An exhibition hall with an open atmosphere.

The Hokkaido University Archives stores vast amounts of resources
accumulated over the long history of Hokkaido University, which was
initially founded in 1876 as Sapporo Agricultural College. The Archives
also exhibits these materials and allows public access to communicate
the historical appeal of the University.

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05

Connect I Hokkaido University Archives

The member of the staff in the foreground of the photo is cleaning collected resources. The member of thestaff in the background is cataloging resources. The resources preserved in the Archives can be searchedon the Hokkaido University Archives website.

Head west in front of the Clark Memorial Student Centeron the south side of the Sapporo Campus, and you will finda beautiful flowerbed. The building with the triangularroof across from the flowerbed is the Hokkaido University
Archives. When the Archives was established, its materials
were housed in the Central Library building ofthe University
Library, but the Archives relocated in February 2016 to thecurrent building, which had been previously used as theInternational Student Center. Entering the building, youwill find a glass wall in front of you with a white bust of
Dr. William S. Clark coming into sight across the well-lit
Exhibition Hall.
The Archives was established 16 years ago. Discussions
on its possible establishment began on campus when project
members for the compilation of the 125-year chronicle of
the University, which had continued until 2003, felt theneed for an organization charged with preserving historical
records of the University for future generations. The
Archives was established in May 2005, thanks in part tochanges made to the public records management systemfollowing the enforcement of laws and regulations related
to the Information Disclosure Act (2001). The fact that06

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many time-honored national universities had begun todevelop their archives also gave the University the push itneeded. The Archives collects, organizes, preserves, andconducts research on official documents and other materialsof historical significance pertaining to the University while
holding exhibitions and allowing public access to theArchives for browsing and other utilization. In April 2017,
the Official Documents Room and the Historical Resources
Room, each staffed with experts, were established in theArchives.

A vast array of materials that portray the historyof the University
As an organization serving a function similar to the
National Archives of Japan, the Official Documents
Room has been designated by the Japanese governmentas part of the "National Archives of Japan, etc." based onlaws and regulations related to the Public Records andArchives Management Act. The Room is charged withpreserving and allowing public access to official documentsof historical significance. Under its management are hugeFeature: Connect

numbers of official documents, including those related
to the management and operation of the University(e.g., conference records; the establishment, revision andabolition of organizations), accounting (e.g., budgets,
account settlements), student affairs (e.g., syllabi, student
handbooks, alumni lists), research (e.g., intellectual property,
subsidized projects), facilities (e.g., architectural drawings),
and international exchanges (e.g., inter-university exchange
agreements). Executive and Vice-President Fumihiko
Yamamoto, who serves as the director of the Archives, says,"The primary mission of the Hokkaido University Archives
is to secure the preservation of various official documents inorder to show the history of the University."
Like the Official Documents Room, the Historical
Resources Room has been designated as part of the"facilities holding materials of historical significance" basedon laws and regulations related to the Public Records andArchives Management Act. The room is charged withcollecting, organizing, preserving, and allowing publicaccess to historical materials other than official documents.
In fact, it collects all sorts of materials, whether belonging toindividuals or to groups, including those related to campus
life (e.g., publications by departments and student clubs,
student diaries and lecture notes, Hokkaido University
Festival pamphlets, teacher evaluation lists written by
students) and those related to labs and alumni associations.
The staff's steadfast calls for cooperation with their resource
collection via the Archives' website and alumni newslettershave helped to unearth unexpected materials and interesting
items.
The historical materials go beyond those related to well­known people such as lnazo Nitobe and Kingo Miyabe.
They also include many valuable materials unrelated tofamous figures-records, teaching materials, photos-thatshow what the University was like. Further, architectural
drawings and other documents from the days of Sapporo
Agricultural College have remained unchanged. Materials
from immediate postwar years include the signboard froma stop on the streetcar route that once passed in front of the
University and a memo about a cafeteria menu. These items,
that nobody thought would ever bear historical significance,
are also essential constituents of tracing the history of the
University today.

Architectural drawing for the Sapporo Agricultural College Lecture Hall
for Agricultural Course.

Records about the Sapporo Agricultural College Keiteki-Ryo (student
dorm). Menus of dishes served at the dorm are in the foreground of thephoto.

Storeroom for official documents.

The mission of passing down the history of the
University
These materials can be browsed in the Archives. The
permanent exhibition, on the theme of "Groups of
Hokkaido University Alumni: Protagonists in the 150-year
History of Hokkaido University," showcases photos andother materials depicting students from different periodsof time, including years following the establishment of
Sapporo Agricultural College, prewar and postwar years,
and the years of student protests. Further, exhibits featuring
the history of Enyu Night School, which was establishedby lnazo Nitobe and his wife Mary for child day-laborers,

A portion of the official
documents issued since
the years of Sapporo
Agricultural College.
They are available forbrowsing in the reading
room.

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Connect I Hokkaido University Archives

The special exhibition held in 2019 entitled "The Rocky Road from Female Self-Instruction to Coeducation at Hokkaido
University: A look back 70 years after the University relaunch under the new system of education" was so popular that theArchives has decided to keep the exhibition on display until the next exhibition. (To visit the exhibition, reservations are required.)include a letter addressed to such children by the couple
prior to the school's opening and materials left behind by
the school's alumni.
The Archives also holds special exhibitions periodicallyto promote exchanges with the community. Associate
Professor Takaaki Inoue at the Archives stresses that not
only is collecting materials a hallmark of the Archives, but
so is actively advancing research. During their research, staff
at times gain inspiration for specially themed exhibitions.
An exhibition held in 2019 entitled "The Rocky Road
from Female Self-Instruction to Coeducation at Hokkaido
University: A look back 70 years after the University
relaunch under a new system of education" showcased
materials about Sechi Kato, who in 1918 became thefirst woman to study at the University (admitted not as aregular srudent, but as a special student entitled to take all
courses and research guidance provided to regular students);
materials featuring the determination of female students tofurther their studies when women's university admission was
still not formally acknowledged; and materials concerning
twists and turns leading up to the establishment of a coedsystem after World War II. Going forward, the Archives
plans to work with the Hokkaido University Museum tohost an exhibition featuring the Miyazawa-Lane Case, aprewar case of false accusation in which the University's
response came under attack. ''I'm fully aware that there are
critical opinions about our university, but its mission is toconvey to future generations the facts revealed by materials
left behind," says Director Yamamoto. The Archives also
hosts guided exhibition tours on Open Campus days andUniversity Festival days to raise public interest in the historyof the University.
The Archives is a repository of the University's history.

