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Show 392 REPORT OF SUPERINTENDENT OF INDIAN BCEOOLB. their attention to the eame objects named in writing on the board. When the pupil goes to his seat he copies on bia slate each word on the board and draws a small pic-ture of the object carresponding to the word. Teachera have been shown by circulars and personal talks the great importance of studying the Indian character,. and that all efforts for the education of the Indian child must he guided by this knowledge. They have been instructed to get in closer touch with their pupils and learn the mental and physical peculiarities of each individual and endeavor to overcome the natural shyness and timidity of the child unon enter in^ school. to make h i feel at home in his new surround-i& i and to \;" his contid~ncc. The irnportilncr has been u&d upon tLit~no f xca~~aiutinthc~ mselvrws ith the details of t h r rhild's life ure-vioufi to entering szhool, using home as the basis of all work; finding out his ~reviooisn terests. the extent of his information. the character of his Lome influence; using the knowledge thus acquired as a basis for intelligent development of his latent mental capacity and as a guide in unfolding his senses and quiokenin his perceptions. The have also been cautioned to bear in mind the &Terence in heredity an !I' early home education between white and Indian children, and to remember that methods of teaching suited to the former must be materially modified in instructing the latter. Endeavor has been made to adopt more practical methods and have the teachers require more oral work in recitations. They are also encouraged to attempt to awake more resP onsiveness in the child and to strengthen the moral fiber, which shon d be. the first consideration. Studying the child and suiting the training to fit each clwe has proved beneficial to both teacher and pupil, and has given the former increased interest in the work and the latter greater confidence andself-reliance. The improvement effected has been marked, especially in the facility and rapidity with which the Indian children are learni;la English. The love of home and the warm reciprocal affection existing between rents and children are among the strongest characteristics of the Edian nature. I t is not strange, therefore, that when a pupil gets back to his people he should be nnxious to please them and that the impulse to return to the old life and live as they do should be strong upon him. Greater efforts are being made to gnard against this by trainin them in habits of self-control and self-dependence, and to live up to tf e standards set and the instruction imparted at school, so that as rrturned students they may become industrious, self-su porting men and women, with the strength to withstand the down pul of reserva-tion life and the ability to uplift the old Indian. 7 INDIAN DAY 8CBOOLS. The day schools generally have continued their record of good work during the past year, and in methods and results noticeable improve-unents have been made. To the day school the Indian child comes fresh from the tepee and finds himself at once amid new and strange surroundings; hut a good teacher, by tact, can soon overcome his diffidence and niake him a willing and receptive pupil. As you are awarc, the civilizing and elevating influence of these schools upon the older Indians is a most important part of their use-fulness. Each year thia influence becomes more apparent. On every reservation where one or more day schools are located the good effects |