THE MONBUSHO CONVERSATIONAL READERS
No.4

Lesson 1.
THE GREAT NAPOLEON.(PART 1.)
	In the Mediterranean Sea, not far from the shores of France and Italy, lies the island of Corsica.  Here Napoleon was born in 1769.  In the South Atlantic Ocean, more than a thousand miles from the African coast, lies the rocky island of St. Helena.  Here Napoleon died a prisoner in 1821.
	He seems to have been born a soldier; for, when quite a child, he used to amuse himself drilling other children with sticks and toy guns.  At ten years of age he was sent to the military-academy at Brienne; at sixteen he obtained a lieutenant's commission in the artillery, and at twenty he became a captain.  One year later the captain became a general.  Meantime the French revolution had broken out.  Napoleon was made commander-in-chief of the French army.  He found the soldiers poorly fed and clothed.  But in four weeks he made the Sardinians sue for peace, and, in less than two years, he defeated the Austrians and conquered Italy.  

Lesson 2.
CONVERSATION.
Teacher.	Where does the island of Corsica lie?
Pupil.	In the Mediterranean, not far from the shores of France and Italy.
Teacher.	And where does St. Helena lie?
Pupil.	In the South Atlantic Ocean, more than a thousand miles from the African Coast.
Teacher.	What are these islands celebrated for?
Pupil.	The Great Napoleon was born in one of them, and died in the other.
Teacher.	Why does Napoleon seem to have been born a soldier?
Pupil.	Because, when quite a child, he used to amuse himself by drilling other children with sticks and toy guns.
Teacher.	How old was he when he was sent to the military academy at Brienne?
Pupil.	He was ten years old.
Teacher.	What happened to him next?
Pupil.	At sixteen he obtained a lieutenant's commission, and at twenty he became a captain.
Teacher.	When was he made a general?
Pupil.	One year later, when he was only twenty-one.
Teacher.	What great event happened during Napoleon's youth?
Pupil.	The French revolution broke out.
Teacher.	Was the French army in a good state when Napoleon was made commander-in-chief?
Pupil.	No, he found the soldiers poorly fed and clothed.
Teacher.	Then was he beaten by the enemy?
Pupil.	On the contrary, he defeated both the Sardinians and the Austrians, and conquered Italy in less than two years.

Lesson 3.
THE GREAT NAPOLEON.(PART 2.)
	After further conquests in Egypt and Syria, and a second conquest of Italy, Napoleon was chosen Emperor of the French in the year 1804.  He gave to his brothers the government of the other countries of Europe which he had subdued.  But a league was formed against him by England, Austria, and Russia.  He was beaten by the Duke of Wellington in the so-called "Peninsular War," that is, a war in the peninsula of Spain.  In 1812 he marched into Russia with half a million men.  But the terrible cold of the Russian winter caused three-fourths of them to perish, and Napoleon was forced to retreat.  In 1814 Paris was taken by the allied armies of various European states, and Napoleon abdicated, and retired to the small island of Elba off the coast of Italy.  In the following year he endeavored to recover his lost throne, but was defeated in the great battle of Waterloo by the English and Prussian armies under Wellington and Blucher.  He was then exiled to the island of St. Helena, where he remained as a prisoner till his death on the 5th May, 1821.

Lesson 4.
CONVERSATION.
Teacher.	When was Napoleon chosen Emperor of the French?
Pupil.	In 1804, after his conquests in Egypt, Syria, and Italy.
Teacher.	What did he give to his brothers?
Pupil.	He gave them the government of the other countries of Europe, which he had subdued.
Teacher.	What did England, Austria, and Russia do?
Pupil.	They formed a league against him, and the English commander-in-chief, the Duke of Wellington, defeated him in the Peninsular War.
Teacher.	What did Napoleon do in 1812?
Pupil.	He marched with half a million men in to Russia.
Teacher.	Did he conquer that country?
Pupil.	No, he was forced to retreat; for the terrible cold of the Russian winter caused three-fourths of his soldiers to perish.
Teacher.	What happened in 1814?
Pupil.	Paris was taken by the allies, and Napoleon abdicated, and retired to the island of Elba.
Teacher.	What happened in the following year?
Pupil.	Napoleon endeavored to recover his lost throne.
Teacher.	Was he successful?
Pupil.	No, he was defeated in the great battle of Waterloo by the English and Prussian armies under Wellington and Blucher.
Teacher.	What was done with him after his defeat?
Pupil.	He was exiled to St. Helena, where he remained as a prisoner till his death on the 5th of May, 1821.

Lesson 5
PETER THE GREAT.
	Peter the great, Czar of Russia, is considered the father of his country, because he found it poor and barbarous, and left it one of the most powerful states of Europe.  He assumed the crown in 1689, when he was only seventeen years of age.  At that time Russia had no regular army, no navy, no mercantile marine.  Peter began the formation of an army by first learning the military drill himself, and then going through it with his raw troops.  In order to learn shipbuilding, he traveled incognito to Holland and England, and worked in the dockyards there as a common carpenter.  When he returned home to Russia, he commenced the work of introducing into that country the arts and sciences of the West.  He conquered vast provinces on the Baltic from Charles XII, King of Sweden, and waged other successful wars.  In 1702, he laid the foundations of a new capital, which was called St. Petersburg after him.  He died in 1725, at the age of fifty-two.  His great deeds have caused his memory to be venerated, notwithstanding the coarseness and the cruelty by which they were too often marred.

Lesson 6.
CONVERSATION.
Teacher.	Why is Peter the Great considered the father of his country?
Pupil.	Because he found it poor and barbarous, and left it one of the most powerful states of Europe.
Teacher.	How old was he when he assumed the crown, and how old was he when he died?
Pupil.	He was seventeen when he assumed the crown in 1689, and fifty-two when he died in 1725.
Teacher.	Tell me some of the things which Russia lacked at that time.
Pupil.	She lacked a regular army, a navy, and a mercantile marine.
Teacher.	How did Peter begin the formation of an army?
Pupil.	By first learning the drill himself?
Teacher.	And how did he learn shipbuilding?
Pupil.	By traveling incognito to Holland and England, and working in the dockyards there as a common carpenter.
Teacher.	What did he do on his return to Russia.
Pupil.	He commenced the work of introducing there the arts and sciences of the West.
Teacher.	What can you tell me of his wars?
Pupil.	That he waged several successful ones, and conquered vast provinces from Charles XII, King of Sweden.
Teacher.	What did he do in the year 1702.
Pupil.	He laid the foundations of St. Petersburg, the new capital of Russia.
Teacher.	Why is the memory of Peter the Great venerated?
Pupil.	On account of his great deeds.
Teacher.	What blots marred his character?
Pupil.	His coarseness and his cruelty.

Lesson 7.
AN ANECDOTE OF BUFFON.
	The celebrated French naturalists, Buffon, was determined to break himself on the bad habit of lying in bed late of a morning.  He therefore promised his servant Joseph a crown for every time that he should succeeded in making him get up before six o'clock.  At first, when called, Buffon would make all sorts of excuses; and the servant, not daring to resort to violence, would allow him to remain in bed.  But when Buffon at length rose, he would upbraid the fellow for his remissness.  At length, Joseph determined to earn his crown.  So when, the next morning, Buffon again refused to stir, Joseph took a basin of ice-cold water, and dashed it over him.  The effect of this was instantaneous.
	By the persistent use of such means, Buffon at length conquered his bad habit; and he was accustomed to say that he owed to Joseph three or four volumes of his "Natural History."

Lesson 8.
CONVERSATION.
Teacher.	Who was Buffon?
Pupil.	A celebrated French naturalist of the last century.
Teacher.	What bad habit did he determine to break himself of?
Pupil.	Of the habit of lying in bed late of a morning.
Teacher.	What means did he adopt for this purpose?
Pupil.	He promised his servant Joseph a crown for every time that he should succeed in making him get up before sic o'clock.
Teacher.	Did the servant succeed easily in making his master do so?
Pupil.	By no means.  Buffon used at first to make all sorts of excuses when called; and the servant, not daring to resort to violence, would allow him to remain in bed.
Teacher.	Was Buffon grateful to him for this?
Pupil.	On the contrary.  When at length he did get up, he would upbraid the fellow for his remissness.
Teacher.	What means of earning his crown did poor Joseph at length adopt?
Pupil.	The next time his master refused to stir when called, he took a basin of ice-cold water, and dashed it over him.
Teacher.	What did the persistent use of such means effect?
Pupil.	It caused Buffon to conquer his bad habit.
Teacher.	Was he grateful to Joseph?
Pupil.	Yes, he used to say that he owed to him three or four volumes of his "Natural History." -- Sir, what did he mean by saying that?
Teacher.	He meant that Joseph's rousing him early in the morning had increased his leisure so much, as to enable him to compose three or four volumes more than he would otherwise have done.

Lesson 9.
WILLIAM TELL.(PART 1.)
	The celebrated Swiss hero, William Tell, is generally said to have lived in the early part of the fourteenth century.  At this period, the part of Switzerland in which Tell lived was subject to the crown of Austria; and the Austrian government, wishing to crush the free spirit of the people, sent there as governor a man named Gessler, who tried in every way to oppress them.  He went so far as to set up a hat on a pole to represent the power of Austria, and commanded that all who passed by should salute it.  William Tell, having refused to obey this absurd order, was seized and taken before Gessler.  Gessler, who had heard that Tell was a clever bowman, ordered him to shoot at an apple placed on the head of his only son.  Tell never hesitated a moment.  He took his bow in hand, fitted an arrow into it, and took careful aim.  The arrow whistled through the air; and the apple, split into two exact halves, fell to the ground amidst the loud applause of the spectators. 

Lesson 10.
CONVERSATION.
Teacher.	Who was William Tell?
Pupil.	He was a Swiss hero, who is said to have lived in the early part of the fourteenth century.
Teacher.	To what power was Switzerland subject at that time?
Pupil.	To the crown of Austria.
Teacher.	Did the Austrian government encourage the free spirit of the Swiss people?
Pupil.	On the contrary, it oppressed and tried to crush them, and sent to Switzerland as governor a tyrant named Gessler.
Teacher.	What absurd order did Gessler issue?
Pupil.	An order to the effect that every one should salute a hat which he had set up on a pole to represent the power of Austria.
Teacher.	What was done with Tell when he refused to obey this order?
Pupil.	He was seized and taken before Gessler.
Teacher.	What did Gessler, who had heard that Tell was a clever bowman, order him to do?
Pupil.	He ordered him to shoot at an apple placed on the head of his only son.
Teacher.	Did Tell hesitate to do this?
Pupil.	No, not a moment.  He took his bow in hand, fitted an arrow into it, and took careful aim.
Teacher.	Did he succeed in hitting the apple?
Pupil.	Yes, it fell to the ground split into two exact halves.
Teacher.	Why did the spectators applause when they saw this?
Pupil.	I suppose because they were glad that Tell had not shot his son by mistake, instead of the apple.

Lesson 11.
WILLIAM TELL.(PART 2.)
	The tyrant was now more angry than ever; and, seeing that Tell had another arrow in his quiver, asked him for what purpose it had been intended.  "For thee," replied the daring Swiss, "if the first arrow had killed my child; and be sure that I should not have missed my mark a second time." -- The governor, infuriated by these words, caused Tell to be seized and placed in a boat, so that he might be conveyed to a dungeon at the other end of the Lake of Lucerne.  The governor himself went in the boat; but they had not proceeded far, when a sudden storm arose, and they were in great danger.  Tell was appealed to as an experienced boatman, who knew every part of the shore.  Taking the rudder in hand, he steered the boat to where a narrow ledge of rock jutted out into the water.  Here he sprang ashore, leaving the tyrant to his fate.  The storm, however, abated, and Gessler was safely landed on another part of the coast.  But Tell afterwards lay in wait for him, and shot him as he passed through a mountain detail.  The whole country then flew to arms, and, by the victory of Morgarten, Switzerland was freed for ever from the hated Austrian yoko.

Lesson 12.
CONVERSATION.
Teacher.	Why was Gessler now more angry than ever?
Pupil.	I cannot imagine.  Please tell me, Sir.
Teacher.	Because he had wanted to see Tell kill his own son.
Pupil.	He must indeed have been a wicked man to wish for such a thing.
Teacher.	How did it come about that Tell did not kill his son when shooting at the apple placed on his head?
Pupil.	Because he was an unusually clever bowman.
Teacher.	What did Gessler say, when he saw that Tell had another arrow in his quiver?
Pupil.	He asked him for what purpose it had been intended.
Teacher.	For what purpose had he intended it?
Pupil.	To shoot Gessler with, if the first arrow had killed his own son.
Teacher.	Did he tell Gessler so?
Pupil.	Yes, he was daring enough to say "It was intended for thee, if the first arrow had killed my child; and be sure that I should not have missed my mark a second time."
Teacher.	Why would he not have missed his mark a second time?
Pupil.	Because he was such a clever bowman, I suppose, and also because he would wish to revenge the death of his son.
Teacher.	What did Gessler think of these words of Tell's?
Pupil.	He was infuriated by them.

Lesson 13.
CONVERSATION.
Teacher.	What did Gessler do in his fury?
Pupil.	He caused Tell to be seized and place in a boat.
Teacher.	For what purpose?
Pupil.	In order that he might be conveyed to a dungeon at the other end of the Lake of Lucerne.
Teacher.	Who went in the boat besides William Tell?
Pupil.	The governor and his people.
Teacher.	And what happened before they had proceeded far?
Pupil.	A sudden storm arose, which placed them in great danger.
Teacher.	Why did Gessler then appeal to Tell for help?
Pupil.	Because Tell was an experienced boatman, who knew every part of the shore.
Teacher.	What did Tell do when he had taken the rudder in hand?
Pupil.	He steered the boat to where a narrow ledge of rock jutted out into the water.
Teacher.	Why did he leave Gessler to his fate, when he himself sprang ashore on the ledge of rock?
Pupil.	I suppose because he wished him to be drowned.
Teacher.	Was Gessler drowned?
Pupil.	No, he was safely landed on another part of the coast after the storm had abated?
Teacher.	How did Tell kill him shortly afterwards?
Pupil.	By lying in wait for him, and shooting him as he passed through a mountain defile.
Teacher.	What was the end of it all?
Pupil.	The whole country flew to arms, and, by the victory of Morgarten, Switzerland was freed for ever from the hated Austrian yoke.

