FOURTH READER 
THE SUN. 
The sun, which gives us light and heat, is a body of vast size--one million three hundred thousand times larger than the earth. It is about 92 1/2 million miles distant from the earth, and its diameter is 800,000 miles. It revolves on its own axis once in 25 1/2 days. Its luminous surface is called the photosphere, above which is an envelope of hydrogen, called the chromosphere, which can be seen at the time of a total solar eclipse. Above the chromosphere, and extending for millions of miles, are rays of light called the corona. Dark spots are often seen on the surface of the sun when we look at it through a telescope. From the sun-spots it is known that the sun has a motion of its own. 
The Sun is believed to be a mass of burning gases, the temperature of which is so high that nothing can exist there in any other than the gaseous state. 

QUESTIONS AND ANSWERS. 
1. What gives us light and heat?--It is the sun. 
2. How much larger is the sun than the earth?--It is 1,300,000 times larger than the earth. 
3. How far is it from the earth?--It is about 92 1/2, million miles away. 
4. What is its diameter?--800,000 miles. 
5. Has it any motion of its own?--Yes, it revolves on its own axis in 25 l/2 days. 
6. Explain the terms photosphere, chromosphere, and corona.--The sun's luminous surface is called the photosphere. The chromosphere is the envelope of hydrogen above the photosphere, which can be seen at the time of a total solar eclipse. The corona is the rays of light which are seen above the chromosphere. 
7. When does a total solar eclipse take place?--It takes place when the moon, coming between the sun and the earth, hides the whole surface of the sun. 

Language Lessons: 
WORDS AND PHRASES. 
Time,1. Time is money. 2. at the time of a solar eclipse. 3. at a time; at times; three times. 4. three times larger.
envelope, 1. The sun has an envelope of hydrogen. 2. Bring me an envelope.
extend. The Himalaya mountains (extend for) more than a thousand miles.
exist. I believe there exist many worlds like ours.

GRAMMAR.
Use of the Articles.
the sun. the moon. the earth.

a star. the star. stars. the stars.
The sun gives us light and heat.
The light of the sun is brighter than that of the moon. 
Bring a light here. Put out the light.

TRANSLATION EXERCISES. 
Model,--The sun has a motion of its own. 
Exercise I,--The moon has no light of its own. 
Exercise II.--Watakushi wa jibun dake no heva wo motte imasu. 
These exercises are given by way of suggestions, so that they may be increased if the teacher thinks fit.

THE EARTH. 
You all know that the earth on which we live is not flat but round like an orange. You know also that the earth hangs in space just as a balloon does in the air, and that it is all the time spinning round like a great top, which causes day and night. 
The earth has another kind of motion: it revolves round the sun in a great circle called an orbit. This movement makes our year, just as the other movement, which we have likened to the spinning of a top, makes our day. 
Now, if the earth spun round exactly like a top, standing straight up and down, and moved round the sun in that way, the days would always be of the same length all over the world, and the seasons would never change. But we know that this is not the case and are led to think that the motion must be in some other way. 
The difference in the lengths of the days and nights is caused by the different ways in which the axis of the earth lies toward the sun, as will be seen in the picture, where the earth is shown in four different positions. The earth's axis always slants in the same way, but in moving round the sun it lies in different ways toward it.
It is now easy to understand that when the earth is at A or at C, the two poles marked and s are at the same distance from the sun, that is, the light of the sun just falls on both poles, and in all other parts of the earth the days and nights are of the same length. When the earth is at B the north pole leans toward the sun, so that the days are long and the nights are short in the northern hemisphere. 
We thus see that at the two poles there are but one day and one night in the whole year, and that in all other parts of the earth the days and the nights ate of different lengths, excepting about March 2lst and September 23rd, when the two poles are at the same distance from the sun. 
When the days and the nights are of the same length, we Japanese have a national holiday, to celebrate the event. 

QUESTIONS AND ANSWERS. 
1. What is the earth's diameter at the equator? --Nearly 8,000 miles (7912), its diameter at the poles being only 26 miles less. 
2. What is the circumference of the earth? --Nearly 25,000 miles. 
3. What is the mean distance of it from the sun? --About 92,000,000 miles. 
4. How long would it take a railway train, going at the rate of 40 miles an hour, to go round the earth? --About 25 days. 
5. If the train could travel from the earth to the sun, how many years would the journey take? --About 261 years. 
6. Mention the Zones.--The Torrid Zone, the Temperate Zones, and the Frigid Zones. 
7. What is latitude?--The latitude of a place is its distance in degrees from the equator. 
8. What is longitude?--It is distance in degrees east or west from the meridian of Greenwich, England.
9. State the latitude and the longitude of Tokyo.--It is in north latitude 35‹, 39‹, and east longitude  l39‹, 44.
Language Lessons:--  
WORDS AND PHRASES.
cause. (verb). The sun's heat causes water to rise up in vapour.
liken. Russia is often likened to the bear. 
the case. We Japanese write from right to left. This is also the case with the Chinese. 
hemi or semi (half). hemisphere; semicircle. 
Way.--1. Pray tell me the way to Ueno Park. 2. In which way does the wind blow? 3. The Park is a little way off. 4. Tell me how to do it. This is the way. 

GRAMMAR.
Uses of the Prepositions, gath and gin.h
The earth's diameter at the poles. 
at the equator. at the rate of--.
at the price of--. at a time.
at the same time. at the same distance. 
in space. in the air.
in the northern hemisphere.
in a circle. in a triangle. 
in different ways. in some other way.
at the same time; in the same time.
at a distance; in the distance.
at the door; in the door.

Use of the Past Tense. 
If the earth spun round exactly like a top, standing straight up and down, the days would be of the same length all over the world.  

TRANSLATION EXBRCISES. 
Exercise I.--1. If the earth revolved round the sun exactly in 365 days, we should have no leap years. 
2. I would go and fight if I could.
3. Nothing would grow without the heat of the sun. 
4. I should be much obliged to you if you would write me a letter of introduction to Dr. Johnson. 
Exercise II--1. Keikikyu ni notte (in a balloon) chikyu wo isshusuru koto ga dekireba yukwai de aro. 
2. Watakushi ga sono hon wo motte imasureba o-kashimosu no desu keredo. 

Commit to Memory:--
see, saw, seen; spin spun, spun; hide, hid, hidden; show, showed, shown. 

THE SOLAR SYSTEM. 
The sun, and the planets which circle around it, are called the Solar System. It includes eight planets receiving from the sun their light and heat, and held by its attraction. They are Mercury, Venus, the Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Besides these eight large planets, there are about three hundred small ones, called asteroids, or planetoids: they all revolve in the space between Mars and Jupiter. The planets called Mercury and Venus move in a path between us and the sun; they are therefore called inferior or inner planets. The other planets are called superior or outer planets. The distances of the planets from the sun in millions of miles are:-- Mercury, 35 millions; Venus, 66; the Earth, 92; Mars, 139; Jupiter, 476; Saturn, 872; Uranus, 1754; Neptune. 2746. Their periods of revolution are respectively: Mercury, 88 days; Venus, 225 days; the Earth, 365 1/4 days; Mars, 687 days; Jupiter, nearly years; Saturn, 29 1/2 years; Uranus, 84 years; and Neptune, 165 years.
Mercury, Venus, and Mars are smaller than the Earth. Jupiter is the largest of all the planets; its diameter is more than eleven times greater than that of the Earth. Saturn is of a diameter more than nine times greater than that of the Earth; Uranus has a diameter less than half that of Saturn; Neptune is a little larger than Uranus. Venus is the heavenly body next to the moon in brightness; Mars is easily known by its red light.
An attendant planet or satellite, which we call the Moon, revolves round the Earth. Other planets besides the Earth have satellites. Jupiter has five, Saturn eight, Uranus four, Neptune at least one. Saturn is surrounded by three rings, consisting of immense numbers of small satellites revolving swiftly round him. 
Comets are another class of heavenly bodies connected with the solar system. Their usual appearance is that of a star with a long streaming tail. When inspected through telescopes, they are found to be composed of a light matter, through which the stars can be seen, while the tail is still lighter and more vapoury. Some comets have been seen with more tails than one. The direction in which the tail points is always opposite to that of the sun.

QUESTIONS AND ANSWERS. 
1. What is the Solar System?--The sun and the planets belonging to it are called the Solar System. 
2. How many planets are there in the system? What are they?--There are eight planets; namely:--Mercury, Venus, the Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. 
3. Who gave them the names?--The ancient Romans named the seven planets after their gods. 
4. Why are Mercury and Venus called the inner planets?--Because they move in a path between the earth and the sun. 
5. Which is the largest of all the planets? Which is the brightest?--Jupiter is the largest, and Venus the brightest. 
6. Which planet is it that is commonly known by the name of the Morning and Evening Star?--It is Venus.
7. How do you know Mars from the other planets?--By its red light. 
8. Is the earth the only planet that has a moon?--No, other planets have moons. For example, Jupiter has five, and Saturn eight. 
9. What else has Saturn?--It has three rings.
10. What is a comet?--A moving star with a long streaming tail, which always points in the direction of the sun.

Language Lessons:--  
WORDS AND PHRASES. 
include. The Japanese Empire now includes Formosa, which once belonged to China. 
hold. 1. Just hold my bag, please. 2. An inkstand is a vessel for holding writing ink. 3. The sun's attraction holds the planets in their places. 4. We are to hold a meeting here to-morrow. [p. held; p.p. held]. 
superior, inferior. Venus is superior to any other planet in brightness. Jupiter is inferior to none in size. 
respectively. The diameters of the sun, the earth and the moon are 800,000 miles, 7,912 miles, and 2,163 miles respectively. 
surround. An island is surrounded by water. 
consist. Japan consists of immense numbers of islands. 
connect. A railway connects Tokyo with Kobe. 
inspect. A school inspector came to inspect our school this morning. compose. The sun is composed of gases.
-ness, bright, brightness; kind, kindness; dark, 
darkness; cold, coldness, cold(n), cool, coolness, cool(n). 

GRAMMER. 
Voice. 
We easily know Mars by its red light. (Active). Mars is easily known by its red light. (Passive). to hold, to be held; to surround, to be surrounded; to connect, to be connected; to compose, to be composed. to be seen: is seen, are seen; has been seen; have been seen; was (were) seen; will (shall) be seen; can be seen; may be seen; must be seen. When will you hold the meeting?--The meeting will be held next Sunday. Change the Voices.--1. The air surrounds the earth. 
2. The air is composed of two gases. 
3. A railway connects Port Arthur with St. Petersburg. 
4. We shall see a total eclipse of the sun this year. 
5. We saw a war-ship off the coast. 

Use of the Present Perfect Tense. 
Some comets have been seen with more tails than one. 
What is the difference in meaning between the above and the following? Some comets are seen with more tails than one. 

Preposition, gin." 
Write your name in Roman letters. 
The earth goes round the sun in 365 1/4 days. 
In which direction does the wind blow? 
Mars is red in color. 
Venus comes first in brightness. 

TRANSLATION EXERCISES. 
Model I.--Jupiter is the largest of all the planets; its diameter is more than eleven times greater than that of the earth. 
Exercise.--Shina wa Asia ni okeru subete no kuni no uchi de ichiban okii, sono menseki (area) wa Nihon no niju bai ijo aru. 
Model II.--Mars is easily known by its red light. 
Exercise.--Shinajin wa kare no bempatsu (cue) de tayasuku wakarimasu. 

Commit to Memory:--
know, knew, known; blow, blew, blown; find; found, found; hold, held, held. 
 
THE MOON. 
The moon which attends our earth is, next after the sun, the most interesting of all the heavenly bodies, because it is nearer to us than any other. It looks to be about as large as the sun, but it is really many million times smaller, and looks as large only because it is so much nearer, being only about a quarter of a million miles away. 
The moon rolls round the earth in a little less than a month, or about thirteen times every year. Though it gives us light, it is not luminous in itself, but only reflects on us a part of the light of the sun. 
The earth does the same thing for the moon. If you could stand on the moon, you would see the earth hanging like a balloon in the heavens, and shining with a silvery light, just as the moon looks to us at night. It would be sometimes crescent-shaped and sometimes round, just as the moon is, but it would be about thirteen times as large as the moon.  The moon's surface is covered with mountains, valleys, and plains, much like the surface of the earth; but, every thing in the moon being barren and desolate, like the country around volcanoes on the earth, there are no seas, lakes nor rivers.
In looking at the moon we always see the same things, therefore it is known that we can see only one side of it, the other side being always turned from us. As it rolls round the earth once every month, it must also turn round on its own axis once in just the same time, or else we should be able to see all sides of it. You will understand this if you place your hands on a post and go round it, keeping your face toward the post all the time. You will see that you yourself turn round once each time you go round the post. So the moon turns round once each time that it rolls round the earth and thus always keeps the face toward us. 

