A Study on japanese intellectuals in the meiji era through the character of Avalon Coldmoon in Soseki Natsume`s I Am A Cat.

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.

Penggambaran tersebut mencerminkan bahwa kaum intelektual pada zaman itu harus menghadapi perubahan yang dikarenakan oleh westernisasi. Para intelektual itu pintar,sehingge mereka mampu membuka pikiran mereka dan menerima idealisme Barat yang sebenarnya bertentangan dengan idealism Jepang tanpa harus kehilangan identitas mereka sebagai masyarakat Jepang. Intelektual pada zaman ini juga dihormati oleh masyarakat di kalangan manapun karena kontribusi mereka dalam membangun Jepang di era Meiji ini.

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.

The first part of the analysis shows that Coldmoon is open-minded, hard-working, smart, and ambitious. Based on his characterization, the writer finds out about the representation of intellectuals in Meiji era. Those representations can be seen from how the intellectuals are able to accept the Western ideals and their status in the society is mobile, depending on their will and hard work to achive successful life. These representations reflect that intellectuals in that era had to face the change brought by Westerns to modenize Japan. These intellectuals are smart that they are able to open their mind and accept the Western ideals that actually contradict with the Japanese's ideals without losing their identity as Japanese. Intellectuals in this era also well respected by the society from all class because of their contribution to build modern Japan during Meiji era.

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.

I thank my best friends in English Letters Department, Julian Trilidanti, Yunita Prabandari, Monica Imanuella Bendatu, Irina Virgiastuti Supolo, and Lidwina Arin for

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

MOTTO PAGE………... vii

DEDICATION PAGE………... viii

ACKNOWLEDGMENTS………... ix

TABLE OF CONTENTS………... xi

ABSTRACT………... xiii

ABSTRAK………... xiv

CHAPTER I: INTRODUCTION………... 1

A. Background of the Study………... 1

B. Problem Formulation………... 7

C. Objectives of the Study………... 7

D. Definition of Terms………... 8

CHAPTER II: REVIEW OF LITERATURE………... 10

A. Review of Related Studies………... ... 10

B. Review of Related Theories………... ... 12

Theory ofCharacter and Characterization... 12

C. Review of the Meiji era in Japan...………... 15

D. Theoretical Framework………... ... 20

CHAPTER III: METHODOLOGY………... 21

A. Object of the Study………... 21

B. Approach of the Study………... 23

C. Method of the Study………... 24

CHAPTER IV: ANALYSIS………... 26 A. The Description about the Characterization of Avalon

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.

The first part of the analysis shows that Coldmoon is open-minded, hard-working, smart, and ambitious. Based on his characterization, the writer finds out about the representation of intellectuals in Meiji era. Those representations can be seen from how the intellectuals are able to accept the Western ideals and their status in the society is mobile, depending on their will and hard work to achieve success. These representations reflect that intellectuals in that era had to face the change brought by Westerns to modernize Japan. These intellectuals are intelligent and they are able to open their mind and accept the Western ideals that actually contradict with the Japanese's ideals without losing their identity as Japanese. Intellectuals in this era are also well respected by the society from all classes because of their contribution to build modern Japan during Meiji era.

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.

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. Penggambaran tersebut mencerminkan bahwa kaum intelektual pada zaman itu harus menghadapi perubahan yang dibawa oleh orang-orang Barat untuk memajukan Jepang. Para intelektual itu pintar dan mereka mampu membuka pikiran mereka dan menerima idealisme Barat yang sebenarnya bertentangan dengan idealism Jepang tanpa harus kehilangan identitas mereka sebagai masyarakat Jepang. Intelektual pada zaman ini juga dihormati oleh masyarakat di kalangan manapun karena kontribusi mereka dalam membangun Jepang di era Meiji 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.

This novel is about the life of a cat who does not have a name that wanders into a home of a teacher named Mr. Sneaze and eventually he live with this teacher. The cat then shares its observation about Mr. Sneaze life, from his family, neighbors, life and also love. It is a satirical novel that mostly criticizes academia, authority, and humanity in Meiji period. The nameless cat itself is the narrator in this novel. The cat addresses himself with wagahai literally refer to itself in a lordly manner as if it is more superior to humans. The cat also showed apologizing to readers for his growing resemblance to human and for his tendency to criticize humanity. Because the narrator is the cat, the readers are shown how the humanity from the perspective of a feline.

