Bushido revealed by the major character and the plot in Soseki`s Botchan
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BUSHIDO REVEALED BY THE MAJOR CHARACTER
AND THE PLOT IN SOSEKI'S BOTCHAN
AN UNDERGRADUATE THESIS
Presented as Partial Fulfilment of the Requirements
For the Degree of Sarjana Sastra
In English Letters
By
LOUISA MEIGYTHA MANIHURUK
Student Number: 094214028
ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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BUSHIDO REVEALED BY THE MAJOR CHARACTER
AND THE PLOT IN SOSEKI'S BOTCHAN
AN UNDERGRADUATE THESIS
Presented as Partial Fulfilment of the Requirements
For the Degree of Sarjana Sastra
In English Letters
By
LOUISA MEIGYTHA MANIHURUK
Student Number: 094214028
ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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Above all: Don't lose hope.
- Yan Martel
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ACKNOWLEDGEMENTS
First, I would like to devote my gratitude to my Almighty God for His
blessings. I also want to devote my gratitude to my advisor, Paulus Sarwoto, S.S.,
M.A., Ph.D. for his advices and corrections. I also give my thanks to my co-advisor,
Dr. G. Fajar Sasmita Aji, M. Hum., for his willingness to read and review this thesis.
I also thank my examiner, Elisa Dwi Wardani, S.S., M. Hum. I also want to thank all
the lecturers and staffs of English Letters Department.
My thanks go to my father, Posman Manihuruk, my mother, Dyah Kusumo
Winahyu, my sister, Nega Paramita Damayanti Manihuruk, and my brother, Tunggul
Natalius Hanandyo Manihuruk, for all of their supports.
My endless thanks go to Maria Puspitasari Munthe, Febi Riana Anindita
Pertiwi, Vina Yani Purwaningsih and Arianni Ayu Purnamasari for helping me finish
this thesis. I also want to thank Riza Azizah, Titus Dewa Brata, Helga Larissa Charity
Koraag, Menik Estunigntyas, Vindy Kartika Primaningrum, Richard Octha David
Taralalu, Saka Widhi Nirwa, Samuel Damartika, Rosa Putranti Winenggar, Anastasia
Filiana Ismawati, Hernowo Adi Saputro and Yoshua Endyanto. Lastly, my endless
thanks also go to Jean Gabriel Bagus Dwi Setyawan for his support.
Louisa MeigythaManihuruk.
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TABLE OF CONTENTS
TITLE OF THE PAGE …………………………………………………….
APPROVAL PAGE …………………………………………………………
ACCEPTANCE PAGE ……………………………………………………..
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA
ILMIAH ……………………………………………………………………..
STATEMENT OF ORIGINALITY ………………………………………..
MOTTO PAGE……………………………………………………………..
ACKNOWLEDGEMENTS ………………………………………………..
TABLE OF CONTENTS …………………………………………………...
ABSTRACT ………………………………………………………………....
ABSTRAK …………………………………………………………………..
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iv
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CHAPTER I: INTRODUCTION ……………………………………...…..
A. Background of the Study ………………………………………..….
B. Problem Formulation ………………………………………...…......
C. Objectives of the Study…………………………………………......
D. Definition of Terms …………………………………………………
1
1
1
4
5
CHAPTER II: THEORETICAL REVIEW ……………………………….
A. Review of Related Studies ……………………………………..…...
B. Review of Related Theories………………………………………...
1. Theory of Character …………………………………….........
2. Theory of Plot………………………………………………..
3. Seven Principles of Bushido …………………………………
4. Theory of Moral ……………………………………………...
5. The Relation between Literature and Morality ………………
C. Theoretical Framework ……………………………………………..
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6
8
8
9
12
16
17
18
CHAPTER III: METHODOLOGY ………………………………….........
A. Object of the Study………………………………………………....
B. Approach of the Study……………………………………………...
C. Method of the Study………………………………………………..
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19
19
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CHAPTER IV: ANALYSIS ………………………………………………...
A. The Characteristics of the Major Character ………………………...
B. The Plot……………………………………………………………..
C. The Bushido ………………………………………………………...
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CHAPTER V: CONCLUSION…………………………………………….
BIBLIOGRAPHY…………………………………………………………..
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ABSTRAK
MANIHURUK, LOUISA MEIGYTHA. Bushido Revealed by the Major
Character and the Plot in Soseki’s Botchan. Yogyakarta: Program Studi Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2014.
Sastra merupakan salah satu sumber pedoman moral. Sastra bertujuan untuk
mendidik pembacanya. Botchan merupakan salah satu karya sastra Jepang yang berisi
banyak nilai-nilai moral. Terutama nilai moral Jepang. Nilai-nilai moral Jepang
dikenal dengan Bushido. Bushido merupakan kumpulan norma untuk para prajurit
Jepang. Namun, Bushido masih digunakan oleh generasi saat ini karena nilai
moralnya baik dan masih sesuai untuk masa kini. Nilai-nilai moral pada novel dapat
dilihat melalui tokoh utama dan plot. Tokoh utama pada umumnya mempunyai nilai
moral yang baik. Nilai moral yang ada pada tokoh utama dapat dilihat dari
karakteristiknya. Sedangkan plot membantu melihat aksi dan reaksi tokoh utama
dalam melewati tiap fase dalam plot. Aksi dan reaksi tokoh utama dalam menghadapi
konflik dalam plot juga membantu melihat nilai moral yang terkandung di dalam
novel. Maka, nilai moral Jepang, Bushido, dapat dilihat melalui tokoh utama dan plot.
Untuk mendapatkan hasil analisis yang lebih dalam, penulis menganalisis
karakteristik dari tokoh utama. Langkah berikutnya adalah penulis menganalisis plot
cerita. Langkah yang terakhir adalah menganalisis nilai-nilai Bushido yang terdapat
di dalam novel melalui karakteristik tokoh utama dan plot.
Penulis menggunakan metode penelitian pustaka dalam studi ini. Penulis
menggunakan buku, artikel, dan jurnal sebagai sumber informasi untuk mencari
jawaban untuk penelitian ini. Buku pokok yang digunakan adalah Botchan karena
buku tersebut merupakan karya yang dibahas dalam penelitian. Ada pula beberapa
buku yang digunakan sebagai sumber sekunder untuk menganalisis penelitian ini,
seperti Bushido yang ditulis oleh Inazo Nitobe, A Handbook of Critical Approaches to
Literature yang ditulis oleh Wilfred L. Guerin, dan A Glossary to Literary Terms yang
ditulis oleh M.H. Abrams. Pendekatan yang digunakan adalah pendekatan moralfilosofis karena pendekatan ini paling sesuai untuk meneliti nilai-nilai moral.
Hasil analisis menunjukkan bahwa karakteristik dari tokoh utama adalah jujur,
pemarah, membanggakan diri, dan pemberani. Selain itu, aksi dan reaksi tokoh utama
pada tiap fase plot menujukkan bagaimana tokoh utama menghadapi konflik.
Karaketeristik tokoh utama dan plot membantu mengungkap nilai Bushido. Nilai
Bushido yang terlihat adalah keadilan, keberanian, kebajikan, penghormatan pada
orang lain, kejujuran, dan penghormatan pada diri sendiri. Satu-satunya nilai bushido
yang tidak terlihat adalah kesetiaan pada tugas.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Literature is a work of art which imitates life. Wellek and Warren
(1956:94) stated that literature represents life and life,in a large measure, a social
reality, even though the natural world and the inner subjective world of individual
have also been object of literary imitation. Hence, literature represents an
individual which is seen as thesubject and at the same time can be also the object
of literary work.The individual and his qualities become the object of imitation of
the literature and also become the subject in the literature itself.
In relation to individual qualities, literature can be an important source of
moral guidance. It consists of didactic purposes to the readers. One of the
purposes of literature is to teach morality to the readers. Literature is a tool to
convey moral values to the readers. In On Moral Nature of Human, Gardner
(1978: 19) states that “A work of art, which contains moral lesson, provides values
and rouse trustworthy feeling about the best and the worst in human action.”Moral
values give a limitation to an individual to act based on the “good and bad” which
is concluded in particular society. It can be assumed that morality is the standards
of behavior concerning what can be done or acceptable and what cannot be done
or unacceptable.
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Different society might be having different standard of behavior as well.
For example, Japanese conduct their ownmoral values. Japanese has a set of
norms which is called Bushido. Bushido refers to a set of norms constituting a
code of conduct for the Japanese warrior class. Further, Daniel Meissner in his
article Bushido: Now and Zen, “Bushido developed over the centuries through the
influences of Buddhism, Confucianism, Shintoism.” Buddhism teaches stoicism
which concerns with controlling emotion. In Buddhism, emotion can affect the
cycle of life and death. The Buddhism meditation, which is well known as Zen
meditation, teaches to focus and to reach higher level of thought. It also teaches
love and respect to nature and the order of all things. Meanwhile, Confucianism
teaches the relationships of community and family. There are some different
obligations relating to the relationship to others. Shintoism teaches the purification
of one’s soul and the removal of everything that plague the psyche.” Shintoism
also teaches nationalism and patriotism which is the base of loyalty. Those moral
lessons from Buddhism, Confucianism, and Shintoism are merged into Bushido
which covers of seven tenets.They are rectitude, courage, benevolence, respect,
honesty, honor and loyalty. These values spread and affect many Japanese
samurais. Although Bushido was a set of norms used by Samurai years ago, it is
still inspiring for the present Japanese. At least, the discussion about it is still the
topic of modern Japanese novels. The discussion about Bushido in a literary
works is still interesting because Bushido has been become the standard of
behavior in Japan.
