OCR Text |
Show 406 REPORTS OB\ THE DEPARTMEW? OF THE INTERIOR. MATBOX'S CARE OF CRTJDRBN W BObRD3NO 8CHOOL8. MIX. Edith A..Chaffidd, St. Ehsbeth's Mission School.-It is necesssry, in order that the schools be kept up, that the health of the children be watched clmel , and simple remedies given to prevent illnesses. They should have plenty of fmgair and sun- &me. The matrons must ave some knowledge of nursing. I t might be arranged tllat each echwl take a nursing journal. There are many useful hints given in these as to the care of the sick and the ventilation and temperature of room. HOBTICULTWE AND DAIRYING ll4 DAY 9CE0019. Edward S. Weatherhy, teacher, Day School No. 2.-Believing that the intellect is no lass develcped thmugh the hand thsn through the eye or em, I am an ardent advocate of manual training in the public schools. Industry and economy must be taught the pupil b the teacher. My industrial work with the bop st No. 2 day school was restricted L o s t entirely to garden work. Each boy was assigned to a plot of ground 50 feet squsre for his own garden. Thaplmting of the smsll seeds required a great deal of instruction and super-vision, but ewb boy planted hie own bed of onions, boets, carrots, eto., and drop ed his own ateh of potatoos and popcorn. We made a 4-sash hotbed about the mido% of April. % this we raised early radishes, lettuce, tomato and oabhage plants. The season was very propitious and our labors were not in vain. Living near the agency, we were able to do considerable market gardening. We marketed &bout 55 dozen ears of sweet corn, 25 quarts peas, 80 quarts beans, 60 eabbages,.3 bushels green tomatoes, 40 busheLs anions, 50 cucumbers, eto., and had plenty of vegetables for the use of tho school. The children relish milk to drink, and last spring, when our cov was fresh, we gave them all they oould drink three times a week. If the d&y schools were furnished two corn the children might have milk all the year, and becoming aocustomed to milk at school would try to get their parents to keep s milk cow at home. Enough corn, turnips, beets, oamots, eta., eould be raised in the earden to keeo the cows in winter. and the children could thus learn to care lor row. I do rbvt plan 1%: .ul,+titut,. tllu ganlvn ,n>durc. iur ratluns, hut to .upplcmrnr tht, replar !arionu nngl give tlle chi1dn.n a goad 11111 dinner-[l'lais school deserver a y c ~ i a l C O ~ ~ U # ~ ~ ~ ~ ~ I ~ < ~ ~ .~-S"SI .C&SP SUCKM~O~I~T~FSN.] U E S ~ ' DIFFERENCES AND SIMILAEITIEB BETWEEN INDIAN AND -TE CHILDREN h FEACAEB'B *T*NDPOINT. Benjamin A. Sanders, teacher, D8y Schwl No. 1.-The diRerenoes are many and the simil&rities are more. The most striking di5erwce to me in taking up the work in the Indim Semice, and immedistel after leaving public school work, was the exoessive tim idity of the Indian children. f t seems to he a raoial characteristic and one of the hardest things for the teacher to overcome; indeed, I do not know that we want to overcome it entirely. The Indian obild learn those things which sre in !is scope ss readily as the white child; but when vs think of the ages of gonerations past, when he had no owasion to reason, but depend upon his animal instinct-msy we call it-for guidanm, we need not wonder that he doe3 not readily sol70 a problem in compound numbers even a f h by dint of repested and constant drill he hss committed the tables. He has never had oooaalon to measure surfwe or contents; therefore, agsin we need not wonder that it is herd for him to understsnd that a piece of land is so many rods aomss or that it will take so many feet of lumber to build a bin large enough to hold so many bushels of corn or potatoes. On the other hand, tske penmanship or drawing, which are the result of manu-mental trsining. and the Indian child equals and excels the white child. The white child enters sohaol st the age of 6 or 7, ~ n ads he can aIre.sdy t& English quite fluently, he can soon be taught to recognize the written words he already knows orally. Wlren the Gyemld Indian child comes in he can not understands. word of your lanyage and you can not speak a word to him in hi4 own tongue. He must necessmily learn some English words before he can mead, and he must lam to read befora he, can learn much of anything else. Consequently, the &t two or three years of his mind's de~elopmentis slow. While he is thus gettin ready to lesm the white child is learning, his mind is expanding, and he develops into a t%inking man some years ahead of his dusb brother. DAY-SCHOOL APPlBlTUB FOB TAE OBJECT LESSONS. Edwsrd M. Rogers, teacher, Bullhead Day School.-The names of all the objects within the schoolroom and man of those about and be and the school grounds should be made the subjeet of fre uent &ill, alwap associating tze name with the abject. After they can give the nbme of %e object when seeing it, asrooiate with the name words expressin action which msy he performed by the object or upon it and qualities belonging to it. Pn thus grouping words let each child perfonn the action upon the object, using oral language in eqlsining it. Illustrate: ball, bat; actions-mu, strike, catch, thmw, eto. Relative |