Early years and education
Zhou Enlai was born in
Huaian, Jiangsu Province. His family, although of the educated scholar class, was not well off. His grandfather, a minor civil servant of the Emperor, was poorly paid. His father repeatedly failed the
Imperial examinations, and throughout his life would be employed in low-paying minor clerkships.
Zhou Enlai was the eldest son and eldest grandson of the Zhou family. When Enlai was still less than one year old, he was adopted by his father's youngest brother who was dying of
tuberculosis. This adoption took place so that the younger brother would not die childless, a serious scandal to a traditional Confucian family of high status.
Lady Chen, his adoptive mother, began to teach him
Chinese characters as soon as he could toddle. By the time he was four years old he could read and write several hundred Chinese words.
In
1907, Zhou’s birth mother died of
Tuberculosis, and in the summer of 1908 Lady Chen also died. Zhou was orphaned at the age of ten, so it was arranged that he leave
Huai'an and go to the city of
Shenyang in
Manchuria to live with his Uncle, Yikang. At the age of twelve, Zhou was enrolled in the Tung Guan model school that taught “new learning,” i.e. mathematics and natural science, as well as Chinese history, geography and literature. The students were also exposed to translations of western books, where Enlai learned about freedom, democracy and the American and French revolutions.
In
1913, at the age of fifteen, Zhou graduated from Tung Guan. He was then enrolled at the prestigious
Nankai High School in
Tianjin. This was a time of great political turmoil in China. The
Xinhai Revolution which overthrew the
Qing Dynasty, and the establishment of the
Republic of China by
Sun Yat-sen, had taken place in
1911. The outbreak of the
First World War in
1914 had diverted European influence away from China. But Japan quickly moved in and had replaced the European powers in the colonial exploitation of China.
After Zhou graduated from Nankai in
1917, his family sent him to Tokyo to continue his university education. He had intended to study as a teacher, but was hindered by his lack of fluency in the Japanese language. He was also increasingly disillusioned with the militaristic Japanese society and their influence in China. At Nankai he had written and spoken against Japan’s military and political pressure upon China, and its inexorable slide into anarchy. He challenged his fellow students on what his generation could do to save China. Their answer was to study, to become educated in the sciences and professions. China needed elite, knowledgeable doctors, engineers, and teachers. "But why?" he asked. "If China is to disappear, what is the use of studying?" .
In 1919 May 9, dejected and without completing his education, Zhou left Japan and returned to Tianjin. His decision was strongly influenced by his fellow classmate from Nankai and Japan,
Tung Kwang-hsien (Chinese simplified:
童冠贤,Chinese Traditional:
童冠賢). He would return in time to take part in the revolutionary
May Fourth Movement that was taking place in Beijing and Tianjin at the same time.