encouraging senior high school students to have their own ... · in this study, “vox populi vox...

33SHIBATA Naohisa : Encouraging Senior High School Students to Have Their Own Opinions Through Reading

Encouraging Senior High School Students to Have Their Own Opinions Through Reading

SHIBATA Naohisa

Abstract

　　The aim of this study is to encourage senior high school students to have their own ideas or opinions through

reading.　Six columns that are filled with the valuable topics are presented.　Several significant passages in each col-

umn, which are useful in summing up the contents of the topics, are selected.

　　This study consists of “questions and answers,” “summary,” and “opinions.”　Students are called for filling the

blanks and completing the answers.　They are required to combine these answers into one passage worthy of

“summary.”　Finally, they come up with their own ideas or thoughts related to each summary.

　　The first column is about “Cleaning,” which is one of the fundamental columns for students to start the lesson.　The second one is about “Beethoven,” which is a historical event concerning symphony.　The third one is about

“Hokusai Katsushika,” which deals with the accessible subject related to moving house.　The fourth one is about

“Winnie the Pooh,” which is a famous literary work concerning existing places.　The fifth one is about “Children’s

imaginations,” which is a pleasant topic for the students to remember their childhood.　The last one is about “The

Meiji Restoration,” which deals with some unknown matters.

　　Only reading or careful translation is not enough to improve coherent ideas.　Appropriate “questions and an-

swers” given by the teachers in the first stage can make students concentrate on the important points in the

paragraphs.　Through “summary” in the second stage and “opinions” in the third stage, teachers will be able to expect

the students’ opinions which are not clichés.

1.　Introduction

Generally speaking, those who read a lot are likely to have a profound knowledge and talk about

intellectual things.　Reading is the key to effective study in terms of organizing coherent ideas to

talk.　Analyzing a mutual relationship between reading and speaking is valuable for finding out a new

approach to make students improve their ideas for conversation.

Students are actually interested in speaking more than reading in class.　They are likely to think

that they will be able to improve speaking ability by talking a lot and they are eager to grapple with

conversation lessons.　However, when they talk with an assistant language teacher, for example,

they often repeat their favorite sentences to memorize.　They are inexperienced in telling others

about their definite ideas, or they have few opportunities to learn how to organize their own ideas.

According to the Ministry of Education Culture Sports Science and Technology (MEXT, 2015a),

current English is one of the important teaching materials to improve practical English.　Then, col-

umns in the newspaper will give some hints to the present English education that is likely to put em-

phasis on the use of the government approved textbooks.

In this study, “Vox Populi Vox Dei” (Tensei Jingo) of The Asahi Shimbun and its English version

are used because students know the column well, which is filled with a lot of interesting topics about

Bulletin of Faculty of Human Development and Culture Fukushima University　No. 28　December, 201834

culture and current issues.　If columns are utilized effectively in class, students will be able to in-

crease the topics to talk with foreigners.　Shibata (2017) pointed out the usefulness of “the five basic

sentence patterns” that students have learned in junior high school and showed the examples to sim-

plify difficult sentences.　All the interrogative sentences and their model answers used here are

made in these basic sentence patterns.

The form of a question or an interrogative sentence plays a major role in this study.　When we

think of the process of organizing our ideas, a diary may give us a clue.　When we keep a diary before

going to bed, for example, we may integrate several ideas or a variety of things into plain expressions

by murmuring the questions and their answers : “What time did I get up?　I got up at seven.”　“What did I buy?　I bought a book.”　Then, we may make main points clear and write in our diaries.　Such a way of thinking can be utilized for simplifying complicated sentences in the paragraphs.

This study consists of “questions and answers,” “summary,” and “opinions.”　First, I pick up

important passages from the columns, which are suitable for summing up the topics.　Second, stu-

dents are required to answer the questions by filling the blanks in the sentences.　Third, they are

called for combining these answers to one passage that is equivalent to “summary.”　Finally, they try

to think up their own ideas or opinions related to the summary, which is the main purpose of the

study.

2.　Study

2.1　The natural way of thinkingWhen I think of the natural way of thinking, I pay attention to the process of keeping a diary.　

Those who record the events of the day, for example, they will think back the day and put their vari-

ous experiences in order by asking themselves : “What time did I get up?　I got up at six.”　“Where

did I go in the morning?　I went to a nearby coffee shop and enjoyed reading a detective novel.”　“What did I order there?　I ordered a chocolate parfait.”　The form of the questions or interrogative

sentences may be closely connected with the natural monologues, which will have a great influence

on making important points clear in mind.

