孫中山領(lǐng)導(dǎo)辛亥革命，無(wú)數(shù)仁人志士拋頭顱、灑熱血，付出了自己的青春與生命，特別是最先走出國(guó)門睜眼看世界的大批赴日留學(xué)生在推動(dòng)社會(huì)歷史轉(zhuǎn)變的辛亥革命中扮演了舉足輕重的角色。

風(fēng)起云涌的留日浪潮

1871年《中日修好條規(guī)》簽訂后，兩國(guó)正式建立近代意義上的外交關(guān)系。1894年，中國(guó)海軍在甲午海戰(zhàn)中慘敗。中國(guó)各階層看到日本明治維新的成功，感覺(jué)到中國(guó)在物質(zhì)文明、科學(xué)技術(shù)和思想文化上的落后，痛心之余，開(kāi)始關(guān)注日本，關(guān)注日本的近代轉(zhuǎn)型，“以日本為師”的呼聲迅速高漲。1896年，清政府批準(zhǔn)唐寶鍔等13位學(xué)生赴日本留學(xué)，從而掀起了長(zhǎng)達(dá)40多年留學(xué)日本的熱潮。這些留學(xué)生中，既有滿腔熱血的青年子弟，也有胸懷遠(yuǎn)大的王公子弟；既有探尋真理的秀才舉人，也有學(xué)習(xí)知識(shí)的在職官員，甚至還有沖破束縛的纏足女子和生命不息的白發(fā)老翁，浩浩蕩蕩的赴日大軍“好像唐僧取經(jīng)一樣，懷著圣潔而嚴(yán)肅的心情，靜悄悄地離開(kāi)故鄉(xiāng)，掛帆而去”，成為中日兩國(guó)茫茫大海上一道亮麗的風(fēng)景。歷時(shí)42年的頻繁留日運(yùn)動(dòng)，就像1000年前日本的遣隋、遣唐使們，形成了中日文化交流史上的盛事，極大地影響了中國(guó)近代社會(huì)的發(fā)展進(jìn)程，對(duì)中國(guó)和日本的經(jīng)濟(jì)、政治、社會(huì)和文化都產(chǎn)生了深遠(yuǎn)的影響。其中，最直接的影響就是促進(jìn)了近代中國(guó)革命運(yùn)動(dòng)的蓬勃發(fā)展，從康有為、梁?jiǎn)⒊絿?guó)民黨、共產(chǎn)黨，赴日留學(xué)人員在許多重大歷史階段都發(fā)揮了重要的作用。

留日學(xué)生吳玉章曾經(jīng)寫過(guò)一首詩(shī)：“東亞風(fēng)云大陸沉，浮槎東渡起雄心；為求富國(guó)強(qiáng)兵策，強(qiáng)忍拋妻別子情?！边@是當(dāng)時(shí)留日學(xué)生心情的集體寫照，他們懷抱各自救國(guó)的不同理念，像海綿吸水一般如饑似渴地努力學(xué)習(xí)軍事、法政、文史、外語(yǔ)、美術(shù)、醫(yī)學(xué)等文化知識(shí)，希望為祖國(guó)的獨(dú)立、富強(qiáng)和繁榮貢獻(xiàn)自己的力量。正如1919年即將回國(guó)的周恩來(lái)寫到的:“大江歌罷掉頭東，邃密群科濟(jì)世窮。面壁十年圖破壁，難酬蹈海亦英雄?！睔v史表明，正是這一批批前仆后繼蹈海的先驅(qū)成為推動(dòng)中國(guó)革命勝利的排頭兵。

留日學(xué)生的革命和文化活動(dòng)

戊戌變法失敗后，維新派領(lǐng)袖康有為、梁?jiǎn)⒊榷嫉玫饺毡居讶说膸椭?，亡命日本，繼續(xù)進(jìn)行宣傳、鼓動(dòng)和組織革命與文化活動(dòng)。1894年，孫中山在檀香山成立興中會(huì)后，許多留日學(xué)生仰慕孫中山的革命熱情，身懷救國(guó)的理想，放棄了在日本的學(xué)業(yè)，回到國(guó)內(nèi)進(jìn)行革命活動(dòng)，如黃興、宋教仁在湖南組織了華興會(huì)，陶成章、徐錫麟在江浙組織了光復(fù)會(huì)，吳春陽(yáng)、陳獨(dú)秀在安徽組織了岳王會(huì)，浙江留學(xué)生傅夢(mèng)豪作為留日中國(guó)國(guó)民會(huì)代表回滬協(xié)助宋教仁、陳其美成立中國(guó)國(guó)民會(huì)，等等，這些革命團(tuán)體成為推動(dòng)近代中國(guó)革命與社會(huì)變革的重要政治力量。

