The educational museum included the office and the library in time of opening of 1877. The plan in 1881 is an exhibition room the entire building, and seems a finished type.
The plan of The Kyoto museum exists as a museum project plan planned to a simultaneous period, The educational museum and The Kyoto museum are the flow plannings based on the same idea. It is thought that The plan of The Kyoto museum is transmitted from Makimura to Tanaka through Kido is high, and The educational museum was planned based on The plan of The Kyoto museum.

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Taizo Masaki, the first president of Tokyo Shokko Gakko (Tokyo Industrial School), is most prominently mentioned in “Yoshida Torajiro”, a short story by Robert Louis Stevenson. From 1876 to 1881, Masaki was in Great Britain supervising Japanese students. In the summer of 1878, he met Stevenson at Edinburgh, and told him about the Japanese anti-Shogunate revolutionary Shoin Yoshida, who was Masaki's teacher when he was a young boy. It is not clear, however, what precisely Masaki's main work in Britain involved. In this article, his history and achievements there will be described.
Masaki was born on October 24, 1846 as the third son of Jiemon Masaki, a high ranking samurai in Choshu. Choshu was a hotbed or revolutionary activity against the centralized federal Shogunate regime, and many of his family were likewise revolutionaries, later assuming a number of important roles in the Meiji Revolution. Furthermore, there were many great revolutionaries and statesmen around him including Kaoru Inoue, Takayoshi Kido and Saneomi Hirosawa. Thus, the formation of Masaki's character doubtlessly was affected by them. When he was about thirteen years old, he attended Yoshida's private school, Shokason-Juku. He became the page of Motonori Mori, the Prince of the Daimyo Lord of Choshu. The Daimyo was cut off from the progressive camp, and so Masaki acted as his mesenger.
After the Meiji Revolution of 1871, Masaki was dispatched to Great Britain to study modern mintage technology. In fact, however, he studied chemistry at University College in London. At this time, he met R. W. Atkinson and invited him to go to Japan as a professor of Tokyo Kaisei Gakko. In 1874, Masaki returned to Japan with Atkinson, and worked as an assistant professor for Atkinson for about two years at Tokyo Kaisei Gakko. He taught basic chemistry, including analytical chemistry and chemical experimentation. He was the first Japanese to teach modern Western chemistry in a Japanese university.
In June, 1878, Masaki went to Great Britain again as the supervisor of new students newly selected for study abroad from Tokyo Kaisei Gakko, and stayed there for 5 years. In 1881, he came back from Britain, and became the first president of Tokyo Shokko Gakko (presently Tokyo Institute of Technology). For nine years, he worked earnestly to establish the first Western-style industrial school in Japan. In 1890, Masaki was transferred to the Foreign Office, and went to Honolulu as the consul general of Hawaii. But his life in Hawaii was not long. He returned to Japan in December 1892, and retired from public service for reasons of his health, and he died on April 5, 1896.
Masaki's main accomplishment in Britain can be classified in terms of three categories. First, he took care of the Japanese students in Europe. We can read his annual reports from Britain, which describe the activities of his students. Secondly, he was able to find good teachers for new schools or universities in Japan. One of these was famous physicist Sir J. A. Ewing. In Edinburgh, along with Ewing, he also met Stevenson. It was during this time, that he gave Stevenson his account of his teacher Shoin Yoshida. Thirdly, he conducted research in the area of modern education in Europe. He worte many articles in Japanese educational journals, including translated articles or lectures and his own reports of experience in Great Britain.
Taizo Masaki's achievements in Great Britain were important to education, particularly industrial education in early Meiji Era.

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Research papers on the Formosa Incident, which was the first dispatch of troops for modern Japan, have been numerously published from the viewpoint of the diplomatic history. I don't have anything to add to these fromer achievements. But, on the problem how the dispatch was enforced, there seem not a few gross misunderstandings in the former studies. I especially take up next two points for examination. Firstly, it is said that the leaders who propelled the dispatch of troops to Formosa were Toshimichi Okubo, Shigenobu Okuma and Tsugumichi Saigo. And there were basically not any opponents among them. Secondly, Takamitsu Kido and the Choshu faction consistently objected the dispatch by Okubo from the consideration of the precedence of the domestic affairs, and Kido resigned from Sangi for that reason. These opinions are widely accepted. But when we investigate these points deeply, we come to the problem how we understand the policy of the Okubo regime toward Asia. On this point, the diplomacy of Soejima who aimed to progress rights of Japan, is said to try not only the possession of Formosa but the conquest of the whole East Asia. Former researches connected this with the dispatch of troops to Formosa and by doing so tried to make clear the policy of the Okubo regime toward Asia and its nature which was represented by its opinion to conquer Korea (or the operation of power politics such as of Prussia). Against these opinions, I came to the conclusion as a result of my own study of historical facts. The dispatch of troops to Formosa in April 1874, was different from the original plan, which was to send an envoy in order to punish and pacify natives in Formosa, who had hurt the people of Loochoo Islands and Oda Prefecture. This was decided on the proposal by Okubo and Okuma, which Kido and the Choshu faction had consented. But, while Okubo were in Kyushu to deal with the revolt in Saga, Tsugumichi Saigo was troubled by discontented Samurais of Kagoshima, and he volunteered to be the governer of Formosa. The policy to dispatch the troops to Formosa turned accordingly to aim at the possession and colonization of it. The Choshu faction regarded this conversion as the scheme to pacify the samurais of Kagoshima, so they started the opposition vigorously. Thus, Kido and the Choshu faction objected the plan of Tsugumichi Saigo but not the original plan of Okubo. Differently from the accepted theory, there was not a basic discrepancy of opinions between Okubo and Kido, the Choshu faction. As Okubo only intended to dispatch an envoy, there was a great difference in thought between Okubo and Soejima, who aimed at the possession of Formosa. So the policy of Okubo cannot easily be connected with power politics like those of Prussia and the opinion of the conquer Korea. On the contrary, the policy of Okubo toward Formosa intended to compromise the former Sangis, who resigned as the result of the political change in the 6th year of Meiji, and discontented Samurais, and rather represented the weekness of Okubo regime. It is after the negotiation with Shin-dynasty succeeded miraculously, then Okubo regime exercised a kind of power politics, still limited to the policy toward Ryukyu.

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田中不二麿らによって伝えられた近代公共図書館思想の実践事例として東京書籍館から東京図書館までの時期があるとすれば,明治18年10月の無料制の廃止は日本における公共図書館のひとつの断絶といえる。そこで,なぜ明治8年という時期に無料公開図書館が設立され,それが10年間しか存続しなかったのかということに注目し,その原因について,田中文政期の政治的社会的状況を確認することによって検討した。大久保政権の成立過程で教育政策が田中らに委ねられるようになり,その中での学制施行の一環として書籍館についての施策が行われたことを明らかにした。そして,教育令の制定とその改正へと進んだ伊藤政権下において,教育政策が政権運営の全体構想の中に位置づけられるに及んで書籍館も大きな影響を受けたことが確認できた。このことによって,東京書籍館についても,新たな側面からの理解が可能となった。

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