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Show SUMMER SCHOOLS. 493 of work A habit of saving wood in the course begets a habit of saving fuel in the.home: a habit of savinz clav in the conrse beeets a habit of saving flour in ~ u ~ ~~- -- the home; a constant care-of too!~in the conrse'begets a habit of saving tools about the farm; and so throughout the conrse a constant saving begets a habit of economv which will find esnression in evervthine about, t,-hn. h-n -rn.n . ~hus,"withh is habit and knowledee of labor, hys nrovidence and economv. will our Indian youth step out into rlleborld i l f acti1,iiy with a feeling of rongdeE and personal d~gniry and inlopondeuce t~nd arlf reliance, his white hrother'a cotrqw~la, nd rhoreforo as ilerrrting the title of American citizm. MORE PRACTICALC OMMON-SENSTEE ACHINGA ND LESS SHOW WORK IN OUR Scaoo~s. [WrLIrIAx MEAOLEsYup, erintendent Fort Peck, Wont.] I do not believe that the Hopi, the Paiute, the Sioux, and the Sound pupils should have the same manna1 training. I sometimes think that noureservation schools should not be permitted to receive pupils other than those who, by special aptitude, are fitted for the service without placing the manod training of such pupils under the special care of aome employee personally acqnainted with the locality from which they oame and to which they will most certainly return. These employees should be compelled to make explicit reporta in duplicate to the Department and agent as to the course of manual training given the students under their special care and their reasons for the same, supposing that such s course will increase the self-supporting capacity of the pupil on his return. Too many young men and women return t 2 their homes with most excellent training for the locality in which their school was located, but with a training which totally unfits them for self-support at home. The only suggestion that I can make is the substitntion of "my" for "our," and it will then be '<More practical common-sense teaching in my achool." In tho discnssion of this snbject the opinlou~ expressed by Supt. DeWitt Hams and Supervisor A. 0.W r~gh\tr ere that in order that tho industrial work should be earrred on soccessfollv and the variuos tmderi taueht in R ,n.arti#.al ~~ ~ ~ ~~~~~ --- -- - =-------- way more and better facilities should be provided for the teaching. WHEREIN DOES OUR SYSTEMO P INDIANE DUCATIOFONS TERFA LSEST ANDARDS OF LIVING? Suverintendent Harris. of Pivestone. Minn.. said that the Indian must h~e- tansht that bhar he getSsh0IIld' not 60 given to hi&, bnt thnt lie should earn it. 'Fha sdlvnrion of the lndixn is in work, and the first ler.iou to fir in his mind is the noh~lirsa nd nms i t v of honeat toil. Hnhi t~of lndnslrv and nronnrnv ahnnld tm ~~~ " .-.-.-.- incnlcited in the yo;th, and every effort should he made to make him understand that he must go through life on the same basis as the white man. EDUCATETO FITT EE PUPIL FOR HIS ENVIRONXENATN D TO BE RESOURCEFUL. [MATTIE L. ADAM% principal tescher Rosebud School, South Dakota.] ~ ~~~ ~~ If we train tho hand alonz, we must do it with refarence to local conditions. If wr trnill tho hand to bosnhjecr to the sovereign mind, warnlist trust thecombina. tion to ad:,ot imelf to its eovironmenr. Everything you do, if you do your best, helps for the next thing you are to do, he it ever so different. How can we educate toward resourcefulness? Give the ohild practicsl rob lems to solve-things worth doing. If we study arithmetic, do not build a fence to the moon, hut fence a cow asture. In language, "How to make bread" or "How to prness a horpe" will t e a more suitable topic than "Beyond the Alps l.n.-o T.t'-o 1..,i . Make emergencies and have the children maet tl~em. Do not give too runch help. Gauga the intellect of your pupil. give hltn a problen. which he can solve wlth propor otlort, and then inaist npon tho efI~,rt. No two wrecks arc alike. Xo two emeryenclea are alike; if rher xverr. tiles would not he emerzencics. The same princ~ples referred to in connection with schoolrmk work apply to |