Analyzing On Space-time Differences And Causes Of Henan School Education Development In Qing Dynasty

Education is a social basic affair, which is the important state and the developing foundation in most people's life. The educational developing space-time differences had a long impact on the regional society, especially in Qing dynasty as the ties of ancient and modern times. Moreover, Henan in Qing dynasty was neither developed as the Southeast China, nor the backward as the Southwest China. At that time, Henan social features represent the large areas of China'. Selecting the schools--the main forms of education as the research object, analyzing deeply on the space-time differences together with causes of Henan educational development in Qing dynasty, is not only the universal significance, but also lays the strong foundation on understanding the relations between the education and the regional society.There are three parts in this article:The first part is the first chapter--introduction. The author draws his thoughts in this chapter by analyzing and summing up the present research situation about this field. Though the education is the important respect of our lives, but the research is either limited to the material just as in the educational history circles or paid less attention to as historical geography circles. Moreover, the forefathers chose the sum of the winners in the highest imperial examinations as the basis for inspecting the level of the regional educational development, which is not enough. This article holds that there are two systems in education: training system and selecting system. School is belonging to the training system which is the basic form of education, is the nature and key system. As embody of educational effects, the talent is only the result of selection. We select the distribution of the school's quantity and the total educational amount that the school can provide to analyze the regional differences and the influential factors, which approach the objective reality of education, moreover, can enrich and perfect the scope of regional education and historical geography research.The second part is the body of this whole article which from the second to the five chapters, inquiring separately into the backgrounds, process, space-time differences, the causes in Henan educational development in Qing dynasty. The characters in Henan society in Qing dynasty is the backgrounds of Henan education development in Qing dynasty. The second chapter introduces the natural and social backgrounds of Henan education development in Qing dynasty which include particular natural conditions and frequent calamity as flood drought, stable administrative divisions and self-contained imperial examinations system, busy social production and lagging farming mode, turbulent social situation and poor peasant existing and so on. All these had an effect directly or indirectly on the environment and conditions in Henan educational development at all levels. On these backgrounds, Henan education went through on his own in Qing dynasty. The third chapter narrates the essential process of Henan educational development in Qing dynasty. By general investigation, the author concludes that there were three stages in Qing dynasty: the traditional educational system was established and developed (1644--1795); the traditional educational system was declined and broken heavily (1796--1899); modern education germinated (1900--1911). The traditional educational system consist Confucian schools, town schools, free schools, private schools, Shu-yuan at different levels and so on. The modern education system includes common and teacher-training schools all kinds of. That is to say, the traditional educational system was established gradually from the early of Shunzhi to the late of Qianlong. All kinds of schools were ruined by degrees after Jiaqing, and were mauled heavily in Xianfeng and Tongzhi, after that they eked out a meager existence. During the reforming traditional education from the late of Guangxu to the decease of Qing dynasty, the modern education spouted gradually and established hastily finally. The education development conditions reflected fully the feudalism, keeping and lagged in Henan education in Qing dynasty.At the same time, Henan education development of Qing dynasty appeared the clear space-time differences. The fourth chapter, take all kinds of schools, especially in quantity and the levels for example, analyzes the differences of Henan education in Qing dynasty. On the basis of administrative divisions made in Jiaqing 25, by collecting materials broadly and using reasonable criterion, calculating the amount and the continuing time of traditional and modern schools by data statistics, the author announces the distributing characters, evaluates the developing differences of all kinds of schools. To say separately, Confucian schools were set up according to administrative divisions. Because of short of the inspecting via, we select the enrollment to find that the education was flourishing in Weihui prefecture, Shanzhou. The free schools were more universal than town schools, though they were elementary schools, their space-time distributions and developing differences were not the same owing to their nature. The time of setup of Shuyuan was centralized in the middle of Kang-xi and the early of Qianlong. The sites of the large number of Shuyuan were Kaifeng and Henan prefecture where the shuyuan is universal. The average schools especially elementary schools were showed scaled in modern schools. The amount of the high school was the same nearly, but the developing level were not the same distinctly. In Nanyang Kaifeng, Huaiqing prefecture, the high schools developed better than others'. The large number of primary school was set up Kaifeng Huaiqing, Henan prefecture, Guang-zhou, which widespread degree matched the magnitude distribution. Due to the important status and the special relationship, space-time distributioa, the differences of Shuyuan and primary schools delegate the traditional, modern educational essential character seperately.The fifth chapter discusses the macroscopic and microscopic factors which affected all kinds of schools the space-time distribution, the differences in development. The macroscopic factors include mainly nature, politics, economy, culture etc. The microscopic factors include mostly the zest of building schools of the local government officials, the models of the individual figures or schools. Natural environment had an effect on the distribution and development directly or indirectly by topographic terrain or controlling population, economy. Polity conditions influenced the educational collection and developing tendency by cultural and educational policy, social situation. Regional economical level, schools' funds, regional traditional economical structure all determined schools' existing, continuous capability and structure types. At the same time, academic activities and traditional custom had an effect on education developing to a certain extent. While the comprehensive factors bring into play showing the different ranges and the limits, the space-time differences of education in Henan Qing dynasty were the result that the regional social macroscopic and microscopic environments integrated with each other.The last part is the sixth chapter--conclusion chapter. The author summarizes wholly the regional characters of Henan education development in Qing dynasty and the enlightenments on present educational reform. These characters include that obviously phases and prominent regions in education developing, different consistent and fixed dislocation in the traditional and modern education development in whole Henan area, the consistent in level of the schools diversity in distribution and development, the diversity of regional social situations--the basic reason of the unbalanced schools distribution and regional unharmonious.