水戸学の思想と教育

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概要

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• Tokugawa Nariaki who became the 9th daimyo (lord) of the Mito domain in 1829, embarked on some programs of administrative reforms, giving prominent posts to such capable scholars of the reform faction as Fujita Toko and Aizawa Seishisai. One of the programs was the establishment of the domainal school named the Kodokan. It was founded close to the Mito castle in 1841. Toko took the magistrate of the school, and Seishisai became one of chief professors. In 1838 Toko drafted the Kodokan ki, the educationl principles, at the behest of Nariaki. This was the essence of the Mito school's ideology, which called for strengthening the sonnb-joi (the imperial institution and defying the foreign powers). Later, Seishisai wrote a plain commentary on the Kodokan ki, and Toko wrote a detailed commentary. In the last days of Tokugawa regime, the Kodokan was the institutional center of the education of the Mito domain, and the Kodokan ki was the leading thought of the education of the Mito school. We will therefore discuss the historical significance of the Kodokan and the Kodokan ki. However, if we will make a general discussion on the education of the Mito domain, our horizons must be expanded. We need at least consider the Shokokan (historical research institute), the goko (country school) and the shijuku (private school). The Shokokan was founded for the purpose of compiling the Dai Nihon shi (History of Great Japan) by 2nd daimyo Tokugawa Mitsukuni. Goko were the schools for goshi, (country samurai), nohei (peasant warrior), shinkan (Shinto priest) and country doctors, many of which were established at various places of the Mito domain by Nariaki. Shijuku used the teacher's own home as classroom. Pupils of the shijuku came from all parts of the country and all social classes. The goko and the shijuku played the important roles in the political reform-movement. We will therefore discuss the significance of their schools, too.

• 静岡大学の論文
• 2003-07-31

著者

• 荒川 紘

  静岡大学人文学部

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