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 The result of this will be that all listen carefully to what is said to one of their number, and apply it to their own use.

(vii) If some of the boys cannot answer a question he should ask the whole class, and then, in the presence of the rest, praise those who answer best, that their example may serve to stimulate the others. If any pupil make a mistake he should be corrected, but at the same time the cause of the error (which a clever teacher will have no difficulty in discovering) should be made clear and the necessity for its recurrence obviated. It can scarcely be realised what an assistance to rapid progress this will be.

(viii) Finally, when the lesson is over, the scholars should be given leave to ask questions on any point that they wish explained, either in the present lesson or in a previous one. Private questioning should not be permitted. Each scholar who wishes to ask a question should either ask the teacher openly or get the leader of his division to do so (if this latter is unable to solve the difficulty himself). In this way the whole class will be benefited, and as much by the question as by the answer. If any scholar help to illustrate an important point by the intelligence of his questions, he should be commended, in order that the rest may thereby be incited to industry and keenness.

21. Such a daily training of the attention will not only be of momentary use to the young, but will stand them in good stead throughout their whole lives. For if this training last for some years, and they get into the habit of concentrating their minds on whatever is being done at the time, they will continue to do so of their own accord without any external pressure. If schools are organised on this principle, surely we may look forward to a considerable increase in the number of clever and intelligent men!

22. To this it may be objected that individual attention is necessary to see that each scholar keeps his books tidy, writes his exercises carefully, and learns his lessons


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 accurately, and that, if the class be large, this will take a great deal of time. I answer: It is not necessary for the teacher to hear the lessons or inspect the books of each individual scholar; since he has the leaders of divisions to assist him, and each of these can inspect the scholars in his own division.

23. The teacher, as chief inspector, should give his attention first to one scholar, then to another, more particularly with the view of testing the honesty of those whom he distrusts. For example, if the scholars have to say a repetition lesson, he should call first on one pupil, then on another, first one at the top of the class and then one at the bottom, while all the rest attend. He may thus ensure that each one be in readiness, since none can be certain that he will not be examined. If the teacher observe that a scholar begins his lessons without hesitation, and feel convinced that he knows the rest equally well, he may let another one go on, and if this one in turn seem well prepared, may pass on to a third. In this way, by hearing a few, he can rest assured that he has the whole class under his control.

24. The same method should be pursued with dictations. One or more scholars should read out what has been written, with the right punctuation and in a clear voice, while the rest correct what they have written in their books. The teacher should also himself examine the books from time to time, and should punish any scholar who has been doing his work carelessly.

25. The correction of written translations seems to demand more time; but here also the same method may be adopted with advantage. As soon as the leaders of divisions have secured attention, one scholar should be called upon to stand up and choose as his adversary any other scholar that he pleases. As soon as this latter stands up, the first scholar reads out his translation sentence by sentence, while all the rest listen attentively, the teacher in the meantime looking at the exercise to see that it is properly written. At the end of each sentence

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 the scholar stops, and his adversary has the opportunity of pointing out any mistake that he may have perceived. Then other scholars in the division, and after them the whole class, may make criticisms on the rendering, and finally the teacher supplies any point that has been omitted. While this is going on, the others correct the mistakes in their own exercises. The adversary, however, should not do so, but should keep his own unaltered that he may submit it to the criticism of his companions. As soon as the first sentence has been properly corrected, the next is taken, and so on until the exercise is finished. Then the adversary should read out his in the same way, while the original challenger takes care that he really reads his original translation and does not insert the corrections that have been made. The individual words and phrases are then criticised as before. After this, a second pair of adversaries is chosen, and the same procedure is repeated for as long as the time permits.

26. In this connection the leaders have two duties to perform. Before the corrections begin they should see that all the scholars have their exercises ready, and while it is going on they should take care that each of them corrects his exercise when it contains the mistake that is under consideration.

27. The result of this will be

That the work of the teacher will be lightened.

That no scholar will be neglected.

That the scholars will attend better than formerly.

(iv) That what is said to one will be of equal advantage to all.

The differences in the mode of expression, that are certain to occur in so many different translations, will not only improve and strengthen the scholar’s acquaintance with the subject-matter, but will also give him facility in using the language.

(vi) Finally, as soon as the first, second, and third pair have finished, it will frequently happen that the


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 others have few or no mistakes left to correct. When this is the case, the remainder of the time may be devoted to the class in general, that those who are still uncertain about a passage may bring forward their difficulties, or those who think that their rendering is better than that which has been given may read it and receive criticism on it.

28. The method here suggested has been illustrated by an exercise in translation. Its application, however, is just as easy, if the exercise be one in style, rhetoric, logic, theology, or philosophy.

29. We have thus seen that one teacher can instruct a hundred scholars with as little labour as he would expend in teaching a few.

How is it possible for all the scholars to be taught from the same books?

30. It is an undisputed fact that too many objects at once distract the attention. It will therefore be of immense advantage if the scholars be allowed to use no books but those that have been expressly composed for the class in which they are; and in this way it will always be possible to use with effect the order that was given to the worshippers in the temples of old, namely, “This shalt thou do.” Since the less the eyes are distracted, the easier it is to concentrate the mind.

31. Secondly, if all the materials that are required for instruction, blackboards, inscriptions, first reading books, dictionaries, schematic diagrams of the arts, etc., be kept in constant readiness. For if (as is often the case) the teacher must prepare the exercise-books for the scholars, and write a model for them to copy, or if he have to dictate grammatical rules, the text of an author, or its translation, how much time is thereby lost! It is therefore necessary that sufficient quantities of all the books which are used in each class be kept in readiness, and that translations be supplied with those texts that are to be


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 translated into the mother-tongue. In this way the time that would otherwise have been employed in dictation, copying, and translating, can be used, and with far greater advantage, for explanation, repetition, and imitation.

32. There need be no fear that any concession is here being made to the teacher’s idleness. For a preacher is considered to have done his duty if he read a text from the Bible, explain it, and point out its application, and it is a matter of indifference to his hearers whether he has himself translated the text from the original, or has used some standard translation; and in the same way it makes no difference to the scholars whether the teacher has arranged his own materials or whether some one else has done so for him. The important thing is that everything necessary be ready to hand, and that, under the teacher’s direction, it be properly employed. It is indeed much better that everything of this nature be prepared beforehand, since, on the one hand, it will be freer from errors, and, on the other, more time will be left for the actual process of instruction.

33. For every school, therefore, books of this kind should be written,—in accordance with the rules already laid down for the attainment of ease, thoroughness, and economy of time,—and should constitute a complete, thorough, and accurate epitome of all the subjects of instruction. In short, they should give a true representation of the entire universe, which can thus be impressed upon the minds of the scholars. They should also, and this is a most important point, be written simply and clearly, and should give the scholars sufficient assistance to enable them, if necessary, to pursue their studies without the help of a teacher.

34. With this end in view it is desirable that they be written in the form of a dialogue. In this way (1) it is possible to suit the subject-matter and its exposition to the minds of the young, that neither may appear to them to be too full of difficulties. Nothing is more suited to inspire confidence than dialogue-form, and by means of it


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 the mind can be gradually led on to the desired goal. It is in this form that playwrights have expressed their views on the deterioration of morals, and have thereby admonished the people; in this form Plato wrote all his philosophical, and St. Augustine all his theological works, and Cicero also has employed it largely, thus coming down to the level of his readers. (2) Conversational form excites and retains the attention, while the alternation between question and answer, the various forms of expression and the amusing remarks that may be introduced, and even the changes that may be rung upon the {lang|la|dramatis personæ}}, all tend, not merely to counteract any antipathy to the subject, but even to create a keen desire to know more about it. (3) Instruction makes a far greater impression when given in this way. We remember an event better when we have seen it ourselves than when we have simply heard it narrated, and, in the same way, instruction that is given through the medium of a drama or of a dialogue stays in the heads of the scholars far better than if it be merely set forth by a teacher in the ordinary way, as may be proved by experience. (4) The greater part of our lives consists of friendly conversation, and it should therefore be easy to induce the young to acquire useful information, when they are at the same time learning to express themselves fluently and well. (5) Finally, dialogues of this kind act as a mild recreation, and may enliven the private gatherings of the students.

