KCI등재
논문(論文) : 청말(淸末)의 한 블루 오션: 경사대학당(京師大學堂) 역학관(譯學館) = A part of Blue Ocean emerged in Late Ch`ing: The Interpretational Institute of The Imperial University
저자
발행기관
학술지명
권호사항
발행연도
2013
작성언어
Korean
주제어
KDC
912
등재정보
KCI등재
자료형태
학술저널
발행기관 URL
수록면
147-194(48쪽)
제공처
소장기관
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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