Ijistory Japanese Education Prepared for the Japan-Br Tish Exh B T 1910

P REFACE .

A ny one wh o wishes to und erstand the source and foundation

n n n can not b tt r n xamin of the civilizatio of a atio , do e e tha e e the past history a nd the present condition of its e duca tional

m h r for in n e n n n in u syste . T e e e the i t r atio al exhibitio s held vario s c un h as n en l t u n o tries, a Space ge erally be a lo ed for ed catio al ex

ibit n of u and n u c h s alo gside the varied prod cts of trade i d stry . Spe ial a ttention has been paid to this matter in the prepa rations f or the

n n- n n forthcomi g Japa British Exhibitio , where the exhibits relati g to education will occupy a comparatively large space ; and the pleasant duty of furnishing this section o f exhibition was entrust

u f u n n ed solely to o r Department o Ed catio . The Departme t accordingly directed several of the schools under its jurisdiction to send in exhibits that would illustrate the special character of

u n u a t m n u the ed catio pec liar to each . The Dep r e t f rthermore d t o u b u . a s u ecided exhibit by itself s ch ooks, pict res, etc , sho ld give

n of the of u t n in n a s a ge eral idea past history ed ca io Japa , well a s of nd n u a n the co itio of ed cation s a whole at the prese t time . ” rt of n u n This sho work, the History Japa ese Ed catio , is also one of D n the exhibits of the epartme t . ’ Mas akuni one of ro of e Shiraishi, the p fessors the Pe rs School,

wa s o n to n but Specially app i ted prepare this compilatio , the limit ed time allowed him did not permit of his going much into

d a n n and et ils. Notwithsta di g this, it is hoped that the clear systematic presentation of the educational history of Japan to be found i n these pages will leave on the mind of the reader at u n f u least a fair o tli e o the s bject .

nu 1 91 0 Ja ary, .

n u n Departme t of Ed catio , n Tokyo, Japa .

555 235 61

C O N TE N TS .

P A RT I .

T M h h e r A n ui or t ol o i cal A e. G eat tiq ty , y g g

C H AP TE R T R C O E N TH I . H E SOU RC E OE OU EDU ATI N LI S I E MY

A » TH OLOGI C AL GE .

The Period called the Great Antiquity Education of our Country began at the Mythological Age Our d u n n E catio is origi al .

‘

H E I I C D I E I N TH E H O OG C A GE . C APT R . EDU ATION AN P TY MYT L I AL Innocence and Simplicity of Men Trust i n the Gods for Every Thing To Honour the Gods was one P ur

u n pose of Ed catio .

H A E E E O AN D D C ON I N TH E H O G CA C PT R III. C R M N Y E U ATI MYT LO I L A GE .

Doctrine relating to Ceremonies and Forms of Etiquette . H A TE . I H H OGIC A GE C AP R IV MILITARY EDUC AT ON I N T E MYT OL L . The Principle of making a Sword One of the Tripartite

u n - ﬁve n n Treas res in the Imperial Household . Twe ty Mo o obe ” n Clans joining the Retinue of the Grand Son of Heave .

Superior ! uality of the Ancient Weapons of War .

H A H E Y H OG CA A C E . C AP TE R V . PH YSICAL EDUC TION IN T M T OL I L

un n s n a nd t n n H ti g, Fi hi g Mili ary Trai i g The Ori

gin of Ed ucation i n Arts and Crafts .

P A R T 1 1 .

A nci ent H ist ory .

— f h l S t em . A . Th e P eri od o t e C an y s

K . CH APTE R I . GE N E RAL RE MAR S t W n n . Arrival of a i , the Chi ese Scholar The Firs Teacher and the First Pupil Education and the Clan e Fubitobe u n fﬁ Syst m . The , or Ed catio al O cers of the East

and W Oﬂi ce K okushi o n the est The of , or State Hist ria . ” D an éni of Rom y , Doctor the Five Classics . Memoir of a and the Grade of the Education Emperor Suiko and Educational Measures When was Buddhism introduced

n our un ? n a nd n I i to Co try Hi doo Ideas Japa ese deas . Buddhism and Confucianism i n the Reign of the

u . n u n n St O u Emperor S iko The Co stit tio of Pri ce k .

R O E A N D O E C ON . C H APTE II. H M H M EDU ATI

nf n of a nd The Co ormatio of Ideas Home Ideas of State .

o ( 1 ) Adoratio n of the G ds . . The Emperor Jimmu and

A d a tion Su n and o r of the Gods . The Emperor ji Adoration Of the d . n an u n Gods . Religio s Festivals Ed catio The Spe ci al Custo m of dedicating Mili tary Weapons to the Shrines of

G 2 a nd ods. ( ) Loyalty Filial Piety The Death of the Emperor Suinin and the Death of Tajimamori Conﬁdence and Simplicity in Time of Emergency is the Special Charac

~ hi teri stic Ya m ato tribe. uns n un of the J , or Dyi g, at the F eral

n . u of the Sovereig , etc was simply the Fr it of this very ff n na n Characteristic of Deep A ectio Iki , the Priso er. . ’ n t n n N o m . . To esteem o e s ame was A bitio

OMM N AN D C ON . C H APTE R I I I . C U ITY EDU ATI Tribute of the B OW and Tri bute of the Hand

n r Lessons relating to I dust y .

—~ Th e P r d of th e I m rI u B e i o e al C o rt . . p 5 93 A D —1 1 5 A D 8 . ( . . . )

E E E KS. C H APTE R I. G N RAL R MAR The Great Change of N ational Ideas and the Development N n P w n n of atio al o er Gover me t Schools ﬁrst established ,

d of Ta ihé and u n . The Co e , the System of Ed catio The Causes which hastened the Advancement of Education

nﬂu n of u n n u The I e ce the St de ts se t abroad . Famo s Ladies

l e n hi n n u ni of tters The Relatio of S toism, Co f cia sm , and Buddhism The Merit of the Priests in regard to

u n u n no n n u Ed catio St de ts lo ger se t abroad for St dy . e of un The Stat the Comm ity .

E . O E A D E C CH APT R II H M N HOM EDU ATION . The Grade of Intellectual Education Physical E d u cation (1 ) Loyalty and Filial Piety Hakama C tomo

Ya am h i t m u 2 A be k oc C o o Yoshino F jiwara . ( ) d o ration of Gods The most Importa nt Duty of the Head of ut t . i n The a Family The T elary Gods . Sh o Priests

n t u n of T o n 3 4 Reco s r ctio the w Shri es . ( ) Military Spirit . ( )

i u of u Relig o s Faith The Eight Sects B ddhism . The Slave

to the Tripartite Treasures Buddhist Temples erected . Kuni- hakase and K okush l The Priests invited in both Good and B ad Fortune Bigotry and Superstition

Sports at Home .

C H OO C O . CH APTE R III. S L EDU ATI N A — n n . . Gover me t Schools

u and H ér ﬁ a kumon l O r Oldest School the y g j . The Em

n h i and n n Te peror Te c Gover me t Schools . The Emperor mmu

a and K o u a a nd the D aig ku k g ku . The Emperor Mommu and n d u n n 1 U n . the System of Gover me t E catio . ( ) The iversity n n The Aim of the U iversity . The Class of the Ca didates

f s n . u u u n or Admis io The C rric l m . Teachers Co trol

n n n K n an K C in and Discipli e Exami atio . yoji d j The School Funds Courses of Study under the Control u d Onm é of or the B reau of Me icine . The y

an or the Bureau of the Active d Passive Principles of N ature .

- é u u 2 K oku a ku u r u . The Gagak y , or the B rea of M sic ( ) The g and the Fuga ku The Distinction between the K okugaku

u of u The F a u . and the ug k . The N mber P pils Teachers t Special Points in the System wor h N otice . — B . e Privat Schools . Why the Private Schools were established Th e

K ébun- in K wa n ak u- in B unshC - in Sh u ei shuchi - in G aku , g , , g ,

- - in n in and Shé a ku . kwa , g

H A E OC C ON . C PT R IV . S IAL EDU ATI ( 1 ) Compilation of Hi sto ries The Compilation of the ' ’ K o I i a n n 2 K c n j k d the N iho gi . ( ) The Empress nyc) and th e i n a nd H id en - i n a n the Libr ries , The U tei K ob aid en a nd Mi ch izane S ugawara The Lib rary ’ K O - n n to bun in . Masaf us a belo gi g the Oye s Library . Yori ’ n u w n and aga F ji ara s Librar y . Pri cess Masako the Seiji

i n Minemori Ono a nd Zokum O- in u n . the y Social Ed catio

and n the Art of Printi g .

' C H AP E E I O SP E I A U C AT . T R V . C L D N n n f A o . . The Special Lear i g a Family

“ ‘ n th e n n The Mea i ng of e Sp cial Lear i g of a Family . (I ) The Yushikiga ku is the Science that treats of Cere

u Yﬁ shi ki a ku monies in the Imperial Co rt g . The

of t he S/zinslti n K u e and Geki 2 Families , the g the . ( ) The Chinese Bible or Classics Chinese Classics a nd the

of K i wara a nd a 3 a n two Families yo Nak hara . ( ) History d

u and u and Literat re . History Literat re the two Families of

u and O e 4 a nd S gawara y . ( ) Law Law the Two Families

a a n a an u e 5 of Nakah ra d S k o y . ( ) Mathematics The

n of n a nd in Scie ce the Cale dar the Kamo Family. Medic e

a n T a t n an d the WO Famil ies of Wake nd Tamba . As ro omy d th e Abe Family . — B a n us n n . . Miscell eo Lear i g (1 ) Japanese Literature Japanese Literature and its 2 n e u . e Great Writers . ( ) Chi ese Literat re Gr at Mast rs

o hi n u 3 n n of n f C ese Literat re . ( ) Fi e Arts Specime s Fi e

Hand - writing The Three P en Men and the Three

n f or n K ana Ha ds of Master Strokes . The Model writi g .

The Three prodigies of the Time . — C u en n u . . St d ts se t abroad for St dy

TWO K n u n ri and n . N um i ds of St de ts, P ests Layme The

ber of Students sent abroad f or Study . P A R T I II .

Mid d l e A ges.

- A . Th e K amak ura P eri od .

u s —1 332 D ( e A . D . A . . )

E N E A E A K S. C H AP TE R I . G R L R M R ( 1 ) General Education The Two Currents of the Clan

System of Education . Character of the People in the Easte rn

n 2 u n of u I nte le Part of Japa . ( ) Ed catio the Co rt Nobles l c nn f t tual Culture of the Court N obles . A ihilation o he Organs

n f V ersi ﬁca tion Go a u . o tob of Ed catio Art practiced by , the

and untoku and u retired Emperor, by the Emperors J Ts chi 3 u n u u mikado . ( ) Ed catio of the Sam rai Class . The Ed ca

tion of the Samurai Class at Kamakura . The K antOCharacter

The n u u and Yoritomo Minamoto . I tellect al Ed cation of the

“ u n u u n of u Sam rai The I tellect al Ed catio the Sam rai , ’ ’ (4) Women s Ed ucation Women s Education and the Art

Versiﬁcation . N n N un and A b utsu N un of aka o the , the . Women and Moral Education Daughters of Court ’ N obles and Daughters of Sam urai Principles of l Vom an s u u i n u Practical Moral C lt re Sam rai Families . Passage from

L u n N un to Sad atoki H OO u a etter of Kak za , a , j Da ghters

u and u un n E d u of Sam rai Families their S rro di gs . Physical 5 u n f cation oi l Vom an . ( ) Ed catio o Priests Priesthood u n and Ed catio . E O E C IO N . C H AP T R II. H M EDU AT

1 u ur n e u n . ( ) Moral Ed catio of the Sam ai Class . I t llect al

au e N on - n Education in Samurai Families . C s of its Adva ce ment (a ) Cultivation of the Spirit of Reverence towards

u n u l . the Emperor . . Ed catio of Sam rai Fami ies Respect n 6 u n for the Imperial Li e . ( ) The C ltivatio of Piety The n n Educatio of Samurai Families . The Spirit of Devotio .

Ar O i c u First ticle of the Code of J ye . ( ) The Highest D ty of

a Man M n The Samurai Family and the Highest Duty of . (d ) The Cultivation of the Power of Vol ition Education

of th e a 8 u n in Will nd Cha racter of the Samurai . ( ) Ed catio a u D eeds Education in Deeds nd Promises . (f ) The Ed ca n n tion of the Emotions Culture of the Emotio s . (9) Eco omy

a n n n n an n n h The d Conte tme t Eco omy d Co tentme t . ( ) d f u u n an . n o C lt re of the Idea of Ra k Order . Developme t ku n n n Gen u . the Idea of Ra k a d Order. Ceremo y of b ” 13 n n o th e Ceremony of the Rice Dish . ( ) Trai i g f Spirit of

- n - and 2 n ua Self Relia ce Self help Character. ) I tellect l Education I ntellectural Education of the Court Nobles ;

n t u a nd n n Gotoba th e Japa ese Poems, Li erat re Pe ma ship , ,

and u u of The retired Emperor the Imperial B rea Poetry.

u t a hO a Emperor J n oku nd the Yakumos Teik Fuji wara . The Genji- d a nsO Intellectual Education in Samurai

n and n n Families . Japa ese Poems Ha dwriti g .

C . CH APTE R III . SOC IAL EDU ATION

and u n n Priests Social Ed catio . . . The Ka azawa Library

Sa netoki H OO Sanetoki H o O and n n j j his Desce da ts .

n of K n n u . Decli e the a azawa Library. Origi of the F jimi

u of n a tei Library . The most val able Books the Ka azaw

Library.

E E C . CH APT R IV . SP IAL EDUC ATION

1 Yﬁ shiki a ku n n ( ) g , or the Scie ce of Ceremo ies Cere

n and u 2 mo ies Records of Co rt Nobles . ( ) The Science of

w 3 n e u . 4 n La . ( ) Japa ese Lit rat re ( ) Chi ese Classics and Chinese Literature The Chinese Bible a nd the Great B ud

t 5 n A H n - d hi s . n Priests ( ) Fi e rts Schools of a d writi g .

u n u n d Zen- St de ts st dyi g abroa . Priests of the Sect.

E H S C C O . CH APT R V . P Y I AL EDU ATI N

of u N of u Exercise Co rt obles Exercises the Sam rai .

n and n h . . The Hygie ic Ideas Lig t Plai Food The

u u Premat re Death of Sam rai . —Th P ri od f Tem r r e orati o o h B . e e o po a y R st n f t e

I m eri al o ernment and th e P erio f p G v , d o h ’ t e Sh ogunat e of Muromach i .

3 - 1 3 3 A D 1 5 3 A .D ( . . 7 . )

C A E E AL E KS N M . H PTE R I. G R R AR

u a nd n u u n The Ho se of Ashikaga, I tellect al Ed catio . .

C hi kaf usa and innOshOtO- ki and Sh oku enshO n the J g . Sa e

San O kc and n k taka, the West j ( ), ’ the Copyi g of the Shi i . B II d d hi t n Gen e . s a nd u y the Priest Temples Ed catio .

i e n Yoshih sa Ashikaga att ded the Lectures i n his Camp . n n . . The Desig atio of The Dark Ages was rather mis

A - n u n applied . n Example of a Hard worki g St de t

of u n u of Special Forms Ed catio . The Special St dies a

Family .

E O E AN D E ON . CH APT R II. H M HOM EDUC ATI

ShO un and a n n Ashikaga the g , Soci l . Trai i g

- n and Zen O n of the Spirit of Self Relia ce j , or absolvi g

i u n etc n Relig o s Meditatio s , The Tea Ceremo y, the ” n n n and n w n . Doctri e of I ce se , the Art of Flo er Arra geme t

Two n The Ki ds of Tea . . Games of

a n hé i Go d S g . I I H C O C O . CH AP TE R I . S OL EDU ATI N n n n f Several Opi io s on the Origi o the Ashikaga School . The Eq uipment of the As hi kaga School and the Date

of the Co mpletion.

H E . . OC C I C APT R IV S IAL EDU AT ON . The Causes of the Failure of Social Education

TO wabO a nd n O k Library Ka eyoshi I chij . H E I I E C C N . C AP T R V . SP A L EDU AT O Of The Decline of Special Education. The N ames the

Books published . — C . Th e P eri od of Ci vil Strif es .

3 — 61 5 A 1 5 7 A D 1 . D ( . . . )

H TE E E E C AP R I . G N RAL R MARKS . Why Practical Moral Culture was pursued in the Fami

l Of u u u a nd ies Sam rai Practical Moral C lt re at Home,

and n Heroes Heroi es . I I H A E O E C O . C PT R . H M EDU ATI N (1 ) The Training in Loyalty to the Emperor N obunaga

and 2 The his Loyalty Hideyoshi and his Loyalty . ( ) Fostering of Piety The Piety of N obunaga and other h Heroes S ingen a nd his Private Instruction. The First ’ ” SOun S n - One and n of Twe ty Articles . The First Seco d of ’ C hOs ka e One u 3 u n o b S H ndred Articles . ( ) The Ed catio of Will Power Hideyoshi and Masanari N aruse The

Terum asa a nd 4 . Boy his Father. ( ) The Spirit of Fidelity ’ ’ hin en n ototad a S g s Private Constitutio . M Torii s Heir

and t n osui u u n his Let er. The Law give by J K roda, po his

coming to the New- ﬁef of E nzen N agayoshi Doi dared l Hel Fire for the Sake of hi s Master .

H E . C APT R III SPE CIAL EDUC ATION .

T P A R I V .

Mod ern H i story .

h un e Th e P eriod of th e Yed o S og at . 3 — 8 7 A D 1 02 D 1 . A . ( . . 6 )

C H A P AE R E E E A K S. I . G N RAL R M R Development of Educational Ideas Iyeyasu Toku gawa and Ed ucation Iyeyasu a nd Old Manuscripts and

n u a nd Books Iyeyasu and the Art of Printi g. Iyeyas

‘ the Temple of E D kO- Jl The ShOgunTsunayoshi and hi s

ShO un Yoshimune and Love of Books . The g the Propaga tion of Education K onyO Aoki and the Learning of u n u n u n s . Holla d . Two C rre ts of Ed catio al Idea The So l

of Moral Education . E . CH APT R II HOME EDUC ATION . (1 ) Court N obles The Court N obles and the Special n n u n i n Lear i g of Families . Ed catio the Imperial d 2 u N a n u u . . The Co rt obles Practical Moral C lt re ( ) The Home Education of the Samurai Home Education in the Household of the ShOgun Restriction i n the Household of ShOgun and Freedom i n the Household of the Court

N I n u ul u and obles The tellect al C t re , Practical Moral ’ h Culture of the ShOgun s House old . The Practical Moral

i n of u and r of Cul ture the Homes Sam rai thei Idea Loyalty .

3 Men u n The n n a nd ( ) of B si ess . Ce tre of Civilizatio the ’ n u n n u n n u s Ce tre of Ed catio . Co stit tio of Mercha ts Ho se .

' Yekken Teki sai N u l a n u i n Kaibara, akam ra , sai F j i, Baiga

Ishida .

H E H C O . C AP T R III. SC OOL EDU ATI N The Three K inds of Schools The Method of In

n an struction adopted i n this Period . Admissio d Tuition Fees The ShOhei za ka School The ShOgun Tsuna

a nd n n B ushid O B nn n o yoshi the Reorga izatio of . The egi i g f

T a a T a a and n o er ko . er koy . y Eleme tary Scho l System

E I C A C A . CH APT R V . SO I L EDU TION The Elements which had great Inﬂuence upon So c ial

u n n Shin a kuk O or Ed catio The Three Ki ds Of the g y ,

c n of u s Sekimon Sh in aku Do tri e Pop lar Ethic . . The g . The Shinga ku- kyO makes Industry its A im Deﬁnition of the Shinga ku- kyO How Men were trained in this Doctrine of the Mind ? The N umber of Saintly Pers ons t who were the Priests or Scholars of this Sys em of Ethics .

n of B OtOku- k O Sontoku N n m The Pri ciple the y . i o iya . ’

OME S C O . CH APTE R V . W N EDU ATI N ’ un t on l Vomen u The Idea of the Shog a e s Ed cation. k n i n u i The Boo s for Wome the Ho sehold . Ladies n Higher

P n a t u Circles The ri ciple of Pr c ical Moral Ed cation.

H TE R VI . PE CIA CA IO C AP S L EDU T N .

The n c u rs and n Rivalry of I telle t al Powe , the Developme t of Special E d ucation The Four Schools of Confucian

T “ P A R I .

TH G ’ Y E REAT ANTI! U IT , OR

MYTHOLOGICAL AGE .

E C H A P T R 1 .

Th e Source of our E d ucati on l i es i n th e

Myth ol ogi cal A ge.

What we call the Great Antiquity is the period before the

im m u n n Th e P erio d c a lled Emperor J asce ded the thro e at

o . one u Kashiwabara, Yamat It is what wo ld t h e G reat A nt iq u it y .

call the Mythological age .

in or As this period lies the remote past, at least years

n n of S not on u ago, all co ditio s ociety at that time, to dwell c stoms,

a nd nn a un u of habits , ma ers, comp re favo rably with those the n h n prese t day . Moreover, the ideas w ich were commo to all individuals of the nation can with difﬁ culty be ascertained at the n n i ut f present Stage of our learni g. He ce it s o o the question to make a thorough investigation of the state of education Obtaining in i d B ut un u the that per o . fort ately we have the Dialog es of gods handed down to us ; and these give us “a clue by which

n and ﬁnd t to n u n we may grope alo g , at last, some ligh shi e po u u o i hf u this s bject. These Dialog es of the g ds are fa t l mirrors

n n in u i n of of the phe ome a the spirit al, as well as other, phases

e n society as it xisted the . B ut some will argue that in our mythologi cal times there coul d not be such thing as education ; E du cat ion o f ou r C ount ry because to begin with no letters and no began a t t h e M yt hologic al books then existed and thi s being the e A g . 2

to an no u t n . was, be short, age of ed ca io I, however, claim that ' u n a n d this id ea is really absurd . If ed catio is impossible a air

u o t n m a i t witho t b oks or let ers, the they y be r gh O u r E duc at ion in arguing no education i n the Mystic Ages ; i s o rigi na l . b ut n u n u the wide se se of the term , ed catio is s rely at variance with such a n arrow view . There are others who maintain that our education ﬁnds its origin i n the visit of

A chiki u hi m u u u , who bro ght with from K dara val able vol mes of th e n B ut a n u l un na Chi ese classics . this is eq a ly te ble hypo thesis . I t is beyond question that our education began in the mythol o

and v d ua u an n gical era was evol e grad lly thro gh the ages, ch gi g a n a t d developing with the varying times nd condi ions .

C H A P TE R l l .

E d ucati on and P i i ety n th e Myth ol ogical A ge.

l n i n r and all n Peop e were the very simple thei ideas, phe o n me a were regarded by them as miracles . I nnoc enc e a n d When they came to a ny difﬁ culty or h ad a ny Sim pl i c it y o f M en un a n in w u i n dert ki gs vie , they wo ld d vi e their

un n u - a fort e by roasti g the sho lder bl des of a Stag. ” a l F utornani m This was what they c l ed . At other ti es they

u d i on and n u o r wo l l ft a st e, accordi g as it came p lightly heavily,

od un t c go fort e or the reverse was o be expe ted . There was also ” o n n f ortl m e a K u ad ach i l a meth d of divi i g c lled g , that is, remova

an by the bare h d of objects placed i n h ot water . Sometimes

“ u a i n th e s ea i n v u they wo ld b the or a ri er to p rify their bodies , “ ” and a Miso i s ust m oi this practice they c lled g . Be ides, a c o

o d Mi so i n s t d worship als calle g prevailed, which co si e of

a d n a n ce . I ts e prayers sacriﬁ s object was, as the term i dic t d, to

' d Off th e vi s a om u e war e l th t might c e pon them . Pray rs were

’ n nu l ff d d on od and co ti a ly o ere to the go s every behalf, for go evil, ’ ‘ un un o e in fort e to oneself or misfort e to others . Pe ple b lieved

C H A P TE R l V .

A Mil it ary E d ucati on i n th e Myth ol ogi cal ge.

