a. The Issuance of the 1895 Girls' High School Regulations

In terms of regulations pertaining to the school system, the first time the term "girls' high school" (koto jogakko) appeared was on December 14, 1891, in the 1891 revision of the 1886 Middle School Order. In Article 14, a provision for girls' higher level general education was added, and it was provided that "the girls' high school is the place where higher level general education necessary for girls is realized, and it is a type of ordinary middle school." Thus it was made clear that girls' high schools were an institution for girls comparable to the boys' ordinary middle schools. And in addition to the course for general education, the other provision in Article 14 stated, "Girls' high schools may furnish arts and crafts courses (gigeisenshuka) necessary for girls." Other than these provisions of Article 14, nothing was provided concerning the girls' highschool.

In January, 1895, the 1895 Girls' High School Regulations were issued, specifying the subjects, the length of the course, entrance requirements, related courses, and other details. The course for girls' high schools was set at six years, with recognition of a one-year extending or shortening of the course according to the circumstances of the area. Eligibility for entrance was to be for those who had graduated from the four-year course of an ordinary elementary school. Moreover, relevant to the length of the course, it was provided that "in proportion to the standards of students admitted" the course might be shortened to three years. Days of instruction were defined as about forty weeks per year, and the instructional hours were set at about thirty per week. In addition, it was provided that a two or less year supplementary course might also be carried out, and specifications for arts and crafts courses were also indicated.

Compared to the ordinary middle school for boys, the course for girls' high schools was one year longer, but the students were admitted two years earlier and thus completed the course one year earlier than the boys of the ordinary middle schools. The provision for recognizing a one-year extending or shortening of the course was from the standpoint that it was not necessary for girls' higher level general education to be of the same type as that for boys. The provision allowing an adjustment of the length of the course according to the ability of the students recognized that these schools initially would be attended by well-prepared girls from the upper classes, but gradually as the popularity of girls' education increased the level of preparation for entering students might decline. In this way the system for girls' middle level education was begun, and its subsequent development was surprisingly rapid.

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