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Legal Education in Modern Japan. here expecting a free hand in their own de partments, or at least an equal vote in the decisions of a managing faculty. They find themselves as a rule in the position only of hired specialists, without a voice in the con trol. Their work is generally cut out for them, and changed at the discretion of their employers. But they are in this respect treated no differently from some of their Japanese colleagues; and there are many reasons why it is natural and justifiable on the part of the Japanese to maintain such a relation with their foreign employees. If it deprives the foreigner of certain privileges, it has also the result of freeing him from some of the responsibilities and anxieties which attend freedom of discretion. The plan of putting instructors on the footing of hired lecturers, and the consequent absence of an organized and co-operating faculty, is in part merely one result of the system, generally followed, of taking as in structors men who are already employed in other positions, — usually as lawyers and government officials. This in turn is due partly to the fact that the schools cannot pay salaries suitable for resident professors; but chiefly to the fact that the younger ex perts in legal science have almost all received their education abroad at government ex pense, and are now in prime demand as judicial and administrative officials. If all such persons were to withdraw from the school staffs, perhaps less than one fifth would remain. This condition of affairs must continue for some time to come; but there are these unsatisfactory results, that instruc tion in law is with such persons a subsidiary pursuit, and can never receive systematic at tention as a life-vocation, and that no steady and permanent interest is taken in the insti tution or the students, to whom they give a mere hour or two a week. Among the pri vate schools I de not know of one which em ploys (apart from its director) a resident Japanese professor of law. The hours of lectures vary greatly. . In the Japan Law School lectures are given al

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ways in the evening, from five to nine; in the Imperial, from eight to twelve, and from one to four; in the German, in the morning, from eight to twelve; in the Law Institute, usually from three to six in the afternoon; in the Meiji, from eight to eleven, and from three to six; and in Keiogijuku, between eight and three. Early morning and late afternoon hours are the most frequent, because so many of the instructors must be in court or at their government desks between nine or ten and three; but the time of day is in Ja pan one of the most immaterial of consider ations. In summer there are funerals at four in the morning; one may receive a call at daybreak; the postman jogs in at ten o'clock at night; and I know of a law course given last year by a Japanese instructor three times a week from half-past six till half-past seven in the morning. I have said " lectures; " for a recitation is almost a thing unknown. The styles vary, of course. Many Japanese lecturers dictate from a prepared text. To this plan the for eigner in the end finds himself obliged to come; though oral explanations usually pre cede the dictation of the general principle. The students' acquirements in foreign lan guages do not permit them to reduce an oral discourse to summarized notes in the course of delivery; and they write down nothing that is not dictated. So that the only way in which the retention of the matter by the students can be insured is to dictate, which, indeed, they usually insist upon. Many Japanese, of course, are able to lecture rapidly in their own language, and require the students to make their own notes. Where the course is upon a part of the Code, the articles are sometimes taken con secutively as the basis of comment; but the lecturer often follows his own arrange ment, referring, upon occasion, to the Code sections In the Law Institute, the students in the English law courses are usually as signed beforehand a number of pages; and in the class these are gone over with careful exposition. I am told that progress is slow,