Lesson 14.
THE VALUE OF TIME.
	Men of business are accustomed to quote the maxim that "Time is money;" but it is more: the proper improvement of it is self-culture, self-improvement, and growth of character.  An hour wasted daily on trifles or in indolence would, if devoted to self-improvement, make an ignorant man wise in a few years, and, employed in good works, would make his life fruitful, and death a harvest of worthy deeds.  Fifteen minutes a day devoted to self-improvement will be felt at the end of the year.  Good thoughts and carefully gathered experience take up no room, and may be carried about as our companions everywhere, without cost or encumbrance.  An economical use of time is the true mode of securing leisure: it enables us to get through business and carry it forward, instead of being driven by it.  On the other hand, the miscalculation of time involves us in perpetual hurry, confusion, and difficulties; and life becomes a mere shuffle of expedients, usually followed by disaster.  Nelson once said "I owe all my success in life to having been always a quarter of an hour before the time."
	Some take no thought of the value of money until they have come to an end of it, and many do the same with their time…..  Lost wealth may be replaced by industry, lost knowledge by study, lost health by temperance or medicine, but lost time is gone for ever.

Lesson 15.
CONVERSATION.
Teacher.	What maxim are men of business accustomed to quote?
Pupil.	The maxim that "time is money."
Teacher.	Is time only money, and nothing more?
Pupil.	It is more.  It gives the opportunity for self-culture, self-improvement, and the growth of character. -- Sir, what is meant by the "proper improvement" of time?
Teacher.	The proper use of it. ?What will an hour a day devoted to self-improvement effect?
Pupil.	It will make an ignorant man wise in a few years.
Teacher.	And what will an hour a day employed in good works effect?
Pupil.	It will make a man's life fruitful, and his death, so to speak, a harvest of worthy deeds.
Teacher.	What will be felt by him who devotes a quarter of an hour a day to self-improvement?
Pupil.	A marked effect will be felt at the end of the year.
Teacher.	What may be said of good thoughts and of carefully gathered experience?
Pupil.	That they take up no room, and may be carried about as companions everywhere, without cost or encumbrance.
Teacher.	What may be said of an economical use of time?
Pupil.	That it is the true mode of securing leisure.
Teacher.	What is its effect on the transaction of business?
Pupil.	It enables us to get through business and carry it forward, instead of being driven by it.
Teacher.	What bad effect does waste of time have on a man of business?
Pupil.	It involves him in perpetual hurry and confusion, so that his life becomes a mere shuffle of expedients, usually followed by disaster.
Teacher.	What did Nelson think of punctuality?
Pupil.	He used to attribute all his success in life to it.
Teacher.	Do all men take thought of the value of time?
Pupil.	No, Sir.  Some take no thought of it, just as many others take no thought of the value of money, until they have come to an end of it.
Teacher.	Which is it worse to lose, -- time or money?
Pupil.	It is worse to lose time.
Teacher.	Why so?
Pupil.	Because lost money may be replaced by industry, but lost time is gone for ever.

Lesson 16.
THE STORY OF ELIZABETH. (PART 1.)
	Many stories are told of the devotion of children to their parents; but there is none more touching than that of the Russian girl Elizabeth.  It is a true one, and happened not so very long ago, early in the present century.
	Elizabeth's father, originally a captain in the Russian army, had been sent as an exile for life to a small village in the North of Siberia, whither his family was permitted to accompany him.  Seeing how unhappy her parents were, Elizabeth formed the design of going to St. Petersburg herself, and imploring the Czar to pardon her father.  When she told her father her plan, he only laughed at her; and her mother said that she ought to mind her work, instead of talking nonsense: "Here, my dear," said she; "dust the table for dinner, and then you may set off for St. Petersburg at your ease."  But neither her father's laughter nor her mother's sneers turned Elizabeth from her purpose; and, after waiting patiently for three years, she at length got her father to agree to let her go.
	It was a terrible journey for a girl of eighteen to undertake alone.  She had to travel on foot for hundreds of miles, through vast forests and across dreary snow-covered steppes.  She had no clothes but the old ones which she wore; all that she had in her pocket was a single silver ruble.  But she had a brave heart, and unbounded trust in God.

Lesson 17.
CONVERSATION.
Teacher.	What remark did I make about the story of Elizabeth?
Pupil.	You said it was one of the most touching instances of the devotion of a child to its parents.
Teacher.	When did Elizabeth live?
Pupil.	Not so very long ago, early in the present century.
Teacher.	Who was her father?
Pupil.	He was a captain in the Russian army, who had been exiled for life to a small village in the North of Siberia.
Teacher.	What design did Elizabeth form?
Pupil.	That of going to St. Petersburg, and throwing herself at the Czar's feet, to implore him to pardon her father.
Teacher.	What did her parents say, when she mooted this plan?
Pupil.	They only laughed at her, and told her to mind her work, instead of talking such nonsense.
Teacher.	Did their sneers succeed in turning her from her purpose?
Pupil.	No, she waited patiently on, till at last, after three years, she got her father to agree to let her go.
Teacher.	Was it an easy journey from Siberia to St. Petersburg?
Pupil.	No, it was a terrible one, especially for a girl of eighteen to undertake alone.  She had to travel on foot for hundreds of miles through forests and across snowy steppes, without money or even so much as a change of clothes.
Teacher.	Then how could she hope ever to get to her journey's end?
Pupil.	Through the help of God, in whom she had unbounded trust.

Lesson 18.
THE STORY OF ELIZABETH.(PART 2.)
	Elizabeth met with the greatest hardships and dangers on her journey.  Once she was caught in a furious storm at the end of a long day's trudge, and had to take refuge in a thicket by the way.  This gave her shelter for a time; but long before morning she was drenched to the skin.  On another occasion, she feared that the wretches with whom she lodged were going to murder her for the sake of the money which they imagined she had, and it was only when they found that she had but a few coppers in her purse, that they let her go unharmed.  She was often driven from the doors of the wealthy as a beggar and an impostor.  She was spurned by matrons who should have known better, jeered at by thoughtless boys, and even attacked by dogs.
	Before her journey was half done, winter overtook her, and greatly increased her difficulties.  But some couriers, with whom she fell in, were very kind to her.  When her cheek was frost-bitten, they rubbed it with snow: when no sheep-skin could be got for her to lie on, they lent her theirs by turns, and took every possible care of her.  Her worst mishap was to be tumbled out of a barge on the River Volga.  This injured her health so badly, that, before continuing her journey, she had to spend some months in a convent, where the nuns treated her with great kindness.  At last, after a journey of eighteen months, she reached St. Petersburg, and stood, day after day for a fortnight, on the steps of the senate-house, holding out a petition to the senators, but without success.
 
Lesson 19.
CONVERSATION.
Teacher.	What sort of accidents happened to Elizabeth on her journey?
Pupil.	Every possible sort.  She was drenched by the rain, nearly murdered by thieves, tumbled out of a barge into the River Volga, and even attacked by dogs.
Teacher.	Were the people whom she met not kind to her?
Pupil.	Many were not.  Thoughtless boys laughed at her, and even rich ladies, who should have known better, drove her from their doors as an impostor.
Teacher.	But all were not so hard-hearted, -- were they?
Pupil.	No, Sir.  The nuns at a certain convent, where she took refuge after her accident on the river, treated her with great kindness.
Teacher.	Why did she spend several months in this convent?
Pupil.	Because the wetting she got, when she was tumbled out of the barge into the river, had injured her health so badly that she could not travel for some time.
Teacher.	Who was kind to her besides the nuns?
Pupil.	Some couriers whom she fell in with.  They rubbed her cheek with snow when it was frost-bitten, lent her their sheep-skins to sleep on, and took every possible care of her. 
Teacher.	How long did it take her to reach St. Petersburg?
Pupil.	Eighteen months.
Teacher.	And what did she do then?
Pupil.	She stood day after day for a fortnight on the steps of the senate house, holding out a petition to the senators, but without success.  None of them would pay any attention to her.

Lesson 20.
THE STORY OF ELIZABETH.(PART 3.)
	At last, after many fruitless endeavors, she was fortunate enough to find friends who were able to obtain for her an audience of the Czar.  The Czar received her most graciously, and promised that her father's trial should be revised.  This was done at once, with the result that both father and mother were allowed to return home.  When the Czar, touched with Elizabeth's noble bearing, enquired if she had any request to make for herself, she replied that she desired nothing but the pardon of two poor old gentlemen, who had been kind to her in her place of banishment.  Her prayer was at once granted.
	Very touching was the meeting between the heroic daughter and the parents whom she had delivered.  When she came into their presence, they at once fell on their knees to thank her.  But she exclaimed, "It is God that we have to thank for your wonderful deliverance!"
	But Elizabeth's health had been completely broken down by her exertions.  She had indeed bought her parents' freedom with her own life.  One morning, a few months afterwards, when the nuns with whom she lived went into her room, they found her with her hands clasped upon her breast, quietly sleeping her last long sleep.

Lesson 21.
CONVERSATION.
Teacher.	How did Elizabeth's friends at St. Petersburg help her?
Pupil.	They managed to obtain for her an audience of the Czar.
Teacher.	How did the Czar received her?
Pupil.	Most graciously.  He promised that her father's trial should be at once revised; and indeed, very soon after, both her father and her mother were allowed to return home.
Teacher.	What did they do, when they met their heroic daughter again?
Pupil.	They fell on their knees to thank her.  But she raised them up, saying that it was not she, but God, who was the author of their wonderful deliverance.
Teacher.	Elizabeth seems to have been very religious.
Pupil.	Yes, Sir.  After having obtained her parents' pardon, she retired to a convent.
Teacher.	Did she live there long?
Pupil.	No; her health had been completely broken down by her exertions.  One morning, a few months afterwards, when the nuns went into her room, they found her dead with her hands clasped upon her breast.
Teacher.	Why did she not ask the Czar some favor for herself, when she had the opportunity of doing so?
Pupil.	Because she was so unselfish, that she preferred to bed for the pardon of two poor gentlemen, who had been kind to her in her place of banishment.

lesson 22.
CONVERSATION.
Teacher.	That is a very touching story, -- is it not?
Pupil.	Yes, indeed, Sir.  How terribly grieved Elizabeth's parents must have been when she died!
Teacher.	Yes, poor people! one hardly likes to think of what they must have felt.
Pupil.	Sir, what had Elizabeth's father been sent into banishment for?
Teacher.	I don't know.  Probably for some political offence.  Perhaps he had been suspected of plotting against the government.
Pupil.	Then are malefactors sent to Siberia?
Teacher.	Russian malefactors are.
Pupil.	Why?
Teacher.	Because it is a convenient place to sent them to.  Some are made to work in the mines; others have land given them to cultivate.
Pupil.	How I wish I could travel, and see all those foreign countries!
Teacher.	I don't think you would much care to see Siberia.  It is a cold, miserable place.
Pupil.	But I should like to see England and America and Germany, and all the other civilized countries.  
Teacher.	Well, remember the proverb, "Where there's a will, there's a way."
Pupil.	What do you mean by that, Sir?  How can that proverb help me?
Teacher.	I mean that, if only you work hard, there is no saying what you may be able to do some of these days.
Pupil.	Well, at any rate, if I can't go to foreign countries, I can read about them, and that is always better than nothing.

Lesson 23.
CONVERSATION.
Teacher.	I hear that you have changed your house.
Pupil.	Yes, Sir.  My father found our old house very inconvenient, because it was so far from the office to which he has to go every day.  So we moved into a new one last week.
Teacher.	Where is it?
Pupil.	At the corner of the parade-ground, within a stone's throw of my father's office, and not very far from here either.
Teacher.	Then it must be more convenient for you, as well as for him.
Pupil.	I should think it was.  It used to be nearly two miles from where we lived before, -- two miles here and two miles back again every day.
Teacher.	But I dare say the walk did you good.
Pupil.	Perhaps it did.  All the same, it is not pleasant in winter to have to trudge so far through the snow and slush.
…………………………….
Teacher.	How fearfully hot it is!
Pupil.	It is almost impossible to breathe.
Teacher.	Just see what the thermometer marks.
Pupil.	Ninety-one degrees.  Really it is so hot, one doesn't know what to do.  May I take off my coat, Sir?
Teacher.	No, you mustn't sit in your shirt-sleeves in the school-room, however warm you may be feeling.
Pupil.	Why not, Sir?
Teacher.	Because it would no be respectful.

Lesson 24.
THE MILLER, HIS SON, AND THEIR ASS. (PART 1.)
	A miller and his son were driving their ass to a neighboring fair to sell him.  They had not gone far, when they fell in with a troop of girls returning from the town, chatting and laughing.  "Just look there!" cried one of them, "did you ever see such fools, to be trudging along the road on foot, when they might be riding!"  The old man, hearing this, quietly bade his son get on the ass, and walked along contentedly by the side of him.
CONVERSATION.
Teacher.	What were the miller and his son doing?
Pupil.	They were driving their ass to a neighboring fair to sell him.
Teacher.	Whom did they fall in with, after going a short way?
Pupil.	They fell in with a troop of girls returning from the town, chatting and laughing.
Teacher.	What did these girls think of the miller and his son?
Pupil.	They laughed at them for being such fools as to trudge along on foot, when they might be riding.
Teacher.	What did the miller do on hearing this rude remark?
Pupil.	He quietly told his son to get on the ass, and walked along contentedly by the side of him.

Lesson 25.
THE MILLER, HIS SON, AND THEIR ASS. (PART 2.)
Presently they came up to a group of old men, who were engaged in earnest debate.  "There!" said one of them, "it proves what I was a ?saying.  What respect is shown to old age in these days?  Do you see that idle young rogue riding, while his old father has to walk? -- Get down, you scape-grace! and let the old man rest his weary limbs."  Upon this, the father made his son dismount, and got up himself.
CONVERSATION.
Teacher.	Whom did the miller and his son come up to next?
Pupil.	They came up to a group of old men, who were engaged in earnest debate.
Teacher.	What was the subject of their conversation?
Pupil.	The inferiority of the present state of the world as compared with the "good old times," when they were young.
……………………….
Pupil.	Do you think, Sir, that the world is really so much worse now than it used to be?
Teacher.	No, I personally don't think so.  But old people are very apt to think so. -- But we must go on with our lesson: What was the argument used by one of the old men to show that the world had disimproved in these latter days?
Pupil.	He pointed to the disrespectful manner in which the young now treat their elders and betters.
…………………………
Pupil.	Sir, what does "a-saying" mean?
Teacher.	It means the same as "saying;" but it is an old-fashioned way of expressing oneself.

