As to the Zulu element in Kitchen Kaffir, I would premise that the written Zulu bears no very great resemblance to the spoken language. This is partly owing to the number of ‘clicks,’ which originally formed no characteristic of the Zulu tongue, but were many years ago borrowed from the Hottentots, who revel in these verbal impediments. There are three clicks, represented on paper by _c_, _q_, and _x_. The _c_ is made by pressing the tongue against the teeth, as when one is slightly annoyed; while _q_ is like a ‘cluck,’ and _x_ like the ‘chick’ made to start a horse. These, however, are what musicians would term ‘accidentals,’ and but little interrupt the sonorous, melodic flow of Kaffir utterance. To those who know the Zulu language only through books, such words as _gqugquza_ (to stir up) and _uqoqoqo_ (windpipe) may seem next to unpronounceable; but in the native’s lips they lose much of their angularity. So, too, with such combinations as _ubugwigwigwi_ (whizzing-sound) and _ikitwityikwityi_ (whirlwind). But now to return briefly to Sam. In many respects he is an excellent servant, and like most of the unsophisticated Kaffirs, could be trusted with untold gold. The average Kitchen Kaffir is frequently left in charge of a house during the absence of the family, and would no more think of making away with the valuables than would a watch-dog. One evening Sam asked and received permission to go to the ‘school,’ by which is meant the mission-school, where the Kaffirs are taught to read and write, and where they also receive religious instruction. The effect upon Sam was instantaneous. He invested in a new coat and trousers, a waistcoat, and a white shirt with long cuffs. Big boots adorned his feet, and a felt hat his head. A few days later he had acquired a paper collar, gloves, and leggings, and finally he blossomed out into an umbrella. His evenings are now spent in laborious _vivâ voce_ attempts to master the alphabet, and the rude scrawls upon the whitewashed wall testify to his efforts at caligraphy. There is much diversity of opinion in Natal as to the results attending the religious training of the native, and perhaps it would be well if a little more of the ‘sweet reasonableness’ of Matthew Arnold were imported into the discussion. There is, however, the fact that many of the Kaffirs are taught to read and write, and this cannot in the long-run be an evil. What has yet been accomplished, even at such institutions as that founded by Bishop Colenso at Bishopstowe, and that at Lovedale in the Cape Colony, is perhaps comparatively small; but it may be as pregnant with encouragement as the humble blue flower that cheered the heart of Mungo Park in the African desert. TWO DAYS IN A LIFETIME. A STORY IN EIGHT CHAPTERS. CONCLUSION. Presently the nurse came and carried off Miss Lucy and her doll. Lady Dimsdale rose and joined Mrs Bowood.