ALBERT R MANN 
 
 LIBRARY 
 
 AT 
 
 CORNELL UNIVERSITY 
 
Cornell University Library 
 E 97.U59 
 
 Course of study for the Indian schools o 
 
 3 1924 013 973 650 
 
Cornell University 
 Library 
 
 The original of this book is in 
 the Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31 92401 3973650 
 
COURSE OF STUDY 
 
 THE INDIAN SCIIOOIS 
 
 OF THE 
 
 UNITED STATES. 
 
 INDUSTRIAL AND LITERARY. 
 
 WASHINGTON: 
 
 GOVERNMENT PRINTING OFFICE. 
 1901. 
 
CONTENTS. 
 
 Page. 
 
 Introduction _ 5 
 
 Agriculture 7 
 
 Arithmetic 41 
 
 Bakery . 52 
 
 Basketry 54 
 
 Blacksmitking _ _ _ 62 
 
 Carpentry 72 
 
 Cooking 90 
 
 Dairying 95 
 
 Engineering _ 101 
 
 Evening hour 109 
 
 Gardening 112 
 
 Geography. 130 
 
 Harness making 140 
 
 History 143 
 
 Housekeeping 148 
 
 Laundry 153 
 
 Music 160 
 
 Nature study - - - 162 
 
 Outing system 189 
 
 Painting 192 
 
 Physiology . _ - - - 196 
 
 Printing - - - 205 
 
 - Reading, Language, and Sub-primary \v< irk 210 
 
 Sewing 231 
 
 Shoemaking 253 
 
 Spelling - - - 256 
 
 Tailoring 260 
 
 Teachers' reading course - - 264 
 
 Upholstering 266 
 
 Writing - 271 
 
 Conclusion 275 
 
 3 
 
Department of the Interior, 
 
 Bureau of Education, 
 Washington, D. C, June 19, 1901. 
 Madam: I return to you the manuscript which you kindly submitted 
 for my reading. 
 
 I congratulate you on the work you are doing to make the Indian 
 schools more useful. It seems to me that your connecting of the study 
 of natural science with the study of soils and plants and other things 
 relating to the farm is a very happy thought and that your manuscript 
 will accomplish the good that you hope for. 
 Verv respectfully, 
 
 W. T. Harris, 
 
 ( 'mum txsioitev. 
 Miss Esteiae Reel, 
 
 Superintendent Indian S'e/ioa/x, Office Indian Affairs, 
 
 Wa*frm</toti, D. C. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Office of Superintendent of Indian Schools, 
 
 Washington, August 10, 1901. 
 To Agents, Superintendents, mid Teachers of Government Schools: 
 
 An outline course of study for the Indian schools is herewith sub- 
 mitted to you, and 1 trust it will receive your cordial and active 
 support. 
 
 This course is designed to give teachers a definite idea of the work 
 that should be done in the schools to advance the pupils as speedily as 
 possible to usefulness and citizenship. 
 
 The aim of the course is to give the Indian child a knowledge of the 
 English language, and to equip him with the ability to become self- 
 supporting as speedily as possible. 
 
 Methods of instruction and subjects of study have their limitations 
 in value, and in view of the aims and purposes in educating the Indian, 
 who is just starting on the road to civilization, such methods must be 
 employed as will develop the various powers and capacities with which 
 the child is endowed, and by systematic industrial training to give 
 him the skill in various directions designed to be serviceable in meet- 
 ing the demands of active life, making him a willing worker as well 
 as an inquiring learner. 
 
 The value of education must be measured by its contribution to life 
 interests, and it is our purpose to fit the Indian pupil for life. It is 
 the privilege of the elementary school to awaken the child's capacities 
 and quicken his interests, giving him an appreciation of his own pow- 
 ers, awakening his interest in and appreciation of things about him, 
 cultivating a desire to cooperate with his fellow-men in the pursuit of 
 knowledge and its achievement. 
 
 In this course practical lessons in every branch are outlined. The 
 child learns to speak the English language through doing the work 
 that must be accomplished in any well-regulated home, and at the 
 same time is being trained in habits of industry, cleanliness, and sys- 
 tem. He learns to read by telling of his daily interests and work 
 with the chalk on the blackboard. In dealing with barrels of fruit, 
 bushels of wheat, yards of gingham, and quarts of milk; in keeping 
 count of his poultry and in measuring his garden, he becomes familiar 
 
 5 
 
6 COTTRSE OF STUDY FOR INDIAN SCHOOLS. 
 
 with numbers in such a practical way that he knows how to use them 
 in daily life, as well as on the blackboard in the schoolroom. 
 
 It should be the constant aim of the teacher to follow this course, 
 and do as much more in each grade as he or she has time to accom- 
 plish; but the chief end in view should be the attainment of practical 
 knowledge by the pupil, and no teacher should feel restrained from 
 asserting his or her individuality in bringing the pupil's mind to a 
 realization of the right way of living and in emphasizing the dignity 
 and nobility of labor. 
 
 As far as possible teach the children that the cultivation of good 
 habits, self;Control, application, and responsiveness are recognized as 
 being on a higher educational plane than a knowledge of definitions 
 and unimportant dates; that the development of character is the only 
 imperishable object for which we can work; that consequences follow 
 action with unfailing certainty; and that " it is the purpose that inspires 
 us and the motive that holds us to our task that limits the extent and 
 value of our service." 
 
 Hoping that better morals, a more patriotic and Christian citizenship, 
 and ability for self-support will result from what this course of study 
 may inspire, I am, 
 
 Ver}^ sincerely, 
 
 Estelle Reel, 
 Superintendent of Indian Schools. 
 Approved 
 
 Commissioner. 
 
AGRICULTURE. 
 
 Nature study and agriculture are veiy closely related and must be 
 studied in conjunction. Agriculture is, in fact, practical nature study. 
 In the case of our Indian schools it is the practical application on a 
 broad scale of the principles and facts learned in the lower grades 
 about plant life. 
 
 Agriculture is a science as well as an art, and the successful teacher 
 of farming must have a general and practical knowledge of the prin- 
 cipal sciences relating to his subject. For instance, he should know 
 something about botany, whether he finds it out from observation or 
 from books, that he may understand the character of the various 
 plants and adapt the mode of cultivation to the nature of the crop. 
 He must have some acquaintance with geology, which treats of the 
 formation and structure of the earth, its soils and rocks, to enable 
 him to understand the nature of soils and to judge of their value by 
 mere inspection. Ho should also, if possible, have a working knowl- 
 edge of chemistry, so that he may understand the constitution of soils 
 and plants and fertilizers and be enabled to adapt them to each other, 
 and to ascertain what should be added to a soil to make it produce a 
 good crop. 
 
 The Indian pupil needs careful agricultural training, and the class- 
 room teacher by her daily help will lay the foundation for intelligent 
 work with the farmer and industrial teacher. To this end the class- 
 room teacher must be in touch with the work of the farmer, in order 
 to emphasize the important points that should be brought out in order 
 to obtain the best results in the respective localit}'. 
 
 With the advice and direction of the farmer, the greatest strength 
 of the school force should be brought to bear upon raising crops best 
 suited to the soil, climate, and general conditions. 
 
 Where practicable, wheat, corn, potatoes, and garden vegetables 
 should be raised, hay harvested, cows and calves properly cared for, 
 horses groomed, milk, butter, cream, and cheese looked after, and 
 fowl raised. Some swine should be raised at every school, and, where 
 the conditions are favorable, a flock of sheep should be added to the 
 industries of the school. 
 
 The general work includes keeping the barns, stables, pens, corrals, 
 and general surroundings neat and clean. Grooming, feeding, and 
 other care of stock and their protection from weather during the cold 
 
 7 
 
8 COURSE OF STUDY FOB INDIAN SCHOOLS. 
 
 season must be carefully looked after. Attention must also be given 
 to the increase, and a helpful spirit inculcated, showing that the school 
 home belongs to the pupils, and a pardonable pride should be felt in 
 keeping things up to the highest notch of excellence. 
 
 The fences need to be looked after, repairing and building being 
 among the most important lessons taught. Ditches must be dug and 
 kept in order. 
 
 Care of fruit trees, pruning, etc. 
 
 Care and repair of farm implements, harness, and vehicles. 
 
 In regions where the rainfall is light throughout the year special 
 attention must be given to dry-weather farming, which subject is 
 treated of in the fifth year of this course, and instruction must also be 
 given as to the best crops to put in and best methods to employ in such 
 localities. 
 
 The relation of soil moisture to plant growth. The effect of soil 
 cultivation, deep and shallow. The right quantity of seed to plant to 
 the acre. The best way to fertilize the ground. Harvesting and mar- 
 keting of the crop. 
 
 In this age of competition impress that careful, rather than exten- 
 sive, farming pays. 
 
 Every boy should be taught to raise crops of wheat, corn, cotton, 
 sorghum, or whatever grows best in the climate where he is located. 
 
 The herding of cattle where this is an industry. 
 
 The care and management of swine, poultry, sheep (where the con- 
 ditions are favorable), cattle, and horses. The principles of stock 
 feeding and breeding, diseases, etc. 
 
 The management of a garden, raising such vegetables and small 
 fruits as the soil, climate, and general conditions will justify. 
 
 The propagation of plants, seeds, cuttings, grafting, etc. 
 
 Growing vegetables under glass. The care of hotbeds, transplant- 
 ing, fertilizing. 
 
 The general care of an orchard; propagation, planting, pruning, 
 spraying, etc. 
 
 The nature, causes, and prevention of plant diseases. 
 
 Injurious insects; their nature, methods of destroying plants; insect 
 remedies. 
 
 The proper use of tools and their care after using. 
 
 Management, care, and breeding of dairy stock. 
 
 Both boys and girls should be taught dairy bacteriology, the com- 
 position and care of milk and cream, ripening the cream, butter made 
 from cream that is unripened. 
 
 Churning, working, and packing butter; cheese making; the care of 
 dairy apparatus — the separator (if one is used), churn, butter workers 
 cream pots, milk pans, pails, and crocks. 
 
 Landscape gardening and horticulture. The aesthetic side must not 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 9 
 
 be neglected. The grounds surrounding the school buildings should, 
 where practicable, be laid out after some plan. In all instances the 
 lawn should be kept green by plowing and sowing good lawn-grass 
 seed or by sodding, if considered better and if conditions permit. By 
 bestowing a little care in keeping the grass cut, and well-kept walks 
 across the lawn to the different buildings, the lawn may be made 
 very attractive. The farmer and industrial teacher will be able to 
 give much valuable instruction to the pupils in this work by having 
 them assist in everything done and talking over plans with them before 
 actually doing the work, this being a most important part of the train- 
 ing, since it will train them in designing and planning ahead for work. 
 
 In the favorable locations flowers must be raised (from seeds, slips, 
 roots, etc.), not only to add to the attractive appearance of the insti- 
 tution, but for instruction for the pupils and to foster a spirit of inter- 
 est and pride in the appearance of the school home. The educative 
 value of horticulture needs to be emphasized. A knowledge of flow- 
 ering plants and ability to raise them successfully leads to lucrative 
 positions for men as well as for women. Where possible, a conserva- 
 tory, however small, should be maintained and house plants raised. 
 Many of these may be transplanted in the flower beds the following 
 spring, in this way teaching the care of flowers at every season. 
 
 Arbor Day. — This day should be carefulty observed in all schools, 
 and with a little attention given to the subject many shade trees may 
 beautify the grounds and amply repay the pupils in increased comfort, 
 while at the same time giving instruction by means of the valuable 
 object lesson presented. 
 
 Arbor Day will afford an appropriate opportunity for impressing 
 upon the pupils the value of shade trees to the farmer and the impor- 
 tance of forests to his welfare. Call the attention of the pupils to the 
 beautiful shade trees that surround the school (or, if there are none 
 there, take them, if possible, to some place where trees have been put 
 out) and explain that this is the result of planting in previous years. 
 
 Once a week the farmer will be expected to give instructions in 
 farming to the whole school at the evening session. By planning a 
 systematic course of talks on the farm, which will include care of barns, 
 stables, pens, corrals, silos, and in fact everything needed to be known 
 in the management of a farm, this will become a most interesting 
 evening session, and much benefit will result. 
 
 Irrigation. — In many parts of the country farming can be carried on 
 only by means of irrigation, and it is expected that farmers in such 
 localities will have a large acreage under cultivation, that the pupils 
 may have much experience in the management of irrigating ditches 
 and in the general plan of irrigating. 
 
 As it is one of the main objectives of our work to get the Indians to 
 cultivate more land, and as the old Indians, from custom and want of 
 
10 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 knowledge and experience, cultivate so little, it is desired that the stu- 
 dents obtain such a knowledge of and experience in irrigating methods 
 that they will not only have a desire and ambition to irrigate more 
 land and largely increase their acreage under cultivation, but that 
 they will have the ahllity to carry out their desires and earn a good liv- 
 ing out of their lands, without finding it the hardsip that their parents 
 now consider it. 
 
 The farmer must impress the pupils with the value of irrigation by 
 giving them talks on the subject, illustrating by the actual working of 
 the school irrigation plant. As far as is possible the boys must be 
 put in charge of the irrigating, that they may learn by experience the 
 amount of water required, the proper times to irrigate, and the 
 importance of keeping the ditches open for the free passage of the 
 water and the reservoirs and gates in good repair. Where pumps are 
 in use for the purpose of providing water for irrigating purposes 
 drill a detail of boys in the running of the pumps, they may learn to 
 do this work without help, changing the detail occasionally, that all 
 may have the benefit of the experience. 
 
 In planning the work for the boys the first questions the farmer 
 must consider are the following: What will be the nature and character 
 of the soil of the boy's own land? What will he be able to grow on his 
 own land ? If the conditions are favorable for fruit culture, the great- 
 est stress should be laid upon his training in raising fruits of the kind 
 suited to his climate, that he may be able to successfully carry on the 
 industry at his own home. 
 
 If his home is in a region where nothing can be raised without irri- 
 gation, the hoy must be carefully trained in the manner of operating 
 and, where possible, in constructing irrigation ditches. If in arid 
 regions, where moisture can be conserved in the soil by careful prepa- 
 ration of the ground, he should have practical training in observing, 
 while very young, and later in himself preparing the ground in such 
 a manner and in growing the crops best suited to the general condi- 
 tions. If garden vegetables can be successfully grown and marketed, 
 let the farmer's energies be directed to training the boy in raising such 
 crops. Should hops or other specialties yield the best income in cer- 
 tain localties, let this crop engage the attention of the boys whose land 
 is especially fitted for this. Fitting the boy to make his living out of 
 his land must ever be kept in view in training the boy on the school 
 farm. Therefore, after finding out the crops that will grow in their 
 respective localities, the farmer should outline a series of rotations of 
 crops, as tried and found practical at the nearest agricultural experi- 
 ment station, putting this in practice on the school farm, thus giving 
 the boy daily practice in raising what he is going to raise for himself 
 when he goes to his home, and convincing him of the wisdom of keep- 
 ing in correspondence with the agricultural experiment station for 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 11 
 
 suggestions and for the bulletins issued from time to time, which con- 
 tain much helpful information. 
 
 If stock raising can be more successfully conducted than farming, 
 the training that the boy receives should be along this line. Special 
 instruction in the herding of stock, branding, pasturage, and general 
 management must be given, beginning with the first year when the 
 boy is too small to actually do any of the work, but can observe and 
 become familiar with operations. The boy must assist each year, 
 doing a little more each year as he grows older, until, finally, he will 
 be able to take the work in hand himself and successfully carry it on. 
 
 All theoretical and experimental work must be discarded by the 
 farmer. The boy has but a few years to go to school, and it is highly 
 necessary that he be taught the practical work necessary to become 
 self-supporting while in school; therefore, raise what the soil will 
 produce best, showing the boy the best ways of doing the same, how 
 to improve the land, the crop, and consequently the price said crop 
 will bring. Do not attempt anything but what can be successfully 
 raised in the locality. The soil, climate, and conditions at the schools 
 on the different reservations are similar with those existing at the 
 homes of the pupils of the tribe attending that school; therefore, it 
 will not be a difficult matter for the thoughtful farmer to intelligently 
 plan a rotation of crops and show the boys its advantages, that they 
 may carry out the same plan themselves when they leave school. 
 
 During the winter months — in fact, at all times, but during this 
 period especially — have the boys do all the work about the barns and 
 stables with the help of the farmer. Have them rise early and repair to 
 the stables before breakfast. They must feed the horses, then clean the 
 stables, brush and curry the animals, fill their racks with hay or fod- 
 der, and water them before returning to breakfast. Another detail of 
 the boys will do the same with the cattle, others will do the milking, 
 and still others will attend to the needs of the sheep, hogs, and other 
 stock. Fix a certain time for the boys to report at the barn and sta- 
 bles and see chat it is observed punctually. At noon the animals must 
 again be fed and watered in the same systematic manner as in the 
 morning. In the evening the same chores will be performed by the 
 boys — feeding, watering, and preparing for the night. Lanterns may 
 have to be used, and if so, they must be in turn taken charge of by 
 certain boys, who must be held responsible for keeping them always 
 well filled with oil, well cleaned, and with globes always free from dirt 
 and smoke. Show the boys how to use lanterns in a safe manner, and 
 caution them as to the danger of fire from the lantsrns. A quantity of 
 dry bedding must be provided for all the animals, but not too much. 
 If any horses have been out, all mud must be removed with a brush, 
 and if clav and ice have frozen to their legs the farmer will show the 
 boys how to remove it by wrapping cloths about the limbs or some 
 
12 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 other effectual means of thawing it. In cold weather the horses should 
 be blanketed. Detail several boys to make the rounds of the stables 
 each night before retiring to see that all is well. 
 
 There will be enough of this work to employ every boy, and its 
 value can not be too strongly emphasized. It will accustom the boys 
 to earty rising, and to working in a thorough and systematic manner. 
 Insist upon strict punctuality, and allow no work to be done in any but 
 the best manner. The floors of the barn and stables must at all times 
 be swept clean, and feed and hay stored in their proper places. 
 
 These farm chores being principally performed in the morning and 
 evening, and as other farm work is necessarily suspended during the 
 winter months, during this period the boys must do much work in the 
 blacksmith and carpenter shops, dairy, etc., and every effort must be 
 made to acquire proficiencyjn these departments during the prolonged 
 lull in farming operations. During the planting and harvesting sea- 
 sons, the reverse will be the case. The farm work will assume primary 
 importance, and the majority of the boys must then be detailed to 
 assist the farmer. 
 
 So during the fall and spring of this year the greater number of the 
 boys will be engaged in farming, and during the winter the most 
 attention will be given to the shops, the dairy, and similar subjects. 
 In this way each bojr will obtain instruction and practice in every 
 branch necessary to make him a good farmer and to enable him to 
 become equally proficient in all. Time will also be economized and 
 profitable occupation provided for every boy throughout the year. 
 
 A few trials will enable the farmer to judge as to the proper num- 
 ber of boys to place in a particular detail and as to the frequency of 
 shifts. One boy must not be left too long on one kind of work, as a 
 good farmer must have a general knowledge of many subjects. 
 
 Students should read and study one or more of the many standard 
 books on agriculture written by men who have given the science care- 
 ful study, and who, by years of thought, research, and experiment, 
 have made possible many improvements over the agriculture of our 
 forefathers. Results at the experiment stations in every State and 
 Territory of the United States show what can be done with plants, 
 by carefully studying the conditions, and by putting thought and time 
 into the work. 
 
 Since our Indian pupils all have land, and we do not want them to 
 dispose of it, thereby becoming homeless wanderers, it is our object 
 in educating them to give them the benefit of the experiments and 
 opinions of the leading agriculturists of the day, and by training them 
 in the most modern methods of tilling the soil and raising crops, to 
 make farming "pay," and to stimulate a desire to farm in the most 
 approved manner, and, each year, to improve over the work of the 
 year previous. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 13 
 
 The farmer will find the Bailey series, Voorhees's First Principles of 
 Agriculture, and many other agricultural works to be valuable aids 
 in directing the work of the children, and in training them intelli- 
 gently in agriculture. 
 
 The agricultural bulletins issued from time to time by the Agri- 
 cultural Department may be secured by application to that Depart 
 ment. and will be of the greatest value to the farmer. 
 
 It shall be the duty of the farmer at schools to raise the grasses that 
 are needed in making the basketry to be taught. The grasses must 
 be carefully harvested, and safely housed, that there may be an abun- 
 dant supply of material for the use of the school. The sedge forms a 
 good textile filament in some localities, and there will be ample room 
 on the school farm to raise much of this and other valuable grasses. 
 The plants from which dyes are procured for coloring baskets, wool, 
 etc., must also be raised for use in making the native wares. In their 
 respective localities the Indian teachers of basketry will know the best 
 grasses, plants, etc., for the work, and the farmer will cooperate with 
 the native teacher, securing through her advice the necessary plants, 
 and seeing to it that plenty of material is raised for the furtherance of 
 this project. 
 
 FIRST YEAR. 
 
 The farmer must commence with the child the first year in school, 
 but nothing very extensive can be attempted at this time. Attention 
 should be given to creating in the child an interest in the domestic 
 animals and fowls. Have him help as much as he can in the light 
 "chores,"' and impress upon him the value and importance of his 
 assistance. Tell him of the habits of the fowls and anything about 
 them that will arouse his interest, and let him scatter the corn and 
 place the food for them to eat. Also give the children the duty of 
 daily giving water to the poultry and such other little duties as may 
 be available. Have the little boys accompany the older ones when 
 they go after the cows to give them the benefit of experience. Do not 
 restrain the natural curiosity of the child and his tendency to ask 
 questions, but rather gratify and encourage it. 
 
 In regard to agricultural matters, the little garden which the child 
 plants and the things he learns in the class room will stimulate an 
 interest in farm operations, which is very desirable and should be 
 encouraged. 
 
 Out of school hours let the little ones, especially the boys, be pres- 
 ent wherever farm operations are going on. The curiosity of youth 
 will be all that will ordinarily be necessary to secure their presence. 
 Let them follow the plow and the harrow and do their little toward 
 assisting with the planting of corn and other seed. When the time 
 for hoeing comes, give them little hoes and have them assist where 
 they can, telling them how important is their help. This same idea 
 
14 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 can be carried out in harvesting, in which children invariably delight 
 to participate. 
 
