日治時期臺灣桃竹苗地區的客家教育(1895-1945)

Abstract

本研究主要是透過日治官民調查的各項資料、校史紀錄、耆老訪談，與訪談所得的文件、照片，輔以今人的論著等資料，以探討代日治時期桃竹苗地區客家子弟教育推動的情形，包括對新式教育的因應情況、對傳統文教的傳承與轉化，及受教情況與社會地位的關係等三大項。主要研究發現如下：

一、 桃竹苗地區客家人勇於接受且支持新式的學校教育 早期桃竹苗地區各地學校的設置有限，客家人也對新式教育包持觀望的態度，但是當這些受過新式教育者，有機會成為社會上的老師、醫生、庄長、企業家等精英階層後，學校教育就變成地方士紳競相支持的對象。以關西地區而言，雖位屬偏僻，但在咸菜硼公學校設置後，前幾屆的畢業生即培養出當地最早的西醫、庄長與農園實業家，而且女子教育也開始受到重視。

二、 桃竹苗地區客家人努力進行傳統文教的傳承與轉化：漢學的延續與詩社的勃興 首先，漢學的延續主要在非立案的書房，表現出傳統語言文化的傳承，但立案書房設置後採納新式教育學科與師資又是一種轉化。其次，桃竹苗地區詩社數量在日治時期的不降反升，反映出傳統文教成就的傳承；但是詩社參與者受教方式與身分的改變，及創作內容的因應時事，顯然又是一種轉化。

三、 接受學校教育有助於桃竹苗地區客家精英階級的養成及家族地位的維持 傳統教育被系統化的學校教育取代後，能成功掌握新式教育機會的人，就能得到更好的社會地位。於是留日也好，留臺就學也罷，總有某幾個關鍵人物、某幾個家族，成為迎向新式教育，向社會上層流動的帶領者。例如：日治時期石光公學校就有呂、朱、陳、范四大家族表現優異，影響當地對教育的重視。

總之，客家人重視教育的傳統，由清代延續至日治，教育方式由儒學轉往學校教育發展，透過個人、家族與鄉親共同努力，終於培養出許多社會上的精英階層，使得客家人在不同的政權交替後，一樣能享受成功的教育果實。The main purpose of this dissertation is to explore the development of Hakkan education in Japanese Colonial Taiwan. The sources such as the information investigated by Japanese colonial government and scholars, school history records, and oral records interviewing senior citizens were used to explore how to promote Hakka children’s education in the Tao, Zhu and Miao areas during the Japanese colonial period. The main findings of this study are as follows： 1. Hakka in the Tao, Zhu and Miao areas accepted new education and supported the establishment of new schools when they cultivated good generation. Educational outcomes were reflected in the formation of new elite class and the promotion of education for girls. At Kansai County, the first doctor and mayor and modern farmer were graduated from the Shyan Tsay Perng common school. Once public school graduates became new social elites, the advantages of schooling were presented significantly. The function of traditional educational institutions was gradually replaced by schooling. 2. In the Tao, Zhu and Miao areas, continuity and transformation of traditional education and culture, mainly in the continuity of Confucianism and the establishment of poetry societies. First, the continuity of Confucianism mainly was carried out by the studios, the traditional cultural heritage was succeeded, but new subjects were taught in those studios which showed a kind of modern pedagogy transformation. Secondly, the poetry societies were established in the Tao, Zhu and Miao areas which reflected the achievement of traditional culture; however distinct change was different background of participants, and the content of poets responding to current events. 3. Schooling was helpful to the upward social mobility, certain key figures and their family played the leading role in the Tao, Zhu and Miao areas, such as the four families of the Shi Guang common school at Kansai. In short, the emphasis on the importance of education of the Hakka tradition was continued in Japanese colonial period. Although educational institutions were changed from private studios to public common schools, due to the efforts of individuals, families and the folks together, new social elites were educated, which made the Hakka in the Tao, Zhu and Miao areas enjoy successful educational fruits after regime shifted.