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Show How CAN FREE DO^^ OF EXPRESSIONB EST BE CULTIVATEIDN SELF-CONSCIOUS CHILDREN? [Miss AXNA seenromr, 0- school. Oklaho-I The kindergartenohliterates the greateat obstacle to the snccess of Indian edu-cation. It gives the child ahility to uodrrstand and spe?k correctly the Etlglish language, which is the must important stop toward the civilization of the Indian. [Miss ROSAK . Wa~sol ip, r incipal teacher Port Lewis Schwl. Colorado.] To secnre free expression from any Indian child there should be several condi-tions fnlfilled. The child must have definite wncrete knowledge of the subject; he mnst have sufficient command of language to express himself, and he mnst have willingness to tell what he knows. The real teacher is the one who takes into account the mental hackgronnd of her pnpils, who can, in a measure at least, put herself in the child's place and reach him on a common ground of experience. The point of contact in teaching wmes when teacher and ohild meet on the level; that obvionsly must be the lower level of the child. The teacher should be in tonoh with her pupils to the extent of knowing about what their mental furniture consists of. This done, she can find her way to the mental whereabouts of her pupils during recitation, touch a line of interest, and educate him by means of his own active interest. The oases that are called sullen stubbornness are often in reality timid igno-rance. The child knows next to nothing of thesubject. The fact that his teac+er has told him many times is not proof positive that he knows what she sad. Words do not convey thought. These are signs of thonght and produce thought when they are interpreted. They are interpreted in terms of the past experience of eaoh individual. There may b3 nothing in the child's experience that will enable him to interpret thtrinformation his teacher has tried to convey. By means of drawing we can hold a subject before the mind long enough to make the impression deep and lasting. It furnishes a desirable opportunity for developing language and observation. The child has something.definite. con-crete, and particular to talk about, his activities are aroused; he is ~nteresteda nd not so self-conscious. In this manner I taught my children -about gnrden vegetables. One wrner of the board was given over to the garden. Colored crayon and colored pencils did the work. Constant reference was made to such vegetables as they knew from actual experience in the kitchen or dining room, and they were delighted beyond measure to come back with scraps of information, the result of their school exper~ence. The apple is an excellent subject for nature stud and language. The point of wntaet in that subject is the fruit with pihich @ac{erandpn?il areboth familiar. We drew the apple as a whole, then sectioned it across, stndred the arrangement of the seeds, and drew it again; then a longitudinal section and drew that view. The seeds and their uses were taken np, and then we went back to the apple tree in full bloom. Many of the children had never seen an apple tree in bloom, so I put adrawing on the board and the children reproduced it. The usesof the apple we took for a Friday afternoon topio. Thesubject was assigned a week ahead, and each pupil was required to find out some use that conld be made of apples. In reservation school work this was a regular plan I adoptea to teach the children to express themselves in English. I assigned a subject for every Friday evening, the pnpils had a week to prepare their sentence, and then each one was required tostandandtellme something about it. In such work thonght precedesntterance, and the child has something to say before he seeks the words to express himself. This~pntsth ings in their proper sequence, and aves the right association to the uor~l su sed. In all our school work it is newmry that ye learn whar the~:hild', interest* are. Then we educate lrim thro11~1h1i sacriv~tiesa nd iutrrests, not seeklng to edn-caw him iu what interests IIY. Tl~arw hich Interests thu tiaacher very luurh mnv have 1.nrrricallg no interest for the chilal. 1 brve a pleasant inemory of some hours apent in the room of a akillfol teacher I worked withsomo \.ears sao. Her E'ridav afternoon el~terralnmentw as a store ~ ~ - that held theinterest of the children for seireral weeks, bocause of the many lines of interest that if tonched, and the w1.10 varlety of treatment possible. A pair of scales m.srlo of oranpp pecl attracted my attention and two mltw that wero j~ur-c l ~ a s ~ltu~mco sof ancar wlth naorr monev. In rhat RC hoolroom thou~ht.thcr e~nl t of selfyactivfty and-sense inipfessian wire seeking for words in which to clothe |