Academy is a unique cultural and educational model in China's feudal society. As an educational system developed in parallel with the official school in the educational history of China, it sprouted in the late Tang Dynasty, flourished in the Song and Yuan Dynasties, spread in the Ming and Qing Dynasties, and was restructured in the late Qing Dynasty. It is a cultural and educational institution integrating education, learning and book collection. It is not an official school, but it is a new educational system with official elements, not private schools, but absorbing the advantages of private schools. It is the product of the combination of official schools and private schools. Since the appearance of the academy, great changes have taken place in ancient education in China, that is, the pattern of parallel development of official learning, private learning and academy appeared, and the three were in a stand-alone trend. Until the end of the Qing Dynasty, they were exclusive, but more infiltrated and merged with each other, which promoted the development and prosperity of ancient cultural education in China.

(A) the track of the development of ancient academies in China

1, the origin of the academy system

The name of the academy began in the Tang Dynasty, which is divided into two categories: official and private, but they are not educational organizations that gather disciples to give lectures. After the "An Shi Rebellion" in the Tang Dynasty, the country went from prosperity to decline, politics was corrupt, people's livelihood was depressed, cultural and educational undertakings were also seriously impacted, official learning was abandoned, and etiquette and righteousness declined. So some scholars and scholars, inspired by Buddhist Zen forest, went to some quiet and beautiful places to study and study. Since then, the wind of seclusion in the mountains, self-cultivation, and gathering disciples to give lectures has gradually emerged. The academy with the nature of gathering disciples to give lectures was basically formed at the end of the Five Dynasties, and it only developed into a relatively complete academy system in the early years of the Northern Song Dynasty and became an important part of the traditional education system in China.

2. The establishment of academy system.

In the Song Dynasty, the country was reunified, social production was restored and developed, people's lives were relatively stable, and scholars began to learn. Because the rulers were too busy expanding the territory and defending the land, they had no time to take care of the establishment of schools, and only focused on the selection and absorption of existing talents by the imperial examination to meet the temporary needs at the beginning of the founding of the country. Therefore, in the nearly 100 years since the founding of the People's Republic of China, official studies have not received due attention. It is under this background that the academy has achieved great development with its strong vitality and established its position as an important educational organization form. The development track of academy in Song Dynasty can be roughly divided into three stages:

1) After the rise of Song Liguo in the early Song Dynasty, it was temporarily unable to take into account the revitalization of official schools, so the "redemption" policy was adopted for famous private schools, and the school model of joint venture between government and private enterprises appeared. The six famous academies in the early Song Dynasty are the representatives.

2) Mid-depression During the three times of promoting learning in the Northern Song Dynasty, official learning flourished unprecedentedly; What's more, the practical rationality of reform has become the mainstream, and the pure academic research has become increasingly depressed, so the academies are not well-known, and even the six famous academies have been run down or changed to official schools.

3) The invasion of Dasheng foreigners, internal strife and corruption in the imperial examination in the Southern Song Dynasty made the official school in the Southern Song Dynasty useless. Moreover, due to Zhu Xi and others' fruitful resumption of the academy and the popularity of Neo-Confucianism, the academy has become increasingly prosperous.

In Song Dynasty, academies generally made relatively complete rules and regulations, which was an important symbol of the institutionalization of academies. Among them, The Revealing of Bailudong Academy, which was drafted by Zhu Xi himself, became a model of academic rules of academies.

3. Officialization of the academy system.

In the Yuan Dynasty, in order to ease the contradiction between Mongolian and Han nationalities and win over the hearts of Han scholars, the rulers adopted a policy of protecting and advocating the academy, and at the same time gradually controlled it, making the academy in the Yuan Dynasty increasingly official. The Yuan government also strictly controlled the enrollment, examination and the way out after graduation. By adopting these measures, the Yuan government gradually lost its characteristic of giving lectures freely, and finally it was no different from the official school. Its academic characteristics, on which it depends and enjoys a good reputation in the world, gradually faded to disappear, and finally became a vassal of the imperial examination.

4. The rise and fall of the academy system.

The development of academies in Ming Dynasty "experienced a tortuous road from silence to prosperity to prohibition".

1) Silence in the Early Ming Dynasty

In the early Ming Dynasty, because the government attached importance to the development of official learning and advocated the imperial examination to recruit scholars, official learning was very popular, and the academy was neglected for nearly a hundred years.

