高寧

一

時(shí)光倒轉(zhuǎn)到20世紀(jì)初葉，那時(shí)的杭城曾有過(guò)這么一所學(xué)校，它建于科舉時(shí)代浙江省城貢院廢墟之上，雖然以學(xué)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(tái)上風(fēng)云一時(shí)。它就是浙江省立第一師范學(xué)校，其前身為浙江官立兩級(jí)師范學(xué)堂。

說(shuō)它風(fēng)云一時(shí)，是因?yàn)榉惭芯空憬泛驼憬逃范蓟乇懿涣诉@所學(xué)校。“木瓜之役”“一師風(fēng)潮”這兩起轟動(dòng)全省乃至全國(guó)的事件，使得名不見經(jīng)傳的杭州小營(yíng)巷醬園弄的湖州會(huì)館和傳承了浙江第一師范文化遺產(chǎn)的浙江省杭州高級(jí)中學(xué)貢院校區(qū)校舍，分別成為市級(jí)、省級(jí)重點(diǎn)文物保護(hù)單位。無(wú)論是李叔同開啟的美術(shù)寫生與“長(zhǎng)亭外，古道邊，芳草碧連天”的傳唱，還是晨光社、湖畔詩(shī)社的青春詩(shī)篇，都在中國(guó)的文學(xué)藝術(shù)史上留下了不朽的華章。

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

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

浙江最早的生理學(xué)講義和生殖系統(tǒng)講授課（1909年魯迅）;

浙江最早的教師風(fēng)潮（1909年木瓜之役）;

浙江有藝術(shù)?？浦迹?912年浙江兩級(jí)師范圖畫音樂手工專修科開設(shè)）;

中國(guó)最早的人體寫生（1914年李叔同）;

……

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

……

這是當(dāng)時(shí)浙江與世界接軌的產(chǎn)物，是中國(guó)第一次社會(huì)轉(zhuǎn)型的寫照。

說(shuō)它風(fēng)云一時(shí)，是因?yàn)檫@里曾是近現(xiàn)代中國(guó)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(shí)、或相繼來(lái)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(wù)長(zhǎng)達(dá)十年的校長(zhǎng)經(jīng)亨頤。經(jīng)亨頤（1877—1938年），字子淵，浙江上虞人。1903年?yáng)|渡日本，入東京高等師范學(xué)校，專攻教育與數(shù)理。1908年浙江兩級(jí)師范初創(chuàng)，為首任教務(wù)長(zhǎng)。1911年春受徐定超推薦繼任浙江兩級(jí)師范監(jiān)督（即校長(zhǎng)），是年34歲。從此任浙江兩級(jí)師范、第一師范校長(zhǎng)凡十年，并兼浙江省教育會(huì)會(huì)長(zhǎng)。這個(gè)有著一顆年輕的心的中年人，時(shí)稱“浙省教育界之巨子，革新運(yùn)動(dòng)之領(lǐng)袖”、“浙江文化運(yùn)動(dòng)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(yáng)新文化，與長(zhǎng)沙的湖南第一師范并稱“兩個(gè)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(yù)的春暉中學(xué)。

說(shuō)它風(fēng)云一時(shí)，是因?yàn)檫@里也是江浙一帶諸多風(fēng)云兒女啟航的港灣。從這扇校門邁出的莘莘學(xué)子中，有以中國(guó)共青團(tuán)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(huì)活動(dòng)家與政界人物，有以何紹韓、金古霞等為代表的實(shí)業(yè)家，有以教育家楊賢江，科普作家賈祖璋，藝術(shù)家潘天壽、豐子愷，文學(xué)家曹聚仁、馮雪峰、潘漠華、汪靜之、魏金枝、柔石，經(jīng)濟(jì)學(xué)家周伯棣等為代表的各界名流，有以數(shù)學(xué)家陳建功、魚類學(xué)家陳兼善、中醫(yī)學(xué)家陳無(wú)咎等為代表的科學(xué)界精英……

這些在近現(xiàn)代中國(guó)舞臺(tái)上留下深深足跡的重量級(jí)人物，如此集中地涌現(xiàn)于同一個(gè)時(shí)代同一所學(xué)校，正所謂“人文蔚錢塘，多士躋蹌趨一堂”。不能不說(shuō)，這令人驚嘆不已的師生團(tuán)隊(duì)，正是這一所學(xué)校近二十年教育之功，它為整個(gè)近現(xiàn)代中國(guó)的進(jìn)步，提供了舉世公認(rèn)的最強(qiáng)有力的人才保障和智力支撐。

二

在經(jīng)亨頤看來(lái)，“學(xué)校程度雖有分別，而同為教育研究家所居之地，促進(jìn)社會(huì)文化之職責(zé)，當(dāng)然與大學(xué)并駕齊驅(qū)”。這位被后人稱作“中學(xué)界的蔡元培”的浙江第一師范當(dāng)家人，力倡“人格教育”，強(qiáng)調(diào)德智體美均衡發(fā)展，智力訓(xùn)練、情感陶冶、意志鍛煉并重。在其心目中，今日之學(xué)子乃未來(lái)之公民，他視學(xué)校為未來(lái)社會(huì)公民成長(zhǎng)的啟蒙場(chǎng)所，認(rèn)為學(xué)校不是“販賣知識(shí)之商店”，“凡學(xué)校皆當(dāng)以陶冶人格為主”，“求學(xué)何為？學(xué)為人而已”，當(dāng)“以人格之實(shí)現(xiàn)為社會(huì)發(fā)達(dá)之本”。

