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“writing” we mean the use of effective, respectable techniques, not gimmicks
(such as the notorious note a politician scribbled in the margin of the text of
his speech: “Argument weak; shout here”). For a delightfully wry account of
the use of gimmicks, we recommend that you consult “The Art of
Controversy” in The Will to Live by the nineteenth-century German
philosopher Arthur Schopenhauer. Schopenhauer reminds readers that a
Greek or Latin quotation (however irrelevant) can be impressive to the
uninformed and that one can knock down almost any proposition by loftily
saying, “That’s all very well in theory, but it won’t do in practice.”
We offer lots of advice about how to set forth an argument, but we do not
offer instruction in one-upmanship. Rather, we discuss responsible ways of
arguing persuasively. We know, however, that before one can write a
persuasive argument, one must clarify one’s own ideas — a process that
includes arguing with oneself — to find out what one really thinks about a
problem. Therefore, we devote Chapter 1 to critical thinking; Chapters 2, 3,
and 4 to critical reading (Chapter 4 is about reading images); and Chapters 5,
6, and 7 to critical writing.
Parts One and Two together contain thirty readings (seven are student
papers) for analysis and discussion. Some of these essays originated as op-ed
newspaper pieces, and we reprint some of the letters to the editor that they
generated, so students can easily see several sides to a given issue. In this way
students can, in their own responses, join the conversation, so to speak. (We
have found, by the way, that using the format of a letter helps students to
frame their ideas, and therefore in later chapters we occasionally suggest
writing assignments in the form of a letter to the editor.)
All of the essays in the book are accompanied by a list of Topics for
Critical Thinking and Writing.1 This is not surprising, given the emphasis we
place on asking questions in order to come up with ideas for writing. Among
the chief questions that writers should ask, we suggest, are “What is X?” and
“What is the value of X?” (pp. 226–27). By asking such questions — for
instance (to look only at these two types of questions), “Is the fetus a person?”
or “Is Arthur Miller a better playwright than Tennessee Williams?” — a
writer probably will find ideas coming, at least after a few moments of head
scratching. The device of developing an argument by identifying issues is, of
course, nothing new. Indeed, it goes back to an ancient method of argument
used by classical rhetoricians, who identified a stasis (an issue) and then
asked questions about it: Did X do such and such? If so, was the action bad? If
bad, how bad? (Finding an issue or stasis — a position where one stands —
by asking questions is discussed in Chapter 6.)
 In keeping with our emphasis on writing as well as reading, we raise
issues not only of what can roughly be called the “content” of the essays but
also of what can (equally roughly) be called the “style” — that is, the ways in
which the arguments are set forth. Content and style, of course, cannot finally
be kept apart. As Cardinal Newman said, “Thought and meaning are
inseparable from each other… . Style is thinking out into language.” In our
Topics for Critical Thinking and Writing, we sometimes ask the student
to evaluate the effectiveness of an essay’s opening paragraph,
to explain a shift in tone from one paragraph to the next, or
to characterize the persona of the author as revealed in the whole
essay.
In short, the book is not designed as an introduction to some powerful ideas
(though in fact it is that, too); it is designed as an aid to writing thoughtful,
effective arguments on important political, social, scientific, ethical, legal, and
religious issues.
The essays reprinted in this book also illustrate different styles of
argument that arise, at least in part, from the different disciplinary
backgrounds of the various authors. Essays by journalists, lawyers, judges,
social scientists, policy analysts, philosophers, critics, activists, and other
writers — including first-year undergraduates — will be found in these pages.
The authors develop and present their views in arguments that have
distinctive features reflecting their special training and concerns. The
differences in argumentative styles found in these essays foreshadow the
differences students will encounter in the readings assigned in many of their
other courses.
Parts One and Two, then, offer a preliminary (but we hope substantial)
discussion of such topics as
identifying assumptions;
getting ideas by means of invention strategies;
finding, evaluating, and citing printed and electronic sources;
interpreting visual sources;
evaluating kinds of evidence; and
organizing material as well as an introduction to some ways of
thinking.
Part Three: Further Views on Argument consists of Chapters 8 through 12.
 Chapter 8, A Philosopher’s View: The Toulmin Model, is a summary
of the philosopher Stephen Toulmin’s method for analyzing
arguments, covering claims, grounds, warrants, backing, modal
qualifiers, and rebuttals. This summary will assist those who wish to
apply Toulmin’s methods to the readings in our book.
Chapter 9, A Logician’s View: Deduction, Induction, Fallacies, offers
a more rigorous analysis of these topics than is usually found in
composition courses and reexamines from a logician’s point of view
material already treated briefly in Chapter 3.
Chapter 10, A Psychologist’s View: Rogerian Argument, with an essay
by psychotherapist Carl R. Rogers and an essay by a student,
complements the discussion of audience, organization, and tone in
Chapter 6.
Chapter 11, A Literary Critic’s View: Arguing about Literature, should
help students to see the things literary critics argue about and how they
argue. Students can apply what they learn not only to the literary
readings that appear in the chapter (poems by Robert Frost and
Andrew Marvell and a story by Kate Chopin) but also to the readings
that appear in Part Six, Enduring Questions: Essays, a Story, Poems,
and a Play. Finally, Part Three concludes with
Chapter 12, A Debater’s View: Individual Oral Presentations and
Debate, which introduces students to standard presentation strategies
and debate format.

THE ANTHOLOGY

Part Four: Current Issues: Occasions for Debate (Chapters 13–18) begins with
some comments on binary, or pro-con, thinking. It then gives a Checklist for
Analyzing a Debate and reprints five pairs of arguments — on student loan
debt (should it be forgiven?), using technology in the classroom (is it a boon
or a distraction?), the local food movement (is it a better way to eat?),
childhood and parenting (what’s best for kids?), genetic modification of
human beings, and mandatory military service (should it be required?). Here,
as elsewhere in the book, many of the selections (drawn from popular journals
and newspapers) are short — scarcely longer than the 500-word essays that
students are often asked to write. Thus, students can easily study the methods
the writers use, as well as the issues themselves.
 Part Five: Current Issues: Casebooks (Chapters 19–25) presents seven
chapters on issues discussed by several writers. For example, the first
casebook concerns the nature and purpose of a college education: Should
students focus their studies in STEM fields in the hopes of securing a more
stable future and contributing to the economy, or should college be a place
where students learn empathy, citizenship, and critical thinking — attributes
often instilled by the humanities?
Part Six: Enduring Questions: Essays, a Story, Poems, and a Play
(Chapters 26–28) extends the arguments to three topics: Chapter 26, What Is
the Ideal Society? (the voices here range from Thomas More, Thomas
Jefferson, and Martin Luther King Jr. to literary figures W. H. Auden, Walt
Whitman, and Ursula K. Le Guin); Chapter 27, How Free Is the Will of the
Individual within Society? (authors in this chapter include Plato, Susan
Glaspell, and George Orwell); and Chapter 28, What Is Happiness? (among
the nine selections in this chapter are writings by Epictetus, C. S. Lewis, and
the Dalai Lama).

