19003 Factors in Education 



plained that they were only duplicates, a great series 

 having been already put in formalin for me. Never- 

 theless, I insisted that nothing new should be thrown 

 away, and into formalin all must go! 



Our trip now drew rapidly to a close. In Tokyo I 

 spent one day with Ishikawa in the Imperial Museum 

 at Ueno Park, where I found still more new species. 

 I also spoke to the city teachers on "What Japan 

 May Learn from the Educational Experience of 

 America." Among other things I asserted that Japan 

 had yet to recognize the value of individual initiative 

 and personal adequacy in education; that justice is 

 more important than courtesy; that the cure for 

 delinquency is found not in rules but in strengthening 

 the moral backbone of the pupil; that women must 

 be trained if homes are to be centers of culture and 

 purity; and that the final end of education is not Service 

 learning or official position, but service to humanity. the fi nal 

 I also emphasized the value of physical training, it training 

 being a tradition in intellectual Japan to regard the 

 body as of little worth compared with the mind or soul. 



Otaki translated my talk with a good deal of spirit 

 and emphasis. But his remark afterward, "I put 

 in some licks of my own, too," left me a little uncer- 

 tain as to what I had really said to my audience! 

 In token of their appreciation, however, they later An 

 presented me with a beautiful jubako (lunch box) of e *.'f* isitl 

 gold-spotted or "pearskin" lacquer, once the prop- 

 erty of a rich merchant and dating from 1688, - - its 

 age and history duly certified by the head of the 

 Tokyo School of Fine Arts. For ornamentation it 

 bears the seven flowers of autumn- -chrysanthemum, 

 bluebell, lupine, nightshade, goldenrod, rice grass, 

 and bush clover. 



C 79 3 



