There are yet other facts in modern education [439] suggesting even more forcibly how much of the old life remains hidden under the new conditions, and how rigidly race-character has become fixed in the higher types of mind. I refer chiefly to the results of Japanese education abroad,--a higher special training in German, English, French, or American Universities. In some directions these results, to foreign observation at least, appear to be almost negative. Considering the immense psychological differentiation,--the total oppositeness of mental structure and habit,--it is astonishing that Japanese students have been able to do what they actually have done at foreign Universities. To graduate at any European or American University of mark, with a mind shaped by Japanese culture, filled with Chinese learning, crammed with ideographs,--is a prodigious feat: scarcely less of a feat than it would be for an American student to graduate at a Chinese University. Certainly the men sent abroad to study are carefully selected for ability; and one indispensable requisite for the mission is a power of memory incomparably superior to the average Occidental memory, and different altogether as to quality,--a memory for details;--nevertheless, the feat is amazing. But with the return to Japan of these young scholars, there is commonly an end of effort in the direction of the speciality studied,--unless it happens to have been a purely practical subject. Does this signify incapacity for independent work [440] upon Occidental lines? incapacity for creative thought? lack of constructive imagination? disinclination or indifference? The history of that terrible mental and moral discipline to which the race was so long subjected would certainly suggest such limitations in the modern Japanese mind. Perhaps these questions cannot yet be answered,--except, I imagine, as regards the indifference, which is self-evident and undisguised. But, independently of any question of capacity or inclination, there is this fact to be considered,--that proper encouragement has not yet been given to home-scholarship. The plain truth is that young men are sent to foreign seats of learning for other ends than to learn how to devote the rest of their lives to the study of psychology, philology, literature, or modern philosophy. They are sent abroad to fit them for higher posts in Government-service; and their foreign study is but one obligatory episode in their official career. Each has to qualify himself for special duty by learning how Western people study and think and feel in certain directions, and by ascertaining the range of educational progress in those directions; but he is not ordered to think or to feel like Western people--which would, in any event, be impossible for him. He has not, and probably could not have, any deep personal interest in Western learning outside of the domain of applied science. His business is to learn how to understand such matters from