4 To be rooted in schools: the late 北宋

4.3 Schools and the reformers
新法貢獻:p.77
through the appointment of preceptors(教授)...the first occasion on which the Sung government appointed regular, executory class officials as teachers at local schools...making the local schools more than jusst occasionally functioning institutions.

4.4 三舍法 p.78-79
the last period of wide-scale creation of government schools, resulting in the first true empire-wide system of schools in 宋...The financial resources which the government devoted to education were unprecedented...
(景德元年)an intriguing and revealing addition...Provisions were promulgated for the rapid education and promotions of students of outstanding virtue...
...For while the early reformers like 范文正公 tried to demonstrate the relevancy of their Confucian principles to the pressing problems of the day, the later reformers (e.g.王介甫，蔡京) insisted that particular sets of principles and particular applications of them be taught.

4.7 The spread of academies
退隱至書院：could cultivate their characters and attempt the "extension of knowledge."(p.91) e.g.象山精舍
somewhat un-Confucian, since it ignored the cardinal principle of service to the ruler and to society. But it was undertaken with moral fervor
the opposition to the examination life was in fact qualified; criticism of the effects of the examinations on education and society seldom extended to condemnation of the examinations as such, which were recognized as necessary. Rather it was how one studied and approached the examinations that was considered important. (例：象山白鹿洞書院講義) p.92
p141 鵝湖之會（淳熙二年）、白鹿洞書院講學（淳熙八年）均在京師科舉之年。