| OCR Text |
Show PINE RIDGE INSTITIJTE. [Pine Ridge, S. Dab., October 3-6, 1905.1 TEE LEPT-HAND SIDE OF TIIE TEACEE~S WORK. Rev. W. J. Cleveland, mi8sionary, P*&e Ridge Agenw.-White children grow UP in a direct line from the home nursery into the State university, and their Parents love to have it so. There is no tearing up of roots; no trans-planting in a different soil. There is but little, if anything, to be uulearned or undone; the teacher simply takes the child from the hand of the parent and leads him on. That, in fact, is the literal meaning of pedagogics-the leadiug nn nP +ha ..hi,,, v- -- "a- --..-. It is in vain for you, or the higher schools, like Carlisle, Hampton, Haskeil, and the rest, to he sowing in the mind of the Indiau the good seed of what for our children is a sound education, ullless the mil meanwhile is being pre- I)Bl.ed to welcoiue aud retain it. 'Teachers of white children in the heart of civilization are cultivatiu): a lnnd aireadv tamed alid enriched. but vuu are Llionerrs in ;r wild aud r:rCin t.;.$cf. WI I& ILF 1~llp:le 3 d . 1 ~1" ~ i ppwaEh flloae olller!riae u i e i ~ ~sc~llus~ ,l-l.uolu nleps, llla t rnc l l~rl lec(l3 nor only lo bl. rC.lJY wrrllira 10 greer hinl. but hr iullsc be :$t llillltl a l s ~10 hc.ll) him pull himself ui, to our ci r i i i~i l t iutb~e fore he undrrruBrs 1o~clill.b. Fnthw Henry, of the Holy Rosary 3Iission.-We want to educate not only the Indian's mind, but will and heart. Mind cultivated, hut not the will and heart, is incomplete edue~tion. Christ is the ideal educator of. nil combines aud tiulri. 'TI.@ <in>~litiv!>vi ~h wl t i~l .C I#r.sf is Q J K L N T ~ ~t ~ r cl ove, prt~Jcuvt~, dlsirlrereslrJncss. aurltoritp. c r rig111 w educste. 'I'huw ru wh,m fbis right bus bwu intrusre,l lulrsr strive !vnnhily ro rrprescur our Lord n t ~Cl rentijr. COUUELATION OF CLASS-BOOM ASD INDUSTRIAL NORX. George W. RobOlns, teac7ler, dau school No. 28.-Our superior officers, and our awn experiences as well, ail urge that we teachers of the Indian children should make our teachine Bracticai. In our Course of Studi, aulong many other excellent suecestlons. I find this statement: " ln schools of all nationalities many childrz do their Dest to grasp theoretical studies, yet fail; and pupils frequeutly answer questions correctly when a lesson is not understood. This is especially true of Indian children, whose answers are more freouentlv confined to monosvllables and whose ability to express thelnselves in the ~ n g l i s hla nguaze is limited." ~ .. citizen. And we thus have subject-mutter with which the child is somewh$ familiar, and it is easy to arouse his interest, without which it is impossible t- o- t.!. ?. -l l..P .. l., ~ I do nt-r know of any i!Jnstri;rl wurii \\.hicll is I , e r for~~~oer du nr s<:hool tlput does nor furnish a xond o p ~ ~ r u u ifru.r ~co rrcl;rrir.t 6luJs i r t languilge. re:rJing, writiop., drntri!~y.~ i,~.iliuz:~, n di n l!losr i t~~r l l l cneul U,L~erso r i ~ r i l h ~ ~ ~ Te itlie~ . garden, with its pkxing and other preparation of the soil, and its planting, cultivating, gathering, and Storing of the crop, as well as tbe coolring and baking, woodcutting, washing, sewing, scrubbing, cleaning, and other detail ful'nlsh ample subject matter for new lessons fur each day in the school pear. However, it is not a new lesson for each day that we want or need, but upon each new subject several days of hammering, perseverance, and persistent drill. Let us then select the subject-matter ~ i t whh ich the child's industry has made him familiar. This will not only make his class-room study more easy and interesting, but will help him to give thought and direction to his industrial work as well. Lead him to think his act and act his thoucht. Suppose we are going to make a corral. Then "co~?al" is an o~nortune topic for stlfdy in the class room. In the day school, where we h i t e mixt grades, the little tots" can draw on slate, paper, or blackhoard, or madel In the sand table. Sticks will do for posts, string for wire, hits of rags, sticks, or |
