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Show Reginning fimt with the nnnoes of things, ar ball, r c proreed tu ston sentences, as "Roll the ball,'' .Throw tlln i,all," rlr., illusrrating in rn-11 caw by having the childreti perfon11 t.h-o .s-rtl.o n- enurnerared. IVlten [La idea la r l ~ ~ n , e~r~~h~le~hdn~v.o tLew rocsent the ~ ~ ~~ - " - A . words in oonosrt and singly, giv& &rticular attention to clear, distinct enuhciation. The rule should be in this work, as wefas in all other class-room work with Indian begin-ncn, shon ics<ona~u d repeat, rrvicu., repeat, nnrl r r r i~u. . 'The articles u d in tlla indug [rid dtynnntenrs, 'srm, el?., furnish errrlleur matelislc for r!.r lrs-ons in EngLb. Chilrlren s~h-o~u~l~ d -b e wolrirrd to elre the nsvnrr uf th~ne;in rb,. llininr room, kitchen, r.rr.. ~~ ~ 2 . ~~~~ such as table, ohsir, knife, fork,-spoon, plats. As pu<ds give the names the'teaoher writas them an the board, where they are dowed to reman lo tho siY h t of the class until the next &y8s lesson. Then the pupils are encouraged to make simp e sentences containing these words. I have found it s. great he1 to make kitchen, dining mom, sewing room, lnundy, fsrm and shop charts, ss suggestel by Superintendent Reel. ~ i r i n et:h e eveninr hour conversstion%l work was indulged in and some fsmiliar sub-jeer cm&oed ulrll iilo child's home life or +< hod Ida sclcctl.J far the rxmisr. TIw sub-ject wlxs gc,11~1alliyl ltrstrarcd b). 11.0 ob/rct ~tsclof r Ly s plctucc. Each rhllll is ersuure,vcd to ronrriburn llir olnta t o the r rnr rvl firnd of c~rn.eli~li<rlOl.w child wa.3 cncdurwed to askquestions ahd the other-children to answer. . TIIE NECESSITY FOR YORE AND BETTER EQUIPPED DAY ZCEOOLB. J. J. Dun- day school inspector, Pins Ridge Agency, S. D&.-The day schools are now the 1srgest)in number snd the least known. They are common country schools, as in the white settlements, and yet they are more, too. Of the inestimeble value of the dis-trict schools to the white settlements I need scarcely speak, but the Indian da schools have even a greater mission. Many of the day sohools (and they all shoulg be) are neatly kept, model Christian homes, equipped to do a work for both children and parents that no other school can possibly do. Some of these good things are as follows: Bath houses, with weekly baths; raotical home cooking, laundry work, and sewing; ohildren golug hack and forth to schoo?cledy clad: the \vell-eooked noond~ylu ncheon, the Lord's Prayer, patriotic songs, the sound of the school bell, and the daily floating of the flag; evening entertninments st the school, and visiting of the teachers and the hausekeepem rtt the homes of the parents, the distributmn of simple medicines and the opportunity to give advice, individual contact with the chil-dren and their homes. These and many others might be mentioned as mighty but silent' ioauences unwnsoiously and unobtrusively drawing children and parents together, nearer to civilization, and removing prejudice and opposition to education. In thls natural proc-ess the Indim homes are not being broken up and parental ties are not being severed. The children are being educated in the midst of the environments in which at least 95 per cent will be better off to live. In the da, schools should be plaeed the best Christian teachers and housekeepers, md of these mudshould be required. The huildingsshauld be kept well painted. Pl&yg,rounda should be well provided, so that the children below school age will look with long% eye to enter, as they do at some schools now. Small irrigation plants should be put in where needed, as at Rosebud and Pine Ridge, S. Dak. F r u ~ttr ees, plants, and shrubbe suit-able to the olimate should be planted. A few cows, pigs, chiokens, eto., should be %owed in order to create s. love for the domestic fowls and animals. Walter P. Squires, day school inspector, Standin6 Rack Agency, N. D&-A properly equipped day school in charge of a oompetent Christlsn teacher and housekeeper improves the moral condition of the wmp where the school is situated and by the cx%mple of a good garden shows the sdvantages to be derived from agricultural pursuits. In following the plan for individual gardens, as given in the Course of Study for the Indian Schools, the upil.bscomes interested in his garden at school, talks it over at home in the evening, the %dim parents become interested, and it is a. common occurrence to see the pupil bring the parents to school to show them with pride the result of his la.bors. From these indi-vidud gardens the pupil is allowed to take home at least hdf of the products, which not only increase8 the interest of the pupil, but by its iduenoe has caused the parents to enlarge the guden st home. Not only along the line of gardening can the homes be reached, but in other lines of industrial work, suoh as cooking, sewing, eto. This dud Ian of educatr ing the parents as well as the child makes the properly equipped day seEool one of the most civilizing factors in the Indian mrk. Dr. L. A. Wright superintendent San Jaeinto Indian School, Cs,lifornia.-One of the strongest argumentdin favor of day schools is the indirect benefit to the older Indians. In some instances this inEuence is remarkable. The day school quarters, therefore, should be equipped with all ordinsry conveniences, both for the comfort of the employees and as E standing ohjeet lesson for the older Indiana and the pup& of the school. The fsithithful @soher, with the emperation of a zealous and ~i~ell-qualifiedh ousekeeper, will make the |