Education can and must be provided for all. It eliminates the differences in social status and wealth. (Another explanation is that education should be provided to students without discrimination on the basis of social status or wealth.) Education consists of teaching of social norms, music, and moral principles. A non-discriminatory approach to education means making no distinction between students based on their social status, wealth, mental capability, moral character, geographic location, or ethnicity. Transcending differences in social status, geography, and ethnicity, education for all without discrimination is a humanistic ideal that champions equal treatment of all people and rejects all forms of discrimination.
The six arts may refer to two sets of content. They may refer to the Six Classics: The Book Songs, The Book of History, The Book of Rites, The Book of Music, The Book of Changes, and The Spring and Autumn Annals. Confucian scholars through the ages kept interpreting these classical texts, endowing them with rich significance. Theories related to the six arts represent the basic views of the ancients in regard to world order and values. The six arts may also refer to the six skills of rituals, music, archery, charioteering, writing, and mathematics, which were the basic contents of school teaching in antiquity.
The imperial academy was the highest educational institution and educational administrative department in feudal China. The term first appeared in the Western Zhou Dynasty, but the first imperial academy was not officially established until 124 BC during the reign of Emperor Wu (156-87 BC) of the Han Dynasty. Teachers of the imperial academy were called “grand academicians” (literarily “scholars of broad learning”). They were well versed in Confucian classics, had rich teaching experience, and possessed both moral integrity and professional competence. Their students were called “students of the imperial academy” or “students of the grand academicians.” At its peak the imperial academy had 10,000 students. The central governments of all subsequent dynasties, including the Ming and Qing, had an imperial academy or a similar institution of education, usually located in the capital. It had different names and systems in different dynasties. The imperial academy, the top institution of learning run by the central government, along with local institutions of education and private schools, formed a complete education system in ancient China. They were significant in disseminating the Confucian classics and ancient China’s mainstream values with Confucianism as its main school of thought.
Classical academies were cultural and educational institutions that existed in China from the Tang and Song dynasties through the Ming and Qing dynasties. They were established either by the public or the government to serve the multiple purposes of education, research, and library service. Their origins were Buddhist monasteries and private libraries in the Tang Dynasty. Classical academies flourished in the Song Dynasty. In the early years of the Southern Song Dynasty, Zhu Xi (1130-1200), Zhang Shi (1133-1180), Lü Zuqian (1137-1181), Lu Jiuyuan (1139-1193) , and some other scholars established academies that served as teaching and research centers of their respective schools of thought. The academies were independent of government schools and were located mostly in tranquil and scenic places. Under the supervision of learned Confucian scholars, the academies pursued academic freedom and innovation. Teachers taught by both precept and example, and laid stress on shaping their students’ moral character, rather than encouraging them to win degrees in the imperial civil examination system. By the end of the Southern Song Dynasty, however, the academies became increasingly government-oriented and were linked with the imperial civil examination system. The rise and decline of the academies was in harmony with the rise and decline of the School of Principle during the Song and Ming dynasties. In 1901 the Qing government ordered all the academies be changed to schools in modern sense. Having existed for more than 1,000 years, the academies greatly helped develop traditional Chinese culture and education, and convey Chinese culture abroad.