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 °"'teiiiiifiiiiiImiiIIIS,te educatfon in Jap 
 
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OUTLINES ""^^^' 
 
 OF THE 
 
 MODERN EDUCATION 
 
 IN JAPAN. 
 
 TRANSLATED AND PUBLISHED 
 
 BY THE • 
 
 DEPARTMENT OF EDUCATION, 
 TOKYO, JAPAN. 
 
 MAY, 1893. 
 
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'J '< I: ; Oii 
 
 ^• ^^Gif 
 
 PRINTED AT THE TOKYO TSUKIJI TYPE FOUNDRY, 
 TOKyO, JAPAN. 
 
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CONTENTS. 
 
 PAGE, 
 
 Introduction i 
 
 Department of Education 8 
 
 Elementary Schools . , ' . . . . . .17 
 
 Normal Schools 60 
 
 Middle Schools . . .86 
 
 University 113 
 
 Special Schools . . .123 
 
 Female Schools .. . . . . . . . .155 
 
 Miscellaneous Schools . . . . . . . . 161 
 
 Blind and Dumb Schools 162 
 
 Xindergartens 170 
 
 Academy ........_... 172 
 
 Educational Meetings ' . .173 
 
 Libraries and Educational Museums 175 
 
 Degrees ........... 180 
 
 Teachers 181 
 
 Text-books 196 
 
 Students in Foreign Countries 202 
 
 School Funds 205 
 
 Institutions under the Control of the Other Departments 
 
 OF THE Government 213 
 
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INTRODUCTION. 
 
 Education in this country attained its highest pitch of development 
 in the Middle Ages, as is clearly proved by the various institutions, 
 customs, and manners of those times. Subsequently it fell into a 
 state of great retrogression, owing to the incessant civil wars which 
 raged for several hundred years. It was revived again during the 
 administration of the Tokugawa dynasty of Shoguns, to whose 
 fostering care are due many of the educational institutions that still 
 subsist at the present day. But previous to the present called " the 
 Meiji Era" in our country, so-called learning was limited to the 
 study of such subjects as philosophy, literature, and history, elementary 
 education being restricted to the teaching of the elements of reading, 
 writing, and arithmetic. At the restoration of the Imperial Govern- 
 ment, when the country was opened by treaty to foreign intercourse, 
 most of the western arts and sciences were introduced, and the 
 educational system was entirely remodelled. 
 
 The new Imperial Government directed serious attention to the 
 
 subject of education. In the year 1868, a provisional Board of 
 
 Education was established at Kyoto ; and the schools that had been 
 
 founded by the old government at Nagasaki, Osaka, and other places 
 
 were re-opened. When the revolutionary disturbances ceased, the 
 
 Shoheiko, Igakuj5, and Kaiseijo, all of which had been established in 
 
 Tokyo by the old government, were re-constituted. About this 
 
 time, men of learning were invited from various districts to act as 
 
 professors. Bureaux for the investigation of provincial school 
 
 matters, and for the compilation and revision of historical records 
 
 were established in the Shoheiko, as also a translation bureau in 
 
 the Kaiseijo. ' Japanese and Chinese classical lectures were also 
 
 delivered at the Shoheiko, which the court nobles, feudal lords, and 
 
 public officials were ordered to attend at stated times. The business 
 
 of licensing and regulating the publication of books and periodicals 
 
 was also placed under the control of the educational authorities. 
 
 Besides the above, many other plans were executed by the government 
 
 in regard to edueatioa, one; alteration being .made after another on 
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account of no definite rules having been established at the time of the 
 thorough re-organization of the government. 
 
 In 1868, the Sh5heik6 was organized as a university, and was 
 soon constituted a Board of Education with power to control all 
 educational affairs. Up to this time, the educational executive had 
 chiefly directed their attention to higher education, and had little or 
 no idea of diffusing general education. In the provinces, where the 
 revolutionary commotions had scarcely yet ended, and where old 
 feudal usages were still in force, no fixed standard yet existed, in 
 I'egard to school regulations. Consequently, regulations were framed 
 for universities, middle schools, and elementary schools ; and the 
 principles of learning, the educational system, regulations for the 
 admission of provincial pupils to the university, the mode of examina- 
 tions, school expenses, and subjects of study were prescribed ; but 
 these regulations were never carried into operation. 
 
 In July 1 87 1, the Boai'd of Education was abolished, and the 
 Department of Education was established, the Minister of Education 
 being vested with full power to control all educational affairs throughout 
 the country. Shortly afterwards, a commissioner was sent to Europe 
 and America to investigate educational matters. A female school, a 
 normal school, a library and a museum were also instituted, besides 
 many other measures taken by the Department of Education for the 
 advancement of education. In August 1872, a Code of Education 
 was issued by the government, wherein various regulations were 
 prescribed in regard to the grand, middle, and elementary school 
 districts, school district committees, bureaux of inspection, the 
 appointment of special school officers in the local offices, the subjects 
 of study to be pursued in universities, middle and elementary schools, 
 school teachers and normal schools, pupils and examinations, students 
 in foreign countries, school funds, school fees, etc. By these 
 regulations the educational system was made universal and complete 
 throughout the country. At the time when the above code was pro- 
 mulgated, the purpose for which the same was issued was made 
 known to the people by special instruction of His Majesty the 
 Emperor, as follows: 
 
 " All knowledge, from that necessary for daily life to that higher 
 knowledge necessary to prepare officers, farmers, merchants, artisans, 
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physicians, etc., for their respective vocations, is acquired by learning. 
 It is intended that henceforth education shall be so diffused that there 
 may not be a village with an ignorant family, nor a family with an 
 ignorant member. Persons who have hitherto applied themselves to 
 :study have almost always looked to the government for their expenses. 
 This is an erroneous notion proceeding from long abuse, and every 
 person should henceforth endeavour to acquire knowledge by his own 
 ■exertions." 
 
 Some supplementary provisions were subsequently inserted in the 
 "Code with regard to school accommodation for the Shinto and Buddhist 
 sects, regulations for loan-students, schools for special branches of 
 study, etc. Besides these, many other changes were made as circum- 
 stances required. For the practical carrying out of all the various 
 plans, an order was issued to the effect that all schools established by 
 the provincial authorities should be closed for a while, on account of 
 those schools being still imbued with erroneous principles calculated 
 to hinder the operation of the new regulations. During the year 
 1873-74, seven normal schools were founded in addition to one in 
 Tokyo, to provide better facilities for the training of elementary 
 school teachers. Seven foreign language schools were also established 
 -at this tirne to provide the necessary preparation for the study of the 
 higher branches of science and art, as also for practical pursuits. But 
 when, in 1877, the national expenditure was greatly curtailed, the ap- 
 propriation to the Department of Education was also reduced in 
 • amount, with the result that many of the plans already designed and 
 put into operation were necessarily altered. For instance, the govern- 
 ment normal and foreign language schools were all abolished except 
 two of each kind, though fortunately institutions of a similar nature 
 maintained by the local authorities or by private endeavour continued 
 to exist in sufficient numbers to carry on the necessay work. 
 
 It is to be remarked here that the Kaiseijo and Igakuj5 had 
 ■already made great progress, and special courses of study had been 
 instituted in both schools. In 1877 the two were incorpoi'ated under 
 the name of the T6ky5 University, and special departments of law, 
 science, medicine, and literature were organized. This change may 
 %e regarded as epoch-making in the history of higher education in 
 .this country. ^.^.^^^^ ^^ Microsoft® 
 
Since the issue of the' educational code; the; acjministration of 
 school affairs had been effectually carried on, and more; especially 
 had a thorough improvement been effected in the system of elementary 
 education. Past experience having thus borne fruit, and taking the- 
 educational future into consideration, this code was abolished and a 
 new one issued in September 1879. In the new code, all regulations 
 relating to such subjects as elementary school districts, the elementary 
 school course and school expenses were prescribed only in Outline, the 
 detailed execution thereof being chiefly intrusted to the local author- 
 ities of the various towns and villages. School district managers 
 were also replaced by school committees, and all regulations were so 
 worded as to allow considerable latitude on question of local expedi- 
 ency. The chief object of the new code was to exclude from it these 
 complex rules and those excessive limitations that had been set forth in, 
 the former Code of Education ; but unfortunately some matters which 
 ought not to have been left to the local authorities, were so left, to- 
 gether with others of less importance. Owing to this lack of control,, 
 many schools considerably retrograded in respect both of instruction 
 and management, so that those engaged in education earnestly called' 
 for a revision of this second code. 
 
 At the end of 1880, a third revised Code of Education was issued 
 by the government. According to this C(?de, the elementary school' 
 districts, together with the elementary school course, were to be 
 fixed by the local authorities, subject to the approval of the Minister 
 of Education ; and great attention was bestowed on the selection^ 
 of school committees. All other important matters directly under the 
 control of the local authorities were to be submitted to the Minister 
 of Education for approval, and matters directly under the control of 
 the towns and villages were to be submitted to the */m Chiji or Ken Rei- 
 for approval ; in short, more strictness and regularity pervaded all the 
 provisions of the Code. In order to carry the provisions of this Code 
 into operation, various regulations, such as the standard outlines 
 
 * The term Fu is used to express a political division of the Empire and is nearly 
 equivalent to the word city. There are three Fu in the Empire, viz.,. Tokyo, Kyoto, and 
 Osaka. The term Ken in like manner expresses a political division of the Empire corres- 
 ponding nearly to the French term "Department." In each Fu rnd Ken a local governmenti 
 is established as a branch of the general government. .■ : 
 
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■of sch'odl courses and gehefal regulations for schools, were now to be 
 issued by the Department of Education. The local authorities also 
 entered upon their work, executing the orders of the Department with 
 great energy, and educatfonal matters were thus niuch improved: 
 The principles of education then established seern to be comprehended 
 under the following heads; namely, the cultivation of the moral 
 tharacter, the development of the spirit of loyalty and patriotism, and 
 the acquisition of the knowledge necessary for practical occupations. . 
 
 In 1885, the Code of Education was again revised.' This wasi 
 owing to the complaints of the people caused by the heavy burden 
 of school rates which had been aggravated by the disturbed state 
 of the ■ currency during ' several years. The authorities also directed 
 their attention to this^ state of things, and were of opinion that 
 educational matters, as well as other administrative affairs, should 
 be ejtecuted as simply as possible. Therefore the provisions in the 
 Code relating to school committees specially to be appointed in the 
 tdwns and villages were cancelled, and new provisions were introduced 
 for establishing simpler elementary school courses, in cases where 
 it was ftiund impossible to establish ordinary elementary schools. 
 But these provisions were only partially carried out, as the educational 
 system Was again altered in the following year. 
 
 In 1886, when the organization of the government was altered, 
 great changes were also made in the educational systerri by the issue 
 of Imperial Ordinances relating to the Imperial University, Normal 
 Schools, Elementary- Schools, Middle Schools, and the General Re- 
 gulations for Schools. By these various regulations, those defects in 
 the educational system which had not been provided for in the former 
 code of education, and chiefly related to elementary education, were 
 completely remedied. By these ordinances, a University Hall was 
 established in the Imperial University. In regard to normal schools,' a 
 higher normal school was organized, and attention was directed to the 
 development of the three characteristics of obedience, sympathy, and 
 dignity among the pupils. The expenses of pupils in normal schools 
 were to be gi-ahted by the schools, and the subjects of study and the 
 Standard to be attained in normal schools were to be prescribed by 
 the Minister of State for Education. In elementary schools, the school 
 expenses were chiefly ^n^^^^^fj^^^p^^^c^^chool fees ; and the sub^ 
 
jects of study and the standard to be attained were to be prescribed by 
 the Minister of State for Education. With regard to middle schools, 
 higher middle schools were to be established, a limitation was put on 
 the number of ordinary middle schools to be established in the Fu 
 and Ken, and the subjects of study and the standard to be attained 
 were to be prescribed by the Minister of State for Education. In 
 tegard to text-books for elementary and middle schools, only those 
 approved by the Minister of State for Education were to be used, and 
 those for normal schools were to be prescribed by him, and in order 
 to develop the characteristics of pupils in various schools, military 
 drill was much encouraged. 
 
 When the law for the organization of cities, towns, and villages 
 was carried into operation in 1889, it was found that some provisions 
 in the educational laws came into conflict with it, so as to offer 
 some difficulties to the practical carrying out of the same. Some 
 further alterations were suggested by the necessities of the time. 
 Consequent on this, the Law for the General Regulation relating to- 
 Local Education was established, and that relating to Elementary 
 Schools revised in 1890, with an expectation that they would be 
 successfully carried into operation together with the system of self- 
 government. In these laws, some provisions in the old laws were 
 ^ither adopted or modified according to the state of the country and 
 the condition of the people. All that might tend to vanity and 
 exaggeration was avoided as much as possible, and simplicity and 
 efficacy were chiefly taken into consideration. Local educational 
 ?ififairs were chiefly entrusted to the local authorities, and great 
 importance was also attached to simplicity and frugality in all such 
 matters as school organization and the erection of school-houses. 
 With regard to teachers, some facilities were provided for obtaining 
 such as were possessed of experience and prudence, without resorting 
 to the exclusive method of examinations, and liberal treatment was 
 actually offered to them by the establishment of the Law relating to 
 Pensions. School expenses were also made to be borne by the 
 cities, towns, and villages, and the school attendance of children was 
 facilitated by the provisions relating to the reduction and remittance 
 of tuition-fees. The raison d'etre of all these changes was the 
 
 diffusion and steady progress of education. It may be specially, 
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mentioned here that just at the time referred to above, His Imperial 
 Majesty graciously delivered a speech on education, in which the 
 fundamental characteristics of our nation were clearly set forth, and the 
 course of conduct to be pursued by our children was fully indicated. 
 In this speech the young were admonished to attend to their studies and 
 practise their respective callings, to cultivate their intellectual faculties. 
 and train their moral feelings, to foster the public weal and promote 
 the interests of society, the conclusion being the expression of a hope 
 that neither His Majesty Himself nor any of his subjects should at 
 any time fail to observe these principles faithfully. Thereupon, the 
 Department of Education caused copies of the Imperial Speech to be 
 printed and distributed among all schools throughout the country, 
 together with an instruction to the effect that all those who were 
 engaged in the work of education, constantly bearing in mind the 
 tenor of His Majesty's Speech, should never neglect the duty of 
 improving themselves and rightly teaching their pupils. The internal 
 progress of schools may be inferred from the details given above. 
 
 The above is a brief sketch of the history of our educational 
 administration. In regard to the results, it will be observed that when 
 the Code of Education had been carried out in 1873, the number 
 of children of school age receiving instruction was about 1,180,000, 
 which increased to 2,210,000, when the Code of Education of 1879 
 was issued. In 1885, the number increased to 3,180,000, which again 
 increased to 3,630,000 in 1 891, so that it has actually attained to more 
 than three times that originally enrolled in the registers, though twenty 
 years have not yet elapsed since the first promulgation of the Code 
 of Education. 
 
 Middle and normal schools were likewise established soon after 
 the issue of the Educational Code. But neither good internal 
 arrangement nor judicious management were completely secured. 
 Especially in regard to the normal schools, speedy training was 
 preferred to thorough training, on account of the pressing demand for 
 elementary school teachers. However after many alterations had 
 been gradually introduced into their organization, a great improve^ 
 ment was effected in them by the Imperial Ordinances relating to 
 normal and middle schools, issued in 1886, and their .status is now 
 entirely different f^o^j^e^^'^]^;^^^^ ten years 'ago, though 
 
8 
 
 cioUbtless the ordinary rriiddle schools still call for a certiari measure 
 of improvement. Steady progress is also manifested by the seven 
 higher middle schools, as a result of the special care bestowed on 
 their organization since 1886. The Department of Education further 
 includes several special schools, such as the Higher Commercial 
 School, the Technical School, the Fine Art School, and the Music 
 School, in all of which instruction is given in special branches of 
 science and art, and I'esult's more or less satisfactory have already 
 been obtained. The University, so called when it was first organized 
 in 1877, was then -divided into the four departments of Law, Science, 
 Medicine, and Literature. It was re-organized by the Imperial 
 Ordinance relating to the Imperial University issued in 1886, and 
 now consists of one University Hall and six Colleges. At present 
 the number of students is 1,329. The number of graduates is between 
 100 and 200 each year, the total number of graduates since 1877 
 being 1,582. In fact, the number of graduates has much increased 
 during recent 5'ears, and it is expected that the number will be 
 still further increased, on account of the yearly growing number of 
 the graduates to be adniitted from the higher middle schools. 
 
 Thus our educational system took its origin at the time of the 
 the Restoration of the Imperial Government, and after undergoing 
 many changes during the last twenty years and more, has attained to 
 development as has been set forth above. From what has ali'eady been 
 accomplished it is safe to predict further development in the future. 
 
 Detailed accounts of the various subjects will be given under 
 their respective heads. 
 
 DEPARTMENT OF EDUCATION. 
 
 The Department of Education is an office of the Imperial Govern- 
 ment for the administration of educational affairs throughout the 
 Empire. It was established in July, 1871, and is now. one of the 
 eight departments of the Government. With regard to its history, 
 it may be briefly stated that in 1868, a Superintendent of Education 
 was appointed in the Shoheiko (the old university founded by the 
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Tokugawa government), and the Kaiseigakko, IgakujS, Hospitals, 
 ■etc., were placed under his control. When the Board of Education 
 was established in the following year, the official title of the Superin- 
 tendent of Education was abolished, and a President was appointed 
 with full power to exercise control over educational matters. But 
 the attention of the educational executive was then limited to 
 higher education, and not extended to the whole educational affairs 
 of the country. When the Department of Education was estab- 
 lished, a Minister and Vice-Ministers of Education, together with 
 other administrative officers, were appointed to control the educa- 
 tional affairs of the whole country, together with the business 
 connected with sanitary matters and copyrights. In August, 1 872, 
 the Code of Education was promulgated by the Government, and at 
 the same time, a Bureau of Inspection was established in "the Depart-^ 
 ment of Education. In 1874, a bureau of medical affairs was estab- 
 lished in the Department, together with fdur separate offices charged 
 respectively with the business connected with school affairs, treasury^ 
 reports, and copyrights, official regulations being prescribed accord^ 
 ingly. In the following year, when the Department of the Intefio^ 
 was established by the Government, the business concerning sanitary 
 ■affairs and copyrights was transferred to its control. ■' 
 
 After many subsequent changes in the Government Departments, 
 a Minister of State was finally appointed for each Department of the 
 "Government at the end of 1886, and new official regulations wer^ 
 issued. According to these regulations, one Vice- Minister of State 
 for Education {Chokunifi), two Private Secretaries, seven Secretaries 
 and Councillors, five Inspectors, Directors and Assistant Directors of 
 the Bureaux of School Affairs, Compilation, and Treasury {Sdninj, 
 Probationers (officially treated as Soiiin), and clerks {Hannin), were 
 appointed ; and thus the organization of the Department was once more 
 ■altered. According to the official regulations, the duties of the 
 
 ■ Note : — Officials of the rank of Chokunin are such as are appointed by order of His 
 Majesty the Emperor. 
 
 Officials of the rank of Sm^n are appointed by the Minister President of State with the 
 approval of His Majesty the Emperor. 
 
 Officials of the rank oi Hannin are appointed by the heads of the respective government 
 'departments. . ' ^ 
 
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lO 
 
 Minister of State for Education were to control all affairs connected 
 with education and learning. The duties of the Vice-Minister of State 
 for Education were to perform the duties of the Minister of State 
 under his direction, except countersigning the Imperial Ordinances, 
 reporting to His Majesty the Emperor the affairs of the Department, 
 attending the cabinet meetings, and issuing the ordinances of the 
 Department. He was also to have certain portions of the functions of 
 the Minister of State intrusted to him for execution, to sit as Director 
 of the Bureau of General Supervision, and to supervise the businness 
 of all bureaux and sections and all the affairs of the Department. The 
 duties of the Private Secretaries were exclusively to attend upon the 
 Minister of State, and to transact the business of the minister's chamber, 
 The duties of the Secretaries were, under the direction of the Minister 
 of State, or the Director of the Bureau of General Supervision, to in- 
 quire into any propositions originated in any of the Bureaux, to compile 
 public documents, to sit as chiefs of sections in the Bureau of General 
 Supervision, and to conduct all business assigned to them. The duties 
 of councillors were to give their opinions on questions propounded by 
 the Minister or Vice-Ministeir of State, to discuss all educational 
 questions, and to prepare drafts in accordance with their views. The 
 duties of Inspectors were to attend to the business of educational 
 inspection. The duties of the Directors of Bureaux were, under the 
 direction of the Minister of State or the Director of the Bureau of 
 General Supervision, to conduct such business as should be assigned 
 to them, and to superinted all business belonging to the sections of 
 their respective Bureaux. The duties of Probationers were to train 
 themselves to the transaction of business, during a certain period 
 before their formal appointment. The duties of clerks were to attend 
 to keeping records and accounts, under the direction of their respective 
 superiors. 
 
 In 1887, the Bureau of School Affairs was abolished and 
 Bureaux of Special School Affairs and of General School Affairs 
 were established, the business of the several sections into which the 
 latter Bureau had been divided being conducted by the Inspectors 
 appointed to act as chiefs of such sections. In 1890, the Bureau 
 of Compilation was abolished, a section being established in the 
 Bureau of General Supervision for transacting all compilation business. 
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II 
 
 In 1891, the official regulations were again revised. By these 
 regulations, the Bureaux of General Supervision and of the Treasury 
 were replaced by the Minister's Cabinet, which was then divided 
 into seven sections, each having its appropriate work, viz., treasury, 
 public documents, compilation, teachers' licences, teachers' pensions, 
 reports, and records ; the Bureaux of Special School Affairs and 
 General School Affairs being re-established as heretofore. With 
 regard to the officials, one Vice-Minister of State for Education, and 
 two Heads of Bureaux {Cliokunvi) ; two Councillors, two Private 
 Secretaries, three Secretaries, five Inspectors, and one Engineer 
 {Sonin); three Probationers and one Probationary Engineer (officially 
 treated as Soniit), were appointed, and the number of clerks was fixed 
 at one hundred. According to the new official regulations, the duties 
 of the Minister of St^te for Education are to control all affairs con- 
 nected with education and learning. The duties of the Vice-Minister 
 of State for Education are, under the direction of the Minister of 
 State, to regulate the affairs of the Department, and to supervise 
 the business of all bureaux and sections. The duties of the Directors 
 of Bureaux are, under the direction of the Minister or Vice-Minister 
 of State, to conduct the business assigned to them respectively, and 
 to direct and superintend all business belonging to the sections 
 of their respective Bureaux, as also to decide and execute such 
 matters as officially belong to them, or are specially committed to 
 them by the Minister of State. The duties of councillors are to 
 give their opinions on questions propounded by the Minister or 
 Vice-Minister of State, to discuss all educational questions, and to 
 prepare drafts in accordance with their views. The duties of Private 
 Secretaries are exclusively to attend upon the Minister of State tp 
 transact secret business, and to assist the business of any bureau 
 under special order. The duties of Secretaries are, under the direction 
 of the Minister or Vice-Minister of State, to conduct the business 
 of the Minister's Cabinet, and to assist the business of any bureau 
 under special order. The duties of Inspectors are to attend to the? 
 business of inspection both in respect of the educational administra-f^ 
 tion and of school working, and to conduct any other busines? 
 under special order. The duties of Engineers are to attend to the 
 
 business connected with school buildings^ The duties of Probationers 
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are, under the direction of the Minister of State, to train themselves 
 to the transaction of business, during a certain period before their 
 formal appointment. The duties of clerks are to attend to keeping 
 records and accounts, under the direction of their respective superiorsi 
 The following- table shows the names of the successive chief? 
 of the Department of Education, since its first establishment. 
 
 
 
 Dates 
 
 Official Titles, 
 
 Names. 
 
 of ; 
 
 Appointment. 
 
 Minister of Education. 
 
 OkiTakatS. 
 
 July 28, 1S71. ' 
 
 Minister of Education. 
 
 Kido Takayoshi. 
 
 January 25,' 1874. ' 
 
 Senior Vice-Minister of Education. 
 
 Tanaka Fujimaro. 
 
 September 27, 1874. ; 
 
 Minister of Education. 
 
 Saigo Tsugtimichi. 
 
 May 24, 1878. ., 
 
 Senior Vice-Minister of Education. 
 
 Tanaka Fujimaro. * 
 
 December 24, 1878. 
 
 Minister of Education. 
 
 Terashima Munenori. 
 
 September 10, 1879. 
 
 Minister of Education. 
 
 Kono Tokama. 
 
 February 28, 1880. ' 
 
 Minister of Education. 
 
 Fukuoka Takachika. 
 
 April 7, 1881. 
 
 Miiiister of Education. 
 
 Count Oki Takato. 
 
 December 12, 1883. ' 
 
 Minister of State for Education. 
 
 Viscount Mori Arinori. 
 
 December 22, 1885. 
 
 Minister of State for Education. 
 
 Viscount Enomoto Takeakl. 
 
 March 22, 1889. 
 
 Minister of State for Education. 
 
 Yoshikawa Akimasa. 
 
 May 17, 1890. 
 
 Minister of State for Education. 
 
 Count Oki Takato. 
 
 June I, 1891. 
 
 Minister of State for Education. 
 
 Kono Tokama. ■ 
 
 August 8, 1892. 
 
 Note: — Besides those above mentioned, cases have occurred in which miniiSters of 
 other departments have been appointed ministers of state for education ad interim in 
 Addition to their proper duties, , 
 
 The appropriation for the Department of Education was about 
 
 yen 1,300,000 during the years 1^^3-74. During the years 1875-76, 
 
 when the business of the Department was much enlarged and new 
 
 schools were instituted, the amount of the appropriation was increased 
 
 to about _j/^« 1,700,000, but decreased again to about yen 1,000,000 in 
 
 the year 1877, when the nurhber of normal schools and foreign language 
 
 schools was reduced. In the year -1881, the above amount was further 
 
 decreased to about j'^» 800,000, when the elementary and normal 
 
 school aids were discontinued. However the subsequent enlargement 
 
 of the business of the Department was attended by a corresponding 
 
 increase in th-e amount of the appropriations, which was raised to over 
 
 yen 1,000,000 during the years i88g-86, and since then further raised 
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13 
 
 tp; more than yen l,5oo,obo. It will be seen that the total amount of 
 the ■ apjyropriatipris, from the year 1873 to the end of the year 1890, 
 was over yen 20,550,576, showing an average of over.;'«'» 1,144,693 
 per annum. 
 
 With regard to the local educational officers, it should be 
 mentioned that when the old Code of Education was issued, a few 
 officials were specially appointed in each local office to direct the 
 educational affairs within its jurisdiction. In 1875, separate educar 
 tional sections were established in all the local offices for the further 
 development of educational activity. However, by an order issued in 
 the year 1 876, that the distribution of business should be regulated 
 according to the actual state of transactions, the educational sections 
 in some local offices were united with those of general business. But 
 by the official regulations for the local governments, issued in 1878,. 
 which authorized the Fu Chiji or Ken Ret to establish separate sections 
 for the transaction of business, educational sections were again 
 established in all local offices, and so continued for several years. By 
 the official regulations for local governments issued in 1886, all local 
 offices were divided into two departments subdivided into several 
 sections, each department being presided over by a secretary, and 
 each section by a clerk. Educational sections were placed in the 
 second departments, superintended by clerks, or by directors of ordinary 
 normal schools, whom the Fu Chiji or Ken Rei were authorized ta 
 employ in such positions in addition to their ordinary duties. Howr 
 ever, by the revised official regulations for local governments issued in 
 the year 1890, the local educational business was brought under the 
 control of the third sections of the home departments and no separate 
 sections have-since been established. 
 
 According to the system of local administration, there are clerks 
 
 in each Gun or Ku who manage school affairs within its jurisdiction, 
 
 under . the direction of the Guncho or Kucho. In 1881, an order 
 
 was issued by the Department of Education to the effect that such 
 
 persons as might have tolerable knowledge of educational matters 
 
 should be employed to manage school affairs in each Gun or Ku^ 
 
 and some special articles were enumerated by the Department, to 
 
 guide therii in the transaction of their appropriate business. According 
 
 to the Imperial Ordinance relating to Elementary Schools revised 
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u 
 
 in 1890, a school inspector was appointed in each Gun to supervise 
 the educational affairs of the Gun in accordance with the directions 
 of the Guncho. 
 
 As to the school officers of towns and villages, it was prescribed 
 in the old Code of Education that one school-district manager should 
 be appointed for every twenty or thirty elementary school-districts, 
 and for this office, those who were renowned and trusted in the 
 various localities should be nominated by the people and appointed 
 by the local authorities. By the Code of Education issued in the 
 year 1879, school committees were appointed in the place of the 
 above managers to transact educational matters within their respective 
 towns or villages, the number of persons constituting the said 
 committees and the question of salary being entirely left to the 
 judgment of the towns or villages. But on account of suitable 
 persons not being found in many cases, the regulations were revised 
 by the revised Code of Education which prescribed that the number 
 of persons constituting the said committees and the amount of salary, 
 if any, to be allowed to them, should be submitted to the Fu Chiji ox 
 Ken Rei for approval, and that candidates for school committees 
 should be nominated by the people of the towns or villages, up to 
 the number of two or three times the required number, and the 
 ■committees should be selected and appointed by the Fu Chiji or 
 Ken Rei, from among the number thus nominated ; and further that 
 •regulations to govern nominations should be framed by the Fu Chiji 
 •or Ken Rei, and carried into operation with the approval of the 
 Minister of Education. But on the revision of the Code of Education 
 in 1885, the school committees were finally abolished, and their 
 business was transferred to the charge of the Kocho of the towns 
 •and villages. According to the Imperial Ordinance relating to 
 Elementarj' Schools revised in 1890, a school committee was instituted 
 in each city, town, or village to assist the Shiclw, Chocko, or Soncho 
 in the discharge of his duties, and it was prescribed that the said 
 committee should include the male teachers in each city, town or 
 village elementary school, — their number to be not less than one 
 fourth of the whole committee. 
 
 Reference: — Official Regulations for the Department of Educa- 
 tion (Imperial Ordinance No. 93, issued in 1891). 
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IS 
 
 IMPERIAL ORDINANCE No. 93, 
 
 {issued July 2^, i8pi). 
 
 Official Regulations for the Department of Education. 
 
 Art. I. The duties of the Minister of State for Education are to 
 control all affairs connected with education and learning. 
 
 Art. II. The following business shall be under the control of 
 the Minister's Cabinet, besides those points enumerated in the General 
 Begulations. 
 
 Business concerning : 
 
 1. The appointment, promotion, dismissal, and social position of 
 
 public school officials. 
 
 2. The licensing of teachers. 
 
 3. The examination of books and cha,rts for school use. 
 
 4. The compilation of books and charts useful for education. 
 
 5. Pensions for teachers, and for the families of deceased 
 
 teachers. 
 
 6. Foreigners employed by the Department of Education. 
 
 7. Students in foreign countries. 
 
 8. Petitions. 
 
 Art. III. The number of Councillors of the Department of Edu- 
 cation shall be fixed at two, and that of Secretaries at three. 
 
 Art. IV. The following two Bureaux shall be established in the 
 Department of Education. 
 
 Bureau of Special School Affairs. 
 Bureau of General School Affairs. 
 
 Art. V. Directors both of the Bureau of Special School Affairs 
 and of the Bureau of General School Affairs shall hold the rank of 
 C/ioiunm, 
 
 Art. VI. The following business shall be under the control of 
 
 the Bureau of Special School Affairs. 
 
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 Business concerning : 
 
 1. Universities and higher special schools. 
 
 2. Middle schools. 
 
 3. Special schools and art schools. 
 
 4. Miscellaneous schools similar to those mentioned above. 
 
 5. Reference libraries and astronomical observatories. 
 
 6. Academic degrees and other similar titles. 
 
 7. Patronage and encouragement of the arts and sciences. 
 
 8. The Academy and other scientific societies. 
 
 9. Those portions of the executive affairs of the Fu, Ken, Gun, 
 
 cities, towns, or villages, which fall under the control of 
 this Bureau. 
 
 Art. VII. The following business shall be under the control of 
 the Bureau of General School Affairs : 
 
 Business concerning : 
 
 1. Normal schools. 
 
 2. Elementary schools. 
 
 3. Higher female schools. 
 
 4. Kindergartens, popular libraries, blind and dumb schools^ 
 
 and other institutions of the nature of elementary schools. 
 
 5. Educational museums and educational societies. 
 
 6. Popular education. 
 
 7. School attendance of children of school age. 
 
 8. Gun school inspectors, and school committees of cities, towns 
 
 and villages. 
 
 9. Those portions of the executive affairs of the Fu, Ken, Gun, 
 
 Cities, Towns, or Villages, which fall under the control of 
 this Bureau. 
 
 Art. VIII. Five Inspectors shall be appointed in the Department 
 of Education, who shall hold the rank of Sonin, and attend to the 
 business of inspection both in respect of the educational administration 
 and of school working. 
 
 The Inspectors shall conduct other business only under special 
 orders. 
 
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Art. IX. One Engineer shall be appointed in the Department of 
 Education, who shall hold the rank of Sonin, and attend to the 
 business connected with school buildings. 
 
 Art. X. The number of Probationers is fixed at three. 
 
 Art. XI. One Probationary Engineer shall be appointed in the 
 Department of Education. 
 
 Art. XII. The number of clerks is fixed at one hundred and 
 three. 
 
 Supplementary Provision. 
 
 Art. XIII. These regulations shall be in force on and after the 
 1 6th August. 
 
 ELEMENTARY SCHOOLS. 
 
 Before the Restoration of the Imperial Government, the chief 
 institutions for the elementary education of children were the so-called 
 Hangaku, Kyogaku, Shijuku, and Terakoya. The Hangaku were 
 institutions established by the various feudal lords {Daimyos), within 
 their own provinces and supported at the expense of the feudal 
 governments, where children of the upper military class, and some- 
 times those belonging to the lower military class, were taught. The 
 Kyogaku were institutions established within the territories of the Taifu 
 (chief officials of the feudal lords), or in other prosperous towns, 
 chiefly devoted to the instruction of children of the upper military 
 class, but in some cases to that of children of other classes also. 
 Some of these institutions were maintained by the various feudal 
 governments, and others at public expense. The course of the lower 
 grade in these two kinds of schools included Reading of the Chinese 
 Characters, Writing, Arithmetic, etc. To the common people, instruc- 
 tion somewhat lower in standard was imparted, but the course of 
 study was almost uniform throughout the country. The length 
 of the course of study extended over about six or seven years. 
 The Shijuku and Terakoya, being private schools freely established 
 
 by any person desirous of so doing, had no uniform course of instruc- 
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 / 
 
 tion, but as a rule the course of the lower grade of Shijuku included 
 the Reading of the Chinese Characters, Writing, Lectures on the 
 Chinese Classics, etc., and that of the Terakoya, Easy Reading, Writing, 
 and Arithmetic. As education was not compulsory, the length of the 
 course of study, etc., was not fixed, and the very low school fees 
 paid by the pupils varied in amount. These schools were found 
 everywhere throughout the country, some containing as many as 
 four or five hundred pupils, while others had no more than seven 
 or eight, and to their existence was due the spread of general 
 knowledge in those days. 
 
 After the Restoration, elementary schools were first established 
 in the Fu of Kyoto, but these schools were only a slight improve- 
 ment on the Terakoya. The real development of the elementary 
 school system may be dated from the year 1871, when six elementary 
 schools in the city of Tokyo were brought under the control of the 
 Department of Education, and the course of study and other regula- 
 tions were prescribed for them. On. the promulgation of an Educa- 
 tional Code in the year 1872, the system of school-districts was 
 established and the course of study for elementary schools was 
 prescribed for the first time. Consequent on this, all the local 
 authorities gradually began to undertake educational work, those 
 Shijuku and Terakoya whose organization was not complete were 
 abolished, and public schools were established. 
 
 According to the provisions of the Code of Education, the 
 population of each elementary school-district was estimated at about 
 six hundred ; school-districts were to be conveniently arranged by the 
 local authorities according to the Gun, Ku, towns, villages, etc., on 
 the basis of the extent of localities and the density of the population. 
 In each school-district one elementary school was to be established, 
 and all affairs relating to education were to be entrusted to the 
 school-district managers. Ordinary elementary schools were divided 
 into two grades, viz., the higher course and the lower course. The 
 age of children in the lower course was to be from six to nine> 
 while those in the higher course were from ten to thirteen years 
 of age. The whole length of the two courses extended over eight 
 years. The higher and lower courses were each divided into eight 
 
 Note : — A Gun is a rural district, and a Ku an urban district. 
 
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 classes, and the length of the course of study for each class extended 
 over six months, the subjects of study being prescribed accordingly. 
 
 The expenses for the establishment and maintenance of elementaiy 
 schools were to be borne by each school-district, and tuition fees were 
 necessarily charged. However, as the people were unable to bear 
 the burden thus suddenly imposed upon them for the defrayal of the 
 ■expenses of school buildings, books, apparatus, teachers' salaries, 
 -etc., — the Government granted a certain sum of money annually out of 
 the National Treasury to be distributed among the school districts. 
 This system remained in vogue from 1870 to 1881, when the grant 
 was discontinued. The Government aid thus distributed among the 
 Fu and Ken actually amounted to the sum oi yen 4,005,500. Notwith- 
 standing occasional changes in the amount of the annual grant, accord- 
 ing to the financial state of the Government, great facilities were thus 
 afforded to the local authorities in administering the educational affairs 
 of their respective jurisdictions. It is chiefly owing to such pecuniary 
 ■encouragement on the part of the Government that the number of 
 schools and the attendance of children has steadily increased, and the 
 present educational status been attained. In 1 879, the Government pro- 
 mulgated a new Code of Education abolishing the system of elementary 
 school-districts. By the terms of this Code, also, public elementary 
 schools were to be established either by single towns or villages, or 
 by the corporation of several towns or villages, and the school-district 
 managers were replaced by school committees. As to teachers,, it 
 was made the rule to employ only such as possessed certificates from 
 normal schools. The length of the elementary school course was 
 ■ extended to eight years, with the option of decreasing it to not less 
 than four years should local circumstances require such a reduction. 
 In those localities where school funds were deficient, the system of 
 - itinerary instruction might be established. The expenses of ele- 
 mentary schools were to be defrayed out of the town and village rates, 
 aided by the Department of Educations ; and in case further assistance 
 were needed, it was to be supplied from the local taxes, subject to the 
 ' decision of the Fu or Ken Assembly. Tuition fees were to be charged 
 or remitted, according to local circumstances. The promulgation of 
 this new Code, however, caused some popular misunderstanding, many 
 i^believing that education was henceforw^ to be left entirely in the 
 
20 
 
 hands of the people. This caused a slackness of educational work 
 in several localities. 
 
 Consequently in 1880, the Government revised the Educational' 
 Codes re-establishing the system of school-districts and rigorously 
 enforcing attendance. " Standard Outline of the Course of Study 
 in Elementary Schools " was also issued, whereby the elementary 
 school course was divided into three grades, viz., lower, intermediate, 
 and higher. The length of the school course was three years in each 
 of the lower and intermediate grades, and two years in the highen 
 grade, the whole course extending over eight years. In accordance 
 with the tenor of the said revised Code of Education, regulations for 
 judging of the moral conduct of teachers, and directions for teachers 
 in elementary schools were issued. In order to improve the standard' 
 of teachers in elementary schools, the Department of Education 
 directed the Fu and Ken to appoint supervising teachers and tO' 
 establish teachers' institutes. Each local authority also endeavoured' 
 to carry out the work in accordance with the above law and regula- 
 tions, and the Department of Education occasionally sent officials to. 
 inspect schools and urged improvements by issuing instructions. 
 Consequently many additions to school buildings were made, many 
 competent teachers were engaged, the method of teaching was im- 
 proved and suitable books and apparatus were provided. Thus,, 
 during the years 1883-84, the organization of elementary schools 
 was fairly regulated. But at that time, a great depression of trade- 
 caused so much suffering among the people as to materially check 
 the progress of education. In 1885, the Educational Code was agairii 
 revised with the object of the economical administration of public 
 school expenditure. By this revision, various provisions were made 
 such as the transfer of the duties of school committees to the Kocho,. 
 the establishment of simpler elementray courses, the levying of tuition 
 fees, the establishment of a one-year course of study for each element- 
 ary school grade, etc. 
 
 In 1886, a great change took place in the Government. So far as- 
 general education was concerned, an "Imperial Ordinance relating to- 
 Elementary Schools " was promulgated, and the system was entirely 
 remodelled. According to this ordinance, elementary schools were 
 . divided into two classes, viz., higher and ordinary. The expenses of 
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21 
 
 ■elementary schools were to be defrayed by school fees while other 
 sources of income, such as pecuniary donations, were also to be availa- 
 ble for that purpose, and deficiencies were to be supplied from the town 
 or village rates, according as the town or village assembly should 
 ■determine. According to local circumstances, a simpler elementary 
 course was to be substituted for the ordinary elementary course, and 
 the expenses of schools adopting such a course were to be defrayed 
 -out of the town or village rates. The subjects to be taught, and the 
 standard to be attained, in elementary schools were to be determined 
 by the Minister of State for Education. The course of study both in 
 the ordinary and in the higher elementary schools was to extend over 
 four years. According to local circumstances, a supplementary course 
 might be provided in addition to the ordinary elementary school 
 eourse. The chief points relating to the simpler elementary school 
 course were also fixed, it being arranged that the course of study 
 should not extend over more than three years. The regulations for 
 this course of instruction were to be framed by the Fu Chiji or Ken 
 Rei, according to local circumstances. 
 
 It was found, however, on attempting to put these changes into 
 practice that many articles ran counter to others on the same subject 
 ■contained in the law for the organization of cities, towns, and villages 
 recently promulgated, and moreover the progress of enlightenment 
 ■called for a revision of the educational laws. Therefore in the year 
 1890, the Imperial Ordinance relating to Elementary Schools was re- 
 vised and enlarged. The revised version contains eight chapters 
 relating to the object of elementary school education and the various 
 classes of elementary schools; the organization of elementary schools; 
 school attendance ; the establishment and maintenance of elementary 
 schools; the burdens of the Fu, Ken, Gun, cities, towns, and villages 
 with respect to elementary schools and tuition-fees ; the directors of, 
 and teachers in, elementary schools ; management and supervision ; 
 and supplementary provisions. According to this ordinance, ele- 
 mentary schools are divided into ordinary elementary schools and 
 higher elementary schools. Apprentices' schools, and supplementary 
 schools for technical instruction are also classed under the head of 
 elementary schools. The subjects of study in the ordinary elementary 
 schools are Morals, %?^^JMy J$jPWE5>Sl$b?i^ W"*^'"S> Arithmetic, and 
 
22 
 
 Gymnastics. According to local circumstances, Gymnastics may be 
 omitted, and one or more of such subjects as Japanese Geography, 
 Japanese History, Drawing, Singing, and Handiwork may be added; 
 For females, Sewing may also be added. The subjects of study in the 
 higher elementary schools are Morals, Reading, Composition, Writing, 
 Arithmetic, Japanese Geography, Japanese History, Foreign Geography, 
 Science, Drawing, Singing, and Gymnastics. For females. Sewing is 
 added. According to local circumstances, either Foreign Geography 
 or Singing or both may be omitted, and one or more of such subjects 
 as the elements of Geometry, a Foreign Language, Agriculture,. 
 Commerce, and Handiwork may be added; or one or more special 
 courses in Agriculture, Commerce or Industry may be established. 
 The ordinary elementary school course shall extend over three or 
 four years, and the higher elementary school course over tv/o, three 
 or four years. A supplementary course may be established both, 
 in the ordinary and in the higher elementary schools. The regula- 
 tions relating to instruction are to be drawn up by the Fu Chiji or 
 Ken Chiji in accordance with the Standard Outlines prescribed by 
 the Minister of State for Education, subject to his approval. The 
 number of, and the sites for, the ordinary elementary schools to 
 be established in a city, are to be fixed by the Fu Chiji or Ken 
 Chiji after consultation with the civic authorities, and those for the 
 ordinary elementary schools to be established in a town or village 
 are to be fixed by the Gunchcr after consultation with the town or 
 village authorities, and subject to the approval of the Fu Chiji or 
 Ken Chiji. A city, town, or village may, subject to the approval 
 of the Fu Chiji or Ken Chiji, establish and maintain a higher 
 elementary school; likwise, several towns and villages, after due 
 consultation, may establish a school union and may also, with the 
 approval of the Fu Chiji or Ken Chiji, establish and maintain a 
 higher elementary school. In case of necessity, the educational 
 affairs of all or some of the children of one town or village, or 
 of one town or village school union, may be committed to the 
 care of another town or village, or of another town and village 
 school union. The period of eight years extending i from the 
 sixth to the fourteenth year of age is defined as the school age 
 
 of children. The guardians of children of school age are under 
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 obligatibn to cause such cliildreri to attend school until they have 
 completed the ordinary elementary school course. The regulations 
 for school attendance are to be established by the i^^^ Chifi cf? Ken 
 Chiji, subject to the approval of the Minister of State for Education. 
 All expenses for Elementary Schools are to be borne by the cities, 
 towns, or villages. Provisions are also made with regard to the 
 whole or partial remittance of tuition fees, and the substitution of the 
 payment in kind or in personal labor for the payment of tuition fees, 
 in order to facilitate the attendance of children. 
 
 We may sum up by saying that elementary education in Japan 
 commenced with the promulgation of the Code of Education in 1872, 
 that it was placed on a firm basis by the revised Code of Education 
 of 1880, that it was much improved by the Imperial Ordinance 
 relating to Elementary Schools of 1886, and that it was further 
 perfected by the revised Imperial Ordinance relating to Elementary 
 Schools issued in 1890. Notwithstanding the partial adverse influ- 
 ences exercised by the frequent changes effected in the educational 
 laws, by faults in the manner of administration, -and by the vicissitudes 
 of political events still it is an undeniable fact that, during this short 
 interval of twenty years, education has, on the whole, been firmly 
 established, and steadily diffused from year to year. The following 
 table gives the statistics, arranged in six-year periods, from 1873 
 to 1 891 : — 
 
 
 Average number per annum. 
 
 1891 
 
 
 1873-1878 
 
 1879-1884 
 
 1885-1890 
 
 No. of Schools 
 
 22,298 
 
 47.433 
 1,886,573 
 
 28,941 
 
 82,324 
 2,790,996 
 
 26,739 
 71,981 
 
 2,933.752 
 
 25.369 
 
 No. of Teachers 
 
 69,586 
 
 No. of Pupils 
 
 3.153.258 
 
 
 REFERE^fCE : — Imperial Ordinance No. 215 relating to Elementary Schools, issued in 
 the 23rd year of Meiji (1890). 
 
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24 
 
 IMPERIAL ORDINANCE RELATING TO 
 ELEMENTARY SCHOOLS. 
 
 CHAPTER I. 
 Object and Kinds of Elementary Schools. 
 
 Art. I. Elementary schools are designed to give children the 
 rudiments of moral education and of education specially adapted to 
 make of them good members of the community, together with such 
 general knowledge and skill as are necessary for practical life, — due 
 attention being paid to their bodily development. 
 
 Art. II. Elementary Schools shall be divided into Ordinary 
 Elementary Schools and Higher Elementary Schools. 
 
 Those established and maintained at the expense of cities, towns 
 or villages, or of town and village school unions, or of the districts 
 within them shall be called city, town or village elementary schools, 
 and those established and maintained at the expense of one or more 
 private individuals shall be called private elementary schools. 
 
 Apprentices' schools and supplementary schools for technical 
 instruction shall also be classed under the head of elementary schools. 
 
 CHAPTER II. 
 Organisation of Elementary Scliools. 
 
 Art. III. The subjects of study in Ordinary Elementary Schools 
 shall be Morals, Reading, Composition, Writing, Arithmetic, and 
 Gymnastics. 
 
 According to local circumstances, Gymnastics may be omitted, 
 and one or more of such subjects as Japanese Geography, Japanese 
 History, Drawing, Singing and Handiwork may be added. For 
 females. Sewing may be added. 
 
 Art. IV. The subjects of study in Higher Elementary Schools 
 shall be Morals, Reading, Composition, Writing, Arithmetic, Japanese 
 Geography, Japanese History, Foreign Geography, Science, Drawing, 
 Singing and Gymnastics. For females, Sewing shall be added. 
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 According to local circumstances, either the Foreign Geography 
 or Singing or both may be omitted, and one or more of such subjects 
 as the elements of Geometry, a Foreign Language, Agriculture, Com- 
 merce and Handiwork may be added. 
 
 Art. V. An Ordinary Elementary School Course and a Higher 
 Elementary School Course may be established conjointly in one and 
 the same school. 
 
 Art. VI. In a Higher Elementary School, one or more special 
 courses in Agriculture, Commerce or Industry may be established 
 according to local circumstances. Such special courses shall be esta- 
 blished either in addition to, or in lieu of, the regular course. 
 
 Art. VII. A supplementary course may be established in 
 Ordinary or Higher Elementary Schools. 
 
 Art. VIII. The ordinary elementary school course shall extend 
 over three or four years and the higher elementary school course over 
 two, three or four years. 
 
 Art. IX. The subjects of study and the length of the course of 
 study for special courses, supplementary courses, apprentices' schools 
 and supplementary schools for technical instruction shall lie prescribed 
 by the Minister of State for Education. 
 
 Art. X. Certain subjects of study in elementary schools may, 
 according to the rules prescribed by the Minister of State for Educa- 
 tion, be made optional, or be omitted in the case of those children who 
 ■are from certain causes unable to study them. 
 
 Art. XI. In case an addition to or an omission in the subjects 
 ■of study be made in accordance with Art. 3 or Art. 4, the approval of 
 the Fu Chiji or Ken Chiji shall be obtained by the city council, Chocho 
 ■ox Soncko for city, town or village elementary schools and by their 
 founders for private elementary schools. 
 
 In case, according to Art. 5, an ordinary elementary school 
 course and a higher elementary sohool course are to be established 
 •conjointly in one and the same school or in case their joint establish- 
 ment be discontinued, the approval of the Fu Chip or Ken Chiji shall be 
 •obtained by such cities, towns or villages for city, town or village ele- 
 mentary schools and by their founders for private elementary schools. 
 
 In case the regular course, special course or supplementary course 
 
 fee established or abolished, or the length of the course of study be 
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 fixed, according to Arts. 6, 7 or 8, the approval of the Fu Chijiox Ken 
 Chiji shall be obtained by such cities, towns or villages for city, town 
 or village elementary schools and by their founders for private element- 
 ary schools. 
 
 Aft. XII. The standard outlines of the regulations as to the 
 elementary school course shall be prescribed by the Minister of State 
 for Education. 
 
 The Fu Chiji or Ken Chiji shall draw up the regulations as to the 
 elementary school course for the Fti or Ken under his jurisdiction in 
 accordance with the standard outlines of the regulations as to the 
 elementary school course, subject to the approval of the Minister of 
 State for Education. 
 
