Note 25 (page 25). The work in copying should be motivated by placing before the pupils the problem involved, namely, making an exact reproduction of the original. Can it be done? This is the question before the class. Copy only a part of a fable rather than make the exercise too long. See Note 12.

Note 26 (page 28). It is suggested that the room be decorated appropriately for these lessons that deal with Indian subject matter. Possibly a small Indian tepee may be pitched in one corner of the schoolroom. A Navajo rug may adorn the wall, and pictures of Indian weapons, tools, utensils, and other articles of various kinds may be drawn in color on the board. Besides the book quoted in the text, Frederick Starr's "American Indians" (Heath) and Gilbert L. Wilson's "Myths of the Red Children" (Ginn), from the latter of which the Indian illustrations in the present textbook have been taken with the kind permission of Mr. Wilson, will be found replete with authoritative information. At the discretion of the teacher this problem of room decoration may be solved in a series of group exercises in English (see Note 15), each pupil expressing his views as he stands before the class.

Pupils will enjoy drawing tepees, tomahawks, Indian chiefs, squaws, and papooses on paper with colored crayons; dressing dolls as Indians; dressing themselves as Indians; making tepees, canoes, etc. out of paper and cardboard; making an Indian scene on the sand table.

The following are war whoops or Indian calls: "Ki-yi, whoo-oo! Ki-yi, ki-yi, ki-yi, whoo-oo!" and "Boom, boom, boom, boom, boom, boom, boom, boom!"

Note 27 (page 39). It is suggested that this exercise be preceded by a pantomime in which a pupil plays that he is wandering through the woods, while the class pretend that they are Indians waylaying him. Some may approach on the river in canoes. Some may follow his tracks on the ground. The women and the papooses would remain in the safe background. Finally the boy is captured. Then a little extemporized dramatization takes place before the captured boy makes his speech. Sensitive children should perhaps be informed that such captures no longer happen.

Note 28 (page 40). This game is designed to help stop the incorrect use of got. If some chicken feathers can be obtained, each player may wear one.

Note 29 (page 41). Some Indians call January "Cold Moon," April "Green-Grass Moon," May "Song Moon," June "Rose Moon," and November "Mad Moon."

Note 30 (page 42). The antidote for the and habit is not a don't but a do. If pupils are trained to drop the voice at the ends of sentences and to make a pause there, not only will many thoughtless and's remain unspoken, but sentence sense will be developed. Let the class read the January selection in the text, exaggerating the pause at the end of each sentence.

Note 31 (page 46). The teacher should not hesitate to modify any game to suit the needs of the class. Games 1 and 2 on pages 46 and 47 should be played on different days, to avoid confusion. Few mistakes will be made in these easy games, nor are mistakes desirable. The repetition of the correct form is desirable. It must not be a thoughtless repetition.