A Historical Perspective of Architecture Education at Waseda University in Japan: Analyses of the Waseda Architecture Lecture Notes for Correspondence Education in the early Shōwa period

ABSTRACT The dawn of modern architecture education in Japan came as the Meiji Administration established public universities and technical training schools. During the the end of the Taishō period (1912–1926) to the Shōwa period (1926–1989), with rapid social modernization, construction technologies also needed to be modernized. In the private education sector, Waseda University, the pioneer in individualized architecture education, introduced and implemented a special education system called correspondence education (a form of distance learning) in the early Shōwa period to serve the society’s demand for architectural professionals and technicians. The Waseda Architecture Lecture Notes, used as course materials for correspondence education, play a vital role in understanding Japanese architectural education’s founding period. This paper focuses on current storage locations, publication time frames, educational background of the lecturers, proportional arrangements of the various subjects, as well as the design and characteristics of lecture syllabi of the Waseda Architecture Lecture notes. This analysis reveals that the Waseda Architecture Lecture Notes had specifically emphasized on architectonics courses. Therefore, Waseda University made significant contributions to the national reserve and the cultivation of architectural specialists through the distance learning approach tailored to the historical context of the Shōwa period. Graphical Abstract


Research background
Architecture is a representation of its community and offers living space for its members, where a community could refer to a nation, an ethnicity, or a society. Architecture is also a product of the compound of different complex technologies and techniques. Therefore, architectural education is essential to understanding the subject of Architecture. Architectural education also has a particularly wide range of basic learning blocks in terms of specializations, including not only the technologies but also the cultural wisdom and sociality that humans have built up over the past.
During Japan's opening of its country and economy to the outside world in the Meiji period , western technology was introduced, and Japan's modernization began (Watanabe 1991). The Meiji government established the Imperial College of Engineering (later the University of Tokyo) to train human resources for national architecture and urban design with a focus on Western eclectic architecture 1) . The Japanese architecture of this period was designed by foreigners and built by Japanese carpenters using traditional Japanese techniques.
As modernization progressed, the need for technology for housing and construction companies became more widespread. At the time, there was also an urgent need for architectural technicians to support the construction industry. It is obvious that the university education of the University of Tokyo alone is not enough. Therefore, institutions such as the Tokyo Workers' School (later Tokyo Institute of Technology) were established from the latter half of the Meiji period, to educate human resources on the lower structure. The period from the end of the Taishō period (1912)(1913)(1914)(1915)(1916)(1917)(1918)(1919)(1920)(1921)(1922)(1923)(1924)(1925)(1926) to the Shōwa period  was when imported technologies and labor were replaced by self-sustaining ones, and these technologies were spread through books or textbooks (Kakuta 2016). In other words, this period corresponded to the period when the initiative shifted from hiring foreigners to using Japan's own researchers and engineers. Furthermore, economic development in this period led to the establishment of engineer education.
Also in response to this need, Waseda University (which could be referred to Figure 1) founded the Waseda Technical School (a form of evening school) and introduced a remote learning program called correspondence education, which together with Waseda Technical School, catered to the specific demand for professional technicians, as the contemporaneous architecture technologies relied significantly on the auxiliary support (NAITō tachū 1929b). The correspondence education had been a significant complement to the traditional educational approaches. Using the Waseda Lecture Notes as textbooks and course materials, the educational institution served all kinds of people who lacked the time or economic resources to go to school or lived in remote areas. Its mission also went beyond traditional educational purposes. While the institution still furnished its students with technical skills, it also strived to promote public awareness and understanding of architecture expertise and cultivate public interest in general and specific architecture areas within architecture. Its primary medium, the Waseda Architecture Lecture Notes, was written, compiled and edited by teachers in Department of Architecture, Waseda University, and published by Waseda University Press. This whole education system was called Off-Campus Education, and those who purchased these lecture notes became Off-Campus Students.

