by doing an actual day's work, is going to fit into and reinforce the traditional instruction of the school. Great stress has been laid upon the work of manual training and the work of agriculture. I may have something to say about these before I get thru, but I should like to turn now to another side of this work of apprenticeship that seems to me of even greater significance for our general education. This other thing that I wish to speak of specially—and I do it with great reserve because I know so little about it—is the manual training, the domestic training, you provide for girls. In some respects, the work you do for girls has larger significance for the making of a sound American civilization among the Indians than anything you can possibly do for the boys. We, in our problem of general education, are faced by the normal conditions of our time. We realize the fact-and if we did not realize the fact all we have to do is to read the morning paper and we would realize it-that a large part of the moral issue of this present day centers in the home. What are our schools, our ordinary schools for white boys and girls going to do to improve these conditions that affect the American home? That, I believe, is one of the most urgent problems of general education in this present time. Now I don't believe that good cooking is going to solve this problem, but I do believe that it will do something towards solving it. As a man, I may say frankly that for me good cooking makes a great difference in the home, and I trust I give good evidence that my wife has cared for that side of the matter.

One of the most interesting things that have come to us from Europe of late is the story of what is done by the London school board to teach good housekeeping to the girls of the poorer districts of London. There again we are getting suggestions from abnormal conditions that should teach us lessons for our normal conditions. The accounts that have come to us are not all complete. Some of them are in the form of little notices in such articles, for instance, as that of Mrs. Kelley in a recent number of the Century Magazine; some information has come to us by word of mouth from these teachers that have been visiting us under the arrangements made by Mr. Mosely. What has been done seems to be simply this, that in the neighborhood of some of the large board schools in the more crowded portions of London, houses have been secured that are very much like the ordinary house in which the ordinary life of these people is carried on. And into these houses girls have been sent in classes from the neighboring school to do the ordinary work of cleaning, making beds, cooking, all of the ordinary things that make a house homelike and comfortable and sanitary. Now this one little experiment has appealed to me most strongly. I do not believe that that sort of thing can be carried on for a long time in any neighborhood without having an effect, not only on the health of the homes of that neighborhood, but also upon the sense of the home. And the sense of the home is the thing we want to cultivate. Now you are doing a work for girls of which I get some glimpses here and there. It is, I believe, preparing the girls to make, under the conditions that obtain in the communities, simple, dignified, clean, attractive, American homes; different,

undoubtedly, from the home of the East, and that should be so I should think that the homes of one race ought to be different from the homes of another race. There should be some things that represent the peculiar tastes, the peculiar excellence of that race, whatever it may be-it should encourage those elements of comfort, of neatness, of self-respect, of care for the things that are becoming and tasteful, for those things that go into homes everywhere that there is anything that we Americans would call a home. In so far as you can teach the girls of your Indian schools to make homes of this sort, I think that you are preparing the Indians to resist the bad influences of the white man, and I hope you will help to teach the white man how to do the white man's work.

Now this is the most that I have in mind to say at this time. The work in manual training and the work in agriculture is of very great significance to us in general education. At this present time we are finding in the United States a great deal of interest in agricultural education. Do not feel that what you are doing in the way of training for agriculture in the Indian schools is done as a separate and isolated work simply because you are in the Indian schools. You are doing it as a part of the great movement that affects our schools in general. In half a dozen of the states legislation has been had during the last year with reference to agricultural education. The national government has gone on step by step furthering agricultural education. One of the most important steps was taken early in March of this year, when a large addition was made to the endowment of agricultural and industrial colleges in the states and territories, a portion of which may be used in training teachers of agriculture for the lower schools. This provision will have a very great and significant influence on the extension of agricultural education. Now I believe that you will be able to work out important problems in your teaching of agriculture, in your apprenticeship in the work of farming, in your apprenticeship in the care of live stock. I believe that you will be able to teach in your apprenticeship along these lines lessons that will be of use to us in our agricultural work. It is in view of such questions as these that your gathering here is of more than ordinary interest and certainly of an interest that extends far beyond the range of the education of the Indian, which of itself is so fascinating.

DEMONSTRATION LESSONS

CORRELATING ARITHMETIC AND CARPENTRY

PRESENTED WITH A CLASS OF INDIAN PUPILS BY CLARENCE L. GATES, PRINCIPAL TEACHER, SHERMAN INSTITUTE, RIVERSIDE, CAL.

I shall try to show briefly the manner in which we correlate the industrial with the literary work at Sherman Institute. This makes both of vital interest to the pupils; it enables them to speak, read, and write intelligently of their work and to perform it understandingly. In this lesson I have chosen the

subject of carpentry, because it is one of the most important industries for boys. In correlating this subject, the style of the houses best suited to local needs must be studied. All industries taught at an Indian school, however, furnish abundant material for classroom work in reading, composition, drawing, and numbers.

Q. What kind of houses do the Indians have on your reservation in Montana? A. They have frame houses.

Q. What kind of houses are on the reservation in Southern California?

A. Because adobe houses are not neat and when they get out of repair they cannot be repaired easily.

Q. What kind of a house would you build if you wanted a house?

Q. What is the first thing you would do if you were going to build?

A. I would first draw my plans, then make an estimate for the amount of lumber that would be needed.

Q. Mention the different kinds of lumber needed in the framework of a house. A. Sills, floor joists, studding, ceiling joists, plates, rafters, etc.