What’s New in the Eleventh Edition

This eleventh edition brings highly significant changes. The authors of the
previous ten editions established a firm foundation for the book: Hugo Bedau,
professor of philosophy, brought analytical rigor to the instruction in
argumentation. and Sylvan Barnet, professor of English, contributed expertise
in writing instruction. They have now turned the project over to John O’Hara,
professor of critical thinking, to contribute a third dimension, augmenting and
enriching the material on critical thinking throughout, especially in the early
chapters. Other changes have been made to ensure practical instruction and
current topics.
Fresh and timely new readings. Thirty-seven of the essays (about one-
third of the total) are new, as are topics such as genetically engineered foods,
protection of religious rights in prison, marijuana regulation, technology’s
place in classrooms, social media’s effect on “real life,” over- and under-
parenting, American exceptionalism, police violence against minorities, and
the widespread jailing of U.S. citizens.
New debates and casebook topics. New debates include Technology in
the Classroom: Useful or Distracting?, The Current State of Childhood: Is
“Helicopter Parenting” or “Free-Range Childhood” Better for Kids?, and
Mandatory Military Service: Should It Be Required? New casebooks —
which were developed based on feedback from users of the text — include
Race and Police Violence: How Do We Solve the Problem?, Online Versus
IRL: How Has Social Networking Changed How We Relate to One Another?,
The Carceral State: Why Are So Many Americans in Jail?, and American
Exceptionalism: How Should the United States Teach about Its Past?
A vibrant new design. A new full-color layout makes the book more
engaging and easier for students to navigate, and an expanded trim size allows
more space for students to annotate and take notes. Over fifty new visuals,
including ads, cartoons, photographs, and Web pages, provide occasions for
critical inquiry.
Expanded coverage of critical thinking in Part One. Part One has been
heavily revised to help better show students how effective reading, analysis,
and writing all begin with critical thinking. Enhancements include an
expanded vocabulary for critical thinking, instruction on writing critical
summaries, guidance on confronting unfamiliar issues in reading and writing,
new strategies for generating essay topics, and extended critical reading
approaches.
New “Thinking Critically” activities. Throughout the text, new
interactive exercises test students’ ability to apply critical thinking, reading,
and writing concepts. Students can also complete these exercises online in
LaunchPad.
Expanded discussion of developing thesis statements in Chapter 6.
This updated section helps better illustrate for students what the difference is
between taking a truly critical position versus resting on their laurels in
argumentative essays.
Updated coverage of visual rhetoric in Chapter 4. The “Visual
Rhetoric” chapter has been expanded to include discussion of how to analyze
images rhetorically, including how to recognize and resist the meanings of
images, how to identify visual emotional appeals, and what the difference is
exactly between seeing passively and truly looking critically.
LaunchPad for Current Issues and Enduring Questions. This edition of
Current Issues includes access to LaunchPad — an interactive platform that
brings together the resources students need to prepare for class, working with
the textbook. Features include interactive questions and exercises and quizzes
on all of the readings and instructional content, allowing instructors to quickly
get a sense of what students understand and what they need help with. You
and your students can access LaunchPad at
macmillanhighered.com/barnetbedauohara. Students receive access
automatically with the purchase of a new book. Students can purchase
standalone access at macmillanhighered.com/barnetbedauohara. To get
instructor access, register as an instructor at this site.

Acknowledgments
Finally, the authors would like to thank those who have strengthened this
book by their comments and advice on the eleventh edition: Heidi Ajrami,
Victoria College; Rick Alley, Tidewater Community College; Kristen
Bennett, Wentworth Institute of Technology; David Bordelon, Ocean County
College; Linda Borla, Cypress College; Chris Brincefield, Forsyth Technical
Community College; Erin Carroll, Ocean County College; Tamy Chapman,
Saddleback College; Donald Carreira Ching, Leeward Community College;
Jeanne Cosmos, Mass Bay Community College; Marlene Cousens, Yakima
Community College; Christie Diep, Cypress College; Sarah Fedirka,
University of Findlay; Mary Ellen Gleason, Paul D. Camp Community
College; Michael Guista, Allan Hancock College; Anthony Halderman, Allan
Hancock College; Tony Howard, Collin College; Tariq Jawhar, Tidewater
Community College; Patrick Johnson, Northwest Iowa Community College;
Amy Jurrens, Northwest Iowa Community College; Fay Lee, Lone Star
College CyFair; James McFadden, Buena Vista University; Patricia Mensch,
Bellevue College; Cornelia Moore, Victor Valley College; Sylvia Newman,
Weber State University; Robert Piluso, Chaffey College; Jenni Runte,
Metropolitan State University; Anne Spollen, Ocean County College;
Rosanna Walker, College of the Desert; Ronald Tulley, University of Findlay;
Steve Yarborough, Bellevue College; and our anonymous reviewers from San
Joaquin Delta College, University of South Alabama, and Worcester State
University. We would also like to thank Kalina Ingham, Elaine Kosta, Martha
Friedman, Angela Boehler, and Jen Simmons, who adeptly managed art
research and text permissions.
We are also deeply indebted to the people at Bedford/St. Martin’s,
especially to our editor, Alicia Young, who is wise, patient, supportive, and
unfailingly helpful. Steve Scipione, Maura Shea, John Sullivan, and Adam
Whitehurst, our editors for all of the preceding editions, have left a lasting
impression on us and on the book; without their work on the first ten editions,
there probably would not be an eleventh. Others at Bedford/St. Martin’s to
whom we are deeply indebted include Edwin Hill, Leasa Burton, Karen
Henry, Joy Fisher Williams, Jennifer Prince, Elise Kaiser, and Jessica Gould,
all of whom have offered countless valuable (and invaluable) suggestions.
Intelligent, informed, firm yet courteous, persuasive — all of these folks
know how to think and how to argue.

Get the Most Out of Your Course with Current Issues and
Enduring Questions
Bedford/St. Martin’s offers resources and format choices that help you and
your students get even more out of your book and course. To learn more about
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LAUNCHPAD FOR CURRENT ISSUES AND ENDURING QUESTIONS : WHERE

STUDENTS LEARN

LaunchPad provides engaging content and new ways to get the most out of
your book. Get an interactive e-book combined with useful, highly relevant
materials in a fully customizable course space; then assign and mix our
resources with yours.
Auto-graded reading quizzes, comprehension quizzes on argument
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Pre-built units — including readings, videos, quizzes, discussion
groups, and more — are easy to adapt and assign by adding your
own materials and mixing them with our high-quality multimedia
content and ready-made assessment options, such as LearningCurve
adaptive quizzing. LearningCurve now includes argument modules
focusing on topic, purpose, and audience, arguable claims, reasoning
and logical fallacies, and persuasive appeals (logos, pathos, and
ethos).
LaunchPad also provides access to a Gradebook that provides a clear
window on the performance of your whole class, individual students,
and even results of individual assignments.
A streamlined interface helps students focus on what’s due, and
social commenting tools let them engage, make connections, and learn
from each other. Use LaunchPad on its own or integrate it with your
 school’s learning management system so that your class is always on
the same page.
To get the most out of your book, order LaunchPad for Current Issues and
Enduring Questions packaged with the print book. (LaunchPad for Current
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Brief Contents
Preface