35. It is also desirable that the books used be of the same edition, so that they may be similar page for page and line for line. This is important both for the sake of reference and that the localisation of passages on certain pages may assist the memory.

36. It will also be of great use if an abstract of the contents of all the books used in the class be placed on the walls of the room. This should consist of the text, greatly abbreviated and condensed, or of illustrative pictures and reliefs, by means of which the senses, the memory, and the understanding may be daily exercised in con-


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 advanced nothing in the Tristrapædia, but what is as clear as any one proposition in Euclid.—Reach me, Trim, that book from off the scrutoir:—it has oft times been in my mind, continued my father, to have read it over both to you, Yorick, and to my brother Toby, and I think it a little unfriendly in myself, in not having done it long ago:—shall we have a short chapter or two now,—and a chapter or two hereafter, as occasions serve; and so on, till we get through the whole? My uncle Toby and Yorick made the obeisance which was proper; and the corporal, though he was not included in the compliment, laid his hand upon his breast, and made his bow at the same time.—The company smiled. Trim, quoth my father, has paid the full price for staying out the entertainment.—He did not seem to relish the play, replied Yorick.—'Twas a Tomfool-battle, an' please your reverence, of


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 junction. Not without purpose was it that, as the ancients relate, the walls of the temple of Æsculapius were covered with the precepts of the art of medicine, written there by Hippocrates himself. This great theatre of the world, also, God has filled with pictures, statues, and living emblems of His wisdom, that He may instruct us by their means. (Of these pictorial aids we will say more when we treat of the individual classes.)

How is it possible for all the scholars in a school to do the same thing at one time?

37. It is evident that it would be a useful arrangement if all the pupils in a class did the same lesson at one time, for in this way the teacher would have less trouble and the scholars greater advantage. It is only when the attention of all is fixed on the same object, and when each tries in turn to correct the other, that keen rivalry can arise. In every way the teacher must imitate a captain of recruits. This latter does not exercise each of his men separately, but leads out a whole company at once and shows them how to use their arms; and even if he explain anything to one man apart, the remainder have to go through the same exercise in order that their attention may be retained.

The teacher should proceed on precisely similar lines.

38. Before he can do this it is necessary

(i) That the course of instruction commence at one definite time in each year, just as the influence of the sun on the vegetable world commences at one definite time, namely, in spring.

(ii) That the subjects of instruction be so divided that each year, each month, each week, each day, and even each hour may have a definite task appointed for it, since, if this be done, everything that is proposed will be completed with ease. But of this we will say more in the proper place.


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 captain Tripet's and that other officer, making so many summersets, as they advanced;—the French come on capering now and then in that way,—but not quite so much.

My uncle Toby never felt the consciousness of his existence with more complacency than what the corporal's, and his own reflections, made him do at that moment;—he lighted his pipe,—Yorick drew his chair closer to the table,—Trim snuff'd the candle,—my father stir'd up the fire,—took up the book,—cough'd twice, and begun.

first thirty pages, said my father, turning over the leaves,—are a little dry; and as they are not closely connected with the subject,—for the present we'll pass them by: 'tis a prefa-


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How is it possible to teach everything according to one and the same method?

39. That there is only one natural method for all the sciences, and only one for all the arts and languages, will be shown in chaps. ,, and Any deviations that may be necessary are not important enough to constitute a fresh class, and are due less to peculiarities in the subject-matter an to the tea himself, who must be guided by the ability, or the reverse, of his pupils and by the progress that they make in the actual languages or arts that he is teaching. The universal adoption of the natural method, therefore, will be as great a boon to scholars as a plain and undeviating road is to travellers. [sic] It will be easier to point out special aberrations, if the universal principle be first laid down as indisputable.

How can many things be explained in a few words?

40. To fill the minds of scholars with a dreary waste of books and of words is lost labour. For it is certain that a crust of bread and a mouthful of wine are more nutritious than a paunchful of trifle and of ragout, and that it is better to have a few gold pieces in one’s purse than a hundred-weight of lead. Rightly does Seneca say of instruction: “Its administration should resemble the sowing of seed, in which stress is laid, not on quantity, but on quality.” The conclusion, therefore, that we reached in holds good: In man, the microcosm, everything is contained potentially. Bring light and he will straightway see.

And indeed for men who are working in the dark the faintest glimmer of light is sufficient. It is therefore necessary to select or to write handbooks of the sciences and languages which are small in compass and practically


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 arranged cover the whole subject and contain a great deal of matter in a short space (Ecclesiasticus xxxii. 8)—that is to say, which place before the scholar the whole of the subject-matter by means of a small number of rules and definitions expressed in the simplest and clearest language, and sufficient in themselves to lead to more profound study.

How is it possible to do two or three things by a single operation?

41. The example of nature shows that several things can be done at one time and by means of the same operation. It is an undoubted fact that a tree grows above the ground and beneath it at the same time, and that its wood, its bark, its leaves, and its fruit, all develope simultaneously. The same observation applies to animals, whose limbs all develope and grow stronger at the same time. Further, each limb performs several operations. The feet, for instance, not only support a man but also move him forwards and backwards in various ways. The mouth is not only the entrance to the body, but also serves as a masticator and as a trumpet that sounds whenever called upon to do so. With a single inspiration the lungs cool the heart, purify the brain, and assist in voice-production.

42. We find the same thing in the arts: (1) In the sun-dial, the single shadow cast by the gnomon points out the hour of the day, the sign of the zodiac in which the sun is moving, the length of the day and of the night, the day of the month, and several other things. (2) One pole serves to direct, to turn, and to hold back a carriage. (3) A good orator or writer instructs, excites, and pleases at the same time, even though his subject may make it difficult to combine these three elements.

43. The instruction of the young should be similarly organised, so that every activity may produce several results. It may be laid down as a general rule that each


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 subject should be taught in combination with those which are correlative to it; that is to say, words should be studied in combination with the things to which they refer; while reading and writing, exercises in style and in logical thought, teaching and learning, amusement and serious study, should be continually joined together.

44. Words, therefore, should always be taught and learned in combination with things, just as wine is bought and sold together with the cask that contains it, a dagger with its sheath, a tree with its bark, and fruit with its skin. For what are words but the husks and coverings of things? Therefore, when instruction is given in any language, even in the mother-tongue itself, the words must be explained by reference to the objects that they denote; and contrari-wise, the scholars must be taught to express in language whatever they see, hear, handle, or taste, so that their command of language, as it progresses, may ever run parallel to the growth of the understanding.

The rule shall therefore run as follows: The scholar should be trained to express everything that he sees in words, and should be taught the meaning of all the words that he uses. No one should be allowed to talk about anything that he does not understand, or to understand anything without at the same time being able to express his knowledge in words. For he who cannot express the thoughts of his mind resembles a statue, and he who chatters, without understanding what he says, resembles a parrot.

But we wish to train up men, and to do so as quickly as possible, and this end can only be attained when instruction in language goes hand in hand with instruction in facts.

45. From this it follows that we ought to exclude from our schools all books that merely teach words and do not at the same time lead to a knowledge of useful objects. We must bestow our labour on that which is of real importance, and, therefore (as Seneca says in his 9th Letter), must devote ourselves to the improvement of our understanding


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 rather than to the enlargement of our vocabulary. Any reading that is necessary can be got through quickly out of school-hours without tedious explanations or attempts at imitation; since the time thus spent could be better employed in the study of nature.

46. Exercises in reading and writing should always be combined. Even when scholars are learning their alphabet, they should be made to master the letters by writing them; since it is impossible to find a more agreeable method or one that will give them a greater incentive to work. For, since all children have a natural desire to draw, this exercise will give them pleasure, and the imagination will be excited by the twofold action of the senses. Later on, when they can read with ease, they should be made to exercise their powers on subject-matter that would in any case have to be learned, that is to say, something calculated to give them practical information or to instil morality or piety. The same plan may be adopted when they learn to read Latin, Greek, or Hebrew. It will be of great advantage to read and copy the declensions and conjugations over and over again, until, by this means, reading, writing, the meaning of the words, and the formation of the case-endings, have been thoroughly learned. In this case we have a fourfold result from a single exercise. A system of concentration that is of such vital importance should be applied to all branches of study, in order that, as Seneca says, what is learned by reading may be given form by writing, or that, as St. Augustine says of himself, we may write while we make progress and make progress while we write.

