dc.description.abstract | To analyze the origin, development and evolution of the education for the emperors’ sons (“age” in Manchu) in Qing Dynasty especially from Kangxi to Xuantong would be the main idea throughout the whole thesis.
Chapter one displays how diligent and hard-working Kangxi Emperor was in Jingyan, Rijiang and Nanshufang. Kangxi Emperor studied Confucianism in order to be a more adequate emperor like Yao and Shun to accord with the ideal image in Han people’s mind as chapter two described. At the same time, Kangxi Emperor still followed the Manchu traditions to value Manchu language, the skill of horse riding and archery. He also studied science from the Catholic missionaries such as astronomy, geometry and mathematics. His attitude was always inquisitive and active toward learning.
The focus of Chapter three and four is the education for the princes in Qing Dynasty which is the core of the thesis. The sons of Kangxi Emperor especially for the crown prince were required to follow the learning experience Kangxi Emperor had in his early life. They had to study Confucianism, Manchu traditions and western science. To join the army fighting with the Elute Mongolian were also required as to build up the princes’ ability of leadership. Nevertheless, there had been a serious internal strife among the princes in Kangxi Emperor’s later years. In view of that, Yongzheng Emperor adopted the Secret Succession and later on was followed by the other Qing emperors. Every prince would be able to receive education equally and study in Shangshufang. The intelligence of the princes and the peace of the royal family were effectively maintained by the Secret Succession and Shangshufang. The princes learned Confucianism from the Sefu in Shangshufang. They learned Manchu language, the skill of horse riding and archery as well from the Anda. These policies could avoid them from intervening political activities without the emperors’ approval. However, the life style of the princes in Qing Dynasty gradually became more like the Han gentries due to the effect of the Sefu.
Through the discussion of the learning experience that the last three little emperors had in late Qing, the impact and evolution of the princes’ education which was inherited for centuries has been demonstrated in Chapter five. On one hand, they had adopted the Shangshufang model for the three little emperors’ education. On the other hand, it was restricted by the status of the emperors that forced the Sefu to change some ways of the elite education instead. Finally, the relationship among the emperor as a father, the prince as a son and the Sefu as a teacher is another important part I would like to point out here as well.
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