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.

To the new Meiji elite, the end justified all the means, which included the exploitation of women and children labor and the heavy tax for the peasant population.

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

(afe.easia.columbia.edu/special/japan_1750_meiji.htm) it is stated that Japan is successful in organizing some aspects that based on Western models.

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.

The reason why the writer does this study is that Meiji period is the enlightenment period that brings change to Japan. The changes can be seen from the abolishment of feudal and institutions of central controlled system of prefectural government that even samurais have to abandon their dream of restoring the past and join the march of Western progress. The architecture style and western material were also adopted at that time. In intellectual circles, the national quest for civilization and enlightenment give rise to a number of studies to transform Japan to modern state.

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.

The education system in Japan that began in Meiji era becomes the foundation of modern education system in Japan today. The Ministry of Education was established in 1871 and the first systematic education regulation formed in 1872. The system followed American in which consisted three levels of schooling; elementary school, middle school, and university. The government employed many foreign professors to teach in Japan and at the same time, they send many students abroad to study. When they returned, they replaced the foreign instructors to teach the young students in Japan in the institutions. The first university that established at Meiji era is the University of Tokyo which until now is the best university in Japan. The education system later reformed and improved after the World War II. The educational results now can be seen from many Japanese students placed among highest ranked in the world in mathematics and science. From that result, it can be seen how education plays a major role in development of Japan in many aspects including economic, social, and culture. Japan has produced many people that acquired qualities demanded in industrial world. The intellectuals during this period have given many contributions to Japan’s

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.

To find a better understanding about intellectuals in Meiji period, the writer chooses the character of Avalon Coldmoon as an object to be described. Avalon Coldmoon is a former student of Mr. Sneaze and also his favorite disciple who has

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.

According to the problem formulation that is formulated, the first objective is to reveal the characters of Avalon Coldmoon because this character has a strong relation with the issue about intellectuals. This character experience the moments and also become the part of intellectuals in Meiji era in this story. This is why the writer will reveal this particular character to find the answer of the topic.

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

Meiji era according to H. Paul Varley in Japanese Culture is also known as Meiji restoration. It is named after the Emperor Meiji (1852 – 1912) who ascended the throne in 1867 at the age of fifteen after the fall of Tokugawa shogunate. It was a political revolution from above carried out by younger, enlightened members of Japan’s ruling samurai class. This is the era where Japan actually opens itself to the

world from its isolation for about two hundred years, modernizes itself and actually receives the influence from the West in almost every aspect especially in political and education. The Emperor devotes himself to modernization while he also continued to harbor personal animosities towards the West particularly for forcing Japan to accede to the unequal treaties. Understanding the material superiority of the west, he wished to emulate it by undertaking modernization because he also believed that modernization was essential if Japan was to be protected against possible Western imperialism.

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.

Another study says the novel of I Am a Cat is the story about an intelligent stray cat that observes human around him and gives comments on human follies

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.

From the statement above, it can be seen that in the Meiji era schooling system is already westernized. The novel reveals some points that pointed out about the established academia society in Meiji era of Japan as this society becomes the primary target of Soseki Natsume. Even though the novel was intended for businessmen of Meiji era, the scholars also take important roles in this story especially because one of the points this novel talks about intellectuals in this particular era.

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

The readers or audience can learn the attitudes or behaviors of a character and they may guess how actually the author creates the characters.

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, and the castaway’s extraordinary clothing.

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 other people and the things they say about him. People do talk about other people and the things they say often give as a clue to the character of the person spoken about.

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.

Dutch influence on Japan extended far beyond trade. To the Japanese, the Dutch were sources of information from the outside world, and provided them with Western knowledge. Dutch studies were of great interest to Japanese scholars, and were superior to those of the Chinese in various fields. Despite its relative

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 and armaments because of their need to improve their development in order to face the pressure from foreign power. The foreign power that becomes real threat to Japan are England, United States and other countries that rises in power at that time. That is why the Japanese were sent to the universities of those powerful countries to study how they develops such powers and prepare Japan to defend themselves in the future from the pressuring power of foreign countries. It can be seen that despite their relative isolation, the Japanese scholar try to open their mind to foreign world and studying them thoroughly. This study, called as Rangaku or Dutch Studies. This study especially gives the vital technology transfer in which makes Japan increases rapidly in developing new technologies. Even they successfully establish industries despite the lack of finance, but this problem then solved because the Dutch also support them financially.

