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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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Tomoyasu IIYAMA
Article type: Article
2005 Volume 114 Issue 12 Pages
1967-2000
Published: December 20, 2005
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This article is mainly a study of reforms made to the Chinese civil service examination and school system during the Jin金period and how examination degree holder (jinshi進士) reacted to them. To begin with, the author reports on his survey of 981 cases of jinshi degree holders collected from anthologies, local gazetteers and stelae, concluding that over half of the Jinshi hailed from the four districts (lu路) of Zhongdu中部, Hebei-xi河北西, Hedong-bei河東北and Hedong-nan河東南, while 30% came from Henan河南, Jingzhao京兆, Shandong-dong山東東and Shandon-xi 山東西, thus forming a geographical core and periphery configuration in the supply of jinshi. The author then turns to the examination and educational systems to analyze Jin period jinshi more closely, dividing the period into three sub-periods. The first sub-period (1115-1160s) was characterized by almost no intervention on the part of the Jin Dynasty in jinshi affairs, as shown by the fact that education, school construction and examinations were all left to local society. This period, being one of recovery from the wars of the early 12th century, was also characterized by the majority of jinshi coming from less damaged areas. Then during the second sub-period (1170s-1211), the Jin Dynasty decided to reform its education system, establishing stipends for public school students and special employment opportunities for those who passed the civil service examinations. It was a time that jinshi enthusiastically supported and participated in the education system, resulting in a complete recovery and homogenization of the examination and school system throughout Jin territory. However, the third period (1211-1234), which saw the beginning of the Mongol invasion, changed drastically. By the mid-1220s, the Mongols had taken control of Hebei, Shanxi, Shandong and most of the Northeast, stripping jinshi of their former privileged status and forcing them to work as secretaries, engineers and even soldiers. In the areas that the Jin Dynasty managed to hold, the examination system deterionated, was further burdened by an influx of refugees, and consequently suffered unprecedented damage from both civil disturbances and bribery. The Jin Dynasty could do nothing about the situation in the face of the Mongol onslaught and collapsed in 1234.
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Hiroshi OKABE
Article type: Article
2005 Volume 114 Issue 12 Pages
2001-2021
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During the Third Republic (1870-1914), as the national integration of France increased by leaps and bounds, the state made attempts to reinforce its control over the nation's working class families and make child welfare the cornerstone of its agenda, passing the Protection of Abused Children Act in 1889, the Repression of Child Abuse Act in 1898 and the Child Welfare Services Act in 1904. Historians to date have tended to consider child welfare as a strategy on the part of the state to increase its direct power and authority over the people. In this article, the author focuses on child welfare services provided in the department of Nord, in order to demonstrate that local authorities played an important role in that area. At the beginning of the nineteenth century, France established a child welfare for foundlings and poor orphans, both of which were classified as enfants assistes (wards of the state); but the system varied considerably among provincial departments, since local councils were responsible for its implementation from the middle of the century on. In Nord, the system had two main objectives. The first, and more important, one aimed at the moral education of working class families through the prevention of child abandonment; the second aimed at protecting the children themselves. Regarding the first objective, the author shows that the authorities in Nord did not succeed, since the practice of child abandonment stemmed directly from poverty, not bad morals. In response to their failure, the authorities then decided to focus their attention on the health and moral education of the children themselves. It was at the end of the 1880s that the French government extended child welfare services for the same purpose. Consequently, in Nord services came to cover not only foundlings and poor orphans, but also victims of abuse, juvenile delinquents and children of poor families in general. This was when the second objective came into play with emphasis on keeping children in their homes (secours a domicile) rather than entrust them to foster care. Such changes may signify that the state was making attempts to control the daily lives of working class families in new and ingenious ways; however, it was local authorities who were taking the initiative in the process. The author concludes that central government child welfare policies were based on local practices and were meant to support, adjust and unify them rather than override them, suggesting that 1) the French state's control over the family may not have been as direct as what has been thought, and 2) national integration was implemented through local initiatives, at least until World War I.
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Norifumi TAKEISHI
Article type: Article
2005 Volume 114 Issue 12 Pages
2021-2045
Published: December 20, 2005
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As for the hierarchical structure of higher education institutions in modern Japan, earlier studies have paid attention to only institutions of higher education that the Ministry of Education had jurisdiction over, although other ministries and government offices also administered educational institutions. It is well known that some of them, especially the Military Academy (Rikugun Shikan Gakko) and the Naval Academy (Kaigun Hei Gakko) were very influential. But these have not been taken into account in the discussion about the structure. The purpose of this paper is to clarify the academic level needed to pass an entrance examination for the Military Academy, and regional differences in the intention to become a military officer, by comparatively analyzing the circumstances of high schools under the old system (Kyusei Koto Gakko) and the Naval Academy. Based on these analyses, moreover, we discuss the change of position of the Military Academy in the hierarchical structure. Roughly speaking, to get through the entrance examination of the Military Academy was in general as hard as that of high schools throughout modern Japan. But the vertical structure of high schools consisted of low and high-level high schools. The First High School (Daiichi Koto Gakko) had been ranked at the overwhelming top of the hierarchy, and superior to the Military Academy. The details are as follows : In the late Meiji era, the entrance level of the Military Academy was equal to high schools of lower rank. In the mid and late Taisho era, the rank of the Academy rose somewhat, although the number of the applicants for it decreased sharply. On the other hand, the regional differences in the intention to be a military officer became clear, and students of prestigious junior high schools in urban areas began to avoid applying for the Academy in parallel. It means the prestige of the Academy did not go up so much in comparison with the previous times. After the Manchurian Incident, the number of applicants for the Military Academy increased remarkably, and to pass the entrance exam of the Academy became as difficult as that of high schools of the upper strata. What is more important however, is that the students of top-ranking junior high schools turned their attention to the Academy again, and entrance competition for the Academy drastically took on an urban character. Grounded on these findings, we conclude that it was in the Showa era that the prestige of the Military Academy in the hierarchical structure of higher educational institutions was the highest. It suggests that after the Manchurian Incident, the differences in the popularity of the army between urban and rural regions declined significantly and the rising of the military character was an unprecedented nation-wide trend.
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Fumihiko YAMAMOTO
Article type: Article
2005 Volume 114 Issue 12 Pages
2046-2054
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2005 Volume 114 Issue 12 Pages
2055-2056
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2005 Volume 114 Issue 12 Pages
2056-2057
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2005 Volume 114 Issue 12 Pages
2057-2058
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2005 Volume 114 Issue 12 Pages
2058-2059
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2005 Volume 114 Issue 12 Pages
2059-2060
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
2060-2061
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
2061-2062
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
2064-2065
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
2066-2067
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
2069-2070
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
2071-2072
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
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2005 Volume 114 Issue 12 Pages
2074-2075
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