Hiroshima Higher Normal School (the Faculty of Education, Hiroshima University at present) and its Attached Middle School (Junior and Senior High Schools attached to Hiroshima University now) were very eager to improve the methods of teaching English as a foreign language in the middle school, which was, generally speaking, so old-fashioned at that time. Both schools cooperated with each other, established a committee in 1907 and started to study how English should be taught in the classroom. As a result, a tentative plan was produced.
The plan is the topic which the writer is going to treat with in this article. The tentative plan consisted of two parts, one for the very beginners (completed in 1916) and the other for the intermediate students in the middle school (completed in 1918). The former included a detailed teaching procedure of the 'five-week' non-text period of teaching English for the beginners, rather than 'six weeks' by H. E. Palmer, who came to Japan as a linguistic advisor to the Ministry of Education in 1922. In the same year a tentative plan mentioned above developed into the final version of the syllabus which was called 'The Outline Guide to the Teaching of English'. In this article the content of the tentative plan is examined and evaluated.

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On the 13th of February, 1860, the U. S. Steam Frigate Powhatan left Yokohama for the United States taking on board the members of the first Japanese Embassy to the U. S. Among them there were two men who had relation to the Kaga Clan. One is Kanae Sano and the other is Onojiro Tateishi. Sano had already been a professor of gunnery in Kaga then, but Tateishi, who was then a probationer interpreter, became an English teacher of Kanazawa School of English in Kaga ten years later.
It is common knowledge that Tateishi was nicknamed “Tommy” and was a star among the American ladies.
At sea some of the members learned English and Sano wrote this in a letter to a friend of his in Kaga. In it he mentioned that the chaplain, the Rev. Mr. Wood taught English to them through the assistance of Tommy.
It goes without saying that Tommy was often reported in the American newspapers, but it is striking that Sano was also reported in the papers despite of his low position. The intellectual ability and culture which he exhibited impressed so many Americans.
After he visited six countries in Europe joining the Takeuchi Mission to Europe in 1862, making good use of his experiences he devoted himself to the various fields of duties such as military affairs, diplomacy, education, etc. for the benefit of the Kaga Clan.
After the Meiji Restoration he was appointed to an officer of the Ministry of Military Affairs by the new Japanese Government, and in 1871, in Tokyo he established the Kyoryu Gakko, a school in which the practical English was taught.
He died of cholera on the 22nd of October, 1877 at the age of 47.
Tommy was the second son of a retainer of the Tokugawas and born in 1843. His name was Keijiro Komeda, but as he could take part in the Japanese Embassy to the U. S. in the capacity of the adopted son of his uncle Tokujuro Tateishi, interpreter, his name was given as Onojiro Tateishi.
After coming back to Japan he was appointed to the interpreter attached to the American legation in Yedo, and at the same time he kept an English school and taught many students.
Through the period of the Meiji Restoration he engaged in battle against the new Government, and was injured in the leg. After the war he came back to Tokyo, but he changed his name into Keijiro Nagano so as not to be arrested.
In 1872 he took part in the Iwakura Mission to America and Europe, visiting the U. S. and eleven European countries.
After returning to Japan he successively held the posts of an officer of the Ministry of Industry and the Authorities of Hokkaido Development. From 1887 till 1889 he went to Hawaii as the superintendent of Japanese emigrants.
Afterwards, for about eighteen years since 1891 he had been serving the Osaka High Court as an interpreter, and died on the 13th of January, 1917.

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Tokutomi Soho (1863-1957) came to Tokyo in 1886, and established the Min-Yiisha (Society of the Friends of the Nation). He achieved fame as the greatest journalist for over sixty years. This paper tries to examine the influence of European political thought by tracing his reading of the books of de Tocqueville and Herbert Spencer while he was teaching in Kumamoto before he came to Tokyo.
As a young teacher of Oyegijuku, Tokutomi read many English books including those by Tocqueville, Cobden, Bright, Macaulay and Spencer. Tocqueville's “Democracy in America” and Spencer's “Principles of Sociology” (vol. Ii, Pt. V) which he read with youthful enthusiasm are now held by the libraries in Minamata and Tokyo. This paper examines his pamphlet “Future of Japan” (Shorai no Nippon, 1885) in relation to his reception of Tocqueville and Spencer's thought, and concludes that the basic current of this remarkable pamphlet is Spencer's theory of social evolution-from the militant type to the industrial type of society-, and also points out Tokutomi's unique understanding of Tocqueville and Spencer.

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Nagasaki was one of the earliest places in Japan where Western learnings were studied and taught. In this paper I intend to follow the development of schools for English education in Nagasaki and also to investigate the contributions of Guido F. Verbeck and Henry Stout, missionaries of Dutch Reformed Church, who were very influential both in missionary work and in education there.

