The document provides historical context on classical Japanese literature and culture. It discusses:
1) Early Japanese culture was influenced by both indigenous Shinto beliefs and Chinese
influences, with the Japanese adapting influences to their own culture.
2) During the Tokugawa Shogunate period, Japan closed itself off from most outside contact for over 200 years, using the period to strengthen itself before opening to the West.
3) After opening to Western influence, Japan rapidly modernized its military and industries, becoming a world power but keeping traditional arts alive as well.
1) Early Japan saw the development of rice agriculture and social classes during the Yayoi Period. By the 4th century AD, Yamato Japan had emerged with its capital in the Yamato province.
2) The Asuka Period saw increased Chinese influence and the introduction of Buddhism. The Taika Reforms of 645 modeled Japan's government after the Chinese system.
3) The Nara and Heian Periods saw the establishment of permanent capitals in Nara and Heian-kyo (Kyoto). Chinese influence declined as indigenous Japanese culture grew. Political power shifted from the emperor to powerful landowners like the Fujiwara clan.
1) Early Japan saw the development of rice agriculture and social classes during the Yayoi Period. By the 4th century AD, Yamato Japan had emerged with its capital in the Yamato province.
2) The Asuka Period saw increased Chinese influence and the introduction of Buddhism. The Taika Reforms of 645 modeled Japan's government after the Chinese system.
3) The Nara and Heian Periods saw the establishment of permanent capitals in Nara and Heian-kyo (Kyoto). Chinese influence declined as indigenous Japanese culture grew. Political power shifted from the emperor to powerful landowners like the Fujiwara clan.
The Japanese occupation of Korea from 1910 to 1945 had devastating impacts on Korean culture and sovereignty. Japan gradually increased its control over Korea, culminating in a formal annexation in 1910. The Japanese then instituted harsh assimilation policies, oppressing the Korean language and culture. They also exploited Korean labor and resources to aid the Japanese war effort. Resistance movements like the March First Movement in 1919 sought independence but were crushed. By 1945, over 7,000 Korean prisoners had died under Japanese rule due to torture, starvation and disease. The occupation left a legacy of trauma in Korea while shaping its modern development.
Japan is an island nation located in East Asia. It has a multi-party parliamentary democracy with an emperor as the ceremonial head of state and a prime minister as the head of government. Japan has a bicameral legislative body called the National Diet consisting of the lower House of Representatives and upper House of Councillors. Executive power is held by the Cabinet headed by the prime minister. Japan has experienced numerous periods of isolation and expansion over its history and was occupied by Allied forces after World War 2, since which it has emerged as an economic power with a liberal democratic system of government.
The document provides an overview of Japan's occupation of Korea from 1910 to 1945. It discusses key events that led to Japan formally annexing Korea in 1910 after Japan had defeated Russia in the Russo-Japanese War of 1904-1905. The occupation period saw Japan heavily censor information and crack down on Korean nationalism and political dissidents. There was widespread resistance, most notably the March First Movement of 1919 where Koreans protested for independence. Japan later eased restrictions in the 1920s to foster more cultural development while still maintaining control over Korea.
The document provides a brief history of Japan from prehistoric times through the Heian period. It summarizes the main periods as follows:
The Jomon period lasted from 14,000 BC to 300 BC and was characterized by a hunter-gatherer lifestyle and the earliest pottery in Japan. The Yayoi period from 400/300 BC to 250 AD saw the introduction of wet-rice farming and metallurgy from mainland Asia. The Kofun period from around 250 AD featured large burial mounds and the establishment of powerful military states centered around clans. The Asuka period from 538 to 710 AD saw the development of a centralized state and the introduction of Buddhism. The Nara period of the
This document provides an overview of the English Renaissance period, specifically the Elizabethan and Jacobean ages. It describes the key historical developments including political stability under Elizabeth I, social and economic growth, religious tolerance, a surge in patriotism, and expansion through exploration. Culturally, it was a golden age of literature that saw unprecedented developments in poetry, prose, and drama, influenced by foreign fashions but also producing great English writers like Shakespeare.
During the Meiji Era from 1868 to 1912, Japan underwent significant changes in leadership and modernized rapidly after opening up to Western influence. Commodore Perry's arrival in 1853 forced Japan to open to Western trade. After witnessing China become weak after unequal treaties following the Opium Wars, Japan resolved to modernize to avoid colonization. The Meiji Restoration overthrew the shogunate and restored the emperor to power, beginning reforms to adopt Western technology and culture while maintaining Japanese spirit. Japan industrialized, grew powerful militarily, and expanded its territory, setting the stage for future tensions with other world powers.
1) Early Japan saw the development of rice agriculture and social classes during the Yayoi Period. By the 4th century AD, Yamato Japan had emerged with its capital in the Yamato province.
2) The Asuka Period saw increased Chinese influence and the introduction of Buddhism. The Taika Reforms of 645 modeled Japan's government after the Chinese system.
3) The Nara and Heian Periods saw the establishment of permanent capitals in Nara and Heian-kyo (Kyoto). Chinese influence declined as indigenous Japanese culture grew. Political power shifted from the emperor to powerful landowners like the Fujiwara clan.
1) Early Japan saw the development of rice agriculture and social classes during the Yayoi Period. By the 4th century AD, Yamato Japan had emerged with its capital in the Yamato province.
2) The Asuka Period saw increased Chinese influence and the introduction of Buddhism. The Taika Reforms of 645 modeled Japan's government after the Chinese system.
3) The Nara and Heian Periods saw the establishment of permanent capitals in Nara and Heian-kyo (Kyoto). Chinese influence declined as indigenous Japanese culture grew. Political power shifted from the emperor to powerful landowners like the Fujiwara clan.
The Japanese occupation of Korea from 1910 to 1945 had devastating impacts on Korean culture and sovereignty. Japan gradually increased its control over Korea, culminating in a formal annexation in 1910. The Japanese then instituted harsh assimilation policies, oppressing the Korean language and culture. They also exploited Korean labor and resources to aid the Japanese war effort. Resistance movements like the March First Movement in 1919 sought independence but were crushed. By 1945, over 7,000 Korean prisoners had died under Japanese rule due to torture, starvation and disease. The occupation left a legacy of trauma in Korea while shaping its modern development.
Japan is an island nation located in East Asia. It has a multi-party parliamentary democracy with an emperor as the ceremonial head of state and a prime minister as the head of government. Japan has a bicameral legislative body called the National Diet consisting of the lower House of Representatives and upper House of Councillors. Executive power is held by the Cabinet headed by the prime minister. Japan has experienced numerous periods of isolation and expansion over its history and was occupied by Allied forces after World War 2, since which it has emerged as an economic power with a liberal democratic system of government.
The document provides an overview of Japan's occupation of Korea from 1910 to 1945. It discusses key events that led to Japan formally annexing Korea in 1910 after Japan had defeated Russia in the Russo-Japanese War of 1904-1905. The occupation period saw Japan heavily censor information and crack down on Korean nationalism and political dissidents. There was widespread resistance, most notably the March First Movement of 1919 where Koreans protested for independence. Japan later eased restrictions in the 1920s to foster more cultural development while still maintaining control over Korea.
