Mass Individual d s
and Learning
We have come to be Japanese speakers by imitating Japanese used by our predecessors. When we are attempting to get knowledge of English, is it natural to imitate English, is it not? But imitation is one of our acts based on our thoughts and experience so it is different from copying.
Then let us think about what it is to imitate English for getting knowledge of English. It seems probable that words started with simple and developed into complex. It might be possible to say that people have been imitating words in the order from simple to complex when they are attempting to be used to any language. We may have an idea that, therefore, it would be possible to get knowledge of English if we intimated English in the order like that. But when we think how the connection is going to get complex between words, which are going to get complex, we may have no idea of how English is going to get complex unless we have knowledge of the connection between words. We have ever had such experience as we had a clear idea of English at the start of learning but not at a later time when an English text got a little complex in it. We think that the cause of it is that we have poor knowledge of how to get English words connected.
Let us think what we are going to do with the imitation of English in the way we can to see the connection of English words. Words composing a statement are voiced as word groups. When we give attention to the connection between words composing a statement, we see that it is necessary to think about the connection between word groups. Each of the word groups composing a statement has the least number of a word group. The range of the number is various according to the sense of a statement. We give a name of a unit word group to a word group having the least number of words in a statement. A unit word group is ranged by a word or words working as an adjective.Then we have a question of which word group is a unit word group and what we are going to do with the intimation of English in the way we see the connection between unit word groups.The reason for a unit word group to range a word or words working as an adjective is that it makes connection clear between unit word groups.
An interrogative does the work to point out a unit word group. In the original statement of "I am learning an English text in my room for my examination." we see that "what" is pointing out "an English text" when we make a question
of "What are you learning?h using "whath and an answer of
"I am learning an English text." We see that "where"
is
pointing out "in my room" when we make a question of
"Where are you learning it?h using "where" and an answer of
"I am learning it in my room." We see that "why" is
pointing out "for my examinationh when we make a question of "Why are
you learning it?" using "why" and an answer "I am learning
it for my examination." Looking at the word groups in these answers,
"I am learning", "an English text", "in my room",
and "for my examinationh, we are able to see that the original statement is composed of these word
groups. If we put slashes between them we have the original statement such
as "I am learning/ an English text/ in my room/ for my examination.
Therefore these four unit word groups are the ones, which the original
statement has. The interrogatives are pointing out the three word groups
such as an English text, in my room, and for my examination and it is possible
to say that as a result of their work of pointing out them the unit word
group" I am learning" is made separate.
The above four answers are made by using the four unit word groups. and each of them has the least number of a unit word group. It is a statement made by analyzing the original statement and we give it a name of "a unit analyzed statementh. Even the simplest words are an expression of one's idea. Such simple words are made into a statement or have possibility to be made into a statement. A unit analyztic statement is considered to be the simplest words. Therefore if we are going to get used to an original statement in the order from simple to complex, we first analyze an original statement into the simplest words, namely, the unit analytic statements, and attempt to be going to get used to such unit analyzed statements by imitation. These unit analyic statements change according to the order, in which an original statement changes from simple to complex.
When we give attention to the fact that we have come to be Japanese native speakers, we see that we have been talking Japanese all the time with somebody else. This is that we are doing Japanese conversation. So we need to be going to intimate English by doing conversation. Conversation has the form of a question and answer. An interrogative question and answer is conversation. If we change unit analytic statements into questions and answers with interrogatives and practice interrogative conversations with our partners, we are going to get used to unit analytic statements by conversation.
(1) I am
learning an English text in my room for my examination.
(2) What are you learning?
(3) I am
learning an English text.
(4) Where are
you learning it?
(5) I am
learning it in my room.
(6) Why are you
learning it.
(7) I am
learning it for my examination.
Using the above mentioned statements we
give our following outline of how to go with the practice
Using a text original statement as an example
the teacher says that, when they are making interrogative questions looking at
a text, they make them from unit analytic statements. He teaches that, for
example, they make (2) from gI am learning an English text.h (4) from gI am
learning it in my room.h, and (6) from gI am learning it for my examination by
having these unit analytic statements in mind.
At the start of the practice of each original statement the teacher voices
statements such as those from the above (1) to (7) and then lets all the
learners voice them at one or two times. Then the teacher lets all the
learners voice each interrogative question and answer every time he verbally
gives them each of the unit analytic statements for (2), (4) and (6).
In the practice of interrogative conversations the text has original
statements like (1) but does not have any interrogative questions and answers such as (2) to (7). Each two of the
learners do interrogative conversations by looking at the text. But they have to make these interrogative questions and answers by themselves. But the English
making, which they do, is almost the repeat of the original statements in
voice, seeing from looking at (1) to (7). And they do it looking at the text.
So it is not so difficult essentially. But it is difficultwhen original statements get a little complex. The reason of the difficulty
is that they do not see how to put original statements into basic statements, which we will mention about
later, put the basic statements into unit analytic statements in mind, and make interrogative questions from the unit analytic statements. But if a learner gets used to these two things he will have a basic abilityto be a writer and speaker of English.
It is necessary for any learner to see the two things through experiences. For
example, if a learner practices the conversations from (2) to (10) two or three
times, he can say (1) easily without looking at the text.
At the start of the practice, all the learners repeat in voice what
the teacher voiced about the first original text statement at the start of the
practice. Then looking at the text the first learner makes verbal transfer of
the first original text statement to the second learner and verbally puts each
interrogative question to him having each unit analyzed statement in mind in
turn. His partner answers each interrogative question. These verbal operations
go on in turn always between each two learners. When the first learner answers
the last interrogative question given by the last learner, the first practice
is over. At the start of the second practice the repeating of the second
original statement in voice is done in the same way as in the first practice.
Then the second practice is started with the second original statement by the
second learner and goes on in the same way as at the first practice. This is
because each of the learners can have an equal chance of voicing at the start
each original text statement and each interrogative question. The teacher gives
his learner a guide whenever he finds it necessary for him to do it. The
teacher and learners go on with the practice by looking at the text. They have
another sort of practice, where the text is being looked at by the teacher but not by the learners. Item 6, which you will
see below, gives the details of the practices.
There are various interrogatives according to their
different senses. It is possible to make several interrogative conversations by
using these interrogatives. Doing interrogative conversations each two learners
are able to transfer, for example, a story through the learners. Each of the
learners is able to have about an equal amount of teaching or practice. The
conversations go always between each two learners and so the practice is
individual teaching but during the time of each two learners' conversation the
rest learners are hearing the conversations from the preceding and following
learners, which they are required to voice when their turn comes. These
conversations are varying at times from 1 to the number, which is less by 1
than the total number of all the learners, So they are attempting to have them by
heart. In this respect the practice is mass teaching. We call the practice mass
individual teaching. In the following items we give an account of the practice
in detail. (The reason why the rest learners are attempting to have by heart
what they are hearing from the following learners is that they want to be ready
for another sort of practice to do without looking at the text. In this
practice the teacher verbally transfers several different original statements one
after another to each learner, who will have to change them into interrogative
conversations.)
