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their own industry, and comparing their condition with those who have made little use of their opportunities.

Industry should be the watchword in every department of the school, but, as there is light and shade in life as in pictures, this may be carried too far. Too constant employment will not only have a disastrous effect physically, but cause the children to dislike their school, and throw such a baneful influence on their future that when they are free from the restraint of the school they will shun that which made it distasteful.

As industry without economy avails but little in the struggle for existence, the Indian boy and girl must learn economy in the school. They cannot learn it from their people. I would teach the pupils that the value of anything depends on the benefit derived from it. Require both pupils and Indian assistants to save a portion of the money they earn, and tho it may be very little, the habit will eventually be formed. Discourage waste in every department. Let everything be used for a good purpose. Encourage the girls to make rugs and cut carpet-rags from old clothing. The result of such work will be of practical value in their homes. The boys should be taught economy in the care of implements used on the farm, in not allowing any of the produce to be wasted, in the care of their clothing and other things they use.

HOW TO MAKE THE indian sEE THE IMPORTANCE OF INDUSTRY AND ECONOMY

MISS CLARA C. MCADAM, MT. PLEASANT, IA.

Nowhere more than in the Indian service are well-rounded, broad-minded teachers needed; those who can make even the washing of windows appear at the time to be the pleasantest thing in the world.

There is strength in the union of industrial and class-room instruction. Interest has been awakened, and I hope a desire to economize, by familiarizing pupils with the approximate cost of school supplies, then having them report money received, and calculate what would remain after paying for their school equipments, or how much more would be required to pay for them.

As it is our duty to teach economy for individual well-being, the advisability of having cooking classes is apparent. Pupils can thus learn frugal management for the family; also to avoid useless expenditure. Pupils should be taught to plan meals and be allowed to carry out their plans, and thus learn by experience that method economizes labor; that punctuality, system, and order economize time. When possible, girls should be taken to the grocery and meat market and taught to buy economically. Above all things we should keep in mind that we are, or should be, training homemakers. The idea should be impressed upon boys and girls that they should avoid going in debt; that present pleasure should be sacrificed to future good; and also the good old proverb, "Who goes a-borrowing goes a-sorrowing."

TEACHING LITTLE CHILDREN HOUSEKEEPING WITH DOLLS, AS SUGGESTED IN THE COURSE OF STUDY

I. MISS JESSIE MATTOON, TEACHER, ONEIDA INDIAN SCHOOL, WISCONSIN Childhood, like every age, needs its duties, tho these must be simple, within the child's range of experience; something in which his interest can be aroused. No part of an undertaking is ever more important than the beginning; hence when we teach little children housekeeping or homekeeping, tho it is with dolls and done in the play spirit, we are teaching them to work, to make homelike the tiny house by putting paper on the walls, making the rugs and carpets for the floor, the chairs, table, bed, etc.

The doll's clothes give opportunity for instructive as well as interesting lessons in sewing. The way things are made is of intense interest to children. Teach them to cut out clothes by accurate patterns of dolls' clothes; to lay the pattern the right way of the cloth, and how to twist and turn the different parts to cut the garment in the most economical manner from the least material.

Careful attention should be given to the kitchen. Endeavor to teach neatness, which is order. Also teach the little housekeeper to wash her doll's clothes properly.

In our little household the social side of life should receive its full share of attention. Little parties may be given. Thanksgiving and Christmas dinners are events from which the children derive much pleasure.

II. MRS. MOLLIE J. ROBBINS, TEACHER, PINE RIDGE AGENCY, S. D.

Children must learn by doing, and the best device I know of with which to teach housekeeping is the dollhouse.

The house and furnishings might be made on the scale of one inch to a foot, and this will give the children many lessons in measuring. Have written on the board a list of articles needed for the house; then let them be made from paper by folding and cutting; and finally have them made substantially from wood, tin, or other suitable material. I would next have one pupil collect everything and arrange a sort of house-furnishing store, with values placed on everything. Then I would tell the children a story something like this: "Mr. and Mrs. Redpaint have been living in a small, poor house with large cracks in it, and they want a better one. Mr. Redpaint has been working and has saved his money. Mrs. Redpaint has sold eggs and butter and saved her money also, and now they have enough to buy the lumber, window glass, and other material for a new house, with four rooms. Children, let us play that this is their new house. Wallace, you may go to the house-furnishing store and buy a good bed; Minnie, go and buy a mattress; and Jacob, you may buy a cook-stove”—and so on until all the necessary articles are placed in their proper places. This may be varied and extended as the judgment of the teacher may suggest. I appoint each week two of the younger girls to keep the house in order, systematically doing the round of work each day. In this way the children become familiar with every article in the house and learn a great deal about homemaking. The work for each day is well planned in our new course of study.

