著者
樋浦 郷子
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.57, pp.84-96, 2014-10-01

To date, there is only a limited amount of scholarship on the study of Imperial Portraits in Imperial Japan's colonies. In addition, extant research on the subject is predominantly based on the assumption that Imperial Portraits were distributed throughout colonial schools as they were in Japan proper due to 'assimilation' policy. As a result, their conclusions at times fall short of the realities of colonial school life. In other words, it is important to abstain from such an assumption when considering the realities of colonial school life. First, this paper reveals that the distribution of Imperial Portraits to Korean schools was first planned by Governor General Minami Jiro. This project was actually related more to the introduction of the 1938 Korean Voluntary Military Service Law than the third revision of the Korean Education Law of the same year. Second, this paper carefully examines how Imperial Portraits were actually distributed as well as how principals, teachers' associations and schools responded to them. Third, this paper shows that it was almost impossible for Chosun Government General to distribute the portraits to elementary schools for Japanese residents in Korea, let alone to all Korean elementary schools because of the distrust of Korean-Japanese mutual antagonism, and the excessive anxiety held by the Japanese residing in Korean local communities. In conclusion, this paper hypothesizes why Governor General Minami persisted in the unprecedented distribution of Imperial Portraits to Korean schools.
著者
松尾 由希子
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.57, pp.6-18, 2014-10-01

This study examines the mutual influence of adoption and the collection and transfer of family libraries during Late Edo and Meiji Restoration period. This paper is a case study of Nakamura Tokai (中村東海), a Shinto priest and twice adopted. This study reveals three points: First, both Tokai's natal and adoptive families' libraries were enriched through his adoption. Tokai's natal family and his adoptive family shared several commonalities, such as family occupation, status, and cultural attainment When Tokai joined his adoptive family he brought books with him, thus enriching his adoptive family's library. Furthermore, Tokai's natal family's library also increased after the adoption by borrowing books from the adoptive family. Second, adoption served as a means of expanding both families' human network, which was intertwined with their library collections. Both families gained a new human network which they were able to use to gain additional books. Third, Tokai's human and library network was composed of families of similar backgrounds; they lived in the same area, had the same family occupation (Shinto priesthood), had cultivated similar levels of intellectual and cultural attainment, etc. Through their continued relationship of book exchange, Tokai's families built up relationships of trust, facilitated through the practice of adoption.
著者
和崎 光太郎
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.55, pp.19-31, 2012

On This paper re-examines the discourse of 'anguished youth' in 1900s. As a result, this paper reveals how the concept of youth was transformed into the premise of 'anguished youth.' The first section of this paper explains the origin and the conditions of 'anguished youth' in 1900s Japan. There was an increase in elite 'youth' who had time to anguish, the infiltration of the notion to 'anguish', and the birth of Shuyo theory. Moreover, this section shows that 'anguished youth' continued from the advent of Chogyu Takayama as the embodiment of 'anguished youth' until Kumajiro Kiyama in 1908. Section two considers how 'anguished youth' became a social problem after the suicide of Misao Fujimura in 1903. While there have been many variations on the concept of 'anguished youth,' the one common them was that 'anguished youth' was the failure of 'youth', even though these 'youth' went on to become capable 'citizens.' Section three explains how middle school students, as well as higher school students around the time of the Russo-Japanese War were essentially 'anguished youth.' In this context, 'youth' were defined not as 'those with something to look forward to' but as 'those who should cope.''Coping' was established as 'education' by order of the 1906 Ministry of Education Instruction No.1.
著者
平野 亮
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.56, pp.84-96, 2013-10-01

