farmer are good soil, heat, and moisture. The factor good soil is not so necessary in the herding industry, for wild grass will grow among the rocks on the mountain side almost as well as in the valley.

I know of no other factor or means more effective to change such conditions than the service of a healthy, determined, patient, intelligent field matron. With a matron of tact, a Dutch oven becomes a cook stove or a range; a washtub, board, and flatiron become a washing machine and mandril; with a few simple remedies in her hands she becomes a physician; if she is enthusiastic in her work and really sympathizes with them in their ignorance and poverty, she becomes an effective moral guide.

Judicious direction for the Indian implies that you must get close to him; secure his confidence and his good will; then the training becomes easy and pleasurable. Believe me in this: no industrial teacher can succeed if he gives his directions across the fence from an easy carriage, or from the saddle; and neither can he succeed well in the garden or field if his dress is suitable for the pulpit or the platform while giving the directions.

THE ADVANTAGES TO THE PUPIL OF CLASS-ROOM WORK AS OUTLINED IN THE COURse of stuDY

MRS. LUCY P. HART, TEACHER, ONEIDA INDIAN SCHOOL, WISCONSIN

The great advantage of having the industrial work taught in the classroom and with the class-room work is that both parents and children soon get the idea that to be a good cook, laundress, or seamstress requires study and preparation. They are not doing it solely to get so much work done that has to be done, but are really learning to do it, and there must be something to learn or the teacher would not spend time in teaching it. The idea is given that to become a good cook or to do any kind of domes tic work well requires study and thought as well as to become a teacher or a clerk. In this way the child gradually loses the idea that domestic work is degrading and not to be learned if it can be helped. The literary and industrial work go hand in hand and soon lead the child to see that it is quite as important that she learns to cook, wash, and iron as that she learns to read, write, and work in arithmetic. By being made a part of the schoolroom work the industrial features are raised in the estimation of the child and are thus made more attractive.

THE EDUCATION OF THE INDIAN SHOULD BE ADAPTED TO HIS NEEDS

MISS ALICE ROBERTSON, SCHOOL SUPERVISOR, CREEK NATION, I. T. We should not try to make the Indian too much of a white man. Instead of tearing up the native plant by the roots and planting entirely anew, we should endeavor to take it as it is and graft upon it a new life

that shall blossom and bear rich fruit. Let the Indian retain all of his native ways that do not interfere with his becoming a good, industrious citizen.

Endeavor to make the children appreciate the opportunities they are being given in the schools. Too many of them consider their education as a right to which they are naturally entitled from the government.

Again, be careful not to lead the Indians to despise or be ashamed of their race, but rather encourage them to take pride and glory in the prowess of their past, that they may be inspired to do themselves and their race credit in the future. They will be the best citizens who are proud of the blood that courses thru their veins.

As every Indian will be a landowner, it is to farming, stock raising, dairying, and their supplementary industries, such as carpentry, that we should give most attention in training them for happy, successful futures.

THE VALUE OF A LARGE AGRICULTURAL SCHOOL IN THE INDIAN SERVICE

S. M. Mc COWAN, SUPERINTENDENT, CHILOCCO INDIAN SCHOOL, OKLAHOMA Childhood is a condition of human clay thoroly moldable or marrable. If we would mold aright, we should follow as nearly as possible the child's natural desires and inclinations as to his future vocation, and develop along simple evolutionary lines. Here, then, is where a large agricultural school is valuable. If properly conducted, such a school can and will inculcate habits of thrift, awaken ambition, put the spurs of energy to the lagging will, purify the passions, enthuse the mind, and banish sloth.

The Indian is successful as a farmer, and his success is due to his wisdom (the fruit of long experience) in the selection of soils. Soon the Indian will settle on his allotment, and it is here where more scientific knowledge than he naturally possesses will become essential to suc

cess.

He must know, if his home be in an irrigated country, when to apply water, and how much. He must know what kind, and how much, of seed to sow; how to prepare the seedbed; how to nurse the struggling plants; and when to cultivate. The Indian as a permanent abider on his land must know how to rotate his crops, and why.

An agricultural school should stimulate the Indian's natural inclination and desire to raise grain and stock, and prepare him to realize the most from his labor of hands and brain. You cannot chain the Indian child to books and graduate a successful farmer; but daily practice at hand labor, intelligently directed, will not only produce a skillful workman, but will develop and profit his mind as well. It will change a pauper into a producer.

Country life is conducive to virtue and quiet, peaceful family associations; and in the family rests the surety of progressive civilization. The school that does the best for the Indian is the one that cuts away all educational millinery, that discourages an easy life, that compels hard manual labor, and holds out the promise of competency to those who toil.

The most valuable school will bring its student body up as our farm boys and girls are reared.

CORRELATION OF THE SCHOOLROOM AND FARM WORK

E. C. NARDIN, SUPERINTENDENT, MT. PLEASANT SCHOOL, MICHIGAN

The schoolroom aims to give to the pupil facility in number combinations and to cause the discovery of number relations for the sake of the power to control environment which definiteness in expressing quantity and accuracy in measurement makes possible.

When the farm and schoolroom are correlated the first problem in assigning to each pupil a garden plot is one of number.