47. As a rule, no care is shown in the choice of the subjects that are given as exercises in style, and there is no connection between the successive subjects. The result is that they are exercises in style and nothing else, and have very little influence on the reasoning powers; indeed it frequently happens that, after much time and study have been devoted to them, they prove absolutely worthless and of no use for the business of life. Literary taste should therefore be taught by means of the subject


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 matter of the science or art on which the reasoning powers of the class are being exercised. The teacher should tell his pupils stories about the originators of the subject and the times in which they lived, or should give them exercises in imitation based on the subject-matter, so that, by a single effort, notions of style may be imbibed, the reasoning powers may be improved, and, since either the teacher or the pupils are continually talking, the faculty of speech also may be exercised.

48. Towards the end of the 18th chapter I have shown that it is possible for the scholars to give instruction in the subject that they have just learned, and, since this process not only makes them thorough but also enables them to make progress more rapidly, it should not be overlooked in this connection.

49. Finally, it will be of immense use, if the amusements that are provided to relax the strain on the minds of the scholars be of such a kind as to lay stress on the more serious side of life, in order that a definite impression may be made on them even in their hours of recreation. For instance, they may be given tools, and allowed to imitate the different handicrafts, by playing at farming, at politics, at being soldiers or architects, etc. In spring they may be taken into the garden or into the country, and may be taught the various species of plants, vying with one another to see who can recognise the greater number. In this way they will be introduced to the rudiments of medicine, and not only will it be evident which of them has a natural bent towards that science, but in many the inclination will be created. Further, in order to encourage them, the mock titles of doctor, licentiate, or student of medicine may be given to those who make the greatest progress. The same plan may be adopted in other kinds of recreation. In the game of war the scholars may become field-marshals, generals, captains, or standard-bearers. In that of politics they may be kings, ministers, chancellors, secretaries, ambassadors, etc., and, on the same principle, consuls, senators, lawyers, or officials; since such pleasantries often


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 lead to serious things. Thus would be fulfilled Luther’s wish that the studies of the young at school could be so organised that the scholars might take as much pleasure in them as in playing at ball all day, and thus for the first time would schools be a real prelude to practical life.

How are the subjects of study to be progressively graded?

50. How this can be done, we have seen in the 5th, 6th, 7th and 8th Principles of the, and in the 5th, 6th and 7th Principles of the. The important point is that suitable books should be written for the classical schools, and that these should embody hints to the teacher for their proper use, so that learning, morality, and piety may be led from one stage to another until they reach the highest.

Of the removal and avoidance of obstructions.

51. Truly has it been said, that nothing is more useless than to learn and to know much, if such knowledge be of no avail for practical purposes; and again, that not he who knows much is wise, but he who knows what is useful. The task of schools will therefore be rendered easier if the subjects taught be curtailed. This can be done if omission be made

Of all unnecessary matter.

Of all unsuitable matter.

(iii) Of all minute detail.

52. Anything is unnecessary that is productive neither of piety nor of morality, and that is not essential for the cultivation of the mind. Such are the names of heathen deities, the myths connected with them, and the religious observances of the ancients, as well as the productions of scurrilous and indecent poets and dramatists. It may occasionally be necessary for the individual to read these things in private, but in the schools, where the founda-


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 tions of wisdom should be laid, nothing of the kind should be permitted. “What madness it is,” says Seneca, “to learn so much trash, when time is so precious.” Nothing, therefore, should be learned solely for its value at school, but for its use in life, that the information which a scholar has acquired may not vanish as soon as he leaves school.

53. Knowledge is unsuitable when it is uncongenial to the mind of this or that scholar. For there is as great a difference between the minds of men as exists between the various kinds of plants, of trees, or of animals; one must be treated in one way, and another in another, and the same method cannot be applied to all alike. It is true that there are men of great mental power who can compass every subject; but there are also many who find the greatest difficulty in mastering the rudiments of some things. Some display great ability for abstract science, but have as little aptitude for practical studies as an ass has for playing on the lyre. Others can learn everything but music, while others again are unable to master mathematics, poetry, or logic. What should be done in these cases? If we attempt to counteract a natural disinclination we are fighting against nature, and such effort is useless. For there will be either no result or one totally incommensurate with the energy expended. The teacher is the servant and not the lord of nature; his mission is to cultivate and not to transform, and therefore he should never attempt to force a scholar to study any subject if he see that it is uncongenial to his natural disposition; since it is more than probable that what is lacking in one direction will be compensated for in another. If one branch be cut off a tree, the others become stronger, because more vitality flows into them; and if none of the scholars be forced to study any subject against his will, we shall find no cases in which disgust is produced and the intelligence is blunted. Each one will develope in the direction of his natural inclinations (in accordance with the Divine will), and will serve God and man in his station in life, whatever that may be.


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 54. In the same way, if all minute and technical details (such as the species of plants and of animals, the various callings of mechanics, the names of all their tools and so forth) had to be learned, this would be a most wearisome and confusing task. In school-work it is sufficient if the wide classes that exist in nature, with their most important and most essential divisions, be made thoroughly clear. More specialised knowledge can easily be acquired later, as the opportunity arises.

Those who wish to win a speedy victory over the enemy, do not waste time in storming unimportant places, but go straight to the head-quarters of the war; since it is certain that, if they can get the upper hand in a pitched battle, and capture the most important strongholds, all the others will surrender of their own accord. In the same way, if the principal points of any subject be mastered, the subsidiary details will be acquired with great ease. To this class of obstructions belong the voluminous dictionaries that contain every word in a language. For, since the greater number of them are never used, why should we force boys to learn them all, and thus overburden the memory?

We have now treated of the saving of time and effort in teaching and in learning.


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 baked. Those pots of the Bubis I have seen have, however, not had the pattern (any sort of pattern does, and it need not be carefully done) that runs round mainland pots to "keep their souls in"—i.e. to prevent their breaking up on their own account.

Their basket-work is of a superior order: the baskets they make to hold the semi-fluid palm oil are excellent, and will hold water like a basin, but I am in doubt whether this art is original, or imported by the Portuguese runaway slaves, for they put me very much in mind of those made by my old friends the Kabinders, from whom a good many of those slaves were recruited. I think there is little doubt that several of the musical instruments own this origin, particularly their best beloved one, the elibo. This may be described as a wooden bell having inside it for clappers several (usually five) pieces of stick threaded on a bit of wood jammed into the dome of the bell and striking the rim, beyond which the clappers just protrude. These bells are very like those you meet with in Angola, but I have not seen on the island, nor does Dr. Baumann cite having seen, the peculiar double bell of Angola—the engongui. The Bubi bell is made out of one piece of wood and worked—or played—with both hands. Dr. Baumann says it is customary on bright moonlight nights for two lines of men to sit facing each other and to clap—one can hardly call it ring—these bells vigorously, but in good time, accompanying this performance with a monotonous song, while the delighted women and children dance round. The learned doctor evidently sees the picturesqueness of this practice, but notes that the words of the songs are not "tiefsinnige" (profound), as he has heard men for hours singing "The shark bites the Bubi's hand," only that over and over again and nothing more. This agrees with my own observations of all Bantu native songs. I have always found that the words of these songs were either the repetition of some such phrase as this, or a set of words referring to the recent adventures or experiences of the singer or the present company's little peculiarities; with a very frequent chorus, old and conventional. I shall never forget a white man coming alongside a ship whereon I was once a passenger, quite unconscious that his


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text: The Life and Opinions of Tristram Shandy, Gentleman/Volume 5/Chapter 30


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text: The Great Didactic of John Amos Comenius/The Great Didactic/Chapter 19


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 boatswain was singing as a solo: "Here we bring this wretched creature he's a very bad man: he does not give us any food, or any money: he goes and gets drunk and" but I forbear repeating the text of the libel. But after each statement the rest of the crew joined in a chorus which was the native equivalent of—"and so say all of us."

The native tunes used with these songs are far superior, and I expect many of them are very old. They are often full of variety and beauty, particularly those of the M'pongwe and Galwa, of which I will speak later.

