In the tenets of Western political science, “limited government” is usually seen as the touchstone of modern constitutionalism. Yet significant issues can arise when one applies this framework to East Asia. By studying the origin of constitutionalism in China and Japan, my dissertation reexamines the idea that “limited government” is the core of modern constitutionalism. I argue that constitutionalism, as it was introduced in Meiji Japan and late Qing China, focused on strengthening the government rather than limiting it. Many might feel this affirms the popular belief in an inherent affinity for authoritarianism in the Chinese mind, but this dissertation disagrees, finding such a conclusion to be unfairly reductive, and dangerous to achieving a true cross-cultural understanding. It argues instead that Chinese constitutionalism’s desire to strengthen the state was not the manifestation of a cultural predisposition toward authoritarianism, but was instead consciously adopted and constructed in response to the chaotic realities of late 19th and early 20th century China. By studying the constitutional thought of Aristotle, Cicero, Machiavelli, Hobbes, the early English constitutionalists, Locke, Montesquieu, the American founding fathers, and others, I shine light on a dilemma that was as critical to late Qing China constitutionalism as it was to Aristotle’s ancient Greece, Machiavelli’s Renaissance Florence, and Lincoln’s splitting 19th century America: to achieve the delicate balance between a strong state and the limiting principles of a Republic. My argument calls for a reevaluation not only of Chinese constitutional thought, but also of current liberal constitutional theory, which tends to define the goal of constitutionalism simply as the limiting of governmental power. My research shows that the essential goal of constitutionalism, whether it takes place in the East or the West, in the present or the past, is not to move closer to one pole of authoritarianism or the other of limited government, but to strike an ideal balance between the two, depending on the specific context of a state’s time and place in history. / East Asian Languages and Civilizations

In 1901 the Qing regime, in power 1644-1911, took wide-ranging measures to reform the Chinese Empire. Fundamental changes were carried out within the field of education, resulting in the completion of China’s first modern educational system in 1904. Modern schools mushroomed across China and modern textbooks introducing non-traditional knowledge became common reading in the classrooms. Modern geography textbooks informed schoolchildren about the circumstances within the Empire and, to some extent, about the conditions in foreign countries. Thus these textbooks gave them an idea of their own nation in relation to the rest of the world.   The thesis examines the images of the inhabitants of the multiethnic Qing Empire, as encountered in a wide range of textbooks and other teaching materials, on the school subject of geography, used at various institutions of modern learning during the closing years of the Qing era. The focus is on the Han Chinese majority of China Proper (i.e. the eighteen provinces), although the images of the other major ethnicities of the Qing Empire are also examined, as well as the peoples of neighbouring Korea and Japan. This study highlights the extent to which the late Qing era was influenced by Japanese approaches towards reforms and modernization, especially in the field of education. During the process of introducing modern school geography in China, Chinese textbook compilers largely relied on Japanese sources on geography, thereby facing a Japanese, nationalistic and colonial discourse, which implied that Japan, as the most civilized nation in the East, was also in her right to dominate the region. Although Chinese educationalists hardly accepted Japan’s self-proclaimed position as the rightful leader of Asia, they were nevertheless influenced by Japanese descriptions of the continent and its peoples.