Category Archives: Education

What would doubling the JET program look like?

Recent news reports suggest that the LDP is planning to propose doubling the JET Program in three years and placing JET language assistants in all elementary, middle, and high schools within a decade. There are around 38,000 such schools in Japan, so that’s a LOT of ALTs!

According to internal affairs ministry statistics, in fiscal 2012 there were around 4,300 JETs in the country, so the plan is apparently to increase that by a whopping factor of nine. According to the statistics that METI keeps on language schools, there are 10,000 or so full- and part-time language teachers working for regulated schools. I believe that does not count the large number of contractors like the teachers working for ALT placement agencies or the poor devils at Gaba, university instructors, and certainly not the many student teachers or anyone operating their own eikaiwa that does not fall under METI’s purview. But even generously allowing for a teacher population of say 30,000 total (around 3 for every train station), in ten years this number will be more than doubled.

The program is designed to place youthful foreigners, generally native English speakers, in Japanese schools (and to a smaller extent, local governments) for up to five years with two explicit goals: supplement English-language education and promote international interaction at the local level. Another key benefit is that the participants often go on to take influential Japan-related jobs, be it in foreign governments, Japanese companies, or companies that do business in or with Japan. Having a stable of Japan hands around seems pretty necessary at this point, given the relatively poor state of English language ability among the Japanese population. Unlike normal employment situations, JET offers a high level of support in the form of a reasonable salary, free housing, and a network of fellow JETs and regional coordinators to help with problems.

I get the feeling that a ninefold increase in the JET Program isn’t realistic—could they even recruit that many people to come and live in Japan, or would they maybe just cannibalize the entire existing eikaiwa-for-kids market? Still, some increase in the program along these line seems like a fairly simple way for the Abe administration to make a bold move in the direction of “internationalization” that won’t run into much political resistance.

Regardless of your views on the merits of the JET Program or the Japanese education system in general, you must admit that even just doubling the size of JET would have a pretty profound impact.

For one thing, that is double the amount of people coming in each year. That means more foreign faces on the street and more non-Asian foreign exposure for the Japanese public at large.

It also means more “Japan hands,” maybe even double, and this can cut in different ways. I feel like Japan is sorely in need of talented Japanese-to-English translators, so an influx of native English talent that could eventually progress to ace-translator status is a good thing. At the same time, the increased supply in the market could put pressure on prices, and who knows maybe some whipper snapper could come after my job some day.

I think it would also revive the option of teaching English in Japan for graduates of US universities that (from my admittedly limited perspective) seems to have died down a bit in the wake of troubles in the eikaiwa market and competition from China, a bigger and perhaps more intriguing destination. I can envision a near future in which young men see the Tokyo Vice movie and become inspired to chase thrills and excitement in Japan.

And it would necessarily boost the number of international marriages and the resulting children, bringing Japan that much closer to becoming the Grey Race.

On the negative side, the JET Program might have to loosen standards to attract talent. Even if they don’t, the sheer number of additional people will likely result in an increase in the problems that occasionally befall foreigners in Japan – crime, drugs, suspicious visa activity, ill-advised YouTube rants, you name it.

JET is a net good, but not for Japanese people’s English ability 

I say bring it on, mainly to bolster Japan-related talent. Unfortunately, my support of the program is not for its value as an English teaching tool (disclosure: my application for the JET Program was in fact rejected. I am not bitter about it because I handed in a terrible application, but nevertheless I feel like I should own up about it).

I have spoken with/read about perhaps dozens of JET teachers and students over the years. The teachers by and large do not have a particularly high opinion of the job’s value in terms of English teaching, but they almost unanimously credit the program for giving them a great experience. And while the students might not master English thanks to their JET, in many cases they remember them being a friendly adult who helped make school more enjoyable.

From what I gather, the job of an ALT is generally to supplement a Japanese teacher of English by helping with pronunciation and various other tasks. Maybe I just don’t get around enough, but I cannot recall ever hearing someone even try to argue that they are an essential part of the learning process or that what they do has an appreciable benefit to the level of English ability in Japan. I don’t think that is really a problem though because of the program’s other upsides.

On the other hand, what I have heard and experienced is that ALTs can help inspire students to discover the joys and rewards of learning English or encourage them to keep going. I think the value of that should not be underestimated because it is life-changing and the ALTs deserve huge credit for it.

This is kind of an aside, but basically I do not share the government’s fascination with trying to make the entire country proficient in English because for most people that is just not necessary. The way things stand, the biggest result of the current system seems to be the long list of Japanized English loan words that are often such a headache-inducing component of the Japanese language.

To have a more realistic and beneficial impact, I would rather them focus on establishing separate programs for the kids who excel at languages and giving them a place to shine on their own (and while they’re at it they should devote resources to helping returnees re-integrate when they come back while maintaining their language skills). That would hold out the hope of producing a larger population of Japanese adults with near-native English skills.

I feel like there is negative feedback loop whereby most Japanese people are in an environment where the norm is to not be good at English and therefore most people choose the path of least resistance. Separating out the kids that have a real talent and placing them in a more encouraging environment might keep them from missing out just because they have to go along with the crowd.

All in all, JET seems like a worthy program for giving kids a glimpse at a world outside of Japan and the teachers an interesting start to their post-college lives in a way that usually ends up benefiting Japan in some way.

PS: This independent video guide to the JET Program is very well done. If you are reading this and considering doing the program yourself, it is definitely worth a look:

Japanese people can’t speak English because they live among tainted, Japan-savvy foreigners

It seems to me that a major factor behind Japan’s vaunted problems with the English language could have to do with the learning environment.

Specifically, some Japanese people are not sufficiently aware that Japanese-accented English is often incomprehensible to listeners who are not familiar with it.

I call it the Heisenberg property of language – simply being among Japanese people causes native English speakers (eikaiwa teachers, friends, coworkers, etc) to get used to how Japanese people speak, and of course alter how they speak to ensure Japanese people understand them.

This concept came to my attention in a big way at an investment conference that I recently attended for work.

