This article is a reminiscence article. 1926 At the end of August, Lu Xun left Beijing to teach at Xiamen University because of persecution by the reactionary government of Beiyang warlords. This article recalling my early years studying in Japan was written during this period.
This retrospective essay expresses the author's sincere memory of Mr. Fujino and praises his noble qualities of integrity, enthusiasm, rigorous scholarship and no narrow national prejudice. The author traces the change of his thought of abandoning medicine and joining literature, and is full of strong patriotic feelings. This article narrates according to the passage of time, the change of place and the sequence of events. We can understand and grasp it from the following aspects.
(1) Narrative clues of this article. This paper takes the communication between the author and Mr. Fujino (the origin of communication, the process of communication and the nostalgia after parting) as narrative clues, and organizes materials around the center of expressing Mr. Fujino's lofty quality. Write Tokyo at the beginning (which is why the author went to Sendai to meet Mr. Fujino), and then use rhetorical questions to make a natural transition. Then I wrote about the preferential treatment I received when I first arrived in Sendai (setting off Mr. Fujino), about my acquaintance, getting along and parting with Mr. Fujino, and finally about my memory of Mr. Fujino after I left Sendai. In addition to recalling Mr. Fujino's bright line, this article also has an internal dark line, which is the change of the author's thoughts and feelings. A lot of materials, such as writing about Japanese students enjoying cherry blossoms and learning to dance in Tokyo, writing about their deep impression on Niri and Mito on their way to Sendai, writing about the incident of Japanese "patriotic youth" picking fights and watching movies in Sendai Medical College, and writers abandoning medicine for literature, all revolve around this internal clue. Therefore, although the article is long, the context is clear, and although there are many materials, it is well organized.
(2) Grasp the main features of characterization and highlight the spiritual outlook of the characters. In this paper, four things are written in detail, which show the noble quality of Mr. Fujino from different aspects. 1. Take the initiative to care about "I" learning and seriously change the handout for "I". The article wrote: "After a week, about Saturday, he sent an assistant to call me." In a short time, I paid attention to "me" and asked "me" whether I could make copies of my speech in class, and asked "me" to show him the copied speech, and "I will give it to him once a week thereafter." For the "I" handout, "from beginning to end, it has been revised in red ink, which not only supplemented many omissions, but also corrected Lian Wenfa's mistakes. This situation continued until he finished teaching ... "These things showed Mr. Fujino's serious and responsible spirit from beginning to end. 2. Modify the anatomical map to "I". "I still remember that once Mr. Fujino called me to his laboratory, dug out a picture on my handout, pointed to the blood vessel of the forearm, and kindly said to me,' Look, you moved this blood vessel a little. Naturally, such a move is indeed better, but the anatomical map is not art, and the physical object is so kind that we can't change it. Now that I have corrected it for you, you should follow all the pictures on the blackboard in the future. "This reflects Mr. Fujino's strict requirements and persuasion for students. In Mr. Fujino's cordial conversation, we can realize that he respects both students-"It's really better to move like this" and science-"However, anatomical drawings are not art, and the objects are so kind that we can't change them." 3. Care about anatomy practice. "After practicing anatomy for a week or so, he asked me to go again. I am very happy, but I still said to me in a restrained tone:' I am worried, because I heard that people in China respect ghosts very much, so I am afraid that you will not dissect corpses. I'm relieved now. There is no such thing. "As can be seen from this incident, Mr. Fujino has always been concerned about my study and thinking about my anatomical practice. I passed the exam, and he was very happy and relieved. 4. Learn from me about China women's foot binding. This incident shows his interest in orthopedics and his spirit of seeking truth from facts.
In addition to using concrete examples to express Mr. Fujino's noble quality, the author also uses the method of drawing lines to describe the characteristics of the characters. For example, Mr. Fujino, whose works are "black and thin", "bearded", "slow and very depressed", "wearing glasses and carrying a pile of books" and wearing an old coat in winter, vividly depicts the image of a scholar with a simple life and rigorous scholarship. Another example is "Overseas Students in Qing Dynasty", which captures the details of braids and can reflect their spiritual characteristics. At the end of the Qing dynasty, many people with lofty ideals cut their braids to show their break with the Qing dynasty, but these foreign students had to braid their braids to learn fashion and show their loyalty to the decadent Qing dynasty. The author satirizes them with exaggerated techniques and teasing tone, revealing the vulgar and decadent ideological essence of these international students, and also permeating the author's dislike of them.
