![number of the dead lying on the 'xozen ground, within two or three
furlongs of the castle, was counted, and found to be fifteen
thousand seven hundred and fifty -four. Of the Japanese, who had
starved or frozen to death, eight hundred and ninety-seven were
reported. ]n the camp of the allies, crimination and recrimination
were goii g on, the Coreans angry at being foiled before Uru-san,
and the](https://image.slidesharecdn.com/55326-250727123756-9eb569a4/85/Project-2010-Basic-Student-Manual-Heffernan-31-320.jpg)
![The text on this page is estimated to be only 27.30%
accurate
CHANGES AFTER THE INVASIOK 149 age to him at Yedo.
Magnifying his authority, he sent, in 1623, a letier to the King of
Corea, in which he styles himself Tai-kun ("Tycoon "), or Great
Prince. This is the equivalent in Chinese pronunciation of the pure
Japanese O-gimi, an ancient title applied only to the mikado. No
assumption or presumption of pomp and power was, however,
scrupled at by the successors of lyeyasu. The title "Tycoon," too, was
intended to overawe the Coreans, as being even higher than the title
Koku 0 (king of a [tributary] country), which their sovereign and the
Ashikaga line of rulers held by patents from the Emperor of China,
and which Taiko had sconlully refused. The court at Seoul responded
to the call, and, in 1624, sent an embassy with congratulations and
costly presents. The envoys landed in Hizen, and made their journey
overland, taking the same route so often traversed by the Hollanders
at Deshima, and described by Kaempfer, Thunberg, and others. A
sketch by a Yedo artist has depicted the gorgeous scene in the castle
of the " Tycoon " Seated on silken cushions, on a raised dais, behind
the bamboo curtains, with sword-bearer in his rear, in presence of
his lords, all in imitation of the imperial throne room in Kioto, the
haughty ruler received from the Corean envoy the symbol of
vassalag e — a gohei or wand on which strips of white paper are
hung. Then followed the official banquet. Since the invasion, Fusan,
as before, had been held and garrisoned by the retainers of the
daimio of Tsushima. At this port all the commerce between the two
nations took place. The interchange of commodities was established
on an amicable basis. Japaneso swords, military equipments, works
of art, and raw products were exchanged for Corean merchandise.
Having felt the pow( r of the eastern sword-blades, and unable to
perfect their own clumsy iron hangers, either in temper, edge, or
material, they gladly bought of the Japanese, keeping their sword-
makers busy. Kaempfer, who was at Nagasaki from September 24,
1690, to November, 1692, tells us that the Japanese imported from
Fusan scare- e medicinal plants, especially ginseng, walnuts, and](https://image.slidesharecdn.com/55326-250727123756-9eb569a4/85/Project-2010-Basic-Student-Manual-Heffernan-40-320.jpg)
Project 2010 Basic Student Manual Heffernan
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- 5. Project 2010 Basic Student Manual Heffernan Digital Instant Download Author(s): Heffernan, Brandon ISBN(s): 9781426020476, 1426020473 Edition: Student File Details: PDF, 1.65 MB Year: 2010 Language: english
- 6. M I C R O S O F T ® L E A R N HOW T O: ÂŽ ™ Createandmodifytasklists ÂŽ ™ Setandeditproject schedules ÂŽ ™ Createandapplycalendars ÂŽ ™ Enterandtrackcosts ÂŽ ™ Manageresource assignments ÂŽ ™ Applyfiltersandgroups ÂŽ ™ Resolveresourceconflicts Project 2010 BASIC ENSURING YOUR SUCCESS IN TH E CLASSROOM y y Hands-on learning through real-world activities. y y Clear, concise, and consistent instructions. y y Time-tested instructional design. y y Comprehensive teaching tools. Project2010_Basic.indd 1 8/25/10 3:08 PM
- 7. P r o j e c t 2 0 1 0 : B a s i c Student Manual
- 8. Project 2010: Basic President, Axzo Press: Jon Winder Vice President, Product Development: Charles G. Blum Vice President, Operations: Josh Pincus Director of Publishing Systems Development: Dan Quackenbush Writer: Brandon Heffernan Copyeditor: Catherine Oliver Keytester: Cliff Coryea COPYRIGHT © 2010 Axzo Press. All rights reserved. No part of this work may be reproduced, transcribed, or used in any form or by any meansgraphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, or information storage and retrieval systemswithout the prior written permission of the publisher. For more information, go to www.axzopress.com. Trademarks ILT Series is a trademark of Axzo Press. Some of the product names and company names used in this book have been used for identification purposes only and may be trademarks or registered trademarks of their respective manufacturers and sellers. Disclaimer We reserve the right to revise this publication and make changes from time to time in its content without notice. Student Manual ISBN 10: 1-4260-2047-3 ISBN 13: 978-1-4260-2047-6 Student Manual with Disc ISBN-10: 1-4260-2049-X ISBN-13: 978-1-4260-2049-0 Printed in the United States of America 1 2 3 4 5 GL 06 05 04 03
- 9. Contents Introduction iii Topic A: About the manual............................................................................... iv Topic B: Setting your expectations...................................................................vii Topic C: Re-keying the course .........................................................................xii Getting started 1-1 Topic A: Project management concepts...........................................................1-2 Topic B: The Project window..........................................................................1-9 Topic C: Project files......................................................................................1-16 Topic D: The Help window ............................................................................1-19 Unit summary: Getting started ........................................................................1-21 Tasks 2-1 Topic A: Creating a task list ............................................................................2-2 Topic B: Modifying a task list.........................................................................2-9 Topic C: The Work Breakdown Structure......................................................2-13 Unit summary: Tasks ......................................................................................2-21 Task scheduling 3-1 Topic A: Task links..........................................................................................3-2 Topic B: Task relationships............................................................................3-10 Topic C: Task options.....................................................................................3-16 Unit summary: Task scheduling......................................................................3-19 Resource management 4-1 Topic A: The base calendar .............................................................................4-2 Topic B: Resources and calendars...................................................................4-6 Topic C: Project costs.....................................................................................4-17 Unit summary: Resource management............................................................4-21 Views and tables 5-1 Topic A: Working with views..........................................................................5-2 Topic B: Working with tables.........................................................................5-10 Unit summary: Views and tables.....................................................................5-14 Filters, groups, and sorting 6-1 Topic A: Filters................................................................................................6-2 Topic B: Groups ..............................................................................................6-8 Topic C: Sorting tasks and resources..............................................................6-12 Unit summary: Filters, groups, and sorting.....................................................6-17 Finalizing the task plan 7-1 Topic A: Finalizing schedules..........................................................................7-2 Topic B: Handling resource conflicts ..............................................................7-8 Unit summary: Finalizing the task plan ..........................................................7-15
- 10. ii Project 2010: Basic Course summary S-1 Topic A: Course summary............................................................................... S-2 Topic B: Continued learning after class.......................................................... S-4 Glossary G-1 Index I-1
- 11. iii Introduction After reading this introduction, you will know how to: A Use ILT Series manuals in general. B Use prerequisites, a target student description, course objectives, and a skills inventory to properly set your expectations for the course. C Re-key this course after class.