The keynote speaker was a well-known American investment manager, and when it came time for the Q&A session, there was a roughly even mix of question-askers who were native English speakers, Japanese who asked their questions through the interpreter, and Japanese who opted to ask in English.

The guest speaker had trouble understanding all of the Japanese people who asked questions in English. One person in particular asked something like, “What is your view on Abenomics?” and it took about three tries before the speaker got that it was something about the new prime minister.  I understood it the first time because I could hear him say the katakana “abenomikkusu” just really fast and with an attempt at English inflection. But to the American guest speaker, the questioner must have sounded like he was mumbling “obb-nom” instead of the properly enunciated “Abe-nomics” that sounds similar to Reaganomics.

This is just one small example, but I encounter cases of this phenomenon all the time:

  • Several English-speaking Japanese people in my life have heavy accents, but I can understand them because my years in the country have gotten me used to how Japanese people tend to speak. 

  • Japanese commercials are flooded with simplified English

  • Eikaiwa teachers tend to use simplified English to make themselves understood in class. I have even known some to incorporate common Japanese phrases like “hora” to get students’ attention.

  • Lip my stocking!

And so on.

If a Japanese person spends all their time in this “Japanese-familiar” bubble, then when it comes time to go face-to-face with a less Japan-savvy foreigner, they are likely to run into trouble.

I don’t necessarily see this as a bad thing. For the sake of communication, speaking to make yourself understood (and listening carefully to understand) is only the most natural thing in the world. I just feel like pointing it out because Japanese people who equate speaking English with native speakers in Japan with “immersion” might be in for a rude awakening if they ever step outside that environment.

What are your best “Japanese mistake” stories? I’ll start

In a couple weeks I am supposed to give a presentation (in Japanese) for my company’s family day. The topic is “common English mistakes by Japanese people.” I didn’t decide the theme, but I am hoping to use the opportunity to spread the message that speaking “wrong” English should be welcomed as long as you are at least communicating and using what you know.

And since I don’t think it’s fair to focus only on Japanese people’s English mistakes, to help make my point I am including the following anecdote about my own linguistic history:

About a month into my time as an exchange student in high school (my first-ever visit to Japan), I started staying with host parents who loved to feed me. Very, very nice and welcoming people. One time they served me hot cocoa, and I told them I liked it. Big mistake, because for the next two weeks they gave me the same hot cocoa with dinner every single night.

I was starting to get pretty sick of it, but I wanted to be polite and as such didn’t want to say no without doing so properly in Japanese. So I looked up how to say “I am getting tired of X” in the dictionary and went to my host mother and told her:

ココア、飽きたです (broken Japanese for, “I sick of cocoa”)

Her reaction? She looked shocked, started to cry, and asked why I would say such a thing. She then got her husband, and he demanded an explanation. I was starting to get nervous at this point, so I just repeated ココア、飽きたです thinking they’d get it this time. They didn’t and just seemed to get even angrier and more hurt…

Sweating now, I tried a few more times with different, untested sentence structures, mustering all my training from stateside Japanese classes. (ココアおいしいけど飽きたです?). With each utterance, they would look at me curiously and then start talking among themselves in words I couldn’t understand.

Finally, it dawned on me – ココア、飽きたです sounds a lot like ここは、飽きたです (I sick of this place). So I finally found the bag of cocoa and started pointing to it, saying  ココア ココア!!

Once they finally got it everything settled down. But for a moment I thought I might be in some serious trouble for making a cultural faux pas. I had heard how much Japanese value social protocol, so until I realized the mistake it seemed like saying no to cocoa was a really big deal. I still feel bad about making my host mother cry.

***

Have any of you had similar linguistic misadventures? Please let me know in the comments section. Note that if your story is really good I might have to steal it for my presentation!

Learning Japanese in Florida in three years, and why it could be even faster

I just came back from a Golden Week vacation in South Florida, which is the closest thing to a “hometown” that I have. I spent my teenage years in Broward County, just north of Miami, and skipped town after high school to go to an upstate university. My parents moved out of town not too long after that, so now my time in school there is my only connection to the area.

On the long flight to Atlanta I finished watching Season 4 of The Wire (a show which comes up often in comment threads here). Season 4 focuses on a Baltimore middle school and examines the dysfunctional aspects of public education which leave many kids clueless and drive many other kids into a life of crime or destitution. One of the threads in its plot involves an ex-cop and a group of Johns Hopkins researchers who move a group of “troubled” kids out of regular classes and into a special classroom where they get more attention, which has its most noticeable effect on the regular classes—which suddenly become pretty orderly and conducive to learning, rather than total madhouses.

This was timely because I had just made arrangements to visit Hallandale High School, where I spent my sophomore and senior years of high school (before and after my year in Osaka). Hallandale is a bog-standard public high school, in the middle of what counts as “the ghetto” in Florida, and which is mainly notable for having a well-equipped TV studio and a large foreign language program. It is one of only a handful of Florida high schools which offer Japanese classes—and four full years’ worth of Japanese at that.

In my day, over a decade ago, Japanese was taught by a Chiba-native art teacher who was much more interested in art than in language teaching. Although there were four separate levels, all four levels were taught at the same time in the same classroom, which was primarily an art classroom. There was not enough demand to actually have separate class blocks for separate levels. When I returned from Osaka, I enrolled in Japanese IV, where my only classmate was an exchange student from Tokyo, and our main duty was to tutor the lower-level kids in basic vocabulary and writing kana. Japanese was often described as the most difficult class in the entire school: part of this obviously had to do with the difficulty of the language itself, but the relative lack of teacher guidance (since she was dealing with four levels at once) and the cruddy textbooks and materials didn’t help either.

Given this history, I was a bit surprised to discover that there are now three completely separate Japanese classes at Hallandale, that Japanese IV is now an Advanced Placement class (meaning that students can take an exam at the end to claim university credits), and that while our teacher is still teaching art, all of her language teaching responsibilities have been taken over by a newly-hired language teacher who is half-Japanese and splits her time between teaching Japanese and English.

