Introduction to Modern Japanese History - complete summary
7 views 0 purchase
Course
Introduction to Modern Japanese History
Institution
Universiteit Leiden (UL)
Book
Sources Of Japanese Tradition V2 Pt2
Summary for the first year course Introduction to Modern Japanese History given by prof. Mark at Leiden University. It is a complete summary of the entire course based on lectures and readings.
Introduction to Modern Japanese History Summary
Up to +/- 1930
Concepts/terms
THE Unequal Treaties - Low tariffs set by the West and Japan was not allowed to change them, basically
(once again) tax income for the Shogun. Japan now had to compete with the West as Western
products start to flood the domestic market.
- Extraterritoriality, own courts for foreigners in Japan (which was a huge insult to
the Japanese, ‘your court is not civilised enough to trial our officials’). Inflation and
impoverishment by debasing the currency (gold was too cheap compared to
international prices).
‘Open Door Policy’ Adopted by US – insists that all nations have equal access to any of the ports
open to trade in China, sets the US and JP claiming to hold special rights in
Manchuria against each other.
Mito School of National Reject both Sino-centric and Western models of international relations. Claimed a
Learning special place for Japan as a divine realm. Meiji leaders drew on these ideas to
secure Japan’s position in Asia.
‘Laws of Nature’ In 19th c Japan:
- ‘progress’, ‘evolution’, rationality and science
- popular representation
- seek and adopt best ideas from abroad, that could bring progress and success to
Japan
- ‘merit’ vs ‘birth’, ‘freedom’ vs ‘tyranny’ (still about men not women)
- imperial rule, idea that the emperor should be at the centre
- national power, rich nation with a strong army
Vox populi the opinions or beliefs of the majority
kokumin Term used by political activists, meaning ‘people of the country’
Important peeps/groups
People Description
Emperor Meiji Ruled from 1867 to 1912. Figurehead of the Meiji Restoration.
Fukuzawa Yukichi ‘Meiji Six’ magazine – need for education to rise to a higher position, was also needed
for the nation. Nation is not progressing because of the lower classes being uneducated.
However still no mention of women and their rights.
Meiji oligarch – influential, established study groups. Was a private citizen.
Wrote multiple things – people born equal, status gets appointed based on talents,
virtues and accomplishments, people need to study to understand their place. Theory of
civilization (3 stages*). Goal was to strengthen Japan and preserve independence.
Sakamoto Ryoma A Tosa samurai who turned from anti-foreign assassin to open-country reformer. Came
with one of the most important plans to create deliberative assemblies – a bicameral
national assembly. Upper house of court nobles/daimyo, lower house of samurai (maybe
even commoners)
Itagaki Taisuke From Tosa. Formed the first political association, Patriotic Party (1874).
, Liberal – people should control their rulers with the force of public opinion and prevent
them from using their power arbitrarily. Need for education for the ignorant and spread
political understanding. Government should not interfere with private life.
Ends up leaving the government (rebel oligarch), because the plan of Korean invasion
did not got through
Ito Hirobumi Directed the Meiji Constitution (with Inoue Kowashi) – (in Memorial on Constitutional
Government) moderate conservative, need to maintain Japan’ s tradition when keeping
pace with international trends. Willing to move toward broader representation, but so
that orderly flow of society would not be disrupted. Proposed revisions in current
structures.
Meiji oligarch – favoured the Prussian model to adapt in Japan
Eventually assassinated by a Korean nationalist after being put in a position in Korea
Takagaki (?)
Saigo Takamori Led the Satsuma Rebellion (largest samurai rebellion), after leaving the government in
rage because the Korean invasion plans got discontinued. Also did not accept the
abolition of samurai. Got crushed and executed
Meiji oligarch
Okuma Shigenobu Foreign minister, negotiated more favourable treaty revisions in 1889. Gave mixed
reactions in the government and also opposition outside. Were abandoned and cabinet
resigned.
Meiji oligarch – was a member of the Meiji elite, forced out as he is seen to be too
liberal. Finds a study group (Waseda University). So he became a rebel oligarch –
formed the liberal party ‘Progressive Party’
Yamagata Aritomo Most important geopolitical strategist of the Meiji leaders. Korea should become a ‘zone
of advantage’ protecting Japan’s ‘zone of sovereignty’. Also consolidated institutions of
military demand with relative independence from the population and the Diet. Also a
Prime minister.
Uchimura Kanzo First higher School teacher, refused to bow to the rescript. He sees this as a violation to
his right of freedom of practising his religion, Christianity. Caused an uproar of negative
reactions – seen as a traitor to the nation, no respect for the Emperor. Eventually he
backed down, but still got fired.
Incident that reflects that Christianity is a threat to nationalism, viewed by the Japanese.
Shimizu Toyoko Wrote The Broken Ring – reflects the time very well, justifies her husband's actions as it
being her fault of failing to improve him. Makes an attack on the concubine system
(should treat their wives right, not just as a pawn of enjoyment). Still a patriarchal view,
but also progress.
Freedom of Ultimately an elite movement (middle and upper class). Not only former samurai, also
People’s Rights wealthy peasants, landowners etc. Women did participate, but men typically found it
unsettling. Not really fighting for women's rights, no fuss on limitations on women rights
(even after flights to participate in the parliament got limited). Need for constitution to
see what sort of political structure should be adopted and people’s right to participate.
