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Show REPOET OF SUPEBIIiTEXDENT OF INDIAN SCHOOLS. 353 lo the agricultural, industrial, and economic work of the school a l~ralthy em~llatiou, establishing aud fostering public spirit in the children's mir~dsm, ay he eumnrapecl bv similar measures. Details of children in tllea; niaiters slloulcl t;k r~lacie not utt~rely that they may do a certain amo o ~ ~oft work or drndmrv for a given time, hut that they may complete the given task to 5s iegitimgte end, from seed time tb harvest, ~eceivingc redit for the work and enjoying in its fullness the watificat~ono f a work well done. Kecords should be keut bv all the groups, under suitable supervision, of the entire history ofthework. To employ the children merely as hands or servar~tsin certain frag. ments of work-the whole credit of which ia assumed bv the mana-ge&- is to rob them of the chief educational stimulus thaflies in work well done; is to make of them mere toilers without purpose or hope, without gratitude or aspiration, making exertion only under the lash of necessity, and strangers to the sweet joys of productire and crea-tive labor which aloue make life wort11 living. Furthermore, this method of keeping the children mbrely busy isolates each child from all the rest in his group, renders each one eagerto shirk at the expense of his neighbor, makes of the teacher a taskmaster rather than a trusted counselor and guide. uins social instincts in the germ. aud houe-lessly stifles every b&cvofeni impulse. Common enzeavor beeoGes impossible, arld each member of the grou-p is intent chiefly nmn mak- " A in& his own hnrden light. In the schoolroom, too, methods shonld be so modified-+nd this is plainly indicated iu the syllabuses on laugnage and number work meu-tioued aboveas to connect everv individual effort with some social aim in which the school as a whde or convenient gronps of children have a common vital iuterest. When s child reads he should do so not . merelv in order to Drove to the teacher or other critics that he can read. , but ir;oc.der to eoll;,ey inforn~ationo r to yire pleas~~tr~e~ 1~isnsauci:ltrs~ W11eu he wrires he sh011111d o RO not n~~*r,'Ifyor tile sake uf tllr iildi-viclunl practice that lies ill the ercrriar. LIII \\.it11 solnl>of tile lcgitii~~i~te suci:il purlloses ot'writi~~icn. vi~w. 111 t l ~ ric~sl~ evt( veil et,iul,eririve galnes ni~uilar1 1)t ht, old.r;lsl~iouc.Asp elliug 111atc1a1r e \.i:stly inore pro-d~~ vr i \o.f cp ) b d rl~nn[ lie tr.iditir,n:~lr eciturion tr.eadrr,ill ol' the or,lin:iry scl~ool. It is wi~sy,1 1o\\.c\.ert,o devise 111 1111 sul~jtv.ts0 1' instrl~ction, us 11:1ab ee11 sl~ownin lie al~uvt~-n~enti~s~ynl leaiIl ~~~p~lnt *yss:,ln cl g;twcs \izhicha n. fver tkom the c:otnt~etitives virit, :~ndth e i:l~rtraio f which lies in the mutual strivin.g. tornard a common end. Xorning exercises.->lt>r~~i~cx~egr c!isrs, tllc outdft~)pra rries, aucl the , evening 11o11rr ~lt'ordv al~~abolcp por t~~~~fiot ir esso cial t rai~~iugT. l ~ c m:~iu rnurls>ae( of the ~ ~ O I . IeIx~erI(I.iPse s sl~ouldl ~t?ti le ~ti111~1.ttioof n adeei sense of unity among>ll concerued, based npon high, oommon aspirations and up011 the growing conviction of individual responsi-sibility with reference to the common purpose of being together. The reading and recitation of gems of thought and feeling, moral and reli-gious, the siugiug of songs that stir the deeper emotions of the soul afford ample material for such exercises. They shoula be managed, however, in such a way that it is not always an authoritative superin-tendeut or teacher who does the work, but that all the children, indi-vidually, in groups, or as'a whole, may contribute actively and spouta-neously therein. There should never be anything perfunctory in these exercises; everything that iis done should go from heart, to heart; even theprayer should be omitted if it has shrunk into a mere ceremony. Outdoor> game$.-Much attention should be given to ontdoor games. , While nothing should be done to deprive them of the .freedom for the 6655 I 6-23 |