- 12. iv Project 2010: Basic Topic A: About the manual ILT Series philosophy Our manuals facilitate your learning by providing structured interaction with the software itself. While we provide text to explain difficult concepts, the hands-on activities are the focus of our courses. By paying close attention as your instructor leads you through these activities, you will learn the skills and concepts effectively. We believe strongly in the instructor-led class. During class, focus on your instructor. Our manuals are designed and written to facilitate your interaction with your instructor, and not to call attention to manuals themselves. We believe in the basic approach of setting expectations, delivering instruction, and providing summary and review afterwards. For this reason, lessons begin with objectives and end with summaries. We also provide overall course objectives and a course summary to provide both an introduction to and closure on the entire course. Manual components The manuals contain these major components: Table of contents Introduction Units Appendix Course summary Glossary Index Each element is described below. Table of contents The table of contents acts as a learning roadmap. Introduction The introduction contains information about our training philosophy and our manual components, features, and conventions. It contains target student, prerequisite, objective, and setup information for the specific course. Units Units are the largest structural component of the course content. A unit begins with a title page that lists objectives for each major subdivision, or topic, within the unit. Within each topic, conceptual and explanatory information alternates with hands-on activities. Units conclude with a summary comprising one paragraph for each topic, and an independent practice activity that gives you an opportunity to practice the skills you’ve learned. The conceptual information takes the form of text paragraphs, exhibits, lists, and tables. The activities are structured in two columns, one telling you what to do, the other providing explanations, descriptions, and graphics.
- 13. Introduction v Appendices An appendix is similar to a unit in that it contains objectives and conceptual explanations. However, an appendix does not include hands-on activities, a summary, or an independent practice activity. Course summary This section provides a text summary of the entire course. It is useful for providing closure at the end of the course. The course summary also indicates the next course in this series, if there is one, and lists additional resources you might find useful as you continue to learn about the software. Glossary The glossary provides definitions for all of the key terms used in this course. Index The index at the end of this manual makes it easy for you to find information about a particular software component, feature, or concept. Manual conventions We’ve tried to keep the number of elements and the types of formatting to a minimum in the manuals. This aids in clarity and makes the manuals more classically elegant looking. But there are some conventions and icons you should know about. Item Description Italic text In conceptual text, indicates a new term or feature. Bold text In unit summaries, indicates a key term or concept. In an independent practice activity, indicates an explicit item that you select, choose, or type. Code font Indicates code or syntax. Longer strings of ► code will look ► like this. In the hands-on activities, any code that’s too long to fit on a single line is divided into segments by one or more continuation characters (►). This code should be entered as a continuous string of text. Select bold item In the left column of hands-on activities, bold sans-serif text indicates an explicit item that you select, choose, or type. Keycaps like e Indicate a key on the keyboard you must press.
- 14. vi Project 2010: Basic Hands-on activities The hands-on activities are the most important parts of our manuals. They are divided into two primary columns. The “Here’s how” column gives short instructions to you about what to do. The “Here’s why” column provides explanations, graphics, and clarifications. Here’s a sample: Do it! A-1: Creating a commission formula Here’s how Here’s why 1 Open Sales This is an oversimplified sales compensation worksheet. It shows sales totals, commissions, and incentives for five sales reps. 2 Observe the contents of cell F4 The commission rate formulas use the name “C_Rate” instead of a value for the commission rate. For these activities, we have provided a collection of data files designed to help you learn each skill in a real-world business context. As you work through the activities, you will modify and update these files. Of course, you might make a mistake and therefore want to re-key the activity starting from scratch. To make it easy to start over, you will rename each data file at the end of the first activity in which the file is modified. Our convention for renaming files is to add the word “My” to the beginning of the file name. In the above activity, for example, a file called “Sales” is being used for the first time. At the end of this activity, you would save the file as “My sales,” thus leaving the “Sales” file unchanged. If you make a mistake, you can start over using the original “Sales” file. In some activities, however, it might not be practical to rename the data file. If you want to retry one of these activities, ask your instructor for a fresh copy of the original data file.
- 15. Introduction vii Topic B: Setting your expectations Properly setting your expectations is essential to your success. This topic will help you do that by providing: Prerequisites for this course A description of the target student A list of the objectives for the course A skills assessment for the course Course prerequisites Before taking this course, you should be familiar with personal computers and the use of a keyboard and a mouse. Furthermore, this course assumes that you’ve completed the following course or have equivalent experience: Windows XP: Basic, Windows Vista: Basic, or Windows 7: Basic Target student Students taking this course should be comfortable using a personal computer and Microsoft Windows XP or later. You will get the most out of this course if your goal is to become a proficient project manager by using Microsoft Project 2010 to plan and manage your projects.
