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Show REPORT OF THE COMMISSIONER OB INDIAN AFFAIRS. 9 NONRESER~ATION BOARDING SCHOOLS. The location, date of opening, number of employees, rate per annnm, capacity, enrollment, and average attendance of the uo~ireservat~ion Indian boarding schools are shown in the following table: TABLE3. -Location, average attendcunce, oqaoity, sto., of nonrcsevsatlon training school8 duringfisaal yea? ended June $0, 1898. a1.500 wit11 outing system. h Pmrlonaly a oontraot soh001 In this list are comprised the largest and best equipped schools in the service. Located oft' the reservations they are usually in proximity to civilized centers. With a more advanoed literary curriculum, and extended systems of industrial training, tbey are designed to receive advanced pupils from the schools and reservations. While it is diffi-cult to adopt a rigid and inflexible rule in this respect, yet it is desir-able to continc these schools to the necessities of those children who have passed through the course of study at day schools :ind reserva-tion boardmg scliools. Industrial work is developed to a marlred degree, and while at many of the schools excelleut harness, shoes, wagons, etc., are turned out, yet the educative value of such training is not lost sight of or absorbed for the pecuniary benefit of the school. A good carpenter, shoe or harness maker, tailor, blacksmith, farmer, or other mecbrtnic who has mastered his trade, not as a factory hand but as a journeyman, reflects as much credit upon the school as the gradua-tion of its brightest intellects into teachers, etc. Manual training, the intellectual "know how" of the mechanical trades, is looked upon as s strong force in Iudian schools. When the full measure of its impor-tance in the curriculum is understood, and its relation to the life work . |