| OCR Text |
Show REPORT OF THE SUPERINTENDENT OF INDIAN SOHOOLS. 381 he has, by the unaided use of his hands, produced fine samples of the art. The necessity for preservin these arts and simultaneously roviding means of livelihood for the qndian is obvious. Many of t! e In dian schools are now including the teaching of the native industries as Ba rt of their regular course. We are also endeavoring to tewh the chi1 ren to use the best and most available materials in making baskets. For instance, in many of the public schools white children use raffia in making baskets, because it is easy to obtain, but the Indian child knows the proper materials and how to get them. It knows what its parents have used and the .pork they have accomplished. The use of raffia in basketry in Indian schools is discouraged, because it is merely a substitute for native material and can not give as good results. In teaching lndian children the native industries care is taken to teach them the industries of their own tribes. This is the controlling idea in all industrial school instruction, and has been found mutually bene-ficial ta teacher and pupil. The Course of Study for Indian schools, prepared in 1901 by the superintendent of Inhan schools and ap roved by the Commissioner of Indiqn Affairs, haa now been in use to'r nearly two years, and the reports remived from the field state that it has not only been a valua-ble aid to the teachers in their work. but that thev have carefullv studied and followed the detailed methods of school work mamked oit for them. The uniformitv of methods of instruction establishes bases of comparison for the wol'k of the Indian students which would other-wise be impossible. Nearly every school in the service has reported increased progress made along all lines since the adoption of the course.. Everywhere is seen the onward impetus which has been given to the education asd training of Indian children by the general use of uni-form and practical courses of instruction which have hen carefully and systematically pre ared to meet the special and peculiar needs of the Indian schools. Jractical lessons in every branch are outlined. Especial attention has been given to the industrial features of the course, and particularly to agriculture, dairying, and stock raising, as it is to these occupations that the majority of the pupils must look for support after leaving school. Instruction in the elementary literary branches is included, as are also directions for teaching the various native industries. The s aim of the course is to give the Indian child a knowledge of the language, and to equip him with the means of earning a A practical illustration of the value of the Course of Study and the good results which have followed its ado tion was given by the mcreased excellence of the exhibits from t f e schools, these showing in a marked degree the effect of careful work under the course. This is partially shown by the cuts accompanying this report which were . reproduced from photographs of groups of exhibits. home of the leading manual training teachers of the country on visiting the exhibit at Boston commended special1 the excellence and superior quality of the samples of industrial wort and the marked improvement shown over the work of previous years. |
