Exhibition Room 1　The Origins of Soka Education

The Origins of Soka University

The father of Soka Education Tsunesaburo Makiguchi, envisioned the establishment of a school built on his educational philosophy and handed over the baton to his disciple, Josei Toda. Makiguchi’s vision was finally realized by the founder of Soka University, Daisaku Ikeda. In this section, we will look back on the history of Soka Education based on latest research findings.

Daisaku Ikeda

“Ninety-eight percent of what I am today I learned from my mentor. The Soka, or value-creating, education system was founded out of a desire that future generations should have the opportunity to experience this same kind of humanistic education.” (June 13, 1996)

Biography

Tsunesaburo Makiguchi

"I aim to establish, without fail, schools that apply Soka Educational Pedagogy, the object of my current research, but if I am unable to accomplish this in my lifetime, Toda will do so during his lifetime." (April 9, 1939)

Biography

Josei Toda

 "Daisaku, let's establish a university, Soka University. I hope this can be achieved in my lifetime, but that may not be possible. Should that be the case, Daisaku, I'm counting on you to do it. Let's make it the best university in the world!" (November 16, 1950)

Biography

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His start as a young teacher

Aspiring to become an elementary school teacher, at the age of 21 Makiguchi developed a pedagogy for writing compositions which focused on increasing the children’s interest in learning.

(Photo)

• Makiguchi as a student at Hokkaido Normal School (1900)

Learning from familiar things
“… will become effective and powerful only by encouraging and instructing children to apply their knowledge to everyday lives” (Kyoju no togo chushin toshite no kyodoka kenkyu (Folk Studies as the Center of Integration of Pedagogy))
 
Taught multi-grade classes
“The best thing about a multi-grade class is that the children build a family-like relationship with each other… this is in fact an indispensable experience for adapting themselves to social life. *A multi-grade class is a class where pupils of all grades learn in the same classroom.” (Paraphrased from Makiguchi Tsunesaburo zenshu (Complete Works of Tsunesaburo Makiguchi) Vol. VII)

Authored Jinsei Chirigaku (The Geography of Human Life)

While working as a teacher, Makiguchi continued his research in geography and published his first book at the age of 32.
 
Geography of human life
“Geography is a field of study to explore the relation between land and human life” (Jinsei Chirigaku (The Geography of Human Life))

(Photo)

• Advertisement of Jinsei chirigaku (The Geography of Human Life) (1903) 

Advocated humanitarian competition
“What is important is to set aside egotistical motives, striving to protect and improve not only one's own life, but also the lives of others. One should do things for the sake of others, because by benefiting others, we benefit ourselves.” (Jinsei chirigaku (The Geography of Human Life))
 
Peer reputation
Tsunesaburo Makiguchi has an air of a scholar but is never arrogant. Albeit the public’s neglect and cruelty against unknown persons, he never lost hope to achieve his aspirations. (Paraphrased from Choka Saito)

(Photo)

• Teaching geography to an international student from China (Makiguchi is third from the right in the second row) (collection of Judo Museum, Kodokan Judo Institute)

Women’s education

Makiguchi starts offering correspondence education to those women who did not have the opportunity to pursue their education because of their family circumstances or other reasons.
 
“I cannot help but think about how lucky I am to be able to learn from these kinds of lectures, rather than learning at various private schools for girls where they teach only the formality and make you forget the spirit.” (Kyushu Nichi Nichi Shimbun (Kyushu Daily Newspaper) September 15, 1905)

(Photo)

• A meeting with girls participating in the correspondence course (Makiguchi is at the center of the front row) (1907, collection of Center for International Children's Literature)

As an elementary school principal

While he worked as principal of many elementary schools in Tokyo, he endeared himself to the pupils and their parents.