 The teacher of farming will be able to find many light occupations 
 in which the child may profitably be employed and his interest aroused 
 and cultivated. But care must be taken these first years to see that 
 the child does not regard his work as a disagreeable task. Make him 
 feel that it is an honor and that he plays an important part in the 
 affairs of the farm, the poultry yard, etc. Always manifest an inter- 
 est in his work, and whenever opportunity offers, ask him questions 
 and encourage him to talk about it. Foster a spirit of good-natured 
 competition and rivalry among the boys, and the rest will be compara- 
 tively easy. 
 
 At every school where such labor is performed the small boys 
 should be given the work of keeping the wood boxes and coal bins in 
 every room and department always well filled. Even the smallest 
 boy can carry one small stick, and thus early acquire habits of helping. 
 
 SECOND YEAK. 
 
 This year the ideas outlined in the first year must be continued. 
 The children can now be given some of the " chores " to perform, such 
 as shelling corn for the fowl, assisting in driving the cows, and keeping 
 the premises clean under the direction of the larger boys. Another 
 important duty which, as in the first year, the small boys will be 
 expected to perform, and which they will doubtless find much enjoy- 
 ment in carrying out, is keeping the wood boxes and coal bins full at 
 all times. 
 
 They can now, also, assist more materially in the lighter work of 
 planting, such as dropping corn, potatoes, etc. As in the preceding 
 year, have them assist to a limited extent with their small hoes and 
 rakes in the work of cultivation, showing them the proper manner of 
 doing it, and explaining in a simple way the advantage of stirring 
 up the earth around the roots of the growing plants, and why the 
 potatoes are " hilled," while the corn is not. This, in addition to such 
 other means as will occur to the teacher of farming as profitable and 
 calculated to increase the child's interest in and attachment for the 
 work, and in connection with the work in the child's garden, will be 
 sufficient for this year. The work performed by the pupils must still 
 be of a very light character. 
 
 THIRD YEAR. 
 
 The boys are now large enough to attend to the more important 
 duties and "chores" incident to every farm and dairy. Have them 
 drive the cattle wheneyer necessary, occasionally taking with them the 
 smaller boys, as directed in the outline for the first year. When the 
 stables are in use, have the boys keep them in order and feed and 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 15 
 
 water the cattle and horses. If practicable, give the boys practice in 
 driving the horses, both single and in teams, and in riding those that 
 are gentle. The farmer will be able to use the boys in many secondary 
 ways in the cultivation of the crops, such as driving the horses in 
 harrowing and cultivating, hoeing the corn, potatoes, and similar 
 crops, assisting in making hay, harvesting, and in husking corn. This 
 ^Y^'l a H be of the greatest practical value to the pupils and will pre- 
 pare them for the more serious work of the following years. The 
 instructor should use every opportunity to illustrate and apply the 
 principles and facts learned in the class room. The child's garden will 
 still be a very important part of the work. 
 
 The farmer will frequently consult and advise with the teacher in 
 the class room, in order that the work done there may be of such a 
 practical character that when the pupil reaches the point where he 
 begins to do serious work on the school farm he will be found pre- 
 pared for the work before him. 
 
 When the farmer takes the boy in hand this year to train him to 
 become a succ?ssful agriculturist, he must bear in mind the fact that 
 the boy will, in all probability, go from the school to his allotment of 
 land. Perhaps he will find neither a fence nor a building of any 
 description on the place. The outlook will be discouraging enough to 
 the stoutest heart, and the boy full of energy and ambition will con- 
 sider it an almost hopeless task, unless he has been prepared to meet 
 the exigencies of the situation. 
 
 Early in school life train the boy to think, to be ready, and by talks 
 induce him to plan for the future. Talk to him a great deal each 
 year about how he will occupy his time when he leaves school. Find 
 out his ambitions and endeavor to inspire in him a desire for an educa- 
 tion that will fit him to make a success of whatever he undertakes. 
 Prepare him for what he is to meet b} r mapping out a course of pro- 
 cedure. Familiarize him with the conditions with which he will have 
 to contend in his future home, and educate him to meet them. 
 
 When you go to the field with him, show him the lay of the land; 
 consider how to advise him to select a site for his garden and a field 
 for his first crop. Show him that when he begins farming it will be 
 better for him to plow first, prepare his ground, and put in his crops, 
 and while waiting for these to come up he can do some fencing. Care- 
 fully consider the soil and climate in advising him relative to crops, 
 also as to the vegetables he must plant in his garden. If irrigation is 
 a necessity, instruct him carefully in the building and operating of 
 irrigating ditches, the best ways of carrying on this work in the local- 
 ity in which he lives, and the best means of bringing water to said 
 ditch. In order to do this the boy must have careful instruction in 
 this work, which the farmer is expected to give him each year from 
 now on until he is able to do the work alone. 
 
 At his home the boy must have a barn first, later a house. He can 
 
 4895—01 2 
 
16 COUESE OF STUDY FOR INDIAN SCHOOLS. 
 
 sleep in the barn at first until he can build a house. At school, dur- 
 ing many months in the year, he must assist in putting the needed 
 repairs on school buildings, outhouses, etc., and receive enough 
 instruction from the carpenter to enable him to construct this small 
 barn, which of necessity he must have later on in order that his stock 
 may have shelter and his implements be protected. '-' Build the barn 
 and the barn will build the house" is a true saying. The question of 
 good water must be considered. If there is running water on the 
 place, or near, the barn should be built not far distant, care being 
 exercised in not letting the stable drain into this water. The farmer 
 must remember that the boy will not have the school carpenter to call 
 upon in case his roof should leak or his fences need repairs, and he 
 must be trained to do this work himself and to do it well. Nor will 
 he have a blacksmith to whom to take his horse should it cast a shoe. 
 The tire of his wagon wheel may need repairing, or the spokes require 
 fixing. The boy's training in farming must embrace enough work at 
 the forge to do all this work easily. His farming implements will 
 need repairing, and he must be taught to know how to mend them. 
 
 Farmers must talk to the boys constantly about the importance of 
 their knowing how to do these things for themselves. When a wheel 
 breaks, go directly to the shop with the boys and show them what 
 needs to be done, mending the broken wheel at oneu, and having them 
 help to do the work. Show them how easily they may have a shop of 
 their own, and how useful one is in saving time that would have to be 
 consumed in making long trips to a blacksmith; also in the expense of 
 paying someone to do what a boy can so easily do himself. 
 
 Impress in every lesson that a penny saved is a penny made. 
 
 FOURTH YEAR. 
 
 Up to this time work in instruction in agriculture has been of an 
 informal and preliminary character, but now it is considered that the 
 pupil is of sufficiently mature age to begin work systematically and in 
 earnest. As far as possible, make the work done illustrative of the 
 knowledge gained in the class room under the head of nature study. 
 Keep in mind these two rules to govern your work: 1. Make the 
 instruction and work as pleasant and fascinating to the boys as possi- 
 ble. 2. Be practical; i. e., teach only those things that will be of 
 advantage to the boy when he is farming for himself. 
 
 Each boy will still be conducting his garden or "farm" as outlined 
 in the course on nature study, but at the beginning of this year the 
 supervision and control of the work will pass from the nature-study 
 teacher to the farmer. It is needless to say that this work is of very 
 great value to the pupil. When he has finally finished school and has 
 a farm of his own his natural impulse will be to be the real owner of a 
 garden similar to the one he leaves behind him in school, and from 
 
COURSE OF STUDY FOB INDIAN SCHOOLS. 17 
 
 his long experience with the work at the school— his experiments, 
 failures, and successes— he will commence his work with a skill and 
 confidence that will insure his success. The farmer or industrial 
 teacher will render all necessary assistance to the pupils in their gar- 
 dening, showing them the best methods of planting and cultivation and 
 manner of conducting. 
 
 In the farm work, whenever practicable, assign to a detail of boys 
 the work of doing some separate piece of work, as, for instance, the 
 planting of a section of a cornfield, and such similar work as may 
 arise as the season progresses. Exercise a little supervision over the 
 work, and when done criticise it before them, commending what is 
 well done, telling them what makes it satisfactory, and showing them 
 in what respects it might be improved. 
 
 Let the boys exercise as prominent a part in the farm work as pos- 
 sible, giving them exclusive control whenever it can safely be done, 
 even as early as this year. If you can make them feel that they are 
 an important factor in the conduct of the farm, little urging will be 
 necessary to bring out their best efforts. In this way their active 
 interest will be aroused, which, it is needless to say, is invaluable. 
 
 Dairy work will be given much attention from this on. Give the 
 pupils actual practice in the everyday duties incident to the dairy. 
 Teach them how to milk the cows, care for the milk, skimming, 
 churning, '•molding" the butter, making cheese, etc. See that all 
 pans, churns, and other utensils are kept clean and sweet and put 
 away in proper order. It is inadvisable to use complicated and expen- 
 sive machinery in the work of the dairy. Many pupils can not have 
 these when they have a dairy at their homes, and we must train them 
 in the use of such as they will have. Therefore an ordinary skim- 
 ming spoon is preferable to a "separator," and the other utensils 
 should be corresponding!}' simple in character. 
 
 Have the pupils assist in looking after all the farm animals, espe- 
 cially during the cold months. A number of swine should be kept and 
 looked after exclusively by the boys, and, where conditions permit, 
 sheep should be raised. 
 
 The farmer and industrial teacher must keep in close touch with the 
 work going on under the head of ' ' nature study " in the class rooms 
 and endeavor to cooperate with the class-room teacher. Nature study 
 and agriculture both have a common object, and the farmer and class- 
 room teacher must work together to this end. The work on the farm 
 should be a practical demonstration of the principles and facts learned 
 in the class room. In this connection the farmer will familiarize him- 
 self with the course laid out for the class in nature study. The volumes 
 in the school library recommended to the class-room teacher will enable 
 the farmer to keep in touch with her work and advise her as to pre- 
 senting the subjects that come up from day to day. 
 
18 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 The example set by the Dutch in the Netherlands of diking, drain- 
 ing, by the use of sand and clay turning their marsh earth into flower 
 gardens, by building up and improving their land, shifting from one 
 place to another such soil as each section needs most, affords a prac- 
 tical lesson for the consideration of persons whose farm lands are not 
 all that they would have them. The competition and friction in the 
 trades make it wisdom to think twice before leaving the farm for the 
 city, for does not the plow open the royal road to prosperity? 
 
 MODEL FARM. 
 
 In many schools it will be possible to have a model farm of 2, 3, or 
 4 acres, dividing the proceeds among the boys having it in charge 
 under the management of the farmer. To make this a practical illus- 
 tration of what can be done at the homes, this farm should produce 
 crops sufficient to furnish a moderate-sized family with vegetables 
 throughout the year; furnish the coarse fodder for one horse, one 
 cow, one or two pigs, and some poultry, and have something left to 
 sell; the farmer to select the crops adapted to the needs and tastes, 
 market facilities, soil, and climate of his environment. The land 
 should be occupied with crops not only during the summer, but also 
 during the winter months, thus preventing, more or less, the loss of 
 plant food by the wash of winter rains. Each field must grow at least 
 two crops, and sometimes more, every year. Each field should grow 
 a manurial crop (cowpeas, etc.) regularl}' every other year, which 
 crop not only tends to increase the supply of plant food in the soil, but 
 also to keep up the supply of organic or decaying vegetable matter in 
 the soil, which is so necessary and helpful in maintaining the proper 
 soil texture. 
 
 A part of these manurial crops is plowed under, the rest is harvested 
 as forage for the stock, the manure from the stock being returned to 
 the soil. These crops thus serve a double duty; they produce animal 
 products and at the same time improve the soil. 
 
 It may be suggested here that strong animals are necessary for 
 thorough farming; without these deep plowing is almost an impossi- 
 bility. Many farmers value a horse having great speed more than one 
 having great strength, and, as a consequence, are able to do barely 
 more than scratch the surface of the soil with the plow. 
 
 The value of a manurial crop turned under with the plow must be 
 emphasized and illustrated on the school farm each year of the pupils' 
 training in farming. 
 
 The following is a table showing the rotation of crops as practiced 
 on the model farm at Hampton Institute, Virginia, where this plan has 
 been tried with great success. It is not expected that this table will be 
 adapted to all localities, but the farmer can substitute suitable crops 
 for those which are not suited to his district, and keep in touch with 
 the practical work done at the nearest agricultural experiment station 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 19 
 
 as frequently much valuable advice as to rotations of crops and plant 
 diseases and their care and prevention may he obtained through such 
 correspondence. 
 
 RoUitUm of crops on model farm of 4 (tens. 
 
 Field 1. 
 
 Field 3. 
 
 Grasses and | Crimson clover, i Wintrr oats 
 clover. 
 
 Field 4. 
 
 Winter vegetables 
 mid while pota- 
 toes. 
 
 Corn. 
 
 (Cowpea.} 
 
 (Clover.) 
 
 (Vegetables.; 
 
 Sweet potatoes. Summer vegeta- Sweet corn, 
 (Wheat.) bles. (Grass.) 
 
 | (Clover.) 
 
 Winter vegetables 
 and white pota- 
 toes. 
 
 Summer vegeta- 
 bles and sweet 
 corn. 
 
 (Clover, i 
 
 Winter wheat. 
 
 (Cowpea.) 
 (Grass.) 
 
 Crimson clover. 
 
 Corn. 
 (Cowpea.) 
 (Clover.) 
 ( Vegetables 
 
 Grasses 
 clover. 
 
 and 
 
 Sweet potatoes. 
 
 (Oats, j 
 
 Field 5. 
 
 Winter wheat and 
 red clover. 
 
 Fodder mm. 
 Cowpea. 
 ( Oats. ) 
 
 Winter oats and 
 red clover. 
 
 Fodder corn. 
 
 Cowpea. 
 
 (Wheat.) 
 
 
 Crimson clover. 
 
 ( J r a s s e s 
 clover. 
 
 and 
 
 Winter vegetables 
 and white pota- 
 
 Winter outs. 
 
 Winter wheat and 
 red clover. 
 
 Jr 
 
 Sweet potatoes. 
 
 
 i'egeta- 
 
 toes. 
 Sweet corn. 
 
 Corn. 
 
 
 -=■ 
 
 Summer 
 
 Fodder corn. 
 
 £• 
 
 (Grass.) 
 
 bles. 
 
 
 (Cowpea.) 
 
 (Cowpea.) 
 
 Cowpea. 
 
 
 
 (Clover.) 
 
 
 (Oats.] 
 
 (Clover.) 
 (Vegetables.) 
 
 (Wheat.) 
 
 The parentheses ( ) indicate either catch crops sown between the rows of other crops or fall-sown 
 crops to be harvested as the main spring crops the following season. 
 
 It has been tried and found practical in some schools to give the 
 boys who are old enough a piece of ground, on which the}' will put in 
 practice the lessons learned in the class room and receive further 
 instruction in practical agriculture from the farmer, and oh which 
 they may raise a crop to market and thus add to their bank account 
 begun the first year in school. 
 
 In schools where the conditions are unfavorable to maintaining a 
 model farm this maj" easily be carried out, and the ownership idea will 
 tend to increase the pupil's interest in the work. This must not inter- 
 fere with the regular work on the school farm and garden, which 
 every boy must share the work of, but can be done at times when the 
 farmer shall arrange for said work. The farmer may, in his discre- 
 tion, allow each boy to grow a variety of vegetables on his own partic- 
 ular plot of ground, or, if deemed wiser, he may divide the various 
 crops among the pupils, giving one boy potatoes to raise, another cab- 
 bage, etc., not forgetting that the crop raised by each boy must be 
 
20 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 changed each year. The school table will depend upon the general 
 garden for supplies, and the farmer will exact a share of the work in the 
 garden from each boy. When the pupil is not needed by the farmer, 
 the time may be put in on his garden. This will increase his bank 
 account, as well as giving instruction. With a little thought the 
 farmer can so arrange the work as to niake this plan interesting and 
 lucrative, and he can so plan the boy's time that both gardens will 
 receive attention. The farmer will advise, direct, and instruct the 
 boys daily in the work on their respective plots of ground. 
 
 By this method the pupils will have a most excellent opportunity to 
 obtain the very best results in growing the crop he undertakes. In 
 these lessons in practical farming the farmer will show the pupils very 
 plainly the principles involved in the rotation of crops and how the 
 continued removal of any one kind of crop is sure to produce exhaus- 
 tion. For example, if the crop is potatoes, the available supply of 
 potash will soon be exhausted if the same crop is continuously raised, 
 and the surplus phosphoric acid for which the potatoes have no use 
 might be washed out of the soil and wasted; while, if some crop 
 requiring more phosphoric acid should be planted, a good crop might 
 be obtained and at the same time the decomposition going on in the 
 soil would render a new supply of potash available. For this reason 
 the crop grown by each boy must be changed every year. The fact 
 must also be emphasized that after crops have been harvested the for- 
 mation of plant food in the soil is continued, and is liable to be lost if 
 there are no growing crops present to make use of it. When the 
 class-room teacher has impressed firmly upon the minds of the pupils 
 the composition and origin of soils, explain how plants are composed 
 of many different elements and how absolutely essential those are to 
 plant growth. In this way the pupil will be led to see how impossible 
 it is for any particular plant to prosper in soil in which the necessary 
 elements of the plant have been exhausted or are naturally lacking. 
 
 Teach the use of refuse matter of all sorts to fertilize the soil and 
 that soils naturally deficient in important constituents, or made so by 
 long continued cultivation may be improved by the addition of suitable 
 fertilizers. 
 
 Explain the action of light, heat, and other agencies in promoting 
 the growth of plants. Show how an occasional change of seed — i. e. , 
 seed grown in soils of a different character — is beneficial. An occa- 
 sional change of seed from one latitude to another is also wisdom. 
 The greater difference in the constitution and character of two crops 
 the more likely they are suited to follow each other. 
 
 Look into the differences in the roots of plants and explain how 
 wheat, corn, etc., have surface roots, while cotton, tobacco, alfalfa, 
 and others have long tap roots which extend down into the subsoil. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 21 
 
 Impress by precept as well as by example how necessary it is for 
 the well-being of the farm, the appearance, etc., to keep the place 
 free from foul weeds, which should always be out before they have 
 transmitted their seeds. 
 
 FIFTH YEAR. 
 
 This year the boy will be, able to handle the plow, and the farmer 
 will take him into the field and carefully instruct him in the best ways 
 of doing the work. Let one or two boys at a time carry out the entire 
 process of a day's plowing, from the feeding of the horses early in 
 the morning to the closing of the stables at night. Let them, in the 
 morning, clean the horses— feed, water, and harness them— take them 
 to the field and hitch them properly to the plow. If they are begin- 
 ning a new field, show them how to commence, i. e., whether to plow 
 it into u lands" or otherwise, and how to start. Accompany them in 
 their plowing for a while until they become fairly well accustomed to 
 the work, and when the day's work is finished examine the plowed 
 field in company with the boys, criticising it in a kindly way, com- 
 mending the good points, and showing how it may be improved upon. 
 The boys will return the horses to the stables and themselves attend to 
 their evening care. The farmer must here impress strongly the neces- 
 sity of feeding and watering the animals regularly, and he will prob- 
 ably have to repeatedly insist upon this point, for the boys are prone 
 to forget. He will also instruct them in the proper care of the plow, 
 including sharpening, proper housing, and keeping it clean and bright. 
 
 The process thus briefly outlined for a day's plowing must be 
 repeated when using the harrow and other implements. The object is 
 to train the pupil to be able to carry out each farming operation him- 
 self in its entirety from beginning to end, just as every farmer must 
 do, and as the boy will have to do when he has a farm of his own. 
 
 Talk and consult with the boys as to the crops to be put in for the 
 winter, explaining the respective advantages of the various available 
 crops and taking them into his confidence and giving them as large a 
 share as possible in the farm management. Then when the crops are 
 thus settled upon, there will be talks and discussions on the proper 
 preparation of the ground for the different crops. The pupils will 
 also assist in the general preparation of the farm for the winter. 
 
 In regard to harvesting, the boys arc now large enough to take an 
 active and important part in this work. Instruct them in the best 
 manner of caring for the various crops as they ripen. Thus corn 
 must be watched carefully and cut at a certain time; must be properly 
 cured before husking and stored in well-ventilated cribs, and where 
 cribs are to be built — if possible — make them rat proof. The fodder 
 will also need care. And likewise the other crops. Certain special 
 
22 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 rules must be observed with each, and the teacher of farming will be 
 expected to teach them to the students at the appropriate time. 
 
 It is hardly necessary to repeat here what we have already said many 
 times, that in harvesting, as in all other farm work, the pupils must 
 be given the largest possible share in the operations, sometimes testing 
 their judgment and ability by letting them do it all. 
 
 We direct attention here again to what was said in the fourth year 
 as to the strict observance of early rising and punctuality and system 
 in the performance of the chores and other duties. 
 
 Avoid danger from fire; smoking must not be tolerated in the barn 
 or on the school grounds. Lighted matches must never be thrown on 
 the ground; nor, indeed, should matches be left at all in the barn, 
 since rats and mice often ignite them. Care must also be observed in 
 the use of lanterns. 
 
 In the carpenter shop plans should be looked at carefully and studied 
 for buildings, pens, corrals, barns, and houses this 3^ear. Drawings 
 for the same should be executed under the direction and instruction of 
 the carpenter. The boys must assist in the repair work, seeing to it 
 that fences and outbuildings are kept in good condition. Buildings 
 must be well painted and neat in the interior as well as externally. 
 At the proper season whitewashing should be done very extensively 
 around the buildings and grounds. The sanitary conditions about the 
 buildings and grounds must receive careful attention and its impor- 
 tance shown to these farmers in embryo. No refuse must be allowed 
 to accumulate on any part of the school grounds; all that can not be 
 used for feeding the stock or for manuring the ground should be 
 burned. 
 
 IMPROVEMENT AND CULTIVATION OF SOILS. 
 
 Teach that soils are improved in two ways — first, by natural causes, 
 and second, by artificial means. The improvement by natural causes 
 amounts to considerable after long lapses of time, but, considered as 
 an appreciable benefit to the farmer, is insignificant in comparison with 
 the results obtained by artificial means. 
 
 One of the prominent imperfections of soils is in regard to the quan- 
 tity of water they contain — either too much or too little. In the first 
 case the remedy may be found in proper drainage; in the second, either 
 by irrigation or by adding to the soil such materials as will increase 
 the retentive power of the soil for water. 
 