2 How to make connection between English words
From now on we mean a word or a unit word group in a statement when we say a word. And it is different according to a different statement. The way English words are connected is dependent on their work in a statement. The work of English words has its name as listed below.
|
Work of Word |
Name |
|
A word working as a subject of a statement |
Subject |
|
A word showing the action or condition of a
subject |
Verb |
|
A word intended for by a verb showing an action of a subject |
Object |
|
A verb intending for an object |
Transitive Verb |
|
A verb showing the condition of a subject |
Intransitive Verb |
|
A word showing the
content of a subject and completing the sense of an intransitive verb |
Complement |
|
A word
explaining a subject, transitive verb, object, |
Modifier |
|
A word
making connection between words, groups of words, or statements |
Conjunction |
A declarative sentence is a sentence where a word working as a subject of a statement comes at the head of the statement and a verb comes next the subject. We give an account of a word order about a declarative sentence.
The way for these words to be put together is based on the word order in a statement. The word order is the position of a word, which is different according to the work of the word in a statement. It is different depending on a transitive verb or an intransitive verb. When a transitive verb is used, a subject comes at the head of the statement, a transitive verb comes next, and then an object comes. This word order has the form of (Subject +Transitive Verb + Object). If an intransitive verb is used, a subject comes at the head of the statement, an intransitive verb comes next, and then a complement comes. This gives the form of (Subject + Intransitive Verb + Complement). A modifier comes directly or indirectly before or after these words.
There is a transitive verb needing two objects. One of them is indirect in sense to the verb, and it is named an indirect object. Another is direct in sense to the verb and it is named a direct object. An indirect object comes right after the verb in a statement and a direct object comes after the indirect object. The transitive verb is called a double objective transitive verb. This gives the form of (Subject + Double Objective Transitive Verb + Indirect Object + Direct Object).
In the form of (Subject + Intransitive Verb + Complement) there is a
case where the intransitive verb does not need any complement. Then this gives
the form of (Subject + Intransitive Verb). The work of the intransitive verb is
different between (Subject + Intransitive Verb + Complement) and (Subject +
Intransitive Verb). To represent the difference an intransitive verb is called
an incomplete intransitive verb when itneeds a complement and a complete intransitive verb when it does not
need a complement. The forms are (Subject + Incomplete Intransitive Verb +
Complement) and (Subject + Complete Intransitive Verb) respectively.
In (Subject
+ Transitive Verb + Object) there is such a case as the transitive verb needs a
complement, which comes next the object. The form is (Subject + Transitive Verb
+ Object + Complement). The work of a transitive verb is different between (Subject
+ Transitive Verb + Object) and (Subject + Transitive Verb + Object +
Complement). To represent the difference between them we give the former the
form of (Subject + Complete Transitive Verb + Object) and the latter the form
of (Subject + Incomplete Transitive Verb + Object + Complement).
We give the forms of a declarative sentence, excluding any modifier,
as follows.
Subject + Complete Transitive Verb + Object
Subject + Incomplete Intransitive Verb + Complement
Subject + Complete Intransitive Verb
Subject + Double Objective Transitive Verb + Indirect Object + Direct Object.
Subject + Incomplete Transitive Verb + Object + Complement
A modifier comes directly or indirectly before or after a declarative sentence
of any of the above sentence forms or a word or a unit word group composing
the declarative sentence.
3 How to get used to the parallel between English and Japanese@
In the above Item 2 we give a simple account of the position of a modifier in a sentence. A modifier is so much different in form and work that it may give a complex connection between words in a statement. It is not too much to say that such complex may sometimes be a cause of making it unclear to see the sense of an English statement at the time of translation in Japanese. Therefore now let us give our thoughts to the reason why such complex takes place and what is the way to get it over.
Even in such a simple statement as "I put a book on the desk."
the connection between the words is complex as listed below if we give
attention to the modifiers of a, on, and the.
(1) "I" connects
"put" in the direction from the left to the right.
(2) "put" connects "book" over "a" in
the direction from the left to the right.
(3) "a" connects "book" in the direction from
the left to the right.
(4) "put" connects "on" over "a" and
"book" in the direction from the left to the right.
(5) "On" connects "desk" over "the"
in the direction from the left to the right.
(6) "The" connects "desk" in the direction from
the left to the right.
The direction of the connection is from the
left to the right. But the connection sometimes goes over a word or words. This
jump is not necessary, however, if the words are handled as unit word groups.
If we handle gI puth, "a book" and "on the desk" as a unit
word group respectively, we can make the connection of the words as simple as
follows.@
|
Unit Word Groups |
(I put) (a book) (on the desk) |
|
Connection |
(I put) connects (a book) and ( on the desk). |
If we make a comparison between Ν{πχΙu(watashi wa tukueni honn wo oku)and "I put a book on the desk.", the parallels between English
and Japanese are as follows.
|
Νu |
watashi wa oku |
I put |
|
{π |
honn wo |
a book |
|
χΙ |
tukue ni |
on the desk |
If we put English words into unit word groups, we can make it easy for us to see how English words are connected in a statement. This is how we get used to the knowledge and use of the parallel between English and Japanese. In other words it is a question of what English words we have to put into what we want to say in Japanese.
To know a parallel between Japanese and English words we look at an English Japanese or Japanese English Dictionary. Then we see that the dictionary has many Japanese words for one English word or many English words for one Japanese word .So we are at a loss which English or Japanese word we take in a dictionary for translation. The dictionary gives many examples and word groups but it is hard for us to come across the very examples that we have been looking for.
An English Japanese or Japanese English dictionary gives English word groups and examples for the use of words.
The number of words is frequently different between English and Japanese to
give the same sense. These two facts also say that we are facing a question of
what English words we have to put into what we want to say in Japanese. The answer
to this question is that we do the learning to get us to be as much experienced
as possible in the parallel between English and Japanese.
A word or a word group, which is parallel between English and Japanese,
is a English word or an English unit word group having the same sense as
a Japanese word or a Japanese word group. An
interrogative all the time does the work to point out an English word or an
English unit word group, which is parallel to a Japanese word or a Japanese
word group. Thus we change a certain English statement into a conversation of
interrogative questions and answers and practice such a conversation. Then such
a practice will give us a chance to get used to the parallel between English
and Japanese.
