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Show 344 REPORT OF BUPERINTENDENT OF INDIAN 8CHOOLB. RELATIVE IMPORTANCE OX" LITERARY 4ND INDUSTRIAL WORK. There can be no doubt that the stress of work on the part of the school8 should be placed upon ii~dustrial and manual training rather that1 upon literary advance~nent. It is chiefly tlrrongh ti18 illdustrial arts and lnauual skill that theludiau ia to be brought to that degree of self help wl~icli shall render him independent of Government support it1 themock oE selfpreservation and of the lxtaiute~~ailcoef rc family. To put him in possession of these arts and to irtc~ilcate in him s spirit of work is tile l)url,oso of tlie intlnstrial training of our schools. I t is by faithfill work ill these arts that he is to earn ernduallv the leisure Of coursel16 is tu acr~uiret, l~:ew ts of resdine and writine. i11asn111ch as these are indisl)e~~s;blein his d.~ilyi uteGourse mitli :thew, and inas~imella s the ljractiee of tl~esea rt8 mill enable him to acqni~eth e gt~rneredh ~lomleri~ofc tho race co~~c;ernit~h~ip~.~ ogfs n ature, of 1iuu1;tn art, of history, slid of nolitic:al and religions lifi?. Unt advi~neetl lit-er:~ rytr aiuiug is not i~eeiledf or these purl~osesa, ~ i~ll d11i dia11s ol~oola it may becon~er elatively ;L hi~~drancraet her than a Irell, by draniug sway the pupil's attention from thi~lgsw hich are indispensable to I I ~ I I I , wl~ilea t the salile t in~eh e iu i11ca1)ableo f derivirig fro111 these studies any real benetits. So-cnlletl bigl~ere ducation sl~unldb e c o ~ i f i ~t~o e ~ l tl16.e who can derive real bene3ts therefrom, both as students ilud iu sul~seqnenlti tk 11ursoits. Tbc literary teachers of the ~chool should adapt their mark in the contents and in t l ~me ethul of their lessons to the immediate irlduatriwl needs of t.l:eir pupils, drawing t l ~ ei~llrn ~tra~tionfrso m the ~~nr~i roi r rne~~and esperieuce of the childre~la, nd placi~~bgef ore the ehildre~p~ro xi-mate ideala which these are eonable of a,i>~~reciatinIen. the inrilsrure it more patieiitly aiid persistent,ly, to find & r e d %atisf>~etiaound eve11 pride therein, in this measure has tile tcacl~erc lone good work. On tho other band, the i~~cl~tstrwioarlk of the school shonld cea,se 1.0 be more clrudeerv. Iud~istrinl teachers. fiarmers. and others ml~o Ieiul i l l this ~vurlcs l;ol;l#l are the e~l~icntionub ll u n ~,~'AIAIaI1I1I.1:i~ i~I tlllst.i.~l tn~iuing~, I I I I I I I I Ic ci~sct o be 111t~troc ilrrs or el~oren~IeI I~I Ii~ ~ I I I I ~ ~ \ ~ ~ J I U H I I s~ll ould le; l r~to~ rrnliro iu their wo~kth eir dic-n itv a$ te.~chcra; ~ ~ t d " civilizers of 111dia.ny ontl~. I11 this direction the schools have not achieved d~iringth e past gear the progress mhieh I, i r ~sa nguine nlom~.ntsa t the begiuni~tgo f nly ,~vorlrh, ad ant,icipated. Unfo~.tuuately,a ll tbese workers are still ill the unclassitierl ~erviee,s o that my efforts to s~tbstitiltein a i~umbero f schools trailled mauoal and ind~~s t r tieia~clh ers have been i~eutralized ill u1oi;t i~~st :~urbeys c ousi~lrrntions\ \,l~icho btain ill tlie nnvlassitied servi,.e, aiid wh ~ rilt~ is ~~i'e~lleti9srn l lle to di s e~~hsesr e. Resid~.s.t he t.dnci~tionnlv ;tluc of manual tri~iniuei.d not a s vet filllv apPreciatkd. ~ h mc aj ority of persons still in takir~gi ntb account only its mnteni~lo utcome and at best its beneficent reaction uaon the i>hvsicaldevelo~)meo~f ~tht e child. Thev leave out of consid-i;> ltio~it~: 1io1.ci rnl~~r t ; ie~o;~t ~~lcctiwoitn1 1 the i~;tr~lectuaa1l1 411 nor:ll devrlopinrnt oi t 11e child. > l ; l n l ~ n lt r a i ~ ~ li )~r~o~f i~ ev~u~nItlyae ted al,vnm-i~ lishes1 11o1~.eI I ~~I II: Io\ 'l h ~erd ucational 1>1vt111r1 1 i l l 0 tnl i~i incoftl ie senses, of intellectual insight, of deliberate judg~~teudt;o es mzre than |