The document provides a brief history of Japan from prehistoric times through the Heian period. It summarizes the main periods as follows:
The Jomon period lasted from 14,000 BC to 300 BC and was characterized by a hunter-gatherer lifestyle and the earliest pottery in Japan. The Yayoi period from 400/300 BC to 250 AD saw the introduction of wet-rice farming and metallurgy from mainland Asia. The Kofun period from around 250 AD featured large burial mounds and the establishment of powerful military states centered around clans. The Asuka period from 538 to 710 AD saw the development of a centralized state and the introduction of Buddhism. The Nara period of the
This document provides an overview of the English Renaissance period, specifically the Elizabethan and Jacobean ages. It describes the key historical developments including political stability under Elizabeth I, social and economic growth, religious tolerance, a surge in patriotism, and expansion through exploration. Culturally, it was a golden age of literature that saw unprecedented developments in poetry, prose, and drama, influenced by foreign fashions but also producing great English writers like Shakespeare.
During the Meiji Era from 1868 to 1912, Japan underwent significant changes in leadership and modernized rapidly after opening up to Western influence. Commodore Perry's arrival in 1853 forced Japan to open to Western trade. After witnessing China become weak after unequal treaties following the Opium Wars, Japan resolved to modernize to avoid colonization. The Meiji Restoration overthrew the shogunate and restored the emperor to power, beginning reforms to adopt Western technology and culture while maintaining Japanese spirit. Japan industrialized, grew powerful militarily, and expanded its territory, setting the stage for future tensions with other world powers.
The document discusses the cultural and political influences between East Asian countries over several centuries. It describes how Korea acted as a cultural bridge, transmitting influences between China and Japan in various areas like technology, philosophy, art and techniques. Specific examples provided include the introduction of Buddhism to Japan via Korea in 538 AD, and Korean craftsmen influencing a revolution in Japanese pottery making in the 16th century. Many influences originated in China but were adapted in Korea first before reaching Japan.
The document discusses changes for women during Japan's Meiji era (1868-1912), when the country modernized after opening to Western influences. Women began wearing Western clothing in public but still wore kimonos at home, as dresses and shoes were impractical. The Meiji constitution defined rigid gender roles, with women excluded from politics and expected to be good wives and mothers. While technology advanced, policies increased taxes, conscription, and segregated women more than the previous era.
- Early Japan was inhabited by the Ainu people, who were later displaced by migrants from mainland Asia around 500 CE. This led to the rise of the first dominant clan called the Yamato.
- In the 6th century, Prince Shotoku established Buddhism as the official religion and used Chinese models to reorganize the government. Major reforms transformed Japan into a centralized state modeled on Chinese bureaucracy and institutions.
- The Heian period saw the imperial court move to Kyoto and a period of relative peace and cultural flowering. However, powerful noble families emerged who controlled the political realms, weakening central authority.
The document summarizes the transformation of Japan from the Tokugawa Shogunate to the Meiji Restoration. The Tokugawa Shogunate ruled from the 12th to 19th century and isolated Japan. However, economic crises and foreign pressure weakened the Shogunate. This led to its collapse and the restoration of imperial rule under Emperor Mutsuhito in 1868, beginning the Meiji era. The new Meiji government implemented extensive political, economic, and social reforms to modernize and strengthen Japan, including developing industry and military capabilities. This allowed Japan to rapidly become a world power that could defeat China and Russia militarily by the early 20th century.
This document provides a brief history of Japan from ancient times to the Middle Ages. It discusses the earliest inhabitants during the last ice age and the Jomon period when pottery was developed. It then covers the Yayoi period when rice farming and bronze/iron tools were introduced, leading to a more settled lifestyle. The next Kofun period saw Japan becoming unified under powerful rulers buried in large tombs. Buddhism was introduced in the 6th century. Over time Japan developed a centralized government and moved its capital several times, eventually establishing Heian-kyo (Kyoto) in 794. Feudalism emerged and samurai warriors rose to power outside the emperor's control. This led to civil war and the
The Tokugawa Shogunate ruled Japan from 1603 to 1867 and focused on establishing social and political order as well as controlling foreign relations. The Tokugawa enforced a strict social hierarchy with the emperor and warriors at the top and outcasts at the bottom. Daimyo ruled semi-autonomous domains but the Shogun maintained control through a system of required residency in Edo and hostage taking of daimyo family members. Economically, cities grew and a merchant class developed, but peasants faced increased taxes and some revolted. Culturally, the theater of Kabuki and haiku poetry flourished during this period of stability and isolation from foreign influence imposed by the Tokugawa.
Japan transitioned to a feudal system during the rise of feudalism. Power shifted to powerful families and military leaders known as shoguns, who held real political power while the emperor became a figurehead. This decentralized system was consolidated by Tokugawa Ieyasu, who established the Tokugawa Shogunate in 1603 that relied on feudal hierarchies and emphasized social order and control. The shogunate gradually closed Japan off from foreign influence by the mid-1600s due to fears of Christianity and foreign domination.
The major colonizers of Southeast Asia were Europeans, Japanese and the U.S. All in all, there were seven colonial powers in Southeast Asia: Portugal, Spain, the Netherlands, Great Britain, France, the United States, and Japan. From the 1500s to the mid-1940s, colonialism was imposed over Southeast Asia.
Imperialism china, japan 1750 1914 - 2014 updatedJanet Pareja
1) Nationalism and imperialism grew in China and Japan between 1815-1915 as they responded to Western influence. China was humiliated by the Opium Wars and unequal treaties while Japan modernized under the Meiji Restoration.
2) Two uprisings in China, the Taiping and Boxer Rebellions, sought to drive out foreigners and overthrow the declining Qing dynasty but failed. The last emperor abdicated in 1911 and Sun Yat-sen established the Republic of China.
3) Japan transformed into an imperial power through military victories over China and Russia, allowing its annexation of Korea and control of Manchuria. By 1914 both nations had ended isolation but China remained not
This lesson takes 2 days to cover. The presentation is augmented by several short film clips and further information each day supplied by prezi presentations. The first day starts with a writing activity to pull up prior knowledge. After Slide 7, I used the prezi here: https://prezi.com/i1eiqgtb20iz/copy-of-tokugawa-japan/ then play slide 8 and watch a clip of "Memoirs of a Geisha" to end... Day 2 opens with slide 9 and the 1980s song "Turning Japanese", then begin the next prezi at "Isolation and Decline" after students have responded to the prompt on slide 12: https://prezi.com/memztvyt4ew7/copy-of-tokugawa-japan-the-meiji-restoration-and-the-making-of-mod/ ...slideshow is then finished to discuss Meiji Restoration and effects.
The document summarizes the history of feudal Japan from the Yamato period to the Tokugawa shogunate period. It discusses how Japan adopted Chinese culture and Confucianism starting in the Yamato period. The Heian period saw the growth of arts and literature as well as the development of the samurai class. The Kamakura and Ashikaga shogunates established a feudal system led by shoguns. The Warring States period was marked by conflict between daimyo until Oda Nobunaga and Toyotomi Hideyoshi unified parts of Japan. Finally, the Tokugawa shogunate centralized power and established a strict class system, closing Japan off from foreign influence.
The document provides information to compare and contrast Japanese and European societies during the post-classical period by discussing:
1) Japan's Yamato Period saw the adoption of Chinese culture including Confucianism and Buddhism under Prince Shotoku, while Charlemagne created the Holy Roman Empire in Europe.
2) Religion spread differently, with Buddhism spreading peacefully in Japan influenced by Zen teachings, while Christianity spread through both voluntary and forced conversion in Europe.
3) The Heian Period in Japan saw refined court life and cultural developments like novels, while Europe experienced the structure of feudalism and the growth of towns and guilds leading into the Renaissance.
The document summarizes the history of several East Asian dynasties and societies from the 14th-19th centuries. It discusses the Ming Dynasty in China, the naval explorations of Zheng He, the decline of the Ming and rise of the Qing Dynasty, Japan's isolationist Tokugawa Shogunate, and the initial impacts of European contact in Asia.
