高寧

一

時光倒轉(zhuǎn)到20世紀初葉，那時的杭城曾有過這么一所學校，它建于科舉時代浙江省城貢院廢墟之上，雖然以學校之名它僅存在了不到二十年，但它卻曾在近代浙江的大舞臺上風云一時。它就是浙江省立第一師范學校，其前身為浙江官立兩級師范學堂。

說它風云一時，是因為凡研究浙江近代史和浙江近代教育史都回避不了這所學校?！澳竟现邸薄耙粠燂L潮”這兩起轟動全省乃至全國的事件，使得名不見經(jīng)傳的杭州小營巷醬園弄的湖州會館和傳承了浙江第一師范文化遺產(chǎn)的浙江省杭州高級中學貢院校區(qū)校舍，分別成為市級、省級重點文物保護單位。無論是李叔同開啟的美術寫生與“長亭外，古道邊，芳草碧連天”的傳唱，還是晨光社、湖畔詩社的青春詩篇，都在中國的文學藝術史上留下了不朽的華章。

翻開浙江兩級師范、第一師范的校史，竟有眾多的全省乃至全國之“最”集中于這短短十六年間：

浙江規(guī)模最大的新式學堂（1906年以“全浙師范學堂”之名獲準舉辦，1908年5月14日浙江兩級師范正式開學）;

浙江最早的生理學講義和生殖系統(tǒng)講授課（1909年魯迅）;

浙江最早的教師風潮（1909年木瓜之役）;

浙江有藝術?？浦迹?912年浙江兩級師范圖畫音樂手工專修科開設）;

中國最早的人體寫生（1914年李叔同）;

……

全國最早的中等教育選科制、學分制改革（1920年5月浙江第一師范試行學科制）;

……

這是當時浙江與世界接軌的產(chǎn)物，是中國第一次社會轉(zhuǎn)型的寫照。

說它風云一時，是因為這里曾是近現(xiàn)代中國諸多名家大師的人生驛站。邵章、沈鈞儒、徐定超、經(jīng)亨頤、魯迅、許壽裳、李叔同、姜丹書、張宗祥、沈尹默、夏丏尊、劉大白、陳望道、馬敘倫、俞平伯、朱自清、葉圣陶……或同時、或相繼來到這塊熱土執(zhí)教，或譜寫了生命中輝煌的樂章，或開啟了生命中永恒的追求。

這是怎樣的陣容呵！其中居于核心地位的便是主持校務長達十年的校長經(jīng)亨頤。經(jīng)亨頤（1877—1938年），字子淵，浙江上虞人。1903年東渡日本，入東京高等師范學校，專攻教育與數(shù)理。1908年浙江兩級師范初創(chuàng)，為首任教務長。1911年春受徐定超推薦繼任浙江兩級師范監(jiān)督（即校長），是年34歲。從此任浙江兩級師范、第一師范校長凡十年，并兼浙江省教育會會長。這個有著一顆年輕的心的中年人，時稱“浙省教育界之巨子，革新運動之領袖”、“浙江文化運動的先覺者”，可謂是主一校而名一校：執(zhí)掌浙江第一師范，弘揚新文化，與長沙的湖南第一師范并稱“兩個一師”;離開杭州回到故鄉(xiāng)上虞，白馬湖因之蜚聲海內(nèi)外，在那兒繼續(xù)著他在浙江第一師范的未竟事業(yè)，便是有“北南開，南春暉”之譽的春暉中學。

說它風云一時，是因為這里也是江浙一帶諸多風云兒女啟航的港灣。從這扇校門邁出的莘莘學子中，有以中國共青團最早的兩位中央書記俞秀松、施存統(tǒng)等為代表的先驅(qū)志士，有以沈肅文、邵瑞彭等為代表的社會活動家與政界人物，有以何紹韓、金古霞等為代表的實業(yè)家，有以教育家楊賢江，科普作家賈祖璋，藝術家潘天壽、豐子愷，文學家曹聚仁、馮雪峰、潘漠華、汪靜之、魏金枝、柔石，經(jīng)濟學家周伯棣等為代表的各界名流，有以數(shù)學家陳建功、魚類學家陳兼善、中醫(yī)學家陳無咎等為代表的科學界精英……

這些在近現(xiàn)代中國舞臺上留下深深足跡的重量級人物，如此集中地涌現(xiàn)于同一個時代同一所學校，正所謂“人文蔚錢塘，多士躋蹌趨一堂”。不能不說，這令人驚嘆不已的師生團隊，正是這一所學校近二十年教育之功，它為整個近現(xiàn)代中國的進步，提供了舉世公認的最強有力的人才保障和智力支撐。

二

在經(jīng)亨頤看來，“學校程度雖有分別，而同為教育研究家所居之地，促進社會文化之職責，當然與大學并駕齊驅(qū)”。這位被后人稱作“中學界的蔡元培”的浙江第一師范當家人，力倡“人格教育”，強調(diào)德智體美均衡發(fā)展，智力訓練、情感陶冶、意志鍛煉并重。在其心目中，今日之學子乃未來之公民，他視學校為未來社會公民成長的啟蒙場所，認為學校不是“販賣知識之商店”，“凡學校皆當以陶冶人格為主”，“求學何為？學為人而已”，當“以人格之實現(xiàn)為社會發(fā)達之本”。

