“Aim at not being beaten in your competition with foreigners. Remember that loyalty and filial piety are our most precious national treasures and do nothing to violate them.”
It seems to me a pity that education on somewhat similar lines to that embodied in these interesting rules cannot be imparted to the youth of this and other European countries. It would certainly tend, I think, in the direction of good manners which are, I fear, sadly lacking in many of the pupils who have undergone a course of School Board instruction in England.
A question that may arise in regard to the details of Japanese education is how far and in what degree do the pertinacity and zeal of the youth of Japan for knowledge affect their physique. We know that mens sana in corpore sano is the ideal at which every one concerned with the education of young people of both sexes ought to strive. There is no doubt whatever that too close an attention to study of any kind, too constant an exercise of the mental faculties, unless it is accompanied by a corresponding exercise of the body, very often has an injurious effect upon the human frame. Count Okuma, in referring to this matter, has pointed out that the great difficulty of the difference between the written and spoken languages is a very serious tax upon the pupils in all the schools, necessitating, as it does, the duplicating of their work. So much time, he considers, has to be spent by them in study on account of this duplicating that it is quite impossible for students to have sufficient physical exercise, while if it were decided to devote more time to exercise, the years allotted to education would have to be lengthened—a fact which must involve a serious loss in regard to the work of the nation. I do not take quite such a pessimistic view of the lack of physical education of the youth of Japan. In the first place, gymnastics form part, an important part, of the course of instruction in all schools throughout the country, and in the next place the young people of Japan, so far as I have been able to arrive at an opinion in the matter, are almost if not quite as enthusiastic in regard to various forms of outdoor sport as are those of this country. The buoyancy and enthusiasm of youth are, indeed, very much the same all over the world. It is only when youth comes to what are very often erroneously described as years of discretion that artificiality begins to assert itself. Base-ball, lawn-tennis, bicycling, and rowing are all extensively patronised by the young men of Japan, and cricket has of recent years come considerably into vogue. The students of the Imperial University have not only shown no disinclination, but, on the contrary, an avidity to combine athletics with their studies, and in base-ball especially they have more than held their own against the foreigner. I confess I have no desire to see the craze for outdoor sports which is so much in evidence in this country extending to Japan. Some of the public schools in England are much more famous for their cricket, football, and other teams than for the education imparted in them. Many a young man leaves those schools an excellent cricketer or football player, but, from an educational point of view, very badly equipped for the battle of life. The happy mean is surely the best in this as in other matters, and I venture to think that the youth of Japan in regarding education as the essential matter and outdoor sport as merely a subsidiary one have shown sound judgment.
In my remarks on education in Japan I have dealt principally with the schools for boys. I may, however, remark that in the arrangements she has made for the education of the other sex she has shown the same thoroughness. In the primary schools the boys and girls are taken in without any distinction, though separate classes are usually formed. There are subsequently higher schools for girls. The percentage of the female sex attending these schools is less than that of the other. There are in all about seventy-five of these schools in Japan with some twenty thousand pupils. The course of instruction in them is moral precepts, Japanese language, a foreign language, history, geography, mathematics, science, drawing, training for domestic affairs, cutting-out and sewing, music and gymnastics. I think in regard to these schools the Japanese authorities have shown sound judgment in decreeing that music shall not necessarily form part of the education of every young girl, but may be omitted for those pupils for whom the art may be deemed difficult. Were a similar rule to be adopted in this country quite a number of people would be saved a large amount of unnecessary torture. There is also a higher normal school for women at Tokio, as likewise an Academy of Music. The Tokio Jiogakkwan is an institution established by some foreign philanthropists for the purpose of educating Japanese girls of a respectable class in Anglo-Saxon attainments. This institution has between two and three hundred pupils, but I am not in a position to state what measure of success, if any, it has achieved, nor indeed do I know what “Anglo-Saxon attainments” are supposed to be. Many of them I should have thought were quite unsuitable for the ordinary Japanese girl, tending, as they must, to destroy her national individuality. There is also a girls’ college in Tokio called the Women’s University. It does not confer degrees, but it gives a very high education, and it is largely patronised.
I stated at the commencement of this chapter that I was of opinion the provisions and arrangements a nation had made for the education of its youth were an excellent test of the standard to which its civilisation has attained. I hope the slight sketch I have given my readers of the system of education in existence in Japan will enable them to form an estimate as to the place Japan should occupy if judged by the standard referred to. In my opinion, seeing that it is less than forty years since the country passed through a drastic revolution—a revolution which destroyed all these social forces which had been in existence and had exercised a tremendous influence on the life of the people for many centuries—it is, I think, not only extraordinary but highly creditable to her rulers that Japan should have in that short interval organised and perfected such a system of education as exists in the country to-day. Under that system every boy and girl in the land receives an admirable course of instruction, and is afforded facilities for still further extending and enlarging that course, and, if his or her abilities, ambitions, and opportunities incline them that way, to proceed steadily onward in the acquisition of knowledge, until they obtain as a coping stone, that final course, in the capital either at the Imperial University or the Women’s University where the sum of all the knowledge of the world is at the disposal of those who have the capacity and the aspiration to acquire it.
CHAPTER X
THE JAPANESE ARMY AND NAVY
A WORK on Japan which did not include some reference to the Army and Navy would manifestly be incomplete. It is hardly any exaggeration to assert that nothing in regard to the metamorphosis of Japan has so impressed the Western mind as the extraordinary progress of its naval and military forces. Both in this country and on the Continent it was, of course, known that Japan had been for years evolving both an Army and Navy, but I imagine most persons thought that this action on her part was merely a piece of childish extravagance, and that her land and sea forces would, if they were ever pitted against Europeans, prove as impotent as Orientals nearly always have proved. I am quite aware that naval and military experts of various nationalities who had studied matters on the spot were of a different opinion. They witnessed the high state of efficiency of both the Japanese Army and Navy, the patriotic spirit of the officers and men, their enthusiasm for their work, and that universal feeling of bravery, if it be bravery, which consists in an absolute contempt of life. Still I think, even to the experts, the splendid organisation and overwhelming superiority of Japan in her encounter with China came as somewhat of a surprise. The complete victory of the Island Nation in that struggle was, I know, to a certain extent discounted in some quarters by the stories that were published as to the wretched condition of both the Chinese Army and Navy, their utter unfitness and unpreparedness for war, the incompetence and corruption of the officers, and so on. There were many otherwise well informed persons who felt confident that though Japan had experienced little or no difficulty in mastering China, the case would be different when, if ever, she was involved in war with a European power. I do not think these doubts were prevalent or indeed present at all, in the minds of the naval and military authorities. No responsible statesman or official in Japan desired war. The Japanese are not in any sense a bellicose people. Still, the statesmen of the country were fully alive to the fact that it might be necessary to fight for the national existence. They had had experience in the past of the ambition of Russia to aggrandise herself at the expense of Japan. They saw, or thought they saw, that Russia had designs on Korea, and they were determined to frustrate those designs, and so perhaps obviate in the best manner possible future attempts on the independence of Japan itself. And hence it came about that serious efforts were directed to create an Army and Navy strong and efficient.