QOESTIONS AND ANSWERS.
1. What is the diameter of the moon? --2163 miles. 
2. How long does it take it to revolve round the earth?--27 days, 7 hours, 43 minutes and 11 seconds. 
3. Why does the moon, which is many million times smaller than the sun, look as large as the sun?--Because it is so much nearer. 
4. What is the average distance of the moon from the earth?--About 238,000. 
5. When do we see a full moon?--When the moon is right opposite the sun, so that the earth being between the two, we can see the whole of the lighted side.
6. When does an eclipse of the moon happen?--It can only happen at the time of full moon and when the earth lies directly between the sun and the moon. 
7. How long is a day in the moon?--It is nearly a month long--that is, the sun shines there for about fourteen of our days, and then it is dark for about the same length of time. 

Language Lessons:-- 
WORDS AND PHRASBS. 
attend. 1. The moon attends the earth.--A servant attends his master. 2. I shall attend the meeting. 
interesting. Astronomy is one of the most interesting studies.--The history of the Russo-Japanese War is very interesting. 
really. The earth looks flat, but it is really round. 
reflect. A mirror reflects the images of things in front of it. 
barren. Many of the mountains in Manchuria are barren. 
desolate. Most of the Kurile Islands are desolate. 
country. 1. Korea is a peninsular country. 2. Many a country has no navy. 3. The country around a volcano is barren. 4. My father lives in the country.
Keep. 1. Keep all the examination papers given back to you. 2. Stand still there keeping your face toward me. 3. The farmer sent a bright boy to keep guard over the field. 4. He did not keep his promise. [keep; p. kept; p.p. kept.] 5. What kept you from coming yesterday? 

TRANSLATION. EXERCISES. 
Exercise I.--If I could go and live in the moon I should be glad to do so. 
Exercise II.--Moshi anata ga tsuki e ryokosuru koto ga dekireba yama ya tani ga mie masho. 

COAL. 
Coal is obtained from "pits" or "mines," and it is found sometimes deep down in the earth, and sometimes at or near the surface. A great deal might be said about coal-- about how it was formed, what it contains, what we can get from it, and what we do with it. 
How was coal formed? Though it may seem strange, it is still true, that coal is the remains of plants which grew long ago on the surface, but which have been buried down deep in the earth. When you go down a coal-pit you will see the roof and floor of the passages covered with impressions or casts of leaves and other parts of plants, showing that plants have been buried here; and if we slice a piece of coal very thin indeed, we see in the coal itself marks which show us that it has all been vegetable matter. 
What does coal contain, and what can we get from it? Coal contains carbon: if it burns with a clear flame carbonic acid gas is formed; and if it burns with a smoky flame we can get black soot, or carbon, from the coal.
The coal contains, however, other things besides carbon; it contains hydrogen as well. 
Powder a little coal and put it into the bowl of a long clay tobacco-pipe; then cover the top well with a stopper of moist clay (made by s mixing the powdered clay with a little water), and let the clay dry well. After it is well dried, fasten the bowl of the pipe over the flame of the gas-lamp. Soon a yellow smoke will come out at the end of the pipe, and this yellow smoke will burn with a bright flame when a light is brought to it. This smoke is coal gas, but not purified like that which we burn in our houses. 
Now push the end of the pipe under water; you will see that bubbles of gas come off, and if you place a test-tube full of water with mouth downwards over the end of the pipe, the bubbles of coal gas will collect, and the tube may be filled with gas, which will burn when you bring a light to it. This coal gas contains carbon, for you may get black soot from the flame of this gas when it is burning, and because carbonic acid gas is formed when the gas burns, as you may show with the lime-water test: it also contains hydrogen, because, if you hold a dry clean glass over a flame of coal gas, drops of water will collect in the inside of the glass, showing that the hydrogen of the coal gas has united with the oxygen of the air to form water. 
You know that coal gas is colorless and invisible, that it is lighter than air, and that it is inflammable. Try to think what experiments you can make with coal gas to prove that this is the case. 
All the coal gas which we use in our towns is made in this way. Instead of tobacco-pipes, large ovens made of brick or sometimes of iron are used and these are called retorts; instead of a pinch of coal, many thousands of tons are made into gas; instead of a test-tube to collect the gas in, enormous gas-holders made of iron-plate are used. 
Now when the pipe is cold take off the clay, and you will find some grey coke in the bowl; this is some of the pure carbon of the coal which is left behind. Some of the carbon and all the hydrogen of the coal have gone off as gas, or water, or tar, for all these things are formed when coal is distilled or heated as we have done. 
There are many different kinds of coal, some of which are not so good for gas-making as others, because some contain more carbon and less hydrogen than others, and therefore give less gas and more coke. Coal is commonly divided into two classes: anthracite coal and bituminous coal. The anthracite is harder than the other; it is of nearly pure carbon. 
Besides coal gas we can get many other things from coal. Thus we get the tar which is used to tar ropes, sails, and fishermen's nets, to prevent them from rotting in the salt water. It is also used for asphalting pavements; and, what is more wonderful, we get from coal splendid bright violet and crimson colors. How these colors can be got from coal you cannot at present understand.
Of the importance of coal it is difficult to give you an idea in a few words. Try to think what our country would be without coal! Almost all our manufactures depend on our having cheap coal. We could not now do without railways or steamers, which both depend upon our having coal. Nor could the Navy do without the valuable fuel.

QUESTIONS AND ANSWERS. 
1. What is coal?--It is the remains of plants which grew long, long ago on the surface of the earth, but which have been buried down deep in it. 
2. Where is coal found in our country?--In Hokkaido, Kyushu, and many other places. 
3. Which is the hardest coal?--It is anthracite or stone coal. It is what the Japanese call muen tan, which means smokeless coal. It is a coal of nearly pure carbon. 
4. What do we get from coal?--Coal gas, tar, oil, and beautiful colors. 

Language Lessons:--  
WORDS AND PHRASES. 
a great deal. We use a great deal of coal every day. 
remains. 1. The remains of what has been burnt are called ashes. 2. The remains of my dear brother, who had been killed at the front, reached us yesterday. 
impression. 1. I saw the impressions of some big animal's feet on the sand.--2. Have you been to Nikko? What is your impression?
fasten.--The man fastened his bag to the saddle of the horse. 
purify. Distillation purifies sea-water. 
come off. 1. See the bubbles come off from the end of the pipe.--I threw up the cap, and the badge came off. 2. The base-ball match which had been put off several times came off at last yesterday. 
collect (intransitive). The bubbles of coal gas will collect in the test tube.--(transitive) You can use test-tubes to collect the gas in. experiment, experience. Let us make an experiment with some powdered coal to test what is told here.--Have you ever met with a storm at sea? No, I have never had such an experience. 
idea. 1. It is difficult to give you an idea of the trials of the soldiers at the front.--When will your father come back?-I have no idea.--The hare laughed at the idea of running a race with a tortoise. 2. To make Japan one of the greatest powers in the world is the idea impressed upon the mind of every Japanese. 
depend. 1. Almost all our manufactures depend on our having cheap coal. 2. How much will it cost to make a new coat?--That depends on the cloth. 3. Depend upon it, the Japanese will win a complete victory again. 
-less color, colorless; hope, hopeless.
in- visible, invisible; correct, incorrect. 
instead of. In Tokyo and Osaka, most shops and factories are lighted up with gas or electric lights instead of kerosene lamps. 
at present. I am sorry that I can not lend you the book at present. 

GRAMMAR. 
Use of gmight." 
He thinks that he may pass the examination. 
He thought that he might pass the examination. 
Father says I may go, too. 
Father said I might go, too. 
He might pass the examination if he were a little more diligent. 
I might tell you something more about coal. 
A great deal might be said about coal. 

TRANSLATION EXERCISES. 
Exercise 1.--Do not depend upon others, but do it yourself. 
Exercise 2.--Ano hito wa tanomi ni wa narimasen.


CAPTAIN STEWART. 
When the Hollanders received permission to remain in Japan for the purpose of trading, the English were granted the same privilege; but as they found no profit in it, they at length with-drew. When Charles II. was king, an effort was made to return, but when the Japanese heard that the king was married to a Portuguese princess, they haughtily refused their consent.
Years passed by, and Japan was left undisturbed. If a ship in distress came to their coast, the Japanese would relieve the wants of the crew, indeed, in a very humane and kind manner, so long as they were satisfied that it was accident, and not purpose, which had led strangers to their shores. The government, however, was determined to carry out the policy of Iyeyasu and to keep the country in seclusion as long as possible.  The first ship to break through this barrier was the Eliza, Captain Stewart, of New York, near the end of the eighteenth century. Holland was at war with England, and, to avoid capture by British cruisers, engaged neutral vessels to carry merchandise. The Eliza, bearing the Dutch flag, arrived at Nagasaki, and great was the consternation of the officials when they found that no one of these supposed Hollanders understood Dutch. It took some time to make the governor understand that these seamen were not English, although they spoke that language. But even when he did realize the difference between an American and an Englishman, it was with much hesitation that he consented to consider the Americans even as carriers. But at last consent was given, since the war rendered this substitution unavoidable. 
The Eliza returned next year, again engaged by the Dutch. When she was loaded with camphor and copper, she set sail in the evening, but struck upon a rock, filled, and sank. The crew succeeded in getting off in the boats and safely reached the shore, and the question now arose as to how to raise the ship and her valuable cargo.
At first it was decided to employ Japanese divers to bring up the copper, but the camphor had melted, and the gases caused the death of two men. Other attempts to raise the ship followed, but all proved fruitless. When all were at a loss what to do, a fisherman came forward and offered to raise the ship if his expenses were paid. At first he was laughed at, but when the Americans saw his confidence, they agreed to let him try. 
He began his work by fastening to both sides of the vessel fifteen boats, connecting them by means of props and stays. When there happened to be unusually high water, he came himself in a junk which he fastened in the same manner to the stern of the sunken vessel. When the water was at the highest point, sail was set on all the boats. The heavily loaded vessel was lifted, she cleared the rocks, and was towed to a spot on the shore where she could easily be unloaded and repaired. The man's expenses were paid, and he was handsomely rewarded, while a neighboring daimio gave him the right to wear two swords, which was similar to knighting him. 
It seems that, while this accident kept Captain Stewart at Nagasaki, he conceived the idea of entering into commercial relations with the Japanese, independent of the Dutch. When his vessel had been repaired and her cargo was again on board, he sailed, but encountered a storm which dismantled the vessel and once more he returned to Nagasaki. At last he departed, and returned the following year, but in another vessel. He stated that the Eliza had been wrecked, so that he had not reached Batavia; that he had lost the cargo, but that a friend in Manilla had furnished him with the means to purchase and load the brig, and that he had come to pay his bill for the repairs of the Eliza, for which purpose he offered his cargo for sale. 
The general agent of the Dutch listened quietly to this story, and turned the goods in the usual manner over to the Japanese. Now Captain Stewart had stated that nothing had been saved of the cargo of the Eliza, and when several articles that had been shipped on her had been identified among the cargo of the brig, Captain Stewart was arrested and sent to Batavia to be tried for the loss of the Eliza's cargo. 
While the investigation was going on, the prisoner made his escape, but in 1803 he entered Nagasaki Bay in another vessel under the American flag, and boldly requested permission to trade and supply himself with fresh water and oil. The first request was at once denied, but he was given what he asked for without charge, and was thus compelled to leave. The captain after this probably abandoned his purpose; at all events, he was not heard of again in Japanese waters. 

