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Japan: Three Epochs of Modern Education DOCUMENT RESUME ED 045 543 SO 000 485 AUTHOF Anderson, Fonald S. TITLE Japan: Three Epochs cf Modern Education. INSTITUTICN Office of Education (DREW), Washington, D.C. REPORT NO Eu11-1959-11; 0E-14076 PUB DATE 62 NOTE 233p. EDRS PRICE EDRS Price MF-$1.00 HC-$11.75 DESCRIPTORS *Comparative Education, *Educational Administration, Educational Development, *Educational History, Educational Methods, Educational Opportunities, *Educational Philosophy, Educational Policy, *Educational Practice, Elementary Education, Government Role, Higher Education, Secondary Education, Social Studies IDENTIFIERS *Japan ABSTRACT Cver the years, Japan has revamped her education system a number cf times. With the coming of the U. S. Education Mission in 19.46, she turned her schools toward democratization. The major aims of this reform program in education were: 1)the elimination of militarism and ultranationalism; 2) democratizaticn; 3) modernization; and, 4) decentralization of education control. Specific reforms included: 1) the provision of greater equality of educational cEEottunity through the conversion of the multiple-track into a single-track system; 2)an additional three years of compulsory education; 3) coeducation at all levels; and, 4) general education at the secondary and higher levels. To train intelligent participation in a democracy, a new content was introduced --notatly social studies at the elementary and secondary levels. During the present period, some of these goals and reforms have been modified, however, the essential goals remain: suiting education to life, helping the individual to develop his ability, and the goal of freedom of speech and action. (SEE) OE-14076 IL Three Epochs of Modern Education U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education MID Alm A.'"' 6 6 Highlights Chapter IEducational Philosophy and Poli- cyindicates 3 epochs of Japanese education, and presents an overview From time of the 1872 Education Code to present. Chapter IIEducational Opportunity offers some comparisons of such opportunities during each of the three epochs. Chapter IIIAdministration and Supervision highlights issues of centralization and decentrali_ zation. Chapter IVCurriculums, Teaching Methods, and Textbooksdescribes changes in these three fields, together with related Facts. Chapter VHigher Education, and Chapter VITeacher Educationindicate various swings of the pendulum to and from responsibility to the State and responsibility tr. the individual. ChapterVIIVocational Education,and Chapter VIIISpecial Programs offer discus- sions concerning developments in these newer specialized fields. Chapter IXSocial Educationviews the Japa- nese equivalent of adult education and reveals Japanese genius for organizingitscitizens in out-of-school activities. Chapter XIn Brief Reviewfocuses upon the rise of Japan's modern education. U.S DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS SrATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- JAPAN CATION POSITION OR POLICY. Three Epochs of Modern Education by RONALD S. ANDERSON Specialist in Comparative Education Far East Countries Bulletin 1959, No. 11 U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE ARTHUR S. FLEMMING, Secretary Office of Education LAWRENCE G. DERTHICK, Commissioner Cover picture Little Miss Ariki, a first-grader, is contemplating her first charac- ters of the New Year.They spell temari or handball.Kakizome, or the initial brush writing of the year, is a New Year's tradition in Japan.School children assemblein the auditorium to compete in artistic calligraphy. A sample of the writingis dedicated to Sugawara Michizane, a revered ninth century scholar. The cover picture is from the grand prize winner in the 1957 Photo Contest sponsored by the Mainichi Newspapers.The photographer is Hiroshi Hasegawa.The picture was made available For reproduc- tion by the Office of Education through the courtesy of photographer Hasegawa in Hirosaki, The Mainichi Newspapers in Tokyo, and the Embassy of Japan in Washington. Printed 1959 Reprinted 1962 UNITED STATES GOVERNMENT PRINTING OFFICE WASHINGTON : 1962 For sale by the Superintendent of Documents, U.S. Government Printing Office Washington 25, D.C. Price 51.25 Contents Page FOREWORD IX ACKNOWLEDGMENTS X GLOSSARY XII CHAPTER I. EDUCATIONAL PHILOSOPHY AND POLICY 1 Introduction: Three Epochs 1 Initial Modernization Epoch 1 Wartime Epoch 14 Democratization Epoch 18 The Early Period 18 The Present Period 30 II. EDUCATIONAL OPPORTUNITY 33 Initial Modernization Epoch 33 Five Educational Tracks 36 Academic track, Girls track, Normal school track, Technical school track, Youth school track. First Schools 42 Entrance