(Photo)

• On a school excursion with the pupils of Shirokane Elementary School (at Mt. Takao, Hachioji, 1928) 

Providing school meals
Mikasa Elementary School has recently decided to provide lunch to a selected 100 underprivileged pupils s … This initiative is modeled on the penny lunch program actively introduced at schools for the poor in the suburbs of Chicago, U.S.A. (Paraphrased from The Yomiuri Shimbun, December 8, 1921)

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• Petitioning to reduce public bath charges for children (1923)

 
Oppression from local powerful figures
A man who had power in the local community challenged Makiguchi, claiming ‘My son should be elected class president. Why don’t you make him the president?’ Makiguchi was beloved by many people, but there were some who were unhappy with him gaining so much respect. (Paraphrased from Vice Chair of the supporting group of Taisho Elementary School)

Exhibits

• Tsunesaburo Makiguchi’s first book Jinsei chirigaku (The Geography of Human Life) (Bunkaido Publishing, 1903)
• Koto jogaku kogi (Lectures of Higher Education for Women), a collection of correspondence education lectures edited by Makiguchi

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The Soka Kyoikugaku Taikei (The System of Value-creating Pedagogy) Publication

In an attempt to revitalize existing pedagogy, Makiguchi decided to publish a theory he had been conceiving for many years. In November 1930, he published the first volume of Soka Kyoikugaku Taikei (The System of Value-creating Pedagogy) with Soka Kyoiku Gakkai as the publisher.
 
The origins of “Soka”
Toda: “What’s the aim of your educational theory?”
Makiguchi: “Simply, to create value”
Toda: “Then how about calling it Soka (value-creating) Education?”
 (Toda Josei zenshu (Complete Works of Josei Toda) Vol. III)
 
Learning by oneself
“The aim of education is not to transfer knowledge; it is to guide the learning process, to equip the learner with the methods of research. … It is not the piecemeal merchandizing of information; it is to enable the acquisition of the methods for learning on one's own; it is the provision of keys to unlock the vault of knowledge.” (Soka kyoikugaku taikei (The System of Value-creating Pedagogy) Vol. I)
 
Learning while working
“To sum up the fundamental idea of the half-day school system, study is not seen as a preparation for living, but rather study takes place while living, and living takes place in the midst of study... they inform one another intercontextually, study-in-living and living-in-study, throughout one’s whole life.” (Soka kyoikugaku taikei (The System of Value-creating Pedagogy) Vol. I)
 
Commendation by Inazo Nitobe
“The Soka Education presented here is a pedagogy developed by a Japanese for the Japanese people, something that I have long anticipated. I believe this is a great piece of work long-awaited by today’s Japanese people.” (Commendatory preface of Soka kyoikugaku taikei (The System of Value-creating Pedagogy) Vol. I)

(Photos)

• Kyodo-kai, a study meeting with Kunio Yanagita and Inazo Nitobe who wrote commendations for his book, Soka kyoikugaku taikei (The System of Value-creating Pedagogy) (Makiguchi is at the left end of the front row, 1922)
• Advertisement of Soka kyoikugaku taikei (The System of Value-creating Pedagogy) (1931)

Educational revolution and religious revolution

After learning about Nichiren Buddhism, Makiguchi began to act towards a religious and an educational revolution.
 
Science and religion
“…by applying and experimenting in the daily lives of myself and others, I came to increasingly understand that it was a scientific, artistic, and positivist universal truth, rather than a philosophical ideology.” (Shinkyo (New Teaching), January 1936)
 
“I was no longer groping in the dark. My anxiety and innate shyness were gone, my life goals grew larger, and I was less afraid. I could no longer deny my ambition for revitalizing national education as soon as possible.” (Digest of Soka kyoikugaku taikei (The System of Value-creating Pedagogy)

(Photo)

• Discussion meeting during war (1942) 

Resistance during WWII

Makiguchi boldly voiced his opposition against wartime national policies and was arrested on charges of violating the Public Security Preservation Laws and committing lese-majesty. He died in prison on November 1944.
 