My wife and I spoke to the first two classes, comprised of first and second-year students. At the start of each class, we introduced ourselves in Japanese, and I then asked the kids to tell me what we had just said. They got tiny bits and pieces, like our names, but that was about it. Then they took turns struggling to introduce themselves in Japanese using simple fill-in-the-blank sentences (“namae wa ____ desu. shumi wa ____ desu.“) and then did some exercises in writing hiragana where they were struggling to recall the characters. Nobody knew how to assemble a basic sentence on their own. Keep in mind that this was during Golden Week, so the American school year was almost over.

The kids in these classes were quite varied in their backgrounds and motivations. There were more than a few self-proclaimed otaku who wanted to learn Japanese because of their interest in anime and video games. There were a few kids who chose Japanese because they were interested in street racing and liked the movie Tokyo Drift (no accounting for taste, I guess). One was pursuing a career as a graphic artist and wanted to live in Japan “because they are the leaders in graphic arts.” Another had grown up as an Air Force brat in Okinawa and wanted to learn more about the side of Japan he had missed as a child.

Both classes were full of energy but highly disorganized. As each kid got up to introduce themselves in Japanese, their peers wasted no time in heckling their mistakes, putting words in their mouth and generally vying for the class’s attention. The teacher could only maintain the flow of the class by shouting over the shouts of the kids. My wife, whose only familiarity with American high schools came from watching 90210, was both fascinated and horrified by the scene.

We then went down the hallway to the third-year section, which also contained a handful of fourth-year students studying for the AP exam. The students were silent as soon as the teacher called for order, and again my wife and I did our introductions. This time, the kids understood everything. They introduced themselves relatively flawlessly, and were then asked to write down a list of questions to ask us in Japanese. Their questions were grammatically well-constructed even though they were working “on the fly” in the middle of class, and when we answered them with descriptions of our working environments, our lifestyle in Tokyo and our traveling experiences, the students still understood nearly everything.

We were both amazed. Here was a room of kids who had never been to Japan, who were only a year or two ahead of the kids who were absolutely hopeless in Japanese, and yet they spoke Japanese nearly as well as I spoke it after a year in a Japanese high school.

What happened?

When we mentioned this to the teacher, she explained that two years of a foreign language are now required in order to graduate from Hallandale High. The result of this requirement is that first and second-year foreign language classes are filled with kids who have no particular want or need for a foreign language. Many don’t pay attention, and this distracts the other kids so much that they can’t effectively learn—even the otaku among those kids weren’t even minimally proficient. The third and fourth-year classes don’t have this problem; the only kids in them are the kids who really want to learn Japanese, and they study and practice it with each other like crazy.

Thinking back, this was also the case in my high school in Osaka. Everyone had to take lots of English classes in order to graduate, but almost none of them were really interested, and the few kids who actually were interested had no outlet for their energy. I have always rolled my eyes at the idea that Japanese people will speak better English if they just start earlier—not a chance. Japanese people speak better English when they want to, and when they are surrounded by people who want to. As long as English is simply treated as a universal requirement, everyone will study it and nobody will really learn it.

“Disunion” in the New York Times: “Noli Me Tangere”

Anyone who follows me on Twitter may know that I have been a huge fan of the New York Times online series “Disunion”, in which a number of historians take turns writing essays about the American Civil War in largely chronological order – laid out on a great interactive timeline that offers links to contemporary articles on one screen, and links to new essays by historians on a parallel screen.

On top of the generally high quality of the writing and the presentation of lesser known but fascinating anecdotes and characters, the real time nature of the project makes it particularly interesting. When reading history it is all too easy to skim over the happenings of months or years with no appreciation that people at the time experienced them with just as much ambiguity and complexity as we experience current events today.

I don’t know how many people are actually reading the whole thing, but I have just been taking a few hours to read through the entire archive and I must say that this would form the basis for an excellent Civil War curriculum in say, a high school AP or undergraduate US History course and I am sure that more than a few teachers will be using it.

While I don’t feel like just listing my favorite posts from the series, I must point out the proposal of New York City mayor Fernando Wood to secede along with the Southern States, but instead form an independent city-state with the peculiar name of “the Free City of Tri-Insula.”

Entries such as this profile of William Webb, a slave man and underground political activist, or this one on the slaves’ view of Abraham Lincoln are also a necessarily supplement to the admittedly excellent posts on the all-white statesmen and mostly-white soldiers.

As a photography enthusiast I also very much enjoyed this post on photography in the Civil War, in particular its very first photographer – George S. Cook – who took portraits of Major Robert Anderson and his men at Fort Sumter shortly before they were attacked. Cook’s two photos below, of Union ironclads firing on Fort Moultrie in South Carolina on September 8, 1863 are believed to be the world’s first photographs of combat. Perhaps most astonishingly of all, the pair of images seem to have been intended for viewing in 3D, with a stereopticon!   (There is also a slideshow of his work.)

But the single detail that jumped out at me the most is, oddly, the obverse of the banner for the “Wilcox True Blues,” a company in the Confederate military from Alabama.

Above you can see the front of the banner, which looks like it depicted some sort of giant, similar to the not-yet existent Statue of Liberty.

And here on the back you can see a snake curled amidst a flowering bush, and the slogan “Noli Mi Tangere.”

This appears to have been a variant on, and reference to, a proposed design for a Republic of Alabama flag during the brief period between the decision to secede and the formal creation of the Confederacy.

Students of European art history may be familiar with this phrase as the title of a painting by the Italian Renaissance artist Correggio. Those same art historians, or well-studied Catholics, may be familiar with the original source of the phrase, below as explained in Wikipedia.

Noli me tangere, meaning “don’t touch me” / “touch me not”, is the Latin version of words spoken, according to John 20:17, by Jesus to Mary Magdalene when she recognizes him after his resurrection.

The original phrase, Μή μου ἅπτου (mê mou haptou), in the Gospel of John, which was written in Greek, is better represented in translation as “cease holding on to me” or “stop clinging to me”.


Doing a quick search through books published before the Civil War shows that Noli me tangere was also the name of both a kind of skin disease sometimes associated with either lupus or cancer and a type of flowering plant. In 1719 it probably seemed common sense to name a skin disease “touch me not” and according to our 1802 botanical guide: “The elastic valves of the capsule, when ripe, curl up, and fly asunder on the slightest touch, whence the common name Touch me not.”

