清代乾嘉以後，大批金石學者與書家在無法得到古碑拓本時，都以雙鉤方式存其梗概，雙鉤本的功能並不止於獲得副本、積累研究資料或是翻刻古碑，它還是人們欣賞的對象以及臨摹的範本。尤其當雙鉤本進入刊印以後，更是化身千萬，成為清代碑學運動的主要資源。本文在討論清代乾嘉以後的雙鉤活動及其功能的基礎上，重點研究當雙鉤本成為臨習範本之後帶來的一些問題。因為脫離了拓本的背景，人們觀看的重點集中到了點畫的起止形狀與邊緣線，這在很大程度上可能左右了碑學的表現形式、技巧以及趣味。儘管雙鉤印本的目標對象是難以接觸拓本的「寒士」，但許多碑學名家都有臨摹雙鉤本的經驗。即便是偶一為之，他們大量的雙鉤實踐也必然參與塑造了觀看與再現古碑的方式。值得進一步思考的是，雙鉤本也有著與刻帖翻刻本同樣的弊端——如走樣、風格化等，碑學所聲稱的臨碑等於臨摹真跡的合法性也應該受到質疑。

Since the Qianlong-Jiaqing era of the Qing Dynasty, many epigraphic scholars and calligraphers began creating replicas of the outlines of ancient steles with the method of tracing when rubbings of the precise steles were unattainable. The tracing copies not only served as a replica, research material, and an ancient stele engrave, but also as objects for artistic appreciation and model template for calligraphy. When tracing copies started to be reprinted and became widely available, they incarnated as the primary resource for the Qing Stele School Movement. 

This article investigates issues resulting from tracing copies as works of canon based on the tracing activity and its function since the Qianlong-Jiaqing era of the Qing Dynasty. Without the lineage of rubbings, the visual focus fell onto the start and end, shapes, and margins of brush lines and dots. This to a large extent redirected the visual deliverables, techniques and aesthetics of the Stele-School calligraphy. Although the tracing copies originally served for the poor scholars with limited access to rubbings, many renowned calligraphers of the Stele School were also involved in making tracing copies. Even only occasionally, their practices inevitably played a role in shaping how the ancient steles were viewed and represented. Further consideration must be given that the tracing copy shares the same caveats with the reprinted books on engraves such as deformation, stylization, etc. Questions should be raised about the so-claimed legitimacy of copying from tracing copies equalling the original works of the Stele School.

雙鉤; 刊印; 拓本; 乾嘉; 碑學

tracing copy; printing; rubbing; Qianlong-Jiaqing era; the Stele School