A Study of The Relation Between The Nation's Unity and The Japanese Educational Policy in World War 2

本章的主要内容如下：1、民族团结与大地震后的教育政策本章旨在阐明民族团结与大地震后的教育政策之间的密切关系。1923年大地震后，教育方法科学化了，但内容的学科却变得反动了。第二章皇帝政权论与教育政策本章的目的是澄清皇帝政权论与教育政策之间的密切关系。我试图在“教育和研究的复兴”中解释教育政策。3国家精神动员和教育本章的目的是阐明国家精神动员和教育之间的密切关系。在全国精神动员中，各都道府县实行了集体劳动制度。我已经介绍了神奈川、石川和宫崎等人的例子。由此可以看出，文部副大臣1938年6月9日关于集体劳动的正式报告，实质上是对宫崎县等地正在进行的活动的概述。4皇像和皇像库在这一点上，我收集了有关皇像和皇像库的历史文献。

The outline of this research work is the following1 The Nation's Unity and the Educational Policy after The Great Earthquake of 1923 The Aim of this chapter is to clarify the intimate relationship between The Nation's Unity and the Educational Policy after The Great Earthquake of 1923. After The Great Earthquake of 1923, the method of education became scientifically, but, a content subject became reactionary. Above that, I made clear.2 The Case of the Theory of the Emperor as Organ of Government and the Educational Policy The Aim of this chapter is to clarify to clarify the intimate relationship between The Case of the Theory of the Emperor as Organ of Government and the Educational Policy. I tried to explain the educational policy in "the rehabilitation of education and researches".3 National Spiritual Mobilizations and Education The Aim of this chapter is to clarify the intimate relationship between National Spiritual Mobilizations and Education. At National Spiritual Mobilizations, various Prefectures put into practice the Collective Labor Service. I have introduced the example of Kanagawa, Ishikawa, and Miyazaki, among others. From these, we were able to clarify that the official report from the Vice Minister of Education regarding the Collective Labor Service on June 9, 1938 was essentially an outline of the activities which were being practiced in Miyazaki Prefecture and others.4 Imperial Portraits and Imperial Portrait's Repository In this point, I have collected historical documents about Imperial Portraits and Imperial Portrait's Repository.