THE MONBUSHO CONVERSATIONAL READERS No.3 Lesson 1. CONVERSATION. Teacher. Can you tell me the names of some of the most common birds in Japan? Pupil. Yes, there are the sparrow, the crow and the hawk. Teacher. Can't you think of any others? Pupil. Yes, but I do not know their English names. Teacher. And how about the beasts? Pupil. The most common are dogs, cats, rats and horses. Teacher. Which of these do you like best? Pupil. I think I like dogs best. Teacher. Why? Pupil. Because they are so cleaver and so faithful. Teacher. But I am afraid that they are greedy too. Pupil. Yes, many of them are so. Lesson 2. FABLE. THE DOG AND THE SHADOW. A greedy dog had stolen a peace of meat out of a butcher's shop, and was crossing a river on his way home. Seeing his own shadow in the water, he thought it was another dog with another piece of meat. So he made up his mind to get that too. But, in snapping at the shadow, he dropped the bit he had in his mouth, and so lost all. Hence the proverb: "Grasp at the shadow, and lose the substance." Men do this more often than dogs do. Lesson 3. CONVERSATION ON THE PRECEDING FABLE. Teacher. What had the dog stolen? Pupil. A piece of meat. Teacher. Where had he found it? Pupil. In a butcher's shop. Teacher. What did he think that the shadow was? Pupil. He thought it was another dog with another piece of meat. Teacher. What did he make up his mind to do? Pupil. He made up his mind to get the other piece too. Teacher. Did he succeed in this? Pupil. No, he only dropped the bit he had in his mouth. Teacher. Then he lost all? Pupil. Just so. Lesson 4. STORY. SHIBA ONKO. Shiba Onko was wise from his youth upwards. One day, when he and some other boys were playing in a garden, one of the numbers fell into a large jar full of water. Various means of rescue were tried, but failed. Then Shiba Onko hit on the plan of breaking the jar by means of a big stone. Thus a hole was made in it, the water rushed out, and the poor boy was saved from drowning. Lesson 5. CONVERSATION. Teacher. What was Shiba Onko like? Pupil. He was wise from his youth. Teacher. What happened one day, when he and some other boys were playing in a garden? Pupil. One of the numbers fell into a large jar full of water. Teacher. Did the others try to rescue him? Pupil. Yes; they tried various means of rescue, but failed in all of them. Teacher. What plan did Shiba Onko hit on? Pupil. On that of breaking the jar by means of a big stone. Teacher. What good did this do? Pupil. It made a hole in the jar, the water rushed out, and the poor boy was saved from drowning. Lesson 6. CONVERSATION. Teacher. In other countries there are many creatures which we do not see in Japan. Pupil. So I suppose. Teacher. Have you ever heard of the wild beasts in India? Pupil. Yes, there are lions and tigers there. Teacher. What do lions and tigers do? Pupil. They tear people to pieces and eat them up. Teacher. Are wild beasts of any use? Pupil. I should hardly think so. Teacher. Why is the lion called the King of Beasts? Pupil. Because he is bigger and fiercer than all the rest. Lesson 7. FABLE. THE LION'S SHARE. Once upon a time, the lion and other beasts went out hunting. When they had caught a fine stag, the lion tore it into three parts, and said: "I shall take the first part because I am the King of beasts. The second I shall take too, because I helped to catch the stag. As for the third part, let him tough it who dares." Hence "to take the lion's share" means to take all oneself, and leave nothing for other people. Lesson 8. CONVERSATION ON THE PRECEDING FABLE. Teacher. Who went out hunting? Pupil. The lion and other beasts. Teacher. What did they catch? Pupil. They caught a fine stag. Teacher. What was done with the stag? Pupil. The lion tore it into three parts. Teacher. I suppose he gave a share to each of his comrades. Pupil. No, he took all the shares himself. Teacher. What is meant by "taking the lion's share"? Pupil. It means taking all oneself, and leaving nothing for other people. Teacher. Where does the saying come from? Pupil. From this fable, I should think. Lesson 9. STORY. NO ONE WILL KNOW. A certain man was once offered a bribe. "No one will know," said the tempter, "even if you do take it". -- "No one will know! How can you say that? Heaven will know, earth will know, you will know, and I shall know. What do you mean by saying that no one will know?" -- And with these words, he turned his back on the tempter and on his filthy lucre. Lesson 10. CONVERSATION. Teacher. What was a certain man once offered? Pupil. He was offered a bribe. Teacher. What did the tempter say to him? Pupil. He said that no one would know, even if he did take the bribe. Teacher. What reply did the man make? Pupil. He said: "What do you mean by saying that no one will know? Heaven will know, earth will know, you will know, and I shall know?" Teacher. How many did that make? Pupil. It made four. Teacher. What did the man do after making this reply? Pupil. He turned his back on the tempter and on his filthy lucre. Teacher. What does "filthy lucre" mean? Pupil. It means "money." Lesson 11. CONVERSATION. Teacher. Have you ever heard of Tome? Pupil. Yes, it is one of the greatest cities of Europe. Teacher. And have you heard of Ceasar? Pupil. Yes, he was a Roman, and a very famous man. Teacher. What made him famous? Pupil. His glorious wars, and the wise laws which he made? ……………………………………………………………………….. Teacher. Where were you born? Pupil. In a village a long way from here, among the mountains. Teacher. When did you leave your native place? Pupil. When I was quite small. My father came and settled here soon after I was born. Lesson 12. STORY. One day Ceasar happened to halt in remote mountain village, just when a dispute was going on between the peasants, as to which of them should be the village chief. The solders laughed on hearing of this petty quarrel. But Ceasar said: "It was no laughing matter. I would rather be first in this villages, than second in Rome." Lesson 13. CONVERSATION. Teacher. Where had Ceasar halted? Pupil. In a remote mountain village. Teacher. What was going on at the time? Pupil. A dispute between the peasants, as to which of them should be the village chief. Teacher. What did Ceasar's soldiers think of the dispute? Pupil. They thought it was a petty one, and so they laughed at it. Teacher. Did Ceasar think as they did? Pupil. No, he said it was no laughing matter, and that he himself would rather be first in that village, than second in Rome. Teacher. What made him say so? Pupil. His love of glory, I should think. Lesson 14. STORY. LOST TIME CAN NEVER BE REGAINED. Yorinobu, one of the sons of the famous Shogun Ieyasu, being then fourteen years of age, was sorely vexed at having missed being present at the great battle of Osaka. One of his father's captains tried to console him by saying that he would doubtless live to see many other battles. "Perhaps I shall," replied Yorinobu, "but I shall never be fourteen again." Lesson 15. CONVERSATION. Teacher. Who was Yorinobu? Pupil. One of the sons of the famous Shogun Ieyasu. Teacher. What took place when he was fourteen yours of age? Pupil. The great battle of Osaka. Teacher. Was he present at it? Pupil. No, he missed it, and was much vexed at having done so. Teacher. How did one of his father's captains try to console him? Pupil. By saying that he would doubtless live to see many other battles. Teacher. And what was Yorinobu's reply? Pupil. He said, "Perhaps I shall, but I shall never be fourteen again." Lesson 16. CONVERSATION. Teacher. Can you tell me what is meant by a "treasure"? Pupil. Yes, a treasure is something very precious. Teacher. Is gold a treasure? Pupil. Yes, and so are precious stones, rings, brooches and bracelets. Teacher. Who own such thing? Pupil. Rich ladies do. Teacher. Is it right to boast of one's riches? Pupil. No, I should say it was foolish to do so. Teacher. Is iron a precious stone? Pupil. No, it is a metal. But it is more useful than any precious stone. Teacher. Why so? Pupil. Because it can be used for building ships and bridges, and all sorts of things. Lesson 17. STORY. THE MOTHER OF THE GRACCHI. Long, long ago, in Rome, there lived two boys, who were called the Gracchi. One day a lady came to call upon their mother, and began boasting of her riches. "But where," added she, "are your treasures? Have you no rings and brooches to show me?" -- "I set no store by such things," replied the mother of the Gracchi; "my two sons are the only treasures I possess." Lesson 18. CONVERSATION. Teacher. Who was the mother of the Gracchi? Pupil. She was a Roman lady, who lived a long, long time ago. Teacher. What is she famous for? Pupil. For the answer which she gave to another lady, who had come to call upon her. Teacher. What had the other lady said? Pupil. She had boasted of her riches, and had then said that she wanted to see her hostess's rings and brooches. Teacher. What did the mother of the Gracchi reply? Pupil. She replied that she set no store by such thing, -- that her only treasures were her two sons. Pupil. Do you think this story is a true one? Teacher. I am sure it is. Lesson 19. STORY. IEYASU AND HIDEYOSHI. At a meeting between Ieyasu and Hideyoshi, the latter boasted of his many famous swards and other precious treasures. "And you, my lord," said he, "what have you to tell me of in return?" -- "Nothing," replied Ieyasu; "that is to say, nothing but my five hundred trusty men, who are willing to go through fire and water for my sake. These are the only treasure I possess." Lesson 20. CONVERSATION. Teacher. What happened once at a meeting between Ieyasu and Hideyoshi? Pupil. The latter boasted of his many famous swords and other precious treasures. Teacher. And what did he then say to Ieyasu? Pupil. He asked him what he had to tell of in return. Teacher. Had Ieyasu any treasure like those of which Hideyoshi boasted? Pupil. No, the only treasures he possessed were five hundred trusty men. Teacher. What were these trusty men willing to do for their master? Pupil. They were willing to go through fire and water for his sake. Lesson 21. STORY. A USELESS GIFT. When the Emperor Kobun sat on the throne of China, one of his loyal subjects offered to present him with a horse that could gallop a thousand miles a day. But the Emperor refused the gift, saying: "In front is carried the Imperial Palanquin. Behind is carried the carriages of the great officers of state. None of these go more than fifty miles a day. What could I do alone, mounted on a horse that should gallop a thousand miles?" Lesson 22. CONVERSATION. Teacher. Who was Kobun? Pupil. He was an Emperor, who once sat on the throne of China. Teacher. What did one of his loyal subjects offer to present him with? Pupil. With a horse that could gallop a thousand miles a day. Teacher. Did the Emperor accept the gift? Pupil. No, he refused it. Teacher. Why did he refuse it? Pupil. Because neither the Imperial Palanquin that was carried in front, nor the carriages of the great officers of state that followed behind, went more than fifty miles a day. Teacher. What would have happened to the Emperor, if he had mounted the wonderful horse that was offered to him? He would have been left alone by all his attendants. Lesson 23. CONVERSATION. Teacher. Which is the stronger, an oak or a reed? Pupil Oh! an oak is much the stronger of the two. Teacher. And yet oaks are sometimes blown down. Pupil. Yes, they cannot always resist the force of a gale. ………………………………………………. Pupil. Is a gale the same as a tempest? Teacher. Not quite the same. A tempest is fiercer than a gale. Pupil. Then what is a typhoon? Teacher. A typhoon is the worst of all. It blows down houses, and tears up trees by the roots. Pupil. Would you tell me some fable about trees? Teacher. Yes, I sill tell you the fable of the Oak and Reed. -- Have you ever heard it? Pupil. I think I have; but I should like to hear it again. Lesson 24. FABLE. THE OAK AND THE REED. A tall oak-tree said to a reed that grew close by: " I pity you for being so weak. Just look how big and strong I am!" At that moment, the wind began to blow. The reed bent before it, but the oak stood firm. Soon the gale grew to a tempest, which at last not even the oak, with all its strength, could resist. Crash it came to the ground. Next morning the oak was found torn up by the roots, but the reed was left standing unhurt. Pride goes before a fall. Lesson 25. CONVERSATION. Teacher. What did the oak-tree say to the reed? Pupil It said that it pitied the reed for being so weak. Teacher. And what did it say of itself. Pupil. It boasted of being strong and big. Teacher. But did it stand the fury of the gale? Pupil. It stood it for some time, but at last it was torn up by the roots. …………………………………………………… Pupil. What is meant by saying that "pride goes before a fall?" Teacher. It means that if a man is proud and boastful, something bad is sure to happen to him. Pupil. Is it a proverb? Teacher. Yes, it is taken from the Book of Proverbs, one of the books of the Bible. Lesson 26. STORY. THE DIFFERENCE BETWEEN KNOWING AND DOING. As Confucius and one of his disciples were out walking one day, they passed a ruined castle. "To whom used that castle to belong?" enquired the disciple. -- "To one," replied Confucius, "who knew good from evil." -- "If", then said the disciple, "the lord of the castle was wise and knew good from evil, how has it happened that this castle of his has fallen into a decay?" -- "Because," said Confucius, "although he knew good from evil, he neither practiced the former nor eschewed the latter. For this cause did he fall from his high estate." Lesson 27. CONVERSATION. Teacher. Who was out walking one day? Pupil. Confucius and one of his disciples. Teacher. What did the disciple say on passing ruined castle? Pupil. He asked Confucius to whom the castle had formerly belonged. Teacher. And what did Confucius say in reply? Pupil. He said that the castle had belonged to one who knew good from evil. Teacher. What did the disciple then retort? Pupil. He asked how it could have happened that the castle should fall into decay, if the lord of it was wise enough to know good from evil. Teacher. And how did Confucius account for this? Pupil. By saying that, although the lord of the castle knew good from evil, he had neither practiced the former, nor eschewed the latter. Teacher. Then was it his neglect to practise virtue, that made him fall from his high estate? Pupil. Yes; there is a great difference between merely knowing what is right, and putting that knowledge into practice. Lesson 28. CONVERSATION. Teacher. On what kind of tree do grapes grow? Pupil. On a vine. Teacher. Are there many kind of grapes? Pupil. Oh! yes, some are large, some small, some black, some white. Teacher. What is made from grapes? Pupil. Wine is. Teacher. What happens if a man drinks too much wine? Pupil. He gets tipsy. Teacher. Talking of wine and of grapes, did you ever hear the story of the Fox and the Grapes? Pupil. No, I wish you would tell it to us. Teacher. All right, then. Be quiet and listen. Pupil. Is it a long story? Teacher. No, it is quite a short one. Lesson 29. FABLE. THE FOX AND THE GRAPES. One fine autumn day, a fox happened to pass near a vine, upon which hung some large ripe grapes. Being thirsty, he thought that a bunch or two of these grapes would be nice and cooling, if only he could reach them. So he jumped and jumped, in order to get at them. But the vine was too high; and, in spite of all his efforts, he could not reach a single bunch. So at last he trotted off, saying: "Now I come to look at them, I am sure the grapes are sour." Lesson 30. CONVERSATION. Teacher. What kind of fruit did the fox see? Pupil. He saw some bunches of grapes hanging upon a vine. Teacher. Did he eat any of them? Pupil. He wanted to; but he couldn't reach them. Teacher. How was that? Pupil. Because the vine was too high. Teacher. But couldn't he have jumped? Pupil. He did jump; but even so, his efforts were in vain. Teacher. What did he do, when he found he couldn't reach the grapes? Pupil. He trotted off, saying that he felt sure they were sour. Lesson 31. CONVERSATION. Teacher. Does that English phrase, "the grapes are sour," remind you of any Japanese word? Pupil. Yes, it reminds me of the word makeoshimi. Teacher. That