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

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CONCLUSION 239Figure 10: Scene from a modern school in early Meiji. The teacher looksuncomfortable in Western clothes, the students (wearing traditionaldress) also seem less relaxed than those in illustrations of juku life. Thepicture is a good illustration of the confrontation with an alien cultureexperienced by many when they entered school for the first time. (Dōmōkyōjū zue, colour ill. no. 76, p. 156, in Konishi Shirō, ed., Zusetsu Nihon norekishi14, Kindai kokka no tenkai, Shūeisha 1976.)equal justification attributed to the juku. Government policies
240 PRIVATE ACADEMIES OF CHINESE LEARNING IN MEIJI JAPANaimed to spread education, but it was often the kangaku juku andnot just the new schools that gave people access to education.Likewise, the strengthening of national identity cannot beattributed to the modern schools alone. The kangaku curriculum,however varied its application in the different juku, represented acommon culture, and as more people received education in jukuor schools where they were taught by kangaku scholars, morepeople shared in that culture than previously. Not until theWestern civilization transmitted in the new schools had beenabsorbed by most of the population did kangaku lose this role.Even then Confucian ethics, assimilated into the new nationalideology, constituted the basis of moral education in the newschools.Kangaku, which formed the core of what most juku taught, wastransformed in a similar way as the study of classics in Europe,from an amateur pursuit for those with capital and leisure to anacademic discipline among other disciplines. At the same time(and again comparable to Europe) the position of kangakuchanged from being the source of all learning and the way toabsolute truths to being a field of study among others, wheremethods of textual criticism were applied to contextualize and todiscover true facts. 1 Education at the traditional juku, with itssynthesis of intellectual and moral training was closely related tothe former concept of kangaku. Thus the transformation ofkangaku, which became manifest in the 1890s, the spread ofmodern schools and social changes caused juku to becomeobsolete.As we have seen, although juku education left its mark indifferent ways after the disappearance of the juku itself, the mostenduring legacy is perhaps the way it is remembered and what Ihave called called the “juku myth” (Chapter 6). The idea of thejuku inspired and still inspires educational initiatives anddebates. The warm relationships between teacher and studentsand the students themselves are contrasted with the cold, factorylikeatmosphere and the lack of attention to the indivdual in“mass-education”. Education of the whole person, includingcharacter training, is contrasted to the one-sided attention tointellectual education and passing examinations to gain worldlybenefits. Thus the image of the juku offers an alternative withwhich to challenge the system of the day. Also, unlike themain stream education system imposed on an initially hostilepopulation, the juku is perceived as uniquely Japanese.
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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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CHAPTER THREECase StudiesBEFORE DIS
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CHAPTER FOURLife at the JukuWHAT WA
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LIFE AT THE JUKU 119If the entire p
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LIFE AT THE JUKU 121Hōkoku’s fam
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LIFE AT THE JUKU 123was transferred
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LIFE AT THE JUKU 125students of all
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LIFE AT THE JUKU 127The transformat
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LIFE AT THE JUKU 129Thus personal (
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LIFE AT THE JUKU 131expound back an
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LIFE AT THE JUKU 133The list includ
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LIFE AT THE JUKU 135Suisaien has al
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LIFE AT THE JUKU 137Possibly the de
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LIFE AT THE JUKU 139Kumamoto prefec
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LIFE AT THE JUKU 141there is a smal
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LIFE AT THE JUKU 143moment. From no
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LIFE AT THE JUKU 145them? /Work har
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LIFE AT THE JUKU 147the country. In
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LIFE AT THE JUKU 149chose this time
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LIFE AT THE JUKU 151from the juku a
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LIFE AT THE JUKU 153importance with
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department of Gyōsei gakkō. Thus
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LIFE AT THE JUKU 157yōgaku student
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LIFE AT THE JUKU 159Reminiscenses e
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LIFE AT THE JUKU 161of Kangien stud
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LIFE AT THE JUKU 163was variable, a
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LIFE AT THE JUKU 165Ikeda laments t
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LIFE AT THE JUKU 167Kumamoto Nichin
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LIFE AT THE JUKU 169Los Angeles: Un
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LIFE AT THE JUKU 17178 Yamamura, Ba
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LIFE AT THE JUKU 173kyōikuka (Roma
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THE DECLINE OF THE JUKU 175around t
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THE DECLINE OF THE JUKU 17795). Nis
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THE DECLINE OF THE JUKU 179Hiramoto
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THE DECLINE OF THE JUKU 181female.
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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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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 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: PRIVATE ACADEMIES OF CHINESE LEARNI
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
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