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Show The practical value of this training for the Indian children is shown by the fact that many of the tribes rely for a considerable part of their support on the proceeds of sale of their various wares. The super-intendent of the Navaho Indian School, Fort Defiance, Ariz., makes the following ststement relative to the importance to the Navaho of blanket weaving as a means of support: The Indians of the south half of the Navsho Reservation have mmufactured in the neigh-borhood of S150,OW worth of hlanliets during the calendar year 1904. They ere manu-facturing amuch better blanket than formerly, for which the credit is largely due the traders, who have encouraged the making of goad blnnlcets and discouraged the poor. I have BL4o endeavored to encourage the Indians to save wool from their sheep to be manufactured into blankets, and they are doing better in this respect than they have in the past. About 25 per cent of their support is der~ved from tho sale of their blsnkets. The Navaho School has been very successful in teaching blanket weaving. A native weaver is employed as teacher, and she instructs her charges how to strin the warp u on the handmade loom, card to work in the fabric. and spin the wool, and C fy e the threa Bs to suit the designs they are At the Cheyenne School in Oklahoma the pupils are taught bead-work by a native teacher and a great many articles made by them have been sold. The girls at Chilocco are taught bead and drawn work. At Phoenix, Ariz., where several tribes are represented, the pu f ils are taught to make blankets, baskets, and beadwork. The gir s at the Pima Training School in Arizona are taught basketry. At the Hoopa Valley School, California, the girls, many of whom are skilled workers, make baskets during their leisure time. Two exhib-its were made at the St. Louis ex osition of the bead and buckskin work of the girls of the Haywar 3 School, Wisconsin. At some of the Pueblo day schools in New Mexico the pupils have been encour-aged in pottery making and some creditable shapes in vases and jugs have been exhibited. Lace making and Mex~can drawn work are also tau ht in several schools. A recent iulletin of the Bureau of Labor of the De artment of Commerce and Labor deals with the revival of handicraks in Amer-ica and ives a detailed history of the "Arts and crafts movement." Under !tl e head of "Weaving in schools and colleges" it says: Weaving on hand looms has been introdukd into the curricula of vmious industrial schools and other educational institutions. It is now being taught to some extent even in elementaw schools. Among those mentioned in the report are the Ham ton Insti-tute, Hampton, Va.; the Teachers' College, New York ktty; New-comb College, New Orleans, and the Dewey School in Chicago. This work is also successfully taught at the State normal school, New Pdtz, N. Y. In a concludiig paragraph on this subject the report sa"ys : . The revival of domestic weaviag and rug making is of economic importance chiefly as s means of providing employment for persons living in rural districts and having little else to occupy their tima and interest dwing the winter months. Thare is a constant and sbpas-ently inereusing demand for hsnd-woven fabrics. This description of those for whose benefit this revival seems to have been primarily undertaken would apply to the Indian handi-craftsman, and in a greater degree. If then it has been found desir-able from an economic standpoint to revive these almost forgotten han+crafts of our own people, with how much greater force can we |