Saturday, January 30, 2010

Abacus Bank Sponsors Chinese Language School of Connecticut



Thank you to New York's Abacus Federal Savings Bank for their very generous donation of $1,000 to the Chinese Language School of Connecticut.

Abacus' Chairman presented many non-profit organizations with grants at a ceremony at their headquarters, located on Canal Street New York. CLSC's president and board member, Susan Serven, attended on CLSC's behalf.

Abacus' gift will help CLSC provide interactive educational materials to allow even more children to learn Mandarin Chinese.

Xie Xie Ni!

CLSC & Ferguson Library, Stamford Celebrates the Year of the Tiger!


Thanks to the Ferguson Library's main branch for working with the Chinese Language School of Connecticut to host a celebration of the upcoming Year of the Tiger.

There was a language demo, arts and crafts for children, snacks supplied by the Ferguson, and a dragon dance and martial arts.

Wednesday, January 27, 2010

Dr. Henry Lee, Internationally-Acclaimed Forensics Detective, Celebrity Speaker and Author to speak at CLSC Chinese New Year Festival!

Just confirmed!

Internationally-acclaimed forensics detective, TV host, celebrity speaker and author Dr. Henry Lee to appear at CLSC's 8th Annual Chinese New Year Festival!

For info and tickets to the event please visit www.ChineseLanguageSchool.org.

For info on Dr. Lee please visit http://www.drhenrylee.com/

Great video: Chinese in U.S. Schools

Terrific Asia Society on why our children should be learning Chinese.

http://www.asiasociety.org/video/education-learning/chinese-language-schools?utm_source=Asia+Society+eNews&utm_campaign=f6f01c7ae8-eNews_012610&utm_medium=email

Friday, January 22, 2010

Chinese Immigrants Tell Stories of Angel Island

http://www.mercurynews.com/top-stories/ci_14224527

With reflection and tears, Angel Island turns 100
By Joe Rodriguez
jrodriguez@mercurynews.com

Malin Tom is an "emotional man," which explains why he kept his journey through Angel Island mostly to himself for 60 years.

"I did not want to cry in front of people," says Tom, now 81 and living in Santa Clara. "It is a sad story. I was so scared and poor. I was ashamed, and Chinese don't talk about their shame."

But he could not resist a granddaughter's plea a few years ago. Would he talk to her classmates about passing through the "Ellis Island of the West"?

"My granddaughter gave me courage."

And when Tom finally spoke it was as if a dam holding back immigrant tears had cracked, replenishing the soil of American history with bittersweet truth.

On Thursday, a ceremony in San Francisco

will commemorate — 100 years to the date — the opening of Angel Island's immigration station. The government will swear in 100 new American citizens. Some of the nation's top immigration officials will speak, as well as people who actually went through the island in San Francisco Bay, including poet Nellie Wong and her sister from Sunnyvale, Lai Webster.

The speakers won't sugarcoat the island's checkered past. Angel Island was different from its welcoming counterpart in New York Harbor.

About 500,000 immigrants passed through the island from 1910 to 1940. Of these, 300,000 were detained, a third of them Chinese. While most were ultimately allowed in, many, like Tom, waited months in a torturous limbo while their
backgrounds were investigated.

"Angel Island was really there to keep people out, not to welcome them," says Judy Yung, a University of California-Santa Cruz professor emeritus of American studies and author of two books on the subject. "We need to remember that. How can we use the lesson of Angel Island to live up to our ideal as a nation of immigrants?"

By the late 19th century, the easy gold in California was gone, an economic recession had settled in across the country and a new wave of immigrants from Asia and southern Europe stirred up a nativist backlash. Congress looked for scapegoats.

Even today Tom asks, "Why did they home in on the Chinese?"

He was 12 years old in 1939 and living with his mother in a poor village in Canton province. His father, Yip Way Tom, had sneaked through Angel Island in 1916 as "Jack Chew," the supposed son of a Chinese-American family. Under the Chinese Exclusion Act of 1882, laborers could only immigrate if they were the children or grandchildren of U.S.-born, Chinese-Americans.

"The Chinese figured out a intricate system right away," Yung says.

American-born Chinese who could sponsor relatives often sold their immigration slots to underground brokers, who sold them in Hong Kong to desperate immigrants like the Toms. Sometimes, undocumented Chinese here created entirely new identities on paper, especially after thousands of birth records were destroyed by the 1906 San Francisco earthquake and fire.

