and
Doshisha University
How The Doshisha Was Established. (April 1983) The Aim in Establishing Doshisha University. (November 19888) Doshisha Kyuto, Japan Preface It was in 1875 that Joseph Hardy Neesima established The Doshisha. In 1883 he wrote the process of establi- shing Doshisha open to the public, "How The Doshisha Was Established " for the benefit of the general public. He also published "The Aim in Establishing Doshisha University" in 1888, in which he talked about the plan of establishing Doshisha as a "University" which he had long conceived in his mind since the founding of the institution. These two vividly eloquent documents will remain forever in the history of education of Japan. Seventy years have passed since our founder, Neesima was called to Heaven. Doshisha has developed in this period to a great school corporation which has more than 23,000 in its student body, including a women's college (Faculties of English, Home Economics and Music), three senior high schools, one commercial high school, three junior high schools, one kindergarten, besides of course the Univer- sity (Faculties of Theology, Letters, Law, Economics, Commerce and Technology. However, we feel we have a long way to go to the goal Neesima envisioned. Understanding the true spirit of our founder, both faculty members and students are trying to educate themselves under the motto of the Neesima spirit and are determined to develop Doshisha further and then in the due course of -1- time create a peaceful nation based on Christianity from Japan. These two documents were originally written by our Neesima "Sensei" in Japanese. We now translate these into English and distribute them among various English- speaking peoples. We hope these documents are read by many understanding people who will give suggestions and generous support to our Doshisha. In explanation of nomenclature, we use "The Doshisha" to indicate the entire educational complex, from the Doshi- sha kindergarten up through thc Doshisha University Graduate school. We would like to express our appreciation for the labor of translation to Dr. E. S. Cobb, Professor Emeritus of our Faculty of Theology who is retired in America and for help in editing to Professor Otis Cary of our Faculty of Letters and to Professor Leeds Gulick of our Faculty of Theology. Setsuji Otsuka Chancellor, The Doshisha March 10, 1960 HOW THE DOSHISHA WAS ESTABLISHED In the last days of the Shogunate, when Japan was hard pressed by foreign nations, her people were confused and bewildered, facing a situation of increasing danger. It was at this time that I sought an opportunity to carry out my long cherished plan of going abroad for study, although foreign travel was forbidden by the Government. So I left my clan and went to Hakodate, waiting for a chance to escape. This came on the night of June 14, 1864 (1st year of Ganji) when I was taken secretly on board an American vessel. There I worked as an ordi- nary sailor, submitting to many hardships. But in about a year I finally reached America. Here my determination to be of service to my country grew stronger as time went on, and at last I was admitted to Amherst College where I studied hard day and night. But during this period I suffered constant attacks of illness and I began to fear that my great purpose would go un- fulfilled, and that I had come to this faraway land in vain. However, I recovered, though I had been at Death's door. But my health had been greatly impaired so that my studies were often interrupted. In spite of these limitations, whenever I had leisure from academic work, it was my invariable custom to travel about the United States, often climbing mountains and fording rivers as I went. I sought especially to learn about the early days when America was being settled, and to get -3- acquainted with the natural features of the various regions and the mind of their inhabitants. Wherever I went I inspected the schools, Primary, High Schools and Colleges, also such institutions as Museums, Libraries, Schools for the deaf and blind and Kindergartens. Besides these I made a study of institutions for training in Engineering, Art and Agriculture, as well as inspecting various factories. Especia- lly I sought out scholars and other famous men and learn- ed much from conversation with them. Thus I became convinced that while American civiliza- tion had sprung from various sources, the splendid develop- ment of its institutions and culture was due to the influence of education, an education based on the highest principles. So I concluded that a country's greatness depends on its educational system, and I made a vow that on my return to Japan I would found a school, perfect in every way, and would devote my life to the cause of education. This in spite of my insignificance and lack of learning. Early in the Meiji Era (1871) the late Count Iwakura came to America as Envoy Plenipotentiary and Minister Extraordinary. In his party was the Minister of Education, Mr. Fujimaro Tanaka, whose mission it was to study the educational systems of Europe and America. At that time I was a student in Andover Theological Seminary, and was asked by the Education Minister to accompany him on his travels. This was a request I could not well refuse. So together we inspected the most important educational institutions in America, from primary to college grade, -4- after which we went over to Europe, visiting Scotland, England, France, Switzerland, Holland, Denmark, Germany and Russia. In these countries I made a careful study of the schools, their organization, system and something of administration. In particular