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      • KCI등재

        청말(淸末) 경사대학당(京師大學堂) 진사관(進士館) 2기생(期生) 진사(進士)들의 일본(日本) 유학 후 향배(向背)

        의식 ( Jang Ui Shik ) 대구사학회 2016 대구사학 Vol.125 No.-

        A lot of degree-holders and office-holders were produced, as the government performed the encouragement policy bestowing various kinds of degrees and titles upon the graduates and the oversea students who studied in foreign countries after examinations. This policy was taken to establish the modern school system which was stipulated in the Imperial School Regulation enacted in January 1904. This essay is an analysis of the attitude of the second Jin-shi Guan students after their return from their oversea study, the graduation examination on them and the government policy. Many of the Jin-shi who graduated from Jin-shi Guan were also given Han-lin Yuan`s Pien-su or Jian-t`ao. This suggests us a necessity to make an overall review upon degree-holders and office-holders who have had a considerable influence upon Chinese society in the late Ch`ing and the early Republic era. It is not so important to know whether to have degrees or offices, but to know what kind of academic background for them to have. For the list of degree-holders and office-holders in this period includes not a few figures graduated from new school system except those who passed the state-examination. Consequently it is a nonsense to think that degree-holders or office-holders were conservative, ignorant of a modern learning, just because they held degrees or offices. It is more worthwhile to analyze what kind of academic background for the intelligent figures to have rather than to classify them according to whether they held degrees or not. This was hardly considered in the researches up to the present.

      • KCI등재

        청말(淸末) 개혁(改革)의 축소판: 무술변법(戊戌變法) 운동기의 경사대학당(京師大學堂)

        의식 ( Ui Shik Chang ) 대구사학회 2007 대구사학 Vol.88 No.-

        The new education system, which is an western style education system, was introduced since 1860` in order to improve the Chinese education system. However it did not significantly impact on the reform of the existing Chinese academic system because it only contributed to resolve the urgent education reform desires. In spite of these circumstances, these education reform movement provided the opportunity to improve considerably the Ching dynasty education system. Gongissangsu(公車上書) in 1895 and Lee Duanfun(李端?)`s Proposal on the education system reform, which are issued due to the defeat of Ching-Japan War, required the fundamental reform of social system but its result was only the reform of education regime, which only resulted in the building of a new university of Beijing(京師大學堂), in spite of the severe dispute among social power groups. Furthermore the building of this a new university of Beijing also were interrupted by the power elites of bureaucratic organization. And then the education institute building process was not progressed due to the several resistant groups on the social reform in spite of the continuous effort of Gwangsi Emperor(光緖帝). Consequently the reform movement of 1898 eventually intended to reform fundamentally the social system and also to restrain the power elite groups even though its goals is to educate the talent students. Therefore the reform movement of 1898 and the building of University of Beijing is one of the most representative cases of social reform in the end of Ching Dynasty.

