清末贵州新政述略

清末“新政”改革大致分两个阶段。1905年前,以社会经济变革为主,其内容有兴办实业、创办新学堂、编练新军、制订经济法规等;1905年后,则以政治体制变革为主、即成立资政院、设置新内阁、地方设格议局、改革地方管制、修订新刑法等。具体到贵州,前一阶段似以创办新学堂和编练新军较有成效;后一阶段则以成立诺议局和改革地方官制世所瞩目。一、兴办学堂1901年,清政府正式颁布兴学诏书,要求除京师大学堂应切实整顿外,各省重要书院位于省城者均改为大学堂,各府、厅、州、直隶州改设中学堂,各州、县改设小学堂。贵州巡抚邓华熙于次年…     

解放前清镇县办学概述

清镇县文化教育起步较早,明宣德八年（公元1433年）,就设卫学于威清卫。康熙二十六年（公元1687年）改卫为县,始为县学。道光四年＜公元1824年）,知县杨以增捐资于城东创建凤梧书院。光绪一二十七年（公元1902年）八月,清廷颁发《停办科举改兴学校谕》称：“除京师已设大学堂应当切实整顿外,著各省所有书院,于省城均改设大学堂。各府、厅直隶州,均改设中学堂。各州县改设小学堂”。自此至民国二十五年（公元1936年）,清镇县先后兴办各级各类学校繁多。根据清廷“停办科举改兴学校输”的精神,于光绪三十三年,知县李家兰以凤梧书院…     

金陵大学师生抗日爱国的光辉事迹

正私立金陵大学是民国时期中国一所十分知名的教会大学,这所学校的历史可以上溯到美国美以美会1888年在南京成立的汇文书院。此后,1891年美国基督教会在南京成立了基督书院。1894年美国教会长老会在南京成立了益智书院。这三所学校几经合并,最终在1910年成为了金陵大学堂,校名由当时的书法家,曾担任两江师范学堂监督的李瑞清先生题写,首任校长为美国人包文。金陵大学虽然是一所带有     

京师大学堂总监督关防溯源

关防作为印信的一种,最早出现于明代,清代主要颁给临时设置的官员作临时性官印。中国国家博物馆藏有一枚"京师大学堂总监督关防",为1907年上任的京师大学堂总监督刘廷琛所使用。本文以这枚藏印为线索,梳理了京师大学堂在1898年至1912经办的14年中,四次请领大学堂"关防"的过程,还原了京师大学堂从草创阶段具有浓厚封建特色的旧式书院,经过几任大学堂负责人的苦心经营,逐步发展成为一所初具规模并具有近代意义的综合性大学的历史。同时指出,"京师大学堂总监督关防"从木质改为铜质,这一变化反映了清政府在最后十几年社会全面危机的时刻,对新式学堂应势而变的态度和逐渐重视的过程。     

林温伯与“香港版”《茂名县志》

林正煊,字温伯,广东茂名县(今吴川市梅荨镇)人。父朴山先生,为一代经师,所述弘富,所著《四库全书表文笺释》一书,风行国内。现在广东中山图书馆还存有该书版本。温伯年少时曾应科举试,冠童子军,受业于朱祖谋学使。清末罢科举为学校,遂转入两广高等学堂(中山大学前身)毕业。民国元年,被选为临时省议会议员,二年被推为第一届正式议会     

柳诒徵与民国《首都志》

柳诒徵（1880-1956）字翼谋,晚年号劬堂,又号龙蟠迂叟、盔髯,江苏镇江人,清末优贡,毕业于南京三江师范学堂．继在南京高等学堂、两江师范学堂、南京高等师范学校、东南大学等处任教：1927年任江苏省立国学图书馆馆长;抗日战争期间,任教于重庆国立中央大学;1945年抗战结束．     

