The Gist of Japan: The Islands, Their People, and Missions

by R. B. Peery

But admitting for the moment the utility of this Christian training for the girls, these large schools are open to serious objections on other grounds. The course is too long, and the instruction given too advanced. In many of these schools the girls are kept for twelve or fourteen years. During all this time they are more or less supported by mission funds, even down to pin-money. They are taught all kinds of abstract sciences and advanced ideas that can be of no possible use to them. Latin and Greek, biology, geology, psychology, and many other things are taught them that they neither need nor can appreciate. Painting, drawing, vocal and instrumental music form a prominent part of the curriculum. Girls are made to practise on the piano for ten years or more who will in all probability never see a piano after they leave school. Of course these are not the only subjects taught; more useful ones are taught as well.

If mission schools for the education of girls should exist at all the instruction should be much more elementary and practical. A course of two or three years, teaching them how wisely to fill their position as wives and mothers, would amply suffice.

It is claimed by the Japanese with great reason that these schools unfit the girls for the sphere they must occupy in after life. A life of ten, twelve, or fourteen years in constant association with foreign teachers, in a foreign building, with all necessaries and conveniences supplied, pursuing a pleasant course of study, does not fit the pupil for life in her humble home. No wonder she loves the school and dreads to see the day approaching when she must leave it. Having lived so long under much better circumstances, her home, with its thatched roof, narrow walls, and homely duties, becomes distasteful to her. Of what use now are her music and painting, her Latin and Greek, when her time must be spent in boiling rice and mending old, worn-out clothes? There is such a thing as educating people above their sphere in life, and such education is more hurtful than otherwise.

But it is said, "We are training future Bible-women who will go out and teach the gospel to their country-women." In reply to this it can be answered that not a great many graduates of girls' schools become Bible-women; and it is the experience of nearly every missionary that the best Bible-women are middle-aged women, who may never have been in a mission school.

Again, it is said that it is worth while to have these schools if only to train educated Christian wives for the native evangelists. But many of the evangelists, even among those who themselves have received a more or less foreign training, prefer wives who have never been in a mission school, saying that these girls who have lived so long under better surroundings will not be contented and happy in the homes they can provide. It is also true that many of the young ladies who graduate from these schools object to marrying at all, feeling that they have been unfitted for the life they would have to lead.

A very serious objection to the present educational method in use by many missions in Japan is that it hinders self-support in the native churches. These large foreign plants, with their costly appliances, can never be supported by the native churches, and the evident futility of the effort so discourages them that they will not even do what they can. The day when the churches of Japan can become self-supporting is very much postponed by the existence of these costly schools. At present the native churches could hardly keep the school buildings in repair.

The whole work of missions in Japan was in the beginning projected on too high a plane. To many it seems a great mistake that such large and costly buildings were erected and the schools started on a foreign basis. Should not the buildings have been entirely of native architecture from the beginning, and the educational work projected on a plane corresponding to Japanese life? If small wooden houses, with straw roofs and no furniture, are good enough for these people to live in and to transact all kinds of business in, then they are good enough for them to study in and to worship God in. If from the very beginning the schools and churches had been built on a plane corresponding with ordinary Japanese houses and life the day would much sooner have come when the Japanese themselves could undertake their support. When, in the providence of God, the native church shall have been sufficiently developed, materially and spiritually, to undertake the education of her children and the training of her own pastors, the manner in which she will do it will be very different from that in which it is now done by the mission boards.

I am aware that many missionaries in Japan, for whose opinions I have all respect, will not agree with these views. But, after most careful thought and investigation, the above are the conclusions to which I have arrived; and I am glad to know that my views are shared by many of my fellow-missionaries. It is my sincere conviction that most of the money now being used for educational purposes in Japan is misapplied, and would yield far greater results if used in other ways.

Literary Work

One of the most important and fruitful branches of missionary work is the literary. The creation of a sound Christian literature is one of the first and most imperative duties pressing upon the missionary to the heathen.