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.58, pp.6-18, 2015

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This paper examines the essential qualities of educational policy during the early Meiji Period,focusing on the relation between education and the reform of Civil Government. Previous studies of Meiji educational system and policy regard Education System Order of 1872 as the starting point of modern educational policy, and assessed the Order itself as a product of intellectualism and literal translation of Western knowledge, and therefore undifferentiated, unrealistic, and/or arbitrary in nature. However, these studies did not consider the real intent and actions of officials involved in determining educational policy, particularly those of Oki Takato, who was the primary educational policymaker of the early Meiji period. Through an analysis of Oki Takato's intent and actions, this study provides context for early Meiji educational policy, Education System Order of 1872, and educational policy. The results are as follows:<br/>1) Oki recognized the importance of education for all people, through Civil Government in TokyoPrefecture. He determined the order of importance for various matters of Civil Government, andcarried them out, step by step, in a practical manner. He was appointed to the Ministry of CivilGovernment (Minbusho) by the Meiji government, and considered how to encourage all people to understand the benefits of learning, and insisted that it was very important to establish elementary schools, to provide learning opportunities for girls, as well as opportunities for learning business methods throughout Japan.<br/>2) For Oki, the first Minister of Education, Education System Order of 1872 was nothing more than a first step. After it was promulgated, he immediately suggested that it should be revised, based on local government officials' input, and re-emphasized that the top priority was the establishment of elementary schools.

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.58, pp.6-18, 2015 (Released:2016-05-02)

参考文献数

8

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This paper examines the essential qualities of educational policy during the early Meiji Period, focusing on the relation between education and the reform of Civil Government. Previous studies of Meiji educational system and policy regard Education System Order of 1872 as the starting point of modern educational policy, and assessed the Order itself as a product of intellectualism and literal translation of Western knowledge, and therefore undifferentiated, unrealistic, and/or arbitrary in nature. However, these studies did not consider the real intent and actions of officials involved in determining educational policy, particularly those of Oki Takato, who was the primary educational policymaker of the early Meiji period. Through an analysis of Oki Takato’s intent and actions, this study provides context for early Meiji educational policy, Education System Order of 1872, and educational policy. The results are as follows: 1) Oki recognized the importance of education for all people, through Civil Government in Tokyo Prefecture. He determined the order of importance for various matters of Civil Government, and carried them out, step by step, in a practical manner. He was appointed to the Ministry of Civil Government (Minbusho) by the Meiji government, and considered how to encourage all people to understand the benefits of learning, and insisted that it was very important to establish elementary schools, to provide learning opportunities for girls, as well as opportunities for learning business methods throughout Japan. 2) For Oki, the first Minister of Education, Education System Order of 1872 was nothing more than a first step. After it was promulgated, he immediately suggested that it should be revised, based on local government officials’ input, and re-emphasized that the top priority was the establishment of elementary schools.

著者

湯川 文彦

出版者

お茶の水女子大学

雑誌

お茶の水女子大学人文科学研究 (ISSN:18801633)

巻号頁・発行日

vol.16, pp.29-40, 2020-03

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

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<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>

著者

湯川 文彦

出版者

公益財団法人史学会

雑誌

史學雜誌 (ISSN:00182478)

巻号頁・発行日

vol.124, no.7, pp.1231-1268, 2015-07-20

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This aim of this article is to clarify the purpose and enactment process of the three pieces of legislation (Sanshinpo 三新法) passed in 1878, which comprised the first attempt in modern Japan to institutionally integrate local governance, focusing on the ideas of Matsuda Michiyuki, the policymaker of the Ministry of Interior, who was deeply involved in the enactment of the legislation. The research done to date on this legislation has focused attention on its simultaneous respect for tradition and introduction of innovative institutions, while attempting to link it to the civil unrest threatening the government since 1876 in the form of local peasant uprisings. However, due to a serious dearth of source materials, the purpose of enacting the legislation has yet to be clarified. Here the author turns to the papers of Matsuda Michiyuki in an attempt to shed light on Matsuda's career as a local administrator, during which he formed the ideas that became the basis of the 1878 legislation, and to clarify exactly how those ideas influenced the enactment of the legislation after Matsuda entered the Ministry of Interior. The author's findings are as follows. 1) During his career as a local administrator Matsuda aimed at the establishment of a constitutional government in which the bureaucracy and the people held rights and responsibilities autonomously, in accordance with the vision contained in the founding documents (seitaisho 政体書) of the Meiji Government. Then during his governorship of Shiga Prefecture, Matsuda attempted to articulate the idea of local governance consisting of two proposals for institutional reform-one suited to the status quo and one purely idealistic-based on the organizational principle of national interest and the Western idea of public and private law. 2) After entering the Ministry of Interior, it became clear that such an idea of local governance clashed with that of the Legislative Bureau, forcing Matsuda to bring his idea in line with the Bureau with the help of British legal institutions. 3) While this revised concept did become the government's legislative proposal, its definition of "administration" was seen to suffer from ambiguity. However, since the Bureau wanted the broadest discretion possible regarding "administrative" affairs, such ambiguity could not be resolved, resulting in the new legislation becoming complicated with characteristics of both Matsuda's and the Bureau's ideas.

著者

湯川 文彦

出版者

公益財団法人史学会

雑誌

史學雜誌 (ISSN:00182478)

巻号頁・発行日

vol.121, no.6, pp.1045-1083, 2012-06-20

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This article attempts to clarify the ideas about an educational system held by Tanaka Fujimaro, vice-minister of education, who introduced school reforms during the early Meiji Period, in order to show that the foundations of educational administration in modern Japan were built upon the Education Act of 1879, which was formulated through Tanaka's involvement from draft proposal to the passage of the bill. The research to date has been unable to deal with the question of Tanaka's ideas about educational institutions and intentions concerning educational legislation, due to the complete absence of source materials on these subjects. However, the author of this article, utilizing a collection of articles on education found in the National Diet Library's Hosokawa Junjiro Collection, has been able to trace Tanaka's ideas and legislative activities in the following manner. Although the early Meiji Period government did set up a Ministry of Education entrusted with the administrative task of educating and training the nation, the Ministry lacked any fixed ideals or methodology about how to realized such a goal. It was Tanaka Fujimaro who first set about responding to the Ministry's mandate, beginning with the application of his observations of institutions in Europe and the United States as a member of the Iwakura Mission to what he considered appropriate to the task of administering educational affairs in Japan, summarized in his "Draft Proposal of an Education Bill". The Draft Proposal, which covered the realms of school, society and the household, aimed to transform general education into the major task of government, based on academic and educational freedom. Although Tanaka met with resistance concerning his idea of legislative bureaus for organizing human resource development and local autonomy, he was able to convince his opponents as to their significance. The Draft also addressed the questions of local autonomy and fiscal difficulties in the name of the establishment of educational administration. Furthermore, as deliberation on the Draft began in the Chamber of Elders, Tanaka took advantage of the legislative revision committee system to guide the Draft through the process of compromise and improvement, resulting in the preparation of a set of provisions indispensable to educational affairs, which upon their passage into law determined the future of administration from that time on.