I was deeply impressed by the perfection of their equipment. Thus I came to understand that it is thanks to education that the light of European culture has spread throughout the world; that education is the life of civilization and the mother of peace. All the stronger, then, became my feeling that I must not fail to found a university on my return to Japan, a university that would provide sound learning and instill the true education. Thus I hoped to bring tranquility to our social order, to further the progress of our country and to spread the light of civilization in the Far East. Not for a moment has this burning desire ever left my mind. Before I set out for Europe with the Minister of Educa- tion I had received a special favor from our government, namely, a pardon for my breaking the law which forbade citizens to leave the country. Besides that, I received urgent offers to become an official in government service, but these I had firmly refused. For I had made up my mind to devote my life to the cause of education and bring true enlightenment and culture to my country. So I parted from Mr. Tanaka in Europe and returned to my studies in Andover Seminary, where, after a few years, I finally graduated, thus fulfilling my purpose in coming to America. In the Fall of the seventh year of Meiji (1874) I was -5- ready to leave America and return to Japan. Just then the American Board of Commissioners for Foreign Missions was to hold their annual meeting in Rutland, Vermont. Many of my close friends were to attend, and these urged me to present myself and make a short farewell address. When I mounted the platform of the assembly hall I found myself facing an audience of some three thousand men and women. Addressing them, I gave utterance to my long-cherished purpose in these words: In any country, if we hope to develop a genuine civilization, we must see to it that learning is widesp- read; if we wish to maintain order in society, we must depend on the right education. In presentday Japan, my home country, a new era began with the Meiji regime. After a period of armed rebellion the nation woke from the dream of feudalism and abando- ned its old inferior customs. But society was thrown into confusion, discipline became lax, and now the people know not where to turn. To meet this situation we must give Japan the right kind of education in order to establish sound government and promote the spread of knowledge. If we wish to create a perfect civilization in my country we must bend all our efforts to establish that educa- tion which is the foundation of western culture. As I look back eleven years, just before I left Japan, I recall how distressed I was to see the country falling daily into new perils. That is why I conceived -6- the idea of going abroad. So I parted from my family and my friends without a word of farewell. I had no idea how I should support myself, where I was to find food, clothing and shelter. Moreover, by leaving the country I was breaking the law of the feudal government. But I took no thought of the hardship involved: I took courage and commended myself to Providence. All alone, with no one to rely on, and with little hope of success, I came over the rough seas to your country. This was because it was my earnest prayer that I might bring true civilization to Japan together with happiness and freedom. It is clear to me that the future welfare of my thirty million Japanese brethren will come about, not from governmental reforms or progress along material lines. Rather it will depend beyond all else on the power and influence of education, and it must be the right kind of education. Now I must bid farewell to you, my friends. If I reach home safely it is my earnest purpose to found a university, one that shall bring light to my countrymen and do some small part in guiding Japan along its road to progress. Oh my friends! In these words I have laid bare my heart before you. Are there not some of you who can understand, some who will lend your sympa- thy and support to this, my long cherished dream? As. I spoke thus and made this appeal I could not -7- control my feelings and shed a flood of tears as I stood on the platform. And I know not how many times I had paused in my speech, overcome with emotion. Hardly had I finished speaking when a man in the rear of the audience sprang to his feet and shouted: "Mr. Neesima! I will give a thousand dollars for your school." This was no other than Dr. Parker, a famous physician of Washington. Right after him, Mr. Page, the Governor of Vermont, rose and promised another thousand. In quick succession came offers of $500, $300, $200 and also many smaller amounts. The quiet in the hall was suddenly changed into a surging tumult of voices. I thanked them from the bottom of my heart and bade them farewell. Just as I was stepping down from the platform, an old farmer, lean and poorly dressed, came up to me bashfully. He was trembling as he took from his pocket a two dollar bill and handed it to me. Shedding tears he said: I am only a poor Vermont farmer living up north in the cold. These two dollars I brought for carfare to take me home today. But I could not help being deeply moved by your speech and by the true patrio- tism you showed. Though I am an old man, my two legs are still strong enough to carry me back home. This money is only a little and not fit to be counted, but if you will use it to help build your school it would make me very happy. After the meeting was over, I was on my way back from Rutland. I had gone only a few miles when I heard -8- someone calling me. Looking back, I saw it was an old