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.
 THE PARTICLES :—INTERJECTIONS, 183 please!” + ya »
Neruhodo ! stands for attention, surprise, sympathetic wonderment
in conversation. Generally, to foreign ears the interjection Naruhodo
! seems repeated with embarrassing frequency. It is like ‘‘ Really!”
“You don’t say so!” * Indeed!” and like interjections in English
conversation. + Ne! is in more common use in ordinary
conversations than even + jv +: ド Naruhodo ! + vw -¥ Naruhodo is
a listener’s word ; + Ne! is a speaker’s word. It calls attention to a
preceding word or clause, and often has the force of the
interrogation, “Isn’t it?” ‘ Don’t you think so?” &e. 44 Od! is a call,
summoning a servant or anintimate friend. オォ ャ Oye / isan
expression of astonishment ; it is ordinarily a woman’s exclamation.
サナ ア Sa! is an exclamation to arouse one toaction. + 7 ya {an
expletive accompanying expression of profound contempt. ャ Ya!
shows pleasurable excitement over what is being witnessed. It is
often heard in theatres as an expression of applause. =a Yo!
indicates address to some one. a Yo! generally means emphasis, and
often warning. + Zo! added to a word gives it strong emphasis.
 CHAPTER IV. SOME PECULIARITIES IN ENUMERATION. In
addition to what has already been -said, (82--90.) concerning the
numerals used by the Japanese, afew notes showing certain
SPECIAL CHARACTERISTICE OF ENUMERATION should be noted.
28!. 1. Numerat AuxrraRrss. 一 Tn counting objects, the Japanese
usually enumerate them as so many things of a certain kind, or
class. They seldom associate numbers and nouns as these are
associated in English. Ordinarily the noun is spoken first, the
numeral and class following. For example :— AT CVE A Fude go hon,
“pencil five stick,” = “ five pencils ;” 3H U5 Sw sew jiu mu, “plate ten
flat,” = “ten plates,” and so on. This peculiarity is very like the
English colloquial descriptive enumerations,—“ five set of harness,” “
three pair of hose,” “two yoke of oxen,” “six ton of hay,” “ four gross
of matches,” and the like. These auxiliaries to the numerals are
numerous. Those inost commonly heard are the following :— (C2
Cho ;—for things with “ handles,” such as た wm guns, cannon ; also
for candles, sticks of ink, tools, and utensils. For erample :— CBP
WUT ZB huruma ni cho, “two kuruma;” ら ム そく VOT A rosoku
ttehd “ one candle,” ete. 2 §& Fuku ;—for things like “doses” of
medicine, ‘cups’’ of tea, “ smokes ” of tobacco.
 NUMERAL AUXILIARIES. 185 or example 一 くす 5 に AS
kusuri ni fuku, “ two doses of medicine; ” FAKE WOE ¢ tabako
ippulu, “a smoke ;” HP 3 AX ocha sam buku, “three times taking
tea,” etc. There is another 2, ¢ fuku, used as a numeral auxiliary for
pictures and maps. は い Hai ;—used for so many “fills” of a cup, of
a bowl, ete. For example ーー LOK いつ ぱい の AF hoppy ippri no
mizu, “a cup full of water.” Us Hiki ;—used in connection with
“animals,” a “draught ” of a net, and “ pieces” of silk, etc. For
example :— らし な ん びら usht nambiki? “how many head of
cattle?” きぬ いつ ぴら ん ippiki, “ one piece of silk.” (A. Hon ;—used
for “stick,” or ‘‘ cylinder,” like things, as masts, posts, bottles, etc. C
2, Jo j;—used for mats which cover the floors of Japanese houses,
and designate the areas of rooms. 2 y Mat ;—is applied to “ flat,”
broad things like coin, sheets of paper, plates, etc. に ん Nin ;—is
used to enumerate human beings. きつ Sutsu ;—is used for
“volumes” of books. For copies of books, the auxiliary }° bu is used.
& ¢ Soka ;—helps to count shoes, socks, sandals, etc. さき 5 So ;—
is applied to boats, ships, and to all kinds of “navigating vessels.” わ
Wa ;—is used in counting “ birds ” and “ bundles.” For example :—
つる いち わ tsuru ichi wa, “one stork ;” fA さん げ ば maki sam ba,
“ three bundles of wood.”