is right. -- Do you think that the fox really thought the grapes were sour? Pupil. No. No doubt he only said so, because he couldn't get at them. Teacher. Do foxes really act like this? Pupil. No; but human beings often do. ……………………………………………… Teacher. Do you walk to school? Pupil. Yes, except when it is very bad weather. Teacher. Then what do you do on wet days? Pupil. I take them. Teacher. But that costs money. Pupil. So it does, but not very much; and mother doesn't like me to get wet. Lesson 32. CONVERSATION. Pupil. I have forgotten my book. May I go and fetch it? Teacher. Yes. But don't forget it another time. Pupil. Sir, this pen won't write. What shall I do? Teacher. Go and fetch another. Pupil. Must I go home for it? I haven't brought any with me to school. Teacher. All right, I will lend you one this time. But don't forget in future always to bring two pens with you. Pupil. Sir, I can't see what you have written on the board, -- the sun shines on it so. Teacher. All right. Go and sit on another bench, where you can see better. Lesson 33. CONVERSATION. Teacher. What is a goose? Pupil. It is a large kind of bird. Teacher. Are there any geese in Japan? Pupil. There are plenty of wild geese, but hardly any tame ones. Teacher. Do geese lay eggs? Pupil. Yes, of course. All birds do. Teacher. Can birds and beasts talk? Pupil. No, not really. But they are often made to do so in fable and fairy-tales. Teacher. But parrots can be taught to talk. Pupil. Yes, but they do not know what they are saying. Teacher. Why are parrots taught to talk? Pupil. In order to amuse people. Lesson 34. FABLE. THE GOOSE WITH THE GOLDEN EGGS. Once upon a time there lived a man, who was lucky enough to own a goose, that laid him a golden egg every morning. One day the thought struck him, that the inside of the goose must be all of solid gold. So he killed the poor bird and cut it open, in order to get rich more quickly. But what do you think he found? Why! nothing at all. This served the man right for being so greedy and so cruel. Lesson 35. CONVERSATION. Teacher. What was the man lucky enough to own? Pupil. A goose, that laid him a golden egg every morning. Teacher. Was the man content with that? Pupil. No; he was greedy, and wanted more. Teacher. Then what did he do? Pupil. He killed the poor bird, and cut it open. Teacher. What good would that do? Pupil. Well, you see, the thought had struck him that the inside of the goose must all be solid gold. Teacher. Then I suppose he hoped to get all the gold at once. Pupil. Yes, that was his object. Teacher. Why did it serve him right to find no gold inside the goose? Pupil. Because he was greedy and cruel. Lesson 36. CONVERSATION. Teacher. Do you see the drift of this story of the Goose with the Golden Eggs? Pupil. Not quite. I wish you would explain it to me. Teacher. With pleasure. The story is meant to show that people should not try to get too much, or to do too much at a time. Pupil. Could you give me an instance? Teacher. Yes, if a man with weak eyes insists on reading all day and half the night, he will become blind. Pupil. Then I suppose that would be a case of "killing the goose with the golden eggs." Teacher. Just so. You see it now. Pupil. Oh! yes, thank you. The meaning is quite clear to me now. Pupil. May we go and play? Teacher. Yes, go along. The clock is just on the stroke of twelve. Lesson 37. CONVERSATION. Pupil. Did you invent the stories in the first part of this Reader? Teacher. No, most of them are taken from a book called Esop's Fables. Pupil. What does Esop mean? Teacher. It is the name of a man. Pupil. Is he alive? Teacher. Oh! no. He died over two thousand years ago. Pupil. Was he an Englishman? Teacher. No, he was a Greek. Pupil. Where did he live? Teacher. He lived at the court of a very rich King called Croesus. Pupil. Was he one of the Seven Wise Men of Greece? Teacher. No; but he lived at the same time as they did. Pupil. Are his fables very famous? Teacher. Yes, they are among the most famous books that exist. Pupil. Are all of them about birds and beasts? Teacher. Most of them are. Pupil. What is the good of them? Teacher. They point a moral, and teach people how to be wise. Lesson 38. STORY. THE MATSUYAMA MIRROR (1) A man who lived at Matsuyama, a remote village in the province of Echigo, once paid a visit to the capital, and brought back a mirror as a present to his wife. At that time mirrors were almost unknown in their part of the country. So the wife prized it greatly, and when she was on the point of death, she gave it to her daughter, saying: "After I am gone, you must look at this mirror morning and evening; for you will see me inside of it." Lesson 39. CONVERSATION. Teacher. What is Matsuyama? Pupil. A remote village in the province of Echigo. Teacher. What did a man who lived there once do? Pupil. He paid a visit to the capital, and brought back a mirror as a present to his wife. Teacher. Why did she prize this present? Pupil. Because at that time mirrors were almost unknown in their part of the country. Teacher. When did she give it to her daughter? Pupil. When she herself was on the point of death. Teacher. What did she tell her daughter to do with it? Pupil. To look at it morning and evening. Teacher. Why? Pupil. Because she would see her dead mother inside of it. Teacher. When was the girl thus to look at the mirror? Pupil. After her mother was gone. Teacher. What does that mean? Pupil. It means after her mother was dead. Lesson 40. STORY. THE MATSUYAMA MIRROR (2) The girl wept much over her dear mother's death, but was careful to obey her last commands. Morning and evening she gazed at the mirror; and as she knew not that what she saw was only her own image, she believed herself to be really seeing her dear mother's face. Poor thing! she was deceived in this. Still, the constant habit of thinking of her mother, and doing all she could to please her, had the effect of making her the best girl in all that country-side; -- and that had been her mother's dying with. Lesson 41. CONVERSATION. Teacher. What did the girl do at her mother's death? Pupil. She wept much over it. Teacher. And what else did she do? Pupil. She carefully obeyed her mother's last commands. Teacher. What were those commands? Pupil. To gaze at the mirror morning and evening. Teacher. What did the girl believe? Pupil. She believed herself to be really seeing her dead mother's face. Teacher. How could she be so deceived? Pupil. Because, as mirrors were almost unknown in that part of the country, she could not tell that what she saw was only her own image. Teacher. What was it that had the effect of making her the best girl in all that country-side? Pupil. The constant habit of thinking of her mother, and doing all she could to please her. Teacher. What had really been her mother's dying wish? Pupil. To make her a good girl. Lesson 42. CONVERSATION. Teacher. Have you ever seen a steamer? Pupil. Yes, very often. One calls every other day at the sea-port where I was born. Teacher. Do you get sea-sick on board a ship? Pupil. I don't know. I have never been a sea-voyage. ………………………………………………………… Teacher. What did you do during play time this morning? Pupil. We ran races. Teacher. Who won? Pupil. I did, although the others began by laughing at me. Teacher. What did they laugh at you for? Pupil. Oh! they said I ran so slowly that I was sure to lose. Teacher. And yet you reached the goal first? Pupil. Yes, I managed to do so somehow or other. Pupil. I wish you would tell us some story about a race. Do you know any? Teacher. Yes, I can tell you one by our old friend Esop. Pupil. There seems to be no end to his good stories. Teacher. This one is called the gable of the Hare and the Tortoise. Lesson 43. FABLE. THE HARE AND THE TORTOISE. A hare had been laughing at a tortoise for the slowness of its pace. But the tortoise said: "That is all very fine. Let us run a race, and see which of us will win!" So it was agreed that they should start off at once. But the hare, who felt sure of winning, lay down first to take a nap. Meanwhile the tortoise plodded on, and reached the goal before the hare awake. Slow and steady wins the race. Lesson 44. CONVERSATION. Pupil. I can't make out the meaning of that last sentence. What does it mean? Teacher. It means that the man who acts slowly, but without stopping, will get on better than he who is hurried and flurried. Pupil. Is that last sentence part of the story? Teacher. No; it its what is called the moral, that is to say, the teaching conveyed in the fable. Teacher. By whom had the hare been laughed at? Pupil. By the tortoise. Teacher. What for? Pupil. For the slowness of its pace. Teacher. What did the tortoise propose? Pupil. It proposed that they should run a race, and see which of them would win. Teacher. Did the hare agree to this? Pupil. Yes, the hare agreed, and so they started off at once. Teacher. Why did the hare lie down to take a nap? Pupil. Because he felt sure of winning, and thought he had plenty of time. Teacher. What did the tortoise do meanwhile? Pupil. It plodded on, and reached the goal before the hare awoke. Lesson 45. STORY. WISE ADVICE. One day, when the Emperor Yuryaku was out hunting on Mount Katsuraki, one of the members of his suite was so much alarmed at the sight of a wild boar, that he ran away and climbed up a tree. The boar then attacked the Emperor, who, however, managed to kick it to death. On reaching home, the Emperor was about to have the coward beheaded. But the Empress pleaded for him, urging that it would be worthy only of a wild beast to put a human being to death for the sake of an animal. The Emperor thought over his consort's words for a moment, and then said: "I forgive the man. By other hunting parties I have got game, but by this one I have got wise advice." Lesson 46. CONVERSATION. Teacher. What did the Emperor Yuryaku do one day? Pupil. He went out hunting on Mount Katsuraki. Teacher. What did one of the members of his suite do? Pupil. He was so much alarmed at the sight of a wild boar, that he ran away and climbed up a tree. Teacher. What then happened to the Emperor? Pupil. He was attacked by the boar, but managed to kick it to death. Teacher. What was he about to do on reaching home? Pupil. He was about to have the coward beheaded. Teacher. How did the Empress plead for the fellow's life? Pupil. She urged that it would be worthy only of a wild beast to put a human being to death for the sake of an animal. Teacher. What did the Emperor do on hearing what his consort said? Pupil. He first thought over her words for a moment. Teacher. And what was his conclusion? Pupil. He decided to forgive the man. Teacher. And what witty remark did he make? Pupil. He said that by other hunting parties he had got game, but that by this one he had got wise advice. Lesson 47. CONVERSATION. Teacher. Did you hear the fire-bell last night? Pupil. Yes, it woke me up and I ran out to see where the fire was. Teacher. Was there much damage done? Pupil. About thirty houses were burnt down. Teacher. Was any one hurt? Pupil. No, the people had just time to escape. Teacher. These fires are a constant source of danger. Pupil. I wonder what is the best way of guarding against them. Teacher. Well, for one thing, people should be very careful not to upset lamps. Pupil. I have heard it said that wooden houses are not so safe as those built of brick. Do you think that is true? Teacher. Of course it is. Wood catches fire more easily than almost anything else. Pupil. I hear that in Tokyo they build most of the houses of brick now. Teacher. I have heard something to that effect too, but I don't know whether it is true. Lesson 48. STORY. THE REGENT HOJO YASUTOKI. A ruler's best safeguard is in the respect and affection of his people. The Regent Hojo Yasutoki, who held sway over Japan some six hundred and fifty yours ago, was fully persuaded of this. One day the great nobles, his vassals, came to his palace and said: "Your Highness's palace is falling to pieces; any robber might easily break through the ruined fence. Your Highness should cause some repairs to be forthwith taken in hand." -- "Not so," replied Yasutoki; "the repairs of which you speak would mean new taxes levied on the already suffering peasantry. If I have not your love and that of the people, neither fences nor strongholds will be able to assure the stability of my rule." Lesson 49. CONVERSATION. Teacher. In what is a ruler's best safeguard? Pupil In the respect and affection of his people. Teacher. Who was fully persuaded of this? Pupil. The Regent Hojo Yasutoki, who held sway ever Japan some six hundred and fifty years ago. Teacher. What did the great nobles, his vassals, come to his palace one day and say? Pupil. They told him that his palace was falling to pieces, and that any robber might easily break in through the ruined fence. Teacher. And what did they advise Yasutoki to do? Pupil. They advised him to cause some repairs to be forthwith taken in hand. Teacher. Why did Yasutoki refuse to have these repairs made? Pupil. Because they would mean new taxes levied on the already suffering peasantry. Teacher. What other argument did he make use of? Pupil. He declared that if he had not the love of the nobles and people, neither fences nor strongholds would be able to assure the stability of his rule. Lesson 50. FABLE. BELLING THE CAT. Once upon a time the mice, who had long suffered from the attacks of their enemy the cat, took counsel together as to the best means of getting rid of this constant source of danger. Several plans were brought forward. But the best seemed to be that proposed by a young mouse, to the effect that a bell should be hung round the cat's neck, so that they might know when she was coming, and thus have time to escape. -- "That is all very fine," said an old mouse; "but I should like to ask you one question: -- Which of you will bell the cat?" Lesson 51. CONVERSATION ON THE PRECEDING FABLE. Teacher. Why were the mice in trouble? Pupil Because they had long suffered from the attacks of their enemy the cat. Teacher. What did they do to try to mend matters? Pupil. They took counsel together as to the best means of getting rid of this constant source of danger. Teacher. What happened at the meeting? Pupil. Several plans were brought forward. Teacher. Which of these plans seemed to be the best? Pupil. One which was proposed by a young mouse. Teacher. What did his plan consist in? Pupil. It was to the effect that a bell should be hung round the cat's neck, so that they might know when she was coming, and thus have time to escape. Teacher. Was this plan really a good one? Pupil. It was very good indeed in theory, but useless in practice. Teacher. Why so? Pupil. Why! how could any mouse ever get close enough to the cat to hang a bell round her neck, without being caught? Lesson 52. CONVERSATION. Teacher. What did the old mouse say on hearing what the young one had proposed? Pupil He said: "That is all very fine; but I should like to ask you one question: -- Which of you will bell the cat?" Teacher. What did he mean by "belling the cat?" Pupil. He meant hanging a bell round the cat's neck. Teacher. How are rats and mice caught? Pupil. Either by means of a cat, or with a trap. Teacher. Is there no other way of getting rid of them? Pupil. Yes, they can be killed off by means of poison. Teacher. Can you tell a rat from a mouse? Pupil. Yes, a rat is much bigger than a mouse. Teacher. What do rats and mice do? Pupil. They do a great deal of harm. Teacher. What sort of harm? Pupil. They eat up food which is left lying about, they gnaw holes in furniture and in clothes, and they make the place dirty. Lesson 53. STORY. AN ARTIST'S OPPORTUNITY(1) Once upon a time there was an artist named Ryoshu, who devoted himself chiefly to the painting of subjects of which flames formed part. A fire having broken out next door, he took no heed either of wife or children, clothes or furniture, although the wind was blowing his way, but ran out into the street, and stood looking at the sight. Soon his own house caught fire. Then the neighbors began to arrive, with condolences and offers of assistance. But Ryoshu heeded them not, and simply stood there, gazing at the burning timbers, nodding, smiling, and muttering to himself. No one could make out how it was that he could