The Education System during the Meiji Period - Literature review Example

The Meiji Education System Name Course Lecturer Date Introduction The Meiji period and the start of Japan’s way to modernization began when Emperor Mutsuhito chose Meiji as the name for his reign. The period started with the fall of Tokugawa Shogunate and brought about the transformation of Japan from a feudal country into a contemporary industrial state. Initially the Meiji regime started as a coalition between Choshu and Satsuma, the two realms that oversaw the collapse of Tokugawa Shogunate, through the support of Hizen and Tosa domains. Choshu and Satsuma faced the daunting task of enforcing and upholding national unity (Kohno 2001). After the Meiji government came to power, it wanted to assure the public that the novel order would be typified by opportunity and justice. On 6th April, 1868, the Emperor passed the Charter Oath, as a promise for the establishment of assemblies to help in handling all matters via public discussion. The Meiji government transformed Japan’s education system according to the French system and afterwards according to the German system (Kohno 2001). This essay will provide background information on Japan history, particularly on education constitution prior to the Meiji restoration. It will also talk about the kind of education policy made by the Meiji government, the effects of the Meiji education system on Japanese during the Meiji era to present, and a personal idea on whether the system was successful or not. The essay will also include the society problems faced by the Japanese government and their respective solutions, as well as the prospect of Japanese education system in the future. Background information about Japan history For the previous 250 years in the Edo era, wherein Japan followed a strategy of keeping the country away from the outer world during the time of Tokugawa Shogunate between 1603 and 1868, the country had a long era of social stability and peace. Under these circumstances, the citizens of Japan were in a position to attain somewhat a high degree of cultural development. There existed a comparatively wide dispersion of typically Japanese learning institutions. Samurai warrior group had access to public education institutions known as fief schools, from where Confucian Studies were taught. In contrast, private academies emerged and everybody was able to access them despite their social classes (Duke 2009). Duke (2009) maintains that, there were a big number of common learning houses known as Terakoya, which focused on teaching practical skills such as writing and reading to commoners. Amid the technician-worker and merchant classes, a system for apprenticeship was developed. People were able to learn popular skills relating to tea ceremony, classical musical instruments, flower arrangement and traditional arts. Furthermore, the education system before the Meiji era had a stoutly secular nature, and the conventional religions such as Shintoism and Buddhism did not have separate educational institutions. Moreover, due to comparatively homogenous linguistic and cultural traditions, Japanese was made the solitary teaching medium from the beginning. The Meiji education system Sims (2001) observes that, Meiji government introduced a novel system of mandatory education in 1871, which emphasized on scientific inquiry. The “Illustrated Course in Physics” authored by Fukuzawa Yukichi, was a text widely used, and the Ministry of Education approved it as a principal text book in 1872. A complete curriculum of government schools was implemented, starting with elementary schools through middle school to high schools, as well as in a number of national universities. Efforts were aimed at discovering and promoting male talent across the country. In 1872, the Education Order was passed, which declared that education ought to no more be only for upper class people or actually only for males. The Meiji administration set its goal as universal literacy, and division of the entire country into districts of higher-school with supporting systems of lower and middle schools. At the beginning of the Meiji era, the literacy level of the entire population was around 40 percent, but by the time the era ended, literacy level had already doubled to around 80 percent (Zha 2004). However, financial difficulties marred progress. In relation to the general government educational strategies, its grand vision did not match its financial generosity. All through the Meiji era, the government spending on education continued to be frugal compared to the unnecessary expenditure on military (Zha 2004). Zha (2004, p.9) further maintains that, during Meiji era’s early years, the education aims of the administration were hampered by financial issues, as well as ideological barriers. There was strong resistance to compulsory education in the countryside regions. The peasant population maintained that it had other immediate priorities to undertake other than going to school, such as ensuring they have adequate food. In addition, the peasants’ opposition to mandatory education was in part based on fiscal grievances. Besides land tax, this population considered education as an additional financial burden that was being forced to them. Moreover, there was in a number of cases, an inherent omen that the new Western-oriented education was a kind of witchcraft. Thus, the peasants viewed schools with hostility and suspicion (Zha 2004). According to Arimoto (1993), fearless, the Meiji regime continued its educational efforts. Tanaka Fujimaro, the principal educational officer, led the Iwakura mission, which encompassed both a diplomatic as well as a fact-finding mission. For one and half years between 1871 and 1873, a big portion of the Meiji regime toured America and Europe. After being exposed to West culture, the priorities and thinking of a big percentage of Meiji reformers changed. Upon the return of Tanaka in 1873, he sought the services of David Murray who is American. Murray acted as the chief adviser of the Ministry of Education and was partly accountable in the changing of the initial Meiji’s system of education. Arimoto (1993, p.13) observes that, the original model of education system was in the highly structured and centralized French Napoleonic design. A more decentralized and informal American set-up was executed instead. The laissez-faire atmosphere which permeated the education structure was a universal expression of the anti-Confucianist stance of that era. Lincicome (1995) adds that, the school teaching emphasized on discovering and learning everything about the West, whereby previous principles were gotten rid of in passionate favour of egalitarianism, individualism, and other different Western concepts. At the mid of the Meiji era, the Meiji regime had already formulated and executed a system of education that suited its ambitions and needs. A highly competent leadership with well educated and disciplined Japanese citizens was the ultimate recipe for creating their new contemporary nation. Society problems faced by the Japanese government Drawing from Devine (1979), the Japanese government faced a number of problems including political, social, economic and technological problems. On political issues, Japan lacked a central government following feudal domains’ division. This