This paper identifies the “randori” of Meiji Era as the middle stage between the “randori” of modern Jujutsu centering on “binding” and its technical integration into the present Judo centering on “throwing”, and discusses the formative process and developments of the “randori” by schools of Jujutsu in Meiji Era and the “randori” waza in Kodokan Judo.
In Jujutsu world in the 20s of Meiji, as Kodokan developed, there occurred a competition between it and schools of Jujutsu. Both groups competed with each other in technique for external matches, and “randori” waza was systematized and technically developed for the purpose of matches. That is, the technique to kill or bind which schools of Jujutsu had was changed into “randori” suitable for external matches. As a result of this change, various Jujutsu techniques were integrated into Kodokan Judo, which was superior to Jujutsu in “randori”.

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In order to clarify the structural framework of Japan's fishery education, this research analyzes the educational initiatives of the Imperial Fishery Institute, under the direction of the Ministry of Agriculture and Commerce. This research analyzes fishery education by examining national policy designed to promote pelagic fishing, as well as the creation of a fishing boat crew qualification system. Analysis of these two features reveals that the historically distinct structure of Japanese fishery education is as follows: 1) Due to severe competition with foreign fishing industries, it was necessary for the Japanese government to foster human resources in order to gain the best results from fishing rights won after the Sino-Japanese War and the Russo-Japanese War. 2) In order to increase the number of skilled pelagic fishermen, the Japanese government established formal certification for fishermen under the Law for the Promotion of Pelagic Fishing. The training and certification of fishermen was delegated to the Imperial Fishery Institute. 3) With the establishment of provincial fishery institutes that took over the instruction of fishermen, the Imperial Fishery Institute became the source of instructors for provincial fishery institutes. From the above findings, this paper concludes that the structural characteristics of pelagic fishery education was designed to exploit the expansion of the fishing rights gained after the Russo-Japanese War as well as the mechanization and increased size of fishing boats. Also, pelagic fishing as an occupation originated in Japan under the auspices of the Law for the Promotion of Pelagic Fishing which mandated the systematic training of fishermen. The Imperial Fishery Institute, which was under the control of the Ministry of Agriculture and Commerce, induced a systematic structure of pelagic fishery education and promoted the development of fishermen. This effort preceded the development of other educational institutes for other areas of Japan's fishing industry. The Imperial Fishery Institute also played a crucial role in the spread of pelagic fishery education by supplying trained instructors for provincial fishery institutes.

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