Japan by the Japanese/Chapter 13.1

The development of Japanese literature in the past has been very similar to that of England. The geographical positions of the two countries closely resemble each other, as also their relation to the mainland. First, England was inhabited by the Britons, who possessed little or no literature, then with the Anglo-Saxon and Roman invasions the germs of literature were sown, but did not develop to any great degree. The Norman Conquest resulted in more literature, and the wars with France, under Edward III., brought England into contact with the Continental literature, which rounded off and completed English literature. The end of the Middle Ages and the Turkish Conquest saw the change of the centre of literary life to Rome and gradually towards Europe. The English and the European literatures became closely connected and were much influenced by each other.

Formerly there was no Japanese literature, and this continued until 500 years ago, when Chinese literature began to penetrate Japan, travelling viâ Corea. Later, through the same intermediary, came Buddhism, bringing with it Indian philosophy. Before this songs were the only literature, and, as in Homer’s stories in Greece, the warlike element was ever well to the fore. Gradually intercourse between China and Japan became more frequent, business men entered into relations, statesmen and priests travelled. Sometimes these growing relations were interrupted by disturbances in Korea, which served as the bridge between the two countries. But nothing seemed to be able to prevent the intercourse from growing closer. Then came in Japan what is known as the Translation period, when Chinese books and Chinese ideas were taken and reclothed in Japanese garb. In this way a considerable literature came rapidly into being.

​The feudal system, however, put a stop to the literary growth. The feudal lords were far too occupied in seizing lands and waging wars to give any attention to literature or education. Then came the dark ages, with great set-backs to all literary endeavour. Gradually everybody became tired of this life and thought of the hereafter. The endless feuds and fightings reduced the joy of living to a minimum, and priests and religion were greatly in demand. From the point of view of literature this was all to the good, because it at least insured the preservation of the literature that already existed. The priests also did good work in spreading education.

Meanwhile, great changes were coming about in the outer world. The discovery of America and the discovery of printing were great steps forward; the Reformation was another. All these brought hope to the peoples, and encouraged them to widen their spheres of life. Jesuit missions left Spain and Portugal; some, passing round Cape Horn, arrived in Japan, and were welcomed. Many of the feudal chiefs became Christians, and temples were built at Omi and Kyoto. This was some 350 years ago. This welcome of the foreigners continued for sixty or seventy years, and only ended because of the intrigues of the Jesuits and the jealousies of the various sects. These sixty years brought about in Japan many changes in literature and also in education. The foreign priests were very zealous in teaching the people, and spread education very considerably. When, however, the Shogun decided that it was necessary to expel the foreigners, not only was the religious element shut out, but also the literary and educational intercourse with the West. Only the Dutch, who had sided with the Shogun, were allowed to remain at Nagasaki, under special restrictions. They were not allowed to import books, for fear of any recurrence of religious teaching. Thus Japanese literature, which had begun to expand in that direction under the stimulus of foreign intercourse and books, was stopped in its rapid growth. There were 250 years of this seclusion, which were years of peace, without wars to disturb the country. Japanese literature, however, grew naturally and Japanese philosophy developed.

In the beginning of the nineteenth century British and Russian vessels arrived off the coasts of Japan, even before the advent of Commodore Perry with his American squadron, but were refused permission to enter the country. Russia, in Kamtchatka, also desired a treaty, but met with no encouragement. Although these attempts on the part of foreign nations did not succeed, they are indications of the outside pressure which was gradually being brought to bear upon the country. The people of Japan were also dissatisfied ​with the old condition of things. Books on medicine and geography and similar subjects had come to their hands—political books were rigorously suppressed—and had given them longings for wider development. The Shogun had forced upon him the necessity of opening the country. There was, however, a strong conservative feeling against such a course—very much as had in the old days caused the killing of some thousands of Jesuits and native Christians. The desire on the part of the Shogun to open the country largely contributed to his downfall, and the coming of the restoration to the Emperor of his full power. The Emperor, with great foresight, decided upon opening the country, and also determined that the systems of education of the Western world should be adopted, so that Japan could learn enough to beat the foreigners on their own grounds, and thus preserve their country for themselves.

It was, however, about thirty years ago when the greatest attention was paid to education. The first Imperial University was founded, and many schools were started. It was fixed by law that all children must attend school on reaching the age of six. Throughout the whole country a clear sweep was made of the old education system, and new schools took its place. Although it is impossible for education to develop very rapidly, most satisfactory results were obtained, and at present over 85 per cent. of the children attend schools.