Lesson 26.
CONVERSATION.
Teacher.	And had he any instance to bring forward in support of his assertion?
Pupil.	Yes, Sir, the miller and his son came up just as he was speaking.  So of course he did not lose the opportunity of making the others observe that the lad was riding, while his father walked.
Teacher.	What did he say to the miller's son?
Pupil.	He called him a scape-grace, and cried out to him to get down and let his father ride instead.
Teacher.	Did the boy do so?
Pupil.	Oh! yes.  Both the father and the son were simple, amiable folks, and always ready to do whatever they were told.
THE MILLER, HIS SON, AND THEIR ASS.(PART 3.)
	They had not proceeded far in this manner, when they met a company of women and children.  "Why, you lazy old fellow!" cried several tongues at once; "how can you have the heart to ride, while that poor little lad there can hardly keep pace by the side of you?"  The good natured miller stood corrected, and immediately took up his son behind him.
CONVERSATION.
Teacher.	Whom did they meet next?
Pupil.	They met a crowd of women, who found fault with the old man for riding, while his poor little boy had to trot along by his side on foot.
Teacher.	What did the old miller do?
Pupil.	Why! he immediately stood corrected, and took up his son behind him, so that now the donkey had to carry both of them.

Lesson 27.
THE MILLER, HIS SON, AND THEIR ASS.(PART 4.)
	They had now almost reached the town.  "Pray, Sir," said a townsman, with a grin, "is that ass your own?"  "Yes," said the miller.  "Oh! one would hardly have thought so," retorted the other, "by the way you load him.  Why! you two sturdy fellows are better able to carry the poor beast, than he you!"  "Anything to please you!" said the miller; "we can but try."  So, dismounting with his son, he tied the ass's legs together; and then, by the help of a pole, the two of them endeavored to carry the animal on their shoulders over a bridge that led to the town.
CONVERSATION.
Teacher.	Please tell me what was the next incident in the story.
Pupil.	The miller and his son met a satirical townsman, who poked fun at them for making the poor little donkey bear their united weights.
Teacher.	Why did he ask the miller if the donkey was his own?
Pupil.	It was only a taunt, -- as much as to say: "If it were your own, one would expect to see you treat it better."
Teacher.	What did he go on to say?
Pupil.	He laughed at them, and told them that they two were better able to carry the donkey, than the donkey was able to carry them.
Teacher.	What did the miller do?
Pupil.	He said that he could but try.  So he and his son dismounted, tied the donkey's legs together, and then, by the help of a pole, endeavored to carry the animal on their shoulders over a bridge that led to the town.
Teacher.	What an extraordinary idea!

Lesson 28.
THE MILLER, HIS SON, AND THEIR ASS.(CONCLUSION.)
	This was so ludicrous a sight, that the people ran out in crowds to laugh at it; till the ass, not liking the noise nor his situation, kicked himself free from the cords that bound him, and, tumbling off the pole, fell into the river.  Hereupon the old man, vexed and ashamed, made the best of his way home again, convinced that, by endeavoring to please everybody, he had pleased nobody, and lost his ass into the bargain.
CONVERSATION.
Teacher.	What did the people think when they saw the miller and his son shouldering the ass?
Pupil.	They thought it so ludicrous a sight, that they ran out in crowds to laugh at it.
Teacher.	Ant what did the donkey think of the situation?
Pupil.	He didn't like it at all.
Teacher.	Did he try to run away?
Pupil.	Yes, Sir; and he succeeded in kicking himself free from the cords that bound him; but, tumbling off the pole, fell into the river.
Teacher.	What did the old man do?
Pupil.	He felt very much vexed and ashamed, and made the best of his way home again.
Teacher.	What lessons do you draw from this story?
Pupil.	That it is useless to try to please everybody.  If one does so, one only ends by pleasing nobody.  Indeed the old miller in this story, not only pleased nobody, but lost his donkey into the bargain.

Lesson 29.
CROMWELL.
	Among Cromwell's many great and sterling qualities, none was more conspicuous than his love of truth.  Once he sat for his portrait to the painter Lely, who, anxious to curry favor with the all-powerful Protector, thought he would beautify the picture by omitting a wart, which slightly disfigured his face.  But Cromwell, noticing this little act of flattery, cried out disdainfully: "Paint me as I am!"
CONVERSATION.
Teacher.	Can you tell me one of Cromwell's good qualities?
Pupil.	Yes, Sir, his love of truth.  He had many other great and sterling qualities, but none was more conspicuous than that one.
Teacher.	Who was Lely?
Pupil.	He was a portrait-painter of the seventeenth century, to whom Cromwell once sat for his portrait.
Teacher.	How did Lely try to beautify the picture?
Pupil.	By omitting to paint a wart, which slightly disfigured Cromwell's face. 
Teacher.	Why did he do so?
Pupil.	Because he was anxious to carry favor with Cromwell, who was then Lord Protector of England and all-powerful.
Teacher.	How did Cromwell treat this little act of flattery?
Pupil.	He treated it with disdain, and cried out to the painter to paint him exactly as he was, -- wart and all.

Lesson 30.
CONVERSATION.
Pupil.	Sir, why did Cromwell take the trouble of sitting to a painter for his portrait?  Why didn't he have himself photographed?  It would have been so much quicker.
Teacher.	Because photography hadn't been invented in his time.
Pupil.	Really, Sir, I am surprised.  I thought that photography, and railways, and steamers, and all that sort of thing had always existed in Europe.
Teacher.	Oh! no; they are quite recent inventions.  None of them date back beyond the present century.  In fact, photography isn't more than thirty or forty years old.
Pupil.	I went to be photographed the other day, and it was such a bore.  The photographer made me sit so long in the same position.
Teacher.	But I suppose you had a rest for your head.
Pupil.	Yes, but even so it was almost impossible to keep from moving; and he had to take me three times before he got a satisfactory portrait.
Teacher.	Were you taken alone?
Pupil.	Yes, I was taken alone first, and then afterwards some of us were taken in a group.
Teacher.	I hope you will give me a copy.
Pupil.	I shall be delighted, Sir.  But I can't give it you for a few days.  The photographer said he would send a proof at the end of the week; and if it is satisfactory, then he will print off the copies in a few days more.

Lesson 31.
CHARLES II.
	Charles ii, though a bad king, was a talented man, with agreeable manners and a great turn for repartee.  This caused one of the wits of his court to observe of the king that "He never said a foolish thing, and never did a wise one."  The epigram was repeated, and at last reached the ears of the monarch himself.  But Charles was not the man to take such a clever trifle amiss.  He therefore merely remarked with a smile: "No doubt, it is quite true; for my words are my own, but my acts are my ministers'."
CONVERSATION.
Teacher.	Who was Charles ii?
Pupil.	He was an English king, who reigned from 1660 to 1685.  He was son of the unhappy Charles I, who had his head cut off.
Teacher.	What do you know of Charles II's character?
Pupil.	He was a bad king, but a talented man, with agreeable manners and a great turn for repartee.
Teacher.	How can any one be a clever man, and yet a bad king?
Pupil.	By using his cleverness for bad ends.  But even a good man may be a bad king, if he is weak and allows himself to be ruled by unscrupulous ministers.
Teacher.	To what epigram did the peculiar mixture of good and evil in Charles's character give rise?
Pupil.	It gave rise to the epigram that "He never said a foolish thing, and never did a wise one."
Teacher.	Who was the author of this epigram?
Pupil.	One of the wits of Charles II's own court.

Lesson 32.
CONVERSATION.
Teacher.	Was the epigram on the king intended for the king's own ears?
Pupil.	Oh! no, Sir; of course not.  But it was repeated from mouth to mouth, and at last the king got to hear of it.
Teacher.	Did it make him angry?
Pupil.	Oh! no.  Charles had too much sense of fun to take such a clever trifle amiss.  He was as much amused by the epigram as other people had been.
Teacher.	What did he say about it?
Pupil.	He said that no doubt it was perfectly true; for that his words were his own, but his acts were his ministers'.
Teacher.	Then he turned the joke off on his ministers?
Pupil.	Yes, it was very clever of him, -- wasn't it, Sir?
Teacher.	What did Charles mean by saying that, though his words were his own, his actions were his ministers'?
Pupil.	He meant that, as a constitutional king, it was not he himself, but his ministers, that were responsible for the government of the country.
Teacher.	Then is England a constitutional monarchy?
Pupil.	Yes, Sir, England is a constitutional monarchy; the United States are a republic, and so is France; Russia is an absolute monarchy.
Teacher.	What is the name of the present queen of England?
Pupil.	Queen Victoria.  She has been on the throne for more than fifty years.

Lesson 33.
CONVERSATION.
Pupil.	Sir, how is the word Greenwich pronounced?
Teacher.	It is pronounced Grinij.
Pupil.	Then the w is silent, is it?
Teacher.	Yes, the w is silent, the two e's are pronounced like short I, and the final ch is pronounced like j.
Pupil.	What a funny thing!  Why! hardly a single letter in the whole word has its proper sound!
Teacher.	Just so.  English spelling is frightfully irregular.
Pupil..	Would you please give us a few examples of the names of places whose spelling doesn't agree with the pronunciation?
Teacher.	Well, there are quite a number which follow the analogy of Green wich, and drop the w, such as Norwick, Harwick, and Dulwick.  And then, -- just let me think a minute, -- there is Worcester, which is pronounced as two syllables, although in writing it looks as if it had three.
Pupil.	Are there any other names of places that follow the analogy of Worcester?
Teacher.	Yes, there are Gloucester, Cirencester, and probably one or two more.
Pupil.	I am afraid I shall never be able to get all these difficult names into my head.
Teacher.	You must try to, at any rate.  All the names I have given you are quite common ones, which everybody is bound to know.

Lesson 34.
CONVERSATION.
Pupil.	Last time, Sir you told us some queerly spelt names of places.  Are there any names of people equally extraordinary?
Teacher.	Yes, plenty.  You see, names of people often come from names of places; so what applies to one set applies to the other.
Pupil.	I wish you would tell us the most difficult name of all.
Teacher.	Well, I think that perhaps Cholmondely is the most difficult.  It is often quoted as an example of the irregularity of English orthography. ?Another queer name if Beauchamp; so is Leigh, although it is quite a short one.
Pupil.	Are these names all common ones?
Teacher.	Yes, fairly common, -- common enough for it to be as well that you should remember them.
Pupil.	I wonder why English is spelt in such an extraordinary way.  Surely it would be much better if every word were spelt exactly as it is pronounced.
Teacher.	No doubt it would.  But it is no easy matter to change the orthography of a language.
Pupil.	After all, even Japanese is pretty irregular.
Teacher.	I should think it was!  We Japanese are the last people in the world who can afford to cast the first stone at the English for their odd spelling.
Pupil.	What is meant by "casting the first stone?"
Teacher.	It is a proverbial expression, which comes from a story in the Bible.  It means "to blame."

Lesson 35.
CASTING THE FIRST STONE.
	One day some of the Pharisees, who were a hard-hearted and hypocritical set of men, found a woman who had committed a certain crime, and brought her into the temple to Jesus Christ, and told him that, according to their law, the woman ought to be stoned to death.  Christ replied that he among them who was without sin might cast the first stone at her.  The Pharisees were abashed at these words; for each man's conscience told him that he himself was as great a sinner as the poor woman.  So, silently, one by one, they went out, till at last the woman was left alone with Christ, who forgave her her former crimes, and told her to go and sin no more.
CONVERSATION.
Teacher.	Who were the Pharisees?
Pupil.	They were a sect of the Jews, and for the most part, a hard-hearted and hypocritical set of men.
Teacher.	Whom did they find one day?
Pupil.	They found a woman, who had committed a certain crime.
Teacher.	What did they do with her?
Pupil.	They brought her into the temple to Jesus Christ, and told him that, according to their law, she ought to be stoned to death.
Teacher.	That seems a very cruel law, -- doesn't it?
Pupil.	Yes, Sir.  I don't suppose that anybody is ever stoned now in any civilized country, even for the most horrible crimes.
Teacher.	No, of course not.  But things were very different long ago.

Lesson 36.
CONVERSATION.
Teacher.	What reply did Christ make to the Pharisees?
Pupil.	He told them that he among them who was himself without sin might cast the first stone at the woman.
Teacher.	Did he mean them to obey him literally?
Pupil.	No, Sir; he only spoke so in order to reprove them indirectly; for he knew that their own consciences would smite them when the matter was put in that light.
Teacher.	What was the effect of Christ's words on the Pharisees?
Pupil.	They were abashed; for each man's conscience told him that he himself was as great a sinner as the poor woman.
Teacher.	What? had they all of them committed exactly the same sort of crime as she had?
Pupil.	I don't know; but I should think it probably means that they were all wicked and hard-hearted, even if they had committed no actual crime against the law of the land.
Teacher.	What, then, did the Pharisees do?
Pupil.	They were so much abashed that they went out of the temple silently, one by one, till at last the woman was left alone with Christ.
Teacher.	What did Christ say to her then?
Pupil.	He told her to go and sin no more, and at the same time he forgave her her former crimes.
Teacher.	What do you think of this story?
Pupil.	I think it shows that Christ was as kind as he was wise.

Lesson 37.
CONVERSATION.
Teacher.	What did you do yesterday?
Pupil.	My father took me to the tailor's, to get me measured for a new suit of clothes.
Teacher.	What tailor did you go to?
Pupil.	To one who lives in a narrow street parallel to the Main Street.  He isn't very fashionable, but he has the advantage of being moderate in his charges.
Teacher.	How much does he charge for a suit?
Pupil.	It depends on the stuff you choose.  Mine is to cost ten dollars, -- coat, waistcoat, and trousers all complete.
Teacher.	What sort of stuff did your father decide upon for you?
Pupil.	On a good serviceable dark grey cloth, which will stand a lot of wear.
Teacher.	What has become of your brother since he graduated?
Pupil.	He has gone as assistant engineer to a coal-mine in Yezo.
Teacher.	How does he like being there?
Pupil.	He seems to like it well enough.  The work is interesting, but the winter climate is very severe.
Teacher.	Does the work stop in winter?
Pupil.	Well, Sir, everything is at a stand-still above ground for four or five months.  But underground they go on just the same all the year round; for it seems that in the mine the temperature does not vary much, summer and winter.
Teacher.	No doubt not.

