This paper focuses on the role of the Chinese classical texts in Japan from the 3rd to the 8th century. By looking at them, we can understand the characteristics of Japanese culture, which is to adopt foreign culture in different forms. In China, The Analects was included in the Imperial Examination, however, in Japan, according to Yasutami Suzuki, “it was regarded as an important text for learning Chinese characters”. This paper examined how Chinese classics were received and utilized in Japan. In the beginning, descendants of immigrants, whom we call ‘Toraijin 渡来人’ in Japan, were taught Chinese classics, likely for the purposes of indoctrination, similar to the teaching of Chinese. However, with time, a political system was established, and Chinese classics began to be used as a teaching tool for learning the Chinese characters in support of the system. Reading and writing Chinese characters would have been understood as a status symbol. The method of teaching, reading, writing using the Chinese classics may have been passed down from parents to children and from children to grandchildren. This study considers for whom these Chinese books were imported into Japan, where at the time there was no written language. It also considers what kind of education system was being built at the time of the establishment of the Yamato court. This type of research has been sparsely studied, but is significant in considering the implications for the foundations of education in Japan.

This article focuses on the kanji learning textbook “小野篁歌字盡”, which was published in the Edo period. This textbook was used by the learning and education institution Terakoya. However, the kanji it contains are complicated for beginners. In addition, the book has a training pronunciation, so it is clear how the words were pronounced at that time. Although “小野篁歌字盡” was complex, it was revised repeatedly and used until the end of Edo period. These revisions were made in accordance with the educational requirements of the time. In other words, the revisions of “小野篁歌字盡” and its contents reflect the educational and living conditions of Japan at that time. The kanji learning materials of Terakoya include “名盡” (a kanji learning material for names), “千字文”, and “国盡” (a kanji learning material for regional names). In addition, moral education is conducted using “the Analects of Confucius” and “Daxue”. So, what role did the “小野篁歌字盡” play in education? In this article, we will also introduce “小野篁歌字盡”, which was collected by Shiga’s Jishusai and Sakai City’s Seigakuin. The Edo period in Japan was the period when the Tokugawa Shogunate ruled the country after a long period of war and lasted for about 260 years. In particular, after the Shimabara Rebellion (1637), the samurai lost their role as warriors and the structure of rule changed. Ruling required political power rather than force. This created a particular need for education. Against this backdrop of the times, “小野篁歌字盡” was published.