ブックタイトルThe Journal of Humanitarian Studies

概要

The Journal of Humanitarian Studies

Journal of Humanitarian Studies Vol. 4, 2015prioritized to train discipline and cooperation, together with moral training education. Students were alsoexpected to learn disciplined customs through their dormitory life. The rules were revised in 1908 andnurse students were renamed as relief nurse students.With women’s academic background progressing further, the entrance requirement was also revised anda 100% female enrollment rate at an ordinary elementary school was achieved in 1910. The enrollmentrate at a girls’high school (for students aged under 16) was increased to nearly 15% in 1925. Against thisbackdrop, the revision of training rules in 1933 defined the entrance requirement as having graduated froma girls’high school or having equivalent academic ability to standardized academic ability.An English class was introduced as an optional course from 1904, while social nursing educationbecame the focus in the 1920s. This was in response to the increasing needs for health education due to acombination of factors: promotion of a public health nursing programme was determined in line with theresolutions of the 10th Red Cross International Conference in 1921; the Ministry of Education requestedthat the Japanese Red Cross Society send their nurses to schools in around the same period; and the socialdemand for visiting nurses and industrial nurses was increased. In response to the Great Kanto Earthquakeof 1923, all nurse students were dedicated to disaster-relief activity. From 1928 to 1937, training of social(public health) nurses was conducted.A new building for nurse education was built in 1935. Applying lessons learnt from the Great KantoEarthquake of 1923, the reconstruction of all teaching facilities, including hospitals and dormitories, wasplanned as seismic and fireproof buildings with reinforced concrete. In the hospital reconstruction plan,the nurse education institution was built at first. The teaching facilities were named Kyoshu-kan, derivedfrom an archaic word“聚徒教習(ju tu ji?o xi: students gather and learn each other)”while dormitoriesfor nurses and students were named Yoshin-ryo; reminiscent of a Mencius’s quote“養心莫良於寡欲(yang x?n mo liang w? gu?yu)”meaning something that“cultivates my conscience.”Kyoshu-kan is areinforced concrete building with three storeys above ground and one below, a Yoshin-ryo, heating systemand elevator installations and all Western-style rooms. They were certainly the finest buildings in the Eastat the time.The first phase of hospital construction work, including the building for nurse education, was completedin 1936, although the second phase of work for wards and operating rooms was terminated due to theSecond Sino-Japanese War. Accordingly, wooden ward buildings built in 1891 remained in use until theirreconstruction in 1976.(3) Nurse training during the Second World WarFollowing the outbreak of the Sino-Japanese war in 1937, Japan entered the Pacific War and went intobattle against the United States, the United Kingdom and Netherlands, in addition to China, among othersin 1941. Since the number of relief nurses prepared was insufficient, additional nurses were secured throughvarious forms of training, such as reducing the training period on the curriculum from the original threeyears to two years, categorizing nurses having graduated from the original curriculum as Class A nursesand newly trained relief nurses who pursued a two-year education after graduating from higher elementaryschool as Class B (318 Class B relief nurses were graduated) and nurturing nurses having graduated fromnurse training institutions other than the Red Cross institution as extra relief nurses through three monthsof training at the Red Cross hospitals. However, a decline in nursing quality was inevitable.After the Sino-Japanese war, the number of wounded soldiers received increased in the Japanese RedCross Society Hospital, whereupon a whole stream of nurses formed relief teams, one after the other, andwere sent to relieve wounded soldiers, both within and outside Japan. Students were regarded as a laborforce for the hospital and when an air raid was launched on mainland of Japan, they dug bomb sheltersand performed fire and evacuation drills. In May 1945, hospital buildings were damaged by an air raid butthere were fortunately no fatalities. Under circumstances of a food shortage and lack of access to materials,人道研究ジャーナルVol. 4, 201597