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Show REPORT OF SUPEEINTENDENT OF INDIAN SCHOOLS. 345 METJXODS OF DISCIPLINE IN INDIAN SCHOOLS. I The superintendents agree that, while chey do not believe in using corporal punishment, yet in some cases it is beneficial as a means of discipline; but it should not be resorted to unless unavoidable. Superintendent Asbury, Yakima, Wash., recommended solitary con-finement; not to be resorted to except in extreme cases. Superintendent Sardin, Warm Springs, ore^., said natural pun-ishment shonld be adopted. Superil~tendent Curtis, Ouray, Utah, and Superintendent Camp-bell, Fort Peck, JIont., emphasized their opinions in favor of moral suasion. I Superintendent Ross, Genoa, Nebr., said employees should render assistance t.0 the disciplinarian when requested to do so. There are many things to be considered in the disc~~ssioonf this subject. It is necessary that the pupils should understand that a vio-lation of the rules of the school, either by word or action, or other conduct detrimental to the welfare of the school, will be followed by a penalty, the character of which will depend upon the character and disposition of the one to be punished; and all the facts and circum-stances surrounding the case should be carefully considered. No one is so competent to decide this important question as he who is in daily touch with the pupils. MORALITY THE BASIS OF PROGRESS. Moralitpis the creature of intelligence, and refined and exalted citi-zenship will ever be found following in its wake. It is not inherent among any of the races of men, but is the result of enlightenment and education, which is the true basis of progress; therefore, if we would make the Indian better we must also make him wiser. Dr. A. L. Riggs, in an address recently delivered, in discussing this subject, among other things, said: How may we help the Indian to becotno a self-regulating and produrrivo factor of our vlvil life: liow can we lnnka hiin to risc unt uf the nonrolirional u w s , 1,eoomea scli-directinn being fit to bd 21 unit in n great moral order! Thns are a number of means to t%is end. ;lmong them the qtlickoniug of hi8 miud. acquaint-ing him with civilizari~n,a nd trniuing himin the rhuughtn and ways of 11.0 new lib,. Uurmuwrh~~nulnln. dustl!ebansiur all. is the rur,ral Onirkenlnxand train-ing which shall &pplyfo rce and control for the ideal man. - - The necessity for this moral basis @ illustrated in three particulars: First, in regard to personal health; second, thnft, and th~rd,s oc~alo rder. Bere let me remark. lest mv attitude toward the brinht educated Indians who are with us &ay be'misunderstood, that the Indian, as we speak of him a4 a prohlem,is a con-dition and not a race. * * * Now, again, as to the illustrations: First. Personal health is a necessary factor for progress. The emphasis we put upon all things pertaining to personal health shows how essential it is to life and progress. There is nndymng need of instruction. The Indian must he made to mnrl~r~tant.hd~e 1n-..w- ~o. f- l-i -f-e- a~n~d~- m~~u st be continuallv remindedof them. ~~~ ~~ ~ Second. Our second illustrative ooint is the queition of thrift. HOW are we to jie; iu Indianto eirn, how r., u~asn'lrirncilro fotand keep nlmt herams. and how sl,all wc tcacll llilu to spend it only for the brat uszs: In shorr. how shall we c.l-ra uce him irom H drlil~~ovtcor IIR i a ~ ~ r o d ~ ~ t i f ilnc oillor trim lized societv? T$O strong influences Gork agai<st it-the hereditlry ideas and customs that haye come from a hunter'slife. and the universal spirit of gambling. A hunter is a destroyer. I t has taken many years of fa~lnrefo r the former hunter to keeo from killinn his vounx stook long enounh to let the herd increase. Man). call 11e;er learn to $0 it.' Ullifrom rhr tlllnlerii lif* have vome idcasand cubtoms th:tt still prevnil in r.rgarrl to what i3 generolls llud ho3pitable aud thuc stlrudin tho \vny oi accumulation or right use of propem. |
