This study examines the mutual influence of adoption and the collection and transfer of family libraries during Late Edo and Meiji Restoration period. This paper is a case study of Nakamura Tokai (中村東海), a Shinto priest and twice adopted. This study reveals three points: First, both Tokai's natal and adoptive families' libraries were enriched through his adoption. Tokai's natal family and his adoptive family shared several commonalities, such as family occupation, status, and cultural attainment When Tokai joined his adoptive family he brought books with him, thus enriching his adoptive family's library. Furthermore, Tokai's natal family's library also increased after the adoption by borrowing books from the adoptive family. Second, adoption served as a means of expanding both families' human network, which was intertwined with their library collections. Both families gained a new human network which they were able to use to gain additional books. Third, Tokai's human and library network was composed of families of similar backgrounds; they lived in the same area, had the same family occupation (Shinto priesthood), had cultivated similar levels of intellectual and cultural attainment, etc. Through their continued relationship of book exchange, Tokai's families built up relationships of trust, facilitated through the practice of adoption.

抄録全体を表示

In February, 1898, the Hokkaido government promulgated the regulation of Kan'i-kyoiku, or simplified education. The purpose of this paper is to consider the regulation of Kan'i-kyoiku with a focus on elementary school attendance rates. In the late 1890s, the Hokkaido government encouraged settlement in order to promote development. However, Hokkaido settlers were unable to establish elementary schools because of a lack of education subsidies and local financial difficulties. As a result, elementary school attendance rates dropped and stagnated. In order to address this problem, the Hokkaido government issued the Kan'i-kyoiku regulation. As a result, elementary school attendance rates in Hokkaido rose, although the policy allowed for "simplified" elementary schools facilities and curriculum in case of regional financial difficulties. The Hokkaido government revised the regulation three times. Despite that fact, the regulations allowed for the continuation of simplified elementary school in financially weak areas, with no real consideration for the establishment of normal elementary schools. In brief, Kan'i-kyoikujo raised elementary school attendance rates while creating a stratification of elementary institutions according to regional financial variation.

抄録全体を表示

In the early 20^<th> century, the Secondary Education Teacher Certification Examination in Art consisted of three subjects: traditional Japanese (brush) painting, Western-style (pencil) drawing, and instrumental drawing. This paper analyzes the last subject, instrumental drawing, considering the nature of examination questions in relation to members of the Certification Committee and syllabi, in relation to the required competency for art teachers. Instrumental drawing corresponds to present-day graphics (or descriptive geometry), and the examination questions tested applicants' skill of projection drawing method (constructing silhouette figures). Among the five members of the Certification Committee who determined examination questions, this paper focuses on three members; Noriyuki Kojima, Shinichi Suzukawa and Tomio Hirai, all of whom served long consecutive terms on the committee and were affiliated with the Tokyo School of Fine Arts. Kojima's questions tested examinees' ability to apply basic graphic theory through the use of everyday objects. Mock lessons tested the examinees' capacity to provide appropriate explanations in as realistic a manner as possible, as well as emphasizing the ability to draw accurate figures. Suzukawa's questions ranged evenly through the fundamentals of instrumental drawing. In practical tests, examinees were required to explain graphic theory and terminology as well as to construct figures. His questions required examinees to assume that they stood in front of the class. Owing to an emphasis on the basics, his questions tended to be comparatively easy. When, in 1927, a drawing component was added to the Secondary Education Teacher Certification Examination in Art, Hirai joined the Committee, and Suzukawa and Hirai began to work as a team. Examinees were required to have the skills to draw accurately and aesthetically. A new trend in examination questions emerged, such as auxiliary projection. In consequence, the range of questions in technical and theoretical aspects was extended and applicants were required to be more skilled and knowledgeable. This paper highlights three characteristics of examination questions for instrumental drawing. First, this paper shows the correlation between the makeup of the Committee and the changes in examination questions, confirming member influence over examination questions. Regardless of the committee members, the apprehension of fundamental concepts of graphics and ability to draw accurate figures remained the basis of the examination. Second, regarding the connection between syllabi and examination questions, the components of examinations clearly aligned with the syllabi. Third, the nature of examination questions reveals that applicants were expected to have particularly fundamental abilities as art teachers.

抄録全体を表示

This paper explores the historical significance of education during the Showa period through the study of the theory and practice behind the student associations "Gakko Hotokusha" (School Moral Requital Society) and "Jido Jokai" (Children's Diet) which began in Toyama Prefecture in the 1930s. Teachers led the rapid development of the "Shinko Hotoku Undo" (New Moral Requital Movement) in Toyama Prefecture. Takashima Shuichi, the principal of Takanosu Elementary School, began to hold seminars and "hotoku" events in 1933. The following year, he established "Gakko Hotokusha" and "Jido Jokai." Takashima combined "Hotoku Shiho" (the way of moral requital) with the educational system to create "Gakko Shiho" (the way of School Moral Requital). Since Helen Parkhurst's visit in 1924, Toyama teachers had studied the new education system extensively. Consequently, educational philosophy focused on respecting individuality had developed under the economic crisis of the Early Showa period. Although "Gakko Shiho" theory was one of many movements to appear at this time, it was conspicuous in the designated villages of Toyama prefecture. On the other hand, "Jido Jokai" spread throughout designated villages, putting significant pressure on Toyama prefecture. However, after 1935, a variety of educational practices were encouraged in addition to "Hotoku Kyoiku." Takanosu Elementary School also emphasized the Imperial Rescript on Education and the General Mobilization System. Meanwhile, in Kitahannya Village where there was opposition from Buddhist temples and shrines, a more accommodating adaptation of "Gakko Hotokusha" and "Jido Jokai" was created after 1935. Matsuda Tomio, the principal of Kitahannya Elementary School, regarded the practice from the perspective of the "edification" of Imperial Japan. This version of "Gakko Hotokusha" received much praise from the entire country. In the 1930s, two significant movements formed in Toyama Prefecture, "Gakko Shiho," based on the pedagogical study created by Takashima, and Matsuda's adaptation, thus allowing "Gakko Hotokusha" and "Jido Jokai" to continue into the 1940s.

