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to the problem of ensuring law and order by means of administra-tive, legal, and police measures which in effect left people as much as possible to their own devices. But however much an adminis-tration may seek to preserve traditional institutions and modes of behaviour and very superficially the pre-war New Territories Administration resembled a Chinese form of Government—it inevitably produces some changes which spring from the framework of its own rules. One change immediately brought about in the New Territories was the removal of political and economic power from certain clans, mainly in the west, which, under the Chinese regime, had exercised control over considerable areas by virtue of their access to the government and their tax privileges. More fun-damentally, however, the new regime set into decline a system of local leadership which had hitherto rested on principles inherent in imperial Chinese society.
13. At the edge of China the county of San On (about three-fifths of which became the New Territories in 1898) was not remarkable for producing scholars, but, as an integral part of the Empire, it sent its men into the examinations and, as a result, furnished the country with some administrators. I have not yet had the oppor-tunity of checking the examination quotas operating at the end of the century, but at its beginning—I do not have the source by me as I write there was a quota of eight graduates at each three-yearly examination at Canton for San On, and an additional quota of two for the county's Hakka population. (In the last decades of the Empire, moreover, the sale of examination equivalents was very common; the number of titled scholars in San On was therefore likely to be considerably greater than that suggested by examination quotas). According to Lockhart, who surveyed the New Territories in 1898, there were about 150 sau ts'oi* in the county. See J.W. Hayes, "The Pattern of Life in the New Territories in 1898', Journal of the Hong Kong Branch of the Royal Asiatic Society, Vol. 2, 1962, p. 11. Those who studied for the examinations were com-paratively few, and they were almost certainly members of clans, and families within these clans, which, by reason of their riches and connexions, were in a privileged position. But the idea was widespread that all respectable men (a category including all the farmers) were eligible to offer themselves for examination and, ultimately, to assume administrative office. And there existed many schools in the countryside to set children going on the ladder