Textbook media image of Sunshine Nakayama

Abstract: During the Nanjing National Government, textbooks were the official medium of the ideological construction of the State, which systematically shaped the image of the young Sun Nakayama, who was also a pioneer in the country ' s youth and revolution. This image has been integrated with the country's political discourse through the trilogy of the “good, pristine youths” — the “provoked resistance” and the “unminded revolutionaries”. This image is based not only on the symbolic writing of textbooks, but also on the completion of multiple educational programmes on cognitive, emotional and behavioural aspects through the teaching of books and the performance of school ceremonies. The medium image of the schoolbook for the young grandchildren of Nakayama is both a political tool for the National Party to reinforce ideological unity and an educational practice led by political parties in the global wave of nationalism. This image reveals a structural contradiction between the demands of rational enlightenment in the context of party education and the practice of ideological indoctrination. This contradiction reflects the political and cultural dilemmas facing the modern nation State, namely, how to balance historical truth, educational autonomy and political construction. The media image of the school textbooks of Sunshine Nakayama provides a historical perspective on the hidden mechanisms for the analysis of ideological penetration and the shape of power. Author: Lee Suyun, Professor, Faculty of Public Information and Communication, Tianjin Teacher Training University; Ph.D., College of Public Information and Communication, Tianjin Teacher Training University, Li Moon. This paper is published in Academic Monthly No. 3 of 2026. As a great pioneer of China ' s recent democratic revolution, Sun Zhongshan ' s image has been closely linked to the recent political and cultural changes and ideological construction of China. Research on the image of Sun Zhongshan has already involved a number of media. The media is used as a medium by scholars to examine the construction and evolution of the image of the mass media in China during certain periods of history. There are scholars who use radio and television as the medium for profiling the image of Sun Nakayama Shini revolutionaries. There are scholars who use rituals such as national burials, mausoleums, commemorative days, etc. as a medium to explore how the National Party can shape its political image as a father or national hero after Sun Zhongshan's death. Scholars have used the symbolization of Sun and the political significance behind its distribution, namely, that the Nationalist regime upholds the authority and legitimacy of its rule, as a medium of commemorative goods such as stamps, Chinese mountain uniforms and commemorative coins. In the cities of Lanzhou and Nanjing, scholars use streets and bridges named after the “Middle Hill” as media to analyse the political culture and social perceptions contained in the city memorial spaces. There are also scholars who use novels as a medium to project the artistic image of Sun Zhongshan. Overall, much of what has been achieved has been focused on the political activities of Sun Zhongshan and its symbolic construction after its death, with a general neglect of the image of his youth. Although the existing research has covered a wide range of media, and has led to the expansion of the traditional mass media to the daily life vehicle, insufficient attention has been given to textbooks, an official medium with a systematic, mandatory and extensive coverage, with a strong educational discipline and political construction function. Textbooks from the time of the nation, as the central vehicle for the dissemination of national ideologies, not only disseminate knowledge but also shape national values and political ideologies through systematic and ritualized educational practices. On the 160th anniversary of Sun Zhongshan ' s birth, this paper focuses on the media image of Sun Zhongshan ' s textbooks and explores the multi-disciplinary mechanisms of politico-oriented education and its inherent contradictions, looking at the political and cultural dilemmas facing the modern nation-state in the educational arena and their historical consequences. I. The image of the medium of textbooks for young grandchildren

For the first time, Sun Zhongshan entered the textbook under the name “Sun Wen”, which appeared in 1912 in The Newer China History, but its content was scattered and not centralized. Up to the death of Sun Zhongshan in 1925, the image of Sun Zhongshan was made an important part of textbooks from primary school to university, from partyism to the national language, history, music, common sense, English and geography. In 1928, for the first time, the image of the textbooks of the Sunsun Nakayama was found in the " Three Democratic Textbooks of the New Age " . Since then, the story of Sun Zhongshan has become a classic material for all editions of textbooks, and through the main channel of primary school textbooks, it has been systematically shaped as a young hero with a revolutionary consciousness from childhood. (i) Good and simple young men