Before considering exactly why the slogan noli mi tangere was used on the battle standard of an Alabama military unit, a glance at the books cited above and the many dozens of other search results shows that the phrase was commonly known at the time as a phrase of Biblical origin, with the literal meaning of “touch me not” as well  as a number of metaphorical secondary meanings, such as for the names of diseases or plants.

Although the phrase was apparently common at the time, I would hazard a guess that it is very little known except among people familiar with the reference that made it so noteworthy to me. That is, as the title of the first of two novels by Jose Rizal, the national hero of the Philippines, whose publishing activities  – especially his two novels of social protest – helped inspire the 1890s revolution against Spanish colonial rule. Originally written in the Spanish language and published in Europe with the  Latin phrase Noli Me Tangere as its title, the 1887 novel came some time after the US Civil War and has no direct connection to it, but part of the symbolism of the title – “touch me not” – as an expression of defiance rings similar to its use on the Alabama flag.

Since “noli me tangere” or the English translation of “touch me not” refers to a number of plants that do grow wild in the American South I had wondered if the plant featured on the banner’s obverse might be one of them, but it is easy to verify that it is in fact a cotton plant. This is hardly a surprise, as slavery – and therefore the cotton economy – was the central reason for secession, a pillar of the state’s economy, and a cotton plant is still featured on the Standard of the Governor of Alabama (not the state flag).

The heritage of the snake, specifically a coiled rattlesnake,  is probably also obvious to most Americans. This is of course a reference to the Gadsen Flag, not well known by name (I must admit I was not familiar with this name) , but well known as a symbol of the 1776 American Revolution.

“The Gadsden Flag, 1776 – The uniquely American rattlesnake became a popular symbol in the American colonies and later for the young republic. When the American Revolution began, the rattlesnake appeared on money, uniforms and various military and naval flags. To provide a striking standard for the flagship of the first commodore of the American Navy, Christopher Gadsden, an American general and statesman from South Carolina, chose the rattlesnake for
his design.”

Perhaps even better known than the coiled rattlesnake image on the Gadsen Flag  is the segmented snake of Benjamin Franklin’s 1754 “Join or Die” cartoon, which the Gadsen was itself referencing. But it is the coiled rattlesnake motif that the Alabama secession flag employs, and “Noli me Tangere” or “touch me not” – is obviously a reference to “Don’t Tread On Me.”

The use of the phrase Noli Me Tangere by both Jose Rizal and the State of Alabama were in the service of protest, and a move towards revolution and self governance (although Rizal was not exactly a revolutionary he did help to inspire them.) But Rizal, whose anti-colonial novel was inspired by the anti-slavery propaganda novel Uncle Tom’s Cabin, and preached universal freedom. Alabamans, by contrast, used the phrase to propagandize for their own freedom, but in favor of slavery – an irony that would certainly have disgusted Rizal. One imagines that had he seen this flag, rather than interpreting the snake among the cotton as a symbol of the free agrarian Confederacy, but as the Satan of slavery lurking below King Cotton’s promise. And he might have even chosen a different title for his novel.

I conclude this post with the following two minute animation, an artistic illustration of the “right” for which the Confederacy fought.

[Update: I originally neglected to point out that the banner reads “noli mi tangere” rather than “noli me tangere,” which is simply a spelling error and of no significance that I can determine.]

Hiroshima bombing anniversary

Today, August 6, 2010, is the 65th anniversary of the atomic bombing of Hiroshima, significant for being the first visited by a delegation from the US, as well as by the UN Secretary General himself. There is no shortage of commentary out there, such as this short essay by Nobel-novelist Oe Kenzaburo, or the statement issued by the mayor of Hiroshima, but there are a couple of specific items I want to highlight.

Despite being one of the most famous incidents in all of human history, there is still a surprising amount of speculation, doubt, and conspiracy theorizing regarding the dropping of the atomic bombs over Hiroshima and Nagasaki. Foremost among these is Truman’s real motivation for ordering the bombing; did he really believe that it was the only way to end the war without hundreds of thousands, or millions more deaths, or did he believe that Japan was ready to surrender, but could not give up the chance to show off the awesome destructive power of the atom to the Soviets? I could of course investigate that question all day, but instead I want to briefly look at two other issues related to the morality of the bombing.

First of these is a fascinating, some might say disturbing, questionnaire given to over 250 Manhattan Project scientists in July, 1945, which was first published as “A Poll of Scientists at Chicago, July 1945,” in the Bulletin of the Atomic Scientists, February 1948, 44, p63. (Link thanks to i09.com)

The single question poll has been posted online as an interactive web-poll, but since it isn’t working properly for me I will post the actual text here.

Which of the following five procedures comes closest to your choice as to the way in which any new weapons that may develop should be used in the Japanese war:

  1. Use them in the manner that is from the military point of view most effective in bringing about prompt Japanese surrender at minimum human cost to our armed forces.

  2. Give a military demonstration in Japan to be followed by renewed opportunity for surrender before full use of the weapon is employed.

  3. Give an experimental demonstration in this country, with representatives of Japan present; followed by a new opportunity for surrender before full use of the weapon is employed.

  4. Withhold military use of the weapons, but make public experimental demonstration of their effectiveness.

  5. Maintain as secret as possible all developments of our new weapons and refrain from using them in this war.


Please read the full post at Ptak Science Books for far more details, including the results of the original poll, the online poll, and links to their long series of posts on the history of atomic weaponry.

Next we have the following article from the Asahi, one month ago.

Nara honors its Chinese scholar savior

A Chinese intellectual credited with saving historic Nara from annihilation in World War II is to be immortalized in bronze in the ancient Japanese capital.

Liang Sicheng (1901-1972), a renowned Chinese architectural historian who was born and spent his early childhood in Japan, is believed to have interceded with the U.S. military to protect the historic former capitals of Nara and Kyoto from the air raids that flattened many of Japan’s urban centers.

The statue was unveiled in Beijing in mid-June in the presence of representatives from Japan and China and is expected to be installed at the Nara Prefectural Cultural Hall by late October.