The purpose of this paper is to examine phrenological system of "faculties" and to point out its significance in the history of education. While phrenology was very popular and favored by many educators in the West in 19th century, it tends to have been overlooked in the studies of educational history because it is typical example of pseudo-science. However, as a number of phrenologists affirmed, the department in which Phrenology was destined to produce the happiest results was education. That is because phrenological concept of faculty enabled them to apply the theory to the practice. Needless to say, the concept of faculty, or ability, is a subject of great importance to education. In this paper, phrenology and education are discussed from the perspective of historical formation of the concept of faculty. The theory known as phrenology originated with German physician F. J. Gall (1758-1828). According to the basic tenets of Gall's system of cerebral localization, one could read the intellectual aptitudes and character traits through an examination of the shape of the head. While Gall never approved the term "Phrenology," his system was popularized by J. G. Spurzheim (1776-1832), his former assistant, under the name of phrenology. Phrenology had a profound influence on the development of some of the modern sciences. Spurzheim modified Gall's system tactically and critically. At first he denied Gall's nomenclature and renamed most of the faculties. Secondly, he divided and subdivided the class of mental faculties, according to the common practice of natural history at that time. In addition, Spurzheim stressed the two following points: (1) Every phrenological faculty can be developed through education. (2) No faculty in itself is bad, but can be misused. Indeed, Spurzheim was responsible for the establishment of phrenology as faculty psychology, and his idea of educability led the study of phrenology to focus on education. As he explained, in phrenology, education was faculty-oriented; that is, education entailed working on the mind and body of man to excite, exercise, guide and determine the good uses, and to prevent the abuses of different faculties. By focusing on the phrenological concept of faculty, this paper shows that it created a fundamental model of discourse in modern education.
著者
佐喜本 愛
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.49, pp.58-70, 2006-10-01

This paper will demonstrate the actual conditions of military exercise in elementary schools. Although there is a great deal of research on military exercise in normal schools and junior high schools, there is very little to date on elementary schools. This paper will approach the study of military exercise in elementary school through an examination of the disposition, the use, and treatment of model rifle, the primary instructional aid of military exercise. This research highlights two important features. First, the Ministry of Education only concerned itself with the larger framework of military exercise in elementary schools and did not promote the use of model rifles. Second, regional elementary schools actively accepted model rifles ; they sought to create a sense of reality by demanding model rifles that looked like the real thing. As this paper argues, the reason regional schools accepted the use of model rifles was that they were used during school field trips and ceremonies, not just for military exercise class because those involved with the school were concerned about their appearance, being disposed to worry about how others look upon them. There is one additional point regarding the relationship between children the rifles. The model gun was stored where it could be easily seen by the children, and the children also kept the rifles clean. In this way, an attitude of respect for the rifle was cultivated in elementary school children. The practice of military exercise did not end with the class period, but affected many people in and out of school at various times.
著者
大多和 雅絵
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.54, pp.97-108, 2011-10-01

This paper will clarify the establishment of Japanese language classes in Tokyo junior high night schools in order to situate the study of junior high night schools within the history of education in postwar Japan. At first, junior high night schools provided instruction to students who failed to attend school or had long absences due to postwar confusion. By the end of the 1960s, junior high night schools accepted repatriates and returnees from Korea and China. Because repatriate/returnees were born in Korea and China during the war, they could not speak Japanese, and, as seen in examples such as Tokyo, Japanese language classes were was required. However, language classes in junior high night schools were not established smoothly because such courses did not fit into the normal institutional design. On-site teachers had to cope with the challenges that arose Tokyo junior high night schools provide a suitable example for examination of such on-site adjustments. First, this paper considers the background to the establishment of Japanese language classes, particularly the new role given to junior high night schools with the influx of repatriates and returnees in Tokyo under the Minobe government (Section II). Second this paper examines the challenges faced by on-site teachers with the formation of language classes by analyzing records produced by the teachers themselves (Section III). Third this paper argues that on-site efforts by teachers became linked to public campaigns beyond school education (Section IV). The establishment of Japanese language class was an important historic turning point in the development of the junior high night school, because it established the precedent for what is today considered one of the most important roles of the night school, that of acceptance of "newcomers."
著者
樋浦 郷子
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.49, pp.110-122, 2006-10-01