- 16. viii Project 2010: Basic Course objectives These overall course objectives will give you an idea about what to expect from the course. It is also possible that they will help you see that this course is not the right one for you. If you think you either lack the prerequisite knowledge or already know most of the subject matter to be covered, you should let your instructor know that you think you are misplaced in the class. After completing this course, you will know how to: Discuss basic project management concepts and principles; identify project view options, interface components, and Gantt chart elements; create and save a project file; and get help on using Microsoft Project. Create a task list, using both manual and automatic scheduling modes; set durations; modify a task list; establish a Work Breakdown Structure; hide columns; set milestones; and format the Sheet pane and the Gantt chart. Link tasks to establish a project schedule; modify task predecessors; set lag time and lead time; add recurring tasks; work in Network Diagram view; modify task relationships; apply different task types; and set task constraints. Create a base calendar and edit the working time; create a resource pool and a resource calendar; assign resources to tasks; create and apply a task calendar; enter resource costs; and use the Cost table. Work in Calendar view and Resource Form view; add tasks to the Timeline, format the Timeline, and copy the Timeline to other Office applications; work with tables and create tables; and display WBS outline numbers. Apply filters, highlighting, AutoFilters, and custom filters; group tasks and resources; create custom groups; sort tasks and resources; and renumber a sorted task list or resource list. Display the critical path and slack; edit effort-driven schedules to fine-tune a project; and resolve resource conflicts by applying both automatic and manual resource leveling.
- 17. Introduction ix Skills inventory Use the following form to gauge your skill level entering the class. For each skill listed, rate your familiarity from 1 to 5, with five being the most familiar. This is not a test. Rather, it is intended to provide you with an idea of where you’re starting from at the beginning of class. If you’re wholly unfamiliar with all the skills, you might not be ready for the class. If you think you already understand all of the skills, you might need to move on to the next course in the series. In either case, you should let your instructor know as soon as possible. Skill 1 2 3 4 5 Identifying Project 2010 interface components Identifying Gantt chart elements Creating projects Switching between project views Setting the project start date Navigating Help topics Creating task lists Working in manual scheduling mode Working in automatic scheduling mode Changing the default scheduling mode Setting task durations Modifying task lists Rearranging tasks Formatting the Sheet pane Inserting project summary tasks Adding summary tasks and subtasks Hiding and showing subtasks Hiding columns in the Sheet pane Inserting milestone tasks Formatting a Gantt chart Linking and unlinking tasks Changing task predecessors
- 18. x Project 2010: Basic Skill 1 2 3 4 5 Applying lead time and lag time Inserting recurring tasks Working in Network Diagram view Modifying task relationships Navigating a Gantt chart by using the Timeline Setting task types Setting task constraints Creating base calendars Changing the working time in a project calendar Creating resource pools Creating and applying resource calendars Assigning resources to tasks Creating and applying task calendars Entering project costs Using the Cost table Working with Calendar and form views Adding tasks to the Timeline Formatting the Timeline Copying the Timeline into other Office applications Displaying WBS outline numbers Creating and modifying tables Applying filters and AutoFilters Highlighting information Creating custom filters Grouping tasks and resources Creating custom groups
- 19. Introduction xi Skill 1 2 3 4 5 Sorting tasks and resources Displaying critical tasks Displaying free slack Editing effort-driven schedules to fine-tune a project Applying automatic resource leveling Leveling resources manually
- 20. xii Project 2010: Basic Topic C: Re-keying the course If you have the proper hardware and software, you can re-key this course after class. This section explains what you’ll need in order to do so, and how to do it. Hardware requirements Your personal computer should have: A keyboard and a mouse A 1GHz (or faster) processor At least 1GB of RAM 2 GB of available hard disk space after operating system install A CD-ROM or DVD drive SVGA monitor at 1024 × 768 or higher resolution Software requirements You will also need the following software: Windows 7, Windows Vista, or Windows XP with Service Pack 3 Project Standard 2010 or Project Professional 2010 PowerPoint 2010 (This is required to complete Activity A-4 in Unit 5, “Views and tables,” but is not used elsewhere in the course.) Network requirements The following network components and connectivity are also required for re-keying this course: Internet access, for the following purposes: – Downloading the latest critical updates and service packs – Downloading the Student Data files from www.axzopress.com (if necessary)
- 21. Introduction xiii Setup instructions to re-key the course Before you re-key the course, you will need to perform the following steps. 1 Use Windows Update to install all available critical updates and Service Packs. 2 With flat-panel displays, we recommend using the panel’s native resolution for best results. Color depth/quality should be set to High (24 bit) or higher. Please note that your display settings or resolution may differ from the author’s, so your screens might not exactly match the screen shots in this manual. 3 If necessary, reset any defaults that you have changed. If you do not wish to reset the defaults, you can still re-key the course, but some activities might not work exactly as documented. 4 If you have the data disc that came with this manual, locate the Student Data folder on it and copy it to the desktop of your computer. If you don’t have the data disc, you can download the Student Data files for the course: a Connect to www.axzopress.com. b Under Downloads, click Instructor-Led Training. c Browse the subject categories to locate your course. Then click the course title to display a list of available downloads. (You can also access these downloads through our Catalog listings.) d Click the link(s) for downloading the Student Data files. e Create a folder named Student Data on the desktop of your computer. f Double-click the downloaded zip file(s) and drag the contents into the Student Data folder. CertBlaster software CertBlaster pre- and post-assessment software is available for this course. To download and install this free software, complete the following steps: 1 Go to www.axzopress.com. 2 Under Downloads, click CertBlaster. 3 Click the link for Project 2010. 4 Save the .EXE file to a folder on your hard drive. (Note: If you skip this step, the CertBlaster software will not install correctly.) 5 Click Start and choose Run. 6 Click Browse and then navigate to the folder that contains the .EXE file. 7 Select the .EXE file and click Open. 8 Click OK and follow the on-screen instructions. When prompted for the password, enter c_pj2010.
- 22. xiv Project 2010: Basic
- 23. 1–1 U n i t 1 Getting started Unit time: 50 minutes Complete this unit, and you’ll know how to: A Discuss basic project management concepts and principles, and identify project view options. B Start Project, open a project file, and identify interface components and Gantt chart elements. C Create and save a project file. D Get help with using Microsoft Project.