The dances I have no personal knowledge of, but there is nothing in Baumann's description to make one think they are distinct in themselves from the mainland dances. I once saw a dance at Fernando Po, but that was among Portos, and it was my old friend the Batuco in all its beauty. But there is a distinct peculiarity about the places the dances are held on, every village having a kept piece of ground outside it which is the dancing place for the village—the ball-room as it were, and exceedingly picturesque these dances must be, for they are mostly held during the nights of full moon. These kept grounds remind one very much of the similar looking patches of kept grass one sees in villages in Ka Congo, but there is no similarity in their use, for the Ka Congo lawns are of fetish, not frivolous, import.

The Bubis have an instrument I have never seen in an identical form on the mainland. It is made like a bow, with a tense string of fibre. One end of the bow is placed against the mouth, and the string is then struck by the right hand with a small round stick, while with the left it is scraped with a piece of shell or a knife-blade. This excruciating instrument, I warn any one who may think of living among the Bubis, is very popular. The drums used are both the Dualla form—all wood—and the ordinary skin-covered drum, and I think if I catalogue fifes made of wood, I shall have nearly finished the Bubi orchestra. I have doubts on this point because I rather question whether I may be allowed to refer to a very old bullock hide—unmounted—as a musical instrument without bringing down the wrath of musicians on my head. These stiff, dry pelts are much thought of, and played by the


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[Tosa Nikki] by Ki no Tsurayuki

Diaries are things written by men, I am told. Nevertheless I am writing one, to see what a woman can do.

Twenty-first day, twelfth moon (the year does not matter): Late at night we made our departure from the house. But I must set things down in a little more detail. A certain gentleman, after four or five years in the province, had finished his term of office as governor, and now, with all the usual round of business concluded and papers of release duly received, he set out from the official residence and moved to a place near the point of embarkation. Before he went, however, various people, acquaintances and strangers alike, came to take their leave. The farewells were particularly distressing for those who had been closely associated with him over these years. There was an endless coming and going all day long, and the commotion lasted well into the night.

Twenty-second day: We offered up prayers for a calm and peaceful voyage—“all the way to Izumi Province.” Fujiwara no Tokizane arranged a farewell celebration “for the road” (not very appropriate


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Rh for a ship, perhaps) at which every one, from master to servant, became disgustingly drunk.

Twenty-third day: A man called Yagi no Yasunori is here. He appears to have not the remotest connection with the provincial government service, but he nevertheless arranged a farewell celebration for us on a magnificent scale. Perhaps the fault lies in the governor himself, but the general attitude of the people of Tosa is that an ex-governor no longer concerns them and is not worth the trouble of a visit. Still, there are some of the kinder sort who have not allowed this to deter them from paying their respects. In their case it cannot be said that they come in the hope of future advantages, or for the sake of prestige.

Twenty-fourth day: The provincial overseer of religion arrived to give us a farewell party. Every one, high and low, old and young, was fuddled with drink. Even people who have never learned to write the figure one were merrily dancing figures of eight.

Twenty-fifth day: A messenger arrived from the official residence, it seems, with an invitation for the ex-governor. The ex-governor accepted. The various entertainments lasted all day and night, and well into the next morning.

Twenty-sixth day: Today they were still at the new governor’s residence, feasting and making merry. Even the servants have received presents, I am told. Chinese verses were declaimed, and the new governor, his guest, and others joined in an exchange of extempore Japanese poems. I cannot write Chinese verse in this diary, but one of the Japanese poems, composed by the new governor, went like this:

Before taking his leave the former governor replied: Over the white-crested waves I came, and following came another.


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 tory introduction, continued my father, or an introductory preface (for I am not determined which name to give it) upon political or civil government; the foundation of which being laid in the first conjunction betwixt male and female, for procreation of the species—I was insensibly led into it.—'Twas natural, said Yorick.

The original of society, continued my father, I'm satisfied is, what Politian tells us, i. e. merely conjugal; and nothing more than the getting together of one man and one woman;—to which, (according to Hesiod) the philosopher adds a servant:—but supposing in the first beginning there were no men servants born—he lays the foundation of it, in a man,—a woman—and a bull.—I believe 'tis an ox, quoth Yorick, quoting the passage —A bull must have


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 artistes by being shaken as accompaniments to other instruments they make a noise, and that is after all the soul of most African instrumental music. These instruments are all that is left of certain bullocks which many years ago the Spaniards introduced, hoping to improve the food supply. They seemed as if they would have flourished well on the island, on the stretches of grass land in the Cordillera and the East, but the Bubis, being great sportsmen, killed them all off.

The festivities of the Bubis—dances, weddings, feasts, &c.,—at which this miscellaneous collection of instruments are used in concert, usually take place in November, the dry season; but the Bubi liable to pour forth his soul in the bosom of his family at any time of the day or night, from June to January, and when he pours it forth on that bow affair it makes the lonely European long for home.

Divisions of time the Bubi can hardly be said to have, but this is a point upon which all West Africans are rather weak, particularly the Bantu. He has, however, a definite name for November, December, and January—the dry season months—calling them Lobos.

The fetish of these people, although agreeing on broad lines with the Bantu fetish, has many interesting points, as even my small knowledge of it showed me, and it is a subject that would repay further investigation; and as by fetish I always mean the governing but underlying ideas of a man's life, we will commence with the child. Nothing, as far as I have been able to make out, happens to him, for fetish reasons, when he first appears on the scene. He receives at birth, as is usual, a name which is changed for another on his initiation into the secret society, this secret society having also, as usual, a secret language. About the age of three or five years the boy is decorated, under the auspices of the witch doctor, with certain scars on the face. These scars run from the root of the nose across the cheeks, and are sometimes carried up in a curve on to the forehead. Tattooing, in the true sense of the word, they do not use, but they paint themselves, as the mainlanders do, with a red paint made by burning some herb and mixing the ash with clay or oil, and they occasionally


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84 Where I return, he shall return—and who is that other but you? There were more poems, by others, but apparently none of them was particularly well constructed. After exchanging a few more words the former governor and the present governor descended together into the garden. Present and former masters of the house grasped hands, wished each other good fortune—in accents unsteadied by wine—and went their respective ways.

Twenty-seventh day: Our boats left Ōtsu, rowing a course for Urado. As they cast off, I thought sadly of my master’s young daughter—born in Kyoto, and suddenly taken from us in this remote province. While recording, in these last days, the busy preparations for our departure, I have said nothing on this matter; but now that we are at last under way on the return voyage to Kyoto, my only sensations are of grief and longing for a young girl who is not coming with us. There are others, too, who could not bear the sadness of it. Some one wrote this poem:

Later another poem was composed:

Meanwhile we reached a place called Kako Point, where we were overtaken by the brothers of the new governor and other friends, who brought us presents of saké and food. The whole company disembarked onto the beach, and we talked to each other of the sorrows of parting. Of all the people at the governor’s residence, these who have now come are said to have shown themselves the most kind and considerate on that occasion. … While we were exchanging poems the chief pilot—a man of no sensibility—having taken his fill of saké and thinking it high time to be off, announced: “The tide is full. There should be a wind soon”; and we made ready to re-embark. … This evening we anchored at Urado, where we


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Rh were later overtaken by Fujiwara no Tokizane, Tachibana no Suehira, and others.

Ninth day, second moon: Early in the morning we left Ōminato, and made for the anchorage of Naha. A large number of people gathered to see us off, determined not to leave us so long as we remain within the confines of the provincial government district.…

From now on we row farther and farther out to sea. It is for this reason that all these people gathered here to see us off. Little by little, at every stroke of the oars, the watchers standing by the shore slip away into the distance, just as we on the boats, too, grow more and more indistinct to them. On the shore, perhaps, there are things they would like to say to us. On the boats there are thoughts we wish to convey to them—but to no avail. Even so, though we can expect no reply, we compose this last poem:

Soon we pass the pine-covered beaches of Uta. Pines beyond number! How many tens of centuries have they stood there? Waves wash the roots of each tree, and from each topmost branch a crane soars into the air. We watched in tireless fascination. Someone on the boat recited this poem:

The poem, however, cannot compare with the sight itself. As we proceed in this manner, absorbed in the scenery, night gradually draws


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86 on. The mountains and sea grow dark. Soon it becomes impossible to distinguish east from west, and for warning of a change in the weather we must rely completely on the pilot’s judgment. Even the men, unaccustomed to such a situation, show signs of anxiety. With the women it is much worse—we hide our heads in the bottom of the boat and sob. But while we are in this sad condition, the pilot and the boatmen sing songs, completely unconcerned:

or:

There are many others besides, but I shall not write them down. The sea grows rougher, but listening to these songs and to the boatmen’s laughter we feel more easy at heart, and at last, after a long day’s voyage, we reach harbor. An old gentleman and an old lady have meanwhile fallen sick, and they retire to bed without supper.

