Top 6 Best Preparations for 'On the Morality of Society in Our Country' by Phan Châu Trinh for 11th Grade

A. CORE KNOWLEDGE

1. Author

Phan Châu Trinh (1872-1926), also known as Tây Hồ, Hy Mã, and Tử Cán, was a poet, writer, and political activist during Vietnam's modern history. He was born in Tây Lộc village, Tiên Phước district, Tam Kỳ province (now part of Phú Ninh district, Quảng Nam). His career began in 1901 when he passed the Phó bảng examination and briefly served as a government official before retiring to engage in revolutionary activities. He advocated for national salvation, promoting the exploitation of French colonialism to bring about reforms and create a prosperous, independent nation. In 1908, he was imprisoned and exiled to Con Dao. In 1925, after a series of lectures, he fell ill and passed away, with his funeral becoming a national movement for patriotism. His writing, particularly political essays and passionate poetry, was a tool for revolution, advocating for reform and the revival of national pride. Major works: "Đầu Pháp chính phủ thư" (1906), "Tỉnh quốc hồn ca I, II" (1907, 1922), "Tây Hồ thi tập" (1904-1914), among others.

2. Work

This excerpt comes from part three of the speech "Đạo đức và luân lí Đông Tây" delivered by Phan Châu Trinh on November 19, 1925, at the Thanh Niên Association in Saigon. He asserted that Vietnam lacked social ethics, primarily due to the ignorance of the duties people have to one another, leading to a lack of solidarity and mutual concern. This absence of social ethics was exacerbated by corrupt rulers who prioritized their own interests and used feudalism to maintain power. Phan Châu Trinh believed that for Vietnam to gain freedom and independence, socialism must be promoted, and the people must work together for the collective good. The speech illustrated the courage of a patriotic leader who exposed the dark realities of Vietnamese society while advocating for a unified, progressive future.

B. EXERCISES AND SOLUTIONS

Question 1: Page 88, Vietnamese Language Textbook 11, Volume 2

Analyze the structure of the excerpt, identifying the main ideas in each section and their connections. What is the central theme of the passage?

Answer:
The structure of the excerpt consists of three parts:
First part: From the beginning... "The idea of ruling the world has long been lost" -> Asserting that the Vietnamese state lacks social ethics.
Second part: Continuing... "There is no socialism in Vietnam because of this" -> Highlighting the bleak state of society due to the absence of ethics.
Third part: The conclusion -> Promoting socialism as a solution for Vietnam's future.
These parts are interconnected as the author first establishes the lack of social ethics, uses comparisons with Western societies to emphasize the severity of the situation, and ultimately proposes socialism as the solution. The central theme is the importance of collective responsibility for the nation's progress and a brighter future.

Question 2: Page 88, Vietnamese Language Textbook 11, Volume 2
How does the author introduce the concept of social ethics in the first part of the excerpt to avoid misunderstanding?

Answer:
In the first part of the passage, the author directly addresses the issue of social ethics by asserting that Vietnam lacks them. He refutes the idea that friendship can replace social ethics and quotes Confucianism’s "Tề gia, trị quốc, bình thiên hạ" (to govern the family, the state, and the world). However, he points out that not everyone understands this principle correctly, with some even distorting its meaning. This straightforward approach avoids confusion and emphasizes the author's firm stance on the matter.

Question 3: Page 88, Vietnamese Language Textbook 11, Volume 2
In the second part of the excerpt, the author compares "Europe" and "France" with "our country". What are the main differences?

Answer:
In the second part, the author contrasts Europe and France with Vietnam in terms of citizens' awareness of their social duties.
In Europe and France, people are deeply aware of their responsibilities and the relationships between individuals. There is a strong sense of democracy, progress, and a commitment to fight for human rights.
Examples: "The socialist society in Europe is flourishing, so much so that..."; "In France, whenever those in power abuse their authority, people either protest, resist, or use legal means to seek justice."
In Vietnam, however, there is a lack of awareness about these responsibilities, with people indifferent to the suffering of others.
Examples: "People here don’t care if others are suffering or in need..."

Question 4: Page 88, Vietnamese Language Textbook 11, Volume 2
In later sections of the second part, what does the author identify as the cause of the lack of collective responsibility? How does he criticize the feudal system?

Answer:
The author points out that the lack of collective responsibility stems from the selfishness of the ruling elite. Feudal officials and scholars sought power and wealth, undermining the people’s unity to maintain their own positions. He criticizes the feudal system for promoting corruption, with officials exploiting the masses for their own gain. He refers to these individuals as "licensed thieves."
Examples include: "A person who becomes an official enjoys wealth, but does so at the expense of the people."
The author exposes the corrupt nature of the government by pointing out the inequality and exploitation suffered by the common people, all in the name of maintaining power.

