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()(The 1868 Meiji Restoration marks the end of more than 250 years of Tokugawa rule over Japan. There followed unparalleled historical change : In 1871, the feudal daimyo domains were abolished and prefectures put in their place. Between 1873 and 1876, the semi-serf-like cultivators of the soil became free farmers with a title to their lands. A conscription law made all able-bodied males subject to military service. During the same years, the once powerful samurai were abolished as a class and pensioned into poverty. In the decades that followed, Japan not only maintained its independence, it developed into a modern nation. How were changes of this magnitude accomplished? One explanation is the spread of literacy and the existence of LDutch scholarsL schooled in medicine and the study of that language. Among these scholars, Fukuzawa Yukichi [1835-1901] emerged as a leader. He traveled to San Francisco in 1860. He learned English and worked for the Tokugawa foreign ministry between 1861 and 1868. He translated Western books, and then, from 1872, he began writing interpretative works. In his late thirties and at the peak of his powers, he wrote LAn Encouragement of LearningL between 1872 and 1876, and LAn Outline of a Theory of CivilizationL in 1875. These works explained to the Japanese people the transformation they were experiencing and provided a rationale for their acceptance of the changes. In LAn Encouragement of LearningL, Fukuzawa wrote that freedom and equality are inherent in manLs nature ; he presented ideas that John Locke or Thomas Jefferson would immediately have recognized. His logic justified the move from a highly stratified, four-class society to one in which any person could aspire to any occupation. He wrote of the obligations between humans in society, and generalized from these to relations between nations. Reading the book, you can imagine life in a society that has suddenly become free, a society in which all of the trammels of caste and class have been dissolved. How might FukuzawaLs words of encouragement have helped late nineteenth century Japanese as they faced their future? [Albert M.Craig, Harvard-Yenching Professor of Japanese History, Emeritus, at Harvard University]@„CONTENTS^@Section ONE^@Section TWO^Foreword^The Equality of Men^@Section THREE^The Equality of Nations^National Independence Through Personal Independence^@Section FOUR^The Duty of Scholars^@Section FIVE^Speech Delivered 1 January 1874^@Section SIX^The Importance of National Laws^@Section SEVEN^The Duties of the Citizens of the Nation^@Section EIGHT^Respect for the Independence of Others^@Section NINE^A Letter to Old Friends in Nakatsu Stating Two Ways of Learning^@Section TEN^Letter to Old Friends in Nakatsu, Continued^@Section ELEVEN^The Falsity of the Idea of Moral Subordination^@Section TWELVE^An Encouragement of Public Speaking^The Refinement of Conduct^@Section THIRTEEN^The Damage of Envy in Society^@Section FOURTEEN^A Criticism of PeopleLs Thoughts^The Meaning of the Word LSewaL^@Section FIFTEEN^Methodic Doubt and Selective Judgment^@Section SIXTEEN^The Spirit of Independence in Everyday Affairs^The Compatibility of Intention and Activity^@Section SEVENTEEN^On Popularity) |
BASE de DATOS, Biblioteca del Centro Cultural de la Embajada de Japon
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