 183 SECTION I. ELEMENTS OF GRAMMAR. 282. There are
other numeral auxiliaries in use :—like だ い dicé for things
supported on a base ; like けん 4 hes for houses ; © 5 .tsu for
documents, letters ; つ \ & tsutsuamé for packages ; めん nver for
mirrors; ¢ み heen for sets of things like suits of clothes, and sets of
toys; すじ sujé for line-like things, such as roads, rivers; tf 27246246
for ridge-things, or houses, and many more. The auxiliaries given
above, however, will meet nearly all ordinary needs. 283. 2. Osprsar
Numerats. a. The order of things in series is shown often by the
addition of the word め me, as a suilix to the cardinal numbers. (84-)
0b. But chiefly is ordinal enumeration shown by suffixing the word
ば ん bm, or ば ん め bamme, or by prefixing the word Kw dat to
the cardinal numbers. (S4-) 284. «a. As with the cardinal numbers,
so with the ordinals, when they precede a noun, the particle の zo is
interposed between the numeral and the noun. ILLUSTRATIONS : 一
AL? め Hitotsu me, or ぃ いち ば ん Lehi ban, or “ First.” だ い wh
Daiichi. ミタ に ちや うめ に ば ん ち 。 “ Second lot, second ward,
Mita ni chd me ni banehi. Mita.” SA ば ん の ぉ しゃ Ps 5 er Sam
ban no keisha. : The third train. だ い いち の や くん o “The chief
officer.” Daiichi no yakunin. 285. b. When there is a specification in
time, place, quantity, or kind, in enumeration, the name of the thing
specified is generally interposed between the cardinal numeral! and
the word め me, to form ordinal enumeration.
 NUMERAL AND QUANTITIVE QUESTIONS. 187 Examples :
— 2 3 に ちや う め Nichd me“ second ward;” 34 ど め se do me “
the third time ;” } IZA H yonin me “ the fourth man;” 7 dw HH go
ma me “ the fifth page ; うろ つぼ ん め roppon me “the sixth
bottle,” ete. 286. 3. Quusrions conceaninc NuwBms AND Quantity. a.
When questions are asked as to the 2247774 の 6 が of persons, or
things? the interrogation いく の thutsu “how many?” is often used.
But more frequently the numeral auxiliary, representing the object of
inquiry, in connection with the adverbial いく iku “ what number?”
that is, “ how many?” is heard. Examples :— いく に ん が we nin,
also いく 725 thu tari, in asking “how many human beings?” 2g (Ru
¢ B45 fune wathu s6 “how many ships?” 2-C は いく 〈 [EA fude wa
tku hon “how many pencils?” べつ さき う は uw ¢ けん be8s0 wa
(に ken “how many country houses ?”—(“ one country house” iswo
けん thhen)., いく の CXUSF Lkutsu gozaimasu “how many “(of
anything) “ are there?”’ 287. b. Questions concerning qirentity are
asked by the adverbial \ gy tka, or どれ dore, or F(t nant, “ which ? ”
or “ what?” followed by ほど hodo, meaning “ degree of quantity.”
Also, どの くら い dono kurai, meaning “which grade?” These
phrases are each equivalent to ‘“ how much ?” 288. The
interrogative いく ら thkura “about how much ?” is used in inquiring
as to amount of price. Examples :— ゅ か ほど あり ます か “ How
much is there?” Ika hodo arimasu ka どれ は ど は い 5 ます か ee
1G 9 Dore hodo hairi masu lea, How much will it hold?
 188 SECTION II. ELEMENTS OF GRAMMAR. ED 〈 らい ie 5
ます か * How much do you want ? ” Dono kurai trimasu ka マ て そ
れは いく ら > ; “ How much does this cost.” Kore wa tkura 289.
Norse. Frequently one hears } yo as a substitute for L shi; % 3 nana
instead of し ち shicht ; and き 5 kyuinstead of ¢ ku ; spoken for the
numbers “ four,” “seven” and “nine.” This usage avoids certain
ambiguities of sound, and an unpleasant association of the numeral
phrase し に ん shinin “four persons,” with the word LIZA shinin “
dead person.”
 CHAPTER V. HONORIFIC FORMS OF SPEECH. 290. One of
the great difficulties in acquiring a proper. use of the Japanese
language, arises from the fact that the social relations of the
Japanese people have been characterized almost as much by
different forms of speech, as by legislation and customary ordinance.
Between subject and lord, servant and master, host and guest,
children and parents, women and men, words, as well as manner,
have been shaped to an exceptionally marked degree so as to show
the relations of inferior and superior, real or formal. A few remarks
about the honorific forms of Japanese speech must suffice for us in
this manual. 291. 1. A foreign student, in beginning the study of
spoken Japanese, should remember that, IN sPEAKING TO EQUALS,
or to any persons, except intimate friends or his . own servants, he
should always make use of what are called the: polite and honorific
forms of speech, especially such forms occurring among verbs. 292.
