On the basis of primary schools, vigorously popularize national education. 1872, the Meiji government promulgated a new "educational system". Its guiding ideology is to go all out to popularize bourgeois national education, and vigorously developing primary education is the primary task of implementing the "educational system".

In order to popularize education rapidly, the government divides the whole country into eight university districts, each with/kloc-0 universities and 32 middle schools under its jurisdiction. Each middle school district is further divided into 265,438+00 primary school districts, with 600 students in each school district.

At the same time, compulsory education should be adopted, and the complexity should be simplified according to local conditions, and all kinds of new primary schools should be established by using all conditions, such as naive primary schools, poor primary schools, rural primary schools, girls' primary schools and disabled primary schools. In terms of educational content, we attach great importance to children's intellectual development. Pay attention to instilling western modern cultural concepts and imparting preliminary scientific and cultural knowledge. According to statistics, among the total class hours per week, Chinese subjects account for 40%, mathematics, geography and history account for 53%, and other self-cultivation subjects account for 7%.

Efforts to improve and enrich secondary and higher education At the end of 1990s 19, after the foundation of primary education was firmly established, the Meiji government continued to enrich primary education, and at the same time made great efforts to improve secondary and higher education, and began to establish and develop modern scientific research. The secondary education in Meiji Restoration was run as an advanced national education.

188 1 The Syllabus for Middle Schools clearly stipulates that middle schools adopt a four-level and two-level system, and the entrance qualification must be a secondary school diploma after primary school. After six years of primary education, middle school is a follow-up education institution. It has been implemented since then and has been used ever since.

Because middle school education focuses on further studies, it has higher requirements for courses and teaching, and attaches great importance to basic scientific knowledge and foreign language education.

Vigorously develop industrial education As soon as the Meiji government was established, it decided to advocate practical learning and establish industrial technical schools as the basic policy for developing education. ?

The educational system order of 1872 stipulates that 10 kinds of industrial schools should be established. In August, the Ministry of Industry and Information Technology set up an engineering workshop in Humen, Tokyo, and hired foreign teachers to teach civil and mechanical knowledge. It was the earliest industrial school in Japan.

Vigorously set up normal education and strive to improve the status and material treatment of teachers. When Japan implemented universal education, it deeply felt the lack of teachers. They realize that without enough teachers in quantity and quality, the establishment of schools will be a dead letter. 1886, the Meiji government promulgated the Order of Normal Education, which established a two-level normal school system, that is, normal schools were divided into ordinary schools and institutions of higher learning.

Ordinary normal schools are established by local governments to train teachers and principals of public primary schools; Teachers' College is a secondary education established by the state. At first, only one was set up in Tokyo to train teachers or principals of ordinary normal schools, and it can also serve as teachers or principals of other schools.

In order to solve the problem of insufficient teachers in middle schools, in addition to setting up normal schools, short-term training in various subjects is also adopted to carry out this work. At the same time, the Meiji government also took some positive measures to improve the social status and material treatment of teachers, especially primary school teachers, and encouraged them to aspire to education.