Yukichi Fukuzawa and Umeko Tsuda: With Gratitude for Workplace Vaccinations

2023/03/15

I am Yuko Takahashi, and I have just been introduced. Happy New Year to everyone.

Thank you very much for inviting me to the 188th anniversary of Yukichi Fukuzawa's birth. I am neither a graduate nor a faculty member of Keio University, nor am I a researcher of Fukuzawa. I am deeply grateful and honored to have been given such a precious opportunity.

On this memorable day, I would like to speak about something that I also wish to report to Fukuzawa and have recorded. I want to begin today's talk with words of gratitude for the workplace vaccinations during the spread of COVID-19.

Do you all remember the term "workplace vaccination" (shokui-ki sesshu)? As you know, the spread of COVID-19 in Japan, which began around February 2020, had a major impact on university education. My own second term as president began exactly on April 1, 2020. Along with three vice presidents, including two new ones, and a new secretary-general, the president's office was forced to deal with unprecedented challenges.

Entering 2021, Japan's delay in vaccine rollout was pointed out from various quarters, and travel between Japan and the United States and European countries had almost completely stopped, an unprecedented situation.

Universities were no longer in a position to think about sending or receiving international students. First and foremost, we had to protect the health of students and staff and concentrate on conducting classes using online tools so that students could safely graduate in four years. I believe most universities across the country were forced to take similar measures.

Vaccinations began around the spring of 2021, starting with the elderly, people with underlying conditions, and medical professionals. It was supposed to start with the elderly, but at first, it was difficult even to make a reservation, and news reports showed that neither phones nor reservation websites could be reached.

Under such circumstances, at Tsuda University, students wishing to study abroad at partner universities appealed directly to me as president, saying they desperately wanted to pursue long-term study abroad, which can only be done during their time as university students. At that time, mainly at U.S. universities, vaccinations were mandatory for accepting international students. However, even when guidance arrived from the Ministry of Education, Culture, Sports, Science and Technology to support vaccinations for students studying abroad, the elderly were prioritized, and students did not know where they could go to get vaccinated.

Right around that time, I believe it was around June 2021, information came in that universities and companies would be able to implement workplace vaccinations. Tsuda University immediately began considering workplace vaccinations and decided to proceed even if it incurred significant costs, launching a project team led by the secretary-general. We also began consulting with hospitals where partnerships were possible and considering how to gather medical professionals.

However, unlike Keio University, our university does not have faculties for medical sciences, pharmacy, or nursing. We are a university with about 3,200 students and about 530 faculty and staff across all departments. There were various disadvantages for such a small university to proceed with workplace vaccinations, and implementation was extremely difficult. Furthermore, it was unclear how a small university like ours would obtain vaccines. It was during such a pressing time that I heard a suggestion: "Why not try asking Keio University?"

I learned today that President Itoh had assumed office on May 28, 2021, so it had actually been less than a month. I asked President Itoh very frankly and directly as president, "Could you please include Tsuda University students in Keio University's workplace vaccinations?" President Itoh immediately gave his gracious consent.

I learned from Dr. Take-mitsu Kitagawa's "Report on the Completion of University-wide Workplace Vaccinations" (Mita-hyoron (official monthly journal published by Keio University Press), November 2021 issue) that President Itoh had a "strong desire to 'reclaim the campus life of Keio students that was taken away by the COVID-19 pandemic, and to restore the future of students at large, not just Keio students.'" Students scheduled to study abroad at overseas partner universities were vaccinated at Keio University ahead of others, and thanks to this, 12 out of 20 exchange students were able to receive vaccinations at Keio University at an extremely early stage. They were then able to travel in time for the start of the new academic year in the U.S. and Europe.

Furthermore, all students and faculty were made eligible for vaccination at Keio University. Including the 12 students wishing to study abroad who were vaccinated earlier, a total of 2,192 people (12 students wishing to study abroad, 1,892 current students, and 288 faculty and staff) were able to receive vaccinations.