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.

Undaunted, the Meiji government persisted in its educational efforts. The Iwakura mission, composed of both a diplomatic and a fact finding expedition, was led by Tanaka Fujimaro, the chief educational officer. For 18 months from 1871 to 1873, a large part ofthe Meiji leadership toured Europe and America. Exposure to the West changed the thinking and priorities of many of the Meiji

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)

Shunsuke also explained from the quotation above that there is a new ruling class in Meiji era. Before Meiji era the ruling class consists of Daimyo and upper samurai

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.

In doing this research, first the writer will identify the characteristic of the Avalon Coldmoon. Second, the writer will find out how the character and characterization of Avalon Coldmoon becomes a clear example of Japanese intellectual in that era. Then the conclusion will follow afterward.

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.

In I Am a Cat, plot is the least important element; the charm lies elsewhere. What made the book an instantaneous and sensational success? And what is it that makes it still a popular work despite the passage of time? When it came out the public immediately recognized that it belonged neither to the tradition of lovers’ romances nor to the half-baked naturalistic genre; it was as new and fresh as they were worn out. Equally novel was Soseki’s use of a nameless cat as his narrator, able to look at man and society whimsically and with detachment, from non-human dimension. This alone was refreshing in contemporary literature. Furthermore, it was a delightful satire. And the work provided Soseki opportunities to plunge into intellectual discussions which were

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.

The story becomes more complex when Mr. Sneaze meets his newly rich neighbor the Goldfields. Goldfield makes a demand on Coldmoon as a match for their lovesick daughter. Mr. Sneaze will not give in and warn the Goldfields the potential danger of the offer and Goldfields also make it a condition that he first secures his doctoral degree. It reached climax when Goldfields, aided by the music teacher bribes some high school students to annoy Mr. Sneaze. Later the acquaintances of Mr. Sneaze

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

In this study, the writer uses the sociocultural – historical approach. It is the most appropriate approach to help revealing the intellectuals in Meiji era in order to understand the life of Japanese intellectual in that particular era which revealed through the story. Mary Rohrberger and Samuel H. Woods stated in Reading and Writing about Literature:

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.

The primary source was the novel I Am a Cat by Natsume Soseki translated by Aiko Ito and Graeme Wilson. The secondary data were taken from various sources. Therefore, some review, critics, books of history about Japan, data from internet and

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.

To answer the problems, there were some steps that the writer needed to find the result. Firstly, the writer had to find the characterization of the important character in this novel. In this case the writer uses Avalon Coldmoon’s character according to his description and action in the novel. The theory of character by Abram in his book A Glossary of Literary Terms and characterization by Barnet in his book Literature for Composition: Essays, Fiction, Poetry and Drama would help the writer to figure it out.The second step is connecting the society of the Meiji era with the description of the character of Avalon Coldmoon to find the answer of the thesis which talked about Japanese intellectuals from representation of Coldmoon in the novel I Am a Cat by Soseki Natsume translated by Aiko Ito and Graeme Wilson.

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.

The story of I Am a Cat begins with monologue of the nameless cat that has no idea where it was born and only remembers how it ended up in Mr. Sneaze house

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 educated in order to build new era of Japan. Avalon Coldmoon is a student who has received his title as a Bachelor of Science means he is already graduated from university. Coldmoon does not stop until this. He is also tries to get his doctorate title and working hard on his thesis in order to achieve that. From the analysis of Coldmoon, the writer wants to reveal how this character can become the representation of intellectuals in this Meiji era.

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 were still seen as taboo and not many people saying anything related to that openly.

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.

“If you scholars, the intellectual cream of Japan, remain straight-laced in your ancient bigotry, there‟s no real hope for the future of Japan. What‟s the distinction between painting and drama? Are they not both arts?” Coldmoon, very evidently enjoying himself, lashes out at the prudery of his listeners. (Soseki,2002: 215)

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.