Examinations 44 Wartime Epoch .45 Democratization Epoch 46 The Early Period 46 Single track education, Comprehensie upper second- ary schools, Districting of upper secondary schools, Part-time and correspondence education, Coeduca- tion, Extension of higher education, Provision for junior colleges, Education for all. The Present Period 60 Compulsory schooling and the LSS, Comprehensive school status, School districting, Continuation of part-time and extension courses, Coeducation in- creases, New universities versus old, Examination system, Scholarships, Class size, Schools in remote areas, Doors of opportunity. III. ADMINISTRATION AND SUPERVISION 73 Initial Modernization Epoch 73 Administration 73 Supervision 77 III ,....sty IV CONTENTS Page Democratization Epoch 78 The Early Period 78 Board of Education Law, Supervision, Ministry of Education, Private School Law. The Present Period 86 School Bards, Advisory councils, Ministry policy, Supervision, School finances. IV. CURRICULUMS, TEACHING METHODS, AND TEXTBOOKS_ 94 Initial Modernization Epoch 94 Curriculums 94 Teaching Methods 99 Textbooks 100 Democratization Epoch 101 The Early Period 101 Curriculums, Teaching methods, Textbooks. The Present Period 108 Elementary curriculum, Profile of an elementary school, Secondary curriculum, Morals or social studies, Teaching methods, Textbooks. V. HIGHER EDUCATION 125 Initial Modernization Epoch 125 Imperial Universities 125 Private Institutions 126 Government Higher Schools 127 Institutions for Women 127 Expansion 128 Thought control 129 Democratization Epoch 131 The Early Period 131 Decentralization of Ministry control,University Accreditation Association, Chartering versus accrediting, Junior colleges,Financial problems of private schools, Women's education, General edu- cation, Examinations, Student life, Student asso- ciations, Student personnel services. The Present Period 142 General education problems, Graduate supply and demand, Science training, Doctors' degrees, Teachingmethods,Libraries,Juniorcollege problems, University administration, Student life, Scholarship aid, Student personnel services, Student self-government. VI. TEACHER EDUCATION 153 Initial Modernization Epoch 153 CONTENTS V Page Wartime Epoch 158 Democratization Epoch 159 The Early Period 159 Institute for Educational Leadership. The Present Period 168 VII. Vocational Education 170 Initial Modernization Epoch 170 Democratization Epoch 171 The Early Period 171 Vocational and technical education sections, Ma- chineshop curriculum,Agriculturaleducation, Homemakingeducation,VocationalEducation Promotion Law. The Present Period 175 VIII. SPECIAL PROGRAMS 179 Initial. Modernization Epoch 179 Limited Education for Handicapped Children 179 Democratization Epoch 181 The Early Period 181 Expansion of special education, School-lunch pro- grams. The Present Period 18b Special education section established, Revision of child welfare law, Enlarged nutrition program. IX. SOCIAL EDUCATION 187 Initial Modernization Epoch 187 Democratization Epoch 189 The Early Period 189 Social Education Law, Libraries, Parent-teacher associations, General adult education programs. The Present Period 197 Citizens public halls, Expansion of library services, Parent-teacher association trends, Voluntary or- ganizations, Optimism reported. X. IN BRIEF REVIEW 205 BIBLIOGRAPHY 209 APPENDIXES 215 A. Imperial Rescript on Education 215 B. Number of Schools, Teachers, and Pupils: May 1957_ 216 C. Education Chronology of Modern Japan 217 CHARTS I. Basic educational policy: Old and new 26 II. Prewar multiple track Japanese school system.. 37 III. Post-war single track Japanese school system 47 . .c.n.rnewrer",,...1orr, VI CONTENTS Page IV. Number of students receiving Government loans for scholarship purposes: 1943-53 67 V. Ratio of students receiving scholarship loans from Japan Scholarship Society to total number of stu- dents at each educational level: 1955-56 68 VI. Organization of the Department [Ministry] of Educa- tion of Japan: 1937 74 VII. Organization of the Ministry of Education in Japan: 1957 84 VIII. Channels of educational control: 1956 88 IX. Textbook process from author to student 120 TA ALES 1. Possible school careers for academic and technical students in Japan: Prewar years 41 2. Possible school careers for non-academic pupils in Japan: Prewar years 42 3. Schedule of activities for 16 teacher consultants in Hiroshima Prefecture Board of Education: June 2-13,1957 91 4. Content in morals texts by year of textbook revision.. 96 5. Weekly schedule for 6th grade 108 6. Recommended minimum and maximum class hours per week for each subject in the lower secondary curriculum 110 7. General (academic) upper secondary curriculum recom-
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