2) Mid-term revival

After the middle of the Ming Dynasty, due to the lack of official knowledge and the corruption of the imperial examination, the education of the academy was revived, and after Jiajing, it developed to a peak.

3) the late sinking

Due to the return of the academic characteristics of academy research, the political color of academy lectures is getting stronger and stronger, and the rulers feel "shaking the court" by satirizing the political affairs and judging the figures. In the late Ming Dynasty, the authorities banned the destruction of academies four times, which seriously harmed the development of academic thought. In particular, the creation of the "Cave Discipline" gradually integrated the academy, the official school and the imperial examination.

5. The disappearance and restructuring of academy characteristics.

At the beginning of the Qing Dynasty, in order to suppress public opinion and eliminate the patriotic sentiment of Nanming, the rulers severely restricted the academies, but they were banned. However, at this time, the academies were no different from official schools, and the tendency of official learning of academies began in the Yuan Dynasty and reached its acme in the Qing Dynasty. The main content of the academy study in Qing Dynasty was the eight-part essay writing, with the purpose of taking the imperial examination and gaining fame, which completely lost the original teaching style and academic research nature of the academy, and its independence and autonomy were few.

After the Opium War, the door of "China's Great Power", which had been closed to the outside world for more than a hundred years, was finally broken by the western powers' "building a strong ship and gaining a strong gun". In the Westernization Movement of "learning from foreigners and controlling foreigners", Westernization schools sprang up like mushrooms after rain, and reforming old-style academies became the general trend. In this case, the Qing government finally adopted the suggestions of Zhang Zhidong and Liu Kunyi, and in the 27th year of Guangxu (190 1), the provincial capital academies were changed into university halls, the government academies into middle schools, the state and county academies into primary schools, and more schools were set up. At this point, after nearly a thousand years of tortuous course, the academy system finally merged into the torrent of modern school education.

(B) Evaluation of the ancient academy system in China.

1, school-running characteristics

Academy is a special form of teaching organization between private school and official school, which has the characteristics of "neither official nor private" nor "both official and private". Specifically, its school-running characteristics can be summarized as follows:

1) Official recognition and assistance

2) Pay attention to book collection and reading.

3) Free to give lectures and discuss academics.

Academy is one of the products of the "Three Religions", and most of them are located in famous mountains and rivers with beautiful scenery, which is not unrelated to the influence of Buddhism and Taoism.

2. Teaching methods

1) Speech debate

Chinese academies attach great importance to academic lectures, which take the form of "lecture in class" and "lecture in academic society". In addition to expounding their own academic opinions, academy masters also attach great importance to the debate and exchange of different academic viewpoints. In the late Ming Dynasty, Gu Xiancheng and Gao Panlong specially formulated the system of lectures in academies, which included "a general meeting every year" and "a short meeting every month", and stipulated "conventions" and "rules" to discuss morality and cherish academics.

2) Self-study is difficult

In addition to academic lectures, another important feature of academy teaching is to pay attention to students' self-study research and questioning. The college has a rich collection of books, which provides convenience for students to study freely and independently. Zhu Xi believes that in addition to collective lectures, the duty of college teachers is to guide students to study by themselves, emphasizing that reading must be suspicious, and those who have doubts but fail to think deeply should be consulted as masters. This is called "questioning and asking difficult questions". The six reading rules created by Zhu Xi (step by step, reading carefully, swimming with an open mind, observing oneself carefully, working hard, and staying respectful and determined) have a far-reaching impact on future generations.

3) research and discussion

Academy is based on academic inquiry and rational training. Whether it is a master's lecture or a student's self-study, it obviously embodies the research spirit of paying attention to academic discussion. Academies, as the spiritual home of intellectuals, strive to combine academic research with educational activities. On the one hand, they deepen academic discussion and promote teaching activities through academic research; On the other hand, it cultivates talents through teaching and academic research, and expands the influence of the school. It was this interaction and progression that greatly promoted the development of China's feudal social thought and scholarship.

