著者

堀 浩太郎

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.23, pp.12-31, 1980-10-10

著者

江口 潔

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.45-57, 2011-10-01

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The purpose of this study is to clarify the effect that the modernization of department store salesclerk training had on young salesclerks in the interwar period. Department stores were among the first to adopt modern management techniques, thus becoming the model for other businesses. Modern salesclerk training shortened the time necessary for youth to acquire sales skills through practical training, and started short-term courses on the department store and sales. Previous studies recognize the influence that the "method of organized cultural transmission" has had on department store salesclerk training. However, little attention has been given to the differentiation of continuing education in salesclerk training. The separation between these two kinds of training is important when considering the process of skill acquisition in order to become a salesclerk in Japan. This study considers salesclerk training at Shirokiya Department Store because Shirokiya actively sought to adopt new management techniques that influenced the differentiation of training in the interwar period. The first section considers continuing education in kimono fabric shops prior to 1920. Since the Edo period, apprentices learned to read and write from senior salesclerks and learned the trade through practical training. At the end of the nineteenth century, clerks began to receive continuing education from teachers hired by the shop. In-store training followed the traditional method that required a long period of practical training, although the organization of continuing education represented the introduction of modern methods. The second section presents the efficient salesclerk training that spread throughout department stores by the end of the 1920s. Previously, an apprentice became a regular salesclerk by acquiring experience over a long period. With the introduction of scientific management methods in the early 1910s, department stores changed their method of the salesclerk training. At Shirokiya by the end of the 1920s, apprentices became regular salesclerks after a brief period of instruction in standardized skills and knowledge of sales. As a result, young women who had worked for only a short time could be promoted to salesclerk. The third section describes in detail how department stores in the 1930s considered experience as an apprentice as less important. By this time, secondary school graduates were replacing higher primary school graduates as department store salesclerks. Department store promotion policies changed because the specialization of labor reduced available work for apprentices, and stores preferred the possibility of training secondary school graduates. Consequently, department stores entrusted general education to secondary education while improving the efficiency of salesclerk training.

著者

瀬谷 義彦

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.4, pp.29-61, 1961-10-10

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The village school of the Mito Clan cannot be neglected from the historical point of view, as the clan itself played an important role in the period of the Restoration. During 53 years, from 1804 (1st year of Bunka) to 1857 (4th year of Ansei), fifteen village schools which had been established at important points of the clan were managed both by the government and by the people. As time went on, the village school system was given support and promoted forcibly by the government. Celebrated persons of the village were appointed "Kan-mori" (master of the school) and given an allowance for the responsible post. Persons in charge of the school ("Goko kakari") were chosen from among country warriors ("Goshi"), upper officials, and Shinto priests who were usually opinion leaders of the village and had an interest in education. They were made to co-operate with the government in the administration of the school. Teachers, as well as the "Kan-mori" (masters), had an ordinary meeting once a month and a general meeting in the spring and autumn. On such occasions lecturers were sent from "Hancho" (the government of the clan) and "Kodokan" (the Institute of the Clan for "Widening the Way")- But sometimes learned persons of the country gave lectures. The characteristic common to all these fifteen village schools was that they had a good number of well-chosen books. Some schools had libraries of their own. Most of the books were bought with money contributed, by the people. Before 1856, it was the chief purpose of the village schools to train country doctors and give a sort of moral education to the influential persons in order to make them leaders of the villages which had been in a state of extreme desolation in those days. Therefore, the government forced them to be present at school as a duty. The tendency was more developed at the time when nine village schools were established in addition in 1856 and 1857. These schools were called "Goko" (the village schools) and "Bumbu-kan" (the institute for literary and military arts) with the village name in front of them. As the title of the school suggests, these schools were equipped with exercise-halls and grounds for military training, including archery grounds. Not only that, the formerly established village schools also had their own exercise-halls, archery grounds, etc., in the face of troubled conditions toward the end of the feudal system, after the opening of our country for foreign intercourse. At this time of the development a large number of farmers who had been made "Nohei" (farmer-soldiers) were given miritary training in the village schools. The government designed to make them work together with the Exclusionist Party of the Mito Clan. But as the central political situation became unstable after the wholesale arrest of the Ansei era and the struggle between "Tengu-to" (the Exclusionist Party) and "Shoseito" (the Conservative Shogunate Party), the village schools were the scene of the political activities of the Exclusionists and many were destroyed in the course of the bloody battles. In January, 1865 (1st year of Keio), when the Shogunate Party gained a victory and re-organized the clan government, the announcement was made to close the village school. But afterwards the Shfigunte Party was defeated and the movemenr of the Restoration was accomplished. Then after the abolition of clans and establishment of the prefectures, in the Prefecture of Ibaraki as well, on the introduction of the new educational system, the elementary schools were opened and the old village schools were re-organized as elementary schools. At any rate, the village schools of the Mito Clan lived and died in company with the vicissitudes of the Clan itself and their growth and decline will be worthy of notice especially from the viewpoint of educational history.