QUESTIONS AND ANSWERS. 
1. Where is Holland situated?--It is situated in Europe, to the west of the German Empire. 
2. Is the surface of the country high or low?--The surface is so low that the parts near the coast are below the sea-level, and the water is kept from overflowing the land by means of dikes or mounds at a great annual cost.
3. What is the name of the capital?--It is called the Hague. 
4. Which was the first American ship that appeared in Japanese waters?--The Eliza, a Ship from New York, whose captain was called Stewart. 
5. Was she a war-ship?--No; she was a vessel engaged by Holland to carry merchandise to Japan. 
6. Why did Holland engage a foreign vessel to carry merchandise to Japan?--Because she was at war with England at the time, and was forced to take the step to avoid the capture of the cargo by her enemy's cruisers. 
7. How long ago did this event happen?--A little more than a hundred years ago. 
8. What led Captain Stewart to conceive the idea of trading with Japan on his own account?--Probably he perceived the bright prospect of the trade. 
9. Did he succeed in carrying out his idea?--No, all his efforts proved fruitless. 
10. Do you think he was an honest man?--I think not. 

Languages Lessons:-- 
WORDS AND PHRASES. 
request. His request was granted,--was denied (or refused). 
privilege. Students in a private school are not granted the privilege of temporary exemption from enlistment unless the school is authorized by the Department of Education. 
accident, purpose. I think he did it by accident.--He did it on purpose, I am sure. 
break through. A robber broke through the window and got into the house. take. It takes a few years to build a battle-ship.--It takes many carpenter's and other laborers. It takes a great deal of time and money.--[p. took; p. p, taken] 
realize, 1. The world has begun to realize the difference between the Japanese and the other Asiatic peoples. 2. If you wish to make your mark, begin with an idea and persevere till you realize it. 
furnish. A neutral country should not furnish either of the two countries at war with any contraband of war. 
identify. All the soldiers are numbered, so that their bodies may be easily identified. 
as to. We talked together as to engaging a foreign teacher of English. 
so long as (as long as). So long as one inch of the deck remains above the water, there is hope. 
at a loss, I was at a loss what to answer when the teacher asked me how long ago America was discovered. 
at all events. Probably he is now staying at Kobe; at all events, he will come back in a few days. 

GRAMMAR. 
Use of "would" 
The master would speak a cheering word to the dog, and she (the dog) would wag her tail and bark a glad answer. 
The Japanese would relieve the wants of the crew. 

Passive Voice. 
The man left the horse without trying him. -?The horse was left untied.?
Japan was left undisturbed. 

Prepositions gat" and "in." 
He arrived at Nagasaki.--He arrived in Japan. 

Prepositional Phrases. 
on board (a ship), by means of, instead of. 

TRANSLATION EXERCISES. 
Exercise I.--He received permission from his father to remain in Tokyo for the purpose of studying English literature. 
Exercise II.--Ano hito wa Nihon no jido no kyoiku (education) wo shisatsuru (inspect) mokuteki de Chosen ni yuku kyoka wo Seifu kara emashita. 

THE CATHERINE. 
Another attempt to open friendly intercourse with Japan was made by Russia. A Japanese vessel had been wrecked off the coast of Siberia, and Empress Catherine II. sent home the members of the crew who had been saved. Lax-man, captain of the Catherine, which had been chartered for this purpose, entered Hakodate, on the island of Hokkaido, and told the authorities the object of his visit, at the same time requesting that arrangements might be made to establish trade. He was courteously received, but was warned in writing:--
1. That the Japanese law condemned to imprisonment for life every foreigner landing in any part of the empire, except Nagasaki. The government would, however, overlook the offense on account of his ignorance of these laws, and because of the Russians' kindness to Japanese subjects, but on condition that Laxman would promise that he and his countrymen would leave immediately, and would never again approach any part of the coast except the port of Nagasaki.
2. That the Japanese government thanked the Russians for the care taken of its subjects; but that they might leave them or take them back as they pleased, because the government considered all men to belong to the country where they were cast by their destiny and where their lives had been protected. 
Laxman and his crew had been treated with the greatest civility. Before his departure, he was provided, without charge, with everything he wanted, and finally dismissed with presents. 
The troubles arising from the French Revolution caused a cessation of further efforts. But in 1803, Emperor Alexander sent his chamberlain Resanoff as ambassador to the Emperor of Japan. Resanoff was not the man to engage in the difficult task before him. First he was insolent and overbearing, and then submitted tamely when the Japanese confined him in a narrow inclosure, resembling a bamboo cage, on the beach at Nagasaki. After some time, he was informed that the Japanese government had no desire that Russian ships should enter any port of Japan; and was dismissed unceremoniously. Resanoff returned to Kamchatka, and applied to the captains of the small armed vessels, to procure him satisfaction. Had he sought this at Nagasaki, he might have impressed the Japanese; but instead of this he attacked some of the Kurile (kool-reel) Islands, killed and captured the defenseless inhabitants, and burned their villages. Resanoff died on his way to St. Petersburg. 

QUESTIONS AND ANSWERS. 
1. For what purpose did the Russian Empress send the Catherine to Japan?--For the purpose of sending home the members of the crew of a Japanese vessel that had been wrecked off Siberia. 
2. How was Captain Laxman treated by the Japanese?--He and his crew were treated with the greatest civility and dismissed with presents. 3. What did the Captain request the Japanese authorities when he brought over the Japanese crew to Nagasaki?--He requested that arrangements might be made to establish trade between the two countries. 
4. Was his request granted?--No, the Japanese authorities courteously refused their consent. 
5. When did the French Revolution begin?--In 1789, when the mob of Paris destroyed the Bastille. 
6. Whom did Emperor Alexander send as ambassador to the Emperor of Japan?--His chamberlain Resanoff. 
7. What sort of a man was he?--He was an insolent man. 
8. What happened to him at Nagasaki? He was confined in a narrow inclosure on the beach, and informed that the Japanese government had no desire to establish trade with Russia. Then he was dismissed unceremoniously. 

Language Lessons:--
intercourse. The facilities of intercourse were very small at that time. authorities. If a student is dismissed from a government school it is reported to the authorities. 
arrangements. If you wish to change your school you must first get your Principal to make arrangements with the other school you intend to enter. object. 1. What was the object of the Russians' visit? 2. A mirror reflects the image of objects in front of it. 3. What is the object of the verb, "reflect"? 
ignorance. 1. Ignorance is a bad thing. 2. Even a foreigner, if he offends, will not be excused on account of his ignorance of the law. 
subjects. 1. The Japanese subjects at Dalny were ordered to leave the place when the war broke out. 2. English is an important subject of study at the Middle School. 3. What was the subject of your last composition? 
cessation, The winter will cause a cessation of further hostilities. charge (n). 1. "I hired a guide at the foot of the mountain." "What was his charge for the service? " 2. The enemy made many a charge upon the Japanese; but all to no effect. 3, The man was arrested under a charge of theft. 
destiny. Who can tell whether I shall be killed or saved? None but heaven knows my destiny. 
overlook. 1. The batteries on the hills can overlook the harbor. 2. If I see you do anything dishonest I shall not overlook your dishonesty. provide (v. t.). It is not an easy task to provide a fleet of forty vessels with coal for so long a voyage. (v. i.) The young man has to provide for his parents and sisters. 
inform. I beg to inform you that I am unable to go to school to-day on account of illness. 
apply (v. i.). 1. I am going to apply to the publishers for a specimen copy. 2 A general rule of grammar does not apply to an idiom. --(v. t.) 1. Apply a sticking plaster to your wound. 2. Apply yourself to your lessons. 3. Which theorem shall I apply to this case? 
procure. Can't you procure me a ticket of admission? 
charter. The government has chartered many foreign vessels. 
establish. They are going to establish a hospitai here. 
impress. 1. Impress this fact on your memory. 2. Your address seems to have impressed the audience. 
warn, advise. What does that notice mean? It warns the people of the danger of crossing the railway.--I advise you to take a walk before breakfast. 
submit. You must submit yourselves in every thing to your teachers' direction (orders). 
condition. 1. Can't you let me have the watch on condition I shall pay for it if I like it after a week's trial? 2. The watch is in good condition. life. A Russian who has been condemned to exile for life and sent to Siberia lives a most miserable life. 

GRAMMAR. 
Omission of "if.h 
Had he sought this at Nagasaki, he might have impressed the Japanese. = If he had, &c. 

TRANSLATION EXERCISES. 
Exercise I.--Had we started off but five minutes earlier, we might have been in time. 
Exercise II.--Moshi sakujitsu ame ga furanakatta naraba aretachi wa shuttatsushita kamo shire-masen. 

Commit to Memory:--
seek, sought, sought; cast, cast, cast. 
I. give, gave, given; break, broke, broken; begin, 
began, begun; sink, sank, sunk; arise, arose, 
arisen; wear, wore, worn; bear, bore, borne; 
withdraw, withdrew, withdrawn. 
II. make, made, made; hear, heard, heard; bring,
brought, brought; get, got, got (gotten) ; pay,
paid, paid; leave, left, left; strike, struck,
struck; lead, led, led; 
III. set, set, set; put, put, put; shut, shut, shut;
cut, cut, cut; 
IV. come, came, come; become, became, become. 

THE DIANA. 
I. 
The Russians had begun to colonize some of the northern Kurile Islands, and in 1811 Captain Golownin (go-lof-neen) was dispatched in the Diana to make a survey of this group. Some of his crew were in danger of being captured when they landed on one of the islands, but Golownin explained that he had come only to take in wood and water; that the act of Captain Resanoff had been one of piracy and that he had been punished by the Government. This satisfied the Japanese officers, and the Russians received a letter to the commandant of another fortress on the same island, where there was more facility to procure what was needed.  Golownin, instead of going where directed, continued his survey, and when he really did need water and other necessaries, he proceeded to one of the more southern islands of the same group, and communicated with the Japanese commandant. This officer pretended to be satisfied until Golownin deemed himself safe, when, having landed without escort, he his officers, and boat's crew were overpowered and taken prisoners. First the Russians were tightly bound with small cords; they were rendered so helpless that they had to be fed like infants, since they could not use their hands; the cords by which their legs were fastened had only enough play to enable the men to walk. A soldier held the end of each man's cord, and in this manner they were driven overland or piled together in boats when transportation by water was necessary. They were well taken care of, so far as food and drink were concerned, and when they were too tired to walk, their guards willingly carried them. So too, when the people of the villages through which they passed offered refreshments, the prisoners were always allowed to partake, and it seemed to afford their guards pleasure, if they appeared to enjoy these gifts. At the same time, the guards would not loosen the prisoner's cords, even though they cut into the flesh and caused intense suffering; but at night the wounds were carefully dressed. At last the Russians received an explanation of the odd mixture of cruelty and kindness with which they were treated. It appeared that the guards had been charged to convey the prisoners alive to Hakodate, and were afraid that one of them might commit suicide from despair at being a prisoner. If this had happened, or if one of the Russians had effected his escape, there would have been no inquiry: the guard in charge would simply have been found guilty, condemned to death, and executed. The kindness shown to the prisoners was, therefore, of genuine good nature, while the apparently unnecessary severity was a precaution for the protection of the guards themselves. 
After a month, Hakodate was reached. The arrival of the Russians must have been expected, for both sides of the road were crowded with men, women, and children. All behaved in a well-bred manner. "I paid special attention," says Golownin, "to their expressions, and failed to observe an angry look, or a sign of hatred toward us, and there was not the least attempt to insult us by laughing or mockery." 
The Russians were taken to a long wooden building surrounded by bamboo palisades. There was a hallway with wooden cages or cells on each side, about six feet square and provided with two small windows with iron grating, admitting light and air; the floor covered with mats, and a wooden bench was all the furniture. Each prisoner was put into one of these cells. Through the night, watchmen made the rounds, rattling now and then to announce that they were on guard. In the morning the Russians received water with which to wash themselves, and a Japanese physician came to inquire into the condition of their health. 
On the third day they were conducted, under a strong guard, to the house of the governor. Here tea and tobacco were offered them, and they were asked a number of questions, the answers being taken down in writing. "Has Russia changed her religion?" was one of the unexpected questions. "Certainly not." 
gWhy do you wear your hair cut short and without powder, when Laxman, who was here a few years ago, wore a long pigtail and thick hair covered with flour?" 
gFashions change, but they have nothing to do with religion." 
This answer the Japanese could not under stand, but the interrogation continued. 
"Why did I carry off wood and rice, when you landed, without the consent of the owners?" 
"We left in exchange other articles, fully equal in value." 
"Does Russian law allow you to take anything without the owner's consent, if you leave other articles of equal value? 
gIt does not. But if a man takes what is absolutely necessary for his existence, and substitutes full value, he cannot be considered guilty.h "Ah, our laws are different. A man must die of hunger than touch, without the consent of the owner, a single grain of rice which does not belong to him." 

