Japan: From Isolation to Adaptation

The Big Ideas

  • Isolation
    • A society's decisions are influenced by its geography, ideas and knowledge, and contact with others.
    • Where you live influences how you live.
  • Adaptation
    • A society's worldview impacts its desire and ability to change.
    • History is a story … whose story is being told?
  • How does a society's desire to maintain culture and traditions (preserve their way of life) influence its decision making?
  • How does a society's worldview impact its desire and ability to change?

Isolation

  • Isolation: to seclude and to follow a policy of having no relationships with other nations.
  • Why would a group want to isolate themselves from another group?
    • CLASS DISCUSSION: Why would a group of people want to isolate themselves from another group? What are the benefits and/or consequences of isolation? Why would a group of people want to adapt to another group? What are the benefits and/or consequences of adaptation?

Unit Overview

  • Isolation
    • How the isolation policy of the Edo period and contact with other cultures during the Meiji period affected Japanese Identity.
  • Geography
    • How Japan’s geography shaped their beliefs and values.
  • Western Contact
    • How western contact impacted Japanese Worldview.
    • How tension can occur when a society is forced to adapt to rapidly changing circumstances.
  • Ideas & Knowledge
    • How different cultures learn to appreciate and benefit from each other.
  • What do you know about Japan?
    • Use the following categories to jot down anything that you know about the country of Japan. You can write in short sentences or just add individual words. Be prepared to share one idea with the class.
      • Culture
      • Politics
      • History
      • Food
      • Sports and Entertainment
      • Geography
      • Climate
      • Economy / Business
      • Religion
  • Through an examination of Japan, students will demonstrate an understanding and appreciation of the ways in which beliefs, values and knowledge shape worldviews and contribute to a society's isolation or adaption.

Geography

  • Essential Question: How has physical geography shaped Japan's worldview?

Japanese Geography Statistics

  • Land area == ~ 380 000 sq. km
  • Japan Size compared to Alberta – Japan is only 60% of the size of Alberta!
  • Areas of high population density (lots of people living in the area) are along the coast line.
  • Population density in Japan == 339.2 people per sq. km
  • Population density in Canada == 3.3 people per sq. km
    • 1600 - 12 million
    • 2023 - 123.3 million
    • Landscape
      • 80% Forested
      • 18% Mountains and steep valleys cover 80% of Japan Only 18% of the land is level enough for agriculture and settlement

Japan's Isolation

  • Why is Japan isolated from its neighbours?
  • It is an archipelago – a group of islands consisting of 4 main islands and more than 3000 smaller islands.
  • The 185 km of ocean between Japan and Asia is very rough and difficult to navigate.
  • The western coast (that is closest to continental Asia) has very few bays or inlets, where harbours would be set up for travel and trade.

Resources and Climate

  • Until 1853, Japan had very little trade with other countries.
  • Due to their resources and climate, they were a very self-sufficient nation.
    • This means that Japan did not depend on receiving things from other countries in order to survive Contact with others
  • Climate
    • Temperate Climate: This means Japan has a long, warm growing season with a brief (short) winter.
    • Dependable Rainfall: Monsoon winds brings good rainfall during the growing season.
  • About the Flag
    • The Japanese flag is made up of a red circle, symbolizing the sun (hinomaru), against a white background.
    • Because Japan lies at the far West of the Pacific Ocean, the sun rises spectacularly over the sea to the East
  • Resources:
    • There are abundant (lots of) forests for wood and fuel.
    • Silk worms and cotton plants provided materials for clothing.
    • Clever artisans made use of the available metals.
    • The fishers and farmers provided food to feed the people.
    • Very fertile land, even though there is very little of it (most of the country is mountains).