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One of the literary works talking about Bushido is Botchan, written by
Natsume Soseki. It is a story about a fresh graduate student from big city, Tokyo,
who moved to Shikoku, a rural area of Japan, to become a teacher. The title of the
story, Botchan, is in fact the nickname of the major character of this story.
Botchan itself means young master. Usually, this nickname is used to name the
boys of honorable family, but Botchan comes from a middle class family. The
servant uses this nickname because she loves him. Botchan teaches mathematics
in a boarding school. He thinks that he is smarter and more civilized than any
other people there, but after teaching there for several days he finds himself being
played by his students and his fellow teachers.
Botchan is written by Natsume Soseki in 1906. It is an old book, but
Botchan is still worth read until now. The story is easy to understand, and it covers
also moral lessons. Botchan also becomes one of the required reading books in
some schools in Japan because of the moral values which are needed for Japanese
children. That is why Botchanis one of the most widely read novels in modern
Japan. This novel is interesting because it is one of the modern classic Japanese
literary works which carries traditional values of Japanese, Bushido. Although
Botchan was written in 1906, the story still makes sense and the moral values
which are contained in the story are still relevant to discuss. By examining
Botchan’s character and plot, we can understand more deeply the notion of
Japanese Bushido as previously stated.
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Character is one of the important elements of the story. Abrams (1993: 23)
wrote, “Character is the person presented in a dramatic or narrative, who is
interpreted by the reader as being endowed with moral and dispositional quality,
that is expressed in what he says -the dialogue- and by what he does -the action.”
Character conveys the moral and dispositional qualities which can help readers
find the moral values of the story. Bushido is a set of human qualities which
should be followed by the people, therefore character is the most important thing
to show those human qualities. As a means to reveal the Bushido through the
character, plot is needed to see the dynamic acts of the character. Here, plot helps
the readers understand the backbone of the story. Plot helps to see the
characteristics of the character by examining the action and reaction taken by the
character in each stage of the story. Therefore, on this thesis the elements of
character and plot become the main gate to reveal the “Bushido” of the novel
Botchan.
B. Problem Formulation
Based upon the previous background,some problems are formulated as
follows:
1.
What are the characteristics of Botchan as the major character?
2.
How is the plot described?
3.
How Bushido is revealed through the major character and the plot
in Soseki's Botchan?
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C. Objectives of the Study
There are three objectives of the study in this thesis. The first objective is
to identify the characteristics of the major character in the novel. The second
objective is to see the plot of the novel. The last objective is to find the moral
values reflected by the major character and the plot in the novel.
D. Definition of Terms
This part discusses the definition of terms which can help the readers
understand this study easier.
1. Character
In A Glossary of Literary Terms, Abrams defines characters as:
The person presented in a dramatic or narrative, who is interpreted by
the reader as being endowed with moral and dispositional quality, that
is expressed in what he says -the dialogue- and by what he does -the
action (1993:23).
2. Plot
Stanton in An Introduction to Fiction states:
Plot is the backbone of a story and it has its own rules, which means
that a plot must have a true beginning, middle, and end. The plot
movement comes mainly from its ability to arouse our curiosity, hope,
and fear. The movement of the plot from the beginning to the end
should be reasonable, rational, and logical (1965: 15).
3. Bushido
According to Nitobe in his book Bushido(1908: 4), Bushido is “The code
of moral principles which the samurai were required or instructed to observe.”
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CHAPTER II
THEORETICAL REVIEW
A. Review of Related Studies
In conducting this novel, there are several reviews of related studies about
moral values and about the novel itself,Botchan, collected by the writer.
The first review deals with Renny Amit’s(2007) thesis, Naturalism as Seen
in Natsume Soseki's Botchan. Her thesis talked about the aspects that reflect
naturalism in Botchan. According to her, the idea of naturalism can be seen
through the major character’s way of thinking in seeing life. In page 57, she stated
“Hence, it can be seen that determinism is reflected through Botchan who is the
main character in the story. Botchan believes he has no free will because he is
strongly influenced by the heredity, chances and the environment. His way of
thought reflects the idea of naturalism.” In other words the actions of the main
character are determined by the circumstance. This thesis agrees with Amit’s
thesis that the actions taken by the main character follow the standard behavior
given by his society. This thesis wants to prove that the major character of the
novel determined by the Japanese standard behavior, Bushido.
Another review refers to Ward William Biddle’s article, The Authenticity of
Natsume Soseki(1973).It is about Natsume Soseki and his works, including
Botchan. In page 391, he stated “This article attempts to demonstrate how Soseki
seems to have attained a profound degree of self-consciousness and honesty, the
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sheer severity of which passes over as a creative energy to the serious student of
his fiction” (1973: 391). Botchan contains of self-consciousness and honesty. He
also stated “Botchan is irrepressible in his frankness, uninhibited by artificial
customs of the past, and yet as Japanese as he can be in so many of his attitudes
and manners” (1973: 401).This thesis agrees with Biddle opinions. Sometimes
Botchan break the custom, but at the same time he holds the other custom which
makes sense to him. This thesis wants to prove the custom Botchan hold is
Bushido.
The last review is about the article entitled Cross Cultural Experience by
Cherie Thiessen(2005). She reviewed Botchan from translation point of view.
Translating Japanese novel into English is a difficult job. It is difficult because
Japanese has many levels of communication. She stated that translating a classic
work that was well known in its country of origin was a wonderful way to build a
bridge between cultures. In order to translate that classic work, the translator
should have many extra tools to translate it.
The related studies of Botchan above discuss the naturalism in Botchan,
the characteristics of the author’s works, and the translation from Japanese
language into English of Botchan. Different with the previous study, this thesis
focuses on the Japanese moral values, specifically about Bushido. The Japanese
moral values, Bushido, are revealed by the characteristics of the major character
and the plot.
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B. Review of Related Theories
There are some theories needed to analyze this study. The theories are the
theory on character and characterization, theory of moral and the relation between
literature and morality.
1. Theory of character
Theory on character is an important theory to conduct this study. It is used
to understand the characteristic of the character in the novel. Hugh Holman and
William Harmon (1986:82) presented two types of characterization. According to
them, “A static character is one who changes little if at all. Things happen to such
a character without things happening within.”A static character changes slowly.
Some little changes happen as we read the novel. The dynamic character is the
opposite of the static character. According to them, “Dynamic character shows
changes by actions and experiences, and objective of the work in which the
character appears is to reveal the consequences of these actions.”
According to M.J. Murphy in Understanding Unseens(1972), there are
several ways to understand a character: The first way is by personal description. It
means the author can describe a person’s appearance and clothes. The second
ways is by the character as seen by another. Instead of describing character
directly the author can describe him through the eyes and opinions of another. The
reader gets, as it were, a reflected image. The third is speech. The author can give
us an insight into the character of one of the persons in the book through what the
person says. The fourth is seeing the past life. By letting the reader learn
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something about the readers past life the author can gives us a clue to events that
have helped to shape a person’s character. The fifth is conversations of others. The
author can also give us clues through a person’s character through the
conversations of other people and the things they say about him/her. The sixth is
by learning the reaction. The author can also give us clue to a person’s character
by letting us know how that person reacts to various situations and events. The
seventh is by learning the direct comment. The author can describe or comment
on a person’s character directly. The eighth is by learning the thoughts. The author
can give us direct knowledge of what a person is thinking about. He can tell us
what different people are thinking. The last is by learning the mannerisms. The
author can describe a person’s mannerisms, habits or idiosyncrasies which may
also tell us something about his character.
The theories of character are used to understand the characteristics of the
character. Those theories help the writer to dig the characteristics of the character
deeper. In order to have complete information about the characteristics of the
character, the writer should consider many aspects.
2. Theory of Plot
Abrams in A Glossary of Literary Terms(199: 224) states that plot in a
dramatic or narrative work was constituted by its events and actions, as these were
rendered and ordered toward achieving particular artistic and emotional effects.
He also said that the actions were performed by the particular characters in a
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work, and were the means by which they exhibit their moral and dispositional
qualities. The plot and characters help the story to convey the moral of the story.
According to Robert and Jacobs, in Fiction: An Introduction to Reading
and Writing(1987: 64), “The interrelationship of incidents and character within a
total design is the plot. Plot has been compared to a map, scheme, or blueprint.”
He also states “In a carefully worked plot, all the actions, speeches, thoughts, and
observations are inextricably linked to make up an entirety, sometimes called an
organic unity.” Besides, he adds “Plot in its simple stage is worked out in pattern
of causes and effect that can be traced in a sequence or chronology.” Plot
determines how the story will flow. The story follows the pattern of the plot which
makes the story runs chronologically. Besides, a plot is a plan or groundwork for a
story, based in conflicting human motivations, with the action resulting from
believable and realistic human response. Plot is the scheme that makes one actions
realistic and reasonable because one action and another action are related.
Robert and Jacobs set forth formal categories of structure that can be used
by/in all genres of literature. They are exposition, complication, crisis, climax, and
resolution or denouement.
a. Exposition
According to Robert and Jacobs in Fiction: An Introduction to Reading
and Writing (1987: 89), “Exposition is the laying out, the putting forth, of the
material in the story: the main characters, their backgrounds, characterization,
basic assumption about life, goal, limitation, and potentials. It presents everything
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that is going to be important in the story. It provides introduction of the characters,
the sketch of the background, and the description of the situation.
b. Complication
Robert and Jacobs (1987: 90) state:
The complication marks the onset of the major conflict in the story.
