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Teaching with OER during pandemics and beyond

Abstract
Purpose – Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond. Design/methodology/approach – Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

Findings – The authors deﬁne and describe the beneﬁts of OER to provide practical suggestions educators can implement during the pandemic and beyond.

Practical implications – To support educators in ﬁnding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide speciﬁc suggestions for ﬁnding, personalizing and contextualizing OER.

Originality/value – This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

Keywords: Open educational resources, OER, Access, Equity

According to the most recent What’s Hot in Literacy report published by the International Literacy Association (2020, p. 6), “increasing equity and opportunity for all learners” was ranked as one of the top five most important issues to improve student outcomes by 1,443 international survey respondents comprising teachers, higher education professionals, literacy consultants and administrators. Equity in education is an important issue during times of normal operation. During the COVID-19 pandemic, school districts worldwide have made massive shifts to remote learning. With this change, educational news sources are reporting grave disparities in student access to learning, particularly for students with disabilities, those who are homeless and English language learners, along with calls for elected officials, parent leaders and community leaders to come together to rapidly address these issues (Viega, 2020).

While increasing in popularity in higher education, Open Educational Resources (OER) present an underused concept for improving student access to learning in all educational contexts, including prekindergarten through 12th grade (PK-12). This paper proposes that increasing the use of OER, which are globally available, may help to lessen these disparities and work to close the achievement gap not only in today’s collective crisis but also beyond the pandemic. Many educators are unfamiliar with these openly available, free resources. According to a nationwide survey conducted with PK-12 school district leaders in the USA, only 34% of respondents had awareness of OER and Creative Commons licensing (Allen and Seaman, 2017), and only 37% of higher education faculty reported awareness of OER and Creative Commons licensing (Seaman and Seaman, 2017). This paper aims to raise awareness of OER by defining OER, providing a rationale for using these materials, explaining where to find OER and suggesting ways to incorporate OER into existing teaching practices.

What are Open Educational Resources and Why?
Traditionally, learning materials are published under copyright and their use requires either payment or permission of the copyright-holder. OER are learning materials that are openly licensed, which means the copyright-holder has published the material on the internet under a Creative Commons (CC) license that allows others to retain, reuse, revise, remix or redistribute (the 5Rs) these materials (Wiley and Hilton, 2018). OER also includes material in the public domain, which are materials that are no longer under copyright or where the creator dedicates the materials to the public domain and relinquishes copyright (William and Flora Hewlett Foundation, 2013). All of the CC licenses require those who use the resources to credit the original work by providing attribution (Wiley and Hilton, 2018) and the licenses delineate how that work can be used. According to the William and Flora Hewlett Foundation (2013, p. 4):

"[…] the idea behind OER is simple but powerful […] these digital materials have the potential to give people everywhere equal access to our collective knowledge and provide many more people around the world with access to quality education."

Working in the City University of New York (CUNY) system in New York City, the authors observe educational disparities daily. Among students in CUNY, 53% of community college students and 37% of senior college students live in poverty (City University of New York, 2018). Revealing the realities of CUNY students’ lives further, in 2019, results from the #RealCollege survey indicated that 48% of students were food insecure in the prior 30 days, 55% were housing insecure in the previous year, and 14% were homeless in the previous year (Goldrick-Rab et al., 2019). Unsurprisingly, students with basic need insecurities often delay or decline purchasing their assigned textbook due to the high cost, which means they have limited to no access to essential learning materials (Hilton, 2016; Jhangiani and Jhangiani, 2017; Martin et al., 2017; Senack, 2014; Stein et al., 2017).

As library faculty at a CUNY senior college in the Bronx, the second author often sees the coping mechanisms students use because they do not have access to their textbooks. Students come to the reference desk hoping to find a copy of their textbook for class on reserve or an older edition in the stacks. The disappointment is palpable when that one copy is checked out or worse, not owned by the Library. As a teacher educator, the first author’s students, who are largely working in schools in the Bronx, New York, complain that their PK-12 students aren’t able to participate in research at home because they lack access to quality learning materials to do so. This complaint remains despite the fact that public schools spend more than $3bn a year on digital content (Herold, 2016) and $9bn a year on K-12 textbooks and related curriculum resources (Bliss et al., 2013). The disparities in access to resources at our institution and in the surrounding community are clearly evident.

Open Educational Resources improve access and learning experiences
Some educators have begun to adopt open textbooks and other OER learning materials as a way to increase equity by improving student access, particularly with an eye to those who are struggling with basic need insecurities. As one CUNY faculty member remarked:

"I mean, our students can’t really afford to buy their books 90% of the time, and it never feels fair to make them buy books when it’s really hard for them to pay for tuition and pay for rent and pay for childcare and all the things they’re trying to pay for (Katz and Brandle, 2020)."

In a CUNY-wide survey about the student experience of Zero Textbook Cost courses, 96.9% of the students who responded found their course materials to be the same or easier to access than traditional textbooks (Brandle et al., 2019). The #GoOpen Initiative, which supports the transition to OER in PK-12 education in the USA, lists increasing equity, keeping content relevant and high quality, empowering teachers and saving money as the primary reasons to use OER (Office of Educational Technology, 2020). Research on OER use in PK-12 education points to improved differentiation of content based on student needs as these materials can be freely adapted and remixed by teachers (Blomgren, 2018; de los Arcos et al., 2016). Teachers also report adding OER into the mandated curriculum as a way to contextualize the content for students within current world events, issues, and interests, making the curriculum “more accessible, transparent, and flexible” (Blomgren, 2018, p. 61) and promoting culturally sustaining pedagogy (Paris, 2012).

Findings from research and the authors’ experiences confirm that teaching with OER increases students’ access to learning materials and improves student learning experiences (de los Arcos et al., 2016). Student reflections on the OER used in a teacher education course offered by the first author during fall 2019 confirmed that they found the materials easier to access. As one student commented:

"I think they were easier because they’re on the Internet, so that’s an easier source rather than going to a library or getting a book. It’s just right there, it’s easier to access."

In addition, the teacher candidates indicated that they preferred learning from OER because of the flexibility afforded by the materials. Another student noted:

"What I think is great is that for a student or for myself, you could just read the article and be done. You can read the article and watch the video and be done. Or you can read the article, the video, read another article, watch another video. You know, there’s a lot of options. There are choices. And yeah, I think just for learning, it goes beyond just what a printed academic article can give you."

Exposure to OER enhanced the teacher candidates’ learning experience and made the class learning resources more accessible and individualized to their needs. Additionally, they were invited to explore, create, revise and remix OER for K-12 education, including open textbooks, lesson plans, lesson resources and more. Incorporating OER within teacher preparation coursework not only benefits the teacher candidates in the classes but also potentially benefits the future students these candidates will teach. Learning about CC licenses, where to find open teaching and learning materials within coursework, and how to effectively use these materials can increase equity by widening access and supporting learning experiences for their PK-12 students.

Yet, for all of these teacher candidates, this was their first exposure to OER. One student reflected:

"I really think that […] the Masters of Education (programs), they should be telling people about this. And I’m not sure why they don’t […] It’s just funny people don’t know about it."

A survey of teacher education faculty at the authors’ institution revealed that only 1% of faculty used OER to share information and deliver content to students, with only two respondents indicating they had their teacher candidates create and share OER with others. These findings are consistent with OER awareness research that shows less than 40% of educators surveyed in the USA indicated an awareness of OER and Creative Commons licenses (Allen and Seaman, 2017; Seaman and Seaman, 2017). Now is the time to raise awareness of OER in all educational contexts to provide more equitable and culturally relevant and sustaining educational experiences for all learners.

Teaching with Open Educational Resources
The rapid rise in online classrooms during the COVID-19 pandemic has led to the adoption of more online resources than ever before (Schaffhauser, 2020). Much of the commercial content that has been made temporarily available for free use during the pandemic will no longer be available to all once the pandemic is over, perpetuating inequitable access to learning materials (Schaffhauser, 2020). Many parents and teachers are turning to the website Teachers Pay Teachers (TPT) during the pandemic. TPT reports that 6,000,000 users, or 85% of US teachers, are on the platform (Hahm, 2020). While some resources on TPT are free, many are not, and the resources are not openly licensed. Resources that are free, but not open, cannot be revised, remixed or redistributed. Teachers often learn about TPT through teacher influencers on Instagram (Reinstein, 2018). While OER does not have the same level of awareness and cachet, it provides more flexibility for teachers than commercial or copyrighted resources.

OER provides content that can be downloaded and saved, or retained for later use, as well as adapted or remixed to better meet the needs of the global user. The OER designation means that the content within the resource can also be customized and personalized to a classroom, allowing for greater cultural inclusivity than commercial materials. In raising awareness of OER, this paper intends to extend beyond a rationale and definition to envision where to find and how to teach with these resources. For the purposes of this section, the term “educators” refers to both PK-12 teachers and higher education faculty.

Where educators find Open Educational Resources
When people hear the term OER, textbooks often come to mind. Beginning in 2012, OpenStax created peer-reviewed, openly licensed textbooks for introductory college courses and advanced high school courses, which are freely available in digital formats and are low cost in print. More open textbooks are available through the Open Textbook Library, a referatory of textbooks across disciplines that are available with an open license, which allows for revising and remixing content. The Open Textbook Library also includes reviews by faculty about the textbook, which helps by providing considerations for teaching with that textbook. Open textbooks specifically about education are available at the EdTech Books website. This platform provides books that are freely available to a global audience, many under an open license, though some are only free and cannot be revised or remixed. As these books are published on the EdTech Books platform, they are fully searchable making it easy to find chapters or sections of books relating to educational topics. Public domain books, such as Dewey’s Democracy and Education, are also reprinted on the platform, which many faculty find easier to use and assign to students than the Project Gutenberg version of the same text.

