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Show SUMMER SCHOOLS. snbjecta, because of its developing the language. Pupils should be required to get the thought. Have them read and then give the thought in their own words. In language the work should be confined to practical speaking and writing. In advanced grades do much oral work in language. Take the pupils to the fields, gardens, and workshops. Have several explain the different things seen. Have them take pencil and paper and make notes. When thev return to the schoolroom, have them tell what thev saw, and then have them wr~"tei t. Make thew oral and written exercises tho rognlal. langodge work. c'ut advertiacments, a s k i~~fogr help, out of t l~ep rlpers and have the npils answer them. Have thcm ante lorrcrs ordoring gooda. Looks, etc.. from difeerent lirms. In arithmetic do not have pupils work long problems, such as are given in the text-books. They are not practical, and the pupils work them with no thought of why they are dolng it. Let tbem go ont and measure a iece of land and figure ont how many acres are in it. Have them measure a sigwalk and find out its cost at market prices. Have them find out how much it would cost to plaster, paint, paper, a ~cdarp et the schoolrooms a t the market prices. If they are digging it cellar or ditoh,let them find our how many cubic yards of earth will have to be removed. The boys who work thew problems will probably be the ones who mll have to do the work. The work will then mean something to them. Bring boards into the schoolroom and have them find out how many board feet are in them, how many it wonld take to make a thousand feet, etc. Bring boxes into the room and have them find out how many bushels, quarts, and pints they will hold. In each case have pnpils make their arvn measurements. Have them make ont bills and buy and sell their own horses, cows, dairy and farm products, farm machinery,groceriee, and dry goods at market prices. Let tbem measure a pile of wood and find its cost. Take the class out to we~gh a load of coal or hay and then return to the class mom and make the computation of the cost the regular class work. Indian pupils' general knowledge is limited. Text-hooks are written for boys and girls of civilized communities. How is an Indian boy to understand a story abont a railroad and engine who has never seen one? How can he nnderstand the stories and descriptions of places and things with his limited knowledge of geog-raphy, history. and literature? We shonld therefore be very carefnl abontdetaila Occasionally give half an hour to silent reading. Have popils read the newspa- Do not place large boys and girls in classes with smaller ones. By putting boys and girls in a class withmallones you hurt their self-respect. Indlvld-nal cases most he studied. THE DAY SCHOOL--THEQ RADUAL UPLIFTER OF THE TRIBE. [sistar MACARIA ManPHr, teacher Odansh Day Gchwl. Wisoon~in.1 To judge of the progress of a nation, race, or tribe, it knowledge of ita past history is essential. Twenty years ago this reservation was comparatively a wilderness, the wigwam, whose inhabitants lived much after the manner described in our school histories, being the only form of habitation. But a great change was soon to be effected-the doors of a little log schoolhouse were thrown open and with their opening dawned an era of civilization for the reservation tribe. To-day the reservation presenta a scene of beauty and civilization. Almost as far as theeye can reach we sen loomin up everywhere neat dwellings aurronnded in many instances by well cultivate$ gardens, and we exclaim: ,'The hand of proxress has l~renhere." Invaindoesthetouristlook abont for wigwams; theseare a thing of the past; no more moving caravans m the schoolroom. On entering a dwelling oneia canvincad that themcupants have been tra~ned-mind, heart, and hand; in other words, that their edncators' purpose was what every true educa-tor's aim ought to be. whether it be the white, black, or red race that is in qnestion, viz: "To cnltivate, to train, to develop, to strengthen, and to polish all the faculties-physical, intellectual,moral, and religions." To descend to details illustrating this stateaent would he superfluous here; sn5ce it to say that many of the homes here are model ones. After all, for what are the majorityof onrIudian yonth to be trained, if it be not for the home or famlly hfe? This adm~ttedt,h at school which trains most effectually for this life is the school which dass most toward the uplifting of the tribe, and this is no other than the school which is in close contact, m living s p - pathy with the members of the reservation-tho reservation school. What do the average Indian yonth do on leaving school? They marry and 8593-01-31 |