One great difficulty which at once confronts the student is the fact that Japanese literature is developed along Chinese lines, and is bound up with Chinese literature. It is therefore necessary for them to learn Chinese as well as Japanese characters, and to study Chinese classics. It must be remembered that, besides this, they have to learn at least one foreign language. Another difficulty exists in the difference of the written and the spoken languages. Whereas the first-mentioned difficulty is common to many new countries, the second is peculiar to Japan. Originally the written and spoken languages were nearly identical, but owing to the influence of Chinese literature the written language became more Chinese, while the spoken remained Japanese. At the present moment the written language is a mixture of Chinese characters and the Japanese alphabet. This is still so; and thus, when a lecturer addresses his students, these cannot take down his words, but have to write a special treatise on the same subject. The physique of the Japanese people is not as good as might be hoped for, and this must be attributed to the years of peace and ease preceding the Restoration. This difficulty of the difference between the written and spoken languages is a serious tax upon them, and duplicates their work. So much time has to be spent in study that it is impossible for them to have ​sufficient physical exercise. If more exercise is allowed, then the years devoted to education must be lengthened, and this would mean a serious loss to the work of the nation. This difficulty was recognised over twenty years ago, and several attempts were made to find a means of bringing about a change. Of these, the two chief are—first, the advocates of Kana, consisting of those who believe in using only the Japanese alphabet for the written language; and, second, those who advocate the introduction of Latin characters and a horizontal form of writing, as opposed to the present vertical form. These two branches were unable to come to any compromise, and the Government appointed a committee to discover the better plan. The work of this committee was complicated by the appearance of a new section, who wished to bring about the reform by gradually improving the spoken language, and then bringing the written language into line with it.

A third great difficulty in Japanese education is the lack of a moral standard. Physical and literary standards exist, but the Restoration destroyed the religious standard. For the upper classes there remained Chinese philosophy, but for the great mass of the people there was nothing. There is great difficulty in deciding what should take the place of the old standard. In the Western world Christianity supplies the moral standard. In Japan some desire a return to old forms, with patriotism added, others prefer Christianity, some lean on Kant, others on other philosophers. Everything is confused. If a great man and leader of men were to arise, the way of decision would be more easy. Otherwise the difficulty seems almost insuperable. The struggle with these three difficulties in the future may be regarded with more hope from the successes in the past. All countries have stationary periods, and in Japan this may become progress on the advent of a great man either at home or abroad. Such men and such changes as they would bring about would make for progress.

Over twenty years ago I saw that private schools were necessary as well as Government ones, and founded Senmon Gakko. From this 2,000 or 3,000 graduates have taken up positions in all branches of national life.

It is interesting to note, with regard to the question of women’s education, that in the old literature of Japan women had a prominent share. Later this changed, and until the adoption of Western educational methods forced women to enter schools, little was heard of literary women. Even now the law only allows women to study to the middle schools, and no higher. There are many who consider that women do not require higher education, but the number of these is diminishing. I felt always that it was only logical and right that women ​should receive equal education with men should they so desire. A special college for women was opened at last, and met with great success; and it is probable that the next few years will see so great a change that the Government will be forced to establish higher educational schools for girls.

In Japan it is practically impossible to take a course in higher education and conduct it all in Japanese. Independence of study does not exist. In the Universities, Roman law is taught in French and equity in German. In no ordinary school is everything taught in Japanese. While this was necessary during the transition period, it cannot be beneficial now. Especially in the higher studies, the impossibility of Japanese education is marked. At the college of Senmon Gakko all the studies are conducted in Japanese, and independence of study has always been sought after. One of the chief difficulties experienced at first—and this probably was one of the great reasons for the semi-foreign education elsewhere—was the lack of suitable Japanese books. It was found necessary to devote a portion of the college at Senmon Gakko to the publishing of such books. At first this was unremunerative, but recently it has begun to pay its way. There is therefore more hope that other publishers and the Government may be led to follow the example of the college.

The growing commercial side of Japan brought about a need for special schools, and I was instrumental in founding the Middle Commercial School, in which especial attention is given to the needs of those anxious to enter commercial life. At first there were 100 students, but these numbers soon increased to 300. Students who have completed their three or four years’ course in the middle schools are eligible, without examination, to study a further three years in the Middle Commercial School. After this they are fitted to take business positions. It is hoped that the Government may be induced to establish such schools in connection with the middle schools. English and Chinese are taught, the former being compulsory. This is also the case in the middle schools.

The world is watching Japan in her struggle with her educational difficulties, and to the three mentioned before must be added the old conservatism still latent in many Japanese quarters. From abroad much sympathy is directed towards Japan, and the feeling is strongly developed that Japan’s ultimate success will mean much for the good of hnmanity, as well as for Japan herself.