1 Mr. Fujino
Author: Mi Mi LOVE
Text discussion
1. Overall grasp
This This text is a memory essay. At the end of August 1926, due to the persecution by the reactionary Beiyang warlord government, Lu Xun left Beijing and taught at Xiamen University. This article recalling my early life while studying in Japan was written during this period.
This retrospective essay expresses the author’s sincere memory of Mr. Fujino and praises his noble qualities of integrity, enthusiasm, rigorous scholarship, and lack of narrow national prejudice. The author traces the changes in his thoughts on abandoning medicine to pursue literature, and the article is filled with strong patriotism. This article is narrated based on the passage of time, the change of location and the sequence of events. We can understand and grasp it from the following aspects.
(1) Narrative clues of this article. This article uses the author's interaction with Mr. Fujino (the origin of the interaction, the course of the interaction, and the nostalgia after the separation) as the narrative clue, and organizes the material around the center of expressing Mr. Fujino's noble qualities. Start with Tokyo (the reason why the author went to Sendai to meet Mr. Fujino), and then use hypothetical questions to make a natural transition. Then he writes about the preferential treatment he received when he first arrived in Sendai (to set off Mr. Fujino), then about his acquaintance, getting along with, and parting with Mr. Fujino, and finally about his memory of Mr. Fujino after leaving Sendai. In addition to the bright line of recalling Mr. Fujino, there is also an inner hidden line in this article, which is the changes in the author's thoughts and feelings. Many materials, such as the Qing Dynasty students studying in Tokyo enjoying cherry blossoms and learning to dance, the deep impressions of Nippori and Mito on the way to Sendai, and the incident of Japan's "patriotic youth" provoking and watching movies at the Sendai Medical College. The author gave up medicine to pursue literature. It is organized around this inner clue. Therefore, although the article is long, it has a clear context, and although there is a lot of material, it is well organized.
(2) The characterization should capture the main characteristics and highlight the spiritual character. The article specifically writes four things, which express Mr. Fujino’s noble qualities from different aspects. 1. Take the initiative to care about "my" study and seriously change the handouts for "me". The article wrote: "A week later, about Saturday, he asked his assistant to call me." In a short period of time, he paid attention to "me" and took the initiative to ask "me" if he could copy the "lecture notes" in class. When he came down, "I" was asked to show him the handouts I had copied, and "from now on, I would give them to him once a week." "I" had to add and correct "my" handouts from beginning to end with a red pen. Not only did he add many omissions, but he also corrected the grammatical errors one by one. This continued until he finished teaching the lessons he was responsible for..." These things showed Mr. Fujino's serious and responsible spirit from beginning to end. 2． Correct the anatomy diagram for "me". "I still remember that one time Mr. Fujino called me into his research room, pulled out a picture in my handout, which showed the blood vessels of the lower arm, pointed at it, and said kindly to me: 'Look, you will This blood vessel has moved a little. ——Of course, it does look better with this move. However, the anatomical diagram is not art, the real thing is like that, and we can't change it now. You have to follow the drawings on the blackboard.'" This reflects Mr. Fujino's strict requirements and perseverance in teaching students. In Mr. Fujino's cordial conversation, we can feel that he respects both students - "It does look better when moved this way," and science - "However, anatomical diagrams are not art, the real thing is like that. We can't change it." 3. Caring for Anatomy Practicum. "After about a week of internship in anatomy, he asked me to go again. He was very happy and said to me in a very restrained tone: 'I heard that Chinese people respect ghosts very much, so I was very worried and afraid of you. He refused to dissect the corpse. Now I am relieved that there is no such thing. '" It can be seen from this incident that Mr. Fujino has always been concerned about "my" study and has been thinking about "my" anatomy internship, and "I" passed the exam. He was happy and relieved. 4． Learn about Chinese women’s foot binding from “me”. This incident showed his interest in osteology and his realistic spirit.
