体当たり教育 英語版完成

尚志高校50周年記念式典 >> にご参加頂きました方々に記念誌（50年のあゆみ）に加え、尚志学園創立者 佐藤 信 学園長の著書「体当たり教育」の日本語版と英語版の3冊を寄贈しました。英語版の一部（目次と前書き）をご紹介します。

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Contents（目次）

Chapter 1

「真実無限　真実は良心をかきたてる」

Truth Awakes Sincerity

1. Stand by Yourself
2. Collecting Balls for Three Years
3. Nothing Is More Wonderful than Simple Honest
4. Two National Flags
5. Finding a Vice-Principal
6. A Consolation Match
7. Only One Hand Can Do
8. Sharing the Company's Fate
9. What Are the Parents Children Can Respect Like?
10. For a Little Sister
11. An Unbearable Disease
12. Drawing up a Bond


Chapter 2

「創造涙あり　アイディアは運命を拓く気力は人生を支える」
Foundation of School

1. Everybody Has Equal Trouble in Life
2. What Parents Should Leave for Children
3. My Schooldays
4. What the War Brought Me
5. Another Door Opened
6. A Tip on How to Make Money
7. The First Girls' Technical High School in the World
8. The Bitter Trial
9. Swearing on My Life
10. Unforgettable Blue Sky
11. Working Their Way through High School


Chapter 3

「栄光への祈り　すばらしい未来は現在に最大の努力を払う者にのみに与えられる」
For Glory: Wonderful Future Is Promised Only for Those Who Now Live their Life as Hard as Possible

1. Educating Children At Home
1.1 Order and Discipline at Home
1.2. Instruction on Home Education
2. On School Education; What Should we Do for the Young
2.1 Educating the young
2.2 What is lacking in today's education
2.3 Requirements which educators of the young must meet
3. Need of the Third Education at Companies
3.1 Why do they need education at companies?
3.2 To be ready for being a member of society
3.3 To work proudly as a social member
3.4 Requirements for a good leader
3.5 Training female employee
4. Japan's Future; What We Should Keep in Mind

 

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Preface（前書き）

     "Gotsan-deshi-ta" is the jargon of Japanese sumo wrestlers, used to express gratitude to their stable masters for a long-term strict training.  In the sumo world beating stable masters in the ring is considered to be the best way to return the courtesy.  

     I have two people to whom I must say "Gotsan-deshi-ta;" one is Mr. Reizo Atouda, teacher at the former Sendai second high school, and the other is my father.

     Mr. Atouda devoted himself to the education of young boys.  He always led his students in the right direction and never gave up seeking the truth.  Because of his passion, many young boys, including myself, were able to learn how we should live in order to better our society.  Since he was so enthusiastic about teaching, he used to spray saliva while talking in class.  The spirit of Mr. Atouda is still glowing inside us, and will never go out.

     My father, who died at the age of 59, never gave up learning throughout his life.  He was ashamed that he never went beyond elementary school so he kept reading books until he died.  "Just do the thing twice when others do it once, and ten times when they do it five times." ―this was his policy.  He taught me how to live by doing his best every time.  Since I was in poor health and lacking vigor, he taught me how to cope, even during trying times.

     Thanks to those two, I can proudly teach at my school today, without the fear of trying something new as an educator.  Now I feel I must share what I learned  with coming generations by adding my own ideas.  I would like to leave a positive memory for my students, as the two did for me, by the end of my life.

     Despite many obstacles, I managed to realize my dream to found the first girls' technical high school in Japan.  As scientific and technical development is proceeding at a rapid pace today, schools training girls to be qualified technicians should have been founded earlier.  Since I had no precedent to follow, I needed to add original ideas to my school including creating a curriculum, choosing subjects, and so on.  

     Seven years after founding my school, I found that girls can have more aptitude for some fields of industrial technology than boys, given the proper education.  I also felt that society needed mores females in the workforce than before; given that women now often continue working after they married.  

     In addition to these factors, I also learned from my teaching experience that three years of high school education can really change students.  I can remember the names and faces of all one thousand graduates.  It is even possible to recall each student's character and family situation.  In fact, girls I often scolded and trained very strictly are even clearer in my memory.  Generally, the connections I developed through trying times have lasted even longer. I believe good education is possible only when teachers and students share many experiences that strengthen their connection.

     After the war Japan's educational system was revised and it became one of the best in the world in many ways, but lacked originality, unmotivated teachers, and many other problems.  What is worse, parents tend to give up scolding or teaching their children at home.  Many parents allow their children to do what they want.  Due to this lack of structure and discipline at home and school, many children are developing well physically but are mentally immature.

     Today's education in Japan is like a forest which seems to be full of rich green trees, supported by the country's economic development.  However, once you enter the forest and look at the trees closely, you will find that each tree is very weak and is  unlikely to grow further.  Since the educational system has given up teaching our country's tradition, each tree is not even rooted.  Regrettably, this forest cannot combat the storms facing Japan.  

     As proud as Japan is of its current economic growth, we need to know we are more vulnerable than ever before.  Therefore, in order to prepare the next generation for the future, we need to seriously reconsider our educational system.

     I hope this book will help stir up educational circles in Japan.  I would be very happy if my experiences can help people from various fields reconsider our future again.

                                                       March, 1970
                                                         Makoto Sato