 Drainage. — In all lands there is what is known as the " water level," 
 even though it be far beneath the surface. In many places this may 
 be ascertained by digging a hole in the ground and observing whether 
 it fills with water. If so, the "water level" will, of course, be the 
 point to which the water rises. If this be near the surface, the ground 
 will be too wet for good crops, for the reason that too much water in 
 
COURSE (>F STUDY FOR 1NDTAN SCHOOLS. 
 
 9,9. 
 
 the soil prevents circulation of air unci also keeps it too cold. The soil 
 may also he too wet by reason of absorbing too inuch <>l the fain thai 
 falls upon it. In both cases drainage will, in nearh all instances, lie a 
 remedy; in the first ease by lowering the "water level," and in the. sec- 
 ond by allowing a more rapid circulation of the water through the soil. 
 
 Methods of drain- 
 itije. — There are two 
 principal methods of 
 draining in use. viz: 
 Surface draining and 
 underdraining. If the 
 school farm possesses 
 any drains of any char- 
 acter, take the boys to 
 the most available point 
 for examining them 
 and explain them on 
 the spot. Show them 
 the land that has been 
 drained and contrast 
 the conditions before 
 draining and since, and 
 ;f there is any other 
 similar land on the 
 farm or in the vicinity 
 still undrained this will 
 serve as a powerful ob- 
 ject lesson to the stu- 
 dents on the benefits of 
 draining. Underdrain- 
 ing is the most desira- 
 ble and beneficial where 
 ol itainable. S u r f a c e 
 drains are usually un- 
 sightly, and, being of- 
 ten impassable, inter- 
 fere somewhat by di- 
 viding the land into 
 small fields; but in this 
 country, where land is 
 cheap and abundant, 
 tile or clay pipes are 
 too costly for profitable 
 
 use. Especially is this so among the Indians, who are often unable to 
 drain their wet lands by this expensive method; therefore resort must 
 be had to open ditches, which, in spite of their inconveniences, will 
 be found to lie of immense benefit to wet lands. Wherever rock is 
 abundant excellent drains may be had by constructing covered ditches 
 
'24 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 with this material, making them of a diameter sufficient to preclude 
 the possibility of clogging. If there are any wet lands on the school 
 farm give the pupils actual experience in the construction of drains, 
 and use the land thus reclaimed in growing crops. 
 
 Deep plowing and subsoiling are a means of draining to a limited 
 extent, but can not be substituted for ditching in wet, swampy lands. 
 
 Emphasize the advantages to be obtained by draining. Some of the 
 principal benefits are the following: 
 
 1. It adds to the farmer's wealth by reclaiming wet lands which are 
 often found to be the richest part of his farm. In the very frequent 
 cases where the wet lands intersperse with the dry tracts drainage 
 will change these detached plots into one continuous field and thereby 
 decrease the cost of cultivation. 
 
 2. By removing the water from the surface the roots of the plants 
 are enabled to penetrate deeply, thereby not only adding to the health 
 and size of the plants, but preventing the effects of drought, as the 
 roots of the plant are so deep that the effect of the sun's rays and 
 the dryness of the surface soil does not reach them. 
 
 3. It improves the soil by inducing a more rapid fall and dispersion 
 of the water through it, thus carrying air and warmth to the lower 
 levels. 
 
 4. It adds further to the warmth of the soil by preventing exces- 
 sive evaporation, which is always a cooling process. 
 
 The efficiency of drains depends upon the free passage of the water 
 through them, and for this reason they should be given a sufficient 
 fall to insure a steady flow. One foot in 500 is ample for drain pipes. 
 In open ditches and covered stone drains a somewhat increased fall is 
 desirable, and the former must be kept free from obstructions. The 
 mouths of all drains must also be kept well open. 
 
 The depth of the drains and their distance from one another will 
 vary with the character of the land. On light open soils they should 
 be deep and far apart; on heavy soils they should be nearer to the. 
 surface and one another. 
 
 Irrigation. — Irrigation is an absolute necessity in many Indian coun- 
 tries, and in those localities it will be of paramount importance in the 
 work of the farmer. Through this agency worthless tracts are con- 
 verted into rich farms. 
 
 Tell the students that irrigated lands are often better than lands 
 depending upon rain for moisture. It is a well-known fact that in 
 unirrigated land the question of a small or an enormous yield depends 
 upon the copiousness of the rains during the seed or tuber-forming 
 period, and the prosperity of the farmer on such land must depend 
 upon the favor of the elements. The farmer who irrigates is above 
 and independent of them. He controls the supply of moisture, and 
 thus holds in his hand the greatest of the factors which go to make a 
 successful season. 
 
COURSE OP STUDY FOR INDIAN SCHOOLS. 25 
 
 The subject of irrigation h;is been already briefly noticed in the 
 introduction to this part of the course. It is one so broad and com- 
 plex, comprehending' as it does every part of the science of agriculture 
 and varying in its practice and application with every change of climate 
 and crops, that we can not here go into it deeply. 
 
 The farmer must endeavor to give the pupil a most thorough ac- 
 quaintance with the practical features of irrigation, for this will be 
 the foundation of his farming in those sections not having sufficient 
 l-ainfall. Different crops and different soils require different times 
 and manner of irrigating, and the farmer must be careful that the 
 boy learns by the actual doing how to adapt his mode of irrigating to 
 different kinds of land, and especially must he know the proper manner 
 and time for irrigating the several crops. As has been before said, 
 the work of irrigation must be performed exclusively by the boys 
 under careful supervision. With proper instruction they should be 
 able to tell when each crop and field should be irrigated and how. To 
 test their knowledge, ask them when a particular field must be watered. 
 Also tell them to watch carefully the various parts of the farm and 
 notify you when they think any part needs irrigating, including the 
 gardens, orchard, and fields of small fruit. 
 
 If any construction work is to be done, either on a new system or 
 on an addition to the existing one, this will be an opportunity for 
 giving the boys practice that must not be neglected, they doing the 
 work instead of outside laborers. Among other benefits, this will 
 teach them how to overcome obstacles in grading and how to do it 
 most cheaply. 
 
 Claying and sanding. — Show the pupils how the adding of clay to 
 sandy soils and the reverse may be made a very effective means of 
 improvement. In the first case the soil is made more compact and 
 retentive of moisture, and in the second it is made more porous and 
 open. These processes, however, are very expensive and not often 
 of any practical value to the Indian farmer. 
 
 Tillage.— Under this head are included plowing, harrowing, roll- 
 ing, cultivating, etc., the ends of which are: 
 
 1. To break up the soil and make it mellow, so that the roots of the 
 plants may more easily penetrate it. 
 
 2. To admit air. 
 
 3. To hasten decomposition of the soil and the resulting formation 
 of plant food. 
 
 4. To kill weeds. 
 
 5. To regulate the supply of moisture. 
 
 6. To afford special treatment for particular crops. 
 
 Show the pupils that weeds are among the greatest obstacles to good 
 crops with which the farmer has to contend, that they prevent the 
 sunlight from reaching the plants, withdraw from the ground the 
 moisture which the crops need, and exhaust the plant food in the 
 
26 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 soil. They should be destroyed by cultivation when young and before 
 injury is clone to the crop. 
 
 rioiriiHj. — Franklin's injunction to "plow deep" is one to be kept 
 in mind by every Indian farmer, but it must be applied intelligently. 
 The advantages of deep plowing are too generally overlooked by the 
 average farmer. Just in proportion as the depth of cultivated soil is 
 increased do you increase the available plant food, and consequently 
 the productive capacity. Not only that, but deep plowing lessens the 
 tendency to extremes in the supply of moisture. In 'wet seasons it 
 aids drainage by providing more space for the absorption of the sur- 
 plus water and in making it easier for it to pass off, and in times of 
 drought deeply plowed soil has a larger supply of moisture, stored 
 away for the use of the plant and beyond the reach of the sun's rays. 
 The roots of the plant are also enabled to spread over a greater area 
 and sink deep into the ground, where they reach sources of supply 
 which are comparatively unaffected by the sun in times of drought. 
 
 But the farmer must be careful to show that, while deep plowing is 
 desirable in nearly all cases, it must not be attempted all in one season 
 if the ground has been accustomed to comparatively shallow plowing. 
 In this matter the safest advice is, Plow as deep as you can without 
 turning up too much of the subsoil. - Bring up from half an inch to 
 an inch each year, and thus gradually deepen your soil. Take the 
 boys to the field and illustrate this rule. Plow one or two furrows 
 deeply, turning up much yellow dirt, and show the pupils how injuri- 
 ous this would be to the crops until it became properly assimilated. 
 After the soil has been deepened sufficiently the subsoil should only 
 be disturbed by means of the subsoil plow. 
 
 Teach that the best method of plowing is that which exposes the 
 largest soil surface to the action of the air. Deep, narrow furrows 
 thrown on edge do this best, and,~generally speaking, this is the most 
 advantageous method. Some exceptions arise when a special end is 
 in view, as mixing fertilizer with the surface soil, the making of a 
 good seed bed on an already loose soil, the destruction of weeds, etc. 
 Illustrate this when the actual plowing is being done, letting the 
 larger ones plow themselves, that the lesson may be more firmly 
 impressed. 
 
 Show how surface drainage is greatly aided bj T plowing the field 
 into what are called "lands." A land is the distance between the 
 parallel ridges made by plowing. Properly plowed, they form gently 
 sloping watersheds. The shorter the distance between the ridges the 
 better the drainage. At each succeeding. plowing the position of the 
 ridges and shallows should be reversed; that is, the first furrow 
 plowed should be turned into the shallow or gutter made the previous 
 year, which will make the last furrow of each land be turned out of 
 the apex of the ridge, thus transforming the ridge of the year before 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 27 
 
 into a gutter and the gutter into a ridge. Where the natural drainage 
 is good, ridge plowing should not be practiced, as a level surface is 
 more advantageous for many purposes. Illustrate as before when the 
 actual work of plowing is in progress, using the different methods 
 according to the character of the field and explaining to the pupils 
 why the particular method is used. 
 
 Subsoil phurlny. —By this is meant the breaking up of the subsoil 
 without bringing it to the surface, and is usually done by a specially 
 constructed plow following in the furrow of the ordinary plow. A 
 very simple and economical method of subsoiling is to run a plow with 
 a long, narrow shovel immediately behind the common plow. Any 
 blacksmith can make the shovel, and the expense of subsoiling is thus 
 made very light, while the advantages are sure to be recognized after 
 a thorough trial. The roots of many of our common crops go down 
 a great distance. Corn, for instance, often penetrates over 4 feet, 
 and probably would go farther were it not for the extreme hardness 
 of the ground. 
 
 WJien to ploir. — Teach how very important it is to every farmer to 
 know whether to plow in the fall or spring. The answer depends on 
 the climate, the character of the soil, and the crop to be raised. In 
 mild, rainy climates the washing of the rain makes fall plowing 
 unprofitable to loose, sandy soils, but it is otherwise as to clayey soils. 
 In cold climates plowing in the fall is of great benefit to the land. 
 through the crumbling, disintegrating, and loosening effects of frost 
 and cold and the resulting destruction of weed roots, and also through 
 the long exposure of the land to the action of the atmosphere. Land 
 thus plowed in the fall must be left in the rough, unharrowed state in 
 order to give free access to the elements. Fall plowing also econo- 
 mizes the farmer's time, and, with the exceptions noted, is strongly 
 recommended. During the plowing will be the most suitable time to 
 teach this to the children, on account of the value of the object lesson 
 presented in making them understand it and impressing it upon their 
 memoi'3 T . 
 
 The subject of plowing is one of the most important of the agricul- 
 tural course, notwithstanding it is usually the most neglected, and the 
 teacher of farming must thoroughly impress the pupils with this fact, 
 •talking to them frequently on the subject and demonstrating the prin- 
 ciples here outlined by the actual work of the school farm, taking care 
 always that the attention of the students is kept on the subject and 
 that they understand the reason for everything that is done. Separate 
 experiments must also be carried on by the boys on a selected piece of 
 ground, as there is no more effective way of teaching than this. Stim- 
 ulate discussion on the methods of farming. Questions will be con- 
 stantly developing as the farm work progresses, which will furnish 
 never-ending topics of conversation and discussion among the boys 
 once the habit is formed. 
 
28 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 Harrowing. — The only rule to be given in regard to harrowing is 
 that it be done thoroughly, for proper harrowing will make much less 
 fertilizer necessary to obtain the same results. Show that its object 
 is to level and pulverize the ground and prepare it for the seed, and 
 to cover the seed after planting. It should be done as shortly before 
 planting as possible. 
 
 Rolling. — Let the boys do the rolling themselves, as it is not diffi- 
 cult and they will enjoy the work. Make them understand how rolling 
 is beneficial to loose and lumpy soils ; that it crushes the lumps and presses 
 the soil more closely about the seeds, thus bringing moisture to the 
 surface and hastening germination. Also, by smoothing the ground it 
 retards evaporation — first, by lessening the amount of surface exposed; 
 second, by creating a coating which better retains the moisture; and, 
 third, by offering less friction to the sweep of drying winds. 
 
 Teach that clayey soils should not be rolled when at all damp, as 
 the surface soil is pressed into a compact mass, which excludes air and, 
 drying, forms a hard crust. Show this by experiment. 
 
 Whenever the boys are engaged on any particular task, as plowing, 
 cultivating, planting, etc. , it will be very beneficial for the farmer to 
 quiz them as to why they do it in a particular way. If they can not 
 answer correctly, it maj r be well to give them time to look it up and 
 think about it, or perhaps it will be better to make it the subject of a. 
 little talk, as at this time their minds will be more receptive and they 
 will understand more clearly what they hear. 
 
 Cultivation. — Teach the meaning of what is known as "capillary 
 attraction " and its relation to moisture in the soil — that it signifies the 
 peculiar attraction existing between liquids and solids which creates a 
 tendencj r in the liquid to rise when in contact with a solid of greater 
 elevation. If a tube or space be small enough the liquid does actually 
 rise to the top, as in a lamp wick. So where soil is fine and allowed to 
 stand for some time small tubes form and the water rapidly rises to 
 the surface and escapes into the atmosphere. Cultivation breaks these 
 tubes and loosens the ground, thus arresting evaporation and preserv- 
 ing the moisture. Demonstrate by experiment with two small pieces 
 of ground, cultivating one frequently and leaving the other undisturbed, 
 and after some time has elapsed noting their relative dryness. 
 
 As the roots of most crops completely fill the soil and approach very 
 near the surface, this cultivation should usually be shallow, as other- 
 wise many roots will be destroyed. Again, deep cultivation exposes 
 too much of the moist earth and helps to dry up the ground. In dry 
 seasons frequent cultivation of the surface soil tends to form a dust 
 blanket, which retains the moisture in the soil beneath and is of much 
 benefit in times of drought. However, while the plants are small and 
 rains are frequent deep cultivation is the most advantageous. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 29 
 
 In addition to retaining moisture the chief benefits of cultivation are 
 the admission of air to the roots and the destruction of weeds. 
 
 Dry-weather farming. — In all sections where there is any danger of 
 drought, or where there is not a plentiful supply of rain all through 
 the season, or where it is advisable or needful to economize the amount 
 of water used in irrigation, it is desired that the school farmer put in 
 practice the following method of cultivation and preparation of the 
 ground. This method has been in successful use for many seasons in 
 some of the driest portions of the country, and it is confidently 
 expected that it will prove of very great benefit in those localities 
 which suffer from lack of rain during a portion of the year. 
 
 One large field will be sufficient to select for the inauguration of 
 this method, but the work must be given the most careful attention 
 and the directions here given strictly carried out. The proper time 
 to begin the work is in the fall. 
 
 First plow the field 4 inches deep and harrow it thoroughly with a 
 coarse-tooth harrow (a disk harrow is the best). Then go over it again 
 with a small-tooth harrow until the ground is mellow and thoroughly 
 pulverized to the entire depth of 4 inches. Now plow the field again 
 to the depth of 8 inches, thus exposing \ inches more of coarse earth. 
 Use the same process in pulverizing this 4 inches that was used with 
 the first, and then plow the field once more, this time to the depth of 
 12 inches. This will bring up another 4 inches of unpulverized soil, 
 which must be treated as before, giving us a thoroughly pulverized 
 seed bed 12 inches deep. Go over the field with a light roller to make 
 the surface even and prevent the fall and winter winds from taking up 
 too much moisture. Most o:' this work can be done by the large boys, 
 under the careful supervision of the farmer. 
 
 When spring arrives run over the field with a steel-tooth harrow to 
 prepare it for planting corn. Cultivate the corn frequently with a 
 cultivator to prevent the growth of weeds and to keep the surface soil 
 well stirred up. This surface soil will gradually dry out and become 
 a complete mass of dust to the depth of possibly an inch and a half. 
 This is called the dust blanket, and it prevents the moisture from 
 escaping from the soil beneath. Thus the moisture stored up in the 
 winter and spring is preserved and utilized only by the growing crop. 
 It has been found that in this way a good crop can be raised in the 
 dryest season, and the farmer is also independent of uncertain weather 
 conditions. 
 
 The fall following this cultivation, put in rye, wheat, or some similar 
 crop by drilling it in between the rows of cornstalks with a one-horse 
 hose drill. The seed will grow without depending on any immediate 
 rains, as the ground has already retained sufficient moisture. The 
 cornstalks left standing will be useful in preventing the winds from 
 
30 COXJBSE OF STUDY FOE INDIAN SCHOOLS. 
 
 drying up the ground around the roots. of the wheat and also prevent 
 the snow from being blown away. In this way we get all the moisture 
 possible. 
 
 The fall following the harvesting of this crop of wheat plow the 
 ground 6 inches deep and pulverize in the same manner as before. 
 The ground is then ready for any rotation of crop desired. 
 
 At the next plowing time plow to the depth of 12 inches and 
 repeat the process of pulverizing with the upper 6 inches. 
 
 By these means a mellow, pulverized seed bed a foot deep is main- 
 tained, which will be found to retain its moisture throughout the sea- 
 son. Of course it is not expected that the ground can be plowed in 
 divisions of exactly 4 inches or 6 inches each, and it may be inadvis- 
 able to go to the depth of the entire 12 inches at first, but the farmer 
 should approximate these figures as nearly as possible, and be gov- 
 erned by the character of the land as to the ultimate depth to be 
 plowed. But while it may be unwise to plow a foot deep at first, the 
 soil should be deepened a little each plowing until it is at least a foot 
 deep. 
 
 The large boys should be able to do the greater part of this work 
 under the farmer's direction. Show them the advantages of the 
 method, making them understand the reason of every step as it is 
 taken. 
 
 . Rotation of crojjs. — The practice of rotation of crops is very gen- 
 erally neglected among American farmers, notwithstanding its great 
 importance. The reason of this is to be found in the general igno- 
 rance of the principles of agriculture prevailing among our farmers. 
 The Indian boy must be given no such excuse, and the farmer will 
 make this subject the topic of many talks and illustrate its advantages 
 by its use in the work of the farm. 
 
 Different crops draw from the soil different elements, and as the 
 plant uses Up food faster than the soil can produce it, repeated plant- 
 ing in the same places soon exhausts the required elements, and a 
 change is needed to give the elements opportunity t© prepare new 
 material. 
 
 The roots of many staple crops remain near the surface, while 
 others send many of their roots deep into the subsoil. The deep- 
 rooted plants are of benefit by assisting in the breaking up and decom- 
 position of the subsoil, thus deepening the soil; by bringing to the 
 surface many valuable elements contained in the lower soils, and by 
 recovering the substances which long-continued rains have washed 
 down into the subsoil. Therefore, the deep-rooted and the shallow- 
 rooted crops should alternate, as clover and wheat. 
 
 The growing of one crop on the same land continually promotes the 
 growth of injurious worms and insects, while, on the other hand, a 
 rotation destroys them by depriving them of their special food. 
 
COURSE OF STUDY FOB INDIAN SCHOOLS. 31 
 
 Most annual crops are harvested comparatively early, leaving the 
 ground bare for the balance of the season, which is undesirable on 
 account of the loss of plant food which results. A proper rotation 
 keeps the ground under cultivation and either retains or uses this 
 plant food. 
 
 Again, rotation of crops subjects the soil to different kinds of culti- 
 vation, promoting,decomposition, admitting air, and otherwise enrich- 
 ing it. 
 
 It also gradually rids the land of weeds by destroying them before 
 they go to seed. 
 
 And, lastly, this method economizes the farmer's time and cheapens 
 the cost of farming. When a few crops only are produced the work 
 is crowded into brief periods and the farmer is obliged to hire help for 
 a time and then remain idle himself for considerable periods. By pro- 
 ducing a variety of crops which demand attention at different times 
 the work is distributed more equally throughout the year, and the 
 labor of the farmer and his horses can be utilized to the greatest pos- 
 sible advantage. 
 
 In practicing rotation of crops the farmer must consider, first, the 
 difference between the several crops in regard to the kind of plant 
 food required; second, their variation as regards the depth to which 
 their roots penetrate, and, third, their distinction as regards manner 
 of cultivation. 
 
 This subject may be illustrated in the boy's garden in addition to 
 the work on the farm, and the pupil must be drilled until he is master 
 of it. 
 
 SIXTH YEAR. 
 
 From this time on the boys will be old enough to assume responsi- 
 bility and do a large share of the actual work in caring for stock, sta- 
 bles, and barn, in preparing the ground, and in putting in the crops. 
 The boy's judgment must be exercised, and along this line special 
 stress must be laid this year. He knows how to plow and is old 
 enough to do it thoroughly; he knows the value of carefully prepar- 
 ing the ground for crops, and will have much of this to do this year, 
 since the school must endeavor each year to raise larger and better 
 crops. The boys will therefore assist in all. farming operations, but 
 the farmer must, by carefully carrying out a rotation of crops, 
 endeavor to lead the boys to independence of thought and action by 
 having them plan the work to be accomplished. Let the suggestions 
 come from the boys; encourage them to make suggestions; cultivate 
 a spirit of planning for the future; make the boys feel the necessity 
 for looking ahead; invite suggestions in improvements over last year's 
 work; managing the stock; doing the daily round of work, in field 
 and garden; how to make it pay a little better this year; how to man- 
 age to raise a little more or a better grade than last year, and to have 
 more to sell. 
 
