Chapter 6 Section 3 The Prosperity of Southern Song Dynasty Academy and Its Reasons
In the history of Chinese academy education development, the development of academies reached a peak period in the Southern Song Dynasty.The number of academies in the Southern Song Dynasty increased greatly, the scale expanded, the system was complete, the content was substantial, the characteristics were distinctive, and the influence was remarkable.
The prosperity of Southern Song Academy had profound socio-political, economic and cultural backgrounds.
The emergence and development of academies are closely related to the emergence and development of Neo-Confucianism.The Northern Song Dynasty was the foundation-laying period of Neo-Confucianism, and the academies in the Northern Song Dynasty were also at the beginning stage; the Southern Song Dynasty was the mature period of Neo-Confucianism, and the academies in the Southern Song Dynasty also entered a fairly complete stage.The main schools of Neo-Confucianism in the Southern Song Dynasty were almost all closely related to the development of academies.The academic and cultural thought of Neo-Confucianism became the basic content of academy education in the Southern Song Dynasty, and academy education became the main base for the research and dissemination of Neo-Confucianism.
There are many schools of Neo-Confucianism in the Southern Song Dynasty, and there are many schools of thought.The most influential ones are Zhu Xi, Lu Jiuyuan, Lu Zuqian and Zhang Shi.
The emergence and development of Neo Confucianism is the product of the long-term struggle and integration of Confucianism, Buddhism, and Taoism. Academy education has also extensively transformed and absorbed the content and form of Buddhism and Taoism.This is also very obvious in the academy education in the Southern Song Dynasty.
The prosperity of academy education in the Southern Song Dynasty was not formed at the beginning, but went through a rather long brewing process, and did not reach its climax until the Lizong Dynasty of the Southern Song Dynasty (AD 1225-1264).
In the first year of Jingkang (1126 A.D.) of Emperor Qinzong of Song Dynasty, Jin soldiers crossed the Yellow River and captured Bianjing (Kaifeng), the capital of Song Dynasty. , archives, astronomical instruments, etc.) and numerous craftsmen.The Northern Song regime, which had ruled for 160 years, was forced to move south.
Zhao Gou, the ninth son of Emperor Huizong of the Song Dynasty, was located in Nanjing (Shangqiu, Henan) in 1127 AD, and changed the second year of Jingkang to the first year of Jianyan, which was Gaozong of the Southern Song Dynasty.Soon, under the pressure of the Jin soldiers, he fled from Nanjing to Yangzhou.In the third year of Jianyan (AD 1129), he fled from Yangzhou to Zhenjiang, and then fled to Hangzhou via Suzhou.Then went to Mingzhou (now Ningbo, Zhejiang), went to Changguo (now Xiangshan, Zhejiang) and went to sea, only to escape the pursuit of Jin soldiers, and finally took refuge in Hangzhou.In the eighth year of Shaoxing (AD 1138), the capital was officially established here (called Lin'an at the time).After living in exile for 12 years, I naturally didn't care about the establishment of a school and teaching that was a long-term plan for a century.At that time, Ye Lin wrote to ask for the establishment of Taixue, but the imperial court had to "delay the discussion" on the grounds that "the army has no time to eat and the country is weakened".The imperial court had no time to take care of cultural and educational undertakings, which just provided an opportunity for the development of the Academy.
It was not until the twelfth year of Shaoxing (1142 A.D.) that Lin'an Fuxue was expanded into Taixue, and the number of disciples of Taixue was set at 300.In the second year, Guozi School was added to recruit Tai students.State and county schools have also been restored and rebuilt one after another.However, Taixue and Zhouxianxue in the Southern Song Dynasty were mostly in name only.Official school education cannot meet the needs of the country to "build the country, govern the people" and "turn the people into customs". Scholars also deeply feel that it is difficult to learn "the essence of morality and morality" in government school.People with lofty ideals actively engaged in private lectures while fiercely criticizing the shortcomings of official education.Scholars also lost interest in official studies, and often sought out famous teachers by themselves to learn.The academy, which flourished in the early Northern Song Dynasty, naturally attracted more people's attention.
The court of the Southern Song Dynasty also felt that the official education was extremely sluggish, but also suffered from the inability to recover, so it had to support the private or private establishment of academies to make up for the shortage of official education and save the disadvantages of official education.