 Art. XIII. The regulations for making elementary schools single 
 or many classed, the cases where male and female children are to be 
 separately taught, the cases where a director is to be appointed in a 
 many-classed school, the number of children to be taught by one 
 teacher, and the like shall be prescribed by the Minister of State for 
 Education. . 
 
 Art. XIV. The number of holidays in Elementary Schools shall 
 not exceed ninety days per annum, exclusive of Sundays. But this 
 shall not apply to apprentices' schools, supplementary schools for 
 technical instruction, and supplementary courses. 
 
 Under special circumstances the Fu Chiji or Ken Chiji may,, 
 subject to the approval of the Minister of State for Education, disregard 
 the provisions of the preceding paragraph. 
 
 During the prevalence of epidemic diseases or in other seasons of 
 calamity, the Fu Chiji or Ken Chiji shaM cause the elementary schools 
 in cities, and the Guncho shall cause the elementary schools in towns 
 or villages, to be temporarily closed. In urgent cases, however, the 
 Shicho, Chocho or Soncho may cause the elementary schools to be 
 closed. 
 
 Art. XV. The number of hours of instruction per week, the 
 ceremonies to be observed on the great festival days and other national 
 holidays and the like in Elementary Schools shall be prescribed by the 
 Minister of State for Education. 
 
 Art. XVI. Elementary school books or charts shall be such 
 among the books or charts examined and adopted by the Minister of 
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27 
 
 State for Education as have been selected by the Committee for the 
 Examination of Elementary School Books and Charts, subject to the 
 approval of the Fu Chip or Ken Chiji. 
 
 The Fu or Ken shall establish an Examination Committee com- 
 posed of the Fu or Ken officials, the members of the Fu or Ken 
 council, the director of and teachers in the ordinary normal school and 
 the teachers in elementary schools. 
 
 The regulations concerning the Examinations and the Examina- 
 tion Committee shall be prescribed by the Minister of State for 
 Education. 
 
 Art. XVII. All Elementary Schools shall be provided with 
 school buildings, school .sites, school appliances, and gymnasia, and 
 such Elementary Sdhools where a course of agriculture is established, 
 shall also be provided with lands for practical training in agriculture. 
 
 Under special circumstances, gymnasia and lands for practical 
 training in agriculture may be dispensed with, in which case the city, 
 town or village shall obtain for the Elementary Schools established 
 therein the approval of the superintending authorities, or the founders 
 of private elementary schools situated in a city or of those situated in 
 a town or village shall obtain for their schools the approval of the Fu 
 Chiji ox Ken Chiji or of the Guncho respectively. 
 
 Art. XVIII. No school buildings, or school sites, or school 
 
 appliances, or gymnasia or lands for practical training in agriculture 
 
 shall, except in seasons of calamity, be used for any purpose other 
 
 than that of elementary schools ; but when, under special circumstances, 
 
 they are to be so used, the Shicho, Chocho or Soncho shall obtain the 
 
 approval of the superintending authorities for the city, town or village 
 
 elementary schools, or the founders of private elementary schools 
 
 situated in cities or of those situated in towns or villages shall obtain 
 
 for their schools the approval of the Fu Chiji or Ken Chiji or of the 
 
 Guncho respectively. 
 
 Art. XIX. The regulations relating to the provision of school 
 
 buildings, school sites, school appliances, gymnasia and lands for 
 
 practical training in agricultui'c shall, after due investigation into local 
 
 circumstances, be prescribed by the Fu Chiji ox Ken Chiji in accordance 
 
 with the draft regulations to be issued by the Minister of State for 
 
 Education. 
 
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 CHAPTER III. 
 School Attendance. 
 
 Art. XX. The school age of children is defined as the period of 
 eight years between the sixth and fourteenth year of the child's age. 
 
 The guardians of children of school age shall be under obligation 
 to cause such children to attend school until they have completed the 
 ordinary elementary school course. 
 
 The obligation referred to in the preceding paragraph shall take 
 effect from the beginning of the school year subsequent to the child's 
 attaining school age. 
 
 The conditions necessary for those who act as guardians of children 
 of school age shall be prescribed by the Minister of State for Education. 
 
 Art. XXI. In case guardians are unable to send their children 
 of school age to school on account of poverty or of the children's illness 
 or for any other unavoidable cause, application shall be made by them 
 to the Shicho, Chocho or Soncho for the temporary or permanent 
 exemption of such children from school attendance. 
 
 A Shicho, Chocho or Soncho may, if he deems it necessary, examine 
 into the actual condition of the children of school age or of their 
 guardians who have or have not made the application referred to in 
 the preceding paragraph of this article. 
 
 In cases where such temporary or permanent exemption from 
 school attendance is granted according to the application referred to 
 in the first paragraph or to the examination referred to in the second 
 paragraph of this article, the Shicho, C/tocho or Soncho shall obtain the 
 approval of the superintending authorities. 
 
 Art. XXII. The guardians shall send their children of school 
 age to the city, town or village elementary schools or to the private 
 elementary schools to be substituted for them, but in case they desire 
 to give the ordinary elementary school course to their children of 
 school age at their own homes or at any other places, the approval of 
 the Shicho, Clwclw or Soncho must be first obtained. 
 
 Art. XXIII. Children affected by any epidemic or other infec- 
 tious disease or living in the same house with persons so affected or 
 children of bad conduct or unfit to receive school instruction shall not 
 be allowed to attend the elementary schools. 
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 The regulations respecting the preceding paragraph shall be 
 prescribed by the Fti Chiji or Ken Chiji, 
 
 Art. XXIV. The regulations relating to school attendance and 
 the home education of children of school age shall be prescribed by 
 the Fu Chiji or Ken Chiji, subject to the approval of the Minister of 
 State for Education. 
 
 CHAPTER IV. 
 
 Establisliment and Ittaiiiteiiaiicc of 
 F.lementary Schools. 
 
 Art. XXV. Each city, town or village shall establish and 
 maintain ordinary elementary schools sufficient to accommodate chil- 
 dren of school age resident in such city, town or village. 
 
 Such town and village union as establishes a union assembly and 
 jointly transacts all affairs beai'ing thereon shall, so far as it concerns 
 the present Ordinance, be regarded as a single town or village. 
 
 Art. XXVI. The number of and the sites for the ordinary 
 elementary schools to be established and maintained in a city shall be 
 fixed by the Fu Chiji or Ken Chiji after consultation with the city. 
 
 The number of and the sites for the ordinary elementary schools 
 to be established and maintained in a town or village shall be fixed by 
 the Guncho after consultation with the town or village, and subject to 
 the approval of the Fu Chiji or Ken Chiji. 
 
 Art. XXVII. In cases where the Guncho deems the resources of 
 a town or village inadequate to the establishment and maintenance of 
 a suitable ordinaiy elementary school, he shall cause such a town or 
 village to form a school union with some other town or village for the 
 establishment and maintenance of such an ordinary elementary school 
 and shall fix the number of and the sites for the ordinary elementary 
 schools to be established and maintained in such a school union. 
 
 Art. XXVIII. In cases where the Guncho deems the number of 
 children of school age in a town or village insufficient to warrant the 
 establishment of an ordinary elementary school, or where notwith-- 
 standing that the number of children of school age is sufficient, he 
 deems it impossible to get a sufficient number of children for the 
 establishment of the same in a place convenient for their attendance on 
 account either of the long distances or of the bad roads over which 
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 the children should have to travel, he shall apply the provisions of one 
 of the following clauses : — 
 
 Clause I. — He shall cause such town or village to form a school 
 union with some other town or village so as to enable the union 
 to establish and maintain an ordinary, elementary school and 
 shall fix the number of and the sites for the ordinary elementary 
 schools to be established and maintained in such a union. 
 Clause 2. — -He shall cause the educational affairs of the whole or 
 of a part of the children of school age in such town or village 
 to be committed to the care of another town or village, or of 
 another town and village school union, or of districts within 
 the same. 
 In cases where the Guncho deems it impossible to cause the 
 children in part of a town or village placed under the same circum- 
 stances as mentioned in the preceding paragraph to attend the ordinary 
 elementary school established in the said town or village, on account 
 either of the long distances or of the bad roads over which they 
 should have to travel, he shall apply the provisions of the clauses of 
 the preceding paragraph. 
 
 In cases where the Guncho deems a town and village school union 
 to be circumstanced similarly to the case mentioned in the preceding 
 paragraph, he shall apply the provisions of clause 2 of the first para- 
 graph of this article. 
 
 Art. XXIX. In cases where the Guncho shall cause towns and 
 villages to organize school unions in accordance with Arts. 27 and 28, 
 he shall, after consultation with the interested towns and villages and 
 with the Gun council, obtain the approval of the Fu Chij'i or Ken Chiji. 
 Similar steps shall be followed in fixing the number of and the sites 
 for the ordinary elementary schools to be established and maintained 
 in such unions. 
 
 In cases where the Guncho wishes to cause the educational affairs 
 of the whole or part of children in one town or village or in one town 
 and village school union to be committed to the care of another town 
 or village, or of another town and village school union, according to 
 Art. 28, he shall, after consultation with the interested towns and vil- 
 lages and town and village school unions and with the Gun council, 
 obtain the approval of the Fu Chiji or Ken Chiji. 
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 Art. XXX. In cases where two or more ordinary elementary 
 schools are to be established and maintained in a city, the Fu Chiji or 
 Ken Chiji may fix the elementary schools to be used by one or several 
 districts of such a city, or by one or several of the districts into which 
 the city may be specially divided, in order to make such district or 
 districts undertake the establishment and maintenance of the element- 
 ary schools so fixed. 
 
 In cases where the provisions of the following clauses apply to a 
 town, village, or town and village school union, or where other circum- 
 stances make it necessary, the GuncJio may determine the elementary 
 schools to be used by one or several districts within such town, village 
 or union, or by one or several of the districts into which such town, 
 village or union may be specially divided with a view of causing such 
 district or districts to undertake the establishment and maintenance of 
 the elementary schools so fixed, or to commit the education of children 
 therein to the care of another town or village. 
 
 Clause I. — In cases where two or more ordinary elementary 
 schools are to be established and maintained in a town, village, 
 or town and village school union. 
 Clause 2. — In cases where the educational affairs of the whole or 
 of a portion of the children of school age in a town or village 
 or in any part of a town or village or in any part ofa town and 
 village school union are under the necessity of being separately 
 committed to the care of another town or village or of another 
 town and village school union or of districts within the same. 
 Clause 3. — In cases where one or more ordinary elementary 
 schools are to be established and maintained in a town or vil- 
 lage or in a town and village school union, while at the same 
 time there are one or more localities within such town, village 
 or union which are under the necessity of commiting the 
 educational affairs of the whole or of a portion of their children 
 to the care of another town or village or of another town and 
 village school union or of districts within the same. 
 In cases where such provisions as mentioned in the first paragraph 
 of this article come into operation or are suspended, the interested city 
 and district or districts shall be consulted. 
 
 In cases where such provisions as mentioned in the second para- 
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32 
 
 graph of this article come into operation, or are suspended, the 
 approval of the Fu Chiji or Ken Chiji shall be obtained after consulta- 
 tion with the interested towns^ villages, unions and districts. 
 
 Art. XXXI. In cases where the Guncho deems it impossible to 
 enforce the tenor of the first paragraph of Art. 28 even when the 
 circumstances of a town of village are such as are set forth in the 
 said paragraph, he may, subject to the approval of the Fu Chiji or Ken 
 Chiji, relieve such town or village from the obligation of establishing 
 and maintaining the ordinary elementary schools or of committing the 
 educational affairs of the children in them to the care of another town 
 or village. 
 
 In cases where the Guncho deems it impossible to enforce the 
 tenor of the second or third paragraph of Art. 28 even when the 
 circumstances of a town or village or of a town and village school 
 union are such as are mentioned in the said paragraph, he may, subject 
 to the approval of the Fu Chiji or Ken Chiji, relieve a portion of he 
 town or village or of the school union from the obligation of establish- 
 ing and maintaining the ordinary elementary schools, or of committing 
 the educational affairs of the children in them to the care of another 
 town or village or of another town and village school union. 
 
 Even in such cases as are provided for in the present article, a 
 town or village, or a town and village school union may under special 
 circumstances establish and maintain the ordinary elementary schools 
 subject to the approval of the Guncho. The sites for such schools shall 
 be fixed by the town or village or the town and village school union 
 subject to the approval of the Guncho. 
 
 Art. XXXII. In cases where the Guncho wishes to cause a town 
 and village school union to be dissolved, he shall, after consultation 
 with the interested towns and villages and with the Gun council, 
 obtain the approval of the Fu Chiji or Kefi Chiji. 
 
 In cases where the Guncho wishes to withdraw the educational 
 affairs of the whole or a portion of the children of school age in a town 
 or village or in part of it or in a portion of a town and village school 
 union from the care of another town or village or of another town and 
 village school union or of districts therein, he shall, after consultation 
 with the interested towns, villages, school unions and districts, obtain 
 the approval of the Fu Chiji or Ken Chiji. 
 
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 Art. XXXIII. Towns and villages may, after consultation and 
 subject to the approval of the Guncho, form school unions for estab- 
 lishing and maintaining the ordinary elementary schools suitable to 
 such unions, in cases where by so doing it is possible to obtain better 
 schools than by the estaJDlishment and maintenance of separate schools 
 in each town or village, or where such a step is calculated to effect a 
 reduction in school expenditure. 
 
 In such cases as are provided for in the preceding paragraph, the 
 number of and the sites for the ordinary elementary schools to be so 
 established and maintained shall be fixed at the conference held for 
 the purpose of forming such unions, subject to the approval of the 
 Guncho. 
 
 Art. XXXIV. No such union as is mentioned in the foregoing 
 article shall be dissolved without the approval of the Guncho. 
 
 In case of the application of the provisions of this and the forego- 
 ing article the Guncho shall receive instructions from the Fu Chiji or 
 Ken Chiji. 
 
 Art. XXXV. In cases where there is a private elementary school 
 within a city, the Fu Chiji or Ken Chiji may cause such city to defer 
 the establishment and maintenance of a city elementary school, or the 
 provision of a part of it and to use the former in substitution for the 
 latter. 
 
 In cases where there is a private elementary school within a 
 town or village or a town and village school union, the Guncho may 
 cause such town or village or such town and village school union to 
 •defer the establishment and maintenance of a town or village element- 
 ary school or the provision of a part of it, or the commission of the 
 educational affairs of children to another town or village, and to use 
 such private elementary school in substitution for a town or village 
 elementary school. 
 
 The regulations relating to the substitution of private elementary 
 schools for city, town or village elementary schools shall be prescribed 
 by the Minister of State for Education. 
 
 Art. XXXVI. A city, town, or village may, subject to the 
 
 approval of the Fu Chiji or Ken Chiji, establish and maintain a higher 
 
 elementary school, or may cause any district within it to establish and 
 
 maintain the same. ^. ... . . ... ^„ 
 
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 Art. XXXVII. After consultation among several towns and 
 villages, they may, subject to the approval of the Gunc/to, establish a 
 town and village school union, and may also, with the approval of the 
 Fu Chiji or Ken Ckiji, establish and maintain Higher Elementary 
 Schools. 
 
 In cases where the provisions of the preceding paragraph are to 
 be carried out, the Gunclw shall receive instructions from the Fu Chiji 
 or Ken Chiji. 
 
 As regards such school unions as are mentioned in this Article, 
 Art. 34 shall apply. 
 
 Art. XXXVIII. The rules laid down in Arts. 36 and 37 shall 
 apply to the apprentices' schools and to the supplementary schools 
 for technical instruction. 
 
 Art. XXXIX. The same steps shall be followed for abolishing 
 the elementary schools mentioned in the last paragraph of Art. 31, 
 and in Arts. 33, 36, 37 and 38, as for establishing them. 
 
 Art. XL. A city, town or village may establish and maintain 
 kindergartens, libraries, and schools for the blind and dumb, together 
 with miscellaneous schools, etc., similar in character to elementary 
 schools. 
 
 In this case the provisions of Arts. 36, 37, and 39 shall apply. 
 
 Art. XLI. As for the establishment and maintenance of private 
 kindergartens, libraries, schools for the blind and dumb, miscellaneous 
 schools, etc., similar in character to elementary schools, their founders 
 shall obtain the approval of the Fu Chiji or Ken Chiji, and as for the 
 abolition of such institutions their founders shall send a notice to that 
 effect to the Fu Chiji or Ken Chiji. 
 
 Art. XLII. The regulations relating to the schools, etc., men- 
 tioned in Arts. 40 and 41 shall be prescibed by the Minister of State 
 for Education. 
 
 CHAPTER V. 
 
 Burdens of Fu, Ken, Gun, Cities, Towns and 
 Villages with respect to the Elementary 
 Schools, and Tuition Fees. 
 
 Art. XLIII. The principal items of the expenses for the establish- 
 ment and maintenance of city, town or village elementary schools to 
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 the borne by cities, towns or villages, or by town and village school 
 unions, or by districts therein are as follows : 
 
 (i) The provision and maintenance of school buildings, school 
 sites, school appliances, gymnasia, and lands for practical 
 training in agriculture. 
 
 (2) The salaries, travelling expenses, etc., of elementary school 
 teachers. 
 
 (3) Miscellaneous expenses incurred in connection with element- 
 ary schools. 
 
 Art. XLIV. The guardians of children attending city, town or 
 village elementary schools shall pay tuition fees in accordance with 
 the rules relating to the same. 
 
 Tuition fees shall be considered part of the revenue of cities, 
 towns or villages. 
 
 In cases where more children than one of the same family attend 
 school at the same time, a I'eduction in the amount of the tuition fees 
 may be made. 
 
 The Shicho, Chocho or Soncho shall either wholly or partially 
 sremit the tuition fees due by indigent guardians. 
 
 Payment in kind or in personal labour may be substituted for the 
 , payment of tuition fees. 
 
 The rules relating to tuition fees shall be fixed by the Fu Chiji or 
 Ken Chiji, subject to the approval of the Minister of State for 
 Education. 
 
 Art. XLV. In cases where there are more schools than one to 
 be established in a town and village school union, the Guncho may 
 cause any of the towns and villages forming the union to bear the 
 expenditure of the establishment and maintenance of one or more of 
 such schools. 
 
 In cases where the Guncho causes a town and village school union 
 
 ••to commit the education of children to the care of another town or 
 
 village, according to the provisions of Art. 28, he may cause any of 
 
 '^the towns and villages forming the union to undertake the exclusive 
 
 charge of the education of the children of such town or village. 
 
 In cases where such provisions as are mentioned in this Article 
 
 -are to be carried into„executi,o,n or suspended, the Guncho shall, after 
 Digifizea by Microsoft® 
 
36 
 
 consultation with the interested towns, villages and school unions> 
 obtain the approval of the Fu Chiji or Ken Chiji. 
 
 Art. XLVI. In cases where the Guncho deems the resources of 
 a town and village school union inadequate to the establishment and 
 maintenance of suitable ordinary elementary^ schools, or where he 
 deems the resources of a town or village forming part of a town and" 
 village school union inadequate to bear part of the expenditure 
 incurred by such union, the Gun shall give to such school unfon, town 
 or village a proper amount of aid out of the Gun revenue. 
 
 As regards the estimate of financial capability mentioned in the 
 preceding paragraph, the Guncho shall, after consultation with the 
 Gun council, receive instructions from the Fu Chiji or Ken Chiji. 
 
 Art. XLVII. In cases where the Guncho deems it impossible to- 
 enforce the tenor of Art. 27, even when a town or village is cir- 
 cumstanced as mentioned in the said Article, the Gun shall grant ta 
 such town or village a proper amount of aid out of the Gun revenue. 
 
 As regards the estimate of financial capability mentioned in the 
 preceding paragraph, the Guncho shall, after consultation with the 
 Gun council, receive instructions from the Fu Chiji or Ken Chiji. 
 
 Art. XLVIII. In cases where the Fu Chiji or Ken Chiji deems 
 the resources of a city inadequate to the establishment and maintenance 
 of suitable ordinary elementary schools, the Fu or Ken shall give 
 to such city a proper amount of aid out of the Fu or Ken revenue. 
 
 As regards the estimate of financial capability mentioned in the 
 preceding paragraph, the Fu Chiji or Ken Chiji shall, after consultation 
 with the Fu or Ken council, receive instructions from the Minister 
 of State for Education. 
 
 Art. XLIX. In cases where the Fu Chiji or Ken Chiji deems the 
 resources of a Gun inadequate to pay the subsidies mentioned under 
 Arts. 46 and 47, such Fu or Ken shall give to such Gun a proper 
 amount of aid out of the Fu or Ken i-evenue. 
 
 As regards the estimate mentioned in the above paragraph, the 
 Fu Chiji or Ken Chiji shall, after consultation with the Fu or Ken 
 council, receive instructions form the Minister of State for Education. 
 
 Art. L. All the expenses incurred in the administration of the 
 educational affairs of State by the Kucho and his deputy as well as by 
 the school committees of districts shall be borne by cities, towns on 
 Digitized by Microsoft® 
 
37 
 
 villages or 'by town and village school unions. But such expenses 
 incurred by the Kucho and his deputy as well as by the school 
 ■committees of districts may be so arranged as to be. borne by the 
 districts, according to the decision of the city, town or village assembly, 
 or of the assembly of town and village school unions. 
 
 Art. LI. The salaries, travelling expertses, pensions, etc., of the 
 <Gun school-inspectors shall be borne by the Gun. The amount and 
 the mode of granting the same shall be determined by the Gun 
 assembly, subject to the approval of the Fu Chiji or Ken Chiji. 
 
 Art. LII. All the expenses relating to the committees for ex- 
 amining candidates for elementary school teachers and to such ex- 
 amination shall, so far as concerns the Fu or Ken, be borne by such 
 Fu and Ken. The expenses relating to the committees for the ex- 
 amination of elementary school books and charts and to such ex- 
 amination shall also be borne by Fti and Ken. 
 
 CHAPTER VI. 
 Director of and Teachers in JSleinentary Schools. 
 
 Art. LIII. Elementary school teachers who teach any special 
 subject or subjects of study shall be called special teachers and others 
 shall be called ordinary teachers. 
 
 Those who assist in teaching the subjects of study of elementary 
 schools or who temporarily teach such subjects shall be called pro- 
 visional or assistant teachers and the other shall be called regular 
 teachers. 
 
 Art. LIV. All elementary school teachers must be provided with 
 elementary school teacher's licenses. 
 
 Art. LV. Elementary school teacher's licenses shall be granted 
 to such persons as have passed the prescribed examination. 
 
 The examination shall be held by the Examination Committees 
 for Elementary School Teachers instituted in Fu or Ken. But the 
 examination for elementary school teachers to teach ceitairi subjects 
 of study shall be conducted in the Department of Education. 
 
 The regulations relating to the organization and the official power 
 of the Examination Committees, to the subjects and mode of the ex- 
 amination, to the qualification of those applying to be examined, to 
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38 
 
 the licenses for teachers an^ to candidates for teachers' posts, etc.,. 
 shall be prescribed by. the Minister of State for Education. 
 
 Art. LVI. The regulations relating to the appointment and 
 dismissal and to the promotion and degradation of the directors of 
 and teachers in elementary schools, shall be prescribed by the Minister 
 of State for Education. 
 
 Art. LVII. The official titles and the mode of treatment of the 
 directors of and teachers in city, town or village elementary school.s- 
 shall be otherwise determined. 
 
 Art. LVIII. The directors of and teachers in city, town or 
 village elementary schools shall be appointed or dismissed by the Fu- 
 Chiji or Ke7i Chiji, . 
 
 Art. LIX. The teachers in city, town or village elementary 
 schools shall be selected and appointed by the Fu Chiji or Ken Chiji,. 
 from among not more than three candidates recommended by the 
 Skicho, Chocho or Soncho. 
 
 In case the Fu Chiji or Ken Chiji deems the aforesaid candidates- 
 unfit, he shall cause other candidates to be presented, and if he deems 
 the new candidates likewise unfit, the appointment shall be made by 
 him personally instead of in accordance with the system of pre- 
 sentation. 
 
 The recommendation mentioned in the first paragraph of this- 
 article shall be made within twenty-eight days from the date on which 
 a vacancy occurs in the position of teacher, or on which a new position 
 has been created. The. recommendation mentioned in the second 
 paragraph shall be made within fourteen days from the date on which 
 such presentation has been ordered to be made. In case no such 
 presentation is made within the above period, the appointment shall 
 be made personally by the Fu Chiji or Ken Chiji instead of in accord- 
 ance with the system of presentation. 
 
 The directors of city, town or village elementary schools shall be 
 selected and appointed by the Fu Chiji or Ken Chiji from among the 
 teachers in such schools. They shall discharge their duties in addition 
 to their teaching duties. 
 
 Art. LX. The scale of salaries and travelling expenses for the 
 teachers in city, town or village elementary schools, together with the 
 mode of paying the same and the other allowances, shall be fixed by 
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39 
 
 the Fu Chiji or Ken Chiji, subject to the approval of the Minister of 
 State for Education. 
 
 The actual amount of salaries and travelling expenses to be 
 granted to the teachers in conformity with the scale of salaries and 
 travelling expenses above mentioned, shall be fixed by the Fu Chiji 
 or Ken Chiji, after consultation with the city council or the Chocho or 
 Soncho. 
 
 The right to the use of a certain area of land or payment in kind 
 may be substituted for certain portions of the salaries of the teachers 
 in city, town or village elementary schools, the proportion to be fixed 
 by the Fu Chiji or Ken Chiji, subject to the approval of the Minister 
 of State for Education. 
 
 The regulations respecting the use of the land or the value of the 
 articles to be substituted according to the paragraph above mentioned 
 shall be confirmed by the Superintending Authorities in accordance 
 with the proposal from cities, towns and villages. But the Super- 
 intending Authorities may, if they deem it necessary, change the value 
 once confirmed, or may refuse to approve the substitutions of salaries 
 mentioned in the above paragraph, if they deem such substitutions 
 unfit. 
 
 Art. LXI. The regulations relating to the duties to be dis- 
 charged by the directors of and teachers in the elementary schools 
 shall be prescribed by the Minister of State for Education. 
 
 Art. LXII. No teachers in elementary schools who have been 
 appointed to the post of school committeeman may refuse to 
 accept it. 
 
 Art. LXIII. No corporal punishment shall be inflicted by 
 elementary school directors or teachers on the children under their 
 care. 
 
 Art. LXIV. In cases where the directors of or teachers in city, 
 town or village elementary schools neglect their duties or act contrary 
 to the directions for the discharge of such duties or are guilty of 
 dishonourable conduct, disciplinary measures shall be taken by the 
 Fu Chiji or Ken Chiji. The penalties in question shall consist of a 
 reprimand, or of a diminution or deprivation of salary during a certain 
 period, or of dismissal and forfeiture of license. In cases where the 
 directors of or teachers in private elementary schools commit such 
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40 
 
 acts as are- mentioned in the foregoing paragraph, the Fu Chiji ot 
 Ken Chiji shall suspend them or deprive their licenses according to 
 circumstances. 
 
 Those who having been subjected to such penalties as dismissal, 
 the suspension or the forfeiture of license, think that they have not 
 been properly dealt with, may complain to the Minister of State for 
 Education within fourteen days after such occurrence. 
 
 The regulations relating to the disciplinary measures of the 
 directors of and teachers in city, town or village elementary schools 
 together with those relating to the suspension and the forfeiture of 
 licenses of the directors and teachers in private elementary schools 
 shall be prescribed by the Minister of State for Education. 
 
 Art. LXV. If an elementary school teacher be sentenced to 
 imprisonment or to any heavier punishment, or be fined for any crime 
 injurious to public confidence or to public morality, or if he or she be 
 subjected to police surveillance, the person thus offending shall forfeit 
 his or her office together with his or her license. 
 
 CHAPTER. VII. 
 Management and Supervision. 
 
 Art. LXVI. In each Gun a school-inspector shall be appointed, 
 his appointment and dismissal to be made by the Fu Chiji or Ken 
 Chiji. 
 
 The Gun school-inspector shall receive the same treatment as 
 Gun officials whose salaries are paid out of Fu or Ken taxes. 
 
 Art. LXVII. The duty of a Gun school-inspector is to supervise 
 the educational affairs of the Gun in accordance with the directions 
 and instructions of the Guncho. 
 
 Art. LXVIII. The Fu Chiji or Ken Chiji may decide not to 
 appoint the Gun school- inspector in conformity with a proposal from 
 the Gun to that effect. In such case, the Fu Chiji or Ken Chiji shall 
 cause some one to be selected from among Gun officials whose 
 salaries are paid out of Fu or Ken taxes and appoint him to perform 
 the duties under the name of the Gun school-inspector. 
 
 Art. LXIX. Disciplinary penalties to be inflicted on the Gun 
 school-inspectors shall be carried out by the Fu Chiji or Ken Chiji in 
 
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41 
 
 accordaace with the regulations for the disciplinary penalties of 
 government civil officials. 
 
 Art. LXX. The Shidw or Choclw or SoncJio shall take charge of 
 the educational affairs of State, belonging to cities, towns and villages 
 and also manage city, town or village elementary schools. He shall 
 supervise directors of and head-teachers in elementary schools in the 
 transaction of the business entrusted to them. 
 
 Art. LXXI. In case of the disciplinary penalties to be inflicted 
 •on the Shichd, Chocho or Soncho owing to the mismanagement on his 
 part of the educational affairs of State, Art. 124 in the law for the 
 organization of cities, and also Art. 128 in the law for the organization 
 of towns and villages shall apply. 
 
 Art. LXXII. For educational purposes, a school committee shall 
 be instituted in each city in conformity with Art. 61 of the law for the 
 organization of cities, no decision of the City Assembly being required. 
 The said committee shall include the male teachers in a city 
 ■elementary school, whose number must not be less than one-fourth of 
 the whole committee. Those selected as committeemen from among 
 the teachers shall be appointed and dismissed by the Shichd. 
 
 Art. LXXIII. A city school committee shall assist the Shiclio 
 in the discharge of his duties in connection with the educational affairs 
 of State belonging to the city. 
 
 Art. LXXIV. The Fu Chiji or Ken Chiji may cause the Kuclw 
 or his deputy in a city to serve as a functionary of the Shichd and as- 
 sist him under his directions and instructions in the administration of 
 the educational affairs of State relating to the district. 
 
 Art. LXXV. For educational purposes, each city may institute 
 a district school committee therein in accordance with the provisions 
 laid down in the city bye-laws. 
 
 The said committee shall include the male teachers in a city 
 elementary school. 
 
 Art. LXXVI. The Fu Chiji ox Ken Chiji may cause the aforesaid 
 school committee to assist the Shichd or Kucho or his deputy in the 
 discharge of his duties in connection with educational affairs of State 
 relating to such district. 
 
 Art. LXXVII. In case of disciplinary penalties to be inflicted 
 on the Kucho or his deputy in a city, or on the school committee under 
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42 
 
 Arts. 72 and 75, owing to their mismanagement of the educational 
 affairs of State, either of the following paragraphs shall apply: — 
 
 (i) The disciplinary penalties shall be executed by the Shichb in 
 pursuance of Art. 64, par. 5 of the law for the organization of 
 cities, in which case the provisions of Art. 124, par. 2, head. I 
 of the same law shall apply. 
 
 (2) The provisions of Art. 124, par. i and par. 2, heads. 2, 3 and 
 4 of the law for the organization of cities shall apply. 
 
 Art. LXXVIII. The relations of the Shichd or Kucho or his 
 deputy as well as of the school committees to the transaction of affairs 
 mentioned in Arts. 73 and "j^, together with other necessary rules 
 relating to the same, may be determined by the Fu Chiji ox Ken Ckiji. 
 
 Art. LXXIX. For educational purposes, a school committee 
 shall be instituted in each town or village in conformity with Art. 65 
 of the law for the organization of towns and villages, no decision of 
 the Town or Village Assembly being required. 
 
 The said committee shall include the male teachers in a town or 
 village elementary school, whose number must not be less than one- 
 fourth of the whole committee. 
 
 Those who are selected as committeemen from among the teachers 
 shall be appointed and dismissed by the Chochd or Sonclw. 
 
 Art. LXXX. A town or village school committee shall assist 
 the Chochd or Soncho in the discharge of his duties in connection with 
 the educational affairs of State relating to such town or village. 
 
 Art. LXXXI. The Fu Chiji or Ken Chiji may cause the Kucho or 
 his deputy in a town or village to serve as a functionary of the C/tocka 
 or Soncho and assist him under his directions and instructions in the 
 administration of the educational affairs of State relating to the district. 
 
 Art. LXXXII. For educational purposes, each town or village 
 may institute a district school committee therein in accordance with 
 the provisions laid down in the town and village bye-laws. 
 
 The said committee shall include the male teachers in a town or 
 village elementary school. 
 
 Art. LXXXIII. 1\\Q Fu Chiji or Ken Chiji may cause the afore- 
 said school committee to assist the Chocho or Sonclw or Kucho and his 
 deputy in the execution of the educational affairs of State relating to 
 the district. 
 
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43 
 
 Art. LXXXIV. In cases where disciplinary penalties are in- 
 flicted on Kucho and his deputy in a town or village or on the school 
 committee under Arts. 79 and 82 owing to his mismanagement of the 
 educational affairs of State, either of the following paragraphs shall 
 apply. 
 
 (i) The disciplinary penalties shall be executed by the Chocho or 
 Soncho in pursuance of Art. 68, par. 5 of the law for the or- 
 ganization of towns and villages, in which case the provisions of 
 Art. 128 par. 2 head, i of the same law shall apply. 
 (2) The provisions of Art. 12^, par. i, and par. 2 heads. 2, 3, and 
 4 of the law for the organization of towns and villages, shall 
 apply. 
 Art. LXXXV. The relations of the Chocho or Soncho or Kucho 
 and his deputy or of the school committee to the transaction of affairs 
 under Arts. 80 and 83, together with other necessary rules relating to 
 the same may be determined by the Fii Chiji or Ken Chiji. 
 
 Art. LXXXVI. Foe educational purposes,, a school committee 
 shall be instituted in a town- and village school union in conformity 
 with the provisions of the bye-laws. 
 
 For educational purposes, a town and village school union may 
 institute a district school committee therein, in conformity with the 
 provisions of the bye-laws. 
 
 The said committee shall include the male teachers in a town or 
 village elementary school. 
 
 Art. LXXXVII. The school committee in the town and village 
 school unions shall assist the chiefs of the unions in the administration 
 of the educational affairs of State relating to such unions. 
 
 The Fu Chiji or Ken Chiji may cause the school committee in the 
 districts within town and village school unions to assist the chiefs of 
 such unions in the administration of the educational affairs of State 
 relating to such districts. 
 
 Art. LXXXVIII. In cases where disciplinary penalties are in- 
 flicted on a school committee under Art. 86, owing to their mismanage- 
 ment of the educational affairs of State, either of the following 
 paragraphs shall apply: — 
 
 (l) The disciplinary penalties shall be executed by the chiefs of 
 town and village school unions in pursuance of Art. 68, par. 5 
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44 
 
 of the law for the organization of towns and villages, in which 
 case the provisions of Art. 128 par. 2, head, i of the same law . 
 shall apply. 
 (2) The provisiqns of Art. 128, par. i, and par, 2, heads. 2, 3, and 4 
 of the law for the organization of towns and villages shall apply. 
 Art. LXXXIX. The relations of the chiefs of town and village 
 school unions as well as of the school committee to the transaction of 
 affairs under Art. 87, together with other necessary rules relating to 
 the same, may be determined by the Fu Ckij'i or Ken Chiji. 
 
 Art. XC. Towns and villages, or town and village school unions 
 may, under special circumstances, not institute the school committee 
 subject to the approval of the Fu Chlji or Ken Chiji. 
 
 Art. XCI. The Minister of State for Education may cause the 
 Fu Chiji or Ken Chiji to close such private elementary schools as shall 
 have infringed laws and ordinances. 
 
 Art. XCII. The term ' educational affairs ' made use of in this 
 Ordinance means exclusively the business in connection with ele- 
 mentary school education. 
 
 CHAPTER. VIII. 
 Suppleinenlary Provisions. 
 
 Art. XCIII. This Ordinance shall come into force in the Fu and 
 Ken where the laws for the organization of cities, towns and villages 
 are practically carried out. The date on which this Ordinance comes 
 into force, shall be determined by the Minister of State for Education 
 on the representation of the Fu Chiji or Ken Chiji. 
 
 Art. XCIV. The provisions of this Ordinance, excepting those 
 relating to the obligations of establishing and maintaining ordinary 
 elementary schools and of sending children to school, may be applied 
 to kindergartens, libraries, and schools for the blind and dumb, 
 together with miscellaneous schools, etc., similar in character to ele- 
 mentary schools. 
 
 Art. XCV. Licences for teachers in elementary schools granted 
 
 prior to the promulgation of this Ordinance shall be valid. But in 
 
 this case the distinction between regular teachers and provisional or 
 
 assistant teachers shall be fixed by the Minister of State for Education. 
 
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 Art. XCVI. The Imperial Ordinance No. 14 relating to Elemen- 
 tary Schools issued in April of the 19th year of Meiji, together with 
 other regulations in conflict with this Ordinance, shall be repealed in 
 the Fu and Ken where this Ordinance is practically carried out from 
 the date on which this comes into force. 
 
 (Reference.) 
 
 STANDARD OUTLINES OF THE REGULATIONS 
 
 CONCERNING THE 
 
 ELEMENTARY SCHOOL COURSE. 
 
 Art. I. In Elementary Schools, the education of children shall 
 be conducted in accordance with the object defined in Art. I of the 
 Imperial Ordinance relating to Elementary Schools. 
 
 The culture of the moral sensibilities should be chiefly attended 
 to in the education of children. Hence in teaching any subject of 
 study, special attention should be paid to those topics which are con- 
 nected with moral education and with education specially adapted to. 
 make of the children good members of the community. 
 
 The knowledge and skill imparted to children should be sound 
 and practical. Therefore such topics as refer to the necessities of 
 daily life and conduct shall be selected and taught, so as to enable 
 the children intelligently and practically to apply what they have 
 learned. 
 
 The instruction in the different subjects of study shall be so con- 
 ducted that they may be beneficially influenced by one another, the 
 true object and the best methods of instruction being steadily kept in 
 view at the same time. 
 
 Art. II. Instruction in morals shall be given in accordance with 
 the tenor of the Imperial Speech relating to Education ; and the cultiva- 
 tion of the conscience of children, the fostering of their moral sen- 
 sibilities, and the enforcement of the practical performance of human 
 
 duties shall be considered the special object of this instruction. 
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 In Ordinary Elementary Schools, such virtues as filial piety, bro- 
 therly love, kindness, faithfulness, politeness, courage, respectfulness, 
 frugality, etc., shall be practically encouraged, and the spirit of loyalty 
 and patriotism shall be specially awakened. The duties towards the 
 state shall also be briefly pointed out, as well' as the social sanctions 
 and the sense of honour which must be regarded as of high impor- 
 tance, so that the children are induced to refine their manners and 
 improve their character. 
 
 In Higher Elementary Schools, the above topics shall be enlarged, 
 pains being taken at the same time to secure firm and lasting results. 
 
 In the case of girls, such excellent virtues as fidelity and gentle- 
 ness shall be specially attended to by the teachers. 
 
 Instruction in morals shall be given by means of simple proverbs, 
 good maxims, facts, etc. The teachers, being themselves examples to 
 the children, shall endeavour to imbue them with moral principles and 
 to influence them by their own conduct. 
 
 Art. III. Reading and Composition. — The object of instruction 
 in reading and composition is to make the children comprehend the 
 use of common words, and the mode of reading and composing in 
 such characters, phrases, and paragraphs as are necessary to daily use, 
 together with their meaning, and to train them to express their 
 thoughts in suitable words and phrases ; the intellectual and moral 
 •development of children being also attended to at the same time. 
 
 In Ordinary Elementary Schools, plain conversations shall be 
 held on easy and suitable topics. The children shall then be required 
 to study the new words thus learned, so as to be acquainted with the 
 modes of reading, writing,' and composing short words in Kana (the 
 characters of the Japanese syllabary adopted from the Chinese). Then 
 short sentences composed oi Kana or Kana mixed with easy Chinese 
 characters shall be given. After some progress made by the children, 
 the hours of instruction for reading and composition shall be separat- 
 ed. In reading sentences composed of Kana or Kana mixed with 
 •easy Chinese characters shall be given, while in composition the child- 
 ren shall be taught to compose short sentences in Kana or Kana 
 mixed with Chinese characters, together with the ordinary writing of 
 •every day life. 
 
 In Higher Elementary Schools, common sentences composed of 
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 Chinese characters and Kana shall be given as subjects of reading, 
 while in composition the children shall be taught to compose common 
 sentences with Chinese characters and Kana, together with the style 
 of writing in daily use. 
 
 In reading and composition, simple words, phrases, or paragraphs 
 shall be dictated or turned into other styles of composition, so as to 
 make the children well acquainted with the use of Kana, words, and 
 phrases. 
 
 The sentences contained in reading books must be of an easy style* 
 and must furnish a good standard of the Japanese literature. Reading 
 books shall be selected with a special view to their style, containing 
 such narratives and descriptions as can be easily understood by the 
 children, and interest and refine their minds at the same time. The 
 topics contained in such reading books shall be morals, geography, 
 history, sciences, and such other topics as are related to the daily life 
 and may add much interest to the instruction given in this connection. 
 
 In composition, the children are required to write out sentences, 
 in an easy but accurate style, on topics such as are given in connection 
 with other subjects of study or on objects such as are daily observed 
 by them, as well as on matters necessary to the business of life. 
 
 Word exercises shall always be attended to, even while giving 
 instruction in other subjects of study. 
 
 Art. IV. Writing. — The object of instruction in writing is to 
 teach the children the mode of writing ordinary characters, and to 
 make them acquainted with the management of the pen. 
 
 In Ordinary Elementary Schools, characters in daily use, such as 
 the Katakana (the characters of the Japanese syllabary adopted from 
 the radicals of the Chinese), Hirakana (easy characters of the Japanese 
 syllabary adopted from the same source), simple phrases partly written 
 in Chinese characters, as also those common characters that represent 
 the ordinary names of persons, surnames, names of objects, geogra- 
 phical names, etc., shall be given, together with other writing in daily 
 use. 
 
 In Higher Elementary Schools, the above topics shall be enlarged, 
 
 with some additional characters adapted to daily use. Lessons in the 
 
 •ordinary writing commonly used shall also be given. 
 
 In Ordinary Elementary Schools, the style of the Chinese 
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 characters shall be either Gyosho (easy hand) or JTaiy/zi? (formal hand),' 
 and in Higher Elementary Schools, the three styles of Kaisho, Gyosho^ 
 and Sosho (running hand) shall be taught. 
 
 In writing exercises, special attention shall be paid to the posture 
 of children, and the holding and management of pens shall also be 
 properly taught. In writing, the lines should be regular and the 
 management of pens as rapid as is consistent with accuracy. 
 
 In cases where writing is required in connection with other sub- 
 jects of study, it is necessary that the forms of characters and the lines 
 should be correct and regular. 
 
 Art. V. Arithmetic. — The object of instruction in arithmetic is to- 
 give the children readiness in daily calculation and accuracy in think- 
 ing and also such knowledge as is useful to the business of life. 
 
 In Ordinary Elementary Schools, instruction in arithmetic shall 
 commence with counting, and go on to addition, subtraction, multi- 
 plication, and division of numbers not exceeding tens. After some 
 progress made in this direction, the four rules and common decimal 
 fractions shall be taught with numbers not exceeding ten thousands. 
 The calculation of weights, measures, coins, and time shall be 
 gradually taught from the beginning and be practically applied to 
 ordinary problems, so that the children become well accustomed ta 
 such calculations. 
 
 In Ordinary Elementary Schools, either written or abacus arith- 
 metic or both may be introduced according to local conditions. 
 
 In Higher Elementary Schools, the children shall be trained in 
 the calculation of weights, measures, coins, and time, by means of 
 written arithmetic, and after some progress, easy problems in propor- 
 tion and in common and decimal fractions shall be given. According 
 to the length of the courses of study, more complex problems in 
 proportion and percentage adapted to daily use shall be given. 
 According to local conditions, the extraction of the roots, simple 
 processes of mensuration, or the elements of book-keeping may be 
 taught, or the four rules may be given by means of abacus arithmetic. 
 To those children that have been taught only abacus arithmetic in- 
 Ordinary Elementary Schools, the four rules shall first be given in 
 written arithmetic. 
 
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 In teaching arithmetic, the children should be made to compre- 
 hend the exact import of the various problems, and to show such 
 progress in arithmetical operations as to admit of their free applications 
 In explaining the methods of arithmetical operations and the reasons 
 for the same they should be made to use correct expressions^ 
 They are also specially required to be proficient in mental arithmetic.' 
 
 The arithmetical problems should be taken from those topics 
 which are given in teaching other subjects of study, or sometimes such 
 topics should be selected as are specially adapted to local conditions. 
 
 Art. VI. Geography. — The object of instruction in geography is_ 
 to give the general outlines of Japanese and foreign geography, so' 
 as to make the children well acquainted with the most important 
 topics connected with the life of the various nations, the spirit of 
 patriotism being carefully fostered at the same time. 
 
 In cases where Japanese geography is introduced into Ordinary 
 Elementary Schools, instruction shall commence with a description of 
 the physical features of the districts in which the children live and 
 with which they are familiar by their own observations. Then in- 
 struction in the outlines of Japanese geography, including the climate, 
 cities of note, occupations of the people, etc., shall be given. The 
 form of the earth, the division of land and water, and other important 
 topics easily comprehended by the children shall be finally given. 
 
 In Higher Elementary Schools, more minute descriptions of 
 Japanese Geography shall be given. Then the motions of the earth 
 and the causes which produce the phenomena of day and night and of 
 the seasons shall be explained. In teaching foreign geography, the 
 oceans, the continents, the five zones, and the physical features of each 
 continent, its climate, productions, races and also the geographical 
 features of China, Corea, and other countries having important rela- 
 tions with this country, shall be given. According to the length of 
 the course of study, the Japanese Geography already taught should 
 then be reviewed, and a more minute description shall be given of the 
 more important subjects relating to the life of the people with reference 
 to political economy. 
 
 Instruction in geography should be based on object lessons, and 
 globes, maps, photographs, etc., should be shown to them, so as to 
 enable them to form accurate conceptions, either by comparison with. 
 
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 or by inference frorri, those topics with which they have already 
 become acquainted. It is also necessary that the natural connection 
 existing between geography and history be maintained. 
 
 Art. VII. History. — The object of instruction in Japanese history 
 is to give the children the outlines of Japanese jiationalitj', and to foster 
 in them such feelings as are becoming the subjects of this Empire. 
 
 In cases where Japanese history is introduced into Ordinary 
 Elementary Schools, instruction shall commence with some historical 
 conversations relating to the native districts of the children, and then 
 it should proceed to the general outlines of the first establishment and 
 organisation of this Empire, the perpetuity of the Imperial line, and the 
 illustrious deeds achieved by the successive Emperors. Besides these 
 topics, historical facts connected with distinguished persons, the bravery 
 of the nation, the progress of literature, etc., shall be briefly explained, 
 so as to make the pupils acquainted with the general outlines of our 
 history from the first establishment of this Empire to the present time. 
 
 In Higher Elementary Schools, a more minute historical account 
 of this Empire from its beginning to the present time shall be given. 
 
 In teaching history, pictures, etc., should, if possible, be shown 
 to the children, so that they can easily form a vivid conception of the 
 past. As to the sayings and the conduct of distinguished persons of 
 ancient times, they should be criticised in comparison with what has 
 been taught in connection with the subject of morals. 
 
 Art. VIII. Natural Science. — The object of instruction in natural 
 science is to train the children to the habit of accurate observation of 
 natural objects and phenomena, to show the general principles govern- 
 ing their relations to one another and to man, and also to awaken in 
 the minds of the children a love for natural objects. 
 
 Instruction in natural science shall commence with those facts 
 relating to plants, animals, minerals, and other natural phenomena, 
 which fall under the observation of children in the district in which 
 the school is situated. In regard to the more important plants and 
 animals, the children shall be specially required to observe their various 
 forms and structures, and the condition of their life and development, 
 So as to form a general idea of their real nature. According to the 
 length of the course of study, they should be made to comprehend 
 such topics as the relations of plants and animals among themselves 
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 ^nd to man, the physical and chemical phenomena of common occur- 
 rence, and the construction and operation of such apparatus as come 
 under their daily observation, the elements of human physiology and 
 hygiene being taught at the same time. 
 
 In teaching natural science, those topics -which relate to agricul- 
 ture and industry should as far as possible be given, besides such as 
 • are specially adapted to the requirements of daily life. In connection 
 with the subjects relating to plants and animals, brief explanations 
 should also be given in regard to those artificial objects which are 
 made of vegetable or animal substances, together with their construc- 
 tion, use, etc. 
 
 Instruction in natural science should be based on actual observa- 
 tions ; or specimens, models, pictures, etc., should be provided ; or 
 practical experiments should be performed by simple apparatus, so that 
 the general principles may be clearly comprehended by the children. 
 
 Art. IX. Drawing. — The object of instruction in drawing is to 
 train the eye and hand, and to foster the faculty of children of properly 
 drawing common objects, and at the same time to enable them to 
 improve their power of designing and to discern the beauty of forms. 
 
 In cases where drawing is added to the course of study in Ordinary 
 Elementary Schools, instruction shall commence in straight and curved 
 lines and simple curvilinear figures, and the children should occasion- 
 ally be required to represent in straight and curved lines the various 
 forms conceived by themselves, thence proceeding to simple objects. 
 
 In Higher Elementary Schools, almost the same instruction 
 
 shall at first be given. After some progress, the drawing of various 
 
 forms from real objects or copies shall follow. Sometimes the children 
 
 should be required to draw their own designs, simple instrumental 
 
 ■drawing being introduced at the same time. 
 
 In teaching drawing, the objects given for instruction in other 
 subjects of study and some of those which daily fall under the observa- 
 "tion of the children should be taken as models, the habits of clean- 
 liness and accuracy being carefully attended to at the same time. 
 
 Art. X. Singing. — The object of instruction in singing is to 
 
 train the ear and larynx, so as to enable the children to sing easy 
 
 musical pieces, and at the same time to foster the moral sensibilities 
 
 -of the children and to enable them to discern the beauty of music. 
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 In cases where singing is added to the course of study in Ordinary- 
 Elementary Schools, instruction shall commence with easy single 
 voice singing without staff. 
 
 In Higher Elementary Schools, the same instruction shall at first 
 be given as in the Ordinary Elementary Schools, and then single voice 
 singing with stuff shall be introduced. 
 
 Musical pieces and notes should as far as possible be selected 
 from among those composed by eminent musicians of this country in 
 both ancient and modern times, and the pieces should be so elegant 
 and correct as to please and refine the minds of children. 
 