I have heard that the new executive team at Keio University at the time gathered many collaborators through Keio Gijuku Shachu, calling on alumni medical professionals and former faculty and staff, and that the administrative staff provided great support for these workplace vaccinations. I deeply admire and respect how, under extremely difficult circumstances, such efforts realized workplace vaccinations that included students and faculty from outside Keio University from an early stage. The tense situation of those days may one day be forgotten, but by speaking about it on this occasion today, I hope to pass it on to the future graduates of Keio University.

At that time, the Tsuda University students who were able to study abroad told me after returning, "I'm so glad I was able to study abroad." The students who chose to study abroad during that period were well aware of the risks of staying long-term in the U.S. or Europe. Even so, they chose to get vaccinated and travel. While it was the students themselves who chose, I personally had a strong desire to provide them with the option to travel and study abroad.

Once again, I would like to express my deep gratitude to President Itoh, the faculty and staff of Keio University, and everyone in the Keio Gijuku Shachu who cooperated.

Now, the past year, 2022, marked 150 years since the publication of the first volume of the classic Gakumon no susume (An Encouragement of Learning), which begins with the famous phrase, "It is said that heaven does not create one man above or below another man. Any existing distinction between the wise and the stupid, between the rich and the poor, comes down to a matter of education." and is also called "Japan's Declaration of Independence." Similarly, it was also exactly 150 years since the first female students funded by the government, Japanese government-sponsored international students, arrived in the United States from Japan.

To begin with, the fact that Umeko Tsuda, at only six years old, came to study in America was deeply related to the fact that her father, Sen Tsuda, had experienced traveling to America. In 1867, Yukichi Fukuzawa's third overseas voyage was his second visit to the United States, and Sen was actually on the same ship. Sen served as an interpreter and was an attendant to Tomogoro Ono. Since Yukichi Fukuzawa also accompanied them to handle translations, there was a point of contact between Yukichi Fukuzawa and Sen Tsuda during this mission to the United States.

As you all know well, I have heard that Yukichi Fukuzawa purchased a vast number of books for classes at Keio University during this visit to the U.S. Also, although this was his third overseas voyage, Masanao Kano points out in "Yukichi Fukuzawa" that one of his true purposes was to "see modern society once again."

On the other hand, for Sen Tsuda, this was his first experience in America. He spent about half a year in America and returned home deeply influenced. At this time, Sen stated, "I realized that there should be no distinction between the four classes of people, that farmers in particular are wealthy, and that agriculture is an enterprise that should bring happiness to the nation. Thus, I shall plan to raise the status of our country's farmers and develop agriculture" (Soji Takasaki, "Biography of Sen Tsuda"). In other words, in Sen's case, it can be said that he returned with a new understanding of agriculture.

For that reason, when the Hokkaido Development Commission recruited female students to study abroad a few years later in 1871, her father, Sen Tsuda, was proactive about his daughter studying in the U.S. His eldest daughter, Kotoko, flatly refused, saying she absolutely did not want to go, so Sen said to his second daughter, Umeko, "Well then, Umeko, won't you go?" During her time studying in America, Umeko wrote in an essay, "I came to America because I wanted to come to America." On the other hand, Umeko's study in the U.S. was also the strong wish of her father, Sen, who, just like Yukichi Fukuzawa, had struggled to master foreign languages in Japan.

Umeko spent about 11 years in her first period of study in the U.S. until 1882. Then, in 1889, she studied in America again, spending three years at Bryn Mawr College. Furthermore, she traveled to the U.S. and Europe for about a year from 1898 to 1899 before the founding of the school for English studies (later Tsuda University) in 1900, for about a year in 1907 for medical treatment and observation, and for about half a year in 1913 to attend a conference, experiencing five overseas voyages in her lifetime.

