The Discussion and Deliberation about Reappraisal School Age in the Educational Investigation Committee (1913-1917)

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  • 教育調査会の学齢再検討をめぐる議論
  • キョウイク チョウサカイ ノ ガクレイ サイケントウ オ メグル ギロン

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Abstract

<p>　The aim of this paper is to clarify the propositions for the elementary education policy in the Meiji and Taishō Period and its historical significance through examine the process of discussion about the proposed amendment imperial ordinance relating to elementary schools.</p><p>　The proposed amended imperial ordinance on elementary schools was the subject of long term debate in the Ministry of Education. After extending compulsory education in 1908, graduation rates dropped, although the number of applicants for middle school increased. To deal with this situation, the Ministry of Education supported the proposed amended imperial ordinance relating to elementary schools, but the Educational Investigation Committee took a more cautious approach and stopped the ordinance. Popular perception considered the proposal as an ordinance to extend school age.</p><p>　Examination of the direction of discussion on the proposal from the Ministry of Education reveals the following. The Educational Investigation Committee determined that the proposed amended imperial ordinance relating to elementary schools was appropriate.</p><p>　The discussion also led to Egi Kazuyuki’s idea for an amendment of the secondary education system. Deliberation on this proposed amendment of the secondary education system was accepted as related to the popular perception of extending the mandatory school age. Second, the proposed amendment to the secondary education system suggested multiple paths/branched system in elementary education.</p><p>　The proposed amendment to the secondary education system included the amended imperial ordinance relating to elementary schools and the proposal to extend mandatory school age. As a result, the discussion held by the Educational Investigation Committee rejected more flexible rules on school age, flexibmle management, and multiple paths in elementary education.</p><p></p>

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