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A special exhibition (in July 2019) entitled "An Exhibition on Shops around
Hokkaido Imperial University as Advertised in the College Newspaper (1926- 1945)" was held as part of a local cultural event known as Culture Night.

Associate Professor Inoue lectures on the history of the University to juniorhigh school students on a school excursion (4th-floor auditorium, School of
Agriculture; September 2019).

Feature: Connect

Visitors vary in age and purpose of visit and haveincluded people looking into the history of Hokkaido,
graduates of the University who came to perusematerials from the years they were in school, people
who learned the University was their grandfather'salma mater and came to look at materials from theyears of their grandfather's attendance, T V crews whocame to verify facts for a quiz show, and junior highschool students who came to study the history of the
University in their social studies field class. Today, due
to the COVID-19 pandemic, reservations are required
to browse materials in the Archives. Prospective
visitors are therefore kindly advised to check the latest
information in advance on the website of the Archives.

Looking toward the compilation of a 150y ear chronicle of the University, and beyond

Photographing official documents of historical significance. Digitization co archive
huge numbers of official documents and ocher materials is in the works.

The University is set to celebrate its 150th anniversary in
2026. Playing a vital role in compiling the chronicles of
the University, the Archives established the Preparatory
Office for the Compilation of a 150-Year Chronicle of
Hokkaido University in the 2018 academic year. The
office was renamed the Office for the Compilation of
a 150-Year Chronicle of Hokkaido University in the2021 academic year, stepping up efforts to shed lighton the University's 150-year history by using various
media, including records, documents, and researchdata.
For the success of the 150-Year Chronicle of
Hokkaido University compilation project, it is essential
to cooperate with the Hokkaido University Museum,the University Library, the Botanic Garden, and otherorganizations on campus. Such cooperation is nothing
new, as the Archives co-hosted an exhibition featuringholdings of the Library dating from the years of
Sapporo Agricultural College and historical materials
in the Archives. The Archives has also worked with the
Library and Botanic Garden to digitize old photographs
on dry plates (glass plates for storing images akin to film
photos on rolls of negatives). However, the Archives hopes
to ramp up cooperation with organizations sharing the aimof contributing to the community.
With the holdings of the Archives increasing, the staff
is torn between joy and distress. While they face myriad
problems, including finite storage space, a shortage of
personnel to organize materials, and diversifying userneeds, Assistant Professor Inoue says, ''I'd like the Archives
to be a facility where visitors can learn all that there is toknow about the history of the University." While significant
decisions on the amounts of storage space and the workload
will be necessary, preserving the ambiance of olden days­for example, in the quality of paper-is also important infeeling the history of the University.
Today, materials prepared at the University are also
being digitized. In addition to the accelerating digitization

Journals enticled Natto and published by Professor Jun Hanzawa (a Doctor of
Agriculture) at Hokkaido Imperial University (from the inaugural issue, publishedin 1919, co the third issue, published in 1921). Professor Hanzawa contributed cothe dissemination of a hygienic method for producing natto (fermented soybeans)and has been known as the foremost leader on bacterial research in Japan. The
history of natto production has been handed down in today's Laboratory of Applied
Mycology in the Research Faculty of Agriculture.

of course materials and notes due to the spread of online
classes, communication in departments and student clubs
increasingly take place online. Under these circumstances,
determining what to leave behind for future generations andhow to leave it behind is a difficult task.
Director Yamamoto says, "We hope to create many
opportunities not only for visitors, but also for current
students and teaching and administrative staff to learn thehistory of the University. I'd be more than happy if theylearned about the history of the University, that was initiallyfounded as Sapporo Agricultural College and thrived as
one of the very first degree-granting institutions of higher
education in Japan, so that they' ll deepen their fondness forthe school to which they belong."
Archival materials conjure up memories in many people.
As visitors learn the past through historical materials, the
Hokkaido University Archives plays a crucial role in passing
the thoughts of our predecessors on to the future.

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09

Challenge to the problems of food, land andwater resources expanding on a global scale
The Global Center for Food, Land and Water Resources (GCF), the Research Faculty of Agriculture
invites top researchers from around the world to work on joint research projects. The GCF also
fosters future global leaders by using the fruits of these research projects in graduate education.
The world population is forecast to exceed nine billion by
2050 due to the unprecedented population explosion. In
addition, world food production is on the verge of collapse
due to climate change that is intensifying on a global
scale. Solving the problems related to food resources is
so important that the UN adopted "Zero Hunger" as thesecond Sustainable Development Goal (SDG2).
In April 2020, the Global Center for Food, Landand Water Resources (GCF) was established in the
Research Faculty of Agriculture. The GCF is a researchorganization that tackles problems involving food, land,
and water resources around the world, as it has carriedover the functions of the Global Station for Food, Landand Water Resources established in 2015 in Hokkaido
University's Global Institution for Collaborative Researchand Education (GI-CoRE)*1• The GCF also cultivates
human resources by using the fruits of its research projects
in the programs of the Graduate School of Global Food
Resources, established in 2017.

A global center for advanced collaborative research
Professor Masashi Takahashi, the director of the GCF andthe dean of the Graduate School of Global Food Resources,
10

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describes the GCF as an organization that has developed asa center of international joint research to comprehensively
address diverse food-related problems. "Our goal is todevelop the next generation of leading human resources
through our multifaceted research approach and educational
programs that integrate the humanities and the sciences,"says Director Takahashi. The Center aims to develop"glocal" (coined word covering "global" and "local")leaders who grasp food issues from various viewpoints including those of production, environment, management,
and economy - and who contribute to local communities
by taking global perspectives. Hokkaido University ranked
first in Japan for two consecutive years (2021-2021) in
the Times Higher Education (THE) University Impact
Rankings*2, which assess each university's contribution tosociety using the framework of the Sustainable Development
Goals (SDGs). The University ranked particularly high for
SDG2, to which the GCF's efforts have made a significant
contribution.
The GCF focuses on problems involving land andmarine food resources pertaining primarily to agriculture,animal husbandry, and fisheries. Here, intensive studies
and collaborations are under way on the topics including
factors affecting crop yields, measures against the depletion

