一所学校与一位校长

一

時光倒转到20世纪初叶，那时的杭城曾有过这么一所学校，它建于科举时代浙江省城贡院废墟之上，虽然以学校之名它仅存在了不到二十年，但它却曾在近代浙江的大舞台上风云一时。它就是浙江省立第一师范学校，其前身为浙江官立两级师范学堂。

说它风云一时，是因为凡研究浙江近代史和浙江近代教育史都回避不了这所学校。“木瓜之役”“一师风潮”这两起轰动全省乃至全国的事件，使得名不见经传的杭州小营巷酱园弄的湖州会馆和传承了浙江第一师范文化遗产的浙江省杭州高级中学贡院校区校舍，分别成为市级、省级重点文物保护单位。无论是李叔同开启的美术写生与“长亭外，古道边，芳草碧连天”的传唱，还是晨光社、湖畔诗社的青春诗篇，都在中国的文学艺术史上留下了不朽的华章。

翻开浙江两级师范、第一师范的校史，竟有众多的全省乃至全国之“最”集中于这短短十六年间：

浙江规模最大的新式学堂（1906年以“全浙师范学堂”之名获准举办，1908年5月14日浙江两级师范正式开学）;

浙江最早的生理学讲义和生殖系统讲授课（1909年鲁迅）;

浙江最早的教师风潮（1909年木瓜之役）;

浙江有艺术专科之始（1912年浙江两级师范图画音乐手工专修科开设）;

中国最早的人体写生（1914年李叔同）;

……

全国最早的中等教育选科制、学分制改革（1920年5月浙江第一师范试行学科制）;

……

这是当时浙江与世界接轨的产物，是中国第一次社会转型的写照。

说它风云一时，是因为这里曾是近现代中国诸多名家大师的人生驿站。邵章、沈钧儒、徐定超、经亨颐、鲁迅、许寿裳、李叔同、姜丹书、张宗祥、沈尹默、夏丏尊、刘大白、陈望道、马叙伦、俞平伯、朱自清、叶圣陶……或同时、或相继来到这块热土执教，或谱写了生命中辉煌的乐章，或开启了生命中永恒的追求。

这是怎样的阵容呵！其中居于核心地位的便是主持校务长达十年的校长经亨颐。经亨颐（1877—1938年），字子渊，浙江上虞人。1903年东渡日本，入东京高等师范学校，专攻教育与数理。1908年浙江两级师范初创，为首任教务长。1911年春受徐定超推荐继任浙江两级师范监督（即校长），是年34岁。从此任浙江两级师范、第一师范校长凡十年，并兼浙江省教育会会长。这个有着一颗年轻的心的中年人，时称“浙省教育界之巨子，革新运动之领袖”、“浙江文化运动的先觉者”，可谓是主一校而名一校：执掌浙江第一师范，弘扬新文化，与长沙的湖南第一师范并称“两个一师”;离开杭州回到故乡上虞，白马湖因之蜚声海内外，在那儿继续着他在浙江第一师范的未竟事业，便是有“北南开，南春晖”之誉的春晖中学。

说它风云一时，是因为这里也是江浙一带诸多风云儿女启航的港湾。从这扇校门迈出的莘莘学子中，有以中国共青团最早的两位中央书记俞秀松、施存统等为代表的先驱志士，有以沈肃文、邵瑞彭等为代表的社会活动家与政界人物，有以何绍韩、金古霞等为代表的实业家，有以教育家杨贤江，科普作家贾祖璋，艺术家潘天寿、丰子恺，文学家曹聚仁、冯雪峰、潘漠华、汪静之、魏金枝、柔石，经济学家周伯棣等为代表的各界名流，有以数学家陈建功、鱼类学家陈兼善、中医学家陈无咎等为代表的科学界精英……

这些在近现代中国舞台上留下深深足迹的重量级人物，如此集中地涌现于同一个时代同一所学校，正所谓“人文蔚钱塘，多士跻跄趋一堂”。不能不说，这令人惊叹不已的师生团队，正是这一所学校近二十年教育之功，它为整个近现代中国的进步，提供了举世公认的最强有力的人才保障和智力支撑。

二

在经亨颐看来，“学校程度虽有分别，而同为教育研究家所居之地，促进社会文化之职责，当然与大学并驾齐驱”。这位被后人称作“中学界的蔡元培”的浙江第一师范当家人，力倡“人格教育”，强调德智体美均衡发展，智力训练、情感陶冶、意志锻炼并重。在其心目中，今日之学子乃未来之公民，他视学校为未来社会公民成长的启蒙场所，认为学校不是“贩卖知识之商店”，“凡学校皆当以陶冶人格为主”，“求学何为？学为人而已”，当“以人格之实现为社会发达之本”。

以“京畿道监察御史兼浙江两级师范学堂监督”之名主校两年的永嘉人徐定超，不仅是经亨颐的伯乐，更为后来人作出了榜样。1918年1月4日，为调征书籍，徐定超因公返里，船至吴淞口，发生轮船相撞，船之将沉，侍从力请其先登舢板自救，他坚定地将生的机会让予他人，泰然静坐船首甲板，终至罹难，享年74岁。蔡元培为之题有“念祖楼台高百尺，谏官祠宇壮千秋”之联。