Military education stood in esteem and importance next to the religious and ceremonial educa Th e Princ iple o f m aki ng n tio already referred to. The tradi a Sw ord One o f t h e Tri tion of Izanagi - no - m ikoto a nd Izana p art it e T rea su res i n t h e ” - no- mikoto our v n a n mi , ﬁrst di i e Im er a u p i l H o s eh old . “ ” cestors n n , taki g the spear of Heave T w ent y - d v e M o nono b e C lans and creating our country ; the tradi j oi nin g t h e R et inu e o f t h e n of of n ” tio the Goddess Heave G ra n o n H a v d S o f e en . taking the sword which Susa nO- no mikoto d n on n - son i m de icated to her, bestowi g it her gra d , the

n our s n and n one perial a cestor of pre e t emperor, maki g it of the Three Treasures Of his household ; and the trad ition of the twen — ty - ﬁve clans Of the warlike Mononobe (as well as Ame- no oshihi no- mikoto and A m a tsukum e- no- mikoto with their subjects joining

nu n n of ‘ i the reti e of the Gra d So Heaven [ . e . the Imperial

’ n w n H rr a w h ow our A cestor] , he he arrived at y g ) all these Sho m u i n n n ilitary Spirit ﬂo rished those a cie t days . That military education was not neglected at that time may be seen even by the old weapons of war Superio r ! u a lit y o f t h e reclaimed f rom the bosom of the earth A nci ent W ea o ns o f W ar p . and w - they are Sharp ell tempered .

C H A P TE R V .

P h si cal E d ucati on in th e M h l y y t o ogi cal A ge.

I n m our r n n the ythological age, physical t ai i g was most

. un n n remarkable H ti g, ﬁshi g, as well as H u nt in F is h i n and g , g ul m a r n n n reg ar ilit ry t ai i g of all ki ds, were practised for the sake of build ing up and 5

n n n strengthening the body . Fishi g was do e by mea s of hook d u a nd n net a n . n n li e, weir F rthermore ﬁshi g with cormora ts, w hich is now practised for am usement as well as for proﬁt w as well known i n the time of the gods . Fishermen then consisted of and n all classes, from highest to lowest, they cast ets or threw

n or . W n un n li es either from boats from the Shore he h ti g, they

n un n b ow and ge erally took to the mo tai s armed with arrow . They also used a net which they spread on the ground or hung

in n n . s w no the air, drivi g i to it ﬂocks of birds The e sports ere, d u a s n of n n but our o bt, practised also a mea s Obtai i g food ; as ' haf vests ff of our forefathers already had rich of rice, the sta life , we must attribute to their desire f or phy sical perfection the origin of n u n u an s n n these exercises, which at rally co stit ted es e tial ki d

There were also i n those times songs a nd instruments of mus ic by which the taste f or beauty was Th e Origin o f E du c a t i o n n n f cul tivated . Ma ifestatio s o special and i n A rt s a nd C ra ft s . technical education exist i n their medical

u u u u and n u . u practices, agric lt re , seric lt re, trade i d stry Altho gh there may not have been special Schools which taught these

n of u n u a of bra ches ed catio , it is perfectly clear from the s rviv ls antiquity that m any arts and crafts were practised with an as

i s a in m n Sid uity even which r re oder times . P A R T I I .

ANCIENT H ISTO RY.

A . THE PE RIO D OF THE CLAN SYSTEM .

C H A P TE R I .

General Rem ark s .

u n n u w n our un and D ri g this period, i terco rse bet ee co try n n u I n foreign la ds exte ded grad ally . the A rr v a o f W a n i l i, ’ l 6th year of th e Emperor Ojin s reign (285 e t h e C hines Sc hol ar. “ . th . W n n e A D ) a i , oted as the father of Th e rs t ea c er Fi T h ” civilizations of the East and th e West brought a nd t h F rs t u l e i P pi . n n n with him Chi ese lear i g to our country .

n of u one t n of He was a ative K dara, of the hree ki gdoms Corea, ” and was descended from the family of K u which i n turn derived

n w a from the imperi al founder of the H an dynasty i China . He s

m n f a d n a o n un . a parts, a profo d scholar He prese ted to the Imperial Court t en volumes of the Confucian Analects and a volume

f of One u n inO- wa kiiratsu o o . U k The Essays Tho sa d Characters j ,

n n n and n u n . the Crow Pri ce, patro ized him received his i str ctio Thi s was the beginning of th e aug ust relation between teacher a nd 5 A in 28 . D u in our un . n . p pil co try This eve t, which took place , may be called the beginning of our intellectual education i n th e n narrow se se .

I n our un n n n co try the cla system prevailed from a cie t times , and even the aff airs of education came E du c a t ion a nd t h e C la n to be monopolized by the descendants of S s t m Th e P u h i t ob e o r y e . ,

C oreans . n u an the Perso s o tside the cl , E du c at ion a l Ofﬁ c ers o f in however, highly placed other respects , h W st t h e E as t a n d t e e . were not allowed to interfere i n these

A hi noomi u n . n n affairs . c came fo r years after Wa i The desce da ts of Wani were called the Fumi clan and those of A chinoomi wh o

hi m A a n The umi n in came after , the y cla . F cla lived Kawa

n n in m o chi provi ce while the Aya cla Ya at province . They were

th e F uhitobe a nd the uhi called of Yamato Kawachi , word F

n n u of tobe mea i g the gro p scholars . Their numbers and inﬂuence

a and not n s l o of a n n b u t Spre d o ly were they the o e dep sitories le r i g, they also took upon themselves th e entire responsibility f or educa

n B n to . ut u n n tio as ed catio was co ﬁ ed the higher circles, there

b ut n e in th e of a n n were a few perso s who mov d light le r i g . The

a nd n t o fli cial s n n n masses, eve the majori y of the , remai ed ig ora t . ~ ' I n n u en Ri chrr on the fifth ce t ry , wh the Emperor was the throne the office of K unino- fuh ito Th e Offi c e o f K o k u sh i o r , n On was established i each state . St a t e H st ori a n D a n o ni i . y , i ni n the w e find t exam g records , hat D o c t o r o f t h e F i v e C las s ic s . the only people wh o h ad any educa M em oir o f Ko m a a nd t h e tion were members of the illustrious G ra d e o f t h e E u c at i n d o . a B ut th e families nd official s . with

n of un v u a n progress of the times , the eed i ersal ed c tio was felt, and i n n u n K eitai n n the Sixth ce t ry, whe the Emperor was reig i g, a message was sent to Kudara for a Doctor of the Five Clas ” I n n t nd D an Oni Sics . accorda ce wi h the imperial comma , y came . From this time down to the introduction of Buddhism i n the reign of K im mei e of ut i n the Emperor , a p riod abo th rty years , ma y

n su K Oam m o K otok u ba teian Or ﬁ ki Oshinni lear ed doctors , ch as , , y ,

v to n . n v u n w came o er Japa They all exercised co trol o er ed catio , hich

t a u u of w as the Imperial Cour gr cio sly encouraged . The res lt this

n n of n u u b ut the exte sio k owledge widely thro gh the pper circles,

d of n u n can n d that the epth its i ﬂ e ce was shallow easily be i ferre ,

n m a u to n n m n for whe Ko , s bmitted a memorial the reig i g o arch ,

K immei n n of n m en u u u , o e the lear ed at the co rt co ld thoro ghly un n derstand its meani g .

B ut u c n u nd n our u B ddhism , whi h i trod ced Hi oo ideas i to ed ca

tional re ul u ff a world, gave a g at stim s to a irs E m p ero r Su iko a nd n n I n i n relati g to educatio . the re g of the E d u c a t o na a u i l M e s re s . u n Emperor . Suiko many p pils were Se t abroad for Study ; a constitution was d rawn up ; a nd a compila d n un u n ﬂ u h . tio of history was beg . Ed catio o ris e Buddhism came into Japan 267 years after the Chinese clas

nt u n u wa s i n 1 3th sics were i rod ced i to the Imperial Co rt . It the

of K im 5 5 2 mei . year the Emperor , i e . W h en w a s Bu ddhis m n 4 A . D more tha 90 years after its entry int ro du c ed int o o u r

n n . e to n e i to Chi a H re is a fact be ot d . C o u nt ry Th e n d n u n Hi doo octri es ca sed great a archy ,

of w u n n wn i n our s w n d the like hich is k o hi tory , hile Chi ese oc

v u u in ou trines ne er ca sed the least tro ble r society . This was because th e Confucian d octrine fully coincided with our native

n n ut th e u u but doctri e . It ever preached abo f t re, made the w orship Of ancestors its chief object . Its chief subjects of discus

n n of ICC tei n u n a n , sio co sisted (ﬁlial piety) , (ho o ri g of cert i relative) cl l sMn in i u rei n and n? (loya ty) , (s cerity) , g/ (rectit de) , (ceremo y) , c i n l u C n n not n n h ( k ow edge) . Th s the hi ese doctri e o ly coi cided d n but aIso . with , helpe , Shi to

On th e h n u b u h w H n other a d , B ddhism ro g t ith it i doo ideas

to n a nd diametrically Opposed Shi toism , ex H i ndo o Ideas a n d l arned rrncr le of t i u i n i enl ar ’ p the p p re r b t o , wh le g a a n s I eas J p e e d . m n u u a d n g o f t re pleasures n pai s .

u ud d d n d u of uni F rthermore , B hist octri e isc ssed the laws the ” and u o n l nu u verse ta ght a Treatise Ido s , together with mero s

u u . n of n religio s rit als This elaboratio of the idea adori g idols, coming into collision with our original Simplicity a nd childlike

i u d nn n n n u an . i oce ce, e ded fearf l str ggles bloodshed

one n of u u n From poi t view, these Str ggles may be looked po

ul of one c nﬂ n new and old as the res t great o ict betwee ideas . The rise or fall of either w a s bound to hav e a mighty effect up

and on of u on our society ; as the victory lay the side B ddhism ,

a nd u n ou c un not n new thoughts ideas po red i to r o try . They o ly

e ri u of our but permeat d the spi t al world higher circles , also ex

n n n u n u n erci sed a comma di g i ﬂ e ce po all classes of society .

a nd I n the n of u Bu ddhi sm reig the Emperor S iko, there

i - six u th e C o nfu c i a nis m n were forty B ddhist temples, while t h e R eign o f t h e num ber of priests was eight hundred and Six

e n a nd of nun un and E m p ero r Su iko . t e , that s, ﬁve h dred sixty

n n T wa s u n u Th e C o ns t it u t ion i e . his abo t half a ce t ry after ‘

f in S u a n n . o P r c e ho t oku . B ddhism c me i to Japa 9

A S u t of our u n w h a d n ur u a res l this, ed catio , hich bee p s e d on n of n u n u i n the pri ciples Co f cia ism , became B ddhist character,

e n f n a nd its administration pass d into the ha d s o the priests . Pri ce ShOto k u believed Buddhism to be the one foundation upon which

u u and in u n n a state Sho ld be b ilt, the faith he drew p the seve tee

f hi n u n i n ou o s s n r hi . articles Co stit tio , a mo t otable fact story

I n n n n n u of the seco d article , he e joi ed the ho o r the Three Tre ” a sures n u d n and , by which was mea t the B ddha, the octri e the

not n priests . It was by a mere cha ce that this commandment

‘ n n nor u u u was give by the pri ce , was it fort ito s that B ddhism m h u u n prevailed t ro gho t Japa .

C H A P TE R I I .

H om e and H om e E d ucati on .

I n what condition were t he . homes of our Yamato tribe We regret that we cannot give a minute a nd satisfactory answer tO

u n B ut no d u u a nd sen this q estio . there is o bt that the tho ghts t im ents of and n n of the people were simple, that the co ditio s

n u a nd n n society at large were also simple . He ce fr gality fra k ess

i n of of not were the r pri ciples life . The idea caste was very clear to n u n l n n w and them , co seq e t y disti ctio bet een self Others was

n n n a nd h a nd weak, while the disti ctio betwee State ome , state

un c u not so us now n comm ity, o ld be great as it is with ; he ce the condition of homes a nd the condition of the community at large were very similar to each other .

n un The ideas which pervaded the ge eral comm ity, were the

very ideas which ruled i n each home . This Th e C o nfo rm ati on of gave ris e to the fact that there was no Id eas o f H om e a nd disti nction between home education or the a f t Ide s o S at e . education of the community at large ; they

one and a . N ow n were the s me , what were the most importa t elements Of education i n each home ?

can no d u n of d There be o bt that adoratio the go s, loyalty 1 0 n n a d ﬁlial piety were the essential eleme ts . We now proceed to give a few particul ars

- 1 n of . . Adoratio the Gods As the most importa nt part of practical education in every home consisted Th e E m pero r J i m m u a nd Of n of but adoratio the gods , there is little A d o ra t on o f t h e G o s i d . doubt that th e order i n each home as well Th e E m p ero r Su j i n a nd as i n the community at large w as maintain A s dora t i on o f t h e G o d . ed by this principle of Spiritua l education ’ u of n n im m u s After the tri mph easter expeditio , the Emperor J . his to ff to n ﬁrst act was o er sacriﬁce his a cestor on Mount Tomi .

Srr rn n n to u i n Emperor j , thi ki g that have the imperial treas res

own w a s to n u n his palace violate their sacred ess , ca sed a shri e t u n a d and o n n . be b ilt at Kasa i , removed the sword the mirror The Emperor Suini n afterwards built a shrine of puriﬁcation ” a nd fast a nd enjoined the princesses to lodge there and await the advent of the Goddess .

ffi s en to t of At this time, o cial were s t all par s the Empire to encourage the local natural productions or Religiou s Fes t iv a ls t f manufactures . Their part was Simply o Of er a nd E du c at io n . S ecrm ens b ut their p to gods , it worked as a ki nd of education by increasing religious feeling and fostering the

I t our u n n u in n of . n s s adoratio the gods hor , ed catio ﬁ ds its o rse

ou so n these festivals . It was r pride that we had ma y gods everywhere i n the country and the rituals and prayers continual l y offered to the three thousand one hundred and thirty two shrines of gods which were maintained by the government had a salutary u t n effect upon the mass Zof people i n the way of their ed ca io . Th e custom of offering swords and other weapons to gods l rad other meani ngs than that of making Th e Sp ecral C us t o m n I n them the sacred treasures of Shri es . o f dedic a t i ng M i li t a ry time of war those very weapons which had W ea po ns t o t h e Shrines e n f a nd u n b e of ered to gods, po which the o f G o s d . Spirits of gods alighted were to be taken out of the Shrines and exhibited to stimulate the warlike spiri t of u un n of u n u soldiers , who fo ght der the ca opy their s per at ral f in powers . From these facts the depth o the devotion eac h

u m a n ho sehold y easily be ascertai ed .

1 2

fﬁ n name Ikina was made a prisoner . The o cers of the e emy t ut u n t d o rdered h im o obey them ; b he wo ld o . They rew their

a nd n of s u n swords , strippi g him his clothe , made him t r his back

n n out n towards Japa . The they cried ! Are y ou a Japa ese general ? Bite our hips a nd follow I Ikina replied proudly King ” o f Corea ! bite my hip ! He met a most cruel death with rm

n u n ﬂinching fortitude . His wife Obako composed a so g po the

of and n sh e n a nd n d eath her lord whe sa g it, its pathos si cerity d eeply moved all the soldiers .

nnu i n our n Examples like this are i merable history, showi g u n in n ’ how far ed catio practical morality had go e . T o es t eem One s The people esteemed thei r name and reputation N am e w as not not u n u b ut beca se they were vai or ambitio s, A m b t on i i . because of th err sense of thei r own I mportance i n the performance of their duty towards their sovereign a nd

n en n f to pare ts . Oft the Emperors gave ames to m en o deeds com

e v memorat the deeds themsel es . I n the time of the Emperor N i ntoku a m an named Tatehito

no - sukune shot through the iron Shield held i n front of a n Imperial

n n n n t at a - - u un messe ger . His ame was cha ged at o ce o M od no s k e I i n . n n reward Of his rare skill those times, there were, amo g the

s a nd n n n Emperor , Empresses Crow Pri ces, families havi g the names of Mikoshiro or Minashi ro lest the names of their n ul n a cestors Sho d be forgotte by the world . These Show what i n or e ut u n n m mporta ce este m was p po a es .

C H A P TE R III.

C omm uni nd E uc n ty a d ati o .

I n these times t here was not exactly what we shoul d n ow

term social education . T ribu t e o f t h e B ow B ut there were many attempts to a nd r u f t h H T ib t e o e an d . improve a nd advance the welfare of the c un I n f . o u n omm ity the time the Emperor S ji , the Law of 1 3

u m en Tribute was proclaimed . It req ired to send i n the skins of the wild animals they had Shot with their bows a nd arrows

- - en this was called Yuh a zu no m itsugi . Wom were required to send i n kind of silk which they wove a nd this was called Tanasue- no - mi t u i n n n of u of s g . From a atio al poi t view this was a c stom great

n n n n of n b ut o mome t, co tai i g as it did the germ taxatio ; it was als of n u n n of u n u great co seq e ce from the poi t social ed catio , beca se it taught the distinction between sovereign and subject a nd th e ’ u n n to n n d ty Of atte di g o e s vocatio . Proclamations were made throughout the empire incul cating the need of developing naval architecture and L es s ons relat ing I n un n n f s mprovi g comm icatio s . Po ds o everal t n u st r o I d y . u n u kinds were d g to e co rage agriculture . It is said that the Em peror Suinin caus ed more than eight

un of h n d u Oin h dred t ese po ds to be g , while the Emperor j com m and ed the authorities of the province of I zu to build a Ship larger

kn - n u t n an n . o o n u e tha y hitherto ow His Object was , do bt, e co rag

n in n . r lo g voyages far to the ocea Besides these, the Empero

Yur a ku an n of ul n of e y was arde t advocate the c tivatio soil, whil the Emperor K immei built twenty- six godowns f or the stori ng up

I ur m - riﬁc of provisions . n Similar ways all o e perors took a self sa c i n n e i n u n n un g i t rest the ed catio of the ge eral comm ity . — B . TH E PERIOD OF TH E IMPERIAL C OU RT .

— 5 A 5 9 A 1 1 8 . D . 3 D . .

C H A P TE R I .

General Remark s.

This period comprises many glorious pages of our history . A mighty change with numerous happy Tire G reat C hang e o f N a t i ona l u now not n i n iss es took place, o ly Idea s a nd t h e D ev elo pm ent o f u n b ut i n all o con ed catio , also s cial N at onal o w er i P . i n A nd n of d it o s . there is evide ce a

T a un f or w e n ul n and n . o wo derf improveme t developme t cco t this,

u n of c c ed m st exami e the state so iety, which had be ome complicat , a nd of n n urc n to also that the atio al reso es, which had i creased a n n n u u i n co siderable degree . Here may be me tio ed the c stom , j st t d u n n to n ro ced of n ri . at this time, se di g Impe al messe gers Chi a

With these messengers Scholars were Sent abroad f or Study . They helped to bring the two countri es into close relation with each o d n n ther an ope ed the way f or commu ications of all sorts . The older and superior civilization of the continent was adopted by n the isla ders with avidity . This gave rise to the great d evelopment a nd prosperity which ’ Otoku s n marked the Emperor K reig . G ov ernm ent Sc hools ﬁ rst New laws as well as new institutions e st a s e Th e C o e bli h d . d e n n and u n cam i to existe ce, a revol tio o f T a iho a nd t h e Sys t em , took place i n the thoughts and senti u h C a u s o f E d c at i on . T e es n ments of the people . Soo the reign of w hic h h a st en e d t h e A d Tench i and the Emperor followed, with v an c em ent o f E u c a t n d io . n n n it came the gover me t school, a pio eer

n K i hit hir hi n u n i n our u . s s u S s i stit tio ed catio al history , a scholar o f u one of n n I n e and K dara, the Corea Ki gdoms was vit d over

n I n of Momm u made its preside t . the time the Emperor the Cod e of TaihO was issued and the educational system of our 1 5

n th e an e The ow of B ud cou try was for ﬁrst time fully org is d . p er d hi m e nd t i t th e f no w s a ow o . aros , wi h p er k wledge Priests al ays followed the Imp eri al messe nger to China a nd their number i ncreas e u A S h ad th e r e a a nd d ann ally . they to read s qu r ch racters m aster Chi nese classics before they could thoroughly understand

ec o f e r n e n u ll a n n the Obj t th i devotio , th y at ra y p id great atte tio B t to Chinese l earning . u as priests mingled with the higher

s n - ii e e not of t he r e s circle eve th y w re higher ci cle th m elves, the

. s tudy of the Chinese classics began to p re vail i n these higher

h t i n o r circle s of society . T is w as a m ost for unate development u

a n ed uc tio al world .

u an c s not n to Of co rse, m y s holar who were priests also we t

na t e en e Chi with h e Imp rial m ess gers . Th y Th e In fl uenc e o f were as tonished at the civilization and know t h e St u d ent s s ent d e n un and n u n le ge th y e co tered, whe they ret r a b ro ad . ed it was with gre at learning and funds of F a tn Ou s L a di es o f e a rea e new n w e e fr sh p rables . They p ch d a k o l dg et t er L s . and a new reﬁnement while the pries ts ) continu e t h n e an d to preach their old ol d S ories of Budd a . Thus scie c d a rt We re exalted and worshipp ed with no less devotion than th at ” t e ac ed th u d wi h which th y appro h e almighty B dha himself .

a a d u d th e u of a nd Gre t schol rs were pro ce as res lt this, female

n u u an t ed ucatio n took its rise almost sponta eo sly . S ch brilli t s ars

— - of u as u u u - u a nd shOna on literat re M rasaki shikib , Iz mi shikib , Sei g tt n t rose i n our world of le ers . Their light still Shi es brigh ly

a n a n r i n u i ndeed they are everl sti g glo y o r history .

I n ﬁ ne u a n i n a nd i n ' , the ed c tio which prevailed the homes the community at large had Shintoism as Th e R el a ti o n of . i ts n a nd n u n ed origi al basis, Co f cia ism form S in t o sm C on uc a nis m h i , f i , i t s a u e pill rs, while B ddhism was adopt d a nd Bu ddhis m . a n a merely s orname tation. The gre t p erso nages of the e arly p art of this p eriod who contributed mu ch t o our d u a n e n U m a a d o ShOan Minabuch i e c tio al world wer Pri ce y , ;

K Af e urom aro Ta k amuk u Mahito a n f ew . , Awad , to ame a t r the ' ' ' u t w as m d t o N Ya sumaro Ono P riirCe Imperial Co r re ove ara, ,

n Mif una Omi a nd M ak ibi ost e a a e To eri, , Kibi were the m r m rk bl

- t he m e m en. I n th e m e t he rn u t . . en ti of Hei Co r , i e wh E p ror 1 6

u ﬁnd u n Yoshi ka held his co rt at Kyoto , we s ch ames as Miyako,

Michi zane u w a K i o uk i s Tak am ura Ono N a tsuno S ga ra , y y Miyo hi , ,

f a K i owara H aseo M a sahira a nd Ma s a us . y , Ki , Oye, Oye Besides

Tsura uk i n o u iw s n u iw K i os uke these, y Ki , Ki t F j ara, To hi ari F j ara , y

u w and Ta m enari u i u n n . n F ji ara, F j wara , m st be me tio ed Amo g the

Sa icho u n n E nsai E nch in priests, , K kai , E ji , , , Th e M eri t o f t h e C hisho a nd C h Onen n t , , besides ma y o hers , were P ri es t s l n rega rd t o n u f the most co spic ous . They were heroes o E du c a t io n . B u n h u u uddhism . They made jo r eys t ro gho t

n and un n n and the empire, preachi g fo di g temples , savi g the aged

v n n a nd n of th e decrepit, gi i g medici e to the sick , dryi g the tears

n u u un t n w distressed . They e co raged p blic der aki gs, al ays ready to sacriﬁce self f or the good of others and of the community at

w ad vicers and to a nd large . They ere teachers the Emperor, at the same time servants of the meanest of beggars ! Th e Emperor Saga exclaimed Genius left the Court and the community : it has hidden itself in the shades of Buddha ! a nd his saying w as the truth . B ut Mi chi zane Sugawara (he is w idely worshipped nowadays as a G od of Heaven) presented a memoir t o St u dent s no lon g er U d a on 1 4 of the Emperor , the th September, s ent ab rc a d f o r

94: . to the 6th year of K wa mpyo (8 A . D ) the a St udy . Th e St t e effect that Imperial messengers should no more o f h m n t t e C o mu i y . t n ul t of u be sent o Chi a . As a res this p blic

un n w n n and u n comm icatio s ere stopped with the mai la d, st de ts w no n n a f or w to ere lo ger se t abro d study . This was a great blo

u n n e u hi new n n ed catio , as the o ly gat thro gh w ch lear i g had come

~ w a s . I n n u w w con closed the mea time, the F ji ara family ere at

“ tinual n w t n n n n varia ce ith o her families . The state of ﬁ a ce decli i g,

w n n u n nt n wa u . s the orki g of all i stit tio s became difﬁc lt Disco e t rife , a nd u n to u n . n some bore , gr dges agai st the co rt obles They bega collect their followers from all sides and ‘ to fortify themselves in

n . T he ear est The atmosphere was ﬁlled with the smell of blood .

u t u no n an n u n u n u n co r co ld lo ger bestow y e co rageme t po ed catio ,

e no w . un while the p ople had po er to promote it . The iversities a nd t a local schools lost heir patrons; nd students were in dismay . 1 7

C H A P TE R l l .

