A Japanese Boy by Himself is an essay written by Shukichi Shigemi when he was a student attending medical school at Yale University in 1889. It was written in English and published by a company in Connecticut, U.S.A. The description of just a common boy's daily life in a countryside contributed to cross-cultural understanding between the two countries at an early stage after the end of the Japanese isolation policy. His book sold well that he could pay for education with this publication to become a qualified doctor. Later he opened his clinic back in Japan in Tokyo, when he also worked for Gakushuin and Jikei Medical School as an English teacher. While Soseki Natsume mentioned him in his writing My Individualism which was originally produced as a lecture at Gakushuin. Natsume had applied to be an English teacher at that school 23 years before and Shigemi competed and won for the job. It was Natsume's deep dissapointment for this incident that made him remember and discuss in his lecture regarding Shigemi as a rival and made him consider his following life. It is obvious that Natsume's disappointment in Gakushuin was one of the major turning points in the direction of his life. However little is known to us about Shigemi's life. This paper will reveal who Shigemi is, what helped him study to go to Doshisha and Yale University, and consider how his existence had an important effect on Natsume's pursuit of literature.

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A series of pocket-sized books called Cassell's National Library was published from 1886 in Britain. The series were exported and widely read by Japanese students and teachers at the end of the Meiji Era and the beginning of the Taisho. Soseki Natsume, one of the great writers in the Meiji Era, had sixteen books of Cassell's National Library which are now in the Soseki Library at Tohoku University Library. According to the bibliography, one of the sixteen is not dated. Cassell's National Library was published four times (1886-1890, 1891?-1894?, 1901?-1903?, 1904-1913?) and the size, the design of the cover and the phrase printed at the bottom of the last page of each series are different. With the help of these differences, I have managed to identify the book as belonging to the first series.
Among the sixteen books is Poems : 1700-1714 by Alexander Pope. It has the most numerous margin notes made by Soseki. However, the number of the notes is different between the old edition (1967) and the new one (1997). The former has twelve notes but the latter only six. This difference is due to each publisher's editorial principle. One of the editorial policies of the new edition is that fragmental notes like signs and references to other passages and other books should be omitted.
I think that the margin notes referring to other passages and other books give us important clues as to how Soseki read books and made the best use of them in his own works. Therefore, the omission of some of the notes is a very serious mistake, and I intend to show how seriously mistaken the omission is in the following paper “Soseki and Cassell's National Library (2)”. In this paper, I have focused on the notes the two editions have in common and have tried to ascertain why Soseki made such margin notes and what the notes mean, comparing these with his margin notes on other books and the phrases and passages of his works.

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Saigoku-rissi-hen by Masanao Nakamura is one of the most famous translations of the Meiji era in Japan. Self-Help, the enlightening original, was written by Samuel Smiles. When Nakamura returned to Japan from England in 1868, he was given a copy of Self-Help by his British friend, H. Freeland. Self-Help was widely read in the 19th century in the West. At that time, Saigoku-rissi-hen and another example of an enlightment text, Gakumon-no-susume written by Yukichi Fukuzawa, were both million-seller books in the Meiji era in Japan.
Comparing Saigoku-rissi-hen with the original Self-Help, we can observe many omissions and free translations. This is because Nakamura judged some contents unsuitable and others difficult to translate. This was an inevitable result of Japanese-to-English literary translation in Japan considering the basic level of cross-cultural and technical understanding prevalent at that time. From Saigoku-rissi-hen, we can understand Nakamura's painstaking efforts to achieve an accurate word-for-word translation.
In his translation, Nakamura used many Japanese words for one English word; that is, his work shows a lack of unity in terms of translation. For example, he used two terms for “chemist” and three terms for “chemistry”. However, he never used “seimi (gaku)” which was a general term for “chemistry” in use at that time in Japan. Nakamura was originally a scholar of Chinese classics so he disliked the term “seimi (gaku)” which was a mere transliteration of the Dutch, “chemie”. As a scholar of Chinese classics, he probably wanted to set great value on the meaning of Kanji characters.
In Saigoku-rissi-hen, we can find another example of a lack of unity. He used six terms for the word “school”. The modern school system started in 1872 in Japan and as a result Nakamura did not know what “school” was when he published his translation. He, therefore, used many different terms for “school” by exercising his imagination.
Masanao Nakamura, one of the most famous Enlightment scholars in the Meiji era, tried ha ugh his translation of “chemistry” and “school”.