look on so unconcernedly at the destruction of all his property. Lesson 54. CONVERSATION. Teacher. Who was Ryoshu? Pupil An artist who devoted himself chiefly to the painting of subjects of which flames formed part. Teacher. How did he behave once, when a fire had broken out next door? Pupil. He took no heed either of wife or children, clothes or furniture, but ran out into the street, and stood looking at the sight. Teacher. Then wasn't the wind blowing his way? Pupil. Yes, it was, and soon his own house caught fire. Teacher. What did the neighbors do? Pupil. They arrived with condolences and offers of assistance. Teacher. Did Ryoshu heed what they said? Pupil. No, he simply stood there, gazing at the burning timbers, nodding, smiling, and muttering to himself. Teacher. What was it that no one could make out? Pupil. They couldn't make out how it was that he could look on so unconcernedly at the destruction of all his property. Lesson 55. STORY. AN ARTIST'S OPPORTUNITY(2) "Ah!" cried he at last, "how much I have gained by this! To think that I should have painted flames so badly during all these years!" -- Then those who had come to condole with him grew angry and asked him whether he were mad, to stand there grinning and gesticulating during so great a calamity. "Mad?" said he with a laugh; "what makes you think me mad? For years I have been painting the flames that surround the God Fudo, and painting them badly. Now I see how it should be done. Ah! this is indeed a precious gain to me. If only I can bring my art to perfection, it will be easy for me to become the owner of a hundred houses." Lesson 56. CONVERSATION. Teacher. What did Ryoshu cry out at last? Pupil He cried out: "How much I have gained by this! To think that I should have painted flames so badly during all these years!" Teacher. What did the neighbors, who had come to condole with him, say on hearing this? Pupil. They grew angry, and asked him whether he were mad. Teacher. What made them think him mad? Pupil. His standing there grinning and gesticulating during so great a calamity. Teacher. And how did he account for his conduct? Pupil. By explaining that he watched the flames, in order to see how they should be painted. Teacher. Hadn't he been painting flames for many years? Pupil. Yes; but he had, he said, painted them badly, and only now at last saw how it should be done. Teacher. Would this knowledge be a precious gain to him? Pupil. Yes, it would be a very precious gain to him to be able to bring his art to perfection. Teacher. What would it do for him? Pupil. It would make it easy for him to become the possessor of a hundred houses. Lesson 57. STORY. THE MOTHER OF MENCIUS.(1) Few women are more justly famous than the mother of the great Chinese sage, Mencius. Her fame is owing to the care which she displayed in bringing up her still more illustrious son. At first she lived near a grave-yard; but when she found that her boy began to play at funerals, she left that place, and went to reside near a market. Once here, Mencius took to playing at trade. This, too, thought she, was no place in which to train up a young mind. So she moved again; and this time took a house close to a school, in order that her son might see none but scholars and men of learning. Lesson 58. CONVERSATION. Teacher. What can you tell me of the mother of the great Chinese sage, Mencius? Pupil That few women are more justly famous than she is. Teacher. What is her fame owing to? Pupil. To the care which she displayed in bringing up her still more illustrious son. Teacher. Where did she live at first? Pupil. Near a grave-yard. Teacher. And why did she leave that place? Pupil. Because she found that her boy began to play at funerals. Teacher. Where did she go to reside next? Pupil. Near a market. Teacher. And what happened when she and her son got there? Pupil. Young Mencius took to playing at trade? Teacher. What did this make her think of that place? Pupil. It made her think that it was no place in which to train up a young mind. Teacher. Where did she move to next? Pupil. TO a house close to a school. Teacher. Why did she choose a house close to a school? Pupil. In order that her son might see none but scholars and men of learning. Lesson 59. STORY. THE MOTHER OF MENCIUS.(2). When Mencius began to grow up, he was sent to school. One day, when he came home, his mother asked him how far he had got on in his studies. He answered, with a lazy air, that he was doing well enough, on which she took a knife and cut through her web. The idler was alarmed, and asked what she meant. In reply she read him a long lecture, showing that she had only done what he was doing, -- that her cutting her web was like his neglecting his learning. This reproof had the desired effect, and Mencius never again needed to be told to be diligent in his studies. Lesson 60. CONVERSATION. Teacher. When was Mencius sent to school? Pupil When he began to grow up. Teacher. What did his mother ask him one day when he came home? Pupil. She asked him how far he had got on in his studies. Teacher. What was his answer to this enquiry? Pupil. He answered, with a lazy air, that he was doing well enough. Teacher. What strange thing did his mother then do? Pupil. She took a knife, and cut through her web. Teacher. What was this action intended to show? Pupil. It was intended to show that her cutting her web was like his neglecting his learning. Teacher. Did she tell him so in words also? Pupil. Yes, she read him a long lecture, showing that she had only done what he was doing. Teacher. When did she tell him this? Pupil. When, alarmed at seeing her cut her web, he asked what she meant by it. Teacher. Did the reproof have its desired effect? Pupil. Yes; Mencius never again needed told to be diligent in his studies. Lesson 61. CONVERSATION. Teacher. Where are the stars? Pupil They are in the sky, high up above the world. Teacher. When do they begin to twinkle? Pupil. In the evening, when the sun has set. Teacher. And when do they leave off twinkling? Pupil. In the morning, just before sunrise. Teacher. Can you tell me what the stars are? Pupil. Yes, some of them are worlds like our own, and are called planets. Others are hot like the sun, and are called fixed stars. Teacher. Are there any people living in the other planets? Pupil. Who can tell? No one has ever been there to see, and I fancy no one ever will. Teacher. One can look at the stars and at the moon. But can one look at the sun? Pupil. No, the sun is too bright to look at. It makes one's eyes water at once. Teacher. The only way to look at the sun is through a bit of smoked glass. Pupil. Why does any one ever wish to look at the sun? Teacher. I earned men do sometimes, in order to watch an eclipse. Pupil. How I wonder whether there are any people living in the other planets! Lesson 62. TWINKLE, TWINKLE, LITTLE STAR. Twinkle, twinkle, little star; How I wonder what you are! Up above the world so high, Like a diamond in the sky. ------------------ When the glorious sun is set, When the grass with dew is wet, Then you show your little light, Twinkle, twinkle, all the night. --------------- In the dark blue sky you keep, And often through my curtains peep; For you never shut your eye Till the sun is in the sky. Lesson 63. CONVERSATION. Teacher. What is meant by "When the grass with dew is wet"? Pupil I suppose it means "When the grass is wet with dew." Teacher. Do you know why the order of the words is changed like this? Pupil. No, I can't think why it should be. Teacher. It is for the sake of the rhyme. Pupil. Oh! I see. "Wet" thymes with "set" in the line before it. …………………………… Pupil. Would you please tell me what curtains are? Teacher. They are pieces of cloth, which, in Europe, are hung up before windows or round a bed. Pupil. Oh! I see; -- just as we in Japan often set up a screen, to keep out the draft. Teacher. Just so. Pupil. What do the last two lines of the poem mean? Teacher. They mean that the stars do not leave off shining till the sun is risen. Pupil. But stars do not really have eyes. Teacher. Of course not. But you mustn't forget that this is poetry. Lesson 64. FABLE. THE ASTRONOMER. There once lived an astronomer, who used to spend all his nights in gazing at the heavens. But one night, while walking along with his eyes fixed on the stars, he fell into a well, and was on the point of drowning. Some one who heard his cries, ran to the rescue; and, after asking his story, pulled him out and said: "My good man! You should not let the stars in heaven above make you forget the common objects under your feet." Lesson 65. CONVERSATION. Teacher. How used the astronomer to spend his time? Pupil In gazing at the heavens. Teacher. How did he come to fall into a well? Pupil. He was walking along with his eyes fixed on the stars, and so did not notice the well under his feet. Teacher. Was he drowned? Pupil. No; but he was on the point of drowning, when some one who had heard his cries ran to the rescue. Teacher. What did this man say to him? Pupil. He advised him not to let the stars in heaven above make him forget the common objects under his feet. Teacher. What are the common objects under our feet? Pupil. Why! such things as stones, grass, and roads, gutters, and all that there is on the ground. Teacher. What is the reason for taking heed of such things? Pupil. Because, if one doesn't, one may have to suffer for it, as the foolish astronomer did in this story. Lesson 66. STORY. AN ANECDOTE OF HANAWA HOKIICHI. Though blind from his youth upwards, Hanawa Hokiichi became one of the most learned men of his time; for he constantly had himself read to, and never forgot anything that he had heard. One evening, while he was delivering a lecture on the Japanese Classics, the light blew out, and the audience, who were following his explanations, book in hand, requested him to wait a moment. "What for?" asked Hanawa. -- "Because the light has blown out, and we cannot see until it is lighted again." -- "Ha! ha!" laughed Hanawa; "how inconvenient it must be to have eyes! Here am I, who have none, and it makes no difference to me whether there be no lamp in the room, or a dozen." Lesson 67. CONVERSATION. Teacher. Who was Hanawa Hokiichi? Pupil One of the most leaned men of his time, although he had been blind from his youth upwards. Teacher. How did he manage to become so learned? Pupil. By constantly having himself read to, and never forgetting anything that he had heard. Teacher. What was he doing one evening? Pupil. He was delivering a lecture on the Japanese Classics. Teacher. And what happened during the lecture? Pupil. The light blew out, and the audience requested him to wait a moment. Teacher. What had the audience been doing? Pupil. They had been following Hanawa's explanations, book in hand. Teacher. Why did they request him to wait a moment? Pupil. Because the light had blown out, and they couldn't see until it was lighted again. Teacher. What did Hanawa then do? Pupil. He laughed and said, "How inconvenient it must be to have eyes!" Teacher. How so? Pupil. Because, when the light blew out, those with eyes couldn't see, whereas it made no difference to the blind man whether there were no lamp in the room, or a dozen. Lesson 68. CONVERSATION. Teacher. Is there any news to-day? Pupil Yes, a new foreign teacher has arrived. Teacher. What is he like? Pupil. He is tall, and has blue eyes and a fair beard and mustache. Teacher. Can you tell me anyone who has black eyes? Pupil. Yes, almost all Japanese have black eyes and black hair. Teacher. You should have your hair cut. It has got too long. Pupil. I went to the barber's yesterday evening. But his shop was full, and I hadn't time to wait. Teacher. Why not? Pupil. Because I wanted to get home to my work. Teacher. Does the barber keep a stock of brushes for sale? Pupil. Yes, he has combs and brushes, and tooth-brushes, and pomatum, and all sorts of things. Teacher. Who lives next door to the barber? Pupil. The butcher. He drives a very good trade now, for so many people have taken to eating meat. Teacher. What sort of meat does he sell? Pupil. Chiefly beef and pork. Sometimes he has mutton, but not often. Lesson 69. STORY. SORORI'S SHREWD WIT.(1) When Sorori was in the service of the Taiko Hideyoshi, some of his fellow-retainers asked him one day to tell them by what means he always contrived to keep in their master's good graces. Instead of giving them a direct answer, Sorori said to them: "Do you eat rice every day? -- "Yes, of course we do," replied they. -- "What does rice taste like?" -- "It has no taste in particular. It is just good to eat. That is all." -- "Are cakes good to eat?" -- "Certainly they are." -- "Then," concluded Sorori, "why don't you leave off eating tasteless rice, and take to a diet of cakes instead?" -- "Oh!" exclaimed his interlocutors, "that would never do." Lesson 70. CONVERSATION. Teacher. Who was Sorori? Pupil He was a man in the service of the Taiko Hideyoshi. Teacher. What did some of his fellow-retainers ask him one day? Pupil. They asked him to tell them by what means he always contrived to keep in their master's good graces. Teacher. Did Sorori give his interlocutors a direct answer? Pupil. No; instead of that, he asked them whether they ate rice every day. Teacher. What did they reply? Pupil. They replied that they did. Teacher. What does rice taste like? Pupil. It has no taste in particular. It is just good to eat. That is all. Teacher. Are cakes good to eat? Pupil. Certainly they are. Teacher. What did Sorori recommend his fellow-retainers to do? Pupil. To leave off eating tasteless rice, and take to a diet of cakes instead. Teacher. Did they agree to this? Pupil. Oh! no. They said it would never do. Lesson 71. STORY. SORORI'S SHREWD WIT.(2) Thereupon Sorori burst out laughing, and said: "That is just what it is. I feed our master rice, of which he can never grow weary. You try to feed him on cakes and sweet-meats, -- that is to say, on soft words and on flattery. If you will simply tell him the truth, and do him straightforward, honest service, he is not likely ever to grow weary of your company. It is to this simple principle that I owe the favor with which he is pleased to regard me." -- Sorori's visitors at once saw how sound was the advice he had given them, and they took their leave determined to put it into practice. Lesson 72. CONVERSATION. Teacher. When did Sorori burst out laughing? Pupil When his fellow-retainers said that it would never do to take to a diet of cakes. Teacher. And what did he accuse them of doing? Pupil. Of trying to feed their master on cakes and sweetmeats, -- that is to say, on soft words and on flattery. Teacher. What did he himself feed his master on? Pupil. On rice which he could never grow weary of, that is to say, on plain truth. Teacher. In what case was it likely that their master would never grow weary of their company? Pupil. If they simply told him the truth, and did him straightforward, honest service. Teacher. To what did Sorori attribute the favor with which his master regarded him? Pupil. To his own observance of this simple principle. Teacher. What did Sorori's visitors think of the advice which he had given them? Pupil. They at once saw how sound it was. Teacher. What did they do with it? Pupil. They determined to put it into practice. Teacher. And what was the last thing of all? Pupil. The visitors took their leave of Sorori. Lesson 73. STORY. ITO JINSAI AND THE HIGHWAYMEN.(1) Ito Jinsai, when traveling late one night, was stopped by highwaymen with drawn swords, who cried out to him: "Your purse or your life! If you have no purse, then off with your clothes, that we may sell them, and buy liquor!" -- Jinsai showed no signs of alarm, but simply said: "My men, how do you gain your livelihood?" -- "By robbing," replied they; "we are highwaymen." -- "If that is the case," said Jinsai, "I have nothing more to do than to comply with your demands, and wish you good night;" and with these words, he took off his clothes, gave them to the highwaymen, bowed, and moved away. Lesson 74. CONVERSATION. Teacher. What happened once to Ito Jinsai? Pupil He was stopped by highwaymen with drawn swords. when traveling late one night. Teacher. What did the highwaymen say to him? Pupil. They cried out, "Your purse or your life! If you have no purse, off with your clothes!" Teacher. What did they want the clothes for? Pupil. To sell them, and buy liquor with the money. Teacher. Did Jinsai show any signs of alarm? Pupil. No; he simply asked the men how they gained their livelihood. Teacher. And what reply did they make? Pupil. That they were highwaymen, and gained their livelihood by robbing. Teacher. What did Jinsai say on receiving this reply? Pupil. He said that, if that was the case, he had nothing more to do than to comply with their demands, and wish them good night. Teacher. And what did he do after saying this? Pupil. He took off his clothes, gave them to the highwaymen, bowed, and moved away. Lesson 75. STORY. ITO JINSAI AND THE HIGHWAYMEN.