Page:A Daughter of the Samurai.pdf/281

Rh Japan, she knew almost as much as other children her age, and so was too advanced for the primary class.

It was a puzzle for the authorities to know what to do with her; for rules in Japan are not flexible. Official life still moves in grooves, and in a minor officer, the old feudal pride in rigid faithfulness is frequently so extreme that to be jostled out of the established line is hopelessly disconcerting. Time and again I heard with a sinking heart that no place could be found for Hanano in any class, but—I did not dare fail! Patiently I persisted, arguing that, since Japan claims her foreign-born children, and also has the rule of compulsory education, surely something could be done.

Well, I had a world of trouble and felt as if the child were being wound closer each day in a red-tape cocoon, but at last she was admitted into the third grade and I given permission to sit in the rear of the room, a silent spectator with a notebook.

I shall never forget those first days. Hanano was naturally quick and observing and already familiar with third-grade stories; but the ideographs were wholly unknown to her, and she could understand very little of the teacher’s explanations. Again and again I would see her face light up with an expression of alert attention, which the next moment would change to a puzzled look and then gradually settle into one of blank hopelessness. Every evening our home was turned into a schoolroom, where I went over each lesson of the day, translating and explaining in English. At odd hours, even during meal-time, we played games in which words were limited to those in common use, and whenever Hanano heard Taki bargaining with vendors at the kitchen door, she was immediately at her elbow. But I think her greatest help from any one thing came from the playground at school. There she was a delightful curiosity. She took part in all games,