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The educational system in ancient times consisted of small schools for each clan in a village, higher level schools for every 500 households, even higher level schools for every 12, 500 households and institutions of higher learning at the capital of a ducal state. Students were enrolled every year, and examinations were held every other year. During the first year, students learned how to punctuate classics and studied them, and they developed motivation through learning. By the third year, students should immerse themselves in learning and develop fraternity with fellow students. During the fifth year, students should gain comprehensive knowledge and hold their teachers in reverence. In the seventh year, students should learn enough to form independent judgment and they should make true friends, which was called secondary attainment. In the ninth year, they should gain a keen sense of what connects different things, have self-confidence, and be independent in thinking without going against what they've learned. This was called great attainment. A scholar trained this way could educate others and improve social mores, and thus enjoyed the respect of people both near and afar. This is what Great Learning should achieve. (The Book of Rites 去书内
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  • 黄DAN丹 黄DAN丹

    Recorded in The Book of Rites, this passage outlines ancient China’s hierarchical school system ranging from village clan schools to state capital academies, with regular enrollment and biennial assessments. It sets clear progressive learning goals across nine years, moving from basic classical reading to self-discipline, respect for teachers, independent thinking and integrated wisdom, marked by secondary and great attainment. Ultimately, well-educated scholars were expected to spread knowledge and uplift social ethics, revealing the holistic moral and practical orientation of traditional Chinese higher education.

    2026-06-22 喜欢(0) 回复(0)

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