(2) But the highwaymen stopped him, and said: " We have been following this trade for many years; but never before have we met with the like of you. What are you?" -- Jinsai replied: !I am a Confucianist." -- "A Confucianist? What is that?" -- "A Confucianist," said Jinsai, "is one who is himself moral, and who inculcates morality on his fellow-men. Those who do not follow the moral code are no better than birds and beasts." -- At these words, the highwaymen were greatly agitated: "Ah!" cried they, "though men in shape, we have been fiends at heart. A whole world divides us from such as you. Please take us under your care, and teach us, and we will try to lead better lives." -- Jinsai acceded to their request, and from that very day they were reformed men. Lesson 76. CONVERSATION. Teacher. Did the highwaymen let Ito Jinsai go? Pupil No; they stopped him, and asked him who he was. Teacher. Why did they stop him and ask him this question? Pupil. Because they had never before met with the like of him, though they had been following their trade of highwaymen for many years. Teacher. What did Jinsai say he was? Pupil. He said he was a Confucianist. Teacher. And how did he define a Confucianist? Pupil. As one who is himself moral, and who inculcates morality on his fellow-men. Teacher. What did he say Confucianists thought of those who do not follow the moral code? Pupil. That they are no better than birds and beasts. Teacher. Were the highwaymen agitated at these words? Pupil. Yes; they saw that, though men in shape, they were fiends at heart, and that a whole world divided them from such virtuous men as Ito Jinsai. Teacher. What did they beg Jinsai to do? Pupil. To take them under his care, and teach them, for then they would try to lead better lives. Teacher. Did he accede to this request of theirs? Pupil. He did; and from that very day they were reformed men. Lesson 77. CONVERSATION. Teacher. Have you heard of all the changes that are going on in Tokyo? Pupil Yes, they say that almost all the ladies there have taken to foreign dress. Teacher. Who told you this? Pupil. I saw it in one of the papers. Teacher. Didn't it mention anything else? Pupil. Yes, it said that the rich people there now give balls and parties in foreign style. Pupil. What do people do at a ball? Teacher. They dance together. Pupil.. What! the men as well as the women? Teacher. Yes, the gentlemen dance with the ladies. I have never seen a ball myself, but I am told that it is a very pretty sight. Pupil. Do people go to parties in their every day clothes? Teacher. No, the men put on evening dress, and the ladies wear ball-dresses. Pupil. What a curious sight it must be! Teacher. I will now tell you a very famous story about a ball. Pupil. Is it a true one? Teacher. No, it is a fairy-tale. But it may perhaps be founded upon fact. Lesson 78. FAIRY-TALE. CINDERELLA AND THE GLASS SLIPPER.(1) once upon a time there were three sisters. The two elder ones were very gay, and spend all their money on fine clothes. They did not keep a servant, but made their youngest sister do all the house-work. Her name was Cinderella. One night the King gave a ball, in honor of the coming of age of the Prince, his son. The two elder sisters went to the ball in fine new dresses, and with feathers in their hair. But poor Cinderella was left at home as usual. She sat down on a stool by the kitchen fire, and felt so sad that she was ready to cry. -- "What is the matter, Cinderella?" said a voice close by. And, turning round, she saw her godmother, who was a lovely fairly. -- "I should like to go to the ball too," said Cinderella; "it is so dull never to join in the fun." ?"Is that all?" said the fairy. "We will soon manage that." So she just touched Cinderella with her wand. In a moment, Cinderella's shabby old clothes were changed into a splendid ball-dress, her hair was adorned with flowers, and there were glass slippers on her feet. Lesson 79. CONVERSATION. Pupil. What is meant by saying that the King's son had come of age? Teacher. It means that he had reached his twenty-first birthday. Pupil. How does it come to mean that? Teacher. Because, at twenty-one, you are supposed to leave off being a boy and to become a man. Teacher. How did Cinderella's sisters spend their money? Pupil. They spent it all on fine clothes. Teacher. And how did they spend their time? Pupil. In going to balls and parties. Teacher. Didn't they take Cinderella with them? Pupil. No, they left her at home, and made her do the house-work. Teacher. What made the King give a ball? Pupil. He gave it in honor of the coming of age of the Prince, his son. Teacher. How did Cinderella's sisters dress for this ball? Pupil. They put on fine new dresses, and adorned their heads with feathers. Teacher. What did Cinderella do after her sisters had gone off to the ball? Pupil. She sat down on a stool by the kitchen tire. Lesson 80. CONVERSATION. Teacher. Did Cinderella like being left alone at home? Pupil. No, indeed. She felt so sad, that she was ready to cry. Teacher. What happened all of a sudden, as she sat there? Pupil. Her fairy godmother appeared, and asked her what was the matter. Teacher. What did Cinderella reply? Pupil. She said that she should like to go to the ball too. Teacher. Why did she want to go to the ball? Pupil. Because she felt it dull never to be able to join in the fun. Teacher. What did the fairy do to help Cinderella to her wish? Pupil. She touched her with her wand. Teacher. What happened to Cinderella as soon as she had been touched by the fairy's magic wand? Pupil. Why! her shabby old clothes were changed into a splendid ball-dress, her hair was adorned with flowers, and there were glass slippers on her feet. Teacher. Do you think that a girl could wear glass slippers in real life? Pupil. No, Sir; of course not. But I suppose anything may happen in a fairy-tale. Lesson 81. FAIRY-TALE. CINDERELLA AND THE GLASS SLIPPER.(2) Next the fairy turned a pumpkin into a coach, six tiny mice into horses, and two large rats into a coachman and footman. "And no, my dear," said she, "jump into the coach, and be off. But mind you must be back early. For if you stay over twelve o'clock, your fine gown will turn into rags, your coach will become a pumpkin again, your horses will become mice and run away, and you will have to come home on foot." So Cinderella drove to the ball. When she got there, no one knew who she was. But the young Prince thought her the greatest beauty in the room, and danced with her all the evening. Before twelve o'clock, she took her leave, and drove home in her grand coach. When her sisters returned an hour or two later, they found her sitting by the fire in her shabby old clothes, just as if nothing had happened. And she heard them talking, as they went to bed, about the grand lady who had been at the ball. Lesson 82. CONVERSATION. Teacher. Did Cinderella walk to the ball? Pupil. Oh! no; she drove there in a grand coach with six horses. Teacher. Indeed! Pupil. Yes, her fairy godmother had turned a pumpkin into a coach for her, and six tiny mice into horses, and two large rats into a coachman and footman. Teacher. What was the fairy's warning to Cinderella? Pupil. She warned her to be home early; for if not, her ball-dress would turn into rags, her coach into a pumpkin, her horses into mice, and her coachman and footman into rats. Teacher. Did Cinderella enjoy herself at the ball? Pupil. Indeed she did. For the young Prince thought her the greatest beauty in the room, and danced with her all the evening. Teacher. Did she stop late? Pupil. No, she took her leave before midnight, and drove home in her grand coach. Teacher. What was she doing when her sisters came home an hour or two later? Pupil. She was sitting by the fire in her shabby old clothes. Teacher. What did she hear them talking about as they went to bed? Pupil. About the grand lady who had been at the ball. Lesson 83. FAIRY-TALE. CINDERELLA AND THE GLASS SLIPPER.(3) The next week there was a Court ball again; and Cinderella's fairy godmother sent her off to it as before, in a dress that was all new except for the glass slippers. But this time, Cinderella was dancing so gaily with the Prince, that she forgot to look at the clock. All at once, it struck twelve. Up jumped Cinderella, and ran to the door. As she ran, she dropped one of her glass slippers, and the Prince picked it up. But when Cinderella reached the door, she found herself in her old clothes. There was no coach waiting for her, but only some rats and mice and an old pumpkin lying on the road. so, poor thing! there was nothing for it but to walk home as best she could, with one foot bare, and a glass slipper on the other. It was a long, long way. But she got home at last. When her sisters returned, there she was, sitting on the stool by the kitchen fire, and crying over the sad end to such a pleasant evening. Lesson 84. CONVERSATION. Teacher. When did the second Court ball take place? Pupil. The next week. Teacher. Did Cinderella go to it? Pupil. Yes, her fairy godmother sent her to it in a new dress. Teacher. But how about the glass slippers? Pupil. Oh! she wore them the same as before. Teacher. Did Cinderella go home before midnight this time? Pupil. No, she was dancing so gaily with the Prince, that she forgot to look at the clock. Teacher. What did she do when she heard it strike twelve? Pupil. She jumped up, and ran to the door. Teacher. What did she drop as she ran? Pupil. She dropped one of her glass slippers. Teacher. By whom was it picked up? Pupil. By the prince. Teacher. Was her coach waiting for her at the door? Pupil. No, there was nothing there but an old pumpkin, and some rats and mice. Teacher. Then how did Cinderella manage to get home? Pupil. She had to walk all the way, with one foot bare, and a glass slipper on the other. Teacher. What did she do when she reached home? Pupil. She sat down by the kitchen fire, and cried. Teacher. What made her cry? Pupil. Why! thinking over the sad end to such a pleasant evening. Lesson 85. FAIRY-TALE. CINDERELLA AND THE GLASS SLIPPER.(4) Well now, the Prince wanted to marry the pretty girl, who had dropped the glass slipper. So his father the King sent a herald all round the country, to proclaim that she who could put on the slipper was to become the Prince's wife. All the ladies tried very hard to get their foot into it; but it was too small for any of them. At last the herald came to the house where Cinderella and her sisters lived. So the sisters tried too, -- first with the right foot, and then with the left. But no! the slipper would not come on. "Please let me try," said Cinderella shyly. "Silly girl!" said her sisters. "You try, indeed, with your great clumsy feet! Get along with you!" But the herald allowed her try. What was not the surprise of the two sisters, when she put on the slipper without more ado, and then pulled its fellow out of her pocket! At the same instant, the fairy godmother came in, and, by a stroke of her wand, turned Cinderella's rags into the same lovely dress that she had worn at the last ball. As soon as the news reached the Palace, the Prince came to fetch Cinderella, and the wedding took place that very day in the presence of all the Court. Shortly after, the old King died, and the Prince and Cinderella became King and Queen. Cinderella forgave her cruel sisters, and the whole family lived happily for the rest of their lives. Lesson 86. CONVERSATION. Teacher. What did the Prince want to do? Pupil. He wanted to marry the pretty girl, who had dropped the glass slipper. Teacher. What did the King do to help him to his wish? Pupil. He sent a herald all round the country to try to find her. Teacher. By what sign was the girl to be known? Pupil. By her being able to put on the magic slipper. Teacher. Couldn't any one else put the slipper on? Pupil. No, no one could, though a great many ladies tried hard to do so. Teacher. What did Cinderella's sisters say when she asked to be allowed to try? Pupil. They called her a silly girl, and said she had great clumsy feet. Teacher. Did she succeed in getting the slipper on? Pupil. Yes; and not only so, but she pulled its fellow out of her pocket. Teacher. What happened next? Pupil. The fairy came in, and, by a stroke of her wand, turned Cinderella's rags into the same lovely dress that she had worn at the ball. Teacher. And then? Pupil. Why! the Prince came to fetch Cinderella, and they were married that very day. Teacher. Were Cinderella's cruel sisters punished? Pupil. No, Cinderella forgave them. Teacher. What a kind girl! Lesson 87. CONVERSATION. Teacher. Do you like the story of Cinderella? Pupil. Yes, I like it very much. Pupil. When did you first hear it? Teacher. When I was a little boy. My nurse used to tell it me to send me to sleep. Pupil. What is the use of carriages? Teacher. Carriages are used by rich people to drive about in. Pupil. Why do ladies prefer driving to walking? Teacher. Because in driving they don't get so tired, and don't soil their dresses. Pupil. Does it cost much to keep a carriage? Teacher. Yes, it costs a good deal. In the first place there is the cost of the carriage. Pupil. Yes, and then of course there are the horses to buy and to feed. Teacher. And there is a third item which you must not forget. Pupil. I suppose you mean the wages of the coachman and footman. Teacher. Yes, that is what I was thinking of. Pupil. Cinderella was lucky. She got her grand coach for nothing. Teacher. No wonder, as it was only made out of an old pumpkin! Lesson 88. STORY. JUSTICE TEMPERED BY GENEROSITY. When Shufuen became Prime Minister of China, he called together his friends and relations, and, having taken out five hundred pieces of gold, and distributed them to his guests, said: "Formerly, when I was poor, none of you would associate with me; but now, that I am rich, you have traveled hither from distant provinces to pay your court to me. Take this money, -- take it as my acknowledgment of your trouble in coming so far; but know that, from this day forward, I will have nothing more to do with you." -- Should we not admire such a man, both for the stern manner in which he reproved sycophancy, and for the generosity with which he tempered that sternness? Lesson 89. CONVERSATION. Teacher. What did Shufuen do when he became Prime Minister of China? Pupil. He called together his friends and relations. Teacher. What did he do when they had arrived? Pupil. He took out five hundred pieces of gold, and distributed them to his guests. Teacher. How had Shufuen's friends and relations treated him when he was poor? Pupil. None of them would associate with him. Teacher. And what did they do when he became rich? Pupil. And what did they do when he became rich? Teacher. They traveled from distant provinces to pay their court to him. Pupil. What did he ask them to take the five hundred pieces of money as? Teacher. As his acknowledgment of their trouble in coming so far? Pupil. And with what stern words did he accompany the gift? Teacher. He told them that, from that day forward, he would have nothing more to do with them. Pupil. What should we admire such a man as Shufuen for? Teacher. Both for the stern manner in which he reproved sycophancy, and for the generosity with which he tempered that sternness. Lesson 90. CONVERSATION. Pupil. May I ask you a question? Teacher. Certainly. What is it? Pupil. It is about the name Cinderella. What does it come from? Teacher. It comes from "cinder." The girl was called Cinderella, because her cruel sisters made her sit near the cinders or ashes of the kitchen fire, and do all the dirty work. Pupil. By "dirty work," do you mean such things as washing up the dishes and scrubbing the floor? Teacher. Yes. Pupil. Are English children fond of fairy-tales? Teacher. Yes, they are fonder of them than even Japanese children are. Pupil. Why is that, I wonder? Teacher. I don't know. But English children delight in fairy-tales, and the grown-up people delight in novels. Pupil. Please tell me the names of some other fairy-tales besides Cinderella. Teacher. Well, there is Mother Goose, and the Babes in the Wood, and Little Red Riding-hood, and I don't know how many more besides. Pupil. I wish you would tell us the story of Little Red Riding-hood. And first, why is the story called Little Red Riding-hood? Teacher. Because the heroine of it was a little girl who used to wear a red hood. Lesson 91. FAIRY-TALE. LITTLE RED RIDING-HOOD.