Tenth day: Today we remain at this harbor of Naha.

Seventeenth day: The clouds have cleared, and in the early hours before dawn there is a fine clear moon. We set out in our boats. A perfect image of the clouds above is reflected in the bottom of the


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 given more trouble than his head was worth.—But there is a better reason still, said my father, (dipping his pen into his ink) for, the ox being the most patient of animals, and the most useful withal in tilling the ground for their nourishment,—was the properest instrument, and emblem too, for the new joined couple, that the creation could have associated with them.—And there is a stronger reason, added my uncle Toby, than them all for the ox.—My father had not power to take his pen out of his ink-horn, till he had heard my uncle Toby's reason.—For when the ground was tilled, said my uncle Toby, and made worth inclosing, then they began to secure it by walls and ditches, which was the origin of fortification.—True, true; dear Toby, cried my father, striking out the bull, and putting the ox in his place.

My father gave Trim a nod, to snuff the candle, and resumed his discourse.


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RV 989 (Rh)


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Rh sea—it must have been on a night like this that the ancient poet wrote of “oars piercing the moon on the waves, the boat traversing skies in the sea’s depths.” At least, those are his words so far as I remember. Someone composed this poem on a similar theme:

Hearing this, another said:

As we proceed it grows gradually lighter. “Dark clouds have suddenly appeared!” shouts the pilot. “It will blow, I think. I’m turning the boat back!” We return to the harbor amid rain, feeling miserable.

Twenty-first day: At about the hour of the Hare we set out once more. All the other boats move out at the same time, so that, as we look around us, it seems as if the early spring seas are already dotted with fallen autumn leaves. Perhaps in answer to our constant prayers, the wind no longer blows, arid we row along in bright sunshine. … As we continue on our way, talking of this and that, the master of the boat anxiously scans the seas. It seems that, now that we are leaving the bounds of the province, there is a danger that pirates may seek vengeance on the ex-governor. As we think of this, the sea once more becomes a place of terror. All of us have grown white-haired in these last weeks. Truly, an age of seventy or eighty years is soon reached on the sea!

Ask him, pilot!

Twenty-second day: We set out from last night’s harbor. Mountains are visible in the far distance. A boy of eight—looking even less than


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Rh quent growth in the conceptional potentials of thought space, that we can somewhat understand the significance of 1493. If India only had been discovered and the New World were still unknown there could not have been the stimulus of possession of this vast new territory and the images of world maps in every human brain. It is worthy of note that in India herself, there were seers like Kabir, Nanak, and others, who were claiming discoveries in the spiritual region unknown heretofore and heralding, like fifteenth century Europe, a greater age of truth in the science and discovery of the nineteenth century.

It is only after the lapse of four centuries that the potentialities with which the Nina, Pinta and Santa Maria were fraught are beginning to unfold. Columbus had to die a broken-hearted man, as his chief, immediate effect upon Europe was being counted in terms of gold. It is true Leonardo da Vinci was then at the height of his career and discovering the scientific value of fossils Christianity itself was trying to find new channels and to get out of the trammels of papal authority, but the Wycliffites and Hussites had been hushed into silence, and though a new voice was just emerging in the throat of a nine-year-old Luther, there was still a long wait before the struggle for freedom of conscience could fill a Mayflower with bold seekers for truth. As yet the forces of reaction were triumphant in southwest Europe and Machiavelli was upholding the ideal of a Borgia in The Prince, while the seeds of the new Democracy and the future American Republic were being wafted across the Atlantic. On the other hand, a century and a half earlier the work and writings of the Franciscan Friar Roger Bacon, pleading for experimental scientific work, imagining swift-sailing ships and aeroplanes, urging the study of Arabic for scientific source, were bearing fruit in increasing the number of individual investigators and adventurers in quest of objective reality. The Arabs had passed on much of the mathematical and medical knowledge of mediaeval Gupta India, and of the philosophies of the glorious Hellenic Age, and now the whole of Europe was in a ferment of scientific thought preparing �


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 I enter upon this speculation, said my father carelessly, and half shutting the book, as he went on,—merely to shew the foundation of the natural relation between a father and his child; the right and jurisdiction over whom he acquires these several ways—

1st, by marriage.

2d, by adoption.

3d, by legitimation.

And 4th, by procreation; all which I consider in their order.

I lay a slight stress upon one of them; replied Yorick—the act, especially where it ends there, in my opinion lays as little obligation upon the child, as it conveys power to the father.—You are wrong,—said my father argutely, and for this plain reason * * * * * * * *


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154 others. Ross was a senior, a quiet man with gray eyes, rather heavy features, and soft brown hair. He was considerably older than the others, having worked for several years before he came to college. He listened to the stories that were being told, occasionally smiled, but more often studied the group curiously.

The talk became exceedingly nasty, and Hugh was about to leave in disgust when the discussion suddenly turned serious.

“Do you know,” said George Winsor abruptly, “I wonder why we hold these smut sessions. I sit here and laugh like a fool and am ashamed of myself half the time. And this is n’t the only smut session that’s going on right now. I bet there’s thirty at least going on around the campus. Why are we always getting into little groups and cover¬ ing each other with filth? College men are sup¬ posed to be gentlemen, and we talk like a lot of gutter-pups.” Winsor was a sophomore, a fine student, and thoroughly popular. He looked like an unkempt Airedale. His clothes, even wher new, never looked neat, and his rusty hair refuset to lie flat. He had an eager, quick way about him and his brown eyes were very bright and lively.

“Yes, that’s what I want to know,” Hugli chimed in, forgetting all about his desire to leave “I’m always sitting in on bull sessions, but ] think they ’re rotten. About every so often I maki


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150 and he hastened to shunt him back. “Sure,” he said in cheerful agreement; “sure it is—but what happened?”

“What happened? Oh—oh, yes!” Carl brought himself back to the present with an obvious effort. “Sure, I ’ll tell you what happened. Well, there was a girl there named Elaine Marston. She was n’t staying with the folks I was, but they knew her, so I saw a lot of her. See?”

“Sure.” Hugh wished he would hurry up. Carl did n’t usually wander all over when telling a story. This must be something special.

“Well, I saw lots of her. Lots. Pretty girl, nice family and everything, but she liked her booze and she liked to pet. Awful hot kid. Well, one night we went to a dance, and between dances we had a lot of gin I had brought with me. Good; stuff, too. I bought it off a guy who brought it! down from Canada himself. Where was I? Oh, yes, at the dance. We both got pie-eyed; I was all liquored up, and I guess she was, too. After; the dance was over, I dared her to walk over tc South Bristol—that’s just across the island, yoi know—and then walk back again. Well, we had n’t gone far when we decided to sit down. We were both kinda dizzy from the gin. You have to go through the woods, you know, and it’s dark as hell in there at night. ... We sat down among some ferns and I began to pet her. Don’t know


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88 his years—was amazed to discover that, as our boat moves, the mountains appear to move with us. He composed this poem:

It is a fitting poem for a child. Today the sea is rough. Around the rocks the foam is like driving snow, and the waves themselves are flowers in bloom:

Twenty-third day: The sun appears, but is soon obscured by cloud. Since we have been told that this particular area is infested by pirates, we pray for the protection of the gods and Buddhas. …

Twenty-sixth day: Being told again (with what truth, I do not know) that pirates are on our tracks, we started out at about midnight, and on our way made offerings to the gods. The pilot cast our paper charms into the sea, and as they drifted off to the east he cried: “In the same direction in which these offerings drift, vouchsafe that this vessel may speed!” Hearing this, a young girl made the poem:

At about this time the wind was good, and the pilot—with an air of self-importance, and with evident relief—ordered the sails to be raised. Hearing his words of command we women, young and old alike, were overjoyed, feeling that Kyoto is not far off now. …

Thirtieth day: The wind and rain have stopped. Having heard that pirates operate only by day, we started at about midnight, rowing


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156 admit they’re pure, that’s all; and you take theii bluff for the real thing.”