The Chinese men who came to Angel Island with these false identities were known as "paper sons."

At 4 feet, 81/2 inches tall, young Tom boarded a ship in Hong Kong with a new identity, May Kwong Chew, son of Jack Chew, and "coaching" notes about the Chew family. He had to study notes between bouts with seasickness because he would be grilled by interrogators on Angel Island bent on ferreting out paper sons and daughters.

"After three weeks on a ship," Tom says, "the next three months were even worse."

Tom remembers going through three or four interrogations: Where was the water well in your village? How many steps did your front porch have? When did your uncle in America die? What company did he work for? Did he have birthmarks, and where?

Then he, like the other detainees, waited as immigration agents checked out his answers. Tom waited three months, about average, but some detainees were forced to remain on the island up to two years.

Nothing frightened him more than the whispers of suicides. Yung says some immigrants who flunked the questioning probably killed themselves on the island, but there is no official proof.

"They would have been too ashamed to go home and face their families and villages," said Yung, whose own father was a paper son and adopted the surname "Yung."

She estimates that 4 percent of Chinese were deported from the island.

Immigrants channeled their hopes and desolation into poetry, which they etched on the walls of their prison barracks. Tom read some of these, but "they made me feel even more sad."

To help pass the time, he played games with other Chinese boys in the recreation yard and picked up a few words of playground English. Because of the strict segregation, he never met boys from other nations, though he could see them during their allotted time in the yard.

Mostly though, he mulled over the interrogation questions during the day, complained about "terrible mush" and other western food, and cried silently under his blanket at night.

"I didn't want to make noise for the others," he says.

After three months, he was released and traveled to San Diego, where his father delivered produce to restaurants. On a much better diet, Tom sprouted to nearly 6 foot tall and played basketball in high school. He mastered English and kept his Chinese.

When he and his father returned to China in 1947, they learned Tom's brother and sister had died during World War II, probably from disease. Tom married, but with the communists taking over, he and his new bride moved to the United States in 1949 and sailed through immigration as Mr. and Mrs. Chew.

He might have remained a Chew were it not for the "Chinese Confession Program," a sort of amnesty for undocumented immigrants in the early 1960s, so long as they weren't communists or criminals. After three decades in the shadows, he became Malin Tom again, and a U.S. citizen. More than 18,000 Chinese paper sons and paper daughters also confessed and were allowed to stay.

He raised a family, and owned a nursery in Silicon Valley. And he never talked to anyone in detail about Angel Island.

"Not even to me," says his wife, Jean.

Too much shame.

In 2001, Tom returned to the island after 61 years with his adult children and grandchildren, who had begged him to go. He says the hardest part was visiting a restored dormitory, where he spent so many tearful nights, remembering the sound of doors being locked behind him.

"I cried again," Tom says. "I'm still an emotional guy."

Contact Joe Rodriguez at 408-920-5767.


A look back through Angel Island history

An immigration station opens on Angel Island in San Francisco Bay on Jan. 21, 1910 to enforce the Chinese Exclusion Act of 1882.
As immigrants from Asia, Russia and Mexico arrive, the station is dubbed the Ellis Island of the West, but its detainees are segregated by race, ethnicity and gender.
About 500,000 immigrants pass through over the next 30 years, the majority of them Asians.
While Europeans arriving at Ellis Island passed through in two to three hours, Chinese immigrants at Angel Island endure interrogations that often lasted two weeks to six months, with a few forced to stay up to two years.
On Nov. 5, 1940 the last group of 200 immigrants on the island — 150 of them Chinese — are transferred to San Francisco. Congress repeals the exclusion act in 1943.
Today, visitors to Angel Island can visit a museum, restored dormitory and read the poems carved into the immigration station's walls. Guided tours are $4 for adults and $3 for children. For schedules and directions, go towww.aiisf.org or call 415-435-3392.
Source: Angel Island Immigration Station Foundation

Thursday, January 21, 2010

CLSC 8th Annual Chinese New Year Festival!






Please Join Us on Sunday February 7, 2010 for our Chinese New Year Festival!
When? Sunday, February 7, 2010, 12pm-4pm

Where? Stamford Plaza Hotel and Conference Center, Stamford, CT

How? Visit our web site: www.ChineseLanguageSchool.org for tickets; prices go up on Sunday, January 24, at midnight so please buy them soon!

