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Show I REPORT OF 8UPERINTENDENT OF INDIAN 8CHOOL8. 429 During the past taenty-two years 774 Indians have returned to their homes from Hamptan. Eeventy of these have been graduates; 572 of them are living, and those who have been at home over tl year are graded as follows: Excellent .......................................................... 130 Good .............................................................. 280 Fair ............................................................. 99 Poor .............................................................. 28 Bad ............................................................... 8 - 545 In consideration of the temptations of reservation life and the lack ot early oppor-tunities these youngpeoplehrtve had, we can not but feel that this record is a hopeful one. TRANSFER OF PUPILS. I can not too strongly urge the necessity for a more rational and systematic method of transferring pupils. Every day-school teacher should be required each year to make a list of those children who have com leted the day-school course, and strong efforts should be put fort%t o induce the parents to allow the t ransfe~o f these selected chil-dren to the most convenient reservation boarding school. After spend-ing three or four years at the reservation school and havin fi derived all the benefits there to be obtained, the superintendent shoul prepare a list of those pupils whose condition and ca acity in his judgment seem to warrant further training. and these ciildren should be Dro-uloted to n nonreservntion school: The non~.escrvntio~scrh ool srlri-ted should he one in a locxtion where the climat~. i3 rcnwnubly similnr to that which the transferred pupils are leaving, or, at lea& one that will not be detrimental to them. The custom heretofore practiced by the nohreservation sohools of sending, during the snmmFr term, agents tothe va+ons reservations for the sake of securing pup& has many obvlous evsls and demoralizing tendencies, and should not be tolerated a moment longer than is abso-lutely necessary. In the eagerness of the various superintendents to make a good showing, the fitness of the pupil for the work before him is often entirely overlooked. In consequence, at many schools the pupils at the beginning of the term present a motleg collection, vary-ing from the kmdergarten to the highest grades and utterly without classification. This should not be. Nonreservation schools are not intended to give instruction in the kinder arten and lower grades. Children in such grades should he kept in t e day schools, or at least in the reservation schools, until they are of an age to partake of the advantages of a nonreservatlon school. In this way much of the edu-rating power of the nonreservation schools is used in doing the work which p.r op.e rly belon-g s to and should he doce bv the schools of lower grade. Another evil growing out of this practice is the taking to nonreser vation schools of young men and women who have already been to another school of similar character and who are well able to support themselves and to help their less fortunate kinsmen. By following the system suggested these evils will be removed and organization will take the place of confusion. The reservation and nonreservation schools will be filled automatically by pupils advanced from the day schools, just as our high schools are filled with recruik 1 from the grammar grades, and a large amount of rivalry and unneces-sary effort and expense will be avoided. Moreover, it will enable eacb |
