Academies and Society in Southern Sung China

Academies belonged to a broad constellation of educational institutions that flourished in the Sung (960-1279), an era marked by profound changes in economy, technology, thought, and social and political order. This study, the first comprehensive look at the Sung academy movement, explains the phenomenon not only as a uh\_product of intellectual changes, but also as part of broader social, economic, political, and cultural transformations taking place in Sung China. __Academies and Society in Southern Sung China__ makes extensive use of commemorative inscriptions and other documentation on nearly 500 academies and thus provides a crucial historical perspective on the origins of this key institution.

"I learned who I was… at Kamehameha."

In 1944, J. Arthur Rath, a part-Hawaiian boy from a broken home, entered the Kamehameha School for Boys as an eighth-grade boarder. Thus began Rath's love affair with an institution that he credits with turning his life around, with giving him and other disadvantaged children of native ancestry - Hawai‘i's "lost generations" - the confidence and support necessary to make something of themselves. This is the story of that love affair. It is also the story of Rath's recent battle, together with other alumni, for the integrity of his beloved Kamehameha against the school's trustees and their organization, the powerful Bishop Estate.

In a lively talk-story manner, Rath reminisces about campus life and his classmates, many of whom became lifelong friends and influential members of the Hawaiian community. Years later Rath, a successful retired businessman, would call on these same friends to hold Kamehameha's trustees accountable for their mismanagement of Bishop Estate's vast financial holdings and ultimately their failure to carry out founder Princess Bernice Pauahi Bishop's mandate to educate Hawaiian children. Rath draws on his many personal ties to the school and the estate to provide surprising revelations on the trustees and the "Bishop Estate Scandal," which made headlines daily throughout the mid-1990s.

Academies belonged to a broad constellation of educational institutions that flourished in the Sung (960-1279), an era marked by profound changes in economy, technology, thought, society, and political order. The impressive growth in numbers of academies during the late twelfth and thirteenth centuries has been related to the rise of a new set of ideas known as True Way Learning (tao-hsueh) and to the use of academies by intellectual leaders such as Chu Hsi to promote their doctrines. This study, the first comprehensive look at the Southern Sung (1127-1279) academy movement, explains the rise of the academies not only as a product of intellectual change, but also as part of broader economic, political, cultural, and religious transformations taking place in China. Contents Acknowledgments Introduction ONE. Geographies Intellectual , Economic , and Sacred 1. From Northern to Southern Sung: Academies and the True Way Movement 2. Shrines, Schools, and Shih: the Thirteenth-Century Academy Movement 3. The Academy Movement: Economic and Sacred Geography Part 2:Academies in the Society and Culture of the Southern Sung Shih 4. Kin and Community: From Family School to Academy 5. Social Integration and Cultural Legitimacy: Academies and the Community of Shih 6. Academies and the Learning of the Shih, ca. 1225–1275 Conclusion Appendix Notes Glossary Bibliography Index