Kamakura Shogunate - Institutions

Institutions

... not only was the Heian system of imperial-aristocratic rule still vigorous during the twelfth century, but it also remained the essential framework within which the bakufu, during its lifetime, was obliged to operate.

—Jeffrey P. Mass, p. 1, "The Kamakura Bakufu," Chapter 1 of Warrior Rule in Japan, Cambridge University Press 1996

Yoritomo established a chancellery, or mandokoro, as his principal organ of government. Later, under the Hōjō, a separate institution, the hyōjōshū became the focus of government.

The shogunate appointed new military governors (shugo) over the provinces. These were selected mostly from powerful families in the different provinces, or the title was bestowed upon a general and his family after a successful campaign. Although they managed their own affairs, in theory they were still obliged to the central government through their allegiance to the shogun. The military governors paralleled the existing system of governors and vice-governors (kokushi) appointed by the civil government in Kyoto.

Kamakura also appointed stewards, or jitō, to positions in the manors (shōen). These stewards received revenues from the manors in return for their military service. They served along with the holders of similar office, gesu, who delivered dues from the manor to the proprietor in Kyoto. Thus the dual governmental system reached to the manor level.

Read more about this topic:  Kamakura Shogunate

Famous quotes containing the word institutions:

    You can’t talk about a kind of democracy unless those who are affected by decisions make those decisions whether the institutions in question be the welfare department, the university, the factory, the farm, the neighborhood, the country.
    Casey Hayden (b. c. 1940)

    I envy neither the heart nor the head of any legislator who has been born to an inheritance of privileges, who has behind him ages of education, dominion, civilization, and Christianity, if he stands opposed to the passage of a national education bill, whose purpose is to secure education to the children of those who were born under the shadow of institutions which made it a crime to read.
    Frances Ellen Watkins Harper (1825–1911)

    We as a nation need to be reeducated about the necessary and sufficient conditions for making human beings human. We need to be reeducated not as parents—but as workers, neighbors, and friends; and as members of the organizations, committees, boards—and, especially, the informal networks that control our social institutions and thereby determine the conditions of life for our families and their children.
    Urie Bronfenbrenner (b. 1917)