The participants are all the characters in the story, whether they are
protagonist or antagonist; and whatever ideas or values those
characters represent, such as childhood and age, love and hate, good
and evil, freedom and slavery, and the like.
In addition, this section usually provides the rising of the problems and the
introduction of some difficulties faced by the characters. Abrams, in A Glossary of
Literary Terms (1981: 161), states that the situation keeps on increasing with
complexity and tensions of the problems and the difficulties until it reaches the
climax.
c. Crisis
According Robert and Jacobs (1987: 90), crisis is “the turning point, the
separation between what has gone before and what will come after. In practice, the
crisis is usually a decision or action undertaken in an effort to resolve the conflict.
Usually, crisis is the phase where the conflicts happen and need an action or
decision to solve the conflicts.
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d. Climax
Robert and Jacobs (1987: 90) state:
The climax is the high point in the action or the point of greatest
expectancy and the cumulative effect of the previous incidents.
Another way to think of climax is to define it as that point in a story in
which all the rest of the action becomes inevitable (Robert and Jacobs,
1987: 90).
Climax is the peak phase in the story. It is part of the story where all of the
conflicts reach the most intense point. Robert and Jacobs also state “In this part
the conflicts and the following tension are brought to the fullest extent. Climax is
the point that is inevitable and no return, where all the rest of the action becomes
firmly set.”
e. Denouement
According to Robert and Jacobs (1987: 102), the resolution or denouement
is the last section of plot which brings the story to its conclusion. The resolution
usually directed as quickly as possible for the conflicts are over. On the other
hand, once the main conflict is resolved, a brief action of this sort emphasizes the
note of finality.
4. Seven Principles of Bushido
According to InazoNitobe in his book, Bushido (1906),Bushido means
way of the warrior. It is a set of codes which is applied by the Samurai and their
family. Those codes are still applied in the present to respect their ancestor.
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Bushido consists of seven virtues, they are: morality or rectitude, courage,
benevolence, respect, honesty, honor and loyalty.
a. Rectitude
The first principle is rectitude which is well-known as Gi in Japan.
“Rectitude is the power of deciding upon a certain course of conduct in
accordance with reason, without wavering; to die when it is right to die, to strike
when to strike is right" (Nitobe, 1908: 20). Rectitude can be defined as making the
right decision. It also can be said that rectitude is relating to something which
morally correct. Supporting Nitobe’s opinion, According to Yamamoto in
Hagakure – The Way of Samurai (2002; 10), “To hate injustice and stand on
righteousness is a difficult thing. Furthermore, to think that being righteous is the
best one can do and to do one’s utmost to be righteous will, on contrary, bring
many mistake.” Justice is one of important human qualities. To be just is difficult
because it will be hated by some people, especially the one who are wrong.
b. Courage
The second principle is courage, which is well-known as Yu. According to
Nitobe (1908; 25), “Courage here defines as doing what is right” It combines
bravery in doing something right. If one believes something is right, he should
have the boldness to fight until the last blood he has.While according to
Yamamoto (2002; 65), “courage is gritting one’s teeth, it is simply doing that and
pushing ahead, paying no attention to the circumstances.” In doing what is right,
one should not be afraid to anyone. One should have the boldness to do or say the
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right things. Having rectitude, making the right decision, is not enough, it should
be followed by courage, the bravery to do something right.
c. Benevolence
The third is benevolence toward humankind or Jin. It is universal love.
Nitobe(1908: 37) stated, “Benevolence was a tender virtue and mother-like. If
upright rectitude and stern justice were peculiarly masculine, mercy had the
gentleness and the persuasiveness of a feminine nature.” Benevolence can be
understood as well-meaning and kindly. Supporting Nitobe opinion, according to
Sonda (2007),
Benevolence was considered a princely virtue as shown in the
following words: Love, magnanimity, affection for others,
sympathy and pity, were ever recognized to be supreme virtues, the
highest of all the attributes of the human soul.
Benevolence means kind of heart toward others. It covers all kind of goodness in
life to other people.
d. Respect
The fourth is respect or Rei. According to Nitobe (1908; 45-46),
“Politeness is a poor virtue, if it is actuated only by a fear of offending good taste,
whereas it should be the outward manifestation of a sympathetic regard for the
feelings of others.”Politeness should be a sympathy feeling to others’ feelings, not
a fear of offending. The value of this principles will lose the meaning if people
hold it only because they are afraid to hurt others feeling.
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e. Honesty
The fifth is honesty or Makoto. Nitobe (1908; 57) stated, “Lying or
equivocation were deem equally cowardly.” Truthfulness is taught to tell the truth
in everything. One should be ready to face everything which comes after telling
the truth. Telling lie is unacceptable for Japanese. It also means that someone is a
coward. Besides, a promise has to be fulfilled although without a written pledge.
f. Honor
The sixth is honor and glory or Meiyo. Nitobe (1908; 65-66) stated, “The
sense of honor, implying a vivid consciousness of personal dignity and worth,
could not fail to characterize the samurai, born and bred to value the duties and
privileges of their profession.” It is related to a quality of being respected. Sonda
(2007) stated, “Samurais, in defence of this honor (or avoiding shame), would
even go so far as to take their own lives.” It is one of the ways to defend the honor
to self. Honoris also related to sense of shame and reputation. A person should
have a personal dignity, a quality of being worthy of honor or respect. He also
should defend it to gain the respect. He should also defend it to gain the respect. A
person with honor should not let anyone humiliate or blacken his/her reputation.
g. Duty of Loyalty
The last principle is the duty of loyalty or Chugo. Bushido did not require
their society to become a slave of a king. To be loyal on duty means someone does
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his or her job from their heart. While according to NozomuSonda in his journal,
Bushido (Chivalry) and the Traditional Japanese Moral Education (2007),
“Personal fidelity is a moral cohesion existing among all sorts and conditions
of men.” Loyalty is very important for the Japanese. Every person should be loyal
to the master.
Even though Bushido was a code from the old generation but it remains
until now in Japanese religion, ethics, and moral. As basic moral principles in
Japan, Bushido is taught since young and it starts from the family, school, and
society. Bushido appears as the moral education at school and also in someone’s
life experiences.
3. Theory of Moral
Related to moral, Chamber states “the moral is the principles of the good
and evil or right and wrong in human’s life” (1973:606). Moral differentiates the
good and the bad of human behavior. It also tells us which one we should do and
which one should not do. Moral teach us to concern about other people's needs
first, than ours. We should do good things to others.
According to Carol K. Sigelman and Elizabeth A. Rider, the term of moral
implies an ability to distinguish right from wrong, to act on this distinction, and
to experience pride when one does the right thing and guilt or shame when one
does not. Carol K. Sigelman, also states that there are three basic components of
morality. They are:
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(1) An affective or emotional component. An affective or emotional
component contains the feelings of guilt concern for other feelings
that surround right or wrong actions and that motivate thoughts and
actions. (2) A cognitive component. A cognitive component focuses on
the way we conceptualize right and wrong and make decisions about
how to behave. (3) A behavioral component. A behavioral component
reflects how we actually behave when for example we do or have
something that we know is bad or wrong, or help a needy person
(Sigelman, 1995: 330).
Those three basic components are related. The first is how we feel about right and
wrong, the second is how we conceptualize right and wrong and the last is how to
face that.
3. The Relation between Literature and Morality
Literature and morality usually support each other. Related with the
relation between literature and morality, Moody states that literary work always
offers moral messages that connect with human's noble behavior of the characters
in the novel. Novel contains of moral messages that can be revealed by the
character. There must be moral values or moral messages in every novel, either
explicit or implicitly.
Guerin states that the function of literature is to teach morality and to
probe philosophy issues. The reader would interpret within a context of the
philosophical thought in a period of group existence (1979: 29). In other words,
Guerin said that morality and philosophy issues can be taught by literature. One of
the purposes of literature is to teach morality to the readers.
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Another statement comes from Gardner in his book On Moral Nature of
Human. He states that literature as an art is essentially and primary moral that is
life giving (1978:15). Besides, he also states that a work of art, which contains
moral lesson, provides values and rouse trustworthy feeling about the best and the
worst in human action (1978: 19). Moral values are delivered by literature.
Therefore, literature is a tool to convey moral values to the readers.
B. Theoretical Framework
The theories written in the review of related theories have their own
function. The function is to help the writer analyzing the topic and problem
formulation. First, the theory of character and characterization helps the writer to
understand the characteristics of Botchan as the major character in the story.
Second, the theory of plot is used to see the storyline of the novel. It is also used
to help to see the dynamic acts of the character. Third, the Seven Principles of
Bushido is employed to comprehend the moral values of Japanese people.
Japanese people have their own moral values, so that the writer needs this theory
in understanding Japanese moral values.Fourth, the theory of moral is used to find
out the moral values in the story through the major character and the plot of the
novel. Lastly, the relation between moral and literature is used to see how the
literature can convey can moral values.
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CHAPTER III
METHODOLOGY
A. Object of the Study
Botchan is a story about youngest son in a middle class Tokyo family who
is hated because his naughtiness. After both his parents died, he continues his
study and becomes a mathematics teacher. He moves to unfamiliar place far from
Tokyo. It is hard for him to adjust in his new society. He should face his badmannered students and school administrators who pitted him to the other teacher.
He also should face the thing he hates, lies.
Botchan is a timeless Japanese novel written by Soseki Natsume. Botchan
is a very popular novel and still widely read until now. The original novel is
written in Japanese language. The English version is translated by Umeji Sasaki.
The publisher of this novel is Tuttle Publishing. The first publication of this book
is in 1906 and still reprinted until now, but the writer uses the novel which is
published in 2006. It consists of 271 pages which is divided into eleven chapters.