H ome and H om e E d ucati on .

The education practiced i n the homes of the upper and

t n of middle classes , wi h the exceptio those families Th e G ra de of which made special branches of learning their I nt ellec t u a l t u T n n ne s o ul . o professio , i cli d olely moral c t re E du c at io n . u u n n n intellect al ed catio they devoted little atte tio .

I n of o n 1 1 1 the time the Emperor K ke , every home the empire

u to e c c or n of was req ired k ep a copy of the y , the Doctri e ” n not o f n Filial Piety . This was do e for the sake improvi g the

n e b ut n n t i t llect, to e force the importa t maxim hat ﬁlial piety ” u h i n h is the source of a ll virtues . It is tr e t at some omes of the highest class the Kokyo together with the Confucian Analects

u — n - n — f or n l u as were ta ght, besides ha d writi g i tel ect al as well t f h n w n u u b u o . moral c lt re , cases t is ki d ere the exceptio The

n e n 1 pri cipal cat gories i to which morality was divided , were ( )

and 2 n of 3 loyalty ﬁlial piety, ( ) adoratio gods, ( ) military spirit

4 t n to n th and . u e ( ) devo io Besides these, every body was o rish

of u n n and n . Spirit p rity , ca did ess si cerity

to l u n n u i n As physica ed catio , at this time, certai c stoms regard to the sleep and training and sports P s c a E u c at on hy i l d i . of n ﬁn and childre were clearly de ed , they seem t o have arisen naturally : but there were hardly a ny signs n n n n u I n of ﬁxed ge eral pri ciple domi ati g these c stoms . the

o w e ﬁnd n b ow Code of Taih , however this phrase shooti g with ” and t e n arrows is no prohibited . W may perhaps i fer that this

not n n o u a d u t n b ut art was o ly e c raged for the s ke of moral e ca io , also as a means of strengthening the c onstitution and cultivating t n depor me t . Let us here state i n detail all the categories into which our u n moral ed catio was divided . — (1 ) Loya lty and Fi fi al P iety The practice of a regulated scheme of m orality in households where simpli city and innocence 1 8

w n u t h ad always reigned prod uced a o derf l effec . It created a

n n n a nd - a i ce We en s cr ﬁ . stro g spirit of disi terested ess , self oft c ome across insta nces where u pon the de ath of a m an his friend

u in w hi m th e or u wo ld will gly follo to grave , b ry his dearest

- r a u t , or suff u n i n n t e s res wi h the body er self m tilatio sig of ,

o r u e e n a nd e u n wh o s row . It is tr e that th se p rso s sp cially st de ts h ad been abroad with the Imperi al messengers brought back

of n s v n and n n with them the worship Chi e e ci ilizatio lear i g, while

in to n the priests were bl dly devoted their Hi doo idols, yet this

s and n nh n u very wor hip bigotry o ly e a ced the prime virt es, the

of l a nd u n our a nd idea oyalty ﬁlial piety, po which all morality n n l n atio a ity sta d . Hakama Otomobe was a native of K a mitsum a i n the

i oin E state of Tsuk ush . He j ed the mperor am a m H a k Ot o ob e . ’ Saimyo s expedition to rescue Kudara

a n m n and u n as ar y coolie . U nfortu ately he fo r others fell i to B ut t he h ands of th e Chines e regim ents as prisoners of war.

n n o e set . n bei g o ly co lies, th y were at last free After leadi g ten years of hard life the fo ur comrades complained to Hakama one day a nd said how much they wished to return home ’ and report the condition of the enemy s country a nd all their affairs to their Emperor : b ut what could they do without

n ? n n h ad n l un a mo ey These priso ers , it will be oted, i vo t rily become

our u or i ! n : e sco ts Sp es Heari g this, Hakama said S ll me as a n slave a nd with the money p ay your passage home to Japa . I

h ad n n n a ou o e b ut bee wishi g to do the very thi g th t y prop s , I ” a u m at yo r service .

n tun t of h is u Yieldi g to the impor i y chivalro s spirit, they shortly left for Jap an which th ey reached after a voyage of long u n t n d ratio . They reported o the E mperor all they had lear t d n t n i n u en . r i ri g the last years Afte th s, Hakama stayed alo e the ’ n n n i u n u nu nno . n e emy s co try co ti ally reco itri g At last, the fo rth

a th e n th e m e to to o n ye r of reig of E p ror Ji , he was allowed j i the retinue of the Corean mes senger from Shi ragi a nd so ret urned

i n n n n a n home . Far the alie la d , leadi g the wretched life of .

n n enn n a nd h aba do ed slave , p iless, frie dless, opeless, this brave

" army coolie had spe nt his thirty long years ! H is example is

n n and n h co sisted in worship with a clea body a clea er eart . This adoration of gods was at once the foundation of our nationality d d and of our u n . u a n the basis all ed catio Every ho sehold had its go s .

to n d o n r . the i mate reported them all thi gs , goo evil This is the reason why the system of Ta ih 6 which though was modelled on this

v Chinese ord inance p ut the Shinto priests abo e cabinet officers . Annual festivals of both the celestial a nd terrestrial god s and

d s u t go esse were strictly celebrated . F r her Th e R ec o n st ru c t ion Temm u one f more , the Emperor removed o f r n s o t h e Tw o Sh i e . the Tri partl te Treasures to the great

hrin of I se and n one u n e Oku s e se t with it of his da ghters, pri c ss t n n o serve there as the priestess . He also ordai ed that shri es

u u n and n n n s sho ld be reb ilt every twe ty years, i stallatio ceremo ie

n of n observed a ew . This spirit respect for the gods remai ed

un n n in of n a nd o m a cha ged eve the midst a archy blo dshed . It y

r to a f se ve show the Spem l characteristics o the Yamato tribe . — (3) ﬂf ili ta ry Sp i rit As the result of the high esteem which a ll our a u n the emperors paid to the military spirit, milit ry ed catio ﬂourished i n the Imperial Court period The Emperor Tem m u

n u n n to ordered every i divid al , from the royal pri ces dow the n and n n o f un n to t n obles ge tleme the j ior ra k , keep a cer ai nu of a nd u a n mber soldiers have them well ed cated nd trai ed . f n He also ordered every of icer, military as well as civil, to lear

u se and - an e how to arms ride on horse back . If y on failed i n

u n u h e n o these d ties , eve tho gh were a pri ce of the blo d, he would not be Spared B ut if among those who were true to the I m

n and u n n n perial comma d faithf lly practiced these arts , a yo e cha ced

n un n u n t to commit a felo y, his p ishme t wo ld be lesse ed by wo degrees . The Emperor himself woul d often examine his subjects i n

n u who in n so h their arts, which e co raged all were ear est, t at the m ne o of ilitary Spirit became at last o f the characteristics the people .

4 Reli ious F ai th — A t n u ( ) g ﬁrst, o ly ﬁve sects of B ddhism

n e n but n e t red Japa , soo three other sects Th e E igh t Sect s o f a nd u i came they all ﬂo r shed here . Their u sm Th e S a v B ddhi . l e n K e on Sanron o ames were the g , , Hoss , t o t h e T rip art it e u and JG it su : u G sha, j to them the Rits , T reasu res . Tend ai and n n e e B ut , Shi go w re add d . at 21

of our u w a s n n to this stage B ddhism , the faith chieﬂy co ﬁ ed the

t of t he n a n not in highest circle, while the res tio did bathe its

n B ut m soothing inﬂue ce . the Emperor Shb u who was a great d e of n m to evot e this Hi dooism , called hi self the slave the

u or i tu Tripartite Treas res the priests v r ally, while the Empress K omyo washed with her ow n hands the feet of a thousand

! n of n beggars The the whole Japa was moved .

I n n of e u u un i u the reig the Emperor Sh m Kok b j , the B ddhist

f or and nun w temples the priests s , ere Bu ddhi st T em ples erec t e d . i n I n erected n every state of Japa . K u n - a K k u i h k as e and o sh i . every Kokubunji a K okushi (teacher o f n un un e in the state) was statio ed . They fo d their co t rpart the

un - b of n i n K i akase (professors the state) , who were teachi g the

to e local schools already referred . Tog ther they looked after the

u n f i n B ut of local ed catio o all the states the empire . the object

K ok u aku or n in u n of u g , the local schools, co sisted the ed catio the pper c or n to s u lass at least, they alo e came t dy, while the object of Kokubunji ( or the distributed temples of the state) made the con

i n o d t G u hr u vers on or educatio f every b o y i s object . rad ally t o gh o t i e ud u the empire the nﬁuenc of B dhism became paramount . Henceforth the successive emperors all had a most ardent

h in u and n un fait B ddhism gover ed the co try by its aid . The result of this was the appearance of many learned priests of e wh o e u u t e xalted character, impart d their script res, b il t mples, and n and n made pilgrimages, preachi g the faith helpi g the

nd n to b ut distressed a wretched . The people soo came have one

and to u u . on wish , that was have B ddhist temples b ilt It so became the case that those who did not believe in religion were l ooked down upon as outcasts . To observe the ceremony of offering food to th e spirits of

to en to un an the dead , att d f erals d Th e P riest s inv it e d i n bot h religious services on the anniversary of G oo a nd B a d F o un d rt e . n u n the dead, to co d ct prayer meeti gs a nd n e u of deliver sermo s, w re the d ties the priests when i nvited to

u of . I n n or un the ho ses the people fact, every eve t, good bad , fort ate or un un n n of fort ate, i volved the participatio the priests . A nd each vied with the other in the number of the round head s 22

e un d ! K e n n s which th y co te The Empress , a virgi empres

u n an u for who r led alo e over the Jap ese Empire , left her p rple

n d a n n the black law . The Emperor U cha ged his crow for the

wn n to e hood . The Cro pri ce heir the Emperor Shirakawa, becam

un not a priest and entered a temple . These examples fo d a few

u n a nd not of followers . Powerf l obles great ladies, to speak

n u n i n u u . commo people, po red i to the temples m ltit des

n now n m ona str n Every home bei g a ki d of y , childre were

u u e of n s ta ght the ca s s birth, age, ill es o r a nd Su ers t it ion Big t y p . and u th e death . They were also ta ght sublime and incomprehensible principle of retribution of the

s n and of n n of pre e t the past lives, as well as the tra smigratio

u . u n and un so ls F rthermore the prese t life is hopeless reliable ,

u u to n n a nd while the f t re is be esteemed . The ﬁve comma dme ts ten u u d and nun u virt es m st be obeye , the priests s m st be respected

d u o an their temples held as sacred . Th s it was imp sible for a

n t a d B ut child o to hold the faith nd be evout and religious .

n u l to and u n l n this at ra ly led bigotry s perstitio . Chi dre became a

to r w m c in i s prey cowa dice ; they gre e a iated , ceas g their act vitie and n u il n o f u a nd u i n s losi g co rage , wh e the pri ciples p rity pr ght es

n n n were bei g drilled into their you g mi ds .

n and u u The sports at home were reﬁ ed vario s. There were s ch

n U ta - awase or n in i door games as , competitio S o rt s t H o m e p a . ex tem orl sm n o Sin- a wase or p g Japa ese p ems ; ,

i n n o competition extemporising Chi ese poems . There were als

K ai - a wasc 360 l which was played by ladies with clam she ls ,

Su oroku or n of - n G6 or n u g , a ki d back gammo , , a ki d of cheq ers,

K o- a wace or u n th e n of m u , j dgi g ames aro atic perf mes by their

‘ n Slzobuno- ne- awase or n oe on sce t , , writi g p ms the leaves of a

a nd n n o N azo- a wase or e sweet ﬂag divi g for its lo gest ro t, , comp

n i n O i - a wase or o n titio the best riddles , g , c mpetitio of the best

ri n n out - poems by w ti g them o folded fans . There were door

u D eh az or c on - K emari or games s ch as g , ball mat h horse back , ,

- and foot ball others . 23

C H A P TE R III.

Sch ool E d ucati on .

— C H A OVE RN E N OO S. . G M T S L

H Gr u a k um on l I n e n Our oldest school was the y g j . the ﬁft e th ui year of the Emperor S ko , there was Ou r o ldest Sc h oo l and t h e an institution foun ded by the famous i Th e E m H o ry u g ak um onj . n e o u but pri c Sh tok , it was simply for p et or Tench i an d G ov ern n of - the be eﬁt the priest hood . The S Th e E m m en t c h ools . real beginning of the government p erot T a m m u a nd t h e c in n s hools, as already stated the seco d a K u D ai g k u a nd ok u ga k . i n n of chapter, was the reig the Th e E m peror M o m m u a nd T n hi m Emperor e c . At that ti e Kishi t h e Syst em c o v ernm ent t su - Shu sh l of u , a people K dara , was

B d u c a t i o . p n G a kush oku- no- appoi ted kami , or the

n n u u f u executive head of the gover me t b rea o ed cation . Learned

t o f or th e n t u n of u n b ut doc rs were employed i s r ctio st de ts, there

t a n t m of u n I n was no as yet y set led for ed catio al system . the time of the Emperor Tem m u G a kushoku w a s called by the u n i new name of D aiga kuryo. Ed catio n general was greatly

I n n of e Mommu encouraged . the reig the Emp ror the Code of

o u and our u n Taih was iss ed ed catio al system was clearly settled ,

f ur to become the basis o all o later syste ms . This event took place A n u n n D . i n 701 . Leavi g aside all q estio as to the worki g of the

ur u a n u n n and d eﬁnite ne Code , o ed c tio from this , acq ired disti ctio ss . The object of the system of government education of this period n n n n ff consisted i n the trai i g of gover me t o icials . Candidates f or

n n n to n of admissio were co ﬁ ed the so s the higher circles, while

b - n those of other circles were simply y sta ders . I n th e following

v u a n lines a ery brief s mm ry of this system is give . — (1 ) The Uni versity The university was established i n the

Imperial metropolis . Its chief h e Th e A im 0 f t h e U nv i ers i t y . T to n fﬁ object was trai high o cials . C lass o f t h e C an dida t es f or u nu m The maxim m mber of the A miss i n Th e C u rr c u lu . d o . i students was four hundred and 24

n n f thirty . O ly the childre o nobles whose parents were in the

n or a nd n of and W ﬁfth ra k higher, the childre the East est

F uhitob e or u n ﬁ n , ed catio al of cers , alo e were admitted . The children of those persons who enjoyed the eighth rank might be

m tt n n n r ad i ed, whe they made ear est applicatio s . The e were

n u h n B ut several divisio s s c as classics , writi g, mathematics, etc .

u u u v n u u afterwards the c rric l m was di ided i to the fo r co rses . called ” or n of n or K id end é the doctri e Chi ese bible , classics ,

‘ or n of Meihod é or n the doctri e history , the doctri e of law

d hd é or n of Th e u f an Sa . o , the doctri e mathematics co rse ' Mei/c éd é u of n or y , made the st dy the Chi ese bible classics its

' u n t u n e principal aim . St de ts were o take p o e o f th books of

b ut n u n n and K clc é n the bible , the Co f cia A alects y (The Doctri e of Filial Piety) were essential through all the branches of the

u - u of K id end é u and u co rse . The co rse ta ght history literat re . The cours e of Jlf eilzéd o treated of laws and systems of organiza

n our . Sand é u tio s, especially laws The ta ght mathematics ,

a d n n u astronomy n the cale dar as its pri cipal s bjects .

ff n n n u There were di ere t ra ks amo g the , teachers s ch as

Jété C hok u B a kase ké . (professors) , , , etc They m st all ea c rs T he .

n a nd no n u . to be Japa ese , foreig ers co ld aspire their

B akase of Meik é or n or n . ra k The y , doctors of the Chi ese bible

a nd B a ka se of She or c of n classics , the , the do tors writi g, as well

n and u of n n as the assista t doctors lect rers the same, were co ﬁ ed t o t wo a nd K i ow ara Meiké- ll a-kasc or the families , Nakahara y ; ,

of n n to of Sa kanou e and doctors law , were co ﬁ ed the families y

Sa n- hakase or f a . o Nak hara To be , doctors mathematics was the sole

a f a d u B uns/z - o n . é lza kase prerog tive the Miyoshi Ots ki families The , or doctors of history and literature we re conﬁned t o the Sugawara

d and n u n of all a n t. Oye families , the i ﬂ e ce these families was grea

W n u ri n tan he a p pil is admitted , he b gs with him a of

n n so to n cloth as the e tra ce fees, as bi d C o nt ro l a n d D is c ipline n n and u the relatio s betwee teacher p pil .

n of an and r d This relatio was exalted character was st ictly observe . One who kills his teacher was looked u pon as a criminal guilty of n and u un n a felo y, he who str ck his teacher received a p ishme t

n in f aul two degrees higher tha cases o ass t elsewhere . 25

Special pains were taken to accustom Students to the

ceremonies either public or private . E x am nat o n K o n i i . y p m n n e of n one Exa i atio s w re two ki ds, for an d o n K ji . n and f or n readi g the other expla ation ,

n to of Ta ihd accordi g the Code . Those wh o w ere recommended by the university went by the ” n of K o in or n wh o ame y j , the elected perso , while those were

n in or u take from the local school were called d , the trib te ” n perso .

u n in all of n n St de ts those days had , them , gover me t scholar

The f u ships . sources o the reven e for the T h e Sc ho o l Fu nds . u of u n r u 1 s pport these st de ts were va io s . ( ) Income from the ﬁeld f or the encouragement of learning (2) the interest of the Sheaves of rice lent to farmers (3) the interest of the loan invested in the Right and Left Capitals whenever new coins were made ; (4) the proﬁt arising by lending bags of

n K w an a ku~d en n in 794 rice to f armers . The ame of g origi ated

A D n one un and d id of a . . , whe h dred two p ddy ﬁelds was added

to n one un and what had existed before , maki g a total of h dred

hi rt C 71 un in of t y 6. The system had beg already the time the 7 A — 4 t A h 4 . 7 9 b u 824 m u 2 . D D S é . Emperor ( after . this

u t n u n of system grad ally died ou . The ﬁeld for the e co rageme t ” learning w as devoted to paying the expense of mending the

A D K i t ura s n s d I n 91 4 . . o s roa s . , y Miyo hi se t a ealed memorial to the Emperor and recovered f or the time being the old

in u n of o un but u stit tio the scho l f d , this s ccess it was simply m eteoric . What has been described above is the school syste m of the i m i

versity . Besides this, there C ou rs es o f St u dy u n der t h e C ont ro l o f was the or Ten ak u r o o r t h e u reau o f M c n g y , B edi i e . u u of n B rea Medici e , which Th e Onm y o ry o o r t h e Bu reau o f t h e took charge of the courses A c t v e a nd P as s v r n c i les o f N at u i i e P i p re. of medicine a nd a cupunc Th e G a ak u r o o r t h e u rea u o f M u s c g y B i . u u t re , the co rse of shampoo,

u of u of n - n u the co rse charms, the co rse medici e farmi g . The maxim m nu of u 2 f a d n . 81 In u u o n mber st de ts was . the B rea Active

n of u e u of Onm Od O Passive Pri ciples Nat re , the thre co rses y , 26

u of , and n (or, the co rse the Active Passive Eleme ts) ,

u n and Rekid o u of (or, the co rse of astro omy) , (or the co rse the f n u . o Onm éd d u cale dar) were reg lated The ﬁrst the three, y , ta ght

n n Rekid é u n s un divi atio , while the ta ght the moveme t of the ,

he a t n and and t r of n n . moo , stars, also formi g the cale dars The ' 30 I n or ur u number of pupils was . the the B ea of ” u u o of n u a nd M sic , the a thorities to k charge the elega t m sic,

l n u n of u n n n miscel a eo s ki ds m sic . The disti ctio betwee military music and civil music consisted chieﬂy in the instruments which

u A to f u nc n n . S n o the da er sed while da ci g the ki ds m sic , there

n u a u c u u and Shira i were Chi ese m sic , Kom m si , K dara m sic , g

u n u un m sic , besides Japa ese m sic . There were here two h dred and ﬁft - u n t n u and y fo r perso s who prac iced Japa ese m sic , three

- hundred and ninety one who practiced foreign music . It is very clear what importance was attached to music at that time .

2 The K u u a he F I n ( ) ok gak nd t ugaku. the local schools

two n : K oku aku there were ki ds, viz g Th e Dis t inc t i on b et w e en an u d F gaku. The former was a school t h e K ok u ga k u a nd t h e i n of established every state the empire , P ug ak u f Th e N u m b er while the latter was a big school es o f u ls ea c ers P pi . T h . h tablished D a zaif u C ikuzen . at the , It

g - f n n G a ku o i n or o . was sometimes called the y , the Hall Lear i g This school had a n additional service of th e K okuga ku of the

of C hikuzen C hiku o u u un n and . Six states , g , B ze , B go, Hize Higo Its site may be ascertained no wadays at the K wanzeon temple i n C h n ikuze . The local schools were the places where the

n of fﬁ u b ut n childre local o cers st died , if there were vaca cies , the children of the ordinary people were also admitted . The number of the pupils varied according to the size of the state . The courses provided in the K okuga ku were similar to those of un but not so fi n the iversity, the teachers there were ef cie t as

un u u of those in the iversity . S ch is a brief s mmary the school system of the old time . We need not discuss here i n a ny detail whether this system

n n ut n was excelle t whe p i to practice, Th e ~ Sp ec i al Po int s i n t h e or even whether it was as fully S s em w or N ot c e . y t t h i ' u u n We p rs ed as had bee decreed.

ché of and i n u forty paddy ﬁelds, it were preserved several tho

s n u of a d vol mes books .

n a - — u n c n (2) The K w a g ku in . The instit tio whi h gave origi

to n n a n K wan aku- in- no susame- ma mO a- wo the well k ow s yi g, g gy saczuru (The sparrows of K w anga kuin sing the classics) was

n Fu utsu u u i in 821 A . D . founded by the Left Mi ister y g F j wara ,

f n f or un by setting aside a part o his own domi ion the school f d . This was set up for the beneﬁt of those children of the same families of Fujiwara who had become too poor to teach their

n For n of u i childre . its commissio er, those the F j wara family

who had the Ofﬁce of a B cnkwa n (minister of sta te or vice - minister)

n to n of San O i n were chose . The school stood the orth j the west

nﬂu n ne and o f Mibu . Its i e ce was at o time great received special government t reatm entf

3 B unshO- i h — B unshO- in un SeikO ( ) The . The was fo ded by

u i B a nshé- B akase b ut n n F j wara, , more importa ce was give to

n . literature . Its ame was highly renowned at this time

4 Sh u ei h h - in - i 2 A D s u i a n 8 8 . w s . ( ) The g c . This established by Kukai (the famous priest now worshipped all over Japan as

K obO on un of Mitsumori u iw ai a , the Great Teacher) the gro d F j ” i n of - o K u O l which was the west Horikawa d ri . j , the Left Capita .

n nd i u of n u n It provided as the ame i cated , two co rses Co f cia ism

and u b ut u n n B ddhism , it goes witho t sayi g, more importa ce was

to . ff n attached the latter It was, however, di ere t from other schools

i n n of n n and n an n the excelle t idea its bei g Ope , admitti g y plebeia s,

n no n of l w taki g otice either high or o . — 5 G a kkw an - i n n u n w a s un ( ) . This i stit tio fo ded by the

n n t of i n 85 0 Empress Tachiba a , co sor Emperor Saga . It had

u of the two co rses the Chinese bible a nd hi story . A special n f commissio er looked after its af airs .

6 ShO a u—in — un i a ( ) The g k . This school was fo ded by Yukih r

A r a a in 1 — iw r 88 . It was situated to the north of SanjOdori and

t h e of u at west Mib . A commissioner was appointed to super i n en t d it .

n n n to G en n of At ﬁrst, perso s belo gi g the cla Saga held the f f n I 0 o . n 1 1 4 A D o . n ﬁce the commissio er . , whe the Emperor

Sutoku on n Ma sasad a C h ﬁ in n was the thro e , , Right Mi ister was 29

a appointed its commissioner by th e retired Emperor Tob . He

n n G en p n u . belonged to a other bra ch of the la , called M rakami After this the superintendence of it remained the Special priv ilege a n of the Ch i family .

C H A P TE R lV .

Soci al E d ucati on.

