This text is a reminiscence essay. 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, which recalls my early life when I was 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, which is filled with 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.
(A) the 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 the narrative clue, 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 see 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 studying in Tokyo enjoying cherry blossoms and learning to dance, writing about their deep impression on Niri and Mito on the way to Sendai, writing about the incident of Japanese "patriotic youth" picking fights and watching movies in Sendai Medical College, and writers abandoning medicine to join the literature, are all organized around this internal clue. Therefore, although the length of the article is long, the context is clear, and although there are many materials, it is orderly.
(B) characterization to grasp the main features, highlighting the spiritual character. 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 his assistant to call me." In a very short time, I paid attention to "I" and took the initiative to ask "I" whether I could copy the lecture notes in class, and asked "I" to show him the copied lecture notes, and "I will give them to him once a week thereafter." For the handout of "I", "From beginning to end, it has been corrected with red pen, which not only added many omissions, but also corrected Lian Wenfa's mistakes. This continued until he finished teaching his lessons ... "These things showed Mr. Fujino's serious and responsible spirit from beginning to end. 2. Correct the anatomical map for "I". "I still remember that once Mr. Fujino called me to his research room, dug out a picture on my handout, pointing to the blood vessel of the lower arm, and said kindly to me,' Look, you have moved this blood vessel a little bit. -naturally, such a move is really better, but the anatomical map is not art, the real thing is so kind that we can't change it. Now that I've 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 kind 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 about a week, he asked me to go again. I was very happy and still said to me in a very restrained tone:' I was worried because I heard that China people respect ghosts very much, so I was afraid that you would not dissect corpses. Now I'm relieved that there is no such thing. " It can be seen from this incident that Mr. Fujino has been concerned about my study and thinking about my anatomy practice. He was very happy and relieved that I passed the exam. 4. Learn from me about China women's foot binding. This incident showed 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 technique of drawing lines to describe the characteristics of the characters. For example, write about Mr. Fujino, his "black and thin", "moustache", "slow and very frustrated tone", "wearing glasses and carrying a stack of books of all sizes", and wearing an old coat in winter, vividly painting the image of a scholar with a simple life and rigorous scholarship. Another example is "Students studying abroad in Qing Dynasty", which captures the details of braid, which can reflect their spiritual characteristics. At the end of the Qing Dynasty, many people with lofty ideals cut their braids to show that they broke with the Qing Dynasty, but these students studying abroad had to braid their braids to learn fashion and show their loyalty to the decadent Qing Dynasty. The author uses exaggerated techniques and teasing tone to satirize them, revealing the vulgar and decadent ideological essence of these international students, and also permeating the author's disgust for them.
(3) The 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. Among 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 gratitude and admiration directly. Another example is to write about the ugly behavior of "students studying abroad in Qing Dynasty", to write about the deep impression on the way to Sendai, to write about the anonymous letter incident and the movie incident, to write goodbye to Mr. Fujino, to abandon medicine and to join the literature, etc., and between the lines, the author's feelings of worrying about the country and the people are filled.
interrelated data
First, Lu Xun's thoughts on Fujino
1935 When "Selected Works of Lu Xun" was to be published in Japanese Iwabo Library, I once asked Mr. Lu Xun himself what articles to choose. Mr. Lu Xun replied: "Everything is optional, but I hope I can select Mr. Fujino", in order to get some information about Mr. Fujino. When this anthology was published in the second year, the translator Masuda 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 no longer alive?" (Excerpted from Xu Qinwen's Teaching of Lu Xun's Works in Chinese Class)
Second, Mr. Fujino's memory of Lu Xun
It was after the Sino-Japanese War that Zhou Junlai came, and quite a few years passed. Sadly, at that time, the Japanese also called China a pig head. When there is such a bad scolding atmosphere, there are also such a group of students at the same level who always give Zhou Jun a dirty look and treat him differently.
When I was a teenager, Mr. Yesaka, who was born in Jingfan School, taught Chinese. Therefore, on the one hand, I respected the sages of China, and at the same time, I always had the feeling that I should value the people of China. This was thought to be particularly kind and rare in Zhou Jun. If Zhou Jun talked to his friends about me as a teacher because of this, I wish I had read it earlier! Since he wanted to know my news until he died, how much he would have liked it if he had heard from me 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 upright, held the photo above his head, and then wrote "I remember Zhou Shuren Jun". This shows how deeply Fujino Genkuro admired Lu Xun!
(Excerpted from "Memorizing the Year of China with the Heart", 1976 1 1 People's Daily on July 7)
Third, Lu Xun's experience during his study in Japan
1April, 902, 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 my blood" in the poem "Little Elephant on My Topic".
1904 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 Russia, Eastern Europe and other oppressed nationalities, and write papers such as History of Man, 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.
1August, 909, returned from Japan ...
(Excerpted from China Handbook of Modern Literature)
Fourth, the theme thought and its expression method (Yan Xiong)
The theme of Mr. Fujino has been hotly debated 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 is like a red line running through the whole article, 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 show the author's patriotism; Some equate the two, and think that the theme is not only to praise Fujino, but also to describe their own patriotic ideological course.
The theme of any work is closely related to the theme and is contained in a certain theme. Generally speaking, the theme of Mr. Fujino is the fragments of the author's life during his study in Sendai, including: the living conditions when he first arrived in Sendai; Met Mr. Fujino and Mr. Fujino helped him revise the handout; Two unforgettable things during my study: the test paper storm and the "movie" incident, as well as "farewell" and so on. The conclusion must be drawn from the concrete analysis of the work. Let's follow the author's thinking and see what and how the article is written.