The prosperity of the academy in the Southern Song Dynasty began when Zhu Xi revived Bailudong Academy in the sixth year of Chunxi (AD 1179), and revived Yuelu Academy in the fifth year of Shaoxi (AD 1194).The successive revivals of the two famous academies that have been famous all over the world since the beginning of the Northern Song Dynasty played a direct role in promoting the development of the Southern Song Academy.Afterwards, various places rushed to follow suit, established academies one after another, hired famous teachers and scholars, and gathered apprentices to give lectures.Twenty years later, it has become a common practice, and the academy has developed rapidly and is at its peak.
The period of rapid development of Southern Song Academy was the era of Emperor Lizong (AD 1225-1264).According to statistics: there were nearly 700 academies in the Song Dynasty, about 140 were built in the Northern Song Dynasty, accounting for about 20% of the total, and more than 500 were built in the Southern Song Dynasty, accounting for about 80% of the total.Among the academies built in the Southern Song Dynasty, Lizong accounted for more than 50%, nearly 300.
Most of the academies in the Southern Song Dynasty are concentrated in the culturally prosperous Jiangnan, with Jiangxi, Hunan, Zhejiang, and Fujian being the most, with 161, 24, 44, and 27 respectively.On the one hand, this is because the Song court moved south, the northern land fell under the control of the Jurchen Jinbing, the Han nationality moved south, and the cultural center of the Han nationality moved south with it; on the other hand, the development of the academy was greatly influenced by the lectures of famous scholars. Many famous teachers gave lectures in Jiangxi, Hunan, Zhejiang, Fujian and other places, which were the main areas and scope of Confucianists' activities in the Southern Song Dynasty, and the number of academies built naturally increased accordingly.In particular, Zhu Xi, Lu Jiuyuan, Lu Zuqian, Zhang Shi and other representatives of the School of Confucianism and their disciples were all in the Jiangnan area, making these areas the most developed places for academies.
The prosperity of the Southern Song Academy is not only manifested in the large increase in number, but also in the expansion of scale.More importantly, it is reflected in the further improvement of the system and the further enrichment and enrichment of the content and form of educational activities.
The Academy of the Southern Song Dynasty has established a relatively complete system.There are relatively clear regulations and relatively stable regulations in terms of the purpose of running the school, training objectives, teaching content and methods, as well as the selection and appointment of teachers, the source and conditions of students, fund raising and organizational management.The "Bailudong Academy Revelation" (also known as "Bailudong Academy Dogma" and "Bailudong Academy Academic Regulations") drafted by Zhu Xi himself for Bailudong Academy became the standard regulations of each academy and made a contribution to the institutionalization of the academy. important contribution.
The scale of the Southern Song Academy was further expanded, the facilities were gradually improved, and a relatively stable architectural pattern was formed.General academies are mostly composed of five parts: sacrificial facilities, library, lecture hall, fasting house, and living facilities.There are more than ten lecture halls and more than one hundred rooms for fasting houses, accommodating hundreds of students and visitors.
The contents and forms of academy education in the Southern Song Dynasty were enriched and enriched day by day, and the characteristics of education became more prominent and remarkable.Collection of books, sacrificial offerings, and lectures have all been given full attention, and corresponding systems have been formed to create better conditions.
The collection of books in the academy is widely valued.In addition to asking the imperial court to award books, he also collected books donated by friends and friends, and sent people to buy books everywhere.Specially build libraries and bookstores, and assign special personnel to manage them.Many academies began to compile and publish books by themselves.Almost all the academies have become places with the richest collection of books in the local area, so they have become the cultural and educational centers of a region.
The sacrificial activities in the academy are a unique activity and a major feature of academy education.The sacrificial activities seem to have some kind of religious overtones. In fact, the academic purpose and characteristics of the academy can be indicated by the objects of sacrifice in the academy.In addition to generally enshrining Confucius and Mencius and other sages and teachers, Southern Song academies paid special attention to offering sacrifices to Zhou, Cheng, Zhang and other Neo-Confucianism masters in the Northern Song Dynasty.Many academies have their own unique objects of worship, and most of them enshrine the founder of the school, or representatives who are closely related to the academies, in order to improve the social status of the academies, and to mark or maintain the characteristics of the academies of the academies and academic features.The way of offering sacrifices in academies is also different from that in Buddhist and Taoist temples. It is not to pray for the blessing of certain gods, but to establish a certain typical image for people, which is a vivid form of education.