OER is more than textbooks, and the broad term “resource” reflects that they range from entire open textbooks to lesson plans to assignments. Repositories, such OER Commons, include OER that vary by material type and format for every subject at every educational level. For example, learning materials for PK-12 teachers include a variety of videos, handouts, unit plans, lesson plans, assessments, rubrics and online lesson modules. Resources for higher education include textbooks, course outlines, online teaching modules and even full online courses. Curriki is a repository aimed at PK-12 and career/technical education resources, providing open access to collections of printable worksheets, lessons and more across major subject areas. Finally, most educators are familiar with Khan Academy as an important learning resource. However, few know that many of the resources included in Khan Academy are openly licensed as Attribution-NonCommercial-ShareAlike (CC-BY-NC-SA). Learning materials under this license may be downloaded, remixed and adapted as long as the user attributes the original source, ensures the materials are not used for commercial purposes and shares any adaptations or remixes under the same CC license. For links to these OER repositories and more, see Table 1. Librarians and instructional designers have particular expertise in finding and helping educators teach with OER and can assist educators in this process (Katz and Van Allen, 2020; Morgan, 2020; Smith and Lee, 2017). In higher education, OER Librarian positions have been developed to help faculty find and teach with existing OER, as well as create and publish their own OER (Larson, 2019). Resources such as the #GoOpen Launch Packet (https://tech.ed.gov/open/districts/launch/) provide guidance for PK-12 state, district and school-based administrators looking to start the process of transitioning to open learning materials.

The allure of free resources that are more easily accessed by their students may initially draw educators to OER; however, Blomgren (2018, p. 65) notes, “greater awareness for the implications of OER requires a complex understanding and response that is broader and deeper than the concept of free resources”. After a bit of experience selecting and using OER, many educators quickly realize that these materials can be repurposed to personalize learning and, subsequently, use their teacher creativity to make the content more relevant, meaningful and innovative for their local context or specific student needs (Blomgren, 2018; de los Arcos et al., 2016; Hayman et al., 2018).

Table 1.

OER repositories

Suggestions for use
DeBarger (2020), Hewlett Foundation Program Officer, tweeted:

"Right now, parents everywhere are getting a crash course and reminder in why the work of educators is essential — and challenging. We’re all looking for help and resources, and realizing that while there’s a lot of wonderful stuff online, it takes teachers to bring it alive."

Teachers are critical in the educational process. Simply connecting learners with resources is never sufficient for learning, and this holds especially true during a pandemic. Because of their training, educators are best positioned to determine how to have students interact with learning materials. While educators may find OER aligned with their learning goals, CC licensing provides them the flexibility to modify content even further (depending on the license type). Hayman et al. (2018) found that PK-12 teachers and administrators sought OER training that provided the opportunity to localize and contextualize content and assessment activities. As such, the true power of OER lies in the permissions of the work to be collaboratively adapted and remixed by a global community, resulting in new OER that are more culturally relevant and inclusive for different communities of learners.

Personalizing Content
According to Blomgren (2018, p. 59), “educators want textbooks but also desire a variety of resources to support individualizing and personalizing the content covered in the textbooks”. One K-12 study indicated that teachers rarely used OER as is but often adapted the materials to accommodate student needs, taking ideas from various sources as inspiration to create tailored student materials (de los Arcos et al., 2016). OER provides the perfect opportunity for personalization given the permissions afforded by a CC license. For instance, educators often fear their students may not have sufficient background knowledge to fully understand content. When using an OER textbook or instructional resource, the specific background knowledge an educator anticipates their students lack may be added to the content through videos, images, hyperlinks, etc. By finding, adapting and remixing OER, educators can create materials that are not only personalized to their students’ learning needs but also foster greater equity for accessing content for those with limited background knowledge.

The same principle is true of students’ misconceptions and assumptions. Experienced educators are acutely aware of common misconceptions, faulty assumptions, persistent mistakes or places where their students tend to go wrong when working with subject matter. OER allows educators to adapt learning material by embedding reminders and quick checks for understanding for their students to interact with using instructional videos, call out text boxes, multiple choice quizzes, etc. One educator the first author recently worked with designed an OER textbook chapter for her first-grade students to use at home when completing their homework. As the educator often received feedback from parents that they struggled to support their children with their math homework, the teacher was able to embed instructional “how-to” videos for the parents within the textbook making it more accessible to all. As echoed in the teacher candidate’s quote earlier in this article, the flexibility of OER affords students the opportunity to individualize their learning experience making it more accessible. In addition, OER affords teachers the creativity and opportunity to personalize content for their students.

Contextualizing Content
In the same fashion that adaptations and remixes can be integrated to personalize OER, educators may consider ways to contextualize content to make it more current, relatable and relevant to their students. In a psychology class, Nusbaum (2019) made modifications to an OER psychology textbook with her class by providing examples of the content from their institution. One valuable modification adapted the textbook sections on where psychological treatment may occur to provide information and statistics on their local campus mental health facilities (Nusbaum, 2019). Similarly, educators may adapt OER content to contextualize local or global issues, problems or challenges that interest students. When major events occur in the world or local community, such as the COVID-19 pandemic, it often takes years for published curricula to reflect the event. Savvy educators may adapt OER to make curricular connections to these events, engaging students with the content in an engaging and relevant way that is not possible with traditional curriculum materials.

An explicit goal of our current educational system should be to promote and celebrate the language, literacies and cultural traditions of society and critique the many ways we have students engage with culture, referred to as culturally relevant and sustaining pedagogy (Paris, 2012). Students should not only have opportunities to explore the cultural practices of others but also see themselves represented in the learning materials. Opportunities to adapt and remix OER content for students supports this goal in myriad ways. Teachers may adapt and remix OER to include case studies and anecdotes that more closely represent the places, spaces and communities in which their students feel like they are “cultural insiders”. Replacing traditional stories or historical events with more culturally relevant examples or replacing geographical landmarks or organizations with local examples contextualizes the content in powerful ways that help students see the relevance and build on their prior knowledge. Examples of OER adaptations made to address local systems and cultures can be seen in the Teacher Education in Sub Saharan Africa (TESSA) project (Wolfenden et al., 2012). In this project, OER teacher education materials developed in the USA and Western Europe were adapted to African contexts, demonstrating global accessibility, adaptability and use of OER to achieve equity.

Conclusion
Teaching has always been, and always will be, a profession in which educators share resources to benefit their students. Professional learning communities (PLC’s) established in PK-12 schools and districts encourage educators to collectively develop lessons, units and assessments tailored to the content and needs of their students. As educators begin exploring and using OER, they often find that they enter into a welcoming, collaborative global community that extends beyond their local teaching circles, mimicking PLC’s. Those teaching with OER build personal learning networks (PLN’s) through social media and other connected technologies bringing educators, librarians, researchers, instructional designers, parents, etc. together in communities of practices as they select, share, design, adapt and remix OER (Fulantelli et al., 2012; Smith and Lee, 2017). This greater connection among educators not only is especially needed during social distancing requirements and remote learning but also provides support beyond the pandemic.

In this paper, the authors call for educators to adopt OER to increase student access to learning materials and adapt or remix the materials to maximize student engagement and learning experiences during this collective crisis. However, OER use should not end there. Disparities in student access to resources can be lessened through OER. The power, and paradox, of OER is that these learning materials are available for everyone globally but adaptable for anyone locally. Now is the opportune time to introduce educators to OER and advocate for its use over commercially published materials that are being made freely available during the crisis. The potential of OER to improve equity in learning beyond the pandemic is compelling. As the Creative Commons blog notes, “Open education is not a short-term fix to a passing problem—it is a long-term solution to ensuring equitable, inclusive access to effective educational resources and learning opportunities” (Vézina and Cable, 2020, para. 5).


text: Talk:Teaching with OER during pandemics and beyond

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/69


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Author:Jennifer Van Allen

Works

 * Teaching with OER during pandemics and beyond, with Stacy Katz (2020)

title: Author:Jennifer Van Allen


text:
Author:Stacy Katz

Works

 * Teaching with OER during pandemics and beyond, with Jennifer Van Allen (2020)

title: Author:Stacy Katz


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Page:Supplement to the fourth, fifth, and sixth editions of the Encyclopaedia Britannica - with preliminary dissertations on the history of the sciences - illustrated by engravings (IA gri 33125011196181).pdf/938

 a change of the object only; the laborious game of chess occupying, under the name of a recreation, the hours which he could spare from more productive exertions. He became paralytic some time before his death; and though he partially recovered his health, he did not live to complete his 62d year.

His researches concerning the history of the Assize of Bread must have required the employment of considerable diligence, and some judgment, in the discovery and selection of materials; although certainly the subject was not chosen for the purpose of affording a display of talent. His opinion respecting the operation of the assize, as favourable to the community, may by some be thought to be justified by the want of success which has hitherto attended the experiment on its suspension; but the advocates of that measure would certainly not admit the trial of a year to be sufficient for appreciating its utility.