被浙江第一师范学生视为精神导师的《教育潮》主编沈仲九，后来在《我的理想教育观》中也发出了同样的声音：“我想教育的宗旨，并不在于怎样的高深远大，尽可从切近处找寻。实在，只要能够使受教育者都做一‘像人的人’，教育的目的已可算达到了。”

他们的学生、后来成为新闻界知名人物的曹聚仁在《我与我的世界》中这样回忆经亨颐：“所谓‘修身’，并不是‘独善其身’的‘自了汉’，而是要陶养成一个对社会有贡献的‘公民’。”

与时俱进、健全人格、服务社会、改造社会，正是浙江第一师范新文化的核心内容，是浙江第一师范教育改革所要达成的共同愿景。

1915年初夏的一个晚上，浙江第一师范校友会召开首次毕业生送别会，席间师生齐唱《送别歌》：“……愿君此去肩重任，尽心教育觉新民，各天涯共精神，毋忘母校恩。”

三

生活在五四时代浙江第一师范校园的学子们是幸运的，他们的导师为他们铺设了个性精神充分弘扬的平台。生活于其中的教师们也是幸运的，因为他们的才华、他们的抱负能在与学生们及校园氛围的良性互动中得以施展，从而绽放和延续生命的光华。每一个在这个校园内沐浴着新教育阳光的青年学子都会由衷地感受到作为一个独立的人、一个大写的人的力量和价值。“我浸在晨光里，周围都充满着爱美了，我吐尽所有的苦恼郁恨，我尽量地饮着爱呵，尽量地餐着美呵！”湖畔诗人汪静之用诗的语言昭示着这个校园内人性的觉醒。

這是怎样的一个春天啊！浙江教育之光在此聚焦，浙江教育之新生在此萌芽——

从教员专任到评议会再到学生自治，浙江第一师范在全省率先启动管理体制改革。

在经亨颐看来，“教员非专任，对于职务无稳确之观念，对于学校无专任之精神，欲言人格难矣哉”。1919年秋，教员专任制首先在浙江第一师范实行，首批聘请的专任教员有16位，其中陈望道、刘大白、李次九、夏丏尊成为改革骨干，号称“四大金刚”。

经亨颐认为学校之事应由全体教职员共同负责，做到集思广益。设立评议会作为全校最高议事机构，用来审核各种制度、规程，决定各行政委员会名单，提出学校预、决算费用，讨论校内重大事件。评议会由校长担任议长，评议员按一定比例从教职员和学生中民主选举产生，每年改选三分之二，连选得连任，但以两次为限。

学生自治更是其顺应时势的大胆革新与尝试。“今后训育之第一要义，须将教师本位之原状，改为学生本位”，“曰指导，曰陶冶”。经亨颐力倡“自动、自由、自治、自律”，即学生有自发之活动、自由之服从、自治之能力、自律之行为。

1919年11月16日，浙江第一师范学生自治会成立，宣布以“尊重个人的人格，发展互助的能力，养成自治的习惯，练习共同的生活，建设模范的社会”为宗旨。此后，诸如禁烟、管理食堂等老大难问题，均在学生自行监督下得以解决。此事开全省风气之先，以后各地学校相继起而仿效。

从重视西学与美育到开启国文教学改革，从课程设置年级制、划一制到选科制、学分制，浙江第一师范的课程改革走向了新的质变。

从周树人的生理课到李叔同的写生课，这所学校与世界接轨的创新精神、实践精神一脉相承。

百余年前，那个还梳着长辫子的时代，28岁的周树人也就是后来的鲁迅，在自日本留学归国后的第一个工作岗位——浙江两级师范的生理学课堂上讲起了生殖系统，还鼓励学生要敢于解剖尸体。

短短几年后，应经亨颐之聘前来任教的艺术大师李叔同在校园内开设了写生课，以其自日本带回的石膏模型让学生写生，改变了临摹画帖的传统，是为中国美术教育之创举。

野外写生，在民国初年尚属闻所未闻之事，学生到西湖或其他风景区画风景时，还会常常被警察误解干涉。人体写生，则更是破天荒的创新之举，李叔同在素描课上大胆使用半裸的男体和全裸的童男，首开中国人体写生教学之先河。

在经亨颐的教育理念中，艺术教育是人格教育的有机组成部分，“制作不过手段，鉴赏乃为目的”，它并非为术业而开展，而是为现代公民的成长所铺设的桥梁。

教育价值观由升学谋职转向发展人格服务社会，教育内容由仅重“知识授与”转向知情意行并重，教育原则由“教师本位”转向“学生本位”，教育模式由“平凡划一”转向个性创造，师生关系由等级到校友，学校管理由校长威权到师生共治，教学方法由单向传输到共同研讨……浙江第一师范由此成为中国近代历史上学校学习型组织化的一个成功范例。

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， Jing’s 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 one’s 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 school’s 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.

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