著者

湯川 嘉津美

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.39, pp.80-97, 1996-10-01

著者

水野 真知子

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.35, pp.90-106, 1992-10-01

著者

石田 治頼

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.97-109, 2014-10-01

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Emile Durkheim pointed out that the factor of Jesuit schools' success was their revolutionary training system based on observation and competition. However, regarding the Jesuit Order's support of classical education, Durkheim's opinion is somewhat insufficient. As shown in Constitutiones, the fundamental purpose of Jesuit is amimas iuvare (helping souls), and on this account, they formulated vitae exemplum (exemplary life) and doctrina (learning) as their educational purpose. To accomplish this, the Jesuit Order issued Ratio atque Institutio Studiorum Societatis Iesu (1599) as a manual of educational practice, and attached much importance to classical education. However, they were well aware of the potential harm of pagan gods to Christianity, so it was necessary to reform classical education in order to align it with Christian doctrine. In order to accomplish this revision, the Jesuits developed the educational practice that united vitae exemplum and doctrina, or virtue and learning. It has been claimed that the Modus Parisiensis had an impact on these practices, however Thomas Aquinas' concept of habitus had become an important organizing principle in the conduct of the Jesuit program. Jesuits highly respected Aquinas as a doctor without peer. Aquinas defined habitus as virtues, ranked prudentia in the first place among them, and assumed memoria as one of its components. Memoriae Exercitatio (memory exercise) formed the core of Ratio, composed of the writing and recitation of classical texts.

著者

中川 隆

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.18, pp.27-52, 1975-10-05

著者

今井 康雄

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.51, pp.171-173, 2008-10-01

著者

坂本 紀子

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.19-31, 2014-10-01

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In February, 1898, the Hokkaido government promulgated the regulation of Kan'i-kyoiku, or simplified education. The purpose of this paper is to consider the regulation of Kan'i-kyoiku with a focus on elementary school attendance rates. In the late 1890s, the Hokkaido government encouraged settlement in order to promote development. However, Hokkaido settlers were unable to establish elementary schools because of a lack of education subsidies and local financial difficulties. As a result, elementary school attendance rates dropped and stagnated. In order to address this problem, the Hokkaido government issued the Kan'i-kyoiku regulation. As a result, elementary school attendance rates in Hokkaido rose, although the policy allowed for "simplified" elementary schools facilities and curriculum in case of regional financial difficulties. The Hokkaido government revised the regulation three times. Despite that fact, the regulations allowed for the continuation of simplified elementary school in financially weak areas, with no real consideration for the establishment of normal elementary schools. In brief, Kan'i-kyoikujo raised elementary school attendance rates while creating a stratification of elementary institutions according to regional financial variation.

