In all things, we each notice that at first we do not know what is superior or inferior, nor understand what is genuine or fake. But once we gather several similar examples before our eyes in order to compare which is superior or inferior, which is genuine or fake, differentiation will naturally be achieved by the way they contrast with each other. Nowadays, practitioners of Taiji Boxing are numerous and publications are constantly on the increase. The common enthusiasm for it has led to all sorts of wrong paths and uncertainties. Therefore this book gathers together works by various experts who have made systematic studies [Part Two]. I also present distinctions between them by putting them into a comparative list so that you may understand at a glance where they have had slightly different ideas [Part One, Chapter One, Section Three]. Examining the origins of the various schools of Taiji Boxing, they all claim it was passed down from the elixirist Zhang Sanfeng. As for the names of the boxing postures, each school has it variations, sometimes older postures, sometimes newer versions, sometimes somewhere in between, some with many techniques, some with fewer techniques. Where one school has one posture, another school may consider it to be several. Postures may be the same but the names are different, or names may be the same but the postures are different. Something was formerly taught one way, but in the course of teaching over several decades, people became unaware of the extent to which changes had been made. When we look for the reason for this, we find it is simply because variety of transmission leads to slight inconsistencies, unimportant ones for the most part. However, beginners will not know what lies within. It will be as though they have entered into miles of fog, unable to distinguish between what is real and what is fake, and their doubts will increase by the day. This book collects the postures, principles, and terminology of our nation’s notable Taiji Boxing experts in order to clarify the genuine art, giving students the ability to differentiate instead of misguiding students so as to keep the art inaccessible, and thereby eliminating the error of sectarian bias.