Reflection of Education of 50 years in postwar days
in Japan

1. The new education in postwar in Japan was characterized in two words of Guidance and Evaluation,
　and has been aiming at the " Man formation ".
　 But, it seems to have ended only in the cheer, for one student out of every eight is schoolphobias
　 or is not going to school as a result, and it's rate is the same, regardless of the school types.

2. But, I wonder if children who came to study, completely hated then. Didn't so.
　 For, there are increasing applicants for so-called University Entrance Qualification Test once a year,
　 and there are several thousand students at the correspondence schools in Aich Prefecture now.　

3. Concers to Relative Evaluation
　 Big reflection is requested to the Relative Evaluation, for the emphasis shall be put on the interest
　 for the study, the attitude, the desire and so forth shall type out strongly than before, then a big
　 conversion has been forced up to now. Is Relative Evaluation good ?

4. It is usually a fact that there was one side where Relative Evaluation is non-human education by which
　 the class where someone might be hostile. Moreover, it has continued to be said that the result of the
　 efforts of the students would not be evaluated so much.
　 The evaluation became the result of producing an important influence to the students, while it was a
　 fresh taste and the raising of teaching for the teachers.

5. In addition, the entrance exam by the deviation value strengthened the tendency of it year by year, and
　 as a result, people lost even the essence of education, and it became one of the social problems.
　 Various reformations administered by the government and some others have been done, but
　 to our regret, these turned to the second mover of the second mover, and the expectation was a gap
　 to the effect.

6. As you know, purpose of the education is described clearly on the Fundmentals of Education Law,
　 Article 1 as " Completion of the character " and " Bringing up good people ", but to our regret, the new
　 education in postwar days might be called a failure at least in the viewpoint of " Man formation "
　 except tentatively the points where two or three are good.

7. For an instance, I remember the story of a person of Okinawa as the following:
　 After the war, I have not been to the Mainland of Japan, but I wonder if well-educated education is
　 there, for I have seen a lot of young persons who came to Ishigaki-jima from there and I could hardly
　 see some well-educated ones.

8. Well, I will propose two points about the problems and the measures of the future of education in
　 Japan. The first is how to educate the children by which pleasure are brought up.
　 Teachers have to try eagerly to let the students to accept any small problems and to encourage
　and give them the advices and they need to co-operate with them.

9. For, it shall be the pleasures for the teachers to struggle for hands with the problems, considering of
　 the time when it becomes possible to solve. And here, key point of it is teachers' behavior, and teachers
　 have to drop their eyes to the height of the students' eyes below, and have to look into the
　 students' mind. It is a key to the success of teaching and is resulted from my long experience.　

10. Secondarily, teachers have to let the students put the dictionaries in their hands and have to let
　 them study deliberately with the dictionaries. These coustoms are useful for the students to under-
　 stand the essence of things accurately, and are not only the way of the search for the matters of
　 words, but also make the students study how to live deeply.

Conclusion

I don't have the academic background which can be boasted to the people at all. My schooling is just
only the one of an elementary school ( Normal course and Advanced course ) for nine years, but I have
been studying about " Kokun-Kojiki" at the Motoori Norinaga Commemoration Pavilion in Matsuzaka
City, Mie Pref. from fifteen years old.　

At the end I will appeal to educators and parents that academic background of study is more important
than the personal schooling.

( Note ) Mr. Rikimatsu MIYATA was born in Toyama Pref. in 1916, and after finishing military service,
　　　 graduated the Nihon University with a hard time. He became a teacher of elementary
　　　 school, middle school, senior high school, special training college and University, and the chairman
　　　 of Aichi Prefectural Board of Education was the last public service for him.
　　　 At present, the history of Japan courses are taken in his charge in two public pavilions in Kasugai
　　　 City. Has lived in Handa City these past 56 years.

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