“You’ve got to show me.” Nutter was almos sullen. “I admit that I’m no angel, but I don’ believe that I’m a damn bit worse than the aver age. Besides, what’s wrong about it, anyhow It’s just as natural as eating, and I don’t see when there is anything worse about it.”

George Winsor stood up and leaned against th mantel. He ran his fingers through his hair unti it stood grotesquely on end. “Oh, that’s the ol argument. I’ve heard it debated in a hundred bu sessions. One fellow says it’s all wrong, and ar other fellow says it’s all right, and you never ge anywhere. I want somebody to tell me what wrong about it and what’s right. God knows yo don’t find out in your classes. They have Dc Conners give those smut talks to us in our fresl man year, and a devil of a lot of good they do. bunch of fellows faint and have to be lugged ou and the Doc gives you some sickening details aboi venereal diseases, and that’s as far as you gd Now, I’m all messed up about this sex business, ar I ’ll admit that I’m thinking about it all the tim too. Some fellows say it’s all right to have woman, and some fellows say it’s all wrong, b I notice none of them have any use for a worn; who is n’t straight.”

All of the boys were sitting in easy-chairs exce:


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40

“And many a girl’s betrothed one ne’er rose from off that ground.

Upon the brazen helmets one heard his blows resound;

And from the death-wounds spurted hot streams of crimson blood:

In all his acts is Siegfried a gallant knight and good.

“What doughty deeds were wrought by Ortwein, of Metz the lord!

How ever many foemen he came at with his sword,

There did he leave them lying— the better part were dead;

And yet no less of Gernot, your brother, might be said.

“For he did work such ruin as ne’er was seen in fight.

In truth, one must confess here of each well-proven knight

Among the proud Burgundians, that they all bravely bore

Themselves, and kept their honour untarnished evermore.

“Full many an empty saddle their handiwork did show;

And with their bright swords’ clashing loud did the field echo.

The Rhenish heroes truly, so fell a riding made,

’Twere better for their foemen if they at home had stayed.

“The two bold knights of Tronje did work much dire distress,

What time the charging armies did one another press.

And many a warrior perished beneath bold Hagen’s hand;—

There’s much to tell of him yet here in Burgundian land.

“Sindold and Hunold also, who were King Gernot’s men,

And the bold warrior Runold, such doughty deeds did then,

That Ludeger the Saxon must rue, until he die,

That ever he thy kinsmen did on the Rhine defy.


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 * * * * * * * * * * * * * * * * * * * * * * * * * * * * * .—I own, added my father, that the offspring, upon this account, is not so under the power and jurisdiction of the mother.—But the reason, replied Yorick, equally holds good for her.—She is under authority herself, said my father:—and besides, continued my father, nodding his head and laying his finger upon the side of his nose, as he assigned his reason,—she is not the principal agent, Yorick.—In what? quoth my uncle Toby, stopping his pipe.—Though by all means, added my father (not attending to my uncle Toby) "The son ought to pay her respect," as you may read, Yorick, at large in the first book of the Institutes of Justinian, at the eleventh title and the tenth section.—I can read it as well, replied Yorick, in the Catechism.


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Rh past the Awa whirlpool. It was pitch dark and we could see to neither right nor left. As we passed the whirlpool men and women alike prayed fervently to the gods and Buddhas. Near dawn we passed a place called Nushima, and then Tanagawa. Pressing on in great haste, we arrived at Nada in Izumi Province. Today there has been nothing approaching a wave on the sea—it seems as if the gods and Buddhas have granted us their protection. It is now the thirty-ninth day from when we first embarked. Now that we have reached Izumi Province, there is no need to worry about pirates.

Fourth day, third moon: “Today, judging by the wind and the clouds, we shall have very bad weather,” said the pilot, and we did not venture from this harbor. But all day long there has been not a sign of wind or waves. Even as a judge of the weather, this pilot is useless. Along the beach of the harbor were innumerable shells and pebbles of great beauty, and someone in the boat, still unable to think of anything except the child who is no longer with us, composed this poem:

Another, equally unable to bear his grief, and sick in spirit after the trials of the voyage, replies:

In grief even a father grows childlike. It might be said, I suppose, that this particular child could hardly be likened to a jewel—but “a departed child has a beautiful face,” goes the proverb…

Fifth day: Today we made haste out of Nada, and steered for the harbor of Ozu. Pines stretch endlessly along the beaches. … As we were rowed along, admiring the view and talking of this and that, a sudden wind rose, and no matter how desperately the boatmen rowed, we were driven slowly backwards. The boat was in danger


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90 of foundering in the waves. “This God of Sumiyoshi is the same as other gods. There is something on board the ship he wants,” said the pilot. “Make an offering of paper symbols,” he urged. The master complied, but the wind did not abate—it blew all the harder, and the waves rose higher. “Paper symbols are not to the god’s taste. The ship makes no headway!” shouted the pilot. “Have you nothing which will please him better.” “There’s nothing but this,” said the master. “I have two eyes, but only one mirror. I shall give this mirror to the god.” He threw it into the waves, and as it sank (a loss indeed!) the sea suddenly became as smooth as the face of a mirror. Someone composed this poem:

An amazing experience! Surely this cannot be the god whom we commonly associate with such gentle things as “Limpid Waters,” “The Balm of Forgetfulness,” and “Pines along the Shore”? We have all seen with our own eyes—and with the help of a mirror—what sort of a god he is.

Eleventh day: After a little rain the skies cleared. Continuing up-river, we noticed a line of hills converging on the eastern bank. When we learned that this is the Yawata Hachiman Shrine, there was great rejoicing and we humbly abased ourselves in thanks. The bridge of Yamazaki came in sight at last, and our feelings of joy could no longer be restrained. Here, close by the Ōōji Temple, our boat came to anchor; and here we waited, while various matters were negotiated for the remainder of our journey. By the riverside, near the temple, there were many willow trees, and one of our company, admiring their reflection in the water, made the poem:


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RV 990 (Rh)


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Rh

Sixteenth day: As we reached the house and passed through the gate, everything stood out brightly under the clear moon. Things were even worse than we had heard—there was a wilderness of decay and dilapidation. The heart of the neighbor to whose care we entrusted the house has proved a wilderness, too. Seeing that his house and ours were like one, divided only by a fence, we left everything to his care with good hopes. Whenever we sent him news or instructions, we sent small presents as well. However, tonight we have no intention of showing any displeasure. Wretched though the place looks, we shall thank him for his trouble.

In a marshy spot in the garden we had excavated a pit, forming a pond, around which stood a grove of pine trees. It looks as if, in five or six years, a thousand years have left their mark here—one bank of the pond has collapsed, new trees have sprung up among the old, and such is the general air of neglect that all who look are afflicted with a sense of sadness. Old memories come flooding back, and the saddest of all are those of the child who was born in this house and who has not returned. To see others from the ship surrounded by excited, happy children, only makes our grief more difficult to bear. One who shares our inmost thoughts composed this poem:

Still unconsoled, perhaps, he wrote another:

There are many things which we cannot forget, and which give us pain, but I cannot write them all down. Whatever they may be, let us say no more.


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IV.]

“Yet still the best achievement that on that field hath been,

Or any, from the youngest to the oldest man hath seen,

Was done in knightly fashion by Siegfried’s own right hand.

Rich hostages he bringeth here, into Gunther's land.

“These by sheer strength he vanquished, the brave and goodly wight!

And Ludegast of Denmark hath suffered great despite,

And Ludeger his brother, who from the Saxons came.

Now hearken to my tidings, most rich and noble dame!

“They twain were taken prisoners, and that by Siegfried’s hand.

Never so many captives were brought into this land

As to the Rhine are coming only for Siegfried’s part.”

No news could have been dearer to Lady Kriemhild’s heart.

“Unwounded captives bring they,— five hundred men and more;

And then the deady-wounded,— of bloody biers fourscore;—

Full eighty bloodstained stretchers, my Lady, understand!

The better part of these were slain by bold Siegfried’s hand.

“They who, thus overweening, have flouted us on Rhine,

Must now, as battle-pris’ners, in Gunther's kingdom pine:

Yea, even now they bring them with joy unto our land.”

Then sweetly flushed her fair face, as she did understand.

