[FREE] The Emperor's Test Answers
C The sons and daughters decide to rule the kingdom. D Evil men capture the emperor and tell the kingdom he is dead. A singing to him in the tower B reading to him every morning C tying a basket of food to her kite and sailing it up to the tower D...
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C He wants Djeow Seow to go back to the kingdom. D He wants Djeow Seow to fight the evil plotters. What great lesson does the emperor learn from his tiny daughter? A The emperor learns that his sons and daughters helped Djeow Seow save his life from...
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Classicists were tested on the Confucian canon, which was considered an easy task at the time, so those who passed were awarded posts in the lower rungs of officialdom. Cultivated talents were tested on matters of statecraft as well as the Confucian canon. These three categories of examination were the origins of the imperial examination system that would last until Consequently, the year is also considered by many to be the real beginning of the imperial examination system.
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The Sui dynasty was itself short lived however and the system was not developed further until much later. Schools at the capital still produced students for appointment. Inheritance of official status was also still practiced. Men of the merchant and artisan classes were still barred from officialdom. However the reign of Emperor Wen of Sui did see much greater expansion of government authority over officials. Under Emperor Wen, all officials down to the district level had to be appointed by the Department of State Affairs in the capital and were subjected to annual merit rating evaluations.
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Regional Inspectors and District Magistrates had to be transferred every three years and their subordinates every four years. They were not allowed to bring their parents or adult children with them upon reassignment of territorial administration. The Sui did not establish any hereditary kingdoms or marquisates of the Han sort. To compensate, nobles were given substantial stipends and staff. Aristocratic officials were ranked based on their pedigree with distinctions such as "high expectations", "pure", and "impure" so that they could be awarded offices appropriately. Emperor Xuanzong of Tang also added categories for Daoism and apprentices. The hardest of these examination categories, the presented scholar jinshi degree, became more prominent over time until it superseded all other examinations. By the late Tang the jinshi degree became a prerequisite for appointment into higher offices. Appointments by recommendation were also required to take examinations. After the results were completed, the list of results was submitted to the Grand Chancellor , who had the right to alter the results.
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An oral version of the classicist examination known as moyi also existed but consisted of questions rather than just ten. In contrast, the jinshi examination not only tested the Confucian classics, but also history, proficiency in compiling official documents, inscriptions, discursive treatises, memorials, and poems and rhapsodies. Because the number of jinshi graduates were so low they acquired great social standing in society. The judicial, arithmetic, and clerical examinations were also held but these graduates only qualified for their specific agencies.
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They still had to pass a quality evaluation by the Ministry of Rites, after which they were allowed to wear official robes. Wu Zetian, who officially took the title of emperor in , was a woman outside the Li family who needed an alternative base of power. Reform of the imperial examinations featured prominently in her plan to create a new class of elite bureaucrats derived from humbler origins. Both the palace and military examinations were created under Wu Zetian. Wu lavished favors on the newly graduated jinshi degree-holders, increasing the prestige associated with this path of attaining a government career, and clearly began a process of opening up opportunities to success for a wider population pool, including inhabitants of China's less prestigious southeast area.
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Wu's progressive accumulation of political power through enhancement of the examination system involved attaining the allegiance of previously under-represented regions, alleviating frustrations of the literati, and encouraging education in various locales so even people in the remote corners of the empire would study to pass the imperial exams. These degree holders would then become a new nucleus of elite bureaucrats around which the government could center itself. As a result, it was common for candidates to visit examiners before the examinations in order to win approval. The aristocratic influence declined after the ninth century, when the examination degree holders also increased in numbers. They now began to play a more decisive role in the Court. At the same time, a quota system was established which could enhance the equitable representation, geographically, of successful candidates.
