ADMINISTRATIVE REPORT CXIX 



schemes of twenty from the number of fingers and toes, while 

 schemes of four are sometimes found derived in a fanciful way 

 from the colors of the four regions — east, west, north, and soixth. 

 The scheme which Rhys-Davids records from India is, first, a 

 scheme of six regions; second, it is a scheme of reciprocal 

 fives as the fingers on tlic hand are reciprocal. In the second 

 division of the sixth regional group it will be noticed that the 

 last a])horism violates the svnnnetry of the arrangement. In 

 all others there are five; in this there are six. This peculiarity 

 mav be found anvwhere in North America and South America. 

 It is tlie thirteenth of the bakers dozen. It is the common 

 method of showing that the tale is complete. Thus Rhys- 

 Davids: 



The Teacher was staying at the hambu grove near Rfi jagriha ; and going out as usual 

 to bei;, sees the householder Sigal.a bowing down, with streaming hair, and wet gar- 

 ments, and clasped hands, to the four quarters of the heaven, anil the nadir, and the 

 zenith. On the Teacher asking the reason why, .Sigala says that he does this, " boii 

 oring, reverencing, and holding sacred the words of his father." Then the Teacher, 

 knowing that tins was done to avert evil from the six directions, points out to him that 

 the best way to guard the six quarters is by good deeds to men around him — to his 

 parents as the east, bis Teachers as the south, his wife and children as the west, his 

 friends and relatives as the north, men devoted to the religious life (whether Brah 

 mans or Buddhist mendicants) as the zenith, and his slaves and dependents as the 

 nadir. Then iu an orderly arrangement, evidently intended to assist the memory, 

 after some general precepts and a description of true friendship, the chief duties men 

 owe to one .another are thus enumerated under the above six heads: 



1. Parents and Children 

 Parents should — 



1. Restrain their children from vice. 



2. Traill them in \irtue. 



3. Have them taught arts or sciences. 



4. Provide them with snit.ablc wives or husl>ands. 



5. Give them their inheritance. 

 The child should say — 



1. I will support them who supported me. 



2. I will perform family duties incunilient on them. 



3. I will guard their juoperty. 



4. I will make myself worthy to be their heir. 



5. When they are gone, I will honor their memory. 



2. PiTPii.s AND Teachers 



The pnpil should honor his teachers — 



1. By rising in their presence, 



2. By ministering to them. 



3. By obeying them. 



4. By supplying their wants. 



5. Bv attention to instruction. 



