Daniel Barish. <i>Learning to Rule: Court Education and the Remaking of the Qing State, 1861–1912</i>.
Bibliographic record
Abstract
In the aftermath of the Taiping Rebellion (1850–1864), foreign incursions and domestic crises culminated in the collapse of the Qing dynasty (1644–1911). In Learning to Rule, Daniel Barish has written an innovative and erudite study of the education of the last three emperors, Tongzhi (1856–1875), Guangxu (1871–1908), and Xuantong (1906–1967), who ascended the throne before the age of six and whose reigns spanned half a century. Barish’s primary thesis argues that the empress dowagers, regents, tutors, and officials sought separately to reformulate the education of the three emperors, but competing visions and controversial discourses created obstacles in transforming the emperor’s weakened image into the unifying symbol of a modernizing state. A secondary thesis contends that Tongzhi’s biological mother, Empress Dowager Cixi (1835–1908), played a critical role in the education of Tongzhi and Guangxu while reinforcing her authority in the Qing court. In the first chapter, we note that Tongzhi’s reign from 1861 to 1874 was dominated by the regency of Empress Dowagers Cixi (1835–1908) and Ci’an (1837–1881), and Prince Gong (1833–1898). The Qing dynasty, ruled by ethnic Manchus, continued the tradition of educating the emperor with a Confucian curriculum to mold him into an exemplar of learning and morality, on which to anchor his authority and governance in the empire. The classroom of Tongzhi was filled with expertise tutors and supervisory officials competing for time and influence to teach the Confucian canon, Manchu traditions, and new knowledge and science to the young emperor. Often absent or ill, Tongzhi was a poor student in the canon but excelled in archery. After his marriage, he ruled proactively for two years before dying in 1875. It was during his reign when Cixi entered the political realm and carved out a legitimate and guiding role as regent, while educating herself in the Confucian canon, governance, and calligraphy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.002 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.010 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".