 4895—01 3 
 
32 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 The importance of these talks with the boys can not be overesti- 
 mated. The farmer must see that the boys have time to devote to the 
 work at the forge and in the carpenter shop, since the time is fast 
 approaching when the boy will leave school, and the responsibility 
 rests upon the farmer to see that these boys are given the requisite 
 training to repair broken machinery, shoe horses, mend wagons, and 
 keep buildings in repair. 
 
 Many talks on the breeding of animals will help the boy in deciding 
 early in life that it is most desirable to keep strong horses for heavy 
 work and endeavor to have them, which can be accomplished by breed- 
 ing wisely. Cows that give an abundant supply of milk and pigs that 
 attain the greatest size all show the effects. of breeding, and this is a 
 lesson which needs to be impressed by precept as well as in the most 
 practical way. The judgment must be trained in the feeding of stock, 
 giving variety and at the same time feeding that which will supply 
 the animal body with all the requisite constituents. His judgment 
 must also be trained in disposing of the manure which accumulates 
 around barn and stables. 
 
 Help the boy to be self-reliant. Remember that he is no longer a 
 child in years and make him as well developed mentally as nature has 
 physically; it rests with you to train him in habits of economy and 
 industry, showing him to spend a little thought on every piece of 
 work undertaken and not to give up until he has made it a success. 
 
 Study the habits, needs, and wants of horses, cows, swine, sheep, 
 goats, and poultry with the pupils, having in view the improving of 
 the stock and applying intelligent and business methods to their 
 breeding, training, and care. Impress the vital importance of careful 
 breeding to maintain strong, healthy stock, showing that good healthy 
 stock consumes but little, if any, more provender than indifferent 
 grades, and the gain from keeping up the grade repays twofold in the 
 work accomplished by said stock, as well as in the prices secured for 
 the same when putting them on the market. 
 
 Constantly show that a number of dogs and ponies consume and do 
 not add to the revenue of the family. 
 
 The income from raising poultry will be a valuable lesson for these 
 pupils. Poultry not only furnish supplies for the family, but often 
 develops a lucrative industry. Chickens are very easily raised. With 
 little expense turkeys and guineas can be added to the barnyard. Pekin 
 ducks do not require a stream of water near. In locations where water 
 is at a convenient distance other grades of ducks may be raised, and 
 also geese, which yield a revenue every year in feathers alone. 
 
 In countries where sheep and goats can be raised the importance of 
 this industry must be shown. 
 
 Swine can be raised anywhere. They thrive on the refuse of the 
 house. Everything that is discarded, even the water in which the 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 33 
 
 dishes have been washed, may be given to them. With proper care 
 and feeding they always command good prices. 
 
 The growth of the animal is more complicated than the growth of 
 the plant. The animal is built up and nourished by the consumption 
 of substances ready formed in plants, or which have been derived from 
 them, their food being of two kinds, water and dry matter. 
 
 Explain the special uses of fodder, which includes the cornstalks, 
 straw, and hay; and the " feeds," as the cereal grains, buckwheat, pease, 
 mill products, etc. 
 
 Show how the quality of hay depends upon its kind and variety, the 
 character of the soil, stage of growth at the time of cutting; also the 
 method of curing. The richer the soil the richer the hay. Teach the 
 best time for cutting hay and how hay subjected to frequent rains and, 
 in consequence, to increased handling, suffers great loss. 
 
 The relative values of fodder. 
 
 Ensilage as a food. 
 
 The value of tubers and roots, and how, like ensilage, their value 
 depends upon their succulence, palatability, and high rate of digesti- 
 bility and good effect upon the animal system, as much as upon their 
 food constituents. 
 
 Show that the most important of all feed are the grains or seeds 
 of the cereals, mill feeds, and refuse products of bran and middlings, 
 and of gluten foods. Hominy and cotton-seed meal and others are 
 valued for their content of fat, protein, and cai'bohydrates. 
 
 Show how the cutting and crushing of coarse fodder favorably influ- 
 ences the rate of digestibility. 
 
 Show the relative digestibility of the different foods. Explain care- 
 fully how the feeding of the animal replaces the natural wastes of the 
 body consequent upon the exercises of the vital functions (of the 
 production of milk, flesh, fat, wool, etc.), to increase product and work. 
 
 The proper proportion of food constituents required for the differ- 
 ent purposes of feeding. 
 
 Feeding standards, and their usefulness. 
 
 The economy of sometimes selling' grain and buying feed. 
 
 The manurial value of stock and the care and management of manures. 
 
 A manure being anything that increases the production of farm 
 crops, show how the farm-yard manures vary in composition and how 
 that from young animals is less valuable than from full grown. 
 
 Explain the difference between hot and cold manures, hot manures 
 being especially valuable in making hotbeds in early spring. 
 
 Explain the liability of manures to fermentation, which is loss in 
 nitrogen, this being changed into ammonia, which escapes into the 
 atmosphere. How this may be prevented by keeping manure well 
 packed and moist, the loss being greatest where manure is allowed to 
 lie in loose heaps. 
 
34 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Where special crop farming is carried on the soils should be abund- 
 antly supplied with active plant food. 
 
 Hotbeds. — Farmers will be able to show the pupils the best practical 
 way of growing plants from seeds in a hotbed or box, so as to have 
 enough plants for the school garden. The thrifty farmer does not 
 depend upon the store to buy tomato, cabbage, and other plants by the 
 dozen nor onion sets by the bushel (which may have been grown from 
 inferior seed) for starting his garden, but will grow the same himself 
 and have them ready when he has need for them. This is what the 
 pupil will want to do in his own home after leaving school, and to do so 
 successfully he must needs have instruction and experience now. It 
 will be wise to buy new onion seed from time to time to use for plant- 
 ing to raise the " sets," since seed produced repeatedly in the same 
 place deteriorate. 
 
 FRUIT GROWING. 
 
 In some sections where fruit growing is the main industry followed 
 it will form the most important subject for the farmer to teach, as 
 stock raising is in other localities. His object is to fit the Indian to be 
 able to support himself in his own home, and hence he must adapt the 
 means to the end. 
 
 The school probably already has some fruit trees and perhaps a good 
 orchard, so that the farmer can begin at once in training the pupils in 
 their care and management. 
 
 Teach the importance of tilling the land in the orchard and espe- 
 cially around the roots of the trees. Show the many ways in which 
 this is of benefit to the trees and fruit. Many pages might be written 
 on this point, but the farmer must be referred to the many excellent 
 works on the subject. 
 
 Train the boys in pruning the trees properly and at the appropriate 
 season, at the same time explaining to them the benefits to be derived 
 thereby. 
 
 New orchards and new fruit plantations must be laid out and the 
 work used as a means of educating the pupils. 
 
 The planting of fruit grounds; choice of varieties; selection of 
 plants; laying out of the orchard; planting. 
 
 No varieties should be chosen for a permanent orchard that are not 
 known to grow successfully in the particular locality, however it may 
 be done for purposes of experiment. A goodly number of varieties 
 should be selected, as this plan usually proves the most profitable, 
 distributes the work of caring for them throughout the year, and gives 
 the pupils knowledge and skill in the growing of many kinds. 
 
 When the planting of the young trees is in progress, the pupils 
 must be always on hand and understand the reason for every step that 
 is taken, helping in the work whenever possible. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 35 
 
 The orchard or plantation should be laid out according to sonic 
 definite and prearranged plan. 
 
 Care of the young trees after planting; pruning. 
 
 Plowing in the orchard; when beneficial. Other cultivation. 
 
 Diseases of trees. Remedies. 
 
 Worms and insects. Remedies. Spraying; when and how to be 
 done. Demonstrate by actual work and experiment. 
 
 Grafting. Advantages. 
 
 Harvesting and marketing the fruit. When fruit should be picked, 
 and how. Boys will do most of this work. Should invariably he 
 picked by hand unless for manufacture into cider, evaporated stock, 
 or some such use. 
 
 Care of fruit after picking. Packing and preparing for market. 
 Storing for winter. 
 
 Fanner preparing soil fur seed planting. 
 SEVENTH YEAK. 
 
 The farmer has given the hoys careful instruction in plowing', using 
 one horse at first, showing the various uses of the different kinds of 
 plows, the necessity for keeping plows free from rust and well sharp- 
 ened. The strength of the pupils having increased has led to giving 
 them this year the breaking up and preparing the land for the crops 
 and cultivating and harvesting the same. 
 
 Give the boys much experience in making hay, and at schools where 
 baling is done they may assist. They are now experienced in raising 
 and harvesting the crops peculiar to their respective Idealities; also in 
 the care of farm implements, machinery, etc. The importance of 
 keeping the harness well oiled, in good repair, and in its proper place, 
 is a lesson all boys must learn. 
 
36 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 The general care of the barn and barnyard will be impressed every 
 day. 
 
 It will be necessary to frequently show the importance of keeping 
 the farm in good repair, mending fences and gates, keeping doors on 
 hinges, maintaining a neat appearance of the barn and outbuildings. 
 
 The proper housing of grain is another important subject on which 
 to give advice to the young farmers. 
 
 Small fruits: The culture of strawberries, currants, grapes, and 
 all small fruits should be advised and practiced in all schools. 
 
 The orchard is one of the important lessons in the course in farm- 
 ing. The health, as well as the revenue of the family, is greatly 
 improved where fruit is one of the products of the farm. Trees must 
 be set out every year and the pupils given practical lessons in caring 
 for them. Spraying, at the proper season, keeping the roots free 
 from earthworms, and their general care should be taught. 
 
 In the dairy work the lessons to be impressed are cleanliness and 
 careful attention to food and stalls of the cattle, the pupils actually 
 doing all the work from milking the cow to marketing the butter. 
 Both boys and girls must take part in the dairy work. Show the 
 importance of clean hands in milking and clean vessels also. Impress 
 careful milking, being sure that all the milk is taken from the cow, 
 the last drawn, or "strippings," being the richest in quality. 
 
 Show that milk is a perfect food, easily digested, and containing all 
 nutriment necessary to sustain life, and should be handled carefully 
 and hygienically. 
 
 Show the difference in cattle, explaining how some have a tendency 
 to secrete milk, while in some the tendency to form flesh and fat is 
 largely developed. The dairy breeds are also divided into two classes, 
 those giving a large quantity of average qualit}^ of milk and those 
 which give a smaller quantity of a higher quality, thus showing the 
 influence of the breeding. 
 
 It will be necessary to repeat many times the instructions as to feed- 
 ing, to impress that "by proper food " is meant food that is clean and 
 wholesome, and that the influence of food is the greatest factor iu 
 determining the profit derived from the dairj'. 
 
 Hay that is mixed with weeds or improperly cured or moldy will 
 result in a poor quality of butter and milk. Demonstrate how feed- 
 ing affects the flavor of the milk; that cabbage, turnips, etc., should 
 be fed immediately after milking. 
 
 Good, pure drinking water for cows is another essential. Decay- 
 ing straw or hay used for bedding often taints the milk. Clean bed- 
 ding must be insisted upon. Also the management and care of the 
 calves. 
 
 After milking, the care of the milk is an important consideration, 
 clean vessels and clean surroundings being highly important. Prop- 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 37 
 
 erly airing and sunning milk vessels should be insisted upon, and the 
 milk always kept covered. 
 ^ Skimming milk and churning, care of the butter, showing just the 
 right amount of salt to be put in and how to work the butter well, 
 how to use coloring matter if desirable, the packing and storing are 
 all practical questions that must be solved by the pupil by actually 
 doing the work. 
 
 The profit and success of dairying depends upon a number of condi- 
 tions which should be carefully considered. 
 The care of all animals should be regular, punctual, and kindly. 
 General advice relative to and practical experience in marketing 
 crops will be given this vear. 
 
 Each school is expected to raise large crops for the market, and at 
 the same time supply the school table with a variety of vegetables and 
 fruits, and in accomplishing this the boys will have received practical 
 lessons in farming. 
 
 This year the boys should be given practice in making estimates 
 and plans for next season's work. They must be taught the quantity 
 of wheat and other grains required to seed properly an acre of ground, 
 and then made to put their knowledge into practice by taking partic- 
 ular fields and figuring the amount of seed to be used. Endeavor to 
 put the boys in the position of farmers having land of their own to 
 manage. For example, in the fall the teacher should require each 
 pupil to submit a plan for conducting the farm for the coming year, 
 giving in detail the crops to be put in each field and portion of the 
 school farm; in doing which they must remember the principle of 
 rotation of crops. This plan submitted by the student should go into 
 every necessary detail; and the work to be done with each particular 
 field clearly outlined, as, for instance, the quantity and kind of ferti- 
 lizer to be applied, and the manner of cultivation, together with all 
 further details that the farmer may deem necessary in setting forth 
 on paper the work of a year on a farm. In doing this the boy will be 
 obliged to draw upon and exhaust everything he has learned on the 
 subject, and he will be stimulated to additional study to inform him- 
 self In those respects in which he is lacking. It will be a practical 
 application of his entire fund of knowledge on the subject of farming 
 and will fix the principles firmly in his memory. It will also show the 
 teacher the measure of success he has attained in his endeavor to 
 make the boy an intelligent practical farmer, and in what respects the 
 pupils are still deficient. 
 
 Compare the plans submitted, in the presence of the boys, explain- 
 ing their good and bad points and how they may be improved. The 
 farmer may be able to adopt a good many of the suggestions of the 
 bo3 T s and thus make the work more interesting and instructive to 
 them. 
 
38 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 Many of the schools have very large tracts of land, as, for instance, 
 at Chilocco, Okla., and from such schools in particular great results 
 will be expected. Farming here must be conducted on a large scale 
 and every boy of sufficient size and strength made to take part in the 
 work. These schools will naturally be expected to become the leading 
 agricultural schools in the service and models and examples for the 
 guidance of the schools having less acreage. Efficient assistants will 
 be provided by the office whenever necessary and no effort omitted to 
 raise this branch of Indian training, so vital to his future welfare, to 
 the standard of excellence its importance demands. All the forces of 
 such schools should be brought to bear upon teaching every branch of 
 agriculture in the most approved way. With extensive pasturage, a 
 large herd of cattle could be grazed, giving pupils practical experience 
 in handling cattle, also in maintaining a dairy where breeding and the 
 daily care of the animals and barns would be among the lessons taught. 
 The benefits of breeding should be clearly demonstrated by the increased 
 amount of milk and butter produced each year. In this connection 
 butchering should also be taught in a humane, hygienic manner; cut- 
 ting up the meats in the proper way, and saving and shipping the 
 hides. 
 
 A large number of hogs should also be raised and shipped from a 
 large agricultural school. 
 
 Ample opportunity will be offered for cultivating a variety of crops, 
 practicing a systematic rotation in what can be best grown. Such a 
 farm will necessarily own a large number of farming implements, 
 which must be kept in good repair and properly housed. Many 
 horses will be necessary to conduct farming operations on such a large 
 scale, and their daily care will be an important part of the training 
 given. 
 
 The garden should be an important feature. With ample room, 
 large quantities of vegetables should be raised and the benefits of a 
 hotbed proven by raising much garden truck under glass and having 
 vegetables ready to set out as soon as the frost is out of the ground. 
 
 The opportunities for extensive orchards, raising all varieties of 
 fruits that the latitude will permit, and also for the raijing of large 
 quantities of small fruits are exceptionally fine at schools of this 
 character. 
 
 Extensive vineyards should also be maintained. 
 
 The grounds should be beautified with flowers of all varieties that 
 will thrive, and shade trees planted in many places, the pupils being 
 taught their use and how to care for them. 
 
 These large agricultural schools should be able to supply all the 
 smaller schools in the neighborhood with cuttings, plants, young trees, 
 grapevines, flower seeds, onion sets, etc., and to be an example to the 
 surrounding country. They should be a sort of agricultural experi- 
 ment station where agriculture is conducted along the most approved 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 89 
 
 lines. It is the object in maintaining such schools to fill them with 
 pupils from the smaller reservation schools, where they have learned 
 practically the same crops, and yet at these larger schools everything 
 should be done on such a large scale and in the most perfect manner, 
 so that the pupil's experience will be broadened and he will bo com- 
 pelled to shoulder responsibility, the most important lesson he must 
 learn in preparing to farm for himself. With such a large amount of 
 work to be handled, responsibility must of necessity be placed upon 
 the oldest and most experienced pupils. They must be put in charge 
 of much work that has to be done, and the farmer must make them 
 feel that the success of their special piece of work depends upon their 
 watchfulness over the details of said work and in the time and labor 
 that has been expended in its doing. This lesson will be of incalcu- 
 lable value and will be one of the strongest props put under the boy 
 in helping him on to independence of thought and action and to ability 
 to plan for himself. 
 
 At the large agricultural schools the model farm idea can easily be 
 carried out, there being sufficient land to set aside 4 acres, giving it 
 into the hands of a few boys, who will be advised to fancy themselves 
 at their own homes, and who must map out a series of crops and work 
 for the different seasons, as they would do were they tilling their own 
 soil. This lesson will be brought home more closely by having a 
 small barn on this model farm, keeping two horses, one cow, and one 
 pig, and by making the produce of this farm feed the stock and have 
 some left to sell. 
 
 The garden truck to be raised and the rotations of crops, should be 
 planned out on paper before starting in, and the work must be carried 
 on with the advice and direction of the farmer, whose opportunities 
 here are great for giving the boys valuable instruction and help. 
 
 The opportunities are no less for girls than for boys in an agricul- 
 tural school of this size. The judgment must be exercised in using 
 wisely the large quantities of material to deal with and in planning 
 for the proper storing of the products of the farm. Vegetables and 
 fruits should have been raised in sufficient quantities to supply the 
 table for the entire year. Apple and other fruit butters must be 
 made, fruits preserved, pickles and jellies made, fruits and vegetables 
 canned and dried, thus giving the girls a wide experience in husband- 
 ing their resources and putting by from one season for the next. 
 
 Large numbers of fowl should be raised, and of all varieties, and 
 this is largely the work of the girls. The housekeeping in this estab- 
 lishment is an important matter and gives girls a wide field of expe- 
 rience in learning to control themselves while directing and controlling 
 others. 
 
 In thus describing some of the work to be done at the schools 
 having large farms we must not be understood to imply that such 
 work is to be neglected at schools having small areas of land. Quite 
 
40 COURSE OF STUDY FOR IKDIAN SCHOOLS. 
 
 the contrary. The farmer having a small area of land must give the 
 boy most careful training in managing small crops, and thus prepare 
 him to benefit by the instruction he will receive when transferred to 
 the school whose resources are greater. Only by careful training in 
 the smaller schools will he be fitted to enter the larger ones. All farm 
 work in the small schools will be on a small scale and will be of great 
 value because it will be like the farm at home. Some cattle may be 
 kept; also hogs and poultry and splendid orchards be set out. Sev- 
 eral crops should be raised each year. Gardening should receive 
 careful attention, though so much ground may not be devoted to it as 
 at a larger school. Horticulture must not be neglected, vines and 
 flowers may be planted at the base of trees in the yard, and the school 
 grounds may be made pretty and attractive. 
 
 In other words, the farmer must use his limited facilities to the best 
 possible advantage and make the utmost use of every acre at his 
 disposal. 
 
 CONCLUSION. 
 
 In this course of study on agriculture no attempt has been made to 
 detail the entire amount of instruction to be given by the teacher of 
 farming. To do this would take volumes, and the limited space has 
 permitted only the briefest outlines of the subject, with occasional 
 amplifications on points of special interest. It is believed that enough 
 has been said, however, to give the farmer a comprehensive view of 
 the field to be covered and a clear idea of the methods to be adopted. 
 
 The works recommended, and which will be found in the school 
 library, will furnish abundant material and information on every topic 
 in the course, and the farmer will be expected to make constant use of 
 them in his work. 
 
 The farmer is expected to carry out faithfully the course here laid 
 down, and as much more as he has time for. In some sections fruit- 
 growing is the most advantageous industry for the Indian, and here, 
 of course, particular emphasis will be given to the subject. In other 
 localities stock raising predominates. So the farmer must take into 
 consideration local conditions and modify his work accordingly. 
 
 There is no department in the Indian education exceeding in impor- 
 tance that trusted to the farmer's care, viz, the teaching of agricul- 
 ture. Upon the result of his work more than any other depends the 
 advancement of the condition of the Indian. The vast majority of 
 the Indians must support themselves, if they support themselves at 
 all, by the working of the soil, and whether they succeed in doing so 
 or not rests in a large measure with the training they receive in 
 school. 
 
 One thing the farmer must ever bear in mind, and that is the object 
 at which he aims, viz, the making of Indian boys into industrious, 
 practical farmers and self-supporting citizens. 
 
AKITTIMKTIC. 
 
 All thoughtful teachers seemed agreed that arithmetic should be 
 taught with objects, not only in the first grades, but to a certain 
 extent in all grades. Of course, the objects must be handled and com- 
 pared by the pupils. 
 
 Anyone who has studied children has seen that they have a tend- 
 ency to handle things. This is nature's attempt at obtaining knowl- 
 edge by sense perception. The Indian child, because of his unbounded 
 curiosity, has a greater tendency in this direction than other children. 
 
 A pruftir.R] lesson in arithmut 
 
 This method of teaching by handling should be pursued till the 
 knowledge of relations is so thorough that the child no longer needs 
 objects to reveal them. 
 
 In the first years of number work, sight, hearing, touch, should all 
 be exercised. There must be expression through the hand as well as 
 through the lips. 
 
 A teacher should come to her class with a, thorough understanding 
 of the topic of the day. So prepared, she will appreciate these words 
 
 41 
 
42 COURSE OF STTTDY FOR INDIAN SCHOOLS. 
 
 of Professor Howison: "Not only in mathematical but in all elemen- 
 tary teaching, though in elementary mathematical teaching preemi- 
 nently, the first thing is to get the pupil perfectly familiar with and 
 as nearly as possible infallibly accurate in fundamental facts and 
 operations. " 
 
 I am aware that it is possible to weary the Indian pupil beyond 
 endurance by this, and therefore warn the teacher to keep the fatigue 
 point in mind. 
 
 Let all problems be practical and so simple that the child has no 
 difficulty in stating them before he performs the operation. 
 
 Aim at only reasonable facility on the part of the child, but he must 
 be accurate. 
 