Then, I utilize a connection between questions and answers into reading.　In other words, even

if a paragraph is a little difficult for students, the main points of the contents can be made clear by add-

ing the form of the questions.

First, “questions” are given to students.　Second, students find the “answers.”　Then they are

required to make a “summary,” by combining each answer into a new passage.　Finally, students cre-

ate their own “0pinions.”　The example is as follows :

1.　[Passage] 　　Well, my hobby is, I have a lot of hobbies.　It is very difficult to suddenly pick up

one.　Oh, yes, I really like traveling or going abroad.　Well, my favorite country is America.　I am so much interested in music, especially American rock.　It is really great.


2.　[Questions and answers] 　a.　What is your hobby? 　　　　My hobby is traveling.　b.　Where do you want to go? 　　　　I want to go to America 　c.　Why do you want to go there? 　　　　Because I am interested in American lock.3.　[Summary] 　　My hobby is traveling.　I want to go to America, because I am interested in Ameri-

can lock.4.　[Opinions] 　a.　Traveling is very nice.　b.　My hobby is cycling.　c.　I want to go to Kyoto.　d.　I am interested in temples and shrines.

Figure 1.

2.2　ColumnsSix columns are chosen in this study : “Cleaning,” “Beethoven,” “ Hokusai Katsushika,” “Winnie

the Pooh,” “Children’s imagination,” and “The Meiji Restoration.”　First, interrogative sentences,

which are concentrated on the main points of the passages, are given to students.　Second, students

are required to fill the blanks and complete the answers, which are equivalent to the “Main Points.”　Third, they are required to combine these answers into a new passage worthy of “summary.”　Final-

ly, they come up with their own “opinions” related to each summary.

2.2.1　The first column about “Cleaning”

[1.1]　When Tokyo was known as Edo under the Tokugawa Shogunate, the city had some-thing that surprised the outside world.

　A.　When did the city have something that surprised the outside world?　　　　It did when Tokyo was known as ( ).

[1.2]　A Spanish governor and a British diplomat marveled (surprised) at the capital’s clean streets.

　B.　What did a Spanish governor and a British diplomat marveled at?　　　　They marveled at the ( ) streets.

[1.3]　In neighborhoods through which the shogun or foreign dignitaries traveled, resi-dents were ordered to “sweep the streets” and “splash water.”　Residents were “drilled” by feudal authorities (the Tokugawa Shogunate) to keep their streets clean.


　C.　What was residents drilled by the Tokugawa Shogunate?　　　　They were drilled to keep their streets clean. [1.4]　During the FIFA World Cup in Russia, Japanese supporters surprised and im-

pressed the foreign media by picking up rubbish (garbage) in the stadium after the game.

　D.　What did Japanese supporters do during the FIFA World Cup in Russia?　　　　They surprised foreign media by picking up ( ).

[1.5]　The BBC praised, quoting a sociology professor as explaining, “Cleaning up after football matches is an extension (a part) of basic behaviors (acts) that are taught in school, where the children clean their school classrooms and hallways.

　E.　What did the BBC say?　　　　It said that the children cleaned their school ( ) and hallways.

[1.6]　The Japanese team did its best, and the Japanese “habit” of leaving no trash behind in the stadium also left a stellar (great) mark in World Cup history.

　F.　What did the Japanese habit leave in World Cup history?　　　　The Japanese habit of leaving no ( ) behind in the stadium left a stellar mark. 2.　[Summary] 　　(A) When Tokyo was known as Edo, it had something that surprised the outside

world.　(B) A Spanish governor and a British diplomat marveled at the clean streets.　(C) Residents were drilled by the Tokugawa Shogunate to keep their streets clean.　(D) During the FIFA World Cup in Russia, Japanese supporters surprised foreign media by picking up rubbish.　(E) The BBC said that the children cleaned their school class-rooms and hallways.　(F) The Japanese habit of leaving no trash behind the stadium left a stellar mark in World Cup history.

3.　[Opinions]　a.　How nice Japanese supporters are!　b.　It is very important for the children to clean their classrooms.　c.　We should always keep our streets clean.

Figure 2.

2.2.2　The second column about “Beethoven”

[1.1]　Beethoven’s Symphony Ninth, the most popular classical symphony in Japan and the nation’s year-end traditions, was first performed (played) here on June 1 exactly (just) 100 years ago.


