I want to become strong and walk."

-Koji Kanai (12 year old mentally disabled girl)

The beginning of the modern era of schooling in Japan came about in mid way through the 19th century. The first changes came along with the Meiji Restoration in 1868. This is the time schooling was opened to every member of society, regardless of class, family status, etc.; as said in the Decree of Encouragement of Learning(1872):

"From this time onward, everyone irrespective of class origins such as nobility, military, farmer, artisan, or merchant, and irrespective of one's sex, ought to learn, so that there should be no family without learning throughout the village and no person without learning in the family..."

While education at advanced levels was still very expensive at this period in time, the Second World War brought about new changes in the educational system.

The second big change in Japanese education was the reform under the policies of the Supreme Commander for the Allied Powers. This new system was modeled after the American system, while the old British-type system was removed. This new system consisted of a "6-3-3-4" arrangement of schools. Students spent six years

in elementary school, three in junior high school, three in high school and four at a higher education facility.

This system is a very good one, but for only one group, the average to above average students. Below average students struggle immensely. From elementary school through higher education, students are rigorously tested and are segregated on their performances on exams. For example, in a graduation ceremony from elementary school, students are listed in order of achievement. Also, in classes, students are arranged according to their academic achievement.

While the Japanese arrangement of schools was modeled after out own, the pressure to perform academically differs greatly. Gambaru (persistence) is the key element to the Japanese student. Gambaru is not just a saying students live by, but is an entire theory of learning; it is "used among members of a group to encourage each other in cooperative activities". While Americans place the emphasis on IQ, intelligence, and talent, Japanese professors see IQ scores of no importance. They view the comparison of IQ score as irrelevant and do not label anyone as "overachievers" or "underachievers".

For a time the use of juku was the answer to the problems of these students. A juku is a private learning center where the student spends his or her afternoon studying with private tutors. These caus

Some common words found in the essay are:
Allied Powers, Ministry Education, Encouragement Learning1872, , World War, Meiji Restoration, elementary school, school students, elementary school students, arrangement schools, school education, schools students, average students, special education, japanese education, class exercises,
Approximate Word count = 919
Approximate Pages = 4 (250 words per page double spaced)