Natural Disasters

  • Natural Disasters: the dark side of nature
    • Dangerous weather or natural disasters shape a culture’s worldview:
      • Earthquakes
        • Japan is located in an area where several continental & oceanic tectonic plates meet.
        • Earthquakes are caused by shifts in these plates.
      • Volcanoes
        • Mountains have the capacity for destruction when they are active volcanoes.
        • The resulting ash in the atmosphere can cause widespread weather disturbances.
      • Tsunamis
        • Tsunamis are devastating waves that occur after either an earthquake or volcanic eruption. The name is Japanese and means “harbour wave”.
      • Typhoons
        • These are violent tropical storms that develop over the Pacific Ocean (Hurricanes are the same, but develop over the Atlantic)

Mapping Assignment

  • Geography of Japan Mapping Assignment
    *Instructions: You will be completing three (3) maps associated with Japan.
  • Be sure to carefully read what you need to label on each map, as each map requires you to look at different aspects of Japan's geography.
  • You will need to use the following resources to complete your maps:
    • Our Worldviews Textbook
    • Atlas.
  • Agenda (there are maps at the back!)
  • Remember to use the mapping skills that you have been previously taught. (If you have forgotten, there is a summary of essential mapping skills provided below!)
  • You will NOT be given extra maps! Therefore, it is important that you do all labeling very lightly in PENCIL FIRST, and then go over it with a black fine-liner when you are sure that your map is correct.

Adaptation to Natural Disasters

  • How does the constant possibility of a natural disaster affect people?
    • Often the people become “stoic”
      • Stoic describes a person who can control his or her emotions and who can endure difficult experiences with patience.
    • The people of Japan have become very stoic because, as a culture and as a nation, they have learnt to adjust and adapt.
    • In Japan, after each disaster, they start over and rebuild.
    • The first Westerners in Japan who experienced the earthquake and fire that hit Yokohama in 1868 were amazed at how quickly the Japanese rebuilt.
    • This adaptation to sudden change became an important theme in Japanese life.

Isolation - Journal Entry

  • Why would a group want to isolate themselves from another group?

Vocabulary

  • Building Vocabulary *Define and explain each of the following terms in your own words. Use Chapter 4 in the textbook Our Worldviews to help define each term in the context of Japan's history and worldview.
    • Term
      • isolation (124)
      • adaptation (124)
      • geography (128, 129)
      • foreign influence (134, 135)
      • hierarchy (139)
      • edict (134)
      • Edo Period (see the short reading at the bottom of this sheet)
      • Meiji Period (see the short reading at the bottom of this sheet)
      • feudalism (use longman dictionary)
    • Definition/Explanation
    • Text

Introduction Quiz

  • Edo Period (1603-1867)
    • A period of Isolation
    • The Great Era of peace

Big Idea: Isolation

Ideas and Knowledge

  • Definition: What a group knows; the scientific, intellectual, technological, artistic and spiritual knowledge of the times; the common understanding a group has, based on shared history.
  • Main Ideas:
    • Confucian beliefs and values - focus on morals, education & a strict order in government and society.
    • Shogun seen as caring and citizens were expected to be loyal and fulfill their distinct role in society (class structure).
    • The past and ancestors were important - sources of ethical wisdom & religion
    • Education based on questioning and observation … this helped Japan to quickly adapt to changes brought by outside influences at the end of the Edo period

Unifying Japan

  • In 1603, Japan entered the Edo Period: a period of isolation.
    • This directly affected Japan’s Contact with Others.
  • Prior to the Edo Period, Japan was made up of 250 small regions, all under the rule of one emperor, with each region under the rule of a daimyo.
    • The multiple daimyo were constantly at war with each other.
  • Underneath the emperor was the shogun, the leader of the military government.
    • The shogun actually held the power and authority in Japan and ultimately united the small regions into one country.
    • This occurred under the rule of three different shoguns:
      • Oda Nobunaga (1543 – 1582)
      • Toyotomi Hideyoshi (1536 – 1598)
      • Tokugawa Ieyasu (1542 – 1616)

Edo Period

  • The Edo or Tokugawa Period lasted from 1600 to 1868.
    • Edo, which is now the present city of Tokyo, was the Capital of Japan during this time and the Tokugawa Shogun were the rulers.
  • Laws established by the shogunate controlled many aspects of the Daimyo’s lives, such as dress and marriage.
    • They also required the Daimyo to pay for projects, such as road building in their territories.
      • This restricted their wealth.
  • Japan’s Feudal system was based on land;
    • local lords controlled domains and they supported themselves by collecting taxes from peasant farmers.