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The Dyer Collection is a collection of artifacts collected by Henry Dyer (1848 -1918), an oyatoi (employed teacher) from Scotland. He stayed in Japan from 1873 to 1882 (Meiji 6 to 15) as the Principal as well as a professor of Civil Engineering and Mechanics of the Impereial college of Engineering in Tokyo. Even after he went back to his homeland, his interest in Japan did not fade, and he formed the collection during his continued exchange with the people of Japan. The collection includes not only a large amount of Japanese articles that he brought back with him, but also various goods he obtained after his return.
In this study, the author attempted to uncover as much detail as possible about the Dyer Collection, and to examine it from three different aspects-in stitutions in possesion of articles, main articles possessed and historical significance. The following important findings were attained.
First, the Dyer Collection is not stored at one single location, but is divided up into several parts at different locations. The British Archives (2002) refers only to the materials stored at the Edinburgh Central Library, but in reality a large part of the collection is also stored at the Mitchell Library, as well as the Kelvingrove Art Gallery and Museum in Glasgow. Although Dyer graduated from Glasgow University and Strathclyde University, these universities mainly store related materials such as research literature.
Secondly, the main articles of the collection consist of books, brochures, works of art and craftsmanship, musical instruments, pictures, picture postcards and others. With its large volume and wide array of articles, this collection attracts attention as it shows Dyer's interest in Japan and the exchange between the Japanese and English cultures which lasted for many years.
Since Dyer was a researcher of Japanese culture, we may tend to think that he collected the articles carefully according to plan for use in his research, but this may not be the case. Dyer did not start full-scale research on Japanese culture until after he went back to Scotland, in fact not until it became apparent that his wish of becoming a professor at the University of Glasgow, his alma mater, would not be fulfilled. Moreover, it seems like he received and kept all the articles sent to him, and bought goods at every opportunity, indicating that his true ambition was to collect anything possible. Other than the fact that the majority of the collection is related to Japan, there are no particular themes in his collection.
Thirdly, this collection consists of a large quantity and wide variety of articles, and is significant because it emphasizes Dyer's strong interest in Japan. It is natural to conclude that this interest was the motivation for his earnest study of Japan, which was very fruitful. How the collection influenced his main literary works, Dai Nippon (1904) and Japan in World Politics (1919), is an interesting issue to investigate, and it is considered highly unlikely that he would have been able to devote himself to literal works of this magnitude without a strong sense of affinity toward Japan.
The Dyer Collection is a product of Dyer's intense interest in Japan as well as the heritage of exchange between Japan and UK.

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Kyoiku-gaku is the first book on pedagogy written by a Japaneseindividual. The author, Shuji Izawa, translated the Englishpedagogical terms partly by coining new terms and partly by borrowing terms from the field of psychology. This paper attempts to identify the pedagogical terms coined by Izawa. The books used as references were Joseph Haven'sPsychology and Amane Nishi's translation (Shinri-gaku).Two dictionaries, namely, Tetsugakujii and Eiwa-jii, were also used as references. The following findings were obtained. Kyoiku-gaku contained ten terms translated in Japanese that were identical to those in Shinri-gaku; thirty terms that were identical to those in Eiwa-jii; and fifteen terms that were identical to those in Tetsugaku-jii. Thus, it is possible that Izawa borrowed the Japanese translations of some terms from these three books.
Further, it is likely that the remaining 268 terms in Kyoiku-gaku were coined by Izawa. Of these 268 terms, 48 terms in the field of pedagogy wereselected and were subsequently checked using the Nihon Kokugo Daijiten.The following six terms were identified as having been usedfor the first time in Kyoiku-guku : tokuiku, chiiku, arei, kyukan, shokkan, shutoku.

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As many as four hundred words have been borrowed into English from Japanese, most of which have their doubtless etymologies. There are, however, nine dubious words which are presumed to be borrowed from the Japanese language. They are bonze, soy (soya), mebos, gingko (ginkgo), funny, ramanas, rumaki, sharawaggi (sharawadgi) and hobo. Bonze, soy (soya), mebosu, and gingko (ginkgo) are definitely the words of Japanese origin, but they were indirectly borrowed into the English language. That is to say, they were borrowed from Japanese through Spanish or Portuguese or Dutch to English. The other five words are very difficult to ascertain their etymology.

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This report is based on a reading, by the writer, which took place at our Society's 41st national meeting on 31st October, 2004. The year 2004 was a special year for both our Society and Japan as it jointly marked the 40th anniversary of the foundation of our Society and the 150th anniversary of the conclusion of the U.S.-Japan Peace Treaty in the Edo era. This memorable meeting was held at the International Conference Hall at Waseda University, which has had close links to English Language studies in Japan. As one of the main themes of the meeting was English Language studies at Waseda University, the writer read a paper on the late Prof. Katsumata during histime at Waseda University and his close study of『英和対訳袖珍辞書』.
In 1914, Professor Katsumata, a famous scholar and teacher of English, contributed an article 'On the first Dictionary of the English and Japanese Languages' to『英語青年』=THE RISING GENERATION, the well-knownmagazine for English literature and education. By making a comparison between the treatises of Dr. Fumihiko Otsuki and Prof. Katsumata, the writer explicitly points out that in the article contributed by Prof. Katsumata to 'THE RISING GENERATION', the fact was revealed for the first time thatonly two hundred copies of the first edition of『英和対訳袖珍辞書』were printed in 1862.
The writer also indicates the probability of the second printing of the firstedition of『英和対訳袖珍辞書』.

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