In the form of children's songs and drawings, the National Language Book depicts the young grandchildren of Nakayama as a good boy who has suffered and lived in peace: “Sun Nakayama, the children are really good. Don't eat fish and meat. Vegetable tofu. No silk and silk, black shoes and green robes. Not in the lobby, three fields are fine”. Sun Zhongshan, who likes to read, work, play, studied hard at his house, helped his father to work in the fields, played kite, kicks thongs in the grass, and was a young model with a flexible and dynamic hand. It is because Sun Zhongshan was able to have a hard and risk-taking spirit and physical strength closely linked to his childhood's rural life that “the strong physical life and a happy family environment enabled Sun Zhongshan to achieve its great achievements”. Textbooks have served as role models for young people in line with traditional moral ideals, by highlighting such qualities as filial and family-friendly “serving” “torture” of young grandchildren. These simple qualities easily inspire the emotional identity of the students and serve the purposes of political indoctrination in the process of subterfuge. Sun Zhongshan is a brilliant young man with great talent and qualities and is capable of independent thinking. Book 2 of the New Book of the National Language contains two stories, one by Sunshine Nakayama and his friends, and the other by Sunsama and his friends. Two stories have shaped the young grandchildren of Nakayama into a good boy of justice. Book 3 of the book tells the story of a young grandson, Nakayama, who opposed bullying while studying abroad. In the face of the abuse of a big, strong child, Sun Zhongshan did not hesitate to drive him away from him so that he could not further commit aggression; when the weak little boy came to offend, he thought that he was young and weak and had not responded, and that the children were therefore not disturbed. Sun Zhongshan has always dealt with relations with foreign students in an unfailing manner. The reading in the language of the High Small States tells the story of Sunshine Nakayama questioning the way the old house was taught. At the time, students were reading as if they were singing, but not what it meant. I don't understand. What's the point of the teacher singing this? The teacher wondered, and asked, "Do you object to the Book?" Sun said, "No, I do not object to the Book. I want to understand why I read it every day. I really don't understand the meaning of the book. Everything has to be asked for a meaning. What is the meaning of this book?” The teacher said nothing. The text concludes: “This approach to learning has created the basis for Mr. Nakayama's lifelong learning. How can we be the coaches of our Chinese people when it is not the pursuit of meaning?” Textbooks are a good example of Sun's love for reading and the need for it, and they call “the house of study” the “revolutionary vanguard” of future revolution leaders. Similar historical stories are frequently found in different versions of textbooks, which form the basic basis for the image of Sunshine Nakayama — excellent and simple. In shaping the image of his grandchildren, the textbook emphasizes the dual character of “unusual” and “excellent”. On the one hand, by drawing up the details of his assistance in housework and his modest life, he has brought his image closer to the daily life of his students and provided a copycatable model of behaviour. On the other hand, his words and actions in his early years gave him an idealized colour to build a higher character than ordinary students. This has made Sun Nakayama an example of the moral practice of students, while maintaining its nobleness as a political symbol, thereby consolidating its authority in partyized education. (ii) The resistance to the feudal disorder

The textbooks give a full picture of the young Sun Zhongshan as a resistance and critic of the feudal disorder, a image that is in keeping with the “new national” educational philosophy that was promoted by the Nanjing National Government at the time, and with the idea of the modernization of China's “inherent traditional morality”. Sun Zhongshan, as an advanced thinker and revolutionary, advocates a dialectical view of old morality, the rejection of bad and the preservation of the essence. This moral attitude forms the ideological basis for textbooks to project the image of the resistance of young grandchildren. The New Chinese Language Reading Book includes two stories from Sunshine Sunshine against foot-touching and slavery. Sun Zhongshan could not bear to see her sister being ravaged by the evils of her family and protesting to her mother. There are slave families in the village of Tregen, and slaves have been sold by their parents from an early age to work in their own home. This custom is widespread, and girls who are slaves are not free until they marry. If they make a mistake, the master can whip them. Young Sun Zhongshan is very surprised by this custom. He thought, "What makes man a slave? What right do parents have to sell their children?" In his bold propaganda in the village, he stated that such oppressive practices should not continue and should be completely eliminated. Book 5 of the new edition of the national language tells the story of Sun Zhongshan destroying the image of the North. In the village there is a white-faced beard, and the crowning of the dragon robes is like the statue of the emperor, which is used as a fairy to burn the fragrance. He heard his companions talk about the "god" when he played, saying that he broke up the idol's wooden hand and his companions fled. The people of the village heard of Sun Zhongshan's destruction of the statue, accused him of his acts and accused the “gods”, while Sun Zhongshan believed that the superstition should be removed. Textbooks link resistance by young grandchildren to progressive ideas such as “scientific” “liberation” by giving them political legitimacy against feudalism and limiting students' criticalness to the rejection of old traditions, thus evading reflections on the real political system and indirectly reinforcing the submission to the political authority of the National Party, while making progressive narratives. iii) Less ambitious revolutionaries

