ABSTRACT
In 1868 Japan possessed the most effective system of education in Asia. Entrance to higher education was on the basis of merit and the hard path from farming household to college and university brought a significant stream of talent into Japanese public life. In the twelfth century economic growth and imperial expansion created new educational needs. Compulsory education was extended, further universities were created, and some private colleges received university status. The Mission’s Final Report ignored the centralised educational systems of various allied countries and claimed that decentralisation was essential to democracy and the elimination of militarism. Parallel to the varied attacks on old ideas went equally determined programmes to strengthen new thinking. To this end Civil Information and Education Section carried a large-scale programme of teacher education and novel courses for educational administrators. Inherent in most educational reform were political objectives; not only democratisation but the maintenance of American influence over Japan.
