ned the lower and ignored the higher. Much of the
Japanese education of to-day, although it includes mathematics,
science, and history, is based on the mechanical memory method. The
Orient is thus a mammoth illustration of the effects of
over-development of the mechanical memory, and the consequent arrest
of the development of the remaining powers of the mind.

Encumbered by this educational ideal and system, how could the ancient
Chinese and Japanese men of education make a critical study of
history, or develop any science worthy of the name? The childish
physics and astronomy, the brutal therapeutics and the magical and
superstitious religions of the Orient, are a necessary consequence of
its educational system, not of its inherent lack of the higher mental
powers.

If Japanese children brought up from infancy in American homes, and
sent to American schools from kindergarten days onward, should still
manifest marked deficiencies in powers of analysis and generalization,
as compared with American children, we should then be compelled to
conclude that this difference is due to diverse natal psychic
endowment. Generalizations as to the inherent intellectual
deficiencies of the Oriental are based on observations of individuals
already developed in the Oriental civilization, whose psychic defects
they accordingly necessarily inherit through the laws of social
heredity. Such observations have no relevancy to our main problem. We
freely admit that Oriental civilization manifests striking
deficiencies of development of the higher mental faculties, although
it is not nearly so great as many assert; but we contend that these
deficiencies are due to something else than the inherent psychic
nature of the Oriental individual. Innumerable causes have combined to
produce the Oriental social order and to determine its slow
development. These cannot be stated in a sentence, nor in a paragraph.

In the final analysis, however, the causes which produce the
characteristic features of Japanese social order are the real sources
of the differentiating intellectual traits now characterizing the
Japanese. Introduce a new social heredity,--a new system of
education,--one which relegates a mechanical memory to the
background,--one which exalts powers of rational observation of the
profound causal relations of the phenomena of nature, and which sets a
premium on such observation, analysis, and generalization, and the
results will show the in