The title-pages of the works on Arches explain the occasion on which they were brought forwards, and at the same time exhibit a specimen of the want of order and precision which seems to have begun to prevail in the author’s faculties: and the works themselves betray a neglect of the fundamental principles of Mechanics, which is inconceivable in a person who had once reasoned with considerable accuracy on mathematical subjects. An anonymous Critic, who is supposed to have been the late Professor Robison (British Critic, Vol. XXI. Jan. 1804), very decidedly, and, at the same time, very respectfully asserted Mr Atwood’s error in maintaining, that there was no manner of necessity for the condition, that the general curve of equilibrium of an arch should pass through some part of every one of the joints by which it is divided: and in fact we may very easily be convinced of the truth of this principle, if we reflect that the curve of equilibrium is the true representative of the direction of all the forces acting upon each of the blocks; and that if the whole pressure be anywhere directed to a point situated beyond the limit of the joint, there can be nothing whatever to prevent the rotation of the block on the end of the joint as a centre, until some new position of the block shall have altered the direction of the forces, or until the whole fabric be destroyed. The Critic has also very truly remarked, that the effects of friction have never been sufficiently considered in such arrangements; but a later Author has removed a considerable part of this difficulty in an anonymous publication, by showing, that no other condition is required for determining these effects, than that every joint should be perpendicular to the direction of the curve of equilibrium, either accurately, or within the limit of a certain angle, which is constant for every substance of the same kind, and which he has termed the angle of repose.

In the appointment which enabled Mr Atwood to devote a considerable part of his life to scientific researches, he appears to have had no successor. It was held, and perhaps wisely, that such sinecures have regularly become, in process of time, mere instruments of party interest, instead of being bestowed as encouragements to merit; and it seems to be the invariable maxim of the British Government, that talents deserve no protection, unless they are immediately employed in the service of the Church or of the State; that ornamental accomplishments repay their possessor by the splendour which they confer on his personal existence, but that, in a commercial country, the actual utility of mental as well as of corporal powers, must be measured by their effects; and that these effects must be of a negociable kind, in order to have a claim to reward. Other Nations, and other Sovereigns, have often thought and acted differently; and they have, perhaps, obtained a forced growth of Science or of Literature, which has contributed, in some degree, to the embellishment of their age; but where the native forest tree acquires so often a form at once beautiful and magnificent, though exposed to all the storms of the seasons, there is little reason to lament the want of the shelter of the Plantation, or of the artificial warmth of the Conservatory.


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 ; Opium and Spirit Farms :
 * Hokkien, A-phièn kong-si 亞片公司 "opium Kong-si."
 * Cantonese, Nga phin kong-si 亞片公司
 * Hokkien, Chiú kong-si 酒公司 "Spirit kong-si."
 * Cantonese, Chau kong-si 酒公司
 * Cantonese, Chau kong-si 酒公司

 * Municipal Office :
 * Hokkien, Ah sè koan 押栖關 ah sè=the Malay word hasil, meaning tax, and koan means office.
 * Hokkien, Chúi sè koan 水栖關 "water rate office."
 * Hokkien, Kong pó kiok 工部局 "works department."
 * Hokkien, Chúi sè koan 水栖關 "water rate office."
 * Hokkien, Kong pó kiok 工部局 "works department."
 * Hokkien, Kong pó kiok 工部局 "works department."

 * Town Hall :
 * Hokkien, Ang mô kong koán 紅毛公館 "European club."

 * Chinese Town Hall :
 * Hokkien, Pêng cheang kong koán 平章公館
 * Cantonese: Pheng cheung kung kun 平章公館

 * The Medical Institution :
 * Hokkien, Lâm hoa i īⁿ 南華醫院
 * Cantonese, Nam wa gi ūn 南華醫院

 * St. George’s Church :
 * Hokkien, Ang mô toā lé-pài-tn̂g 紅毛大禮拜堂 "European big church."

 * Church of Assumption :
 * Hokkien, Sek-lân-ni lé-paì-tn̂g 色蘭乳禮拜堂 "Eurasian Church."

 * Armenian Church :
 * Hokkien, Lū-sòng lé-paì-tn̂g 呂宋禮拜堂 lū sòng being a corruption for Luzon of the Philippines Islands, and lé-pài-tn̂g means Church.

 * Penang Free School :
 * Hokkien, Ang mô͘ o̍h 紅毛學 "European school".

 * St. Xavier's Institution :
 * Hokkien, Sek-lân-ní o̍h 色蘭乳學 "Eurasian School."

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text: Page:Tiresias, and other poems (IA tiresiasotherpoe00tennrich).pdf/71


text: Supplement to the Fourth, Fifth, and Sixth Editions of the Encyclopædia Britannica/Attraction of Mountains


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 ; St. George's Girls' School:
 * Hokkien, Lú o̍h 女學 "girls' school".

 * Convent:
 * Hokkien, Nî ko am 尼姑庵 "nunnery."
 * Cantonese, Ku leung thong 姑娘堂 "ladies' house", the ladies being the nuns.

 * Government Hill:
 * Hokkien, Seng ki soaⁿ 升旗山 "Hoisting flag hill".
 * Cantonese, Shing khi san 升旗山

 * Dato Kramat Gardens:
 * Hokkien, Ong ke hoa huiⁿ 王家花園 "Government gardens."
 * Cantonese, Wong ke fa un 王家花園

 * Waterfall:
 * Hokkien, A-ek tò-lūn 亞逸倒崙 "Ayer turjun" = water plunging.
 * Cantonese, Shui mo 水磨

 * Race Course:
 * Hokkien, Phaú bé khoan 跑馬環 "running horse field."
 * Cantonese, Phau ma chheung 跑馬場

 * Esplanade:
 * Hokkien, Chhaú po͘ 草埔 "grassfield."
 * Cantonese, Siu kau chheung 小較場 "small parade ground."
 * Hokkien, Phah kiû po 打球埔 striking ball field."
 * Cantonese, Ta po te 打波地 "striking ball land."
 * Cantonese, Ta po te 打波地 "striking ball land."

 * Fort Cornwallis:
 * Hokkien, Ang mô͘ siâⁿ 紅毛城 "European city."
 * Cantonese, Phau thoi 炮臺 "fort."

 * New Jetty:
 * Hokkien, Thi̍h lō͘-thaû 鐵路頭 "iron landing place."
 * Hokkien, Thi̍h kiô 鐵橋 "iron bridge."
 * Hokkien, Thi̍h kiô 鐵橋 "iron bridge."

 * Old Jetty:
 * Hokkien, Koan-á-kak pabian 關仔角罇岸 koan á kak=R C. O. front, and "pabian" is a Malay word for jetty.

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text: Supplement to the Fourth, Fifth, and Sixth Editions of the Encyclopædia Britannica/Atwood (George)


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 ; Residency :
 * Hokkien, Ji ông chhù 二王厝 "No. 2 King's house."

 * Chinese Consulate :
 * Hokkien, Taī chheng kok lèng sū hú 大清國領事府 "The Great Pure Kingdom Consulate."
 * Cantonese, Tai chheng kwok leng si fu 大清國領事府

 * The Temple of the Goddess of Mercy (in Pitt Street) :
 * Hokkien, Koan im têng 亭音觀觀音亭 [sic] "Koan Im Temple."
 * Cantonese, Kun yam miu 觀音廟
 * Hokkien, Kóng hok kiông 廣福宮 "Quang-tung and Fuhkien temple" = Cantonese and Hokkien temple.
 * Cantonese, Kwong fuk kung 廣福宮
 * Hokkien, Kóng hok kiông 廣福宮 "Quang-tung and Fuhkien temple" = Cantonese and Hokkien temple.
 * Cantonese, Kwong fuk kung 廣福宮

 * The Temple of the God of the Town (in Jelutong) :
 * Hokkien, Sêng ông biō 城隍廟 the Seng Ong god is supposed to take his appointment from Yama, the ruler of hell, to whom he bas to report the doings, good or evil, of the people in the town under his jurisdiction. The Chinese consider this temple to be the most appropriate one for taking oaths, such as that of cutting off cock's heads, etc.
 * Cantonese, Shing wong miu 城隍廟

 * The Temple of the God of Carpentry (in Love Lane) :
 * Hokkien, Lò͘ pān kò͘ biō 魯班古廟 "Lo pau's ancient temple."
 * Cantonese, Lo pan ku miu 魯班古廟

 * The Temple of the Three Precious Ones—the Buddhist Trinity (in Ayer Itam) :
 * Hokkien, Kek lo̍k si 極樂寺 "Supreme felicity monastery."
 * Cantonese, Kek lok chi 極樂寺
 * Hokkien, Sam pó tien 三寶殿 "the court of the Three Precious Ones," so called after the shrine of the Buddhist Trinity inside the above-mentioned monastery.
 * Cantonese, Sam po tin 三寶殿
 * Cantonese, Sam po tin 三寶殿

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 In section 12, the stipulations which shall be contained henceforth are: The Court of Foreign Cases shall have the power to try and adjudicate upon all cases as may be designated for an occasion by the Minister of Justice or [may be given the power to address] those and those cases also, for instance. It may be divided into two divisions or more than two divisions, such as into a foreign court and a court of foreign cases as previously practised.

Announced on the 9th day of July 128 Rattanakosin Era, being the 42nd year of the present reign, the 14,850th day of this present reign.

It is by the great royal command that announced shall be the repeal of the Royal Ordinance on Civil, Criminal, and Appellate Procedure for Foreign Courts in Outer Town, 116 Rattanakosin Era, the 30th Year of the Present Reign, which was enacted on the 9th day of January 116 RE, and that it shall no longer be used as a law any further.

Announced on the 23rd day of July 128 Rattanakosin Era, being the 42nd year of the present reign, the 14,864th day of this present reign.

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 pened, he was to go on taking pictures.

"It is all well enough,” said our master, "for you children to see what is happening and to talk about it later, but who would believe you? We know that the camera can not lie. That is why it is important to take a consecutive picture of what occurs. Otherwise, you might think that I have been able to hypnotize you. Now, I will look down this tube. I see at the bottom in the hanging drop a transparent balloon. It is a pretty sight. Watch me carefully as I will myself to shrink. I will go on talking as long as I can, and you must listen carefully, because the smaller I am the less audible will be my voice.

