Press translations [Japan]. Social Series 0168, 1946-01-14.
Date14 January, 1946
translation numbersocial-0757
call numberDS801 .S84
Persistent Identifier
SOCIAL SERIES: 168
ITEM 1 Review of Japanese History (Conclusion) - Yomiuri-Hochi - 12 Jan 46. Translator: Y. Akabane.
Summary:
YOMIURI: Then what will be our historical educational policy in the future?
HIYANE: It means there will be special textbooks compiled by the Education Ministry
as well as newspapers, magazines and radio
broadcasts. In connection with the compilation of textbooks on history, I recollect
a passage of President TRUMAN's message
from the White House on Christmas Eve to the effect that there are no questions that
cannot be solved by Christ's Sermon on
the Mount, although there may be many difficult ones both in AMERICA and the other
countries of the world. I recollect two
things in this regard which should attract the attention of the Japanese in general
as well as the Japanese historians. One is
a Christian teaching that those who stand with swords will be conquered by swords;
the other is that the meek are happy, and
those who seek peace are happy. These teachings have impressed me, and the present
plight of JAPAN affords a practical
education to those who have acted against those teachings and acts.
I will suggest a few important points on which I am going to place special emphasis
in the compilation of textbooks. First,
the Japanese are a part of humanity, and if they perform good acts on the same level
with other countries, things will go
smoothly; if on the contrary they commit evil acts, they will be ruined. I emphasize
the idea that JAPAN is a world country
and that the Japanese are a part of humanity. Secondly, the peace of the world and
international friendship must be emphasized
in the new textbooks. Third, respect for women, sympathy for the poor, and the spirit
of love for the weak should also be
stressed, as these are almost completely ignored in the existing Japanese histories.
Fourth, Japanese history has paid too
much attention to the political aspect, but hereafter phases of social history, especially
history viewed from an economic
standpoint and the changes in the times observed as economic phenomena, must also
be taught in the secondary schools and
colleges.
NISHIOKA: The life of the people has been too much ignored in our history, so it
must be taken up hereafter as stated by Mr.
HIYANE. By so doing, Japanese history may be learned, not as isolated within Japan,
but from the standpoint of oriental or
universal history.
IZU: Until quite recently, history has been abused as a weapon of the ruling classes
for attaining their political purposes.
The real nature of history exists in clarifying facts, which contribute to the future
development of the Nation and the
progress of the world in the proper sense of the word. Accordingly, the existing mistaken
notions on education concerning
history should be completely
SOCIAL SERIES: 168 (Continued)
ITEM 1 (Continued)
wiped out together with the militalistic and feudalistic conceptions; instead, there
must appear a view of history truely free
and accurate.
I have no confidence in the current Education Ministry as it has not the ability
to compile a correct history. From the MEIJI
Era up to now, textbooks on history, made by this bureaucratic structure, arbitrarily
planted mistaken fundamental ideas in
the Nation. We cannot, therefore, expect a correct history if the compilation of historical
textbooks is left to the Education
Ministry. Textbooks are not limited to one history alone, and schools must be free
to choose any history they like from among
many.
TSUCHIYA: I think we must first establish an overall view of history, though it may
be difficult. This overall picture of
history will be, in short, synonymous with an overall view of life. Benjamin FRANKLIN
once said, "Men are creatures to make
tools." To make tools means to create techniques, which will be realized through production
or economies bearing fruit in
increased popular welfare and cultural developments. In the modern community national
science connects directly with
techniques which are produced by science, and, simultaneously, the development of
science is accelerated by various techniques
and economies. These three may compositely be called the material civilization which
will become the foundation of culture.
The elevation of popular understanding and concern and its dissemination are, therefore,
thought to be very important in a
healthy modern society.
The science of history must be based on the histories of economics and science, and
the development of various cultural
processes must be studied. In this way, the life of the people will be rightly grasped,
and we can get rid of the wrong
tendency of considering histories of politics and wars as the most important. The
views of great personages will be changed
from attaching too much importance to politicians and soldiers to paying due respect
to those who contributed greatly to the
promotion of human culture. From such a point of view, we can objectively observe
the Japanese as a part of world humanity,
and the Japanese history as a link in world history, as a result of which scientific
study of Japanese history will be made
possible, there being no room for the existence of anti-foreign idea or consciousness
of a" chosen people" idea. This also
will coincide with the democratic and humanitalian standpoints. JAPAN's fundamental
future policy should be its reconstruction
as a democratic cultural country to be able to contribute to the eternal peace of
the world.
HANI: I pay respect to the YOMIURI which has expressed its cognizance of its war
responsibility, declaring that it can not
write even a line without being democratized. I was imprisoned in March last year
and was not well, but have come here as I am
afraid that the YOMIURI paper might be stained by irresponsible utterances of unthinking
historians, not aware of the war
responsibility. I must first say, "Know thy shame." All historians ought to reflect
and consider what they have written in the
past. Their responsibility for leading the people to their present plight is great.