      • KCI등재
      • KCI등재

        청말의 동문관 천문,산학관 증설 논쟁 -정통과 비정통의 충돌-

        의식 대구사학회 2005 대구사학 Vol.78 No.-

        同治5年11月(1866年12月)因總理衙門要在同文館里增設天文算學館而引起的論爭常被指摘爲中西方文化沖突的最佳例子. 對天算館設立的抵抗戱劇性地展現了反對接受西學的中國人的保守主義, 作爲一個好例子, 也展示了中國爲什마不能能動地對處近代世界的重要問題的解答. 總理衙門的提案意味着西學觀念從制造槍포的技術擴展到以數學爲代表的自然科學. 영外, 還意味着承認數學, 自然科學作爲技術的基굴是富國强兵的有用手段. 天文館的學生和從前同文館學生資格겁爲不同, 是承認以擧人貢生及途出身到五品以下京外各官爲對象的西歐的軍事技術根据一定的原理, 由非純粹的匠人而是知識層參與的專門的學問的過程. 對此計화的初期批判論的核心是把天文算學貶低爲術學, 學這個非儒者之爲, 把敎習洋人的事情看做是師法洋人的差恥之事. 隨後, 此論爭학實作中西文化的沖突開始的一大側面. 由此總理衙門也直接面對這樣的批刺, 西學實際上在中國已有了開端, 就用所謂的“西學中原說”來對應. 此倫理不僅是爲了受容西學的“知的僞裝”, 同時也是鄙視或者忽視中國也存在這충學問的事資的“知的誤解”. 是因爲天文數學所擁有的中國博統學問世界的非正統性忽待. 使對總理衙門提案初期內燃的批判論公開化的背景是在章程制定過程中擴大富初學生選拔計화, 以擧人貢生和此項人員及翰輪林院庶吉士, 編修, 檢討餘進士出身五品以下京外各官爲對象. 此後, 雖然公開性的批判論被提出, 但論爭的焦点却有所不同. 論爭的焦点漸次轉向科擧出身的士人或是官員們認爲有需要學習像天文算學的學問. 在這一過程中儒者也應理所當然근得天文算學的上諭內容是不再把這種學問看成西學的觀點的重大修正. 這충觀點也曾是是西學出現在中國的修正說的一충說法. 當然, 拜洋人爲師的敎習主體問題一直存在, 但問題的核心聚集了這些學問是否只能由科擧出身士人或官員門所爲的間題. 現在, 不是天文算學是不是西學的問題而是正統還是非正統的問題成爲核心. 于是, 批判論也轉變爲能否容忍一般人學習這一學問. 因此, 這一論爭在數學방佛爲西學的象征狀況下, 中西文化沖突的性質倂沒有完全消失, 而是轉變成正統和非正統的沖突. 這충正統和非正統的沖突雖然都承認自强的必要性, 却反映了進取方向不同的路線. 批判論者們展現的自强是脫離儒敎正統的方向選擇過于追求功利, 非正統方向. 所以, 論爭也可謂是想克服初期軍事技術中心的初步性水准的有關改革方向的最初反洋務的批判活動. 所以, 這一論爭的背景强調同禮儀人心一樣的儒敎的德目, 批判依据非正統方法的功利改革的淸議言論活躍起來. 總理衙門方面也感知到了這一点, 說這是聚黨私議`, 倂加以批判, 但實際上他們他想糾集洋務勢力將批判論平息下去. 西太后雖然偏초政治對手恭親王, 向批判論的先鋒倭仁施加侮辱, 但那倂不意味倭仁而是意味着贊同恭親王的策화和倫理. 有關對倭仁的侮辱是在這一論爭之前倭仁論說皇帝的敎育政策時, 西太后本身有被倭仁批評的背景. 卽使對政治對手恭親王的權威有所損傷的批判與論的先鋒倭仁一派發現了牽制恭親王的潛在力量, 但也想학認不管是都不能非難他們. 熊而, 西太后不只是對倭仁進行侮辱, 對恭親王也施加了一定的制約. 雖然?雜的政治算計鋪天蓋地, 却不能无視士大夫公論認爲恭親王的策화是非正統的, 那些與不得不强調正統的西太后的所謂攝政的位置不能說沒有關系. 因此, 就不能忽視此論爭所擁有的政治背景. 然而, 論爭本身雖然基本上是從中西文化沖突中發端的, 却漸次被所謂正統非正統的沖突側面占前, 而且, 那還是-個常重要的側面. 此論爭展示了在中國近代史上作爲中西文化沖突所看到的衆多事案, 實際上是中國現實社會的正統和非正統的沖突.

      • KCI등재

        상해 광방언관과 중국 근대교육

        의식 ( Ui Shik Chang ) 대구사학회 2004 대구사학 Vol.76 No.-

        Shanghai Guang-fang-yan-guan founded in 1863 by Li Hung-zhang(李鴻璋) was the symbol of the modern Western education, together with Bei-jing Tong-wen-guan (北京 同文館) set up in 1862. The main goal of this academy was to train students not for translators but for administrators capable to perform important national polices, and besides western languages, mathematics was valued highly, which were advocated by Li Hung-zhang. Opened with only one department of English of 40 students, Shanghai Guang-fang-yan-guan included later departments of French, German, Mathematics, and Astronomy. Unlike Bei-jing Tong-wen-guan, applicants were limited only to Chinese proficient in Classics, and the young people of the Eight Flags were excluded. To meet the trend of the Traditional Examination is above everything, the students were granted scholarships, but the number was around 40. The three-year term of study was not observed strictly, because the students still remained who had completed courses but been able to seek suitable jobs. Not only it oppressed the limited finance of the institute, but also made impossible the regular selection of new students. No organized curriculum and no concrete quality of education is said to be one of deficiencies of this Western-style school. Strict observance of various regulations was required of students, but they enjoyed considerable privileges. They were provided with scholar-ships and free tuition and free boarding. To make the matter better, they were given the degree-the qualification for Traditional Examination and the opportunity to hold offices in the government without applying for Traditional Examination.