Lesson 38.
CONVERSATION.
Pupil.	What story are you going to give us next, Sir.
Teacher.	What sort of story would you like?
Pupil.	I think we should all like something historical.
Teacher.	All right.  I will tell you the story of the life of the great American President, Abraham Lincoln.
Pupil.	Oh! that will be very interesting.  Are there any funny anecdotes in it?
Teacher.	No, it is just the simple story of a noble life, and I hope you will lay it to heart.
THE STORY OF ABRAHAM LICOLN'S LIFE.(PART 1.)
	One of the greatest men of recent times was Abraham Lincoln, who began life as a boatman, and died President of the United States.  He was born in Kentucky, in 1809, in a log cabin, without door or window or floor.  His father was a roving, thriftless man, of great physical strength, but unable to read or write.  His mother was able to sign her name, though she could not undertake to write a letter.  One priceless lesson she taught her boy, -- to beware of the evil of strong drink, -- a lesson which young Abe, as he was called, never forgot.  His school-days altogether hardly amounted to twelve months.  His first schoolmaster could only teach reading, and his second was able to add writing; but the lad remained only a few weeks at either school.  His whole library consisted of a Bible, a catechism, and a well-worn spelling-book.  When about nine years old, Lincoln lost his mother.  His first letter was written on this sad occasion, and caused him to be looked upon as a prodigy by all the neighbors.

Lesson 39.
CONVERSATION.
Teacher.	Who was Abraham Lincoln?
Pupil.	He was President of the United States, and one of the greatest men of recent times.
Teacher.	Which state was he born in?
Pupil.	In Kentucky, and he began life as a boatman.  His father, who was a man of strong physique, but thriftless, roving habits, lived in a log cabin, without doors or windows, and was not even able to read or write.
Teacher.	Was his mother better educated?
Pupil.	A little.  She could sign her name, but she couldn't undertake to write a letter.
Teacher.	What priceless lesson did this good, though ignorant, woman teach her son?
Pupil.	To beware of strong drink, and he never forgot this lesson as long as he lived.
Teacher.	What can you tell me about Lincoln's school-days?
Pupil.	Well, Sir, they hardly amounted to twelve months altogether, and his schoolmasters were not capable of of teaching anything besides reading and writing.
Teacher.	What books did the boy possess?
Pupil.	Nothing but a Bible, a catechism, and a spelling-book.
Teacher.	That was not a very extensive library.
Pupil.	No; but such as it was, -- the books were well-worn, for Lincoln read them over and over again.
Teacher.	What happened to Lincoln when he was nine years old?
Pupil.	He lost his mother.  On this occasion he wrote his first letter, which caused him to be looked upon as a prodigy by all the neighbors, who were unaccustomed to so much learning.

Lesson 40.
THE STORY OF ABRAHAM LINCOLN'S LIFE.(PART 2.)
	His father soon married again, and this second wife did her duty nobly by her step-children.  She soon found a better school for young Abe than those he had hitherto attended.  A few years later, when he had grown to be seventeen years old and six feet four inches in height, he attended yet another school for a few weeks, walking there and back a distance of nine miles every day; and thus ended his school-life.  One incident, which occurred at this time, is worth telling, as showing his thirst for knowledge and his thorough honesty.  He had borrowed from a neighbor a Life of Washington, with abundant promises to take great care of it.  Night after night he eagerly devoured its contents.  One night he had laid it down under a large crack in the log-wall of the cabin; and during the night the wind changed, bringing with it a driving rain, which penetrated through the crack, and drenched the book.  Abe was in despair.  However, having dried the book as well as he could, he wrapped it up carefully, and trudged off with it to the owner to apologize for the mischief, and offer to do what he could to make up for it, although, as he had no money, he could not replace the spoilt book by a new one.  The man, who was of a grasping disposition, drove a hard bargain with the boy, to the effect that he should cut all his corn.  Early and late, Abe was in the field, and after three days of continuous labor, the field was cleared.
	In 1830 the family removed to the State of Illinois, and settled on a farm.  In those early years we find Lincoln conducting a flat-bottomed boat down the Mississippi to New Orleans.  It was then that he first saw gangs of Negro slaves chained together and shamefully ill-used, -- a sight which left a lasting impression on his mind.

Lesson 41.
CONVERSATION.
Teacher.	How was Lincoln treated by his step-mother?
Pupil.	Very well indeed.  She was instrumental in finding him a better school than those he had hitherto attended.
Teacher.	When did he last attend school?
Pupil.	When he was seventeen years old, and already six feet four inches in height.  He used to walk there and back every day, a distance of nine miles.
Teacher.	What incident did I tell you of having occurred?
Pupil.	You told us about his borrowing a Life of Washington from a neighbor, and of how the book got spoilt through the rain pouring in upon it.
Teacher.	How did this happen?
Pupil.	Through Lincoln's having laid the book down under a crack in the log-wall of the cabin, after which the rain penetrated through the crack, and drenched the book.
Teacher.	What did Lincoln do then?
Pupil.	After drying the book as well as he could, he wrapped it up carefully, and trudged off with it to the owner to make his apologies, and offer to do what he could to atone for the mischief.
Teacher.	I suppose he replaced the spoilt volume by a new one?
Pupil.	No, Sir.  He hadn't money to do that.  So he cut all the man's corn instead, working continuously, morning and evening, until the job was done.
Teacher.	At what period of his career do we hear of Lincoln conducting a boat down the Mississippi?
Pupil.	In the 30's.  It was then that he first saw gangs of Negro slaves chained together and shamefully ill-used; and the sight made a lasting impression on his mind.

Lesson 42.
THE STORY OF ABRAHAM LINCOLN'S LIFE.(PART 3.)
	In all the occupations in which Lincoln afterwards engaged, he showed the same honest and persevering character.  As soldier, surveyor, and postmaster, he always did his best, and could always be trusted.  In this way he gradually rose to eminence, and, in 1840, was elected a member of Congress.  At last, in 1860, he was chosen President.  This was a great event in America, for Lincoln was ell-known as an enemy to slavery.  The Southern States, in which Negro slavery prevailed, seceded from the Union, and a terrible civil war broke out.  Lincoln's faith in the cause of justice and of patriotism never wavered for a moment.  He saw that the war, -- frightful as it was, and prolonged through four whole years of sorrow and bloodshed, -- must end in setting the slave free.  Before the war had lasted two years, Lincoln issued that glorious proclamation, by which slavery was abolished in the United States.
	In 1864, Lincoln was re-elected President, that he might finish the work so nobly begun.  By the following year the power of the South was completely broken; Richmond, the capital of the slave states, was taken, and the war was virtually at an end.  But at this very moment, when all difficulties had been vanquished, and the great object for which Lincoln had striven was on the point of attainment, he met his death in a tragic manner.  While he was attending the theatre at Washington, an assassin entered his private box, and shot him through the back of the head with a revolver.  The President fell forward, and never spoke again.

Lesson 43.
CONVERSATION.
Teacher.	How did Lincoln distinguish himself in all the various occupations in which he was engaged?
Pupil.	By the constant honesty and perseverance of his character.  He always did his best, and could always be implicitly trusted.
Teacher.	Did this help him on in the world?
Pupil.	Indeed it did.  From having been nothing but a poor boatman, he became a member of the United States.
Teacher.	Why was the election of Lincoln to the Presidency an important event?
Pupil.	Because he was well-known as an enemy to the Negro slavery, which prevailed at that time in the Southern States.  So when he was elected, the South seceded from the Union, and terrible civil war broke out between the North and the South.
Teacher.	How did Lincoln look upon this civil war?
Pupil.	He saw that, frightful as it was, it must end in setting the Negroes free: so his faith in the justice of the Northern cause never wavered for a moment.
Teacher.	Did the war last long?
Pupil.	Yes, Sir; it dragged on for four whole years.  But at last Richmond, the capital of the slave states, was taken, and the power of the South was completely broken.

Lesson 44.
CONVERSATION.
Teacher.	When did Lincoln issue the proclamation by which slavery was abolished in the United States?
Pupil.	After the civil war had lasted two years.
Teacher.	Why was Lincoln re-elected to the Presidency at the close of his first term?
Pupil.	In order that he might finish the work which he had so nobly begun.
Teacher.	Did he live long after his re-election?
Pupil.	No, Sir.  Just at the very moment when he seemed to be attaining all that he had labored for, he was shot through the head by an assassin.
Teacher.	Where did this happen?
Pupil.	In the theatre at Washington, where Lincoln was sitting one evening in his private box, when the assassin came in with a revolver and shot him.  Lincoln fell forward, and never spoke again. -- Then I suppose there are no slaves now, Sir?
Teacher.	Not in America, nor in any civilized country.
Pupil.	Used the English to keep slaves formerly?
Teacher.	They did in some of their colonies.  But slavery was abolished there in the reign of William IV, through the efforts of philanthropist called Wilberforce.
Pupil.	It must be very dreadful to be a slave, and to have to work for other people without so much as getting paid for it.
Teacher.	Yes, it is a terrible fate.  There is a very good book about slave life, called "Uncle Tom's Cabin," which perhaps you might like to read.

Lesson 45.
CONVERSATION.
Teacher.	Some time ago, in Lesson XXXI, we read about Charles II being very clever at repartee.  But I don't quite understand that word repartee yet, Sir.
Pupil.	Repartee means a smart, witty answer.  The following short anecdote will show you what is meant, better than any elaborate explanation.
ANECDOTE.
	A school-master asked one of his scholars in the winter-time what was the Latin word for cold.  "Oh!  Sir," replied the boy; "I forget it at this moment, but I have it at my fingers' ends."
Teacher.	What did the school-master ask one of his scholars?
Pupil.	He asked him the Latin word for cold.
Teacher.	And what did the boy reply?
Pupil.	He replied: "Oh!  Sir, I forget it at this moment, but I have it at my fingers' ends." -- Sir, what was there clever in this answer?
Teacher.	It had two meanings.  "Having a thing at one's fingers' ends" is a metaphorical way of saying that one knows the thing in question very well.  But the boy also meant that the tips of this fingers were cold, for it was a winter's day.
Pupil.	Then it was a sort of play upon words?
Teacher.	Just so.
Pupil.	I am afraid I shall never be able to understand such difficult things.
Teacher.	They are not really difficult at all.  There are plenty of such plays upon words in Japanese.

Lesson 46.
SPARTAN EDUCATION.(PART 1.)
	It was the discipline and education of her citizens that gave to Sparta her peculiar character, and distinguished her in so striking a manner, not only from all the other Grecian states, but from all other countries in the world.  The single aim of the great legislator Lycurguns had been to make his countrymen invincible in war.  To accomplish this, each man was placed under state control from his earliest infancy, and he continued to be under such control to his old age.  Weakly children were exposed to perish, and such as were allowed to live were taken from their mother's care at the age of seven, and placed in the public school.
CONVERSATION.
Teacher.	What was it that gave to Sparta her peculiar character, and distinguished her from all other countries in the world?
Pupil.	The discipline and education of her citizens.  
Teacher.	What had been the aim of the great Spartan legislator, Lycurguns?
Pupil.	To make his countrymen invincible in war.
Teacher.	How was this end accomplished?
Pupil.	By letting none but strong babies live.  The weakly ones were all exposed to perish.
Teacher.	How were the strong ones treated?
Pupil.	They were taken from their mothers' care at the age of seven, and placed in the public school.

Lesson 47.
	Here the training given was rather physical than intellectual.  Gymnastics and military drill were the points whereon most stress was laid and the Spartan lads were taught to submit to hardships and suffering, without repining or complaint.  They were obliged to wear the same garment winter and summer, and to endure hunger and thirst, heat and cold.  They were publicly scourged before the altar of Diana, --scourged till the blood gushed forth, while some even died under the lash.  They were purposely allowed an insufficient quantity of food, but were permitted to make up the deficiency by hunting in the woods on their own account.  They were even encouraged to steal whatever they could; but if they were caught in the act, they were severely punished for their want of dexterity.  The historian Plutarch tells a story of a boy, who, having stolen a fox, and hidden it under his cloak, chose rather to let it tear out his very vitals than to be detected in the theft.
	A Spartan was not considered to have attained to manhood till he had completed his thirtieth year, and even then he continued under the public discipline, sleeping in barracks, and taking his meals with his comrades at the public mess.  This system of public messes had (so it is said) been established by Lycurgus to prevent all indulgence of the appetite.  The chief dish served at these frugal dinners was a certain kind of black broth.  It is related of a stranger, who visited Sparta, that he complained of the broth as being very unpalatable.  But, as the cook told him, the broth was nothing without the seasoning of hunger and fatigue.

Lesson 48.
CONVERSATION.
Teacher.	Was the training of the Spartans an intellectual one?
Pupil.	No, Sir, it was much pore physical than intellectual.  The points on which most stress was laid were gymnastics and military drill.
Teacher.	What sort of hardships were the Spartan lads taught to submit to?
Pupil.	Every sort.  They had to stand heat and cold, hunger and thirst.  They even had to submit to being whipped till the blood gushed forth.
Teacher.	But I suppose that, at any rate, they were properly fed?
Pupil.	No, they weren't even properly fed.  They had to make up the deficiency by hunting in the woods on their own account.
Teacher.	Can you tell me of another feature in their education, which was still more extraordinary according to our ideas?
Pupil.	Yes, they were actually encouraged to steal as an exercise of dexterity.  But, on the other hand, they were severely punished if caught in the act.
Teacher.	What story does Plutarch tell about this?
Pupil.	He tells of a boy who, having stolen a fox, and hidden it under his cloak, chose rather to let it tear out his very vitals than to be detected in the theft.
Teacher.	When was a Spartan considered to have attained his majority?
Pupil.	When he had completed hit thirtieth year.
Teacher.	Did he then become his own master?
Pupil.	No, he still continued under the public discipline, sleeping in barracks, and taking his meals with his comrades at the public mess.

