The sources of school-owned farmland were diverse, including appropriation, donation and purchase. A wide range of people contributed to the enlargement of school-owned land.officials, gentry, 1andowners, students and merchants not only voluntarily donated landthemselves, but also urged others to contribute. School-owned land was important because the stability of rental income provided dependable material support for education. At thesame tirne the school-owned land system was highly significant because it strengthened thefeudal rule of the Qing court and preserved political and economic benefits of clans, merchant groups and olher social organizations.