      • KCI등재

        청말(淸末) 경사대학당(京師大學堂) 진사관(進士館) 1기생(期生) 진사(進士)들의 행로(行路)

        의식 ( Ui Shik Jang ) 중국사학회 2015 中國史硏究 Vol.95 No.-

        The students who first entered the Jinshi-guan that opened in May 1904 were mainly composed of the Jinshi who had passed the capital examination in 1903, while it was opened to Jinshi who had passed the two former capital examinations. How large was the number of the first students ? The number of Jinshi-guan students who attended a graduation examination was 106, among which 85 were the Jinshi of 1903, 3 the Jinshi of 1895, 9 the Jinshi of 1898, 6 the Jinshi of 1884 and 3 were unknown. If we consider all of these the first Jinshi-guan students, the number of the first students was at least 106. And there might be students who stopped studying on the way or could not attend the graduation examination. Therefore, 85 1903-Jinshi among 106 must be the least number. And it is proved that total 102 Jinshi of 1903 capital examination entered Jinshi-guan. When we consider all of these the first students of the Jinshi-guan though it is possible that some entered the Jinshi-guan as the second student, the rate of 1903 Jinshi who entered Jinshi-guan becomes around 32%. If we suppose that all of these 102 Jinshi were the first Jinshi-guan students and only 85 of them took the graduation examination, with 17 not taking the examination, the number increases to at least 123. Enen if we suppose all of 102 were the first students of Jinshi-guan, the number of Jinshi that entered the Jinshi-guan just occupied 1/3 of all 1903 Jinshi. It is surprising, considering their entrance was obligatory. What was the reason ? This is significant because it shows us what the response of the 1903 Jinshi to the Jinshi-guan was. While 9 of the best 10 Jinshi of 1903 capital examination entered the Jinshi-guan, none of the lowest grade Jinshi entered. Among 102 Jinshi of the 1903 capital examination who entered the Jinshi-guan, all of the three first grade Jinshi and 76 of the 138 second grade Jinshi entered Jinshi-guan, meanwhile only 23 of the 174 third grade did. The lower the grade was, the lower the rate of entrance was. The reason that the third grade Jinshi was not inclined to enter the Jinshi-guan was mainly because they were appointed to the local administration posts rather than capital government offices. In fact, those appointed to the local administration offices had no way to enter the Jinshi-guan. The third grade Jinshi appointed to the capital government office was able to enter the insitute, which is proved by the fact that 19 of the third grade Jinshi who took the graduation examination all had occupied capital government posts. Another reason that many of the 1903 Jinshi did not enter the Jinshi-guan was higher age. Jinshi over 35 years old did not have to enter the Jinshi-guan. As Jinshi was older, he is inclined to try to take local administration post rather than the capital government offices, because waiting lists for the capital government office was too long. And for them to stay in boarding house was also a difficulty. Besides this, considering that there was no tuition, and boarding house was freely provided, and large amount of stipend was supplied, with 240 liang(兩) to Hanlin(翰林) and Zhongsu(中書), and 160 liang to Zhushi(主事), we can confer that the response of the 1903 Jinshi to Jinshi-guan would not be so bad. 100% of the first top three(1甲), and 55% of the second grade(2甲) Jinshi entered Jinshi-guan. Although the obligatory boarding house life and their resistance against new learnings could influence their decision a little, the low rate of entrance into Jinshi-gaun was mainly because only a small number of the third grade(3甲) Jinshi entered Jinshi-guan, the most important reason of which was that most of the third grade Jinshi were appointed to local administrative offices and were of higher age. Jinshi-guan encountered the large difficulty of the abolition of state examination system(科擧) in September, 1905. It lost personnel resources to fill with. Consequently the