Lesson 49.
CONVERSATION.
Teacher.	What was the origin of the public messes, at which all the Spartan men took their meals?
Pupil.	They are said to have been established by Lvcurguns, in order to prevent all indulgence of the appetite.
Teacher.	Then I suppose the dinners were very plain?
Pupil.	Yes, nothing could have been plainer.  The chief dish was a horrible kind of black broth.
Teacher.	What reply was given by a Spartan cook to a stranger who complained of the nastiness of this broth?
Pupil.	The cook told him that the seasoning which the broth required was hunger and fatigue. -- Sir, is there anything else you can tell us about the Spartans?
Teacher.	Let me see. -- Yes; they hated long speeches, -- so much so, that even nowadays we talk of "Laconic brevity." -- But tell me, what do you think of the Spartans?
Pupil.	Well, Sir, I don't think I should have liked their dinners, but I do like their manliness and their patriotism.
Teacher.	Yes, no doubt there is a great deal to be said in favor of a system which produced such brave soldiers.
Pupil.	Did the Spartans fight with cannons and muskets?
Teacher.	No, none of those things had been invented in their time.  Their weapons were swords, and bows and arrows.
Pupil.	Just like in Old Japan?
Teacher.	Yes, people seem to have fought with bows and arrows, and swords and spears, all over the world till within comparatively recent times.

Lesson 50.
FREDERICK THE GREAT AND THE YOUNG FUARDSMAN.(PART 1.)
	It was customary with Frederick the Great, whenever a new soldier appeared in his regiment of guards, to ask him three questions, which were: "How old are you?"  "How long have you been in my service?"  "Are you satisfied with your pay and treatment?" -- Now it happened one day that a young Frenchman enlisted in the Prussian service; and, as he knew scarcely any German, his captain told him of the three questions which the king was sure to ask him, and advised him to get the necessary answers by heart.  This he did overnight, and next morning took his place in the ranks.
CONVERSATION.
Teacher.	What used Fredrick the Great to do whenever a new soldier appeared in his regiment of guards?
Pupil.	He used to ask him three questions, namely, as to his age, as to his length of service, and as to whether he were satisfied with the pay and treatment which he received.
Teacher.	Who happened to enlist one day?
Pupil.	A young Frenchman, who knew scarcely any German.
Teacher.	What did his captain say to him?
Pupil.	His captain told him of the three questions which the king was sure to ask him, and advised him to get the necessary answers by heart.
Teacher.	Did he do so?
Pupil.	Yes, he learnt them off overnight, and so was quite ready to answer the questions when he took his place in the ranks next morning.

Lesson 51.
FREDERICK THE GREAT AND THE YOUNG GUARDSMAN.(PART 2.)
	The king did not fail to notice the new face, and soon came up to the recruit, but, as luck would have it, changed the usual order of his questions, and began by asking him how long he had been in the service.  "Twenty-one years," said the soldier.  The king, surprised to hear such an answer from the mouth of one so young, said: "Then how old are you?"  "One year," was the prompt reply.  "One year!" cried Frederick, "Well! surely either you or I must be mad!"  The recruit, who took this remark for the third question, answered, "Both, Your Majesty."
CONVERSATION.
Teacher.	Did the King notice the new recruit?
Pupil.	Yes, Sir, he noticed him, and came up to question him as usual; but, as luck would have it, he changed the order of the questions.
Teacher.	What was the consequence of this?
Pupil.	The consequence was that the young soldier's answers didn't fit the king's questions.  When asked how long he had been in the royal service, he replied "Twenty-one years," thinking of course that he was being asked his age; and when the king, surprised at this reply from mouth of one who was himself evidently not much more than twenty years old, asked him his age, he said "One year," thinking that the question now was as to how long he had been in the service.  At this extraordinary reply, Frederick exclaimed, "Well, surely either you are mad or I am," -- to which the fellow replied, he was answering the question as to whether he were satisfied with his pay and treatment.

Lesson 52.
ANOTHER ANECDOTE OF FREDERICK THE GREAT.
	One of Frederick the Great's guardsmen, who was a brave fellow, but somewhat vain used to wear a watch-chain with a bullet at the end of it, instead of a watch, which, he had not money enough to buy.  The king, having noticed the man's little weakness, thought he would make fun of him.  So he went up to him one day, and said, "You must have been laying by your pay carefully, my good fellow; for I see you have bought a watch.  It is six o'clock by my watch.  What is it by yours?"  The honest soldier saw that the king was only laughing at him.  But, nothing daunted, he pulled the bullet out of his pocket, and said: "My watch does not tell me the time.  But it tells me at every moment that it is my duty to die for Your Majesty."  This loyal speech touched Frederick's heart.  "Here," said he, "take this, in order that you may be able to tell the time as well." -- And with these words, he gave the soldier his own watch, which was set with brilliants.
CONVERSATION.
Teacher.	What used one of Frederick the Great's guardsmen to do?
Pupil.	He used to wear a watch-chain with a bullet at the end of it, instead of a watch, which he had not money enough to buy.
Teacher.	What made him do such a silly thing?
Pupil.	His vanity,  He was vain, although brave.
Teacher.	What did the king determine to do?
Pupil.	He determined to make fun of the man's little weakness for finery.

Lesson 53.
CONVERSATION.
Teacher.	How did the king set about making fun of the soldier?
Pupil.	He went up to him one day, and, after complimenting him on the economy which had enabled him to buy a watch, asked him what o'clock it was.
Teacher.	What did the soldier do in this dilemma?
Pupil.	He saw that there was nothing for it but to confess that his watch was a sham.  So he pulled the bullet out of his pocket, and showed it to the king, saying: "Your Majesty can see that my watch does not tell me the hour; but it does remind me, every time I look at it, that it is my duty to lay down my life for Your Majesty."
Teacher.	What did the king think of this loyal speech?
Pupil.	He was greatly touched by it.
Teacher.	Did he reward the man ion any way?
Pupil.	Yes, Sir, he gave him his own watch, which was set with brilliants.
Teacher.	With what words did he accompany the gift?
Pupil.	He said "Take this, in order that you may be able to tell the time as well." -- Sir, who was Frederick the Great?
Teacher.	He was the third king of Prussia, and he reigned from 1740 to 1786.
Pupil.	Why was he called "Great?"
Teacher.	On account of his great victories, and also on account of his wise government.
Pupil.	To judge from these two anecdotes, he would seem to have been on very intimate terms with his solders.
Teacher.	So he was.  He was strict with them, and yet kind, and they loved him accordingly.

Lesson 54.
PATRIOTISM.
Breathes there the man with soul so dead, 
Who never to himself hath said,
  This is my own, my native land!
Whose heart hath ne'er within him burned,
As home his footsteps he hath turned
  From wandering on a foreign strand?
If such there breathe, go, mark him well;
For him no minstrel raptures swell!
High though his titles, proud his name,
Boundless his wealth as wish can claim,
Despite those titles, power, and pelf,
The wretch, concentred all in self, 
Living shall forfeit fair renown, 
And, doubly dying, shall go down
To the vile dust from whence he sprung,
Unwept, unhonored, and unsung.
(Sir Walter Scott.)
CONVERSATION.
Teacher.	As I have just explained this passage to you in Japanese, I hope you will be able to answer all my questions now in English. -- What is meant by saying that a man's soul is dead?
Pupil.	It means that he has no sense for higher things, such, for instance, as patriotism or poetry.
Teacher.	What is meant by the line "For him no minstrel raptures swell?"
Pupil.	It means that such a bad man will not be moved by patriotic songs.
Teacher.	What is a minstrel?
Pupil.	Minstrels were poets who, in the Middle Ages, used to wander about from castle to castle, singing songs of love and war to the accompaniment of the harp.

Lesson 55.
CONVERSATION.
Teacher.	What fate does Sir Walter Scott predict for unpatriotic people?
Pupil.	He curses them.  He says that, however rich they may be, and however exalted may be their rank, they will live a life of dishonor, and be branded as traitors after their death.
Teacher.	What does he man by saying that they will "double die?"
Pupil.	He means that, not only will their bodies die, as all men's do, but their reputation as well.  If a man is disgraced, one may say that his reputation is dead. -- Sir, who was Sir Walter Scott?
Teacher.	He was a celebrated Scotch poet and novelist, who flourished in the early part of this century.
Pupil.	Do you think we should like his novels?
Teacher.	Well, I'm afraid you would find them rather difficult.  You should begin by something easier.
Pupil.	Which novel would you advise us to read first?
Teacher.	I should say "Robinson Crusoe."
Pupil.	Oh! of course; there is a Japanese translation of that.  I saw it on a book-stall only the other day.
Teacher.	You should find it capital practice first to read the translation and the original together, and then to go over the original again by itself.
Pupil.	I will do so, -- I suppose a page or two at a time.  But first I must see whether my father will let me have the money to buy these books.
Teacher.	Perhaps you might be able to borrow them.

Lesson 56.
CONVERSATION.
Pupil.	Sir, are there any proverbs in English, that are commonly used in speaking?
Teacher.	Oh! yes; plenty.
Pupil.	Then won't you give use some this time, instead of a story?
Teacher.	All right.  It will be a nice change.  The following are some of the commonest ones.
PROVERBS.
A cat may look at a king.
A fool and his money are soon parted.
A little learning is a dangerous thing.
All is not gold that glitters.
All work and no play makes Jack a dull boy.
Casting pearls before swine.
Like master, like man.
Love me, love my dog.
Make hay while the sun shines.
Necessity is the mother of invention.
Nothing venture, nothing win.
Out of the frying-pan into the fire.
Penny wise and pound foolish.
Short accounts make long friends.
Spare the rod, and spoil the child.
The boy is father to the man.
The early bird catches the worm.
The proof of the pudding is in the eating.
There are none so deaf as those that won't hear.
There is no rose without a thorn.
Time is money.
Walls have ears.
When the cat's away, the mice will play.
Where there's a will, there's a way.
You can take a horse to the water, but you can't make him drink.

Lesson 57.
CONVERSATION.
Teacher.	I want you, by the help of the Japanese translation, to tell me the meaning of the proverbs I gave you yesterday.  What does the first one mean?
Pupil.	It means that even people in the highest positions should not give themselves airs; for they are only men after all.
Teacher.	And the next?
Pupil.	The next means that foolish people easily get cheated out of their money.
Teacher.	Can you point out any English proverbs, that have equivalents in Japanese?
Pupil.	Yes, Sir; the proverb about "walls having ears" exists word for word in Japanese; and we also have equivalents, although not word for word equivalents, of such sayings as "casting peals before swine," "a little learning is a dangerous thing," "love me, love my dog," "where there's a will, there's a way," and perhaps of some of the others.
Teacher.	Now explain all the rest of the proverbs on the list to me.
Pupil.	"All is not gold that glitters" means that many splendid-looking things are really worthless.
		"All works and no play makes Jack a dull boy" means that it is not good to spend all one's time in study, without ever taking any exercise.
		"Like master, like man" means that inferiors are apt to imitate their superiors.
		"Make hay while the sun shines" means that one should never let an opportunity slip by, without taking advantage of it.
		"Necessity is the mother of invention" means that danger and privation sharpen men's wits.
		"Nothing venture, nothing win" means that he who is not willing to risk something, will never reap any great advantage -- for instance, in war or in trade.

Lesson 58.
CONVERSATION.
Teacher.	We hadn't time to finish the proverbs yesterday.  Now please tell me what is meant by falling "out of the frying-pan into the fire."
Pupil.	It means falling from one state, which was already bad enough, into another that is worse still.
Teacher.	And now tell me the others, in turn.
Pupil.	"Penny wise and pound foolish" means saving small sums at the hazard of larger ones.
		"Short accounts make long friends" means that it is best to avoid having money relations with one's friends.  If you owe a friend money, you should pay it back as soon as possible.
		"Spare the rod, and spoil the child" is a Bible saying, which is meant to teach parents not to be over-indulgent to their children.
		"The boy is father to the man" is a very deep saying.  It means that a man's character makes itself known from his earliest childhood.
		"The early bird catches the worm" is a proverb designed to inculcate the advantages of early rising.
		"The proof of the pudding is in the eating" means that the proof of whether a thing has been well done is only to be sought in the practical excellence of the result.
		The proverb about there being "none so deaf as those that won't hear" means that very often the reason why people can't, or think they can't do a thing, is because they don't care to try.

Lesson 59.
CONVERSATION.
Teacher.	There are still four or five proverbs to explain.  Tell me, please, what is meant by that pretty saying, "there is no rose without a thorn."
Pupil.	It means that every good thing has some drawback, -- that no happiness is complete.
Teacher.	The next one on the list, "time is money," needs no explanation, I should say.
Pupil.	I understand it to mean that time is a very valuable thing.
Teacher.	Exactly so.  Now what of the proverb about the cat and the mice?
Pupil.	It means that inferiors are apt to misbehave themselves when their superior's back is turned.
Teacher.	Now for the last proverb on the list.  What does it signify?
Pupil.	It signifies that there are limits to what force can do.  You can lead a horse to the river side; but, try as you may, you can't force him to drink if he doesn't choose to do so.
Teacher.	I hope you will remember these proverbs.
Pupil.	I will try to.  But I suppose these are not all that there are in English.
Teacher.	No, indeed.  There are thousands more.  There is no end to them.
Pupil.	But perhaps if I learn a few, I shall come to understand the others without explanation?
Teacher.	Very likely you may.  In any case, there is no use in trying to learn too many at a time.  You will only get them all mixed up together.
	
Lesson 60.
EDWARD III. AND QUEEN PHILIPPA AT CALAIS.(PART 1.)
	Edward III, famous for his victories over the French, was one of the greatest kings that ever sat on the throne of England.  But if he was admirable for his powers in war, his consort, Queen Philippa, was no less admirable for the truly womanly tenderness of her disposition.  Of this a celebrated anecdote is recorded in history: --
	After the victory of Cressy in 1346, Edward proceeded to Calais, which was too strongly fortified to be reduced by anything but famine.  He stationed his fleet directly opposite the harbor, and built huts for his troops all around the town.  He then patiently awaited the result.
CONVERSATION.
Teacher.	Who was Edward III?
Pupil.	He was one of the greatest kings that ever sat on the throne of England?
Teacher.	What was he chiefly famous for?
Pupil.	For his victories over the French.  One of these victories was the battle of Cressy, which he gained in 1346.
Teacher.	What of Queen Philippa?
Pupil.	She was as admirable for the womanly tenderness of her disposition, as her husband, King Edward, was for his courage in the field.
Teacher.	What was Edward's next move after the battle of Cressy?
Pupil.	He proceeded to besiege Calais in the north of France.  But the place was too strongly fortified to be reduced by anything but famine.