以“京畿道監(jiān)察御史兼浙江兩級(jí)師范學(xué)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(lái)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(qǐng)其先登舢板自救，他堅(jiān)定地將生的機(jī)會(huì)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(tái)高百尺，諫官祠宇壯千秋”之聯(lián)。

被浙江第一師范學(xué)生視為精神導(dǎo)師的《教育潮》主編沈仲九，后來(lái)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(yuǎn)大，盡可從切近處找尋。實(shí)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(dá)到了。”

他們的學(xué)生、后來(lái)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(dú)善其身的‘自了漢，而是要陶養(yǎng)成一個(gè)對(duì)社會(huì)有貢獻(xiàn)的‘公民?！?/p>

與時(shí)俱進(jìn)、健全人格、服務(wù)社會(huì)、改造社會(huì)，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(dá)成的共同愿景。

1915年初夏的一個(gè)晚上，浙江第一師范校友會(huì)召開首次畢業(yè)生送別會(huì)，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(shí)代浙江第一師范校園的學(xué)子們是幸運(yùn)的，他們的導(dǎo)師為他們鋪設(shè)了個(gè)性精神充分弘揚(yáng)的平臺(tái)。生活于其中的教師們也是幸運(yùn)的，因?yàn)樗麄兊牟湃A、他們的抱負(fù)能在與學(xué)生們及校園氛圍的良性互動(dòng)中得以施展，從而綻放和延續(xù)生命的光華。每一個(gè)在這個(gè)校園內(nèi)沐浴著新教育陽(yáng)光的青年學(xué)子都會(huì)由衷地感受到作為一個(gè)獨(dú)立的人、一個(gè)大寫的人的力量和價(jià)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(shī)人汪靜之用詩(shī)的語(yǔ)言昭示著這個(gè)校園內(nèi)人性的覺醒。

這是怎樣的一個(gè)春天啊！浙江教育之光在此聚焦，浙江教育之新生在此萌芽——

從教員專任到評(píng)議會(huì)再到學(xué)生自治，浙江第一師范在全省率先啟動(dòng)管理體制改革。

在經(jīng)亨頤看來(lái)，“教員非專任，對(duì)于職務(wù)無(wú)穩(wěn)確之觀念，對(duì)于學(xué)校無(wú)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(shí)行，首批聘請(qǐng)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(hào)稱“四大金剛”。

經(jīng)亨頤認(rèn)為學(xué)校之事應(yīng)由全體教職員共同負(fù)責(zé)，做到集思廣益。設(shè)立評(píng)議會(huì)作為全校最高議事機(jī)構(gòu)，用來(lái)審核各種制度、規(guī)程，決定各行政委員會(huì)名單，提出學(xué)校預(yù)、決算費(fèi)用，討論校內(nèi)重大事件。評(píng)議會(huì)由校長(zhǎng)擔(dān)任議長(zhǎng)，評(píng)議員按一定比例從教職員和學(xué)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(xué)生自治更是其順應(yīng)時(shí)勢(shì)的大膽革新與嘗試?！敖窈笥?xùn)育之第一要義，須將教師本位之原狀，改為學(xué)生本位”，“曰指導(dǎo)，曰陶冶”。經(jīng)亨頤力倡“自動(dòng)、自由、自治、自律”，即學(xué)生有自發(fā)之活動(dòng)、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(xué)生自治會(huì)成立，宣布以“尊重個(gè)人的人格，發(fā)展互助的能力，養(yǎng)成自治的習(xí)慣，練習(xí)共同的生活，建設(shè)模范的社會(huì)”為宗旨。此后，諸如禁煙、管理食堂等老大難問(wèn)題，均在學(xué)生自行監(jiān)督下得以解決。此事開全省風(fēng)氣之先，以后各地學(xué)校相繼起而仿效。

從重視西學(xué)與美育到開啟國(guó)文教學(xué)改革，從課程設(shè)置年級(jí)制、劃一制到選科制、學(xué)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(xué)校與世界接軌的創(chuàng)新精神、實(shí)踐精神一脈相承。

百余年前，那個(gè)還梳著長(zhǎng)辮子的時(shí)代，28歲的周樹人也就是后來(lái)的魯迅，在自日本留學(xué)歸國(guó)后的第一個(gè)工作崗位——浙江兩級(jí)師范的生理學(xué)課堂上講起了生殖系統(tǒng)，還鼓勵(lì)學(xué)生要敢于解剖尸體。

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

野外寫生，在民國(guó)初年尚屬聞所未聞之事，學(xué)生到西湖或其他風(fēng)景區(qū)畫風(fēng)景時(shí)，還會(huì)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(guó)人體寫生教學(xué)之先河。

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

教育價(jià)值觀由升學(xué)謀職轉(zhuǎn)向發(fā)展人格服務(wù)社會(huì)，教育內(nèi)容由僅重“知識(shí)授與”轉(zhuǎn)向知情意行并重，教育原則由“教師本位”轉(zhuǎn)向“學(xué)生本位”，教育模式由“平凡劃一”轉(zhuǎn)向個(gè)性創(chuàng)造，師生關(guān)系由等級(jí)到校友，學(xué)校管理由校長(zhǎng)威權(quán)到師生共治，教學(xué)方法由單向傳輸?shù)焦餐杏憽憬谝粠煼队纱顺蔀橹袊?guó)近代歷史上學(xué)校學(xué)習(xí)型組織化的一個(gè)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.