Abstract:
A number of the emperors in the Song, the Yuan, the Ming, and the Qing Dynasty tried every means to emphasize and support the attempt of running classics academies and played a great role in the growth of academies. These emperors were motivated mainly in the following three ways: 1) compensating for the shortage within national education system to meet with needs for training of professional workers; 2) expressing their worship for Confucianism and acceptance of the ethic and moral principles and conceptions of government introduced by Confucian followers; 3) influencing the developing orientation and even the guideline of academies so as to lead them to the network of official ideology by financing academies and interfering with their inner affairs.