 All exercises in fractions and per cent should be confined to small 
 numbers and to subjects likely to come within the pupil's experience. 
 Number work involving a labored process of reasoning as in "catch 
 examples " should be discarded. 
 
 Oral work should not be dropped when written work begins, but 
 should be kept up in all grades. The "mental arithmetic" is a book 
 for any year after the second year. 
 
 Teach processes rather than rules. 
 ~ The child should do the work always, not the teacher. "The test of 
 real mastery is that the knowledge shall be produced * * * with- 
 out any help at all." 
 
 NUMBER WORK. 
 
 First year. 
 
 When a child enters this grade he probably has the idea of one, but 
 the teacher must find this out. 
 
 She is supposed to have a supply of objects such as beans, corn, 
 stones, pencils, toothpicks, etc. Ask the child to bring one stone. 
 Has he one top? Bring it. One marble; hold up one hand; so the 
 child learns, or shows that he has learned, one. Put the figure 1 on 
 the board. 
 
 In the same way take two. How many feet have you; how many 
 eyes; how many hands? Show me as many beans as you have hands. 
 
 When the child has learned two — that is, one and one — of the same 
 kind put together — have him take one away from two. 
 
 Be sure that he not only knows how many, but sees that they must 
 be of the same kind. Put the figure 2 on the board. 
 
 Then give little problems taken from everyday life, and teach the 
 children to give them. Francesca has one flower and Manuella has 
 one flower. How many flowers have both ? 
 
 Jose has one top and Juan has one top. How man y tops have both ? 
 Take away one flower from two flowers and one top from two tops. 
 
COURSE OP STUDY FOR INDIAN SCHOOLS. 43 
 
 Or Francesca can draw a bird on the board and some other child 
 can draw a bird. How many birds are there? Then erase one bird. 
 How many birds remain? 
 
 When this is well learned, place on the board the problem and let 
 the child write the answer beneath. 
 
 In the same manner take up three. Find three blocks, three pen 
 cils. or three beans, and show that three is two and one. Take two 
 stones in one hand and one stone in the other hand. How mairy stones? 
 Put the hand with one stone behind you. How many stones remain ? 
 
 So test the children till at a glance they recognize a group of 
 three. 
 
 Finally place two and one on the board, thus: 9 , and let the child 
 
 place the answer beneath. 
 
 In the same way take up "four." Have the child put one book and 
 three books together, and tell how many books there arc. 
 
 Let him draw on the blackboard three short vertical lines. How 
 many lines '. Then one more line. How many lines '. Then two lines 
 and two lines are how man}' lines? Write the figure 4 on the board. 
 
 3 2 
 Before closing with four, write on the board -. ^, and have the 
 
 children write the answers beneath; also subtract one from four, and 
 two from four. Do the work also by using the signs + and — , as 
 3+1=4; 2+2 = 4; 4-1 = 3; 4-2=2. 
 
 Proceed with live as with previous numbers, and so on to the end of 
 the year, when it is expected that the child will have carried number 
 work to 10. 
 
 Give many problems, and sometimes reverse to recitation; have the 
 children catechise you. The children should furnish most of the 
 problems. 
 
 In teaching to count to ten, the test of success is the child's ability 
 to discover readily any number of objects to ten, but do not attempt 
 the instant recognition of any group of more than four. 
 
 The child should also be taught ordinal numbers as follows: 
 
 1 is the first number. 
 
 2 is the second number. 
 
 3 is the third number. 
 
 4 is the fourth number. 
 
 5 is the fifth number. 
 
 Point out the first number, fourth, third, fifth, etc. 
 
 What number is the third number ? The second ? The fourth ( The 
 
 first? Etc. 
 
 Who is the first person in the class i The second person '. Etc. 
 What number comes after 1 ? After 3 ? After 2 ? 
 What number comes between 2 and 4< Between 1 and 3? 
 
44 
 
 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 The child should now learn something of Roman notation, so that he 
 can recognize the numbers of the lessons, as well as the pages, in his 
 readers. 
 
 Along with this work it will be profitable to conduct special exer- 
 cises adapted to sense training and enlargement of the judgment, in 
 which faculty the Indian is deficient. 
 
 While a more systematic study of solids is taken up after a year or 
 two, attention can now be given to many things observable in the 
 schoolroom and about the house; they can be compared as to their 
 faces, edges, corners, etc., and those that are^ alike ma} r be gathered 
 into a group. 
 
 Have a child close his eyes and feel an object, then tell what he 
 thinks it is. When there are several small objects of the same kind, 
 let him tell how many he thinks there are, and then open his eyes and 
 sec how near the truth he came; also which is largest, which smallest. 
 Strike different substances and ask the children to tell by the sound 
 what was struck — eyes closed, of course. Strike a succession of objects 
 and ask the children to tell what and how many things are struck. 
 Drop something and ask them to tell how far it has fallen by the sound. 
 Recognize the other children by their voices. 
 
 Forty-five fundamental combinations: 
 
 1 
 
 1 
 
 1 
 
 1 
 3 
 
 1 
 4 
 
 1 
 5 
 
 1 
 6 
 
 1 
 
 1 
 
 8 
 
 1 
 9 
 
 
 
 
 
 
 
 
 
 
 2 
 
 2 
 S 
 
 2 
 4 
 
 2 
 5 
 
 2 
 6 
 
 2 
 
 2 
 
 8 
 
 2 
 9 
 
 
 
 
 
 
 
 
 
 
 3 
 3 
 
 3 
 4 
 
 3 
 5 
 
 3 
 6 
 
 3 
 
 7 
 
 3 
 
 3 
 9 
 
 
 
 
 
 
 
 
 4 
 1 
 
 4 
 
 
 
 ■1 
 
 6 
 
 4 
 
 7 
 
 4 
 8 
 
 4 
 9 
 
 
 
 
 
 
 
 
 
 
 5 
 5 
 
 5 
 6 
 
 5 
 7 
 
 ■5 
 8 
 
 5 
 9 
 
 
 
 
 
 
 
 
 
 
 fi 
 
 6 
 7 
 
 6 
 
 8 
 
 6 
 9 
 
 
 
 
 
 
 
 
 
 7 
 
 s 
 
 7 
 9 
 
 
 
 
 
 
 
 
 
 
 8 
 8 
 
 8 
 9 
 
 
 
 
 
 
 
 
 
 
 
 9 
 9 
 
 
 
 
 
 i 
 
 
 
 
 
 
 
 
 
 | 1 
 
 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 45 
 
 SECOND YEAR. 
 
 In the preceding year the pupil has learned 25 of the 45 primary 
 combinations of numbers. 
 
 The first work of the year should be a review of the last year's 
 work; then teach the remaining 20 combinations. With these well 
 fixed in the memory, the Indian child has a large part of the arithmetic 
 he will ever need in life. These combinations may be compared to 
 Dr. Hill's "pint of beans,'' with which he says arithmetic may be 
 taught. 
 
 Teach by the method outlined for the first year. The child must 
 make actual combinations and find the answers. He must state prob- 
 lems, very simple ones, but they must 1m? his. Special attention 
 should be given to the habit of problem making and of stating prob- 
 lems in distinct tones. The child should readily state problems for 
 every one of the 45 combinations. This is not only necessary as an 
 application of numbers, but language work is pursued as well. 
 
 Thoroughly memorize each step before advancing, and keep review- 
 ing, so that nothing slips out of the mind. 
 
 This is especially necessary with Indian children, because in their 
 isolated homes they have not the frequent practice in number work 
 that a child has in a community where stores and commerce abound. 
 
 In adding, read or think the lowest number first. Toward the close 
 of the year drill on the board and slates can be given in numbers 
 consisting of two figures, but the sum of the units should not exceed 
 nine. 
 
 Practice counting by adding numbers to ten. For instance, in 
 expressing eleven, say, one ten and one; twelve, one ten and two; 
 twenty -one, two tens and one. This shows the principle of the com- 
 bination. There are various ways in which the teacher can explain 
 it — make marks on the board, ten vertical marks, then one mark. 
 Show that the one, the unit, is expressed by writing 1, and the ten is 
 expressed by writing 1 at the left of the first 1. In 25, 5 represents 
 five units and 2 represents two tens. There should be drill on this, 
 and later in hundreds and thousands. 
 
 Introduce fractions like £ and £, etc. , where they can be brought in 
 natural^, and teach by the use of objects. 
 
 Teach the pint and quart with actual measures; also the inch, foot, 
 and yard. 
 
 Where sewing material is given the school it is well to have each 
 child measure his required quantity and then label it, giving the 
 quantity and his name. 
 
 Every schoolroom should be furnished with foot rules, yardsticks, 
 and surveyor's chain, the common measures for liquids and for grain, 
 and a pair of scales; bags filled with sand can be used for weights. It 
 will help the child to handle the things, become familiar with the 
 
46 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 names, and learn the smaller denominations in anticipation of their 
 extended study later. 
 
 Great use may be made of the ruler for the exercise of the judg- 
 ment. Make lines of different lengths, or squares and other rectilinear 
 figures of different dimensions. Ask the child to estimate the length 
 of one line, then measure. The length of the shorter line, then 
 measure. What the length of the side of the larger square? Child 
 measure. What of the smaller square? Measure. 
 
 In this way he learns to measure the length of objects and to judge 
 distances with much skill. 
 
 Third year. — Review work of the previous j r ear, telling at sight the 
 45 primary combinations. 
 
 Experience seems to show that the Indian child readily picks up a 
 "series idea," as counting by adding twos, counting by adding 
 threes, etc. 
 
 In making up "constant addition," as this is called, objects will still 
 be needed to make the meaning of the series clear. 
 
 The teacher may wi"ite on the board a column of twos, the sum of 
 
 2 
 2 
 which shall not exceed 10, as: 2. Then with pointer in hand she 
 
 2 
 2_ 
 
 counts, beginning with the lowest figure, 2, 4, 6, IS, 10. With blocks 
 or beans the child makes up this series, assuring himself of its accuracy. 
 He memorizes it, both ascending and descending, writing it on slate or 
 paper for this purpose. 
 
 Then the teacher puts the other series on the board and with a 
 pointer counts. The child with his blocks counts out the series, 1, 3, 
 5, 7, 9, puts it on paper, and learns it ascending and descending. 
 
 The two series, 2, 4, 6, 8, 10 and 1, 3, 5, 7, 9, are what should be 
 fixed on the eye and the mind. 
 
 A column of threes is treated the same way, the teacher pointing 
 and counting 3, 6, 9, 12, after which the child finds it for himself with 
 the aid of blocks, and then learns it ascending and descending. Then 
 a column of threes, except the first figure, which shall be 2 or 1. 
 
 After the different series of threes are learned, drill on columns-of 
 threes, twos, and ones, written irregularly. 
 
 In the same way take column of fours, going to 16; column of fours, 
 except the first figure, which shall be 3, 2, or 1. Later drill on an 
 irregular column of fours, threes, twos, and ones. 
 
 Same method with 5 going to 20, and with 6 going to 24. 
 
 In connection with each series use problems which apply the series. 
 
 The recitations may be varied by writing the numbers in a circle, 
 and the teacher can go round and round it with a pointer. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 47 
 
 Fractions: 
 
 How much is £ of 2, 4, S, 10. 
 How much is £ of 3, 6, 9, 12. 
 How much is i of 4, 8. 
 How much is £ of 5, 10. 
 The work of the second year, by geometrical figures on the board 
 and with blocks at the seat, should be continued. Each child should 
 have a small box of blocks out of which he can build geometrical bodies. 
 If, as some one has said, it is easier to see the relation of surface to 
 surface and line to line, than of one number to another, the study of 
 ratio may now be profitably pursued as supplemental work. 
 
 Having placed on the board lines of different lengths, for instance, 
 
 a 12-inch line and a 6-inch line, ask the ratio of the shorter line to the 
 
 longer line. Ans. $. Then of the longer line to the shorter line. 
 
 . Ans. 2. Make squares; the surface of one square double the surface 
 
 of the other square. Ratio? The surface of a square four times the 
 
 surface of another square. Ratio? Be sure to keep within the child's 
 
 knowledge of fractions. 
 
 Drawing and molding in clay can be practiced along the same line. 
 
 Study the sphere and cube, first as wholes, then as to faces, edges, 
 
 and corners. 
 
 Linear measure, by using problems suggested by sewing material 
 and cutting of garments for children. 
 
 United States money, with actual money or toy money. 
 
 FOURTH YEAR. 
 
 Review the work of the last year, in constant addition. 
 
 Take up 7 and count to 28; after learning the ascending and 
 descending series, apply problems. 
 
 Then add successively columns of sevens, except the first figure, 
 which shall be 6, 5, 4, 3, 2, or 1. Too much drilling can not be done. 
 
 If the teacher bears in mind what a child learns in the second, third, 
 and fourth years of number work is what he will chiefly use in after 
 after life, she will see the need of the most thorough teaching. 
 
 Proceed with 8 and 9 as with the other numbers, finally carrying all 
 as far as the old-time tables go. 
 
 Then review and review! Try always to have the variety which is 
 necessary to insure interest and attention. 
 
 Carry fractions to eights and ninths, and denominate numbers a few 
 steps above what was learned in the last grade. 
 
 Teach Roman notation to C. Elementary arithmetic can be used 
 for seat work and drill. 
 
 Study the hemisphere and triangular prism as wholes and with refer- 
 ence to surface. Show what is the boundary of a square, the boundary 
 of the school yard, and of small fields. Drill in the 45 combinations. 
 
 4895—01 4 
 
48 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Time: Draw a clock face with the minute hand at XII and — 
 
 The hour hand at I. What time is it ? 
 
 The hour hand at III. What time is it ? 
 
 The hour hand at IV. What time is it? 
 
 The hour hand at VI. What time is it? 
 
 The hour hand at XII. What time is it? 
 Draw the hour hand between XII and I — 
 
 The minute hand at I. What time is it? 
 
 The minute hand at II. Time ? 
 
 The minute hand at X. Time? 
 
 The minute hand at III. Time ? 
 
 The minute hand at IX. Time ''. 
 Draw a clock face to read 10 minutes to 5 o'clock. 
 How many hour spaces on the clock face ? 
 How many minute spaces on the clock face ? 
 
 FIFTH YEAR.. 
 
 Multiplication and division: 
 
 Show the child that multiplication is the same as "constant addi- 
 tion." 
 
 The table of 2 in multiplication is the same as the series made by 
 adding 2. Illustrate. 
 
 Teach the terms multiplicand, multiplier, product. 
 
 As in addition, the child should make the tables, using objects and 
 writing the results. After calling to mind the series made by constant 
 addition of 2, he can repeat, one two, 2; two twos, 4; three twos, 6; 
 four twos, 8; five twos, 10. 
 
 Thoroughly memorize the tables. 
 
 In slate practice with the multiplier the pupil should be very rapid 
 in using multipliers expressed by one figure before he attempts work 
 where two or more figures are used. 
 
 Division should be taught as reverse multiplication. It can be 
 shown that 4 contains 2 two times, since two times two are i; 6 con- 
 tains 2 three times, since three times 2 are 6. 
 
 Multiplication and division should be .taught together, or nearly 
 simultaneously. 
 
 Multiply by 2 and drill until the process is well acquired, both 
 as to table and in problems, then divide for quotients of 2. 
 
 Have examples put on the board, using the signs X for multiplica- 
 tion, and -T- for division. 
 
 Multiply by 3 and drill as with 2, getting accuracy and speed in 
 reciting the tables, then divide for quotients of 3. Apply both pro- 
 cesses in many problems. Pupils need not go higher than three 
 figures for division. Do not have large dividends. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 V.) 
 
 After sufficient drill in blackboard work tbc teacher will show the 
 
 pupil how to carry where the product is expressed by re than one 
 
 figure. 
 
 Division where there are remainders need not he taught till the ten 
 tallies are learned. 
 
 Reduction, addition, and subtraction of fractions containing denom- 
 inators not greater than 9; also denominate numbers studied with the 
 actual measures. Review often the forty-live combinations. 
 
 SIXTH YEAR. 
 
 Do enough work for a thorough review of fundamental processes, 
 then take up factoring and finish the elementary arithmetic. This 
 may he too much work for some pupils, but not for all. 
 
 n 
 
 m 
 
 ; Mil 
 
 Practical number work. 
 
 If there are children who can not keep up, with such be slow and 
 
 Do not attempt much memorizing of rules. Where the principles 
 are understood, the rule' will be of little practical use. All teaching 
 should be of such a nature as will best tit the child to cope with his 
 environment. 
 
 Make use of problems drawn from daily life of the Indian man and 
 woman. Teach the boys how to invest sums of money in cows or 
 
50 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 sheep; how to estimate the number of yards of wire required to fence 
 a field; number of square feet in a table or floor; how many yards of 
 carpeting would be required to carpet a floor, the dimensions of the 
 floor being given; how much wall paper is needed to paper a room, 
 and to the girls teach such problems as they will meet in going to 
 stores with pottery or vegetables, which they will exchange for calico, 
 groceries, etc. 
 
 Below are given a few examples to show the practical elements that 
 should be embodied in this work. 
 
 Examples: 
 
 How many yards of fence will it take to inclose a tield that is 30 
 yards on one side, 25 yards on another side, 40 yards on another, and 
 45 yards on the remaining side? 
 
 Draw a square 4 inches on a side. How many square inches does 
 the square contain ( 
 
 A table is 3 feet long and 2 feet wide. How many square feet in 
 the table? 
 
 Measure table in schoolroom. How many square feet? 
 
 Measure the schoolroom floor. How many square feet in the floor? 
 
 Suppose the floor is 6 feet one way and 12 feet the other way; how 
 man j' square feet in the floor? 
 
 How many yards of carpeting will it require if the carpeting is 1 
 yard wide' 
 
 How wide is a house which has a room 20 feet wide and the two 
 outer walls are each 1 foot thick ? 
 
 The room in this house is 25 feet long and 10 feet high. How many 
 square feet on ef>ch side? 
 
 Wall paper being 20 inches wide, how much paper is required to 
 paper the room? 
 
 Juanna goes to the store with 8 tenahas to sell, for which she asks 
 10 cents apiece; how much does she get for them? The trader says he 
 can not pay her in money, but will pay her in calico, at 5 cents a yard. 
 How many yards does she receive? 
 
 Maria takes 10 pounds of wheat to the store, for which she asks 2£ 
 cents a pound. The trader pays her in coffee, at 10 cents a pound; 
 how many pounds does he give her? 
 
 Manuella sells 6 pounds of meat to one man, 4 pounds to another 
 man, and 8 pounds to another. How many pounds does she sell? 
 She asks 3 cents a pound for the meat; how much money does she 
 receive? With this money she buys sugar worth 9 cents a pound; 
 how many pounds does she receive? 
 
 First year. — Pupils taught to count and write numbers to 50. 
 To add and subtract numbers to 10, which, in addition, comprises 
 the combinations above the line passing diagonally through the 45. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 51 
 
 Roman notation us far as X. 
 
 Indefinite comparison. 
 
 Seamd year. — Count and write numbers to 1,000. 
 
 The 45 combinations and subtraction of the numbers. 
 
 Denominate numbers; something of liquid and dry measures and 
 linear measure, using actual measures; measure the pupils. 
 
 Indefinite comparison continued. *• 
 
 Roman notation to XXV. 
 
 Third year. — Notation and numeration to 10,000. 
 
 Frequent review of the 45 combinations, and "constant addition" 
 carried through 6. 
 
 Writing halves, thirds, etc., to fifths. 
 
 Roman notation to L. 
 
 Definite comparison, or ratio, with lines and surfaces. 
 
 Fourth year. — Notation and numeration to millions. 
 
 Constant addition carried through 9. 
 
 Addition and subtraction of numbers of two periods, and give 
 examples using terms drawn from the child's home experience. 
 
 Time and table of time; avoirdupois weight, using scales and 
 weights. 
 
 Fractions to eighths and ninths. Roman notation to C. 
 
 Fifth year. — Multiplication and division and tables for both. 
 
 Reduction, addition, and subtraction or fractions having denomina- 
 tors not greater than !>. 
 
 Review denominate numbers, using actual measures. 
 
 Drill in the 45 combinations. 
 
 Practice adding columns of figures. 
 
 Sixth year. — Multiplication and division of fractions. 
 
 Decimal fractions. 
 
 Accounts and bills. 
 
 Interest, simple practical problems. 
 
TUB BAKERY. 
 
 This important department of the school is established to supply the 
 school table with wholesome, appetizing bread, and to teach the pupils 
 how to make bread of all kinds for family use. 
 
 No girl should 
 be allowed to leave 
 school until she 
 understands theart 
 thoroughly; in- 
 deed, instruction 
 must be given the 
 children at such an 
 early age that they 
 can not fail to learn 
 bread making early 
 in the school life 
 and have several 
 years in school to 
 practice this inval- 
 uable accomplish- 
 ment, assisting in 
 teaching the art to 
 the younger pu- 
 pils, and becoming 
 so accustomed to it 
 as to be content 
 only when good 
 bread is set before 
 them. 
 
 It is highly im- 
 portant thatanum- 
 ber of boys be 
 taught the baker's 
 trade, since boys 
 frequently like the work and become excellent bakers, and secure 
 lucrative positions; but it is imperative that every girl be taught to 
 make bread. 
 
 Pupils must wear proper clothing in the bakery, of washable mate- 
 rial and scrupulously clean. Special attention must be given to wash- 
 ing the hands thoroughly and cleaning the nails, since particles of dirt 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 53 
 
 collect under the nails and unless cleaned out quite thoroughly will 
 work out into the bread. It is always best to wear a cap on the head. 
 
 A few talks on the different grades of wheat, the properties of 
 flour made from winter and from spring wheat; the fact that wheat is 
 the most important cereal; making of yeast and its influence; setting 
 sponge; mixing the dough; molding loaves, biscuits, rolls, etc; bak- 
 ing the bread and the treatment of the loaves when taken from the 
 oven; making different kinds of bread — rye, graham, brown, and corn 
 bread— and the making and baking of pies, cookies, and cakes; the 
 making and frying of crullers and doughnuts. 
 
 The care of the tire and oven is an important lesson that must be 
 impressed; also the care of bread pans, sacks, boards, and boxes. 
 Every girl must be taught how to cut bread into dainty, thin slices 
 and place on plates in a neat, attractive manner. 
 
