Thursday, January 6, 2011

Error Questions

Type 1: Verb + Noun

1. Can you…..an eye on my car while I go in the shop? Keep
2. If we…..a mistake in the exam can we cross it out. Make
3. Whose turns is it to …the housework? Do
4. I’m going to…. a chance and ask her if she wants to go out somewhere. Take
5. I’ve tried telling him that I don’t want to see him again but he doesn’t seem to be…the message. Getting.
6. The mountaineers…. the summit on the fourth day of their ascent. Reached
7. I don’t know what’s wrong with me lately. I keep…. my temper with everyone. Losing
8. You should try to….more attention in class. Pay
9. Can I….an appointment to see the doctor today?
a. make
b. accept
c. invite
10. They’ve….all of their friends to the wedding.
a. refused
b. made
c. invited
11. Have you….any arrangements for the weekend?
a. Booked
b. Made
c. accepted
12. I’ve… a table for us at a Vietnamese restaurant.
a. Booked
b. Refused
c. made
13. My boss wasn’t happy when I refused her…to dinner.
a. Booking
b. Invitation
c. arrangements
14. Carlos has made….to go to Thailand with his girlfriend.
a. Invitations
b. Appointments
c. Plans
15. She’s good at writing stories for children and is always keen to…up new plots.
a. Do
b. Get
c. Make
d. Take

16. The son assured their father that they would work hard to…out the treasure.
a. Find
b. Sort
c. Seek
d. Try

17. I ….a lot of presents for my birthday.
a. Got
b. Became
c. Become
d. have



Type 2: Verb + Adverb
1. It’s going to be impossible to get this finish in time.
a. Highly
b. Deeply
c. Virtually
d. Severely

2. She was temped to resign immediately.
a. Sorely
b. Fatally
c. Perfectly
d. Highly

3. Your car needs servicing. It sounds terrible
a. Severely
b. Desperately
c. Sorely
d. Deeply

4. I remember asking you to post that letter.
a. Eagerly
b. Perfectly
c. Distinctly
d. Virtually

5. He regrets sending you that mail.
a. Fatally
b. Bitterly
c. Distinctly
d. Severely

6. We await your replay and hope that your response will be positive.
a. Deeply
b. Desperately
c. Eagerly
d. Distinctly

7. I don’t know why you could not follow his directions. They were clear.
a. Highly
b. Deeply
c. Virtually
d. Perfectly

8. He was very sorry about being late and apologized .
a. Interminably
b. Deeply
c. Profusely
d. eagerly
Type 3: Noun + Verb
1. Bikin sendiri
Type 4: Adjective + Noun
1. Don’t talk to him about politics because it’s like a rag to a bull.
a. Blue
b. White
c. Red
d. black
2. she lost the company a lot of many last week and as a result has got a mark against her name.
a. red
b. blue
c. white
d. black
3. you’ll notice that as soon as the children come home from school, the dog will jump up and show its great ¬ for them
a. infection
b. affection
c. affectation
d. protection

4. There is a huge in the local paper about the special offers available in the store this weekend.
a. Announcement
b. Display
c. Notice
d. advertisement
5. Sociolinguists maintain that some of the film on show today have created a generation of children.
a. Frighten
b. Afraid
c. Fearful
d. Frightening

6. He tends to forget things very quickly and behaves more and more like the typical professor.
a. Clear-minded
b. Absent-minded
c. Well-minded
d. Cool-minded
Type 5: Adverb + adjective
1. The election is very DELICATELY BALANCED at the moment. Either party could win.
2. The new production of 'Hamlet' was ENTHUSIASTICALLY RECEIVED by the first night audience.
3. She's too HIGHLY QUALIFIED for the job -- we don't want someone with a degree.
4. The house is IDEALLY SITUATED, ten minutes from the sea, and ten minutes to the mountains.
5. If you think I'm going to agree to that, you're BADLY MISTAKEN
6. The disco was already DANGEROUSLY OVERCROWDED when the fire started.
7. His words were CAREFULLY CHOSEN to ensure they appealed to different sections of the audience.
8. The President has been CLOSELY ASSOCIATED with the idea from the start, so he's very anxious that it is a success.
For each sentence, choose the best word or phrase to complete the gap from the choices below.
1. The cost of a new house in the UK has become high over the last few years.
2. The drug company should not have put a new product on the market with fatal side-effects.
3. After a warm start to the month, the weather in the second half of June was cold.
4. Even when the cost of running the event were subsidised by local government, tickets were still in the region of fifty pounds.
5. For the last ten years Malcolm Sargant's gossip column in the Daily Planet has been read by thousands of readers.
6. To award a man like Thomas Green with the greatest lifetime achievement award seems unfair.
7. Our test this week is quite challenging in places but the one we got last week was easy.
8. There were some exciting moments in the second half of the film but the first ninety minutes were slow in places.
9. Hugh Tomlinson is believed to be the best director of his generation in Hollywood at the moment.
10. I am appalled by the thoughtless attitude of people who needlessly endanger other people's lives by using mobiles while driving.
11. This holiday offer does seem attractive but I think we are going to have to pass on it because of the high cost.
12. After all her hard work, Martha was disappointed when she got a grade B in her CAE exam.
Your answers


1. A
astronomically B
totally C
utterly D
blatantly
2. A
partially B
particularly C
potentailly D
painfully
3. A
unfortunately B
unseasonably C
unpredictably D
astronomically
4. A
tremendously B
avidly C
heavily D
atronomically
5. A
avidly B
vividly C
heavily D
tremendously
6. A
painfully B
blatantly C
widely D
bitterly
7. A
laughingly B
humorously C
highly D
absurdly
8. A
massively B
astronomically C
utterly D
painfully
9. A
thoroughly B
widely C
greatly D
massively
10. A
tremendously B
terribly C
awfully D
utterly
11. A
avidly B
absolutely C
irresistably D
heavily
12. A
painfully B
bitterly C
completely D
totally

Educational Settings and Second Language Learning

A. Introduction

This research was done by Rod Ellis. Professor Ellis, a renowned linguist, received his Doctorate from the University of London and his Master of Education from the University of Bristol. A former professor at Temple University both in Japan and the US, Prof. Ellis has taught in numerous positions in England, Japan, the US, Zambia and New Zealand. Dr. Ellis, who is known as the "Father of Second Language Acquisition", has served as the Director of the Institute of Language Teaching and Learning at the University of Auckland. This research was published in online journal website at http://www.asian-efl-journal.com/December_07_home.php volume 9 issue. 4.



B. Content

It is stated in introductory paragraph that a general distinction can be drawn between ‘natural’ and ‘educational’ settings. The former arise in the course of the learners’ contact with other speakers of the L2 in a variety of situations—in the workplace, at home, through the media, at international conferences, in business meetings, etc. In considering the relationship between setting and language learning, it is important to clarify what is meant by ‘setting’, according to which social life is viewed as ‘a structured set of social categories which, to some extent, control our social characteristics and opportunities’ which is called type 1. Also, sociolinguistics assumes that ‘social life and our entire experience of society is best seen as structured through local actions and practices’ which is called type 2.


Types of educational settings

Skuttnab-Kangas distinguished a number of different types of educational settings, ‘non-forms’; types that do not use two languages of the learner as the media of teaching and learning, ‘weak forms’; types that have monolingualism, strong dominance of one language or limited bilingualism as their aim, and ‘strong forms’; types that aim to promote high levels of bi- or multilingualism and multiliteracy for all participants.

The language classroom setting

‘The language classroom’ is defined here as a setting where the target language is taught as a subject only and is not commonly used as a medium of communication outside the classroom. In this sense it includes both ‘foreign’ language classrooms (for example, Japanese classes in the United States or English classes in China) and ‘second’ language classrooms where the learners have no or minimal contact with the target language outside the language classroom. Foreign-language classroom contexts can be distinguished from second language classroom contexts in that native-like cultural and pragmatic competence is not a high priority in the former.

The role relationships between teacher and student influence learning in a classroom. In the case of traditional approaches to language teaching, where the target language is perceived primarily as an ‘object’ to be mastered by learning about its formal properties, the teacher typically acts as a ‘knower/informer’ and the learner as an ‘information seeker’. Parents may play an active role by monitoring their children’s curricular activities. They may also play a more indirect role by modelling attitudes conducive to successful language learning. Skuttnab-Kangas noted that foreign language classroom settings are characterized by very varying degrees of success.

Submersion
Submersion is a programme where linguistic minority children with a low-status mother tongue are forced to accept instruction through the medium of a foreign majority language with high status, in classes where some children are native speakers of the language of the instruction, where the teacher does not understand the mother tongue of the minority children, and where the majority language constitutes a threat to their mother tongue—a subtractive language learning situation.

Segregation
Segregation occurs where the L2 learner is educated separately from the majority or a politically powerful minority, who speak the target language as their mother tongue. Skuttnab-Kangas claimed that segregation settings produce poor results. But, in certain situations, the provision of separate educational facilities may have beneficial effects. Segregation also has some advantages where L2 learning is concerned. In particular, because the learners are likely to be at the same level of development, it is possible to tailor input to their level.

Mother tongue maintenance

Skuttnab-Kangas pointed out that mother tongue maintenance can take the weaker form, pupils are given classes in their mother tongue, directed at developing formal language skills, including full literacy and in the stronger form, pupils are educated through the medium of their mother tongue. Mother tongue maintenance programmes are based on enrichment theory, according to which high levels of bilingualism are seen as a cognitive and social advantage. There is also evidence that mother tongue maintenance settings, particularly those of the strong kind, result in considerable educational success.

Immersion
Immersion programmes began with the St. Lambert Experiment, a French immersion programme for English-speaking children living in Quebec, Canada. In the context of the Canadian French immersion programmes, it referred to programmes where members of a majority group (native speakers of English) were educated through the medium of French, the language of a minority group.