Lectures are the main activities of the academy, and it is also an important symbol of the academy as an educational institution.There are many new developments in the lectures of Southern Song Academy.Lecturers can be hired especially, or the hosts of the academy can give lectures by themselves, and celebrities can also be invited to give lectures temporarily.Different schools of thought can communicate and argue with each other.For example: Zhu Xi once invited Lu Jiuyuan to the Bailudong Academy to give a lecture on "A gentleman is a metaphor for righteousness, and a villain is a metaphor for profit"; Two hexagrams"; Zhu Xi once went to Yuelu Academy to talk with Zhang Shihui.Famous teachers give lectures in the academy, and the audience is not limited to the teachers and students of the academy, scholars from other places can also come to listen to the lectures, for example: when Huang Qian gave a lecture on "The Two Hexagrams of Heaven and Earth" in Bailudong Academy, "all scholars from the north and south of the mountain came to gather" .Some schools have also implemented student lectures on behalf of students.For example, when Lu Jiuyuan was lecturing in Huaitang, he made his disciple Deng Yueli the head of the house. If he asked to see a scholar, he first asked him to learn from Deng;Famous teachers often organize their lectures into handouts, and students listen and take notes while listening to the lectures.For example: Lu Jiuyuan gave lectures at Bailudong Academy, and Lu Zuqian also gave "Lize Handouts" when he lectured at Lize Academy.Students' listening notes are also often compiled and summarized. For example, the 140 volumes of "Zhu Zi Yu Lei" are compiled from the listening notes of Zhu Xi's 99 disciples for many years.The teacher's handouts and students' lecture notes in the teaching of later generations are probably inherited from this.The fine tradition of lectures in the Southern Song Dynasty was further developed in the academies of the Ming Dynasty, and became a unique academy lecture system.
Southern Song academies were numerous, large-scale, high-status, and widely influential, almost replacing government schools and becoming the main educational institutions in many areas at that time.
The prosperity of Southern Song Academy was caused by various factors.To sum up, there are probably four reasons:
First, the decline of official schools is the direct cause of the prosperity of academies.After the Qingli period, the rulers of the Northern Song Dynasty placed the emphasis on the development of education on the establishment of official schools. However, the three school-building movements all failed, and what remained was only in the form of schools without educational achievements.
In the third year of Shaoxi (1192 A.D.), Zhao Ruyu, Minister of the Ministry of Officials, pointed out in a memorial: Since the resurgence, the imperial court has built Taixue and held tributes, resulting in "the wind of competition prevails, but the custom of loyalty and trustworthiness is weak." There is no ambition to further study the prose of carving seals and seals." "Looking at Xiang Xu's prefaces is like passing on a house, and his teachers are like passers-by, and the quarterly examination of monthly books is complete."
Zhu Xi also said in "Private Discussions on School Tribute Examinations": "The so-called scholars are only a place for fame and fortune, and those in charge of teaching affairs only take their goodness as the essays of the imperial examination." I have never heard of the reality of practicing morality and art with virtue." The school "only promotes its love of profit and pursuit of gain, which is presumptuous and shameless. It is not the original intention of the country to establish learning to teach people" (" Collected Works of Zhu Wengong").
The Minister of the Ministry of War, Yu Chou [choouchou] once wrote a letter and pointed out: "Recently, the learning of the state and the county is often abolished. Scholars travel to study, not for the purpose of drinking (饣fu) for the day and night, but pretending to be false. And the village Those who are self-indulgent will pass through their door but not enter, and those who are professors will consider themselves cold officials and do nothing. From a county perspective, if it is not very harmful, it is the same in the whole world, then it is really related to the matter. "He said angrily: "The imperial court established an official, and Gai wanted to make him govern a position. If he thought that he was too broad-minded and not helpful at the time, he would not abandon it at one stroke! It is still possible to save money by learning from officials and salaries." ("" Continuation of Literature General Examination·School Examination")
Because of this, Zhu Xi and other talents greatly promoted academies, and many people imitated Zhu Xi's actions and vigorously advocated and established academies.
