An Analysis of Developmental Factors for Yunnan,s Literary Families from Various Ethnic Backgrounds during the Ming Dynasty: Centered on Teacher-Friends and the Imperial Examination System

JOURNAL OF ETHNOLOGY， VOL. 15， NO.02， 97-106， 2024 （CN51-1731/C， in Chinese）

DOI：10.3969/j.issn.1674-9391.2024.02.011

Abstract：

The Ming Dynasty marked a flourishing period of literature among Yunnan，s diverse ethnic groups， showcasing an allure of Chinese literary expression not solely among Han literary families but also among families hailing from varied ethnic backgrounds such as the Bai， Yi， Naxi， and Hui. Accounts show they wrote their works in Chinese and gradually formed their own literary lineages. This paper focuses on the developmental trajectory of literary families from various ethnic groups， with particular emphasis on the roles played by their teachers-friends and imperial examinations. Based on documentary primary resources extensively explored in collections， local chronicles， and genealogies， this study delves into the multidimensional implications of external influences that shaped the development of these literary families and the roles they have ever played.

The literary families across Yunnan during the Ming Dynasty attached great importance to the selection process of their mentor-friends： Not only did they pay attention to direct education from close relatives of their families， but also to choosing teacher-friends with profound knowledge or great influence in society and the bureaucracy. Thus， a human network of literary exchange was formed， helping to cultivate and expand the talent chain of the literary families. These mentor-friends could help bolster the prestige and influence of literary families， and also expand the dissemination range of their literary works. In addition， the imperial examination system also appeared to be the main cornerstone for the perpetuation of talent within these literary families. This system guided the direction of the literary endeavors， statuses， and fortunes of literary families. Therefore， literary families often attached great importance to a scholarly education of their descendants， prioritizing the attainment of success in the imperial examinations， followed closely by literary cultivation.

During the later periods of the Ming dynasty， literary families in Yunnan， enriched by a cultural legacy accumulated over two or more generations， could fundamentally receive a comprehensive education and hereby effectively avoid the negative impact of the imperial examinations. What is more， it seems they were able to present cogent literary propositions that would hold enduring value for future generations and catalyze the development of their family literature. Compared with the trajectory of literary families in the Central Plains during the Ming era， the evolution of Yunnan，s literary families in this period had its unique features ： The influx of Han migrants into Yunnan， together with the implementation of the gaituguiliu policy — which entailed the abolishing of the local Tusi system in favor of governance by officials sent by the central administration — as well as the elements of teacher-friends and the imperial examinations engendered a transformative milieu for literary families in Yunnan. It is reasonable to assume that this historical background not only constituted a basic environment for the formation of literary families in Yunnan but also shaped the cultural context within which Yunnan，s literary families flourished during the Ming and Qing dynasties. Put differently， against the backdrop of the current academic context， mentor-friends and the imperial examination system can be considered as two key points for investigating the development of literary families in Yunnan during the Ming dynasty.

Key Words：

teacher-friends ; imperial examination system; literary families; Yunnan literature during the Ming dynasty