The Meiji Restoration began on January 3, 1869 in Japan, ending the rule of the Tokugawa shogunate. Emperor Meiji Mutsuhito was restored as the head of state. During the restoration, Japan's borders were opened to Western influence, the economy was modernized, the military was strengthened, education was improved, and the rigid social structure was eliminated. The goals of the Meiji government were to enrich the country, strengthen the military, pursue civilization and enlightenment, and catch up and overtake the Western powers.
Marco Polo and Ibn Battuta were two famous medieval travelers. Marco Polo traveled extensively in Asia for 24 years as a merchant and explorer. Ibn Battuta's travels lasted 30 years and took him throughout the Muslim world, as well as to places like China and India. John of Montecorvino was an Italian Franciscan missionary who established Catholic missions in India and China in the late 13th century.
The document summarizes Japan's transition from the Tokugawa period to the Meiji Restoration. It discusses how:
1) The Tokugawa period was characterized by isolationism and a rigid social hierarchy. Perry's arrival in 1853 ended this isolation and forced Japan to open trade.
2) Dissatisfaction with the unequal treaties signed with Western powers and a desire to modernize led to the overthrow of the Tokugawa Shogunate.
3) The Meiji Restoration established a centralized state focused on modernizing Japan through political, economic, and social reforms including adopting Western technology and institutions to build a strong military and industrialize the country.
The Meiji Restoration in Japan led to a transition from feudal to modern society. The restoration began in 1868 when the Tokugawa Shogunate ended and imperial rule under Emperor Mutsuhito was restored. This period saw widespread modernization reforms including adopting Western technology and culture, industrialization, establishing a modern military, and ending Japan's isolationist foreign policy. While traditional Japanese cultural values were maintained, the Meiji Restoration transformed Japan into a modern imperial power within decades.
The document provides an overview of the contents of a chapter on medieval Japan, including three main sections. Section 1 discusses early Japan, including the geography, early peoples, and the Shinto religion. Section 2 covers the rise of shoguns and samurai in Japan. Section 3 examines life in medieval Japan and the influence of religion on culture. The chapter objectives are listed as describing the role of geography in Japan's development, discussing the rise of shoguns and samurai, and relating the impact of religion on Japan's culture.
This document lists the names and assignments of various students. It provides rosters for 1st and 2nd platoons for companies Bravo, Charlie, Delta, Echo, as well as assignments for Medics and Military Policemen. A total of 124 students are assigned across the different units.
This document discusses electromagnetic waves and interference patterns of light. It introduces Maxwell's equations, which describe electromagnetic wave behavior. It also covers topics like reflection, refraction, thin film interference, and the Michelson interferometer. The key goals are to study interference from multiple coherent light sources and to determine intensity patterns from interference effects.
This document outlines the roles and uniforms of different groups involved in the Citizens' Army Training (CAT) program of the Philippine Science High School Batch of 2012. It discusses the year-end camping trip from March 2-4, 2012 which cost PHP 2,000 per student. It also describes the uniforms and roles of the Military Police, Medics, and Cadets who wear different colored shirts and have specific tasks. Finally, it provides information on payments due for the camping trip and uniforms by certain deadlines in December 2011 and June 2012.
The document discusses the cultural and political influences between East Asian countries over several centuries. It describes how Korea acted as a cultural bridge, transmitting influences between China and Japan in various areas like technology, philosophy, art and techniques. Specific examples provided include the introduction of Buddhism to Japan via Korea in 538 AD, and Korean craftsmen influencing a revolution in Japanese pottery making in the 16th century. Many influences originated in China but were adapted in Korea first before reaching Japan.
The document discusses changes for women during Japan's Meiji era (1868-1912), when the country modernized after opening to Western influences. Women began wearing Western clothing in public but still wore kimonos at home, as dresses and shoes were impractical. The Meiji constitution defined rigid gender roles, with women excluded from politics and expected to be good wives and mothers. While technology advanced, policies increased taxes, conscription, and segregated women more than the previous era.
- Early Japan was inhabited by the Ainu people, who were later displaced by migrants from mainland Asia around 500 CE. This led to the rise of the first dominant clan called the Yamato.
- In the 6th century, Prince Shotoku established Buddhism as the official religion and used Chinese models to reorganize the government. Major reforms transformed Japan into a centralized state modeled on Chinese bureaucracy and institutions.
- The Heian period saw the imperial court move to Kyoto and a period of relative peace and cultural flowering. However, powerful noble families emerged who controlled the political realms, weakening central authority.
The document summarizes the transformation of Japan from the Tokugawa Shogunate to the Meiji Restoration. The Tokugawa Shogunate ruled from the 12th to 19th century and isolated Japan. However, economic crises and foreign pressure weakened the Shogunate. This led to its collapse and the restoration of imperial rule under Emperor Mutsuhito in 1868, beginning the Meiji era. The new Meiji government implemented extensive political, economic, and social reforms to modernize and strengthen Japan, including developing industry and military capabilities. This allowed Japan to rapidly become a world power that could defeat China and Russia militarily by the early 20th century.
This document provides a brief history of Japan from ancient times to the Middle Ages. It discusses the earliest inhabitants during the last ice age and the Jomon period when pottery was developed. It then covers the Yayoi period when rice farming and bronze/iron tools were introduced, leading to a more settled lifestyle. The next Kofun period saw Japan becoming unified under powerful rulers buried in large tombs. Buddhism was introduced in the 6th century. Over time Japan developed a centralized government and moved its capital several times, eventually establishing Heian-kyo (Kyoto) in 794. Feudalism emerged and samurai warriors rose to power outside the emperor's control. This led to civil war and the
The Tokugawa Shogunate ruled Japan from 1603 to 1867 and focused on establishing social and political order as well as controlling foreign relations. The Tokugawa enforced a strict social hierarchy with the emperor and warriors at the top and outcasts at the bottom. Daimyo ruled semi-autonomous domains but the Shogun maintained control through a system of required residency in Edo and hostage taking of daimyo family members. Economically, cities grew and a merchant class developed, but peasants faced increased taxes and some revolted. Culturally, the theater of Kabuki and haiku poetry flourished during this period of stability and isolation from foreign influence imposed by the Tokugawa.
Japan transitioned to a feudal system during the rise of feudalism. Power shifted to powerful families and military leaders known as shoguns, who held real political power while the emperor became a figurehead. This decentralized system was consolidated by Tokugawa Ieyasu, who established the Tokugawa Shogunate in 1603 that relied on feudal hierarchies and emphasized social order and control. The shogunate gradually closed Japan off from foreign influence by the mid-1600s due to fears of Christianity and foreign domination.
The major colonizers of Southeast Asia were Europeans, Japanese and the U.S. All in all, there were seven colonial powers in Southeast Asia: Portugal, Spain, the Netherlands, Great Britain, France, the United States, and Japan. From the 1500s to the mid-1940s, colonialism was imposed over Southeast Asia.
Imperialism china, japan 1750 1914 - 2014 updatedJanet Pareja
1) Nationalism and imperialism grew in China and Japan between 1815-1915 as they responded to Western influence. China was humiliated by the Opium Wars and unequal treaties while Japan modernized under the Meiji Restoration.
2) Two uprisings in China, the Taiping and Boxer Rebellions, sought to drive out foreigners and overthrow the declining Qing dynasty but failed. The last emperor abdicated in 1911 and Sun Yat-sen established the Republic of China.
