The Poppy War

by

R. F. Kuang

The Poppy War: Chapter 6 Summary & Analysis

Summary
Analysis
Winter arrives suddenly with the first snowfall. This leads most students to stop waiting in the garden for Jiang to show up and teach them Lore; the master hasn’t attended any classes. Rin keeps going because the garden is a private place to practice martial arts. To practice her balance, she takes the book’s suggestion to practice her footwork standing on a tree branch. Just as Master Jiang enters the garden, Rin slips and ends up hanging from the tree by her caught ankle. Without emotion, he observes that she’s stuck. Rin extricates herself and studies the master; she can’t tell how old he is, though he has white hair. He calls her Irjah’s “pet pupil,” and when he learns what text she’s studying, he calls her stupid for trying to learn something so difficult without instruction.
Rin’s drive sets her apart from her classmates in several ways. She not only continues to attend Lore classes (even if the classes don’t actually occur), but she also takes her education into her own hands in a way that her classmates don’t (or, perhaps more accurately, don’t have to). Her drive means that she’s made a name for herself among the masters, if Jiang knows who she is despite never having met her before. Jiang’s age remains a mystery throughout the novel, but for now, Rin’s inability to guess how old he is functions to denote that he’s somehow different from the other masters.
Themes
Identity, Cultural Trauma, and Coming of Age Theme Icon
The Purpose of Education Theme Icon
Rin shares that Jun expelled her and why, which seems to impress Jiang. She realizes he’s laughing at her for trying to learn the moves in her book—he insists she could injure herself or die. But when Rin demonstrates one of the forms, he stops laughing. Jiang compliments her footwork, but he says everything else she’s doing is wrong and dangerous. But tomorrow in class, he’ll start teaching her and help her develop some muscle, mostly because he hates Jun. He tells her to meet by the gate tomorrow morning. When Rin tells Raban at lunch, Raban insists Jiang must like her—he’s mean to everyone else. Raban also shares that there’s a rumor Jiang was Cike. The Cike is the military’s division of assassins, and they have a horrible reputation.
Just like Rin, Jiang has his own reasons for doing things—it seems like he agrees to educate Rin mostly because he sees it as a good way to get back at Jun. Rin, however, doesn’t much care about Jiang’s eccentricities or possibly sordid past (such his possible involvement with the Cike), as Jiang’s education means she now has a better chance of passing her Trial and staying at Sinegard.
Themes
The Purpose of Education Theme Icon
Raban continues, explaining how nobody knows who Jiang is because nobody pledges Lore and gets to know him. The subject is a joke; nobody knows what it actually is, though it’s relatively new. Two students pledged Lore a few years ago, but they dropped out. And Altan wanted to pledge Lore, but Jiang withdrew his offer. Rin asks more questions about Altan, who Raban suggests is quiet and friendless despite his popularity. Rin resumes asking about Jiang that evening. Kureel and Arda warn her that Jiang is a fraud, though Rin knows that at least on paper, he’s a real master.
Whatever Lore actually is, what is clear is that nobody at Sinegard seems to value it much. That Altan wanted to learn Lore is an interesting detail. It suggests there may actually be something to the subject, given Altan’s status as Sinegard’s star pupil. This conversation serves to create mystery as to what Lore is and who Jiang is.
Themes
The Purpose of Education Theme Icon
To Rin’s shock, Jiang is waiting for her at the gates the next day. As he begins to lead her off campus, Jun and his apprentices approach and insist that Jiang can’t take Rin off campus without permission from Jima. Jiang barely acknowledges Jun’s insults and leads Rin away. As they walk, Jiang explains that he might’ve killed Jun’s men during the Poppy War; he isn’t sure. He asks Rin about her classmates and says that Sinegard “likes to collect the Warlords’ broods,” in the hope that they can indoctrinate the students and create a new ruling class that will work together and obey the Empress. Jiang turns into the meatpacking district and knocks on a door. A woman, Widow Maung, appears and introduces herself as Jiang’s drug dealer.
Jiang may look the part of a doddering fool with a grudge against Jun, but his behavior here makes it clear that there’s more to him. He may have killed Nikara soldiers, recalling Rin’s earlier proposal in Irjah’s class to flood a Nikara valley and kill enemies and Nikara civilians alike. He also speaks derisively of Sinegard Academy’s aims, suggesting that the school is less interested in actually educating young people than it is in brainwashing its students to create a military force loyal to the Empress.
Themes
Dehumanization and the Horrors of War Theme Icon
The Purpose of Education Theme Icon
History Theme Icon
Quotes