 Art. XI. The object of instruction in gymnastics is to secure- 
 the regular and healthy development of the body, to give vigour and 
 cheerfulness to the mind, and at the same time to foster the habit 
 of punctuality. 
 
 In Ordinary Elementany Schools, suitable sports shall be substi'- 
 tuted for regular gymnastics at first, and then common gymnastics 
 shall gradually be introduced. Boys shall be taught in some military 
 gymnastics, if possible. 
 
 In Higher Elementary Schools, boys shall be chiefly instructed* 
 in military gymnastics, and girls in common gymnastics or calisthenics. 
 
 According to local conditions, proper out-door exercises should 
 be encouraged either in or out of school hours. Instruction in. 
 swimming may also be given during summer. 
 
 The posture and bearing acquired by gymnastic exercises should 
 always be maintained by the children. 
 
 Art. XII. Cutting a?id Sewmg. — The object of instruction in. 
 sewing and cutting is to train the eye and hand, so as to make the 
 children proficient in-the cuting and sewing of garments for ordinary 
 wear. 
 
 In cases where cutting and sewing are added to the course of 
 Ordidary Elementary Schools, instruction shall commence with the 
 management of the needle, and gradually proceed to the sewing of 
 simple garments, and also to the mending of common garments, as 
 the case may be. 
 
 In Higher Elementary Schools, almost, the same instruction shall 
 at first be given as in the Ordinary Elementary Schools, and then the 
 cutting and sewing of common garments shall gradually be introduced .^ 
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 The articles provided for this lesson should be such as are 
 required in actual practice. During the instruction, some hints shall 
 also be given as to the instruments used, the preservation and wash- 
 ing of dresses, etc., attention being always paid to the, desirability of 
 frugality. 
 
 Art. XIII. Manual Work.- — The object of instruction in manual 
 work is to train the eye and hand, to give -skill i« making simple 
 articles, and to form the habit of diligence. 
 
 In cases where manual work is added to the course of Ordinary 
 Eleirientary Schools, simple work with paper, thread, clay, straw, etc., 
 shall be given. 
 
 In cases where, manual work is added, to the course of Higher 
 Elementary Schools, simple work with paper, clay, wood, bamboo, 
 wires,! plates of tinned iron, lead, etc., shall be given. 
 
 Articles to be manufactured should be such as are useful for 
 practical purposes. During the lesson, some hints shall be given 
 as to the nature of .the material, tools, etc., attention being always 
 paid to the formation of economic habits. 
 
 Art. XIV. Geometry.-— Iw cases where the elements of geometry 
 are added to the course of Higher Elementary Schools, the subjects 
 to be first given shall be the properties and kinds of lines, anglesj 
 surfaces, and solids, and then various problems concerning the equality 
 and similarity of triangles, the relation of the sides of a right-angled 
 triangle shall follow. 
 
 In teaching geometry, the children shall be required to observe 
 any piece of furniture, edifice, or the shape of a given area, to draw 
 plans from models or diagrams provided for this purpose, and then to 
 measure and compare the dimensions or angles, so as to find their 
 properties and relations, all to be proved and verified by actual tests 
 and exaniinations. 
 
 The children are also required to represent various geometrical 
 figures with the different lines and forms already given, and then 
 to ascertain their various properties, thus fostering their ability of 
 turning such problems to practical purposes. 
 
 Art. XV. Foreign Languages. — A foreign language may be 
 
 added to the course of Higher ' Elementary Schools only in cases 
 
 where the majority of the children .requires the knowledge of such 
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 language for their' future occupations. In these cases, reading, para- 
 phrasing, writing, dictation, conlversation, grammar, and composition- 
 shall be taught, so as to enable the children easily to converse and 
 correspond in a foreign language. 
 
 In teaching a foreign language, the pronunciation and grammar 
 should, always be. attended to and correct Japanese should be used for 
 explaining the meaning of what is being studied. 
 
 Art. XVI. In cases where agriculture has been added to the 
 course of Higher Elementary Schools, the topics to be taken shall 
 be those which relate to such subjects as soils, water privilege^ 
 manures, agricultural implements, farming, planting and cultivation, 
 sericulture, cattle-feeding, etc.; and of these those which are most 
 closely related to the local conditions and most easily comprehended 
 by children are to be given in connection with the instruction in 
 geography and natural science. Practical lessons shall also be- 
 provided, if possible, so as to cultivate the taste for agriculture and 
 to foster habits of frugality, diligence, and saving. 
 
 Art. XVII. In cases where commerce has been added to the 
 course of Higher Elementary Schools, the topics to be taken shall 
 be those which have ap important bearing on such subjects as shops, 
 companies, buying and selling, circulation of currency, transportation, 
 insurance, etc., and of these those which can be easily comprehended 
 by the children shall be taught in accordance with the commercial 
 usages and regulations. A simple system of commercial book-keep- 
 ing shall also be taught. 
 
 Art. XVIIi. The Fu Chiji or Ken Chiji shall prescribe the 
 subjects of study and the standard of instruction, according to the 
 classification of pupils and the length of the courses of study, subject 
 to the limiations laid down in Arts. I to XVII. 
 
 Art. XIX. In cases where an Ordinary Elementary School 
 course and a Higher Elementary School course are established con- 
 jointly in one and the same school, modifications may be made in the 
 subjects of study and in the standard of instruction in both courses, in 
 order to keep up a proper connection between them. 
 
 Art. XX. Directors of, or principal teachers in, elementaiy 
 jschools shall make detailed rules of instruction to be followed with 
 regard to each particular subject. 
 
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 Art. XXI. Examinations of children in elementary schools 
 shall be so conducted that the results of such examinations may serve 
 as references in giving ordinary instruction, or furnish evidence that 
 certain of the children have completed their course of study, . 
 
 Art. XXII. Directors of, or principal teachers in, elementary 
 schools shall consider the results of study attained by the children at 
 the end of the course of study and confer certificates of graduation on 
 those who are deemed to have completed the course of study 
 prescribed in the Regulations as to the Elementary School Course. 
 
 Art. XXIII. The object of the supplementary course is to give 
 the children further training in the subjects which they have already 
 studied in ordinary or higher elementary schools, or to give addi- 
 tional subjects, especially with practical instruction, such as will aid 
 them successfully to discharge their duties in life. 
 
 The standard of the supplementary course shall be fixed in ac- 
 cordance with either that of an Ordinary Elementary School or that of 
 a Higher Elementary School, and such subjects of study as are of 
 great practical importance shall be added to this course. 
 
 The subjects of study to be taught in the supplementary course 
 should have immediate reference to the present or future occupa- 
 tions of the children, and therefore instruction shall be given in any 
 subject, such as agriculture, industry, and commerce, whichever is 
 most suited to the occupations of the people of the district in which 
 the school is situated. 
 
 Art. XXIV. The hours of instruction in this supplementary 
 course shall be so arranged as to fall in the evening, or on holidays, 
 or outside the time for ordinary school hours, for the benefit of those 
 engaged in actual occupations. 
 
 (Reference.) 
 
 REGULATIONS RELATING TO THE ORGANIZA- 
 TION. ETC., OF SCHOOL CLASSES. 
 
 ART. I. 
 In an elementary school, classes shall be organized and teachers 
 distributed according to the provisions of the present regulations. 
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 Those institutions in which the pupils are organized into one class 
 are single-classed schools, and those institutions in which the piipils 
 are organized into two or more classes are many-classed schools. 
 
 In case where the pupils in an elementary school are organized 
 into two or more classes, the classes shall be divided after due con- 
 sideration of their age and attainments. 
 
 ART. II. 
 
 In city, town, and village ordinary elementary schools, the 
 classes shall be organized as follows : — 
 
 1. In case the number of pupils is below 70, they shall be organ- 
 ized into one class. 
 
 2. In case the number of pupils is over 70 and below 140, they 
 shall be divided into two classes ; but in the case of their 
 number exceeding 70 but falling below icxj, they may be 
 organized into one class. 
 
 3. In case the number of pupils is 140 or more, classes shall 
 be organized in such a proportion that one class should 
 contain an average number of from 50 to 70 pupils. 
 
 4. In case the number of female pupils of the same school year is 
 sufficiently large to organize a class, the male and female 
 pupils of that school year, shall be formed into different 
 classes ; but this provision shall not apply to the pupils of the 
 first and second school year. 
 
 In the case of the text in heading 2 and of heading 3 under this 
 article the number of pupils in one class shall not exceed 100. 
 
 ART. III. 
 
 In city, town, and village higher elementary schools, the classes 
 shall be organized as follows : — 
 
 1. In case the number of pupils is below 60, they shall be organ- 
 ized into one class. 
 
 2. In case the number of pupils is over 60 and below 120, they 
 shall be organized into two classes ; but in the case of their 
 number exceeding 60 but falling below 80, they may be or- 
 
 . ganized into one class. 
 
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 '3. Ill case the number of pupils is 120 or more, classes shall be 
 organized in such a proportion that one class should contain 
 an average number of 40 to 60 pupils. 
 4. In case the number of female pupils is sufificiently large to form 
 a class, the male and female pupils shall be organized into 
 different classes. 
 In the case of the text in heading 2 and of heading 3 under this 
 Article, the number of pupils in one class shall not exceed 80. 
 
 ART. IV. 
 
 In city, town, and village ordinary elementary schools, the 
 teachers shall be distributed as follows : — 
 
 1 . In case the number of pupils in a single-classed school is below 
 JO, one regular teacher for the main course shall be provided, 
 and in case their number should exceed 70, one regular teacher 
 and one assistant-teacher for the main course shall be provided. 
 
 2. For classes of less than 70 pupils in a many-classed school, 
 . one regular teacher for the main course shall be provided, and 
 
 for classes of over 70 pupils,: one regular teacher and one 
 assistant-teacher for the main course shall be provided. 
 
 3. In the above cases (headings i and 2), a teacher or teachers 
 for the special course may, if required, be provided in addition 
 to the teacher for the main course. 
 
 ART. V. 
 In city, town, and village higher elementary schools, the teachers 
 «hall be distributed as follows : — 
 
 1. In case the number of pupils in a single-classed school is below 
 60, one regular teacher for the main course shall be provided, 
 and in case their number should exceed 60, one regular 
 teacher and one assistant-teacher for the main course shall 
 be provided. 
 
 2. For classes of less than 60 pupils in a many-classed school, 
 one regular teacher for the main course shall be provided ; and 
 for classes of over 60 pupils, one regular teacher and one 
 assistant-teacher for the main course shall be provided. 
 
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 3. In the above cases (headings i and 2), a teacher or teachers 
 for the special course may, if required, be provided in addition 
 to the teacher for the main course. 
 
 ART. VI. 
 
 In private elementary schools, the classes shall be organized 
 according to convenience, but the number oF pupils in one class shall 
 not exceed 100 in the ordinary elementary, nor 80 in the highfeir 
 elementary, schools. 
 
 The provisions of Art. IL, heading 4 ; and Art. III., heading 4 
 shall also apply to private elementary schools. 
 
 ART. VII. 
 
 In every private elementary school, one regular teacher! for the 
 main course, shall be provided for one class, but in case the number 
 of pupils in one class should exceed 70 in the ordinary elementary, 
 or 60 in the higher elementary, schools, one assistant-teacher for the 
 main course shall be provided in addition to the regular teacher. 
 
 The provisions of Art. IV., heading 3 ; and Art. V., heading 3 
 shall also apply to private elementary schools. 
 
 ART. VIII. 
 
 In many-classed schools the regular teacher for the main course 
 may at the same time teach the pupils in two or more classes 
 amalgamated, or a part of them, in certain subjects of study. 
 
 In single-classed or many-classed schools, one regular teacher 
 for the special course may, in certain subjects of study, teach the 
 pupils in one or more classes, or apart of them. 
 
 ART. IX. 
 
 In ordinary elementary schools the pupils may be classified 
 into two divisions, and the instruction in one division may be given 
 after that in the other is over, in the following cases : — 
 
 I. When one regular teacher and one assistant-teacher for the 
 main course cannot be provided on account of the number 
 of pupils exceeding 70 but falling below 100. 
 
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 2. When the two regular teachers for the main course cannot 
 be provided on account of the number of pupils exceeding lOO' 
 but falling below 140. 
 
 3. In cases where class rooms cannot be secured of such size as 
 to admit all the pupils at the same time. 
 
 In all cases such as the above, the number of hours of instruction 
 per day shall be three hours^ but it may be changed to four hours for 
 the older class and two hours for the younger class. 
 
 ART. X. 
 
 In cases where the provisions of Art, II. or Art. V. cannot be 
 enforced in a city, town, or village elementary school, owing to insuf- 
 ficient accommodation or other special circumstances, or in cases 
 coming under the provisions of the foregoing Article, such city, town,. 
 or village shall obtain the approval of the Fu Chiji or Ken ChiJifQT 
 the non- enforcement of these provisions. 
 
 Where cases such as the above, occur under special circumr 
 stances in private elementary schools, their founders shall in like 
 manner obtain the approval of thei^« Chiji ox Ken Chiji. 
 
 ART. XI. 
 In case where three or more classes have been established in an 
 elementary school, a director shall be appointed. 
 
 (Reference.) 
 
 NUMBER OF HOURS OF INSTRUCTION PER 
 WEEK IN ELEMENTARY SCHOOLS. 
 
 Art. I. The number of hours of instruction in ordinary elemen- 
 tary schools shall be not less than eighteen nor more than thirty 
 hours per week, but this provision shall not apply to the case of Art. 
 IX. of Ordinance No. 121, of the Department of Education relating to 
 the Organization of Classes, issued in November of the present year. ; 
 
 Art. II. The number of hours of instruction in higher element- 
 ary schools shall be not less than twenty-four nor more than thirty- 
 six hours per week. 
 
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 Art. III. The number of hours. of instruction in any supplement- 
 ary course in elementary schools shall be not less than four nor more 
 than eighteen hours per week. 
 
 ;: Art. IV. The number of hours of instruction per week in each 
 subject of study in elenientary schools shall be prescribed by the Fu 
 Chiji or Ken Chiji within the limits prescribed under Arts. I. and II., 
 subject to the approval of the Minister of State for Education. 
 
 NORMAL SCHOOLS. 
 
 The first normal school was established in Tokyo in 1872. 
 The plan adopted was that the pupils should be divided into two 
 classes, senior and junior, and that instruction should be given to the 
 senior pupils in elementary branches of study as taught in foreign 
 countries, so that they might well understand the methods of teach- 
 ing. The senior pupils, after assimilating the methods thus acquired 
 with the methods of teaching practised in our elementary schools, 
 were in turn to take the junior pupils, and to give them instruction in 
 the same manner, so that the object was, while thus engaged in the 
 work of reciprocal instruction, to investigate the methods of teaching 
 on the one hand, and to form a course of study for elementary schools 
 on the other. Shortly after this, the course of study for the lower 
 and higher elementary schools was established, and a training elemen- 
 tary school was for the first time instituted for the practice of pupils. 
 At this time, the daily work of the pupils consisted in elementary 
 school teaching which was called the main course, while such bran- 
 ches of study as arithmetic, physics, gymnastics, etc., were taught 
 only in outline, and passed by the name of the subsidiary course of 
 study. 
 
 In 1873, the normal school course was for the first time establish- 
 ed, it being divided into two grades, higher and lower, the whole 
 course extending over two years. Although the course of study had 
 now taken its proper form, still the subjects of study then prescribed 
 were but subsidiary and not obligatory. However soon after this, ten 
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 pupils of the higher grade completed their term of study. At this 
 time, when training was urgently required, two additional normal 
 schools were established at Osaka and Miyagi, and a few of the above 
 graduates were sent to these schools as principal teachers, while others 
 were sent to the more important Fu and Ken to train other teacher*. 
 Elementary school education being still in its infancy, almost all the 
 graduates of the government normal schools busied themselves in 
 training teachers, and for some years more scarcely any graduates 
 were engaged directl)'- in elementary school teaching. In 1874, four 
 additional normal schools were established at Aichi, Hiroshima, Naga^ 
 saki, and Niigata. A female normal school was also established in 
 Tokyo, so that now there were eight government normal schools all 
 serving as models for each locality to establish similar institutions. 
 As to the qualifications of the pupils who had first 1>een admitted into 
 the Tokyo Normal School, it is to be observed that Chinese literature 
 of a high standard was deemed the most important subject but that 
 subsequently less weight was given to Chinese and more to common 
 branches of study which were introduced as the subjects of the 
 entrance examination, while in regard to the candidates admitted to 
 the female normal school, a much lower standard was allowed. As 
 to the age of admission, it was generally twenty years and upwards in 
 the case of males and fourteen or fifteen years and upwards in the case 
 of females, though alterations were made from time to time. These 
 pupils were also granted pecuniary aid sufficient to defray their eX'- 
 penses of study. 
 
 In the same year, an alteration was made in the course of study 
 of the Tokyo Normal School, and the subsidiary course was super- 
 seded by an obligatory course including such subjects of study as are 
 indispensable to those destined for elementary school work. Thus 
 the plan of the normal course was nearly completed, and all subsequent 
 changes were but modifications or amendments of it. At the same 
 time, each of the other government normal schools established its own 
 course of study, which, however, being closely similar to that of the 
 Tokyo Normar School, calls for no special remarks in this place. 
 Moreover these schools continued to exist but for a brief period. 
 
 In 1875, a normal course for middle school teachers was 
 established in the Tdkyo Normal School. The course extended over 
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 two years. The age of admission was from eighteen to twenty-five 
 years, and the candidates were required to have previous knowledge 
 •of general literature both Japanese and Chinese, the elements of the 
 English language, and arithmetic. In 1877, the elementary normal 
 course was extended to two years and a half, and the middle normal 
 course to three years and a half, most of the subjects being taught in 
 English. Thus pupils, in order to pass through both courses, were 
 required to devote six years to their studies. However in 1879, ^^^ 
 normal course was divided into the preparatory, higher preparatory, 
 ■and main courses. The preparatory and higher preparatory courses 
 were each made to extend over two years, and the main course over 
 one year. Those entering the main course direct from the preparatory 
 ■course were to become elementary school teachers, and those entering 
 the main course, after passing both the preparatory and higher pre- 
 paratory courses, were to become middle school teachers. 
 
 With regard to the Tokyo Female Normal School, the course of 
 study was at first made to extend over five years. But as very few 
 were qualified for admission, a special course was opened for private 
 ■day-pupils, thus giving them the necessary preparation for the main 
 course. In 1877, the course of study was reduced to three years and 
 a half, and in 1880, kindergarten training was introduced as a subject 
 of study. 
 
 At the time when the Code of Education was issued in 1872, the 
 local authorities were aware of the urgent necessity for training ele- 
 mentary school teachers, and in some localities such establishments 
 as teachers' institutes were specially founded for the purpose of dis- 
 cussing and investigating the methods of teaching. Owing, however, 
 to the apprehension that errors might be committed, educational officers 
 or teachers were sent to the government normal school in Tokyo to 
 inspect the methods of teaching there in use together with other 
 important subjects, and on their return to the country their observa- 
 tions were communicated to the elementary school teachers of their 
 respective districts in lectures, so as to meet the necessities of the 
 time. As time went on, and as graduates were turned out by each 
 of the government normal schools, similar institutions were gradually 
 .founded by the Fu and Ken, so that by 1875, these establishments had 
 become quite numerous, and the work of training teachers was placed 
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 on a somewhat firm basis. But at this time the supply of teachers 
 being quite inadequate to the demand, the arrangements and methods 
 were still incomplete, much being sacrificed to the meeting of present 
 exigencies. For instance, in some of the normal schools, the length of 
 the course of study vvas much shortened, while in others, a short train- 
 ing course was established in addition to the regular courses. In some 
 Fu and Ken, the elementary schools teachers were gathered together 
 at some convenient spots, where instruction was given them in the 
 methods of teaching, while sometimes a few other important branches 
 of study were taught in addition, after which the teachers were 
 immediately dismissed to return to the duties. . In other places 
 teachers' institutes were established besides the normal schools, and 
 instruction was given by the normal school teachers or by those 
 normal school pupils who possessed a tolerable mastery over certain 
 subjects of study, these normal school pupils being re-admitted to 
 their former schools as soon as the number of teachers had sufficiently 
 increased. With regard to the length of the course of study, it will 
 be found that it varied from several weeks to six months, but in few 
 schools did the courses of study as yet extend over one or two years. 
 It is to be remarked, however, that these normal courses were 
 gradually extended, and that constant attention vvas given to the 
 completion of the system. During the years 1878-79, the course 
 of study in some of the normal schools was extended to two years 
 and a half or even to three years, the subjects of study prescribed being 
 almost similar to those of the governmet normal schools. In some 
 localities, middle normal courses were established after the model of 
 the Tokyo Normal School. 
 
 As great improvements had thus been made in the various Fu 
 and Ken in the method of training teachers, the Department of Educa- 
 tion thought it advisable to intrust that work to the various provincial 
 authorities. Consequently in 1877, the government normal schools 
 at Aichi, Hiroshima, and Niigata, and in the next year those at Osaka, 
 Nagasaki, and Miyagi were abolished, while the Tokyo Normal 
 ' School and the T5kyo Female Normal School, which were designed 
 to serve as models for the provincial authorities to follow in the 
 establishment of similar institutions were retained as heretofore. 
 Grants were also made towards the local normal schools to the 
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 amount of yen 50,000 in 1 877, and of yen 70,000 in each of the three 
 succeeding years. 
 
 According to the revised Code of Education issued in 1880, 
 the normal schools established by the Fu and Ken were designed 
 as schools for training elementary school teachers. In 1881, the 
 Department of Education issued a standard outline of the course 
 of study for normal schools. By this, the normal school course was 
 divided into three grades ; lower, intermediate, and higher. The 
 course of study was made to extend over one year in the lower, two 
 years and a half in the intermediate, and four years in the higher 
 grade. The subjects of study were also prescribed. 
 
 In 1883, general regulations for normal schools were issued. 
 The normal schools established by the Fu and Ken were defined by 
 these regulations as schools in which such instruction should be 
 given as would fit pupils to become teachers in the elementary 
 schools within the limits of their respective Fu and Ken, — the 
 fundamental principles of human society, such as loyalty, filial piety, 
 etc., being, made the basis of instruction. The pupils' expenses, 
 which had hitherto been left to the convenience of each Fu and Ken, 
 were, according to these new regulations, to be generally paid out 
 of the school allowance, with a provision to the effect that the said 
 expenses might be granted as loans, or that some of the pupils 
 might be admitted at their own expense, according to the discretion 
 of the Fu Cliiji or Ken Rei. 
 
 At this time the TokyS Normal School introduced great improve- 
 ments in the methods of teaching, with the result that many persons 
 came to the school to inspect these methods in order to be able to 
 iritroduce them into their ov/n districts. Fortunately, there were 
 vacancies for one year in the main course, and therefore the Depart- 
 ment of Education advised the Fu and Ken authorities to send to. 
 the T6ky5 Normal School such teachers of their respective normal 
 and elementary schools as had practical experience in education ta 
 investigate the normal school method for one year. In compliance 
 with this advice, teachers were sent to the school, and instruction 
 was given to them both in the theory and practice of education 
 with reference to the science of education, school management 
 methods of teaching, mental philosophy, etc. In 1883, the course 
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 of study for the elementary normal section was established in the 
 Tokyo Normal School in accordance with the standard outline of the 
 course of study prescribed for normal schools, but the courses of study 
 for the lower and intermediate grades were omitted, and instruction 
 was given only in the higher grade course. A course of study for 
 the middle normal section was also estabh'shed in place of the higher 
 preparatory course, with a course of four years. In the same year, 
 the Tokyo Female Normal School also established its course of study 
 according to the standard outline of the course of study prescribed for 
 normal schools, but the courses of study for the lower and intermediate 
 grades were omitted, and instruction was given only in the higher 
 grade course as in the case of the Tokyo Normal School. 
 
 In 1885, the Tokyo Female Normal School was incorporated 
 with the Tokyo Normal School. At the same time an order was 
 issued to the Fu and Ken to the effect that normal schools specially 
 established for females should be incorporated with those for males. 
 But such regulations as the course of study were left distinct as 
 before. It is to be remarked, in regard to the training of teachers 
 in this country, that when normal school training was still in its 
 infancy, attention was specially directed to the methods of teaching. 
 Gradual improvements have since been made in this respect. More 
 especially, after five or six ."Students who had been sent abroad in 
 the years 1875 to 1878 to investigate normal school matters in other 
 countries returned and engaged in the work of education, normal 
 school training made steady progress. 
 
 In 1886, was issued the Imperial Ordinance relating to Nor- 
 mal Schools. According to this ordinance, normal schools were 
 divided into higher and ordinary normal schools. One higher 
 normal school was to be established at Tokyo under the direct 
 control of the Minister of State for Education, and one ordinary 
 normal school in each Eu and Ken. The higher normal school was 
 designed as a training school for directors of, and instructors 
 in, the ordinary normal schools, and the ordinary normal schools as 
 training schools for directors of, and teachers in, the public elementary 
 schools, and all the expenses of the pupils were to be defrayed out of 
 the school allowance. The proper aim of normal school training as 
 now defined was to develop in the pupils the characteristics of obedi- 
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 ence, sympathy, and dignity. Rules have since been established sub- 
 jecting the normal pupils to military drill so as to develop in them the 
 three characteristics above mentioned. Subsequently the Department 
 of Education has, according to the same Imperial ordinance, pirescribed 
 the subjects of study, and the standard to be attained, in ordinary 
 normal schools. The subjects of study prescribed are as follows ; viz.. 
 Ethics, the Science of Education, the Japanese Language, Chinese 
 Literature, the English Language, Mathematics, Book-keeping, Geogr 
 raphy, History, Natural History, Physics, Chemistry, Agriculture, 
 Manual Work, Household Management, Writing, Drawing, Music, 
 and Gymnastics. Agriculture, Manual Work, and Military Exercises 
 were prescribed for male pupils, and Household Management for 
 female pupils. The course of study was made to extend over four 
 years. Subsequently in 1889, those subjects of study which had been 
 prescribed exclusively for females were struck out of the above list, 
 and a distinct course of study including fewer subjects and with a 
 different standard prescribed for females, the length of the course being 
 reduced to three years. 
 
 In 1886, the Department of Education issued regulations relating 
 to the admission to the ordinary normal schools of pupils from the 
 various Fu and Ken together with regulations relating to the perfor- 
 mance of duties by the graduates of ordinary normal schools. In 
 1889, these regulations were revised. In regard to the first mentioned 
 regulations, it was prescribed that pupils to be admitted to the ordi- 
 nary normal schools should possess attainments at least equivalent to 
 those who had completed the higher elementary school course, that 
 they should be between 17 and 20 years of age in the case of males, 
 and between 15 and 20 years of age in ^e case of females, and 
 should have their legal residence within the Fu or Ken in question : 
 furthermore that they should be divided into two classes, viz., those 
 to be recommended by the Guncko or Kucho, and those who have 
 directly applied for admission to normal schools. The number of 
 pupils to be admitted was also prescribed, varying from 100 to 
 240, according to the number of the school population and of the 
 elementary schools and the extent of the jurisdiction of each Fu 
 and Ken. In the second regulations, it was prescribed that grad- 
 uates of ordinary normal schools should be under obligation to 
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 serve in schools for ten years in the case of males and five years 
 in the case of females, and during the first-five years in the case 
 ■of males and the first two years in the case of females, to serve in 
 any schools which the Fu Chiji or Ken Ret might assign to them, 
 while those recommended by the Gtmchd or Kuclio should be under 
 obligation during the first five years in the case of males and the first 
 two years in the case of females to serve in any elementary schools 
 which the Guncho or Kucho might assign to them. 
 
 The re-organization of local educational affairs by the new Im- 
 perial Ordinance relating to Elementary Schools issued in 1 890 seemed 
 to call for an equivalent amelioration in the state of the ordinary 
 normal schools, which must be regarded as the fountain of education. 
 Therefore in June, 1892, a revision was made in the subjects of study 
 and the standard to be attained in ordinary normal schools. It was 
 also prescribed that simpler normal courses, training courses for ele- 
 mentary school teachers and training courses for kindergarten con- 
 ductors might be established in addition to the regular courses, 
 -according to local circumstances. Compared with the previous course 
 -of study there is no remarkable difference in respect of the subjects of 
 study for male pupils, except in the subject of ethics, wherein precau- 
 tions were taken to prevent the prevalent tendency towards over-the- 
 orizing, and to insist on the great importance of the actual conduct of 
 pupils, and on instruction in the essential points of human social 
 relations and of morals. The Foreign Language, Agriculture, Com- 
 merce, and Manual Work, which had been prescribed as obligatory 
 subjects in the previous regulations, were made additional subjects, 
 the number of which should be determined according to local cir- 
 cumstances. No change was made in the subjects of study for female 
 pupils, excepting that Chinese Literature was added to the curriculum, 
 the same precaution being taken for the subject of ethics as in the 
 case of males. The following tables show the course of study for 
 normal schools, framed by the Departmeut of Education as a re- 
 ference for those engaged in local education. 
 
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 Table showing the Course of Study of 
 
 Subjects. 
 
 i2 . 
 
 ISt 
 School Year. 
 
 2 <u 
 
 2nd 
 School Year. 
 
 
 2 
 
 Principal Points of Human 
 Relations and Morals. 
 
 2 
 
 Principal Points of Human 
 
 
 Relations and Morals. 
 
 ( 
 
 2 
 
 History of Education. 
 
 2 
 
 Principles of Education. 
 
 Education < 
 
 
 
 
 
 Japanese Language ... 
 
 4 
 
 Paraphrase, Grammar, 
 Composition. 
 
 2 
 
 Paraphrase, Composition. 
 
 
 
 
 
 Paraphrase. 
 
 Japanese History and 
 
 
 2 
 
 Japanese History. 
 
 2 
 
 
 Foreign History. 
 
 
 2 
 
 Introduction, Japanese 
 Geography. 
 
 2 
 
 Foreign Geography. 
 
 
 Mathematics 
 
 4 
 
 Arithmetic, Geometry. 
 Physics. 
 
 4 
 
 Arithmetic, Book-keeping, 
 Geometry. 
 
 Physics, Chemistry. 
 
 Physics and Chemistry. 
 
 2 
 
 2 
 
 Natural History 
 
 3 
 
 Botany and Zoology. 
 
 2 
 
 Botany and Zoology. 
 
 
 Writing 
 
 2 
 
 Square Chinese Characters. 
 
 2 
 
 Square and Current Chi- 
 
 
 nese Characters. 
 
 
 2 
 
 Free Hand Drawing, In- 
 strumental Drawing. 
 
 2 
 
 Free Hand Drawing, In- 
 
 
 strumental Drawing. 
 
 Music 
 
 I 
 
 Solo Singing. 
 
 Common Gymnastics, Mili- 
 tary Gymnastics. 
 
 1 
 
 Solo Singing. 
 
 Common Gymnastics, Mili. 
 
 
 6 
 
 6 
 
 
 tary Gymnastics. 
 
 
 
 
 ©■■■ ■ 
 
 
69 
 
 Ordinary Normal Schools (for male pupils). 
 
 
 \ 3><i 
 School Year, 
 
 
 4th 
 School Year. 
 
 1i •■ 
 
 o a MS . 
 u £ a g n 
 
 g.2 o 
 
 (4 
 
 Principal Points of Human 
 Relations and Morals, 
 Methods of Teaching. 
 
 Principles of Education. 
 
 Outline of History of 
 Literature, Composi- 
 tion, Methods of Teach- 
 ing. 
 
 Paraphrase. 
 
 Foreign History, Methods 
 of Teaching. 
 
 Physical Geography, Meth- 
 ods of Teaching. 
 
 Algebra, Geometry, Meth- 
 ods of Teaching. 
 
 Physics, Chemistry, Meth- 
 ods of Teaching. 
 
 Human Physiology, Min- 
 eralogy, Methods of 
 Teaching. 
 
 Current and Grass-hand 
 Chinese Characters, 
 Japanese Syllabary, Me- 
 thods of Teaching. 
 
 Free Hand Drawing, 
 Methods of Teaching. 
 
 Solo Singing, Two Part 
 Singing, Use of Musical 
 Instruments, Methods 
 of Teaching. 
 
 Common Gymnastics, Mili- 
 tary Gymnastics, Meth- 
 ods of Teaching. 
 
 IS 
 
 Principal Points of Human 
 Relations and Morals, 
 Methods of Teaching. 
 
 Principles of Education, 
 Educational Laws, 
 School Management. 
 
 Practice of Teaching. 
 
 Paraphrase. 
 
 Algebra, Methods of 
 Teaching. 
 
 Chemistry, Methods of 
 Teaching. 
 
 Free Hand Drawing, 
 Methods of Teaching. 
 
 Solo Singing, Two Part 
 Singing, Use of Musical 
 Instruments, Methods of 
 Teaching. 
 
 Common Gymnastics, Mili- 
 tary Gymnastics, Meth- 
 ods of Teaching. 
 
 24 
 
 6 
 6 
 
 5 
 13 
 
 9 
 7 
 
 3-S 
 
 26 
 
 II 
 
 7.6 
 7-S 
 
 Digitized by Microsoft® 
 
7© 
 
 TABtE SHOWING THE CoURSE OF StUDY O^ 
 
 Subjects. 
 
 i2 . 
 a V 
 
 it 
 
 1st 
 ■•<■■■ School Year. 
 
 2 . 
 
 o 15 
 
 1^ 
 
 2nd 
 School Year. 
 
 Foreign Languages ... 
 
 ,3 
 
 Reading, Paraphrase, 
 Grammar, Conversation, 
 Writing. 
 
 Soils, Water Privileges, 
 Manures, Agricultural 
 Implements, Cultiva- 
 tion, Planting and 
 Nutrition, etc. 
 
 Outline of Political Eco- 
 nomy. 
 
 Wood or Bamboo Work. 
 
 3 
 
 Reading, Paraphrase, 
 Grammar, Conversation, 
 Writing. 
 
 Soils, Water Privileges, 
 Manures, Agricultural 
 Implements, Cultiva- 
 
 [\ 
 
 tion, Planting and 
 Nutrition, etc. 
 
 Shops, Companies, Traf- 
 fic, Circulation of 
 
 
 Money, Transportation, 
 Insurance, etc. 
 
 Wood or Bamboo Work. 
 
 
 
 Total 
 
 34 
 
 
 34 
 
 
 
 
 N. B. — In regard to such subjects as Foreign Languages, Agriculture, Commerce, and 
 The number of weekly hours for the " Practice of Teaching " may be brought together 
 
 weekly hours for instruction in all subjects, from the " Japanese Language " dovimwards, 
 
 the " Practice of Teaching " may be introduced. 
 
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 'ORDlNAkiy- Normal Schools (for male pupils). 
 
 O u 
 
 ■ 3rd 
 ■ School Year. 
 
 
 4th 
 School Year. 
 
 Total Number 
 
 of Hours 
 
 for 
 
 Instruction. 
 
 Total Number of 
 Hours for Instruc- 
 tion, according 
 to the Previous 
 Regulations. 
 
 3 
 
 Reading, Paraphrase, Rhe- 
 toric, Composition. 
 
 Cultivation, Planting and 
 Nutrition, Sericulture, 
 Stock-rearing, etc. 
 
 Shops, Companies, Traf- 
 fic, Circulation of 
 Money, Transportation, 
 IpS"J'ance, etc., Princi- 
 pal Merchandises, Com- 
 mercial Composition, 
 Book-keeping. 
 
 Wood or Bamboo, or Com- 
 mon Metal Work. 
 
 3 
 
 Reading, Paraphrase, Rhe- 
 toric, Composition, 
 Methods of Teaching. 
 
 Cultivation, Planting and 
 Nutrition, Sericulture, 
 Stock-rearing, etc., 
 Elements of Rural 
 Economy, Methods of 
 Teaching. 
 
 Shops, Companies, Traf- 
 fic, Circulation of 
 Money, Transportation, 
 Insurance, etc., Princi- 
 pal Merchandises, Com- 
 mercial Composition, 
 Book-keeping, Methods 
 of Teaching. 
 
 Wood or Bamboo, or 
 Common Metal Work. 
 Paper or Clay Work, 
 Methods of Teaching. 
 
 II 
 
 13-5 
 > o 
 
 34 
 
 
 34 
 
 
 
 
 Manual Work, only one subject shall be taught according to the choice of the pupils. 
 Withiti either term, so as to ensure thirty hours' practice. In this case, the number of 
 included in the fourth year, shall be brought together within the term other than that in which 
 
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72 
 
 Table showing the Course of Study of 
 
 Subjects 
 
 1* 
 
 1st 
 School Year. 
 
 is 
 
 1- 
 
 2nd 
 School Year. 
 
 
 2 
 
 Principal Points of Human 
 Relations and Morals, 
 Etiquette. 
 
 2 
 
 Principal Points of Human 
 
 
 Etiquette. 
 
 
 
 History of Education. 
 
 Paraphrase, Grammar, 
 Composition. 
 
 
 Principles of Education. 
 Paraphrase, Composition. 
 
 Japanese Language ... 
 
 4 
 
 3 
 
 Chinese Literature 
 
 2 
 
 Paraphrase. 
 
 2 
 
 Paraphrase. 
 
 History 
 
 2 
 
 Japanese History. 
 
 2 
 
 Japanese History. 
 
 Geography 
 
 2 
 
 Introduction, Japanese 
 Geography. 
 
 2 
 
 Foreign Geography. 
 
 Mathematics 
 
 3 
 
 Arithmetic. 
 
 3 
 
 Arithmetic, Elements of 
 Geometry. 
 
 
 
 Botany, Zoology. 
 
 Matters relating to Cloth- 
 ing, Food and Resi- 
 dence, Sewing. 
 
 
 Physics, Chemistry. 
 
 Matters relating to Cloth- 
 ing, Food and Resi- 
 
 Household Manage- 
 ment 
 
 6 
 
 3 
 6 
 
 
 dence, Sewing. 
 
 Writing 
 
 2 
 
 Square and Current Chi- 
 nese Characters. 
 
 2 
 
 Current and Grass-hand 
 Chinese Characters, 
 
 
 partly of the Japanese 
 Syllabary. 
 
 I^awing 
 
 2 
 
 Free Hand Drawing. 
 
 2 
 
 Free Hand Drawing, In- 
 strumental Drawing. 
 
 
 Music 
 
 2 
 
 Solo Singing. 
 
 2 
 
 Solo Singing, Two Part 
 Singing, Use of Musical 
 Instruments. 
 
 
 Gymnastics 
 
 3 
 
 Common Gymnastics, 
 Games. 
 
 3 
 
 Common Gymnastics, 
 
 
 Games. 
 
 Total 
 
 34 
 
 
 34 
 
 
 
 
 
 i 
 
 Digitized by IVIicrosom 
 
 E) 
 
 
71 
 
 Ordinary Normal Schools (for female pupils). 
 
 
 3rd 
 
 School Year. 
 
 34 
 
 Principal Points of Human 
 Relations and Morals, 
 Methods of Teaching. 
 
 Principles of Education. 
 
 Outline of History of 
 Literature, Composition, 
 Methods of Teaching. 
 
 Paraphrase. 
 
 Outline of Foreign History, 
 Methods of Teaching. 
 
 Outline of Physical Geo- 
 graphy, Methods of 
 Teaching. 
 
 Elements of Geometry, 
 Methods of Teaching. 
 
 Human Physiology, Meth- 
 ods of Teaching. 
 
 Rearing of children, Book- 
 keeping, Sewing, Meth- 
 ods of Teaching. 
 
 Grass-hand Chinese Char- 
 . acters, partly of the 
 
 ■ Japanese Syllabary. 
 
 Methods of Teaching, Free 
 HandDrawing, Methods 
 of Teaching, Solo Sing- 
 
 ■ ing. 
 
 Two Part Singing, Use of 
 Musical Instruments, 
 Methods of Teaching. 
 
 Common Gymnastics, 
 Games, Methods of 
 Teaching. 
 
 30 
 
 Principal Points of Human 
 Relations and Morals, 
 Methods of Teaching. 
 
 Educational Laws, School 
 Management. 
 
 Practice of Teaching. 
 
 34 
 
 8.5 
 
 5 
 
 5 
 
 4.5 
 
 7 
 
 6.S 
 
 15 
 
 DiyiiUtiU by MtadiioTtiiir 
 
 7-5 
 
 7-S 
 7-S 
 
 8.S 
 
 7-S 
 
74 
 
 Regulations were also established for the simpler normal course 
 above mentioned, and the subjects of study were prescribed as follows : 
 namely, Morals, Education, Japanese Language, Chinese Literature, 
 History, Geography, Mathematics, Science, Writing, Drawing; Music, 
 and Gymnastics, the length of the course extending over two years 
 and four months. The reason for establishing such a course of study 
 is this : — At present the number of regular teachers is quite inadequate 
 to the work of diffusing and improving general education, and in order 
 to make up such deficiency, the fixed number of pupils to be trained 
 in normal schools must be increased. This, however, would involve a 
 great amount of expense and be practically impossible, so that the 
 above measure was taken as a via media to meet the exigencies of the 
 time, The following table shows the simpler normal course of study 
 framed by the Department of Education for the same purpose as in the 
 last case. 
 
 Simpler Course of Study for Ordinary Normal Schools. 
 
 Subjects. 
 
 
 1st 
 School Year. 
 
 u 
 
 2nd 
 School Year. 
 
 tn 
 
 1^ 
 
 3rd 
 School Year. 
 
 Total Number 
 of Hours for 
 Instruction. 
 
 Morals 
 
 2 
 
 3 
 4 
 
 2 
 
 Principal Points 
 of Human 
 Relations and 
 Morals. 
 
 History of Edu- 
 cation, Princi- 
 ples of Edu- 
 cation. 
 
 Paraphrase, 
 Grammar, 
 Composition. 
 
 Paraphrase and 
 Reading. 
 
 2 
 
 4 
 3 
 
 2 
 
 Principal Points 
 of Human 
 Relations and 
 Morals, Meth- 
 ods of Teach- 
 ing. 
 
 Principles of 
 Education, 
 Methods of 
 Teaching. 
 
 Paraphrase, 
 Composition, 
 Methods of 
 Teaching. 
 
 Paraphrase and 
 Reading. 
 
 2 
 
 4 
 
 22 
 
 Principal Points 
 of Human 
 Relations 
 and Morals, 
 Methods of 
 Teaching. 
 
 Educational 
 Laws, School 
 Management. 
 
 Practice of 
 Teaching. 
 
 5 
 
 20 
 
 7 
 
 Education 
 
 Japanese Lan- 
 
 ^uap'e 
 
 
 Chinese Litera- 
 
 
 
 
 4 
 
 
 
 Digitized by Microsoft® 
 
7S 
 
 Simpler Course of Study for Ordinary Normal Schools. — Cont. 
 
 Subjects. '■■ 
 
 oi; 
 
 1st 
 School Year. 
 
 S2 . 
 
 lU 
 
 2nd 
 School Year. 
 
 2 . 
 
 ° u 
 
 3rd 
 School Year. 
 
 Total Number 
 of Hours for 
 Instruction. 
 
 
 2 
 2 
 
 3 
 3 
 
 3 
 
 2 
 
 2 
 
 6 
 
 Japanese His- 
 tory. 
 
 Introduction, 
 Japanese 
 Geography. 
 
 Arithmetic 
 Botany, Zoology. 
 
 Square and cur- 
 rent Chinese 
 characters. 
 
 Free-Hand 
 Drawing. 
 
 Solo Singing. 
 
 Common Gym- 
 nastics, Mili- 
 tary Gymnas- 
 tics. 
 
 2 
 
 2 
 3 
 
 4 
 
 2 
 
 2 
 
 2 
 
 6 
 
 Japanese His- 
 tory, Outhine 
 of Foreign 
 History, Me- 
 thods of 
 Teaching. 
 
 Outline of For- 
 eign Geogra- 
 phy, Methods 
 of Teaching. 
 
 Arithmetic, Ele- 
 ments of Geo- 
 metry, Meth- 
 ods of Teach- 
 ing. 
 
 Physics, Che- 
 mistry, Hu- 
 mna Physio- 
 logy, Methods 
 of Teaching. 
 
 Current and 
 grass hand 
 Chinese 
 characters. 
 Japanese 
 Syllabary, 
 Methods of 
 Teaching. 
 
 Free-Hand 
 Drawing, In- 
 strumental 
 Drawing, 
 Methods of 
 Teaching. 
 
 Solo Singing, 
 Use of Musi- 
 cal Instru- 
 ments, Meth- 
 ods of Teach- 
 ing- 
 Common Gym- 
 nastics, Mili- 
 tary Gymnas- 
 tics, Methods 
 of Teaching. 
 
 6 
 
 
 4 
 
 4 
 6 
 
 Geography 
 
 Mathematics ... 
 
 
 
 
 7 
 5 
 
 Natural Science. 
 
 
 Writing 
 
 — 
 
 
 4 
 
 
 4 
 
 Music 
 
 Common Gym- 
 nastics, Mili- 
 tary Gymnas- 
 tics, Methods 
 of Teaching. 
 
 Gymnastics 
 
 'S 
 
 Total 
 
 34 
 
 
 34 
 
 
 34 
 
 
 
 
 
 N. B.— The 
 
 thir 
 
 i year course.sha 
 
 i'??. 
 
 ;qmpleted in four 
 
 mon 
 
 hs. 
 
 
7^ 
 
 It had been prescribed in the regulations for the admission of 
 pupils to ordinary normal schools that candidates must be above 
 seventeen years of age and possess attainments at least equivalent to 
 those of pupils who had completed the higher elementary course. 
 However, as pupils in the higher elementary schools would as a rule 
 complete their course of study at the age of fourteen, such candidates 
 would, necessarily be detained for three years, during which time the 
 cultivation of their intellectual faculties and moral feelings would be 
 left to themselves on account of the absence of proper schools. Thus 
 the provision of a preparatory course would not only afford great facili- 
 ties to such candidates, but would also enable them to progress so 
 much more rapidly that the length of the regular course might possibly 
 be shortened vAih advantage. It was therefore prescribed that a pre- 
 paratory course should be established in addition to the regular normal 
 course. The training course for elementary school teachers was pre- 
 scribed in order to give supplementary instruction to school teachers 
 and also to persons desiring to be employed as teachers in such bran- 
 ches of study as are necessary for the work of teaching. The training 
 course for kindergarten conductors was prescribed in order to give 
 necessary instruction to those actually employed in kindergartens and 
 to those desiring to be so employed. Various other regulations were 
 prescribed, including those relating to the number of pupils for admis- 
 sion to ordinary normal schools, the admission of pupils to ordinary 
 normal schools, the performance of duties by graduates of ordinary 
 normal schools, etc. In all these regulations, the provisions of the 
 previous regulations were either adopted or modified according to 
 local circumstances and to the experience of many years. 
 
 In short, the Department of Education had early entered upon 
 the work of training teachers, and the local authorities had also 
 busied themselves with the same work for many years. Since 1889, 
 the local authorities have taken greater pains to complete the organi- 
 zation of normal schools, and to keep pace with the Department 
 of Education in the training of teachers, by erecting new school 
 houses, providing school apparatus, and giving full effect to the newly 
 established subjects of study, so that in the course of a few years 
 considerable improvement was made in many localities, both with 
 regard to methods of instruction and to management. 
 Digitized by Microsoft® 
 
77 
 
 At the close of 1885, the Tokyo Normal School revised its 
 regulations in respect of the training of pupils. According to the 
 revised regulations, the male department was designed to prepare 
 pupils as directors of, and instructors in, the normal schools of the 
 various Fu and Ken, and the pupils were to be selected from among 
 the first class pupils or graduates of the higher normal course in 
 the local normal schools, while the female department was design- 
 ed to prepare pupils as female instructors in normal and other 
 public schools ; the pupils were to be selected from among those 
 who had completed a course of at least two years at one of 
 the local normal schools, exceptions being made in favour of per- 
 sons possessing literary qualifications equivalent to those possessed 
 by pupils who have completed the higher elementary school 
 course. It was also prescribed that the expenses of pupils so 
 selected and admitted should be defrayed by the Tokyo Normaf 
 School, and that the graduates should be bound to serve in such 
 schools and at such salaries as the Department of Education might 
 fix for them. The Gymnastic Institution under the control of the 
 Department of Education was then annexed to the Tokyo Normal 
 School. But on the issue of the Imperial Ordinance relating to 
 Normal Schools, the Tokyo Normal School was re-organized as a 
 Higher Normal School, and the subjects of study and the standard 
 to be attained were established, according to which the male normal 
 school course was subdivided into three sections, viz., Physical and 
 Chemical Science Section, Natural Science Section, and Literature 
 Section ; the Physical and Chemical Science Section including the 
 Science of Education, Ethics, the English Language, Mathematics, 
 Physics, Chemistry, Manual Work, Drawing, Music, and Gymnastics ; 
 the Natural Science Section including the Science of Education, 
 Ethics, the English Language, Organic Chemistry, Mineralogy, 
 Geology, Botany, Zoology, Physiology, Agriculture, Drawing, Music, 
 and Gymnastics ; the Literature Section including the Science of 
 Education, Ethics, the Japanese Language, Chinese Literature, the 
 English Language, Geography, History, Political Economy, Philo- 
 sophy, Music, and Gymnastics ; the course of study in each of the 
 three sections extending over three years. The female normal school 
 course includes Ethics, the Science of Education, the Japanese Lan- 
 Digitized by Microsoft® 
 
78 
 
 guage, Chinese Literature, the English Language, Mathematics, 
 Boolc-keeping, Geography, History, Natural Science, Physics, 
 ■Chemistry, Household Management, Writing, Drawing, Music, and 
 Gymnastics, and extends over four years. The Gymnastic Institution 
 was then abolished, and a special course of Gymnastics • established, 
 for giving instruction in common and military exercises to those 
 ■destined to become teachers of gymnastics in normal schools. The 
 following tables show the courses of study established in the Higher 
 Normal School. 
 
 Physical and Chemical Section. 
 
 •Subjects. 
 
 .a u 
 1- 
 
 1st Year. 
 
 It 
 
 z 
 
 2nd Year. 
 
 it 
 
 3rd Year. 
 
 Science of Edu- 
 : 'Cation and 
 Ethics 
 
 4 
 
 6 
 6 
 
 3 
 
 2 
 
 Education in gen- 
 eral, Principal 
 Points of Human 
 Relations and 
 Morals. 
 
 Paraphrase and 
 Reading, Compo- 
 sition, Transla- 
 tion. 
 
 Algebra, Geometry, 
 Trigonometry 
 and Surveying. 
 
 Force, Sound. 
 
 3 
 
 5 
 3 
 5 
 
 6 
 
 I 
 
 Teaching in gener- 
 al. Teaching in 
 particular, Prin- 
 cipal Points of 
 Human Relations 
 and Morals. 
 
 ditto. 
 
 Higher Algebra, 
 Analytical Geo- 
 metry. 
 
 Heat, Light, Elec- 
 tricity, Magne- 
 tism, Experi- 
 ments. 
 