C. Conclusion

In this article, the researcher has considered the relationship between different educational settings and L2 learning. The aim has been to identify the potential learning outcomes associated with different types of settings, defined in very broad terms. It is important to note that there will be considerable variance in learning outcomes within settings as well as between settings.

It is possible to identify a set of general principles that underlie likely language learning success in educational settings. The following is a list of such principles.

1. L1 maintenance—ensuring that learners achieve a high level of both oracy and literacy in their L1 will promote learning of the L2.

2. Perceptions of L1—learning is enhanced when the setting confers status on both their L1 and the L2.

3. Social need—learners learn best when they have a clear social need for the L2. This social need is highly varied, however.

4. Target norms—success in L2 learning cannot always be measured in terms of a set of norms based on a standard form of the language.

5. Initial learning—initial L2 learning is more successful if learners have the opportunity to learn within an L1 speaking group


D. Comment

After reading this journal, I considered that this journal is not well organized. The structure of the content is not good enough because some of the necessary parts; for example, the methodology, are not exist. But, in some parts, the explanations of the contents are quite clear and understandable. For other students who interested in this journal, I suggest to read this journal more than two time in order to get full understanding.

The Study of English Learners’ Synthesizing Process While Reading

A. Introduction

This research was done by Lu Fang Lin, Ph. D, an assistant professor in the Foreign Language teaching and Research Center, National Taiwan Ocean University, Taiwan, who is involved in research into English teaching in the EFL context and English reading comprehension instruction. This research was published in online journal website at http://www.asian-efl-journal.com/March_08_home.php in March 2008.

This research investigated how English learners can retell two kinds of text with culturally familiar and unfamiliar topics, in this case they are Chinese and non-Chinese topics. Firstly, Lin, the researcher examined whether there was difference of English learners’ way of synthesizing between those types of passages/texts and it was showed that there was no significant difference. Then secondly, synthesizing information was classified by function and strategy to explain how the participants utilized the synthesizing process to comprehend an English passage on Chinese versus non-Chinese topics. Thirdly, Lin, the researcher, explained the process of how the participant utilized prior knowledge to produce synthesizing information. And in the last section of her paper, the researcher gave some recommendations for classroom practice in an effort to help language teachers apply the result of the study to the actual instructional context.




B. Body
In the introduction of this research, it is said that most of researcher in the field of reading comprehension have agreed that the readers’ prior knowledge can affect the degree of text comprehension. Furthermore, a great number of empirical studies have demonstrated significant impact of prior knowledge on reading comprehension. Because of its important role, prior knowledge is viewed as the key resource in the meaning construction of reading process. The followings are summary of each subtitle in this study.

Cognitive reading process

In cognitive science, reading can be viewed as a literacy process connected with cognition which refers to any internal or mental aspects of reading. This process included attending, analyzing, associating, predicting, inferring, synthesizing, generalizing, and monitoring and these processes might operate on various sizes of text units which are depended on the reader purpose. However, these all cognitive processes require knowledge. Then, prior knowledge will be added as a factor influencing the operation of these cognitive processes.

Macrostructure Formation during comprehension

Kintsch claimed that macrostructure formation occurred as an integral of comprehension. During the comprehension process, a reader can select a macroproposition and delete several micropositions. Thus, in forming a generalization, several microproposition can be replaced by an appropriate macroproposition which is called reduction process.

Effectiveness of Prior Knowledge in L2 (second language) Reading Comprehension

In previous studies, the effect of cultural specific prior knowledge and global knowledge still compete with each other. For example, research on the effect of content schemata held the perspective that L2 readers’ culturally specific schemata might cause reading difficulty. Therefore, comprehension of a culturally unfamiliar text was more difficult than comprehension of a culturally familiar text. On the other hand, readers’ comprehension of text could be attributed to cross-cultural prior knowledge, which was not culturally bound but a global knowledge of the world. Some parts of this type of knowledge in some studies could be termed as subject knowledge or content knowledge which might as well, to some degree, facilitate L2 students’ reading comprehension.

Restraints and Conflicts in Previous Research

  1. The cognitive process variable, the synthesizing process, has not been examined closely.
  2. the inconsistent results
  3. Conflicting opinions that that non-natives had more trouble synthesizing the information

Methodology Elaboration

In this study, the researcher elaborated on the methodology used in previous research by Cohen (1988) and in previous research on the issue of macrostruture. In the previous experiments for measuring macrostructure comprehension (Kintsch & van Dijk, 1978; Guindon & Kintsch, 1984; Lorch, Lorch, & Mathews, 1985), they focused on the recognition task to study the speed and accuracy with which reading times for topic and detail sentences were calculated, and words from topic and detail sentences were recognized. In this study the researcher used the retelling technique to examine how L2 readers form macrostructures. As used to analyze readers’ retellings, synthesized information at intra- and inter sentential levels might “[come] from more than one part of the passage” (Alberta Education, 1986, p. 44) and included synthesis of single words, clauses, phrases, or sentences. For a higher level of synthesizing information, the reader might reconstruct the author’s words and ideas and produce synthesizing information across paragraphs. Also, to show the reader’s dynamic development of reading process, the present study increased the number of the topics to prolong the period of data collection.
To generate a concept of English learners’ general English reading, the present study added more topics that did not demand discipline-specific information.



Research Purpose and Research Questions

The purpose of the research:

1. To examine the effects of prior knowledge on L2 readers’ synthesizing process of the text with cultural specific topics (Chinese topics and non Chinese topics).

2. To explore how English learners apply their prior knowledge to comprehend English passages with Chinese and non-Chinese topics.



Three research questions were formulated to guide this study:

1. Is there a difference between English learners’ synthesizing information while retelling passages with Chinese versus non-Chinese topics?

2. How do English learners utilize the synthesizing process to comprehend an English passage on Chinese versus non-Chinese topics?

3. How do English learners use prior knowledge to produce synthesizing information?



Methodology

Participants


The participants in this study were from a senior high school in Taipei, Taiwan. In this study, the researcher considered the students’ cultural background and made an adapted Informal Reading Inventory (IRI). After each student was given an English reading test through the IRI, 14 Grade 11 senior high school students were selected to join the study. According to the results of the IRI, their English reading proficiency level was at the grade seven instructional level. The rationale for using this level of students as participants was that according to teachers’ comments on this group of participants’ general English ability, their English academic achievements were at the top ten from the highest scores in their class and they would be better able to express their own opinions.



The Procedure of the Study

The study began with a retelling practice session to ensure that all participants have the necessary abilities to retell the passage in Mandarin, if their retelling performances were satisfied, each of them joined individual retelling meeting. After that, the researcher had an immediate interview with each participant to confirm some vague description in his/her retellings.

Retelling Assessment Technique

The retelling technique encourages participants to retell the story in their own words. With such perspective, participants may be encouraged to restate the essential part of the original text, relate what they knew about the content of the text and to reconstruct the information they have just read without looking at the passage again.

Materials

In this study, twelve passages were used as reading materials for the retellings.

Six passages have topics on Chinese culture:

  1. Chinese Farming (CF1),
  2. Chinese New Year (CNY3),
  3. Dr. Sun Yat-Sen (SYS5),
  4. The Great Wall (GW7),
  5. The History of Tea (HT9), and
  6. Cooking and Eating (CE11).
  7. The other six passages have topics on non-Chinese culture including Canadian and European historical events, peoples, and customs. They are;
  8. River of Salmon (RS2),
  9. Railway across Canada (RC4),
  10. First Peoples in Canada (FPC6),
  11. Easter (EAS8),
  12. Fishing in Canada (FC10), and
  13. Ways of Sending a Message (WSM12)



Scoring and Labeling the Participants’ Retelling Protocols

After the participant finished retelling, the researcher transcribed the recorded retelling in Mandarin and further translated it into English. Then the researcher adopted the DRP procedure for judging the students’ retellings and divided the participants’ retellings into smaller meaningful independent units called thought units. A thought unit is a group of words representing a syntactically grammatical and meaningful unit of information represented in a text or retold by the participants. For example, one simple sentence is regarded as one unit for it conveys a piece of meaningful information independently.

After the participant’s retelling was divided into thought units, the parsed retelling information was further screened and labeled into synthesizing information (S). The thought units of this category were then summed up. To ensure the credibility of the analysis, the researcher asked another PH. D. student who was a native English speaker as a second rater.

Results and Discussion

Synthesizing Information


The statistic analysis in Means and Standard Deviations for Synthesizing Information Chinese and Non-Chinese provided the answer to the first research question that there is no significant difference in the participants’ synthesizing information when retelling the passages with (on) Chinese and those with non-Chinese topics. The possible reason can be that the participants may have had the competence of an awareness of the macrosturures and then combine some information in the text to make a synthesized statement over the passage on culturally familiar and unfamiliar topic.

A process of integration
In this study, most participants generalized ideas from several sentences and produced a larger gist or general meaning. That is, one synthesizing statement extracted the words directly from two or three sentences and interweaved another new statement.

A process of reconstruction

In this study, the participant reconstructed the meaning of the text by using their own words rather than the author’s words. Such kind of synthesizing information usually conveys the essential meaning presented in sentences.

A process of deletion

In this study, the participant retold a generalized statement by reducing some minor details, especially those with unfamiliar vocabulary. In the interview, the participants expressed that they did not use much of their life experience to understand this unfamiliar word because they did not have that in Taiwan. They stated that they had no idea about the words, so they skipped retelling the segment with unknown vocabulary in it, and thus made a generalized statement for the paragraph with their general knowledge of date sequence.

