The Empire of the East

by Helen Barrett Montgomery

CHAPTER IX

EDUCATION

IN England a vast amount was last year heard respecting education. Speakers on platforms and writers in newspapers and other periodical literature day by day and week by week for many months kept pouring forth words, words, words on this matter. It is not my intention to refer at all beyond what I have said to the somewhat lively education controversy in England which even as I write is by no means ended. Any such reference would be out of place in a book of this kind, and even were it not I confess I have no inclination whatever to rush into this particular fray. But it seems to me a curious fact that other countries, Japan amongst the number, have long since settled, and apparently settled satisfactorily, a problem which here in England is still under discussion, acrid discussion, and is yet quite evidently far from being permanently solved. The provisions and arrangements a nation has made for the education of its youth are, to my mind, an excellent test of the precise standard to which its civilisation has attained; because the future of a nation is with its youth, and that future must largely depend on the extent to and the manner in which its youth have been taught not only all those subjects which are commonly classified as knowledge but their duties and responsibilities as citizens. Judged by this test, Japan has every right to rank high among the nations of the world. And it can also be said of her in this matter that the education of her people is no new thing. It is not one among the many things she has learned from the West. Education was in vogue in Japan when that country was isolated from the rest of the world. Certainly Japan’s contact with Europe and America has vastly improved her educational system, enabling her, as it has done, to utilise to the full the great advance there has been in scientific knowledge of every description during the last half-century or so. But, as far back as the seventh century, if history or tradition be correct, an educational code was promulgated in Japan. Certainly this code was limited in its application to certain classes, but education was gradually extended throughout the country, and even in days somewhat remote from the present time every member of the Samurai class was expected to include the three R’s, or the Japanese equivalent of them, in his curriculum. The ordinary Samurai was, in fact, as regards reading and writing an educated man at a time when British Generals and even British Sovereigns were somewhat hazy in regard to their orthography and caligraphy.

Soon after the Revolution of 1868 a Board of Education was instituted in Japan, and the whole educational system of the country—because one had existed under the rule of a Tycoon—was taken in hand and reorganised. Three years later a separate Department of Education was formed at a time almost synonymous with the setting up of School Boards in England. As soon as it got itself into working order the Education Department despatched a number of specially selected Japanese to various European countries as well as to the United States of America to inquire into and report upon the system of education in existence and its suitability for adaptation or adoption in Japan. When these representatives returned from their mission and sent in their reports a code was compiled and the Mikado, in promulgating it, declared the aims of his Government to be that education should be so diffused throughout the country that eventually there might not be a village with an ignorant family nor a family with an ignorant member. It was a noble ideal, and I may remark that, though of course it has not been realised in all its fulness and probably will not be for very many years to come, it has been to a larger extent attained than a somewhat similar ideal which the late Mr. Forster is supposed to have entertained in reference to the effect of the Education Act which established a system of compulsory education for England and Wales.

In succeeding years various changes were made in the system of national education, and in 1883 that which now exists was brought into force. This is in effect compulsory education. Since education was first organised on any plan in Japan the number under instruction has steadily risen, and at present more than 90 per cent. of the children regularly attend school. In 1873 the number was 1,180,000; it is now over 5,000,000. There are about 29,000 primary schools, of which about 6,500 are higher primary schools with a million pupils. The total cost of the primary schools is somewhere about £3,000,000.

The question will no doubt be asked, What kind of education do these 5,000,000 pupils receive, and to what extent is it adapted to make them good citizens of a great Empire? The subjects taught in the ordinary primary schools embrace morals, the Japanese language, arithmetic and gymnastics. One or more subjects, such as drawing, singing, or manual work may be added, and, in schools for females, sewing. In the higher primary schools the subjects of instruction include morals, the Japanese language, arithmetic, Japanese history, geography, science, drawing, singing, and gymnastics, and, in schools for females, sewing. Besides these agriculture, commerce, and manual work, as well as the English language, are optional subjects. The moral lessons taught in these schools, I may remark, are not based upon any particular religious doctrines or dogmas, but are entirely and absolutely secular.

Children have to be 6 years of age before commencing their scholastic education, and have to remain at school until they have attained 14 years. The parents or guardians of children are compelled to send them to school to complete, as a minimum of education, the ordinary primary school course. Education in the higher primary schools is not compulsory, and it is, accordingly, a pleasing fact that 60 per cent. of those children who have passed through the ordinary schools voluntarily go to the higher primary schools.

Every municipal or rural community is compelled to maintain one or more primary schools sufficient, as regards size and the number of the staff, to educate all the children in the district. The establishment of higher primary schools is voluntary, and that so many of them are in existence is ample proof that the benefit of higher education is fully appreciated in Japan. Instruction in all the schools is practically free. No fee may be charged save with the consent of the local governor, and when one is imposed it must not exceed the equivalent of 5d. per month in a town school and half that sum in a rural school.

As regards secondary education, it is compulsory for one school to be established in each of the forty-seven prefectures into which Japan is divided. The course of study at the secondary schools extends over five years, with an optional supplementary course limited to twelve months. The curriculum of the secondary school embraces morals, the Japanese and Chinese languages, one foreign language, history and geography, mathematics, natural history, physics and chemistry, the elements of law and political economy, drawing, singing, gymnastics, and drills. The course of study is uniform in all Japanese schools. Candidates for admission to the secondary schools must be over 12 years of age, and have completed the second year’s course of the higher primary school. There are about three hundred of the secondary schools in existence—a number, as will be seen, six times as large as that obliged to be established by law. The pupils number over a hundred thousand and the cost approximates £500,000.

There are also 170 high schools for girls besides normal schools in each prefecture designed to train teachers for the primary and secondary schools. The course of study in these schools is for men four years, for women three years. The whole of the pupils’ expenses, including the cost of their board and lodging, is paid out of local funds. There are also higher normal schools designed to train teachers for the ordinary normal schools. It will thus be seen that there is a systematic course of education for what I may term the common people in Japan, extending from the higher normal to the ordinary primary school.