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(1)OF. ASPECTS IN. CONTRASTING. TWO. GENBUN. THE. ITCHI. betⅦ･een. gap. AND. MOVEMENT. EDUCATION. MEIJI -A. IDEAS. written. and. Kazukiyo. Japanese-. spoken. SHIGA. INTRODUCTION. From there. the point. different. two. are. (modern. of view. is. language. Within. the. Japanese. (Kakikotoba.). Japanese. we. time. in. our. in. diEiculty. some. expression.. same. do. in. except. very. modern. language. is. modern. language. consists. style. of Japanese. then. we丘nd. be boiled K6go. assumed. used the. down. to. the. language). in. the. we. fact.. in. K6go,. reality. amount. what. relation. ask:. as. such. so. why. essays,. much. two. the. critics,. the. we. consider. novels. and. to. the. so. on,. increas?らappreciably･ its way. Japanese丘nds. classical. sets. of. di毘cult. very. If. two. thoughthe. percent. it is. indicates･. this phenomenon between. twenty. Therefore. of classical expressions to. to. Japanese. Even. classical language･. and. materials. ten. the. at. of these. existance. difference.. of the. conversational. Kakikotoba. The. of. written. Japanese. use. sbonld. of the. meaning. modern. printed. this theme. on. attempts. to. to. the. this thesis special. If. modes. classical-originated In. K6go,. and. All. of values. such. and. qlleStions. can. ideals that appear. Bungo.. studies. analysis. be. is. Hanashikotoba. of classical expressions･. Japanese, and. and. No. giving. "K6go". two. these. (Hanashikotoba). and. cases.. the. us. be meaningful. It should. in. that. apparent. of Bungo. between. there. Japanese. conscious. to. between. that. modern. very. itself tells. K6go. Japanese. exceptional are. of expression. into. is. Japanese)and. categories. differences. called. spoken. into. divided. the. Kakikotoba. we. distinction. been. deliniating. and. kinds. a. has. category. use. not. conversation. make. "Bungo"(classical. of expression,. modes. it. education,. Japanese).. ThoughJapanese there. language. Japanese. of. attention. Movementand. have. been. investagate. Genbun. it's in且uence. made the. ltcbi on. the. until relation. Through. now.. between. (uni丘cation of the educational. ideals. Bungo written. of those. detailed. a. K6go. and and. spoken. days･.

(2) Kazukiyo. 110. SHIGA. Chapter. I. 1 Historica11y language. were. practical. ethics. by. made. his book in. studied the. favour. in. He. for. in. That. K6go. time to. atests. for the that. say. within. literary. the. groups. 1). The. to. Murakami. 3). Gi shi no Ya血amoto For. book. ated Maeda. the. pp.. 246-52.. a. as. of. won. this. of. The in. their. great. deeply. was. movement. from. Bungo. to. of thinking.. way. for the. support. stands. the. change. inde･. am. movement.. which. diqlCulties. the. change. I. Yamamoto. Bungo. influencial. of the. Movement.. Maeda. no. Bungaku5).. evening ed., 22 July, 1975 down from 1471 in the are. the. believed. Azumauta. Tokugawa Chinese. to. be. we. of K6go. use. characters) Hassei. According. his written Shiteki. no. Kenkyil. (pp. 100-1). states. (A. sentences,. translation. zen. was. priest's. found. were. the. memorial,. style into modern and unfamiliar.. and. a. there. by in. materials. Kanji. Gohai-. in 1866. Iwanami. undemocratizeduneasy. Bungo. Japanese. style), (hereafter as且βHSK), (p. 31) Yamamoto says of K6go:. senteIICe. become. those. of. period. oldest spoken in the Many6sh缶.. wbicb. him. to. that notes. reports. Muromachi. group to. referred. the. recorded Yoshinobu. Bunlai. Ai. Bungo. sentence. modem. historical. study of 1965.. Tokyo,. our. colloquial. :. laissez-faire leaders by. the. obstinacy and Ai, Bakumatsu. and. same. toward. Meiji period.. successes. in society.. Zs7u'n Ki. Kindai. Masahide,. further. ment. 5). for. example,inKBHSK Taking Chinese. The. this thesis.. out. pointed. assessment. BaL7umaisu. (To abandon. growthof. he. in. the. on. Movement. ltchi. newspaper,. sentences. and. the. Hisoknpresented. Maejima. strong. the. the. use. Masahide. movement. in. in且uence. of Bungo. ltcbi. Genbun. Japanexcept. eastem. 4). Genbun. were taken which Shigeyoshi,and. 2). the. the. Mainichi. lectures. focusses. the. much. considering. in his. to. I. the. of. Fllkuzawa. and. Yamamoto. about. language. teachers. circles.. It is worth opposed. be. the strength. people. material. which. Yamamoto. time. ShiieL7i Kenkyが). no. spoken. and. to. pronouncements.. materials. movement4). society.. cannot. was. of the. most. the. was. and. lectllreSl), by. their. and. public. of the spoken. mode. Hisoka(1835-1919)2). considerable. written. or. by Maejima. Hassei. collected. from. confronted. writings. little atteヮtion. very. and. in the style. write. in writing. priests. Buntai. of the. of this. gives. rooted. their. detail and. him. to. Buddhist. Kindai. uni丘cation. bted. in. to. attempts. (Shingaku心学). Yukicbi(1834-1901) In. many. speaking,. early. in the policy of national by govern･ characters adopted principle the development of a democratic obstructed national culture, suffochelp deploring Chinese cannot the characters and compo11nds….I tboughtles8neSS Zshin Ki no. Meiji Retoration. Of the Meiji BungaL,u. period),. H6sei. political circles. in the later Tokugawa. ㌔(Literature Daigaku Shuppan. Kyoku,. Tokyo,. regime 1972,.

