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Show ADDRESSES AT OHARLESTON, S. C. 469 Field matrons have done this during the past three ear8 in one far western agency. The Fanny Paddock Memorial Hospital has received'into its finely e uip ed quarters and cared for poor and penniless reservation Indians. The White S&I% Home has rovided a refuge for seven erring, friendless girls, and been aepower for he1 in the kginning of a new life. "The Sheltering Arms" and "Mrs. Woolse 'sP~ahies' Home" have opened wide their doors to Indian babies out in the,pitiTess world. For the first time in the history of these people have these things been done in the city of Tacoma. The first time in the history of these people have homes of nealth and culture been offered to Indian girls as wage-earners and made a demand for their ervices an established fact. It has been no easy task. It needed Major Pratt's example and splendid success to give courage to theundertaking. Xinety-fi1.e r cent of the Indian girls placed in service as housemaids during mv service as fielrmatron have given entire satisfaction. Much of the credit is due Superintendent Had, who, ss acting agent, gave every assistance which his o5cial position warranted, thus evi-dencing his unselfish interest in the welfare of the Indian girls on the reservation as well as in the school. It is to be most devoutly wished that the Government make it obli@tory on superintendents and agents to encourage the outing system of wage-earnin for youn Indians--for eirls and women. who are in school vears bevond the time w%en schoof is a necessitvio them, or are ieading idle lives on-reservaiions-where a little urging glad 6 say that I think instLee6 are rare where agents and superintendents are not actively in favor of getting Indians out of school and into wage-earning positions of responsibility; yet I have known some. The untaught child of nature is plastic and easily influenced under the spell of environment. White teachers, example, and school life quickly transform the character of Indian youth. The purpose of the Government in supporting field matrons, houaekeepers, and reservation boarding schools is to equip the young Indians with a practical knowledge of the elements of domestic science, as well as elementary book learning. The train-ing in boarding schools should fit the pupil for domestic life, for work in the home after leaving school. To sweep a fioor, cook a meal, or make a garment is the train-ing the Indlan girl needs most, rather than stress upon the literary studies. The b m , with its "chores," the farm and garden, the carpenter shop, and the everyday detail of boarding-school wark correspond to the tasks that rue predestined to enter into the lives of every child in school. Home and home-making is the impelling power of life. The regular employees of schools and the systemat~cd etail of work serve if properly conducted, to carry on industrial training and prepare Indian youth lor homelife. IYhen schoolssend out carefully trained pupils, carefully kept homes will he the logical result. I can not too strongly urge the importance of more thorau h industrid training. It is the key to every door of success open to the Indian to-say. It is the corner stone to his prosperity and happiness. It ia too late to impart it to the old Indian, hut it is the ripe hour for the inauguration of a new policy for the young. It is the purpose of the Government our best schools indorse it, our Indian parenta wish it, and the facilities are not laeking in any moderately equipped boarding school for its partial accomplishment. The bakery can he as fairly used to teach the makin of small batches of sweet bread as big batches of sour bread. The laundry furnis%es the facilities for hand washing insim le fashion, and havingmoreconveniencesshould not be a detriment to using less. ~ f k see wing room surely requires no extra help to ~ystematizea nd classify to practical teaching. The fame have all that the necessity requires, and model machinery will not be a part of the outfit in the home of the Indian for yeam to come. Primitive life, with little to do with, is what our western Indian schools are to provide instruction for. The great maaa of western Indians are destined to wark out the problem of life in the narrow field of labor in the primi-tive homes. I beg that I he not misunderstood. I do not undervalue higher education or scientific training, nor do I cheapen the value of education in its most hished form. Polish, culture, accomplishments, the graces of mind and body, are of inestimable worth, hut before we seek those things let us lay the foundation wise1 ~f useful habits, of thrift and perseverance, and, as an eminent educator haa s a i l On this industrial education will grow habits of work, economy, ownership in property, a hank account, and in future enorations olaasical and professional education, moral and religious strength, and t%e wealth that brings leisure and opportunity for the |