This study investigates literature-related subjects at the Tokyo Academy of Music (TAM) based on the TAM calendar, examination questions, and reports. It aims to understand the educational characteristics of the TAM and to determine the status of literature-related subjects at the school. Furthermore, many textbooks and examinations from the era still exist, so to identify the precise contents of educational material, I investigated the lecture contents of Tarihiko Hatano, who played an important role in teaching literature-related subjects. The TAM principal Han-ichi Muraoka approached and designed teachings on literary subjects based on the close relationship between music and literature. After the TAM became a music school attached to the Tokyo Higher Normal school, and following its later independence from the Normal school, these subjects received continuous focus. Literature-related subjects were important for the TAM in the training of music teachers well versed in subjects other than music. Hatano was responsible for teaching a wide range of literature related subjects, including phonology to master correct pronunciation and song interpretation to correctly interpret the lyrics of songs. Because his students later became teachers, he made efforts to train them in these areas.

  The purpose of this paper is to clarify how music education was carried out in Japanese junior high schools between 1900-1920, focusing on the activities of the music club in the students' association of the Tokyo Third Prefectural Middle School. In the pre-war junior high-school system, music tended not to be regarded as important and singing education (shoka) was not carried out in most schools. Against this background, music clubs were established in students' associations from around 1900 in some of the few schools in which singing education was carried out, as part of music education. The activities of such clubs were intermittent, especially at the beginning, due to shoka teachers being transferred to other schools and shortage of members. On the other hand, various music activities were performed in the music clubs beyond the framework of singing education, such as playing the piano and the violin. The students in the clubs participated in the activities with enthusiasm, improved their musical performance skills and expressive style, and expanded their areas of activity in school events. The musical experiences of students in schools in those days were influenced not only by singing education, but also by extra-curricular activities such as music clubs.