October 1 1890. Nevertheless I am destined to see little of the Normal School. Strictly speaking, I do not belong to its staff: my services being only lent by the Middle School, to which I give most of my time. I see the Normal School students in their class-rooms only, for they are not allowed to go out to visit their teachers' homes in the town. So I can never hope to become as familiar with them as with the students of the Chugakko, who are beginning to call me 'Teacher' instead of 'Sir,' and to treat me as a sort of elder brother. (I objected to the word 'master,' for in Japan the teacher has no need of being masterful.) And I feel less at home in the large, bright, comfortable apartments of the Normal School teachers than in our dingy, chilly teachers' room at the Chugakko, where my desk is next to that of Nishida.

On the walls there are maps, crowded with Japanese ideographs; a few large charts representing zoological facts in the light of evolutional science; and an immense frame filled with little black lacquered wooden tablets, so neatly fitted together that the entire surface is uniform as that of a blackboard. On these are written, or rather painted, in white, names of teachers, subjects, classes, and order of teaching hours; and by the ingenious tablet arrangement any change of hours can be represented by simply changing the places of the tablets. As all this is written in Chinese and Japanese characters, it remains to me a mystery, except in so far as the general plan and purpose are concerned. I have learned only to recognize the letters of my own name, and the simpler form of numerals.

On every teacher's desk there is a small hibachi of glazed blue-and- white ware, containing a few lumps of glowing charcoal in a bed of ashes. During the brief intervals between classes each teacher smokes his tiny Japanese pipe of brass, iron, or silver. The hibachi and a cup of hot tea are our consolations for the fatigues of the class-room.

Nishida and one or two other teachers know a good deal of English, and we chat together sometimes between classes. But more often no one speaks. All are tired after the teaching hour, and prefer to smoke in silence. At such times the only sounds within the room are the ticking of the clock, and the sharp clang of the little pipes being rapped upon the edges of the hibachi to empty out the ashes.

Sec. 5

October 15, 1890. To-day I witnessed the annual athletic contests (undo- kwai) of all the schools in Shimane Ken. These games were celebrated in the broad castle grounds of Ninomaru. Yesterday a circular race-track had been staked off, hurdles erected for leaping, thousands of wooden seats prepared for invited or privileged spectators, and a grand lodge built for the Governor, all before sunset. The place looked like a vast circus, with its tiers of plank seats rising one above the other, and the Governor's lodge magnificent with wreaths and flags. School children from all the villages and towns within twenty-five miles had arrived in surprising multitude. Nearly six thousand boys and girls were entered to take part in the contests. Their parents and relatives and teachers made an imposing assembly upon the benches and within the gates. And on the ramparts overlooking the huge inclosure a much larger crowd had gathered, representing perhaps one-third of the population of the city.

The signal to begin or to end a contest was a pistol-shot. Four different kinds of games were performed in different parts of the grounds at the same time, as there was room enough for an army; and prizes were awarded to the winners of each contest by the hand of the Governor himself.

There were races between the best runners in each class of the different schools; and the best runner of all proved to be Sakane, of our own fifth class, who came in first by nearly forty yards without seeming even to make an effort. He is our champion athlete, and as good as he is strong—so that it made me very happy to see him with his arms full of prize books. He won also a fencing contest decided by the breaking of a little earthenware saucer tied to the left arm of each combatant. And he also won a leaping match between our older boys.

But many hundreds of other winners there were too, and many hundreds of prizes were given away. There were races in which the runners were tied together in pairs, the left leg of one to the right leg of the other. There were equally funny races, the winning of which depended on the runner's ability not only to run, but to crawl, to climb, to vault, and to jump alternately. There were races also for the little girls—pretty as butterflies they seemed in their sky-blue hakama and many coloured robes—races in which the contestants had each to pick up as they ran three balls of three different colours out of a number scattered over the turf. Besides this, the little girls had what is called a flag-race, and a contest with battledores and shuttlecocks.

Then came the tug-of-war. A magnificent tug-of-war, too—one hundred students at one end of a rope, and another hundred at the other. But the most wonderful spectacles of the day were the dumb-bell exercises. Six thousand boys and girls, massed in ranks about five hundred deep; six thousand pairs of arms rising and falling exactly together; six thousand pairs of sandalled feet advancing or retreating together, at the signal of the masters of gymnastics, directing all from the tops of various little wooden towers; six thousand voices chanting at once the 'one, two, three,' of the dumb-bell drill: 'Ichi, ni,—san, shi,—go, roku,— shichi, hachi.'