Education in Ancient Time
China's ancient education was one of the most splendid components of ancient Chinese culture. It was one of the main foundations for the continuation and development of Chinese civilization, and formed a drive for creativity development in ancient Chinese culture. Chinese education itself had a long history dating from the Xia, Shang and Zhou dynasty 3000/4000 years ago. At that time, a schooling education system had already been established, but education was largely controlled and managed by the state.
In ancient Chinese text, it was often mentioned "Xue Zai Guan Fu" (learning at the government hall). This type of school is more notably known as "Guan Xue" (literally translated as "Government School/Education"). As you may well see, this is a school run by the government (Imperial Court) and was essentially opened for the aristocrats or childrens of high-ranking officials.
With the advancement of Chinese economy and the academic development of humanities, education became more popular by the Spring Autumn/Warring States period. Confucius, the famous educationalist, broke the rule of "Xue Zai Guan Fu" (learning at the government hall). He encouraged "learning for all hierarchical levels and for all ages ", and opened the door of education to the commoners. He established his own school and started to spread his teaching, thoughts and views. He became the earliest founder for "Private Education". This type of private school/education is often known as "Si Xue" (private institution).
From then on, government school and private school formed the two systems for ancient Chinese education. After the establishment of centralized feudalistic society, on one hand, the country encouraged and built much government institution and at the same time, it also allowed the development of private schools.
From Han till Qing Dynasty, the formation of government institution had been well-established. There were both central and regional institutions. All the teaching materials and educational training were geared towards the preparation for Imperial examination. After receiving a title in the Imperial examination, one will receive a post in the Chinese bureaucracy. From this point of view, all these schools had become the organ for 'training bureaucrats' and 'preparing for imperial examinations'. At that same time, private school was also developing. It came at a period when government institution were on decline or abandoned. Private schools are generally more liberal in teaching, its teaching content and method were generally livelier and quality was higher. Most of the famous philosopher, scientist, Literati were originated from private school. The development of both government and private school was an important characteristic of ancient Chinese education system.
In ancient Chinese society, most of those who could receive education were the children's of aristocracy and bureaucrats. Majority of commoners had greater difficulty receiving education. Thus "family education" began to play an important role. Many of the famous historical figures grew up under the education and strict 'teaching' by their parents or elderly, and studied hard in order to become successful. For instance, this was well documented in the "story of Mencius and his mother moving three times ". When he was young, his mother had to move three times because of the influence of the environment it had on Mencius. Firstly they move from a tomb to a market, and then from a market to a school nearby. It was only after moving to a school that Mencius started learning. Mencius later grew up becoming a great philosopher.
From ancient Chinese records, China's family education started from western Zhou period, but it did not become a systematic educational system. Presently, Confucius had been regarded as the pioneer founder of family education. According to Analects of Confucius, Confucius wanted his son to learn both poetry and rites. He said, "if one does not learning poetry, one will not be able to talk", "if one does not learn rites, one will never be well footed in the society." From this, we can see that Confucius's education objective and contents are clear. He wanted his son to be the same as his other disciples, to learn poetry and practice rites, in order to fit and use it in the society.
After Han dynasty, because of the increased status of Confucianism and its influence, the teaching of "poetry and rites" became the basic content for "family education". Loyalty, Filial Piety, Virtue, Righteousness were the basic focus for development in the family education. The family education began to be developed into a more regulated system. During the age of fragmentation, a literati by the name of Yan Zi Tui compiled various historical family education anecdotes, as well as gathered his own experience on family teaching methods, and wrote a book called Yan Shi Jia Xun (the family teaching of Yan Clan). It consisted of 20 chapters and covered every aspects of family education in ancient China. The essence of its teaching include developing the cultural and mentality of the people, maintaining social stability, as well as teaching on morality such as respect elderly, hard work, righteousness, studying hard, being thrifty etc. Thus, Yan Shi Jia Xun (the family teaching of Yan Clan) had become China's earliest treatise on family education.
In ancient Chinese education system, there was another form of education system known as Xue Shu Jiao Yu. This belongs neither to a 'institute education' nor a 'family education'. These are generally 'primary school for the folks'. Sometimes, they were called "Meng Guan” (foundation hall), "Si Shu" (private school), "Zu Xue " (Clans Learning Spot) etc. Most students will first learn how to read characters, then they will learn the "3 words classics (San Zi Jing )", "Hundred Family Surnames (Bai Jia Xing )", "Thousand Characters Writing (Qian Zi Wen )". Then they will learn "Four books of Confucius (Si Shu )". In addition, they will also learn chinese calligraphy and character pairing. In this type of school, the rules and regulations are especially strict. The teacher will have absolute authority and if there is any violation of rules, there will be punishment such as "punishment on standing", 'hitting the hands', 'hitting the butts' etc. The great chinese writer Lu Xun had attended a Si Shu (private school) when he was young.
