The governmental superstructure cemented the whole Chinese world together in a formal manner; it did not create it. The family, the village, and the _hui_ were fit subjects for imperial comment, but there was nothing in their organization to persuade the student that the Emperor—by virtue of some Western-type _Kompetenz Kompetenz_—could remove his sanction from their existence and thereby annihilate them. There was no precarious legal personality behind the family, the village, and the _hui_, which could be destroyed by a stroke of law. It was possible for the English kings to destroy the Highland clan of the MacGregor—“the proscribed name”—without liquidating the members of the clan _in toto_. In China the Emperor beheld a family as a quasi-individual, and when enraged at them was prone to wipe them out with massacre. Only in a very few cases was it possible for him to destroy an organization without destroying the persons composing it; he could, for example, remove the privilege of a scholarship system from a district, prefecture, or province without necessarily disposing of all the scholars involved in the move. The government of China—which, in the normal run of affairs, had no questions of policy, because policy was traditional and inviolable—continued to be an administration dedicated to three main ends—the maintenance of the ideology (education), the defense of the society as a whole against barbarians (military affairs) and against the adverse forces of nature (public works on the most extensive—and not intensive—scale), and the collection of funds for the fulfillment of the first two ends (revenue). The Emperor was also the titular family head of the Chinese world. The educational system was identical with the administrative, except in the case of the foreign dynasties. (Under the Manchus, for example, a certain quota of Manchu officials were assigned throughout the government, irrespective of their scholastic rank in contrast to the Chinese.) It was a civil service, an educational structure, and a ritualist organization. Selected from the people at large, scholars could—at least in theory—proceed on the basis of sheer merit to any office in the Empire excepting the Throne. Their advancement was graduated on a very elaborate scale of degrees, which could be attained only by the passing of examinations involving an almost perfect knowledge of the literature of antiquity and the ability to think in harmony with and reproduce that literature. The Chinese scholar-official had to learn to do his own thinking by means of the clichés which he could learn from the classics; he had to make every thought and act of his life conform to the pattern of the ideology. Resourceful men may have found in this a proper fortification for their originality, as soon as they were able to cloak it with the expressions of respect; mediocre persons were helpless beyond the bounds of what they had learned.