woman. She ran up to me and said in a confused sort of way: I am a widow living in a country village near here. I am very poor, but I do want to help you a little with your school. I have only two dollars in my purse but I want to give it all to you. I did not dare to speak to you in the Hall for I was ashamed to offer you so little. But I pray you accept the widow's mite. She wept as she finished speaking. I gratefully accepted her gift, deeply impressed and delighted that these Ameri- cans could show such kindness and love for my country. Later, I said to some friends: " Of all that happened at Rutland, what moved me most was the sacrificial giving of these two country folk, the farmer and the widow. After this, contributions poured in from every side, and funds for the realization of my cherished plan seemed practically assured. I had already set sail from San Fran- cisco and reached Japan in the latter part of the seventh year of Meiji (November 1874). I then worked day and night on plans to establish my school. In January of the following year, I was in Osaka and chanced to meet Count Kido, Counselor to the Cabinet. I explained to him my views as to the fundamental aim of true education, and also revealed to him my long-cherished plan. He gave me his hearty approval, and much more besides. We had known each other well since the time we met in America (for he -9- was in the Iwakura party), so he promised to be my go- between with the government, and to do his best to persua- de the authorities to favor my plan. I then chose Kyoto as the site for my new enterprise and received the approval of Fujimaro Tanaka, former Minister of Education, and of Masanao Makimura, former Governer of Kyoto. I was also given a permit from the government to establish a private school. Finally, in coope- ration with Kakuma Yamamoto, we opened our English School on November 29th of the eighth year of Meiji (1875). This is an outline of the way in which present-day Doshisha came to be established. Joseph Hardy Neesima April 1883 - 10 - THE AIM IN ESTABLISHING DOSHISHA UNIVERSITY My desire to establish a private university was no sudden whim, and for its fulfillment I have already spent countless days of labor and struggle. At last my plan is matured, and the time has come to appeal to the nation for their help. If I do not take this opportunity I feel that the chance to realize my hopes would be lost forever. So I am impelled to publish this statement of my aims for such a university, together with some account of what has already been accomplished to this end. Over twenty years ago, the feudal government, distres- sed by pressure from abroad and unrest at home, was in its last days. At this time, with a burning desire to go abroad to pursue my studies. I left my clan and made my way to Hakodate. In defiance of the law forbidding our countrymen to leave Japan, I got myself taken secretly aboard an American sailing vessel. This was on the night of June 14, 1864. On the ship I was assigned to the hard tasks of an ordinary seaman, but after about a year I reached Boston. There I was befriended by a generous citizen, with whose aid I entered Amherst College and later Andover Theological Seminary. These studies occupied some ten years. During this time I made careful observations of Ameri- can institutions, also I sought out many leading citizens - 11 - and listened to their arguments. Thus I learned that American civilization was not the result of chance nor a sudden growth; it was rather due to the education which had developed the country as a whole. Believing thus that education was the chief factor in building up a nation, I decided to devote my whole life to furthering this great enterprise. In the fourth year of Meiji (1871) the late Tomomi Iwakura, as Envoy Extraordinary and Minister Plenipo- tentiary, arrived in America with his party. One of the members was Fujimaro Tanaka, Minister of Education, who was on his way to investigate the educational sys- tems of Europe and America. At that time I was study- ing in Andover and was asked to accompany him on this mission. Together we visited the most important schools in America, from primary grade to university. Thence to Europe, visiting Germany, France, England, Switzerland, Holland, Denmark and Russia. I carefully inspected their institutions of learning and whatever was in any way connected with furthering education. Thus I became convinced that the civilization of Europe and America is based on the education of the people. In addition came the belief that if my country desires to rival Western civilization, it must do more than imitate their external material culture; it must seek to attain to what is essential and fundamental in the West. As I pondered thus, I made a vow that on my return to Japan I would establish a private university and so do my best for the - 12 - advancement of my country. In seventh year of Meiji (1874) as I was about to leave America for my homeland, the American Board of Com- missioners for Foreign Missions was holding its annual meeting. Some three thousand men and women were at- tending, including many of my friends. Since they had urged me to be present, I was there also, and yielded to their request that I should say a few words of farewell, Then for the first time I gave utterance to the purpose which had been taking shape in my mind. I said: In my country to-day, the old social order is uprooted, the people are without discipline and know not where to turn. If we are to bring the light of civilization to Japan we must avail ourselves of the education which is the foundation of Western culture. It