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Show 494 REPORT OF SUPERINTENDENT OF INDIAN SOHOOLS. the industries. The pupil should know the difference between a thing well done and the same thing half done. There is ever a tendency to veneer things. There can not be too much stress laid upon this matter, for it must be true for some geperations yet that the real Indian who does things really well must do them wlth his hands. How TO INOULCAHT~EB ITSOF INDUSTANRDY E CONOMIYN INDIAPNU PILS. [J.B.B~own,superintendent Ogalalla S&ool,Pine Ridge,Sooth Dakota] Let us use every facility of the school to make the conditions such as obtain in active, competitive life. Keep account with the pupil of his work and the expense which he causes. Study to arrange for his repairing the damage he does to his clothing or to school property, or for his earning money to replace articles lost or destroyed through hin carelessness. Strive in every legitimate way to throw reaponsibility on him and to malre him feel the ill effects of failure. Our boys rarely learn to swim so long as it is possible to keep a toe on the bottom. If the school has shown the boy how it is done and has let him swim a little, he should not be a!lowed to feel too sure that each time he gets into deep water the school will throw out the life line. TEE ADVANTAGEOSF PRACTICAL OR APPLIED KINDERGARTEN WORK IN TEE SCHOOL. [Miss AGEXIN* GRIPPITA, Haskell Institnte, Lawrence, Kana.] The kindergarten deals with the begiuniuga of things. It 5s in the kindergarten that the foundation for character bnildin is laid. If we are able through the kindergarten games and talks to aid the lngian ch~ldto acquire a free and correct expressionof his thought, you will agree that we have removedoneof thegreatest stumbling blocks in his edneational progress. A class of children can not he successfully taught; every individual child in the class should he taught. We must study the temperament of each child (and if not able to learn of his past home environments), by careful study of the child, judge as to what those environments have been and the best means of overcoming the effects of bad influ-ences and bringing out the good. The games in the kindergarten, where the children imitate the sound of the engine, the snake, etc., prepare them £01. the later phonetic spelling. The kinder-garten child who knows straight and curved lines has not so much difficnlty in recognizing the written ward as thechild b r c u~hftr om aimless nndirectedplay. In reading in addition to the advantage of recognizing the printed words more quickly, the'kiudergarteu child has a power of expression most desirable in oral reading, a result so difficult to obtain from the Indian ohild. This power of exaression is the outcome of his havine told stories in the kindergarten and the fr& wypvprrssion wh ~ r his enconragcli ai'all times. t l r has hoe n tin rllt words in conrle..tio~ra l th oI,!e:td; hwve ea~.lln ew word acqnircd urrau* romehinp to him. We tench thd t h r o ~ borf shelter nud food iu tb,a otllnln in ~'onnectionw ith the Thanksaivlna workzbuildina wigwams, tepees. Log. houses. etc.: in furniture wakini,' h o u i e k ~ c ~ ~f~arnmpi,n g, ciirpenrvy. -With the food rhooghr in mind, wo mako we:!pona for ti>hlngand irn~utingi,n d r l nnimals in clay, make clay Iiro LOIS, and suauend rhewhm thec ,okiw of food. Wnmakcruxa for thel~ouat .s.~. ta~nd. ,, ~ after th'e settlement is more co6plete, build a church a& a company &re. In like manner mining is taught, from the base of the hill, the incline, the shaft. The little people then live the life of the miner in ~LUit s phases. We handle anthracite, cannel, and bituminous coal and learn where each is found. We all know the valne of number work in kindergartens. In the first year numbers are informally introducedin games, blackhoardexercisss, gifts,and occu-pations, thus leading the child to see relations between numbers and things. Unconsciously he gains familiarity with form, size, number, and color and begins classification of objects. Thus theyacquire units of measurements through work in volume, area, lines, weights, and time. They master facts within twelve in whole numbers and fractions, though not limited to twelve. As kindergartners we have the privilege of laying the symbolic fonndation? for thegrowth of coming years in the love of our children. Let our work be wlaely done. We do bomething new every day. Let onr days be ennobled by a conscious-ness of added strength, power, and clearer revelation: The unfailing resulta of the faithful performance of duty. No onelives np to h ~hsea t to-day without reach-ing a higher best to-morrow. |