中央大学六易校长 高校史上一大奇观

中央大学溯源于清末三江师范学堂,1915年改为南京高等师范学堂,1921年郭秉文以南高师为基础正式建立东南大学。1927年国民政府实行大学区制,在东南大学的基础上,融合河海大学、江苏政法大学、江苏医科大学、南京工业专门学校、南京第一农业专门学校、南京商业专门学校、江苏工业专门学校和上海医科大学等八校组建成第四中山大学。1928年2月,     

黔人李端棻与中国近代教育

李端棻是晚清时期贵阳籍的封建重臣,他于清同治二年中进士后,选庶吉士,授编修,先后出任云南学政、转御史,迁刑部侍郎,一度任礼部尚书。他前后迭司文炳,四为乡试考官,一为会试副总裁,喜欢奖掖后学。光绪二十二年(公元1896年)上疏光绪皇帝,请立京师大学,凡各省、府、州县遍设学堂,分斋讲学,力主派遣留学生。戊戌变法失败后,李端棻被充军新疆,后获赦归贵阳,主讲经世学堂,一生与教育结下不解之缘。     

论中国边疆学学科建设的若干问题

本文认为,从专门史与边疆史地研究发端的中国边疆学,在学术积累、学术水平、学术规范、队伍建设等方面,目前已具备成为专门学科的条件。中国边疆学以中国边疆地区的历史与现状为研究对象,以专门史、历史地理学、法学、人类学、国际关系学、边疆现实问题等学科作为学术支撑点。此外,本文作者还就中国边疆学应采用的新的视角与方法、应集中研究的重要问题等进行了分析与展望。     

梅贻琦故居：旗守卫10号

梅贻琦伯父(1889—1962)是五兄弟中的老大,字月涵,籍贯天津。15岁时受教于张伯苓先生任校长的天津南开学堂,毕业后保送河北保定高等学堂深造。1909年考取用庚子赔款派送的第一批留美学生,1914年自吴斯脱大学电机工程系毕业后,次年应聘到清华学堂任     

太平天国运动后江南驻防的恢复与重建

太平天国战争结束后,清廷和江宁将军都急欲恢复江南驻防旧制。但在筹建旗营兵房和筹补旗兵缺额时,地方督抚常以资金匮乏为由拖延执行清廷的谕令,敷衍江宁将军的重建要求,直到光绪二十四年八旗兵制改革,江宁驻防旧制也未能完全恢复。究其原因,既因为太平天国运动使得晚清的财政制度发生了巨大变革,以督抚为代表的地方政府有了很大的财政自主权,不愿意以地方所筹之饷长期供养驻防八旗,也因为驻防八旗所要恢复的以骑射为主的旧制与两江总督希望建立的以新式枪炮为主的军队新制相比落后时代太远。研究江南驻防的恢复与重建,有利于加深对晚清中央与地方、满与汉关系的理解。     

为了平等而不平等——从学校向工农开门看新中国的教育平等努力(1949—1965)

中国共产党自成立起就把争取工农群众受教育权利和受教育机会作为己任。新中国人民民主专政政权的建立,使广大人民获得了平等的受教育权,但是长期以来工农教育劣势却不是自然而然就能改变的。学校向工农开门就是中国共产党为增加工农受教育机会、实现真正的教育平等而做出的一种努力。在实践中,虽然采取了各种优先照顾工农青年、工农子女入学的措施,但是工农入学机会尤其是高等学校入学机会却一直不能与其他群体相比肩。于是,1958年以后学校向工农开门力度进一步加大,并且随着阶级路线的贯彻,一些"剥削阶级"子女接受高等教育机会受到限制。这就使新中国教育平等的价值追求呈现"为了平等而不平等"的特点。     