What is most worthy to be noted in this period of our n history is the state of social educatio . This is especially the ' case i n the time during which the Imperial Court was establish

th e nn n and i n . I n ed at Nara, the epoch which followed begi i g of N u our n th e the ara Co rt period , civilizatio had reached thresh

of n n a nd n and u a nd old great adva ceme t developme t, the c stoms

nn and on n n ma ers of the people improved took reﬁ eme t . More

of u i n un n over, the removal the co rt or, other words, the fo di g of 'a new u in new n u u a u n in co rt a locatio , ca sed a sal t ry revol tio the minds of the peo ple and imparted many a fresh impulse to B ut n u n u n activity . what exerted the greatest i ﬂ e ce po the com

un - a n n m ity at large was the priest hood nd Chi ese civilizatio . Let us here state a few particulars concerning new developments ff u n which a ected the social ed catio of this period .

1 n of s — I n u Wad e ( ) Compilatio Historie the fo rth year of ,

i n n Gem m O the reig of the Emperor y , Th e C o m pilat ion of t h e

71 1 . Yasum aro m ( ) O compiled , by I perial N n Kop ki a nd t h e iho gi . nd u of comma , the three vol mes the

K o I kl n u i j . The most wo derf l thing about this work lies n the fac t t hat all the events mentioned in it came out of the memory of an 0 1d m an called A re Hieda : it is said that he dictated

n to every thi g orally the historian . Then a n Imperial order was

n n n N ih on i n give to pri ce To eri to compile the g . Ever si ce this

n e n nu time works of historical compilatio have b en co ti ed , with f u n marked ef ect po society . (2) The Empress K OmyO and the Seya kuin and the H id en 30

i n — w n in . This lady was the ﬁrst oma F ou nd i ng o f t h e Sey ak u our hi story who rose from being a - i n a nd t h e H i d en i n . daughter of an ordinary subject to the

n sh e u n rank of Empress . This fact i dicates that m st have bee

and n a nd a woman of brilliant parts . She was religious ki d

n in n i n u . obligi g her dispositio , as well as deeply versed literat re

n u f or n n of i n and She was also a xio s the adva ceme t civ lizatio , n in un i n n n u on took Special pai s works of charity, fo d g ma y i stit ti s,

a k u- in and H id en- i n Se a ku- ih n Se . amo g the rest the y , the The y was i 30 u un n 7 . fo ded by the Empress April, It was what we sho ld

no w and b f or n call a charity hospital, it was esta lished the be eﬁt

un n a nd en a d . of fo dli gs pati ts who were poor n helpless At ﬁrst , ’ all the expenses seem to have been defrayed by Her Majesty s

u a nd n t H id en- i h wa s a n ho sehold the families of mi is ers . The

n u n to u of d i stit tio similar a poor ho se to ay . To it were admit

n n e of n ted all, perso s who were ill or starvi g. The dat its origi , ’ w e n n b ut u v n un u do t k ow exactly, it m st ha e bee fo ded abo t the

- 0 Se aku in hi w a s i n 73 . same time as the y w ch May, These two institutions were looked upon as of great importance as the years

n on . u e of u we t . At last, they became the so rc a p re system of

r n - u charity . Besides this, the Empress had a p etty bathi g ho se

u to u b ilt, which every body was welcome . Th s the Empress

and on u n a nd showed taste ideas the subject of social ed catio , h er gracious benevolent wish was to bring about impro vements

i n rt u n i n society . These vi es were no doubt inhere t her heart

sh e n n before had asce ded the thro e . — (3) Libraries Libraries ﬂourished alongside the schools i n

a nd those days, the oldest of them was Th e U nt ei - K ob a i d en a nd U n Ya k atsu u I sonok am i u n called tei . g t r M i c h i z a ne Su a w a r g a . ed his own mansion into a temple and i n i ts grounds he had erected a building in which he stored

an u of H Oki 770 A . D . m y vol mes . This took place in the years (

—780 K Obaid en Visitors were freely admitted . The was a library which Mi chi zane S ugawara founded in hi s own residence “ O f H is old n i n K wa m O Gro . at j , the Le t Capital essay writte py 893 D n : n one . w ( A . ) has the follo i g passage Scholars early hundred i n number were produced by thi s library ; hence they 31

‘ ’ ’ u n n of n Cr bestowed po it the ame the Drago s ate . This shows

ﬁ u n to . what great bene t it m st have give -the society at large

i s n K re hi M chizane Sugawara was the o Of o y os Sugawara .

a Ta u n e n He m de t s oto Taguchi his teac her . Whe he was ightee ’ years old he was a B unshOsei and receive d the doctor s degree of B un hO- a e i 87 D and s H a k se in the ﬁrst year of G nke ( 7 A . . ) was “ appoi nted the Right Minister i n the second year of ShOta i (899 He had a mild and candid dis position and was a practical

u o ed cat r full of simplicity as well as Sincerity . He was a scholar of rn n a nd a n n t and n deep lea i g excelle t wri er. His ideas se ti

n un i e an n I n me ts were paralleled n th i r depth d clear ess . the

of n u u n height of the worship Chi ese c lt re , there were ma y who

and n d t o u a nd nn forgot eve trie o forget their wn c stoms ma ers .

Michi z ane s aw n of and n n n the da ger this radicalism , mai tai i g the idea of the Japanese Spirit i n the Chi nese genius did his best t o n d in ur un u r n retai all that was goo o co try, th s p eservi g as

u o s of o ur n u and n n m ch as p s ible i dependent tho ght atio ality . There is at least one thing i n our country of which we may

u all n well be pro d . Amidst these changes there was o e thing that

not n a n on did cha ge . Amidst the chaos nd confusio there was e

n t I no e u n o s . n idea that was lo t sight of short , r al revol tio ever ” i n n n Sun One and took place this La d of the Risi g . the same ’ d n Mi chi zane y asty remained sovereign i n the people s heart .

‘ Sugawara was the onl y one m an who aroused the terrors of

u n u i n revol tio s ch as often o ccurred n Chi a . That he is deiﬁed throughout the country i n Shinto - shrines under the name of

n n d u Temma Te jin is ue to his wonderf l morality .

t of a n on Besides these , there were o her libraries gre t be eﬁt

th e u A n p blic . mo g them may be Th e Libra ry b elongi ng t o t h e t ’ mentioned the library attached o K u - a s ob n i h . M a s fu a Oy e s ' K Obun - i h and of Masafusa ’ the , those rar Y i a L ib y . o r h ga F ujiw a ra s u w Oye a nd Yori naga F ji ara . The ra r r nc e Lib y . P i ss M as ak o a n d Oy e family founded a library in the t h e Se - i n iji . M i nem o ri Ono time of Ma saf usa a nd it was situated a nd t h e Z um - ok y o i n . ' u N i O. at Takak ra, j The library of

Yorinag a stood next to the K Obaid en i n p oint of completeness . It h ad t wo rows of shelves on t he Op posite sides of the rooms 32

- é - n t called the i i i shelves and y Shelves . The books co sis ed of works on several topics classiﬁed into four kinds of Chinese d n e u u Or n u an . Script res classics , history , miscella eo s Japa es vol mes

B u t s o e s m n i n those time b oks wer scarce , the mo t of the bei g

e n u t on a copies written by hand . It is b yo d q es i th t this library t contained collections which could no be found elsewhere .

- - - i n un d (4) The Seiji i n. The Seiji was a hospital fo de by

and nun n of the princess Masako for priests s . She was a woma

n n o n a nd n u of S sh e be evole t disp sitio , bei g f ll ympathy made

u n a nd n u n u a nd n n freq e t large co trib tio s to p blic objects, the atio

and u . n un a n admired respected her virt es Amo g her dert ki gs, the

und n of f or and nun u n n of fo i g the hospital priests s, the t r i g her

ol d n n a nd u n of n palace at Saga i to a mo astery , the b ildi g a other

nu r palace may be e me ated .

- h — of n u n (5 ) The ZokumyOi . The aim these charitable i stit tio s was to succour travell ers who were ill by providing them with l od g

e i n D a zaif u M nemo i n and m n . on u i ri g free treat e t The , b ilt by On u o was the most famo s . What Should be p arti c ul raly noticed i n connection with the advancement of education at this time of So c i a l E du c at i o n a nd our hist ory is the Progress of the art of t h e A rt o f rin t n P i g , n n printi g . This art ﬁrst came into existe ce i n n f t n the reig o the Empress Koken. She caused en thousa d small minarets to be built and distributed to all temples through

out n . d ne n Japa They calle them the o million mi arets . Some of in Or ﬁ i of H o. W n these still exist the temple y j , Yamat he the Steeple was removed from the body of a minaret a C opy of the

Muku OkOk O th e u un n j y ( bible of P re Light) was fo d i cased there , u n in beca se all mi arets had a Oopy thus stored them . This bible

n n art n n B ut is the very ﬁrst specime of the Japa ese of pri ti g . social education did not yet so prosper as t o encourge the art of i n n . n A D n 770 . pri ti g This eve t took place . Besides the education described above there were many Special

a branches of education . The ceremony nd etiquette practised i n

u of n l u n r n the ho sehold ob es were a partic lar ki d of art o scie ce .

n - n n n and n e So were ha d writi g , pai ti g drawi g, mathematics, m di “ ” n n of Onm O ﬁne and s n u ci e , the pri ciple y , arts, the mi cella eo s 33

e un e i n ur mechanical arts . These made a progr ss parall led o

h n n u n u n our n and istory, exerti g the greatest i ﬂ e ce po civilizatio

n n reﬁ eme t .

C H A P TE R V .

e uc Sp ci al Ed ati on.

A . TH E P E C E RN N G or IL S IAL L A I A FAM Y .

There was a custom of making special branches of science

n of n the mo opoly certai families . The Th e M ea ni ng o f Th e profession pursued in a certain family was Spec ia l L ea rning o f a not allowed to be taken up by others; a m F ily . u n n w Th s the mo opoly , so to speak, of k o

in l m ono ol iz ledge , was made hereditary respective fami ies, this p ' i n n n of u or n n g we t by the ame Kagak , the special lear i g of a

hi no u d ue nﬂu n of n family . T s was, do bt, to the i e ce the cla n n system of government upon the world of lear i g . This particul ar

n f or n n n privilege stiﬂi g as it did the desire i vestigatio , worked o small injury to the education of the nation . This is to be regret

but not u d ue n n m onO li z ted was witho t its compe satio s . This po i ng of learning gave a certain kind Of sacredness a nd importa nce to special branches of learning ; and it helped i n no small degree towards their preservation bestowing upon future generations

un n n We in th e n n ab da ce of blessi g . shall state followi g li es which

u u n of n n partic lar families presided over partic lar bra ches lear i g . (1 ) The Yﬁ shikigaku is the science that treats of ceremonies u in the Im perial Court . This partic lar Y u s h i k i g ak u . Th e branch of science or art w a s almost Families of t h eShim hi n , monopolized by Shinshin (men of exalted t h e Ra e an d t h e g Gehi . ’’ ' n K u e u t- n ehi s re ra k) , g (co r obles) , G ( ec ' " the D a Okwan or un i I n taries of j co c ls Of the State ) . short; it was c n n ur o ﬁ ed to the persons of high birth wh o frequented the co t .

‘ — 2 f the e ( ) The Chinese Bible or C l assicS According . to Cod 34

of n ' the classics formed the pri ci Oh m es a C l 3 5 8 1 0 8 a n(1 t h 6 ' pa! subject oi study i n the course of Tw o Fa m ilies o f K iy o Merk o d o and w tln s u y , after ards co rse was N a a a ra w a ra a n d k h . monopolized by the two houses of Kiyo

a f n K i o a a n and . w r a d wara Nakah ra A ter these eve ts, the y Naka

u hara families became the ho ses of the great secretary . They h a d powerful inﬂuence at Court and commanded the respect of the

u to ud t he n people . P pils who wished st y classics had i evitably to r o ne o f and in u n reso t to either these families, this t r imparted

n n n to n u u increasi g re ow these disti g ished ho ses . (3) History a nd Literature : According to the Code of

TaihO and t u un , history li erat re came der H ist ory a nd Li t era t u re u Rid end O n the co rse of , the doctri e of a nd t h e Tw o Fam ilies n of rn n th e history . This bra ch lea i g was f Su w a ra a nd o g a Oy e. monopoly of the t wo houses of Sugawara a O a t u ec a n nd ye. That p r ic lar resp t was p id to this bra ch above all others was d ue to the fact that th e doctors of literature

n o e ct an of c r ra ked ab ve all oth r do ors, while m y these do to s

to n n t a a . rose the ra k of mi is er of st te, or dviser of state It is not at al l to b e wo ndered at that th ere arose many whose inﬂuence i n the e d ucational world was h an ded on to their

o I n nc o f a n n Sei kO th e u p sterity. this bra h le r i g , of S gawara family a nd Otond o o f the Oye family were the most distinguish I i e n . n m o f u Ta k a tsu ed p rso ages the ti e Tok gawa, j , the East

B o O G o O a uw a a nd K i ook a j , j , Karah shi, K ab ra y were the families

t r u an a b n of li e at re d history . All these f milies were the ra ches u i of the S gawara fam ly . — (4) L aw z I h the sys tem i nsured by the Cod e of TaihO,

‘ un MeihOd O Law comes der the , or L aw an d t h e Tw o F a m ili es n f a the doctri e o l w . It was the sole o f N a a ara a n d a k h S k a no u y e. property of the two families of

N a a and Sa anou e not u n ak h ra k y . They only served the ed catio al

s o f b ut a ' n of h as world as professor law, lso ma y t ese acted

u and t d . n hi n j dges, lef goo ames be d them .

5 —I n o m Was ) Mathematics the Code of Taih , mathe atics one of u au n u e Sand O n the s bjects t ght i ! the co rs of , or the doctri e

“ ’ » of a e . wes r a s a o n n o m th matics It , it were, j i t mo op ly of the

K ore oshi u K i o uki A tsumitsu u i a nd y S gawara, y y Miyoshi , F j wara ,

K fi ai of n W k . , respected as the Great Teacher Missio ary orks — (3) Fine Arts The custom of paying great respect t o fine penmanship had “ such uni versal m n f n a - w n Sp ec i e s o f i e H nd rit i g . n flu n n - ~ “ " i e ce that a bad ha d writ Th e Three P en M en a nd t h e ’ i n w a u to g s tho ght be a Shame . a Th ree H an ds o f M s t er St ro kes . However deeply learned one Th M o e f o r w r t n R e d l i i g ana . in might be , if he were poor e Th e Three P ro digi s o f t h e Tim e . n - n n w ha d writi g , he ra ked belo

e n nd t n n s others . The sp cime s of ha wri i g which have bee pre erved

B ut n - n a re all of them surprisingly good . the ha d writi g writers ' f d n n n u K i i kai o s . isti ctio really asto ishes The Emperor Saga, , ” and H a anari n the Great Teacher, y Tachiba a were called the “ ” ' en m en D Ofi i Ono u i a nd K Osei three p . , Sari F j wara , I n Fujiwara were called the three hands of the master stroke . the early part of this p eriod Chi nese characters were used for the u n nn i n n n b ut n p rpose of teachi g begi ers pe ma ship , whe the

K ama n n K anad ehon or n n of n letters were i ve ted , , Pe ma ship Ka a

a n e r n n e took the pl ce of Chi es cha acters . As to pai ti g there wer n e n n u ma y gr at masters of Buddhist painti g . They pai ted B ddha a d a d n a u n n N . the disciples to life , their irva is a fearf l reality

B ut n u and n i n n nt n the ge i s tale t which we had ordi ary pai i g,

and an n n n u u n as (that is portrait l dscape, pai ti g) i cl ded s ch ames

n u and K a na k a n n K anao a o . k Kawa ari K dara, Kose The pai ti g of

n of Mich izane u n b and Kose , the Chi ese poems S gawara , a other

n u u e writi g of Toshiy ki F jiwara were called the thr e prodigies .

- SrU D E N Ts SE N B FOR 0. T A ROAD STUDY;

n of u n b S u There were two ki ds p pils who we t a road for t dy,

and n . priests layme . That the priests Tw o in s of St u ent s K d d , from olden times had undertaken to go d a P riest s an L ym en . i s rt n b ut abroad ce ai , the exact date Th e N u m b er of St u dent s w n n un n n Th e he they ﬁrst we t is k ow . s en t a roa f u b d or St dy. ﬁrst mention of them i n history was in r th e u 5 93 A the Reco d of Emperor S iko ( D. ) From the time of th e Emperor Suiko down to the end of the perio d of the 37

I u n u mperial Co rt, there were, at least, sixty disti g ished priests

n n c u and twenty seve layme . The sect whi h prod ced the greatest number of students who studied a broad was the H ossO; the

a n a nd T d ai in rd n S nro u en . , the Rits the followed o er Amo g the n n i n nu n layme , physicia s were the greatest mber, ext came

t ne u - s u n of e u ﬁ a nd . n u t de ts li rat re , arts , m sic More tha three fo rth o f u n new and them were the priests . The st de ts with their ideas ' knowledge as well a s indomitable spirit acted as a leaven to s n n u n u u ociety, showi g what great i ﬂ e ce B ddhism m st have had

I n d u n u in these days . fact the ol B ddhism of Chi a bro ght back

new n and n u by the priests, the civilizatio ideas of Chi a bro ght b th e ul u n n n our ack by sec ar st de ts, came i to collisio with old n n and n n and u f or atio s se time ts, their str ggle their mastery p roduced a state of thought a nd feeling whi ch resulted i n the n educational ideas of the next generatio . P A R T I I I .

MIDDLE AGES.

— A . TH E KAMAKU RA PE RIOD .

— - 1 332 . D . 1 1 8 . 6 A D . A

C H A P TE R 1 .

General R m ark s e .

— (1 ) General Education As far as the inﬂuence of genera

u n on n n ed catio society was co cer ed, Th e Tw o C u rrent s of t h e we must say that there was no educa a S n C l n yst em of E du c at i o . tion which controlled and united the C harac t er o f t h e P eople i n ideas and sentiments of the whole a t h e E ast ern P rt of J a pa n. I u n n . n n atio other words, the ed catio

eriod u n n n of i n of this , j dged from the atio al poi t view, was a

' B ut u e of n : state of chaos . j dg d from that the cla system , there

u n u n n and existed a partic lar ki d of ed catio , which trai ed temper n n u n u i n ed character. The atio al ed catio which ﬂo rished the previous period was entirely overshadowed and replaced by this

u u n clan system of ed cation. The two great c rre ts of this system

un u in a u fo d their so rces Kyoto nd Kamak ra . The former was

s n u n n repre e ted by the co rt obles who formed the mai stream , ul while the latter was composed of Samurai families . If we co d n u un trace these streams with certai ty, we might thoro ghly der

an n f f st d the cla system o education o this period . — (2) Education of the Court Nobles I h point of hom e

u n a nd m u n ﬁnd n n not u ed catio of oral ed catio , we co ditio s m ch f n i n u b ut n dif ere t from what they had been previo s times, i tel

u u n n u e lect al ed catio was almost entirely arrested . The mai ca s of this lies in the fact that the educational system of universities 39

n ut n a a nd local schools was then nothi g b a mere me . B e

in i out i n sides, by the great ﬁre the metropol s, which broke

A D U n t ur u b iirned and u not 1 1 77 . . , the iversi y B ea was , co ld be

t o rebuilt . This was a great blow Int ellec t u a l C u lt u re o f t h e education particularly affecting the r N A n n a C ou t obles . ihil n of n and F childre obles officials . ur t io n of t h e Orga ns o f E d u therm ore u s ~ of , all the so rce the rt o f V rsifi c a t i on c at io n . A e learning which flourished i n the pre i b G ot ob a t h e pra ct c ed y , vious age and governed the refinement ret ired E m p ero r a nd by , and n of un u ”civilizatio comm ities , s ch t h e E m pero rs J u nt ok u a nd Shu ei - shuchiin n as the g , had bee oh

Ts u ch i m i k a d o .

e . n literat d Therefore , the childre not

n of n b ut of a u ﬁnd n o ly plebeia s , also lower ofﬁci ls , co ld o u n I un n n n u . n of opport ity of obtai i g i tellect al ed catio face this, it

no n n G otob a d and was wo der that , whe , the retire emperor, the

untoku and Tsuchimikad o n i n emperors J , excelle t masters the

of versiﬁ ca tion v n u n an art , ga e e co rageme t to Jap ese poetry, all

the court nobles ﬂocked to the Court like long- checked w aters

suddenly set free . (3 Education of the Samurai Class - The education of th e u u f Sam rai class at Kamak ra, dif er Th e E du c a t ion o f t h e Sa m u rai i n n u ur of ed , poi t of c lt e character am a u a Th e a n o C las s a t K k r . K t of n from that the obles at Kyoto . C harac t e r an d Y o ri t om o Mina It boasted a special method of m Th e Int e c t u a E u c a o t o . ell l d u n d n ed catio . From ol e times, the t io n o f t h e Sam u ra i . inhabitants of K antO had possessed

. n n i n a characteristic spirit They were ge erally Simple, ca did,

and to o f h um trepid , , from the highest ofﬁcer the soldier blest

n . ra k , they were all ﬁlled with military Spirit They preferred

" t W n Y rit on u o i r . o omo n h o r l fe , death to ret eat he Mi amoto

una u n n established his shog te at Kamak ra, he at o ce recog ized

” r n n and this admirable spi it of the i habita ts , did his best to

n ur n u . a n e co age , rather tha disco rage it He , moreover, took p i s to annul severe laws and customs and by exercising a mild

n n and v n un u u u n to wi n gover me t a oidi g d e press re of ro ti e , tried ’ . n u u and n the people s heart . He also e co raged B ddhist Shi to

ur ad d n n i n . su e n p iety He p “the people to observe othi g commo 40

t I n with th e customs and manners of Kyo o . these ways the old

n r w t n a nd n s Spirit of Ka to g e s ro ger stro ger, till a special di posi n n u n m t u tio was developed , t hereby e s ri g the co ple e s ccess of

u n moral ed catio .

On n n u u n i n i the other ha d , i tellect al ed catio was a pr mitive n state . Even i the households of those Th e Int ellec t u a l E du c a of n t an highest ra k , here was hardly y

n h a m u a . t io o f t e S r i , other book than an old volume of the

o o or n u n K ky , the Doctri e of Filial Piety . S ch lear ed scholars as

H irom oto G e un r Yorito m a w too u y , who served de , ere b sy with . u of n n to u n b ut i n the d ties statesma ship to atte d ed catio ; , the

e Sanetoki H o 6 , n wa s i tim of j , the Ka azawa Library establ shed, th in like e opening of a pretty ﬂower the wilderness . A nd yet Kamakura was superior to Kyoto in its cond ition of intellectual

u n ed catio . ’ ’ 4 VVo m an s u n - W n d u n in ( ) Ed catio oma s e catio , Kyoto ,

i n m t n and ’ was, so e respec s, more reﬁ ed W om a n s E du c at i on a nd n n a f u D au h elega t tha th t o Kamak ra . g V t h e A rt o f ers iﬁ c a t i o n . ters of court nobles did not receiv e a ny N a kan o t h e N u n a n d school education a nd their home educa W m a A b ut su t h e N u n. o n n b ut n to tio was very imperfect, , accordi g and M ora l E u c a t on d i . u w n f rom the the c stom hich came dow g

o u of vers1 ﬁca tion n former peri d , they were ta ght the art whe they

t n o u and reached a cer ai age . They were als ta ght to read write

n n u and a nd n n the Japa ese la g age the classics , pe ma ship was en u en v l u in couraged . This c stom oft produced ladies ery ski lf l

m n of e a nd s s an nun the co positio po ms e say . Nak o , a , who

Teika u w and A b uts u nun was sister to F ji ara , , a , who before

n n w ife Ta m ei e Fu w taki g the veil has bee the of y ji ara,

n I were the most remarkable perso s of this class . n the former

n u to n n period, it had bee c stomary teach wome Chi ese Classics,

m n a nd o but in u n n co positio p etry , this period s ch lear i g was

u e d u n n t altogether disco rag d . Their moral e catio was o Special l n u g b ut a nd n n y e co ra ed, its aim pri ciples may be see from the

f r u u . n n U bano books which they sed o the p rpose For i sta ce , the fumi (an Epistle to a N urse) the U bano- soshi (A Story- book for a

N s and t w u n m ur e) , o hers hich they sed , plai ly show that the oral 41

u n n n u and ed catio they received , co sisted i h mility modesty . Self

' - denial a nd self restraint in every thing was the ideal of woman .

u s u n and i n n She m st ppress her emotio s talk calm , mild to es, d i and n u an u n n . u be ge tle , q iet gracef l deportme t She m st s e h er d n n s m erv lor with chastity , comma d her serva ts with y l and and n o nor n . pathy love , be either frolics me slove y The d angh ters of Samurai received no more school education

n of u n but tha those co rt obles, they all received D a ught ers o f C ou rt n u n n and a a certai home ed catio , esse tial p , N o bles an d B au gh i tc t I n rO r a o . u p p their class the pper circle , r f Sam u ra t e s o i . on n n t u girls, reachi g a certai age , were a ght , l h of c u n n n a nd o of ike t ose o rt obles, readi g , writi g , als the art v ers iﬁcation b ut in n of n e u u n e f ar , , poi t i t llect al ed catio , th y were

e I n behind the daught rs of court nobles . moral ed ucation they

not to w an W n were , however , be classed ith y at Kyoto . he we

ﬁnd s u h r of n and u of ch c aracte as that Masako, ﬁrm , i trepid f ll

' s un u n u a nd n nun u o d j dgme t, or s ch a wise lear ed as Mats shita

zenni m a l u n en and n u n of , we y fairly we l j dge the co t ts i ﬂ e ce their s f m pecial system o oral tenets .

