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Show 466 REPORT OF SUPERINTEEDENT OF INDIAN 8CHOOL8. Encourage the Indian pupil to express his thought. Only thus will the sensitive Indian girl venture to expreas herself freely. Mistakes however, should not be passed over, yet would it not be well to correct the?' ds i t ive~ra~th er than nega-tlvely? tosay, "You should say itthus," rather than, sou should not say it in that way." The pupil says, for example, "The roots grows downwa+.':, Instead of exclaiming "That is wrong," let the teacher explain the use of the s form of the verb, and illustrate by a score or more of sentences. The principle will then be impressed uoon the child's mind, and for himself he will see that his own sentence was wrong. RAPID IMPROVfiKENT IN LITERARY WORK OF INDLAN CHILDREN WHO HAVE HAD INDUSTRIAL 'I~AINING. [Pmf. 0. a. BaXeLEa, Carliile, Pa.] Industrial training, as a term used in connection with Indian education, has of necessity a broader signification than the term usually implies to the educator. It always has to do with practical life as distmct from mere theory; the doing in additiou to the knowing; "the training of the hand, theeye, the brain to work in unison; the training of the whole child that his inward poaers may act effectively throu h fit instruments upon hie external surroundings," and these in turn react upon %is soul. Taken, as our pupils usually are, from the life, c?stoms, and conditions several atages below the white race in development, industrial training for them must he mod~fieds omewhat from the above ideal. For them it must include also the attempt, at least, to build onto his mental fur-nishing that experience of home and home life that the white child has imbibed unconsciously from infancy and is never conscious of not knowing. This is more than teaching the child to work, to fzrm, to keep house, to make arments, to give a trade or manual dexterity, quieknessof eye, or alertness of mind; formany of these the Indian has in a crude wa already attained. This means unseating an old life, with its mental attitudes and gabits, ita preferences and prejudices, that go strongly with every human being's early experiences; all this then to be replaced by new t es of experience or readjusted to blend and coalesce with the new ideas. T h e industrial training of the Indian school under the various instructors from matron to fanner gives the duties of the American home as nearly as can be found in institution life, the industries of the house the farm, the garden, and the oecu a tions attendant upon these. Ittakes the iirection of the more eolqmon tmd%; occupations, and handicrafts that the Englishman in h ~ms u ch-lauded e~vilizedc om-munities finds essential to his comfort and remunerative to the worker. . The Indian child needs, in additiou to those thin@ which enable him to found and sustain by toil the civilized home forwhieh he is be~ngtr ained, a fiarng of the power of forethou ht, planning for to-morrow as well as to-day; habits of economy, perse-verance un%er adverse conditions, rightly called " thecourageof civilization;" hshits of industry, and patient ap lication. To all this the work of tge schoolmom must be superadded, and yet in a sense subordinated, thus implying that labbr is the cornerstone of pro ress and intellectual traininp. a means of making it effective. Literary training is onfy a means, then, not an end: The fact that intelligent parents of half-bre!d children clamor to get their children into Governn~enstc hwls attests to the recoenlzed ments of the system. The devel-opmrnr i.r hexlthy and all-e~nbmrirrgg, i , i n ~ s timulus to all sirlb~of thr child, not inriring the aral\.ring effectso f thr ~elrnoll,n which hr~okworka ud tlrt. lirhwr pur-m-- i t.a. a-r r- l.au.).*r-l -n-h.o-\.,r all c~thrrsa s rmiurntlv re~nrrtshlew. hilr. ii dirtant* ic fosrvrrtl ~ ~~-~~ ~ ~ ~ for toil. Here labor is resuedable and resw"&d: and the developed power to think makes it easier and ple&ter. The system recognizes in the Indian adult student "the body of the man" and in some directions at leaat "the mind of the child." The ayatem meets the need of both. The outlook for the Indian as a man, a woman, has never been brighter, and the effort for their education and enlightenment has not been in vain. NUMBER AND FORM WORK. [MARYQ BIFFITB R~CAABDHSs, skell Institute, Lawrence. Kans.] The child must get sense experience firat. Numbers have no m-ing unless they have some connection with objects of interest. By making eompansons he beepmes acquainted with things. |