 Pupils must know that wheat has the largest proportion of nitrog- 
 enous principle of any of the grains used in making bread; that it is 
 the most satisfying nutriment; that there are many ways of making 
 bread, and that different kinds give a pleasing variety, but for dairy 
 use the most satisfactory loaf is made with flour, water, salt, and 
 yeast. 
 
 The loaves should be of such form that the heat will readily pene- 
 trate to the center and cook the starch thoroughly. The more dough 
 is kneaded the finer and closer grained the loaf. 
 
 The pupil must learn expedition, which means a wise collection and 
 preparation of materials and everything put to its proper use. 
 
 Pupils who desire to become bakers can receive complete instruc- 
 tion at some of the large nonreservation schools, including the 
 management of a bakery, estimates for supplies, observation of the 
 fluctuation of the grain markets, chemistry, and business methods. 
 
BASKETRY AND CANING. 
 
 BASKETRY. 
 
 To Agents and Superintendents: 
 
 It is desired by the Indian Bureau that basketry be taught in the 
 Indian schools. Will you please furnish this office with the names of 
 basket makers on your reservation, sending specimens of the work they 
 can do, and giving all information concerning them that may be of 
 interest and use in the furtherance of this project? In this way it will 
 be possible to know where to find teachers for the different kinds of 
 basketry wrought by Indians throughout the United States. 
 
 Indian basket makers are desired as teachers who have skill and 
 ability and who use the old methods of coloring with the beautiful and 
 lasting natural dyes, also those who understand weaving into their 
 baskets the designs which symbolize the history and traditions of their 
 tribe, making them distinctively Indian. The basketry as woven by 
 Indians for generations past is fast becoming a lost art and must be 
 revived by the children of the present generation, that they may take 
 their rightful place among the leading- basket makers of the world and 
 supply the demands of the markets for such baskets. 
 Very respectfully, 
 
 Esteixe Reel, 
 Superintendent of Indian ScJwoh.- 
 
 The Indian's great finger skill shows the wisdom of training him in 
 what demands finger skill. In the education of Indian boys and girls 
 the work that the various tribes have been noted for doing especially 
 well must be considered and training given the children that will 
 enable them to continue the work begun long ago, and so skillfully 
 executed by their ancestors. If the tribe is one of blanket weavers, it 
 is advised that the services of the best weaver of the tribe be engaged 
 and instruction given regularly in the art, that the pupils may become 
 skillful in doing the work and thus be able to place upon the markets 
 the beautiful blankets that have made their tribe famous and which 
 are always in demand. 
 
 Among the tribes of potters it will be easy to find an expert man or 
 woman who can be engaged to come to the school at stated times and 
 instruct the children in the manufacture of pottery. Modern designs, 
 
 54 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 .% 
 
 suggested by the modern articles on sale at the agency stores, cheapen 
 the wares of the Indian, and his individuality does not assert itself as 
 it should and as it does in all the work of the old Indians of genera- 
 tions past. The importance of preserving the Indian designs and 
 shapes can not be overestimated. The object must be to weave the 
 history and traditions of the tribe in all distinctively Indian work, thus 
 making it historical, typical, and <>f value. The nations of the world 
 preserve their individuality in their work. The Chinese do not attempt 
 to imitate the work of other nations, nor should the Indians. Race 
 
 Baskets of old weaves. 
 
 pride should stimulate them to effort in preserving the work of the 
 past. Indian work is always in demand, but is difficult to obtain, since 
 the tendency of the tribes is to copy from modern wares, and the work 
 is not distinctively Indian. A good living is in the hands of those who 
 will faithfulh* portray the work of their ancestors. In this, as in 
 everything else in life, the best takes first place. 
 
 In like manner the bead work which some of the tribes excel in 
 doinc should be encouraged and taught the children. Soft, well-made 
 
56 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 moccasins and other articles of Indian manufacture will always find 
 sale if there are workers who will make them of distinctively Indian 
 design. 
 
 Correspondence is invited with this office from agents and superin- 
 tendents representing the blanket weaving, potter, and basket- weaving 
 classes of Indians, recommending native teachers in these arts. It is 
 desired that the tribes that make especially good pottery, weaving, 
 or basketry teach the children of the tribe the art, and equip them 
 with the ability to put on the market as useful, durable, and beautiful 
 articles as could their ancestors. 
 
 The Indian students who have attended the nonreservation schools 
 know the needs of the markets in many places and are the ones to 
 show their people how much they may contribute to the world of 
 workers in giving their work in a larger way. Of all Indian work, 
 however, basketry must take the lead, since the demand for this arti- 
 cle is great everywhere. In every school where the children are 
 descendants of a basket-making tribe and where suitable materials are 
 obtainable a good teacher of basketry should be employed, and all 
 the children must learn the -art, since very many skilled workers are 
 necessary to supply the demands of the times for these baskets. 
 
 In museums and in private collections are to be seen Indian baskets 
 of wonderful weave and beauty. The feather baskets of the North- 
 west, in which are woven in the most durable manner the feathers of 
 the woodpecker, meadow lark, and other birds; the strong decorative 
 baskets of the South; and many other singularly beautiful and useful 
 baskets, are difficult to obtain now, owing to the fact that few Indians 
 are living who know how to make them. The baskets made of the 
 stems of ferns by the California Indians are durable beyond many 
 that are sold in our large cities to-day from the markets of Europe and 
 the Orient. Many other baskets made by Indians in different parts 
 of the United States might- be mentioned, which, if put into stores, 
 would attract and surprise purchasers by their beauty and durability. 
 The schools will be able to secure the services of the Indians on the 
 reserve to supply them with material (which grows abundantly in 
 many places) for the manufacture of baskets as woven by the special 
 teacher then employed. It is so necessary that the children be taught 
 how to make and use the vegetable coloring that Indians have used in 
 the past for ornamenting the baskets that the caution against using 
 aniline dyes is repeated, since they fade and "run" and detract from 
 the value of the baskets. 
 
 In such schools in New York City as the Teachers' College, Colum- 
 bia University, the Ethical Culture Schools, Pratt Institute, and also 
 in many schools in other cities, basketry is taught all children from 
 the earliest grades to the normal schools. Teachers pay large prices 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 57 
 
 for lessons in basketry. We lind it necessary and beneficial to give 
 basketry to Anglo-Saxon children, and how much more desirable is it 
 for children who come from a race of basket makers and who possess 
 the linger skill to turn out beautiful work of this kind. 
 
 The French peasants supply our markets with braids for making 
 hats. Why should not our Indians do this and make other greatly 
 needed articles in straw ? 
 
 With the returned student as the connecting link between the Indian 
 at home and the needs of the world, the Indians as a people must be 
 led to see the importance of developing the work they are so gifted 
 in doing, and to help supply the market's demands; and thus take a 
 long step in the direction of self-support; which, after all, is the end 
 of all Indian education. 
 
 Recognizing the ability and skill of the Indian as a basket maker, 
 it is desired to teach the children of the basket-making tribes (in their 
 respective schools) the basketry their ancestors wove. Indian basketry 
 must not become a lost art. and it rests with the children of the pres- 
 ent generation to acquire skill in doing the beautiful work accom- 
 plished by Indians in the past. 
 
 The Indian teacher of the various arts, when directed by the intel- 
 ligent white teacher, will become a factor for great good, inspiring 
 the children with a love for the work of their forefathers, and the 
 white teacher will-add to this good effect by showing them that their 
 work is appreciated and needed, and by sympathetic suggestions as 
 the occasion arises. 
 
 She must constantly impress them with the beauty of symbolic 
 designs and vegetable coloring as used by the Indians originally. 
 The children must be led to see how important it is for them to learn 
 the arts of making baskets as they were woven by their parents, since 
 but few old Indians are living who can impart this valuable instruc- 
 tion, and to allow these arts to become extinct is the greatest mistake 
 the Indian of to-day could possibly make. The demand for baskets 
 was never greater than now. Thousands are imported yearly. Our 
 own Indians should be the producers and the beneficiaries in supplying 
 the demands for baskets. They are able to make quite as durable and 
 fully as artistic a basket, from an sesthetic standpoint, as any of the- 
 foreign races to whom we send for baskets. The work is peculiarly 
 agreeable to Indians, and the revenue arising from this industry would 
 be important. The pride of the Indian must be aroused in this par- 
 ticular branch of industiy, the Indians being the native American 
 basket makers. 
 
 Originating new shapes and faithfully reproducing the patterns 
 made by their ancestors will be an important part of the instruction 
 in basketry. 
 
58 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 At each school the superintendent will be expected to see that his 
 farmer shall confer with the Indian basket makers of thetribe, thor- 
 oughly familiarizing himself with the materials that are used for mak- 
 ing baskets in their respective localities, and the kind of soil in which 
 the materials grow. He must plant and raise a sufficient amount of 
 such material for the use of the pupils that they may have sufficient 
 to make baskets throughout the year. This idea is well set forth by 
 Dr. George Wharton James in his work on Indian Basketry. 
 
 FIRST TEAR. 
 
 Lessons in basketry may be helpfully given the children the first 
 year in school. The teacher will find willows, reeds, cat-tails, or some 
 tough, flexible growth near the school which can be utilized in weav- 
 ing baskets. Use the material damp, always. Mats may be woven 
 for the tables and floors, small baskets woven, doll furniture made, and 
 also many other things. Varied Occupations in Weaving, by Louise 
 Walker, gives a number of suggestions for weaving with a variety of 
 materials. 
 
 While the child's hand and eye are being trained to accuracy and his 
 observing faculties aroused, a desire to create is stimulated, and work 
 and play are closely interwoven. 
 
 Raphia is well adapted to use in the class room. This is a grass 
 which grows in Madagascar, and which may be braided and used in a 
 number of ways in the first and second years' lessons in basketry. In 
 many places native grasses can be found that can be handled as easily 
 and will answer the purpose of raphia for braiding. With needle and 
 thread the braided raphia, or whatever grass is used, can easily be 
 sewn into baskets of all shapes and also into doll furniture. Hats for 
 dolls and children may be made of it, and many useful and ornamental 
 baskets taught and woven in the lessons the first year, or kindergarten 
 period. Even hay makes beautiful baskets. The finger skill which 
 the child acquires from work of this kind not only lays a valuable 
 foundation for basketry, but trains the faculties in many ways. 
 
 Cane Basket Work, by Annie Firth, London, contains a number of 
 excellent illustrations, showing the work step by step, and the teacher 
 who has not had the advantage of lessons in basketry will, by carefully 
 studying the illustrations and the printed directions accompanying 
 each, be enabled to weave baskets. She will therefore be able to teach 
 the principles of weaving in the small classes and be well prepared to 
 master the art as presented by the practical basket maker when the 
 opportunity to learn basketry is presented. 
 
 In using native grasses for baskets (soft grasses that might take the 
 place of raphia) wire spokes may be used, and they form a durable 
 foundation for the " weaver" to pass around. 
 
 How to Make Baskets, by Miss White, also contains many helpful 
 ideas. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 59 
 
 SECOND YEAR. 
 
 The second j^ear's work will be a continuation and extension of the 
 work outlined for the hist year. The children will be able to do more 
 accurate work, make better and stronger doll furniture, good mats for 
 the floor, put seats in old chairs that have good frames and need only 
 caning. 
 
 Willows, cat claws, cat-tails, rushes, yucca, agave, the shredded 
 bark and roots of various trees, and the tough stems of shrubs 
 ' and plants can all be used. The school and agency farmers will 
 be expected to plant and raise such grasses and materials as are suited 
 to local conditions and needed in making baskets. Baskets of surpassing 
 beauty and great wear are made from so many materials that "almost 
 anything that grows," as a practical basket maker once remarked, may 
 be happily utilized. 
 
 Work in cane, making bottoms and backs for chairs, is excellent in 
 connection with basketry and is another good way to develop finger 
 skill. This will also be given in the class room and the child prepared 
 for the instruction to be given by the practical basket maker. 
 
 THIRD YEAR. 
 
 At the schools located among the tribes of basket-making Indians, 
 the native basket maker will teach the children basketry, thus perpet- 
 uating the art and endeavoring to show the children of a race whose 
 ancestors have excelled in making baskets that they possess the ability 
 and can acquire the skill to make baskets of great value. Some 
 schools may find it difficult to secure a native basket maker, since but 
 few are left, and where several schools are adjacent, one teacher can 
 easily teach at all. She must have regular days and stated times for 
 remaining at each school. Teachers in the East have to pay large 
 sums for lessons in basketry, and the Indian school-teachers can read- 
 ily see what an opportunity this will be for them to acquire the art of 
 making baskets. When the office can secure the services of old 
 Indians who are typical native basket makers, the instruction will be 
 thoroughly imparted and the pupils given every opportunity to learn 
 
 this important work. 
 
 CANING. 
 
 THIRD YEAR. 
 
 Practical basket makers begin with square mats. The teacher will 
 find that by having squares of cardboard or pasteboard prepared with 
 holes punched around the edges, thus, 
 
 o o o 
 
 o 
 
 o o o 
 
 o 
 
 
 o 
 
 o 
 
 
 o 
 
 o 
 
 
 o 
 
 o 
 
 
 o 
 
 o 
 
 
 o 
 
 o o o 
 
 o 
 
 o o o 
 
60 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 the child will have a substantial foundation upon which to learn to 
 weave cane. The accompanying illustrations will show how the cane 
 may be stretched from side to side. 
 
 This is the first lesson. 
 The next will be with a 
 frame of wood, which the 
 boys can prepare in the class 
 room, with holes in the 
 edges. The cane must be 
 used damp, not wet. It is 
 not easily spoiled by moist 
 or soiled hands, can be easily 
 threaded and drawn firmly 
 by the child. With such 
 substantial frames many 
 patterns of beauty and use 
 may be woven. These seats 
 must be kept, and with a lit- 
 tle instruction from the car- 
 penter the boys can easily 
 make little chairs for use in the kindergarten or first-grade class rooms, 
 and the sehoohwill not have to call upon the office for little chairs, as 
 has been so extensively done. 
 
 In preparing pasteboard mats for the cane to be strung through at 
 first to give the children an • 
 
 idea of the work, the board 
 must be very firm and 
 strong. The holes should be 
 far apart and an open pattern 
 made, which is easiest for 
 the child to handle at first. 
 Cross weaving may also be 
 taught. This gradually leads 
 up to chair caning. 
 
 The chair pattern is very 
 easy . The rows are stretched 
 (damp cane) as shown in il- 
 lustration, fixed in order as 
 numbered — two rows at right 
 angles, then two rows inter- 
 woven diagonally with the 
 first two. Leave the ends of the diagonal rows loose and just long 
 enough to come to the edge. When the four rows are put in, the rush 
 is laced around the edges as shown. Let the rush and the cane used 
 to lace with be just damp, not in the least wet. In fixing the stretched 
 
COTJBSE OF STUDY FOB INDIAN SCHOOLS. 
 
 61 
 
 strands it is never necessary to tie the cane twice, for a knot once tied 
 and flattened with the thumb will keep firm and flat. 
 
 Most of the cane chairs on the market are in this pattern. It is one 
 that wears well. The diagonal rows are put in last. The lacing row, 
 as the fourth is called, need not be pushed down the side holes, these 
 ends and those of the diagonals and the edges being covered with the 
 
 Fig. 4. 
 
 rush. If we weave tm mat needle at first we see the path for the 
 cane, but the fingers mn, t thread it, any stiff strand being lifted with 
 a pin to allow the weaving bread to go under it. 1 
 
 Krowing these patterns, the children can cane all chairs in the school 
 neatlv and in a durable manner. 
 
 The Primary School, .November, 19U0. 
 
BLACKSMITHING. 
 
 It is intended that all the boys in school shall receive some instruc- 
 tion in blacksinithing, sufficient, at least, to enable each to shoe a 
 horse well, to set a tire on a wheel, to make the various pieces of 
 ironwork that can be made by a blacksmith, and to be generally capa- 
 ble of repairing his implements of farming, dairying, etc., and in 
 making the less complicated ones, so as to enable him to become more 
 successful in his farm work. 
 
 Boys about 12 or 13, who possess sufficient strength and robust 
 health, may begin this work, and the instruction should continue from 
 two to three years, according to the progress made by the student. 
 
 FIRST YEAR. 
 
 The first thing for the blacksmith to look to is the arrangement of 
 his shop. He should so order it as to give instruction to the desired 
 number of boys with the least possible apparatus. All the forges 
 should, if possible, be in the middle of the shop, both to promote con- 
 venience and as a safeguard against fire, but the boys should also be 
 shown how to construct forges against the side of the room, as in small 
 shops this kind may be more desirable as economizing space. Each 
 forge must have a rack for tools close at hand. 
 
 Give instruction as to the proper construction of forges and the care 
 of fires. Teach how to make a good fire and how to concentrate it and 
 keep it from spreading by sprinkling with water and packing the coal 
 down firmly. 
 
 There will, of course, be an anvil for every forge. It should not be 
 placed too near the forge, for that causes inconvenience; about 6 feet 
 from the center of the fire is the proper distance. The timber on 
 which the anvil is placed should be set well into the ground, and its 
 top should not be much larger than the base of the anvil. The height 
 of the anvil should be such that when the user stands upright his 
 knuckles will rest upon its top. In setting up the anvil, as well as in 
 the other preparations, utilize the aid of the boys as much as possible. 
 Workmanship and neatness should be insisted upon. 
 
 Place the vises also in systematic order, as, for example, in a row, 
 say, 6 feet apart. Have a drawer under each vise for the files, ham- 
 mers, and' other necessary tools. Likewise have a place for the horse- 
 shoeing tools. The intelligent blacksmith will be able to carry out this 
 62 
 
COURSE OF STUDY FOR TNDIAN SCHOOLS. 
 
 63 
 
 idea in respect to all his apparatus, and he will thus set a good exam- 
 ple to his pupils and inculcate habits of order and proper care of tools. 
 
 The shop being thus correctly arranged, the first thing to do is to 
 teach the hoys the names of the tools and their several uses. Drill 
 each boy in their locations until he can lay his hand readily upon any 
 tool desired. Insist upon the tools being returned to their places w hen 
 not in use, and being kept in proper condition. 
 
 The following will be given this year: 
 
 Drawing square iron to a point, to Hat, to bevel, and to round: 
 drawing from round to square, to octagon, and from octagon again to 
 round: bending rings of round and flat iron: pointing and bendino- a 
 staple: drawing, bending, and twisting in making a hook: upsetting 
 and forming square and hexagon head bolts: punchincr and cuttino- 
 square and hexagon nuts: bending, twisting, and punching flat iron; 
 upsetting, drawing, bending, punching, and chamfering square angle 
 piece. 
 
 A corner in the blacksmith shop. 
 
 The next instruction will be to teach the pupils how to weld two 
 pieces of iron together, how to get the proper heat, and how to treat 
 the iron with borax and sand to prevent burning, etc. Sand will usu- 
 ally be found sufficient, but where the iron is liable to burn or scale 
 off, borax will be necessary. It will probably be found best to keep 
 the bovs at the forge with the instructor until each can do a little work 
 himself, and then they may be put at forges by themselves. Two or 
 three bovs can be assigned to each forge if necessary. Before they 
 begin anv work themselves, however, show them the proper way of 
 wielding the hammer; that the arm should swing free from the body 
 and the stroke be long and deliberate, instead of short and jerky. 
 
 As soon as he learns how to weld, the boy will be able to make sim- 
 ple implements, and this kind of work should be given him. If pos- 
 sible, set him the task of making something which he can use in his 
 
 4895—01 5 
 
64 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 other work, as for example, in the garden, that ho may feel a pride in 
 doing it well, and thus hare his enthusiasm for the work aroused. It 
 will he found that the hoy can successfully make many things of this 
 kind that will be needed around the school. Also many of the simpler 
 tools that he will need later on in his blacksmith work can be made 
 now. As soon as the pupils have acquired some skill in the handling 
 of their tools and in working the iron, they may be set to practicing, 
 fixing up and reshaping old shoes, the blacksmith always examining 
 their work and endeavoring to assist them in improving it. 
 
 Have the boys forge and make out of old iron some small bolts, 
 gate hooks, hasps, and similar things. Train them in habits of thrift 
 and economy by making all old iron into useful articles. 
 
 If a boy should break any of the tools he uses in his work in farm- 
 ing and gardening, let him repair them himself, assisting him if 
 necessary. 
 
 Blacksmith shop at Haskell Institute. 
 
 Give such other work in repairing as the circumstances will permit. 
 
 As suggested in the course of engineering, it is likewise recom- 
 mended here that the instructor set apart an hour each week for a 
 general cleaning up and setting the shop to rights and an inspection 
 by the instructor immediately after. It would be well after the 
 inspection to give a little talk to the boys, commending what is mer- 
 itorious and shows enterprise and industry, and pointing out those 
 things in which improvement might be made. 
 
 SECOND TKAK. 
 
 Study horseshoeing as to the following points: 
 
 1. Stripping and preparing foot to receive new shoe and nailing it 
 in place. 
 
COURSE OF STUD'S FOE INDIAN SCHOOLS 
 
 I and making new sh< 
 
 65 
 
 to overcome difficulties 
 ivailable through 
 
 2. Reshaping 
 with the feet. 
 
 3. Study of diseases of the foot and reinedii 
 good shoeing. 
 
 4. Shoeing to over- 
 come difficulties in 
 gait, as interfering, 
 knee knocking, stum- 
 bling, ete. 
 
 5. Different kinds 
 of shoes for the differ- 
 ent seasons, and with 
 respect to the charac- 
 ter of the employment 
 of the horse. 
 
 Begin the instruc- 
 tion by having the 
 boys watch repeatedly 
 the work of shoeing 
 the horses, and explain w 
 to them at the same | 
 time each step as it is % 
 taken in preparing the p 
 hoof and putting on 
 the shoe. Then take 
 a gentle horse, and 
 after preparing the 
 hoof and fitting the 
 shoe and tacking it in 
 place, give the boy the 
 hammer and show him 
 how to take the nail 
 in his fingers and start 
 and drive it. and then 
 to cut and clinch the 
 nail and rasp and fin- 
 ish the foot. Rasping 
 the hoof, however, 
 should be done as 
 sparingly as possible and very carefully. It will take a great deal of 
 experience to do this work correctly, especially the nailing, and the boy 
 must be made to do it many times under the eye of the instructor. 
 
