The objective of this study is to review and clarify the background to the curriculum theory of Kempo KIMIYA (1904-2000), who took charge of the revision to the tentative and suggested Course of Study (1951, Showa 26), general part at Monbusho (the Ministry of Education). In the 1951(tentative) version, general part, the terminology in the subject-only curriculum was changed to include the term "extracurricular activities." In addition to this, the school subject "free study" was abolished, and "extra-subject activities" in elementary school and "special educational activities" (for example, club activities and assemblies) in junior high school were introduced. Based on studies addressing the establishment of the 1951(tentative) version, general part, I can point out two matters as subjects of this study. The first matter is that those studies do not refer to the materials related to the person who took charge of the revision in 1951. This fact may leave room for an in-depth focus on the specific person in charge of the revision, beyond the organizational level of Monbusho. The second matter is that the principle as background to the revision has not yet been identified. Examination of the historical materials related to the person in charge of the revision may complement and provide the objective for a new approach different from before. Thus, the focus of this study was Kempo KIMIYA, who took charge of the revision and was responsible for the 1951(tentative) version, general part, and his curriculum theory. Considering the relationship with Seishiro AOKI and his statement that he came up with the Japanese equivalent for "course of study," it may be possible to position KIMIYA as the Monbusho official involved in the 1951(tentative) version, general part, under the occupation of General Headquarters (GHQ). As a result of reviewing KIMIYA's background and more than 40 articles in magazines and other publications, the findings were as follows: 1. Kempo KIMIYA who was responsible for the revised 1951(tentative) version, general part, was consistently involved in the educational administration, especially administration of the curriculum, within Monbusho (Ministry of Education) before and after World War II. 2. He had opportunities for direct access to US educational books written mainly in the 1930s and 1940s via the persons involved in CIE (Civil Information and Educational Section). 3. I tentatively categorized the characteristics of his curriculum theory into five aspects: emphasis on experience, emphasis on educational guidance, emphasis on data, insistence on a revised subject-based curriculum, and nature of the subjects and the differences between elementary education and secondary education. All the aspects are closely linked to the revised 1951(tentative) version, general part. According to the findings above, it may be true that the curriculum theory of Kempo KIMIYA in post-war occupied Japan had an influence on the establishment of the tentative and suggested Course of Study (1951, Showa 26), general part.

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　This study was conducted for the purpose of understanding the amount of physical activity performed by people during the Edo period. This report used the example of the priest Hakuin and measured the distances he walked between temples on training and pilgrimage. To measure the distances, the author of this report needed to faithfully keep track of the names and locations of the temples the priest Hakuin visited. Hakuin visited a total of 137 temples and seven private residences. He walked 500 kilometers or more a year at the ages of 23, 24, 26, 27, 29, 66, 67 and 74. If one walks a distance of four kilometers three times a week, one will end up walking 576 kilometers over the course of a year. The annual distance walked by the priest Hakuin is roughly the same as the annual distance walked when one walks a distance of four kilometers three times a week. This level of physical activity can be performed by people today. Given the above, the author proposes the slogan, “Let’s walk like the priest Hakuin.”

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