DBQ November 5

The expansions of educational opportunity in Europe, the United States, and Japan were easily justified by means of society and intellect. When education expanded it bettered society by making it safer, stronger, and more honorable. Educational expansion was justified by means of intellect because people have a thirst for knowledge and were driven to learn. Over time this train of thought has become much more common. An additioanl document that would be helpful would be a document from Britain because Britain had a lot of influence over other nations and could have influenced some educational expansion.
The expansion of educational opportunity was justified in society because it made society better and more honorable. By being educated, people can be more independent. Women in France who became educated and independent were thought of as strong and an asset to the society. For awhile men thought of women just aspossessions with no value but they changed their way of thinking because they found out how valuable an educated person could be, saying that previous train of thought "although natural, is not necessary." The point of view of this document from France is that education strengthened society because people were less dependent on others and it improved qualities of the society making people more useful. (Doc 1). Another justification in society for educational expansion is it improved everyday society because it made it easier for everyone to understand law systems. When people were educated and know laws they are more likely to also practice "self-government, self-control, and a voluntary compliance with the laws of reason and duty." This is an educational justification in society because it would make it safer and more honorable. The point of view of this document from Japan is that education strengthened society because people could better follow the government made laws and also be more morally upright because they would be able to make more of their own decisions (Doc 2). Another document from Japan showed when people are educated they remain more loyal to their society because that is where they received their education and it reflects well on that society when everyone is happy and has good morals. Education also made subjects "ever united in loyalty" which strengthened the society even more (Doc 4). France, Japan, and the United States showed similarities in their justifications towards society by all saying that it would make society stronger, reflect well, and make people more useful. However, there were differences in the justifications for society because it was spreading for different reasons. In France it was spreading mainly to more women in 838 so women could be more useful in society; in the United States in 1840 it was being spread to people in general so laws could be upheld; and in Japan in 1890 it was being spread to strengthen and unite their society.
The expansion of educational opportunity was justified using intellect because people have a thirst for knowledge and are driven to learn as much as they can. Even though women were thought of as objects for a long time when they were allowed to be educated they eagerly learned. Thiscuriosity and capacity for knowledge helped them to gain more power as individuals and become more independent. The point of view in this time in France became that women had the ability to learn and education should be given to them because they are driven and can become more useful through knowledge. The point of view was that it was "important that education should unfold in the young girl." (Doc 1). Intellect also justifies education spreading because when women want to do something it isn't easy to stop them. If a woman wants to learn, they will find a way to learn, so the educationshould just be given to them. The intellect and education of women is also beneficial because it can make many people successful and the family happier. Women could keep pace with men "either in a foot or intellectually" because they had the capability andthe want for education. The point of view in this document from the United States in 1874 was obviously that women have a very strong intellect and education should be spread so women can help keepthe country moving (Doc 3). Intellect also brings sophistication, pursuing learning, cultivating arts, and perfecting moral powers (Doc 4). In Japan in 1899 Yukichi Fukuzawa said that if Japan had more intellect and education then that country would have been stronger and more built up as the west was at this time. Although there were many intellectual people in the Empire, much of the education was built on philosophies but Japan needed further education than that because it wasn't based on two major principles that the rest of the world seemed to have gotten ahead on. The point of view in this document from Japan in 1899 was that without intellect and education a society can't grow and flourish as well as others (Doc 5).
The justifications of education spreading in France, Japan, and the United States can be compared and contrasted through society and intellect. There were many ways in which these areas could be compared in their justifications, including the justifications themselves. However, the three countries also differed in their justifications because the education was being spread for different reasons and to different people. The point of view in these documents was that educational opportunities needed to be more widely available because it would improve societies and all people are capable of learning and having an education. An additional document that would be useful in writing this DBQ would be a document from a head figure in this time period like an Emperor or King or another European power other than France because there would be strong opinions since these are the people that have the most influence and ability to allow education to spread.