4 How to analyze original statements for the making interrogative conversations.
As mentioned in the above Item 2 words are given their names to their work in relation to the other words in a statement. But they are given names to their own work as listed below.
|
Own Work of Word |
Name |
Examples |
|
A word to modify persons, things, or
substances in |
Article |
a, an, |
|
A word to modify persons, things, or
substances in |
Definite Article |
the |
|
A word to give a name to persons, things
and |
Noun |
house |
|
A word to use instead of a noun. |
Pronoun |
it, this, that |
|
A word to show the condition of persons,
things and substances. |
Adjective |
good, bad |
|
A word to show the action and condition
of persons, |
Verb |
come, be, have |
|
A word to explain an adjective, a verb,
an adverb. or |
Adverb |
very, quickly, more |
|
A word to make connection between any two
or more of words or word groups or sentences. |
Conjunction |
and, though |
|
A conjunction connecting one sentence to
another |
Relative Pronoun |
which, that |
|
A conjunction letting one sentence modify
another |
Relative Adjective |
which, that |
|
A word to question a word as well as
words, which |
Interrogative |
what, where, who |
|
An interrogative to question a noun in a
sentence. @ |
Interrogative Pronoun |
what, where, who |
|
An interrogative to question an adjective
in a |
Interrogative |
what house |
|
An interrogative to question an adverb in
a sentence. |
Interrogative adverb |
how, when |
The same words are given their different names, depending on if they are used in or out a statement. There is possibility that this may give confusion in understanding the structure of an English statement. So we make such differences clear by giving names to words used in and out a statement as listed below..
|
The name of |
The name of a word
used in a statement |
|
Noun |
Subject. |
|
Noun |
Object. When there is one object, the
verb is Complete Transitive Verb. |
|
Noun |
Object. When there are two objects, the
verb is Double Objective |
|
Noun |
Complement. When there is no object, the
verb is Incomplete Intransitive |
|
Noun |
Complement. When there is an object, the
verb is Incomplete Transitive |
|
Verb |
When there is one object, the verb is
Complete Transitive Verb. |
|
Verb |
When there are two objects, the verb is
Double Objective Transitive Verb. |
|
Verb |
When there are an object and a
complement, the verb is Incomplete |
|
Adjective |
When it comes directly or indirectly
before or after a noun to modify the noun, it is Modifier. |
|
Adjective |
When it comes after a verb to complete
the sense of the verb, it is |
|
Adjective |
When it comes after an object, explains
the content of the object, and |
|
Adverb |
When it comes directly or indirectly
before or after a statement, verb, |
The type and
name of phrases are as listed below.
|
Type of Phrase |
Name |
|
A group of words, which is a part of a simple sentence |
Phrase |
|
A phrase, which has a preposition at the head. |
Prepositional Phrase |
|
A phrase, which has a present participle at the head. |
Present Participle |
|
A phrase, which has a past participle at the head. |
Past Participle |
|
A phrase, which has an infinitive at the head. |
Infinitive Phrase |
|
A group of words, which is till a verb. |
Verb Phrase |
The work and
names of these phrases in a statement are as
listed below.
|
Work of Phrase in Statement |
Name of Work |
|
Subject, Object, or Complement |
Noun Phrase |
|
Modifier modifying Noun or Noun Phrase |
Adjective Phrase |
|
Modifier modifying Verb, Adjective, Adverb, or Sentence |
Adverb Phrase |
|
Adjective modifying Noun |
Prepositional Adjective Phrase |
|
Modifier modifying Verb, Adjective, Adverb, |
Prepositional Adverb Phrase |
|
Subject, Object, or Complement |
Infinitive to work as Noun |
|
Complement or Modifier modifying Noun |
Infinitive to work as Adjective |
|
Modifier explaining Verb, Adjective, Adverb, |
Infinitive to work as Adverb |
|
Adjective modifying Noun |
Past Participle to work as Adjective |
|
Modifier modifying Verb, Adjective, Adverb, |
Past Participle to work as Adverb |
A statement, which has only one each of verb and subject, is called a simple sentence, and when more than one simple sentence are connected with conjunctions, a group of these sentences is called a complex sentence. The following list gives an account of the work and names of the parts and word composing a complex sentence.@
|
The work of each sentence in a
complex sentence, and the work of words connecting sentences in a complex
sentence |
Name |
|
Each sentence in a complex
sentence |
Clause |
|
A clause working as a subject,
object, or complement |
Noun Clause |
|
A clause working as a modifier
modifying any other clause |
Adjective Clause |
|
A clause working as a modifier
explaining a verb, adjective, or adverb |
Adverb Clause |
|
A word to connect clauses |
Conjunction |
The type and names of a simple sentence are as listed below.
|
Type of Simple Sentence |
Name |
|
A question using an interrogative |
Interrogative Question |
|
A question made by a positional exchange |
Question |
|
A sentence giving an order (The subject is |
Imperative Sentence |
|
A sentence admiring (An admiring word |
Exclamatory Sentence |
|
Any other sentence |
Declarative Sentence |
The way to analyze original statements for making interrogative conversations is mentioned below.
In the following way we give a list of interrogative
objects. These interrogative objects have to be selected rightly on the basis
of the account given down the list of from (A) to (L).
(A)A subject, an object, or a complement with or without an article, adjective,
adverb, adjective phrase.
(B) An adjective working as a complement
(C) An adjective working as a modifier
(D) An adverb
(E) A noun phrase working as a subject, an object, and a complement
(F) An adjective phrase working as a complement
(G) An adjective phrase working as a modifier
(H) An adverb phrase@
(I) A noun clause working as a subject, an object, and a complement
(J) An adjective clause working as a complement
(K) An adjective clause working as a modifier
(L) An adverb clause@
In a simple sentence, which has not any phrase with a verb or a verb phrase in it, we make interrogative questions and answers from the original simple sentence by selecting right interrogative objects in the above list.
If a simple sentence has one or more than one phrase with a verb or a verb phrase in it, we take the one phrase or each of the phrases from the simple sentence, if any, with a subject to put back. Then we make a simple sentence from the one phrase or each of the phrases. And so we get the simple sentence without its phrase or phrases. We give a name of a basic statement to all these simple sentences, which we have made in this way..
But according to the sense of an original simple sentence we analyze it into basic statements to a certain extent. We still give a name of a basic statement to a sentence, which we get without making complete analysis. There is a case where we do not analyze an original sentence into basic statements. By selecting interrogative objects in the above list, we make interrogative questions and answers from a basic statement or an original sentence, which we have not analyzed into basic statements. We put basic statements together back into an original sentence. Then from the compound original sentence we make an interrogative question and answer about the conjunction for the compound by selecting an interrogative object in the above list. We give a name of a basic statement to the compound original sentence. In a basic statement or an original sentence, which we do not analyze into basic statements, we make interrogative questions by analyzing either into each unit analytic statement in mind.
An original sentence, which we do not analyze into basic statements, is a simple sentence without a phrase having a verb or a verb phrase in it or a simple sentence, which we do not analyze into basic statements even if such a simple sentence has a phrase in it, which has a verb or a verb phrase in it.
In a complex
sentence we make interrogative questions and answers as mentioned in the above
by taking each clause as each simple sentence. Each simple sentence analyzed
that way without any phrase having a verb or a verb phrase is named a basic
statement. We put two or more of the basic statements into a complex sentence
with one or more different conjunctions used in the original complex sentence and
make one or more interrogative questions and answers from the compound complex
sentence for the practice of seeing how to use conjunctions. Any phrase, which
does not have a verb or a verb phrase and is common to each basic statement, is
used only in one basic statement for simplification. When analyzing a phrase
with a verb or a verb phrase, a word or a word group, which is common to each
basic statement, is used only in one basic statement for simplification. We put
or verbally give original sentencesAbasic statements, and interrogative questions and answers in the
same turn as that in which we have been analyzing original sentences, basic
statements and unit analytic statements.
In order to make interrogative conversations, a
question, an imperative sentence, and an exclamatory sentence, which are
original statements, are all changed into a declarative sentence. In an
original statement direct narration sometimes is changed into indirect
narration. If the same main clause is used again and again, only the subordinate
clauses are made into declarative sentences. All the rest things to do are the
same as the mention has been made so far.