 Inorganic Chemis- 
 try, Experiments, 
 Qualitative and 
 Quantitative 
 Analysis. 
 
 ditto. 
 
 13 
 3 
 
 2 
 2 
 
 4 
 
 History of Educa- 
 tion, Criticism 
 and Practice of 
 Teaching, Prin- 
 cipal Points of 
 
 English Lan- 
 
 Human Rela- 
 tion and Morals. 
 
 ditto. 
 
 Mathematics ... 
 J'hysics 
 
 General Outlines 
 of Differential 
 and Integral 
 calculus. 
 
 Astronomy, Me- 
 
 Chemistry 
 
 teorology. 
 
 Organic Chemis- 
 try, Qualitative 
 and Quantita- 
 tive Analysis. 
 
 The use of tools for 
 wood and metal 
 work, the manu- 
 facture of simple 
 utensils in wood 
 or metal. 
 
 
 
 Digitized by Microsoft® 
 
79 
 
 Physical and Chemical Section. — Continued. 
 
 Subjects. 
 
 
 1st Year. 
 
 12 . 
 
 ?! 
 
 2nd Year. 
 
 2 . 
 
 o15 
 
 1- 
 
 3rd Year. 
 
 
 6 
 
 Instrumental Draw- 
 ing. 
 
 General Practice, 
 Common and 
 Military Exer- 
 cises. 
 
 6 
 
 
 6 
 
 
 Music and Gym- 
 
 ditto. 
 
 ditto. 
 
 
 
 Total 
 
 3° 
 
 7 
 
 3° 
 
 7 
 
 3° 
 
 6 
 
 
 
 Natural Science Section. 
 
 Subjects. 
 
 1st Year. 
 
 
 2nd Year. 
 
 ^ JA 
 
 -^l 
 
 3rd Year. 
 
 Science of Edu- 
 cation and 
 Ethics , 
 
 English Lan- 
 guage 
 
 Organic Chemis- 
 try 
 
 Mineralogy and 
 Geology ... 
 
 £otany 
 
 Education in gen- 
 eral, Principal 
 Points of Human 
 Relations and 
 Morals. 
 
 Paraphrase and 
 Reading, Compo- 
 sition, Transla- 
 tion. 
 
 Introduction, Clas- 
 sification of Car- 
 bon Compounds. 
 
 Minerals in ge- 
 neral. Minerals, 
 in particular. 
 Determination of 
 Minerals, Struct- 
 ural Geology, 
 Action of Forces 
 and History of 
 Geology. 
 
 Classification of 
 Plants and Prac- 
 tice. 
 
 Teaching in gen- 
 eral. Teaching in 
 particular, Prin- 
 cipal Points of 
 Human Rela- 
 tions and Morals. 
 
 ditto. 
 
 13 
 
 History of Edu- 
 cation, Criti- 
 cism and Prac- 
 tice of Teach- 
 ing, Principal 
 Points of Hu- 
 man Relations 
 and Morals. 
 
 ditto. 
 
 Structure and De- 
 velopment of 
 Plants, Practice. 
 
 Digitized by Microsoft® 
 
8o 
 
 Natural Scien'ce Section. — Continued. 
 
 Subjects. 
 
 
 1st Year. 
 
 1- 
 
 2nd Year. 
 
 (0 . 
 
 3rd Year. 
 
 
 2 
 
 3 
 6 
 
 Classification of 
 Animals, and 
 Practice. 
 
 S 
 
 2 
 
 3 
 
 2 
 
 6 
 
 Structure and De- 
 velopment of ani- 
 mals. Practice. 
 
 Introduction,Bones, 
 Muscles, Skin, 
 Circulation of the 
 Blood, Respira- 
 tion, Hygiene, 
 and J'ractical 
 Anatomy. 
 
 Constituents of Soils 
 and their Classi- 
 fication Confor- 
 mation of Plants, 
 use of Manures 
 Selection and 
 Care of Stock. 
 
 Projection, Pro- 
 spective. 
 
 ditto. 
 
 3 
 3 
 
 2 
 
 6 
 
 
 Physiology 
 
 Agriculture 
 
 Drawing 
 
 Digestion, Nerv- 
 ous System, 
 Sensation, Hy- 
 
 
 giene and 
 Practical Ana- 
 tomy. 
 
 ditto. 
 
 Practice of Til- 
 ling, use of 
 Agricultural 
 Implements. 
 
 Drawing from 
 
 Drawing from Co- 
 pies, Projection. 
 
 General Practice, 
 Common and 
 Military Exer- 
 cises. 
 
 Music and Gym- 
 
 Nature. 
 ditto. 
 
 
 
 Total 
 
 3° 
 
 8 
 
 3° 
 
 8 
 
 30 
 
 6 
 
 
 
 Literature Section. 
 
 Subjects. 
 
 1st Year. 
 
 
 2nd Year. 
 
 I" 
 
 3rd Year. 
 
 Science of Edu- 
 cation, and 
 Ethics 
 
 Japanese Lan- 
 guage and 
 Chinese Li- 
 terature 
 
 Education in gen- 
 eral. Principal 
 Points of Human 
 Belations and 
 Morals. 
 
 Japanese Grammar, 
 Literature and 
 Composition, 
 Chinese Gram- 
 mar, Literature 
 and Composition. 
 
 Teaching in gener- 
 al. Teaching in 
 particular. Prin- 
 cipal Points of 
 Human Relations 
 and Morals. 
 
 ditto. 
 
 13 
 
 History of Educa- 
 tion, Criticism 
 and Practice of 
 Teaching, Priiv 
 cipal Points of 
 Human Rela- 
 tions and 
 Morals. 
 
 ditto. 
 
 uigitizea oy iviicrosottw 
 
8i 
 
 Literature Section. — Continued. 
 
 Subjects. 
 
 1^ 
 it 
 
 1st Year. 
 
 u 
 
 1^ 
 
 and Year. 
 
 V) 
 
 o 
 
 IS. 
 
 3rdYear. 
 
 English Lan- 
 
 6 
 6 
 
 2 
 
 6 
 
 Paraphrase and 
 Reading, Com- 
 position and 
 Translation. 
 
 Political Geogra- 
 phy, Japanese 
 History. 
 
 5 
 
 S 
 
 3 
 
 4 
 
 6 
 
 ditto. 
 
 Foreign History. 
 
 General Outlines, 
 ditto. 
 
 ditto. 
 
 3 
 
 4 
 6 
 
 ditto. 
 
 Geography and 
 
 
 History 
 
 Political Econo- 
 
 
 
 Mental Science, 
 Logic. 
 
 General Practice, 
 Common and 
 Military Exer- 
 cises. 
 
 
 Philosophy 
 
 Music and Gym- 
 nastics 
 
 History of Philo- 
 sophy. 
 
 ditto. 
 
 
 
 Total 
 
 3° 
 
 6 
 
 3° 
 
 7 
 
 3° 
 
 5 
 
 
 Female Normal School Course. 
 
 Subjects. 
 
 .§1 
 
 1st Year. 
 
 2 . 
 
 O OJ 
 
 o 
 
 il 
 
 2nd Year. 
 
 2 . 
 
 O 
 
 1- 
 
 3rd Year. 
 
 tn 
 
 C 4) 
 
 1- 
 
 4th Year. 
 
 Ethics 
 
 2 
 2 
 
 Principal 
 Points of Hu- 
 man Relations, 
 and Morals. 
 
 Introduction. 
 
 2 
 2 
 
 ditto. 
 
 Principles of 
 Intellectual, 
 
 Moral, and 
 Physical 
 
 Education. 
 
 2 
 
 4 
 
 ditto. 
 
 School Ma- 
 nagement, 
 
 Methods of 
 Teaching. 
 
 3k 
 2 
 
 14 
 
 ditto. 
 
 Education- ... 
 
 History of 
 Education, 
 , Criticism 
 and Practice 
 of Teaching. 
 
 Japanese Lan- 
 guage and 
 Chinese Li- 
 terature ... 
 
 s 
 
 Grammar, Pa- 
 raphrase and 
 
 Reading, 
 Composition. 
 
 3 
 
 ditto. 
 
 2 
 
 General 
 Outlines of 
 History of 
 Literature. 
 
 — 
 
 
 English Lan- 
 guage 
 
 6 
 
 Reading, 
 Grammar, 
 
 Translation 
 and 
 
 Composition 
 
 4 
 
 ditto. 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 
 
 Digit 
 
 izea 
 
 Dy Micros 
 
 oHt& 
 
 
 
 
82 
 
 Female Normal School Course. — Continued. 
 
 Subjects. 
 
 S S 
 
 o 
 
 o Ji 
 
 1st Year. 
 
 o 
 d 
 
 2nd Year. 
 
 3rd Year. 
 
 _2 4» 
 O 
 
 4th Year. 
 
 Mathematics 
 and Book- 
 keeping ... 
 
 Geography & 
 History ... 
 
 Natural Sci- 
 ence 
 
 Physics and 
 Chemistry.. 
 
 Household 
 Manage- 
 ment , 
 
 Writing and 
 Drawing . 
 
 Music 
 
 Gymnastics . 
 
 Written Arith- 
 metic, Abacus 
 Arithmetic. 
 
 Japanese 
 Geography, 
 
 Foreign 
 Geography, 
 General Prin- 
 ciples of 
 Physical 
 Geography. 
 
 Matters 
 relating to 
 Clothing, 
 Food, and 
 Residence, 
 Account 
 Keeping. 
 
 Square, current 
 
 and grass hand 
 
 Chinese cha- 
 
 raccters, and 
 
 Free hand 
 
 Drawing. 
 
 Musical 
 Terms, and 
 Notes, Solo 
 
 Singing. 
 
 Calisthenics, 
 Preparatory 
 Exercises, 
 * Exercises 
 without 
 Apparatus. 
 
 Total 
 
 34 
 
 34 
 
 Algebra and 
 Geometry. 
 
 Japanese 
 History. 
 
 Botany, 
 Zoology. 
 
 Physics 
 
 (Theory and 
 
 Practice). 
 
 Use of 
 Sewing 
 Instruments, 
 Practice of 
 Sewing Dif- 
 ferent Sorts 
 of Garments, 
 etc. 
 
 ditto. 
 
 Use of 
 
 Musical 
 
 Instruments, 
 
 Solo Singing. 
 
 Exercises 
 with Dumb- 
 bells, Indian 
 Clubs, and 
 Wands. 
 
 ditto. 
 
 Foreign 
 History. 
 
 Mineralogy. 
 
 Elements of 
 
 Geology. 
 
 Physics and 
 Chemistry 
 
 (Theory and 
 Practice^. 
 
 ditto. 
 
 Instrumental 
 Drawing. 
 
 Beating of 
 Time, Two 
 Part Singing. 
 
 ditto. 
 
 Single and 
 Double 
 Entry. 
 
 Human 
 
 Physiology 
 
 and 
 
 Hygiene. 
 
 Chemistry 
 
 (Theory and 
 
 Practice). 
 
 ditto. 
 
 Outlines of 
 the Modes 
 of Tonal 
 Cpmbina- 
 tions, and 
 Harmony, 
 Two Part 
 Singing. 
 
 ditto. 
 
 34 
 
 34 
 
 DlyltUuUUy Miuui>uft® 
 
83 
 
 Special Course of Gymnastics. 
 
 i 
 
 ^i 
 
 ■ O '3 i 
 
 s .§ 
 
 
 and 
 try. 
 
 1 
 
 
 ■ 4) 
 
 Miiita 
 Gymnas 
 
 Comm 
 Gymnas 
 
 Outlin 
 6f Tad 
 
 
 Physics 
 Chemis 
 
 "o 
 
 04 
 
 ; 
 
 No. of 
 
 
 
 
 
 ■ 
 
 
 
 hours 
 
 per 
 
 -week. 
 
 12 
 
 12 
 
 3 
 
 Not fixed. 
 
 8 
 
 Not fixed. 
 
 
 
 
 
 
 
 
 
 Infantry 
 
 Prepara- 
 
 Tactics, 
 
 Practical 
 
 Outline of 
 
 StTucture 
 
 Duties of 
 
 
 Drill(rrom 
 
 tory 
 
 Target 
 
 Surveying 
 
 Physics 
 
 of the 
 
 Teachers, 
 
 
 Recruits to 
 
 Exercises, 
 
 Practice, 
 
 (Map.) 
 
 and 
 
 Human 
 
 Graduation 
 
 
 Battalion) 
 
 Calis- 
 
 Temporary 
 
 
 Chemistry. 
 
 Body, 
 
 Essays. 
 
 
 Gymnastics 
 
 thenics, 
 
 Fortifica- 
 
 
 
 Functions 
 
 
 
 (Light 
 
 Exercises 
 
 tions, 
 
 
 
 of Organs, 
 
 
 
 Gymnas- 
 
 without 
 
 Cartogra 
 
 
 
 Principles 
 
 
 
 tics, 
 
 Apparatus, 
 
 phy. 
 
 
 
 of 
 
 
 
 Exercises 
 
 Exercises 
 
 
 
 
 Gymnatics, 
 
 
 
 with 
 
 with Dumb- 
 
 
 
 
 Outlines 
 
 
 
 Apparatus 
 
 bells, 
 
 
 
 
 of School 
 
 
 
 and 
 
 Indian 
 
 
 
 
 Hygiene. 
 
 
 
 Rifles). 
 
 Clubs, 
 Bean 
 
 
 
 - 
 
 
 
 1 
 
 Target 
 
 Bags and 
 
 
 
 
 
 
 1 
 , 1 
 
 Practice. 
 
 Wands, 
 various 
 
 
 
 
 
 
 
 Fidd 
 
 Sports. 
 
 
 
 
 
 
 
 Exercises 
 
 
 
 
 
 
 
 
 (Practical 
 
 
 
 
 
 
 
 
 Written 
 
 
 
 
 
 
 
 
 Ansvfers to 
 
 
 
 
 
 
 
 
 Tactical 
 
 
 
 
 
 
 
 
 Questions). 
 
 
 
 
 
 
 
 N. B. — To the subjects of Physics and Chemistry six hours are devoted during the 
 «first six months, and two hours during the last five months. 
 
 To the subject of Physiology two hours are devoted during the first five months, and 
 •six hours during the last five months. 
 
 The Department of Education has sub-sequently established re- 
 gulations for the admission of pupils to the Higher Normal School, 
 .and others relating to the performance of duties by graduates of the 
 Higher Normal School. According to the former, male pupils are to 
 be nominated by the Fu CItiji or Ken Chiji from among the graduates 
 •of ordinary normal schools, and female pupils from among those who 
 liave completed the two years' course in ordinary normal schools, who 
 iiave equivalent liter^^.^n^^gth^y^^i^^i^gitions, and the pupils so 
 
8.4 
 
 nominated are to be again selected from by the Director of the Higher 
 Normal School. According to the latter set of regulations, the 
 graduates of the male normal school course in the Higher Normal 
 School are bound, after graduation, to serve in schools for ten years in 
 the case of males, and for five years in the case of females, and for the 
 first three years in the case of males and for two years in the case- 
 of females to serve in any schools to which the Department of Educa- 
 tion may appoint them. In the case of gymnastic graduates, the term' 
 of obligation is four years, for the first two years, of which period they 
 are bound to serve in any schools to which the Department of 
 Education may appoint them. 
 
 Although financial considerations had at one time necessitated 
 the incorporation of the T5ky5 Normal School for Females with that 
 for males, a few years' experience sufficed to show that no remarkable 
 diminution of school expenditure was to be obtained by such in- 
 corporation, while, on the other hand, neither the director nor the 
 instructors were able to apply themselves to either department 
 exclusively, the total result being far from satisfactory. Therefore,, 
 in 1889, the female department was severed from the Higher 
 Normal School, and re-constituted as an independent institution 
 under the name of the Higher Normal School for Females. At the 
 same time, the Higher Female School was attached to that school,, 
 together with the female section of the school, and kindergarten 
 belonging to the Higher Normal School. No alteration was,., 
 however, made in the regulations of these two normal schools. 
 There is also one school attached to the Higher Normal School, in; 
 which middle and elementary school courses and an ungraded course 
 are established. The Tokyo Educational Museum is also under the 
 care of the Higher Normal School. According to enquiries made at 
 the end of 1 891, the number of pupils in the Higher Normal School 
 was then 75, while that of pupils in the Higher Normal School for 
 Females was 83. 
 
 Digitized by Microsoft® 
 
8$ 
 
 (Reference.) 
 
 IMPERIAL ORDINANCE No. 13 RELATING TO 
 NORMAL SCHOOLS. 
 
 Art. I. Normal Schools are institutions in which persons are 
 trained as teachers. 
 
 Special care shall be taken to so train pupils as to develop in them 
 the characterietics of obedience, sympathy, and dignity. 
 
 Art. II. Normal Schools shall consist of a Higher Normal School 
 and Ordinary Normal Schools. 
 
 The Higher Normal School shall be under the direct control of 
 the Minister of State for Education. 
 
 Art. III. One Higher Normal School shall be established ia 
 Tokyo, and one Ordinary Normal School ift each Fu and Ken. 
 
 Art. IV. The expenses of the Higher Normal School shall be 
 defrayed out of the National Treasury, and those of Ordinary Normal 
 Schools out of local taxes. 
 
 Art. V. The rules relating to the equipment of Ordinary Normal 
 Schools shall be determined by the Minister of State for Education. 
 
 Art. VI. The director of and instructors in each Normal School 
 shall be appointed for a term of five years ; but on the expiration of 
 the said term their appointment may be renewed. 
 
 Art. VII. The director of an Ordinary Normal School may 
 also be appointed as the head of educational section of the Fu or Ken 
 to which such school belongs. 
 
 Art. VIII. Rules regulating the fixed number of pupils of 
 Normal Schools, the admission of applicants thereto and their duties 
 after graduation shall be established by the Minister of State for 
 Education. 
 
 Art. IX. The expenses of pupils in every Normal School shall 
 
 be paid out of the school allowance. 
 
 Digitized by Microsoft® 
 
86 
 
 Art. X. The graduates of the Higher Normal School shall be 
 appointed as directors of, or instructors in, Ordinary Normal Schools.. 
 But they may also, under certain circumstances, be appointed as direc- 
 tors of, or instructors in, other schools of various classes. 
 
 Art. XI. The graduates of Ordinary Normal Schools shall be 
 appointed as directors of, or instructors in, public elementary schools^ 
 But they may also, under certain circumstances, be appointed as 
 directors of, or instructors in, other schools of various classes. 
 
 Art. XII. The subjects of study, the standard to be attained in 
 each subject, and the text-books to be used in Normal Schools s'hall 
 be determined by the Minster of State for Education. 
 
 MIDDLE SCHOOLS. 
 
 The Middle Schools were first defined, in the Code of Education 
 issued in 1872, as institutions in which a course of general education 
 should be given to those who had completed the elementary school 
 course. It ^vas intended to establish a middle school in each middle 
 school district. The course of study was divided into two grades, 
 higher and lower ; the length of the course extending over three 
 years in each. Schools somewhat higher in standard than elemen- 
 tary schools, and giving instruction according to the old scheme, 
 as well as schools designed to give instruction in foreign languages 
 and in medical science, were all called Modified Middle Schools, 
 As yet not much progress had been made in arts and sciences ; and 
 it was found impossible then to get instructors competent to teach 
 the regular middle school course. Moreover, at that time, the study 
 of foreign languages seemed to be of paramount importance. 
 Regulations were therefore established for middle schools in which 
 foreigners were employed as instructors. The grading into lower 
 and higher, the length of the course, etc., were the same as for 
 ordinary middle schools. Pupils who completed this course were 
 to be admitted to colleges. A preparatory course of one year was 
 also organized, in addition to the regular course. In the course 
 
 of years, as elementary education advanced and higher schools 
 Digitized by Microsoft® 
 
87 
 
 became necessary, middle schools were established to supply the 
 demand, in some localities, at the expense of the Fu, Ken, towns, or 
 villages. But very few of theSe schools were satisfactorily organized. 
 The length of the course of instruction varied from two to six years. 
 By the code of education issued in September, 1 879, the middle 
 schools were defined as institutions giving a higher general course. In 
 1881, the standard outline of the course of study in middle schools was 
 issued, by which the middle schools were designed to provide a course 
 of study necessary to prepare pupils for liberal pursuits, or to enable 
 them to enter higher schools. They were divided into two grades, 
 lower and higher. The course of study extended over four years in 
 the lower, and two years in the higher grade ; thus making a total 
 course of six years, which it was riot permitted to shortern by more 
 than one year. According to local circumstances, a general course 
 of literature, or a general course of science might be inserted in the 
 curriculum of middle schools either in addition to, or instead of, the 
 higher middle school course. Special courses of Agriculture, Industry, 
 Commerce, etc:, might also be included, in the curriculum. As to 
 the qualifications of candidates for admission, it was prescribed that 
 thbse to be admitted to the lower middle school course mus^. 
 possess attainments at least equivalent to those of pupils who had 
 completed the intermediate elementary school course. Those who 
 had completed the lower middle school course were not only qualified 
 for adinission to the higher riiiddle school course, but also to the 
 general course of literature, the general course of science, and even 
 to the normal and other special courses. Those who had completed 
 the higher middle school course were qualified for admission to the 
 University or other higher^ special course ; but the knowledge of 
 Some foreign- language was also necessary for admission to the 
 university. Therefore in 1883, a special course of English was added 
 to the preparatory departiiient of the Tokyo University, for the 
 benefit of those who had completed the middle school course and 
 were preparing to enter the University. 
 
 In 1884, the Department of Education issued General Regula- 
 tions for Middle Schools, the principal object of which was to make 
 the five fundamental principles of human relations, such as loyalty, 
 
 filial conduct, etc., the basis of instruction. It was provided that at 
 Digitized by Microsoft® 
 
88 
 
 least three of the instructors should be graduates of the middle 
 normal school course or of the University. Persons who, though 
 possessing no diplomas, were deemed by the Fu Chiji or Ken Rei to 
 be properly qualified, might be appointed as instructors, subject to 
 the approval of the Minister of Education. In order to establish a 
 special course of Agriculture, Industry, or Commerce in lieu of the 
 higher middle school course, or to establish the lower middle school 
 course only, it was also necessary to obtain the approval of the 
 Minister of Education. The Regulations of 1884 also contained 
 clauses referring to the construction of school buildings, to books, 
 apparatus, etc. But as instances presented themselves in which strict 
 adherence to these regulations was not compatible with convenience 
 in respect of the subjects of study, the Department of Education 
 permitted any subjects to be added or omitted according as local 
 circumstances might render necessary. Middle schools were now 
 making gradual but steady progress, the Osaka Middle School 
 established by the government, standing first, and those established 
 by the Fu and Ken, next. At this time, the number of middle 
 schools maintained by the Fv and Ken was yt, besides 54 schools 
 supported at the expense of towns and villages or by voluntary 
 contributions. The number of pupils in these schools reached the 
 figure of 15,100. Although the middle schools had thus been grad- 
 ually organized, there was as yet no proper connection between them 
 and the university. In the university at this time, there was a 
 preparatory department with a three years' course taught principally 
 through the medium of foreign languages. Therefore many of those 
 who desired to enter the University flocked to the above preparatory- 
 department, or to other schools where special attention was paid to 
 foreign languages, Chinese literature, and mathematics, before they 
 had half finished the regular middle school course. Hence the 
 higher classes of these schools were but scantily attended. More- 
 over in but very few middle schools had the general literary course 
 or the agricultural or commercial course been established, while the 
 general scientific or industrial course had not yet been provided in 
 any. 
 
 In 1886, the Imperial Ordinance relating to Middle Schools was 
 
 issued, whereby these were defined as institutions designed to give 
 Digitized by Microsoft® 
 
89 
 
 such instruction as is necessary to prepare pupils either for practical 
 professions or for admission to higher educational institutions, and 
 they were divided into two classes, viz.. Higher Middle Schools and 
 Ordinary Middle Schools. The Higher Middle Schools were to be 
 placed under the direct control of the Minister of State for Education, 
 the whole country, with the exception of the Hokkaido and Okinawa, 
 being divided into five sections, in each of which a higher middle 
 school was to be established. Besides the principal course, separate 
 courses of Law, Medicine, Industry, Literature, Science, Agriculture, 
 •Commerce, etc., were prescribed. The expenditure of the schools 
 was to be defrayed out of the National Treasury. 
 
 Ordinary Middle Schools might be established in each Fu or 
 Ken, zn^ the number of those maintained or aided out of the local 
 taxes was limited to one for each Fti or Ken. The Ku, towns, and 
 villages are not allowed to establish such schools. The subjects of 
 and the standard to be attained in ordinary middle schools have been 
 study subsequently prescribed by the Department of Education. The 
 subjects of study are Ethics, the Japanese Language, Chinese Litera- 
 ture, the First Foreign Language, the Second Foreign Language, 
 Agriculture, Geography, History, Mathematics, Natural History, 
 Physics, Chemistry, Writing, Drawing, Singing, and Gymnastics. 
 The First Foreign Language is usually English ; the Second, 
 ■German or French. Either the Second Foreign Language or Agri- 
 culture may be omitted. When both are included in the curriculum 
 ■of one school, only one of them is to be taught to any one pupil. 
 Singing may be omitted for the present. According to local circum- 
 stances. Commerce and Industry may also be taught. The course of 
 study extends over five years, and is divided into five classes, the 
 term of each class being one year. Candidates for admission to the 
 fifth class must be of good moral conduct, of sound health, at least 
 -twelve years of age, and must prove themselves competent to pursue 
 the course of the class to which they are admitted. Similar qualifi- 
 •cations are required for those seeking admission to the other classes, 
 the attainments and ages required being modified according to the 
 work of such classes. The curriculum prepared by the Bureau of 
 :School Affairs, according to these regulations, and notified to the 
 
 local authorities, is as follows : — 
 
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 A few years have elapsed since the foregoing regulations were 
 carried out by each Fu and Ken. In the meantime, various measures 
 have been taken by the local authorities, some for the improvement 
 of school organization, some for the elevation of the qualifications of 
 candidates for admission, others for the greater encouragement of 
 foreign languages or of gymnastic exercises. 
 
 According to investigations made at the end of 1890, the number 
 of ordinary middle schools established by the Fu and Ken was 43 
 and that of private establishments 11. The total number of pupils 
 receiving instruction in ordinary middle schools was 11,554, while 
 that of graduates was over 500. However, as the tenour of the 
 Imperial Ordinance relating to Middle Schools had left the establish- 
 ment of ordinary middle schools to the option of each Fu or Ken, 
 there were some instances in which no such schools had been 
 established. Therefore in 1861, the ordinance was revised, to the 
 effect that at least one ordinary middle school must be established in 
 each Fu and Ken, the establishment of a greater number being left 
 to local option ; and that the Gun, cities, towns, and villages also might 
 establish such schools, unless the establishment of the same should, 
 in any way, interfere with the success of elementary school education; 
 and that the /^2< Chij'i or Ken Chiji might grant permission for the 
 establishment of the same, subject to the approval of the Minister of 
 State for Education. It was further prescribed that special courses 
 of Agriculture, Industry, Commerce, etc., might be established in 
 connection with the ordinary middle schools. The qualifications of 
 instructors for such special courses were prescribed at the same time. 
 Consequent on this, the Department of Education issued regulations 
 relating to the establishment of ordinary middle schools, fixing a 
 standard in respect of such particulars as school sites, school build- 
 ings, books, and apparatus. 
 
 In 1886, the subjects of study, and the standard to be attained, 
 in higher middle schools were prescribed by the Department of 
 Education. The subjects of study are the Japanese Language, 
 Chinese Literature, the First Foreign Language, the Second Foreign 
 Language, Latin, Geography, History, Mathematics, Zoology, 
 Botany, Geology, Mineralogy, Physics, Chemistry, Astronomy, Poli- 
 tical Economy, Philosophy, Drawing, Mechanics, Surveying, and 
 ■^ Di^itiied by Micf6soft® ^ *" 
 
93 
 
 Gymnastics. The First Foreign Language is usually English ; the 
 Second, German or French. These foreign languages are im- 
 posed on pupils respectively according to the different colleges to 
 which they are designed. The course of study extends over 
 two years, and is divided into two classes, the term of each class 
 being one year, Cemdidates for admission to the first year class 
 must be of good moral conduct, of sound health, at least seventeen 
 years of age, and must possess attainments equivalent to those of 
 graduates of the ordinary middle school course. Similar qualifica- 
 tions are required of candidates seeking admission to the second 
 year class, the attainments prescribed being proportioned to the work 
 of the class in question. The higher middle schools may also have 
 attached to them a proparatory course, of no lower standing, in 
 respect of subjects of study and the standard to the attained, than 
 the third year class of ordinary middle schools. According to this 
 plan, the Preparatory Department of the Toky5 Uuniversity was 
 organized as the First Higher Middle School, and the College of 
 Osaka, as the Third Higher Middle School. The Yamaguchi Middle 
 School, established by the Ken of Yamaguchi, was also remodelled 
 as a Higher Middle School, and placed under the control of the 
 Department of Education. In 1887, the Second Higher Middle 
 School was established at Sendai, the Fourth Higher Middle School 
 at Kanazawa, and the Fifth Higher Middle School at Kumamoto ,* 
 and the Kagoshima Middle School, established by the Ken of 
 Kagoshima, was re-organized as a higher middle school, under the 
 control of the Department of Education. Thus the system of middle 
 school education has been placed on a firmer basis, and an inter- 
 mediate step to the University is now offered by the higher middle 
 schools, which also provide a more complete course of instruction 
 for those who intend to enter on the practical pursuits of life. In pre- 
 paring the following schedules of study, the subjects of study for the 
 main course are distributed over three sections, of which the pupils 
 must select one. The course of each main section is distributed over 
 two classes, and the preparatory course over three classes, the 
 course of each class corresponding to one year. The curricula 
 both for the main and preparatory courses are as follows ; the same 
 
 to be tried as an experiment. 
 
 Digitized by Microsoft® 
 
94 
 
 Curriculum of the Preparatory Course. 
 (3RD Class). 
 
 Subjects. 
 
 1- 
 
 1st Term. 
 
 
 2nd Teijm. 
 
 cn 
 V 
 
 3rd, Term. 
 
 Ethics 
 
 I 
 
 Principal Points of 
 Human Relations 
 and Morals. 
 
 I 
 
 ditto. 
 
 I 
 
 ditto. 
 
 
 
 
 
 Reading and Para- 
 
 
 
 
 
 Japanese I-an- 
 guage, Chinese 
 Literature ... 
 
 5 
 
 phrase, Composi- 
 tion (Sentences 
 mixed with Chi- 
 nese characters). 
 
 Reading and Para- 
 
 5 
 
 ditto. 
 
 5 
 
 ditto. 
 
 First Foreign 
 Language ... 
 
 10 
 
 phrase, Conversa- 
 tion, Composition 
 and Translation. 
 
 10 
 
 ditto. 
 
 10 
 
 ditto. 
 
 •Geography 
 
 2 
 
 Physical Geogra- 
 phy of America, 
 Australia and 
 Africa. 
 
 2 
 
 ditto. 
 
 2 
 
 ditto. 
 
 History 
 
 2 
 
 History of Japan, 
 History of China. 
 
 2 
 
 ditto. 
 
 2 
 
 ditto. 
 
 
 
 Mathematics ... 
 
 4 
 
 Algebra, Geometry. 
 
 4 
 
 ditto. 
 
 4 
 
 ditto. 
 
 Natural History. 
 
 2 
 
 Outlines of Hygiene 
 and physiology. 
 
 2 
 
 ditto. 
 
 2 
 
 ditto. 
 
 Drawing 
 
 2 
 
 Free Hand Draw- 
 ing (from copy). 
 
 2 
 
 Free Hand Draw- 
 ing (from nature). 
 
 2 
 
 ditto. 
 
 
 
 ■Gymnastics 
 
 3 
 
 Military Exercise. 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Total 
 
 3t 
 
 9 
 
 31 
 
 9 
 
 31 
 
 9 
 
 
 
 
 (2ND Class). 
 
 
 
 Subjects. 
 
 
 1st Term. 
 
 ■a . 
 
 u 
 
 ° 
 1^ 
 
 2nd Term. 
 
 cn 
 
 u 
 
 3rd Term. 
 
 lEthics 
 
 I 
 
 Principal Points of 
 Human Relations 
 and Morals. 
 
 I 
 
 ditto. 
 
 I 
 
 ditto 
 
 
 
 
 
 
 y-M 
 
 
 
 
95 
 
 (2NP Class). — Continued. 
 
 
 2 . 
 
 
 o u 
 
 
 9 Si 
 
 
 Subjects. 
 
 1- 
 
 1st Term. 
 
 1- 
 
 2nd Term. 
 
 
 3rd Term. 
 
 Japanese Lan- 
 guage, Cbinese 
 Literature ... 
 
 4 
 
 Reading and Para- 
 phrase, Compo- 
 tion (Sentences 
 mixed with Chi- 
 nese characters). 
 
 4 
 
 ditto. 
 
 4 
 
 ditto. 
 
 First Foreign 
 Language ... 
 
 10 
 
 Reading and Para- 
 phrase, Conver- 
 sation, Composi- 
 tion, Grammar, 
 Translation. 
 
 10 
 
 ditto. 
 
 ID 
 
 ditto. 
 
 ■■Geography 
 
 I 
 
 Physical and Poli- 
 tical Geography 
 of Japan. 
 
 1 
 
 ditto. 
 
 I 
 
 ditto. 1 
 
 History 
 
 2 
 
 History of Japan, 
 History of China. 
 
 2 
 
 ditto. 
 
 2 
 
 ditto. 
 
 
 Mathematics ... 
 
 4 
 
 Algebra, Geometry. 
 
 4 
 
 ditto. 
 
 4 
 
 ditto 
 
 •Chemistry 
 
 2 
 
 Important non-met- 
 allic Elements 
 and their Chemi- 
 cal compounds. 
 
 2 
 
 ditto. 
 
 2 
 
 Important metal- 
 lic Elements and 
 their chemical 
 compounds. 
 
 
 2 
 
 Free Hand Drawing 
 (from nature). 
 
 2 
 
 ditto. 
 
 2 
 
 ditto. 
 
 
 
 .Sinffinff 
 
 I 
 
 Solo Singing. 
 Military Exercise. 
 
 I 
 
 ditto. 
 
 I 
 
 ditto. 
 
 Gymnastics 
 
 3 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Total 
 
 3° 
 
 lO 
 
 3° 
 
 10 
 
 30 
 
 10 
 
 
 
 (isT Class). 
 
 Subjects. 
 
 0) 
 
 ?! 
 
 1' 
 
 1st Term. 
 
 
 
 2nd Term. 
 
 u 
 
 3rd Term. 
 
 Ethics 
 
 I 
 4 
 
 Principal Points of 
 Human Relations 
 and Morals. 
 
 Reading and Para- 
 phrase, Composi- 
 tion (Sentences 
 mixed with Chi- 
 nese characters). 
 
 I 
 4 
 
 ditto, 
 ditto. 
 
 I 
 4 
 
 ditto. 
 
 Japanese Lan- 
 guage, Chinese 
 Literature ... 
 
 ditto. 
 
 
 
 Digitizaa b 
 
 \/ Ml 
 
 cmsondi) 
 
 
 
96 
 
 
 
 (1ST Class).- 
 
 — Cotitinued. 
 
 
 
 Subjects. 
 
 o u 
 
 ist Term. 
 
 1- 
 
 2nd Term. 
 
 to 
 
 o u 
 
 3rd Terra. 
 
 First Foreign 
 Language ... 
 
 6 
 
 Reading and Para- 
 phrase, Conversa- 
 tion, Composition, 
 Translation. 
 
 6 
 
 ditto. 
 
 6 
 
 ditto. 
 
 Second Foreign 
 Language ... 
 
 2 
 
 Reading, Transla- 
 tion, Dictation, 
 Conversation, 
 Composition, and 
 Grammar. 
 
 2 
 
 ditto. 
 
 2 
 
 ditto. 
 
 History 
 
 4 
 
 History of Japan, 
 History of China, 
 History of Europe. 
 
 4 
 
 ditto. 
 
 4 
 
 ditto. 
 
 
 
 Mathematics ... 
 
 3 
 
 Trigonometry. 
 
 Zoology (Introduc- 
 tion, and Forms). 
 
 3 
 
 ditto. 
 
 Zoology (classifica- 
 tion). 
 
 3 
 
 ditto. 
 Zoology(classifica- 
 
 Natural History. 
 
 3 
 
 Botany (Introduc- 
 tion, Forms, and 
 Structure), 
 
 Physical Laws rela- 
 
 3 
 
 Botany (Physiolo- 
 gy, classifica- 
 tion). 
 
 3 
 
 Botany (classifica- 
 tion). 
 
 Physics 
 
 3 
 
 ting to important 
 phenomena. 
 
 3 
 
 ditto 
 
 3 
 
 ditto 
 
 
 
 
 Drawing 
 
 I 
 
 Free-Hand Draw- 
 ing (Landscape). 
 
 1 
 
 ditto. 
 
 I 
 
 ditto 
 
 
 
 Gymnastics 
 
 3 
 
 Military Exercises). 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Total 
 
 3° 
 
 lO 
 
 3° 
 
 lo 
 
 3° 
 
 
 
 
 
 Curriculum of ist Main Section (for Candidates of Law.) 
 First Year. 
 
 Subjects. 
 
 (M ^ 
 
 1st Term. 
 
 o a 
 o 
 
 2nd Term. 
 
 3rd Term. 
 
 Japanese Litera- 
 ture 
 
 Reading and Para- 
 phrase, Composi- 
 tion, (Sentences 
 mixed with Chi- 
 nese characters.) 
 
 ditto. 
 
 ditto. 
 
 UicjiitziiU by Miuwaon® 
 
97 
 
 First Year. — Continued. 
 
 Subjects. 
 
 a J< 
 
 O OJ 
 
 1°- 
 
 1st Term. 
 
 ° ^ 
 
 2nd Term. 
 
 1°- 
 
 3rd Term. 
 
 Chinese Litera- 
 
 2 
 
 s 
 s 
 
 6 
 3 
 3 
 3 
 
 Reading and Para- 
 phrase. 
 
 Reading and Para- 
 phrase, Transla- 
 tion and Compo- 
 sition. 
 
 Reading and Para- 
 phrase, Transla- 
 tion and Compo- 
 sition. 
 
 History of Greece. 
 
 Political Geography. 
 
 Logic. 
 
 Military Exercises. 
 
 2 
 
 s 
 s 
 
 6 
 3 
 3 
 3 
 
 ditto, 
 ditto. 
 
 ditto. 
 
 History of Rome. 
 
 ditto. 
 Logic, Psychology. 
 
 ditto. 
 
 2 
 
 5 
 
 5 
 
 6 
 3 
 3 
 3 
 
 ditto. 
 
 First Foreign 
 Language ... 
 
 Second Foreign 
 Language ... 
 
 ditto. 
 
 ditto, 
 ditto. 
 
 Geography 
 
 Philosophy 
 
 Gymnastics 
 
 ditto. 
 Psychology, 
 ditto. 
 
 Total 
 
 29 
 
 8 
 
 29 
 
 8 
 
 29 
 
 8 
 
 
 
 Second Year. 
 
 Subjects. 
 
 o <u 
 
 ° M 
 
 1st Term. 
 
 1^ 
 
 2nd Term. 
 
 " ■ 
 
 OJ 
 
 ?! 
 
 3rd Term. 
 
 Japanese Litera- 
 ture 
 
 2 
 
 2 
 S 
 
 Reading and Para- 
 phrase, Composi- 
 tion (Sentences 
 mixed with Chi- 
 nese characters.) 
 
 Reading and Para- 
 phrase. 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composition. 
 
 2 
 2 
 
 s 
 
 ditto 
 
 ditto, 
 ditto. 
 
 2 
 2 
 
 5 
 
 ditto. 
 
 Chinese Litera- 
 ture 
 
 ditto. 
 
 First ■ Foreign 
 Language ... 
 
 ditto. 
 
 
 
 Uigitliea 13 
 
 y ml 
 
 i;;i35a»(y 
 
 
 
98 
 
 Second Year. — Continued. 
 
 Subjects. 
 
 2 . 
 
 it 
 
 1st Term. 
 
 ill 
 
 ?! 
 
 2nd Term. 
 
 1- 
 
 1- 
 
 3rd Term, 
 
 Second Foreign 
 Language ... 
 
 s 
 
 2 
 
 6 
 3 
 
 3 
 
 3 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion, 
 
 Grammar, Reading 
 and Paraphrase. 
 
 History of Germa- 
 ny. 
 
 Outlines. 
 
 General Principles, 
 Production, Dis- 
 tribution. 
 
 Military Exercises. 
 
 S 
 
 2 
 
 6 
 
 3 
 
 3 
 
 ditto. 
 
 ditto. 
 
 History of France, 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 s 
 
 2 
 
 6 
 3 
 
 3 
 3 
 
 ditto, 
 ditto. 
 
 History 
 
 History of Eng- 
 
 General Notions 
 of Law 
 
 Political Econo- 
 my 
 
 land, 
 ditto. 
 
 ditto. 
 
 Gymnastics 
 
 ditto. 
 
 Total 
 
 31 
 
 9 
 
 31 
 
 9 
 
 31 
 
 9 
 
 
 Curriculum of ist Main Section 
 
 (For Candidates of Literature). 
 
 First Year. 
 
 Subjects. 
 
 ° u 
 
 Japanese Litera- 
 ture 
 
 Chinese Litera- 
 ture 
 
 First Foreign 
 Language 
 
 1st Term. 
 
 o u 
 
 Reading and Para- 
 phrase, Composi- 
 tion (Sentences 
 mixed with Chi- 
 nese characters). 
 
 Reading, 
 phrase. 
 
 Para- 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composition. 
 
 nigitiTPd 
 
 % 
 
 2nd Term. 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 2 Si 
 o ^ 
 
 3rd Term. 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
99 
 
 First Year. — Continued. 
 
 Subjects. 
 
 
 1st Term. 
 
 (A 
 
 1*^ 
 
 2nd Term, 
 
 en 
 
 % 
 
 3rd Term. 
 
 'Second Foreign 
 Language ... 
 
 Historv 
 
 S 
 
 3 
 3 
 
 2 
 2 
 
 2 
 
 3 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composition. 
 
 History of Greece. 
 Analytical Geomet- 
 ry- 
 Logic. 
 
 Minerals (Forms). 
 
 Principles of Phy- 
 sics. 
 
 Military Exercises. 
 
 5 
 
 3 
 3 
 
 2 
 2 
 
 2 
 3 
 
 ditto. 
 
 ■ 
 
 History of Rome, 
 ditto. 
 
 Logic, Psychology. 
 
 Minerals (Qualities), 
 Geology (Positions, 
 Rocks). 
 
 ditto, 
 ditto 
 
 s 
 
 3 
 3 
 
 2 
 2 
 
 2 
 3 
 
 ditto, 
 ditto. 
 
 Mathematics ... 
 
 .Philosophy 
 
 -Geology and 
 Mineralogy... 
 
 -•Physics 
 
 ditto. 
 
 Psychology. 
 
 Geology (Earth's 
 crust, Geologic- 
 al History). 
 
 ditto. 
 
 ■Gymnastics 
 
 ditto. 
 
 Total 
 
 29 
 
 lo 
 
 29 
 
 lo 
 
 29 
 
 lo 
 
 
 
 Second Year. 
 
 Subjects. 
 
 g g 
 
 ° M 
 ° p. 
 
 1st Term. 
 
 2nd Term. 
 
 ° u 
 
 I- 
 
 3rd Terra. 
 
 Japanese Litera- 
 ture ■■;■■ 
 
 'Chinese Litera- 
 ture 
 
 iFirst Foreign 
 Language 
 
 "Second Foreign 
 Language 
 
 Reading and Para- 
 phrase, Composi- 
 tion (Sentences 
 mixed with Chi- 
 nese characters). 
 
 Reading, 
 phrase. 
 
 Para- 
 
 Reading and Para- 
 phrar.e. Transla- 
 tion, Composition. 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composition. 
 
 Digitized b 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 Microsoft® 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
lOO 
 
 Second Year. — Continued. 
 
 Subjects. 
 
 2 . 
 
 1st Term. 
 
 
 2nd Term. 
 
 
 3rd Term. 
 
 
 2 
 
 3 
 3 
 
 2 
 
 I 
 
 3 
 
 Grammar.Reading, 
 and Paraphrase. 
 
 History of Germa- 
 ny. 
 
 Introduction, Pro- 
 duction, Distri- 
 bution. 
 
 Inorganic Chemist- 
 ry (General and 
 Particular). 
 
 General Outlines. 
 
 Military Exercises. 
 
 2 
 
 3 
 
 3 
 
 2 
 
 I 
 
 3 
 
 ditto. 
 
 History of France. 
 
 ditto. 
 
 Inorganic Chemist- 
 ry (Particular 
 and theoretical). 
 
 ditto. 
 
 ditto. 
 
 i 
 3 
 3 
 
 2 
 I 
 
 3 
 
 ditto. 
 
 
 History of Eng- 
 
 Political Econo- 
 my 
 
 land, 
 ditto. 
 
 Chemistry 
 
 Astronomy 
 
 Gymnastics 
 
 ditto. 
 
 ditto, 
 ditto. 
 
 Total 
 
 29 
 
 lo 
 
 29 
 
 lo 
 
 29 
 
 10 
 
 
 
 Curriculum of 2nd Main Section (For Candidates 
 
 OF Engineering, Science, and Agriculture). 
 
 First Year. 
 
 Subjects. 
 
 1st Term. 
 
 
 2nd Term. 
 
 ^■^ 
 
 3rd Term. 
 
 First Foreign 
 Language 
 
 Second Foreign 
 Language 
 
 Mathematics 
 
 Reading and Para- 
 phrase, Tiansla- 
 tion, Composi- 
 tion. 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 Analytical Geome- 
 try, Equations. 
 
 D\Q\f\7f^rt Hy MinmanfUS) 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
lOI 
 
 First Year. — Continued. 
 
 Subjects. 
 
 1- 
 J Si 
 
 , 1st Term. 
 
 g a 
 
 2nd Term. 
 
 
 3rd Term. 
 
 
 i^ 
 
 
 r- 
 
 
 
 
 Botany and Zoo- 
 logy 
 
 4 
 
 2 
 
 Zoology (Compara- 
 tive Anatomy). 
 
 Botany (Cryptoga- 
 mous medicinal 
 plants). 
 
 Minerals (Forms). 
 
 4 
 
 2 
 
 ditto. 
 
 Minerals (Qualities), 
 Geology (Posi- 
 tions, Rocks). 
 
 4 
 
 2 
 
 ditto. 
 
 Geology and 
 Mineralogy... 
 
 Geology (Earth's 
 Crust, Geologic- 
 al History). 
 
 Physics 
 
 4 
 
 Properties of mat- 
 ter, Force. 
 
 4 
 
 Statical Electricity, 
 Heat. 
 
 4 
 
 Sound, Light. 
 
 
 Chemistry 
 
 2 
 
 Inorganic Chemist- 
 ry (General and 
 Particular). 
 
 2 
 
 Iiiorganfc Chemist- 
 ry (Particular 
 and Tlieoretical). 
 
 2 
 
 ditto. 
 
 Astronomy 
 
 I 
 
 General Outlines. 
 
 I 
 
 ditto. 
 
 I 
 
 ditto. 
 
 Surveying 
 
 3 
 
 Arrangement and 
 use of Instru- 
 ments, Practice, 
 Construction of 
 Maps, Colored 
 Topographical 
 Drawing. 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Drawing 
 
 3 
 
 Instrumental Draw- 
 ing (Projection). 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 
 
 Gymnastics 
 
 3 
 
 Military Exercises. 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Total 
 
 30 
 
 9 or 10 
 
 30 
 
 9 or 10 
 
 30 
 
 9 or 10 
 
 
 
 N.B. — Zoology and Botany to be omitted for the candidates of Agriculture and 
 Forestry ; one hour per week to be added for the Subject of Free Hand Drawing for the 
 candidates of Engineering ; and Astronomy and Surveying to be omitted for the candidates 
 of veterinary science in the course of Agriculture. 
 
 Digitized by Microsoft® 
 
102 
 
 Second Year. 
 (For the Candidates of Engineering). 
 
 
 
 
 g-g 
 
 ■^ 
 
 h 
 
 
 Subjects. 
 
 J3. o 
 
 1st Term. 
 
 1- 
 
 2nd Term. 
 
 
 3rd Term. 
 
 First Foreign 
 
 4 
 
 Reading and Para- 
 , phrase, Transla- 
 tion, . Composi- 
 tion. 
 
 4 
 
 
 4 
 
 
 Language ... 
 
 
 
 Second Foreign 
 
 — 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion, 
 
 — 
 
 
 — 
 
 
 Language ... 
 
 
 
 Mathematics ... 
 
 3 
 
 DiflFerential Calcu- 
 lus. 
 
 3 
 
 Solid Analytical 
 Geometry, Differ- 
 ential Calculus. 
 
 3 
 
 Integral Calculus. 
 
 Physics 
 
 3 
 
 Light, Electricity, 
 Experiments. 
 
 3 
 
 Magnetism, Experi- 
 ments. 
 
 3 
 
 Electro-Magnet- 
 ism, Experi- 
 ments. 
 
 
 Chemistry 
 
 4 
 
 Organic Chemistry, 
 General and Par- 
 ticular). 
 
 Experiments. 
 
 4 
 
 Organic Chimistry, 
 
 (Particular). 
 Experiments. 
 
 4 
 
 ditto. 
 
 Mechanics 
 
 2 
 
 Motion. 
 
 2 
 
 Force. 
 
 2 
 
 ditto. 
 
 Surveying 
 
 3 
 
 Surveying ot 
 Heights, Prac- 
 tice, Colored To- 
 pographical 
 Drawing. 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Drawing 
 
 8 
 
 Instrumental Draw- 
 ing (Descriptive 
 Geometry). 
 
 8 
 
 Instrumental Draw- 
 ing (Shading, 
 Designs). 
 
 8 
 
 Instrumental 
 Drawing (Per- 
 
 
 spective, De- 
 signs). 
 
 Total 
 
 32 
 
 8 
 
 32 
 
 8 
 
 32 
 
 8 
 
 
 
 
 
 Digitized t 
 
 y N 
 
 iomiiun& 
 
 
 
103 
 
 Second Year. 
 (For the Candidates of Science). 
 
 Subjects. 
 
 1! 
 
 1st Term. 
 
 11 
 
 2nd Term. 
 
 
 3rd Term. 
 
 
 i^ 
 
 
 1- 
 
 1^ 
 
 
 First Foreign 
 Language ... 
 
 4 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 4 
 
 ditto. 
 
 4 
 
 ditto. 
 
 Second Foreign 
 Language .. 
 
 S 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 5 
 
 ditto. 
 
 s 
 
 ditto. 
 
 Latin 
 
 2 
 
 Grammar, Reading, 
 Paraphrase. 
 
 2 
 
 ditto. 
 
 2 
 
 ditto. 
 
