Japanese Girls and Women, Alice Mabel Bacon [ebook reader library TXT] 📗
- Author: Alice Mabel Bacon
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The Japanese woman is, under this discipline, a finished product at the age of sixteen or eighteen. She is pure, sweet, and amiable, with great power of self-control, and a knowledge of what to do upon all occasions. The higher part of her nature is little developed; no great religious truths have lifted her soul above the world into a clearer and higher atmosphere; but as far as she goes, in regard to all the little things of daily life, she is bright, industrious, sweet-tempered, and attractive, and prepared to do well her duty, when that duty comes to her, as wife and mother and mistress of a household. The highest principle upon which she is taught to act is obedience, even to the point of violating all her finest feminine instincts, at the command of father or husband; and acting under that principle, she is capable of an entire self-abnegation such as few women of any race can achieve.
With the close of her childhood, the happiest period in the life of a Japanese woman closes. The discipline that she has received so far, repressive and constant as it has often been, has been from kind and loving parents. She has freedom, to a certain degree, such as is unknown to any other country in Asia. In the home she is truly loved, often the pet and plaything of the household, though not receiving the caresses and words of endearment that children in America expect as a right, for love in Japan is undemonstrative.[7] But just at the time when her mind broadens, and the desire for knowledge and self-improvement develops, the restraints and checks upon her become more severe. Her sphere seems to grow narrower, difficulties one by one increase, and the young girl, who sees life before her as something broad and expansive, who looks to the future with expectant joy, may become, in a few years, the weary, disheartened woman.
[1] All presents in Japan must be wrapped in white paper, although, except for funerals, this paper must have some writing on it, and must be tied with a peculiar red and white paper string, in which is inserted the noshi, or bit of dried fish, daintily folded in a piece of colored paper, which is an indispensable accompaniment of every present.
[2] A child is rarely given the name of a living member of the family, or of any friend. The father's name, slightly modified, is frequently given to a son, and those of ancestors long ago dead are sometimes used. One reason for this is probably the inconvenience of similar names in the same family, and middle names, as a way of avoiding this difficulty, are unknown. The father usually names the child, but some friend or patron of the family may be asked to do it. Names of beautiful objects in nature, such as Plum, Snow, Sunshine, Lotos, Gold, are commonly used for girls, while boys of the lower classes often rejoice in such appellations as Stone, Bear, Tiger, etc. To call a child after a person would not be considered any especial compliment.[*]
[3] That the position of the Japanese in sitting is really unnatural and unhygienic, is shown by recent measurements taken by the surgeons of the Japanese army. These measurements prove that the small stature of the Japanese is due largely to the shortness of the lower limbs, which are out of proportion to the rest of the body. The sitting from early childhood upon the legs bent at the knee, arrests the development of that part of the body, and produces an actual deformity in the whole nation. This deformity is less noticeable among the peasants, who stand and walk so much as to secure proper development of the legs; but among merchants, literary men, and others of sedentary habits, it is most plainly to be seen. The introduction of chairs and tables, as a necessary adjunct of Japanese home life, would doubtless in time alter the physique of the Japanese as a people.
[4] Sometimes, in the old days, rice water was given to babies instead of milk, but it was nearly impossible to bring up a baby on this alone. Now both fresh and condensed milk are used, where the mother's milk is insufficient, but only in those parts of Japan where the foreign influence is felt.[*]
[5] Jinrikisha, or kuruma, a small, light carriage, usually with a broad top, which is drawn by a man. The jinrikisha is the commonest of all vehicles now in use in Japan. Jinrikisha-man and kurumaya are terms commonly used for the runner who draws the carriage.
[6] Kotatsu, a charcoal fire in a brazier or a small fireplace in the floor, over which a wooden frame is set and the whole covered by a quilt. The family sit about it in cold weather with the quilt drawn up over the feet and knees.
[7] Kisses are unknown, and regarded by conservative Japanese as an animal and disgusting way of expressing affection.
CHAPTER II.EDUCATION.
