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The Meiji Government (1868-1912) established a bilateral system of education. The Meiji Era spanned the late-19th century and early 20th century (1868-1912). The system was was well established by the end of the century and only minimally modufied in the first decade of the 20th century. Outwardly it was the standard Western sysyem of oprimary, secondary, and tertiary system. In fact, it was a bilateral system of compulsory primary education for the masses and secondary and higher education for the middle and upper classes. This also was not unusual for the time, although there was a higher degree of social mobiility in the West. The 1872 Education Law mandated a compulsory 4-year porimary school system . It would be later expanded to the modern 6-year program (1907). It was for children age 6-14 years. The goal clearly stated by Japanese officials was to create a 'rich county with a strong army' that would be the equal of the Western powers. Notice the importance attached to the military. Attendance in the nre primary schools increased exponetially. The new Ministry of Education reported that 25,000 primary schools were opened (by 1875). These schools were educating 35 percent ofthe school age population (children children between 6-14 years of age. This was some 40 percent of boys and nearly 20 percent of girls. The participation of girls may seem low, but the idea of educating girls was still a rathger revolutionary concept. This was a nationwide data. Attendance rates in the cities were much hiugher. The national attendance rate approached 50 percent (1885), over 60 percent (1895), and by the end of the Meiji period (98 percent). This is comparable to Western countries, in fact higher. We are not sure if this data includes girls and to what extent it reflects completion rather than entry in the 6 year program, but there is no doubt that the Meiji administrators created a substantial school system. Some authors report that poverty and gender affected attenance rates. A range of efforts were made to offer additional educatioinal opportunities to primary school graduates. Some primary schools befan offering 6 months to 1 year of supplementary night classes (About 1885). Another innovation was vocational schools for the graduates of primary schools who did not continung their education with higher elementary schools or secondary schools (1893). They provided instruction in reading, writing, accounting, and practical courses in agriculture, industry, and commerce. These schools had 203 years programs. And the studebts, mostly boys could sign oin for apprenticeships lasting 6 six months to 4 years. This proogram was steadily expanded.
Secondary education was mnuch more restricted. A very small proportion of primary school graduates even from the middlle class continued on to the five-year secondry system and most were boys. There were seperate gender schools with diufferent curuicula. The 5-year ptogram for boys was highly academic. The girls program less so. Most children ended theur educatiin sfter fining primary school. There was a 2-year higher-primsry orogram. Most children entered the labor force. Secondary school attendabce gradually increased, but not like the hige oncreases in the primary school system. At the end if the Meuji era (1912), secoindary school attendabce was still less than 10 percent if the boys and 5 percent iof the gurls.
Meiji tertitary education was even more restricted, at first available only to the elite. Of course the fact that universities had to be created from scratch. There were no univrersities of any kind in Tokagawa Japan. Tokyo University was Japan's first university, founded (1877). Universitues and reserach institutes staffed with university reaserserchers were vital if Japan was giing to match the Westrern powers. The Meigi Givernment began its military moderizatiin by purchasing European arns and ships. To become a major power, Japan would have to be able to produce its own weaponry. And foir this Japan would need a university system capable of advanced technology. As farvas we can tell, anout 2 percent of male college age students were attending university at the end of the Meiji era. While this sees a very small number today, it does not seem greatly out if line with Western countries at the time and a stunning achievemnent for a country that did not have any universities at all only a few decades eralier. Of course that many undergraduates. We are not sure how many graduate degrees were being granted, the kind of qualificationes need for advanced technology.
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