Roles in Society

  • The rigid social structure was intended to help the shogun to maintain control.
    • Membership in each class was Hereditary, that is determined by birth.
    • Although people could not officially moved up in hierarchy, people in lower levels did manage to improve their situation through hard work, talent, or gaining wealth.
  • Strict rules governed the behaviour of each class.
    • There were 216 rules regulating dress from everyone from the emperor to the lowest member of society.
    • Upper class women had to wear 12 silk kimonos with an exact combination of colours showing.
    • Peasants were not allowed to wear clothing made of silk, even if they were silk farmers.
    • There were also rules regarding houses and possessions.
    • Rules that dictated to whom each person had to bow and how low.
    • If you disobeyed the rules, harsh punishments were assigned.

Contact with Others

  • Definition: Connection or interaction between societies and different groups within societies; communication, association, and relationships - who a group comes into contact with.
  • Main Ideas:
    • Tokugawa didn’t want the Japanese people exposed to Western ideas or other outside influences
    • Worried about Europeans colonizing their land - didn’t want to lose authority or control over their nation (government) and people (culture, social & economic systems)
    • Wanted to ensure safety and sovereignty with a strong centralized government (Bakufu: military government headed by the Shogun)
    • Didn’t want Christianity to spread and become the dominant religion

Shoguns

  • Oda Nobunaga
    • Gained control of about one-third of the provinces in Japan.
    • Reduced the influence of Buddhism over Japanese politics.
    • Introduced new administrative practices to help unify Japan
  • Toyotomi Hideyoshi
    • Changed tax fees from a monetary amount to quantities of rice.
    • The wealth of a landowner determined how many koku (litres of rice) were paid as taxes
    • Created a society based on a formal class structure
    • Created a standing army
  • Tokugawa Ieyasu
    • United all of Japan around the year 1600.
    • Established a government base in Edo.

Reasons for Isolation

  • Japan isolated itself in response to two major events:
    • Increase of Foreign Influence (Contact with Others)
    • The Spread of Christianity (Culture)

Increase of foreign influence

  • At the beginning of the Edo Period, Japan was trading with many countries.
    • Tokugawa Ieyasu was worried of the spreading of Western ideas and the Europeans desire to colonize many areas they explored.
    • As a result, he limited ships to only one port: the island of Deshima in the Nagasaki Bay.

The spread of Christianity

  • Many European ships carried Roman Catholic missionaries who wanted to convert the Japanese to Christianity.
    • Between 1549 and 1587, over 150,000 Japanese were converted.
    • In 1587, all missionaries were told to leave and after Ieyasu died, a series of edicts were passed to control the public.
    • One of these was The National Seclusion Policy.
      • This policy forbade ships to travel outside of Japan, prohibited any citizens traveling abroad, and forbade the teaching of Christianity.

A Closed Society

  • Overview Worldview Inquiry
    • In what ways might a country’s choice to remain isolated both reflect its worldview and result from its worldview?
    • Aspects of Worldview Examined:
      • Geography
      • Economy
      • Values

Locking Out the World

  • Section Inquiry: Why and how did Japan isolate itself from the rest of the world?
    • Threats from the West
      • New Ways of Belief and Thought
      • Exploring Sources (pg 313): A New Way of Thinking
    • Cutting off Contact
      • Exceptions to the Exclusion Laws
      • Fast Forward: Closing Borders
      • Zoom In: Exchanging Worlds
    • Maintaining Rule in Japan

New Ways of Belief and Thought

  • The shogun also felt that loyalty to a Christian god and the Church were threats to his authority.
    • In 1614 he ordered all Christian missionaries to leave the country.
    • Churches were destroyed and any Japanese Christians who refused to give up their new faith faced execution.
    • The persecution lasted until 1640 and it is estimated that many thousand Japanese Christians and about 70 missionaries were executed.
    • Many daimyo ordered to give up their new religion did so but many ronin and peasants were defiant to these orders.