of fisheries resources caused by overfishing, and marine
resource management. As an example, cooperation with
the Japan International Cooperation Agency (JICA),
the GCF will soon launch a project to increase foodproduction by combining agriculture with animalhusbandry. Furthermore, the GCF covers a wide arrayof research areas, including environmental assessments
involving bioenergy utilization,nitrogen cycle in soil, andmarine bioplastic pollution. Not only do the GCF research
projects involve food production (technology), processing,preservation, and distribution, but they are also related tonational policies concerning food safety, environmental
problems, health problems of producers and consumers,
economic conditions, and national food security. To
tackle these problems, researchers need to know cover notgeographical characteristics, but also political, economic,
ethnic, cultural, historical, ideological, and other aspects.
For this reason, the GCF promotes joint research withoverseas researchers while stepping up interdisciplinary
education that integrates the humanities and sciences withthe cooperation of relevant departments on campus. Thismeans students can study sciences (e.g., the sciences ofagriculture, engineering, fisheries, environment, and healthand hygiene) and the humanities (e.g., political science,
economics, and pedagogy) simultaneously. The GCF
faculty consists of 10 Hokkaido University faculty members
and 15 overseas instructors. International faculty members
from various countries are engaged in research in their areasof specialization, and all faculty members at the GCF teachin the Graduate School of Global Food Resources.

A graduate school offering practical education
programs
The Graduate School of Global Food Resources advocatesthe development ofT-shaped skills to help students broaden
and deepen their expertise. All lectures are driven in
English. "Some undergrads who think about entering theschool hesitate when they learn about the lectures being
given in English, but they will increase their English ability
once enrolled so they don't need to worry about it," says
Professor Takashi Inoue, the previous director of the GCF.
He states that the number of applicants has consistently
exceeded the quota since the school's establishment, andthey feel sorry that they have been unable to accept all ofthem. Director Takahashi emphasizes the advantages oflearning firsthand about leading edge research overseas.
"We welcome the students who aspire to help solve foodproblems," he says. He hopes such students will broaden
their perspectives by learning that there are many ways ofcontributing to solutions to food resource problems.
In the curriculum, the overseas fieldwork courses
Wandervogel Study in Global Food Resources I and II
are of particular interest among students. They provide

The GCF holds international symposiums disseminates
research results to the world. Once the COVID-19 pandemic
clouds become clear, the global green recovery of foodresources is expected. Last year's symposium, entitled "From
COVID-19," centered on themes of social science, such as foodpolicy and hunger.
These symposiums are also open to students at theGraduate School of Global Food Resources. Prizes are awarded
to students who make outstanding presentations in a student
competition, an opportunity where they can demonstrate theskills they have honed in class.

Lecture at the Graduate School of Global Food Resources.

students with an opportunity for a tour of observations
and practical trainings for about two weeks. Wandervogel
Study I focuses on agriculture, environment, andcommunities in Denmark, whereas Wandervogel Study II
focuses on community development in Myanmar. Students
observe actual work, conditions of farm management,
mechanization, irrigation, and other onsite observation
points, and make presentations of the result. Although the
COVID-19 pandemic has suspended the overseas fieldworkfor the past two years, Director Takahashi confidently
says, "Overseas fieldwork enables students to visit countries
experiencing food resources problems and to recognize andunderstand such problems onsite. This practical education
is what sets our graduate school apart from other schools."
Since the Graduate School of Global Food Resources(master course) was founded in 2017, and doctoral course
has been newly opened in 2019, students who have entered
to the doctoral course will soon earn PhD degree.
It is envisaged that administrative officials and alikein developing countries could also receive doctorates
from the school so that they would play active roles intheir countries. In addition to going into civil service,graduates of the school have found employment in a wide
range of industries, including at food-related businesses,
water resource-related companies, consultancies, andtrading companies. "I hope our graduates will build aninternational career and demonstrate their abilities," says
Director Takahashi. Expectations are high for personnel
with cosmopolitan points of view and abilities.
Activities of talented personnel cultivated jointly by the
GCF and the Graduate School of Global Food Resources
will lead to the resolution of global food problems.
*I The Global Institution for Collaborative Research and Education (GI-CoRE) is afaculty organization under the direct control of the University President that brings
together world-class teachers from around the world and within the University. It
aims to promote international collaborative research and education that leverage
the University's strengths and distinctive features, and to provide support forinternational collaborative research and education being furthered independently byfaculties and schools.
*2 The University Impact Rankings have been released annually since 2019 by Times
Higher Education (THE), a UK-based magazine that reports on news and issues
related to higher education. In 2020, Hokkaido University took sole possession of
the number one spot in Japan and ranked 76th globally. In 2021, the University
shared the number one slot with other institutions in Japan and ranked between
101st and 200th globally. In the rankings by SDGs, the University ranked 15th
globally in SDG2 (2021).

Keynote lecture(International Symposium, 2019)

Presentation by a student(International Symposium, 2018)

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11

Front Office for Human Resource Education andDevelopment
Promotion office of Research environment for Diversity

Striving to create a research environment
where diverse personnel can thrive
In April 2020, the Support Office for Female Researchers in the Front
Office for Human Resource Education and Development (FOHRED)
was renamed the Promotion office of Research environment for Diversity(Ree-D), marking a fresh start. Now that great importance is attached todiversity, as exemplified by the central premise of "Leave no one behind"under the Sustainable Development Goals (SDGs), Ree-D provides
various forms of support that meet the needs of researchers, so that diverse
personnel can devote themselves to their research in a better environment.
Diversity and inclusion are required in order for universities
to fulfill their various missions, such as, producing talented
individuals who will lead society in the future, contributing
to the SDGs, and developing innovation. It is essential tobring diverse personnel together and make the most of theirabilities and individuality.
Hokkaido University has stepped up its efforts
to increase the number of female researchers since itestablished the Support Office for Female Researchers inJuly 2006, and has achieved tangible results. For instance,
the number of female teachers increased from 210 in 2009
to 337 in 2019.
In April 2020, the office was renamed the Promotion
office of Research environment for Diversity (Ree-D).

A Ree-O staff meeting. A staff with diverse
experience runs Ree-D, keeping one anotherfully up to speed on what's happening.

Feature:Connect

Professor Rika Yano, director of Ree-D, shares her
aspirations: "Young researchers and expatriate academics
play a critical role in furthering the development of the
University. I intend to improve the research environment tosupport diverse personnel, all while continuing to provide
support for female researchers." Ree-D is run by a staffof eight: Director Yano, a specially appointed professor, aspecially appointed assistant professor, a research fellow,
three administrative assistants and a temporary employee.