Coldmoon looks slightly huffed. “Do you think its effect is as demoralizing as all that? Myself, I think it‟s constructive, positivist, definitely yea-saying.” He is seeking to vindicate something too unimportant to merit vindication. “The point is that Kyoshi actually makes the crow fall in love with the woman. His lines having the effect are, I consider, an affirmation of life, and that, I think, is very positivist.” (Soseki,2002: 216)

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)

In order to imitate the eyeball of a frog for the research, Coldmoon construct a round glass ball by himself instead of buying it in a glass shop even though glass ball can be find easily in a glass shop. Coldmoon says that geometrical things like circle and straight line cannot be found easily in this imperfect world, in which it makes him think that no glass shop can provide such round glass ball that he wants. This way of thinking forces him to make his own glass ball. People mostly thinks that it is faster to but a glass ball in the glass shop instead of grinding it by themselves. Especially when it is an object that will be used as an experiment since the experiment itself will consume a lot of time. Despite of those facts, Coldmoon

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 though it becomes nothing he keep doing it because he can do nothing more than that to continue his research. Coldmoon comes to university everyday including Sundays from morning until light fails simply to grind glass balls. From this observation, it can be seen how serious he is in doing his research. He dedicated his times to doing drudging things like grinding glass balls every day that also include holidays so he can continue his research for his doctorate thesis. Further observation also shows that Coldmoon is a hard-working person. It is shown from his dedication in achieving perfect glass balls for his research and keep on working on it even though other people find it silly and boring job to do.

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)

In this part of conversation, It can be seen that Coldmoon still practicing his lecture in front of Mr. Sneaze and Waverhouse. After Coldmoon opens his explanation with many historical references to give audiences more understanding on the main point of the topic, his speech was cut by Mr. Sneaze and Waverhouse. He is about to explain the equation of the particular matter. Since he will give lectures about physics the equation will be the most essential part in his lecture. From the way Coldmoon complains on how he cannot omit the equation part, he seems very disappointed. It can be seen that he works hard to give lecture since it is his first chance to give lecture. As explained above, his lecture includes the historical background not only the mechanical studies on the equations as he is a major in physics. This mean that he devoted most of his times preparing the lecture doing a research on this particular subject.

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)

From the quotation above, Coldmoon tries to convince Mr. Sneaze not to expel Lancelot Yore from his school because of the little joke that he has done. Coldmoon can see that Lancelot already apologizing and regrets for what he has done. Coldmoon also makes a comparison that the jokes made by Lancelot can still be forgiven because outside there, many people make even harsher jokes that can resulted in disaster for many other people but those kind of people left without punishment. That is why Coldmoon telling Mr. Sneaze to let go of his student and help him as best he can. From this observation it can be seen that Coldmoon is a smart person who has seen the

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)

In the above quotation, Mr. Sneaze tells Waverhouse that Coldmoon graduated from Imperial University in which now known as Tokyo University, the most

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 shell in which he describes him as only a twenty-eight centimeter. It is not really big

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)

From the quotation above, it can be observed from Goldfields perspective why they take interest in Coldmoon. The Goldfields realize very well that Coldmoon is not from a wealthy family and he was grown up in a neighborhood that can considered as poor. Coldmoon does not have any properties or money unlike the Goldfields even after receives his bachelor degree. The Goldfields knows the fact that Coldmoon started writing thesis for doctorate. The Goldfields who is a family of businessman knows very well the worth of the scholars of doctorate degree. Since there are many who receives their bachelor degree but not many of them who continue their study to senior

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.

...In short, my master, Waverhouse, and Coldmoon are all like hermits in a peaceful reign. Though they adopt a nonchalant attitude, keeping themselves aloof from the crowd, segregated like so many snake-gourds swayed lightly by the wind, in reality they, too, are shaken by just the same greed and worldly ambition as their fellow men. (Soseki,2002: 66)

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.

According to Murphy's theory, there are nine ways to understand a character. From the analysis above, the most common ways that the writer found are from the direct comment, speech, reactions, past life, and conversation of others. These five ways are commonly used in the story to show the interaction of the characters in this novel. The feline narrator involved himself in this story by directly observes his master and his friends. This novel mainly consists of the interaction between Mr. Sneaze‟s and his friends also the society around him. The story revolves around these particular

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.