Question 5: Page 88, Vietnamese Language Textbook 11, Volume 2
Comment on how the author blends emotional and argumentative elements in this excerpt.

Answer:
The author skillfully combines emotional appeal with logical argumentation. The logical elements consist of reasoned arguments that reflect his views on the absence of social ethics in Vietnam. The emotional elements appear through expressions of frustration, sympathy, and exclamation, such as "How pitiful!" and "Oh! A nation like this...".
This combination strengthens the persuasive power of the argument, allowing the author to present his case both logically and emotionally.

Exercise
Exercise 1: Page 88, Vietnamese Language Textbook 11, Volume 2
Reread the introduction and reflect on the circumstances and emotions the author experienced when writing this passage.

Answer:
The context of this work is from 1925, during a time when the nationalist democratic movement was gaining momentum in Vietnam. Phan Châu Trinh, having failed in his attempts to implement political reforms in France, returned to Vietnam to inspire the youth and intellectuals in Saigon through lectures.
The author’s emotional state when writing this passage was one of anger toward the corrupt rulers and sorrow for the suffering of the people. He longed for a positive change in society.

Exercise 2: Page 88, Vietnamese Language Textbook 11, Volume 2
What can be inferred about Phan Châu Trinh’s character and vision through this excerpt?

Answer:
The excerpt reveals Phan Châu Trinh’s deep patriotism and his progressive vision for the future. He was a highly educated man, driven by the desire to reform the nation and liberate it from colonial rule. His thoughts and actions were focused on creating a society based on justice, ethics, and mutual support. His anger towards the corrupt feudal system and his sympathy for the oppressed people are evident in his writing.

Exercise 3: Page 88, Vietnamese Language Textbook 11, Volume 2
Does Phan Châu Trinh’s vision for social ethics still hold relevance today? Why or why not?

Answer:
Phan Châu Trinh’s vision of social ethics remains relevant today. His idea of building a society based on mutual respect, cooperation, and a commitment to the common good is crucial, especially in a world where self-interest often prevails. While Vietnam has made significant progress, there are still challenges regarding social responsibility and ethics, making his ideas more pertinent than ever.

Extended Reference
Question 1: The value of content and art in "Về luân lí xã hội ở nước ta"
Answer:
1. Content value
The excerpt showcases the courage of a patriot who exposes the dark realities of society, advocates for collective progress, and envisions a brighter future for the country. It emphasizes the need for collective action to overcome challenges and build a socialist system that serves the people’s interests.
2. Artistic value
The passage features a unique argumentative style, shifting from calm and gentle to firm and forceful, creating a persuasive and engaging rhetoric.

Question 1. The structure of the excerpt consists of three parts. What is the main idea of each part, and how are they connected? What is the thematic thought of the excerpt?

Answer:

* Structure of the excerpt: 3 parts

- Part 1 (from the beginning... the loss of the world has been long): The author affirms that in our country, there has never been a truly just and real social morality as it should be.

- Part 2 (continuing... Vietnam does not have it because of this): The author discusses social morality based on a comparison between French society and Vietnamese society.

- Part 3 (remaining): The solution

* The thematic thought of the excerpt:

- The excerpt demonstrates the passion and courage of someone deeply concerned about the fate of the nation. At the same time, the author praises the collective spirit for progress, aiming toward a brighter future for the country.

Question 2. In the first part of the excerpt, how does the author introduce the topic to avoid misunderstandings from the audience about the concept of social morality?

Answer:

This speech was presented by Phan Châu Trinh during a lecture at the Thanh Niên Association House in Saigon on the night of November 19, 1925. The primary audience was those attending the lecture (later extending to the entire Vietnamese population). Therefore, it is evident that the author’s approach is direct and impactful for the audience. The problem presented and affirmed is that Vietnam does not have social morality.

To dispel any misconceptions the listeners might have about their own understanding of this issue, the author uses a negative statement: "True social morality is completely unknown in our country, compared to the moral societies of other nations, we are far more ignorant." Anticipating the potential for misunderstanding or misrepresentation, the author further clarifies: "A word of friendship cannot replace social morality, so there's no need for explanation."

This introduction shows Phan Châu Trinh's sharp and perceptive thinking.

Question 3. In the second part, in the first two paragraphs, how does the author compare "Europe" and "France" with "our country"?

Answer:

The author compares the social morality between Europe, France, and Vietnam:

+ In Europe, and especially in France, there is a developed and widespread social morality:

- In Europe, socialism is widely practiced and has been developed extensively.

- In France, whenever an individual or a group is deprived of their rights, they either complain, resist, or assert their rights, utilizing fairness when heard.

