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Show UOURSE OF STUDY. 419 The following is a, brief outline of the course of study which you have .so kindly assisted me in preparing. COURSE OF STUDY FOR INDIAN SCHOOLS. OFPICEO F SUPERINTENDEONF TI NDIASCNKO OIA, Washington, August lo, 1901. To Agents, Stqxrintenulents, and Teachers of Government Sclwols: An outline oo- of study for the Indian schools is herewith submitted to you, and 1 trust it will reoeive your cordial and active support. This course is designed to give teachers a definite ideaof the work that should be done in the schools to advance the pupils as speedily as possible to usefulness and citizenship. The aim of the course is to give the Indian child a knowledge of the English language, and to equip him with the ability to become self-supporting as speedily as possible. Methods of instruction and subjects of study, have their.limitations, in value, end in view of the aims and purposes in educatmg the lnd~anw, ho 1s lnst stare ing on the road to civilization, snch methods mnat be employed as will develop the various powers and capacities with which the child is endowed, and, by systematic industrial training. give him the skill in various directions designed to be serviceable in meeting the demands of active life, making hlm a willing worker as well as an inquiring learner. The value of education must be measured by its contribntion to life interests, and it is our purpose to fit the Indian pupil for life. It is the privilese of the ele-mentary school to awaken the child's capacities and,quicken his interests, glvlng him &n appreciationof hisown powers, awakening hlsinterest inand appreciation of things about him, cultivatin rs desire to cooperate with his fellow-men in the pursuit of knowledge and its xctievement. In this course practical lessons in every branch are outlined. The child learns to speak the English language through doing the work that must be accomplished in any well-regulated home, and at the same time 1s being trained in habits of industry, cleanliness, and s stem. He learns to read by telling of h ~dsa ily inter-ests and work with the cha& on the blackboard. In dealingwith barrels of fruit, bushels of wheat, yards of $ngham, and quarts of milk, in keeping count of his poultry, and in measuring his garden he becomes familiar with numbers in snch a practical way that he knows how to use them in daily life as well as on the blackboard in the schoolroom. It should be the constant aim of the teacher to follow this course and to do as much more in each grade a8 he or she has time to accomplish; but the.chief end in view should be the attainment of practical knowledge by the pupll, and no teacher should feel restrained from asserting his or her individuality in bringing the pupil's mind to arealizationof the right way of living and in emphasizing the dignity and nobility of labor. As far as possible teach the children that the cultivation of good habits, self-control. application, and responsiveness are recognized as being an a higher edu-oational plane than a knowledge of definitions and unimportant dates; that the development of character is the only imperishable object for which we can work: that oonsequences follow action with unfailing certainty, and that "it is the pur-pose that inspires and the motive that holds to onr task that limits the extent and value of onr service." Hoping that better morals, a more patriotic and Christian citizenship, and ability for self-supportwill result from what this coursof study may inspire, I am, Very respaetfnlly, ESTELLE REEL, Superintendent of Indian Schoolx. Approved: W. A. JOKES, Co~~~ntiSsio~r. AGRICULTURE. The Indian DUD^^ needs careful aericultural trainine. and the class-rmm teacher hy daily help biil lay the foun*iati,% for iintclligont +or< wrtll the fnrmer. - With the advico and dircctios of rho farmer. the grentest ntrongth of the school furre shollld be hrou~htto bear nuon raidin-n croo.s bp s1 suited to tlteiioii. climate. and general ~onditi&s of the l o ~ ~ l ~ t y . |