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Show I REPOKT OOB SUPERINTENDENT OF INDIAN SCHOOLS. 333 I of t h i ~v o~us~e~~dsapbirlirt, the a t t e ~ ~ d ~a~ti ncov~ ~reservittio&~~i hools 11asb ee11 eo~~siderahliyn creasr~ld uriug the past year. It in true that there has been a corresponding decreiic in the attendance of reserva-tion boarding schools. This decrease, however, is not a sign either of lack of interest on the part of the India~rsn or of lack of energy on the part of the school oficials. It is simply the natural consequence of this new and correct spirit which prompts them to make the uecessary trans-fcrs to nonreservatiou schools. Formerly reservation hoarding schools mere inclined to be hostile to such transfers and to retain older pupils who could bc of service on the farm. in the sho~so. r in domestic industries as helpers. Alrcady this losh bt utle~~d:~nEeb'eisg i~iuiugto disappe:tr ill c:onsEquei~ce0 1'thCnror~ I r ap.~de'n ro llment ot'stinnller rhildreu fiwm the rescrvntious. It will,lrom- I ever. become neoessarv for the Denartment to allow these reservation I ~ e l ~ ~:I oglresn Lrr 11u111i;eorf l~uid1 i1di:an assistants in the domestic: :mtl other inilustries ill urcler to reeoup them for the loss ot the help whtch tl~ev1 1:1\.al 1:i11 11eretufi)rr B.OIUo liler children who now are tra~~st'erred. inother gratifying result of this iucreasing compactnevs of organi-zat. ion of the Indian school service as a whole is to be found in the growing efficiency and appreciation of the value of day schools. The increased facilities thilt are being afforded to these schools in provision for more systematic training in domestic industries for the girls and for ligliter forms of shop work for the boys, as well as for gardening, a.nd the better opportuuities afforded to teachers and housekeepers in the ampler provisions for making these schools models of simple and effect-ive housekeeping are bearing good fruit. It is troe that in the majority of instances the cnviroulnent of the day school is not favorable to the ready acquisition of the English idiom on the part of tho pupils, ?ut this is amply compensated by its influence upon theIndian civilieat~on within its reach. By its example and by the t,raining it gives to the children it inclines the older Iudians to the gradual adoption of better ways of living, stimulates in the childreu a desire to seek wider and better facilities for education iu boarding schools and industrial train-ing schools, and does amay slowly but surely with the oppositiou of parents to the transfer of their children to these more advanced schools. In a number of instances day-school teachers have availed themselves of the permission afforcied them by the Indian Oficeto spend a port,ion of the day with adult Indians, instrncting them in the arts and indus-tries of daily life and to some extent in theuseof the English lapgnage. I am told that this practice, far from interfcring. with the progress of the children, has infused new life and vigor into the school work, due chiefly to the more active sympathy with this work on the part of their parents and partly because of the fact that the children had less oppor-tunity to become weary of the school. On the other hand, the gain has not been wholly satisfactory in the compactness of inner organization in boarding schools, and more par-ticularly in nonreservatiou hoarding schools, A thoroughly vital and eEective organization of such schools demands that the head of each dep~rtmonbt e accorded full authority under the superintendent over the afairs of his department. The chief matron should control the work in tbll the dormitories. in the kitchen. laundrv. sewing room. and ortier tentclres ot' don~estic3 iXtir.s of the school. ~ i l pbr i~&al tedcher sho~~lhcil ~r er q ~ ~aru~thlo rity in his depnrtwe~~tT. he pl~yjicia~tilll ~*iild hn\.c. the :ill1 rcsl~ons~bilityomfa l;ing.pcrioilir inspe c t io~~sot ' thc~c l~ool~ with refere~~ctoc it&a ;~nit:cryc o~~clitiosnh,o uld be held to make \reekly reports thereon, and to e,\.ersee wl~atever work is cloue ill obelliencc to |