change of management for Jinshi-guan was inevitable. It decided to send the second students in a large scale to Tokyo Hosei University(東京法政大學) in Japan in October, 1906. However, because the first students were scheduled to graduate in the end of that year, they were decided to keep on studying in Jinshi-guan. The number of the students who took the graduation examination in January 1907 was 106, among which those who had stayed in boarding house(內班) were 77, and those who had stayed at home(外班) were 28, and one was student who had returned from oversea study. Generally students who had stayed in the boarding house earned far better achievements in the examination than those who stayed outside. Students` achievement was classified in 4 grades such as excellent(最優等), good(優等) plain(中等) and inferior(下等). And among the 77 boarding-house students, 38 were valued as excellent, 21 as good, 16 as plain and 2 as inferior. On the contrary, outside staying students were composed of 0 excellent, 11 goods, 17 plains and 0 inferior. Boarding house life might be helpful for their study. And it is also confirmed that excellent students in state examination also won better scores. Authority provided promotions for 90 among 106 Jinshi students who had taken the graduation examination in April, 1907. Providing promotions for new school students or students having studied abroad was government policy to encourage new education. There was no discrimination in promotion between boarding house students and outside staying students in the case of the first Jinshi-guan graduates. Considered criteria were the state examination(朝考授職) and the graduation examination(成績等級), among which the state examination achievement was decisive. However good score they got in the graduation examination, they were not able to overcome the grade in the state examination. For example, those who became Zhushi or Zhongshu in each department were not able to enter the National Academy(Han-lin-yuan), however excellent score they got in the graduation examination. Generally two official ranks promotion was allowed. For example, the second grade(2甲 )or the third grade(3甲) Shujishi(庶吉士) could get the two ranks higher posts like Hanlinyuan Pienshu(編修) or Jiant`ao(檢討). All the graduates except one unknown were composed of 54 Hanlin, 48 Zhushi, 3 Zhongshu, with the rate of Hanlin 51%, Zhushi 46% and Zhongshu 3%. Among 54 Hanlin 53 stayed in boarding house with one exception. And Among 77 boarding house students, 53 were Hanlin, 22 were Zhushi, one was Zhongshu and one was classified as ``unknown``, with the rate of 70:29:1 %. The rest were outside staying students. 6 of 40 Zhushi won the excellent grade, all of whom were boarding house students. One of three Zhongshi got the excellent grade and he was also a boarding house student. We can see here that boarding house students were better in examination than outside staying students. 54 Hanlin were made up of 57 % excellent, 26% good, 15% plain, and 2% inferior. And 40 Zhushi were composed of 13% excellent, 60% good, 27% plain, and 0% inferior. Zhongshu were composed of 33% excellent, 67% good, 0% plain and 0% inferior. Hanlin`s have got better grade in graduation examination than Zhushi or Zhongshu`s. On the whole, it could be said that what was more decisive in their achievement in the examination was whether they stayed in boarding house or not, rather than whether they had belonged to Hanlin or not. However, analyzing the examination achievements of the boarding house students only, we can have another conclusion. Among 76 boarding house students except one unknown case, Hanlin students were composed of 58% excellent, 26% good, 13% plain and 2% inferior, while Zhushu students were composed of 27% excellent, 45% good, 27% plain and 0% inferior. Generally Hanlin students` achievements were better than Zhushi students, though 2 inferiors were included among Hanlin students. Hanlin students not only had won better grades in the capital examination, but also in the graduation examination of the Jinshi-guan.