(3) ASPECTS. OF. to. resistance. much. gathered. and. Yukichi･. organized. (藤野梅南)･. and In. newspaper. provided. 6tsuki. Bankei. introduces. Meiji. He. tool;. who. 1841-1909). ,. poetry. the. in. part. wrote. as. field of the. the. Bungo. (谷干城1837-1911). and. another. column,. for. Ai. the. Hirobumi. Sh6jir6 found. also. poetry in. bureaucrats. It6. names. other. Choya. powerful. Got6. ,. The. of how. poetry:. (山県有朋1838-1922). Shunt6. poems. high-ranking. examples. Mori. Maeda. wrote. who. poets. Kainan. poetry.. on. led. and. (新文辞). in. three. was. of T6no. poetry,. style, and. the. were. names. guidance. essays. of those. They. the. of. novelists. Chinese. S/u'nbLmShi. Chinese. famous･. studies) which. the. of. regular. of them. Aritomo. Tateki. in. names. most. poet. Chinese. wrote. leader. writers,. under. magazine. poems. lists famous. Yamagata. 1897), Tani the. book. Shinbunshi,. the. government･. were. of. the. same. a. who were. the. (Western. (旧雨社). ITCHI 111. groups. of Bungo. group. for. column. resistance. section. (大槻磐渓180ト1878). in. magazine,. a. published a. cross. Bungo. of the. GENBUN. of Japanese. group. of Y6gaku. =Kyt-1uSha". named. (森春涛1819-1889). a. IN THE EDUCATION. (大沼沈山1818-1891),. spreading. Also. support. the the. of. chinzan. the. IDEAS. MEIJI. within three. 〔ラnuma. confronted. Fukuzawa. was. movement. Maeda,. to. around. groups,. by. this. According. poetry･. TWO CONT､RASTING MOVEMENT AND. the. the. people. (伊藤博文. (後藤象二郎1838the. omong. members. group.. 2 fact that. The groups. in. opposing. with. Yamamoto. same. as. i and. 3,but. we. cannot. well. and. item. 4,the. Bungo. unique. say. could and. questions. 1･. What. 2.. In what. 1)丘βfJSK,. was. the kind. sole. can. be. Therefore,. we. modern. are. have. colloquial. be. and. chara･. K6go. of. deny. also. observable. select items. sentence.. K6go. Bungo. 5-10.. and survive?. K6go?. style 3.. use. the. 1 and. to. to. consent. in. Bungo. in. even as. as. for. possibility. 3. of. 6. modern. sentences.As. are. to. sentence. observed. to. of Bungo. and. able. able. 7. and. are. not. perception. of 丘elds could. pp.. nature. description,. asked:. contemporary. Introduction,. we. we. can. characteristic. 5,6. of the. items,. detailedness,. it･ Items. expressions･. different. two. detailedness,. and. 5. realistic. for these. of punctuation,. introduce. characteristics. Two. As. is the. this. the. at. of modern. 2.precision. of punctuation,. 2,precision?nd. introduction. too,. sentences. item. look. to. us. characteristics. simplicity,. 7. individuality.. realistic expression, items. seven. out. 1.. are:. leads. find. we. society. and. K6go.. 4. introduction. expressions,. popular. as. points. in K6go･l'These. written. language. on. well. Masahide. of history. period. views. of Bungo. cteristics. the. the. that. Bungo only.

(4) Ka2:ukiyo. 112. In. The. 1.(a) (b). The. In. thoughts. 2. ltchi". to. order. The. (a). groups. (ち) Sentence. used. of the essays. style. BLmgO. in. Itchi. the. to. the "Anti-. the following:. consider. editorial. Genbun. on. from. emanating. People.. like. 2, I would. of Bnngo. Genbun. and. the. -. "Anti-Bungo". the. of. PeoPle･. K6go. on. answer. amount. K6go. Iichi. us. consider: by members produced. Bungo. on. Genbun. main. 1, let. question. thoughts the. -. Genbun. 2. answer. main. groups 1. to. order. SHIGA. of the main. columns. ltchi. written. from. the. by. newspapers･. in the. the. people. the. "AntトBungo叩. grotlp.. 5 1. (a). The groups. Some. thougts. main. of the. examples 1.. Sugita. main. described. as. hchi. GenbLm. the. -. Bungo. on. side. of. People.. proponents. and. their. thoughts. stand. upon. are. follows:. as. Genpaku Chinese. ...because. studies. mainly. decorated. sentences. and. cla･. uses…1). 2.. Hisoka. Maejima. 3.. Fukuzawa. Yukichi. Cbine.se. characters. exact. 4.. and. di伍cult. inconvenient,. and. ‥<.complicated stand.2). di丘cult･-Bungo. are. to. Chinese. uses. to. easy. and. understand. to. words. misuder･. sentenceE. make. noble.…S). Otsuki. Fumihiko. Classic. sentences. brilliantly. are. in. arranged. order, and. it is easy. to. find rule塁. 4). of composition. Miyake Yonekichi. 5.. Bungo. lool{s beautiful. ...plenty of elements Mozume. 6.. 1)足βHSK, 2) Ibid., p. 3) Ibid., p. 4) Ibid., p. Jan11ary, 5). Ibid., 1884.. p.. on. the. of it.. face. mere. 5). for ornamentation.. Takami. p. 92, 105, 139,. Kolohajime.. 62,. Rangaku cited from from "Kais6dan" cited cited from cited from. the. in the. Fukuzawa. "Nihon. Yomiuri. Zenshii. in. Hensh正S6ron,". Bunten. 8. on. newspaper,. January,. 1875･. Chogen. the. Choya. newspaper,. 1877.. 262,. p.. 270,. cited from. Kana. no. Manabi. No.. 6,. published. on. 20. Februar),. 1f.

(5) ASPECTS. OF. Bungo. To. IN THE EDUCATION. GENBUN. ITCHI 113. Ukichi. Bungo. is. Bungo. has. be. to. noble. for being. respected. classic grace above:. and. systematicI. And. from. apart. is di丘cult;. this. the hustle. of ordinary. life….. 2). is noble.. and. Bungo. the. summarize. graceful,. IDEAS. MEIJI. 1). is concise.. Taguchi. 7.. TWO CONTRASTING MOVEMENT AND. it ornaments. in the. be shown. also. can. it it concise,. sentences;. following丘gure:. Figurel. it. Thus, connects. 1. was. The. tPoughts. main. ltchi叩groups,. The. leaders. their. Genbun. and. words. by. read from. which. make. inconvenient. to. our. spoken. because. eyes,. English,. a. the same exactly rific forms, and Tatsumi. K6go. MaTCh,. =Anti-G占nbun. from. follows:. as. to. sentence. use. only. each. as. has. p･. has to. and. ,various. other. gestures. moi･e. convenient.. are of books which too 1.ong to read...Di圧erent honori丘c formsLand choosing. the becomes. world. people...When intonation very. and of that, sentences is diffuse, has. Because. speech-K6go colloquial dialects.3) many. using. spoken in order. often be written bono･ many. cannot too. local, momentary,. sensual. and. popular.i. from a record of a lecture at the Kokugakuin school kaika no seishitsu y6yak甲aratameZaru from "Nihon the cited Zasshi 1885､. pllblished in August,. 295,. cited. 308-10,. keizai pp･. in. Kojir6 is private,. pp･. shorter K6go. sentence. Japanese K6go. cause of them may language, has to use the speaker to make listener the understand.. 3). are. movem;nt. impoliteness. one. Tokyo. emanating. shorten the number of words expressed. that a language the lines of evolves along history it. People not certi五es should abandon. European. It is very. Ibid･,. ltchi,. has the tendency. mouth. Chinese. Ibid･,. and. people.. of the. opinions. convenience.. KBHSK,. authoritarianism. it is血derstandable. Tberefore. 1) 2). invites. Fumio. Thelmman. 2.. di丘culty. that. all. K6go. on. the Bungo. -. and. Yano. 1.. at. accident. for工nalism.. with. (b). no. 346-8,. 1886.. cited. from. Nihon. Buntai. Moji. Shin7-on. published. by. in. 1901.. bekarazu,". H6chishain.