Lesson 61.
CONVERSATION.
Teacher.	What plan did Edward III adopt when he found that it was impossible to take Calais at once?
Pupil.	He resolved to starve the garrison and the inhabitants out.  So he built huts for his troops all around the town, and stationed his fleet directly opposite the harbor.
Teacher.	And then?
Pupil.	Then he patiently awaited the result.  That was all he could do under the circumstances.
EDWARD III ABD QUEEN PHILIPPA AT CALAIS.(PART 2.)
	The governor of Calais was a gallant knight, and resolved not to yield as long as life could be sustained, in the hope that Edward's patience would be tired out.  But after the siege had lasted eleven months, the people were driven to the necessity of eating horses, cats, and dogs.  At last even these failed, and there was then nothing for it but to surrender.  This the governor offered to do, on condition that the inhabitants should be allowed to depart with life and liberty.  Edward consented to spare the bulk of the population, provided they delivered up to him six of their principal citizens, bare-footed and with halters about their necks, all ready for execution.  It was a cruel condition.  But Calais was not wanting in heroes willing to sacrifice their lives for the common weal.  Five of the leading citizens instantly volunteered, and sixth was chosen by lot.  They were led into the presence of the king, who ordered them off to execution.

Lesson 62.
CONVERSATION.
Teacher.	How did the governor of Calais behave, when the town was besieged?
Pupil.	He resolved not to yield as long as life could be sustained; for he was a gallant knight, and meant to do all that lay in his power to tire Edward's patience out.
Teacher.	Did he succeed in doing so?
Pupil.	No; Edward was a match for him.  He besieged the place for eleven months, till at last the people were driven to the necessity of eating horses, cats, and dogs; and after a little time even these failed, and there was nothing for it but to surrender.
Teacher.	On what condition did the governor offer to capitulate?
Pupil.	On condition that the inhabitants should be allowed to depart with life and liberty.
Teacher.	And on what condition did Edward consent to spare the bulk of the population?
Pupil.	On condition that six of the principal citizens should be delivered up to him, bare-footed and with halters round their necks, ready for execution.
Teacher.	How were the six victims chosen?
Pupil.	Five volunteered, and the sixth was chosen by lot.
Teacher.	Then there were plenty of brave men in Calais?
Pupil.	Yes, Sir, there seem to have been quite a number willing to sacrifice their lives for the common weal.
Teacher.	What was done with the six men?
Pupil.	They were led into the presence of the king, who ordered them off to execution.

Lesson 63.
EDWARD III AND QUEEN PHILIPPA AT CALAIS.(PART 3.)
	It was in vain that the Black Prince and the nobles interceded for the six victims.  The King remained inexorable.  At this juncture, a blare of trumpets resounded throughout the camp.  It was Queen Philippa, who, after gaining a great victory over the Scotch, had just arrived with a reinforcement of gallant troops.  Being apprised of what was going on, the Queen at once, with womanly tact, perceived that King Edward's action was as impolitic as it was cruel.  She threw herself on her knees before him, and besought him to pardon the six innocent men.  At length the King yielded to her solicitations, saying that he did so as a reward for the service which she had rendered to him by her victory over the King of Scotland.  She therefore had the prisoners conducted to her tent, where she caused them to be feasted right royally, and them to be feasted right royally, and them sent them home loaded with presents.  "Ah, my country!" exclaimed one of them, "it is now that I tremble for thee.  Edward only wins our cities, but Phillippa conquers our hearts!"
CONVERSATION.
Pupil.	Who was the Black Prince, Sir?
Teacher.	He was the eldest son of Edward III.
Pupil.	Why was he called the Black Prince?
Teacher.	Nobody knows.  But it is thought that it may have been on account of the color of his armor. -- What did the Black Prince do on this occasion?
Pupil.	He interceded for the six victims; for he was kind as well as brave.  But the king remained inexorable.

Lesson 64.
CONVERSATION.
Teacher.	What accident saved the six men's lives?
Pupil.	The arrival of Queen Phillipa, just as they were being led off to execution.
Teacher.	How was her arrival heralded?
Pupil.	By a blare of trumpets, which resounded throughout the camp.
Teacher.	What had Queen Philippa been doing?
Pupil.	She had been fighting against the Scotch, and had gained a great victory over them.
Teacher.	What did she bring with her?
Pupil.	A reinforcement of gallant troops.
Teacher.	What did Queen Philippa instantly perceive?
Pupil.	She perceived that her husband's action in causing the six citizens of Calais to be executed was as impolitic as it was cruel.
Teacher.	Then what did she do?
Pupil.	She fell on her knees before the King, and besought him to pardon them.
Teacher.	Did the King listen to her solicitations?
Pupil.	After a little time he did, saying that he would pardon them as a reward to her for the service which she had rendered to him by her victory over the King of Scotland.
Teacher.	How did she treat the prisoners when they were handed over to her?
Pupil.	She caused them to be conducted to her tent, and feasted right royally, after which she sent them home loaded with presents.
Teacher.	What witty remark did one of the prisoners make on experiencing this generous treatment?
Pupil.	He said that he trembled for his country much more now than he had ever done before, for that Edward hitherto had only won French cities, but Philippa had begun to win French hearts.

Lesson 65.
LORD CHATHAM.
	William Pitt, who was raised to the peerage under the title of the Earl of Chatham, was one of the greatest English statesmen of the eighteenth century.  He was a patriot, and yet one of those few patriots who can also allow for the patriotism of other nations.  It was during Chatham's time that the oppressive government of George III and his short-sighted ministers caused the American colonies to break the tie which had hitherto bound them to the mother-country.  Chatham, though an Englishman, fully sympathized with the justice of the American claims, and spoke in the British Parliament some words which have become historical: "You cannot conquer America," cried he.  "If I were an American as I am an Englishman, while a foreign soldier was landed in my country, I never would lay down my arms, -- never, never, never!"
CONVERSATION.
Teacher.	Who was Lord Chatham?
Pupil.	He was one of the greatest English statesmen of the eighteenth century.  His surname was Pitt, but he was raised to the peerage under the title of the Earl of Chatham.  -- Sir, what is the difference between an Earl and a Lord?
Teacher.	The word "Lord" is of wider application than the word "Earl."  "Earl" is the special name of a certain class of noblemen, corresponding to the Japanese haku-shaku, whereas "Lord" is a title which, in common parlance, is applied to noblemen in general.
Pupil.	Sir, are there many noblemen in England and America?
Teacher.	There are a great many in England, but none in America.

Lesson 66.
CONVERSATION.
Teacher.	For what was Lord Chatham remarkable?
Pupil.	For his talents, his patriotism, and his liberal-mindedness.  His love of his own country did not prevented him from appreciating the patriotism of other nations.
Teacher.	What important event occurred during his life-time?
Pupil.	The breaking of the tie which had till then bound America to England?
Teacher.	How did this come about?
Pupil.	Through the oppressive government of the English king, George III, and of his short-sighted ministers.
Teacher.	Did Chatham approve of their action?
Pupil.	No, on the contrary, he fully sympathized with the justice of the American claims, and blamed the English government for trying to enforce their oppression by the help of arms. -- Then, Sir, had the English government sent soldiers to try to conquer the Americans?
Teacher.	Yes, they had sent English soldiers, and also some German mercenaries. -- What did Chatham say about this in Parliament?
Pupil.	He told them that they could not conquer America, and said that if he himself had been an American, he would never lay down his arms, so long as a single foreign soldier was landed in his country.
Teacher.	Can you tell me how the war between England and America ended?
Pupil.	I believe it ended by America becoming an independent country, with George Washington as president.
Teacher.	That is right.  When did this happen?
Pupil.	I am not quite sure, Sir.
Teacher.	It was a little more than a hundred years ago.  American independence was proclaimed on the 4th July, 1776.

Lesson 67.
GEORGE III AND THE AMERICANS.
	It is always something to know when one is beaten, and to give in with a good grace.  Of this even George III, with all his faults, was capable, as the following anecdote may serve to show: --
	In 1783, when peace had been concluded, and England had acknowledged the independence of the United States, John Adams, who, next to Washington, had acted the most prominent part in the revolution, was sent as envoy to the British court.  King George III looked forward with considerable anxiety to his first interview with this distinguished rebel, and declared to some of his attendants that he viewed it as one of the most critical moments of his life.  He received the envoy, however, most graciously, and said to him, "I was the last man in the kingdom, Sir, to consent to the independence of America; but now it is granted, I shall be the last man in the kingdom to sanction a violation of it."
CONVERSATION.
Teacher.	Was George III a great king?
Pupil.	No, Sir; but he had at least the sense to know when he was beaten, and to give in with a good grace.
Teacher.	How is this characteristic of his illustrated?
Pupil.	By the anecdote which we have just read.
Teacher.	What event occurred in 1783?
Pupil.	Peace was concluded between England and the United States, the English government acknowledging the independence of the latter.

Lesson 68.
CONVERSATION.
Teacher.	Who was John Adams?
Pupil.	He was an American, who had taken a prominent part in the revolution, and who was sent as envoy to England after the conclusion of the war.
Teacher.	How did George III feel about his first interview with Adams?
Pupil.	He looked forward to it with considerable anxiety, and declared to some of his attendants that he considered it one of the most critical moments of his life.
Teacher.	Was the king rude to Adams?
Pupil.	No, on the contrary, he received him most graciously.
Teacher.	And what did he tell him?
Pupil.	He told him that, though he had been the last man in England to consent to the independence of America, he would also be the last man to sanction a violation of that independence, now it was granted.
Teacher.	It was a graceful speech, was it not?
Pupil.	Yes, Sir; but still I suppose that George III couldn't help himself, since he had been defeated by the Americans.
Teacher.	No doubt.  But yet it is always something to know to know when one is beaten, and to give in with a good grace.
Pupil.	I see.
Teacher.	That is just the point which the anecdote serves to show.

Lesson 69.
THE BLACK HOLE OF CALCUTTA.(PART 1.)
	When the British factory of Calcutta was captured by the Nabob, Surajah Dowlah, in June, 1756, the English captives were left at the mercy of the native guards, and these guards determined to secure them for the night in the prison of the garrison, a chamber known by the fearful name of the Black Hole.  Even for a single European malefactor that dungeon would, in such a climate, have been too close and narrow.  The space was only twenty feet square.  The air-holes were small and obstructed.  It was the summer solstice -- the season when the fierce heat of Bengal can scarcely be rendered tolerable to natives of England by lofty halls and the constant waving of fans.  The number of the prisoners was one hundred and forty-six.  When they were ordered to enter the cell, they imagined that the soldiers were joking; and, being in high spirits on account of the promise of the Nabob to spare their lives, they laughed and jested at the absurdity of the notion.  They expostulated; they entreated; but in vain.  The guards threatened to cut down all who hesitated.  The captives were driven into the cell at the point of the sword, and the door was instantly shut and locked upon them.  Nothing in history or fiction approaches the horrors which were recounted by the few survivors of that night.  They cried for mercy.  They strove to burst the door.  One of them, who, even in that extremity, retained some presence of mind, offered large bribes to the jailers.  But the answer was that nothing could be done without the Nabob's orders, that the Nabob was asleep, and that he would be angry if anybody awake him.

Lesson 70.
CONVERSATION.
Teacher.	What was the Black Hole of Calcutta?
Pupil.	It was an airless dungeon only twenty feet square, into which no less than a hundred and forty-six English prisoners were crowded by their cruel native captors on a hot day in June, 1756. -- Sir, who was Surajah Dowlah?
Teacher.	He was the "Nabob," or viceroy, of Bengal, one of the great provinces of India.  At that time India belonged to a race of Asiatic conquerors called the Mongul Emperors; but the English already had some factories at Calcutta and in a few other places. -- Why was the Black Hole such a terrible place?
Pupil.	On account of its small size, and its airlessness.  In that climate and at that time of year, it would have been too close and narrow even for a single European prisoner, accustomed, as Europeans are, to a much cooler climate.
Teacher.	How did the hundred and forty-six people come to be crowded into such a place?
Pupil.	Surajah Dowlah had left them at the mercy of the guards, who determined to secure them there for the night.
Teacher.	How do Europeans manage to endure the heat of an Indian summer?
Pupil.	By living in cool houses with lofty rooms, and by using fans, and punkhas, and plenty of ice.
Teacher.	What did the English prisoners think, when told to enter the Black Hole?
Pupil.	They thought that the soldiers must be joking, and they laughed at the notion of trying to pack so many human beings into so small a space.  But, -- poor people, -- they soon discovered their mistake.

Lesson 71.
CONVERSATION.
Teacher.	What did the prisoners do, when they found out that they were to be shut up in the Black Hole?
Pupil.	They expostulated, and entreated, but in vain.
Teacher.	How did the guards threaten to treat them, if they hesitated to go in?
Pupil.	They threatened to cut them all down, and it was actually at the point of the sword that they drove them into the horrid dungeon.
Teacher.	What did the guards do next?
Pupil.	They shut the door, and locked it on the prisoners for the night.
Teacher.	What did the few survivors of that night have to tell?
Pupil.	They had to tell of horrors, which are hardly approached by anything else in history of fiction.
Teacher.	What did the unfortunate prisoners do, when they found themselves locked in to that narrow space?
Pupil.	They cried for mercy, they tried to burst the door, and they offered large bribes to the jailers.
Teacher.	Didn't they succeed, even with bribes, in softening the jailers' hearts?
Pupil.	No, the jailers replied that nothing could be done without the nabob's orders, that he was asleep, and that he would be angry if anybody awake him.
Teacher.	Was this excuse a true one?
Pupil.	Apparently not.  The nabob had given no particular orders on the subject.  He had simply handed over the prisoners to the guards, to do as they pleased with.

