In slave society, due to the use of iron tools, productivity has been greatly developed, and the emergence of surplus products provides the most important conditions for social division of labor, thus further promoting the development of productivity.

The social division of labor has gradually expanded from the pure productive labor field to the whole society, and there has been a division of labor between body and brain, which has separated some people from direct productive labor and engaged in social management and cultural activities. As one of the important components of broad culture, education has gradually evolved into a specialized and fixed occupation.

On the basis of the division of labor between body and brain, classes and countries have emerged in society. The dominant slave-owning class manages the ruled slave class with the help of state machines, suppresses their resistance, and safeguards the interests of this class to consolidate its economic foundation and social order. To do all this, we must have our own various state organs and forces, such as the government, the army, prisons and so on.

That is, the superstructure of society, and at the same time need to demonstrate the ideology of the rationality of this economic base and superstructure, which requires a large number of officials, scribes, monks and soldiers. These professionals must go through special training, which leads to the need to set up special schools.

In addition to the above socio-economic and political reasons, the emergence of schools also has cultural development reasons.

This is mainly manifested in two aspects. First, in the slave society, human beings have accumulated a lot of productive labor experience and social life experience, many of which have been systematized and abstracted in the long years, forming various kinds of knowledge and knowledge, such as astronomy, geography, hydrology, medicine, mathematics, architecture and so on. It is impossible to master this knowledge through informal education in daily practice, and objectively, special school education is needed to impart this knowledge.

Secondly, with the rich experience of people's productive labor and social life, and the evolution from experience to knowledge, at the end of primitive society, primitive characters have been produced.

From the above explanation, it is not difficult to see that school education is the inevitable result of socio-economic, political and cultural development, not just the establishment of the slave owner class to safeguard its own political power.