For my first cultural artifact post, I decided to research the Chinese civil service exams. I had often heard them referenced in various history classes or discussions of education and government structure, and I was curious to learn more. It was somewhat difficult to find images or artifacts, but the painting I show here is described as an image of Song dynasty imperial exams.
Several sources describe the examination system as lasting from 606 to 1905 and undergoing numerous reforms and changes. Various sites and researchers investigate them for topics ranging from Confucianism to the unique opportunity to research them to see the effects of high-stakes testing across centuries, in addition to the information they provide about Chinese society and culture in different eras. The “most common form” involved three stages of testing, and candidates progressed from the local level to testing in the national capital. The tests could be taken multiple times by anyone who had passed the required levels, and though social mobility was fairly restricted, some citizens considered lower-class were able to advance in the social hierarchy through the exams. Each level conferred a certain degree on those who passed, allowing leadership in local communities or in higher-level bureaucracy and, in the case of some workers and merchants, serving as a sign of status and credentials. Even those who did not pass some or any of the levels who brought the skills and learning they had gained through preparation to areas like literature, medicine, and record-keeping.
Much of the education system at the time focused on preparation for the exams, which helped to standardize curriculum and spread the ideals of learning at the time they were given. The tests required knowledge of philosophy (especially Confucian teachings), classic texts, and language, and they had strict requirements on the style of essays and phrasing used. Memorization of the proper forms and literature used was important. Examination compounds were constructed to prevent cheating, and measures like personal searches, anonymous test-takers and scorers, and keeping examinees in small groups and separating examiners were meant to prevent cheating and any undue influence. Despite this, cheating and bribery did still occur, and those who could not access the required texts or did not understand the language used were unable to advance through the tests. They were also highly stressful, and failure could create extreme disappointment and frustration. At the same time, great efforts were made both to prepare for and to continue the testing system across several dynasties and over 1,000 years.
In the end, revolution, imperialism, and calls for educational reform, revolution, brought an end to the civil service examinations. Some elements of the traditional philosophy and institutions were labeled as “superstitious”, and schools were reformed. However, the exams’ long history and strong impact are still studied and remembered today, and elements of their structure remain in many forms of testing. The article I read on high-stakes testing described the exam system as being praised for its innovation and soundness, and connected it to systems in Korea, Vietnam, England, and America. The exams can be compared with past and modern systems and provide important context on views of educational, political, and social expectations and how they have changed over time.
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