sinking fund which will in due course materially reduce even if it does not entirely extinguish the national indebtedness. In my opinion Japan can look forward to its financial future with equanimity. In regard to its financial past it has the satisfaction of thinking that heavy in one sense though its financial obligations be they have not at any rate been squandered for unworthy purposes. CHAPTER IX EDUCATION In England a vast amount was last year heard respecting education. Speakers on platforms and writers in newspapers and other periodical literature day by day and week by week for many months kept pouring forth words, words, words on this matter. It is not my intention to refer at all beyond what I have said to the somewhat lively education controversy in England which even as I write is by no means ended. Any such reference would be out of place in a book of this kind, and even were it not I confess I have no inclination whatever to rush into this particular fray. But it seems to me a curious fact that other countries, Japan amongst the number, have long since settled, and apparently settled satisfactorily, a problem which here in England is still under discussion, acrid discussion, and is yet quite evidently far from being permanently solved. The provisions and arrangements a nation has made for the education of its youth are, to my mind, an excellent test of the precise standard to which its civilisation has attained; because the future of a nation is with its youth, and that future must largely depend on the extent to and the manner in which its youth have been taught not only all those subjects which are commonly classified as knowledge but their duties and responsibilities as citizens. Judged by this test, Japan has every right to rank high among the nations of the world. And it can also be said of her in this matter that the education of her people is no new thing. It is not one among the many things she has learned from the West. Education was in vogue in Japan when that country was isolated from the rest of the world. Certainly Japan's contact with Europe and America has vastly improved her educational system, enabling her, as it has done, to utilise to the full the great advance there has been in scientific knowledge of every description during the last half-century or so. But, as far back as the seventh century, if history or tradition be correct, an educational code was promulgated in Japan. Certainly this code was limited in its application to certain classes, but education was gradually extended throughout the country, and even in days somewhat remote from the present time every member of the Samurai class was expected to include the three R's, or the Japanese equivalent of them, in his curriculum. The ordinary Samurai was, in fact, as regards reading and writing an educated man at a time when British Generals and even British Sovereigns were somewhat hazy in regard to their orthography and caligraphy.