(1) Once upon a time, a little girl called Red Riding-hood was sent with a basket of cake and wine to her grandmother who was ill in bed. Her grandmother's house stood all alone in the middle of a dark wood, some way from the village. So when Little Red Riding-hood had got into the wood, she met a wolf, who stopped her and said: "Where are you going?" -- "To my grandmother's," was the reply. -- "And what have you got in that basket?" -- "Some cake and a bottle of wine. My grandmother is sick, and my mother is sending her these things in the hope of doing her good." -- "Where does your grandmamma live?" -- "In the old house in the wood, half a mile from here. Perhaps you know it," said Little red Riding-hood. -- "Of course I do," said the wolf, "I know it quite well. Your grandmamma is a great friend of mine. But I haven't seen her for some time. I am sorry to hear she is ill. But I hope she will soon be quite well again." And with these words off he trotted. Lesson 92. CONVERSATION. Teacher. Where was Little Red Riding-hood sent? Pupil. To her grandmother, who was ill in bed. Teacher. What did she have to carry. Pupil. Some cake and a bottle of wine. Teacher. Where was her grandmother's house? Pupil. In the middle of a dark wood, some way from the village. Teacher. Whom did Little Red Riding-hood meet on the way? Pupil. She met a wolf. Teacher. And what did the wolf do? Pupil. He asked Little Red Riding-hood a string of questions. Teacher. How did she answer him? Pupil. She told him everything he wanted to know. Teacher. Do you think she was wise in so doing? Pupil. No, I should think she would perhaps have done better to hold her tongue. Teacher. What makes you think so? Pupil. Because it is best not to trust strangers too much. Teacher. What did the wolf do after talking to Little Red Riding-hood? Pupil. He trotted off into the forest. Lesson 93. FAIRY-TALE. LITTLE RED RIDING-HOOD.(2) Now you must know that, while Little Red Riding-hood went toddling slowly along, the wolf had rushed on ahead, and soon reached the old grandmother's house. When he got there, he knocked at the door. So the old lady got out of bed, and unlocked the door; for she thought that the visitor could be none other than her little granddaughter, come to enquire after her health. As soon as the door was open, the wolf sprang upon the poor old lady, and gobbled her up without more ado. Then he put on her night-gown and night-cap, and lay down in the bed. Half-an-hour later, Little Red Riding-hood arrived, and came to the bedside, but was surprised to see how changed her grandmother looked. "Why, Granny!" said she, "how is it that your ears have grown so long?" -- "The better to hear you," she said. -- "Why are your eyes so large?" -- "The better to see you." -- "And why are your hands so long?" -- "The better to grip you with." -- "But, Granny! why is your mouth so wide, and why have you got so many teeth?" -- "The better to eat you," growled the wolf; and with these words he sprang upon poor Little Red Riding-hood, and tore her to pieces. -- Poor Little Red Riding-hood! Lesson 94. CONVERSATION. Teacher. Which reached the old grandmother's house first, -- Little Red Riding-hood or the wolf? Pupil. The wolf did; for he rushed on ahead, while Little Red Riding-hood went toddling slowly along. Teacher. What did the wolf do when he reached the house? Pupil. He knocked at the door. Teacher. What did the old lady do when she heard the knock at the door? Pupil. She got out of bed, and opened it. Teacher. Why did she do so? Pupil. Because she did not know that the visitor was a wolf. She thought it could be none other than her little granddaughter, come to enquire after her health. Teacher. When did the wolf spring on the poor old lady? Pupil. As soon as the door was open. Teacher. What happened next? Pupil. The horrid wolf gobbled the poor old lady up without more ado. Teacher. And then? Pupil. Why! he put on her night-gown and night-cap, and lay down in the bed. Lesson 95. CONVERSATION. Teacher. When did Little Red Riding-hood arrive? Pupil. Half-an-hour later. Teacher. What did she think, when she saw what she believed to be her grandmother? Pupil. She was quite surprised to see how much the old lady ad changed. Teacher. Was it really her grandmother who was lying there? Pupil. No, poor old thing! she hade been torn to pieces and gobbled up half-an-hour before. Teacher. Who was it then? Pupil. It was the wicked wolf, who wanted to make Little Red Riding-hood believe that he was her grandmother. Teacher. What did Little Red Riding-hood do? Pupil. She asked her grandmother how it was that her ears had grown so long, and her eyes so large, and why it was that she had such a lot of teeth. Teacher. What answer did the wolf give? Pupil. He gave silly answers, and then sprang upon Little Red Riding-hood, and tore her to pieces. Teacher. Poor little girl! Lesson 96. CONVERSATION. Teacher. What do you think of the story of Little Red Riding-hood? Pupil. I like it very much; only I wish it didn't end so sadly. Teacher. That can't be helped. Pupil. I suppose not. Still I prefer the ending of Cinderella, where they all lived happily ever after. …………………………………………….. Teacher. Wasn't that a knock at the door? Pupil. Yes, Sir, and there is a ring at the bell too. It must be a visitor. Teacher. Go, and see; and if it is a visitor, tell the servant to show him in. Pupil. It is not a visitor. It was only the postman with this letter for you, Sir. Teacher. Thank you. Wait a minute now. I must write an answer, and send it off at once. Pupil. Shall I tell the servant to post it? Teacher. Yes, and tell him to be sure to take it to the post office. It will reach more quickly so, than if it is put into the pillar-box. Pupil. Aren't you going to put on a stamp, Sir.? Teacher. I have none by me. The man can buy one at the post-office. Pupil. Please give me the money to give him. Teacher. Here are ten cents. He can bring me the change. Lesson 97. CONVERSATION. Teacher. What are sheep used for? Pupil. Their flesh is used as meat, and their wool serves to make cloth. Teacher. Have you ever seen a sheep? Pupil. I don't think I have. There are very few of them in Japan. I wonder why it is. Teacher. I believe the grass here doesn't suit them. Pupil. It's a pity, isn't it? Teacher. Yes, but it can't be helped. ……………………………. Teacher. Did he say that in joke or in earnest? Pupil. I don't know, Sir. He is so much given to joking that it is hard to tell. Teacher. It is all very well to joke. But mind you must never tell an untruth. Pupil. Of course, not. There is nothing so worthy of contempt as a liar. ……………………………. Teacher. I hear that some thieves broke into his house last night. Pupil. Yes, but the neighbors came to the rescue, and the rascals were soon scared away. Teacher. Didn't they succeed in catching any of them? Pupil. No, but the matter has been put in the hands of the police. Lesson 98. STORY. THE SHEPHERD-BOY AND THE WOLF. A shepherd-boy, who watched his flock not far from a village, used to amuse himself at times by crying out "Wolf! Wolf!" At first his trick succeeded. The whole village came running to the rescue, when all the return they got was to be laughed at for their pains. At last one day the wolf came indeed. The boy cried out in earnest. But his neighbors, who thought he was at his old game, paid no heed to his cries, and the wolf devoured the sheep. So the boy learnt, when it was too late, that liars are not believed even when they speak the truth. CONVERSATION. Teacher. Where did the shepherd-boy watch his flock? Pupil. Not far from the village. Teacher. What trick used he to play off upon his neighbors? Pupil. He used to frighten them by crying out "Wolf! Wolf!" when there was no wolf. Teacher. Did he succeed in taking them in? Pupil. Oh! yes; and at first they came running to the rescue. Lesson 99. CONVERSATION. Teacher. What return did the neighbors get for their pains? Pupil. They only got laughed at. Teacher. How long did this sort of things go on? Pupil. I don't know how long it went on. But at any rate the wolf came at last. Teacher. What did the boy do then? Pupil. He cried out in earnest. Teacher. Did his neighbors run to the rescue again? Pupil. No, they thought he was at his old game, and so paid no heed to his cries. Teacher. What happened to the sheep? Pupil. They were devoured by the wolf. Teacher. What lesson did the boy learn from this? Pupil. He learnt that liars are not believed, even when they speak the truth. Teacher. Did he learn this lesson in good time? Pupil. No, he learnt it when it was too late. Teacher. Why was it too late? Pupil. Because all his sheep had been eaten up by the wolf. ……………………. Pupil. Has this story given rise to any proverb, Sir? Teacher. Yes. When a person gives false alarms, he is said to be "crying wolf." Lesson 100. CONVERSATION. Teacher. Can you tell me what eggs are used for? Pupil. Yes, they are used as food. Teacher. How are they eaten? Pupil. Well, they can be boiled, or made into an omelet, or done up in all sorts of other ways. Teacher. Is there anything else to be done with them? Pupil. Yes, they can be left with the hen to hatch, and then they become chickens. Teacher. What, always? Pupil. Well, no. Some eggs are addled, and some get destroyed by vermin. But most of them turn out chickens, if the hen sits properly. Teacher. A nice tidy farm-yard, with plenty of cows and poultry, is a pleasant place. Pupil. Are there such farm-yards in Europe? Teacher. Yes, there are more there than here. Pupil. Why is that, I wonder? Teacher. Well, you see, cows are more used there than they are in Japan. Pupil. What are they used for? Teacher. Their milk is used as food by all classes, and it is also made into butter and cheese. Pupil. I have never seen cheese. But one of my school-fellows, who has, tells me that it smells nasty. Teacher. Many people don't like the smell at first. But you soon get used to it. Lesson 101. CONVERSATION. Teacher. When is the fair to take place? Pupil. On the tenth. Teacher. Do you look forward to it? Pupil. Of course I do. It is always great fan. Teacher. I suppose you like seeing ht peep-shows. Pupil. Yes, and I like looking on at the dancing too. And then sometimes there is a bear, or some other queer animal, that does tricks. …………………………. Teacher. Does she do her hair in foreign style? Pupil. Yes, almost every one does so now. Teacher. Do you think it suits her? Pupil. Well, I can't say; I never thought about it. Teacher. Why do you carry a cane? Pupil. Because all the young fellows do so now. It is pleasant to have something in one's hand, when one is walking. …………………………….. Teacher. There is an English saying, to the effect that you shouldn't count your chickens before they are hatched. Pupil. What does it mean? Teacher. It means that you mustn't count too much on the future. Pupil. Where does the saying come from? Teacher. From the following story. Lesson 102. STORY. DON'T COUNT YOUR CHICKENS BEFORE THEY ARE HATCHED. A milk-maid was walking to market one day with a can of milk upon her head, when she fell into the following train of thought; -- "The money, for which I shall sell this milk will enable me to increase my stock of egos to three hundred. These eggs, putting aside what may prove addled and what may be destroyed by vermin, will produce at least two hundred and fifty chickens. The chickens will be fit to carry to market just at the time when poultry is always dearest. so, by the new-year, I cannot fail of having money enough to buy a new frock. Just le me see! Which color will suit me best? Pink, I think; and pink it shall be. In this pink frock I will go to the fair, where all the young fellows will strive to secure me for a partner. But no! I shall refuse every one of them, and, with a toss, turn from them." Charmed with this proud idea, the girl could not help acting with her head the thought that thus passed through her mind; -- when, down came the can of milk, and all her fancied grandeur vanished in a moment! Lesson 103. CONVERSATION. Teacher .What was the milk-maid doing? Pupil. She was walking to market with a can of milk upon her head. Teacher. What happened as she walked along? Pupil. She fell into a long train of thought. Teacher. What was she going to do with the milk which she had in the can? Pupil. She was going to sell it. Teacher. What did she mean to do with the money? Pupil. She meant to buy eggs with it. Teacher. How many eggs? Pupil. Enough to increase her stock to three hundred. Teacher. Did she expect that all the eggs would be hatched? Pupil. No, she knew it was likely that some would prove addled, and that some would be destroyed by vermin. Teacher. Then how many chickens did she count on getting from the three hundred eggs? Pupil. At least two hundred and fifty. Teacher. When did she expect the chickens to be ready to carry to market? Pupil. Just at new-year time, when poultry is always dearest. Teacher. Was she right in expecting this? Pupil. I really can't say. Teacher. Why not? Pupil. Because I have no means of knowing. Lesson 104. CONVERSATION. Teacher .What was the milk-maid's great wish? Pupil. To have money enough to buy a new frock. Teacher. When did she want to have it ready? Pupil. By the new-year. Teacher. What color did she choose? Pupil. She chose pink, because she thought that would suit her best. Teacher. What did she want the new frock for? Pupil. To go to the fair in. Teacher. What did she look forward to at the fair? Pupil. She looked forward to seeing all the young fellows strive to secure her for a partner. Teacher. Did she mean to accept any one of them? Pupil. Oh! no; she meant to do the grand, and refuse them all. Teacher. How did she mean to show her contempt for them? Pupil. By turning away from them with a toss of the head. Teacher. Did she manage to carry out her plan? Pupil. Oh! no; something happened, which made all her fancied grandeur vanish in a moment. Teacher. What was it? Pupil. Why! the foolish girl could not help acting with her head the thought that was passing through her mind. So she tossed her head, and down came the can, and all the milk was spilt. Teacher. Now you see what is meant by "counting your chickens before they are hatched." Lesson 105. CONVERSATION. Teacher .Have you been to see the cherry-blossoms? Pupil. Yes, I went there the day before yesterday. Teacher. Ah! of course; that was a public holiday. Pupil. Yes, it came just at the right time, and the day was a lovely one, and so there were crowds of people. Teacher. I wish I could have gone. but I was rather unwell. Pupil. I am sorry to hear it, Sir. What was the matter with you? Teacher. I had a bad feverish cold, and the doctor ordered me to stay in bed for a day.? So the blossoms were worth seeing, were they? Pupil. Yes, indeed they were. I never saw anything so pretty in my life. Teacher. Were the double ones out? Pupil. Yes, the double ones were just out, and the single ones had not fallen yet. Teacher. What a lovely sight it must have been! Pupil. Yes, the whole place was one mass of color. Teacher. I am afraid that to-day's wind will spoil the blossoms a good deal. Pupil. Yes, I suppose it will. But the cherry-blossoms don't last long in any case. They are in all their beauty for a day or two, and then pass off. Lesson 106. STORY. KISATSU'S DELICATE SENSE OF HONOUR. Kisatsu once, when sent on an embassy to a foreign state, passed through the land of Jo, and had an interview with the King of