In ancient Chinese education, whether it's government or private school, school or family education, they all placed a great emphasis on humanities and cultural education, which focused on the teaching of morality and the development of wisdom. It covers philosophy, language, literature and other cultural subjects. First and prior most was the education on morality. Education teaching on knowledge will come later. It only serves one aim: to educate a person to become one of morality. Thus it emphasized the teaching of cultivation on morality and wisdom, not just a simple imparting of knowledge. It also taught one to have social and moral responsibility, as well as personal cultivation as well as inspiration for new thoughts and self-enlightenment.
Ba gu wen (Eight-Part Essay)
During the Ming (1368-1644) and Qing Dynasty (1644-1912), candidates sitting at imperial examinations were required to write essays in accordance with a rigid eight-part form.
The eight-part essay was the form adopted for the explication of the Confucian classics, which formed the basis for a reinstatement of the examination system. Thus, the eight-part essay and imitations of the classical literary language of the earlier eras of Chinese cultural greatness became the major written genres of the time.
There were no further breakthroughs in literary writing, except for a style of artistically heightened descriptions of everyday life experiences, called Xiao pin wen(little essays), which emerged in the 15th and 16th centuries.
A Brief History of Imperial Examination
Imperial Examination in the Sui Dynasty (581-618)
After the founding of the Sui Dynasty, the economic power of small and medium landlords was strengthened. Their desire for political power was growing. The imperial examination system satisfied the desire and helped to recruit talents, and thus became one of the ways through which the government selected officials.
Imperial Examination in the Tang Dynasty (618-907)
The imperial examination system developed systematically in the Tang Dynasty. Students of schools at all levels and ordinary literati not from schools could all take imperial examinations. There were also exams for incumbent officials. Jinshi is only a qualification to become officials. Only passing the exams conducted by Ministry of Official Personal Affairs, could Jinshibe granted positions in the government.
Imperial Examination in the Song Dynasty (960-1279)
The imperial examination underwent further development in the Song Dynasty. The examinations included three levels: prefecture, provincial and the final imperial examinations. After passing the provincial and final imperial exams, candidates would be granted official positions.
Imperial Examination in the Yuan Dynasty (1271-1368)
The imperial examinations under the Mongol rulers had obvious race discrimination. The imperial examinations were held triennially at provincial, metropolitan and final imperial levels. During the prefecture level, Mongol and other minority candidates only took two exams, while the Han candidates had to take three exams. In the final exam, although all candidates would answer one question on politics, the first two groups were allowed 500 word-limit, while the Han candidates must reach 1000 word-limit. The examination contents for the Han candidates were comparatively difficult.
Imperial Examination in the Ming Dynasty (1368-1644)
In the Ming Dynasty, Jinshiexam was the most important part. Candidates passing the county exams were qualified to take the Jinshiexams. The form of eight-part essay must be followed when writing articles in exams. Prefectural exam was the primary level of the formal imperial examinations and held in prefectural city. The provincial level exam came after that and was held in provincial city triennially. Those who were admitted in the provincial level exam were provided with qualifications to be an official.
The metropolitan and final imperial examinations were exams at the highest level. The metropolitan exam was held in the following spring after the provincial examination at the Ministry of Rites in the capital. Those admitted were called Gongshi and the first place, Huiyuan.Gongshi would take the final imperial exam namely under direct supervision of the emperor. The matriculation had three levels of excellence. The first level was granted to three candidates, conferred Jinshi. The first three names set apart. The candidate ranking first was called Zhuangyuan(primus), the second, Bangyan, the third, Tanhua.
Imperial Examination in the Qing Dynasty (1644-1912)
In the Qing Dynasty, the imperial examination continues to use the system and procedure of that in the Ming Dynasty.
In the Qing Dynasty, additional provincial exams were organized at the emperor's birthday or enthronement and they were called Enke. Jinshiof the second and third level of excellence would take another exam after the usual final imperial exam.
The form of eight-part essay was strictly required in the Qing Dynasty. During the reign of Qianlong Emperor (1735-1796), poem was added to exam content, which became a compulsory content of prefecture, provincial and metropolitan level exams.
Ke ju (Imperial Examination System)
Ke ju (Imperial Examination System) is a kind of examination system in ancient times, through which officials were examined and selected. It was first adopted in the Sui Dynasty (581-618) and lasted through the Qing Dynasty (1644-1911). Intellectuals who wanted to be an official must take multi-tier examinations.
Formal imperial examinations consisted of three levels: provincial, metropolitan and final imperial examination.
The provincial examination was held triennially at the provincial city. Those admitted were called Ju ren (elevated men). The first place is called Jie yuan, the second, Ya yuan.
The metropolitan examination was held in the following spring after the provincial examination at the Ministry of Rites in the capital. Those admitted were called Gong shi and the first place, Hui yuan.
The final imperial examination was under direct supervision of the emperor of the dynasty. Only Gong shi were qualified to take the exam. The matriculation had three levels of excellence. The first level was granted to three candidates, conferred Jin shi. The first three names set apart. The candidate ranking first was called Zhuang Yuan (primus), the second, Bang yan, the third, Tan hua.
The second level was conferred the Jin shi status, the first place called Chuan lu. The third level was conferred theJin shi status alike.
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