Implementing various programs from theresearcher's perspective
Ree-D promotes various activities based on three pillars.

The first pillar is personnel development. It offers training
through job shadowing, for female researchers aspiring
to senior positions, and through support programsfor the promotion of international joint research andinterdisciplinary collaboration. The second is improving
the research environment. Ree-D helps researchersbalance their research activities and life events, such as
childbirth, childcare, and elderly care, by subsidizing thehiring of research assistants. The third is to nurture thenext generation of female researchers. Ree-D encourages
female researchers to enroll in doctoral programs, creates acommunity of female students enrolled in science programs,
and holds hands-on events for elementary, junior high andsenior high school students.
Further, Hokkaido University was selected forthe Initiative for Realizing Diversity in the Research
Environment (Traction Type) under the FY 2019 MEXT
Grant Program for the Development of Human Resourcesin Science and Technology, and Ree-D has assumed acentral role in promoting diversity in Hokkaido. With
Muroran Institute of Technology, Obihiro University ofAgriculture and Veterinary Medicine, Kitami Instituteof Technology, Amino Up Co., Ltd., and Nitto Denko
Corporation as collaborating organizations, Ree-D is
working to develop a research environment that takes work­
life balance into consideration, in order to nurture female
researchers and technicians who are leaders and to help thenext generation of female researchers build career paths,
among other activities.
The Ree-D program that currently has the highest
demand is the one that provides human resource support tohelp researchers balance life events and research activities.
It supports researchers who have to suspend or slow theirstudies due to life events such as pregnancy, childbirth,childcare or elderly care by helping them to hire assistants.
Each call for applications for this six-month
human resources support receives more than
20 applications, and male applicants have been
increasing. Specially Appointed Professor Noriko
Nagahori says, "This support has been welcome,as it enables researchers to write a thesis, prepare
an application for external funds, or do other workas effectively as usual." Other Ree-D programs
include one introduced in response to requests from
University teaching and administrative staffers for
short-term preschool daycare on weekends when
they have to proctor unified entrance exams. In thisway, Ree-D is working each and every day to create
an environment where teaching and administrative
staff can concentrate on their work.

Building a key network
Networking is crucial for promoting the research
environment for diversity. To provide a forum forcasual discussions among researchers, Ree-D has
been hosting online "KNIT a Network! Role Model
Round-table Talks" at lunchtime once or twice amonth since July 2020. The aim is to highlight thediverse lifestyles of people engaged in research anduniversity administration. "Casual conversations,KNIT"KNIT" is a nickname for the Initiative for Realizing
Diversity in the Research Environment (Traction Type),
which is being advanced through the collaboration of six
institutions in Hokkaido. The logo, above, which is based on
the concept of diversity, represents various people and thingsof various colors and shapes firmly supporting one another,with the feel of warm knitwear, befitting Hokkaido.

"KNIT a Network! Role Model Round-table Talks" held in
September 2020.

On March 3 and 4, 2020, the KNIT Research Exchange
Meeting "Super-interdisciplinary meetup" was held.
Festooned with 151 posters describing research work, thevenue was designed to spur lively exchanges despite thedifficulty of face-to-face conversations amidst the COVID-19
pandemic. From November 30 to December 4, 2020, theInterdisciplinary meetup week 2020 was held online.

such as chose about the know-how and pains endured tobalance parenting and research, sometimes provide new
insights or hints for one's own research activities," remarks
Specially Appointed Professor Nagahori. Director Yano
concurs: 'Tm also among chose who began joint research
thanks to a similar network. I will continue to push for
networking like this, because new ideas may emerge when
researchers of different fields get together." Ree-D's meetups
to promote interdisciplinary exchanges and various ocher
initiatives have borne fruit: 27 joint research projects led
by female researchers have been launched over the past two
years.
Everyone has unconscious biases and preconceptions.
Becoming aware of any of them will expand the possibilityof one's research and lead to the development of one's
organization, Director Yano notes. She shared somefuture prospects by saying, "We will provide support that
contributes to knowledge creation at the University with aview to offering training on unconscious biases."
Based on the "KNIT a network" initiative, thePromotion office of Research environment for Diversity(Ree-D) is steadfastly moving toward realizing a research
environment for diversity.

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13

-

I Interview with the president
Gue stOMI

HideakiCEO and President, Co-op Sapporo•

Founded in 1965, Co-op Sapporo runs morethan 100 stores across Hokkaido. It has worked
to address regional problems as it plays a part in
Hokkaido's food infrastructure. With "Connec­tion" as its catchword, Co-op Sapporo runs var­ious businesses to safeguard the daily lives of lo­
cal residents, including store, home delivery, andenergy businesses. Dr. Kiyohiro Houkin, whowill soon celebrate the first anniversary of his
inauguration as President of Hokkaido Universi­
ty, asked Mr. Hideaki Omi, CEO and presidentof Co-op Sapporo and a Hokkaido University
alumnus, about the philosophy and ethos of thecompany and his expectations for the University,
among other topics.

Striving to help create
an affiuent future society
through local contributions
with a global mindset
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15Refining: Physical Therapy

Sports physical therapy science-the pursuit of safe, efficient exercise
Various experiences leading her to pursue a careerin professional physical therapy

SAMUKAWA Mina
Associate Professor, Faculty of Health Sciences

A doctor of physical therapy, Mina Samukawa specializes in
sports physical therapy science and exercise therapy science. After
graduating from the School of Allied Health Professions, Sapporo
Medical College, she worked at an orthopedic hospital in Sapporo
and then pursued her studies at the University of Alberta in
Canada. She then received a doctorate from the Graduate Schoolof Health Sciences, Sapporo Medical University. In 2003, shebecame an assistant at the Junior College of Medical Technology,
Hokkaido University. In 2008, she changed her affiliation to the
Faculty of Health Sciences and has served as an associate professor
there since 2013. She is a researcher who is playing an active roleat the forefront of sports, as exemplified by her involvement as acore physical therapist during the Tokyo 2020 Olympic Games.

