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Show borses for beavy work and endeavor to have them, which can bc ~acrotnplished by breeding n'isels. Cows that Livean abundant supl~lyo t milk and h o p thxt attain the createst ~ i racll show theatirrts ofbreedina. T-~ho~ s~tr one. hralthv, s -tor~k r ~~r u-r r d t h r b ; ~ hca reful breeding is twice as va1uable"aud costs no more to maintain than the inferior grades. - Show that a number of dogs consume, and do not add to the revenue of the family. The income from raiiing poultry wi:l be a valuable lesson for these pupils. Poultry not only furnishes supplies for the family, but often becomes a lucrative industry. In districts where sheep and goats can be raised, the importanceof these industries must also be shown. Swine can be raised nearly everywhere, and with proper. care are very profit-able. They thrive on the refuse of the house. Show that the quality of hay depends upon its kind and variety, the character of the soil, stage of growth at the time of cutting, and the method of curing. Give instruction as to the relative wluesof fodder; ensilageas afood; the value of tubers and roots. The most important of all feeds are the grains or seeds of the cereals, mill feeds, and refuse products of bran and middlings, and of gluten foods. The eutting and crushing of coarse fodder makes it more digestible. Instruct as to: Theproper proportionof food constitoentsrequiredforthedlSer-eut purposesof feeding; feeding standard* and their usefulness; the economy of sometimes selling grain and buying feed; the manurial value of stock. Where special farming is carried on, the soils should he abundantly supplied with active plant food. I I o t b e d ~ ~ T hines tructor in farming will show the pupils by the actual work the heat practical way of growing plants from seeds in a hotbed or box, so as to have enough plants for the school garden. Fruit growzng.-In some sections where fruit growing is the main industry, it will form the most important subject for the instructor in farming to teach, as stock raising is in other localities. His object is to fit the Indian to be able to snpport himself in his own home, and hence he must adapt the means to the end. Teach the importance of tilling the land in the orchard, also the value of prun-ing the trees. Give lessons in laying out an orchard, choice of varieties, plant* ing, care of young trees. worms and insects. remedies, spraying, cultivation of orohard, diseases OF trees, remedies, grafting, picking and care of fruit after picking, packing and preparing for market, 8torin.q for winter. - - - - . Conclusion.-There is no department in the Indimeducation exceedingin import-ance that trusted to the farmer's care, viz., the teaching of agriculture. Upon the result of his work more than any other depends the advancement of the oou-dition of the Indian. The vast majority of the Indians must support themselves by the working of the soil, and whether they succeed in doing so or not rests in a large measure wrth the training they receive in school. one thing the farmer must ever bear in mind, and that is the object at which he aims, viz, the making of Indian boys into industrious, practical farmers. ARITHMETIC. Pirat gear.-When a child enters this grade he probably hsa the idea of one, but the teacher must find this out. In teaching to connt to ten the test of sucoesa is the child's ability to discover readily any number of objects to ten, but do not attempt the instant recognition of any gronp of more than four. The child should also be taught ordinal numbers. Along with this work it will be profitable to conduct special exercises adapted tosense training and enlargement of judgment, in which faculty the Indian is deficient. \\'h~lea more sjstematic studyof solidsis taken upafcera year or tao,atteution can now be given u, mauy t h~n pol bservable in tlre rchoolroom and about tlie houbo: the" run Ilo co~nuared ua to their fnccs. odet.8. corners. etr.. and those that ~ ~~ ~ ~ ~ ~~~- - ~ ~ ~ ~ ~ , ~ ~ - ~ - , ~~ ~ ~~ , ~~~. are alike lda.$b e i-a thegd in.t o a a-rono-. Second mar.-In the ~recedi-ng~. e a trh e n.n nil has learned 25 to 45 nrimarv A combiuafions of numb&. In adding, read or think the lowest number first. Toward the clossof the year drill on tbe board audslate can be given in numbers consistingof two lignres, but the sum of the units should not exceed nine. Pr~(.ticn wonting by adding numbers to 10. For inatanre, in expressing 11 say. 1 teuand 1: 12. 1 ten aud 2. '21, 2 tensand I. Tbisshoas the principlsaf the combiuatiou. There am varlons ways in which the teacher can explain it-make |