B. Approach of the Study
This study is about moral values which are reflected by the major
character. Discussing moral values will always be related to the principles of right
or wrong and good or bad of human. Besides, it also related to ethics. Since this
study is about moral values, moral-philosophical approach is an appropriate
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approach to go closer to the topic. Guerin in A Handbook of Critical Approaches
to Literature states
The basic position of Moral-Philosophical approach is to teach
morality and to probe philosophical issues. They would interpret
literature within the context of philosophical thought of a period or
group. The important thing is the moral or philosophical taught (1979:
39).
Moral-Philosophical approach helps to find the moral values which are taught
through the literature.
The writer chooses Moral-Philosophical approach because it helps the
writer in analyzing moral values carried by the major character in the story.
Guerin also states “Moral-Philosophical approach is approach which insists on
ascertaining and stating what is taught (1979: 39).” It means Moral-Philosophical
approach can help the writer to find out the moral values taught through the major
character in the story.
C. Method of the Study
This study is a library research. The writer uses books, articles and essays
as the sources of information in order to ascertain the problem in this study. The
primary source used in this study is Botchan because it is the literary work which
is discussed. There are also some secondarysources to help the writer discussing
this study. They are A Handbook of Critical Approaches to Literature written by
Wilfred L. Guerin, and A Glossary to Literary Terms written by M.H. Abrams,
Bushido written by Inazo Nitobe, etc.
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There are some steps in conducting this study. The first step was reading
the novel intensively. It is done to get a topic of the research. The second step was
collecting the data which would be important in answering the problems as
formulated. The third step was analyzing the novel. The writer analyzes the
characteristics of the major character, the plot and the Bushido revealed by the
characteristics of the major character and the plot using the theories provided.
After having all the answers to the questions, the last part is drawing conclusion
based on the analysis. The conclusion is the results or the answers to the problem
formulation.
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CHAPTER IV
ANALYSIS
The analysis in this chapter is divided into three parts based on the
problems that are formulated in the first chapter. In the first part, the writer
analyzes the characteristics of the major character. In the second part, the writer
analyzes the plot of Botchan. In the last part, the writer analyzes the virtues of
Bushido which revealed by the characteristics of the major character and the plot.
A.
The Characteristics of the Major Character
The major character in the novel is Botchan. This part will analyze the
characteristics of Botchan. The characteristics of the major character can be seen
from the mannerism, dialogue, act, and many other aspects. The theories of
character are used to understand the characteristics of the character. Those
theories help the writer to discover the characteristics of the character deeper.
The major character's characteristics are described as follows:
a. Honest
Botchan is an honest character. Honest is one of the characteristics of the
major character which can easily be seen in the novel. There are many things in
the novel that show his honesty.
Botchan’s thought about honesty is one of the evidences that he is an
honest character.
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Just think, if the honest does not win, what else is there in this world
that will win. If I cannot beat them tonight, I will tomorrow; if not
tomorrow, then the day after tomorrow. If not the day after tomorrow,
I will sit down right here, get my meals from my home until I beat
them (Soseki, 1906: 84).
The quotation above explains about Botchan’s thought about honesty. He
thinks that honesty is an important thing in this world that should be done by all
people. In fact, sometimes some people do not apply it to their life because the
opposite of honesty, dishonesty, offers an easy way to win something, but it harms
others. It is not easy to make honesty wins, but he will fight for it in order to
maintain it in this world.
The honest characteristic of the major character can also be seen through
the past life of Botchan. Since he was a child, Botchan never tells lies. When he
makes troubles, he would admit it though his parents or anyone would be angry
with him. For example, one day he made trouble by ruining carrot patch and
stuffing irrigating bamboo with stones and sticks. Many people were angry with
him, but he admitted his faults and accepted the punishments. He will not tell lies
to avoid the punishment or anyone's anger. He will never run away from his
responsibility. His past life also shows that he is an honest person. Honesty is the
main moral virtues that he holds since he was a child. Honesty has become his
manner or habit in his life.
The other evidence showing that he is honest when he decides to return
the contract to be a mathematics teacher in Shikoku to the principle of the school
because he feels he cannot go along with the requirements given. He decides to
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return the contract because he knows that he will not able to fulfill the
requirements given by the principal.
If they wanted me to fill such an onerous post, they should have told
all that before. I hate to tell a lie; I would give it up as having been
cheated, and get out of this mess like a man there and then. I had only
about 9 yen left in my pocket after tipping the hotel 5 yen. Nine yen
would not take me back to Tokyo. I had better not have tipped the
hotel; what a pity! However, I would be able to manage it somehow. I
considered it better to run short in my return expenses than to tell a lie
(Soseki, 1906: 33).
The quotation above shows the reaction of Botchan about the requirements. The
principle asks him to be an example to the students; should become an object of
admiration for the whole school or should exert moral influence. Besides, he also
should master teaching technical knowledge in order to become a real educator. If
he takes the contract with such requirements, he will be counted as a liar because
he knows that he could not fulfill those requirements. The requirements given by
the principle seems hard to do. Botchan realizes that the requirements are
impossible for him. Botchan, as an honest person, decides to cancel the contract.
He does not want to tell lies and acts like he can fulfill the requirements. It is
better for him to cancel it if he knows that he cannot fulfill it. His decision to
return the requirement and cancel the job show how honest Botchan is.
Those actions and the thought of Botchan mentioned above show that
Botchan is an honest person. Botchan thinks that honesty is an important thing
that he should do. He also expects other people to be honest. Honesty has become
his manner or habit since he was a child until he turns to be an adult. Besides, he
also ready for the consequences, whatever it takes.
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b. Bad-tempered
Botchan is a bad-tempered person. He easily gets annoyed or angry. It is
difficult for him to control his anger. If there is something wrong or someone does
a bad thing, he will get angry or annoyed. For example is when Botchan and his
brother played chess.
When we played a chess game one day, he placed a chessman as a
"waiter," and had hearty laugh on me by seeing me in a fix. His
manner was so trying that time that I banged a chessman on his
forehead which was injured a little bit and bled (Soseki, 1906: 7).
He is angry with his brother because his brother does an underhand trick to beat
Botchan. Botchan gets angry, and then he throws a chessman to him. It hits his
brother's forehead and injures. He hates lies and all the things related to lies. The
dishonest trick done by his brother is the reason why he is angry and throws the
chessman to him. The reaction toward the action of his brother can be concluded
as bad-tempered.
The other evidence is when his neighbor stole his chestnuts. He is angry
because his neighbor often stole it.
Nevertheless he had the temerity to come over the fence to our yard
and steal my chestnuts. One certain evening I hid myself behind a
folding-gate of the fence and caught him in the act. Having his retreat
cut off he grappled with me in desperation (Soseki, 1906: 3).
Botchan wants to catch him red handed when he steals the chestnut. Botchan hates
someone who takes his property without asking. It is better getting into fight
rather than letting someone steals his property, therefore he manages to catch him
red handed and fight him. The reaction toward the action of his neighbor can be
concluded as bad-tempered.
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He also gets angry when his students annoy him. One day when it was
his turn to do a night watch at school, his students put grasshoppers inside his
blanket. They want to make fun of him. Botchan is really angry because of their
naughtiness. Besides, they do not admit it when he asks them to. Botchan and his
students are debating.
"Grasshoppers or locusts, why did you put them into my bed? When I
asked you to?"
"Nobody put them in."
"If not, how could they get into the bed?"
"Locusts are fond of warm places and probably they got in there
respectfully by themselves,"
"You fools! Grasshoppers getting into bed respectfully! I should smile
at them getting in there respectfully! Now, what's the reason for doing
this mischief? Speak out."
"But there is no way to explain it because we didn't do it" (Soseki,
1906: 75-76).
The conversation above shows the anger of Botchan to his students. He forces his
students to confess their faults. Botchan cannot accept their action for not
admitting their fault. Botchan thinks that they has done two faults. The first is for
doing the trouble and the second is for not admitting it. He rebukes his students.
He also reports that incident to the principle which makes them to be punished.
His reaction and his speech toward the mischief of his students can be categorized
as bad-tempered.
Botchan's reactions and speech show that Botchan is a bad-tempered
person. He gets angry easily. He often solves his problems in anger. The way he
solves the problems often leads him into other problems. However, the reasons
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behind his anger are usually right. Mostly, the reasons behind his anger are
dishonest things. He hates lies, therefore he will always angry when he faces
dishonesty.
c. Dignified
Botchan is a dignified person. He does not let anyone humiliate or
underestimate him. He does not want anyone to think that he is weak. Therefore,
if someone challenges him, he will take that challenge. He does not want to be
reputed as a coward.
During my grammar school days, I was once laid up for about a week
by jumping from the second story of the school building. Some may
ask why I committed such a rash act. There was no particular reason
for doing such a thing except I happened to be looking out into the
yard from the second floor of the newly-built school house, When one
of my classmates, joking shouted at me; "Say, you big bluff, I'll bet
you can't jump down from there! O, you chicken-heart, ha, ha!" So I
jumped down. The janitor of the school had to carry me home on his
back, and when my father saw me, he yelled derisively, "What at a
fellow you are to go and get your bones dislocated by jumping only
from a second story!"
"I'll see I don't get dislocated next time," I answered (Soseki, 1906: 12).
His reaction toward challenge shows that he just does not want to be
underestimated by his friends. He does not want to be called chicken-hearted by
his friends because of he is afraid of jumping down from the second story.
