The objective of this article is to show how easily and quickly the 3-year-long farming training for Japanense youth pioneering brigades in Manchuria failed and how foolhardly the project was.
　　　　The training institutions were essential for smoothly establishing large-scale agriculture. In those days, Japanese peasants in Japan never desired large-scale agricultural management.
　　　　Japanese youth pioneering brigades entered the agricultural training institutions in Manchuria. The groups were organized by people from various prefectures （the hybrid squadrons）. The hybrid squadrons were sent to Manchuria yearly from 1938 to 1940.
　　　　This was one way to deal with the agricultural failures of experimental groups of adult emigrant groups, who went to Manchuria from 1932 to 1935. The colonization was carried out to make the colonists carry part of the burden of controlling Manchuria and defending against the Soviet Union, and to establish a self-supporting buffer state.
　　　　In order to establish agricultural management as demanded by agricultural policy, it was essential to establish a system of cooperation. Especially in case of emigration of youth pioneering brigades, the cooperation of the peasants and their families was essential. But, in the hybrid squadrons, the following items 1-4 failed: （1） establishment of strong leadership, （2） formation of a group consciousness that could work in agriculture, （3） learning agricultural skills in Manchuria, and （4） establishing a lifestyle suitable for the Manchurian climate.
　　　　At last, the training failed, and the agricultural settlements didn’t come into existence. On the contrary, in the emigration of youth pioneering brigades in the hybrid squadrons, because they were underage and immature in body and mind, the establishment of the above-mentioned items （1） through （4） was much more difficult than for the adult immigrant groups. As a result, their ability in agriculture already declined before their movement to settlements, and it was far inferior to the adult emigrants who formed settlements as soon as they settled in Manchuria.

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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.

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These in Vestigations were carried out under the kind advices of the late Dr. Koreshige Masuda.
Subjects were fifty eight Soldiers. some of them were already recognized as the well-fitted reporters according to the selected method applied up to this time, and the others were selected at ramdom by fives and sevens from each company.
In the first investigation, seven tests were employed. They were as follows:
Test 1. A test of the direct memory of tones. Test 2. A test of the direct memory of figures. Test 3. A test of the the writing speed. Test 4. A test of the direct memory of simple forms. Test 5. A test of the repeating of commands. Test 6. A displacement test. Test 7. An addition test.
The total sum of full marks of these seven tests is 105. According to the results of tests, the best subject got marks of 80.3, and the worst one marks of 6.8.
Seven months later the second investigation was carried out. In this investigation, the test of the direct memory of forms and the addition test were omitted from the list of tests employed in the first investigation. In this case, therefore, the number of tests is five and the total sum of full marks of five tests is 100.
Now, if we examine the results according to the coefficients of correlation between the work of communication and the result of tests, we may enumerate the following discoveries :
(1)A coefficient of the total sum of marks is+0.4872 and ±0.0917,and that of test 5 is+0.4872 and±0.0917,of test 6,+0.4464 and ±0.0959,of test 7,+0.4261 and ±0.0979,oftest 1,+0.3748 and ±0.1024,of test 3,+0.2714 and ±0.1097, of test4,+0.1360 and ±0.1157, and of test2,+0.942 and±0.1167. Consequently, the test of repeating the commands, the displacement test and the addition test have more relation with the selection of the reporters than the test of direct memory of the figures and forms.
(2) The order of arrangement of the coeflicients with the results of reporting work is the sound morus (+0.6180),±0.1165), the flag morus (+0.5881, ±0.0794), the light morus (+0.4771,±0.1161), the composition of communication (+0.3748, ±0.1024), the flag signal (+0.3542, ±0.1166), the school knowledge (+0.2195, ±0.1125) and the telephone (+0.1465, ±0.1154). Namely, the correlation of the reporting work is higher .with the morus signs of either sound or flag and the like than with knowledge or technique.
(3) In either case, the reporter with more sensibility in the auditory sensation than in the visual shows more satisfactory result. Accordingly, man had better choose the auditory type.
(4) The coefficient of total sum of marks is +0.7217, ±0.0590. And the test 3 (+0.6428, ±0.0709) comes first. Next the test 1 (+0.5794, ±0.0846), the test 6 (+0.4669, ±0.0938), the test 5 (+0.3748, ±0.1024) and the test 4 (+0.3439, ±0.1048) follow. In this case, too, the correlation is high in the test of the writing speed, the direct memory of tones and the displacement, and low in the test of the direct memory of figures in which the visual sensation plays a principal role.
(5) The coefficients of the communicating work with each test are arranged in order as follows : the flag morus sign (+0.6873, ±0.0648), the Sound morus sign (+0.6478, ±0.0709), the light morus sign (+0.5075,±0.0893) and the flag signal (+0.5075,±0.0893). We can see here the high correlation with the employment of the morus signs again.
(6) The coefficients of correlation between the result of the first investigation and that of the second are +0.7943and ±0.0460; these numbers, of course, swill be different according to the kinds tests.

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