晚清南疆义学的塾师与学童

The Teachers and Students of Charity School in Southern Xinjiang in the Late Qing era

光绪初年,清军从阿古柏手中收复吐鲁番后,官府便开始了善后重建工作,而分设义学则被左宗棠视为善后七大政策之一而积极推广实施,但师资的优良与学童的好坏将直接影响义学的最终成效.文章利用新近影印出版的《清代新疆档案选辑》等第一手档案材料对此进行了深入探讨,指出以吐鲁番为代表的南疆义学师资大多为文化层次较低的内地汉民知识分子,学童不仅有缠(维吾尔)、回、汉等族群身份的差异,也有正课、附课、额外附课名额层次上的不同.官府为吸引维吾尔学童入塾学习,往往给予他们特别的激励与关照措施,但效果并不理想.

In early reign of Qing Emperor Guangxu, Xinjiang was recovered by the Qing army from Warlord Yaqub. The establishment of charity school in Southern Xinjiang was regarded as one of seven reconstructed policy by Zuo Zongtang. The standard of teachers and students surely affected the efficiency of the charity school.This paper studies the Charity School of Southern Xinjiang by made use of the newly published documents of Qing Xinjiang. It found that the teachers of Turpan(Turfan) were mostly Han-Chinese intellectuals with lower standard while students were from Uyghur, Tungan(or Hui-Muslim) and Han-Chinese. In order to attract more Uyghur children, the government provided more subsidy but the result was not good.