Japan by the Japanese/Chapter 13.4

The position of woman in Japan has always been different, to a significant extent, from that of the same sex in other Asiatic countries. Looking back to the history of Japan over thousands of years, we see many renowned figures of the fair sex. There have been several Empresses, some brave, intelligent, and highly cultured. There have been several heroines fighting side by side with our brave warriors. There have been numerous poetesses, novelists, artists.

In fact, in the ninth century, when the study of Chinese was in vogue, the culture of our native light literature was mainly in the hands of the other sex. It was then that we had Murasaki Shikibu, the authoress of the great ‘Genji-monogatari’; Seishonagon, the authoress of the ‘Makura-no-soshi’; and many others. In the latter part of the Tokugawa régime there were also many women well known for their Chinese culture, such as Kamei Shokin, Hara Saihin, Yema Saiko, Cho-Koran. This period also produced several lady poets, as Rengetsu, Chiyo, Botoni, and others. Examples of patriotic women also abound preceding the restoration of the Imperial régime.

Women have always enjoyed a large social freedom, though not to the same degree as in the modern Western nations, and thus we have produced from time to time some conspicuous female figures in history. Even in our own days such examples are not wanting. We see ladies engaged in educational institutions in China and Siam; we even see one has gone to ​Mongolia, where she is engaged by a native chief as instructress in his household.

Women’s education, however, has always been a problem. From the very nature of the case, it is very difficult to arrive at a satisfactory solution. Still, we realize the importance of it as much as do Europeans. Especially have we done so from the time of the inauguration of the new régime. Here I might cite an instance, which is not without interest. In 1871 a number of young girls were sent to America for their education, one now the wife of Admiral Uriu, whose name is well known in connection with the present war; another is the Marchioness Oyama, wife of Marshal Marquis Oyama, head of the General Staff of Japan.

I am far from speaking confidently of the problem as solved in Japan. I will but give a brief description of its present condition, basing my materials mainly on different official reports.

In Japan the system of elementary education is most extensively carried out. There is no village where a school is not provided for at the public expense. It is compulsory, every child having to be educated, though some relaxation is made under exceptional circumstances. Elementary schools are divided into two grades: ordinary elementary and higher elementary schools. Ordinary elementary are for children of the age of six and upwards for four years, and that of higher elementary education from the age of nine. In the case of the latter the period of their school education is not uniform, because some may join higher schools after certain years, and some may leave school in the middle. But in case of children who go through the ordinary course the period is four years.

In these preliminary schools boys and girls are taken in without any distinction, though, for the convenience of teaching, the classes are generally formed separately. Let me now proceed with statistics, taken from the annual reports of the Minister of Education for 1901–02. It relates to Japan proper, including the islands of Yezo and Liuchiu, but not Formosa.

The number of children in that school year was: Boys, 3,876,495; girls, 3,590,391; total, 7,466,886.

Of these, children attending the ordinary elementary schools were: Boys, 1,714,509; girls, 1,632,018; total, 3,346,527.

Those who completed the ordinary elementary course were: Boys, 1,462,977; girls, 911,422; total, 2,374,399.

The total number of children of school age receiving the prescribed course of education was therefore: Boys, 3,177,486; girls, 2,543,440; total, 5,720,926.

The total number of pupils in higher elementary schools was as follows:

Those belonging to public schools (including those attached ​to normal schools) were: Boys, 705,238; girls, 230,955; total, 936,193.

Those belonging to private schools were: Boys, 4,268; girls, 3,437; total, 7,705. Thus, the total number of pupils in the higher course were: Boys, 709,506; girls, 234,392; total, 943,898.

The percentage of boys receiving instruction for 1901–02 was 93.78 of the whole eligible school population. The percentage of girls was 81.80.

I may here also mention that in populous towns there are many kindergartens established, and their benefit is so universally admitted that there is a great tendency to increase in their number. In these, children, both boys and girls, aged from three years up to the age of admission to ordinary elementary schools are taken. The subjects of training are games, singing, conversation, and handicrafts.

There were in the year under our consideration 182 public and 72 private kindergartens—a total of 254; and the number of infants attending those public kindergartens was: Boys, 10,327; girls, 8,972; total, 19,299. That of the private ones was: Boys, 2,235; girls, 2,137; total, 4,372. Aggregate total, 23,671.