+ In Vietnam, there is no social morality:

- The people are unaware of or do not understand what social morality is. They are indifferent, as if asleep, knowing nothing (apathetic, stagnant).

- Evidence: People here act as though indifferent to others, with no care for their fellow beings.

- Causes: There is no collective consciousness, and the people's awareness is lacking.

Question 4. In the following sections of part 2, how does the author point out the reasons for the people's lack of collective consciousness and disregard for public welfare? How does the author criticize the feudal monarchy system?

Answer:

In the final part of section 2, the author directly points out the reasons for the people's lack of collective consciousness and public welfare, without hesitation:

+ Students in the country are obsessed with power and the allure of titles, leading to deceit and flattery, only caring about the king, not the people.

+ The feudal system is stagnant, conservative, and backward. Corruption runs rampant, and no one dares to criticize or oppose it. The officials, both then and now, are nothing more than legalized robbers.

+ The social trend is to crave for power, chase after titles and prestige to be in a dominant position, eat first, speak arrogantly to others.

Question 5. Comment on the integration of emotional and argumentative elements in the excerpt.

Answer:

How the author integrates emotional and argumentative elements in the excerpt:

- Argumentative elements:

+ The reasoning is logical and well-structured;

+ Specific, factual evidence;

+ The writing style is lively and distinctive: sometimes gentle, soft; sometimes firm and resolute; sometimes powerful and forceful, sometimes tender.

+ Precise word choice and sentence structure that achieve high cognitive impact.

- Emotional elements: The use of exclamatory sentences, extended clauses, rhetorical questions, metaphorical imagery...

+ Phrases expressing deep solidarity with fellow citizens: "our people", "we…"

+ The tone is gentle and thoughtful:

=> The argument is convincing and strongly impacts both the cognition and emotions of the listener or reader.

EXERCISE

Question 1. Re-read the introduction and imagine the context of creation and the author's state of mind when writing the excerpt.

Answer:

The introduction clearly states that Phan Châu Trinh advocated for national salvation by utilizing French colonialism, abolishing the feudal monarchy system, and reforming all aspects of society to make the nation rich and powerful, thus establishing national independence. In this speech, in addition to fostering the spirit of collective progress, Phan Châu Trinh exposes the corruption and decay of the feudal monarchy system for this very purpose. One can imagine Phan Châu Trinh's state of mind when writing this excerpt as being filled with hatred for the corrupt officials, compassion for the people, concern for the country's fate, and hope for a brighter future for the nation.

Question 2. What can be sensed about Phan Châu Trinh's heart and vision through this excerpt?

Answer:

One can somewhat feel Phan Châu Trinh's heart and vision through this excerpt. Deep within every word of the excerpt is the heart of a person with a passionate love for his country, deeply concerned about the fate of the people, saddened by their suffering, and deeply loathing the corrupt officials.

The excerpt also reveals Phan Châu Trinh's far-sighted and sharp vision. He saw the close relationship between spreading socialism, cultivating the spirit of collective responsibility, and the mission of achieving freedom and independence. The ultimate goal is national independence, but the path must be chosen wisely. Phan Châu Trinh recognized the low level of education in Vietnam, the people's lack of collective consciousness (obstacles to national salvation), so he called for the creation of a collective spirit (a sense of responsibility for society, nation, and people). However, to have this collective spirit, new ideas, socialist ideas, must be spread to the Vietnamese people, thus "spreading socialism in Vietnam".

Question 3*. Does Phan Châu Trinh's advocacy for building social morality in Vietnam still hold relevance today? Why?

Answer:

Phan Châu Trinh's advocacy for building social morality in Vietnam remains relevant today. It reminds us of the importance of developing the spirit of collective progress to create a sense of responsibility towards the community and the nation's future. It also warns of the destruction of valuable social relationships if there are still selfish people, "obsessed with power, obsessed with fame and wealth", trying to amass riches without caring for societal condemnation.

I. General Overview.

1. Author: Phan Châu Trinh

– Phan Châu Trinh (1872 – 1926), also known as Tử Cán, with the pen name Tây Hồ and the alias Hy Mã.

– He was exceptionally bright from a young age, and even in his youth, he developed a strong sense of responsibility towards the nation. His studies and exams were not motivated by the desire to become a government official or seek fame and fortune, but rather to serve as a hidden hero. After passing exams and briefly serving as an official, he resigned to pursue revolutionary activities.

– Though his efforts to save the nation were not successful, his revolutionary spirit greatly influenced the early 20th-century patriotic movement.

– His notable works include: 'Đầu Pháp chính phủ thư', 'Tỉnh quốc hồn ca I,II', 'Tây Hồ thi tập', 'Giai nhân kì ngộ diễn ca', 'Thất điều trần', 'Đạo đức và luân lí Đông Tây', etc.