Lesson 72.
THE BLACK HOLE OF CALCUTTA. (PART 2.)
	Then the prisoners went mad with despair.  They trampled each other down, fought for the places at the windows, fought for the pittance of water with which the cruel mercy of the murderers mocked their agonies, -- raved, prayed, blasphemed, -- implored the guards to fire among them.  The jailers, in the mean time, held lights to the bars, and shouted with laughter at the frantic struggles of their victims.  At length the tumult died away in low gasps and moanings.  The day broke.  The nabob had slept off his debauch, and permitted the door to be opened.  But it was some time before the soldiers could make a lane for the survivors, by piling up on each side the heaps of corpses, on which the burning climate had already begun to do its loathsome work.  When a length a passage was made, twenty-three ghastly figures, such as their own mothers would not have known, staggered one by one out of the charnel-house.  A pit was instantly dug.  The dead bodies, a hundred and twenty-three in number, were flung into it promiscuously, and covered up.  
	These things awakened neither remorse nor pity in the bosom of the savage nabob.  He inflicted no punishment on the murderers.  He showed no tenderness to the survivors.  Some of the latter he sent up country in irons.  The rest were lodged in miserable sheds, and fed only with grain and water.  One English-woman had survived that night.  She was placed in the harem of the prince at Moor-shedabad.

Lesson 73
CONVERSATION.
Teacher.	What did the prisoners do, when maddened by despair at being shut up in a place where they could neither stand, nor sit, nor even breathe freely?
Pupil.	They trampled each other down, fought for the places at the windows, and fought for the pittance of water given them by their cruel guards in order to prolong their agonies.  Some raved, others prayed, others blasphemed; others again implored the guards to put an end to their tortures by firing among them. -- Sir, what was it that made them suffer so much?
Teacher.	The heat, and the want of breathing room. -- How did the jailers show their fiendish cruelty?
Pupil.	By holding lights to the prison bars, and shouting with laughter at the frantic struggles of their victims.
Teacher.	How did these struggles end?
Pupil.	They died away at last, towards day-break, in low gasps and moanings.
Teacher.	What happened then?
Pupil.	The nabob, who meanwhile had awoke, allowed the door of the dungeon to be opened.
Teacher.	And what sight met the eyes of these who opened it?
Pupil.	Heaps of corpses.  There were so many of them, that it was some time before the soldiers could make a passage for the survivors by piling up the corpses on each side.
Teacher.	In what state were the survivors?
Pupil.	Even then were very nearly dead.  They were such ghastly figures, that their own mothers would not have known them, and there were only twenty-three of them out of a hundred and forty-six.  The rest had all died.
Teacher.	How horrible!

Lesson 74.
CONVERSATION.
Teacher.	What was done with the dead bodies?
Pupil.	A pit was dug for them at once, and they were all flung into it promiscuously.
Teacher.	What did the nabob think of all of this?
Pupil.	He felt neither remorse nor pity.
Teacher.	What! did he not disavow the action of his soldiers?
Pupil.	No, he did not so much as punish one of them, nor did he show the least tenderness to the survivors.
Teacher.	Then what did he do with the survivors.
Pupil.	Some he sent up country in irons.  The rest he caused to be lodged in miserable sheds, and fed only with grain and water.  There was one woman, who had survived that dreadful night, and her he placed in his harem. -- Sir, what happened after this?
Teacher.	All came right in time.  Surajah Dowlah was defeated shortly after by the British troops, and was deposed from the vice-royalty which he had so much disgraced.
Pupil.	Was that the beginning of the English conquest of India?
Teacher.	It was one of the first incidents in it?
Pupil.	Sir, how far is India from Japan?
Teacher.	Well, it is between five and six thousand miles by sea from Tokyo to Calcutta, the capital of India.
Pupil.	How long does it take to go there?
Teacher.	About three weeks, if you travel in one of the P. & O Steamers.
Pupil.	The P. & O. Steamers, -- what are they?
Teacher.	A line of steamers, -- which run from England to India, China and Japan.
Pupil.	How I should like to take a voyage in one of them!
Teacher.	If you only study hard enough, perhaps you may one of these days.

Lesson 75.
THE WOLF AND THE LAMB.
	As a wolf was lapping at the head of a running brook, he espied a stray lamb paddling at some distance down the stream.  Having made up his mind to seize her, he cast about for some means of justifying his violence.  "Villain!" said he, running up to her, "how dare you muddle the water that I am drinking?"  "Indeed," said the lamb humbly, "I do not see how I can disturb the water, since it runs from you to me, not from me to you."  "Be that as it may," replied the wolf, "it was but a year ago that you called me many bad names."  "Oh! Sir," said the lamb, trembling, "a year ago that you called the lamb, trembling, "a year ago I was not born."  "Well," retorted the wolf, "if it was not you, it was your father, and that is all the same.  But it is no use trying to argue me out of my supper;" -- and without another word, he fell upon the poor helpless lamb, and tore her to pieces.
	A tyrant never wants a plea.
CONVERSATION.
Teacher.	What was the wolf doing?
Pupil.	He was lapping water at the head of a running brook.
Teacher.	What did he espy?
Pupil.	He espied a stray lamb paddling at some distance down the stream.
Teacher.	What did he make up his mind to do?
Pupil.	He made up his mind to seize the lamb, and he cast about for some means of justifying such an act of violence.

Lesson 76.
CONVERSATION.
Teacher.	How did the wolf commence his attack on the lamb?
Pupil.	He rushed up to her, and asked her how she dared to muddle the water which he was drinking.
Teacher.	And how did the lamb excuse herself?
Pupil.	She said humbly that she didn't see how it was possible for her to disturb the water, since it ran from him to her, not from her to him.
Teacher.	What did the wolf say next?
Pupil.	He said that, whatever might be the case about the water, the lamb had called him bad names the year before.
Teacher.	What did the lamb say to this?
Pupil.	She said it was impossible she should have called him any bad names then, as she wasn't even born at the time.
Teacher.	Did the wolf, on hearing this, acknowledge that he was in the wrong?
Pupil.	By no means.  He only grew the more furious and unreasonable, saying that, if it had not been the lamb herself, it had been her father, which came to the same thing; and, without more ado, he fell upon her, -- poor, helpless little creature that she was, -- and tore her to pieces.
Teacher.	What is the moral of this story?
Pupil.	That it is useless to remonstrate with a tyrant.  If one plea is proved false, he will invent another.

Lesson 77.
DIOGENES AND ALEXANDER THE GREAT.
	Shortly after his accession to the throne of Macedonia, Alexander the Great went to Corinth, where he convened a general congress of all the Grecian states.  Here he was appointed generalissimo for the Persian war, in place of his father, Philip.  Most of the philosophers and persons of note near Corinth came to congratulate him on this occasion; but Diogenes, who was then living in one of the suburbs of Corinth, did not make his appearance.  Alexander therefore resolved to pay a visit to the eccentric cynic, whom he found sitting outside his tub, basking in the sun.  On the approach of Alexander with a numerous retinue, Diogenes raised himself up a little, and the monarch affably enquired how he could serve him.  "By standing out of my sunshine," replied the churlish philosopher.  Alexander was struck with surprise at a behavior to which he was so little accustomed.  But whilst his courtiers were ridiculing the cynic's bad manners, he turned to them and said, "Were I not Alexander, I should like to be Diogenes."

Lesson 78.
CONVERSATION.
Teacher.	Who was Alexander the Great?
Pupil.	He was son of Philip, king of Macedonia, and became famous as a great conqueror.  
Teacher.	When did he go to Corinth, and what for?
Pupil.	He went there shortly after his accession, in order to convene a general congress of all the Grecian states.
Teacher.	What do you think made him choose Corinth for this purpose?
Pupil.	Its central position, I suppose, on the isthmus uniting Northern and Southern Greece.
Teacher.	To what office was Alexander appointed by the congress?
Pupil.	He was appointed generalissimo for the Persian war in place of his father, Philip.
Teacher.	Who came to congratulate him on this occasion?
Pupil.	Most of the philosophers and persons of note near Corinth. 
Teacher.	And what of Diogenes?  Did he come too?
Pupil.	No, he did not make his appearance, although he was then living in one of the suburbs of the town.
Teacher.	Why didn't he come with the others to congratulate the young king?
Pupil.	I don't know, Sir.  I haven't read any Greek history yet.
Teacher.	The reason he didn't come was that he was a philosopher of very peculiar views, a man who valued nothing but his independence, and who despised all the usages of polite society.  In old days, such people were called cynics.

Lesson 79.
CONVERSATION.
Teacher.	What did Alexander do in order to obtain an interview with Diogenes?
Pupil.	Well, as Diogenes wouldn't come to him, he resolved to go and pay a visit to Diogenes. -- Sir, why was Alexander so anxious to make Diogenes' acquaintance?
Teacher.	Because he had often heard of him as an eccentric philosopher.  Diogenes was one of the celebrities of the day. -- Where did Alexander find Diogenes?
Pupil.	Sitting basking in the sun, outside his tub. -- Sir, is it the custom of foreign philosophers to live in tubs?
Teacher.	Oh! no.  How can you ask such a question?  I don't suppose anybody ever lived in a tub, except Diogenes.
Pupil.	Then it was one of his eccentricities, I suppose.
Teacher.	Exactly so. -- Was Alexander alone on this occasion?
Pupil.	No, he had a numerous retinue with him, -- all his courtiers.
Teacher.	What did Diogenes do when he saw him coming?
Pupil.	He raised himself up a little.
Teacher.	What did Alexander say to him?
Pupil.	He enquired in an affable manner what he could do to be of use to him?
Teacher.	What did Diogenes reply?
Pupil.	He said churlishly, "Be of use to me?  Yes, you can stand out of my sunshine."

Lesson 80.
CONVERSATION.
Pupil.	Sir, I don't quite see the point of Diogenes' answer.
Teacher.	What he meant was this: "Though you are so great a king, I want no favors from you; for I am a philosopher, and despise all pomp, and despise all pomp, and glory, and riches.  But if you are particularly anxious to do something for me, don't stand between me and the sun this chilly day."
Pupil.	It was rather a rude reply to make to a king, wasn't it?
Teacher.	Yes: but was Alexander made angry by it?
Pupil.	No, Sir, he wasn't angry, but he was surprised at behavior to which he was so little accustomed.  Kings are not often spoken to in that blunt fashion.
Teacher.	What did the courtiers do?
Pupil.	They ridiculed Diogenes' bad manners.
Teacher.	Did Alexander encourage them to do so?
Pupil.	On the contrary, he turned to them and said, "Were I not Alexander, I should like to be Diogenes," -- as much as to say that the next best thing to being a great king who looked forward to conquering the world, would be to be a philosopher who had conquered all his passions. -- Sir, do you think that Alexander really meant what he said?
Teacher.	How can I tell?  In any case his answer was a witty one, and a magnanimous one besides.
Pupil.	He must have been a very great man.
Teacher.	Yes, undoubtedly one of the greatest that ever lived.  His conquests first helped to bring together the East and West.

Lesson 81.
CONVERSATION.
Pupil.	Sir, won't you tell us something more about Alexander the Great?
Teacher.	All right, I will tell you an anecdote which every educated person in Europe knows.  In fact, it has given rise to the proverb of "cutting the Gordian knot."
Pupil.	What does that proverb mean?
Teacher.	It means to get out of a difficulty, not in the ordinary, humdrum fashion, but by some daring or original action. -- The story is as follow: --
THE GORDIAN KNOT.
	When Alexander was on his march through Asia Minor, he reached the town of Gordium, which had been the capital of the early Phrygian Kings.  Here was preserved, with superstitious reverence, the wagon in which king Midas, son of Gordius, had entered the town.  The pole of this wagon was fastened to the yoke by a knot of bark; and an ancient prophecy, generally believed amongst the people, promised the sovereignty of Asia to him who should be able to untie this knot.  Alexander repaired to the temple where the wagon was preserved, in order to attempt the adventure.  But, finding the knot a hard one to untie, he drew his word, and cut it through.

Lesson 82.
CONVERSATION.
Teacher.	When did Alexander the Great pass through Gordium?
Pupil.	When he was on his march through Asia Minor, to fight Darius, king of Persia.
Teacher.	What was Gordium?
Pupil.	It was a town which had been the capital of the early Phrygian Kings.
Teacher.	What old relic was preserved there?
Pupil.	The wagon in which Midas, one of the early Phrygian Kings, had entered the town.
Teacher.	What was there remarkable about this wagon?
Pupil.	A knot of bark, which served to fasten the pole to the yoke.
Teacher.	What superstition was connected with this knot?
Pupil.	It was declared that he who should be able to untie it would obtain the sovereignty of Asia.  An ancient prophecy had said so, and the people all religiously believed it.
Teacher.	What did Alexander do when told of this popular superstition?
Pupil.	He at once repaired to the temple where the wagon was preserved, in order to untie the knot, and thus impress the minds of the people.
Teacher.	Did he succeed in untying it?
Pupil.	No, Sir, he couldn't; the knot was too hard.
Teacher.	What did he do then?  He must have been rather at a loss.
Pupil.	Not in the least.  He drew his sword, and cut the knot through.

Lesson 83.
CONVERSATION.
Teacher.	To what proverb has the anecdote about Alexander, which I told you the other day, given rise?
Pupil.	To the proverb of "cutting the Gordian knot."
Teacher.	What does "cutting the Gordian knot" mean?
Pupil.	It means getting out of a difficulty by some daring or original action.
Teacher.	Was Alexander's action in cutting the Gordian knot a daring one?
Pupil.	Hardly a daring one perhaps, but certainly original.  It was a very simple way out of the difficulty, and yet one which few people would have thought of.
Teacher.	It reminds one of the story of Columbus and the egg.
Pupil.	What was that, Sir?
Teacher.	I will tell you.
COLUMBUS AND THE EGG.
	One day the great discoverer, Columbus, happened to be in company with some people, who started the question as to whether it were possible to stand an egg up on end.  Columbus declared that the thing could be done in a moment without any difficulty; so the others tried to do it in all sorts of ways.  At length, Columbus took the egg, and gently cracked the narrow end of the shell.  Thus flattened, the egg could of course be made to stand up without the slightest difficulty.