HOW MAY THE SOCIAL, MORAL, AND RELIGIOUS TRAINING IN OUR INDIAN SCHOOLS BE MADE EQUAL TO THAT OF A GOOD HOME? SISTER CATHARINE BUCKLEY, SUPERINTENDENT, ST. MARY'S INDIAN SCHOOL, WIS. The Indian child comes to us with little or no home training, and happy are we if he be in his tender years. There will be much forming to do, but it is easier than reforming.

Let us meet the difficulties to be overcome with the two prime factors of a good home training: a mother's love and a mother's watchful eye. To be found wanting in this regard, whatever other qualifications an employe may possess, is to lack an essential; and no child discovers the sincerity or falsity of an affection more quickly than do our Indian youth. This genuine affection consists chiefly in the desire to do good, lasting good, to our pupils; all other affections are worse than useless. Such employes every school should have, and where they are found wanting, good training is lacking in proportion.

Employes should act as good parents who must habitually economize in order to meet all the demands upon their purse, and each one should take a personal interest in all that pertains to the school, as he would were he the actual possessor of the property.

MATRONS' CONFERENCE

HOW CAN WE LEAD PUPILS TO REALIZE THE VALUE OF THE ARTICLES ISSUED from tHE WAREROOM?

MISS BERTHA A. MACEY, MATRON, ONEDIA INDIAN SCHOOL, WISCONSIN

It has been my experience that clothing brought from the homes, no matter how poor, is carefully cherished by the child, because it represents to him the labor of the parent, and he knows that it cannot easily be replaced; whereas articles from the government wareroom, altho of greater value, are freely destroyed, simply because there is plenty more to be issued from the same place, and because they do not represent to the child any value in labor or sacrifice.

Just what plan would be best to adopt in bringing about the needed reform I am not at present prepared to state. It might be wise to place the older children on the pay-roll, paying them for the work performed for the school, and then require them to buy their clothing and such material as they would use in manufacturing it.

In addition to the monthly stipend, there would be many little ways in which pupils could add to their income by rendering service to employes, such as the care of their rooms, laundry work, or sewing.

Let us give the boys and girls a chance to use more independence in providing for themselves, but let them have the watchful care of an older head as to the best use to make of their money until such time as they will have more mature judgment.

The best way to help our young people is to give them a chance to help themselves.

COOKING FOR THE INDIAN GIRL

I. MRS. EMMA E. DUCLOS, TEACHER, PHOENIX INDIAN SCHOOL, PHŒNIX, ARIZ. At Phoenix we try to give the cooking class-room the atmosphere of a well-regulated home. The planning, cooking, and serving of two regular meals each day (dinner and supper) by a detail of five of the girls, six scholars from outside being invited to each meal, contributes materially to the homelike character of the work. The menu includes as large a variety of dishes as possible during the year. The need that has appealed to me most forcibly is that of adapting the course of study to the future needs and present capacity of the pupil. To attempt too much is to fail in all. The time of training is short. Let first things come first. Good bread is a necessity, and every girl should learn to make it; then lessons should be given in mixing and baking of biscuits, gems, rolls, etc., some of which, however, with the cooking of meats, potatoes, and other vegetables, are included in the daily preparation of dinner and supper. All work is actually performed by the girls themselves. I should like to emphasize the need of teaching economy. The likelihood of a necessity for close economy in the future, when the struggle for civilized existence may be bitter indeed, should impress the teacher with a feeling of responsibility in this matter. In our class work we use plain recipes, often substituting lard for butter, and cautioning pupils to use the exact amount called for in the recipe, and no more. In preparing the daily supper the food left over from dinner is utilized for hash, croquettes, etc., so there may be as little waste as possible.

II. MRS. S. M. MCCOWAN, MATRON, CHILOCCO INDIAN SCHOOL, OKLAHOMA The extent of an Indian girl's knowledge of cooking is confined generally to the stewing and roasting of meats, boiling of beans and potatoes, the boiling and parching of corn and wheat, and the manufacture of a very simple and poor quality of breadstuffs.

Let us have cooks capable of preparing meats and potatoes in half a dozen simple and appetizing ways; of making good, wholesome bread and biscuits, mushes, etc. Every girl of twelve years and upward should spend some time each week in a modern cooking class. In these classes pupils should learn cooking, setting the table, the making and care of the table linen, and other dainty things that go to make home cheerful and attractive. From eight to twelve students should be placed in each class.

Details for these classes should be taken from each department, so as to not interfere more than is necessary with the regular work of that department. Each class should have a whole day for a lesson. Especially is this true when they have completed the elementary work and undertake the actual preparation of meals, cooking meats and bread. It is not wise to have one class set the yeast, another knead the dough, and still another bake the loaves. Every girl in every class should do all this work, and do it often. All the work of preparing meals should be practiced so often and thoroly that the work becomes natural and easy. Much care should also be given to washing the dishes, scouring knives and silverware, scrubbing floors and sweeping, setting tables, and to the disposition of table linen. At least one lesson per week should be given until a complete practical course is finished, and each lesson should occupy a whole day.

