筑摩(長野)県の教育をめぐる名望家層の位相 : 民権派教員との関わりから [in Japanese] Local Notables and Education in Chikuma Prefecture : An Examination of their Relation to People's Rights Teachers [in Japanese]
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The years surrounding the Education Code of 1879 was a period of increasing liberalization of education. Previous scholarship has already shed much light on how various local actors tried to come to terms with modern education and modern schooling during this period. For the most part, however, research tends to examine each historical actor in isolation, without paying due attention to how various roles, such as that of People's Rights Teacher (minkenha kyoin), School District Superintendent (gakku torishimari), and School Affairs Manager (gakumu gakari) were connected within the context of local society. This paper will correct this bias through an examination of the interconnectedness of these functions in the case of Chikuma (Nagano) Prefecture. This research focuses on the status group of so-called local notables (meiboka), people who had accumulated political, economic, and cultural power over the years; for this reason the local community relied upon them for direction during the turbulent changes of the restoration years. More specifically, this paper considers two notables involved in educational activities in the Azumino district; Fujimori Toshihira, who was born to a branch family of the village head (oshoya) of the Nariai district of Matsumoto domain, and had traveled widely during the bakumatsu period to further his painting studies, and Kuribayashi Kyuzo, who hailed from the Omachi district of the same domain and was the last person to serve as its village head. Whereas both Fujimori and Kuribayashi had worked to implement the Education System Order (gakusei) of 1872 as teacher and School District Superintendent, respectively, they began to engage in independent activities around the period surrounding the Education Code of 1879. By looking at the activities of Fujimori and Kuribayashi in tandem, this paper will show that even though they differed in their outlook and approach to modern education, they both made creative and independent efforts in trying to come to terms with the modern school on the basis of their status as local notables, and the local realities of their districts.
- STUDIES IN THE HISTORY OF EDUCATION
STUDIES IN THE HISTORY OF EDUCATION 56(0), 6-18, 2013
The Japan Society for Historical Studies of Education