QUESTIONS AND ANSWERS. 
1. For what was Captain Golownin dispatched to Japan by the Russian Government in 1811?--To make a survey of the Kurile Islands. 
2. What happened to his crew when they landed on one of the islands?--Some of them were in danger of being captured, but Golownin explained that he had come only to take in wood and water, and that Captain Resanoff had been punished by the Russian Government. 
3. Did the explanation satisfy the Japanese officer?--Yes, it did; and the Russians were directed to another fortress on the same island. 
4. Did Golownin do as he was told?--No, instead of doing so, he went on with his surveying, and to get water and other necessaries he proceeded to one of the more southern islands. 
5. Give a brief account of the adventure Golownin had there.--Expecting nothing hostile from the Japanese, Golownin, his officers, and the crew landed on the island without escort, when they were surprised to find themselves taken prisoners. They were escorted to Hakodate where they were examined at the house of the governor. 

Language Lessons:--
WORDS AND PHRASES. 
necessary. (adj.) 1. It was necessary to do so. 2. Rice is a necessary article of food for the Japanese. 
necessaries. Food, clothing, and shelter are the necessaries of life. refreshment. 1. The cool breeze gave us refreshment. 2. Allow me to offer you some refreshments. 
expression. 1. "at last" is an idiomatic expression. 2. I met your brother some time ago and observed an expression of sadness on his face. What could have been the matter with him? 
play, (n.) 1. The boys are at play on the play-ground. 2. Have you seen the play that is now going on at the Kabukiza? 3. Take off your coat and give free play to the arms. The cords had only enough play to enable the men to walk. 
round, (n.) 1. The thief was arrested by a policeman on his round. 2. I have to make a round of calls. 
pretend. Don't pretend to be asleep, John! 
partake, Come and partake of the refreshments. 
afford, 1. I wish I could go and see the sights of Tokyo; but I can not afford it. 2. A stove affords much comfort.--The kindness of the villagers afforded the foreigners no small pleasure. 
enjoy. 1. The bright moon shed her silvery light upon the calm seas. The deck was crowded with passengers, who had come up to enjoy the sight. 2. One should know how to enjoy oneself. 
charge, discharge, 1. It takes but a minute to charge and discharge the cannon. 2. I have been charged with the superintendence of the Fourth Year students.--I have been discharged from the service. 3. He has charged me two yen a day for his services.--I will discharge you from your debt if you will pay me half the sum at once.--Not less difficult is it to discharge a debt than to make a fortune. 4. The man was charged with theft.=The prisoner was discharged from custody. 
pay, 1. When will you pay the price? 2. You should pay attention to your teacher's pronunciation. 3. Let us pay a visit to the lady some day. 
so (as) far as. That will do so far as I am concerned. --I will walk as far as you do. 

GRAMMAR. 
Prepositin.
in charge; in exchange; in value;
in danger, on guard, off guard;
on duty, off duty; on each side,
in each side, at each side. 

Prepositions with "Night". 
at night; by night; during the night; for a (the)
night; in a night; in the night; on the night of. 

Use of the Auxiliary "must ". 
1. We must work or starve. (obligation) 
2. This must be yours. (necessity) 
The arrival of the Russians must have been expected. If we had landed, we must have been captured. 

II. 
When the Russians had been fifty days in Hakodate, they were taken to Matsumae, where the governor of the island resided. Here they were again examined, but more minutely. There was a great improvement in their treatment, although they were still confined as before. The weather being extremely cold, they were well provided with warm clothing, and a physician visited them twice a day. If any one was ill, a second doctor would come to attend him. 
At last the Russians were removed from their prison to a residence surrounded with strong palisades and were permitted to walk through the town, accompanied by a guard. They now resolved to escape. After having furrowed under the palisades, one night in April, they crept out, one by one, and, favored by darkness, struck across the country toward the sea, directing their course to the north, and ascending hills covered with snow. Hiding by day, they, for eight nights, wandered through thickets and scrambled among rocks and precipices, at great risk to their necks and limbs. 
At length they reached a village on the shore and found two boats, but these were hauled up on the beach, and, weak and famishing as the Russians were, they could not launch them. A little farther on they saw a boat afloat, and near it a tent. One of the famishing soldiers thrust his hand into the tent, but instead of finding something eatable, he grasped the head of a Japanese who was sleeping within. The fellow roared out, and the Russians, fearing that the noise would alarm the villagers, hastened back to the hills. 
On the next morning, when they were helpless from exhaustion, they found themselves surrounded by soldiers, who came upon them very quietly, bound their arms behind their backs, and let them to a house where they refreshed them with sake, boiled rice, radishes, and tea. The Russians had been regularly tracked, day by day. Golownin suspected that the odd fear about suicide had prevented the Japanese from seizing them sooner. They were marched back to Matsumae, and safely lodged in castle. The governor showed no anger at this escape: he merely told Golownin that this plan was ill contrived, and that if he had succeeded the governor himself and other Japanese would have answered for the escape with their lives. The Russians were soon sent from the castle to a new prison, and put into separate cages. But, at last, when the second year of their captivity was more advanced, they were restored to liberty, and sent off to their own country. 
At the time of his capture, the officers of Golownin's ship, the Diana, had attempted to get near enough in shore to be able to use the small cannon with which the ship was armed, but they were prevented by the shallow water. For three days they cruised near the place of the capture, and finally landed near a village, where they left some linen and other articles of which the captives might be in need. Then they returned as fast as possible to the seat of the Russian government on the Pacific coast. 
One of the captains of the Russian navy left at once for St. Petersburg to lay the case before the emperor. But at that time Russia was engaged in war with France, and it was some time before Emperor Alexander ordered the Diana to return to Japan. Captain Pikord was appointed to take command. When he sailed, he carried with him seven Japanese who had been shipwrecked on the coast, thinking that he might effect an exchange. But when he reached Japan, he found that he could not enter into communication with the shore, since the Japanese declined to take notice of him. At one place, indeed, they fired upon his vessel. 
Under these circumstances, Captain Pikord decided to capture a Japanese vessel, but when he did so, the crew jumped over board and escaped, and he gained nothing. Soon after this, he captured a large native junk, and although some of the men threw themselves over-board, the captain, a lady passenger, and several of the crew were captured. Most of the sailors were set free, and allowed to proceed with their vessel; but as the season was too far advanced for further efforts, the Diana returned to Kamchatka with her prisoners. There they were treated kindly, and the captain passed most of his time in studying the Russian language. The Diana returned to the Japanese coast in the spring, but it was June before she reached the island of Hokkaido. No one would communicate with her; indeed, it seemed as if the coast had been deserted. Captain Pikord now called the Japanese captain and explained to him what he wished to do. The Japanese stoutly declined to follow his instructions, adding that, if Pikord persisted, he would first kill the Russian and then himself. 
By his own desire, the Japanese captain was then put ashore, and made his way to the house of the governor. He took with him a statement signed by the Russian governor of Kamchatka, that the outrage committed in the Kurile Islands had been severely condemned by the government. This document he handed to the governor, stating that, from his own experience, the Russians had nothing but good feelings toward Japan. The Diana was thereupon allowed to come to the port of Hakodate, where Golownin and his men were permitted to rejoin her.  

QUESTIONS AND ANSWERS. 
1. Where were the Russians taken after they had been fifty days at Hakodate?--To Matsumae. 
2. How were they treated there?--Although they were confined as before, there was a great improvement in their treatment. They were well provided with warm clothing, and visited by a physician twice a day. 
3. What did they resolve to do when they were removed from their prison, and permitted to walk through the town?--They resolved to escape. 
4. Did they succeed in their undertaking?--They succeeded in getting away from the town; but when they reached a village on the northern shore they were arrested by Japanese soldiers, and sent to Matsumae, where they were put in a new prison. 
5. Were they never allowed to go home again?--Yes, in the second year of their captivity they were sent off to their country. 

Language Lessons:-- 
improvement. I see a great improvement in your pronunciation of English. residence. The Cabinet Ministers held a meeting at the Premier's official residence. 
course. 1. They directed their course to the north. 2. Have you completed the middle school course? 3. The Japanese government refused their consent when the Russians attempted to establish trade between Japan and Russia; and that was a matter of course. 4. A dinner of six courses was given, 
captivity, capture. The captain was set free in the second year of his captivity. At the time of his capture, the officers of his ship had attempted to get near the land. 
exhaustion. So many persons draw from the well in the morning that the water is exhausted before noon.--The soldiers were all exhausted when the great battle was over; they had fought for fifteen hours without taking any food.--They were helpless from exhaustion in the morning. communication. Carrier-pigeons are domestic pigeons used to carry messages from one place to another when communication by any other means is impossible. 
circumstance, Under the circumstances none can tell when the war will come to an end. 
instruction. 1. Youth is a period of instruction. 2. These circumstances did not permit me to follow your instructions. 
confine. The captives were confined in a prison.--John is ill; he has been confined to his bed since yesterday. 
remove. (v. t.) The prisoners were removed to another prison.--(v. i.) I have removed to the new house to-day. 
resolve, 1. I have resolved to go alone. 2. I am resolved to go alone.--I have resolved on going alone. 
answer. 1. Can't you answer my question? 2. Who will answer for the loss of the book? 
advance, 1. The troops have advanced to Mukden. 2. In the East there is no country so far advanced in civilization as Japan. 3. The night was far advanced when I got home. 
appoint. 1. They say Mr. Ito, the teacher, will be appointed the Principal of some other school. 2. The time and the place of meeting are not yet appointed. 
desert. The Poor woman did not know what to do with her children: her husband had deserted them. 2 The coward soldier deserted his regiment. follow, 1. Following the guide we went up the hill. 2. I shall follow your advice, (direction, instructions). 
as, 1. Weak as he was, he had to work as hard as he could. 2. Weak as the Russians were, they could not launch the boats. 
to take command, to take notice of, to set free. in shore, on shore. 

GRAMMAR. 
"as if" 
It seems as if the coast were (or was) deserted. 
It seemed as if the coast had been deserted. 

"some," "most." 
Most of the sailors were set free. 
Most of his time was spent in studying. 
Some of the men were captured. 
Some of the money was lost. 
Most sailors like to smoke. 
Most of the sailors were smoking. 

TRANSLATION EXERCISES. 
I. Young as he was, he was a good commander.
II.  Nihon no heishi wa chiisaku wa attemo yoku tatakaimasu. 

Commit to Memory:--
throw, threw, thrown; hide, hid, hidden. tell, told 
told; send, sent, sent; leave, left, left; find, found,
found, creep, crept, crept. 

MAXIMS. 
1. Earn by the sweat of your brow.
2.  Truth blushes at nothing but being concealed. 