Besides, he also says that he will not get dislocated when his father said “What at
a
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BUSHIDO REVEALED BY THE MAJOR CHARACTER
AND THE PLOT IN SOSEKI'S BOTCHAN
AN UNDERGRADUATE THESIS
Presented as Partial Fulfilment of the Requirements
For the Degree of Sarjana Sastra
In English Letters
By
LOUISA MEIGYTHA MANIHURUK
Student Number: 094214028
ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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BUSHIDO REVEALED BY THE MAJOR CHARACTER
AND THE PLOT IN SOSEKI'S BOTCHAN
AN UNDERGRADUATE THESIS
Presented as Partial Fulfilment of the Requirements
For the Degree of Sarjana Sastra
In English Letters
By
LOUISA MEIGYTHA MANIHURUK
Student Number: 094214028
ENGLISH LETTERS STUDY PROGRAM
DEPARTMENT OF ENGLISH LETTERS
FACULTY OF LETTERS
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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Above all: Don't lose hope.
- Yan Martel
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ACKNOWLEDGEMENTS
First, I would like to devote my gratitude to my Almighty God for His
blessings. I also want to devote my gratitude to my advisor, Paulus Sarwoto, S.S.,
M.A., Ph.D. for his advices and corrections. I also give my thanks to my co-advisor,
Dr. G. Fajar Sasmita Aji, M. Hum., for his willingness to read and review this thesis.
I also thank my examiner, Elisa Dwi Wardani, S.S., M. Hum. I also want to thank all
the lecturers and staffs of English Letters Department.
My thanks go to my father, Posman Manihuruk, my mother, Dyah Kusumo
Winahyu, my sister, Nega Paramita Damayanti Manihuruk, and my brother, Tunggul
Natalius Hanandyo Manihuruk, for all of their supports.
My endless thanks go to Maria Puspitasari Munthe, Febi Riana Anindita
Pertiwi, Vina Yani Purwaningsih and Arianni Ayu Purnamasari for helping me finish
this thesis. I also want to thank Riza Azizah, Titus Dewa Brata, Helga Larissa Charity
Koraag, Menik Estunigntyas, Vindy Kartika Primaningrum, Richard Octha David
Taralalu, Saka Widhi Nirwa, Samuel Damartika, Rosa Putranti Winenggar, Anastasia
Filiana Ismawati, Hernowo Adi Saputro and Yoshua Endyanto. Lastly, my endless
thanks also go to Jean Gabriel Bagus Dwi Setyawan for his support.
Louisa MeigythaManihuruk.
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TABLE OF CONTENTS
TITLE OF THE PAGE …………………………………………………….
APPROVAL PAGE …………………………………………………………
ACCEPTANCE PAGE ……………………………………………………..
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA
ILMIAH ……………………………………………………………………..
STATEMENT OF ORIGINALITY ………………………………………..
MOTTO PAGE……………………………………………………………..
ACKNOWLEDGEMENTS ………………………………………………..
TABLE OF CONTENTS …………………………………………………...
ABSTRACT ………………………………………………………………....
ABSTRAK …………………………………………………………………..
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iv
v
CHAPTER I: INTRODUCTION ……………………………………...…..
A. Background of the Study ………………………………………..….
B. Problem Formulation ………………………………………...…......
C. Objectives of the Study…………………………………………......
D. Definition of Terms …………………………………………………
1
1
1
4
5
CHAPTER II: THEORETICAL REVIEW ……………………………….
A. Review of Related Studies ……………………………………..…...
B. Review of Related Theories………………………………………...
1. Theory of Character …………………………………….........
2. Theory of Plot………………………………………………..
3. Seven Principles of Bushido …………………………………
4. Theory of Moral ……………………………………………...
5. The Relation between Literature and Morality ………………
C. Theoretical Framework ……………………………………………..
6
6
8
8
9
12
16
17
18
CHAPTER III: METHODOLOGY ………………………………….........
A. Object of the Study………………………………………………....
B. Approach of the Study……………………………………………...
C. Method of the Study………………………………………………..
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CHAPTER IV: ANALYSIS ………………………………………………...
A. The Characteristics of the Major Character ………………………...
B. The Plot……………………………………………………………..
C. The Bushido ………………………………………………………...
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32
39
CHAPTER V: CONCLUSION…………………………………………….
BIBLIOGRAPHY…………………………………………………………..
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ABSTRAK
MANIHURUK, LOUISA MEIGYTHA. Bushido Revealed by the Major
Character and the Plot in Soseki’s Botchan. Yogyakarta: Program Studi Sastra
Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2014.
Sastra merupakan salah satu sumber pedoman moral. Sastra bertujuan untuk
mendidik pembacanya. Botchan merupakan salah satu karya sastra Jepang yang berisi
banyak nilai-nilai moral. Terutama nilai moral Jepang. Nilai-nilai moral Jepang
dikenal dengan Bushido. Bushido merupakan kumpulan norma untuk para prajurit
Jepang. Namun, Bushido masih digunakan oleh generasi saat ini karena nilai
moralnya baik dan masih sesuai untuk masa kini. Nilai-nilai moral pada novel dapat
dilihat melalui tokoh utama dan plot. Tokoh utama pada umumnya mempunyai nilai
moral yang baik. Nilai moral yang ada pada tokoh utama dapat dilihat dari
karakteristiknya. Sedangkan plot membantu melihat aksi dan reaksi tokoh utama
dalam melewati tiap fase dalam plot. Aksi dan reaksi tokoh utama dalam menghadapi
konflik dalam plot juga membantu melihat nilai moral yang terkandung di dalam
novel. Maka, nilai moral Jepang, Bushido, dapat dilihat melalui tokoh utama dan plot.
Untuk mendapatkan hasil analisis yang lebih dalam, penulis menganalisis
karakteristik dari tokoh utama. Langkah berikutnya adalah penulis menganalisis plot
cerita. Langkah yang terakhir adalah menganalisis nilai-nilai Bushido yang terdapat
di dalam novel melalui karakteristik tokoh utama dan plot.
Penulis menggunakan metode penelitian pustaka dalam studi ini. Penulis
menggunakan buku, artikel, dan jurnal sebagai sumber informasi untuk mencari
jawaban untuk penelitian ini. Buku pokok yang digunakan adalah Botchan karena
buku tersebut merupakan karya yang dibahas dalam penelitian. Ada pula beberapa
buku yang digunakan sebagai sumber sekunder untuk menganalisis penelitian ini,
seperti Bushido yang ditulis oleh Inazo Nitobe, A Handbook of Critical Approaches to
Literature yang ditulis oleh Wilfred L. Guerin, dan A Glossary to Literary Terms yang
ditulis oleh M.H. Abrams. Pendekatan yang digunakan adalah pendekatan moralfilosofis karena pendekatan ini paling sesuai untuk meneliti nilai-nilai moral.
Hasil analisis menunjukkan bahwa karakteristik dari tokoh utama adalah jujur,
pemarah, membanggakan diri, dan pemberani. Selain itu, aksi dan reaksi tokoh utama
pada tiap fase plot menujukkan bagaimana tokoh utama menghadapi konflik.
Karaketeristik tokoh utama dan plot membantu mengungkap nilai Bushido. Nilai
Bushido yang terlihat adalah keadilan, keberanian, kebajikan, penghormatan pada
orang lain, kejujuran, dan penghormatan pada diri sendiri. Satu-satunya nilai bushido
yang tidak terlihat adalah kesetiaan pada tugas.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Literature is a work of art which imitates life. Wellek and Warren
(1956:94) stated that literature represents life and life,in a large measure, a social
reality, even though the natural world and the inner subjective world of individual
have also been object of literary imitation. Hence, literature represents an
individual which is seen as thesubject and at the same time can be also the object
of literary work.The individual and his qualities become the object of imitation of
the literature and also become the subject in the literature itself.
In relation to individual qualities, literature can be an important source of
moral guidance. It consists of didactic purposes to the readers. One of the
purposes of literature is to teach morality to the readers. Literature is a tool to
convey moral values to the readers. In On Moral Nature of Human, Gardner
(1978: 19) states that “A work of art, which contains moral lesson, provides values
and rouse trustworthy feeling about the best and the worst in human action.”Moral
values give a limitation to an individual to act based on the “good and bad” which
is concluded in particular society. It can be assumed that morality is the standards
of behavior concerning what can be done or acceptable and what cannot be done
or unacceptable.
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Different society might be having different standard of behavior as well.
For example, Japanese conduct their ownmoral values. Japanese has a set of
norms which is called Bushido. Bushido refers to a set of norms constituting a
code of conduct for the Japanese warrior class. Further, Daniel Meissner in his
article Bushido: Now and Zen, “Bushido developed over the centuries through the
influences of Buddhism, Confucianism, Shintoism.” Buddhism teaches stoicism
which concerns with controlling emotion. In Buddhism, emotion can affect the
cycle of life and death. The Buddhism meditation, which is well known as Zen
meditation, teaches to focus and to reach higher level of thought. It also teaches
love and respect to nature and the order of all things. Meanwhile, Confucianism
teaches the relationships of community and family. There are some different
obligations relating to the relationship to others. Shintoism teaches the purification
of one’s soul and the removal of everything that plague the psyche.” Shintoism
also teaches nationalism and patriotism which is the base of loyalty. Those moral
lessons from Buddhism, Confucianism, and Shintoism are merged into Bushido
which covers of seven tenets.They are rectitude, courage, benevolence, respect,
honesty, honor and loyalty. These values spread and affect many Japanese
samurais. Although Bushido was a set of norms used by Samurai years ago, it is
still inspiring for the present Japanese. At least, the discussion about it is still the
topic of modern Japanese novels. The discussion about Bushido in a literary
works is still interesting because Bushido has been become the standard of
behavior in Japan.