III. MRS. EMILY L. JOHNSON, HOUSEKEEPER, HASKELL INSTITUTE, KANSAS Why teach cookery? To possess a sound body, an active mind, a noble spirit, which are an “indivisible trinity "—this is the first reason why we teach cookery.

How to teach cookery? If you cannot do as you would, do as you can. One of the happiest faculties of woman is the ability to adjust herself to her surroundings, so we find cookery taught in a variety of ways, according to conditions and materials available. The lesson is brought before the pupil either by an outline placed upon the board or by reference to a lesson-paper, and by prepared dishes illustrating the subject. This method is now in use at Haskell, and pupils are detailed for two months, thereby getting forty consecutive lessons.

In addition to the class work, the dairy work, laundry, and mending, and (so-called for want of a better name) a responsibility department are carried on, two girls taking up each line of work for a week. To learn responsibility the girls plan and prepare meals for sixteen pupils, who come from the general dining room to the small dining room where the meal is served. This is a very helpful lesson in self-reliance.

Many a girl has come into the class with a positive dislike for housework, and has gone out with a liking and respect for its duties that have ennobled both the duty and the doer. She has felt it a privilege to go into families to do housework to put into practice what she has learned and to observe and compare methods from a student's point of view.

IN WHAT WAY MAY RETURNED STUDENTS RENDER THEIR SERVICES VALUABLE TO THEMSELVES AND TO THEIR PEOPLE?

MISS M. E. BLANCHARD, MATRON, CROW CREEK SCHOOL, SOUTH DAKOTA

The returned student's earliest service may be the encouragement and example of industry. He is the admiration of the pupils in the home school, because of his superior attainments. He has the ability to be of service to the boys. The real interest he can take in their work will increase its importance to them. They will view details in a new light if the student has done similar work in the big far-away school, where the ball teams win victories over the white universities, and where as well there are shops for the manufacture of finely-finished articles and more industries than they can understand. There is encouragement in the thought that he can wear overalls and heavy boots, and do some of the best ditching, plowing, and cultivating ever seen, and hundreds of other things that must be done in working the land. Where several students are returning to the

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same reservation, each might make a special study of some industry, and do his best to cultivate it. They might have an occasional meeting, to which others could be invited, and where an exchange of ideas could give all the benefit of the experience of each. Poultry is such an industry, as is also the raising of sheep, cattle, the management of a dairy, and the raising of hogs. All of these provide for the farmer's table, and also afford much for the market. The useful trades can also be fostered in this way.

THE PHYSICAL, MORAL, AND SPIRITUAL DEVELOPMENT OF INDIAN CHILDREN

MRS. NANNIE E. SHEDDAN, MATRON, RIVERSIDE SCHOOL, OKLAHOMA.

We, as instructors of the Indian children, are responsible for their physical, moral, and spiritual development, and our instruction must be first by example, then by precept. Exercise and cleanliness will not only keep the child in good health, but will often repair inherited and acquired defects. Habits of dress, diet, sleep, sports, etc., are all of so much importance to the physical development of our pupils that special care should be given to them. Train the children in good habits; habits of self-respect, self-help, industry, integrity, and decision, perseverance, and self-reliance. Teach them the dignity of labor, and that success comes to those who are thoroly in earnest. Show them your personal interest, which often inspires with the courage necessary for success.

The most hopeful work is with the little children. The moral development of the child begins as soon as the mental, and the two march hand in hand.

HOW TO TEACH CHILDREN TO GO AHEAD WITHOUT BEING TOLD

DELLA MERIWETHER, MATRON, RED MOON INDIAN SCHOOL, OKLAHOMA.

The matron must be industrious, firm, and kind, and she must be a mother to the pupils, if she expects them to love and obey her. Do not tell children what to do, and do not talk too much. Endeavor to let them discover what is needed to be done, and tell you. Impress upon your pupils the importance of industry and cleanliness in housekeeping.

PRODUCTIVe industries for indIANS-LACE MAKING

MISS PAULINE COLBY, LEECH LAKE AGENCY, MINNESOTA.

Among the various productive industries which civilization has brought to the Indian, that of lace making has been among the most successful. This is proved by the fact that the lace has always found a ready market, and that the demand is steadily increasing. Its value as a moral factor among the Indians should not be overlooked, as it enables the woman to be the principal breadwinner of the family, in which position she commands more respect and consideration than under the old order of things. It checks also the tendency to roam, and emphasizes the necessity for personal cleanliness. A woman can sit in her own home and keep a general supervision of her family while doing this work, which is an undoubted advantage over the work which takes her abroad continually, forcing her to neglect her home and drag her little ones about with her in all sorts of weather.

The articles made include caps, collars, boleros, centerpieces, edgings, table covers, handkerchiefs, etc., and they compare favorably with work of the same kind done elsewhere, thus proving conclusively that skill and patience are native qualities in the Indian character.

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