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Show REPORT OF THE COMMISSIONER OF INDIAN AFFAIRS. 11 schools. Increased facilities for industrial training have been intro-duced into a large number of them, and special attention is paid to teaching domestic work, farming, stock raising, blacksmithing, and such branches as will best fit the pupils for the vocations which they are expected to follow in after life. GOVERNMENT DAY 80800L8. The third class of schools comprises the day schools. These corre-spond more nearly to the average white public schools located in country hamlets. Situated in the midst of the Indian communities, the early processes of education are carried on upon the threshold of their own homes. While the results secured in these schools are not so noticeable as those obtained in the boarding schools, yet they are of permanent value in forming the character of the pupils. Day schools are founda-tion stones upon which the boarding scbools build the superstructure. The teacher supplements work in the schoolroom by missionary work among the older Indians, and appliances and conveniences which civ-ilization brings to the white man's home gradually find their way into the wigwam and tepee and cabin. As the advantages of a clean, well-ordered domestic life begin to dawn ou the youthful Indian he daily bears some portion of the impression to his home, and his conduct betokens the gradual modification of inherited tendencies. During the fiscal year 1896 there were 124 Government day schools, which number was increased during the last year to 138. For the same periods the enrollment was 4,215 and 4,768, respectively, an increase of 553 pupils in the past year. The new day school buildings have been constructed in accordance with approved methods of ventilation, heating, etc. Attached or closely contiguous has been placed the teacher's residence and indus-trial cottage, in which something of the simple industrial and domestic arts is taught. Every teacher is urged to make his school a bright, typical American home so that it may be an object lesson to the Indians who daily visit it. . Many day schools are situated among the very poor classes of Indians, and as the little ones often come s long distance after only a scanty meal at home, a plain but wholesome noonday lunch is usually served. Hungry children can not be expected to do etfmtive work; hence the result of this policy is better attention to lessons as well as more regu; lar attendance upon the daily sessions. |