Kamiah April 22^nd 1875

Dear Sir
Your note, asking for a Report, or ‘Statement’ of my work here reached Kamiah last Sabbath, and I will try to comply with your request. But I have had so little experience in ‘reporting’ S.L. McB or her work, that I’m afraid this ‘Report’ will be a very informal one. If I had known earlier I could have noted down incidents, or illustrations of the work, which might perhaps, be interesting; but now I must nescessarily write very hastily, and amid a press of other duties.

Archie Lawyer was my first pupil when I came to Kamiah, last Sept, and he attended regularly, from the first, Mark Williams, also attended, irregularly, and his brother Robert, and James Lawyer occasionally, while I taught the Day School. But the two latter, with James Hines, could scarcely be counted as pupils, until in Nov. if I remember rightly after the present arrangement was made so that they have only studied less than six months (Perhaps not more than five).

They are all, as you know, farmers, and all, save James Hines, whose land is some six miles distant – do there own farm work. Before the Spring work began, they usually, came about 8 Oclock, A.M. and studied without intermission until 1 or 2 P.M. Now, they are here usually by 6 ½ or 7 A.M. sometimes earlier (even James Lawyer, who lives three miles distant) Occasionally if there is any very special need, one, or two return home as soon as they have finished their own lessons – a few times, all have gone home earlier, but usually, they study, without intermission until about 11½ or 12 – plough, sow &c in the afternoons, and often, at least study or write at night. (I could see the lights burning in Roberts window far into the night.) I could see the effects in his face in the morning and remonstrated against night study until after the press of work is over, at least.

They have missed very few days since they began. Last month (Mar.) I do not think that altogether, they missed two hours. If anything unusual is on hand (as funerals &c) if possible they come sometime in the day for their lesson. Even on ‘Election Day’ they studied until 10 Oclock (although the father of the Lawyers was a ‘candidate’). During the intense cold, and deep snows of last winter James Lawyer walked the six miles on days when the roads and river were impassible for his horse.

Archie, Robert & Mark, studied the English (reading) a very little with Mr Cowley, and all of them could read and ‘pen print’ in their own language, but began writing with me. Robert began to write only about six weeks ago. I send, with this a few verses which they wrote (and translated) this week – as specimens of their writing. They have all written (copied) in their little M.S.S. books the translation of the small Catechism and are now nearly through copying the eleven chs of the Gospel of John which you sent us. Archie has also worked on the hymn in Nez Perce you sent to them.

Our only text book was, of course the Bible – reading the lesson, first in English, then trying with God’s help to translate it verbally into their own tongue. We did not begin to read, in course, until they had learned the most commonly used Prepositions, Conjunctions, &c and something of the conjugation of verbs, declension of nouns & general Rules for the constitution of the language, which Mr Whitman (with what help the Rev. Mr Montieth could give us) helped me to ‘dig out’ of the Nez Perce, before I left Lapwai. When we began to read in course, the three native ‘helpers’ i.e. James & Archie Lawyer and James Hines read Genesis, through, together. Then, I gave them separate books as I had done with Robert & Mark, from the first because I thought it best.

Perhaps I cannot better shew you something of the progress of the pupils, than by trying to bring you into the school room, for a little time while we are at our lessons.

But first in order to understand the difficulties in the way of our progress you must remember that the teacher was (& is) herself, a learner, to prepare the lesson, so as to be able to teach it and that when she came to the Nez Perces – about eighteen months ago she could find no written words in the Nez Perce, save perhaps one hundred collected by the Rev Mr Monteith, and Mr Spauldings translation of the Gospel of the Matthew so that both pupils & teacher have had to without text books to aid them – that none of the pupils understand much English, and all teaching must be done & explanations ‘illustrations’ &c made in the Nez Perce language. Even James Lawyer who understands more English (spoken) words than any of the others would look blankly into the teachers face if she should attempt to explain in English.

Of course, we have no help here. Mr Montieth and Mr Whitman have helped us to the extend of their power, but the sixty miles of mountains between Lapwai & Kamiah often delayed help which we needed at once.

Our usual daily lesson for each is one half of a Chapter, but if we wait to open up verses (as James Lawyer expresses it) we, perhaps do not go farther than ten verses. As each one reads, all the others with Bible in hand follow him: so that each one in reality learns the lesson of all.

James Lawyer, usually reads first (He is generally here among the first in the morning.) Besides Genesis, he has read and translated verbally, all of the Gospel of Mark, and to the 9^th chapter of Luke, and has written the first draft of the translation of the 1^st ch of Mark (They have, so far, in learning to pen their translations written from the books they were studying or had gone over each one by themselves. In any difficulty all helped.)

I have now, with the Rev. Mr Montieths, and Mr Whitmans help collected about six thousand Nez Perce words with their English definitions. I can turn readily to what I want. When James has finished reading in English I tell him the meaning of the new words which have come into the lesson. Perhaps a word is not on our list, them I must try to explain it in Nez Perce, get the corresponding N.P. from them and note it down.

Perhaps, after explaining, the verdict is ‘saian’(absent) from the Nez P. then comes the order "Make it" and there is a ‘putting together’ of heads until the work (generally if a noun or verb, a descriptive one is formed – the language is rich in descriptive words & is so ‘flexible’ that usually they can be readily formed.)

When the one we have been in quest of is noted down, the translation begins.   Sometimes, in reading (translating) James comes to a sudden stand still "Taluh! Something is ‘pelies’ (a ‘secret’) to him, and he will not, willingly, go forward one step until he understands it. Or, it may be that the "What is it?" comes from some of the others, and we must stop to explain. I have an illustrated "Encyclopedia of Religious Knowledge" and many illustrated Scripture Cards which help us much in illustrating or explaining. Where these & words fail everything or anything is brought into requisition. You would be amused sometimes to see the materials, pressed into service – but we generally mange to convey the idea at last. It seems almost incredible to the teacher, and only to be accounted for by the fact that God helps both them and her, but the pupils assure her that they understand every word she speaks in their own language.

Besides Genesis, Archie Lawyer has read and translated, verbally, the Book of Revelation much of it, twice, and eight chapters of Daniel. He has also written the first draft of the translation of more than two chapters of Rev. I found such a strong desire to know about heaven, their future home (Of which they until then knew little more than the name) what kind of a place it was, its inhabitants &c. So I let Archie write down such parts of Rev. as relates to it.

James Hines, the oldest of the pupils, assisted Mr Spaulding in copying (pen printing) the translation of the Acts, and that helps his progress now. Since Nov. besides Genesis, he has translated verbally twenty-four chapters of Exodus, and written the first draft of the translation of 3 ½ chs of Exodus.

While the others read, Mark & Robert Williams sit at the desk together, Bible before them and pencil and note book in hand. As a new word comes into the lesson Mark notes it down, with its definition while, if you should glance into Roberts book, you would see similar words, or words used similarly (as ‘face’, ‘countenance’) written sided by side – their own unsuggested plan. This, with their excellent memories, makes their progress rapid, and teaching them easy. Robert takes home my Reference Bible to study and often helps in our talks about the lesson by ‘that is like David" (or Moses, or some one else) ‘when he &c. And he, usually, is right. He has in Eng. & N.P. read half of Exodus – through 1^st Samuel, and is now, at his own request, going over it the second time, and has written the draft of the translation of three chapters of 1^st Sam.

Mark, the youngest of the pupils, does not come behind any of the others, at least i.e. in his studies. He has translated, verbally, the Gospel of John (before we had the written translation of the last nine of the eleven chs) Mark also ‘preached’ or exhorts, occasionally (has done so the last two Sabbaths in succsesion, did good missionary work among the little community near his home, in the evenings, last winter, and helped J.H and Archie, in their sabbath evening meetings in the big tent across the river. I think if those who have the power to appoint Mark and Robert, should add them to the number of the ordained native ‘helpers’ they would not regret doing so.

Beside their work on week days one, two, or all of the ‘helpers’ preach on sabbath and thursday & saturday evenings, telling the people usually something of what they have learned through the week. As you perhaps know, there has been a great deal of interest in the church here this winter and quite a number (10 –12) among them some, who, until lately have been very wicked, have united with the church.

We have to their great satisfaction for some months past, added singing to the daily exercises and they have learned quite a number of tunes and English hymns. We have also translated five or six hymns into Nez Perce besides setting to music Mr Spauldings translation of the Lords Prayer. Mark & Robert are the best hymn translators and, with Archie the best singers.

Glancing over what I have written, I am afraid that in trying so carefully to avoid an overestimate, I have scarcely done my pupils full justice. I will only add that I do not think that any one from among any race or people could have more diligent, earnest and interested pupils or perhaps those who, under like circumstances but you can judge of their progress yourself.

If you could see the absorbed look in the bowed faces and hear the low exclamations of wonder, or gratitude as they drink in the teachings of the "Wonderful Book" so many of which come into their hearts and minds for the first time – it would touch you I know as it touches me so often.

"Key ausu" (I thirst) said Archie the other morning as he opened his book. I though he wanted a drink of water "Waut" (no) he said looking a little ashamed of having thought aloud. "Kiyautsa sukuanash ki" (I thirst to know this) i.e. the Bible in his hand. And that is just the impression they give - thirsting to know. God grant that they may not only be ‘filled’ themselves, but be the means of leading many others to the ‘Fountain of Living Waters’ in Christ Jesus, our Lord.

S.L. McBeth