In addition to a cooking demo, Columbia Chinese YoYo Team, crafts for children, face painting, a full, traditional Chinese buffet, an authentic Chinese wedding performance, a book sale, shadow puppets and much more, we are pleased to have author Grace Chang join us as Honorary Guest!

Grace Chang, beloved children's book author of Jin Jin the Dragon and Jin Jin and The Rain Wizard books will be performing and signing books at the Chinese New Year Festival! Grace will be delighting the children with a spectacular magic show with Jin Jin!

In addition to everything else, we’ll be doing a traditional Chinese Shadow Puppet Theater and Wedding Sedan (artfully created by engineering genius Tom Myers and artistic director Katy Chen Myers).

Wear your best Chinese attire and take pictures with the bride and groom! Or, for you romantic folks, Valentines’ Day is the week after our Festival…maybe some creative potential groom would consider proposing to his wished-for future bride in front of our wedding sedan?

Background follows.

Shadow puppet theaters were a form of popular entertainment in rural China for many centuries. The shows were performed in the evenings by travelling artisans using vellum puppets made from animal skins (hide). The stories used in performances were often based on myths, local legends and religious parables. At CLSC, we are using this ancient craft to introduce Chinese history, folktales and mythology to our students.


Wedding sedans were commonly used until this past century to carry brides to their weddings and their future husbands on their wedding day in China. The invited guests often follow the wedding procession through a community to the groom’s family compound for the ceremony and the wedding feast. The wedding sedans were often highly decorated using the colors of luck (red, gold and yellow) and fertility (fuchsia) as well as good luck symbols and calligraphy. The wedding procession following the sedan consists of family of the bride, guests and children dressed in gay attire. Musicians, gong players and young children carrying lanterns and noise makers often precede the sedan to announce the event to the community & invited guests.

The bride is escorted by her female relatives from the veiled sedan and remains veiled until after the wedding ceremony at which time the groom lifts the veil and is the first to see the bride. Chinese weddings symbolize the union of clans; celebrate the continuation of traditions and the promise of future generations to come. In addition to the Lunar New Year celebrations, Chinese weddings are the most important events in every Chinese family.

Chinese Growth in Schools

NY Times: Foreign Languages Fade in Class - Except Chinese

From http://www.nytimes.com/2010/01/21/education/21chinese.html?emc=eta1


January 21, 2010
Foreign Languages Fade in Class — Except Chinese
By SAM DILLON
WASHINGTON — Thousands of public schools stopped teaching foreign languages in the last decade, according to a government-financed survey — dismal news for a nation that needs more linguists to conduct its global business and diplomacy.

But another contrary trend has educators and policy makers abuzz: a rush by schools in all parts of America to offer instruction in Chinese.

Some schools are paying for Chinese classes on their own, but hundreds are getting some help. The Chinese government is sending teachers from China to schools all over the world — and paying part of their salaries.

At a time of tight budgets, many American schools are finding that offer too good to refuse.

In Massillon, Ohio, south of Cleveland, Jackson High School started its Chinese program in the fall of 2007 with 20 students and now has 80, said Parthena Draggett, who directs Jackson’s world languages department.

“We were able to get a free Chinese teacher,” she said. “I’d like to start a Spanish program for elementary children, but we can’t get a free Spanish teacher.”

(Jackson’s Chinese teacher is not free; the Chinese government pays part of his compensation, with the district paying the rest.)

No one keeps an exact count, but rough calculations based on the government’s survey suggest that perhaps 1,600 American public and private schools are teaching Chinese, up from 300 or so a decade ago. And the numbers are growing exponentially.

Among America’s approximately 27,500 middle and high schools offering at least one foreign language, the proportion offering Chinese rose to 4 percent, from 1 percent, from 1997 to 2008, according to the survey, which was done by the Center for Applied Linguistics, a research group in Washington, and paid for by the federal Education Department.

“It’s really changing the language education landscape of this country,” said Nancy C. Rhodes, a director at the center and co-author of the survey.

Other indicators point to the same trend. The number of students taking the Advanced Placement test in Chinese, introduced in 2007, has grown so fast that it is likely to pass German this year as the third most-tested A.P. language, after Spanish and French, said Trevor Packer, a vice president at the College Board.

