NATURE 



97 



THURSDAY, DECEMBER 



£1.4/ NIPPON. 

 Dai Nippon, the Britain of the East, a Study in 

 National Evolution. By Henry Dyer, D.Sc, &c. 

 Pp. xvi + 450. (London: Blackie and Son, Ltd., 

 1004.) 



THE story of how Japan jumped from what she 

 was to what she now is will always form one of 

 the most remarkable episodes in the history of material 

 civilisation. Not only is it this, but it is also a remark- 

 able illustration of the results that can be achieved by 

 occidental education fostered by and implanted on a 

 system of oriental ethics. 



This story, under the title of " Dai Nippon," or 

 " Great Japan," is told by Dr. Henry Dyer, who for 

 about ten years was principal of the College of 

 Engineering in Tokyo. From it we learn that Japan 

 has taken from Europe and America every concrete 

 aid to progress on which she could lay her hands, and 

 in return for this she now offers a code of morals. 

 When we realise that it is Japanese ethics which are 

 at the base of Japanese character, and that these ethics 

 led to the desire to acquire European knowledge, they 

 commend themselves for close consideration. 



We may give water to a horse, but to make him 

 drink is another matter. In a similar manner we may 

 cover a country with schools, but to induce people 

 who have neither the ability nor desire to learn to take 

 advantage of such schools is a formidable task. The 

 Japanese had ability in a marked degree. Their extra- 

 ordinary power of memorising, which the few Euro- 

 peans who have noticed the same have only regard-ed 

 as an abnormal curiosity, may possibly be the resultant 

 of committing to heart the sayings of eastern sages 

 and endless idiographs. .\ philosophy which had sunk 

 into the hearts of the people while many Europeans 

 still revelled in a feral state no doubt played its part in 

 the suggestion that it was advisable to fall in line with 

 western progress. The main lever, however, which 

 forced Japan from its insular Utopia into the never- 

 ending struggle amongst the comity of nations was 

 the feeling that national and personal honour had been 

 affronted. A civil war was ended, the Tokugawa 

 party had been defeated, and the feudal barons had 

 been united under the Emperor who still reigns. 

 Internal dissensions had ceased, but western demands 

 had settled like a cloud upon the nation. Treaties had 

 been made with thirteen -States, each of which had its 

 courts of justice ; Japan was powerless to fix its tariffs ; 

 Yokohama was policed by a British regiment, and 

 legations kept their guards. In these and other direc- 

 tions Japan felt that, notwithstanding she possessed 

 a culture about which the man in the street is yet pro- 

 foundly ignorant, she was humiliated and looked down 

 upon as an inferior. Buddhism and Shintoism had re- 

 sulted in an extraordinary patriotism and loyalty, while 

 the " Bushido " of the " Samurai " gave a system of 

 moral principles " which entered more deeply into the 

 national life of Japan than do those of the religion we 

 profess into Western civilisation." 



.\mong these ethical teachings those bearing upon 

 NO. 183I, VOL. 71] 



wisdom, benevolence, and courage were preeminent. 

 Wisdom meant intellectuality rather than mere know- 

 ledge. Benevolence resulted in social relationships, so 

 that beggars are practically unknown, whilst State 

 aid for the poor is seldom sought. Courage 

 embodied the idea that it is better to die for one's 

 country rather than yield. Commerce had always 

 been looked down upon as a low pursuit. .\ nation 

 saturated with such ethical teachings was naturally 

 proud of her autonomy, and sought to escape from 

 occidental restrictions. The escape she chose was by 

 an education in western utilitarian knowledge, wisely 

 backed by an army and a navy. 



In 1868, when the present Emperor ascended the 

 throne, he took an oath embodying five principles, the 

 objects of which were to act as beacons in the ocean 

 of international struggles of the world. In the fourth 

 of these we read that " all purposeless principles and 

 useless customs " were to be discarded, whilst the 

 fifth directs that " knowledge and learning shall be 

 sought after throughout the whole world, in order that 

 the status of the Empire of Japan may be raised ever 

 higher and higher." When this announcement was 

 made the education of Japan chiefly consisted in 

 memorising Chinese classics and characters, learning 

 to reckon on the abacus, and studying history and 

 edicts. Knowledge relating to science and its appli- 

 cations was almost non-existent, and we can well 

 imagine the doubts of those who were entrusted with 

 the administration of the imperial command as to the 

 courses they should follow. In 1871 a department of 

 education was created, and with it schools of various 

 grades were established throughout the country. The 

 children of the lower classes, including females, were 

 admitted, while the schedules of study of preexisting 

 schools were re-modelled. At the present time it may 

 be said that Japan bristles with schools, and that there 

 is not an ignorant family in the country. 



A child, possibly commencing at a kindergarten, is 

 admitted to a common school at the age of six. After 

 four years he passes to a higher grade school, where 

 there is also a four years' term. Above this there is a 

 middle school with a five years' term. Graduates 

 from this school can by competitive examination pass 

 to one of six higher middle schools, above which stand 

 two imperial universities, in connection with which 

 there are colleges of literature, science, medicine, 

 engineering, law, and agriculture. Tlie number of 

 elementary schools is 27,109. L'sually no fees are 

 charged, but in special cases the local governor may 

 allow charges varying between 2id. and ~,d. per 

 month. 



In the training of children moral education takes 

 precedence of instruction in facts of practical use in 

 daily life. Bodily development is not neglected, but 

 good manners and etiquette rank higher than minds 

 stored with information. 



In the secondary schools, although mathematics, 

 natural history, physics, chemistry, and other subjects 

 arc taught, we again find — and find in institutions of 

 all grades — that " morals " (without religious dogma) 

 head the list. It is clear that the Japanese want good 

 citizens, citizens who recognise the symbol of authority 