 
 
 Mathematics ... 
 
 3 
 
 Dififerential Calcu- 
 lus. 
 
 3 
 
 Solid Analytical 
 Geometry, Differ- 
 ential Calculus. 
 
 3 
 
 Integral Calculus . 
 
 Philosophy 
 
 2 
 
 Logic. 
 
 2 
 
 Logic, Psychology. 
 
 2 
 
 Psychology. 
 
 Physics 
 
 3 
 
 Light, Electricity, 
 Experiments. 
 
 3 
 
 Magnetism, Experi- 
 ments. 
 
 3 
 
 Electro-Magnet- 
 ism, Experi- 
 ments. 
 
 
 Chemistry 
 
 4 
 
 Organic Chemistry 
 (General and Par- 
 ticular). 
 
 Experiments. 
 
 4 
 
 Organic Chemistry 
 
 (Particular). 
 Experiments. 
 
 4 
 
 Organic Chemist- 
 ry (Particular). 
 Experiments. 
 
 Mechanics 
 
 2 
 
 Motion. 
 
 2 
 
 Force. 
 
 2 
 
 ditto. 
 
 Drawins; 
 
 3 
 
 Instrumental Draw- 
 ing (Descriptive 
 Geometry). 
 
 3 
 
 Instrumental Draw- 
 ing (Shading). 
 
 3 
 
 Instrumental 
 Drawing (Per- 
 
 
 spectivej. 
 
 Gymnastics 
 
 3 
 
 Military Exercises. 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Total 
 
 29 
 
 10 
 
 29 
 
 10 
 
 29 
 
 10 
 
 
 
 
 
 N.B. — The Candidates of Science to take up either Mechanics or Latin at their option. 
 
 Digitized by Microsoft® 
 
104 
 
 Second Year (For The Candidates of Agriculture), 
 Agriculture and Forestry. 
 
 Subjects. 
 
 First Foreign 
 Language 
 
 Second Foreign 
 Language 
 
 Mathematics ., 
 
 Zoology and Bo- 
 tany 
 
 1st Term. 
 
 Physics 
 
 Chemistry 
 
 General Notions 
 of Law 
 
 Mechanics 
 
 Surveying 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 Differential Calcu- 
 lus. 
 
 Zoology (Particu- 
 lar). 
 
 Botany (Classifica- 
 tion and Physio- 
 logy)- 
 
 Light, Electricity, 
 ^ Experiments. 
 
 Organic Chemistry 
 (General and 
 Particular). 
 
 Experiments. 
 
 General Outlines. 
 
 Motion. 
 
 Surveying of 
 Heights, Prac- 
 tice, Coloured 
 Topographical 
 Drawing. 
 
 2nd Term. 
 
 o u 
 
 .13 V 
 
 ° ^ 
 
 5 »• 
 
 ditto. 
 
 ditto. 
 
 Solid Analytical 
 Geometry, Differ- 
 ential Calculus. 
 
 ditto. 
 
 Magnetism, Experi- 
 ments. 
 
 Organic Chemistry 
 
 (Particular). 
 Experiments. 
 
 ditto. 
 
 3rd Term. 
 
 ditto. 
 
 ditto. 
 
 Force. 
 
 ditto. 
 
 Differential Cal- 
 culus. 
 
 ditto. 
 
 Electro-Magnet- 
 ism, Experi- 
 ments. 
 
 Organic Chemist- 
 ry (Particular, 
 ChemicalAffini- 
 ty of |Animal 
 Matters'). 
 
 Experiments. 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 Total 
 
 30 
 
 8 in Agriculture. 
 
 9 in Forestry. 
 
 30 
 
 8 in Agriculture. 
 
 9 in Forestry. 
 
 30 
 
 8 in Agriculture. 
 
 9 in Forestry. 
 
 N.B. — Mathematics to be omitted for the Candidates of Agriculture, three hours to be 
 omitted in the subject of Chemistry for the Candidates of Forestry. 
 
 Digifized by Microsoft® 
 
I05 
 
 Second Year (For the Candidates of Agriculture). 
 Veterinary Science. 
 
 Subjects. 
 
 in 
 
 ° u 
 
 ° a. 
 
 1st Term. 
 
 O V 
 
 1- 
 
 2nd Term. 
 
 5^- 
 
 O V 
 
 3rd Term. 
 
 First Foreign 
 Language ... 
 
 Second Foreign 
 Language ... 
 
 Latin 
 
 4 
 
 S 
 
 2 
 
 6 
 3 
 
 7 
 3 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 Grammar, Reading 
 Paraplirase. 
 
 Animal Anatomy 
 (Bones). 
 
 Light, Electricity 
 Experiments. 
 
 Organic Chemistry 
 (General and 
 Particular), Ex- 
 periments. 
 
 Military Exercises. 
 
 4 
 
 s 
 
 2 
 
 6 
 3 
 
 7 
 3 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 Animal Anatomy 
 (Tendons). 
 
 Magnetism, Experi- 
 ments. 
 
 Organic Chemistry 
 (Particular), Ex- 
 periments. 
 
 ditto. 
 
 4 
 
 5 
 
 2 
 
 6 
 3 
 
 7 
 3 
 
 ditto. 
 
 ditto, 
 ditto. 
 
 Anatomy 
 
 Animal Anatomy 
 
 Physics 
 
 (Muscles). 
 
 Electro-magne- 
 tism, Experi- 
 ments. 
 
 Organic Chemistry 
 (Particular, Che- 
 mical Affinity of 
 Animal Matters), 
 Chemical Phy- 
 siology, Experi- 
 ments. 
 
 ditto. 
 
 Chemistry 
 
 Gymnastics 
 
 Total 
 
 3° 
 
 7 
 
 3° 
 
 7 
 
 3° 
 
 7 
 
 
 
 Curriculum of 3rd Main Section (For Candidates of Medicine). 
 
 First Year. 
 
 Subjects. 
 
 Q lU 
 
 ° .. 
 
 1st Term. 
 
 5m 
 o <u 
 
 I- 
 
 2nd Term. 
 
 3rd Term. 
 
 First Foreign 
 Language 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composition. 
 
 ditto. 
 
 uigiTizea oy iviicrosonfs) 
 
 ditto. 
 
io6 
 
 First Year. — Continued. 
 
 
 2 . 
 
 
 
 
 u 
 
 
 Subject. 
 
 
 1st Term. 
 
 °! 
 
 2nd Term. 
 
 i^ 
 
 3rd Term. 
 
 
 1- 
 
 
 r- 
 
 <« 
 
 1- 
 
 
 Second Foreign 
 Language ... 
 
 4 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 4 
 
 ditto. 
 
 4 
 
 ditto. 
 
 
 2 
 
 Grammar, Reading, 
 Paraphrase. 
 
 2 
 
 ditto. 
 
 2 
 
 ditto. 
 
 
 
 Mathematics ... 
 
 3 
 
 Analytical Geomet- 
 ry- 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Zoology and 
 Botany 
 
 4 
 
 Zoology (Compara- 
 tive Anatomy), 
 
 Botany(Cryptogam- 
 ous and Medicin- 
 al Plants). 
 
 4 
 
 ditto. 
 
 4 
 
 ditto. 
 
 Geology and 
 Mineralogy ... 
 
 2 
 
 Minerals (Forms). 
 
 2 
 
 Minerals(Qualities), 
 Geology (Posi- 
 tion and Rocks). 
 
 2 
 
 Geology (Earth's 
 crust. Geologic- 
 al History. 
 
 
 4 
 
 Properties of Mat- 
 ter, Force. 
 
 4 
 
 Statical Electricity, 
 Heat. 
 
 4 
 
 Sound, Light. 
 
 
 Chemistry 
 
 2 
 
 Inorganic Chemist- 
 ry ^General and 
 Particular). 
 
 2 
 
 Inorganic Chemist- 
 ry (Particular and 
 Theoretical). 
 
 2 
 
 ditto. 
 
 Gymnastics 
 
 3 
 
 Military Exercises. 
 
 3 
 
 ditto. 
 
 3 
 
 ditto. 
 
 Total 
 
 30 
 
 9 
 
 30 
 
 9 
 
 30 
 
 9 
 
 
 Second Year. 
 
 Subject. 
 
 §•5 
 
 1st Term. 
 
 
 
 ° u 
 
 2nd Term. 
 
 •a . 
 
 V 
 
 3rd Term. 
 
 First Foreign 
 Language ... 
 
 6 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 6 
 
 ditto. 
 
 6 
 
 ditto. 
 
 
 
 Digm&d t 
 
 )y N 
 
 tcro5on'&) 
 
 
 
107 
 
 Second Year. — Continued. 
 
 Subject. 
 
 i2 . 
 
 ° u 
 
 1- 
 
 1st Term. 
 
 1- 
 
 and Term. 
 
 1^, 
 
 3rd Term. 
 
 Second Foreign 
 Language ... 
 
 Human Anato- 
 my 
 
 4 
 6 
 
 4 
 
 7 
 3 
 
 Reading and Para- 
 phrase, Transla- 
 tion, Composi- 
 tion. 
 
 Bones. 
 
 Light, Electricity, 
 Experiments. 
 
 Organic Chemistry 
 (General and 
 Particular), Ex- 
 periments. 
 
 Military Exercises. 
 
 4 
 6 
 
 4 
 
 7 
 3 
 
 ditto. 
 
 Tendons. 
 
 Magnetism, Experi- 
 ments. 
 
 Organic Chemistry 
 (Particular), Ex- 
 periments. 
 
 ditto. 
 
 4 
 6 
 
 4 
 
 7 
 3 
 
 ditto. 
 Muscles. 
 
 Physics 
 
 Electro-magne- 
 tism, Experi- 
 
 Chemistry 
 
 Gymnastics 
 
 ments. 
 
 OrganicChemistry 
 (Particular, Che- 
 mical Affinity of 
 Animal Matters), 
 Chemical Phy- 
 siology, Experi- 
 ments. 
 
 ditto. :' 
 
 Total 
 
 3° 
 
 6 
 
 3° 
 
 6 
 
 3° 
 
 6 
 
 
 
 N.B. The subject of Human Anatomy in the second year to be omitted for the 
 candidates of Pharmacy ; and Zoology andBotany, Physics, and Chemistry to be added for 
 two, six, and nine hours respectively. 
 
 It may here be remarked that .several of the local authorities had 
 early begun to establish medical schools, and that the number of 
 such schools had kept increasing from year to year, finally reaching 
 the number of thirty or thereabouts previous to the year 1887. Con- 
 sidering that local resources would be altogether inadequate to the 
 maintenance of such schools, an order was i.ssued in the year above 
 referred to, to the effect that the expenses for the medical schools 
 under the control of the local authorities should no longer be defrayed 
 out of the local taxes. The result was the abolition of all these 
 schools excepting three, for whose support special funds happened 
 
 to be available. Consequent on this, the Department of Education 
 Digitized by Microsoft® 
 
io8 
 
 determined to establish a medical department in connection with 
 each of the higher middle schools, in order that the work of medical 
 education, hitherto undertaken by the local authorities, should 
 continue to be carried on. The locations of these departments were 
 fixed at Chiba for the 1st division, at Sendai ibr the 2nd division, 
 at Okayama for the 3rd, at Kanazawa for the 4th, and at Nagasaki 
 for the 5th. The course of study in these medical departments 
 extends over four years, and includes the English Language, Zo- 
 ology, Botany, Physics, Chemistry, Anatomy, Histologj', Physiology, 
 Materia Medica, Pathologj', Medicine, Surgery, Ophthalomology, 
 Obstetrics, Gynecology, Medical Jurisprudence, Hygiene, and Gym- 
 nastics. The qualifications of candidates for admission are the same 
 as those for admission to the main department. Pharmacy being a 
 subject whose usefulness can only be fully realized when studied in 
 connection with medicine, while its present standing is much lower 
 than its importance demands, and no course of study having hitherto 
 been provided for it anywhere except in the Imperial University, it 
 was determined in 1889 that a pharmaceutical course should be 
 established in connection with the medical department of each higher 
 middle school, and at the same time the subjects of study and the 
 standard to be attained were prescribed. In the same year, a phar- 
 maceutical course was established in connection with the 4th Higher 
 Middle School; and in 1890, all the other higher middle schools 
 were similarly equipped. The course of study includes the English 
 Language, Zoology, Botany, Physics, Chemistry, Analytical Chemis- 
 try, Pharmacognosia, Pharmaceutical Chemistry, and the Art of 
 Prescribing, and Dispensing, and extends over three years. The 
 qualifications required for admission are the same as in the case of 
 the main department, excepting that the standard of literary attain- 
 ments demanded is somewhat lower, namely, equivalent to that of 
 those students who have completed the third year course in ordinary 
 middle schools. 
 
 For the benefits of those who might desire to study law, the 
 subjects of study and the standard to be attained were at the same 
 time prescribed for the law departments to be established in con- 
 nection with the higher middle schools. In 1 889, a law department 
 
 was established in the 3rd Higher Middle School. The course of 
 Digitized by Microsoft® 
 
109 
 
 study includes General Notions of Law, the Constitution of Courts 
 of Justice, Civil Law, the Law of Civil Procedure, Criminal Law, 
 the Law of Criminal Procedure, Commercial Law, Constitutions, the 
 Law of Administration, Political Economy, International Law, 
 Jurisprudence, Practice, and Gymnastics, and extends over three 
 years. The qualifications required for admission to the ist and 2nd 
 year class are the same as in the case of the main department. 
 
 The 1st and 3rd Higher Middle Schools having been established 
 much earlier than the others, their organization has been nearly 
 completed. That of the other new establishments cannot be reason- 
 ably expected to show equal progress. However, gradual improve- 
 ments have been effected in their arrangements, and even some pupils 
 have already graduated. As the medical departments have but taken 
 up and continued the work of medical schools established by the 
 local authorities, all the arrangements have been nearly completed, 
 and also many pupils have already graduated. No satisfactory 
 results have, however, yet been obtained in the pharmaceutical 
 course, or in the law department connected with the 3rd Higher 
 Middle School, on account of these having been but recently 
 established. 
 
 Table Showing the Number of Pupils in Each Higher Middle 
 School at the End of the Year 1891. 
 
 Schools. 
 
 Main 
 Depart- 
 ments. 
 
 Law 
 Depart- 
 ment. 
 
 Medical Depart- 
 ments. 
 
 Total. 
 
 Medi- 
 cine. 
 
 Pharma- 
 cy. 
 
 First Higher Middle School 
 
 1,127 
 400 
 530 
 273 
 374 
 189 
 
 215 
 
 34 
 
 318 
 139 
 303 
 104 
 
 323 
 
 17 
 13 
 52 
 
 15 
 16 
 
 1,462 
 
 552 
 919 
 
 392 
 713 
 189 
 
 215 
 
 Second Higher Middle School 
 
 Third Higher Middle Schhol 
 
 Fourth Higher Middle School 
 
 Fifth Higher Middle School 
 
 Yamaguchi Higher Middle .School 
 
 Kagoshima Higher Middle School 
 
 Total 
 
 3,io8 
 
 34 
 
 1,187 
 
 "3 
 
 4,442 
 
 
 
 
 
 
 
 
no 
 
 (Reference.) 
 
 IMPERIAL ORDINANCE NO. 15 RELATING 
 TO MIDDLE SCHOOLS. 
 
 Art. I. Middle Schools are institutions designed to give pupils 
 such instruction as is necessary to prepare them either for practical 
 occupations or for admission to the higher educational institutions. 
 
 Art. II. Middle Schools are divided into two classes; viz: 
 Higher Middle Schools and Ordinary Middle Schools. Higher 
 Middle Schools shall be under the direct control of the Minister of 
 State for Education. 
 
 Art. III. In Higher Middle Schools, instruction may be given in 
 one or more of the special branches of study, such as Law, Medicine, 
 Engineering, Literature, Science, Agricultui-e, Commerce, etc. 
 
 Art. IV. One Higher Middle School shall be established in 
 each of the five districts into which the whole Empire, exclusive of the 
 Hokkaido and Okinawa Ken, shall be divided. The extent pi each 
 district shall be determined by the Minister of State for Education. 
 
 Art. V. The expenses of Higher Middle Schools may be 
 defrayed out of the National Treasury, or party out of the National 
 Treasury, and partly out of local taxes of the Fu or Ken within the 
 limits of each district. In the latter case, however, rules regulating 
 the allotment and management of the expenses shall be specially 
 established. 
 
 Art. VI. Ordinary Middle Schools shall be established one in 
 each Fu or Ken. 
 
 N.B. — Under special local circumstances, more than one 
 
 school may, or not even one need be established, subject to the 
 
 approval of the Minister of State for Education. 
 
 Art. VII. The subjects of study and the standard to be attained 
 in each subject shall be determined by the Minister of State for 
 Education. Digitized by Microsoft® 
 
Ill 
 
 Art. VIII. No text-books other than those approved by the 
 Minister of State for Education shall be used in Middle Schools. 
 
 Art. IX. In any Gun, city, town, or village, no Ordinary Middle 
 School may be established unless it is considered necessary by special 
 local circumstances and does not interfere with the working of 
 Elementary Education. 
 
 Before the Bu Chiji or Ken Chiji can give his approval to the 
 •establishment of Ordinary Middle Schools under above circumstances, 
 he shall first apply for the instructions of the Minister of State for 
 Education. 
 
 Art. X. The rules relating to the establishment of Ordinary 
 Middle Schools shall be framed and determined by the Minister of 
 State for Education. 
 
 Art. XI. The teachers in Ordinary Middle Schools shall possess 
 the certificates of Ordinary Middle School Teachers granted by the 
 Minister of State for Education. 
 
 Art. XII, Ordinary Middle Schools may give instruction in such 
 special subjects as Agriculture, Industry, Commerce, etc. 
 
 Art. XIII. Higjier Middle Schools and Public Ordinary Middle 
 Schools shall charge appropriate tuition fees. 
 
 N.B. — This Article does not apply to those pupils whose 
 
 fees are either wholly or partially remitted on account of their 
 
 good conduct and proficiency. 
 
 Art. XIV. Higher Female Schools are established for affording 
 Higher General Education to women, and are of the same nature as 
 Ordinary Middle Schools. 
 
 Higher Female Schools may give instruction in such special 
 industrial courses as are important to women. 
 
 Digitized by Microsoft® 
 
112 
 
 UNIVERSITY. 
 
 The University is established in Tokyo, under the name of the 
 Imperial University. The origin of the Imperial Univei-sity may be 
 traced back to the amalgamation of the T6ky5 Kaiseigakko and the 
 Tokyo Igakko (Tokyo Medical School) in 1877, under the name of 
 the Tokyo University. The Tokyo Kaiseigakko originated in the 
 Yogakujo (School for Western Learning), first established by the 
 Tokugawa Government, which passed through many changes and 
 whose pupils exhibited fair progress. But owing to the state of 
 disorder in the country at the time of the Restoration, which took 
 place soon afterwards, the institution was closed for a time. It was, 
 however, re-opened by the present Government in 1868. A new 
 system of instruction was adopted, and the study of English and 
 French, introduced. Afterwards German was added, and European 
 and American teachers were employed to teach these various foreign 
 languages. In 1 870, the name of the institution was changed to 
 that of the Daigaku Nanko. In 1 87 [ , the Government ordered the 
 various feudal lords to select young and intelligent pupils, in number 
 proportionate to the extent of their territories, to be sent as students 
 to this institution. These were called Koshinsei. In 1871, when the 
 Department of Education was established, the University was placed 
 under its control, the regulations of instruction being revised, and 
 new subjects added. In 1873, the name of the institution was 
 changed to that of Kaiseigakko, and five special courses of Law, 
 Science, Engineering, Polytechnics, and Mining were established. 
 Law, Science, and Engineering were taught in English ; Polytechnics 
 in French ; Mining in German. Each of the courses of Law, 
 Engineering, and Mining extended over three years, while the 
 courses of Science and Polytechnics covered four years each. A 
 preparatory course was also provided, with a three years' course 
 of study. In 1874, the word "Tokyo" was prefixed to the name 
 of the institution. The school regulations and the system of 
 instruction were also revised, and new special courses in Law, 
 Chemistry, and Engineering, as well as a preparatory course. 
 
 Digitized by Microsoft® 
 
113 
 
 wei-e provided. The length of tRe course of study was made thi'ee 
 years in each course. In 1875, it Was determined that iristrtiction in 
 all the special courses should be given through the medium of thd 
 English language. Polytechnics and Mining having been abolished, 
 a ;course of Physics was established specially for the students of 
 French. In 1877, the institution was reorganized and incorporated 
 with the Tokyo University. 
 
 The Tokyo Igakko (Tokyo Medical School) was first established 
 by the Tokugawa Government. Though it was temporarily closed 
 at the time of the Restoration, it was re-established by the present 
 Government in 1868. In 1871, the name of the institution was 
 changed to that of Toko, and instructors were engaged from 
 Germany, new school regulations were adopted, and the length of 
 the course of study was made to extend over five years in the 
 principal course and two years in the preparatory course. In 1873, 
 a department of Pharmacy was established. The length of the 
 principal course was three years, and that of the preparatory -course, 
 two years. In 1874, the name of the institution was changed to that 
 of the Tokyo Medical School, with which the Nagasaki Medical 
 School was amalgamated. During the years 1875-76, special 
 courses for day students, both in medicine and pharmacy, were 
 opened for the benefit of thbse who were not able to pursue the 
 principal course of instruction, on account of being over age or of 
 other circumstances. In 1877, the institution was amalgamated with 
 the Tokyo University. At the same time, the students of Law in 
 the T6ky5 Kaiseigakko were transferred to the Department of Law ; 
 those of Engineering, Chimistry, and Physics, to the Department of 
 Science ; and those of Medicine and Pharmacy in the Tokyo Igakkoj 
 to th<^ Department of Medicine, in the Tokyo University. New 
 courses of instruction, etc., were established, and all the courses of 
 the three Departments' of Law, Science, and Literature now extended 
 over four years. In the Department of Law, one course of Law 
 was 'established; in the 'Department of Science, five courses of (l) 
 Chemistry, (2) Mathematics; Physics, and Astronomy, '(3) Biology, 
 (4) Engineering, and (5) Geology and Mining ; in the Department of 
 Literature, two courses* of (i) ffistory. Philosophy, and Politics, and 
 (2) Japanese and- Ghine^ -Literature. A ..preparatory, school was 
 
 Digitized by Microsoft® 
 
114 
 
 established and placed under the control of the Tokyo University, 
 with a course of four years, to prepare those who intended to enter 
 the several special courses. In 1886, it was organized as the ist 
 Higher Middle School. In the Department of Medicine, two special 
 courses of Medicine and Pharmacy were pr6vided. The principal 
 course of Medicine extended over five years ; that of Pharmacy over 
 three years ; and the preparatory courses of instruction over five 
 years each. In 1878 elective courses were established in the three 
 Departments of Law,"* Science, and Literature; and those who might 
 desire to study one or more of the subjects of the respective regular 
 courses, were admitted. Afterwards a post-graduate course was 
 established for the benefit of graduates of the University. In 1879, 
 degrees were first instituted and granted to ninety-two students who 
 had graduated since 1877. From that time forward at least twenty 
 or thirty students have annually received degrees. In 1882, a 
 Japanese Classical course was established and attached to the Depart- 
 ment of Literature, in order that the History of the Empire, the 
 gradual changes in the Administrative System, the Philology of the 
 Language, etc., might receive due investigation, the length of the 
 course extending over three years. Subsequently the Chinese Clas- 
 sics were also introduced, with a course of four years. In the same 
 year, the former system of loan scholarships by which a portion 
 of the expenses of such students as seemed most promising and 
 distinguished in talents and attainments, but whose poverty would 
 otherwise have prevented them from pursuing their studies, had been 
 defrayed at public expense, was replaced by a new system of scholar- 
 ships which were classified as gifts-in-aid and honour gifts. It was 
 determined that the gifts-in-aid should be granted to those students 
 who had formerly been entitled to such aid, and the honour gifts 
 to the most eminent both in attainments and conduct. In 1883, a 
 special law course was established in the Department of Law. The 
 length of the course was three years, and instruction was given in 
 it in accordance with the regulations for simpler instruction. In 
 1885, the admission of new students to the Special Medical Course, 
 Special Law Course, Pharmaceutical Course, and the Japanese and 
 Chinese Classical Courses, was suspended, for the purpose of regulat- 
 ing the proper working of the University. In the same year, the 
 
 Digitized by Microsoft® 
 
IIS 
 
 T6ky5 Hogakko (T6ky5 Law School) was amalgamated with the 
 Department of Law, the course of the former Department of Law 
 being called the " first course " and that of the Tokyo HogakkS, 
 the " second course." The T6ky5 Hogakko had originally beei;i 
 established by the Department of Justice, and instruction in law was 
 .given in French. The length of the course of study extended over 
 eight years in the principal aad preparatory courses combined. After 
 undergoing many subsequent changes, the institution was placed 
 under the control of the Department of Education in 1884, and 
 designated the Tokyo Hogakko. Thirty-three students have received 
 the degree of " Horitsu-gakushi," and four have received certificates 
 of having completed the course. 
 
 In 1886, the Imperial University was re-organized in accordance 
 with an Imperial Ordinance. The Imperial University has thus taken 
 up and continued the work both of the Tdkyo University and of 
 the Engineering College. The latter had been instituted by the 
 Department of Public Works in 1 87 1, and seven special courses of 
 Civil Engineering, Mechanical Engineering, Architecture, Telegraphy, 
 Chemistry, Metallurgy, and Mining were established in it. When the 
 Department of Public Works was abolished in 1885, the Engineering 
 College was brought under the control of the. Department of Education. 
 The number of students at that time was 153, while that of the students 
 who had completed the prescribed course of the college was 212. 
 
 According to the Imperial Ordinance, the Imperial University 
 ■has for its objects, the teaching of such arts and sciences as are 
 required for the. purposes of the State, and the prosecution of original 
 investigations in such arts and sciences. It consists of the University 
 Hall and of the Colleges, the University Hall being, established for 
 ithe purpose of original investigations, and the Colleges for instruction 
 ■both theoretical and practical. ' The Colleges of the University are 
 ^designated as follows: — College of Law, College of Medicine, College 
 of Engineering, College of Literature, and College of Science. In 
 June, 1890, the Dendrological School under the control of the 
 'Department of Agriculture and Commerce was annexed, to the 
 Imperial University under the name of the College of Agriculture, 
 Thus the University has been much extended in its organization, and 
 ■now consists of one Hall and six Colleges. 
 
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 In conformity with the Imperial Ordinance, the Imperial Univer- 
 sity has established several new regulations. Candidates for admis- 
 sion to the colleges of the University must have received certificates 
 of graduation from one of the Higher Middle Schools, or othef 
 institutions which are recognized by the Minister of State for Educa- 
 tion to correspond thereto in respect to the standard of instruction ; 
 or they must prove themselves to be possessed of attainments equal 
 to the graduates of the schools referred to above, in the examinations 
 held in each college. Those who have completed the college courses 
 and passed the prescribed examinations shall be granted diplomas 
 entitling them to be called Gakushi. Applicants for admission ta 
 the University Hall are required to present to the President of the 
 University a written application, stating the subjects of investigation 
 to be pursued by them ; the President, after consultation with the 
 Directors of the colleges to which the subject of the investigation 
 selected by any student properly belongs, will appoint a professor 
 or professors to superintend the students' studies ; and all scientific 
 investigations carried on by the students must be prosecuted under 
 his or their supervision. The period of these special investigations 
 was originally fixed at not longer than two years, but in 1887, it 
 was fixed at five years, of which the first two years must be devoted 
 to study in the colleges to which the students respectively belong, 
 as post-graduates. Applicants for admission other than graduates 
 of the colleges are examined in regard to their attainments by an 
 entrance examination specially conducted for the purpose, and unless 
 they are graduates of a Higher Middle School or of some other 
 institution declared by the Minister of State for Education to be of 
 ho lower standing in respect of subjects of study and the standard 
 to be attained, than that referred to above, they must undergo a special 
 preliminary examination. The degree of Hakushi (Doctor) shall be 
 conferred on those who have prosecuted original investigations in 
 arts and sciences, and passed the prescribed examinations. 
 
 The College of Law includes the two courses of Law and 
 Politics, each course extending over four years. The College of 
 Medicine includes the two courses of Medicine and Pharmacy, the 
 course of Medicine extending over four years, and that of Pharmacy 
 over three years. The College of Engineering includes the nine 
 
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 courses of Civil Engineering, Meclianical Engineering, Naval Archi- 
 tecture, Technology of Arms, Electrical Engineering, Architecture, 
 Applied Chemistry, Technology of Explosives, and Mining and 
 Metallurgy. The College of Literature includes the nine courses of 
 Philosophy, Japanese Literature, Chinese Literature, Japanese His- 
 tory, General History, Comparative Philology, English Literature, 
 German Literature, and French Literature, The College of Science 
 includes the seven courses of Mathematics, Astronomy, Physics, 
 Chemistry, Zoology, Botany, and Geology. The College of Agricul- 
 ture includes the three courses of Agriculture, Forestry, and 
 Veterinary Medicine, Each course extends over three years in the 
 last four colleges. Elective students are also admitted to the colleges, 
 to study specially one or more of the subjects of the prescribed 
 ■college courses. ,, i;, ' 
 
 The number of students at the end of the year 1891, was: — in 
 the University Hall, 43 ; in the College of Law, 317 ; in the College 
 of Medicine, 119; in the College of Engineering, no; in the College 
 of Literature, 47; in the College of Science, 34 (pursuing the principal 
 course) and 64 (attending a shorter course of lectures) ; and in the 
 College of Agriculture, 118 (pursuing the principal course), 103 
 (pursuing the preparaitory course), and 191 (pursuing the shorter 
 course). Besides these, there were in the five Colleges of Law, 
 Engineering, Literature, Science, and Agriculture, 158 students 
 pursuing elective courses, thus making a grand total of 1,304. The 
 total number of students who. have graduated since the year 1877, 
 is 1589 ; of whom 308 belong to the College of Law, 430 to the 
 College of Medicine, 358 to the College of Engineering, 75 to the 
 College of Literature, 190 to the College of Science, and 228 to the 
 College of Agriculture, besides a great number of pupils who have 
 completed the special- courses in the colleges. 
 
 There are two Hospitals in connection with the College of 
 Medicine. The First Hospital took its origin in 1869, while the 
 Second Hospital was established in 1878. Both are used for the 
 purpose of instructing students in clinics, such patients being admitted 
 as are deemed instructive cases in medical and surgical practice and 
 investigation. In the First Hospital, separate wards are provided for 
 JVIedicine, Surgery, Obstetrics, Gynecology,' Opthalmology, Contagi- 
 
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 bus Diseases, ard the Children's Diseases; and in the Second Hospital' 
 similar arrangements are made for medicine and surgery respec- 
 tively. Patients are admitted to either of the Hospitals, and the- 
 expenses of a certain number of in-patients are defrayed by the 
 University. Out-patients are also treated. At present, the Hospitals 
 are so arranged as to be able to admit several hundred of patients,, 
 and accommodation for more than one hundred free patients is also^ 
 provided. There are separate laboratories for the several courses of 
 Anatomy, Physiology, Pathology, Materia Medica, Hygiene, Medical' 
 Jurisprudence, Pharmacy, etc., in the College of Medicine, whicli 
 are provided with the apparatus, specimens, etc., necessary for lectures 
 and for students' work. 
 
 In the College of Engineering, there are many specimens and' 
 apparatus provided for purposes of scientific investigation. There are 
 also drawing offices and laboratories well-supplied with the appa- 
 ratus necessary for studying the several branches of engineering. 
 
 In the College of Science, too, there are great numbers of 
 specimens, models, and apparatus distributed among the various 
 class-rooms and laboratories to aid instruction in the differenfe 
 branches of science. The most important is the extensive herbarium 
 belonging to the Botanical Institute, which contains over four- 
 thousand native specimens, besides many foreign species. The 
 institutions under the control of the College of Science are the Tokyo- 
 Astronomical Observatory, the Seismological Laboratory, the Marine- 
 Laboratory, and the Botanic Gardens. 
 
 The Tokyo Astronomical Observatory was established on the 
 site of the Naval Observatory which had been abolished in June 1888.. 
 Operations connected with Astronomical observation in this country 
 can be traced back to the most ancient times. During the period* 
 of the Tokugawa Government, three observatories were founded ;. 
 and in the period of Tempo (1830-43), fifty officials were specially 
 appointed for the business of astronomical observations and almanac- 
 making. After a short intermission, namely, during the troubles 
 preceding the Restoration, an observatory was founded by the Navali 
 Department and a bureau was established by the Department of the- 
 Interior to conduct the business of astronomical observations. Im 
 June, 1888, the astronomical portion of the former naval observatory j. 
 
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 that of the observatory bureau in the Department of the Interior, 
 and the old astronomical observatory belonging to the College of 
 Science were amalgamated into one establishment under the name of 
 the Tokyo Astronomical Observatory, thus bringing all the business 
 of like nature under the exclusive control of a single department. 
 Astronomical observations and almanac-making now form the prin- 
 cipal business of the observatory, which is at the same time used 
 for the instruction of students. It has also an important connection 
 with the Surveying Bureau of the War Department, and with the 
 Hydrographical Bureau of the Naval Department. The longitude 
 now adopted by the observatory is 139° 44' 30" 3. E. of Greenwich, 
 and the latitude 35° 39' 17" 5. N. 
 
 The Seismological Observatory was founded in 1888, for the 
 study of earthquake phenomena, on behalf of the students of Geology 
 and others. This institution possesses many books, apparatus, and 
 models connected with this branch of science, which may serve as 
 an extensive source of information to those interested in the subject. 
 Among the instruments provided are the Horizontal Pendulum and 
 Vertical-Motion Seismolographs designed by Prof. J. A. Ewing, 
 who formerly occupied the chair of Engineering in the University, 
 and various other instruments designed by the institution; These 
 instruments are already well-known and are now in general use both 
 at home and abroad. By means of the complete set of Seismolo- 
 graphs now in the observatory, it is possible to measure earth- 
 movements of different grades of magnitude, from the slightest 
 tremors to destructive earthquakes. A Marine Laboratory was estab- 
 lished at the village of Misaki, in the Province of Sagami, in 1888,. 
 in order that the students of Biology might make practical inves- 
 tigations. Misaki is noted ds the home of the.Hyalonema, Pentac- 
 rious, and other rare forms of marine life, and has long been a 
 favoiite collecting ground for naturalists. 
 
 The Botanic Gardens are situated in the district of Koishikawa, 
 Tokyo. They were laid out by the Tokugawa Government in the 
 year 1638, and afterwards successively put under the control of 
 various government departments. But in 1877, they were placed 
 under the control of the Tokyo University, as an integral portion 
 of the Department of Science. These gardens contain numerous 
 
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 species of plants both native and foreign, which are used for the 
 practical instruction in botany of the students in each Department of 
 the University, At present, the gardens are under the care of the 
 College of Science, and are known as the " Botanic Gardens of 
 the Imperial University." There are now more than three thousand 
 species of plants, and the number is constantly • increasing. In the 
 principal division of the Gardens, the plants are distributed according 
 to Bentham and Hooker's system of classification. In the other 
 division, medicinal plants and others which grow only in shady 
 places are arranged according to species. Hot- houses are also 
 provided for the preservation of tropical plants. Besides these there 
 are also many rare species of plants in pots and an extensive 
 herbarium. / ' ■ 
 
 The College of Agriculture contains several laboratories for 
 Chemistry, Zoology, Botany, Anatomy, Histology, and Horse-shoe^ 
 ing, besides buildings intended for practice in forest technology and 
 sericulture, experimental farms, etc. The experimental farms consist 
 of over 28 cho * of vegetable gardens, " paddy land " for rice, tea 
 and mulberry plantations, fruit orchards, meadows, etc., and over 
 1 2 tA^ of land for a rice plantation, besides bver 80 head of cattle 
 and poultry of various sorts. There is also a veterinary hospital, 
 whete diseased catties are treated on application, for experimental 
 purposes. i . • : , 
 
 The University Library contains some 180,000 volumes, exclu- 
 sive of 13,963 volumes belonging to the College of Agriculture. A 
 complete catalogue, to be arranged according to most approved 
 ^yistem, and most convenient for the scientific investigation of the 
 various subjects how studied in the Imperial University, is at present 
 under contemplation. 
 
 * One f/4o is nearly equal to 18,000 square feet. 
 
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121 
 
 (Reference). 
 
 IMPERIAL ORDINANCE NO. 3 RELATING TO 
 THE IMPERIAL UNIVERSITY. 
 
 Art. I. The Imperial University shall have for its objects, the 
 teaching of such arts and sciences as are required for the purposes 
 of the State", and the prosecution of original investigations in such 
 arts and sciences. 
 
 Art. II. The Imperial University shall consist of the University 
 Hall and the Colle;ges : the University Hall is establislied for the 
 purpose of original investigations, and the Colleges for that of instruc- 
 tion theoretical and practical. 
 
 Art. III. Certificates of graduation shall be awarded to students, 
 who shall have completed any one of the courses in the Colleges, 
 and shall have pass'ed the -examinations prescribed by the statute. 
 
 Art. IV. Degrees shall be conferred upon those who, either 
 being graduates of one of the Colleges or being deemed to be of 
 equal standing with such graduates, shall have prosecuted origiiial 
 investigations in the University, and shall have passed the required 
 ■examinations. 
 
 Art. V. The officers of the Imperial University shall be as 
 follows : — President {Ckokmiin), Councillors, Seci'etaries {Sonin)', and 
 Clerks {Hannin). . ' 
 
 Art. VI. The President shall superintend th^ whole affairs of the 
 Imperial Univei-sity under the direction of th6 Minister of Education. 
 The duties of the president are chiefly as follows : — 
 
 1, To maintain the order of the Imperial University. , 
 
 2. To see after the condition of the Imperial University and to 
 submit suggestions to the Minister for any improvement he 
 may deem required. ''■,'■'. 
 
 3, To preside over the meetings and discussions of the Coun- 
 cillors, and to report to the Minister the proceedings thereof. 
 
 4. To act as the W^ftfttOWrfjljiS/X-ASUCallege. 
 
122 
 
 Art. VII. The n:eetings of the Councillors shall be held either 
 at the Imperial University or at the Department of Education as 
 convenience may require. Matters to be submitted to the Councillors 
 for their deliberation are as follows : — 
 
 1. The curriculum of studies. 
 
 2. The promotion of the interests of the University and those 
 of each College. 
 
 Art. VIII. Councillors shall be selected and appointed by the 
 Minister of Education from among the Professors, two from each 
 College. 
 
 Art. IX. The appointment of the Councillors shall be for a term 
 of five years and may be renewed on the expiration of that term. 
 
 Art. X. The Colleges of the University shall be designated as 
 follows : — College of Law, College of Medicine, College of Engin- 
 eering, College of Literature, College of Science, and College of 
 Agriculture. 
 
 The College of Law is divided into two sections. Law and 
 Politics. 
 
 The College of Agriculture is divided- into three sections. Agri- 
 culture, Forestry and Veterinary Surgery. 
 
 Art. XI. The staff of each College shall be as follows : — 
 Director {Sonin), Chief Professor, Professors {Choktinin or Sonin), 
 Assistant-Professors {Sonin), Superintendent of the Dormitories (Sonin),. 
 and Clerks [Hanniri). 
 
 Art. XII. The Director of each College shall be selected and 
 appointed from among its Professors. He shall superintend the 
 affairs of the College under the guidance of the President of the 
 Imperial University. 
 
 Art. XIII. The Chief Professor of each College shall be appoint^ 
 ed from among its Professors. He shall see to the proper discharge 
 of the duties by Professors, Assistant-Professors and to the mainten- 
 ance of order in lecture rooms. 
 
 Art. XIV. The number of Professors and Assistant-Professors 
 in each College shall be determined by the Minister of Education 
 according to the importance of subjects taught and the number of 
 students. 
 
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 SPECIAL SCHOOLS. 
 
 At the time of the Restoration, the only institutions worthy of 
 
 being reckoned as special schools of a high standard were the ShoheJ- 
 
 ko founded at Tokyo by the Tokugawa Government, and others 
 
 established by the feudal lords in their own provinces, in all of which 
 
 the Chinese classics found the chief subject of study, together with 
 
 a few institutions for the study of medicine or mathematics. When, 
 
 however, after the Restoration of the Imperial Government, an entire 
 
 change took place in the state of society, and western sciences and arts 
 
 were more and more cultivated, schools of various designations rapidly 
 
 sprang into existence. The following is a historical summary of these 
 
 schools, enumerated according to the subjects of study taught i« 
 
 each. 
 
 MEDICAL SCHOOLS. 
 
 The Chinese system of medicine formerly prevailed in this coun- 
 try. Under the Tokugawa administration, many physicians contrived 
 private systems of their own, while others were well versed in the 
 Dutch system, and not a few medical schools were established by the 
 feudal lords within their own provinces, or else pupils were taught by 
 individual medical practitioners. However, at the time of the Restora- 
 tion, there were no medical schools properly so called, excepting a few 
 belonging to the government. A course of study for these medical 
 schools was prescribed in the Code of Education, and their number 
 gradually increased ; but the method of instruction followed in most 
 of them was too incomplete to call for notice here. Nevertheless, 
 after the lapse of a few more years, a certain degree of development 
 was attained to by the local medical schools, which now became 
 worthy of attention. Therefore in 1882, the Department of Education 
 issued General Regulations for Medical Schools, whereby institutions 
 of this nature were divided into two classes, called respectively A 
 and B. The medical schools of class A were designed for the regular 
 training of physicians, a general course of medicine being provided, 
 and the subjects of instruction being Physics, Chemistry, Zoology, 
 Botany, Anatomy, Histology, Physiology, Pathology, Materia Medica, 
 Medicine, Surgery, Ophthalmology, Obstetrics, Medical Clinics, 
 Surgical Clinics, Hygiene, and Medical Jurisprudence. The course 
 
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 ■of study was made to extend over at least four years. The medical 
 schools of class B were designed for the training of physicians by a 
 shorter course and also for localities where circumstances prevented 
 the establishment of medical schools of class A, The subjects of in- 
 struction were Physics, Chemistry, Anatomy, Physiology, Materia 
 Medica, Medicine, Surgery, Ophthalfnology, Medical Clinics, and 
 Surgical Clinics, and the course of study was made to extend over 
 three years, with a provision that it might be lengthened by any 
 period not exceeding one year. Hospitals efficiently furnished for 
 •clinical instruction were to be provided for these, medical schools. 
 Since the issue of these general regulations, most of the medical 
 schools then established have been re-orgam'zed under the rubric of 
 ■class A, and there has even been an instance of the school expenditure 
 ■amounting to j£« 18,500, which is the greatest amount of annual ex- 
 ipenditure of any school in the Enipire. According to statistical 
 investigations made at the end of 1885, the number of medical schools 
 of class A established by the local authorities was 24, while those of 
 •class B were 5 in number. This was in the most flourishing period 
 ■of the medical schools established by the local authorities. Since the 
 year 1887, when it was ordained that the expenditure for the medical 
 schools under the control of the local authorities should no longer be 
 defrayed out of the local taxes, the number of schools gradually 
 decreased till the year 1888, when there remained but three which it 
 was possible to maintain by means of tuition fees or other sources of 
 incomes, such as pecuniary donations ; viz., one at Kyoto, one at 
 Osaka and one in the Ken of Aichi. However, when medical depart- 
 ments were established in connection with the five higher middle 
 ■schools, and the number of pupils was fixed at 1,600, over 1,300 
 medical students who had been obliged to leave their former schools 
 •were admitted to these departments so that the deficiency of medical 
 schools on the one hand was nearly supplied by the new establish- 
 ments on the other. The subjects of study and the standard to be 
 attained in these medical departments have been mentioned under the 
 head of middle schools. According to statistical investigations made 
 at the end of the year 1890, there were 3 medical schools established 
 by the local authorities, and 3 private establishments. The number of 
 pupils in these schools was 1,562 and that of graduates 234. 
 
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 PHARMACEUTICAL SCHOOL. 
 Pharmaceutical schools originated in the establishment of a 
 pharmaceutical course in the Tokyo Medical School in 1873. In 1881,, 
 a special school of pharmacy was established in the city of T6ky5, but 
 its organization was imperfect. In 1882, General Regulations for- 
 Phairmaceutical Schools were issued by the Depsirtment of Education, 
 By these regulations, pharmaceutical schools were divided into two 
 classes ; viz., A and B. The pharmaceutical schools of class A were 
 designed for the regular training of pharmaceutists, a general course 
 of pharmacy being provided. The obligatory subjects of instruction 
 were as follows ; Physics, Chemistry, Zoology, Botany, Mineralogy ,^. 
 Medical Botany, Analytical Chemistry, Pharmacognosia, Pharma- 
 ceutical Chemistry, Toxicology, the Examinsttion of Medicaments, and: 
 the Art of Prescribing, together with one foreign language, namely,, 
 English, French, or German. The course of study was made to 
 extend over not less than three years. The pharmaceutical schools- 
 of class B were designed for the training of pharmaceutists by a 
 shorter course of pharmacy. The subjects of study and the standard' 
 to be attained in these schools are much lower than those of class A. 
 According to statistical investiga:tions made at the end of 1885, therei 
 were two special schools of pharmacy established by local authorities,', 
 and two private establishments. The pharmaceutical schools had de- 
 clined from year to year, and there is at present no school of this nature^. 
 However, in 1890, pharmaceutical courses were established in connec- 
 tion with the medical departments of the five higher middle schools,-, 
 and the number of pupils fixed at 420, since which time a certain- 
 number of pupils have been admitted. 
 
 AGRICULTURAL SCHOOLS. 
 
 Since the year 1875, agricultural schools have been established in^ 
 various localities. In 1883, General Regulations for Agricultural' 
 Schools were issued by the Department of. Education, dividing them< 
 into two classes) called respectively- A and Bi The agricultural schodlsJ 
 of class A were designed to train intelligent farmers by providing an 
 easy course of instruction in agriculture; and the agricultural schools. 
 of class B were designed to give instruction in agricultural affairs, 
 generally, a course of/jifgij^f^^)?' fefllk^K??<^tical and practical being;' 
 
126 
 
 provided. The subjects of instruction in the agricultural schools of 
 class B were Morals, Algebra, Geometry, Trigonometry, Drawing, 
 Physics, Chemistry, Zoology, Botany, Geology, Agricultural Chemis- 
 try, Agricultural Engineering, Cultivation, Stock Rearing, Rural 
 Economy, Agricultural Book-keeping, and Rural Legislation. Ac- 
 cording to local needs some such subjects as Horticulture, Forestry, 
 t«he Cultivation of Waste Land, Veterinary Surgery, Entomology, 
 etc., or Sericulture, Pisciculture, the Cultivation of Mulberry-Trees, 
 Tea, Cotton, Hemp, the Paper Tree, Indigo, Stagmaria, Verniciflua, 
 the Vegetable Wax-tree, the Sugar-cane, Sorghum, Vine, Tobacco, 
 etc., or the Manufacture of Tea, and Sugar, the Preservation of 
 Agricultural Products, Manures, etc., may be added, with or without 
 modifications in the standard of any of the subjects first enumerated. 
 The course of studj' was made to extend over three years, with a 
 provision that it might be lengthened by any period not exceeding 
 one year. Shortly after the establishment of these regulations, the 
 Government issued a proclamation to the effect that in case of govern- 
 ment land being required by any public agricultural school for the 
 purpose of an experimental farm, the same should be granted without 
 i^nt, to the extent of five cho for each school. Another proclamation 
 was issued to the effect that lands used by any public agricultural 
 school for experimental purposes should be exempt from the land tax 
 and from local taxation, to the extent of not more than five chb for 
 each school. Notwithstanding the abolition of the general regula- 
 tions for agricultural schools in 1 886, many instances might be quoted 
 of agricultural schools not only prosecuting their labours as before 
 but profiting by many years' experience to introduce still further im- 
 provements in their organization. The agricultural schools established 
 by the Ken of Miyagi and Ishikawa may be reckoned among the best 
 of the kind. According to statistical investigations made at the end 
 of the year 1890, there were 7 agricultural schools established by local 
 authorities, and attended by 427 pupils, besides three others in which 
 the principal subject of study was Veterinary Surgery. 
 
 The Sapporo Agricultural School under the control of the 
 Hokkaido Administration Board originated in a school established in 
 Tokyo during the year 1872, by the old Board of Colonization 
 {Kaitakusld). This '^^itmdW^ii'r'o^^°'^° ^" *^^ ^^^^ ^^75- 
 
127 
 
 Instruction is given in Agriculture and Engineering, and there is 
 a preparatory course. Tlie principal courses extend over four years 
 and the preparatory courses over five years. A military course and an 
 agricultural training course have been added, each extending over 
 two years. The number of pupils is 27 in the agricultural course, 13 
 in the engineering course, 18 in the military course, 173 in the 
 preparatory course, and 47 in the agricultural training course. 
 
 COMMERCIAL SCHOOLS. 
 It was prescribed in the old Code of Education that commercial 
 schools should be established in all the great centres of commerce, 
 and the subjects of instruction were prescribed at the same time. No 
 practical result, however, immediately followed. Since the year 
 187s, commercial schools have been established by the Fu of Tokyo 
 and by some of the local authorities. In 1884, General Regulations 
 for Commercial Schools were issued by the Department of Education. 
 By these regulations the commercial schools were divided into two 
 classes, viz., A and B. The Commercial Schools of class A were 
 ■designed chiefly to train intelligent traders, an easy course of instruc- 
 tion being provided. The Commercial Schools of class B were 
 ■designed chiefly to train persons in the management of commercial 
 affairs generally. The subjects of instruction in the Commercial 
 Schools of class B were Morals, Japanese and Chinese Literature, 
 Writing, Arithmetic, Algebra, Book-keeping, Commercial Corres- 
 pondence, Commercial Geography, Drawing, Merchandise, Commer- 
 cial Economy, Commercial History, Commercial Law, Practical 
 •Commerce, and the English Language. According to local needs, 
 such branches as Banking, Exchange, Transportation, Insurance, the 
 Law of Companies, Marine Law, the Law of Contracts, Tariffs, 
 Statistics, Physics, Chemistry, Natural History, Geometry, Machinery, 
 Technology, etc., were to be specially added, with or without modi- 
 fications in the standard of any of the subjects first enumerated. It 
 was further stipulated that such foreign languages as French, German, 
 ■Chinese, Korean, etc., might be provided in addittion to, or instead 
 ■of, the English Language. The length of the course of study in the 
 Commercial Schools of class B was fixed at three years, with a 
 provision to the effe^y^^^(jtj^^^J3fo^5/^^ngthened by any period 
 
128 
 
 not exceeding one year. Shortly after the issue of the above 
 regulations, the T5kyo- Commercial School was established by the 
 Department of Education. A short account of its organization is 
 given below, in order to show the present condition of our com- 
 mercial schools. 
 
