&nbsh1;                 欢迎阅读本文档，希望本文档能对您有所帮助!

明代的武學與武舉制度

The Martial Arts Schools and Martial Art Examination System

of Ming Dynasty

賴盟騏

國立高雄應用科技大學人力資源發展系講師

摘  要

明代武學有中央的兩京京衛武學，以及地方的都司衛武學、府州縣武學。進入武學的學生，主要為年二十五歲以下的在職武官、武職官員的應襲子弟、以及武職官員其餘弟姪年十歲以上者。其出路除應襲子弟照例襲職外，也得應科舉、武舉，或選受（薦舉、會舉）為主管軍政的武職官員。

    明代武舉考試分為鄉試、會試、殿試三級，武舉應試者一為武學官生，一為各地文武官吏舉荐「通曉兵法、謀勇出眾」者。

    明代的武學是專門為武職及武職子弟設立的學校，目的是為了培養將才，提高武將的素質。但明代的武職素稱難治，武學的學規多流於形式，很難貫徹執行。此外，朝廷對武職及子弟的入學沒有硬性的規定，在學期間學業的好壞與前途也沒有必然的關係。

    武科舉是明代選拔武將的重要途徑之一，但並未能選拔出真正的人才，主因為朝廷與社會皆忽視武舉。細究其因：一為傳統「重文輕武」的觀念；其次是武舉出身得不到重用；其三乃武舉制度本身的缺失，如策問考試形同虛設，武舉出身皆為驍勇戰將，而非運籌帷幄的將帥。

    有明一代，雖重文輕武，然則武學武舉制度在提高軍官素質、培養造就軍事人才方面有一定的貢獻。但教法不嚴、督率無力，朝廷與社會均不甚重視，未能培訓或選拔出兼具韜略及驍勇之名將。

關鍵詞：武學、武舉、武舉制度

Abstract

There were three types of martial arts schools in Ming dynasty：the Dual-Capital Defense Martial Arts School in the central government, the City Defense Martial Arts School and the State and County Martial Arts School in the local areas. The students enrolled into the martial arts schools were mainly inheritors aged 25 or above of existing military officers and military officials, and brothers or nephews aged 10 or above of military officials. The inheritors of existing military officers or officials could follow the rules to succeed their fathers’ positions as military officers, or they could take the Imperial Examination, the Martial Art Examination or the Selection Procedure (through Recommendation or Joint Recommendation) to become military officials who supervised military affairs.

    The Martial Art Examination of Ming Dynasty was divided into three levels: County Test, Joint Test and Imperial Test. The contestants of the Martial Art Examination were either students from the martial arts schools or people “familiar with the art of war and with outstanding wisdom and courage” recommended by local officials or military officers.

    The martial arts schools in the Ming Dynasty were established especially for military officers or descendents of military officers. The objective was to train military talents and to upgrade the quality of military officers. However, the military officers in Ming Dynasty were renowned for being undisciplined and the regulations of the martial arts schools usually fell into formality. It was also difficult to consolidate the implementation of regulations. Moreover, there were no strict rules concerning the enrollment of military officers and their descendents. Their academic performance in the Martial Arts Schools also showed no positive relevance to their future career. 

    The Martial Art Examination was one of the crucial means to select military talents in Ming Dynasty. However, it did not really pick up the true talents. It was mainly because the Martial Art Examination was neglected by both of the central government and the society. After further exploration, the reasons included：（1）The traditional concept of “upholding the intellectual and belittling the military” .（2） The Martial Art Examination qualifiers could not secure a prominent future in the central government.（3）The flaws in the Martial Art Examination System, such as the seemingly formality-like strategy and tactic tests. The Martial Art Examination qualifiers were valiant warriors in the battlefield instead of tactical commanders in chief who specialized in the art of war.

    In the Ming Dynasty, although the intellectual was upheld while the military was belittled, the Martial Arts Schools and the Martial Art Examination System still made a certain extent of contribution to upgrading the quality of military officers and training military talents. Nevertheless, loose discipline, weak leadership, and negligence from the central government and the society were the reasons why true talented commanders in chief were not fostered or selected at that time.