“We’ve all been surprised that in such a short time Chinese would grow to surpass A.P. German,” Mr. Packer said.

A decade ago, most of the schools with Chinese programs were on the East and West Coasts. But in recent years, many schools have started Chinese programs in heartland states, including Ohio and Illinois in the Midwest, Texas and Georgia in the South, and Colorado and Utah in the Rocky Mountain West.

“The mushrooming of interest we’re seeing now is not in the heritage communities, but in places that don’t have significant Chinese populations,” said Chris Livaccari, an associate director at the Asia Society.

America has had the study of a foreign language grow before, only to see the bubble burst. Many schools began teaching Japanese in the 1980s, after Japan emerged as an economic rival. But thousands have dropped the language, the survey found.

Japanese is not the only language that has declined. Thousands of schools that offered French, German or Russian have stopped teaching those languages, too, the survey found.

To prepare the survey, the Center for Applied Linguistics sent a questionnaire to 5,000 American schools, and followed up with phone calls to 3,200 schools, getting a 76 percent response rate.

The results, released last year, confirmed that Spanish was taught almost universally. The survey found that 88 percent of elementary schools and 93 percent of middle and high schools with language programs offered Spanish in 2008.

The overall decline in language instruction was mostly due to its abrupt decline in public elementary and middle schools; the number of private schools and public high schools offering at least one language remained stable from 1997 to 2008.

The survey said that a third of schools reported that the federal No Child Left Behind law, which since 2001 has required public schools to test students in math and English, had drawn resources from foreign languages.

Experts said several factors were fueling the surge in Chinese. Parents, students and educators recognize China’s emergence as an important country and believe that fluency in its language can open opportunities.

Also stoking the interest has been a joint program by the College Board and Hanban, a language council affiliated with the Chinese Education Ministry, that since 2006 has sent hundreds of American school superintendents and other educators to visit schools in China, with travel costs subsidized by Hanban. Many have started Chinese programs upon their return.

Since 2006, Hanban and the College Board have also sent more than 325 volunteer Chinese “guest teachers” to work in American schools with fledgling programs and paying $13,000 to subsidize each teacher’s salary for a year. Teachers can then renew for up to three more years.

The State Department has paid for a smaller program to bring Chinese teachers to schools here, with each staying for a year.

In the first two years of its Chinese program, the Jackson District in Ohio said it had provided its guest teacher housing, a car and gasoline, health insurance and other support worth about $26,000. This year, the district is paying a more experienced Chinese guest teacher $49,910 in salary and other support, in addition to the $13,000 in travel expenses he receives from Hanban, bringing his compensation into rough parity with Ohio teachers.

Ms. Draggett visited China recently with a Hanban-financed delegation of 400 American educators from 39 states, and she came back energized about Jackson’s Chinese program, she said.

“Chinese is really taking root,” she said. Starting this fall, Jackson High will begin phasing out its German program, she said.

Founders of the Yu Ying charter school in Washington, where all classes for 200 students in prekindergarten through second grade are taught in Chinese and English on alternate days, did not start with a guest teacher when it opened in the fall of 2008.

“That’s great for many schools, but we want our teachers to stay,” said Mary Shaffner, the school’s executive director.

Instead, Yu Ying recruited five native Chinese speakers living in the United States by advertising on the Internet. One is Wang Jue, who immigrated to the United States in 2001 and graduated from the University of Maryland.

After just four months, her prekindergarten students can already say phrases like “I want lunch” and “I’m angry” in Chinese, Ms. Wang said.

Saturday, January 9, 2010

U.S. School System: What Isn't Learned?

"If during the first five or six years of school, a child earns good grades and high praise without having to make much effort, what are all the things he doesn’t learn that most children learn by third grade?...The World is Flat and China, Inc. remind us how readily Asians are bypassing us technologically, educa­tionally, and economically" Gifted Ed Week News, February 2007



(Thanks to Daisy Laone for this posting.)

Gifted Ed Week, News
GEW ‘09: What a Child Doesn’t Learn25 Feb
by Tracy Inman


Originally published in The Challenge, no. 18, Winter 2007, pp. 17-19.

If during the first five or six years of school, a child earns good grades and high praise without having to make much effort, what are all the things he doesn’t learn that most children learn by third grade?