- 24. 1–2 Project 2010: Basic Topic A: Project management concepts Explanation As a project manager, you have to manage and control your project to make it a success. You’ll need to understand project management concepts and apply them. You can use Microsoft Project 2010 to help you to organize, track, and manage your project effectively. Keys to successful project management A project is a series of steps that are performed to reach a specific goal. Projects have a definite start and end, and they result in a product or service. Projects are often the critical components of the performing organization’s business strategy. A project has three general constraints: Scope — Customer requirements, quality specifications, and deliverables Cost — Budget and resources Time — Timelines for tasks and specific start and end dates Exhibit 1-1: The constraints of a project A project is considered successful when it’s delivered on time, stays within budget, and meets customer requirements. To manage your project effectively, it can be helpful to break it into phases so that it’s easier to control. The five phases of a project are: The initial phase The planning phase The implementation phase The monitoring phase The close-out phase Collectively, these phases make up the project life cycle. Each phase is marked by the completion of one or more deliverables, called milestones. Project management Project management is the application of knowledge, skills, tools, and techniques to accomplish activities or tasks to meet the objectives set for a project. To manage a project, you need to understand the phases involved in project management; these phases are the defining of priorities, limitations, and constraints for the project. They describe and organize the work of the project. Exhibit 1-2 illustrates the links between the phases in a project’s life cycle.
- 25. Getting started 1–3 Initial phase Planning phase Close-out phase Implementation phase Monitoring phase Initiating tasks Planning tasks Executing tasks Monitoring tasks Closing tasks Controlling phases and communication Exhibit 1-2: The links between project phases The project management phases are described in the following table. Phase Description Initial Establish the beginning of the project and define the project’s objectives and scope. Planning Devise and maintain a workable scheme to meet the objectives and business needs of the project. Also, identify the tasks and their resource requirements. Implementation Execute tasks and coordinate people and other resources to carry out the plan. Monitoring Track and report on the project’s progress. Monitoring involves reviewing the progress of the project, compared to the plan, and leads to control measures being taken. Control means taking corrective measures to ensure the success of the project. Close-out Formalize the acceptance of the project, ensure an orderly end, and evaluate personnel and the project itself for lessons learned. Constraints As you track and control the project to ensure that it progresses smoothly, you need to consider the constraints that the project might face. Constraints are the limitations imposed on a project. You can manage constraints by minimizing risks, costs, and resources. However, time is the main constraint that affects the performance of a project. You can manage your project effectively if you allocate proper time frames for each project phase.
- 26. Another Random Scribd Document with Unrelated Content
- 27. gratitude to Okomoto. They swore by all the gods to reward also his sons and daughters who were still living in Japan. When this fact was made known to him, he burst into tears and said te had never forgotten his wife or children ; though he saw them often in his dreams, yet " the winds brought him no news." OE the following morning a Chinese ofiicer, coming to the foot of the wall, made signs with his standard, and offered the same
- 28. The text on this page is estimated to be only 28.99% accurate 142 COREA. terms in detail which Okomoto had exposed. The Japanese lead* ers excused themselves on the plea of sickness, and the parley came to nothing. Yet the sufferings of the Japanese were growing hourly severer. To half rations and hunger had succeeded famine, and with famine came actual death from starvation. Unfortunately there was no well in the castle, so the Japanese had at first sallied out, under cover of the night, and carried water from the mountain brooks. The Chinese, discovering this, posted archers in front of every accessible stream, and thus cut off all approach by night or day. To hunger was added the torture of thirst. The soldiers who fought by day stole out at night and licked the wounds of their slain enemies and even secretly chewed the raw flesh sliced from the corpses of the Chinese. Within the castle, ingenuity was taxed to the utmost to provide sustenance from the most unpromising substances. The famished soldiers chewed paper, trapped mice and ate them, killed horses and devoured every part of them. Braving the arrows of the Chinese pickets, they wandered at night wherever their dead enemies lay, and searched their clothes for stray grains of parched rice. On one occasion the Chinese, lying in wait, succeeded in capturing one hundred of the garrison, that were prowling like ghouls around the corpses of the slain. After this the commanders forbade any soldier, on pain of death, to leave the castle. Yet famine held revel within, and scores of starved and frozen multiplied into hundreds, until room for the corpses was needed. Tidings of the straits of the dwindling garrison at Uru-san having reached the other Japanese commanders, Nabeshima and Kuroda, they marched to the relief of their compatriots. One of the Chinese generals, Eijobai, leaving camp, set out to attack them. The foiled Chinese commander-in-chief, angry at the refusal of the Japanese to come to his camp, ordered a fresh attack on the castle. This time fresh detachments took the places of others when wearied. The day seemed shut out by the dust of horses, the smoke of guns, the clouds of arrows, and the masses of flags. Again the scaling ladders
- 29. were brought, but made useless by the vigilant defenders in armor iced with frozen sweat, and chafing to the bone. Their constant labor made "'three hours seem like three years." The attack was kept up unceasingly until February 12th, when the exhausted garrison noticed the Chinese retreating. The van of the reinforcements from Fusan had attacked the allies in the
