ʻWar and educationʼ appears to be one of the most significant subjects even today. Since the Japanʼs surrender in 1945, educators in Japan have repeatedly been reminding us of the theme, referring to the militarist education during the Asia-Pacific War. In line with their constant efforts, I would also like to approach the theme from a slightly different angle. In this article, I focus on the patriotic education in America during the last years of World War I, believing that unless we know how education in the United States was reorganized during wartime, we cannot fully grasp the impact of war on education.

  In 1918, School Life, a magazine for educators, was first published. It was a sort of a bulletin cooperated with the U.S. Office of Education, and from the very first issue onwards, articles with a wartime theme were prominent. In the same year, a publisher in Chicago compiled an English textbook called The Spirit of Democracy, the purpose of which was, as mentioned in the preface, “to give their pupils the prose and verse certain to make them more loyal and intelligent patriots.” In spite of the nationwide appraisal of the “spirit of democracy,” however, racial prejudice never went away.

  In terms of the subject, it should be noted that this paper is a sort of introduction to my article ʻEducation in Wartime Americaʼ published in the previous issue of English Usage and Style.

  Despite extensive research on Content and Language Integrated Learning (CLIL) practices, the statistical effects of CLIL on student outcomes remain largely unexplored. This study aims to assess the impact of CLIL on studentsʼ writing proficiency in university settings. Sixty-six Japanese university students in Tokyo participated in a cultural studies course focused on wine. The participants were divided into beginner and intermediate groups. Pre-and post-course writing test were administered to evaluate changes in writing fluency. Word count was used to assess fluency, with essays related to wine aroma being evaluated by the teacher. Vocabulary enrichment was analyzed before and after the course using analysis of variance. The results indicated a statistically significant main effect of the material, suggesting that the use of images improved studentsʼ vocabulary related to wine aromas. A two-way repeated-measures ANOVA was conducted to compare the mean differences of pre-and post-test results for both groups. The CLIL treatment had a significant impact. The finding suggest that CLIL enhances vocabulary and improves writing fluency in both beginner -and intermediate university-level students.

  This paper explores the discrepancies between Oliver Twist and the adaptation, published in late Meiji-period. From around 1885, translations of Charles Dickensʼ s works began to be published in Japan, gradually shifting from adaptations, which were almost creative workings, to translations, which were truer to the original texts. However, Kozakura Shimpachi, serialized in Miyako Shimbun, in 1911, is an adaptation based on Oliver Twist. This paper primarily focuses on Kozakura Shimpachi and examines the portrayal of villains in the context of the characters' perceptions, comparing it to the original work.

  In Oliver Twist, the advantage of gaze is a crucial element in the villains' narratives. In scenes such as the trial of Artful Dodger, the murder of Nancy by Bill Sikes, and Fagin's acts of peeping and surveillance, they dominate others by seeing from a one-sided perspective. However, when they themselves are subjected to scrutiny, they reveal a more cowardly side of their personalities. In contrast, in Kozakura Shimpachi, there are very few scenes involving the movement of gaze, which leads to the clearer plot compared to the original work. At the same time, however, the choice to prioritize the plot over important theme seems to highlight the limitation of adaptation in the late Meiji period.