Research purpose and significance
Most studies of modern architectural education in Japan have focused on university education, but university education at that time was basically in the form of lectures, and there are no systematic textbooks left. Thus it is difficult to understand exactly what was taught at that time. However, as discussed in the previous section, there was another form of architectural remote education called correspondence education in the Shōwa period to meet the needs of society, and the aspect of most importance is that correspondence education had its own unique textbooks -Lecture Notes. Even though many of the Lecture Notes of this founding period of architectural education were scattered or lost, fortunately, the authors noticed that some of the Lecture Notes used in the correspondence education still remained in the libraries at Waseda University Department of Architectural History. The authors then took this opportunity to collect and organize the lecture notes, which offered us valuable insights into restoring the actual situation of architectural education at Waseda University in the early Shōwa period. The correspondence education lecture notes could also help us clarify the technical level in the correspondence education courses at Waseda University, and could reveal the quality of engineers that were required at that time. Finally, this research could reach a consensus on the actual disposition of how architectural education from the end of the Taishō period (1912)(1913)(1914)(1915)(1916)(1917)(1918)(1919)(1920)(1921)(1922)(1923)(1924)(1925)(1926) to the Shōwa period  responded to the progression of the needs of society, how educational purposes were divided between public and private sectors of architectural education, or how education subjects were split.

Review of previous literature
As a renowned, comprehensive review of modern Japanese architecture history, the Modern Japanese Architecture Development History published by Japan Architectural Review is a cornerstone work for research on modern architecture education in Japan. It summarized the education systems of major universities, including the University of Tokyo, Waseda University, Kyoto University, etc. It offered an evolving roster of professors and lecturers in the third section of Chapter 11. It also went on to discuss the variations in specialized subjects, in terms of contents and schedules in the fourth section (Japan Architectural Review 1972). However, the introductory nature of this encyclopaedic work limited its scholarship in traditional educational institutions such as Waseda University Department of Architecture, without extending to the technical schools and the correspondence education systems.
More relevant research can be found in Nakajima Hisao's publication (Nakajima 1987). He mentioned that Japanese architects' compilation in Japanese architecture originated in the early Meiji Period, when Japanese architects started to translate European and American architectural publications into Japanese. After Meiji 20 th (1887), Japanese architects began to compile and edit lecture notes on architecture for publication. Table 1 briefly summarizes the lecture notes published and issued during the Taishō period and the early Shōwa period, among which the Waseda Architecture Lecture Notes were a set of comprehensive, well-organized lecture notes written and edited by professors from Waseda University.
Ikuo Hirayama shed additional light on the Meiji 27 th Taki Daikichi Architecture Lecture Notes mentioned in Hisao Nakajima's publications. He analyzed Daikichi Taki's activities in Osaka and studied various aspects of the lecture notes used in the technical evening schools, including course schedules, contents of the lecture notes, and the publishing process of the separated and combined volumes (Hirayama 2018).
There is also a previous publication specifically dedicated to the architecture education of Waseda University. In the magazine, Takahide Horii presented the two education systems available during the early establishment of the Waseda University (Horii, Motohashi, and Nakatani 2013). However, as Horii's research focused more on the education outlook of renowned professors including Professor Kōichi Satō and Professor Tachū Naitō, it only briefly summarized the two education systems without a detailed analysis into the specific institutional arrangements of each education system, such as course schedules and textbook contents.
Additionally, valuable information on correspondence education of Waseda University can also be found from Waseda University Archives of Nao Hiroki. 2016 Spring Exhibition of Waseda University presented ample details of the origins, development, and finale of correspondence education in the university. It also exhibited the profiles of some graduates of the correspondence education at Waseda University who went on to become professors and social celebrities (Horii, Motohashi, and Nakatani 2013). However, it did not provide more than an introduction of the contents of the correspondence education itself.
This article will focus specifically on the Waseda Architecture Lecture Notes used in the correspondence

Research methods
This study located and summarized all the first-hand architecture lecture notes shelved at Waseda University and analyzed the contents against the historical context around its publication. This paper aims to produce an overview of the development of course arrangements, specifically regarding the subject allocation and specific content throughout different versions of the course materials. Based on these analyses, this article aims to grasp the context of the correspondence education of Waseda University in the early Shōwa period, and to

