學屬對覘器識──明清士人的啟蒙教育、對句練習與文人性格的形成

Early Education, Parallel Couplets, and the Formation of the Literati Personality in the Ming and Qing Dynasties

本文由明清士人的初學階段出發，考察他們的學習生涯與心態，進而討論其知識取向與人生想像。同時由此思考「文人文化」的問題，從生命史的角度來追溯士人知識生活的起點，探析「文人」意識可能的根源，從而辨明其分歧之關鍵──尤其，他們如何在「經生」與「文人」之間抉擇或徘徊。明清士人大概在六歲左右就開始進學堂讀書，從識字誦讀開始，進而理解背誦經典，以至於寫作文章。這當中有兩種基本能力是教學重點，也是士人被檢測、判別才能的關鍵。一是背誦的能力，將文字形狀、讀本內容記憶清楚，至於能滾瓜爛熟地背誦經書內容，是首先被強調的能力，也是測試學子智力的基本標準。一般學子對此強力的背誦要求都倍感壓力。另一測試學子能力的是機變性極強的對句練習，這種練習容易演變成充滿妙趣的測試遊戲，往往在日常生活中，以至於各種社交場合中進行，也因此頗具戲劇性，更易衍生出許多帶有傳奇性的事件或故事。這種機智測驗多和個人天賦有關，所以容易被視為個人本性與命運的預測，以致有所謂對句可以「覘器識」的想法。又因此，這更成為士人用以表達自我、展現才氣的表演方式，此種表演乃又有觸發文人意識的作用。對一般明清士人而言，幼年的背誦與對句即為人生考驗的開始，他們的苦樂榮辱於焉開展，這個過程也逐漸形塑他們的知識性格與人生取向，而明清文人文化的發展，也略可由此窺見其基因。

Focusing on the early stages of learning, this paper examines the experience and mentality of literati education, and how education shaped their attitudes toward life and knowledge. In this way, the topic of ''literati culture'' is considered, tracing the beginnings of the intellectual life of scholars from a life history perspective and investigating the possible origins of a ''literati consciousness,'' thereby reflecting on the crucial distinction between pursuing the life of a ''scholar'' and the life of a ''literatus.'' At about six years of age, Ming and Qing scholars would enter a school to begin their studies, starting from learning to read and being able to understand and recite the classics to ultimately composing essays. Two fundamental skills were the focus of their education, and would be used to judge their scholarly aptitude. The first point of emphasis was memorization: first to memorize thoroughly the written form and the content of an instructional text, and eventually to recite the classics by heart with ease and fluency. This was a basic and primary means of evaluating intellectual ability, placing the average student under immense pressure. Meanwhile, the second focus of their education, practicing the composition of parallel couplets, required quick reflexes. These exercises easily turned into games intended to test the participants' wit, even becoming a part of literati daily life, exemplified by their enjoyment at social occasions, and their playful and dramatic nature often gave rise to marvelous events and stories of legend. Because these tests of cleverness required a natural talent, this form of intelligence test was viewed as a predictor of the student's inherent qualities and destiny, as expressed in the view that couplets could ''reveal one's aptitude and intellectual capacity.'' Therefore, they became a means for scholars to express the self and demonstrate their talents, performances which could serve as the catalyst for a ''literati consciousness.'' For the average scholar of the Ming and Qing, performing recitation and couplets at an early age was the beginnings of their lives being put to the test, as well as being the stage for happiness, suffering, honor, and disgrace. This process also gradually shaped their intellectual disposition and life orientation, consequently being a foundational element in the development of a literati culture.