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should receive equal education with men should they so desire. A special college for women was opened at last, and met with great success; and it is probable that the next few years will see so great a change that the Government will be forced to establish higher educational schools for girls.

In Japan it is practically impossible to take a course in higher education and conduct it all in Japanese. Independence of study does not exist. In the Universities, Roman law is taught in French and equity in German. In no ordinary school is everything taught in Japanese. While this was necessary during the transition period, it cannot be beneficial now. Especially in the higher studies, the impossibility of Japanese education is marked. At the college of Senmon Gakko all the studies are conducted in Japanese, and independence of study has always been sought after. One of the chief difficulties experienced at first—and this probably was one of the great reasons for the semi-foreign education elsewhere—was the lack of suitable Japanese books. It was found necessary to devote a portion of the college at Senmon Gakko to the publishing of such books. At first this was unremunerative, but recently it has begun to pay its way. There is therefore more hope that other publishers and the Government may be led to follow the example of the college.

The growing commercial side of Japan brought about a need for special schools, and I was instrumental in founding the Middle Commercial School, in which especial attention is given to the needs of those anxious to enter commercial life. At first there were 100 students, but these numbers soon increased to 300. Students who have completed their three or four years’ course in the middle schools are eligible, without examination, to study a further three years in the Middle Commercial School. After this they are fitted to take business positions. It is hoped that the Government may be induced to establish such schools in connection with the middle schools. English and Chinese are taught, the former being compulsory. This is also the case in the middle schools.

The world is watching Japan in her struggle with her educational difficulties, and to the three mentioned before must be added the old conservatism still latent in many Japanese quarters. From abroad much sympathy is directed towards Japan, and the feeling is strongly developed that Japan’s ultimate success will mean much for the good of hnmanity, as well as for Japan herself.