A pragmatic strategy of opening a talk and filling up the gap
In the beginning section of most retelling meetings, there was a period of silence. Most participants usually prefaced their retelling with a short over-generalization for the whole passage. Most participants directly used the topic to produced such synthesizes. These broad over-generalizations were still categorized as synthesizing information in this study although they were a much different synthesis that did not exactly summarize main ideas from the original text. Such over-generalizations could be a strategy they used to opening their talk.


Utilization of cross-cultural prior knowledge

In this study, the participant expressed that they did not have much of prior knowledge about non-Chinese topics, so they mostly could not retell many detailed contents of the passage but they could retell synthesizing information.

General findings can be summed up to show that the production of synthesizing information may primarily depend on the participant’s prior knowledge. If the participant lacks culturally specific knowledge about the text, they may rely on their cross-cultural prior knowledge and thus synthesize information in generalized way. In this study, the passages with non-Chinese topics may include several messages related to culturally specific prior knowledge and cross-cultural prior knowledge. When retelling the passages with non-Chinese topics, synthesizing information may occur as often as in passages with Chinese topics. Therefore, there is no difference found in synthesizing information between the two types of passages. This study also finds that if the participant has neither culturally specific knowledge nor cross-cultural prior knowledge, most of the message in the text cannot be synthesized.


Author’s Recommendations

  1. In this study, most participants could provide a synthesized topic statement in the beginning of their retellings. This result recommends that the instructor notify the students the text with a topic or a paragraph with a topic sentence.
  2. This finding can also suggest that the instructor may lead the students to read a passage without a topic first and ask them to assign a topic for the passage they have just read.
  3. The study finds that the synthesizing information integrates main ideas from several sentences. The teaching activity can be that after learners finish reading a passage, the instructor asks them to figure out the essential parts in the passage and use the following patterns to lead them to describe the generalized concepts of the segments of a text
  4. The result of this study shows that the participants still can do well in synthesizing the information from the English passages on non-Chinese topics. The result recommends that except the familiar topics, the teacher can lead the student to read a passage on unfamiliar topic to produce synthesizing retellings as long as the readability of the passage fits English learners’ English reading ability.
  5. In this study, the researcher recommended another way of summary writing. Teachers may also focus on the summary retelling activity for collapsing a whole paragraph into smaller meaningful chunks, pointing out essential features in each chunk, and then asking learners to integrate the essential features in larger synthesizing statements.

C. Conclusion

In this study, this group of teenagers has proved that they have the ability to retell synthesizing information over familiar and unfamiliar topic passages with the assistance of their prior knowledge.Moreover, the results of the study provide further evidence in the field of prior knowledge studies to ensure the essential impact of the cross-cultural knowledge (Brantmeier, 2005; Hammadou, 2000). More than that, the findings of the study suggest that the reader’s cross-cultural knowledge can facilitate English learners to operate a synthesizing process. In contrast, the result of the study was not in agreement with Cohen et al’s (1988) conclusion that non-natives had more trouble synthesizing the information at the intra- and inter sentential levels as well as across paragraphs than natives. The different result from this study and the classification of synthesizing information can add new knowledge to the field of English learners’ cognitive reading process. In the near future, the researcher will include other groups of English learners with different levels of English reading abilities to further examine the non-natives’ synthesizing process via culturally specific and cross-cultural topic passages.



D. Comment

After reading and trying to understand this journal, I can say that this is a good journal. It stands for some reasons. First, this journal is written systematically and has complete composition / content, also the author biography and references are provided. It means that this journal can be used for academic usage. Second, the method in retelling assessment in this study is slightly different from that of recall. The third reason, then, it provides data of the study and it seems quite valid because in collecting data the researcher asked another PhD student who was a native English speaker as a second rater to ensure the credibility of the analysis. Then, the last reason, but not the least, I said that this is a good journal because this journal provide a study which can give a new finding/result that fix the misunderstanding/restraint in the previous research.

Finally, I suggest to other student to read this journal because this journal provides new knowledge which might be useful for us. After all, this journal uses communicative language and easy to be understood as well.

“Universal Characteristics of EFL/ESL textbooks: A step towards systematic Textbook evaluation”

Hasan Ansary and Esmat Babaii

Criticized by : Khumaidah
In February 2002 a TESL journal “Universal Characteristics of EFL/ESL textbooks: A step towards systematic Textbook evaluation”, Hasan Ansary and Esmat Babaii at the Shiraz University presented the study about the common- core characteristics of standard EFL/ESL textbooks by using checklist approach. It discussed about whether or not a de facto consensus exists all over the world and what makes a good standard EFL/ESL textbook. Besides, the discussion is for looking for some theory-neutral, universal and broad consensus-reached characteristic of EFL/ESL textbooks and also for drawing up some guidelines for the generation as well as systematic evaluation of EFL/ESL textbooks and the last for a graphically represented mode of EFL/ESL textbook analysis.


Hasan Ansary and Esmat Babaii (Shiraz University), in his article “Universal Characteristics of EFL/ESL textbooks: A step towards systematic Textbook evaluation” say that no textbook is perfect. Teachers should be more careful in taking the materials for the students. They should base on the suitable purpose and needs and be used judiciously. By using the 10 EFL/ESL textbook evaluation schemes and 10 EFL/ESL textbooks reviews, the study has stated that there is a limitation to teach the materials which can be expected to do for us because for getting the complex satisfaction in managing the language learning is difficult to get. In this study the researcher has described that however perfect the textbook is, it is just tool in the hands of the teacher. It depends on the teacher what will be done with the textbook

Critique of Kazuya Saito in “The Influence of Explicit Phonetic Instruction on Pronunciation in EFL Settings: The Case of English Vowels and Japanese Learners of English”

by: Tony Anggadha

In his article entitled “The Influence of Explicit Phonetic Instruction on Pronunciation in EFL Settings: The Case of English Vowels and Japanese Learners of English” Kazuya Saito stated that Japanese learners have difficulty in learning English pronunciations, especially in segmental phonology. This is because Japanese learners have to learn many phonemes that do not exist in Japanese but do exist in English. Experiments are made to solve this problem, and the result demonstrated that explicit phonetic instructions enhance learners’ pronunciation of the target language. This result is true and can be accepted. Moreover, most researchers agree that teaching phonetic is more effective through explicit instructions.

Kazuya said that it is important to give attention to pronunciation teaching in English education. He explains two difficulties in teaching pronunciation. First, the class cannot always have native speakers of English as teachers. Second, since teachers are usually non-native speakers of English, they might not be confident, or still not competent enough, to be able to provide students feedback that is very crucial to successful pronunciation teaching. This study emphasizes how explicit phonetic instruction can improve pronunciation teaching in Japan and presents a research-based experiment that provides tangible results in which Japanese learners of English improve their speech production greatly. In addition, this study explores the capabilities of Computer Assisted Language Learning (CALL) in order to make pronunciation teaching more explicit. Ultimately, the present study aims to make a valuable contribution to the field of TEFL, particularly for Japanese learners of English. The pedagogical idea describe in this study may be advanced to other EFL contexts in Asian countries which are similar to that of Japan.

If we see from the subject matter, the research is important to discuss. As Kazuya quoted form Wei, this subject is necessary to discuss because although English has become more disseminated globally the importance of pedagogies for English has increased, pronunciation teaching is still not given enough attention, especially in English education in Asian countries. So, this article is really helps for the development of pronunciation teaching.

Based on my experience, I agree that the differences in phonemes can cause difficulties in learning others language. For instance, when I try to spell ”teuing”, a sundanese word, it is hard for me to spell /eu/ (I do not know what is the correct symbol), because I don not have that phoneme in my daily talk/conversation. I face the same problem when I spell /æ/, because this phoneme does not exist in Indonesian. This result of the study shows that Japanese learners of English have difficulties in spelling phonemes whose phonemic inventories differ considerably from that of English. It is no surprise that they have difficulties in pronouncing English due to the fact that English has many phones that do not exist in Japanese. In fact, Tsujimura notes the segmental differences between English and Japanese both in vowels (English: 12, Japanese: 5) and consonants (English: 24, Japanese: 14). According to Ohata (2004), many Japanese learners of English have difficulties pronouncing certain sounds that don’t exist in Japanese but do in English.

In my point of view, the learners usually change the phonemes which “strange” for them with the closest phoneme of their mother tongue. This opinion is based on Fledge’s study. His inventions states that second language learners usually substitute the closest first language phones for similar ones.

As the conclusion, it is common for English learners have difficulties in learning pronunciation, especially segmental phonemes which do not exist in their first language. As the result, the learners will search for the closest phoneme for the second language phoneme and replace the phoneme.

Using World Literatures to Promote Intercultural Competence in Asian EFL Learners

Derrick Nault
Kwansei Gakuin University, Japan

Reviewed by: Khumaidah


In a June 2006 critiquing standard approaches for teaching literature to English learners in Japanese university settings, Derrick Nault reports on his findings “Using World Literatures to Promote Intercultural Competence in Asian EFL Learners” which focuses on the specific technique to improve students’ English competence by using an intercultural approach-a new concept as an alternate pedagogical framework. He describes the concept by doing three specific techniques include in Culture Clashes, English Snapshots and Contrastive Analysis. This finding is fascinating and understandable to be applied.

Derrick Nault, in his study “Using World Literatures to Promote Intercultural Competence in Asian EFL Learners” describes three specific approaches as his technique in improving students’ abilities. The Culture Clashes as the first step of the technique is done by demonstrating a clash of cultural values or conceptions based on a scene from a story. For the following step- The English Snapshots, writer use passages from literary works to raise learners’ awareness of non-standard varieties of English. Referring to the last step-The Contrastive Analysis, learners involve comparing the cultural assumptions in a text and contrasting features of particular cultural. The writer believed that this last step is one of the best ways to draw attention to the importance of culture in the communication process.

