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

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PRIVATE ACADEMIES OF CHINESE LEARNING IN MEIJI JAPAN 77forbidden. Bedtime was between 10 p.m. and 6 a.m., duringwhich time reading aloud was forbidden. The doors were shut at10 p.m. or at 11 a.m. on holidays. The room prefect had to benotified if a student went to bed early because of illness. In thecase of temporary absence the administrator had to be informedand personal belongings had to be put in order and given to theroom prefect or a comrade for safe keeping. Punishment forminor infringements was confinement or points deducted in theexaminations, for major ones, expulsion.The curriculum and regulations were revised from time totime, mainly in order to comply with new laws issued by theMinistry of Education. Some of the provisions may well haveexisted only on paper. Shōda Yōjirō, who attended Nishōgakusha in 1882, claims that this was the case with the ranks,examinations and graduation. Education, he claims, was quitefree, with plenty of time for self-study and attendance at classesnot monitored. 25 The following curriculum applied from 1879 to1882; it mentioned 39 works, more than the previous curriculum,but omitted some works included previously. It is quoted here asan example of one of the most comprehensive kangakucurricula: 263rd rankCOURSE 3: Nihon gaishi [The Extra History of Japan],Nihon seiki [A Record of Japanese Government], Jūhatsushiryaku [Chinese Shiba shilue; Outlines of the EighteenHistories], Kokushiryaku [Outline of our National History],Shōgaku [Xiao xue; Elementary Learning].COURSE 2: Seiken igon, Mōgyū (Mengqiu), Bunsho kihan(Wengzhangguifan). 27COURSE 1: Tōshisen [Tang shi xuan; Selection of Poetryfrom the Tang Dynasty], Kōchō shiryaku [Historical Outlineof Japan], Kobun shinpō(Guwen zhenbao),Fukubun (Fuwen).2nd rankCOURSE 3: Mōshi (Meng zi; Mencius), Shiki [Shiji;Historical Records by Sima Qian], Bunsho kihan, Santaishi(San ti shi), Rongo [Lun yu; Analects].COURSE 2: Rongo, Tōsō hatsukabun (Tang-Song ba da jiawen), Zenkōkansho [Qianhou Han shū; History of the HanDynasty].
78 CASE STUDIESCOURSE 1: Shunju Sashiden (Chunqiu Zuo shi zhuan; acommentary on the Spring and Autumn Annals), Kōkyō [Xiaojing; Classic of Filial Piety], Daigaku [Da xue; The GreatLearning].Ist RankCOURSE 3: Kanpishi (Han fei zi), Kokugo [Guo yu;Conversations of the States], Sengokusaku [Zhanguo ce;Intrigues of the Warring States], Chūyō [Zhongyong;Doctrine of the Mean], Sōshi (Zhuang zi).COURSE 2: Shikyō [Shi jing; Book of Odes], Sonshi (Sun zi),Bunsen (Wenxuan), Sōshi (Zhuang zi), Shokyō [Shū jing; Bookof Documents], Kinshiroku [Jin si lu; Reflections on Things atHand], Junshi (Xun zi).COURSE 1: Shūeki [Zhou yi; Book of Changes], Reiki [Li ji;Book of Rites], Rōshi (Lao zi), Bokushi (Mo zi),Meiritsu [Minglü; Penal Code of the Ming Dynasty], Ryōnogige. 28Over the years, details changed, but the essence remained thesame. Mishima aimed to provide an education in the Chineseclassics and in Chinese and Japanese history, while at the sametime making concessions to the fact that most of his studentswould not be devoting all their time to kangaku. Moreover, heaimed to fill a gap in educational provision by the governmentand to adapt to government regulations. He envisaged middleschool status for Nishō gakusha. In 1877, when he opened Nishōgakusha, there were only 31 public middle schools throughoutJapan, not one of them in Tokyo, where the first one only openedin 1879. Nishō gakusha had the status of an “irregular” middleschool (hensoku chūgakkō), but Mishima aimed to make it aregular middle school (seisoku chūgakkō).In 1879, however, the government tightened the regulations formiddle schools, and schools offering only a limited range ofsubjects became “miscellaneous schools” (kakushu gakkō). Still,there were only three regular middle schools in Tokyo and thuslittle pressure for private schools to conform. Nishō gakushacontinued to provide specialized education in kangaku in the bestjuku tradition. Western studies, although recognized asimportant, were left for students to study in their free time.Mishima aimed to educate future statesmen and bureaucrats.Here Chūshū’s connections with the Ministry of Justice played asignificant role. In 1876 the Ministry of Justice opened a law
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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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Page 44 and 45: EDUCATION IN TRANSITION FROM THE TO
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Page 78 and 79: CHAPTER THREECase StudiesBEFORE DIS
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Page 134 and 135: CHAPTER FOURLife at the JukuWHAT WA
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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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PRIVATE ACADEMIES OF CHINESE LEARNI
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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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