A n u th e n of woma at Kamak ra , had pri ciple the t hree

e n h ’ ob die ces at eart . She was a per Princ iples o f W om a n s oniﬁ at s h e s c ion of . s chastity Beside , was Pra c t i c a l M o ra l C u lt u re m of d n a nd a odel modesty , mil , ge tle i n Sa m u ra i a m i es F li . n b ut sh e obedie t , , at the same time , had Pa ss a ge fro m a L et t er of an n t n n u i repid Spirit, which othi g co ld Kaku z an a N u n t o Sa d a , , n u n nor u co q er, either death life , m ch less t oki H oj o .

n and ul n . pai , hardship, trials, trib atio s She was expecte d to look rather dull a nd stupid in outward a p

a a t i n u to and I n e r nce b u u . p , , . tr th, be clever, smart, sagacio s her

‘ r n u u u t not u he u depo tme t she m st be h mble . She m s talk lo d s m st a n and i lways have a air of ease grace . Here s a passage from a

r u n nun to Sa d a toki H oo u n lette which Kak za , a , wrote j . Ka k za was of Tok imune c n nun a wife c , the Rege t . She became a after th e t o e n dea h f her lord . She wrot as follows Though we belo g t o n en no n l t u ed u the priesthood , yet, bei g wom , we have i tel ec al

‘ “ c n n a ti e e nl , r c c atio by which we may be eﬁt society . W o y p the d n a nd r n n u . B u t octri e of the three obedie ces , mar y a h sba d I 42

n u and nn u have often heard that if the husba d be cr el tyra o s,

a nd u u f n n m m t al af ectio is lost , the little heart of woma has ade ” u n an a her to destroy herself . From this q otatio we c see wh t a t n a hard l o wome at Kamakur had . What a gi rl heard every day was the story of distinguished

a nd heroism , exploits of brave deeds . What D au ght ers of Sa mu ra i she saw W of in daily were arriors ﬁrm , Fam ilies a n d t heir u n and domitable co rage, prompt decisio Su rrou n n s s di g . Phy i u n re d j dgme t, or priests who p ache retri c al E d u c at oi n o f ” b uti I n of on for the former li fe . time W m o an . sh e h ad n war, the great respo sibility of

a n i n of h er u n in u d or n on the cti g place h sba d the ho sehol , eve

“

e . n f or n ﬁeld of battl He ce, it was impossible her to si g, play,

and an n th e compose poems , lead easy , elega t life , like that of

u of u n I h e u u n an . n s d da ghters co rt obles fact, m st have resol tio

n one th e be well prepared to meet all emerge cies . This was of

n r n l u u n f or reaso s why me e i te lect al ed catio girls was despised , a i n nd n t u n . its place , a practical sor of moral ed catio was give Physical education for women had to adapt them to become mo ’ thers a nd t of n and n , wives, sis ers vetera s warriors . Wome s n t ff n Sports were o very di ere t from those of women at Kyoto . — (5 ) Education of Priests The inﬂuence of the priesthood

' u m a t u was s pre e both Kyoto a nd at Kamak ra . P ries t hoo d a nd n u h un i n Disti g is ed priests were fo d both places , E u a d c t i o n . w h o n iv , besides propagati g their respect e faiths,

n u na f ear estly applied themselves to ed catio l af airs .

Th e u w u but not methods which they sed ere vario s, they did

n a nd formed either schools or libraries . They collected childre

e u and n e gave them wis advice , or they lect red freely i vit d all

. d a nd n classes They preached by the roa side , wrote ma y books . Especially those priests who belonged to the ﬁve hills of K amakura gave immense assistance t o th e shogunate by their

n t . n u n direct as well as i direc i ﬂ ence . Amo g these famous priests

n n M é e- sh d ni n E isai - zenshi Do n- zenshi n may be me tio ed y y , , ge , Shi ran- shonin N n- shonin n- shonin u n , ichire , Eiso , besides s ch foreig

un n K ei etsu and I ch inei priests as F ei , Soge , g .

u . n n n e Ho sehold For i sta ce, whe the t mple E du c at i on o f Sa m u rai of Téd ai i u and j was b ilt completed , the a m es R e F ili . s pec t C ho en t to “ chief priest g , wro e a letter Yori f o r t h e Im er a n p i l Li e . n his n I u n . n tomo, aski g for co trib tio it, ” s Yoritom o a s U i . n Yor tom o he addres ed My lord master po this, i d te d s of n n mme ia ly e patched a letter remo stra ce to the priest , n no one i n n u u declari g that Japa sho ld be th s addressed , except

. u n n the Emperor himself He ,“ f rther bade the priest ever agai a to pply him that title .

The u v n of —Wh n in C lti atio , Piety at is to be oticed the

n u n of seco d place , is the c ltivatio piety Th e E d u c at io n o f Sa m u ra i u f by the Sam rai . The spirit o reve F a m es Th e S r t o f ili , pi i rence towards the Buddha a nd If a mi Dev o o n F rst A rt c l e ti . i i (gods) of Japan was assiduously en -o f h f J o e i t e C o d e o y . coura ed of J o ei i g . The Code y wh ch s e th e n of un e e of n n e tat d pri ciple the shog at syst m gover me t , devot s

of n The n n its ﬁrst article to matters religio . be evole t power of ” “ K a m f i ran n e n the , as the phrase , i creases with the d votio of

a nd n g n V u f m an his desti y is ag ra dised by the irt e o the If ami .

n no v un nor an m an n He ce, let festi al pass observed , y eglect their

I n un n n of un e worship . all the states der the domi io the shog at , t he governo r a nd the priest should attend t o their respective d u n a nd n n ties towards the shri es , especially at shri es which e joy a n oul n nnu n t u n of the gra t, they sh d co form with the a al i s r ctio

rn n . us g ove me t If there are repairs to be made , they m t be a n n s b ut tte ded to at o ce, provided the cost is mall , if it be great, a report should be forthwith to the authorities and instructions

I n n r ﬁnd n a w u . s ill be iss ed the seco d a ticle , we the followi g p

n and t ff n but in s age : The shri e the emple are di ere t, respect

o f n e . n u revere ce they are , the sam He ce , repairs sho ld be made, d t in a nd u s u . festivals sho ld be ob erve , as sta ed the previo s article He who willfully uses the revenue of temples f or his o wn priv ate ” w as a end . o . s, shall be dismissed This c de proclaimed h lf a c n u of Yori tom o b ut su e t ry after the time , as it was the re lt of c ustoms a nd precedents which obtained since the shogunate was

un u u n d n ﬁrst fo ded , it sho ld be looked po as embo yi g the spirit of the Kamakura period . 45

— c Du Man u ( ) The Highest ty of The idea of the Sam rai ,

in u a the Kamak ra p eriod , was simple nd Th e Sa m u rai Fam ily ; the u an clear as regards highest d ty of m . a nd t h e H i ghes t Du t y To lay down his life for his master w a s o f M a n .

u . I n his highest d ty other words, the

and of u n to n t body life a Sam rai , accordi g his idea , were o his own s n b ut of u posses io , that his master. He m st be circumspect i n word and deed ; because his Shame was the shame of h is t . o r f n in u mas er If he were cowardly ef emi ate his behavio r, he

u u us ut hi s naster n tho ght he wo ld th p g to shame , lower his dig ity and n u f tar ish his virt e . This idea o the Samurai was not the

t— Yo i ou . n r tom o un come of a day Ever si ce established his shog ate ,

u n n n to u u r f m ch pai s had bee take prod ce this sal ta y ef ect . — ( d ) The Cultivation of the Power of Volition I f the highest duty of m an was to lay down E du c a t ion o f t h e W ill a nd f u his li e for his master, it wo ld be h e Sa m C ha rac t er of t u ra i . q uite essential to have an intrepid in u character, order to accomplish his d ty . It was, therefore ,

u u d u their c stom to talk abo t the metho of warfare, or disc ss the n n u in u use of weapons . This warlike trai i g res lted the prod ction

h s u of many distinguis ed soldiers. Thi s ggests the extent of their

i n e a nd but n pride their physical prow ss skill, , as mere a imal

' courage could do but little i n accomplishing their highest aim of

n and n life they must have a stro g will i domitable courage . From

can nf n to the this , we easily i er what importa ce they attached

training of the will . — (6) Education i n Deed z U nless commands and promises .

u d n of the co ld be rigi ly e forced, the idea E du c at ion i n Deeds highest duty of m an could not be a ccom d s a n P rom is e .

lished . n n of un p The gover me t the Shog ,

h ten n u u n . the t erefore , paid the greatest at tio to s ch ed catio As

u of Sam ura1 n and u an res lt this, a ever broke his word , s ch idea

n n in and . as that of eter al frie dship, life death, prevailed

(f ) The E ducation of the Emotions - I n this period theSa m urai genera ll v culti vated the qualities of courage C u lt u re o f t h e and n n . B ut i trepidity, as already explai ed as they E m ot on i s . 4 6

u n u ul u barbarism wo ld e s e , they also resorted to c t re of the emo ” t n un nc u s n io s . The ab da e of s ch phrases as, to have compas io , ” “ ” “ ” u e n of o and gracef lly delicat , to be sympathetic, fo d p etry, s o n a nl a n n forth, i dic te most plai y th t the emotio s were ofte appealed

Sanetom o n n to a nd cul tivated . e tertai ed high respect for the

f n o u and i n s tyle o the Ma y sh , , at last, excelled the art of ver

ﬁ ation n Ta k ana o Osara i n Masashi e s i c . Whe g was besiegi g g

u un of d n K s oki , at the castle Chihaya, he calle a poet i to his

in r i i e. n n c a nd enkakwa . e amp, , hold g a , , a po m composi g meeti g, h ad u n e u i n one n a tho sa d po ms prod ced ight, before the very walls of his formidable enemy ! When Yoritomo was passing the

n u i O hn e n o n s , gate of Shirakawa, his ro te the exp ditio , he asked K agesuy e K aj i wara if the scenery did not remind hi m f o U o in . n un n n the poet N po this, the yo g ge eral , stoppi g his

n i m row sm o horse for a mome t, replied to his master by p g a p em , ’ hi l in n I n of Shok ﬁ w ch sti l lives me s memory. the battle y , K yogetsubé escaped from death by improvising a poem ! These i n n en u u n sta ces Show to what ext t the c lt re of the heart we t ,

i along with the training of the sterner virtues of the Samura class . — (9) Economy and Contentment Yori tomo made simplicity and conciseness which were customary among the E c ono m y and nh n n a n i abita ts of the easter st tes, the pri ciple of n m n C o t ent e t . un of i n his shog ate , the seat which was Kama

u one of n n and k ra , the easter states . He also settled the ra ks,

n n a nd n n n hi at accordi gly, eco omy co te tme t, w ch he cherished i n heart, were realized deed . (71 ) The Culture of the Idea of Rank and Order z— What was most important for Samurai fami D ev elopm ent o f t h e Idea n n lies, was to mai tai their respective o f Ra n and Or r C er k de . e n end in w dig ity . For the vie , there m o n of G enb u k u C ere y . u 1 n n w n “ ” m st be ( ) a clear disti ctio bet ee m on o f t h e R c e D s y i i h .

hi and l ow and un . n gh , old yo g The 2 ( ) right a nd responsibilities must be made clear an d enforced . B ut to do so the idea of rank and order must ﬁrst be fostered a nd n u d . I n K u un n e e co rage the amak ra Shog ate, therefore, revere c for the Emperor and his household was made the foundation of 47

e n a nd . n n the syst m of ra k order There were, the , ma y cere

n u wearnin n un mo ies, s ch as the ﬁrst g the hat, weddi gs , f erals

a nd n u eof u . festivals, besides the ge eral etiq ett the Sam rai class

n n e n bo i n u For i sta c , whe a y a Sam rai family reached his sixth or e n n cf n s ve th year, he had to perform the ceremo y weari g

u . n of G enb uku or n armo r The ceremo y , weari g the hat , was at f t n n o u n . e ext held , the age fo r ee or ﬁftee The hat was plac d ’ on n n n to the boy s head by the oldest perso belo gi g his family , ' ’ t i n i n N ew or by the most wor hy person the fam ly . O Year s

n of l e ur Day , there was a ceremo y ti e ric dish held at the co t of un all u e to n a nd the shog , which his s bj cts were ordered atte d, n ut n n prese ts were distrib ed amo g them all, accordi g to their n n n f n s ta di g . This was for the sake of cul tivati g the idea o ra k — (75) Training of the Spirit of Self- Reliance A s stated ’ u of hi u above, the Sam rai s idea the ghest d ty or - Self h elp a nd ' end f to a n of li e , was l y dow his life for the sake of C ar c r h a t e . hi - s . n n n master The trai i g of a spirit of self relia ce , and u u n to o the c lt re of character, were esse tial acc mplish this d en . n un n n u n These were, i deed, the f dame tal pri ciples po which

u n u un w a n the ed catio of the Kamak ra Shog ate s built . The mea s

n r u u n 1 by which these two e ds we e to be p rs ed , co sisted of ( ) ' Zen c) r u n n a nd j (abstract eligio s co templatio ) athletic feats . The

una u d on one n u shog te , therefore, favo re , ha d , the sect of B ddhism c Zenshﬁ a n one of n u alled , which m de meditatio its esse tial feat res , and on an n u n n bo , the other h d, e co raged wrestli g, shooti g with w a nd n un i n n n d n and arrows , swimmi g, h t g, ﬁshi g, ridi g, rivi g other

' (2) Intellectual Education -The intellectual education of the court nobles consisted of Int ellec tu al E d u c at io n o f t h e C o urt e tu a thre parts, the s dy of J p N obl es J a a nes e P oem s t era t u re p Li f , n n a ese poems, Japa ese litera a nd P i enm ansh p . G ot o b a t h e re , I u and n n . n t re , pe ma ship t ired E m p ero r and t h e Im peri al ’ nobles houses were often held u reau o f o h E m r r B P et ry. T e p e o n st in hi co te s, w ch the members J unt o k u and t h e Y ak um osh o . in com vied with each other, e ’ n n the Gotoba posi g the best poems . Whe Emperor abdicated ,

un u u J n o n he fo ded the B rea of apa ese Poetry , h ldi g it at his 48

n Minased ono a nd pri cipal palace, as well as at the palace of the ,

J unto u devoted much time to writing poems . The Emperor k

u art n and disc ssed the of composi g poems, wrote a book called the Al l this proves that the a rt of vers iﬁca tion

ﬂourished in these ancient times .

If an n ul an o of Teika y perso sho d criticise the Jap ese p ems , ” n he woul d be liable to the judgment of Heave . T ei k a Fu jiw a ra . u w as u and u n S ch the a thority, rep tatio of his T e G n i - ans o h e j d . i a n I n nn n art of v ers ﬁc tio . co ectio with him

n n d n u o I et a k a u i a nd may be me tio e the disti g ished p et, y F j wara ,

n t u on u many others . This adoratio bes owed p the poets m st be lo oked upon as the result of the prosperity of the art and the

to n e esteem i n which it was held . Next Japa ese po try came ’

n u . n n u u n Japa ese literat re For i sta ce , M rasaki Shikib s Ge ji

' - u so- Cren i- d ansc) mono gatari was widely st died . The called j was a series of lectures on this Japanese classic ; and it was

u u an e everywhere pop lar . Besides this, m ch import ce was attach d

- n n a t n u u n . to ha d writi g, as a p r of i tellect al ed catio This has its reason in the fact that our hand - writing i s very different from ,

n n n n s not n of foreig pe ma ship . We lear by thi , o ly the art writ i n u n or art b ut g (which is a partic lar scie ce by itself) , we also

n a n may master the mea ing nd uses of ma y characters . Nor was

n f n ut . I o u b this all the families co rt obles , there were few

n of n u u n av St u bra ches i tellect al ed catio , s e the dy of poetry ,

u and n - n n of use literat re, ha d writi g ; the last, bei g every day , ' d r to u n naturally ew itself m ch attentio . — The study of poems a nd hand writing was i n fashion in the .

I n - m u . n n fa ilies of the Sam rai ha d writi g, Int ellec t u al E du c at i on n u models were always give to the p pils . Sam u ra a m es i n i F ili . When Yoritsune Fujiwara ﬁrst began to J a panese P o em s an d h an - n n practise d writi g, he was o ly three - w n H an d rit i g . B ut was . n years old a copy give him , . and r u n n , what was still mo e s rprisi g, this copy co sisted of a famous Chinese poem i generally i nculcating some sublime ideas and

e . a th t n moral doctri nes . W m y th us infer e impor a ce they attach

' to the n of n u n ed pri ciples Co f cia ism . The study of Japanese poems no doubt led to the education ~49

n on u a but of emotio , am g the Sam rai class, as already st ted, , at

of n u l n in the same time, it was a part the i tellect al discip i e the

u n of u A n a ed catio al regime Kamak ra . y poem which was we k ,

ff n or in an out a n w or e emi ate , , y way of h rmo y ith the Spirit of

sd n hi n n u militarism , was di ai ed as somet g worse tha seless .

C H A P TE R Il l .

Soci al E d ucati on .

n ur to ‘ 1 n The K amakura Shogunate . e deavo ed adopt the oral ideas which exactly ﬁtted this system of f eud a P ri es t s and So c ia l n u lism . He ce their partic lar morality, which E a du c t io n . n in was e tirely practical, prevailed both the

m t 1 1 B ut u al ed home and in the co mrini y at a ge . the a thorities c

so- n u ul u a nd not little for called i tellect al c t re, they did attempt I n n u u n d i un an n u n . ll s to fo d y i stit tio fact, i te ect al ed catio was

a nd n n n end regarded aba do ed , as it had bee at the of the period

B ut 1 el i ious - n n of the former regime . as g ideas were pre emi e t , the government invited from the continent many wise a nd learned d m n to o n an . priests come over t Japa live A o g those who came ,

' n i h i n n un K e etsu and I c i ne . the most re ow ed were F ei , Soge , g It was they who naturall y undertook the pleasure and reSponsibili

- u n . I n ties of ed cati g the mass of the people short, if there was a n u n y form of social ed catio , it was they; who were the most

l u n n u o I n in powerfu ed cators, eve the o ly ed cat rs . Kyoto, the

ﬂuence of u to not n of the priests was eq al , if greater tha that

u n ran and v the co rt obles . Their Spirits high, they were acti e

u u t o u - t n workers thro gho t the w chief cities . They held lect re mee i gs t e n n o which they invited Samurai as well as pleb ia s . They we t out on n n - u fo r missio ary tours . They established meeti g ho ses

u o n m en a nd n the p rp se of preachi g . They charmed wome to conversion by their sonoro us a nd musical intonation of their scrl tures and n n a nd p ca o s . They puriﬁed their hearts by mass

or own a t u n n w prayers, , by their te rs , mel ed the a die ce i to sorro 5 0

and e n n t and d istresse r sig atio . They wro e books comforted the l a nd af d d s to nn and ﬂicte . They preache their go pels si ers crimi ' a d s t o - n s le u o . l . They homeles wanderers self s pp rt At one

“ e n hil anth rO ists tim , they were doctors, at a other, they were p p ,

“ b n r and n m n a nd u e w distri uti g ice mo ey a o g the poor destit t , hile

t n u and of o they were, at the same time, of e a thors editors bo ks a nd o n o u t u n pamphlets, as well as their w colp rte rs , dis rib ti g

r n I n thei works to every cor er of the empire . short, their inﬂuence and merits i n the domain of education were unbounded

n a nd beyo d all praise . B ut the onl y institution making for social education which

a a in n - n appe red co crete form , was the Ka a z a r Th e Kana w a Libra y . u n u zawa Library . Its b ildi g was sit ated n t o H o o Sa e k i j . i - h n n u un Musa s i . a Ka azawa, K raki g , st te , n n n whe ce the library received its ame. Its site may be see to in un Shom é i in n day, the temple gro ds of y j , the village of Ka a a We not n un n u z wa . do k ow the exact date of its fo datio , altho gh 4 1 26 A a 2 . u n n 4 . D nd 1 7 A D it m st have bee sometime betwee . .

n u n w a s as n n d The object of this i stit tio simply, its ame i dicate ,

n oo but n the collectio of b ks, there is every reaso to believe that u t n un lect res were of e delivered there . The fo der of the library is

a w a as obscure as the date of its foundation . Some s y that it s founded by Sanetoki H éjé others say that it was not Sanetoki ;

ut n n A kitoki e u b . his gra dso , Th re are also others who attrib te

n u Sad aaki re t - n on Sanetoki the ho o r to , who was the g a gra ds of , but it is beyond question that Sanet oki H éjé was the person who

un n n n u n laid the fo datio of the oted i stit tio .

anetoki t son Sane a su un S was the eldes of y , who was yo ger t i n Yasu ok . brother to , the Rege t He was Sanet o k i H o j o a nd i 1 224 u born n . Tho gh he was by birth a hi s Des c endant s . u n un Sam rai of exalted ra k , he was, like his

and n n a nd in relatives frie ds, devoted to k owledge deeply read all

ud n n l n . kinds of literature . He st ied from mor i g ti l ight He

u a nd e u i n n wo ld either read med itate, or els b sy himself copyi g u t nu and . n u n o ma scripts books It is a very fort ate circ msta ce,

u n in t u n u be partic larly oticed the his ory of ed catio , that a Sam

Sanetoki u to u ou o n all rai like sho ld take d sty v l mes, while; i 5 2

“ n n n und which o ce belo ged to the Ka azawa Library , may be fo .

” n now i n n and un uni u Amo g the books existe ce , co ted as q e, are

un Shé - sho- e 20 u Sh un ﬁ - i 36 v ol um eS: fo d the S igi ( vol mes) , j Se gi ( )

en - 1 0 u and G unsh o- 6 47 u R go Seigi ( vol mes) , Chiy ( vol mes ; this n t n n i n n book does o exist ow eve Chi a) . Besides these there are

Rui ﬁ - n - u n H a kurensho - G oran j Sa dai Kyak , Sade , y , Taihei y , etc .

b b n to n a n All ooks which elo ged the Ka az wa library, have bee

n a o s n u called the Ka azaw b ok , to disti g ish them from other

l n not n w n nor o d n co lectio s . We do k o whe , by wh m this esig a tion of Kanazawa books was ﬁrst employed ; b ut all th e books — ” on u n - - bun ko bear the impressi of the fo r characters Ka a zawa ,

i s n can t n u that , the Ka azawa Library . By this, we dis i g ish t bobk s hem very easily from other .

C H A P TE R l V .

E d u ion Special cat .

1 Yﬁ shiki a ku n n z— n e ( ) g , or the Scie ce of Ceremo ies This scie c had been studied since the pre vious C erem o nies a nd R ec ords period by the Shinshi n (or m en of exalt o f C ou rt N o bl es , " n u n s and ed ra ks) , co rt oble secretaries '

- o i x o . If v n h of n . the Daj kwa e e ami e their daily records, whic

o . f u have b een handed d own to us; they - are ful l o acco nts of the h ceremonies of t e court .