(6) Kazukiyo. 114. K6go. di鮎rs. Uncivilized both. people. spoken. to senescence･ speaker cbildbood a language but sopoken civilized people human language. Civilization means a#airs. the the age have only. with and. SHIGA. written. of the. -. Therefore,. language. and. Thus,. should. we. written not. their. go. the. expect. own. uni丘cation. have. language...the the. as. ways. of the spoken. spoken. society written. and. evolves. langu･. 1). ageS･ 3.. language. grow. first stage, we language spoken. the. at. complex and require efhcient arrangement. have only spoken language, we stage and at the next is the written This sign language and sign language.. have. Nisbimura. Shigeki. lf the spoken and disadvantaged.. languages. written. were. in. literature. unified,. Japan would. be. Spoken. language. written. language. I demand. to. It is of no style but 4.. teach. a. of. to. K6go. 5.. a. the. But,. control. own. the. on. the. contrary,. nature.. language. colloquial. from. 2). for. of existence. a. language,. written. and And. in. state. the. of the. separation. civilized country･ k6go is only two-fold:. the. of Western. Japanese. studies. spoken. to. the. accept. movement. learnand. to. incoherent.. and some. scholars. ignorant. and. a. written. and. easy. also di臥1Se, roundabout, complicated Genbun Itchi, the studies advocate. want. ltcbi is. Genbun. the. understand…. feeble,. is vulgar,. people. of. rejoice. 3). COnVemenCe.. Its. spoken. country.. norml. Scholars. Keirin. Yoshimi A. in literary. sentence. from. natural. aims. only. speaking. at. style is a且ower of colloquial speech. was fully The K6go, and ornamented･. pragmatic. And. convenience.. because. It on. was selected the contrary,. taste. of that, the. of the. dies.4). sentences. 6.. of the. savage. is. reason. at. insert,. sentences.. colloquial. languages. easy. not. expel,. uni丘cation. custom. The. its. nobly to. no. by. Kenkichi. Kojima Tbe. grows. having. the national language･ textbooks textbooks contain written when elegant llSe for writers to take great pains if they don't write in literary language because even ignorant in colloquial people in the slum. language. can. is vulgar,. Ozaki. K6y6. K6go. is convenient,. but. from. the. point. of. of view. a. rhetorical. flourish, it is. nothi工唱.. 1). KBHSK,. pp.. Shishin,. 2). Ibid.,. Nos. pp.. Ibid.,. pp.. 2-4,. 689-91,. in September. 3). 662-5,. cited from in 1887.. cited. from. 〃Bak11. uNihon. GenbunItchi. Bungaknron". Ron''. in the. published. Ibid. p.. Bun,. in No.. Gakkai. no. 10, vol, I,. 1888. 70517,. cited. from. NBunsh6ron". published. in the. Bun,. 1889.. 4). published. 709,. cited from. "Bun. ni tsukite,"inBun. cited above.. No.. 8, vo7, II, in March.

(7) ASPECTS. 1･. OF. K6go. TWO MOVEMENT. has. conveniently by using it.. himself. cover. One. 2.. can. write. incantation. an. 3.. One. can. save. One. can. earn. describing. the. 5･. in. and. these. we. can. With. writing･. wishes, disease.. a. and. GENBUN. ITCHI 115. person. poor. this has. much. in. can. composition. the. same. as. effect. and time. money taking no pains, long-windedly. topic. the. world one. be. may. if. as. writes. it saying. at. rejoice. wasting. is. one. that. they. is. a. by. of paper. sheets. can. splittl工唱hairs.. K6go. summarized:. many. the. read. so-called. 1). discretional,. concrete,. complex. language.. substantial Thus. since. he. cure. same. opinions. developed. T日E. labor. パrealismりwhen All. IDEAS IN EDUCATION. MEIJI. anything brain. to. 4･. Fools. CONTRASTING AND. see. a. K6go,. is. writing. With. utilitarian. pragmatism･. traditional. formalisⅡ1.. in. difference. clear. made. between. attitude. to. Bungo,. accessible is not. writing. two. the. all individuals.. treated. towards. even. It fovours. discretionally･. a. It favours. 4 2. (a). The. For. amount. of. purposes. the五elds extent,. we. would. Kindai. existed?. in the. major. and. essays.. like. to. Buniai. 9, pp･ 194-211,. Chap･. in. used. look. of the. newspapers. editorial. like not. Shiteki. no. to. materials. columns. of. the. explore how deny that K6go to. main. newspapers.. Bungo. prevalent. wasin. induential. was. to. some. balance. the. at. Hassei. presentsd. the. I would We do. of clari&cation,. of criticism but. Bungo. What sort of the two. of proprtion Kenkyu-, Part II., Chap. 1, pp. 239-59., balance. estimate. of丘gures. which. appeared. day. 18761877. Namesof. 1878. (M.9)(M.10). (M.ll). E?n7gS三ぷ774)卜h8785)■. themajornewspapers. BtlngO. 100%T. TokyoN2'Chinichi. 0%1 ′. rubinH6chi 〟. YokohamaMainichi. 形. A. :′:′. 萱忽 Figure. 2.. ChoT5mS/dnbun. 力. ク%. TokyoAkebonoShinbun ンて. note;(M.)=Meiji,盈-estimatedquantitiyofK6go 1)且βHSK, 4,. 20. p･ 734,. October,. cited 1889.. from. the. …Dokusha. Hy6ban. ki". plユblished. in. Momochidori,. No..