Correspondence education at Waseda University
As mentioned above, in the 2016 Spring Exhibition, Waseda University Center of University History conducted a systematic and comprehensive overview of correspondence education in Waseda University as a whole. A summary is provided below. Correspondence education as an independent and complete educational system in Waseda University was introduced and established by Professor Sanae Takata, the first Principal of Waseda University, in 1886. This system served potential students who lacked economic resources, lived too far away, or simply lack the time for a consistent full-time or evening-only education program (Horii, Motohashi, and Nakatani 2013)With this intention in mind, the system invited professors and scholars to write and compile course materials that could be later assembled and mailed to the offcampus students, and thus freed both teachers and students of the time and geographic limitations against general mass education.
Sanae Takada made significant contributions to the compilation and publication of these course materials that became lecture notes. He was one of the earliest authors of the lecture notes used in the Correspondence Lecture Seminar 2) . He also proposed and mobilized the publication of the Waseda University lecture notes. He invited most tenured professors and teachers at Waseda University to participate in writing the lecture notes, and entrusted the publication processing with Keita Yokota, who shared his vision and ambitions. After Keita Yokota ceased to work in this area, the responsibility of publication internalized into Waseda University and went under the charge of the Tokyo College Press, the predecessor of today's Waseda University Press. The earliest publications were Lecture Notes of Department of Political Science and Lecture Notes of School of Law; each volume contained 60 pages and charged 8Yen. This vision of open university 3) was deeply rooted and pervaded into future correspondence education at Waseda University.
Lecture notes were the vital medium and channel of education at that time. These materials not only helped a lot of off-campus students personally, but also extended the scope and depth of Waseda University.

Publication and distribution
Previous literature shows inconsistencies in the time frame during which the Waseda Architecture Lecture Notes were published and distributed. As mentioned in Section 1.2, Hisao Nakajima dated the lecture notes from Shōwa 4 th (1929) (Nakajima 1987), while Takahide Horii identified twenty-one reprints and distributions between 1926 and 1939 (Horii, Motohashi, and Nakatani 2013). This research aims to address this inconsistency over the publication and distribution of the lecture notes.
A preceding context can be found in Waseda University Press: A History of 100 Years. In October 1928, the Waseda University Press published the Pre-College Lecture Notes of Electrical Engineering. The unexpected popularity encouraged the Press to plan further publishing of lecture notes in other subjects, including architecture, and expand recruiting of publication staff. On October 1929, the project of the Waseda Architecture Lecture Notes officially launched.
A summary compiled through Waseda Lecture Notes Samples (Waseda University 1929) ) in Tables 2 and 3 can provide better insights into the publishing and distribu- tion of the lecture notes. It showed that the original edition was published in October Shōwa 4 th (1929). According to the last version of Waseda Architecture Lecture Notes Shōwa 17 th collected, it accurately recorded this version was the 26 th lecture notes which issued from October Shōwa 17 th (1942) to March Shōwa 19 th (1944). It showed that the whole set of the Waseda Architecture Notes were published every April and October, Shōwa 4 th (1929), and March, Shōwa 19 th (1944), a total of 26 times include the original edition. From the original to the third edition were published 6 volumes included Overview and History, Material and Construction, Implementation Plan, Equipment, Drawing and Architecture Plan. From the fourth edition to the final edition were published 18 volumns. Therefore, we could conclude both Hisao Nakajima and Horii Takahide slightly missed the accurate publication periods.
In summary, the Waseda Architecture Lecture Notes were written and compiled by professors from Waseda University Department of Architecture, and were published by the Waseda University Press. Each volume of the notes consisted of the typical textbook materials, short essays written by professors, introductory essays on architecture topics, and the editors' afterword. Architecture topics were a daily practice to insert breaks in each lesson and provide light architecture-related facts to off-campus students. For providing extracurricular knowledge to off-campus students, short essays written by professors were posted, and the editorial department was responsible for incorporating current events. The textbook materials covered various topics including history, materials and tectonics, construction, equipment, drawing, design, as well as a few special lectures. All the subjects were consolidated in 18 volumes. Assignments between the volumes depended on the contents of the issue: some might take up one or two volumes, while others with fewer contents were compiled into one single volume. The off-campus students had the freedom to pick the useful volume(s) for purchasing (Waseda University 1929). University has 15 volumes. Kyoto Institute of Technology has 10 volumes. All the lecture notes, except for those stored at Nagoya University and Kyoto Institute of Technology, were collected and analyzed in detail, including the original contents, the advertisements attached, the editors' afterword, etc, to track and chronicle each of the volumes.

Review of the content and its development
Our research work in this area started from consolidating the four sets of the notes altogether, and we ran a thorough review of the contents of the Lecture Notes, attached advertisements, and the editors' afterword.