3) Japan transformed into an imperial power through military victories over China and Russia, allowing its annexation of Korea and control of Manchuria. By 1914 both nations had ended isolation but China remained not
This lesson takes 2 days to cover. The presentation is augmented by several short film clips and further information each day supplied by prezi presentations. The first day starts with a writing activity to pull up prior knowledge. After Slide 7, I used the prezi here: https://prezi.com/i1eiqgtb20iz/copy-of-tokugawa-japan/ then play slide 8 and watch a clip of "Memoirs of a Geisha" to end... Day 2 opens with slide 9 and the 1980s song "Turning Japanese", then begin the next prezi at "Isolation and Decline" after students have responded to the prompt on slide 12: https://prezi.com/memztvyt4ew7/copy-of-tokugawa-japan-the-meiji-restoration-and-the-making-of-mod/ ...slideshow is then finished to discuss Meiji Restoration and effects.
The document summarizes the history of feudal Japan from the Yamato period to the Tokugawa shogunate period. It discusses how Japan adopted Chinese culture and Confucianism starting in the Yamato period. The Heian period saw the growth of arts and literature as well as the development of the samurai class. The Kamakura and Ashikaga shogunates established a feudal system led by shoguns. The Warring States period was marked by conflict between daimyo until Oda Nobunaga and Toyotomi Hideyoshi unified parts of Japan. Finally, the Tokugawa shogunate centralized power and established a strict class system, closing Japan off from foreign influence.
The document provides information to compare and contrast Japanese and European societies during the post-classical period by discussing:
1) Japan's Yamato Period saw the adoption of Chinese culture including Confucianism and Buddhism under Prince Shotoku, while Charlemagne created the Holy Roman Empire in Europe.
2) Religion spread differently, with Buddhism spreading peacefully in Japan influenced by Zen teachings, while Christianity spread through both voluntary and forced conversion in Europe.
3) The Heian Period in Japan saw refined court life and cultural developments like novels, while Europe experienced the structure of feudalism and the growth of towns and guilds leading into the Renaissance.
The document summarizes the history of several East Asian dynasties and societies from the 14th-19th centuries. It discusses the Ming Dynasty in China, the naval explorations of Zheng He, the decline of the Ming and rise of the Qing Dynasty, Japan's isolationist Tokugawa Shogunate, and the initial impacts of European contact in Asia.
The Meiji Restoration began on January 3, 1869 in Japan, ending the rule of the Tokugawa shogunate. Emperor Meiji Mutsuhito was restored as the head of state. During the restoration, Japan's borders were opened to Western influence, the economy was modernized, the military was strengthened, education was improved, and the rigid social structure was eliminated. The goals of the Meiji government were to enrich the country, strengthen the military, pursue civilization and enlightenment, and catch up and overtake the Western powers.
Marco Polo and Ibn Battuta were two famous medieval travelers. Marco Polo traveled extensively in Asia for 24 years as a merchant and explorer. Ibn Battuta's travels lasted 30 years and took him throughout the Muslim world, as well as to places like China and India. John of Montecorvino was an Italian Franciscan missionary who established Catholic missions in India and China in the late 13th century.
The document summarizes Japan's transition from the Tokugawa period to the Meiji Restoration. It discusses how:
1) The Tokugawa period was characterized by isolationism and a rigid social hierarchy. Perry's arrival in 1853 ended this isolation and forced Japan to open trade.
2) Dissatisfaction with the unequal treaties signed with Western powers and a desire to modernize led to the overthrow of the Tokugawa Shogunate.
3) The Meiji Restoration established a centralized state focused on modernizing Japan through political, economic, and social reforms including adopting Western technology and institutions to build a strong military and industrialize the country.
The Meiji Restoration in Japan led to a transition from feudal to modern society. The restoration began in 1868 when the Tokugawa Shogunate ended and imperial rule under Emperor Mutsuhito was restored. This period saw widespread modernization reforms including adopting Western technology and culture, industrialization, establishing a modern military, and ending Japan's isolationist foreign policy. While traditional Japanese cultural values were maintained, the Meiji Restoration transformed Japan into a modern imperial power within decades.
The document provides an overview of the contents of a chapter on medieval Japan, including three main sections. Section 1 discusses early Japan, including the geography, early peoples, and the Shinto religion. Section 2 covers the rise of shoguns and samurai in Japan. Section 3 examines life in medieval Japan and the influence of religion on culture. The chapter objectives are listed as describing the role of geography in Japan's development, discussing the rise of shoguns and samurai, and relating the impact of religion on Japan's culture.
This document lists the names and assignments of various students. It provides rosters for 1st and 2nd platoons for companies Bravo, Charlie, Delta, Echo, as well as assignments for Medics and Military Policemen. A total of 124 students are assigned across the different units.
This document discusses electromagnetic waves and interference patterns of light. It introduces Maxwell's equations, which describe electromagnetic wave behavior. It also covers topics like reflection, refraction, thin film interference, and the Michelson interferometer. The key goals are to study interference from multiple coherent light sources and to determine intensity patterns from interference effects.
This document outlines the roles and uniforms of different groups involved in the Citizens' Army Training (CAT) program of the Philippine Science High School Batch of 2012. It discusses the year-end camping trip from March 2-4, 2012 which cost PHP 2,000 per student. It also describes the uniforms and roles of the Military Police, Medics, and Cadets who wear different colored shirts and have specific tasks. Finally, it provides information on payments due for the camping trip and uniforms by certain deadlines in December 2011 and June 2012.
This document summarizes the synthesis of esters via nucleophilic acyl substitution. Esters are used in perfumes, food flavorings, solvents, and fuels. The procedure involves refluxing a carboxylic acid and alcohol with sulfuric acid catalyst. The mixture is then extracted with water, dried, and distilled to yield the ester product. The overall reaction is an esterification via nucleophilic acyl substitution, which is driven towards the product by using excess reagents and removing water through distillation.
The document summarizes the history of early Germanic tribes and their interaction with the Roman Empire. It describes how Germanic societies were organized around personal loyalty to chieftains rather than citizenship. As the Western Roman Empire declined, Germanic peoples like the Franks rose to power and their leader Clovis converted to Christianity in 496 AD. Monasteries played a key role in spreading Christianity among newly converted Germanic peoples across former Roman lands in Europe. The Franks went on to establish the largest kingdom, with the Merovingian dynasty, although real power came to lie with the Mayor of the Palace position, held by figures like Charles Martel who defended Europe from Muslim invasions.
The document outlines the timeline of major works and thinkers during the Enlightenment period from 1690 to 1795. It discusses how Enlightenment philosophers built upon the Scientific Revolution to apply reason to the study of human society and government. They criticized absolute monarchy and proposed reforms to promote individual freedom and rights. The two main views on government during this time came from Thomas Hobbes, who argued for a strong absolute ruler to maintain order, and John Locke, who believed people had natural rights to life, liberty and property and governments derived power from the consent of the governed.
The document outlines the agenda for the 4th Batch Congress meeting on January 14, 2011. It discusses details about the upcoming Junior-Senior Prom including seating form availability and payment deadlines. It also provides information about transportation arrangements, rental services for formal wear, and important dates. Additionally, it announces a realignment of duties related to treasury collection and advertises an upcoming fundraiser in March.
The document provides an agenda for the 2nd Batch Congress on October 1st, 2010. It announces that intramurals have been cancelled due to upcoming periodical examinations from October 11th-13th. A retreat at the Carmelite Missionaries Center in Tagaytay City from October 15th-17th is announced, with a deadline of October 8th for full payment. The performance of the Ramayana has been moved to October 22nd in the 4th floor auditorium, with 20 minute breaks between performances. All juniors are required to watch and a budget ceiling of PHP 4,500 is reminded.