Her lovely face, with pleasure, became all rosy red;

For, by good luck, deliver’d out of the direst need

Had been her goodly warrior,— the young man, Prince Siegfried;

For all her friends rejoiced she,— as she was bound, indeed.


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can repeat every word of it by heart, quoth my uncle Toby.—Pugh! said my father, not caring to be interrupted with Trim's saying his Catechism. He can upon my honour, replied my uncle Toby.—Ask him, Mr. Yorick, any question you please.

—The fifth Commandment, Trim—said Yorick, speaking mildly, and with a gentle nod, as to a modest Catechumen. The corporal stood silent.—You don't ask him right, said my uncle Toby, raising his voice, and giving it rapidly like the word of command;—The fifth cried my uncle Toby.—I must begin with the first, an' please your honour, said the corporal.

—Yorick could not forbear smiling.—Your reverence does not consider, said


text: Anthology of Japanese Literature/The Tosa Diary


text: The Life and Opinions of Tristram Shandy, Gentleman/Volume 5/Chapter 31


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42

Then spake the winsome maiden; “Well hast thou said, and now

Thou shalt have costly raiment for guerdon, that I owe;

And ten good golden marks too; they shall be brought thee here!”

Such tidings to rich ladies a man would gladly bear!

They gave him for his guerdon the raiment and the gold.

Then to the windows hastened the fair maids, to behold

The horsemen up the street come: and, watching eagerly,

They saw the gallant riders come home to Burgundy.

They came, the hale and hearty, the wounded also came.

They heard the neighbours’ greetings, and need not blush for shame.

The host rode forth rejoicing to meet his guests again:

It was a joyful ending to all his anxious pain.

He welcomed home his warriors, and all the strangers too;—

To the great king ’twas fitting not otherwise to do

Than graciously to tender his thanks to those who came,

Who had in fight defended the honour of his name.

Then Gunther asked for tidings, that he to hear was fain,

Of those who had returned not,— their comrades who were slain.

But sixty men were missing, and he had lost no more;—

For these they might cease mourning, as for the brave of yore.

The men who were unwounded brought many a battered shield,

And many a dinted helmet, to Gunther from that field.

Before the royal palace dismounted all the men,

And, with a shout of gladness, were welcomed home again.


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 the corporal, shouldering his stick like a musket, and marching into the middle of the room, to illustrate his position,—that 'tis exactly the same thing, as doing one's exercise in the field.—

"Join your right hand to your firelock," cried the corporal, giving the word of command, and performing the motion.—

"Poise your firelock," cried the corporal, doing the duty still of both adjutant and private man.—

"Rest your firelock;"—one motion, an' please your reverence, you see leads into another.—If his honour will begin but with the first—

—cried my uncle Toby, setting his hand upon his side— * * * * * * * * * * * * * * * * * *.


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Rh


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 —cried my uncle Toby, waving his tobacco-pipe, as he would have done his sword at the head of a regiment.—The corporal went through his manual with exactness; and having honoured his father and mother, made a low bow, and fell back to the side of the room.

Every thing in this world, said my father, is big with jest,—and has wit in it, and instruction too,—if we can but find it out.

—Here is the scaffold work of, its true point of folly, without the behind it. -

—Here is the glass for pedagogues, preceptors, tutors, governours, gerund-grinders and bear-leaders to view themselves in, in their true dimensions.—


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IV.]

’Twas ordered then to billet the warriors in the town.

The king bade that his guests be well-treated, as his own.

The wounded must be cared for and granted quiet rest;—

E’en for his foes his kindness the king did manifest.

To Ludegast of Denmark he said: “Be welcome here!

Though, through your fault, much damage we have incurred, I fear;

But that will be repaid me, if I have luck!” quoth he,

“May God reward my brave friends, who fought so well for me.”

“And you do well to thank them,” King Ludeger outspake,

“For never king before did such high-born prisoners take!

The honourable usage shall well rewarded be,

Which unto us, your foemen, you’ve granted graciously.”

“I’ll let ye both,” cried Gunther, “here, on the spot, go free,

{fall the other pris’ners swear to remain with me.

For these I will have pledges, that they leave not my land

Without my given warrant.” Thereon each gave his hand.

All were to rest and comfort within the hostels brought;

They put to bed the wounded, with kindly care and thought;

While to the hale and hearty good wine and mead they gave.

A gayer time and gladder the folk could never have.

The battered shields were taken and put away in store,

Of blood-besprinkled saddles were there enough and more;—

The men were told to hide them, in case the women wept.

Still many a way-worn horseman into the city crept.


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 Oh! there is a husk and shell, Yorick, which grows up with learning, which their unskilfulness knows not how to fling away!

—

Yorick thought my father inspired.—I will enter into obligations this moment, said my father, to lay out all my aunt Dinah's legacy, in charitable uses (of which, by the bye, my father had no high opinion) if the corporal has any one determinate idea annexed to any one word he has repeated.—Prythee, Trim, quoth my father, turning round to him,—What do'st thou mean, by "honouring thy father and mother?"

Allowing them, an' please your honour, three halfpence a day out of my pay, when they grew old.—And didst thou do that, Trim? said Yorick.—He


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 did indeed, replied my uncle Toby.—Then, Trim, said Yorick, springing out of his chair, and taking the corporal by the hand, thou art the best commentator upon that part of the Decalogue; and I honour thee more for it, corporal Trim, than if thou hadst had a hand in the Talmud itself.

Blessed health! cried my father, making an exclamation, as he turned over the leaves to the next chapter,—thou art above all gold and treasure; 'tis thou who enlargest the soul,—and openest all it's powers to receive instruction and to relish virtue.—He that has thee, has little more to wish for;—and he that is so wretched as to want thee,—wants every thing with thee.

I have concentrated all that can be said upon this important head, said my


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44

For his guests the king provided with kindness wonderful.

With strangers and indwellers the land was very full.

Those who lay sorely wounded he greatly cared for, too.

’Twas thus the good king humbled his proud and haughty foe.

To all well skilled in leechcraft no guerdon was denied.

Unstinted store of silver and shining gold beside,

if they could heal the heroes, who wounded were in fight;

To load his guests with presents was eke this king’s delight.

If any there were minded to journey home again,

They, in most friendly fashion, were bidden to remain.

And then the king took counsel how to reward his men,

Who had his will accomplished with honour and with pain.

The warrior Gernot counselled: “Let these now homeward ride!

Tn six weeks’ time we'll bid them, if nothing should betide,

Return with us to join in a great festivity;

By then may they be healéd who sorely wounded lie.”

For leave asked Siegfried likewise, the lord of Netherland;

But when the royal Gunther his wish did understand,

He lovingly entreated his dear friend not to go;—

Though, but for Gunther's sister, he would have gone, I trow.

Though Siegfried was too wealthy to care for the king’s pay,

Right well had he deserved it. He was his friend alway,

And eke of all his kinsmen: for had their eyes not seen

How by his strength in combat the victory had been?


text: The Life and Opinions of Tristram Shandy, Gentleman/Volume 5/Chapter 32


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IV.]

For love of the fair maiden he thought he still would stay,—

Perchance he yet might see her: which came to pass one day,

Just as he most desiréd;— he learnt to know the maid,

Thereafter to his country right joyously he sped.

Each day in knightly contests the host would prove his men:

Which willingly were practised by many a proud young thane.

Then had he seats erected by Worms, upon the strand,

For those whom he awaited in his Burgundian land.

About this time, when well-nigh the coming guests were due,

The beauteous Kriemhilda heard what he had in view:

That he, with friends, was meaning to keep high festival,

Then was a great commotion among the fair dames all

As to the robes and ribands ’twere best for each to wear,

Unto the rich queen Uté the tidings straight they bear

Of the proud stranger-warriors, who now were on their way.

Then from her presses took she rich clothes and raiment gay.

For love of her dear children she had these garments made,

Wherewith were soon adornéd full many a dame and maid,

And many a bold young hero of the Burgundian land.