Yukichi Fukuzawa also traveled abroad in his 20s and early 30s—for about half a year with the 1860 mission to the U.S., about a year with the 1862 mission to Europe, and about half a year with the 1867 mission to the U.S.—and was greatly influenced.

The story of Yukichi Fukuzawa being astonished that in America it was not "predominance of men over women" but "predominance of women over men" is famous, but this referred to superficial things like women walking in front of men; American women at the time did not yet have the right to vote. However, it is a fact that they had already vigorously begun the movement seeking suffrage. According to Masanao Kano, because Yukichi Fukuzawa "felt doubt about the order of feudal society and had tried to escape from it, he was able to awaken to modern civilization when he came into contact with it." Since he had "plotted an escape from the feudal order," he was "given a direction toward civilization here" (Masanao Kano, "Yukichi Fukuzawa").

I believe the most prominent commonality between Yukichi Fukuzawa and Umeko was their stance of actively learning from Western thought, culture, and civilization and trying to introduce them to Japan. However, a major difference was that in Umeko's case, she came into contact with American society from an extremely young age. She turned seven on the ship, so she was seven when she arrived. Because she was raised by an American couple, while she held a strong identity as a Japanese government-sponsored student, she also experienced being Americanized with her whole body through culture, including values, religion, and customs.

Regarding language, she returned home having almost forgotten her mother tongue, Japanese. When she returned at age 17, Umeko experienced tremendous culture shock. However, Umeko overcame these difficulties one by one and moved forward step by step, thinking about what she herself should do for Japanese society.

Three years after returning, it was finally decided that she would work in what we now call regular employment as a full-time teacher at the then-government-run Peeresses' School (the predecessor of the current private Gakushuin Women's College and Girls' Junior and Senior High School). However, in her mid-20s, Umeko wished to become a "first-class teacher" and began to long for another period of study abroad. Mary Morris, a philanthropic American woman she had met during her first stay, negotiated with the president of Bryn Mawr College, and Umeko was able to realize her second study trip to America on the condition of a tuition and housing waiver.

At that time, Umeko majored in biology, a STEM field that was by no means encouraged for women in Japan. Of course, she also studied the teaching methods she had written about in her application. In Yukichi Fukuzawa's case, physics (natural philosophy) was very important, but in Umeko's case, it was biology; it is an interesting commonality that the same STEM fields served as the axis of their scholarship. Umeko had the opportunity to conduct research on frog eggs under Dr. T.H. Morgan, who was an up-and-coming researcher at the time and later won the Nobel Prize.

After experiencing two fulfilling years of study abroad, Umeko requested a one-year extension. The main purpose was to create a scholarship system for studying abroad. This was because she wanted to share the precious opportunity for higher education she had gained with her fellow Japanese women.

She found that if she could raise 8,000 dollars, the interest could send one student to Bryn Mawr College every four years. Mrs. Morris, who had helped Umeko with her studies, and her mentor, Dean M. Carey Thomas, kindly supported what we now call fundraising. In one year, they raised the initial target of 8,000 dollars and succeeded in establishing a scholarship system called the Japanese Women's American Scholarship.

Looking at the list of students who received this scholarship, one can see a line of women who later demonstrated remarkable leadership.

The first student was Michi Matsuda. She graduated from Bryn Mawr College in 1899 and later became the principal of Doshisha Women's College. The second was Michi Kawai, who graduated from Bryn Mawr College in 1904. She founded Keisen Jogakuen and became the first Japanese National General Secretary of the YWCA.

The fourth, Ai Hoshino, graduated from Bryn Mawr College in 1912 and, after returning to Japan, became a teacher at her alma mater, the school for English studies. From 1925, she served as acting president and supported the reconstruction of the school after the Great Kanto Earthquake. In 1929, when Umeko passed away, she became the president. During World War II, when English became the language of the enemy, the number of applicants to study English studies plummeted, and Tsuda was in a critical financial situation. Ai Hoshino supported the school through this financial crisis and served as the president of Tsuda University, which became a university under the new system after the war, until 1952.