 To be able to shoe, a horse well and intelligently it is necessary for 
 the bov to understand the nature of the horse's foot. In order to do 
 
66 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 this, it is desirable to have a hoof to examine. The blacksmith should 
 endeavor to obtain the leg of a horse from the kneejoint down. 
 Place the severed limb in hot lime for several weeks, and then clean 
 thoroughly, and by boring small holes in the bones of the fetlock and 
 running through a small copper wire, fasten them together so that 
 they will be nearly as pliable as in life. This will be of the greatest 
 value to give the pupils a correct idea of the construction and working 
 of the hoof and the leg. When this specimen hoof is placed on the 
 floor, and the long bone is held in its normal upright position, it should 
 square up with a try-square placed beside it. If it leans to the front, 
 the heel of the shoe is too high, and this is, as the instructor should 
 explain to the boys, a frequent cause of spring knee. If it inclines to 
 the back, the toe is too high. Thus the boy will learn how to know 
 the proper height for the heel and toe, respectively, of any particular 
 animal. 
 
 It would be very well also to make an effort to get abnormal legs 
 and hoofs and prepare them in this way for the instruction of the 
 learners; also hoofs that have been cracked or otherwise injured by 
 poor workmanship in shoeing; diseased hoofs, etc. The more of these 
 specimens the instructor can obtain, the better. 
 
 A shoe should never be used hot, for the veins of the foot are not 
 deep, and to do so is injurious to the horse. 
 
 Some instruction in wheelwrighting must be given in connection 
 with blacksmithing, in order to make available the boy's skill in the 
 blacksmith's art. To this end, some work in wood will be necessary. 
 The work in carpentry will have given the boy some skill in this line, 
 but considerable further training will be required to adapt it to the 
 woodwork required in connection with blacksmithing. 
 
 Review and elaborate instruction in welding — butt, lap, and split 
 welding, and the cases in which each should be employed. 
 
 Every boy will be expected to make for himself before the year is 
 out as complete a set of horseshoeing tools as possible. Make him 
 keep a record of his tools and keep them in their proper places in a 
 tool rack or box, which he will also construct for himself. He must 
 also make his other blacksmithing tools, and keep well -sharpened those 
 that require it. 
 
 Instruct the pupils in the making of such farming implements as a 
 blacksmith can ordinarily make. In order to do this completely, he 
 must have practice in the making of handles for such tools, which the 
 instructor will see to. Many of the boys may, from their work in the 
 garden, be able to devise new tools for use in cultivation which will 
 lessen or make more valuable their labor, and this tendency should be 
 fostered, and they should be encouraged to put their ideas into practice. 
 
 Teach carefully the setting of tires. It will take some little time 
 for the pupils to master this so as to gauge the shrinkage so that the 
 wheel will get just the right "dish" and no more. 
 
COURSE OK STUDY FOR INDIAN SCHOOLS. 
 
 67 
 
 Give some instruction in the different kinds of fuel, compare their 
 values, and show for what purposes each is better adapted. By (his 
 time the pupils ought to lie fairly skillful in their work and can be 
 given the general repairing of the school. Plows, harrows, cultivators, 
 mowers. 1 1 ■.. will last indefinitely if repaired promptly; and instead 
 of ordering new ones, the old ones should he mended, thus teaching 
 a valuable lesson in good husbandry. Be careful to see that these 
 machines and implements are kepi under roof and well painted. 
 
 Give instruction and practice in making chains, both light and heavy. 
 An important thing to he insisted upon is that the links he kept uni- 
 form in size, and none of the links slighted, for the pupils must remem- 
 ber that the chain can he no stronger than its weakest link. 
 
 Save all old holts and make them into spikes and hooks for the 
 hanging of harness and other articles. 
 
 Teach tin' case-hardening of iron and the hardening and tempering 
 
 of steel. Show how the degi't f hardness is evidenced b\ the color 
 
 of the steel when going through the process. It is important and nec- 
 essary to know how hard the steel should be for various tools and how 
 the degree of hardness may be known by the color of the steel. This 
 is a process requiring very (dose attention. 
 
 Many of the wooden parts of a wagon must now be made, among 
 them the felly for a wheel, bolsters, wooden axles, tongues, thills, and 
 wagon boxes and seats. Have the boys make a complete wagon box 
 for a farm wagon, including seat and sideboards for increasing its 
 capacity. All the iron work, including the bolts, must be made in the 
 shop by the pupils. 
 
 (rive instruction and practice in making horseshoes out of old iron 
 as well as from horseshoe iron. Show the difference between shoes for 
 
68 COTTRSE OF STUDT FOB INDIAN SCHOOLS. 
 
 farm work and those for heavy road work, and between those for win- 
 ter and those for summer, and the reasons for the same. 
 
 Give talks on materials, their sources and prices. Assign problems 
 to the students, such as the computation of the cost of a certain job of 
 blacksmithing, the materials and their prices being given. Give 
 others, in which thej- shall ascertain the cost of setting up a small 
 shop suitable for a farmer's use; These exercises will develop and 
 train the student's thinking and creative powers and should be 
 indulged in frequently. The work of the class will afford number- 
 less questions of this kind, and the intelligent blacksmith will have no 
 difficulty in finding problems. 
 
 The following should be taught the pupils this year in addition to 
 and elaboration of what has already been laid down: 
 
 Upsetting; welding; forming; punching; introducing caseharden- 
 ing in making heading tools; drawing and upsetting nails and rivets 
 in heading tool; butt welding; bending and welding in making chain; 
 forming, punching, slotting, and bending a hasp; laying off and forg- 
 ing diagonal brace; forging eccentric strap; drawing out, bending, 
 and threading eyebolt with ring; T welding; jump-welding steel; 
 forging S wrench. ' 
 
 THIRD YEAH. 
 
 Review and continue the work of the preceding year on the subject 
 of horseshoeing. Much and continual practice must be given to this 
 work, as it is the most important single part of the course in black; 
 smithing and requires much study and skill. Give frequent talks on 
 the subject of horseshoeing, and on blacksmithing in general. Show 
 the proper manner of treating cases of interfering and knee knocking; 
 how the condition of a horse with knee spring may be ameliorated by 
 the use of shoes with the heels projecting out backward beyond the 
 hoof. Explain the best way of shoeing horses with brittle hoofs and 
 the use of the toe clip in cases of this kind. Likewise illustrate the 
 treatment and shoeing of horses having cracked hoofs. 
 
 Impress upon the boys the intensity of the suffering inflicted upon 
 the animal by poor shoeing, and also how this lessens his value and 
 working powers. Shoes must not be put on in such a manner as to 
 be liable to expand or contract, thus crushing or expanding the hoof. 
 
 In fastening the shoe, small nails driven low are the best. Large 
 nails are likely to lacerate and break the hoof, and those driven too 
 high are liable to penetrate the sensitive parts and become painful to 
 the animal, if nothing worse results. The holes also take too long to 
 grow out when the nails are driven high. 
 
 The shoe must be made to fit the hoof and not the hoof to fit the 
 shoe. The more perfect the fit, the more comfortable will be the 
 horse, and consequently the more work he can do. The practice so 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 69 
 
 generally Indulged in of applying- the red-hot shoe to the hoof and 
 burning the hoof to the shape of the shoe should be discountenanced. 
 The shoe should tit the hoof as squarely as possible at all points, 
 otherwise it is improperly made. It should neither project beyond 
 the edge of the hoof nor recede from it. When the shoe is put on the 
 work is. or ought to be. complete, and little rasping of the hoof to 
 shape it to the form of the shoe should be necessaiy, for by this prac- 
 tice the natural and necessary coating of the hoof is destroyed and the 
 foot injured. 
 
 Wherever practicable, teach also the shoeing of oxen and mules. 
 If there arc none available, at least show the boysthe manner in which 
 the shoeing should be done and how it may differ from horseshoeing. 
 
 Tin' mule is often a very valuable animal to tin 1 Indians, and an 
 effort should be made to familiarize each boy with the shoeing of 
 
 mules. The same will apply to the shoeing of oxen in localities where 
 these animals may be- used. 
 
 The work in wagon making and repairing will be very important in 
 this year's work. The pupils should now be skillful enough to make 
 almost all of the iron parts required for a farm wagon. Continue the 
 work in the setting of tires. When a. tire is taken off a wheel, it should 
 be carefully marked with a tile or by other means, so that when it is 
 put back it can be replaced in exactly the position in which it was 
 found. This is essential in order to make the tire tit well and render 
 the shrinkage really effective. If the tire is put on in a different posi- 
 tion from that which it occupied before being removed, it is liable to 
 loosen as soon as it ''fits" or adapts itself to its new position on the 
 felly, and thus the object is defeated. Show by the actual work how 
 
70 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 much "draw" should be taken in the tires of different wheels, how 
 the tire should be heated and shortened, and finally how it should be 
 put on again. 
 
 In like manner illustrate how to remedy the defect in a wheel of a 
 back dish. 
 
 Much practice must be given in making the various wooden parts 
 of a wagon, commencing with the spokes and fellies for the wheels. 
 Before the close of the year it is desired that the class make a com- 
 plete light farm wagon. This will be work of the most valuable and 
 practical kind, and will teach the pupils more about the construction 
 and repair of vehicles than can be obtained by any other means. 
 
 The pupils will also make and iron completely wheelbarrows and 
 other useful articles. 
 
 In northern sections sleds will also be constructed and all the iron 
 and wood work made by the pupils. The making and repairing of 
 sled shoes will be somewhat difficult and will require special attention 
 on the part of the instructor. 
 
 Sledges for use on dry ground, which are so essential to the farmer 
 for innumerable purposes, such as moving very heavy articles from 
 place to place, and especially over soft and cultivated ground, and 
 transporting others for short distances over difficult places, will be 
 made by the students under the direction of the blacksmith. These 
 will be shod by the use of broad wooden shoes, made from hickory 
 or other tough, smooth material. 
 
 Instruction will be given in the repair of plows. Study the con- 
 struction of a plow and the relations and uses of the several parts and 
 how to put them together. Show how to sharpen a plowpoint which 
 has been worn down and how to harden it, and how to make and 
 repair such parts of a plow as can be made or repaired by an ordinary 
 blacksmith. Illustrate how defects and faults in plows may be reme- 
 died; how to correct the tendency to "flop" and run unsteadily or to 
 run too deeply or too near the surface. 
 
 Give instruction in the hardening and softening of metals. Springs 
 may be hardened by heating to a low red heat and then plunging into 
 a bath of lukewarm water. Hammers and other tools should be hard- 
 ened by heating to a similar degree of heat and cooling in cold water. 
 Steel may be softened by heating and then permitted to cool as slowly 
 as possible by covering with cinders and ashes. 
 
 Give instruction in drilling holes in iron; how to drill in steel and 
 other very hard iron. 
 
 The boys should now De skillful enough to make or repair almost 
 any farm -implement that can be made by a blacksmith, and at every 
 opportunity practice in work of this kind should be given them. 
 Accustom them to making old iron and cast-off scraps of use in the 
 construction or repair of useful articles. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 71 
 
 The bellows or blower is one of the most important things to a 
 blacksmith. Every bojr must be shown the construction of a bellows 
 and taught how to make one for himself, so that when lie establishes 
 his own little shop in connection with his farm or otherwise he will 
 not be handicapped or defeated in his purpose by the want of a satis- 
 factory bellows, which is a primary requisite to any blacksmith work. 
 Caution the students against having a bellows too small. A large one 
 is but little more difficult to make and does much more satisfactory 
 work. A 1£ or 2 inch exhaust is the best. The bellows should be 
 hung up near the ceiling to be out of the way. 
 
 The following should be taught the pupils this year in addition to 
 and elaboration of what has already been laid down: 
 
 Drawing cast steel and introducing tempering in making cold 
 chisel; forging and tempering flat drill; forging and tempering ham- 
 mer: drawing, bending, punching, and tempering arch spring; forg- 
 ing and tempering lathe tools; welding steel to iron; forging blacksmith 
 tongs and other tools; a stud}- of the reading of drawings; the con- 
 struction of iron, steel, etc.; the study of fuels and their combustion; 
 the study of tools, their names, uses, and parts. 
 
 After this three years'' course any boy of ordinary ability should be 
 able to do practically all the work required of the average blacksmith, 
 and during the third year the students should be given charge of some 
 of the boys just beginning the work. This will be of much benefit to 
 the advanced pupils, will test their knowledge of and skill in the work, 
 and will also relieve the instructor of much work and enable him to 
 carry on the instruction in a more satisfactory manner. 
 
 If any of the pupils show special taste and adaptability for the trade 
 of blacksmithing and desire to follow it as an occupation, they should 
 be sent to a nonreservation school having special facilities for instruc- 
 tion in this work, where the student will receive further training to fit 
 him to become an expert blacksmith. 
 
 The directions here given have necessarily been brief and the work- 
 ing out of the many details is confidently left to the teacher in black- 
 smithing. It is desired that he impart to the students all the instruction , 
 and give all the practice here directed, and as much in addition as his 
 judgment approves and his facilities and time will permit. 
 
 The idea that the instructor should keep before him in his work is 
 that he is endeavoring to fit the boy, not so much for the trade of a 
 blacksmith, as for doing his own blacksmith work when he has settled 
 down on his farm, dairy, or ranch, and the things he is likely to have 
 to do when that time arrives are the things of prime importance to be 
 taught. 
 
CARPENTRY. 
 
 FIRST STEPS IN WOODWORK. 
 
 Many people miss their calling in life because they do not know 
 their talents. In schools where pupils are nourished with theoretical 
 training only, they have few opportunities to show their ability for 
 invention or creation. The active side of their natures (that, for the 
 most part, upon which the choice of a calling depends), is rarely 
 noticed in such a school, and, for want of exercise, is not likely to 
 make its appearance. In schools of this character, only a part of a 
 human being is trained. The greatest men have become what they are 
 by independent labor. By industrial instruction will it be possible to 
 become acquainted with the talents and powers of the pupil. Labor 
 will make the pupil himself conscious of his capabilities. Child nature 
 implies action rather than meditation. Industrial education is simply 
 an extension of Froebel's idea. 
 
 Comenius said: "The human body needs movement and occupation." 
 Children should be instructed to make their own playthings. This 
 wdl accustom them to look to themselves and to their own efforts for 
 help in their emergencies. 
 
 Rousseau says: "If I employ a child in the workshop instead of 
 chaining him to a book, then his hands will work to the benefit of his 
 mind." 
 
 Pestalozzi admitted into his school the turning lathe, joiner's bench, 
 sewing, etc., saying that he saw, every day, how "industry trains the 
 understanding and gives force to all the feelings of the heart." Hand 
 labor is a foundation stone and guide to morality. We can not afford 
 to develop the speculative side of a child and neglect the side that wills 
 and acts. Many educators acknowledge that "it is better for a child 
 to be able to construct a sphere out of wood than to merely understand 
 the definition of a sphere. " 
 
 It is desired to evolve a course of manual training conforming to 
 the child's interests and which will stimulate the habit of work. It is 
 the greatest unwisdom to train the mind alone. A knowledge of how 
 to do many things is of more value than merely brain power, and 
 mental discipline is sure to follow a certain amount of doing with the 
 hands. A mental stimulus follows the making of a good table. The 
 mind may not become morbid when the hands are used, and a healthier 
 brain is the result. 
 72 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 73 
 
 Manual training embraces anything taught that trains the 1 mind and 
 hand together; whether it be at the bench in the carpenter shop, at 
 the desk with knife and lumber, in the sewing room, the kitchen, laun- 
 dry, or in any department where pupils are " learning by doing." 
 
 Do not think it is impossible to do good work in wood because the 
 school does not happen to be equipped with a lot of tools and espe- 
 cially constructed benches. These are not essential. With some lum- 
 ber, a few planes and saws, a hammer, try-square, paper and pencils, 
 j T ou can make your own benches and many other things you need; 
 thus teaching the pupils, at the very beginning, a lesson in self- 
 reliance, and enabling them to gain power from the start. Before 
 beginning to make the benches, draw the design on paper, thus show- 
 ing them the importance of planning and originating, intelligently and 
 systematically. 
 
 A good vise can also be made by the boys with very crude material 
 and with but little labor. Likewise the boys will be able to make in 
 the blacksmith shop many useful things for the carpenter work, and 
 their ingenuity in this direction should be encouraged. 
 
 With a little determination, energy, and enthusiasm, the teacher 
 will soon find himself (or herself) equipped to go ahead with the work 
 effectively and successf ulry ; and in the very work of preparation the 
 pupils will have been given the most valuable lesson of the course. 
 
 Shape the work to fit the tools and materials at hand. If the most 
 desirable lumber is not obtainable, use the kind you have. The child 
 when grown up will, more frequently than otherwise, find himself in 
 a position where he has very little with which to work, and it is well 
 to train him now to meet such difficulties. The instructor should con- 
 stantly keep in mind that his object and aim is to fit his pupils to meet 
 and overcome the conditions that will most probably surround them 
 when they leave school and enter life in real earnest. If he keeps this 
 purpose constantly before him, there is little danger that he will deviate 
 from the practical in Indian education, or that he will fail to succeed 
 in his work. 
 
 In schools of all nationalities many children do their best to grasp 
 theoretical studies, yet fail; and pupils frequently answer questions 
 correctly, when a lesson is not comprehended. This is especially true 
 of Indian children, whose answers are more frequently confined to 
 monosyllables, and whose ability to express themselves in the English 
 language is limited. 
 
 In life men must put their ideas into execution, and in the class 
 room the real value of the instruction is evidenced in the pupil's ability 
 to do rather than to merely say. A German educator wisely wrote: 
 "Why should we occupy the child's mind with subjects which are of 
 no real importance to him and upon which his attention remains only 
 as long as the love of the teacher or fear of punishment holds him ?" 
 
74 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Purely memory lessons are of little value, but experience gives inter- 
 est to study. 
 
 The work in wood must sustain the interest of the child, counteract 
 the evil of sitting still, and cultivate the habit of attention. The work 
 must lead from the easy to the difficult, so that in each lesson given 
 the child will be prepared for the work in the next. The models must 
 be such as can be used. Useless and fancy models ma} T be pleasing to 
 the eye, but are apt to mislead the child, who may look upon the 
 practical carpentry work as crude in comparison. The real value of 
 the instruction is evidenced in the pupils' ability to make something. 
 The work given must train to habits of neatness, order, and cleanli- 
 ness, and it must emphasize the dignity of labor. 
 
 As the teacher is, so are the pupils. An enthusiastic teacher, even 
 with a limited outfit, can accomplish much. Keep in view the mate- 
 rial and tools the child will have to use at home, then train him to 
 work with a similar outfit at school. If one will observe children at 
 play, how they haul wood in their little wagons, build houses, play 
 housekeeping in their games, how earnestly they work, it will help 
 teachers to plan work in the schoolroom which will give them the 
 mental and physical activity thej' need. 
 
 Elaborate outfits for each boy are not necessary nor desirable. The 
 tools he will have after leaving school will most probably be few, per- 
 haps crude, and his material not always of the best, so we must teach 
 the boy to work with such as he is likely to have. Develop his inge- 
 nuity and endeavor to make him self-reliant and inventive. A few 
 chisels, a hammer or two, some planes, and a few other simple tools 
 will answer at first. 
 
 Give a number of small boys into the care of a large pupil who has 
 been through the course of instruction; lay out a systematic course of 
 exercises for him to give the boys under his charge, beginning with 
 drawings and reproductions of the drawings in wood. Oversee his 
 work and that of the boys under him, and in this way give the small 
 boys the necessary preparation to become skilled workmen, and very 
 little time will have to be taken from the regular work in hand to have 
 a class of boys ready to become real helpers to the carpenter. 
 
 FIRST YEAR. 
 
 In every department the technical training goes hand in hand with 
 the practical experience. 
 
 In this most important branch the class-room teacher, begins with 
 the child the first year in school with free-hand cutting, letting the 
 children cut everything introduced in the lesson of the day. Should 
 the subject of the lesson be the horse, the children will cut out of paper 
 a horse, his stable, the pail he drinks from, or his trough, his blanket, 
 currycomb, basket containing feed, etc. If the dining room is the 
 
COURSE OF STUDY FOR INDIAN SCHOOL*. 75 
 
 lesson, then the children will furnish the room with paper tables, 
 chairs, dishes, knives, forks, spoons, children, mid whatever else they 
 may consider needed in such a room. 
 
 In similar lessons, barns, houses, and dolls will be cut. The doll 
 house will be furnished complete with paper furniture. 
 
 Modeling in clay must be another expression of the work in manual 
 training. The furniture and other accessories of the home will be 
 done in clay. This leads up to working in wood in a simple way. 
 
 The teacher will have ready thin strips of wood. Any thin boxes 
 can be used. With small hammers and tacks, give the children much 
 practice in driving and withdrawing tacks and nails. 
 
 Tables may be made by nailing a piece of thin wood on a cube; 
 chairs, by using a cube for the seat and nailing a piece of wood on for 
 the back. Beds for the dolls may also be made, boxes for the seed to 
 be planted in, and the utilitarian idea fostered while the play spirit is 
 encouraged. 
 
 Making their own toys will be the first lesson given the child to 
 prepare him to build and furnish his home later in life. 
 
 The children shall use blocks freely this year for building purposes. 
 Miniature homes will be built, houses for the farmer, stables for the 
 stock, fences dividing the different fields. Correlate language and 
 number, thus: A block represents a fence post, while another block 
 (half the size of the first) represents one-half the post, and the two 
 blocks fitted together make the post; or a block represents a basket 
 containing two apples, which the teacher will give to two children. 
 How many does she give to each, and what part of the number of apples 
 in the baskets Such lessons must be given only in talks and only in 
 the most general way. and nothing must be told the child that he can 
 not see for himself by handling the objects, blocks, etc. By a variety 
 of plays the child will learn to cut the paper in half, divide the pile of 
 corn in two parts, etc. The child must see for himself the truth of 
 the statements made to him. Plays introducing number work will be 
 helpful. 
 
 SECOND TEAK. 
 