In addition to using specific examples to express Mr. Fujino’s noble qualities, the author also uses line drawing to outline the characteristics of the characters. For example, he writes about Mr. Fujino, who is "dark and thin", has a mustache, has a slow and frustrated tone, "wears glasses and holds a stack of large and small books", wears "a moustache" and wears old clothes in winter. The coat vividly portrays the image of a scholar who lives a frugal life and is rigorous in his studies. Another example is writing about "Students from the Qing Dynasty", which captures the detail of braided hair, which can well reflect their spiritual characteristics. In the late Qing Dynasty, many people with lofty ideals cut their braids to express their break with the Qing Dynasty. However, these overseas students wanted to learn fashion and show their loyalty to the decadent Qing Dynasty, so they had to wear braids. The author uses exaggerated techniques and a teasing tone to satirize them, which seems to be praise but is actually criticism, revealing the vulgar and decadent ideological nature of these international students, and also permeating the author's disgust for them.
(3) The language is rich in emotion. This article is about a mentor that the author will never forget, and a typical example that shocked the author's soul. Therefore, both the language of lyrical discussion and the language of writing about people and events are full of emotion. As he missed Mr. Fujino, the author wrote: "But somehow, I always remember him. Among the teachers I consider him, he is the one who makes me most grateful and encourages me.
"His character is great in my eyes and heart..." Directly express gratitude and admiration. Another example is writing about the ugliness of "Qing students studying abroad", deep impressions on the way to Sendai, writing anonymous letters and watching movies events, writing farewell to Mr. Fujino, abandoning medicine to pursue literature, etc., the words are full of the author's concern for the country and the people.
2. Research on the problem
(1) Title of this article. "Mr. Fujino", but more than half of the page does not write about Fujino directly, but about Qing students studying abroad enjoying cherry blossoms and learning to dance, about Nippori and Mito passing through from Tokyo to Sendai, and about the staff of Sendai Medical College. He also wrote about the provocations of Japan's "patriotic youth" and the movie-watching incident. What is the connection between these things and Mr. Fujino?
The article about the Qing students enjoying cherry blossoms and learning to dance is the author's departure from Tokyo. The reason for meeting Mr. Fujino in Sendai. Nippori and Mito who wrote about the passage express the author's concern for the country, which is the author's main motivation for studying medicine. The preferential treatment of the author by the staff of Sendai Medical College serves as a positive foil for the following article. The provocation of Japanese "patriotic youth" serves as a negative foil for Mr. Fujino. Watching movies in writing class is the direct reason for the author to say goodbye to Mr. Fujino. In short, all of these are related to highlighting Mr. Fujino's noble qualities of integrity and enthusiasm without narrow national prejudice. Close relationship.
(2) Why did the author leave Tokyo and come to Sendai? Why did he say goodbye to Fujino and leave Sendai?
How is the author’s patriotism expressed at the beginning? The third paragraph writes about the author's experience in Tokyo, expressing his disgust for this environment. What is the author's experience in Tokyo like? The author writes: "Tokyo is nothing more than this": Look at the cherry blossoms in Ueno Park. What arrived was a group of "Qing Dynasty" foreign students. They were proud of having their hair braided and were confused all day long. Originally, the concierge of the International Students Association had a few books to buy, and "sometimes it was worth visiting." However, even such a place was taken away from them. What a mess! Lu Xun traveled east to Japan with the lofty ambition to save the country and the people, but he did not expect that Tokyo would be as smoky as Nanjing. Disappointment, pain, resentment and a strong desire to serve the country made him have mixed feelings and lofty ambitions. There was a sharp conflict with the harsh environment, so he had to leave Tokyo to find an environment conducive to realizing his ideals. Therefore, the author couldn't help but sigh in the article: "How about going somewhere else?" ”
The author came to Sendai from Tokyo and was treated well by the faculty, especially Mr. Fujino, who gave him selfless care and enthusiastic encouragement. It stands to reason that the author can graduate from here and return to his country. To "treat the suffering of mistaken patients like my father, he went to work as a military doctor during the war, and at the same time promoted the people's belief in the reform" ("The Scream" Preface). However, why did he resolutely say goodbye to his mentor? What about abandoning medicine and pursuing literature? This article mainly writes about two reasons: the first is the "anonymous letter" incident; the second is the "movie watching" incident that deeply stimulated Lu Xun and made him deeply understand the humiliation of the people of a weak country. The encounter made him deeply aware of the numbness of the Chinese people, and further realized that "medicine is not an important matter. All stupid citizens, no matter how healthy and strong they are, can only serve as meaningless publicity materials and spectators." . So, “At the end of the second academic year, I went to find Mr. Fujino and told him that I would not study medicine and leave Sendai. "I returned to Tokyo to engage in literary and artistic activities.