– His writing style: For him, literature was a weapon for revolution.

+ His political essays are marked by a powerful oratorical style, with well-structured and forceful arguments.

+ His poems overflow with emotion about the people and the land.

⇒ All of his works are imbued with patriotism and the spirit of democracy.

2. Work:

– Origin: 'Về luân lí xã hội ở nước ta' is an excerpt from the third section of his lecture 'Đạo đức và luân lí Đông Tây', delivered on the evening of November 19, 1925, at the Youth Association in Saigon.

– Structure:

+ Part 1 (from the beginning … “thiên hạ mất đi đã từ lâu rồi”): The author asserts that true social ethics has never existed in Vietnam.

+ Part 2 (continuing … “Việt Nam ta không có cũng vì thế”): The author compares the social ethics of France and Vietnam.

+ Part 3 (the remainder): The author advocates for the propagation of socialism among the Vietnamese people.

– Content: This excerpt reflects the passion and courage of a person deeply concerned with the fate of the country. The author also emphasizes the importance of collective progress, aiming for a brighter future for the nation.

II. Reading – Understanding the Text:

Question 1. Assert that no one in Vietnam knew about social ethics.

– Absolute negation: There has never been anyone in Vietnam aware of social ethics.

– The author also rejects the misunderstandings and distortions held by some:

+ A friend's advice cannot replace social ethics…+ Many who pass exams to become officials often cite the phrase: 'Tề gia trị quốc, bình thiên hạ,' but how many truly understand the essence of 'bình thiên hạ'?

– The dynamism in the author's thinking, sensitivity in social interactions, is evident in how his statement in the beginning creates a strong impact on the audience.

⇒ Directly addressing the issue, creating a lasting impression on the listener.

Question 2. The deficiency of social ethics in Vietnam compared to Western countries.

– In the first two sections, the author compares Europe (specifically France) and Vietnam on the following points:

+ The sense of duty between individuals:

• In France, when the rights of an individual or a group are oppressed, people fight for fairness.

• In Vietnam: The person suffering the misfortune bears the burden alone, with no one else caring.

• In the West, people form associations for the greater good, while in Vietnam, despite the knowledge of associations since ancient times, over the past few centuries, people have become isolated, indifferent, fearful, and uninformed about the significance of collective welfare.

– In later sections, the author identifies the reasons why people do not understand collective efforts or care about the common good: the corruption and reactionary nature of the ruling class.

+ The greed for power and wealth, corruption, and nepotism are rampant, from high-ranking officials to ordinary ones, from Confucian scholars to Western-educated elites—all are thieves with official permission.

– What is alarming is that, despite rampant corruption and exploitation, no one dares to criticize, praise, or even express contempt. Everyone passively accepts their fate without daring to fight back.

Question 3. The author's advocacy for spreading socialism among the Vietnamese people.

– The Vietnamese people must know how to form collective groups to protect their rights and help each other in life.

– They must stop relying on the power of authorities, end the practice of buying titles and ranks.

– They must overthrow the corrupt feudal system that has undermined social ethics.

– They must elevate public knowledge and consciousness, guiding the people toward the ultimate goal of national independence and freedom.

– The formation of collective organizations, the promotion of civic awareness, and calls for unity are essential.

Question 4. Artistic Techniques:

– The author's rigorous argumentation, combined with sincere and passionate emotion, creates a compelling effect.

– His far-sighted vision and sharp, progressive thinking are clearly reflected in his words.

– The author skillfully uses expressive elements: exclamations, rhetorical questions, metaphors, etc., which make his arguments more persuasive and engaging.

III. Practice:

Question 1 (page 88, Literature 11, Vol. 2)

– The author feels both sorrow and irony, showing empathy for the suffering of the people while satirizing the feudal officials and colonial authorities as parasites harming the people and the nation.

– He is one of Vietnam's great patriots and revolutionaries in the early 20th century, advocating for national salvation by leveraging the French colonial forces, abolishing the Nguyen Dynasty, and reforming all aspects of society (Duy Tân), aiming for a prosperous nation and national independence.

Question 2 (page 88, Literature 11, Vol. 2)

Phan Châu Trinh is one of the few revolutionaries who recognized the core weaknesses of Vietnam in the struggle for national liberation. He prioritized solving the issue of public knowledge and the people's awareness of democracy as the most critical steps towards achieving independence and freedom.

Question 3 (page 88, Literature 11, Vol. 2)

The advocacy for building a system of social ethics in Vietnam by Phan Châu Trinh remains relevant today:

– The importance of building collective groups for progress.

