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Show REPORT OF THE COMMISSIONER OF INDIAN -FAIRS 5 financial requirenieiits, because, although there are many children in the Southwest yet.to be enrolled m the Government schools, the number in other sections entering public schools is increasing very rapidly. The amount appropriated and paid out for tuition last year was much larger than ever before, whieh is an encouraging feature in Indian education. Once in the publlc schools, Indian chil-dren become neighbors and competitors of children of other nation-alities and thus learn the lessons of American civilization as they can not learn them when segregated. SUMMEsRc aoo~gFO B RETARDED ~PILB.-Immediately following the regular school term in June, 1923, summer sessions were organized in boarding sehools for which funds were available and a proxi-mately 700 children were enrolled in 20 boarding schools. bf this number, 691 remained during the entire period of from four to six weeks, and at the end of the term 80 per cent of them, although having failed in the regular examination at the end of the year passed the examinations given at the end of the summer session and were promoted to the next higher grade. If they had not attended the summer session. they would have bean required to repeat their >923 ade work at an expense of not less than $200 per pu il, or at a totaY -co st to th&Government of approximately $100,000. 2he actual cost of conductin the summer session was very light because the regular teachers 8 d the teaching without additional compensation. Practically the only expense was for mbsistence, which was com-paratively little, as durlng the su-er season many of the schools raise all vegetables needed and thus llmit this expense to a minimum. But of greater importance than the saving of $100,000 was the gear ained m the education of these pu ils whose places will be filled t a at much sooner by other deserving c t: ildren. These summer sessions mere so generally successful that it is hoped to make them permanent in our school pror am, as funds become available, for there must always be a consi erable number who fall behind from lack of the individual atention they need,, a condition existing more or less in all schools however well organized. IMPIIOVEOFM TEAEONHERTS IN e.~~v~m.-Aliln structors are encour-aged to attend a summer session of not less than 30 days at least every other year. The law allows not to ex& 30 days' educational leave per year, but on account of the necessity of havin tea~heresa ch year to conduct the summer sessions for Indian chi1 d! ren it becomes necessary to divide the teaching force into two groups, which groups alternate, one going to. school for teachers and the other teaching durin the summer session operated for Indian chi!dren. The num-ber o f teachers attending summer sthools for self-improvement has increased from 29 in 1921 to 335 in 1923. READINGCI RCLE WORE FOR INSTRUCTOR~.-pTo~li~cy of maintain-ing reading courses for those in the service has been cont~nued. The books used during the year 1923-24 were: Human Conduct, Peters; The Principal and His School, Cubberly; Types of Elementary Teaching and Learning, Parker; Home Economics in Schools, Hanna; Teaching of Agriculture, Nolan; How to Teach a Trade, Selvidge. Human Conduct was read and thoughtfully studied by all employees and was made the subject for discussion at faculty meetings. Other books were quite generally read by those who were |