教养结合是中国古代特有的一种人才培养理念。这一理念主张教、养两种方式对于人才培养缺一不可，且又强调以养促教的价值。书院演化成为一种教育机构以后，始终秉承这一理念，不仅豁免各种费用，还向生徒提供物质资助。清代书院的膏火制度，即是这一传统传承至清取得的新的进展。本文运用历史研究法、文献分析法，基于教养关系的视角，考察膏火制度的变迁历程，诠释清代书院教主导养、养影响教的互动关系。
五代以来书院传承的田租供廪，明代中叶以后形成的考课奖赏，并不等同于膏火制度。膏火制度随着雍正书院政策的颁布得以确立，有着特定的文教背景：清初科举人数急增，加剧了士子贫困问题，而官学廪膳、学租制度的养士功能十分有限；随着讲学、考课两种规制此消彼长，书院的价值得到清廷的认可。膏火制度的确立，表面在于资助寒士，背后另有清廷聚拢士子、辅助考课的政治意图，旨在强化书院的养士功能，使其走向助益官学、服务科举的轨道。
乾隆时期，书院以考课为教、以膏火为养的人才培养模式全面实施，膏火制度进入完善阶段。各地书院普遍通过制定章程，维系膏火制度运作。膏火面向生童发放，尤以生员为主。膏火发放存在“总属一体”与“区分薄厚”两种方式，后者渐成主流。膏火名额、等第的确定普遍采取“甄别为断”的规则：通过专门考试严格选拔士子进入书院，每月发放固定的膏火银钱，保障士子住院肄业期间的日常生活，使其安心学业。
嘉庆以降，膏火制度呈现出明显的变化趋势：发放对象扩大至举人，分配规则普遍转变为“随课升降”，扣罚膏火更加注重课艺表现，膏火制度与考课奖赏制度制度逐渐趋同。这些变化导致膏火制度的奖励性质和激励功能不断强化。变化的产生既是为了顺应更多士子对于养的需求，通过强化竞争机制，给予士子更多的机会争取有限的膏火；也是书院教的规制再次发生变化，住院肄业制度普遍废弛，考课几乎成为唯一教育活动，反映在养的方面的结果。
膏火蕴含的经济价值，关乎士子的切身利益。教养之间的矛盾产生的弊端，遭致的批判贯穿着制度发展的整个历程。甲午战争以后，随着书院改革的启动，废除膏火制度的观念开始出现，同时走向实践探索。清末新政伊始，清廷诏令书院改设学堂，随后颁行的《癸卯学制》宣布实行教育收费制度，膏火制度的合法地位随之丧失。科举停废以前，改制而来的新学堂、校士馆一度沿用膏火制度，作为稳定生源、安抚士子的权宜策略。
科举停废以后，膏火制度逐渐艰难退场。膏火制度的废除，内在原因在于自身无法根除的弊端，直接原因则是受到西方教育模式的影响：既是受到西方教育收费制度的价值冲击，也是迫于快速普及西式学堂的经费压力，同时也是西方教育思想传入以后，教育内涵发生剧变，传统养士教育转向现代国民教育的一个历史选择。膏火制度的废除，体现的仍是处理教养之间的关系问题，以期通过废除养的规制，彻底解决教养之间的矛盾。
尽管膏火制度实施以来饱受批判，最终遭遇废止命运，但在传统文教环境之中，膏火制度对于保障寒士维持学业、鼓励士子读书上进、促进书院快速发展、维系清代文教事业的有序运行，仍然表现出明显的积极作用。特别是其蕴含的保障机会均等、促进教育公平的精神价值，更在制度废除不久的民国时期得到讨论和挖掘，成为新的就学援助制度确立的历史经验和文化资源。膏火制度及其价值，对于我们现今思考教育平等、教育公平问题仍有启发意义。

The integration of education and sustenance represents a unique concept in ancient Chinese talent cultivation. This concept advocates the indispensable combination of teaching and sustaining for the development of talents, and emphasizes the value of sustaining to facilitate teaching. As academies evolved into educational institutions, they consistently upheld this concept by not only exempting various fees but also providing financial assistance to students. Gao Huo System (the stipend system) in Qing dynasty academies signifies the continuation of this tradition into the Qing period, marking a new development. Established during the reign of Emperor Yongzheng, Gao Huo system underwent a process of refinement, change, and eventual abolition. This paper examines the evolution of Gao Huo system in Qing dynasty academies from the perspective of the relationship between education and sustenance. It explores how the regulations governing teaching and sustaining adapted over time, elucidating the dynamic interaction between teaching-led sustaining and sustaining-influenced teaching in Qing dynasty academies.
