Chapter IV: Front Matter (4)

I have said that severity on the part of teachers would scarcely be tolerated by the students themselves--a fact which may sound strange to English or American ears. Tom Brown's school does not exist in Japan; the ordinary public school much more resembles the ideal Italian institution so charmingly painted for us in the Cuore of De Amicis. Japanese students furthermore claim and enjoy an independence contrary to all Occidental ideas of disciplinary necessity. In the Occident the master expels the pupil. In Japan it happens quite as often that the pupil expels the master. Each public school is an earnest, spirited little republic, to which director and teachers stand only in the relation of president and cabinet. They are indeed appointed by the prefectural government upon recommendation by the Educational Bureau at the capital; but in actual practice they maintain their positions by virtue of their capacity and personal character as estimated by their students, and are likely to be deposed by a revolutionary movement whenever found wanting. It has been alleged that the students frequently abuse their power. But this allegation has been made by European residents, strongly prejudiced in favour of masterful English ways of discipline. (I recollect that an English Yokohama paper, in this connection, advocated the introduction of the birch.) My own observations have convinced me, as larger experience has convinced some others, that in most instances of pupils rebelling against a teacher, reason is upon their side. They will rarely insult a teacher whom they dislike, or cause any disturbance in his class: they will simply refuse to attend school until he be removed. Personal feeling may often be a secondary, but it is seldom, so far as I have been able to learn, the primary cause for such a demand. A teacher whose manners are unsympathetic, or even positively disagreeable, will be nevertheless obeyed and revered while his students remain persuaded of his capacity as a teacher, and his sense of justice; and they are as keen to discern ability as they are to detect partiality. And, on the other hand, an amiable disposition alone will never atone with them either for want of knowledge or for want of skill to impart it. I knew one case, in a neighbouring public school, of a demand by the students for the removal of their professor of chemistry. In making their complaint, they frankly declared: 'We like him. He is kind to all of us; he does the best he can. But he does not know enough to teach us as we wish to be taught. lie cannot answer our questions. He cannot explain the experiments which he shows us. Our former teacher could do all these things. We must have another teacher.' Investigation proved that the lads were quite right. The young teacher had graduated at the university; he had come well recommended: but he had no thorough knowledge of the science which he undertook to impart, and no experience as a teacher. The instructor's success in Japan is not guaranteed by a degree, but by his practical knowledge and his capacity to communicate it simply and thoroughly.

Sec. 10

November 3, 1890 To-day is the birthday of His Majesty the Emperor. It is a public holiday throughout Japan; and there will be no teaching this morning. But at eight o'clock all the students and instructors enter the great assembly hall of the Jinjo Chugakko to honour the anniversary of His Majesty's august birth.

On the platform of the assembly hall a table, covered with dark silk, has been placed; and upon this table the portraits of Their Imperial Majesties, the Emperor and the Empress of Japan, stand side by side upright, framed in gold. The alcove above the platform has been decorated with flags and wreaths.

Presently the Governor enters, looking like a French general in his gold-embroidered uniform of office, and followed by the Mayor of the city, the Chief Military Officer, the Chief of Police, and all the officials of the provincial government. These take their places in silence to left and right of the plat form. Then the school organ suddenly rolls out the slow, solemn, beautiful national anthem; and all present chant those ancient syllables, made sacred by the reverential love of a century of generations:

Ki-mi ga-a yo-o wa
Chi-yo ni-i-i ya-chi-yo ni sa-za-red
I-shi-no
I-wa o to na-ri-te
Ko-ke no
Mu-u su-u ma-a-a-de [4]

The anthem ceases. The Governor advances with a slow dignified step from the right side of the apartment to the centre of the open space before the platform and the portraits of Their Majesties, turns his face to them, and bows profoundly. Then he takes three steps forward toward the platform, and halts, and bows again. Then he takes three more steps forward, and bows still more profoundly. Then he retires, walking backward six steps, and bows once more. Then he returns to his place.

After this the teachers, by parties of six, perform the same beautiful ceremony. When all have saluted the portrait of His Imperial Majesty, the Governor ascends the platform and makes a few eloquent remarks to the students about their duty to their Emperor, to their country, and to their teachers. Then the anthem is sung again; and all disperse to amuse themselves for the rest of the day.

Sec. 11

March 1 1891. The majority of the students of the Jinjo Chugakko are day-scholars only (externes, as we would say in France): they go to school in the morning, take their noon meal at home, and return at one o'clock to attend the brief afternoon classes. All the city students live with their own families; but there are many boys from remote country districts who have no city relatives, and for such the school furnishes boarding-houses, where a wholesome moral discipline is maintained by special masters. They are free, however, if they have sufficient means, to choose another boarding-house (provided it be a respectable one), or to find quarters in some good family; but few adopt either course.

I doubt whether in any other country the cost of education--education of the most excellent and advanced kind--is so little as in Japan. The Izumo student is able to live at a figure so far below the Occidental idea of necessary expenditure that the mere statement of it can scarcely fail to surprise the reader. A sum equal in American money to about twenty dollars supplies him with board and lodging for one year. The whole of his expenses, including school fees, are about seven dollars a month. For his room and three ample meals a day he pays every four weeks only one yen eighty-five sen--not much more than a dollar and a half in American currency. If very, very poor, he will not be obliged to wear a uniform; but nearly all students of the higher classes do wear uniforms, as the cost of a complete uniform, including cap and shoes of leather, is only about three and a half yen for the cheaper quality. Those who do not wear leather shoes, however, are required, while in the school, to exchange their noisy wooden geta for zori or light straw sandals.