"Now I am twelve inches high. I am standing near the microscope. I become still smaller and now I am only one inch tall and am standing on the eyepiece. No doubt, you can barely hear me. Now I am smaller yet and am ready to will myself through the glass of the eyepiece."

room was silent. We looked, shivering, at the microscope, and the professor was gone. The chemist staggered over to the instrument, looked into it, and silently staggered back to his seat.

On the screen in front of us the inhabitants of the drop of water lived and moved and had their being. Largest of all was the transparent jelly-fish, which was moving restlessly as though seeking a way of escape. The only sound in the room was the whir of the cinema and the harsh breathing of the chemist.

Then, on the screen, came a new figure, and we were able to identify the professor, swimming among the infusoria. Gaining his balance, he at last stood upright and waved his hand at us. It was easy to see his smile, that condescending smile that had so often driven us frantic. There was no doubt from the expression on his face that he was highly pleased with his performance. None of us dared look at his fellow; not one of the audience thought for a second of taking his eyes off the silver screen. We were stunned, stupefied and filled with a wild terror, all the more horrible because of its silence.

The professor started to swim again and now approached the jelly-fish. He tapped the crystal walls; then, as though seized with a sudden impulse, he went to the bottom, jumped up through the mouth and entered the translucent ball of protoplasm. He peered at us through the transparent walls. His arms made a series of peculiar movements and once again he smiled at us.

"My God!" exclaimed the artist. "He is wigwagging to us in the army code. He said, 'I have done it, and now I will return to your world.

And, as though beginning to keep his promise, he started for the mouth of the jelly-fish ; and then—and then

The mouth closed.

The professor circled the glasslike ball, seeking a way of exit. Once he waved at us in a peculiar manner, and then suddenly he sought the wall and, with arms and legs, tried to break through. On his face was now the look of ghastly despair. The things on top of the jelly-fish began to glow—no doubt now that they were eyes, and bright ones.

Before us, the professor slowly disappeared into a globule of milky protoplasm. The jelly-fish not only had made him a prisoner, but had actually dissolved and digested him. With a shriek, the artist went over to the wall and turned on the electric lights. Trembling, the chemist looked down the tube of the microscope and told us that there was nothing in the hanging drop save the jelly-fish.


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Summary
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text: Weird Tales/Volume 13/Issue 1/The Jelly-Fish


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 These negotiations occupied the spring of 1642, during which time Comenius employed himself by composing his Pansophiae Diatyposis, published two years later at Amsterdam.

He now, quite unexpectedly, received an invitation to go to France, but, having already made up his mind to visit Sweden, left London for Holland in June. In August he reached Norköping and had his first interview with de Geer. On the subject of Pansophia the new patron preserved a discreet silence, but after several days’ conversation an understanding appears to have been arrived at, and nothing remained but to fix on a suitable spot in which Comenius might settle down to his labours.

Partly with the object of getting suggestions on this point he went to Stockholm by de Geer’s advice to see Oxenstierna, the Swedish Chancellor, and Skythe the Rector of the University at Upsala. The fact was that what de Geer wanted was not Pansophic works, but school-books for the Swedish schools, and in sending Comenius to call on Oxenstierna he was doubtless carrying out a preconcerted scheme.

Arrived at Stockholm, Comenius had to undergo a running fire of interrogation. Oxenstierna in particular plied him with the most searching questions, and his remarks seem to have made a deep impression on the worthy pedagogue, since, in one of the brief biographical notices that are scattered up and down his works, he devotes more space to this interview than to any other event in his life. For two days the Chancellor discussed the Didactic works. From his youth, he confessed, he had felt that the common methods of instruction were contrary to nature, but had been unable to say exactly what the defect was. At last, when on an embassy to Germany, some learned men with whom he discussed the subject told him that Wolfgang Ratke had devised a new method. He immediately put himself into communication with him; but Ratke absolutely refused to give him a personal interview, and sent him instead a ponderous quarto volume, the contents of which


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 did not come up to his expectation and appeared to be of less practical worth than the suggestions of Comenius. Comenius modestly replied that he had done what he could in this branch of reform and was now busy with his Pansophic schemes. To which Oxenstierna rejoined that he was aware of this, as he had read the Prodromus, and that he would discuss the subject on the following day.

The morrow’s interview was far less pleasing to Comenius. The hard-headed Chancellor was not nearly so disposed to be enthusiastic over the Pansophia and the visionary schemes connected with it as were Hartlib and his circle. “Can you stand contradiction?” he asked. Comenius replied that the one object of publishing the Prodromus had been to obtain criticism of any kind, while that of a man like Oxenstierna would be doubly valuable. The Chancellor then began to bring forward objections to the whole scheme of regenerating the world by means of Pansophia. Some of these objections were political, others rested on the Scriptural assurance that darkness rather than light was to be man’s lot on earth, but to all Comenius gave such satisfactory replies that he imparted some of his enthusiasm even to the sceptical critic, who exclaimed, “I do not believe that any one ever had ideas like yours. Continue to build on the foundations that you have laid.” Wiser judgment then returned, and he strongly advised him to leave his Pansophic schemes alone for the moment, to devote himself to the improvement of schools, and to elaborate his improved method of teaching Latin, since thus he would pave the way for more ambitious efforts in the future.

To Comenius, who was heartily sick of what he calls his spinosa didactica, this advice must have been a bitter potion, but, as Skythe echoed Oxenstierna’s opinion, and further suggested that Elbing in Prussia would be a suitable place for him to settle in with his family, he gulped it down with the best grace possible.

V Comenius now returned to Norköping, and, on communicating the result of the interview to de Geer, found to


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 his disgust that his patron viewed Oxenstierna’s advice with the highest approval. He had, therefore, no resource but to submit, and consoled himself with the hope that the task would only take him a couple of years, after which he might again devote himself to philosophy.

Preparations for the move, and a preliminary visit to Elbing, occupied the next few months. In Lissa he had to take final leave of his scholastic and clerical duties and engage some assistants to help him with the philological work in view.

At this return to philology his friends in England were indignant, and did their best to recall him to his former projects. “You have devoted sufficient attention to school-books,” they wrote; “others can carry on the work you have begun. The world will gain far more advantage from having the paths of true wisdom opened to it than from any study of Latin.” “Quo moriture ruis? minoraque viribus audes?” added Hartlib, more disappointed than any of them at the dissipation of their Pansophic dreams of the previous winter.

Comenius wavered. He still hankered after Pansophia, and sent Hartlib’s letter to Sweden in the hope that it might cause de Geer and Oxenstierna to alter their views. But a stern reply, bidding him to persist in his undertaking and complete the school-books, was all that he obtained, and with great unwillingness he set to work.

In the history of great renunciations surely none is stranger than this. We have a man little past the prime of life, his brain teeming with magnificent if somewhat visionary plans for social reform, a mighty power in the community that shared his religious ideas, and an object of interest even to those who may have shrugged their shoulders at his occasional want of balance. Suddenly he flings his projects to the winds, consigns his darling plans to the dust-heap of unrealisable ideas, and retires to a small sea-side town-not to meditate, not to give definite form to latent conceptions or to evolve new ones, not to make


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 preparations for the dazzling of intellectual Europe with an octavo of fantastic philanthropy or of philosophic mysticism, but—to write school-books for the little boys in Swedish schools. True, he was paid. He was bartering his inclinations against coin of the realm, against the good gold that streamed from de Geer’s Dutch counting-house. He was going to do useful work. Europe gained far more advantage from his school-books than from the Pansophia that did but impart a certain dignity and finish to his didactic method. None the less, Comenius was martyrising himself. Money, sufficient for his daily wants, he could always obtain, and with ease. Of school-books he had written enough, and of school method he was sick unto death. It was the old story. The old inability, on the part of a versatile man, to realise his true vocation.

Musicians have hankered after brushes and palate, statesmen have grudged to public affairs the energy filched from literary pursuits, and Comenius, the inspired schoolmaster, wished to shut up his dictionaries and grammars and to philosophise about things in general. His Pansophia may have been useless; to the progress of exact thought it may even have been harmful; he may have been totally unfitted to attempt the welding together of a philosophic system; but this it was, and nothing else, that he wished to do, and this it was that he determined to renounce.

The reason is not far to seek. It was his steadfast belief, backed up by the prophecies of Kotter and of Christina Poniatowska, that his co-religionists would one day triumph over their enemies and be restored to their native land, and the agent that was to bring this about was Sweden, the great Protestant power of Europe. By thus linking himself with Sweden, by carrying out the wishes of de Geer, Oxenstierna, and Skythe, he was establishing a powerful claim upon the generous treatment that he believed the Swedes destined to accord to his countrymen, and making straight the path along which his Church was to march home in triumph. This was why he held himself bound to accept de Geer’s offer; this was the ulterior


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 object, to attain which he thought no present sacrifice too great.

It was in the November of 1642 that he reached Elbing. In spite of his eagerness to get to work, the first week was one of enforced idleness, for in the house that he had taken there were neither tables nor chairs; but these material defects were soon remedied. The immediate task was to rewrite the Janua Linguarum and to compose the lexicon and grammar that were to accompany it. He was now to have assistance in his labours, and as fellow-workers had brought with him Paul Cyrillus, Peter Figulus, Daniel Petreus, and Daniel Nigrinus. Bechner, whom he had been anxious to secure as a collaborator, was unable to come. Still further to ensure getting through the work with speed, he gave out that he must drop all correspondence with his friends for one year, an intention, needless to remark, that he found impossible to carry out.

