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Show 342 REPORT OF SUPERINTENDENT OF INDIAN SCHOOLS. DRAWING AND MUSIC. Both of these subjects received careful attention at the Summer Institute, the civilizing influences of both being admitted by all. Much careful instruction was given by Professor Simons, who uses art as a civilizer, " as a promoter of intellectual self-activity and creative inventiveness, hence of progressive evolution." In talking of art and art education in relation to the social welfare of the pupil, Professor Simons stated that "true civilization and social welfare art, very closely connected. Art calls for close and strict observation, and thus cullti-vates the polvet. of seeing." IIc spoke of the henc.fits derived f~.nm providing a schoolhou~cw it11 morkrhops, ml~rreth o child can demou-strate tho direction in which his abilities lie. IIis ro~~sosfe lcerores covered the entire ground from the first year through the primary, grammar, and high school grades. An address on vocal culture was given by Miss Bergh, a well-known instructor of New York, who demonstrated the civilizing power of music. ORNAMENTATION. One of the best evidences of refinement and cultnre is the disvosi-tion to enjoy the works of nature. A lnudscape upon ranvas ii but a feeble reproduction in miniature of nlountains that tower in the cloudnand of riv~iletsth at sing vraises to G(1r1 on their way to thesca, yet it expresses a mute admir&on of nature's beauties and wonders; and thereby becomes a delight to mankind. It is a treasure in the studio of the artist, in the art gallery, and in the luxurious abodes of the wealthy, while it brightens the home of the peasant. The Indian character is highly endowed with imagination. In the means for the accomplishing of self-adornment the Indian gets his inspiration from the birds, the flowers, the forest, and the stream. Bright, fantastic colors are his admiration, and he is prodigal in their use for self-ornamentation. It would, therefore, seem an easy task to induce the Indian pupil to divert this natural tendency into efforts to beautify his surroundings. To cultivate his proclivities in this direction should be the special care of the teacher. Landscape gardening would not only be useful, hut could he made fascinating for pupils. They would soon learn the necessity of sepa-rating the thorns and thistles from the flowers, that their growth and development might not be retarded. They would readily recognize the fact that the beauty of t.heir inclosures would he enhanced by an artisticillly constructed and well-kept fence; that the schoolroom could be made more cheerful and delightful with beautiful and fra-grant flowers, and that cleanlineus everywhere should be a dominat-ing virtue. In his rude and uncultured state the Indian is a novice in works of 1 art. He would exchange a Rembrandt for a highly colored sheet from a yellow journal. Yet, through his native disposition to ornamenta-tion, he can be taught to enjoy higher forms of art than pertain to his primitive state. Superintendent Ross, Genoa, Nebr. ; Superintendent Pierce, Oneida, Wis., and Supervisors Rakestraw, Conser, and Bauer laid great stress upon keeping school grounds clean and in good order, and suggested that wherever possible shade trees and ornamental trees should be planted and shrubbery and flowers cultivated. The moral effeot of |