(8) Kazukiyo. 116. The 1879,. in. and. 1884. 1921.. until. in Bnngo. articles written almost. Thus. style in the minor were. all articles language. written. SHIGA. in. written. sentences. Bungo.. This. in this. appeared. from. increased. neuspapers. around lasted. tendency. way;. Figure3･. The The. of the. aim. newspapers. major. comments news. of society,. It. that. increase. in. easy. that. except. refor甲tbe. As. The. 1.. the. sion. by. points. 1972,. 3) 4). dreamed. KBHSK,. Chap. Ai, pp.. that. the. 9, p.. Bakumatsu. as. a. were. dreams. for the. wbicb. was王elt. provide. needed. readers･ desired. days,. news. even. so,. or. suaicient. the. field. essays. the editors says. any. to. nothing reason. to. essays. and. reasons:. to. authority. appropriate. "Zanb6ritsu". and. for. the. for the democratic. of the Bunmei. future.. anti-government. rights). These. two. (Civilizationand. thoughtful fear. The. by the Edo. (Libel Regul-. Kaika. be. to. Specially,. for Bungo.. places. expected. of. dignity.. and. counterplan. beginning. countries. countries. or. teachersand of. inva-. put. aside. worry. Government. was. 210.. Zshin. Ki. Bungaku,. no. H6sei. Daigaku. Tokyo,. ShuppanKyoku,. 326-8. p.. 347.. The. was made research The report materials.. Expressions) 1968.. reaction･. at. of. (movement. double. happy. European. KBHSK, Maeda. out. as. eaasys,. to. Yamamoto. have. not. Regulations). 1874,. Und6=. the European. people the. Minken a. most. (Newspaper in June,. people. Ai. the. but,. of K6go,. itself naturally feeling. a. reader. promulgated. did. both. of those. reader.. editorials. company. acceptable,. following. the. lent. were. J6rei". Enlightenment) the. the. more. papers. to. point. organizations. gave. minor. of Bungo. gave. the =Jiya. Maeda. to. nature. it. were. regulations. 1) 2). like. would. for. movement,. of the. style of writing･1'. "Shinbunshi. ations). the. been. But. the reader. the. was. newspaper. for this decrease. reasons. old. governmental 2.. might. to. editors. very. criticism. have. to. newspapers. stories･. the. of To. reasons.. the. I myself. directors. or. editors. sentences. Bungo.. and. criticism,. lninor. interest. (b)news,. or. included. of the. aim. human. for丘nancial. circulation. written chose. the. (a);which. at. The. articles.. (a)thoughts,. transmit. aimed. serial novels,. obvious. was. mainly. leading. and. is to. newspapers. and. was. by. studying. was. titled. printed. by. appearing expressions "Nihongo Bunsh6 no. the. Jesuit Kamakura. in. newspapers. Hy6gen". School. and. printed. (Written Japanese Languagein of Japanese.

(9) ASPECTS. for the. be. broken.. introduced to. give. ways. had. One. tried. us. to. the from. To. Cent. Of their. Meiji period. were. when. Genbun. Itchi. Yano. Fumio. As. the. even. written. tried This. essays. in to. As was. was. and. of law,. societies,. Bungo. between including. 1946. or. two. But. both. diHered.. means. other. ten. from. worked. tells. Bungo. used. 1875. for 50 per. after 1884. inauential. similar. between. months. papers,. was. essays. articles. throughout as. articles such. the. K6go. digni丘ed. and was. in. the. attempts. and. the above.. the. in. people. the. and. pragmatic.. had. the weak. However,. modern. Japanese. sentences. originated. expressions. were. and. to. Bungo. use. S]u'nron,u. few. exceptions,. their. minds. into. the. wbicb. Itchi. that it. point. in. military. the end. of the. taken. by. over. to. 1965168,. still being. supporters. was. they. when enemy. has. camp.. the. char-. tbe五eld. used.. more. my. in. forces, World. War. K6go. in. researcb2) than. 10. for solemn, some. of poetry, and. public. other. II.. and. After. the. field. of. classical. per.cant. of. in. o氏ces,. all these丘elds. every on. K6go. adopted. suitable. not. letters of government. of the. according in. jumped. Moji a. with. in. sentences. Therefore,. notes. was. were,. happened. the Genbun. why. until. Bungo. Buntai. writing.. the society. adopted 1948,. social life. thing. normal. expressions.. o珪icial. in. what. their. -. reason. easy. his Nihon. of K6go. for this formal. hand,. by. written. in. already. use. rather. simple,. ltchi. Genbun. fact tells exactly. a. of literature,. the丘eld. the Bungo. between. their. 2). 1877.. year. group.. tormally. before,. the other. examples. for. for theminor. write. on. essays. the. it is. that. magni丘cent. to. mentioned. something. us. it. that On. in. has. This. saw. we. the. (K6go). required. acteristics. intended. of. Bungo.. tells. Thus,. his. side.. papers. major. person. style in newspapers. sentence. only. and. when. side.. the. -. governmental. K6go. As. essays･. the. choose. Only. exterior. of the. of tbe丘ve. rare.. promoting. write. two. time. antトgovernment. the. used. The. people. Japan.. the. the五rst. was. around. leading. dream. comments.. (b) S占ntence style. 2. with. he. under-. 丘rst, praised. world.. society. strengthen. agreed. is, for. people. socio-political. at. to. hand,. an. happy. This at. was. by. about. who,. other. the. or. side,. newspaper. very. the. ITCHI. world.. Western. politics made. change. this period,. articles, that. K6go. in. written. in. in. The. side.. major. the. On. side -from. people. the. Even. 1876.. Btlt,. was. which. brought. person. politics of the. governmental. leading. the. GENBUN. 117. Western. the. was. government. people's. conclude,. and. politics. poⅥ7er. aim,. the. in. lntellectuals. the. the. of the. most. take. same. from. within,. among. THE. civilization,. Yukichi. Of Western. either. and. the power. about. IDEAS IN EDUCATION. MEIJI. civilizations.. heeded. recognltlOn. ways:. of power. Fukuzawa. warning Was. CONTRASTING AND. in progress. Western. the. warnlng. The. force. of the. to. TWO MOVEMENT. belief. optimistic. estimation. had. OF. War, society. expressions. the. Bu鵡6二.

(10) Kazukiyo. 118. SHIGA. Chapter. The from. the national primary. actual. spiritual Genbun was. of the Education. spirit. values. based. uas. had. which. the following. spiritual. look. To. to丘nd The. (b). the. K6go. into. changed. change. continued. how. in. the. and to. textbooks. and. spiritual. matism. said. terms. what. co-exist. pbilosopby. Genbun. relate. To. the. since. Taish6. the. Itchi. study. this,. The. were. period.. the Sh6wa. to. up. gradually. Meiji. the. of. period. ltchi camp. movement.. state. middle. period.. for the educationalaim. it possible. K6go?. their. and. is based. former. the latter is based. whereas. the. did. in the Genbun. by. compiled. was. with. and. What. education?. education. throughthe. values;. and. about. Bungo. from. Now,. possible. formalism. consideration:. textbooks. This. to. However,. basic. their. when. of the leading丘gures. then. of. education.. of primary. into. taken. language. national. be. thefield. opinions. was. what. be. to. are. at. could in. point. it. learning. of. realism･. spirit. higher. this educational. values. and. the traditional. the Edo. How. importance. the. utilitarianism. in. out. carried. about. viewpoipts. (a). pragⅡ1atism,. utilitarianism? or. itself recognised. overwhelmed. think. people. upon. formalism. with. for. neccessity. education. ltcbi. Code. II. on. of. formlism. on. utilitarianism,. prag-. realism.. 1. (a). Ideas ment. 1.. and. opinions. which. by. presented. Hisoka,. Maejima. to. 3.. 1) 2). not. use. If. write. Ibid.,. pp. p.. 111.. the. and. move.. people.. 1873. (years. power of national be carried must. opinion. expressed). and out. throughtheir it. is. an. use. obstacle. learning. by. phonetic. symbols. (Japanese. 1873. to. necessary no. Amane,. KBHSK,. and. Yukichi,. Nishi we. education. 1). Fukuzawa It is. school. lively intellect, will be impoverished Chinese And complicated characters.. education. alpbabet).. It is of. Itchi. the. a. development. the. to. reference. 1869,. 1866,. inconvenient. In Japan. 2.. Gehbun. have. Japanese, who of. the. made. to. force. force. children. them. to. read. to. memorize. Chinese. diFICult texts. by. Chinese. characters.. rote.2). 1874.. Japanese. 92-3.. in. Roman. letters,. even. children. and. women. can. read..