When interrogated by the Special Higher Police
“To live without doing neither good nor bad, only worried about public reputation and doing whatever one pleases so long as it does not violate the law – this is called Hobo (slander of the True Dharma).” (Tokko geppo (Monthly Bulletin of the Special Higher Police), August 1943)
 
Oppression against his beliefs
“The police were present at discussion meetings held during wartime. Whenever someone mentioned the Shinto talisman, the police officer would say “stop” so we had to change subjects … We were “stopped” several times before the meeting was over, but even under such pressure, Mr. Makiguchi refused to be intimidated and determinedly continued to Shakubuku (persuading someone to convert to Buddhism by persistent preaching)” (Testimony by Shizuko Shiraki)
 
Never renounced his beliefs and passed away in prison
“Even hell has its enjoyments, depending on one's outlook” (A postcard sent from prison dated January 26, 1944)

(Photo)

• Solitary confinement cell at the Tokyo Detention House (provided by The Mainichi Newspapers Co., Ltd)

Exhibit

• Soka kyoikugaku taikei (The System of Value-creating Pedagogy) Vol. I-IV written by Tsunesaburo Makiguchi and published by Soka Kyoiku Gakkai

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Started as a young teacher

Filled with aspirations, 18-year-old Toda continued to study hard while working as a teacher at an elementary school in Yubari Hokkaido.
 
“Mr. Toda was a great storyteller. … He would tell us fairy tales and once-upon-a-time stories while having lunch at his classroom desk.” (A student back then)

(Photo)

• At a branch school of Mayachi Elementary School in Yubari (1919)

Encounter with Tsunesaburo Makiguchi

When Toda came to Tokyo at the age of 19, he met his lifelong mentor Makiguchi and was hired as a teacher.
“Mr. Makiguchi, please hire me. I’m confident that I can make even underachieving students become brilliant learners.” (Toda’s words when he first met Makiguchi)

Started an after-school academy Jishu Gakkan

After resigning from his elementary school, Toda opened a private academy in Meguro Tokyo to run an education system to support children who suffered from “examination hell.”
 
Practice of Soka Education
“Even when imparting knowledge to the children, you must not cram them with words they cannot understand… When children begin to truly understand their learning materials, they spontaneously start to enjoy learning.” (Aiji no yutoka (Raising Your Children to Achieve Excellence), 1929)
 
Toda’s classes
“I never imagined that a math lesson could be so fun and easy to understand. I was shocked and inspired to see Toda laugh joyfully as he taught the class. I felt as if I had been taken to another world.” (Paraphrased from Takehisa Tsuji who used to be an elementary school teacher)
 
Publication of Suirishiki Shido Sanjutsu
“Despite being a book to prepare students for entrance exams, it was designed to approach learning from real-world experiences. I was the fifth slowest learner in my elementary school class, but I remember getting suddenly motivated to study after being given this book.” (Philosopher, Shunsuke Tsurumi)
 
Mock entrance exams to prepare students
“Mr. Toda’s lessons were reassuring for students preparing for entrance exams. We were confident that if we continued studying just as Mr. Toda taught us, we would be accepted in public junior high schools without a doubt.” (Paraphrased from Hisashi Aoki who later became the Tachikawa City Mayor)

(Photo)

• With the children learning at Jishu Gakkan (1928)

Launch of a children’s magazine

“Although Japan was on a wartime footing, Toda continued to publish education magazines to feed the young minds of children.”
 
“Rather than saying that education was starting to fall apart, it is more precise to say that it had already fallen into pieces and children were thrown out in the debris. At that time, Toda’s most urgent challenge was how to rescue as many children as possible from there.” (Ryuji Takasaki. Toda Josei 1940 Nen no ketsudan (Josei Toda, His Determination in 1940)

(Photo)

• Cartoon by Machiko Hasegawa on Toda’s magazine for children, Shogakusei Nihon (Elementary Studentsʼ Japan) (1940)

Imprisoned along with Makiguchi

Toda, who did not yield to wartime oppression and followed through his belief in Nichiren Buddhism, was arrested by the Special Higher Police along with Makiguchi in July 1943.
 