Regarding to the four most common methods for teaching English-language literature in Japan-stylistics, literary criticism, the English language teaching (ELT) approach, and the yakudoku method (“translation method”), the intercultural approach seems to modification of the English language teaching (ELT) approach. Derrick Nault claims that no single method can be used in all contexts, “As teachers and students vary in learning styles, it is up to the instructor to decide what is most effective and practical for a given educational context. Hence, the weak points of standard approaches should be kept in mind and strive to involve students in their own learning, pique their interest in reading, raise their cultural awareness, and improve their language skills”. From his argument it is as if he was not satisfy with the effectiveness of the common method used in Japan but in my opinion Derrick Nault actually just want to find suitable method for his students although he must examine hardly with insufficient sources and references because this technique is still the new one. 
Derrick Nault tells that while language teaching traditionally has treated language and culture separately, more recently ELT specialists have begun emphasizing that linguistic competence alone is insufficient for a learner to be truly proficient in a language. What is also needed, they argue, is an understanding of the culture in which the target language is used. But Seelye in (1997) said that “the study of language cannot be divorced from the study of culture, and vice versa. The wherewithal to function in another culture requires both prowess in the language and knowledge of the culture” (p. 23). Then Derrick Nault inform that an intercultural approach to ELT is advantageous in that it integrates both language and culture into lessons, more adequately preparing learners for real world communicative contexts. Responding to his argument, I assume that this approach is designed to be interesting and challenge method in which teacher and learners should be more active than usual because as my experience, learning with the real world context or condition will be more joyful and easy to understand the lesson. We can see how and when we use the language. 
In the last discussion, Derrick Nault tells,” I have yet to gather concrete data on the effectiveness of the teaching techniques I have just outlined. Nonetheless, I would judge my intercultural competence-oriented literature lessons to be successful”. Besides, he has even had students express a desire to visit African and other Asian nations as a result of lessons based on world literatures. What all of this means for actual language acquisition is difficult to say, but an intercultural approach to ELT and literature does appear to intrigue and motivate learners and this can only help improve their English proficiency. It is also one of proof of intercultural effectiveness in literature class. Due to incomplete Derrick Nault’s concrete data, I wonder more about the effectiveness of intercultural approach. In short, I am interested in this new approach.
In conclusion, the intercultural approach which Derrick Nault recognized to improve students’ English competence seems to be good invention. The procedure of the technique is understandable enough. The reason that the research give in supporting his argument also logic but there is some suggestion for further research, it is better for the next research to provide detailed data and more supporting idea in order to make the reader more attract and fully understand with the procedure of the technique.

Benefits of Using Short Stories in the EFL Context

Odilea Rocha Erkaya
Eskisehir Osmangazi University
Turkey 
Reviewed by: Khumaidah

The main purpose of this study focuses on familiarizing EFL instructors with the effectiveness of using literature in language instruction so that the teaching EFL does not focus on linguistic benefits only. I agree with the idea of the writer noted that teaching EFL with literature by using short story can give some benefits for the learners which include motivational, literacy, cultural and higher-order thinking because it can reinforce the skill and competence of language teaching of the learners. In my opinion, by learning literature learners will interpret what they read so that they can improve their vocabulary and reading capacity and work toward speaking English more creatively. Besides, based on my experience when I learn literature I will be encouraged to continue reading the material until the end to find out how the conflict is resolved and also I can feel sense of achievement at understanding of literature because it is more interesting than the texts found in course book. In addition, I can analyze what I read; therefore, I start thinking critically when I read stories

Dealing with the opinion above I also have some references from some experts; for example Oaster in 1989 said that literature helps students to write more creatively, then Vandrick in 1997 who reported that literature motivates students “to explore their feelings through experiencing those of others. Furthermore, Howie (1993) assumed that learning literature will teach critical thinking. And the last, Young (1996) use children’s stories to introduce critical thinking to college students.

Using World Literatures to Promote Intercultural Competence in Asian EFL Learners

Derrick Nault
Kwansei Gakuin University, Japan


In a June 2006 critiquing standard approaches for teaching literature to English learners in Japanese university settings, Derrick Nault reports on his findings “Using World Literatures to Promote Intercultural Competence in Asian EFL Learners” which focuses on the specific technique to improve students’ English competence by using an intercultural approach-a new concept as an alternate pedagogical framework. He describes the concept by doing three specific techniques include in Culture Clashes, English Snapshots and Contrastive Analysis. This finding is fascinating and understandable to be applied.

Derrick Nault, in his study “Using World Literatures to Promote Intercultural Competence in Asian EFL Learners” describes three specific approaches as his technique in improving students’ abilities. The Culture Clashes as the first step of the technique is done by demonstrating a clash of cultural values or conceptions based on a scene from a story. For the following step- The English Snapshots, writer use passages from literary works to raise learners’ awareness of non-standard varieties of English. Referring to the last step-The Contrastive Analysis, learners involve comparing the cultural assumptions in a text and contrasting features of particular cultural. The writer believed that this last step is one of the best ways to draw attention to the importance of culture in the communication process.

Regarding to the four most common methods for teaching English-language literature in Japan-stylistics, literary criticism, the English language teaching (ELT) approach, and the yakudoku method (“translation method”), the intercultural approach seems to modification of the English language teaching (ELT) approach. Derrick Nault claims that no single method can be used in all contexts, “As teachers and students vary in learning styles, it is up to the instructor to decide what is most effective and practical for a given educational context. Hence, the weak points of standard approaches should be kept in mind and strive to involve students in their own learning, pique their interest in reading, raise their cultural awareness, and improve their language skills”. From his argument it is as if he was not satisfy with the effectiveness of the common method used in Japan but in my opinion Derrick Nault actually just want to find suitable method for his students although he must examine hardly with insufficient sources and references because this technique is still the new one.

Derrick Nault tells that while language teaching traditionally has treated language and culture separately, more recently ELT specialists have begun emphasizing that linguistic competence alone is insufficient for a learner to be truly proficient in a language. What is also needed, they argue, is an understanding of the culture in which the target language is used. But Seelye in (1997) said that “the study of language cannot be divorced from the study of culture, and vice versa. The wherewithal to function in another culture requires both prowess in the language and knowledge of the culture” (p. 23). Then Derrick Nault inform that an intercultural approach to ELT is advantageous in that it integrates both language and culture into lessons, more adequately preparing learners for real world communicative contexts. Responding to his argument, I assume that this approach is designed to be interesting and challenge method in which teacher and learners should be more active than usual because as my experience, learning with the real world context or condition will be more joyful and easy to understand the lesson. We can see how and when we use the language.

In the last discussion, Derrick Nault tells,” I have yet to gather concrete data on the effectiveness of the teaching techniques I have just outlined. Nonetheless, I would judge my intercultural competence-oriented literature lessons to be successful”. Besides, he has even had students express a desire to visit African and other Asian nations as a result of lessons based on world literatures. What all of this means for actual language acquisition is difficult to say, but an intercultural approach to ELT and literature does appear to intrigue and motivate learners and this can only help improve their English proficiency. It is also one of proof of intercultural effectiveness in literature class. Due to incomplete Derrick Nault’s concrete data, I wonder more about the effectiveness of intercultural approach. In short, I am interested in this new approach.

In conclusion, the intercultural approach which Derrick Nault recognized to improve students’ English competence seems to be good invention. The procedure of the technique is understandable enough. The reason that the research give in supporting his argument also logic but there is some suggestion for further research, it is better for the next research to provide detailed data and more supporting idea in order to make the reader more attract and fully understand with the procedure of the technique.

The Country of the Blind

Author: H.G.Wells



Three hundred miles and more from Chimborazo, one hundred from the snows of Cotopaxi, in the wildest wastes of Ecuador's Andes, there lies that mysterious mountain valley, cut off from all the world of men, the Country of the Blind. Long years ago that valley lay so far open to the world that men might come at last through frightful gorges and over an icy pass into its equable meadows, and thither indeed men came, a family or so of Peruvian half-breeds fleeing from the lust and tyranny of an evil Spanish ruler. Then came the stupendous outbreak of Mindobamba, when it was night in Quito for seventeen days, and the water was boiling at Yaguachi and all the fish floating dying even as far as Guayaquil; everywhere along the Pacific slopes there were land-slips and swift thawings and sudden floods, and one whole side of the old Arauca crest slipped and came down in thunder, and cut off the Country of the Blind for ever from the exploring feet of men. But one of these early settlers had chanced to be on the hither side of the gorges when the world had so terribly shaken itself, and he perforce had to forget his wife and his child and all the friends and possessions he had left up there, and start life over again in the lower world. He started it again but ill, blindness overtook him, and he died of punishment in the mines; but the story he told begot a legend that lingers along the length of the Cordilleras of the Andes to this day.




He told of his reason for venturing back from that fastness, into which he had first been carried lashed to a llama, beside a vast bale of gear, when he was a child. The valley, he said, had in it all that the heart of man could desire--sweet water, pasture, an even climate, slopes of rich brown soil with tangles of a shrub that bore an excellent fruit, and on one side great hanging forests of pine that held the avalanches high. Far overhead, on three sides, vast cliffs of grey-green rock were capped by cliffs of ice; but the glacier stream came not to them, but flowed away by the farther slopes, and only now and then huge ice masses fell on the valley side. In this valley it neither rained nor snowed, but the abundant springs gave a rich green pasture, that irrigation would spread over all the valley space. The settlers did well indeed there. Their beasts did well and multiplied, and but one thing marred their happiness. Yet it was enough to mar it greatly. A strange disease had come upon them and had made all the children born to them there--and, indeed, several older children also--blind. It was to seek some charm or antidote against this plague of blindness that he had with fatigue and danger and difficulty returned down the gorge. In those days, in such cases, men did not think of germs and infections, but of sins, and it seemed to him that the reason of this affliction must he in the negligence of these priestless immigrants to set up a shrine so soon as they entered the valley. He wanted a shrine--a handsome, cheap, effectual shrine--to be erected in the valley; he wanted relics and such-like potent things of faith, blessed objects and mysterious medals and prayers. In his wallet he had a bar of native silver for which he would not account; he insisted there was none in the valley with something of the insistence of an inexpert liar. They had all clubbed their money and ornaments together, having little need for such treasure up there, he said, to buy them holy help against their ill. I figure this dim-eyed young mountaineer, sunburnt, gaunt, and anxious, hat brim clutched feverishly, a man all unused to the ways of the lower world, telling this story to some keen-eyed, attentive priest before the great convulsion; I can picture him presently seeking to return with pious and infallible remedies against that trouble, and the infinite dismay with which he must have faced the tumbled vastness where the gorge had once come out. But the rest of his story of mischances is lost to me, save that I know of his evil death after several years. Poor stray from that remoteness! The stream that had once made the gorge now bursts from the mouth of a rocky cave, and the legend his poor, ill-told story set going developed into the legend of a race of blind men somewhere "over there" one may still hear to-day.