The author moved to study twice and traveled around twice. There is a feeling running through it, that is, strong patriotism. At the beginning of the article, I wrote about Tokyo The disappointment and disgust of the Qing students studying abroad are manifestations of the author's patriotic thoughts; even the "Nippori" I remember on the way to Sendai still has the sorrow of home and country, "Where is the hometown of Nippori?"; I remember "Mito" because it is here. The place where Zhu Shunshui, an anti-Qing patriot who was full of national integrity and patriotic sentiments, died, is another manifestation of the author's patriotic sentiments; his understanding of the unusual preferential treatment received in Sendai when he first arrived in Sendai is also a manifestation of strong national self-esteem; his admiration for Mr. Fujino , mainly because he can sincerely help Chinese students without any national prejudice; finally, he turns his deep affection for Mr. Fujino into practical actions, etc.
(3) Why does the author feel deeply about what he experienced in Sendai? Is the preferential treatment explained by "probably because things are more valuable than hope"?
After arriving in Sendai, the author received preferential treatment such as free tuition and the staff's concern for life. The special care given to international students reflects the kind-heartedness and friendly friendship of the Japanese people. What the author feels is not true respect and friendship, but "things are more valuable than hope", which contains the bitterness of the citizens of a weak country. , and also reflects the author’s strong national self-esteem.
Exercise instructions
1. There are several different understandings of the text. Let’s discuss how it should be understood.
p>1. The title is "Mr. Fujino", and the text mainly praises Mr. Fujino's noble character.
2. Most of the text is written about the author's patriotism and feelings. .
3. The text is about a past event in the author’s life, so he writes about Mr. Fujino and his own thought process.
This question is designed to help students understand deeply. text, and respect students’ own interpretations. It is advisable to allow students to discuss or debate. The following opinions are for reference only.
1． First, generally speaking, the title of an article is the author’s most vivid and concise summary of the full text’s thoughts. The focus of this prose narrative should be Mr. Fujino. The theme of the article should naturally be directly related to Mr. Fujino. It should not be mainly about describing Mr. Fujino, but it should express a certain thought of "I". The article is in The theme is highlighted at the end, "His character is great in my eyes and heart, although his name is not known to many people." Secondly, judging from the structure of the entire article, it is centered around the character of Mr. Fujino Although the author's patriotism thoughts and feelings also run through the center to organize the materials, the former is an explicit thread and the latter is a hidden thread. He wrote about his disgust with the study environment in Tokyo and left Tokyo for Sendai, which was the reason for getting acquainted with Mr. Fujino. Next, he wrote about the study life in Sendai, which is basically related to Mr. Fujino. Moreover, the author focuses on describing the relationship with Mr. Fujino positively. The interactions, the provocation of writing anonymous letters and the stimulation of watching movies, these things are either directly related to Mr. Fujino, or they highlight Mr. Fujino's fairness and sincerity, which are rare in that environment. The next few paragraphs are about the separation from Mr. Fujino and the memory of Mr. Fujino after the separation. Therefore, "praising Mr. Fujino's noble character" should be the main purpose and original intention of this memoir.
