The Empire of the East

by Helen Barrett Montgomery

There are besides in Japan higher schools, the object of which is to prepare young men for a University education. The expense of these schools is entirely borne by the State. Japan prides herself, and justly, in being unique in the possession of such schools. The course of study in them extends over three years and is split up into three departments. The pupils select the particular department into which they desire to enter, and their selection, of course, depends on the precise course of study they intend to take up on entering the University. The first department is for those who propose to study law or literature, the second for those who mean to go in for engineering, science, or agriculture, and the third for aspirants as medical men. Candidates for admission to these schools must be over 17 years of age and have completed the secondary school course.

A reference to these higher schools naturally leads up to the Imperial University of Tokio, as well as the kindred University at Kyoto. There are six colleges in the former, viz., law, medicine, engineering, literature, science, and agriculture, while Kyoto University possesses four colleges, viz., law, medicine, literature and science, and engineering. When the Imperial University was established almost all the Professors therein were Europeans or Americans, but there has been a material alteration in this respect, and now the foreign Professors are few. Most of the Japanese instructors have, however, been educated abroad. The course of study extends over four years in the case of students of law and medicine, and three years in the case of students of other subjects. There is not the same freedom in regard to study as exists at Oxford, Cambridge, and some other more or less leisurely seats of learning. In the Japanese Universities the students have to enter upon a regular prescribed course of study with some few optional subjects. The Universities confer degrees in law, medicine, engineering, literature, science, and agriculture. The examinations leading up to and for the degrees are much more severe than those in any University in this country, with the possible exception of that of London. It may interest my readers to learn that the largest number of degrees are taken in law, the smallest in science. We have heard a great deal of recent years respecting technical education in Great Britain, which many persons suggest is at a very low ebb. For what is in one sense a new country, Japan seems to have taken steps to provide an excellent system of technical education. There are a small number of State higher technical schools, agricultural, commercial, and industrious. Technical schools of lower grades are maintained by prefectures and urban bodies, and they receive grants in aid from national funds. There are in all about four hundred technical schools in the country. The few facts respecting education in Japan which I have put as tersely as possible before my readers, should, I think, convince them of the fact that in regard to this all-important question Japan has made and is making vigorous efforts—and efforts all of which are in the right direction. It must be remembered that in the education of her youth she has to face difficulties which are altogether unknown in this as in other European countries. One of these difficulties is the fact that Japanese literature is more or less mixed up with Chinese literature, and, accordingly, it is necessary for the Japanese to learn Chinese as well as Japanese characters, and also to study the Chinese classics. Another difficulty is the one I touched on in my remarks on the Japanese language, viz., the difference between the written and spoken languages of Japan. In old times the written and spoken languages were no doubt identical, but Chinese literature influenced the country to so great an extent that the written language in time became more and more Chinese, while the spoken dialect remained Japanese. The consequence is that the written language is more or less a hotch-potch of Chinese characters and the Japanese alphabet. Whether it will be possible to overcome these obvious difficulties remains to be seen. Several remedies have been proposed but none has so far been adopted. One remedy was the use of the Japanese alphabet alone for the written language, another the introduction and adoption of the European alphabet. Manifestly the difficulty of effecting such a change as the adoption of either of these plans would involve would be enormous. Still the retention of the present complicated system is without doubt the great obstacle in the way of educational progress in Japan, and it speaks eloquently for the patience and pertinacity of the youth of that country that they have effected so much in so short a time in view of the difficulties that have had to be encountered.

The strong points of the youth of Japan in the matter of education are, in my opinion, their great powers of concentration and their indomitable application to study and perseverance in whatever they undertake. Of their powers of absorption of any subject there can be no question. It has been urged, as against this, that the Japanese possess the defect not uncommon among people of any race, viz., that the capacity for rapidly assimilating knowledge is to some extent counteracted or rendered abortive by an incapacity to practically apply that knowledge. I may say for myself that though I have often heard this objection urged I have not seen any indications of this lack of ability to practically apply knowledge on the part of the Japanese. I should have thought that the Russo-Japanese war would have afforded ample demonstration of the ability of the Japanese to put to good account the knowledge they had acquired and assimilated in their seminaries.

I certainly think that the system of education, as it exists in Japan to-day, is one not only admirably adapted for the people of that country, but one from which some Western nations might learn a few things. Japan has, in her education system, settled the religious question simply by ignoring it. Her morality as inculcated in every school in the country, is a purely secular morality. I know that there are some persons who will deem secular morality a contradiction in terms. Indeed there are many eminent Japanese who do not approve of the present system. Count Okuma, for example, one of the ablest men in the country, bewails the lack of a moral standard. The upper classes have, he remarks, Chinese philosophy, the great mass of the people have nothing. In the Western world, he points out, Christianity supplies the moral standard, while in Japan some desire to return to old forms, others prefer Christianity; some lean on Kant, others on other philosophers. Christianity may supply the moral standard in the Western world, as Count Okuma asserts, but if he has studied recent politics in a particular part of the Western world, he must have seen that Christianity in that part is by no means in accord as to the teaching of religion in its schools, or what moral code, if any, should be substituted for dogmatic instruction. Perhaps, after all, Japan has not decided amiss in for the present at any rate deciding that secular morality shall be the only ethical instruction given in her schools. That code which she teaches, so far as I have had an opportunity of studying it, is one which contains nothing that could be in the slightest degree objected to by the votaries of any religious system either in the East or in the West.

AMATEUR CONCHOLOGISTS
FROM A PRINT BY HIROSHIGE

Although it has no direct connection with morality, secular or otherwise, it may be of interest if I give here a synopsis of the teaching given in Japanese schools in reference to the behaviour of the pupils towards foreigners. These rules have been collected by an English newspaper in Japan, and they certainly serve to show that the youth of Japan are in this matter receiving instruction which, whether regarded from an ethical standpoint or merely that of good manners, cannot be too highly commended.

“Never call after foreigners passing along the streets or roads.

“When foreigners make inquiries, answer them politely. If unable to make them understand, inform the police of the fact.