a formula which he bade him recite. When he had done so he told him to walk through the wall; but Wang, seeing the wall in front of him, didn't like to walk at it. As, however, the priest bade him try, he walked quietly up to it and was there stopped. The priest here called out, "Don't go so slowly. Put your head down and rush at it." So Wang stepped back a few paces and went at it full speed; and the wall yielding to him as he passed, in a moment he found himself outside. Delighted at this, he went back to thank the priest, who told him to be careful in the use of his power, or otherwise there would be no response, handing him at the same time some money for his expenses on the way. When Wang got home, he went about bragging of his Taoist friends and his contempt for walls in general; but as his wife disbelieved his story, he set about going through the performance as before. Stepping back form the wall, he rushed at it full speed with his head down; but coming in contact with the hard bricks, finished up in a heap on the floor. His wife picked him up and found he had a bump on his forehead as big as a large egg, at which she roared with laughter; but Wang was overwhelmed with rage and shame, and cursed the old priest for his base ingratitude.

Why I Taught the Source

It is likely that the last time many American high school students were exposed to folktales was in their childhood when at bedtime they heard stories such as "The Ugly Duckling" and "The Princess and the Pea." In my AP World History class, I reintroduce students to folktales along with a method for comparing and contrasting the European and Asian cultures that produced them. Focusing on folktales from 1750 to 1850 provides an opportunity to shed light on the dynamic relationship between culture, childhood, and children.

For this particular lesson we examined two classic tales that while similar in many respects, highlight regional cultural differences especially in regard to childhood ideals. In Hans Christian Andersen's "The Red Shoes" (1845) the protagonist gives into temptation but is able to redeem herself in the end. Though temptation is at the center of P'u Sung-ling's "The Taoist Priest of Lao-Shan" (1766), the end result is humiliation rather than redemption.

How I Introduce the Source

The two-day lesson began with an examination of the cultural contexts relevant to each historical source: Imperial China and industrializing Europe during the 18th and 19th centuries. We defined "culture" and discussed its components and meanings. Rather than seeing culture as a catchall term for societal institutions such as religion and government, I encouraged my students to consider the ways in which attitudes, prejudices, and folklore also influenced everyday life. Defining culture in this way helped students to think about folktales as a method for influencing children's ideas and behaviors.

Building upon our prior discussions about methods of analyses in previous classes, I suggested that the students read these primary sources comparatively in order to analyze how the two tales were similar and how they differed.

Reading the Source

For homework, students read the two stories and took notes on the themes, ideas, and topics. I asked each student to answer two questions on their personal blog:

1. How are these two folktales similar? How are they different?
2. How would each folktale influence a child's cultural worldview?

Throughout the year students blog on Ning Ning, a social network that serves as a central location for student communication, reflection, and collaboration. Each student has their own blog where they routinely write entries, answer questions, and post relevant videos or world music that they find. The use of the Ning provides a central location and an interactive method of communication outside of class.

In addition to posting their own blog entry, students were asked to write a substantive comment on at least one of their classmates' blog entries in an attempt to offer a new approach or raise an issue for discussion. I graded the students on the value that they added to the discussion in both their own blog entry and in their peer commentary. As students posted their entries and comments, I noted the dominant themes and salient ideas in preparation for our next class meeting.

The next day, students met in groups of three for five minutes to discuss what they had discovered the night before. After the small group discussion, the class as a whole discussed the sources and what folktales might tell us about cultural values.

Reflections

In their discussion, students noted the emphasis on a belief system in both folktales. They mentioned that while "The Red Shoes" was a violent tale, the protagonist was able to repent and redeem herself because she was a Christian. While "The Taoist Priest of Lao-Shan" was not as violent, the protagonist's temptation left him in a state of humiliation.

Students determined that the two stories shared temptation as a common theme but noted the different results of that temptation. They concluded that both Mr. Wang from "The Taoist Priest of Lao-Shan" and Karen from "The Red Shoes" are both tempted by vanity. Whether it is for a pair of shoes or the secret of immortality, the theme is similar. While both characters are tempted, the students believed that their fates are vastly different. They recognized that redemption is found only in "The Red Shoes," where as Mr. Wang from "The Taoist Priest of Lao-Shan" is shamed for his temptation. The class decided that the regional differences in the folktales are based upon that fact. In the end, my students concluded that the emphasis on redemption in Christianity and the lack of redemption in Taoism helped define European and Chinese cultures during the 18th and 19th centuries and, in turn, influenced the development of the region’s children.

Analyzing these two tales provided students with an opportunity to understand one way in which cultural values were transmitted, that is, via childhood. This lesson was also designed to improve students' critical thinking and writing skills by demonstrating that while some childhood lessons are similar across cultures, there are also many important cross-cultural differences.

In examining the two regional folktales, my students discussed how these stories may have been used to teach moral lessons. By critically reading and analyzing similarities and differences, students' ability to compare and contrast showed improvement. This lesson on children, morals, and culture works well because it connects students to the stories that they read in their youth while helping them develop a better understanding of how literature can enhance our understanding of the meaning of childhood in culture and history.