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Rescue at Sea

Years ago, in a small fishing village in Holland, a young boy taught the world about the rewards of unselfish service. Because the entire village revolved around¡Ê¤òÃæ¿´¤Ëư¤¤¤Æ¤¤¤¿¡Ëthe fishing industry, a volunteer rescue team was needed in cases of emergency. One night the winds raged¡Ê¹Ó¤ì¶¸¤Ã¤¿¡Ë, the clouds burst¡ÊµÞ¤Ë¸½¤ì¤¿¡Ëand a gale force¡ÊÉ÷¤¬¤È¤Æ¤â¶¯¤¤¡Ëstorm capsized¡Êžʤ¤µ¤»¤ë¡Ëa fishing boat¡ÊÄà¤êÁ¥¡Ëat sea. Stranded¡Ê¤É¤¦¤¹¤ë¤³¤È¤â½ÐÍè¤Ê¤¯¤Æ¡Ëand in trouble, the crew sent out the S.O.S. The captain of the rescue team sounded the alarm and the village assembled in the town square overlooking¡Ê¤ò¸«²¼¤í¤·¤Æ¤¤¤ë¡Ëthe bay. While the team launched their rowboat and fought their way through the wild waves, the villagers waited restlessly(Íî¤ÁÃ夭¤¬¤Ê¤¯) on the beach, holding lanterns to light the way back.
An hour later, the rescue boat reappeared through the fog and the cheering villagers ran to greet them. Falling exhausted on the sand, the volunteers reported that the rescue team could not hold any more passenger and they had to leave one man behind. Even one more passenger would have surely capsized the rescue boat and all would have been lost.
Frantically¡ÊȾ¶¸Íð¤Ç¡Ë, the captain called for another volunteer team to go after the lone survivor. Sixteen-year-old Hans stepped forward. His mother grabbed his arm, pleading, ¡ÈPlease don¡Çt go. Your father died in a shipwreck 10 years ago and your older brother, Paul, has been lost at sea for three weeks. Hans, you are all I have left.¡É
Hans replied, ¡ÈMother, I have to go. What if¡Ê¡¦¡¦¡¦¤·¤¿¤é¤É¤¦¤¹¤ë¤Î¡Ëeveryman said, ¡ÆI can¡Çt go, let someone else do it?¡Ç Mother, this time I have to do my duty. When the call for service comes, we all need to take our turn and do our part.¡É Hans kissed his mother, joined the team and disappeared into the night.
Another hour passed, which seemed to Hans¡Ç mother like an eternity. Finally, the rescue boat darted¡ÊÆÍ¿Ê¤·¤¿¡Ëthrough the fog with Hans standing up in the bow. Cupping¡Ê¥«¥Ã¥×¾õ¤Ë¤¹¤ë¡Ëhis hands, the captain called, ¡ÈDid you find the lost man?¡É Barely able to contain himself¡Ê´¶¾ð¤òÍÞ¤¨¤ë¡Ë, Hans excitedly yelled back, ¡ÈYes, we found him. Tell my mother it¡Çs my older brother, Paul!¡É
Dan Clark

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Stranded and in trouble, the crew sent out the S.O.S.
²áµîʬ»ì¤Ï¡¢¸½ºßʬ»ì¤¬¡Ö¼ç¸ì¡Ü¡ÊǽưÂÖ¤Î¡ËÆ°»ì¡×¤ÎÂåÍѤò¤¹¤ë¤è¤¦¤Ë¡¢¡Ö¼ç¸ì¡Ü¡Ê¼õưÂÖ¤Î¡ËÆ°»ì¡×¤ÎÂåÍѤò¤·¤Þ¤¹¡£Â¨¤Á¡ÖThe crew were stranded¡×¤È¤¤¤¦¤³¤È¤Ç¤¹¡£

The captain of the rescue team sounded the alarm and the village assembled in the town square overlooking the bay.
²¼ÀþÉô¤Ï¡Ötown square¡×¤ò½¤¾þ¡£