Locking Out the World

  • In the early 1500’s Japan had welcomed Portuguese traders and their fashion and firearms.
    • By 1848 their attitude towards outsiders had changed in that they were now firing on and driving away foreign ships

Threats from the West

  • By the later 1500’s and early 1600’s the ruling shogun considered foreigners a threat to his military control
    • because he believed that if the daimyo acquired European weapons they might try to challenge the shogun’s authority.

Cutting off Contact

  • Even though missionaries were banned from Japan they continued to sneak in as traders.
    • As a result, Tokugawa Iemitsu passed isolation (exclusion) laws.
    • The penalty for breaking these laws was death.

Exclusion Laws

  • Five terms of exclusion laws:
    1. All Christian missionaries and foreign traders were forced to leave Japan. Newcomers were no longer allowed to enter.
    2. The Japanese were not allowed to go abroad.
    3. Ships large enough to make long voyages could no longer be built and existing ones were destroyed.
    4. Japanese who were out of the country were forbidden to return.
    5. Most foreign objects were forbidden. All foreign books containing a Christian message were banned; scientific books were forbidden.

Cutting off Contact

  • The shogunate also tightened controls on people’s movement within Japan.
    • They needed special documents to move around the country, could not travel at night, and all wheeled transportation was banned.
  • In 1639 the shogun expelled all foreign traders except Dutch, Korean, and Chinese traders.
    • The shogunate saw this policy as essential for national security and the only way to eliminate threats to his power and protect Japanese culture

Exceptions to the Exclusion Law

  • While all other Europeans were expelled from Japan a small number of Dutch traders were allowed to remain because they were more interested in trade and not religion.
    • However there were many rules:
      • They could only allowed to be in the city of Nagasaki
      • The Dutch families could not travel with them
      • They were not allowed to speak to their Japanese servants
      • Once a year they had to travel to Edo to pay their respects to the shogun and answer his questions about the west.
      • The shogun also had a small group of Japanese scholars, called the Dutch scholars, learn about Dutch medicine and language and the western ways.

Exceptions to the Exclusion Law

  • There was some positive response to western studies in the 1700s:
    • Western books were allowed to be brought in if they didn’t discuss Christianity
    • The shogun ordered the study of astronomy and built an observatory.
    • The shogun did not expose these new teachings to regular people though because he was concerned that the new ideas would confuse them and make them forget that they owed absolute loyalty to him.

Social Systems

  • Definition: The organization and relationships among people.
    • Includes class structure and social programs, such as the types of education, medical, and other social services a society provides.
  • Main Ideas:
    • There was a rigid class structure that was intended to help the Shogun maintain control.
      • This meant that everyone had a proper place in Japanese society. If everyone accepted their duties and obligations, there would be peace & order.
    • Membership in each class was hereditary (determined by birth), and it was difficult to move out of the class you were born into.
    • There were strong feelings of prejudice between the social classes.

Social Classes & Roles

  • The Shogun
    • The man in charge of the government (Bafuku)
  • Samurai
    • Men who were hereditary warriors. Some were also daimyos (landlords)
  • Farmers
    • People who farmed the land
  • Artisans
    • People who made useful or decorative objects
  • Merchants
    • People who distributed goods, but did not contribute directly through labour
  • Outcasts (Eta)
    • People who had jobs related to the death of animals or humans
  • Non-Humans (Hinin)
    • People who survived by begging, acting, telling fortunes and other activities that were frowned upon

Social Systems

  • Main Ideas:
    • Faithfulness and devotion to superiors was required and expected.
    • Group responsibility and shame was essential.
      • Each person was considered responsible for the behaviour of others in the group.
      • Everyone in the group could be punished if one person was disobedient, did not show respect to a superior or did not work hard enough.
    • Women were always considered lower than men, no matter what class they were born into, and during this time period (Edo) they could not own property.