Historians pens are smeared with the
Nation's blood; their mouths deceived the Nation. We can by no means place confidence
in thorn nor whatever they say and write
in the future. We can only consider them unprincipled. I frankly suggest they scrutinize
themselves deeply before they
scrutinize or teach Japanese history. It was the leaders' voices that declared the
war was one of justice and would be won.
Historians glorified this propaganda to make people believe it, and, therefore, they
too should assume responsibility for the
war.
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SOCIAL SERIES: 168 (Continued)
ITEM 1 (Continued)
Some popular opinions strongly demand the retirement of officials in the lending
positions above HANNIN rank. Mr. OZAKI, the
Parliamentarian, said in effect, "Parliamentarians of the Imperial Rule Assistance
Association must refrain from executing
their public offices or at least leave their posts and reeducate themselves for a
few years as mere citizens, and then stand
for election after obtaining popular confidence." I heartily support these opinions.
The people will not believe what the
politicians say and do no matter how hard they try, as long as do not resort to some
means or other to recover the confidence
of the people. Accordingly, historians must be concious of their shame and acknowledge
their errors before teaching new
history. By so doing, they will be in a position to command popular confidence, and
the people will be able to get rid of the
unpleasant feeling after having been deceived by the historians.
ITEM 2 On the "New Education" - Tokyo Shimbun - 12 Jan 46. Translator: T. Ogawa.
Summary:
In response to complaints in the Diet and by the intellectual classes regarding the
pamphlets entitled "The Way of the
Subjects" (SHIMMIN) NO MICHI) and "The Basic Principles of Our National Polity" (KOKUTAI
HONGI), which have been inspiring the
public with militarism, the Education Ministry authorities have ordered that the printing
of these pamphlets be halted.
In this connection our reporter interviewed Mr. NAKANE, Chief to the General Affairs
Section of the Education Ministry. During
the interview the reporter asked Mr. NAKANE the Ministry's plans for changing the
trends of thought they have been directing
for so many years and whether or not they are planning to edit new books replacing
the abovementioned pamphlets. Mr. NAKANE's
answer to these questions was as follows:
"It is true that we have put these pamphlets out of print, as the Education Minister
stated at the Diet. We must, however,
clean up the misguided thoughts of the past by means of a new educational policy.
It is a duty which is imposed on us. We are
planning to establish a new system as a first step by reforming the existing educational
system in order to wipe out
militarism. We have already decided to adopt the Imperial Rescript issued on New Years
Day as a primary basis for future
education. The interpretations of the Imperial Rescript, written by various learned
and experienced men, will be our
reference. A thorough carrying out of civic education methods, based on the new interpretation
of the Imperial Rescript on
Education, is also planned. The latter is the most unique plan that has ever been
drafted since the institution of our
educational system. This is indicative of our new policy to dispel the uniform guidance
which has been practised
heretofore."
The concrete steps to be taken in the extension of this new policy to educators as
well as to the Teachers Re-education
Institute are points under consideration. Nevertheless, with regard to the problem
of whether or not new books should be
edited by the Education Ministry before publication, we think it is reasonable that
they should not be edited. We further
believe that the very fact that such books are not subject to editing is democracy,
and it is preferable to leave the matter
to the discretion of the educators.
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SOCIAL SERIES: 168 (Continued)
ITEM 3 Hound-table Discussion on Cultural Reconstruction of JAPAN (Part One) - Mainichi Shimbun - 13 Jan 46. Translator: C. Gilbert.
Summary:
TANAKA, Kotaro, Chief of School Department in the Ministry of Culture - "Up till
now Japanese school education was
concentrated on the teaching of subjects useful to the state. What was useful was
determined by the statesmen or militarists
in power. The question is whether the educational policy determined by the men in
power was actually useful to the State. In
other words, it is questionable whether the rulers of a state at any time can determine
what is really useful to the state.
Therefore, it is considered desirable in the educational circles to teach truth objectively
and regardless of State interests.
In other words, the submission of truth and education to State policies is regarded
as undesirable as it enslaves the
scientist and the educator. The new education must, therefore, be built on a respect
for personality, character building, and
rational scientific education."
KATAYAMA, Tetsu, Chief secretary of the Social-Democrats - "JAPAN did not attain
its educational object up to the present,
because, it tried to compress everything into an unreasonable pattern, neglecting
human education as well as the teaching of
truth."
TANAKA - "All schools, with the possible exception of universities, wore subjugated
in this way to serve the purpose of
Imperial JAPAN. The universities were permitted even during the war to study natural
sciences without restrictions, except
restrictions borne out of the necessity for material economy. The study of all other
subjects, with the exception of
restrictions in the field of social sciences, was permitted. On the other hand, there
were severe administrative and political
restrictions in the primary and middle schools, combined with a pronounced emphasis
on military education. In the future not
only must such military education be entirely removed, but all school education freed
from administrative and political
interference. In other words, school education must be kept free from interference
by party politics as well as State
administration."
TANAKA believes that is the meaning of a true democratic education.
DISTRIBUTION "X"
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