- 30. The text on this page is estimated to be only 28.26% accurate THE SIEGE OF URU-SAN CASTLE. 143 rear, and a bloody combat was raging. At about the same time the flaet, laden with provisions, was on its way and near the starving garrison. Next morning the keen eyes of their commander noticed flocks of wi~ d birds descending on the Chinese camp. The careful scrutiny of the actions of wild fowl formed a part of the military education of all Japanese, and they inferred at once that the camp was empt^ and the birds, attracted by the refuse food, were feeding without fear. Orders were immediately given to a detachment to leave the castle and march in pursuit. Passing through the deserted Ming camp, they came up with the forces of Kuroda and Nabeshima, who had gained a great victory over the allies. In this battle of the river plain of Gisen, February 9, 1598, the Japanese < had eighteen thousand men engaged. Their victory was complete, thirteen thousand two hundred and thirty-eight heads of Coreans and Chinese being collected after the retreat of the allies. The noses and ears were, as usual, cut off and packed for shipment to Kioto. The sufferings of the valiant defenders were now over. Help had come at the eleventh hour. For fourteen days they had tasted neither rice nor water, except that melted from snow or ice. The abundant food from the relief ships was cautiously dealt out to the famished, lest sudden plenty should cause sudden death. The fleet men not only congratulated the garrison on their brave defence, but decorated the battered walls with innumerable flags and streamers, while they revictualed the magazines. On the ninth, the garrison went on the ships to go to Sezukai, another part of the coast, to recruit their shattered energies. With a feeling as if raised from the dead, the warriors took off their armor. The reaction of the fearful strain coming at once upon them, they found theD Lselves lame and unable to stand or sit. Even in their dreams, they grappled with the Ming, and, laying their hand on their sword, fought again their battles in the land of dreams. For three years afterward they did not cease these night visions of war. According to orders given, the
- 31. number of the dead lying on the 'xozen ground, within two or three furlongs of the castle, was counted, and found to be fifteen thousand seven hundred and fifty -four. Of the Japanese, who had starved or frozen to death, eight hundred and ninety-seven were reported. ]n the camp of the allies, crimination and recrimination were goii g on, the Coreans angry at being foiled before Uru-san, and the
- 32. The text on this page is estimated to be only 28.65% accurate 144 COREA. Chinese mortified that one fortress, with its garrison, could not have been taken. They made their plans to go back and try the siege anew, when the explosion of their powder magazine, which killed many of their men, changed their plans. For his failure the Chinese commander-in-chief was cashiered in disgrace. On May 10th the soldiers of the garrison, now relieved, left for their homes in Japan. Thus ended the siege of Uru-san, after lasting an entire year. After this nothing of much importance happened during the war. The invaders had suffered severely from the cold and the climate, and from hunger in the desolated land. Numerous skirmishes were fought, and a continual guerilla war kept up, but, with the exception of another naval battle between the Japanese and Chinese, in which artillery was freely used, there was nothing to influence the fortunes of either side. In this state of inaction, Hideyoshi fell sick and died, September 9, 1598, at the age of sixty-three. Almost his last words were, " Recall all my troops from Cho-sen." The governors appointed by him to carry out his policy at once issued orders for the return of the army. The orders to embark for home were everywhere gladly heard in the Japanese camps by the soldiers whose sufferings were now to end. Before leaving, however, many of the Japanese improved every opportunity to have a farewell brush with their enemies. It is said, by a trustworthy writer, that 214,752 human bodies were decapitated to furnish the ghastly material for the " eartomb " mound in Kioto. Ogawuchi reckons the number of Corean heads gathered for mutilation at 185,738, and of Chinese at 29,014 ; all of which were despoiled of ears or noses. It is probable that 50,000 Japanese, victims of wounds or disease, left their bones in Corea. Thus ended one of the most needless, unprovoked, cruel, and desolating wars that ever cursed Corea, and from which it has taken her over two centuries to recover.
- 33. The text on this page is estimated to be only 28.08% accurate CHAPTER XX. CHANGES AFTER THE INVASION. THE war over, and peace again in the land, the fugitives returne'l to their homes and the farmers to their fields. The whole country was desolate, the scars of war were everywhere visible, and tie curse of poverty was universal. From the king and court, in the royal city, of which fire had left little but ashes, and of whicl: war and famine had spared few inhabitants, to the peasant, who lived on berries and roots until his scanty seed rose above the ground and slowly ripened, all now suffered the woful want whicl the war had bred. Kind nature, however, ceased not her bountiful stores, and from the ever-ready and ever-full treasuries of th( ocean, fed the stricken land. The war was a fruitful cause of national changes in Corean customs and institutions. The first was the more thorough organization of the military, the rebuilding and strengthening of old casHes, !ind the erection of new ones ; though, like most measures of the g :>vernment, the proposed reforms were never properly carried out. The coasts were guarded with fresh vigilance. Upon one of the Corean commanders, who had been many times successful against the Japanese, a new title and office was created, and the coast defence of the three southern provinces was committed to him. This title was subsequently conferred upon three officials whose head* [uarters were at points in Kiung-sang. Among the literary fruits of the leisure now afforded was the narrative, in Chinese, of the e /ents leading to the war with the Japanese, written by a high digni tary of the court, and covering the period from about 1586 to 1598. This is, perhaps, the only book reprinted in Japan, which gives the C orean side of the war. In his preface the excessively modest author states that he writes the book "because men ought to look at the present in the mirror of the past." The Chinese style of this ^vriter is difficult for an ordinary Japanese to read. The book (Cho'iitsuroku) contains a curious map of the eight provinces. 10
- 34. The text on this page is estimated to be only 28.42% accurate 146 CORE A. In Japan the energies of the returned warriors were fully employed at home after their withdrawal from Corea. The adherents of Taiko and those of lyeyasu, the rising man, came to blows, and at the great battle of Sekigahara, in October, 1600, lyeyasu crushed his foes. Many of the heroes of the peninsular campaign fell on the field ; or, as beaten men, disembowelled themselves, according to the Japanese code of honor. Konishi, being a Christian, and unable, from conscientious scruples, to commit suicide by hara kiri, was decapitated. The humbled spirit and turbulent wrath of Satsuma were appeased, and given a valve of escape in the permission accorded them to make definite conquest of Kiu Kiu. This was done by a wellplanned and vigorously executed expedition in 1609, by which the little archipelago was made an integral part of the Japanese empire. When retiring from Cho-sen, in 1597, the daimio and general Nabeshima requited himself for the possible loss of further military glory, by bringing over and settling in Satsuma a colony of Corean potters. He builded better than he knew, for in founding these industries in his own domain, he became the prime author of that delight of the aesthetic world, "old Satsuma faience." Other daimios, in whose domains were potteries, likewise transported skilled workers in clay, who afterward brought fame and money to their masters. On the other hand, lyeyasu sent back the Corean prisoners in Japan to their own homes. The spoil brought back from the peninsular campaign — weapons, flags, brocades, porcelains, carvings, pictures, and manuscripts was duly deposited, with certifying documents, in temples and storehouses, or garnished the home of the veterans for the benefit of posterity. Some, with a literary turn, employed their leisure in writing out their notes and journals, several of which have survived the wreck of time. Some, under an artistic impulse, had made valuable sketches of cities, 'scenery, battle-fields, and castles, which they now finished. A few of the victors shore off their queues and hair, and became monks. Others, with perhaps equal piety, hung up the arrow-pierced helmet,
