ABSTRAK
MARIA, HANNA. A Study on Japanese Intellectuals in the Meiji Era Through the Character of Avalon Coldmoon in Soseki Natsume's I AM A CAT.Yogyakarta: Jurusan Sastra Inggris, FakultasSastra, Universitas Sanata Dharma, 2015.
I Am a Cat adalah karya yang ditulis olehSosekiNatsume yang menceritakan kehidupan di Jepang melalui mata seekor kucing tanpa nama yang mengobservasi kehidupan Mr. Sneaze. Avalon Coldmoon adalah salah satu dari kaum intelektual yang merupakan teman dari Mr. Sneaze. Dia adalah murid Mr. Sneaze saat dia masih sekolah.Di dalam novel, Avalon Coldmoon dikenal oleh orang-orang di sekitarnya sebagai seorang intelektual yang dihormati. Coldmoon merupakan seseorang yang tepat untuk menggambarkan kaum intelektual pada zaman Meiji.
Ada dua tujuan yang ingin dicapai dalam penulisan skripsi ini. Tujuan yang pertama ialah mengetahui bagaimana karakteristik dari Avalon Coldmoon berdasarkan novel I Am a Cat. Tujuan yang kedua adalah untuk mengetahui penggambaran kaum intelektual di Jepang pada zaman Meiji yang terlihat dari karakteristik Avalon Coldmoon.
Untuk mendukung pengerjaan skripsi ini, data dan materi dikumpulkan dengan metode penelitian pustaka. Data utama diambil dari novel I Am a Cat. Studi yang digunakan dalampengerjaanskripsi ini menggunakan teori karakter dan karakterisasi. Penulis juga menggunakan pendekatan sosio-kultural-histori untuk mendukung pengerjaan skripsi ini.
Analisis pertama dari studi ini menunjukkan bahwa Coldmoon memiliki karakteristik terbuka, pekerja keras, pintar dan ambisius. Berdasarkan karakteristik-karakteristik dari Coldmoon tersebut, penulis mendapatkan gambaran mengenai kaum intelektual pada zaman Meiji. Penggambaran tersebut berhubungan dengan keterbukaan dan kepintaran mereka terhadap masuknya ide-ide Barat pada zaman itu dan status mereka di dalam masyarakat dapat dipengaruhi oleh kerja keras dan ambisi untuk mencapai kesuksesan.
ABSTRACT
MARIA, HANNA.A Study on Japanese Intellectuals in the Meiji Era Through the Character of Avalon Coldmoon in SosekiNatsume'sI AM A CAT. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2015.
I Am a Cat written by SosekiNatsume is a story about Japanese society from the view of an unnamed feline that observes Mr. Sneaze's life. Avalon Coldmoon is one of the fellow intellectuals of Mr. Sneaze. He was a student of Mr. Sneaze during his schooldays. In this novel, Avalon Coldmoon is well known by the people around him as a respectable intellectual. That is why Coldmoon's characterization can be used to see how is the intellectuals during the Meiji era.
There are two objectives in this thesis. The first objective is to show the characterization of Avalon Coldmoon in this novel. The second objective is to convey how Avalon Coldmoon represents the intellectuals of Meiji era as seen from his characterization.
Data and theories used to support this analysis are collected using library research method. The primary data were taken from I Am a Cat written by Soseki Natsume and translated by Aiko Ito and Graeme Wilson. The study used to conduct this analysis are the theory of character and theory of characterization. The writer also used socio-cultural-historical approach to support the analysis.
A STUDY ON JAPANESE INTELLECTUALS IN THE MEIJI ERA THROUGH THE CHARACTER OF AVALON COLDMOON IN SOSEKI
NATSUME’S I AM A CAT
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra
in English Letters
By Hanna Maria
Student Number: 084214026
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
A STUDY ON JAPANESE INTELLECTUALS IN THE MEIJI ERA THROUGH THE CHARACTER OF AVALON COLDMOON IN SOSEKI
NATSUME’S I AM A CAT
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements For the Degree of Sarjana Sastra
In English Letters
By
HANNA MARIA Student Number: 084214026
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS SANATA DHARMA UNIVERSITY
YOGYAKARTA 2015
There isn’t just one truth. That truth only exist because a few people saw it. If you don’t
believe what the book say, then you should go see the world for yourself.
-Frau (07-Ghost)-
If one feels it is fun now, one will be able to enjoy life
the most. Everything will change over time, so we must
treasure the happy moments before us.
-Akari Mizunashi (Aria)-
Therefore do not worry about tomorrow, for tomorrow
will worry about itself. Each day has enough trouble of
THIS THESIS IS DEDICATED TO
MY BELOVED PARENTS
AND
MY BIG FAMILY
ACKNOWLEDGMENTS
First of all, I would like to thank my savior, Jesus Christ for his guidance and blessing in my life. Without his love and guidance I would never be able to face my life. Also I thank my advisor, Dr. F.X. Siswadi, M.A., for being patient to guide and help during my undergraduate thesis writing process. I would like to thank him for his support and suggestions to improve and make my thesis better every week. I also want to thank my co-advisor, Dewi Widyastuti, S.Pd, M.Hum for her guidance to help improve this thesis. I would also thank all of the lecturers and staff of English Letters Department, Sanata Dharma University. I thank them for their support during my study.
Then, I thank my beloved and wonderful parents, Agustinus Atmadi and Veronica Setyo Erning for their love, support, and prayer that becomes my power to overcome all my problems. I thank them for being patient and give me much advice to make me a better person.
I would also thank my big family for their support, especially the one in Klaten. I thank them for their love and supports for they are always there to help when I am in need. I also thank my nephew and nieces that keep me accompany during my visits and give me great time.
also thank the 2008 and 2009 students whose names I cannot mention one by one for their support in my life.
I especially would like to give appreciation to my friends outside of campus, Yosafat Cahya Pradipta, Ikka Purnamasari, Daniel Fianto, Ephifania and also Santi who keep supporting me during this thesis process and give me wonderful time in Yogyakarta.
For the last but not the least, I would like to thank Sanata Dharma University for giving me a chance to have an education and filling my days with new experiences, new friends, and new family.
