1900] 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, ^ff 

 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 ex !j slte 

 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. 



E793 