2． Most of the text contains the author's experiences and thoughts, mainly expressing the author's patriotism thoughts and feelings. First, the full text is divided into three parts according to the changes in the author's whereabouts. The first part uses a satirical tone to depict the ugly life of Qing students studying abroad in Tokyo, Japan, and expresses the patriotism of young Lu Xun. In the second part, the author recalls his interactions with Mr. Fujino at Sendai Medical College, focusing on the reasons why he gave up medicine to pursue literature, fully demonstrating the mental journey of young Lu Xun who loved the motherland and actively explored the truth of saving the country and the people. The third part, the writer's memory of Mr. Fujino, mainly writes about Mr. Fujino's influence on Lu Xun, which made him "discover his conscience", "increase his courage" and continue to fight. Second, "Mr. Fujino" was written on October 12, 1926, at Xiamen University. Lu Xun originally planned to work in Xiamen for two years, but ended up staying there for only half a year. On the one hand, he persisted in the struggle, and on the other hand, he wrote memory essays such as "Mr. Fujino" to sort out the trajectory of his thoughts and feelings over the past twenty years from 1904 to 1926, and review the development of his patriotic thoughts, in order to inspire him. ourselves and strengthen our determination to fight the reactionary forces to the end. Therefore, after writing about the author's memory of Mr. Fujino at the end of the article, he also wrote: "So I lit a cigarette and continued to write some words that are deeply hated by 'gentlemen' and others." This last sentence What is expressed is still a feeling of patriotism.
3． This is to look at the problem from another angle, with a broader perspective, and is a compromise between the above two views.
The editor’s point of view tends to be the first. In addition to the above reasons, the following are added: First, judging from the actual effect of the work, the most impressive thing about this work is Mr. Fujino’s appearance, words and deeds, and his character and moral character. Second, Lu Xun always missed Mr. Fujino. In 1935, Japan's Iwanami Bunko was about to publish the "Selected Works of Lu Xun". The translator Masuda Wataru wrote to Lu Xun asking for his opinion on the selection of articles. Lu Xun wrote back and said: "Please take care of it with your full authority. In my opinion, it must be included. The thing is gone. But please translate the article "Mr. Fujino" and add it. "In 1936, Masuda Wataru came to Shanghai, and Lu Xun asked him about Fujino's current situation. When Masuda Wataru said that he had no whereabouts (Mr. Fujino was missing at this time). Still alive), Lu Xun lamented: "Mr. Fujino is probably no longer alive!" This shows the author's nostalgia for Mr. Fujino. Third, this article is indeed full of patriotic feelings. It is this feeling that makes the work more profound and the image of Mr. Fujino more touching. It can be said that patriotic feelings are the "underground" and background of this article. It is good to say "a past event in the author's life", but it is not a general discussion, but focuses on Mr. Fujino. Therefore, praising Mr. Fujino is the main purpose of this article.
2. Read the first paragraph and the penultimate paragraph of the text, focus on the following sentences, and answer the questions in brackets.
1． There are also those whose braids are untied and tied flatly, and their hats are taken off to reveal a shiny look, just like a little girl's bun, and they have to twist their necks a few times. It's really beautiful.
(What kind of emotion and attitude does this show about the author’s feelings and attitudes towards the Qing students? Which words in the clause can be seen?)
2. His character is great in my eyes and heart, although his name is not known to many people.
(Mr. Fujino is just an ordinary person. Why does the author call him "great"? Please share your opinion with specific examples.)
This question is set to ask students to express their emotions On the basis of reading aloud, evaluate key sentences to deepen your understanding of the text.
1． It shows the author's disgust and ridicule towards the Qing students studying abroad. These foreign students from the Qing Dynasty wore braids to show that they were subjects of the Qing Dynasty, and they were "evenly dressed" and "glossy", which showed that they were carefully dressed and "twisted a few twists" to describe their ostentatious and self-absorbed ugliness, " It’s really beautiful.” The author used irony to express his strong resentment and irony.
2． He had no narrow national prejudices, was rigorous in his scholarship, and conscientious in teaching. He could treat students from weak countries fairly, and he also gave great care, encouragement and sincere help, etc. Under the historical background of that time, he was able to It is especially valuable to do this. Therefore, he is great in "my" eyes and heart.
3. Abandoning medicine and pursuing literature was a major event in Lu Xun’s life. He once talked about this experience in many retrospective essays. After reading this text, do you know why Lu Xun left Tokyo to study medicine in Sendai, and why he later abandoned medicine to pursue literature? What do you think of from Lu Xun’s life choices?
This question is designed to help students integrate their studies inside and outside the classroom, deeply understand the purpose of this article, and think about the meaning of life in connection with themselves.