The young grandchildren of the schoolbooks, Nakayama, show reflections on the institutional and legal aspects of society. The second volume of the Revival Textbook describes the high level of piracy in the coastal villages of Sun Zhongshan as a child. One day, the pirates came to the village to attack the home of a non-resident, and the teachers and students of the bystanders fled in a panic to find shelter, with the sole grandson, Nakayama, courageously coming to the place of piracy and robbery. After the pirates were crying and running, they could only hear the owner cry that the sweat money he had earned for many years had been looted, and that would not have happened if it had been in a foreign country. The young grandson, Nakayama, wondered: “Why is it that the foreign country allowed him to come back without the protection of the law in China?” After witnessing the looting of expatriates by pirates, Sun Nakayama has strengthened its determination to study foreign laws abroad. The same story is used in the New Age National Language Textbook to reflect the reflections of the young grandchildren on the social system. Sun Zhongshan saw the looting of villages by pirates and thought, “The Government has raised its soldiers and it is the people who should be protected. The pirates are now attacking the village. The Government not only did not protect it, but some did not know. This shows that the government is useless. Such a government must be overthrown.” Since then, the revolutionary ideology of Sun Zhongshan has been sorely immersed in fire that it will continue to develop in the future and finally become an amazing revolutionary cause. The school textbooks contain a revolutionary spirit of resistance to the brutal rule of the Government. The story of the three brothers in the garden is written in Chiang's New Mandarin. There is a good relationship between a three-brother and the Sun family in the village, and Sun Zhongshan often goes to the garden of the three brothers. One day, more than a dozen fierce soldiers and court officials, armed with guns and knives, broke into the garden in favour of a pirate-like official and took the three brothers away and took possession of the garden. The villagers know that these corrupt officials have imposed charges on the three brothers with the aim of plundering their property, and they are very angry, but dared not openly upset them. At this time of “the absence of justice”, Sun Zhongshan rose up “in good faith” and protested “in full voice” to the army: “Why did you shackle our friends when they said they were not guilty? Why did you arrest them? Why kill them, imprison them, and occupy their houses and gardens?” The final sentence of the course reads: “Mr. Nakayama later rose up and worked hard for a revolution against China's plunder, and the spirit of justice was expanded when he was a child. Textbooks promote stories, and there is a link between brave teenagers and popular revolutionists. The division shared the children's textbooks in the Northern State language, which describes the passing of the tax by boat in Sunsunagayama, followed by repeated checks by Government prosecutors of the presence of larvae, cargo, opium and kerosene in their luggage. As a result of protests by Sun Zhongshan, the inspector raised his gun and argued that the other passengers were afraid of events and advised Sun to undergo an inspection. Sun Zhongshan thinks, "It's a very corrupt official." He was propagating the revolution to the passengers all the way. The story of Sun Nakayama, a “youth passenger”, in a read in the national language, is followed by a series of progressive questions: “Why are the passengers' objects examined repeatedly? Why are the people examined so fierce? Why are the passengers afraid to resist? Why did Mr. Sun Zhongshan resist?” led students to think deeply about the relationship between power oppression and resistance to awakening. The textbook explains the questioning of authority by the young grandchildren of Nakayama as a profound reflection on the feudal system, as a promotion of the ideals of the modern State and as a political awakening of the sense of civil rights, thereby implying the historical inevitability of its revolutionary path. The young grandchildren of Nakayama also show deep concern for the lives of the people. The National Language of Mass Textbooks links rural life as a child in Sun Zhongshan to his future civilism. Sun Zhongshan was born in a farm, where he lived as a child of a normal farmer, with bad food, clothing and living conditions. He ate corn, taro, was dressed in broken clothes and lived in a house made of straw. In such a life, Sun Zhongshan has suffered from the suffering of Chinese farmers, who have always had a great deal of sympathy for them, even though they have since ceased to live. He believed that reform was the only way to free farmers from hardship, give their children good food, clothing and books. The idea of the liberation of peasants has been pursued throughout the 40 years of Sun Zhongshan Revolution. Textbooks have deliberately emphasized that the perception of civil ills during the time of Sun Zhongshan's youth is logically isolated from its future image of revolutionaries who are “innocent” and “well-being for all”. The textbooks not only present the life experience of the young grandchildren, but also focus more on the emergence of their revolutionary ideas, which, through a detailed description of everyday life, reveal the trajectory of growth from the young children in the country to the pioneers of the revolution, thus becoming an important part of the contours of the image of the whole of Sun. The qualities and endowments of being simple, talented, young, innovative and less ambitious constitute the spiritual qualities of the image of the medium of textbooks for young grandchildren. This image is a highly politicized educational text that conceals the directness of political indoctrination, resorts to moral emotion and rationality, completes the political direction and discipline of students, and efficiently serves party education. II. Educational practice regarding the image of the media in textbooks for young grandchildren

The process by which the National Party is shaping the image of the young Sun Nakayama through textbooks is essentially a sophisticated set of educational and training practices aimed at training qualified citizens loyal to the Party. This practice has been carried out through activities such as the compilation and use of books by teachers and the holding of educational ceremonies, in order to transform the image of the grandchildren of Nakayama into an instrument of ideological penetration. At the same time, the National Party ' s in-depth involvement in the development of textbooks has led to dissent among intellectuals in education. (i) Compilation and use of books by teachers

During the Nanjing National Government, the Educational Book Review Body was changed by the Education Administration Board (1927), the University College (1927-1928) and the Ministry of Education (1928). The regulations on review issued by the three bodies clearly distinguish textbooks between teachers and students, reflecting the institutional distinction between different users and teaching needs. This classification system is not only reflected in the review chain but extends to the publication and distribution phases. When sending textbooks, publishers need to make an initiative to distinguish and describe the type of book, clearly indicating “teachers' use” or “students' use”; the functional positioning of the two types of books must be elaborated, with students' use focusing on basicity and readability, and teachers' use of books focusing on teaching guidance, reference materials and supplementing historical background. This practice entrenches and reinforces the dichotomy between “learning” and “learning”. The Nanjing National Government applies a rigorous qualification of teachers to ensure that education is consistent with the purposes of “party education” and “three democratic purposes”. The National Government has successively enacted the Regulations on the Qualifications of University Teachers (1927), the Provisional Statute of Teacher Inspection in Primary Schools (1934), the Statute of Secondary Schools (1935) and the Statute of Teacher Examination in Primary Schools (1936). The criteria include party identity, academic background, teaching ability, etc. The time of review is also provided for in the relevant regulations: “Acquisition of the certificate of eligibility, which is valid for two years and is subject to re-examination after expiration.” The Rules for the Recruitment of Chiefs of PTAs in Schools at all levels, adopted by the Central Training Department, expressly require that teachers and Chiefs of PTAs be hired “for a period of time not exceeding the period of validity of the certification, inter alia, by the Review Party Teacher Board”. The Teacher Review System is an important part of the National Government ' s educational management system, which helps to ensure the recognition and unity of three democratic ideas at the level of teachers. The National Party uses strict control over the content of the books used by teachers, infiltrates ideas to ensure that they are in line with national education policy and serve educational practice. The teacher's use of books emphasizes standardization, practicality and political orientation, is guided by the “three democratic principles” and is consistent with the aims of education. It is subject to three stages, first instance, review and final adjudication, and is subject to final approval by the Ministry of Education. “Teaching methods are of such a high degree as to affect the child's mental well-being that he or she should always examine with a view to their proper performance.”

