The forms of the establishment of the Protestant mission schools for girls in Hokkaido district were quite different from the cases in Tokyo, Osaka and other important cities in homeland prefectures. In other cities they were opened by the direct control of the Mission Boards.
The exsisting two schools in Hokkaido, however, were unique in their formation at the beginning. “Iai” in Hakodate belonged to the Methodist Episcopal Mission, but it was opened in 1882 by the personal discretion of Mrs. Flora Best Harris, wife of Rev. M. C. Harris, the first missionary of the Methodist Episcopal Church in Hakodate. Afterwards it was carried out by the donation provided by Mrs. Wright in U. S. A. and was named Mrs. Calorine Wright Memorial Shcool.
“Hokusei” in Sapporo belonged to the Presbyterian Mission, but the Mission Board did not agree to establish school in Sapporo. In 1887 Miss. Sarah Smith opened a little home school by her own income from the Public Normal School for Boys where she taught. Fortunately it was suppored by Dr. Inazo Nitobe and other members of the so-called “Sapporo Band.” After being recognised by the Mission Board, the former “Miss Smith's School” developed into the present “Hokusei Gakuen” including college courses.

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Those captains and admirals like Haw kins, Drake, Raleigh, Lancaster, Frobisher, Michaelborne, brothers Middleton who did much for their country are recorded in the annals of history with words of high praises for their courage and daring exploits, but the common sailors of low rank are ignored even by historians. The latter were, in a sense, human resources, or rather the articles of consumption on which the British empire was built up. No matter what were their motives of going to sea, they were doomed to oblivion soon after their death. Such consideration of them awakened my interest in and sympathy with them.
Thanks chiefly to the good offices of Mr. A. J. Farrington of the India Office Library and Records, who is a British member of our Society, I was able to get as many as forty-seven wills of the sailors including two officers, one of whom being Sir James Lancaster. As I follow these wills according to the chronological order, I feel like being brought into direct and living contact with them, and I learn at first hand how they looked at life, what were their religious ideas and human relations, what hardships they suffered, what were the things in which they were most interested, what were their physical and economic conditions.
I have translatd into Japanese these wills that I have in hand, and put some comments on them for information of readers who may care to know about the sailors who, ninety out of one hundred, were “sicke of bodie” on the very eve of going “down to the seas again, to the lonely sea and the sky.”

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After the Meiji Restoration, the new government established Hiroshima Foreign Language School, one of the seven foreign language schools, in 1874. It altered its name into Hiroshima English School and was succeeded by Hiroshima Prefectural English School in 1877.
The two old documents of Annual School Bulletin in 1875 and in 1876 reveal in this thesis the names of Principal Torataro Yoshimura, Rev. Mr. Christopher Carrothers, and Mr. Tateki Owada, who came from Uwajima to be a famous poet later, among 55 students from Ehime Perfecture. Mr. Yoshiya Tsuji's curriculum vitae clearly shows us the educational standard of English studies at Hiroshima English School and other higher educational institutions.

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(1) In the Kurume clan, the progressives that knew the current of the times and the world did their best for absorbing and spreading English studies as a part of their policy. For example, they made Genpo Matsushita study English under Yukichi Fukuzawa, and sent Zengo Tsuge to America as the first student sent abroad. Several clansmen seeking for naval knowledge at the naval school of the Shogunate studied English at Keio-Gijuku and at the same time a few clansmen dispatched to Sakuzaemon Furuya to receive military training, too, studied English from Furuya. Buhei Aso made English studies at Keio-Gijuku as a citizen. This was the start of English studies of the Kurume clan in the last days of the Tokugawa Government.
(2) In 1868 - the first year of Meiji - a group of Royalist and anti-alienists effected a kind of coup d'etat, defeated the progressives, and severely rejected English studies. Afterwards English studies were barely kept on existing. For example, a few students at the Koseikan Medical School were taught English by order of the lord of the clan, and only two or three students were sent to Tokyo University as students studying at home from the Kurume clan by order of the Meiji government. It was for a special reason that Masanosuke Yamada was sent to America as the second student studying abroad in the midst of confusion just after the coup d'etat.
(3) In 1871 a trouble happened again in the Kurume clan. It was a plot of anti-government. This plot was suppressed by the Meiji government, and the hardheaded anti-alienists were severely punished, so young men who were enthusiastic for Western learning became able to make English studies. For example, Miyamoto School for Western learning was established. There many students studied English and other branches of Western learning under Tsuge, the principal, and an Englishman, a head teacher, and other teachers. The students who came up to Tokyo to study at the Tokyo University and Keio Gijuku increased year by year. Two young men went to America for study. One of them was Sakunoshin Motoda, who later became president of St. Paul's University and another Kinji Ushijima who was called “Potato King.”
(4) To sum up, it may be said that English studies of the Kurume clan were greatly influenced by two political changes.
(5) Lastly, I added the Arima School established in Tokyo by Yorishige Arima, the last lord of the Kurume clan.

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