The first lesson in agriculture for the year comes with the approach of spring. While the temperature of the outdoor air is below the freezing point, the farmer makes a hotbed and maintains a summer temperature beneath his glass which lengthens the season of plant growth six weeks or more. The pupil counts the plants on a unit area of his hotbed and computes the number of plants in the whole. Every measurement of seed per acre, growth per day, yield per acre, per cow, or sheep, is a better problem for the development of power than those of the text-book in arithmetic.

The study of agriculture provides the serious phase, a real end to be gained for every exertion. A pupil in possession of seeds and a rich garden spot has the essentials which, if properly combined and directed, will produce pocket money.

Writing in the schoolroom is a mechanical exercise unless the pupil is recording facts of value which he puts into writing for preservation or to convey to others. The discoveries which the pupil makes in the study of farming are precisely of this valuable nature, requiring careful record that may not be lost.

WHAT IS OUR AIM ?

E. A. ALLEN, ASSISTANT SUPERINTENDENT, CARLISLE SCHOOL,

PENNSYLVANIA

The president of one of the largest schools for colored youth in the South, a man born a slave, and, as he says, a "full blood," said in our chapel last winter: "My big hands have never been in my way; my flat

nose has never been in my way; my kinky hair has never been in my way; my black skin has never been in my way-nothing is in the negro's way but himself." If this is true of the black man who so lately bore the owner's brand, there must be hope for the Indian, who is subject to none of the social discriminations of the other man, but is welcomed among the best people and given all the opportunities that the twentieth century brings to us.

The red man is an American; let us put him where the American should be placed for his training into our public-school system, where he may,.nay must, sit at the feet of the same teachers and in the same environment learn the lessons that have made the men of our race. He must meet our industrial conditions. Let him learn how to take the waves and rise with them, from those who know how. He cannot live on the memory of what he once has been. A decayed aristocracy endeavoring to subsist on the proceeds of a farm rented to a white man with the certain prospect that his children will have nothing to rent is a condition that should move us to positive action, heedless of the dreamer's talk of an artistic life. All that is worth preserving of the native American will endure and gather strength, and the rest will quickly perish from the earth it cumbers.

THE ADVISABILITY OF HAVING SCHOOLS OF MODERATE SIZE IN ORDER THAT PUPILS MAY RECIEVE MORE INDIVIDUAL TRAINING

H. M. NOBLE, SUPERINTENDENT, GRAND RIVER INDIAN SCHOOL, NORTH DAKOTA

Indian children require more individual attention than white children, both in and out of the schoolroom, owing to ignorance of the language and larger need of soul culture. The day-school teacher and his wife gathering their little brood of from twenty to twenty-five about them every day and instilling into their minds the elements of a new civilization, language, cleanliness, order, necessity for work, love of home, etc.; visiting the parents' homes saddened by sickness and death, thereby creating a mutual bond of sympathy between the pale face and the red at a time when every human heart craves sympathy-this is the individual training that counts. It is the proper method of establishing a right understanding of the true relationship which should exist between the Indian parent and child and the civilizing agencies which the white man thrusts upon him. Thus the parent comes to understand the aims and purposes of the school, they grasp small scraps of civilization, and the transition to the small boarding school in the proximity of home is made naturally and easily, for the parent's heart can still be gladdened by the sight of the child occasionally. As the pupil advances in knowledge in

the reservation school, portions of his knowledge will continually find expression in the home, as a table made for the father, repairs on his harness, etc. As sister Murphy expressed it, "after all we are training the child for the home." This admitted, that school which trains most effectually for this life is the school which does most toward uplifting the tribe, the school in living sympathy with the reservation, the reservation school.

NEEDED CHANGES IN INDIAN SCHOOLS

A. O. WRIGHT, SUPERVISOR OF INDIAN SCHOOLS, WASHINGTON, D. C.

When Indian schools began to be organized in earnest, it was perfectly plain that the Indian children should be taught how to work as well as how to read, and the effort has been made to furnish in the schools the industrial training and the home life which the white farmer boy or girl gets out of school hours. Habits of industry and cleanliness have been taught, and new wants for better clothing, food, and housing have been created, which are the beginning of a deep desire for civilized life.

Many of the younger children can be educated in the day schools at their homes. In some few cases these are public schools in which white and Indian children meet; in others such schools might be organized with little trouble. A large number of the Indian children under twelve years old could now be sent to day schools. At the age of twelve or thereabouts children have reached the stage where they can take up industrial work and instruction. These can best be taught in large schools. Enough industrial work should be given to fit the pupils for farmers and housekeepers. The non-reservation schools should not receive any little children, except where there are no day or reservation schools; and it would be wise to have a general rule forbidding non-reservation schools from receiving any children under twelve, except as specially authorized by the commissioner. Properly, all transfers from reservation to non-reservation schools should be in the nature of promotions. The most advanced pupils should be transferred from reservation and day schools, and their places supplied from the children on the reservation not in school.

BEST METHOD OF AFFECTING TRANSFERS OF PUPILS A. J. STANDING, CARLISLE, PA.

As a preliminary measure I would say that from the first entering school the prospect of a future chance at a higher grade of school should be presented as something desirable and honorable, to be accomplished when a certain age or degree of advancement has been reached. There