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By R. Murray Thomas

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In the knowledge and skills necessary for their vocation and everyday life" {Japan's Modem Educational System 1980: 188). The subject-matter included morals and civics, general studies, and — for boys — vocational skills and military drill. In summary, then, the school system during the latter 1920s and throughout the 1930s assumed a function in keeping with the program of military preparedness that the nation's political leaders had adopted. The system was operating in such a form when J a p a n entered World W a r II at the close of 1941.

By 1930 another 20,000 Japanese had migrated to the former German-held islands of Micronesia, a figure that increased to over 80,000 by 1940, so 44 Schooling in East Asia as to exceed the native population of 60,000 (Wenkham and Baker, 1971: 28). 3 million Japanese were repatriated to their homeland from other regions of the Orient and Western Pacific. Over the seven decades between 1872 and World War II, J a p a n ' s modernization poHcies, economic and social conditions, and political ambitions combined with events on the broader international political scene to stimulate changes in educational policy and practice.

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