The purpose of this study is to reexamine the nature of the educational system and policies under Minister of Education Mori Arinori, from 1885 until 1889, focusing on the formation of the 1886 School Ordinances and “economy” principles of education. Due to the lack of relevant historical documents, previous studies on this issue determined that Mori had a free hand to create and enact a new education system and policies. This study analyzes Cabinet and prefectural historical materials regarding the process of establishing education laws and “economy” principles, which previous research has not considered. This study thereby reconsiders the nature of the educational system and policies during Mori Arinori’s tenure as Minister of Education within the context of government, administration, and public finances. The results of this analysis are as follows:

1) In 1885 following local education inspections, Mori proposed a system of honorary educational affairs committees, but this proposal failed to pass the review process of the Cabinet Legislative Bureau. After he became Minister of Education, Mori submitted three drafts that contained detailed enforcement regulations for the 1885 Educational Code to the Cabinet, but these drafts did not pass examination by the Cabinet Legislation Bureau. The cabinet was going to convert the 1885 Educational Code into the 1886 School Ordinances, delineating various kinds of schools. The cabinet promoted the adjustment of administration and finance, and the Cabinet Legislation Bureau had their own system design. Therefore, the 1886 School Ordinances were established in line with the policy of the Cabinet.

2) While Mori, as a member of the Cabinet, supported the Cabinet’s determination to administer finances and allow for local control of education, he re-interpreted the policy of the Cabinet and sought to influence local educational affairs.

Since prefectural agencies, assemblies, cities, towns and villages were given constant authority in the local government system, Mori visited each place and held a speech to encourage local support for the educational policies of Ministry of Education. Therefore, he advocated “economy” principles which was claimed cost-effectiveness in order to secure or increase local educational expenses.

The purpose of this paper is to shed light on the significance of education research by elementary school teachers in Japan from 1901 to 1903, through an analysis of Ōse Jintarō’s theory of pedagogy as a science and through activities of the Society for Pedagogy and Educational Methods.

In Japan after 1897, why did action-training-research come to be emphasized in education research? Why was school teacher’s education research considered to be linked to pedagogy study? This paper focuses on Ōse’s theory and activities to answer these questions. The Society for Pedagogy and Educational Methods, formed in 1901, is an important resource that provides an understanding of the history and origins of school teacher’s education research. It is necessary to research Ōse’s theory as the basis for this research. How was Ōse’s theory related to the activities of school teachers’ education research and the Society of Pedagogy and Educational Methods?

This paper reveals three facts. First, in order to establish pedagogy study as an independent science, Ōse separated research on educational methods from research on the purpose of education, defining teacher education research as educational methods research. Second, influenced by Ernst Meumann’s experimental pedogogy study, Ōse attempted to transform teachers into educational methods researchers. Ōse abandoned experimental psychological research methods. Third, Ōse established the Society for Pedagogy and Educational Methods in order to organize education scholars involved in Higher Normal School, Imperial University, and private schools for education research of pedagogy and educational methods.

The purpose of this study is to clarify the features of Koga Fuji’s (1856-1937) educational practices in kindergartens and research activities from her relationship with kindergarten education in America. Koga went to America to research kindergarten methods, and became involved in kindergarten education in Japan. Previous research has indicated that the practices of the Homei Kindergarten by Koga represented a new form of kindergarten education influenced by progressive education, but their research does not sufficiently examine how she came to develop her education practices. In fact, this cannot be verified without elucidating the facts of Koga’s studies at the University of Chicago. As a result of conducting an investigation into the question, this study enumerates three conclusions regarding Koga’s educational and research activities and their development.

First, after obtaining qualifications as a kindergarten teacher during her first study abroad, she practiced along the theme at the kindergarten affiliated with Hiroshima Women’s School, although at this stage she did not introduce new resources or methods.

Second, while she studied a second time in America, she learned progressive education of kindergarten that respected free and independent activity based on a critical study of Froebel’s philosophy at the University of Chicago.

Third, at Homei Kindergarten after Koga returned to Japan, she practiced child-centered education based upon the interests and individuality of children, ascertained through child research.

Finally, Koga’s pioneering practices were a result of independently and continuously grappling with child research based on scientific principles, and not just receiving the latest theories and methods in kindergarten education.

After the Potsdam Declaration, the Japanese government had to decide on the treatment of former military educational institution graduates (hereinafter referred to graduates), while attempting to transform the country’s self-image from “Imperial Japan” to “Democratic Japan”. The Ministry of Education tried to transfer many graduates to other schools. However, various discussions over the measure developed. This paper clarifies the formation of the measures for graduates in early postwar Japan by focusing on the trend of “demilitarization” and “democratization” and its scope.

In August 1945, the Ministry of Army and Navy began to negotiate with the Ministry of Education to transfer graduates to other schools. As a result, the Cabinet decided upon “preferential transfers” for graduates. However, when students started to criticize and CIE (Civil Information and Education Section) started to intervene, preferential transfers were abolished in November. “Restrictive transfers” that limited the number of graduates to ten percent of a school’s capacity was determined in February 1946. Nevertheless, opinions criticizing restrictive transfers or insisting upon the necessity of re-education appeared. In addition, the discrepancy between the text of the Constitution of Japan and the Fundamental Law of Education and the measures was pointed out.