(11) ASPECTS. OF. Even. the common to describe. able 4.. Tbe. reason. declined a. CONTRASTING AND. their. our. why is that. the. when. then. in. are. written doing, tries are immediately happily and rant. gentlemen. are. and. the literary arts to and bard study･. spread. have. and. complicated to have establish. the. grammar. This of. the. are. written. reads. memorize strong. in seen. be. to. of the. KojQr6. educational. the. in, children mixed bllilds many pri-. words. government. 8). it･. we111 There the. situations. at. and as. the. understand Then primary. books. engineering. European. the. meaning. of. a. coun･. sentence. can children read school Naturally become active their minds and igno･ is no doubt have no of this. We'll. from. society. Masaki. place･. Masakichi, in. present. time. that. take. country''will. Masaki. and. to. easy. quite. one. grow. Nakagawa. Chinese. with though. 1885･. it is. strengthening. The. not. school textbooks and also agricultural langllage the same Close to the K6go,. can. people. and. true. (Kana) and abandon the Japanese alphabet School (Kanji). textbooks also should adopt. adopt. sentences. after. bodies. their. by. written. so. we. characters. Atsuyoshi,. If the primary. 7.. characters Therefore,. them, even understand Japan. throughout schools. Katayama. 6.. does are. never. mary. 119. 1882.. di伍cult. will. ITCHI. 2). T6kaiBunbuknsai,. 5.. GENBUN. 1). opinion.. education. obstacle･ language and the Chinese. abandon this method.. books. read. THE. 1875.. great. Tokyo. own. IDEAS IN EDUCATION. MEIJI. can. people. Sh屯jir6,. Watanabe. is. TWO MOVEMENT. our. society. 〃enrichment. the. and. 4). 1888･ are. that. such. in. even. Japanese the students mixed make schools the teachers seems to be Chinese Their Chinese Their sentences. aim method words. witb is the best･ Chinese is sentence of teaching subject to the idea that the on: 1. Provide time for Tberefore, from now teaching composition adopting 2･ Adopt Itchi in conversation Genbun ltchi. Genbun classes･ 3･ Compile middle. in. textbooks. To. to. Bungo. 1) 2) 3) 4) 5). in. Genbun. the. summarize. ality and. the primary. KBHSK,. pp.. Ibid.,. 131.. Ibid.,. p. pp.. Ibid.,. p.. 124-5.. 144.. 267-8･ 406･. above,. ltcbi.. they. the pragmatic. release. Ibid.,. sentences. use. school. 5). thought and. education. natural in. it. that. order. use. was. of to. essential. to. expressions. promote. culture. cultivate from and. individu･. conservative. civilization･.

(12) Kazukiyo. 120. How. (b). in. and. to. co-exist. words,. how. spiritual. values. and. ltcbi. Kai". formalism?. to. the. tsuite. ni. This primary. ky6ka. Kai". ky6iku. Kai. lessons. bunsb6. no. in. seigan). Itchi. school. aim. the. of. textbooks. be. (national united. in. b6sbin. no. educational. 1901,. ltchi method". ni. koto). yoru. and. assembly). petition. (Sh6gakk6. approved. was. 1). titled "writings. the "Zenkoku. to. with Itchi. approved.. Ⅵ7aS. discussion. Genbun. strongly. (Genbun. it. and. who a. Practice". Itchi. ltcbi. (imperial educational. ltcbi"五1ed. sub)'ect for. a. written. ltchi. "Genbun. March,. and. pressented. to. are. This. of the "Genbun. intellectuals,. and. by. affected. the e定ects of the. at. Kai". KyL-)iku. for Genbun. February. also. Genbun. wa. ltchi.. look. to. be. or. affect. formation. teachers. as. such. "Petition. -. ideas. the. the "Teikolくu. in. of Genbun. House. no. Genbun. educational. this, I have caused. members,. aims. Upper. and. jikk6. no. the. realistic. answer. movement. ltchi). voluntary. realize the. Lower. for. and. To. The. (society for Genbun. wished. in. pragmatic. could. movement.. association) with. it possible. was. K6go?. with. In other. Genbun. terms. what. SHIGA. no. Reng6. unanimously. in1901.2) With inside. the. Ministry. the. brollght. efforts of the. into. a. Tbe丘rst in. took. Thus. ltcbi. teaching. be. fiting. the. 1). KBfISK,. p･. language. policy 1973,. the. 49･. and. language,. letters and. Kenkyil, Refer. made. textbooks. were. was. a. Lower. for. of view, Nihon by. Gengo. was. child-centred. at. bene･. means. to. aims. education. a. no. Ministry,. each it. of. Kenkyii (A study on by Kuroshio Published shuppan, Ky6iku Kai filed a petition with. Teikoku. this petition. ideal. recognizedよs. Seisaku. improvement". method. In. that was. Narikazll,. the. I point. answer,. unification.. education. no. the Genbun. could To. Code. held. Code). Cabinetand. descriptive. 1903,. association. educational. education?. national. Shioda. 1900,. House,the. kansuruヲeigansho)･. primary. (Education. this point. in. pllblished. Why. education.. the Education. was. need. Gakusei. on. of primary llpOn. there. ky6kasbo). for. りPetition りdecrease. to. requested. national no koknbun. kokugo. (Koknji. or. abaⅡdon〃. p.49.. lbid･. between. national. been. characters.. Zbid., See. even. of 'Japan) written p. 45 states that in. House,. ni. la喝uage. in the imperial. Itchi Kai. this point. the Upper. Chinese. 4). there. From. people.. kairy6. 2) 3). Firstly. secondly. Tokyo,. had. efforts which. 4). the五eld. infhential. so. things.. and. the. sentences.. Kai) inAuenced. two. 1871,3). the. (dai ikki kokutei. Genbun. of the. for the五rst,. As. of K6go. assertion. Movement these. out. since. textbooks. compiled. number. Ky6iku. (Teikoku. and. stage.. state. the. Kai. Itchi. of Education. new. great. a. Genbun. to. 117-23,. pp･. Shioda my. Bungo. M.. pp･. Nariknzu, A.. thesis and K6go,. 163-8, pp.. pp･. 172-4.. Andalso. see. N2'hon. no. Gengo. Seisaku. no. 123-7.. "Continuity Appendix. in Edo 1,. and Early AustralianNational. Meiji. EducationH. University,. tables April,. of ratio. 1976..