While the team launched their rowboat and fought their way through the wild waves, the villagers waited restlessly on the beach, holding lanterns to light the way back.
¸½ºßʬ»ì¤Ï¡Ö¼ç¸ì¡Ü¡ÊǽưÂÖ¤Î¡ËÆ°»ì¡×¤ÎÂåÍѤò¤·¤Þ¤¹¡£¡Öthey held lanterns¡×¤È¤¤¤¦¤³¤È¤Ç¤¹¡£

Even one more passenger would have surely capsized the rescue boat and all would have been lost.
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Shoes

As Gandhi stepped aboard a train¡ÊÊâ¤ò¿Ê¤á¤Æµ¥¼Ö¤Ë¾è¤Ã¤¿¡Ëone day, one of his shoes slipped off¡Ê¤º¤êÍî¤Á¤¿¡Ëand landed¡ÊÃåÃϤ·¤¿¡Ëon the track. He was unable to retrieve¡Ê¼è¤êÌ᤹¡Ëit as the train was moving. To the amazement of his companions, Gandhi calmly took off his other shoe and threw it back along the track to land close to the first. Asked by a fellow passenger¡Ê¾è¤ê¹ç¤ï¤»¤Æ¤¤¤ë¾èµÒ¡Ëwhy he did so, Gandhi smiled. ¡ÈThe poor man who finds the shoe lying on the track,¡É he replied, ¡Èwill now have a pair he can use.¡É
Author Unknown

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As Gandhi stepped aboard a train one day,
He was unable to retrieve it as the train was moving.
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To the amazement of his companions,
Èà¤ÎÃç´Ö¤¿¤Á¤¬¶Ã¤¤¤¿¤³¤È¤Ë¡£¡Öto my surprise¡×¤Ï¡Ö»ä¤¬¶Ã¤¤¤¿¤³¤È¤Ë¤Ï¡×¤Î°Õ¡£

Asked by a fellow passenger why he did so,
²áµîʬ»ì¤Ï¡¢¸½ºßʬ»ì¤¬¡Ö¼ç¸ì¡Ü¡ÊǽưÂÖ¤Î¡ËÆ°»ì¡×¤ÎÂåÍѤò¤¹¤ë¤è¤¦¤Ë¡¢¡Ö¼ç¸ì¡Ü¡Ê¼õưÂÖ¤Î¡ËÆ°»ì¡×¤ÎÂåÍѤò¤·¤Þ¤¹¡£Â¨¤Á¡ÖGandhi was asked by a fellow passenger why he did so¡×¤È¤¤¤¦¤³¤È¤Ç¤¹¡£

¡ÈThe poor man who finds the shoe lying on the track,¡É he replied, ¡Èwill now have a pair he can use.¡É
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¸«½Ð¤·¡§In Textbook Fight, Japan Leaders Seek to Recast¡Ê¤ò½ñ¤­Ä¾¤¹¡ËHistory

TAKETOMI, Japan — Prime Minister Shinzo Abe¡Çs conservative government has begun to pursue¡Ê¤òÄɵڤ¹¤ë¡Ëa more openly nationalist agenda on an issue that critics fear will push the country farther from its postwar pacifism¡ÊʿϼçµÁ¡Ë: adding a more patriotic¡Ê°¦¹ñŪ¤Ê¡Ë tone to Japan¡Çs school textbooks.

The proposed textbook revisions have drawn less outcry¡Ê¹³µÄ¡Ëabroad than Mr. Abe¡Çs visit on Thursday to a shrine that honors war dead, including war criminals¡ÊÀïÁèÈȺá¿Í¡Ëfrom World War II. However, though Mr. Abe¡Çs supporters argue that changes are needed to teach children more patriotism, liberals warn that they could undercut¡Ê¤Ë½ý¤ò¤Ä¤±¤ë¡Ëan antiwar message they say has helped keep Japan peaceful for decades.