Liang was known for his efforts to protect China’s cultural treasures in areas occupied by Japan during the Japan-China war, producing a map, at the request of the U.S. authorities, of key sites in the country.

But he is also believed to have used his connections with U.S. officers to plead on behalf of Japan’s ancient capitals.

“He strived to protect cultural properties from war damage, not just those of his own country but those of an enemy,” said Luo Zhewen, a former senior official of the State Bureau of Cultural Relics.

Luo, 86, who worked with Liang on the China map, is an adviser to the China Social-Cultural Development Foundation, which has helped promote the statue idea.

He said the statue would have “great significance for China and Japan’s friendship.”

There are no written records to confirm Liang’s role in preventing the bombing of Kyoto and Nara. The story of his contribution appears to have originated with Su Bai, 87, a professor of archaeology at Peking University.

In 1947 or 1948, Su attended a lecture by Liang, who told him during a break about the map of cultural properties in China and his request to the U.S. forces to refrain from bombing Nara and Kyoto.

Su mentioned Liang’s comment to a Japanese researcher in the 1980s and the story began to spread.

Liang was born in Japan and lived there until age 11. His father was Liang Qichao, a well-known reformer during the late Qing Dynasty. After graduating from what is now Tsinghua University, Liang studied architectural history in the United States from 1924 to 1928.

He worked for wartime culture protection under the Chinese Nationalist government.

Lin Zhu, Liang’s second wife, said he told her about his request to the U.S. forces during the Cultural Revolution, when he became a target of student criticism.

“He loved Japan, where he spent his early childhood. He was so troubled by Japan’s invasion of China,” said Lin, 82.

Lin said her husband had kept his appeal on behalf of Nara and Kyoto secret because he feared his help for the wartime enemy might make him a target of criticism.

There are competing accounts of why the old capitals were avoided by U.S. bombers. Langdon Warner (1881-1955), an art historian at Harvard University and a mentor to Liang while he was at Harvard, is also credited with calling for the cities’ protection. The decision has been attributed by some to U.S. Secretary of War Henry Stimson.

Liang’s grandson, Liang Jian, 56, says, “I believe my grandfather wanted to protect cultural assets regardless of national borders. It is, however, a fact that no written records exist.”


As far as I’m concerned, that last line is the most important one. While I am willing to believe that Liang “wanted to preserve cultural assets” there is absolutely no reason whatsoever to think that he did, or that Doctor Langdon Warner – who is popularly, and falsely credited for having saved Kyoto despite his own denials – did so, rather than military and political considerations. The fact is that there is no real evidence to suggest that cultural asset preservation was a factor in the decision over where to drop the atom bombs, which is a topic that I plan to make a detailed post on some time in the future.

Really, at it’s core the myth that Kyoto, and perhaps Nara and other historical cities, were saved from the atom bomb due to a strong desire to preserve ancient relics is nothing but a feel-good story for both side. Now, it might sound crazy to some that any aspect of the bombings is a “feel-good story,” but I propose that it actually serves such a purpose for both the Americans and the Japanese. By believing the myth that our government and military was persuaded to significantly alter the bombing plan, we can believe that, even in the midst of a bloody and inhuman war, an appeal by a humble art historian led us to transcend immediate concerns of war between nations for the sake of the historical legacy of humanity as a whole. We can pretend that while on the one hand we possess such godlike power, we also have the humility to use it wisely, and by remembering how we spared history for the sake of a greater good, we can conveniently draw attention away from the decisions to kill hundreds of thousands.

Conversely, for the Japanese side to believe in this myth is to somewhat allay the wounds of defeat by appealing to national pride. After all, for an enemy so terrified and desperate to win that they would unleash the power of the sun itself to, in that very instant of apocalyptic destruction, to deliberately avoid incinerating Japan’s largest concentrations of sacred and historically significant sites can be nothing but a reflection of how truly significant those sites, that culture and history, must be. To believe so strongly in the power of Japanese culture to affect the enemy’s actions in such a moment creates a kind of victory in the face of defeat, much as the common (although, I stress, not universal) portrayal of the bombings as an event of passive victimhood similar to a natural disaster, with neither reason nor aggressor, creates a narrative in which all moral complexity is stripped away, the virtuous suffering, martyrdom, and survival of the victims are the only salient facts, allowing for a sort of moral victory in the face of defeat. The perpetuation of this historical myth may seem innocent to some, but it enables the avoidance of the grave moral and strategic issues that actually were in play, issues of both Japan’s war responsibility and American reasons for the use the atomic bomb (as raised in the survey above), and does a disservice to those who suffered and died.

And finally I leave you, without comment, the official North Korean statement on the anniversary of Hiroshima and its special mix of factual record and – let’s say – colorful political commentary, courtesy of their always entertaining KCNA news site.

Korean A-bomb Victims Have Bitter Grudge against US-Japan

Pyongyang, August 5 (KCNA)—Sixty-five years has elapsed since the United States dropped atomic bombs on Japanese cities of Hiroshima and Nagasaki on August 6 and 9, 1945, leaving hundreds of thousands of innocent people dead. The death toll is about 159,000 in Hiroshima and 73,000 in Nagasaki.

Among the victims of the nuclear holocaust, the first of its kind in human history, were foreigners and many of them were Koreans.

According to a non-governmental organization of south Korea, the total number of the Korean victims is about 70,000 and the death toll about 40,000. A civic organization of Japan made public that the Korean victims in Nagasaki alone total 21,384, 10,278 of them dead.

The figures show that the Koreans account for more than ten percent of all the victims.

Many Korean people, forcibly brought to Japan for slave labor, lost their lives due to the atomic bombs. Even survivors died later or are still suffering from their aftermath.

Some of the survivors have come back to the Democratic People’s Republic of Korea.

They have been harassed by mental sufferings as they have adversely affected their descendants in the second and third generations from the genetic point of view. They are closing their days with a deep-rooted rancor against the United States and Japan.

Nevertheless, Japan has refused to make any apology and compensation or render humanitarian assistance to them allegedly because it has no diplomatic ties with the DPRK. On the contrary, it is seeking nuclear armament with the backing of the United States.