PART ONE CRITICAL THINKING AND

READING
1 Critical Thinking
2 Critical Reading: Getting Started
3 Critical Reading: Getting Deeper into Arguments
4 Visual Rhetoric: Thinking about Images as Arguments

PART TWO CRITICAL WRITING

5 Writing an Analysis of an Argument
6 Developing an Argument of Your Own
7 Using Sources

PART THREE FURTHER VIEWS ON

ARGUMENT
8 A Philosopher’s View: The Toulmin Model
9 A Logician’s View: Deduction, Induction, Fallacies
10 A Psychologist’s View: Rogerian Argument
11 A Literary Critic’s View: Arguing about Literature
12 A Debater’s View: Individual Oral Presentations and Debate

PART FOUR CURRENT ISSUES: OCCASIONS

FOR DEBATE
13 Student Loans: Should Some Indebtedness Be Forgiven?
14 Technology in the Classroom: Useful or Distracting?
15 The Local Food Movement: Is It a Better Way to Eat?
16 The Current State of Childhood: Is “Helicopter Parenting” or “Free-
Range Childhood” Better for Kids?
17 Genetic Modification of Human Beings: Is It Acceptable?
18 Mandatory Military Service: Should It Be Required?

PART FIVE CURRENT ISSUES: CASEBOOKS

19 A College Education: What Is Its Purpose?
20 Race and Police Violence: How Do We Solve the Problem?
21 Junk Food: Should the Government Regulate Our Intake?
22 Online Versus IRL: How Has Social Networking Changed How We
Relate to One Another?
23 Immigration: What Is to Be Done?
24 The Carceral State: Why Are So Many Americans in Jail?
25 American Exceptionalism: How Should the United States Teach about
Its Past?

PART SIX ENDURING QUESTIONS: ESSAYS,

A STORY, POEMS, AND A PLAY
26 What Is the Ideal Society?
27 How Free Is the Will of the Individual within Society?
28 What Is Happiness?
Index of Authors and Titles
Index of Terms
Contents
Preface

PART ONE CRITICAL THINKING AND

READING
1 CRITICAL THINKING
Thinking Through an Issue: Gay Marriage Licenses
On Flying Spaghetti Monsters: Analyzing and Evaluating from
Multiple Perspectives
Critical Thinking at Work: From Jottings to a Short Essay
A Student’s Essay, Developed from a Cluster and a List
Stirred and Strained: Pastafarians Should Be Allowed to Practice
in Prison (Student Essay)
The Essay Analyzed
Generating Ideas: Writing as a Way of Thinking
Confronting Unfamiliar Issues
Topics
NINA FEDOROFF,
The Genetically Engineered Salmon Is a Boon for
Consumers and Sustainability
The Evan Pugh professor emerita at Penn State University argues in
favor of GMO foods, citing AquaBounty’s genetically modified
salmon as “tak[ing] pressure off wild salmon and mak[ing] salmon
farming more sustainable.”
THINKING CRITICALLY: GENERATING TOPICS
A CHECKLIST FOR CRITICAL THINKING

A Short Essay Calling for Critical Thinking

LYNN STUART PARRAMORE, Fitbits for Bosses
 The author warns against the “brave new world of workplace
biosurveillance.”
Overall View of the Essay
Examining Assumptions
A CHECKLIST FOR EXAMINING ASSUMPTIONS

JENA McGREGOR, Military Women in Combat: Why Making It

Official Matters
“Ending the restrictions [will give] the military the best pool of talent
possible and the most diverse viewpoints for leading it.”

2 CRITICAL READING: GETTING STARTED

Active Reading
Previewing
A Short Essay for Previewing Practice
SANJAY GUPTA, Why I Changed My Mind on Weed
“I had steadily reviewed the scientific literature on medical marijuana
from the United States and thought it was fairly unimpressive… .
Well, I am here to apologize.”
THINKING CRITICALLY: PREVIEWING

Reading with a Careful Eye: Underlining, Highlighting, Annotating

“This; Therefore, That”
Defining Terms and Concepts
THINKING CRITICALLY: DEFINING TERMS AND CONCEPTS

Summarizing and Paraphrasing

Paraphrase, Patchwriting, and Plagiarism
A CHECKLIST FOR A PARAPHRASE

Strategies for Summarizing

Critical Summary
SUSAN JACOBY, A First Amendment Junkie
A feminist argues against those feminists who seek to ban
pornography.
 Summarizing Jacoby
A CHECKLIST FOR GETTING STARTED

Essays for Analysis

ZACHARY SHEMTOB AND DAVID LAT, Executions Should Be Televised
The authors argue that “a democracy demands a citizenry as informed
as possible about the costs and benefits of society’s ultimate
punishment.”
GWEN WILDE, Why the Pledge of Allegiance Should Be Revised
(Student Essay)
A student concludes that “those who wish to exercise religion are
indeed free to do so, but the place to do so is not in a pledge that is
required of all schoolchildren and of all new citizens.”
A Casebook for Critical Reading: Should Some Kinds of Speech Be
Censored?
SUSAN BROWNMILLER, Let’s Put Pornography Back in the Closet
The founder of Women against Pornography argues that
“contemporary community standards” should be decisive.
CHARLES R. LAWRENCE III, On Racist Speech
“Whenever we decide that racist speech must be tolerated because of
the importance of maintaining societal tolerance for all unpopular
speech, we are asking blacks and other subordinated groups to bear
the burden for the good of all.”
DEREK BOK, Protecting Freedom of Expression on the Campus
Prompted by the display of Confederate flags hung from the window
of a Harvard dormitory, the president of Harvard says that students
have the right to display the flags, but he expresses his “regret” and
suggests that students who are offended by the flags should simply
“ignore them.”
THINKING FURTHER: FREEDOM OF EXPRESSION AND SOCIAL MEDIA

3 CRITICAL READING: GETTING DEEPER INTO ARGUMENTS

Persuasion, Argument, Dispute
THINKING CRITICALLY: ESTABLISHING TRUSTWORTHINESS AND CREDIBILITY
Reason versus Rationalization
Some Procedures in Argument
Definition
THINKING CRITICALLY: GIVING DEFINITIONS

Assumptions
Premises and Syllogisms
Deduction
Sound Arguments
Induction
Evidence: Experimentation, Examples, Authoritative Testimony,
Statistics
A CHECKLIST FOR EVALUATING STATISTICAL EVIDENCE

Nonrational Appeals
Satire, Irony, Sarcasm, Humor
Emotional Appeals
Does All Writing Contain Arguments?
A CHECKLIST FOR ANALYZING AN ARGUMENT