Sec. 12

But the mental education so admirably imparted in an ordinary middle school is not, after all, so cheaply acquired by the student as might be imagined from the cost of living and the low rate of school fees. For Nature exacts a heavier school fee, and rigidly collects her debt--in human life.

To understand why, one should remember that the modern knowledge which the modern Izumo student must acquire upon a diet of boiled rice and bean-curd was discovered, developed, and synthetised by minds strengthened upon a costly diet of flesh. National underfeeding offers the most cruel problem which the educators of Japan must solve in order that she may become fully able to assimilate the civilization we have thrust upon her. As Herbert Spencer has pointed out, the degree of human energy, physical or intellectual, must depend upon the nutritiveness of food; and history shows that the well-fed races have been the energetic and the dominant. Perhaps mind will rule in the future of nations; but mind is a mode of force, and must be fed--through the stomach. The thoughts that have shaken the world were never framed upon bread and water: they were created by beefsteak and mutton-chops, by ham and eggs, by pork and puddings, and were stimulated by generous wines, strong ales, and strong coffee. And science also teaches us that the growing child or youth requires an even more nutritious diet than the adult; and that the student especially needs strong nourishment to repair the physical waste involved by brain-exertion.

And what is the waste entailed upon the Japanese schoolboy's system by study? It is certainly greater than that which the system of the European or American student must suffer at the same period of life. Seven years of study are required to give the Japanese youth merely the necessary knowledge of his own triple system of ideographs--or, in less accurate but plainer speech, the enormous alphabet of his native literature. That literature, also, he must study, and the art of two forms of his language--the written and the spoken: likewise, of course, he must learn native history and native morals. Besides these Oriental studies, his course includes foreign history, geography, arithmetic, astronomy, physics, geometry, natural history, agriculture, chemistry, drawing, and mathematics. Worst of all, he must learn English--a language of which the difficulty to the Japanese cannot be even faintly imagined by anyone unfamiliar with the construction of the native tongue--a language so different from his own that the very simplest Japanese phrase cannot be intelligibly rendered into English by a literal translation of the words or even the form of the thought. And he must learn all this upon a diet no English boy could live on; and always thinly clad in his poor cotton dress without even a fire in his schoolroom during the terrible winter, only a hibachi containing a few lumps of glowing charcoal in a bed of ashes. [5] Is it to be wondered at that even those Japanese students who pass successfully 'through all the educational courses the Empire can open to them can only in rare instances show results of their long training as large as those manifested by students of the West? Better conditions are coming; but at present, under the new strain, young bodies and young minds too often give way. And those who break down are not the dullards, but the pride of schools, the captains of classes.

Sec. 13

Yet, so far as the finances of the schools allow, everything possible is done to make the students both healthy and happy--to furnish them with ample opportunities both for physical exercise and for mental enjoyment. Though the course of study is severe, the hours are not long: and one of the daily five is devoted to military drill--made more interesting to the lads by the use of real rifles and bayonets, furnished by Government. There is a fine gymnastic ground near the school, furnished with trapezes, parallel bars, vaulting horses, etc.; and there are two masters of gymnastics attached to the Middle School alone. There are row-boats, in which the boys can take their pleasure on the beautiful lake whenever the weather permits. There is an excellent fencing-school conducted by the Governor himself, who, although so heavy a man, is reckoned one of the best fencers of his own generation. The style taught is the old one, requiring the use of both hands to wield the sword; thrusting is little attempted, it is nearly all heavy slashing. The foils are made of long splinters of bamboo tied together so as to form something resembling elongated fasces: masks and wadded coats protect the head and body, for the blows given are heavy. This sort of fencing requires considerable agility, and gives more active exercise than our severer Western styles. Yet another form of healthy exercise consists of long journeys on foot to famous places. Special holidays are allowed for these. The students march out of town in military order, accompanied by some of their favourite teachers, and perhaps a servant to cook for them. Thus they may travel for a hundred, or even a hundred and fifty miles and back; but if the journey is to be a very long one, only the strong lads are allowed to go. They walk in waraji, the true straw sandal, closely tied to the naked foot, which it leaves perfectly supple and free, without blistering or producing corns. They sleep at night in Buddhist temples; and their cooking is done in the open fields, like that of soldiers in camp.

For those little inclined to such sturdy exercise there is a school library which is growing every year. There is also a monthly school magazine, edited and published by the boys. And there is a Students' Society, at whose regular meetings debates are held upon all conceivable subjects of interest to students.

