the great changes already effected in the Japanese language since the country was opened are some warrant for believing that this commission will achieve a measure of success.[140] And yet we understand that legislative enactment alone cannot make these reforms perfectly effective; but we are gratified that intelligent public opinion will support these reforms, not only theoretically, but also practically. For the full fruition of such reforms must be attained through the schools and the public press; and the latter has already begun to work along these very lines. It is, indeed, well for Japan that her leaders realize the necessity of breaking loose from her thraldom to Chinese letters, literature, thought, and ideals. BIBLIOGRAPHY. Rein’s “Japan”; “Advance Japan” (Morris), chap. xi.; Knapp’s “Feudal and Modern Japan,” vol. ii. chaps. i.-iii.; and “Japan in History, Folk-lore and Art” (Griffis), pp. 76-91, 104-107. For special study of the language, Imbrie’s “English-Japanese Etymology,” Chamberlain’s “Hand-book of Colloquial Japanese” and “Moji no Shirube”[141]; Aston’s “Grammar of the Japanese Written Language”[142]; and Brinkley’s “Unabridged Japanese-English Dictionary.”[143] On the literature, Aston’s “History of Japanese Literature,” entire; see also Chamberlain’s “Japanese Epigrams” in Transactions Asiatic Society of Japan, vol. xxx. part ii. CHAPTER XV EDUCATION OUTLINE OF TOPICS: Old-style education; study of Dutch; modern education; branches of curricula; three kinds of schools; school age; the Imperial Rescript; kindergartens; elementary schools; middle schools; higher schools; universities; normal schools; agricultural schools; technical schools; commercial schools; foreign language schools; art and music; eleemosynary institutions; female education; professional schools; private schools; mission schools; foreign instructors and study abroad; teachers’ associations; libraries; scientific study; defects of Japanese education.—Bibliography. The old-style education was at first Buddhist, afterwards Confucian, in method and matter. It comprised chiefly instruction in the Japanese and the Chinese languages, literature, and history, and was mostly confined to the samurai (knights), or military class. Female education consisted mainly of reading and writing Japanese, the elaborate rules of etiquette, and “polite accomplishments” in music and art. All instruction was given pretty much by the Chinese system of lectures; and a “memoriter” method of learning hampered original investigation. Especially in the domain of Japanese history, so called, on which rested the political institutions, skepticism was practically synonymous with treason.