2. The student should never apply an honorific form of speech to
HIMSELF, or to HIS OWN POSSESSIONS. 293. 3. In speaking ABOUT
OTHER PEOPLE, custom varies. If the person spoken of is decidedly
superior in position to the speaker, honorific expressions are to be
adopted ; otherwise, the speaker is left largely to his own pleasure
in choosing an ordinary or an honorific word or phrase. 294. 4. The
foreign student: would do well not to try to use THE SPECIAL
FORMS OF ADDRESS WHICH MARK THE SPEECH OF SUPERIORS TO
INFERIORS. Even with his own servants he
 190 SECTION Il, ELEMENTS OF GRAMMAR. would better be
liberal in expressing himself by means of at least polite verbal forms,
that is, of those forms which are inflected with the verb > masu. Of
course, he should not use honorifics in speaking to his servants; but
polite verbal forms are in place for all relationships except those of
the family, or of the most intimate friendship. 295. 5. Nowns arr
mapE goxosrrrc by using either 4 0 or ご go as a prefix. For example
:— t 72 ¢ 0 taku “honorable house,” meaning “ your” or “his house;”
7° L } 5 % go shochi, “ honorable assent,” meaning “ your ” or “ his
assent.” The suffix さん san, or 4 & sama, exalts the name of a
person addressed,— 3% sama being more honorific than BA san.
FEA MRM AH Danna sama isa very respectful address from a servant
to a master; カン ダ さん Kanda sim, isthe equivalent for “Mr. Kanda
;” 4 ハナ さん O Hana san is “Miss Flower.” 4 ¢ Xo Okusama, is the
title given to “the lady of a house ” in polite society. The word さ see
refines such phrases as B ADL ¢ さす okinodoku sana, “Iam sorry for
you;” ど ご くらう さま * go kuré sima, “Thank you for your trouble
;” ふ PHL IER o machidd sama, “T have kept you waiting;” ど だ い
くつ さす go tatkutsu sama, “It must be tedious for you. 296. 6.
Hurnry Rsrarroxsgrps receive an honorific or humble character, not
so much by the use of prefixes and suffixes with one class of names,
as by choosing for the relationships appropriate pivrazixe names,
and by adding to them the honorifics 4. 0oand ご go, and さん san
and Ag sama. For example :— The ordinary name for mother is は \
haha “my mother,”
 HONORIFIC FORMS ‘OF SPEMCH :—NOUNS. 191 but “ your
” or “his mother ” is called BOOMS A okkasan} “my father” is 4 \
chichi, or Be Ly oyaji, “your or his father” is t } つき さ ん otottsan,
or OLA 3 go shimpu 3 “my husband ” is だ ん を danna, or Tw し ゆ
feishu, “your ” or “ her husband ” is だ ん な さき danna sama, or 7
Ty し め 2 teishu ; “my wife” is な の kanai, “your or his wife ” Su ¢
A saikun, or & ( XA okusan, or t ¢ 4B oe. ; “my son” is {p> 2
musiiko, “your son” is generally ご し を 〈 goshisoku ; “my
daughter” is {p> musiime, “ your daughter” is 155 さん 076sw “my
brother” is あ に ani (elder), or % } \ の oo (younger), “your
brother” is HIT BA Cant san, orHE VK ど otdto go ; ‘‘ my sister” is J
ga ane (elder), or ww % 5 L imédio (younger), “your sister” is 4 $
4Q BA O ane san, or t いる と Cc oimdo go. Thereis quite a long list
of these relationship names. 297. 7. Durrereyt verss are used by the
Japanese to HONOR, or tO HUMBLE, THE SAME actions. A speaker
almost always humbles his own acts, and dignifies the same acts
when performed by another. Sometimes, a speaker will use the
ordinary form of a verb in speaking of the actions of servants, and
their like ; sometimes, but not often, he will apply to a servant’s
actions the humble verb forms. For example ーー : The verb い {
tewis the ordinary expression for the “act of going.” But if I tell an
acquaintance that “Iam going,’ I should humble myself, and‘honor
him, by saying ¢ a4 mairu. Should I request him to go, I should
honor him by. using some form of いら つ し やる irassharu.
Ordinarily, “Tsay,” is の た tu. To another I should in politeness,
express the same act by #5 し あげ る moshi ageru. I should
request: another to ‘‘ say,’ by using some form of
 192 SECTION II. ELEMENIS OF GRAMMAR: BOLLS ossharu.
“Isee,” is みる miru. To another, I, asking permission to look, should
uee は いけ ん する haiken suru ; requesting him to look I should
use some form of CHA な さる goran nasaru. 4% Yaru is “to offer,”
or “ give.” “TI give to another,” using the verb あげ る ageru ; “Task
another to give,” with some form of くだ さる kudasaru, or ¢ VS
kureru. YHA Morau is “ to receive; ” but “I receive from another,”
using some form of いだく tadaku. あべ る Taberu is “I eat ;” but I
request another to eat, with めし あ が る meshi agaru. 298. Norse.