Teachers use the highly normative codification that is essentially a technical expression of the systematic operation of power knowledge in the micro-education field, which transforms textbooks from a knowledge vehicle to a training tool through classification techniques, time planning, targeting and evaluation mechanisms. The textbook designs modules such as the “Pedagogical Master Plan” “Pedagogical Purposes”, classifys knowledge in a political and ethical sense, disassemblys the image of Sunsun Nakayama and simplifies the otherwise complex narratives into modeled knowledge modules tailored to ideological needs. This classification implies what is important knowledge and what is the value of the correct interpretation. The precision of “activity time” for “teaching time” is the integration of the teaching process into a manageable time management framework and the transformation of abstract political indoctrination into concrete and manageable physical practice through the control and distribution of the teaching chain so that the classroom behaviour of teachers and students follows the pre-set time rhythm. The distinction between “the purpose of teaching” and “the purpose of the child” marks the evolution of training techniques from one-way indoctrination to two-way regulation. The former clearly defines the role of teachers in transmitting established ideologies, while the latter seeks to translate political objectives into the cognitive and behavioural outcomes that students should achieve. This division incorporates students ' learning expectations into national educational goals and allows them to unwittingly internalize party values as they grow up. The test material attached to the end of the book is a key link in the closure of power-knowledge mechanisms. The content of the tests must be highly consistent with the classified knowledge and targeted narratives in the textbooks, so that the ideological examination is disguised as a learning capacity assessment. This assessment not only tested the educational results but also reinforced the educational outcomes. The normative model of the use of books by teachers can be described as the typical practice of “micropower systems” in the field of education. In the process, the image of Sunsun Nakayama was transformed into a detached, proficient and proficient system of political symbols. The Nanjing National Government's unified requirements for the preparation of books by teachers are designed to ensure that the micropower system can operate in school classrooms in a stable and efficient manner, so that the aims of partyized education can permeate the consciousness and behaviour of every student through a daily teaching process. This suggests that the ideological construction of the State is often based on a sophisticated design of the specific links in the teaching process and even the allocation of time. (ii) Enhancement of educational ceremonies

