ipped schoolroom, it
was heated with a foreign stove, had glass cases for their embroidery
and drawing materials, and a good American organ to direct them in
singing, dancing and calisthenics.

I arrived at recess. The Princess took me into the teacher's den, which
was cut off from the main room by a beautifully carved screen. Here I
was introduced to the Japanese lady teacher and served with tea. She
spoke no English and but little Chinese, and the embarrassment of our
effort to converse was only relieved by the ringing of the bell for
school. The pupils, consisting of the secondary wives and daughters of
the Prince, his son's wife, and the wives and daughters of his dead
brother who make their home with him, entered in an orderly way and
took their seats. When the teacher came into the room the ladies all
arose and remained standing until she took her place before her desk
and made a low bow to which they all responded in unison. This is the
custom in all of the schools I have visited. Even where the
superintendent is Chinese, the pupils stand and make a low Japanese bow
at the beginning and close of each recitation.

"How long has the school been in session?" I asked the Princess.

"Three and a half months," she replied.

"And they have done all this embroidery and painting in that time?"

"They have, and in addition have pursued their Western studies," she
explained.

In arithmetic the teacher placed the examples on the board, the pupils
worked them on their slates, after which each was called upon for an
explanation, which she gave in Japanese. While this class was reciting
the Prince came in and asked if we might not have calisthenics,
evidently thinking that I would enjoy the drill more than the
mathematics. It was interesting to see those Manchu ladies stand and go
through a thorough physical drill to the tune of a lively march on a
foreign organ. The Japanese are masters in matters of physical drill,
and in the schools I have visited I have been pleased at the quiet
dignity, and the reserve force and sweetness of their Japanese
teachers. The precision and unanimity with which orders were executed
both surprised and delighted me. Everything about these schools was
good except the singing, which was excruciatingly poor. The Chinese
have naturally clear, sweet voices, with a tendency to a minor tone,
which, with proper training, admit of fair development. But the
Japanese teacher dragged and sang in a nasal