ENGLISH ATTEMPTS TO TRADE WITH JAPAN. 
The attempt of the English, in the reign of Charles II., to renew friendly relations with Japan, was not. repeated. For more than a hundred years the Japanese were left undisturbed so far as England was concerned. At the end of the last century and the beginning of this, private merchants occasionally sent a ship to trade or barter, but, although these vessels were invariably supplied with whatever was needed, free of charge, communication with the shore was rendered impossible. The impressions left by such English vessels as succeeded in getting into Nagasaki harbor were not favorable to them. 
In October, 1808, the British frigate Phaeton, Captain Pellew, had been commissioned to cruise off the coast of Japan, to capture the annual Dutch traders; for Holland had been annexed to France, and was therefore at war with England. For a month or more, Captain Pellew had been sailing over these seas without seeing a sign of any Dutch vessels. Thinking that they might be in the harbor of Nagasaki, he decided to look for himself. Flying Dutch colors, he approached that harbor, and as the usual Dutch vessel was expected at that time, she was permitted to anchor, and the general agent of the Dutch, suspecting nothing, sent two of his clerks to the frigate. They did not return, and this excited suspicion. 
The Japanese governor decided at once to prepare for strong measures, but he found, to his dismay, that nearly all the soldiers of a strong fort in the harbor were absent without leave, and that the commandant was not to be found. A few hours later, the general agent received a brief note from one of the missing clerks, stating: "This ship has come from India. The captain's name is Pellew; he asks for water and provisions." 
The general agent was afraid to comply without the consent of the governor. At midnight he was visited by the governor's chief secretary, who told him that he had orders to rescue the two Hollanders.
"How do you propose doing it?" asked the agent. 
"Your countrymen have been seized by treachery," replied the secretary; "I shall therefore go alone, obtain admission on board by every demonstration of friendship, seek an interview with the captain, and on his refusal to deliver his prisoners, stab him first, and then myself." 
It was with difficulty that this officer was persuaded to abandon his desperate plan, and it was finally decided to detain the frigate until all the boats, junks, and troops of the neighboring territories could be collected, and then to attack. The night was spent in warlike preparations, which, says the agent, who has written several works on Japan, "gave evidence that the country had been at peace for a very long time." The next afternoon, one of the missing Hollanders was put ashore. He brought a note stating: gI have ordered my own boat to set the bearer on shore, to procure me water and provisions; if he does not return with them before evening, I will sail in early to-morrow, and burn the Japanese and Chinese vessels in the harbor." 
The Japanese official at first would not allow the clerk to return to the ship, but finally consented, upon the agent's reminding him that it was the only way to recover the other man. He, therefore, went on board with the provisions, and shortly afterwards the two clerks were set at liberty. 
The governor now consulted with the agent concerning the execution of the law which obliged him to detain, till the decision of the head government was known, any foreign vessel which came too near, or committed any violent or illegal act on the coast. The agent told him plainly that he did not think the Japanese strong enough to detain the frigate; but he advised him to try to occupy the captain's attention until a number of native ships, loaded with stones, could be sunk in the narrow passage through which the frigate must proceed to sea. The Japanese harbor master thought that this could be done and received orders to make the necessary preparations. Another supply of fresh water was promised to the frigate to detain her while a favorable wind was blowing. 
The next morning the daimio of Omura arrived at the head of his samurai, and proposed to the governor to burn the frigate by attacking her with three hundred boats, filled with straw and reeds; he himself offered to lead the attack. But while they were consulting, the frigate weighed anchor, and sailed out of the harbor. 
Were the governor and the officials of Nagasaki in any way responsible for this incident, or could they be blamed at all for the course they had taken? According to our ideas they were absolutely innocent, but the Japanese law said otherwise. The rules and laws of the government had been broken, and those who had not prevented or punished this must die. Within half an hour after the frigate's departure, the governor had redeemed himself from a severer fate by committing hara-kiri. The officers of the fortress, who had been guilty of neglect of duty, followed his example. These men were of the clan of Hizen, and their daimio, who was actually residing in Yedo at the time, was punished with one hundred days' imprisonment for the negligence of his samurai. Such was the law, and sufferers as well as others consented and approved. 

QUESTIONS AND ANSWERS. 
1. Why did the British government try to capture the Dutch vessels in the East at the beginning of the last century?--Because Holland had been annexed to France, that was at war with England at the time. 
2. How did the British frigate Phaeton succeed in entering the harbor of Nagasaki?--Flying Dutch colors, she approached the harbor and as the usual Dutch vessel had been expected she was permitted to anchor. 3. What led the general agent of the Dutch to suspect that all was not right?--He sent two of his clerks to the frigate; but they did not return, and this excited suspicion. 
4. What did the Japanese governor do to detain the British frigate till the decision of the head government was known?--Following the agent's advice, he promised a fresh supply to the vessel to detain her until a number of native ships, loaded with stones, could be sunk in the narrow passage through which the frigate must proceed to sea. 
5. Was the attempt successful?--No, the next morning the frigate weighed anchor, and sailed out of the harbor. 
6. What did the governor do then?--He committed suicide; the law demanded that he should do so. 
7. How did he commit suicide?--He committed harakiri, the usual method of suicide with the samurai in those times. 

Language LESSONS:-- 
WORDS AND PHRASES. 
order (n). 1. A good boy never disobeys an order. 2. I have sent the publisher an order for a copy of the book. 3. Every town and every village has a police now to preserve order. --Tell the servant to put the room in order. 
admit, admission. To be admitted (or to obtain admission) to a government school, the candidate must pass a competitive examination successfully.--The certificate of a Kotogakko will admit you to the Imperial University. 
demon strate, demontsration, 1. You may demonstrate the next theorem, John.--Give the demonstration of the next theorem. 2 What does that lantern procession mean?--It is a demonstration of joy and gratitude over the fresh victory won by the Japanese. 3. The enemy made a demonstration to no effect. 
occupy, occupation. When I entered the hall I found every seat occupied.--The army occupied the town with great ease.--The occupation of the town was a great victory. 
neglect ,(v. & n.) negligence. Don't neglect your duties. A terrible accident may happen through one's neglect of duty.--Negligence is a bad habit. 
measure (n). The brave general had to take strong measures to keep his men from deserting their posts. 
commission. (v. & n.) 1. The British frigate was commissioned to cruise off the coast of Japan. 2. As I could not find the book here I commissioned a friend in Tokyo to get one for me.--I am sorry to say I could not execute your commission. 3. One who sells and buys for a commission is called a broker. 
miss (v. i.) My knife is missing. Didn't you happen to see it? 
comply,--I am sorry to say I can not comply with your request just now. persuade dissuade, It was with difficulty I persuaded the officer to abandon his plan.--It was with difficulty I dissuaded the officer from attempting a desperate plan. 
anchor. The ship sailed into the harbor and cast anchor.--The ship weighed anchor and sailed out. 
free of charge, The school calendar is sent to any one, free of charge, on receipt of a two-sen postage stamp. 
according to, According to Ieyasu's policy Japan had been kept in seclusion till the time of Perry. 
otherwise. 1. The new teacher is otherwise than we thought. 2. I think Tokyo is the best place for the instruction of youth; but my father thinks otherwise. 3. I was will; I would have gone otherwise. 
interview, A reporter of the Times came to the school to-day, and had an interview with the Principal. 
to be at war, to be at peace. to set at liberty. 

GRAMMAR. 
Nouns in the Plural which have two meanings:--
colors: (1) kinds of colors, (2) a flag designed in various colors. manners: (1) ways. (2) behavior. 
spectacles: (1) sights. (2) glasses to help eye-sight. 

Commit to Memory:--
seek, sought, sought; spend, spent, spent. 

MAXIMS. 
1. An ounce of action is worth a pound of talk.
2. To say well is good; to act well is better.
3. We may give advice, but we can not give conduct. 
4. Friends are proved by adversity. 

ENGLISH ATTEMPTS TO TRADE WITH JAPAN.?Continued. 
The next attempt by the English was made in 1813. Great Britain had seized the Dutch East Indies; and Sir Stamford Raffles had been appointed Governor-General of Java. He decided to capture the profitable Japanese trade for England, and did not expect any difficulties, because the Dutch at Nagasaki were ignorant of the changes that had occurred during the past years. The seas were controlled by English vessels, and several years had passed without the appearance of the usual Dutch trader; hence the general agent was very much pleased when two vessels, flying the Dutch flag, and showing the private signal, entered the harbor. 
As soon as they had anchored, a letter was sent ashore, announcing the arrival of a former general agent, who had come to replace the agent in charge. The latter, without any suspicion, sent an officer and a clerk on board. The clerk returned and reported that he could not quite understand what was going on, but that he feared everything was not right. He had, to be sure, recognized the former general agent, and also the Dutch captain of the ship, but the crew spoke English, and the former general agent had refused to deliver his credentials, except to the agent in person. That gentleman thought naturally that the ship might be an American vessel engaged by the Dutch, as had been the case before, and decided upon going aboard. 
There the former general agent handed him a letter, which, however, he declined to open until he was in his office. Both gentlemen thereupon went ashore to the office, and when the letter was opened, the bewildered agent, who for four years had heard nothing of the world beyond Nagasaki, read about the changes that had taken place. The letter informed him that the former general agent had been appointed his successor with the title of Commissary in Japan, and was signed "Raffles, Lieutenant Governor of Java, and its dependencies." 
"Raffles! Who is Raffles?" asked the puzzled agent. 
His former friend now explained that Java had been captured by the English; that Holland no longer existed as an independent nation, but had become a part of the French Empire, and that he, the former general agent, and an Englishman, Dr. Ainslie, had been appointed by the British government as commissioners in Japan. 
The Dutch agent did not hesitate as soon as he was in possession of these facts. He refused absolutely to obey the orders conveyed in the letter, stating that they came from a colony in possession of the enemy, that Japan was in no way a dependency of Java, nor was she at all affected by any capitulation into which the Dutch in Java might have entered with the English. 
Raffles's attempt was foolish in the extreme. His ships were unarmed, and if the Dutch agent had informed the Japanese governor, or suffered the secret to leak out, short shrift would have been given to their English crews. For the affair of the Phaeton was still fresh in the memory of the Japanese, and they were anxious to obtain revenge. The agent hated the English, who had caused such severe losses to his countrymen; but the old general agent was his friend and patron, and the Dutch agent agreed to keep his own counsel upon certain conditions benefiting his countrymen. These were agreed to. The cargoes of the two vessels were delivered in the usual manner; the vessels were loaded with copper, and the English sailed away without having aroused the suspicions of the Japanese. 
The following year Lieutenant Governor Raffles made another attempt to wield influence over Japan, but it failed completely. In 1818, Captain Gordon of the British navy sailed up Yedo Bay and made a formal request to be allowed to return with a cargo for the purpose of trading. This request was politely but firmly refused. The captain was treated with the greatest kindness and good-will, provisions were offered him, and anything of which he might be in need; but he was given to understand that only two nations, the Dutch and the Chinese, were permitted to trade with Japan, and only at Nagasaki.
In the year 1831, a Japanese junk, blown off the coast into the Pacific Ocean, after drifting, about for a long time, went ashore near the mouth of the Columbia River. The castaways were kindly treated, and in 1835 were taken to Macao, a Portuguese settlement in China, where they were cared for by the American and English residents. It was decided to seize this opportunity to open intercourse with Japan. An American merchantman, the Morrison, well equipped for the purpose, was engaged, and her arms and ammunition were left behind in token of her peaceable intentions. 
It was thought by the promoters of this enterprise that the return of shipwrecked fellow-countrymen would be appreciated. They did not know of the cruel Japanese law: "All Japanese who return from abroad, shall be put to death." With a medical missionary on board, the Morrison left Macao, and arrived without accident in Yedo Bay. After she had anchored, she was visited by officers from the shore, who carefully examined into her strength. When they discovered that she was wholly unarmed, they showed the greatest insolence and contempt, and the following morning opened fire. She was compelled to weigh anchor in a hurry, and leaving this bay, sailed westward, anchoring off Kagoshima in the island of Kiushiu. 
Here one of the passengers, Mr. C. W. King, a New York merchant, decided to open negotiations with the emperor (regent). He prepared a paper in which he said:--
"The American vessels sail faster than those of other nations. If permitted to have intercourse with Japan, they will always communicate the latest intelligence. . . . Our countrymen have not yet visited your honorable country, but only know that, in old times, the merchants of all nations were admitted to your harbors. Afterwards, having transgressed the law, they were restricted or expelled. Now we, coming for the first time and not having done wrong, request permission to carry on a friendly intercourse on the ancient footing." 
The natives of Kiushiu appeared well disposed and even friendly; but, after some time, striped canvas cloths were being stretched along the shore. The rescued Japanese told their American friends that this meant mischief; that cannon were being placed, and that firing would soon commence. The anchor was weighed, and when the vessel sailed, a battery opened upon her. The plan was therefore abandoned, and the Morrison returned to Macao. 