The sorgsrrAr rorms of ordinary verbs are in a measure honorific :
and in common polite intercourse they are often heard, especially
when persons'are spoken of. 299. 8. From what has just been said, it
is evident that FORMS FOR ADDRESS TO OTHERS BECOME OF
SPECIAL IMPORTance. In this act the imperative mode would
naturally be used, but the Japanese use the common imperative
mode comparatively seldom. In honorific speech an honorific
imperative is usually accepted. But various substitute imperatives are
as a rule heard in ordinary intercourse. The verbs 7 3X Z nasaru “
please do,” or “deign,’ and ¢ 77X43 kudasaru “ condescend,” are
constantly in demand to transform common verbs into polite
imperative phrase. (198), For example :— The common verb 7YF%-
F naosu “mend,” if used ina request would not be 7¢|% + naose /
“mend!”, but probably would be FELT 《 く だ さい naoshite kudasai
“ mending condescend,” = “ Please mend this!” or it would be yy
RIEL な さい 放せ oO naoshi nasai mase “honorably mend deign,”
=“ Please mend this!” So, みせ て くだ さい misete kudasai, or t み
せ な さい o mise nasai, not みせ mise! would stand for “ Please
show me.” Seldom would one say
 HONORIFIC FORMS OF SPEECH :—VERBS. 193 2 mate!
“Wait!” except perhaps to a coolie ; he would get around the blunt
word with 4 dh AZ Aw o machi nasa “ Please wait!” Less often would
he say と こい koi! **Come.” Hardly would he say this at the
present day, even to acoolie. The least polite phrase one would
commonly use for “Come!” would be 23 いで 0 ide, the honorrific o
with “Come!” To equals he would say, uC な さい o ide nasat! But to
unfamiliar friends, to guests, and to superiors he would at least say
いら の つ し や い irasshat 7 the honorific imperative, requesting
one to come. 300. As a general rule, there need be no hesitation on
the part of the student in using polite and honorific forms of speech,
when holding social intercourse with the Japanese people of all
classes. Politeness, in word and in act, is part of the general popular
culture in Japan. The extravagant dignity and humiliation expressed
in word, and by ceremonial act, in formal, and even in ordinary,
social relations are, at the present day at least, but the pleasant
forms with which Japanese society is graced. ーーー テ すそ ャ ーー
ー
SECTION THIRD. PRACTICE IN THE COLLOQUIAL.
 He that travelleth into a country before he hath some
entrance into the language, goeth to schonl, and not to trave!.
Francis Bacon. wl child does not waste his mental activity on vain
theories ; he goes straight to the phraseology; he listens and
understands, he imitates and speaks. He owes his progress to
example not to ptecept ; to practice, not to theory. Lt is under the
impulse of these instincts that we acquire the language of our
parents. The same process appied to any other language must
produce the same result ; and success will be the more certain, as
we follow more closely in the steps of nature. Impression of
language which is effected through hearing and reading, must
therefore precede EXPRESSION, which is effected by speaking and
writing. C. Marcen.
 CHAPTER I. ON METHOD IN ACQUIRING JAPANESE. 30!.
The best method by which to learn Japanese is this :—-let the
student go to Japan ; enter, there, an intelligent and sociable
Japanese household, and become, in language at least, like a child.
Asan interested member of the family, sharing with it the home life
and its relations with society also, he would be master of a goodly
domain of the desired speech before a year would pass. But among
the many who may wish to know Japanese, those who can take this
best way are exceedingly few : so few are they that nothing further
need be said here about this method: nothing except this,—that itis
the natural way. for a real, practical acquirement of the language ;
and that, in any method adopted for learning Japanese, it should, as
far as possible, be followed. 302. The best substitute for this best
method is life in Japan, in intimate contact with the Japanese
people, under the faithful guidance of a competent native teacher.
The student adopting this method would thereby be subjected to
often repeated impressions of the true sounds of words and the
rhythm and cadence characteristic of the native tongue. If attentive
and inyuisitive, his vocabulary would enlarge daily ; and, by bold
attempts in reading and in conversation under his teacher’s
correction, he would make steady progress in fluent and idiomatic
expression of what he might wish to say. Such student could hope to
have the language under easy command, within a comparatively
short time. But even this way is fully opened to comparatively few.