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The writer so far has mainly worked on Nitobe in his mid-forties and in his later years; these years happen to correspond with both the Russo-Japanese War (1904-05) and the Manchurian Incident (1931) respectively. In each of these critical periods which made Japan known outside quite sensationally, Nitobe was not at all affected by either the then-prevailing militarism or the notorious chauvinism in Japan. Not only in these war-oriented eras but also throughout his whole life, he was continuously true to his faith as a genuine pacifist- “Quaker” educator. It is, therefore, quite natural that his face was chosen by the Ministry of Finance to appear on the forthcoming bill of 5, 000 yen to be issued in the autumn of 1984, along with the face of Soseki Natsume on the 1, 000 yen bill and that of Yukichi Fukuzawa on the 10, 000 yen bill. Of the three newly selected “men of culture” in modern Japan, however, Nitobe unfortunately seems to be least known to the general public in this country
The present writer, therefore, feels it still necessary to further promote revaluating Nitobe as a leading “international-nationalist, ” a genuine educator-generalist with vast knowledge and wisdom. The writer, in this monograph, especially wishes to explore into Nitobe's youthful days, focusing on his background in English study and how it affected his brilliant career in his latter days, and thus making it a survey on the formative years of this versatile world citizen in his teens and early twenties in Japan.

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Before the Educational System was put in force in 1872, a few public or private educational institutions for English studies had made their starts in various districts. In this state of affairs, National Schools for Foreign Languages were founded in March 1874. These schools, which were renamed “National English Schools” in December that year, were under the direct control of the Ministry of Education. Each school was set up at the seat of the administrative office of each Major School Area. They followed the same intention and school regulations, and were kept with the Government expenditure, not with the prefectural expenses, while in certain cases they took their own separate ways because of different circumstances in their respective prefectures.
National Niigata English School was established at Niigata Town (an administrative division in the early years of the Meiji Era); there its port had already been opened in 1868. The opening naturally led to the founding of such an English school in 1869. Though unfortunately Niigata proved to be an unprosperous international trade port after 1871, the prefectural authorities gave protection to such schools of this kind. In 1874 there coexisted National Niigata English School and Niigata School established by the prefecture in 1873. As most of school subjects were taught in English in the latter as well as in the former, these two schools were similar in their character. This similarity may have made it easier for the latter, after the reform of curriculum in 1876, to unify the former when it was closed.
The history of education has generally regarded a national English school as the predecessor of the preparatory course for a national university and the foundation of higher education in the province. This paper is going to describe how the Government teaching institution for English studies lived a short life in the provincial environments and exerted some significant influences on its followers.

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Ernest Mason Satow (1843-1929) is not only a British diplomat in Bakumatsu period, but also one of the three great Japanologists in Meiji era. Satow Papers (PRO 30/33) of Public Record Office in London includes his diaries, letters, and diplomatic papers. On the other hand, The Tenri University Library has Satow's “Magagine, Articles on Japan, ” which he collected in early Meiji period.
In this article, we introduce some materials of Satow Papers and The Tenri University Library written in those days.

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Upon his arrival in Japan in early 1895, Dr. B. C. Northrop (1817-1898) received an unforeseen warm welcome. The Japanese had not forgotten the old man who had never stopped working for newly-opened Japan as an introducer of Dr. David Murray and Dr. William Clark, a proposer for the return of the Shimonoseki indemnity fund and a friend of Japanese youths in the U. S.
Thanks to the late Mr. Shunichi Kuga's pursuits made with worldwide collaborators, we can now look on Northrop as a man with another title of the founder of School Arbor Day here. Believing that about Northrop, like other'unemployed' foreigners, there are still more stories to tell, I tried to reassess him through newly-found materials, chiefly local papers and magazines in both languages, and was lucky enough to pick up some data, which, I hope, will cast a little more light on Northrop studies.
This paper chiefly concerns :
1. The content and background of his lectures both in Tokyo and in Kyoto
2. His concerns over our new educational system
3. His life on both sides of the Pacific and especially his friends (American and Japanese) who helped him introduce the true pictures of School Arbor Day Movement.

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It was high time for the Meiji people to get rid of feudalism continued for 300 years under the severe pressure of the Tokugawa Shogunate. Mugen Ohara issued Burns's works selected in book form in the 39th year of the Meiji Era (1849 A. D., the ensuing year of Russo-Japanese War victorious.)
And that all the people were taught a school song 'Hotaru' (Firefly) as parody of 'Auld Lang Syne' of the great Bard. Therefore, we were, whether conscious or unconscious, in touch with the spirit of Burns.
Burns philosophy became latent embryo to the coming Taisho Democracy.

