辦學與慈善：以檳城韓江中學的經營為例

Education and Philanthropy: A Case Study of Han Chiang High School in Penang, Malaysia

許多學者認為馬來（西）亞華族母語教育的推動，源自以商人為主導的會館為能「救國家，興鄉幫」而創辦學校；另有學者則認為商人承擔起領導與資助華文教育的重任不僅是基於文化認同，也是為提升其本身的社會地位，有益其事業。這些觀點確實指出馬來（西）亞華族辦學的重要理由，然而藉此提升自我的社會地位，不如捐官買爵或捐獻受封；若說其為維護民族文化而辦學，則主導華校經營的董事會常未能承繼中華文化傳統的尊師重道。從檳榔嶼韓江中學的創立與經營，發現馬來（西）亞華族興學辦校與其抱持「做慈善事」的心態有相當密切的關係。

In the beginning of the 19th century, Russia extended its influence into the Kazakh region, and expanded its territory to the east and the south of Lake Balkash, which was subsequently incorporated into Russian domain. Furthermore, Russian stretched its power to the Lake Issyk-Kul region. According to the Sino-Russian Treaty of Beijing, Russia and China were supposed to send delegates to negotiate the north western borders issues. However, Russia attempted to force China to accept the legitimacy of its occupation. Besides Russian posession of the north western area, Russians also planed to permanently stay in the region beyond Karun. Finally, Russian and Chinese delegates agreed to discuss and conduct boundaries demarcation.