The Swedish patron was as good as his word, and as soon as he heard that Comenius was definitely settled at Elbing, and ready to set to work, remitted 1000 thaler for him and for the Brethren. With the letter of thanks that Comenius sent to Wolzogen, de Geer’s agent at Finspong, he forwarded also some copies of the Vestibulum, and suggested that the Swedish boys should write it out from dictation while waiting for the revised versions on which he was engaged, such an exercise being an essential part of his method.

Elbing had seemed an eminently suitable place to work in, and Comenius had imagined that he would be free from any great interruption. Unfortunately Bartholomew Nigrin, formerly minister of the Reformed Church at Dantzig, had settled there, and his presence appears to have been a continual source of disturbance to Comenius. Nigrin had been imbued with the notion, shared, as we have seen, by John Durie, Hartlib, and many others, that a union of Christendom was possible. With the apparent object of furthering this end, he tried to induce Comenius to throw up his contract with de Geer and withdraw him-


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 self from all connection with Sweden. Comenius, who saw in Sweden the future protector of the Evangelic Faith, had made his engagement with open eyes, so that it is difficult to see why these overtures on the part of Nigrin should have caused him so much annoyance. At any rate, Nigrin soon went over to the Roman Catholic faith, and from that time gave Comenius little trouble.

Resolutions notwithstanding, philological works were very far from getting Comenius’ undivided attention. His Pansophiæ Diatyposis had been commenced in England, and, in his anxiety to get it into print and thus give his friends in England some earnest that his Pansophic activity was only dormant, he devoted a great part of his time to its completion. In the summer of 1643 we find him in Dantzig making arrangements for its publication, which followed shortly after.

He now made a vigorous effort to devote himself wholly to the revision of the Janua. Latin authors had to be gone through with minute care to ensure that no important word was being omitted, and, the more labour Comenius and his assistants bestowed on their task, the farther it seemed to be from completion. It was impossible to say how many months would pass before the end was reached, and more than once, while suffering from the irritation induced by his somewhat pettifogging occupation, he was on the point of throwing up his engagement and returning to his Universal Knowledge. But the Brethren had to be considered, and de Geer was helping them liberally. In June a fresh subsidy was sent, and Comenius, by way of showing some sign of life, sent letters to his patron, to Bishop Matthiae of Sweden,


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 and to Oxenstierna. To the latter he also forwarded a copy of his Via Lucis, in the hope of stimulating the slight interest in the Pansophia that the statesman had evinced in the previous year. In particular he asked him for a criticism of the didactic principles contained in chap. xvi. This letter shows what extravagant expectations he entertained of the part that Oxenstierna was to play in the support of Evangelism. “Since we live in hope,” he wrote, “that the fall of Babylon will give an opportunity for the restoration of Zion, and since we see that the time is drawing near, I am of opinion that you ought not to remain in ignorance of our views on this matter, since you are one of those in whose hands the rod of judgment has been placed.”

These expectations were increased by his old school-companion Drabik, of whom he had, for a long time, heard nothing. Drabik, who was living in Hungary, sent a copy of fourteen revelations that had been made him from heaven. These spoke of the brilliant future in store for the Evangelical Church, and in particular of the exaltation of Comenius, who was destined to make the good news known to all nations. Comenius had already had an unfortunate experience with the prophecies of Kotter and of Poniatowska, whose weak point was their unfulfilment. This time he was more wary, and replied that, before he accepted any prophecies as true, he must examine them, as well as the prophet, carefully. In the meantime he would pray God to give him light.

It now began to dawn on de Geer that the scholar whom he was paying to write class-books for Sweden was spending his time over matters philosophical and theological. In answer to a remonstrance from Wolzogen, who complained that time was passing and that nothing had been produced, Comenius answered that it was too soon to expect any result. He was writing books and not copying them; his work was on a totally new plan, and needed time and labour to make it harmonious in all its details. If the Swedish children had no school-books, let them employ themselves in learning their own language, Scripture history,


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 piety, and good manners. They would soon make up for lost time when the Latin text-books were completed. With this assurance de Geer had, for the moment, to be content.

But, in spite of his promise to get on with his philological works as quickly as possible, we find Comenius still busied with philosophic plans. Under the circumstances, it is not surprising to find that de Geer strongly objected to a Dr. Kozak of Bremen, whom Comenius suggested as a collaborator, since Kozak’s interests were purely scientific. At the same time an effort was made to induce the Hamburg professors, Jung and Tasse, to join him in his Pansophic work, but they refused to leave their present positions unless a high salary could be guaranteed them, and for this Comenius knew that it would be useless to ask de Geer.

It is possible that, had he been able to arrange a meeting with his patron in the summer of 1644, he would have attempted to withdraw from an engagement that he found so irksome, but travel was rendered dangerous by the war that had broken out between Sweden and Denmark in the preceding year. The claims on his time remained as numerous as ever. In this year (1644) he published a religious work, Absurditatum Echo; and, at the request of the Elbing Town Council, undertook to lecture at the Gymnasium on the Janua Rerum four times weekly, from one till three o’clock. For this he was to receive a salary of 400 florins. As if he were not already sufficiently occupied, he found himself compelled by his position as an elder in the Moravian Church to attend an Evangelical meeting at Orla in Lithuania.

It may appear like dishonesty on Comenius’ part that he so persistently dissipated his energies on other work while in de Geer’s pay for one definite purpose, but to any such accusation two very strong rejoinders may be made.

In the first place, he was undoubtedly devoting to his school-books a very great deal if not quite the whole of his time; and, in the second, he had shown to what extent he considered himself bound to carry out his engagement, by refusing two offers of a far more congenial character.


text: Translation:Announcements, Acts, and Decrees From the Reign of Rama V/Tome 15/Part 34


text: Translation:Announcements, Acts, and Decrees From the Reign of Rama V/Tome 15/Part 33


text: Translation:Announcements, Acts, and Decrees From the Reign of Rama V/Tome 15


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 In 1643, George Rakoczy, Count of Transylvania, had asked him to accept the professorship formerly held by Alsted, and at the same time to undertake a general reform of the school system in Hungary. Count Radziwill of Lithuania had gone further, and had actually proposed to give him a residence on his estate and endow him with the quarter of his income that he might carry on his Pansophic studies in peace. Both these suggestions Comenius had rejected, and he therefore felt that, while practically fulfilling his promise, he was not called upon to become an utter slave to de Geer’s desire for school-books.

De Geer, however, did not see matters in the same light, and, on his return from Orla to Elbing, Comenius found himself compelled to write a dutiful letter to Hotton, each line of which shows that the chains that bound him to philology were galling his flesh. “O that it had pleased God,” he writes, “to instil these thoughts into another, to implant these intellectual desires in another’s mind! O that I might have either greater powers or fewer desires! But with every forward step that I make, a further insight is granted me, and I find it impossible not to strive after what is deeper and better. The consequence is that my former work always seems imperfect, and though I correct and improve in a thousand ways and without intermission, I arrive at no definite result. The task that I have undertaken is a great one, and my efforts are like a stream whose volume of water increases as it gets farther from its source. You see that I have something in my mind greater than a Vestibulum, a Janua, a Dictionary, or leading-strings for boys of that description.”

But neither this letter nor one of a later date received any answer, and Comenius wrote again (November 1644) imploring de Geer, in God’s name, not to desert him, since he had refused help from other quarters. In proof of this he copied several passages from Count Radziwill’s letter and sent them to Hotton, that de Geer might see if he had really been guilty of inconstancy. He must at this time have been in serious pecuniary distress, only slightly


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 alleviated by the authorities at Elbing, who provided him with a house rent-free.

At last the long-expected letter from Sweden arrived. Hotton had made peace with de Geer, and the result was a remittance of 400 thaler. In his letter of acknowledgment, Comenius, with that simplicity which is his strongest characteristic, speaks out of his inner consciousness and assures his patron that what hinders him in his work is the novelty of his Pansophic system, and the effort to lay the foundations of truth without any sophistry.

It must indeed have been small comfort to de Geer, who was impatiently waiting for his school-books, to be told that their composer was engaged on a work destined to reform human affairs, and of which the Pansophia was only the seventh part.

In the following year (1645) Wladislaw IV. of Poland summoned a great religious conference at Thorn, and invited the various religious bodies to send representatives. The union of Catholics and Protestants had been one of Comenius’ favourite notions, but, on hearing that Dantzig proposed to send to the Synod two Lutherans, who had little in common with the Moravian Brethren, he decided to have nothing to do with it. Though the Brethren at Lissa had been very anxious that he should represent them, they excused him at his earnest request. “May all these sects and their supporters perish,” he wrote. “Christ, whom I serve, knows no sect.” In order, however, that he might have some reason for absenting himself from such a representative gathering, he wrote to de Geer, asking him to send a summons to Sweden and thus free him from the pressure to which he was being subjected. But de Geer dissuaded him from coming to Sweden until the war between that country and Denmark was at an end.

Deprived, therefore, of this excuse, and continually urged by his friends to attend the conference, Comenius gave way, and set out for Thorn. On his arrival (August 1645) he received a friendly communication from Hotton, warning him that de Geer’s patience was exhausted, that he


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 wished for completed works and not new plans, and that an angry letter from him was on its way.

This news made Comenius anxious, and, as the conference progressed but slowly and promised to be a long affair, he determined to return to Elbing. Just before leaving Thorn he received from de Geer the letter that had been heralded by Hotton. It was violent and full of accusations. He had better get those for whom he worked to support him. The three years at Elbing had been fruitless, since he had published nothing. Descending to particulars, de Geer complained that the salary of 400 thaler promised to a Dr. Cyprian Kinner was far too high.