Q. For what else must you estimate?

A. Hardware such as nails, butts, locks, sash pulleys, sash cord, sash locks, hinges, etc.

Q. Is there anything else for which to estimate when building a house?

A. For finishing materials, doors, windows, base boards, cornice, shingles, siding, flues, and foundation.

Q. What is the first step in the work of building?

A. The foundation must be built good and strong. It must be square and level.

Q. How would you square the foundation?

A. By measuring six feet on one end from the corner and eight feet on the side, then if the hypothenuse is ten feet, the corner is square. (Alfred illustrated the above by drawing on blackboard.)

Q. After the foundation is built, what must be done?

A. We must measure and cut the floor joists and place them about sixteen inches apart, bridge them and make them solid.

Q. What step is next in order?

A. The studding and plates are put into place and nailed and braced. Then we lay our ceiling joists and roof framework, such as rafters, ridge board, collar beam, etc. Q. After the framework is complete what would you do?

A. Cut the door and window openings, and make the door and window frames and put them in place.

Q. What is very important in this work?

A. Careful cutting. Every piece must be square on end and stand straight and be square and level.

Q. After the framework, what work is next to be done?

A. The outside finishing; then the inside finishing.

Q. How are houses finished on the inside in Southern California ?

A. Houses are plastered.

Q. Peter, you may write a composition on the blackboard, on "House Framework." Ray, you may explain the drawing of a plan of a house, showing the ground plan, side, and end with truss roof.

Q.

What does it cost to manufacture adobe brick in southern California ? A. The cost is very little, if you live in a locality where there is adobe mud. Q. How are the bricks made?

Alfred, at ten dollars per thousand, find the cost of the lumber for the framework of the house Ray has just planned.

Peter exhibited the model which he made of a house built after the plans drawn by Ray. He handled and told the name of each part, measuring and giving dimensions, and set up the framework of the house.

PRIMARY LESSON IN GARDENING

PRESENTED WITH A CLASS OF INDIAN PUPILS BY MISS CARRIE M. DARNELL, TEACHER, SHERMAN INSTITUTE, RIVERSIDE, CAL.

By correlating the classroom subjects with the industrial work of the school, pupils, while learning to speak, read, and write English, gain a great deal of valuable information concerning work of all kinds: they draw pictures of objects handled, they write first words, then phrases, which gradually lead up to short sentences, such as, rake; the rake; my rake; I have a rake; we have two rakes; Juan has a little rake; thus action words and governing words are gradually introduced. Little counting lessons and number problems also creep in; for example,

To make the transi

I frequently write the word upon which I am drilling. tion from script to print easy, I typewrite all words or sentences, just as I have. written them on the board, and let pupils read them in that form. When the words are mastered I turn to a lesson in some reader, on the subject we have studied in class. Pupils usually find but little difficulty in reading the printed

page. The industrial work given in the classroom furnishes action, which the child requires, and enables the teacher to clothe dull, prosy classroom subjects with interest.

To those who may say this lesson has been given before, I explain that it would be tedious to you to listen to the continuous drill which is necessary in teaching non-English-speaking pupils the common words of a new language; and you would have no idea of the results. I have drilled for many months on the simple words in daily use in our language, and give this lesson to show you what results may be accomplished by perseverance and industry, and by using objects which appeal to the child mind. You will find it necessary to interest the child in something he can grasp. Words alone convey nothing to his little mind, but when preparing a nice luncheon (in teaching cooking in the classroom) words stand for objects that enlist his interest.

Industrial work, therefore, gives rudimentary knowledge on a variety of subjects. The work in this demonstration lesson cannot be given in one lesson in the schoolroom. It will depend upon the mental development of the children, and their knowledge of English. So the work must be given more slowly to some than to others. All work should be given gradually, one word at a time, and to those who grasp it less readily, persistent drill and infinite patience on the part of the teacher will be necessary.

I will give a brief lesson showing how we correlate garden work with classroom subjects:

Q. All the beautiful vegetables and flowers have a home, just the same as the boys and girls. Where is this home?

A. In the soil.

Q. Name some of the kinds of vegetables that like to live down under the soil.

A. Potatoes, beets, turnips, onions, etc.

Q. Give me the names of some of the vegetables that live above the soil and see the

sunshine.

A. Tomatoes, beans, corn, melons, etc.

Q. Why do we make gardens ?

A. To have things to eat and to sell.

Each may name some vegetable we raised in our little garden at Sherman.

A.

Q. Susie, how large is your garden?

A. Four feet by six feet.

Q. Susie may measure on the floor the length and breadth of her garden.

A. Susie says: "This ruler is one foot long; six times this ruler will be six feet; four times this ruler will be four feet.”

Q. When may we make our school gardens?

A. In the spring or in the autumn.

Quincy may pass to the board and write the answer to my questions.

Why did they plow the ground?

Q. What is done first in making a garden?
A. Quincy writes: "The ground is plowed."
Q. Juan may read what Quincy has written.
A. Quincy writes: "To turn over the soil."
Q. Susie may read what Quincy has written.
A. To soften the ground; to loosen it so we can sow the seed.

The other pupils may answer orally.