Meanwhile, the United States, far from feeling guilty of having inflicted the unheard-of nuclear holocaust on humans, has stepped up nuclear war preparations near the Korean peninsula and in other regions of the world.

The Korean army and people are determined to decisively smash the nuclear war preparations of the U.S. imperialists, their sworn enemy, and foil the nuclear ambition of the Japanese reactionaries, who are going for reinvasion of Korea, servile with the United States.


I also have another blog post related to the Hiroshima bombing I plan to put up later, whereupon I will replace this note at the bottom with a link.

George Psalmanazar, the famous fraud of Formosa

One of the more entertaining characters I’ve run across in my studies of Taiwan is has been George Psalmanazar, one of the famous hoaxers of all time. Born around 1680, nothing factual is known about his early life, even his country place of birth, although he later claimed it to be somewhere in southern France, which was allegedly corroborated as likely by those who had heard his French dialect, while doubted by those who were familiar with his ability to impersonate such dialects.

Regardless of where he spent his early years, upon completion of his education Psalmanazar began traveling around Europe, attempting to scam his way to Rome by impersonating an Irish pilgrim. Upon realizing that Ireland was neither exotic enough to elicit much interest from potential marks nor far enough to be entirely unfamiliar, he began instead impersonating a rare pilgrim from the distant land of Japan, and later to the even more exotic and lesser-known island of Formosa, which we now usually call Taiwan.

His wild tales of alien customs and bizarre foreign lands were popular, and after a detour through Rotterdam he arrived in London in 1703, where he became a minor celebrity. Banking on his fame, in 1704  he published a book entitled An Historical and Geographical Description of Formosa, an Island subject to the Emperor of Japan. “Originally written in Latin by Psalmanazar, An Historical and Geographical Description of Formosa was translated into English and quickly went through two editions. A French translation appeared in Amsterdam in 1705 and interest in the book was high enough a decade later to prompt a German version, which was published in Frankfort in 1716. By this time, however, Psalamanazar’s fraud had been revealed in England and he lapsed into relative obscurity.”

This book provided a detailed description of the island of Formosa, including its history, geography, flora and fauna, religious customs, language, and so on. And virtually every single word of it was completely fictional. Psalamanazar knew all of this, he claimed, because he was himself a native of Formosa. Having been named after the great Formosan “Prophet Psalmanaazaar, who delivered the Law to the Formosans” as well as their writing, Psalamanazar was bringing knowledge of his exotic homeland to the credulous and curious people’s of Europe. In fact, not only had he never been to Formosa, or Asia at all, he knew nothing about it.

Although there were a handful of Jesuits who had been to the real Formosa, their denial of Psalamanazar’s fantastic claims were largely ignored due to the anti-Catholicism prevalent in England at that time. While it might seem absurd to us today that people would have believed such outlandish tales, consider how unreliable information on foreign lands was in the days before the photograph, the telegraph, and even regular long-distance trade to many regions. We may find it unbelievable that the English believed that a man with Western European features similar to their own could have been a native of the East Asian land of Formosa, but how many Londoners would have ever seen an Asian face themselves?

He not only created fanciful, entirely invented, accounts of Formosa all the while portraying himself as a native of that exotic island, but also invented a Formosan language, in what must have been one of the very, very few pre-Tolkien attempts at such an endeavor. Psalmanazar’s creation of a fictional Formosa was actually very Tolkien-esque, not merely in the way that it included a fictional language, but in the way that the development of the language was linked to the invented history. Although the fantasy island was named after the real island of Formosa, and the title of the book claimed that it was “an Island subject to”  the very real island of Japan, the descriptions of the customs, geography, history, and language of these real places was very nearly as invented as that of Rivendell or Gondor. Psalmanazar describes the language of Formosa as follows:

The Language of Formosa is the same with that of Japan, but with this difference that the Japannese do not pronounce some Letters gutturally as the Formosans do: And they pronounce the Auxiliary Verbs without that elevation and depression of the Voice which is used in Formosa. Thus, for instance, the Formosans pronounce the present Tense without any elevation or falling of the Voice, as Jerh Chato, ego amo; and the preterperfect they pronounce by raising the Voice, and the future Tense by falling it; but the preterimperfect, the plusquam perfectum, and patio poft futurum, they pronounce by adding the auxiliary Verb: Thus the Verb Jerh Chato, ego amo, in the preterimperfect Tense is Jervieye chato, Ego eram amass, or according to the Letter, Ego eram amo; in the preterperfect Tense it is Jerh Chato, and the Voice is raised in the pronunciation of the first Syllable, but falls in pronouncing the other two; and in the plusquam perfectum the auxiliary Verb viey is added, and the same elevation and falling of the Voice is obsery’d as in the preterit.

[...]

The Japan Language has three Genders; all sorts of Animals are either of the Masculine or Feminine Gender, and all inanimate Creatures are of the Neuter: But the Gender is only known by the Articles, e.g. oi hic, ey hoec, and ay hoc; but in the Plural number all the three Articles are alike.

[...]

TheJapannese wrote formerly in a sort of Characters most like those of the Chineses; but since they have held correspondence with the Formosans, they have generally made use of their way of writing, as more easy and more beautiful; insomuch that there are few now in Japan who understand the Chinese Characters.


Anyone with even the scantest knowledge of Japanese will instantly realize the absurdity of every word quoted above. In fact, the Formosan languages of his time (before it was extensively colonized by China) were the Austronesian languages still spoken by Taiwan’s aboriginal peoples today, which have no relationship with Japanese.

He also provided a more significant sample of his Formosan language, amusingly in the form of a translation of the Lord’s Prayer. Here are the first five lines.

Lord’s Prayer
Koriakia Vomera

OUR Father who in Heaven art, Hallowed be
Amy Pornio dan chin Ornio vicy, Gnayjorhe

thy Name, Come thy Kingdom, Be done thy Will
sai Lory, Eyfodere sai Bagalin, jorhe sai domion

as in Heaven, also in Earth so, Our bread
apo chin Ornio, kay chin Badi eyen, Amy khatsada

daily give us today, and forgive us
nadakchion toye ant nadayi, kay Radonaye ant

our trespasses, as we forgive our trespassers.
amy Sochin, apo ant radonern amy Sochiakhin.


