Elementary Schools.— The government be gan to take serious notice of national educa tion after the Imperial Restoration (1868). Previous to that people who wished their chil dren taught sent them to oTerakoya.l' where they obtained the rudiments of knowledge, as already mentioned. In 1872 the or the Ordinance for Educational System, was issued, and elementary schools were established, part of the expense being borne by the state. In 1879 this ordinance was replaced by another called the aKyoikurei,o or the Ordinance of Education, which was again revised in the fol lowing year, and also again in 1884. The Kyoikurei was followed in 1886 by the gakkorei,l) or the Ordinance relating to Elemen tary Schools. Thus the basis of the present educational system was gradually laid. In 1890 further revisions were introduced, and in 1900 the present system was adopted, which was also partly revised in 1903, 1907, 1911 and 1913.
The aim of the elementary schools is to teach the foundation principles of moral and popular education, giving such knowledge as is essential for life, care being also taken to develop the physique of the children. Religious teaching having no place in the Japanese system, the foundation of the general education consists of the moral, the intellectual and the physical train ing. There are no preparatory schools in addi tion to the middle schools as in some countries. Hence everybody, rich or poor, high or low, must first enter the elementary school. Thus the Japanese elementary schools give, in the strictest sense of the term, the national educa tion. The only exception to the rule is found in the Peers' School where the boys of the high classes are taken.
Elementary schools are divided into two kinds, viz., the ordinary and the higher. The former has a course which extends over six years, while in the latter the course varies from two or three. The period of our compulsory education, which used to be four years, was in creased to six in 1907, and since then the re sult has been quite satisfactory. In the higher elementary a more adianced grade, or in other words continuation of the ordinary elementary school course is given. A consider able portion of the elementary schools have both of these grades. All elementary schools may have a supplementary course. The course must not run for more than two years, and the subjects, and the season of the year in which they may be taught, are determined according to the requirements of the locality. Unlike the system of some German states, these courses are not yet compulsory. Cities, towns and vil lages must all establish their own ordinary ele mentary schools. But if a self-governing cor poration is too poor or there exists some special reasons against establishing its own school, the education of its children may be entrusted to other corporations, or it may have a school in common with some others. Higher elementary schools not being compulsory are generally established by self-governing corporations on the approval of their local governors. Private persons can also establish elementary schools on the same condition. The school age of a child begins on the next day after reaching his sixth year and ends on the day when he com pletes his 14th year, the whole term covering a period of eight years. His schooling should commence at the beginning of the first school year that comes within the period of his school age. and should end at the conclusion of his ordinary elementary school course. During this period, his guardian is responsible for his at tendance at school. If they wish to have the children taught at home or in private schools they must first apply for permission to the au thorities. In no case, except the absolute pov erty of the' guardian or the idiocy, deformity or illness of the children, may they be excused from these responsibilities. Children still in the
age of compulsory education may not be em ployed to the neglect of their education. Ac cording to the latest statistics 98 per cent of boys and 97 per cent of girls of school age are studying in schools. Formerly the custom was not general among the common classes to educate girls, but guardians have seen now the need of educating the girls as well as the boys.
The subjects taught in the ordinary elemen tary course consist of morals, Japanese lam guage, arithmetic, Japanese history, geography, science, drawing, singing andnasucs. Manual work may be added, according to the choice of the locality. For girls, sewing may be added. The subjects taught in the higher elementary schools are morals, Japanese lan guage, arithmetic, Japanese history, geography, science, drawing, singing, gymnastics. For girls sewing is added. Manual work, rudiments of agriculture or commerce may be given. Either one or more of three subjects— manual work, agriculture and commerce — should be added. In case two or more of these subjects be added, the pupils should be taught either one of them. The English language may be taught in commerce, when the local circum stances make this advisable. As regards the curriculum above mentioned, a provision which minutely explains how each subject should be treated is found in the Regulation for Carry ing Out the Imperial Ordinance relating to elementary schools. For instance, morals are taught with the Imperial Rescript as the basis, the aim being to form good character 'and to induce the pupil to act in accordance with moral precepts. It is begun with lessons on filial piety and brotherly love, friendship, diligence and frugality, respect, faith and justice, courage, etc., and the children are gradually led to under stand the general duty and obligations to the country and to society. At the same time care is taken to elevate their character, to strengthen their will, to cultivate their enter prising spirit and encourage their love for pub lic virtues as well as their spirit of patriotism and loyalty. For girls such virtues as chastity are specially explained. Wise sayings, ex emplary deeds, proverbs, etc., are made use of to warn as well as to edify them. Since the olden times, moral education has always been pursued with much attention in Japan, and now the spirit and the teaching of the Imperial Re script has became the fundamental principle of Japanese life and pervades every home through out the empire. The school year of elementary schools commences on the first day of April and ends on the last day of March of the following year. On the anniversary of the accession of the Emperor Jimmu, the present emperor's birthday celebration day (30 October), and on New Year's day, teachers and children assem ble in the school to celebrate the occasion and generally employ the day to promote moral in struction. First they sing the the national anthem, salute most politely the photo graphs of the emperor and the empress, and the director reads the Imperial Rescript. In public schools of ordinary elementary grade established by cities, towns and villages, tuition fees cannot be generally charged. In special cases, however, a small amount is charged after permission is obtained from the authori ties. This system of free education is attaining its object year after year and the schools in which tuition fees were levied are gradually de creasing. Such being the case, in the near future it is hoped that such schools will dis appear. As compulsory education obliges even very poor people to send their '-hildren to school, it is proper that all expenditures should be borne by the corporations. In higher ele mentary schools tuitions can be charged.