TABLE OF CONTENTS
TITLE PAGE………... ii
APPROVAL PAGE……….……... iii
ACCEPTANCE PAGE………... iv
STATEMENT OF ORIGINALITY... v
LEMBAR PERSETUJUAN PUBLIKASI KARYA ILMIAH……... vi
1. Open-minded…...…..………... 28
2. Hard-working...……... 31
3. Smart... 35
4. Ambitious... 38
B. The Representation of Intellectuals in the Meiji Era through the characterization of Avalon Coldmoon………... 42
1. Intellectuals in Meiji Era and Their View on Western ideals... 42
2. Intellectuals in Meiji Era and Their Status in the Society... 48
CHAPTER V: CONCLUSION………... 57
BIBLIOGRAPHY………..……... 61
ABSTRACT
MARIA, HANNA. A Study on Japanese Intellectuals in the Meiji Era through the Character of Avalon Coldmoon in Soseki Natsume's I Am a Cat. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2015.
I Am a Cat written by Soseki Natsume is a story about Japanese society from the view of an unnamed feline that observes Mr. Sneaze's life. Avalon Coldmoon is one of the fellow intellectuals of Mr. Sneaze. He is a student of Mr. Sneaze during his schooldays. In this novel, Avalon Coldmoon is well known as a respectable intellectual among the people around him. Coldmoon's characterization is used to see how the intellectuals are during the Meiji era.
There are two objectives in this thesis. The first objective is to show the characterization of Avalon Coldmoon in this novel. The second objective is to convey how Avalon Coldmoon represents the intellectuals of Meiji era as seen from his characterization.
Data and theories used to support this analysis are collected using library research method. The primary data were taken from I Am a Cat written by Soseki Natsume and translated by Aiko Ito and Graeme Wilson. The study used to conduct this analysis are the theory of character and theory of characterization. The writer also used socio-cultural-historical approach to support the analysis.
ABSTRAK
MARIA, HANNA. A Study on Japanese Intellectuals in the Meiji Era through the Character of Avalon Coldmoon in Soseki Natsume's I Am a Cat. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2015.
I Am a Cat adalah karya yang ditulis oleh Soseki Natsume yang menceritakan kehidupan di Jepang melalui mata seekor kucing tanpa nama yang mengobservasi kehidupan Mr. Sneaze. Avalon Coldmoon adalah salah satu dari kaum intelektual yang merupakan teman dari Mr. Sneaze. Dia adalah murid Mr. Sneaze saat dia masih sekolah. Di dalam novel, Avalon Coldmoon dikenal oleh orang-orang di sekitarnya sebagai seorang intelektual yang dihormati. Coldmoon merupakan seseorang yang tepat untuk menggambarkan kaum intelektual pada zaman Meiji.
Ada dua tujuan yang ingin dicapai dalam penulisan skripsi ini. Tujuan yang pertama ialah mengetahui bagaimana karakteristik dari Avalon Coldmoon berdasarkan novel I Am a Cat. Tujuan yang kedua adalah untuk mengetahui penggambaran kaum intelektual di Jepang pada zaman Meiji yang terlihat dari karakteristik Avalon Coldmoon.
Untuk mendukung pengerjaan skripsi ini, data dan materi dikumpulkan dengan metode penelitian pustaka. Data utama diambil dari novel I Am a Cat. Studi yang digunakan dalam pengerjaan skripsi ini menggunakan teori tokoh dan penokohan. Penulis juga menggunakan pendekatan sosio-kultural-histori untuk mendukung pengerjaan skripsi ini.
CHAPTER I
INTRODUCTION
A. Background of the Study
This undergraduate thesis analyzes a novel entitled I Am a Cat, written by Natsume Soseki. Natsume Soseki was a Japanese novelist, essayist, and also a distinguished scholar of British literature and prolific Haiku and Chinese-style poetry writer during the Meiji period. He is known as the author of Kokoro, Botchan, I am a Cat, Grass on the Wayside which are several novels that examined problems and criticize the modernism in his country, Japan. He is also considered as the father of modernism in Japanese literature.
Meiji period (1868 – 1912) is a period of restoration that marks the birth of modern Japan or the enlightenment period. The restoration began with the enthronement of Emperor Mutsuhito (also known as Emperor Meiji) on 1867 and the feudal domains were abolished and later replaced with prefectures. This is the era where Japan opens itself and welcomes foreigners from different country and culture and the most rapid modernization and westernization era. Western culture later influences Japan in almost every sphere in Japan’s government, military, lifestyle of the Japanese people, religion and also in academic sphere. Education spreads throughout the nation because of the need for better education arose. The school system’s design based from the models of West and the government tries to find the most suitable academic design for their country.
Thus, on the one hand, modern science and technology were welcomed as part of so-called Western civilization, and every effort was expanded to foster modern industry (Fukutake,1989: 14)
Japan developed in a manner which involved the characteristics of the dual economy, with distinctions between the traditional and modern sectors. The traditional sector refers to agriculture, and it dominated the economy for the first two decades of the Meiji period. Not only did it employ the largest percentage of the work force, but it also provided the most revenue for the government, in the form of land tax.
However, none of these characteristics make Meiji Japan all that different from the industrialized West. The process of modernization has inevitably involved a degree of brutality. Despite these qualities of the Meiji leadership, they did at the very least, teach the people to read, write, and count. The ruling powers of other failed developing nations never seemed to have placed much importance of achieving national unity through education. Japan’s success was derived not so much from financial capital or imported technology, but from the accumulation and successful formation of its human capital by means of educating the masses.
Sharing an overriding concern for Japanese territorial independence, they believed that, quite apart from the obvious benefits and enjoyments it would bring, modernization was essential if Japan was to be protected against possible future threats from the outside. (Varley,1990: 206)
As foreign nations began to approach Eastern shores more frequently, the Japanese grew increasingly aware of their lagging position in the changing world. The Western’s pressure challenging Japanese national sovereignty and independence
pushed Japan to pursue intense modernization and industrialization, and thus led to Japan becoming the leading nation of the East during the nineteenth and twentieth centuries.
In an article about Meiji Era in a website
The most important feature of the Meiji period was Japan's struggle for recognition of its considerable achievement and for equality with Western nations. Japan was highly successful in organizing an industrial, capitalist state on Western models.
Japan that has been isolated for more than two hundred years, later in nineteenth century realizes very well that they should learn many things from the Westerners. Thanks to that, Japan can open itself to the world. Japan who struggles to achieves power because of the threat of Western imperialism changing dramatically in the years of this enlightenment era. The fruits of Japanese’s hard work can be seen from the advanced economy along with its society. Not to mention that Japan can develop high levels of education in this era. Japan can really see how education is really important in this era as it gives enlightenment to the people. Japan also seen as a country that has a high standard in political competence that even matches the West. Because of these advanced development, Japan easily becomes a powerful nation in East Asia and cannot easily underestimated by the Wests.