(A longer excerpt of the chapter on language, including the full Lord’s Prayer, can be found online here.)

To get an idea of how famous Psalmanazar actually was in his time, consider that he was referenced very prominently in Jonathan Swift’s famous satirical essay A Modest Proposal, in which Swift uses him (albeit spelled a bit differently, perhaps due to imperfect memory and a lack of handy reference) as part of his case for the encouragement of cannibalism.

But in order to justify my friend, he confessed, that this expedient was put into his head by the famous Salmanaazor, a native of the island Formosa, who came from thence to London, above twenty years ago, and in conversation told my friend, that in his country, when any young person happened to be put to death, the executioner sold the carcass to persons of quality, as a prime dainty; and that, in his time, the body of a plump girl of fifteen, who was crucified for an attempt to poison the Emperor, was sold to his imperial majesty’s prime minister of state, and other great mandarins of the court in joints from the gibbet, at four hundred crowns. Neither indeed can I deny, that if the same use were made of several plump young girls in this town, who without one single groat to their fortunes, cannot stir abroad without a chair, and appear at a play-house and assemblies in foreign fineries which they never will pay for; the kingdom would not be the worse.

The fact that must be remembered here is that not only was George Psalmanazar a famous public figure in Swift’s time, but that by the year in which A Modest Proposal was published, 1729,  Psalmanazar’s account of Formosa was already been widely known as a fraud, the author having had confessed as much in 1707. While Swift’s essay is still widely read, virtually no modern readers will have any clue to what he is referring in this paragraph, and even fewer will realize that much of the basis for the humor in this section is due to the fact that the essayist is attempting to prove his case by referring to a a source that, at the time of publication, would have been recognized by Swift’s audience as not merely fraudulent, but famously and comically so.

Following the end of his career as a hoaxer, Psalmanazar used his celebrity to start a career as a legitimate writer, producing such works as The general history of printing: from its first invention in the city of Mentz, to its first progress and propagation thro’ the most celebrated cities in Europe. Particularly, its introduction, rise and progress here in England. The character of the most celebrated printers, from the first inventors of the art to the years 1520 and 1550: with an account of their works, and of the most considerable improvements which they made to it during that interval, published in 1732. As a now-respectable man of letters, he became friends with such luminaries as Samuel Johnson.

Although he revealed his fraud as early as 1707, details were not revealed until the year after his death. Naturally, this was in the form of a book, which is wonderfully entitled: MEMOIRS OF ****. Commonly known by the Name of George Psalmanazar; A Reputed Native of Formosa. Written by himself, In order to be published after his Death: Containing An Account of his Education, Travels, Adventures, Connections, Literary Productions, and pretended Conversion from Heathenism to Christianity; which last proved the Occasion of his being brought over into this Kingdom, and passing for a Proselyte, and a member of the Church of England.

The one thing that he never revealed, even in his posthumous memoir, was his real name. As far as I know, no details of his early life have ever been verified.

The table of contents, as well as some all too brief excerpts of Psalmanazar’s first book, An Historical and Geographical Description of Formosa, can be found here, but until earlier this year it was very difficult to get one’s hands on a copy of the English version of the book, at least outside of certain libraries. Although it was published in Taiwan a couple of years ago, that was a Chinese translation, which even if I could read well would hardly be as entertaining. Original copies are very expensive, with the English first edition going for US$1426 on a rare book site, and the French version selling at an even less accessible $1900! Copies of his memoir go for a technically more affordable, yet still entirely unaffordable $600 or so.

Luckily, not only has an affordable reprint edition of both his Description of Formosa and his Memoirs (as well as some others) are available for purchase online. However, even better, just the other day I managed to locate a scanned electronic edition of both books, freely available in an archive of the British Library. As the online version only seems to be accessible from licensed institutions, such as libraries and universities, I am providing both of them for download as PDFs. Since their PDF creator can only generate files up to 250 pages in length, both of them have been split into two files. Scans of 300 year old books, these files are as public domain as they get. Feel free to spread them far and wide.

George Psalmanazar: Description of Formosa: Part I

George Psalmanazar: Description of Formosa: Part II

George Psalmanazar: Memoirs of ****: Part I

George Psalmanazar: Memoirs of ****: Part II

Update [August 5]: I regret that I forgot one very important detail from this when I first published it yesterday. While Jonathan Swift may be the most significant literary reference to Psalmanazar’s imaginary Formosa, it is not the only one. Many readers may be familiar with Alan Moore and Kevin O’Neill’s wonderful comic book series The League of Extraordinary Gentlemen (and hopefully not the abysmal film based on it), in which they spin a version of our world in which every fantastic story, character, and geography is integrated into a single tapestry. While the story proper is mainly told in the form of comic book panels, Volume Two (for sale here, and highly recommended) contains, in the form of  a lengthy appendix, a sort of gazetteer of this fantastic geography, which contains the following text.

We passed east of Zipang, or of Japan as it is these days called, and went south by way of Formosa, which possesses of its coast another smaller island of the same name, where the women and the men go naked save for plaques of gold and silver.

Zipang is in fact one spelling of the Shanghaiese reading of “Japan,” formerly used by some Europeans and thought to be the origin for the modern spelling. Moore here is obviously referencing Psalmanazar’s Formosa, as we can see from page 225 of the Description (first page of PDF Part II). By describing this Formosa as “another smaller island of the same name”, Moore is cleverly leaving room on the map for both the real and fantasy Formosa.
The great difference between the Japannese and Formosans, consists in this, that the Jappanese wear 2 or 3 Coats, which they tye about with a Girdle; but the Formosans have only one Coat, and use no Girlde. They walk with the Breast open, and cover their Privy parts with a Plate tied about them made of Brass, Gold, or Silver.

