For the system of education, also, we are indebted to Europe and America; for the method of its practical working is, like many other new institutions, borrowed from the Occidental nations. The only difference perceptible, perhaps, lies in the fact that in Japan the moving force of the whole system is manipulated by the central Government to a greater degree than it is in any other country--certainly far more so than it is in England. The question of how far popular education should be interfered with by the state, or rather what difference of advantage exists between the system whereby the state takes upon itself far-reaching responsibility and one whereby a great margin is left to an independent development of private institutions, is a matter which admits many pros and cons. It is not, however, my business to discuss this problem in this place. The fact remains, that with us the state exercises conspicuous influence in the matter. Almost all the educational institutions of Japan are official or public; for they belong either directly to the state or to the local administrations (Prefectural or Communal), and they are all controlled, directly or indirectly, by the Ministry of Education. There are some private institutions also, it is true; but their number is very small when compared with the others, and even those must abide by the general direction of the state. The reason of this is, that private undertakings for elementary education have to be similar to the compulsory education imposed by the state, and such similarity can only be acquired by following the general direction of the state. In those of a higher standard, it is because there are many things in which certain privileges are given to those persons who possess certain educational qualifications. For instance, in obtaining a postponement of actual enrolment for military service, or in becoming a candidate for civil service examinations, such educational qualifications are generally measured by the standard of certain public institutions; so that private institutions of higher standard have to conform themselves to the direction of the state, if they wish to avail themselves of the aforesaid privileges. The chief reason why in Japan the state takes upon itself so much responsibility in education is, apart from the intrinsic merit _per se_ of the system, that the country, under the circumstances of the period, could not afford to wait patiently the natural growth of extensive private enterprises. Putting aside special and technical educational institutions, as well as those of a private nature, the grades of our educational institutions are: (1) the Universities; (2) High Colleges, which may be regarded as preparatory _Almæ Matres_ for universities; (3) Middle Schools; (4) Higher Primary Schools; (5) Common Primary Schools.