Meiji Restoration Notes
Commodore Perry and the Opening of Japan
Edo Period: Japan had already experienced significant changes during the Edo period.
Arrival of the Black Ships: In 1853, a fleet of American steam vessels, referred to as "black ships," commanded by Commodore Matthew Perry, appeared off the coast of Japan causing surprise and alarm in a quiet Japanese fishing village.
Japanese fishermen rushed ashore and the sound of temple bells echoed through the air.
Japanese guard boats struggled to keep pace with the advancing ships making their way towards Edo, the capital.
American Perception: Upon landing, the Americans felt they had stepped back in time.
Japanese Defenses: The shoreline was lined with warriors wielding two swords, archers with long bows, cavalry, and infantry, alongside bronze cannons reminiscent of the old Portuguese design.
Japanese Perception: The Japanese were astonished by the Americans' guns, as opposed to bows.
Perry's Mission and the Unequal Treaties
Perry's Objective: Commodore Perry's mission was to introduce Western beliefs and establish a series of treaties known as the unequal treaties.
Arrival: Perry arrived in July 1853, with two steamships, two sailing vessels, 977 men, and 66 guns.
President's Letter: Perry presented a letter from the U.S. President requesting trade, protection for shipwrecked American sailors, and the right to buy coal for ships.
Threat of Return: Perry stated he would return in one year for a response.
Treaty of Kanagawa (1854): Perry returned with eight black ships and more troops, leading to the signing of the Treaty of Kanagawa.
The treaty opened Japanese ports to the Americans.
It established an American consulate.
It addressed the demands for sailors and coal.
Further Treaties (1858): Additional trading rights were granted in 1858.
Japan signed treaties with France, England, Russia, and The Netherlands.
These treaties were considered "unequal" by many Japanese.
Unequal Nature: These were called the unequal treaties because the Americans benefited far more than the Japanese.
The Japanese felt that the value they received from these treaties was far less than the value the Americans received.
Factors Influencing Japan's Decision
Demonstration of Military Strength: Perry's display of advanced weaponry convinced the Japanese that they were not prepared for a potential war with the Americans.
The Opium Wars:
Japan was influenced by the example of the Opium Wars between Britain and China (1839-1842).
Britain had supported opium smuggling from India to China to balance trade.
When China attempted to ban opium, Britain attacked Chinese ports and won the war.
China was forced to sign unequal treaties, opening the country to British trade. The Japanese witnessed this and wanted to avoid a similar fate.
Ultimately, the opium wars were a demonstration of how a foreign superpower can easily dominate a superpower in what you think is the strongest that you know.
The Opium Wars were incredibly detrimental to China's power.
Three Perspectives in Japan
Honor the Emperor, Expel the Barbarians: This faction advocated for war against the Westerners and maintaining isolationism.
Eastern Ethics and Western Science: This perspective supported adopting Western technology and military equipment while preserving Japanese values and morals.
No Mocking: Welcoming Americans and Europeans and trading with them were seen as necessary for increasing Japan's wealth.
The Boshin War and the Meiji Restoration
Civil War: Disagreements among these factions led to a civil war.
The conflict involved riots and violence between those opposing the Shogun and foreigners.
Foreign gunboats bombarded Japanese shores in retaliation for attacks.
Shogun's Resignation (1868): The Shogun resigned and requested the emperor to take over.
Boshin War: A war erupted between those who wanted to restore the Shogun and those who wanted to restore the emperor.
End of the Shogunate: 30,000 troops supporting the emperor attacked the Shogunate stronghold and set it on fire, marking the end of the era.
Emperor Meiji:
Prince Mitsuhito became the Emperor of Japan at the age of 15.
He named his reign Meiji, meaning "enlightened rule."
The beginning of his reign was known as the Meiji Restoration.
His reign lasted until his death in 1912 and was known as the Meiji Period.
Meiji Reforms
New Government: A new government was established.
Samurai who had fought against the Shogun became advisors.
An oligarchy (unelected group of powerful leaders) took control of the government.
The government promoted change to prevent Western takeover.
Goals:
Create a strong central government to unite the country.
Establish a form of government closer to Western democracies.
Moving the Capital: The imperial court was moved from Kyoto to Tokyo.
Abolition of Feudalism:
The Meiji government encouraged daimyo to turn over land to the state in exchange for pensions and compensations.
The samurai system was abolished.
Only the government had the right to collect taxes.
Charter Oath:
The Charter Oath consisted of a series of laws and oaths to ensure peace, equality, and equitable treatment.
Its five key principles were:
A deliberative assembly shall be widely established in all matters decided by public discussion.
All classes, high and low, shall unite vigorously in carrying out the administration of the affairs of state.
The common people, no less than the civil and military officials, shall each be allowed to pursue his own calling so that there may be no discontent.
Evil customs of the past shall be broken off and everything based upon the just laws of nature.
Knowledge shall be sought throughout the world as to strengthen the foundations of imperial rule.
Education Reform
Initial Westernization: Initially, the Japanese education model was changed to resemble the American and Western models.
Shift to Traditional Values: Later, the government emphasized traditional values and respect for the emperor in education.
The government believed that educated individuals would contribute to economic prosperity.
Critical Thinking vs. Rote Learning: There were perceptions that Western schools focused on teaching students how to think critically, while Japanese schools primarily taught students what to think.
Inequality: Many families, especially in rural areas, could not afford to send their children (particularly daughters) to school, leading to continued illiteracy.
Social Changes and Continuities
Limited Impact: Despite the Charter Oath, life remained largely unchanged for many.
Traditional Family Patterns: Fathers maintained authority over decisions regarding marriage, education, careers, and land.
Class Distinctions: Class distinctions persisted, with common people looking up to superiors and older classes holding prejudices about commoners.
Rural Life: Rural peasant life remained challenging due to high taxes and reliance on renting or sharecropping land.
Industrialization
Industrial Revolution in the West: The industrial revolution in the West had dramatically changed how goods were produced, with increased reliance on machines and factory work.
Rapid Industrialization in Japan: Japan industrialized in approximately 30 years, much faster than the West, due to its rapid adoption of existing technologies.
Adoption of Western Technology: Perry's demonstration of technology such as a miniature steam engine and telegraph sets spurred Japanese interest.
Government Initiatives: The Japanese government actively sought new ideas from foreign countries.
Learning from the West: Japanese representatives visited the United States and Europe to study shipbuilding, military structures, factories, medicine, banks, museums, law courts, and churches.