Japan advanced from rural society ruled by landowners to an industrialized economic power dominated by educated people in bureaucracy and become the first Asian industrialized nation. The writer also does this research to understand about the particular society of academia society and how the intellectuals in this era live and interact with each other or interacts with the people outside the intellectuals’ society.
development to become a modern country. Not only have they taught the youngsters in Japan, they also contribute directly for the development of technology that help Japan become a country that we know in this modern days since the development of technology in Japan at that time surpasses the neighboring country in Asia at that particular time.
In this novel, Mr. Sneaze is a teacher who considered stupid by the cat because of his way of thinking as a teacher. Soseki Natsume who was a scholar graduated in London University become a teacher back in Japan, yet he also dissatisfied with teaching. The character of Mr. Sneaze in this novel described just like Soseki Natsume himself and often considered as the caricature of Soseki Natsume. Soseki Natsume often uses conflicts between individual needs and the demand of society as theme in his works. It can be seen from his other works like, Botchan in which the story actually based on Natsume’s experience as a teacher. Grass on the Wayside is an autobiographical novel of Soseki Natsume. Kokoro is a story about loneliness and friendship between student and his teacher in which the transition from Meiji era to modern Japan can be explored through.
graduated from university with a title of Bachelor of Science. In this novel, Coldmoon represents all angles of intellectuals in Meiji period.
B. Problem Formulation
1. How is the characterization of Avalon Coldmoon described in the novel?
2. How does Coldmoon’s character represent the intellectuals in Meiji era as described in the novel?
C. Objectives of the Study
The purpose of this research is to find the answer of the topic that asks about the characterization of one of the character in this story named Avalon Coldmoon and how his way of life can reflect the intellectuals of that time. To answer the topic, the writer undergoes some steps to reach the answer.
The second objective is to show the intellectuals of Meiji era through the character of Avalon Coldmoon as the representation of this particular society. By relating the condition of the society at Meiji era with the character of Avalon Coldmoon, the writer wants to reveal the condition of the intellectuals in Meiji period can be known through the characteristic and life of Coldmoon in the novel.
D. Definition of Terms Character
Character as defined by Abrams is the personal presented in dramatic or narrative work, who are interpreted by the reader as being endowed with moral and dispositional qualities that are expressed in what they say – the dialogue – and by what they do – the action. (Abrams, 1981: 23).
Meiji era
CHAPTER II
REVIEW OF LITERATURE
A. Review of Related Studies
Wariness of Gracious Blessings: Images of Power in I Am a Cat by Marcus Testman gives a glimpse in his essay about the book. In his essay, he stated:
Soseki Natsume’s work I Am a Cat was his breakout hit book, which satirized a nation forced to conform to a new and extremely foreign set of social values. Being told through the eyes of a cat, the characters’ experiences are told in a frank manner. Incidentally, the work has become a milestone in Japanese literature, and has led to countless discourse in Japan regarding its historical significance. I Am a Cat stands as one of the most powerful and important pieces of Meiji-era literature because of its brutal honesty and direct perception of what was to be the foundation of a new and different Japan. (Testman,2009: 1)
Testman thought that this novel gives a direct understanding about the Meiji era which is a foundation of new and different Japan. This novel completely satirizes a nation that is forced to form a new set of social values with an influence of Western. The story is being told from the perspective of a cat and the characters in this story are told in a frank manner. As an important piece of work in Meiji era literature, this novel becomes a milestone in Japanese literature because of its historical significance and direct perception of Meiji era.
especially in the middle-class society. He regards himself to be higher than his master and gives no respect to his master who is a school teacher. The observation of the feline hero is along the everyday life of his master’s both activities and his interactions with his family members and his acquaintances. According to Jesse Freeman in his review in imnothinginparticular.tumblr.com:
Satire is the overriding concept for this novel. The title I am a Cat in Japanese, Wagahai wa neko de aru, is very formal in its self importance yet comes off ironic because it is coming from a cat. From there the novel`s humour comes from the sheer stupidity of the cat`s owner and friends, most of who all belong to the more conventional academia society. This reveals a number of the novel’s points, but more than anything;Soseki’s own disdain for the established academia. This was a bit of a reoccurring theme for Soseki as academia was the primary target in his novel a year before in Botchan. How much this has to do with his western schooling and (often spoke of) resentment and frustration toward Japanese academia’s western leaning inclination isn’t easy to say. For certain though, throughout the novel the target was intended to be the businessmen of the Meiji society, especially when taken from the character’s point of view, however we only see all the shortcoming of the main characters who represent all facets of academia.
In relation to the above studies, the writer tries to relate these studies with the problem that are being analyzed. The studies above can give the readers some ideas about this novel. The first review gives a glimpse about the historical significance that is have a deep bond with this novel, while the second one tells about how this novel has some important points that pointed to the world of intellectuals and also businessmen from the interaction of Mr. Sneaze. With the studies included above as reference, the writer here wants to see the intellectuals in the Meiji era through the character of Avalon Coldmoon as the role model in this story.
B. Review of Related Theories
1. Theory of Character and Characterization
Abram in his book, A Glossary of Literary Terms states that, “a character is the
person presented in a dramatic or narrative work, who are interpreted by the reader as being endowed with moral, dispositional, and emotional qualities that are expressed in what they say-the dialogue-and by what they do-the action” (Abram, 1981: 23).
Barnet in his book, Literature for Composition: Essays, Fiction, Poetry and Drama explain the ways to understand the character and characterization:
a. what the character says
How the character says will help the readers interpret his or her characteristic. b. what the character does
c. what the other characters says about the character
A character interacts with other characters. They share their opinion and gives comments about the character. Such opinion and comments may reflect the characteristic of the character drawn.
(Barnet, 1988:712)
Through Barnet’s theory, the writer can seek the description of the character and its characterization in some points that given above. This theory can help the reader to understand the characteristic of the character. Some authors prefer to use the society around the character and the character itself to give understanding about the story or the character in the novel, while some other authors choose to use the society around the character to give better explanation of the character in the story.
Murphy in Understanding Unseen: An Introduction to English Poetry and the English Novel for Overseas Students states that there are a few of ways the author characterize the characters. According to Murphy, character can be understood from 9 ways: “personal description, character as seen by another, speech, past life, conversation by another characters, reactions, direct comment, thought, mannerisms” (1972: 161-173),
1. Personal Description
The author describes a person’s appearance and clothes, such as face, skin, eyes,
2. Characters as Seen by Another
The author describes him through the eyes and opinions of another, conveys through his choice of words and phrases, such as unquiet eyes, dim smile, rare sound of her voice, unapproachable aspect, gazing at him stealthily
3. Speech
The author gives an insight into the character of one of the persons in the book through what that person says. Whenever a person speaks, whenever he is in conversation with another, whenever he puts forward an option, he is giving some clue to his character.
