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

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LIFE AT THE JUKU 135Suisaien has already been cited as a juku where poetry wasparticularly highly regarded. For prose composition, studentswould commonly be given assignments to be completed within acertain time. They were then corrected by the master or by seniorstudents. Even for writing, reading was often seen as the basis.Hayashi Kakuryō reportedly said:The excellence of writing lies in what cannot be expressedin words. He also said that in writing composition there isno other secret than to make the writings of the ancients ourown; to master well to any degree the old writing, you haveto read carefully and savour them and follow their methodsand understand them. That is why in first studyingcomposition it is essential to start from there. There is nomerit in arbitrarily reading a lot of works. (…) 62Formal examinations do not appear to have been a feature of alljuku. The much-cited example of Kangien, where constant testingtook place, probably stands out because it was exceptional. Jukuwere small and the master would have known how his studentswere doing. Besides, as long as the juku were not part of ahierarchic system of schools with progression from one school tothe next strictly regulated, there was little need for formalexaminations. Shōda Yōjirō claimed that the system of ranks andexaminations at Nishō gakusha only existed on paper,presumably for the benefit of the Ministry of Education. 63 We donot usually know how long students stayed at a juku, and thismay well have varied considerably. Three-year courses seem tobe common in applications in the Meiji period, but this may be theinfluence of the modern system. Students would leave the jukuwhen they were required to help with the family farm orbusiness, to travel to another juku, or, in the Meiji period, to enterone of the new schools.ORGANIZATION AND RULESNot only was self-study important, but the students’ lives werealso to some extent determined by self-government, with olderstudents taking a share in the running of the juku. Indeed, thereare examples of the master being absent for long periods, beggingthe question: what happened to his juku in the meantime? In
136 PRIVATE ACADEMIES OF CHINESE LEARNING IN MEIJI JAPANTokyo his students could easily have gone to other juku, but itmay well be that his oldest students, perhaps in their twenties,kept the juku going in the master’s absence.For some juku we have information about different offices heldby students. The most important was jukutō, or gakutō, thestudent teacher. This would be an older student who had studiedwith the master for several years and had his confidence. Hehimself taught and was responsible for enforcing the regulationsregarding teaching and learning. He would have been in chargeof the teaching when the master was absent and in some cases hewould become the master’s heir.At Nishō gakusha students held several posts. Yamada Jun, astudent of Nishō gakusha who became head of the school in1926, reports that these posts enabled students to earn theirtuition if they could not afford to pay and also taught them totake responsibility. 64 Smaller juku than Nishō gakusha couldfunction with a less elaborate system of offices. In YamamuraBenzai’s juku in Hirose, the prefect (jukuchō) and his deputycorrected students’ behaviour and encouraged them in theirstudies, clarified their questions and taught reading. They werealso in charge of food, clothing, daily actions and coming andgoing (which had to be reported to them) and thus had farreachingresponsibilities. The teaching supervisor (kankō) and hisdeputy were mainly responsible for teaching reading but werealso expected to promote correct behaviour. Yamamura relied onhis helpers to support him in his ill health. 65 Some tasks,especially those connected with keeping order and cleaning up,were performed by students taking turns.Much about the day-to-day running of the juku can beglimpsed from the regulations which survive for a number ofjuku. They were commonly included in the applications andreports to the local government, sometimes, but by no meansalways, divided into kyōsoku, regulations for lessons, andjukusoku, regulations for boarding house life. 66 These regulationsvaried in length and scope, but some rules were common to mostjuku. Students were urged to study hard and attend all lessons.Failure to attend could result in expulsion. Students were notallowed to leave the grounds, except with permission in certain,specified circumstances. Alcohol was forbidden; so waschattering, especially political discussions. 67 Punishments rangedfrom performing additional tasks (household or writing) andconfinement to expulsion. Corporal punishment also existed.
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PRIVATE ACADEMIES OF CHINESELEARNIN
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iii90. Olof G.Lidin: Tanegashima—
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Nordic Institute of Asian StudiesMo
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viiA woman changing with the times:
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Illustrations and TablesMAPPlaces m
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Preface and AcknowledgementsTHIS ST
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Notes on UsageJAPANESE WORDS ARE TR
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xvDay labourer, national average, p
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IntroductionTHE WORD JUKU (A PRIVAT
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INTRODUCTION 3period juku for other
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INTRODUCTION 5the 1870s, were stron
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INTRODUCTION 7Chapter 1 positions t
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INTRODUCTION 95 Nihon kyōikushi sh
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EDUCATION IN TRANSITION FROM THE TO
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CHAPTER TWOKangaku Juku in the Meij
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PRIVATE ACADEMIES OF CHINESE LEARNI
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CHAPTER THREECase StudiesBEFORE DIS
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Page 102 and 103: PRIVATE ACADEMIES OF CHINESE LEARNI
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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 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
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THE DECLINE OF THE JUKU 185debate o
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THE DECLINE OF THE JUKU 187Kōun (b
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THE DECLINE OF THE JUKU 189as an el
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THE DECLINE OF THE JUKU 191by his p
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THE DECLINE OF THE JUKU 193attended
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THE DECLINE OF THE JUKU 195reflecti
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THE DECLINE OF THE JUKU 197elsewher
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THE DECLINE OF THE JUKU 199and pass
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THE DECLINE OF THE JUKU 201potentia
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THE DECLINE OF THE JUKU 20321 Shijo
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THE DECLINE OF THE JUKU 20550 See a
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THE DECLINE OF THE JUKU 20786 On to
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THE LEGACY OF THE JUKU 209which Nar
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THE LEGACY OF THE JUKU 211Figure 9:
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THE LEGACY OF THE JUKU 213the aim t
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THE LEGACY OF THE JUKU 215includes
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THE LEGACY OF THE JUKU 217part of f
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THE LEGACY OF THE JUKU 219from his
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THE LEGACY OF THE JUKU 221publisher
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THE LEGACY OF THE JUKU 223following
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THE LEGACY OF THE JUKU 225juku, alt
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THE LEGACY OF THE JUKU 227Confucian
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THE LEGACY OF THE JUKU 229The study
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THE LEGACY OF THE JUKU 231gratitude
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THE LEGACY OF THE JUKU 233schools;
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THE LEGACY OF THE JUKU 23527 The fo
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THE LEGACY OF THE JUKU 23762 Thomas
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CONCLUSION 239Figure 10: Scene from
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CONCLUSION 241IS THE JUKU UNIQUE?Th
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CONCLUSION 243and the Byzantine Emp
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CONCLUSION 245would be monitored by
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Select BibliographyFor books on ind
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IndexThe main entry for titles of C
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INDEX 257Han fei zi. See Kanpishi.h
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INDEX 259Kobun shinpō (Guwen zhenb
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INDEX 261Readers of the Eight Maste
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INDEX 263Tatemori Manpei (Kō, Chū
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