以“京畿道監(jiān)察御史兼浙江兩級師范學堂監(jiān)督”之名主校兩年的永嘉人徐定超，不僅是經(jīng)亨頤的伯樂，更為后來人作出了榜樣。1918年1月4日，為調(diào)征書籍，徐定超因公返里，船至吳淞口，發(fā)生輪船相撞，船之將沉，侍從力請其先登舢板自救，他堅定地將生的機會讓予他人，泰然靜坐船首甲板，終至罹難，享年74歲。蔡元培為之題有“念祖樓臺高百尺，諫官祠宇壯千秋”之聯(lián)。

被浙江第一師范學生視為精神導師的《教育潮》主編沈仲九，后來在《我的理想教育觀》中也發(fā)出了同樣的聲音：“我想教育的宗旨，并不在于怎樣的高深遠大，盡可從切近處找尋。實在，只要能夠使受教育者都做一‘像人的人，教育的目的已可算達到了。”

他們的學生、后來成為新聞界知名人物的曹聚仁在《我與我的世界》中這樣回憶經(jīng)亨頤：“所謂‘修身，并不是‘獨善其身的‘自了漢，而是要陶養(yǎng)成一個對社會有貢獻的‘公民?！?/p>

與時俱進、健全人格、服務社會、改造社會，正是浙江第一師范新文化的核心內(nèi)容，是浙江第一師范教育改革所要達成的共同愿景。

1915年初夏的一個晚上，浙江第一師范校友會召開首次畢業(yè)生送別會，席間師生齊唱《送別歌》：“……愿君此去肩重任，盡心教育覺新民，各天涯共精神，毋忘母校恩?！?h3>三

生活在五四時代浙江第一師范校園的學子們是幸運的，他們的導師為他們鋪設了個性精神充分弘揚的平臺。生活于其中的教師們也是幸運的，因為他們的才華、他們的抱負能在與學生們及校園氛圍的良性互動中得以施展，從而綻放和延續(xù)生命的光華。每一個在這個校園內(nèi)沐浴著新教育陽光的青年學子都會由衷地感受到作為一個獨立的人、一個大寫的人的力量和價值?！拔医诔抗饫?，周圍都充滿著愛美了，我吐盡所有的苦惱郁恨，我盡量地飲著愛呵，盡量地餐著美呵！”湖畔詩人汪靜之用詩的語言昭示著這個校園內(nèi)人性的覺醒。

這是怎樣的一個春天?。≌憬逃庠诖司劢?，浙江教育之新生在此萌芽——

從教員專任到評議會再到學生自治，浙江第一師范在全省率先啟動管理體制改革。

在經(jīng)亨頤看來，“教員非專任，對于職務無穩(wěn)確之觀念，對于學校無專任之精神，欲言人格難矣哉”。1919年秋，教員專任制首先在浙江第一師范實行，首批聘請的專任教員有16位，其中陳望道、劉大白、李次九、夏丏尊成為改革骨干，號稱“四大金剛”。

經(jīng)亨頤認為學校之事應由全體教職員共同負責，做到集思廣益。設立評議會作為全校最高議事機構，用來審核各種制度、規(guī)程，決定各行政委員會名單，提出學校預、決算費用，討論校內(nèi)重大事件。評議會由校長擔任議長，評議員按一定比例從教職員和學生中民主選舉產(chǎn)生，每年改選三分之二，連選得連任，但以兩次為限。

學生自治更是其順應時勢的大膽革新與嘗試?！敖窈笥栍谝灰x，須將教師本位之原狀，改為學生本位”，“曰指導，曰陶冶”。經(jīng)亨頤力倡“自動、自由、自治、自律”，即學生有自發(fā)之活動、自由之服從、自治之能力、自律之行為。

1919年11月16日，浙江第一師范學生自治會成立，宣布以“尊重個人的人格，發(fā)展互助的能力，養(yǎng)成自治的習慣，練習共同的生活，建設模范的社會”為宗旨。此后，諸如禁煙、管理食堂等老大難問題，均在學生自行監(jiān)督下得以解決。此事開全省風氣之先，以后各地學校相繼起而仿效。

從重視西學與美育到開啟國文教學改革，從課程設置年級制、劃一制到選科制、學分制，浙江第一師范的課程改革走向了新的質(zhì)變。

從周樹人的生理課到李叔同的寫生課，這所學校與世界接軌的創(chuàng)新精神、實踐精神一脈相承。

百余年前，那個還梳著長辮子的時代，28歲的周樹人也就是后來的魯迅，在自日本留學歸國后的第一個工作崗位——浙江兩級師范的生理學課堂上講起了生殖系統(tǒng)，還鼓勵學生要敢于解剖尸體。

短短幾年后，應經(jīng)亨頤之聘前來任教的藝術大師李叔同在校園內(nèi)開設了寫生課，以其自日本帶回的石膏模型讓學生寫生，改變了臨摹畫帖的傳統(tǒng)，是為中國美術教育之創(chuàng)舉。