20

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The motor function disability from illness, injury, or
advanced age, or aging make it difficult for one to moveand thus to perform everyday tasks. People who are in sucha condition or who are likely to be in it need treatment(rehabilitation) aimed at restoring the basic motor functions
ability for independent daily living (e.g., walking, sitting,standing). Such treatment is called physical therapy.
Experts who help restore and maintain motor functions byphysical therapy are called physical therapists.
Physical therapy is roughly divided into three types: (1)exercise therapy, treatment in which the physical therapist
helps patients who require rehabilitation to move their bodyby hand or with an instrument, or in which
the patients themselves move their body; (2)physical therapy, treatment in which physicalstimulation (e.g., warming and vibrating theaffected area) is given to patients requiring
rehabilitation; and (3) orthotic treatment using
tape and other orthotic devices. Associate
Professor Mina Samukawa at the Faculty of
Health Sciences is engaged in research basedon exercise therapy to prevent sports injuries,
verify the effectiveness of exercise therapy, andpromote health, particularly women's health.
Associate Professor Samukawa was bornin Otaru City and has enjoyed alpine skiing
since childhood. She entered Hokkaido Otaru
Chouryou High School and joined the ski club
Associate Professor Samukawa with her seminar students in the Sports Physicalthere. The club, however, had only two members,
Therapy Laboratory. She works out with them at a gym to experience theeffectiveness and significance of exercises researched by the students.
her and a ski jumper, prompting her to practicewith members of a strong team in the city. "In
those days, there were often cases in which theathletes I practiced and competed with injured
Dr. Samukawa has been active in various fields. As
themselves, and those who suffered torn ligaments in theira physical therapist for the Ski Association of Japan, she
has engaged in injury prevention and treatment during
knees had to give up on competing," says Dr. Samukawa. "Itmade me wonder, vaguely, whether there might be a career
competitions, accompanying the Japanese national mogul
in helping to treat and prevent sports injuries, inspiring me
ski team to competitions including the World Cup, theto pursue a career in physical therapy."
World Championships and the Olympic Games. She wasalso among the core staff of the physical therapy division
After entering the Department of Physical Therapyof the School of Allied Health Professions, Sapporo
at the Tokyo 2020 Olympic Village, providing support
to athletes from Japan and around the world. She fosters
Medical University, she wanted to study in a country
human resources necessary for the development of thewhere she could learn advanced sports physical therapy.
But her supervisor at that time advised her to gain clinicalscience of sports physical therapy-a relatively newexperience in Japan first, resulting in her decision to work as
discipline in Japan-by passing on the knowledge she
gains from these experiences to her students. Speaking ofa physical therapist at an orthopedic clinic in Sapporo. She
looks back on those days and comments, "I had abundant
her determination going forward, Dr. Samukawa notes,
opportunity to examine top-level athletes in ski jumping,"I hope my seminar students will think outside the box asthey dedicate themselves to their studies. I hope we willsoccer, and other sports. This valuable experience gave me aclear image of the rehabilitation techniques I should strive
publish research findings that act as a bridge between
to master, motivating me to learn sports physical therapy
sports and clinical fields." She devotes herself to researchoutside Japan. Thanks to a reference from my mentor ineach day with her students, in order to develop a method
university, I pursued my studies at the University of Alberta
for preventing sports injuries that takes into consideration
the characteristics of competitions, based on her various
in Canada.
experiences at sports competitions.

Striving to develop a method for preventing
sports injuries that takes into consideration thecharacteristics of competitions
After returning to Japan, Dr. Samukawa engaged inresearch at Sapporo Medical University's graduate school
and then joined the faculty of Hokkaido University in
2003. Today, she undertakes research in the Sports Physical
Therapy Laboratory to address challenges in competitive
sports, such as injury prevention through the elucidationof factors causing injury. She also works to contribute to
the community, by helping the citizenry of lwamizawa
City promote their health through exercise as a memberof the Health-Centered Community Project at Hokkaido
University's "Innovative Food and Healthcare Master"Center oflnnovation (COi).

Family time amidst
natureIn her childhood , Associate Professor Samukawa enjoyedswimming on the coast of Otaru and skiing in the mountains.
Even today, spending time with her family amidst nature makes
for a pleasant change of pace. The photo shows her dogsledding in
Takasu Town in Hokkaido.

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Mustering the frontier spirit instilled in him at college totake on infinite challenges
Cherishing ties with people and the community

A\uro.ni
lntervieWHINATA Yu
Laboratory of Seeds Discovery and Development
School of Pharmaceutical Sciences and Pharmacy - Graduate School of Life Science Graduate

Dr. Yu Hinata moved to Rikubetsu Town in the Tokachiregion of Hokkaido, where he launched the Laboratory of
Seeds Discovery and Development, or Tane Lab., a company
that develops and sells products made with medicinal plants,
herbs, and forest resources. The company is run by himself
and his wife, his university sweetheart. The couple, who began
their activities in their adopted hometown, talked to us about
the circumstances leading to their relocation to Rikubetsu,
memories of their school days, and their new business.
(Y): Yu Hinata, (M): Mikie Hinata

aurumn, from a little past eight in the morning until late in
the afternoon. From autumn to winter, we process, market,
and sell the plants we harvest. Today, we grow 30 kinds ofplants, engage in the development of food, cosmetics, andother products, and work to determine our flagship products
going forward. With the motto I learned in my college days,"Try it yourself first," we hope to deepen our contacts withpeople in various fields and gradually increase those interested
in our products.

What made you move to Rikubetsu?
What are your most popular products tod ay?
(Y) Essential oils from Sakhalin fir and Sakhalin spruce.
They're popular for their pleasant forest scents.

