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Show 498 REPORT OF SUPERINTENDENT OF INDIAX SCHOOLS. more and bettar training to fit the Indian yonth for the fundamental calling of agriculture. Farming is the occnpation that the majority of Indian boys pre-fer; it is the proper calling for a primitive people. and it is in line of the possi-bilitiea of hie probable environment. Whether it is right or wrong, the fact remains tb.at the large majority of studenta return tothe reservations, and about the only indnstrias on a reservation are stock raising and agriculture. This brings us to what the nature-study folk areconcerning themselves somuch about. "Education from and to the environment," which, being interpreted, means that the individual shouldbe educated fist of all from hisimmediateenvi-ronment, and that his training should tit him for his most probable surroundings. The Pueblo boy of New Mexico whohas spent years at some industrial training school and then returns to his home will find more immediateuse for a knowledge of agriculture, frnit raising, and practical, intelligent irrigation than for almost any special trade. If he returns fikilled in a trade t,hat he never uses his training is a partial failure. There still remains to him the habits of industry and the general intelligence that even the poorest school will give. But his industrial training would be of intinitely greater value to him if it were adapted to his immediate surroundings, and,he would r n le ss riskof going by the board if it did not take him so long to get hls bearings. To use names that obtain in the immediate industrial environment is not corm. lation in any deep and vital sense. What we want is to cause the pupil to think in the sahoolroom in terms of their industrial experience, and to bring to their industrial work trained intelligence that recognizes not only the present practical need but the larger possihilities and the wider relationship as well. We studied corn as a large field crop, raised in the most up to date and modern manner, starting from our immediate environment. I put on the board a set of qnestions that the pupils could answer from their surroundings, and then I insirrted upon their exerting themselvesenough to get the information. We took up prep-aration of theground, time and method of planting, cultivation, time and method of harvest, yield per acre, price per bushel, uses of corn, soil and climate beat suited to cultivation, etc. In studying modem machinery we made use of catalogues, quoted phes, and discussed each piece of machinery on the baais of " wonld it pay." In this way we went over the subject, taking first-hand experiences and working questions out intelligently from the praotical fanner's paint of view. In geography we made outline maps of tbe United State8 and shaded in those States where coru is raised. We studied it as a national mop, made application of what had been learned of the soil and climate needed far its oultivation, com-pare$ the value oE the corn crop with the value of other crops, and came to an intelhgeut conclusion of why coru is king. In the light of corn we located cities, traced railways, and estimated the value of water courses. The reading class took up Whittier's " Corn Song " and read it withmuoh appre-ciation, and at study hour we sang it to themusicof Auld Lang Syne and enjoyed i t v.ery much. RESOLVEDTE, AT INDIANC CHILDRNEENE DM OREI NSTRUCTIION NM ENTALAN D PRACTICAALR ITH~TIPCA,R TICULARILNY T HE LATTER. d well-known principle in education is that teaching bothinmatter and metho3. mnst be adapted to the capabilities of the taught. The m~ndosf nearly all of the Indisn pupils have not reached that stage where they can understand and hold abstract reasoning. They must have something that they can see and feel to help them retain processes and methods. The written work given in the text-books confuses him because he does not understand the meaning of the text. By seeing, weighing, handling, measuring, etc., the thing is comprehended. If we take a pile of wood or stones and have him make his own measurements, he will see the reasons for the proceases and the practical application of arithmetic to actual life. Many times pupils who work from books only can n.ork the problems, bnt when asked to make a personal application to some everyday problem they totally fail. Practioal problems should contain the common weights and measures, and should be of such a nature as will make the pupil think. Pupils who work proh-lems from books do not get a clear idea of the meaning. Pupils should be taught their mathematics not from but through the direct application to the practical problems of life. The terms foot, mile. yard, etc., are meaningless to the average Indian, and when he comes across such terms in the text-books he has no conception of them, |