Chapter 5

All at once Taro's soldiers began to run. The other soldiers ran, too. They ran straight toward each other and tried to get each others' flags.

Take saw Taro wave his sword. "On, soldiers, on!" he shouted.

Then there was a great mix-up of boys and flags. It seemed like a bundle of waving arms and legs and banners. Every boy was shouting at the top of his voice.

Take climbed right on top of the gate-post, she was so excited. She stood up on it and waved her arms!

"Look at that child," cried the Mother. "She'll fall."

Take was dancing for joy.

"There they come! There they come!" she cried.

Her Father reached up and held her still. "Be quiet, grasshopper," he said.

"But Taro is coming! They beat, they beat!" cried Take.

Taro and his army were coming up the street on the run. Nearly every little boy had two flags! The other army was running away as fast as it could go. They had only two banners left.

"Beat the drum!" shouted Taro. The drummer boy began, "rat-a-tat-tat," and the whole victorious army marched down the street and right into Taro's garden!

As he passed his Father and Mother and Grannie and Bot'Chan, Taro saluted. His Father saluted Taro, and every one of the family--Grannie and all--cried "Banzai! Banzai!" That means the same as hurrah!

Then Take tumbled off the gate-post and raced up to the porch after the soldier. At the porch, the soldiers broke ranks.

The General's Mother ran into the house and brought out sweet rice-cakes and sugared beans. She fed the entire army. There were six boys in it.

"Fighting makes a soldier very hungry," Taro said.

Then his Mother went into the house and brought out more cakes and more beans.

The boys ate them all.

The army stayed at Taro's house and played with his soldiers and drilled on his porch until lunch-time, when they all went to their own homes.

After luncheon Taro played with his tops. He had two beautiful ones. One was a singing top.

He was spinning the singing top when all of a sudden there was a great noise in the street. He ran to see what was the matter.

There, almost right in front of his own house, was a real show! There was a man and a little boy and a monkey! The monkey had on a kimono. The monkey and the little boy did tricks together. Then the man and the boy did tricks. The man balanced a ladder on his shoulder. The little boy climbed right up the ladder and hung from the top of it by his toes.

Every boy in the street came running to see them. Take came, too. The little boy, hanging from the top of the ladder, opened a fan and fanned himself! Then he climbed to his feet again and stood on one foot on the top of the ladder. Then he made a bow!

Taro and Take almost stopped breathing, they were so afraid the little boy would fall.

The little boy threw his fan to the monkey. The monkey caught it and fanned himself, while the little boy came down the ladder to the ground, all safe and sound.

The Twins' Mother came out, too. She saw the little boy. She felt sorry for him. She felt sorry for the monkey, too. "Come in and have some rice-cakes," she said.

The man, the boy, and the monkey all came into the garden of the little house. All the other children came, too.

The Mother brought out cakes and tea. Everybody had some. The man and the boy thanked her. They made the monkey thank her, too. He got down on his knees and bowed clear to the ground.

When they had eaten the cakes and drank the tea, the man and the boy said, "Sayonara, Sayonara." The monkey jumped on the man's shoulder, and away they went down the street, with all the boys following after.

Taro and Take did not go with them, because their Mother said, "It is almost time for supper." They watched the others from their gate. Then they came back and sat down on the top step of the porch.

"I think you've had just as good a time on your birthday as I had on mine," Take said.

"Better," said Taro.

"Taro, we are getting very old, aren't we?" Take went on.

"Yes," said Taro, "we are six now."

"What are you going to be when you are seven or eight years old and grown up?" asked Take.

"Well," said Taro, "I'm not sure, but I think I shall be either a general or a juggler," Taro said. "What are you going to be?"

"There's only one thing I can grow to be," said Take. "If I am very, very good, maybe I'll grow to be a mother-in-law sometime."

Just then they heard their Mother's voice calling them to supper. It was very late for supper--it was really almost night.

The shadows in the little garden were growing long. The birds were chirping sleepily to each other in the wistaria vine. The iris flowers were nodding their purple heads to the little goldfish in the pond. Everything was quiet and still.

The Twins stopped to look at the little garden before they went in to their supper.

"Good night, pretty world," they said, and waved their hands.

THE END

SUGGESTIONS TO TEACHERS

"The Japanese Twins" is a story which gives a correct picture of the best phase of Japanese home life.

Like its predecessor "The Dutch Twins," the aim of this reader is to foster a just and discriminating respect for a foreign nation in whose history America has a keen interest.

Though the representatives of the Japanese race do not form an integral part of our national life, as those of the Dutch and many other nations do, yet the sympathy between the two countries is strong, and there is much to be gained by a knowledge of their manners, customs, and social ideals.

To make the reading of this story most valuable as a school exercise, it is suggested that children be allowed at the outset to turn the pages of the book in order to get glimpses of "Taro" and "Take" in the various scenes in which they are portrayed in the illustrations, thus arousing their interest. On a globe, or a map of the world, point out Japan, and tell the children something about the unique character of the country. The teacher will thus find no difficulty in relating this supplementary reading material to the work in geography, and the art teacher may find in it an opening for further illustration of Japanese ideas of art and architecture.

The text is so simply written that any third or fourth grade child can read it without much preparation. In the third grade it may be well to have the children read it first in the study period in order to work out the pronunciation of the more difficult words. In the fourth grade the children can usually read it at sight, without the preparatory study. The story appeals particularly to the dramatic tendencies in children, and this can be made an opportunity for lessons in courtesy in which social virtue the Japanese so excel. The use of the material for language and constructive work is also immediately apparent.

In connection with the reading of the book, have children read selections from their readers and other books about Japan and its people. Lafcadio Hearn's story "The Burning of the Rice Fields" (in the Riverside Third Reader) is an illustration of this kind of collateral reading. Let children also bring to class postcards and other pictures illustrating scenes in Japan.

The unique illustrations in the book should be much used, both in the reading of the story and in other ways. Children will enjoy sketching some of them; their simple treatment makes them especially useful for this purpose. Children will enjoy, also, making jinrikishas, fans, parasols, sand gardens, and sand pictures (where possible) and in painting the Japanese flags.

The book is printed on paper which will take water color well, and where books are individually owned some of the sketches could be used for coloring in flat washes. They also afford suggestions for action sketching by the children.

An excellent oral language exercise would be for the children, after they have read the story, to take turns telling the story from the illustrations; and a good composition exercise would be for each child to select the illustration that he would like to write upon, make a sketch of it, and write the story in his own words.

These are only a few of the many ways that will occur to resourceful teachers for making the book a valuable as well as an enjoyable exercise in reading.