      • KCI등재

        청말 중국에서의 근대교육의 발단 -경사 동문관의 변천과 교육실상-

        의식 ( Jang Ui Sig ) 대구사학회 2004 대구사학 Vol.74 No.-

        在淸末危機四伏中, 1862年(同治元年)建立的京師同文館雖然與敎育成果無緣, 却在象徵性中占據了重要位置. 不管타是對西方沖擊的反應的産物, 還是對應內部危機的産物, 中國還是不得不綬綬地改變已有的體制. 京師同文館同總理衙門一道在那個變化的中心裏占有一席之地. 在洋人敎師的指導下, 每天登校學習西洋各國的語言和文字的陌生空間的出現就象徵了不同的時代狀況. 同中國傳統敎育不同的西式近代敎育的涓涓細流就發源於此, 京師同文館作爲在洋務運動時期成立的各種新式學堂的先驅, 作爲唯一的參考對象, 才能구扮演了時代性的角色. 多數人對同文館的批判中可以着出, 同文館的敎育成果似乎竝沒有受到好的評價. 但是, 在那個 一聽說某人進了同文館就批判指責 的時代狀況下, 還有在新敎育初期必經的實行錯誤中, 那些反而是正常的. 後人所批判的同文館的水準只相當於外國小學或中學水平的主張竝非沒有道理. 但與其說他們的批判不是針對同文館的敎育成果, 不如從同文館一樣的幾個近代學校不能拯救中國的영外一面來考慮所謂的批判觀點. 他們的批判不像京師同文館那樣, 站在彌補中國傳統敎育缺陷的立場上, 而是像西方那樣, 同生全國範圍內樹立系統的學制, 創造出開明的國民, 才能建設近代國家的偉大構想相關聯. 在這個構想中, 以京師同文館爲代表的洋務運動時期的新式學堂作爲臨時對付的散發的沒有系統的的畸形, 不管基數量或敎育成果, 都是一個必須被克服的對象. 卽使考慮上述情況, 沒有限制定員或學習年限, 也不是每年都選拔一定數量的學生, 根據在學學生走向社會的情況決定是否招收新生的做法不能不說是京師同文館重要的構造上的缺陷. 通過三年才擧行一次的所謂 同文館式科擧 的大考來提高品官和職銜, 免交學費不說, 還提供幾乎所有的日常生活用品和食宿費用 每月還發放一定數額的奬學金, 所以, 對學生們來說, 京師同文館可謂是樂園. 在學期限超過20年的長期在籍學生多數存在, 反證了京師同文館是學生園的說法. 但是這些人則是阻碍同文館發展的癌性存在. 這些人也自己辯解的理由. 卽使通過大考拿到品官和職銜, 獲得實職的機會竝不是常有的. 況且邊領取巨額奬學金邊等待下一次提升品官和職銜的大考的來臨不就變得理所當然了마. 有關京師同文館的這些情況使我們的想法産生混亂. 那混亂是從對同文館性質的誤解中招徠的, 京師大學堂竝非像我們흘今爲止所想象的僅僅是個單純的學堂, 타能구讓已經拿到品官和職銜的畢業生繼續學業深造, 尋拔更好的出路, 也就是說타同時擁有了 硏修院 的性質. 由此看來, 當時把京師同文館當作外國的小學校水準的人的批判是過分了. 由政府機構派遺, 或隨行外交使節滯留外國然後返校待命的, 有着相當知識水準的在籍學生也大有人在. 正如多數長期在籍學生不得不存在的況多屬於那時實職不需要這些人的時代形勢所迫一樣, 那種情形隨着時代的變化總會有改變的時候. 如1892年參加大考的103名中只有5名參加了1898年的大考, 就說明了當時這種時代的變化. 那時, 剛好是絶大部分長期在籍學生離開同文館的時候, 通過淸日戰爭和之後展開的變法運動等, 獲得新知識的幾乎是唯一集團的這些人的出路得以擴大. 同文館的學生們從同治年間起就通過大考拿到品官和政府機構的候補官職, 却沒有進入實職. 只是被派到總理衙門或各政府機構做些飜譯工作. 只在同治年間曆經三次執行過出使大臣. 以1876年駐英公館爲開端, 隨着海外公館擴大, 他們的出路開始有了曙光. 1879年, 在6個海外公館中, 有16名同文館出身的職員在職, 而且除了總理衙門, 海外公館以外, 擔任外交的各省將軍, 都撫及其타地方官署的外國交涉或者飜譯職務也由他們充任. 前報局, 機器局, 船政局, 軍械局等的洋務事業機構, 或洋務機的各種學堂, 不論是變法運動以後活躍起來的新式學堂的敎職還是管理職都成了他們的出路. 在흔長的一段時期內, 背離中國傳統的這些人雖占少數, 但這些人變成了先導社會變化的突出的新知識分子. 對這些人看法的變化本身正說明了時代變化.