Political Systems

  • Definition: The way government is organized, the role of citizens (both in government & in society), and the rights and responsibilities given to individuals and groups

  • Main Ideas:

    • Relationship between Individual & the State: very hierarchical - believed in social classes and citizen loyalty (don’t question your place in society).
      • Strong central government to keep order and stability. Much like FEUDALISM
    • There were two levels of government:
      • Han == local government in each domain (province), ruled by a diamyo (a feudal lord - powerful landowner)
      • Bakufu == the centralized (national) military government, headed by the Shogun (military commander-in-chief, acted as the head of government)

  • There was also the Emperor - ruler of Japan, but was a figure-head with limited

Economic Systems

  • Definition: The methods by which people produce and distribute the goods and services they need.
  • Main Ideas:
    • Prior to the Edo period, Japan actively traded with many countries, including Korea, China, the Philippines & some European nations.
    • However, the Shogun did not want the Japanese people exposed to Western ideas, nor did he want to be colonized by Europeans.
    • He decided foreign ships could only dock at one port. Only China and the Dutch East India Company were allowed to visit Japan.
    • The Bakufu passed The National Seclusion Policy, which were a number of exclusion laws that closed the country to foreigners and increased government control over the Japanese people.

Toward an Ideal Society

  • Japan was a stable society that had changed little in 250 years.
    • The interactions within the country had helped establish its own kind of society.
  • The Japanese wanted to live in a society that embodied things they found important:
    • Peace, safety, and security
    • Harmony, respect, and a sense that everyone has his or her place
    • Leisure time and opportunities for personal expression and enjoyment of the arts, sports, and entertainment or crafts.
    • Peace and security came at a cost though, life was controlled by rigid rules, people could not move from social classes, were not encouraged to think for themselves and there was little personal freedom.

A Booming Economy

  • Long periods of stability usually result in more wealth for a country.
    • Farmers increased production by irrigation and growing two crops on the same piece of land during one growing season.
    • Road improvements financed by the daimyo helped increase trade.
    • The population increased in urban centres.
    • Silver and gold coins were introduced as currency or money.
    • However little foreign trade and continued use of rice as payment held the economy back.
  • Journal Entry: After centuries of an economy based on rice, what challenges might people face in switching to a money economy?

Culture

  • Definition: The way of life of a group of people including language, rules of behaviour, religion, spirituality, arts, literature, science, traditions, and other everyday aspects of life that we can observe.
  • Main Ideas:
    • Social Controls == rules and customs in society that regulate people’s behaviour.
      • The purpose of social controls is to maintain order in a society.
    • The four main social controls in Edo society were:
      • Honour and Duty
      • Order and Harmony
      • Loyalty
      • Respect for Authority

A Golden Age of Culture

  • As a direct result of peace and prosperity the arts and culture were able to flourish.
    • Kabuki, shown here, is a form of theatre. Male actors played both male and female roles.
      • The productions are lavish and sometimes violent. What other society do you know of that restricted theatrical roles to males only?

A Golden Age of Culture

  • The purpose of the rituals of the Japanese tea ceremony is to bring enjoyment and peace of mind to the participants.
    • Can you think of other rituals with these aims?
  • As Japan became more urban (cities) and unified, more people desired luxury items and a unique Japanese culture began to take shape.
    • As leisure time increased, the interest and demand for theatre, literature and fine arts grew and became popular with all classes.
      • Kabuki (dramatic/stage theater) and Bunraku (puppet theater)
      • Geishas
      • Woodblock images
      • A new poetic form called Haiku was developed

A Golden Age of Culture

  • Sumo wrestling originated in ancient times as a religious performance.
    • It became a popular form of entertainment in Edo Japan as shown in this 1864 print by Kunitsuna Utagawa. What other sports do you know of that had religious or spiritual beginnings?