Worked to support Makiguchi
“Together with my mentor Tsunesaburo Makiguchi and my comrades, I continued to state that the religion policies at that time were wrong and damaging. I tried to make a point of how illogical and immoral forcing the Japanese people to worship Shinto shrines is.” (Toda Josei zenshu (Complete Works of Josei Toda) Vol. I)
 
Death of Makiguchi
“You just wait and see! I’ll prove that Mr. Makiguchi was right. If I were to take on another name, I’d call myself Monte Cristo, the man who wreaked vengeance with unwavering tenacity. I’ll commit myself to his cause and complete a big job to pay back the debt I owe him.” (Toda Josei zenshu (Complete Works of Josei Toda) Vol. IV)

(Photo)

• Makiguchi and Toda (1928)

Release from prison and restart

Released from imprisonment in July 1945, the first thing Toda did was embark on correspondence education to rebuild his business which had been devastated during the war.
 
“When I was released (from the prison), my properties that used to be worth over six million yen had disappeared like leaves in the wind, and I was left with a debt of two million and several hundred thousand yen.” (Toda Josei zenshu (Complete Works of Josei Toda) Vol. IV)

(Photo)

• After surviving his imprisonment days, Toda committed himself to giving hope to those suffering in the post-war turmoil.

Exhibits

• Learning book published by Toda, Suirishiki shido sanjutsu (A Deductive Guide to Arithmetic) and Suirishiki shido yomikata (A Deductive Guide to Reading)
• An education magazine launched by Toda, Shogakusei nihon (Elementary Studentsʼ Japan)

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War and illness hung over his life in his teens

In Tokyo during the war, young Ikeda worked to support his family despite his illness.
 

“ “My tuberculosis had progressed considerably and I grew weaker per day. The weaker I got, the more the work piled up. This vicious circle often caused me to burn with fever; sometimes I went to work despite running a fever of over 102 degrees.” (Watakushi no rirekisho (My recollections))

 “For the likes of a person like me, a boy forced to spend his sensitive adolescent days under the shadow of war, books were my best friends. They cheered me up and lent me encouragement.” (Watakushi no rirekisho (My recollections))

End of the war and reading

When the war finally ended, Ikeda started to attend a night school while working during the day.
 

“Our society underwent extreme change after the war. It seemed that old values had been turned upside down. And young people, including myself, were definitely agonizing over what should be the center of our lives..” (Watakushi no rirekisho (My recollections))

 “Those were the days when I recall having hurried off to Kanda, happily taking what little change I had saved from my scanty income to buy some book I wanted. I picked up whatever I could find, whether a classic or a new book. You could say I read haphazardly or “wholesale”.” (Watakushi no rirekisho (My recollections))

(Photo)

• Omori, Tokyo after the air raid; Ikeda’s house was also burnt to ashes (Collection of Ota Folk Museum)

Encounter with Josei Toda

In the summer two years after the end of the war, 19-year-old Ikeda encountered Toda and determined to himself that he would follow this man.
 

“To tell the truth, I had no understanding at all of religion or Buddhism in those days. When I heard Mr. Toda’s talk and saw him face to face, I made up my mind to walk the way of faith. Here, I thought, is a man I can follow.” (Watakushi no rirekisho (My recollections))

(Photo)

• Ikeda around the time he first met Toda (1947) 

Editor of a boys’ magazine

Ikeda joined Toda’s company and began to work as a managing editor of a boys’ magazine. He worked passionately to inspire children with hope.
 

“Even when I’m suffering, I’m truly happy. Must make Mr. Toda’s company the best in Japan. Must create the finest magazine in the nation..” (Wakaki hi no nikki (A Youthful Diary), June 3, 1949)

(Photo)

• Advertisement of Shonen Nihon (Boys’ Japan magazine). He wrote articles under the pen name Shinichiro Yamamoto (1949)

Struggle struck when he was 22

Toda’s business fell into financial difficulties. In spite of being unable to receive his salary and deteriorating health conditions, Ikeda worked hard to overcome the situation.
 