试论日本华侨学校的法律地位及其所带来的问题

作为日本华侨社会的主要教育设施,华侨学校不仅为华侨子弟的教育做出了贡献,也为整个华侨社会的统合和稳定发展以及中日文化的交流立下了汗马功劳。华侨学校具有持日本国籍的学生增多、学生总体趋向多元化,毕业生去向以升人日本学校为主流,以民族教育和升学教育为两大教学目标及注重培养学生的国际化观念等特点。但由于华侨学校长期处于边缘化的法律地位,故在学生入学、升学及学校财政等方面都受到了极大的限制。这也直接影响到了华侨学校教育活动的实施。     

明代兵备道驻地选择机制探析——以郴桂兵备道为例

明代兵备道最初因弹压动乱而设,具备鲜明的军事特征。明中期后,为集中权力、增强对地方控制,明廷将兵备道与分巡道大量合并,致其于治乱之外渐具行政、监察等其他职能。目前学界将兵备道多驻于动乱或冲要之地归因于其治乱之职能,这其实是一种误读,忽略了兵备道本质上并非单纯的军事单位,而是重要的地方治理机构。以郴桂兵备道为例,梳理其由设立至嘉靖年间与分巡上湖南道的合并,再至万历时驻扎方案确定的过程,可知兵备道驻地选择与明廷地方治理策略密切相关。该策略转变下的兵备道职能拓展、巡抚间博弈等因素,对兵备道的驻地选择产生了重要影响。     

“大行”消息到朝鲜--《世宗大王实录》关于永乐帝宾天的记载

永乐皇帝龙驭上宾消息传到朝鲜,引发一系列政治礼仪举措,从中可以生动展见明朝与朝鲜宗藩关系运行的方式尺度。朝鲜君臣谨慎依照中原礼仪为永乐皇帝举行丧礼,体现高度中华礼仪文化自觉,同时浸透谨慎事大的政治考量。永乐皇帝宾天消息从官方渠道达于朝鲜与朝鲜从民间获取该消息的时间差,表明朝鲜与明朝政府间信息往来并非迅捷有效。《朝鲜王朝实录》关于永乐皇帝之死及诸多关涉明朝宫廷内重大事件的记载皆含朦胧不清处,提示使用域外资料仍需如使用域内资料一样谨慎进行可靠性推究。明前期皇帝向朝鲜索要处女及以嫔妃、宫女殉葬事,体现帝制时代仍然存在龟缩到权贵高层角落的奴隶制社会关系残余,朝鲜一方面为之尽力周旋,同时也对之表露鄙薄怨恨之意,属明朝皇室咎由自取。     

“包世臣正义”的成本:晚清发审局的法律经济学考察

嘉庆帝开禁京控导致的案件日增使江河日下的帝国中早已出现的资源紧缺这一现象更加凸显,各直省遂借助传统行政司法体系中的配置性资源组建了发审局这一临时性、非正式的司法机构,以消弥此种尴尬境地。由于发审局在缓解案件繁多方面的优势,其内部的人员配置、审案机制等日渐成熟,最终演化成传统体制中的专门审断机关。清末司法改革虽然移入的是西方司法体系,但此过程却离不开传统体制中所蕴资源的配合与支持。     

“Un-Irish and un-Catholic”: sports,physical education and girls’ schooling

ABSTRACT

This article charts the development of physical education and sports in girls’ schools in Ireland during the late nineteenth and early twentieth centuries. It notes how early developments were undoubtedly influenced by traditions and practices in English public schools, with games such as hockey and cricket becoming popular in Irish girls’ schools. The “Swedish” gymnastics movement, which became popular the 1870s, led to the introduction of callisthenics and drill in many Irish schools. By the turn of the twentieth century, drill and dance displays had become a highlight in the convent school calendar of events. Official policy following the introduction of the Revised Programme for National Schools (1900) placed unprecedented emphasis on the importance of physical education. While many embraced these developments, others were critical of girls’ involvement in competitive games and sports, particularly those considered “foreign” and “un-Irish”. Drawing on convent school archives, official sources, and newspaper articles, this article provides new insights into the evolution of physical education and sports in Irish girls’ schools.     

