| In the Qing Dynasty, the regular education of the region of Guihua and Tumote began to develop in the first years of the reign of YongZheng emperor.Hereafter, the development was roughly divided into two stages. The first stage was from the 2nd year of the reign of YongZheng emperor to the 27th year of the reign of GuangXu emperor, and it was mainly embodied in setting up and reconstruction of official schools, charity schools and academies. The second stage was from the 28th year of the reign of GuangXu emperor to the last years of the reign of XuanTong emperor, and it was mainly embodied through establishing new-style schools.The internal conflict existed in the policy of isolation of the Qing Dynasty.First, the Qing government's policy of isolation for Mongolia area conflicted with the nation-wide "respecting Confucius, reading the Five Classics, and education in ceremony and propriety".Second, the policy of isolation conflicted with the nation-wide imperial examination system and initiating local education to a large degree. Lastly, the Qing Dynasty's policy of isolation conflicted with its flexible control policy. The internal conflicts offered the opportunities to develop educational cause of the region of Guihua and Tumote.As for the measures taken for the local government officials of the development of the educational cause, the Qing government mainly enlightened people by education under the condition of guaranteeing its border safety. As for the nongovernmental factors to promote the development of the educational cause, the Qing Dynasty set up special schools and the titles accordingly in order to maintain its feudalistic rule.As the development of the times, the Qing Dynasty eliminated the ban on culture and the ban on population related to it.In the Qing Dynasty, the development of educational cause of the region of Guihua and Tumote has positive significance, at the same time, it has its historical limitations.
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