4. Past Life
The author gives a clue to events that have helped to shape a person’s character, by
direct comment, through the person’s thoughts, through his conversation or through
the medium of another person.
5. Conversation of Others
The author can also give clues to a person’s character through the conversations of
6. Reactions
The author can also give a clue to a person’s character by letting us know that
person reacts to various situations and events.
7. Direct Comment
The author can describe or comment on a person’s character directly.
8. Thoughts
The author gives direct knowledge of what a person is thinking about. In this respect he is able to do what we cannot do in real life. He can tell us what different people are thinking.
9. Mannerism
The author describes a person’s mannerism, habits, or idiosyncrasies which tell something about his character.
C. Review of the Meiji era in Japan
According to Tadashi Fukutake in his book, The Japanese Social Structure
about the progress of Japanese society from an isolated and feudal society to modern capitalist society. The year 1868 becomes the starting point of modernization of Japan. After the fall of Tokugawa shogunate, Japan sought the restoration of imperial rule and dismantles the feudal system. The government then carried through the programs of modernization of many aspects like transport, communications, education, military, and also financial system.
“The period has been one of leaping advance in productivity, accompanied by progress in transport and communications technology, which has expanded the social life spheres of individuals and produced a society with an ever more complex social division of labor.” (Fukutake, 1989: 11-12)
According to the statement above this period is the road of modernization in which all aspects of live in Japanese society grows into a modern society in which they are not bounded by social status and ideally create equal individuals. The division of labor also becomes even more complex because of the growth of industry at that time.
Yayori Takano in his essay, Foreign Influence and the Transformation of Early Modern Japan provides important information on how the Japanese at that time studied the Western knowledge as their source of information and how it gives a great assistance in Japan’s development.
isolation, the Japanese were able to keep up with Western nations in terms of technology by consistently studying translations of Dutch books on science, medicine, geography, and armaments. To respond effectively to growing pressures from foreign powers, the Japanese found it necessary to increase and improve their development of weaponry, and had no alternative method but to do so through Dutch learning (Takano,2010: 85)
Yayori Takano at the statement above mentioned how the Western, in this case the Dutch who had made relation with Japan during the isolation time provides support in Japan’s development in technology and finance. The Japanese scholars take interests in
Dutch’s studies and constantly studying their books on science, medicine, geography
Yasuo Saito in his essay, Education in Japan: Past and Present provides the reader much information about the development of education from the Meiji era. Starting in 1871, Ministry of Education was established and in the following year the systematic education was made in the form of Education System Ordinance. This system followed the American model at that time. It consists of three levels of schooling which were elementary school, middle school and university. Many of the traditional education institutions incorporated with the new systems.
“In the early institutions of higher education, many courses were instructed by foreign professors. At the same time, the government sent large numbers of capable students to study abroad. After studying for a number of years, they returned to Japan and in a very short space of time replaced the foreign instructors.” (Saito, 2003: 3)
From the statement above it can be seen that this system later creates many educated people in Japan. In which includes many authors in this period along with Soseki Natsume as one of the students who were sent to study abroad. Following Yasuo Saito’s essay that explains the development of the education, Shunsuke Sumikawa in
his essay The Meiji Restoration: Roots of Modern Japan gives further explanation on the reformation of education in Meiji era.
reformers. … The original Meiji model had been the highly centralized and structured French Napoleonic format. During the 1870’s a more informal and decentralized American format was implemented instead. The liberal atmosphere which pervaded the education system was a general reflection of the anti-Confucianist attitude of that period (Sumikawa,1999: 13)
Shunsuke Sumikawa explained that the government makes an extra effort in educational development by composing an expedition called as Iwakura mission. The mission led by Tanaka Fujimaro, the goal is to tour the Western countries ranging from Europe to America as a diplomatic and fact finding expedition. After they open their eyes on the West, many reformers change their way of thinking. Then upon the return of Tanaka, he acquires service from America to change the original education system in Meiji era. The French Napoleonic system format then changed into American format which is more liberal. The school teaching then emphasizes on learn about science, politics, cultures, and other things about the West and they also discarded the past principles because of they favor the Western concepts.
The new ruling class, in terms of socio-economics consisted of an urban-based upper middle class. It was primarily composed of industrial managers and bureaucrats. To the bureaucrats and managers, the ruling class also included military officials, doctors, professors, architects, and members of liberal professions. All of these classes, by the late Meiji period tended to be drawn completely from the universities and colleges. (Sumikawa,1999: 14)
ruling class in Meiji era are industrial managers, bureaucrats, also those with liberal professions and military officers. The members of this class are drawn from universities. In which this is means they are universities graduate and has a high level of education or mostly these people are called as intellectuals. The lower class that is ruled by these people are those who are uneducated. This means that intellectuals have a high social standing in the society at that time.
E. Theoretical Framework
The writer uses the theory of character and characterization to analyze the characteristic of one of the important character in the story, in this case is Avalon Coldmoon. The theory of character and characterization will help the writer to answer the first problem formulation. In order to know about intellectuals in Meiji era, the description about the characters and its characteristics is needed. By using the theory of character, the writer will get a help to understand how the conditions of the intellectuals in that era trough the characterization of Avalon Coldmoon in the novel.
CHAPTER III METHODOLOGY
A. Object of Study
Wagahai wa Neko de aru, written by Soseki Natsume during 1904-1906. This three volumes novel is set within Meiji period of Japan.It is called as I Am a Cat in translated version. It is known as a work of great satire written in a fresh and modern way instead of the fact it was written in Meiji period. It is initially started as a short story which later becomes the first chapter of this novel.
