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Show ~ .-. - ~, ~~~ ~ . , ~-~ - ~ -------- . . REPORT OF B U P E R ~ T ~ O~ F~ INNDTI AN BCHOOLR. .343 legitimate period hreservstioP sohaole. This wring is mneb intensi-fied in cases in which the:resemation.school retain0 children fitted for promotion merely because, @y,reaeono f their age iind training, they can be made nsefnl in the work of the school kitchen, dining room, -farm, or some other department of the school. The reservation boarding achool should find its chief pride in the number of well-prepared children it promates to higher institutions. It should be an e5cienz feeder rather than a halting rival of the non-reservationschool. It should become keenly alive to the fact that the reservation bossding school is for the children and not the ehildreu for the school. It should carefully study possibilities in each pupil and zealously push them toxard the realization of these, strivingto remove ' the many hindrances that beset them in their tribal relations, rather than creating new ones baaed on fancied requirements of the school; Eonreservation school.-In the third place, the work of the nonrm-ervation school should be more and more confined to the needs of the children who have completed the oonrse of work laid down for day schools and reservation boarding schools. Children of dayschool age should be placed in these schools only in cases of urgent need, for the educational work of the school should, also with Indians, rest upon the love of home however humble, upon reverence for father and mother, and upon a certain feeling of local patriotism, which only the home schools can establish and foster. Pupils thus trained .will thrive under the influences of nonreservation schools or other iustitutions of corre-sooudiue deeree. notonlv into hieher ideals and life numoses. but into 8deterGination io beue6t their people, and to lead *ththem mire surely to the very assimilation with their white brethren. which is the aim of , , Indian education. Public schools.-While, however, the nonreservation schools will for a long time be the chief refuge for Indian youth who may desire the . ', hieher educational advantaees-afforded bv these institutions. earnest e&rts should be made nntirynglngtoly s ecure"-admission for thenl'in State institutionu, affording fkcilities for agricnltuml, teehuieal, and advanvrd wholestie instrnctiou. The ixoole of the res~ective States shonld bo brought to see that in the mahFof Indian edktion the several States have, with reference to the Indians within their ~borders, as deep an interest and as high a resoonsibilitv as the General Government, and that every educated Indib citizen-secured fi)r a State represents not only great p i 1 1 to that Bt;lte,L~ut acorreupondingly greater gain to the United Stores hr the lo~alizntion and ronceutratinn of oatriotic fervor therein impliedon the part of every Indian youth. - Indeed, wherever this is practicable, the Indian Office should con-time and emphasize its efforts to secure contracts for the'educatiou of Indians in public schools witb the authorities of district schools and town schools located near the homes of children of day-school age, and with the authorities of town or city high schools or suitable Shte insti-tutions for advanced Indian youth. An appeal was issued from the Indian Office to Stab superintend: ents in the Western States laat apring, directing their attention to this matter. and I am oleased to reoort that a maioritv of these officials reapon;led wit11 ala&its, expres s i l~a~n earrle8t ;iesi& to canperate with the Government in t~ffi>rttso open tho pul~lics ehwls to 111diausw ithin the borders of the resoective~Statas.I~ a m enoouraeed. therefore. in the hope that the stcPR'wl~i(:hI am about to take in c~is'mntteru nder your dirertion, during- the comi-n ~fa ll and winter, will lead to -g ratify-ing results. ' |