Who shall say that God did not pity the simple soul’s ignorant, loving effort to save from humiliation the child she loved? At any rate, her prayer was answered when in later years the hand of fate turned my steps toward a land where my curly hair no longer caused me either sorrow or shame.
III
Days of Kan
We did not have kindergartens when I was a child, but long before the time when I could have been admitted to the new “after-the-sixth-birthday” school, I had acquired a goodly foundation for later study of history and literature. My grandmother was a great reader, and during the shut-in evenings of the long, snowy winters we children spent much time around her firebox, listening to stories. In this way I became familiar, when very young, with our mythology, with the lives of Japan’s greatest historical personages and with the outline stories of many of our best novels. Also I learned much of the old classic dramas from Grandmother’s lips. My sister received the usual education for girls, but mine was planned along different lines for the reason that I was supposed to be destined for a priestess. I had been born with the navel cord looped around the neck like a priest’s rosary, and it was a common superstition in those days that this was a direct command from Buddha. Both my grandmother and my mother sincerely believed this, and since in a Japanese home the ruling of the house and the children is left to the women, my father silently bowed to the earnest wish of my grandmother to have me educated for a priestess. He, however, selected for my teacher a priest whom he knew—a very scholarly man, who spent little time in teaching me the forms of temple worship, but instructed me most conscientiously in the doctrine of Confucius. This was considered the foundation of all literary culture, and was believed by my father to be the highest moral teaching of the time.
My teacher always came on the days of threes and sevens—that is, the third, seventh, thirteenth, seventeenth, twenty-third, and twenty-seventh. This was in accordance with our moon-calendar custom of dividing days into groups of tens instead of sevens, as is done by the sun calendar. I enjoyed my lessons very much. The stateliness of my teacher’s appearance, the ceremony of his manner, and the rigid obedience required of me appealed to my dramatic instinct. Then the surroundings were most impressive to my childish mind. The room was always made ready with especial care the day of my lessons, and when I entered, invariably I saw the same sight. I close my eyes now and all is as clear as if I had seen it but an hour ago.
The room was wide and light and was separated from the garden porch by a row of sliding paper doors crossed with slender bars of wood. The black-bordered straw mats were cream-coloured with time, but immaculate in their dustlessness. Books and desks were there, and in the sacred alcove hung a roll picture of Confucius. Before this was a little teakwood stand from which rose a curling mist of incense. On one side sat my teacher, his flowing gray robes lying in straight, dignified lines about his folded knees, a band of gold brocade across his shoulder, and a crystal rosary round his left wrist. His face was always pale, and his deep, earnest eyes beneath the priestly cap looked like wells of soft velvet. He was the gentlest and the saintliest man I ever saw. Years after, he proved that a holy heart and a progressive mind can climb together, for he was excommunicated from the orthodox temple for advocating a reform doctrine that united the beliefs of Buddhism and Christianity. Whether through accident or design, this broad-minded priest was the teacher chosen for me by my broad-minded though conservative father.
My studies were from books intended only for boys, as it was very unusual for a girl to study Chinese classics. My first lessons were from the “Four Books of Confucius.” These are: Daigaku—“Great Learning,” which teaches that the wise use of knowledge leads to virtue; Chuyo—“The Unchanging Centre,” which treats of the unalterableness of universal law; Rongo and Moshi—which consist of the autobiography, anecdotes, and sayings of Confucius, gathered by his disciples.
I was only six years old, and of course I got not one idea from this heavy reading. My mind was filled with many words in which were hidden grand thoughts, but they meant nothing to me then. Sometimes I would feel curious about a half-caught idea and ask my teacher the meaning. His reply invariably was:
“Meditation will untangle thoughts from words,” or “A hundred times reading reveals the meaning.” Once he said to me, “You are too young to comprehend the profoundly deep books of Confucius.”
This was undoubtedly true, but I loved my lessons. There was a certain rhythmic cadence in the meaningless words that was like music, and I learned readily page after page, until I knew perfectly all the important passages of the four books and could recite them as a child rattles off the senseless jingle of a counting-out game. Yet those busy hours were not wasted. In the years since, the splendid thoughts of the grand old philosopher have gradually dawned upon me; and sometimes when a well-remembered passage has drifted into my mind, the meaning has come flashing like a sudden ray of sunshine.
My priest-teacher taught these books with the same reverence that he taught his religion—that is, with all thought of worldly comfort put away. During my lesson he