In 1845 Nagasaki was visited, first by the British frigate Samarang, Captain Sir Edward Belcher, and later by Admiral Cecille (say-seel) in the French ship: Cleo-patre (clay-oh-pahtr). Both were politely received, but secured no advantage beyond a liberal supply of provisions and water. Indeed, they were given to understand that these visits were not welcome; that Japan asked no favors, and desired none. But when a Japanese, in his private capacity, expressed an opinion, a thing not to be thought of unless he was sure to be out of earshot of any of his countrymen, he would declare that the people were in favor of opening their country to foreigners. It was indeed the government that insisted upon maintaining the seclusion as begun by Iyeyasu, and strengthened and made more burdensome by his successors. The regents, or those who ruled in their names, were afraid that intercourse with foreigners would cause their downfall, -- and they were right, as we shall soon see. 

QUESTIONS AND ANSWERS. 
1. What happened in 1813?--The English made another attempt to trade with Japan. 
2. Who was appointed Governor-General of Java when the Dutch East Indies had been seized by Great Britain?--Sir Stamford Raffles. 
3. What did the governor decide to do?--He decided to capture the profitable Japanese trade for England. 
4. How did his vessels manage to enter the harbor of Nagasaki?--The Dutch at Nagasaki being ingnorant of the changes that had occurred during the past years, the British vessels, flying the Dutch flag, entered the harbor without any difficulties. 
5. Did Raffles accomplish his object?--Far from it: he was glad to leave the harbor without arousing the suspicions of the Japanese, who would have by all means captured or sunk the unarmed vessels, if they had been informed of the matter. 
6. What happened near the mouth of the Columbia River in 1831?--A Japanese junk, blown off the coast into the Pacific Ocean, went ashore after drifting about for a long time. 
7. Where were the castaways taken in 1835?--They were taken to Macao, where they were cared for by the American and English residents. 
8. To what enterprise did the shipwreck give rise among the residents?--It was decided to take the shipwrecked Japanese to their country and to open intercourse with her. 
9. What vessel was engaged for the purpose?--An American merchantman, called the Morrison. 
10. Was the object accomplished?--No; on the contrary, the ship was attacked, and compelled to sail off in a great hurry. All the efforts proving thus fruitless, the Morrison returned to Macao. 

Language Lessons:-- 
appear, appearance. 1. A strange vessel appeared near the harbor.--A strange vessel made her appearance. 2. The sun appears to move around the earth.--The man had an appearance of honesty. 
credentials. The new British Minister to Japan had an audience with H. M. the Emperor yesterday and presented his credentials. 
surrender, capitulate. At length, the commander of the garrison capitulated, that is, surrendered on certain conditions.--The garrison entered into a capitulation, that is, made a conditional surrender. revenge (n),--(v). What do you think of the act of taking revenge? Is it right to revenge oneself upon an enemy? 
influence. 1. Great is a teacher's influence, upon his pupils. 2. The influence of a war is greater than one may think. 
enterprise. It is a great enterprise to cut a channel through the Isthmus of Panama.
advantage, disadvantage. Let us first consider the advantages and disadvantages of the plan.--Taking advantage of the dark night, the army made another attack.--The army was at a disadvantage, as it had to face the enemy posted on the hill. 
capacity. 1. The ship had a capacity of 1,000 tons. 2. Some boys have greater capacity for learning than others. 3. Let me give you a bit of advice in my private capacity.--I speak to you now in the capacity of spokesman for my class. 
replace. 1. Please replace the book on the shelf. 2. A former agent came to replace the agent in charge. 3. We will replace the chairs with benches. 
announce. You stand by the door, and announce each guest when he arrives. recognize. 1. Do you recognize me, Mr. Smith? 2. I met Mr. Brown, a former teacher of English, at the station. He recognized me by nodding. 3. The Principal recognized the regular attendance of a few boys and gave each a prize. 
convey. Orders to the army at the front are conveyed from the Imperial Headquarters by telegraph. 
suffer. 1. Wounded soldiers suffer no pain at the moment of injury. 2. Most of the wounded would not suffer the surgeons to use any narcotics. Ecize, (v.t. & v. i.) 1. See the little girl trying to seize a butterfly. 2. The American and English residents decided to seize this opportunity to open intercourse with Japan. 3. The man being unable to pay his debt, his property was seized by the sheriff. 4. The traveler met with a  robber, who seized upon his bags. 
appreciate. You should not neglect your duties, although your work may go without being appreciated.--A soldier may fail to win the coveted Golden Kite, not because his deed deserves not the honor, but because it has not been duly appreciated by his superiors. 

GRAMMAR. 
Prepositions, "on" and "upon.h 
The night came on; but the traveler insisted on (or upon) going farther. A robber came upon him, and seized on (or upon) his bags. 
A fox pounced upon the crab. 

MAXIMS. 
1. The higher you aim, the father you shoot.
2. The higher the rise, the greater the fall. 

THE UNITED STATES SEEK TRADE WITH TAPAN. 
New Bedford, Massachusetts, had begun to send whaling vessels into the Pacific Ocean, and Japan was so conveniently situated to obtain provisions after the long passage over the Atlantic and the Pacific, that the President decided to make an effort to enter into a treaty of friendship with that government. Accordingly President James K. Polk commissioned Commodore Biddle to go to Yedo with two ships, the Columbus, a line-of-battle ship, and the Vincennes, a sloop of war, to deliver a letter to His Imperial Majesty of Japan. This letter was in substance as follows:--
"I send you, by this letter, an envoy of my own appointment, an officer of high rank in his country, who is no missionary of religion. He goes by my command to bear to you my greeting and good wishes, and to promote friendship and commerce between the two countries. 
"You know that the United States of America now extend from sea to sea; that the great countries of Oregon and California are parts of the United States; and that from these countries, which are rich in gold and silver and precious stones, our steamers can reach the shores of your happy land in less than twenty days. 
"Many of our ships will now pass every year, and some, perhaps, every week, between California and China; these ships must pass along the coasts of your empire; storms and winds may cause them to be wrecked on your shores, and we ask and expect from your friendship and your greatness, kindness for our men and protection for our property. We wish that our people may be permitted to trade with your people; but we shall not authorize them to break any law of your empire. 
gOur object is friendly commercial intercourse, and nothing more. You may have productions which we should be glad to buy, and we have productions which might suit your people. 
"Your empire contains a great abundance of coal; this is an article which our steamers, in going from California to China must use. They would be glad that a harbor in your empire should be appointed to which coal might be brought, and where they might always be able to purchase it. 
"In many other respects commerce between your empire and our country would be useful to both. Let us consider well what new interests may arise from these recent events, which have brought our two countries so near together, and what purpose of friendly amity and intercourse this ought to inspire in the hearts of those who govern the countries." The commodore arrived at the entrance of Yedo Bay in July, 1846. Before his vessels had fairly anchored, they were surrounded by about four hundred guard boats, which, however, showed no sign of hostility, since the men, of whom each boat contained from five to twenty, were mostly unarmed. An inferior officer climbed up the side of the Vincennes, and proceeded to place a stick with some Chinese symbol on it, at the bow, and a similar one at the stern. The captain construed this act to mean taking possession of his ship and therefore at once ordered the sticks to be removed, to which the Japanese offered no objection. 
The letter was now given to one of the officers, and an interpreter came aboard who spoke Dutch fluently. The officials who came on board gave no evidence of dislike for foreigners. Like all Japanese of the samurai class, they were studiously polite, and exceedingly anxious to obtain information. On the seventh day an answer came from Yedo. It was brief, but to the point: "No trade can be allowed with any foreign nation, except Holland." What could Commodore Biddle do? He had no instructions to employ force, and therefore was compelled to return without having accomplished anything. 
But the government in Washington did not despair. A Japanese junk, on the way from Yedo to Osaka, was caught in a storm and blown out into the Pacific Ocean. The poor sailors did not know where they were, and for three weeks drifted at the mercy of wind and waves. At last one of those strange vessels, such as they had sometimes seen at Nagasaki, was sighted, and they made signals of distress. The vessel hove to; the Japanese launched their boat, rowed to the ship, and were taken on board, where they were very kindly treated. This ship was bound for San Francisco, and when she arrived, the United States officers were told of the passengers taken up in mid-ocean. They communicated with the government in Washington, and received orders to take care of the Japanese until they could be sent back to their country. 
Among these sailors was a fourteen-year-old boy. He learned very quickly to speak English, and became a great pet of the naval officers at Mare Island, California. At last when he knew our language, he found a friend in a gentleman of San Francisco, who had him educated, and took him to Baltimore and Washington. As the boy grew up, he attended Sunday school and became a Christian, and when he was old enough, he took out his naturalization papers; that is, he declared that thereafter he would obey the laws of the United States. and was made an American citizen. He afterwards returned to Japan, where he was very useful as an interpreter, and could explain American institutions and laws to the officers. 
In 1849 Commodore Geisinger sent the Preble, under Commander Glynn, to Japan to demand the release of some American seamen who had been cast ashore from the wreck of the whaler Lagoda. When the Preble approached Japan, she was warned to return, by a great display of batteries gin petticoats," as the sailors called them, because lines of striped canvas cloth, stretched one behind the other, were used to deaden the shot, as well as to conceal the gunners. When the Preble paid no attention to these warlike demonstrations, but quietly continued on her course, a paper, attached to the end of a long bamboo stick, and containing some directions in English, was offered to the captain, who, however, declined to accept it, but sailed on. 
Then an interpreter came on board, and ordered the captain to anchor at a certain spot. But the captain showed him a chart, and pointed out the spot where he had decided to stop. Now some officers of inferior rank came on board to ask about the captain's business, but he refused to receive them. At last officers of a high rank came on board, and they were informed of the purpose of his visit. They said that they wanted time to be able to consult with the emperor (regent). But the commander of the Preble answered that he would give them just so many days, and no more. The Japanese understood the threat, and in a very short time the American sailors were sent aboard. The Japanese then offered to supply the ship with provisions and water, but as they refused payment, the American captain very properly declined to accept their offer. 

QUESTIONS AND ANSWERS. 
1. For what did President James Polk commission Commodore Biddle to go to Japan?--For the purpose of entering into a treaty of friendship with the government. 
2. When did the commodore arrive at the entrance of Yedo Bay?--In July, 1846. 
3. What answer did the Japanese government give to the letter brought by him?--The government answered briefly that no trade could be allowed with any foreign nation, except Holland. 
4. What did Commodore Biddle do then?--He had to return without having accomplished anything: he had no instructions to employ force. 
5. What is meant by naturalization?--It means granting the rights and privileges of natural-born subjects to a foreigner, who is required at the same time to declare under oath that he would obey the laws of the country. 
6. What happened in 1849?--Commodore Geisinger of the United States sent Commander Glynn to Japan to demand the release of some American seamen who had been cast ashore from the wreck of a whaler. 
7. How was Commander Glynn treated by the Japanese?--Being so very suspicious of strange vessels, they made warlike demonstrations against his ship.
8. Did the demonstrations produce any marked effect?--No, they were to no effect. 
9. Did Glynn perform his mission successfully ?--Yes, he did; his strong measures told on the Japanese, who delivered over the American seamen without causing any further trouble. 

Language Lessons:-- 
WORDS AND PHRASES. 
convenience, 1. You may do so if it suits your convenience.--You can consult your own convenience in doing it. 2. Come at your earliest convenience. 3. The telephone is a great convenience new to the country. convenient, You may come at any time convenient to you.--If it be inconvenient to you just now, I'll come later on.--Tokyo Bay is not a convenient harbor. 
substance, 1. In disputing about the shadow, they lost the substance. 2. The substance of the story was this: 3. Even a man of substance is not always happy: sorrow is shadow to life. 
appointment. 1. General K--was appointed Governor-General of Formosa; and the appointment was approved by the public. 2. I have an appointment for next Sunday. 
production, 1. Formosa is famous for the production of camphor. 2. What are the principal productions of Japan? 3. The Great Wall is a most wonderful production of human labor. 
objection, None of you offer any objection to the proposal? 
possession, 1. Many a wealthy person in Tokyo possesses a villa at Oiso or Kamakura.--A millionaire is a person whose possessions are valued at a million or more. 3, Canada, India, and Australia are British possessions. 3. The small battalion took possession of the strong fort by a single storm. 
accept. 1. Did you receive a letter of invitation from him? Yes, I did; but I could not accept the invitation. 2. Will you accept my apology? mercy, 1. Oh, mercy on me! 2. The boat was at the mercy of the wind and waves.--The prisoners were at the mercy of their captors. 
in respect. The Japanese differ from the Chinese in many respects. 
to be cast ashore.  to take possession of. 