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One of the literary works talking about Bushido is Botchan, written by
Natsume Soseki. It is a story about a fresh graduate student from big city, Tokyo,
who moved to Shikoku, a rural area of Japan, to become a teacher. The title of the
story, Botchan, is in fact the nickname of the major character of this story.
Botchan itself means young master. Usually, this nickname is used to name the
boys of honorable family, but Botchan comes from a middle class family. The
servant uses this nickname because she loves him. Botchan teaches mathematics
in a boarding school. He thinks that he is smarter and more civilized than any
other people there, but after teaching there for several days he finds himself being
played by his students and his fellow teachers.
Botchan is written by Natsume Soseki in 1906. It is an old book, but
Botchan is still worth read until now. The story is easy to understand, and it covers
also moral lessons. Botchan also becomes one of the required reading books in
some schools in Japan because of the moral values which are needed for Japanese
children. That is why Botchanis one of the most widely read novels in modern
Japan. This novel is interesting because it is one of the modern classic Japanese
literary works which carries traditional values of Japanese, Bushido. Although
Botchan was written in 1906, the story still makes sense and the moral values
which are contained in the story are still relevant to discuss. By examining
Botchan’s character and plot, we can understand more deeply the notion of
Japanese Bushido as previously stated.
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Character is one of the important elements of the story. Abrams (1993: 23)
wrote, “Character is the person presented in a dramatic or narrative, who is
interpreted by the reader as being endowed with moral and dispositional quality,
that is expressed in what he says -the dialogue- and by what he does -the action.”
Character conveys the moral and dispositional qualities which can help readers
find the moral values of the story. Bushido is a set of human qualities which
should be followed by the people, therefore character is the most important thing
to show those human qualities. As a means to reveal the Bushido through the
character, plot is needed to see the dynamic acts of the character. Here, plot helps
the readers understand the backbone of the story. Plot helps to see the
characteristics of the character by examining the action and reaction taken by the
character in each stage of the story. Therefore, on this thesis the elements of
character and plot become the main gate to reveal the “Bushido” of the novel
Botchan.
B. Problem Formulation
Based upon the previous background,some problems are formulated as
follows:
1.
What are the characteristics of Botchan as the major character?
2.
How is the plot described?
3.
How Bushido is revealed through the major character and the plot
in Soseki's Botchan?
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C. Objectives of the Study
There are three objectives of the study in this thesis. The first objective is
to identify the characteristics of the major character in the novel. The second
objective is to see the plot of the novel. The last objective is to find the moral
values reflected by the major character and the plot in the novel.
D. Definition of Terms
This part discusses the definition of terms which can help the readers
understand this study easier.
1. Character
In A Glossary of Literary Terms, Abrams defines characters as:
The person presented in a dramatic or narrative, who is interpreted by
the reader as being endowed with moral and dispositional quality, that
is expressed in what he says -the dialogue- and by what he does -the
action (1993:23).
2. Plot
Stanton in An Introduction to Fiction states:
Plot is the backbone of a story and it has its own rules, which means
that a plot must have a true beginning, middle, and end. The plot
movement comes mainly from its ability to arouse our curiosity, hope,
and fear. The movement of the plot from the beginning to the end
should be reasonable, rational, and logical (1965: 15).
3. Bushido
According to Nitobe in his book Bushido(1908: 4), Bushido is “The code
of moral principles which the samurai were required or instructed to observe.”
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CHAPTER II
THEORETICAL REVIEW
A. Review of Related Studies
In conducting this novel, there are several reviews of related studies about
moral values and about the novel itself,Botchan, collected by the writer.
The first review deals with Renny Amit’s(2007) thesis, Naturalism as Seen
in Natsume Soseki's Botchan. Her thesis talked about the aspects that reflect
naturalism in Botchan. According to her, the idea of naturalism can be seen
through the major character’s way of thinking in seeing life. In page 57, she stated
“Hence, it can be seen that determinism is reflected through Botchan who is the
main character in the story. Botchan believes he has no free will because he is
strongly influenced by the heredity, chances and the environment. His way of
thought reflects the idea of naturalism.” In other words the actions of the main
character are determined by the circumstance. This thesis agrees with Amit’s
thesis that the actions taken by the main character follow the standard behavior
given by his society. This thesis wants to prove that the major character of the
novel determined by the Japanese standard behavior, Bushido.
Another review refers to Ward William Biddle’s article, The Authenticity of
Natsume Soseki(1973).It is about Natsume Soseki and his works, including
Botchan. In page 391, he stated “This article attempts to demonstrate how Soseki
seems to have attained a profound degree of self-consciousness and honesty, the
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sheer severity of which passes over as a creative energy to the serious student of
his fiction” (1973: 391). Botchan contains of self-consciousness and honesty. He
also stated “Botchan is irrepressible in his frankness, uninhibited by artificial
customs of the past, and yet as Japanese as he can be in so many of his attitudes
and manners” (1973: 401).This thesis agrees with Biddle opinions. Sometimes
Botchan break the custom, but at the same time he holds the other custom which
makes sense to him. This thesis wants to prove the custom Botchan hold is
Bushido.
The last review is about the article entitled Cross Cultural Experience by
Cherie Thiessen(2005). She reviewed Botchan from translation point of view.
Translating Japanese novel into English is a difficult job. It is difficult because
Japanese has many levels of communication. She stated that translating a classic
work that was well known in its country of origin was a wonderful way to build a
bridge between cultures. In order to translate that classic work, the translator
should have many extra tools to translate it.
The related studies of Botchan above discuss the naturalism in Botchan,
the characteristics of the author’s works, and the translation from Japanese
language into English of Botchan. Different with the previous study, this thesis
focuses on the Japanese moral values, specifically about Bushido. The Japanese
moral values, Bushido, are revealed by the characteristics of the major character
and the plot.
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B. Review of Related Theories
There are some theories needed to analyze this study. The theories are the
theory on character and characterization, theory of moral and the relation between
literature and morality.
1. Theory of character
Theory on character is an important theory to conduct this study. It is used
to understand the characteristic of the character in the novel. Hugh Holman and
William Harmon (1986:82) presented two types of characterization. According to
them, “A static character is one who changes little if at all. Things happen to such
a character without things happening within.”A static character changes slowly.
Some little changes happen as we read the novel. The dynamic character is the
opposite of the static character. According to them, “Dynamic character shows
changes by actions and experiences, and objective of the work in which the
character appears is to reveal the consequences of these actions.”
According to M.J. Murphy in Understanding Unseens(1972), there are
several ways to understand a character: The first way is by personal description. It
means the author can describe a person’s appearance and clothes. The second
ways is by the character as seen by another. Instead of describing character
directly the author can describe him through the eyes and opinions of another. The
reader gets, as it were, a reflected image. The third is speech. The author can give
us an insight into the character of one of the persons in the book through what the
person says. The fourth is seeing the past life. By letting the reader learn
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9
something about the readers past life the author can gives us a clue to events that
have helped to shape a person’s character. The fifth is conversations of others. The
author can also give us clues through a person’s character through the
conversations of other people and the things they say about him/her. The sixth is
by learning the reaction. The author can also give us clue to a person’s character
by letting us know how that person reacts to various situations and events. The
seventh is by learning the direct comment. The author can describe or comment
on a person’s character directly. The eighth is by learning the thoughts. The author
can give us direct knowledge of what a person is thinking about. He can tell us
what different people are thinking. The last is by learning the mannerisms. The
author can describe a person’s mannerisms, habits or idiosyncrasies which may
also tell us something about his character.
The theories of character are used to understand the characteristics of the
character. Those theories help the writer to dig the characteristics of the character
deeper. In order to have complete information about the characteristics of the
character, the writer should consider many aspects.
2. Theory of Plot
Abrams in A Glossary of Literary Terms(199: 224) states that plot in a
dramatic or narrative work was constituted by its events and actions, as these were
rendered and ordered toward achieving particular artistic and emotional effects.
He also said that the actions were performed by the particular characters in a
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work, and were the means by which they exhibit their moral and dispositional
qualities. The plot and characters help the story to convey the moral of the story.
According to Robert and Jacobs, in Fiction: An Introduction to Reading
and Writing(1987: 64), “The interrelationship of incidents and character within a
total design is the plot. Plot has been compared to a map, scheme, or blueprint.”
He also states “In a carefully worked plot, all the actions, speeches, thoughts, and
observations are inextricably linked to make up an entirety, sometimes called an
organic unity.” Besides, he adds “Plot in its simple stage is worked out in pattern
of causes and effect that can be traced in a sequence or chronology.” Plot
determines how the story will flow. The story follows the pattern of the plot which
makes the story runs chronologically. Besides, a plot is a plan or groundwork for a
story, based in conflicting human motivations, with the action resulting from
believable and realistic human response. Plot is the scheme that makes one actions
realistic and reasonable because one action and another action are related.
Robert and Jacobs set forth formal categories of structure that can be used
by/in all genres of literature. They are exposition, complication, crisis, climax, and
resolution or denouement.
a. Exposition
According to Robert and Jacobs in Fiction: An Introduction to Reading
and Writing (1987: 89), “Exposition is the laying out, the putting forth, of the
material in the story: the main characters, their backgrounds, characterization,
basic assumption about life, goal, limitation, and potentials. It presents everything
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that is going to be important in the story. It provides introduction of the characters,
the sketch of the background, and the description of the situation.
b. Complication
Robert and Jacobs (1987: 90) state:
The complication marks the onset of the major conflict in the story.