– It warns of the potential destruction of positive relationships in society if selfish individuals, greedy for power and wealth, remain dominant.

– It raises concerns about the slow progress of a society where democratic principles have yet to be fully recognized as a driving force for development.

I. About the Author and the Work

1. The Author

Phan Châu Trinh (1872 – 1926), also known by the pen name Tử Cán and the alias Tây Hồ, was born in Tây Lộc Village, Tiên Phước District, Nam Kì Province (now Tây Hồ Village, Tam Lộc Commune, Phú Ninh District, Quảng Nam Province).

Phan Châu Trinh was deeply committed to using literature as a tool for revolution. His political essays are characterized by their strong rhetoric, tight argumentation, and firm stance; his poetry conveys deep emotions about the country and the people, all infused with a strong sense of patriotism and democratic spirit.

His major works include: 'Đầu Pháp chính phủ thư' (1906), 'Tỉnh hồn ca I, II' (1907, 1922), 'Tây Hồ thi tập' (1904 – 1914), among others.

2. The Work

'Về luân lí xã hội ở nước ta' is an excerpt from the third part of 'Đạo đức và luân lí Đông Tây' (Ethics and Morality of the East and West), a five-part work (including the introduction and conclusion). Phan Châu Trinh delivered this speech on the night of November 19, 1925, at the Thanh Niên Society in Saigon (now Ho Chi Minh City). The title of the work and the section numbers in the excerpt were added by the editor.

II. Guide to Writing the Lesson

Question 1 (page 88, Vietnamese Literature 11, Volume 2):

* The excerpt consists of three parts:

- Part 1: In our country, there is no social ethics; people have no concept of social morality.

- Part 2: A comparison of social ethics in Europe (France) and our country.

- Part 3: Advocating for the spread of socialism among the Vietnamese people.

=> These three parts of the essay are closely connected in a logical flow: the current situation - concrete examples - proposed solutions.

* The central idea of the excerpt is the need to promote socialism in Vietnam to build a collective spirit aimed at achieving independence and freedom.

Question 2 (page 88, Vietnamese Literature 11, Volume 2):

The author introduces the topic by:

- Using a negative statement: “In our country, no one knows about social ethics. Compared to countries with social ethics, we are far behind.”

- The author further negates and challenges common misconceptions, asserting: “A friendly word cannot replace social ethics, so there is no need to explain it.”

→ The direct and candid approach reveals the intellectual clarity of a progressive Confucian scholar.

Question 3 (page 88, Vietnamese Literature 11, Volume 2):

Social ethics in our country
Social ethics in Europe
- Unaware, not understood, indifferent (apathetic, stagnant)

- Example: People care little about others; if a neighbor's house burns down, it doesn't concern them, and they focus only on their own peace, ignoring injustice.

- The cause: The lack of collective awareness among our people.

- Well-established and flourishing

- Example: When the powerful, governments, or authorities suppress and oppress individuals or organizations, people fight to reclaim social justice.

- The cause: The awareness of collective responsibility, willingness to work together, and respect for each other’s rights.

Question 4 (page 88, Vietnamese Literature 11, Volume 2):

* The cause of the situation where “the people do not know collective action, do not value the public good”:

- Our people have long had a tradition of community and solidarity.

+ Using idioms and proverbs: 'Many hands make light work,' 'You cannot break a bundle of sticks,' 'Many drops make an ocean,' etc. These sayings deeply impact the emotions and awareness of the listener.

- Today, they are isolated, detached, and fearful:

+ Students in our country are driven by a desire for power, fame, and material wealth, leading to deceit, flattery, and an obsession with the emperor while forgetting the people. They create laws to protect their own interests and destroy the public collective spirit.

+ Specifically naming: those wearing ornate robes sitting high, and those with black headscarves bowing low...

+ Their crimes: forming factions, abusing power, corruption, plundering the people's wealth...

+ The author uses vivid imagery, analogies, and parallel sentence structures to express his powerful rhetoric: “What’s the point of the people being wise! What’s the point of the people being ignorant! What’s the point of the people causing harm! The longer the people remain enslaved, the longer the emperor and officials will remain powerful and wealthy!” → This rhetoric shows the author’s strong critical voice, denouncing both the oppression and the people’s weakness.

=> The passage reflects the author’s strong anti-feudal stance, criticizing harshly yet sorrowfully the submissiveness of the people and the nation → A subtle expression of his patriotic feelings.

Question 5 (page 88, Vietnamese Literature 11, Volume 2):

The essay combines argumentative and emotional elements:

- Argumentative elements: A well-structured and logical argument with specific and factual evidence, conveyed in a powerful and forceful tone.

