【正文】 丞。 天順二年（1458）十月，因國子監(jiān)學正閻禹錫奏請，才復設北京京衛(wèi)武學。 代宗景泰三年（1452）五月，因武生只剩十餘人，遂革北京京衛(wèi)武學。英宗準「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(wèi)武學」。朱鑒在朱勇的支持下，力陳武學淵源，建立武學的必要及武學教育培養(yǎng)對象、學習科目、考核制度等。宣德三年（1428），宣宗亦諭兵部曰：「軍官子弟安於豢養(yǎng)，浮蕩成風，試其武藝，百無一能用之」。 清?孫承澤，《春明夢餘錄》，卷三○，〈五軍都督府?附記〉，頁11，總頁346。 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(yǎng)於錦衣衛(wèi)者；《明太祖實錄》，卷二五六，「洪武三十一年二月庚辰」條，頁2，總頁36983699，儒士之待遇為米每月二石。 清?孫承澤，《春明夢餘錄》（臺北：大立出版社，一九八○年十月初版，據(jù)光緒九年古香齋本影?。?，卷三○，〈五軍都督府?附記〉，頁1011，總頁345346載：「洪武二十二年，兵部、五軍府奉旨：衛(wèi)所官員不肯教兒子弓馬……已而府軍左衛(wèi)千戶虞讓男虞端吹簫唱曲，將上唇連鼻尖割了。另顧炎武認為：「武學仍宜以孔子為先師……周公尚不祀於學，而況太公乎」，見清?顧炎武撰，黃汝成集釋，《日知錄集釋》，卷十七，〈武學〉，頁37，收入《四部備要》（臺北：臺灣中華書局，一九八一年六月臺一版，據(jù)中華書局聚珍倣宋版影印），冊404，〈子部〉。若以王祀之，則與周天子並矣！加之非號，必不享也。朱、赫兩氏皆以「武學」為武臣子弟之教育，故認定「衛(wèi)儒學」即「武學」。以上詳見《明代的衛(wèi)學教育》，頁1617?！睹魈鎸嶄洝罚砥呷负槲湮迥耆挛焐辍箺l，頁1，總頁1335；卷一一四，「洪武十年八月癸丑」條，頁1，總頁1874；卷一三五，「洪武十四年正月癸丑」條，頁3，總頁21412142。 明?董 倫等撰、中研院史語所校，《明太祖實錄》（臺北：中研院史語所，一九八四年五月再版，據(jù)國立北平圖書館紅格鈔本微捲影?。砦辶?，「洪武三年冬十月丙辰」條，頁12，總頁844845。又蔡嘉麟，《明代的衛(wèi)學教育》（臺北：中國文化大學史學研究所碩士論文，一九九八年六月），亦有部分的探討。宋代創(chuàng)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。細究其因：一為傳統(tǒng)「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(zhàn)將，而非運籌帷幄的將帥。 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(yǎng)將才，提高武將的素質。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(fā)展系講師摘 要明代武學有中央的兩京京衛(wèi)武學，以及地方的都司衛(wèi)武學、府州縣武學。 明代武舉考試分為鄉(xiāng)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薦「通曉兵法、謀勇出眾」者。 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。關鍵詞：武學、武舉、武舉制度AbstractThere were three types of martial arts schools in Ming dynasty：the DualCapital 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 Remendation or Joint Remendation) to bee 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” remended 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 formalitylike strategy and tactic tests. The Martial Art Examination qualifiers were valiant warriors in the battlefield instead of tactical manders 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 manders in chief were not fostered or selected at that time.Keywords：martial arts schools, martial art examination, martial art examination system500 / 14一、前 言以武藝取士的作法，先秦時已出現(xiàn)，武學是古代培養(yǎng)軍事人才的學校，肇始於唐，興盛於宋。武舉制度則附於軍事制度史之中，如：許友根，《武舉制度史略》；赫治清編，《中國軍事制度史?軍事教育訓練制度卷》（鄭州：大象出版社，）