　A.　When was Beethoven’s Symphony Ninth first performed?　　　　It was first performed on ( ) exactly ( ) ago.

[1.2]　The performers (players) were German prisoners of war at a World War 1 POW (prisoner of war) camp in Tokushima Prefecture.　The prisoners formed (made) an or-chestra.

　B.　Who were the performers?　　　　They were ( ) of war.

[1.3]　There were lectures (classes) on German history and other subjects, given by POWs themselves, who also published (made) a newspaper and books in German.

　C.　What lectures were there?　　　　There were lectures on ( ) and ( ).　D.　What did they published?　　　　They published a ( ) and ( ) in German. 2.　[Summary] 　　(A) Beethoven’s Symphony Ninth was first performed on June 1 100 years ago.　(B)

The performers were German prisoners of war.　(C) There were lectures on German history and other subjects.　(D) They also published a newspaper and books in Ger-man.

3.　[Opinions] 　a.　 I was surprised to know that Beethoven’s Symphony Ninth was first performed by

German prisoners.　b.　I could not believe that there were lectures on German history and other subjects.　c.　It was a great thing to publish a newspaper and books in German.

Figure 3.

2.2.3　The third column about “Hokusai Katsushika”

[1.1]　Hokusai Katsushika, an ukiyo-e painter and printmaker of the Edo Period, liked moving.　Until his death at age 89, he was said to have changed his residence (house) 93 times.　In one instance (example), he moved three times in one day.

　A.　How many times did Hokusai Katsushika change his house?　　　　He change ( ) times.

[1.2]　Probably because of his absorption in art, his home must have been dirty, and he simply decamped (left) when the dirtiness got out of hand.


　B.　When did he left?　　　　He left when his home became ( ).

[1.2]　Spring is the moving season.　A lot of people start schools or new jobs.　They may feel like acquiring (getting) a new identity (who you are).

　C.　What season is spring?　　　　Spring is the ( ) season.　D.　How do people feel in the moving season?　　　　They may feel like getting a new ( ).

[1.3]　They also feel a little sad as if leaving themselves behind.

　E.　How do they feel?　　　　They also feel a little ( ) as if leaving themselves behind.

2.　[Summary] 　　(A) Hokusai Katsushika changed his residence 93 times.　(B) He left when his home

became dirty.　(C) Spring is the moving season.　(D) People may feel like getting a new identity.　(E) They also feel a little sad as if leaving themselves behind.

3.　[Opinions] 　a.　It is interesting that Hokusai Katsushika changed his residence 93 times.　b.　I don’t know if people feel like getting a new identity in spring.　c.　I felt like getting a new identity when I visited Kyoto.

Figure 4.

2.2.4　The fourth column about “Winnie the Pooh”

[1.1]　The fictional home of Winnie the Pooh and his friends in A.A. Milne’s classical chil-dren’s stories was not entirely a figment (fiction) of the author’s imagination.

　A.　What was not a fiction?　　　　The fictional ( ) of Winnie the Pooh and his friends was not a fiction.

[1.2]　Milne owned a farm on the edge of the forest in southeastern England.　There, his creative inspiration was triggered by his young son, Christopher Robin, and his toy ted-dy bear.

　B.　What was his creative inspiration triggered by?　　　　It was triggered by his young ( ), his teddy ( ), and the forest.

[1.3]　Milne invited English book illustrator E.H. Shepard to work on the Pooh books.


　C.　Why did Milne invite English book illustrator E.H. Shepard?　　　　Because Milne invited him to work on the Pooh books.

[1.4]　E.H. Shepard’s original hand-drawn map of the forest was recently auctioned in Britain and sold for 430,000 pounds (63 million yen).

　D.　What was auctioned and sold for 430,000 pounds?　　　　Shepard’s original hand-drawn map of the forest was.

2.　[Summary] 　　(A) The fictional home of Winnie the Pooh and his friends was not a fiction.　(B) His

creative inspiration triggered by his young son, his teddy bear, and the forest.　(C) Milne invited English book illustrator to work on the Pooh books.　(D) His original hand-drawn map of the forest was auctioned and sold for 430,000 pounds.

3.　[Opinions] 　a.　I was surprised that the home of Winnie the Pooh was not a fiction.　b.　I want to visit the forest.　c.　I would like to see Shepard’s original hand-drawn man of the forest.

Figure 5.

2.2.5　The fifth column about “Children’s imaginations”

[1.1]　A boy was three years old.　He looked up at the sky and suddenly said, “The plane is doodling (drawing something) in the sky!”

