Morley and the Realism of School Reform: The Idea of Gradual Reform in the Early Meiji Educational Administration (Late 19th Century, 1873-1879)

Morley and the Realism of School Reform: The Idea of Gradual Reform in the Early Meiji Educational Administration (Late 19th Century, 1873-1879)

David Murray came to Japan as an advisor to the Ministry of Education in the early Meiji period, and while radical imitation of Western systems was underway, he advocated gradual educational reforms that would suit Japan's social and economic conditions, Murray, who came to Japan in 1873, expressed strong concern about the fact that the system was based on ideals that were too far ahead of the actual situation, and made on-the-spot inspections of schools in various parts of Japan. The result was the Morley Report of 1875, which is characterized by its concrete analysis of school buildings, teachers, and enrollment, and its recommendation for gradual spread of the system, giving priority to teacher training, rather than immediate and full implementation of the system. His pragmatic stance helped to root empirical methods in the modification of the school system and educational administration, and played an important role in supporting the process of Japan's transition from Wes
tern imitation to the formation of a system that was suited to its own conditions.