Science ‘ of : —I n thi s f eriod c s in The Law , p , the spe ialist

N and Sa kanou e u t law were the akahara y families, who bro gh

" n n “ n n e N a a their mo opolies dow i to the prese t p riod. The akah r family moved to Kamakura and served Yoritomo as j udicial

e a nd u l e isl 1 u e magistrat s, settled law cases did m ch towards g t r ,

e c ll u nor u t in but th ey nev r o ected p pils, ta gh them the time of

a toki Ya sutoshi s d u 1 Y su Hojo . Miyo hi, who rew p the Code of Joye ,

“

M o azu . w a s no . doubt as excellent a legal scholar as or k N akahara —' (3) Japanese —Literature Japanese literature m ade great 5 3

' “ u u an .We a m n progress a t this time thro gho t the l d. h ve a y facts which combine to prove it . — (4) Chinese Classics a nd Chinese Literature : The Kamakura

l n our period is the period history, The C hi nes e Bible and t h e ' " ' w hen Buddhist devotion was at a d t P r e t s G reat Bu d his i s . “

. very high , pitch in both m etrOp ol itIan

”

. t . r no n m cities There were g eat priests, who o ly astered their

" own n b ut u un n u n n t religio , thoro ghly derstood the Co f cia A alec s

" ' : and other books of t h e . Chinese Bible ; they were also skilful ' of n n v l a nd . . s authors traditio s, proverb ; o e s, tales , with which ' they did much good i n ed ucating the public by entertaining as '

n n u th e . u of hi n e u and well as admo ishi g . Th s st dy C es literat re of class ics became almost the sole property the priesthood . It is

u f ar and n - H iromoto tr e that there was the sighted deeply lear ed ,

' in f il . O e m n K id end t) and l the am y of y , which o opolized a so ' ' Ta m ena a of u a m an of eni1 1 s wli o had g the S gawar family, a g , a

n e u r B ut H i rom ot i n a u a nd a Wo d rf l memo y . o was K mak ra, w s

u and n - u to ; i a a n b sy with politics statesma ship, too b sy p y y ’

t n n to e u n . f Ta m ena a re retted the l at e tio d catio al af airs . g g fal of ’ n u n a nd u t to on Co f cia ism , wished to hold p blic deba es prove which side lay the truth ; b ut it wa s impossible for one m an to u n t r the tide of the times . — (5 ) Fine Arts There were many skilful penmen among the

a nd wh o d clergy laity, either establishe or Sc h oo ls o f H and ff o . m n ' followed di erent scho ls The most i porta t vv ri t i ng . ' of th e Seson i- o s o n these were j Scho l , who e rigi a tor Yukinari u and n- in- was F jiwara, the Seire School , whose

un P n Son en son u fo der was ri ce y , of the Emperor F shimi (This is also known by the name of the School of the Imperial

I n n in N obu zane F u l wara pai t g, j , with his art of n n n n i n u u pai ti g, from life, was most re ow ed , while sc lpt re , we

ﬁnd u n U nkei n d kaku and K w a ikei s ch ames as , Ta kei, J , each of ' h m : h ad n w o and of ﬂ u . ma y disciples, all whom o rished

I n n a d i Medici e, the families of Wake n Tamba st ll had their

n an n n th e u mo opoly h ded dow from their a cestry inl previo s period . , " ' B ut there were many i skilful a nd learned physicians among the priests . I n i e d n th s p rio , most of the priests who were studyi g abroad

n to t he Zen - S and o belo ged ect, th se St u ent s s t u n a br a d dy i g o d . of Tend ai n n came ext . Si ce the cus h Z - Priest s of t e en Sec t . t om of Sending s pecial messengers to

' n u no n a Chi a was abr ptly stopped, layma cared to cross the se s

a n . w ou n u n y more This was a fatal blo to r ge eral ed catio . It is to be regretted that the educational system which had been

u u t so u a nd u to a n end B ut b ilt p wi h m ch care tro ble , came . there were many priests who were not afraid to face the temp ests a nd n and o e n waves . They crossed the sea alo e, imp rt d ma y new and n n u u a nd h ideas se time ts abo t B ddhism ot er matters . I n n u un n un u the mea time, the Kamak ra Shog ate bega its iq e

u n un n n i n a n of our hi system of ed catio , k ow y other ages story,

' hi n to n i n n o n n a nd w ch cha ced co form , ma y p i ts, with the te ets ’ n the Zen- n u pri ciples of sect . Woma s ed cation which had the

‘ u of un n a of our colo r this profo d sect, ador ed the p ges history with its austere b ut fragrant ﬂowers . On the other hand; those

n a nd u r priests who had see the world were s pe ior to the time, i n n and n n un no r k owledge reﬁ eme t , fo d room to realize thei h i n , u of u n . So c eris’hed ideas this limited ro gh society fe dal baro s

' oi o u to and n n and a most them to k q ietly their books lear i g , m de : the education of the rising generation their particular pleasure a n f d duty . They naturally came to conform to the spirit o the

u u n one p ractical moral c lt re of the shogu ate . This was of the

u not a n aus v Tera ko a ca ses, if the m i c e , which ga e rise to y , “ ” u of the temple ho se learning .

C H A P TE R V .

P h y sical E d ucati on .

We hardly ﬁnd any trace of the court nobles ta king much

care for physical education. Their exercises E xerc ise o f C o u rt consisted of Wa k anatsum i (hunting after edible N o es bl . n on l un n and n wild gree s the hi ls, mo tai s plai s) , 5 5

u hr n s o1 ts and m omi l - u n m s oom gatheri g, ﬁeld p , j gari (exc rsio s for

n u u n e m viewi g the a t m al leaves, esp cially aples) , as well as play i n w ot and an - i n n d g ith fo balls h d balls , which they e gage every

u n ne day. It m st be remembered , however, that o of these sports

e u n in u were practis d with physical ed catio view , tho gh they did

much to improve health and constitution .

I n u n u u n an the ed catio of the Sam rai , physical ed catio was

h ad n n n . importa t eleme t Thay ma y Sports, which required some skill and did much towards helping

i a » n n them n the rt of ﬁghti g. The pri cipal of these

z— Yabusam e n i n were as follows (a shooti g match , which horse m en n 11 0 n u u , while the a imal was ga pi g at f ll Speed shot at sq are targets) ; K a saga ke (a similar exercise with round targets) Inu - ém ono (a similar exercise i n which running dogs serv ed a s

a t in a nd . n s n targets) , so for h These were , some respects, es e tial

t m u n bu t par of ilitary ed catio , , at the same time, they were sports ,

n h s a l u n as well as mea s of p y w ed catio .

to n of Sa m uura i u ﬁnd As the ki d diet which sed, we that

n od so they ate light, plai fo , far as Th e H ygieni c Idea s a nd I n nn a nd n possible . ma er deportme t Th e Light P la in Fo o d . a d they had to be correct n composed . Prem at u re D eat h o f They called tea the medicine of the a m r S u ai . saints and the tea ceremony prevailed

a n of n . mo g them . This shows that they had some idea hygie e

B ut Tokimune of u and t of died at the age thirty fo r, mos the

u of un n . Sam rai high ra k . died very yo g From this we may

n u t of n u not co cl de that despi e their idea hygie e, they co ld

u in of a nd do m ch towards it, as they lived the time swords

t . A s n n n i n n s rife to the hygie ic co ditio of the people ge eral, we hardly know any thing ; b ut it is certain that there were no

n u n u n u u i stit tio s for physical ed catio . Altho gh the Kamak ra

un n f or of th e i n n l Shog ate was ear est the welfare people ge era , yet it is out of the question that they coul d have touched on the

re ositio n n n p p n of atio al hygie e . — ! B . TH E PE RIO D OF TEMPORA RY RESTO KA ION OF TH IMPE IA GO E NMEN E L . T R V R T, AND TH E PE RIO D OF THE 5 11 0011

NATE OF MU ROMAC HI .

1 333 A — 1 5 7 A . D . 3 D . .

C H A P TE R I.

General Rem ark s.

I n contemplating the general education which prevailed during this period of our history we ﬁnd to h H u s f A a T e o e o shik ga, our great astonishment that there w as a nd Int elle c t u al E du c a n one o t n i n em l re o ly scho l exis i g the p . t i on . It was located not i n the m etrOp olis 'or

i n n a n but s o i n a o n of a ce tre of civiliz tio , it to d a solit ry c r er the

f Sh imozuke - o a a o . nd st te It was called the Ashikaga Scho l, it

b ut a . s m all nu t not h had mber of devo ees . Does this s ow a most deplorable state of affairs as regards school education ? B ut when

see u un n H id ena a u we that Yoshimits , the Shog , comma ded g S ga

k 6 u on n e in h is wara ( g/ ) to give lect res the Chi es classics palace, while U jimi tsu treated his teacher Toyona ga Sugawara (kc) with . e see u of set resp ct, it is easy to how the ho se Ashikaga store

' u n n e c u d u n B ut i n u po i t lle t al e catio . other families of Sam rai we could as little expect to ﬁnd such education as we could among un the Samurai class i n the period of Kamakura Shog ate . B ut among court nobles a nd priests;we ﬁnd extraordinary

n u C hik af usa n k é ge i s . Mi amoto ( y ) , C l h k af u s a a nd t h e J i nnosh ot o - k i Sanetak a W - Sa n é hé n est j ( ) , Ka e h a h k u n s o. nd S o g e ' ra F ujiwara Yoshimoto N ijr) Sa ne t a k a t h e W es t Sa n o le j ( a) , a nd K insa d a Téin (15 5) were a nd t h e C opying o f t h e Shiki a n d a nd e a n deeply le r e wis , h vi g

n e I f w a r a nd od C hikaf usa ul . n o wo derf memori s the midst blo shed, ST

' wrote b ooks t o make clear the great moral obligation between the sovereign a nd the subj ects: He took ( up his pen in a castle

' a r n u c lled Seki , at Hitachi , while the a rows were whizzi g thro gh ~ n not n one the air a nd swords clashi g on swords. He had eve ' o of r n a nd n b ok efere ce , every thi g he wrote was from memory . . B ut u of n u n one the treatises th s improvised were e d ri g worth, ‘ “ ’ o f t hem on philosophical history explaining the Emperor s right a nd r a nd Sh oku ensho n p estige , the other, g , which clearly deﬁ ed

u of n n c e . the d ties all gover me t ofﬁ ials, civil as w ll as military ' n anet ak a These books are the bibles Of the Japanese historia s . S the we st Sanjo (75 5) C opied himself the Chinese history (Shiki) i n

m of a nd n n on i n the idst wars disturba ces . He also e j i ed his relat o s a nd u out u n o f of h is s bjects to carry similar work , th s givi g pr o

‘ e n n o kc? z al for k owledge . Ka eyoshi Ichij ( ) was a scholar who

u h n . of n . n us thoro g ly mastered the scie ce ceremo ies He was a ge i ,

l in an e a nd o l in th e especia ly Jap ese po try, he was als wel versed doctrines of Shinto and Buddhism a nd went so far as to compare

hi . u Mich i zane f a n o . mself to S gawara , the God He ve He was

- a . m an full of self reliance

' G en e th e m an one n y , a priest, was who at time gave lesso s

to th e . G od ai Emperor go. He was s u s G eny e t h e P rie t . B ddhi t also the teacher of C hikaf usa m a d E u c at o n T e ples n d i . Among the priests of the ﬁve Yoshihis a A s hika ga a t t en de d temples of Kyoto and other large r i i C am t he L ec tu es n h s p. an s cf temples, there were m y prie ts

n u and n n ge i s lear i g . This was the reason why the children who

' ' w ish ed to a n w t o ﬁ oc h ve k o ledge, were all obliged k to temples . There were no buildings at this time which could be called

o b ut nnu u d a and sch ols , i merable temples st dde the f ir hills vales ' of th e t wo t a nd un ' chief ci ies abo ded in other localities . They served well enough all the purposes of s chools ; and as the

e n m en n u a masters of those temples w re mostly lear ed , ge eral ed c tion throughout the empire naturally ﬂowed into the hands of

. n u the priests . Their i ﬂ ence i n the direction of practical morality n was by no mea s small . That education was never neglected i n ' u of un n u n the ho se the Shog may be veriﬁed by ma y circ msta ces .

W en son Yoshi ma sa un on h is h Yoshihisa, the of , the Shog , was 5 8 .

’ n un Ta k a ori h e ur o the expeditio to p ish y Sasaki , heard lect es n Saden a nd Kokyo i n his camp : an incident which proves 'what ’ u un u ut u n n val e the Shog s ho se p po learni g . This period of our history is often designated the dark

but i s to “ ages, it a great mistake Th e Des ignat io n o f t h e suppose that there was no educ ation Da rk A ges w as rat her w h ate n u in m r the . It is tr e that those i n x m i s a ppl ed . A e am ple days books were very scarce l n our - o f a ha rd w o rking St u dent . country ; moreover the punctuation had to be marked before an ordinary pupil could attempt t o read a ny '

u n oo . u u s ch books as the Chi ese b ks F rthermore , for a thoro gh understanding of books one could not do very well without th e help of a professional master ; hence a ny person w h o would

- n n u n u n . n obtai some k owledge , m st be a hard worki g st de t O ce u n u n po a time , d ri g this period a scholar came from the country of Tsukushi to the country of Hitachi for the purpose of “ ” a n u tu hearing lectures on the four books d ﬁve sc lp res . He

u to n hi n bro ght with him three of bea s, of w ch he eat a ha d f u t . n l every d ay . This las ed him for ﬁfty days He wa ted to

tu on of d n n b ut h e h ad no d hear lec res Eki, the book ivi atio , foo

n n a nd to eat . So he we t home to get somethi g to eat came n d back agai to have his wishes accomplishe . This is a well

n n o n ho w fﬁ u i t n n w i n k ow st ry, provi g di c lt was to gai k o ledge

n u now those days . The rivalry betwee Sam rai was at its very

u n u n i n u a nd n n height, prod ci g a revol tio the tho ghts se time ts of

ul not the people at large . They co d look very well after the

f n ur t t o af airs of their eighbo s, for they had to for ify themselves

and u n u n i n avoid defeat destr ctio . Ed catio practical morality,

n f - n b ut which was esse tial to sel help, made great developme t,

n u u n u of w as i tellect al ed catio which c ltivated the arts peace , n ecessarily neglected .

u n h of u n still ' rested As to Special ed catio , t at co rt ceremo ies

‘ i n n of Sizinshin K u e the ha ds , g , S ec al F o rm s o f E d u c a t o n p i i . a nd Geki m en “ (that is, of exalted Th e Spec ial St u dies o f a ranks) ; court nobles and the secre Fam ily. taries of D ajékwa n ; a nd it was by

‘ u u u e n of them assid o sly st died . As regards the c remo ies the

60 '

u h ad o nﬂu n on m not to do btless als some i e ce practical orality, u n mention their direct physical ed catio .

‘ We t wo n c on one a t d have ki ds of tea erem ies, ch rac erise by the infusion of tea a nd the o ther by the Th e Tw o Kinds o f powdering of tea - l eavesf The former is call Tea C erem o nies . sencha and t cha ed the latter ma s u . When th e 81 1 —823 K ara sa ki in un e Em p ror Saga ( 7 ) visited the co try of C mi e B onsh ak u i E ichu n a f , the pri st of j , by me, of ered tea with a n u u n h ad n a g st ceremo y, which shows that this practice origi i n an n B ut n of sencha n one olde time . the adoptio i to society as

u u n u e d uri n h of the s al ceremo ies m st have com g t is period . The

ma l ucha n uc no u introd uc s ceremo y came m h later, do bt after the

an n our un i n 1 1 91 u t tion of tea pl ts i to co try , by the assid i y of ‘ ‘ th e f a mous old E isai on n priest, , as a cerem y it became fashio able

n d f ' th n I th e duri g the perio o e Ashikaga Shogu ate . n reign of ' h un Yoshim a s a m an Sh uko u u . M a f s the S og a called r ta ‘ was amo his i n of n and for skill the art tea ceremo ies, he settled for the

' u n n of ma tsucka ﬁrst time the rit als ecessary for the ceremo y . Each of the two above- mentioned kinds of tea ceremony was

d v n n n i n i ided i to ma y schools, all rivalli g each other their art .

i n one ~ A ll n u n . of them prospered, doi g m ch good more ways tha

— ‘ Sports The game of Go (checkers) continued t o be in

n e The m fashion si ce the former p riod. ga e G a m es o f Go a n d Sho gi . “ of 8 71 6 75 n th e n s 5 9 (chess) co sists of re ki d ,

f “ a a i a m e f » nd slzé . o the gre t , the middle the small g The g reat g

' shagi had prospered during the last p eriod a nd co ntinued down ' to the present ; b u t the . middle shrigt came into existence in

' ‘ u Th and a . e this period for the ﬁrst time, bec me very pop lar small game of slzégi is what we now pl ay a nd it is very

n n us n b ut n wn n ou i teresti g as well as am i g, we k o othi g exact ab t in and its orig date . 61

C H A P TE R IH ;

School E d ucati on .

I n n n a nd v in this period, all gover me t pri ate schools were

ru n and wa s n one — i n i , there o ly school Sev era l Opini o ns o n t h e a corner of a province i n The Kwanto Ori in o f t h e A s a a g hik g ” n or East of the Hako e Bar, which Sc h oo L ﬂourished . The exact situation is i m

n u ﬁ nd u e i n n a know , tho gh we its s pposed sit the tow of Ashikag i n un of Shim ozuke We in u its the co try . are also the dark abo t

n b ut u origi ator, what was most remarkable abo t it was the fact that this school had been maintained a nd supported not by the

an of m en but u n of h ds clergy or of letters, by the ro gh ha ds warriors . We here enumerate a few Opinions concerning its n n n origi ator . The suggestio s beari g the greatest authority are as ' follows : 1 ) Tak am ura Ono established it by his own resources ; (2) it was only but a remnant of the ol d local schools ; (3) one

‘ of . the Ashikaga families founded it for the sake o f educating

‘ n u we v ot un u ue their childre . Of co rse , ha e n yet fo d the tr e cl to any satisfactory explanation ; b ut if its supposed site be cor

u n u th e rect, we m st give prefere ce to the third hypothesis, beca se nn w n b d temp le of Ba a, hich still sta ds y the si e of the Ashikaga

e m and School, was the privat te ple of the Ashikaga families,

' some arrangements must have been made for the priests to con duct a school .

m a u en w as u Be that as it y , the eq ipm t of the school , witho t

in 1 439 N ori zane u e . ' do bt, complet d Th e E u m ent o f t h e A s i -I q ip h ” U yesug i, the most renowned general kaga Sc hool a nd t h e Da t e ' of n n n of the period, resig i g his positio of i t s C o m let on p i . n n the prime mi ister, we t to Shirai

ih u n u l fend l Jo . vi lage . sh to lead a retired life He was at ral y

‘ of lea rni ng and his greatest pleasure proved to be the reorganiza

‘ n n d tion a d completion of this almost abandoned school . He i vite

n H e l o a priest called K Waigen to take charge of educatio . a s

' u set sc o u n . u n drew p a of ho l , reg latio Besides, he ca sed ma y 62

valuable old books a nd manuscripts to be collected i n the school

n t n n tu n now u library . This o ce forgot e i sti tio became a reg lar hive i n which the wisdom a nd learning of the whole nation

of N ori zane hi s n n f ul was gathered . After the death , desce da ts

of n and s ug ﬁlled the wishes their a cestor the A hikaga School , tho h

n n nu to n n a nd un n i n t alo e , co ti ed sta d sere e cha ged the mids of

u n of Tem m o w ars a nd disturbances . Sometime d ri g the years n — (1 5 32 1 5 5 4) a benevolent old couple contributed an image of n “ l n u u . Co f ci s, which still sta ds there The attached library a ready

n a n ny u u . n referred to, co t i ma val able vol mes Amo g the rest, s ome dozens of the old books edited during the dynasty of Sung

a re and n th e u . preserved, these ra k with treas res of the world

C H A P TE R l V .

Soci al E d ucation .

in u t n As already stated the previo s chap er, it is certai that intellectual education was hi ghly esteemed ; but Th e C au s es of t h e n a n u n and the time was agai st y social ed catio , ailu re o f Soc a . .F i l n h that for three reaso s . Firstly war, bloods ed , E u c a o n d t i . a nd n un red uctin i t fami e ravaged the co try, g to

of a n n n n I m d n . a state poverty , dismay, co ster atio Seco dly the perial Household was so limited i n circumstances that even the

n n u not nor ul ceremo y of the imperial weddi g co ld be held, co d the repairs of the roof coul d be attended to much less could

n u t ~ u c e co ragement o social education be given . Thirdly the M r machi Shogunate was very little interested i n the promotion of

u n or l n n F n n social ed catio the we fare of the atio . or i sta ce, Yoshimitsu spent a million kwan of money in building the K in

kaku i Yoshimas a to u u n i n t ub j , while , addicted l x ries, bathi g a

us and n a of precio wood layi g out artiﬁcial hi lls nd ﬂower beds ,

u t the G inka ku i c n u n u n e b il at last j whi h i c rred e ormo s expe s .

H is n u n n n n and time was take p by feasti g, recreatio , da ci g,

n in was no t - o u s i g g . There time left for a tention t the real d ties 63

un or u f f f o n n . o a Shog , the p blic wel are the atio All these

u n u e u and n n ca ses combi ed , tt rly disco raged threw i to eglect social education of the empire; This library belonged to Kaneyoshi Ichi jo who lived at the Tokwabé temple ; hence the name of the Th e Tok w ab o Lib ra ry Tckwabd n Library . Ka eyoshi was the d K an Ic o a n eyoshi hij . n son of Ts unet su u seco d g , the Imperial

n s e r i n 1 447 Prime Mi ister. He al o becam premie . He was s upposed to be the foremost scholar in Japan in his days . He

u i n s ci en u a nd n was thoro ghly versed the ce of rit als ceremo ies ,

a nd a i n mast er of both Shintoism Buddhism nd also excelled

versi ﬁcation ni u a nd n the art of . His ge s tale t were as great as n n his re ow .

C H A P TE R V .

S c E u i pe ml d cat on.

The condition of Special education was not very much dif

f erent i t h ad n n from what bee . Amo g Th e D ec line o f Sp ec ial u n n u co rt obles, the scie ce of co rt cere E u c at on Th e N am es d i . u u I n monies was st died with assid ity . o f t h e o s u blish e B o k p d . u n the ho ses which had their mo opolies, s u Sa kanou e u C c ch as Nakahara , y , S gawara, y , Kiyohara, Miyoshi

Ot u and i n u but u s ki Kamo ; special sc e ces were st died, o tsiders

u n e a d in i n nu who wished to take p the scie c s gre tly im ished mber .

u of t in As the res lt this, the works comple ed this period were

n u in u u r ge erally short, tho gh q ality some of them co ld ival with n n n those of other periods . Amo g them , may be me tio ed the

Taiheiki Tsurezure usa and Masuka a mi , the g , the g . - C . TH E PE RIO D OF CIVIL STRIPES.

1 5 3 A D — 1 61 5 A D 7 . . . .

C H A P TE R I .

General Rem ark s.

W n n of u n w e he we co sider the state ed catio at this period , note that intellectual education was solely in the hands of the d u n of u n a n . priests , with the exceptio a few co rt obles Sam rai

On n u n of t and the other ha d , the c ltivatio practical morali y physical ed ucation were entirel y monopolized by the Samurai

One e i n a n . class . p riod these ges is worthy of special otice “ ” of i n ﬁne That is the period Peach Hills, which arts made

' wonde rful development and many large collections of old speci

n and h n u me s of arts were made , that too by the a d of Sam rai .

n u n n nu n As the co seq e ces of war, which had co ti ed for ma y

u n too o n years, co rt obles were p or to have their childre well

u n a nd and ed cated , or to ope schools for their relatives vassals, still l ess w ere they i n a position to pay attention to the educa

n of ' un n n an tio the comm ity . The co ditio of farmers, mech ics manufacturers a nd business m en was equally deﬁcient or even

. un n nor i n s a nd worse They fo d either food shelter afety , they

u not u n r u co ld possibly t r thei thoughts to ed cation.

B ut wa s n e u to ‘ it ec ssary for a Sam rai have , at least, a u n practical moral ed catio . For to W h y P ra c t ic a l M roa l C u lt ure ' ﬁght f or dominions or for honour or w as pu rsu ed i n t h e Fam ilies n i n s eve order to how his prowess, Sam u a o f r i . to n w u u . he m st have, begi ith, co rage

a nd n of He must also h ave a good constitution stre gth arm .

B ut not : u t in u n this was all he m s be cool, prompt j dgme t , u of n a nd n u not f ll patie ce persevera ce . Besides he m st break hi u u not n u s promises . A Sam rai sho ld have two to g es was the

n and hi u In n n say i g ; s deeds m st follow his words . short othi g 65

n n ure n u . u shoul d be do e which might i j his ho o r F rthermore , he

u n nt n and and must be f ll of be evole dispositio ; love , at the same

u n u and u u n u time he m st be modest, ceremo io s co rteo s , eve tho gh

n n and t. B ut he was veheme t, stro g brave at hear above all he

u n or m st cherish the idea of obedie ce loyalty . The virtues enumerated above ca n not be acquired by chance they are the result of deliberate thought P rac t i c a l M ora l C ult u re and n u n B ut ’ lo g ed catio . the schools H m a nd H ro es at o e, e l all and nl were a most destroyed , the o y and H eroines , “ place where this education in practical

m u u . To orality co ld be imparted , was the homes of the Sam rai show h ow far this home education was carried out we give here n n n n the well k own i sta ce of the rege t U jiy a su d e. When U jiya su sa w his son U jim asa eating three cups of rice W i th soup

u u use po red over it, he exclaimed with m ch sorrow that his ho would soon come to a n end ! The rule of dishes was very strict in the Samura i family and of course soup and rice shoul d

t Mototad a n to no be mixed . That Torii preferred insta t death surrender of Fushimi Castle must also be attributed to the u tu I n practical moral c l re of the home . short , we derive the

t u n of u u greates pleas re from the evide ces practical home c lt re, while social education we regret that we ﬁnd hardly any traces

o f worthy record .