(3) Language is full of strong feelings. This article is about the teacher that the author will never forget, and it is a typical case that shocked the author's soul. Therefore, both the language of lyrical discussion and the language of writing notes are full of feelings. If I miss Mr. Fujino, the author wrote, "But somehow, I always remember him." Of all the teachers I think, he is the one who makes me most grateful and encourages me. " "His personality is great in my eyes and heart ..." Express my gratitude and admiration directly. Another example is to write about the ugly behavior of "students studying abroad in the Qing Dynasty", the deep impression on the way to Sendai, the anonymous letter incident and the film incident, the farewell to Mr. Fujino, and the abandonment of medicine. And between the lines, it is filled with the author's feelings of worrying about the country and the people.
related data
First, Lu Xun's thoughts on Fujino
1935 When Selected Works of Lu Xun was to be published in Iwabo Library, Japan, I once asked Mr. Lu Xun what articles he chose. Mr. Lu Xun replied: "Everything is dispensable, but I hope I can choose Mr. Fujino" to get some information about Mr. Fujino. When this anthology was published in the second year, the translator Zengtian visited Mr. Lu Xun in Shanghai, and Mr. Lu Xun inquired about Mr. Fujino. When Masuda said that there was no whereabouts, Mr. Lu Xun lamented, "Mr. Fujino is probably dead?" (Excerpted from Xu's Teaching of Lu Xun's Works in Chinese Class)
Second, Mr Fujino's memory of Lu Xun
Zhou Junlai came after the Sino-Japanese War of 1894-1895, and several years passed. Sadly, at that time, the Japanese still called China a pig head. When there is such an abusive atmosphere, there are also such a group of classmates at the same level who always give Zhou Jun a dirty look and treat them differently.
When I was a teenager, Mr. Yeban, who was born in a school in Fan Jing, taught Chinese. Therefore, while I respect the sages of China, I always have a feeling that I should attach importance to the people of China. This is considered to be particularly kind and rare in Zhou Jun. If Zhou Jun tells his friends that I am a teacher because of this, I wish I had read it earlier! Since he wanted to know my news until he died, it would be great if he received my news earlier!
(Excerpted from Fujino Genkuro's "Remembering Zhou Shuren Jun")
(Mr. Fujino's nephew Kenzaburo Fujino said) Forty years ago, in the year of Lu Xun's death, a reporter brought a photo of Lu Xun's death to my uncle Yan Jiulang. At this time, my uncle didn't know the news of Lu Xun's death. At that time, Yan Jiulang sat up, held the photo above his head, and then wrote "I remember Zhou Shuren Jun". This shows how much Fujino Genkuro worships Lu Xun!
(Excerpted from Celebrating the New Year with Heart, People's Daily 1976 1 1.7).
Thirdly, Lu Xun's experience during his study in Japan.
1902 in April, I went to Japan to study and went to Hongwen College in Tokyo to study Japanese. Actively participated in anti-Qing patriotic activities, and issued an oath of "I recommend Xuanyuan with blood" in the poem "Little Elephant on My Topic".
65438-0904 entered Sendai Medical College to study medicine. Two years later, he abandoned medicine and went to literature, trying to change the national spirit and save the nation from peril.
1906 started literary activities in Tokyo. Translate and introduce the literary works of oppressed nationalities such as Russia and Eastern Europe, and write papers such as Human History, Teaching of History of Science, Theory of Cultural Deviation and Theory of Moro Poetry.
1908 studied Shuo Wen Jie Zi from Zhang Taiyan and joined the Guangfu Association.
1in August, 909, he came back from Japan. ...
