Soon after the Revolution of 1868 a Board of Education was instituted in Japan, and the whole educational system of the country--because one had existed under the rule of a Tycoon--was taken in hand and reorganised. Three years later a separate Department of Education was formed at a time almost synonymous with the setting up of School Boards in England. As soon as it got itself into working order the Education Department despatched a number of specially selected Japanese to various European countries as well as to the United States of America to inquire into and report upon the system of education in existence and its suitability for adaptation or adoption in Japan. When these representatives returned from their mission and sent in their reports a code was compiled and the Mikado, in promulgating it, declared the aims of his Government to be that education should be so diffused throughout the country that eventually there might not be a village with an ignorant family nor a family with an ignorant member. It was a noble ideal, and I may remark that, though of course it has not been realised in all its fulness and probably will not be for very many years to come, it has been to a larger extent attained than a somewhat similar ideal which the late Mr. Forster is supposed to have entertained in reference to the effect of the Education Act which established a system of compulsory education for England and Wales. In succeeding years various changes were made in the system of national education, and in 1883 that which now exists was brought into force. This is in effect compulsory education. Since education was first organised on any plan in Japan the number under instruction has steadily risen, and at present more than 90 per cent. of the children regularly attend school. In 1873 the number was 1,180,000; it is now over 5,000,000. There are about 29,000 primary schools, of which about 6,500 are higher primary schools with a million pupils. The total cost of the primary schools is somewhere about L3,000,000. The question will no doubt be asked, What kind of education do these 5,000,000 pupils receive, and to what extent is it adapted to make them good citizens of a great Empire? The subjects taught in the ordinary primary schools embrace morals, the Japanese language, arithmetic and gymnastics. One or more subjects, such as drawing, singing, or manual work may be added, and, in schools for females, sewing. In the higher primary schools the subjects of instruction include morals, the Japanese language, arithmetic, Japanese history, geography, science, drawing, singing, and gymnastics, and, in schools for females, sewing. Besides these agriculture, commerce, and manual work, as well as the English language, are optional subjects. The moral lessons taught in these schools, I may remark, are not based upon any particular religious doctrines or dogmas, but are entirely and absolutely secular.