Education and assimilation were key components of Japanese colonial policy in Taiwan: assimilation of the island's native Taiwanese population (native islanders of Chinese ancestry) was an important goal; education was an instrument for attainment of this goal. When during their fifty years of rule (1895–1945) Taiwan's administrators altered their interpretation or definition of assimilation, they modified educational policies accordingly. From beginning to end of the Japanese period in Taiwan its government intended education for native islanders to be a major tool of its assimilation policy, which although a consistent policy was not a static one.

George Sansom once called the history of education in late nine-teenth-century Japan ‘a useful example of a reaction against foreign influence and a return to tradition in the midst of a strenuous process of “modernization”.’ Sansom and others have depicted Japanese education during the first three decades of the Meiji period (1868–1912) as follows: during the 1870s Japanese education was completely dominated by the Western philosophies and principles which were flooding a country newly opened to foreign intercourse after two and one-half centuries of isolation. This extreme Westernization led to a ‘conservative reaction’ in government and education circles during the 1880s. This, in turn, culminated in the Imperial Rescript on Education of 1890 and the emphasis on ‘traditional’ moral education which was the hallmark of schooling in the 1890S. This shift in educational policy on the part of the Meiji government has been seen as ‘part of the general swing during the 1880s away from unnecessarily close imitation of the West and back towards more traditional values.’