- 35. or corslet slashed by Chinese sabre, as ex-voto at the local shrines. The writer can bear personal witness to the interest 'which many of these authentic relics inspired in him while engaged in their study. In 1878, a large collection of various relics of the Corean war of 15921597 came into the possession of the mikado's government in Tokio, from the heirs or descendants of the veterans of Taiko. In
- 36. The text on this page is estimated to be only 28.01% accurate CHANGES AFTER THE INVASION. 147 Kioto, besides the Ear-monument, the Hall of the Founder, in one of tho great Buddhist temples, rebuilt by the widow of Taiko, was ceiled with the choice wood of the war junk built for the hero. Though the peninsula was not open to trade or Christianity, it was not for lack of thought or attention on the part of merchant or missionary. In England, a project was formed to establish a trading-station ii Japan, and, if there was a possibility, in Corea also, or, at least, to see what could be done in "the island" — as Corea then, and for a long time afterward, was believed to be. Through the Dutch, the Jesuits, and their countryman, Will Adams, in Japan, they had heard of the Japanese war, and of Corea. Captain Saris arrived off Hirado Island about the middle of June, 1613, with a cargo of pepper, broadcloth, gunpowder, and English goods. In a galley, carrying twenty-five oars and manned by sixty men furnished by the daimio, Saris and his company of seventeen Englishmen set out to visit the lyeyasu at Yedo, by way of Suruga (now Shidzuoka). After two days' rowing along the coast, they stopped for dinner in the large and handsome city of Hakata (or Fukuoka), the city being, in reality, double. As the Englishmen walked about to see the sights, the boys, children, and worse sort of idle people would gather about them, crying out, "Core, Core, Cocore Ware " (Oh you Coreans, Coreans, you Kokorai men), taunting them by these words as Coreans with false hearts, whooping, holloaing, and making such a noise that the English could hardly hear each other speak. In some places, the people threw stones at these "Corean " Englishmen. Hakata was one of the towns at which the embassy from Seoul stopped while on its way to Yedo, and I he incident shows clearly that the Japanese urchins and common people had not forgotten the reputed perfidy of the Coreans, while they also supposed that any foreigner, not a Portuguese, with whom they were familiar, must be a Corean. In the same manner, at Nankin, for a long while all foreigners, even Americans, were called "Japanese." Nothing was done by Saris, so
- 37. far as is known, to explore or open Oorea to Western commerce, although the last one of the eight clauses of the articles of license to trade, given him by lyeyasii, was, 'And that further, without passport, they may and shall set out upon the discovery of Yeadzo (Yezo), or any other part in and about our empire." By the last clause any Japanese would un
- 38. The text on this page is estimated to be only 28.44% accurate 148 COREA. derstand Corea and Kiu Kiu as being land belonging to, but outside of " civilized " Nippon. After leaving Nagasaki, and calling at Bantam, Saris took in a load of pepper, and sailed for England, reaching Plymouth September 27, 1614. An attempt was also made by the Dominican order of friars to establish a mission in Corea. Vincent (Caun), the ward of Konishi, who had been educated and sent over by the Jesuits to plant Christianity among his countrymen, reached Peking and there waited four years to accomplish his purposes, but could not, owing to the presence of the hostile Manchius in Liao Tung. But just as he was returning to Japan, in 1618, another attempt was made by the Dominican friars to penetrate the sealed land. Juan de Saint Dominique, a Castilian Spaniard, who had labored as a missionary in the Philippine Islands since 1601, was the chosen man. Having secured rapid mastery of the languages of the Malay archipelago, he was selected as one well fitted to acquire Corean. With two others of the same fraternity he embarked for the shores of Morning Calm. For some reason, not known, they could not land in Corea, and so passed over to Japan, where the next year, March 19th, having met persecution, Dominique died in prison. The ashes of his body, taken from the cremation furnace, were cast in the sea ; but his followers, having been able to save from the fire a hand and a foot, kept the ghastly remnants as holy relics. The exact relations of "the conquering and the vassal state," as the Japanese would say, that is, of Nihon and Cho-sen, were not definitely fixed, nor the menace of war withdrawn, until the last of the line of Taiko died, and the- family became extinct by the death of Hideyori, the son of Taiko, in 1612. There is not a particle of evidence that the conquerors ever exacted an annual tribute of "thirty human hides," as stated by a recent French writer. While lyeyasii had his hands full in Japan, he paid little attention to the country which Taiko had used as a cockpit for the Christians. lyeyasii dealt with the Jesuit, the Christian, and the foreigner, in a manner different from, and for obvious reasons with
- 39. success greater than, that of Taiko. He unified Japan, re-established the dual system of mikado and sho-gun, with two capitals and two centres of authority, Kioto and Yedo. He cleared the ground for his grandson lyemitsu, who at once summoned the Coreans to renew tributary relations and pay horn
