The second day eight more were enrolled, and the third day fourteen, and by the end of the month there were forty in all. Sister Heise and I were kept busy during school hours as the pupils were taught to sew as well as to read and write. Cleanliness is a rare virtue with them, so they were told to wash before coming to school. As new ones entered the school the admonition was repeated, with the statement that we wash every morning. Mapita's little daughter, Sibongamanzi, with shining black face, which showed that she had been heeding the command, looked up brightly and said, "Yes, but you are white and we are black." She evidently had thought that, if she washed every morning, she too would become white, but she had concluded it to be a hopeless task. Mr. Anderson said that some of their children thought that if they ate the food of white people, they too would become white. This, our first schoolroom, was very primitive. It consisted of a tent 16 x 16 feet. In front there was a box which served as a teachers' desk and as a receptacle for slates, pencils, paper, books, and sewing. Other boxes served for teachers' chairs. There were two easels made of poles; one supported the blackboard and the other the charts. The blackboard consisted of a few small boards nailed together and painted black, and the charts were of cardboard, 18 x 24 inches in size. There were ten of them printed on both sides with syllables, and Tebele words and sentences. These had been printed by homemade stencils and pen, and had occupied our leisure time while we were hut-building. The floor of the tent was covered with straw, and the pupils sat on this without seats or desks. They knew nothing of the comforts of the schoolroom in civilized lands and thought they were well supplied. Since we had no primer at the time, the Gospel of St. John was given to them as a textbook when they had finished the charts. To enable them to read and understand the Word of God was the aim of the school work and the Bible the Textbook throughout. After they had learned to write the letters of the alphabet, their copy usually was a verse from the Scriptures. They were also taught to memorize certain portions in connection with the daily worship, and hymn singing. The pupils compare very favorably with white children in their ability to learn, but few of them come regularly to school. To most of them school is just a side issue, some place to go when there is nothing else to be done. Some have an idea that they can learn to read in about a month, and when they find that it requires months of weary, patient effort at meaningless characters, they give up in despair. Others are ridiculed by the older people for throwing away their time at such useless work; "There is no money, no beer, no food in it and they are dunces to go."