The participants are all the characters in the story, whether they are
protagonist or antagonist; and whatever ideas or values those
characters represent, such as childhood and age, love and hate, good
and evil, freedom and slavery, and the like.
In addition, this section usually provides the rising of the problems and the
introduction of some difficulties faced by the characters. Abrams, in A Glossary of
Literary Terms (1981: 161), states that the situation keeps on increasing with
complexity and tensions of the problems and the difficulties until it reaches the
climax.
c. Crisis
According Robert and Jacobs (1987: 90), crisis is “the turning point, the
separation between what has gone before and what will come after. In practice, the
crisis is usually a decision or action undertaken in an effort to resolve the conflict.
Usually, crisis is the phase where the conflicts happen and need an action or
decision to solve the conflicts.
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d. Climax
Robert and Jacobs (1987: 90) state:
The climax is the high point in the action or the point of greatest
expectancy and the cumulative effect of the previous incidents.
Another way to think of climax is to define it as that point in a story in
which all the rest of the action becomes inevitable (Robert and Jacobs,
1987: 90).
Climax is the peak phase in the story. It is part of the story where all of the
conflicts reach the most intense point. Robert and Jacobs also state “In this part
the conflicts and the following tension are brought to the fullest extent. Climax is
the point that is inevitable and no return, where all the rest of the action becomes
firmly set.”
e. Denouement
According to Robert and Jacobs (1987: 102), the resolution or denouement
is the last section of plot which brings the story to its conclusion. The resolution
usually directed as quickly as possible for the conflicts are over. On the other
hand, once the main conflict is resolved, a brief action of this sort emphasizes the
note of finality.
4. Seven Principles of Bushido
According to InazoNitobe in his book, Bushido (1906),Bushido means
way of the warrior. It is a set of codes which is applied by the Samurai and their
family. Those codes are still applied in the present to respect their ancestor.
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Bushido consists of seven virtues, they are: morality or rectitude, courage,
benevolence, respect, honesty, honor and loyalty.
a. Rectitude
The first principle is rectitude which is well-known as Gi in Japan.
“Rectitude is the power of deciding upon a certain course of conduct in
accordance with reason, without wavering; to die when it is right to die, to strike
when to strike is right" (Nitobe, 1908: 20). Rectitude can be defined as making the
right decision. It also can be said that rectitude is relating to something which
morally correct. Supporting Nitobe’s opinion, According to Yamamoto in
Hagakure – The Way of Samurai (2002; 10), “To hate injustice and stand on
righteousness is a difficult thing. Furthermore, to think that being righteous is the
best one can do and to do one’s utmost to be righteous will, on contrary, bring
many mistake.” Justice is one of important human qualities. To be just is difficult
because it will be hated by some people, especially the one who are wrong.
b. Courage
The second principle is courage, which is well-known as Yu. According to
Nitobe (1908; 25), “Courage here defines as doing what is right” It combines
bravery in doing something right. If one believes something is right, he should
have the boldness to fight until the last blood he has.While according to
Yamamoto (2002; 65), “courage is gritting one’s teeth, it is simply doing that and
pushing ahead, paying no attention to the circumstances.” In doing what is right,
one should not be afraid to anyone. One should have the boldness to do or say the
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right things. Having rectitude, making the right decision, is not enough, it should
be followed by courage, the bravery to do something right.
c. Benevolence
The third is benevolence toward humankind or Jin. It is universal love.
Nitobe(1908: 37) stated, “Benevolence was a tender virtue and mother-like. If
upright rectitude and stern justice were peculiarly masculine, mercy had the
gentleness and the persuasiveness of a feminine nature.” Benevolence can be
understood as well-meaning and kindly. Supporting Nitobe opinion, according to
Sonda (2007),
Benevolence was considered a princely virtue as shown in the
following words: Love, magnanimity, affection for others,
sympathy and pity, were ever recognized to be supreme virtues, the
highest of all the attributes of the human soul.
Benevolence means kind of heart toward others. It covers all kind of goodness in
life to other people.
d. Respect
The fourth is respect or Rei. According to Nitobe (1908; 45-46),
“Politeness is a poor virtue, if it is actuated only by a fear of offending good taste,
whereas it should be the outward manifestation of a sympathetic regard for the
feelings of others.”Politeness should be a sympathy feeling to others’ feelings, not
a fear of offending. The value of this principles will lose the meaning if people
hold it only because they are afraid to hurt others feeling.
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e. Honesty
The fifth is honesty or Makoto. Nitobe (1908; 57) stated, “Lying or
equivocation were deem equally cowardly.” Truthfulness is taught to tell the truth
in everything. One should be ready to face everything which comes after telling
the truth. Telling lie is unacceptable for Japanese. It also means that someone is a
coward. Besides, a promise has to be fulfilled although without a written pledge.
f. Honor
The sixth is honor and glory or Meiyo. Nitobe (1908; 65-66) stated, “The
sense of honor, implying a vivid consciousness of personal dignity and worth,
could not fail to characterize the samurai, born and bred to value the duties and
privileges of their profession.” It is related to a quality of being respected. Sonda
(2007) stated, “Samurais, in defence of this honor (or avoiding shame), would
even go so far as to take their own lives.” It is one of the ways to defend the honor
to self. Honoris also related to sense of shame and reputation. A person should
have a personal dignity, a quality of being worthy of honor or respect. He also
should defend it to gain the respect. He should also defend it to gain the respect. A
person with honor should not let anyone humiliate or blacken his/her reputation.
g. Duty of Loyalty
The last principle is the duty of loyalty or Chugo. Bushido did not require
their society to become a slave of a king. To be loyal on duty means someone does
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his or her job from their heart. While according to NozomuSonda in his journal,
Bushido (Chivalry) and the Traditional Japanese Moral Education (2007),
“Personal fidelity is a moral cohesion existing among all sorts and conditions
of men.” Loyalty is very important for the Japanese. Every person should be loyal
to the master.
Even though Bushido was a code from the old generation but it remains
until now in Japanese religion, ethics, and moral. As basic moral principles in
Japan, Bushido is taught since young and it starts from the family, school, and
society. Bushido appears as the moral education at school and also in someone’s
life experiences.
3. Theory of Moral
Related to moral, Chamber states “the moral is the principles of the good
and evil or right and wrong in human’s life” (1973:606). Moral differentiates the
good and the bad of human behavior. It also tells us which one we should do and
which one should not do. Moral teach us to concern about other people's needs
first, than ours. We should do good things to others.
According to Carol K. Sigelman and Elizabeth A. Rider, the term of moral
implies an ability to distinguish right from wrong, to act on this distinction, and
to experience pride when one does the right thing and guilt or shame when one
does not. Carol K. Sigelman, also states that there are three basic components of
morality. They are:
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(1) An affective or emotional component. An affective or emotional
component contains the feelings of guilt concern for other feelings
that surround right or wrong actions and that motivate thoughts and
actions. (2) A cognitive component. A cognitive component focuses on
the way we conceptualize right and wrong and make decisions about
how to behave. (3) A behavioral component. A behavioral component
reflects how we actually behave when for example we do or have
something that we know is bad or wrong, or help a needy person
(Sigelman, 1995: 330).
Those three basic components are related. The first is how we feel about right and
wrong, the second is how we conceptualize right and wrong and the last is how to
face that.
3. The Relation between Literature and Morality
Literature and morality usually support each other. Related with the
relation between literature and morality, Moody states that literary work always
offers moral messages that connect with human's noble behavior of the characters
in the novel. Novel contains of moral messages that can be revealed by the
character. There must be moral values or moral messages in every novel, either
explicit or implicitly.
Guerin states that the function of literature is to teach morality and to
probe philosophy issues. The reader would interpret within a context of the
philosophical thought in a period of group existence (1979: 29). In other words,
Guerin said that morality and philosophy issues can be taught by literature. One of
the purposes of literature is to teach morality to the readers.
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Another statement comes from Gardner in his book On Moral Nature of
Human. He states that literature as an art is essentially and primary moral that is
life giving (1978:15). Besides, he also states that a work of art, which contains
moral lesson, provides values and rouse trustworthy feeling about the best and the
worst in human action (1978: 19). Moral values are delivered by literature.
Therefore, literature is a tool to convey moral values to the readers.
B. Theoretical Framework
The theories written in the review of related theories have their own
function. The function is to help the writer analyzing the topic and problem
formulation. First, the theory of character and characterization helps the writer to
understand the characteristics of Botchan as the major character in the story.
Second, the theory of plot is used to see the storyline of the novel. It is also used
to help to see the dynamic acts of the character. Third, the Seven Principles of
Bushido is employed to comprehend the moral values of Japanese people.
Japanese people have their own moral values, so that the writer needs this theory
in understanding Japanese moral values.Fourth, the theory of moral is used to find
out the moral values in the story through the major character and the plot of the
novel. Lastly, the relation between moral and literature is used to see how the
literature can convey can moral values.
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CHAPTER III
METHODOLOGY
A. Object of the Study
Botchan is a story about youngest son in a middle class Tokyo family who
is hated because his naughtiness. After both his parents died, he continues his
study and becomes a mathematics teacher. He moves to unfamiliar place far from
Tokyo. It is hard for him to adjust in his new society. He should face his badmannered students and school administrators who pitted him to the other teacher.
He also should face the thing he hates, lies.
Botchan is a timeless Japanese novel written by Soseki Natsume. Botchan
is a very popular novel and still widely read until now. The original novel is
written in Japanese language. The English version is translated by Umeji Sasaki.
The publisher of this novel is Tuttle Publishing. The first publication of this book
is in 1906 and still reprinted until now, but the writer uses the novel which is
published in 2006. It consists of 271 pages which is divided into eleven chapters.