Incidentally, Moore’s reference to Formosa is located just above a large illustration of Laputa – which readers may remember from either the eponymous Miyazaki Hayao film, or its original source: Gulliver’s Travels, by Jonathan Swift. When one considers that Swift was clearly a fan of Psalmanazar’s imaginary geography, it actually seems quite reasonable to wonder if perhaps the Description of Formosa was an influence on Gulliver’s Travels, which as a chronicle of fantastic geography has some undeniable similarities.

English necessary for today’s Japanese workers?


There has been some debate recently over the state of English in Japan.

Most notably, Rakuten President Hiroshi Mikitani has announced that all his employees must be able to conduct daily business in English by 2012… or else. Rakuten has made several international deals lately, including the purchase of major Ebay seller Buy.com and the deal to set up a Chinese online retailing site with Chinese search engine Baidu. Also, Fast Retailing, operator of Uniqlo discount clothing stores, has mandated that all meetings with at least one native English speaker be conducted in English.

In reaction, the Nikkei has printed an editorial about the role it thinks English plays in the development of corporate Japan. Relevant excerpts follow:

Japanese have no choice but to adopt English to take advantage their overseas employees’ knowledge and personal connections.

While companies must enhance their employees English-language training, lawmakers and educators should understand that English has become more important than ever for Japan Inc.

English education in Japan has been criticized for being skewed toward reading comprehension. Although teaching methods have gradually improved, due in part to the increased use of native English speakers as teachers, but other countries show how far Japan still has to go.

It is also important to provide support for people who study English while working.

People’s basic skills English should be improved, but of course that doesn’t mean all Japanese must be fluent in the language.

Japan needs a national strategy that defines who needs English and how fluent they should be.


Personally, I feel bad for the Rakuten employees who are going to be forced to uncomfortably and unnecessarily speak English to each other in daily activities, even though I see the point Mikitani is trying to make. If doing business overseas requires English, then why not demand that all your employees speak that language? All the same, I am sure he will realize eventually that Japanese education has dismally failed most of his workers. As a practical matter, most Japanese people cannot speak English at an acceptable business level. Unless the Japanese education system can deliver, it won’t be practical to simply command Japanese employees to speak the language.

Coverage of Yoshida-ryo piece on CNNGo

Reaction to my recent CNNGo photo/article feature about Kyoto University’s famous Yoshida Dormitory has been very positive. I want to thank whoever it was that submitted it to Boingboing, who kindly linked to it as they have several Mutantfrog posts in past years. I also want to especially thank frequent MF commenter KokuRyu, who posted a link to the piece on MetaFilter, where there have been some pretty interesting comments from people who seem to have experience in other cooperative/squat type housing, making some comparisons between them and Yoshida-ryo.

I am also planning on doing a follow-up piece sometime, discussing a little bit more about the history of Yoshida-ryo and the other self-administered dorms at Kyoto University, as well as some of the  “self run” (自治) student activity areas in the university, and the relationship between Yoshida-ryo and the various squatting protests that have occurred on campus over the years, such as the Ishigaki Cafe and the currently still ongoing Kubikubi Cafe. Since CNNGo would not really be an appropriate venue for this sort of piece, I’m hoping readers can suggest or introduce someplace that might be interested!

Japan Times on Geos collapse – read Adamu’s UNCUT commentary

Richard Smart writing for the Japan Times has an article looking at the Geos meltdown in detail. I am quoted with my take on how Geos handled its demise and the outlook for eikaiwa employment.

Adam Richards, a 28-year-old translator and writer on Japan at the Web site and travelogue Mutant Frog, argues that the G.communication takeover has in some ways made the best of a bad situation.

“Geos seems to have done relatively well by students and teachers by finding a backer before announcing the bankruptcy,” he says. “That said, Nova’s messy bankruptcy was such a nightmare Geos can’t help but look better by comparison.”
...
Japan Economy News’ Worsley agrees that the eikaiwa schools need to change to survive.

“The industry itself will continue to shrink as does the population and number of younger people in Japan. In order to avoid disappearing, language school operators are going to have to embrace new technologies, diversify their products and services, and appeal to new market segments,” he says.

This, argues Richards of Mutant Frog, is likely to lead to worse conditions for newcomers to Japan.

“It really looks like the era of easy employment is over, though it seems like there are still opportunities out there,” he says.


In the interest of context, here is what I commented to Richard in response to his questions:

I obviously don’t know exactly what happened, but a multitude of factors have conspired against the eikaiwa industry – cutbacks in consumer spending, corporate belt-tightening, cuts to government subsidies, and tighter regulation are the big ones. It seems like Geos was unable to shrink down to size fast enough to adapt to the changing environment. Geos adopted a somewhat similar strategy to Nova – grow large and bring in lots of new students. Then, in April 2006 a Supreme Court decision led to a swift change in the regulatory environment – eikaiwa schools suddenly had to set up sensible refund policies (and in Nova’s case front a flood of refund requests), and this made the economics of a large chain less attractive. Geos apparently weathered the change relatively well, but once Nova failed so spectacularly it did serious damage to the reputation of eikaiwa as a service. This, combined with the economic downturn starting in 2007, probably did Geos in as their sources of cash dried up.

It really looks like the era of easy employment is over, though it seems like there are still opportunities out there. Berlitz and ECC seem to be hiring. Generally, I would recommend applying for JET or even teaching English in a different country, but if you have your heart set on working in Japan and don’t mind the salary levels, then why not?

There is a danger the Geos bankruptcy will continue the downward spiral that Nova set in motion. When there is a bankruptcy, you inevitably have students with contracts that are either broken or not satisfactorily fulfilled, and you have teachers who find themselves either out of a job and possibly unpaid or thrust into the arms of new management that may treat them differently. The general dissatisfaction gets reported in the media and spread by word of mouth, fueling the perception that eikaiwa is a scam or otherwise not worth the trouble. However, Geos seems to have done relatively well by students and teachers by finding a backer before announcing the bankruptcy. That said, Nova’s messy bankruptcy was such a nightmare Geos can’t help but look better by comparison.

Japanese people want to learn English as much as they ever did. All are required to study it in school but most never come within a mile of fluency. They spend their childhoods being fed the idea that speaking English is the key to success yet they never get there! So as long as the public education system keeps creating this demand, I think there will always be supplemental learning options like eikaiwa.