In fact, after the Japanese ruled Taiwan Province, the policy of gradual assimilation was the ruling policy, and "imperial nationalization" was the ultimate means of assimilation. Its purpose is nothing more than to turn Taiwan Province people into "obedient Japanese" or even "Japanese nationals with common interests". In order to implement this policy, the Japanese actively carried out various measures such as "improving customs", "changing clothes into calendars", "breaking superstitions" and "popularizing Mandarin" to change Japanese language, customs, religious beliefs and social organizations and achieve assimilation. Therefore, the "Mandarin Popularization Movement" should be a part of the imperial nationalization policy.

Under the policy of "educating the people", the Governor's Office of Taiwan Province Province has stepped up efforts to promote many issues, such as the "Mandarin Popularization Campaign"-the establishment of "Mandarin workshops", forcing Taiwan Province residents to learn Japanese, banning Chinese columns in newspapers and magazines, banning Chinese study rooms, cutting down temples in Taiwan Province Province, banning Taiwanese dramas, and using Japanese in all drama programs (so-called "improved dramas"). Taiwan Province broadcasting was banned, the Mandarin Family was published, and a forced name rectification campaign was launched, requiring Taiwan Province people to worship "marijuana" in the "Yi Shi Great God Palace" instead of the traditional ancestor worship; Carry out the movement of "the temple gods ascend to heaven" and burn the gods enshrined in various temples. 1942, the system of "army special volunteers" was re-promulgated, and young people from Taiwan Province were recruited to serve in Chinese mainland and Nanyang.

In the early days of Japanese occupation, driven by nationalist educational thoughts and modernization consciousness, the Governor's Office took education as a means to assimilate and civilize Taiwan Province people from the beginning. Before 19 19, in the absence of a complete academic system, the Japanese tried to establish a new type of education based on six-year primary education institutions in an attempt to replace traditional learning. In the case of incomplete educational facilities above secondary level, three to four-year Putonghua schools, five-year medical schools and agricultural experimental fields, industrial, forestry and sugar workshops have been set up to train public school teachers and public and private business talents. 19 15 due to the petition and donation from Taiwan Province people, a four-year public taichung middle school was established.

For the aborigines, there is another four-year public school or an education center for barbarians. The curriculum and teaching materials are different from ordinary public schools. Therefore, at this time, the education in Taiwan Province Province gradually formed three systems of differentiated education for Taiwan Province people, aborigines and Japanese.

At 19 19 and 1922, there are "Taiwan education orders" at different stages. By the end of 194 1 Japanese occupation, the "imperial people's movement" was actively promoted, the distinction between primary schools and public schools was abolished, and all of them were renamed national schools.

In the early days of Japanese occupation, secondary education was equipped with facilities to train junior technical talents, such as the industrial department of Chinese language school, agricultural experimental fields, sugar industry and industrial workshops. Starting from 19 19, in order to meet the needs of the rapid growth of industry and commerce under the colonial economy, a three-year industrial and commercial agricultural experimental school was formally established, and a simple industrial school with a two-year schooling period was attached to the public school. There are more and more schools from 1922 to 1944, but middle schools always focus on training junior technical talents.