The novel translated by Aiko Ito and Graeme Wilson and it was printed in United States of America under the Tuttle Publishing, a registered trademark of Tuttle Publishing – a division of Periplus Editions (HK) Ltd. It was printed in 2002. According to Beongcheon Yu in his study about Soseki Natsume, this book has its own charm despite its rambling structure and discursive content.
dazzling display of wit and humor, which hit the reader when he least expected it. (Yu, 1969: 41-42)
I Am a Cat is a story of an unnamed feline that observes the human around him. He also serves as a satirical narrator in the whole story who gives comments on the follies of the people around him. He is a stray cat who later wanders to a certain English teacher, known as Mr. Sneaze. Later, he lives with Mr. Sneaze’s family. The feline’s observation is not only the circle of Mr. Sneaze’s family, but also widens to Mr. Sneaze’s friends: the philosopher, Waverhouse; the esthetician, Maze; Mr.Sneaze’s former student, Coldmoon and a poet, Beauchamp. He observes their activities and conversations on various subjects including East-West culture, human civilization, suicide, nervous breakdowns, stability of nuts and also womanhood which considered pitiable for the feline. Even though the feline hero makes interaction with humans, he also interacts with other cats in his neighborhood. He experienced love with Tortoiseshell, a lovely cat of a music teacher. He also has an unpleasant encounter with another male cat named Rickshaw Blaky.
persuaded him to cease his futile action and after that announce his engagement to Goldfields’ daughter. They threw him beer party and toast together, but after the party ends they feels a sense of emptiness.
The reason why the novel’s title is Wagahai wa Neko de Aru or I Am A Cat in
the translated version is because Soseki use a stray cat with no name to become the narrator of the story that observes the mankind through cat’s view. The cat considered
himself to be more superior to humans in which why the cat references himself with the term wagahai in Japanese. The cat also grows in resemblance to human being because of his tendency to criticize humanity as if he is also a human. Wagahai in Japanese is a word that mostly used by aristocrats to refer themselves. The title gives a reference to the novel how the story in this novel brings the reader to see the humankind from a feline’s view.
B. Approach of The Study
Critics whose major interest is the socio cultural-historical approach insist that the only way to locate the real work is in reference to the civilization that produced it. They define civilization as the attitudes and actions of a specific group of people and point out that literature take these attitudes and actions as its subject matter…(Rohrberger, 1971: 8)
According to the statements above, the way socio-cultural historical approach related to a literary works is in the civilization that produces the work. Civilization along with its culture defined as the attitudes and actions of a specific group of people. It is necessary to understand the social surrounding when the novel was created to understand the culture, issues, and the way of life of the society. This approach is used to understand about Japanese intellectual from Coldmoon’s character.
C. Method of The Study
In this study, the writer used library research. The writer managed to find suitable sources containing necessary data by considering the factors of validity, accuracy, relevancy, and appropriateness which could finally decide the suitable source to use.
some works that are used in the novel as its object of study would be used also as the data that compared or conducted with the writer’s analysis.
CHAPTER IV
ANALYSIS
A. Description about the Characterization of Avalon Coldmoon
In this first part of the fourth chapter, the main character of this novel will be extracted from the story. From the description here, the reader can get the idea about what issue brought in this novel. The description of the character personality and characteristic can strengthen the issue of the life of intellectuals, in this case is a physicist and how he responds with the certain situation in the story.
The novel I Am a Cat written by Soseki Natsume tells the reader about the chronicle of a stray cat who spends all of its time to observe human‟s nature. This cat observes the life of its master Mr. Sneaze who is a school teacher and how interacts with his family, neighbors and fellow scholar. The cat often calls its master foolish every time it gets especially because of their different ways of thinking. In this novel along with Mr. Sneaze, Avalon Coldmoon also takes the important role in the story. Due to the important role this character has, it might give some clue and description of the major topic in this story. The writer chooses him because he is seen as the best candidates for bringing the research topic.
and then stays in his house. Ever since the cat stays in Mr. Sneaze‟s house, it observes
Mr. Sneaze‟s everyday life but not end up observing Mr. Sneaze only. Narrator also
observes the people around him, especially his friends. They are Waverhouse, Beauchamp, and Coldmoon. In this analysis, the writer specifically wants to observe the characteristic of Avalon Coldmoon. Coldmoon is the former student of Mr. Sneaze and is now a bachelor of science with a major as a physicist who strives to achieve his doctorate title. He is a favorite student of Mr. Sneaze and they become more like close friends instead of just a teacher-student relationship. Because of that, Mr. Sneaze tries to negotiate Coldmoon when Mr. Sneaze and Waverhouse find out Mrs. Goldfield wants to have Coldmoon as her son-in-law. Mr. Sneaze doesn‟t want Coldmoon to marry the daughter of Goldfield because of her status as a daughter of businessman.
Education in Japan in that era is very important because westernization comes along in this era of enlightenment it is crucial for Japan‟s human resource to be
1. Open-minded
Coldmoon as a former student of Mr. Sneaze often comes to his teacher‟s house to chat in his spare time along with Waverhouse and sometimes Beauchamp, a friend of Coldmoon also show up in Mr. Sneaze‟s house. Most of the time they spend inside
Mr. Sneaze‟s study, they chat in various objects from suicide, womanhood, even East-West culture. At one time, Coldmoon does not come to Mr. Sneaze‟s house and
Madam Conk (Mrs. Goldfield) comes to his house and asked about Coldmoon in order to know more about him and judge him whether Coldmoon could marry her daughter or not. Waverhouse showed her one of the printed postcard from Coldmoon and she gives her compliment to the scribble underneath the picture.
“If it could be played on the samisen, then it‟s real McCoy. Well how about
these?” asks Waverhouse picking out postcard after postcard.
“Thank you, but I‟ve seen enough. For now, at least I know that Coldmoon‟s not a straight-laced prude.” (Soseki,2002: 96)
From the compliments given to Coldmoon, it can be seen that Madam Conk sees him as a vast-minded person. She tells it clearly at the end of the quotation that Coldmoon is not a straight-laced prude. Which means Coldmoon is an open-minded person that is also not easily shocked by anything related to sex since Coldmoon mentions „tiny
whore‟ in that postcard. At that particular period in Japan, the things related to sex
Further observation on how open-minded he is can be seen from the quotation below when he suggests something new for Beauchamp.
“It‟s neither a comedy nor tragedy. Since people these days are always fussing about whether a play should be old-style drama or new-style drama, I decided to invent a totally new type and have accordingly written what I call a haiku-play.” (Soseki,2002: 214)
From the quotation above, it can be seen that Coldmoon has an interest in literature that is outside of his study as a Bachelor of Science. He even writes his own piece of
haiku and suggests it to Beauchamp. Coldmoon also try to invent a new style of play that is called haiku-play in which only consists of single scene since it is taken from
haiku style of poetry. He is doing this because that days many people always fussing on how a play should be whether it is old-style or new-style drama and also whether it is a comedy or tragedy. He thinks outside of the box which many people may not think about.
In the scene of haiku-play that suggested by Coldmoon, there is a woman washing herself with a cotton towel. This immediately strikes a problem to the others but not to Coldmoon. It can be seen from the quotation below.
