The purpose of this article is to trace the dynamic process in the history of Neo-Confucian ideas of education. Applying the Buddhist theology and the Taoist ontology, Zhu-zi (Chu Hsi, 1130-1200) and his predecessors renovated the ancient Confucianism. The scheme of his ideas was, therefore, called Neo-Confucism. In the framework of the idea, education played an important part. The aim of the education was to pursue the ideal of ancient Kings, by developing the human innate goodness (li) and avoiding interference (qi). Neo-Confucianism was introduced to Korea, Vietnam and Japan, and characterized as a basis for morality and political ideology. In Japan, from the early 1700s, Neo-Confucianism was adoptd as an orthodox ideology by Tokugawa Bakufu (government) and was taught at Seido and Takakura-yashiki, later at various schools for samurai and commoners. Muro Kyuso, an advisior to Tokugawa Yoshimune, was a key figure in the educational reform in the eighteenth century. He was a real Neo-Confucianist in the sense of the word. Kyuso translated a Chinese textbook for commoner, which was entitled "Rikuyu-engi-taii", and wrote the textbook for samurai, which was entitled "Meikun-Kakun". These textbooks reveal the typical intepretation of the Neo-Confucian educational ideas.