What's your workday like?
(Y) Our work centers on farming from early spring to22

Litterae Populi Autumn 2021

(Y) We used to work for a research laboratory at a
pharmaceutical company in Honshu (Japan's main island).
After we turned 30, we decided to rethink our future fromscratch, giving thought to the possibility of using what
we' d learned for work other than research. Under suchcircumstances, we began to think about moving to Hokkaido,

collecting information at the Hokkaido Emigration Fair thatwas being held at that time. Our conversations with officials
from the Rikubetsu Town Office at the Fair led to our trial
stay in the town, resulting in our selection of the town as
our adopted hometown. We initially assumed the posts ofthe town's Chiiki Okoshi Kyoryokutai (Local Vitalization
Cooperators), with me engaging in medicinal plant cultivation
tests and my wife in activities to promote commerce, industry,
and tourism.
(M) Hokkaido was my first choice as the destination forour relocation because I' d fallen for Hokkaido while living
here during university, but we considered it carefully for a
few years. We made up our minds only after finding positive
answers to the various questions we asked ourselves, including
about what's good about living in Rikubetsu and its alignment
with our values and aspirations.
What difficulties did you encounter when taking up
farming?
(Y) Before starting it, I had to be qualified to borrow farmlandas stipulated in the Agricultural Land Act. Then, I had to find

What was student life like?
(Y) I was snowed under withstudies as an undergraduate anda graduate student, attending
lectures and practical training
sessions from morning until
evening. I don't remember
slacking off. [laughs] I was glad
I could encounter the discipline•of organic synthetic chemistry.
It was tough, but I was able toEssential oils developed by Dr. Hinata
They are also sold at the information
continue my studies because they
center of Hokkaido University.
were fun.
When I was a first-year doctoral
student, I had the opportunity to study at an American
university for three months. Everything was fresh and new tome, due in part to cultural differences. I felt I was able to growas a person, so it's the best memory of my college life.
(M) I remember having a hard time with animal experiments,
forgoing my New Year holidays to continue my experimentson mice.
Living a student life that put studies above all else wasn't easy,
but I also belonged to a mixed choral group, where I gainedlots of experience and developed people skills, teamwork, andthe like.
Having lived on Honshu (Japan's main island), what do
you think is the appeal of Hokkaido?
(Y) Hokkaido tops the list of regions in Japan in terms of easeof living, including the climate. Surprisingly, it's also cold in
Honshu in winter.
(M) All the food is delicious. And the natural scenery has aregional distinctiveness, making travel truly enjoyable.

someone to lend farmland to me. It was, and still is, toughthat we had to plan and do everything from scratch. And
differences in cultivation methods between medicinal plants
and herbs on the one hand and general crops on the otherrequires me to study every day.
We faced a mountain of cultivation-related challenges fromthe weather, such as heavy rains, strong winds, and low wintertemperatures, which can have devastating impacts on plants.
That said, focusing only on cultivation methods would leave
us little time for processing and sales. So, we're working todevelop interesting products using the plants we grow while
harvesting certain amounts of them.
My research experience at college has paid off, for example, interms of work progress management and chemical knowledgeof distillation to extract essential oils.

Lastly, do you have anything to say to current Hokkaido
University students?
(Y) My experience in talking with people who had various
values and opinions during my time at academic conferences
and overseas study is what sustains my career now. I hope
the current students of the
University will proactively
venture into the outside
world.

What prompted you to enter Hokkaido University?
(Y) Hokkaido University was a natural choice for me because
I'm from Sapporo and the University was near where I lived.
I chose the School of Pharmaceutical Sciences and Pharmacy
because the profession of pharmacist seemed interesting.

Municipality sign stickers Dr. Hinata
has collected while driving-his
favorite pastime(M) I'm from Hiroshima Prefecture. I chose Hokkaido
University because I thought it would be interesting to live
a student life where nobody knew me. I was interested ina career as a pharmacist, but that wasn't the only reason I
chose the School of Pharmaceutical Sciences and Pharmacy. I
thought studying pharmaceutical sciences would offer manyother career options.

(M) I' d like them to visit
various places and learn how
diverse the world is. They
should never be satisfied withthe status quo, but should
aspire to new heights where
they can take advantage of
their skills.

PROFILE
Born in Hokkaido in 1983, Yu Hinaca received a bachelor's degree from the
School of Pharmaceutical Sciences and Pharmacy of Hokkaido University in2006 and a doctoral degree from the Graduate School of Life Science of the
University in 201 I. He then joined Shionogi & Co., Led., where he engaged
in research in medicinal chemistry at the Pharmaceutical Research Division.
He moved to Hokkaido in 2017, serving as Rikubecsu Town's Chiiki Okoshi
Kyoryokutai (local revitalization cooperator) in charge of supporting andpromoting new businesses. He has been president ofTane Lab. since February
2021. He has worked co promote regional revitalization in his adopted
hometown all while valuing personal relationships.

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A bridge between Hokkaido University and the world
This issue features contributions from Mr. Juha A. Janhunen, who is active as a Hokkaido University partner
in Finland, and Mr. Julien Chicot, who is active as a Hokkaido University partner in Belgium.

2t was an unexpected honor forme to be invited to the role ofa Hokkaido University Partner
in Helsinki some years ago. I as­
sume that I was selected becauseof the field of my academic chair,
East Asian Languages and Cul­tures-of which Japanese Studies
is a part. However, I also have amuch deeper personal connec­
tion with Hokkaido University:
I studied at Hokkaido Universi­
ty as a Monbusho (now, MEXT )visiting research student, back in
1978-1979. My host at Hokkaido
University was the internationallyrenowned linguist Professor Jiro
Ikegami (1920-2011), a famous
specialist of Manchu and other
Asian languages. Later, in 2001,
I spent half a year at Hokkaido
University as a visiting research
fellow of the Slavic Research In­
stitute, upon the invitation of the
distinguished ethnographer Pro­
fessor Koichi Inoue. During theseprolonged research stays, followedby many shorter visits to Hokkai­do University for conferences over
the years, I have come to appre­
ciate Hokkaido University as mysecond "home university ".

I

When I first came to Hokkaido,
I immediately felt the close sim-

ilarity with Finland. During mytravels in all parts of Hokkaido,
I found that the entire naturalenvironment - the climate, veg­
etation, and the animal world, issurprisingly like that of Northern
Europe. Sapporo is a Japanese citywhere a Finnish person can feelat home. In addition, Hokkaido
University and the University of
Helsinki are of similar size, andare located at the heart of theircities.
In 2011, I was very glad to learn
that Hokkaido University decided
to establish its Europe Office at
the University of Helsinki. Manyof my collaborative projects with
Hokkaido University have beenconnected with the Europe Of­
fice. I remember, in particular, avery interesting seminar on thehistory of "Turanism", organizedby the Europe Office. "Turanism"
was a pre-war cultural movementthat linked Japan with Eurasia as
far west as Turkey, Hungary, andFinland. It cannot be ignored that
there are many phenomena, both
cultural and linguistic, that the
Finns share with the Japanese, as
well as with several other peoples
in Northern and Central Eurasia.
My own research is concernedwith the languages and prehis­
tory of Siberia and Mongolia inparticular, fields that are also be­
ing studied at a high internation­
al level at Hokkaido University.
T he University now has a sepa­
rate Center for Ainu and Indige­nous Studies, which is without adoubt the world leader on topics
pertaining to the Ainu.
T he pandemic has been a chal­lenge for maintaining interna­
tional contacts at all levels. In
Helsinki, Hokkaido University
is fortunately constantly present
in the form of its Europe Office,and there is the possibility of dis­tant collaboration, but for stu­
dents and teachers alike it would
be important to maintain a directcontact as well. I sincerely hopethat mutual visits will be possible
very soon again. For our univer­sity, Hokkaido University is oneof strategic partners in Japan, andI always recommend Hokkaido
University, ahead of other Japa­
nese universities, as an exchangetarget for our students.

