Private Academies of Chinese Learning in Meiji Japan: The Decline ...

More documents

Recommendations

Info

PRIVATE ACADEMIES OF CHINESE LEARNING IN MEIJI JAPAN 101Lower rankReading (sodoku): Classic of Filial Piety, Four Books, FiveClassics.Reading groups: Kokushiryaku, Nihon gaishi, Nihon seiki,Jūhatsu shiryaku,Genmei shiryaku, Mōgyū.Lectures: Classic of Filial Piety, Four Books, Five Classis,Shoshi [writings of the sages].Reading groups: Shiki, Shunju gaiden (kokugo),Sengokusaku, Kanpishi,Kansho, Hatsukabun, Bunsho kihan etc.Upper rankLectures: Five Classics.Reading groups: Soji, Bunsen, 3 commentaries on theSpring and AutumnAnnals, Zukan kōmoku.Teaching methods were the usual ones at the time; simplereading (sodoku), group reading (rinkō), lectures (kōgi),discussions (dokukenkai,tōronkai) and lessons in composition andChinese poetry. Students were expected to study by themselvesand present the results in the discussion groups.Details about the organization of juku can be glimpsed from asurviving proclamation of 22 rules and points of organizationdrawn up by Seisō himself. 71 The first point treats the tasks of theprefect, various officers, including three responsible for thedifferent buildings of the juku, one for visitors and one for newstudents; they are all urged to work dilligently in place of Seisōhimself. This was important since he was often absent. Thesecond point stressed the importance of making pupils feel athome. Seisō states that parents sending their sons to the jukusurely expect them to stay there for six to twelve months; if newstudents claim to have business at home, it means that they havenot become used to the place, and all efforts must be made tomake them feel at home. The third point is a general admonition;students should not resent having a low rank in the juku to beginwith, but work hard in order to rise to the top. Students wereexpected to study by themselves between 4 and 10 p.m. and thento keep quiet.Most other points deal with daily life in the juku. The roomprefects were expected to keep records about the students’ dailyactivities. Students took it in turns to clean the dormitories andplace waste paper into bins outside the house twice daily, to helpat mealtimes and to keep watch at night. Students unable or
102 CASE STUDIESunwilling to do these tasks themselves when their turn camewere permitted to pay the poorer students to do them. Thepoorer students were allowed to cook for themselves, whileeveryone else was expected to eat with the others in therefectory, except on certain days when students were allowed tomake their own arrangements and to drink sake. These days werethe 5th, the 15th, the 25th and the sekku holidays. On the 16th ofeach month and on holidays a general cleaning of the juku andthe garden would be held and students took it in turns to help. Notmuch is said in the way of regulating students’ behaviour.Students had to pay if they damaged the tatami mats and thesliding doors. They were forbidden to lend or borrow money andurged to look after their money or give it to the head forsafekeeping. They had to report any temporary absence andwear formal dress if they went out. If they fell ill they had toconsult a doctor and receive medicine; suspected malingererswere closely examined by the responsible officer and reported.Punishments are not recorded in this document, but are said tohave consisted of chastisement at the front of the lecture hall orstanding in front of the teacher holding a pot filled with water forsmaller offences like stealing fruit from the neighbours’ gardens.For graver offences students had to spend two or three dayscopying texts in front of the teacher, who would correct theirerrors. This was considered a particularly harsh punishment. 72During the time of the Tempō famine, in 1837, Seisō made atemporary proclamation. 73 He stated that in his experience poorstudents progressed well in their studies while rich ones did not.He extolled the virtues of simplicity and frugality and urged therich to learn from the poor. Seisō then referred to the presenttimes; apparently some students were still eating and buying at atime when other people were starving.Students are likely to have been about 14 or 15 years old onentry, having acquired literacy and simple kanbun at a terakoya.Many stayed for three or four years, but there was no fixed term.Some would then move on to other juku to continue their studies.Several entrance registers (monjinchō) exist, but they are far fromcomplete. For the years from 1825 (the year after Seisō establishedhis juku) to 1871 records exist for only 25 years. For the years 1872to 1877, the records are even more incomplete. 74 The registers lista total of 475 students. Most of them came from the surroundingregion; others came from neighbouring regions, Bungo (Ōitaprefecture), Hizen (Saga, Nagasaki), Higo (Kumamoto). A
Page 2 and 3:
PRIVATE ACADEMIES OF CHINESELEARNIN
Page 4 and 5:
