There was no provision in the treaty for more than one school, and that on the reservation. But after the Clallams at Jamestown had bought their land, laid out their village, built their church, and become somewhat civilized, they plead so hard for a school, offering the use of the church-building for the purpose, that the government listened to them, and in 1878 sent them a teacher. This was a day-school, because funds enough were furnished to pay only a teacher, and nearly all the children lived in the village within less than a half-mile from the school. A very few of the children walked daily five or six miles to school, and some of the better families of the village did nobly in making sacrifices to board their relations, when the parents would not furnish even the food for their children. This school has varied in numbers from fifteen to thirty children, and has been conducted in other respects mainly on the same principles as the one on the reservation. It has been of great advantage to the settlement. A few of the rest of the Clallam children, whose parents were Catholics, have sent their children to a boarding-school at Tulalip, a Catholic agency, and others have not gone to school, there being difficulties in the way which it has been almost or quite impossible to overcome. The schools have been conducted entirely in English. This is the only practicable plan, for the tribes connected with the school speak three different languages, and it is impossible to have books and newspapers in their languages, while teachers can not be found who are willing to acquire any one of these languages sufficiently well to teach it. It is also the only wise plan. If the Indian in time is to become an American citizen,--and that is the goal to be reached,--he must speak the English language, and it is best to teach it to him while young. In large tribes like the Sioux, where the children will speak their native language almost wholly after they leave school, and where there are enough of them to make it pay to publish books and papers in their own tongue, it is probably best to have the schools in their native language, as a transition from one language to the other. This transition will necessarily take a long time among so large a number of Indians, and needs the stepping-stone of native schools and a native literature to aid it. But where the Indian tribes are small, as is the case on Puget Sound, and surrounded by whites with whom they mingle almost daily, who are constantly speaking English to them, this stepping-stone is not needed. It is possible for the next generation to be mainly English-speaking in this region; in fact, most of them will understand it whether they go to school or not, and it is not wise, were it possible, to retard it by schools in the native language. CORRECTING THOMSON’S PRACTICAL ARITHMETIC.