(13) ASPECTS. important. object did. the children. or. their. to. it. realized. In the. published.. for the. spectus. of the. pment. a. developed. children. no. which. from. of K6go. in. time. textbooks) flrSt･H I have. of uchild. presentation. brains. and. As. materials,. unable. master. we. in. pro-. develoI. the. children's. district. are. our. of to. common. possible･ selected which whenever development their mental wbich丘t girls. We chose the items to their grade levels….S) we found that children simple Chinese mastered easily twenty country. were. follows:. each. items. on. be adapted. letters)-made. items. common. chose We. of. as. evidence. (48 of Kana Kana….2) the. types. to. thoughts. (Collection of. evidence. of. forward. textbool;s. Shz7seil). some. society･. Whether. is to. education. clear. the. the. ancl. the. "aim=. looked. state-compiled. see. selected. two. the. of. can. that in. ground.. the textbooks. an. curriculum. not. people. most as. thought. society,. Itchi. Sh之u'sho. we. the. and. became丘Ⅹed. and. the丘rst. of the. regarded. materials. that. reinforced. One. be. to. children. idea. ffensan. This. above-mentioned. The. when. ITCHI. skills.. came. Genbun. the. Kyo-kasho. Kokutei. for. the. of values.. the. well. Meiji period,. on. stood. as. educational. but. that. adoption. as. for children. wonder. change. confused for teaching. of the. "means". a. state-compiled. idea. Tbe. is. the. mean. could. as. role. not,. stage. for others. not. was. education. or. the. GENBUN. 121. children. though. tbe丘rst. It. in. success. education. a. society.. and. children. they. given. was. thoughts. THE. realistic thoughts･. and. is that. period Even. at. object of education. Education. pragmatic. educational. Meiji. the. IDEAS IN EDUCATION. MEりI. upon. of education.. aim. not丘t. aim. in. events or. CONTRASTING AND. of Western. introduction. the. TWo MOVEMENT. pro丘t, based. individual. obtain. to. OF. boys. according. and. characters To learn two nana (48 letters) in the first grade･ studying ha･d given saw in the time types at the same trouble as we children but as for Chinese learning, previous children showed compilation, character to be in learning Chinese They no trouble characters. rather seemed pleased they are of Kana. while. with it. Therefore in the丘rst learning Tbus, in. the. of the. As. for the. of the. one. the. concerned. 1). Kokutei. 2). Kyokashoガensan. (ed.), Ky6iku. Kai. KKHSS,. p.5,. Language}! 3) 4). June. Lbid.,. p.. 3,. Ibid.,. p.. 20, Chap.. "Main. 1,. give. children. the "child-centredness". It. Tokyo, Part. 3,. point. Genbun was. Shuis]w. Shoin,. Chap.. to. against. of dialect.. problem. or. l want. thing levelled. criticism)s. to. good. Kana. only found. were. residing. ideas.. educational. second. not. grade.4). of the "cbild丘rst". thoughts. core. it is. believe. we. Itchi. need. for by. group. national Bungo. the. uni丘cation, advocates,. the task of the Maiji Government. Shiisei,. June,. 20. the. out. contents. of. (hereafter. as. KKHSS). Teito. to. Ky6ik11. Kenky己. 1933.. edition. for the. first compilation,. "National. 1900.. point of editing 1, uLetters and. for the symbols,". solve. second the. compilation," second. November,. compilation.. 1910..

(14) Kazukiyo. 122. As. been. ltcbi. is advanced tempting. a. These bad. Genbun. the. country. a. one. a. to. to. and. and. strengthening. of a have. it must. the government. a. widening. the. point. formlistic. to. world. unification. point. children's. in. -. view,. kinds. two. and. another. education.. this decision a. of. children. latit1ユde of expression,. view,. of. for. need. brought. the textbooks. participation. subjective. and. national. from. of children's. the government. spiritual. and. seen. in. K6go. use. increased. from. As. education.. was. the children's. from. on. decision. of possibilities:. Japan. enrichment. of K6go,. use. the "child-centrednessn. -. in且uence. seen. the. asserted. throughthe. factors. major. As. people. prospect.. two. this educational. was. 1). of dialect.. the problem. SHIGA. pragmatic,. brought. the. shift. rational. and. realistic. of. world.. 2 Now,. how. 1.. like. this, I would. answer. In. the prospectus. (1902-1903),. K6go. the. could. to. live together look. the ordinary primary school tbe moral textbooks according to. and as. 2.. also tried the national. di伍cult. In the. prospectus. for. the. textbooks. the K6go level of. purpose. of easy reading and than or at the simpler of this children should. Because. characters. style in the sentences the school children.. of We. understanding same. not. standard have any. sentences….2). and. (1902-1903). compilation. of. language. national. of the reading. mainly. were. in Kさgo. written. the speech. ability. and. the so. vocabulary that. they. also tried to promote only for the purpose. comprehension....3). Ⅰ I found. prospectus,. and Tokyo. the following. description:. in all texts from Book One to Book Fi七e up to the first adopted According to level at their the cbildren's grade Of the 3rd grade. in Lesson 8, BoolこFive…. we polite expressions all articles until adopted have more than opportunities their seniors children of seeing much. K6go. was. se皿eSter. school, Because their See. (moral). of the middle class of And ve of▲tbe national language. language....Bungo is included national. chosen the standard. same. the. sentences. the丘rst. from. theunification of improving In. text. (of the textbooks). mainly wo111d know. Sh己shin. read:. we. was. the. of. adopted the grade. to. texts.. reading. Sentences. 1) 2) 3). language. tronble. textbooks,. 3.. to. we. for. the sentences keep the. arrange. To. this:. read. In. tried. formalism?. or. spiritualism. statements.. 丘rst compilation. of the. we. these. at. with. classmates, Shioda. KKHSS, Ibid.,. Narika之u's p.. p.. from. ll,. 5, Chap.. Chap. 1,. Lesson. Nihon. 9 ordinary. no. Gengo. K6g･o. Seisaku. was. 710. introduced. Kenleyii,. p･. 46,. the first compilation. moraltextbooks, ･for Part 3, contents of the first compilation. 5,. as. preparation. p･. 86,. pp･. for. 128-30･.