著者

橋本 昭彦

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.32, pp.16-30, 1989-10-01

著者

寺田 博行

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.41, pp.174-191, 1998-10-01

著者

寺崎 昌男 榑松 かほる

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.22, pp.4-23, 1979-10-10

著者

鈴木 博雄 掛本 勲夫 坂本 保富 蛭田 道春 麻生 千明

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.20, pp.106-123, 1977-10-05

著者

桑田 直子

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.39, pp.116-139, 1996-10-01

著者

児玉 善仁

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.51, pp.176-179, 2008-10-01

著者

藤井 基貴

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.85-97, 2012-10-01

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Dr. Bernhard Christoph Faust (1755-1842), who played an active role at the end of 18^<th> century as a public health doctor and writer in the field of hygiene, published several revised editions of his book, The Catechism of Health. This book focused on the methods of instructing children how to live a healthy life. The first edition appeared 1792, and Faust revised it in 1794 and again in 1802. This paper analyzes how these texts reflect changes in Faust's views on child rearing. The Catechism of Health makes use of a question-and-answer format in order to teach the knowledge of hygiene. It was designed for the classroom as well as home instruction. This paper elucidates the following issues: (1) How and why Dr. Faust wrote his book and later revisions; (2) Background factors contributing to the book's wide distribution; (3) The main content and revised portions of the book; (4) The changing relationships between the book and the influence of the church; and (5) The changing descriptions of how to put a baby to sleep.

著者

鈴木 理恵

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.47, pp.238-247, 2004-10-01

著者

宮沢 康人

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.11, pp.71-101, 1968-10-20

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The apprenticeship of craft unions which were the typical trade unions in the period of so called industrial capitalism has never been studied closely by researchers in the history of education, in spite of its important historical contribution. Accordingly, in this paper, we attempt to survey what we know about the craft unions' apprenticeship from the view point of the history of technical education. This paper falls into five parts aside from introduction, examining of preceding studies and conclusion. For the purpose of making clear the historical features of the craft unions' apprenticeship, we take into consideration the following items, (1) present conditions of apprenticeship (2) character of guilds' apprenticeship which seems to be a original type of apprenticeship in England. (3) transformation of guilds' apprenticeship (4) formation and functions of craft unions' apprenticeship after the Industrial Revolution (5) comparison between guilds' apprenticeship and craft unions' apprenticeship. And later we point out that the craft unions' apprenticeship held the pattern of training of skilled labourers and with it had a powerful effect on the industrial relation in the mid 19 th. century England. Lastly we suggest some working hypotheses for further studies. (1) There may be some relation between the function of the craft unions' apprenticeship and the formation of a view concerning technical education and school which has been peculiar to English educational thought; that is "Trade does not be taught at school but only at workshop." (2) It would have a great influence on the attitude of English trade unionists to technical education that trade unions, neither the company nor State, had an autonomy in training of skilled workers, though under the limited situations. (3) "labour aristocratic character" of the craft unionists who supported apprenticeship seems to mark not only the attitude of the working class to technical education, but also educational behaviours at large of the working class in the period of industrial capitalism.

著者

平田 諭治

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.37, pp.34-48, 1994-10-01

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.50, pp.32-44, 2007-10-01

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This paper clearly specifies when Shuyo theory first originated and how it was conceptualized at that time. Tsutsui Kiyotada attempted to explain the typical characteristics of Shuyo in the second half of the Meiji Era, but in trying to define the actual condition of Shuyo, he was unable to fully explain how the concept applied in various social functions in Japanese society. I think there are pitfalls in attempting a functional analysis when the conceptual regulation of Shuyo itself is not adequately defined. In the first section of this paper, problems with the origin of the term Shuyo and this theory in modern Japan are examined, showing that the term and concept originated in the early 1890s. In the second section, the meaning of the concept at the time of its origin in the late 19th century is examined. Shuyo was regarded as a substitute for formal moral education methods of the time, such as reading the Imperial Rescript on Education. In the third section, I extend the discussion of the Shuyo theory to the period following the Sino-Japanese War, when, as it was described by critics, it was used as a method for molding the behavior of "youth" in order to create "people" of the future.