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

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EDUCATION IN TRANSITION FROM THE TOKUGAWA TO THE MEIJI PERIOD 33had attended public schools that taught a curriculum based onWestern knowledge, but also including moral instruction basedon Confucian principles. Kangaku had transformed into a seriesof modern disciplines, which included the literature, philosophyand history of China and involved the application of Westernmethods.The demise of the juku coincided roughly with the “newgeneration” 66 critically examining the modernity created by theMeiji Restoration. It is surely significant that Tokutomi Kenjirō(Roka, 1868– 1927) has provided us with an early example of the“juku myth”. The new schools were for many the first placewhere they confronted modernity in their own lives: sitting onchairs, a teacher with Western clothes, new teaching methods(see the wall charts in Figure 10), books filled with foreign ideas.It is therefore hardly surprising that criticism of modernityincluded criticism of the modern schools, contrasting themunfavourably with the juku that had until so recently provided analternative to them.In fact, already in the late Meiji period and even while the lastjuku still operated in some rural areas, they had becomesufficiently a thing of the past to be used as history is often used,that is, for criticizing and condemning the present.NOTES1 Rubinger, “Education”, 195–230.2 The standard work on the subject in English is R.P.Dore, EducationinTokugawa Japan (London: The Atholone Press, 1984; first publ.1965). See also Herbert Passin, Society and Education in Japan(Kodansha International 1982; first publ. 1965). Nihon kindai kyōikuhyakunenshi 3 (ed. and publ. Kokuritsu kyōiku kenkyūjo, 1974).3 Dore, Education in Tokugawa Japan; for details on life and study atthe Shōheikō and especially the shoseiryō see Suzuki Miyao,Shōheikōmonogatari: bakumatsu no shoseiryō to sono ryōsei(Shibunkai: 1973). Kume Kunitake, Kyūjūnen kaikōroku, 2 vols.(Waseda daigaku shuppanbu, 1934) vol.1, 521–540. ShigenoYasutsugu, “Tokugawa bakufu shōheikō no kyōiku ni tsuite” and“Futatabi Tokugawa shōheikō no kyōiku ni tsuite”, in ŌkuboToshiaki, ed., Zōtei Shigeno hakushi shigaku ronbunshū, 4 vols.,(Satsumashi kenkyūkai, Meichō fukyūkai, 1989), 1:371–382, 382–389. Kume and Shigeno themselves studied at the Shōheikō.
34 PRIVATE ACADEMIES OF CHINESE LEARNING IN MEIJI JAPAN4 Tatemori Kō, “Jukufū no hanashi”, Nihon oyobi Nihonjin 356 (1938):182– 185.5 Dore, Education in Tokugawa Japan; Passin, Society and Education inJapan.6 Passin, Society and Education in Japan, 17–18.7 Naramoto Tatsuya, Nihon no hankō (Kyoto and Tokyo: Tankōsha,1970).8 Ishikawa Matsutarō. “The Meiji Restoration and EducationalReforms”, Acta Asiatica 54 (1988): 24–47.9 On juku in the Tokugawa period, see Rubinger, Private Academies;Umihara Tōru, Kinsei shijuku no kenkyū (Shibunkaku, 1982);Naramoto Tatsuya, Nihon no shijuku (Kyoto and Tokyo: Tankōsha,1969).10 On Shōka sonjuku, see previous note; also Umihara Tōru, Shōkasonjukuno hitobito: kisei shijuku no ningen keisei (Kyoto: Minervashobō, 1993).11 Information on Kangien from Rubinger, Private Academies, 60–98;see also Marleen Kassel: Tokugawa Confucian Education: The KangienAcademy ofHirose Tansō (1782–1856) (New York: State University ofNew York Press, 1996).12 On Tekijuku, see Rubinger, Private Academies; also UmetaniNoboru, Ogata Kōan to Tekijuku (Suita: Ōsaka daigaku shuppankai,1996).13 Marius B.Jansen, Sakamoto Ryōma and the Meiji Restoration(Princeton University Press, 1961), 85.14 Rubinger, Private Academies, 208–223; Ishizuki Minoru, “Kyūhanjidai ni okeru kokunai yūgaku” in Kindai Nihon no Kaigairyūgakushi (Chūō kōron, 1992; first publ. 1972), 149–172.15 Nihon kindai kyōiku hyakunenshi 3:215.16 Passin, Society and Education in Japan, 49.17 Passin, Society and Education in Japan, 26. Dore, Education inTokugawa Japan, 176–213. Ishikawa, “The Meiji Restoration andEducational Reforms”, 33.18 On education in the Meiji period, see Passin, Society and EducationinJapan; Byron K.Marshall, Learning to be Modern: Japanese PoliticalDiscourseon Education (Boulder: Westview Press, 1994); InoueHisao, ed. Meiji ishinkyōiku shi (Yoshikawa kōbunkan, 1984); NakaArata, Meiji no kyōiku (Shinbundō, 1967). See also Kokumin kyōikukenkyū sho, ed., KindaiNihon kyōiku shōshi (Sōdo bunka, 1972),which includes the texts of the laws referred to here.19 For this and the following see Asakura Haruhiko, Meiji kansei jiten(Tōkyō bijutsu, 1969), 314–315. Kyōikushi hensankai, ed., Meiji ikōkyōiku seidohattatsushi (Ryūginsha, 1938), 1:87–160.
Page 2 and 3: PRIVATE ACADEMIES OF CHINESELEARNIN
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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
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Page 18 and 19: IntroductionTHE WORD JUKU (A PRIVAT
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PRIVATE ACADEMIES OF CHINESE LEARNI
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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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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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