- 著者
-
湯川 文彦
- 出版者
- 教育史学会
- 雑誌
- 日本の教育史学 (ISSN:03868982)
- 巻号頁・発行日
- vol.60, pp.6-18, 2017
<p>The purpose of this study is to reexamine the nature of the educational system and policies under Minister of Education Mori Arinori, from 1885 until 1889, focusing on the formation of the 1886 School Ordinances and "economy" principles of education. Due to the lack of relevant historical documents, previous studies on this issue determined that Mori had a free hand to create and enact a new education system and policies.<b> </b>This study analyzes Cabinet and prefectural historical materials regarding the process of establishing education laws and "economy" principles, which previous research has not considered. This study thereby reconsiders the nature of the educational system and policies during Mori Arinori's tenure as Minister of Education within the context of government, administration, and public finances. The results of this analysis are as follows:</p><p>1) In 1885 following local education inspections, Mori proposed a system of honorary educational affairs committees, but this proposal failed to pass the review process of the Cabinet Legislative Bureau. After he became Minister of Education, Mori submitted three drafts that contained detailed enforcement regulations for the 1885 Educational Code to the Cabinet, but these drafts did not pass examination by the Cabinet Legislation Bureau. The cabinet was going to convert the 1885 Educational Code into the 1886 School Ordinances, delineating various kinds of schools. The cabinet promoted the adjustment of administration and finance, and the Cabinet Legislation Bureau had their own system design. Therefore, the 1886 School Ordinances were established in line with the policy of the Cabinet.</p><p>2) While Mori, as a member of the Cabinet, supported the Cabinet's determination to administer finances and allow for local control of education, he re-interpreted the policy of the Cabinet and sought to influence local educational affairs.</p><p>Since prefectural agencies, assemblies, cities, towns and villages were given constant authority in the local government system, Mori visited each place and held a speech to encourage local support for the educational policies of Ministry of Education. Therefore, he advocated "economy" principles which was claimed cost-effectiveness in order to secure or increase local educational expenses.</p>