OCR Text |
Show 456 REPORT OF BUPERINTENDENT OB INDIAN BCHOOL8. It is throu h wise religious training, through constant suggestion, through the inspiration opthe ideals already attained by returned students that these natural impulses are to he converted into a sustained spirit of service. PelIowahip with the world.-Not until a white man has seen something of the inner life of other races does he d i z e thevastnese of his birthright, his manners, his per-sonal habits, his food and clothing, his intellectual and sp~ritnaal ttitudes, his hkes and dislikes, his hopes and ideals, all his inheritance from civilization, all neceaaary to the maintenance of civilization. What be is born into, the Indian child must acquire if he is to survive on the face of the earth. The teachers of Indian children. must, then, feel their fellowship with all humanity. We constantly hear of the folly of attempting tomake an Indian iutoa whiteman, and there is truth in the assertion. The Indian must live in and become a part of the white man's civilization. The general atmosphere of civilization breathed into the life of the Indian for generations muat conduce to this fellowship with the world, but more important is the conscious training 'ven through certain subjects of study. Especially is this true of every kind of t d e work. The ability to supply to the public what the public needs establishes a bondof sympath ,and the Indian wheel-wright or mason or electrician becomes an integral part of xumanity with the antis fact~onof humanity's wants, while the Indian girl rises into a new sphere of life with her successful production of the food and clothing of civilization. The Eon. William T. Hams emphasizes the necessity of language as that instnr ment which makes possible human sbcial organization. "The most practical knowl-edge of all, it will be admitted, @ a knowledge of human nature--a knowledge that enables one to combine with hn fellow men and to share with them the physical and spiritual wealth of the race." Again, the Indian teacher should go into his work with some absorbing intereat of his own-some hobby, some fad if you will-for the inspiration of a teacher is his own interest. It may be the fo&ls of the plains, the flowers or birds of the moun-tains. It may be Sunday schools, or raising horses, or making roads. Butnoschool life should come to a close before some intense personal interest is aroused. The lack of rofessianal training I regard as the greatest weakness amon Indian teachers. If tRe teacher of white children needs to know the principles an% aims of education, how much more does the Indian teacherneed to know them, he who is to enter upon a much more di5cult work. But the professional training of the Indian teacher shonld include more than a knowledge of the principles and aims of education. You and I are born with an eeanomic sense. That sense of money making, of getting on in the world has found deep root in all Americans. The Indian is without this economic sense. He must be taught to seize upon existing conditions and to use them to his own advantage. The Indian teacher must be the center of economic and social progress. Practice teaching.-Under careful supervision with a maximum of responsibility. I wish to place the emphasis on these two words: Careful supervision and respansi-bility. In the judgment of the committee on normal schools at the Los Angeles meeting last year, ractice teaching under careful supervision ranks as the most valuable course in t i e professional training of teachers. While actual teaching contributes much to the theory of education, it also gives training in the application of knowl-edge. It is usually more difficult to apply knowledge than it is to acquire it; but, since practice in teaching does both, it is an especially valuable line of work. To assume the responsibility of a schoolroom is a powerful force in the development of a teacher. Familiarity with programmes, with good text-books, and withall theminor details of the schoolroom, are no slight aid; but responsibility transforms the care-less, impertinent, sullen, impatient student into the.carefu1, self-controlled teacher. One of our Indian girls last year, who was notorious for her sulkiness, met her Waterloo in the practice room, where she was obliged to deal with her exact facsimile. What should she do with Susie? If Susie made a mistake she would just stand still h d look as if she did. not hear or see anybody in the world. The foresight and quick encouragement, the determined will necessary in dealing with Susie, the delight of success, actually changed this girl's entire demeanor, and the responsibility thrown upon her developed an undreamed-of strength, which will make her a most valuable teacher of her race. But let usnot think for amomentthatpraeticeteachingalone issu5cient. Practice teachin establishes right habits of the teachin art, but any plan of training which is foundefon habitalonepartakes ofthemerits an% of thedefectsof the apprentice system. The apprentice becomes skilled in his art, but is a t to lose the power of persons1 initiative. Lesders in education as in any other spgereof human activit mdsthave . right habits of work, but they must also be masters of themselves angcapable of |