C H A P TE R II.

H ome E d ucati on.

— (1 ) The Training in Loyalty to the Emperor To revive

and of n foster the spirit loyalty amo g the people , N ob u na ga a nd Nobunaga Oda and Hi deyoshi Toyotomi took the h is o alt L y y . greatest pains . The Imperi al treasury had been

n W n n and empty ever si ce the ars of O i , the Household could not n n an d celebrate eve the ceremo ies of Imperial wed ing . N obu n w the u n u a aga saw with sorro r i o s state of the palace . He m de a petition to th e Emperor and made the necessary repairs and 66

at the same time he advanced to the p eople of Kyoto two hund red a nd ﬁfty koku of rice at thirteen p er ce nt interest and sent ’ u u u n u the s m th s acq ired every mo th to the Emperor s Ho sehold . H e also dedicated to the Emperor a certain area of rice ﬁelds at

u n u n Wakasa . The res lt of this had a remarkable beari g po the

i n n a nd i t i k n i n n people ge eral , espec ally wor ed wo der the mi ds

e n concious of o f the heroes of the ag . They at o ce became the

u a nd n n dignity of the Imperial Ho sehold ; their se time t of loyalty,

hi h ad n n u nl u n o w ch bee dorma t for ages, was s dde y ro sed i t

v acti ity. The loyalty of Hideyoshi (Taike) was by no means inferior

N buna a 'W n h e to that of o g . he t Emperor was H idey o s hi an d u to hi s l ura ku abo t visit detached palace ca led J , h i s o a t L y l y . N obuna a n w n i n g , wishi g to sho all the revere ce

hi s m n G en- i n u power, co ma ded Mayeda to exami e all the old r les

a d n a n u B ut n f ur n precede ts rel ti g to s ch visits . he we t a step

and t i n s n ther resor ed per o to the Imperial Palace , Here he ’ n nu u hi m ow n m an joi ed the Emperor s reti e, co rted back to his

l n u a n o d w n . sio . The records ever sho ed s ch example before N ob unaga also commanded al l th e D ai mye ( B arons) to send i n

w n to and w a s memorials s eari g ﬁdelity the Emperor, his behest d I n n o . or beye order to show his tha ks f this Imperial visit, N obunaga settled the amount of expenditure in the Imperial Household [that plenty might replace the want wh ich had been

an u n a n n n m n felt for m y years] . This aro sed a e w ear est se ti e t of l not n n u b ut u u oyalty o ly amo g the Sam rai class, also thro gho t t h h e . W n on n empire he Hideyos i was his expeditio to Corea, he

t to Toshii e 1 5 D ff 92 A . wro e a letter y Mayeda ( . ) to the e ect that ’ His Majesty s command were to be obeyed at Pekin : preparation ’ must be made for His Majesty s journey to their capital the year a t h e n a nd s o u n H f er t ext, forth . It m st be oticed that ideyosh i

u l u . not own who was virt a ly r ler, did say that his will or com ‘ ’ n th e n but H is ma d was to be obeyed by Chi ese , Majesty s command . This spirit of H id eyosh l s loyalty made an everlasting

im ession u n n n m po the whole atio .

2 st n - N ob una a ( ) The Fo eri g of Piety g had little piety, at

l m sa a . u . east, as regards B ddhism [So e y th at he was at he rt a

Some generals h ad the Buddhist Paradise pointed on their

m n u a n i n ar our while ma y wore religio s sc rfs . Ma y dist g uished

u f v heroes s f ered themselves to be sha ed like the priests, as a

n u n e in sig of piety, while others ass mi g the rob became priests reality . — (3) The Education of Will Power Th e characteristic of this age was action : the thing Spoken H ideyoshi a nd M as a mu n b ut in n n st be do e , the th g do e , eed na r N a i ru s e. n t n u n o be spoke of . Promises sho ld ever

n and n s u n u a nd be broke , pri ciple sho ld ever be altered . P rity n t of ha n u u oc u . i tegri y reig ed thro gho t the s iety “ Sam rai Now w t could this hav e been save the result of the education of will

a t n power ? Here is a n inst nce which m ay serve as illus ratio . One day Hideyoshi allowed the retai ners of Iyeyasu to hold a

and sa w u Sen wan horse race, he it from the pper storey of the g

R6. on un u So a Samurai mo ted on a black horse ca ght his sight . On enquiry Hideyoshi found that this knight was only receiv i n t wo u an kok u a nd n ~ g tho s d of rice a year, his ame was Masa

n N aruse. s a a nd : m ari Hideyo hi g ve a sigh, exclaimed A odel

a mu a nd et n t wo ou n 760kl 6 u d v of a S rai , y o ly th sa d If he wo l ser e ” me u i h i t u n . , I wo ld g ve m ﬁf y tho sa d

u a a nd s Ma sanari ursuad ed Iyeyas he rd of it, clo eted with , p “ n er of n : t him to e ter the s vice Hideyoshi , addi g I too wish o see ou l off . W en Masanari e of we t a i n : y wel h h ard this , he p s y g I s i t possible that you could think so lightly of me ? H ow

u ou m l n un of ? LOl] co ld I forget y , y ord , for a certai amo t rice ” n A ou . nd wa a me explai myself, if y please , by death he s re dy to end on his life the Spot.

W n Terum asa l ten he Ikeda was a ittle boy of years old, his

e n one n fath r happe ed day, to be roasti g Th e B o Terum as a y : m che nu i n en r so e st ts the ov . The fathe a nd h i s at r F h e . W wu asked him hether he o ld have some .

The bo n a n ! y a swered, s yi g Please give me some just as they ”

. U n uff n are po this, the gr old ge eral took a chestnut out of th e t n h h ad com red a nd n ﬁre wi h to gs whic be e hot , prese ted it

” to o b . l bo n t n n u e the y The ittle y i s ead of bei g frighte ed, q i tly ” ut out n t o c e n e p his little ha d re eiv it. Examples of disi t rested 69

wn on on n heroism sho the ﬁelds of battle, especially the plai of Sekigahara a nd at the sieges of the castles of Fushimi and Osaka Show very plainly the salutary resul t of this practical

moral cul ture . — ( 4) The Spirit of Fidelity That which ensures ultimate

u on t ’ tri mph the ﬁeld of bat le is n e v at e C ons t t u t o n Sh i g n s P ri i i . n ’ neither the sharp ess of the M ot cta d a T o rii s H ei r a nd h i s n nor nu weapo s mber of soldiers . t r h L a w v en b J o Le t e . T e gi y N either does it consist in the su i K u ro u o n h i s c o m in da, p g ad van ta ge of ground and climate - B z t o t h e N ew Fi ef o f u en . nor in any other accidental cir

v n u n b ut t u cumst a nces . E e s perior ge eralship avails little wi ho t f n u to the spirit o ﬁdelity . Every Baro did his tmost promote n n this ki d of educatio . ’ I n of Shin en s n u n the ﬁrst article g private co stit tio , he distinctly wrote as follows N one Should have the least idea

a nd in n of disobedience against the Household the seco d , ” I n None should behave cowardly on the ﬁeld of battle . the

Motota d a n s on find th e l n letter which Torii se t to his , we fo lowi g passage : I believe this undertaking may become your first lesson i n promoting the spirit of fidelity among the Samurai n n n class of all Japa . For it may bri g all the retai ers to understand that the custom of the house of their prince forbids a ny body either to Show his weaknes s by cherishing his own

or to n n n n . life , escape from da ger by the aba do me t of a castle u n n A Sam rai who has a se se of shame , will ever sacriﬁce his ’ n u of an n wn n ho o r by act cowardice , at y mome t . To lay do o e s ’ n n of n and an one life for o e s pri ce is the law k ighthood, y who h as a cha nce of meeting such an h onourable death will be envied

all m en . n f 1 tten by brave Let this ever be 0 go . The ﬁrst ’ article of Josu1 Kuroda s Law h a s thi s phrase : Disobedience ” to nt u either master or pare s Shall be p nished .

I n a nd n n u and all the laws i structio s, both p blic private , u i u n iss ed at th s period, stress was laid po N a gay o sh i D o i da red n e of u the e d d ty and ﬁdelity . They heard H ell Fi re f o r t h e s ak e u ni nu d ' at home these tr ths co t ally preache , o f h i s M as t er. ‘ 70

f m n t tion l t the b tne o f t e e ro tryi g res ric s, es righ ss h s virtues might i a a a n ny w y be t rnished . When th e priests 1 eb ell ed against

u M aw man he a te t o t a n t Iyeyas at ik a, y sit d ﬁgh ag i s the holy b ut a cra osh 1 n u u n brotherhood, N y Doi, taki g p his Spear , r shed i to ’ t n n n the mids of the e emy s li e cryi g aloud . The benefaction of o ur aren a nd an d i th e n lord is app t at h , wh le pu ishment of B ud

n a nd f dha is i the dark ar away . If we were to be burnt by the

u of H el l h ow u s avm ur l rid ﬂames , co ld we help g o lord from the ? hands of the rebels If we fail to serve our lord in this emer

‘ no d u of m an and om u —If ge y, we break the ty bec e br tes . ye ' ’ un n e l urr n and sue f or u dersta d me , y rebe s , s e der o r lord s ” pardon .

C H A P TE R H L

S ci al E d uc t p e a i on .

We regie t to s ay that these was nothi ng i n science either new m a u n h r A nd s o us c nc u or re ark ble d ri g t is pe iod . let o l de

‘ this chapter by giving s ome account relating t o the students wh o I e t went a broad f or study . n this p riod stud en s who went to .

China for study decreased in number and the. decrease was most

t e t I a remarkable among h lai y . t may appe r as if w e lost the

t u wa t the aSe I n a on b u s no c . er spirit of as pirati , s ch the of

Temm on a er o the tu u v t us and , the Ashik ga p i d, Por g ese isi ed ,

ev h e The this ent caused a revolution in t e minds of p ople . attention which h ad been paid only t o China was now turned to

n t who new n in n Europe . There were o a few visited the co t e t

for u u o e a nd . N ew vario s p rp s s, especially for commerce ideas prevailed i n the world of economics and the fresh stimul us given

' d ff B ut we n as l ra tion us p l o uced m any salutary e ects . ever lost p

1 at this period .

v n u n To lo e thi gs new is human . Those who wo ld have go e i n a former period to China to advance the study of their

on a s i cs nement en out r u and religi , cl s , or reﬁ w t boldly to Po t gal 71

un not n n but other co tries, to gai mere k owledge , to gain something more concrete also : they - were traders a nd not

now n and n scholars who made lo g voyages, after their comi g

an e n home to Jap , they worked for mat rial amelioratio , rather

n f ox u t u n n u tha abstr se r th . This cha ge appare tly ca sed the

n of th e u d u n decli e p re e catio al systems . P A R T I V

MO DERN HISTO RY.

TH E PERIO D OF THE YEDO SHOGU NATE . 602 A D — 1 86 A 1 . 7 D . . .

C H A P TE R I.

General Remark s.

n u u n e n d l I tellect al ed catio , which aft r developi g very rapi y had been suspended for the time being by D ev elopm ent o f E d u nf u n u and the co sio of . civil t rmoil war, a c a t i o nal I de s . revived in the period now under considera

on n ul u n n ti . The ﬂowers of me tal c t re bloomed a ew, ti ged with

n n n and of and n t the prevaili g se time ts ideas the time, se t for h their fragrance to perfume the atmosphere not only of th e new metropolis but also of that venerable city which has been blessed n n l i n by the abidi g prese ce of His Majesty, whi e their sweet

ﬂ uence was felt at once in the remotest corners of the empire .

u n u n a nd The res lt was a cry for ge eral ed catio of the people ,

s n everal bra ches of special education now arose . Schools which

- had disappeared from the face of the land were re established .

u n n u h n s smm of Social ed catio bega to flo rish, w ile the old cla y e d u n u n a nd catio was revived . Nobles , Sam rai , farmers , mecha ics, n n I n n u . mercha ts, they were all accorded a fitti g ed catio civic a nd u u n r ral ed cation we find many points worthy of discussio .

n ﬁne n and n u e ed Religio , art, scie ce i d stry all poss s their proper

u n u n eq ipme t . The ca se of these cha ges, Iyeya su To ku ga w a whi ch rival i n romantic i nterest the tales of a nd E uc at ion d . u n and one n t in the tho sa d igh s , lay the encouragement given to popular advancement by the sagacious u and his u u n un Iyeyas ill strio s li e of Shog s . Iyeyasu was of just and impartial disposition a nd at th e 73

W n n m u u and u i n n . sa e time , very ca tio s s btle mi d he he i vaded Odawara under Hideyoshi Toyotomi a nd t ook the main castle by

n and storm, other ge erals soldiers pillaged it Iyeya su a nd o l d of v and t b ut its gold , sil er, o her articles, Iye M a nu s c ript s a nd yasu went quietly to the library and selected oo s B k . u deliberately many dusty vol mes . At other

o a n to en cu n s and anu times, he to d p i s collect forgott do me t m scripts from the old book- shelves of pri vate houses and temples and let the priests of the Five Temples take copies of them . One set of these copies he s ﬁ t to the Emperor f or his pleasure and n n and the h h e n for protectio a other he kept at Yedo, t ird se t

a u t m n . to S r ga, a most impor a t city at that ti e This is a fact as

u a nd e of famo s as it was wise prais worthy . Some these copies are still in existence a nd the wisdom and knowledge of bygone u times are th s saved from oblivion . What should be taken notice of i n the next place w as the

of n n Af n n art pri ti g . ter the pri ti g of the Iy ey a su a nd t h e A rt N ihonki in 5 99 th e art of n n 1 , pri ti g with of r nt n P i i g . w t n n a nd u movable types dre great at e tio , s ch Iy eyas u a nd t h e Teikin - o Setsu é - shu and books as the rai , y Tem le of B nk o - i p j . others now Spread abroad freely by means of

new e u of the art, exercis d a great inﬂuence on the tho ght the

e and I n 1 601 n u n . p ople , prepared them for the comi g revol tio

u u e c E nko i u Iyeyas ca s d a school alled j to be established at F shimi , and encouragement to learning was given both to clergy a nd

a l u a nd l ity . A tho gh Iyeyasu was born at a time of civil strife

n u an of commotio , his tho ghts r rather towards the arts peace

n to of n u n rather tha those war . His ear est desire for the ed catio of the people i n genera l a nd his own thirst after knowledge form

in our o a memorable phase history f education . All the Shogun who succeeded Iyeyasu encouraged education in obedience to the will of their Th e Sho gu n Tsu na y os h i a nd w on great predecessor. There was h is o v e o f o L B oks . d erful development of intellectual Th e Sho gu n Y o sh i m u ne a nd u n in ed catio , especially the time of t h e P m a a t i o n o f E u c a p g d t ion . T a h sun os i un . y , the Fifth Shog He

institute d frequent le cture - meetings in his own palace or went i n 74

person to the m ansions of his barons to hold similar meetings ;

. I n u i t u a h s t r im c ures m . s ch case , was c s om y for to give le t hi self

t h e u an u t u At o her times , wo ld comm d his co rtiers o st dy books a nd t e d ex plain their m eanings . He ex ended the Shch iko an

r an d i t o un reo g ize as the scho l of the shog ate , where a model

uc t n et un had ed a ion was to be give . The example s by the Shog

ol eff u n e i n now sa w a go ect po the 0 ple n ge eral . They the

t n e u n and i t s v u n s imp or a c of ed catio al e to the ge eral pro perity . The Eighth Shogun was Yosh imune wh o was as earnest as his

e i h a u predec ssor n t e prop gation of education . It is a famo s fact i n our history that he comm anded one of the ten disci ples of

J unna n n u n Riku u Ki oshita, a great scholar, to edit the O tli e of y

’ n n n the G o é n n E gi , the Japa ese Versio of j , the Japa ese Versio of

t h e n a nd a nd of n Gori other books , he bade all the teachers ha d writing i n the capital adopt them as materials for their writing m — 1 00 A i 9 A . D . s. 1 8 D u w anse . 8 odel D ring the years of K ( 7 . )

h n Sa d anobu Ma tsud aira m an of a nd n n w e , a wisdom lear i g ,

n w i n r e do ed with del cate taste , rose to be prime mi iste of the

un n n u c Ritsuzan Shibano shog ate , he a ppoi ted ma y s ch s holars as , and to n u old c Seiri Koga , e co rage the system of practi al moral

u u n n and c lt re . Ma y of the great baro s followed his example

u th e n i n of u n f rthered adva cement of th s ki d ed catio . ' B ut all forms of education before Yoshim une adopted Wakon

k n or th e n i n a sai , Ja a ese spirit - p K o n y o A o k i a nd t h e L e ar1 1 1 1 1 h e enl u t el r r1 n 1 e C m se s h c l . g , as p p f w r s o H o lla nd . T o C u re nt o f n t l m es r The eeds of the , howeve , E u c at o a a s d i n l Ide . could no longer be sati sﬁed W1 th ' ’ this narrow view of ed ucation ; and the Shogun s government commanded K onyC) Aoki to study Du tch and to import all the

“ n ne u n of n n bra ches of Western knowledge . This w c rre t lear i g

u u W rn n n R ota ku n prod ced s ch schools of este lear i g as y Maye o,

u K at a a n a u u and new S sur w a Ge k . h ho g , p S gita others This development brought with it Western science a nd d octrine a nd n u n resulted i n the formation of two curre ts of ed catio . The

now , nor n people were at a loss which to choose , did they k ow

‘ and u one but n which was the best tr e ; the Restoratio of Meiji , W i w 'm n u t and n n ed h ch s ept away a y old tho gh s se time ts, stopp ,

C H A P TE R II .

H om e E d ucati on .

— (1 ) C ourt N obles Ou examining the records of court nobles relating to the education in spirit Th e C o u rt N o bles an d t h e own ﬁnd at their homes, we that a n f am es Spec ia l L e rni g o F ili . no remarkable changes took place E du c a t io n i n t h e Im perial corresponding to the changes of th e a a c e P l . un W n w Shog ate . he a boy gre to

t n wa s u u and the ﬁ ti g age, he ﬁrst ta ght the old r les practices

n n e urt a nd n relati g to the ceremo ies of the Imp rial Co , the Japa n n n and n u ese poems, Chi ese poems, Chi ese Japa ese literat re ,

d f n n n a n n us an o . m ic, the art combi i g sta z s i to lo g poems His teacher in these Studies wa s either his father or an instructor

n e especially engaged . Besides this they ge erally had some sp cial

n of l n n o wn h ad t in bra ch ear i g of their , which become heredi ary the family as already m entioned ; hence their children were com p ara tively better versed in Science than those of a ny other class o B ut n n of f people . it mus t be remembered that this mo opolisi g . particular science among court nobles was the resul t of chance

n f of u rather tha the ef ect deliberate choice . After Iyeyas establish

un e n u of ed his Shog at , he ack owledged the r les the Imperial court and sent a memoir to the Emperor to the effect that learn i ng must be practiced regularly in his household a nd encouraged . This resulted in a fresh revival a nd advancement of learning i n n the palace as well as at the homes of the court obles .

sa of u n but o We y at the homes the co rt obles, their p verty, d which at this perio became proverbial, Th e C o urt N o bles an d contracted i n great measure their ardour ra c t ic a l M o ra C u lt u re P l . B t for the education of their children . u un n u n n u what the shog ate e co raged , co sisted chieﬂy of i tellect al u n and u ed catio , to practical moral cult re it seems that they did

not an en n A nd n u pay y att tio . yet some obles, f ll of the Spirit of

and r d t h e loyalty to their master Empe or, devote also to adora tion of Gods and Bu d dha and to the cul ture and maintenance of 77

n t n d n own n character, ear es ly i spired their chil re with their k ow t P u t and n n . n u te ledge se ime ts hysical ed ca io was, however , t rly neglected by them ; it was the sole property of the Samurai

n n v u n n class . The obles e er st died the art of shooti g, horse ridi g n n n and exercises of arms . Their greatest exertio co sisted of kicki g

t a nd n ligh balls rambli g over hills . (2) The H ome E d ucati on of the Samura i : There was some variety i n the methods of education H om e E d uc at ion i n t h e ad pted by Samurai families in accord o f u p H o us eho ld t h e Sh og n. n n a nd n and a ce with ra k locatio , it ’ n t wo n u n m Sho i m s may be divided i to ki ds, the ed catio the g ’ u and i n n u and d u n n ho se the baro s ho ses, the e catio of ge eral

u I n u un u t n n Sam rai . the ho sehold of Shog , partic lar at e tio was

nt ua and ul u and paid alike to i ellect l practical , moral c t re , the

of u u n en w as precepts this c lt re were rigidly e forced . Wh a child n n n n n n bor , amo g the very ﬁrst thi gs to be do e was the appoi tme t of the nurse and of the preceptor who was to become the super ’ u n i ntend ent of the child s education. That the preceptor th s chose

n one of n u n an was ge erally the most disti g ished baro s, hereditary u u n vassal to the Tok gawa ho se , showed the great importa ce the

un to u n of u shog ate attached the ed catio the r lers of the empire . The every day life of a Shogu n from his babyhood was un n der a most strict discipli e , where R es t ri c t io n i n t h e H ou s eho ld as freedom reigned among the child o f Shogun a nd Freedom i n en u n not a t r of co rt obles . It is all t h e H ou s eh old o f t h e C ou rt to be wondered at that we ﬁnd i n

N o bles . the action o f s uccessive Shogun

' many facts which coul d be made the examples and models for u u n n u n of n f t re ge eratio s . The home ed catio baro s was similar

un n ff n n in a nd to that of the Shog , the o ly di ere ce bei g degree complexity . As regards intellectual education the Shogun as well as his barons were taught Th e Int ellec t u al C u lt u re and Pra c t i c a l M o ra l , ' chieﬂy i n the Chinese C u lt u r o f t h e S o un s u s o e h g H o eh ld . i u C hi Scr pt res, history, Th e Prac t i c al M ora l C ult u re i n t h e H o m es n u n ese literat re, Japa o f Sa m u ra i a nd t ei r I a o a l h de o f L y t y . ese n poetry, Chi ese 78

- A a o a nd n n . S u u p etry ha d writi g regards practic l moral c lt re ,

t a nd n n u a nd c n mili ary arts scie ce, ceremo ies, B ddhism the do tri e u h t nd of u . en a his ho sehold, were ta g Besides this they oft heard explained the actions a nd words of their predecessors as well as of

m en n u n n and the wise . This was do e for the p rpose of trai i g foste ri ng i n th e child the idea of the ﬁve cordial human relations i n d n f . a n d s . so o an n of the relatio of father , master serva t,

u n a nd o f and n and h sba d wife, brothers, of frie ds, at the same

u tu ou u n u n n time s ch vir es as val r, rectit de, ho o r, be evole ce, meek n n and n u ess, modesty, patie ce persevera ce, were ta ght from both

. I n of u Sides, theoretical as well as practical the family Sam rai i n general every thing was on a much smaller scale than i n that

f t n ot f o n bu i n n u n . the baro s, pri ciple there was m ch dif ere ce The principal concern of a Shogun was the government a nd control of the barons a nd ordinary Samu rai and the whole nation ; therefore he m ust be instructed i n such virtues and cap acities as best ﬁtted him to rule over others ; b ut i n the families of Samu ra i i n general their chief d uty was to obey and be rul ed by their

un u l n master . The Shog m st, therefore, be special y e dowed with

and n n u i n n h ad to wisdom be evole ce, while the Sam rai ge eral be i n f n n rich the spirit of loyalty . From this arises some dif ere ce i

u n b ut n n of their respective ed catio , the most esse tial pri ciple education consisted in the fostering of the sentiments which made

and rv u I n n u and them respect se e their s periors . i tellect al

ed ucatian un and hi s n u v physical , the Shog baro s c lti ated some

n M u n n and - r n thi g very Similar . ilitary arts s ch as fe ci g horse idi g , h they practiced with assiduity and eagerness . By their eredi

u n d of n w was e d tary home ed catio , the i ea a cestor orship fost re ,

and while Buddhism strengthened the spirit of benevolence charity .

B the n of War S of n n n . y , scie ce the active pirit childre was mai tai ed

These are the facts m ost worthy to be recorded .