4. Organization and management

In terms of organization and management, academies are also different from ordinary schools:

1) streamlining of management institutions

Like private schools, the academy has only one clear host. Its names include cave master, mountain master, hall master, dean, etc. The host is often a master of the school, giving lectures and explaining difficulties is the main responsibility, but management is actually a leader. Although some large-scale colleges add assistant lecturers and supervisors, their full-time staff are extremely limited, and they are often divided by college students in turn. Compared with official schools, there are very few redundant staff in colleges, and they have the characteristics of absorbing students to participate in management, or they are called "high-footed disciples to control".

2) democratization of management principles

Like ordinary private schools, college teachers and students can come and go freely, with less authoritarian punishment. The emergence of college hosts is mostly public recommendation, not official Committee. Some colleges have expressly stipulated that. The host is "incompetent, it will be easier", and there is also a regulation that "it will be easier every season", and life tenure is not allowed.

3) The management mode is regulated.

Because there are few administrators in the college, and teachers and students get along with each other day and night, it is necessary to make a set of academic rules for self-discipline and self-education. The learning rules of the academy generally include three basic contents: one is to point out the direction of learning; Second, the principles and methods for learning, self-cultivation and dealing with others; The third is to stipulate the punishment that has been committed.

The most famous academic rules are: The Doctrine of Bailudong Academy written by Zhu Xi and the Academic Rules of Lize Academy written by Lv Zuqian.

(3) Comparative analysis of academies, government and private schools

Because the academy has the characteristics of "non-official and non-private" and "both official and private", it is different from official school. Compared with private schools, it is also different.

1, comparison with official schools

Compared with official schools, academies are different from official schools in the following aspects:

1) From the teachers' point of view, the teachers of official schools are all appointed by the imperial court and belong to the feudal dynasty officials; The teachers of the academy are recommended by local governments, mostly scholars and scholars with both ability and political integrity. Although some of them are court officials, they are only part-time teachers.

2) From the students' point of view, most of the official students are children of bureaucrats, with strong grades and strict examinations before they can enter the school; College students are free to come and go, there is no distinction between rank and rank, and there is no need for any examination for admission.

3) From the perspective of educational content, the content of official professors is mostly textbooks approved by the imperial court, and the content is relatively fixed and single; The teaching content of the academy depends on the characteristics and the length of the academy, the director of the lecturer, and the teaching content of the general lecturer or lecturer depends on the mainstream of the knowledge and scholarship imparted by the academy, so the teaching content is more flexible and broad.

4) From the perspective of teaching organization, the teaching of official school is dull and monotonous; College teaching is flexible and varied. In particular, the "lecture" system of the academy has become an important teaching form of the academy, which is also an important symbol that the academy is different from the official school.

2. Comparison with private schools

Since its birth, the academy has a natural connection with private schools, which is manifested in the following four aspects: first, like private schools, it was founded by private funds, which is not official and has strong independence; Second, like private schools, academies are open to the lower classes and face the countryside; Third, like private schools, academies aim at cultivating and educating ordinary children; Fourth, like private schools, academies are mainly a kind of quality education, and the purpose of running schools is not to pursue official career through imperial examinations.

On these fundamental issues, academy and private school are inextricably linked. In a sense, academy is born out of private school, but academy is not a general private school. This is not a direct transfer of private school experience, but a profound change in private school, which is another new education system independent of official school and private school.

As mentioned above, as a general private school, it is basically in a spontaneous state, and it has not yet formed a set of long-term stable and complete educational rules, which are as follows: first, there are no fixed school buildings and educational facilities; Second, there is no fixed source of income; Third, there is no special library, let alone the conditions for printing books and handouts; Fourth, there is no corresponding teaching plan and rules and regulations; Fifth, it is a handicraft-style way of running a school, so it is impossible to teach in different classes like official schools; Sixth, there is no any form of assessment system, lack of a strong education management system, and the school is in an unorganized and loose state. The academy, on the other hand, stood at the height of history at that time, made a comprehensive survey of official and private schools, and then integrated and reformed these two educational systems, thus forming a unique educational organization form that was neither private nor official.

Academy and general private school is not the same:

1) The college has both fixed school buildings and teaching facilities, and a special library. Not only is the school building magnificent, but also the collection of books is extremely rich, which is difficult for general private schools to achieve.

2) The academy has a fixed education fund as a guarantee, and has established a field-centered education fund system similar to that of official schools. There are two channels for the academy to obtain study fields: one is private donations, and the other is government grants. This is an important prerequisite for the survival and development of the academy, which is also not available in general private schools.