B. Approach of the Study
This study is about moral values which are reflected by the major
character. Discussing moral values will always be related to the principles of right
or wrong and good or bad of human. Besides, it also related to ethics. Since this
study is about moral values, moral-philosophical approach is an appropriate
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approach to go closer to the topic. Guerin in A Handbook of Critical Approaches
to Literature states
The basic position of Moral-Philosophical approach is to teach
morality and to probe philosophical issues. They would interpret
literature within the context of philosophical thought of a period or
group. The important thing is the moral or philosophical taught (1979:
39).
Moral-Philosophical approach helps to find the moral values which are taught
through the literature.
The writer chooses Moral-Philosophical approach because it helps the
writer in analyzing moral values carried by the major character in the story.
Guerin also states “Moral-Philosophical approach is approach which insists on
ascertaining and stating what is taught (1979: 39).” It means Moral-Philosophical
approach can help the writer to find out the moral values taught through the major
character in the story.
C. Method of the Study
This study is a library research. The writer uses books, articles and essays
as the sources of information in order to ascertain the problem in this study. The
primary source used in this study is Botchan because it is the literary work which
is discussed. There are also some secondarysources to help the writer discussing
this study. They are A Handbook of Critical Approaches to Literature written by
Wilfred L. Guerin, and A Glossary to Literary Terms written by M.H. Abrams,
Bushido written by Inazo Nitobe, etc.
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There are some steps in conducting this study. The first step was reading
the novel intensively. It is done to get a topic of the research. The second step was
collecting the data which would be important in answering the problems as
formulated. The third step was analyzing the novel. The writer analyzes the
characteristics of the major character, the plot and the Bushido revealed by the
characteristics of the major character and the plot using the theories provided.
After having all the answers to the questions, the last part is drawing conclusion
based on the analysis. The conclusion is the results or the answers to the problem
formulation.
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CHAPTER IV
ANALYSIS
The analysis in this chapter is divided into three parts based on the
problems that are formulated in the first chapter. In the first part, the writer
analyzes the characteristics of the major character. In the second part, the writer
analyzes the plot of Botchan. In the last part, the writer analyzes the virtues of
Bushido which revealed by the characteristics of the major character and the plot.
A.
The Characteristics of the Major Character
The major character in the novel is Botchan. This part will analyze the
characteristics of Botchan. The characteristics of the major character can be seen
from the mannerism, dialogue, act, and many other aspects. The theories of
character are used to understand the characteristics of the character. Those
theories help the writer to discover the characteristics of the character deeper.
The major character's characteristics are described as follows:
a. Honest
Botchan is an honest character. Honest is one of the characteristics of the
major character which can easily be seen in the novel. There are many things in
the novel that show his honesty.
Botchan’s thought about honesty is one of the evidences that he is an
honest character.
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Just think, if the honest does not win, what else is there in this world
that will win. If I cannot beat them tonight, I will tomorrow; if not
tomorrow, then the day after tomorrow. If not the day after tomorrow,
I will sit down right here, get my meals from my home until I beat
them (Soseki, 1906: 84).
The quotation above explains about Botchan’s thought about honesty. He
thinks that honesty is an important thing in this world that should be done by all
people. In fact, sometimes some people do not apply it to their life because the
opposite of honesty, dishonesty, offers an easy way to win something, but it harms
others. It is not easy to make honesty wins, but he will fight for it in order to
maintain it in this world.
The honest characteristic of the major character can also be seen through
the past life of Botchan. Since he was a child, Botchan never tells lies. When he
makes troubles, he would admit it though his parents or anyone would be angry
with him. For example, one day he made trouble by ruining carrot patch and
stuffing irrigating bamboo with stones and sticks. Many people were angry with
him, but he admitted his faults and accepted the punishments. He will not tell lies
to avoid the punishment or anyone's anger. He will never run away from his
responsibility. His past life also shows that he is an honest person. Honesty is the
main moral virtues that he holds since he was a child. Honesty has become his
manner or habit in his life.
The other evidence showing that he is honest when he decides to return
the contract to be a mathematics teacher in Shikoku to the principle of the school
because he feels he cannot go along with the requirements given. He decides to
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return the contract because he knows that he will not able to fulfill the
requirements given by the principal.
If they wanted me to fill such an onerous post, they should have told
all that before. I hate to tell a lie; I would give it up as having been
cheated, and get out of this mess like a man there and then. I had only
about 9 yen left in my pocket after tipping the hotel 5 yen. Nine yen
would not take me back to Tokyo. I had better not have tipped the
hotel; what a pity! However, I would be able to manage it somehow. I
considered it better to run short in my return expenses than to tell a lie
(Soseki, 1906: 33).
The quotation above shows the reaction of Botchan about the requirements. The
principle asks him to be an example to the students; should become an object of
admiration for the whole school or should exert moral influence. Besides, he also
should master teaching technical knowledge in order to become a real educator. If
he takes the contract with such requirements, he will be counted as a liar because
he knows that he could not fulfill those requirements. The requirements given by
the principle seems hard to do. Botchan realizes that the requirements are
impossible for him. Botchan, as an honest person, decides to cancel the contract.
He does not want to tell lies and acts like he can fulfill the requirements. It is
better for him to cancel it if he knows that he cannot fulfill it. His decision to
return the requirement and cancel the job show how honest Botchan is.
Those actions and the thought of Botchan mentioned above show that
Botchan is an honest person. Botchan thinks that honesty is an important thing
that he should do. He also expects other people to be honest. Honesty has become
his manner or habit since he was a child until he turns to be an adult. Besides, he
also ready for the consequences, whatever it takes.
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b. Bad-tempered
Botchan is a bad-tempered person. He easily gets annoyed or angry. It is
difficult for him to control his anger. If there is something wrong or someone does
a bad thing, he will get angry or annoyed. For example is when Botchan and his
brother played chess.
When we played a chess game one day, he placed a chessman as a
"waiter," and had hearty laugh on me by seeing me in a fix. His
manner was so trying that time that I banged a chessman on his
forehead which was injured a little bit and bled (Soseki, 1906: 7).
He is angry with his brother because his brother does an underhand trick to beat
Botchan. Botchan gets angry, and then he throws a chessman to him. It hits his
brother's forehead and injures. He hates lies and all the things related to lies. The
dishonest trick done by his brother is the reason why he is angry and throws the
chessman to him. The reaction toward the action of his brother can be concluded
as bad-tempered.
The other evidence is when his neighbor stole his chestnuts. He is angry
because his neighbor often stole it.
Nevertheless he had the temerity to come over the fence to our yard
and steal my chestnuts. One certain evening I hid myself behind a
folding-gate of the fence and caught him in the act. Having his retreat
cut off he grappled with me in desperation (Soseki, 1906: 3).
Botchan wants to catch him red handed when he steals the chestnut. Botchan hates
someone who takes his property without asking. It is better getting into fight
rather than letting someone steals his property, therefore he manages to catch him
red handed and fight him. The reaction toward the action of his neighbor can be
concluded as bad-tempered.
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He also gets angry when his students annoy him. One day when it was
his turn to do a night watch at school, his students put grasshoppers inside his
blanket. They want to make fun of him. Botchan is really angry because of their
naughtiness. Besides, they do not admit it when he asks them to. Botchan and his
students are debating.
"Grasshoppers or locusts, why did you put them into my bed? When I
asked you to?"
"Nobody put them in."
"If not, how could they get into the bed?"
"Locusts are fond of warm places and probably they got in there
respectfully by themselves,"
"You fools! Grasshoppers getting into bed respectfully! I should smile
at them getting in there respectfully! Now, what's the reason for doing
this mischief? Speak out."
"But there is no way to explain it because we didn't do it" (Soseki,
1906: 75-76).
The conversation above shows the anger of Botchan to his students. He forces his
students to confess their faults. Botchan cannot accept their action for not
admitting their fault. Botchan thinks that they has done two faults. The first is for
doing the trouble and the second is for not admitting it. He rebukes his students.
He also reports that incident to the principle which makes them to be punished.
His reaction and his speech toward the mischief of his students can be categorized
as bad-tempered.
Botchan's reactions and speech show that Botchan is a bad-tempered
person. He gets angry easily. He often solves his problems in anger. The way he
solves the problems often leads him into other problems. However, the reasons
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behind his anger are usually right. Mostly, the reasons behind his anger are
dishonest things. He hates lies, therefore he will always angry when he faces
dishonesty.
c. Dignified
Botchan is a dignified person. He does not let anyone humiliate or
underestimate him. He does not want anyone to think that he is weak. Therefore,
if someone challenges him, he will take that challenge. He does not want to be
reputed as a coward.
During my grammar school days, I was once laid up for about a week
by jumping from the second story of the school building. Some may
ask why I committed such a rash act. There was no particular reason
for doing such a thing except I happened to be looking out into the
yard from the second floor of the newly-built school house, When one
of my classmates, joking shouted at me; "Say, you big bluff, I'll bet
you can't jump down from there! O, you chicken-heart, ha, ha!" So I
jumped down. The janitor of the school had to carry me home on his
back, and when my father saw me, he yelled derisively, "What at a
fellow you are to go and get your bones dislocated by jumping only
from a second story!"
"I'll see I don't get dislocated next time," I answered (Soseki, 1906: 12).
His reaction toward challenge shows that he just does not want to be
underestimated by his friends. He does not want to be called chicken-hearted by
his friends because of he is afraid of jumping down from the second story.
Besides, he also says that he will not get dislocated when his father said “What at
a