303. Most learners of Japanese,—even most students
 198 SECTION III PRACTICE IN THE COLLOQUIAL. resident
in Japan,—do not have the advantages of intimate intercourse with
the Japanese people, and, except rarely, do not find satisfying native
instructors. For this large majority, the method for acquiring the
language most available is, therefore, whatever intercourse with
Japanese speaking people and teachers may be secured, and,
beyond that, whatever may be wrought out through books, that will
most nearly make good the want of intimate intercourse with native
household, people and teacher. 304. This Manual embodies an
attempt,—at least so far as the beginnings of acquiring Japanese are
concerned,— to do what may be done by a book to supply to those
who seek a practical knowledge of the language, the aid which
would be found in the method of nature. In the preparation of the
book it has been assumed that the student who can make proper
use of the lessons is intellectually mature. However childish much of
the work he is asked to do.may be, he is not to be instructed here as
one would instruct a child. Ina purely natural method imitation and
memory are the most powerful agencies in operation. Here these
agencies are to a great degree to be supplemented by reflection and
the judgment. 305. In the First Section of the manual an attempt
has been made to set forth by means of comparisons drawn from
the student’s own language, sound by sound, the tones and the
tone-combinations common to Japanese speech. At the same time
the signs by which the Japanese express in writing the sounds of
their language were represented. It is supposed now that the
student has learned how to write and to read both forms of the
Aans.; and that, so far as the sounds of English can teach him, he is
able to pronounce, and he knows how to write, Japanese words.
306. In the Second Section a systematized, though
 ON METHOD IN LEARNING JAPANESE. 199 brief, summary,
copiously illustrated, of the distinctive usages regulating Japanese
speech was given.. It is not supposed as yet that the student has
mastered this summary ; but it is expected that in general.he has
beeome so well acquainted with the summary that he can use it
intelligently in his study of the remaining, and most important, part
of the ‘book. 307. With this preparation we now propose to open the
way for the student to become familiar with a large measure of the
Japanese language as it is really current in polite social intercourse.
The Conversations which make up this Third: Section are to be
regarded as being among the best substitutes, 一 as far as a book
can furnish a substitute,—for the companionship of living beings.
They are attempts at faithful reproductions of the intercourse of
persons imagined to be members of the middle and refined social
circles of Japan. They embody just such language as would most
become the intercourse of a cultured foreigner with the Japanese
people. 308. Through a proper use of these Conversations the
student may hope to go a good way towards his goal. As much as
possible let him forget that the Conversations are part of a book. Let
him look upon them as reports from life. Let him think of ‘Mr.
Robinson” and “ Mr. Mikata ” as friends with whom he may associate
daily,—to whom he can listen until their words are common place
and are fixed in memory. He will find at length that these talks cover
a large part of ordinary, every-day experience, and that familiarity
with them has introduced him into a wide knowledge of, and given
him considerable use of, the language he is seeking to master. 309.
In order to secure best the result aimed at in the Conversations, it
will be necessary for the student, as soon as possible, to understand
them just as their speakers
 200 SECTION III. PRACTICE IN THE COLLOQUIAL.
understand them. The English sentences standing opposite them are
not their literal translations. Literally, it is not possible to carry over a
Japanese sentence into English, or into any other Western language,
and along with such translation to convey the true Japanese
meaning. Translation from Japanese into English is a very different
thing from the turning of,—let us say,—German into English. The
English sentences here given are to be considered almost wholly as
but the equivalents in usage and in meaning, of the Japanese
sentences with which they are associated. To illustrate :—take the
first phrase of the Conversations,—Mr. Robinson’s greeting to his
friend ;—‘‘ O hayd goznmasu!” In literal translation, Mr. Robinson in
this phrase declares, with an honorific prefix, that, “ Early is,” or
rather, “It is early.” In such literal translation these words are to an
English speaking person only a common-place assertion about the
time of day. But toa Japanese the assertion is a friendly morning
greeting. Its real equivalent in English is “Good Morning!” a phrase
which in turn is to a Japanese, in literal translation, no greeting at
all, but only an awkward declaration about the quality of the
morning. A German and an Englishman meeting early in the day
might say the words “ Guten Morgen!” and “Good Morning!” to each
other, each using a literal translation of the other’s words and each
conveying to the other exactly the same meaning. But My. Robinson
may not translate his English greeting to his friend ; he must use its
Japanese equivalent. Still farther removed from use in literal
translation is Mr. Mikata’s answer to his friend Robinson’s apologetic
inquiry, “Dol interrupt you?” His reply is 一 7 Sihosht mo !,’ literally
‘ut diftle even!” Literally, to Mr. Robinson this answer is nonsense,
but Mr. Mikata means to say, and Mr.
 ON METHOD IN LEARNING JAPANESE, 201 Robinson so
understands him, exactly what an Englishman would intend to say in
the words, “ Not at all! 7 ‘“ Not in the least!” or in any other
complimentary phrase, waiving the apology. 310. So then, in a study
of these Conversations, indeed in the learning of all Japanese
phrasing, the student should first seek to understand the Japanese
sentences as their speakers understand them. In all languages,
words necessarily are used,—sometimes many, sometimes few,—
which are only different signs for the same things. Sepavate words
are almost always translateable. But very often a Japanese speaker,
as we have just seen, uses even translateable words, applying them
to relations designated by an Englishman through entirely different
words. Much more often, phrases in Japanese and in English, having
the same intentions, differ from one another in terms and in
composition. Yet further, there is never any real likeness in
construction and in verbal content between extended sentences of
the two languages. The Japanese language must, in fact, be studied
as a development of speech almost wholly independent of any
tongue of the West. The most that the English language can do
towards helping a student towards a knowledge of Japanese arises
from the fact that English like Japanese is a human language.