1905年8月20日，在孫中山和黃興的聯(lián)合倡導(dǎo)下，流亡日本的革命黨人在東京成立了同盟會(huì)。同盟會(huì)以及華興會(huì)、光復(fù)會(huì)等革命團(tuán)體的主要領(lǐng)導(dǎo)人和各個(gè)部門的負(fù)責(zé)人，除了孫中山以外，幾乎都是留日學(xué)生，如相當(dāng)于同盟會(huì)副總理的黃興，管總務(wù)庶務(wù)科的宋教仁、搞外交的廖仲愷，評(píng)議部的吳玉章等，同盟會(huì)派到國(guó)內(nèi)各個(gè)省去發(fā)動(dòng)群眾的主盟人，也主要由留日學(xué)生擔(dān)任。

此外，以“革命軍中馬前卒”自稱的留日學(xué)生鄒容寫成《革命軍》一書，旗幟鮮明、通俗易懂地回答了中國(guó)民主革命的基本問(wèn)題，在國(guó)內(nèi)和日本廣泛流行，“倘說(shuō)影響，則別的千言萬(wàn)語(yǔ)，大概都抵不過(guò)淺近直截的‘革命軍中馬前卒’鄒容所做的《革命軍》”（魯迅語(yǔ)）。留日學(xué)生陳天華先后撰寫《猛回頭》和《警世鐘》，揭露帝國(guó)主義列強(qiáng)瓜分中國(guó)，清朝政府淪為“洋人的朝廷”，號(hào)召全國(guó)各階層民眾團(tuán)結(jié)起來(lái)，推翻清政府的反動(dòng)統(tǒng)治，等等。他們宣傳革命思想、啟發(fā)民智，有力地推動(dòng)了全國(guó)革命形勢(shì)的高漲，成為辛亥起義的重要吹鼓手。

活躍在辛亥革命中的留學(xué)生

隨著國(guó)內(nèi)民族危機(jī)和革命形勢(shì)的發(fā)展，大批留日學(xué)生或拋棄學(xué)業(yè)或?qū)W成回國(guó)，積極投身到如火如荼的社會(huì)革命運(yùn)動(dòng)中，成為各省起義中的中堅(jiān)力量。

號(hào)稱“鑒湖女俠”的秋瑾到日本后與女同學(xué)發(fā)起組織了近代中國(guó)第一個(gè)婦女愛(ài)國(guó)組織——“共愛(ài)會(huì)”。為了宣傳革命、喚醒民眾，秋瑾還在東京創(chuàng)辦了《白話報(bào)》月刊。她先后結(jié)識(shí)了陶成章、陳天華、黃興、魯迅、何香凝等一大批愛(ài)國(guó)人士，并加入了陶成章等人組織的光復(fù)會(huì)，同盟會(huì)成立后被推舉為浙江省分會(huì)會(huì)長(zhǎng)和評(píng)議部評(píng)議員。1907年，她在紹興主持大通學(xué)堂的校務(wù)，暗中培養(yǎng)革命力量，提倡軍事訓(xùn)練。皖浙起義失敗后，秋瑾慷慨就義。作為一名得風(fēng)氣之先的女革命者，秋瑾以自己的言行舉止演繹了“不惜千金買寶刀，貂裘換酒也堪豪。一腔熱血勤珍重，灑去猶能化碧波”的豪壯人生，成為近代留日學(xué)生投身革命運(yùn)動(dòng)的楷模。

1910年開(kāi)始，同盟會(huì)在中國(guó)各地發(fā)動(dòng)的10多次武裝起義，起義的指揮官，大多留學(xué)于日本士官學(xué)校等軍事學(xué)校，如最為壯烈的廣州起義，埋在黃花崗的七十二烈士中就有林覺(jué)民、方聲洞等8名留日學(xué)生。1911年10月10日辛亥革命爆發(fā)，留日學(xué)生成了各省起義的重要軍事指揮力量。另外，大阪高等醫(yī)學(xué)校的留學(xué)生組織了紅十字會(huì)，浙江嘉興留學(xué)生蔣可宗任隊(duì)長(zhǎng)回國(guó)奔赴戰(zhàn)場(chǎng)，為起義軍治療傷病員，參加了光復(fù)杭州、攻占南京等戰(zhàn)役。