Through the systematization of educational ceremonies, the National Party has further strengthened the image of the medium of textbooks for grandchildren in Nakayama. This process is reflected not only in the day-to-day classroom teaching, but also in the transformation of the image of the Sunshine mountains into a political symbol for the school ' s wide-spreading, through the ubiquitous infrastructure and well-designed memorial ceremonies. The National Party carries out repeated physical exercises through teaching ceremonies in the classroom, as well as memorial ceremonies in schools, to translate textbook knowledge into practice. This “physical organization” makes the body of the teacher and student no longer a single medium, but a place where power permeates, where the teacher through body demonstrations becomes the enforcer of discipline, and where the student internalizes it by obeying norms into a physical memory and instinct. Through spatial organization, mobility and time control, the pedagogic rituals embed the image of Sun Zhongshan textbooks in daily learning and behaviour, thus completing the individual body to the collective political body. As Fukuo points out, a comprehensive and specific approach, such as group training, school schedules, etc., is to tame useful individuals by managing body postures, rhythms and activities, with maximum time and strength. Schools are required to hold Prime Minister ' s Memorial Week on time. At 9 a.m. a week, teachers and students gathered at the auditorium for a commemorative ceremony: the whole body stood and bowed to the flag, party flags and the Prime Minister ' s vestiges; the Prime Minister ' s will was read in court; three minutes of silence was observed; the Prime Minister ' s note, the three democratic principles, the strategy for nation-building, and the outline for nation-building was read out by the high school and above, and the Prime Minister ' s legacy was presented at the primary school for about 20 minutes. The Prime Minister ' s commemorative week is limited to one hour at a time. During the Prime Minister ' s Memorial Week, schools must begin by singing party songs and promoting spirituality. Singing party songs is a new part of the anniversary week, as the party songs are sent to the National Party “in the spirit of the Party, to govern the country and to make the people listen to its spirit”. In accordance with the rules, schools are required to display the relics of the Father of the Republic of China, with the will of the Father of the Republic of China, in the auditorium or in the place of assembly, under the flag, for all time. Textbooks at all levels of the school system, such as the political, national and social sciences, must be included in the Prime Minister ' s motto, with care to be taken to include them in a selective manner. The instruction is a ritual that integrates the daily life of teachers and students. For the most part, the instruction in primary schools is timed, divided into one for all and one for all levels. Plenary sessions refer to the collection of teachers and students from all over the school for one session, approximately once a week, such as the Prime Minister ' s Memorial Week on Monday. Each level of instruction refers to a teacher ' s lecture in the class, which takes place in the classroom at all levels, approximately twice a week, up to four times a day. The ceremonial nature of the seminar is also evident. The seminars are held at the beginning and at the end of each semester. At the beginning of the school year, the subjects ' programmes and teaching-related matters are discussed, and schools are instructed to organize teaching in the various subjects of the school. At the end of the school year, the conference managed to resolve areas where difficulties and questions were normally felt. In one of the bills, it was mentioned that: “On the party side, schools implement three-democratic education, which is as if, because of the decree, this level is easily overlooked as to how the three-democratic effect can be demonstrated. There's nothing we can do. It is not easy or appropriate to indoctrinate a child with a deep tri-democratic pretence; it is only necessary for the lower grades to take on a variety of shallow moves and things, gradually implying that the need for their research, such as the temples and monuments near the school, can be used. The three principles of democracy should be behaviourally and spiritually sensitive, inculcating children with appropriate knowledge. This level of fear has not yet been achieved. It is therefore to be hoped that the teachers and colleagues in the Bureau will take note of this; it would not be effective if they were all professors.” The bill proposes to correct the dogma of the three-democratic education with behavioural infiltration and life-style teaching, but cannot solve the problem at all. The instrumentalization of cultural resources, such as temples and monuments, into the vehicle of the three-democratic education is still, in essence, another dogmatic ideological discipline. The Ministry of Education, through a detailed ritual design, has gradually incorporated the image of Sunsama into the educational institutions of the schools and is deeply embedded in daily teaching practices. This ceremonial subjugation has made the image of Sunsun Nakayama not only a basic knowledge in textbooks, but also an educational practice with a strong ritual colour. In school space, Sun Zhongshan's images, statues and recordings are widely distributed, extending its image from textbooks to the physical environment. This ceremonial practice goes beyond simple knowledge and becomes a means of political socialization. The Nationalist Party has integrated the ideology of the State into the daily education rituals, making it a key vehicle in school life, thus achieving the long-term effect of submersion of the breeder. (iii) Opposition by intellectuals under political intervention

Textbooks are not neutral knowledge vehicles, but are a key area of power and ideological competition. Power creates knowledge, “it is not only because it works for power that power encourages knowledge, nor only because it works for power to use it”, “it is directly linked to power and knowledge, and the activities of those who know the subject may create a kind of knowledge system that helps power or resists it”. In the face of the change in textbooks by the National Party regime as a powerful tool for education and training, intellectuals in education have not lost their language. They disagree on issues such as the institutional monopoly on the production of textbooks and the historical authenticity of content, and there is a friction between political power and professional autonomy. Hu Xian has made sharp criticism of the erosion of academic freedom by partisan education: “God can deny, and Sun Zhongshan can't criticize... One scholar wrote a history textbook in which he expressed a bit of doubt about the Qin Emperor, which aroused outrage among the citizens of the National Government, and Mr. Daiji-Tao advocated a $1 million fine for the business printing house! A million dollars is exempted, but this is a good history textbook, which Cao Wu Peifu didn't prohibit, and is finally closed to distribution!" The modern educator, Ren Hong Yong, believes that partyization education is “the integration of partyism or ideas into the curriculum and its gradual insertion into the students' minds”. He pointed out that not only did young students not understand the content of party textbooks, but even the development of the mind was seriously compromised. The criticisms of both refer to academic and ethical misconduct that has politicized history. The promotion and application of national textbooks has increased, drawing intellectual attention. Historicist Deng Guangcheng (Scroll III) noted that newspapers and magazines all over the country had received many texts critical of the final text, but could not publish it because they had not passed through the authorities. The Ministry of Education will be responsible for publishing the final text of the country from seven to eleven. Experts in the education sector have lost their freedom to produce textbooks, as have teachers and students. The education authorities have even “specially set up institutions and hired full-time personnel to prepare this national final textbook, with the intention, and needless to say, that the textbooks produced in the previous bookstore, although validated by the Ministry of Education, have not been sufficiently party-oriented, and have therefore been tailored to strengthen the tone of their party, so that primary and secondary school students throughout the country will be generally baptized by the philosophy of the National Party, and will receive a good result for all. Deng Guangcheng called for the abolition of national textbooks and for the freedom of books boards to produce them. There are also primary school teachers who express their dissatisfaction with the treachery system: “All of them, most of them at meetings. At that time, the masters of manhood will speak to the children of the day about the general shortcomings that they have found and you will speak a great deal of boring speech, and in them you will hear nothing but the same as not. And what is the effect of this? This time so, and the next time. In fact, there are no different classes in peacetime.” The author also expressed his displeasure at the cumbersome rituals: “The rituals tried to imitate the party, and the commemoration week continued to be an ordinary gathering, and the Prime Minister's relics must be observed and his will must be read. The Prime Minister's will is almost the same as the hymn of the eight Qing Dynasty-era children who esteemed when they arrived.” He also questioned the content of the rituals of the textbooks: “The music must sing `revolutionary songs' and the tectonics must learn `revolutionary pictures', which really treats the party as a daily study.”