¡ÈPrime Minister Abe is feeling the heat from his political base, which feels betrayed¡Ê΢ÀÚ¤é¤ì¤¿¡Ë that he has not pursued a more strongly right-wing agenda,¡É said Nobuyoshi Takashima, a professor emeritus¡Ê̾ÍÀ¶µ¼ø¡Ëat the University of the Ryukyus in Okinawa who has studied the politics of textbooks. ¡ÈClassrooms are one place where he can appease¡Ê¤ò¤Ê¤À¤á¤ë¡Ëultraconservatives by taking a more firmly nationalist stance.¡É

Mr. Abe and the nationalists have long argued that changes in the education system are crucial to restoring the country¡Çs sense of self, eroded¡Ê¼¡Âè¤Ë²õ¤µ¤ì¤¿¡Ëover decades when children were taught what they call an overly negative view of Japan¡Çs wartime behavior.

The latest efforts for change started slowly, but have picked up speed in recent weeks.

In October, Mr. Abe¡Çs education minister ordered the school board here in Taketomi to use a conservative textbook it had rejected, the first time the national government has issued such a demand. In November, the Education Ministry proposed new textbook screening standards, considered likely to be adopted, that would require the inclusion of nationalist views of World War II-era history.

This month, a government-appointed committee suggested a change that would bring politics more directly into education: putting mayors in charge of their local school districts, a move that opponents say would increase political interference in textbook screening. And just days ago, an advisory committee to the Education Ministry suggested hardening the proposed new standards by requiring that textbooks that do not nurture¡Ê¤òÂ¥¿Ê¤¹¤ë¡Ëpatriotism be rejected.

The moves come at a time when China is asserting its growing strength, directly challenging Japanese territorial claims and its standing as a regional power. The proposed educational changes are the latest that nationalists in both countries have pushed and that some fear will, over time, harden views and deepen tensions between Asia¡Çs two strongest countries.

The history issue may also be fraught with¡Ê¤ò¤Ï¤é¤ó¤À¡Ë political danger for Mr. Abe, who had initially focused on the economy rather than an ultraconservative agenda.

He has already seen his popularity levels fall since the recent passage of a secrecy bill that some local media criticized as a throwback¡Ê¸åÌá¤ê¡Ëto wartime censorship laws. And a battle over textbooks helped drive Mr. Abe from power in 2007 after less than a year the last time he was in office; in that case, his government tried to delete mention of the Japanese military¡Çs forcing Okinawan civilians to commit mass suicide during the war.

But at least so far, the latest efforts have engendered¡Ê¤òÀ¸¤¸¤¿¡Ëlittle backlash¡Êȿȯ¡Ëfrom the public, a reflection¡ÊÈ¿±Ç¡Ë, teachers say, of increasing anxieties about China¡Çs more confrontational¡ÊÄ©ÀïŪ¤Ê¡Ëstance toward Japan.

The new screening standards proposed by the education minister, Hakubun Shimomura, a longtime advocate¡ÊÍʸî¼Ô¡Ëfor teaching patriotism, require that elementary, junior high and high school textbooks give a ¡Èbalanced picture¡É of disputed¡ÊÁ褤¤Î¤¢¤ë¡Ëhistorical facts.

In an interview, ministry officials said that in practice this would require that textbooks include viewpoints of nationalist scholars on two highly contested historical issues. One is the death toll of the 1937 massacre in Nanking of Chinese civilians by Japanese soldiers that the Chinese government says stands at 300,000, a figure many Japanese scholars see as grossly¡Ê¤Ò¤É¤¯¡Ëexaggerated.

Textbooks would also be required to state that there is still a dispute about whether the Japanese Army played a direct role in forcing so-called comfort women from Korea and elsewhere to provide sex to its soldiers, even though most foreign historians say the brothels¡ÊÇä½Õ½É¡Ëcould not have been run without the military¡Çs cooperation.

Educators worry that the vague wording of the standards could lead to more widespread changes in tone.
The suggested changes follow years of nationalist attempts — long backed by Mr. Abe — to whittle away at negative depictions¡Ê½ö½Ò¡Ëof Japan¡Çs wartime activities. Those who oppose textbook revisions say they are beginning to see the contours¡ÊÎØ³Ô¡Ëof a new strategy: forcing change at the local level that has sometimes failed at the national level.

Taketomi, a township of eight tiny islands that had been best known for its water-buffalo-drawn carts and placid¡Ê²º¤ä¤«¤Ê¡Ëcoral lagoons, appears to have become ground zero for that battle.