Grass-roots groups Former samurai, wealthier peasants. Form Liberal Party
Popular Rights Were able to make charges of a new ‘Sat-Cho’ dictatorship replacing Tokugawa tyranny
Movement as political power gradually got concentrated to Satsuma and Choshu.
Were an important influence on the timing and direction of the government’s decision to
,Lol this is the same adopt the constitution. Not simply caving in to opposition, had already decided the
as FPR constitution was needed.
From here on these people are only mentioned in the readings, not sure if this is tested in the exam
Kido Takayoshi Iwakura Mission – Japan could not become a modern state without an educated and
enlightened population. For more public participation in the government, education is
needed. Until then, the Sovereign should act for the people. Citizens exercise their
rights and assist gov. by sharing obligations (laws from Constitution)
Kume Kunitake Iwakura Mission – with cautious planning Japan would catch up to the West (much of
Western success was from recent history). Further reforms and industrialisation were
needed.
Tokutomi Soho Introduced young Japanese to Western political and economic ideas through
newspapers and journals. Like Fukuzawa Yukichi saw breaking with the past (Meiji
Restoration) as liberating. Wanted to place Japan in world history and give a sense of
where Japan was going.
Also believe it was an incomplete revolution, which had to be completed by the young
people of Meiji, advocates of a ‘second revolution’.
Nakae Chomin Wrote Discourse by Three Drunkards on Government
Freedom and People’s Rights movement. Advocated strong Japan, rejection of
militarism, expansion of representative government.
Tsuda Umeko Found a college for women, and became the leader in women’s education.
Kishida Toshiko progress and civilisation a situation in which women would have political and
economical rights on par with men. Both a threat (increased likelihood that government
might crack down on the movement) and opportunity (drew enthusiastic and curious
crowds) for men in popular rights movement.
Mori Arinori Minister of Education (86-89), tighter control over textbooks, teacher training in
government schools, military drills, promoting Confucian ideals of loyalty, obedience and
friendship. Conservative reforms.
Also wrote On Wives and Concubines, saying they should not have equal rights, Japan
has not established fundamentals of human morality etc.
Kato Hiroyuki Wrote Abuses of Equal RIghts for Men and Women, mistakes Western chivalry as
women having more rights than men. Equal rights in Japan will lead to no longer being
able to control women and their excessive rights.
Kido Takayoshi Wrote Draft Memorial for the Immediate Promotion of Universal Education – people
need to be educated, improve themselves to make the country strong. Otherwise Japan
can not keep up with the leading countries. Extract knowledge from other, but not
straight up copying.
Timeline
Date Event Description
1853-1868 Bakumatsu End of the bakufu
Eurocentric and orientalist storyline of the West was to force open the
Unequal Treaties country. However there were already tensions domestically (social
discontent among peasants and samurai, crisis), only a push (in this
case from the West) was needed for the Tokugawa to fall. Made a global
, change to the world.
Combination of forces from inside and outside.
1867 Ee ja nai ka also political statement. Recognition that the old world was falling apart,
change in fundamental order of things. Especially after the Shogunate
was defeated. Expression of unrest and discontent.
1868-1912 Meiji Period Time of reforms → Meiji reforms
Meiji Restoration
1868 Charter Oath Progressive side of the Restoration. Promises how the government will
look and act. They will listen to people.
Government realises they need to follow through with these promises to
avoid pressure from looking like the old government.
- assemblies established, all matters decided by public discussion (1st)
- all classes unite to carry out administration of affairs of state
- common people allowed to pursue own calling, so there is no
discontent
- evil customs of the past broken off, everything based on laws of
Nature* (4th)
- knowledge sought throughout the world to strengthen foundations of
imperial rule. (5th)
- First article – suggest that the decisions of the state should be public
and open, not in the hands of a small group. Popular representation. Big
point of tension for Meiji.
- Fourth article – represents the 19th c notion of progress, that
Tokugawa Japan is behind in the world, needs to do something new.
‘Laws of Nature’, also seen in the West, is a notion of a natural law. Can
also be seen as conservative (‘natural laws are the old laws’)
- Fifth article – notion for opening to the West, need for adopting
knowledge from the West. Iwakura Mission
Articles leave the door open for interpretation, vague, but also to
advertise that they are gonna do something new and just. Merit vs. birth
and freedom vs. tyranny
1871-73 Iwakura Mission Important Meiji leaders travelled to the West to gain knowledge. The
biggest inspirations on ideas of the West, basically a study tour.
Here they also get introduced to colonialism – lessons on what they do
not want to happen to Japan and to be a strong nation.
Main aim was to talk about the unequal treaties, show them how civilised
they are. Did not work, had to bring their government and legal system to
Western standards first.
Got unsettled about the relations between men and women – saw
etiquette as a sign of women having more rights.
1873 plans on Korean Happens while many leaders are on the Iwakura Mission
invasion - Seikanron It is seen how demanding it will be and how much time it would take, so
it was decided that it was not a good time. Ironically no debate on
whether it was morally right.
Iro Hirobumi and Saigo Takamori were frustrated and left the
government in protest. Ito goes into peaceful political resistance, Saigo
goes into rebellion.
1876 Unequal Treaties Gives Japan excess to the Korean market, Korea no longer able to
Korea – Treaty of protect their market from outside competitions. Japanese get more and
Kanghwa more involved as middle man for important Western goods (profited from
this). The Japanese market modernised enough to flood the Korean
market with their products. Also extraterritoriality.
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller gentlel. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $7.58. You're not tied to anything after your purchase.