Set I: the Suzuki Collection
This was a personal collection. The front page was only embellished with letters "The Suzuki Collection", and was enclosed by a brown hardcover, the same as in the Waseda Lecture Notes advertisements and were apparent traces of splitting and rebinding. The collection consisted of 7 volumes of specific subjects, and 1 volume of appendix, the contents of each volume is shown in Table 7 below. Two further investigations into its contents highlighted a piece of the introduction of topics (Waseda University 1929). The first one introduced the Bauhaus, "It has been 10 years since Walter Gropius established the Bauhaus in 1919." we could infer that the Suzuki Collection was published in 1929 (Shōwa 4 th ). The second investigation showed a decorative painting on the theme of a horse made by an unknown craftsman. The editor mentioned, "Next year is the year of the horse; we would like to use this as a New Year's greeting to you in advance." 1930 after 1929 is the Year of the Horse, which also validated the previous inference.
Meanwhile, in one of the short essays, Professor Nakao mentioned, "The term international architecture was advocated by Walter Gropius in 1928, but it appeared in Japan in July 1927. Now on the verge of entering 1930, I desperately hope that young architects can work hard." (Waseda University 1929) which implied that this set was published right before 1930, which matches our hypothesis that it was the original edition in 1929 (Shōwa 4 th ).
To sum up, the Suzuki Collection comes from the original edition of the Lecture Notes in Shōwa 4 th .

Set II: no cover
This set had 16 volumes of specific subjects and 2 volumes of appendices. It was from the Rare Books Archive and was also undated. The particular contents are shown in the Table 8.
The subjects were incomplete, so we could not determine the publication time simply based on the subject names. A further investigation into its contents highlighted a piece of editors' afterword. It mentions, "The mid-October this year will witness the 50 th anniversary of Waseda University, and the University will host a week-long celebration. The University Press plans to take this opportunity and to host an off-campus conference, and we invite all of you to actively get  involved." (Waseda University 1932) This celebration referred to the 50 th anniversary ceremony of Waseda University and helped us identify the publication as around Shōwa 7 th (1932). Some additional information can also be extracted from the other pieces of the afterword, which mentioned that the publication of Modern Architecture Survey, History of Arts and Crafts, and Introduction to Architecture was in early summer; the publication of Japanese Home Tectonics, and Shrines and Temples were in mid-summer, and the publication of Electric Lighting, Electric Engineering, Construction Planning was in the fall (Waseda University 1932). This additional information could help us pinpoint that the whole set was published starting April, Shōwa 7 th (1932).
A quick comparison showed that the 16 subjects in both editions were all the same except for "Machinery equipment", in which an additional three chapter, covering gas equipment, freezing equipment, and miscellaneous equipment.

Set III: Shōwa 15 th (1940)
This collection in the Archive only consisted of eight volumes, and the detailed contents were listed in the Table 9 (Waseda University 1940).
Again, by comparison with the earlier ones, the specific contents were still the same except for "Machinery Equipment", in which this version abridged the Miscellaneous Equipment chapter.
Therefore, we could reach the preliminary conclusion that design courses were generally consistent and rarely under revision, but the "Machinery Equipment" course was under constant editing and rewriting, and the newer version offered a more in-depth tutorial in order to make the equipment more suitable for the use of the building.