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Lee From on, the names of examinees were hidden to prevent examiners from knowing who was tested. Prior to this, it was even a custom for candidates to present their examiner with their own literary works in order to impress him. The less-esteemed examinations tested for skills such as mathematics, law, and calligraphy. The success rate on these tests of knowledge on the classics was between 10 and 20 percent, but for the thousand or more candidates going for a jinshi degree each year in which it was offered, the success rate for the examinees was only between 1 and 2 percent: a total of jinshi were created during course of the Tang dynasty an average of only about 23 jinshi awarded per year.
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This led to the formation of new court factions consisting of examiners and their graduates. With the upheavals which later developed and the disintegration of the Tang empire into the " Five Dynasties and Ten Kingdoms period ", the examination system gave ground to other traditional routes to government positions and favoritism in grading reduced the opportunities of examinees who lacked political patronage. With the disappearance of the old aristocracy, Wu's system of bureaucrat recruitment once more became the dominant model in China, and eventually coalesced into the class of nonhereditary elites who would become known to the West as "mandarins," in reference to Mandarin , the dialect of Chinese employed in the imperial court.
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Song dynasty. In the Song dynasty — the imperial examinations became the primary method of recruitment for official posts. More than a hundred palace examinations were held during the dynasty, resulting in a greater number of jinshi degrees rewarded. Prominent officials who went through the imperial examinations include Wang Anshi , who proposed reforms to make the exams more practical, and Zhu Xi , whose interpretations of the Four Classics became the orthodox Neo-Confucianism which dominated later dynasties.
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Two other prominent successful entries into politics through the examination system were Su Shi and his brother Su Zhe : both of whom became political opponents of Wang Anshi. The process of studying for the examination tended to be time-consuming and costly, requiring time to spare and tutors. Most of the candidates came from the numerically small but relatively wealthy land-owning scholar-official class. The prefectural examination was held on the 15th day of the eighth lunar month. Graduates of the prefectural examination were then sent to the capital for metropolitan examination, which took place in Spring, but had no fixed date. Graduates of the metropolitan examination were then sent to the palace examination. In , the practice of anonymous submission of papers during the palace examination was introduced; it was spread to the departmental examinations in , and to the prefectural level in From on, it was forbidden for examiners to supervise examinations in their home prefecture.
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Examiners and high officials were also forbidden from contacting each other prior to the exams. The practice of recopying papers in order to prevent revealing the candidate's calligraphy was introduced at the capital and departmental level in , and in the prefectures in The jinshi examination became the primary gateway to officialdom. Judicial and classicist examinations were revived shortly after. However the judicial examination was classified as a special examination and not many people took the classicist examination.
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The oral version of the classicist exam was abolished. Other special examinations for household and family member of officials, Minister of Personnel, and subjects such as history as applied to current affairs shiwu ce Policy Questions , translation, and judicial matters were also administered by the state. Policy Questions became an essential part of following examinations. An exam called the cewen which focused on contemporary matters such as politics, economics, and military affairs was introduced. This required candidates to compose a logically coherent essay by juxtaposing quotations from the Classics or sentences of similar meaning to certain passages.
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This reflected the stress the Song placed on creative understanding of the Classics. Lee Various reforms or attempts to reform the examination system were made during the Song dynasty by individuals such as Fan Zhongyan , Zhu Xi , and by Wang Anshi. Wang and Zhu successfully argued that poems and rhapsodies should be excluded from the examinations because they were of no use to administration or cultivation of virtue.
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The poetry section of the examination was removed in the s. Fan's memorial to the throne initiated a process which lead to major educational reform through the establishment of a comprehensive public school system. The Liao examinations focused on lyric-meter poetry and rhapsodies. The Khitans themselves did not take the exams until when it became an acceptable avenue for advancing their careers. In the north examinations focused on lyric-meter poetry and rhapsodies while in the south, Confucian Classics were tested.
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During the reign of Emperor Xizong of Jin r. Emperor Zhangzong of Jin r. Emperor Shizong of Jin r. Graduates of the Jurchen examination were called "treatise graduates" celun jinshi to distinguish them from the regular Chinese jinshi. One of Kublai's main advisers, Liu Bingzhong , submitted a memorial recommending the restoration of the examination system: however, this was not done. The new examination system organized its examinees into regional categories in a way which favored Mongols and severely disadvantaged Southern Chinese.