After the elementary schools the education of the boys and girls take separate courses. There are higher schools for girls, and there are also higher normal schools for girls. There are many private schools for their higher education.

The relative percentage of the girls attending these schools is much less when compared with that of the boys, partly from the very nature of women’s position, and partly on account of insufficient provision for admission of applicants. The courses and methods of their study also are not uniform. It would be tedious to enter upon a minute description of each. But I will try to give the general outline of them.

‘The course of study in the higher schools for women,’ to quote part of the annual report of the Minister of Education, ‘extends over four years, but may be extended or curtailed by one year, according to local circumstances. In addition to general courses, supplementary courses not exceeding two years may be provided for the benefit of those desiring to study such arts as are necessary for women; special art courses, extending over not less than two and not more than four years, may be established, in addition to general courses. Special courses of two or three years may also be so instituted, for the benefit of those graduates who are desirous to pursue some special branches of study.’

The qualifications of applicants for admission are: age, twelve years and upwards; possession of attainments at least equivalent to those who have completed the second year’s ​course of higher elementary schools. The number of such schools for the year 1901–02 was: Public, including one connected with higher normal school for women, 61; private, 8; total, 69; and the number of pupils was: Public, 14,975; private, 2,240; total, 17,215; and the number of graduates was: Public, 2,778; private, 812; total, 3,590.

The regulations for the courses of instruction relative to higher schools for girls are given thus in the first article of the ordinance of the Educational Department for such schools:

‘The courses of instruction in the higher schools for women should be: Moral precepts, Japanese language, foreign language, history, geography, mathematics, science, drawing, training for domestic affairs, cutting-out and sewing, music, and gymnastics.

‘In cases where the period of school years be shortened foreign languages are omitted.

‘The foreign language to be either English or French.

‘Foreign languages may be omitted, or may be made an optional course in all cases.

‘Music may be omitted for those pupils for whom the art may be deemed difficult.

‘Besides the courses enumerated above, pedagogy or handicrafts, or either of them, may be added as an optional course, excepting the cases where the period of school years is shortened.’

There is a college for girls situated in Tokyo, and called the Higher Normal School for Women. The object of this college is for training instructors for higher schools for girls and for provincial normal schools. The plan of the college is divided into a Literature course, a Science course, and an Art course. The first comprises ethics, pedagogy, Japanese language, Chinese literature, English, history, geography, music, gymnastics.

The second comprises ethics, pedagogy, English, mathematics, physics, chemistry, natural history, music, gymnastics.

The third comprises ethics, pedagogy, English, physics, chemistry, domestic management, cutting-out and sewing, handiwork, drawings and designs, music, gymnastics. To the Japanese language and Chinese literature is added the practice of penmanship. The course of household management is divided into two branches, one relating to pure household management, and the other to family education. A post-graduate course, an elective course, a special course, and a training course for kindergarten teachers, are instituted as distinct courses of instruction. A higher school for women, an elementary school, and a kindergarten, are also organized in connection with the chief instruction. The course of study for ​the main school extends over four years, the post-graduate course extends over two years, the elective course over four years, and the training course for kindergarten conductors over one year, the length of the special course being fixed at each admission of fresh pupils.

The number of pupils in the year we are speaking of was 311, and of graduates 86. One of the instructors of this school was Miss Yasui, who was educated in England; she has gone to Siam lately by invitation of the Queen of that country, to instruct the women pupils there. A higher women’s school is attached to this school. The course of study extends over five years, a year longer than other higher schools for women.

There is a higher school for girls attached to the college. It is designed to provide the means of studying the general method of women’s education, and affords the pupils of the college an opportunity of practical training in women’s education.

The number of pupils in that year was 325, of graduates 91.

An elementary school is also attached to the college. It is also designed to afford the means of studying the method of general education, and to secure the pupils in the college an opportunity for practical training in teaching children. It is divided into three sections. The first section represents an elementary school in connection with a higher school for girls, and is provided with ordinary and higher elementary school courses. The second section comprises both ordinary and higher school courses. The third represents an ordinary elementary school organized as a single class school. The course of study varies from two to four, according to the sections.