From the conversation above between Coldmoon and his listeners, we can see that Coldmoon‟s listeners unlike Coldmoon are straight-laced. They are worry if a play with nude scene will not be allowed by the police to be shown to public. When the listeners of Coldmoon argue about it, Coldmoon only express his opinion as fellow scholar that they are too straight-laced and still have an old mindset about nudity. He knows that time, nudity still seen as taboo for the society yet Coldmoon who study art and now is a part of intellectuals on the other hand, sees both painting and drama from a different perspective. Both of them are works of art and Coldmoon can see it because he broadens his minds. Even though he graduates from a major of science, he also study and appreciates literature and art in which he receives more knowledge without being restricted to old mindset anymore.
After explaining the rest of how the haiku-play staged, Waverhouse argues that
haiku lacks of constructive positivism and undermine the morals of Japanese nation as he known it from the essay and articles about spirit of haiku. On the contrary, Coldmoon only lets out his opinion.
From the quotation above, it can be seen that Coldmoon that haiku-play will not give demoralizing effect as explained by Waverhouse even though Waverhouse has a base to not think like the way Coldmoon thinks. Waverhouse thinks that the idea of crow falling in love with woman is crazy and it has demoralizing effect. Coldmoon on the other hand, sees haiku-play from the perspective of art. He explains that the haiku-poet, Kyoshi is the one who in love with that woman. The crow that sees the woman does not take its eyes from the woman. Coldmoon consider that Kyoshi‟s love for the
woman represented by the crow, in which it would seems to make that the crow is the one who fall in love with the woman. It is the poet‟s lines that will give this strong
effect. That is why Coldmoon tells Waverhouse to see it from the perspective of art since he also knows very well how illogical the idea of crow falling in love with woman.
2. Hard-working
Coldmoon who is a bachelor of science is trying to achieve doctorate title and is working on his thesis. Sneaze even asked how is the thesis coming along and that he should submit the finished text as soon as possible if he wants to marry daughter of Goldfield. Coldmoon on the other hand answers him that he cannot finish it immediately.
the nature of its subject is such that a great deal of drudging research is unavoidable.” He spoke with measured seriousness of things he couldn‟t possibly himself be taking seriously. (Soseki,2002: 198)
From the quotation above, it can be seen Coldmoon wants to marry Goldfield‟s daughter but he cannot finish the thesis quickly because the research for his thesis itself takes a long time. He realizes it that it is unavoidable even though the research is very boring works. He seems to take his research more seriously than marrying Goldfield‟s daughter.
During working on his thesis, Coldmoon who does not have a proper tool to do his research tries to make his own tool. It can be seen from the quotation below.
“Oh no, far from it,” says Coldmoon, throwing out his chest a little. “To begin with, things like circles and straight lines are pure geometrical concepts, and neither actual circles nor actual straight lines can, in this imperfect world, ever realize such idealities.” (Soseki,2002: 199)
insists on making the glass ball by himself when he clearly knows that his research itself will take more than one year to finish. When carefully observed, it can be seen that Coldmoon seems to be a perfectionist also.
“In the university laboratory of course. I start grinding in the morning. I take a short rest for lunch, and then continue grinding until the light fails. It‟s not an easy job.”
“D‟you mean to say that you go down to the university day after day including Sundays, simply to grind glass balls? Is that what keeps you, as you‟re always telling us, so inexorably busy?”
From the conversation between Coldmoon and Waverhouse above, it can be seen that Coldmoon is doing his research seriously even dedicating most of his time to grind glass balls for his research. He works on the glass balls since New Year‟s Day even
When Coldmoon was given a chance to gives lecture to Society of Physical Science, he gives a lecture on physics about hanging. Although the main subject is the physics, he also puts some historical references on the opening of his lecture. Because of his majority in physics and mostly dealing with equations, the two persons that hear his practice insist on omitting the main part in which can be considered rude even for Coldmoon himself. His reaction to their request can be seen on this quotation. "But if I omit the full detail of the equations, it becomes impossible to substantiate the mechanical studies to which I have devoted so much effort..." (Soseki,2002: 83)
3. Smart
In the explanation before, the writer said that Coldmoon is a former student of Mr. Sneaze. Now Coldmoon is a fellow scholar of his former teacher. Unlike his former teacher, Coldmoon shows that he has a deeper wisdom than his former teacher. It is seen when Lancelot Yore, one of the students of Mr. Sneaze suddenly visits him to ask his teacher if he can save Lancelot from being expelled from school because of making a prank on Goldfield‟s daughter by sending her a love letter. Coldmoon who
visits Mr. Sneaze happens to hear about it and tells his opinion about this case.
“Indeed you should. After all, the world is stiff with full-grown men, men with older and presumably wiser heads, who nevertheless spend all their lives in practical jokes which risk disaster for their fellow men. Would you punish an idiot schoolboy for signing a love letter when men whose jokes could wreck the world go totally unpenalized? If you expel him from school, you can do no less than banish them from civilized society.” (Soseki,2002: 399)
outside world, in which he can say that the world is stiff with men who presumably wiser but spending most of his lives in practical jokes which seems destructive to the society. It shows that he has enough knowledge to tell whether something is good or bad for the society. I understand that this Coldmoon person was also once a pupil of my master's and that, after leaving school, he so rose in the world to be far better known than his teacher. (Soseki,2002: 21)
From the above quotation, the feline narrator observes that Coldmoon was Mr. Sneaze's pupil and on top of that Coldmoon was his favorite pupil. The narrator knows that after Coldmoon graduated from school, Coldmoon rose in this particular world and also known to be better than his former teacher, Mr. Sneaze. It indicates that Coldmoon is a smart and bright student enough to be recognized by his scholar acquaintances and narrator. Nobody believes that Coldmoon was Mr. Sneaze's pupil, because of their way of thinking are polar opposite of each other. Coldmoon who is now a fellow scholar of Mr. Sneaze,shows that he can achieve abrighter future. Unlike his former teacher who never achieve something more than as an English schoolteacher. "...With consumate ease he graduated with the best degree on his year from the highest seat of learning in our land. On leaving the Imperial University, he showed no sign of slackening in effort. ..." (Soseki,2002: 149)
prestigious university in Japan since Meiji era until now. He graduated with the highest degree possible in his generation. In which it can be seen Mr. Sneaze implies that Coldmoon is very smart. Even after receiving his bachelor degree, Coldmoon never shows any signs of slacking around because later known that he devotes himself in studying day and night in order to get a doctorate. Further observation from Mr. Sneaze‟s conversation with Waverhouse about Coldmoon below will give a further
explanation how Mr. Sneaze actually acknowledge his pupil‟s intelligence.