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A quota system both for number of candidates and degrees awarded was instituted based on the classification of the four groups, those being the Mongols, their non-Han allies Semu-ren , Northern Chinese, and Southern Chinese, with further restrictions by province favoring the northeast of the empire Mongolia and its vicinities. The metropolitan exam had a quota of persons with 25 persons from each group. Candidates were enrolled on two lists with the Mongols and Semu-ren located on the left and the Northern and Southern Chinese on the right. Examinations were written in Chinese and based on Confucian and Neo-Confucian texts but the Mongols and Semu-ren received easier questions to answer than the Chinese. Successful candidates were awarded one of three ranks. All graduates were eligible for official appointment. Both Chinese and non-Chinese candidates were recruited separately, to guarantee that non-Chinese officials could control the government, but this also furthered Confucianisation of the conquerors.
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Lee Under the revised system the yearly averages for examination degrees awarded was about The Hongwu Emperor was initially reluctant to restart the examinations, considering their curriculum to be lacking in practical knowledge. In he declared that the exams would follow the Neo-Confucian canon put forth by Zhu Xi in the Song dynasty: the Four Books , discourses, and political analysis. Then he abolished the examinations two years later because he preferred appointment by referral. In , the examinations were revived again, however in addition to the Neo-Confucian canon, Hongwu added another portion to the exams to be taken by successful candidates five days after the first exam.
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These new exams emphasized shixue practical learning , including subjects such as law, mathematics, calligraphy, horse riding , and archery.
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What is the best summary of the play? Later a craftsman brings the emperor an attractive mechanical nightingale. Since the real nightingale has been replaced, it leaves, returning only when the emperor has learned an important lesson. The emperor hears his servants discussing the beauty of the palace. When they mention the beautiful song of a nightingale, the emperor asks them to bring the bird to him. While the emperor truly enjoys the song of the nightingale, a craftsman makes him a mechanical nightingale that he likes even more.
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While the emperor owns many beautiful things, he wants to hear the song of a nightingale that lives in the forest. He is excited when a craftsman brings him a beautiful mechanical nightingale that sings just like the real one. He uses the mechanical nightingale so much that it breaks. The emperor asks to hear the singing of a nightingale that his servants have mentioned.
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Although the nightingale does not look beautiful, its singing is lovely. The emperor keeps the nightingale by his side so that he can hear its song whenever he pleases.
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They are working together on their final piece of coursework, and while arguing over which location to study, they are suddenly contacted by a mysterious character called the Professor, who says that he can help them. The Professor shows them a virtual reality machine, called Virtually Anywhere, which can transport people to anywhere in the world. Having travelled to the Terracotta Army in China, they use Virtually Anywhere to go inside the Emperor's tomb - a place which has remained sealed since the Emperor's death, thousands of years ago. It's very dark in here. Wait a moment, I've got a torch on my phone. PAUL: Yeah, me too. Paul, come over here - this is an ancient Chinese musical instrument! I've seen pictures similar to this in books, but to see one so perfectly preserved PAUL: Yeah, just look at the detail in the decoration! The others on our course would be amazed if they could see this!
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Let me just connect to the internet with the Virtually Anywhere remote control. Hmm, I'm getting a weak signal - I just need to check something. Don't move. I'll be back in a minute or two. He's gone! PAUL: Erm I don't see what harm it would do to go a little bit further down this tunnel. PAUL: Check out these pots! And what's this? Looks like some kind of door. PAUL: Well there's no way back now. I guess we should keep moving forward - the Professor will find us eventually. I'll just PAUL: Wait! My goodness, if you hadn't pulled me back that arrow would have hit me. PAUL: I'm just glad you're all right. Look at it, I think it's a crossbow bolt - I'm amazed it still works after all this time.
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Friday, May 28, 2021
The Emperor's Test Answers
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