The number of pupils in ordinary elementary course was 323, of whom 80 were boys and 243 girls; and that of those in higher elementary course was 139, of whom 28 were boys and 111 were girls.

This gives a total of 462, 108 of whom were boys and 382 girls.

A kindergarten is also attached to the college.

For the purpose of training women teachers, special normal schools for women are instituted in some provinces, whilst in others a section is provided for women in the ordinary normal school for males.

There is a school for women under the direct auspices of the Empress. It is under the control of the Minister of the Imperial Household, and not of the Minister of Education. It is called the Peeress’ School, and, naturally, the women belonging to the noble families have the right of first entrance, though the door is not shut against the daughters of other respectable families. Here also a kindergarten is attached.

There is an Academy of Music in Tokyo under the control ​of the Minister of Education. The course is divided into (1) preparatory, (2) main, (3) post-graduate, (4) normal, and (5) elective. In the Academy both men and women are admitted.

Besides Japanese teachers, there were 5 foreign teachers—2 German, 1American, 1 Russian, 1 French.

As to private establishments for female education, the method, style, and origin are so various that it is beyond my power to attempt any clear description of them. I may, however, mention a few instances of them.

The Tokyo Jiogakkwan occupies a unique position. The idea was started by some foreign philanthropists in connection with a foreign philanthropic mission, not making any condition to teach religion, but to educate young girls of a respectable class in the Anglo-Saxon attainments. The idea was taken up by several eminent personages, contributions to the fund having been made by both native and foreign patrons. It also receives some special patronage from the Imperial Household. The number of pupils in October, 1903, was 230, according to a recent periodical on female education.

There is a college for girls in Tokyo called the Women’s University. The name may be somewhat inappropriate if compared with men’s Universities, but at any rate it comprises a vast number of female aspirants. It exceeds 1,000 at present, if we include all preparatory courses attached to it.

There are also various institutions where girls may study medicine, pictorial arts, technical industry, even commerce and agriculture.

There are not many women physicians practising, but I have seen some notified as passing State examination.

There are also many private schools for girls established by foreign missions in Tokyo, Yokohama, Nagoya, Osaka, Kobe, Kyoto, and many other places. Many of them are doing praiseworthy services for the education of women.

There are in the city of Tokyo 73 schools of all kinds for female education. This includes the schools mentioned before, and also among them are included schools for midwifery and nursing; but in a vast majority of them ordinary courses of instruction are given.

A few words about the occupations of women. Men and women are pretty equally proportioned in Japan, so that the fair sex in Japan has greater chances of being married than in some other countries. When they are married, they are mostly contented with looking after their household affairs and making themselves good wives and mothers. But there are a large number of women employed in operative works, such as cotton, silk, and paper mills. As to their employment in the public ​institutions, it is not great, but a considerable number of them are employed as instructors in schools; and those who are less fortunate and have fewer attainments are employed to a considerable extent in different post and telephone offices and in some branches on the railway. Many private companies of different kinds have begun to employ women clerks as an experiment, and in most cases they have already proved successful.

It seems that there is good hope for women acquiring a wider field for the display of their talents.

It might not be quite out of place to add a few words about more or less important institutions organized by ladies. There are some twenty of such in Tokyo: the Charity Hospital, under the direct patronage of the Empress, with Her Imperial Highness Princess Arisugawa as the Chief of the Council; the Japanese Ladies’ Educational Society, with Her Imperial Highness Princess Kanin as President; the Special Society for Nursing the Sick, under the direct patronage of the Empress, in connection with the Red Cross Society; the Japanese Ladies’ Sanitary Society, the Ladies’ Society for Orphans, the Society for Nursing, Infants belonging to Female Prisoners, and such-like, with eminent ladies as Presidents. Most of them are doing their work well.

A society for female charity handicraft is under the presidency of Miss Parker, of England.

There are many similar institutions in the provinces.

Proportionately, the mental capacity of Japanese women to men seems to be pretty similar to that which their Western sisters are supposed to bear to the men. We cannot, of course, predict what will be women’s place in the social sphere at large in future, but one thing is certain: the educational system for women has been extended, together with that for men, to a proportion that Japan has never before known. Their emulation and aspiration increase year by year, so that the supply of educational institutions is always far behind the demand.