Sec. 14

April 4, 1891. The students of the third, fourth, and fifth year classes write for me once a week brief English compositions upon easy themes which I select for them. As a rule the themes are Japanese. Considering the immense difficulty of the English language to Japanese students, the ability of some of my boys to express their thoughts in it is astonishing. Their compositions have also another interest for me as revelations, not of individual character, but of national sentiment, or of aggregate sentiment of some sort or other. What seems to me most surprising in the compositions of the average Japanese student is that they have no personal cachet at all. Even the handwriting of twenty English compositions will be found to have a curious family resemblance; and striking exceptions are too few to affect the rule. Here is one of the best compositions on my table, by a student at the head of his class. Only a few idiomatic errors have been corrected:

THE MOON 'The Moon appears melancholy to those who are sad, and joyous to those who are happy. The Moon makes memories of home come to those who travel, and creates homesickness. So when the Emperor Godaigo, having been banished to Oki by the traitor Hojo, beheld the moonlight upon the seashore, he cried out, "The Moon is heartless!"

'The sight of the Moon makes an immeasurable feeling in our hearts when we look up at it through the clear air of a beauteous night.

'Our hearts ought to be pure and calm like the light of the Moon.

'Poets often compare the Moon to a Japanese [metal] mirror (kagami); and indeed its shape is the same when it is full.

'The refined man amuses himself with the Moon. He seeks some house looking out upon water, to watch the Moon, and to make verses about it.

'The best places from which to see the Moon are Tsukigashi, and the mountain Obasute.

'The light of the Moon shines alike upon foul and pure, upon high and low. That beautiful Lamp is neither yours nor mine, but everybody's.

'When we look at the Moon we should remember that its waxing and its waning are the signs of the truth that the culmination of all things is likewise the beginning of their decline.'

Any person totally unfamiliar with Japanese educational methods might presume that the foregoing composition shows some original power of thought and imagination. But this is not the case. I found the same thoughts and comparisons in thirty other compositions upon the same subject. Indeed, the compositions of any number of middle-school students upon the same subject are certain to be very much alike in idea and sentiment--though they are none the less charming for that. As a rule the Japanese student shows little originality in the line of imagination. His imagination was made for him long centuries ago--partly in China, partly in his native land. From his childhood he is trained to see and to feel Nature exactly in the manner of those wondrous artists who, with a few swift brushstrokes, fling down upon a sheet of paper the colour-sensation of a chilly dawn, a fervid noon, an autumn evening. Through all his boyhood he is taught to commit to memory the most beautiful thoughts and comparisons to be found in his ancient native literature. Every boy has thus learned that the vision of Fuji against the blue resembles a white half-opened fan, hanging inverted in the sky. Every boy knows that cherry-trees in full blossom look as if the most delicate of flushed summer clouds were caught in their branches. Every boy knows the comparison between the falling of certain leaves on snow and the casting down of texts upon a sheet of white paper with a brush. Every boy and girl knows the verses comparing the print of cat's-feet on snow to plum-flowers, [6] and that comparing the impression of bokkuri on snow to the Japanese character for the number 'two.' These were thoughts of old, old poets; and it would be very hard to invent prettier ones. Artistic power in composition is chiefly shown by the correct memorising and clever combination of these old thoughts.

And the students have been equally well trained to discover a moral in almost everything, animate or inanimate. I have tried them with a hundred subjects--Japanese subjects--for composition; I have never found them to fail in discovering a moral when the theme was a native one. If I suggested 'Fire-flies,' they at once approved the topic, and wrote for me the story of that Chinese student who, being too poor to pay for a lamp, imprisoned many fireflies in a paper lantern, and thus was able to obtain light enough to study after dark, and to become eventually a great scholar. If I said 'Frogs,' they wrote for me the legend of Ono- no-Tofu, who was persuaded to become a learned celebrity by witnessing the tireless perseverance of a frog trying to leap up to a willow- branch. I subjoin a few specimens of the moral ideas which I thus evoked. I have corrected some common mistakes in the originals, but have suffered a few singularities to stand:

THE BOTAN 'The botan [Japanese peony] is large and beautiful to see; but it has a disagreeable smell. This should make us remember that what is only outwardly beautiful in human society should not attract us. To be attracted by beauty only may lead us into fearful and fatal misfortune. The best place to see the botan is the island of Daikonshima in the lake Nakaumi. There in the season of its flowering all the island is red with its blossoms. [7]

THE DRAGON 'When the Dragon tries to ride the clouds and come into heaven there happens immediately a furious storm. When the Dragon dwells on the ground it is supposed to take the form of a stone or other object; but when it wants to rise it calls a cloud. Its body is composed of parts of many animals. It has the eyes of a tiger and the horns of a deer and the body of a crocodile and the claws of an eagle and two trunks like the trunk of an elephant. It has a moral. We should try to be like the dragon, and find out and adopt all the good qualities of others.'

At the close of this essay on the dragon is a note to the teacher, saying: 'I believe not there is any Dragon. But there are many stories and curious pictures about Dragon.'

MOSQUITOES 'On summer nights we hear the sound of faint voices; and little things come and sting our bodies very violently. We call .them ka--in English "mosquitoes." I think the sting is useful for us, because if we begin to sleep, the ka shall come and sting us, uttering a small voice; then we shall be bringed back to study by the sting.'

The following, by a lad of sixteen, is submitted only as a characteristic expression of half-formed ideas about a less familiar subject:

EUROPEAN AND JAPANESE CUSTOMS 'Europeans wear very narrow clothes and they wear shoes always in the house. Japanese wear clothes which are very lenient and they do not shoe except when they walk out-of-the-door.

