In 1867 A.D. the Shogunate came to an end, which led to the restoration of the imperial power. All institutions, and especially the sys tem of education, were radically reformed. In 1872, the eGakusei,” i.e., the Educational Code, was promulgated. The basis of the new system was laid. The empire was henceforth to be divided into eight university districts, each one of which was divided into 32 middle school dis tricts, while each middle school district was again subdivided into 210 elementary school dis tricts; and the schools of the corresponding grade in each district were to be established. But It was found that this system could not be well carried out in its entirety, and many revisions of the ordinances relating to universities, nor mal schools, middle schools, elementary schools, etc., had to be decreed, but no fundamental changes have takenp lace since that time. In 1890, the ordinance for the elementary schools was revised and a system of compulsory educa tion was adopted. When local conditions de mand it, the school year may begin on the 1st of September and end on the 31st of August. On 30 Oct. 1890, the Imperial Rescript with re gard.to education was proclaimed and the moral basis of Japanese national education was defy Tritely settled. The English version of the Re script reads as follows: Know Ye, OUR Sumac-is: Our Imperial Ancestors have founded Our Empire on a basis broad and everlasting and have deeply and firmly implanted virtue; Our subjects ever united in loyalty and filial piety have from_ generation to generation illustrated the beauty thereof. This is the glory of the fundamental character of Our Empire, and herein also lies the source of Our education. Ye, Our subjects. be filial to row Parents. affectionate to your brothers and sisters; as husbands and wives be harmonious, as friends true; bear yourselves in modesty and moderation; extend your benevolence to all; pursue learning and cultivate arts, and thereby develop intellectual faculties and perfect moral powers; furthermore advance public good and promote common interests; always respect the constitution and observe the laws; should emer gency arise, offer yourselves courageously to the State; and thus guard and maintain the prosperity of Our Imperial Throne coeval with heaven and earth. The way here set forth is indeed the teaching bequeathed by Our Imperial Ancestors, to be observed alike by Their Descendants and all subjects, infallible for all ages and true in all places. It is Our wish to lay it to heart in all reverence, in common with you. Our subjects. that We may all attain to the same virtue.
The 30th day of the 10th month of the 23d year of Meiji. (IMPERIAL SIGN MANUAL. IMPERIAL SEAL.) This Rescript is the foundation of the moral education of the Japanese people. After the new educational system was estab lished and its details proclaimed, many foreign scholars were employed and a great number of students were sent abroad to study. Japan now naturally entered a transition period which blindly welcomed new ideas and as blindly dis pensed with old ones. Some radical followers of the new learning espoused the American util itarianism which they half understood, while others loudly advocated the French idea of lib erty. Then came the German system of philos ophy and methods of education. To oppose these tendencies there arose the alColcusui hoson shugi," i.e., the principle of preserving the coun try's traditions. In the midst of darkness and confusion which these conflicting elements occa sioned and enhanced, appeared the above Re script, which set at rest much of public anxiety and enlightened the educational world.
One great advantage of Japanese education is its complete separation from religion. Any conflict on this subject is unknown, In 1899, the Minister of Education issued an instruction to the effect that allsovernment and public school; as well as those schools the curricula of which are fixed by ordinances, should teach no religion whatever in the school hours or even outside of them. This instruction made the separation be tween education and religion complete.
Ever since the restoration, the whole nation has striven to advance education, in spite of incessant political troubles, civil and foreign wars. The improvement not only in the equip ment of schools, but also in the personnel of the teaching staff, is continually being made the object of special attention by the Department of Education. The table which follows shows the gradual increase of pupils and students in dif ferent scholastic institutions.
If classified according to the nature of in struction given, Japanese education may be di vided into three distinct parts, viz., general, special and technical. But in the wide sense of the term, special education includes technical education and so the latter comes under the control of the Bureau of Special Education. If classified according to the grade, it comprises the three degrees of elementary, secondary and higher education. General education consists in teaching of such subjects as are essential to the people as a whole. It is given in schools be longing to the elementary and secondary grade, such as the elementary schools, other schools of a similar grade, kindergartens, normal schools, middle schools, high schools for girls, other schools of a similar grade as the two preceding, higher normal schools, etc. Special education consists in the teaching of the ad vanced sciences and arts and constitutes mostly the domain of higher education, including the universities. Technical education consists in the teaching of all those sciences and arts nee essary for preparing the pupils in trades, agri culture and industries. The technical schools which belong to the elementary grade are the supplementary technical, the apprentices', agri cultural and commercial schools of the lower grade. Those which belong to the secondary grade are agricultural, commercial and indus trial schools of the middle classes, while higher industrial, higher agricultural or higher com mercial schools come under the head of higher education.
Educational Administration.— The highest central authority which directs the affairs re lating to education is the Imperial Department of Education. Since 1871 it has its seat in Tokio and constitutes one of the nine depart ments of the Imperial Japanese government. The Minister has entire control of all educa tional matters of the empire, except those placed under other departments on account of special reasons. For instance. the Peers' School is under the control of the Imperial Household Department; Military and Naval schdols under the Departments of Army and Navy; schools for Mercantile Marine, for Post and Telegraph are under the management of the Minister of Communications; while all schools in Formosa are controlled by its governor-general under the orders of the Minister of Interior. The Minister issues the departmental ordinances, in structions, etc., in exercising his administrative powers.