During the prewar era, many Japanese shrines were built in Japan's colonies, such as Korea and Taiwan. This paper examines the problem of forcing the local residents to go and pay homage to the shrines and to worship the Japanese imperial deities that were supposedly housed therein. The focus of this paper is how Chosen Jingu, built in 1925 and established as a highly-ranked shrine in the Japanese shrines hierarchy, and schools collaborated together to compel elementary school students to visit the shrine. In order to analyze this issue, this paper will examine the case of Kangakusai, one of Chosen Jingu's rituals. In Kangakusai, Chosen Jingu distributed moral training textbooks (Shushin) for first graders in almost all elementary schools in Keijo district, where Chosen Jingu was located. All of the students who received a textbook from the shrine had to go there in order to thank the imperial deities. This shows how shrine rituals like Kangakusai played an important role in the compulsion of students' worship at Chosen Jingu. Behind the enforcement of Kangakusai, one finds the leadership of the chief priests of Chosen Jingu, such as Takamatsu Shiro. In explaining what Takamatsu and other priests did, this paper demonstrates the active role played by shrine priests. They did not merely follow Japanese Government General directives but took a leading role at times in the enforcing the "Japanization" of Koreans. In addition, the mutual reinforcing relationship between shrines and schools enabled primary school students to be the most influenced sector of Korean society. In Japan, much research on colonial shrines focus on the compulsion of shrine worship from the late 1930s to 1945. However, this issue did not begin in the 1930s. This paper seeks to shed additional light on colonial shrine worship prior to the 1930s through an analysis of Kangakusai.
著者
榎本 恵理
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.49, pp.6-18, 2006-10-01

Historically, the Japanese child grew up enveloped by close human relationships. Those relationships, however, have become looser over time, and they continue to grow less intense. How can people restore the type of relationship that enables them to sympathize and connect with others? The present study explores this question from the standpoint of the history of educational thought, seeking an answer in the thought of the kokugakusha (national scholar) Motoori Norinaga (1730〜1801), especially in his emotionalist view of humanity. That human beings sympathize with others on the level of sensibility was Norinaga's basic premise. This study's particular topic is Motoori Norinaga's cultural formation in the context of his stay in Kyoto. In his twenties, he spent five and a half years in Kyoto for the purpose of studying medicine. Actually, he not only engaged in medical studies but took full opportunity to explore Kyoto's cultural scene, including the kabuki theatre and a variety of other diversions. During his stay in Kyoto, Norinaga kept a diary. At first, he wrote the entries in kanbun (classical Chinese). Eventually, however, he changed to a pure Japanese style. This paper pays particular attention to this change of writing style. The main conclusions made in this essay are as follows: 1. Norinaga's emotionalist view of humanity was not peculiar to him but derived from popular culture, including such entertainments as the joruri and kabuki theatres. In other words, he reflected what those popular entertainments had projected since the Genroku period as the "true" feelings of ordinary people. 2. During his time in Kyoto, Norinaga constructed an intellectual platform for his rejection of the Confucian view of humanity by a sublimation of the everyday feelings of urban people, emplacing their view of humanity within the classical tradition of court culture. 3. Norinaga attributed an especially great meaning to Waka poetry. Indeed, he was able to formulate his own ideology based on views of humanity that were founded on Waka criticism.
著者
大間 敏行
出版者
教育史学会
雑誌
日本の教育史学 : 教育史学会紀要 (ISSN:03868982)
巻号頁・発行日
vol.49, pp.32-44, 2006-10-01

This paper will explore Eto Shinpei's educational plan, discussing the political process that brought expression this plan and its significance in the history of educational policy. Eto was essentially the first leader of the Meiji period Ministry of Education, and it is well known that he accomplished many important educational reforms. Through a better understanding of Eto's plan for educational policy, we obtain clue that helps to reveal the direction of modern Japan's educational policy in its infancy. The primary characteristic of Eto's plan for education was its division of education into dogaku and geigaku. Dogaku was comprised of subjects related to religion and morality, while geigaku consisted of subjects related to science and technology. Eto tried to apply this plan to educational policy. This paper makes the following conclusions : 1. The representative historical document regarding Eto's plan, "Gakko no Gi" (Regarding Schools), was written when the University was closed. His plan was not completely original; previously established university policy and Eto's division of education complemented one another well. 2. Eto's educational plan, including "Gakko no Gi," was often expressed in various government settings. This is important proof supporting the premise that Eto took part in the formation of the educational policy. Because his plan was accepted within the government to some degree, it can be understood that Eto participated in policymaking. 3. Eto, who was involved in the establishment of the Ministry of Doctrinal Instruction as well as the Ministry of Education, declared that jurisdiction over education should be divided ; geigaku should be overseen by the Ministry of Education, dogaku by the Ministry of Doctrinal Instruction. Because this plan appeared in a statement published by the Meiji government's legislative body, the Sain, it can be seen that Eto's ideas had some influence on educational policy formation.