I. Part of the University of Helsinki Center Campus: Asian
languages department in the yellow building to the right.
Hokkaido University Europe Office in the brown building in
the back.
2. Lake view (from the countryside).
3. Wild roses at the seaside in southern Finland.
4. Helsinki harbor with the central plaza at the seaside.
4

24

Litterae Populi Autumn 2021

· ' ' ' ' ' '' ' ' ' ' , , , , , , , , , , , , , Letters from Ambassadors and Partners �

Dr. Julien Chicot
Senior Policy Officer, The Guild of European Research-Intensive Universities

My former tutor at Hokkaido
University, Professor Toru
Yoshida, asked about my interest in
applying to become a Hokkaido Uni­
versity Partner. I was very honored
to have his recommendation and ac­
cepted. At that time, I was working
for a network of European Research& Technology Organizations. I was
already convinced of the crucial roleof research and innovation in oursocieties, and was willing to be more
active in science advocacy. The offerfrom Hokkaido University was there­
fore very well-aligned with my visionof the role of universities in our so­
cieties and my career choices. Hok­kaido University is a university thathas played a significant role in myeducation and, more broadly, in mylife. It is therefore important for me
to encourage Europeans to go there
for a study or research stay, and to ap­
preciate it as much as I did. I am also
deeply impressed by the ambition andcommitment of Hokkaido Universi­
ty to increasing its openness to theworld and strengthening its global
visibility through its former visiting
students and researchers.
I participated in the Hokkaido Uni­
versity Short-Term Exchange Pro­
gram (HUSTEP) in 2008-2009. My
home university in France requiredthat all its students spend a year
abroad. Thanks to the wide curricu­
lum offered by HUST EP, I expand­ed and deepened my knowledge ineconomics, history, sociology andeven linguistics. I also learned more
about ikebana, koto and calligraphy.
I clearly remember the high quality of
theJapanese language courses: WhenI arrived, I was a complete beginner
and was very dependent on the sup­port of my Japanese mentor; And ina few weeks, thanks to my great Jap­
anese teachers, I made spectacular
progress and could have basic con­versations with anyone in Japan. The
quality of life on Hokkaido Univer­sity's campus and, more broadly, in
Sapporo must be acknowledged. I am
deeply convinced that I made the best
choice when I decided to study there.
I am now working as Senior Policy
Officer for The Guild of European
Research-Intensive Universities, a
network comprising 21 of the mostdistinguished universities in 16 Eu­
ropean countries. My role consists insupporting our members to engage inpolicy discussions, at the level of theEuropean Union, in the fields of open
science, innovation, medical research,
and Artificial Intelligence and digital
research. The Guild also advocates forstronger scientific cooperation withlike-minded non-European coun­tries, includingJapan.
Hokkaido University has a greatmotto. 'Be ambitious!' Their am­
bition is key to the success of Hok­kaido University in achieving its
missions. It implies staying united,
open to the world, and committed
to proposing solutions to the global
challenges our society is currently
facing through frontier research andinnovative pedagogy.
I would be delighted to use both myprofessional position and my role asan HU partner to contribute to fur­ther strengthening the links between
European andJapanese universities. I
am willing to facilitate project-based
research collaboration between Hok­kaido University and Guild universi­
ties and, on a policy level, to support
the participation ofJapan as an asso­
ciate country to Horizon Europe, themain EU research and innovation
funding program. In parallel, I willkeep promoting individual initia­
tives of Hokkaido University, suchas international exchange programs
and summer schools, to our Euro­pean universities, as these actions
are crucial for increasing our mutual
understanding and trust.

I. The Grand Place, the central square of Brussels.
2. View of Brussels from Poelaert Square.
3. One of the most famous friteries or fritkots of Brussels: the place
to buy traditional French fries.
4. Pare du Cinquantenaire, one of the most popular parks in
Brussels.
4

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Hokkaido University Archives

140 yearsofchallenge
SCENE-15

1907-1950
College Preparatory
CoursesA preparatory course affiliated with the Agricultural
College of Tohoku Imperial University

drills (9), chemistry (8), and physics (6). Other subjects included
art, zoology, botany, surveying, Japanese, morals, and geology
and mineralogy. All were fundamental subjects necessary forstudents to specialize in agriculture at university. The numberof credits in German and English stands out. Of the 97 creditsthat students accumulated in three years toward completion of
the preparatory course, the 38 credits in German and English
accounted for nearly 40 percent of the total. Further, English
textbooks were used in math and in geology and mineralogy,
and lectures in botany were occasionally given in German.
Through immersion in foreign languages in the preparatory
courses, students were prepared to use the languages to advancetheir studies at university.
Hirokichi Nakajima recalls the preparatory course: "The
prep course offered many hours of foreign language classes,
two or three hours every day. I was so busy consulting my
dictionaries in preparation for the classes that I had little or notime to prep for math and other subjects." Yoshihiko Tochinai
also reminisces about those days: "Classwork for the prep course