(15) ASPECTS. the 4.. OF. TWO MOVEMENT. CONTRASTING AND. MEIJI. IDEAS IN EDUCATION. THE. GENBUN. ITCHI 123. of Bungo....1). use. In the. for the. prospectus. textbooks. second. (1904-1909). compilation. of the national. language. find the following:. we. in logically sentences grammatically analysing and so those simple sentence that they could approach order to make children master taste…. more literary sentences….But this method complicated sacri丘ced Childrcn more K6go talk and write than infants can of school age can complex. Tbe. more. to. natural 5.. In. we. and. colloquial. our. to. As. experiences.. took. We. expected language.. a. up. give. previous. it is better. to adopt from of arranging simple articles drawn as close as possible from we. method. expressions. realize. 2). for the third compilation(1916-1923),. the prospectus. In the. from. longllage,. natural. complex. at. aimed. is obvious. This. speak. a. textbooks. old. new. compilation,. were. words. it. is described.. the following beginning. presented. to. sentences.. with Then on. nouns,. page verbs, and proceeded phrases and But were first introduced. in sentences of the first VOlume, complete cases were these words many and phrases used in the style of sentences when in Because tbey talk question-and-answer Style for teaching. of this, we introduced as those sentences this method early as possible…also will avoid trouble by neglecting caused practical exercise of the words and sentences.‥. In the丘rst we volume such as dogs, cats, horses, cows, chose domesticanimals,. adjectives and. nineteen. and so Volume. in. on. two. to. order. children's interests.... kinds and lengths of sentences.. respond. contains. various. to. The. purpose. of. it. let children begin learning K6go sentences....Chinese characters are expected to It important over a long time. is for teachers taught children period of to study the application the of words and expressions rather than to teach only Chinese characters..... is to. be. to. In. longest one not The goes up of lessons are equal. is less than one This happened because the shortest one nine page. pagesand we to the descriptions to the teaching tried to give variation according materials. As for the descriptions, we decided to respect their own children's words and described introduced observations, which and because of that several articles were home life.3) mainly three, the. volume. lengths. to. In. summary:. 1.. Easy. sentences. Chinese. and. the. childrenunderstand 2.. The. for the. reason. languageand 3.. Polite. to. expressions. level. The. ll.. KKHSS, Lbid.,. pp.. 28-9.. 3). 1bid.,. pp.. 54J.. p.. to. the uni丘cation. promote. children's. I) 2). style. was. adopted daily. life. in was. (Kanji). the the. solected. were. deeply. more. contents. K6go. were. characters. and. let them. the standard. to. make. of the national. language.. articles according focus. order. quickly.. know. of the. in. of the. K6go. to. the. cbildren's. presentation.. grade.

(16) Kazukiyo. 124. 4.. K6go The. 5.(1). brought. was. (3) Animal. or. the. life.. In. (6) Cbildren's. interestad. include. things. to. them. expressions. nlユ皿ber. are. which. from. chosen. children's in. interested. are. children. than. is, to. that. sentences;. of the. understanding. observations. and. the. of. be. to. are. &gured. contents.. respected. is. analysis. possible.. :. 3.. 4,. 5.. (1). ＼ Cbildren's. s. determine. feeling,. serltenCeS.. mllSt. (2). (3). (4). (5). (6). Unification. children's view. be. life. real. decides. put. in. the. of. edtlCation.. (lf the language. the. is. important.. level of. centre. :. Natural. ex.act. and. Expression. is. expression which. ii5. finally:. of. and. development. emotional. c()ntents.. for. lleCeSSary. theintellectual. satisfies. and. to. contents.. the following. 2.. Content. in,. length. the. the. sentences五tting. this summary,. 1.. then. it. relate. the aim.. was. is less important. own. to. Fro皿S11mmary. to. order. is necessary.. phrases. of the articles decided. learning. According. in. early,. will be. to. words,. closer. natural. (5) Kanji. and. children. other. contents. elnploy. came. sentences. of words. wbicb. are. wbicb. (4】 The. use. names,. daily. real expressions.. children's. real life. in. practice. line with. K6go. of the. presentation. cbildren's. (2). in. more. SHIGA. cb主1dren,. 1 Means which. to. express. contents. involve. formalism,. Social. spiritualism･ Tlle. and. means. Cultural reveal. unity.. Dialect.. contents.. the. Figure. K6go. Thus,. of the articles. contents. heart, ative. are. have on. as. existed. clothes of Bungo, As we have seen, from. education. which on. the. or. now,. K6go. the. at. that time?. children's. which. aimed. but very. natural to. the. a. means. and. the. the. the. contents. in. No.. above-mentioned. development. cultivate. the. moral. Now. edllCation.. conBicts person.. with. decor･. of K6go.. clothing. important. The. cbildren's. wore. contents. The. contents.. into. the transparent. on. put. is notanaim. since. solved. Before,. contents. describe. directly. transmitted. not.. to. means. powerful. be. to. real life became. aimed. education. able. now. and. been. e庄ective and. spiritualism. cbildren's. all problems. mentalaim. are. formalistic. wbetber. taken. an. 4.. which then, thought. the govern･. Then. why?. it.

(17) ASPECTS. the. be. not. would. OF. CONTRASTING AND. to. overestimation. an. key. master. TWO MOVEMENT. Japanese. to. IDEAS IN EDUCATION. MEIJI. say. to. that. THE. GENBUN. 125. the "why". solve. ITCHI. =bow". and. is to五nd. education.. 5 As and. l have. "contents-centredness" Tbese. A.. stated in the previous. factors. B.. It brings. as. absolllte.〟. them. a. or. the. spirit. the. two. the. positive. Now,. the. turn. One. B,. the. the. period.. cbildrell:. teaching. cent. per. is the. This. is. ego. of. allows. terminal. of "object. the thoughts. sense. as. by. is supported. ability. independently. think. a. contents,. "object. of. A:. hundred. to. late Meiji. tbougbts. a. by. required. of attitude. A.. this attitude. is. goal. absolute,". doubt. of. kind. this. doubt. to. children. spirit. of. criticise. and. by. supported. factors:. 川. a an. factor wbicb we can recognize object. The traditional way one's. abandon In order. by. 丘nal stage also. of every. the. kind. a. with. into. come. one's. that one heart. for it;. space. make. goal. standard. of K6go. should directly.. has. one. of the. of social. and. in the analysis. language. was. to. make. lea.ming. was. as. (Bungo). is. refuses. to. a. make. in the previous. the dialect problem. at. To. in the. cent. which. I have graph. aimed. unity.. cultural. language). spoken. Japanese). dialect.. and. per. factor. This. (Kakikotoba. l showed. 30. nearly. txtbook.. Japanese. colloqual. uni丘cation. was. which. language. this. As. on. the. at a. must. Bungo. national. by. comment. section,. (as. one. can. of comprehending is. comprehension. the object. surviving. live together. and. object. of. way. is:. from. supported. sbort. that. an. the traditional. as. nothing.. in且uence. (ii) an. to. admit. factor, which. another. so. ego. to. oneself And. from. of education.. to. towards. of respect. ability. aims. of attitudes. subjective thinking. spirit.. in. "child丘rst". -. tbougbts.. argument. independent,. current. To. sense. in. factors. essential. kinds. two. individual. their. I will follow Their. in. resulted. It cultivates. two. the. are. "child-centredness". section,. dialect speakers, trouble. much. K6go Bungo. as. learning. The. Prospectus. ...but. this time. at. solid and among It. was. in. the. for. firm. school. yet.. and difficult. reader.. compilation language. colloquial. standard. social groups sometimes. the second. our. There. are. (1904-1909) (K6go). different. tells this:. does. not. have. any. (colloquial) languages. sexes∴ to. Teachers. copy are. purely required. natural to. study. languages how′. to. contained make. the.

