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Show 6 COMMISSIONER OF INDIAN AFFAIBS. SUPERVISION.-^^ order to advance. the schools to a larger measure of usefulness in the program for the betterment of the Indian,,a chief supervisor of Indian education has been appointed. He will schools~ and for this purpose he has been intrusted with a,large inaugurate thoroughly constructive methods and pract!ce for the . , discretionary power in carrying forward the educational pollcy of this bureau. The Indian country has been divided into districts and a supervisor of schools is assigned to each. These will work under . 4 the immediate direction of the chief supervisor. This reorganiza-tion ought to accomplish splendid results along educational lines and to work out a greater unity of purpose and action throughput the service, especially in developing a spirjt of friendly cooperation ' with public-school authorities wherever it is practicable to place Indian children in public schools. The time has come when the great work of educating Indian youth, which is the recognized ob-ligation of the white race in this country, shouldbe more effectually - organized for the best results pobible under economic safeguards, and I have earnestly requested the school servlce eve~ywhere to cooper-ate heartily with this effort to achieve a more unified and construc-tive progress. Probably but comparatively few of the taxpaying citizens af the country realize what a complex. problem the education of .the .Indian youth is. The Indians are distributed throughout more than one-half of the States. Some of them group themselves withln limited areas, while others live as individual families scattered over large territories. Some are non-English speaking people, just emergng from a life of ignorance and superstition, while others are almost ready to take up the full duties of citizenship. In fact, there are all classes and conditions between the almost untouched Apache and the independent Navajo of the Black Mountains of Arizona, and the irltelligent, ambitious, forward-looking Cherokees, Choctaws, and Chippewas. This makes s. complex and qpjed w of schuols necessary. Some must be educated in board% 8chclp T"~ omein day schools. Others are provided for. in mission&oolsg$ still others are ready for minglin with children in the priblie qols. Of the approximak?y 86,000 Indian childre$ of school age it may be said, speaking in terms of thousands, t M about ,W,000 are en-rolled in the Government schools and abpart. .qn eqyl number in non-Government schools. The day and. boar$bg &ols under Gov-ernment control offer academic courses fro@. tho first.,grade through intermediate and grammar grades. in a fex,i- through what is equal to junior high school. Tfocationel ,cp-.of equal grade are offered, with special emphasis put up)n ag~aculture and home economics. In the large nonreservation sckaqls rnwx trade courses are provided. Of not less, probably of ,$heow, importance than the academie training is the industrial a~&iov of Indian boys and girls for inde endent citizenship, ?? therefore these courses must be maintainel However, because 3, tbb f& that the scho,ols are distributed over so much territory, of&&rther fact that schools of such varied types, offering so qbany nt courses, must be provided, the roblems of supervisiw of .procuring a well-trained teach in^ $o rce are difficult. Thi,.s. .e. ., l. R. . ... m e. ~lsth at if the In-dians of this c&ntry are* to become p+ a+ens the educa-tional program must be carefully pla- md vigorously carried |