An Example: An Argument and a Look at the Writer’s Strategies

GEORGE F. WILL, Being Green at Ben and Jerry’s
Statistics and humor are among the tools this essayist uses in arguing
on behalf of drilling for oil in the Arctic National Wildlife Refuge.
George F. Will’s Strategies
Arguments for Analysis
STANLEY FISH, When “Identity Politics” Is Rational
“Is it so irrational and retrograde to base one’s vote on the gender or
race or religion or ethnicity of a candidate? Not necessarily.”
GLORIA JIMÉNEZ, Against the Odds, and against the Common Good
(Student Essay)
A student analyzes the arguments for state-run lotteries and concludes
that “state legislators who genuinely have the interests of their
 constituents at heart will not pass bills that … cause the state to
engage in an activity that is close to pickpocketing.”
ANNA LISA RAYA, It’s Hard Enough Being Me (Student Essay)
An undergraduate, who in college “discovered” that she was a Latina,
objects to being stereotyped and explains how she decided to try to be
true to herself, not to the image that others have constructed for her.
RONALD TAKAKI, The Harmful Myth of Asian Superiority
The image of Asian Americans as a “model minority” is not only
harmful but false, writes a professor of ethnic studies.
JAMES Q. WILSON, Just Take Away Their Guns
A professor explains why he favors “encouraging the police to make
street frisks” to get guns out of the hands of those most likely to use
them for criminal purposes.
KAYLA WEBLEY, Is Forgiving Student Loan Debt a Good Idea?
“Why should taxpayers — especially those who never attended
college in the first place — foot the bill for the borrowers’ education?”
ALFRED EDMOND JR.,Why Asking for a Job Applicant’s Facebook
Password Is Fair Game
A businessman says that, at least for certain kinds of operations — he
cites “the child care industry” — the employer can reasonably request
the potential employee’s Facebook password.
SHERRY TURKLE, The Flight from Conversation
A professor at the Massachusetts Institute of Technology argues that,
in an age of texting, “We live in a technological universe in which we
are always communicating. And yet we have sacrificed conversation
for mere connection.”

4 VISUAL RHETORIC: THINKING ABOUT IMAGES AS

ARGUMENTS
Uses of Visual Images
Types of Emotional Appeals
Seeing versus Looking: Reading Advertisements
A CHECKLIST FOR ANALYZING IMAGES (ESPECIALLY ADVERTISEMENTS)
 Other Aspects of Visual Appeals
Levels of Images
Accommodating, Resisting, and Negotiating the Meaning of Images
Are Some Images Not Fit to Be Shown?
Politics and Pictures
Writing about a Political Cartoon
A CHECKLIST FOR EVALUATING AN ANALYSIS OF POLITICAL CARTOONS
THINKING CRITICALLY: ANALYSIS OF A POLITICAL CARTOON

JACKSON SMITH, Pledging Nothing? (Student Essay)

Visuals as Aids to Clarity: Maps, Graphs, and Pie Charts
A CHECKLIST FOR CHARTS AND GRAPHS

Using Visuals in Your Own Paper

Additional Images for Analysis
NORA EPHRON, The Boston Photographs
Arguing against the widespread view that newspapers ought not to
print pictures of dead bodies, Ephron suggests that, since “death
happens to be one of life’s main events,” it is “irresponsible … for
newspapers to fail to show it.”

PART TWO CRITICAL WRITING

5 WRITING AN ANALYSIS OF AN ARGUMENT
Analyzing an Argument
Examining the Author’s Thesis
Examining the Author’s Purpose
Examining the Author’s Methods
Examining the Author’s Persona
Examining Persona and Intended Audience
A CHECKLIST FOR ANALYZING AN AUTHOR’S INTENDED AUDIENCE

Summary
A CHECKLIST FOR ANALYZING A TEXT
 An Argument, Its Elements, and a Student’s Analysis of the
Argument
NICHOLAS D. KRISTOF, For Environmental Balance, Pick Up a Rifle
“Let’s bring back hunting.”
THINKING CRITICALLY: DRAWING CONCLUSIONS AND IMPLYING PROOF

The Essay Analyzed

BETSY SWINTON, Tracking Kristof (Student Essay)
An Analysis of the Student’s Analysis
A CHECKLIST FOR WRITING AN ANALYSIS OF AN ARGUMENT

Arguments for Analysis

JEFF JACOBY, Bring Back Flogging
A journalist argues that, for many offenses, flogging would be an
improvement over prison.
GERARD JONES, Violent Media Is Good for Kids
The author of numerous comic books argues that gangsta rap and
other forms of “creative violence” do more good than harm.
JUSTIN CRONIN, Confessions of a Liberal Gun Owner
A lifelong Democrat makes a case for the right to bear arms.
PETER SINGER, Animal Liberation
Should supporters of equality for women and minorities support
equality for animals? Yes, says a philosopher, who explains why.
JONATHAN SAFRAN FOER, Let Them Eat Dog: A Modest Proposal for
Tossing Fido in the Oven
In the tradition of Jonathan Swift, a modern essayist argues that “dogs
are practically begging to be eaten… . eating those strays, those
runaways, those not-quite-cute-enough-to-take and not-quite-well-
behaved-enough-to-keep dogs would be killing a flock of birds with
one stone and eating it, too.”

6 DEVELOPING AN ARGUMENT OF YOUR OWN

Planning, Drafting, and Revising an Argument
Getting Ideas: Argument as an Instrument of Inquiry
 Three Brainstorming Strategies: Freewriting, Listing, and Diagramming
Further Invention Strategies: Asking Good Questions
The Thesis or Main Point
A CHECKLIST FOR A THESIS STATEMENT

Imagining an Audience
THINKING CRITICALLY: “WALKING THE TIGHTROPE”

The Audience as Collaborator

A CHECKLIST FOR IMAGINING AN AUDIENCE

The Title
The Opening Paragraphs
Organizing and Revising the Body of the Essay
The Ending
THINKING CRITICALLY: USING TRANSITIONS IN ARGUMENT

Two Uses of an Outline

A Last Word about Outlines
A CHECKLIST FOR ORGANIZING AN ARGUMENT

Tone and the Writer’s Persona

THINKING CRITICALLY: VARYING TONE

We, One, or I?
THINKING CRITICALLY: ELIMINATING WE, ONE, AND I
A CHECKLIST FOR ATTENDING TO THE NEEDS OF THE AUDIENCE

Avoiding Sexist Language

Peer Review
A CHECKLIST FOR PEER REVIEW OF A DRAFT OF AN ARGUMENT

A Student’s Essay, from Rough Notes to Final Version

EMILY ANDREWS, Why I Don’t Spare “Spare Change” (Student
Essay)
The Essay Analyzed

7 USING SOURCES
Why Use Sources?
Choosing a Topic
Finding Material
Finding Quality Information Online
Finding Articles Using Library Databases
Locating Books
Interviewing Peers and Local Authorities
Evaluating Your Sources
Taking Notes
A CHECKLIST FOR EVALUATING PRINT SOURCES
A CHECKLIST FOR EVALUATING ELECTRONIC SOURCES

