The Scranton tribune. [volume] (Scranton, Pa.) 1891-1910, 1895-07-31

hoSOoaV HuuSutSo luoy LOSe roltn In
tho Old Religions. But Are Slow in EN-.
braeing Christianity -Infidels in the
Schools.
Correspondence Of the Chicago Record.
Tokyo, June est has become a
serious question among religious and
benevolent organizations in the United
States, and in England also, for that
matter, how long the sectarian schools
In Japan should be continued. and un-
derstand a committee from the Ameri-
can board Of foreign missions Is to visit
this country next fall for the purpose
of investigating this subject in particu-
lar. They do not propose to abandon the
field at once. but to make a careful in
quiry as to the propriety of filling the
places Of those missionaries and
teachers who shall from this time re-
tire from the work.
Education is compulsory under the
laws Of Japan. Every child between
the ages of and IA is enrolled in the
public schools, and is supposed to at
tend regularly. The law Is not en-
forced, however, and Its enforcement
would be difficult, because child labor
is the common rule in Japan, and very
few youngsters more than or 4 years
OF age are allowed to be idle or spend
the whole day In play. The first duty
Of child Is to tend the baby. When
q little boy or girl reaches the age of
or years his or her little brother or
sister Is strapped upon his or her back,
and the child carries such burden un-
til the next in succession Is old enough
to take his or her place. The shops and
factories Of Japan are filled with child
rem. They are employed in all the stores
and you will find boys and girls Of IL or
13 years doing work that is never at
tempted In Europe or the United States
by any but adults. except, perhaps. in
the education law would therefore be
very unpopular. and might be resisted.
Eager Desire For Learning.
But at the same time there IL an
eager desire for learning among all
classes. The people Of no other nation
appreciate the advantages Of educa tion
more than the Japanese. This applies
7.
Nor are there any people that learn
more rapidly or are more studious than
they. I have visited the schools Of all
grades In Japan, many Of them taught
by teachers who have had experience In
Europe and the United States. and the
invariable answer to my question Is that
the Japanese childrep as q rule are
much more studious and attentive al
their recitations than those Of the same
age in Europe and America. The
courses Of study are not so high, how.
ever, as they are with US.
Some Of the mission schools are under
the direction Of the minister Of educa.
tion. and the course OF study in nearly
| all Of them In the same as in govern.
ment schools of the same grade. The
only advantage In attending the gov.
eminent schools is partial escape from
military service. Under the law every
boy Of II has to serve three years In the
army. and 1t Is easy for a pupil In the
government schools go escape all or part
Of that duty. They may let him OF
with one year, perhaps with two. and
sometimes, when he is particularly
merltorious student, he Ii allowed tc
stay out Of the barracks entirely. Thi,
II to encourage education.
| 1t is also easier for graduates Of the
| government schools to obtain Official
positions. but that Is not an advantage
here any more than It Is in the United
States. While no school boy can aspire
to be emperor Of Japan. as he does te
be president Of the United States, III
may be prime minister or hold Q seal
In the cabinet or be member of parlia'
ment, and the civil service has the
same attraction the world over, al
though 1t Ii equally discouraglng and
demoralizing to ambitious and indus
trious young men here a. with us.
No Inssruction In Morals.
The best reason for retaining the
missionary schools here is that public
education Is limited to the development
Of the intellect and neglects the morals
There ID q weak and 1ifeless kind O,
ethics taught In the government schools
but the teachers are appointed for theIl
educational Qualifications solely. Theil
moral principles and practices are no
considered, and too many Of them ar,
dissolute the immoral men. Their in
iuence and example Is often unwhole
some. and the present minister Of edu
cation. realizing that this evil IL spread
ing. is trying to introduce reform. boti
In the character Of the teachers en-
ployed and in the Lessons they give. Blu
this II dlfiicult because 90 many are se
lected. for political reasons.
Another defect IN the public schoo
systsp b learning ~ rots. For cen