　A.　How old was the boy?　　　　He was ( ) years old.　B.　What did the boy say?　　　　He said, “The ( ) is drawing something in the sky!”

[1.2]　A girl was three years old.　She looked at morning glories (asagao) on a summer day and said, “Why do morning glories bloom only in the morning?　They become small later in the day, don’t they?　They are napping (sleeping) because they had to get up early in the morning.”

　C.　How old was the girl?　　　　She was three years old.　D.　What did she say first?　　　　She said, “Why do morning glories bloom only in the ( )?”　E.　What did she say next?　　　　She said, “They become small later in the ( ).”　F.　Why did she say that they are napping?


　　　　Because they had to get up early in the ( ).

[1.3]　Kazuko Imai, a nursing school teacher, says that small children are just like poets.

　G.　What does Kazuko Imai say?　　　　She says that small children are just like ( ).

2.　[Summary] 　　(A) A boy was three years old.　(B) He said, “The plane is drawing something in the

sky!” (C) A girl was also three years old.　(D) She said, “Why do morning glories bloom only in the morning?　(E) They become small later in the day.　(F) They are napping because they had to get up early in the morning.”　(G) Kazuko Imai say that small children are just like poets.

3.　[Opinions] 　a.　I will say to him, “I am going to draw an elephant in the sky!” 　b.　I will say to her, “They want to see sunrise.”　c.　I want to develop children’s creativity.

Figure 6.

2.2.6　The sixth column about “The Meiji Restoration”

[1.1]　This year, Japan is celebrating the 150th anniversary of the Meiji Restoration (Ishin), or a political revolution in 1868 that brought down the Tokugawa Shogunate (Bakufu) and restored imperial rule, in a myriad (lot) of events.

　A.　What is Japan celebrating this year?　　　　It is celebrating the 150th anniversary of the ( ) Restoration.

[1.2]　There is, however, no festive mood in the Aizu region of Fukushima Prefecture.　The Aizu han (feudal domain) was labeled as “rebels (zokugun)” and attacked by the pro-imperial forces (shin-seifugun) led by the Choshu (today’s Yamaguchi Prefecture) and Satsuma (Kagoshima Prefecture) domains.

　B.　Why is there no festive mood in the Aize region? 　　　　 Because the Aizu han was labeled as “rebels” and attacked by the Choshu and

(　). [1.3]　People in Aizu have put up banners and flags about the region’s tragic stories

related to the civil war, known as the Boshin war.

　C.　What flags have people in Aizu put up?　　　　They have put up flags about the region’s tragic stories of the ( ) war.


[1.4]　The Meiji Restoration was nothing to celebrate, but it was only the beginning of an era of hardships for the region.

　D.　What was the Meiji Restoration for the region.　　　　It was only the beginning of an era of ( ) for the region.

2.　[Summary] 　　(A) Japan is celebrating the 150th anniversary of the Meiji Restoration.　(B) But

there is no festive mood in the Aizu region, because the Aizu han was labeled as “reb-els” and attacked by the Choshu and Satsuma.　(C) People in Aizu have put up flags about the region’s tragic stories of the Boshin war.　(D) The Meiji Restoration was only the beginning of an era of hardships for the region.

3.　[Opinions] 　a.　How sad the Aizu region was!　b.　 It is natural that Japan is celebrating the 150th anniversary of the Meiji Restora-

tion.　c.　I know that the Aizu han was labeled as “rebels.”　d.　 I didn’t know that the Meiji Restoration was only the beginning of an era of hard-

ship for the region.

Figure 7.

3.　Discussion

Students will feel columns so difficult that I pick up important passages from each column.　This

approach consists of “questions and answers,” “summary,” and “opinions.”　It is partially successful

in making students answer the questions, summarize the answers, and put their own ideas together.　In addition, it will be useful in improving their coherent ideas.　Considering the matter in terms of

understanding deeply the whole columns, the passages picked up here are still short of the following

knowledge or information.

The first story is about “Cleaning,” which is one of the fundamental columns for students.　They

need the following knowledge to understand the rest of the contents.　First, in the cleaning history,

Edo under the Tokugawa Shogunate had something that surprised the outside world.　In neighbor-

hoods through which the shogun or foreign dignitaries traveled residents were ordered to sweep the

streets and splash water.　Second, in comparative culture, the BBC was laudatory, quoting a sociolo-

gy professor as explaining, “Cleaning up after football matches is an extension of basic behaviors that

are taught in school, where the children clean their classrooms and hallways.　These behaviors be-

come habits in Japan.”　When students read the rest of the column, they will feel proud of the Japa-

nese habit of leaving no trash behind as well as Japanese supporters at the World Cup for earning the

admiration of the international community.