Taki Fujita, who served as president from 1962 to 1973, was the seventh recipient of this scholarship. She graduated from Bryn Mawr College in 1925 and was active as the second Director of the Women's and Minors' Bureau of the Ministry of Labor and as a Japanese government representative to the United Nations.

Michi Kawai and Ai Hoshino also became members of the Education Reform Council, which was created under the auspices of GHQ during the occupation. Among the 38 members, these two were the only women. This means that they overcame the era when Japan-U.S. relations deteriorated, and more than half a century after this scholarship was founded, it was possible to nurture women who could negotiate on equal terms with Americans.

The Japanese Women's American Scholarship continued until 1976, sending out 25 scholarship recipients. Facing unprecedented crises such as the Great Kanto Earthquake and World War II, many female leaders who continued and developed what was a very small private school compared to Keio University gained precious opportunities for higher education through the scholarship system resulting from the fundraising Umeko Tsuda conducted for one year starting in 1891.

The reason Umeko was able to leave the government-run Peeresses' School in 1900 and take the step of founding a private school called the school for English studies was actually because of her successful experience in America in establishing this scholarship system. The same members formed the donor base and supported Umeko's project to found the private school. Umeko had begun human resource development through a study abroad system about 10 years before creating the school.

Precisely because the doors of universities were closed to women in Japan, Umeko Tsuda created a global mechanism to gain support from American women and obtain opportunities for university education in America. Umeko wanted to ensure that the precious opportunity she had gained did not end as a single point, but became a long-lasting line.

Yukichi Fukuzawa founded the school that would become the source of Keio University in 1858. Umeko founded the school for English studies in 1900, 42 years later. Both began as private schools, and even now in the 21st century, they are the only two higher education institutions that engrave the characters for Juku or Gijuku in their university names.

Let's check some of the keywords of the founding spirit from the official Keio University website. Regarding the word Gijuku, the official website explains that Yukichi Fukuzawa "referred to the English 'public school' and imbued this word with the meaning of a school for new knowledge."

Also, the basic spirit of independence and self-respect at Keio University is defined as: "One who preserves the independence of his person and mind, and who respects himself, not to disgrace the dignity of a human being, is called a person of independence and self-respect" (Shūshin Yōryō: Fukuzawa's Moral Code). It says, "It means protecting the dignity of oneself and others, and doing everything under one's own judgment and responsibility." Furthermore, the educational goal of being a "source of honorable character" is also upheld. This is explained as Yukichi Fukuzawa emphasizing "character" along with "wisdom and virtue" in the process of acquiring knowledge, and "becoming a leader of society equipped with personality."

An important point in Umeko Tsuda's educational philosophy is the teaching that women should also be self-reliant, independent, and "all-round women." For women, to whom the doors of both old-system high schools and universities were not open at the time, Umeko provided advanced specialized education along with liberal arts education. By enabling women to obtain teaching qualifications for girls' high schools, she allowed them to achieve economic independence, as well as intellectual and spiritual independence, so they could lead a life of dignity.

Now, there were many major turning points in Umeko's life, but at every fork in the road, there was the experience of "crossing the sea," which was extremely rare and significant for that time. For Yukichi Fukuzawa as well, wasn't there an experience of "crossing the sea" at the major turning points of his life?

Actually, Umeko's voice is recorded on a record. I heard from someone at the Fukuzawa Memorial Center for Modern Japanese Studies earlier that Yukichi Fukuzawa's voice was unfortunately not recorded, but since Umeko was younger, a recorded record remains.

Words given to the 18 graduates of 1913 who studied at the school for English studies are recorded on the record. That speech, too, actually compared graduation from school to the launching of a ship. Among the many speeches Umeko gave, the reason she chose to record this one is probably because this address not only expressed her expectations and hopes for the graduates but also expressed Umeko's own way of life.

