Chinese education produced stability and art; it failed to produce progress or science. Perhaps this may be taken as what is to be expected of scepticism. Passionate beliefs produce either progress or disaster, not stability. Science, even when it attacks traditional beliefs, has beliefs of its own, and can scarcely flourish in an atmosphere of literary scepticism. In a pugnacious world which has been unified by modern inventions, energy is needed for national self-preservation. And without science, democracy is impossible: the Chinese civilization was confined to the small percentage of educated men, and the Greek civilization was based on slavery. For these reasons, the traditional education of China is not suited to the modern world, and has been abandoned by the Chinese themselves. Cultivated eighteenth-century gentlemen, who in some respects resembled Chinese literati, have become impossible for the same reasons. Modern Japan affords the clearest illustration of a tendency which is prominent among all the Great Powers--the tendency to make national greatness the supreme purpose of education. The aim of Japanese education is to produce citizens who shall be devoted to the State through the training of their passions, and useful to it through the knowledge they have acquired. I cannot sufficiently praise the skill with which this double purpose has been pursued. Ever since the advent of Commodore Perry’s squadron, the Japanese have been in a situation in which self-preservation was very difficult; their success affords a justification of their methods, unless we are to hold that self-preservation itself may be culpable. But only a desperate situation could have justified their educational methods, which would have been culpable in any nation not in imminent peril. The Shinto religion, which must not be called in question even by university professors, involves history which is just as dubious as Genesis; the Dayton trial pales into insignificance beside the theological tyranny in Japan. There is an equal ethical tyranny: nationalism, filial piety, Mikado-worship, etc., must not be called in question, and therefore many kinds of progress are scarcely possible. The great danger of a cast-iron system of this sort is that it may provoke revolution as the sole method of progress. This danger is real, though not immediate, and is largely caused by the educational system.