A Golden Age of Culture

  • Haiku was a new poetry form in the Edo period.
    • The formal structure of syllables paints a brief word picture that offers insight into life.
    • What is the format of a haiku?

A Golden Age of Culture

  • In puppet theatre, or bunraku, large—almost life- sized—puppets enact the ordeals of separated lovers or duelling samurai.

A Golden Age of Culture

  • This woodblock print was done in the early 18th century by Torii Kiyomasu.
    • It is called Street vendor of illustrated books. About half of the male population could read—a higher literacy rate than in most European countries of the time.
    • Why do you think literacy rates are historically limited to male readers?

A Golden Age of Culture

  • During the peace and prosperity of the Edo period, the emphasis of Japanese martial arts, such as kendo, shifted from teaching the techniques of how to kill people to developing the person, especially the samurai, through a well- disciplined life.
  • The Japanese used woodblock prints to advertise as shown in this 19th century kabuki poster.
    • These advertisements were often outstanding works of art themselves. Do you consider advertisements today works of art? Why or why not?

Cracks in the foundation overview

  • Section Inquiry: How did isolation contribute to the end of Japan’s closed, feudal society?
    • Zoom In: A Global Language
    • Changes Within Japan
      • The Class System in Upheaval
      • Disasters and Hard Times
      • Voices: Catfish and Commodores
    • The Expansionist Threat from Outside
      • Voices: Views from the West

The Class System Upheaved

  • Japan’s feudal society had been created during a time of conflict and poverty and was becoming outdated.
    • Toward the end of the Edo period merchants gained wealth and power because more people needed their services.
    • They were in charge of storing the rice and converting it into cash or credit.
    • Peasants needed money to pay their taxes, the daimyo were spending all their money on alternate attendance and road construction and were nearing bankruptcy.
    • The samurais had no real jobs and some went against social rules by marrying merchants daughters.
    • Everyone was looking for someone to blame and that was usually the shogun and his extravagant officials.
    • People thought the emperor should have the power and not the shogun.

The Expansionist Threat From Outside

  • The reasons for the United States’ interest in Japan were largely based on geography or economics, or both.
    • Discussion: Were these reasons enough for the United States to try to force its way into Japan, to break open a country that had declared itself closed to most Western countries for more than 200 years?

Views from the West

  • The West thought that Japan secluding themselves was wrong.
    • This excerpt is from a British newspaper and is based on the rights of the Japanese.

Views from the West

  • This view is from Commodore Perry and focuses on economics.
    • When Perry arrived in Japan in 1853, he carried a letter from the American president that said, in part:
      • Our great State of California produces about sixty millions of dollars in gold every year, besides silver, quicksilver, precious stones, and many other valuable articles. Japan is also a rich and fertile country, and produces many very valuable articles.
      • Your imperial majesty’s subjects are skilled in many of the arts. I am desirous that our two countries should trade with each other, for the benefit both of Japan and the United States . . . .If your imperial majesty is not satisfied that it would be safe altogether to abrogate [ignore] the ancient laws which forbid foreign trade, they might be suspended for five or ten years, so as to try the experiment.If it does not prove as beneficial as was hoped, the ancient laws can be restored.
      • The United States often limit treaties with foreign States to a few years, and then renew them or not, as they please.

Edo Period Investigation

  • Using key readings from text and background information your learned from the Google presentation this week complete the following activity.
    • Make sure that all of your answers contain specific and direct references to the readings from the textbook.

Meiji Japan

  • Contact and Change
    • 1868-1912
    • Adaptation:
      • Changing attitudes and behaviours to suit a new situation

Big Idea: Adaptation

  • MEIJI RESTORATION

The growth of Nationalism

  • NATIONALISM

Meiji - Contact and Change

  • In what ways does a society’s worldview affect its ability to adapt to rapid change?
    • In your assigned groups you will be discussing one of the following topics and presenting to the class:
      • Global Warming
      • Economic Crisis
      • Terrorism
      • War
      • Natural Disasters

Commodore Matthew Perry

  • 1853 - Commodore Matthew Perry "Opens Up Japan to Western Trade!