- Emotional elements: Exclamatory sentences, expanded phrases, and expressions filled with national and collective feelings, written in a gentle, measured style → This adds to the persuasive power and emotionally moves the listeners’ understanding and feelings.

Practice

Question 1 (page 88, Vietnamese Literature 11, Volume 2):

Phan Châu Trinh’s emotions while writing the excerpt: He felt hatred toward the feudal officials, sympathy for the people, concern for the nation, and hope for a brighter future for the people.

Question 2 (page 88, Vietnamese Literature 11, Volume 2):

The heartfelt intentions of Phan Châu Trinh and his vision through the excerpt:

- Deeply concerned for the people and the country, with both anger and compassion, he critiques and seeks to awaken the people.

- A progressive and far-reaching vision: combining the promotion of socialist ideals and collective spirit with the struggle for national independence and freedom.

Question 3 (page 88, Vietnamese Literature 11, Volume 2):

The contemporary significance of Phan Châu Trinh’s ideas:

- The relevance of his thoughts remains profound in the ongoing reforms to build a modern Vietnam.

- It connects to the fight against individualism, corruption, and negative forces, highlighting the urgent need to strengthen democratic spirit, transparency, and solidarity.

I. Brief Overview of the Author Phan Châu Trinh
- Phan Châu Trinh (1872 - 1926), also known as Tử Cán, with the pen name Tây Hồ, and the alias Hi Mã
- Gifted with intelligence from a young age, he quickly developed a sense of responsibility for his country, viewing education not as a means to achieve wealth or power but as a way to serve his homeland. After briefly holding an official post, he resigned and dedicated himself to revolutionary activities.
- Though his efforts to save the country were not successful, his revolutionary zeal had a profound influence on the early 20th-century patriot movement.
- Major works: Đầu Pháp chính phủ thư, Tỉnh quốc hồn ca I, II, Tây Hồ thi tập, Giai nhân kì ngộ diễn ca, Thất điều trần, Đạo đức và luân lí Đông Tây,....
- His writing style: for him, literature was a weapon for revolution
+ His political writings are marked by eloquent rhetoric, well-structured and forceful arguments
+ His poetry reflects deep emotions about the people and the nation
⇒ All of his work is imbued with patriotic ideals and democratic values.

II. Brief Overview of the Work 'On Social Morality in Our Country' (Phan Châu Trinh)
1. Origin
- 'On Social Morality in Our Country' is an excerpt from the third part of his essay 'Đạo đức và luân lí Đông Tây,' delivered in a lecture on the night of November 19, 1925, at the Thanh Niên Association in Saigon.

2. Structure
- Part 1: Asserting that our society lacks awareness of social morality
- Part 2: Highlighting the deficiencies of our society in terms of social morality compared to the West
- Part 3: Proposing the spread of socialist ideals among the Vietnamese people

3. Content Value
- This excerpt reveals the courage of a patriotic figure: exposing the dark realities of society, advocating for collective ideals for progress, and envisioning a brighter future for the country.

4. Artistic Value
- A unique political style: at times measured and gentle, at others firm and compelling; alternately powerful and soft-spoken, yet always persuasive.

III. Answering Questions

Question 1 (Page 88, Literature Textbook 11, Volume 2):

The structure of the excerpt consists of three parts:

+ In our country, there is no awareness of social morality, and people are unfamiliar with the concept of it.

+ In Europe, social morality has developed, and our country fails to work together for the common good. The monarchs and officials do not encourage the people to act collectively; they remain in power and grow wealthier while the people remain subjugated.

+ Vietnam must first establish a sense of collective responsibility if it seeks freedom and independence, with everyone looking out for each other’s welfare.

- The three parts are interlinked in a logical sequence: the general situation, specific examples, and proposed solutions to build a unified collective for national freedom and independence.

Question 2 (Page 88, Literature Textbook 11, Volume 2):

The target audience: the entire Vietnamese population (our people, brothers, Vietnamese citizens...)

- The author directly addresses the issue with impact: Vietnam has no social morality.

- To dismiss any misunderstandings the audience might have about their own knowledge of the issue, the author uses a negating phrase: 'Social morality is virtually unknown in our country, and compared to nations with a strong moral foundation, we are much more ignorant.'

- The author eliminates any unnecessary distortions: 'A friendly word cannot replace social morality, so there is no need to explain further.'

→ Phan Châu Trinh’s sharp and perceptive revolutionary thinking.

Question 3 (Page 88, Literature Textbook 11, Volume 2):

The concept of duty between individuals (each person towards others, individuals towards society)

- The author compares 'Europe' and 'France' to 'our country' in terms of the fundamental principles of social morality, specifically 'awareness between individuals.'

+ Person-to-person: a social and community relationship.

+ Western societies emphasize democracy, valuing human equality, not just within families or nations but also globally.

