But I see that I am transcending the limits you prescribed for my article, and must hasten to tell of a month’s visit made to Sarah, beginning July 18, by a lady who has been for twenty years engaged practically in public and private education West and East, and who became acquainted with Sarah in the summer of 1883, and then promised her, if she recovered Malheur, that she would go out and renew with her the school that Sarah and Mrs. Charles Parish had kept, under the auspices of the only good agent among seventeen that ever were sent out to the Piutes; and it may be seen, by reading the sixth chapter of “Life among the Piutes,” that nothing is wanted to solve the Indian problem practically (at least among the Piutes) but good faith on the part of the Government agents in giving them the white man’s chances without discounting their earnings in the agents’ interest. For the last year this lady has been the teacher of methods in a normal school in Wisconsin; and she offered to go out at her own expense, if provided with free passes, and report to me concerning the school. In quite a voluminous correspondence with me she has given a history of the _statu quo_, comprehending an account of the state of things both inside and outside of the ranch, having found that the half had not been told her of the difficulties attending such an attempt as Sarah’s, arising from the general hostility of the frontiersmen to Indians, and their disposition to crush their attempts at self-subsistence, intensified by every degree of Indian success. She found Sarah personally also in circumstances of infinitely greater discomfort than she had imagined, and in addition to the chronic rheumatism and neuralgia from which she knew she had been suffering for two years, prostrated every other day with chills and fever, so that the first thing she set herself to doing was to cure her with quinine, which she effected. But this makes more striking her testimony to the character and quality of Sarah’s teaching, which is directed to making the children understand and speak English and then to read and write it. She found the pupils in the Second Reader, and she said every lesson was read in English and in Piute; and in Sarah’s reading to them (from the Bible for instance), there was the same use made of both languages, and the conversation upon the subject matter that accompanied it was extremely animated. Comparing the classes with those with which she was familiar in the United States schools of children of the same age, Sarah’s scholars were decidedly superior. In their writing and drawing, of which she sent me a dozen or more specimens, the superiority was marked, and made more marvellous by the fact that there was no school furniture but benches without backs, which, when they wrote, drew, or ciphered, they used as tables, sitting or kneeling on the floor, and sometimes, making the floor their table, they lay on it to write or cipher. But