This document describes a classic scheme for qualitatively analyzing 21 common cations. It involves 8 preliminary tests including adding water, sodium hydroxide, ammonia, hydrochloric acid, sulfide, sodium carbonate, sulfuric acid, and flame tests. The cations are separated into groups based on their reactions, such as forming insoluble sulfides with Group II cations and insoluble carbonates with Group IV cations. Together with the sulfide separation scheme, the preliminary tests can be used to identify all 21 cations.
The document summarizes the rise and conquests of Alexander the Great and the Hellenistic culture that emerged after his death. It describes how Alexander, inspired by his father Philip II, conquered Greece and then expanded his empire by defeating the Persian Empire. After his death, Greek culture blended with Egyptian, Persian and Indian influences to form the Hellenistic culture characterized by advances in science, technology, philosophy and the arts.
Friedman's test is a nonparametric test used to detect differences in treatments across multiple test blocks when using ordinal or ranked data. It involves ranking the data within each block, summing the ranks for each treatment, and calculating a Friedman test statistic that is compared to a chi-square critical value to determine if the null hypothesis that the treatments have identical effects can be rejected. An example demonstrates constructing a table with ranked data, calculating the Friedman statistic, determining the degrees of freedom, looking up the critical value, and comparing it to the statistic to evaluate the null hypothesis. The test can also be performed in Excel using the Analyse-it plugin.
Cat operating rules and procedures on merits, demerits, and bangs (with sig...iamkim
This document outlines the operating rules and procedures for issuing bangs, demerits, and merits to students at the Philippine Science High School. It defines each punishment or reward, how they can be issued, and for what infractions. Bangs are minor punishments addressed through physical activity. Demerits are more serious and deduct from grades, with Class A being the most severe. Merits reward good conduct and add to grades. The rules specify who can issue these and the process for appeal.
This document discusses a "3F test" which evaluates a product or website based on three key factors, referred to as "3 Flags of Success", that determine whether users will successfully use and purchase from the product. These factors are usability, user experience, and overcoming users' mental barriers to using new products online. The test aims to evaluate a product's "first impression" and ensure users can easily enter and understand the site, as well as successfully make purchases. By focusing on these critical user-focused factors, the 3F test helps products avoid losing potential customers due to usability issues.
The document discusses using solar hot water systems at equestrian facilities to save on energy costs. It provides an example of a stable that installed 100 evacuated tubes and saw $300 in monthly savings. For a facility with 200 horses estimating daily hot water use of 1400 gallons, 720 evacuated tubes could reduce LP gas consumption by 72% or $9000 annually, with an installation cost of $107,000 and a return on investment of under 9 years.
The letter discusses: 1) Required "dengue uniform" and few dengue cases so far this year. 2) Medical clearance process for absent students. 3) Suspension of classes if announced by the Department of Education. 4) Weekend dorm policy and accommodation. 5) Schedule for August 5 including field trips and outreach activities. 6) August holidays. 7) Upcoming celebrations and events like Humanities Days, card-giving conference, and Foundation Day. 8) Request for
The document outlines the agenda for several upcoming Batch events including the Batch Shirt distribution, a Family Day, a Batch Retreat, and the JS Prom. Family Day will include inter-batch games and performances by each class and will be followed by a batch gathering in the cafeteria. The Batch Retreat will be held from 15-17 October and students are required to submit room forms. The JS Prom will have a Venetian/Venice theme and be held on 5 February 2011 at a maximum budget of PHP 2,000 per student.
Tokugawa Iemitsu was the third shogun of the Tokugawa dynasty in Japan who ruled from 1623-1651. He is known for introducing a period of isolation in Japan where the country cut off almost all foreign contact. This isolationist policy helped bring political and social stability during his time as shogun but also helped preserve Japanese culture and traditions as the country developed with little outside influence for over 200 years under Tokugawa rule. Studying figures like Iemitsu provides insight into Japan's history during the Tokugawa period and how it shaped the country.
The document analyzes how Japan's isolationism and desire to maintain culture during the Tokugawa Shogunate influenced its actions in World War 2 leading up to the attack on Pearl Harbor. It discusses how the Shogunate brought stability but also confined Japan. When Western influence increased after 1853, it overwhelmed Japan and contributed to the Shogunate's collapse in 1867. As Japan modernized after this, the clash between old and new ideas may have strengthened its culture's militaristic aspects and hostility, impacting its World War 2 actions.
The Tokugawa Shogunate established traditions in Japan during the 1600-1868 period that still influence Japanese society today. Education focused on Confucian philosophy and the Japanese language. Women were taught to serve their father, husband, and son, while warriors like samurai followed the Bushido code of honor. This period saw the rise of a strict social hierarchy and isolationist policies that defined Japanese culture for centuries.
The document provides background information on Takoyaki, including:
- It discusses Takoyaki, a ball-shaped snack made of octopus pieces in a wheat flour-based batter that is deep fried.
- The origins of Takoyaki can be traced back to Osaka in the 18th century, where they became a popular street food.
- Today, Takoyaki stalls and festivals celebrating the snack can be found across Japan, especially in Osaka where the batter is said to be sauce-ier and the balls are larger than in other regions.
This document provides an overview of Shintoism in 3 pages. It discusses the history and core beliefs of Shintoism, including that it originated in Japan as a system of animistic beliefs and nature worship. It does not have a founder or major religious texts. Key beliefs include worshipping kami (spirits) and ancestors to achieve harmony. During the Meiji period, Shintoism became intertwined with Japanese nationalism and the emperor was promoted as a divine being. After World War 2, Shinto shrines were separated from state control.
Spirit of japan 3-2-1 japanese confucianism v1Clyde Unno
While China, Korea, and Japan all learned Confucian teachings, they understood and applied them differently due to their distinct backgrounds and geopolitical situations:
1) China experienced frequent dynasty changes and internal conflicts over territory, so Confucianism focused on protecting rule through civil service exams and social hierarchy. Korea similarly faced invasion and learned Confucianism was limited to elites.
2) Japan had a continuous imperial dynasty due to its isolation by sea and shared natural disasters, so Confucianism emphasized virtues for better national and community life applied to all classes.
3) These differences led China (and Korea) to view Confucianism politically for dynastic protection from outsiders, while
The document traces the history and cultural development of Japan from ancient times through the early 20th century. It discusses how Japan originally incorporated religious and philosophical traditions from China, including Shintoism, Confucianism, and Buddhism. Over time, military leaders called shoguns gained power and ruled regions separately from the emperor. Japan isolated itself in the 17th century but was forced to reopen to Western powers in the 1850s. The shogunate struggled to modernize under Western influence and was replaced by a new imperial government in 1868 that instituted reforms to rapidly industrialize the country. Japan's military victories over China in 1894-95 and Russia in 1905 established it as a world power in East Asia.
The document discusses the effects of Westernization and democratization on Japanese society over the past 200 years. It argues that Japan will regret opening itself up to these foreign influences, as they will erase traditional Japanese values and culture. Within a few generations, there will be "nothing original left" in Japan, just as happened to ancient Western societies after Christianization. The document notes how Western ideals of equality and democracy have led to the rise of socialism and communism in Japan. It predicts that the unique aspects of Japanese culture will continue to be lost as Western liberal ideas spread further into the country.
How Is Ikebana A Representative Of Japanese CultureLaura Martin
Ikebana originated from Buddhist flower offerings and was influenced by Shinto traditions. It is an art form that reflects Japanese spiritual beliefs in harmony between heaven, earth, and humanity. Ikebana also represents the changing seasons through the flowers used in different Japanese festivals. It became popular among samurai in the Edo period and remains an important part of Japanese culture today.