+ In France, when the government exploits power, people either protest or resist; they assert their rights, and when justice prevails, they listen.

The root of this phenomenon lies in the existence of collective spirit and public virtue (a readiness to cooperate, help one another, and respect each other's rights).

- In contrast, our country:

+ The Vietnamese people are unaware of their moral duty towards one another.

→ Vietnam lacks a collective spirit, with the people failing to unite for common causes.

Question 4 (Page 88, Literature Textbook 11, Volume 2):

Causes:

- Corrupt, reactionary rulers who are greedy for power and wealth, seeking to 'fill their pockets' and 'destroy the national collective.'

- The author criticizes the corrupt and regressive nature of the monarchy and government officials.

+ They neglect the people’s welfare.

+ They prefer the population to remain ignorant and suffering, as it allows them to rule and exploit freely.

+ They extract wealth from the people to enrich themselves.

+ With no collective spirit, these rulers can oppress the people without fear of resistance.

+ Government officials are preoccupied with securing positions of power.

- The author uses sharp and vivid imagery and metaphors to criticize this autocratic regime:

+ 'Students, the elite, those with titles, the officials who sit high, and the crowd below...'

→ This reflects the author’s deep affection for his nation, his anguish over the plight of the people, and his care for the country’s destiny, as well as his hatred for the corrupt officials.

Question 5 (Page 114, Literature Textbook 11, Volume 2):

The combination of emotional and argumentative elements:

- The argumentative elements are present in the system of arguments, reasoning, examples, debates, and the author’s expression of his views.

- The emotional elements: exclamations, rhetorical questions, metaphors... The emotional appeal adds vibrancy to the arguments in the speech.

+ The audience feels that the author speaks not only with rational clarity but also with a heart deeply connected to the nation, feeling sorrow and compassion for the dire social condition in Vietnam.

PRACTICE

Exercise 1 (Page 88, Literature Textbook 11, Volume 2):

- The introduction clearly states that Phan Châu Trinh’s approach to saving the country involved leveraging French colonialism, aiming for reforms and national renewal.

- His lecture promotes the spirit of collective progress, exposing the decay and corruption of the autocratic regime.

- The speech is delivered with a mix of anger, indignation, and sorrow for the country, alongside hope for a brighter future.

Exercise 2 (Page 88, Literature Textbook 11, Volume 2):

The essay reflects Phan Châu Trinh’s love for the country and his visionary outlook:

- His deep affection for the nation is evident, as he is moved by the plight of the people and concerned for the nation’s fate.

- He despises the corrupt officials and their greed.

- The essay also shows his foresight, advocating for socialist ideas as a means of collective unity.

Exercise 3 (Page 88, Literature Textbook 11, Volume 2):

- The piece warns of the dangers to social harmony caused by those driven by greed for power and wealth.

- It awakens a sense of concern over the slow progress of the nation.

- It calls for the awakening of collective spirit among the people.

Question 1:

* Structure:

The excerpt can be divided into three sections:

- Section 1 (from the beginning ... the world has long lost it): The author asserts that there has never been a true and proper social morality in our country.

- Section 2 (continuing ... Vietnam lacks it because of this): The author discusses social morality by comparing French society and our own. From this, they analyze Vietnam's current state and highlight the causes of its stagnation, conservatism, backwardness, and weakness.

- Section 3 (the remainder): To achieve independence and freedom for Vietnam, it is essential to build a social moral foundation, establish democratic collectives, and promote socialism among the people.

* The central theme of the excerpt:

The passage reflects the passion and courage of someone deeply concerned with the fate of the country: daring to expose the dark state of Vietnam's society in the 1920s in order to raise the issue of building a social morality. The author also emphasizes the idea of collective progress for a brighter future for the nation.

Question 2:

Part 1: To avoid misunderstandings about the concept of "social morality," the author directly addresses the issue, emphasizing and rejecting: "social morality in our country is utterly unknown."

+ The author confirms that true social morality has never existed in our country.

+ Social morality is not, and cannot be, simply about friendships. That is, relationships among friends cannot substitute for social morality, but are merely a small part of it.

+ Social morality is not just the outdated and misunderstood phrases of Confucian scholars, who fail to comprehend the essence of Confucianism and its core principles, especially when they do nothing to implement them. In fact, the Confucian notion (managing the family, governing the state, and bringing peace to the world) has been misunderstood: "peace" means governance, suppressing people for personal gain. Truly, peace (social harmony) should aim to create prosperity, happiness, and well-being for everyone.

=> The author's method of presenting the issue and analyzing arguments reveals the thoughts of an educated, sharp, and timely Confucian scholar.

