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Show BEPOBT OF WPEIUNTENDEFJ! OF IKDIAI? SOH00L8. 391 and the superintendent is anxious to raise the capacity to 300, so that more facilities can be provided for industrial education. FIRST BTBIPS IN INDM EDUCATION. Teaohing the young Indian child to speak English is essentially the first step in his training, and special attention has been directed to @v-ing him a working knowledge of the language in the shortest posslble time. From careful observation we have found that this can best be accomplished by teaching objectively, and teachers have been urged to ado t the method best suited to the peculiar characteristics of the indivi%ual. With this end in view, we have embodied in a circular the methods used at seve~aslc hools which have produced remarkably good results. The circular concludes as follows: All teachers who have to do with,teaching English to the young Indian en? school are request& to teaeh objectively, urnng methods which have aecomplls% gratifying results. One of the most successful teachers of English in the service briefly describes the method used in his school, as follows: We have found a well-con~trucrr~sal nd table a most succresful mmnn of teaching the Indian chill w speak EnglisI~. 'Phe wWe is decorat& wit11 familiar aurrnund-ium and ohierw with which the nllnil8 come in dailv <xmtact--fenrf+ arc reorweutd ---m- with sticks.'trees bv t w k buildhhs and bridees hqlittle blocks of wood, &d roads, cwku, hill% mvin&, ir;i&ting dikhee, etr.,'ire raid out on the nand. We have lrlw i<,ulhdt hat thnw tilwa 111.1 alnnlult of drill ma). be ~r r l lntll,g having one or two o~f - the mure xdviiuctvl rtut~ilaa rr itr tr,arhrr at the mnd tahlr. arid at thc salcte time ina t ruc t i on~&o ld~ ~ ~u~bled cgimve n in another oart of the room. The young pupilrl rmpond n,<.r; <rc*lilv uncl ha8.e lees rirniJity'il~f t~llowin(t:h e pupil rearhc< ulbo has llrrn propcrl> inrtrurtrd in drillirl the i.lnes. The dtildren nrr m~de fam~i-li~a~r~ w ith onr of the ul,ieets bv havi11x t fc ~ ~ l ltei wl hw wint it out and uro-nounce the~name-in~ ndish. ' !Cbis.is cont&ued <n&l they become familiar wit6 all tljr 01.ject3r epre~rnt~~(l:.o"n atant drilliug will be nece&ry in onlrr t l~atii l r cltild may overcome t1,c <liftic~lltirnw i pronoun~!ingth e Etrglieh words, anrl ikrr work s i l l h r p x t l ? cnltaoced if rhr n,rtho,l ie rnriwl W anit the rlrnds oi the articular elw~.q. The success of this teacher's plan is shown by the fact that hie pupils can speak more and better English in three months than many n ils we have observed inother schools can in a year. We have foun$ t% a t one of the greatest di5cultiea in instructing beginners is that the tachers do not have snBcient drill work; that they do not understand that the Indian child does not comprehend what he is being taught, and in nlany cases is simply repeating from memory. Teachers of long experience state that instructors, as a rule, are too anxious to "turn over pges of the chart." The following description of the method of another successful teacher of Znglish is also given: I Plan the lesson. Select a limited number of visible objects and place them in a row upon a table. Take objects that the Indian must see and handle every dav. Let there be. if oossible. some mint in which all the objects bear u resem- I bl&ce to one another.. In onk lessoi every abject is a pair of'something-a pair I of boots, shoes, gloves, eta Re resent each. of these pairs of objects by a plainly written English word on the bTackboard. Cause the children to stand in a row in olain view of both the obiects on the table and the words on the hoard. I ~l aLean other class of older ouiils at the board prepared, with crayon in hand, to I write. Have pupil No. 1 taEe in object and say "This is a pair-of shoes-one, two." Do the same with eseb of the other.? in the class. They will then know that what thev are holdine is a air of shoea. and that it takes two to make a. air. Fol- I low withbther object;, and'!hqn select from the objects at random, andsee if the pupils will call them'by then nght names. When they have learned to do this, call |