此章節針對日本統治下朝鮮以及日本國內漢文教育。不過，相關的研究極少，因此在此筆者僅粗略探討。日本的明治、大正及昭和年代，「漢文」即中國古典文言文增加片假名。此種教科書以中國文學為主，但是其放入國語教學之中。1 漢文復興運動出現在臺灣之前，於日本國內漢文也面對存在之危機，如早在 1886 年伊始，日本人開始討論漢文科存廢，而且自明治到昭和初，日本學校漢文科之教科時間一直減少。2
2. 浮田真弓，〈大正期の漢文科存廃問題に見る漢文観：明治期における漢文科存廃問題との比較を通して〉，《静岡大学教育学部研究報告：教科教育学篇》41號（2010年），頁 1-8。
I met with one of my professors a few months ago just to have a cup of coffee and chat a bit about things. One of the topics we came upon was how my thesis was going (a question, I think, most graduate students dread when getting into their final months of writing). I had mentioned I was still hashing out some ideas and trying to organize things together to show to my advisor to make sure things were on the write track before getting writing. You know, to avoid wasting time writing something that my advisor may eventually recommend to remove, after seeing my thesis outline. His reply really stuck with me. He said:
(You better start writing, otherwise you won’t know what you’re missing.)
And I remember thinking, “well, what if it doesn’t get approved?”. Regardless, I took the advice and started writing. Now, after a few months of writing I totally understand what he meant. I can now know what exactly it is I am missing, be it a specific resource or even an idea that was never really flushed out. There’s a risky cliff, I believe, that most students find themselves on before writing. There’s certain assumptions being made about what kind of materials they have on hand and what the sources say, but this oftentimes overlooks what kind of materials they actually have and what the sources actually say.
There’s a lot of discussion online about whether or not you should just start writing or wait, or what. In my experiences it seems always be ready to write, but also always be ready to discard and rewrite as well. Plus, it always helps to get in a little more writing practice, too!