Oonsequently, to an English vocabulary almost throughout, Japanese
words denoting the same ideas and things may be attached ;
further, the laws of universal grammar, the distinctions of parts of
speech, and their fundamental modes of relationship, may be
illustrated for Japanese speech through their manifestation in English
; and, as is done in these Conversations, English equivalents for
what is expressed in Japanese sentences may be constructed,
thereby making the Japanese forms of expression somewhat the
more easy of comprehension and of appropriation.
 202 SECTION III. PRACTICE IN THE COLLOQUIAL. But,
beyond these limits, the student must depend for his progress in the
language almost wholly upon the help he can find in the language
itself. In this connection some counsel given by Prof. Chamberlain in
his “ Handbook ” is worth remembering. He writes ;— “The student
should endeavour to place himself from the outset at the Japanese
point of view. This he can do only by dint of much learning by heart.
—The necessity for memorising can not be too strongly insisted
upon. It is the sole means of escape from the pernicious habit of
thinking in English, translating every sentence literally from a
whispered English original, and therefore beginning and ending by
speaking English Japanese instead of Japanese Japanese. It is not
only that the words and idioms of Japanese: differ from our English
words and idioms, but that the same set of circumstances does not
always draw from Japanese speakers remarks similar to those which
it would draw from European speakers.” 31l. Let the student then, as
far as possible, familiarize himself through both eve and ear with the
Japanese text of this section, informing the text with the meanings
embodied in the English with which it is associated, but aiming to
make the text his own so completely that he might as readily use its
forms in addressing a Japanese, as he would use the English forms
in addressing an English speaker, when he had the thought common
to both texts in mind. This task may seem very tedious in prospect
and to promise but little in achievement, but really, in time, its
slowness will result in the best possible speed attainable when the
purely natural method is not available. 312. In carrying on the work
of comprehending and appropriating these Conversations the
student will find the section on the “ Elements of Grammar”
especially helpful.
 ON METHOD IN LEARNING JaPANisE, 203 Grammar, is not
corréctly apprehended when it is looked upon as the art of speaking
and writing a language. Grammar, imparts no power of speech to
him who had not already the materials and ability for expression. It
is specifically but a record and generalization of the usages which
prevail in the speech and writing of those who are considered good
writersand speakers. It is asystematized presentation and
explanation of standard linguistic forms. 313. As such
systematization of linguistic forms and usages, however, the
Elements of Grammar here presented will be found to have a large
value for the student. Constant reference to it will make clear why
the Japanese give the distinctive forms to the expression of their
thought, shown in the Conversations, and, in general, will explain
unique linguistic usages which to the Western understanding must
otherwise remain obscure. 314. But beyond this service, a thorough
study of tLe Conversations in intimate association with the Elements
of Grammar will do much to hasten the progress of the student
toward the culminating gain which every one must make in order
actually to acquire a language,— namely independence of a literal
repetition of the forms set for him in the models he studies, and
power to express his own thought in phrases characteristically his
own. 315. The real acquirement of a language means in the end,
freedom from a literal imitation of models, and an ability of one’s self
to originate speech. The best aid given by this manual, or by any
other help to the learning of a language, is, at last therefore, just
how much it may hasten such independence and self reliance.
Indeed, all books, teachers, companions, even the largest and most
intimate fellowship with others, are to be regarded in the main as
only guides and helpers towards the time when the student,
emancipated from his pupilage, shall
 204 SECTION TII. PRACTICE IN THE COLLOQUIAL, be able
to go forward dependent upon his own strength and inventiveness.
The natural and accomplished speaker is he who has gained so large
a mastery of the teachings of others, that they all serve him in the
development of a language which is characteristically his own. So far
as this manual is concerned, therefore, the aim in its preparation will
have been reached, when it shall have become to those who may
use it, no longer a collection of models to be exactly copied, but
chiefly a store of words and of sentences, and of laws of speech,
from which the users shall take what they will, combining the words
and phrases into new relationships, creating new sentences and
distinctive modes of expression, 一 in a word, making the book
secondary to self-direction in linguistic progress. 316. There is no
more a royal road into the learning of Japanese than into any other
learning. He who seeks such path would better never begin the
search. But among the ways over which one may enter this domain,
some are less difficult to traverse than others. The way which we
have here attempted to open ;—the way of long enduring
submission to often recurring impressions of sounds and signs of
speech; of continuously repeated contact with syllables, words,
phrases, sentences and paragraphs, read, memorized, and imitated
until the mind has become thoroughly familiar with them as speech
or writing ; of study of numerous conversations from real life,
illustrated and explained by the general usages of Japanese speech
and by their equivalents rendered in the student’s own language ;
this way though seemingly very slow and, it may be, difficult, we
nevertheless believe to be comparatively the easy way, and the way
really the most rapid in advancement towards the longed-for goal,—
a practical niastery of Japanese speech.