3) The Academy has its own set of complete management system, and has established staffing and posts similar to those of official scholars. Each person is responsible for students' teaching, assessment, living and college funds, sacrifice, security and so on according to their own post responsibilities. It is particularly worth mentioning that college students also participate in management, such as the head of the school, the head of the school, the senior and the head of the school, who directly manage the students' study and life.

In addition, the academy has also formulated a series of unique and distinctive dogmas, learning rules, learning training, etc., which has raised a series of experiences gained from management practice to a certain theoretical height, which is an important symbol that the academy has embarked on institutionalization.

To sum up, although the academy has a natural connection with private schools, it is different from private schools; It is not only qualitatively different from official school, but also absorbs many positive elements in official school, which has a certain connection with official school. It is after the successful transformation of private school and official school that the academy formed a relatively independent education system. It is an important and special educational organization form in China's closely developed ancient society in recent thousand years, and its extremely important role in education has always been beyond the reach of official school and general private school.

(D) Comparison between academies and medieval universities in Europe

Just as the Chinese academy system in the ancient oriental country is becoming more and more mature and prosperous, a new educational institution, modern university, has emerged in the distant western world. As far as its characteristics are concerned, the medieval universities in Europe have something in common with the ancient academies in China, but they have obviously different historical destiny from the academies. Therefore, the author will make a comparative analysis of the two from the cultural level. In the most general sense, culture refers to all things that distinguish human society from the natural state, which can usually be divided into three levels: object culture, system culture and concept culture. As far as the relationship between culture and colleges and universities is concerned, they are mainly influenced and restricted by institutional culture and conceptual culture.

1, institutional culture

From the perspective of system culture, there are great differences in political system and religious power between ancient China and medieval Europe.

1) political system

In ancient China, the central ruling regime was established since Qin Dynasty, and its political system was always highly centralized. Consistency with the centralization of the central feudal system has become a necessary condition for the continuation of the academy. When the free research and argumentation of the academy did not violate the interests of the ruling stage and shake its political order, or when the central government was unable to take into account the deviant behavior of the academy, the academy would show its true colors. Once the liberalization degree of the academy exceeded the upper limit of the tolerance of the feudal dynasty, the only thing waiting for the academy was to be banned or succumb to power and take the road of official learning. The political situation in medieval Europe was different from that in China in the same period. At that time, Europe might be more similar to the era of separation of governors in the Spring and Autumn Period and the Warring States Period in China, and many nation-states and secular regimes coexisted, which made it possible for universities to have academic freedom and autonomy in running schools. Historically, European medieval universities were less interfered by secular regimes, but Chinese academies were rarely so lucky.

2) Religious forces

China's culture is proud of being secular. Taoism, which evolved from Taoism in China's traditional culture, is at best a quasi-religion, and foreign Buddhism has not developed to the level of competing with the royal power. The secular authority has always been in the supreme position. This has both advantages and disadvantages for the existence and development of academies. The former is manifested in the connection between teaching and research of academy and social politics, which is beneficial to eliminate social disadvantages and promote social progress. The latter is mainly manifested in the lack of religious and cultural vocation, which makes it difficult for the academy to resist the secular utilitarian temptation, thus embarking on the old road of learning and being an official, which will inevitably affect the academic scope, quality and depth of the academy.

In medieval Europe, religion was powerful, and its influence on universities was far greater than that of secular regimes. This influence has both advantages and disadvantages, which makes the teaching content of medieval universities full of obscurantism. However, in order to demonstrate the rationality of teachings, religion advocates extensive knowledge of various disciplines, especially natural science, and at the same time cultivates people's professional interest in dedicated research and exercises the rigor of people's thinking, thus accumulating profound intellectual resources for the development of science and culture.

2. Concept culture

From the perspective of conceptual culture, the cultural differences between China and the West are even greater. The author makes a comparative analysis of academies and universities from two aspects: cultural orientation and academic autonomy.