is my conviction that the peace and happiness of my thirty million countrymen does not depend alone on governmental reforms nor on material progress, but rather on the education of the people. At this point my eyes filled with tears but I went on: So, when I return to my country I promise that I shall give my all to the accomplishment of this great task. Ladies and Gentlemen! I have now laid bare my heart before you. Will you not lend me your support and sympathy? I had hardly finished speaking when the audience broke into a tumult of approval and several thousand dollars were pledged for my project. So in the seventh year of - 13 - Meiji (1874), ready to undertake my cherished plan, I returned to Japan, my country which had haunted my dreams for more than ten years. In the eighth year of Meiji I was in Osaka, and there I met Mr. Koin Kido, counselor to the Cabinet. I told him frankly of my long-cherished plan and he gave it his hearty approval. He also used his influence with the government to favor the project. I also received the support of Fujimaro Tanaka, Minister of Education, and of Masanao Makimura, Governor of Kyoto. Finally the government gave me a permit to establish a private school. Then, jointly with Kakuma Yamamoto, I opened an English School in Kyoto in the eighth year of Meiji (Nov. 29, 1875). This was the beginning of the presentday Doshisha Thus Doshisha came into being; but its purpose was not merely to teach English. Rather it was to foster moral character, noble conduct and a lofty spirit; to send out not only talented men of science but men of a sensitive con- science as well. Now this sort of education is not to be achieved by a one-sided emphasis on the intellect, nor is its basis to be found in Confucianism, which today has lost its power to influence men's minds. Instead, it must be founded on faith in God, love of Truth and kindness; in a word, on Christian principles. It is in this belief and purpose that we differ from most educators, and because of this Doshisha has for many years suffered hardship and neglect During these years our condition has been pitiable, without a friend or helper in the whole country. Our -14 - education, founded on Christian principles has not only met with the prejudice and dislike of the common people, but has been treated with coldness and indifference by the intelligent classes. Nevertheless, we of Doshisha, believing that Truth will win the Day, have continued in mutual help and encouragement, steadfastly, calmly, to carry out our purpose with heart and soul. Fortunately, public opinion has now changed. Even those who do not themselves believe in Christianity admit that it has a power to foster morality in the nation. So there has come a favorable trend among the people. Moreo- ver, the education given by Doshisha has gradually shown its worth, and people have come to realize that its education is not onesided, but that in Doshisha intellectual and moral training ago hand in hand. And thus we have gained the confidence of the public so that parents feel that Doshisha is a school to which they may safely entrust their children. In the fourteenth and fifteenth year of Meiji (1881 & 1882) Doshisha had already grown larger and the number of entering students as well as that of the graduates had increased. Also the standard of the courses was higher. At that time parents began to demand that we add a college course to thc general one. By these requests I felt that the time was ripe for the university of my dreams. Yet to establish a university is one of the greatest tasks that will be undertaken. calling for the work of many men and much money. To whom then should we speak of this plan? Who would be our fellow workers? Fortunately - 15 - we had the confidence of a few men, but at that time we stood almost alone. Yet we could not keep silence and abandon the project. We took counsel with like-minded men and sought others who would agree to the plan. Gradually we found supporters. Finally in the seventeenth year of Meiji (1884) we invited the members of the Kyoto Provincial Assembly to several meetings, which we addre- ssed, setting forth our motive in founding this private university. This brought the approval of the leading members of that assembly. Thereupon we published a pamphlet entitled "The Aim in establishing Meiji College" in which we appealed to the public for their support. This was the first step in establishing the institution (now Doshisha University). Fortunately this resulted in winning the approval of many leading citizens, but since those were hard times, financially, they could not match their pledges by their contributions. So our plan practically came to a standstill. Then I made another trip to America, leaving the enter- prise in the hands of my fellow workers. During this time there was a little progress, but not great success. From July 1884 to April 1888 the amount raised was about ten thousand Yen, including pledges. But our greatest effort has been in the present year. This has indeed been a year favorable to our enterprise. In April we held a mass-meeting in Chionin Temple, Kyoto to which we invited more than six hundred prominent citizens and appealed to them to support our project. - 16 - Governor Kitagaki, himself one of our earnest supporters, also spoke, making a strong appeal. Since then, at the Kyoto Club, a meeting of the Directors was held, and a drive instituted for collecting funds. The result of this is not yet clear, but I am sure the people of Kyoto will not disappoint us. While this movement was going on in Kyoto I made a beginning in Tokyo as well. There I