Set IV: Shōwa 17 th (1942)
This collection was found in the Rare Books Archive, 1-17 volumes could be integrated and the specific contents were listed in Tables 10 and 11 (Waseda University 1942).
The two years between this edition and the previous Shōwa 15 th edition witnessed significant changes in the subject allocation and course contents. The detailed difference could be found as follows.
・Architecture Outline: As for the architectural history, we compared the contents of the different versions of the Waseda. University Lecture Notes samples from Shōwa 4 th , Shōwa 7 th , Shōwa 15 th and Shōwa 17 th . We find that the Japanese architectural history did not undergo significant change during this period, while one chapter of prototype architecture was deleted from Western architectural history. Therefore, no exceptional development was seen within the education of the subject of architectural history.
・Western Countries Architectural History: As for architectural history, we could not conduct a comprehensive comparison due to the lack of. reserve at hand. We only have the version from Shōwa 17 th .
・Architectural Surveying: As for the survey, compass measurement and instrumental correction have been deleted.
・General Architecture Structural Methods: The contents are the same, but were re-edited and adjusted in the teaching sequence.
・Structural Dynamics: The versions from Shōwa 4 th and Shōwa 15 th are organized around the powerful beams and. frames as the core of the curriculum. However, in the Shōwa 17 th version, beams and frames are integrated into Chapter 2, the Frame Mechanics. Chapter 3 and Chapter 4 of Shōwa 4 th are expanded from the original building to the mechanics of building itself and the surroundings.
・Architecture Electrical Construction: The chapter on significance for buildings is abridged compared to the Shōwa 4 th version.
・Mechanical Equipment: The Shōwa 15 th version adds two chapters based on the Shōwa 4 th version, and the Shōwa 17 th version adds three more additional chapters.
・Air Conditioning Method: Some of the previous contents about heating/cooling settings are integrated into two chapters here. Information about air equipment is added.
・Contract Plan and Equipment: The Shōwa 4 th version focuses on microscopic demonstrations of the construction equipment; the Shōwa 17 th version focuses on a broad picture of the whole building and teaches through reviewing the constructional purposes and the scopes of construction of the buildings. ・Specification: The contents about wooden construction work discussed by the Shōwa 4 th version is moved to the syllabus of the new course, Wood Construction. ・Integration: Chapters are re-sequenced, but the contents remain the same.
・Sun Light and Lighting: The versions from Shōwa 4 th and Shōwa 15 th explain the relationship between sunlight and buildings, including the location of the sun, the physical features of the sunlight, and the illuminance spectrum of all kinds of light through the windows. The Shōwa 17 th version compresses everything into the first chapter and adds the discussion of manual control of lighting into the rest of the chapters.
・Sanitation Engineering: The same content is discussed in the original Ventilation Equipment course.
・Manchuria Architecture: Newly added ・Architectural Acoustics: The Shōwa 17 th version has two additional pages of summary on this theme, which cover. audible sounds, volume, language clarity, etc. Chapter 2 is renamed, but the contents remain largely the same, except that the last section on noise prevention is integrated into Chapter 3. The Shōwa 17 th version is more focused in terms of content allocation. Meanwhile, it also adds a new chapter on the architecture of the broadcasting center. I will attempt to analyze the underlying rationale in connection with the social context.
・Architectural Regulations Outline: Compared with the Shōwa 4 th version, some contents from two different chapters are combined into one chapter, and a new chapter of fire-resistant areas is added.
・Housing and Housing Policy: Versions before Shōwa 15 th are more focused on the teaching of equipment related contents. The newer versions also include that of design related.
・Theatre and Cinema: The design part from the Shōwa 4 th version only introductorily discusses the stage. The Shōwa 17 th version, instead, elaborates on the comprehensive functional design of the whole theater.
・Factory Building: The versions from Shōwa 4th and Shōwa 15 th are the same. They focus on the detailed due diligence when selecting the factory's location and the explanations of each different tectonic component. More attention is devoted to the design and construction of the building itself, and less towards the functions such as lighting and construction equipment, which only take up 25 pages. The Shōwa 17 th version abridges the former part of design and construction into a 15-page brief summary in the first two chapters. It diverts the focus to the elaboration of different equipment types and how to select them. This mainly reveals the Lecture Notes' inclination towards tectonic equipment.
・Hotel and Restaurant: A single chapter 2 from the Shōwa 4 th version is enriched and expanded into three chapters of detailed elaborations.
・Office Building: The fireproof evacuation equipment part is newly added compared with the Shōwa 4 th version.
・School Building: The versions from Shōwa 4 th and Shōwa 15 th are the same. They focus on the teaching of building functions and spend 11 chapters on the school architecture. All of the contents are consolidated into a single chapter in the Shōwa 17 th version, and the remaining chapters turn to discuss tectonics and equipment. ・Store: Chapter 6 and Chapter 7 from the Shōwa 15 th version are consolidated into the new Chapter 6.
The most significant additions were Manchurian Architecture, Wooden Structures, and Sports Facilities. Again, design-related courses remained mostly intact. Three courses were deleted, but when we looked into the specific details, we found that the focus on design was adjusted. More course materials were dedicated to tectonics and equipment, which in effect increased the proportion of education in tectonic equipment.