For many strangers, likewise, rich clothes she did command.


text: Page:Mass Attacks in Public Spaces – 2017.pdf/3


text: The Lay of the Nibelungs/Chapter 4

title: The Lay of the Nibelungs/Chapter 4


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PLOS ONE With regard to the 2016 election, several studies have found that greater endorsement of sexist beliefs about women was related to voting for Trump (e.g., ). In particular, Bock et al. found that undergraduate students who endorsed greater hostile sexism toward women (post-election) were more likely to have voted for Trump instead of Clinton. In nationally representative samples, greater hostile sexism toward women (pre-election) predicted voting for Trump instead of Clinton. Thus, Clinton’s loss may have been due to gender stereotypes and sexist beliefs about women that deemed her as less competent than a male candidate. Given negative evaluations of women in nontraditional roles (e.g., Clinton running for president), sexism toward women, particularly hostile sexism, might have played a role in voting behavior during the 2016 presidential election. Clinton’s campaign as the first female president may have challenged societal stereotypes and indicated a push toward further equality and against traditional sexist attitudes toward women.

Racism
Some political analysts have argued that the results of the 2016 U.S. presidential election demonstrated the continued presence of racism in the U.S. During the Obama presidency and with the growing diversity of the U.S. population, a portion of White Americans may have felt that their status as the majority was being threatened. Feeling that they were not being represented and that their needs were not being met may have fed into racist sentiments. Trump’s presidential campaign may have appealed to this group by giving voice to their concerns about their place in the country. For example, Trump made several comments during the campaign that were deemed racist (e.g., suggesting that some Mexican immigrants are rapists and criminals) and some of his proposed policies were viewed as instilling racist attitudes (e.g., advocating for a Muslim-specific travel ban; ). With regard specifically to anti-black racism, several individuals, including Clinton, alleged that Trump had previously discriminated against Black renters. Additionally, Trump promoted a conspiracy theory that former President Barack Obama was not a U.S. citizen–a theory some have deemed racist. These issues were raised during the 2016 campaign cycle. Experimental work has demonstrated that presenting information about changing U.S. demographics (i.e., increasing minority group representation) to White individuals who strongly identify with their racial group induces group status threat and increases support for Trump. Thus, Trump’s perceived endorsement of racism and dissatisfaction with Obama’s presidency by status threatened White Americans may have increased support for Trump’s candidacy. Some research has examined the role of racism, particularly Modern Racism, in politics. Since the Equal Rights Movement in the U.S., there has been a significant shift in social norms regarding the open expression of racism (e.g., ). In contemporary times, traditional, overt forms of racism and discrimination are generally not socially acceptable. As such, racism has become more subtle and covert, and old-fashioned measures of racism are generally not valid (i.e., most respondents provide socially desirable answers). Modern Racism is a more subtle form of prejudice that is conceptualized as anti-Black feelings and beliefs that are expressed in such a way that they can easily be concealed or explained away. That is, rather than endorsing overt forms of discrimination and prejudice (e.g., segregation), individuals high in Modern Racism are more likely to support policies that indirectly disadvantage African Americans (e.g., ending affirmative action). Dwyer and colleagues proposed that Modern Racism played a significant role in the 2008 U.S. presidential election. They found that greater Modern Racism was associated with more negative evaluations of Barack Obama and more positive evaluations of Sarah Palin, the Republican vice-presidential candidate. Interestingly, ambivalent sexism toward women did not predict evaluations of Sarah Palin or Barack PLOS ONE


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 14. 1623. The Labyrinth of the World and the Paradise of the Heart. Amsterdam, 1663. [C.]

15. 1623. The orphan’s plight. That is to say, abandonment by all friends, protectors, and helpers. Lissa, 1634. [C.]

16. 1625. Centrum securitatis. Lissa, 1633. [C.]

17. 1625. The Revelations and Visions of Christopher Kotter. [C.]

18. 1626. The Psalms of David. A version in Czech. Vienna, 1661.

19. 1628–32. The Didactic of John Amos Comenius. Prague, 1849. [C.]

The Latin version, under the title Didactica Magna, was published at Amsterdam in 1657.

20. 1628. Informatorium of the Mother-School. Prague, 1858. [C.]

The Latin version, under the title: Schola Infantiæ, sive de provida Juventutis primo sexennio Educatione. Amsterodami, 1657.

German version by Comenius. Lissa, 1633.

21. 1628. Vernaculæ Scholæ Classis sex Libelli.

22. 1628. J. A. Comenii Janua Linguarum Reserata. Sive Seminarium Linguarum et Scientiarum Omnium. Hoc est Compendiosa Latinam (et quamlibet aliam) Linguam, una cum Scientiarum, Artiumque omnium fundamentis, perdiscendi Methodus; sub Titulis centum, Periodis autem mille, comprehensa. 1st edition pub. by Comenius in 1633. Published in Greek and Latin at Oxford as late as 1800. And in Latin, German, and Czech at Prague in 1874.

23. 1629. De veris et falsis prophetis. Written in Czech and translated into Latin for inclusion in Lux in Tenebris.

24. 1630. Praxis Pietatis; The practice of true Piety. [C.] Lissa, 1631.

25. 1630. Funeral oration over Esther Sadowska (written in German).

26. 1631. Grammatica latina legibus vernaculæ concinnata.

27. 1631. Concordance of the Holy Scriptures. (Burnt at Lissa.)

28. 1631. Evangelistarum Harmonia.

29. 1632. Historia fratrum Bohemorum.

30. 1632. Manual of the Holy Scriptures. Written for the Bohemian Church. [C.]

31. 1632. History of the sufferings, the death, the burial, and the resurrection of Jesus Christ; compiled from the four Evangelists. [C.]

32. 1632. Historia Persecutionum Ecclesiæ Bohemicæ. Jam inde a primordiis conversionis suæ ad Christianismum, hoc est, Anno 894 ad Annum usque 1632. Ferdinando secundo Austriaco regnante, In qua Inaudita hactenus Arcana Politica consilia, artes, præsentium


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 bellorum veræ causæ et judicia horrenda exhibentur. Nunc primum edita cum duplici Indice. 1648. Translated into Czech and published at Lissa in 1655.

33. 1632. Haggæus Redivivus. Sorrowful exhortation, in God’s name, of Christian rulers, of God’s ministers, and of all nations. [C.]

34. 1632. Short sketch of the reorganisation of schools in the Kingdom of Bohemia. [C.]

35. 1632. The Basis and Duration of the two Churches, the true and the false; of which the true Church, founded in Paradise through the name of Jesus Christ, will endure to the end of the World. [C.]

36. 1632. Some questions that concern the Unity of Bohemian Brethren. First printed in 1878. [C.]

37. 1632–3. Physicæ ad lumen divinum reformatæ synopsis philodidactorum et theodidactorum censuræ exposita. Lipsiæ, 1633.

38. 1632. Astronomia ad lumen Physicum reformanda.

39. 1632–3. The wisdom of the Forefathers set forth as a mirror for their Descendants. First printed in 1849. [C.]

40. 1633. Januæ Linguarum Reseratæ Vestibulum, Quo Primus ad Latinam Linguam aditus Tirunculis paratur. Many editions. Latest in 1867.

41. 1634. Suggestions for a new edition of the Chant-Book. [C.]

42. 1634. Conatuum Comenianorum Præludia. Oxoniæ, 1637.

43. 1635. Leges Illustris Gymnasii Lesnensis.

44. 1635. Account of a tractate hostile to the Unity, by Samuel Martin, and refutation of the same. Lissa, 1636. [C.]

45. 1636. XXI. Sermons. Of the mysteries of Death and of Resurrection. Lissa, 1636. [C.]

46. 1636. The Mirror of Good Government. Funeral oration over Count Raphael of Lissa. Lissa, 1636. (Composed in German.)

47. 1637. J. A. Comenii Faber Fortunæ sive Ars consulendi ipsi sibi. Amsterodami, 1657.

48. 1637. The Way of Peace; that is to say, the only true and unfailing means by which God’s Church can be preserved in Harmony, Concord, and Love. Lissa, 1637. [C.]

49. 1637. De Quæstione Utrum Dominus Jesus Propriâ Virtute a mortuis Resurrexit. Ad Melchiorem Schefferum Socinistam, breve ac solidum Joh. A. Comenii Responsum. Amstelodami apud Joannem Janssonium 1659.

50. 1637. De Sermonis Latini Studio, Per Vestibulum, Januam, Palatium, et Thesauros Latinitatis, quadripartito gradu plene absolvendo, Didactica Dissertatio. Lissa, 1637.

51. 1638. Diogenes Cynicus Redivivus, sive De compendiose Philo-