An original statement, a basic statement and an interrogative conversation are put respectively in red, green, and black.
A verb cannot be an object of an interrogative. Then we make an interrogative
question by using "do" and "what". For example, when
we make an interrogative question from "He goes.", we put "
What doe he do?"
In analyzing an original statement, we see that sometimes
our practice is made easy if we use a transitive verb as an intransitive verb.
Then we will do so.
5 How to judge the forms of English statements with interrogatives
To make a question from a declarative sentence without any interrogative, the subject and the verb are exchanged in position when the verb is be-verb and an auxiliary verb is put before the subject when the verb is any other than be-verb. Be-verb is be, is, are, was, were, or been. An auxiliary verb is do, does, did, may, might, can, could, will, would, shall, or should
An interrogative question has an interrogative at the head of a question
made from a declarative sentence. An interrogative is what, which, who,
how, why, whose, whatever, whichever, whoever, etc.
When we make an interrogative question and answer from a basic
statement or an original declarative statement with only one verb or one verb
phrase, the interrogative points out a subject, an object, or a complement in a
statement and this makes it clear which form the statement has. If an
interrogative points out which words are a subject and an object in a
statement, this gives us a knowledge of which word is a transitive verb. If the
statement has one object and no complement, the transitive verb is a complete
transitive verb and the form of the statement is (Subject + Complete Transitive
Verb + Object). If an interrogative points out an object and a complement to
give a content of the object, the verb is incomplete intransitive verb, and the
form of the statement is (Subject + Incomplete Transitive Verb + Object +
Complement). If an interrogative points out another object, the verb is Double
Objective Transitive Verb and the form of the statement is (Subject + Double
Objective Transitive Verb + Indirect Object + Direct Object). If an
interrogative points out only a subject and a complement, the verb in a
statement is an incomplete intransitive verb and the statement has the form of
(Subject + Incomplete Intransitive Verb + Complement). If an interrogative
points out a subject without having any object and complement, the verb is a complete
intransitive verb. And the form of the statement is (Subject + Complete
Intransitive Verb).
When we
change a basic statement or an original declarative statement with only one
verb or one verb phrase into an interrogative question and an answer, the
interrogative points out a subject, an object, or a complement respectively and
makes it clear what form the statement has. This is as mentioned in the above.
The subject, object, or complement frequently has an adjective at the front or
back. The adjective sometimes has an adverb at the front or back. These
adjective and adverb are modifiers. As mentioned in Item 3 " The way to
get used to the parallel between Japanese and English", an interrogative
points out these modifiers by getting each of them together as a unit word
group with a subject, an object, or a complement for the purpose of making a
clear indication of the parallel between Japanese and English. But there is a
case where an interrogative points out any one of these modifiers separately. If
a modifier pointed out by an interrogative is a word, we call the word a unit
word.
A specific account is given below of what are above mentioned..
(Explanation 1)
I have a tree in my garden.
What do I have?
You have a tree.
Where do I have it?
You have it in your garden
"What" is pointing out a word group, "a tree". It is clear from the sense of the statement that "tree"
is not a subject. Then "a tree" is an object or a complement.
If "a tree" is working as a complement, it is representing a
content of the subject, "I". But "a tree" is a plant
and not a man and so it cannot represent the content of "I".
Therefore "a tree" is an object. So the verb "have"
is a complete transitive verb and "tree" is an object for "have".
Now "where" is pointing out a modifier, " in my garden"
giving an account of a place in which he has a tree. Thus the form of "I
have a tree in my garden." is (Subject + Complete Transitive Verb
+ Object + Modifier).
(Explanation 2) @
He is a teacher.
What is he?@
He is a teacher.
"What" is pointing out "a teacher". "A teacher" is a complement or an object because "he" is a subject. "A teacher" is the content of "he". Therefore "a teacher" is a complement. So "is" is a verb needing a complement. Thus "is" is an incomplete intransitive verb, and "He is a teacher." has the form of (Subject + Incomplete Intransitive Verb + Complement).
(Explanation 3)
The man goes away.
Who goes away?@.
The man goes away.
"Who" is pointing out "the man". Seeing from the sense
of the statement "the man" is a subject. There is not any object
or complement. So "goes away" is a verb phrase and is a complete
intransitive verb. "The man goes away." has the form of (Subject
+ Complete Intransitive Verb).
(Explanation 4)
I give him money.
What do I give him?
You give him money.
Who do I give money?
You give him money.
"What" is pointing out "money". "I"
is a subject and so "money" is an object or a complement. If
"money" is a complement, it is a content of "I" or
"him". But "money" is a thing and cannot be the
content of "I" or "him". So "money" is an
object. "Who" is pointing out him. "Him" is an object
or a complement. If it is a complement, it is the content of "I"
but I cannot be him. So "him" is an object. "Money"
and "him" are objects. Thus "give" is a double objective
transitive verb having two objects. "Him" is an indirect object
and "money" is a direct object. The form of "I give him
money." is (Subject + Double Objective Transitive Verb + Indirect
Object + Direct Object).
(Explanation 5)
He makes her happy.
How does he maker her?@
He makes her happy.@
Who does he make happy?
He makes her happy.
"who" is pointing out her. Her is an object or a complement. If it is a complement, it is the content of a subject, "he". But her is not he. Therefore her is an object. So "makes" is a transitive verb having an object, "her".
"How" is pointing out "happy". "Happy" is
a complement or an object. If it is an object, "happy" is an
adjective and not a noun and so "happy" cannot be an object.
So "happy" is a complement. But "happy" is not a content of the
subject "he" because a subject can have an object but cannot have a
complement at the same time like it has an object. Therefore ghappyh is a content of the object,
"her". Thus g"makes" is incomplete transitive verb having
the object "her" and the complement "happy". "He makes
her happy." has the form of (Subject + Incomplete Transitive Verb + Object
+ Complement).
In order to decide the form a statement with an interrogative we give attention
to which word the interrogative is pointing out. Then we try to see which
the interrogative is pointing out, subject, an object, or a complement.
From the sense of the statement it is easy to see which word is working
as a subject. So then we have to see which the word is, an object or a complement, when the word is being pointed out by the interrogative. For this we will
see if the word is a content of the subject. If it is the content of the
subject it is a complement and the verb is incomplete intransitive verb.
If it is not a content of the subject, it is an object and the verb is
a complete transitive verb. If an interrogative is pointing out two words,
which are not contents of the subject, the two words are objects and the
verb is a double objective verb. When an interrogative is pointing out
two words, these two words cannot be complements because there is only
one verb. Therefore if the two words are not objects, one of the two words
is an object and another is a complement. In this case the verb is transitive
verb because it has an object. The complement is that for the transitive
verb. Namely the transitive verb has an object and a complement. But the
word, the content of which is the complement, is not the subject because
a subject cannot have an object and a complement at the same time like
it has an object. Therefore the complement is that for the object. The
transitive verb is called an incomplete transitive verb to make clear that
it is different from a complete transitive verb. When an interrogative
is pointing out two words, one of them is a complement if it is a content
of the subject and the verb is incomplete intransitive verb. The other
one is a modifier for the complement or the incomplete intransitive verb.
