Transcript Captain L.L. Janes and the Kumamoto Yogakko : Japan’s first 「

「 Captain L.L. Janes and the
Kumamoto Yogakko : Japan’s first
Total English Immersion School? 」
カピテーンゼーンズと熊本洋学校 ～
日本初の英語完全イマージ ョンスクー
ル？
JUDY YONEOKA
英語教育史研究会
ＪＵＮＥ 1４ 2008
崇城大学
Katoh Gakuen (Shizuoka)]
Japan’s First English Immersion School??
The first immersion programme in a Japanese elementary school
(Bostwick 2001)
An early partial English immersion programme – the first of its kind
in Japan (Katoh 1993)
But over 100 years before that…
 Small as its beginnings may have been,
the Kumamoto School for Western
Learning soon developed into one of the
most important experiments in Western
immersion education in Meiji Japan.
Outline
 1. What is immersion (esp. total
immersion)?
 2. Did the Kumamoto Yogakko provide
total immersion?
 3. Was the Kumamoto Yogakko
immersion education the first of its
kind?
Claims of Immersion Education
in the Early Meiji Era
 Saitoh（2001）calls
early Meiji “seisoku
education” a type of immersion.
 Akashi
(2007) identifies the ＳＡＣ（札幌
農学校 ） curriculum as a type of
immersion program

Hosaka (2008) claims that the
curriculum at Iwakuni English School is
immersion education.
正則 Seisoku vs. 変則Hensoku
Brinkley’s Unabridged Japanese-English Dictionary
(Tokyo: Sanseido, 1896):
 Seisoku, n. A method of learning a language by studying
the correct pronunciation as well as the meaning (opposite
of hensoku).
 Hensoku, n. A method of learning a foreign language
which consists in translating the meaning without regard
to the correct pronunciation of the words, and without
paying much attention to the rules of syntax. （Smith and
Imura 2004：３０)
 “Seisoku Eigo” in English by native-speaking teachers
 “Hensoku Eigo” by Japanese teachers in Japanese
What is immersion?
Language immersion is an approach to foreign language instruction in
which the usual curricular activities are conducted in a foreign
language.
（Bostwick） http://www.bi-lingual.com/School/WhatIsImmersion.htm
＝ the strictest form of CBI（content-based
instruction)
“Generally speaking, at least 50 percent of instruction
during a given academic year must be provided through
the second language for the program to be regarded as
immersion.” (Genesee 1987:1)
“seisoku”正則＝not necessarily immersion
Types of Immersion
 How much?
 Partial immersion over 50% of class time in foreign
language
 Total immersion 100％of class time in foreign
language
 How early?
 Early immersion: from ages 5 – 6
 Middle immersion: from ages 9 – 10
 Late immersion: from ages 11 – 14
 Continuing immersion: students continue to study
advanced subjects in the second language.
Is Seisoku Immersion?
L2
teachers
L2
textbooks
Content
curriculum
Immersion
The Missing Ingredient
L2
textbooks
L2
classroom
instruction
Content
curriculum
Immersion
TETE Teaching English Through English
(Willis, 1987)
 “speaking and using English in the classroom as
often as you possibly can”
 Currently a buzzword in Korean English Education
(has been required in Korea since 2001)
L2
classroom
instruction
L2
textbooks
Immersion
Early Meiji English Education
TETE
Seisoku
TETD
TETJ
TETC
Hensoku
Curriculum at the Kumamoto Yogakko
 (Janes created and decided his own curriculum)
1st
year : Intensive English course
(TETE)
2nd-4th years: Content through English
 Extracurricular activities: Chinese studies, English
speech and rhetoric, Bible study (from 5th year)
Early Emphasis on Oral Method
 From the very start, the pick of sections (of
students) was subjected to drill in difficult sounds
and other primary alphabetic elements that would
have appeared very stupid and foolish to professors
of English in Japan, whom I have since heard on
several occasions declare with oracular
positiveness, “Oh you can’t teach a Japanese to
pronounce English. They may learn to read it—but
to speak it, even tolerably, never.”
 L.L. Janes, Kumamoto I, p. 44

2nd year curriculum
 ２nd year：geography, history, basic mathematics
 ３th year：algebra, history , geometry, trigonometry,
surveying
 ４th year：philosophy (physics), astronomy, geology,
chemistry, physiology, English literature
Student’s Notes and Translations
The Kumamoto Yogakko
as an Immersion School
Janes was the only instructor
 Janes never studied or spoke Japanese
 Janes did not use interpreters
 All subjects were taught in English
 Content subjects were taught from the 2nd year
 Janes himself called his school the “Kumamoto English
School” (as written on graduation certificates)
 Most of the students were between the ages of 11-15

 ＝(1st year) Intensive English TETE program
 ＝(2nd year) late total English immersion program
Was it the first?
 Other possibilities：
 Kaisei Gakko (Daigaku Nanko) (1869~) （現：東京大学）
 Ferris Academy (1870~) （現：明治学院大学）
 Yokohama Academy （横浜洋学所）



Osaka Yogakko (1870~)
Nagasaki School of Western Studies (精得館）
Iwakuni English School (岩国洋楽所)
We can rule out:


Sapporo Agricultural College （現北海道大学） １８７６
Ｋｅｉｏ Ｇｉｊｕｋｕ （現：京王大学） 変則中心
“English only?” The Problem of Proof
 Hepburn, Brown and Simmons: These three missionaries
began to study Japanese immediately in preparation for
missionary work in the future.
 J.H. Ballagh: He learned Japanese from Riuzan Yano
who..had been sent as a Japanese teacher..from the
Japanese government.
 J.C. Ballagh: They were eager to learn English, and he
talked about the Bible in poor Japanese but with fervor.
(Missionaries in Yokohama)
 Chinese missionaries: The mission schools
actually taught Chinese language and literature
and, for the most part, used Chinese as the
medium of instruction (Boyle 1997). (Kirkpatrick
2009 in prep)
 Verbeck: I am now preparing a kind of ‘helps to
the Scriptures’ in English…I have a further
opportunity to explain by means of English, Dutch
and Japanese such points as seem still difficult for
them [two Bible students]. (Ferris 1900:103)
Seisoku education at the Daigaku Nanko
 Foreign teachers were employed to teach the seisoku
course from 1869 Hommes 91
 All courses were taught in English from 1873
 At times students who had already completed higher level Chinese
studies were frustrated with teachers who taught Quackenbos
beginning readers in English, and these sometimes left the school…
 外国人教師が初・中等教育カリキュラムを直接教える正則コースでは、場合
によっては左氏春秋や漢書まで仕上げた学生に、クワッケンボスのごときアメ
リカの少年向きの文法書を教えるのであるから、年のいった学生の不満はか
なり強かった。そのため、。。。学校を去る例が多かった。
http://www.lib.utokyo.ac.jp/tenjikai/tenjikai2005/tenji/index-d.html
Seisoku Curriculum at Daigaku Nanko
（正則コース）
 Beginning level (spelling, arithmetic) 初等（スペル・加減乗除）
 8th level (Quackenbos readers, ) 八等（クワッケンボス小文典・分数比例）
 7th level (
) 七等（大文典・平方根と立方根）
 6th level (Wilson’s world History, Algebra)
 5th level (Quackenbos physics, Geometry?) 五等（クワッケンボス氏物理学・幾何）
Osaka Yogakko curriculum (1870~)
 Beginning level 少初級・大初級から始まって
 8th level 八級・七級を九ヶ月、素読




リンニー氏・モルリ
ー氏文典
地・理・史・文学初歩書 伝習 調韵会話
文典 会話 文典
六級・五級を一ヶ年で修了し、
四級以上はコース別となり、
『理科』『史科』『政科』『兵科』『文科』『語科』
六科のうち三科の二級までをマスターすると、その上にさ
らに一級があり、今日の大学院のようなものかと思われる
Stevens (Iwakuni) vs. Janes (Kumamoto)
 Both began teaching in 1871
 Both taught in Han schools
 Both taught “junior high school” level
 Both used no interpreters
 Both were strict disciplinarians
 Both were well respected by their students and community
 Both used their students to teach other students
 Both taught content courses in their respective schools
 H.A. Stevens was already a
 L.L. Janes was “imported” from
businessman in Japan
 H. A. Stevens knew German,
the US
 L.L. Janes knew and used no
Japanese
French, English and Japanese
well enough to translate
Conclusion 「Japan’s First…?」
 Probably ONE (out of several) of Japan’s First
Immersion Schools
 Perhaps the first (and only) actual total English
Immersion School
 But definitely earlier than Katoh Gakuen！
References
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赤石 恵一(2007)札幌農学校のイマージョン・プログラム―1･2 期卒業生英語学習の軌跡―日本大学大学院
総合社会情報研究科紀要 No.8, 125-136(2007)
Bostwick, Michael (2001) in M. Noguchi and S. Fotos eds STUDIES IN JAPANESE BILINGUALISM,
Clevedon, England ; Buffalo, N.Y. : Multilingual Matters, p.
Genesee, Fred （1987) Learning Through Two Languages: Studies in Immersion and Bilingual
Education (Newbury House)
Hommes, James M. (2004) THE BANSHO SHIRABESHO: A TRANSITIONAL INSTITUTION IN
BAKUMATSU JAPAN Unp. MA, available online at http://etd.library.pitt.edu/ETD/available/etd12082004-214034/unrestricted/jmhbanshoMA.pdf
Iwamatsu (2003) 130 Years after Kumamoto Band (in Japanese), Kumamoto: Yogakko.
Kozaki, Hiromichi Reminiscences of Seventy Years (Tokyo, 1933)
Notehelfer, F. G. (1985) American Samurai: Captain L.L. Janes and Japan, Princeton University Press.
Scheiner, Irwin. (1970) Christian Converts and Social Protest in Meiji Japan. Berkeley and Los
Angeles: University of California Press.
Smith and Imura (2004) “LESSONS FROM THE PAST: TRADITIONS AND REFORMS” in
Makarova, V. and T. Rodgers (eds) (2004), English Language Teaching: The Case of Japan,
Munich: Lincom-Europa, pp. 29-48.
斎藤兆史 (２００１) 『英語襲来と日本人：えげれす語事始』東京：講談社
保坂芳男 ２００８． 「岩国英国語学所に関する研究 － 教育内容と教授法の解明を中心として」 日本英語
教育史研究 代２３号 東京：日本英語教育史学会 pp. 101-122.