1. 　Liang Qichao and Japanese Text Kanji Reading Method

         In Manchu China/Qing dynasty, when the political reform movement Hundred Days' Reform (1898) ended in failure, Kang Youwei and Liang Qichao came to Japan in search of a revised law (reform) model, and defected to Japan. In Japan, they wrote a large number of articles which were sent to Manchu China, within these they recommended study abroad in Japan. One of the reasons they recommended studying in Japan, rather than going directly to the West in order to gain Western scholarship, was that both countries' languages have "the same script." In "Kangakuhen" Zhang Zhidong says of Japanese, "it can be learned in half a year if done intensively." Liang Qichao stated, "Japanese can be done without studying," and extensively urged studying abroad in Japan. Not long after arriving in Japan Liang Qichao wrote "Wabun Kanyomiho." After that Japanese study books written under the same title were published in quick sucession, to the extent that "Wabun Kanyomiho" became widely known. Let us examine the features of this book.

2. Kobun Gakuin

        During Meiji period Japan, in which rapid modernisation had been carried out, there was a rapid declaration of the desire to accept exchange students from neighbouring countries. Requests from Korea were accepted by Fukuzawa Yukichi (Keio University) and requests received from Manchu China were accepted by Kano Jigoro (Higher Normal School), here, modern Japan's acceptance of exchange students began. Kano established the Kobun Gakuin as an educational institution for the Manchu China exchange students, and in the 7 years until it closed in 1909, it is stated that from those sent there 7,192 people enrolled and that 3,810 people graduated. Let us summarise what kind of school Kobun Gakuin was, with a focus on the curriculum, teaching methodology, teaching materials, and teachers of Japanese education at that time.

3. Matsumoto Kamejiro

        Japanese grammar experts and purported fathers of Chinese exchange students, Matsushita Daizaburo, Mitani Shigematsu, and Matsumoto Kamejiro's names were entered as Manchu China exchange student educational instution Kobun Gakuin's teachers. Among them, Matsumoto Kamejiro was invited by Kano and began teaching Japanese to exchange students for the first time at the age of 37, however he is known as the person who fully realized the necessary importance of fostering human resources in the modernisation of China, and assisted in the development of Japanese language education. Let us investigate Kamejiro's achievements, and examine the contents of the Japanese language teaching materials he compiled.

4. Manchu Exchange Student Department

        It is stated that Japan exchange students from Manchu China began with the arrival in Japan of 14 people in 1896 (including one substitute), and that number increased to 8,000 people in 1905. At that time in 1907, it is confirmed that 19 schools were designated as Manchu exchange student educational schools, including Kobun Gakuin, such as the present–day Waseda University, Hosei University and Meiji University. In these institutions, "Manchu Exchange Student Department[s]" were established and dealt with the education of Manchu exchange students. Let us investigate what kind of exchange student education was carried out, and the curiculum and specific education content focused on in the Japanese language teaching, at each university.

5. Japanese Language Teaching Materials for Exchange Students

        After the Russo–Japanese War the number of exchange students coming to Japan increased, and the demand for Japanese language education increased. The Japanese language textbooks that had been created up to then within the country were aimed at missionaries and Westerners, as there were no textbooks for "same script" exchange students, this led to the creation of a great number of textbooks at that time. Let us summarise what kind of traits the Japanese language textbooks of the period had, and the difference between them and today's textbooks.

6. Female Manchu Exchange Students and Jissen Women's Educational Institute

        Jissen Women's Educational Institute founder Shimoda Utako took the initiative of accepting female exchange students. Utako who strongly desired East Asian solidarity from her study abroad in Europe, established a Manchu exchange student department, and accepted close to 100 female exchange students in a 20-odd year span. Let us investigate the philosophical and educational content of Shimoda Utako's foreign exchange student education.

7. China's Dongwen Xuetang (Japanese Language School)

        From a tense domestic and international situation, Manchu China, which was faced with the need for detailed human resources training in foreign affairs, founded the Imperial Capital Tongwen Guan in 1862 to teach Western languages and scholarship. Here Japanese language education began in 1897 following the Sino-Japanese War, 35 years after its establishment. Japanese schools were called "Dongwen Xuetang" and "Dongwen Guan," and amidst the momentum of the Meiji Restoration reforms, spread to various parts of China. Let us summarise the establishment background, educational contents, teachers, and students of a Japanese language school at that time.

8 Japanese-made Chinese words brought to China　

        Chinese characters were brought from China through the Korean peninsula, but in Meiji Japan, by way of Western scholarship and science, a massive number of Japanese-made Chinese words were created, and these were exported to China and Korea. Let us summarise what kind of things these Japanese-made Chinese words that were created at that time were, and the route by which they came into existence and were brought to China.

9  "Manchu Exchange Student Control Rules"　

        Although it was Manchu China that requested exchange student education with the desire for educational modernisation, unexpectedly, it was due to those exchange students that were sent out that the thrust for modernisation came to an end. The life of those exchange students in Japan was not uneventful. Isolated from Japanese society, while the return movement arose simultaneously, there were also those amongst them that established their own lives in Japan. One of the triggers was the "Manchu Exchange Student Control Rules" (1905). Let us summarise the details of the enforcement of these rules and their influence.

10　 Chinese Exchange Students Policy

        "China Cultural Affairs Special Account Law" was enacted as reparations from the Boxer Rebellion, and promoted Chinese exchange student policies with preparatory and Japanese language education playing leading roles. Let us summarise how Japanese language education was developed under this policy.

11　 Phan Bội Châu

        In 1905 immediately after the end of the Russo–Japanese War, anti-French Phan came to Japan seeking weapons aid.  He said, "China has already ceded our country to France . . . Japan is the only rising country by the yellow race, and since victory against Russia, day by day its ambitions grow . . . I wonder if they will gladly aid us?" He came to Japan seeking revolutionary aid, and made contract with Inukai Tsuyoshi and Okuma Shigenobu by introduction from Liang Qichao. However, for independence, he shifted to a policy where human resource development was urgent, expanded the Đông Du movement promoting Japan study abroad, and summoned students from Vietnam to Yokohama. In the present, the Đông Du Japanese Language School in Vietnam originates from this movement. Let us summarise what kind of entity the Đông Du movement was.

12　 Southern Special Exchange Students

        From 1943 to 1945, Japan's first 205 government sponsored exchanged students arrived in Japan. They were invited from Japan's occupied territories in Southeast Asia Japan, and included the children of politicians and influential people in that region. Personnel to take charge of the future "Greater East Asia Co-prosperity Sphere" were gathered from all corners. After coming to Japan, they were to study Japanese language at international students associations in the first year, in the second year they would undertake preparatory education at higher normal schools, etc., and the third year onwards would be based on the university's area of expertise. Amongst them there are those who, post-war, took up important offices in their home countries and took the responsibility of negotiations with Japan, as people knowledgeable about it. The conditions of that time and their post-war activities are published as note and interview articles. Let us summarise the content of the Japanese language education those first government sponsored exchange students undertook at international student associations and their activities after the war.

©2014 Yoshimi OGAWA