A Note on Plagiarizing, Paraphrasing, and Using Common Knowledge

A CHECKLIST FOR AVOIDING PLAGIARISM

Compiling an Annotated Bibliography

Writing the Paper
Organizing Your Notes
The First Draft
Later Drafts
A Few More Words about Organization
Choosing a Tentative Title
The Final Draft
Quoting from Sources
Incorporating Your Reading into Your Thinking: The Art and Science of
Synthesis
The Use and Abuse of Quotations
How to Quote
THINKING CRITICALLY: USING SIGNAL PHRASES

Documentation
A Note on Footnotes (and Endnotes)
MLA Format: Citations within the Text
 MLA Format: The List of Works Cited
APA Format: Citations within the Text
APA Format: The List of References
A CHECKLIST FOR CRITICAL PAPERS USING SOURCES

An Annotated Student Research Paper in MLA Format

LESLEY TIMMERMAN, An Argument for Corporate Responsibility
(Student Essay)
An Annotated Student Research Paper in APA Format
LAURA DeVEAU, The Role of Spirituality and Religion in Mental
Health (Student Essay)

PART THREE FURTHER VIEWS ON

ARGUMENT
8 A PHILOSOPHER’S VIEW: THE TOULMIN MODEL
The Claim
Grounds
Warrants
Backing
Modal Qualifiers
Rebuttals
THINKING CRITICALLY: CONSTRUCTING A TOULMIN ARGUMENT

Putting the Toulmin Method to Work: Responding to an Argument

JAMES E. McWILLIAMS,
The Locavore Myth: Why Buying from
Nearby Farmers Won’t Save the Planet
“The average American eats 273 pounds of meat a year. Give up red
meat once a week and you’ll save as much energy as if the only food
miles in your diet were the distance to the nearest truck farmer.”
A CHECKLIST FOR USING THE TOULMIN METHOD

Thinking with Toulmin’s Method

9 A LOGICIAN’S VIEW: DEDUCTION, INDUCTION, FALLACIES

 Deduction
Induction
Observation and Inference
Probability
Mill’s Methods
Confirmation, Mechanism, and Theory
Fallacies
Fallacies of Ambiguity
Fallacies of Presumption
Fallacies of Relevance
A CHECKLIST FOR EVALUATING AN ARGUMENT FROM A LOGICAL POINT OF
VIEW

MAX SHULMAN, Love Is a Fallacy

A short story about the limits of logic: “Can you give me one logical
reason why you should go steady with Petey Bellows?”

10 A PSYCHOLOGIST’S VIEW: ROGERIAN ARGUMENT

Rogerian Argument: An Introduction
CARL R. ROGERS, Communication: Its Blocking and Its Facilitation
A psychotherapist explains why we must see things from the other
person’s point of view.
A CHECKLIST FOR ANALYZING ROGERIAN ARGUMENT

EDWARD O. WILSON, Letter to a Southern Baptist Minister

An internationally renowned evolutionary biologist appeals for help
from a literalist interpreter of Christian Holy Scripture.

11 A LITERARY CRITIC’S VIEW: ARGUING ABOUT

LITERATURE
Interpreting
Judging (or Evaluating)
Theorizing
 A CHECKLIST FOR AN ARGUMENT ABOUT LITERATURE

Examples: Two Students Interpret Robert Frost’s “Mending

Wall”
ROBERT FROST, Mending Wall
JONATHAN DEUTSCH, The Deluded Speaker in Frost’s “Mending
Wall” (Student Paper)
FELICIA ALONSO, The Debate in Robert Frost’s “Mending Wall”
(Student Paper)
Exercises: Reading a Poem and a Story
ANDREW MARVELL, To His Coy Mistress
KATE CHOPIN, The Story of an Hour
Thinking about the Effects of Literature
PLATO,“The Greater Part of the Stories Current Today We Shall
Have to Reject”
A great philosopher argues for censorship as necessary to shape the
minds of tomorrow’s leaders.
Thinking about Government Funding for the Arts

12 A DEBATER’S VIEW: INDIVIDUAL ORAL PRESENTATIONS

AND DEBATE
Individual Oral Presentations
Methods of Delivery
A CHECKLIST FOR AN ORAL PRESENTATION

The Audience
Delivery
The Talk
Formal Debates
Standard Debate Format
A CHECKLIST FOR PREPARING FOR A DEBATE
PART FOUR CURRENT ISSUES: OCCASIONS
FOR DEBATE
Debates as an Aid to Thinking
A CHECKLIST FOR ANALYZING A DEBATE

13 STUDENT LOANS: SHOULD SOME INDEBTEDNESS BE

FORGIVEN?
ROBERT APPLEBAUM, Debate on Student Loan Debt Doesn’t Go
Far Enough
“Education should be a right, not a commodity reserved only for the
rich or those willing to hock their futures for the chance … to get a
job.”
Analyzing a Visual: Student Loan Debt
JUSTIN WOLFERS, Forgive Student Loans? Worst Idea Ever
“If we are going to give money away, why on earth would we give it
to college grads?”

14 TECHNOLOGY IN THE CLASSROOM: USEFUL OR

DISTRACTING?
SIG BEHRENS, The Education-Technology Revolution Is Coming
The general manager of Global Education at Stratasys contends that
taking advantage of social media and mobile applications in
classrooms will create positive changes in education.
Analyzing a Visual: Technology in Classrooms
RUTH STARKMAN, Cyberslacking in Shanghai: What My Students
Taught Me
“You don’t really want to surf the Internet or text in class, do you?
Unless you are prepared, or your family is, to pay $300 an hour to for
you to zone out.”

15 THE LOCAL FOOD MOVEMENT: IS IT A BETTER WAY TO

EAT?
STEPHEN BUDIANSKY, Math Lessons for Locavores
 Local-food advocates need to learn, by considering statistics
concerning calories of fossil fuel energy, that it is not sinful to eat a
tomato that has been shipped across the country and it is not virtuous
to eat a locally grown tomato that comes from a heated greenhouse.
Analyzing a Visual: Local Farming
KERRY TRUEMAN, The Myth of the Rabid Locavore
Trueman responds to Budiansky, claiming that he uses “a bunch of
dubious and/or irrelevant statistics.”

16 THE CURRENT STATE OF CHILDHOOD: IS “HELICOPTER

PARENTING” OR “FREE-RANGE CHILDHOOD” BETTER
FOR KIDS?
NICK GILLESPIE,Millennials Are Selfish and Entitled, and
Helicopter Parents Are to Blame
“We think on average that kids should be 10 years old before they
‘are allowed to play in the front yard unsupervised.’ Unless you live
on a traffic island or a war zone, that’s just nuts.”
Analyzing a Visual: Overparenting
ALFIE KOHN, The One-Sided Culture War against Children
“There are, as far as I can tell, no good data to show that most
parents do too much for their children. It’s all impressionistic,
anecdotal and, like most announcements of trends, partly self-
fulfilling.”

