The purpose of this paper is to reexamine how Kotaro Tanaka thought about the relations between educational administration and the educational rights of teachers in his theory of the independence of educational rights. For this purpose, I analyzed works which he wrote from the pre-World War II period to the post-war educational reformation period. The composition of this paper is as follows : Introduction 1. The Position of Education in the Functions of "the State" 2. Central Educational Administration 3. Local Educational Administration Conclusion Kotaro Tanaka asserted the independence of education from politics and administrations by adopting the educational rights of parents as the ground for arguments and by relating the independence of educational rights to the independence of judicial rights and the self-government of the university. Meanwhile, he stated that education should be administered in accordance with certain laws and through governmental offices. He also explained that governmental offices were divided by roles, regions and upper and lower relations. With reference to these facts, I had to consider his theory about the relations between educational administration and the educational rights of teachers. With regard to central educational administration, Kotaro Tanaka stated that the tasks of the Ministry of Education were the preparation of conditions about education. However, this does not necessarily mean that teachers can determine and practice educational content, for he accepted the idea that "the state" can interfere in this area, and intended that "the governmental authorities" determine it on condition of consulting specialists and that "educational administration authorities" practice it. With regard to local educational administration, he asserted the independence of education from local general administration. Meanwhile, he intended that "the state" administer education through the centralized system under the leadership of the Ministry of Education. Moreover, he demanded to incorporate local circumstances into educational content by keeping in close contact with "local administrations." Considering the above-mentioned facts, I cannot help doubting the interpretation that the principal object of his theory of the independence of educational rights is the independence of the educational rights of teachers from educational administration. He intended that the Ministry of Education situated at the top of a centralized system should administer the preparation of conditions about education. Moreover, he thought that general administration played an important part in organizing educational content.

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