Academy is the cultural organization of China literati. Since the Tang and Song Dynasties, it has made great contributions to the development of China's education, learning, book collection, publishing, architecture and other cultural undertakings, as well as the cultivation of folk customs, thinking habits and ethical concepts.
With the spread of Chinese culture, the academy system has also been transplanted abroad, which has made its own contribution to spreading Chinese civilization, promoting the combination of this civilization and local culture, and further promoting the development of world civilization.
It is still difficult to determine the starting time of the export of Chinese academy system to foreign countries. As far as today's borders are concerned, the Tang Dynasty governs some territories of Korea, Russia, Mongolia, Kazakhstan, Kyrgyzstan, Tajikistan, Vietnam and other countries. The Yuan Dynasty covered parts of Korea, Russia, Mongolia, Sikkim, Bhutan, Myanmar and Thailand, while the Ming Dynasty covered parts of Russia, tin, Burundi and Myanmar. From the fifth year of Yongle to the second year of Xuande (1407- 1427), Annan was admitted to the publishing country and became the chief secretary. The Qing Dynasty governed Russia, Mongolia, Kazakhstan, Kyrgyzstan, Tajikistan and Myanmar. Because these areas were under the leadership of the central government at that time, they could implement the college system with the mainland. In addition, in neighboring countries like Japan, since the Tang Dynasty sent envoys to China, the academy system may be introduced at any time. In the absence of conclusive evidence, the above two possibilities can only be attributed to suspicion and can be ignored.
The distribution of overseas academies is mainly in East Asia and Southeast Asia, and the cultural circle of China. For example, on the Korean peninsula, there are 670 academies in history. There are also many academies in Japan. As far as I know, there are Daojiang Academy, Meiji Academy, Ming Kai Academy, Ji Gu Academy, Tony Gao Academy, Oriental Academy, Nikko Academy and so on. Ming Cheng College in Batavia (now Jakarta) (1729), Five Blessingg College in Penang, Malaysia (18 19), Cui Ying College of South China University (1854) and Zheng Yang College in Singapore are all famous. In addition, Sagrada Familia (also known as Wenhua Academy) was founded in Naples, Italy (1732), and Daqing Academy was founded in San Francisco, USA. If the spread of academies in East Asia and Southeast Asia is due to the influence of traditional oriental culture, then its foothold in Europe and America shows that they can maintain strong vitality in the western cultural circle.
The founders of overseas academies can be divided into two categories. One is overseas Chinese. Because they live in a foreign country, they often feel rootless in the atmosphere of foreign culture and have persistent attachment to their mother tongue culture, so they have set up many overseas Chinese academies whose main task is to spread Chinese civilization.
Most overseas colleges are founded by foreigners. Generally speaking, these foreigners transplanted China's academy to their motherland for two reasons: first, in the process of absorbing Chinese civilization, they regarded it as a channel for spreading culture; In the long-term development process, it has become an organic part of local culture and completely localized. The most successful examples in this regard are the Korean Peninsula and Japan. In the 400-year operation of the Lee Dynasty in South Korea, academies spread all over the north and south. Today, North Korea's 1000 yuan banknote is also printed with the pattern of Taoshan Academy and the portrait of Li Mian, a famous thinker and educator who spread Zhuzi studies in the courtyard. In Japan, there are more than ten schools known as academies in the Edo period, such as Heshan Academy in Saga, Hongbin Academy in Tadashi, Fujimoto Academy in Otsuka, Deshan Academy in Osaka, Yu Ying Academy in Hotan, Hongdao Academy, Xishi Academy, Chongde Zhangcheng Academy, Review Academy, Bowen Academy and Suntech Academy. In addition to teaching, the publishing function of academies has also been strengthened, and several academies such as Daojiang and Meiji are still publishing books. For example, the Meiji Academy in Tokyo can be known from its name that it was founded in the late Qing Dynasty of Meiji era in China (1868-1911), in the fourth year of Showa (1929) and in the thirty-ninth year (65439). After returning to China, he founded an academy in Tokyo, devoted himself to the cause of Sino-Japanese friendship, improved his apprenticeship, and eventually became a major calligraphy school in Japan. In 1980s, Good Neighborhood College organized a delegation to Beijing, Baoding, Wuhan and other places to hold a calligraphy art exhibition for teachers and students. 1In August, 986, Ueda Shinichi and Mr. China Qigong also cooperated to create the "Zhang Yuzhao Miyajima Eight Teachers Monument" in Lianchi Academy. 1In April, 1987, Zhao Yu's great-grandson Ms. Zhang Ruixian set up the "Eighth Memorial Room of Zhang Yuzhao Miyajima" in Tokyo, which continued to write a new chapter in the exchange of calligraphy skills between Chinese and Japanese academies.
