The importance of the arithmetic education that accorded with initiative of children and life was insisted by a renovation of arithmetic in a new education movement in Taisho era. However, a meaning of “life” in a renovation of arithmetic is not clarified. I examined a change of arithmetic education theory in 1910's under the World War I of the elementary school attached to the Tokyo higher normal school and aimed at clarifying the notion of “life”. Goto Taneyasu and Higo Morikuma discussed mainly on this point. Goto insisted on taking in “life” as an educational method from interest of children, and respecting the sense of them. In addition, he thought that he encouraged children adapt themselves to a real social “life” with a purpose of education. On the other hand, Higo objected to taking in “life” as both an educational method and purpose, and thought about an educational purpose with “the intellectual power” training, When a scientific promotion was demanded under the World War I, it was Higo that took leadership. Higo changed his opinion according to a claim of mathematics education remodeling the movement and took in “life” in arithmetic. A method of induction to encourage children observe test “life”, and arrive at mathematical laws by themselves was focused.

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This paper deals with mathematics teaching in Japan in the early Meiji era, before the enactment of ordinances concerning elementary schools and secondary schools in 1886. In this paper we consider teaching of mathematics at two schools, Tokyo Daigaku Yobimon (Preparatory School of the University of Tokyo) and Osaka Chuggako (Osaka Middle School), in the Meiji 10s, that is, from 1877 to 1886. The latter one, Osaka Chugakko, was a school under the direct control of Monbusho (Department of Education of the Imperial Government) and was the model school of the secondary education ay that time. At both schools, elementary mathematics (algebra, geometry and trigonometry) was taught firmly. At Tokyo Daigaku Yobimon, mathematics was taught by using British books as textbooks. On the other hand, at Osaka Chugakko, mathematics was taught by using Japanese translation of Western books as textbooks, most of these were American books. Mathematics teaching at both schools was of high quality in Japan at that time.

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1.The Purpose of this Thesis “Hatsu Gaku #156” was the official document created in April 1948 from the Ministry of Education of Japan. This thesis determined the curriculum for upper secondary schools (Kotogakko). Until recently, it was not evident how “Hastu Gaku #156” was created by the Japanese Curriculum Revision Committee because historical materials were lost. Recently, former restricted documents of the GHQ/SCAP's have been unclassified and for public viewing at the Japanese National Diet Library. The purpose of this thesis is to determine the process used in the creation of “Hatsu Gaku #156”, by using these documents. 2.Early Investigation of the New Curriculum On September 27th 1946, a final tentative curriculum was agreed upon between the Ministry of Education and the CI&E. The agreement showed remarkable distinction of the Japanese educational reformation in post World War II Japan. This agreement can be summarized with the following 3 points. - The focus was changed to emphasize children's experiences. - Decentralization was agreed upon, giving powers to local provincial authorities. - The development and induction of single line (6-3-3Plan) school system. 3.Main Investigation of the New Curriculum In December 1946, discussion of upper secondary school curriculum was started between the CI&E and the Ministry of Education. The Ministry of Education decided that “Kotogakko” should consist of college preparatory courses. CI&E criticized the Ministry of Education. CI&E thought that “Kotogakko” should have a broader focus. Through a serious of conferences in December of 1946, CI&E forced their thought process on the Japanese Ministry of Education. 4.Final Investigation of the New Curriculum In February 1947, the Ministry of Education and the CI&E came to an agreement with regards to upper secondary school curriculum. “Hatsu Gaku #156” was completed in March 1947. “Hatsu Gaku #156” integrated comprehensive courses, and a unit credit system among other things. In April 1947, the Ministry of Education officially integrated “Hatsu Gaku #156” as part of the education system.

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