OCR Text |
Show REPORT OB 8UPERINTENDENT OF INDIAN SCHOOLS. 457 toward making hard work easy. AE one of the girls expressed it, 'I believe this department gives more pleaauretomorepupils than any other department in school.'" Topio-"The effects of education upon the Indian, and should the Indian rhild be brought into the kindergarten?" Mary F. Ledyard, supervisor of kindergarten, Los Angeles, Cal., read the follow-inop pdpcr: .'That rh,, outlay for the educari~~toni rlrc- Indian pays finnntially is nhown by the ia .t th.tr 61 our ui 7 1 tniliury pu3ti ha\.+I . c e ~a landurlcd. I n Dukou it rosts us nuw hut $7 9 ywr 10 rake care or tllr Indian ,,n wI .~,<wIl~le,u uncivilire~l,r e exprlnl~d $120. "This fact answers all eavils. Thereis not too much. hut too little. education. We take a child from the reservation, place him'in the kiidergarten of 'one of the great itldustrial WIIUUIaSn, d after afengr wa r i tlrau is ,riven the nliitc child we arndhim back, and, i n ?pile of all draw1Jacks. Ee an. ~ ~ t1l r~8t. . wherescron reservations IIII-PP has IPPU marke~l.i ,r o-l. rd$ in civilization it is rmcmblr lnr-~e.lvtt , returned sttl- dehts' inflLkn~e.'~ "The Indian has benefited greatly by the edueation thus farafforded him. If this were not the case, do you suppose that the Government appropriation would have increased fmm $20,000 to $2,631,000 in the past twenty-five years? "The Indian is a creature of irnoulse and aovetite. If we change his sumoundinm and increase his temptations without givin hh therestrainin iEfluence of a0hrii-tion education, we fail to brin him into t i e higher realms of life, and he goes to destruction. Forty thousand Fndian children appeal to us, andall that justice would .urge is reenforced b protective prudence. "To an inauirv. iY1ndian mrente are interested in the education of their children. Mrs. ~ment , 'of" ~reenville,-wers, that, 'like white people, they differ in t& - - respect.' "In regard to kinde'gartens, if statistics prove that in great cities jails and reform-atories deems in orowrtion as kindewrtens increase. why are thev not an immr-t ~ n rfa ctor in 1ncliGi eiucatian? The I;ope of any p&ple lies in i t i children, hnd the hand that w l t r s out to uplift II,P vloild i- the hand that saves. Said a noted e l.~...w...a. tnr :l Trr.ntv v e ~ m w o1 rnasl~u u tnov $mindt hirt if atlv child muld have but ~ . - ~, ~ , ~ - ~. . on,., the kirldrr;;trtert or t l ~ ch idl ~claool,h e rlwuld hare 11;" kintlrynrten.' The rhild should he p \ ' < ' L I all p.>*aiblti.r l*lrllrric~nw l.ilenl an age lo eailg nc~i\'cilllprca~ aion?, and iur tl~arre ason i u e~Iur~tit..>~bh ~ ui.tllt~>wl n\'nci~il the kindcrgarrcn. Topie.-" Language." J. B. Bmwn, ~rincipatle acher at H~ k e l ls,a id: "Lan uage and literature should he one; our lxngrulge should be so pure, so strong as to begliterature to others. "The child must he encouraged to read, then to make literature. The object of Ian age study is to be able to convey thought to and from ourselves. It helps the stuEnt to see the weak oinks in his understanding as well as in his language, and it shows him how to elassi$ ideas. "Not only must his stock of ideas be increased, but they must he developed with language. "We base language work on nature study and biography, and we also use the pupil's industrial experienres. "Primary pupils write of what they see, hear, and read. From the second to the fourth grade, inclusive, the teacher's library is adapted to the grade she teaches, and her pupils develop a line of good literature. They convene about what they have read, besides lovin the great characters of whom the books treat. From the fifth grade upward pnpiys draw from the general library. "Geographl.al and historical stories pass into composition work, and when the home letter is written the pupil sees the necessity for Ian uage " Word analysis is taught m the preparatory year, andgthos; in the normal course ive a half year to rhetoric and have u. year of regular work in literature, the classics fieing then taken up. "We advise the sitive rather than the negative method of criticism, calling attention to the g o 3w hy good, ete. "In teaching our help should be in the way of directing the efforts oi students, instead of substituting our own efforts for theirs." Supervisor A. 0. Wright presented an interesting paper on "The place of the Indian in history", and said: "The Indians as we know thcm now me in s skate of transition. We to whose hands are intrusted the work of jumping a race over the intermediate ~teteps from |