Minerals are naturally occurring, solid inorganic substances with a definite chemical composition and ordered atomic structure. They form under geological processes and are distinguished from rocks and other geological materials. Key properties used to identify minerals include their crystal structure, chemical composition, physical properties like hardness, cleavage, luster and color. Minerals are classified based on these observable properties and their chemical makeup. Understanding mineral properties helps geologists study the composition and history of the Earth's crust.
1. Minerals are naturally occurring, solid substances with a definite chemical composition and crystalline structure. They form through inorganic processes and are not living.
2. The key properties used to identify minerals include crystal structure, hardness, cleavage, luster, streak, and reaction to acid. Minerals are also classified based on their main chemical constituents such as oxides, sulfides, silicates.
3. Igneous rocks such as granite, basalt and rhyolite form from the cooling and solidification of magma either underground as plutonic rocks or at the surface as volcanic rocks. Their texture and mineralogy depend on the composition of the magma and rate of cooling.
The document provides a schedule for exit interviews of the BATCH 2012 group. It lists the names of eight particles that will have interviews on March 8th and 9th from 8:30am to 3:30pm in the Seminar Room. Interviews are scheduled every hour for groups of particles.
This document contains 3 lists:
1) A list of 53 candidates for UP Intarmed, the University of the Philippines College of Medicine.
2) A list of 5 students who are UP Oblation Scholars.
3) A list of 27 students who are on the ADMU Director's List from Ateneo de Manila University.
It also contains a list of 29 students who are candidates for the DLSU Star Scholars program from De La Salle University. The lists contain the students' names and provide information about academic honors and scholarship opportunities for top performing students from several universities.
The document discusses qualitative inorganic analysis of anions, specifically focusing on carbonates/bicarbonates and sulfur-containing anions. It describes the general characteristics, solubility, and common reactions of these anion groups. Key points include that carbonates and bicarbonates react with acids to produce carbon dioxide gas, while sulfur-containing anions like sulfides, sulfites, and thiosulfates act as reducing agents and react with reagents to produce characteristic colors or precipitates. Common tests involve the use of acids, silver nitrate, barium chloride, and iron (III) chloride.
The document is a class list for the fourth year batch of 2012 at an unnamed university. It lists the names of 47 students broken into 3 sections (CHARM, ELECTRON, and GLUON), along with the amount each student paid for the grad ball. It shows that the total collected was 28,000 for CHARM, 10,000 for ELECTRON, and 12,000 for GLUON, for a grand total of 50,000. Dr. Melanie Cheng is listed as the batch adviser.
Congratulations to batch 2012 star scholar candidatesiamkim
This document contains three sections. The first section congratulates the 2012 Star Scholar candidates and informs them of an upcoming orientation. The second section lists recipients of the DLSU Gokongwei Grants. The third section lists recipients of the DLSU Vaugirard Scholarship Program and the FEAD Leadership Program and requests that some students claim their invitations.
This document contains a chemistry problem set with 7 questions about quantitative aspects of electrochemistry. The questions involve calculating amounts of substances deposited via electrolysis given parameters like current, time, charge passed, and moles or grams of material. They require using formulas relating things like charge, current, time and moles of material transferred in electrolysis.
The document provides 15 multi-step word problems involving concepts like maximizing or minimizing functions, finding dimensions of shapes to satisfy certain criteria, and other applied optimization challenges. The problems cover topics like finding tangent lines, inscribed shapes, wire cutting, epidemics, profit maximization, and geometric shapes. Students are instructed to show all work and box their final answers on a single sheet of paper.
This document outlines guidelines for a creative marching activity that all units of the Citizen Army Training department must participate in as a practical test for the third grading period. It provides details on general guidelines, guidelines for two marching options (creative marching and silent drill), criteria for judging, and guidelines for compliance. Creative marching allows for music and formations while silent drill prohibits music and allows whistle commands. All companies must submit their song choices and personnel in charge by November 11th and officially present their routines on December 16th during mandatory practice sessions on specified dates.
The document provides information about several scholarship and entrance exam applications. For the DOST scholarship, 7 students are asked to pay a P200 application fee by November 20th. 3 other students are asked to pay their DOST application fees as soon as possible. 15 students are given a last call to submit remaining requirements for their UST application by October 26th or they will not be included in batch processing. Finally, 51 students are listed as examinees for the November 9th on-site entrance exam at PSHS Main Campus for Mapua.
This document contains two reminders. The first reminds applicants who paid for a UST application but did not submit their form that the deadline to submit is October 24, 2011 at 12 noon. It lists 18 applicants in this category. The second lists 27 applicants who are still missing requirements for their UST application, such as photos, signatures, birth certificate copies or payment. They are reminded the deadline to submit these is also October 24, 2011 at 12 noon. It also notes the testing schedule is October 30, 2011, with the time still to be announced.
Tuwaang is informed by the wind about a maiden in distress. He journeys to help her and encounters a giant who has burned her kingdom. Tuwaang and the giant fight, and neither gains an advantage until Tuwaang uses his magical pantung to defeat the giant and revive the dead. Tuwaang then takes the maiden to his homeland and later journeys as a wedding guest, where he again uses his skills and magic against threats.
1. INTRODUC'|ION: 1'I,IE C]I.ASSICAL I-IT'ERATURE OF.IAI'AN IN A
H ISTORICAL PER SPECTI VE
The Japanese have a worldwide repulation for being good irnitators: it is often thought
that the entire classical culture of Japan was simply borrowed from China and that in more recent
times the Japanese have distinguished themselves by successfully modernizing Western-style but
doing so more rapidly than any Western country ever did.
But this emphasis on the borrowing and imitating phases of Japanese development is
unfair, for the Japanese have never been blind borrowers. The real talent of these people is that
of adaptation: they have a remarkable ability to take what others offer and to make it their own,
molding it to certain internal features of their indigenous culture and thus creating something
both unique and uniquely Japanese.
At the very base of the indigenous Japanese culture is Shintoism, or "the way of the
spirits." In its primitive form the main element if this religion is a certain joyous response to the
kami, or the awe-inspiring or mysterious qualities of various objects, of either physical of
spiritual natures. The spirits of ancestors have kami, as do unusually beautiful flowers, or
interesting rocks, or magical animals that can talk, or godlike people. The ketmi is thus anything
that rises beyond the mundane and inspires awe in the beholder. Thus early Shintoism is a
religion ofjoy and celebration rather than a religion oriented toward morality.
The cosmology of Shintoism involves the godly pair lzanagi and Izanami, who gave
birth, first, to the Japanese islands and then to a variety of spirits, creatures, fire, winds,
mountains, and so on. The later world is seen mostly in terms of the duality of the sun goddess,
representing peace, light, and order, and the storm god, representing violence, darkness, and
chaos. Later the sun goddess became associated with State Shinto through the person of the
emperor, who is held to be her direct descendant, while the storm god became associated with
magic rites and the mysterious communal sects. The peace-loving sun goddess is to dominate,
but the violent storm-god can never be completely subdued, and under particular circumstances
he may come to the fore.
Chinese cultural influence in Japan was most strong between the sixth and ninth
centuries, during.which time regular embassies were sent from Japan to the Chinese court.
Confucian ideas became irnportant in the Japanese plitical system: they strengthened the
position of the emperor and reinforced hierarchical tendencies of the society. They also seem to
have strenglhened the indigenous Japanese ancestor worship.
But Confucianism never became a religion in Japan as it did in China, and the hey-day of
the Sinicized Japanese court of the Heian period soon gave way before the rising military
strength of the Minamoto clan. The Japanese emperor lost most of his poweis when Yoritomo set
up the shogunate at Kamakura (l192), but he was not deposed or overthrown as he would have
been in China. Instead he was allowed to remain as a "puppet" ruler, while the shogun, the
military leader, function as the "power behind the throne.'
