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Show 398 REPORTS OF TEE DEPARTMENT OF THE INTERIOR. INDUSTRIAL TRAINING. The policy of givh industrial training the foremost place in the school curriculum has % een continued. A great deal of space is given to this subject in the Course of Stud and through the issuance of circulars of instruction and persona p efforts while visiting schools endeavor has been made to adapt the training to meet the s ecial needs of the ~ u ~ ianl ds t he work in which thev will most oroba&v be en aged in iddt life. 2 guperintendents of reservation boarding schools have been urged to plan the instruction in the shops with a view to giving each boy a general grasp of the essential principles and practical working of the mechanical trades, suffcient at least to make him competent to build a small house or barn, tack on old horseshoes, mend the harness. repair a broken wagon,etc., so that he will be able to do the eneral repair work constantly necessary about a farm, which wil be of great service to him on taking up his allotment. f At the nonreservation training schools, where the shop equipment is more extensive and complete, and the facilities y t e r for giving practical instruction in the trades, superintendents ave been urged, m addition to giving the boys general industrial training, to study the capabilities of the various pupils along spacial lines, and where a boy shows marked a titude for a particular trade and an inclination to master it, to give &m thorough and finished training in that trade, that he may be able, if necessary, to follow it for a living after leaving school. the necessity of and in individ- * T*h e *in struction in sewing must begin in tho class room when the child enters school. After the girl has h d the course in the class room and the canful training the seamstress will give her, she will be able to cut, fit, and make every garment that will ordi-narily be needed. * * * That they ma be able to do family washing, the qirls must be taught to wash clothes with tubs and {oaks to wring them by hand snd Iron them with irons as they would in a small family. Class-room teachers have also been encouraged to give conversa-tional lessons on butter making, the care of milk, etc., similar to what is being done in a great many of the public schools throughout the country. As you are aware, cooking is one of the chief accomplishments which the Indian girl will need if she would become a successful housekeeper, and we are makiuf special efforts to have it thoroughly taught in the schools. Many o the public schools among white peo-ple, both city and rural, are teaching cookin in the class room, and ~t is considered of even greater importance t%at this should be done for the Indian girls, who can at thelr homes learn but little of cooking, |