The establishment of Gao Huo system coincided with the implementation of academy policies during the Yongzheng period, under specific historical circumstances. The rapid increase in the number of imperial examination candidates in the early Qing dynasty exacerbated the poverty issues among scholars, as the capacity of official schools to support students was limited. Concurrently, the alternating dominance between instructional lectures and examinations enhanced the value of academies, gaining recognition from the Qing court. The primary intention behind the establishment of Gao Huo system was to provide financial assistance to impoverished scholars, aiming to attract scholars and support examination preparations. By leveraging official resources, Gao Huo system aimed to reinforce the role of academies in supporting scholars, thus aligning them with the objectives of official education and the imperial examination system. Subsequently, the integration of teaching through examinations and livelihood support through Gao Huo became the fundamental model for talent cultivation in Qing dynasty academies, marking its comprehensive implementation.
During the Qianlong period, Gao Huo system entered a phase of popularization and improvement. It expanded beyond the scope of provincial academies and quickly extended to large-scale prefectural and county academies. The funding sources for Gao Huo system differed between the two types of academies: provincial academies received strong financial support from the national treasury, while prefectural and county academies primarily relied on local government and public fundraising due to the lack of policy support. Gao Huo regulations were established in academies across the country, and stipends were distributed to students. The allocation of Gao Huo followed a strict rule of selection, where scholars were rigorously chosen to enter the academies, and a fixed amount of Gao Huo money was distributed monthly to ensure their daily living during their residence at the academy, enabling them to focus on their studies with peace of mind.
From the Jiaqing period onwards, significant changes occurred in the Gao Huo system: the recipients expanded to include Juren (successful candidates in the imperial examination); distribution rules generally shifted towards "promotion or demotion with courses"； penalties and rewards in the Gao Huo system also evolved from focusing solely on discipline to considering academic achievements as well. The convergence of the Gao Huo system with the examination reward system indicates a trend towards institutional convergence, even integration. These changes shifted the focus of the Gao Huo system from supporting impoverished scholars and sustaining their studies to rewarding outstanding students. These changes not only responded to the increasing needs of the growing student population for livelihood support but also aimed to stimulate competition among scholars by granting all scholars the opportunity to compete for monthly stipends. Furthermore, these changes reflected shifts in teaching methods within academies, where examinations became the sole instructional activity, consequently impacting the nurturing aspect.
After the First Sino-Japanese War, the educational function of academies faced unprecedented scrutiny. With the initiation of academy reforms, the concept of not providing Guo Huo began to emerge. In the early period of the late Qing dynasty, imperial decrees ordered the transformation of academies into schools, and the subsequent promulgation of the Guimao Education System stipulated the implementation of an education fee system, leading to the loss of legal status for the Gao Huo system. After the abolition of the imperial examination system, modern schools replaced traditional academy education, ultimately leading to the Gao Huo systems exit from the historical stage. The abolition of the Gao Huo system was not solely due to its inherent flaws but ultimately stemmed from the continuous impact of Western influences on traditional Chinese education. It represented a reform in the educational model under the influence of Western education fee systems, a practical choice for the Qing court facing financial constraints in expanding schools, and a reflection of changing educational ideologies from nurturing talents to promoting widespread education.
In conclusion, the evolution of the Gao Huo system in Qing dynasty academies always faced the issue of the unity of education and livelihood support, continually adjusting around the evolution of teaching regulations, and always focusing on promoting talent cultivation. Although the Gao Huo system had its drawbacks and eventually faced abolition, within the traditional cultural and educational environment, it played a significant role in ensuring the sustenance of impoverished scholars, encouraging students to strive for academic excellence, promoting the rapid development of academies, and maintaining the orderly operation of Qing dynasty cultural and educational undertakings. Especially, its inherent values of ensuring equal opportunities and promoting educational equity became more pronounced in the early Republican period, becoming a historical experience and cultural resource for the establishment of new educational assistance systems during that time. The Gao Huo system and its values still hold inspirational significance for contemporary discussions on educational equality and fairness.