At first, Comenius was completely overcome by this attitude on the part of his patron, but, by the time he returned to Elbing, he had recovered his self-possession, and wrote de Geer a calm justification of his conduct. He pointed out that his works, which, as a matter of fact, were nearly completed, formed a harmonious whole, so that one could not be published before the other; that the distracting occupations, that de Geer cast in his teeth, were no more than was necessary to give his mind needful relaxation after its arduous labours. Coming to the incident of Kinner, he pointed out that a captain in the army received more pay than the salary that was considered too high, and that, if de Geer wanted the books finished at all, it was absolutely essential that he should supply competent assistance. If he wished, he might withdraw his support. “Were I not beset with applications on every side,” he concludes, “and, in addition, threatened by approaching old age, I should desire nothing better than to retire into some solitude and there give myself up to my favourite investigations. I should seek no patron, but rather strive with all my might to stand in need of none.”

Comenius’ friends in Lissa now came to the rescue, not with funds, for money was a very scarce commodity among the Moravian Brethren, but with what was, from their point of view, the soundest advice under the circumstances.


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 “Finish your school-books as quickly as you can,” they said, “and then devote yourself to your clerical duties.” So Comenius set to work once more, and this time in earnest. There was still a good deal to be done. The Janua had to be completely rewritten, in accordance with a new principle of arrangement, and the composition of the grammar and lexicon demanded patience. He had hoped from assistance from Kinner, but for the moment Kinner was detained in Schleswig-Holstein, and, though we find him working with Comenius later on, he seems to have been partly engaged on a Didactic of his own.

De Geer was mollified by Comenius’ letter and by his evident intention to complete his task. At the beginning of 1646 he sent him 500 thaler for himself and the same sum for the Brethren. At the end of the year we find Comenius in Sweden, where a commission of three men examined the school-books, now almost completed, and reported favourably on them. It only remained to put the finishing touches.

But poverty and trouble pursued Comenius relentlessly. Any money that came into his hands soon found its way to the pockets of the needy scholars and exiles who clustered round him. At this time he was especially anxious to aid Ritschel, a former collaborator, now in great distress. Himself in need of assistance, he made urgent applications on Ritschel’s behalf to the Reformed Church in Belgium, and managed to collect the sum of 50 thaler. Importuning for charity, even though he himself was not its object, was greatly against the grain; “Better die than beg,” he wrote to Hartlib.

In former years Hartlib might have helped him, but he had already spent the greater part of his fortune in the promotion of experiments of various kinds, and, though


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Translation:Tales of Rabbi Nachman/14

A king once went out hunting. He dressed in regular clothes so that he would feel more comfortable. Suddenly, heavy rain began to fall - literally a flood of rain. All of the ministers scattered for shelter, leaving the king in great danger. He searched until he found a little house in which dwelt a simple villager. The villager took the king in, gave him fresh clothes, and shared his food with him – groats and the like. He heated the oven and let the king sleep on some straw. It was surprisingly pleasant and sweet for the king. He had never experienced such sweetness, since he had been so tired and exhausted.

Meanwhile, the ministers searched for the king until they found him sleeping. They wanted to bring him back to the palace, but he told them, “Since you did not save me, rather each one of you ran to save himself, whereas this man saved me, and I have had such a pleasant experience here, therefore, he will bring me back in his buggy, with these clothes that he has given me, and he will sit next to me when I am on my throne.”

The Rebbe concluded by saying, “There is a tradition that before the Messiah will come, there will be a flood. This will not be a flood of water, but of heresy that will cover the tallest mountains. Even in the Land of Israel, where the waters of Noah’s Flood did not directly fall, the rain waters will splash into it due to the force of the downpour. In other words, heresy will ‘splash’ even into ‘kosher’ hearts, and there will be no way to protect oneself from it. Even all the ‘royal ministers’ will scatter and the very kingdom will shake. Only the simple Jews who recite Psalms with simplicity will survive, and when the Messiah will appear, they will be the ones to place the royal crown on his head.”

title: Translation:Tales of Rabbi Nachman/14


text: Index:ธศย ๒๔๗๗ (๐๓) ๒๔๙๗.pdf

title: Index:ธศย ๒๔๗๗ (๐๓) ๒๔๙๗.pdf


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Phra Bat Somdet Phra Paramin Maha Bhumibol Adulyadej gives a great royal command by which He orders with His pleasure that it be announced as follows:

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 Whereas it is appropriate to amend the Charter of the Courts of Justice;

Therefore, by and with the advice and consent of the House of Representatives, He orders with His gracious pleasure that the following Act be enacted:

This Act is called the "Charter of the Courts of Justice Amendment Act (No. 3), 2497 BE".

This Act shall come into force from the day following the day of its publication in the Royal Gazette onwards.

The stipulations of section 13 of the Charter of the Courts of Justice, which have been amended by section 9 of the Charter of the Courts of Justice Amendment Act, 2482 Buddhist Era, shall be repealed and replaced by the following stipulations:

"There shall be regional chief judges, whose number, and the locations of whose offices, and the extent of whose jurisdiction shall be as designated in a royal decree appointing a regional chief judge.

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 Cases of Lightning Discharge.

The study of lightning phenomena is of great interest and importance, and as the conditions which obtain in Malaya are extremely favourable for the observation of such phenomena, as regards the frequency and violence of thunder storms, it is somewhat surprising to find that the accounts so far available are few. Those here given are of interest as being descriptive of unusual effects.

In well-marked cases of the destructive effect of lightning on trees, the tree struck is completely shattered. Such instances are familiar, probably because they are immediately apparent as the result of a severe storm; but the gradual decay and death of a number of trees in the vicinity of one struck, which would seem to be a frequent after-effect, is a form of damage which, as far as the writer can ascertain, has not previously been noted.

The following account, from the diary of Mr. H. N. Ridley, Director of Gardens and Forests, S. S., describes such an effect, which occurred in a coco-nut plantation in Singapore.

"May 3rd 1898. Visited Siglap and saw a place where, more than a month previously, a tree was struck by a tremendous flash. From this tree in a semicircle (there being none on the outer side) eleven more trees died. The deaths appeared to radiate out from struck tree gradually. Three were still standing; they bore young fruit and flowers, but the whole of the foliage looked as if burut. One was still alive and putting up a fresh leaf. One, covered with fungi, had been dead some time. Why this progressive death? Inspector tells me he saw a similar case where, some time after the death of coco-nuts, some mangosteen trees withered away in like manner.

A similar instance recently occurred in the Botanical Gardens, Singapore, and was brought to the writer's notice by the

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 When a position of regional chief judge becomes a vacant or when a regional chief judge is not present for the performance of duties, the Minister of Justice may designate any judge as a temporary substitute for the regional chief judge.

A regional chief judge shall be the same powers and duties as a chief judge, as specified in section 10 of the Charter of the Courts of Justice, and shall have the powers—

to order judges or judicial clerks to report about cases or report about other affairs of the courts under his jurisdiction;

to sit at every court under his jurisdiction for trying and adjudicating upon cases or, after inspecting the file of any case, to sign the judgment or express a dissenting opinion thereon;

to order, in the event of necessity, any judge of a court under his jurisdiction to go assist in the discharge of duties at another court temporarily, upon which a report shall be made to the Ministry of Justice with dispatch."

The following stipulations shall be inserted in the Charter of the Courts of Justice as section 13bis:

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 same observer. In this case two trees (Erythrina and Detarium) appeared to have been struck simultaneously. Though the da- mage apparent was very slight and confined to the bark, decay began in the Erythrina within ten days. Another Erythrina adjoining died soon after, but the Detarium was unhurt. Another example occurred on Government Hill, when a sugar palm was struck (May 2nd, 1899). The writer saw the tree two hours afterwards and obtained the following account from a native eye-witness. "About half past one there was a single peal of thunder, very near, but I saw no flash, only a general glare. Less than one minute afterwards smoke came from the tree and then flames, about half way up the trunk. The fire went up very quickly and I ordered the tree to be cut down." When the writer saw the tree, the fibrous material which covers these palmis was still smouldering, but the closest examination failed to reveal any traces of damage other than that caused by fire, and the surrounding trees were quite unhurt. Three months afterwards, however, the similar palms in a radius of twelve or fifteen feet from that struck were completely dead.

A remarkable point in this instance is that although the palm struck was over sixty feet in height, and surrounded by others even taller, the flash should have struck it in the middle. Mr. Ridley has noted a similar case in which an explosion took place in the fork of a Rambutan tree only six feet above the ground between the base of the fork and a birds-nest fern, and set fire to the roots of the fern. There was no damage done to this tree except from burns, but a chicken at its base was killed.

The first of the following accounts, furnished by Mr. A. Knight, is of particular interest, as the phenomena noted were of an unusual kind and did not occur during a storm. Mr. Knight writes:—"On the 12th September, 1898, I was driving home from town, and when in the lower part of River Valley Road I saw a flash in front, and there was a loud report which made my pony start forward. On reaching my house, Grassdale, I found that the ladies of my household had been much startled by the explosion. Two of them had been near the entrance, standing facing towards town, while two others were walking from the direction of town and were about a third of a mile from the house. To the former two a flame-coloured flash seemed to fall

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 in front of them; to the latter two a bright hight seemed to be thrown in their faces and the loud report was instantaneous. These two afterwards detected a sulphurous smell, and all felt a sensation like an electric shock. There had been some distant thunder an rain shortly after noon. It had afterwards been bright but stormy looking; and though clouds were gathering in the evening, there was at that time no thunder or lightning, Shortly afterwards there was heavy thunder near, followed by a copious shower. A. K."

