<論説>清末湖南省長沙における地方教育行政の実態について : 提学使呉慶坻と教育界人士との対抗関係を中心に

Abstract

本稿は、中国教育近代化の特質を明らかにするための一作業として、湖南省長沙を対象に、光緒三二年(一九〇六) から宣統元年(一九〇九) にかけての地方教育行政の実態を、官・紳間における対抗関係を軸に考察する。提学使呉慶坻は、儒教的倫理に基づく清朝体制護持という目的を忠実に実現するため、湖南の保守派郷紳を教育行政にとりこみつつ、学堂管理を強化した。これに対し、実学教育を重視する立場をとる教育界人士は、自らの結集する湖南教育総会を教育専門家集団とみなし、学務公所の運営を改善すること、官立学堂監督や省視学の人事に湖南教育総会の推薦を加えること、などを湖南諮議局の教育関係議決案に盛り込み、官の教育行政に介入しようとした。しかし官は、湖南教育総会が湖南紳士の民意を代表する機関であるとはみなさず、あくまで学部の規則を遵守することを旨として、学務公所の運営や湖南教育総会の権限拡大に関する案件を棄却したのである。

This article is an attempt to clarify the special character of the modernization of Chinese education by taking Changsha in Hunan as the object of study and examining the opposition of the governor 官 and gentry 紳 over local educational administrative policy in the years between 1906 and 1909 (from the 32nd year of the Guangxu 光緒 era to the first year of Xuantong 宣統 era.) The fundamental stance of Wu Qingchi 呉慶坻, the educational commissioner 提学使 in Hunan was grounded in Confucian ethics with the aim of faithfully maintaining the Qing system. Wu Qingchi appointed the reformists Tan Yankai 譚延闓 and Zeng Xi 曾煕 and the conservatives Zhao Qilin 趙啓霖 and Feng Xiren 馮錫仁 to the provincial office of education 学務公所 as provincial educational advisors 議紳 in order to broadly reflect the range of opinions of the people of Hunan on educational administrative policy. In addition, he appointed Wang Xianqian 王先謙, a conservative member of the gentry who had great influence of the Hunan gentry, chief advisor 議長 of provincial education in order to rein in the reformists. Armed with this array of officials in the provincial office, Wu Qingchi strengthened his management of the public and private schools of the province. The educational reformists were conscious of the problem that their opinions were neither reflected in the decision making process on educational policy nor in the operation of the public schools in the educational administrative policy of the provincial educational commissioner Wu Qingchi after 1906. For this reason, the reformers sought to take measures that did not conflict with Qing dynasty restrictions in order to achieve their ends and proposed bills concerned with education in the provincial assembly 諮議局 that opened in 1909. The bills proposed that the chief educational advisor and the provincial educational advisors, i.e. the reformist gentry, take an active part in the decision making process on educational policy and that the authority of the Hunan General Association of Education 湖南教育総会 be strengthened. The reformists viewed the General Association of Education as a body of experts on educational issues and hoped that the association would function as more than a mere prop for educational administration and would instead intervene positively in the governor's administration of education. In response to these bills, the governor was in fundamental agreement with the reformers and displayed willingness to compromise. However, the reformers remained conscious of the problems in provincial commissioner's educational administration, and in regard to the question of attaining the educational goal of emphasizing practical education, there was no agreement reached between the educational reformers and the governor. For his part, the governor relied on the regulations of the Ministry of Education and advocated an educational administrative policy that centered on loyalty to rulers and respect for Confucianism in order to protect the Qing system. Moreover, it became clear that there was a difference of opinion between the governor and the reformists in regard to the Hunan General Association of Education. The reformers saw the Association as group of educational specialists and considered its role as central to the public schools. In contrast, the governor sought to eliminate the Association from involvement in educational administration on the grounds that it did not represent all of those involved in the public schools. In this way the attempt of the educational reformers to intervene in the governor's educational administration failed.