Kokoro | Page 9

to post; there are men little more than thirty years old who have taught in almost every province of the country. That any educational system could have produced any great results under these conditions seems nothing short of miraculous.
We are accustomed to think that some degree of stability is necessary to all real progress, all great development. But Japan has given proof irrefutable that enormous development is possible without any stability at all. The explanation is in the race character,--a race character in more ways than one the very opposite of our own. Uniformly mobile, and thus uniformly impressionable, the nation has moved unitedly in the direction of great ends, submitting the whole volume of its forty millions to be moulded by the ideas of its rulers, even as sand or as water is shaped by wind. And this submissiveness to reshaping belongs to the old conditions of its soul life,--old conditions of rare unselfishness and perfect faith. The relative absence from the national character of egotistical individualism has been the saving of an empire; has enabled a great people to preserve its independence against prodigious odds. Wherefore Japan may well be grateful to her two great religions, the creators and the preservers of her moral power to Shinto, which taught the individual to think of his Emperor and of his country before thinking either of his own family or of himself; and to Buddhism, which trained him to master regret, to endure pain, and to accept as eternal law the vanishing of things loved and the tyranny of things hated.
To-day there is visible a tendency to hardening,--a danger of changes leading to the integration of just such an officialism as that which has proved the curse and the weakness of China. The moral results of the new education have not been worthy of the material results. The charge of want of "individuality," in the accepted sense of pure selfishness, will scarcely be made against the Japanese of the next century. Even the compositions of students already reflect the new conception of intellectual strength only as a weapon of offense, and the new sentiment of aggressive egotism. "Impermanency," writes one, with a fading memory of Buddhism in his mind, "is the nature of our life. We see often persons who were rich yesterday, and are poor to-day. This is the result of human competition, according to the law of evolution. We are exposed to that competition. We must fight each other, even if we are not inclined to do so. With what sword shall we fight? With the sword of knowledge, forged by education."
Well, there are two forms of the cultivation of Self. One leads to the exceptional development of the qualities which are noble, and the other signifies something about which the less said the better. But it is not the former which the New Japan is now beginning to study. I confess to being one of those who believe that the human heart, even in the history of a race, may be worth infinitely more than the human intellect, and that it will sooner or later prove itself infinitely better able to answer all the cruel enigmas of the Sphinx of Life. I still believe that the old Japanese were nearer to the solution of those enigmas than are we, just because they recognized moral beauty as greater than intellectual beauty. And, by way of conclusion, I may venture to quote from an article on education by Ferdinand Brunetiere:--
"All our educational measures will prove vain, if there be no effort to force into the mind, and to deeply impress upon it, the sense of those fine words of Lamennais: 'Human society is based upon mutual giving, or upon the sacrifice of man for man, or of each man for all other men; and sacrifice is the very essence of all true society.' It is this that we have been unlearning for nearly a century; and if we have to put ourselves to school afresh, it will be in order that we may learn it again. Without such knowledge there can be no society and no education,--not, at least, if the object of education be to form man for society. Individualism is to-day the enemy of education, as it is also the enemy of social order. It has not been so always; but it has so become. It will not be so forever; but it is so now. And without striving to destroy it-which would mean to fall from one extreme into another--we must recognize that, no matter what we wish to do for the family, for society, for education, and for the country, it is against individualism that the work will have to be done."

III
A STREET SINGER
A woman carrying a samisen, and accompanied by a little boy seven