As this was his first visit to my home Brush did not feel quite easy, and long before the usual hour for my returning to the Mission, he suggested our going back. When we entered the school yard, which was deserted, for the boys and girls had not yet returned, we noticed a woman at the front gate holding a horse by a lariat and close beside her stood a colt mounted by two boys. She called to us and said she wanted to see the superintendent. Brush went to find him, and soon returned with that official. "Tell the White-chest," said the woman to Brush, "that I have brought my two boys to stay here. They wanted to come, so I have brought them. Their father is dead; they have been my only comfort; but they want to learn to write. I hope he will be kind to them." "They are bright-looking boys," said the superintendent, shaking hands with the mother. "I will take good care of them." The boys dismounted, and the woman prepared to go. She kissed each of the little fellows and wiped a tear from her eyes. "Don't cry, mother," said the older boy; "we'll be all right. We will come home often to see you." We watched the mother as she went down the hill, leading her horse and the colt, until she disappeared at a turn on the bottom. "Well, Brush, here's a job for you and Frank," said the superintendent. "Take these boys to the dormitory and give them a good wash, then bring them to the store-room, and I will see if I can fit them each with a suit of clothes." We did as we were told, and while the superintendent was busy fitting the boys, Brush and I went into a large room and selected a bedstead for them. We put it together alongside of our bed, and began to cord it. "Brush, why do the Omahas call the missionaries 'White-chests'?" I asked, as I pressed the cord from the foot to the head of the bed to tighten it. "It's because the men wear stiff white shirts, and they show on their chests, that's why," he answered, throwing the mattress on the bed. Brush and I soon became much attached to Lester and Warren, as the new-comers were named, and we lost no time in helping them along in their English. By our assistance and persistent use of the language with them, the two boys made rapid progress, and it was not long before they were chattering in broken English, like the rest of us. Chapter III Edwin