Japanese people already appreciative of the stores of learning rendered accessible to them by contact with the Occident.
Commercial education was comparatively neglected in the schools. Sons of merchants occasionally attended the tera-koya, but the instruction they received there had seldom any bearing upon the conduct of trade. Mercantile knowledge had to be acquired by a system of Commercial Education in Tokugawa Times. apprenticeship. A boy of 9 or 10 was apprenticed for a period of 8 or 9 years to a merchant, who undertook to support him and teach him a trade. Generally this young apprentice could not even read or write. He passed through all the stages of shop menial, errand boy, petty clerk, salesman and senior clerk, and in the evenings he received instruction from a teacher, who used for textbooks the manual of letter-writing (Shosoku orai) and the manual of commerce (Shōbai orai). The latter contained much useful information, and a youth thoroughly versed in its contents was competent to discharge responsible duties. When an apprentice, having attained the position of senior clerk, had given proof of practical ability, he was often assisted by his master to start business independently, but under the same firm-name, for which purpose a sum of capital was given to him or a section of his master’s customers were assigned.
When the government of the Restoration came into power, the
emperor solemnly announced that the administration should be
conducted on the principle of employing men of capacity
wherever they could be found. This amounted
to a declaration that in choosing officials scholastic
Education in
Modern Japan.
acquirements would thenceforth take precedence of the claims
of birth, and thus unprecedented importance was seen to attach
to education. But so long as the feudal system survived, even in
part, no general scheme of education could be thoroughly enforced,
and thus it was not until the conversion of the fiefs into prefectures
in 1871 that the government saw itself in a position to take
drastic steps. A commission of investigation was sent to Europe
and America, and on its return a very elaborate and extensive
plan was drawn up in accordance with French models, which the
commissioners had found conspicuously complete and symmetrical.
This plan subsequently underwent great modifications.
It will be sufficient to say that in consideration of the
free education hitherto provided by the feudatories in their
various fiefs, the government of the restoration resolved not only
that the state should henceforth shoulder the main part of this
burden, but also that the benefits of the system should be
extended equally to all classes of the population, and that the
attendance at primary schools should be compulsory. At the
outset the sum to be paid by the treasury was fixed at 2,000,000
yen, that having been approximately the expenditure incurred by
the feudatories. But the financial arrangements suffered many
changes from time to time, and finally, in 1877, the cost of maintaining
the schools became a charge on the local taxes, the central
treasury granting only sums in aid.
Every child, on attaining the age of six, must attend a common elementary school, where, during a six-years’ course, instruction is given in morals, reading, arithmetic, the rudiments of technical work, gymnastics and poetry. Year by year the attendance at these schools has increased. Thus, whereas in the year 1900, only 81.67% of the school-age children of both sexes received the prescribed elementary instruction, the figure in 1905 was 94.93%. The desire for instruction used to be keener among boys than among girls, as was natural in view of the difference of inducement; but ultimately this discrepancy disappeared almost completely. Thus, whereas the percentage of girls attending school was 75.90 in 1900, it rose to 91.46 in 1905, and the corresponding figures for boys were 90.55 and 97.10 respectively. The tuition fee paid at a common elementary school in the rural districts must not exceed 5s. yearly, and in the urban districts, 10s.; but in practice it is much smaller, for these elementary schools form part of the communal system, and such portion of their expenses as is not covered by tuition fees, income from school property and miscellaneous sources, must be defrayed out of the proceeds of local taxation. In 1909 there were 18,160 common elementary schools, and also 9105 schools classed as elementary but having sections where, subsequently to the completion of the regular curriculum, a special supplementary course of study might be pursued in agriculture, commerce or industry (needle-work in the case of girls). The time devoted to these special courses is two, three or four years, according to the degree of proficiency contemplated, and the maximum fees are 15d. per month in urban districts and one-half of that amount in rural districts.
There are also 294 kindergartens, with an attendance of 26,000 infants, whose parents pay 3d. per month on the average for each child. In general the kindergartens are connected with elementary schools or with normal schools.