Susan Assouline, co-author of A Nation Deceived: How Schools Hold Back America’s Brightest Students (2004)

Take a moment to answer this ques­tion yourself. Or have your child’s educators and administrators answer it. What isn’t learned? As you skim over your answers, you may be surprised at the sheer volume. But on closer look, you may be astounded by the depth and weight of those answers – and the impact they make on your child’s life.

WHAT ISN’T LEARNED?

Work Ethic

The World is Flat and China, Inc. remind us how readily Asians are bypassing us technologically, educa­tionally, and economically. One main reason for this lies in their work ethic. They aspire to the middle class life­style. They know that education and sacrifice are the paths for getting that. They look at education as a privilege – and it is.

In America (and aren’t we proud!), everyone has the right to an education. Sometimes it seems, though, that our young people would argue that ev­eryone has the right to a Nintendo DS with unlimited playing time, a cell phone by 5th grade, and a car by 16. They may also argue they are entitled to an allowance and that days off from school are for relaxation and play and not chores. Experts argue that this will be the first generation whose standard of living will not surpass (or even match) their parents’ socio-economic level. This is an entitled generation – or so they think.

Ben Franklin once said, “Genius without education is like silver in the mine.” We could alter that a bit for the 21st century American young person: “Genius without work ethic is like silver in the mine.” No matter how bright, our children will not succeed personally or professionally without a strong work ethic. Working hard at intellectually stimulating tasks early in their lives helps to develop that ethic.

Responsibility

Responsibility is conscience driven. We make the choices we do because it is the right thing to do. Dishes must be washed in order to be ready for the next meal. The research paper must be done well and on time if we want that top grade. Punctuality helps us keep our jobs, so even though we choose to stay up until 3:00 am to finish a novel, when the alarm sounds a very short two hours later, we’re up. Each day’s responsibilities must be met to be a productive family member, employee, and citizen.

Early in life, we should learn the or­chestrating role responsibility plays in our lives. And we also should realisti­cally learn the outcomes when respon­sibilities are not met. It’s all about cause and effect. If children do not live up to their responsibilities and if natural consequences are not enforced, we are not equipping children with this vital virtue.

Coping with Disappointment
Often our greatest lessons in life stem from falling flat on our faces! Through disappointment or failure, we learn how to pick ourselves up and continue. We learn perseverance and resilience. We learn that we’re not al­ways right and that we don’t need to be – that we may discover more through our failures than we ever imagined we could through our accomplishments!

When we face obstacles early on, we discover how to separate our identi­ties from the task itself – that means the failure of meeting the goal or accomplishing the task does not equal failure of us as people. Young people, especially those who are gifted and talented, must learn to take academic risks. They must learn to celebrate the outcome and be able to learn from the failure!

Self-Worth Stemming from the Accomplishment of a Challenging Task

We have all faced obstacles that seemed overwhelming, tasks that ap­peared too challenging. Giving up was never an option, so we worked and struggled and toiled until finally we overcame that obstacle or completed the task. The intrinsic rewards far outweighed the praise or even the pay earned at the end. We felt good about ourselves, our work ethic, our manage­ment skills, our persistence, and our ability. And even if the tangible out­come wasn’t the promotion or “A” we wanted, that was secondary to the inner sense of accomplishment and pride we felt.

When students never work hard at challenging tasks, they can’t experi­ence those intrinsic rewards. Natu­rally, then, they focus on the extrinsic rewards. By giving them good grades for little effort, we’re depriving them of this life-driving tool.

Time-Management Skills

Adults constantly juggle roles: par­ent, spouse, child, person, employee/employer, volunteer, neighbor, friend, etc. With each role come demands on our time and energy. Often these demands conflict with each other requiring us to budget our time very carefully. Through experience, we have gained time-management skills by keeping track of the responsibili­ties of each role, estimating the time needed to meet that responsibility, and then following through. We adjust and readjust based on our experiences.

We know how difficult we make our lives when we procrastinate; likewise, we know the sweetness of free time that comes from managing our time well. Young people who don’t have to put effort into their work to earn high grades won’t understand the time needed in order to do a job that would be acceptable in the work environment. Instead of gradually learning these lessons in schools, they may very well have crash (and burn) courses in the real world.