Intellectual dissent is, in essence, an alert to the loss of autonomy in the educational field. The attempt to integrate all knowledge into a single framework of party education necessarily conflicts with the critical and open nature of academic research. Knowledge becomes a tool for political propaganda when both textbooks and teaching practices are based on ideological correctness as their primary consideration. Through repeated rituals, the National Party attempts to “naturalize certain ideologies and implant them into the heart of the client”. However, when rituals become too frequent and formal, they cause ritual fatigue. The symbolism behind the ritual has become increasingly difficult to perceive, as teachers and students involved in it have moved from the initial piety to routine and even repulsive. Such a pattern of over-participation would not only stave off attempts at discipline, but even provoke resistance within the system. When disciplined practice becomes dogmatic and rigid, within it it produces its challengers. Intellectuals expose ritual abuses and criticize schoolbook impropriety as a form of resistance from within the disciplined system, with intellectual authority against political authority. This shows that, even in a highly institutionalized, party education system, the target is not completely passive recipients. They can use rational judgement, professional ethics and even daily experience to challenge excessively rigid discipline and practice. Such resistance often stems from excessive discipline and repression of intellectual autonomy. In an attempt to dispel dissent, power often leads to new dissent. These intellectuals, who aspire to educate and save the country, are subject to the strict rules of State authority, and their dissent and dissatisfaction not only record top-down and pervasive power control at the time, but also highlight the tenacity of intellectual autonomy and the strength of discipline and counter-regulation. III. Deep logic in the image of the media in textbooks for young grandchildren

The recent change of political power in China and the re-establishment of ideology have combined to create a medium of textbooks for young grandchildren. The Nanjing National Government systematically shapes this particular image of a “juvenile hero” to serve the fundamental objectives of the country's political construction. The image was shaped by a highly conscious political practice of political parties under the global wave of nationalism. (i) Education for power: political construction of party education