In 1907, Sapporo Agricultural College was elevated touniversity status as the Agricultural College ofTohoku Imperial
University, and a preparatory course affiliated with the college
was established. While Sapporo Agricultural College also
had preparatory and similar courses, they represented an
institutional irregularity because they aimed to supplement
the inadequate junior high school curriculum while improving
students' academic abilities to the level necessary for the regularcourse. The preparatory course for the Agricultural College ofTohoku Imperial University corresponded to high school under
the prewar system of education.
Before World War II, the most popular route to university
was via ordinary elementary school (six years), followed by juniorhigh school (five years), high school/college preparatory courses(three years), and then university (three years). High schools
were intended for advancement to university, as exemplified
by the so-called "number schools": the First Higher School(Tokyo), the Second Higher School (Sendai), the Third
Higher School (Kyoto), the Fourth Higher School
Many students in preparatory courses chose the college(Kanazawa), the Fifth Higher School (Kumamoto),
the Sixth Higher School (Okayama), the Seventhof certain professors in specialized areas of study, orHigher School (Kagoshima), and the Eighth Higher
That's why the preparatory courses on the quiet campus
School (Nagoya). For students who entered highenergy. (Shiro Ozaki, an enrollee in a preparatory course in 1915)
school, advancing to university was not difficult
because the combined enrollment capacity of high
was a considerable burden...lt forged our minds and bodies,schools in Japan did not differ much from that of universities.
as we studied hard. By the time we felt stuck in a rut, gettingThis means that fiercely competitive entrance exams were overtired of the daily grind in the prep course, we were able to put
once a junior high school student had advanced to high school.
on a college cap and proceed to the regular course, where theIt can be said that the three years in high school was a course for
specialized lectures rekindled our interest."
nurturing elite students who would go on to university.

26

Immersion in foreign languages

Popular teachers in the preparatory courses

The curriculum in 1912 for the preparatory course of theAgricultural College of Tohoku Imperial University, whichcorresponded to high school, included the following subjects
in descending order of total number of credits for three years:
German (22 credits), English (16), mathematics (11), military

The majority of students at high school or in preparatory
courses were in their impressionable adolescence, aged between
17 or 18 and their early 20s, and the teachers there were theirguiding lights. In the case of the preparatory courses for the
Agricultural College of Tohoku Imperial University, Manroku

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r

1. ManrokuAoba, a professor in che preparatory course (ca. 1912, Hokkaido
UniversityArchives)
2. TakeoArishima a professor in the preparatory course (ca. 1912, Hokkaido
UniversityArchives)
3. Hans Koller, a German language teacher in the preparatory course (ca. 1912,
Hokkaido UniversityArchives)
4. Preparatory course students gather at the house ofHermann Hecker, a German
language teacher in the preparatory course. (1930s - 40s, Hokkaido University
Archives)
5. Pins of35 high schools/college preparatory courses under the old system of
education (Hokkaido UniversityArchives)
6. Preparatory course students relaxing on the Central Lawn (ca. 1940, Hokkaido
UniversityArchives)

7. Ski lesson using a single pole, a technique introduced by Hans Koller (1917,
Hokkaido University Archives)
8. Main gate of the Agricultural College of Tohoku Imperial University and thelecture hall for the preparatory course (ca. 1910, Hokkaido University Archives)
9. Military drill for preparatory course students (1911, Hokkaido University
Archives)
10. Monument to Preparatory Courses, with the inscription "Be Ambitious" inJapanese (photographed in 2015)

Aoba (physics: 1907 to 1937), who was nicknamed "Aoman,"was trusted by students so deeply that alumni later erected abust of him. Takeo Arishima (English: 1907 to 1915) gained
popularity by using, as textbooks for classes and extracurricularreading sessions, poems written by Walt Whitman and piecesof writing by William Shakespeare, Arthur Conan Doyle,Thomas Carlyle, Peter Kropotkin, and other writers. Shinma
Mizobuchi (morals: 1908 to 1911) encouraged students to do
exercises, particularly judo, in order to promote their health.
On Sunday, he often took his students on outings to Barato,
Zenibako, Makomanai, and elsewhere. The Swiss-born teacher
Hans Koller (German: 1908 to 1925) taught chorus, laying
the foundations for the Hokkaido University Chorus. He also
introduced his students to skiing before the sport took off inJapan. After the preparatory courses for the Agricultural Collegeof Tohoku Imperial University became those for Hokkaido
Imperial University, there were also many popular teachers,
including Chikayoshi Uno (Japanese: 1924 to 1949), Genzo
Suzuki (botany: 1922 to 1943), and Hermann Hecker (German:

six years on the same campus: three years in the preparatory
courses and another three at university. Only two other Imperial
Universities ofJapan had preparatory courses: Taihoku Imperial
University in Taiwan and Keijo Imperial University in Korea.
The Hokkaido University campus witnessed close teacher­
student relations and schoolmate relations for a long time.
The preparatory courses for Hokkaido University wereabolished in 1950, when a new system of education was
introduced. In 2004, preparatory course alumni played a keyrole in building the Monument to Preparatory Courses for
Hokkaido University on the campus. Inscribed on the stonemonument are the words "Be Ambitious" in Japanese.

1907 September The Agricultural College of Tohoku Imperial University and its
1908
1911

for its atmosphere, for their ardent admiration
for their dreams of launching careers overseas.
brimmed with vibrancy and emanated so much

1918
1920
1923
1936

1930 to 1949). The students received varying influences fromtheir teachers as they developed a strong sense of solidarity while
visiting their teachers' homes and engaged in extracurricular
activities with them after school and on holidays.

1941
1945

Campus life for six years: three years in preparatory
courses and at university

1949

The preparatory courses for the Agricultural College of Tohoku
Imperial University and later Hokkaido Imperial University
differed from high school in that the former assumed that students
would advance to that university. The majority of students at
Hokkaido University under the old system of education spent

1947

1950

affiliated preparatory course are established.
Hans Koller, a German language teacher in the preparatory course,
introduces skiing using a single pole.
Oseikai Club, aimed at promoting friendly relations between
October
preparatory course students and teachers, is established.
April
The preparatory course for the Agricultural College of Tohoku
Imperial University is reorganized as the preparatory course affiliatedwith Hokkaido Imperial University
March
The Oseikai Club releases the song Yoraku Migaku.
The preparatory course affiliated with Hokkaido Imperial UniversityMay
is renamed the Hokkaido Imperial University Preparatory Course.
A bust of Manroku Aoba, the former director of the preparatory
June
course, is erected.
February The Oseikai Club reorganizes as the Osei Hokokukai Association.
OctoberArmy and naval academy graduates enter the preparatory courses.
The Hokokukai Association is dissolved.
April
Three female students enter the preparatory courses.
September The Hokkaido Imperial University Preparatory Course is renamed
the Hokkaido University Preparatory Course.
May
Hokkaido University reorganizes as the new Hokkaido University
after promulgation of the National School Establishment Act.
March
The preparatory courses arc abolished.

Hokkaido University Archives
This facility collects, classifies and preserves historical documents andrecords of Hokkaido University. It also conducts investigations andresearch on its history.

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