did not favour reforms. To solve this, the Meiji government abolished feudal fiefs in 1871 and introduced a central government by setting up 75 ken, which were under direct administration of civil officials chosen by the central government. This helped in the development of a unified Japan that made reforms more effective. On socio-economic problems, the Meiji government experienced social instability. The samurai became upset because of Army’s conscription, which led to frequent uprisings. Moreover, over 200 uprisings occurred between 1868 and 1878 because of continued payment of high rent and tax by peasants. The newly formed army assisted in suppressing the uprisings (Devine 1979). The Japanese government also faced financial difficulties. It needed money to indemnify foreigners, compensate daimyo and suppress the Satsuma rebellion. Worse still, money was required for modernization and paper currency depreciated. To solve this problem, the government avoided heavy borrowing from foreigners. Instead, it executed a fresh land tax for peasants, which formed a reliable source of revenue for the government. Financial difficulties were also alleviated by the compensation Japan got from the Japanese-Sino war (Devine 1979). Effects of the Meiji education system on Japanese during the period until present Drawing from Gordon (2003), the Meiji regime at least taught people how to write, read and count. Ruling regimes of other unsuccessful developing nations placed little importance on attaining national harmony through education. From the 1950s, the Japanese education system expanded. This led to an increased number of individuals who desired to further their education. Moreover, there was an increase in the number of students who continued to universities and junior colleges. Gordon (2003) further notes that, the current success of Japan has been derived from the successful formation and accumulation of its human capital through educating the public rather than from imported technology or financial capital. It is certain that, the education systems adopted during the Meiji period has been the source of driving force for social, cultural and economic development in the country. In general, Japanese education has been able to produce a big number of individuals with the qualities require by the Japanese society and the industrial world. According to Hein (2009), determination, effective communication and vision continue to be features of the present Japanese society. However, the determination and vision included a frightening level of ruthlessness. The introduction of the Meiji education system resulted in the exploitation of child labour and women, as well as high taxes on the peasant population. At the present, the Japanese education has been criticized for its excessive rigidity and uniformity, which results in too much control over the behaviour of children. Moreover, the stiff competition to enter the best schools, as well as, top universities has imposed psychological stress on parents and children. Furthermore, the educational force-feeding and mandatory rote memorization robs children the spirit of creative thinking and inquiry (Hein 2009). Personal idea on the success of the Meiji education system In my view, the Meiji education system has achieved a lot of success since it is introduced. It has contributed greatly to the growth of Japan by producing people who are equipped with the necessary knowledge and skills that the Japanese society requires to function properly. The Meiji education system can be said to be central to the growth and development of Japan both locally and internationally in all aspects including economically, culturally and socially. Moreover, the compulsory education that the Meiji education policy imposed has led to increased enrolment into schools, with augmented desire of individuals to further their education. This can be considered a great success of the system since it has seen the achievement of one of Meiji regime’s goal of raising the literacy level across the country. In this case, the Meiji education system has been successful since its benefits far outweigh the negative aspects associated with it such as brutality, exploitation of child labour and women, and physical stress on parents and children. The prospects of Japanese education system in the future Drawing from Lockard (2013), the future of Japanese education system seems bright. The country has attained successful outcomes through the endorsement of education for all people in its revolutionary period, when education helped in sustaining the society. The importance of education in Japan is on the increase and will continue to increase in the future, as the state is on track to becoming an advanced knowledge-based society and is also facing stiff international rivalry in the future. Following the revision of the Basic Act on Education, Japan ought to usher the new era of education. However, it is vital for the local and national governments to concentrate on education strategies and join efforts across the country to facilitate the promotion of education (Lockard 2013). Conclusion The Meiji period marked the beginning of modernization in Japan. Before the Meiji period, there were several learning institutions for teaching Confucian studies. There were also numerous common learning houses for teaching practical skills such as writing and reading to commoners. When Meiji ruled, compulsory education was launched in 1871, which focused on scientific enquiry, with the aim of ensuring universal literacy. However, financial difficulties somewhat hindered the education efforts. The society problems faced by the Japanese government included financial difficulties, social instability and a decentralized government. The Meiji education system increased the demand of education in Japan. It has also contributed to the development of the country. In contrast, it has been associated with psychological stress in parents and children. The education system has achieved much success so far and its future is promising. Reference List Arimoto, A 1993, Higher Education Policy in Japan, In L. Goedebuure, Higher education policy: An international perspective (pp. 11-23), Oxford, Pergamon. Devine, R 1979, The Way of the King. An Early Meiji Essay on Government, Monumenta Nipponica, 34 (1), 49-72. Duke, BC 2009, The History of Modern Japanese Education: Constructing the National School System, 1872–1890, The Journal of Asian Studies, 68 (4), 416. Gordon, A 2003, A Modern History of Japan: From Tokugawa times to the Present, New York: Oxford UP. Hein, P 2009, How the Japanese became foreign to themselves: the impact of globalization on the private and public spheres in Japan, Berlin: Lit. Kohno, M 2001, On the Meiji Restoration: Japan's search for sovereignty? International Relations of the Asia Pacific, 1 (2), 265-283. Lincicome, ME 1995, Principle, praxis, and the politics of educational reform in Meiji Japan, Honolulu, University of Hawaii Press. Lockard, CA 2013, Societies, Networks, and Transitions: A Global History, Stamford, Cengage Learning. Sims, R 2001, Japanese political history since the Meiji Restoration, 1868-2000, London, Hurst, cop. Zha, Q 2004, Foreign Influences on Japanese and Chinese higher education: A comparative analysis, Higher Education Perspectives, 1 (1), 1-15. Read More