iii90. Olof G.Lidin: Tanegashima—
Page 6 and 7:
Nordic Institute of Asian StudiesMo
Page 8 and 9:
viiA woman changing with the times:
Page 10 and 11:
Illustrations and TablesMAPPlaces m
Page 12 and 13:
Preface and AcknowledgementsTHIS ST
Page 14 and 15:
Notes on UsageJAPANESE WORDS ARE TR
Page 16 and 17:
xvDay labourer, national average, p
Page 18 and 19:
IntroductionTHE WORD JUKU (A PRIVAT
Page 20 and 21:
INTRODUCTION 3period juku for other
Page 22 and 23:
INTRODUCTION 5the 1870s, were stron
Page 24 and 25:
INTRODUCTION 7Chapter 1 positions t
Page 26 and 27:
INTRODUCTION 95 Nihon kyōikushi sh
Page 28 and 29:
EDUCATION IN TRANSITION FROM THE TO
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
CHAPTER TWOKangaku Juku in the Meij
Page 58 and 59:
PRIVATE ACADEMIES OF CHINESE LEARNI
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69: PRIVATE ACADEMIES OF CHINESE LEARNI
Page 78 and 79: CHAPTER THREECase StudiesBEFORE DIS
Page 106: PRIVATE ACADEMIES OF CHINESE LEARNI
Page 134 and 135: CHAPTER FOURLife at the JukuWHAT WA
Page 136 and 137: LIFE AT THE JUKU 119If the entire p
Page 138 and 139: LIFE AT THE JUKU 121Hōkoku’s fam
Page 140 and 141: LIFE AT THE JUKU 123was transferred
Page 142 and 143: LIFE AT THE JUKU 125students of all
Page 144 and 145: LIFE AT THE JUKU 127The transformat
Page 146 and 147: LIFE AT THE JUKU 129Thus personal (
Page 148 and 149: LIFE AT THE JUKU 131expound back an
Page 150 and 151: LIFE AT THE JUKU 133The list includ
Page 152 and 153: LIFE AT THE JUKU 135Suisaien has al
Page 154 and 155: LIFE AT THE JUKU 137Possibly the de
Page 156 and 157: LIFE AT THE JUKU 139Kumamoto prefec
Page 158 and 159: LIFE AT THE JUKU 141there is a smal
Page 160 and 161: LIFE AT THE JUKU 143moment. From no
Page 162 and 163: LIFE AT THE JUKU 145them? /Work har
Page 164 and 165: LIFE AT THE JUKU 147the country. In
Page 166 and 167: LIFE AT THE JUKU 149chose this time
Page 168 and 169:
LIFE AT THE JUKU 151from the juku a
Page 170 and 171:
LIFE AT THE JUKU 153importance with
Page 172 and 173:
department of Gyōsei gakkō. Thus
Page 174 and 175:
LIFE AT THE JUKU 157yōgaku student
Page 176 and 177:
LIFE AT THE JUKU 159Reminiscenses e
Page 178 and 179:
LIFE AT THE JUKU 161of Kangien stud
Page 180 and 181:
LIFE AT THE JUKU 163was variable, a
Page 182 and 183:
LIFE AT THE JUKU 165Ikeda laments t
Page 184 and 185:
LIFE AT THE JUKU 167Kumamoto Nichin
Page 186 and 187:
LIFE AT THE JUKU 169Los Angeles: Un
Page 188 and 189:
LIFE AT THE JUKU 17178 Yamamura, Ba
Page 190 and 191:
LIFE AT THE JUKU 173kyōikuka (Roma
Page 192 and 193:
THE DECLINE OF THE JUKU 175around t
Page 194 and 195:
THE DECLINE OF THE JUKU 17795). Nis
Page 196 and 197:
THE DECLINE OF THE JUKU 179Hiramoto
Page 198 and 199:
THE DECLINE OF THE JUKU 181female.
Page 200 and 201:
THE DECLINE OF THE JUKU 183onwards
Page 202 and 203:
THE DECLINE OF THE JUKU 185debate o
Page 204 and 205:
THE DECLINE OF THE JUKU 187Kōun (b
Page 206 and 207:
THE DECLINE OF THE JUKU 189as an el
Page 208 and 209:
THE DECLINE OF THE JUKU 191by his p
Page 210 and 211:
THE DECLINE OF THE JUKU 193attended
Page 212 and 213:
THE DECLINE OF THE JUKU 195reflecti
Page 214 and 215:
THE DECLINE OF THE JUKU 197elsewher
Page 216 and 217:
THE DECLINE OF THE JUKU 199and pass
Page 218 and 219:
THE DECLINE OF THE JUKU 201potentia
Page 220 and 221:
THE DECLINE OF THE JUKU 20321 Shijo
Page 222 and 223:
THE DECLINE OF THE JUKU 20550 See a
Page 224 and 225:
THE DECLINE OF THE JUKU 20786 On to
Page 226 and 227:
THE LEGACY OF THE JUKU 209which Nar
Page 228 and 229:
THE LEGACY OF THE JUKU 211Figure 9:
Page 230 and 231:
THE LEGACY OF THE JUKU 213the aim t
Page 232 and 233:
THE LEGACY OF THE JUKU 215includes
Page 234 and 235:
THE LEGACY OF THE JUKU 217part of f
Page 236 and 237:
THE LEGACY OF THE JUKU 219from his
Page 238 and 239:
THE LEGACY OF THE JUKU 221publisher
Page 240 and 241:
THE LEGACY OF THE JUKU 223following
Page 242 and 243:
THE LEGACY OF THE JUKU 225juku, alt
Page 244 and 245:
THE LEGACY OF THE JUKU 227Confucian
Page 246 and 247:
THE LEGACY OF THE JUKU 229The study
Page 248 and 249:
THE LEGACY OF THE JUKU 231gratitude
Page 250 and 251:
THE LEGACY OF THE JUKU 233schools;
Page 252 and 253:
THE LEGACY OF THE JUKU 23527 The fo
Page 254 and 255:
THE LEGACY OF THE JUKU 23762 Thomas
Page 256 and 257:
CONCLUSION 239Figure 10: Scene from
Page 258 and 259:
CONCLUSION 241IS THE JUKU UNIQUE?Th
Page 260 and 261:
CONCLUSION 243and the Byzantine Emp
Page 262 and 263:
CONCLUSION 245would be monitored by
Page 264 and 265:
Select BibliographyFor books on ind
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272 and 273:
IndexThe main entry for titles of C
Page 274 and 275:
INDEX 257Han fei zi. See Kanpishi.h
Page 276 and 277:
INDEX 259Kobun shinpō (Guwen zhenb
Page 278 and 279:
INDEX 261Readers of the Eight Maste
Page 280 and 281:
INDEX 263Tatemori Manpei (Kō, Chū
show all

Private Academies of Chinese Learning in Meiji Japan: The Decline ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?