that country. The King of Jo conceived a desire for the beautifully wrought sword which hung at Kisatsu's side; and, though the King did not dare to express his wish in words, Kisatsu quickly guessed it. He could no, however, present him with the sword just then, as it was a badge of his official character. So he traveled off, without anything having been said on either side. On his way back, after having successfully concluded his embassy, he passed through the land of Jo again. meanwhile the King had died. When Kisatsu heard the news, he unbuckled his sword, and went and hung it on a tree above the grave. His retainers objected, saying: "What is the use of giving a sword to a dead man?" Kisatsu replied: "From the beginning, I had intended to present this sword to the King. That he is now dead, is no reason for me to break my mental promise." Lesson 107. CONVERSATION. Teacher .What happened once to Kisatsu? Pupil. He was sent on an embassy. Teacher. Where to? Pupil. To a foreign state. Teacher. How did he happened to come to the land of Jo? Pupil. He passed through it on his way to the country to which he was going as ambassador. Teacher. What desire did the King of Jo conceive? Pupil. He conceived a desire for a certain beautifully wrought sword. Teacher. Where did he see this sword? Pupil. He saw it hanging at Kisatsu's side. Teacher. Did the King express his desire in words? Pupil. No, he did not dare to do so. Teacher. Then how did Kisatsu come to know of it? Pupil. Because he quickly guessed it. Teacher. When Kisatsu had guessed the King's wish to have the sword, did he present him with it? Pupil. No, he could not do so, -- at least, not just then. Teacher. Why not? Pupil. Because the sword was a badge of his official character. Lesson 108. CONVERSATION. Teacher .Did the King and Kisatsu say anything to each other about the sword? Pupil. No; Kisatsu traveled off without anything having been said about it on either side. Teacher. Where did he travel to? Pupil. To the country where he was going as an ambassador. Teacher. What happened on his back? Pupil. After having successfully concluded his embassy, he passed through the land of Jo again. Teacher. Did he see the King again? Pupil. No, the King had died meanwhile. Teacher. What did Kisatsu do when he heard the news? Pupil. He unbuckled his sword, and went and hung it on a tree above the King's grave. Teacher. Why did his retainers object to his doing this? Pupil. Because they thought it useless to give a sword to a dead man. Teacher. How did Kisatsu answer their objection? Pupil. He said that, from the beginning, he had intended to present his sword to the King. Teacher. But the King was dead. Pupil. Yes. Still Kisatsu thought that no reason for breaking his mental promise. Lesson 109. Teacher .Why has (so-and-so) not come to school to-day? Pupil. He is ill. Teacher. What is the matter with him? Pupil. They are not quite certain yet; but they are afraid it may be small-pox. Teacher. That is very serious. How did you hear of it? Pupil. I heard it because (so-and-so) lives next door but one to me; and a man was sent round to tell us, in order that we might be careful. Teacher. That is rights. You must be very careful indeed; for small-pox is catching. Pupil. Can you tell us any story about the small-pox? Teacher. No, I don't know any story about the small-pox. But if you like, I can tell you one about a blind old woman, and about the lawsuit which she had with her doctor. Pupil. That will be something quite new. Do tell it to us. THE BLIND OLE WOMAN AND THE DOCTOR. An old woman, who had become blind, called in a doctor, and arranged with him, before witnesses, to give him a handsome fee if he would restore her eyesight, but nothing at all if he did not succeed in doing so. After this, the doctor tampered from time to time with the old lady's eyes, and meanwhile, bit by bit, carried off her goods. Teacher. That is enough for to-day. We will do the rest to-morrow. Lesson 110. (ANECTOTE.) THE BLINED OLD WOMAN AND THE DOCTOR.(Concluded.) At length, after a time, he set about the task in earnest, and cured her, and then asked for the promised fee. But the ole woman, on opening her eyes, saw none of her goods left in the house; -- chairs, tables, beds, linen, pots and pans, all were gone. When therefore, the doctor pressed her for payment, she put him off with various excuses. At last he summoned her before the judge. Being called on for her defense, she said: "What the plaintiff says is all very true. I did indeed agree to give him a handsome fee if my sight were restored, and nothing if my eyes remained bad. Now, then, he says that I am cured. but I dispute the point. For, when my sight was failing, I could still see all sorts of goods in my house. but now, when he says he has cured me, I cannot see a single thing there. it is quite clear that I must still be blind." The judge, struck by the old woman's wit, as well as by her sound sense, gave judgment in her favor, and dismissed the suit with costs. Lesson 111. Teacher .What had happened to the old woman? Pupil. She had become blind. Teacher. What did she do then? Pupil. She called in a doctor, to try to get him to cure her. Teacher. How did she arrange matters with him? Pupil. She promised to give him a handsome fee if he would restore her eyesight, but nothing at all if he did not succeed in doing so. Teacher. Was this agreement made in private? Pupil. No, it was made before witnesses. Teacher. What was the object of that? Pupil. I suppose to make it binding in law. Teacher. How did the doctor behave? Pupil. He behaved very badly, tampering from time to time with the old lady's eyes, and meanwhile, bit by bit, carrying off her goods. Teacher. What do you mean by goods? Pupil. I mean things, -- such things as chairs, tables, beds, linen, pots and pans, anything and everything that people have in their houses. Teacher. How long did he go on stealing the old lady's goods? Pupil. I don't know. but at any rate, after a time, he set about the task of curing her in earnest. Teacher. Did he manage to cure her? Pupil. Yes, he cured her; and then his next step was to ask for the promised fee. Lesson 112. Teacher .What did the old lady see on opening her eyes again? Pupil. Why! she saw that none of her goods were left in the house; ^^ chairs, tables, beds, linen, pots and pans, all were gone. Teacher. What did she do when the doctor pressed her for payment of the promised fee? Pupil. She put him off with various excuses. Teacher. What did he do then? Pupil. He summoned her before the judge. Teacher. What did the judge say to her? Pupil. The judge called on her for her defense. Teacher. What defense did she make? Pupil. She told the judge what the agreement had been between the doctor and herself, and argued that, as she could no longer see in her house any of the goods which used to be there, she must surely be blind still. Teacher. Did she really mean what she said? Pupil. Of course not. It was only a witty way of stating her case. Teacher. What did the judge think of it? Pupil. He was struck by the old lady's wit, as well as by her sound sense, and gave judgment in her favor. Teacher. Then the doctor's suit was dismissed? Pupil. Yes, it was dismissed with costs. Teacher. That served the doctor right. Pupil. Yes; he was a scoundrel, if ever there was one. Lesson 113. STORY. PRINCE YAMATO-TAKE AND THE BRAVOES OF KUMASO. Yamato-take was a warlike and handsome young Prince, son of the Emperor Keiko. At that time two rebel brothers, called the bravoes of Kumaso, had raised the standard of revolt in western Japan, and Prince Yamato-take was sent by his father to subdue them. He determined, however, that a stratagem was to be preferred to open attack. So, passing through the land of Ise, where dwelt his aunt Yamato-hime, he borrowed her gown and ornaments, in which, when he reached Kumaso, he dressed himself up like a young girl, -- and a very pretty girl he made. it so happened that the rebel brothers were giving a feast that night. Yamato-take's beauty at once struck them, when he entered the hall along with the other women of the neighborhood; and they set him between them, and made him drink with them. But when the revelry was at its height, Yamato-take drew out a poniard which he had concealed under his garments, and slew both the rebel brothers. Thus was Western Japan won back to the Imperial crown. Lesson 114. Teacher .Who was Yamato-take? Pupil. He was a warlike and handsome young Prince, son of the Emperor Keiko. Teacher. Where was he sent by the Emperor his father? Pupil. To Western Japan, where the standard of revolt had been raised. Teacher. By whom had the standard of revolt been raised? Pupil. by two rebel brothers, called the Bravoes of Kumaso. Teacher. What was prince Yamato-take sent to do? Pupil. He was sent to subdue the rebels. Teacher. Did he go and attack them openly? Pupil. No, he determined that, in this case, a stratagem was to be preferred to open attack. Teacher. What stratagem did he adopt? Pupil. He borrowed the gown and ornaments of his aunt Yamato-hime, and dressed himself up in them. Teacher. How did he manage to borrow these things from his aunt? Pupil. By passing through the land of Ise where she lived? Teacher. When did he dress up in his aunt's gown? Pupil. When he had reached Kumaso, where the revels lived. Lesson 115. Teacher .Did Prince Yamato-take really look like a girl when dressed up in his aunt's gown? Pupil. Yes, he made a very pretty girl indeed. Teacher. What was going on, the night of his arrival in Kumaso? Pupil. The rebel brothers were giving a feast. Teacher. Did they notice Yamato-take? Pupil. Yes, they were at once struck by his beauty. Teacher. When did they notice him? Pupil. When he entered the hall, along with the other women of the neighborhood. Teacher. And what did they do with him? Pupil. They set him between them, and made him drink with them. Teacher. What happened when the revelry was at its height? Pupil. Yamato-take drew out a poniard which he had concealed under his garments. Teacher. What did he do with it? Pupil. He slew both the rebel brothers with it. Teacher. What did he thus effect? Pupil. He won back Western Japan to the Imperial crown. Teacher. Why didn't the two rebel brothers know that Yamato-take was a man? Pupil. Because he was dressed up like a girl. Lesson 116. STORY. PRECONCIOUS TALENT. Talent is inborn, and sometimes shows itself in quite young children. Witness the following story: -- Butei, Emperor of China, had had a present made him of an elephant, and was anxious to ascertain its weight. None of the courtiers could suggest any means of weighting an animal, which it was impossible to put into any ordinary scales. But Sojo, a child of five, who happened to be there, cried out: "I have it! Your Majesty should let the elephant be put into a barge on the river, and see how far the barge sinks into the water. Have a mark made there, take the elephant out, and put in weights instead, until the mark is reached. Then Your Majesty will know how much the elephant weighs." -- Butei adopted this plan amidst the acclamations of his Court. Small wonder that, in after years, Sojo rose to one of the highest offices in the state. Lesson 117. Teacher .Is talent an acquired thing? Pupil. No, Sir, it is in born. Teacher. In whom does it sometimes show itself? Pupil. In quite young children. Teacher. Do you know any story to witness this assertion? Pupil. Yes, the story of Sojo and the weighing of the elephant. Teacher. Who was Butei? Pupil. He was Emperor of china a long time ago. Teacher. What did he have to do with an elephant? Pupil. He had a present made him of one. Teacher. What was he anxious to do with it? Pupil. He was anxious to ascertain its weight. Teacher. Why is an elephant a difficult animal to weigh? Pupil. Because it is impossible to put it into any ordinary scales. Teacher. What had the courtiers to say on the subject? Pupil. They could suggest no means of weighing the elephant. Teacher. What courtiers are here spoken of? Pupil. The courtiers of Butei, Emperor of China. Lesson 118. Teacher. Who happened to be there? Pupil. Sojo, a child of five. Teacher. What did he suggest? Pupil. That the elephant should be put into a barge on the river. Teacher. What for? Pupil. In order to see how far the barge would sink into the water. Teacher. What did he propose to do next? Pupil. To have a mark made there, then to take the elephant out, and to put in weights instead, until the mark should be reached. Teacher. What would be the result of all this? Pupil. That the Emperor would know how much the elephant weighed. Teacher. What did the Emperor say to this proposal? Pupil. He adopted it amidst the acclamations of his Court. Teacher. What became of Sojo in after years? Pupil. He rose to one of the highest offices in the state. Teacher. Why was this no wonder. Pupil. Because of his remarkable talent. Lesson 119. Teacher .What do you mean to become? Pupil. I think I should like best to become a lawyer. Teacher. but a man must be very clever to make a good lawyer. Pupil. So I suppose. but still don't you think, sir, that I might manage it, if I work very hard? Teacher. Perhaps; but you must work very hard indeed. Pupil. Do you know, Sir, why I wish to become a lawyer? Teacher. No. Pupil. Because, if I can make a name for myself as a lawyer, I may be made a judge, and become a famous man. Teacher. I'm afraid you are "counting your chickens before they are hatched." Pupil. Yes, Sir it is looking rather far ahead, certainly. Teacher. Talking of judges, have you ever heard of the "Judgment of Solomon?" Pupil. No, is it some foreign story? Teacher. Yes, it is a story found in the oldest of all foreign books, the Bible. Pupil. Who was Solomon? Teacher. A very wise king, who lived about three thousand years ago. Pupil. What country was he king of? Teacher. He was King of Israel, in the West of Asia.?The story, as told in the Bible, is as follows. Lesson 120. STORY. THE JUDGMENT OF SOLOMON.(1) Then there came two women unto the king, and stood before him. And the one woman said, O my lord, I and this woman dwell in one house; and I was delivered of a child with her in the house. And it came to pass the third day after that I was delivered, that this woman was delivered also: and we were together; there was no stranger with us in the house, save we two in the house. And this woman's child died in the night, because she overlaid it. And she arose at midnight, and took my son from beside me, while thine handmaid slept, and laid it in her bosom, and laid her dead child in my bosom. And when I rose in the morning to give my child suck, behold, it was dead: but when I had considered it in the morning, behold, it was not my son, which I did bear. And the other woman said, Nay: but the living is my son, and the dead is thy son. And this said, No; but the dead is thy son, and the living is my son. Thus they spake before the king. Lesson 121. CONVERSATION. Teacher. What did the two women do? Pupil. They came and stood before King Solomon. Teacher. What for? Pupil. To ask for judgment. Teacher. What did the first woman say? Pupil. She said that she and the other woman had each had a baby, and that hers had been stolen in the night by the other woman, whose own had died. Teacher. Was there any witness to prove what she said? Pupil. No; the two women lived together, and there was no one else with them in the house. Teacher. How was it that the child had died? Pupil. Its mother had overlaid it. Teacher. What had the second woman to say for herself? Pupil. She said that everything the first woman had stated was false, and insisted on claiming the living child as her own. …………………………… Pupil. This story is a fearfully difficult one, Sir. Teacher. Surely not. The sentences are all quite short. Pupil. True; but the wording is so different from what I am used to. Teacher. Yes, some of the terms are old-fashioned. Pupil. I fear I shall never understand them. Teacher. Oh! yes, you will. You have only got to take pains. In England little children understand all this quite well. So why shouldn't you? Pupil. All right, Sir. I will do my best. Lesson 122. STORY. THE JUDGMENT OF SOLOMON.