Education is directly dominated by politics. The Nationalist Party, which was not restructured until 1925, is loose and its political influence is limited to areas such as Guangdong, where it is weakly organized. It was not until 1927, when the Nanjing National Government was established, that control over education was gradually achieved through the implementation of a range of educational means. Since the Nanjing National Government came to power in 1928, the capacity to integrate the State and society has been growing, and the control of education has become more stringent and schools have become an important place for indoctrination. As the spiritual leader of the National Party and the founder of the Republic of China, Sun Zhongshan ' s image has become an important part of textbooks. It is natural that a complete personal image of Sun Zhongshan is essential. The enactment of the relevant educational legislation and decrees is a prerequisite for the National Party to project the image of its grandchildren. In February 1928, the College promulgated the Provisional Primary School Regulations, which added three democratic sections to the Citizenship Section. In July of the same year, the Nanjing National Government introduced party curriculums through special regulations, requiring primary schools to teach initial civil rights, shallow reading of the Sun literature and simple talk of democracy. In March 1929, the National Party's three main parties adopted the “Leading the Aims of Education and the Guidelines for its Implementation” which states: “Education at all levels of schools shall be consistent with the three democratic principles of the general curriculum and extra-curricular work ... in order to ensure that the moral and intellectual values of the three democratic principles prevail.” “The national ethics of faithful, loving, faithful and peaceful children and young people shall be accommodated in accordance with the will of the Prime Minister.” In April 1929, the Education Guidelines and Principles for their Implementation, published by the Ministry of Education, emphasized that “the future of the party must define the whole course and policy of education, the underlying principles of which must be centred on the culture that gave rise to the three democratic ideals”. In October of the same year, the Ministry of Education promulgated the Provisional Curriculum Standards for Primary and Secondary Schools, abolishing the “Citizens” section and replacing it with the “Partyism” section. Since then, education in three democratic senses has been no longer merely a matter of thought, but of unity of mind with the rule of the national Government and of political and educational integration. The Principles for the Implementation of the Three-Democracy Education, promulgated in September 1931, clearly states that the objectives of the kindergarten, primary school curriculum are: “I, the integration of the child's whole body and body into the three-democratic education. II. To enable the development of the child ' s personality and grouping on an average basis, guided by three-democratic education. 3. To enable children to have the initial knowledge appropriate to local life under the teachings of three democratic principles.” The National Party has incorporated the teaching of Sun Zhongshan children's stories into the standardized process through the development of the “Three Democratic Education” policy. Under the three-democratic aims of education, Sun Zhongshan ' s image is dominated by school space. Textbooks have become an important medium for communicating policy. The nationalization of textbooks is a key part of the implementation of party education by the National Government. Following the establishment of the National Government, control over the preparation of textbooks was gradually strengthened. Following the establishment of the National Compiler in June 1932, the process of nationalization of textbooks was carried out more systematically. Textbooks produced by the National Compilers and Translators have brought Sun ' s young people ' s experiences into line with the three democratic theories and have established systematic ideological indoctrination mechanisms. In 1943, a full set of national textbooks was officially launched. The National Party is fully involved in all aspects of the production and distribution of textbooks, which are more reflective of the will of the State than those produced by commercial institutions, which is deeply involved in the production of knowledge. The Ministry of Education's Instructions: “It is important to check that textbooks are a teaching tool, and that the Ministry, in order to achieve the adoption of uniform teaching materials in primary and secondary schools throughout the country and to facilitate their printing and general availability, has entered into a contract for the co-production and distribution of textbooks in primary and secondary schools in accordance with the new curriculum standards. In the framework of this system, the selection and interpretation of young children ' s stories in Sun Zhongshan is entirely under the official control of the national Government, ensuring the integrity of the ideology. The Ministry of Education of the National Government has instructed that textbooks used in schools at all levels may not be submitted for registration until they have been reviewed by the university or the Ministry, and that textbooks used in schools at all levels should be sent to trial in accordance with the law, without circumventing the review procedure. Official textbooks are highly consistent with the image of Sunsun Nakayama, creating a standardized narrative model that significantly limits the space for interpretation in local and private libraries. By controlling the production and circulation of textbooks, the Nanjing National Government has achieved a monopoly on the interpretation of Sun Zhongshan ' s image, providing institutional guarantees for ideological indoctrination. Three democratic education became the subject of review of textbooks during this period. The essence of the three-democratic education is the construction of a party nuclear. The idea of “party rule” and the doctrine of “teaching” the National Party have made the process of power-building a unique feature of the party State. This feature upgrades the review of textbooks from general ideological control to a highly systematic system of alternative civic education to party education and into a disciplined system. The three phases of Sun Nakayama's “military-teaching-constitutional” doctrine provide the theoretical basis for the one-party dictatorship of the National Party during the period of its administration. Within this framework, the people need guidance from the National Party. This means that textbooks are no longer a vehicle for the equitable transmission of knowledge, but rather for the teaching of the people. Training is systematic and covers the entire education system from primary school to university. Implementation of training requires organizational safeguards. The Minister of Education and the Head of Education at all levels are often members of the central or senior members of the National Party, the Ministry of Information, the Ministry of Organizations of the National Party are deeply involved in the review of textbooks, and there are party departments in schools to monitor the thinking and teaching of teachers and students. This organizational arrangement ensures that the instructions for the preparation of textbooks come directly from the ideological core of the party. Under the system of party education, the compilation of textbooks was a highly politicized act of the State, and the author had no right to exercise the Sun Zhongshan narrative freely. A nascent regime urgently needs to lay the foundations for an unquestionable revolution, the “myth” of the Junior Sun Zhongshan, which could be the starting point. The NCP textbooks, which shape Sun Zhongshan as the ideal figure for both traditional virtues and political awareness, in effect tie the content of citizenship to the political cause of political parties and provide a model of personality at the educational level for the political logic of “party rule” under the “teaching” system. Three democratic ideas permeated various disciplines, and Sunshine Nakayama became a common symbol of many disciplines, including history, national language, music and citizenship. In history and the national language textbooks, he was the starting point for the narrative of the revolution and represented the orthodox nature of the National Party revolution. In music textbooks, songs related to them are used for emotional mobilization. In the citizen's textbooks, the spirit is interpreted as an essential quality for modern citizens. This interdisciplinary symbol has allowed the party ideology to be implanted in the classroom in a holistic manner, thus building a pan-political ideology with Sun Zhongshan as its spiritual hub. The National Party ' s fine-tuning of the image of Sunsun Nakayama is an important initiative in the construction of the State. At the heart of political construction lies the establishment of a system of consensus and order of values that is widely accepted and accepted by the members of society, thus consolidating the basis of rule. The National Party has been faced with a break-up of the revolutionary system after the “cleaning up” of the Party, coupled with the persistent challenge to central authority by local warlords and the long-standing instability of its political integration. In this context, the image of the medium of textbooks for the young grandchildren of Nakayama is not only an important response by the National Party to the crisis of the regime, but also a central practice in building the national political symbols. (ii) “Junior Sun Zhongshan”: a global nationalist political party practice

