Abstract
This paper traces back through the changes of handicraft, education at Junior High School Attached to Hiroshima Higher Normal School (Hiroshima Koto Shihan Gakko) in the Meiji Era and studies how handicraft education set up its foundation. The study of the foundation is based on teachers in charge, the handicraft room, the syllabus and the purpose of the subject. This paper is framed as follows 1. The general view of handicraft education before 1905 (38th year of the Meiji era) in Japan. 2. The start of handicraft education at Junior High School Attached to Hiroshima Higher Normal School. 3. The establishment of handicraft education 4. The aims of handicraft education 5. Conclusion As the conclusion this paper discusses the points as follows. 1. Junior High School Attached to Hiroshima Higher Normal School did not only lay emphasis on teaching knowledge. It found educational value in the ways of the expression in handicraft education and sought it in the process of production. 2. The school evaluated handicraft as a subject which would encourage various human abilities to develop and improve the students' creative ability and established the subject in the 44th year of the Meiji era (1911). 3. Genji Kurihara, an associate professor at Junior High School Attached to Hiroshima Higher Normal School, started to teach the subject in the handicraft room of Junior High School Attached to Hiroshima Higher Normal School. The matters below are left unexamined. 1. The concrete teaching contents in the field of handicraft in subject, drawing, when the school opened. 2. The syllabus of the subject, handicraft and drawing, from the 44th year of Meiji era (1911) to the second year of Taisho era (1913).