3 o —I of u w un ( ) Men f B usiness . n the reign the Tok ga a Shog n d i n ate the cla system prevaile , as Th e C ent re of C iv iliz at io n the period s of either Kamakura and a nd t h e C n re o f E u c a t o n e t d i . ’ Muromachi ; and those who had the C ons t it u t i o n o f M erc ha nt s rivil a es u greatest p g were, of co rse , H ou se s . the Samurai class ; next came in 79

d u n I n n a n n m e . u order farmers, mecha ics , b si ess fact, the Sam

n n on a nd un d i d rai class represe ted the state or ati , the shog ate

a t u f u th e d u a n t he u n en not all tro ble itsel abo t e c tio of b si ess m . B ut the great merchants a nd bankers had a special constitution of own a nd u n i n w their , ta ght their childre a very praise orthy

nn n o n n d m to ma er . Their k owledge , h wever, was co ﬁ e Si ply business morali ty a nd the art of governing their o wn households

n t t a nd and n n u n s . u bu co trolli g b si es relatio s They s died little, understood less in the way of intellectual ed ucation ; while the ﬂ u n m en in n d id ﬂot u n n a nd r b si ess ge eral possess m ch lear i g , thei

en i n nd n of n n homes were oft a most miserable co itio ig ora ce .

W a nd u Yekk en K Tekisai ise great scholars s ch as aibara , Nak am ura a nd B ansai Fujii s aw the Y ek k en a bara T i s ai K i , ek need of popular educati on a nd wrote N ak a m u ra R ans ai F u u , J , n i n an e so ma y books easy Styl , that ai a n I B g sh 1 d a. n all might read and enjoy be eﬁt . Their works and letters furnished good materials for the home education

u n m n of u of b si ess en and mec ha ics . The system pop lar ethics originated by Baigan Ishida became the l aw and bible at the

of u n in n home the b si ess e .

C H A P TE R III.

E Sch ool d ucation .

u n u un u n u D ri g the Tok gawa Shog ate , school ed catio ﬂo rished , and t he schools were several hundred s i n Th e Th ree Ki nds o f n n umber . They may be divided i to three Sc o s ho l . ’ n n n ns ki ds, gover me t schools, baro schools, and B t n u t n private schools . u if we disti g ish hem accordi g to the subjects of study they may be div ided into many kinds : those n u n which made Co f cia ism their chief aim , those which made

n n n n u e s u Japa ese lear i gs their pri cipal s bj cts, tho e which ta ght n t n but W n n n o hi g ester lear i g, those which provided medical

u u n and so co rses, those which ta ght military scie ces or arts, 80

n h ad . s s forth ides the e , there were ma y schools which more

" ne u u e f o r n n than o partic lar s bj ct ; i sta ce , some schools had the

u n u an and n n n h two co rses of Co f ci ism Japa ese lear i g, w ile others t n u n u n n and . ta ght Co f cia ism , Japa ese, mili ary scie ce The private schools were institutions mostly founded by the chief

o retainers of a baron or by some learned scholars . S me of these scholars were i n the service of a baron or of the Shogun and

n u i t o in n co d cted their pr va e scho ls their Spare mome ts , while others had some particular views of exalted character and Opened

o n I n schools to which they gave all their th ughts a d energy . these schools there were neither regular system of classes nor

u n of u but i n of n u n proper distrib tio ho rs, the order i str ctio they were above all praise ; this was especially the case with th e

n - us i n t h e u i t o A sai School of Sh hi, which p p ls had observe

o f strictly the order the books they read . The order and method of studying books were distinct a nd proper to the different schools or even Th e M et ho d of Inst ru c t ion ff n and of to di ere t scholars , all them e i n t s er o a do pt d hi P i d .

were praiseworthy . The method of A dmis si on an d Tu it i on n u n n u s i str ctio co sisted of lect re , read e s F e . n i , a nd u i n . I n g disc ss o some cases , u of n a method of dialog e was adopted . The method i struction

n n un n n W n u by object lesso s was almost e tirely k ow . he a p pil was

t u u n e admit ed , he, as c stom wo ld have it, prese ted his mast r

u n un n u n with the matric latio fee, the amo t of which depe ded po f o u or u n . u n e the will the p pil his g ardia As to the t itio f es, he presented his master with one or two Itiki of money (ﬁfty sen . or one en c i n n u a nd n i n n y ) twi e a year, o ce at s mmer o ce wi ter ;

th e n n a nd end of . at Feast of La ter s, at the the year There

an w n m n n u n f or n n were more th t e ty i porta t i stit tio s lear i g, the

n wn Shch eiké most re o ed of which was the .

n n n n hé ei This school was ge erally k ow by the ame of S h kf) .

I emit su un u y , the third Shog of the Tok gawa Th e Sh oh eiz ak a n and m an n n n li e a devoted to lear i g, gave Raza Sc o h o l . o of n Hayashi, a great sch lar, a piece la d

‘ tsubo in area at the Shinob ugaoka (Sa k urad ai of U yeno Park) u n u n for the p rpose of erecti g a school b ildi g . This took place 8 1

0 nn n h heikd H n in 1 68 and was the begi i g of the S e . ayashi at o ce t u d i n . n n started the b il g of his school dormi ories After i e years,

Yoshi nao T u u n of C on~ ok gawa, the Lord of Owari, ca sed a shri e

' f ucius to u n n not be b ilt ear the school , addi g a little to its prosperity ; but down to the time of the Shogun Tsunay osh i the institution was known Simply as a private school o wn ed by

I n n é n wan n to Hayashi . the ame of K bu k was give this

and u u u n u : n school ; the c rric l m co sisted of ﬁve co rses, viz Chi ese

a nd n e u ead in u , classics or script res , history , ﬁ r g , literat re Japa es

n n a u n ten s . lear i g. E ch co rse was divided i to clas es The ﬁrst three of them consisted of the most advanced a nd best pu pils ” called the p articular pupils the next three classes consisted of

u in n of n n and p pils seco d grade attai me ts, they were called the u n u n n u n b ddi g p pils, while the remai i g fo r classes co sisted of

' u in and h ad un n p pils the lowest grade, the rather pleasa t “ n n n u n desig atio of the i ferior pupils . The school b ildi gs were rebuilt and they now consisted of four massive piles called the

u and . n u n East, West , So th , North schools Still the whole i stit tio in was the private possession of the Hay ashi family . I n 1 690 the K 6bu1 1 kwan was removed by the command of

un Tsuna oshi to Shéheiza ka Shog y , , where Th e Sho gu n Ts unay o s h i th e Tokyo Higher Normal School for and t h e R eo rganiz at io n now n s and n Girls sta d , its ame was o f u s i o B h d . n n Shch ei zak a G a k m on o cha ged i to the u j , “ ” f hel i za a Ta i eid en or o n n S ei k . s or the place lear i g at The , the Palace of Great Success b uilt near the schoo l was no

n t o n u u l ut u n . other tha the shri e dedicated Co f ci s The tab et p , p at the gate which reads Taiseid en is the hand - writing of the

un i n n o Shog himself. It st ll sta ds i the same place t gether with u n the b ildi g whi ch contains a statue of the Great Sage . The

a n n n u n and h School was, at last, made gover me t i stit tio the Hayas i ” n family was appointed to provide the priest for th e sacred shri e .

I n 1 691 n N obua tsu u i n the n , whe Hayashi gave his lect res easter

n h a d a n ud n e of un hall of the sacred Shri e , he a ie c three h dred , n consisti g of the greatest a nd most learned of the time . After a

old n un few years, the baro of Shirakawa who was a profo d s the u e cholar himself, saw that the old system of school was q it 82

unﬁ to e ace with n m a nd t ke p p the dema ds of the ti e ; he, by the c n of un n Ritsuza n Shibano and omma d the shog ate appoi ted , Seiri K oga his advisers and studying their ideas revised the school d e n a n en n . system , improv d the discipli e, made ext sio s The teaching staff now consi sted of a president from the Hayashi family u nder whose control there were a number of r n n t e u n n scholars di ectly co cer ed wi h d catio , who were chose from “ ” n the H atamoto s u h e un amo g clas (directly fe datory of t Shog ) .

nd u n r a s n . n They atte ed to ed catio di ectly well as i directly. U der

e s K c ukat a f K é ukata - d e a ku er , th m erved y j (pro essors) , y j y (p “ ” s n who n u o K é ukata —tets ud ai o s had the additio al d ty of a profess r, y j ' ' ’ tan e - kokoro e3 ac in u o K d ukat a-s (assis t professors) , S wa y ( t g t t rs), y j ' ” “ n e s ns r c v n t he n oi a. and sShii a bee ami (p r o e ei i g treatme t professor) , " kata - d ey a k u f (persons wh o had the additional duty oi an examiner)

‘ Th e u en s f cb nsistin ? d a u a nd b oa r w al st d t , g of y p pils rde s, ere l ’ supported by the government ; and t hey paid neither tuition norf

‘ ' ‘ ’ ‘ a i n f w a s i n two kind z bo rd g ees . The dormitory d vided i to s f one ' ' ’ ‘ ca d the u-ar o board in l uarter wa s for the child ren of lle kishik y ( g q ) . the direct feudatories of the Shogun, and the maximum number

" of th eﬂ f u ils r w m ec m n ; p p was thi ty, all of ho r eived Special treat e t r i ' w : e wh ich f ort ~f our s u n l hile the oth r, admitted y t de ts, was ca led ’ sh seii é u u the o ry (the st dents q arter) . 5 The school curriculum was divided into the four courses of

ne tu e 1 r m a d In th s law n u . e Chi e scrip r s, histo y, , poe s literat re ' ' ' ' “ ” cou of n e i e er u rse Chi es b bles ther w e the fo r books, “ ' S r u a nd f k n Sl1 1 1 rai c ipt res three boo s of ceremo ies ( , Girai;

The course of history was divided into the . Chinese

a n - a I n a t » dep rtme t nd the Japanesedepartment. n the Chi ese dep r ment the p upils were taught from the chronicle . the . order and

et s oi v n s of o J n e d ail e e t their hist ry proper, while the apa es

' d e m n - h ad the o es th e ih onsh oki u- N n part e t Six hist ri ( N , Shok iho gi, ’ ' N n- K éki S o u n u- itsuroku Sand ai ~ itsu iho , h k Mo tok j , j

‘ r u h K a ami « 1 o t he r of o a ok ) , the t ree g , r : mi rors hist ric l facts ‘ ‘ MaSuka a mi Mi zuka am i I m a k ag a mi and - N ihonshi r ( g , g , ) , Dai togethe

“ '' cours l aw and l t s e of T an of Mi n e of po i ic the Cod g, the Code g

‘ and sthe laws and ﬁxed mules of Japan were t aught; The method

masters who were ordinary laymen rented houses and Opened

n u i n u m en schools. These became co f sed the tho ghts of with the

n u n set u and n i stit tio s p by the priests, both we t by the same

Te a o a N o w n t u n of r k . ame y , these teachers co sis ed of fe datories

un n n réni a u of the Shog , retai ers of the baro s, (masterless Sam rai) ,

n m n a nd t n n hi . r retired ge tle e , mas ers of pe ma s p They cha ged some tuition fees and often made a part o f their living with

u i n Tera ko a n i n them . The co rses provided a y co s sted of readi g ,

n n and n - n compositio , morals, ceremo y, ha d writi g . The text books

n o - o K inshi n were ge erally the Sh bai rai (Commercial Letters) , the

o e on e on i n rai (L tters morals, or treatis morality the form of

nd An one e e letters) a so forth . y of thes t xt books served all the

u o o u ul u and p rp ses of the wh le c rric m . This was very simple

n n n a nd u w b ut too n co ve ie t, altho gh it sho ed glari gly the defects

u m of the system , yet if we compare it with the tro bleso e com plications of n umerous subjects taught i n our present elementary

o u n n n n i t t sch ols, we m st thi k twice before co dem i g al ogether as

ini stri c an t I n r d . n p wor hless fact, there is a wide ﬁeld of i vesti

ation w en e e t o g left bet e th s w extremes .

H A P TE IV C R .

Social E d ucati on. — Ceremonies I n the period of the Tokugawa Shogunate there were many elements which h ad worthy i n Th e E lem en t s w hic h h a d ﬂuence u n t pon th e educatio of socie y. great I nﬂ u enc e u p o n Among these we have the Ogasawara So c al E uc at ion i d . a nd of ni school the I se school ceremo es, besides several other schools of ceremonies and the doctrines of

r n tea ce emo ies . A ll these being supported by every baron as

l un not n m n n we l as by the Shog ate, o ly formed a co mo bo d

u u th e n n b ut u w n thro gho t atio , also did m ch to ards fosteri g

u u - p blic virt es . The hand writings of the Sanboin school and many other schools together with painting a nd sculpture did 85

u i n n of n Yuiif s m ch elevati g the character people ge erally . The u

n R ébu- hi n and B n u a nd o e Shi toism , the y S toism i zai, Obak S t , the t ripartite forms of the Zen sect which were propagated respec tivel u u u n H a kuin n n and n y by s ch ill strio s champio s as , I ge Shi yetsu created a mysterious b ut sublime harmony i n our spiritual

a nd e and n f I world permeat d co trolled all grades o society . n ' t he n strata ists d and mea time, g who had exalte their views Opinions mainta ined the Shido (what they now erroneously call

u n u n i n and B shido) by their i ﬂ e ce, while the middle lower classes o f - n ar —ki a nd n a society the Heike mo ogat i , Taihei other mo og tari t n n N a auta hamisen u J n ogether with si gi g dramas, g , S m sic, apa e se n r nc and l n u n rhapsodists, ﬁctio s, theat es, da es wrest i gs, f r ished a kind of object lesson if no t a living manifestation or embod i

f u n n u u ment o social ed catio . We may e large pon this s bject

u n and but e us no with m ch i terest proﬁt, the limited space giv

u t n room f or f r her stateme ts . We must conclude this chapter with the enumeration of a

n u e n few great ames, whose bearers tilized the leme ts already m entioned f or the improvement of knowledge a nd un iﬁcation of n u l n n w n n n and n at ra se time t, so i g the seeds of reﬁ eme t, gatheri g

u l a n and nl n n n rich fr its of civi iz tio e ighte me t . Amo g the nobles ' Mitsukuni u of u Mitsum asa of we had of Mito, Masay ki Aiz ,

O Shi ek ata of K u o H arunori n kayama, g mamot , of Yo ezawa,

Sad anobu of N ari akira a Tsunanori of Shirakawa, of K goshima,

a n Kaga and others ; nd among the people we had ma y more . B ut we ﬁ nd the t wo most distinguished champions of social e ducation i n Baigan Ishida and Sontoku Ninomiya ; the former

th e n of Sh in a kuk o th e n of u was origi ator the g y , doctri e pop lar

d f B o o u- k o or n of .e a n o thics, the latter the t k y the doctri e w u . on n ne gratit de Those two great pers ages, each proposi g a

n u n n n of u doctri e , ta ght the risi g ge eratio by word mo th as well as by example .

n Shin aku one There are three ki ds of g , is that proposed by

e u N a ka e n n K um azawa and T j y , Ba za , Th e Three Kinds o f t h e Shi ssai Miwa in order to explain freely Sh i n ak u - k o o r D c r ne g y , o t i their own school of Gyomei ; the o f P o u la r E t ics p h . second is that advocated b y some 86 s chol ars Of the Shushi s chool for similar purposes ; while the third is the Sekim on LSh ing a ku of t h e Ishida school to which w e

“ B ut n n o ten n have alre ady ref erred . ordi ary perso s have f bee

a n t nf n one n d e o ou . misled by the ame, liabl co d with the other

Sekim on Shin aku i s n Of ul r The g , that , the doctri e pop a

hi of s c i n i n et cs I hida s hool, orig ated n Sh i n a k u Th e Th e Sek i m o g . 1 729 and u u u , ﬂo rished thro gho t Sh i ngak u - k y o m a kes Indus t ry n «one h ad ore Japa . At time it m

i t s A i m . t n un ns Of ha two h dred orga , each

t h [ n th n n B ut which e arnestly worked for e educatio of e atio . the so ciety known by the name of Meirin was the heart a nd

h Th e i r in u c rin o f n s oul of t em all . bel eve s this p re do t e Baiga were m ostly merchants and traders ; pro ving that th e aim of

i ts n t e n al n u n not n te e s was sse ti ly for the e co rageme t, if adoratio ,

Although the doctrine makes industry 1 ts aim yet it tried to improve the whole nat ion a nd t hat by means of p ersonal deeds and e xamples ; hence it wa s manifested i n many forms of

a t public as well s p rivate v irtues . Here it took h e forms of

nc r in of u s n n persevera e, there it appea ed the form p blic e time t

s of un n th e of n n n and It was the p irit io , spirit i depe de ce self

e . u f or the m r em n u m h lp It wo ld work i p ov e t of the p blic orality, a ccomplish d eeds Of charity or m ake other achievements a ll

u i - I i a u n and e t . n r ts nd bea tif l spirit prais wor hy sho t, practical ff n visible e ects were really wo d e rful . “ The Shingak u- kyo is th e doctrine of mind in literal

~ n Th e n an s significa ce . mi d of m i at work D efi nit io n o f t h e t s N ow h t i s even while he body is at re t . w a Sh i n ak u - k 0 g y . ’ this mind 3 If we c ould o nly find wha t i t

rea its n a nd at ri u n and no t t n lly is ; esse ce t b tes, the ill the , may

we h O e to k d i t nc n t e n :and t and p ma e s i tio be w e g ood evil, righ

u n one ou e wrong . The tr e doctri e Of livelihood by which c ld tak

a el a nd his mi can o n xi n s Of c re of s f fa ly, ly e st, whe the my tery the wo rking a nd essence of the mind are unravelled and compre

- k n ho Every a d vocate of this d octri ae performed Seiza e s . ’’ n o f Z n l or a b s truct u t t n It was a k i d aze religio s medi a io ,

C H A P TE R V .

’ W n E n oma s d ucati o .

Although the policy of the Shogunate burdened poor woman

n u ul and ' with ma y c mbersome r es Th e Idea o f th e Sh o gu nat e n n i t ’ tryi g restrictio s, yet did little s E u c a n Th o n W om a n d t i o . e in elevating her character and con Books f o r W om en i n t h e n or n n ditio improvi g her i tellect . It H u s ol a i es i n H i er o eh d . L d gh li no o n estab shed sch ols for her, either C ircles . did it provide any means f or her

d n n u evelopme t . The ge eral p blic was also apathetic as regards ’ n l d n u n. a n u o wome s ed catio The best which ordi ary girl co d , w a s to have a few books taught at home or to go to the tera

‘ o n n of e - koya . The bo ks withi her reach co sisted lett r writers, the ’ ’ w n u n itsu ok o of oma s fo r books, Jokai , the woma s J g y , the Lives ’ ’ ' n W n u n I m a awa and A Heroi es, ome s Treas re, Wome s g , others .

w n n u u n n e u oma was ge erally excl ded from st dyi g Chi ese lit rat re ,

: a nd of n n u seldom had the liberty composi g Chi ese poems, beca se s uch studies were supposed to inj ure her materially by depriving her of the time which may be employed more usefully f or her p rac t ul u B ut i n m n ical moral c t re . higher circles, her acco plishme t

n e of a rt of w n n u n co sist d the riti g Japa ese poems, m sic, ha d

n n n u n n a nd a nd writi g, ma y ceremo ies s ch as those of i ce se tea, ' n n ﬂ ower arra geme t . B ut as peace continued for so many years and all the people

‘ and t to u not had a ready livelihood lit le do, their activity co ld b ut escape in way of learning ; and this brought about a n u i n A gustan age our literature and art. Although women in general had but few privileges of higher education yet the tide of learning which ﬂooded the whole community could not but

and n u n n n m e . u w reach i ﬂ e ce wome as well as We m st, ho ever,

n n v rest co te t to gi e some of the most illustrious names . The

v of n d n i n r n but li es these wome were excee i g ly te esti g, we have no o to n n n to Tasute o ro m here do more tha me tio them . We refer j ,

' u of in u o n of Yekken the p pil Kig Kitam ra, T ke , wife Kaibara , 89

our an u and n u - t su- o great scholar of Jap ese literat re ethics, I o ye j ,

of o u t u Yonoko u wife S j Mi a, Shiz ko, , Shiger , who were called three learned women under the instruction of Mabuchi Kamo t u u e a ogether with s ch famo s poet sses as Chiyo of K ga, Akiko

o and U rako A rakid a Samp , . The doctrine of three obediences which had been the n n d ‘ pri ciple of the precedi g perio was Th e P rin c iple of P rac t ic a l i n n n h still fashio , holdi g t at, however M o ral E u c a d t io n . and n m n ul ﬁrm stro g at heart, wo e sho d ﬁ be and meek d nd u i n nn and mild modest, h mble her ma ers ,

ul i n n u t n u n g racef her deportme t . Th s her s er er virt es bei g c u and n in ul i n rbed restrai ed her every day life, wo d blossom t ime of emergency as deeds of heroism which often astounded the

. u in of R onen w rld Sometimes they wo ld appear, as the case y ,

t R onen w as a nun i n n n n . , a s ra ge ma ifestatio of will power y a

n of u and u n woma bea ty chastity. Tho gh she ever wore the m n and u u r . u agic girdle, her charms we e irresistible Yo g bea tif l

she sh e n n n n and as was, co ceived a stra ge otio of pessimism , s u out H akuo- zen i u u u Zen o ght j , a virt o s old priest of the a stere

t to . n w as ff u b u u sect Eve he a ected by her bea ty, he ref sed

n h e u take her as his d escipl e. Whe s discovered the real ca se of

c n she n and her reje tio , took a red hot iro from the ﬁre with it

u u u he u i n be disﬁg red her bea tiful face for life . Th s s s cceeded

n a n n u comi g nun . Sometimes these ma ifestatio s they wo ld take a n extraordinary form of ﬁlial piety as in the case of the Nuns ’ j itei Taga and Riya Amagasaki who revenged their fathers death n n n I n un l by ﬁghti g with their i veterate e emy . short, paral eled

w n n Yen o n not heroism , as sho by the heroi e j of Yo ezawa , was un n i u a commo n this period . All these were the res lt of practic l u u n moral c lture . As to the physical ed catio of women there was n n u n to f othi g settled abo t it . Ma y took the practice o halberd and — n n n i u horse ridi g . There were, however, ma y i d vid als who a n n f u n pplied their e ergy to the promotio o female ed catio .

n n a a u Amo g these we have B ansai Fujii a d Teki s i N ak m ra . C H A P TE R V I .

i l E u i n Spec a d cat o .

n r s c d i n As civilizatio prog essed , phy ical a tivities decrease

n and u of ani proportio , the str ggle Th e Riv alry of Int ellec t u al mal courage was replaced by rivalry ow rs an d t h e D ev elo P e , p i n intellectual attainments ; hence m E u c at on ent o f Spec ia l d i . n arose the necessity of educatio . Of all forms of education special ones such as science of ceremonies

n an un - for made the greatest advance . These had bee cared

n n n n b ut now n u u mo opoly of i dole t obles , were take p by s ch

Y shitomo u geni uses as Togai I to and H a kuseki Arai . o Ts boi w as the master of the old code of ceremonies relating to the court n o of of u n u n obles, Teij Ise those Sam rai families, i cl di g the ’ u f un u . o Shog s Ho sehold Besides these , there were s ch masters

n and ' Munenao of ceremo ies as Ogasawara, Yamada , Ki , each

n d new n s whom origi ate a school . They all had ma y follower and . I n n u w e s u they all prospered Japa ese literat re , are tr ck by ' of K eichu A zumam aro d u the fame the priest, Ka a , Mab chi

N orina a Motoori Teikan u Tomoki o a Kamo, g , F jii, y Oyam da ,

a iakira Fu itani n u a nd K a ek r i . N j , Kigi Kitam ra , g Kagawa Each

had n of w hom ma y pupils .

I n n - n h ad N obutad a n K 6 etsu H on ha d writi g , we Ko oye, y n o K eta ku o and ok of ami , Sh jo the priest , Hos i Ry o Maki, each l I n n n whom was fo lowed by crowds of pupils . pai ti g there

o u n u K n o n C k o M n ar se s ch masters as Ta y a o, K ri Ogata , y ar

ah u Moronobu H is ikaw a I tcho H anab usa yama, Mat ei Y asa, h , ,

run u u T i a aw a a d u t u o okun U t n K us . Ha ob S z ki, y g , Hok sai a s hika Their works still exist and are preserved as the ﬁne specimens of

. I n we ﬁnd u n o u s art mathematics s ch ames as ! K y Yo hida,

o S Yasuakira u u and n N K wa eki, Aida, Har mi Yas i Joke ishi ll n n n a n n . I n n kawa, of them bei g i depe de t thi kers medici e ,

n Fur ub a ashi u n u D okushoan N a a tomi Ke gi y , Ts a Yamam ra , g ,

C hokei Seoka u and Gen etsu n , Isai Mats oka y Kagawa were amo g