Study Skills

Self-discipline, time-management, goal setting – all of these are embed­ded in study skills. When children don’t need to study (because they already know the information or they have the ability to absorb it as they listen in class), they never learn vital study skills. So when they are present­ed with challenging material, whether that be in their first honors class or, even worse, in college, they simply don’t know how to study! How do you attack a lengthy reading assignment? How do you take notes in an organized fashion? How do you prepare for an exam that covers the entire semester’s material? Yes, study skills can be learned, but like most things in life, the earlier we acquire those skills, the better.

Goal setting

We can’t reach goals if we never set them nor can we reach goals if they are unrealistic. We also can’t reach goals if we don’t have a strategy in place that incrementally encourages us to meet that end goal. Students must have practice in goal setting and goal achievement. Those skills will impact their personal lives, their professional lives, their social lives, and even their spiritual lives!

Decision-Making and Problem-Solving Skills

Weighing pros and cons. Predicting outcomes of possible choices. Sys­tematically breaking down issues as to importance. Ranking possibilities and importance of criteria. All of these skills come into play when making a decision. All of these skills come into play when problem-solving. If children don’t ever have experience with this early on in their learning, then when it is time to make decisions about learn­ing and life, when it is time to solve professional and personal problems, they are ill equipped to do so.


Sacrifice

Yes, I would rather curl up with a wonderful read than dig into my taxes. But if my taxes aren’t complete by April 15, I am in trouble. Period. I would rather catch the latest Academy Award winning fi lm than bulldoze the dirty clothes into the laundry room and lose myself for the rest of the day. But wrinkled, dirty clothes don’t go very well with a professional image nor do they encourage lunch mates. As responsible adults, we well under­stand sacrifice. Sometimes we sacrifice our free time for our responsibilities. Sometimes we sacrifice what we want to do because others wish to do some­thing else. We fully understand that we must “pay our dues” in life.

But if young people procrastinate on assignments because they really want to finish the Xbox game or IM their friends while their shoddy work earns A’s, they’re not learning about real life. Excellence requires sacrifice. The IRS won’t care that the reason your taxes were late (and incorrect in just a couple of places) was because you’d rather spend time reading a novel. Your potential employer doesn’t even want to hear the excuse of choos­ing to watch a movie over the prepara­tion of your clothing for the interview. Life’s not always about fun or about what you want and when you want it. It’s about sacrifice and work ethic. It’s about working your hardest at chal­lenging tasks.

This list is only partial, and yours may well include values that this one didn’t. What’s particularly frightening with this one is that these are the ingre­dients for a successful life. What does a child not learn? He doesn’t learn the values and skills needed in order to be a productive and caring person who contributes to our world.

Sobering, isn’t it?

Sunday, January 3, 2010

"The Future Belongs to Mandarin": London Guardian

Do you agree with Martin Jacques, of the London Guardian, and visiting scholar at the London School of Economics, that China is "...regaining “lost international status,” becoming the first ancient civilization to re-emerge and reclaim its position as a dominant power"?

http://www.nytimes.com/2010/01/03/books/review/Kahn-t.html

January 3, 2010

Waking Dragon

By JOSEPH KAHN

Historians may someday debate whether the financial crisis that began a year ago is most notable for how much damage it did to the United States, or how little it inflicted on the world’s major rising power, China. Helped by huge state intervention and buoyant optimism almost surreally undiminished by the crisis of confidence across the Pacific, China has had a very good downturn. It is closing the gap with the world’s most developed economies faster than anticipated and could overtake Japan as the world’s second-largest economy when the final figures for last year are tallied.

China’s already rapid emergence is changing many things, from diplomatic alliances in Africa to the status of the dollar as the world’s favorite currency. It may also open minds to a provocative thesis that, until a short time ago, might have been dismissed as breathless hyperbole.

In “When China Rules the World,” Martin Jacques, a columnist for The Guardian of London and a visiting scholar at the London School of Economics, argues that China will not just displace the United States as the major superpower. It will also marginalize the West in history and upend our core notions of what it means to be modern.

This bold assertion, he acknowledges, rests on the assumption that nothing will derail the political stability and economic dynamism China enjoys today. It is not clear that even the most senior leaders in Beijing share Jacques’s faith in that forecast. But the future is unknowable, and his extrapolations are, if not provable, at least plausible. The strength of his book lies in his exhaustive, incisive exploration of possibilities that many people have barely begun to contemplate about a future dominated by China.