And amidst the little population of that now isolated and forgotten valley the disease ran its course. The old became groping, the young saw but dimly, and the children that were born to them never saw at all. But life was very easy in that snow-rimmed basin, lost to all the world, with neither thorns nor briers, with no evil insects nor any beasts save the gentle breed of llamas they had lugged and thrust and followed up the beds of the shrunken rivers in the gorges up which they had come. The seeing had become purblind so gradually that they scarcely noticed their loss. They guided the sightless youngsters hither and thither until they knew the whole valley marvellously, and when at last sight died out among them the race lived on. They had even time to adapt themselves to the blind control of fire, which they made carefully in stoves of stone. They were a simple strain of people at the first, unlettered, only slightly touched with the Spanish civilisation, but with something of a tradition of the arts of old Peru and of its lost philosophy. Generation followed generation. They forgot many things; they devised many things. Their tradition of the greater world they came from became mythical in colour and uncertain. In all things save sight they were strong and able, and presently chance sent one who had an original mind and who could talk and persuade among them, and then afterwards another. These two passed, leaving their effects, and the little community grew in numbers and in understanding, and met and settled social and economic problems that arose. Generation followed generation. Generation followed generation. There came a time when a child was born who was fifteen generations from that ancestor who went out of the valley with a bar of silver to seek God's aid, and who never returned. Thereabout it chanced that a man came into this community from the outer world. And this is the story of that man.




He was a mountaineer from the country near Quito, a man who had been down to the sea and had seen the world, a reader of books in an original way, an acute and enterprising man, and he was taken on by a party of Englishmen who had come out to Ecuador to climb mountains, to replace one of their three Swiss guides who had fallen ill. He climbed here and he climbed there, and then came the attempt on Parascotopetl, the Matterhorn of the Andes, in which he was lost to the outer world. The story of that accident has been written a dozen times. Pointer's narrative is the best. He tells how the little party worked their difficult and almost vertical way up to the very foot of the last and greatest precipice, and how they built a night shelter amidst the snow upon a little shelf of rock, and, with a touch of real dramatic power, how presently they found Nunez had gone from them. They shouted, and there was no reply; shouted and whistled, and for the rest of that night they slept no more.




As the morning broke they saw the traces of his fall. It seems impossible he could have uttered a sound. He had slipped eastward towards the unknown side of the mountain; far below he had struck a steep slope of snow, and ploughed his way down it in the midst of a snow avalanche. His track went straight to the edge of a frightful precipice, and beyond that everything was hidden. Far, far below, and hazy with distance, they could see trees rising out of a narrow, shut-in valley--the lost Country of the Blind. But they did not know it was the lost Country of the Blind, nor distinguish it in any way from any other narrow streak of upland valley. Unnerved by this disaster, they abandoned their attempt in the afternoon, and Pointer was called away to the war before he could make another attack. To this day Parascotopetl lifts an unconquered crest, and Pointer's shelter crumbles unvisited amidst the snows.




And the man who fell survived.




At the end of the slope he fell a thousand feet, and came down in the midst of a cloud of snow upon a snow-slope even steeper than the one above. Down this he was whirled, stunned and insensible, but without a bone broken in his body; and then at last came to gentler slopes, and at last rolled out and lay still, buried amidst a softening heap of the white masses that had accompanied and saved him. He came to himself with a dim fancy that he was ill in bed; then realized his position with a mountaineer's intelligence and worked himself loose and, after a rest or so, out until he saw the stars. He rested flat upon his chest for a space, wondering where he was and what had happened to him. He explored his limbs, and discovered that several of his buttons were gone and his coat turned over his head. His knife had gone from his pocket and his hat was lost, though he had tied it under his chin. He recalled that he had been looking for loose stones to raise his piece of the shelter wall. His ice-axe had disappeared.




He decided he must have fallen, and looked up to see, exaggerated by the ghastly light of the rising moon, the tremendous flight he had taken. For a while he lay, gazing blankly at the vast, pale cliff towering above, rising moment by moment out of a subsiding tide of darkness. Its phantasmal, mysterious beauty held him for a space, and then he was seized with a paroxysm of sobbing laughter . . . .




After a great interval of time he became aware that he was near the lower edge of the snow. Below, down what was now a moon-lit and practicable slope, he saw the dark and broken appearance of rock-strewn turf He struggled to his feet, aching in every joint and limb, got down painfully from the heaped loose snow about him, went downward until he was on the turf, and there dropped rather than lay beside a boulder, drank deep from the flask in his inner pocket, and instantly fell asleep . . . .




He was awakened by the singing of birds in the trees far below.




He sat up and perceived he was on a little alp at the foot of a vast precipice that sloped only a little in the gully down which he and his snow had come. Over against him another wall of rock reared itself against the sky. The gorge between these precipices ran east and west and was full of the morning sunlight, which lit to the westward the mass of fallen mountain that closed the descending gorge. Below him it seemed there was a precipice equally steep, but behind the snow in the gully he found a sort of chimney-cleft dripping with snow-water, down which a desperate man might venture. He found it easier than it seemed, and came at last to another desolate alp, and then after a rock climb of no particular difficulty, to a steep slope of trees. He took his bearings and turned his face up the gorge, for he saw it opened out above upon green meadows, among which he now glimpsed quite distinctly a cluster of stone huts of unfamiliar fashion. At times his progress was like clambering along the face of a wall, and after a time the rising sun ceased to strike along the gorge, the voices of the singing birds died away, and the air grew cold and dark about him. But the distant valley with its houses was all the brighter for that. He came presently to talus, and among the rocks he noted--for he was an observant man--an unfamiliar fern that seemed to clutch out of the crevices with intense green hands. He picked a frond or so and gnawed its stalk, and found it helpful.




About midday he came at last out of the throat of the gorge into the plain and the sunlight. He was stiff and weary; he sat down in the shadow of a rock, filled up his flask with water from a spring and drank it down, and remained for a time, resting before he went on to the houses.




They were very strange to his eyes, and indeed the whole aspect of that valley became, as he regarded it, queerer and more unfamiliar. The greater part of its surface was lush green meadow, starred with many beautiful flowers, irrigated with extraordinary care, and bearing evidence of systematic cropping piece by piece. High up and ringing the valley about was a wall, and what appeared to be a circumferential water channel, from which the little trickles of water that fed the meadow plants came, and on the higher slopes above this flocks of llamas cropped the scanty herbage. Sheds, apparently shelters or feeding-places for the llamas, stood against the boundary wall here and there. The irrigation streams ran together into a main channel down the centre of the valley, and this was enclosed on either side by a wall breast high. This gave a singularly urban quality to this secluded place, a quality that was greatly enhanced by the fact that a number of paths paved with black and white stones, and each with a curious little kerb at the side, ran hither and thither in an orderly manner. The houses of the central village were quite unlike the casual and higgledy-piggledy agglomeration of the mountain villages he knew; they stood in a continuous row on either side of a central street of astonishing cleanness, here and there their parti-coloured facade was pierced by a door, and not a solitary window broke their even frontage. They were parti-coloured with extraordinary irregularity, smeared with a sort of plaster that was sometimes grey, sometimes drab, sometimes slate-coloured or dark brown; and it was the sight of this wild plastering first brought the word "blind" into the thoughts of the explorer. "The good man who did that," he thought, "must have been as blind as a bat."




He descended a steep place, and so came to the wall and channel that ran about the valley, near where the latter spouted out its surplus contents into the deeps of the gorge in a thin and wavering thread of cascade. He could now see a number of men and women resting on piled heaps of grass, as if taking a siesta, in the remoter part of the meadow, and nearer the village a number of recumbent children, and then nearer at hand three men carrying pails on yokes along a little path that ran from the encircling wall towards the houses. These latter were clad in garments of llama cloth and boots and belts of leather, and they wore caps of cloth with back and ear flaps. They followed one another in single file, walking slowly and yawning as they walked, like men who have been up all night. There was something so reassuringly prosperous and respectable in their bearing that after a moment's hesitation Nunez stood forward as conspicuously as possible upon his rock, and gave vent to a mighty shout that echoed round the valley.




The three men stopped, and moved their heads as though they were looking about them. They turned their faces this way and that, and Nunez gesticulated with freedom. But they did not appear to see him for all his gestures, and after a time, directing themselves towards the mountains far away to the right, they shouted as if in answer. Nunez bawled again, and then once more, and as he gestured ineffectually the word "blind" came up to the top of his thoughts. "The fools must be blind," he said.




When at last, after much shouting and wrath, Nunez crossed the stream by a little bridge, came through a gate in the wall, and approached them, he was sure that they were blind. He was sure that this was the Country of the Blind of which the legends told. Conviction had sprung upon him, and a sense of great and rather enviable adventure. The three stood side by side, not looking at him, but with their ears directed towards him, judging him by his unfamiliar steps. They stood close together like men a little afraid, and he could see their eyelids closed and sunken, as though the very balls beneath had shrunk away. There was an expression near awe on their faces.




