II
From the foregoing one might suppose a simple style characteristic of English compositions in Japanese higher schools. Yet the reverse is the fact. There is a general tendency to prefer big words to little ones, and long complicated sentences to plain short periods. For this there are some reasons which would need a philological essay by Professor Chamberlain to explain. But the tendency in itself—constantly strengthened by the absurd text-books in use—can be partly understood from the fact that the very simplest forms of English expression are the most obscure to a Japanese,—because they are idiomatic. The student finds them riddles, since the root-ideas behind them are so different from his own that, to explain those ideas, it is first necessary to know something of Japanese psychology; and in avoiding simple idioms he follows instinctively the direction of least resistance.
I tried to cultivate an opposite tendency by various devices. Sometimes I would write familiar stories for the class, all in simple sentences, and in words of one syllable. Sometimes I would suggest themes to write upon, of which the nature almost compelled simple treatment. Of course I was not very successful in my purpose, but one theme chosen in relation to it—"My First Day at School"—evoked a large number of compositions that interested me in quite another way, as revelations of sincerity of feeling and of character. I offer a few selections, slightly abridged and corrected. Their naïveté is not their least charm,—especially if one reflect they are not the recollections of boys. The following seemed to me one of the best:—
"I could not go to school until I was eight years old. I had often begged my father to let me go, for all my playmates were already at school; but he would not, thinking I was not strong enough. So I remained at home, and played with my brother.
"My brother accompanied me to school the first day. He spoke to the teacher, and then left me. The teacher took me into a room, and commanded me to sit on a bench, then he also left me. I felt sad as I sat there in silence: there was no brother to play with now,—only many strange boys. A bell ring twice; and a teacher entered our classroom, and told us to take out our slates. Then he wrote a Japanese character on the blackboard, and told us to copy it. That day he taught us how to write two Japanese words, and told us some story about a good boy. When I returned home I ran to my mother, and knelt down by her side to tell her what the teacher had taught me. Oh! how great my pleasure then was! I cannot even tell how I felt,—much less write it. I can only say that I then thought the teacher was a more learned man than father, or any one else whom I knew,—the most awful, and yet the most kindly person in the world."
The following also shows the teacher in a very pleasing light:—
"My brother and sister took me to school the first day. I thought I could sit beside them in the school, as I used to do at home; but the teacher ordered me to go to a classroom which was very far away from that of my brother and sister. I insisted upon remaining with my brother and sister; and when the teacher said that could not be, I cried and made a great noise. Then they allowed my brother to leave his own class, and accompany me to mine. But after a while I found playmates in my own class; and then I was not afraid to be without my brother."
This also is quite pretty and true:—
"A teacher—(I think, the head master) called me to him, and told me that I must become a great scholar. Then he bade some man take me into a classroom where there were forty or fifty scholars. I felt afraid and pleased at the same time, at the thought of having so many playfellows. They looked at me shyly, and I at them. I was at first afraid to speak to them. Little boys are innocent like that. But after a while, in some way or other, we began to play together; and they seemed to be pleased to have me play with them."
The above three compositions were by young men who had their first schooling under the existing educational system, which prohibits harshness on the part of masters. But it would seem that the teachers of the previous era were less tender. Here are three compositions by older students who appear to have had quite a different experience:—
1. "Before Meiji, there were no such public schools in Japan as there are now. But in every province there was a sort of student society composed of the sons of Samurai. Unless a man were a Samurai, his son could not enter such a society. It was under the control of the Lord of the province, who appointed a director to rule the students. The principal study of the Samurai was that of the Chinese language and literature. Most of the Statesmen of the present government were once students in such Samurai schools. Common citizens and country, people had to send their sons and daughters to primary schools called Terakoya, where all the teaching was usually done by one teacher. It consisted of little more than reading, writing, calculating, and some moral instruction. We could learn to write an ordinary letter, or a very easy essay. At eight years old, I was sent to a terakoya, as I was not the son of a Samurai. At first I did not want to go; and every morning my grandfather had to strike me with his stick to make me go. The discipline at that school was very severe. If a boy did not obey, he was beaten with a bamboo,—being held down to receive his punishment. After a year, many public schools were opened: and I entered a public school."