17 GENETIC MODIFICATION OF HUMAN BEINGS: IS IT

ACCEPTABLE?
RONALD M. GREEN, Building Baby from the Genes Up
“Why should a child struggle with reading difficulties when we
could alter the genes responsible for the problem?”
Analyzing a Visual: Genetic Modification of Human Beings
RICHARD HAYES, Genetically Modified Humans? No Thanks
“We don’t want to run the huge risks to the human community and
the human future that would come with altering the genetic basis of
our common human nature.”
18 MANDATORY MILITARY SERVICE: SHOULD IT BE
REQUIRED?
CHARLES RANGEL, The Draft Would Compel Us to Share the
Sacrifice
A Korean War veteran and Democratic member of the House of
Representatives argues for a national service requirement.
Analyzing a Visual: Military Recruiting
JAMES LACEY, We Need Trained Soldiers, Not a Horde of Draftees
Lacey responds directly to Rangel, arguing that no sound case exists
for reinstating a national draft.

PART FIVE CURRENT ISSUES: CASEBOOKS

19 A COLLEGE EDUCATION: WHAT IS ITS PURPOSE?
ANDREW DELBANCO, 3 Reasons College Still Matters
“The best chance we have to maintain a functioning democracy is a
citizenry that can tell the difference between demagoguery and
responsible arguments.”
CARLO ROTELLA, No, It Doesn’t Matter What You Majored In
“What matters is that you pursued training in the craft of mastering
complexity, which you can apply in fields from advertising to zoo
management.”
EDWARD CONARD, We Don’t Need More Humanities Majors
The author argues that people with degrees in technical fields are far
better at growing the economy than those who get degrees in the
humanities.
CHRISTIAN MADSBJERG AND MIKKEL B. RASMUSSEN, We Need More
Humanities Majors
In response to Conard, Madsbjerg and Rasmussen argue that people
with humanities degrees can be invaluable in solving business
problems because of their ability to understand customers.
SCOTT SAMUELSON, Why I Teach Plato to Plumbers
 A professor of philosophy asks, “what good, if any, is the study of
the liberal arts, particularly subjects like philosophy? Why, in short,
should plumbers study Plato?”
MARK SLOUKA, Mathandscience
“The sciences … produce people who study things, and who can
therefore, presumably, make or fix or improve these things. The
humanities don’t.”
DAVID FOSTER WALLACE, Commencement Address, Kenyon
College
The acclaimed essayist gives advice to college graduates on
navitgating the “water” of everyday life.

20 RACE AND POLICE VIOLENCE: HOW DO WE SOLVE THE

PROBLEM?
GENE DEMBY, The Birth of a New Civil Rights Movement
“The shattering events of 2014 … gave a new birth of passion and
energy to a civil rights movement that had almost faded into history,
and which had been in the throes of a slow comeback since the
killing of Trayvon Martin in 2012.”
HEATHER Mac DONALD, The New Nationwide Crime Wave
Mac Donald argues that America’s increase in violent crime is
directly related to police reaction to criticisms about their actions in
deadly encounters with young black men.
BALTIMORE SUN EDITORIAL BOARD, No “Ferguson Effect”
The editorial board of the Baltimore Sun responds to FBI Director
James Comey’s public comments about a “YouTube effect” that
began in Ferguson, Missouri, in 2014, and obstructed good police
work across the country.
STEVE CHAPMAN, Are Blacks to Blame for Cops’ Actions?
Chapman argues that blaming the black community for violent crime
by blacks overlooks the harsh realities of much of today’s crime.
DAVID H. BAYLEY, MICHAEL A. DAVIS, AND RONALD L. DAVIS, Race and
Policing: An Agenda for Action
This call to action by members of the National Institute of Justice
Other documents randomly have
different content
The Project Gutenberg eBook of Following the
Sun-Flag: A Vain Pursuit Through Manchuria
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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you are located before using this eBook.

Title: Following the Sun-Flag: A Vain Pursuit Through Manchuria

Author: Jr. John Fox

Release date: December 21, 2017 [eBook #56218]

Most recently updated: October 23, 2024

Language: English

Credits: Produced by Ernest Schaal and the Online Distributed

Proofreading Team at http://www.pgdp.net (This file was
produced from images generously made available by The
Internet Archive)

*** START OF THE PROJECT GUTENBERG EBOOK FOLLOWING THE

SUN-FLAG: A VAIN PURSUIT THROUGH MANCHURIA ***
FOLLOWING THE SUN-FLAG
 Copyright, 1905, by
CHARLES SCRIBNER'S SONS

Published April, 1905

TROW DIRECTORY
PRINTING AND BOOKBINDING COMPANY
NEW YORK

To

"THE MEN OF MANY WARS"

WITH CONGRATULATIONS TO
THOSE ON WHOM FELL
THROUGH CHANCE OR PERSONAL EFFORT
A BETTER FORTUNE THAN WAS MINE
 CONTENTS
I. The Trail of the Saxon 1
II. Hardships of the Campaign 18
III. Lingering in Tokio 50
IV. Making for Manchuria 74
V. On the War-Dragon's Trail 102
VI. The White Slaves of Haicheng 128
VII. The Backward Trail of the Saxon 160
 INTRODUCTION
After a long still-hunt in Tokio, and a long pursuit through
Manchuria, following that Sun-Flag of Japan, I gave up the chase at
Liao-Yang.

Not being a military expert, my purpose was simply to see under

that flag the brown little "gun-man"—as he calls himself in his own
tongue—in camp and on the march, in trench and in open field, in
assault and in retreat; to tell tales of his heroism, chivalry, devotion,
sacrifice, incomparable patriotism; to see him fighting, wounded—
and, since such things in war must be—dying, dead. After seven
months my spoils of war were post-mortem battle-fields, wounded
convalescents in hospitals, deserted trenches, a few graves, and one
Russian prisoner in a red shirt.

Upon that unimportant personal disaster I can look back now with
no little amusement; and were I to re-write these articles, I should
doubtless temper both word and spirit here and there; but as my
feeling at the time was sincere, natural, and justified, as there is, I
believe, no over-statement of the facts that caused it, and as the
articles were written without malice or the least desire to "get
even"—I let them go, as written, into book form now.

No more enthusiastic pro-Japanese than I ever touched foot on

the shores of the little island, and no Japanese, however much he
might, if only for that reason, value my good opinion, can regret
more than I any change that took place within me when I came face
to face with a land and a people I had longed since childhood to see.

I am very sorry to have sounded the personal note so relentlessly

in this little book. That, too, was unavoidable, and will, I hope, be
pardoned.
 John Fox, Jr.

Big Stone Gap, Virginia.