Excerpts from Wakaki hi no nikki (A Youthful Diary)

“What counts is to be active and to meet today’s challenges and advance to the limits of my youthful energy. Let people criticise me if they wish. Let them laugh if they want to. What does it matter?” (May 29, 1950)
 
“I am young. I must keep my spirits up, whether I win or lose, even during painful or lonely times..” (September 9, 1950)
 
“Society is not a playground. Develop a self that can endure, whatever the times and society may baring.” (October 7, 1950)

 “Next year, I want to study to my heart’s content. I cannot foresee what turn my destiny will take next year. Next year, too, my whole life will be to act as my teacher guides me.” (December 31, 1950)

(Photo)

• Building in Nishikanda, Tokyo where Toda’s company was located (1953)

Exhibits

• Magazines for which Ikeda worked as a managing editor: Boken Shonen (Boys’ Adventure) and Shonen Nihon (Boys’ Japan)

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Create time and space in your mind for reading and contemplating – Nurturing the youth in Suiko kai (reading club)
To foster first-rate leaders, Toda started a reading club to train Ikeda and other young men by reading literature of all ages and cultures.
 

“Suiko kai was not an ordinary reading club. Those with clear thoughts and beliefs gathered to thoroughly interpret all the thoughts contained in a book. There was an air of fervor as if we were engaging in an agitated battle between thoughts.” (Wakaki hi no dokusho (A Youthful Reading))

 
Questions and debate

“Each and every word Toda delivered induced limitless thinking of the young men. Such thinking would give rise to various issues and participants would actively ask questions one after another. Toda would provide an answer to those questions with the clarity and sharpness of a noted sword.” (Vow of Suiko in Shosetsu ningen kakumei (Novel – The Human Revolution) Vol. VII)

 
Reading

“What one can experience during his finite life is very limited. Reading, however, can show us the depth of life and width of the world by vividly making us relive the experiences of others as our own experience.” (Vow of Suiko in Shosetsu ningen kakumei (Novel – The Human Revolution) Vol. VII)

Discussions in Suiko kai

• Discipline
  “Those who have experienced the sufferings of life grow strong both physically and mentally. The youth, therefore, must not seek idleness.” (Ikeda Daisaku zenshu (The Complete Works of Daisaku Ikeda) Vol. XXIII)

• Ambitiousness
  “Young men should hold their aspirations high, the higher the better. You will only be able to realize a small proportion of your objectives during this present life. If you don’t set your hopes high at the beginning, then you’ll end up without being able to do anything.” (Ikeda Daisaku zenshu (The Complete Works of Daisaku Ikeda) Vol. XIX)
• Vitality
  “You should be brimming with vigor as a young man, so vibrant that you would wake up in the morning and start talking to the Sun, the Sun God.” (Seikyo Shimbun, October 16, 2003) 
• Trust
  “Be absolutely sure to keep your promises, and you will win trust. This is the ultimate socialization skill that young people should acquire. Simply say no when somebody asks you to make a promise you can’t keep. Once you make a promise, you must perform it whatever the situation. This is the fundamental of trust and it costs nothing.” (Ikeda Daisaku – Sono kodo to kiseki (The Acts and Trajectory of Daisaku Ikeda))

Photos

• Outdoor workshop of Suiko kai (1955)
• Outdoor workshop of Suiko kai (photo on left: 1954, photo on right: 1955)

“Toda College” ― Private lessons for Ikeda“

Toda started giving private lessons to Ikeda who had to sacrifice attending night school. Toda’s lessons covered a wide range of academic disciplines.
 
Sacrificed attending school

“We’ll be getting much busier, so I wonder if you wouldn’t mind giving up your evening classes. I’ll take responsibility for your education and tutor you.” (Watakushi no rirekisho (My recollections))

Studying without wasting a minute

“Politics, economics, law, Chinese literature, chemistry, physics ―― Mr. Toda was proficient in almost all areas of knowledge. We soon realized that just learning on Sundays wasn’t enough. For several years, he would come in early to the office to give me lessons before work. He put his whole soul into these lessons.” (Ikeda Daisaku zenshu (The Complete Works of Daisaku Ikeda) Vol. XCVI)

Hard training

“Mr. Toda often asked me ‘What book have you read today?’ or ‘What book are you reading now?’, and this would be followed by ‘Then, let me hear the outline of the book.’” (Ikeda Daisaku zenshu (The Complete Works of Daisaku Ikeda) Vol. CXXX)

