Intellectual developments may occur quickly while changes in scholarship are slower; the content of each has its own character. Because modern Chinese scholarship bore the assault of Western scholarship, traditional Chinese thought underwent numerous disturbances and Chinese scholarship also came to be thoroughly imbued with Western scholarship. The fifty years following the Opium War, and especially after the Sino-Japanese War of 1894-1895, quickly led to the emergence of a kind of “solid learning” in scholarship, but one that differed from the so-called “solid learning” of early Qing scholars. Between 1876 and 1879, high officials in Guangzhou and the Liangguang governor-general planned the establishment of an “office of solid learning” in order to teach Chinese children astronomy, mathematics, physics, electricity, chemistry, and optics. It is thus clear that at this time the scope of “solid learning” was virtually equivalent to that of Western “science.” By the time of the Sino-Japanese War (1895), Chinese had deeply reflected on the situation. The Hanlin scholar Wang Renjun thus founded the Journal for the Study of Science, and the Hunan school director Jiang Biao founded the New Journal of Hunan Learning to promote “solid learning” or science. The “solid learning” promoted by Wang Renjun included astronomy, geography/geology, humanities, and biology/physics. The “solid learning” promoted by Jiang Biao included mathematics, business, historical stories, geography, and communication. What the two men shared was a complete disdain for classical learning, and so the previous three-thousand-years-old scholarly mainstream was henceforth abandoned. The turn toward a “solid learning” whose content was completely transformed marked the first step of a transition in scholarship at this time.