 CHAPTER II. THE I-RO-HA. 317. At the close of the First
Section of this book the student was recommended to make himself
familiar with the Xatakana writing of forty-eight proverbs, and then
to transcribe the proverbs with the Hiragana syllabics. The
transcription was proceeded with there only in part. The complete
transcription was left for the opening of the present section, that it
might serve to illustrate the arrangement of the Hiragana syllabies in
the order by which the Japanese ordinarily know them. 318. The
arrangement of the syllabary with which the student has become
familiar is called the “ Go-ju-on,” or “ Fifty Sounds.” (pages 24 and
82). There are in fact but forty-seven basal sounds in the syllabary ;
the syllabics 4 , y and = being repeated inthe “Y” and “ W series,”
chiefly for the sake of a symmetrical filling out of the table ; and the
syllabic ending ン being in fact but a variation of 2. The Go-ju-on is
easily memorized ; the five pure vowel sounds (t, 4, Ut, €, の
constituting a series of sounds to which the nine consonants だ 。 8,
t, 21, h, 72, Y, 7 and w, with the five consonantal softenings g, る 。
d, b and p, are prefixed, as,— ka, ki, ku, ke, ko, JA, Ji, Ju, ge, go,
etc. This arrangement, as we have seen, is very helpful to | the
student, especially in the study of verbal inflection and of the
phonetic changes in words. 319. But, symmetrical, simple and
helpful as the Goju-on order of the syllabary is, it isnot the order
most widely known, and generally in use, among the Japanese
 206 SECTION III. PRACTICE IN THE COLLOQUIAL. people.
The Go-ju-on and the Aatakana are usually put together. Yet this
combination, though effecting the simplest and easiest treatment of
the group of sounds by which the Japanese language is expressed
is, as said, less known and less in popular favor than the Hiragana,
and the syllabic order devised for the latter. 320. The customary
arrangement of the Hiragana is known as the I-1'0-lat, a name
formed from the first three syllabics of the series, just as the name
 THE J-RO-HA, 207 32{. But whatever may true of the origin
of the Hiragana and its I-ro-ha form and meaning, and whatever
may be the real reason for its favored place in popular usage, the
student who wishes to know the Japanese language as the Japanese
write it; to consult native Aana lexicons; to understand catalogues,
read newspapers or any unmodernized literature, must memorize I-
70-h« as he once committed his own A-B-C, to memory, and must
read and write the Hiragana as he once conquered the letters of
English script. 322. In recognition of the prominent place occupied
by the I-70-ha in the literary expression of Japanese, we selected
the forty-eight proverbs (which the student is now transcribing from
Katakana into Hiragana,) so-that the initial syllabic of each proverb
should be one of the fortyseven basal sounds of the Japanese
language, adding one proverb more containing the terminal sound y.
These proverbs, as first written in Kalakana, (91), were arranged
and numbered so as to illustrate the syllabary in its I-re-ha form.
The forty-eight Conversations which occupy the present section as
“Practice in the Colloquial,” have received as “‘ texts ” or ‘‘ motives,”
these illustrative proverbs, in their Z-70-)t order of succession. 323.
The student is recommended to complete now the transcription of
the Illustrative Proverbs. As a preparation for that work the Hiragana
syllabary is repeated here, but we give the Hiragana in its usual
order as I-10la, and incorporate in the table some of the less used
characters, which still appear in manuscript, and sometimes find way
even into print. With the full transcription of the proverbs we have
associated literal translations and their equivalent renderings in
English. We recommend to the student, before he proceeds with the
Conversations, a thorough study of these wise sayings, in their
Japanese forms
 SECTION III. PRACTICE IN THE COLLOQUIAL: 208 WAG on
7 wi を YN そ Nf jas, の exo WEL re Pec¢i 中 oS て my A YL を oe va
VAN ん “Be 2M Zk Ms KZ F oM と oy AC on ぐ mM ft rmO - と を ??