A glimpse of “Toda College”

“Mr. Toda passionately told me about the ideals of Plato’s Aristocracy. ‘In order to secure people's happiness, politics must be based on a sound and unwavering philosophy and principles.’ He would admonish, ‘We must rigorously guide those in power with sound philosophy!’” (Ikeda Daisaku zenshu (The Complete Works of Daisaku Ikeda) Vol. XC)

Photo

• There is a note saying “Received from my mentor, Mr. Toda on May 3, 1951, Daisaku Ikeda” on a book, The Eternal City, which was handed to Ikeda by Toda

Exhibit

• Learning material used in Toda College:
  F. Sherwood Taylor. (1953). Chikyu to tentai (The Earth and Heavens), The World of Science Vol. VI (T. Shirai & R. Kuwaki, Trans.): Kawade Shobo
  Toda was always contemplating about the universe and life. Citing this book, he would freely explain to Ikeda t the grand association between Buddhism and the universe.
• Learning material used in Toda College:
  F. Sherwood Taylor. (1953). Seimei (Life), The World of Science Vol. VII (T. Shirai & R. Kuwaki, Trans.): Kawade Shobo
  Toshiaki Shirai who translated the book graduated from Tohoku Imperial University in 1923 and later became a professor at the University of Tokyo. The other translator, Raikichi Kuwaki graduated from the Faculty of Science of Tokyo Imperial University in 1921. A signature of Daisaku Ikeda can be found on the back cover of this book.
• Learning material used in Toda College:
  Toshitaka Yada. (1954). Sekaishi (World History): Yuseido
  Notes and underlines are all over the book, demonstrating the hard work Ikeda had put into studying. A signature of Daisaku Ikeda can be found on the endpaper of the back cover and a stamp of his name and date (May 28, 1954) on the endpaper of the front cover. The cover bears another signature of Ikeda.
• Learning material used in Toda College:
  Yasuzo Suzuki. (1955). Seijigaku (Political Studies), Seirin zensho: Seirin Shoin
  Most of the notes were made in Chapter 2, the Challenges and Targets of Political Science. There is a note on the last page reading “Be sure to learn logic in the next term.” A note that says, “Read on October 26, 1955” and a stamp “30.5.31 Sales Director Daisaku Ikeda” can be found on the endpaper of the back cover.
• Learning material used in Toda College:
  Victor Hugo. Kyuju san nen (Ninety-Three): Kaizosha. (Original work published 1874)
  Toda often encouraged his disciples to read Victor Hugo’s works. In his speeches to the youth, Ikeda too has often mentioned about Hugo’s works including Ninety-Three, his favorite book as a young man, as well as the author’s tenacious life.

Daisaku Ikeda’s Education Proposals

Not only has Ikeda established many schools including Soka University but has also published numerous proposals for education reform.
 
Independence of the “rights of education”

“Education is inherently a solemn mission to foster people and culture of the next generation. It therefore should have strong autonomy and independence from the influences of political power of the time.” (July 1969, Ikeda Daisaku zenshu (The Complete Works of Daisaku Ikeda) Vol. XIX)

 
Establishment of a “United Nations for Education”

“The priority is to substantiate the independence of the rights of education on a global level and build a peace education institution that will not be influenced by any form of power.
I envision the ‘United Nations for Education’ as a source to build a mental fortress for world peace in people’s minds.” (Seikyo Shimbun, October 10, 1973)

 
Society for education

“I’d like to advocate that we urgently need a paradigm shift from ‘education for society’ to ‘society for education’
…
Although education is supposed to be the primary factor for humans to live humanly, education has always been subservient to something else and exploited as a means for something. I believe this has happened not only in Japan but throughout the world in the modern age, especially during the 20th century.
…
We need to rethink how we define society and ourselves by once again placing ‘the wellbeing of children’ at its roots.” (September, 2000, Ikeda Daisaku zenshu (The Complete Works of Daisaku Ikeda) Vol. CI)

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