（2）Reforms within School Education

The most significant changes following upon the 1937 Education Council's recommendations were in the field of elementary education. In accordance with the aims of training (rensei) for Imperial Subjects, elementary schools were reorganized as National Schools (Kokumin Gakko) when the National School Order, which was promulgated on March 1, 1941, came into force on April 1 of that year. As stipulated

in this Order, initially it was decided that the National Schools become eight-year compulsory institutions from 1944 and thus extend compulsory education period by two years, however, due to the wartime situation, in the end, while the National Schools offered an eight-year program, the latter two years were left optional. On the other hand, the curriculum of elementary schools was radically changed. The new National School curriculum consisted of the subjects of national studies (kokuminka), science & mathematics, physical training (tairenka), arts and vocational training (for higher courses (kotoka) only), and all subjects which had formerly been taught separately were synthesized into these new units. The same process of simplifying curriculum was later applied to middle level schools (chutogakko).

Middle schools, girls' high schools and vocational schools, which had for some time been treated as distinct institutions, were now to be unified under the Middle Level School 0rder, which was promulgated on January 21, 1943, and put in force on April 1 of that year. The chief reforms brought about this Order were to make the curriculum a more effective vehicle for training Imperial Subjects. Textbooks compiled by the government to reflect its view of the wartime situation were specially prepared. Martial arts were introduced into the curriculum of middle schools (as well as National Schools), and military officers were assigned for the purpose of carrying out military drill (kyoren). Training through a number of public works projects was also undertaken by the middle schools.

An especially notable tendency of middle level education during the war years was the shift toward more vocational and technical subjects. As war production requirements increased, students were mobilized to man the factories and other war related production processes. Even school factories were set up. Such activity was particularly in evidence in the years 1943-1944.

In the field of higher education as well training for Imperial Subjects received a heightened emphasis and instruction in technical courses was rapidly expanded in order to meet the needs of the military situation. Consequently, schools specializing in the humanities were reorganized into scientific schools, and in the universities science enrollments were rapidly expanded. Another policy of the time was the provision of intensive courses so that the students might complete their education more quickly and take up employment in war production.

Higher education facilities changed over to the wartime system in 1943 resulting in an almost complete cessation of normal school functions. One of the major results which these policies brought about was the release of students for military duties; the majority discontinued their studies and headed for the front and most of those who remained at home were diverted to work in factories or at least a part-time basis. Thus the schools were practically destitute of students. Research projects in these schools were also redirected to the war effort.