Summary and additional information
The Waseda Architecture Lecture Notes were first published in October 1929 and last in March 1944, and were issued for the original edition and 26 times. The original edition£ the first edition and the second edition were published 6 volumes included Overview and History, Material and Construction Implementation Plan, Equipment Drawing and Architecture Plan. From the third edition to the final edition were published 18 volumes. The whole education lasted one and ahalf year for each student. The off-campus students enrolled in the correspondence education can use the Waseda University Library. No diplomas were issued upon completion of the course. Still, the students could choose to take the graduation examinations, and they would automatically become regular Waseda University students if they pass the exam.
The analyses and comparisons above showed that the current volumes were mostly stored at Waseda University, covering the versions throughout Shōwa 4 th (1929), Shōwa 7 th (1932), Shōwa 15 th (1940) and Shōwa 17 th (1942). In the first three versions, only "Machinery Equipments" underwent significant changes. Between the last two performances, significant changes were made to subject allocation, and we will address the rationale in the next chapter.

Educational background of teachers editing the notes
As we compiled this Table 12 (Waseda University 1942) below, we learned that most teachers at Waseda University were graduates from Tokyo Imperial University and Waseda University at that time. Only a few others had studied abroad. Teachers who studied in American Universities like Cornell University mostly taught Western Gardens, while more traditional and graduates of Japanese elite schools taught Japancentered courses. This implied that the architectural education conducted at Waseda University during the Shōwa period mostly followed Japanese university education traditions, and were led by Tokyo University alumni like Professor Kōichi Satō.

Subject allocation of the notes
A further review of the subject allocation of the Notes, based on the comparisons deliberated in section 3.3 of version Shōwa 17 th , was summarized in Figure 3 (NAITō tachū 1929b), presenting the composition of the lecture notes and the pages dedicated to each subject.
Courses concerning tectonics took up the largest part of the whole notes, while the architecture plan followed, and equipment ranked the 3 rd . History of architecture was only covered in Shōwa 17 th (1942) edition and took up the smallest percentage.

Specific content analysis
As summarized above, tectonics related courses constituted the largest part of all the notes. The writings teaching these subjects were also among the most detailed and in-depth. Most of them could be classified into Japanese Home Tectonics, General Tectonic Methods and Tectonic Mechanics. These three categories made up a total of 1547 pages,most of all the subjects. This reflected the particular emphasis that the Japanese architects had placed architectural tectonics, as demands for buildings and structures that were resistant to earthquakes and fires surged during that time. This phenomenon could possibly be attributed to the tragic 1923 Great Kantō earthquake (Japan Architectural Review 1939). This boost got reiterated during Shōwa 15 th (1940) and Shōwa 17 th (1942) edition, as Japan further implemented a tougher requirement for resistance to earthquakes and fires in buildings (Tano 1943).
The second-largest category of content was architectural design. Most related courses were categorized by the buildings' functions, as for each type of building serving a specific purpose, the teachers arranged for a separate subject. Within each subject, the notes started with general concepts, and the first one-third of the notes was devoted to floor plans and elevations, and the rest followed the course structures of those of tectonics courses. Depending on the specific function a building serves, the notes elaborated on each component of the building structure's tectonic purposes and equipment organisation. This teaching method also in part reflected the significance of tectonics and equipment in the architecture education realm. Within the design part of the courses, the subject allocation was mostly consistent.
The third-largest category of content was architectural equipment. The notes went into painstaking detail to discuss and teach the five significant categories of equipment widely present in buildings and structures: hygienic equipment, ventilating equipment, machinery equipment, heating/cooling equipment, and construction equipment.
Another new subject that was added in the Shōwa 15 th (1940) and 17 th edition (1942) was Wooden Structures. Japan tightened regulations on the use of materials and munitions, which in part led to the architectural trend of saving steel when constructing concrete and steel structures, and the increasing research into how to revolutionize and promote wooden buildings.

Conclusion and future work
This article performed a systematic review and analyses of Lecture Notes collected and shelved at Waseda University. The collections were mostly issued in Showa 4 th (1929), Showa 7 th (1932), Showa 15 th (1940) and Showa 17 th (1942), and covered six categories of specific subjects: Material and Construction, Equipment, Implementation Plan, Drawing, Overview and History, and Architecture Plan.
Based on the comparisons between available versions from these different years, we concluded that only the subject of machinery equipment underwent significant content modifications throughout the editions. The emphasis on tectonics curriculum was also evident in the Waseda Architecture Lecture Notes published after 1929. This aligned with the booming