Theory of Character and Characterization

about the progress of Japanese society from an isolated and feudal society to modern capitalist society. The year 1868 becomes the starting point of modernization of Japan. After the fall of Tokugawa shogunate, Japan sought the restoration of imperial rule and dismantles the feudal system. The government then carried through the programs of modernization of many aspects like transport, communications, education, military, and also financial system. “The period has been one of leaping advance in productivity, accompanied by progress in transport and communications technology, which has expanded the social life spheres of individuals and produced a society with an ever more complex social division of labor.” Fukutake, 1989: 11-12 According to the statement above this period is the road of modernization in which all aspects of live in Japanese society grows into a modern society in which they are not bounded by social status and ideally create equal individuals. The division of labor also becomes even more complex because of the growth of industry at that time. Yayori Takano in his essay, Foreign Influence and the Transformation of Early Modern Japan provides important information on how the Japanese at that time studied the Western knowledge as their source of information and how it gives a great assistance in Japan’s development. Dutch influence on Japan extended far beyond trade. To the Japanese, the Dutch were sources of information from the outside world, and provided them with Western knowledge. Dutch studies were of great interest to Japanese scholars, and were superior to those of the Chinese in various fields. Despite its relative isolation, the Japanese were able to keep up with Western nations in terms of technology by consistently studying translations of Dutch books on science, medicine, geography, and armaments. To respond effectively to growing pressures from foreign powers, the Japanese found it necessary to increase and improve their development of weaponry, and had no alternative method but to do so through Dutch learning Takano,2010: 85 Yayori Takano at the statement above mentioned how the Western, in this case the Dutch who had made relation with Japan during the isolation time provides support in Japan’s development in technology and finance. The Japanese scholars take interests in Dutch’s studies and constantly studying their books on science, medicine, geography and armaments because of their need to improve their development in order to face the pressure from foreign power. The foreign power that becomes real threat to Japan are England, United States and other countries that rises in power at that time. That is why the Japanese were sent to the universities of those powerful countries to study how they develops such powers and prepare Japan to defend themselves in the future from the pressuring power of foreign countries. It can be seen that despite their relative isolation, the Japanese scholar try to open their mind to foreign world and studying them thoroughly. This study, called as Rangaku or Dutch Studies. This study especially gives the vital technology transfer in which makes Japan increases rapidly in developing new technologies. Even they successfully establish industries despite the lack of finance, but this problem then solved because the Dutch also support them financially. Yasuo Saito in his essay, Education in Japan: Past and Present provides the reader much information about the development of education from the Meiji era. Starting in 1871, Ministry of Education was established and in the following year the systematic education was made in the form of Education System Ordinance. This system followed the American model at that time. It consists of three levels of schooling which were elementary school, middle school and university. Many of the traditional education institutions incorporated with the new systems. “In the early institutions of higher education, many courses were instructed by foreign professors. At the same time, the government sent large numbers of capable students to study abroad. After studying for a number of years, they returned to Japan and in a very short space of time replaced the foreign instructors.” Saito, 2003: 3 From the statement above it can be seen that this system later creates many educated people in Japan. In which includes many authors in this period along with Soseki Natsume as one of the students who were sent to study abroad. Following Yasuo Saito’s essay that explains the development of the education, Shunsuke Sumikawa in his essay The Meiji Restoration: Roots of Modern Japan gives further explanation on the reformation of education in Meiji era. Undaunted, the Meiji government persisted in its educational efforts. The Iwakura mission, composed of both a diplomatic and a fact finding expedition, was led by Tanaka Fujimaro, the chief educational officer. For 18 months from 1871 to 1873, a large part ofthe Meiji leadership toured Europe and America. Exposure to the West changed the thinking and priorities of many of the Meiji reformers. … The original Meiji model had been the highly centralized and structured French Napoleonic format. During the 1870’s a more informal and decentralized American format was implemented instead. The liberal atmosphere which pervaded the education system was a general reflection of the anti-Confucianist attitude of that period Sumikawa,1999: 13 Shunsuke Sumikawa explained that the government makes an extra effort in educational development by composing an expedition called as Iwakura mission. The mission led by Tanaka Fujimaro, the goal is to tour the Western countries ranging from Europe to America as a diplomatic and fact finding expedition. After they open their eyes on the West, many reformers change their way of thinking. Then upon the return of Tanaka, he acquires service from America to change the original education system in Meiji era. The French Napoleonic system format then changed into American format which is more liberal. The school teaching then emphasizes on learn about science, politics, cultures, and other things about the West and they also discarded the past principles because of they favor the Western concepts. The new ruling class, in terms of socio-economics consisted of an urban-based upper middle class. It was primarily composed of industrial managers and bureaucrats. To the bureaucrats and managers, the ruling class also included military officials, doctors, professors, architects, and members of liberal professions. All of these classes, by the late Meiji period tended to be drawn completely from the universities and colleges. Sumikawa,1999: 14 Shunsuke also explained from the quotation above that there is a new ruling class in Meiji era. Before Meiji era the ruling class consists of Daimyo and upper samurai class, but in Meiji era, they are abolished by the Emperor. The ones that replace the