During this time, and in fact well into the Tokugawa period (1601-1867), the feudallstic
tendency, or the tendency away from centralized power into the direction of diverse power
centers based on landownership, was prevalent. These landlords, or dainrsto, had the support of
private armies o.f sannrrai, and they often engaged in feuds with neighboring clans. In 1601 the
Tokugawa Shogunate provided for the first time a strong central power that could combat the
feudal tendency, but local power was still very much in the hands of the daimyo. And the
military traditions of the samurai persisted.
2. It was also during the period of Shogunate rule in Japan that Buddhism came into its own
and in fact took on much greater importance than it ever had in China. Several popular Buddhist
sects gained some mass following during this period: Shingon, Tendai, Amidhist, Nichiren. At
the same time there developed the highly aristocratic and uniquely Japanese form of Buddhism
that was so influential in many aspects of developing Japanese culture: Zen. Perhaps because of
its starkness and simplicity and its complete distrust of intellectualfing, Zen was closely
associated with the militaristic samurai tradition. But it also gave rise to some of the most
delicate and restrained forms of Japanese art. flower arranging and the Noh drama, for example.
Perhaps the most significant feature of the Tokugawa Shogunate was the fact of Japan's
jealously guarded and nearly complete isolation from the rest of the world. From the sevent-eenth
to the nineteenth centuries the doors of Japan were closed by choice, except for some very
limited contact with the Chinese court and with some Dutch traders in Nagasaki. It was during
this period of isolation that Japan strengthened herself, setting the basis for the later development
of strong nationalism and rapid industrialization. It was also during this time that the other
cultures of Asia were broken down and ravaged by the forces of Western imperialism; thus Japan
used to her own benefit a time period which worked much to the detriment of all the other
countries in Asia.
But the West could neither tolerate nor understand isolation, and at last in 1853
Commodore Perry sailed into Tokyo Bay with a request from the American government for the
opening of relation and with some not very subtly veiled threats of force if the Japanese chose
not to cooperate.
The Japanese really had no choice as they knew how much force the West could apply,
but the opening of the doors was, nevertheless, one of the important causes of the downfall of the
Tokugawa Shogunate and the subsequent restoration of the Emperor. The Emperor had never
been deposed, but his powers had been shifted to the military; at this point the power and center
of the government were shifted back to the imperial court although not to the direct control of the
Emperor.
Once opened to Western influence, the Japanese became avid learners of modern
processes of all kinds. They learned about navies from the British, armies from the Germans, and
business methods from the Americans. The rapid modernization of Japan was a directed
movement, carefully planned and controlled from the top as had been the process of learning
from China centuries earlier, and thus it involved no $erious restructuring of social classes. There
were some moves toward the democratization of the political organization, but basically the
aristocrats remained firmly in power; in fact certain aristocratic families found a new source of
power in modernization in the formation of big businesses, which even today are among the most
important controlling influences in Japanese society.
At any rate, Japanese modernization proceeded quickly, especially in the military field,
and in 1895 Japan amazed China by defeating her in battle in Korea. In 1905 Japan amazed the
world by winning a brief war against Russia. Thirty-five years later, Japah felt sirong enough to
take on several of the Western powers together and thus embarked upon what is now called
World War II.
After her defeat in that war, Japan was left in a shambles due to severe American
bombing of Tokyo, atomic bombs dropped in Hiroshima and Nagasaki, frightful economic
conditions brought about by war expenses, and spirits generally broken by the realization of their
own vulnerability. For many young Japanese, this tenible defeat marked the end of self-trust and
a complete reorientation toward Western knowledge and Western values. But then Japan rebuilt
3. herself, and in the space of twenty-five years or so became once again one of the important
powers in the world. With her phenomenal economic'growth, her citizens regained much of their
lost self confidence, and the Japanese of today are once again nationalistic, although in varying
degrees. Neither is the new Japanese self-respect entirely due to industrial progress: most of the
Japanese of today recognize the beauty and value of their traditional culture as well, and that
culture is by no means dead and buried. The traditional arts of the tea ceremony and of archery
are now practiced by very few, but a certain recognition of the past and a longing for it is felt be
a great many Japanese today. In fact the reconciliation of past attitudes with present ones remains
an important problem in Japan on both the social and the literary levels.
TFM SHINTO LEGENDS
The earliest writings from ancient Japan are the Records of Ancient Matters, or Kojiki, A
D.712. and the Chronicles of Japan, or Nihongi, A. D. 720.Both of these start with chapters on
the mythological Age of the Gods and thus date themselves back into the sixth or seventh
century B.C. But both have also been considerably influenced by Chinese thought, and most
historians assume that in compiling these collections early in the eight century A.D., the
Japanese made a conscious effort to supply themselves with the equivalent of the Chinese
classical histories. During certain stages of Japanese development, even as late as the Meiji
restoration of 1868, these Shinto legends have been accepted as histoiical fact, although in
postwar times they have slipped back into the status of myth. They are still interesting and rather
powerful as legends and they still illustrate some of the bases of Japanese nationalism. The
following selections are all from the Nihonghi, adapted from Aston's Nihongi and edited by Win.
Theodore de Bury in Source of Japanese Tradition.
BIRTH OF THE SUN GODDESS
lzanagi no Mikoto and lzanami no Mikoto consulted together, saying: "We have now
produced the Great-eight-island country with the mountains, rivers, herbs, and trees. Why should
we not produce someone who shall be lord of the universe?" They then together produced the
Sun Goddess, who was called O-hiru-me no muchi.
The resplendent luster of this child shone through all the six quarters. Thereforethe two
Deities rejoiced, saying: "We have had many children, but none of them have been equal to this
wondrous infant. She ought not to be kept long in this land, but we ought of our own accord to
send her at once to Heaven and entrust to her to affairs of Heaven."
At this time Heaven and Earth were still not far separated, and therefore they sent her up
to Heaven by the ladder of Heaven.
They next produced the Moon-god.
His radiance was next to that of the Sun in splendor. This god was to be the consort of the
Sun Goddess and to share in her government. They therefore sent him also to Heaven.
Next they produced the leech-child, which even at the age of three years could not stand
upright. They therefore placed it in the rock-camphor-wood boat of Heaven and pbandoried it to
the winds.
Their next child was Susa-no-o no Mikoto.
This god had a fierce temper and was given to cruel acts. Moreover he made a practice of
continually weeping and wailing. So he brought many of the people of the land to an untimely
end. Again he caused green mountains to become withered. Therefore the two gods, his parents,
4. addressed Susa-no-o no Mikoto, saying: "Thou art exceedingly wicked, and it is not meet that
thou shouldst reign over the world. Certainly thou rrrust depart far away to the Netherland." So
they at length expelled him.
THE SUN GODDESS AND SUSA-NO-O
After this Susa-no-o no Mikoto's behavior was exceedingly rude. In what way?
Amaterasu [the Heaven-Shining-Deity] had made august ricefields of Heavenly narrow ricefielis
and Heavenly long ricefields. Then Susa-no-o, when the seed was sown in spring, broke down
the divisions between the plots of rice and in autumn let loose the Heavenly piebald colts and
made them lie down in the midst of the ricefields. Again, when he saw that Amaterasu was about
to celebrate the feast of first-fruits, he secretly voided excrement in the New Palace. Moreover,
when he saw that Amaterasu was in her sacred weaving hall engaged in weaving garments of the
gods, he flayed a piebald colt of Heaven, and breaking a hole in tfie roof-tiles oittt" hall, flung it
in. Then Amaterasu started with alarm and wounded herself with the shuttle. Indignant of tiis,
she straightaway entered the rock-cave of Heaven, and having fastened the 1.o.f-do.., dweli
there in seclusion. Therefore constant darkness prevailed on all sides and the alternation of night
and day was unknown.