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Widow Maung rolls her eyes but plays along as Jiang explains that to help Widow Maung, Rin must carry a piglet named Sunzi up the mountain to drink from a special stream at the top every morning. It’s a two-hour trip, so it’s a good thing she no longer has Combat class. Rin scowls and spends the next four months running up the mountain every morning with Sunzi. She’s often late to her next class. Jiang shows up for class every day and begins teaching Rin the Frolics of the Five Animals, one of the original martial arts forms that initially had nothing to do with fighting. He suggests that Jun trains students efficiently, to make good soldiers, but he claims that he can “teach [Rin] the key to the universe.” Jiang’s teaching methods and lessons are random, and he never answers clarifying questions. He barely seems human.
Jiang’s methods are unconventional, to say the least: there are more efficient (and less smelly) ways to build strength than carrying a pig up a mountain. This method, however, is perhaps a nod to the 6th-century BCE Milo of Croton, a Greek wrestler known for training by carrying calves on his shoulders. With the rest of Jiang’s curriculum, he seems to seek to take Rin back to basics. It’s essential, his methods suggest, for Rin to learn about the history of martial arts so that she can learn not just how to fight, but how to be one with the world (he can teach her “the key to the universe”).
Themes
The Purpose of Education Theme Icon
History Theme Icon
One afternoon, Jiang takes Rin to the Academy’s top tier, to what used to be a temple. The pagoda is many stories high, with a spiral staircase winding around it. As they climb the stairs, Jiang explains how a warrior brought martial arts to Nikan. The warrior impressed some monks by meditating for nine years, and when they finally invited him in, the warrior developed a system of “weaponless self-defense” to help them gain strength. The movements were then adapted to military use when armies from the northern Hinterlands invaded and forbade the Nikara from having weapons. People would pretend to be monks and study martial arts at monasteries. Modern martial arts, Jiang explains, was then condensed into a system aspiring soldiers could learn in five years. Rin’s classmates are learning that system—and Rin is learning “how to beat it.”
Jiang continues to teach Rin how to fight and the history of martial arts in Nikan. He posits that martial arts have always been connected to spirituality—but that this connection has been lost in recent years as armies’ focus has shifted to becoming more efficient and deadly. By making it clear that Rin is learning a system that (in Jiang’s opinion) is superior to what her classmates are learning implies that Jiang looks down immensely on Jun’s teaching methods and curriculum—and perhaps on other masters’ methods, too. The others, after all, seem fully on board with training deadly military officers, not on imparting a true understanding of history to their students.
Themes
The Purpose of Education Theme Icon
History Theme Icon
Quotes
Jiang teaches Rin fundamentals, and then they begin sparring daily for hours at a time. Rin learns quickly how to fight and eventually, she sends Jiang flying across the garden. Finally, Rin carries Sunzi up the mountain for the last time. Sunzi is huge now, and when Rin returns him to the Widow Maung, the woman says that Sunzi will be butchered tonight. When Rin lets Jiang know, he seems surprised. But he asks how her arms feel and then hits her. Rin can barely get in the defensive stance before he makes contact, and the force of his blow causes the stone Rin is standing on to split. Jiang laughs and calls Rin “brilliant,” and she hugs him.
While it hasn’t been a secret that the Widow Maung is a butcher, it’s still somewhat sad that Sunzi’s life is coming to an end. This mirrors how Rin’s education at Sinegard teaches her to dehumanize and devalue certain lives, and to use them for her own purposes and her own gain. This fact, though, is overshadowed by Rin’s impressive display of strength when Jiang hits her and she cracks the stone.
Themes
Dehumanization and the Horrors of War Theme Icon
Quotes
Soon after, Jiang and Rin sit under a tree, and he tells Rin to rest today—and pledge Lore. She’s very talented, even more talented than Altan was. Rin struggles to tell Jiang that she just needed to learn to fight so she can study Strategy with Irjah. But Jiang waves his hand, suggesting that anyone can learn Strategy if they read Sunzi’s work enough. He, though, can teach Rin about the gods and “make [her] a shaman.” He implores her to learn Lore so the subject doesn’t disappear entirely. Rin is fascinated, but she’s more interested in getting a good job as an officer. She tells Jiang she wants to be a “good soldier.”
Rin and Jiang disagree over what Rin’s education should look like. Rin wants to be practical and get a job, which makes sense, given her lower-class upbringing and her intense need for security. Jiang, however, suggests that there are more important (if less lucrative) reasons to receive an education, such as preserving ancient subjects and belief systems so knowledge doesn’t simply disappear. At this point, Rin doesn’t find that argument at all compelling.
Themes
Identity, Cultural Trauma, and Coming of Age Theme Icon
The Purpose of Education Theme Icon
History Theme Icon