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Show and moods as if they were her own, and appreciates them more keenly because of her insight into their s~gnificance and because of her knowledge of child nature. As the necessary consequence of this the children are to her franlr, free, and open, eager to shun what through her they learn to consider wrong and to follow what equally throngh her they learn to love as right. Painand compulsion as disciplinary meas-ures are, therefore, not known in the kindergarten. It is, therefore, a matter of congratulation that the spirit of the kindergarten has entered the work of the primary departments in our scl~ools and is steadily extendjug its sway in this work. Tbis means much when it is co~lsideredt hat the greater part of the Indian school work is primary. For this gain in the work of the Indian sohools much credit is due to those agents and superintendents who have persisted iu requiring from their teachers obedience to the instructions of the superintendent of 111diau schools, as laid down in the syllabuses and other documents distributed from his office, and in his periodical reports, andas variously discussed in the summer institutes and during his visits and those of his staff' of supervisors to the field. As a matter of course, I do not wish to imply that every kindergart. ner in the Indian schools satisfies the ideals here indicated. There may be among them some who, through deficient training and edaca-tion, or through inherent shortcomings of disposition or character, fall short of even reasonable requirements in this respect. It is the plain duty, however, of superintendents and agents, as well as of inspecting officials, to report these cases fully so that the oilice may have an opportunity to supply such places with properly prepared and efficient workers. MUSIC. There has been continued improvement throughout the schools in sing- ing.. and. in the larger schools. iu instrumental music. The value of music as's factov in'ihe edoentioonl work of our nchools is keeuly appreciated by all roueerue(1. It in the ono exercise in which all the rbildren can ioin wit11 fill1 satisroetion. Eve11 it' thevfail to uuderstaud fully the in6llertoal ineeuiug of the soug, tiley can apprevi:tte quire sntinf:~~~toitrs~ lmy otional brrrdc~i. C'lrorus and school singing arc nt the same time valuable as song exercises, implying unity of thought, feeling, and purpose of those concerned. Mutual good feeling and kindly sympathy are necessary concomitants of all who take part. The song establishes between the children and the teachers a common ground of mutual interest which serves to banish distrust. and fear, and whose beneficial influence extends to every other portion of the school work. Singing and instrumental music should be encouraged without stint at everv boarding school. and aeents and sunerintendents should lose no opportunity tosecure ior thezhildren intGsted to their care every available facility in this direction. In thiskonnection. I am-oleased to reoort that during the uast vear in a number of schools th; piano has-been substituGd for theiess cheeryorgan, and I sincerely hope that the good work in this direction will wntinue during the ensuing school yea<. DRAWING. Commendable progress is being made in the schools in drawing. Quite a number of the teachers have learned the art of using drawing in their work, not as a mere accomplishment in the more or less buu-gling imitation or copying of L'pictures," but as a means of thought |