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Show 334 REPORT OF SUPERINTENDENT OF INDIAN 8CHOOLS. such recommendations. There should be a common head controlling and thereby unifying the mechanic industries and another for the agricultnral industries. Other employees in charge of subdivisions of work should enjoy ander their respective chiefs authority corresponding with their respon-sibilities. Thus, the cook should fully control all and be held responsi-ble for all that pertains to her work, making weekly reports as to its collditio~ai nd needs to the matron. The same holds true of other mem-bers of the matron's service. Similarly the carpenter, blacksmith, harnessmaker, etc., should beheld responsible for whatever workcomes within their departments, should make periodic inspections of tho plant and its equipment with reference to matters pertainir~gt o their work, and make correspondi~~rge ports of the condition and needs of their departments to their respective chiefs. I regret to repeat that in these matters some of our schools have not mode satisfartory progress. Nevertheless, inasnluch as ili most . instances I am fully aware of the causes of delay, I have every rea-son to believe that the coming year will secure fuller success in this t..l.i.r e..o t.i. n"n.. . I'ersoun fidmiliar mi111 illstitutional work can not fail to al~preciateth e fHct that the relative eljiciency of a school is n~easureb~yl its rompnet-ness oi orgnnizatio~o~t,h er things beiw euaal. aud that looseness ill any partidar entails serious loss of energy and the danger of serious lack of harmong among employees. ORGAN10 CONNECTION OF THE INDUSTRIAL AND CLPLSS-ROOM WORK. There has been a decided gain in my efforts to secure organic connec-tion between the industrial aud class-room work. Courses of study i11 schools generally place, iu their language work, almosf, exclusive stre8s upon literary training, neglectiog to a large extent training in industrial efficiency. This may be justitinble in schools for the ohildren of more or less cultured commnuities, where environment not only directs the child's attention more or less forcibly to the necessity of industrial effi-ciency and leads him to acquire more o r less industrial skill by mere contact, but also stiamlates literary tastes and affords leisure for their cultivation. In Indian schools, however, the case is different. The domestic and social euvironment of the child have nothing in common with the, industrial needs and pursuits of civilized life, nor do they afford food to the literary acquirements of Indian youth. Of course literary acquirements are desirable, but literature presup. poses, on the part of all concerned, leisure aud a civilization more or less firmly founded on industrial efficiency, both on the part of individ-uals and commnnities. Tbe primary aim of Indian education, therefore, should be to secure this industrial foundation in the life of the Iltdian. Literary training should not be neglected, nor need it be seriously cur-tailed for this reason; but it should be throughout in the service of the respectively fundamentalaim of secnringindustrial fervor and efficiency on the part of the children. Si~nilarlyi n their matbematical work, courses of ~rtndyi n schools generally, for reasons which it is needless to discuss here, are based largely npon the commercial needs of civilized communities. This, too, brings little help in the civilization of the Indian, whose commercial needs are so limited that they appear' almost to be nil. Again, the broader commercial needs of civilized communities are 'based upon their industrial development. In Indian civilization this industrial develop- |
