convince them of the fact that in regard to this all-important question Japan has made and is making vigorous efforts--and efforts all of which are in the right direction. It must be remembered that in the education of her youth she has to face difficulties which are altogether unknown in this as in other European countries. One of these difficulties is the fact that Japanese literature is more or less mixed up with Chinese literature, and, accordingly, it is necessary for the Japanese to learn Chinese as well as Japanese characters, and also to study the Chinese classics. Another difficulty is the one I touched on in my remarks on the Japanese language, viz., the difference between the written and spoken languages of Japan. In old times the written and spoken languages were no doubt identical, but Chinese literature influenced the country to so great an extent that the written language in time became more and more Chinese, while the spoken dialect remained Japanese. The consequence is that the written language is more or less a hotch-potch of Chinese characters and the Japanese alphabet. Whether it will be possible to overcome these obvious difficulties remains to be seen. Several remedies have been proposed but none has so far been adopted. One remedy was the use of the Japanese alphabet alone for the written language, another the introduction and adoption of the European alphabet. Manifestly the difficulty of effecting such a change as the adoption of either of these plans would involve would be enormous. Still the retention of the present complicated system is without doubt the great obstacle in the way of educational progress in Japan, and it speaks eloquently for the patience and pertinacity of the youth of that country that they have effected so much in so short a time in view of the difficulties that have had to be encountered. The strong points of the youth of Japan in the matter of education are, in my opinion, their great powers of concentration and their indomitable application to study and perseverance in whatever they undertake. Of their powers of absorption of any subject there can be no question. It has been urged, as against this, that the Japanese possess the defect not uncommon among people of any race, viz., that the capacity for rapidly assimilating knowledge is to some extent counteracted or rendered abortive by an incapacity to practically apply that knowledge. I may say for myself that though I have often heard this objection urged I have not seen any indications of this lack of ability to practically apply knowledge on the part of the Japanese. I should have thought that the Russo-Japanese war would have afforded ample demonstration of the ability of the Japanese to put to good account the knowledge they had acquired and assimilated in their seminaries.