(Concluded.) Then said the king, The one saith, This is my son that liveth, and thy son is the dead: and the other saith, Nay; but thy son is the dead, and my son is the living. And the king said, Bring me a sword. And they brought a sword before the king. And the king said, Divide the living child in two, and five half to the one, and half to the other. Then spake the woman whose the living child was unto the king, for her bowels yearned upon her son, and she said, O my lord, give her the living child, and in no wise slay it. But the other said, Let it be neither mine nor thine, but divide it. Then the king answered and said, Give her the living child, and in no wise slay it: she is the mother thereof. And all Israel heard of the judgment which the king had judged; and they feared the king: for they saw that the wisdom of God was in him, to do judgment. Lesson 123. CONVERSATION. Teacher. What did King Solomon say when he had heard the two women? Pupil. He told his servants to bring him a sword. Teacher. What for? Pupil. So as to divide the child in two, and give each woman half. Teacher. Do you think he really meant to have the child cut in two? Pupil. No, I fancy he only threatened to do so, as a means of finding out which was the real mother. Teacher. Did the women approve of this plan of cutting the child in two? Pupil. The false mother did. But the real mother implored the king rather to give it to the other woman, than to kill it. Teacher. What made the two women act so differently? Pupil. Well, Sir, I suppose it must have been because the false mother didn't care for the child, whereas the true mother of course did. Teacher. Does it say so in the text? Pupil. Yes, it says that "her bowels yearned upon her son," which is an old-fashioned way of saying that she was very fond of him. Teacher. What did the king do? Pupil. He caused the child to be given to the real mother. Teacher. What did the people do? Pupil. They feared and honored the king, for they saw how wise and just he was. Lesson 124. CONVERSATION. Pupil. What is the difference between "saith" and "says"? Teacher. There is none, except that "saith" is the old form of the word, and "says" the modern form. Pupil. Then is "spake" the old form of "spoke"? Teacher. Yes. Pupil. I suppose the old forms are not used in speaking. Teacher. No, you only find them in the Bible and in poetry. ………………………….. Teacher. Who was the Solomon of Japan? Pupil. Ooka Echizen-no-Kami, I should think. Teacher. Who was he, and when did he live? Pupil. He was Mayor of Yedo about a hundred and seventy years ago. Teacher. Why is he worthy to be called the Solomon of Japan? Pupil. Because he delivered very wise judgments. ………………………….. Teacher. What did you do yesterday? Pupil. I went out walking in the woods. Teacher. Was it pleasant? Pupil. Yes, Sir, the autumn leaves were at their very best. I am sure nothing could beat the maple-trees this year. Teacher. Yes, they seem to be even finer than usual. Lesson 125. STORY. SHIBATA THE JAR-BREAKER.(1). Shibata Katsuie, to whose keeping had been entrusted the castle of Chokoji in the campaign of 1569, was a brave soldier, and fertile in expedients. Being besieged by Sasaki Jotei, Shibata and his men were soon hard pressed for water; for the enemy had cut off the stream from which the castle was usually supplied. Shortly afterwards, the besieging general sent a herald, ostensibly for the purpose of opening peace negotiations, but in reality to act as a spy. One of the first things the herald did, by way of finding out how much water still remained in the castle, was to ask for some to wash his hands with. Shibata forthwith commanded two pages to bring forth a jarful; and, when the herald had washed his hands, the rest of the water was thrown away. The herald marveled at this evidence of a plentiful supply, as did also his superiors, when he returned to the camp and informed them of the circumstance. Lesson 126. CONVERSATION. Teacher. What was Shibata Katsuie like? Pupil. He was a brave soldier, and fertile in expedients. Teacher. What happened to him in the campaign of 1569> Pupil. The castle of Chokoji was entrusted to his keeping. Teacher. Why was it entrusted to his keeping? Pupil. Because he was a brave soldier, and fertile in expedients. Teacher. What happened next? Pupil. The castle was besieged by Sasaki Jotei. Teacher. What were Chibata and his men soon hard pressed for? Pupil. They were hard pressed for water. Teacher. How did this happen? Pupil. By the stream, from which the castle was usually supplied, being cut off. Teacher. By whom was this done? Pupil. By the enemy. Teacher. What happened shortly afterwards? Pupil. The besieging general sent a herald to the castle. Lesson 127. CONVERSATION. Teacher. What was the herald ostensibly sent for? Pupil. For the purpose of opening peace negotiations. Teacher. But what was he sent for in reality? Pupil. To act as a spy. Teacher. What was one of the first things the herald did? Pupil. He asked for some water to wash his hands with. Teacher. What did he do this for? Pupil. In order to find out how much water remained in the castle. Teacher. Did Shibata give him the water? Pupil. Yes, he forthwith commanded two pages to bring forth a jarful. Teacher. What happened when the herald had washed his hands? Pupil. The rest of the water was thrown away. Teacher. Why did the herald marvel at their thus throwing the rest of the water away? Pupil. Because it seemed to be evidence of their possessing a plentiful supply. Teacher. Was the herald the only person to think so? Pupil. No; his superiors thought so too, when he returned to the camp and informed them of the circumstance. Lesson 128. STORY. SHIBATA THE JAR-BREAKER.(2). Now you must know that Shibata's liberality with the water had been but a feint, devised in order to deceive the enemy. No sooner was the herald's back turned, than he called the garrison together, and said: "My men! there is now no water left in the castle, save one more jarful, which it were useless to keep any longer. Slake your thirst with it, and, when the morning dawns, we will sally forth to conquer or to die." So the water was handed round in cups, and they all drank; and when they had finished drinking, Shibata broke the jar with a thrust from his spear. Then they sallied forth from the castle gate; and, falling upon the enemy unawares, they defeated them with great slaughter, and brought back over eight hundred heads as trophies. Shibata was ever after popularly known as Shibata the Jar-Breaker, on account of this gallant deed. Lesson 129. CONVERSATION. Teacher. What had Shibata's liberality with the water been? Pupil. It had been a feint. Teacher. What had this feint been devised for? Pupil. It had been devised in order to deceive the enemy. Teacher. When did Shibata call the garrison together? Pupil. As soon as the herald's back was turned. Teacher. What did Shibata do as soon as the herald's back was turned. Pupil. He called the garrison together. Teacher. And what did he tell them? Pupil. He told them that there was now no water left in the castle. Teacher. What! none at all? Pupil. Well, only one jarful. Teacher. And what did he say about this single jarful? Pupil. He said that it would be useless to keep it any longer. Teacher. What did he tell his soldiers to do with it? Pupil. To slake their thirst with it. Lesson 130. CONVERSATION. Teacher. What did Shibata propose to do when the morning dawned? Pupil. To sally forth, in order to conquer or to die. Teacher. What was done with the water that was left? Pupil. It was handed round in cups, and the soldiers all slaked their thirst with it. Teacher. What did Shibata do when they had all finished drinking? Pupil. He broke the jar with a thrust form his spear. Teacher. What happened next? Pupil. The garrison sallied forth from the castle gate. Teacher. Were they successful? Pupil. Yes; they fell upon the enemy unawares, and defeated them with great slaughter. Teacher. What did they bring back? Pupil. They brought back over eight hundred heads as trophies. Teacher. By what name was Shibata popularly known after this? Pupil. By the name of Shibata the Jar-Breaker. Teacher. Why was he known by this name? Pupil. On account of his gallant deed. Lesson 131. CONVERSATION. Teacher. Have you heard the cuckoo yet this year? Pupil. Yes, Sir, I heard one the other day, as I was lying on the grass at the foot of the hill, near the waterfall. Teacher. Did you see it? Pupil. No, I only heard it. But I heard it several times, sometimes quite near, sometimes far off. Teacher. What were you doing out there? Pupil. I had gone to pick some flowers for my mother, and had lain down to rest a little. ………………………….. Teacher. Has the rice been planted out yet? Pupil. Oh! no; it is too early. They won't be planting it out for another month or more. Teacher. Does your father own any land? Pupil. Yes, he has some rice-fields a little way off the road, as you come into the village from the south. Teacher. Does he work them himself? Pupil. Yes; and my brothers and I help out of school hours. Teacher. I hope there will be a good crop this year. Pupil. I hope so indeed. Father is always very anxious about it. It is just as much as he can do to keep us all and pay the taxes. Lesson 132. POEM. TO THE CUCKOO. O blithe new-comer! I have heard, I hear thee and rejoice: O cuckoo! shall I call thee bird, Or but a wandering voice? ……………………… While I am lying on the grass, Thy loud note smites my ear! From hill to hill it seems to pass, At once far off and near! ………………………. I hear thee babbling to the vale Of sunshine and of flowers; And unto me thou brings't a tale Of visionary hours. ………………………. Thrice welcome, darling of the spring! Ev'n yet thou art to me No bird, but an invisible thing, A voice, a mystery. (Wordsworth.) Lesson 133. CONVERSATION. Pupil. Who was Wordsworth, Sir? Teacher. He was a great English poet, who lived at the beginning of this century. Teacher. What did Wordsworth hear? Pupil. He heard the voice of the cuckoo, which had just began to sing in the woods. Teacher. Why does he hesitate whether he shall call the cuckoo a bird, or only a wandering voice? Pupil. Because you very so rarely see the cuckoo, however often you may hear it, so that it seems to be a voice without a body. Teacher. When did the poet hear the cuckoo's song? Pupil. While he was lying on the grass. Teacher. Where did the voice seem to be? Pupil. It seemed to pass from hill to hill, sometimes far and sometimes near. Teacher. What did the cuckoo seem to be saying? Pupil. It seemed to be talking of sunshine and of flowers, and of days gone by. Teacher. What does Wordsworth say that the cuckoo is to him? Pupil. He says that it is no common bird, but an invisible thing, a mysterious voice. …………………………………… Pupil. Why does Wordsworth call the cuckoo the "darling of the spring?" Teacher. Because in England it sings in the spring. Pupil. In Japan it sings more often in the early summer, -- doesn't it, Sir? Teacher. I should say so. Lesson 134. STORY. A CURE FOR THEFT. An old woman once came to the celebrated physician Nakarai Soshu, and asked him for some medicine for her son, who was, so she said, very sick. -- "What is his disease?" asked Nakarai. "His disease," replied the old woman lowering her voice, "is nothing less than kleptomania. Can you not prescribe something that may cure him of this sad propensity?" ?The physician at once gave her a prescription. But as soon as the old woman had left the house, his pupils said:　"Sir，kleptomania surely is not properly a disease at all. It is only another name for thievishness. How then, could you find any drug to treat it with?" -- "Why!" replied Nakarai; "there is no particular difficulty about that. What I prescribed was simply something that will act on the young fellow's lungs, so as to make him constantly cough. If he coughs all day, he will never be able to obtain the secrecy requisite for the carrying out of his thievish designs." -- Was this not a clever idea? Lesson 135. CONVERSATION. Teacher. Who was Nakarai Soshu? Pupil. He was a celebrated physician. Teacher. Who came to him one day? Pupil. An old woman. Teacher. What did this old woman ask him for? Pupil. She asked him for some medicine for her son, who was, so she said, very sick. Teacher. What did the physician say to her? Pupil. He asked her what her son's disease was. Teacher. And what did she reply? Pupil. She replied that it was nothing less than kleptomania. Teacher. What is kleptomania? Pupil. It is only another name for thievishness. Teacher. Did the only woman speak to the physician in her natural voice? Pupil. She did so at first; but she lowered it when telling him that her son's disease was nothing less than kleptomania. Teacher. What did she beg the physician to do? Pupil. To prescribe something that might cure her son of that sad propensity. Teacher. And what did the physician do? Pupil. He at once gave the old woman a prescription. Lesson 136. CONVERSATION. Teacher. When did the physician's pupils begin to speak to him? Pupil. As soon as the old woman had left the house. Teacher. What did they ask him? Pupil. They asked him how he could find any drug to treat kleptomania with. Teacher. What made them ask this question? Pupil. Their knowledge that kleptomania is not properly a disease at all. Teacher. What is it, then? Pupil. Merely another name for thievishness. Teacher. What did their master reply? Pupil. He replied that there was no particular difficulty about prescribing. Teacher. What, then, had he prescribed? Pupil. Something that would act on the young fellow's lungs, so as to make him cough constantly. Teacher. What would be the result of his coughing all day? Pupil. That he would never be able to obtain the secrecy requisite for the carrying out of his thievish designs. Teacher. What do you think of this? Pupil. I think it was a very clever idea. Lesson 137. CONVERSATION. Teacher. Why should children be good to their parents? Pupil. Because their parents are good to them. Children owe everything to their parents. Teacher. To their parents, -- and to what else? Pupil. To their country, I suppose I ought to say. Teacher. Every man ought always to be ready to die for his country. Pupil. I know plenty of Japanese anecdotes of heroes who have died for their county. But are there any foreigners who have done the same? Teacher. I should think there were! Why! there are thousands of them. Pupil. I suppose we shall read about them when we begin to study history. Teacher. No doubt. You will probably read Greek history first, and learn all about the Spartans and Athenians. Pupil. Who were the Spartans? Teacher. They were a nation who lived in the southern part of Greece some two thousand five hundred years ago. Pupil. And did they have many heroes? Teacher. Yes, they were a very brave people indeed. Even the women were brave. Pupil. Most women are nervous and timid. Teacher. Yes, and there is no harm in their being so. But if a man is timid, he gets laughed at. Lesson 138. ANECDOTE. THE SPARTAN WOMAN. A Spartan woman, hearing that a great battle had been fought by the Spartan army, went outside the city to ask for further news. A soldier, who came up, told her that both her sons were among the killed. "Wretch!" cried she, "it was not about my sons that I enquired; it was about my country!" On his telling her that Sparta had been victorious, she exclaimed, "Then I rejoice in the death of my sons." CONVERSATION. Teacher. What had the Spartan woman heard? Pupil. She had heard that a great battle had been fought by the Spartan army. Teacher. Where did she go? Pupil. She went outside the city. Teacher. What for? Pupil. To ask for further news. Teacher. What was she told? Pupil. She was told that both her sons were among the killed. Teacher. Who told her this? Pupil. A soldier who came up to where she was. Teacher. How could he have known that she was the mother of those two young men? Pupil. I suppose he must have been a friend of the family. Lesson 139. CONVERSATION. Teacher. What made the soldier tell her first about the death of her sons? Pupil. Doubtless he thought that, being their mother, she would care more about them than about anything else in the world. Teacher. Was he right? Pupil. No; strange as it may appear in a woman, she loved her country even better than she did her children. Teacher. What did she say to the soldier? Pupil. She