the teacher chosen for me by my broad-minded though conservative father.
My studies were from books intended only for boys, as it was very unusual for a girl to study Chinese classics. My first lessons were from the “Four Books of Confucius.” These are: Daigaku—“Great Learning,” which teaches that the wise use of knowledge leads to virtue; Chuyo—“The Unchanging Centre,” which treats of the unalterableness of universal law; Rongo and Moshi—which consist of the autobiography, anecdotes, and sayings of Confucius, gathered by his disciples.
I was only six years old, and of course I got not one idea from this heavy reading. My mind was filled with many words in which were hidden grand thoughts, but they meant nothing to me then. Sometimes I would feel curious about a half-caught idea and ask my teacher the meaning. His reply invariably was:
“Meditation will untangle thoughts from words,” or “A hundred times reading reveals the meaning.” Once he said to me, “You are too young to comprehend the profoundly deep books of Confucius.”
This was undoubtedly true, but I loved my lessons. There was a certain rhythmic cadence in the meaningless words that was like music, and I learned readily page after page, until I knew perfectly all the important passages of the four books and could recite them as a child rattles off the senseless jingle of a counting-out game. Yet those busy hours were not wasted. In the years since, the splendid thoughts of the grand old philosopher have gradually dawned upon me; and sometimes when a well-remembered passage has drifted into my mind, the meaning has come flashing like a sudden ray of sunshine.
My priest-teacher taught these books with the same reverence that he taught his religion—that is, with all thought of worldly comfort put away. During my lesson