So far we have spoken only of the domestic training of a Japanese girl. That part of her education that she gains through teachers and schools must be the subject of a separate chapter. Japan differs from most Oriental countries in the fact that her women are considered worthy of a certain amount of the culture that comes from the study of books; and although, until recently, schools for girls were unknown in the empire, nevertheless every woman, except those of the lower classes, received instruction in the ordinary written language, while some were well versed in the Chinese classics and the poetic art. These, with some musical accomplishment, an acquaintance with etiquette and the arts of arranging flowers, of making the ceremonial tea, and in many cases not only of writing a beautiful hand, but of flower-painting as well, in the old days made up the whole of an ordinary woman's education. Among the lower classes, especially the merchant class, instruction was sometimes given in the various pantomimic dances which one sees most frequently presented by professional dancing girls. The art of dancing is not usually practiced by women of the higher classes, but among the daughters of the merchants special dances were learned for exhibition at home, or even at the matsuri or religious festival, and their performance was for the amusement of spectators, and not especially for the pleasure of the dancers themselves. These dances are modest and graceful, but from the fact that they are always learned for entertaining an audience, however small and select, and are most frequently performed by professional dancers of questionable character, the more refined and higher class Japanese do not care especially to have their daughters learn them.
In the old days, little girls were not sent to school, but, going to the house of a private teacher, received the necessary instruction in reading, and writing. The writing and reading at the beginning, are taught simultaneously, the teacher writing a letter upon a sheet of paper and telling the scholar its name, and the scholar writing it over and over until, by the time she has acquired the necessary skill in writing it, both name and form are indelibly imprinted upon her memory. To write, with a brush dipped in India ink, upon soft paper, the hand entirely without support, is an art that seldom can be acquired by a grown person, but when learned in childhood it gives great deftness in whatever other art may be subsequently studied. This is perhaps the reason why the Japanese value a good handwriting more highly than any other accomplishment, for it denotes a manual dexterity that is the secret of success in all the arts, and one who writes the Chinese characters well and rapidly can quickly learn to do anything else with the fingers.
The fault that one finds with the Japanese system—a fault that lies deeper than the mere methods of teaching, and has its root in the ideographic character of the written language—is that, while it cultivates the memory and powers of observation to a remarkable extent, and while it gives great skill in the use of the fingers, it affords little opportunity for the development of the reasoning powers.[8] The years of study that are required for mastering the written language, so as to be able to grasp the thoughts already given to the world, leave comparatively little time for the conducting of any continuous thought on one's own account, and so we find in Japanese scholars—whether boys or girls—quickness of apprehension, retentive memories, industry and method in their study of their lessons, but not much originality of thought. This result comes, I believe, from the nature of the written language and the difficulties that attend the mastery of it; as a consequence of which, an educated man or woman becomes simply a student of other men's thoughts and sayings about things instead of being a student of the things themselves.
Music in Japan is an accomplishment reserved almost entirely for women, for priests, and for blind men. It seems to me quite fortunate that the musical art is not more generally practiced, as Japanese music, as a rule, is far from agreeable to the untrained ear of the outside barbarian.[*] The koto is the pleasantest of the Japanese instruments, but probably on account of its large size, which makes it inconvenient to keep in a small Japanese house, it is used most among the higher classes, from the samurai[9] upwards. The koto is an embryo piano, a horizontal sounding-board, some six feet long, upon which are stretched strings supported by ivory bridges. It is played by means of ivory finger-tips fitted to the thumb, forefinger, and middle finger of the right hand, and gives forth agreeable sounds, not unlike those of the harp. The player sits before the koto on knees and heels, in the ordinary Japanese attitude, and her motions are very graceful and pretty as she touches the strings, often supplementing the strains of the instrument with her voice. The teaching of this instrument and of the samisen, or Japanese guitar, is almost entirely in the hands of blind men, who in Japan support themselves by the two professions of music and massage,—all the blind, who cannot learn the former, becoming adepts in the latter profession.
The arrangement of flowers is taught as a fine art, and much time may be spent in learning how, by clipping, bending, and fixing in its place in the vase, each spray and twig may be made to look as if actually growing, for flower arranging is
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