Outside Influence

  • Outside (foreign) Influence
    • Russia:
      • settling on Pacific coast and islands
      • wanted to supply Pacific coast
      • established the Russian-American Company
      • was occupied (busy) with wars in Europe
    • Japan’s Response
      • kicked out the Russians
      • warned the Shogun to be more prepared for contact with Russia and the outside world

Outside Influences

  • Europe:
    • Dutch East India Trading Co - trading with Japan and other Asian countries
    • no longer associated with the government of Netherlands
    • Other European countries wanted to trade with Japan and used the Dutch to do so
    • kept out all foreigners
    • required documentation for all ships and set up trading/harbour protocols

Outside Influence

  • China:
    • forced to sign a treaty with Britain
    • seen as weak by Europe and Japan
    • afraid that Britain would invade - but tried to ignore
    • realized how powerful Britain was - should be friendly
  • United States:
    • set up a coal station in Japan
    • Commodore Matthew Perry arrives 1853 - gives Japan an ultimatum (trade or war)
    • eventually make agreements with US - to compete with the West and protect Japanese sovereignty

The Unequal Treaties

  • Many Japanese saw the signing of the treaties (trade agreements) with the United States as “unequal” because they favoured the United States.
    • Eventually Japan was also forced to sign treaties with Russia, Britain, France and the Dutch, which were also considered to be “unequal” by the Japanese people.
    • These treaties made the Japanese believe that the Shogun was no longer in control and had been humiliated.
    • Overall, the leaders of Japan realized that isolation was no longer possible and that they needed to compete with the west in order meet foreign challenges and protect Japan’s sovereignty.

External vs. Internal Influences

  • External Influences create Internal Conflict
    • Bakufu Viewpoint #1: Adaptation
      • Change was needed otherwise Japan would be forced to trade with Western nations
      • Believed that Japan could NOT remain isolated, but did not want to be taken over by another country - change on their own terms
      • Wanted to use Western technologies to become powerful and independent
    • Bakufu Viewpoint #2: Isolation
      • No need to change - Japan should remain isolated
      • Japan should declare war on all the Western countries, and foreigners in Japan should be killed
      • Worried that foreign ideas would change society - weaken class system & social structure, encourage a different way of living & new technologies would ruin Japan
    • What changed: Civil unrest lead to reduced support for the Bakufu and a new government was formed
      • Its policy was to keep Japan united and maintain traditions, but make changes to Japan’s government, economy and social systems (modernization)
      • Enemies of the Shogun demanded the power return to the Emperor … Nationalism was rising!

The Charter Oath

  1. Deliberative assemblies shall be widely established and all matters decided by public discussion.
    • This signalled that leaders who did not participate in the coup would be consulted in the formation of a national policy. It suggested to ambitious former samurai, without directly stating it, that they would not be left out of building the new regime.
  2. All classes, high and low, shall unite in vigorously carrying out the administration of the state.
    • This was a challenge to the old class structure of Japan and a plea for national unity. The status-class system that existed under Tokugawa rule was to end. Members of all classes would be involved in state affairs.
  3. The common people, no less than the civil and military officials, shall each be allowed to pursue their own calling so that there shall be no dissent.
    • This statement promised to abolish the feudal system, creating opportunities for social and occupational mobility. Individuals would be free to travel and live where they wished.
  4. Evil customs of the past shall be ended and everything shall be based on the just laws of nature.
    • The evil customs referred to the status-through- heredity practice of the Tokugawa Era. It was important that, under the new rules, men of talent would be rewarded on merit, not on family connections. Major changes in how the country would be governed and who would be able to have government positions were implemented.
  5. Knowledge shall be sought throughout the world so as to strengthen the foundations of Imperial rule.
    • This