"Tokyo is nothing more than this": in Ueno Park, where cherry blossoms are rotten, we saw a group of ugly performances of "Daqing" brand dude who have no ambition to save the country, but are proud of the "braid" that symbolizes national oppression and feudal rule, and the concierge of the international students' club, which was supposed to buy some books, was also messed up by them! Lu Xun came across the sea with the ambition of "I recommend Xuanyuan with my blood", but he didn't expect Tokyo to be as smoky as Nanjing. Disappointment, pain, disgust, resentment, and a strong desire to learn skills to serve the motherland are all contained in this sentence with many feelings. There is a sharp contradiction between great ambition and the gray environment, so I have to leave him. Therefore, "I have made up my mind to study medicine when I graduate from the preparatory school in Tokyo". Farewell to the boring Tokyo, and when I arrived in Sendai, I was given a "preferential treatment": 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 has "heard many fresh handouts" since then. Just then, 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 focus: I wrote Fujino directly.
The author positively praised Mr. Fujino's excellent qualities and personality characteristics, such as simplicity, honesty, loyalty to academics, and painstaking research, by describing his appearance, dress and tone at first sight, especially adding and modifying notes for "I", correcting blood vessel drawing and encouraging "I" to dissect the corpse boldly. 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". After that, two unforgettable events in Sendai's experience were described in detail: the storm of examination papers and the lessons of movies. 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 contrast Mr. Fujino's integrity, selflessness and broad-mindedness. By contrast, Fujino's image is even taller. Since then, "my opinion has changed" because of the insult and stimulation of the current film events: I resolutely abandoned medicine and joined the literature, so naturally I had to "say goodbye" to Mr. Fujino. The detail of "Farewell" is particularly touching. The students' "consolation of his lies" and Mr. Wang's mournful sigh, as well as accepting invitations, giving photos and parting exhortations, etc., contain infinite affection in limited words! After I left Sendai, I still didn't leave to write about Mr. Fujino, but I changed my perspective: writing about Mr. Fujino's influence on me, writing about "I"' s attachment to my husband, and writing about the inspiration and "courage" and strength that I got from my husband. -In short, I wrote a "permanent memorial" 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 narration of the intersection with Fujino, the full text naturally forms three parts: the situation before getting to know Fujino, the various things after getting to know Fujino, and the nostalgia after parting with Fujino. The article is narrated 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 we think further: Why can Mr. Fujino care so much about a China student? What determines the deep friendship between Lu Xun and Fujino? What is the foundation of this friendship? Why is Lu Xun particularly grateful to Mr. Fujino? I think this is the deeper content that the work tells us, and it is 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, and more euphemistically reveals that Fujino's special care and careful cultivation for Lu Xun, a foreign student, is based on his sympathy and respect for his patriotic spirit, or it may be said that Lu Xun's ambition to save the country and the people attracted and moved Mr. Fujino. This is not detailed in the details of Fujino's direct narration in the article. However, it goes without saying that the only China student's spirit of striving for strength is in his study, that is, in his life, such as the hard life of sleeping without fear of mosquito bites and eating and drinking inedible taro soup. Fujino, as a teacher, will never hear of it, even if he has never seen it. In fact, after Lu Xun's death, when Fujino recalled the students of that year, he 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. Through the subtle description of some details, can't we get a glimpse of Fujino's thoughts? After describing the communication with Fujino, the article has a paragraph that clearly describes Mr. Fujino's ideological motivation, which is: "His enthusiastic hope and tireless teaching for me, in short, is for China, that is, I hope that China will have new medicine; Generally speaking, it is for academics, that is, I hope that new medicine will spread to China. " This wonderful talk is the finishing touch of the whole article. Of course, the theme of the work is expressed through all aspects of narrative, description and discussion, not just in this discussion; However, the discussion here is the sublimation of the theme, which makes a deeper exploration of the praise of Mr. Fujino's morality. As a scholar, Fujino looks at medicine all over the world and hopes to contribute to the development of new medicine. "Being academic" is the principle of all his thoughts and actions. He set out from the general goal of "for academics" and "for China"-"I hope there will be new medicine in China". In him, "for China" and "for academics" are consistent. 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 use medicine to make China rich and strong, 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 friendship between their teachers and students. These six words have really raised Fujino's ideological and moral character and personality characteristics to a higher level. What makes me most grateful to Mr Fujino is, in the final analysis, my gratitude to his lofty thoughts and moral character of "for China" and "for academics". Although Mr. Wang's kind desire is only based on the theory of saving the country by science, 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 democracy thoughts have made new development; Although Fujino doesn't quite understand Lu Xun's dropping out of school and changing his wishes, it is very valuable for a kind and upright Japanese scholar to sympathize with and respect the ambition of a "weak country" student and hold a sympathetic attitude.
As mentioned above, on the one hand, it is the ambition and ambition of patriotism, and on the other hand, it is sympathy and respect for this patriotism. Loving China and "for China" are the channels to communicate two hearts, the ties to maintain their friendship, and the internal clues (or backbone) of the works. The basic content of the whole article is to describe the teacher-student friendship between the author and Fujino, and to praise Fujino's lofty moral character. As the internal clue running through the whole article, it is patriotism-to be more complete, it is the author's patriotic thoughts and feelings, and Fujino's respect for it. The relationship between the two is bright and dark, external and internal. In this way, writing the spirit of patriotism and the quality of Fujino are not opposite, but complement each other. This is the key to understanding the theme.
In a word, Lu Xun's "Memories of Life in Japan" takes Mr. Fujino as the central content, takes the author's patriotic thoughts and feelings as the internal clue, and deeply praises 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 his profound influence on the author himself through direct description and indirect performance. This article, from content to form, is unpretentious. It does not rely on amazing themes, bizarre stories and pretty language, but it has explored such a profound theme. There is a saying in the ancient papers: "It is difficult to make it plain." Mr. Fujino is an example.