Practice text with full furigana

二時間目にじかんめ白墨はくぼくって控所ひかえじょときにはなんだか敵地てきちようながした教場きょうじょう今度こんどくみまえよりおおきなやつばかりである。おれは江戸えど華奢きゃしゃ小作こづく出来できているから、どうもたかところがってかない喧嘩けんかなら相撲取すもうとりとでもやってみせるが、こんな大僧おおぞう四十人よんじゅうにんまえならべて、ただ一枚いちまいしたたたいて恐縮きょうしゅくさせる手際てぎわはない。しかしこんな田舎者いなかもの弱身よわみせるくせになるおもったから、なるべく大きなこえをして、少々しょうしょうじた講釈こうしゃくしてやった。最初さいしょのうちは、生徒せいとけむかれてぼんやりしていたから、それますます得意とくいになってべらんめい調ちょうもちいていたら一番いちばん前のれつ真中まんなか、一番つよそうな奴が、いきなり起立きりつして先生せんせいそらと思いながら、なんいたら、「あまりはやくてからんけれ、もちっと、ゆるゆるって、おくれんかな、もし」と云った。おくれんかな、もしは生温なまぬるい言葉ことばだ。早過はやすぎるなら、ゆっくり云ってやるが、おれは江戸っ子だから君等きみら言葉は使つかえないわからなければ、分るまでってるがいいとこたえてやった。この調子ちょうし二時間目は思ったより、うまくった。ただかえりがけに生徒の一人ひとりがちょっとこの問題もんだい解釈かいしゃくをしておくれんかな、もし、と出来できそうもない幾何きかの問題を持ってせまったには冷汗ひやあせながした仕方しかたがないから何だか分らない、このつぎおしえてやるといそいでげたら、生徒がわあとはやしたそのなか出来ん出来んと云う声がきこえる箆棒べらぼう、先生だって、出来ないのはあたまえだ。出来ないのを出来ないと云うのに不思議ふしぎがあるもんか。そんなものが出来るくらいなら四十円よんじゅうえんでこんな田舎いなかへくるもんかと控所へ帰って来た。今度こんどはどうだとまた山嵐が聞いた。うんと云ったが、うんだけではまなかったから、この学校がっこうの生徒はわからずやだなと云ってやった。山嵐はみょうかおをしていた。

Rough translation

Setting off for second hour with chalk in hand, I felt as though I were marching into enemy territory. On entering the room, I saw that the students in this class were all bigger than those in the first hour. I'm a Tōkyō man of small and slender build. Even stepping onto the high platform, I couldn't cut a figure of authority. I'll grapple with anyone in a quarrel, but there were forty big students in the rows before me, and I didn't know how to inspire their admiration with just the tongue in my mouth. However, I did know that showing weakness in front of these country folk would set a poor precedent, so I rolled my tongue a little and laid into them with my loudest voice. For a while the students seemed caught off guard and fully bewildered. Feeling more and more triumphant, I continued lecturing until a big fellow in the middle of the front row stood up. Thinking 'here it comes,' I called on him. He said timidly in the local dialect, "You're lecturing so fast that I can't follow, could you please slow down a bit?" I told him that if it was too fast for him then I didn't mind slowing down, but that I was a Tōkyō man and couldn't lecture in the local dialect. If he couldn't understand my words he would just have to listen patiently until he did understand. Employing these tactics, second hour was easier than I'd expected. Then as I was heading back a student approached and asked me for help with a geometry problem. I had no idea how to work the problem, and I felt myself break into a cold sweat. I had to admit I needed time to think about it and promised to explain it next time, and then I beat a hasty retreat. The students hooted and cajoled at my failure, and I heard gleeful voices saying, "he can't do it, he can't do it." Idiots! Of course there are problems a teacher can't solve on the spot. Is it so strange to admit one can't solve something? Would a highly gifted mathematics teacher trudge all the way out to these sticks for forty yen a month? When I returned to the staff room, Yama Arashi asked again how it went. I said 'okay' again, but then added that the students at this school were a bunch of boneheads. He gave me quizzical look.

Vocabulary

二時間目にじかんめ second hour白墨はくぼく chalkって take控所ひかえじょ staff roomた left; set out fromとき time; whenなんだか somehow敵地てきち enemy territoryむ march intoがした had the feeling教場きょうじょう classroomる make one's appearance今度こんど this timeくみ classまえ previousおおきな bigやつ guys江戸えど Tōkyō (Edo) man華奢きゃしゃ of slender build小作こづくり small build出来できている be made; be constructedたかい highところ placeがって climb up (onto)し authorityかない not be effective喧嘩けんか quarrel相撲取すもうとり grappling大僧おおぞう big fellows四十人よんじゅうにん forty peopleまえ in front ofならべて line up; place in rows一枚いちまい one (counter for flat objects)した tongueたたいて beat; strike恐縮きょうしゅくさせる inspire admiration手際てぎわ skill田舎者いなかもの country folks弱身よわみ weaknessせる showくせになる set a bad precedentおもった thoughtこえ voice少々しょうしょう slightlyじた rolling one's tongue; with a trill講釈こうしゃく lecture最初さいしょのうち for a while生徒せいと studentsけむかれて bewildered (lit: wrapped in smoke)ぼんやりしていた were stupefiedそれろ Take that!ますます more and more得意とくいになって feeling triumphantべらんめい letting them have it調ちょう tone (of voice)もちいていたら using (provisional form)一番いちばん mostれつ row真中まんなか middleた wasつよそう strong-looking起立きりつして stand up先生せんせい Sensei (teacher)う call outそらた here it comesなんだ what is itいたら askedはやくて fastからん can't understandゆるゆる slowlyって do; deliver (a speech)生温なまぬるい tepid; halfhearted言葉ことば words早過はやすぎる too fast君等きみらの your使つかえない can't useわからなければ (if you) can't understandってる waitこたえて repliedこの調子ちょうしで in this mannerうまくった went wellかえりがけ on the way back一人ひとり one (person)問題もんだい problem解釈かいしゃく explanation出来できそう looks doable幾何きか geometryせまった approach冷汗ひやあせ cold sweatながした let flow仕方しかたがない had no choiceこのつぎ next timeおしえて teachいそいで hurriedlyげたら withdrew (from a place)はやした bantered; hootedそのなかに among themきこえる could be heard箆棒べらぼうめ Idiots!あたまえ not unreasonable; goes without saying不思議ふしぎ wonder; mystery四十円よんじゅうえん forty yen田舎いなか country; the sticks今度こんど this timeまなかった didn't seem sufficient学校がっこう schoolわからずや bunch of boneheadsみょうな odd; curiousかお face; facial expression