GRAMMAR. 
Adverb gon." 
go on. come on. speak on. 
walk on. sail on. ride on. 
Prepoitsion "on." 
come on a fine vessel. come on board. 
continue on one's course. on one's way. 

TRANSLATION EXERCISE. 
1. Kogatana wa arimashita ka?--Hai, watakushi no tsukue no naka ni arimashita. 
2. Eikokujin ni yoi kyoshi ga arimashita. 
Mommit to Memory: 
buy, bought, bought; sell, sold, sold. 
speak, spoke, spoken; cast, cast, cast. 

MAXIMS. 
1. Birds of a feather flock together.
2. A bird in the hand is worth two in the bush.

The above stories of the various, attempts to open up Japan are from the interesting Story of Japan, by Van Bergen, M. A. As for Commodore Perry's expedition to Japan a narrative from another author is given elsewhere En the Reader. 

COOLNESS IN DANGER. 
It was in India. Dinner was just finished in the mess-room, and several English officers were seated about the table. The conversation had not been animated, and just now there was a lull, as the night was too hot for small talk. The Major of the regiment, a clean-cut man of fifty-five, turned towards his next neighbor at the table, a young subaltern. who was leaning back in his chair with his hands clasped behind his head, staring through the cigar smoke at the ceiling. 
The Major was slowly looking the man over, from his handsome face down, when with sudden alertness, and in a steady voice, he said: 
"Don't move, please, Mr. Carruthers. I want to try an experiment with you. Don't move a muscle." 
"All right, Major," replied the subaltern, without even turning his eyes. "What's the game?" 
By this time all the others were listening in a lazily expectant way. "Do you think," continued the Major, and his voice trembled just a little, "do you think you can keep absolutely still for, say, two minutes, to save your life?" 
"Are you joking?" asked the subaltern. 
"On the contrary," replied the Major, "move a muscle and you are a dead man. Can you e stand the strain?" 
The subaltern barely whispered "Yes," and his face paled slightly. "Burke," said the Major, addressing an officer across the table, "pour some of that milk into a saucer, and set it on the floor just at the back of me. Gently, man! Quiet!" 
Not a word was spoken as the officer quietly filled the saucer, walked with it carefully around the table, and set it down where the Major had indicated on the floor. Like a marble statue the young subaltern sat in his white clothes, while a cobra-de-capello, which had been crawling up the leg of his trousers, slowly raised its head, then turned, descended to the floor, and glided towards the milk. Suddenly the silence was broken by the report of the Major's revolver, and the snake lay dead on the floor. 
"Thank you, Major," said the subaltern, as the two men shook hands warmly; "you have saved my life." 
"You're welcome, my boy," replied the senior; " but you did your share." 

QUESTIONS AND ANSWERS. 
1. What is a cobra-de-capello?--It is a highly poisonous serpent. 
2. Where are cobras-de-capello found?--They are found in India. 
3. What did the Major see when he was looking over his next neighbor at the table?--He sighted a cobra-de-capello crawling up the leg of the neighbor's trousers. 
4. What did the Major say to his neighbor then?--He asked him to keep absolutely still. 
5. What did he do then??-Then he made an officer pour some milk into a saucer, and set it on the floor just at his back. 
6. What happened then?--The serpent got down on the floor, and glided towards the milk; and the Major shot it dead. 

Language Lessons:-- 
WORDS AND PHRASES. 
report. According to the report received by his surety yesterday, my cousin has graduated from the Naval Academy with honor. 
share. The cunning monkey ate up the chestnuts without giving the poor cat her share,--You need not do anything more than your own share.
senior, junior. 1. He is my senior officer. 2. He is my senior by two years 
welcome. 1. You are welcome. Step in please. 2. You are welcome to the use of my book. 
animate. The boys who had been looking so sad at the threatening look of the sky, were all animated when the sun peeped out of the clouds, and it promised fine weather. 
alert, alertness. Alert guards are set about a fort.--When an examination is going on the teacher looks over the students with alertness. 
handsome, beautiful. Many beautiful flowers and handsome pine-trees are seen in the garden. 
steady. My bench is not steady enough; can I have it replaced by another?--If you cannot help being slow in learning your lessons, be slow and steady.
stand.--We were made to stand up and keep still throughout his long speech; we could hardly stand the strain. 
expect, expectant. Even the enemies now expect the fall of the strong fortress.--Scarcely a day passes now without our talking of the fall of the fortress in an expectant way. 
say. Can't you wait for a while, say, two days? 
absolutely. The man was asked to keep absolutely still.--It was absolutely necessary to do so.--I was absolutely ignorant of the matter. 

GRAMMAR. 
Nouns in the Plural. 
Singular. Plural.
cobra-de-capello cobras-de-capello.
father-in-law fathers-in-law
man-of-war men-of-war


TRANSLATION EXERCISE. 
1. Konna samui hi ni wa samukute tsuri (fishing) wa tote mo dame desu. 2. Watakushi wa ano hito no koshin desu. 

MAXIMS. 
True happiness consists alone in doing good. 

A WILLING SACRIFICE. 
In that terrible retreat of the first Napoleon from Moscow, Prince Emile of Hesse Darmstadt started at the head of his troops to regain his native country. In doing this he had to battle with the severity of a Russian winter. He was a man of great courage and of strong determination, and was greatly beloved by his soldiers. He tried by his example and cheering words to keep up the hearts of his followers. 
By forced marches they reached the river Berezina, but in attempting to cross this river a very large number of the men were lost. The Prince was the last to cross, and when he reached the other side he found only ten men left of all the thousands who had started out with him. These ten hussars determined to stand by him to the bitter end. 
The cold was intense. Snow lay deep upon the ground. To add to their trials, they had to endure the pangs of hunger and thirst. Delay, however, was impossible; the bands of mounted Cossacks were in keen pursuit. Sleep was out of the question, for even if they dared to stay, they knew that to lie down on the ground was certain death. 
But at last they were completely exhausted, and unable to go any farther whatever might happen to them. The Prince then said, "My children, as long as I have been able to overcome the desire of sleep, which would have been death, I made you watch with me; but now so great is the need for rest that we must risk all. If God wills that we fight again, He will awake us in the morning." 
They all prepared to rest. When the Prince awoke in the morning from a deep sleep and looked around him, he was greatly surprised to find himself alone in a thatched shed. And what surprised him still more was the fact that he was well protected from the cold by clothes beneath and around him. When he came to look at them more closely, he found that these clothes were the coats of his faithful followers. But if so, what had become of them? 
He went to the door of the shed to find out where they were and how they had fared. And then he saw a sight which filled him with sorrow and admiration,--the ten devoted men lay upon the ground stripped of their coats; and each one was frozen to the ground, quite dead! 
They had, of their free will, and for love's sake, given up their own lives to save the life of the Prince. 

QUESTIONS AND ANSWERS. 
1. Who was the first Napoleon?--The famous Napoleon I, Emperor of France, 1804-1815. He was a great general, a great conqueror, and a great legislator. 
2. When and where did he die?--Being taken prisoner by the English, he was sent to St. Helena, where he died in 1821. 
3. What is Moscow?--A famous old city in Russia. 
4. What is it famous for?--For Napoleon's retreat from it. 
5. What sort of a man was Prince Emile?--A man of great courage and of strong determination.  
6. What is the Berezina?--It is a tributary of the Dnieper. 
7. How many of his men did Prince Emile find left when he reached the other side of the river?--He found but ten men left. 
8. What had become of the rest? Had they deserted the Prince?--Oh, no; they were drowned or frozen to death in crossing the river. 
9. What kept the Prince and his followers from resting in their march?--The bands of mounted Cossacks, who were in keen pursuit. 
10. Where did the Prince find himself in the morning?--In a thatched shed, where he was well protected by his followers' clothes. 
11. What had become of the faithful followers?--They were all frozen to the ground, quite dead. 
12. What a touching story!--Yes, isn't it? 

Language Lessons:-- 
WORDS AND PHRASES. 
determination. 1. The followers determined to stand by the Prince to the bitter end, and carried out their determination in a most touching manner. 
trial. 1. The result of the trial of the gunpowder invented by Mr. S--was satisfactory.--Besides, the troops had the trials of enduring the pangs of hunger and thirst. 
pursuit. 1. Cossacks were in keen pursuit. Take care not to injure your health in pursuit of your studies. 
regain. 1. The troops were forced to give up the fort, but succeeded in regaining it in a few days, 2. The Prince started with his men to regain his native country. 
fare. How did you fare in your journey? 
to stand by. out of the question. for love's sake. 

GRAMMAR. 
Proper Nouns and the Definite Articles.
Napoleon. the famous Napoleon.
Napoleon I. the first Napoleon.
ghave to.h
Present: I have to do (=I must do).
Present Perfect: I have had to do.
Past: I have to do.
Past Perfect: I have had to do.
Future: I shall have to do.

Commit to Memory:--
lose, lost, lost; fight, fought, fought; awake,
awoke, awoke; freeze, froze, frozen.


