By Timothy N. Hornyak, Rebecca Milner

ISBN-10: 1742200400

ISBN-13: 9781742200408

“Yoking earlier and destiny, Tokyo dazzles with its conventional tradition and keenness for every thing new. From structure to food, this can be a capital of superlatives.” – Timothy Hornyak, Lonely Planet Writer

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Inside This Book…
Full Color
Pull-out urban Map
125 of the city’s most sensible restaurants
67 museums & galleries
20 soothing sizzling springs
2 locations to work out sumo
19-page colour map section
Feature assurance of most sensible sights
Range of making plans tools
In-depth background

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Extra info for Tokyo (City Guide, 9th Edition)

Example text

It was expected that while the government emphasized elementary education, private efforts would stimulate the secondary and higher levels. In fact, in this period a number of private institutions were established, and these supplemented the government's limited efforts to produce an educated élite in society. Japanese Education in the Modern Period 29 In the late 1880s the government turned its efforts to secondary education for, by this time, their earlier work in public elementary education had produced enough elementary school graduates for secondary education.

In the first place, where no educational institutions had existed formerly, new schools were set up either in new school buildings or in private houses or public buildings. In the second place, where there had been terakoya, shijuku, or gogaku, they were either all or partly transformed into new schools without much change or they were com­ pletely abolished, and in their place a new system built, either in new school buildings or in old houses. Existing buildings, such as temples and private houses, were most commonly used, and comparatively few new school buildings were erected.

The courses in the national schools extended over eight years, and the school-leaving age was to be raised from 12 to 14 by 1944, although this was postponed indefinitely by the outbreak of the Pacific war. The third measure was concerned with the reorganization of secondary education. Three kinds of schools, middle schools for boys, girls' high schools, and vocational schools, which were hitherto differentiated from each other, were given equal status by the Secondary School Ordinance of 1943, and a measure was provided to make possible the transfer of pupils between the first two kinds of schools and the last one.

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Tokyo (City Guide, 9th Edition) by Timothy N. Hornyak, Rebecca Milner


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