"A man," one said, in hardly recognisable Spanish. "A man it is--a man or a spirit--coming down from the rocks."




But Nunez advanced with the confident steps of a youth who enters upon life. All the old stories of the lost valley and the Country of the Blind had come back to his mind, and through his thoughts ran this old proverb, as if it were a refrain:--




"In the Country of the Blind the One-Eyed Man is King."




"In the Country of the Blind the One-Eyed Man is King."




And very civilly he gave them greeting. He talked to them and used his eyes.




"Where does he come from, brother Pedro?" asked one.




"Down out of the rocks."




"Over the mountains I come," said Nunez, "out of the country beyond there--where men can see. From near Bogota--where there are a hundred thousands of people, and where the city passes out of sight."




"Sight?" muttered Pedro. "Sight?"




"He comes," said the second blind man, "out of the rocks."




The cloth of their coats, Nunez saw was curious fashioned, each with a different sort of stitching.




They startled him by a simultaneous movement towards him, each with a hand outstretched. He stepped back from the advance of these spread fingers.




"Come hither," said the third blind man, following his motion and clutching him neatly.




And they held Nunez and felt him over, saying no word further until they had done so.




"Carefully," he cried, with a finger in his eye, and found they thought that organ, with its fluttering lids, a queer thing in him. They went over it again.




"A strange creature, Correa," said the one called Pedro. "Feel the coarseness of his hair. Like a llama's hair."




"Rough he is as the rocks that begot him," said Correa, investigating Nunez's unshaven chin with a soft and slightly moist hand. "Perhaps he will grow finer."




Nunez struggled a little under their examination, but they gripped him firm.




"Carefully," he said again.




"He speaks," said the third man. "Certainly he is a man."




"Ugh!" said Pedro, at the roughness of his coat.




"And you have come into the world?" asked Pedro.




"Out of the world. Over mountains and glaciers; right over above there, half-way to the sun. Out of the great, big world that goes down, twelve days' journey to the sea."




They scarcely seemed to heed him. "Our fathers have told us men may be made by the forces of Nature," said Correa. "It is the warmth of things, and moisture, and rottenness--rottenness."




"Let us lead him to the elders," said Pedro.




"Shout first," said Correa, "lest the children be afraid. This is a marvellous occasion."




So they shouted, and Pedro went first and took Nunez by the hand to lead him to the houses.




He drew his hand away. "I can see," he said.




"See?" said Correa.




"Yes; see," said Nunez, turning towards him, and stumbled against Pedro's pail.




"His senses are still imperfect," said the third blind man. "He stumbles, and talks unmeaning words. Lead him by the hand."




"As you will," said Nunez, and was led along laughing.




It seemed they knew nothing of sight.




Well, all in good time he would teach them.




He heard people shouting, and saw a number of figures gathering together in the middle roadway of the village.




He found it tax his nerve and patience more than he had anticipated, that first encounter with the population of the Country of the Blind. The place seemed larger as he drew near to it, and the smeared plasterings queerer, and a crowd of children and men and women (the women and girls he was pleased to note had, some of them, quite sweet faces, for all that their eyes were shut and sunken) came about him, holding on to him, touching him with soft, sensitive hands, smelling at him, and listening at every word he spoke. Some of the maidens and children, however, kept aloof as if afraid, and indeed his voice seemed coarse and rude beside their softer notes. They mobbed him. His three guides kept close to him with an effect of proprietorship, and said again and again, "A wild man out of the rocks."




"Bogota," he said. "Bogota. Over the mountain crests."




"A wild man--using wild words," said Pedro. "Did you hear that--"Bogota? His mind has hardly formed yet. He has only the beginnings of speech."




A little boy nipped his hand. "Bogota!" he said mockingly.




"Aye! A city to your village. I come from the great world --where men have eyes and see."




"His name's Bogota," they said.




"He stumbled," said Correa--" stumbled twice as we came hither."




"Bring him in to the elders."




And they thrust him suddenly through a doorway into a room as black as pitch, save at the end there faintly glowed a fire. The crowd closed in behind him and shut out all but the faintest glimmer of day, and before he could arrest himself he had fallen headlong over the feet of a seated man. His arm, outflung, struck the face of someone else as he went down; he felt the soft impact of features and heard a cry of anger, and for a moment he struggled against a number of hands that clutched him. It was a one-sided fight. An inkling of the situation came to him and he lay quiet.




"I fell down," be said; I couldn't see in this pitchy darkness."




There was a pause as if the unseen persons about him tried to understand his words. Then the voice of Correa said: "He is but newly formed. He stumbles as he walks and mingles words that mean nothing with his speech."




Others also said things about him that he heard or understood imperfectly.




"May I sit up?" he asked, in a pause. "I will not struggle against you again."




They consulted and let him rise.




The voice of an older man began to question him, and Nunez found himself trying to explain the great world out of which he had fallen, and the sky and mountains and such-like marvels, to these elders who sat in darkness in the Country of the Blind. And they would believe and understand nothing whatever that he told them, a thing quite outside his expectation. They would not even understand many of his words. For fourteen generations these people had been blind and cut off from all the seeing world; the names for all the things of sight had faded and changed; the story of the outer world was faded and changed to a child's story; and they had ceased to concern themselves with anything beyond the rocky slopes above their circling wall. Blind men of genius had arisen among them and questioned the shreds of belief and tradition they had brought with them from their seeing days, and had dismissed all these things as idle fancies and replaced them with new and saner explanations. Much of their imagination had shrivelled with their eyes, and they had made for themselves new imaginations with their ever more sensitive ears and finger-tips. Slowly Nunez realised this: that his expectation of wonder and reverence at his origin and his gifts was not to be borne out; and after his poor attempt to explain sight to them had been set aside as the confused version of a new-made being describing the marvels of his incoherent sensations, he subsided, a little dashed, into listening to their instruction. And the eldest of the blind men explained to him life and philosophy and religion, how that the world (meaning their valley) had been first an empty hollow in the rocks, and then had come first inanimate things without the gift of touch, and llamas and a few other creatures that had little sense, and then men, and at last angels, whom one could hear singing and making fluttering sounds, but whom no one could touch at all, which puzzled Nunez greatly until he thought of the birds.




He went on to tell Nunez how this time had been divided into the warm and the cold, which are the blind equivalents of day and night, and how it was good to sleep in the warm and work during the cold, so that now, but for his advent, the whole town of the blind would have been asleep. He said Nunez must have been specially created to learn and serve the wisdom they had acquired, and that for all his mental incoherency and stumbling behaviour he must have courage and do his best to learn, and at that all the people in the door-way murmured encouragingly. He said the night--for the blind call their day night--was now far gone, and it behooved everyone to go back to sleep. He asked Nunez if he knew how to sleep, and Nunez said he did, but that before sleep he wanted food. They brought him food, llama's milk in a bowl and rough salted bread, and led him into a lonely place to eat out of their hearing, and afterwards to slumber until the chill of the mountain evening roused them to begin their day again. But Nunez slumbered not at all.




Instead, he sat up in the place where they had left him, resting his limbs and turning the unanticipated circumstances of his arrival over and over in his mind.




Every now and then he laughed, sometimes with amusement and sometimes with indignation.




"Unformed mind!" he said. "Got no senses yet! They little know they've been insulting their Heaven-sent King and master . . . . .




"I see I must bring them to reason.




"Let me think.




"Let me think."




He was still thinking when the sun set.




Nunez had an eye for all beautiful things, and it seemed to him that the glow upon the snow-fields and glaciers that rose about the valley on every side was the most beautiful thing he had ever seen. His eyes went from that inaccessible glory to the village and irrigated fields, fast sinking into the twilight, and suddenly a wave of emotion took him, and he thanked God from the bottom of his heart that the power of sight had been given him.




He heard a voice calling to him from out of the village.




"Yaho there, Bogota! Come hither!"




At that he stood up, smiling. He would show these people once and for all what sight would do for a man. They would seek him, but not find him.




"You move not, Bogota," said the voice.




He laughed noiselessly and made two stealthy steps aside from the path.




"Trample not on the grass, Bogota; that is not allowed."




Nunez had scarcely heard the sound he made himself. He stopped, amazed.




The owner of the voice came running up the piebald path towards him.




He stepped back into the pathway. "Here I am," he said.




"Why did you not come when I called you?" said the blind man. "Must you be led like a child? Cannot you hear the path as you walk?"




Nunez laughed. "I can see it," he said.




"There is no such word as see," said the blind man, after a pause. "Cease this folly and follow the sound of my feet."




Nunez followed, a little annoyed.




"My time will come," he said.




"You'll learn," the blind man answered. "There is much to learn in the world."




"Has no one told you, 'In the Country of the Blind the One-Eyed Man is King?'"




"What is blind?" asked the blind man, carelessly, over his shoulder.




Four days passed and the fifth found the King of the Blind still incognito, as a clumsy and useless stranger among his subjects.




It was, he found, much more difficult to proclaim himself than he had supposed, and in the meantime, while he meditated his coup d'etat, he did what he was told and learnt the manners and customs of the Country of the Blind. He found working and going about at night a particularly irksome thing, and he decided that that should be the first thing he would change.