      • KCI등재

        의화단(義和團) 사건 후 경사대학당(京師大學堂)의 정지와 재개(再開)

        의식 ( Ui Shik Jang ) 중국사학회 2012 中國史硏究 Vol.77 No.-

        The Imperial University(京師大學堂), a symbol of Wu-xu Reform (戊戌改革), survived the coup opening on the 18th of January in 1899. However, the life of the university was vulnerable in the face of the condemnations against its poor management and demands for its abolition. Although the university had been permitted to exist and had got the chance to innovate itself through the aid of minister of education, Sun Jia-nai(孫家내) who had protected the university by means of resignation, it was doomed to suspension because of the Boxer Rebellion(義和團) in July 1900. However, after the Boxer Rebellion in Januaary 1902 Ch`ing government ordered to reopen the Imperial University in the tendency of educational revolution in which Baguwen(八股文) was abolished in the state examination( Ke-ju) and shu-wien were reformed into modern schools, and appointed the minister of law Zhang Bai-xi(張百熙) as minister of education. An enlightened official Zhang Bai-xi made preparations to reopen the Imperial University. And W.A.P. Martin who had been in charge of western subjects tried to found out western teachers who had taught before suspension. However, as soon as he found out them, there happened some troubles in regard with their wages unpaid during 15 months since suspension and their legal status. An extreme tension between two assertions was maintained for a while, with western teachers arguing that the unpayment of their wage was due to the conditions of the university and minister of education arguing that he could not pay the wages because they did not work for the time. Then western teachers asked Chinese department of foreign affairs to solve the problem. This conflicts ended with the resignation of all western teachers. After this Chinese modern education was inclined to model after Japanese educational system rather than western system. Zhang`s report of Feb. 13th 1902 about plan for administration of the Imperial University was a blue-print for its future. The establishment of preparatory courses for the unqualified students and short courses for the officials to learn modern subjects was planned and it was an outstanding change in the organization of the university. On the 15th of August, 1902, Zhang drafted the ``Authorized School Regulation(欽定學堂章程)`` or ``Ren-Yin Educational system(壬 寅學制)``, which was already included in Feb. 13th`s report. And the Imperial University Regulation was made concrete and extended from Feb. 13th`s report. Although Authorized School Regulation existed for just a short time before it was replaced by Presented School Regulation in 1904, it was an active one on which modern schools were established and the above-mentioned preparatory courses and short courses of the Imperial University were founded. After well-organized smooth preparations for the reopening of the university with the financial helps of many provinces, the Imperial University was able to open the short courses with the newly selected students on the 17th of Dec. 1902. The university of the time had a very obvious limit, because the preparatory courses which would make the school a real university could not open. However, the historical meaning of the establishment of short courses could not be devalued, because it was the first large step toward future Beijing University.

      • KCI등재

        청말(淸末)의 한 블루 오션: 경사대학당(京師大學堂) 역학관(譯學館)