HOW THE UNITED STATES OPENED JAPAN TO THE WORLD. 
As is well known, the people of Japan, like other Asiatic nations, desired to remain in a state of seclusion. They were contented to remain within their own borders, and quite willing that the world should leave them to themselves. But the curiosity of Christendom was on the alert, and the Empire of Japan had been regarded as possessing much of interest which should be unfolded for the good of mankind. 
History tells us that Japan was unknown to the Greeks and Romans, and that through that celebrated traveler, Marco Polo, in the year 1295, it was first brought to the knowledge of the European world. Years after, the Portuguese, Spaniards, Dutch, English, French and Russians all attempted explorations of this new country. The name, extent, geography, origin, government and religion of Japan are all matters of uncommon interest to those in search of knowledge. While therefore it is not quite correct to say that the civilized world knew very little of Japan in the first part of the nineteenth century, it may be truly said that what was then known was very much less than what was unknown, and although strenuous efforts were made by European nations for the exploration of that remarkable country, it would seem to have been reserved for the United States, the youngest nation, "to break down the barriers with which this singular people had surrounded themselves, and to be the first in modern times to establish with them a treaty of friendship and trade," and "opening Japan to the rest of the world." 
In the early part of 1852 an expedition of some size was determined upon, and the Navy Department at Washington was in a quandary for some time as to the officer to be chosen to command this important expedition. Commodore Matthew Calbraith Perry, who had so successfully commanded the United States naval forces during the war with Mexico, was selected as Commander-in-Chief; after his plans for a possible successful carrying out of the wishes of the Government had been submitted to the President. No sooner had it become generally known that the United States had fully determined upon this expedition, than applications came from all parts of the civilized world for permission to take part in the service; but Commodore Perry resolutely persisted in an unqualified refusal to all such requests. The wisdom of this decision was shown most clearly in a number of instances which came to light later on, when some, strongly recommended, were found out to be criminals, ready for any adventure; spies from other countries.
For some reason or other the Navy Department was very slow, and the 1st of May, 1852, when all was to be in readiness for the start, came and went and only the gMississippih was ready. It is well to hasten this sketch to November 24, 1852, when the Commodore, worn out with vexation and delays, sailed from Norfolk, Va. having only a few days previous left Annapolis, when President Fillmore, the Secretary of the Navy, and other members of the Cabinet, came on board to say farewell to the Commodore, and wish him "God-speed" on his important mission. It may be remarked here that just at this time the present Emperor of Japan was born (Nov. 3, 1852). 
Touching at St. Helena, Cape Town, Mauritius, Ceylon and Singapore, we reached Hong Kong, China, April 7, 1853. At this place the ship received a thorough overhauling, and all the available space was used for the storage of supplies of every description. A foothold was secured at Naha, Lew-kew, a group of islands just south of Japan, and from which place on the 2nd of July, 1853, a small squadron of four vessels, instead of ten, as was expected, sailed northward. The Commodore was rather vexed, but by no means discouraged. On the 8th of July, 1853, the U. S. Steam Frigate gSusquehanna," with the U. S. Sloop of War "Saratoga" in tow, and the U. S. Steam Frigate "Mississippi," with the U. S. Sloop of War "Plymouth" in tow, entered the Bay of Yeddo, prepared for any emergency. The same day the four warships anchored off the town of Oragawa in Uraga Bay. 
It was not long before the little bay swarmed with boats, filled with Japanese officials and others in every conceivable costume, all endeavoring to board the vessels. Finally, the Vice-Governor of Uraga, "Nagazzima Saborosuke," accompanied by his interpreter "Hori Tatsnosuke," were allowed to mount the gangway ladder of the " Susquehanna," and were invited into the Captain's cabin, where a conference was held, in fact, with the Commodore, who, however, studiously kept himself secluded in his own cabin, and communicated with the Japanese through his aid only. The acting Governor and his retinue returned to the shore, greatly impressed with all that they had seen, and with the understanding that some high official must come from Yeddo, and be properly authorized to receive the President's letter. Officials of high and low degree were in constant communication, and they were informed that if the Japanese Government did not see fit to appoint a suitable person to receive the documents addressed to the Emperor, that the Commodore, whose duty it was to deliver them, would go on shore and deliver them in person, be the consequence what it might. It was definitely settled that a high dignitary would arrive on July 12th. The next few days were full of excitement. Everything seemed to be propitious; even the weather added its smiles to the occasion, and the heat was not excessive. Its was observed that a great deal of activity, in the despatch of large boats with building materials of some kind, was being carried on between Uraga and Kurihama, a small town in another bay near by. On the 13th, with a great deal of pomp and ceremony, the Uraga officials boarded the "Susquehanna" and gave the information that a very high officer, properly authorized, would be at Kiri-hama the next day to meet the Commodore, as Envoy Extraordinary, and Minister Plenipotentiary, and receive the letter, that a reception hall had been prepared for that purpose. Surely the natives must have worked like beavers, for early on the morning of the 14th of July, when the two steamers withdrew from the anchorage in Uraga Bay and proceeded to a smaller bay near by, the sight was one of unqualified astonishment. During the whole of the previous night a constant sound of hammers was heard, mingled with the noisy voices of laborers; and this was prolonged into the morning watches. To fully describe the special and interesting occurrences of July 14th, 1853, would require more pages than could be allowed to this sketch, and I have to content myself with stating that the first grand landing of the Americans in Japan took place. The President's letter was delivered with much formality and duly received by the Commissioners appointed to receive it. The Japanese force numbered some seven thousand, all were tolerably well equipped, armed with swords, spears and match-locks; our own force numbering about three hundred, officers and men. The Princes were informed that the expedition would soon leave for Lew-kew and China, but return in the following spring for an answer. With the thrilling events of this day closed probably the most interesting chapter in the history of the Japanese Empire -- the long closed door was unlocked without the firing of a gun to force it open. Then and there, at Kuri-hama, Japan, on the 14th day of July, 1853, the United States and Japan shook hands, and ever since have remained fast friends. Can it be asked now, why was the erection of the monument at Kuri-hama, July 14, 1901? 
There was a general feeling of satisfaction on the part of the landing party at the successful result. Yet we all felt that, had our newly made friends so willed, their well conditioned soldiers, numbering, as I have said, some seven thousand, should have swept from the face of the earth the handful of Americans, although the steamers were placed in a position to command the landing place, and their batteries could have sent a shower of shells and balls upon all the lines of Japanese troops which thronged the shore No serious apprehension: of any difficulty was felt, but there was every reason for a proud self-satisfaction on the part of each American who had shared in the event of the day. The foregoing account quite answers the question of "How the United States opened Japan to the World?" Yet it would seem proper to extend this sketch to the signing of the first treaty. 
After the first landing, the several vessels were employed surveying the bay, and the same evening all anchored in what was called "The American Anchorage," well suited for the accommodation of any number of ships. On the morning of the 15th, the Commodore came on board the "Mississippi" and we proceeded up the bay to within sight of the capital city of Yeddo. During the few remaining days of our stay, many officials came off from the different towns, presents were exchanged and a very good feeling sprang up between the Japanese and ourselves. Returning to Naha, Lew-kew, July 25th, the officials were all most anxious to learn the particulars of our visit to Japan, and as soon as they became satisfied that we had met with a most gracious reception, the change in their former temporizing attitude was marked. The Chief Magistrate of Naha, "Shang-Ta-Mu," as Regent of Lew-kew made a formal call upon the Commodore, who entertained his guest most handsomely, and he left with the most agreeable and favorable impressions of the Americans. The venerable man submitted most gracefully to having his daguerreotype taken. Arrangements were soon made for an exploring party, the result of which was that a large amount of information was obtained about the peculiar habits of these interesting people. The 7th day of August, 1853, found us again at Hong Kong, and as it was expected that some stay would be made in Chinese waters, opportunity was thus offered of frequent visits to Canton, Macao and other places of interest, and enabled me to make many acquaintances, which was of the greatest possible advantage to me, when in 1856 I went out (officially) to reside at Hong Kong for some years. As Macao was regarded as the most healthful port in the warm season, a suitable building for a hospital was secured, and a magnificent dwelling, with a garden of more than an acre in extent, was hired for the Commodore's residence, for a trifling sum, and there he, with some of his staff, were able to enjoy a much needed rest. 
It was the original intention of the Commodore to wait until spring before proceeding again north, but the suspicious movements of the Russians and French induced him to alter his plans. 
The squadron left Hong Kong for Lew-kew on January 14, 1854, and the 20th of January found us all safely at anchor in the snug harbor of Naha, Lew-kew. Little time was lost making every preparation for our next move northward. The morning of February 7, 1854, was fixed as the day for departure from Naha; a perfectly clear and beautiful day. The natives lined the beach in every direction, and with expressed apprehension of trouble, witnessed the warships start out upon what they regarded as "a most perilous undertaking." Monday, February 13th, 1854, will long be remembered. It commemorated the second entrance of the Americans into Japan. A bright, bitter cold and beautiful day. Away on the port-hand stood noble Mount Fuji, covered with snow, and the hill tops as far as the eye could reach wore a robe of spotless white, in striking contrast to the verdure garb which covered them when the vessels left the bay a few months before. Early in the morning everybody was astir. The Sloop of War. "Macedonian " had gone ashore the day before on some rocks not laid down on any charts, near Kama-Kura. She was rescued from her perilous position by the powerful engines of the "Mississippi." Abreast of us was Kuri-hama, where the President's letter was delivered the July previous, and we soon passed Uraga with its harmless forts. Immediately the shore officials visited the "Powhattan,h where Capt. Adams had been directed to proceed and meet them. Among them was a very high dignitary, announced as Kura-Kawa Kahei, and two interpreters from Uraga, three gray robed individuals who seemed to be making excellent use of their eyes, and turned out to be "Metsuke dwantinger," literally, cross-eyed persons, or those who look in all directions; in other words, spies. A great effort was made to have us retrace our steps to Kuri-hama and hold further intercourse there, but the Commodore's idea was, to have any further conferences as near Yeddo as possible, and the present great city of Yokohama was fixed upon. At our first visit this was a village of a few hundred inhabitants. Commodore Perry addressed a letter to the new High Commissioner, which explained itself, and is here given in full: 
United States Flag Ship "Powhattan," 
At anchor off the town of Yokohama, 
Yeddo Bay, March 1, 1854.  
Your Excellency--The letter of your Excellency from Uraga was delivered by Captain Adams; and shortly after it was ascertained that I could not agree to return to Uraga, Koyama Yezaimon suggested that the negotiations might be conducted at a village opposite the present anchorage of the squadron. 
Being exceedingly desirous of meeting the wishes of your Excellency, in every way consistent with the honor and interest of my country, and learning that the place pointed out was in all respects convenient for the purpose. I at once consented to defer my visit to Yeddo until after the completion of the negotiations. 
I more readily entered into this arrangement, as, on examination of the port by the surveying boats, it has been found that the ships can approach near to the city, where I propose at some future time to anchor them, as well as to do honor to His Imperial Majesty by salutes, etc., and to be in full view of the palace, and convenient to be visited by such of the court as may desire to examine the steamers and their machinery, and I need hardly say that they will be kindly and politely received. 
With the most profound respect, 
M. C. PERRY, 
Commander-in-chief United States Naval Forces, East India, China and Japan Seas, and Special Ambassador to Japan. 
His Highness Hayashi-Daigaku-no-Kami, etc., etc. 
This letter had the best possible effect; the Japanese soon found they were dealing with a man of determination, and in a few days a large building was erected, called the "Treaty House," and which on the morning of March 8th was gaily decorated with streamers and other gay paraphernalia, and the first official visit to the new High Commissioner was made by Commodore Perry. 
This visit was one of particular interest. A day was arranged for the presentation of the gifts from the United States Government, and preliminaries were made for the discussion of the points in the proposed treaty. It soon became very evident that the Japanese were beginning to fully realize that the object of our visit was purely of a friendly character, and the officials threw off that marked restraint which they had shown from the first; they were permitted to visit the nine ships of war at will, and we were allowed to land and walk wheresoever we desired. Many of those who came on board were provided with paper and pens (a small hair pencil), and scarcely an object escaped their notice. As far as could be done, every, effort was made to make our stay agreeable. On one occasion an exhibition of the wrestlers, the most powerful men in Japan, was given. From the performance of these wrestlers, the Americans turned with pride to the exhibition to which the Japanese Commissioners in turn were invited, viz., that of the working of the telegraph and railroad, at which they were astonished beyond all measure. The points of the treaty had all been settled upon and the signatures only were required to complete this very important document. Accordingly, on Friday, March 3lst, 1854, the Commodore proceeded to the Treaty House with his usual attendants, and immediately on his arrival signed three separate drafts of the treaty in the English language, and delivered them to the Commissioners, together with three copies of the same in Dutch and Chinese languages, certified by the interpreters, Messrs. Williams and Portman, for the United States; at the same time the Japanese Commissioners on behalf of their government, handed to the Commodore three drafts of the treaty written respectively in the Japanese, Chinese and Dutch languages and signed by four of their body specially designated by the Emperor for that purpose. 
The treaty being signed and exchanged, Commander Henry A. Adams was detailed to convey it and other important documents to our government, and sailed on the U. S. Sloop of War "Saratoga," April 4, 1854, via the Sandwich Islands. Without extending this article to double its present length, it would be impossible to even briefly describe the interesting events occurring during the remainder of the squadron's stay in Japanese waters. 
The squadron visited Hakodade and Simoda, the two treaty ports, where much of interest occurred; revisited Lewkew and China, from whence at Hong Kong, on September 11, 1854, the Commodore took passage for the United States on board the mail steamer "Ganges.h --From the "Japan and America." --William Speiden, son of the Purser of the U.S.S. "Mississippi.h

QUESTIONS AND ANSWERS. 
1. What happened in 1852?--One of the most remarkable events in the history of the last century happened: the United States determined to send a squadron of War-vessels to Japan for the purpose of establishing a treaty of friendship and trade between the two countries. 
2. Who was selected as Commander-in-Chief of the expedition?--Commodore Matthew Calbraith Perry. 
3. Who was the president of the United States at the time?--Millard Fillmore. 
4. When did the Commedore sail from Norfalk, Virginia for Japan?--November 24, 1852. 
5. When was H. M. the Emperor of Japan born? --Just three weeks previous to the event. 
6. When did the squadron enter Yedo Bay?--On the 8th of July, 1853. 7. Mention the vessel that conveyed the Commodore.--The Mississippi. 8. Where did the vessels anchor?--They cast anchor in the Bay of Uraga, 9. What was done on the part of the Japanese government?--Commissioners were appointed to meet the Commodore and receive the documents addressed to the Emperor, and a reception hall prepared for the purpose. 
10. When and where did the reception take place?--At Kuri-hama, on the 14th day of July 1853. 
11. How was this remarkable event celebrated by the Japanese afterwards?--By erecting a monument to Commodore Perry at Kuri-hama, which was unveiled July 14th, 1901. 
12. Did the Commodore receive an answer to his letter soon after the reception?--No; informing the Commissioners that he would return for an answer in the following spring, he left for China after a few days' stay. 
14. Did he keep his word?--Yes, he did; he arrived in Japan on the 13th day of February, 1854 and made the first official visit to the new High Commissioner, March 8th. 
15. When and where were the drafts of the treaty exchanged?--On Friday, March 3lst, 1854, at the Treaty House, Yokohama.