consonants, and the construction is very simple. Children who learn the soft, musical Malay first have difficulty with the harsh Dutch sounds, while the Dutch who learn Malay after their youth never pronounce it as well or as easily as they pronounce French. The few Javanese, even those of highest rank, who acquired the Dutch language and attempted to use it in conversation with officials, used to be bruskly answered in Malay, an implication that the superior language was reserved for Europeans only. This helped the conquerors to keep the distinctions sharply drawn between them and their subject people, and while they could always understand what the natives were saying, the Dutch were free to talk together without reserve in the presence of servants or princes. Dutch is now taught in the schools for natives maintained by the colonial government, 201 primary schools having been opened in 1887, with an attendance of 39,707 pupils. The higher schools at Batavia have been opened to the sons of native officials and such rich Javanese as can afford them, and conservatives lament the "spoiling" of the natives with all that the government now does for them. They complain that the Javanese are becoming too "independent" since schoolmasters, independent planters, and tourists came, just as the old-style foreign residents of India, the Straits, China, and Japan bemoan the progressive tendencies and upheavals of this era of Asiatic awakening and enlightenment; and tourist travel is always harped upon as the most offending and corrupting cause of the changes in the native spirit.
Once above the general level of low-lying rice-lands, cacao-plantations succeeded one another for miles
