¹ They include Tomitaro, Karasawa, Kyωkasho no rekishi (History of Textbooks) (Tokyo, 1956); Kikuji, Nakamura, Monbushω chosaku sengo kyωkasho (Postwar Textbooks Written by the Ministry of Education) (Tokyo, 1984); Saburo, Ienaga, Kyωkasho kentei (Textbook Certification) (Tokyo, 1965); idem, Kyωkasho saiban (Textbook Cases) (Tokyo, 1981); and Shiro, Takahashi, Kyωkasho kentei (Tokyo, 1988).Google Scholar

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³ Scott introduced American methods of training elementary school teachers, using imported educational equipment and texts.Google Scholar

⁴ After the Restoration in 1868, Motoda, as a lecturer to Emperor Meiji, became an influential conservative in the government.Google Scholar

⁵ Mori was an influential architect of Japan's prewar education system patterned after the German model. For more information, see Hall, I. P., Mori Arinori (Cambridge, Mass., 1973).Google Scholar

⁶ Tokiomi, Kaigo and Arata, Naka, eds., Kindai Nihon kyωkasho sωran: Kaisetsuhen (Tokyo, 1969), 469–85.Google Scholar

⁷ Yamazumi, , Kyωkasho, 157; and Takahashi, , Kyωkasho kentei, 65.Google Scholar

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⁹ See Mayo, Marlene J., “American Wartime Planning for Occupied Japan: The Role of the Experts,” in Americans as Proconsuls: United States Military Government in Germany and Japan, 1944–1952, ed. Wolfe, Robert (Carbondale, Ill., 1984), 3–51; Notter, Harley A., Postwar Foreign Policy Preparation, 1939–1945 (Washington, D.C., 1949); and Makoto, Iokibe, Beikoku no Nihon senryω seisaku (Tokyo, 1985).Google Scholar

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¹¹ For more information, see Orr, Mark Taylor, “Education Reform Policy in Occupied Japan” (Ph.D. diss., University of North Carolina, 1954), 61; Tomitaro, Karasawa, Kyωkasho no rekishi (Tokyo, 1959), 610–12; Masami, Yamazumi, Kyωkasho (Tokyo, 1970), 73; Kikuji, Nakamura, Fukkoku kokutei rekishi kyωkasho: Kaisetsu (Tokyo, 1987), 47; and idem, Monbushω chosaku sengo kyωkasho (Tokyo, 1984), 14–32.Google Scholar

¹² Takahashi, , Kyωkasho kentei, 69–70.Google Scholar

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¹⁴ “Writing of History Textbook” (undated), box 54, Trainor Papers, Stanford University, Stanford, Calif.Google Scholar

¹⁵ Wunderlich, Herbert John, “The Japanese Textbook Problems and Solution, 1945–46” (Ph.D. diss., Stanford University, 1952), 253.Google Scholar

¹⁶ Ibid., 255.Google Scholar

¹⁷ “Civil Censorship and Media Control in Early Occupied Japan: From Minimum to Stringent Surveillance,” in Americans as Proconsuls, ed. Wolfe, , 264; Nihon senryω to kyωiku kaikaku (Tokyo, 1983), 175.Google Scholar

¹⁸ Nihon senryω to kyωiku kaikaku, 175. See also Tsuchimochi, Hoichi, Beikoku kyωiku shisetsudan no kenkyū (Tokyo, 1991).Google Scholar

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²⁴ For more information, see Iwao, Nishimura, “Recollections: Memoirs of Monbushω Days,” Senryω kyωikushi kenkyū 1 (July 1984): 46–52; Soji, Katakami et al., “Zadankai: Sengo kokushi kyωiku no saikai o megutte,” Rekishi to chiri 316 (Dec. 1981): 36–38; and Kubo, , Tainichi senryω seisaku ; Trainor, , Memoir, 97.Google Scholar

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⁴⁶ Special Issue, Hanrei jihω (Feb. 1990); Morikawa Kyωkasho to saiban, 23–68; and “Ienaga kyωkasho; daisanji sosyω; ‘sensω kijutsu’ kentei ihωsei nashi,” Yomiuri shimbun, 4 Oct. 1989.Google Scholar

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