cried out to him that it was not about her sons that she was enquiring, but about her country. Teacher. What does that mean? Pupil. It means that what she wanted to know was whether the Spartan troops had been victorious. Teacher. What did the soldier reply? Pupil. He told her that they had. Teacher. What did she say on hearing this piece of news? Pupil. She said that she rejoiced in the death of her sons. Teacher. That seems very strange. How could she possibly rejoice in the death of her own sons? Pupil. No doubt she rejoiced because they had helped, by their death, to win the battle. Teacher. Very few mothers would be so brave nowadays. Pupil. I am sure mine wouldn't. She would die if anything were to happened to me. She has often told me. Lesson 140 STORY. THE VALUE OF INDUSTRY. A farmer, being on the point of death, and wishing to show his sons the way to success in farming, called them to his bedside, and said: "My boys, I am now departing this life. But I leave behind me a treasure, which you will find in the vineyard when I am gone." Shortly afterwards the old man died; and the sons, thinking that their father had referred to some hidden treasure, set to work with their spades and ploughs, and turned up the soil over and over again. They found no treasure. But the vines, strengthened and improved by this thorough tillage, yielded a finer vintage than they had ever yielded before, and more than repaid the young farmers for all their trouble. So truly is industry in itself a treasure. Lesson 141. CONVERSATION. Teacher. Was the old farmer well? Pupil. No, he was very ill, and on the point of death. Teacher. What did he want to do before dying? Pupil. He wanted to show his sons the way to success in farming. Teacher. How did he do so? Pupil. By means of a pious fraud. Teacher. What was it? Pupil. He told them that he was leaving them a treasure, which they would find in the vineyard when he was gone. Teacher. What do the words "when he was gone" mean? Pupil. They mean when he was dead. Teacher. What happened after he had told them this? Pupil. The poor old man died. Teacher. What did his sons do then? Pupil. After burying their father, they set to work to find the treasure to which they believed him to have referred. Teacher. How did they set to work to find it? Pupil. They ploughed the vineyard, and turned the soil up over and over again with their spades. Teacher. Did they find the treasure they were in search of? Pupil. No, they did not find the treasure they were in search of, but they got something better still. Lesson 142. CONVERSATION. Teacher. What reward did the young farmers get for all their digging and plowing? Pupil. They got a finer vintage that year than had ever been seen before. Teacher. What was the cause of it? Pupil. The cause was very simple: -- their constant digging and plowing had strengthened and improved the vines. Teacher. Then they did not have their trouble for nothing? Pupil. By no means. They were more than repaid for it all. Teacher. What is the moral of this story? Pupil. The moral of this story is, that industry is itself a treasure. ……………………….. Pupil. Sir! what do you think made the old farmer use such a strange device for cheating his sons into industry? Teacher. I can only suppose that he knew them to be lazy young fellows, who would not work except in the hopes of getting rich at once. Pupil. Do you think he was right in using such means? Teacher. No, I think that pious frauds are always wrong. Pupil. I suppose, Sir, that you agree with what I saw in a book the other day, that one should always speak "the truth, the whole truth, and nothing but the truth." Teacher. Yes, that is what I think. It is a very simple rule to stick to. Lesson 143. STORY. HELP, TO BE EFFECTUAL, SHOULD BE SPEEDY. The Chinese philosopher Soji was so poor, that at last one day there was nothing left to eat in the house. He therefore entreated a neighbor to give him a bowl of rice. The neighbor replied that he could not think of making so niggardly a present to so great a man, but that, if Soji would only wait two or three days, he would have the honor to offer him a thousand pieces of gold, which he expected soon to receive. Soji said: "Yesterday, as I was walking along the road, I heard a voice calling after me. Turning round, I found that it was not the voice of a human being, but that of a tiny fish, which was gasping in the few drops of water that remained in a rut. It begged me to take and throw it into the lake a few miles off. I replied that I should be going to the lake in two or three days, and would take it with me then. ‘Two or three days!' cried the poor little creature, ‘Oh! pry give me but a few drops of water now. In two or three days I shall be dead.' I acceded to its request, and saved its life. Do you too, kind neighbor, accede to mine for a bowl of rice. It you do not do so, I shall never live to see the thousand pieces of gold of which you speak." Lesson 144. CONVERSATION. Teacher. Who was Soji? Pupil. He was a Chinese philosopher. Teacher. Was he rich? Pupil. No; he was so poor, that at last one day there was nothing left to eat in the house. Teacher. To whom did he apply for help? Pupil. To a neighbor, whom he entreated to give him a bowl of rice. Teacher. What did the neighbor reply? Pupil. That he could not think of making so niggardly a present to so great a man. Teacher. What, then, did he propose to do instead? Pupil. To offer Soji a thousand pieces of gold, which he expected soon to receive. Teacher. How long would Soji have to wait for this gold? Pupil. Tow or three days. Teacher. When had Soji heard a voice calling after him? Pupil. The day before, as he was walking along the road. Teacher. What had he found on turning round? Pupil. That the voice was not that of a human being, but that of a tiny fish. Teacher. What was the state of this tiny fish? Pupil. It was gasping in the few drops of water that remained in a rut. Lesson 145. CONVERSATION. Teacher. What did the fish beg Soji to do? Pupil. To take and throw it into the lake a few miles off. Teacher. What did Soji reply? Pupil. He replied that he was going to the lake in tow or three days, and would take it with him then. Teacher. What did the fish say to this? Pupil. It begged Soji to give it but a few drops of water at once. Teacher. Why at once? Pupil. Because in two or three days it would be dead, owing to the rut drying up. Teacher. Did Soji accede to the fish's request? Pupil. Yes, he did, and so saved the little creature's life. Teacher. And what did he beg his neighbor to do? Pupil. To accede to his request for a bowl of rice. Teacher. What did Soji say would happened to him if he was not given the owl of rice? Pupil. He said he should never live to see the thousand pieces of gold. Teacher. Do you think the fish really spoke? Pupil. No, Sir, what Soji said about it was only an allegory. Lesson 146. CONVERSATION. Teacher. What is that old fellow's trade? Pupil. He is a wood-cutter. Teacher. How do you know? Pupil. Because I see him every evening coming back from the hills with a load of fagots on his horse. Teacher. Poor old man! I am afraid he has a rough life of it. Pupil. Yes, he barely makes a living; for he has a large family to support. Teacher. How many children has he? Pupil. Eight, -- six girls and two boys. ………………………. Teacher. What was the row about this morning? Pupil. It was two young peasants quarrelling. Teacher. What were they quarrelling about? Pupil. Oh! some trifle. They are always having words about something or other. Teacher. I hope you never quarrel like that. Pupil. No, Sir, I am good friends with almost every one; -- at least I try to be. Teacher. That is right. Pupil. But sometimes it is not easy to keep out of a quarrel. How can you be good friends with people, if they won't be good friends with you? Lesson 147. STORY. UNION IS STRENGTH. An old peasant, who was grieved at the constant quarrels which he heard going on between his sons, and who had tried in vain to persuade the lads to be better friends, thought that example would be better than precept. So he called them one day, and bade them lay a handful of sticks before him. These he tied into a fagot, and told the lads, one after the other, to take it up and break it. They all tried, but without success. Then untying the fagot, he gave them the sticks to break, one by one. Of course they did this with the greatest ease. Thereupon the father said: "Thus you, my sons, as long as you remain united, are a match for all your enemies. But differ and separate, and you are undone." Lesson 148. CONVERSATION. Teacher. What was the old peasant grieved at? Pupil. At the constant quarrels, which he heard going on between his sons. Teacher. Had he done nothing to stop these quarrels? Pupil. Oh! yes, he had tried to persuade the lads to be better friends; but he had tried in vain. Teacher. What did he do next? Pupil. He made up his mind to teach them by means of an example. Teacher. Why? Pupil. Because example is often better than precept. Teacher. What does that mean? Pupil. It means that people will pay attention to what you show them, even when they won't pay attention to what you say to them. Teacher. How did he set about teaching them by example? Pupil. He called them one day, and bade them lay a handful of sticks before him. Teacher. And then? Pupil. Then he tried the sticks into a fagot, which he told the lads, one after the other, to take up and break. Teacher. Did they succeed in breaking the fagot? Pupil. No; they tried to do so, but they tried in vain. Teacher. Was that all? Pupil Oh! no; he made them try another way. Lesson 149. CONVERSATION. Teacher. What did the old peasant do, when his sons had failed to break the fagot? Pupil. He untied it, and gave them the sticks to break, one by one. Teacher. Were they able to do so? Pupil. Of course; they broke each separate stick with the greatest ease. Teacher. What was the lesson to be leant from this? Pupil. That so long as the members of a family remain united, they are a match for all their enemies; but that, if once they differ and separate, they are undone. …………………………… Pupil. Is that the whole story Sir? Isn't there any more of it? Teacher. No, that is all. What more would you have? Pupil. I should like to know what the young peasants thought of the example their father had shown them. Teacher. The story doesn't say. But I suppose we may take it for granted that the lads saw the error of their ways, and left off quarrelling. Pupil. We will hope they did. But I wish the story told us whether they really did so or not. I don't like a story that leaves off, as it were, in the middle. Teacher. Well, I am afraid it can't be helped. I tell you the tale as it was told to me. Lesson 150. CONVERSATION. Teacher. Are you fond of dogs? Pupil. Yes, Sir, I like all animals, but dogs and horses best of all. Teacher. Have you any dogs at home? Pupil. Yes, we keep a large watch-dog, and my mother has a lap-dog besides. Teacher. It is always a source of wonder to me how people can be so cruel to animals as they often are. Pupil. Yes, indeed. Drivers often treat their horses very badly. ……………………….. Teacher. How did the post-office come to be burnt down? Pupil. They say that the postmaster left a lighted candle on the table when he went out of his room, and that somehow or other this candle was upset. Teacher. When I passed by there on my way to the school, I saw that the whole place was reduced to ashes. Pupil. the fire-brigade arrived too late to do any good. Teacher. What a lot of mischief can be done in a few minutes when people are careless! Lesson 151. ANECDOTE. THE MILDNESS OF SIR ISAAC NEWTON'S TEMPER. The constant mildness of Sir Isaac Newton's temper, during the course of a long life, was a source of wonder to all who knew him. The following well-known story may serve as an instance of it: -- Sir Isaac had a favorite lap-dog, named Diamond. Now one day, when Sir Isaac had gone out of his study for a few minutes, leaving a lighted candle upon the table, Diamond upset the candle on a bundle of precious papers. When Sir Isaac returned, he found that the result of many years' labor was nearly reduced to ashes, and he was too old to hope to be able to write out the work a second time. But, instead of getting angry and beating the dog, he merely exclaimed: "Oh Diamond! Diamond! you little know what mischief you have done." Lesson 152. CONVERSATION. Teacher. What was Sir Isaac Newton noted for? Pupil. For the mildness of his temper. Teacher. What did his friends think of it? Pupil. It was a constant source of wonder to them. Teacher. Who was Diamond? Pupil. A lap-dog belonging to Sir Isaac Newton. Teacher. What mischief did Diamond do one day? Pupil. It upset a lighted candle on a bundle of precious papers, while Sir Isaac was out of his study. Teacher. What did Sir Isaac find on his return? Pupil. He found that the papers had caught fire, and that the result of many years' labor was nearly reduced to ashes. Teacher. But I suppose he could easily have written it all out again. Pupil. No, he couldn't. He was too old to hope to be able to do so. The work was a long anddifficult one. Teacher. Then didn't he get very angry, and give the dog a sound thrashing? Pupil. No, Sir. He merely exclaimed, "Oh Diamond! Diamond! you little know what mischief you have done." Lesson 153. TWO ANECDOTES OF ZEUXIS. Two Greek artists, Zeuxis and Parrhasius, laid a wager as to which of them could paint the best picture. Zuxis painted a bunch of grapes so perfectly, that the birds, taking them for real grapes, came and peeked at them. Meanwhile Parrhasius painted a curtain, and did it with such exactness, that Zeuxis, on entering the studio, said: "Draw that curtain aside, and let me see your picture." Then, becoming aware of his error, he exclaimed: "Parrhasius, the victory is yours; for I only deceived birds, but you have deceived an artist." Another time Zeuxis painted a picture of a child carrying some grapes: and the grapes were so true to nature, that again the birds came and pecked at them. Zeuxis' friends were loud in their praises of his skill. But he himself turned from the picture in disgust, exclaiming: "The child must be very badly painted!" Lesson 154. CONVERSATION. Teacher. Who were Zeuxis and Parrhasius? Pupil. They were Greek artists. Teacher. What did they do one day? Pupil. They laid a wager as to which of them could paint the best picture. Teacher. What did Zeuxis paint? Pupil. He painted a bunch of grapes. Teacher. Did he do it well? Pupil. Yes, Sir, he did it so perfectly, that the birds, taking them for real grapes, came and pecked at them. Teacher. What did Parrhasius paint? Pupil. A very queer thing. He painted a curtain. Teacher. Did he succeed in making it look like a real curtain? Pupil. Yes, he succeeded so well, that Zeuxis, on entering the studio, thought that the curtain was hanging in front of the picture, and asked Parrhasius to draw it aside. Teacher. And then? Pupil. Then he became aware of his error. Teacher. As both artist had succeeded so well, didn't they find it hard to decide which of them should be considered the victor? Pupil. No, Zeuxis at once gave way to Parrhasius: "For," said he, "I only deceived birds, but you have deceived an artist. Teacher. What do you think of that remark? Pupil. I think it was as witty as it was generous. Lesson 155. CONVERSATION. Teacher. I suppose Zeuxis left off painting grapes after having been beaten in that way. Pupil. No, Sir, he painted another picture, -- this time of a child carrying a basket of grapes. Teacher. Did the birds come and peck at them again? Pupil. Yes, they did; and I need hardly add that Zeuxis' friends were loud in their praises of his skill. Teacher. What did Zeuxis himself think? Pupil. He was disgusted with the picture. Teacher. Why? Pupil. Because he saw that, however true to nature the grapes might be, the child must be very badly painted. ………………………………….. Pupil. Sir, to tell the truth, I don't quite see the point of the story. Teacher. Why! don't you see? If the child had been painted as well as the grapes were, the birds would have been frightened, and wouldn't have dared to come and peck at the grapes. Pupil. Oh! I see. It seems to me that this second speech of Zeuxis was even wittier than the first.