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Show of teachers and vuDils shonld he reeular. Work shonld be done accordina to spa-tern. Do work idd let aide issnos-Ret out of the wn.v. Every emplogcx~shoald ~t u d gb i w~o rk through all of its detaila. Employees should lane sight of thern-at. lvrs in thrir work. Work should he keot in view. Field matrons slionld work ~A with day-school people hand in hand.^ DRAWBACKS TO INDIAN CIVILIZATION. Mr. ANnREw H. VIETS: The learning and the nea of the Indian language is a drawback. It is a drawback for employees to harp on reservation evils. Denominational conflict among mis. sibnaries oftentimes hampers school work and progress in general. Citizenship given to a wild Indian before heia adequately prepared for it 1s a seriousdrawback. Citizenship is desirable when Indians are fully prepared for it. We expect too much of the Indian. We should have faith in our work, falth m the Ind~ana, nd faith in ourselves. Mr. A. 0. WRIam, snpervisor of Indian schools: The well-meant hnt misdirected philanthropy of the white man is a serious drawback. General idleness of the Indians, especially the men, ie one great crown-ing vice and the root of all trouble. The thrift of t.he Navaho, who draw nothing from the Government, is in striking contraat to the Osage. Indiana and philan-thropists muat come to understand the value of labor. What the Indian needs is incentive to work and to he something. PRIMARY WORE. Mra. ADALIZAD E VEE: Indian children should be taught from objects and the hoard when they fi9t enter school. Many simple verbs may be taught objectively, The bnght nplls should he considered as well as the slow ones. The list of new words at the Eegin-niuz of the lesson should not be studied before the lesson is read, but they should be %hen the lesson is talked about. Spelhng has llttle place m the first year's work. Phonics shonld be used, if possible, throughout the year. Plenty of employment should be given to the children in order to kee them busy. Mrs. A. H. VIETS gave an account of a visit to a mode? primary mom. The children were kept busy, and the teacher had the happy faculty of getting mnch work out of her pupils. EOW XANY YEARS CAN PROFITABLY BE SPENT IN A DAY SCHOOL. IN?. RERMANK- AMPMEIER: ~~~~ - - ~ ~ The clay school ia fortunate in being able to get very young children. The little chilllreu absorb 11" obaervatiou civilized methods. Thereturn~da tudents aroallio looked aftor b\. the day xchool. and hence mav be called students of the day school. although not enrolled: The discussion was taken up by Mr. Burton, who mid: I shonld think four or five years the limit that a child should be kept in a day school if puplls osn he had from the beginning aud their attandance is regular. Gradations should be carefnlly made. I am in favor of a compulsory.education law. WEAT TO DO I N THE NIGHT SCHOOL. Mr. CHARLES W. HIQEAM: Two things shonld be insisted npon, regularity and method. Nothing should be allowed to interfere with the evening hour. A well-laid plan should be out-lined at the beginning of the year for the entire year. If something definite is aimed at, mnch good may be aocomplished. Do something to give the children something to do and to think and talk about. Anoccasional candy pnll or peanut hunt would help out. Make the work in a large measure converentional. Chlldren in the night school should he under perfect control, but many formalities of the day might be dispensed with. I would have a general session once a week. Mr. WRIGET: I am in favor of the general-neilsiou idea. It would he a good plan to have at the general sessions entartniument by, the pupils. More good a n ba had from a varioty of exarclees than from the ord~naryg rind of the dny. |