After the Boxer Uprising of 1900, many Chinese intellectuals lost confidence in the Qing government and searched for a symbol of national identity that could represent the Chinese nation. This resu1ted in a contest between two chronologies, one marking time from Confucius and the other from the Yellow Emperor. At the same time, the attempt of the “national studies” school to find a “national essence” in the larger traditional learning turned attention to the thought of the various ancient schools (zhuzi) that had been marginalized with the establishment of Confucian orthodoxy. This led to a struggle between the intellectual systems of the various (non-Confucian) schools and Confucianism. All these efforts were a response to the “cultural war” between China and the West. A symbol of China, regardless of whether it was to be found in tradition or simply “invented”, had thus to be open and all-inclusive. The resu1t was a comprehensive intellectual amalgamation that included both the Yellow Emperor and Confucius. Such “national learning” or “national spirit” would not only inherit the long tradition of Chinese learning through reinterpretation of the past but also provide room for the re-creation of a new intellectual system appropriate to the modem nation-state.