A Changing Order

Prince Mutsuhito Prince Mutsuhito became emperor when he was only 15 years old What steps would you take to rule your country if it had just gone through a civil war? How would you make yourself a better leader? What kind of help would you need to rule? Prince Mutsuhito gave himself a new name during his first year of reign – Meiji, meaning “enlightened rule” As you know, during the Tokugawa Shogunate, the emperor was little more than a puppet ruler – the real power had been with the shogun They lived very secluded lives in the imperial palace in Kyoto, hidden away from people

Meiji Restoration Upon taking power in 1867, the first three years of the emperor's reign was called the “Meiji Restoration” The importance of the emperor was emphasized He had been “restored” to his rightful place as ruler of Japan The Meiji Period in Japan's history lasted until the death of Mutsuhito in 1912

New Ideas About Government The samurai who had aided in the defeat of the shogunate and restored power to the emperor became his advisors They became his oligarchy (unelected group of powerful leaders) and took control of the government in the emperor's name It was realized that Japan had to become a strong country both economically and militarily if it wanted to avoid being taken over by the West This had happened to China They had two main goals to achieve this: Create a strong central government that would unite the country and rule it effectively Create a form of government that was like the democracies in the West The problem was how they were going to make these changes but still keep the support of the daimyo and citizens of Japan

Rallying Around the Emperor The emperor was a powerful symbol in Japan Believed to be descended from Amaterasu The new leaders began to emphasize that loyalty to the emperor was the foundation for a strong country The imperial court was moved from Kyoto to Tokyo (had been renamed from Edo) The emperor was now located in the same place as the government

The Five Charter Oath Deliberative assembly shall be widely established and all matters decided by public discussion All classes, high and low, shall unite in vigorously carrying out the administration of the affairs of state The common people, no less than the civil and military of 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 so as to strengthen the foundations of imperial rule - David Keene, Emperor of Japan The Imperial Council (the oligarchy) which consisted of the emperor's advisors created the Five Charter Oath which detailed the aims of the new Japanese society Which demonstrates a move to a more democratic society? Which do you think are vague or confusing?

Losing Power The government and emperor needed a way to increase their power They “encouraged” daimyo to turn over the land they owned to the state They were given pensions as compensation The land had technically been property of the emperor The samurai system was abolished by the government They were given tax-free income at first, but not for long They had to get jobs The feudal system in Japan had officially come to an end The government would now be the only power allowed to tax

Opportunities for Common People After the Charter Oath, commoners were given new rights They were now allowed to choose where to live and what occupation they wanted They were allowed to have a surname and sumptuary laws were removed Peasants were made the official owners of the land (if they had not owned it) New laws were passed to end discrimination against the eta Although the ideas were still present

Education Reform Know ye, Our subjects: Our Imperial Ancestors have founded our Empire on a basis broad and everlasting and have deeply and firmly implanted virtue; Our subjects ever united in loyalty and filial piety have from generation to generation illustrated beauty thereof. This is the glory of the fundamental character of Our Empire, and herein also lies the source of Our education. Ye, Our subjects, be filial to your parents, affectionate to your brothers and sisters; as husbands and wives be harmonious, as friends true; bear yourselves in modesty and moderation; extend your benevolence to all; pursue learning and cultivate arts, and thereby develop intellectual faculties and perfect moral power; furthermore advance public good and promote common interests; always respect the Constitution and observe the laws; should emergency arise, offer yourselves courageously to the state; and thus guard and maintain the prosperity of Our Imperial Throne coeval with heaven and earth. So shall ye not only be Our good and faithful subjects, but render illustrious the best traditions of your forefathers. The Way here set forth is indeed the teaching bequeathed by Our Imperial Ancestors, to be observed alike by Their Descendants and the subjects, infallible for all ages and true in all places. It is Our wish to lay it to heart in all reverence, in common with you, Our subjects, that we may thus attain to the same virtue. The 30th day of the 10th month of the 23rd year of Meiji. October 30, 1890. Not only did the Meiji leaders want to reform Japan's government and social laws, they wanted to reform the education system For a time, it was modelled on the American and French system In the early 1880s, however, the leaders decided that it should be based on traditional values Centred on developing respect for the emperor They would make a rich and strong country In 1890 the emperor issued the “Imperial Rescript on Education”

Gradual Change Although there were legally new freedoms, life remained the same for many Traditional family patterns stayed the same Fathers had legal authority over their family They made all the decisions about education, marriage, jobs and property One could become a 'non-entity' if they defied their father's authority Class distinctions still remained Common people still looked up to those who had traditionally been above them The upper class still held prejudice against the lower class Rural peasant life was pretty much the same Land taxes were very high, so land ended up owned by money lenders Peasants ended up renting or “sharecropping” land Many could not afford to send their children to school Many remained illiterate until the end of the Meiji period