90早稲田教育評論 第 36 巻第１号3. Education in Manchukuo3.1 Establishment of the New School SystemAfter the creation of Manchukuo, primary education grew steadily in the region. In 1935, the average enrollment rate in primary education was 23% （excluding Mongolians in Xing’an Province）. In 1937, the rate was 41.65% for boys and 15.52% for girls, totaling 30.24% （Minagawa, 1939）. The education system in Manchukuo was initially the same as it had been since the Republican period, but a new school system was promulgated in 1937 and came into effect in 1938. According to this new system, primary education institutions comprised National Schools （4 years） and National Superior Schools （2 years）, secondary education institutions included National High Schools （4 years）, and higher education institutions comprised universities （3 or 4 years）.The new school system aimed at the following reforms: to thoroughly instill the national spirit among students, to help them acquire the knowledge and skills to fulfill the responsibilities of a citizen, and to improve their physical fitness. However, the system had problems, such as there was an emphasis on spiritual and moral education. In addition, Japanese was made a compulsory subject, forcing the Chinese to assimilate into the Japanese. Furthermore, the duration of secondary and higher education was reduced. According to the new school system, the duration of primary education remained the same at six years, but that of junior high school reduced from six to four years, and of higher education from four to three years. The total period of education was shortened by three years compared to that before the Manchurian Incident, and by five years compared to the Japanese system at the time. This is symbolic of the neglect secondary and higher education was subjected to under colonial rule.As mentioned above, the education of Mongolians suffered as a result of the policies of the Qing Dynasty. According to a survey conducted immediately after the creation of Manchukuo, the percentage of elementary and junior high school students among the Mongolian population was merely 3.5‰ and 0.1‰, respectively （Bunkyobu Gakumusi, 1934）. In response to this situation, Xing’an Province adopted various measures for the education of Mongolians, including the expansion of primary schools, establishment of secondary schools, and dispatching foreign students to Japan. Furthermore, although the Xing’an region was strategically important as a border area between the Soviet Union and the Mongolian People’s Republic, it was thinly populated. One of the reasons for this was thought to be the poor sanitary conditions in the region, and in order to improve these conditions, the spread of education was emphasized （Haishihi, 1941）. Consequently, at least one elementary school was built in each prefecture. In addition, beginning with 1937, efforts were made to establish new primary and secondary schools and to encourage students to attend them.As a result, in Xing’an Province, there were 140 national schools （primary education） with 15,433 students, 28 national superior schools （two-year primary education institutions for graduates of national schools） with 2,334 students. There were 82 “Kokumin gakusha” （simple primary education 3.2 Education of Mongolians
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