抄録全体を表示

The purpose of this article is to place the Society for the Study of Harmonica Music Instruction in Tokyo Elementary Schools (hereafter referred to as SHT) in the history of music education by revealing the historical context and activities of the establishment of SHT. In the 1930s, elementary music teachers in Tokyo city began using simple, toy-like instruments such as the harmonica. Through a detailed analysis of historical materials, previous research has already revealed the content of classroom practice and the intent of teachers concerning classroom practice. However, these studies did not describe the practice regarding extracurricular socio-musical situations. Instrumental music education developed out of the relationship between teachers, musical instrument manufacturers, and contemporary music culture. As such, the practice of instrumental music education should be placed in the history of music education within the larger context of socio-musical situations. On this basis, this article focuses on the establishment of SHT by elementary music teachers in cooperation with musicians and musical instrument manufacturers. This article reveals the following: 1. SHT can be placed within the context of 1930s simple instrumental music instruction in which teachers emphasized music in childrens' lives. 2. SHT, established by music teachers in cooperation with harmonica music circles, played an important role in incorporating popular music into music education. SHT was also significant for manufacturers in promoting product sales. 3. Post-war music education inherited teaching methods studied in SHT as well as the connection between teachers and manufacturers. While SHT was a small society founded by teachers in Tokyo, it was a significant organization in the history of music education, in that it contributed to the formation of instrumental music education after World War II.

抄録全体を表示

This paper examines how teacher training in the university, one of two major principles supporting teacher training in postwar Japan, was accomplished after the inception of the new educational system, through the example of the Tohoku University Department of Education. The education department, an organization without parallel nationwide, was born out of the subsumption of normal schools that were the vehicle for compulsory school teacher training in the prewar imperial university education system. However, from the context of the postwar reform period, the very concept of the university became the ideal place for teacher training as it would eliminate the abuses perpetrated in the normal schools of the imperial education system. If the important change brought about by the teacher training in the university was an the establishment of university graduation as an elementary school teacher qualification, it is necessary to investigate how the education system was transformed by the inception of the new education system. First, this paper analyzes the standard expected of university instructors over teacher training at Tohoku University, by considering reports of the university chartering committee screening of individual instructors. Second, this paper describes the teacher training system of Tohoku University through an analysis of instructors and specific educational content of teacher training. This paper provides the following conclusions. First, immediately after the establishment of the Department of Education at Tohoku University, it appears that many faculty over teacher training were brought in from Miyagi Normal School, and that Tohoku University professors were unable to satisfactorily compensate for the lowere standards of the incoming normal school instructors. Second, this paper reveals the limitations of the cooperative system of Miyagi Normal School and Tohoku Imperial University with their disparate standards of university education and elementary teacher training, particularly when compared to the new system where Education Department students are able to take courses in other departments, courses themselves supported by high level research.

抄録全体を表示

To date, there is only a limited amount of scholarship on the study of Imperial Portraits in Imperial Japan's colonies. In addition, extant research on the subject is predominantly based on the assumption that Imperial Portraits were distributed throughout colonial schools as they were in Japan proper due to 'assimilation' policy. As a result, their conclusions at times fall short of the realities of colonial school life. In other words, it is important to abstain from such an assumption when considering the realities of colonial school life. First, this paper reveals that the distribution of Imperial Portraits to Korean schools was first planned by Governor General Minami Jiro. This project was actually related more to the introduction of the 1938 Korean Voluntary Military Service Law than the third revision of the Korean Education Law of the same year. Second, this paper carefully examines how Imperial Portraits were actually distributed as well as how principals, teachers' associations and schools responded to them. Third, this paper shows that it was almost impossible for Chosun Government General to distribute the portraits to elementary schools for Japanese residents in Korea, let alone to all Korean elementary schools because of the distrust of Korean-Japanese mutual antagonism, and the excessive anxiety held by the Japanese residing in Korean local communities. In conclusion, this paper hypothesizes why Governor General Minami persisted in the unprecedented distribution of Imperial Portraits to Korean schools.

抄録全体を表示

Emile Durkheim pointed out that the factor of Jesuit schools' success was their revolutionary training system based on observation and competition. However, regarding the Jesuit Order's support of classical education, Durkheim's opinion is somewhat insufficient. As shown in Constitutiones, the fundamental purpose of Jesuit is amimas iuvare (helping souls), and on this account, they formulated vitae exemplum (exemplary life) and doctrina (learning) as their educational purpose. To accomplish this, the Jesuit Order issued Ratio atque Institutio Studiorum Societatis Iesu (1599) as a manual of educational practice, and attached much importance to classical education. However, they were well aware of the potential harm of pagan gods to Christianity, so it was necessary to reform classical education in order to align it with Christian doctrine. In order to accomplish this revision, the Jesuits developed the educational practice that united vitae exemplum and doctrina, or virtue and learning. It has been claimed that the Modus Parisiensis had an impact on these practices, however Thomas Aquinas' concept of habitus had become an important organizing principle in the conduct of the Jesuit program. Jesuits highly respected Aquinas as a doctor without peer. Aquinas defined habitus as virtues, ranked prudentia in the first place among them, and assumed memoria as one of its components. Memoriae Exercitatio (memory exercise) formed the core of Ratio, composed of the writing and recitation of classical texts.

抄録全体を表示