Question 3:

The author compares social morality in Europe, particularly in France, to that in Vietnam: Phan Châu Trinh’s idea of social morality is centered on the duties within social relationships, between individuals and nations (on a global scale) and within a single nation.

The author compares social morality between Europe, France, and Vietnam:

+ In Europe, especially in France, social morality is well-established:

- In Europe, socialism is widely accepted and has been thoroughly developed.

- In France, when an individual or group is oppressed, people either protest, resist, or assert their rights to seek justice.

- Evidence: When the powerful or the government use their position to exploit the rights of individuals or groups, people fight to restore social fairness.

- Causes: People have organizations, a collective consciousness, education, foresight, and a democratic spirit to act together for the common good.

+ In our own country, social morality is absent:

- People are unaware or indifferent to social morality. They act as though they are in a deep sleep, oblivious to their surroundings (apathetic, numb). It is deeply saddening to see how, in contrast to Europe where social morality thrives, people here remain indifferent as if they are unaware.

- Evidence: People here show little concern for the suffering of others. For example, when witnessing an accident or injustice, they pass by without intervention, as if the victim's plight has nothing to do with them.

- Causes: Lack of collective awareness, poor civic consciousness.

Question 4:

At the end of Part 2, the author boldly points out the reasons for the people's ignorance of collective action and the disregard for the common good without hesitation or avoidance. These reasons include:

+ The students in the country, driven by the desire for power and the pursuit of wealth from the royal courts, have become deceitful and sycophantic, caring only for the king and disregarding the people. They aim to preserve their wealth and power by manipulating laws and undermining the collective spirit of the people.

+ The feudal system is stagnant, conservative, and outdated. Corruption runs rampant, and there is no criticism or accountability. The bureaucrats, both past and present, are like licensed thieves.

+ The social trend also encourages seeking official positions, chasing titles, and wealth to gain privilege and power over others.

+ Interpersonal relationships are driven solely by power, with no regard for morality or ethics. How, then, can the people understand the importance of collective action or value the common good?

- By presenting these causes, the author strongly critiques the feudal regime. What remains most striking in this critique is the satirical portrayal of the corrupt system, with figures of power and subservient subjects trapped in an endless cycle, a tragic parody of societal stagnation.

Furthermore, Phan Châu Trinh fiercely condemns the bureaucrats: "The officials, both past and present, are like this! The morals of the upper class in our country are just like that!" To express such a sharp, relentless condemnation, one must truly loathe the oppressive feudal system.

Question 5:

The blend of emotional expression and rational argumentation in the excerpt:

- Argumentative elements:

+ Logical, coherent reasoning;

+ Specific, verifiable evidence;

+ A dynamic and distinctive voice: at times measured and gentle, at others determined and firm, at times forceful and commanding, and occasionally soft and tender.

+ Precision in word choice and sentence structure to achieve high cognitive impact.

- Emotional expression: Use of exclamatory sentences, expanded clauses, rhetorical questions, metaphors...

+ Phrases reflecting deep solidarity: "our people, our own…"

+ Soft, measured language: "because they have organizations…"

The author conveys their views not only with clear, rational thought but also with a heart filled with emotion, compassion, and sorrow for the dire state of Vietnamese society.

=> The argument is persuasive, impacting both the intellect and the emotions of the audience.

Practice Exercises

Exercise 1:

The excerpt demonstrates the passion and courage of someone who cares deeply about the fate of the country: daring to expose the grim reality of Vietnam in the 1920s in order to address the need for social morality. He is a great patriot and revolutionary of early 20th-century Vietnam, advocating for national salvation by utilizing French colonial powers, abolishing the old regime, and reforming all aspects (new reforms), thereby strengthening the nation and creating independence. Although this approach may have been somewhat idealistic, Phan Châu Trinh's zeal for national salvation is truly admirable. This reveals his deep disdain for the feudal bureaucrats, his empathy for the common people, and his hope for a brighter future for the nation.

Exercise 2:

The author expresses both sorrow and sarcasm, empathizing with the suffering of the people while mockingly critiquing the feudal officials and the colonial administration as parasitic forces that harm the people and the nation.

Phan Châu Trinh is one of the few revolutionaries who identified the core weaknesses in Vietnam's struggle for national liberation. He focused first and foremost on the issue of public awareness and democratic consciousness, seeing it as the most crucial task for achieving independence and freedom.

Exercise 3:

Phan Châu Trinh's call to establish social morality in Vietnam remains relevant today:

- The importance of building collective responsibility for progress, fostering a sense of duty to the community and the future of the nation.

- It serves as a warning against the destructive effects of selfishness and the pursuit of power...

- It raises concerns about the stagnation of a society where democratic values are yet to be fully recognized as an essential driving force for development.