Rigidity of physical training, in the way of privation and hardship, has become a thing of the past. But in its place physical training of a sportive and gymnastic character, after the Western style, is much practised. To this, in the case of boys, training of a military character (_jiujitsu_, fencing, and military drill and manœuvre) has been added in the case of higher grades. This begins from Higher Primary Schools, varying according to age. The credit of the introduction of military drill and manœuvres into our schools and colleges is due to the late Viscount Mori, who was at one time Japanese Minister in London. Moreover, school children are often taken out by their teachers for so-called 'distant excursions'; and, in the case of the higher grades, this often takes place during summer vacation for many days or weeks, in the shape of camping out and manœuvring, or of round trips to places of historic interest, something like a pilgrimage. Such trips of Large numbers of students, which are called 'educational excursions,' are personally conducted by the masters. I do not propose here to describe in detail the curriculum of the Primary Schools, still less those of all institutions of higher grades, as this would only weary my readers. All these curricula are in the main similar to those of the Western nations. There is, however, one branch of which they would like me to say something: it is the teaching of morality. In former days in Japan, moral teaching meant more than half of education. Even under the altered circumstances of recent time, this notion is still kept very vividly. Especial stress in this respect, however, is laid in Primary Schools. One thing noticeable is, that with us the morality taught in the public schools is entirely secular. Some vague notion of heaven or of a supreme being or gods, in a vague sense, might occur here and there in the course of it; but morality never has any colour of a religious, still less of a denominational character. The main principle of morality is laid down in an Imperial injunction commonly called the 'Imperial Educational Rescript,' which is reverenced by teacher and student alike; but, besides this, there are several text-books, based upon the principles laid down in the Rescript, and written in a style to suit the requirements of the grades, indeed, of each class, on a progressive method. The entity of the Rescript and the text-books form an embodiment of practical ethics illustrated by practical examples. They teach how to be honest, how to be straightforward, how to be loyal, how to be patriotic, to honour one's parents, to be truthful to friends, and suchlike. On this point, however, I must refer my readers to my article entitled 'Moral Teaching of Japan,' in which I have given a detailed account of the subject.[2]