I have been teaching for three hours in the Middle School, and teaching
Japanese boys turns out to be a much more agreeable task than I had
imagined. Each class has been so well prepared for me beforehand by
Nishida that my utter ignorance of Japanese makes no difficulty in
regard to teaching: moreover, although the lads cannot understand my
words always when I speak, they can understand whatever I write upon the
blackboard with chalk. Most of them have already been studying English
from childhood, with Japanese teachers. All are wonderfully docile' and
patient. According to old custom, when the teacher enters, the whole
class rises and bows to him. He returns the bow, and calls the roll.

Nishida is only too kind. He helps me in every way he possibly can, and
is constantly regretting that he cannot help me more. There are, of
course, some difficulties to overcome. For instance, it will take me a
very, very long time to learn the names of the boys--most of which names
I cannot even pronounce, with the class-roll before me. And although the
names of the different classes have been painted upon the doors of their
respective rooms in English letters, for the benefit of the foreign
teacher, it will take me some weeks at least to become quite familiar
with them. For the time being Nishida always guides me to the rooms. He
also shows me the way, through long corridors, to the Normal School, and
introduces me to the teacher Nakayama who is to act there as my guide.

I have been engaged to teach only four times a week at the Normal
School; but I am furnished there also with a handsome desk in the
teachers' apartment, and am made to feel at home almost immediately.
Nakayama shows me everything of interest in the building before
introducing me to my future pupils. The introduction is pleasant and
novel as a school experience. I am conducted along a corridor, and