《說文》學的承繼與應用──論清末《澄衷蒙學堂字課圖說》引用小篆啟蒙識字之方法

On cheng zhong meng xue tang zi ke tu shuo in the Late Qing Dynasty Enlightenment Method of Using Xiaozhuan to Literate Chinese Characters

本文以《澄衷蒙學堂字課圖說》（省稱《澄衷蒙字課》）引用《說文》小篆為研究範圍，析論其引用小篆之識字啟蒙方法。《澄衷蒙字課》使用《說文》內容時，常經過剪裁及改寫，已將《說文》轉化為當時識字啟蒙之用，與《說文》原文不同，亦常不明引《說文》。因此本文從《澄衷蒙字課》引用《說文》小篆之字例中，藉以觀察是書對於《說文》學的承繼與應用。《澄衷蒙字課》性質為童蒙識字，故文句以簡要且便於理解為主，方便童蒙閱讀。《澄衷蒙字課》亦有部分字例不以《說文》解形為依據，而是藉此闡述理念。《澄衷蒙字課》藉教育改革，以救晚清危局，其宗旨以有用為主。因此，全書啟蒙識字之中，常論及西方學理，藉由認識漢字，啟蒙現代知識與觀念。如《澄衷蒙字課》在「思」字中，以西方之學與傳統學說相比較，灌輸童蒙西方科學與政治制度優良，為有益之實學，傳統民俗之方術迷信，則為無益之虛學。雖然《澄衷蒙字課》小篆字形之解說，於文字學理有不合之情形，編作者顯非文字學者，但其嘗試使用《說文》小篆解形之教學創意，仍有其時代意義。且《澄衷蒙字課》成書於清末，雖是應時局之變，創新教材，然其論文字構形，仍有承於清代《說文》諸家之說法，學有根柢。《澄衷蒙字課》引用《說文》小篆字例129個中，雖然並無直接明言是徵引某家說法，然而經筆者研究，有25個字例與清代《說文》諸家說法相合之內容。可知《澄衷蒙字課》對於啟蒙識字之內容，是有所本於學者研究之成果，所以具有參考價值，並非因書為童蒙識字而妄生穿鑿。

This article takes Cheng zhong Meng Xue Tang Zi Ke Tu Shuo provincial name Cheng Zhong Meng Zi Ke）citing Xiaozhuan from Shuo wen as the research scope, and analyzes its literacy enlightenment method of citing Xiaozhuan . When Cheng Zhong Meng Zi Ke uses the content of Shuo wen, it is often cut and rewritten, and Shuo wen has been transformed into the use of literacy enlightenment at that time, which is different from the original ''Shuowen''. Cheng Zhong Meng Zi Ke borrowed from education reform to save the crisis in the late Qing Dynasty, and its purpose is to be useful. Therefore, in the enlightenment and literacy of the whole book, Western theories are often discussed, and modern knowledge and concepts can be enlightened by understanding Chinese characters. Cheng Zhong Meng Zi Ke was written in the late Qing Dynasty, and it was inherited from the sayings of Shuo wen in the Qing Dynasty. Cheng Zhong Meng Zi Ke quoted Shuo wen Xiaozhuan character example 129, there are 25 character examples consistent with the contents of the Qing Dynasty Shuo wen. From this we can see that Cheng Zhong Meng Zi Ke has reference value for the content of enlightenment literacy.