The second one is about “Beethoven,” which is one of the columns related to historical events


and very useful for students to deepen historical knowledge.　They will learn the remarkable origin

of Beethoven’s Symphony Ninth to be first performed in Japan : The performers were about 1,000

German prisoners at a World War 1 in the camp of Tokushima Prefecture.　The Japanese camp com-

mander respected the prisoners’ autonomy.”　What he did is worthy of praise.　The Japanese mili-

tary did have the decency to respect their prisoners’ human rights during the First World War.

The third one is about “Hokusai Katsushika,” which is an interesting column connected with

moving.　Many of senior high school students will experience moving house after graduation or mak-

ing a fresh start in life.　They will be intrigued by the topic of moving related to Hokusai Katsushika

and Poet Hiroshi Sekine : First, “Hokusai was apparently a fiend for moving.　Until his death at age

89, he was said to have changed his residence 93 times.　He enjoyed changing his environment, as he

said he hoped to move 100 times in his lifetime.　Perhaps his frequent relocation enlivened his style

of art, which continue to evolve until the end.”　Second, Poet Hiroshi describes this bittersweet sen-

timent, “Spring is the peak of moving season.　I am leaving this place that is marked with my own

time.　I am sad because I am leaving behind many memories I cannot take with me.　I swear to

come back and retrieve you.”　When students are settled down in their new environment in the fu-

ture, he may remember this column on moving with Hokusai Katsushika and Hiroshi Sekine.

The fourth one is about “Winnie the Pooh”, which is one of the famous literary works.　Every-

body knows the name of Pooh but nobody knows the things written in this column.　The column in-

cludes two impressive things : First, “The fictional Hundred Acre Wood, home of Winnie the Pooh

and his friends in A.A. Milne’s (1882-1956) classic children’s stories, was not entirely a figment of the

author’s imagination.　It was actually modeled on Five Hundred Acre Wood in southeastern England,

and Milne owned a farm on the edge of this forest.”　Second, “Milne invited English book illustrator

E.H. Shepard (1879-1976) to Five Hundred Acre Wood to work on the Pooh books.　His original

hand-drawn map of the forest was auctioned and sold for 63 million yen, setting a record price for a

book illustration.”　This column will become an unforgettable one for students.

The fifth one is about “children’s imaginations,” which is a good material for students to remem-

ber their childhood.　The following is what Kazuko Imai, a nursing school teacher and child care ex-

pert, says in her book : “She is convinced that small children and poets share an ability to be at one

with the objects of their observation.”　In addition, the following is a recent news from France :

“France will lower the age of compulsory education from six to three in autumn 2019.　According to

European media reports, 97 percent of 3-year-olds in France are currently enrolled in nursery

school.”　It is a good topic for students to think whether three is too premature an age at which to

start compulsory education.

The sixth one is about “The Meiji Restoration.”　It is the historical topic everybody knows, but

it includes something serious to think of the Aizu region : “Tadashi Munakata, 85, a former chairman

of the Aizuwakamatsu municipal board of education said that the anti-Tokugawa Satsuma and Choshu

forces advanced into the Aizu region, and many citizens were killed.　He is indignant about how pre-

war school textbooks described the Aizu han as a province that turned against the pro-imperial forces.　But the textbooks, written for militarist education, also praised the members of the Byakkotai, a mili-

tary unit of teenage samurai organized by the Aizu han for the Boshin War, who collectively commit-


ted suicide amid the looming defeat of their domain.”　This is the column related to tragedy of history

that interests students.

In this study, I picked up important passages from six columns which have different features.　They are good teaching materials for senior high school students.　In the next study, I should consid-

er the rest of information or knowledge that I did not select in the columns.　I utilize some parts of

the columns that are useful in “summary.”　I have to think how to give other knowledge or informa-

tion mentioned above.　What is the most important thing is that students have an interest in reading

to expand their knowledge.

4.　Conclusion

The aim of this study is to suggest how to encourage senior high school students to have their

own ideas through reading.　Columns that are filled with a lot of interesting topics about culture and

current issues are useful in expanding knowledge for students to talk.　Vox Populi Vox Dei” (Tensei

Jingo) of The Asahi Shimbun is utilized as one of the famous columns in the newspapers because even

high school students know the column very well.　It is worthy of attention as one of teaching materi-

als if it is efficiently utilized in class.

