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Show exercise of individual prowess and ingenuity, which renders them so effective in the develoument of self-reliance. they should not be allowed to run into riotous sa;agery az~db rut,al disi,egaGd of others. With the help of the older childreu, tact and foresight on the part of superin-tendents and teachera will never fail in eflorts to devise methods for colttrolling these games and for imparting to them, if they are compet-itive, the tliguity and generosity of the old Greek games, and, if they are cooperat,~vet,h e stimulating grace and beauty of the modern Ger-man cnlisthe~~Rice igea. Evening hour.-The evening hour, not infrequeutly designated as the study hour, should frequeutly be devoted to social exercises, in which teachers and pupils unite, and in which all they may have learned at school is applied in mutual efforts to stimulate iuterest and givepleas-me. Recitt~ls?d ialogues? debates, readings, accounts of experiences, descriptions of things seen, songs, quartettes, orchestral music, uow and then a short lecture, physical and che~nicael xperin~entsl,a ntern exhibitious, calisthenic drills, etc., aford ample material fbr evening entertainments, of which two each week mould not be too many. On the other hand, drawing, whittlirrg, woocl-earviug, knitting,crocheting, embroidery, etc., coupled with readings by sonle good reader, or an occasional song, or instrumental music, a.Eord ample material for quieter evenings iuterveuing between the ent,e.rt;li~~mentsS. tudy during these times need uot be excluded, but confined to older children and to favor-able conditious with reference to lighting, ventilation, and freedom from disturbance. It is not n difficult matter to eulist the pupils'livinginterest in even-ings so spent, and, with the help of these programmes, to direct their thoughts to the deeper concerus of life, aud to cultivn,te their tastes for true beautr so that there mill be little need. in order to entertain tho vl~i l~i ls.oc ~r~la i l~r~tol , 11:1ver eeml.sr to tile evvuiug 1,~1lyt,o tLe riemurali~.ini'~ri rulirics of tilo roulld d~n c e0,1 . lo rile d~-bil&ilelxg' :ire-ment of thecard table. MORAL AND RELIGIOUS TRAINING. The moral and religious training in Indian education, as in all other education, is of paramount i~nportance. It gives direction and perma-nence to whatever else may be done in the educational mork. Unfor-tunately, in established religions, thereIigious spirit has been so over-laid with matters of creed aud ritual that it bas become extremely difficult to give reli~iouisn struction and training in ouhlic institutions that all thevarious denomination8 an2 sects are steadilv reaching an agreement that schools may without injury to any one if these s'kcts and denominations and, indeed, with profit to them all, lead the chil. dren throug. h instruction and trainin.g, to the love of God and man. and that this may i,e duue ct&ctively withuot t ,n~cl~iI~I lTg) , ~a ny ol'the'doc-trinnl poinrs that sepnrnle rcliyioux peoplc5 i ~ l t u~ ~ ~ r n l ~ e t i ~ ~ g g r u u p It is cvidcnt tllar ill t l~r s rm atrers r h a 111llid11s eliuolir call not lead. hut must of necessity follow public opinion and professional practice established in the public school systems of the land. It is, therefore, earnestly recommended that superir~tendentsa ud teachers place them-selves in sympathetic relations with the religious tendency, of the locality in which they labor, that through example, instruetlon and simple religious practices in the schools they cultivate in the children |