FOLLOWING THE SUN-FLAG

FOLLOWING THE SUN-FLAG

THE TRAIL OF THE SAXON

An amphitheatre of feathery clouds ran half around the horizon
and close to the water's edge; midway and toward Russia rose a
great dark shadow through which the sun shone faintly. Such was
the celestial setting for the entrance of a certain ship some ten days
since at sunset into the harbor of Yokohama and the Land of the
Rising Sun; but no man was to guess from the strange pictures,
strange people, and jumbled mass of new ideas and impressions
waiting to make his brain dizzy on shore, that the big cloud aloft was
the symbol of actual war. No sign was to come, by night or by day,
from the tiled roofs, latticed windows, paper houses, the foreign
architectural monstrosities of wood and stone; the lights, lanterns,
shops—tiny and brilliantly lit; the innumerable rickshas, the swift
play under them of muscular bare brown legs which bore thin-
chested men who run open-mouthed and smoke cigarettes while
waiting a fare; the musical chorus of getas clicking on stone,
mounted by men bareheaded or in billycock hats; little women in
kimonos; ponies with big bellies, apex rumps, bushy forelocks and
mean eyes; rows of painted dolls caged behind barred windows and
under the glare of electric lights—expectant, waiting, patient—hour
by hour, night after night, no suggestion save perhaps in their idle
patience; coolies with push carts, staggering under heavy loads,
"cargadores" in straw hats and rain coats of rushes, looking for all
the world like walking little haycocks—no sign except in flags, the
red sunbursts of Japan, along now and then with the Stars and
Stripes—flags which, for all else one could know, might have been
hung out for a holiday.

For more than a month I had been on the trail of the Saxon, the
westward trail on which he set his feet more than a hundred years
ago, when he cut the apron-strings of Mother England, turned his
back on her, and, without knowing it, started back toward her the
other way round the world, to clasp hands, perhaps, again across
the Far East. Where he started, I started, too, from the top of the
Cumberland over which he first saw the Star of Empire beckoning
westward only. I went through a black tunnel straight under the trail
his moccasined feet wore over Cumberland Gap, and stopped, for a
moment, in a sleeper on the spot where he pitched his sunset camp
for the night; and the blood of his footprints still was there.

"This is a hell of a town," said the conductor cheerfully.

I waited for an explanation. It came.

"Why, I went to a nigger-minstrel show here the other night. A

mountaineer in the gallery shot a nigger and a white man dead in
the aisle, but the band struck up 'Dixie,' and the show never
stopped. But one man left the house and that was Bones. They
found him at the hotel, but he refused to go back. 'I can't be funny
in that place,' he said."

Now the curious thing is that each one of those three, the slayer
and the slain—the Saxon through the arrogance of race, the African
through the imitative faculty that has given him something of that
same arrogance toward the people of other lands—felt himself the
superior of any Oriental with a yellow skin. And now when I think of
the exquisite courtesy and ceremony and gentle politeness in this
land, I smile; then I think of the bearing of the man toward the
woman of this land, and the bearing of the man—even the
mountaineer—toward the woman in our own land, and the place the
woman holds in each—and the smile passes.

Along that old wilderness trail I went across the Ohio, through
prairie lands, across the rich fields of Iowa, the plains of Nebraska,
over the Rockies, and down into the great deserts that stretch to the
Sierras. Along went others who were concerned in that trail: three
Japanese students hurrying home from England, France, and
Germany, bits of that network of eager investigation that Japan has
spread over the globe—quiet, unobtrusive little fellows who rushed
for papers at every station to see news of the war; three Americans
on the way to the Philippines for the Government; an English Major
of Infantry and an English Captain of Cavalry and a pretty English
girl; and two who in that trail had no interest—two newspaper men
from France. I have been told that the only two seven-masted
vessels in the world collided one night in mid-ocean. Well, these
sons of France—the only ones on their mission, perhaps, in broad
America—collided not only on the same train, the same sleeper, and
the same section, I was told, but both were gazetted for the same
lower berth. Each asserted his claim with a politeness that became
gesticulatory and vociferous. Conductor, brakeman, and porter came
to the scene of action. Nobody could settle the dispute, so the
correspondents exchanged cards, claimed Gallic satisfaction
mutually, and requested the conductor to stop the train and let them
get off and fight. The conductor explained that, much as he
personally would like to see the scrap, the law of the land and the
speed of the Overland Limited made tarrying impossible. Without
rapiers I have often wondered how those two gentlemen of France
would have drawn each other's blood. Each still refused to take the
upper berth, but next day they were friends, and came over sea
practically arm and arm on shipboard, and arm and arm they
practically are in Japan to-day.

Through the stamping grounds of Wister's "Virginian" and other

men of fact and fiction in the West, the trail led—through barren
wastes with nothing alive in sight except an occasional flock of gray,
starved sheep with a lonely herder and his sheep-dog watching us
pass, while a blue-eyed frontiersman gave me more reasons for race
arrogance with his tales of Western ethics in the old days: How men
trusted each other and were not deceived in friendship and in trade;
how they sacrificed themselves for each other without regret, and no
wish for reward, and honored and protected women always.

Then forty miles of snowsheds over the Sierras, and the trail
dropped sheer into the dewy green of flowers, gardens, and fruit-
tree blossoms, where the grass was lush, cattle and sheep were fat,
and the fields looked like rich orchards—to end in the last camp of
the Saxon, San Francisco—where the heathen Chinee walks the
streets, where Robert Louis Stevenson's bronze galley has
motionless sails set to the winds that blow through a little park,
where Bret Harte's memory is soon to be honored in a similar way,
and where a man claimed that the civilization of the trail had leaped
in one bound from Chicago to the Pacific Coast. And I wondered
what the intermediate Saxons, over whose heads that leap was
made, would have to say in answer.

He had sailed one wide ocean—this Saxon—the other and wider

one was by comparison a child's play on a mill-pond with a boat of
his own making, and over it I followed him on.
 On the dock two days later I saw my first crowd of Japanese, in
Saxon clothes, waving flags, and giving Saxon yells to their
countrymen who were going home to fight. After that, but for an
occasional march of those same countrymen on the steerage deck to
the measure of a war-song, no more tidings, or rumors or
suggestions of war.

Seven days later, long, slowly rising slopes of mountains veiled in

mist came in view, and we saw waves of many colors washing the
feet of newest America, where the Saxon has pitched his latest but
not his most Eastern—as I must say now—camp; and where he is
patching a human crazy quilt of skins from China, Japan, Portugal,
America, England, Africa. The patching of it goes swiftly, but there
will be one hole in the quilt that will never be filled again on this
earth, for the Hawaiian is going—as he himself says, he is "pau,"
which in English means finished, done for, doomed. Now girls who
are three-quarters Saxon dance the hula-hula for tourists, and but
for a movement of their feet, it is the dance of the East wretchedly
and vulgarly done, and the spectator would wipe away, if he could,
every memory but the wailing song of the woman with the guitar—a
song which to my ear had no more connection with the dance than a
cradle song could have with a bacchanalian orgy.

At a big white hotel that night hundreds of people sat in a

brilliantly lighted open-air garden with a stone floor and stone
balustrade, and heard an Hawaiian band of many nationalities play
the tunes of all nations, and two women give vent to that adaptation
of the Methodist hymn that passes for an Hawaiian song.

Every possible human mixture of blood I had seen that day, I

fancied, but of the morals that caused the mixture I will not speak,
for the looseness of them is climatic and easily explained. I am told
that after five or six years the molecules even in the granite of the
New England character begin to get restless. Still there seems to be
hope on the horizon.
 At midnight a bibulous gentleman descended from a hack in front
of the hotel.