Efforts were aimed at discovering and promoting male talent across the country. In 1872, the Education Order was passed, which declared that education ought to no more be only for upper class people or actually only for males. The Meiji administration set its goal as universal literacy, and division of the entire country into districts of higher-school with supporting systems of lower and middle schools. At the beginning of the Meiji era, the literacy level of the entire population was around 40 percent, but by the time the era ended, literacy level had already doubled to around 80 percent (Zha 2004).

However, financial difficulties marred progress. In relation to the general government educational strategies, its grand vision did not match its financial generosity. All through the Meiji era, the government spending on education continued to be frugal compared to the unnecessary expenditure on military (Zha 2004). Zha (2004, p.9) further maintains that, during Meiji era’s early years, the education aims of the administration were hampered by financial issues, as well as ideological barriers.

There was strong resistance to compulsory education in the countryside regions. The peasant population maintained that it had other immediate priorities to undertake other than going to school, such as ensuring they have adequate food. In addition, the peasants’ opposition to mandatory education was in part based on fiscal grievances. Besides land tax, this population considered education as an additional financial burden that was being forced to them. Moreover, there was in a number of cases, an inherent omen that the new Western-oriented education was a kind of witchcraft.

Thus, the peasants viewed schools with hostility and suspicion (Zha 2004). According to Arimoto (1993), fearless, the Meiji regime continued its educational efforts. Tanaka Fujimaro, the principal educational officer, led the Iwakura mission, which encompassed both a diplomatic as well as a fact-finding mission. For one and half years between 1871 and 1873, a big portion of the Meiji regime toured America and Europe. After being exposed to West culture, the priorities and thinking of a big percentage of Meiji reformers changed.

Upon the return of Tanaka in 1873, he sought the services of David Murray who is American. Murray acted as the chief adviser of the Ministry of Education and was partly accountable in the changing of the initial Meiji’s system of education. Arimoto (1993, p.13) observes that, the original model of education system was in the highly structured and centralized French Napoleonic design. A more decentralized and informal American set-up was executed instead. The laissez-faire atmosphere which permeated the education structure was a universal expression of the anti-Confucianist stance of that era.

Lincicome (1995) adds that, the school teaching emphasized on discovering and learning everything about the West, whereby previous principles were gotten rid of in passionate favour of egalitarianism, individualism, and other different Western concepts. At the mid of the Meiji era, the Meiji regime had already formulated and executed a system of education that suited its ambitions and needs. A highly competent leadership with well educated and disciplined Japanese citizens was the ultimate recipe for creating their new contemporary nation.

Society problems faced by the Japanese government Drawing from Devine (1979), the Japanese government faced a number of problems including political, social, economic and technological problems. On political issues, Japan lacked a central government following feudal domains’ division. This did not favour reforms. To solve this, the Meiji government abolished feudal fiefs in 1871 and introduced a central government by setting up 75 ken, which were under direct administration of civil officials chosen by the central government.

This helped in the development of a unified Japan that made reforms more effective. On socio-economic problems, the Meiji government experienced social instability.

Read More