'What we think very strange is that in Europe every wife loves her husband more than her parents. In Nippon there is no wife who more loves not her parents than her husband.

'And Europeans walk out in the road with their wives, which we utterly refuse to, except on the festival of Hachiman.

'The Japanese woman is treated by man as a servant, while the European woman is respected as a master. I think these customs are both bad.

'We think it is very much trouble to treat European ladies; and we do not know why ladies are so much respected by Europeans.'

Conversation in the class-room about foreign subjects is often equally amusing and suggestive:

'Teacher, I have been told that if a European and his father and his wife were all to fall into the sea together, and that he only could swim, he would try to save his wife first. Would he really?'

'Probably,' I reply.

'But why?'

'One reason is that Europeans consider it a man's duty to help the weaker first--especially women and children.'

'And does a European love his wife more than his father and mother?'

'Not always--but generally, perhaps, he does.'

'Why, Teacher, according to our ideas that is very immoral.'

'Teacher, how do European women carry their babies?'

'In their arms.'

'Very tiring! And how far can a woman walk carrying a baby in her arms?'

'A strong woman can walk many miles with a child in her arms.'

'But she cannot use her hands while she is carrying a baby that way, can she?'

'Not very well.'

'Then it is a very bad way to carry babies,' etc.

Sec. 15

May 1, 1891. My favourite students often visit me of afternoons. They first send me their cards, to announce their presence. On being told to come in they leave their footgear on the doorstep, enter my little study, prostrate themselves; and we all squat down together on the floor, which is in all Japanese houses like a soft mattress. The servant brings zabuton or small cushions to kneel upon, and cakes, and tea.

To sit as the Japanese do requires practice; and some Europeans can never acquire the habit. To acquire it, indeed, one must become accustomed to wearing Japanese costume. But once the habit of thus sitting has been formed, one finds it the most natural and easy of positions, and assumes it by preference for eating, reading, smoking, or chatting. It is not to be recommended, perhaps, for writing with a European pen--as the motion in our Occidental style of writing is from the supported wrist; but it is the best posture for writing with the Japanese fude, in using which the whole arm is unsupported, and the motion from the elbow. After having become habituated to Japanese habits for more than a year, I must confess that I find it now somewhat irksome to use a chair.

When we have all greeted each other, and taken our places upon the kneeling cushions, a little polite silence ensues, which I am the first to break. Some of the lads speak a good deal of English. They understand me well when I pronounce every word slowly and distinctly--using simple phrases, and avoiding idioms. When a word with which they are not familiar must be used, we refer to a good English-Japanese dictionary, which gives each vernacular meaning both in the kana and in the Chinese characters.

Usually my young visitors stay a long time, and their stay is rarely tiresome. Their conversation and their thoughts are of the simplest and frankest. They do not come to learn: they know that to ask their teacher to teach out of school would be unjust. They speak chiefly of things which they think have some particular interest for me. Sometimes they scarcely speak at all, but appear to sink into a sort of happy reverie. What they come really for is the quiet pleasure of sympathy. Not an intellectual sympathy, but the sympathy of pure goodwill: the simple pleasure of being quite comfortable with a friend. They peep at my books and pictures; and sometimes they bring books and pictures to show me-- delightfully queer things--family heirlooms which I regret much that I cannot buy. They also like to look at my garden, and enjoy all that is in it even more than I. Often they bring me gifts of flowers. Never by any possible chance are they troublesome, impolite, curious, or even talkative. Courtesy in its utmost possible exquisiteness--an exquisiteness of which even the French have no conception--seems natural to the Izumo boy as the colour of his hair or the tint of his skin. Nor is he less kind than courteous. To contrive pleasurable surprises for me is one of the particular delights of my boys; and they either bring or cause to be brought to the house all sorts of strange things.

Of all the strange or beautiful things which I am thus privileged to examine, none gives me so much pleasure as a certain wonderful kakemono of Amida Nyorai. It is rather large picture, and has been borrowed from a priest that I may see it. The Buddha stands in the attitude of exhortation, with one, hand uplifted. Behind his head a huge moon makes an aureole and across the face of that moon stream winding lines of thinnest cloud. Beneath his feet, like a rolling of smoke, curl heavier and darker clouds. Merely as a work of colour and design, the thing is a marvel. But the real wonder of it is not in colour or design at all. Minute examination reveals the astonishing fact that every shadow and clouding is formed by a fairy text of Chinese characters so minute that only a keen eye can discern them; and this text is the entire text of two famed sutras--the Kwammu-ryjo-kyo and the Amida-kyo--'text no larger than the limbs of fleas.' And all the strong dark lines of the figure, such as the seams of the Buddha's robe, are formed by the characters of the holy invocation of the Shin-shu sect, repeated thousands of times: 'Namu Amida Butsu!' Infinite patience, tireless silent labour of loving faith, in some dim temple, long ago.

Another day one of my boys persuades his father to let him bring to my house a wonderful statue of Koshi (Confucius), made, I am told, in China, toward the close of the period of the Ming dynasty. I am also assured it is the first time the statue has ever been removed from the family residence to be shown to anyone. Previously, whoever desired to pay it reverence had to visit the house. It is truly a beautiful bronze. The figure of a smiling, bearded old man, with fingers uplifted and lips apart as if discoursing. He wears quaint Chinese shoes, and his flowing robes are adorned with the figure of the mystic phoenix. The microscopic finish of detail seems indeed to reveal the wonderful cunning of a Chinese hand: each tooth, each hair, looks as though it had been made the subject of a special study.

