지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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As medieval cities of the West were different from those of the Orient in the respect that the medieval cities of the West played a great role of small free space within restricted feudal society ruled by feudal lords, so Guangzhou Tong-wen-guan were different from Chinese traditional education institutions in the respect that Tong-wen-guan played a role of passage toward the West. Tong-wen-guan was a very exotic and rare place in China where western teachers taught western language and know ledges to youths from the age of 14 to 20 who were from Han Pa-chi and Manchou Pa-chi.
However, at first in spite of this goal of this education institution English was the only major discipline in this school and western know ledges were rarely taught by western teachers teaching English. And the number of the students was only 20 before Ch'ing-Japanese War. A plan to add French and German in its majors were canceled because they could not get 200 Taels a month as a fund for the plan, which did not mount to the expense of a banquet for high government officials.
Not until Ch'ing-Japanese War, Russian, Japanese and French were added as majors and the number of students was increased. It took so long a time to open the door for the West more widely, maybe not because of the age, but because of the indifference of core-leaders of Ch'ing government to the world conditions. The change in majors and students' number kept a exact pace with the change of their recognition of the outer world.
Attempts to bring gentry who passed various stages of examinations into this exotic place did not have any successful effects. No gentry wanted to enter this western style school, youths still attracted with traditional examinations. So the intellectual level of students was general1y low, and after only men of Pa-chi were allowed to enter this school, it deteriorated further.
The income of the school was 500 taels s a month, which was not changed later on. This means that the school accepted students every three years. Students finished their regular study in three years. Some graduates often did not find proper jobs, and others got the title of interpreter after a certain examination. In a case they could stay students at the school for a long time even after graduation.
Therefore, Guanzhou Tong-wen-guan was a training center rather than just a school, for students came back to continue studying after finishing their duties as graduates. In contemporary respect this may look strange, but it was quite natural in the past Chinese tradition that scholars even after obtaining the title of Sheng-Chien stayed to continue to study in shu-wien(Chinese private traditional school). The western style school of the time stood on the boundary line between tradition and modern period like this.
And subsidies provided for the graduates also made them stay at this school. Subsidy provided for them was 3 taels a month, which was a large money equal to a living. However, these long-term students made it financially difficult for the school to regularly accept new students every three years. So gradually school did not accept new students regularly every three years, but fill up vacancy with applicants irregularly.
The curriculum of the school was very poor, with traditional chinese shu-wien education mixed with western disciplines such as English and Western know ledges.. There was no grade and semester in the school. Students tried very hard to study English, but after obtaining the title of Sheng-wen or Ch'ien-sheng as selected they were much more indulged in Chinese learning to prepare Provincial examination.
The staff of the school was composed of 4 teachers, 4 administrative officials and other 11 personnels. Because this was a large staff compared with 20 students, school suffered from the financial difficulty. In particular the high salary of western teacher oppressed the finance of the school to make it difficult to increase the number of the students or to add teachers.
The modern style school in Self-strength Movement period was very rough, allowing for the poor situation of the early modern education. Nevertheless, different style youths were growing with new know ledges taught in a new way in exotic space, in spite of the dark heavy airs of convention where Chinese scholars and Manchou letters should be learned.
However, at first in spite of this goal of this education institution English was the only major discipline in this school and western know ledges were rarely taught by western teachers teaching English. And the number of the students was only 20 before Ch'ing-Japanese War. A plan to add French and German in its majors were canceled because they could not get 200 Taels a month as a fund for the plan, which did not mount to the expense of a banquet for high government officials.
Not until Ch'ing-Japanese War, Russian, Japanese and French were added as majors and the number of students was increased. It took so long a time to open the door for the West more widely, maybe not because of the age, but because of the indifference of core-leaders of Ch'ing government to the world conditions. The change in majors and students' number kept a exact pace with the change of their recognition of the outer world.
Attempts to bring gentry who passed various stages of examinations into this exotic place did not have any successful effects. No gentry wanted to enter this western style school, youths still attracted with traditional examinations. So the intellectual level of students was general1y low, and after only men of Pa-chi were allowed to enter this school, it deteriorated further.
The income of the school was 500 taels s a month, which was not changed later on. This means that the school accepted students every three years. Students finished their regular study in three years. Some graduates often did not find proper jobs, and others got the title of interpreter after a certain examination. In a case they could stay students at the school for a long time even after graduation.
Therefore, Guanzhou Tong-wen-guan was a training center rather than just a school, for students came back to continue studying after finishing their duties as graduates. In contemporary respect this may look strange, but it was quite natural in the past Chinese tradition that scholars even after obtaining the title of Sheng-Chien stayed to continue to study in shu-wien(Chinese private traditional school). The western style school of the time stood on the boundary line between tradition and modern period like this.
And subsidies provided for the graduates also made them stay at this school. Subsidy provided for them was 3 taels a month, which was a large money equal to a living. However, these long-term students made it financially difficult for the school to regularly accept new students every three years. So gradually school did not accept new students regularly every three years, but fill up vacancy with applicants irregularly.
The curriculum of the school was very poor, with traditional chinese shu-wien education mixed with western disciplines such as English and Western know ledges.. There was no grade and semester in the school. Students tried very hard to study English, but after obtaining the title of Sheng-wen or Ch'ien-sheng as selected they were much more indulged in Chinese learning to prepare Provincial examination.
The staff of the school was composed of 4 teachers, 4 administrative officials and other 11 personnels. Because this was a large staff compared with 20 students, school suffered from the financial difficulty. In particular the high salary of western teacher oppressed the finance of the school to make it difficult to increase the number of the students or to add teachers.
The modern style school in Self-strength Movement period was very rough, allowing for the poor situation of the early modern education. Nevertheless, different style youths were growing with new know ledges taught in a new way in exotic space, in spite of the dark heavy airs of convention where Chinese scholars and Manchou letters should be learned.
목차
머리말
Ⅰ. 廣州 同文館의 출현과 변천
Ⅱ. 전공과정과 정원
Ⅲ. 입학조건과 수업연한
Ⅳ. 교육과정과 수업
Ⅴ. 교직원과 대우
Ⅵ. 시설과 재정
맺음말
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