(Excerpted from China Handbook of Modern Literature)
Fourth, the theme and its expression (Xiong Yan)
Mr. Fujino's theme is a hot topic in teaching and research in recent years. It is said that it is mainly based on the evolution of the author's thoughts and feelings, patriotism runs through the whole article like a red line, and the theme is not about Mr. Fujino; It is said that the theme idea is Mr. Fujino's excellent quality, and it is secondary to express the author's patriotic feelings; Some equate the two, thinking that the theme is not only to praise Fujino, but also to describe their patriotic ideological course.
The theme of any work is closely related to the theme and is contained in a certain theme. Generally speaking, Mr. Fujino's theme is the author's life fragments during his study in Sendai, including: the living conditions when he first arrived in Sendai; When I met Mr. Fujino, Mr. Fujino helped him revise the handout; Two unforgettable things during my study: the test paper storm and the "movie" incident, and "farewell" and so on. The conclusion must be drawn from the concrete analysis of the works. Let's follow the author's thinking and see how the article is written and how it is written.
Tokyo is nothing more than this: In Ueno Park, which is full of cherry blossoms, we saw the ugly performance of a group of "Daqing" brand dude who have no ambition to save the country but are proud of the "braid" symbolizing national oppression and feudal rule, and the concierge of international students who should have bought some books was also messed up by them! Lu Xun came across the sea with the ambition of "I recommend Xuanyuan with blood", but I didn't expect Tokyo to be as smoky as Nanjing. Disappointment, pain, disgust, resentment, and a strong desire to learn a skill to serve the motherland are all contained in this affectionate sentence. Ambition and gray environment formed a sharp contradiction, and I had to leave him. So "I have made up my mind to study medicine after graduating from preparatory school in Tokyo". After bidding farewell to boring Tokyo, I got "preferential treatment" when I arrived in Sendai: not only did the school not charge tuition fees, but the staff also worried about accommodation; Of course, what makes him more happy is that he "heard a lot of fresh charity" after that. Just then, Mr. Lu Xun met Mr. Fujino Genkuro, a professor of anatomy.
Above, I wrote about my living environment and mental state before I met Fujino. Then, I turned to the narrative point: I wrote Fujino directly.
Through the first description of Mr. Fujino's appearance, clothes and tone, especially adding and modifying notes for "I", correcting the drawing of blood vessels, encouraging "I" to dissect the corpse boldly, the author positively praised Mr. Fujino's excellent qualities and personality characteristics such as simplicity, honesty, loyalty to academics and painstaking research. Fujino's concern for "I" shows the characteristics of a rigorous scholar and a persuasive teacher, which is in contrast with the staff who wrote earlier that "hope is the most valuable thing". Then, two unforgettable things in Sendai's experience are described in detail: the paper storm and the lessons of the film. These two things can be said to be "interspersed"; But it has nothing to do with writing Fujino. Here, some Japanese youths who have been poisoned by narrow nationalism and militarism and are very jealous are used to compare Mr. Fujino's integrity, selflessness and broadmindedness. In contrast, Fujino's image is higher. Since then, because of the insult and stimulation of the current movie events, "my view has changed": I resolutely gave up medicine and went into literature, so naturally I had to say goodbye to Mr. Fujino. The details of Farewell are particularly touching. Students' "lies to comfort him" and Mr. Wang's sad sigh, as well as accepting invitations, giving photos and parting words. With limited words, there is infinite affection! After I left Sendai, I still didn't leave to write about Mr. Fujino. I just changed my perspective: writing about Mr. Fujino's influence on me, writing about my attachment to my husband, and writing about the inspiration and "courage" and strength I got from my husband. In short, I wrote a "permanent monument" buried in my heart.
It can be seen that the full text is written by Mr. Fujino from beginning to end as shown in the title. Praising and remembering Mr. Fujino's excellent quality is the central content of the whole article. According to the narrative of the intersection with Fujino, the full text naturally forms three parts: knowing the situation before Fujino, knowing all kinds of things after Fujino, and remembering after parting from Fujino. The article narrates in chronological order before going to Sendai, after going to Sendai and after leaving Sendai.
However, the content of this work is much richer than that mentioned above, and its theme is not limited to the personal praise and memory of Fujino. If you think further: Why can Mr. Fujino care so much about a China student? What determines the profound friendship between Lu Xun and Fujino? What is the basis of this friendship? Why did Lu Xun especially thank Mr. Fujino? I think this is the deeper content that the work tells us, and the place where the theme of the work is dug deeper, which naturally becomes the place where we need to explore more to understand the theme of the work.
