ABSTRACT
The educational system was singled out for special attention by the reformers in Occupation Headquarters. It was believed that those features of the Japanese state—authoritarianism and militaristic nationalism—which were considered morally the most objectionable, and expediently the most dangerous in a Pacific neighbour, had their roots in the training given, and in the values and beliefs implanted by, the pre-war schools. In 1946 a large committee of American educators was invited to make a lightning tour and report on the modifications necessary to turn the educational system into one more befitting a democratic state. It was largely on the basis of its recommendations that the Fundamental Education Law of 1947 (a statement of general principles) and the School Education Law of 1948 were enacted. Meanwhile, by administrative regulations, thorough-going changes had been made in school organization and curriculum, the most noteworthy being the replacement of the former ethics, history and geography courses by a combined 'Social Studies' course.