Another student conducts me to the home of one of his relatives, that I may see a cat made of wood, said to have been chiselled by the famed Hidari Jingoro--a cat crouching and watching, and so life-like that real cats 'have been known to put up their backs and spit at it.'

Sec. 16

Nevertheless I have a private conviction that some old artists even now living in Matsue could make a still more wonderful cat. Among these is the venerable Arakawa Junosuke, who wrought many rare things for the Daimyo of Izumo in the Tempo era, and whose acquaintance I have been enabled to make through my school-friends. One evening he brings to my house something very odd to show me, concealed in his sleeve. It is a doll: just a small carven and painted head without a body,--the body being represented by a tiny robe only, attached to the neck. Yet as Arakawa Junosuke manipulates it, it seems to become alive. The back of its head is like the back of a very old man's head; but its face is the face of an amused child, and there is scarcely any forehead nor any evidence of a thinking disposition. And whatever way the head is turned, it looks so funny that one cannot help laughing at it. It represents a kirakubo--what we might call in English 'a jolly old boy,'--one who is naturally too hearty and too innocent to feel trouble of any sort. It is not an original, but a model of a very famous original--whose history is recorded in a faded scroll which Arakawa takes out of his other sleeve, and which a friend translates for me. This little history throws a curious light upon the simple-hearted ways of Japanese life and thought in other centuries:

'Two hundred and sixty years ago this doll was made by a famous maker of No-masks in the city of Kyoto, for the Emperor Go-midzu-no-O. The Emperor used to have it placed beside his pillow each night before he slept, and was very fond of it. And he composed the following poem concerning it:

Yo no naka wo
Kiraku ni kurase
Nani goto mo
Omoeba omou
Omowaneba koso. [8]'

'On the death of the Emperor this doll became the property of Prince Konoye, in whose family it is said to be still preserved.

'About one hundred and seven years ago, the then Ex-Empress, whose posthumous name is Sei-Kwa-Mon-Yin, borrowed the doll from Prince Konoye, and ordered a copy of it to be made. This copy she kept always beside her, and was very fond of it.

'After the death of the good Empress this doll was given to a lady of the court, whose family name is not recorded. Afterwards this lady, for reasons which are not known, cut off her hair and became a Buddhist nun --taking the name of Shingyo-in.

'And one who knew the Nun Shingyo-in--a man whose name was Kondo-ju- haku-in-Hokyo--had the honour of receiving the doll as a gift.

'Now I, who write this document, at one time fell sick; and my sickness was caused by despondency. And my friend Kondo-ju-haku-in-Hokyo, coming to see me, said: "I have in my house something which will make you well." And he went home and, presently returning, brought to me this doll, and lent it to me--putting it by my pillow that I might see it and laugh at it.

'Afterward, I myself, having called upon the Nun Shingyo-in, whom I now also have the honour to know, wrote down the history of the doll, and make a poem thereupon.'

(Dated about ninety years ago: no signature.)

Sec. 17

June 1, 1891 I find among the students a healthy tone of scepticism in regard to certain forms of popular belief. Scientific education is rapidly destroying credulity in old superstitions yet current among the unlettered, and especially among the peasantry--as, for instance, faith in mamori and ofuda. The outward forms of Buddhism--its images, its relics, its commoner practices--affect the average student very little. He is not, as a foreigner may be, interested in iconography, or religious folklore, or the comparative study of religions; and in nine cases out of ten he is rather ashamed of the signs and tokens of popular faith all around him. But the deeper religious sense, which underlies all symbolism, remains with him; and the Monistic Idea in Buddhism is being strengthened and expanded, rather than weakened, by the new education. What is true of the effect of the public schools upon the lower Buddhism is equally true of its effect upon the lower Shinto. Shinto the students all sincerely are, or very nearly all; yet not as fervent worshippers of certain Kami, but as rigid observers of what the higher Shinto signifies--loyalty, filial piety, obedience to parents, teachers, and superiors, and respect to ancestors. For Shinto means more than faith.

When, for the first time, I stood before the shrine of the Great Deity of Kitzuki, as the first Occidental to whom that privilege had been accorded, not without a sense of awe there came to me the Sec. 'This is the Shrine of the Father of a Race; this is the symbolic centre of a nation's reverence for its past.' And I, too, paid reverence to the memory of the progenitor of this people.

As I then felt, so feels the intelligent student of the Meiji era whom education has lifted above the common plane of popular creeds. And Shinto also means for him--whether he reasons upon the question or not-- all the ethics of the family, and all that spirit of loyalty which has become so innate that, at the call of duty, life itself ceases to have value save as an instrument for duty's accomplishment. As yet, this Orient little needs to reason about the origin of its loftier ethics. Imagine the musical sense in our own race so developed that a child could play a complicated instrument so soon as the little fingers gained sufficient force and flexibility to strike the notes. By some such comparison only can one obtain a just idea of what inherent religion and instinctive duty signify in Izumo.

