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Show REPORT OF SUPERINTENDENT OF INDIAN SCHOOLS. 335 1 capable l~ersot~sitnos truct the Indianniu agriculture,and to tearh the ! Iudinn children rending, writing, nud aritl~metic. l'ocarrg into c.ffect j the ~~roviuionofs this net the sum of $lu,O(rU was :ipproprinted. The : approyrintiun made for the anpport of Indian schools fur the current I fiticnl year in F?,tiRd,:1'30. And thus it will bu seen that. frum the edu- : cntinuol' n few Indian youths, wlto were maintaiuetl nt rho C'ollegc of , \Villialn nud Nnry at sliglt~ expense, tho nppropriations for tlte edu. catiullof the Intlian~1 1;1vrb een slt~trtaII~incre;~s1e1do.t i1a t the nresrnt time 24,325 pupils are maintained at a cost of over two an; a half I million dollars per year. SUMMER INSTITUTES. The first summer school or institute of which I have knowledge con-vened at Poyallup, Wash., in 1584, and consisted of representatives from four boarding and two day schools. Since that time similar gatherings have been held, each with increasing attendance, culmi-nating in the 1898 institute at Colorado Springs, Colo., which was attended by representatives from the East and West, North and South. Aside from the pedagogical value of these institutes they afford oppor-tunity for those most interested in Indian school matters to meet and discuss met,hods of instruction and make suggestions which may be of value in the develonment of the Indian school svstem. At the institute-which convened this year "at Colorado Springs, ageut,s, superintendents, principal teachers, disciplinarians, industrial teachers, cooks, field matrons.hurses. and vhvseians discussed and prncticaily ill11'stmted the 1n;thods i6 use inh suggested for use in the schools. The morning classes were largely attended, the after-noons were devoted to round-table discusiions, and addresses by prominent men and women were made at the evening gatherings. INDUSTRIAL EDUCATION. I desire to em~hasizeth e statements of numerous Indian educators t~t;iti ltdu~tl.idGl aining S I I O L I I ~~ ti(vtt*h o forc~ttospt lace in Indian cdu-cation, for it is the fonndi~tion tlpon wltich tile Uovornnlettt's d(.sirc for the it~tllroven~euf t the Iu~liituI S built. Tlto conuenuusof o~)iuion of the superintendents at the institute last summer showed tlht too little attention was paid to this field of labor, and it was strongly urged that larger facilities in the may of shops, tools, and teachers be provided, that this work upon which the civilization of the racedepends may not suffer. An indnstrial workers' section was formed, in which the vroblems arising.. in industrial and manual features of the nchool ~~ ~~ .icr&:e w ~ rd<ia~et ~ssed. ,\ pel.ttlnnalrt ;~ssociatiotti or 1 1u xchnnge of ideas and sugqration%t t.nding row;tnl tho establisl~~iteorf~ tth e ind 11s-trial work o?- the schools on a uniform and systematic basis was organized. Under the head of "Educative and practical value of industrial training in Indian schools," Supt. F. C. Campbell, of Fort Peck, Mont., stated: that "industrial training should be in a line with the work that students will find on their reservations, and the idea of manual training is not so much to prepare the students for working in the Indian school as for earning their own living." Superintendent Pierce, of Oneida, Wis., said: "I believe more attention should be paid to farming, as it would benefit the boys on their own reaervation." |