- 40. The text on this page is estimated to be only 27.30% accurate CHANGES AFTER THE INVASIOK 149 age to him at Yedo. Magnifying his authority, he sent, in 1623, a letier to the King of Corea, in which he styles himself Tai-kun ("Tycoon "), or Great Prince. This is the equivalent in Chinese pronunciation of the pure Japanese O-gimi, an ancient title applied only to the mikado. No assumption or presumption of pomp and power was, however, scrupled at by the successors of lyeyasu. The title "Tycoon," too, was intended to overawe the Coreans, as being even higher than the title Koku 0 (king of a [tributary] country), which their sovereign and the Ashikaga line of rulers held by patents from the Emperor of China, and which Taiko had sconlully refused. The court at Seoul responded to the call, and, in 1624, sent an embassy with congratulations and costly presents. The envoys landed in Hizen, and made their journey overland, taking the same route so often traversed by the Hollanders at Deshima, and described by Kaempfer, Thunberg, and others. A sketch by a Yedo artist has depicted the gorgeous scene in the castle of the " Tycoon " Seated on silken cushions, on a raised dais, behind the bamboo curtains, with sword-bearer in his rear, in presence of his lords, all in imitation of the imperial throne room in Kioto, the haughty ruler received from the Corean envoy the symbol of vassalag e — a gohei or wand on which strips of white paper are hung. Then followed the official banquet. Since the invasion, Fusan, as before, had been held and garrisoned by the retainers of the daimio of Tsushima. At this port all the commerce between the two nations took place. The interchange of commodities was established on an amicable basis. Japaneso swords, military equipments, works of art, and raw products were exchanged for Corean merchandise. Having felt the pow( r of the eastern sword-blades, and unable to perfect their own clumsy iron hangers, either in temper, edge, or material, they gladly bought of the Japanese, keeping their sword- makers busy. Kaempfer, who was at Nagasaki from September 24, 1690, to November, 1692, tells us that the Japanese imported from Fusan scare- e medicinal plants, especially ginseng, walnuts, and
- 41. fruits ; the "best pickled fish, and some few manufactures ; among which was " a certain sort of earthen pots made in Japij and Ninke, two Tartarian provinces." These ceramic oddities were "much esteemed by the Japanese, and bought very dear." From an American or British point of view, there was little tradi $ done between the two countries, but on the strength of even
- 42. The text on this page is estimated to be only 28.72% accurate 150 COREA. this small amount, Earl Eussell, in 1862, tried to get Great Britain included as a co-trader between Japan and Corea. He was not successful. Provision was also made for those who might be cast, by the perils of the sea, upon the shore of either country. At the expense of the Yedo government a Gho-sen Yashiki (Corean House), was built at Nagasaki. From whatever part of the Japanese shores the waifs were picked up, they were sent to Nagasaki, fed and sheltered until a junk could be despatched to Fusan. These unfortunates were mostly fishermen, who, in some cases, had their wives and children with them. It was from such that Siebold obtained the materials for his notes, vocabulary, and sketches in the Corean department of his great Archiv. The possession of Fusan by the Japanese was, until 1876, a perpetual witness of the humiliating defeat of the Coreans in the war of 1592- 1597, and a constant irritation to their national pride. Their popular historians, passing over the facts of the case, substitute pleasing fiction to gratify the popular taste. The subjoined note of explanation, given by Pallet, attached to a map of Corea of home manufacture, thus accounts for the presence of the foreigners. The substance of the note is as follows : During the sixteenth century many of the barbarous inhabitants of Tsushima left that island, and, coming over to Corea, established themselves on the coast of Corea, in three little ports, called Fusan, Yum, and Chisi, and rapidly increased in numbers. About five years after Chung-chong ascended the throne, the barbarians of Fusan and Yum made trouble. They destroyed the walls of the city of Fusan, and killed also the city governor, named Ni Utsa. Being subdued by the royal troops, they could no longer live in these ports, but were driven into the interior. A short time afterward, having asked pardon for their crimes, they obtained it and came and established themselves again at the ports. This was only for a short time, for a few years afterward, a little before the year 1592, they all returned to their country, Tsushima. In the year 1599 the king, Syen-cho, held communication with the
- 43. Tsushima barbarians. It happened that he invited them to the places which they had quitted on the coast of Corea, built houses for them, treated them with great kindness, established for their benefit a market during five days in each month, beginning on the third day of the month, and when they had a great quantity of merchandise on hand to dispose of he even permitted them to hold it still oftener. This is a good specimen of Corean varnish-work carried into
- 44. The text on this page is estimated to be only 28.34% accurate CHANGES AFTER THE INVASION. 151 history. The rough facts are smoothed over by that well-applied native lacquer, which is said to resemble gold to the eye. The official gloss has been 'smeared over more modern events with equal success, and even defeat is turned into golden victory. "Set, with all the miseries inflicted upon her, the humble nation learned rich lessons and gained many an advantage even from her enemy. The embassies, which were yearly despatched to yield .homage to their late invaders, were at the expense of the latter. The Japanese pride purchased, at a dear rate, the empty bubble of homage, by paying all the bills. We may even suspect that a grim joke was practised upon the victors by the vanquished. Year by year they swelled the pomp and numbers of their train until, finally, it reached the absurd number of four hundred persons. With imperturbable effrontery they devastated the treasury of their "Tycoon." To receive an appointment on the embassy to Yedc was reckoned a rich sinecure. It enabled the possessor to enjoy an expensive picnic of three months, two of which were at the cost of the entertainers. Landing in Chikuzen, or Hizen, they slowly journeyed overland to Yedo, and, after their merrymaking in the capital, leisurely made their jaunt back again. For nearly a century the Yedo government appeared to relish the sensation of having a crowd of people from across the sea come to pay homage and bear witness to the greatness of the Tokugawa family. In 1710 a special gateway was erected in the castle at Yedc to impress the embassy from Seoul, who were to arrive next year, with the serene glory of the sho-gun lyenobu. From a pavilion near by the embassy's quarters, the Tycoon himself was a speciator of the feats of archery, on horseback, in which the Coreans excelled. The intolerable expense at last compelled the Yedc rulers to dispense with such costly vassalage, and to spoil what was, to their guests, a pleasant game. Ordering them to come only as far as Tsushima, they were entertained by the So family of daimios, who were allowed by the "Tycoon " a stipend in geld kobans for this purpose. A great
- 45. social custom, that has become a national habit, was introduced by the Japanese when they brought over the tobacco plant and taught its properties, culture, and use. The copious testii aony of all visitors, and the rich vocabulary of terms relating to tl.e culture, curing, and preparation of tobacco show that the crop that is yearly raised from the soil merely for purposes of wasto in smoke is very large. In the personal equipment of every