From this article, the direct reason why Lu Xun left Tokyo to study medicine in Sendai was that he hated the study environment in Tokyo, the muddleheaded Qing students, and the mess they made the environment, but it was related to Lu Xun’s pursuit of life. Looking at other works, there are more profound internal reasons. He explained in the "Preface to "The Scream"" he later wrote: "My dream is very happy. I plan to come back after graduation and treat the suffering of mistaken patients like my father. During the war, I went to work as a military doctor, and at the same time, I also promoted It shows that he chose to study medicine with a strong desire to save the country and the people. But when he was studying medicine - as described in the text - he once watched a movie about shooting Chinese people and said It was because he was "working as a detective for the Russians", and the onlookers "were also a group of Chinese", which greatly stimulated Lu Xun, and prompted Lu Xun to develop the idea of ??"abandoning medicine and pursuing literature". He “feels that medicine is not an urgent matter. All the stupid and weak citizens, no matter how healthy and strong they are, can only serve as meaningless publicity materials and spectators. No matter how many people die from illness, they should not be considered unfortunate. So our first The first thing I wanted to do was to change their spirit, and what was good at changing their spirit was that I thought that of course I should promote literature and art, so I promoted the literary and art movement." It can be seen from this that Lu Xun went to Sendai from Tokyo to study medicine, and then from there. Sendai abandoned medicine to pursue literature. This process was deeply imbued with Lu Xun's strong patriotism and feelings of saving the country and the people, and he fulfilled his oath of "I recommend Xuanyuan with my blood."
4. Choose one question from the two questions below.
1． In the dead of night, facing the photo of Mr. Fujino hanging on the east wall, I thought that it had been 20 years since I was separated from my mentor. Lu Xun must have many things to say to him. Grasp the gist of the text, develop reasonable imagination, imitate the author's tone, and write a letter to Mr. Fujino to express the author's thoughts at that time.
2． Regarding his teachers, Lu Xun only wrote about three people, one was Shou Jingwu of Sanwei Bookstore, the other was Zhang Taiyan in "Two or Three Things About Mr. Taiyan", and the third was Mr. Fujino written in this text. Put them aside Let’s compare them together and see what characteristics each of these three teachers in Lu Xun’s works have.
This is an expansion question. The first question is designed to cultivate students' imagination; the second question is designed to expand students' horizons and learn to compare.
Teaching Suggestions
1. The thoughts and feelings expressed in this article are rich and profound, and are closely related to the specific background of the times. Therefore, it is necessary for teachers to guide students to understand Lu Xun and Lu Xun when this article was written. In the article, Lu Xun's situation in his time, or by contacting a history teacher and combining history teaching, introduces the backward and beaten social conditions of China at the beginning of the 20th century.
2. The method of organizing the material in this article is very unique. Students can first be guided to clarify the clues of the full text: the author's interaction with Mr. Fujino is the bright line, and the changes in the author's thoughts and feelings are the hidden thread.
3. There are several parts of this article that students may have difficulty understanding, and appropriate tips should be given.
(1) "China is a weak country,...there is another me in the lecture hall" This paragraph writes two things. The first is the anonymous letter incident. There is no causal relationship between "China is a weak country" and "Chinese people...are imbeciles", but the author adds "so" in the middle and emphasizes it with "of course". This is the author's intentional use of this expression. way to reveal the absurd logic of Japan's "patriotic youth" and express their resentment and attack on this fallacy. "No wonder they were doubtful", which describes the author's extremely bitter and angry feelings after suffering humiliation. The second thing is watching a movie. The author was stimulated again when watching a film reflecting the Russo-Japanese War. The Chinese people in the film were killed because of their ignorance, and they were just onlookers because of their ignorance and numbness. It is really sad. The sentence "There is another me in the lecture hall" shows that the author does not regard himself as an outsider or a bystander. The content of the film has always touched the author's heart, and one can imagine his inner pain at this time. At this moment, I heard Japanese students clapping and cheering, which was simply adding insult to injury! "Ugh, it's unimaginable", reflecting the author's uncontrollable anger! These two things have their own emphasis. The first thing focuses on the citizens of a weak country. Being discriminated against by others inspired the author's ambition to make his motherland prosperous and strong; the second thing is about the lack of awareness of the Chinese people - this is one of the important reasons for the weakness of the Chinese nation. These two events prompted the author to abandon medicine and pursue literature.