辛亥革命之后，五四運(yùn)動(dòng)、新文化運(yùn)動(dòng)及共產(chǎn)黨成立過(guò)程中，作為領(lǐng)導(dǎo)及骨干的留日學(xué)生蔡元培、陳獨(dú)秀、李大釗、魯迅、王國(guó)維、李叔同、郁達(dá)夫等一大批知識(shí)精英以“從別國(guó)竊得火來(lái)，本意是煮自己的肉”的精神，擎起了中國(guó)思想、教育、藝術(shù)和文學(xué)等文化建設(shè)的大旗?？梢哉f(shuō)，留日學(xué)生在風(fēng)云際會(huì)的近現(xiàn)代歷史上，以自己的知識(shí)、才情和熱情，成為中國(guó)經(jīng)濟(jì)、社會(huì)、科技、文化從傳統(tǒng)走向現(xiàn)代的生力軍，抒寫了絢麗多彩的社會(huì)畫卷。

Students Played a Big Role in 1911 Revolution

By Yao Cheng

The 1911 Revolution overthrew China’s 2-millennia feudal system and opened the nation to the outside world， the modern era and the future. The success of the revolution was made possible by many individuals， including a large group of students who had been to Japan and got the first glimpse of what the world of today looked like. These students-turned-revolutionaries played a critical role in the success of the 1911 revolution.

The 1871 treaty between China and Japan on improving relations between the two countries led to the founding of the modern diplomatic relationships between the two neighbors. The Sino-Japanese War of 1894-1895 prompted Chinese to examine the colossal success of the Meiji Reform of Japan and study the next-door neighbor and its rapid， eye-opening， and awe-inspiring upgrade to modernization and industrialization.

In 1896， the Chinese government sent 13 students to study in Japan， thus marking the beginning of a 42-year period of Chinese students receiving modernized education in Japan. The students included the hot-blooded young people， descendents of royal families of the Qing Dynasty， scholars cultivated by the Chinese imperial examination system， and government officials. Some of these students were women and old men. In Japan they studied military affairs， law and politics， history， literature， foreign languages， art， medicine， just as did the Japanese who came to China during the Tang Dynasty about 1，000 years ago. The 42 years marked a flourishing period of cultural exchanges between the two countries. The Chinese people who visited Japan and studied there played an unprecedented role in shaping the fate of modern China.

After the failure of the 100-day Reform in 1898， Kang Youwei and Liang Qichao， the two major leaders of the movement， escaped to Japan with the help of Japanese friends. In 1894， Dr. Sun Yat-sen set up “Revive-China Society” in Honolulu. Many Chinese studying in Japan admired Dr. Sun’s revolution ideal and came back to China to start revolutionary activities. Anti-Qing organizations mushroomed， becoming important political forces that pushed for changes in the ancient nation.

And Japan became the place where Chinese revolutionaries took refuge and reorganized themselves. On August 20， 1905， Chinese revolutionaries in exile in Japan organized themselves into the United League of China. With the exception of Dr. Sun Yat-sen， all the other founding members were those who had studied or were studying in Japan. Many Chinese students went back to their home provinces to organize the same-minded people together. Zou Rong (1885-1905)， a martyr of the anti-Qing revolution， wrote “The Revolutionary Army”， a pamphlet published in Shanghai in 1903. It explained all the key issues of the revolution in plain Chinese. It became the most influential revolutionary manifesto. Zou Rong died in prison at the age of 20.

From 1910 onward， the United League of China organized more than ten armed uprisings across China. Most of the commanders of these uprisings had studied in military academies in Japan. The 72 martyrs who died in Guangzhou Uprising in April 1911 included eight cadets such as Lin Juemin and Fang Shengdong. When the provinces across China rose against the Qing rulers in the wake of the Wuchang Uprising， the military leaders of these provincial uprisings were mostly former cadets who had studied in Japan.

After the 1911 Revolution， the Chinese students who had studied in Japan continued to play a key role in shaping the future of China. These influential leaders include Cai Yuanpe， Chen Duxiu， Li Dazhao， Lu Xun， Wang Guowei， Li Shutong， Yu Dafu， and Zhou Enlai， just to name a few.