明治9年奥羽・函館巡幸における天皇の学校訪問 : 福島県郡山小学校を事例として

抄録

This paper will show local community expectations for public schools which realistically appear in the school visit by the Emperor Meiji in the Imperial Tour. This paper pays particular attention to the 1876 Imperial Tour. There is a great deal of previous research regarding the Imperial Tours performed in the Meiji period. The majority has studied the Imperial Tours from the government's perspective. The Emperor's visits in the Meiji period, however, were also significant occasions for those being visited. This paper approaches the topic by using Koriyama Elementary School as a case study. Koriyama Elementary School was the first public elementary school visited by the Emperor after the enactment of the 1872 Education System Order. This paper will seek to answer the following questions : 1. In the establishment, the administration, and the realization of the Emperor's visit, what kind of expectations regarding the school were held by the local community? 2. After Imperial Tour, how did the school pass on the fact of the Emperor's visit? This paper attempts to describe the ways in which the people involved with the establishment, the administration, and the realization of the Emperor's visit understood the school and the Emperor. The expectations for public school that were based on local interests showed themselves in all their honesty in the process of the realization of the Emperor's visit. The following conclusions are made in this paper : 1. In the establishment and administration of the school, Koriyama Elementary School accepted the financial assistance of wealthy merchants and supporters. On the occasion of the Emperor's visit, Wealthy merchants and supporters recognized the school as symbol of local industrial development and civilization grounded in local interests such as the encouragement of industry, the transfer of prefectural offices, etc. 2. After the Emperor's visit, Koriyama elementary school passed on the "fact" surrounding the visit by naming the school "KINTOU," although later the name's meaning and significance were interpreted intentionally, depending on the local situation. Previous research has understood that this local "educational enthusiasm" spurred pioneering school architecture and administrative methods. However, this paper clarifies that local community interest and expectations as well as "educational enthusiasm" influenced the establishment and administration of local schools.