In an era when the scope of women's activities permitted in society was extremely limited, she spoke of steering the ship by relying on the "lighthouse lights" of "Truth," "Love," and "Devotion." Then, pointing out that the place for women's love and devotion was limited to the sphere of the home, she urged the students to contribute to many more people in society. I think this point is very worthy of attention. And, though calmly, she expressed an expectation for women to play new roles that influence society beyond the sphere of the home.

At that time, the role of women in the home was spoken of as if it were an instinct, but she sounded an alarm about how that tended to fall into something narrow. At this point, Umeko already envisioned a broad scope for wide, deep, and steady social participation and social contribution by women, calling out to and expecting it from the students. I also want to note the point where she suggested the spirit of women facing difficulties and problems as individuals.

Umeko says: "In each of your lives to come, I believe you will encounter your own difficulties and problems that you must face alone." These words are imbued with Umeko's own realization of having carved out her own path while being overwhelmed by loneliness and conflict after returning from about 11 years of study in the U.S., and having brought the realization of her dream of opening a private school within reach. Furthermore, based on the idea of noblesse oblige, which emphasizes the character that those who have gained much must give back to society, and a philosophy that could be called the Christian spirit, Umeko says: "Do not let your life be idle; become a useful person who can work widely for society." In other words, she was passionately appealing to the graduating students to participate in and contribute to society.

In the voice of the address preserved as sound, Umeko's ideal was told: "Women should also be independent individuals who play responsible roles as citizens," even though it was an era when women did not have the right to vote. She asserted that each person should take responsibility for steering the ship as it moves through the world and find a useful course. I believe this way of thinking is an educational philosophy and founding spirit that resonates with Yukichi Fukuzawa's "independence and self-respect" and "source of honorable character."

Turning back, how is modern Japan? Even in the 21st century, it must be said that Japan is lagging behind in the world, especially from the perspective of the gender gap. Even comparing within Asia alone, the current situation is that Japan is a follower, not a leader. Why is it so difficult for Japanese women to participate in decision-making levels in Japan's political and economic activities, and in higher education institutions such as universities, and why is their proportion so remarkably low?

In private universities, what is the proportion of women among presidents, vice presidents, deans, heads of graduate schools, directors of Research Centers and Institutes, directors of centers, secretaries-general, department heads, and section chiefs? Furthermore, in corporate organizations, what is the proportion among chairpersons, directors, trustees, and auditors? If Yukichi Fukuzawa or Umeko Tsuda were alive, what would they say about this situation, which is by no means favorable? And what measures or reforms would they appeal for as being necessary?

For the realization of gender equality and a fair society, I believe the advice that Yukichi Fukuzawa and Umeko would commonly give is to "cross the sea." To break through this state of stagnation in Japan, I think they would tell people to cross the sea while they are young and experience the wide world. Wasn't the experience of "crossing the sea" the common intellectual foundation for these two as pioneers?

Both Yukichi Fukuzawa and Umeko contributed and worked as pioneers in their respective fields by absorbing and acquiring different languages, cultures, thoughts, and civilizations in different worlds, thereby breaking through the bedrock of Japan. That is why, if they saw Japan today, Yukichi Fukuzawa would surely call out to the younger generation to first "cross the sea" toward the wide world while they are young. I believe he would advise them that while "crossing the sea" may involve difficulties and risks, new horizons and landscapes will surely be visible, so go and experience it.

In that sense, regarding the workplace vaccinations I introduced at the beginning, I conclude my talk by once again expressing my deep and heartfelt gratitude for the kindness of the Keio Gijuku Shachu, who led the way for overseas travel by providing vaccinations extremely early to Tsuda University students who were desperate to "cross the sea" despite the difficult circumstances. Thank you for your attention.

(This article is based on a commemorative lecture given at the 188th anniversary of Yukichi Fukuzawa's birth held at the West School Building Hall on the Mita Campus on January 10, 2023.)