Japan's New Middle Class: The Salary Man and His Family in a Tokyo Suburb by Ezra F. Vogel Page A
Authors: Ezra F. Vogel
Tags: General, Social Science, Asia, History, Sociology, Japan, Social classes, Social History, Social conditions, Middle class
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should be teacher-rating systems. Although the origins of and interest in the issue are partly in the realm of politics, its supporters have been arguing that in order to raise the standards of education, it is necessary to rate each teacher's competence. Many teachers have complained that this would permit school authorities to evaluate teachers by their political attitudes under the guise of efficiency ratings. Regardless of the political aspects of the question, this also reflects the seriousness with which the government considers the problems of raising the level of education.
In order to raise standards, many educators have encouraged the
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publication of materials evaluating each school's performance record, and newspapers and magazines diligently publish this information. Even educators who lament the enormous pressure placed on the children have recognized that posting of such results is useful in getting the schools to do the job more adequately.
Especially in private schools both teachers and students feel closely identified with their school. Since the students in the urban areas can choose between a number of junior and senior high schools and colleges, there is intense competition, especially among private schools, for better students. Schools enjoy a feeling of importance derived from people clamoring to gain admission, and a school without large numbers of applicants standing in lines would be regarded as a school of little consequence. This competition between schools tends to be more open than in the United States, and competition on the athletic field pales in comparison with the competition in placing graduates. Indeed, just as the American football coach is judged on the basis of the number of games his team wins, so the Japanese high-school principal is judged by the proportion of graduates who go on to the better universities; he in turn judges the teachers by the same standards.
The Japanese teacher does not make a sharp distinction between specific classroom duties and a general responsibility for his pupils. In a sense, he is required to take his troubles home with him. School teachers are expected to be available during vacations, and the school principal has the right to require them to report for work at any time. Even during summer vacation, a teacher will be expected to come to school at least two or three times to evaluate the progress of children's homework, and to take his turn supervising children's play activities.
The teacher to some extent is held responsible even for the safety and behavior of a child outside school. For example, one school principal said that a major share of his time is spent in handling children who get in trouble in the community. In the mind of Mamachi residents, the parents are partly to blame for a delinquent child, but the school is also responsible for not having provided better moral training. Although most parents are opposed to the reintroduction of formal moral training, the school does have a
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responsibility for inculcating basic moral virtues. For example, the teacher must see that girls do not wear make-up, that they have simple hair-dos and no permanents, that they wear proper uniforms, and, at some private schools, that they do not walk with boys. The teacher sends memos to parents, particularly at vacation times, outlining the procedures the parents should follow to insure that their child has a healthful vacation and listing places considered inadvisable for the child to visit. It is only natural that the teacher's responsibility extends to cover examination success.
On the numerous occasions when the mother goes to visit the school, she shows respect for the teacher and takes his advice seriously. Many a mother, relatively calm before going to a PTA meeting, returned concerned about whether she was doing enough to help the child and resolved to follow the teacher's advice more closely. She will, of course, show
In order to raise standards, many educators have encouraged the
----
― 58 ―
publication of materials evaluating each school's performance record, and newspapers and magazines diligently publish this information. Even educators who lament the enormous pressure placed on the children have recognized that posting of such results is useful in getting the schools to do the job more adequately.
Especially in private schools both teachers and students feel closely identified with their school. Since the students in the urban areas can choose between a number of junior and senior high schools and colleges, there is intense competition, especially among private schools, for better students. Schools enjoy a feeling of importance derived from people clamoring to gain admission, and a school without large numbers of applicants standing in lines would be regarded as a school of little consequence. This competition between schools tends to be more open than in the United States, and competition on the athletic field pales in comparison with the competition in placing graduates. Indeed, just as the American football coach is judged on the basis of the number of games his team wins, so the Japanese high-school principal is judged by the proportion of graduates who go on to the better universities; he in turn judges the teachers by the same standards.
The Japanese teacher does not make a sharp distinction between specific classroom duties and a general responsibility for his pupils. In a sense, he is required to take his troubles home with him. School teachers are expected to be available during vacations, and the school principal has the right to require them to report for work at any time. Even during summer vacation, a teacher will be expected to come to school at least two or three times to evaluate the progress of children's homework, and to take his turn supervising children's play activities.
The teacher to some extent is held responsible even for the safety and behavior of a child outside school. For example, one school principal said that a major share of his time is spent in handling children who get in trouble in the community. In the mind of Mamachi residents, the parents are partly to blame for a delinquent child, but the school is also responsible for not having provided better moral training. Although most parents are opposed to the reintroduction of formal moral training, the school does have a
----
― 59 ―
responsibility for inculcating basic moral virtues. For example, the teacher must see that girls do not wear make-up, that they have simple hair-dos and no permanents, that they wear proper uniforms, and, at some private schools, that they do not walk with boys. The teacher sends memos to parents, particularly at vacation times, outlining the procedures the parents should follow to insure that their child has a healthful vacation and listing places considered inadvisable for the child to visit. It is only natural that the teacher's responsibility extends to cover examination success.
On the numerous occasions when the mother goes to visit the school, she shows respect for the teacher and takes his advice seriously. Many a mother, relatively calm before going to a PTA meeting, returned concerned about whether she was doing enough to help the child and resolved to follow the teacher's advice more closely. She will, of course, show
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