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复旦大学:《中国历史——从改良到革命 China-From Reform to Revolution》教学课件_Japanese Influence

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复旦大学:《中国历史——从改良到革命 China-From Reform to Revolution》教学课件_Japanese Influence
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Japanese Influence

Japanese Influence

In China. in the mid-1870s Publications from Kiangnan Arsenal translation bureau-1860s to 1890s-13,000 copies, limited sale Fukuzawa Yukichi's Condition of the West sold 250,000 immediately in 1866 a Mid-to late 19th century, the image of japan to Chinese leaders -grudging admiration Meiji japan held a very special place in the minds of the Confucian reformers. Huang Zunxians riben m,1887)

In China, in the mid-1870s…  Publications from Kiangnan Arsenal translation bureau- 1860s to 1890s-13,000 copies, limited sale.  Fukuzawa Yukichi’s Condition of the West sold 250,000 immediately in 1866.  Mid- to late 19th century, the image of Japan to Chinese leaders – grudging admiration  Meiji Japan held a very special place in the minds of the Confucian reformers. (Huang Zunxian’s Riben Guozhi, 1887)

What about Japan? 1867/68, the Tokugawa era found an end in the Meiji Restoration. The emperor Meiji (1852-1912)was moved from Kyoto to Tokyo which became the new capital -imperial power was restored The actual political power was transferred from the Tokugawa Bakufu into the hands of a small group of nobles and ormer samurai

What about Japan?  1867/68, the Tokugawa era found an end in the Meiji Restoration. The emperor Meiji (1852-1912) was moved from Kyoto to Tokyo which became the new capital – imperial power was restored.  The actual political power was transferred from the Tokugawa Bakufu into the hands of a small group of nobles and former samurai. Tokugawa Yoshinobu, the Last Shōgun 1837-1913 Emperor Meiji (1852-1912)

Rangaku The Tokugawa Period 竹 (1600-1868 ■1641-1853、 closed to 7| foreigners only one Dutch trading port in Nagasaki Harbor Dutch Learning s纸 overed a variety of to ■ Medicine Engineering Biology Japanese schematic drawing OT

Rangaku  The Tokugawa Period (1600-1868)  1641-1853, closed to foreigners –- only one Dutch trading port in Nagasaki Harbor  “Dutch Learning”  Covered a variety of topics:  Medicine  Engineering  Biology Japan’s first treatise on western study of anatomy, 1774 Voltage experiments, 18th century Japanese schematic drawing of a Dutch microscope. Scientific studies of insects, 18th century

Perry and black ships) Summer of 1853. Commodore Matthew Perry enters edo bay with his" black ships'under orders by president millard Fillmore to inquire into possibility of opening diplomatic and commercial relations Samuel Wells Williams and one Cantonese as interpreters Townsend harris concludes economic treaty with Japan in 1856, insists on many clauses as in "Unequal Treaties>

Perry and “Black Ships”  Summer of 1853, Commodore Matthew Perry enters Edo Bay with his “Black Ships” under orders by president Millard Fillmore to inquire into possibility of opening diplomatic and commercial relations  Samuel Wells Williams and one Cantonese as interpreters  Townsend Harris concludes economic treaty with Japan in 1856, insists on many clauses as in “Unequal Treaties

China as a Warning to Japan Wei Yuan's works circulated widely in Japan, maritime defense Sakuma shozan's writing News from China, variety of sources(first-hand observations collected by japanese merchant ships in the 1860s; from Nagasaki through Dutch reports, publications brought back by travelers to Shanghai. Disasters"Opium threatening"-not to repeat the Chinese exPerience A number of important Restoration leaders went to Europe through Shanghai in the 1860s-"forest of foreign masts in Shanghai, impossible to continue old patterns of seclusion Their reports uncertain course of events in China?'European discernment of japanese efficiency and Chinese failure encouraged Restoration leaders and a potentialcompetition

China as a Warning to Japan  Wei Yuan’s works circulated widely in Japan, maritime defense – Sakuma Shōzan’s writing  News from China, variety of sources (first-hand observations collected by Japanese merchant ships in the 1860s; from Nagasaki through Dutch reports, publications brought back by travelers to Shanghai.)  “Disasters” “Opium threatening” – not to repeat the Chinese experience  A number of important Restoration leaders went to Europe through Shanghai in the 1860s – “forest of foreign masts in Shanghai,” impossible to continue old patterns of seclusion.  Their reports “uncertain course of events in China” “European discernment of Japanese efficiency and Chinese failure” – encouraged Restoration leaders and a potential “competition

Meiji restoration Most of the people who carried out the meiji Restoration were young samurai who wanted to return to the past a Meiji leaders instead want to 富国 look to future Respected material superiority of West and wanted to emulate it through modernization lew slogan"Rich Nation, 強 Strong Army'( Fukoku-

Meiji Restoration  Most of the people who carried out the Meiji Restoration were young samurai who wanted to return to the past  Meiji leaders instead want to look to future  Respected material superiority of West and wanted to emulate it through modernization  New slogan “Rich Nation, Strong Army” (“Fukoku￾kyōhei”)

Reverberating Furnace 反射卷 直其②右办计 幕末?<5机一 六尾(值 射 大多随(前海右也小 安心院佐田《留 品 那词体户 集成由

Reverberating Furnace

Civilization and Enlightenment> By 1870s Japanese not interested in restoring past but joining march of 是年图 久急京通 We estern Progress 僻 Nearly twenty year 叮线 search to incorporate Western Civilization and Enlightenment (“Bmmr2kkd 文明開化

“Civilization and Enlightenment”  By 1870s Japanese not interested in restoring past but joining march of Western Progress  Nearly twenty year search to incorporate Western “Civilization and Enlightenment” (“Bunmei-kaika”)

Civilization and Enlightenment> The search for 岸情 Civilization and 康道海 Enlightenment Included many things Understanding western science Incorporating western technology Understanding western Iit, ilosone an SOCiel

“Civilization and Enlightenment”  The search for Civilization and Enlightenment included many things:  Understanding western science  Incorporating western technology  Understanding western lit., philosophy, and society

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