(2) The last paragraph of the text, "He corrected the lecture notes...and continued to write some words that are deeply hated by 'gentlemen' and others" on the theme.
The word "discovery of conscience" in this paragraph means that the author's thoughts of loving the motherland and having the courage to fight were touched; "increased courage" means that the author has been persecuted by reactionary forces for a long time. When he thinks of Mr. Fujino's hope for himself and even China, he becomes more courageous. To gain courage; "gentlemen" refers to imperialists, feudal forces, reactionary government literati, etc. The meaning of this sentence at the end is that the author is determined to use his pen as a sword and gun to fight the reactionary forces to the end and continue to fight for the bright future of China. At the end of the article, the deep nostalgia for Mr. Fujino is unified with the idea of ??patriotism, and the memories of the past are combined with the real political struggle, thereby deepening the theme and making the article more practical.
Relevant information
1. Lu Xun’s longing for Fujino
In 1935, when the "Selected Works of Lu Xun" was to be published in the Japanese Iwanami Bunko, I once came to ask Mr. Lu Xun It’s up to you to choose which articles are good. Mr. Lu Xun replied: "Everything is arbitrary, but I hope that "Mr. Fujino" can be selected and included." The purpose is to find out some news about Mr. Fujino. In the second year after the anthology was published, the translator Masuda Wataru went to Shanghai to visit Mr. Lu Xun. Mr. Lu Xun inquired about Mr. Fujino. When Masuda Wataru said that he had no whereabouts, Mr. Lu Xun sighed and said, "Mr. Fujino is probably no longer alive." "(Excerpted from Xu Qinwen's "Teaching Lu Xun's Works in Chinese Language Classes")
2. Mr. Fujino's memories of Lu Xun
When Zhou Jun came, it was after the Sino-Japanese War. It has been quite a long time. Sadly, at that time, the Japanese still scolded the Chinese for being pig-headed three. When there is such a trend of scolding, there are also such a group of students in the same grade, who always turn their backs on Mr. Zhou and treat him differently.
When I was a boy, I was taught Chinese by a Mr. Nosaka who came from the Fukui Domain School. Therefore, on the one hand, I respect the Chinese sages and at the same time, I always have the feeling that I should value the Chinese people. This is what Zhou Jun said. I thought it was very kind and rare. If Zhou Jun talked about me as his mentor in the novel because of this, I wish I had read it earlier! Since he still wanted to know the news about me until his death, if he had heard the news earlier, he himself How much I should like it!
(Excerpted from "Remembering Zhou Shurenjun" by Fujino Genkuro)
(Said by Mr. Fujino's nephew Tsunezaburo Fujino) 40 years ago, that is when Lu Xun died. That year, a reporter brought a photo of Lu Xun when he died and showed it to my uncle Yan Jiulang. At this time, my uncle learned about the death of Lu Xun. At that time, Yankuro sat upright, raised the photo above his head, and then wrote "In memory of Zhou Shurenjun" with a pen. This shows that Yankuro Fujino had great respect for Lu Xun. How deep my admiration is!
(Excerpted from "Reminiscing about the Chinese Years with the Heart in the East", "People's Daily" on November 7, 1976)
3. Lu Xun's period of studying in Japan His experience
In April 1902, he went to Japan to study and studied Japanese at Tokyo Hongbun College. He actively participated in anti-Qing patriotic activities and vowed "I recommend Xuanyuan with my blood" in the poem "Self-Inscribed Portrait".
In 1904, he entered Sendai Medical College to study medicine. Two years later, he gave up medicine to pursue literature, hoping to save the nation from peril by changing the national spirit.
In 1906, he went to Tokyo to start literary activities. He translated and introduced the literary works of Russia, Eastern Europe and some other oppressed nations, and wrote papers such as "The History of Man", "History of Science and Education", "Cultural Partialism", and "The Power of Moro Poetry".