Of the rude and aggressive form of scepticism so common in the Occident, which is the natural reaction after sudden emancipation from superstitious belief, I find no trace among my students. But such sentiment may be found elsewhere--especially in Tokyo--among the university students, one of whom, upon hearing the tones of a magnificent temple bell, exclaimed to a friend of mine: 'Is it not a shame that in this nineteenth century we must still hear such a sound?'

For the benefit of curious travellers, however, I may here take occasion to observe that to talk Buddhism to Japanese gentlemen of the new school is in just as bad taste as to talk Christianity at home to men of that class whom knowledge has placed above creeds and forms. There are, of course, Japanese scholars willing to aid researches of foreign scholars in religion or in folk-lore; but these specialists do not undertake to gratify idle curiosity of the 'globe-trotting' description. I may also say that the foreigner desirous to learn the religious ideas or superstitions of the common people must obtain them from the people themselves--not from the educated classes.

Sec. 18

Among all my favourite students--two or three from each class--I cannot decide whom I like the best. Each has a particular merit of his own. But I think the names and faces of those of whom I am about to speak will longest remain vivid in my remembrance--Ishihara, Otani-Masanobu, Adzukizawa, Yokogi, Shida.

Ishihara is a samurai a very influential lad in his class because of his uncommon force of character. Compared with others, he has a somewhat brusque, independent manner, pleasing, however, by its honest manliness. He says everything he thinks, and precisely in the tone that he thinks it, even to the degree of being a little embarrassing sometimes. He does not hesitate, for example, to find fault with a teacher's method of explanation, and to insist upon a more lucid one. He has criticized me more than once; but I never found that he was wrong. We like each other very much. He often brings me flowers.

One day that he had brought two beautiful sprays of plum-blossoms, he said to me:

'I saw you bow before our Emperor's picture at the ceremony on the birthday of His Majesty. You are not like a former English teacher we had.'

'How?'

'He said we were savages.'

'Why?'

'He said there is nothing respectable except God--his God--and that only vulgar and ignorant people respect anything else.'

'Where did he come from?'

'He was a Christian clergyman, and said he was an English subject.'

'But if he was an English subject, he was bound to respect Her Majesty the Queen. He could not even enter the office of a British consul without removing his hat.'

'I don't know what he did in the country he came from. But that was what he said. Now we think we should love and honour our Emperor. We think it is a duty. We think it is a joy. We think it is happiness to be able to give our lives for our Emperor. [9] But he said we were only savages-- ignorant savages. What do you think of that?'

'I think, my dear lad, that he himself was a savage--a vulgar, ignorant, savage bigot. I think it is your highest social duty to honour your Emperor, to obey his laws, and to be ready to give your blood whenever he may require it of you for the sake of Japan. I think it is your duty to respect the gods of your fathers, the religion of your country--even if you yourself cannot believe all that others believe. And I think, also, that it is your duty, for your Emperor's sake and for your country's sake, to resent any such wicked and vulgar language as that you have told me of, no matter by whom uttered.'

Masanobu visits me seldom and always comes alone. A slender, handsome lad, with rather feminine features, reserved and perfectly self- possessed in manner, refined. He is somewhat serious, does not often smile; and I never heard him laugh. He has risen to the head of his class, and appears to remain there without any extraordinary effort. Much of his leisure time he devotes to botany--collecting and classifying plants. He is a musician, like all the male members of his family. He plays a variety of instruments never seen or heard of in the West, including flutes of marble, flutes of ivory, flutes of bamboo of wonderful shapes and tones, and that shrill Chinese instrument called sho--a sort of mouth-organ consisting of seventeen tubes of different lengths fixed in a silver frame. He first explained to me the uses in temple music of the taiko and shoko, which are drums; of the flutes called fei or teki; of the flageolet termed hichiriki; and of the kakko, which is a little drum shaped like a spool with very narrow waist, On great Buddhist festivals, Masanobu and his father and his brothers are the musicians in the temple services, and they play the strange music called Ojo and Batto--music which at first no Western ear can feel pleasure in, but which, when often heard, becomes comprehensible, and is found to possess a weird charm of its own. When Masanobu comes to the house, it is usually in order to invite me to attend some Buddhist or Shinto festival (matsuri) which he knows will interest me.

Adzukizawa bears so little resemblance to Masanobu that one might suppose the two belonged to totally different races. Adzukizawa is large, raw-boned, heavy-looking, with a face singularly like that of a North American Indian. His people are not rich; he can afford few pleasures which cost money, except one--buying books. Even to be able to do this he works in his leisure hours to earn money. He is a perfect bookworm, a natural-born researcher, a collector of curious documents, a haunter of all the queer second-hand stores in Teramachi and other streets where old manuscripts or prints are on sale as waste paper. He is an omnivorous reader, and a perpetual borrower of volumes, which he always returns in perfect condition after having copied what he deemed of most value to him. But his special delight is philosophy and the history of philosophers in all countries. He has read various epitomes of the history of philosophy in the Occident, and everything of modern philosophy which has been translated into Japanese--including Spencer's First Principles. I have been able to introduce him to Lewes and John Fiske--both of which he appreciates,--although the strain of studying philosophy in English is no small one. Happily he is so strong that no amount of study is likely to injure his health, and his nerves are tough as wire. He is quite an ascetic withal. As it is the Japanese custom to set cakes and tea before visitors, I always have both in readiness, and an especially fine quality of kwashi, made at Kitzuki, of which the students are very fond. Adzukizawa alone refuses to taste cakes or confectionery of any kind, saying: 'As I am the youngest brother, I must begin to earn my own living soon. I shall have to endure much hardship. And if I allow myself to like dainties now, I shall only suffer more later on.' Adzukizawa has seen much of human life and character. He is naturally observant; and he has managed in some extraordinary way to learn the history of everybody in Matsue. He has brought me old tattered prints to prove that the opinions now held by our director are diametrically opposed to the opinions he advocated fourteen years ago in a public address. I asked the director about it. He laughed and said, 'Of course that is Adzukizawa! But he is right: I was very young then.' And I wonder if Adzukizawa was ever young.