They led a simple, laborious life, these people, with all the elements of virtue and happiness as these things can be understood by men. They toiled, but not oppressively; they had food and clothing sufficient for their needs; they had days and seasons of rest; they made much of music and singing, and there was love among them and little children. It was marvellous with what confidence and precision they went about their ordered world. Everything, you see, had been made to fit their needs; each of the radiating paths of the valley area had a constant angle to the others, and was distinguished by a special notch upon its kerbing; all obstacles and irregularities of path or meadow had long since been cleared away; all their methods and procedure arose naturally from their special needs. Their senses had become marvellously acute; they could hear and judge the slightest gesture of a man a dozen paces away--could hear the very beating of his heart. Intonation had long replaced expression with them, and touches gesture, and their work with hoe and spade and fork was as free and confident as garden work can be. Their sense of smell was extraordinarily fine; they could distinguish individual differences as readily as a dog can, and they went about the tending of llamas, who lived among the rocks above and came to the wall for food and shelter, with ease and confidence. It was only when at last Nunez sought to assert himself that he found how easy and confident their movements could be.




He rebelled only after he had tried persuasion.




He tried at first on several occasions to tell them of sight. "Look you here, you people," he said. "There are things you do not understand in me."




Once or twice one or two of them attended to him; they sat with faces downcast and ears turned intelligently towards him, and he did his best to tell them what it was to see. Among his hearers was a girl, with eyelids less red and sunken than the others, so that one could almost fancy she was hiding eyes, whom especially he hoped to persuade. He spoke of the beauties of sight, of watching the mountains, of the sky and the sunrise, and they heard him with amused incredulity that presently became condemnatory. They told him there were indeed no mountains at all, but that the end of the rocks where the llamas grazed was indeed the end of the world; thence sprang a cavernous roof of the universe, from which the dew and the avalanches fell; and when he maintained stoutly the world had neither end nor roof such as they supposed, they said his thoughts were wicked. So far as he could describe sky and clouds and stars to them it seemed to them a hideous void, a terrible blankness in the place of the smooth roof to things in which they believed--it was an article of faith with them that the cavern roof was exquisitely smooth to the touch. He saw that in some manner he shocked them, and gave up that aspect of the matter altogether, and tried to show them the practical value of sight. One morning he saw Pedro in the path called Seventeen and coming towards the central houses, but still too far off for hearing or scent, and he told them as much. "In a little while," he prophesied, "Pedro will be here." An old man remarked that Pedro had no business on path Seventeen, and then, as if in confirmation, that individual as he drew near turned and went transversely into path Ten, and so back with nimble paces towards the outer wall. They mocked Nunez when Pedro did not arrive, and afterwards, when he asked Pedro questions to clear his character, Pedro denied and outfaced him, and was afterwards hostile to him.




Then he induced them to let him go a long way up the sloping meadows towards the wall with one complaisant individual, and to him he promised to describe all that happened among the houses. He noted certain goings and comings, but the things that really seemed to signify to these people happened inside of or behind the windowless houses--the only things they took note of to test him by--and of those he could see or tell nothing; and it was after the failure of this attempt, and the ridicule they could not repress, that he resorted to force. He thought of seizing a spade and suddenly smiting one or two of them to earth, and so in fair combat showing the advantage of eyes. He went so far with that resolution as to seize his spade, and then he discovered a new thing about himself, and that was that it was impossible for him to hit a blind man in cold blood.




He hesitated, and found them all aware that he had snatched up the spade. They stood all alert, with their heads on one side, and bent ears towards him for what he would do next.




"Put that spade down," said one, and he felt a sort of helpless horror. He came near obedience.




Then he had thrust one backwards against a house wall, and fled past him and out of the village.




He went athwart one of their meadows, leaving a track of trampled grass behind his feet, and presently sat down by the side of one of their ways. He felt something of the buoyancy that comes to all men in the beginning of a fight, but more perplexity. He began to realise that you cannot even fight happily with creatures who stand upon a different mental basis to yourself. Far away he saw a number of men carrying spades and sticks come out of the street of houses and advance in a spreading line along the several paths towards him. They advanced slowly, speaking frequently to one another, and ever and again the whole cordon would halt and sniff the air and listen.




The first time they did this Nunez laughed. But afterwards he did not laugh.




One struck his trail in the meadow grass and came stooping and feeling his way along it.




For five minutes he watched the slow extension of the cordon, and then his vague disposition to do something forthwith became frantic. He stood up, went a pace or so towards the circumferential wall, turned, and went back a little way. There they all stood in a crescent, still and listening.




He also stood still, gripping his spade very tightly in both hands. Should he charge them?




The pulse in his ears ran into the rhythm of "In the Country of the Blind the One-Eyed Man is King."




Should he charge them?




He looked back at the high and unclimbable wall behind--unclimbable because of its smooth plastering, but withal pierced with many little doors and at the approaching line of seekers. Behind these others were now coming out of the street of houses.




Should he charge them?




"Bogota!" called one. "Bogota! where are you?"




He gripped his spade still tighter and advanced down the meadows towards the place of habitations, and directly he moved they converged upon him. "I'll hit them if they touch me," he swore; "by Heaven, I will. I'll hit." He called aloud, "Look here, I'm going to do what I like in this valley! Do you hear? I'm going to do what I like and go where I like."




They were moving in upon him quickly, groping, yet moving rapidly. It was like playing blind man's buff with everyone blindfolded except one. "Get hold of him!" cried one. He found himself in the arc of a loose curve of pursuers. He felt suddenly he must be active and resolute.




"You don't understand," he cried, in a voice that was meant to be great and resolute, and which broke. "You are blind and I can see. Leave me alone!"




"Bogota! Put down that spade and come off the grass!"




The last order, grotesque in its urban familiarity, produced a gust of anger. "I'll hurt you," he said, sobbing with emotion. "By Heaven, I'll hurt you! Leave me alone!"




He began to run--not knowing clearly where to run. He ran from the nearest blind man, because it was a horror to hit him. He stopped, and then made a dash to escape from their closing ranks. He made for where a gap was wide, and the men on either side, with a quick perception of the approach of his paces, rushed in on one another. He sprang forward, and then saw he must be caught, and swish! the spade had struck. He felt the soft thud of hand and arm, and the man was down with a yell of pain, and he was through.




Through! And then he was close to the street of houses again, and blind men, whirling spades and stakes, were running with a reasoned swiftness hither and thither.




He heard steps behind him just in time, and found a tall man rushing forward and swiping at the sound of him. He lost his nerve, hurled his spade a yard wide of this antagonist, and whirled about and fled, fairly yelling as he dodged another.




He was panic-stricken. He ran furiously to and fro, dodging when there was no need to dodge, and, in his anxiety to see on every side of him at once, stumbling. For a moment he was down and they heard his fall. Far away in the circumferential wall a little doorway looked like Heaven, and he set off in a wild rush for it. He did not even look round at his pursuers until it was gained, and he had stumbled across the bridge, clambered a little way among the rocks, to the surprise and dismay of a young llama, who went leaping out of sight, and lay down sobbing for breath.




And so his coup d'etat came to an end.




He stayed outside the wall of the valley of the blind for two nights and days without food or shelter, and meditated upon the Unexpected. During these meditations he repeated very frequently and always with a profounder note of derision the exploded proverb: "In the Country of the Blind the One-Eyed Man is King." He thought chiefly of ways of fighting and conquering these people, and it grew clear that for him no practicable way was possible. He had no weapons, and now it would be hard to get one.




The canker of civilisation had got to him even in Bogota, and he could not find it in himself to go down and assassinate a blind man. Of course, if he did that, he might then dictate terms on the threat of assassinating them all. But--Sooner or later he must sleep! . . . .




He tried also to find food among the pine trees, to be comfortable under pine boughs while the frost fell at night, and-- with less confidence--to catch a llama by artifice in order to try to kill it--perhaps by hammering it with a stone--and so finally, perhaps, to eat some of it. But the llamas had a doubt of him and regarded him with distrustful brown eyes and spat when he drew near. Fear came on him the second day and fits of shivering. Finally he crawled down to the wall of the Country of the Blind and tried to make his terms. He crawled along by the stream, shouting, until two blind men came out to the gate and talked to him.




"I was mad," he said. "But I was only newly made."




They said that was better.




He told them he was wiser now, and repented of all he had done.




Then he wept without intention, for he was very weak and ill now, and they took that as a favourable sign.




They asked him if he still thought he could see."




"No," he said. "That was folly. The word means nothing. Less than nothing!"




They asked him what was overhead.




"About ten times ten the height of a man there is a roof above the world--of rock--and very, very smooth. So smooth--so beautifully smooth . . "He burst again into hysterical tears. "Before you ask me any more, give me some food or I shall die!"




He expected dire punishments, but these blind people were capable of toleration. They regarded his rebellion as but one more proof of his general idiocy and inferiority, and after they had whipped him they appointed him to do the simplest and heaviest work they had for anyone to do, and he, seeing no other way of living, did submissively what he was told.




He was ill for some days and they nursed him kindly. That refined his submission. But they insisted on his lying in the dark, and that was a great misery. And blind philosophers came and talked to him of the wicked levity of his mind, and reproved him so impressively for his doubts about the lid of rock that covered their cosmic casserole that he almost doubted whether indeed he was not the victim of hallucination in not seeing it overhead.




So Nunez became a citizen of the Country of the Blind, and these people ceased to be a generalised people and became individualities to him, and familiar to him, while the world beyond the mountains became more and more remote and unreal. There was Yacob, his master, a kindly man when not annoyed; there was Pedro, Yacob's nephew; and there was Medina-sarote, who was the youngest daughter of Yacob. She was little esteemed in the world of the blind, because she had a clear-cut face and lacked that satisfying, glossy smoothness that is the blind man's ideal of feminine beauty, but Nunez thought her beautiful at first, and presently the most beautiful thing in the whole creation. Her closed eyelids were not sunken and red after the common way of the valley, but lay as though they might open again at any moment; and she had long eyelashes, which were considered a grave disfigurement. And her voice was weak and did not satisfy the acute hearing of the valley swains. So that she had no lover.




There came a time when Nunez thought that, could he win her, he would be resigned to live in the valley for all the rest of his days.




