The corpse of the 76th-generation Duke Yansheng was removed from its grave and hung naked from a tree in front of the palace during the desecration of the cemetery. Attacks on other cultural and historic sites occurred between 1966 and 1967. One of the greater damages was to the Ming Dynasty Tomb of the Wanli Emperor in which his and the empress' corpses, along with a variety of artifacts from the tomb, were destroyed by student members of the Red Guard. Between the assaults on Wan Li and Confucius' tombs alone, more than 6,618 historic Chinese artifacts were destroyed in the desire to achieve the goals of the Cultural Revolution. Individual property was also targeted by Red Guard members if it was considered to represent one of the Four Olds. Commonly, religious texts and figures would be confiscated and burned. In other instances, items of historic importance would be left in place, but defaced, with examples such as Qin Dynasty scrolls having their writings partially removed, and stone and wood carvings having the faces and words carved out of them. Re-education came alongside the destruction of previous culture and history, throughout the Cultural Revolution schools were a target of Red Guard groups to teach both the new ideas of the Cultural Revolution; as well as to point out what ideas represented the previous era idealizing the Four Olds. For example, one student, Mo Bo, described a variety of the Red Guards activities taken to teach the next generation what was no longer the norms. This was done according to Bo with wall posters lining the walls of schools pointing out workers who undertook "bourgeois" lifestyles. These actions inspired other students across China to join the Red Guard as well. One of these very people, Rae Yang, described how these actions inspired students. Through authority figures, such as teachers, using their positions as a form of absolute command rather than as educators, gave students a reason to believe Red Guard messages. In Yang's case it is exemplified through a teacher using a poorly phrased statement as an excuse to shame a student to legitimize the teacher's own position. Attacks on culture quickly descended into attacks on people. Ignoring guidelines in the 'Sixteen Articles' which stipulated that persuasion rather than force were to be used to bring about the Cultural Revolution, officials in positions of authority and perceived 'bourgeois elements' were denounced