"Roderick Random," he said to his Portuguese driver, "this is a

bum-m town," spelling the word out thickly. Roderick smiled with
polite acquiescence. The bibulous gentleman spoke likewise to the
watchman at the door.

"Quite right, sir," said the watchman.

The elevator got the same blighting criticism from the visitor,
whose good-night to the clerk at the desk still was:

"This is a bum-m town."

The clerk, too, agreed, and the man turned away in disgust.

"I can't get an argument out of anybody on that point," he said—

all of which would seem to cast some doubt on the public late-at-
night flaunting of vice in Honolulu.

Two pictures only I carried away of the many I hoped to see—the

Hawaiian swimmers, bronzed and perfect as statues, who floated out
to meet us and dive for coins, and a crowd of little yellow fellows,
each on the swaying branch of the monkey-pod tree, black hair
shaking in the wind, white teeth flashing, faces merry, and mouths
stretched wide with song.

Thence eleven long, long days to that sunset entrance into the
Land of the Rising Sun—where Perry came to throw open to the
world the long-shut sea portals of Japan.

The Japanese way of revealing heart-beats is not the way of the

Occidental world, and seeing no signs of war, this correspondent, at
least, straightway forgot the mission on which he had come, and
straightway was turned into an eager student of a people and a land
which since childhood he had yearned to see.
 On a certain bluff sits a certain tea-house—you can see it from
the deck of the ship. It is the tea-house of One Hundred and One
Steps, and the mistress of it is O-kin-san, daughter of the man who
was mayor when Perry opened the sea portals at the mouth of the
cannon, whose guest Perry was, and whose friend.

O-kin-san's people lost their money once, and she opened the
tea-house, as the American girl under similar circumstances would
have taken to the typewriter and the stenographer's pen. The house
has a year of life for almost every one of the steps that mount to it,
which is ancient life for Japan, where fires make an infant life of
three years for the average Japanese home. The tea-girls are O-kin-
san's own kin. Everything under her roof is blameless, and the
women of any home in any land can be taken there fearlessly.

An American enthusiast—a voluntary exile, whom I met later—

told me that O-kin-san's Japanese was as good as could be found in
the empire; that her husband was one of the best-educated men he
had ever known, and had been a great help and inspiration to
Lafcadio Hearn. There were all the pretty courtesies, the pretty
ceremonies, and the gentle kindness of which the world has read.

After tea and sake and little Japanese cakes and peanuts, thence
straightway to Tokio, whence the soldiers went to the front and the
unknown correspondent was going, at that time, to an unknown
destination in an unknown time. It is an hour between little patches
of half-drowned rice bulbs, cottages thatched with rice straw, with
green things growing on the roof, and little gardens laid out with an
art minute and exquisite, blossoming trees of wild cherry, that
beloved symbol of Japanese bravery because it dares to spread its
petals under falling snow, dashed here and there with the red
camellia that is unlucky because it drops its blossom whole and
suggests the time when the Japanese head might fall for a slight
offence; between little hills overspread with pine trees, and little
leafless saplings that help so much to give the delicate, airy quality
that characterizes the landscape of Japan. At every station was a
hurrying throng of men, women, and children who clicked the stone
pavements on xylophones with a music that some writer with the
tympanum of a blacksmith characterized as a clatter. These getas
are often selected, I am told, to suit the individual ear.

At Tokio outward evidences of war were as meagre as ever. But to

that lack, the answer is, "It is not the Japanese custom." I am told
that the night war was declared the Japanese went to bed, but
about every bulletin board there is now always an eager crowd of
watchers. The shout of "Nippon banzai!" from the foreigner, which
means "Good luck to Japan," always gets a grateful response from
the child in the street, the coolie with his ricksha, policeman on his
beat, or the Japanese gentleman in his carriage.

And then the stories I heard of the devotion and sacrifice of the
people who are left at home! The women let their hair go undressed
once a month that they may contribute each month the price of the
dressing—five sen. A gentleman discovered that every servant in his
household, from butler down, was contributing a certain amount of
his wages each month, and in consequence offered to raise wages
just the amount each servant was giving away. The answer was:

"Sir, we cannot allow that; it is an honor for us to give, and it

would be you who would be doing our duty for us to Japan."

A Japanese lady apologized profusely for being late at dinner. She

had been to the station to see her son off for the front, where
already were three of her sons.

Said another straightway:

"How fortunate to be able to give four sons to Japan!"

In a tea-house I saw an old woman with blackened teeth, a

servant, who bore herself proudly, and who, too, was honored
because she had sent four sons to the Yalu. Hundreds and
thousands of families are denying themselves one meal a day that
they may give more to their country. And one rich merchant, who
has already given 100,000 yen, has himself cut off one meal, and
declares that he will if necessary live on one the rest of his life for
the sake of Japan.

There is a war play on the boards of one theatre. The heroine, a

wife, says that her unborn child in a crisis like this must be a man-
child, and that he shall be reared a soldier. To provide means, she
will herself, if necessary, go to the yoshiwara.

On every gateway is posted a red slab where a man has gone to

the war, marked "Gone to the front"—to be supplanted with a black
one—"Bravery forever"—should he be brought home dead. And
when he is brought home dead his body is received at the station by
his kin with proud faces and no tears. The Roman mother has come
back to earth again, and it is the Japanese mother who makes Japan
the high priestess of patriotism among the nations of the world. In
that patriotism are the passionate fealty of the subject to his king,
the love of a republic for its flag, and straightway the stranger feels
that were the Mikado no more and Japan a republic to-morrow, this
war would go on just as it would had the Japanese only this Mikado
and no land that he could call his own. The soldier at the front or on
the seas will give no better account of himself than the man,
woman, or child who is left at home, and a national spirit like this is
too beautiful to be lost.

Here forks the trail of the Saxon. One branch goes straight to the
Philippines. The other splits here into a thousand tiny paths—where
railway coach has supplanted the palanquin, battle-ship the war-
junk, electricity the pictured lantern; where factory chimneys smoke
and the Japanese seems prouder of his commerce than of his art
and his exquisite manners; where the boycott has started, and even
the word strike—"strikey, strikey" it sounds—has become the refrain
of a song. How shallow, after all, the tiny paths are, no man may
know; for who can penetrate the mystery of Japanese life and
character—a mystery that has been deepening for a thousand years.
Here is the chief lodge of the Order of Sealed Lips the world over,
and every man, woman, and child in the empire seems born a life-
member. It may be Japan who will clasp the hands of the Saxon
across this Far East. And yet who knows? Were Mother Nature to
found a national museum of the curiosities in plant and tree that
humanity has wrested from her, she would give the star-chamber to
Japan. This is due, maybe, to the Japanese love of plant and tree
and the limitations of space that forbid to both full height. Give the
little island room, and the dwarf pine and fruit-tree may become in
time, perhaps, as great a curiosity here as elsewhere in the world.
What will she do—when she gets the room? The Saxon hands may
never meet. Japan Saxonized may, in turn, Saxonize China and
throw the tide that has moved east and west, some day, west and
east again.
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