（1）Reforms in Elementary Education

A number of reforms in elementary education were effected over the years based on the recommendations of the Special Council for Education. A revision of Regulations for the Enforcement of the 1900 Elementary School Order was issued in March, 1919, and put in force in April of that year. In an effort to improve science education, the periods for science were increased and to further cultivate the national sentiment, the periods for the study of Japanese history and geography were extended. This is reflected in weekly subject hours for ordinary elementary schools in 1919 in Table 4-1, which, as compared with the curriculum in 1908, show two hours for science newly assigned in the fourth year and extra one hour for Japanese history and geography in each of the fifth and the sixth years. Similar changes were effected for Japanese history and geography in the higher elementary school.

Table 4-1. Subjects and Weekly Subject Hours for Ordinary Elementary Schools (1919)

Despite the fact that compulsory education was not extended to the higher elementary school, the national interest in education continued to rise and enrollments in higher elementary schools increased markedly. As many of the higher elementary school students would not be going on for middle level education, curriculum reforms were introduced by the April 22, 1926 revision of the 1900 Elementary School Order and practical subjects such as drawing, handicrafts and business as well as home economics (kaji) for girls were made compulsory in addition to the previously required subjects including sewing for girls. At the same time Japanese history was renamed Japanese national history (kokushi) (Refer to Table 4-2.). In the subject of arithmetic additional material such as on an algebraic operation and geometrical figures as well as on abacus was also assigned.

Table 4-2. Subjects and Weekly Subject Hours for Higher Elementary Schools (1926)