320 Timehri. 
part of a troolie roof through the surrounding vegetation. This time, 
perhaps, a number of naked children scamper off into the bush as they 
catch sight of us. This performance usually means that we are approach- 
ing a family more wild than civilised, so that the sight of a stranger has 
somewhat the same effect it would have on the wild animals. Sometimes, 
too, it speaks of a bad conscience, for they know they ought to be at 
school. There are, unfortunately, not a few families that may be said 
to perpetuate uncivilisation, in that they are either always on the move 
or they are simply too indifferent to send their children to school. The 
parents, ignorant and stupid, simply harmless savages, never dream of 
trying to better their cbildren and, of course, these latte’ quite endorse 
this attitude of their elders. It is a great pity some pressure is not 
brought to bear upon these, and, indeed, all Indians, in this matter of 
schooling, for it is as much for their good to send their children to school 
as itis to have a check put on their weakness for drink. The Indian, at 
best, is but a big child and needs a kind but firm guiding hand. It is 
useless to talk of the moral influence of the mission in this matter, for 
even supposing these people understood you, it is little better than a 
farce to put high motives before people whose ambitions do not rise 
higher than their stomachs. “Ought” frequently fails to influence, 
even with long civilised people, while ‘‘ must” is easily understood by all. 
Besides, there are no serious objections against such a measure. The 
bush is full of pathways thoroughly well known to every Indian child, 
while the water-journey is a thing of ease and pleasure to all Indians from 
the oldest to the youngest. The Indian child can “ paddle his own 
canoe ” almost as soon as he can stand on his own two little feet. They 
are thoroughly used to water-locomotion. Then, again, even it their 
elders should need their very doubtful services in the house or in the 
field, this is quite compatible with schooling. Many who come to school, 
stay off certain days to help weed, or hold the baby while the parents go 
“aback.” Judging from my experience of their working powers the 
Indian child is better away from it. They are the veriest little chatter- 
boxes to be found anywhere, but they have little desire, and, indeed, only 
too little strength, for hard work. They are children of children. Their 
great delight is to play but their play must be of the simplest kind, for 
games requiring hard work, even of the lighest, soon wearies the majority 
of them. Their great delight is to chase one another, uttering the while 
little shrieks most musical and delightful to hear, for they speak of the 
keenest pleasure and enjoyment. I have tried several experiments to engage 
their attention to more serious pastimes. For example, I thought the pic- 
ture-block game would bea success. There were pictures to look at, pic- 
tures bright with many colours. There was, of course, the labour of fit- 
ting the blocks into the picture. However, this seems too much for many. 
The boys show greater energy than the girls and are very fond of cricket. 
They also show greater aptitude and intelligence in the schoolroom. 
While their talking exercise may account somewhat for their greater 
mental activities,—the girls usually mope and talk.—I do not think it 