- 46. The text on this page is estimated to be only 28.67% accurate 152 CORE A. male Corean, and often in that of women and children, a tobacco pouch and materials for firing forms an indispensable part. The smoker does not feel " dressed " without his well-filled bag. Into the forms of hospitality, the requisites of threshold gossip and social enjoyment, and for all other purposes, real or imaginary, which nicotine can aid or abet, tobacco has entered not merely as a luxury or ornament, but as a necessity. Another great change for the better, in the improvement of the national garb, dates from the sixteenth century, and very probably from the Japanese invasion. This was the introduction of the cotton plant. Hitherto, silk for the very rich, and hemp and sea grass for the middle and poorer classes, had been the rule. In the north, furs were worn to a large extent, while plaited straw for various parts of the limbs served for clothing, as well as protection against storm and rain. The vegetable fibres were bleached to give whiteness. Cotton now began to be generally cultivated and woven. It is true that authorities do not agree as to the date of the first use of this plant. Dallet reports that cotton was formerly unknown in Corea, but was grown in China, and that the Chinese, in order to preserve a market for their textile fabrics within the peninsula, rigorously guarded, with all possible precautions, against the exportation of a single one of the precious seeds. One of the members of the annual embassy to Peking, with great tact, succeeded in procuring a few grains of cotton seed, which he concealed in the quill of his hat feather. Thus, in a manner similar to the traditional account of the bringing of silkworms' eggs inside a staff to Constantinople from China, the precious shrub reached Corea about five hundred years ago. It is now cultivated successfully in the peninsula in latitude far above that of the cotton belt in America, and even in Manchuria, the most northern limit of its growth. It is evident that a country which contains cotton, crocodiles, and tigers, cannot have a very bleak climate. It seems more probable that though the first seeds may have been brought from China, the cultivation of this vegetable wool
- 47. was not pursued upon a large scale until after the Japanese invasion. Our reasons for questioning the accuracy of the date given in the common tradition is, that it is certain that cotton was not known in Northern China five hundred years ago. It was introduced into Central China from Turkestan in the fourteenth century, though known in the extreme
- 48. The text on this page is estimated to be only 28.19% accurate CHANGES AFTER THE INVASION. 153 soutfc before that time. The Chinese pay divine honors to one Hwang Tao Po, the reputed instructress in the art of spinning and weaving the "tree- wool." She is said to have come from Hainan Islan-l. Though cotton was first brought to Japan by a Hindoo, in the year 799, yet the art of its culture seems to have been lost during the Jong civil wars of the middle ages. The fact that it had become extinct is shown in a verse of poetry composed by a court noblf in 1248. " The cotton- seed, that was planted by the foreigner and r ot by the natives, has died away." In another Japanese book, written about 1570, it is stated that cotton had again been introduced and planted in the southern provinces. Tlie Portuguese, trading at Nagasaki, made cotton wool a familiar object to the Japanese soldiers. While the army was in Core.- 1 a European ship, driven far out of her course and much damaged by the storm, anchored off Yokohama. Being kindly treatod while refitting, the captain, among other gifts to the daimio of the province, gave him a bag of cotton seeds, which were distributed. The yarn selling at a high price, the culture of the shrub spread rapidly through the provinces of Eastern and Northern Japan, being already common in the south provinces. Even if the culture of cotton was not introduced into Corea by the Japanese army, it is certain that it has been largely exported from Japan during the last two centuries. The increase of general comfort by this one article of wear and use can hardly be estimai ed. Not only as wool and fibre, but in the oil from its seeds, the nation added largely to the sum of its blessings. Paper, from silk and hemp, rice stalk fibres, mulberry bark, and other such raw material, had long been made by the Chinese, but h is probable that the Coreans, first of the nations of Chinese Asia, made paper from cotton wool. For this manufacture they to-day are famed. Their paper is highly prized in Peking and Japan for its extreme thickness and toughness. It forms part of the annual tribute which the embassies carry to Peking. It is often thick enough to be split into several layers, and is much used by the
- 49. tailors of the Chinese metropolis as a lining for the coats of mandarins and gentlemen. It also serves for the covering of window- frames, and a sewed wad of from ten to fifteen thicknessc s of it make a kind of armor which the troops wear. It will resist a musket- ball, but not a rifle-bullet.
- 50. The text on this page is estimated to be only 28.23% accurate CHAPTER XXL THE ISSACHAR OF EASTERN ASIA. THE Shan-yan Alin, or Ever- White Mountains, stand like a wall along the northern boundary of the Corean peninsula. Irregular mountain masses and outjutting ranges 01 hills form its buttresses, while, at intervals, lofty peaks rise as towers. These are all overtopped by the central spire Paik-tu, or Whitehead, which may be over ten thousand feet high. From its bases flow out the Yalu, Tumen, and Hurka Rivers. From primeval times the dwellers at the foot of this mountain, who saw its ever hoary head lost in the clouds, or glistening with fresh-fallen snow, conceived of a spirit dwelling on its heights in the form of a virgin in white. Her servants were animals in white fur and birds in white plumage. "When Buddhism entered the peninsula, as in China and Japan, so, in Corea, it absorbed the local deities, and hailed them under new names, as previous incarnations of Buddha before his avatar in India, or the true advent of the precious faith through his missionaries. They were thenceforth adopted into the Buddhist pantheon, and numbered among the worshipped Buddhas. The spirit of the Ever- White Mountains, the virgin in ever-white robes, named Manchusri, whose home lay among the unmelting snows, was one of these. Perhaps it was from this deity that the Manchius, the ancestors of the ruling dynasty of China, the wearers of the world-famous hair tails, took their name. According to Manchiu legend, as given by Professor Douglas, it is said that " in remote ages, three heaven-born virgins dwelt beneath the shadow of the Great White Mountains, and that, while they were bathing in a lake which reflected in its bosom the snowy clad peaks which towered above it, a magpie dropped a blood red fruit on the clothes of the youngest. This the maiden instinctively devoured, and forthwith conceived and bore a son, whose name they called Ai-sin Ghioro, which being interpreted is
- 51. The text on this page is estimated to be only 26.58% accurate ISSACHAR OF EASTERN ASIA. 155 Home of the Manchius, and Their Migrations.
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