met with Count Okuma, Count Inouye and Viscount Aoki, and laid my plans before them. They all expressed approval, but Count Okuma and Count Inouye went beyond that, for they made a visit to our English School, and studied its condition in detail. This made them enthusiastic over the results of our work, and they heartily approved our plan to raise the status of the school to that of a college. I had also laid my plans before several important businessmen in Tokyo and Yokohama, who gave me generous support. I can report the following contributions: Count Okuma \l,OOO. Mr. K. Iwasaki \3,000. Mr. Y. Iwasaki \5,000. Count Inouye \1,000. Mr. K. Okura \2,OOO. Mr. H. Hiranuma \2,500. Viscount Aoki \500. Mr. H. Tanaka \2,OOO. Mr. K. Masuda \2,000. Mr. R. Hara \6,000. Mr. Y. Shibusawa \6,000. Count Goto, Count Katsu and Viscount Enomoto have also promised support, but the amount is not yet fixed. Again, in May, American Friends promised $50,000 and one individual promised another $10,000. - 17 - This shows how much support we have gained for our plan both at home and abroad. Since it appears that we are well on our way to realize our hopes we ought to make a wider appeal for approval. If we lose this opportu- nity, I fear it will not come again. We have already gained the influential support of some statesmen and nobles as well as businessmen, and others are being added to this group. However, the establishment of a university is such a great undertaking that it requires the support of the whole nation. Without that it cannot be accomplished. Therefore I cannot keep silent at this time. When we consider the present situation we can see that we have something more than empty hopes for our plan. New trustees have been added to the Doshisha Corporation, new rules enacted, and an enduring foundation laid for the administration of the school. At present its various departments are an English School, a Theological School, a Girls' School, a Preparatory School, also a Hos- pital with which is connected a Nurses' Training School. Within the year we plan to raise the grade of the English School to equal that of the government Kyoto Chugakko (High School). Now that the school has made such progress it has become necessary to add a collegiate course to the general one. In fact, this is unavoidable. The time has now come when we must establish our university. A university is the place for perfecting one's studies, the pinnac1e of the educational system; therefore, those graduating from the - 18 - general course who have the ability go on for further study. Our general course does indeed offer excellent training, but in addition we must provide the higher education a university can give, otherwise we will miss the mark. In short, the time for establishing a university is upon us today. Thus far I have given an outline why we are undertaking to found a university. From this point we wish to speak about our aim. We do not believe that it is a good plan to leave the work of education entirely in the hands of the government. We ourselves as citizens are in duty bound to educate our children, and we can accomplish this with greater thoroughness, energy and economy, be- cause we are carrying out our own ideas. These benefits have characterized our Doshisha up to the present, and if we are fortunate enough to receive the support of the general public we shall enlarge the institution along the same lines. We believe that for higher education we should not depend on one government university alone. Indeed, I do believe that the purpose of the government in establishing the Imperial University was to lead the way and provide us with a model institution. It was not to take the work of higher education entirely into their own hands. But should we be content to sit idle, simply gazing at the model? There is no doubt that the government university has special advantages, but we believe that a university conducted by the people themselves would exert a very - 19 - great influence on the nation. To be sure, a private university cannot compare with a government institution in the matter of the endowment and equipment; its superiority lies rather in fostering a spirit of independence in the students and in training the people in self-government. Education is one of the most important works of the nation. It grieves me deeply to see the people rely for this entirely on the government in a spirit of indifference and lack of initiative. Such an attitude I can only call parasitic. A nation's culture cannot be built in a day. The Puritans in America established Harvard University within fifteen years after their landing on the wild and stormy Atlantic coast. To-day Harvard has a Faculty of 1lO library of 134,000 volumes, and an endowment of almost fifteen million dollars. I believe that the lively spirit of self-government found everywhere in America is due to the powerful influence of such a university. In Germany since the Ashikaga Period (1378-1573) one university after another has grown up till now they have thirty or more, all great institutions. In Italy there are already seventeen But in Japan we have only one, and that dependent on the government. Can we say that one is adequate to the demands of our national culture? Doesn't this show our lack of concern for education? A lack of thought for the future welfare of the nation? Such reflections have led me, in spite of difficulties, to plan to establish a private university in our country. The purpose of education is not merely to make a -20- show of one's abilities, it is rather to provide a wellrounded development of all one's faculties, No