OCR Text |
Show SUMMER SOHOOLS. instructors in the shop, from the side of the pmma of work, the trades, should reach up to the theoretic, to the ffiientiEc principles involved in the work, the art of teaching, a wider intelligence, a broader cultnra. All artisans in cherge of industries, as instructors in and teachers of their craft, should be students. advancin in inteili~.encei, n skill in their depaamenta, and in their power to help and up%ft the children under +m. Tisita to pro a ~ v e institutions and a study of their work and methods wdl do much toward Fwping this spirit of progress and gmrcth alive. A union meeting of all teachers and instructors once a month nnder an e5cient p.msiding officer to discuss the general features of the work, compare notes, con-alder subjects of education, of discipline, and other vltnl questions relating to the work, would do much toward unifying the two phases of work under discussion. It would bring all theemployeesinto a sympathetic appreciation of the difficulties met in the various departments; of abuses growing up, .andchanges needed. It would stimulate healthy growth on every side. The teachers in the schoolrooms can often get their best material for classwork in the shop and thus draw closer and more sympathetioslly to it. Conditions arising in the shops, the sewing room, the kituhen, and on the farm, will furnish material for right teaching of arithmetic. The mast practical suggestion this year for arithmetic work came from a ten-minute talk with the carpenter. The olass that does not get much of iB eta in this pmticsl way for this subject, la wasting time, and is being cramped by wrong teaching. Language teaching can in every way be strengthened by gathering material for it from the shop or the places of work; and both school and shop will be helped by the proceas. The implements and processes of the industries will furqish an unlimited amount of material for essays and oral exercises; all, too, coming within the knowledge domain of the pupil. The director of our printing office has prepared a series of talks on the craft of printing and its history. Many questions and topics follow for discussion, and ater are carefully worked out by each pupil in a series of essays. What hinders a similar plan being followed in other industries? Every fact gathered in this way will remain a permanent posaessiou of the pupil. Nature study will gez its most helpful material from the farm and the farmer. No object lesson gotten up as an object lesson for the sake of giving information can afford even the shadow of a substitnta for acquaintance with plants and ani-mals of the farm and garden acquired through actual living among them and caring for them. No attempt at training of the senses in the school can compare with the alertness and fullness of sense life that comes with daily intimacy with familiar occupations, working with n purpose nnder a thoughtful, skilled man as an instructor. The drawing teacher and the shop instructors must know each other to be useful in their respective work. The carpenter and blacksmith can make necessary more mechanical drawing than time will permit of, and in the doing of it most practical arithmetical problems and calculations would constantly arise. It is waste of energy to neglect theseplacesof unifying and theopportunity of turning the young peopleloose on live things. Pupilsat trades should work from sketch and drawing, if necemary, made for them until they are able to do it for themselves. Talks and lectures by the, heads of the departments on the interdependence of the vnrions snbieots of studles and industries would do much toward helDma all I duty of self-support. - I THE I N D W EHPLOYEE--WHATA RE HIS NEEDS,A ND THE BEST m N S OF ST~ULATINHGrs GROWTHA ND SELPIHPROVEHENT? [C. J. CaAxmALL, su~erintendenSt,a nta Pe, N. Mex.1 There are few sohoola and agencies at sent where Indians are not employed. It is safe to say that at least one-third o E e employees in the school service are Indiana. Indian employeee in the service me, as a mle, what are +own as the educated Indians. They come from one or another of the large Ind~ans chools that annu-ally tnrn out a class of sooelled educated Indians. The great objection to onr system is that really the lndian is not educated when he leaves onr schools,neither in the academic sense nor in the real sense of his responsibilities himself and the State. Education, therefore, a8 i t is llmltedly applied to the Ind~snm ay often do |