The trouble began two years ago, when a newly elected conservative mayor on the neighboring island of Ishigaki appointed a new head of a local education district who selected a ninth-grade social studies textbook published by a right-wing company. Taketomi, whose school system is part of that district, immediately rejected the book for what its teachers called overly revisionist content, including the portrayal¡Êµ­½Ò¡Ëof the antiwar Constitution as an alien document imposed by Allied occupiers who wanted to keep Japan weak.

Replacing the postwar Constitution has been a careerlong goal of Mr. Abe¡Çs.
Taketomi¡Çs school board voted that its ninth graders, who this year number 32, would keep using the current text, which praises the Constitution and the pacifist message that it enshrines¡ÊÀµ¼°¤Ë½Ò¤Ù¤ë¡Ë.

At first, the national government ignored the quiet insurrection¡ÊËÅÈ¿¡Ë. But since Mr. Abe¡Çs conservative Liberal Democratic Party returned to power last year, analysts say members of his government have appeared increasingly determined to make an example of Taketomi in their campaign to roll back what they call an excessively left-leaning tilt in education.

So far, Taketomi has refused to bend to the central government¡Çs demand that it follow the district¡Çs orders. The town¡Çs school superintendent, Anzo Kedamori, says the conservative book fails to teach children the hatred of war that his generation learned from bitter experience. During the Battle of Okinawa, hundreds of people in Taketomi perished¡Ê»à¤ó¤À¡Ëwhen Japanese soldiers forced them to evacuate into malaria-ridden¡Ê¥Þ¥é¥ê¥¢¤¬¤¤¤Ã¤Ñ¤¤¤¤¤ë¡Ëjungles.

¡ÈWe have an obligation to teach the horrors of war to future generations,¡É said Mr. Kedamori, 72, who remembers watching playmates die while shivering with malarial fever.

Mr. Kedamori and other local educators say rightists in the Abe government are targeting Taketomi to score a politically symbolic victory in a small corner of Okinawa, long a bastion¡ÊÍ׺ɡËof antimilitary sentiments. Members of the governing party counter that Taketomi is breaking the law by refusing to obey the district¡Çs decision and that it is Taketomi¡Çs school board, led by a leftist teachers union, that is imposing its ideological agenda.

¡ÈThis is not about going back to militarism, but just teaching the love of country that is normal in the United States and other nations,¡É said Hiroyuki Yoshiie, a governing party lawmaker.

The proposal to put mayors in charge of their local school districts, analysts say, is a further attempt to bring Taketomi to heel¡Ê¸å¤Ë³¤¯¡Ë, but it could also serve what critics see as a larger agenda. They say empowering sympathetic local leaders will allow the nationalists to adopt more nationalistic textbooks that have so far fallen flat.

Ikuhosha, the publisher of the conservative textbook chosen by the district, provides only 4 percent of the 2.5 million history and social studies books used nationally by grades seven to nine, according to the Education Ministry. By contrast, Tokyo Shoseki, the publisher of Taketomi¡Çs antiwar textbook, prints more than half of the school books used nationwide.

¡ÈThe conservatives want to use Taketomi as a manual for imposing Ikuhosha textbooks on other districts,¡É said Toshio Ohama, a former head of the Okinawa prefectural teachers union.

Mr. Kedamori, Taketomi¡Çs superintendent, said the town lacked the resources for a prolonged battle with the national government, but he vowed not to give in.

¡ÈWhy can¡Çt they leave us alone,¡É he said, ¡Èto teach the value of peace to our children?¡É

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Prime Minister Shinzo Abe¡Çs conservative government has begun to pursue a more openly nationalist agenda on an issue that critics fear will push the country farther from its postwar pacifism: adding a more patriotic tone to Japan¡Çs school textbooks.
¡Öthat¡×¤Ï´Ø·¸Âå̾»ì¡£¡Öcritics fear¡×¤ÏÁÞÆþ¸ì¶ç¤Ê¤Î¤Çʸ¤Î¹üÁȤߤϡÖthat will push¡×¤È¤Ê¤ê¤Þ¤¹¡£¼¡¤ÎÃÊÍî¤Î²¼ÀþÉô¤âÁÞÆþ¡£¡Öan antiwar message they say has helped keep Japan peaceful for decades¡×