野外寫生，在民國初年尚屬聞所未聞之事，學生到西湖或其他風景區(qū)畫風景時，還會常常被警察誤解干涉。人體寫生，則更是破天荒的創(chuàng)新之舉，李叔同在素描課上大膽使用半裸的男體和全裸的童男，首開中國人體寫生教學之先河。

在經(jīng)亨頤的教育理念中，藝術教育是人格教育的有機組成部分，“制作不過手段，鑒賞乃為目的”，它并非為術業(yè)而開展，而是為現(xiàn)代公民的成長所鋪設的橋梁。

教育價值觀由升學謀職轉(zhuǎn)向發(fā)展人格服務社會，教育內(nèi)容由僅重“知識授與”轉(zhuǎn)向知情意行并重，教育原則由“教師本位”轉(zhuǎn)向“學生本位”，教育模式由“平凡劃一”轉(zhuǎn)向個性創(chuàng)造，師生關系由等級到校友，學校管理由校長威權到師生共治，教學方法由單向傳輸?shù)焦餐杏憽憬谝粠煼队纱顺蔀橹袊鷼v史上學校學習型組織化的一個成功范例。

Zhejiang First Normal School existed for about 16 years （1906-1922） in the early 20th century， but it ushered in a new era of modern education for the province. The school is like a landmark in both the history of modern Zhejiang and the history of education of Zhejiang.

With the government approval in 1906， the school with a curriculum of modern education came into being. It was the biggest modern education institution in the province back then. In May 1908 the normal school started operating. In the following years， it created quite a few firsts in history. In 1909， Lu Xun gave lectures on biology including those on the reproductive system， the first time in Zhejiang. In the same year， a teachers movement at the school caused a national stir. In 1912， the school started special courses in fine art， music， and handcrafts. In 1912， Li Shutong used plaster statues in art classes he taught， the first time in China. In 2013， Li Shutong wrote a history of western art， also something unheard of before in China. The first complete Chinese translation of? was done in 1920 by Chen Wangdao， a teacher of the school.

Many scholars taught at the school and later became national personages in their respective fields and disciplines. And quite a few graduates from the school grew up as prominent figures in politics and social movements， business， art， literature， economy， science， education. All this made the school a phenomenon. Historians wonder how a single school in Zhejiang could attract so many so talented teachers and students and how the school provided a big galaxy of talents that helped drive the country into modernization. In retrospection， the school embodies how Zhejiang caught up with the outside world and sought modernization and provides a vivid enlightening chapter on how Chinese society underwent the modernization in the early decades of the 20th century.

In retrospect， the central figure of the school is neither the teachers nor students who later became national personages and now are important chapters of Chinese history. It is Jing Hengyi （1877-1931）， schoolmaster in charge of the education endeavor for ten years. He was 34 in 1911 when he took the post. He also doubled as director of Zhejiang Education Association. Before that， he served as the dean of academic affairs at the school as of 1908 when the school began operation.

Historically， Jings leadership at the school was pioneering and consequential. He was considered “a giant of the education circle of Zhejiang and a leader of the education revolution movement.” He was also considered “a pioneer of the cultural movement of the province”. Some went so far as to say that he was “a middle-aged man with a young heart”. After he stepped down from the post in Hangzhou， he returned to his hometown Shangyu and started the famous Chunhui Middle School on the White Horse Lake.

Jing Hengyi deserved such a fine reputation. His contribution to the establishment and improvement of modern education in Zhejiang was epoch-making.

The core of the philosophy Jing promoted and practiced at the school was to cultivate fully-developed people who were willing to go with the time and serve and change the society. In the memoires written decades later， some scholars who graduated from the school agreed that the values promoted at the school were eye-opening and enlightening.

Jing promoted a school culture， something unheard of before in the country. He organized a schoolmate association and considered such an association as a necessary component of education. The concept is by no means what we understand today about alumni. According to Jing， teachers and students in the school should work together to get the right motivation， morality， rules， values， attitude and faith. The schoolmate association came into being in October 1913， aiming to build ones character and become stronger in body and spirit in pursuit of kindness and excellence. The association organized extracurricular activities. The cultural and sporting activities of the school served as an eye-opening example to the general public about what a new life in a modernized society looked like.

Jing pioneered a teachers system and a student autonomy system， something unheard of before in Zhejiang. The idea behind the teacher system was that only those with noble characters， with real talents， with a passion for education， with capabilities for teaching and academic studies should be employed. Previous experiences and qualifications were no priority.

Jing also set up a school administrative committee to make democratic decisions on schools affairs such as rules and regulations， funds， budgets， subcommittees. The committee was composed of the schoolmaster as the president， teachers and students who were elected annually. The committee held a weekly meeting and made decisions. There were detailed rules about election and decision making.

Student autonomy was also an innovation measure. Jing had a full philosophy behind this measure. Through autonomy， students learned how to govern and discipline themselves， how to work together and live together， and how to learn and develop the capabilities of mutual help and autonomy. The student autonomy movement worked well and solved practical problems such as student canteens and smoking in dormitories. The autonomy practice was later adopted by many new schools across the province.