Yokogi, Adzukizawa's dearest friend, is a very rare visitor; for he is always studying at home. He is always first in his class--the third year class--while Adzukizawa is fourth. Adzukizawa's account of the beginning of their acquaintance is this: 'I watched him when he came and saw that he spoke very little, walked very quickly, and looked straight into everybody's eyes. So I knew he had a particular character. I like to know people with a particular character.' Adzukizawa was perfectly right: under a very gentle exterior, Yokogi has an extremely strong character. He is the son of a carpenter; and his parents could not afford to send him to the Middle School. But he had shown such exceptional qualities while in the Elementary School that a wealthy man became interested in him, and offered to pay for his education. [10] He is now the pride of the school. He has a remarkably placid face, with peculiarly long eyes, and a delicious smile. In class he is always asking intelligent questions--questions so original that I am sometimes extremely puzzled how to answer them; and he never ceases to ask until the explanation is quite satisfactory to himself. He never cares about the opinion of his comrades if he thinks he is right. On one occasion when the whole class refused to attend the lectures of a new teacher of physics, Yokogi alone refused to act with them--arguing that although the teacher was not all that could be desired, there was no immediate possibility of his removal, and no just reason for making unhappy a man who, though unskilled, was sincerely doing his best. Adzukizawa finally stood by him. These two alone attended the lectures until the remainder of the students, two weeks later, found that Yokogi's views were rational. On another occasion when some vulgar proselytism was attempted by a Christian missionary, Yokogi went boldly to the proselytiser's house, argued with him on the morality of his effort, and reduced him to silence. Some of his comrades praised his cleverness in the argument. 'I am not clever,' he made answer: 'it does not require cleverness to argue against what is morally wrong; it requires only the knowledge that one is morally right.' At least such is about the translation of what he said as told me by Adzukizawa.

Shida, another visitor, is a very delicate, sensitive boy, whose soul is full of art. He is very skilful at drawing and painting; and he has a wonderful set of picture-books by the Old Japanese masters. The last time he came he brought some prints to show me--rare ones--fairy maidens and ghosts. As I looked at his beautiful pale face and weirdly frail fingers, I could not help fearing for him,--fearing that he might soon become a little ghost.

I have not seen him now for more than two months. He has been very, very ill; and his lungs are so weak that the doctor has forbidden him to converse. But Adzukizawa has been to visit him, and brings me this translation of a Japanese letter which the sick boy wrote and pasted upon the wall above his bed:

'Thou, my Lord-Soul, dost govern me. Thou knowest that I cannot now govern myself. Deign, I pray thee, to let me be cured speedily. Do not suffer me to speak much. Make me to obey in all things the command of the physician.

'This ninth day of the eleventh month of the twenty-fourth year of Meiji.

'From the sick body of Shida to his Soul.'

Sec. 19

September 4, 1891. The long summer vacation is over; a new school year begins. There have been many changes. Some of the boys I taught are dead. Others have graduated and gone away from Matsue for ever. Some teachers, too, have left the school, and their places have been filled; and there is a new Director.

And the dear good Governor has gone--been transferred to cold Niigata in the north-west. It was a promotion. But he had ruled Izumo for seven years, and everybody loved him, especially, perhaps, the students, who looked upon him as a father. All the population of the city crowded to the river to bid him farewell. The streets through which he passed on his way to take the steamer, the bridge, the wharves, even the roofs were thronged with multitudes eager to see his face for the last time. Thousands were weeping. And as the steamer glided from the wharf such a cry arose--'A-a-a-a-a-a-a-a-a-a-a!' It was intended for a cheer, but it seemed to me the cry of a whole city sorrowing, and so plaintive that I hope never to hear such a cry again.

The names and faces of the younger classes are all strange to me. Doubtless this was why the sensation of my first day's teaching in the school came back to me with extraordinary vividness when I entered the class-room of First Division A this morning.

