The Confucian school had become a well-known discipline early in the Period of Warring States. However, it was not until Han Dynasty when Emperor Wu devaluated all the other disciplines while appreciating the Confucian school and after that the Confucian philosophy had became the mainstream of Chinese culture. When it comes to the development of the Confucian school, some argue that the systemization of Han literates facilitated the development of the Confucian school while some believe otherwise. Both had predicted how the Confucian school would develop based on their stance on whether such systemization acted as a facilitator or resistant. Though the above two stances are supported by evidence, they both fail to consider the historical background of the systemization at the Confucian school. This research intends to discuss the situation faced by the Confucian literates during the most flourishing period of Eastern Han Dynast) (25A.D.-88A.D.) and how those Confucian liteiates dealt with the academic climate of their time in order to understand the development of the Confucian school in Han Dynasty and to have a closer look at how the Confucian literates interacted with the academic climate of their time. From such historical perspective, I would like to clarify the relation between the systemization and the development of the Confucian school to find out the possible developing directions of modern Confucian literates.