Mr. Knight's second account also describes a form of discharge about which very little is known. It is unfortunate that no photograph was obtained, as it would seem from comments in a recent electrical journal that no photograph ever has been obtained of this phenomenon, and it has been customary to discredit statements as to its appearance. Mr. Knight's note differs from the more usual accounts, in which the ball of fire is said to run about before bursting, but is closely analogous to a case quoted by Dr. Oliver Lodge, in which however the ball is described as of a reddish yellow colour, changing to vivid white. Mr. Knight's account is as follows:—"On the 14th October, 1898, there was a very severe thunder squall—strong wind, violent rain and much thunder, not very distant. It came on suddenly, about 7 p.m., as we were going down to dinner; and as I was about to take my seat at the end of the table, facing the back of the house, I saw an explosion in the air, like that of a fireball or bomb, probably four or five feet above the ground, and there was a loud bang. The light appeared greenish white. There is no doubt that it was in the back garden, as it was located there by some neighbours whose line of sight was at right angles with mine."

Mr. Ridley reports also the two following cases of globular lightning, differing from that of Mr. Knight in that the phenomena occurred outside the storm. "Some few years ago, I was sitting in my verandah, about 7 p.m; it was quite dark, and there was a thunderstorm going on over the Economic Garden. Suddenly there was an intensely brilliant flash and instantaneous explosion close to the house. My back was towards the garden,

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 IN MEMORIAM.

The Council of the Straits Asiatic Society received with great regret the news of the death of Dr. REINHOLD ROST, C.I.E., which occurred at Canterbury, on February 7th, 1896.

DR. ROST, who was born at Eisenberg on February 2nd, 1822, was Librarian to the India Office from 1869 till 1894, and was well known as a distinguished orientalist aud Malay scholar.

He edited for the Society the two series of Miscellaneous Papers relating to Indo-China and the Indian Archipelago, which were published in 1886 and 1887, and in recognition of these and other services he was elected an Honorary Member on March 3rd, 1887.

DR. ROST took the deepest interest in the work of the Society and many members who knew him personally are indebted to him for his valuable assistance, always given readily to all who were engaged in any of the various branches of research in which he himself took such a profound interest.

The Society has sustained a severe loss by the unexpected deaths, this year, of two valuable members—the Hon'ble H. A. O'BRIEN, and the Hon'ble MARTIN LISTER.

Both gentlemen from time to time wrote papers for the Journal and contributed in no small degree to the information that has of recent years been obtained about the Malay Peninsula.

Before the Society was founded in the year 1875 Mr. O'BRIEN accompanied the late Mr. DALY on an expedition across the Malay Peninsula, via the Muar aud Pahang rivers. The results of their joint expedition were recorded in the first Map of the Peninsula which was published by the Society in 1879. At that time the interior of the Peninsula was a terra incognita and the expedition was the first attempt to explore the interior and involved no small amount of danger and hardship. From an attack


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 so that I only saw the reflection of the light. Mr. Feilding was at the time passing along the road below the hill on which my house stands, when he saw a ball of fire descend in a curve, slowly, about 50 yards from the house, close to the ground, between him and the house. It appeared to explode with a tremendous noise. Careful examination of the grass where the ball fell showed no trace of burning or other mark. Simultaneously with this phenomenon, a large tree (Irvinia) in the Economic Garden was struck by lightning, but hardly injured. This stroke was the last flash of the storm."

(2) "A thunderstorm was taking place over the Bukit Timah Road, beyond the Economic Garden, one Sunday about two years ago, at between one and two p.m. The sky was bright, but not cloudless, and the sun brilliant over my house, and I went out on the lawn to look at the distant storm to the North. I saw a zigzag flash apparently about three-quarters of a mile away, and, almost absolutely simultaneously, a peal of thunder came from behind me, and behind the house to the west. I saw nothing to account for this, but Mr. Robertson-Glasgow, who was sitting in a room facing west, saw a luminous body, not ball-shaped, though more or less rounded, moving in a downward curve to the South, till it disappeared behind some trees, and was followed by the thunder. It was less bright than the sunlight."

The only local cases of damage to buildings reported are those at the Cape Rachado and Muka Head Lighthouses. The writer was fortunately able to inspect the former not long after the occurrence, and found it to be an interesting example of side flash, a discharge having left the very fine Lightning Rod Conference" copper conductor at a bend and made sundry holes in solid masonry walls, traversing two rooms and finally being dissipated over the sheet of rain water collected in a courtyard. The Lightkeeper's report shows that in this case the "expenditure of observers" deprecated by Dr. Lodge, nearly occurred, as the matting under two low wooden beds, on which some of the lighthouse attendants were lying at the time, was torn to pieces. The report concludes:—"In that time Serang, Tindal and two Lascars is inside the room grate of the Almighty pity there had not been anything happen."

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 of dysentery contracted on that expedition Mr. O'BRIEN never really recovered his health. After a severe illness he was invalided home, and his name first appears amongst the list of members of the Society in the December number of the Journal for 1878.

In the June number of the Journal for 1888 he published a most valuable paper on the obscure nervous disease of Latah, which is universally admitted to be an excellent attempt to elucidate one of the most interesting mental anomalies in the Malay character.

In No. 14 of the Journal Mr. O'BRIEN published some interesting notes on the History of the Constitution of Jelebu, accompanied by a sketch survey of the Sungei Triang which was published with Journal No. 15. At this period Mr. O'BRIEN was acting as Resident of Sungei Ujong and while so acting the agreement was concluded with Sir. F. A. Weld under which Jelebu was administered under the advice of the Resident in the same way as Sungei Ujong.

A fall from an elephant, which bolted in the jungle with him, in Jelebu, led to a series of complications which terminated in an attack of abscess of the liver. From that time Mr. O'BRIEN was no longer capable of much physical exertion and though he took a keen interest in everything connected with the Society he was no longer able to contribute in the way he would have wished, namely by personal observation and exploration of the Peninsula.

While acting as Col. Treasurer in 1891 some old documents had to be destroyed to make room for new ones and while investigating the blurred and moth-eaten records of 50 years before he came across the interesting minutes of Sir Stamford Raffles, which was published in No. 21 of the Journal. This was his last contribution to the Journal.

The Hon'ble MARTIN LISTER, whose death took place in Egypt. on his way home, in the spring, was also a well-known contributor. He took a deep in terest in the Negri Sembilan States and what Mr. O'BRIEN did for Jelebu and Sungei Ujong and Mr. HERVEY for Rĕmbau, Mr. LISTER did for the Sri Menanti and Johol group, with which he was for a long time intimately connected. His


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 the second place, and the Holy Ghost is the Holy Ghost and occupies the third place, although by their divinity they are entirely equal among themselves. To each of us the Creator has given, in addition to the properties which we all have in common by our human nature, special properties, special talents, by which our special calling and place is defined in the circle of our friends. To know these faculties and talents in ourselves, and to use them for our own benefit and for the benefit of our friends and for the glory of God, so as to justify our calling in this way, is the unquestionable duty of each man. (2) Differing from each other in their personal properties, all the persons of the Most Holy Trinity are, none the less, in a constant mutual communion: the Father is in the Son and in the Holy Ghost; the Son is in the Father and in the Holy Ghost; the Holy Ghost is in the Father and in the Son (John xiv. 10). Even thus we, with all our differences according to our personal qualities, must observe the greatest possible communion and moral union among ourselves, being bound by the unity of essence and the bond of brotherly love. (3) In particular, let the fathers among ourselves keep in mind whose great name they bear, even as the sons, and all those who are begotten from the fathers,—and, keeping this in mind, let them see to it that they sanctify the names of father or son which they bear, through an exact performance of all the obligations imposed upon them by these names—(4) Finally, keeping in mind, to what disastrous results the Eastern Christians have been led through their arbitrary reasoning on the personal essence of God the Holy Ghost, let us learn to cling as fast as possible to the dogmas of faith of the teaching of the word of God and the Orthodox Church, and not to cross the eternal boundaries which our fathers in faith have set.”

Thus it remains incomprehensible why this dogma is


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 "All the powers and duties of justice commissioners in relation to the cases which have been pending since before the day of coming into force of this Act, and all the powers and duties of justice commissioners under the provisions of other laws, shall become the powers and duties of regional chief judges."

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 The Muka Head case (October 9th, 1897,) affords another example of the inefficacy of the old-fashioned single conductor, which was supposed to protect a building of any size if only it were high enough, and had nicely sharpened points and an earth resistance measuring a fraction of an ohm. From the interesting report by Mr. Wills, the Lighthouse keeper, it would seem that a flash struck the conductor, leaving evidence by tearing off a gunmetal brace about half way up. The discharge then left the heavy copper rod and proceeded to earth by a thin telephone earth wire, thirty feet of which was completely deflagrated. From some further reports collected by the writer, it would seem that Penang Hill would form an excellent site for observation, as the disturbances noted by the Signal Sergeant stationed there are exceptionally freakful and violent. He states that in April, 1898, a telegraph pole was cut in half horizontally as if it were sawed off." The telegraph wire was also cut in three or four places and three insulators broken. On another occasion, a discharge passed through a large earthen- ware jar, making one hole of several inches in diameter, and a second of less than one inch, and finally excavating part of the floor near the jar.

An attempt to explain the conditions which serve to bring about results like these is not within the scope of the present notes, but the writer may, perhaps, be permitted to invite further lightning notes, accompanied where possible by photographs. Such records are of the greatest possible assistance in promoting the general knowledge of a series of phenomena about which there is still much to be discovered.