Lesson 84.
CONVERSATION.
Teacher.	Who was Columbus?
Pupil.	He was the man who discovered America.  He is one of the most celebrated men that have ever lived.
Teacher.	Where did he happened to be one day?
Pupil.	He happened to be in company with some people, who started the question as to whether it were possible to stand an egg up on end.
Teacher.	What did Columbus think of this question?
Pupil.	Oh! he declared that it could be solved in a moment; but to the others the thing didn't seem so easy.
Teacher.	How did Columbus manage to make the egg stand?
Pupil.	He just cracked the narrow end of the shell a little; and of course, when flattened in this way, the egg could be made to stand up without the slightest difficulty.
Pupil.	It seems to me, Sir, that, after all, Columbus's way of doing the thing was hardly fair.
Teacher.	Why so?
Pupil.	Because, although nobody seems to have said so in so many words, the understanding of course was that the egg must be set up on end just as it was.  It wasn't fair to break it.
Teacher.	Well, perhaps not.  But one mustn't look too closely into such small things.  Besides which, the question was a frivolous one; and so I think that Columbus was quite justified in settling it in a common sense manner.

Lesson 85.
GENERAL WOLFE.
	When, nearly a century and a half ago, the English and the French were fighting for the possession of Canada, the commander-in-chief on the English side was General Wolfe, one of the few characters in history that are without a blot; for he was as exemplary in all the relations of private life, as he was heroic in the discharge of his military duties.
	Quebec, the capital of Canada, stands on a lofty eminence overlooking the River St. Lawrence, in such a position as to appear impregnable.  But Wolfe had discovered a narrow winding path, leading up the cliff to the very point where the fortifications of the city were weakest.  Up this narrow path, at dead of night, Wolfe led his troops, surprising the French guard, and taking possession of the entrenched post at the summit.  As soon as it was light, Montcalm, the French governor of Canada, came out with his army to meet him, and a short but terrible battle was fought, which resulted in a complete victory for the British.  Wolfe was wounded three times, and the third would proved fatal.  Consciousness had not, however, yet deserted him, when he heard a grenadier officier cry out, "See! they run!"  "Who run?" whispered the dying general.  "The enemy, Sir," replied the officer.  "Then," said Wolfe, with his last breathe, "I die happy."

Lesson 86.
CONVERSATION.
Teacher.	Who was General Wolfe?
Pupil.	He was a celebrated English general, who lived about a century and a half ago.
Teacher.	In what war was he commander-in-chief?
Pupil.	In the war between England and France, when those two countries were fighting for the possession of Canada.
Teacher.	What was Wolfe's character remarkable for?
Pupil.	For being without a blot of any kind.  He was as exemplary in all the relations of private life, as he was heroic in the discharge of his military duties.
Teacher.	In what sort of position does Quebec stand?
Pupil.	It stands on a cliff overlooking the St. Lawrence.
Teacher.	Is the position a strong one from a military point of view?
Pupil.	Yes, very.  In fact it is almost impregnable.
Teacher.	Then how did Wolfe manage to make himself master of it?
Pupil.	By taking his troops, at dead of night, up a narrow winding path leading to the very point where the fortifications of the city were weakest.
Teacher.	Was there no guard there?
Pupil.	Yes, Sir, there was a guard of French soldiers at the top.  But Wolfe and his men surprised them, and took possession of the entrenched post.
Teacher.	What did the French governor do on learning that the British had taken the position?
Pupil.	He came out of the city, as soon as it was light, to fight against Wolfe.
Teacher.	Which side conquered?
Pupil.	The British did; but it was a hard-won victory.

Lesson 87.
CONVERSATION.
Teacher.	Was Wolfe wounded?
Pupil.	Yes, Sir; he was wounded three times, and the third wound proved fatal.
Teacher.	What anecdote is related of his last moments?
Pupil.	That, when lying there mortally wounded, he heard an officer cry out "They run!"  He asked who it was that ran; and, on being told that it was the enemy, he said "Then I die happy."
Teacher.	Those were grand words, -- weren't they?
Pupil.	Yes, indeed; one can see that he must have been a hero.
Teacher.	He was not only a hero and a good man, but he was also very fond of literature.
Pupil.	Is there any anecdote about that?
Teacher.	Yes.  It is as follows.
WOLFE AND GRAY'S "ELEGY."
	On the night before the assault, when Wolfe and his army were in the boats, dropping down the St. Lawrence to the neighborhood of Quebec, Wolfe read aloud to his officers Gray's "Elegy," a copy of which poem, then recently published, had just come out to him by the mail.  As he concluded the beautiful verses, he said: "Now, gentlemen, I would rather be the author of that poem, than take Quebec."
CONVERSATION.
Teacher.	When did Wolfe read Gray's "Elegy" aloud to his officers?
Pupil.	When they were all together in the boats, dropping down the St. Lawrence, on the night before the assault.
Teacher.	What is Gray's "Elegy?"
Pupil.	It is a celebrated poem, which had just been published at that time, and of which a copy had reached Wolfe by the mail. -- Sir, is Gray's "Elegy" really so very fine?
Teacher.	Yes, they are perfect verses.  I hope you will be able to read and appreciate them one of these day.

Lesson 88.
THE FOX WITHOUT A TAIL.
	A fox, being caught in a trap, was glad to compound for his neck by leaving his tail behind him.  But, upon coming abroad into the world, he began to be so sensible of the disgrace which such a defect would bring upon him, that he almost wished he had died rather than come away so maimed.  However, resolving to make the best of a bad matter, he called a meeting of the rest of the foxes, and proposed that they all should follow his example.  "You have no notion," said he, "of the ease and comfort with which I now move about.  I could never have believed it, if I had not tried it myself.  But really, when one comes to reason about it, a tail is such an ugly, inconvenient, unnecessary appendage, that the only wonder is that we foxes should have put up with it so long.  I propose, therefore, gentlemen, that you all profit by my experience, and cut off your tails this very day."
	Hereupon one of the oldest of the foxes stepped forward, and said.  "My dear Sir, I am inclined to think that you would hardly advise us to part with our tails, if there were any chance of your recovering your own."

Lesson 89.
CONVERSATION.
Teacher.	What happened to the fox?
Pupil.	He got caught in a trap.
Teacher.	Was he killed?
Pupil.	No, Sir; but he lost his tail.  The only way he could get out of the trap was by pulling and pulling, till his tail came off.  In fact, he saved his life at the expense of his tail.
Teacher.	What did he feel on coming out into the world again?
Pupil.	He felt so much ashamed, that he almost wished he had died rather than come away maimed in that manner.
Teacher.	What was he ashamed of?
Pupil.	Of not having a tail.  He foresaw the disgrace which such a defect would bring upon him.
Teacher.	What did he do to try and remedy it?
Pupil.	He resolved to make the best of a bad matter, and he therefore called a meeting of the rest of the foxes, and proposed that they should all follow his example.
Teacher.	Do you mean that he tried to persuade all the other foxes of his acquaintance to cut their tails off?
Pupil.	Yes; because, -- don't you see, Sir? -- if all the other foxes cut off their tails, his own want of a tail would no longer appear singular.
Teacher.	What argument did he use?
Pupil.	He told the other foxes that they really had no notion of the ease and comfort with which the absence of a tail enabled him to move about, -- adding that he himself could never have believed it, if he hadn't tried it.

Lesson 90.
CONVERSATION.
Teacher.	Did the fox content himself with that one argument?
Pupil.	No, Sir; he also reasoned on abstract grounds, pointing out the intrinsic inconvenience and uselessness of such an appendage as a tail, and saying that the only wonder was that foxes should have put up with it so long.
Teacher.	How did he end up his speech?
Pupil.	By proposing that the others should all profit by his experience, and cut off their tails that very day.
Teacher.	Did they consent to follow his advice?
Pupil.	We are not told exactly what they did; but, by the way the story ends, I am inclined to think that they didn't do anything so foolish.
Teacher.	How does the story end?
Pupil.	It ends by telling us that, after the tailless fox had finished his speech, one of the oldest foxes stepped forward, and said that he doubted whether such advice would ever have been given by one who had the least chance of recovering his own tail.
Teacher.	What did he mean to imply?
Pupil.	He meant to imply that the advice given was not disinterested, -- that it was a mere device resorted to for selfish purposes.
Teacher.	I am afraid that there are not a few human beings who act as the fox in this story did.
Pupil.	You mean people who pretend to be unselfish, but who, all the while, think of none but themselves?
Teacher.	Yes.

Lesson 91.
ON THE PROGRESS OF CIVILIZATION IN EUROPE BETWEEN THE YEARS 1685 AND 1845. (PART 1.)
	Of the blessings which civilization and philosophy bring with them, a large proportion is common to all ranks, and would, if withdrawn, be missed as painfully by the laborer as by the peer.  The market-place, which the rustic can now reach with his cart in an hour, was, a hundred and sixty years ago, a day's journey from him.  The street, which now affords to the artisan, during the whole night, a secure, a convenient, and a brilliantly lighted walk, was, a hundred and sixty years ago, so dark after sunset that he would not have been able to see his hand, so ill-paved that he would have run constant risk of breaking his neck, and so ill-watched that he would have been in imminent danger of being knocked down and plundered of his small earnings.
CONVERSATION.
Teacher.	Can you tell me some of the benefits which we owe to science and civilization?
Pupil.	Yes, Sir, good roads, healthy dwelling-places, proper medicine, posts, telegraphs, books, newspapers, and other things of that kind.
Teacher.	Are these blessings enjoyed only by the upper classes?
Pupil.	No, a large proportion of them is common to all ranks of men.
Teacher.	What would be missed as painfully by the peasant as by the prince.
Pupil.	How so?
Teacher.	Because the poor profit by them almost as much as the rich do.

Lesson 92.
CONVERSATION.
Teacher.	How was it that it used, only a couple of centuries ago, to take a whole day to drive to a place which can now be reached in an hour?
Pupil.	Because the roads were in a horrible state.  They were seldom, if ever, repaired, and were consequently full of deep ruts.
Teacher.	Was the difference as marked in the towns?
Pupil.	Yes, Sir.  Formerly London and the other towns of Europe were so dark after sunset that you couldn't see your hand, so ill-paved that you constantly ran the risk of breaking your neck, and so badly watched that you were always in danger of being knocked down and robbed.
Teacher.	And is all this changed now?
Pupil.	Oh! yes.  The streets are now brilliantly lighted all night long with gas or the electric light; they are well paved, and there are always plenty of policemen on the look-out for thieves. -- Sir, what book is this extract taken from?
Teacher.	From Macaulay's "History of England."
Pupil.	Is Macaulay a celebrated writer?
Teacher.	Yes, he is one of the great English classics.
Pupil.	Why is he considered a classic?  Did he live a long time ago?
Teacher.	Oh! no.  He flourished in the middle of the present century.  He is considered a classic on account of the vigor and clearness of his style.
Pupil.	Is there any Japanese translation of his "History of England?"
Teacher.	I don't think so.  But some of his "Essays," -- for instance his "Essay on Clive," his "Essay on Warren Hastings" and two or three others, -- have been republished by the University.  

Lesson 93.
ON THE PROGRESS OF CIVILIZATION IN EUROPE BETWEEN THE YEARS 1685 AND 1845 (PART 2.)
	Every bricklayer who falls from a scaffold, every sweeper of a crossing who is run over by a carriage, now may have his wounds dressed and his limbs set with a skill such as, a hundred and sixty years ago, all the wealth of a great lord, or of a merchant-prince, could not have purchased.
	Some frightful diseases have been extirpated by science, and some have been banished by police.  The term of human life has been lengthened over the whole kingdom, and especially in the towns.  The year 1685 was not accustomed sickly; yet in the year 1685 more than one in twenty-three of the inhabitants of the capital died.  At present only one inhabitant of the capital in forty dies annually.  The difference in salubrity between the London of the nineteenth century and the London of the seventeenth century is very far greater than the difference between London in our ordinary season and London in the cholera.
CONVERSATION.
Teacher.	Can you turn the first paragraph of this lesson in such a way as to be easier to translate into Japanese?
Pupil.	Yes, Sir; I should think it would be easier to translate, if it were put like this: "If a bricklayer falls from a scaffold, and if a crossing-sweeper is run over by a carriage, he can have his limbs set with great skill.  But, a hundred and sixty years ago, even the greatest lords and the richest merchants could not consult a really good doctor, because none such existed at that time."

Lesson 94.
Teacher.	By whom may even such humble folks as a bricklayer who falls from a scaffold, or a crossing-sweeper who is run over by a carriage, get attended to nowadays?
Pupil.	By surgeons more skilful than any that lived to hundred years ago.  In those days even lords and millionaires could not secure such good medical skill as the very poorest may have in our time for the asking.
Teacher.	Have police regulations contributed to diminish the amount of disease in the world?
Pupil.	Yes, Sir.  While some diseases, such as small-pox, have been pretty well extirpated by science, others have been banished by means of good police regulations.
Teacher.	What sort of diseases?
Pupil.	Well, leprosy is one; and then, I suppose, all sorts of things which come from bad drains, bad ventilation, and so on.
Teacher.	Do people live longer now than they used to do?
Pupil.	Yes, the term of life had been lengthened all over England even in Macaulay's time, in 1845; and now it has probably been lengthened still more.
Teacher.	What was the difference between the percentage of deaths in London in 1685 and 1845?
Pupil.	IN 1685 the average was more than one in twenty-three, whereas in 1845 it was only one in forty.
Teacher.	That is an enormous difference.
Pupil.	Yes.  In fact, to put it in other words, modern London is more healthy even in a cholera year, than old London used to be in an ordinary season.

Lesson 95.
CONVERSATION.
Teacher.	Does the comparison we have just read between modern England and the England of two hundred years ago suggest any particular reflections to you?
Pupil.	Yes, indeed.  If there is such a difference between modern England and England two centuries ago, how much more difference must there be between Japan to-day and Japan even twenty years ago, if all that people say is true?
Teacher.	Yes, when I was a boy, there were none of the conveniences which we now enjoy, and there was none of the safety either.  There were not even such trifling comforts as lamps or matches.
Pupil.	Then how did people contrive to get on?  One would think that life couldn't have been worth living under such circumstances.
Teacher.	Well, you see, we didn't know any better, and we couldn't miss what we had never seen or heard of.
Pupil.	Anyhow, I am very glad that I happened to be living now, instead of a hundred years ago.
Teacher.	Yes, even in Europe some old-fashioned people talk of past centuries as "the good old times;" but in reality they were very bad old times.
Pupil.	Why has everything suddenly advanced so much in Japan, I wonder?
Teacher.	Owing to contact with Europe and America.