: adding a more patriotic tone to Japan¡Çs school textbooks
¸½ºßʬ»ì¤Ï¡Ö¼ç¸ì¡Üư»ì¡×¤ÎÂå¤ï¤ê¤ò¤·¤Þ¤¹¡£¤³¤³¤Ç¤Ï¡Öit will add a more ¡Ä¡×¤È¤¤¤¦¤³¤È¤Ç¤¹¡£

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The Circus

Once when I was a teenager, my father and I were standing in line to buy tickets for the circus. Finally, there was only one family between us and the ticket counter. This family made a big impression on me. There were eight children, all probably under the age of 12. You could tell they didn¡Çt have a lot of money. Their clothes were not expensive, but they were clean. The children were well-behaved, all of them standing in line, two-by-two¡Ê£²¿Í¤º¤Ä¡Ëbehind their parents, holding hands. They were excitedly jabbering¡Ê¤Ú¤Á¤ã¤Ú¤Á¤ã¤·¤ã¤Ù¤Ã¤Æ¤¤¤¿¡Ëabout the clowns, elephants and other acts they would see that night. One could sense they had never been to the circus before. It promised to be a highlight of their young lives.
The father and mother were at the head of the pack¡Ê°ìÃÄ¡Ëstanding proud as could be¡Ê¤³¤Î¾å¤Ê¤¯¸Ø¤é¤·¤²¤Ë¡Ë. The mother was holding her husband¡Çs hand, looking up at him as if to say, ¡ÈYou¡Çre my knight in shining armor¡Ê¤è¤í¤¤¤«¤Ö¤È¡Ë.¡É He was smiling and basking in¡Ê¡¦¡¦¡¦¤Ë¿»¤ë¡Ëpride, looking at her as if to reply, ¡ÈYou got that right¡Ê¤¢¤Ê¤¿¤Ï¤½¤ì¤òÀµ¤·¤¯Íý²ò¤·¤¿¢Í¤½¤ÎÄ̤ê¡Ë.¡É
The ticket lady asked the father how many tickets he wanted. He proudly responded, ¡ÈPlease let me buy eight children¡Çs tickets and two adult tickets so I can take my family to the circus.¡É
The ticket lady quoted the price.
The man¡Çs wife let go of¡Ê¤òÊü¤·¤¿¡Ëhis hand, her head dropped, the man¡Çs lip began to quiver¡Ê¿Ì¤¨¤ë¡Ë. The father leaned a little closer and asked, ¡ÈHow much did you say?¡É
The ticket lady again quoted the price.
The man didn¡Çt have enough money.
How was he supposed to turn and tell his eight kids that he didn¡Çt have enough money to take them to the circus?
Seeing what was going on, my dad put his hand into his pocket, pulled out a $20 bill and dropped it on the ground. (We were not wealthy in any sense of the word!) My father reached down¡Ê¼ê¤ò²¼¤Ë¿­¤Ð¤·¤¿¡Ë, picked up the bill, tapped the man on the shoulder and said, ¡ÈExcuse me, sir, this fell out of your pocket.¡É
The man knew what was going on. He wasn¡Çt begging for s handout¡Ê»Ü¤·¡Ëbut certainly appreciated the help in a desperate, heartbreaking, embarrassing situation. He looked straight into my dad¡Çs eyes, took my dad¡Çs hand in both of his, squeezed tightly onto the $20 bill, and with his lip quivering and a tear streaming down his cheek, he replied, ¡ÈThank you, thank you, sir. This really means a lot to me and my family.¡É
My father and I went back to our car and drove home. We didn¡Çt go to the circus that night, but we didn¡Çt go without¡Ê¤Ê¤·¤ÇºÑ¤Þ¤»¤ë¡Ë.
Dan Clark

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There were eight children, all probably under the age of 12.
The children were well-behaved, all of them standing in line, two-by-two behind their parents, holding hands.
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tapped the man on the shoulder
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We didn¡Çt go to the circus that night, but we didn¡Çt go without.
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