Imperial rescript on education 1890 forced education

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Imperial Rescript on Education 1890Forced education increased from 16 months to 6 yearsStudents forced to pay tuition when Japan didn’t have enough moneyCompulsory education became mandatory and was the most effective way in developing nationalistic identitySecular ideas and values were taught--nationalism as a tool“Samuraization” of JapanTried to instill the Samurai ethos into the general public such as the traditional samurai emphasis on discipline and adhere approach to work and lifestyle-- not indulgeAlso had natural devotion and loyalty to the lords and familiesTried to shift allegiance from devotion and loyalty to state/emperorCult of the EmperorEmperors become more visible through tours of Japanese landsRituals performed by the public rather than in privateEmperors bday became a national holidayImage of emperor as top figure of humanitarianNew approach to Shiato--emperor as ancestor of all Japanese ppl no longer to clan (imperial)Emperor took credit for all new edicts and lawsLife completely dedicated to state and emperorConscription ordinance or “blood tax” 1873All men over 20 subject to conscription to the Japanese armyFamilies not only paying the govt money but also lives of own children for what was supposed to be a benefit to the stateCentralized Shinto shrinesMany local shrines consolidated into a large central communal shrine which creates a sense of nationalismShrines in center of village a proxy to main one in capital cityWorshipping same shrine enhances nationalism by reducing the sense of individuality of each villageYasukuni—shrine for war dead (1879)Initially created by emperor Meiji to commemorate any individuals who had died in service of the Empire of Japan during the Meiji RestorationReforms in mandatory schooling1907- six years of education was requiredWay for central govt to enhance nationalism bc school was designed to promote
patriotic values, such as allegiance to the emperor, ethos of sacrificing for the common good, and presence of the common ancestral traditionMandatory ethics classes- absorb values they want u to have as citizensOvercoming parochialismInstilled national symbolism in the emperor and educational reforms in order to create a more nationalistic empireMinistry of Education and textbooksTook over the job of writing and publishing Japanese textbooksPractice of increased nationalism by forcing certain information on the young minds of the JapaneseReduced chance of opposition of the central govtCreate an early allegiance to the emperor and stateRequired ethics and mandatory education for girlsYoung Men’s AssociationsResult of reform where individuals from different villages congregated together inorder to do various extracurricular activitiesPoint of associations to make a sense of connectionOkuma Shigenobu’s liberal idealsWaseda UniversityPrint capitalism and “imagined community”Overcoming differences in regional dialects by Subscribing everyone to one language

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