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Show (3) Bench work.-Chipping oant iron, chipping wrought iron, filing cast iron, filing wrought iron; lay out and make ferrule for fork handle, iueluding brazing. File wrought iron to a fininb zfterpattern. (4) Tin work.--Cut acircle nut1 make band to fit its circumference; cut aband and find the diameter of circle that ~vi lfli t band whcn done; lag. out and make recta.,?- gu!ar box; lay ont, cut, bend, and fialder a oube; Ins out, cnt, and bend a triangnl;m prrsm; lag. ont cut, aud beng ~eo~ngularpyr~mid. (5) FIomeshdeing.-0bjec inlurmus effect; anatomx of the foot, fitting skuen, preparation of the foot, tittlng shoe to the foot, draving nails, finishlug clinches. Similar logical plans of work are prepared by each of the industrial teachers, by the matron, the farmer, the tailor, the shoemaker, the seamstress, the cook, the laundre.ss, all of wbotn realize their resl~onsi-bility as teachers, civilizers, and ~noralizerso f Indian youth, as well as the necessity of sincere, sympathetic cooperation in their work. The plan here preseuted is not thereby proposed as a model plau in its details, nor as a plau adapted to the conditions of every school, but it is presented as the outcome of a model spirit which knows how to coordinate helpfully all the factors of the school, how to stimulateeach worker to make the very most of him~elfa nd his enmronment, and how to do this intelligently aud without losing sight of the relation his work bears to the purpose of the school as a whole. I earnestly llol?et hat superi~ltendentas nd agents throughout the serv. ice will, the eonling winter, formulate plans by which the manual at~d industrial teaeherfi of their schools can be vitalized in accordance with the suggestions made in my last annual report, and that they will be ready to submit definite propositions with their next recomnlendatio~~s for positiolrs and salaries, looking toward a solution of this important problem. I am aware that the sadly misnamed position of industrial teacher is in the way. Propcrly he should be the teacher of i~idustries at his school, but in most ins ta~~clrles has subsided into a nran of all work, a kind of general choreman, usually so burdened with odd jobs and mino? responsibilities that he has neitherthe timenor theheart to teach. It is true that, in solnc schools the industrial teacher has been ableto assume his legitimate dut ie~b, ut these cases are so rare that they furnishlittle hope for the service as a whole. The real remedy liesin abolishingt.he position of industrial teacher and substituting for it the position of teacher of industries or director of manual (or iiidustrial)'~orka,n d in assigning the present dnties of the so-called industrial teacher to a general helper or foreman. COURSE OF STUDY AND TEXT-BOORS. Much advance on the whole has come in primary training in schools wlrose teaohers followrd the svllabuses on laucuase and number work ~ ~ ~~ ~~~~- ~ ~ isfitled by this ofice last year." These pa~nphl~bt sn abled the teachers to cmancinate t~lietnselvesf rom the use of text.books on these subjects and to base their instruction upon their own deeper knowledge of the immediate enrironruent and needs of thepupils. By theseineans much fipontaneons interest on the part of the pupils is stimulated, and the old time comnlaiint that Indian children can not be induced to sneak loocl enough io be heard and to esprrss themselves fully is vanihling it] these schools. The free use of the hlackboartl in lessons on thetech-nicalitiesof reading has enabled them to clispense with the first reader and primer an11 to use the regnlnr as well as the supplrmentary read-ing books for tltc legitimate purposes of aflording information and |