"... If I may adapt to Coldmoon's case one of my own earlier turns of phrase, I should describe him as a circulating library. He is high-explosive shell, perhaps only twenty-eight centimeter, but compactly charged with knowledge. ..." (Soseki,2002: 149)
From the quotation above, it can be seen that Mr. Sneaze acknowledges his former student as a very smart one. He acknowledges all effort that Coldmoon made to achieve the senior degree. He even uses metaphor to describe how smart Coldmoon is. Mr. Sneaze describes him as a circulating library. Circulating library at that time is similar to public library that we have now. In which in this place people able to borrow books by paying fee because there were no free public libraries at that time. As mentioned before, this place is a place where people can gain knowledge and certainly Coldmoon was described that way because of his vast knowledge and sometimes his fellows‟ gains knowledge from him. Mr. Sneaze also describes him as high-explosive
but it is fully charged with knowledge that can detonate when it makes impact on the world of learning. It is implying that Coldmoon's will to learn will never cease.
4. Ambitious
In some analysis before it was mentioned how Coldmoon makes his name known by the outside of his society of intellectuals. This makes his name known by those in power like businessmen. Goldfields as one of those businessmen take interest in Coldmoon and even try to gain more information about him. The reason why they are interested in Coldmoon then mentioned by Suzuki who was also a student of Mr. Sneaze but he enters the world of businessmen.
"So you see, as I've just explained, the Goldfields aren't expecting money or property; what they'd like instead is that Coldmoon should have some status of his own, and by status they mean the public recognition of qualification that is symbolized in a senior degree. ..." (Soseki,2002: 139)
degree. Due to this rarity it can be seen why having doctorate degree can be seen as a prestigious status and Coldmoon is worthed to get that status for his own. Goldfields seeing it as a chance for them to increase their status if Coldmoon can marry their daughter in case Coldmoon really receive his doctorate.
"...Coldmoon started writing his thesis. What about that? Since in his own quaint way Coldmoon has a fairly elevated opinion of himself, I wouldn't have expected him to engage in such a mundane, tasteless chore as getting a thesis actually written, but it appears that he, too, is tainted with worldly ambition. ..." (Soseki,2002: 145-146)
In the quotation above, Waverhouse tells Mr. Sneaze that Coldmoon started writing his thesis. In Waverhouse's opinion, Coldmoon realizes well his position and has high opinion upon himself. Waverhouse also does not have any expectation that Coldmoon will waste his time writing thesis to get a senior degree. Waverhouse implying that Coldmoon is actually quite an ambitious one, trying to get a higher status by receiving senior degree and this is proven when they know that Coldmoon also have an intention to marry Goldfields' daughter. They know that by marrying Goldfields' daughter, Coldmoon himself will gain a high status, power and public recognition since Goldfields is a businessman who also has a power in government.
From the quotation above, the feline narrator recognize that those three scholars despite of their upbringing as nonchalant they actually also have a worldly ambition and greed like any other man. The feline narrator describes them as hermits because of their way being nonchalant and segregated themselves from the crowd in outside world. In the end it is merely only a facade that they put on in order to hide their greed and ambition. It is also applied to Coldmoon. Despite of his humble upbringing and intellect, he proves to be ambitious in his own way. It can be seen from his effort in order to receives doctorate and also from the way he is speaking with his fellows. Since he is a Bachelor of Science thatt majors in physics, he often explaining theories and other things related to physics in which the others cannot understand perfectly like he do. In which implied that he is boasting to his fellows about his knowledge. In this way, Coldmoon is no different than his friends.
scholars shared their ideas to each other. That is why five ways from nine ways mentioned before are commonly shown in this novel.
These five ways mainly found in the analysis since this novel itself mainly use the narrator's point of view. That is why the author gives direct comments from the narrator's point of view on his observation to the characters in the story. The next is from the way of speech. Coldmoon himself often make conversation with his colleagues and from the way he talks the writer can observe his character. The reaction also explained in the analysis clearly when Coldmoon gives his reaction to a certain idea that can give the writer the idea about his character. From the way of past life, the writer can see how his experience in the past gives a shape to his character. Sometimes Coldmoon does not present at some point, but the from the other characters' conversation the writer can observes that sometimes they are talk about him and gives some hints about his character that can be observed by writer.
personal quality cannot be separated from the other qualities that the writer finds in the analysis above. His ambitious quality can be described to be more like that he believes that he can achieve something more that he already had instead of a mere desire for power blindly.
B. The Representation of Intellectuals in the Meiji Period through the Characterization of Avalon Coldmoon
In this last part of the analysis, the writer will explain about why Avalon Coldmoon is chosen as a character that can become the representation of intellectuals during Meiji period through his characterization. In the previous part of this fourth chapter, the writer already give some explanation about the characterization of Avalon Coldmoon as described in the novel. Coldmoon who is a part of this particular society becomes the best example which is exposed n the novel.
From the description of Codmoon's character in the novel, there are some main ideas about the intellectuals in Meiji era that can be pointed out. Here, the writer will explains some aspects that can be revealed through the description of Coldmoon.
1. Intellectuals in Meiji Era and Their View on Western Ideals
takes places after Japan opens itself to the world and Japan learns many things from the westerners even sent their intellectuals to study abroad. This is also caused by the students who study Dutch that asks the government to open Japan to the world outside. Before Meiji period, Japan is under the influence of China and India. It includes from the culture, language, and religion and also becomes the very foundation of traditional ideals in Japan. The traditional Japanese society tends to be conservative and collective, in which one must cast aside their ego for the good of a group. This is a polar opposite of the Western idea of independence in which someone able to decide things without being bound by the ideals of their surroundings. It is can be seen from her observation below.
In his Gakumon no Susume (An Encouragement of Learning), Fukuzawa Yukichi deals with the concept of independence. The ideals of independence and achievement in life (risshinshusse) gradually started to replace the traditional social cohesion. (Nae,2002: 17)
learns many things from his surroundings along with what he learns from school and university. Since the beginning of Meiji period, along with the Iwakura mission the teachers and lecturers mostly are natives from Europe or scholars that have finished their study abroad. Because of this mission, it can be concluded that most of them learn many things outside which includes Western idea that contrasts the idea of Japanese. This gives hints on how Coldmoon learns of the particular idea.