 In the year 1875, a private commercial college was established 
 in Tokyo by persons interested in the subject. This was afterwards 
 transferred to the control of the municipal authorities, then brought 
 under the Department of Agriculture and Commerce, and finally, 
 in 1885, placed under the control of the Department of Education. 
 Shortly before this, or in the year 1884, a higher commercial school 
 had been instituted in connection with the Tokyo Foreign Language 
 School. Therefore, when the institute of commerce above mentioned 
 was brought under the Department of Education, these three schools 
 were united under the name of the Tokyo Commercial School. The 
 origin of the Tokyo Foreign Language School can be traced back to 
 the establishment of English and French courses in connection with 
 the Kaiseigakko in 1869, and their subsequent amalgamation with a 
 Foreign Language School under the Department of Foreign Affairs 
 in 1873. The Kaimeigakko at Osaka and the Koungakko at 
 Nagasaki were then re-organized as foreign language schools, and the 
 regulations for instruction were revised. A new foreign language 
 school was also established in each of the following places, viz., Aichi, 
 Hiroshima, Niigata and Miyagi. This new departure was taken on 
 account of the urgent necessity of the thorough training of students in 
 foreign languages, through which means alone the various branches 
 of Western science and art could be successfully introduced into 
 Japan. Later on some of these schools were abolished, while others 
 were remodelled, and by 1880 only one foreign language school 
 remained, namely that located in Tokyo, where histriiction was given 
 in French, German, Russian, Chinese, and Corean to a considerable 
 number of students. This school itself was entirely remodelled in the 
 year referred to above. In 1886, an Apprentices*' Institute and a 
 Special Institute' for Banking were established in connection with the 
 Tokyo Commercial School, and the regulations of instruction for the 
 main school were prescribed ; the course of instruction comprising- 
 an ordinary a,nd a hig]fi)jgiyfcBecfelS>y /ll/CAthsoffiSJinary course, the general 
 
129 
 
 branches of commerce were to be taught, and in the higher course, 
 the higher branches of study. The course of study extended over 
 five years, — three years in the ordinary course, and two years in the 
 higher course. 
 
 About this time, the commercial schools under the local authori- 
 ties gradually increased in number, while the recent progress made 
 by the trading class was very remarkable. Consequently in 1887, 
 the school was re-organized under the name of the Higher Commercial 
 School, with the object of giving instruction in the higher branches 
 of commerce. The course of instruction was then divided into prepa-- 
 ratory and principal courses, extending qver one year in the formbr 
 and four years in the latter. In 1 891, the standard of study; was 
 considerably raised. According to the new regulations, the Higher 
 Commercial School is chiefly designed to give that higher education 
 which is necessarj' to those engaged in commercial pursuits either 
 domestic or foreign, as also to prepare persons for the management 
 of commercial or financial affairs either public or private, or to 
 become managers of, or instructors in, commercial schools. The 
 course of study extends over three years in the principal, and two 
 years in the preparatory course. The preparatory course includes 
 Ethics, Writing, Composition, Mathematics,^ Book-keeping, Drawing, 
 Physics, Chemistry, Natural History, the English Language, and 
 Gymnastics. The Principal Course includes Commercial Composi- 
 tion, Commercial Arithmetic, Book-keeping, Merchandises, Commer- 
 cial Geography, Commercial History, Commercial Regulations, Poli- 
 tical Economy, Statistics, Law, the English Language, Commercial 
 Practice, and Gymnastics. Besides English, any one of the five 
 following languages must be taken up by the pupils ; namely, Chinese, 
 French, German, Spanish, or Italian. Graduates of the Ordinary 
 Middle Schools established by the local authorities, and those of 
 the preparatory courses of the Higher Middle Schools are admitted 
 to the first year of the preparatory course, provided they be found 
 of good moral character and sound health, and to possess sufficient 
 attainments in respect of the following subjects, namely. Writing, Com- 
 position, Arithmetic, and the English Language, in all of which they 
 are specially examined. Graduates of other schools, whether public 
 or private, which haveJjeen officially recosnised, as equal in standing 
 
130 
 
 to the Ordinafy Middlfe Schools established by the local authoritieis 
 in re'spect of the general branches of education obtain the same 
 privilege. Graduates of the Higher Middle Schools are admitted to 
 the first year of the principal course without examination. All other 
 candidates must pass the prescribed entrance examinations. 
 
 Regulations have also been established for the post-graduate 
 course ; and those graduates of the principal cour.se who may desire 
 to pursue further the studies of the Course which they have already 
 completed, are admitted to this course for a period not exceeding 
 two years. Arrangements are also liiade for the practical training 
 of the pupils, whereby they are permitted to attend the ofifices of 
 commercial firms or banks, for the transaction of practical business, 
 no fees being imposed on the pupils for such training. 
 
 ' The revised courses of instruction of the Higher Commercial 
 School are as follows : 
 
 Preparatory Course of Study. 
 
 
 First Year. 
 
 Second Year. 
 
 Subjects, 
 
 No. of 
 hours per 
 week for 
 1st Term. 
 
 No. of 
 hours per 
 week for 
 2nd Term. 
 
 No. of 
 hours per 
 week for 
 3rd Term. 
 
 No. of 
 hours per 
 week for 
 1st Term. 
 
 No. of 
 hours per 
 week for 
 2nd Term. 
 
 No. of 
 hours per 
 week for 
 3rd Term. 
 
 Ethics 
 
 I 
 
 3 
 
 2 
 
 5 
 
 2 
 2 
 2 
 2 
 lO 
 3 
 
 I 
 3 
 
 2 
 
 5 
 
 2 
 2 
 2 
 2 
 lO 
 
 3 
 
 I 
 
 3 
 
 2 
 
 5 
 
 2 
 2 
 2 
 2 
 10 
 3 
 
 I 
 2 
 
 5 
 3 
 
 2 
 2 
 2 
 
 2 
 10 
 
 3 
 
 I 
 
 2 
 5 
 3 
 2 
 2 
 2 
 2 
 10 
 3 
 
 
 Writing 
 
 
 
 
 Mathematics 
 
 
 Book-keeping 
 
 D^winff 
 
 S 
 3 
 
 Physics 
 
 
 Chemistry 
 
 
 Natural History ... 
 Knglish Language... 
 
 2 
 10 
 
 
 3 
 
 Total number of) 
 hours per week..) 
 
 32 
 
 32 
 
 32 
 
 32 
 
 32 
 
 32 
 
 
 
 
 
 
 
 
131 
 
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 VO 
 
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 No. 
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 week 
 
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 ro to ^O 
 
 VO 
 
 f 
 
 
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 N 
 
 
 ro 
 
 ' 
 
 ^ 
 
 
 
 
 
 
 
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 No. 
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 1st Te 
 
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 CO »ri ^O 
 
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 r*" 
 
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 r « ro M 1 M . fo fO 
 
 ro fO fl 
 
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 ! 
 
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 es 
 
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 0. of 
 rs per 
 
 Term. 
 
 N « m « in I mm 
 
 ro m 1 
 
 1 
 
 r* 
 
 ■) M 
 
 CO 
 
 
 m 
 
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 storj 
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 w . '« w- o 
 
 
 
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 ercial C 
 ercial A 
 ceeping 
 andisie . . 
 ercial G 
 ercial 11 
 ercial R 
 ;al Econ 
 
 irfi 
 
 
 
 1 
 
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 B 
 
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 4 
 
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132 
 
 The Accountants' School attached to the Higher Commercial 
 School originated with a Special Course for Banking established in 
 1886, which was designed to give instruction in banking, both 
 theoretical and practical. The course of instruction extended over 
 two years. In 1887, it was organized as a Special Course for 
 Accountants, and designed to give such knowledge as may be 
 deemed necessary for the transaction of financial business in govern- 
 ment departments, banks, companies, etc. In 1889, it was remodelled 
 as an Accountants' School ; and the revised course of study, as now 
 followed, comprises Ethics, Writing, Composition, Arithmetic, Book- 
 keeping, Commercial Geography, Commercial Regulations, Political 
 Economy, Law, the English Language, Commercial Practice, and 
 Gymnastics. 
 
 Besides the Government establishments, there are nine commer- 
 cial schools maintained at public expense. There is one each at 
 Kyoto and Osaka, and others are established in such places as the 
 Open Ports, whose population is busily engaged in commercial 
 pursuits. The Osaka Commercial School was originally a private 
 establishment; but in 1885, it was transferred to the care of the 
 municipality with a grant from the Department of Education. It is. 
 now maintained by the municipality. The Commercial Institute at 
 Kobe was established by the Ken of Hyogo in the year 1 878, being 
 afterwards subventionised and controlled by the Department of 
 Agriculture and Commerce. Later on, it was transferred to the. 
 Department of Education, which for some years granted it an annual 
 subsidy. In all these schools, the length of the courses extends over 
 a period of from ; three to four years. Great pains have been taken 
 by those concerned to make them efficient institutions, with the 
 result that, of recent years, their condition has considerably improved,, 
 and great benefits have accrued to their respective localities. Certain 
 other localities possess institutions of a similar nature, but their 
 standing is too • low to entitle them to rank as special schools. 
 According to statistical investigations made at the end of 1891,. 
 the number of pupils attending the ten public commercial schools 
 was 1,473, while those who had graduated during the same year 
 numbered 160. 
 
 Digitized by Microsoft® 
 
133 
 
 TECHNICAL SCHOOLS. 
 
 Although the subjects of instruction to be taught in tech- 
 nical schools were prescribed in the old Code of Education, no 
 schools of the kind were established at that time. The Tokyo 
 Technical School was established by the Department of Educa,- 
 tion in 1881, under the name of the T6ky5 Industrial School. 
 According to the regulations then issued, this school was designed to 
 prepare persons as instructors in industrial schools or as foremen or 
 directors of manufactories. In regard to the course of study, main 
 and preparatory courses were established, and the whole course was 
 made to extend over a period , of four years, whereof one year in 
 the preparatory, and three years in the main, course. Various 
 ■ameliorations introduced later on in the course of study were but 
 modifications made in accordance with the purport of the original 
 regulations. 
 
 In 1886, when the system of educational administration was 
 changed, this institution was annexed to the Imperial University, and 
 was designed to train foremen or directors of manufactories, but in 
 1887, it was again erected into an independent institution. In 1888, 
 it was re-organized with a greatly extended curriculum, and designed 
 to train instructors of technology, technological engineers, foremen 
 of manufactories, and workshop masters, certain subjects of study 
 being added to the course. 
 
 In 1890, the name of the institution was changed to that of 
 the Technical School, and its object defined to be the training of 
 foremen of manufactories and instructors of technology. A new 
 section of Electrical Engineering was established, weaving was added 
 to the section of Dyeing, and Pen-brush Drawing prescribed in the 
 Department of Chemical Technology. It was determined that such 
 graduates of the ordinary middle schools established by the local 
 ■authorities as were proficient in their attainments, should be admitted 
 without examination. A new departure was also made for the train- 
 ing of special pupils as instructors of manual works in ordinary 
 normal schools. It was also determined that all graduates must 
 <:arry on their practical training, either at a manufactory or else under 
 the supervision of practically qualified persons for a period of not less 
 
 than one year after their graduation. 
 
 Digitized by Microsoft® 
 
J 34 
 
 The details of the courses of study are as follows : — 
 
 Course of Study in the Department of Chemical Technology^ 
 
 First Year. 
 
 Subjects. 
 
 S-^ 
 
 1st Term. 
 
 o a; 
 
 ° u 
 
 2nd Term. 
 
 Mathematics 
 
 Physics 
 
 Inorganic Chemistry 
 and Mineralogy 
 
 Organic Chemistry ... 
 
 Drawing 
 
 Qualitative Analysis . 
 
 Practice 
 
 ^ngl ish Language 
 
 Military Gymnastics... 
 No. of hours ~pet week 
 
 lO.J 
 
 2 
 2 
 
 4«-S 
 
 Algebra, Plane Geometry, 
 Elements of Plane Tri- 
 gonometry. 
 
 Free-hand-Drawing. 
 Mechanical Drawing. 
 
 (From April to June), 
 
 Practice in Weaving (for 
 Dyeing Work). 
 
 Practice in Porcelain 
 Manufacture (for Porce- 
 lain Work). 
 
 Refinement of Acids, 
 Alkalies etc., (for special 
 course of Applied Chem- 
 istry). . 
 
 20.5 
 
 2 
 
 2 
 
 41.5 
 
 ditto. 
 
 Free-hand Drawing, (for 
 Dyeing and Porcelain 
 Work). 
 
 Mechanical Drawing (for 
 Dyeing and Porcelain 
 Work). 
 
 Mechanical Drawing (for 
 special course of Applied 
 Chemistry). 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 c 
 a 
 
 Digitized by Microsoft® 
 
Second Year. 
 
 135 
 
 
 
 
 
 
 Subjects. 
 
 
 1st Term. 
 
 J3 u 
 
 1- 
 
 2nd- Term. 
 
 Drawing 
 
 4 
 
 Free-hand Drawing (for 
 Dyeing and Porcelain 
 Work). 
 
 4 
 
 ditto. 
 
 
 
 Machine Drawing ... < 
 
 s 
 
 6 
 
 (For Dyeing and Porce- 
 lain Work). 
 
 (For Special Course of 
 Applied Chemistry). 
 
 S 
 6 
 
 ditto, 
 ditto. 
 
 Applied Mechanics ... 
 
 3 
 
 
 3 
 
 
 General Applied Che- 
 mistry 
 
 2 
 
 
 2 
 
 
 Dyeing Process and 
 Discharge of Colours 
 
 2 
 
 (For Dyeing Work). 
 
 2 
 
 ditto. 
 
 Weaving Process and 
 Principles of Design 
 
 2 
 
 (For Dyeing Work). 
 
 2 
 
 
 Process of Porcelain, 
 Glass, Cement, 
 Brick, and Mortar 
 Manufacture, etc. ... 
 
 3 
 
 (For Porcelain Work). 
 
 3 
 
 
 Special Applied Che- 
 mistry, 
 
 2 
 
 (For Special Course of Ap- 
 plied. Chemistry). 
 
 (For Special Course of Ap- 
 plied Chemistry). 
 
 2 
 
 ditto. 
 
 Process of Electro-typ- 
 ing and Electro- 
 olatine 
 
 I 
 
 2 
 
 ditto. 
 
 r**** &••""• ....... 
 
 10.5 
 
 (For Dyeing Work). 
 
 — 
 
 
 Quantitative Ana- 
 lysis ■ 
 
 20.S 
 23-5 
 
 (For Porcelain Work). 
 
 (For Special Course of Ap- 
 plied Chemistry). 
 
 — 
 
 
 
 — 
 
 
 19.5 
 
 (For Dyeing Work). 
 
 'd 
 
 
 — 
 
 
 20.5 
 
 (For Porcelain 
 Work). 
 
 ■|1 
 
 
 — 
 
 
 23-S 
 
 (For Special course 
 of Applied Che- 
 mistry. 
 
 
 
 .... ^ 
 
 Digitizaa by fviitioaoii:^ 
 
 Si; 
 
 
 
tz6 
 
 Seconp Year. — Continued. 
 
 Subjects. 
 
 an 
 
 o OJ 
 
 1st Term. 
 
 ° u 
 
 2nd Term, 
 
 19 S 
 
 Dyeing Process in " 
 colours. 
 
 Preliminary Practice 
 of the preparation 
 of mordants. 
 
 Practice in Weaving. 
 
 S'-« 
 
 m . 
 
 Practice 
 
 Practice in Weaving. 
 
 20.5 
 
 23-5 
 
 Preliminary Practice 
 of Porcelain, and 
 Glass manufacture 
 and of the prepara- 
 tion of cement, mor- 
 tar, etc. 
 
 Preliminary Practice 
 in Chemical Manu- 
 factures, Electrortyp- 
 ing. Electro-plating, 
 etc. 
 
 a, 
 
 < 
 
 B 
 P 
 
 English Language 
 
 Military Gymnastics ... 
 No. of hours per week 
 
 Digitized by Microsoft® 
 
Third Year. 
 
 137 
 
 Subjects. 
 
 o a> 
 
 1st Term. 
 
 o u 
 
 .a t; 
 
 o . 
 
 2nd Term. 
 
 Practice 
 
 37-5 
 
 ■Construction of Work- 
 shops 1 
 
 Book-keeping. 
 
 Military Gymnastics 
 and Firemen's Exer- 
 
 Number of hours per 
 week 
 
 Process of Scouring, 
 Bleaching, Dyeing, 
 
 Printing, and Weaving, 
 Designs and Principles 
 of Design. 
 
 Process of Porcelain, and 
 Glass, itianufacture and 
 of the preparation of 
 Cement, Bricks, Mortar, 
 etc.. Designs and Prin- 
 ciples of Design Experi- 
 ments in Chemical 
 Manufactures, Electro- 
 typing, Electro-plating, 
 Brewing, etc. 
 
 General Book-keeping. 
 
 37-S 
 
 Ditto. 
 
 Industrial Book-keeping. 
 
 Digitized by Microsoft® 
 
T38 
 
 1 
 
 g 
 
 
 
 
 
 
 
 •■s[3aiA. lad 
 sjnon JO -ojij 
 
 1 1 1 1 1 1 1 1 1 
 
 "in 
 
 
 ■jjasM jsd 
 sjnon JO -ojij 
 
 1 1 1 1 1 1 1 I 1 
 
 in 
 
 C4 
 
 • 
 
 •■5[3a!& 13d 
 
 sjnoq JO -o^ 
 
 1 II i 1 1 " « 1 
 
 
 Plane TrU 
 gonomatry. 
 (continued). 
 Solid Geome- 
 try, Elements 
 of curves. 
 
 •3[33M jsd 
 
 sjnoq JO -Ofj 
 
 * 1 I 1 « ". 1 « 1 
 
 i 
 > 
 
 a 
 
 E- 
 
 c 
 
 6 
 
 '•V 
 
 •5133AI jad 
 sjnoq JO -Of,! 
 
 ■* ■* N 00 ro 1 1 1 1 
 
 a ... 
 
 Algebra, 
 Plane Geo- 
 metry, Ele- 
 ments of 
 Plane Tri- 
 gonometry. 
 
 sjnoq JO 'Of^ 
 
 ■* m M 00 ro 1 I 1 1 
 
 
 
 ■J 
 
 E 
 
 1 
 
 
 .Inorganic Chemistry 
 
 ) 
 
 T\ : f Free-hand ... 
 
 ^'''"'°g| Mechanical ... 
 
 Use of Tools 
 
 a 
 
 Q 
 .5 
 
 Strength of Materials ... 
 
 Special Lectures on Elec- 
 fricitv 
 
 1 1 
 3 : 
 
 li 
 
 li 
 
 •C a 
 
 ;2 
 
 Digitized by Microsoft® 
 
139 
 
 
 
 
 Industrials 
 Book- 
 keeping. 
 
 ditto. .- 
 
 II 1 - , „ . M J 
 
 General 
 
 Bpok- 
 
 keeping. 
 
 Military 
 Exercises 
 Firemen's 
 Exercises. 
 
 I 1 1 . . " 1 :-;;:"; I , 
 
 1 ..■ 
 
 II 1 1 « 1 « 1 
 
 Principles of 
 Mechanics, 
 Construction 
 of Machines, 
 Mechanical 
 Forces, and 
 Strength of 
 Materials. 
 
 I 1 * 1 . '^ 1 " 1 
 
 
 II 1 1 i" , 1 ., " I 
 
 ■■■■■■■ ■ ■■ ' 
 
 1 1 .; • 1. ,1 " 1 ,. . ,/*::! 
 
 Prime Moyers. 
 
 Applied Mechanics ...... 
 
 Practice 
 
 .1 
 
 g 
 
 •■ -1 
 
 c 
 
 Military Gymnastics ...... 
 
 No. of hours per week... 
 
 o 
 
 
 
 
 a. 
 
 
 
 
 o 
 
 3 
 
 
 
 •n 
 
 O 
 
 
 
 o 
 
 h 
 
 
 
 
 T-l 
 
 
 
 •n 
 
 c 
 
 
 
 !! 
 
 « 
 
 h'n 
 
 
 3 
 
 C! 
 
 c 
 
 
 cr 
 
 1(1 
 
 c 
 
 
 
 
 
 
 ti 
 
 Q 
 
 
 
 £ 
 
 H 
 
 
 M 
 
 
 T^ 
 
 
 
 nt 
 
 ff 
 
 
 
 'si 
 
 5 
 
 5 
 
 '.a 
 
 
 
 
 
 
 B 
 
 o 
 
 B 
 
 
 o 
 
 c 
 o 
 
 h 
 
 
 
 
 
 
 
 
 tin 
 
 611 
 
 a. 
 
 •^ 
 
 a. 
 
 B 
 
 
 
 
 
 >> 
 
 
 T3 
 
 
 T) 
 
 
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 cj 
 
 
 
 J3 
 
 P< 
 
 Oh 
 
 
 
 
 
 <U 
 
 
 
 
 .c 
 
 « 
 
 M 
 
 n 
 
140 
 
 In 1890, the Apprentices' Institute attached to the Higher 
 Commercial School was annexed to the Tokyo Technical School 
 under the name of the Apprentices' School. It is designed to give 
 instruction in such subjects as are appropriate for the sons of men 
 engaged in wood and metal works. 
 
 According to statistical investigations made at the end of the 
 year 1891, the number of pupils in the main school was 250, and that 
 of pupils in the Apprentices' School 54, besides 50 graduates. 
 
 There exists a technical school in the Ken of Ishikawa, — the 
 only school of the kind established by any local authorities. It was 
 originally founded by the district of Kanazawa. In 1889, it was 
 transferred to the control of the local authorities who aimed at 
 industrial improvement throughout the Ken, ever since which timg 
 it has been in a progressive condition. It is designed to give 
 instruction both theoretical and practical, and to train practical 
 technologists. The school is divided into two departments, artistic 
 and general. The artistic department includes Drawing, Sculpi- 
 ture, Porcelain Painting, Embroidery, and Gold lacquering, while 
 the general department includes Dyeing and Lacquering, Shorter 
 courses are established in both departments. The main course of 
 the artistic department extends over five years, the shorter course 
 over three years. The main course of the general department 
 extends over four years, the shorter course over two years. Accord- 
 ing to investigations made at the end of the year 1891, the number 
 of pupils was 56 in the main, and 49 in the shorter courses, while 
 the number of graduates was 22. 
 
 Besides the public establishments above mentioned, there is 
 one private school giving instruction in technology. According to 
 statistical investigation made at the end of 189 1, the total number of 
 pupils in these was 464, besides 228 graduates. There are a few 
 other schools of the kind with simple courses, but their standard is 
 too low to allow of their being classed as special schools. 
 
 FINE ART SCHOOLS. 
 
 The remarkable development of the fine arts in this country is 
 
 due not only to the aesthetic genius which the nation naturally 
 
 possesses, but also to the patronage and encouragement afforded by 
 Digitized by Microsoft® 
 
14^ 
 
 successive Emperors and by the various territorial lords as well as 
 by other individuals. Thus art had reached a very high pitch of 
 excellence , and beauty before the period of the Restoration ; but that 
 event induced a process of retrogression under the pressure of military 
 commotions ; indeed the very existence of art, was jeopardised. In- 
 1879, the Department of Public Works created a Fine Art School ia 
 the Engineering College where painting and sculpture were taught, 
 under an Italian instructor; but it was abolished in 1882. In 1884^ 
 a fine art committee was appointed by the Department of Education, to 
 discuss such questions as free-hand drawing in its relation to Japanese 
 art methods, improvements in the teaching of drawing to be intro- 
 duced into general and technical schools, and the training of com- 
 petent teachers for those branches oftuition. In 1885, another com- 
 mittee was appointed chiefly for the purpose of preparing copy-books.. 
 But their labours proceeded no further than the elementary branches,, 
 general and deeper investigations being left untouched. Neverthe- 
 less the continual decline of art caused much regret, all the more so^ 
 that none sufficiently eminent in attainments to stop the evil could' 
 be found. Therefore in 1886, certain members of the committee were- 
 sent to Europe and America to investigate and report on the subject,, 
 with the result that in 1 887, the said committee was remodelled as a. 
 school, under the designation of the Tdkyo Fine Art School. The 
 object of this institution was to preserve the heretofore excellent 
 qualities of Japanese art, at the same time, adapting them to the 
 needs of the time, to promote artistic development, and to determine 
 and set forth standards of excellence, together with practical models. 
 and also to consider means for the diffusion of the best style of 
 drawing. With this object in view, regulations for the school were 
 carefully elaborated, and finally established in 1888. According to 
 these regulations, the school course was divided into two parts, — 
 general and special, the general course to extend over two years, and 
 the special course over three years, — the special course to comprise 
 Painting, Sculpture, Architecture, and Design. It was determined 
 that graduates of the general course should be eligible as teachers 
 of general drawing, or admitted to the special course according to 
 the decision of the conference of instructors. Regulations were also 
 
 established for the post-graduate and elective courses, the former 
 Digidzed by Microsoft® 
 
142 
 
 course being established for the benefit of those pupils in the special 
 course who might desire to pursue further their study after gradua- 
 tion, for a term not exceeding two years ; while the latter course was 
 provided for those who might desire to pursue one or more special 
 subjects at their option. In 1890, the general course was remodelled 
 as a course preparatory to the special course, and the course of 
 design was re-organized as a course of fine art applied to industry. 
 It was determined that those graduates of the general course who 
 might desire to become teachers of general drawing should be 
 required to attend the special course for another year. No remark- 
 able results have yet been attained, perhaps owing to the short period 
 that has elapsed since the establishment of the institution. At present 
 the number of pupils is 189. The arrangements of the courses of 
 study are as follows .--^ 
 
 General Course of Study. 
 
 
 OJ 
 
 
 12 . 
 
 
 Subjects. 
 
 
 1st Year. 
 
 1- 
 
 2nd Year. 
 
 Drawing from Copies. 
 
 10 
 
 Lineal Drawing, Shading, 
 and Colouring, in the 
 most approved Japanese 
 styles. 
 
 10 
 
 ditto. 
 
 Drawing from Nature, 
 
 6 
 
 Drawing from nature 
 (flowers, figures, &c.) 
 natural position and 
 grace being chiefly at- 
 tended to. 
 
 6 
 
 ditto. 
 
 
 
 
 
 Designing from pupils' own 
 
 
 S 
 
 Modelling in wood, clay, 
 
 8 
 
 ideas. 
 
 ditto. 
 
 ditto. 
 
 Instrumental Drawing. 
 
 3 
 
 or wax. 
 
 Geometrical Drawing, Pro- 
 jection and Perspective. 
 
 3 
 
 Science and Mathemat- 
 
 4 
 
 
 4 
 2 
 
 
 History of the Fine 
 
 
 Origin and History of the 
 Fine Arts in Japan and 
 
 Arts 
 
 
 
 other countries. 
 
 History 
 
 2 
 
 Outline History of Japan. 
 
 2 
 
 
 
 
 
 / 
 
 Jlijllizau by Mluiunuft'. 
 
 H) 
 
 
U3 
 
 General Course of Study. — Continued. 
 
 Subjects. 
 
 ° u 
 1- 
 
 1st Year. 
 
 (A 
 
 2nd Year. 
 
 Japanese and Chinese 
 
 3 
 
 2 
 
 Reading and Paraphrase 
 (Japanese and Chinese 
 Conpjsitions both in 
 prose and verse). 
 
 Exercises without Appara- 
 tus, Military Exercises. 
 
 3 
 
 2 
 
 ditto. 
 
 
 ditto. 
 
 
 
 Special Course of Drawing. 
 
 Subjects. 
 
 ^ u 
 ^ ^ 
 
 1st Year. 
 
 O <u 
 
 2nd Year. 
 
 5^ 
 o w 
 
 z ^ 
 
 3rd Year. 
 
 Drawing from 
 Copies...... 
 
 Drawing from 
 Nature , 
 
 Original Design. 
 
 Fine Art Analy- 
 sis 
 
 Esthetics and 
 History of the 
 Fine Arts... 
 
 History and Ar- 
 cha;ology 
 
 Materials and 
 Necessary 
 Conditions for 
 Manipulation. 
 
 Architectural 
 Decoration , 
 
 Graduation 
 • Work 
 
 Copying in ink and 
 colours, from the 
 masterpieces' of 
 the Past. 
 
 Outline of Analysis 
 relating to tlie 
 Fine Arts, includ- 
 ing Human and 
 Animal Anatomy. 
 
 Outlines of Aesthe- 
 tics, History of 
 Art, (continued). 
 
 Outlines of Japanese 
 and other Orient- 
 al Archaeology. 
 
 ditto. 
 
 36 
 
 ditto. 
 
 Nature and Use of 
 various Materials 
 required for Draw- 
 ing, and the neces- 
 sary Conditions 
 for Manipulation. 
 
 Outlines of Archi- 
 tectural Styles 
 and Decorations. 
 
 DiyitutiU by Mluiunuft® 
 
144 
 
 Special Course of Sculpture, 
 
 Subjects. 
 
 
 1st Year. 
 
 
 2nd Year. 
 
 3rd Year. 
 
 Reproduction 
 from Models. 
 
 Copying from 
 Nature 
 
 16 
 
 Original Design 
 
 Fine Art Analy- 
 sis 
 
 .(Esthetics and 
 History of Art 
 
 History and Ar- 
 chaeology 
 
 Mateiials and 
 Necessary 
 Conditions for 
 Manipulation. 
 
 Colouring of 
 Sculptures . 
 
 Architectural 
 Decoration ... 
 
 Graduation 
 Work .... 
 
 Copying after the 
 Masterpieces of 
 the Past, to be 
 trained to the 
 use of chisels. 
 
 Copying from Real 
 Objects in general. 
 
 Making Original 
 Productions, and 
 Sculptural De- 
 signs from pupils' 
 own ideas. 
 
 Digitized by Microsoft® 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 Various Materials 
 employed in 
 
 Sculpture, such 
 as wax, bamboo, 
 ivory, horn, stone, 
 shells etc., and 
 Manipulation. 
 
 The mode of colour- 
 ing to be execut- 
 , ed on Sculptures. 
 
 36 
 
 ditto. 
 
145 
 
 Special Course of Fine Art Applied to Industry, 
 
 Subjects. 
 
 (-4 lU 
 
 1st Year. 
 
 VI 
 
 ° u 
 
 2nd Year. 
 
 3-^ 
 
 o . 
 
 3rd Year. 
 
 Design. 
 
 Esthetics 
 History 
 Art 
 
 and 
 of 
 
 Moulding 
 
 History of Metal 
 Work 
 
 Metallurgy , 
 
 Preparation of 
 Lacquer .. 
 
 History of Lac- 
 quer Work ... 
 
 Applied Che 
 mistry 
 
 Workshop Prac- 
 tice 
 
 Graduation 
 Work .... 
 
 Making Designs 
 suitable to Metal 
 and Lacquer 
 
 Work. 
 
 Making Moulds 
 after Models in 
 Clay, Wax, etc. 
 
 Origin, History, 
 Traditions, etc., 
 of Metal Work. 
 
 Lessons on impor- 
 tant Points of 
 Metallurgy relat- 
 ing to the Fusion 
 and Separation 
 of Metals. 
 
 Lessons in the che- 
 mical elements of 
 Lacquer, and the 
 Mode of its Manu- 
 facture. 
 
 Origin, History, 
 Traditions, etc., 
 of I^acquer Work. 
 
 Lessons on impor- 
 tant points of Ap- 
 plied Chemistry, 
 relating to the 
 discharge of Co- 
 lours, and their 
 subsequent che- 
 mical changes 
 on Lacquer. 
 
 Optional Practice 
 either in Metal 
 or Lacquer Work. 
 
 ditto. 
 
 (Imposed on those 
 engaged in Metal 
 Work). 
 
 (Imposed on those 
 engaged in Lac- 
 quer Work). 
 
 26 
 
 Optional Practice 
 either in Lacquer 
 Work, Casting, or 
 Graving on Metal. 
 
 42 
 
 ditto. 
 
 Digitized by Microsoft® 
 
146 
 
 SPECIAL COURSE OF STUDY. 
 
 (Provided for Candidates as Teachers of General Drawing). 
 
 Drawing from Copies 14 hours per week. 
 
 Drawing from Nature 10 „ „ „ 
 
 Original Design 6 „ „ „ 
 
 Instrumental Drawing 6 „ ,. „ 
 
 Mathematics 2 „ » » 
 
 (To be continued after the general course). 
 
 Esthetics and History of Art 2 „ „ „ 
 
 Method of Teaching 2 „ „ „ 
 
 The Kyoto Fine Art School owes its origin to a drawing school 
 founded by the Municipality of Kyoto in 1880. In 1890, this 
 institution was transferred to the City of Kyoto, and in the following 
 year, the school regulations were revised. Its object is to preserve 
 and foster both the fine arts and the industrial arts peculiar to our 
 country, and to give instruction to those destined for practical 
 pursuits as artists or designers. Two courses are provided, one of 
 drawing and the other of industrial design, which latter is further 
 subdivided into two sections, A and B. The course extends over 
 five years each in the course of drawing and in section A of the 
 course of industrial design, and over three years in section B of the 
 course of industrial design. Besides instruction in drawing, confer- 
 ences are held on application to consider the designs to be executed 
 in various artistic manufactures, and designs are also copied on 
 application. At the end of the year 1891, the number of pupils were 
 91 males and 7 females. Besides the school above-mentioned, there 
 are a few institutions established by professional artists ; but they are 
 not of such standing as to deserve to be reckoned among the special 
 schools. 
 
 Digitized by Microsoft® 
 
147 
 
 TOKYO MUSIC SCHOOL. 
 
 The T6ky5 Music School was estabh'shed in 1 879, as a branch 
 
 of the Department of Education, under the name of the Institute of 
 
 Music, and in the following year, an instructor was engaged from 
 
 America. The chief object of the Institute was to investigate the 
 
 theory of music, for the purpose of determining the modes of tonal 
 
 •combination, and also to preserve such ancient Japanese notation, 
 
 •songs, airs, and pieces of music as might be deemed worthy of 
 
 preservation, and to prepare new compositions, if necessary, with 
 
 ■a view to the establishment of a suitable and refined eclectic system of 
 
 music. As soon as the Institute was in working order, experimental 
 
 instruction was given to the pupils of the Tokyo Normal School, the 
 
 Tokyo Female Normal School, and the Nobles' School. Regular 
 
 ipupils were also admitted. Fair progress was made in singing, 
 
 ipiano-forte playing and other instruments both wind and stringed. 
 
 In 1883, a fixed course of instruction was established, and the 
 
 foltowing subjects of study were prescribed : — namely, Ethics, 
 
 Singing, Piano-forte, Organ, Koto, Kokyu, Harmony, the Theory 
 
 of Music, the History of Music, and Methods of Teaching. 
 
 The course of study extended over four years. Afterwards many 
 
 pupils in the local schools who desired musical training were 
 
 admitted. _ Besides the actual work of instruction, the Institute has 
 
 done much towards the general progress of music in Japan by such 
 
 miscellaneous labours as the determining of the musical instruments 
 
 to be used in schools, improvements in popular music and in the 
 
 method of tuning our old national instruments and the compilation 
 
 and publication of music books and charts. After many changes had 
 
 successively been introduced into its constitution, the Institute was 
 
 finally organized as an independent institution in 1887, under the 
 
 name of the Tokyo Music School, and in 1889, the regulations were 
 
 revised. According to these revision regulations, the course of study 
 
 is divided into three grades, viz., preparatory, normal, and special. 
 
 Pupils are first to be admitted to the preparatory course to study 
 
 music in general, the course to which they shall afterwards devote 
 
 themselves being left to be determined by subsequent examinations. 
 Digitized by Microsoft® 
 
148 
 
 The normal course is designed to prepare pupils to become teachers 
 of music, and extends over one year. The special course is designed 
 for the training of such pupils as have special musical talent, and 
 extends over three years. 
 
 The course of study is as follows : — 
 
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152 
 
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 Outline of 
 the Science of 
 Education, 
 Method of 
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 Music. 
 
 English Lan- 
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153 
 
 OTHER SPECIAL SCHOOLS. 
 
 In the -City of Tokyo, there are at present eight schools of Law 
 established by private individuals ; namely, the Tokyo Hogaku-iri, 
 Tokyo Ho-gakko, Senshu-gakko, Meiji Horitsu-gakko, Tokyo Sem- 
 mon-gakko, Wafutsu Horitsu-gakko, Nippon Horitsu-gakko, and 
 Doitsu Ky6kwai-gakk5. All these are under the special sanction 
 of the Minister of State for Education, and are placed under the 
 supervision of the President of the Imperial University. In 1888, regu- 
 lations relating to these schools were established by the Department 
 of Education. According to these regulations, applications for ofificiai 
 .sanction must be addressed to the Minister of State for Education 
 through the local authorities, with a full statement of the course of 
 study and other important particulars. The course of study in 
 schools of this class must extend over not less than three years, and 
 must be so framed as to include at least seven of the following subjects ; 
 viz., Jurisprudence, General Notions of Law, Constitutions, Law of 
 Administration, Civil Law, Law of Civil Procedure, Criminal Law, 
 Law of Criminal Procedure, Commercial Law, International Law, 
 Financial Law, Political Economy, Statistics, History, Logic, etc. 
 In the case of schools specially established for training pupils in the 
 law, moot court both of civil and criminal cases must be also held. 
 Candidates for admission must be at least 17 years of age, and must 
 have either completed the ordinary middle school course or have 
 passed an examination embodying the standard to be attained in ordi- 
 nary middle schools in the following subjects ; viz., the Japanese Lan- 
 guage, Chinese Literature, a Foreign Language, Geography, History, 
 •and Mathematics. Whenever pupils are to be admitted, examined, 
 or granted certificates of graduation, the fact must be reported to the 
 Minister of State for Education, who shall thereupon appoint special 
 -committees to supervise such examinations, and to inspect the actual 
 state of the school management and instruction. The Minister of 
 State for Education may, if he deems it necessary, order the method 
 of management and of instruction to be altered, and he may with- 
 draw his sanction, should the status of the schools in question 
 
 in his opinion no longer fit them for official sanction. There exist 
 iDigitized by Microsoft® 
 
1 54 
 
 certain schools which were officially sanctioned according to these 
 regulations. In 1890, it was ordained that the entrance examinations 
 of the candidates for admission to the private schools under the 
 special sanction of the Minister of State for Education should be 
 held in the higher middle schools, and the procedure to be followed' 
 on such occasions was prescribed. There are also schools which 
 are officially sanctioned to be of no lower standing, in respect of the 
 subjects of study and the standard to be attained, than the middle 
 schools. But it is not deemed necessary to give detailed accounts- 
 of these institutions here. 
 
 Of other special schools both public and private, may be men- 
 tioned 1 1 of Mathematics, 3 of Philosophy, 2 of Drawing and one 
 each of Literature, Political Economy, Navigation, and Surveying. 
 According to statistical investigations made at the end of the year 
 1890, the aggregate number of pupils was 2,214, while that of 
 graduates was 172. 
 
 Digitized by Microsoft® 
 
155 
 
 FEMALE SCHOOLS. 
 
 Up to the time of the Restoration of the Emperor to supreme 
 power, female education in Japan was chiefly left to the home circle, and 
 no provision was made for the instruction of girls in educational 
 institutions. But this defect has been gradually supplied, as a 
 consequence of the recent advances in civilization. The Department of 
 Education took the first step in this direction in 1872, by instituting 
 the Tokyo Female School. The course of study in that institution 
 extended over six years, and included Japanese Literature, the English 
 Language, Handiwork, and Miscellaneous Work. A preparatory 
 course was also provided, in which instruction was given for two 
 years. During the years 1875-76, the number of pupils had much 
 increased, and they had made such progress, that the standard of 
 instruction was gradually raised. However, in 1877, the institution 
 was abolished, and a special female course was instituted in the Tokyo 
 Normal School for Females. In 1882, a new Higher Female School 
 was organized in connection with the Tokyo Normal School for 
 Females, and a higher general course was taught with the view of 
 producing refined and gentle women, the principles of morality being 
 taken as the basis of instruction. The subjects of study were Morals, 
 Reading, Composition, Writing, Arithmetic, Geography, the History 
 of Japan, Natural History, Physics, Chemistry, Drawing, Sewing, 
 Etiquette, Household Management, Music, and Gymnastics. The 
 course of study extended over five years. The school was afterwards 
 placed under the control of the Bureau of General Supervision in the 
 Department of Education, and then became an independent institu- 
 tion. But at present, it is attached to the Higher Normal School 
 for Females, the course of study being as follows: 
 
 Digitized by Microsoft® 
 
rS6 
 
 Course of Study of the 
 
 Subjects. 
 
 1st year class. 
 
 
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 Higher Female School. 
 
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 Course of Study of the Higher 
 
 
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 * Square, Current and Grass 
 
 Digitized by Microsoft® 
 
1 59 
 
 Female School. — Continued. 
 
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 Sth year class. 
 
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 indicated is not included that for Gymnastics, 
 hand Chinese Characters. 
 
 Digitized by Microsoft® 
 
i6o 
 
 In regard to the female schools established by the local authori- 
 ties, it may here be remarked that a female school was organized in 
 the Fu of Kyoto in 1872. About the year 1879, female schools were 
 established in the Ken of Kagoshima, Yamanashi, Tokushima, Gifu, 
 and Tochigi. But as unsuitable subjects were often introduced into 
 the courses of such schools, an instruction was once issued by the 
 Department of Education to guide the local authorities in framing 
 their school regulations. In 1882, when the Department of Education 
 established the Higher Female School, the regulations of the various 
 similar institutions established by local authorities were greatly 
 improved and assimilated to those of the school above mentioned. 
 About this time, new female schools were opened in several localities, 
 so that by the end of the year 1885, the number of these schools 
 had increased to 9, including government and public establishments. 
 Nevertheless, this number being still very small when compared with 
 the vast importance of female education considered in the abstract, 
 many persons interested in education have clamoured for the establish- 
 ment of more female schools, and private schools of this class have 
 recently been established in various prosperous districts. Among 
 these the Kyoritsu Joshi Shokko-gakk5, T6y5 Eiwa-gakko, Joshi 
 Seiritsugakkd, Meiji Jo-gakko, and Tokyo Jo-gakwan call for special 
 mention. 
 
 According to statistical investigations made at the end of 1890, 
 the number of public higher female schools was 7, and that of private 
 schools 21, while the number of pupils was about 3,000. Although 
 female education would seem to have made tolerable progress, it is 
 exposed to the continual vicissitudes of the times, and is not yet 
 as firmly established as that of the males. Thus there is as yet no 
 educational equality between the sexes. 
 
 Digitized by Microsoft® 
 
i6l 
 
 MISCELLANEOUS SCHOOLS. 
 
 " Miscellaneous Schools " are institutions established in various 
 localities, whose regulations and subjects of study correspond neither 
 with those of elementary schools, middle schools, nor special schools. 
 According to statistical investigations made at the end of the year 
 1 89 1, there were one thousand and seven hundred such schools. 
 The subjects of study in most of them are simple and easy ; but in 
 some, Law, Medicine, Philosophy, etc., are taught. It is not easy 
 to classify these schools, but speaking generally, they may be distin- 
 guished as schools for Japanese and Chinese Literature, for the English 
 Language, for French, German, or Russian, for Law, Medicine, Philo- 
 sophy, Navigation, Commerce, Mathematics, Book-keeping, Writing, 
 Drawing, Handiwork, Veterinary Surgery, Obstetrics, Arithmetic, 
 Singing, Statistics, Industry, etc. There are 703 schools for Japanese 
 and Chinese Literature, 245 for the English Language, 157 for Handi- 
 work, and 128 for Mathematics. On the other hand, writing schools 
 which were formerly very numerous, are now rapidly decreasing. 
 This is because the recent progress in arts and sciences, as also the 
 daily occupations of the people, has made the latter feel the necessity 
 of studying over more useful subjects, and not contenting themselves 
 with a mere knowledge of Writing. The prefectures of Niigata, Hiro- 
 shima, and Fukuoka support commercial schools at public expense, 
 which are regarded as the most important institutions of those locali- 
 ties. A few further improvement would qualify these institutions to 
 rank as special schools. Among the foreign language schools main- 
 tained by private individuals in the city of Tokyo, some are attended 
 by over a thousand pupils, most of whom are prepared for admission 
 either to the higher middle schools or to special schools. 
 
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l62 
 
 BLIND AND DUMB SCHOOLS. 
 
 Formerly there was no established system of education for the 
 blind and dumb in this country. The blind were taught acupuncture, 
 massage, and music, and the dumb, some manual occupation, only 
 so far as to enable them to earn their livelihood. The first institute 
 for the blind and dumb, where efficient means of education were afford- 
 ed, was established in Kyoto. The institute was originated by private 
 enterprise in 1878, but it was, in the following year, transferred to the 
 care of the municipality. The course of study which was a modifica- 
 tion of the elementary school course, included Reading, Dictation, 
 Composition, Geography, Arithmetic, and Writing. Writing in Relief 
 and Oral Instruction were added for the blind ; and Articulation, and 
 Conversation by manual alphabet, and Drawing for the dumb; as 
 also Sewing, especially for the fermale pupils. The course of study 
 extended over five years. Besides the regular course, one year's 
 special course was provided for the purpose of giving the pupils a 
 good start in some industrial pursuit. Pupils were furnished before 
 admission with full particulars of the course, with figures in relief 
 (in the case of the blind) and diagrams of manual gesticulation (in 
 the case of the dumb). They were then sent for a year to the lower 
 class of an elementary school, in order that they might hear or 
 observe the studies of regular pupils. When they reached the age of 
 seven years, they were admitted to the Institute. Although only a 
 few years have elapsed since the establishment of the institute, so 
 much good work has been done that its future success is quite 
 ensured. In 1880, a course of instruction extending over four years, 
 was organized with a view of training the pupils in mechanical occupa- 
 tions. There were many applications for admission in response to 
 the notice issued by the municipality for admitting blind and dumb 
 persons between 13 and 30 years of age. At this time, the institute 
 •was encouraged by an Imperial donation consisting of money and 
 buildings; and many new devices were introduced into the system 
 of instruction, and many additions to the buildings were made. After 
 the lapse of a few years, the pupils had made considerable progress, 
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1 63 
 
 ■and the articles manufactured by those of the mechanical course were 
 really well executed. 
 
 In the year 1884, a great improvement was introduced into the 
 -course of study, which was divided into general and special courses 
 both for the blind and dumb. The general course extended over six 
 years, and the special courses over five years. The subjects of study 
 in the general course for the blind were Morals, Reading, Writing, 
 Arithmetic, Geography, History, Object Teaching, Natural History, 
 Training of the Senses, (touch, smell, and hearing). Physics, Sewing, 
 Gymnastics, and Singing. The subjects of study in the general 
 course for the dumb were Morals, Articulation, Reading, Writing, 
 Arithmetic, Geography, History, Drawing, Object Teaching, Natural 
 History, Physics, Sewing, and Gymnastics. The subjects of study in 
 the special course for the blind were Music and Acupuncture, together 
 with some supplementary subjects. The subjects of study in the 
 special course for the dumb were Drawing, (both Japanese and foreign), 
 Writing, Cutting and Graving, Forging, Fine Work, Gold Lacquer 
 work, Joinery with Chinese wood. Sewing, Embroidery, and Thread 
 Work. Some supplementary subjects were also added, but these 
 may be modified or selected according to the capacity and taste of the 
 pupils. Morals may also be taught to the pupils of the special course, 
 'Candidates for admission to the institute must be between six and 
 thirty years of age, though the limit may, in special cases, be extend- 
 ed to forty years. Those who desire to enter the special course must 
 have completed the general course, but j)upils who are poor or oveir 
 ten years old may be admitted after three years of the general course. 
 Poor pupils over twelve or fourteen years of age may be admitted 
 •immediately to the special course. Under certain circumstances, 
 some of the subjects in the general course may be omitted, and the 
 special course may be taken with other subjects of the general course. 
 Those who are not resident within the jurisdiction of the Fu of Kyoto 
 must, pay a tuition fee of 30 sen per month. The expense of poor 
 pupils are defrayed by granting loans to them, and the amount of 
 money to be lent is divided into three classes. Daily wages of from 
 2 to 25 sen are paid to those who are learning a trade at the discretion 
 of the instructors. These wages may be used to liquidate a part of 
 the debts of those to ^fji^^pff^ MilFoSSf^ granted. At the end of 
 
164 
 
 the year 1890, there were 42 blind pupils, and 45 dumb pupils. The 
 articles manufactured by them were shown in exhibitions both 
 domestic and foreign, and elicited commendation. 
 
 Next to the Kyoto Blind and Dumb Institute comes the Osaka 
 Model Instituate for the Blind and Dumb, which was established by 
 the local government of Osaka. The length of the course and subjects 
 of study were similar to those of the Institute of Kyoto, the only 
 difference being that, from the first, the blind were taught Singing, 
 Music, and Manual Work, and the dumb physics and chemistry. This 
 institute, though doomed to abolishment by the decision of the local 
 assembly in 1 880, was fortunately kept up by voluntary contributions^ 
 its organization being still in a limited condition. 
 
 During the years 1875-76, a philanthropical society was formed in 
 Tokyo, with the object of establishing an institute wherein the blind 
 and dumb might be taught to gain an independent livelihood. This 
 benevolent undertaking being brought to the hearing of the Emperor, 
 His Majesty granted a certain sum of money to the society. In the 
 year 1880, the institute for the blind was first established, dumb pupils 
 being also admitted. After some vicissitudes of experience, the course 
 of study was fixed in 1882, and divided into a higher and a lower 
 section. Each section was subdivided into five classes, training in 
 manual Work being specially added. The course of study extended 
 over six years. There were three classes of pupils, the first being 
 supported by the institute, the second by loans, and the third defray- 
 ing their own expenses. In 1884, the institution was renamed the 
 Blind and Dumb Institute. This institute was hitherto supported by 
 private individuals, but the funds being insufficient, its existence was 
 often in jeopardy. Therefore, at the end of the year 1885, application 
 was made to the Department of Education to the effect that the in- 
 stitute might be placed under the control of the Department, together 
 with its buildings and funds. The Department of Education felt the 
 need of providing instruction for the blind and dumb, and considered 
 that the establishment of a model institution of the kind would prove 
 of benefit to the cause of education. The application was therefore 
 granted, and the institute came under the control of the Department 
 of Education. In 1886, the present regulations was framed and the 
 course was divided inta^tvvo section^ — Ordisary and Industrial. The 
 
i6s 
 
 "Ordinary Section for the blind comprises the Japanese Language, 
 Arithmetic, Conversation, and Gymnastics. In the Industrial Section 
 for the blind, music is taught and also the trade of massage. The 
 Ordinary Section for the dumb comprises Reading, Writing, Composi- 
 tion, Arithmetic, Written Conversation, and Gymnastics. The In- 
 dustrial Section for the dumb comprises Drawing, Graving, and 
 Cutting, Joinery, and Sewing. Experiments made of teaching Artic- 
 ulation in connection with Reading were attended with fair results. 
 Pupils are allowed to study one or two subjects of the Ordinary 
 Section, together with one or two subjects of the Industrial Section. 
 Pupils are also at liberty to select any subject of the Ordinary or 
 Industrial Section, on the application of their parents or guardians. 
 Applicants for admission must be between eight and eighteen years of 
 age. The course of massage extends over two years, and those of all 
 other subjects over five years; but those who are under twelve years 
 ■on admission are exempted from the above rule. The tuition fee is 50 
 sen per month, but a whole or partial remittance may be allowed in 
 the case of poor pupils. The expense of board in the dormitory is 
 -about 3 yen per month. In 1887, acupuncture was added to the 
 Industrial Course for the blind, to be tried as an experiment. In the 
 same year, the name of the institution was changed to that of the 
 Tokyo Blind and Dumb School, and the construction of new buildings 
 was commenced, with a view to enlarge the school organization. Since 
 its removal to the new buildings, which were completed in 1891, 
 thorough arrangements have been been made in respect of the method 
 of instruction, etc. At the end of the same year, the number of 
 .pupils was 72, while those who had completed their course of study 
 rfiince the establishment of the institution numbered 44. 
 The courses of study are as follows : 
 
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1 66 
 
 Ordinary Section for the Blind. 
 
