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Show Promammea for evening work shonld he carefnlly worked out, shonldbleft opg for pdiisible unexpected tieats that may become available, hut it should always be known in ample time what is to he done. For most exercises the small children should be se arated from the larger onas, and m some, of course, the boys from the girls. duCh eliort is wasted ?y haring a room full of children when only a part can enjoy the programme. It is better, for example, that emall cbldren sleep in bed than in chapel. What to do in the night echool, after all, mattem less than who doen it and how he does it. WEAT SEALL BE TAUQETIN AN INDIAN SCHOOL. [ h i . 0. I&. WOODWADRiDre,c tor St.Loois Manna1 Training School, Missouri.] Never waa Spencer's early question more timely than just now sa we face, the nractical ~rohlemo f Indian education: "What knowledao is of most worth? <~ ~ You rekembcr that Spencer insists in his reply to his:,? qnertionthat edncs-tion most first he dkected todeveloping the power of provld~ngfo od, clothing, and aheltar -fo.r. o. n-e.'.s =. I.f --an d one'-s familv. Self-sonoorti a thecorner stoneof all good ~~p citizenshin. Withont this there canbe no goobhtizens, no sound baais for soc%ty. no reasonihle hope for civilization and cnlltare. The Indian srhool ~ , aldl th at i t contains muat be within the circle of Indian sympath~es. The trmnmg must he of such a sunple and prachal character as to win the approval of the Indian people. Hence it must not run violently against their traditions, and it mnst keep in view the peculiar environment of the future lives of the children. In my judgment the course of study, text-books, and manual features of the schools of Boston or Detroit are out of place ln an Inman community. Of course the children should learn to read, w r ~ ba,n d speak the English language, and they should learn to translate household Enghsh into the vernacular of their homes, so as to help bridge over the gulf between our and their civilization. They shonld learn the fundamental operations of arithmetic, the tables of weights and measures (I mean avoirdupois weight, the huahels by weight, the wine gallon, and the English measures of length, surface, and volume; but avoid the confusion which results from the introduction of other tables). These should be learned practically till every child has a trained judgment and a personal coneciouanesa of a $rind and 10 ponnda, of a foot and 1W feet, of an acre and 10 awes, a quart an 2 gallons, etc. They should know how to keep simple accounta and to make out hills. The nature, meaning, and use of fractions should be made clear by abundant practi-cal examples. Mental arithmetic with clear oral analyais is invaluable. For the common initial ~choal mathematical study shou?d stop there. The puzeles of banking, exchange, proportion, etc., and the subjects of algebra and geometry are too remote and out of the present reach of IndIan sympathy, and should be omitted. Geography should be largely local. I doubt if at firstit shonld gomnch beyond the United States. Above all, the geography shonld be an Indiangeography,spe-cially prepared for Indian schools, giving a11 possible information in regard to Indian tribes, their location, their extent, their improvements, their growth, and history. This combined history and geography should furnish reading lessons; should stimulate their pride and ambition, and should enhance the value of social and public improvements. Neither the teacher nor the publisher shouldever for-get that the children are Indians; that they go home to Ind~anp arents at night, or every few weeks, and that they report at home continually what they learn at school. Thus the Indian children are to become the teachers and inspirers of their parents. In this way the whole oommnnity shall be reached. It irrnot greatly so in your community and mine. Our children learn more at home than they do at achwl. We supplement their school teaching by books and constant instruction. In the Indian house or oabm the Ignorant mother and father will sit at the feet of their own child, and we mnst keep their intelleotoel and social status continually in our minds. When it comes to the reading books they, too, should he written for the Indian schools by people who are thoroughly familiar with-Indian history and biography and, above all, with the traditions which are handed down from father to son and which white men rarely hear. I fancy that the stories told of famous Indians are now so told sa to keep alive a certain amount of race pride and the traditional hatred of the white man. Who will write the stories of Black Hawk, Tecumseh, Pontiac, Geronimo, Sitting Bull. and scores of other heroes in such sway sa to disarm them and to bring out the nobler qualities, and the triumphs of peace as well as war. In American history there are numerous episodes well calculated to teach the worth of Indian fair dealing, of loyalty, of industry, public spirit, of |