The rulers of the Southern Song Dynasty also felt that it was beneficial to support the development of academies from the lessons learned from the Northern Song Dynasty’s development of official schools and ignoring academies, which caused more social conflicts.On the one hand, it is due to political considerations.The movement to promote schools in the Northern Song Dynasty improved the social status of government schools, and students of government schools, especially Tai students, became a powerful political force.At the end of the Northern Song Dynasty, it had become a custom for Tai students to discuss Chen Shizheng.In the Southern Song Dynasty, Fu Que, a student of the imperial court, wrote a letter, and the momentum of interfering in the government became stronger, causing considerable social impact and bringing great political pressure to the ruling group.For example: Chen Dong wrote seven times when he was Emperor Qinzong and Gaozong, and led the petition movement of Tai students; more than 200 people including Wang Anren, a Tai student in the fifth year of Guangzong Shaoxi (AD 1194), wrote letters; Six people including Yang Hongzhong, a Tai student in 1250, wrote a letter; Liu Fu [fu Fu], a Tai student, and other six people wrote a letter in the 10th year of Li Zong Chunyou's tenth year (AD 1250).Therefore, the ruling group felt that instead of developing official schools, it would be more reliable to encourage scholars to set up academies in remote mountains and forests to study behind closed doors and devote themselves to self-cultivation. At least it would save a lot of trouble.On the other hand, there are economic considerations.The establishment of government schools in the Northern Song Dynasty, from Taixue to prefectural and county schools, all expenses were borne by the government, which required a large amount of funds, and the country's economic strength was not enough to maintain a large number of schools.In the Southern Song Dynasty, the country's finances were even more difficult. Although Gaozong once declared: "I will spare millions of money to support scholars", it was inevitably shaken by practical difficulties.Zhu Xi described the predicament of prefectural and county school funding difficulties in "Chong'an County Xuetian Ji, Jianning Prefecture": "There is learning in Chong'an County but no land, and those who are interested in teaching are able to reduce other expenses. Winning is used to support the scholars. It may not be continued for some reason, and the living beings will have nothing to rely on, and they will often disperse, so the palaces will collapse and the fasting halls will be barren." Zhu Xi sighed: "However, the needs of supporting scholars are the most important. It is not difficult to use the power of the world to serve it but not enough." You can't always let scholars "learn from me at the end of the year"!Due to financial difficulties, government schools stopped working from time to time, and it was difficult to maintain. However, academies that raise their own funds and set up schools with land have unique advantages, so they flourished as the times require.
Second, the corruption of the imperial examination system was an important reason for the prosperity of the Southern Song Academy.The decline of official schools in the Southern Song Dynasty and the corruption of the imperial examination system were mutually causal.In a certain sense, it was the corruption of the imperial examination system that further exacerbated the decline of official schools.Therefore, many people with lofty ideals in the Southern Song Dynasty mostly focused on criticizing the shortcomings of the imperial examination system.
The academies in the Southern Song Dynasty advertised their opposition to the imperial examination.When Zhu Xi revived Bailudong Academy, he repeatedly urged students not to take the imperial examination, not to just want to be an official, and not to pursue profit and wealth.One should be like Yan Yuan, living in a back alley without changing his enjoyment, delving into the scriptures of sages, only seeking to improve both sincerity and sincerity, to cultivate both morality and karma, and to advance both in morality and art.Many of Zhu Xi's poems run through this spirit.
A song called:
Another song says:
There is another song called:
They all advocate and encourage students to learn from Yan Yuan and pursue a spiritual realm of "Confucianism and Yan Pleasure".
It is worth noting that scholars in the Southern Song Dynasty founded academies to give lectures, and scholars were enthusiastic about studying in academies, which is different from the negative mentality of scholars in the late Tang and Five Dynasties who lived in seclusion in the mountains to avoid wars.Zhu Xi and others were not really born out of the world, but hoped to cultivate talents with "virtue, morality and art" in order to rectify the world and save the world.
Third, the development and maturity of Neo-Confucianism provided cultural, academic and ideological conditions for the flourishing of the Southern Song Dynasty Academy, and the lectures given by the masters of Neo-Confucianism expanded the influence of the Academy.
The development and maturity of Neo Confucianism promoted the prosperity of Southern Song Academy.Most of the academies in the Southern Song Dynasty were academies that preached Neo Confucianism, and Neo Confucianism became the basic educational content of the Southern Song Academy; Neo Confucianism in the Southern Song Dynasty was mainly spread through the academies, and the Southern Song Academy became an important base for research and dissemination of Neo Confucianism.Yang Shi, a famous scholar, said: "Learning without hearing the Tao is still not learning." Ruoyong also said: "Creating an academy but not explaining the Tao is the same as having no academy." The so-called "Tao" refers to the way of Taoism. That is the way of philosophy.It shows that the relationship between Neo Confucianism and academies is extremely close.