1) cultural orientation

The problem of cultural orientation is very obvious in Chinese and western teaching thoughts, and there are two different cultural values. In the west, subjectivism can be said to be a main thread that runs through the history of western teaching values, with a long history and a long-term dominant position. In China, ethical standards and extreme pragmatism are highly respected. Natural science knowledge has long been rejected by orthodox education. It only serves politics, regards learning as a step for advancement, and seeking official positions becomes the sole purpose of studying. As an important part of the feudal education system in the history of nearly 1000 years, Chinese academy system paid attention to the education of ethics and morality as the value orientation of the decisive factor in human life, thus limiting the development of empirical science. Confucianism advocates introspection rather than exploring the mysteries of the universe, which is reflected in the separation of education from natural science knowledge and the exclusion of scientific knowledge from educational content. Although Chinese academies pay attention to the academic research of contending with each other, the masters of academies are consistent on the fundamental issue of maintaining patriarchal feudal society. Although it has existed for nearly a thousand years, it has only changed in form and quantity, but not in substance. The backwardness of middle and modern times has something to do with the cultural tradition of attaching importance to morality and neglecting wisdom.

The rise of universities in the Middle Ages was the initial cultural manifestation of the prosperity of western European society. China Century University not only provided a stage for scholars in various fields at that time, but also became a garden for cultivating a new generation of scholars. Scholars not only shouldered the responsibility of preserving and transmitting culture, but also shouldered the bounden duty of developing and creating culture. Although they did not break through the control of feudal churches, under the impetus of the needs of the times, They pay attention to the cultivation of rational thinking ability and the transmission of scientific and cultural knowledge, which is a great breakthrough to the traditional Christian theological education and objectively lays a good foundation for promoting the rise of modern western scientific and technological revolution.

2) Academic autonomy

Academic autonomy means that academics should be free from political embrace, only subject to the standard of truth, and not subject to external pressure.

In feudal society of China, politics and religion were integrated, and education must be at the mercy of political power. So was the ancient academy in China. It never formed an independent education system, and its academic autonomy was lacking. Due to the control of the government and the lure of lucrative profits, the academy lost its fame and fortune, and devoted itself to academic research, aiming at self-cultivation and not serving the original intention of the imperial examination. Finally, it gradually became a vassal of the imperial examination. When the modern revolution took place in Europe, all countries benefited greatly from scientific and technological achievements, but the young scholars in China crawled on the loess road for years, trying to write a good eight-part essay and stand up for the saints in the examination room. It is precisely because of the lack of academic autonomy that in the historical process of nearly a thousand years, the academy system and its excellent traditions were buried by feudal society with the decline of politics, economy and culture in feudal society.

In the Middle Ages, universities enjoyed a high degree of autonomy, which allowed them to reject all kinds of external interference and won certain "privileges" for independent survival and free research, which created extremely favorable objective conditions for scientific research and academic prosperity. Academic autonomy enabled medieval universities to cultivate a large number of outstanding scholars for the society, which played a very important role in promoting the process of western culture. Universities not only became the soul of the nation, but also a cultural source of human civilization. In a sense, it is precisely because of the emergence and development of universities that western culture has been continuously accumulated, smelted, updated and sublimated in the historical process, and a building of modern western civilization and an open knowledge system has been built. It is also in this process that the western university system has been constantly improved, so it can calmly and freely cope with new cultural challenges for a long time.

It can be seen that the same time, the same institution, but due to different cultural backgrounds, have different historical fates, which is worth pondering and appreciating.

A Comparison between Chinese and Western Educational Systems in Ancient Times

The structure of western medieval education system is diversified, mainly characterized by church, royal power and secular pluralism. China's medieval education system was a unified structure, with government-run schools as the leading factor and private schools as the vassal. There are differences in course content, ideological value and educational achievements. Finally, the West broke through the control of the church and turned to humanism. Universities gradually became the base of free thinking at that time, and cultivated a large number of cultural people with independent personalities, which promoted the European Renaissance and the Religious Reform Movement. However, China's education system has always been in the shadow of autocracy, and it has mainly trained a group of imperial scholars, unable to get out of the traditional cycle. In the Middle Ages, Chinese and Western educational systems had different influences on social development. In the comparative study, it gives us intriguing enlightenment, from which many historical lessons need to be found in the process of China's modernization.

First, the investigation of the educational structure system

In the early Middle Ages, Christianity almost monopolized education at that time. Since the 6th century, Christian education has gradually gone beyond the scope of the family to the school. There are two main types: one is schools attached to monasteries, and the other is schools sponsored by churches and governments. In 789, Charlemagne issued an announcement, asking local churches to set up schools and delete relevant books so that children in the parish could learn. This announcement is called "the first general program of medieval education". After that, the church set up various schools in various places.