He watched her; he sought opportunities of doing her little services and presently he found that she observed him. Once at a rest-day gathering they sat side by side in the dim starlight, and the music was sweet. His hand came upon hers and he dared to clasp it. Then very tenderly she returned his pressure. And one day, as they were at their meal in the darkness, he felt her hand very softly seeking him, and as it chanced the fire leapt then, and he saw the tenderness of her face.




He sought to speak to her.




He went to her one day when she was sitting in the summer moonlight spinning. The light made her a thing of silver and mystery. He sat down at her feet and told her he loved her, and told her how beautiful she seemed to him. He had a lover's voice, he spoke with a tender reverence that came near to awe, and she had never before been touched by adoration. She made him no definite answer, but it was clear his words pleased her.




After that he talked to her whenever he could take an opportunity. The valley became the world for him, and the world beyond the mountains where men lived by day seemed no more than a fairy tale he would some day pour into her ears. Very tentatively and timidly he spoke to her of sight.




Sight seemed to her the most poetical of fancies, and she listened to his description of the stars and the mountains and her own sweet white-lit beauty as though it was a guilty indulgence. She did not believe, she could only half understand, but she was mysteriously delighted, and it seemed to him that she completely understood.




His love lost its awe and took courage. Presently he was for demanding her of Yacob and the elders in marriage, but she became fearful and delayed. And it was one of her elder sisters who first told Yacob that Medina-sarote and Nunez were in love.




There was from the first very great opposition to the marriage of Nunez and Medina-sarote; not so much because they valued her as because they held him as a being apart, an idiot, incompetent thing below the permissible level of a man. Her sisters opposed it bitterly as bringing discredit on them all; and old Yacob, though he had formed a sort of liking for his clumsy, obedient serf, shook his head and said the thing could not be. The young men were all angry at the idea of corrupting the race, and one went so far as to revile and strike Nunez. He struck back. Then for the first time he found an advantage in seeing, even by twilight, and after that fight was over no one was disposed to raise a hand against him. But they still found his marriage impossible.




Old Yacob had a tenderness for his last little daughter, and was grieved to have her weep upon his shoulder.




"You see, my dear, he's an idiot. He has delusions; he can't do anything right."




"I know," wept Medina-sarote. "But he's better than he was. He's getting better. And he's strong, dear father, and kind--stronger and kinder than any other man in the world. And he loves me--and, father, I love him."




Old Yacob was greatly distressed to find her inconsolable, and, besides--what made it more distressing--he liked Nunez for many things. So he went and sat in the windowless council-chamber with the other elders and watched the trend of the talk, and said, at the proper time, "He's better than he was. Very likely, some day, we shall find him as sane as ourselves."




Then afterwards one of the elders, who thought deeply, had an idea. He was a great doctor among these people, their medicine-man, and he had a very philosophical and inventive mind, and the idea of curing Nunez of his peculiarities appealed to him. One day when Yacob was present he returned to the topic of Nunez. "I have examined Nunez," he said, "and the case is clearer to me. I think very probably he might be cured."




"This is what I have always hoped," said old Yacob.




"His brain is affected," said the blind doctor.




The elders murmured assent.




"Now, what affects it?"




"Ah!" said old Yacob.




This," said the doctor, answering his own question. "Those queer things that are called the eyes, and which exist to make an agreeable depression in the face, are diseased, in the case of Nunez, in such a way as to affect his brain. They are greatly distended, he has eyelashes, and his eyelids move, and consequently his brain is in a state of constant irritation and distraction."




"Yes?" said old Yacob. "Yes?"




"And I think I may say with reasonable certainty that, in order to cure him complete, all that we need to do is a simple and easy surgical operation--namely, to remove these irritant bodies."




"And then he will be sane?"




"Then he will be perfectly sane, and a quite admirable citizen."




"Thank Heaven for science!" said old Yacob, and went forth at once to tell Nunez of his happy hopes.




But Nunez's manner of receiving the good news struck him as being cold and disappointing.




"One might think," he said, "from the tone you take that you did not care for my daughter."




It was Medina-sarote who persuaded Nunez to face the blind surgeons.




"You do not want me," he said, "to lose my gift of sight?"




She shook her head.




"My world is sight."




Her head drooped lower.




"There are the beautiful things, the beautiful little things--the flowers, the lichens amidst the rocks, the light and softness on a piece of fur, the far sky with its drifting dawn of clouds, the sunsets and the stars. And there is you. For you alone it is good to have sight, to see your sweet, serene face, your kindly lips, your dear, beautiful hands folded together. . . . . It is these eyes of mine you won, these eyes that hold me to you, that these idiots seek. Instead, I must touch you, hear you, and never see you again. I must come under that roof of rock and stone and darkness, that horrible roof under which your imaginations stoop . . . no; you would not have me do that?"




A disagreeable doubt had arisen in him. He stopped and left the thing a question.




"I wish," she said, "sometimes--" She paused.




"Yes?" he said, a little apprehensively.




"I wish sometimes--you would not talk like that."




"Like what?"




"I know it's pretty--it's your imagination. I love it, but now--"




He felt cold. "Now?" he said, faintly.




She sat quite still.




"You mean--you think--I should be better, better perhaps--"




He was realising things very swiftly. He felt anger perhaps, anger at the dull course of fate, but also sympathy for her lack of understanding--a sympathy near akin to pity.




"Dear," he said, and he could see by her whiteness how tensely her spirit pressed against the things she could not say. He put his arms about her, he kissed her ear, and they sat for a time in silence.




"If I were to consent to this?" he said at last, in a voice that was very gentle.




She flung her arms about him, weeping wildly. "Oh, if you would," she sobbed, "if only you would!"




For a week before the operation that was to raise him from his servitude and inferiority to the level of a blind citizen Nunez knew nothing of sleep, and all through the warm, sunlit hours, while the others slumbered happily, he sat brooding or wandered aimlessly, trying to bring his mind to bear on his dilemma. He had given his answer, he had given his consent, and still he was not sure. And at last work-time was over, the sun rose in splendour over the golden crests, and his last day of vision began for him. He had a few minutes with Medina-sarote before she went apart to sleep.




"To-morrow," he said, "I shall see no more."




"Dear heart!" she answered, and pressed his hands with all her strength.




"They will hurt you but little," she said; "and you are going through this pain, you are going through it, dear lover, for me . . . . Dear, if a woman's heart and life can do it, I will repay you. My dearest one, my dearest with the tender voice, I will repay."




He was drenched in pity for himself and her.




He held her in his arms, and pressed his lips to hers and looked on her sweet face for the last time. "Good-bye!" he whispered to that dear sight, "good-bye!"




And then in silence he turned away from her.




She could hear his slow retreating footsteps, and something in the rhythm of them threw her into a passion of weeping.




He walked away.




He had fully meant to go to a lonely place where the meadows were beautiful with white narcissus, and there remain until the hour of his sacrifice should come, but as he walked he lifted up his eyes and saw the morning, the morning like an angel in golden armour, marching down the steeps . . . .




It seemed to him that before this splendour he and this blind world in the valley, and his love and all, were no more than a pit of sin.




He did not turn aside as he had meant to do, but went on and passed through the wall of the circumference and out upon the rocks, and his eyes were always upon the sunlit ice and snow.




He saw their infinite beauty, and his imagination soared over them to the things beyond he was now to resign for ever!




He thought of that great free world that he was parted from, the world that was his own, and he had a vision of those further slopes, distance beyond distance, with Bogota, a place of multitudinous stirring beauty, a glory by day, a luminous mystery by night, a place of palaces and fountains and statues and white houses, lying beautifully in the middle distance. He thought how for a day or so one might come down through passes drawing ever nearer and nearer to its busy streets and ways. He thought of the river journey, day by day, from great Bogota to the still vaster world beyond, through towns and villages, forest and desert places, the rushing river day by day, until its banks receded, and the big steamers came splashing by and one had reached the sea--the limitless sea, with its thousand islands, its thousands of islands, and its ships seen dimly far away in their incessant journeyings round and about that greater world. And there, unpent by mountains, one saw the sky--the sky, not such a disc as one saw it here, but an arch of immeasurable blue, a deep of deeps in which the circling stars were floating . . . .




His eyes began to scrutinise the great curtain of the mountains with a keener inquiry.




For example; if one went so, up that gully and to that chimney there, then one might come out high among those stunted pines that ran round in a sort of shelf and rose still higher and higher as it passed above the gorge. And then? That talus might be managed. Thence perhaps a climb might be found to take him up to the precipice that came below the snow; and if that chimney failed, then another farther to the east might serve his purpose better. And then? Then one would be out upon the amber-lit snow there, and half-way up to the crest of those beautiful desolations. And suppose one had good fortune!




He glanced back at the village, then turned right round and regarded it with folded arms.




He thought of Medina-sarote, and she had become small and remote.




He turned again towards the mountain wall down which the day had come to him.




Then very circumspectly he began his climb.




When sunset came he was not longer climbing, but he was far and high. His clothes were torn, his limbs were bloodstained, he was bruised in many places, but he lay as if he were at his ease, and there was a smile on his face.




From where he rested the valley seemed as if it were in a pit and nearly a mile below. Already it was dim with haze and shadow, though the mountain summits around him were things of light and fire. The mountain summits around him were things of light and fire, and the little things in the rocks near at hand were drenched with light and beauty, a vein of green mineral piercing the grey, a flash of small crystal here and there, a minute, minutely-beautiful orange lichen close beside his face. There were deep, mysterious shadows in the gorge, blue deepening into purple, and purple into a luminous darkness, and overhead was the illimitable vastness of the sky. But he heeded these things no longer, but lay quite still there, smiling as if he were content now merely to have escaped from the valley of the Blind, in which he had thought to be King. And the glow of the sunset passed, and the night came, and still he lay there, under the cold, clear stars.