In the rigorous structure and concise words, the author occasionally or directly points out that Fujino's special care and careful cultivation for Lu Xun, an international student, is based on his sympathy and respect for his patriotic spirit. It can also be said that Lu Xun's ambition to save the country and the people attracted and moved Mr. Fujino. This point is not detailed in the details directly described by Fujino in the article. However, it goes without saying that the only spirit for China students to work hard is in their studies, that is, in their lives, such as the hard life of sleeping without fear of mosquito bites and eating and drinking inedible taro soup. Fujino, as a teacher, would never have heard of it, even if he had never seen it. In fact, after Lu Xun's death, Fujino had the impression that although he was in a foreign land, he did not feel bitter. It can be seen that he saw the young man's ambition to work hard to revive the country. Can't we get a glimpse of Fujino's thoughts through some detailed descriptions? After describing the communication with Fujino, there is a passage that clearly describes Mr. Fujino's ideological motivation, that is: "His earnest hope and tireless teaching for me, in short, is for China, that is, I hope that China will have new medicine; In general, it is for academics, that is, I hope that new medicine will spread to China. " This wonderful conversation is the crowning touch of the whole article. Of course, the theme of the work is expressed through narration, description and discussion in all aspects, not just in this discussion; But the discussion here is the sublimation of the theme, which makes a deeper exploration of Mr. Fujino's moral praise. As a scholar, Fujino looks at medicine all over the world, hoping to contribute to the development of new medicine. "Academic" is the principle of all his thoughts and actions. He set out from the big goal of "for academics" and "for China"-"I hope new medicine will appear in China". In him, "for China" and "for academics" are the same. This is the most concentrated expression of the great "character" of an upright scholar who has sympathy and respect for students from "weak countries" and is committed to the medical cause. Lu Xun went to Sendai to study medicine, hoping to make China rich and strong with medicine, so "for China" and "for academics" are also consistent. In a word, "for China" and "for learning" are not only the starting point of Fujino's love for Lu Xun, but also the basis of their friendship between teachers and students. These six words really raised Fujino's ideological and moral character and personality characteristics to a high level. I am most grateful to Mr. Fujino, in the final analysis, for his lofty thoughts and moral character of "for China" and "for academics". Although Mr. Wang's good wishes are only based on the scientific theory of saving the country, this theory of saving the country held by Lu Xun has been shattered by the ruthless reality in Sendai, so he abandoned medicine and joined the literature, and his patriotism and revolutionary democratic thoughts have made new development; Although Fujino didn't quite understand Lu Xun's dropping out of school and changing his wish, as a kind and upright Japanese scholar, it is very valuable to sympathize with and respect the aspirations of a "weak country" student and adopt a sympathetic attitude.
As mentioned above, on the one hand, it is patriotic ambition and ambition, on the other hand, it is sympathy and respect for this patriotism. Loving China and "for China" are the channels to communicate between two hearts, the ties to maintain the friendship between the two hearts, and the internal clues (or trunk) of the works. The basic content of the whole article is to describe the teacher-student relationship between the author and Fujino, and to praise Fujino's lofty moral character. As the internal clue that runs through the whole article, it is patriotism-to be more complete, it is the author's patriotic thoughts and feelings, and it is Fujino's respect for it. The relationship between them is bright and dark, external and internal. In this way, the spirit of patriotism and Fujino's quality are not antagonistic, but complementary. This is the key to understanding the theme.
In a word, Lu Xun's Memories of Japanese Life takes Mr. Fujino as the central content and the author's patriotic thoughts and feelings as the internal clue. Through direct description and indirect expression, he deeply praised Mr. Fujino's upright and noble ideology and morality, serious scientific attitude and meticulous work style, especially his great spirit of "for academics" and "for China" and its profound influence on the author himself. This article, from content to form, is unpretentious. It explores such a profound theme without relying on amazing themes, bizarre stories and beautiful language. There is a saying in an ancient paper: "It's hard to make it clear." Mr Fujino is an example.