In the 7th and 8th centuries, secular education in western Europe gradually rose, especially in Ireland and England. With the rise of medieval cities in western Europe, urban schools that developed civic education came into being. There are two kinds of urban schools: one is for the upper class citizens, that is, industrial and commercial operators, such as grammar schools, to serve the life interests and reading and writing needs of free citizens. Second, schools, such as guild schools, are set up for the children of lower-class citizens, mainly craftsmen, to train skilled workers. Secular civic education is an important aspect of education in the second half of the Middle Ages, which laid the foundation for the modernization of education.

After the Renaissance, the citizen class rediscovered the natural philosophy of ancient Greece and the legal science of ancient Rome. In order to compete with the missionary schools, the citizen class set up many colleges to teach and study philosophy, theology, medicine and law. This institution with both teaching and scientific research functions later developed into a university in the modern sense. 1 1 In the late century, the 1 th university was the University of Salerno in Italy, which was originally a medical school. Later, famous universities such as Pognat University in Italy, Paris University in France and Oxford University in Britain were founded. /kloc-in the 0/3rd century, universities were established in major cities, and churches also participated in the establishment.

University was originally chartered as a guild organization. The original meaning of the word "university" is "integration into one", "club" and "association", and its original full name is "union of teachers and students", that is, a social group organized by teachers and students. At first, it was just a combination between private individuals and a free group of academic research, and then it gradually became a formal educational institution. It is also a consortium serving learning, such as booksellers, messengers, drug dealers, copywriters and even hotel owners, all of which can be regarded as members of the university. Like other guilds, they organize themselves to protect their rights and interests. Many universities have become autonomous organizations, maintaining relative independence from local authorities and churches. There are also some universities founded for the church, such as the University of Paris developed from the theological seminary of Notre Dame de Paris. Its management mode can also be divided into two categories: the student-centered mode of Pognat University, in which students form committees, elect presidents, formulate bylaws, hire and supervise teachers, and arrange teaching plans. In the teacher-centered mode of Paris University, teachers form a guild, elect the president, formulate the articles of association and arrange the teaching work. /kloc-after the 0/4th century, the organizations of students and teachers began to unite.

The privilege of university independence and autonomy was won through indomitable struggle, and all the ancient universities in Europe have never experienced the relevant extraordinary struggle. For example, Paris University is under the double attack of the church and secular forces, and its road to autonomy is arduous and long, even at the cost of bloodshed. 123 1 year, Pope Gregory IX intervened, and the pope, a jurist, issued the "Father of Knowledge", which is known as the "independent charter" of universities, confirming the legal autonomy of universities and affirming the self-determination rights of Paris universities in teaching, striking classes, association and conferring degrees. This independent charter, which was personally awarded by the Pope, made the University of Paris finally get rid of the control of bishops and gain the legal status of autonomous organizations, which was also recognized by the king. Since then, struggles have occurred from time to time, and the tradition of independence and autonomy has continued to this day. The University of Paris has become the tree of life in France, absorbing the best teachers and students from European countries.

In these centuries, although the roads of universities were quite bumpy, they resisted both the church and the king, but they finally got rid of the control of religious power and royal power. In the Middle Ages, they could be regarded as cultural forces that kept pace with religious and secular power, and became the base of independent autonomy and free thought. As the cradle of the Western Renaissance, they were the forerunner of the modernization of western education.

To sum up, the education in the Middle Ages in the West formed a pluralistic structure, in which the main feature was the pluralistic opposition between the church, the royal power and the secular. In the early stage, it was dominated by church-run schools, and in the later stage, it was dominated by urban secular schools. Universities have become three major forces in Europe, keeping pace with the church and the royal power. Regarding the power pattern in Europe since the Middle Ages, people often describe it with the famous sentence "God's business belongs to God and Caesar's business belongs to Caesar". In fact, you can add: "Aristotle's business belongs to Aristotle." It reflects the wisdom and strength of its folk independent education model.