When an interrogative is pointing out only a subject, the verb is a complete
intransitive verb. The things, which are mentioned in the above, are the
same as when a statement is formed of unit word groups.
If, for example, we put the following
statement (1) into basic statements and make interrogative questions and
answers from each basic statement, having in mind unit analytic statements, we see
that interrogatives show the forms of each basic statement and the statement
(1).I
(1)The sound of an airplane going through
the air comes to my ears.
(2) The sound of an airplane comes to my ears.
(3) Where does it come?
(4) It comes to your ears.
(5) An airplane is going through the air.
(6) Where is it going?
(7) It is going through the air.
(8) The sound of an airplane going through the air
comes to my ears.
(9) What sound comes to my ears?
(10) The sound of an airplane going through the air comes to your ears.
The statement (1) is a simple sentence with a phrase having one verb. So
we analyze the phrase into a basic statement with only one verb in it.
The phrase is an adjective phrase, "going through the air" modifying
"an airplane". So we can make a basic statement, " An airplane
is going through the air. (5)" Then the rest basic statement is "The
sound of an airplane comes to my ears. (2)" These basic statements
happen to be unit analytic statements. Thus if we make an interrogative
question and answer from (2), we can have (3) and (4). If we do it from
(5), we can have (6) and (7). If we do it from the statement (8), we can
have (9) and (10). We make a basic statement (8) by putting together (2)
and (5).
It can be seen from (3) and (4), that "where" is pointing out a modifier, "to my ears" in (2). In (2) "of an airplane" is a modifier. So the form of (2) is Subject + Modifier + Complete Intransitive Verb + Modifier. We see that in (5) "where" is pointing out a modifier, "through the air" if we look at (6) and (7). So the form of (5) is Subject + Complete Intransitive Verb + Modifier. In (8) "what" is pointing out a modifier, "of an airplane" and a modifier, "going through the air" if we look at (9) and (10). And we see from the form of (2) that the form of "comes to my ears" is Complete Intransitive Verb + Modifier. So we see that the form of (8) is Subject + Modifier +Complete Intransitive Verb{Modifier + Complete Intransitive Verb + Modifier.
After the learner A voices, he puts a verbal question of (a) to the learner B. The learner B gives a verbal answer of (b) to the learner A. Then the learner A puts a verbal question of (c) to the learner B. The learner B gives a verbal answer of (d) to the learner A. Then the learners B and C do the same interrogative conversation as that which was done between the learners A and B. Then the same conversation goes between C and D, D and E, and so on in turn and the last learner K does the conversation with the learner A. The first practice now comes to its end. At the start of the second practice the teacher verbally transfers all the learners a basic statement (2), its interrogative question (e) and its answer (f) and lets all the learners voice them once or twice. Then the second practice goes in the same way as at the first practice, starting with the learner B and ending with the learner B. The reason for the second start to go from the learner B is that all the learners are able to have an equal chance to voice the first basic statement and its interrogative question or questions to their next learner. The practices are pictured as shown below.
| The first practice | A¨ B ¨ C ¨ D ¨ E ¨ F ¨ G ¨ H ¨ I¨ J ¨ K¨A |
| The second practice |
B¨ C ¨ D ¨ E¨ F ¨ G ¨ H ¨ I ¨ J ¨ K¨ A ¨ B |
When a learner gives a wrong or no answer, he can have help from his teacher.
The teacher and the learners make the above practices looking at the text.
The method gives every learner about an equal amount of teaching or practice.
Every learner puts forward his homework on or by the next day of practice.
Each homework has to have all each learner practiced on the day of practice.
The teacher gives back the homework to every learner with his necessary
correction and comment. He gets it fixed according to the learners' condition
how much he has to make the practice go forward.
Someone makes right homework in accordance with a text. Then learners can
use such homework for making the practice in the same way as above-mentioned.
In this case one of the learners take the place of a teacher by turn with
use of the homework. Or a teacher can be Americanlike voice of a program
gReadPleaseh, which is as detailed in the following Item 7.
The number of the learners in one classroom is divided into 10 or less.
For this purpose only when all the other lessons are over in all the classrooms,
the English teaching starts in all or some of the empty classrooms. The
following Item 8 gives one example of how we make a decision of the number of English
teaching rooms, which are available from the empty classrooms, and also
of the number of the learners in one teaching room. The same English teacher
undertakes the teaching in one of the English teaching rooms. He selects
which he does the teaching every day or every several days. In each of
the other English teaching rooms, which cannot have an English teacher,
a learner does the work of a teacher by turn or ReadPlease is used. In
this case a correct homework is previously made and used in ReadPlease
or by a learner to take the place of a teacher.
The learners
are looking at their text. But the text does not have any basic statements and
any interrogative questions and answers in it and so the learners are not easy
in making verbal transfer of interrogative questions though they are more guided
by looking at their text than they are normally making English. But the
difficulty is giving the learners a real chance to do the learning. It is
caused by their poor knowledge of putting an original statement into basic
statements, putting them into unit analytic statements, and making them into
interrogative questions. The method is suggesting to get such knowledge through
experience by making the practice as above mentioned.
When the learners are used to the practice of the first sort at the first, the practice of the second sort goes with the text being looked at by the teacher but not by the learners. The teacher makes verbal transfer only of each original statement to each learner. This practice is started when several original statements go forward, for example, to the third original statement as listed below. The order, in which each original statement is transferred, is as listed below.
|
Learners Original Statement Nos. |
A |
B |
C |
D |
E |
F |
G |
H |
I |
J |
|
1 2 3 |
1 |
2 |
3 |
1 |
2 |
3 |
1 |
2 |
3 |
|
|
2 3 1 |
2 |
3 |
1 |
2 |
3 |
1 |
2 |
3 |
1 |
|
|
3 1 2 |
3 |
1 |
2 |
3 |
1 |
2 |
3 |
1 |
2 |
|
The teacher makes the above list by himself. He makes verbal transfer of the original statement 1 to the learner A. If the original statement 1 gives two basic statements, each of which gives two unit analytic statements, the learners, who are not looking at the text, do their practice as mentioned below.
The learner
A does interrogative conversation with B about the first unit analytic
statement of the first basic statement of the first original statement. Then
the learner A does interrogative conversation with the learner B about the
second unit analytic statement. The learners A and B do interrogative
conversation every unit analytic statement of the second basic statement of the
first original statement. Then the teacher makes verbal transfer of the second original
statement to the learner B. The learner B does interrogative conversation with
the learner C about the first unit analytic statement of the first basic
statement of the second original statement in same way as in the conversations
between the learners A and B. But the basic statements, unit analytic
statements, and interrogative conversations are based in number and content on
the second original statement. Then they do interrogative conversations between
the learners CD, DE. EF, GH, and HI in the same way as between AB and BC.
This sort of practice is like actual conversation and so learners may have
a feeling of realty. Having each original statement by heart in a sort
time, each learner will have to make it into each basic statement and interrogative
question and put the question verbally to his next learner. Thus he has
to make interrogative conversations by himself.