Keywords：martial arts schools, martial art examination, martial art examination system

                  感谢阅读本文档，希望本文档能对您有所帮助!

                  欢迎阅读本文档，希望本文档能对您有所帮助!

一、前  言

以武藝取士的作法，先秦時已出現，武學是古代培養軍事人才的學校，肇始於唐，興盛於宋。宋代創立了比較完備的武學體制，並開始將武舉制度與學校教育緊密結合。[1]

明代為提高軍官素質，中央、地方皆設武學；並以武舉制度選拔將才，惟學者之專論不多，[2] 本文試圖爬疏現有史料及研究成果，對明代的武學與武舉制度作一初步的探討

二、武學的建立與發展

明代為培養選拔將才，於中央與地方皆設有武學。中央武學於北京、南京設「京衛武學」，地方武學則有衛武學及府州縣武學。

（一）武學的創議

明初未設武學，為表示對武學的重視，洪武二年（西元1369）六月，太祖召國子生，詢知諸生未熟騎射，遂宣諭「文足以經邦，武足以戡亂」，強調文武並重，才能「出將入相，安定社稷」。[3] 洪武三年（1370）五月，詔國子生及郡縣學生員皆習射；[4] 十月採納御史袁凱之議，詔儒士更直午門，為武臣講解經史。洪武五年（1372）、洪武十年（1377）、洪武十四年（1381），三次諭令選武臣子弟入國子監讀書。[5]

明代武學之設，[6] 始議於洪武二十年（1387）七月，禮部奏請如前代故事，立武學、用武舉，建武成王廟、祀太公。太祖認為：

太公，周之臣，封諸侯。若以王祀之，則與周天子並矣！加之非號，必不享也。至於建武學，用武舉，是析文武為二途，自輕天下無全才矣！三代之上士之學者，文武兼備，故措之於用，無所不宜，豈謂文武異科，各求專習者乎！武學專講韜略，不事經訓；專習干戈，不習俎豆，拘於一藝之偏之陋哉！今又欲循舊用武舉、立廟學，甚無謂也。太公之祀止宜從祀帝王廟。 [7]

太祖以立武學、武舉是分文武為二途，未准其議。太祖雖不贊成建武學，但亦關心武臣子弟疏於武事，所以反覆告誡武職官員應認真教兒弓馬，且禁制極嚴。如洪武二十二年（1389）令：

衛所官員不肯教兒子弓馬，如今有學唱的，割了舌頭；下棋、打雙陸的，斷了手；蹴圓的，卸了腳；做買賣的，發邊遠充軍。[8]

為強調文武兼備的教育，太祖於洪武二十四年（1391）五月，命國子監生解奎等於在京各衛，講說《大誥武臣》；洪武二十五年（1392）二月，命地方學校生員兼習「射」與「書」、「數」之法；[9] 洪武三十一年（1398）二月，命吏部設學於南京虎踞關，選儒士教武臣子弟之養於錦衣衛者；[10] 三月，命武官襲職子弟應讀書及習閑弓馬，十五歲始得襲替。[11] 因為文武合一的講求，明初將帥皆出於衛所，而無世胄紈袴之氣。[12]

（二）中央武學——京衛武學

建文元年（1399），始置「京衛武學」，成祖永樂元年（1403），又罷京衛武學，[13] 其後武學逐漸廢弛。永樂九年（1412），成祖諭武臣子弟：「安於豢養，武藝不習，禮義不諳，古今不通」。宣德三年（1428），宣宗亦諭兵部曰：「軍官子弟安於豢養，浮蕩成風，試其武藝，百無一能用之」。[14]

正統六年（1441）五月，英宗命太子太保成國公朱勇簡選都指揮等官，擇御史有文武全才者講說《孫吳兵略》、《歷代臣鑒》等。朱勇荐監察御史朱鑒，朱鑒呈〈請設京衛武學疏〉，提出「開武學、立學規之典，興武舉之科」[15]。英宗准「選驍勇都指揮官五十一員、熟閑騎射幼官一百員，置學授官，開設京衛武學」。[16] 正統七年（1442），從監察御史彭勗之議，設南京京衛武學。[17]

代宗景泰三年（1452）五月，因武生只剩十餘人，遂革北京京衛武學。