        의식 ( Ui Shik Jang ) 중국사학회 2013 中國史硏究 Vol.83 No.-

        Jingshi Tongwen-guan, or the School of Combined Learning in Beijing, the first western educational institution of modern China built in 1862, was forced to stop its activity because of the Boxer Rebellion. The suspension which had been considered to be short at first proceeded in an unexpected direction later. Jingshi Tongwen-guan formally finished its life by being affiliated into the Imperial University, the first national university of Ch`ing China. However, it was not the complete end. Jingshi Tongwen-guan was at first transformed into the Interpretation Department, then finally into the Interpretation Institute in the Imperial University(Jingshi Taxue-tang). It was because the reason and the meaning that Jingshi Tongwen-guan had to exist still remained valid. Breeding up experts for diplomacy and interpretation was desperately needed in China in a new international relationship. On the 2nd of November in 1903, the Interpretation Institute was opened as a temporary irregular 5-year course for special purpose, with 70 students. Each student majored in one of the foreign languages, such as English, German, French, Russian or Japanese. Though they studied general learning as well as specific subject, over half of the curriculum was related with the foreign languages that they are majored in. This institute which later would be absorbed into liberal arts` college of Beijing University, the renamed university of Jingshi Daxue-tang after Revolution of 1911, produced graduates for 5 years. Several lists of classmates were published since the first publication in 1905. The student list published in 1931 is reliable since it is based on the previously published 6 lists and new information supplemented. Total number of those who were recorded in the lists was 443, among which 143 students majored in French, 149 in English. The difference between in the number of the students who were majored in French and English is not distinct, but they are distinctively much more than the students who were majored in other languages: 56 in German, 31 in Russian and 1 in the Japanese language. This was the same in the number of the graduates who studied abroad. 50 among the listed 443 students went abroad to study. Japan was an important nation where 9 of 50 went to study. However, the most popular country to study abroad was France, where 12 students went to study. Those who went to America were 6, and those to England 8. I think we need to study more about what this data means. Students are granted some privileges such as exemption of tuition, free provision of boarding house and school supplies, and free supply of gym clothes and shoes. When he got good grades in exams, he could also receive prize money. After they graduated from the course, they could also get titles like sheng-yuan, Ju-ren, and Jinshi, which were given to the each level of the successful candidates of traditional state exams(ke-ju). They could have opportunity to study abroad, which was a fantastic dream to the contemporary people. 50 out of the total 433 freshmen listed in the student list published in 1931 achieved the opportunity. The first 7 students studying abroad were provided with travel expenses to the destination and living expenses, which policy was thought to last after that. The total number of students studying abroad was 50. In terms of the privileges given to the students, the institute might well be considered “paradise” to the students. However, the institute was not just a real paradise. Students should attend lots of classes, take exams, obey every kind of rules and observe good manners. Instructers always kept their eyes on students` behaviors. Lessens, exams and rigid regulations were waiting for them. The institute was a place of carrots and sticks. The institute produced the first graduates in 1908. Since the first students who entered the school in November of 1903 graduated after the 5-year course, the institute continued to produce graduates for 5 years until 1911 revolution. 학平, 앞의 책, 274쪽. 347 students among 489 entering students were successful in graduating. What made 39 percent of the students failed was possibly a strict courses or self-abandonment. In this institute, 143 faculties were working (96 professors, 52 staffs, non-specified 1, professor and staff at the same time 6). Professors teaching foreign languages were 43 and it was half of the total professor among whom 19 professors were foreigners and 24 were Chinese. The difference of the institute from Jingshi Tongwen-guan naturally has been resulted from the change of society with age. The opportunities of studying abroad were given to 50 students. Japan was one major country with selected by 9 students, but France was the most popular country with 12 students` selection. 8 student to England and 6 to US were dispatched. We can reflect from this phenomenon that the popularity of French language in selecting for the majors is very high and what it means. The graduates took the core position and played the key role in every field of Republican Chinese society on the foundation of their professional knowledge and their career of studying abroad. The list of classmates published in 1931, 20 years after graduation, includes total 443 entering students` names. Their ages were 40s in 1931. Among 443, 182 students are not known about their occupations. Among 260 students whose occupations are known from the list, about 120 students worked for the central administration (40 in the Foreign Office, 26 in the Transport Office, 19 in the Education Office, 14 in the Finance Office, 8 in the Home Office, 5 in the Agriculture and Commerce Office, 3 in the Justice Office, 3 in the Army Office, etc.). The reason that the most graduates worked in the Foreign Office would be because of their professional knowledges. Besides these, 15 graduates worked as district magistrate, and many made their ways into public posts like the national assembly or local assembly. 20 graduates were engaged in teaching, 11 of whom were professors among whom 4 professors of Beijing University were included. 18 worked in the Train Office, 4 became generals of the army, and 4 became high-ranking policemen. Most of the graduates not only assumed key posts in the Foreign Office in the early Republic of China, but important positions in various areas of society like education world, transport world, and political world etc. Since students enjoyed various kinds of privileges like exemption of the tuition, free provision of boarding house, school supplies and gym clothes, reward of traditional titles which were given to the successful candidates of the state exam, scholarship, and opportunities of studying abroad, and mostly assumed key posts of each field of society after graduation, the Interpretation Institute of Jingshi Dawue-Tang was a kind of dream to the Chinese of that time. And the fact that foreign language majors who, as interpreters, had been regarded trivial in traditional period went into the world with assuming important positions in the society reflects the rapid and radical changes of Chinese society induced by new style of education in the revolutionary period.

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