Much of the journalism and many of the best-selling books on China treat the country’s rise as an economic phenomenon. It is presented as a developing country, albeit the biggest one, that has opened its doors to the West, allowed a Western-style market economy to flourish and exported goods to wealthy consumers abroad. Those things are true. But Jacques argues that the focus on the economic side of the story has lulled the West into a false sense of security. “The mainstream Western attitude has held that, in its fundamentals, the world will be relatively little changed by China’s rise,” he writes. Rather, he says, “the rise of China will change the world in the most profound ways.”

Unlike Britain, the United States or Germany at various times during the past 200 years, China is not emerging on the world stage as a new, powerful nation-state. It is, instead, as one Chinese writer put it, China was the wealthiest, most unified and most technologically advanced civilization until well into the 18th century, Jacques points out. It lost that position some 200 years ago as the industrial revolution got under way in Europe. Scholars once viewed China as having crippling social, cultural and political defects that underscored the superiority of the West. But given the speed and strength of China’s recent growth, those defects have begun to look more like anomalies. It is the West’s run of dominance, not China’s period of malaise, that could end up being the fluke, Jacques writes.

Skyscrapers and stock markets in China look like those in the West, of course. But Jacques argues that the country’s cultural core resembles ancient China far more than it does modern Europe or the United States. It is accumulating wealth much faster than it is absorbing foreign ideas. The result, he says, is that China is nearly certain to become a major power in its own mold, not the “status quo” power accepting of Western norms and institutions that many policy makers in Washington hope and expect it will be.

The enduring loyalty of its enormous diaspora and even the global popularity of Chinese food testify to the appeal of Chinese culture abroad. But the pervasiveness of a country’s culture depends only partly on its appeal. It also depends on strength, which China is acquiring, and scale, which it already has.

Many Chinese have learned English to compete better in the world economy. But the future, Jacques writes, belongs to Mandarin. It is the national tongue of one in five people in the world, and it is rapidly edging out English as the preferred second language in Asia. In the early days of the Web, the language of cyberspace was English. But the explosion of Internet use in China will tip the balance to Mandarin before long.

China has pioneered its own style of economic production. If the Japanese became known for obsessive quality and just-in-time inventory controls, China has developed a reputation for speed and flexibility. Its companies mix and match suppliers; buy, copy or steal ideas; and churn out products just good enough and just cheap enough to sell. Many multinationals have trouble competing, even when they use Chinese labor.

China also manages its economy in its own fashion. Its public and private sectors blur together in ways that befuddle Americans accustomed to strict separation of government and business. Ferociously competitive entrepreneurs thrive alongside a “hyperactive and omnipresent” state that has never ceded its right to intervene.

As China finds its own path economically, it is unlikely to look west for political advice, Jacques suggests. Its ruling Communist Party, having largely set aside its socialist ideology, has become a modern version of an imperial dynasty. China’s Communist leaders have flirted with reviving Confucianist thought, positioning themselves as protectors of Chinese unity, the state’s traditional role. Many Chinese see that mission as sacred. Jacques argues, credibly, that most Chinese will back their leaders, with or without democratic reforms, as long as the country keeps getting stronger.

So how might the world work under Pax Sinica? Jacques ventures some fascinating guesses: The United States often promotes democracy within nations. China insists on democracy among nations. If the power of countries in the international arena were determined by how many people they represent, China would have more clout than all the Western democracies combined.

Jacques has lived in China, and he writes about his travels there. But it seems clear that he has developed his views from reading books and newspapers (a voluminous quantity of them, to be sure) rather than through any immediate experiences in China or by getting to know its people.

Possibly as a result, he dwells little on the everyday turmoil of Chinese life — the mélange of cultures in its cities, the violent uprisings of its peasants, the factional struggles in its leadership, the pollution in the air, the gridlock on the streets, the bubbly economy and the corrupt bureaucracy. Others have and will be more successful at conveying the human struggle for China’s future.

But the fact that China looks messier in practice than in books does not invalidate Jacques’s thesis. He has written a work of considerable erudition, with provocative and often counterintuitive speculations about one of the most important questions facing the world today. And he could hardly have known, when he set out to write it, that events would so accelerate the trends he was analyzing.

Joseph Kahn is a former Beijing bureau chief and now a deputy foreign editor of The Times.