As described above, the measures were formed through “consultation” and “crossbreeding” with the Ministry of Army and Navy, the Ministry of Education, and CIE. The scope of “demilitarization” was interpreted differently by each organization, so that “demilitarization” and “democratization” developed a relationship of mutual conflict and reliance. It may be considered that the achievement of “demilitarization” and “democratization” was hindered, thus affecting later historical developments.

This paper studies a local intellectual of the late Qing Dynasty China, who actively participated in the School Song Movement. The School Song Movement, which existed between the late years of Qing Dynasty and the early years of the Republic of China, sought to teach children school songs and hold music seminars in order to popularize music education. Since most people who participated in the movement had been overseas students in Japan, prior research on the movement primarily focused on their thoughts about education and the composition of songs. However, prior research did not sufficiently address the role that local intellectuals without overseas experience who also participated in the movement. This study focuses upon Jiang Weiqiao, an intellectual with no overseas learning experience, who held a music seminar in Chang Zhou. Based upon the analyses of his activities during the movement and a re-examination of the whole movement, this paper proves the following. First, most intellectuals who participated in the School Song Movement were not music professionals. Second, seminars given by both those who studied in Japan and local intellectuals primarily focused on the popularization of music education, rather than professional music training. Third, in regions where music education had not existed, local intellectuals’ promotion of nationalism through music education played an important role in making the idea of music education much more popular.

On January 20, 1942, the Nazis held the Wannsee Conference at Wannsee Villa. Wannsee Villa now serves as the House of the Wannsee Conference Memorial and Education Site, but it was used as a Schullandheim (school rural study center) for the Neukölln District from 1952 to 1988. The present paper aims to clarify the history of that Schullandheim from the viewpoint of pedagogy.

This paper focuses on the following three stages:

In the first stage, the establishment of the Schullandheim was eagerly desired to provide a good educational environment for students, rich in nature. However, no thought was given to the victims of the Holocaust in the establishment of the Schullandheim.

In the second stage from the late 1960’s to the early 1970’s, Jewish-historian Joseph Wulf requested to convert the Wannsee Villa into an “International Document Center for Research on National Socialism and its After-effects,” thus attracting global attention on Wannsee Villa’s use as a Schullandheim. Wulf’s request generated an intense debate about Schullandheim. However, the happy experiences of students at the Schullandheim made it difficult to establish the Document Center, and the City of West Berlin was firmly opposed to Wulf’s request. In response, Wulf insisted that if Wannsee Villa continued as a Schullandheim, students must learn about the Wannsee Conference during their stay. His insistence was not realized at the time, but Wulf’s demands paved the way for future changes.

The third stage, in the 1980’s, reflected a change in the popular recognition of the past events, leading to the removal of the Schullandheim and the establishment of House of the Wannsee Conference Memorial and Education Site. Prior to that, however, the Schullandheim began to teach students about the Wannsee Conference.

This paper discusses how the London School Clinics provided medical treatment for school children attending public elementary schools, and what problems occurred there in the early twentieth century.

This paper focuses on the development of school medical service established under the 1907 Education (Administrative Provisions) Act. The School Medical Service was to provide medical inspection and measurement of height and weight of public elementary school children, and to provide medical treatment for them through the hospital outpatient department and school clinics. Although both services developed after 1908, medical treatment primarily developed only after the introduction of the medical inspection.

David Hirst, a researcher of the School Medical Service, discusses the provision of medical treatment through the hospital outpatient department in London. However, his research does not describe in detail how the school clinics,- and, the newly established medical institutions,- were administered. Moreover, he also argues that school clinics were regarded as less familiar institution than the longestablished hospital outpatient departments.

In actuality, a large number of parents visited the center, and were provided some medical treatment. The real challenge to the operation of school clinics was that some parents refused to attend. In order to solve the problem, the London County Council were attempted to have nurses in the clinics complete the following-up work.

Therefore, through an analysis of reports, minutes, letters, and correspondence of both centers and the Children’s Care (Central) Sub-Committee, this paper elucidates how the School Clinics, - Norwood and Wandsworth Medical Treatment Centers, - were administered.

　　The purpose of this paper is to examine a new trend in the history of education. My research field is Chinese educational history, so this paper is an introduction to trends in the history of education from the eyes of a Chinese observer.

　　First, I participated in the International Congress of Historical Sciences, which was held in China Shangdong in 2015. My impressions of the congress: 1. Each session is useful, and the congress is a good chance to meet historians from around the world. 2. Historical study in China is actively carried out. 3. There were many young participants at the congress, and many young Chinese researchers in particular. 4. It is important to write articles and presentations in English. Even if we are discussing Chinese educational history, we must converse in English at the international conference. 5. China can successfully hold a large-scale international conference.

　　Second, I discuss digitization and disclosure of historical documents. Digitization of archives is increasing in the U.S. and European countries. While the U.S. and European countries lead the The purpose of this paper is to examine a new trend in the history of education. My research field is Chinese educational history, so this paper is an introduction to trends in the history of education from the eyes of a Chinese observer. construction of databases of historical archives and articles, China and South Korea are also constructing databases. Study methods are changing. When I was a graduate student, I went to the library and copied documents. However, current students and scholars access databases and download materials through the internet.

　　Third, I emphasized the importance of publishing articles in international academic journals.

　　The Japan Society for Historical Studies of Education faces two urgent tasks and must wrestle with these problems: it must work to construct and disclose databases of historical archives and articles in Japan, and it must train young scholars who can write articles and discuss in English.