in most cases against difficulties of poverty, and underfeeding, and discomfort--has been only for duty, and the means to live. To estimate the Japanese student by his errors, his failures, his incapacity to comprehend sentiments and ideas alien to the experience of his race, is the mistake of the shallow: to judge him rightly one must have learned to know the silent moral heroism of which he is capable. [419] OFFICIAL EDUCATION The extent to which national character has been fixed by the discipline of centuries, and the extent or its extraordinary capacity to resist change, is perhaps most strikingly indicated by certain results of State education. The whole nation is being educated, with Government help, upon a European plan; and the full programme includes the chief subjects of Western study, excepting Greek and Latin classics. From Kindergarten to University the entire system is modern in outward seeming; yet the effect of the new education is much less marked in thought and sentiment than might be supposed. This fact is not to be explained merely by the large place which old Chinese study still occupies in the obligatory programme, nor by differences of belief--it is much more due to the fundamental difference in the Japanese and the European conceptions of education as means to an end. In spite of new system and programme the whole of Japanese education is still conducted upon a traditional plan almost the exact opposite of the Western plan. With us, the repressive part of moral training begins in early childhood--the European or American teacher is strict with the little [420] ones; we think that it is important to inculcate the duties of behaviour,--the "must" and the "must not" of individual obligation,--as soon as possible. Later on, more liberty is allowed. The well-grown boy is made to understand that his future will depend upon his personal effort and capacity; and he is thereafter left, in a great measure, to take care of himself, being occasionally admonished or warned, as seems needful. Finally, the adult student of promise and character may become the intimate, or, under happy circumstances, even the friend of his tutor, to whom he can look for counsel in all difficult situations. And throughout the whole course of mental and moral training competition is not only expected, but required. But it is more and more required as discipline is more and more relaxed, with the passing of boyhood into manhood. The aim of Western education is the cultivation of individual ability and personal character,--the creation of an independent and forceful being.