"shall be destroyed,
Or cast as rubbish to the Void,
When God has made the pile complete."

What agencies shall be employed in the future development, or what other pieces shall be moved in the course of this interesting game, is a matter of secondary importance. The real player in the game is God, and we men, the best of us, are but pawns and knights, and here and there a bishop. Only, when the last move takes place, and the game is about to be finished, I will ask for myself "that I may be there to see."

Footnotes

^367:1 This sum did not, of course, exhaust the resources of the Shogunate. A very large number of fiefs, some of them of considerable value, was in the hands of members of the Tokugawa family, or of adherents on whose absolute fidelity Ieyasu felt that he could rely.

^368:1 The ancient Castle of Yedo, on the site of the present Imperial Palace in Tokyo, was built in 1456 by Ota Dokwan.

^370:1 The Kwan-ei-ji at Uyeno (burned in 1869 and never restored) was one of the Tokugawa temples. Its abbot was always a Prince of the Blood, who was thus practically a hostage. It was probably for this reason, and for its memories of the degradation of the Imperial House, that the temple was never restored. Other temples of this period were the Zojoji in Shiba Park, the popular Kwannonji at Asakusa, and the Higashi Hongwanji. They are all imposing structures. Nor must we forget the great mausolea at Nikko.

^370:2 Popular education was also in the hands of the Buddhist clergy during this period. The so-called tera koya, or temple-schools, first established under the Ashikaga, continued their activity until the Meiji Restoration. The education was not of a very high order, but it was the best that was generally accessible. The Tokugawa Government, for its own retainers mainly, founded a certain number of schools, of which the best known was the Shoheiko in Yedo, founded in 1630. Hayashi Razan was a professor in this school, the programme of studies becoming in a sense official for the other schools. In most of these, medicine was taught as well as philosophy. But they did not profess to give a popular education.