(The theory
of the method)
To get a
trick of a foreign language is to imitate a foreign language like we intimated
Japanese at the time of our child age. To imitate English is to imitate the
parallels between Japanese and English and the connection between them.
Interrogatives point out the parallels between Japanese and English and the
connection between them. Therefore to do interrogative conversations is to
intimate the parallels between Japanese and English and the connection between
them and so it is the practice to intimate English.
((The effect of the method)
Verbal transfer of each basic statement, each unit analytic statement,
and interrogative conversation, which each pair of the learners makes in
turn through all the rest learners, gives such effects as mentioned below.
In order to do interrogative conversations we make analysis of a text statement into basic statements and then, if necessary, make further analysis of them into unit analytic statement. Theses analytic processes are tracing the work of words and unit word groups composing a text statement. They are made into interrogative conversations, which let us be able to be experienced in the work of words and unit word groups composing a text statement.
As mentioned in Item 6 we have two sorts of practice. One is to do the practice looking at a text. Another is to do the practice without looking at a text.
In the former practice a text does not have basic statements, unit analytic statements, and interrogative conversations. Therefore in order to get themselves ready for doing interrogative conversation well enough when their turn comes, the rest learners are giving attention to hearing each pair of preceding and following learners talking the same basic statement and interrogative conversation by the number, which varies between one and the number being one less than a total number of the learners in the teaching room. The practice is individual teaching to each pair of the learners but mass teaching to the rest learners. We give a name of "mass individual teaching" to the method.
Every learner is able to have about an equal amount of practice or teaching.
.In every practice each learner makes homework of what he has learnt and
he has his homework checked by a teacher or any other capable person. Right
homework can be used to make the practice between learners or family persons.
In this case ReadPlease is used as a voice teacher or a learner or a family
person takes a place of a teacher by turn To see ReadPlease, a learner
or a family person operates a personal computer by turn.
If learners have to use English new words one after another, they have
confusion. If they practice English without using any other words than
those, which they have just learnt, and any common words such as interrogatives,
prnouns, etc. there is no other way than to change text statements into
interrogative questions and answers.
An
interrogative points out the parallels between Japanese and English. These
parallels are ranging senses, pronunciations, person, tense, inflection,
indirect and direct speeches, subjunctive mood, etc. Thus the practice
using interrogative conversations gives us a chance to get experiences in the
knowledge of English covered with the range of that sort.
(The notice of the method)
Any way for the learning of English needs one's efforts until it is really of any use. The method gives a guide to the English learning. But you cannot come to any outcome of having English ability without doing your efforts. When we say English ability, there is a wide range of English ability, which Japanese persons may have. So it is impossible to say specifically what degree of English ability we may have as a result of our efforts..
7 A program for changing English statements into Americanlike voice
v
a program named ReadPlease to change English statements into
Americanlike voice when we do not have any teacher for the self or group
learning..
When we open a home page of any main search engine, put ReadPlease in the search box and click search at the side of the box, wel see several research results showing the word ReadPlease. Then if we click ReadPlease, we get the home page of ReadPlease, where we can order ReadPlease. The way of orderng ReadPlease is as mentioned in the home page.
The window of ReadPlease has Clipboard, Top Tool Bar, Left Side Tool Bar, and Right Side Tool Bar. In Top Tool Bar you see Edit. When you click Edit, a pull down menu opens and shows Paste. When you click Paste, we paste all the English words to Clipboard, which we previously copied. If we click Play at the top of Left Side Tool Bar, we have the Americanlike voice of all the English words pasted to Clipboard. Starting from the position with a cursor on and off, the voice goes while the voice English letters are being marked yellow. This is like a speaker, whose face photograph is seen at the bottom of Right Side Tool Bar, is reading all the English words pasted to Clipboard. If we click Stop on Left Side Tool Bar, the voice comes to a stop.
If we make a selection of English words in Clipboard and click Clear in the pull down menu opened by clicking Edit. we get the words to disappear. But if we click Undo in the pull down menu, we get them to appear. If we want to get them to disappear again, we click Redo in the pull down menu and see them disappear again.. But if we click Undo we see them appear again. If we click Selection on Left Side Tool Bar, we get the selected words to be yellow and start to voice. It is like the Americanlike speaker is reading the words. When the voice is over, the yellow color disappears.
We have a question voice and get it disappeared. When we answer the question,
we want to see if our answer is correct. Then if we click Undo, the right
answer appears. If we want to get the answer to disappear, we click Clear
for the first time and Redo after that.
If we click an arrow in the right or left direction, which you see down
the face picture of each Americanlike speaker on Right Side Bar, the speaker's
face changes from one to another and we can select any one of the speakers.
The sound of voice changes according to the different speakers.
If we click Selection on Left Side Tool Bar after we select any English words, we get the selected words to be yellow and voice. It looks as if a speaker in the photo was reading them. When the voice is over, the yellow color disappears. We previously get a correct answer to disappear and get a question to voice. When we want to see if we gave the right answer, our click of Undo gives an appearance of the right answerAwhich has been made to disappear. If we want to let the right answer disappear, again, we click Clear for the first and then Redo after that. This is the same as when we get any original statement or basic statement to voice and try to voice a question and an answer by turn, which we have been made to disappea previously.
If we want to save English words pasted to Clipboard, we click File on Top Tool Bar. Then a pull down menu opens and we click Save As in the menu. Then a folder named MyReadings opens. We give a name to a file to save and put the name in a saving box and click the save button. Then we can save the file in MyReadings. If we want to paste the file to Clipboard, we click File and the pull down menu opens. In the menu we see Open and click Open. Then My Readings openes and we see the file name in MyReadings and click the open button after we select the file name there. Then w can paste the file to Clipboard.
The learners do the operation of ReadPlease by turn. If a learner does the self-learning he operates ReadPlease. We paste the right homework to the clipboard of ReadPlease. We select necessary learning statements by looking at the homework on the clipboard and click Slection. Then ReadPlease reads the learning statements. If a learner gives any wrong question or answer, we will have the learner make correction by looking at the pasted homework. It is easy for us to be scrolling for looking at the homework and having the learner make the correction. The way of the practice is as mentioned in Item 6. When the learners do not have ReadPlease, they use the right homework and take the place of a teacher by turn.
8 One example of how to use the teaching rooms for the practice
One
example of using teaching rooms for the practice is given below
|
1 |
From 1st to 3rd grades |
|
2 |
3 classes for each grade |
|
3 |
50 students in each class |
|
4 |
450 students in total |
|
5 |
9 teaching rooms in total |
|
6 |
5 daysfteaching every week |
|
7 |
One hourfs English lesson in one day every week |
|
8 |
9 rooms for English lesson every school day |
|
9 |
10 students in each teaching room |
|
10 |
90 (9 x 10) students to have English lesson everyday |
|
11 |
450 ( 5 x 90) students to have English lesson every week |
An example of using the teaching rooms, each of which has 10 students, is given below.
|
No. of Teaching |
No. of Students |
No. of |
Total |
No. of Class |
|
One |
10 |
5 |
50 |
One |
|
Four |
40 |
5 |
200 |
Four |
|
Four |
40 |
5 |
200 |
Four |
9 teachers are necessaryevery day during each week. When the number of teachers is short, ReadPlease is used. We make a schedule to keep the allocation balance between English teachers and the number of ReadPlease. The way to operate ReadPlease is as mentioned in Item 7.
