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sidered in the chapter on Christianity. In spite of limitations both from within and from without, these institutions, having their "ups and downs," nevertheless maintained themselves and have won popular favor against a strong prejudice. They have always insisted upon a high mental and moral standard, and have without doubt aroused the public schools to raise their standards and ideals. Whatever may be said for or against mission schools as evangelizing agencies, it is generally acknowledged that, as educational institutions, they have been models of correct pedagogical principles and exemplars of high morality.

It is also interesting to note that, after a period during which the Japanese thought that they could teach foreign languages as well as foreigners, there is an increasing demand for foreign instructors. Within the past two years several young men from America have been engaged as teachers of English in middle schools; and such opportunities are increasing. Moreover, a larger number of students than ever are annually sent abroad by the government, or go abroad at their own expense, to finish their education. Thus narrow prejudices are dissipated and minds are broadened.

Another means for improving the educational system of Japan is to be found in teachers' associations, educational societies, and summer institutes. The first two are local; the last are national. The educational societies are for the purpose of increasing the general interest in education in the different locali-