The Wire: Progress,Paradox, and Disaster in the Strategic Networking of China, 1881–1901

This study of the introduction of telegraphy to China in the late-nineteenth century tells three interrelated stories: China’s pursuit of telegraphic sovereignty with its strategic networking of the empire in the period 1881–99; the functioning of China’s hybrid express courier-telegraphic communications infrastructure; and the international communications crisis during the Boxer Uprising and the “Siege of the Legations” in 1900. The material reality of two inter-connected networks—the privately owned Imperial Telegraph Administration network and the government-run telegraph network—allowed Qing-era Beijing and its provincial governors to communicate with much greater speed. The materiality of these networks—how this new communications technology affected the practical realities of government communications, including the ease of lateral communications between provincial governors—is explored in the context of the communications crisis of 1900. In May and June of 1900 all telegraph lines to Beijing, and throughout much of North China, were cut or otherwise destroyed. While these blinded Western governments are no longer able to exchange telegrams with their Beijing-based envoys, the Qing express courier system continued to operate. Moreover, both the court and provincial officials quickly improvised ad hoc telegraphic communication protocols through the use of “transfer telegrams” (zhuandian) that relied on mounted express couriers between Beijing and those North China telegraph stations with working network connections. This assessment of real-time secret imperial communications between the Qing court and the provinces is based on the documentary register Suishou dengji (Records of [documents] at hand) maintained by communications managers in the Grand Council. China lost its telegraphic sovereignty in the capital region when Allied troops occupied the Beijing-Tianjin line of communications in the summer and fall of 1900. Moreover, Western dreams of laying, landing, and controlling submarine cables on the China coast were finally realized in North China by the end of 1900. The British, therefore, were able to add a critical section to their planned global network of secure telegraphic communications. China’s recognition of the Western and Japanese right of protecting the Beijing-Tianjin line of communications was codified in Article 9 of the Boxer Protocol of September 1901. These losses of China’s telegraphic sovereignty would not be completely reversed until after 1949.     

Heeding the warnings: Deng Huaxi and Zheng Guanying’s Shengshi weiyan

ABSTRACT

This article establishes a link between Qing-dynasty official Deng Huaxi (1826–1916) and comprador Zheng Guanying’s (1842–1922) political treatise Shengshi weiyan (Warnings to a Prosperous Age). It suggests that Deng Huaxi’s reforms as provincial governor of Anhui and Guizhou were inspired by Shengshi weiyan. The work did not come to be applied in the 1898 Hundred Days Reform but saw at least partial success in the modernization of the two landlocked provinces. This interpretation supports the scholarly consensus that the geographical extent of the late Qing self-strengthening reforms was contingent on various persons and places and being far more focused on coastal provinces. It also suggests that the nature, pace, and scope of reforms lay at the discretion of governors-general and provincial governors, many of whom possessed few resources with which to implement them fully. The story of Deng Huaxi challenges a common idea about late Qing China: that meaningful reforms relied only on men with deep political connections to the central court and access to private fortunes. It also shows how effectively messages by Zheng Guanying and other theorists could reach local administrators and leaders and how, in provinces not so dominated by conservative literati elites, Western-style reforms garnered much appeal without too much resistance.     

Education for what? Shaping the field of climate change education with children and young people as co-researchers

ABSTRACT

Children and young people are often positioned as the next generation of leaders in whom the public imagines or expects to overcome the legacies of climate and environmental inaction. Increasingly analyses of progress in environmental education independently identify the need for researchers and teachers to ‘listen to children’s voices’. In this paper we argue that climate change education presents a significant platform not only for youth voices, but also for a genuine activation of children’s political agency in schools, universities, and the public domain. In so doing, we draw upon the government funded project Climate Change?+?Me, which has involved working with 135 children and young people from across Northern NSW, Australia as co-researchers investigating young people’s voices in climate change. We conclude that climate change education can open up an entirely new field of educational experience and inquiry when it is inclusive of and led by young people.