The Pity of Zhong-Yong王安石：伤仲永

There is a tendency within Chinese culture to emphasize hard work rather learning aptitude in achieving academic success. Negative responses towards ‘aptitude’ are obvious in the Chinese context, dating back to Wang Anshi’s (1021-1086) work of ‘The Pity of Zhong Yong’ in the Song Dynasty. The story tells of an intelligent child named Shang Zhong Yong, who when he was young showed much aptitude for reading and memorization abilities, but years later he was found to be no different from other people. This story suggests that ‘aptitude’ is not emphasized in a Chinese educational context. As such, intelligent tests are rarely encouraged in Chinese schools.

Below is the story told by Wang Anshi.

In my hometown Jinxi, there was a person called Fang Zhong Yong. His family has been peasants for generations. At the age of five, Zhong Yong had never known any writing tools. Suddenly one day he cried and asked for these things: pen, paper, ink, etc.His father was very surprised and borrowed ones from the neighbor. Zhong Yong immediately wrote a quatrain Jueju poem, and signed his own name. His poem was talking about supporting parents and people from the same clan should get along harmoniously with each other in accordance with seniority and the patriarchal relationship. The poem generated big buzz among scholars of the entire township.

Since then, Zhong-Yong could immediately complete a poem about any assigned issues and objects. And his poems are of literary talent and sound rationale. People in the whole county were surprised by his incredible talent. Gradually, people started to treat his father as special guest with respectful courtesy; some even paid money in order to ask for Zhong Yong’s poems. His father felt that this was profitable and lucrative. So he let Zhong Yong visit people one day after another and would not let him study at school.

I’ve heard this matter for a long time. In Mingdao Era (1032-1033), I returned to hometown with my father. At my uncle’s house I met Zhong Yong. He was already twelve or thirteen years old by then. I asked him to write a poem. His poetry couldn’t meet the reputation of the past.

It took another seven years when I came back from Yangzhou. Once again I came to uncle’s home, asked about Fang Zhong Yong’s current situation. He replied: ‘Just like ordinary people.’

Wang Anshi commented: Zhong Yong’s special intelligence was gifted at birth. He was endowed with much higher talent than average talented people. However, he eventually became an ordinary person, because he did not receive proper education afterward. As naturally intelligent to such an extent as Zhong Yong was, he became an ordinary person without proper education. Well, nowadays, for those who are not born smart, if they do not receive proper education, could they beat child prodigy Zhong-Yong and still become “ordinary people”?

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中华文化倾向于强调‘勤奋’而不是‘天资’为学习成功之要素。这种对‘天资’或‘才能’的负面看法在中国古书中是明显的，可以追溯到宋朝王安石（1021-1086）所写的‘伤仲永’的一篇文章。该故事说一个小孩小时候显示了很好的才能与记忆力，可是后来却与一般人没有两样。这个故事说明‘才能’不是中国教育所重视。所以，在中国学校中，‘才能测试’一向来是不被鼓励的。

以下《伤仲永》选自《王文公文集》：

金溪民方仲永，世隶耕。仲永生五年，未尝识书具，忽啼求之。父异焉，借旁近与之，即书诗四句，并自为其名。其诗以养父母、收族为意，传一乡秀才观之。

自是指物作诗立就，其文理皆有可观者。邑人奇之，稍稍宾客其父，或以钱币乞之。父利其然也，日扳仲永环谒于邑人，不使学。

余闻之也久。明道(宋仁宗年号，只有两年，1032-1033）中，从先人还家，于舅家见之，十二三矣。令作诗，不能称前时之闻。又七年，还自杨州，复到舅家，问焉，曰“泯然众人矣。”

王子曰：仲永之通悟，受之天也。其受之天也，贤于材人远矣。卒之为众人，则其受于人者不至也。彼其受之天也，如此其贤也，不受之人，且为众人；今夫不受之天，固众人，又不受之人，得为众人而已耶？