To Contents
9 Examples of a text and homework
These
examples are shown below.
Text
|
No. |
|
|
1 |
My dog h Pessh was dead on 17 July, 2006 because she had got
too old to live any more. |
|
2 |
She had been living about 18 years. |
|
3 |
We had no idea of when she had been given birth. |
|
4 |
Pess had been a stray dog. |
|
5 |
She was very healthy. |
|
6 |
She had two serious operations. |
|
7 |
One was to take a cancer off her breast. |
|
8 |
Another was to take away her uterus, which had been full of
bacteria inflammation. |
|
9 |
But she lived a long life. |
|
We were moving in snow from Fujigaoka to Kitasenjyu on a very
cold day at around the end of Jan. in 1984. |
|
|
We started to go to our house in Kitasenjyu by rail after a
truck had been loaded with all our things in Fujigaoka. |
|
|
12 |
When we got to our house, we saw that not only our two
daughters but one dog there had come.. |
|
13 |
My daughters had come from their places for a help with our
moving. |
|
14 |
They had got together very near a bright stove. |
|
15 |
The dog had had on a blanket and gone down on its knees with
its body touching the stove metal wall. |
|
16 |
My daughters asked us to have the dog. |
|
17 |
They found a dog in the space at the back of the
house. |
|
18 |
It was probable that the dog had been living in the house
during the time when there had been nobody in the house. |
|
19 |
They saw the dog putting up one of its front feet and had a
feeling that it looked like asking them to have her. |
|
The dog es body was giving a shake. |
|
|
The dog seemed very tired. |
|
|
22 |
The cold air in snow must have been a serious damage to a
feeble, stray dog who was kept waiting out in the street because we were in the
house where the dog had been living before we moved there. |
|
23 |
I had a fear that the dogfs skin might have a
burn. |
|
24 |
My daughters let the dog get near the stove, put a blanket on
the body of it, and gave it a meal of egg liquid and milk, which they had
made. |
|
25 |
My younger daughter's thought was that the dog would go away
with thanks for the meal. |
|
26 |
She had no idea that such a meal would be a sign to the dog
that we would have the dog. |
|
27 |
In contrast to her my elder daughter is a lover of dogs and
is used to the way dogs do. |
|
28 |
At our daughtersf request for us to have the dog, my wife and
I were at a loss what to do because we had never had any experience of having a
dog. |
|
29 |
But we gave way to our daughters. |
|
Then we thought that it would be necessary to be sure about
no disease, which the dog may have. |
|
|
I went to an animal doctor with my nephew who had the dog in
his arms. |
|
|
32 |
But on the way the dog ran away jumping out of his
arms. |
|
33 |
The dog may have had an idea that we would put it
away. |
|
34 |
I came back with my nephew thinking that if the dog had no
desire to live with us, we would have no other way than we let it go.
|
|
35 |
But when we came back to the house we saw that the dog had
been back there |
|
36 |
The dog was female, I gave her a name gPessh, and as
mentioned in the above we had a meeting
with Pess for the first time. |
|
37 |
Pess was a very quiet dog. |
|
38 |
She never gave a cry of angry. |
|
39 |
She gave a cry of pleasure with her head down and her hip up
every time she saw us coming back again after we left her alone in our
house. |
|
Pess was a diplomatic dog who can be enough to get on well
with our neighbors.. |
|
|
She had no fear to let any other persons give her body a
touch. |
|
|
42 |
She had rather a desire for it. |
|
43 |
So she was like a living animal toy. |
|
44 |
I often had a walk with Pess. |
|
45 |
One day I was walking without Pess and then a man who went by
me asked me why I was without Pess. |
|
46 |
It seemed strange to him if I was walking without
Pess. |
|
47 |
Many persons, most of whom we met for the first time, loved
Pess. |
|
48 |
One day a woman, who was getting the road clean with a
sweeper at the front of her house, saw Pess walking with me on the road at the
opposite side. |
|
49 |
Then she put down her sweeper and went quickly to Pess and
started to give Pessf body a rub, saying what a lovely dog it is. |
|
|
One day I was walking with Pess. Then I saw a woman coming on
a bicycle towards me. As soon as she saw Pess, she got off and walked near Pess,
saying how lovely |
|
Some of the Sengendai middle school girls often said it was a
lovely dog when they looked at Pess on
their way back. |
|
|
52 |
Pess was not good at making motion and so sometimes went down
on her face even when she was normally walking. |
|
53 |
Pess ever had a fall even into a narrow, small drain at the
side of the road near our house. |
|
54 |
On the 2nd of July last year Pess suddenly started
to have no desire to take any food. |
|
55 |
Since then Pess seemed to have been getting feeble day by
day. |
|
56 |
From the 8th July this year Pess started to be
unable to get out of bed any more. |
|
57 |
The bed was a simple blanket in the landing of our house.
|
|
58 |
My wife had to look after Pess closely for about 10 days.
|
|
59 |
She kept moving Pess about in the bed so that her body may be
in the shade of the sun's rays coming in through the glass door. |
|
The Pess body had become so light that we can lift it up
easily. |
|
|
These about 6 months Pess did not make any sound with her
mouth shut. |
|
|
62 |
She was getting feeble more and
more. |
|
63 |
From the look on the face of Pess it seemed as if she had
been conscious of her death to come soon. |
|
64 |
On 17th July my wife went to a super market gSatyh
and was back at around 11 a.m. and watched Pess by throwing her parcels quickly
into the kitchen. |
|
65 |
Pess was in bed in the landing and was looking quite
serious |
|
66 |
She gave Pess body a rub with all her efforts to make Pess
better and tried to let Pess take water but Pess had been dead without making
even the slightest movement in reaction to her touch on the body of
it. |
|
67 |
Pess had been wating for my wife to be back from
Saty. |
|
68 |
Until my wife was back Pess had to keep an eye on our house
with no one in it because at that time I was at a hospital about trouble with my
feet. |
|
69 |
Right after my wife was back Pess found it unnecessary to
live any more for the protection of our house. |
|
My wife was unable to keep back her tears and was rubbing
Pess body in voice full of sadness.which was still warm and soon started to be
getting cold. |
|
|
|
Mrs. Ito and Mrs. Kinoshita, our neighbors and lovers of Pess, came to our house for Pess on that day and were getting down on their knees at the front of the Pess dead body with their eyes full of tears. |
|
72 |
They gave pretty flowers to Pess for their wish for Pess
happy existence in another world of her death. |
|
73 |
Most of the things, which we ever did for Pess during the
past 18 years, will put us in mind of our lovely Pess. |
|
74 |
When I was going to have a walk every morning I was able to
see Pess sitting down there in the landing because of her senility and she was
looking at me. |
|
75 |
But now it is never like that again.. |
|
76 |
A deep lonesome and sadness came over me while I was looking
at the empty place in the landing where Pess had ever been getting down on her
lovely knees. |
Homework
|
No. |
Original Statements, Basic Statements, and Interrogative
Questions and Answers |
|
1 |
My dog "Pess" was dead on 17 July, 2006 because she had got too
old to live any more. |
|
2 |
She had been living about 18 years. |
|
3 |
We had no idea of when she had been given birth. |
|
4 |
Pess had been a stray dog. |
|
5 |
She was very healthy. |
|
6 |
She had two serious operations. |
|
7 |
One was to take a cancer off her breast. |
|
8 |
Another was to take away her uterus, which had
been full of bacteria inflammation.
