Miscomprehension of the Japanese smile has more than once led to extremely unpleasant results, as happened in the case of T—a Yokohama merchant of former days. T—had employed in some capacity (I think partly as a teacher of Japanese) a nice old samurai, who wore, according to the fashion of the era, a queue and two swords. The English and the Japanese do not understand each other very well now; but at the period in question they understood each other much less. The Japanese servants at first acted in foreign employ precisely as they would have acted in the service of distinguished Japanese; [1] and this innocent mistake provoked a good deal of abuse and cruelty. Finally the discovery was made that to treat Japanese like West Indian negroes might be very dangerous.
A certain number of foreigners were killed, with good moral consequences.
But I am digressing. T—was rather pleased with his old samurai, though quite unable to understand his Oriental politeness, his prostrations or the meaning of the small gifts which he presented occasionally, with an exquisite courtesy entirely wasted upon T—. One day he came to ask a favour. (I think it was the eve of the Japanese New Year, when everybody needs money, for reasons not here to be dwelt upon.) The favour was that T—would lend him a little money upon one of his swords, the long one. It was a very beautiful weapon, and the merchant saw that it was also very valuable, and lent the money without hesitation. Some weeks later the old man was able to redeem his sword.
What caused the beginning of the subsequent unpleasantness nobody now remembers Perhaps T—'s nerves got out of order. At all events, one day he became very angry with the old man, who submitted to the expression of his wrath with bows and smiles. This made him still more angry, and he used some extremely bad language; but the old man still bowed and smiled; wherefore he was ordered to leave the house. But the old man continued to smile, at which T—losing all self-control struck him. And then T—suddenly became afraid, for the long sword instantly leaped from its sheath, and swirled above him; and the old man ceased to seem old. Now, in the grasp of anyone who knows how to use it, the razor-edged blade of a Japanese sword wielded with both hands can take a head off with extreme facility. But, to T—'s astonishment, the old samurai, almost in the same moment, returned the blade to its sheath with the skill of a practised swordsman, turned upon his heel, and withdrew.
Then T— wondered and sat down to think. He began to remember some nice things about the old man—the many kindnesses unasked and unpaid, the curious little gifts, the impeccable honesty. T— began to feel ashamed. He tried to console himself with the thought: 'Well, it was his own fault; he had no right to laugh at me when he knew I was angry.' Indeed, T— even resolved to make amends when an opportunity should offer.
But no opportunity ever came, because on the same evening the old man performed hara-kiri, after the manner of a samurai. He left a very beautifully written letter explaining his reasons. For a samurai to receive an unjust blow without avenging it was a shame not to be borne, He had received such a blow. Under any other circumstances he might have avenged it. But the circumstances were, in this instance, of a very peculiar kind, His code of honour forbade him to use his sword upon the man to whom he had pledged it once for money, in an hour of need. And being thus unable to use his sword, there remained for him only the alternative of an honourable suicide.
In order to render this story less disagreeable, the reader may suppose that T—was really very sorry, and behaved generously to the family of the old man. What he must not suppose is that T—was ever able to imagine why the old man had smiled the smile which led to the outrage and the tragedy.
Sec. 3
To comprehend the Japanese smile, one must be able to enter a little into the ancient, natural, and popular life of Japan. From the modernised upper classes nothing is to be learned. The deeper signification of race differences is being daily more and more illustrated in the effects of the higher education. Instead of creating any community of feeling, it appears only to widen the distance between the Occidental and the Oriental. Some foreign observers have declared that it does this by enormously developing certain latent peculiarities —among others an inherent materialism little perceptible among fife common people. This explanation is one I cannot quite agree with; but it is at least undeniable that, the more highly he is cultivated, according to Western methods, the farther is the Japanese psychologically removed from us. Under the new education, his character seems to crystallise into something of singular hardness, and to Western observation, at least, of singular opacity. Emotionally, the Japanese child appears incomparably closer to us than the Japanese mathematician, the peasant than the statesman. Between the most elevated class of thoroughly modernised Japanese and the Western thinker anything akin to intellectual sympathy is non-existent: it is replaced on the native side by a cold and faultless politeness. Those influences which in other lands appear most potent to develop the higher emotions seem here to have the extraordinary effect of suppressing them. We are accustomed abroad to associate emotional sensibility with intellectual expansion: it would be a grievous error to apply this rule in Japan. Even the foreign teacher in an ordinary school can feel, year by year, his pupils drifting farther away from him, as they pass from class to class; in various higher educational institutions, the separation widens yet more rapidly, so that, prior to graduation, students may become to their professor little more than casual acquaintances. The enigma is perhaps, to some extent, a physiological one, requiring scientific explanation; but its solution must first be sought in ancestral habits of life and of imagination. It can be fully discussed only when its natural causes are understood; and these, we may be sure, are not simple. By some observers it is asserted that because the higher education in Japan has not yet had the effect of stimulating the higher emotions to the Occidental pitch, its developing power cannot have been exerted uniformly and wisely, but in special directions only, at the cost of character. Yet this theory involves the unwarrantable assumption that character can be created by education; and it ignores the fact that the best results are obtained by affording opportunity for the exercise of pre-existing inclination rather than by any system of teaching.
The causes of the phenomenon must be looked for in the race character; and whatever the higher education may accomplish in the remote future, it can scarcely be expected to transform nature. But does it at present atrophy certain finer tendencies? I think that it unavoidably does, for the simple reason that, under existing conditions, the moral and mental powers are overtasked by its requirements. All that wonderful national spirit of duty, of patience, of self-sacrifice, anciently directed to social, moral, or religious idealism, must, under the discipline of the higher training, be concentrated upon an end which not only demands, but exhausts its fullest exercise. For that end, to be accomplished at all, must be accomplished in the face of difficulties that the Western student rarely encounters, and could scarcely be made even to understand. All those moral qualities which made the old Japanese character admirable are certainly the same which make the modern Japanese student the most indefatigable, the most docile, the most ambitious in the world. But they are also qualities which urge him to efforts in excess of his natural powers, with the frequent result of mental and moral enervation. The nation has entered upon a period of intellectual overstrain. Consciously or unconsciously, in obedience to sudden necessity, Japan has undertaken nothing less than the tremendous task of forcing mental expansion up to the highest existing standard; and this means forcing the development of the nervous system. For the desired intellectual change, to be accomplished within a few generations, must involve a physiological change never to be effected without terrible cost. In other words, Japan has attempted too much; yet under the circumstances she could not have attempted less. Happily, even among the poorest of her poor the educational policy of the Government is seconded with an astonishing zeal; the entire nation has plunged into study with a fervour of which it is utterly impossible to convey any adequate conception in this little essay. Yet I may cite a touching example. Immediately after the frightful earthquake of 1891, the children of the ruined cities of Gifu and Aichi, crouching among the ashes of their homes, cold and hungry and shelterless, surrounded by horror and misery unspeakable, still continued their small studies, using tiles of their own burnt dwellings in lieu of slates, and bits of lime for chalk, even while the earth still trembled beneath them. [2] What future miracles may justly be expected from the amazing power of purpose such a fact reveals!