Then the mighty myriads of gods met on the bank of the Tranquil River of Heaven and
considered in what manner they should supplicate her. Accordingly Omoikane no Kami, with
profound device and far-reaching thoughts, at length gathered long-singing birds of the Eternal
Land and made them utter their prolonged cry to one another. Moreovei hi made Ta-jikara-o to
stand beside the Rock-door. Then Ame no Koyane no Mikoto, ancestor of the Nakatomi deity
Chieftains, and Fut-o-dama no Mikoto, ancestor of the Imibe Chieftains, dug up a five-hundrei
branched True Sakaki tree of the Heavenly Mt. Kagu. On its upper branchesihey hung an eight-
hand mirror. On its lower branches they hung blue soft offerings and white soflofferings. T'hen
they recited their liturgy together.
Moreover, Ama no Uzume no Mikoto, ancestress of the Sarume Chieftain, took in her
hand a spear wreathed with Eulalia grass, and standing before the door of the rock-cave of
Heaven, skillfully performed a mimic dance. She took, moreover, the true Sakaki tree of the
Heavenly Mount'Kagu and made of it a headdress, she took club-moss and made of it braces, she
kindled fires, she placed a tub bottom upward and garie forth divinely inspired utterance.
Now Amaterasu heard this and said: "Since I have shut myself up in the Rock-cave, there
ought surely to be continual night in the Central Land of fertile reed-plains. How then can Ama
no Uzume no Mikoto be so jolly?" So with her august hand, she opened for a narrow space the
Rock-door and peeped out. Then Ta-jikara-o no Kami forthwith took Amaterasu bu the hand and
led her out. Upon this the gods Nakatomi no Kami and Imibe no Kami at once drew a limit by
means of a bottom-tied rope (also called a left-hand rope) and begged her not to return again
Iinto the cave].
After this all the gods put the blame on Susa-no-o and imposed on him a fine of one
thousand tables and so at length chastised him. They also had his hair plucked out and made him
therewith expiate his guilt.
TF{E F{EAVENLY GRANDCHILD AND T}IE SEA-GOD'S DAUGHTER
5. The elder brother Ho-no-susori no Mikoto had by nature a sea gift
and the younger
brother Hiko-hoho-demi had by nature a mountain gift In the beginning"the
two brother{ the
elder and the younger, conversed together, saying: "Let us for a trial
e-xchange gifts.', They
eventually exchanged them, but neither of them gained aught by doing
so. The elder brother
repented his bargain and returned to the younger brother his bow
und urt*r, asking for his fish-
hook to be given back to him. But the younger brother had already lost
the elder brother,s fish-
hoolq and there was no means of finding it. He accordingly made a new
hook, which he offered
to his elder brother. But his elder brother refused to accEpt it and demanded
the old hook. The
younger brother, grieved at this, forthwith took his
and forged from
"rorr-*ord brother. But his it new fish-
hooks, which he heaped up in a winnowing tray andoffered to his
elder brother
was wroth and said. "These are not my old fish-hook; though they
are many, I will not take
them." And he continued repeatedly to demand it vehemently. fherefore
Hiko-hoho-demi,s grief
was exceedingly profound, and he went and made moan by
the shore of the sea. There he met
Shiho-tsutsu no Oji. The old man inquired of him, saying: "Why dost
thou grieve here?,, He
answered and told him the matter from first to last. The old man-said. "Grieie
no more. I will
arrange this matter for thee." So he made a basket without interstices,
and placing it in Hiko-
hoho-demi, sank it in the sea. Forthwith he found himself at a pleasant
strand, where he
abandoned the basket and, proceeding on his way, suddenly arrived
at the palace of the Sea-God.
palace was provided with baulements and turrets und hud stately
.This toivers. Before the gate
there was a well, and over the well there grew a many-branched cassia-tree
with wide-rpr"iding
boughs and leaves. Now Hiko-hoho-demi went upio the foot of
this tree and loitered about.
After some time a beautifulwoman appeared and, pushing open the door,
came forth. She at
length took a jewel-vessel and approached. She was about to draw water
when raising her eyes,'
she saw him and was alarmed. Returning within, she spoke to her father
and mother, saying:
"There is a rare stranger at the foot of-the tree before the gate."
The God of the sea thereupin
prepared an eight-fold cushion and led him When they had taken their seats, he inquirei of
in
him the object of his coming. Then Hiko-hoho-demi explained to him reply
all the
circumstances. The Sea-God accordingly assembled the fishes, both great
and small, and
required of them an answer. They all said: "We know not. Only the
Redloman has had a sore
mouth for some time past and has not come," She was there6re peremptorily
summoned to
appear, an on her mouth being examined, tlre lost hook was aciually found.
After this' Hiko-hoho-demi took to wife the Sea-God's daughter, Toyo-tama-hime,
and
dwelt in the sea palace-... When the heavenly Grandchild was about to sei
out on his return
journey, Toyo-tama-hime addressed him, saying. "Thy Handmaiden
is already pregnant, unO it.
time of her delivery is not far off. on a day *hen the winds and waves u.. ruging,
I will surely
come forth to the seashore, and t pray that thou wilt make for me a parturition
hour" and await
me there...."
After this Toyo-tama-hime fulfilled her promise and brought with her a younger sister.
Tama*yori-hime bravely confronted the winds and waves and caile to
the seashore. When the
time of her delivery was at hand, she besought Hiko-hoho-demi saying: "When thy
handmaiden
is. in travail, I pray thee do not look at her." However,
the Heavenly Grandchild could not.restrain
himself but went secretly and peeped in. Now Toyo-tama-hime just in cniraUirtfr
into a dragon. She was greatly ashamed and said: i.Hudrt thou nit disgraced me,
rr;J;;;g;;
I would have
made the sea and land communicate with each other and forever pre-vented
them from being
sundered. But now that thou hast disgraced me, wherewithal shait friendly
feelings be knii
together?" So she wrapped the infant in rushes and abandoned it on the
slashore. Then she
6. barred the sea-path and passed away. Accordingly the child was called Hiko-nagisa-take-u-gaya-
fuki-aezu no Mikoto.
A long time after, Hiko-hoho-demi no Mikoto died and was buried in the imperial mound
on the summit of Mount Takaya in Hyuga.
EARLY JAPANESE POETRY
TO COMFORT MY LITTLE SON AND DAUGHTER
Michizane, a high official, was forced into exile. AII of his twenty-three children were detained
or sent to different places except the two youngest, who were allowed to accompany their father
to Kyushu.
Your sisters must all stay at home,
Your brothers are sent away
Just we three together, my children,
Shall chat as we go along
Each day we have our meals before us,
At night we sleep all together.
We have lamps and tapers to peer in the dark
And warm clothes for the cold.
Last year you saw how the Chancellor's son
Fell out of favor in the capital.
Now people say he is a ragged gambler
And call him names on the street.
You have seen the barefooted wandering musician
The townspeople call the Justice's Miss -
Her father, too, was a great offrcial;
They were all in their day exceedingly rich.
Once their gold was like sgnd in the sea;
Now they hardly have enough to eat.
When you look, my children, at other people,
You can see how gracious Heaven has been.
THE SPIDER.
There is craft in this smallest insect,
With strands ofweb spinning out his thoughts,
In his tiny body finding rest,
And with the wind lightly turning.
Before the eaves he stakes out his broad earth;
For a moment on the fence top lives through his life,
When you know that all beings are even thus,
You will know what creation is made of.