 ■ Subjects. 
 
 Japanese Language. 
 
 Arithmetic. 
 
 Conversation. 
 
 Gymnastics. 
 
 First Year. 
 
 Second Year. 
 
 Third Year. 
 
 Fourth Year. 
 
 Fifth Year. 
 
 50 Sounds, Impure 
 Sounds, Semi- 
 pure Sounds, etc. 
 Katakana. 
 
 Names of Objects. 
 Oral instruction 
 of Phrases. 
 
 Meaning and use 
 
 of words. 
 Oral instruction 
 
 and Spelling of 
 
 Phrases. 
 
 ditto. 
 Oral instruction 
 and Spelling of 
 Common Sen- 
 tence and 
 Letters. 
 
 ditto. 
 Elements of Poetry. 
 
 ditto. 
 
 Counting. 
 
 Addition and 
 
 Subtraction. 
 
 Addition, Sub- 
 traction and 
 Multiplication. 
 
 Multiplication. 
 
 Division. 
 Weights, 
 
 Measures, and 
 
 coins. 
 
 ditto. 
 Miscellaneous 
 Problems. 
 
 ditto. 
 
 Conversation on 
 Morals and 
 Etiquette. 
 
 Conversation on 
 the Points of 
 the Compass, 
 Roads, Drains, 
 etc. 
 
 ditto. 
 Conversation on 
 Geography. 
 
 ditto. 
 Conversation on 
 Geography, 
 History, and 
 Science. 
 
 ditto. 
 Conversation on 
 such important 
 subjects as 
 should be kept 
 in minds. 
 
 ditto. 
 
 Games, Calls- 
 thenics. 
 
 ditto. 
 Hand-exercise, 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
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1 67 
 
 Industrial Section for the Blind. 
 
 Subjects. 
 
 Music. 
 
 Acupuncture. 
 
 Massage. 
 
 
 Koto. 
 
 
 
 
 Samisen. 
 Organ. 
 
 Penetrating Needle 
 
 Mode of Rub- 
 bing. 
 
 Lectures on 
 Human Anato- 
 my and Physio- 
 
 ■ logy. 
 
 
 Exercises with Right Hand. 
 
 into radish, etc., 
 
 First Year 
 
 Exercises with Left Hand. 
 
 floated in water. 
 
 
 Exercises with Botli Hands. 
 Exercises in Major Scale. 
 Singing 
 
 Mode (No. l) of in- 
 serting Needle. 
 
 
 Solo Singing. 
 
 
 
 
 Koto. 
 
 
 
 
 Samisen. 
 
 
 
 Second Year.... 
 
 Or^an. 
 
 Exercises with Both Hands. 
 ^ Exercises in Major Scale. 
 Singing 
 
 Solo Singing 
 Two Part Singing. 
 
 Koto. 
 
 Samisen and Kokyn. 
 
 Modes (Nos. 2 and 3) 
 of inserting Needle. 
 
 ditto. 
 Massage of the 
 Abdomen. 
 
 
 Organ. 
 
 Mode (No. 4) of in- 
 
 
 
 Exercises with Both Hands. 
 
 serting Needle. 
 
 
 Third Year ... 
 
 Exercises in Minor Scale. 
 
 Particular Names and 
 
 Practice. 
 
 
 Exercises on Pieces. 
 
 Places for Acupunc- 
 
 
 
 Pianoforte, or Violin. 
 
 ture. 
 
 
 
 Singing 
 
 
 
 
 Two Part Singing. 
 
 
 
 
 Koto. 
 
 
 
 
 Samisen and Kokyu. 
 
 
 
 
 Organ. 
 
 
 
 
 Exercises with Both Hands. 
 
 Mode (No. 5) of in- 
 
 
 Fourth Year... 
 
 Exercises in Minor Scale. 
 Exercises on Pieces. 
 
 serting Needle. 
 Lecture on Anatomy 
 
 
 
 
 Pianoforte, or Violin. 
 
 and Physiology. 
 
 
 
 Singing 
 
 
 
 
 Two Part Singing 
 
 
 
 
 Part Singing. 
 
 
 
 
 Koto. 
 
 
 
 
 Samisen and Kokyu. 
 
 
 
 
 Organ. 
 
 
 
 
 Exercises with Both Hands. 
 
 Practice. 
 
 Names of Diseases. 
 
 
 Fifth Year 
 
 Exercises on Musical Scale. 
 Exercises on Pieces. 
 
 
 
 
 Pianoforte, or Violin. 
 
 
 
 
 Singing 
 
 
 
 
 Part Singing. 
 
 
 
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1 68 
 
 Ordinary Section for the Dumb. 
 
 Sub- 
 jects. 
 
 Reading. 
 
 Writing. 
 
 Composition. 
 
 Arithmetic. 
 
 Writen Con- 
 versation. 
 
 Gymnas- 
 tics. 
 
 First 
 Year. 
 
 Second 
 Year. 
 
 Third 
 Year. 
 
 Fourth 
 Year. 
 
 Fifth 
 Year. 
 
 Katakana, 
 
 Hiragana, 
 
 Figures, 
 
 Simple Words 
 
 and Short 
 
 Phrases in 
 
 Syllabic 
 
 Writirig, 
 
 Articulation. 
 
 Simple Words 
 and Short 
 Phrases in 
 Syllabic 
 Writing, Sim- 
 ple Chinese 
 Characters, 
 Short Phrases 
 mixed with 
 
 Chinese 
 
 Characters, 
 
 Articulation, 
 
 Conversation 
 
 ditto. 
 
 Sentences 
 mixed with 
 
 Chinese 
 Characters. 
 
 Short Letter 
 
 Writing, 
 
 Sentences 
 
 mixed with 
 
 Chinese 
 
 Characters, 
 
 Conversation. 
 
 Katakana, 
 
 Hiragana, 
 
 Figures, 
 
 Simple 
 
 Words 
 
 in Syllabic 
 
 Writing. 
 
 KaisJio, 
 Gyoslio, 
 Simple 
 Chinese 
 
 Characters, 
 
 Short 
 
 Phrases 
 
 mixed With 
 Chinese 
 
 Characters. 
 
 Katsho, 
 Gyosho, 
 ditto, and 
 Family 
 Names. 
 
 Gyosho, Sosho^ 
 
 Short Letter 
 
 Writing. 
 
 ditto. 
 
 Letter 
 
 Writing. 
 
 Gyosho, Sosho, 
 
 Letter 
 
 Writing. 
 
 Simple 
 Words and 
 
 Short 
 
 Phrases in 
 
 Syllabic 
 
 Writing. 
 
 ditto. 
 
 Short 
 
 Phrases 
 
 mixed with 
 
 Chinese 
 Characters. 
 
 Short 
 Phrases 
 
 mixed with 
 Chinese 
 
 Characters. 
 
 Short Letter 
 Writing, 
 Sentences 
 
 mixed with 
 Chinese 
 
 Characters. 
 
 ditto. 
 
 Letter 
 
 Writing. 
 
 Counting, 
 Addition, 
 Subtraction. 
 
 Addition, 
 Subtraction, 
 Multiplica- 
 tion. 
 
 Multiplica- 
 tion, Division, 
 Weights, 
 Measure, 
 Coins. 
 
 Division, 
 Miscella- 
 neous 
 Problems. 
 
 Miscellane- 
 ous 
 Problems. 
 
 Games, 
 Calis- 
 thenics. 
 
 Conversa- 
 tion. 
 
 Games, 
 
 Hand 
 
 Exercise, 
 
 Exercise 
 
 with 
 
 Apparatus. 
 
 Conversa- 
 tion, Conver- 
 sation on 
 Science. 
 
 Conversa- 
 tion, Conver- 
 sation on 
 Geography 
 and Science. 
 
 Conversa- 
 tion, Conver- 
 sation on 
 History and 
 Science. 
 
 ditto. 
 
 ditto. 
 
 ditto. 
 
 Note.— Articulation and Conversation may be taught according to the character of pupils. 
 Katakana and Hiragana are the two different kinds of the Japanese syllabary. 
 Kaisho, Gyosho, and Sosho are the square, current, and glass-hand Chinese characters, 
 respectively. 
 
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169 
 
 Industrial Section for the Dumb. 
 
 Sub- 
 jects. 
 
 Drawing. 
 
 Sculpture. 
 
 Joinery. 
 
 Sewing. 
 
 
 Lines and Line Decora- 
 
 
 
 
 
 
 tion. 
 
 
 
 
 
 First 
 
 Shading and Decoration 
 
 Use of 
 
 Small 
 
 Needle Management. 
 
 Year. 
 
 with Shading. 
 
 Tools. 
 
 boxes, etc. 
 
 Sewing of Shirts, etc. 
 
 
 Color, and Color Decora- 
 
 
 
 
 
 
 tion. 
 Birds and Flowers from 
 
 
 
 
 
 
 
 
 
 
 Copy-books, 
 Decoration with Birds 
 
 Boxes, Trays, 
 
 Boxes, 
 
 Shirts, Unlined Garments, 
 
 Second 
 
 and Flowers. 
 Birds and Flowers from 
 Nature, and decora- 
 
 Stands with 
 
 . Trays, 
 
 Lined Garments and 
 
 Year- 
 
 Decorative 
 Designs. 
 
 Stands 
 etc. 
 
 Wadded Garments. 
 
 
 tion with the same. 
 
 
 
 
 
 
 
 Shirts and 
 
 
 
 
 
 
 other 
 
 
 Landscapes from Copy- 
 
 
 
 Lined Gar- 
 
 Garments 
 
 
 books and Original 
 
 Relievo 
 
 Tables, 
 Chest of 
 Drawers.' 
 
 ments Wad- 
 
 in 
 
 Third 
 
 designs. 
 
 (Flowers, Grass, 
 
 ded Gar- 
 
 European 
 
 Year. 
 
 Human Figures from 
 
 Birds and 
 
 ments, Coats, 
 
 Style for 
 
 
 Copy-books and Origi- 
 
 Beasts). 
 
 Loose Trous- 
 
 Children. 
 
 
 nal Designs. 
 
 
 
 ers, Belts, etc. 
 
 Use of 
 Sewing- 
 Machine. 
 
 
 Landscapes from Nat- 
 
 Round 
 
 
 Coats, Trous- 
 
 ditto. 
 
 
 ure. 
 
 (Birds & Beasts) 
 
 Desks, 
 
 ers, Belts, 
 
 Bed- 
 
 Fourth 
 
 Human Figures from 
 
 Relievo 
 
 Book- 
 
 Socks, Draw- 
 
 clothes, 
 
 Year. 
 
 Life. 
 Decoration with Human 
 Figures. 
 
 (Landscape). 
 Plaster-casts. 
 
 cases. 
 
 ers etc. 
 
 etc. 
 
 Fifth 
 Year. 
 
 Drawing from Nature. 
 Original Composition. 
 
 Round and 
 
 Relievo 
 (Human Fig- 
 ures). 
 Plaster-casts. 
 
 ditto to be 
 
 made with 
 
 Chinese 
 
 Woods. 
 
 Clothes 
 
 (in European 
 
 Styles). 
 
 ditto. 
 
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I70 
 
 KINDERGARTENS. 
 
 The first kindergarten in Japan was that established by the 
 Department of Education, in connection with the Tokyo Female 
 Normal School in 1876. The organization (after the Froebel method) 
 was as follows : — Children under school age were to be trained with 
 the object of fostering moral virtues, promoting physical development, 
 unfolding the intellectual faculties, accustoming them to social inter- 
 course, and training them in good habits ; the infants, both male and 
 female, were to be not under three, nor over six years old, they were 
 divided into three groups according to ages, and the kindergarten 
 course comprised the following three branches, viz.. Object Lessons, 
 .Esthetics, and Intellect. In 1878, a training course for conductors 
 was established in the kindergarten, and women between twenty and 
 forty years of age, of good moral character, of sound health and con- 
 stitution, able to read ordinary writing, and possessed of a general 
 knowledge of arithmetic, were selected and taught the more important 
 subjects of the infant course, for a term of one year, while the com- 
 pilation of text-books for the kindergarten was also undertaken. But 
 afterwards it was considered by the Department of Education to be 
 proper for the pupils of the Female Normal School to study the 
 kindergarten method. In 1880, the original training course for con- 
 ductors was, consequently, abolished, and the kindergarten method 
 was included in the curriculum of the main school, for one year 
 previous to graduation ; while at the same time the pupils of the main 
 school practically taught infants in the kindergarten. 
 
 In the year 1884, the regulations of the kindergarten were revised. 
 By this revision the kindergarten was designed as a practising infant 
 school for the pupils of the P'emal Normal School, and as a model for 
 other kindergartens ; the five fundamental principles of human society 
 such as loyalty, filial piety, etc., being made the basis of instruction. 
 Infants, both male and female, admitted to the kindergarten were, as 
 a general rule, to be between three and six years of age. The kinder- 
 garten has now been connected with the Higher Normal School for 
 Females, and its organization is better regulated. A fee of i yen 50 
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17 r 
 
 sen per menseum is charged on each infants. The course of training 
 comprises Morals, Object lessons, Block-laying, Plank-laying (Stick- 
 laying and Ring-laying), Drawing (Paper-perforating and Embroi- 
 dery), Papercutting (Paper-plaiting and Paper-weaving), Paper-folding,. 
 Peas-work, Clay-work, Joining, Singing,' and Games. The number 
 of weekly hours for training is about 20. 
 
 Previous to the establishment of the Kindergarten in the T6ky5. 
 Female Normal School, some localities had already attempted to- 
 establish institutions of a similar kind. In the year 1879, there were 
 two public kindergartens ; namely, the model kindergarten in the Fu 
 of Osaka, and one belonging to the Kagoshima P''emale Normal School. 
 These kindergartens were organized in imitation of the government 
 institution, and a training course for conductors was provided in each 
 of them. Afterwards the number of kuidergartens gradually in- 
 creased. In the year 1881, the regulations for the establishment or 
 abolition of Fii and Ken kindergartens were established by the Depart- 
 ment of Education, and those for the establishment and abolition of 
 town or village and private l«ndergartens by the Fu or Ken authori- 
 ties. About this time, many parents were anxious for their young 
 children to be instructed in the same way as those of school age.. 
 This being considered injurious to their mental and physical deve- 
 lopment, orders were issued by the Department of Education to the 
 local authorities to cause all infants under school age to be trained 
 according to the kindergarten system ; the tenor of this instruction 
 being that asylums for infants should be established, or that infants 
 should be trained in the schools, by means of gifts, games, etc., 
 according as local conditions might dictate. According to investiga- 
 tions made in the year 1885, the number of kindergartens throughout 
 the country was then only 30. But of recent years, it has so con- 
 siderably increased that the supply of good conductors has been 
 found to be greatly deficient, and such local authorities as the Fu of 
 Tokyo and Kyoto have at varions times deemed it necessary to open 
 institutes for conductors in order to supply the said deficiencies. 
 According to statistical investigations made at the end of 1891, the 
 number of kindergartens was then 189, and that of conductors 415, 
 while the number of infants was 1 2,484. 
 
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172 
 
 ACADEMY. 
 
 It was thought absolutely indispensable for the advancement of 
 our national civilization to organize an assembly of learned men, 
 where important questions connected with education might be dis- 
 cussed, and the means for the promotion of science and art be 
 investigated, with a view to exercising beneficial influence on education 
 in general. The result of this consideration was the establishment, in 
 the month of January, 1879, of the Academy, which those persons of 
 profound learning who had meritoriously laboured in the field of 
 literature were invited to join, and where they received liberal treat- 
 ment. According to the regulations then established, the number of 
 members was fixed at 40, of whom the first seven were to be nominated 
 by the Minister of Education, the others being elected by those first 
 nominated, subject to the Minister's approval. Each member received 
 an honorarium of jen 300 per annum, • The President was elected 
 from among the members, his term of office being five years. The 
 members met at least once a month, when educational matters were 
 discussed, and speeches or lectures were delivered. Questions were 
 proposed by members or by the Minister of Education, all the pro- 
 ceedings being published in the Journal of the Academy. The 
 members were at liberty to deliver speeches or lectures on any subject 
 in which they might be specially proficient. In 1 881, the regulations 
 were revised, a vice-president being added, and the term of office for 
 both president and vice-president being fixed at one year. In 1885, 
 the regulations were again revised. The number of members con- 
 tinued to be 40 as before, but the mode of election was changed, 
 15 members being nominated by the Emperor, and 25 by the 
 members, subject to the approval of the Minister of Education. The 
 president and two managers were to be elected annually. It was also 
 provided that an annual honorarium of j/£n 150 should be granted to 
 each member of the Academy, and that an extra honorarium of j^en 
 150 should be granted each to the president, the managers, and those 
 members who, being over seventy years of age, should be considered 
 to have laboured specially meritoriously for the advancement of 
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173 
 
 science or art. In 1886, the above regulations were again amended, 
 it being provided that an honorarium of yen 300 should be granted 
 each to the president and managers, and also to certain members over 
 sixty years of age, up to the number often. It was also provided that 
 the monthly lectures given by the members of the Academy should 
 be open to the public. According to investigations made at the end 
 of the year 1891, 135 sessions had been held since the organization of 
 the Academy, and'92 Parts of the Journal had been published. The 
 number of members elected by the Emperor was 2, while twenty- 
 five had been elected by the members themselves, so that the total 
 number fixed by the regulations has not yet been reached. 
 
 EDUCATIONAL MEETINGS. 
 
 In the beginning of 1876, educational officers, school-district 
 managers, school teachers, and other officials from the one Fu and 
 eight Ken comprised in the 1st grand school district formed a society 
 for the discussion of important points connected with educational 
 organization. The society held its meetings in Tokyo, arid its 
 proceedings were printed and distributed among the members. This 
 was the earliest of our educational societies. Afterwards similar 
 associations were successively formed in the 2nd, 2rd, 4th, and 7th 
 grand school-districts ; and although the grand school-districts were 
 dissolved in 1879, '^'^'^ changes have subsequently occurred in the 
 Fu and Ken which had formerly constituted each grand school- 
 district, similar associations still continued to be formed. As soon 
 as the above associations had been formed, each Fu and Ken also 
 established its own regulations for meetings similar to those of the 
 above : and school- district managers, elementary school teachers, 
 and others were called together once or oftener each year. But 
 most of the above meetings were occupied chiefly with discussions 
 on matters relating to educational administration ; and such questions 
 
 as the theory of education, methods of teaching, school management, 
 ^ Digitized by Microsoft® ^ & > 
 
174 
 
 •etc., scarcely ever came up as subjects of debate. During the years 
 1879-80, many local educators associated themselves for the purpose 
 ■of edUfcational discussion ; but in many cases, there being no definite 
 regulations to control the members within their proper sphere of 
 •action, apprehensions were entertained by the Department of Educa- 
 tion that these discussions might not prove beneficial to the public 
 interest. Therefore in the year 1881, an order was issued to the 
 effect that the regulations of any educational societies about to be 
 ■established should be submitted to the Department of Education 
 for approval, while those of similar societies to be established in 
 the Ku, towns, or villages, should be subject to the approval of 
 the local authorities. In 1882, the Department of Education called 
 a meeting consisting of the chiefs of educational offices, directors 
 -of normal schools, etc., of all the Fu and Ken. The purpose of this 
 meeting was to inquire into the practical working of various educa- 
 tional regulations, and at the same time to suggest various plans, 
 ■clearly indicative of the intentions of the Department with regard to 
 educational administration. This meeting helped greatly towards 
 ■carrying the revised Code of Education into operation. Since that 
 time, various educational meetings have been held in each Gun and 
 Ku, and persons interested in education have joined to form associa- 
 tions in their respective Fu or Ken. At present, such associations 
 ■exist Everywhere throughout the empire. According to investigations 
 made in the year 1890, the number of such societies amounts to over 
 700, while that of the members is estimated at over 100,000. 
 Although the different societies differ from each other in their nature 
 -and objects, still all are chiefly engaged in such labours as promote 
 the interests of education in the respective localities. Most of them 
 hold monthly meetings, and publish educational journals. General 
 meetings are held once a year, when educational subjects are dis- 
 cussed. The most prosperous of these associations is the Educational 
 Society of Japan, which numbers over 3,700 members. Its object 
 is to assist in the diffusion, improvement, and advancement of educa- 
 tion in this country. One of the members of the Imperial family 
 is its Honorary President. Since its establishment, it has been the 
 vehicle for very numerous addresses, lectures, and discussions ; its 
 
 members have been sent to various districts to deliver addresses 
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or lectures at the i^equest of local educational societies. A journal 
 and other educational books have been published by the Society, 
 which has also established a popular library. Besides the societies 
 above mentioned, these are many scientific associations, which have 
 issued various publications embodying the results of scientific investi- 
 gation, and thus aiding greatly in the promotion of knowledge. 
 
 The earliest educational magazines were those published by the 
 Department of Education in 1873, under the title of Bulletins of the 
 Department of Education. They were intended to contain accounts 
 of the diffusion and progress of education in this country, and also 
 translations from foreign newspapers on matters connected with educa- 
 tion. Afterwards these Bulletins were published once or twice 
 monthly and distributed among the Fu and Ken. They were found 
 of great value to educators at that time, but ceased to be published at 
 the beginning of 1884. Since 1877, various educational magazines 
 have been published by private individuals. At present, there are 
 many such magazines issued weekly, fortnightly, or monthly,' most of 
 them being published by educational societies. There are also 
 several educational newspapers published daily. 
 
 LIBRARIES AND EDUCATIONAL MUSEUMS. 
 
 Public libraries, professedly such, had been very scarce before 
 the reign of His present Majesty, but large quantities of books had 
 been collected together for the use of scholars in the schools esta- 
 blished by the Tokugawa Government and by the feudal lords. 
 After the Restoration of the Emperor to power, these books were 
 stored away by the government or presented to various schools. 
 At length, most of them found their way either to the Tokyo Librarj^ 
 or to the Record Bureau of the Cabinet, the former being the only 
 establishment accessible to the public at that time. Since the 
 
 establishment of the Tokyo Library, other libraries both public and 
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 private have been successively founded in various localities. The 
 Tokyo Library, which was first established in 1872 by the Bureau 
 of Museums in the Department of Education, temporarily occupied 
 the lecture hall of the Old University, in which were arranged the 
 Japanese and Chinese books belonging to the University, together 
 with the European books belonging to the old Nanko. Moreover, 
 new books continued to be added from time to time. In 1873, this 
 library was amalgamated with the Bureau of Exhibitions. In 1875, 
 it was again brought under the control of the Department of 
 Education, under the- name of the Tokyo Library ; but as all the 
 books were retained by the Bureau of Exhibitions, the Tokyo 
 Library was practically a new institution. The Department of Edu- 
 cation supplied it with more than 20,000 volumes, and regulations 
 were also established that one of the printed copies to be delivered 
 by all publishers to the Copy-right Office then under the Department 
 of Education, should be presented to the Library. Even after the 
 transfer of all copy-right to the Department of the Interior, and the 
 frequent revision of the regulations relating thereto copies of all 
 publications have been invariably received by the library. About 
 3,000 Japanese and Chinese volumes were subsequently presented to 
 it by the Imperial Household Department, and such books as had 
 been formerly in the possession of the principal schools were also 
 presented to it by the Department of Education. In 1876, a law 
 library was established in connection with the Tokyo Kaiseigakko, 
 and the law books of the Tokyo Library were transferred to it. 
 In 1877, the educational books contained in the library were given 
 to the Educational Museum, some of those in the Law Library to 
 the Kaiseigakko ; and the others, together with the site and buildings 
 to the municipality of Tokyo, so that the library might remain open 
 to the pubHc as before. In 1880, it was again placed under the 
 control of the Department of Education. In the meantime, the 
 number of visitors had gradually increased, reaching, in 1884, the 
 number of 115,986; this being the greatest number since the esta- 
 blishment of the library, and averaging 359 per day. In the following 
 year, the library was removed to the buildings of the Tokyo 
 Educational Museum, and all the books contained in the latter were 
 
 added to the former. Up to this time, free admission having been 
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 granted to the public, the library was so much overcrowded as to 
 disturb those engaged in scientific investigations, more particularly 
 so after its removal to the present site, where the reading-rooms 
 are not sufficiently commodious. Consequently it was detertnined 
 that admission fees should be charged to visitors, and all popular 
 publications be withdrawn from the reading-room. Although such 
 fees may seem to some repugnant to the true aim of a public library, 
 the restriction was almost unavoidable in order to render the library 
 useful to its fullest extent. Since then, the number of visitors has 
 greatly decreased. The library being a consulting one no permission 
 was at first granted for taking books out. But regulations for 
 special permissions to that effect were afterwards established on 
 account of the absence of a satisfactory circulating library. In 1888, 
 new regulations were prescribed for borrowing books. In order to 
 secure a fuller organization of the library, a student was sent abroad 
 to study the subject of library management. At present, the organ- 
 ization of the institution is nearly complete, and the number both 
 of books and of visitors is increasing from year to year. The 
 reading-rooms are divided into special and ordinary sections, and 
 are large enough to admit about two hundred readers. There are 
 also two kinds of catalogues methodically arranged ; namely a card- 
 catalogue, and a printed catalogue. The compilation of a complete 
 catalogue to be arranged in alphabetical order is now about to be 
 undertaken. 
 
 According to investigations made at the end of 189 1, the number 
 of volumes contained in the library was 294,344, whereof 132,427 
 belonged to division A, and 16,197 to division B. Those in division 
 A are accessible to the public, while those in division B are either 
 duplicate volumes or volumes deemed improper for public perusal. 
 The number of visitors was 59,717, showing a daily average of 
 178.20, and the number of volumes perused during the year was 
 388,305, which shows a daily average of 1,159.20 volumes. 
 
 With regard to the local libraries, it should be mentioned here 
 
 that one library was established in Kyoto and two in Osaka in 187^. 
 
 The number of libraries gradually increased till 1877, when there 
 
 were as many as ten in various localities. After the revision of the 
 
 Code of Education in 1880, regulations were issued by the Depart- 
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 ment of Education, concerning the establishment and abolition of 
 public and private libraries. But the local libraries were always in 
 a varying condition. According to investigations made at the end 
 of 1891, there were then 8 public libraries and 11 private libraries 
 the number of volumes contained in the two classes together not 
 exceeding 72,261. Among the principal local libraries may be 
 mentioned those under the control of the Ken of Tokushima and 
 Miyagi, and the private libraries in the city of Tokyo and the Ken 
 of Kochi. These contain an immense number of books and are 
 more numerously attended than any others. Most of the local 
 libraries, however, are as yet in a somewhat poor condition. 
 
 The Tokyo Educational Museum was first known under the 
 name of "Office of Productions." In the year 1871, it was placed 
 under the Bureau of Museums in the Department of Education, and 
 the Taiseiden at Yushima was used as the exhibition building. In 
 1873, it was amalgamated with the Office of Exhibitions. In 1875, 
 it was again brought under the Department of Education, and 
 designated as the Tokyo Museum. In 1887, a new building was 
 erected in Ueno, Tokyo, which was opened under the name of the 
 Educational Museum, with a view of extending the benefits of edu- 
 cation to the general public. A reading-room was also established 
 in connection with this Museum in which are provided educational 
 works accessible to the public. The Museum was prepared to give 
 assistance, if necessary, to such local authorities or schools as should 
 desire to purchase books or apparatus from foreign countries, or to 
 lend articles, if necessary, to those desiring the use of them as 
 models. In 1878, it was determined that free access to the simpler 
 specimens of physico-chemical apparatus should be granted, if 
 necessary, to those desiring the use of them as models, and that 
 assistance should slso be afforded in the purchase of such articles. 
 In 1879, the regulations were revised, and an improved system of 
 arrangement was introduced. Meetings of learned societies also 
 began to be held for proposes of scientific investigation with reference 
 to the articles arranged in the Museum. In 1880, a special room 
 was set apart for bond fide educators who desired to examine the 
 various articles exhibited, with a view to elaborating theories there- 
 from. It was also determined that in case of public schools desiring 
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 to borrow articles for the purpose of illustrating lectures, only those 
 jof which duplicate specimens existed in the Museum should be lent 
 for the purpose. In 1881, a catalogue was published, with expla- 
 mations of the more complex articles. In 1884, scientific men were 
 requested to give lectures on arts and sciences to those teachers 
 who were engaged in schools in T6ky5 and the neighboring 
 provinces, the articles in the Museum being used to illustrate such 
 lectures. In 1886, a special room was set apart for the benefit of 
 ■students of zoology, botany, and mineralogy. The number of visitors 
 -constantly fluctuated from year to year, the maximum number in 
 any single year amounting to over 200,000. The number of articles 
 •exhibited in the Museum was over 25,000. In 1889, the object of 
 the Museum was somewhat altered, the institution being annexed 
 to the Higher Normal School, and it now being designed to exhibit 
 'educational articles exclusively. Thereupon all the zoological, 
 botanical, and mineral collections, together with those of archaeology, 
 etc., were transferred to the care of the Imperial Museum. Conse- 
 quently the number of articles at the end of the year 1891 was 
 only 14,434, ai'id that of visitors also decreased to 11,907. On the 
 other hand the Imperial Museum hereby enlarged its collections ; 
 ^nd it has also undertaken to carry out the contracts for exchange 
 •of articles which had been made between the Educational Museum 
 ■and Museums in foreign countries. 
 
 (Reference). 
 
 ORGANIZATION OF THE TOKYO LIBRARY. 
 
 Art. I. The Tokyo Library under the control of the Minister of 
 State for Education is a place where Japanese as well as foreign 
 publications and manuscripts, both ancient and modern, are collected 
 .and preserved. It is designed for the use of the public for the pur- 
 poses of study or reference. 
 
 Art. II. The following officials shall be appointed in the T5kyo 
 Library: — * 
 
 Chief Librarian (.S"i5«2«) i 
 
 Assistant Librarians [Hannin) 6 
 
 Clerks {Hannin) 3 
 
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 Art. III. The Chief Librarian shall, under the direction of the 
 Minister of State for Education, control the affairs of the Library and 
 supervise the subordinate ofificials. 
 
 Art. IV. The Assistant Librarians shall, under the direction of 
 the Chief Librarian, attend to the business relating to books. 
 
 Art. V. The Clerks shall, under the direction of the Chief' 
 Librarian, attend to the financial and various other business. 
 
 Art. VI. The Chief Librarian may, on obtaining the approval of 
 the Minister of State for Education, employ provisional officers whose 
 salaries shall be paid out of the " item of salaries " in the. appropria- 
 tion to the Library. 
 
 Art. VII. The Minister of State for Education may hold the 
 meetings of the deliberative committee in the Library, should such a 
 step be deemed necessary, to discuss the affairs of the Library. 
 
 The said committee shall be appointed by the Minister of State 
 for Education. 
 
 DEGREES. 
 
 In May of the 20th year of Meiji (1887), Imperial Ordinance 
 No. 13 relating to Degrees was promulgated. The degrees are of 
 two classes : Hakushi &nd Daihakushi. The Degrees oi Hakushi con- 
 sist of five kinds ; namely, Hogaku (Law) Hakushi, Igaku (Medicine). 
 Hakushi, Kogaku (Engineering) Hakushi, Bungaku (Literature). 
 Hakushi, and Rigaku (Science) Hakushi. . 
 
 The degrees of Hakushi shall be conferred by the Minister of 
 State for Education upon those persons who have been admitted to- 
 the University Hall and have passed the prescribed examination, or 
 upon such others as, after reference to the council of the Imperial; 
 University, are considered by the Minister of State for Education to- 
 possess attainments equal to or higher than those of the persons above 
 mentioned. 
 
 The degrees of Daihakushi shall be conferred by the Minister of 
 State for Education, after reference to the Assembly of the Hakushi- 
 and after having been submitted to the Cabinet, upon such persons as., 
 are deemed specially meritorious in science or arts. 
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 Thus the ceremony of conferring the degrees was first conducted 
 In May of the year following that in which this Ordinance was issued; 
 next in June of the same year. In August of the 24th year of Meiji 
 (1891), the degrees of Hakushi were conferred upon 118 persons, of 
 whom 18 received the degrees oi Hogaku Hakushi, 30 those of Igaku 
 Hakushi, 31 those oi Kogaku Hakushi, 14 those oi Bungaku Hakushi, 
 -and 26 those of Rigaku Hakushi. 
 
 According to old regulations issued in April of the i ith year of 
 Meiji (1878), the degrees oi Hogakushi, Rigakushi, Igakiishi, Bungaku- 
 shi, and Seiyakushi were to be awarded to the graduates of the Tokyo 
 University, by which the degrees had been granted to those who had 
 ^graduated therein. Moreover, degrees were respectively conferred 
 upon such graduates of the old College of Engineering as were 
 eminent in their attainments, upon the graduates of the old Law 
 -School under the control of the Department of Justice and also upon 
 the graduates of the old Tokyo Dendrological School, according to 
 the subjects which they had completed. But, on the promulgation of 
 Imperial Ordinance No. 13 relating to Degrees, the University ceased 
 to grant the degrees of Gakushi, and the graduates of each College of 
 the University were allowed to call themselves Hogakushi, Igakushi, 
 Yakugakushi, Kogakushi, Bungakushi, Rigakushi, Nogakushi, Ringaku- 
 ■ shi, and_y^«^a:/&?/.j/« respectively according to the subjects which they 
 had completed. At present the total number of Gakushi'is 1,750. 
 
 TEACHERS. 
 
 As the character jaf teachers bears in an important manner on the 
 Tesults of education, special attention was directed to this subject 
 when the Code of Education was first promulgated in 1873. Subse- 
 quently the status of teachers was carefully considered, and pains were 
 taken gradually to improve their qualifications. 
 
 It was prescribed in the Code of Education that teachers in 
 ■elementary schools should be at least twenty years of age, and have 
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 obtained certificates of graduation either from a normal or a middle 
 school, that instructors in middle schools should be at least twenty- 
 five years of age, and have obtained certificates from a university, and 
 that professors in universities should have obtained the academic 
 degree of Gakushi. However, these restrictions were laid down in 
 the code only to show the intention of carrying them into operatioa 
 after a certain number of years should have elapsed. 
 
 Immediate practical conditions were, however, placed on the qua- 
 lifications of teachers in elementary schools, when the Code of Educa- 
 tion of 1879 ^^^s issued. It was prescribed that teachers of either sex 
 should be at least eighteen years of age, and possess certificates from' 
 normal schools, but that it should be lawful for any persons to be 
 employed as teachers without certificates from normal schools, provid- 
 ed they possessed sufficient attainments. The subjects of examination 
 for a license were to consist of at least the following, namely. Arithmetic,. 
 Geography, History, and Morals. When the Code of Education was 
 revised in 1880, the intention of the Department of Education was to- 
 place stricter limitations on the qualifications of teachers. Conse- 
 quently " directions for granting licenses to elementary school teachers"' 
 were issued to the local authorities, together with an instruction to the 
 effect that regulations must be framed in accordance with these 
 directions, and submitted to the Department of Education for approval. 
 The chief points of these directions were as follows: that those who, 
 not being in possession of certificates of graduation from normal 
 schools, should desire to be appointed to teachers' posts, should be 
 examined and granted licenses as teachers of the grades for which 
 such examinations had respectively been conducted ; that in localities 
 where properly qualified teachers could not be found, the candidates 
 should be examined in one or more subjects of study and granted 
 licenses as assistant-teachers, two or more such assistant-teachers to 
 be employed as substitutes for one full teacher ; and that men of 
 learning, or those well versed in such subjects as agriculture, industry, 
 or commerce should be employed as teachers, subject to the approval 
 of the Minister of Education. The moral conduct of teachers was also- 
 closely examined into in pursuance of regulations issued for that 
 purpose. 
 
 Certificates from g^5,^|^^(/gU<^g^^|y^held of sufficient validity 
 
i83 
 
 to establish the qualifications of teachers, the Department of Education 
 issued regulations for the granting of such certificates, wherein it was 
 prescribed that normal school certificates should be valid for a term of 
 seven years, and might be renewed on the expiration of that terms, if 
 the applicant on passing an examination conducted with a view to the 
 course of study then in force, were found to be properly qualified to 
 receive the same ; and that life certificates should be granted to those 
 teachers who, having served for over seven years, should furnish 
 evidence that they possessed sufficient attainments and practical 
 experience in tuition and were of good moral character. Thus the 
 qualifications of elementary school teachers have risen since that time 
 and the number of regular teachers has gradually increased. At the 
 end of 1885, the number of regular teachers had increased to 28,756, 
 and that of assistant-teachers to 2,559, while the number of pupil-, 
 teachers was over 67,000. 
 
 Among other new laws and regulations promulgated by the 
 Department of Education in 1886, were regulations for the licensing of 
 elementary school teachers. According to these regulations, licenses 
 as elementary school teachers were to be granted to graduates of normal 
 schools, and to those who, being of the required age, should have 
 passed the necessary examinations for licenses as elementary school 
 teachers. These licenses were divided into two kinds ; namely, general 
 and local. The general licenses were to be granted by the Minister 
 of State for Education to graduates of the Higher Normal School or to 
 those who, already possessing local licenses and having served for at 
 least five years, had proved themselves eminent in attainments and 
 power of tuition. These licenses were to be valid for life throughout 
 the country. Local licenses were to be valid either for a stated period 
 or for life. Eocal licenses for a stated period were to be granted by 
 the Fu Chiji or Ken Rei, to graduates of ordinary normal schools and, 
 to those who should have passed the licensing examination and were 
 to be valid for five years within the jurisdiction in which such licenses; 
 had been issued, but on the expiration of that term, such licenses could 
 only be renewed to those who had shown themselves to be competent 
 teachers. Local licenses for life were to be granted to those who, 
 possessing local licenses for a stated, period, should have served for at 
 least, five, years and made proof of competence. Examinations for 
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 licenses as elementary school teachers were to be conducted in 
 accordance with the standard to be attained in ordinarj' normal schools ; 
 and examinations for licenses as teachers for one or more subjects 
 were also to be conducted in a similar manner. Rules relating to 
 licenses as teachers of the simpler elementary course, and as pupil- 
 teachers in elementary schools were to be established at the discretion 
 of the Fu CItiji or Ken Rei. 
 
 Notwithstanding the above definition of the qualifications of 
 elementary school teachers, the mode of examinations was not yet 
 well adapted for the purpose it had to serve, and the want of good 
 teachers continued to be a matter for regret. However, when the 
 Iniperial Ordinance relating to Elementary Schools was revised in 
 1890, elementary school teachers were classified into regular, special, 
 and assistant teachers. Consequently in 1 891, regulations relating to 
 the examinations for licences as elementary school teachers, etc., were 
 established by the Department of Education, wherein were prescribed 
 the organization and official powers of the examining committees, the 
 subjects and mode of examination, the qualifications to be expected 
 of those applying to be examined, together with matters relating 
 to the licenses for teachers, and also to candidates for teachers' 
 posts. According to these new regulations, in which the more 
 important principles of the previous regulations are incorporated, mere 
 learning is not the only point insisted on. The practical experience 
 and past services of the candidates are duly taken into consideration, 
 with the object of licensing men of experience and merit after an 
 enquiry conducted according to the circumstances of each individual 
 case. The chief points of difference between the former and the 
 present regulations are as follows : — that all licenses are now granted 
 for life ; that those persons who, though possessing licenses as 
 assistant-teachers, have not been practically engaged in teaching 
 work for a period of at least one year, shall not be eligible to posts 
 as regular teachers ; and that regular teachers be proficient, not in 
 learning and pedagogy only, but in the practical application of what 
 they have to teach. The new regulations also afforded more liberal 
 treatment to teachers than had hitherto fallen to their share, it 
 being now prescribed that they should be treated as civil officials 
 of the rank of Hannin. Due formality is now also attached to their 
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 appointment and dismissal by regulations established therefor. There 
 are also regulations relating to the duties to be discharged by 
 teachers, wherein their official powers and duties are prescribed. 
 In order to control the conduct of teachers, regulations were also 
 established in respect of disciplinary measures to be taken by the 
 proper authorities. The detailed regulations relating to the licensing 
 of elementary school teachers are as follows : 
 
 Regulations relating to the Licensing of Elementary School 
 Teachers are hereby prescribed according to Art. 55. of "Inlperial 
 Ordinance No. 215 relating to Elementary Schools." 
 
 Dated 7th November, 1891. 
 
 REGULATIONS RELATING TO THE LICENSING OF ELEMENTARY 
 SCHOOL TEACHERS. 
 
 SECTION I. 
 Examinations by Local Authorities. 
 
 Art. I. The examination committee for elementary school 
 teachers shall consist of the Fic of Ken officials, and directors of, 
 and instructors in, ordinary normal schools appointed by the Fu Chiji 
 or Ken Chiji. The Fu CJdji or Ken Chiji shall select and appoint a 
 chairman of such committee from among its members. 
 
 Art. II. The examination committee for elementary school 
 teachers shall hold examinations in accordance with these regulations. 
 As for the results of such examinations, the chairman of the committee 
 shall make a report thereof to the Fu Chiji or Ken Chiji. 
 
 Art. III. The Fu Chiji or Ken Chiji shall, on receiving the 
 above report, grant proper licenses to those whom he deems to have 
 successfully passed the prescribed examination, subject to the proviso 
 that in case of licenses as regular teachers being granted to those 
 coming under clause 7 of Art. VII, the approval of the Minister 
 of State for Education must previously be obtained. 
 
 Art. IV. The following qualifications are necessary for those 
 applying to be examined for licenses as regular teachers : 
 
 Clause I. They must possess licenses as assistant teachers, 
 and have been ^^^^^^hyeachu^at an elementary. school 
 
1 86 
 
 for a period of at least one year. An exception to this 
 Clause is made in favour of those to whom Clause 7 of Art.. 
 VII shall apply. 
 Clause 2. They must be at least twenty years of age in the 
 
 case of males and eighteen years of age in the case of females. 
 Clause 3. They must be of sound health and constitution. 
 Clause 4. They must be moral and well-conducted. 
 Art. V. The following qualifications are necessary for those 
 applying to be examined for licenses as assistant-teachers. 
 
 Clause I. They must be at least seventeen years of age in 
 the case of males and eighteen years of age in the case of 
 females. 
 Clause 2. They must be of sound health and constitution. 
 Clause 3. They must be moral and well-conducted. 
 Art. VI. Licenses shall be granted according to the following 
 two methods. 
 
 lit. By sanction. 
 2nd. By examination. 
 Art. VII. Licenses by the first method shall be granted to the 
 candidates mentioned below, after due enquiry shall have been 
 made into their attainments and experience with reference to the 
 subjects of study and the standard to be attained, as enumerated 
 in Articles IX to XII. This article does not apply to special 
 teachers in ordinary elementary schools, for whom no such sanction 
 may be given. 
 
 Clause I. Graduates of the Higher Normal School, the Higher 
 Normal School for Females, or one of the Ordinary Normal 
 Schools. 
 Clause 2. Persons possessed of licenses as elementary school 
 
 teachers in any other Fu or Ken. 
 Clause 3. Graduates of the schools under the control of the 
 Department of Education who have received such instruction 
 as specially fits them to become teachers of any subject or 
 subjects. 
 Clause 4. Persons possessed of licenses as instructors in ordi- 
 nary normal schools, ordinary middle schools, or .higher female 
 schools. 
 
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 Clause 5. Persons possessed of licenses as elementary school 
 teachers, or certificates of graduation in the elementary normal 
 course according to the terms of the previous regulations. 
 Clause 6. Persons possessed of licenses as assistant-teachers, 
 
 the term of which has expired. 
 Clause 7. Persons deemed by the Fu Chiji or Ken Chiji to be 
 specially fit for the teaching service, in respect of their attain- 
 ments and conduct. 
 Art. VIII. Licenses by the second method shall be granted 
 after due examination made into the attainments of the candidate, 
 except in the case of special teachers in ordinary elementary schools 
 for whom ho such examination is held. 
 
 Art. IX. The subjects and standard of examination for ordinary 
 regular teachers in ordinaiy elementary schools shall be as follows, 
 subject to the proviso that one or more of such subjects as Drawing, 
 Music, and Gymnastics may be omitted for the present, and that 
 Sewing shall be prescribed only for females : 
 
 Ethics Principal Points of Human Relations, and Morals. 
 
 Education Principles of Teaching, Methods of School Management, and 
 
 Practice of Teaching, 
 
 Japanese Language Standard to be attained in Ordinary Normal Schools. 
 
 Arithmetic „ „ „ „ 
 
 Geography Outline of Japanese and Foreign Geography. 
 
 History Outline of Japanese History. 
 
 Writing The Chinese character, in its square, cursive, and grass-hand 
 
 forms. 
 Drawing Elements of Free-Hand Drawing. 
 
 Music Solo Singing and some knowledge of the use of musical 
 
 instruments. 
 
 Gymnastics Common Exercises, and Military Exercises {for males only). 
 
 Sewing Cutting and Sewing of Ordinary Garments. 
 
 The subjects of examination for ordinary assistant-teachers in 
 ordinary elementary schools shall be the same as those mentioned 
 above, but the standa:rd to be adopted shall be determined by the 
 Fu Chiji or Ken Chiji. 
 
 Art. X. The subjects of examination for ordinary male teachers 
 in higher elementary schools shall be PZthics, Education, the Japanese 
 Language, Chinese Literature, Mathematics, Book-keeping, Geo- 
 graphy, History, Natural History, Physics, Chemistry, Writing, 
 Drawing, Music, and %^^%i^^f f^^^^ the proviso that one or 
 
188 
 
 more of such subjects as Drawing, Music, and Gymnastics may be 
 omitted for the present. 
 
 In the case of regular teachers the standard of the subjects 
 enumerated in the foregoing paragraph shall be similar to that to be 
 attained in ordinary normal schools while in the case of assistant- 
 teachers, it shall be determined by the Fu Chiji or Ken Chiji. 
 
 Art. XI. The subjects of examination for ordinary female 
 teachers in higher elementary schools shall be Ethics, Education, the 
 Japanese Language, Mathematics, Geography, History, Science, 
 Household Management, Writing, Drawing, Music, and Gymnastics, 
 subject to the proviso that one or more of such subjects as Drawing, 
 Music, and Gymnastics may be omitted for the present. 
 
 In the case of regular teachers the standard of the subjects, 
 enumerated in the foregoing paragraph shall .be similar to that to be 
 attained in ordinary normal schools while in the case of assistant- 
 teachers, it shall be determined by the Fu Chiji or Ken Chiji. 
 
 Art. XII. The subjects of examination for special teachers in 
 higher elementary schools shall be one or more of such subjects as 
 Drawing, Music, Gymnastics, Household Management, Manual Work, 
 Agriculture, Commerce, and a Foreign Language, subject to the 
 proviso that the method of teaching shall be examined in connection 
 with any of the above subjects. 
 
 In the case of regular teachers the standard of the subjects 
 enumerated in the foregoing paragraph shall be equal to, or higher 
 than, that to be attained in ordinary normal schools while in the case 
 of assistant-teachers, the same shall be determined by the Fu Chiji or 
 Ken Chiji. 
 
 No candidates who fail to make proof of general attainments in 
 respect of Reading, Writing, and Arithmetic shall be allowed to be 
 examined for posts as special regular teachers. 
 
 Art. XIII. In regard to those candidates mentioned below, who 
 may apply for licenses according to the second method, their attain- 
 ments shall be considered with reference to the subjects of study and 
 the standard to be attained enumerated in Articles IX to XII, and 
 examinations in one or more of such subjects may be omitted in cases 
 where their attainments are deemed to be equal to, or higher than, the 
 requirements of the said standard. 
 
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 Clause I. Persons possessed of licenses as elementary school 
 
 teachers in any other Fu or Ken. 
 Clause 2. Graduates of schools under the control of the Depart- 
 ment of Education, who have received such education as specially 
 fits them to become teachers of any subject or subjects. 
 Clause 3. Persons possessing licenses as instructors in ordinary 
 normal schools, ordinary middle schools, or higher female 
 schools. 
 Clause 4. Persons possessed of licenses as elementary school 
 teachers, or certificates of graduation in the elementary normal 
 school course, according to the terms of the previous regulations. 
 Clause 5. Persons possessed of licenses as assistant-teachers, the 
 
 term of which has expired. 
 Clause 6. Graduates of middle schools. 
 
 Clause 7. Graduates of schools sanctioned by the Minister of 
 State for Education as being of equal standard, in respect of 
 the subjects of study, to the middle schools. 
 Art. XIV. Licenses as regular teachers shall be valid for life 
 within the jurisdiction in which such licenses are issued. 
 - . Licenses as assistant-teachers shall be valid within the jurisdiction 
 in which such licenses are issued, and the term of validity for such 
 licenses shall be fixed by the Fu Chiji or Ken Chiji at a period not 
 exceeding seven years. 
 
 Artt XV. The Fu C^yV or ^^« C72yV shall prepare a register of 
 those applying for licenses as elementary school teachers, and entries 
 shall be made of their names and other particulars on each occasion 
 of the granting of such a license. 
 
 The Fu Chiji or Ken Chiji shall, after closing the entries, publish 
 throughout his jurisdiction, by issuing a notification to that effect, the 
 names and other particulars of the persons to whom licenses have 
 been granted. 
 
 Art. XVI. In cases where persons possessed of licenses as Ele- 
 mentary school teachers shall commit such acts as render them liable 
 to forfeit the same in the case of teachers actually engaged in the work 
 of tuition, the Fu Chiji or Ken Chiji shall cause their licenses, even 
 though they be not actually so engaged ; and a notice to that effect 
 shall be sent to the Minister of State for Education, together with a 
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 istatement of their names and the social class to which they belong 
 and of the reasons for such deprivation. 
 
 Art. XVII. The Fu Chiji or Ken Chiji may charge a suitable fee, 
 both to those applying for licenses and to those granted them. 
 
 Art. XVIII. The forms of licenses for regular teachers shall be 
 as follows. Those for assistant teachers shall be determined by the 
 Fu Chiji or Ken Chiji. 
 
