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Show cltild and llir confidrnw be gained from the very beginning. Tran.latiun, intcrpretstion, and rdnpariion of the tn.0 lsogua~csn ra very helpll where the tearher is acquaiuted with the InAnn idioro,, tube usrd of ruursc in propvr mrnaur. uvrd with ~ n d e t s e . All tlla dilfr.rrot waps of oljject teacbhz-arr uh?ful-raod tal.l;s and orhe.r ,applisnres. hlakc c v c v It~sonw, ork, wJ cxerrise na i6auclr a- pvrsihle n lanpaye lesson. ,\s soon as the rhll<henh aw learned a caaridrrsbl~n umber of wor& in the u-e w lnnmrure .lo. t. t hnm u-s.-e certain wwds in sentences, make them use dl the words thev know in oonversation: dso in the ~cl.oolr oou eucolrrane tllore furrhrr sdaan~vdtu hrlp the sniallor ones, ro nru;w;r them in EngL4~e, ven when 11.e latter talk in Jndiau, end altvnrr lo adhess them in F.n(.lish. d. \I,. Leaii, traclwr, Pecbnnon I)ay Selool, Callfokia. -The rrcitatiuu of a rlnss of I n dm pupil%t t , \vl>uncL ttlo et~,m~ioand !roul,lr has i x ~ r t x i ~icsn d llll. timid.. n nrl Ilrsirat- - - - . . . . . . ing. The-recitation of another class properly t r ~ e idn ~ G i i i~s chle si. distinct. and con-fitlent in tonu. 'rne dilterenae uf ch; [Go ciarsev i i rlte r e d of the dKermr r:;etl~odso f tenrlling. Oneclazs ha, l , r r a taught to think and low to rxpr+s, tlaeir thounhrs in E ~ l i s h , wlile 1l.r utrarr class 1.ac hrtn made sim.nlv" to rowr~orirer hc nronuncinrioo oi I<n~liuwh ords ~ ~- - ----- .. ---. their spelling, and meaning. hlak; raclo uletr-brr of 1l.e class use cwl, word separstel~ir k Iurming srntenees in his own wav aud away from th,. tl~oughta n4 tlta usu of th~w. on1 in tlre lesson. This c a w s him to tlunk,slowls at first. but lheroonoet~fn~niliwurir ll rhe dilicrpr~ru iesof tllr words in ornre.qu. ~ ~ ~~~~ --.-.....--...r.-. ing his omihonghti; also turn tKe number work &to &king exercises. After a. child does an example rapidly in abstract form then require him to apply the same practically in hie talk. Paph Julian, teacher, Day School No. 10, Pine Ridge Agency, S. Dak.-The conditions surrounding the child who is attending 8, day school are essentially different from those sur-rounding the chlid who attends s. boarding school. He should ut into his practice while at the school d the Endish he how8 and give preference to Engfsh in all of his intercourse with his fallows. A most desirable step forward will have been taken when, on his way to and from school, on the playground at school, and within the precincts of his home the Indian pupil s h d be found using his smd stock of English. Mrs. Emma Do Vore, superintendent, Little Water Indian School, Arizona.-We teach nmes of objects and write the names on the blankboard. Have the child draw a picture of theobjeet, then write thesentence, "I see the word house," "I see the picture of s. house." Use other words in the s m e manner, varying the oonstruotion of the sentence. Our lessons the first six months are dl language lessons. During the evening session, to &id the new ones, the older upils who know English stand before the school and tell something shout their work or Pa. during the da This helpi to overcome the timidity whioh is such a drawback to gnggh speaking. ?have had pupils hear the classes recite, which helps them to overwme their shyness. Teachers me on the playground to aid them in speaking En lish We send the ohildra with verbal messltges to different ones in the school or nei hiorhbod. They msy not be able to remember the fimt time, but let them return and be t$d again and again if neoessary. Do not get impatient with the child, for it is no easy task. This not only teaches English hut helps to cultivate the memoly. Bridget C. Quinn, teacher, Pryor Creek Indian School, Montana.-At the openin of the Pryor Creek School two yeas rtgo a few pupils spoke a. little English, the others ha$ n e w been in school. The phonetic method was employed, pointing to or showing the object, telling its name, having the children repeat it in concert, then individudly, writing the word with the letters marked, tehchiu~th e sounds of the letters. and then the word from the ~ ~ sound.. TIie nrrion oi an oljeeiwas rl.urrrt, taugllt, arid &ittcn. After 8 .llurt time a arnnll roenLulsry wn* in Ill* pc*<crslon of each chll~ln. nd \vhen tile pupils could ex lain tho ~neaninuo f the cord and tell sulnrrhlnrah~uri t. n inir .rsrr llnal I,mn v.wr.,tl T E ~ wnrrla ~~ thus takht were used ss a suelline lesson. the words being written: then an oral review of nll the words of the week w& had-on Friday. - \!'hen nll tIw new words LLI n lcdaon had htvn learned, the points Lrsring on nrrroundinp or cnviron,nent s e r e bn,ught call1 ~rad~ ~mpixrisum~adl c. Pu tell the story oi rhr lt>r,,n in thpir 0-11 words was then re*juircd. C'hildrcn who an two vean liar<. luusterrd cnolrnln ~ - ~ - English to make known their 6ants, to mwer questions asded them, to tell intelligentb what they read, and to write their ideas with s fair degree of correctness, have in some measure proved the value of the phonetic method. Reuben Pew, superintendent Navaho Indian Sehool, Fort Defianoe, &z.-The natu-ral method of giving a child English lies in the resent at ion of obieots and the Enelish name.; ro reprcient tht.ol. This ;I.uuld ht. dune id B msnnrr to ru,n;~tsud llis inrerest'8nd ettrntion. Just as ho 1hrrona.s ~r q u s i o~rwdir lt the ol,jcctr he al.uuld bcromc nrluainted with 111" Ewllrh \ror& thnt rzurcsmt end d~ucrihpi t . ~ n dwh ile Iae is mskino h , I IITPI- ~ ~~p " ~~~~ - -- variom uud knininz hi* idrilr Ie'sl~oul~hle led into the hral rxpn,;.ion of rbrrt. ~dens. Tho IIHIIIPS of thc ol,jt...tb and 11.e simple icntences gi\.m !.y tlro child ~hould be repeated, wnt-trn un the board until s correct n~entapl icture of the written word nr sentence is formed |
