a. The Growing Criticism of the Education System Order

The Education System Order inaugurated a new system of education for the people of Japan, and over the next years bold steps were taken toward the goal of providing educational facilities for the entire nation. But as the Education System Order was based largely on Western models, it failed to take certain aspects of the Japanese situation into account, and thus many problems arose. These were aggravated by the over zealous manner in which many of the responsible officials attempted to enforce compliance with the Order, causing unreasonable financial burdens on local communities and thus generating much discontent. There was criticism to the effect that the curriculum provided for by the Order had little relation to the social needs of that day, and many adults continued to favor the traditional schooling characteristic of the terakoya.

The Department of Education, through the reports of officials who made inspection tours of local schools, came to recognize that the Education System Order could not been forced on a nationwide scale without encountering serious difficulties. Also, from about 1877, the post-Restoration Civilization and Enlightenment sentiment which had influenced the tone of the Education System Order was subjected to increasing criticism, and traditional national customs came to be viewed with a new respect.

Following the repression of the Satsuma Rebellion, the nation achieved a new level of political unification, but at the same time, the National Treasury found itself in serious straits. Also it was during this time that the movement for people rights emerged. These various developments were all factors in the government's decision to create a new educational order.

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