The Nationalist Party's image of the medium of schoolbooks for young grandchildren in Nakayama is a highly party-oriented practice in the twentieth century of the global wave of nationalism, “State hero childhood narratives”. This image is the product of a global template that combines traditional Chinese youth hero stories and the political construction needs of the National Party. Benedict Anderson believes that a nation can imagine as a community, a “deep, equal gay love”. There is an urgent need, both for a new republic and for a united nation, to rally the nation's national identity and to shape an pictogram of the “imaginable community”. With the rise of a wave of nation-States, it is common for States to translate heroic stories into personalized symbols of national spirituality and emotional building blocks of national identity through standardization and ethical narratives. In this global context, the image of Sunshine Nakayama is both assimilated to the global “National Heroes' Childhood Narrative” template, which includes a general pattern of resistance to authority, family circumstances and traditional Chinese cultural narratives. More crucially, the National Party has explicitly served the indoctrination of party ideology and the political construction of political parties by injecting elements such as “revolutionary enlightenment” “presences”. The hero narrative, because of its pristine emotional resonance and profound enlightenment, has become an ideal vehicle for collective identity. These narratives, regardless of the stage of life of their masters, take on the educative mission for students and the general public as soon as they enter the field of education. The image of Nakayama was shaped by the image of William Durre, father of the Swiss State, in an intercultural relationship. The story of William Fall is a classic symbol of Swiss folklore in its struggle against tyranny and its quest for freedom. The central circumstance was “Arrows for apples”, in which he remained sunk and calm under extreme circumstances when he was forced to shoot an arrow at an apple above his son's head and later shot and killed the abusive Governor. This legend was symbolicized by Schiller ' s play, William Fall, as a spiritual symbol of the struggle against oppression and for independence. In contrast, the image of the medium of textbooks for grandchildren in Nakayama is somewhat similar, and character stories are carefully chosen and interpreted to provide a space for imagination. This imagination is closely linked to a concept of “same, empty time”. People, regardless of their geographical location or class, are learning stories from the same template. This process of collective reading and memory has created an extraordinary mass ritual for a clear political indoctrination. The image of the medium of textbooks for grandchildren in Nakayama is different. Compared to William Durre ' s image of an adult hero, the image of Sunshine Nakayama ' s textbook shows a remarkable historical narrative. The image of William Vale is derived from highly symbolic literary stories, while Sun's youth narratives are based on relatively reliable historical details. William Vale has come directly from legends to symbols of “exhaustible heroes”, the charm of which comes from the epic and emotional force of narratives, and the “generic model” of the transition from history to symbolism, the strength of which comes from a constant dialogue between real experience and the need for political construction. This has made the latter more responsive to ideological interpretation in textbooks and a more flexible educational narrative resource. The image of the medium of the textbooks of the junior grandson Nakayama reflects the transposition and adaptation of the Nationalist Party to the global nationalist propaganda model of the twentieth century. This practice has been adapted to the general trend towards the image of national heroes in the process of nation-state formation and to the profound integration of the ideological needs of the National Party, which has led to the development of an educational and promotional practice with a distinct political character. Concluding remarks

Sun Zhongshan, one of the most symbolic historical figures in recent times in China, has always been an important arena for political power. The image of the medium of textbooks for grandchildren in Nakayama is essentially a product of the ideological construction of the State and the political practices of political parties. This image is deeply embedded in a dual context. At the practical level of education, it carries out routine training through the organization of teaching courses, the interpretation of books by teachers and the ritualization of school activities. At the level of political construction, it serves both the practice of political parties that are party-oriented in education and the general need to shape national heroes under the global wave of nationalism. The National Party aims to harmonize character narratives, educational instruction and political construction by inculcating specific ideology and party will through model narratives. There is a simplistic image of the medium of textbooks for young grandchildren. Textbooks have shown a remarkable screening and condensed account of the story of Sun Zhongshan youth. Compared with literature such as the Sun Fantasy Biography, the Sun Nakayama self-statement, the textbooks extract and simplify Sun Nakayama ' s growth experience, social relations and evolution of thinking into isolated events. These events are often alien from the specific historical context and the logic of reality, ignoring the lingering, confused and even frustrated processes in which they grow up. This simplification makes its image a perfect ideological symbol vehicle. As a result of this logic, the textbooks condensed the Middle Mountains as a collection of moral labels. Behind the image of Sun Nakayama ' s role model is the KNP ' s educational discipline on what is a qualified national, making the characters abstract as a model to be imitated, and inculcating repeated symbols to complete the values and behaviour of students. In the process, Sun Nakayama, as the dominant and multi-faceted “human”, was emptied and became an empty shell carrying political symbols. There is a problem of deformation in the image of the media in the textbooks of the young grandchildren of Nakayama. Textbooks have shaped the Sunshine Mountains as a natural national hero through the aberration of narratives, essentially providing symbol support for the legitimate rule of the National Party regime. What the Nationalist regime needs is a “sacred man” capable of indoctrination and mobilization of the population, not a real, complex, fleshy and fleshy man. This political logic has shaped the Sunshine Mountains as an ideological constructor. The image of the medium of textbooks for grandchildren in Nakayama also has profound historical consequences and political and cultural difficulties. When political construction relies too much on the perfect image created by the discipline system, rather than being based on institutional performance and popular identity, it can lead to a disconnect between political rhetoric and historical truth. Under the National Party's “One Party State” education system, textbook compilers face a profound ethical dilemma, namely, whether the textbook is written for historical or party loyalty. When “political correctness” becomes a codification standard, academic ethics cease to exist. The image of “Junior Sun-sama” has created a template for future generations to shape a “humanized” political icon to understand how historical memory can be shaped by political power and how it can, in turn, inhibit the possibility of political development. At the same time, this image reflects a recurring deep-seated dilemma in China’s transition to a society in which political discourse tends to overwhelm and recreate historical truths in a context of strong political construction needs, and where education is transformed into a tool for consolidating a particular regime. This dilemma deserves our attention and reflection. [The present document is the outcome of the National Social Science Fund's priority project, Historical Evolution Study of China's Autonomous Knowledge System in Journalism (1903-2025) (25AXW004)]