|
|
9 |
But she lived a long life. |
|
We were moving in snow from Fujigaoka to
Kitasenjyu on a very cold day at around the end of Jan. in 1984. |
|
|
We started to go to our house in Kitasenjyu by
rail after we had had our truck loaded with all our things in Fujigaoka. |
|
|
12 |
When we got to our house, we saw that not only
our two daughters but one dog had come there. |
|
13 |
My daughters had come from their places for help
with our moving. |
|
14 |
They had got together very near a bright stove. |
|
15 |
The dog had had a blanket on and gone down on
its knees with its body touching the stove metal wall. |
|
16 |
My daughters asked us to have the dog. |
|
17 |
They found a dog in the space at the back of the
house. |
|
18 |
It was probable that the dog had been living in
the house while there had been nobody in the house. |
|
19 |
They saw that the dog was putting up one of its
front feet looking like it was asking them to have her. |
|
The dog es body was giving a shake. |
|
|
|
The dog seemed very tired. |
|
22 |
The cold air in snow must have been a serious
damage to a feeble, stray dog who was kept waiting out in the street because
we were in the house where the dog had been living before we moved there. |
|
23 |
I had a fear that the dog's skin might have a
burn. |
|
24 |
My daughters let the dog get near the stove, put
a blanket on the body of it, and gave it a meal of egg liquid and milk, which
they had made. |
|
25 |
My younger daughter's thought was that the dog
would go away with thanks for the meal. |
|
26 |
She had no idea that such a meal would be a sign
to the dog that we would have the dog. |
|
27 |
In contrast to her my elder daughter is a lover
of dogs and is used to the way dogs do. |
|
28 |
At our daughtersf request for us to have the
dog, my wife and I were at a loss what to do because we had never had any
experience of having a dog. |
|
29 |
But we gave way to our daughters. |
|
Then we thought that it would be necessary to be
sure about no disease, which the dog has. |
|
|
|
I went to an animal doctor with my nephew who
had the dog in his arms. |
|
32 |
But on the way the dog ran away jumping out of
his arms. |
|
33 |
The dog may have had an idea that we would put
it away. |
|
34 |
I came back with my nephew thinking that if the
dog had no desire to live with us, we would have no other way than we let it
go. |
|
35 |
But when we came back to the house we saw that
the dog had been back there |
|
36 |
The dog was female, I gave her a name gPessh,
and as mentioned in the above we had
a meeting with Pess for the first time. |
|
37 |
Pess was a very quiet dog. |
|
38 |
She never gave a cry of angry. |
|
39 |
She gave a cry of pleasure with her head down
and her hip up every time she saw us coming back again after we had left her
alone in our house. |
|
Pess was diplomatic enough to get on well with
our neighbors. |
|
|
She had no fear to let any other persons give
her body a touch. |
|
|
42 |
She had rather a desire for it. |
|
43 |
So she was like a living animal toy. |
|
44 |
I often had a walk with Pess. |
|
45 |
One day I was walking without Pess and then a
man who went by me asked me why I was without Pess. |
|
46 |
It seemed strange to him if I was walking
without Pess. |
|
47 |
Many persons, most of who we met for the first
time, loved Pess. |
|
48 |
One day a woman, who was getting the road clean
with a sweeper at the front of her house, saw Pess walking with me on the
road at the opposite side. |
|
49 |
Then she put down her sweeper and went quickly
to Pess and started to give Pessf body a rub, saying what a lovely dog it is. |
|
|
One day I was walking with Pess. Then I saw a
woman coming on a bicycle towards me. As soon as she saw Pess, she got off
and went to Pess, saying how lovely |
|
|
Some of the Sengendai middle school girls often
said it was a lovely dog when they
saw Pess on the way back from school. |
|
52 |
Pess was not good at making motion and so
sometimes went down on her face even when she was normally walking. |
|
53 |
Pess ever had a fall even into a narrow, small
drain at the side of the road near our house. |
|
54 |
On the 2nd of July last year Pess
suddenly started to have no desire to take any food. |
|
55 |
Since then Pess seemed to have been getting
feeble day by day. |
|
56 |
From the 8th July this year Pess
started to be unable to get out of bed any more. |
|
57 |
The bed was a simple blanket in the landing of
our house. |
|
58 |
My wife had to look after Pess closely for about
10 days. |
|
59 |
She kept moving about the bed with Pess on it so
that her body may be in the shade of the sun's rays coming in through the
glass door. |
|
|
The Pess body had become so light that we were
able to lift it up easily. |
|
These about 6 months Pess did not make any sound
with her mouth shut. |
|
|
62 |
She was getting feeble more and more. |
|
63 |
From the look on the face of Pess it seemed as
if she had been conscious of her death to come soon. |
|
64 |
On 17th July my wife went to a super
market "Saty" and was back at around 11 a.m. and watched Pess by
throwing her parcels quickly into the kitchen. |
|
65 |
Pess was in bed in the landing and her condition
was looking quite serious |
|
66 |
She gave Pess body a rub with all her efforts to
make Pess better and tried to let Pess take water but Pess had been dead
without making even the slightest movement in reaction to her touch on the
body. |
|
67 |
Pess had been wating for my wife to be back from
"Saty". |
|
68 |
Until my wife was back Pess had to keep an eye
on our house with no one in it because at that time I was at a hospital about
trouble with my feet. All the persons in my house were my wife and I. |
|
69 |
Right after my wife was back Pess found it
unnecessary to live any more for the protection of our house. |
|
|
My wife was unable to keep back her tears and
was rubbing Pess body in voice full of sadness.which was still warm and soon
started to be getting cold. |
|
|
Mrs. Ito and Mrs. Kinoshita, our neighbors and
lovers of Pess, came to our house for Pess on that day and were getting down
on their knees at the front of the Pess dead body with their eyes full of
tears. |
|
72 |
They gave pretty flowers to Pess for their wish
for Pess happy existence in another world of her death. |
|
73 |
Most of the things, which we ever did for Pess
during the 18 past years, will put us in mind of our lovely Pess. |
|
74 |
When I was going to be away from home for walk
every morning I was able to see Pess sitting down there in the landing
because of her senility and she was looking at me. |
|
75 |
But now it is never like that again.. |
|
76 |
A deep lonesome and sadness came over me while I
was looking at the empty place in the landing where Pess had ever been
getting down on her lovely knees. |
10 The use of free Internet telephone Skype
.
When the practice is made between placers, which are one's houses or far away, we recommend you to use free Skype by downloading it for free internet tel. talk.. The max. number of persons who are able to talk through Skype, is said to be 5.
To Top
mailto:S.Terada
April 3, 2008
End