On the Contribution of Jiang Wanli to the Development of Academies of Classical Learning in the Southern Song Dynasty

Academy of classical learning, originating in the Tang Dynasty and developing in the Five Dynasties period through the Northen Song Dynasty, reached its heyday in the Southern Song Dynasty. Mr. Jiang Wanli, after studying in Bailudong Academy, furthered his studies at the Imperial College. Having become jinshi (a successful candidate in the highest imperial examination), he was appointed as senior official of the local and central governments, Vice Prime Minister and Military Affairs Commissioner. Meanwhile, he served as head or instructor of the local Confucian school and the Princely Establishment, chancellor of the Imperial College, Emperor's lecturer and dean of the academy. Therefore, he was practically experienced in palace school education and academy education. His major contributions to the development of Southern Song academies include the founding of China's three leading academies (Bailuzhou, Zonglian Jingshe, and Daoyuan) and the promotion of education to make China strong. For example, Jizhou Prefecture known as the cradle of jinshi's in the Southern Song Dynasty, which had produced 2 728 jinshi's by the Qing Dynasty. There is a lot to learn from Jiang Wanli, notably two points as follows: (1) To attach importance to political and ideological education is the soul of the academy education in the Southern Song Dynasty. Bailuzhou Academy clearly defined the aim and requirements of its education, laying down the principles and norms concerning academic pursuit and the conduct of students. He emphasized that students should be aspiring and upright. (2) Academic research is advocated to ensure the proper training of students and academic production. He promoted the doctrine of Cheng Yi and Zhu Xi, regarded as one of the schools of Confucianism in the Southern Song Dynasty, which actually featured the combination of Confucianism, Buddhism and Taoism. Moreover, he paid due attention to the practical knowledge of managing state affairs, from which he tried to learn to explore the path of saving the country. He believed that the Cheng-Zhu doctrine was bound to prevail over desire, while opposing the academic education just for the sake of imperial examinations and advocating the development of scholar-type students.