G. E. V. Thomas.

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 principal contribution was his paper on the Negri Sembilan in Journal No. 19, which he further expanded in his paper on "Malay-Law in Negri Sembilan," in Journal No. 22.

Both Mr. O'BRIEN and Mr. LISTER possessed to a prominent degree that sympathetic manner which renders Europeans popular with Malays, and their loss is equally mourned by Europeans and Natives.

H. T. H.

We regret to have to record the death of Mr. Hn. VAUGHAN STEVENS, an ethnological collector in the Malay Peninsula, well known to Members of the Society. He spent many years in investigating the ethnology of the Sakais, visiting all parts of Malay Peninsula. His collections were chiefly sent to the museums of Berlin and St. Petersburg and accounts of them were published in the "Veroffentlichungen aus dem Königlichen Museum fur Völkerkunde" (Berlin), the "Zeitschrift fur Ethcologie, and Archiv der Pharmacie." (1893).

Many members will remember a very interesting exhibition of his Pahang collections, held at the Raffles Library, in June 1890, under the auspices of the President and Council of the Society. His illness, due to the hardships he had undergone in his explorations was of some months' duration, and he expired at Kuching, Sarawak, on April 29th, at the age of sixty-two.

H. N. R.


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 "The Future Belongs to the People”

BY

KARL LIEBKNECHT

(Speeches made since the beginning of the War)

EDITED AND TRANSLATED BY

S. ZIMAND

WITH AN INTRODUCTION

By WALTER WEYL

New York

THE MACMILLAN COMPANY

1918

All rights reserved


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 CONTENTS

PAGE

PREFACE BY WALTER E. WEYL

INTRODUCTION.

THE MAN LIEBKNECHT

THE FIRST DAYS

LIEBKNECHT'S VISIT TO BELGIUM

DID NOT CHEER THE KAISER

LIEBKNECHT DISAPPROVES OF THE MAJORITY SOCIALISTS OF GERMANY

THE REICHSTAG MEETING OF DEC. 2, 1914.

LIEBKNECHT CONDEMNED BY HIS PARTY

A NEW YEAR'S GREETING TO ENGLAND

SPEECH DELIVERED AT THE WAR MEETING OF THE PRUSSIAN ASSEMBLY, MAR. 2, 1915

IN DEFENCE OF ROSA LUXEMBURG

LIEBKNECHT CALLED TO ARMY SERVICE

LIEBKNECHT QUESTIONS THE GOVERNMENT

LIEBKNECHT EXPELLED FROM SOCIAL DEMOCRATIC PARTY

REICHSTAG DISCUSSION ABOUT THE CENSORSHIP

JUSTICE IN GERMANY IN WAR TIME

THE SITUATION IN AUSTRIA.

EDUCATION IN GERMANY IN WAR TIME


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 LATAH.

FEW words upon this mysterious and unexplained mental anomaly, so common amongst the inhabitants of the Straits Settlements and of the Malay Peninsula, will not, I hope, be thought out of place in the pages of this Journal.

I must premise that I write without any of that special knowledge which would be valuable as bearing upon the pathological side of the subject, and also with a Malayan experience strictly limited by my acquaintance with the inhabitants of the Peninsula from Kĕdah southward to Singapore. I am encouraged, however, to put upon paper the result of my own observations with regard to latah by the fact that none of what I may call "the stock" writers upon Malayan subjects seems to have noticed this very noticeable form of disease in any detail; and I am further influenced by the hope, that those better qualified than myself, both by width of experience and by scientific knowledge, will now be led towards the elucidation of phenomena, interesting to most and experienced by all of the residents in this part of the world.

In the few remarks which I have to offer upon the peculiarities of this disease (so I must call it for want of a better term), I purpose to limit myself to those facts which have fallen under my own personal notice and I shall also restrict myself to an account of its exhibition amongst Malays proper.


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 the investigation of the first two chapters about the most important dogmas has sufficiently demonstrated to the reader what the methods of reasoning and the expressions of the author are. I will now give a short exposition of all the dogmas, in their general interrelation, giving the pages and pointing out the chief propositions which are adduced in confirmation of the dogmas. I do this in order from the general connection of the whole teaching to elucidate the meaning which may not become evident from the separate passages.

I repeat what was in the beginning, so as to proceed consistently.

There is a God, and he is one (Art. 13). He is a spirit (Art. 17). He has an infinite number of attributes; his attributes, as revealed to us, are as follows (Art. 19). His attributes in general: unlimitedness, self-existence, independence, unchangeableness, omnipresence, eternity, almightiness. The attributes of his mind (Art. 20): omniscience and all-wisdom. The attributes of his will (Art. 21): goodness, freedom, holiness, truth, justice. God, in addition to that, has persons. He is one and three persons. The persons are independent and inseparable (proofs from Holy Scripture, Arts. 26, 27, and 28). three persons are equal to each other, though some have thought that one is more important than the others. But that is not true; they are all equal: the Father is God, the Son is God and consubstantial with the Father; there are adduced disputes which prove the opposite, and proofs from Holy Scripture which prove the opposite, and discussions about one God not being subject to another, but that both have equal power. The same is true of the divinity of the Holy Ghost. The Father, the Son, and the Holy Ghost have personal properties. Art. 32. Many controversies are cited about the personal attributes, and finally there is an exposition of the dogma that the personal attribute of the Father consists in this, that he is


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6 LIEBKNECHT PROTESTS AT BEING PREVENTED FROM DISCUSSING THE SUBMARINE WARFARE

REICHSTAG MEETING OF MARCH 23, 1916

LIEBKNECHT'S COMMENTS ON THE IMPERIAL CHANCELLOR'S SPEECH, APRIL 5, 1916

REICHSTAG MEETING, APRIL 7, 1916

LIEBKNECHT'S REMARKS ON THE GERMAN WAR LOAN, REICHSTAG MEETING, APRIL 8, 1916

LIEBKNECHT'S MAY DAY MANIFESTO

LIEBKNECHT'S MAY DAY 1916 SPEECH

LIEBKNECHT'S REPLY TO HIS JUDGES

LIEBKNECHT'S TRIAL AND RELEASE


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 I thus define my object, so as to bring what I have to say within the very narrow limits of a paper written (without preparation and at short notice), rather with the view of throwing out suggestions for the consideration of more capable observers, than as pretending to a tolerably exhaustive treatment of a wide subject.

Lest I should be supposed, however, even after this explanation, to maintain that latah is peculiar to those of Malay origin, I must state parenthetically that, in my search after this peculiarity, I have found it, outside the Malay race, weakly exhibited in a very small percentage of Tamils, and strongly exhibited in an equally small proportion of Bengalis. I have noticed traces of the disease in two so-called "Sikhs," and, curiously enough, the most marked sufferer I have ever met was a pure Nubian, whose appearances in these waters, as fireman on board an Ocean steamer, were few and far between.

I have never observed a trace of the disease in any member of any of the Chinese races resident in the Straits. The consideration of the questions of race and latitude as bearing upon latah would lead me now too far a-field. I hope to treat this branch of the subject in a future paper, but here, as I have said, I have to do with latah amongst Malays only.

What is latah?

The derivation of the word seems veiled in the obscurity which covers the origin and nature of the disease itself.

I do not find the word in MARSDEN at all; FAVRE explains it by "indisposition nerveuse chez les femmes, dans laquelle elles. "disent tout ce qui leur vient à la bouche."

A more modern lexicographer translates the word as "ticklish," and another recent etymologist connects it, in defiance of spelling, with melata to creep. This bold derivation will commend itself, I fancy, chiefly to those classes of English-speaking ladies who connect "nervousness" and "the creeps," but this ingenious surmise, even if correct, only throws the difficulty one step further back.

I can find no derivation which satisfies me either for latah or for melata.


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 "The aim of my life is the overthrow of monarchy. As my father, who appeared before this court exactly thirty-five years ago to defend himself against the charge of treason, was ultimately pronounced victor, so I believe the day is not far distant when the principles which I represent will be recognized as patriotic, as honorable, as true."

1em


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 And now as to latah itself, derivation and origin apart.

The Malay acceptation of the word is very wide. It includes all persons of a peculiarly nervous organization, ranging from those who, from their mental constitution, seem absolutely subservient to another's will; down to those who appear merely of a markedly excitable temperament.

A pathologist would of course—and I trust I may now say will— differentiate and classify the different degrees of this mental peculiarity. As a non-scientist, I am content to treat the subject in the broad light in which it is presented to the Malay mind by their own unscientific and comprehensive word latah.

I suppose I am not taking too much for granted when I assume that, by this time, the general character of the Malay is more or less understood by the civilised world. He has recently been called "the Irishman of the East," with more happiness than generally marks the definitions of "Our Special Correspondent."

The only point of resemblance between "this and that," upon which I would lay stress here, is the intense impressionability of the Malay.

Externally impassive the Malays are, as a race, but no one can long have had intimate dealings with them without being struck by their extraordinary susceptibility and peculiar sensitiveness to the influence of what we should call the accidents of every-day- life.

No man, pace all Irishmen, is more "touchy" than a Malay.

It is this nervous impressionability which leads to those mysterious vendettas and unaccountable amoks, which so often place the European completely at fault in dealing with this otherwise charming and lovcable people. And it is this intensified nervous sensibility which is, I am convinced, at the base of the peculiarity of which I have to speak. I think it will best serve the purpose— the admittedly humble purpose—I have in view, if I begin at what appears to me to be the bottom of the whole of the phenomena I have to notice, and to work up to the top, noting the divisions into