If a child, after graduation at a common elementary school, desires to extend its education, it passes into a common middle school, where training is given for practical pursuits or for admission to higher educational institutions. The ordinary curriculum at a common middle school includes moral philosophy, English language, history, geography, mathematics, natural history, natural philosophy, chemistry, drawing and the Japanese language. Five years are required to graduate, and from the fourth year the student may take up a special technical course as well as the main course; or, in accordance with local requirements, technical subjects may be taught conjointly with the regular curriculum throughout the whole time. The law provides that there must be at least one common middle school in each prefecture. The actual number in 1909 was 216.
Great inducements attract attendance at a common middle school. Not only does the graduation certificate carry considerable weight as a general qualification, but it also entitles a young man to volunteer for one year’s service with the colours, thus escaping one of the two years he would have to serve as an ordinary conscript.
The graduate of a common middle school can claim admittance, without examination, to a high school, where he spends three years preparing to pass to a university, or four years studying a special subject, as law, engineering or medicine. By following the course in a high school, a youth obtains exemption from conscription until the age of 28, when one year as a volunteer will free him from all service with the colours. A high-school certificate of graduation entitles its holder to enter a university without examination, and qualifies him for all public posts.
For girls also high schools are provided, the object being to give a general education of higher standard. Candidates for admission must be over 12 years of age, and must have completed the second-year course of a higher elementary school. The regular course of study requires 4 years, and supplementary courses as well as special art courses may be taken.
In addition to the schools already enumerated, which may be said to constitute the machinery of general education, there are special schools, generally private, and technical schools (including a few private), where instruction is given in medicine and surgery, agriculture, commerce, mechanics, applied chemistry, navigation, electrical engineering, art (pictorial and applied), veterinary science, sericulture and various other branches of industry. There are also apprentices’ schools, classed under the heading of elementary, where a course of not less than six months, and not more than four years, may be taken in dyeing and weaving, embroidery, the making of artificial flowers, tobacco manufacture, sericulture, reeling silk, pottery, lacquer, woodwork, metal-work or brewing. There are also schools—nearly all supported by private enterprise—for the blind and the dumb.
Normal schools are maintained for the purpose of training teachers, a class of persons not plentiful in Japan, doubtless because of an exceptionally low scale of emoluments, the yearly pay not exceeding £60 and often falling as low as £15.
There are two Imperial universities, one in Tōkyō and one in Kiōto. In 1909 the former had about 220 professors and instructors and 2880 students. Its colleges number six: law, medicine, engineering, literature, science and agriculture. It has a university hall where post-graduate courses are studied, and it publishes a quarterly journal giving accounts of scientific researches, which indicate not only large erudition, but also original talent. The university of Kiōto is a comparatively new institution and has not given any signs of great vitality. In 1909 its colleges numbered four: law, medicine, literature and science; its faculty consisted of about 60 professors with 70 assistants, and its students aggregated about 1100.
Except in the cases specially indicated, all the figures given above are independent of private educational institutions. The system pursued by the state does not tend to encourage private education, for unless a private school brings its curriculum into exact accord with that prescribed for public institutions of corresponding grade, its students are denied the valuable privilege of partial exemption from conscription, as well as other advantages attaching to state recognition. Thus the quality of the instruction being nominally the same, the rate of fees must also be similar, and no margin offers to tempt private enterprise.
Public education in Japan is strictly secular: no religious teaching of any kind is permitted in the schools. There are about 100 libraries. Progress is marked in this branch, the rate of growth having been from 43 to 100 in the five-year period ended 1905. The largest library is the Imperial, in Tōkyō. It had about half a million volumes in 1909, and the daily average of visitors was about 430.
Apart from the universities, the public educational institutions in Japan involve an annual expenditure of 312 millions sterling, out of which total a little more than half a million is met by students’ fees; 234 millions are paid by the communes, and the remainder is