In 1908, he learned "Shuowen Jiezi" from Zhang Taiyan and joined the Guangfuhui.
In August 1909, he returned to China from Japan...
(Excerpted from "Handbook of Modern Chinese Literature")
4. Theme and its expression methods (Yan Male)
Concerning the theme of "Mr. Fujino", there has been quite a heated debate in teaching and research in recent years. Some say that it is mainly based on the evolution of the author's thoughts and feelings. Patriotism is like a red thread running through the whole article, and the theme is not about Mr. Fujino. Some say that the theme is Mr. Fujino's excellent qualities, and the expression of the author's patriotism is secondary. ; Some people equate the two, believing that the theme is both praising Fujino and describing his own patriotism.
The theme of any work is closely related to the subject matter and is contained in a certain subject matter. The subject matter of "Mr. Fujino", in general, is a fragment of the author's life while studying in Sendai, including: the living conditions when he first arrived in Sendai; the situation when he met Mr. Fujino and the time when he helped me revise his lecture notes; and two unforgettable things during his study: The test paper controversy and the "movie" incident, as well as "farewell" and so on. The conclusion must be drawn from the specific analysis of the work. Let us follow the author's thinking and see what and how the article is written.
"Tokyo is nothing more than this": In Ueno Park, where the cherry blossoms are blooming, what I see is a group of ignorant people who have no ambition to save the country, but are proud of the "braids" that symbolize national oppression and feudal rule. The ugly performance of the "Qing Dynasty" dandy, the concierge of the International Students Association, who was originally worth buying a few books, was made a mess by them! Lu Xun came across the sea with the ambition of "I recommend Xuanyuan with my blood" , I didn’t expect that Tokyo would be as smoky as Nanjing. Disappointment, pain, disgust, resentment and a strong desire to learn skills to serve the motherland are all mixed together in this touching sentence.
There was a sharp contradiction between the lofty ambition and the gray environment, and he had to leave. Therefore, "by the time I graduated from preparatory school in Tokyo, I had already decided to study medicine." After bidding farewell to the boring Tokyo, he received "preferential treatment" when he arrived in Sendai: not only did the school not charge tuition, but the staff also had to worry about food and accommodation. Of course, what made him even more happy was that he "heard many fresh lectures" "Yes. At this time, Lu Xun met Mr. Fujino Genkuro, a professor of anatomy.
The above is about my living environment and thinking before I met Fujino. Then, we turn to the focus of the narrative: writing about Fujino directly.
The author praises Fujino in a positive way by describing Fujino’s appearance, clothing, and tone of voice when he first met him, especially the touching details such as correcting “me” notes, correcting blood vessel drawings, and encouraging “me” to boldly dissect corpses. Mr. Fujino’s excellent qualities and personality traits such as simplicity and kindness, sincerity in treating others, loyalty to academics, and devoted research. Fujino's concern for "me" shows the characteristics of a rigorous scholar and a persuasive teacher. It forms a contrast with the staff mentioned above who take "things as precious as hope" as their starting point. After that, he narrates in detail two unforgettable events in his Sendai experience: the turmoil over the test paper and the lessons learned from the movie. These two things can be said to be "interspersed"; but they are by no means "irrelevant" to writing about Fujino. Here, some Japanese youths who have been poisoned by narrow nationalism, militarism and are very jealous are used to contrast Mr. Fujino's integrity, selflessness and broad-minded character. Through comparison, Fujino's image appears taller. After being insulted and stimulated by the current affairs film incident, "my opinion changed": I decided to give up medicine and pursue literature, so naturally I had no choice but to "say goodbye" to Mr. Fujino. The details of "farewell" are particularly touching and touching. The student's "lie to comfort him" and the husband's sad sigh, as well as the acceptance of the invitation, the gift of photos and parting words, etc., contain infinite affection in the limited words. !After leaving Sendai, I still did not stop writing about Mr. Fujino, but I changed the angle: I wrote about his influence on "me", about "my" nostalgia for him, and about the inspiration and "courage" I gained from him. ” and strength.
——In short, I wrote about the "eternal memory" buried in "my" heart