Strangely pleasant is the first sensation of a Japanese class, as you look over the ranges of young faces before you. There is nothing in them familiar to inexperienced Western eyes; yet there is an indescribable pleasant something common to all. Those traits have nothing incisive, nothing forcible: compared with Occidental faces they seem but 'half- sketched,' so soft their outlines are--indicating neither aggressiveness nor shyness, neither eccentricity nor sympathy, neither curiosity nor indifference. Some, although faces of youths well grown, have a childish freshness and frankness indescribable; some are as uninteresting as others are attractive; a few are beautifully feminine. But all are equally characterized by a singular placidity--expressing neither love nor hate nor anything save perfect repose and gentleness--like the dreamy placidity of Buddhist images. At a later day you will no longer recognise this aspect of passionless composure: with growing acquaintance each face will become more and more individualised for you by characteristics before imperceptible. But the recollection of that first impression will remain with you and the time will come when you will find, by many varied experiences, how strangely it foreshadowed something in Japanese character to be fully learned only after years of familiarity. You will recognize in the memory of that first impression one glimpse of the race-soul, with its impersonal lovableness and its impersonal weaknesses--one glimpse of the nature of a life in which the Occidental, dwelling alone, feels a psychic comfort comparable only to the nervous relief of suddenly emerging from some stifling atmospheric pressure into thin, clear, free living air.

Sec. 20

Was it not the eccentric Fourier who wrote about the horrible faces of 'the _civilizes_'? Whoever it was, would have found seeming confirmation of his physiognomical theory could he have known the effect produced by the first sight of European faces in the most eastern East. What we are taught at home to consider handsome, interesting, or characteristic in physiognomy does not produce the same impression in China or Japan. Shades of facial expression familiar to us as letters of our own alphabet are not perceived at all in Western features by these Orientals at first acquaintance. What they discern at once is the race- characteristic, not the individuality. The evolutional meaning of the deep-set Western eye, protruding brow, accipitrine nose, ponderous jaw-- symbols of aggressive force and habit--was revealed to the gentler race by the same sort of intuition through which a tame animal immediately comprehends the dangerous nature of the first predatory enemy which it sees. To Europeans the smooth-featured, slender, low-statured Japanese seemed like boys; and 'boy' is the term by which the native attendant of a Yokohama merchant is still called. To Japanese the first red-haired, rowdy, drunken European sailors seemed fiends, shojo, demons of the sea; and by the Chinese the Occidentals are still called 'foreign devils.' The great stature and massive strength and fierce gait of foreigners in Japan enhanced the strange impression created by their faces. Children cried for fear on seeing them pass through the streets. And in remoter districts, Japanese children are still apt to cry at the first sight of a European or American face.

A lady of Matsue related in my presence this curious souvenir of her childhood: 'When I was a very little girl,' she said, our daimyo hired a foreigner to teach the military art. My father and a great many samurai went to receive the foreigner; and all the people lined the streets to see--for no foreigner had ever come to Izumo before; and we all went to look. The foreigner came by ship: there were no steamboats here then. He was very tall, and walked quickly with long steps; and the children began to cry at the sight of him, because his face was not like the faces of the people of Nihon. My little brother cried out loud, and hid his face in mother's robe; and mother reproved him and said: "This foreigner is a very good man who has come here to serve our prince; and it is very disrespectful to cry at seeing him." But he still cried. I was not afraid; and I looked up at the foreigner's face as he came and smiled. He had a great beard; and I thought his face was good though it seemed to me a very strange face and stern. Then he stopped and smiled too, and put something in my hand, and touched my head and face very softly with his great fingers, and said something I could not understand, and went away. After he had gone I looked at what he put into my hand and found that it was a pretty little glass to look through. If you put a fly under that glass it looks quite big. At that time I thought the glass was a very wonderful thing. I have it still.' She took from a drawer in the room and placed before me a tiny, dainty pocket-microscope.

The hero of this little incident was a French military officer. His services were necessarily dispensed with on the abolition of the feudal system. Memories of him still linger in Matsue; and old people remember a popular snatch about him--a sort of rapidly-vociferated rigmarole, supposed to be an imitation of his foreign speech:

Tojin no negoto niwa kinkarakuri medagasho,
Saiboji ga shimpeishite harishite keisan,
Hanryo na Sacr-r-r-r-r-e-na-nom-da-Jiu.

Sec. 21

November 2, 1891. Shida will never come to school again. He sleeps under the shadow of the cedars, in the old cemetery of Tokoji. Yokogi, at the memorial service, read a beautiful address (saibun) to the soul of his dead comrade.

But Yokogi himself is down. And I am very much afraid for him. He is suffering from some affection of the brain, brought on, the doctor says, by studying a great deal too hard. Even if he gets well, he will always have to be careful. Some of us hope much; for the boy is vigorously built and so young. Strong Sakane burst a blood-vessel last month and is now well. So we trust that Yokogi may rally. Adzukizawa daily brings news of his friend.

But the rally never comes. Some mysterious spring in the mechanism of the young life has been broken. The mind lives only in brief intervals between long hours of unconsciousness. Parents watch, and friends, for these living moments to whisper caressing things, or to ask: 'Is there anything thou dost wish?' And one night the answer comes:

'Yes: I want to go to the school; I want to see the school.'

Then they wonder if the fine brain has not wholly given way, while they make answer:

'It is midnight past, and there is no moon. And the night is cold.'

'No; I can see by the stars--I want to see the school again.'

They make kindliest protests in vain: the dying boy only repeats, with the plaintive persistence of a last--'I want to see the school again; I want to see it now.' So there is a murmured consultation in the neighbouring room; and tansu-drawers are unlocked, warm garments prepared. Then Fusaichi, the strong servant, enters with lantern lighted, and cries out in his kind rough voice: