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Show COMMISSIONER OF INDIAN APFAIRS. 15 sources of school revenue by reason of nontaxable Indian lands or otherwise. ~ L I SCCHO OLS IN EASTERN OKLAHO+.--II~ Bid of the public dia-trict schools in the territory of the Five Civilized Tribes, Oklahoma, there was appropriated $275,000, and all of this money has been applied in accordance with the intent of the law to assiat financially 2,285 school districts. In the schools so assisted have been enrolled 18,185 Indian pupils. In this connection, the following editorial, from the Washington (D. C.) Star, may be of interest. Probably no branch of the Government service contains amore united and faithful body of workem than the Bureau of Indian Affairs. Among the signal and char-acteristic movements in the drive along the lines of practical and systematic educa-tion. The educational ides, probably more than all other thinga combined, it is held, will effectually solve the Indian problem. Two thin@ stand out prominently in the policy of the bureau reregding Indian schoola: First. To make them pmducers as nearly self-mpporting as posible not only as object lessons to the Indians, but as a simple burdneae propoeition, resulting in the lowest per c a~i t aca st md the eonseauent reduction of a-p-p ~- d a t i o nuse ces-sary for their suppok. Thie, it is urged, in ~ o n s l l ayn d concretely both effective education and such economy as any meat urivate or corporate interset should observe. Therefore, the farm, the girden, tha orchard, the da& and, where the area of the land would juntify, the production of live stock has been pushed intensively and, as far as possible in accordance with scientific msthcds and practice approved by the Depsrtment of Agriculture, which, under eldsting arrangement, suppliee all super-intendents of Indian ~ehools with bulletins uwn the l a w denendable research. StsMcal dataindicate amazing accompliahm&ts along these pr&uctive Linea. Second. There ha@ been a clear perception of the need of a well--ced come of study mentially parallel with the academic work of the public school, but including thorowh industrial trainine in adculture, with its allied ~umuitsa nd the ordinarv trades;together with domeitic a& and science adequate fir practicd and bealthfil housekeeping. To prepare such a courae, having special adaptation to the social and economic atatus of the Indiana as well as to their scattered geopphiettl locations, waa no small task. Exparts of the bureau who had chrrge of thb wmk were qmck to nee the need of a definitely planned curriculum that would enable the nchools, thmugh e5cient service, to take the raw matarial, the Indian boys and girls, from a largely uncivilized state, at a very young age, when they can not spesk English, and make them over, as it were, a condition and undertaking which the world elsewhere does not m, and srter a few yem turn them out a bnished pmduct, capable of entering the competitive activities of their community or State and becomingindependent e~f-aup& and citizens of average intelljgence and pmgrBsrdveneas. In thia more, perhap, than in all other factors. it in admitted. liw the solution of the Indian nroblem. This new course'of study that has been laid out has now been ked for mote than a year and seems to have tmn so well prepared tbat but sliabt revirdan will be advisable. it has been wrutinieed by educatoia i f prominence throughout tbe country and has elicited from many sources hearty indomment. It ia now followed to the full& possible extent in every Indian school under the aid and guidance of 21 suprvimng officials who cover a like number of territorial districts and whase special dutiea are |