 Form of Licenses to be Granted to the Graduates 
 OF Normal Schools. 
 
 LICENSE FOR ELEMENTARY SCHOOL TEACHER. 
 
 (Name) 
 
 Graduate of. 
 
 legal residence, social class, 
 and date of birth. 
 
 This is to certify that the aforesaid is licensed to teach 
 
 as an Ordinary Regular Teacher in any of the Elementary Schools 
 within the jurisdiction of the Fu {or Ken) oi. 
 
 (Date) 
 
 Fu Chiji ox [Ken Chiji), 
 title, order of decoration, and rank, 
 (Seal). 
 
 No 
 
 Form of Licenses to be Granted to Persons other 
 than Graduates of Normal Schools. 
 
 license for elementary school teacher 
 
 (Name) 
 
 legal residence, social 
 
 (subjects of study) class, date of birth. 
 
 This is to certify that aforesaid , having passed the 
 
 prescribed examinations on the above subject (or subjects), is licensed 
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191 
 
 to teach as an Ordinary (or special) Regular Teacher in any of the 
 Elementary Schools within the jurisdiction of the Fu (or Ken) of. 
 
 (Date) 
 
 Fu Chiji(crc Ken Chiji), 
 title, order of decoration, and ranln, 
 (Seal). 
 
 No 
 
 Art. XIX. Persons furnished with licenses as ordinary teachers 
 and possessing qualifications fitting them to give instruction in one or 
 more such subjects as Drawing, Music, Gymnastics, Household 
 Management, Manual Work, Agriculture, Commerce, and Foreign 
 Languages, shall be eligible to posts of special teachers. 
 
 Art. XX. The Fu Chiji or Ken Chiji shall frame bye-laws in order 
 to enforce these regulations. 
 
 SECTION II. 
 
 Examinations by the Department of Education. 
 Art. XXI. General Licenses as Elementary School Teachers 
 shall be granted to candidates of the classes mentioned below, after 
 due examination held by the Minister of State for Education, on appli- 
 cation made by the Fu Chiji or Ken Chiji, or of the Directors of 
 schools under the control of the Department of Education. 
 
 Clause I. Persons, who, being possessed of licenses as regular 
 teachers in elementary schools, or of licenses as elementary 
 school teachers, or of certificates of graduation in the ele- 
 mentary normal course granted in accordance with the fore- 
 going regulations, and who, having served as teachers in an 
 elementary school for a period of at least five years, are of good 
 moral conduct and proficient both in attainments and teaching 
 ability. 
 Clause 2. Graduates of the Higher Normal School or of the 
 Higher Nomal School for Females, who have served as teachers 
 in an elementary school for a period of at least one year. 
 Clause 3. Graduates of the schools under the control of the 
 Department of Education, who have received such instruction 
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192 
 
 as specially fits them to become teachers of any subject or 
 subjects, and who have served as teachers in elementary schools 
 for a period of at least one year. 
 General licenses as elementary school teachers shall be valid for 
 life throughout the country. 
 
 Art. XXII. Provisions laid down in Art. XVI and XIX., shall 
 apply to those possessing general licenses as elementary school 
 teachers. 
 
 Art. XXIII. The forms of general licenses for elementarj' school 
 teachers shall be as follows. 
 
 Form of General Licences to be Granted to 
 Ordinary Regular Teachers. 
 
 general license for elementary school teacher. 
 
 (Name) 
 Legal residence, social class, 
 and date of birth. 
 
 This is to certify that the aforesaid is licensed to teach 
 
 as an Ordinary Regular Teacher, in all Elementary schools throughout 
 the country. 
 
 (Date). 
 
 Minister of State for Education, title, 
 order of decoration, and rank, 
 CSeal). 
 No 
 
 Form of General Licenses to be Granted to 
 Special Regular Teachers. 
 
 general license for elementary school teacher. 
 
 (Name) 
 
 Legal residence, social class, 
 
 and date of birth. 
 
 (Subjects of studj'). 
 
 This is to certifiy that the aforesaid , having passed the 
 
 prescribed examinations on the above subject (or subjects), is licensed 
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193 
 
 to teach as a Special Regular Teacher in all Elementary Schools 
 throughout the country. 
 
 (Date). 
 
 Minister of State for Education, title, 
 order of decoration and rank, 
 ' (Seal). 
 
 No 
 
 No definite system of examinations has yet been established to 
 test the qualifications of instructors in middle and normal schools, 
 though inquiries are made at the time of their first appointment 
 respecting their attainments, and experience and certain restraints are 
 placed on their conduct by regulations established for the purpose. 
 In 1884, the Department of Education established regulations for the 
 licensing of instructors in middle and normal schools, whereby it was 
 prescribed that persons applying for licenses as instructors in such 
 schools, but not possessing diplomas from either the middle normal 
 course or the university course, should be granted licenses by the Depart- 
 ment of Education, after due examination made into their moral con- 
 duct and attainments; that persons of known learning and virtue, who 
 might be fitted to become instructors of ethics, persons who had been 
 engaged in tuition for many years, and those possessing diplomas of 
 other kinds, or proficient in such subjects as agriculture and industry 
 and fitted to become instructors of those subjects, should be granted 
 licenses without examination ; and that the Fu Chiji or Ken Rci 
 should collect all the written applications together with a brief 
 record of the career of each candidate, and after due investigation 
 made into their conduct, forward the same to the Minister of State for 
 Education, accompanied by the proper recommendations ; and that all 
 examinations should be held by the examination committee appointed 
 by the Department of Education. 
 
 In 1886, the above regulations were replaced by new ones for the 
 licensing of instructors in ordinary normal schools, ordinary middle 
 schools and higher female schools. According to these regulations, 
 licenses as instructors in ordinary normal schools, ordinary middle 
 schools, and higher female schools were to be granted to gra- 
 duates of the male normal course, licenses as instructors in the 
 
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194 
 
 female sections of ordinary normal schools and in higher female 
 schools to graduates of the female normal course, and licenses as in- 
 structors of gymnastics to graduates of the special course of gymnastics 
 in the Higher Normal School. Persons other than graduates were to 
 be granted licenses only after due examination held by the Depart- 
 ment of Education, in- respect of their proficiency in the subjects they 
 desired to teach as also of their moral conduct and physical health. 
 Special licenses might also be granted to such as had graduated in any 
 of the higher educational institutions of this or foreign countries, and 
 were deemed by the examination committee to possess sufficient 
 attainments, without need for further examination. Licenses were 
 divided into three grades, exclusive of such as were granted without 
 examination. 
 
 The qualifications of instructors in ordinary normal schools being 
 necessarily different from those required in other institutions, regula- 
 tions for the licensing of such instructors were established in 1892. 
 According to these regulations, two different methods of granting 
 licenses are introduced, viz., sanction and examination. Sanction is to 
 be given to the graduates of higher schools in respect of their attain- 
 ments and experience, after due investigation made into the same. 
 As for examination, the subjects thereof are divided into two classes, 
 which again are subdivided into several groups, and to each group of 
 subjects is added the method of teaching. This system of examination 
 is necessitated by the desirability of causing as many subjects as 
 possible to be taught by a single instructor. It is also indispensable 
 for reasons of school economy as well as to the instruction add dis- 
 cipline of pupils. 
 
 The number of licenses granted since the establishment of these 
 regulations is 1,102. 
 
 Although several instances might be quoted of the establish- 
 ment of plans of mutual aid for the benefit of those teachers who 
 had retired or become incapacitated through ill health, or who had 
 died after many years' service, no general rule had yet been esta- 
 blished to meet such cases. The way for more liberal treatment 
 was paved by the establishment of the Law relating to Pensions 
 for Retired Officials and for the Families of Deceased Officials of 
 Public Schools, issued in 1890. The principal points of the law are as 
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195 
 
 •follows : — That directors and regular teachers m Fu or Ken normal 
 schools and in public middle schools, as also regular teachers in city, 
 -town, or village elementary schools who have served for a period of 
 not less than fifteen years, and have been placed on the retired list 
 <;ither on attaining sixty years of age, or owing to inability to dis- 
 -charge their duties on account of wounds received or sickness 
 ■contracted, or in consequence of the abolition of schools, or who 
 -have been placed on the retired list in consequence of changes 
 made in the school organization, shall be granted life pensions 
 .at the rate of one quarter of the salary received by them at the 
 • time of their retirement ; that those whose years of service do not 
 amount to the term above mentioned, but who have been placed on 
 the retired list owing to inability to discharge their duties arising 
 from the loss of one or more limbs from wounds received in the 
 ■discharge of their duties or from any other similar misfortune, or have 
 been placed on the retired list owing to inability to discharge their 
 duties ia consequence of the loss of one or more limbs or of some 
 other similar misfortune, or on account of sickness contracted in the dis- 
 charge of their duties under circumstances detrimental to their health, 
 shall be granted life pensions as above, together with an additional 
 pension up to seven-tenth of the minimum sum of pensions, according 
 to the number of years of their service; that in cases of retirement 
 after service of not less than one year or over five years they shall be 
 •granted a sum equivalent to one month's salary received at the 
 'time when they retire, that in caces of retirement after service of 
 not less than five years, or over eleven years, they shall be granted 
 .a sum equivalent to two months' salary, that in cases of retire- 
 ment after service of not less than eleven years or over fifteen years 
 they shall be granted a sum equivalent to two months' salary ; that 
 :in caces of retirement after service of not less than eleven years or 
 over fifteen years they shall be granted sum equivalent to three 
 month's salary and that in cases where directors and regular teachers 
 ;in Fu or Ken normal schools or in public schools, or regular teachers 
 in city, town or village elementary schools have died in office after a 
 term of service of over fifteen years, or have died in the discharge of 
 ■their duties after a service of less than fifteen years, or have died while 
 in receipt of pensions, the families of the deceased shall be granted 
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196 
 
 pensions. It was also provided that the directors and regular teachers-: 
 in Fu ox Ken normal schools and in public middle schools shall 
 annually pay in to the National Treasury one per cent, of their salaries, . 
 that the Fu, Ken', Gun, cities, towns, and villages shall annually pay 
 in to the National Treasury a sum equal to one per cent, of the salaries 
 of the said directors and teachers, and that the pensions above- 
 mentioned shall be defrayed by the National Treasury. It was 
 further provided that the regular teachers in city, town and village . 
 elementary schools shall annually pay in to the Fu or Ken a sum 
 equal to one per cent, of their salaries, that the cities, towns, and' 
 villages shall annually pay in to the Fu or Ken a sum equal to one per 
 cent, of the salaries of the said teachers, in order to accumulate pension 
 funds ; that a sum equivalent to one quarter of the monies thus 
 received by the Fu or Ken shall annually be granted to each Fu or Ken ■ 
 out of the National Treasury, and that all expenses relating to the - 
 grant of pensions shall be borne by the Fu or Keti. The above provi- 
 sions relating to the grant of pensions are to come in force from the - 
 26th financial year of Meiji. 
 
 TEXT-BOOKS. 
 
 As the efficiency of instruction greatly depends upon the character 
 of the text-books used, the Department of Education devotes strict 
 attention to the compilation and selection of suitable books. 
 
 The first attempt at compilation made by the Department of" 
 Education' was in the year 1871, when the Board of Compilation was 
 established. After the abolition of this Board, text-books for ele- 
 mentary schools were compiled by the Tokyo Normal School ; and 
 charts. Elementary School Readers, as also works on Geography, 
 History, etc, were compiled from time to time. In 1873, the Bureau 
 of Compilation was established in the Department of Education, for 
 the compilation of other text-books. At this time, permission was 
 given to various book-sellers to reprint the school books published by 
 the Department of Education, in order to secure an ample supply of 
 the same. The course of study for elementary schools being almost 
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197 
 
 uniform throughout the country, the elementary school attached to 
 the government normal school was taken as a model both in regard 
 to the method of instruction and to the selection of text-books. 
 Nevertheless local needs dictated the introduction of certain modifica- 
 
 ' tions in the former ; and in the latter, likewise, it was found necessary 
 to consult local circumstances and popular predilections. Meantime 
 the number of text-books published both by the government and by 
 private individuals, had greatly increased, so much so that in 1878, 
 there existed 174 different compilations. In 1885, the school text- 
 
 "books worthy of the name numbered 925 in addition to which, 300 
 
 ~ works of different character had been published by the Department. 
 But the subsequent improvements introduced into the subjects of 
 study and the method of instruction caused the speedy disuse of 
 nearly all the above mentioned works, so that but few remained 
 
 'available, and the compilation of text-books became one of the most 
 serious questions of the time. 
 
 In 1886, a notification was issued, indicating the principal objects 
 to be aimed at in the compilation of such text-books as were required 
 by the Department of Education. By this notification, men of learning 
 
 -generally were called upon to undertake the work of compilation, 
 
 -and prizes were offered for excellence, it being prescribed that the 
 best works should be either rewarded, or purchased and published 
 
 iby the Department after further revision. In the case ofbooks already 
 published and considered by the Minister of State for Education to be 
 still suitable in any way as text-books, it was ordained that they should 
 be so used without prejudice as to whether they answered the avowed 
 
 ■original purpose of their compilation or not. It was also determined 
 that the Department of Education should undertake the work of 
 
 ■ compilation only in cases where no good text-books could be found 
 among those already published. Henceforth, the compilation of 
 text-books for use in elementary schools was committed to persons 
 well-versed in educational matters both from the theoretical and from 
 the practical point of view. The examination of the works most 
 
 'urgently needed was referred to a special committee, while the com- 
 
 ipilation of text-books for the ordinary normal and middle schools was 
 
 'intrusted to scholars specially well-versed in science and art, which 
 
 arrangement was contiop;^zg@f fe^^RfSS??^ time. 
 
198 
 
 Although the compilation of text-books was one of the chfef 
 matters connected with education, scarcely less important was a deci- 
 sion as to the means of supplying the demand for the same. At first 
 various measures had been experimentally carried out, but with only 
 partial success. Consequently in the year 1886, the regulations- 
 for the sale of publications were revised, in order to secure 
 a more thorough supply. The chief points of the regulation' 
 were as follows : that an agent (book-seller) should be appointecP 
 in the Hokkaido and in each Fu and Ken, for the sale of ordinary 
 elementary school readers and books and charts for use in simpler 
 elementary course ; that the said agent must be a properly qualified 
 book-seller, and be recognized as such by the local governor ; that 
 with regard to the text-books for use in the higher elementary- 
 schools, normal schools, and other higher schools, the agent shoulcS 
 be appointed directly by the Department of Education ; that the 
 books should be sold at as low prices as possible, in order to relieve 
 parents from their burdens ; that the agent should not be allowed, 
 on any pretext whatever, to charge more than the fixed price ; and 
 that in regard to elementary school readers and books and charts 
 for use in the simpler elementary course, which yield only very sm.all 
 profit, freight for the same should be borne by the Department of 
 Education. 
 
 In order to enlarge the facilities for the supply of books and 
 charts, central agencies were established in the cities of Tokyo and 
 Osaka in 1888, for transmitting the same to the local agents, attend- 
 ing to various orders, and making direct transactions with localities 
 where agents had been appointed. The above measure was attended 
 with good results ; and prompt transactions and an extensive supply 
 were secured. 
 
 The business connected with the publication of text-books has 
 been conducted by the Department of Education since the year 1872. 
 In 1886, a special printing office was established in connection with 
 the Bureau of Compilation ; and books, well printed on good paper,, 
 and strongly bound, were offered to the public as models. This, 
 caused a great improvement in the text-books published by private 
 enterprise. In 1890, all the business connected with publication was. 
 transferred to a '9^'^'^^^\^e^%f^^Yoso^^ *^'^ ^'PP""" '^°^^°- 
 
199 
 
 Kwaisha, all the presses, books and charts being sold to it, and the 
 Department of Education only reserving the copy-rights together with 
 a measure of control over the company. 
 
 At the time when permission had been given to various book- 
 sellers to reprint books published by the Department of Education, 
 many speculators endeavoured to undersell each other in the re- 
 publication of such vyorks ; and this led to careless printing and bad 
 binding. Therefore in 1 88 1, the Department of Education decided to 
 examine all the books thus hitherto reprinted, and to prohibit the sale 
 of such as appeared unsatisfactory. It was also determined that all 
 books published by the Department should be copy-righted. Of the 
 text-books compiled by private individuals, some were found to be 
 carelessly translated or compiled and badly printed, and hence not 
 only useless, but even injurious in many cases. All such publications 
 were therefore henceforth subjected to strict examination. Such was 
 the origin of the system of examination of school books and charts. 
 
 In 1886, on the reform of the educational administration, it was 
 prescribed that all text-books for use in the normal schools should 
 be chosen and those for use in the middle and elementary schools 
 examined and approved by the Minister of State for Education ; and 
 that the use of all others be interdicted. In the same year, regulations 
 for the examination and approval of school books and charts were 
 issued by the Department of Education, it being therein prescribed 
 that publishers of text-books for use in elementary schools, normal 
 schools, and middle schools must apply for the examination of the 
 same to the Department of Education, and that when any books so 
 examined were found to be specially useful, certificates of merit should 
 be given by the Department to the compilers or translators. 
 
 In 1887, the above regulations were replaced by new ones, 
 prescribing that the ob^ct of the examination should be only to as- 
 certain the fitness for school use of the books or charts in question, 
 and should not extend to an appraisement of their respective merits ; 
 that a fee should be charged to persons applying for examination ; 
 that books and charts already examined and approved should be 
 advertised in the " Official Gazette ; " that in case of an examination 
 being considered necessary on account of alterations made in any 
 
 book or chart subsequent to the examination of the same, notice to 
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200 
 
 that effect should be given to the applicants ; and that in case a book 
 or chart be refused examination, the reasons for such refusal should 
 be briefly stated to the publishers on application. In March, 1 892, 
 the tenor of the above regulations was altered, it being prescribed 
 that the examination should be extended so far as to ascertain whe- 
 ther the book or chart in question duly conformed to' the purport of 
 the Imperial Ordinances relating to Normal, Middle, and Elementary 
 Schools, as well as to the respective curricula of those institutions, 
 and whether they were fit for use in the same. 
 
 It may be remarked here that in 1887, regulations relating to the 
 selection of school books and charts were established, it being 
 prescribed that in cases where the local governor deemed it desirable 
 to select or change books or charts for use in elementary schools, thie 
 matter should be referred to a committee appointed by him for that 
 purpose, — the said committee to sift the reasons for such selection or 
 change, to fix the period for the introduction of such new books or 
 charts, and to choose the works themselves. In 1891, the above 
 regulations were revised, the principal purport of them, however, 
 remaining practically unaltered. 
 
 (Reference). 
 
 REGULATIONS CONCERNING THE 
 
 EXAMINATION AND APPROVAL OF SCHOOL 
 
 BOOKS AND CHARTS. 
 
 Art. I. The object of the examination and approval of school 
 books and charts, is to certify .that they are fitted as school books and 
 charts, in accordance with the tenors of ordinances and regulations 
 relating to normal schools, middle schools ai^ elementary schools. 
 
 Art. II. Publishers may apply to the Department of Education 
 for the examination and approval of their books or charts. 
 
 Art. III. Those applying under Art. II for the examination and 
 approval of books or charts for school use shall forward to the 
 Department of Education, through the local authorities, a written 
 application, accom'panied with two copies of each book or chart and 
 a fee equal in amount to the published price of twenty copies, for 
 
20I 
 
 €ach kind of school for which the books or charts are designed. 
 But in case the published price is not mentioned in the books or 
 charts, a fee of fifteen yen shall be paid, or in case the published price 
 of books or charts examined and approved be increased, the difference 
 shall be paid. 
 
 Art. IV. When such books or charts as have been forwarded 
 for examination and approval under Art. II., are deemed likely to be 
 approved after slight alterations made in them, a notice may be given 
 to that effect to those applying for the examination and approval of 
 such books or charts. 
 
 Art. V. The title, number of volumes or sets, published price, 
 kinds of proposed schools and subjects of study, copyright, the date 
 of notice of publication, together with the name, social class, legal 
 residence, actual abode, etc., of the author or translator, and pub- 
 lisher of all approved books or charts shall be published in the 
 " Official Gazette " by the Department of Education. 
 
 Art. VI. All certificates of approval shall be invalid if any 
 alterations are made in the books or charts approved. 
 
 Art. VII. If any change is made in the published price, copy- 
 right, date of notice of publication, name, social class, legal residence, 
 actual abode, etc., of the author, or translator, and publisher, or in 
 the number of volumes or sets, so as to affect the details published in 
 pursuance of Art. V., such changes shall be re-published in the 
 " Official Gazette," without which the certificate of approval shall be 
 invalid. 
 
 Art. VIII. At the request of the publisher of such books or 
 charts as have not been approved, the chief reasons for disapproval 
 may be explained. 
 
 Art. IX. Persons who, having made alterations in such books 
 or charts as either have been examined and approved, or are under 
 examination, apply for examination and approval, shall ' not be 
 required to pay any fee in addition to that paid according to Art. 
 III. 
 
 Art. X. When such alterations as are stated under Art. VII. 
 have been made in books or tharts examined and approved, the 
 publisher of such books or charts shall apply to the Department of 
 Education to publish ^J^t^^h^^hrosoft® 
 
202 
 
 Art. XI. In the case of withdrawing such books or charts as 
 have been forwarded for examination and approval, the fee paid shall 
 not be returned. 
 
 Art. XII. By " alteration " mentioned in the present Ordinance 
 are to be understood changes in the titles of books or charts; the 
 addition, omission, or revision, of clauses, phrases, drawings, or 
 illustrations ; changes of type, or of the form of drawings or illust* 
 rations ; or the addition, omission, or changes of explanations^ 
 appendices, addenda, etc. 
 
 Art. XIII. When a notice is given under Art. IV for alterations 
 deemed necessary to the publishers of books and charts forwarded for 
 examination and approval, they shall, within six months, make such 
 alterations and apply again for the examination and approval of such 
 books and charts. But in case no such application is made during 
 the stated period, such books or charts shall- not be examined and 
 approved. 
 
 Art. XIV. In the conspicuous part of each book and chart 
 examined and approved, the following words shall be inserted : — 
 " Examined and approved by the Department of Education on the 
 .. day of the month of the year of Meiji." 
 
 STUDENTS IN FOREIGN COUNTRIES. 
 
 Although, at the time of the Restoration of the Emperor to 
 supreme power, many students went to foreign countries to study, 
 either at the expense of their feudal lords, or at their own expense, no 
 regulations existed for their supervision. In 1870, when representa- 
 tives were sent to foreign countries, students abroad were placed under 
 the control of the Department of Foreign Affairas In 1872 when the 
 Code of Education was issued, they were subjected to the control of 
 the Department of Education, and rules for their guidance were drawn 
 up. In 1873, there were 373 students in foreign countries ; of whom 
 
 2i;o had been sent at government expense. 
 
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203 
 
 However, the students sent to foreign countries at that time were 
 not selected with much discrimination, many of those sent being of 
 inferior abilities. Moreover, as it was not absolutely necessary to 
 support them all at government expense, they were all recalled in 1874. 
 Hitherto, the superintendence over students abroad had been 
 vested in the legations. But subsequently it was arranged that a 
 special superintendent should be attached to each legation to control 
 all matters relating to students and to send annual reports to the 
 Department of Education regarding the conduct, progress, and all 
 other particulars of the students under his charge. In 1875, it was 
 determined that those students of superior attainments who might.be 
 unable to carry out their wish to go abroad on account of poverty* 
 should be granted loans after passing examinations to be- held in the 
 Kaiseigakko. The term of study in foreign countries was also fixed at 
 five years. But no candidates presented themselves for examination. 
 Therefore the best students were selected from among those in the 
 Kaiseigakko, and sent abroad, sS that the former students were replaced 
 by new ones who had already been thoroughly grounded at home, 
 and whose diligent application to special branches of study often 
 enabled them to gain much credit in the eyes of foreigners. In 1878, 
 regulations relating to loan students in foreign countries were estab- 
 lished, it being prescribed that students should be selected by 
 examination, sent abroad for a term to be determined specially in each 
 case, and granted loans not exceeding yen 1,000 per year to be 
 refunded after their return. Afterwards many graduates of the Uni- 
 versity were sent abroad according to the terms of these regulations, 
 some of them being sent for the purpose of investigating the normal 
 school system. 
 
 The course of study to be pursued by students thus sent abroad 
 was partly laid down for them by the Department of Education and 
 partly left to their own choice. Also it was left to their option whe- 
 ther, after their return, they should enter the government service or 
 not. But it was found that by this arrangement the government lost 
 the services of many scholars who might have been useful in assisting 
 to carry out the programme for the development, of the arts and 
 sciences in Japan. In 1882, therefore, new regulations were issued, 
 according to which prq5f^ffl?gc/gj5^9l(!f&^(55f(^he University were to be 
 
204 
 
 selected by the Minister of Education and sent abroad at government 
 expense. The subjects of study, the country to which they should 
 go, the schools which they should attend, and the time they should 
 remain, were all to be fixed by the Minister of Education. On their 
 return they were under obligation to accept any duties that might be 
 assigned to them by the Minister of Education, and to serve the 
 government for twice the length of time that they had remained 
 abroad. In 1884, instructors in the University who had served over 
 five years were permitted to go abroad to pursue their studies for a year 
 or eighteen months, at their own expense, without resigning their 
 posts. In 1885, it was determined that graduates of special schools, 
 as well as of normal schools under the control of the Department of 
 Education, should be selected and sent abroad in addition to graduates 
 of the University. At the end of 1890, the number of students sent 
 abroad by the Department of Education since the year 1875 was about 
 90, of whom 67 had completed their studies and returned home, many 
 with diplomas and other honours. Most of those who had returned 
 were appointed instructors in the Imperial University or elsewhere, 
 while others were engaged in the vai'ious department of science and 
 art to which they had specially devoted themselves. Besides these, 
 there were 1 1 graduates sent abroad by the Engineering College of the 
 old Department of Public Works, and a few students from the old law 
 school under the Department of Justice. The chief object of the 
 Department of Education in selecting such students as are excellent 
 both in attainments and conduct, and sending them abroad at govern- 
 ment expense, is to prepare them as instructors in superior schools, 
 and at the sanie time to assist our national development by the 
 introduction of those western arts and sciences which are daily 
 progressing. It is also to be observed that the students who have 
 been abroad are well fitted for the duties which they are called upon 
 to discharge, and that remarkable results have already been obtained 
 in the fields of labour in which they are engaged. Therefore it can 
 safely be said that the practice of sending students to foreign countries 
 should not be discontinued for a long time to come. 
 
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205 
 
 SCHOOL FUNDS. 
 
 Although, at the time of the Restoration of the Emperor to 
 supreme power, many alterations were introduced into educational 
 administration, yet the old plans being in the main adhered to, the 
 expenses of those institutions which had formerly been supported by 
 the old government were defrayed out of the national treasury, while 
 the schools belonging to the provincial feudal governments were 
 maintained in the same manner as theretofore. But, when the feudal 
 system was abolished and the Fu and Ken governments were establi- 
 shed, some of these schools were suppressed, while others continued 
 to be supported by the new local governments. In short, no definite 
 system can be said to have existed at that time in regard to the 
 maintenance of schools. But when the Department of Education was 
 established in 1871, and when, shortly afterwards, the Code of Educa- 
 tion was issued ; when old schools were abolished and new ones were 
 founded, tuition fees were made the principal source of income, while 
 in the case of schools under the direct control of the Department of 
 Education, additional aid was granted out of the national treasury, 
 and those under the management of the local authorities were aided! 
 by the school-district rates, voluntary contributions, and the interest: 
 accruing from accumulated school funds. But in order to assist in the 
 diffusion of elementary school education, special regulations were- 
 established by the Department of Education for granting school aid to- 
 the various elementary school-districts. This was one of the great 
 changes effected in the mode of shool maintenance, and direct school' 
 rates were also imposed on the people for the first time. In the year 
 1877, -the number of normal schools under the control of the Depart- 
 ment of Education was reduced, and a certain amount of aid was 
 granted to the local normal schools, so as to secure to them a better 
 organization, the intention of the Department being that the work of 
 training teachers should gradually be left to the local authorities. 
 
 In the year 1878, regulations for local assemblies were issued, to- 
 gether with others respecting local taxation. By these regulations, a 
 
 great change was effected in the local financial administration, and 
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206 
 
 consequently the financial state of the public schools became entirely 
 different from what it had been in previous years. The expenses of 
 schools established by the Fu and Ken were now to be defrayed out of 
 the local taxes, subject to the decisions of the local assemblies, while 
 the expenses of schools established by the^ Ku, towns, or villages, 
 were left to the joint consideration of the people of the said Ku, towns, 
 or villages ; and in case the Ku, towns, or villages required aid from 
 the local taxes, the matter was to be submitted to the consideration of 
 the local assemblies. It is to be observed that the so-called local 
 taxes are those imposed in lieu of those formerly levied under the 
 names ol Fu or Ken taxes and district rates. By the Code of Educa- 
 tion issued in the year 1879, the question of charging or remitting 
 tuition fees was left entirely to the discretion of the local authorities. 
 In the following year, regulations relating to the Ku, town, and village 
 assemblies were issued, empowering these assemblies to consider and 
 decide on matters of common interest, and the estimates of expendi- 
 ture. Up to this time, the expenses of the schools under the control 
 of the Department of Education had been entirely defrayed out of aids 
 granted from the national treasury, the tuition fees and other sources 
 of incomes being accumulated to form school funds, with a view to 
 future independence. But in the year referred to above, an annual 
 appropriation was fixed for each school, and all school incomes in- 
 cluding tuition fees were caused to be paid into the national treasury, 
 according to the general financial regulations for the government 
 departments. 
 
 The revised Code of Education issued in 1880, by which the 
 annual grants to normal and elementary schools were discontinued 
 had an important effect on local education in general. But on the 
 other hand, some preventive measures were taken, prescribing that 
 the schools and other institutions to be maintained by the Fu and Ken 
 should be established or abolished only subject to the approval of the 
 Minister of Education, and those to be maintained by the Ku, towns, 
 or villages, subject to the approval of the Fu Chiji or Ken Ret, 
 furthermore, that the decisions of the Fu or Ken assemblies in regard 
 to school expenses should be submitted to the Minister of Education 
 for approval, previous to the same being sanctioned, while the 
 'decisions of the Ku, town, or village assemblies relating to the same 
 Digitized by Microsoft® 
 
207 
 
 should be submitted to the Fu Chiji or Ken Ret, previous to being 
 sanctioned. By these regulations, i-ash measures which might have 
 injuriously affected school organization were prevented, and the work 
 of education went on satisfactorily. In 1885, a limit was put on the 
 Ku, town, and village rates to be levied on land, and it was prescribed 
 that from the 19th financial year onwards, the said rates should not 
 exceed one seventh of the land tax. This limitation had a very 
 serious effect on education in the Ku, towns, and villages, causing the 
 supplies for educational expenses to be much decreased in all but five 
 or six Ken, — the decrease amounting in some instances to more than 
 10,000 yen in & single Fu .o\- Ken. Consequent on this, the Govern- 
 ment caused the school committees hitherto appointed in the Ku, 
 towns and villages to be discontinued ; and the Department of Educa- 
 tion caused tuition fees to be levied by the public schools, and the 
 half year system of classification to be replaced by the yearly system, 
 all these measures being taken on economical grounds. At the same 
 time, the tuition fees at the government schools were also increased. 
 
 By the Imperial Ordinances issused in the year 1886, relating 
 to normal schools, middle schools, and elementary schools, together 
 with general regulations for schools, a great improvement was 
 effected in the administration of school finance, as well as in 
 the general administration of school affairs, and it was prescribed, 
 that one higher normal school should be established at Tokyo, to 
 be supported by the national treasury, and one ordinary normal 
 school in each Fu or Ken to be maintained out of the local taxes, 
 and further, that the expenses for the same should be estimated 
 by the Fti Chiji or Ken Rei, subject ,to the approval of the Minister 
 of State for Education. As to the support of the public elementary 
 schools, it was prescribed that tuition fees should be appropriated 
 for this purpose as principal funds for school maintenance, to which 
 was to be added such income as vcfluntary contributions, if any, to 
 be further aided, in case of deficiency, by the Ku, town, or village 
 rates ; and that in case of the establishment, according to local 
 considerations, of simpler elementary school courses which might 
 be efficient substitutes for ordinary elementary schools, the same 
 should be maintained out of the Ku, town, or village rates, and the 
 
 teachers' salaries be paid partly out of the local taxes. It was also 
 Digitized by Microsoft® 
 
208 
 
 prescribed that one higher middle school should be established in 
 each of the five districts into which the whole country was divided 
 and that the expenses thereof should be defrayed out of the national 
 treasury. It was further prescribed that ordinary middle schools 
 might be established in each Fu and Ken according to local con- 
 venience, but that the number of such schools supported by, or 
 aided out of, the local taxes should not exceed one in each Fu or 
 Ken, and that no such schools should be supported by the Kuy 
 town, or village rates. It was further prescribed that should any 
 person desirous of contributing funds sufficient to establish and 
 support a school of any description (except normal schools) or a 
 library, make application to the Minister of State for Education or 
 to the Fu Chiji or Ken Rei, for permission to establish such a school 
 or library and to place the same under his control, the application 
 might be granted, and that the school or library thus established 
 might be placed on the same footing as those established by the 
 government or by the Fu or Ken authorities. The higher middle 
 schools at Yamaguchi and Kagoshima are established under the 
 control of the Minister of State for Education according to the 
 express regulations last mentioned. Besides these two institutions, 
 there are many schools established under the control of the Fu Chiji 
 or Ken Chiji, according to the same regulations. 
 
 In 1889, the Law for the Organization of Cities, Towns, and 
 Villages was issued by the government. Now as it was found that 
 there were some articles in the Imperial Ordinance relating to 
 Elementary Schools that come in conflict with those on the same 
 subjects in the law above mentioned, the Department of Education 
 issued instructions to the effect that the expenses of elementary 
 schools (including general expenses, first expenses, building expenses, 
 etc.) should be borne by the cities, towns, and villages ; that all 
 tuition fees, pecuniary donations, etc., should be considered part 
 of the revenue of the cities, towns, and villages ; and that the expenses 
 of elementary schools (except those of the simpler elementary 
 courses) should be chiefly defrayed out of tuition fees, pecuniary 
 donations, etc. By the revised Imperial Ordinance relating to Ele- 
 mentary Schools issued in 1890, it was prescribed that the expenses 
 of elementary schools should be borne by the cities, towns, and 
 Digitized by Microsoft® 
 
209 
 
 villages; that tuition fees should always be charged except where 
 more children than one of the same family attend school at the 
 same time, or where the children's guardians are indigent in which 
 cases a whole ' or partial remittance may be allowed, or payment 
 in kind or in personal labour may be substituted for the payment 
 of tuition fees ; and that all school incomes should be considered part 
 of the revenue of the cities, towns, and villages. Thus it will be 
 seen that another change was effected in the system of elementary 
 school maintenance. 
 
 The regulations relating to ordinary middle schools, whereby 
 the number of those to be supported by, or aided out of, local 
 taxes was limited to one for each Fu or Ken, were replaced by 
 other regulations issued in 1891, prescribing that each Fu or Ken 
 should be at liberty to establish, if it saw fit, one or more ordinary 
 middle schools, and that each Gun, city, town, or village should 
 also be at liberty to establish an ordinary middle school, in cases 
 where local circumstances suggested the need of such a school and 
 always provided that the establishment of such school should in no 
 wise interfere with the affairs of elementary school education within 
 the limit in which it might be established. 
 
 In 1890, the Law relating to the Special System of Finance was 
 issued by the Government. According to this law, the schools and 
 library under the control of the Department of Education were 
 permitted to, keep their respective funds, consisting of the reserve funds 
 already in possession, the movable and immovable property either 
 granted by the Government or contributed by private individuals, and 
 the sui'plus of yearly incomes. In short, the system of school mainten- 
 ance was subjected to many changes, until it was finally determined 
 that the public elementary schools should be maintained chiefly at 
 the expense of the cities, towns, and villages ; that the ordinary normal 
 schools, ordinary middle schools, and other institutions established 
 by local authorities should be supported chiefly out of local taxes ; 
 and that all government institutions should be supported chiefly out 
 of the national treasury. 
 
 Since the issue of the Code of Education in the year 1872, large 
 contributions, pecuniary and otherwise, have been made by private 
 individuals to public £^d^fg(^g.j(jy^^|jg^(^ji^tributions from the year 
 
210 
 
 i873 to 1890, include yen 15,813,597 in money, 4,390,681 tsubo 
 of land, 2,625 buildings, 365,922 complete sets of books, 302,161 
 articles of apparatus, and other miscellaneous articles valued at yen 
 93,665. These contributions were most numerous at the time when 
 new schools were being founded and built, and most of them were 
 appropriated or disbursed on these occasions. There are, however, 
 numeous instances of such contributions being accumulated as school 
 funds. The accumulation of permanent school funds has been much 
 encouraged by those concerned in education ; but notwithstanding a 
 great increase in the amount of the funds thus provided, still, as there 
 were no proper regulations for their management, the administration 
 of them was left to chance. But in the Imperial Ordinance relating to 
 Elementary Schools issued in 1886, it was prescribed that regulations 
 for the management of the funds of each school should be established 
 by the Fu Chiji or Ken Rei. By this provision, not only the school 
 funds, but also the sites, school lands, buildings, books, and apparatus, 
 are prevented from being appropriated, or converted into other forms 
 at the caprice of the Ku, towns or villages, without previous permis- 
 sion from the superintending authority. It was also expressively 
 prescribed in the General Regulations relating to Local Education 
 issued in 1 890 that each Fu, Ken, Gun, city, town, or village should 
 provide a school stock property. 
 
 The following tables show the amounts of public school income 
 accruing from the various sources above mentioned and of public 
 school expenditure and resources. 
 
 Digitized by Microsoft® 
 
211 
 
 
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 Digitized by Microsoft® 
 
312 
 
 Besides the elementary and normal school aids above mentioned, 
 the government made provisions for the free grant of government 
 lands as school sites, and for the exemption of ^uch sites from taxa- 
 tion, in order to secure to the public school a more efficient organiza- 
 tion. The grant of government lands began in 1874, when only ijOOO 
 tsubo for middle schools and not 500 tmbo for elementary schools were 
 to be freely granted as sites to be established within the limits of 
 middle and elementary school districts. In 1S80, these regulations 
 were altered, and government land up to 500 tsubo for public elemen- 
 tary schools, and 1,000 tsubo for public middle and special schools 
 were to be freely granted, and in 1881, school sites for public agricul- 
 tural, commercial, and industrial schools were also granted in ac- 
 cordance with the above regulations. In the Hokkaido, forests, 
 plains, sea-coasts, and other lands not appropriated to the use of the 
 government have been granted free up to 500,000 tsubo for each 
 school, for the purpose of providing ample resources for the main- 
 tenance of schools on the one hand and of facilitating industrial 
 pursuits on the other. The exemption of school sites from taxation 
 began in 1874, when the divission and tenure of lands were altered, 
 and the sites of schools established by the Fu and Ken were exempted 
 from taxation, while the sites of all public schools were so exempted 
 by the Code of Education issued in 1879. According to investiga- 
 tions made in the year 1882, in regard to the school sites exempt from 
 taxation, those for schools established by the Fu and Ken amounted 
 to 243,552 tsubo, and those for schools established by towns and 
 villages to 2,207,309 tsubo. In 1883, those lands belonging to agricul- 
 tural schools which are used as experimental farms were exempted 
 from taxation up to the extent of five Cho for each school. 
 
 Digitized by Microsoft® 
 
213 
 
 Table Showing the Amount of Annual Expenditure 
 
 FOR the Institutions Under the Control of 
 
 THE Department of Education. 
 
 Years. 
 
 Amount 
 "of 
 
 Expenditure. 
 
 Years. 
 
 Amount 
 
 of 
 
 Expenditure. 
 
 1873 
 
 yen. 
 460,823.423 
 616,856.713 
 1,036,842.736 
 654,603.284 
 485,341.506 
 
 148,574.354 
 491,841.074 
 584,144.780 
 566,093.509 
 584,604.646 
 
 1883 
 
 yen. 
 
 563,119.173 
 
 645,647.597 
 
 698,468.929 ■ 
 
 617,458.323 
 
 595,925.701 
 
 937.713.525 
 
 1,172,802.696 
 
 1,284,960.471 
 
 12,145,822.440 
 
 1874....! 
 
 . I884 
 
 1875 
 
 1885 
 
 1876 
 
 1886 
 
 1877 
 
 1887 
 
 1878 
 
 1888 
 
 1879 
 
 1889 
 
 1880 
 
 1890 
 
 1881 
 
 Total 
 
 1882 
 
 
 
 
 Note. — The calculations of the above expenditure from 1875 to 1878 are made accord- 
 ing to the. financial year, and those for the other 3'ears according to the calendar year ; 
 therefore the expenditure for tbe year 1875 includes that from January of the same year to 
 June of 1876, while that for the year 1878 shows only the amoimt for the six months from 
 July to December of the same year. 
 
 INSTITUTIONS UNDER THE CONTROL OF 
 
 THE OTHER DEPARTMENTS OF 
 
 THE GOVERNMENT. 
 
 Although, generally speaking, all educational affairs throughout 
 the Empire are under the control of the Minister of State for Educa- 
 tion, it should be observed that several of the other government 
 Departments have established schools for instruction in subjects 
 specially appertaining to them; and of these institutions a short 
 accounts here follow : 
 
 SCHOOLS UNDER THE CONTROL OF THE DEPARTMENT OF 
 THE IMPERIAL HOUSEHOLD. 
 
 Gakushu-in. — There are two institutions under the control of the 
 Imperial Household Bc^artmoiit ji^namel»^the Gakushu-in, (Nobles' 
 
214 
 
 School) and the Peeresses' School. The Gakushu-in was established in 
 1875,111 pursuance of an Imperial Order, and is the outcome of a general 
 conference of the nobility held for that purpose. The name " Gaku- 
 shu-in " was personally bestowed on the institution by His Majesty 
 the Emperor. In 1884, it was reorganized as a government school 
 under the control of the Imperial Household Department. It was 
 originally intended for the exclusive purpose of educating the 
 nobility, but members of the other two classes of society, the gentry 
 and commonalty, are now admitted at discretion. The curriculum is 
 divided into three courses, elementary, middle, and higher; and 
 extends over six years each in the elementary and middle courses, 
 and five year§ in the higher courses. In addition to these courses 
 are established optional preparatory courses for the army and navy. 
 At present, the number of pupils is 660. 
 
 The Peeresses School. — This school was instituted by the Imperial 
 Household Department under the patronage 'of Her Majesty 
 the Empress, for the education of daughters of the nobility; but 
 members of the gentry and comrtionalty are also admitted at 
 discretion. Instruction is given in such sciences and arts as are 
 appropriate to the sex of pupils. The course of study is divided into 
 two sections, elementary and middle, and extends over six years in 
 each. An optional course is also established in addition to the 
 regular courses. At present, the number of pupils is 364. 
 
 SCHOOLS UNDER THE CONTROL OF THE WAR DEPARTMENT. 
 
 The scholastic institutions under the control of the War Depart- 
 ment are the Military College, the School of Artillery and Engineer- 
 ing, the Militarj' Academy, the Cadets' College, the Toyama Military 
 School, the Military Medical School, the Paymasters' School, and the 
 Corps of Instruction, together with such other schools as the Riding 
 School, the Military School of Gunnery, the Training School belonging 
 to the Bureau of Fortification and Works, the Engineering School for 
 Artilleryments, the School of Farriery, the School for Mastertailors, 
 the School of Military Music, and the School of Engineers belonging 
 to the Bureau of Surveying. All these institutions are designed to 
 
 give instruction in such sciences and arts as are either indispensable 
 Digitized by Microsoft® 
 
21$ 
 
 or auxiliary to military work. The following are brief outlines of 
 the nature of the principal of them. 
 
 Military College. — This college was established in the year 1882, 
 with the object of giving instruction to a Select number of officers of 
 all departments of the army in higher tactics, and of training them 
 for the staff service and other impoitant duties as also for the posts 
 as superior commanding officers. The course of instruction extends 
 over three years. At present the number of students is 54. , 
 
 Military Academy. — This academy is designed to educate candi- 
 dates as officerss of all departments of the army. The course of 
 instruction extends over eighteen months. The institution owes its 
 origin to the military schools established in Osaka in 1S70, in 
 accordance with the law of military education issued at that time, for 
 the education of students both adult, and youthful, destined for 
 military service. In the following year, these schools were removed 
 to Tokyo, and after many changes introduced into their organization, 
 the present academy was finally organized in 1877. The number of 
 students is 183 in the infantry, 28 in the cavalry, 49 in the artillery, 
 and 29 in the engineering courses. 
 
 Military Cadets' School. — This school is designed to prepare can- 
 didates for commissions in all departments of the army, by means of a 
 . system of instruction differing little from that of the ordinary middle 
 school course, to which is added a grounding in' subjects suitable to 
 militarymen. The course of instruction extends over three years. 
 The students are divided into three classes ; those supported at govern- 
 ment expense, those partly supported at government expense, and 
 those who study at their own expense. Orphans of officers and of 
 other superior officials in the civil branches of the army possessing 
 equivalent rank, who have perished in battle are admitted at govern- 
 ment expense. At present, the number of students is 171. 
 
 Toyama Military School. — This school was founded in 1873, when 
 the Third School of the Board of Military Education was removed 
 to Toyama, Tokyo. Its present name dates from 1874. The object 
 of this institution is to promote the general improvement of education 
 among the infantry, by means of instruction given both to the 
 commissioned and the non-commissioned officers attached to the 
 various infantry corps, in the principles of the art of war, in shooting. 
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 gymnastics, and fencing, and to establish definite practical methods 
 of tuition in the above subjects, always giving them a clear knowledge 
 in regard to the progress of the art of war both at home and abroad. 
 The course of instruction extends over a period of from four to five, 
 or from six to seven months. The number of students is 46 in the 
 course of the art of war, while the courses of shooting and fencing 
 are vacant at present. 
 
 Corps of Instruction. — This was instituted in 1871, and placed 
 under the control of the Board of Military Education, for the 
 training both of commissioned and non-commissioned arm}"- officers' 
 In 1872, it was re-organized for the exclusive purpose of training non- 
 commissioned officers of the infantry, cavalry, artillery, engineers, and 
 military train. In 1873, it was removed to Tokyo, and placed under 
 the direct control of the War Department. In 1885, new barracks 
 were erected at Konodai in the province of Shimosa, to which the 
 infantry students were removed. In the following year, the cavalry, 
 artillery, and engineer students were also removed thither. The 
 course of study extends over sixteen months for the infantry, eighteen 
 months for the cavalry and military train, and twenty months for the 
 artillery and engineers. At present, the number of students is 807. 
 
 SCHOOLS UNDER THE CONTROL OF THE NAVAL DEPARTMENT. 
 
 The institutions under the control of the Naval Department are 
 five in number ; namely, the Naval College, the Naval Academy, the 
 Naval Medical College, the Naval Paymasters' School, and the Naval 
 Engineering College. 
 
 Naval College. — This college is designed to give instruction to 
 naval officers and engineers in the higher branches of science and 
 art. The course of instruction is divided into three different branches, 
 viz., (i) Ordnance Exercise, Torpedoes, Navigation, and Engineering; 
 (2) Optional Studies (3) Higher Mathematics', Physics, Chemistry, 
 and Astronomy, the course of instruction in each branch extending 
 over one year. At present the riumber of students is 27. 
 
 Naval Academy. — This academy originated in the establishment 
 
 of a naval training school in 1869. After undergoing many changes, 
 
 it was- finally organized as a naval academy. In 1882, academic 
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 regulations were established and the institution was designed to train 
 students for the duties of naval officers, instruction being given in 
 Ordnance Exercise, Torpedoes, Naval Tactics, Navigation, Engineer- 
 ing, Naval Architecture, and general branches of study. The course 
 of instruction for engineering students comprises Engineering, Naval 
 Architecture, the Construction of Engines, Ordnance Exercise, 
 Torpedoes, and general branches of study. At present, the number 
 of students is i6i. 
 
 Naval Medical College. — This college originated in the establish- 
 ment of the Naval Hospital established in 1873, and reorganized as a 
 Naval Medical College in 1886. It is designed to give instruction 
 in the higher branches of sciences and arts to candidates for posts as 
 surgeons and assistant-surgeons, and to educate such pupils as may 
 desire to become naval surgeons generally. The course of instruction 
 extends over one year for the students and four years for the pupils. 
 At present, the number of students is 6, and that of pupils 35. 
 
 Naval Paymasters' School. — This school is designed to give 
 instruction in the higher branches of sciences and arts to paymasters 
 in the navy and in such necessary branches of study to candidates for 
 posts of assistant-paymasters as may qualify them to become pay- 
 masters ; furthermore to train probationary book-keepers. This 
 school originated in the accountants' school established in 1874,. 
 arid re-organized as the Naval Paymasters' School in 1886. The 
 course of instruction for book-keepers includes Political Economy, 
 Law, History, Geography, Financial Regulations, Book-keeping, 
 Mathematics, and Composition ; the length of the course being ten 
 months. At present, the number of students is 7, and that of proba- 
 tioners 40. 
 
 Naval Engineering School. — The course of study for Probationary 
 Engineers, comprises Engineering Science, Drawing, Mathematics, 
 and practical business connected with Engineering Works ; for 
 Probationary Stokers it comprises Engineering Science, Drawing, 
 Mathematics, and Engineering Works, the length of the course being 
 one year. At present, Sy stokers are being trained in this institution. 
 
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 SCHOOLS UNDER THE CONTROL OF THE DEPARTMENT OF 
 COMMUNICATIONS. 
 
 There are two schools under the control of the Department of 
 'Communications ; viz., the Nautical School and the Tokyo Post and 
 Telegraph School. 
 
 The Nautical School is designed to give both theoretical and 
 practical instruction in navigation and engineering. The main seat 
 ■of the school is in Tokyo, and there are branches at Osaka and 
 Hakodate, with simpler courses of navigation. The course of the 
 main school extends over five years. In the branch schools, special 
 courses are established, and pupils are considered to have graduated 
 by the delivery of licences for marine service. The main school was 
 instituted by the Mitsubishi Steamship Company in 1875, transferred 
 to the Department of Agriculture and Commerce in 1882, and placed 
 under the control of the Department of Communications in 1885. 
 At present, the number of pupils is 157 in the main school, 71 in the 
 branch school at Osaka, and 25 in that at Hakodate. 
 
 The Tokyo Post and Telegraph School was established by the 
 old Department of Public Works in 1873 under the name of the 
 Technical School of Telegraphy. On the abolition of the above 
 Department in 1885, the school was brought under the care of the 
 Department of Communications. In 1890, it received its present 
 name. It has two courses, A and B, each extending over two years. 
 There is also a special course extending over six months. At present, 
 •the number of pupils in course A is 47, and that in course B by. 
 
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