(18) Kazukiyo. 126. Thus,. learning. in. provinces.. the. Tbus,…an° thought. It may grammar. and. the. be. or. Now, goal. of B. is. visual. a. belief let. us. to. dialect sometimes. thought. the. a. make. the reading. using. "object. of the. as. The. of Japanese. devotion. children.. in. "object. as. were. p.. are. Omission. 2.. Use. goal. is the. This. of the. some. of A. and. reason. above. B.. terminal. The. the. why. development. goal. Gap. goal. =doubt". The. occurs.. the attitude B.. of attitude. is. of A. devotion. of. self-sacri丘ce brings. or. is the. This. in. and. following. the. graph. analysis.. 5.. relevant. grammaticalcharacteristics. it is a first person. subject when. of the. of "yes" alld is asking, speaker. one. Ⅵben. "no.". Japanese,. "no" "yes"and in English while. it. one. On. isright,and. to. agrees. uyes."And. uses. one. intention. uses. "no.". question, thinks. one. 4.. this. 29.. 1.. 3.. Then. by the Japanese. encouraged. assist. this devotion. absolute.". the. compare. can. grammar. Then,. in. demonstration. following. living. selトsacri丘ce.. that self-sacri丘ce and. is "belief.". KKHSS,. for those. absolute.". Figure. 1) 2). hard. was. 1). textbooks.. 2). characteristics. selトsacri丘ce. of faith. B,. children. argued. system･. Tbe. of the Tokyo. (ii)support. forces. language. own. their. practice. children. SHIGA. if. a. one. tlle speake工's question of what doesn't agree with the opeaker's. the contrary,inEnglish, it is wrong, if one thinks are. used. ``yes". oneself thinks. of what Verbs at the cone end of the is put at the end a verb which. and. sentence.. thinking. when 〃no'●. are. used. Sentences. one. uses. uses. "no.". "yes". In. the other about from the point are. finally. whenever short,in person's. of. view. determined. by. of the sentence. location. Generallythe Sentence Japanese thought of the timeand expression Fo工eXample, from to 孤 progresses general particular. adress is written from These 3 and 4 mean city, district to house that some prefecture, number. factor focusesand limits a point. A point determine cannot superior extemal the extemal. factor.

(19) OF. ASPECTS. TWO MOVEMENT. CONTRASTING AND. IDEAS IN EDUCATION. MEIJI. THE. GENBUN. ITCHI 127. Conclusion. As. a. These. result. tⅥ). Genbun. foregoing. the. of. discussion,. ideas, formlism. opposing. two. be. can. pragmatism,. and. have. ideas. opposing. seen. come. the. as. out.. basis of the. ltcbi Movement.. Realism,. utilitarianism formalism. spiritualism,. while. called for colloquial. pragmatism. and. and. authoritarianism. preferred. expressions,. popular. or. traditional. or. written. expressions.. Tbe. two. The. traditional. (the way), One. of the. people K6go. aims. a. gap. ultimate. between. following. are. the. same. values. to. the. to. was. of. thesis. the. the. the. It. the. and. But. Thus,. truth.. truth. which. values.. still tragically.exists.. obtaining. K6go.. values. the. obtaining. become. utilitarian. transmitting. Do-. or. to. or. existence. generations. in. of. Michi. called. pragmatic,. younger. method. means. the. eHective. this. people. objective. to. transmit. K6go. ideal. formalism. were. lost. language. the. gap. the. written. traditional. assistance by. is. means. gap. colloquial. Japanese. spirit,. will. of. between. was. that the continue. and it. in丘uence the. not. a. of. as. of. This. written. long. altered. of the as. is. Japanese. Although. Japanese. the. gap. people. duality. the. the. the Genbun. educational. the. to. ascribable language,. by. primary. and. by. after. system.. grammatical. ideas. tⅥ). govem-. Even. remained.. still sllppOrted. its. the. and. education. spiritualism. was. completely. problem. higher. between. gap. Bungo,. languages.. and. fact suggests. the. children. in the textbooks.. used. was. rationaism. the strong. the. reason,. and spiritualism language.. K6go,. between. lives of school. Bungo. while. in. written. itself and this. the daily. rema.inedunbridged. and. education,. between. gap. educational. the textbooks. Tbis. is. the. adapted. con丑ict with the traditional in l have which studied means:. to. which. it.. The. For. be. to. now. the truth.. two. truth,. adjust oneself. of education. the. transmittlng. mental. to. had. from. the. of approaching all,. method. obtained met. way. ofter. was,. This. se18ess.. the. the fact that they. common. truth.. -the. gap. in. have. groups. ground ltchi. between use. of. of the. Movement pragmatism. the. Japanese.

(20) Kazuliiyo. 128. SHIGA. BIBLIOGRAPHY. Ishii Takashi. (eds.), Ba丘zEmatSu. Kan弓ko. Terumoto,. Kindaigo. Gakkai. Kurasawa. G6,. Ky6ikushi Maeda. Ai,. KindaiKy6ikushi. Sakata. Yoshio,. Shioda. Narikazu,. Teito. Bakumalsu. Ky6iku. Yamamoto. Meiji Nihon Nihon Kenky正Kai. Tokyo,. A:eniu'Kyoiu Kenkyil Kenkyii.. no. Yoshiknwa. Kenkyu-. Tokyo,. Shob6,. Tokyo,. Tokyo,. 1968･. (vols･. 1-5)･. Shoin,. 1978･ 1968･. 1973.. Iieo Kyoikuseido. (ed.), Meiji. Kazama. Musashino. (2).. K6dansha,. Tokyo,. K6bunkan,. I7atLatsushi. Ry己ginsha,. 1938-1939.. Nihon. Bin,. Kenkyu-.. no. (ed.), Kindaigo. Hensankni. Takahashi. ki. Gyoseishi. Meiji. Gakusei. Tokyo,. Ishin. khin. Ki. no. Zshinshi no. Nihon. Miraisha,. Gengo. Minshii. H6sei. BungaiuL.. Kank6kai(ed.), Sei5aku. Kyoikushi. (ed.), Kokuiei. Tokyo, no. Daigaku. Kindai. Shuppan. Kyoikushi.. Kyokn, K6dansha,. Tokyo,. 1972･. Tokyo,. 1973･. 1965. Kenkyil･. Kuroshio. Kenkyil･. Miraisha,. Kyokasho. Hensan. shuppan, Tokyo, 1978･. Shuisho. Shu-sei･. Tokyo,. 1973･. Ky6iku. Shoin,. 6fasha,. Tokyo,. 1933.. Masahide, Shiteiu.. Kindai. Buniai. Hassei. no. Kindai. Buntai. Keisei. Shi7･yO. 1978-1979.. Kenky2?.. Shiisei. (Hasssi. Iwanami, Hen,. Tokyo, Seiri15u. 1965･. Iqen)..

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