In the Warring States and Qin Dynasties, China began to set up the doctor system (the central official school system). The establishment of Imperial College in the Han Dynasty was marked by the appointment of doctoral disciples by Emperor Wu of the Han Dynasty in 124 BC, which increased from dozens to 3,000 when he became emperor. Sui set up imperial academy in the central government, which was in charge of all kinds of official schools at all levels in the country. At the beginning of the Tang Dynasty, the official school system was vigorously developed. imperial academy had six schools and two halls (Hong Wen Hall and Chongwen Hall), and the ancestral department of the Department of Medicine and Ritual under the Department of Imperial Medical Treatment had a worship of metaphysics, and the secretary had a primary school in other provinces. In the Northern Song Dynasty, the official school system was further improved, the imperial school was expanded, and the specialized education such as martial arts and painting was added. In the Ming Dynasty, a relatively independent educational administration system was established, which strengthened the control of education. The central official school system includes imperial academy, religious studies, martial arts, Yin and Yang studies, medicine and so on. In the Qing Dynasty, following the central official school system of the Ming Dynasty, imperial academy had six halls and two halls, and set up arithmetic, flag science, Russian science and Ryukyu science. Zongren government set up Zongxue and Jueluo school. The Ministry of Internal Affairs set up Jingshan official school, Xian 'an Palace official school and Huimian official school. In addition, there are Tang Gute studies in Lifan Hospital, astronomy in Qin Tianjian, medicine in Taiyuan Hospital and Jiaofang Department in Ledu. The education system of central government schools has become very complicated.

When local officials run schools, Emperor Wu of the Han Dynasty "made all counties and countries in the world set up school officials". When Wang Mang was in power, he demanded that schools be set up according to the local administrative system: schools should be set up in counties, schools should be set up in counties, prefectures and cities, schools should be set up in townships, and schools should be set up in order, with teachers 1 person each. Local education was quite prosperous in the early Eastern Han Dynasty. In the first year of Tianan in the Northern Wei Dynasty (466), the first model of local county's Chinese studies system was formulated, which stipulated the scale of the school, the establishment of academic officers, the employment standards of teachers and students, and so on, which marked the establishment of the educational system of local official schools in ancient China. Local official schools in Sui and Tang Dynasties included government schools, state schools and county schools. In Song Dynasty, officials from all walks of life were set up to strengthen local education management, and through the secondary movement to promote learning, an official learning network spread all over the country was formed, the scale and number of which exceeded those of Han and Tang dynasties. In the Ming and Qing Dynasties, local official schools were spread all over the country, with prominent emphasis.

Although private schools flourished in the Spring and Autumn Period and the Warring States Period, legalist reform began to be banned in the late Warring States Period. From the Qin and Han Dynasties to the Ming and Qing Dynasties, folk private schools generally only played a supplementary role compared with official schools, with the Mongolian education in private schools in previous dynasties being the most typical. The private academic teaching in the Han Dynasty mainly supplemented the weakness of local education in the government at that time. The rise and fall of private schools in Wei, Jin, Southern and Northern Dynasties corresponded to the rise and fall of official schools, which was due to the turmoil of the world, rather than the real development and growth of private schools. In the Tang Dynasty, private schools were allowed to be set up at the grass-roots level to make up for the shortage of local official schools. The rise of private academies in the early Northern Song Dynasty and the restoration of the Southern Song Dynasty were also caused by the weakness of local official schools. At the end of the Song Dynasty, academies began to be controlled by the government and became official schools. In the Yuan Dynasty, the government further strengthened its control over academies, some academies evolved into local official schools, and many academies were built by the government, all of which became vassals of the national imperial examination. From the middle of the Ming Dynasty to the beginning of the Qing Dynasty, private academies flourished again, because the original official academy system could not effectively complete the task of cultivating practical talents and had its own insurmountable shortcomings, so it was necessary to resort to this form of private academies. During the period of Ganjia, his style of study turned to exegetical research. At the same time, from the aspects of the main content and educational ideas of academy education, we can know that it can not form an independent private school cultural education system.

Therefore, China's ancient education completed a unified structure, with the government-run education as the leading factor and private academies as the auxiliary, which served the strengthening of autocratic politics. Its characteristic is that, on the surface, there is also a dual system of official learning and private learning. However, in essence, private learning has always been a vassal of official learning, and private learning has no breakthrough idea, let alone the power to confront official learning, and it has no independence of its own. From the above characteristics, China's ancient education completed a closed and unified structural system, and there was no qualitative change in the operation of the Millennium.