Neo Confucianism was founded in the Northern Song Dynasty.Zhou Dunyi, Er Cheng, Zhang Zai, Shao Yong and others opposed the education of Confucian classics in the Han and Tang Dynasties only focusing on exegesis and annotations, and advocated that learning should pay attention to the cultivation of the heart and clarify the principles of righteousness. The origin comes from reason, and rectification, sincerity, and self-cultivation are the foundation of learning. The basic system and framework of Neo-Confucianism must be constructed with "Yi" as the sect, "University" and "The Doctrine of the Mean" as the body, and Confucius and Mencius as the law. .Zhu Xi devoted his whole life to completing the commentary work on "Great Learning", "The Doctrine of the Mean", and "Mencius", which are collectively called "Four Books Collection Notes", and praised as the authoritative and sacred status of "Classics", which marks that Neo Confucianism has entered a mature stage. Zhu Xi He also became a master of science.
As the Neo-Confucianism system matures, it also enters the dissemination stage in order to broadly expand the influence of Neo-Confucianism.Lectures in academies are the best way and the best way to spread Neo Confucianism. Because academies have the characteristics of combining teaching and academic research, most academies are not or less restricted by imperial examinations, so they are convenient for free lectures and discussions.Therefore, the Academy has become the most ideal place for the research and dissemination of Neo-Confucianism, as well as the academic education base for the development of Neo-Confucianism.
Confucianism in the Southern Song Dynasty formed different schools.Each school established a number of distinctive academies, and each academies became a base for discussing or disseminating the academic thoughts of a certain school of Neo-Confucianism.For example: Zhu Xi revived Bailudong Academy, Zhang Shi gave lectures at Yuelu Academy, Lu Jiuyuan gave lectures at Yingtianshan Jingshe and Xiangshan Jingshe, Lu Zuqian gave lectures at Lize Academy, etc.Each of them used the academies as bases to disseminate the academic ideas of their own schools and realize their ideal educational goals.In particular, their disciples created academies to expand their influence, resulting in the prosperity of academies.
Masters of Neo-Confucianism personally restored or newly created academies, taught apprentices and gave lectures in the academies, which improved the academic status of the academies, established prestige for the academies, and expanded the social influence of the academies.Most of the famous scholars in the Northern Song Dynasty worked in government schools, and most of the famous scholars in the Southern Song Dynasty gradually moved from government schools to academies.Zhu Xi, Lu Jiuyuan, Lu Zuqian, Zhang Shi, etc. are all celebrities in the academic circles of the Southern Song Dynasty, and they are also active advocates of academy education. effect.
The masters of Neo-Confucianism gave lectures in the academy, which attracted a large number of scholars to study, which led to the unprecedented prosperity of the academy.
Fourth, the development of the printing industry in the Southern Song Dynasty provided certain material conditions for the prosperity of the academies.The academy is characterized by its rich collection of books.Self-study reading is a major feature of academy teaching.Book collection is one of the important contents of the academy's educational activities, and it is also a long-standing fine tradition of the academy's education.
China's printing technology is a world-renowned major invention, and it has been in the leading position in the world for a long time.The invention of printing and the improvement of printing conditions are important conditions for the development of academies.When Wang Yinglin explained the academy in his book "Yuhai", he said: "The courtyard is named after Zhou Yuan." That is to say, the academy refers to the place where books are collected, collated and read in a courtyard surrounded by walls.Academy and books are inseparable.
During the Southern Song Dynasty, China's printing technology made new progress. The development of block printing greatly improved the efficiency and quality of publishing books.In addition to official publishing institutions, a large number of private bookstores have emerged, providing convenience for private book collection.The conditions for the collection of books in the academy have been guaranteed and improved, and the history of publishing books in the academy has been created.Some of the rare books and rare books in the library collections of later generations are "academic books".For example: Wuyuan Lize Academy re-engraved the second volume of Sima Guang's "Qie Yun Zhi Zhang Tu" in the third year of Lizong Shaoding (AD 1230); Longxi Academy engraved "Chen Beixi Collection" in the eighth year of Chunyou (AD 1248) 50 volumes; Xiangshan Academy engraved 12 volumes of Yuan Xie's "Family Books" in the fourth year of Shaoding (AD 1231); Jian'an Academy engraved 100 volumes of "Zhu Wengong Collection" in the first year of Xianchun (AD 1265), "10 volumes, "Bie Ji" 11 volumes.
The mass publication and printing of books is not only conducive to book collection, but also provides favorable conditions for the development of academies.In particular, the development of the academy's book engraving industry expanded the social influence of the academy, improved the social status of the academy, facilitated the development and improvement of the teaching and research work of the academy, and played an important role in promoting the prosperity of the academy.
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