matter how advanced a student may be in the arts and sciences, if his character shows weakness of purpose and lack of decision, he is not the man who can contribute to our country's welfare. If our principles of education miss their aim by casting young men in a narrow mold and fostering one-sided personality, such education can only be called a national calamity. Our countrymen to-day have been introducing Western civilization, but only its material and theoretical aspects. Matters such as food and clothing, houses, railroads and steamboats; also its law codes, political systems, literature and science. But they have left untouched the source and substance of that civilization. Therefore our education is superficial; students are sent out after trifling with learn- ing, boastful of their knowledge, yet without any definite goal. To be sure there are those who seek to reform these evil tendencies, but in their excess zeal they only make matters worse. As the old proverbs say: "Cut the horns and kill the cow" and "Break the branches and kill the tree-trunk". Their method is coercion and suppression rather than training up men of open mind, men of self- discipline who are free and independent, self reliant, working out their own destiny. That our education fails to do this is matter for keen regret. Western civilization, as I have observed it, has many and varied characteristics, but in general it may be called Christian civilization. Christian principles are its life blood, - 21 - infused into all its parts. Our country has adopted only its external elements. The result is like a body with flesh but no blood to give it life. Our young men are indeed being trained in Western literature and science, and they will some day become the leaders of New Japan. But alas, they have no goal, are only wandering into bypaths. I weep for the future of my country when I think of this! As we contemplate the great task of founding a university, we know that we ourselves are not equal to it; but with God's blessing, and with the help of men of goodwill, forgetting our insufficiency, we will boldly under- take it. In a word, this task is not merely to teach science and literature but to raise up men of strong character who will make the right use of their learning. This cannot possibly be accomplished by mere theoretical education or by restrictive rules; it can only be by the living power of Christianity. I so firmly believe this truth, that Christian principles are to be the basis of the education I plan to give in Doshisha University. This then is our purpose for education in Doshisha. Some may say that it a scheme for propagating Christianity or for training evangelists. Such objectors do not at all understand what we have in mind. Our aim is not so narrow. We are making Christianity the basis of our educa- tion because we believe that its principles alone have a vital power to mold the character of young men. And in addition to the theological course, already in operation, we plan to establish regular university courses in politics, econo- - 22 - mics, philosophy, literature and law. If we are not able to establish these courses all at once, we plan to open them gradually, especially those that lend themselves easily to operation. From this it is plain that our university is not to be just a means for propagating religion or politics, still less will it cater to any one locality or one political party. So we are now boldly revealing our inmost purpose and with that we are appealing to the public for aid in its accomplishment. Of those whom the university will send out, some will enter politics, some become farmers or merchants; there will be those who engage in religious work; some will be scholars or government officials. But they all should bring vitality to the national life, should become the mainstay of our country. To raise up such men is the purpose of Doshisha University. A nation is upheld in prosperity not by the work of a few great men, but depends for this on men of wisdom and character who might be called the conscience of the nation. It is my desire and purpose to provide such men for the nation. As the proverb has it: "Plant corn for one year; Plant trees for ten years; Plant men for a Century." So our plan for establishing a university is a work to provide for a century of growth. We are drawing near a new era when a National As- sembly will convene, (1890), a proceeding hitherto unknown in our country. Our people will share for the first time in the work of the government, an event never to be forgotten. But if we wish Constitutional Government to be maintained -23- for a century, we cannot rely on a legal system alone; we must make men fit to live under the new system. This calls for men of wisdom and character, who are indepen- dent and selfgoverning. Will not our university make real these hopes for the coming New Century? So this is my cherished plan for a university. When I consider my strength I find it greatly lacking. I am like a man who undertakes to grind an axe and can only make a needle. So my strength is small and my learning little, yet. I prate loudly of using my all to serve my country. But I cannot keep silent. My hopes, cherished for twenty years, the need of my country to-day, the support of my good friends, all call on me to undertake this great task. Therefore, forgetting my weakness, with a thought only for the need of the times, I shall devote my whole life to this great enterprise, I pray for God's blessing and for the support of my fellow countrymen so that at last I may realize this my purpose. Joseph Hardy Neesima November 1888 -24-