I have been teaching for three hours in the Middle School,
and teaching Japanese boys turns out to be a much more agreeable task than I had imagined. Each class has been so well prepared for me beforehand by Nishida that my utter ignorance of Japanese makes no difficulty in regard to teaching: moreover, although the lads cannot understand my words always when I speak, they can understand whatever I write upon the blackboard with chalk. Most of them have already been studying English from childhood, with Japanese teachers. All are wonderfully docile' and patient. According to old custom, when the teacher enters, the whole class rises and bows to him. He returns the bow, and calls the roll.
Nishida is only too kind. He helps me in every way he possibly can, and is constantly regretting that he cannot help me more. There are, of course, some difficulties to overcome. For instance, it will take me a very, very long time to learn the names of the boys--most of which names I cannot even pronounce, with the class-roll before me. And although the names of the different classes have been painted upon the doors of their respective rooms in English letters, for the benefit of the foreign teacher, it will take me some weeks at least to become quite familiar with them. For the time being Nishida always guides me to the rooms. He also shows me the way, through long corridors, to the Normal School, and introduces me to the teacher Nakayama who is to act there as my guide.
I have been engaged to teach only four times a week at the Normal School; but I am furnished there also with a handsome desk in the teachers' apartment, and am made to feel at home almost immediately. Nakayama shows me everything of interest in the building before introducing me to my future pupils. The introduction is pleasant and novel as a school experience. I am conducted along a corridor, and ushered into a large luminous whitewashed room full of young men in dark blue military uniform. Each sits at a very small desk, sup-ported by a single leg, with three feet. At the end of the room is a platform with a high desk and a chair for the teacher. As I take my place at the desk, a voice rings out in English: 'Stand up!' And all rise with a springy movement as if moved by machinery. 'Bow down!' the same voice again commands--the voice of a young student wearing a captain's stripes upon his sleeve; and all salute me. I bow in return; we take our seats; and the lesson begins.
This was written by Lafcadio Hearn (an ALT) in his book Glimpses of an Unfamiliar Japan around 1894. One hundred and fourteen years later things aren't so different for a new English teachers in Japan.