占領初期における軍政組織の教育施策 : 「軍政(ナンバーMG)レポート」を中心にして

抄録

This paper provides an overview of the education policy implemented by the Allied occupying forces military government organization in Japan early on in the occupation (September, 1945 to June, 1946). Although Allied forces took up residence in Japan at this time, their organization and implementation of educational policy, including the allocation of educational officers, the importance of education within overall occupation operations, school inspections, and military officers' understanding of the existing Japanese education system, have not been thoroughly analyzed due to heretofore restricted access to relevant documentation. Utilizing the newly released "Number MG Report" held in the US National Archives, this paper will analyze these remarkable educational activities and consider their importance in early occupation operations. There are five characteristics that define educational policy in the early months of the occupation. First, the Military Government Section under the umbrella of tactical operations had begun the process of implementing educational policy, mainly school inspections, in conjunction with other sections of CIC (Counter Intelligence Corps) even prior to the stationing of MG groups and companies November, 1945. Second, the MG groups and companies entering Japan had officers, sometimes even entire sections, assigned to address educational matters. Although the proportion of education among total MG activities was not very high, it is meaningful that these education officers or sections existed from the beginning, to organize and routinize educational operations. Third, MG groups and companies established contact with indigenous educational institutions in order to implement educational operations, like school inspections, on a large scale. Fourth, these school inspections were "search and destroy" missions, meant to root out the militaristic educational curriculum as part of the occupation's goal of "demilitarization" of Japan. They also tried to comprehend the state of Japanese education through surveys of entrance exams and student strikes. School inspectors' reports also attempted to show the "democratization" of Japan through education reforms already underway. This tendency was accelerated with the publication of the "Report of the United States Education Mission to Japan." Finally, MG groups and companies were already paying attention to Communist activity even in education. Previous research argues that while local military government was well developed in 1945 and early 1946, time was necessary to adapt to local situations. However, this paper reveals that from the very beginning of the occupation, MG groups and companies engaged in educational operations and established the foundation for later development. This shows that the early period in the occupation of Japan was not just a "preparatory and exploratory" period, but it led to the establishment of a functional military government.