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Lafcadio Hearn is highly evaluated as novelist, essayist, literary critic, folklorist and interpreter of Japanese culture. He is, however, to be remembered as a good English teacher for his contribution to the Japanese local education in the Meiji era.
He came to Japan in 1890 to learn more about Japanese people and their culture. He had agreed to send some articles on Japan to Harper's Magazine for which he had previously written some travel sketches on the West Indies and a well-received novel “Chita : A Memory of Last Island.” But no sooner had he reached Japan than he had to seek employment. The problem of earning a living had suddenly surfaced.
On his arrival at Yokohama he had intended to break with Harper Publishing Company. On his way to Japan, in the company of an illustrator called Weldon, Hearn had discovered that Harper's Magazine was paying Weldon a lot more than they were paying him. His pride stung, he resolved to find a way of earning a living, independent from the magazine.
With the support of Basil H. Chamberlain, a professor at Tokyo University, Hearn was offered the post of English teacher at Matsue Junior High School in Shimane prefecture. Hearn had already made up his mind to stay in Japan, not as a journalist but as a student of Japan and its culture.
Hearn began teaching in September of the year 1890. A short man, blind in one eye, at first he made a poor impression on his pupils, but in due course they recognised him as a sincere and able teacher. He seems to have based his teaching methods on the ideas of Herbert Spencer, particularly his work “Education : Intellectual, Moral, and Physical” published in 1861, and already in use as a textbook in Waseda University in 1886. On October 26, 1890, Hearn addressed the general meeting of the Teaching Association of Shimane prefecture on education. In his speech he stressed the importance of encouraging children's imagination and creativity. In his view the simple memorisation of facts by rote did not constitute education. These ideas are similar to the notions of education expounded in Spencer's essay.
In this essay I have described the arrival of Lafcadio Hearn in Japan, the influence of Herbert Spencer's philosophy on his new career as an English teacher, and his way of teaching.

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Mr. Rinnosuke Kagatani (1900-65), a teacher of English, was born in Tokyo. After finishing a Lower Secondary School affiliated to Tokyo Higher Normal School, he was registered at Yamaguchi Higher Commercial School (now Yamaguchi University) and completed the whole course of that school in 1922.
As I have put his life down on my Japanese paper, he went into business, at first, but, owing to his family circumstances, soon he went into teaching in Tokyo, and taught English at several preparatory schools, such as Kensugakkan, Sundai Higher Preparatory School, Seisoku English School, etc., for nearly half a century, and ended in a veteran teacher of an examinee's English.
Through his teaching career, he wrote so many reference books for the study of English and prepared so many textbooks, as the list of Japanese paper shows, perhaps they are 100 in number including some translations and the others, that he was always busy both at home and out of doors. Consequently he was obliged to waste his energy and overwork seemed to hasten his death. He passed away at the age of 64 in 1965.
The achievement of Mr. Kagatani, however, who dedicated himself to the world of an examinee's English nealy half a century, was meritorious, and will remain for a long time.

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The discussion on the aims or values of the teaching and learning of English often contrasts two controversial labels : 'cultural' and 'practical'. This dichotomy is commonly said to have its origin in Y. Okakura's monumental work Eigo Kyoiku (English Education) published in 1911. This paper traces the concepts of aims or values of English teaching in Japan focusing upon the conceptual development of cultural aims and practical aims. In contrast with the aims of English studies around the Meiji Restoration, which laid emphasis on the practical values, the aims of English teaching in the school curriculum came to be discussed at the end of the last century, when the effects of English teaching came into question, and resulted in the emphasis on the cultural values. Other points made clear in this paper are that the concept of cultural and practical values had been introduced much earlier by R. Mitsukuri, and that, therefore, Y. Okakura is not the originator of the concept, although he established the dichotomy in the field of English teaching.

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In this paper I briefly followed the history of Freemasons in Japan from 1864 through 1888, pointing out that among Masons were found those who made contributions to the modernization of Japan. They are, for example, John Reddie Black, Charles Henry Dallas, William Henry Stone, Thomas William Kinder and Alfred Kirby.

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Darwin's “Origin of Species” was introduced into Japan for the first time by Morse, Edward Sylvester, an American professor of biology in Tokyo University, Dept. of Scienece in 1879; twenty years after the publication of the original.
Morse gave publicity to various fields of society like a university extension. His lectures in Tokyo University was published in Japanese after six years by his student Isikawa Tiyomatu.
Since then in conseqence of the Darwin's views adopted by most Japanese scientist and which will ultimately, as in every other case, be followed by Japanese intelligentsia who are not scientific.
I am going to write a brief history of Darwinism in Japan for last one hundred years, 1 st translation, books, essays, both natural and social sides.
Bibliography of Darwinism in Japan is added as an appendix.

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