Another reason for foreigners to transplant Chinese academy is to use it as a channel for cultural exchanges between China and the West. One of the most typical representatives is Sagrada Familia College in Naples, Italy. Sagrada Familia College, also known as China School, is called Wenhua College in China, and its founder is Ma Guoxian (1632- 1745). Ma Guoxian, formerly known as Metio Ripa, is a priest of the Italian Catholic Church (a missionary department). In the forty-eighth year of Kangxi (17 10. 1), he arrived in Macao at the end of the year and was called north the following year. He entered the palace as a painter and became a painter of the Chinese Palace. He was highly valued by Emperor Kangxi because he was good at carving and painting. He preached enthusiastically and advocated training clergy in China. In the sixty-first year of Kangxi (1722), the first institution for the Roman Catholic Church was established in Beijing. The following year, Yong Zhengdi ascended the throne, and he asked to resign and return home. After being approved, four China students, including Gu, returned to China in 10 (1723.438+0438+0). Eight years after he returned to China, he finally got the approval of the Pope, and established an academy for training China people in Naples, where he served as the general manager until his death in 1745 (ten years of Qianlong). He devoted his life to the academy construction.
At first, the college aimed at China students, and later accepted westerners and Turks who were interested in preaching in the Far East. The church is responsible for the funds, and students will be awarded degrees after graduation. From its establishment to 1868 (the seventh year of Tongzhi), the academy was confiscated by the Italian government for 137 years (1732- 1868). Before and after 106 students from China were enrolled, excluding three students transferred from 186 8. According to the records, there were 1 13 China students studying in Europe before Tongzhi (year), 9 1 of whom (excluding 18 who went after Tongzhi) dropped out of school, accounting for 8 1% of the total number of international students in this period, and the rest/kloc. From the above data, we can see the important position of Sagrada Familia in China's early history of studying abroad and cultural exchange between China and the West.
Similar to Saga College in Santa Rada, there is Le Yi College in Tokyo, Japan, which was founded by Japanese educator Yana Jgoroh in the thirty-second year of Meiji (1899, that is, the twenty-fifth year of Guangxu reign in Qing Dynasty) to receive students from China. At that time, Japan had finished studying the Meiji Restoration in the West, and became strong rapidly, and just defeated the Qing Empire (1895). The failure of the Sino-Japanese War of 1894-1895 made China intellectuals generally feel that they must learn from the West and start the process of modernization. Japan, with the same language and species, naturally became an example for China people to learn from the West. They went to the East to help the country survive. It is in this context that Le Yi University came into being. It is an institution for China people to learn from the West through the Japanese and exchange Chinese and Western cultures. At that time, there were many China people studying in the "East", and academies like this were found in major Japanese cities. Taking Tokyo Wentong College founded by East Asia Wentong Association as an example, this paper introduces the operation of this kind of college.
At that time, Wentong College in Tokyo formulated the Articles of Association, which was divided into ten chapters, including the name, purpose, educational system, length of study, etc., with 37 articles. The college aims at "recruiting students from Qing Dynasty and offering courses prepared by special schools". There is a dean, a chief teacher, an officer, and a number of supervisors and secretaries who are responsible for hospital affairs. The academic system is two years, and each year is divided into three semesters. Courses include self-cultivation, Japanese reading, Japanese conversation, Japanese grammar, arithmetic, English, gymnastics, translation, physics, chemistry, geography and history. The exam is divided into three types: semester, academic year and graduation. Score in each subject 100. It is cost-effective to score more than 50 points in each subject every academic year, and the final score is more than 60 points. Otherwise, students will fall behind. Tuition and miscellaneous fees will be borne by students. These regulations are similar to China's modern academic system, and the influence of overseas colleges on China's academic system can be seen here.
In essence, an academy going abroad is only the output or transplantation of this system. In line with local colleges and universities, the basic cultural effect remains unchanged. However, due to the influence of many factors, such as the transplant year, transplant area, transplant recipients and their motives, it is different from local academies. Generally speaking, this difference can be divided into three categories according to its size. In areas where overseas Chinese live in concentrated communities, there is not much difference between academies founded by overseas Chinese and local academies, because the main purpose of building academies is to make overseas Chinese and their children never forget their roots. East Asia in China cultural circle is in the period of absorbing China culture. The academy it founded is consistent with the native people in content and form, but it also has many characteristics, such as Korean academy attaches importance to sacrifice, Japanese academy attaches importance to book engraving and so on. When these areas turned to learn from the West, the colleges it established for foreign students in China were closer to local schools influenced by the western education system. As mentioned above, this is the case with Le Yi College in Tokyo. Academies established by westerners in the West, such as the Italian Sancta familia Academy (Mandarin Academy), are established to provide services for China people who study western culture, and their contents and forms are relatively far from those of China.
In the journey of Chinese academies to the world, Korea, the "country of the East", is in a special position and has made special contributions.