��ʷ? �y ?? �WУ ��˥�j�� ԭ��? ���� (Analysis of the reason for declining of Government School after ANSHIZHILUAN)

��ʷ֮���Ժ��ڴ�Լ150��(755��~907��)�ڼ䣬�Ƴ�����ѧУ����ͬʱ���ֳ���ѧ�����ϳں����µİlչ���������ص�.
������ѧ����Ϊ���������£�ѧУ����ѧ��ǿ����Ȩ���ʵ�Ļ�����ͬʱҲ��������ν��������ס��Ļ�����ͳ�����Դ���ʵ�ֹ��̵۹�ͳ�κ��ӳ�ͳ������������Ŀ��. �ɴ�, �����������������������λ����ĺû�ֱ�Ӿ����Ž����ܷ�չ. �ƴ���ѧУ�������Ǵ���������������C.
�԰�ʷ֮��Ϊ��ˮ�룬������Ȩ�Ƿϡ��������Ѳ��㡢������Դ���ϲ��㡢����ѧ�ᾭѧ�����ԭ�򣬵����ƴ�ѧУ������˥��. ѧУ����Ҳ��֮�����Ρ���Ȩ����ѧΪ���������ӵ�Ϊ���ȴ�ͳ�����а��룬����˶�����չ�Ļ��ᣬ�����ڵò������������Լ������������֧�֣��Ӷ�ʧȥ����ѵķ�չʱ��. �Ƴ����ڣ�һЩû�����͹����Ա�����ۡ��������������ص���������������Ƹ����塢���ˣ�Ϊ��ͨʿ���ṩ�v�W���أ��������������Ľ�������. �ɴˣ�����ƽ��˽ѧ����ɽ�ֽ�ѧ��˽�˽�ѧ�����۽�ѧ�����½�ѧ��˽�ӵȲ���ʹ��ѧ��ײ������͸��ͬʱҲ�������պ��֮Ϊ����Ժ������һ�й�����ʷ�ϵ�������. ���й�����ʷ���^�c��������ʷ֮���Ժ�ѧУ�����ķϳڿ�������ΪѧУ��������ѧ����������λһ�����̴�ͳ�����������Ρ����á���ᡢ�Ļ��𽥷�����߽�Ĺ����������ֵĸ��ֱ仯

Government educations which were progressed for about 150 years(755-907) since ANSHIZHILUAN has showed its roles, limitations, and new possibilities of development at the same time. From the beginning of those days to the period of XUANZHONG, KAIYUAN, and TIANBAO, the government school have had been owed its development to strengthening of sovereign power, Confucianism policies of rearing talented people with the government school centered system, safe and economic support, and the respect to the government educations.
First of all, what sovereign power played a role of control to maintain mutual relationships of government school and civil service examination(original chinese examination system) largely supported for the development of government school and the government officials who were produced through the system contributed to the stability and the extension of reigning.
However, after ANSHIZHILUAN, the congruence of policy and education, the objective of government educations, exposed the limitations which caused the loss of control for both education and civil service examination resulting from the stupidity of sovereign power, the weakening of financial foundation for education and the prevalence of poetry, literature centered JINSHIKE resulting from the collapse of JUNTIANZHI. Although the government education of the latter period of TANG, comparing with the first half period, had been lost interests in its function and role by students and the public, its size, formality and role of government disappeared but its spirit and philosophy still remain. In particular, collapsed nobilities, rusticated government officials and buddhists who had economic influences based on a lot of lands solved economic difficulties for the progress of government education and raised the atmosphere of confucianism, inviting remarkable people who study Confucianism, the literati and providing the public student with teaching and interchanged place. Especially, the variable form of non-government educations spread by them highly contributed to the extension of Confucianism and played an important role of the bridge to transfer training talented people led by government to the non-government officials. Accordingly, the traditional government educations had an opportunity of being relieved from the nobility centered grade system, social status system, and the study of Confucianism centered education. As a result of this, government educations which were restricted to the nobility's sons were free from the limits, political environments, and the government school by opening educations to the public's sons.
To be conclude, after ANSHIZHILUAN, the government educations showed characteristics of transition period replacing with new talented people by being separated from the class of ruling government educations and civil service examinations in the situation of the collapse of the nobility centered social status system.