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Show REPORT OF SUPERINTENDENT OF INDIAN SCHOOLS. 349 adult members of the school home, watching over each one in accord. ance witli his individual nature, domg in this respect what even the superintendent of the school can not do from the very nature of his position, more par6icularly if the superintendent is a man. In addition to this she should stand to the domatic industries pursued by the girls in the same relation in which the industrial teacher stands to the iu-dustries pursued by the boys. I t is to be hoped that in due time this fact will be universally recognized by all 'who have a voice in deter-mining the character and value of positions in the schoql work. Her s a l q should be at least equal to that of a principal teacher in the school, and in authority and respect her position should be inferior only to that of the superintendent of the school. Until this is the case it is needless to make definite propositions concerning the more compact organization of the domestic industrial work in the Indian schools. Thematter, therefore, will have to be left for the present to the develop-ment of the more and more favorable conditions in the respectiva schools of the service. COURSE OP STUDY. In accordance with the request of the honorable Secretary of tlie 'Interior. I have remodeled the course of studv for the Indian schools. lu this work the day sclioolu, reservation boirdilla achools, and non-reservation hoarding scliools are kept distinct, and col~sidered as suc-cessive stem in the rhll eduration afforded by t h Q~o vernn~ents cl~oolx. The normai age for day school pupils was asiumed to be bemeen 6 and 10 years; that of the reservation boarding school pupils between 10 and 16 years, although mrtny,possihly the majority, may complete the york laid out by their fourteenth year of age. Day sahwla-Day schools are expeoted to give to the child the ability to speak English snfficieut for his daily ceeds, ability to read and write English within the same limits andwithin the limits of the Third Reader; simple directio~iisn regard to the preservation of the body and care of the health, as well as suitible physical training; the use of obiects and kindergarten material in eajn<ne and ex~r&ainina notions of"number, color, GIIJ Ibrrn; practice :i sirnpTenrith~nEtieao~< erations; akill i l l drawi~~wge, :tviug, kn~ttings,e wing, and other ~uitableo ccupa-tions: sineine bv rote. all~l.omctirein siuoole tonic sol-ftt and staff uota-tionsi ga$ei wbrk and flower culture. - Reservshon boarding schools.-The reservation boasding schools are expected to give to the children, in addition to this, ability to read and write English within the limits of the third and fourth reader litera-ture; practical control of arithmetic within the limits of daily life; sim-ple instruction in hygienic life,.ventilation, and selection of food; care of the sick, and suitable physical training; clear rudimentary notions of geography, and a fund of historical anecdotes; advanced kiudcr-garteu work and sloyd, with special reference to the industrial needs of the locality of the school; drawing and other suitable occupations; singing by rote and practice in staff notation; garden work; suitable agricultural and domestic industries. Nonreservstion boarding schools.-The uonreservation boarding school is expeoted to carry the pupil as far beyond these limits as conditions may permit. Difficnltiea-In the oresent oreanization of the schools it is imoossible to adhere strictly to'these lim?btious, partly hocause there $ sot a sufficient number of day scbools to accommodate the smaller children, partly because many rciservation schools have fallen into the habit of |