After celebrating the Chinese New Year in museums and temple fairs, celebrating a cultural year in academies has become a new trend in the Year of the Horse. Cultural academies in various parts of China with conditions have held various activities such as book "blessing", recitation, and printing, leading the public to get closer to traditional culture. What is the system of cultural academies in China? How has it evolved until now? What significant impact does it have? The exhibition "Learning from the Past and Seeking Truth from Facts - The Academy in Classics" currently being held at the National Library of China (National Museum of Classics) may provide answers. The exhibition showcases precious exhibits such as oracle bones, stone carvings, and rare ancient books, tracing the ideological roots and historical accumulation behind the rise of academies. It is divided into three units: "Academy Geography", "Zhusi Style", and "Learning to Convey the Way". Confucianism promotes academic excellence and values schools, and official and private schools have long coexisted. Faced with the intense changes in history, scholars and sages drew on the teaching characteristics of official and private schools and creatively invented the academy, a unique cultural and educational institution in ancient China. The ancient Chinese academies were cultural and educational institutions that integrated functions such as lectures, book collection, book carving, and worship. They originated in the Tang Dynasty and were completed in the Song Dynasty. They have been passed down for thousands of years, with continuous string songs and a reputation that has spread far and wide overseas. The remaining stone of the Xiping Stone Sutra "The Analects" exhibited on site is eye-catching, with only the word "I don't know" left on it. It comes from the first chapter of the first chapter of the Analects, "Xue Er". The Xiping Stone Sutra of the Eastern Han Dynasty is the earliest official Confucian classic stone carving in Chinese history, which was destroyed during the war until the Tang Dynasty. The remaining stone is extremely precious; The inclusion of the Analects in the Xiping Stone Sutra during the late Eastern Han Dynasty reflects the rapid rise of the Analects' status in the Han Dynasty. In the classic book "Collection of Ancient and Modern Books", the phrase "Guangshi Mountain Academy, therefore the foundation still exists" can be seen, which is one of the earliest "academies" that can be found in current literature. Deng Hongbo, a professor at Yuelu Academy of Hunan University, introduced that the academy originated in the early Tang Dynasty as a place for scholars to study and research. Later, the government launched the Lizheng and Jixian academies as new official academic institutions, allowing the academy to grow with both official and civilian traditions; In the Song Dynasty, academies were fully established as a cultural and educational system. At that time, the total number of academies was more than 10 times that of the Tang and Five Dynasties. In the Southern Song Dynasty, Jiangxi was the center, and the surrounding provinces of Zhejiang, Fujian, and Hunan even formed a densely populated area of academies, accounting for 74.43% of the total number of academies and having strong influence. He pointed out that the most important characteristic of the development of academies in the Yuan Dynasty was the filling of the gap left by the Liao and Jin dynasties, showing a trend of northward promotion, and the emergence of official learning. The later Ming Dynasty became the most dynamic period in the history of academy development, with nearly 2000 academies far exceeding the total number of previous dynasties, and showing a tendency towards populism and collectivization. During the Qing Dynasty, academies entered an unprecedented period of prosperity and were basically popularized in both urban and rural areas. After the establishment of the People's Republic of China, especially since the 1980s, a large number of modern academies have emerged with the mission of reviving traditional culture. It is worth mentioning that the overseas dissemination of academies began in the Ming Dynasty and had the greatest impact on the Korean Peninsula. During the Li Dynasty, a large number of academies were established to teach Cheng Zhu Neo Confucianism and worship Zhu Xi. During the Edo period in Japan, with the introduction of Zhu Xi and Yangming studies, a number of academies of different natures emerged in Japan. The academy was also transplanted by overseas Chinese and foreign missionaries to countries and regions as far as Southeast Asia, such as Indonesia and Singapore, and the West, such as Italy and the United States, becoming a bridge and link for China to connect with the world and spread Chinese culture. For over a thousand years, ancient Chinese academies have become a vivid carrier of the genes of Chinese civilization and a spiritual sanctuary connecting the millennium cultural context of China. In the current context of the revival of academy culture, Deng Hongbo calls on all academies to maintain cultural consciousness, confidence, and responsibility, while maintaining an open attitude, they should not only reflect on the old and embrace the new, but also review the old and learn from the new. (New Society)