|W と 令 み 列 定 321 は の 包 有 下 を wa or 1 aH N on ‘ft IN = YH
ヽ Z oy al rb ‘aSULA SIHSIVG OO ‘AUVAVTIIAS VH-OWL “PE
 209 THE SYLLABARY IN VERSE. Y NRE Re 9 " v N ス ag ¥
a8. 4c oW mA | amg = UL C4 &G@ HHA BARES ¥ mg ™ 2 | aw x nA
で me -| vs を Ves > BY AB BWR LY Ff TL | @aw | ey ce at L | ay を
a ely al)>|* WRECK GE S YU た wa た an & o £ ON umrts | a &
 210 SECTION II. PRACTICE IN THE COLLOQUIAL. 325,
ILLUSTRATIVE PROVERBS IN HIRAGANA. 1 いち を きい て UL を し
る o One (3%) hearing ten (2%) knows. Hearing one thing, he
knows ten. 2 ろ ん に まけ て も り に か つ o Argument in losing
even principle in wins. Though beaten in argument, victorious in
principle. 3 代り の あ を Pb て ん を DCO Needle of hole from
heaven (3%) peeps at. Peeps at the sky through a needle’s eye. 4 に
ん げん わ づ か CUA ね ん o Man short space fifty years. Man’s life
is but fifty years. 5 ほ ま れ あら ん より そし り なかれ o Praise
shall be — than defame be not. No-blame is better than praise. -6 。
へ を た の ZB だ ん ぎ o Unskillful of long sermons. An awkward
priest for long sermons. だ ん て か IAS な つの わし 。 Flying fire
into enters summer of insect, Summer insects fly into the fire. $ ち
り つも ふり て や ま と な る o Dust heaping mountain that
becomes. Piled up dust becomes a mountain.
 10. 11. 12. 13. 14. 15. 16. 17. ILLUSTRATIVE PROVERBS.
211 り か に か ん ぞ おり を た ヾ さ ず o Plum-tree under cap (8,)
not adjust. Adjust not your cap under a plum tree. ぬ す びと を み
て な わ を な 2 うっ o Thief (2%) seeing, rope (s.,) twist. He makes
a rope, having seen the thief. る いら ん より % あや う し o Piled
eggs than even pertlous. More hazardous even than a pile of eggs.
を か ぬ め は ち Mo Land eyes eight checker-board squares. A
bystander sees eight moves in the game. わざ わ ひ も さい は ひ
の は し と な る o Adversity also prosperity の bridge that becomes.
Even adversity becomes a bridge to prosperity. か し ら か くし て
を を か くさ きず o Head hiding tail (Se,) not hiding. Though the
head be hidden the tail is seen. よめ が し 2 と め に を る o Bride
(Rien) mother-in-law to becomes. A: bride becomes a mother-in-law.
た ま み が か ざれ ば ひか り を し o Jewel af not polished shines
not. A jewel unpolished will not glitter. れい すぐ で れ ば し つれ い
と な る o Politeness if exceed rudeness that becomes. Too much
politeness becomes rudeness.
 212 18. 19. 20. 22. 24. 25. SECTTON Il. PRACTICE IN THE
COLLOQUIAL. て て FO に 9 の を や る 2。 Sleeve transferring in
thing (3%) gives. Gives, by passing it through the sleeve. の の と
が ほす る と て 2 し を と ろ す o Florn (部) mending that saying
om (3°. Intending to mend the horn, he kills the ox. ね ずみ と る
ね と は つめ を か くす o Rat catching cat as for claws (3e,) hides.
The rat catching cat hides her claws. なき づ ちら を は ち が さす
o Weeping face (3%,) bee (20m) stings. Bees sting a weeping face.
ら つ くわ 2k に か へ ちず o Fallen flower branch to not returning.
A fallen flower returns not to its branch. むり が と ほれ ば 5D ひつ
と も o Unreason (29nr) の pass by reason draws back. Reason
shrinks back when passion goes by. 5b) の た ね に を な す び が
は kA Mo Melon of seed in egg-plant as for not produces. An egg
plant does not grow from a melon seed. AE の みか の か は ず だ
いか い を Well の middle of frog great sea (ace. Lb So knows not.
The frog in a well does not know the ocean.
 26. 27. 28. 29. 30. 31. 82. 33. ILLUSTRATIVE PROVERBS.
213 の ど - も ふと 。 すぐ れ ば あつ さ Throat-base' having
passed hotness (ees) わす る o Sorget. If a thing be swallowed its
heat'is forgotten. の ね ん ぶつ o Demon of prayer. A devil’s prayer.
come ue くち に と は た て bNMo Mouth to door asfor setup
CG7070706. . A door cannot be made for a man’s mouth. や すもも
の か ひ の ぜ に うし な ひっ Cheap thing buyer の money losing.
He who buys cheap loses his money. ま が ら ね ば よ に た ヽ \ れ
ず o Not bending if world in keep up cannot. No keeping up in the
world without bending. を ふい て ED を も と お わ o Hair. (3%)
blowing wound (sf,) obtains. He blows away the hair, only to find a
wound. ふる き を 、 た づ ね て あたら し き を (i) studying new
(Fign) し る o knows. New things are learned by studying the old. と
と ば あほ けれ ば し を すく な し o Words abundant Uf materials i
Many words, small matter.