This study consists of “questions and answers,” “summary,” and “opinions.”　Several important

passages which are useful in summarizing each column are selected.　Students are required to fill the

blanks and complete the answers.　Students are called for combining the answers into one passage

that is equivalent to “summary.”　Then, they think of the summary again and come up with their own

ideas about the topics.　Through these procedures, they will think up their thoughts and learn the

fundamental ways to talk coherently.

Six columns that include typical features are presented in this study.　The first column is about

Cleaning : “During the FIFA World Cup, Japanese supporters surprised the foreign media by picking

up rubbish in the stadium.　Cleaning up is an extension of basic behaviors that are taught in school

(BBC).”　The second one is about Beethoven : “Beethoven’s Symphony Ninth was first performed

by German prisoners in the camp.　There were also lectures on German history and other subjects

by themselves.”　The third one is about Hokusai Katsushika : “Hokusai changed his residence 93

times.　Spring is the moving season.　People may feel like acquiring a new identity.”　The fourth

one is about Winnie the Pooh : “The fictional home of Winnie the Pooh in A.A. Milne’s stories was

not a figment of the imagination.　Milne owned a farm in southeastern England.　E.H. Shepard’s

original hand-drawn map of the forest was sold for 63 million yen.”　The fifth one is about children’s

imaginations : “A boy said that the plain was doodling in the sky.　A girl said that morning glories

were napping because they had to get up early in the morning.　Small children are just like poets.”　The sixth one is about the Meiji Restoration : “Japan is celebrating the 150th anniversary of the Meiji

Restoration.　However, people in Aizu have put up flags about the Boshin war.”

In this study, interrogative sentences are utilized effectively.　They are based on the natural

way of thinking or arranging things in mind when we keep a diary.　We naturally encounter or under-

go a lot of things every day and keep such knowledge or events in mind inconsistently.　When we


keep a diary, we may utilize the combination between questions and answers.　It may be one of the

effective ways to organize or arrange ideas in order.　I make use of this natural way of thinking to the

new approach to simplify the columns.　It means that the contents of the passages selected here are

simplified by “questions and answers.”　The first process will link appropriately to “summary” and

“opinions” in the following stages.

Only reading or careful translation is not enough to make up coherent ideas.　The form of ques-

tions can make students concentrate on the important points in the paragraphs.　Good questions giv-

en by the teachers in the first stage will become one of the valuable factors when they step up to the

second stage to summarize.　In “Opinions” of the final stage, teachers will be able to expect the opin-

ions of the students, which are not clichés.

In the next study, I would like to pick up as many passages as possible from the columns that are

useful for having a talk with foreigners.　If students understand a practical value that columns have,

they will be motivated to study more.

References

Ministry of Education, Culture, Sports Science and Technology [MEXT]. (2015).　Gurobaruka ni taioushita eigokyoui-

ku kaikaku jisshikeikaku.　[The enforcement plan for the reform of English teaching adjusted to globalization].　Retrieved from http:// www.mext.go.jp/a_menu /kokusai/gaikokugo/1343704.htm

Shibata, N. (2017).　Practical report on encouraging high school students to learn editorials.　Bulletin of the Faculty of

Human Development and Culture Fukushima University, No. 26, 2017, 1-11.

Vox populi. (2018a).　Japan won’t lift World Cup, but considerate fans raised the spirits.　Retrieved from http://www.

asahi.com/ajw/articles/AJ201807040032.html

Vox populi. (2018b).　Significance of Symphony No. 9 to Japan cannot be underplayed.　Retrieved from http://www.


Vox populi. (2018c).　Moving house less sweet, more bitter in a truck driver shortage.　Retrieved from http://www.


Vox populi. (2018d).　Auction of Winnie the Pooh map brings back fond memories.　Retrieved from http://www.asahi.

com/ajw/articles/AJ201807140011.html

Vox populi. (2018e).　Sky could be the limit for all kids if school from 3 is handled right.　Retrieved from http://www.


Vox populi. (2018f).　Aizu region still regards the Meiji Restoration with some resentment.　Retrieved from http://

www.asahi.com/ajw/articles/AJ201803340023.html

(Received September 27, 2018)

encouraging senior high school students to have their own ... · in this study, “vox populi vox...

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