Professor Toshiko Nakamura in his article in a website (www.alanmacfarlane.com) about Yukichi Fukuzawa, Yukichi Fukuzawa’s ideas on
family and the history of civilization gives an explanation about the Western concepts of independence as Fukuzawa said in his book.
We saw that Fukuzawa insisted that man had to have a spirit of independence and autonomy to develop civilization. It meant man developed his „intellectual ability‟ and „virtue‟ and became independent.
autonomy in order to become civilized without being bound by old values that restrain someone to improve their abilities.
The idea of how Coldmoon represents this ideal can be seen from Coldmoon's story about violin. During his high school days, he lives in a countryside where they should live in simplicity. In which explains that he lives in an area that still holds a traditional idea.
"The streets these days are chock-a-block with bright, young men walking along with violin cases in their hands. But when I was a high school lad, very few of us could play any Western instruments whatsoever. My own perticular school was way out in the sticks where, since life was lived in accordance with a strong tradition of extreme simplicity, nary a student played the violin." (Soseki,2002: 408-409)
From the quotation above it can be observed that Coldmoon was live in rural area where things are hard to get especially Western instruments. It seems the particular area where he lived still belong to the traditional Japanese idea in which they live in extreme simplicity despites the change that was brought by Westerners. Even so, Coldmoon cannot bring himself to just merely follow the tradition of simplicity. He wants to achieve something more. He has his own resolution on not giving up his individual needs of having and learning how to play violin.
fist-lynchers to a man, not even formal expulsion from the school could budge me from my resolution. ..." (Soseki,2002: 414)
The quotation above gives more evidence about Coldmoon's resolution. As explained before that where Coldmoon lives is a rural area which still holds traditional idea of simplicity and seems has not completely touched by the influence of the west unlike the main capital or the other big cities. Because of the strong tradition, it seems the people around his neighborhood does not like the idea of being westernized and even Coldmoon realizes what will happen to him if he buy a violin. Coldmoon who is conscious about the consequences still following his own choice which means that he is independent to choose.
Coldmoon's way of thinking also gives an idea that he accept the changes that is caused by westernization. In this case, it is closely related to women in that era. It can be seen from the quotation below.
...Such changes are bound to follow from the introduction and dissemination of modern ideas of the individual independence. The older generation get unnecessarily worked up and moan and groan as though the world were coming to it's end, but that's the trend of modern civilization and I, for one, welcome and encourage these changes. For instance, there's no need nowadays for anyone to go tapping poor tots on the skull to see if they're good enough to buy. In any case, no one ever gets anywhere in this hard world by being unduly choosey. That way, one can easily end up husbandless and, after fifty or sixty years of assiduous search, still not be a bride." (Soseki,2002: 211)
no need to tap on the skull of a little girl if they are good enough to buy or not because this unnecessary any longer. Before the restoration, there is a kind of people called maiden-mongers that sells little girls. They usually can be bought as a housemaid to do house chores. After the restoration, this kind of trade is being abolished by the Emperor. This is one of the examples that Coldmoon gives to explain the idea of modern civilization. He later explains that women that day also can end up being single or unmarried. In which explains that women also have their independence unlike the ancient custom that tells women should get married and mostly it is an arranged married. Arranged married means that the women have to marry someone whether they love the person that their parents chose for them or not. It means women before restoration era has no independence.
2. Intellectuals in Meiji Era and Their Status in the Society
According to Tadashi Fukutake in The Japanese Social Structure, the society of Japan in Meiji era can be divided into three main categories.
...the upper ruling class with the capitalists at its core and the large landlords, politicians, and higher civil servants as their allies; the intermediate class, divided into the middle old class made up of small businessmen and retailers and factory owners as well as small landlords; and the new middle class of officials and teachers and white-collar workers in the large enterprises; and the lower, dominated class of farmers, petty traders, self employed workers, and manual employees. (Fukutake,1989: 58-59)
Higher education had thus become an important condition for membership in the ruling political and business elites, but higher education was by and large available only to the children of upper strata of the old society. (Fukutake,1989: 60)
From the quotation above, it can be seen that in the old society only upper strata receive high education. It is also clearly explained that those with higher education can become a member of business and political elites. In the new society this is then no longer available, since the members of upper strata which consist of ruling class is not as many as the middle and low strata. Later in the new society, the middle strata also have a chance to become the member of business and political elite which means that politicians and businessmen also consist of intellectuals. In this novel Coldmoon is seen as a representation this member of middle strata. From the earlier analysis it can be seen clearly that Coldmoon is not from a family of high social status. Despite this fact, Coldmoon is quite famous in the society because that he is a very smart person.
In a website that tells about Meiji Modernization (www.funfront.net/hist/japan/meiji2.htm), it gives a clear explanation about the social status in Japan. On the other hand, greater social mobility was achieved. More people could move from low social positions to high social positions, or vice versa.
and daimyo that rules the government during the era before Meiji by the Emperor himself. People in this era, especially the intellectuals have a more political consciousness that can drive them to works and study hard in order to have a more successful life.
particular intellectual does not contribute much for the society and has no determination to change for the better at all.
By having a higher education, someone can achieve a higher status. Higher in status means they will have power. In this era, business has a close relation with politics, which means being a businessman can have an influence in a political world also. The businessmen during this era become the core of political contributions. Most of political leaders and business leader during this era was university graduate. In this era also, the ones who can receives a high education are not only children from upper strata. The middle stratum society also can receive high education. The higher education they had, they have a bigger chance to raise their status in the society. It is not all of the intellectuals can easily raise their status unless they have the will and ambition to gain it. This can be seen from Coldmoon's effort to gain his doctorate title.
The narrator in this novel agree with this idea, since the narrator himself also mentions his opinion about the scholars during his observation on the characters.
The urge to compete and their anxiety to win are revealed flickeringly in their everyday conversation, and only a hair's breadth separates them from the Philistines whom they spend their idle days denouncing. They are all animals from the same den. (Soseki,2002: 66)
shows off their knowledge rather it is in literature, science, or art. Even though most of them did not master the subject on what they are talking about. Coldmoon is a different case than the other two. Coldmoon knows very well about the subject that the other two mostly talk about. Since it is only Coldmoon who has mastery in science, he has an upper hand when he is talks about his particular subject of science. The narrator himself emphasizing this greedy trait by saying how anxious they are to win against each other. In which implies that they are boasting their knowledge in order to show that they are superior to the others. From his observation, it can be seen that Coldmoon also shares the same greed and it can be seen that they also desire for power even though they seems to be ignorant to the world around them. Unlike the other two scholars who do not have any determination to become successful, Coldmoon is shown to have his own determination to achieve something more.
