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Show REPORT OF SUPERINTENDENT OF INDIAN SCHOOLS. 335 merit is lacki~~gI.n dian education, therefore, ~houldl ay stress upon those yh:~seso f ~uathematicalw ork which are required in the establish-ment if a similar industrial basis for subsequenteommercial expansion. The ianguage work of Indian schools, more particularly in the earlier periods of the child's school life, should at every point rest upon his industrial interests and needs. The words with which he deals, the sentences which he frames, the themes on which he writes, should be related to his industrial environment, to the benefits which he derives from this environment. and to the duties he owes thereto. Children shou1d~le:iIi l l their Euglish speech-new to the grrat lnajoritp of thelo-with thv new t l~in~uot ' theriurv imumc~~iltl ,d ormitory, kitchea,ilining room, ill the ganlcu, on the !arm, and ill the shops. The clasu.roo~n teachers sl~oolili l~t i~nruli emsclves rni~~uteelyo ncer~~intgh est. thillgs, their uses. their treatment, and their literatore. This will enahlc them I in a large'lne;~sureto idealize the new industrial p~~rauitthsa t eonle to tho children, a ~ t~l11d18t o prepare them f i~ar wore i u t e l l i g~q~,~l~t rcria-tiou of tho broader literaturcof'tbought and feeling of the .Anglo.Snxon race. Whatever the school does in nature study and geography should be similarly related to plants, animals, physical and chemical phenomena, and to natural products that play a part in the new and immediate environment of the child. Thus alone can the teachers secure genuine soontaneous interest on the art of the children and lead them to I ,;rotitnbles~~bsequels~tut dy oficicntific truth. The~ehooel au lead the child easily from interest in tuols toan interest ill iron, in the procrsmn l ' r o ~w~hi~ch the iron is ohtaiued out of its ores. in the ~ i u ewsh ir11 vie111 the ore, and in the various geographical aud scientific matters"con-nected therewith, whereas the reverse of this process is of necessity uninteresting, difficult, and therefore barren of results. The principal subjects of instruction that deal directly with industrial pursuits are geometry or form study and drawing. Every industrial activity which involves the fashioning of material for the purposes of civilized lifeinvolves the study of correspouding form relations aud the subsequent drawing of the desired article out of suitablematerial, with the helo of suitable tools. Thus. the shoemaker draws the shoe, with the heiP of his tools, out of leather;, the blacksmith draws the llorse-shoe out of irou; the builder draws his house out of stone orwood; etc. In this sense the use of kindergarten material in primary work, the use of cardboard and wood in sloyd and even in advanced manual traiu-ing wme properly under the head of geometry and drawing in the schoolroom. .In so far, therefore, as the Indian schools are concerned, the relega-tion of form work or geometry and drawing to an advanced course is a serious error. Form lessons and drawing, built on the suggestions of the languagesyllabus, pages 3741, should occupy in the India11 schools much of the time now given in the earlier years of school life to arith-metic, which more properly belongs to advanced grades. Drawing, too, should enter largely into language work. The child can much more intelligently and clearly state what he has linticed or knows about a hammer or a house, a tree or a horse, in simple outline sketches than in words, more especially in an Indian school, where the words are themselves so new and strange to the childres; An essay fashioned in clay, cut from cardboard, or drawn in simple outline on paper, on "What I know of a spoon," will, indeed,,help the Indian child very much in the acqnireinent of the English idiom in his or the teacher's efforts to translate the sketch into English speech. What is |