2. "A great gate, a pompous building, a very large dismal room with benches in rows,—these I remember. The teachers looked very severe; I did not like their faces. I sat on a bench in the room and felt hateful. The teachers seemed unkind; none of the boys knew me, or spoke to me. A teacher stood up by the blackboard, and began to call the names. He had a whip in his band. He called my name. I could not answer, and burst out crying. So I was sent borne. That was my first day at school."
3. "When I was seven years old I was obliged to enter a school in my native village. My father gave me two or three writing-brushes and some paper;—I was very glad to get them, and promised to study as earnestly as I could. But how unpleasant the first day at school was! When I went to the school, none of the students knew me, and I found myself without a friend. I entered a classroom. A teacher, with a whip in his hand, called my name in a large voice. I was very much surprised at it, and so frightened that I could not help crying. The boys laughed very loudly at me; but the teacher scolded them, and whipped one of them, and then said to me, 'Don't be afraid of my voice: what is your name?' I told him my name, snuffling. I thought then that school was a very disagreeable place, where we could neither weep nor laugh. I wanted only to go back home at once; and though I felt it was out of my power to go, I could scarcely bear to stay until the lessons were over. When I returned home at last, I told my father what I had felt at school, and said: 'I do not like to go to school at all.'"
Needless to say the next memory is of Meiji. It gives, as a composition, evidence of what we should call in the West, character. The suggestion of self-reliance at six years old is delicious: so is the recollection of the little sister taking off her white tabi to deck her child-brother on his first school-day:—
"I was six years old. My mother awoke me early. My sister gave me her own stockings (tabi) to wear,—and I felt very happy. Father ordered a servant to attend me to the school; but I refused to be accompanied: I wanted to feel that I could go all by myself. So I went alone; and, as the school was not far from the house, I soon found myself in front of the gate. There I stood still a little while, because I knew none of the children I saw going in. Boys and girls were passing into the schoolyard, accompanied by servants or relatives; and inside I saw others playing games which filled me with envy. But all at once a little boy among the players saw me, and with a laugh came running to me. Then I was very happy. I walked to and fro with him, hand in hand. At last a teacher called all of us into a schoolroom, and made a speech which I could not understand. After that we were free for the day because it was the first day. I returned home with my friend. My parents were waiting for me, with fruits and cakes; and my friend and I ate them together."
Another writes:—
"When I first went to school I was six years old. I remember only that my grandfather carried my books and slate for me, and that the teacher and the boys were very, very, very kind and good to me,—so that I thought school was a paradise in this world, and did not want to return home."
I think this little bit of natural remorse is also worth the writing down:—
"I was eight years old when I first went to school. I was a bad boy. I remember on the way home from school I had a quarrel with one of my playmates,—younger than I. He threw a very little stone at me which hit me. I took a branch of a tree lying in the road, and struck him across the face with all my might. Then I ran away, leaving him crying in the middle of the road. My heart told me what I had done. After reaching my home, I thought I still heard him crying. My little playmate is not any more in this world now. Can any one know my feelings?"
All this capacity of young men to turn back with perfect naturalness of feeling to scenes of their childhood appears to me essentially Oriental. In the Occident men seldom begin to recall their childhood vividly before the approach of the autumn season of life. But childhood in Japan is certainly happier than in other lands, and therefore perhaps is regretted earlier in adult life. The following extract from a student's record of his holiday experience touchingly expresses such regret:
"During the spring vacation, I went home to visit my parents. Just before the end of the holidays, when it was nearly time for me to return to the college, I heard that the students of the middle school of my native town were also going to Kumamoto on an excursion, and I resolved to go with them.
"They marched in military order with their rifles. I had no rifle, so I took my place in the rear of the column. We marched all day, keeping time to military songs which we sung all together.
"In the evening we reached Soyeda. The teachers and students of the Soyeda school, and the chief men of the village, welcomed us. Then we were separated into detachments, each of which was quartered in a different hotel. I entered a hotel, with the last detachment, to rest for the night.
"But I could not sleep for a long time. Five years before, on a similar 'military excursion,' I had rested in that very hotel, as a student of the same middle school. I remembered the fatigue and the pleasure; and I compared my feelings of the moment with the recollection of my feelings then as a boy. I could not help a weak wish to be young again like my companions. They were fast asleep, tired with their long march; and I sat up and looked at their faces. How pretty their faces seemed in that young sleep!"