從書院教育到公學校教育：清末到日治時期苗栗地方社會的變遷

Abstract

苗栗經過有清一代漢人的移墾，移植了原鄉的生活方式、風俗習慣、政治、經濟，教育等方面的制度，逐漸形成以科舉制度、教育體系、儒家文化為主要追求價值的儒化社會。然而，1895年，臺灣成為日本殖民地，殖民政府以其本國西方化的經驗，在臺灣推動各項以同化及獲取殖民地經濟利益為目的統治措施，使苗栗此一傳統的儒化社會逐漸開始近代化。 「教育」是克服殖民統治上的語言隔閡，以及同化被殖民者的重要工作，因此，總督府在臺灣建立了近代化的教育體制。透過國語傳習所、公學校教育的實施，苗栗地方社會民眾初次體驗了不同於傳統儒家社會的教育內容，而這些接受教育者對新式教育的適應，適足以反映苗栗地方社會性質的轉變，及其逐漸近代化的過程與進度。 教學場域、教育體系、課程內容的改變，說明了社會邁向近代化的趨勢；而人群對新式教育的適應，則可看出社會變遷的速度，以及社會「變」與「不變」的心理因素。對社會中不同世代的人群，特別是接受傳統儒家教育的讀書人而言，教育體制改變帶來傳統文化沒落的危機感，這方面他們的感受最深。因此，對於新式教育，有些人選擇抗拒，有些人則是既參與新式教育，一方面又堅持傳統漢文的學習與詩社的推動，在地方社會逐步近代化之時，使得儒家文化得以續存在日治時期的苗栗地方社會。

The opening ground of the Hans in Miaoli transplanted the way of life, the custom, and the political, economic and educational systems. Gradually, it formed a Confucian society that values the imperial examination system , education, and the Confucian culture highly. However, Taiwan became one of Japanese colonies in 1895, Japan applied its occidentalized experiences to practice measures with the goal to assimilate and obtain economic benefits. Therefore, Miaoli, a traditional Confucian society, gradually modernized. Education was an important work that overcame the misunderstanding of language for the colonial government and that assimilated the colonials. Therefore, The Office of Governor-General established the modernized educational system in Taiwan. Through Mandarin learning institutes and public schools, people in Miaoli experienced the education different from the traditional Confucian culture for the first time. Moreover, the adaptation of those who acquired the new education reflected the change and process from the Confucian society to a modernized one. The changes of the place for teaching, education system, and the curriculum explain the trend of modernization. However, how the people got used to the new education showed the rate of the society change and the psycho factor of whether the society will change or not. For the different generations in a society, especially those who are educated by traditional Confucianism, they can deeply feel the crisis about the degeneration of traditional culture under the change of the educational system. Some people chose to resist the new education while some people decided to take part in but insist to promote the traditional culture and to set up the clubs for poetry at the same time. As a result, it made the Confucianism last in Miaoli during the Japanese Colonial Period when the society gradually modernized.