Page:Japanese plays and playfellows (1901).djvu/41

Rh gradual partition of China. If this precocious independence conflict with our old-fashioned notions of modesty and reverence on the part of adolescence towards its seniors, it should make life more amusing for the professor, who, after all, is better off with inquisitive than with incurious pupils. I am confirmed in my supposition that the autonomous schoolboy is not at all abnormal by a schoolmaster of nearly ten years' standing, who writes: "In the Occident the master expels the pupil. In Japan it happens quite as often that the pupil expels the master. Each public school is an earnest, spirited little republic." One thing is certain. The taught are as eager to absorb knowledge as the teacher to impart it; idleness is rare; without extraordinary application but little progress can be made. For it should not be forgotten that four or five years must be devoted to the sole acquisition of a working stock of Chinese ideographs, the scholar's needlessly complicated alphabet, before he attacks Western science, law, language, or medicine, themselves supplementary to subjects of native growth. Demands so various can only be met by the most systematic precision, and in effect no country has more carefully organised popular education. To organise comes naturally to the Japanese, and this capacity explains the apparent contradiction of co-existent order and revolt. The revolt is always corporate, one organisation within another. Whether the disaffected body consist of waiters, or workmen, or schoolboys, it has to be treated as a collective unit. The objects pursued—higher wages, more liberty, more privileges—may bear the impress of democratic ambition, but the spirit in which they are fought for is that of feudal obedience to a common call.