From the analysis that conducted above, the writer concludes that Coldmoon is a progressive character. Marcus Testman in his article of Wariness of Gracious Blessings: Images of Power in I Am a Cat gives a clear mention on how all the characters in this novel actually concern about power. Since it mentions all character, it means that Coldmoon himself is not an exception. The feline narrator in the analysis above also mentions how the scholars that he observes are concerned about this thing

CHAPTER V CONCLUSION

This is the last chapter of this research. This chapter gives conclusion to the

research that answers the topic about The Study on Japanese Intellectuals in the Meiji

Era Through the Character of Avalon Coldmoon in Soseki Natsume's I Am a Cat.

Through the two problem formulations which are explained in the analysis, the writer

can reveal the answer for the topic of this research.

The first problem formulation reveals the characterization of Avalon Coldmoon

by seeing how he plays a role model of an intellectual dealing with the society in the

story. Coldmoon has some personal qualities that the intellectuals should have. About

Coldmoon, the writer finds out that at first he is seen as only a fellow scholar of Mr.

Sneaze and has nothing special about him. Later as the story progressing, the writer

finds out that Coldmoon is different from the rest of the fellow scholars that happen to

be his friends. He has his own personal quality that the other characters in this story

mainly do not have. The writer finds that he is open-minded, hard-working, smart, and

also ambitious. Like the writer suggest above, there are fellow characters of

intellectuals in this story, but Coldmoon chosen because of his different qualities. The

fellow scholars in this story mostly are minor characters like Beauchamp, Tatara, and

Suzuki in which makes it hard to analyze further if the writer wants to include them.

other scholar that can be compared to Coldmoon is his former teacher Mr. Sneaze and

it is very clear that they have different personal quality even though they are fellow

intellectuals. Because of the personal quality that Coldmoon shows, the writer chose

The last is the second formulation. The writer uses the second formulation to

answer the topic of this research. The writer can conclude that there are two ideas

about intellectuals in Meiji era that fits with Coldmoon's personal quality. During

research about Meiji era, the writer finds that intellectuals in that era have adapted the

Western ideals of independence and self-achievement. The writer finds out that this

Western ideals contrast with the traditional Japanese ideals that is collective and

conservative. The old generations still cannot accept the Western ideals. Coldmoon on

the other hand as a smart person also has learned about the Western ideals during his

study. His smart quality helps him observe what happened in the society and he

realizes that many things have changed because of Westernization. Coldmoon finds it

as a part of development of modern society and welcomes the Western ideals with

open hand. The second idea that the writer finds is about the issue of power in Meiji

era. As a country that develops to be a modern one, Japan sends their intellectuals

abroad to study in Europe as a mission that is known as Iwakura mission. The purpose

of this mission is to study about the world outside Japan along with their culture,

technology, political systems, educational systems and other things that is necessary to

build a modern civilization. From the observation, the writer finds that intellectuals

gives a great contribution to make all of it comes true. Those who take important

positions either in political or business are those who have a high education level. In

be divided into three categories. They are upper strata, middle strata, and lower strata.

Coldmoon is a part of the middle strata and Goldfields is a part of upper strata.

Coldmoon who is already made himself known in the society because of his

achievement in university later realizes that he can achieve higher status than he is now.

Coldmoon then decides to get a doctorate title as higher education can give a bigger

chance to raise his status. Coldmoon prepares the things necessary for his research and

he works very hard to get everything perfectly for his research. He works from day

until night at university's laboratory the whole weeks, which means he also works

during Sunday. Coldmoon works hard to get his doctorate in order to marry Goldfields'

daughter since their parents said that they will give her to him if he receives doctorate

title. This shows how his ambitious quality drives him to work hard in order to achieve

his goal.

It can be concluded that intellectuals accept Western ideals without ever erasing

their own identity as Japanese. They still value their own culture without thinking that

everything from Western is the best. They are taking the good values that still

applicable to the society and is good for developing modern society without discard the

entire old values. Intellectuals also have mobility inside the society, since intellectuals

now also born from the lower class society. It means that intellectuals are respected by

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