 The child who has been in school one year knows much about han- 
 dling the scissors and the hammer and is anxious to try again, and with 
 a review of the work of the preceding year he will have acquired 
 skill in using his fingers. He is ready to help the teacher make meas- 
 ures of cloth, marking the inches, half inches, and quarter inches. 
 Much drill must be given in measuring on plane surfaces, such as 
 papers, books, and objects that the child sees daily around him. Have 
 him measure his chair and desk, the size of the room, of the windows, 
 each pane of glass, the distance between desks, the size of the teach- 
 er's desk, etc. Measure the height of the pupils, have them cut paper 
 
76 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 forms to measurements given. Let them cut squares (and other forms) 
 of different sizes. Have them divide squares in halves, thirds, fourths. 
 Familiarize the pupils with the fractions $, i, i as much as with the 
 forms. 
 
 Have the children make from measurements the geometrical figures 
 in clay and with cardboard. 
 
 In almost every locality there is clay to be had, which will serve all 
 purposes. If a thorough search is made, there will be but few places 
 where it can not be found. Wherever bricks are made especially it 
 will be easy to obtain. 
 
 With a little perseverance the pupils will become thoroughly familiar 
 with the use of ruler and understand the value of feet, inches, and the 
 fractions of the inch. Drill continuously in this work until they can 
 take measurements intelligently and unaided, for the value of this 
 foundation, if well laid, can not be overestimated. 
 
 Unless the ruler being used is a thin-edged ruler have the pupil hold 
 it on edge when measuring, so that the division lines between inches, 
 etc. , will come down to the surface which is being measured. If this 
 is not done, the markings are very apt to be inaccurate. 
 
 Extend the measurements to the yard, where each one must help to 
 measure off his own garden, endeavor to make his rows of vegetables 
 straight, and see that they are an equal distance apart. See that they 
 plant in straight lines the portulacca or other flower seed that outline 
 each plot of ground. Have the cabbage plants equally distant from 
 each other, etc. Have pupils measure the. yard of the school; also 
 the length of the fence, size of gates, width of road, dimensions of 
 barn, etc. 
 
 This course is a mere skeleton of the work to be given the children. 
 The teacher is the moving spirit, and the needs of the school will sug- 
 gest many practical and valuable lessons that may be presented. 
 
 Very simple tools only are needed to successfully give much valu- 
 able instruction in this work. Hammers, tacks, and nails will be 
 needed; also jackknives, try squares, rulers, pencils, and a piece of oil- 
 cloth or something to throw over the desk for protection; also a little 
 lumber, which must be thin. Pupils will make their own rulers and 
 try squares from one which the teacher will use as a pattern. Teach 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 77 
 
 how to handle the knife in si safe manner. Show them also how to 
 hold a hammer properly and how to hold a nail, then to strike and 
 drive the nail without marring the wood. Have them pull out some 
 of the nails without injuring or scratching the wood. Do the same 
 with tacks and smaller nails. 
 
 The lessons presented by the class-room teacher to he done with the 
 jackknife will be: 
 
 1. Straight whittling. 
 
 '2. Oblique whittling. 
 
 3. Cross whittling. 
 
 4. Point whittling. 
 
 5. Cutting along the grain. 
 
 0. Cutting partly across the grain. 
 
 7. Cutting lengthwise with the grain without splitting. 
 
 8. Cutting crosswise the grain. 
 Also teach — 
 
 Using the hammer correctly. 
 
 Sandpapering. 
 
 Marking and lining. 
 
 Let the children have some work involving boring with gimlet. 
 
 In giving these lessons the pupils will make crochet needles, flower 
 sticks, butter paddles, paper cutters, and other simple articles needed 
 in the class room. The children have some idea of numbers from the 
 work last year with blocks, and the teacher will correlate number and 
 language with the lessons in woodwork. More extensive building 
 with blocks will be carried on this year, and much number work 
 unconsciously given in handling them. From such instruction the 
 pupils shoidd have a clear conception of the four fundamental rules 
 of arithmetic. The numbers and fractional parts may be written on 
 the board incidentally, but no written work will be required of the 
 children, except as they desire to make the figures themselves. 
 
 (For suggestions and helps in teaching woodwork in the class room, 
 teachers will find the books, How to Use Woodworking Tools; Knife 
 Work in the School Room; First Lessons in Woodworking; Sickles's 
 Exercises in Woodworking, and many others, of great value.) 
 
 THIRD YEAR. 
 
 The importance of giving pupils sufficient practice daily in using 
 the 2-foot rule and square until they are able to take measurements 
 correctly can not be too strongly emphasized. From teachers of car- 
 pentry throughout the service in every section comes the regret that 
 pupils coming to the shop have to be taught to take measurements 
 correctly. This work must begin in the class room as soon as the 
 child is able to understand the rule, which will be not later than the 
 second year, and the child must be shown in the class room every day 
 
78 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 how to use the tools correctly and take measurements accurately until 
 he i.s full}' able to do it alone. Pupils this year must make a 2-foot 
 rule under the direction of the teacher. This being the rule most 
 used by carpenters, it is best to put it into the hands of the child as 
 soon as possible. When the pupil goes to the carpenter or blacksmith 
 shop, or, indeed, to any workshop, unable to take measurements, 
 much time must be taken by the teacher there in instructing him in 
 this most important lesson. This work must be taught thoroughly in 
 the class room, and to this end the class-room teacher and teacher of 
 carpentry should confer, discussing where the pupils are weak in 
 doing this work and in what direction they need to be strengthened. 
 It is an injustice to the boy to send him to the carpenter shop, where 
 there are so many important lessons to be learned, unequipped to take 
 up the work there. By teaching a boy to do this work thoroughly he 
 will be ready to make greater progress. 
 
 By this time the children are quite ready to do earnest work, along 
 the lines already started. The year's work will be a review and con- 
 tinuation of the work of last year, all of which should be carefully 
 carried out. Pupils will now know how to use the ruler and tapeline 
 intelligently. With a little effort they can themselves make 2-foot 
 rulers of soft pieces of wood selected by the teacher from the car- 
 penter shop, or prepared for them by older pupils. Marking off the 
 inches will be quite easj r for them now, and a substantial and useful 
 tool will be the • result. A tapeline must also be made, since there 
 will be plenty of measuring in connection with the work in numbers 
 this year, indoors as well as out. We are aware that this work has 
 been given before, but it must be repeated, since it is highly important 
 that it be executed well, and this year the measures and rulers should 
 be compared with those made last year, which should be kept by the 
 teacher for this purpose, to show them their advancement and to 
 stimulate effort. 
 
 In the work of whittling, the children will be able to make square 
 and round sticks, pointed and notched ends. The teacher should first 
 make a drawing on the blackboard of anything to be cut, the children 
 themselves executing the drawing, thus imaging the work to be done 
 before taking the knife in hand. 
 
 Many useful articles are to be made this year for the pupils to use 
 in their work in the class room in cooking, sewing, etc. 
 
 The work in wood that will teach the child to make a table or some- 
 thing equally useful as soon as he begins to use tools is the work that 
 we must give the pupils; hence the great need for joinery early in the 
 class-room work in wood. 
 
 Joinery should be taught carefully. Give the halved joints and the 
 open mortise and tenon joints. This will enable pupils to make frames 
 for the seats of chairs, in which holes can be bored around tb»e_ §dges, 
 
COURSE OF STUDY FOB INDIAN SCHOOLS. 79 
 
 with a gimlet. On these frames the lessons in caning are to be given; 
 thus making the seats of the chairs to be manufactured in the school 
 for use in the kindergarten and primary departments. 
 
 FOURTH YEAR. 
 
 This year pupils should be given constant and careful drill in using 
 the 2-foot rule, that they may be able to take any measurements accu- 
 rately and without aid. 
 
 Review this year boring with gimlet and the halved together joints, 
 and give chamfering with jackknife. Then take up: 
 Half-lap joint. 
 
 Open mortise and tenon joint. 
 Mortise and tenon joint. 
 Miter joint. 
 Miter half lap. 
 Do welling. 
 Dado joint. 
 
 Half-dovetail joint, halved together. 
 A dovetail with single tongue; with several tongues. 
 The locked joint. 
 Scarf joint. 
 Where the teacher has taught joinery thoroughly, the pupils will be 
 able to make a box, finished complete, and without help. 
 
 The class must also become familiar with the gauge. Drill the 
 class at setting gauge at different graduations, then give much drill in 
 using the gauge until each pupil is perfectly familiar with the use of 
 the tool. See that the proper hand is employed in using the gauge. 
 
 To test their ability to measure accurately, the pupils this year 
 should make all the blocks that are needed for building purposes in 
 the class room and for teaching numbers in the lower grades. This 
 will, of course, require careful, accurate work, since they must be so 
 made that a number of them fitted together will make a larger block 
 of regular proportions, such as putting together the fractional parts 
 to build up a cube. 
 
 Drawings will be made from measurements given of all work, such 
 as blocks, joints, etc., before executing it. 
 
 Some simple furniture might be started this year. 
 
 IN THE SHOP. 
 
 Carpentry must be taught so carefully that pupils not only acquire 
 skill, but understand the principles that underlie the work. 
 
 A pupil must first be put on work that is simple — repair work, 
 helping mend fences, walks, furniture, etc. As he learns to use tools 
 
 4895—01 6 
 
80 
 
 COURSE OF STUDY KoTC INDIAN SCHOOLS. 
 
 skillfully he is advanced to moro difficult and complicated work until 
 he becomes familial' with every branch of the trade By perseverance 
 a pupil may soon be capable of doing work that will make him valu- 
 able at school, to his employer, and of inestimable benefit to himself, 
 upon his return home. 
 
 Laying a foundation. 
 
 The carpenter will see that pupils acquire a workmanlike and skill- 
 ful use of the various tools, teaching pupils how to sharpen and keep 
 them in tit condition for work, and that they are kept in their proper 
 place. He must give them a variety of bench work which will bring 
 into use all the tools commonly used in the trade. 
 
 Class in plastering. 
 
 Pupils must be carefully taught to lay foundations. 
 
 Pupils must also be taught to lay out and construct centers and 
 window frames, make case and hang doors, lay beams and set bridging 
 in same, erect stud partitions, and lay flooring. A course in joinery; 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 81 
 
 also the way to lay sheathing and shingles on a frame house must be 
 taught. In Indian schools it is advisable for carpenters to know some- 
 thing about plastering, that they -may be able to teach pupils how to 
 apply the scratch coat of plastering on walls and ceilings; after this 
 hardens, putting on the brown coat, and finally the hard finishing. 
 
 In bricklaying, teach pupils how to handle the trowel and how to 
 spread mortar; to lay bricks properly, that the joints are neatly 
 pointed: the properties of mortar and cement, and how they should be 
 mixed. 
 
 In the course in drawing it is not intended to make expert drafts- 
 men, but to give such instruction as will enable pupils to readily read 
 drawings, both of plans and of work, such as generally come before a 
 mechanic in his trade. 
 
 IN THE CARPENTER SHOP. 
 
 A little time spent in teaching boys the A B C of carpentry is 
 wisely spent. An experienced boy may be given the charge of a num- 
 ber of small ones, and, with the supervision of the carpenter, give 
 them exercises in — 
 
 1. Measuring. 
 
 2. Properly driving in nails, seeing to it that they learn the correct 
 position of the body in holding the hammer, and giving them drill 
 in — 
 
 (1) Position before swinging the tool. 
 
 (2) The wrist movement. 
 
 (3) The elbow movement. 
 (4-) The shoulder movement. 
 
 He should give drill also in the proper method of withdrawing a 
 nail, boring holes, using the jack plane, the smoothing plane, the 
 jointer plane, and the block plane (some of this the pupils may already 
 have had in the class room, but they will need it repeated in the shop); 
 exercises in measuring on a plane surface with rule and knife; squaring 
 with trv square; gauging with marking gauge; sawing to a line with 
 rip, crosscut, and back saws; planing to true surface; planing ends 
 smooth and true with block plane; lining rough lumber with straight 
 edge and pencil; making the half joint or box halving; making the 
 dado or cross groove; nailing butt joints, mortising and tenoning, 
 boring and making joints fastened with screws; gluing; making a 
 smooth surface with plane, scraper, and sandpaper; grooved work; 
 making miter joint; making irregular bevels; making dovetails; laying 
 out and sawing curved work. (Each of the above exercises worked in 
 free-hand drawing from a model prepared by teacher. The model 
 then set aside and the object reproduced from the drawing.) Talks 
 on materials; care of tools; difference in woods — their relative value; 
 ascertaining the age of timber by counting the rings from the center 
 
82 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 of the tree to the bark; the reading of drawings; the care of lathe' 
 and names of parts. 
 
 In most; instances each school has, or should have, a repair and car- 
 penter shop supplied with general carpenter's tools, circular saws, 
 small saws, upright molder, and mortising machine. It is expected 
 that students will do the general repair work of the buildings and the 
 furniture connected therewith; also that they shall assist on new work, 
 such as making tables, chairs, settees, rockers, desks, shelves, and 
 anything that may be desired for the comfort and pleasure of the 
 school, and for which a drawing must be furnished by the person 
 desiring the same, or such description given that the teacher and 
 pupils may execute the drawing before doing the work. 
 
 Each student should, where possible, have a bench containing a kit 
 of tools, the use of which he is carefully taught bj r exercises in planing, 
 nailing, boring, sawing, gluing, and making joints, and the framing 
 of rafters should be carefully taught. 
 
 Boys will enjoy making models of buildings. 
 
 One and one-half inches to the foot is a good working scale, and 
 there is always sufficient refuse lumber around carpenter shops to give 
 the boys plenty of material with which to build models of houses, 
 barns, sheds, etc. 
 
 Pupils must be carefully taught the care of all tools, how to sharpen 
 them, and have a proper place to keep each one. 
 
 When new buildings are in process of erection or old ones being 
 repaired, the boys should be actively engaged in the work and do just 
 as large a part of it as possible, for there is nothing which will be of 
 more permanent and actual value than experience of this kind. Draw- 
 ings of plans for buildings should be made by pupils under the teach- 
 er's direction in the class room as well as in the shop. The greatest 
 stress must be laid on plain house building, including foundations, 
 walls, arches, and chimnejs. Lessons on lime and cements and brick 
 making must be given in connection with this work. Every boy must 
 be taught to make mortar and to plaster a house. 
 
 Lathing should be taken up with plastering. Practice should be 
 given in brickwork, both in new buildings and the repair of old ones. 
 
 Should there be no buildings in process of erection by which the 
 pupils can have the benefit of the practical experience which is so 
 valuable to them, it is suggested that a small model house be built 
 entirely by the students. It might be about one-fourth size and in 
 every other respect be exactly like a dwelling house. This would 
 afford the much-needed opportunity for training in taking measure- 
 ments and in the principles of house building. The plan would also 
 be made by the boys, and should be simple, not more than three or 
 four rooms, perhaps. This has been tried at one school, and the 
 enthusiasm aroused among the boys of the school, and even among 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 83 
 
 those o( tlic neighborhood for miles, was unite remarkable. The 
 house was afterwards disposed of for a good sum to a citizen, who 
 scoured it as a playhouse for his children. 
 
 In schools where il is possible, a course in w heelw righting should be 
 given, that the student may lie able to handle the work of the ordi- 
 nary wheelwright shop. Students on completing the course will be 
 expected to he able to build a light farm wagon from beginning to 
 end. Thev should be able to make a drawing of all the parts of a 
 wagon from memory. 
 
 A course in blacksmithing should go with this work. It is also well 
 for the wheelwright to know something about plain wagon painting. 
 
 Special stress must be laid on building and repairing fences, and 
 repairing houses and outbuildings necessary on a farm; also to repair 
 
 Cottage built by iti<' oariK-ntry .lass, B; 
 
 Hirsch schuul. 
 
 work on wagons and other vehicles, to the cud that the boy upon his 
 return to his home may be able to mend his wagon, keep up the 
 repairs on the buildings and fences on his farm, and erect any build- 
 ings lie may need or desire to have for the comfort of his stock or the 
 convenience of his family. 
 
 It is well to instruct the Indian boy in mending and making furni- 
 ture, for with this ability he can easily make many pieces of substan- 
 tial furniture for his home and thereby add to its beauty and comfort. 
 
 Pupils who show special proficiency in this work are advised to go 
 to some one. of the schools equipped to give complete instruction in 
 the trades. 
 
 The following is the course which must be given as outlined: 
 
 If the school is not equipped to teach as much as is laid down in this 
 course, thev will give as much as possible, sending the well-advanced 
 
84 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 pupils to the nearest nonreservation school where they may have bet- 
 ter facilities for learning this most important branch of work. 
 
 Where a more extensive course is possible, the teacher will give the 
 pupil an opportunity to learn as much as he is capable of taking. 
 
 1. Planing. 
 
 2. Planing and squaring to a given width and thickness. 
 :■'>. Planing to a given bevel. 
 
 4. Planing to a square piece of four equal sides. 
 
 5. Making and proving a straightedge. 
 
 6. Slip tongue. 
 
 7. Rabbeting. 
 
 8. Dadoing. 
 
 9. Matching and blindnailing. 
 
 Stairway built by students. 
 
 10. Beads — plain, return, center, stop. 
 
 11. Rabbeted frame. 
 
 12. Plumb rule. 
 
 13. Poring (three pieces). 
 
 14. Mitering. 
 
 15. Casing rabbeted frame. 
 
 10. Stop chamfers (tive patterns). 
 
 17. Square box post, chamfered. 
 
 18. Rule joint. 
 
 19. Centers: Semicircle, segmental, Gothic, elliptic. 
 
 20. Window frame for a frame house. 
 
 21. Window frame for a brick house. 
 
 22. Pentagons, hexagons, octagons. 
 
COURSE OV STUDY FOR INDIAN SCHOOLS. 85 
 
 28. Joinery: (1) Halved-together joint; (2) half dovetail joint; 
 
 (3) open mortise and tenon joint; (1) blind mortise and 
 tenon joint; (5) mortise and tenon joint; (6) miter joint; 
 (7) miter joint with open mortise and tenon; (8) an open 
 double mortise, and tenon joint; (9) blind mortise and 
 tenon joint suitable for the end of a brace; (10) dowel 
 joint; (11) dovetail joint. 
 
 24. Corner post. 
 
 25. Jamb and door. 
 2rt. Sash work. 
 
 27. Large doors. 
 2S. Closet seat. 
 
 29. Nest of drawers. 
 80. Stairs. 
 
 FIFTH TEAR. 
 
 The instruction in carpentry in the class room from this year on will 
 be largely in computing the cost of quantities of lumber, the price per 
 1,000 feet being known. Have pupils compute the cost of, and esti- 
 mate the amount of lumber necessary to build a house of two rooms 
 complete. Have them estimate for the weatherboarding of a house of 
 one room; of two rooms; four rooms. Estimate the cost and amount 
 of lath needed for houses of different sizes. The cost of shingles and 
 the number required for roofs of a number of sizes will give good 
 drill. Have them find the cost and amount of lumber required to 
 erect the frame of houses of a number of sizes. Find the number of feet 
 of lumber needed to floor the different rooms of houses of given sizes. 
 The amount and cast of lumber for door and window frames, also for 
 doors, will be another practical question. The lumber for board walks 
 of different lengths and for fences should also be found. Have them 
 describe the quality of lumber required for the different purposes. 
 Estimate the cost and amount of lumber required to build barns, 
 chicken houses, and other outbuildings needed on a farm. The main 
 object to be attained is to secure the greatest amount of comfort for 
 the least expenditure. Emphasize the necessity for using the right 
 material in the right place, and good workmanship, showing that a 
 little thought and care put into the work will repay in the "long 
 run." 
 
 Have each pupil make plans and drawings for the buildings he thinks 
 he will need, and thinks he can afford to erect, upon his return home, 
 these plans and drawings to be examined and criticised in class. 
 
 Discussions as to the best location for a house, the most desirable 
 direction to have it face, whether it should be built on high or low 
 ground; locations for outbuildings — all these questions have to be con- 
 sidered by the pupil at home and must be talked of in class. 
 
86 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Ability to compute readily the amount and cost of lumber needed 
 for a specific purpose will be of inestimable value to the hoy in the car- 
 penter shop, and the help the class room gives him in this direction 
 will materially aid him in his work at the bench. 
 
 Encourage the pupils, both hoys and girls, to look to the future, 
 planning for their homes- what kind of a house they can afford to 
 build, how arranged, what outbuildings, etc.. what industries they 
 expect to carry on. and the most important lesson of all, to make them 
 feel the necessity for saving a little each day or month, that they may 
 have some capital to start with and be able to secure some of the com- 
 forts they would appreciate and enjoy in their own homes. 
 
 House built by students. 
 
 This lesson can not be impressed too often, but as the pupils grow 
 older and the time approaches for them to leave school they will be 
 better able to appreciate the importance of such advice. 
 
 CONCLUSION. 
 
 The course in carpentry here given is not intended to be the limit to 
 which the teacher should go in this work. It is merely a skeleton, 
 giving the teacher a general idea of the lines on which to proceed. It 
 is expected, of course, that the teacher will do as much as is here laid 
 down, at least; but it is hoped that in most cases the instructor will 
 not be content with doing this, but will broaden out much beyond its 
 scope, observing, of course, the general plan and ideas endeavored to 
 be given herein. 
 
 In concluding this necessarily very brief course in carpentry, the 
 importance of holding the work strictly within practical lines can not 
 be too strongly impressed upon the instructor. Beautiful and unique 
 creations of the carpenter's art are doubtless pleasing to the eye, 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 87 
 
 but such are not the things best for the Indian to learn to make. 
 We must look at the unvarnished facts exactly as they exist and 
 endeavor to realize the probable condition, after they have left school, 
 of the boys whose future we are shaping. When the instructor has 
 thus grasped the situation, he must endeavor to train his charge* to 
 meet it when thrown upon their own resources. In giving instruc- 
 tion he must constantly keep in his mind's eye the probable future 
 environments of his students, and thus intelligently plan and strive to 
 prepare them to overcome the difficulties that will stand in their way. 
 When he has done this he will readily see that teaching that is not 
 practical and useful is of little value. Occasional indulgence in orna- 
 mental work and in novelties is desirable in order to stimulate interest 
 and make the work pleasant, but work of this kind should be kept 
 within bounds and be merely incidental. 
 
 " We learn to do by doing.' 1 It is a maxim that is without excep- 
 tions, and applies to every branch of human endeavor. Therefore, the 
 carpenter should be constantly on the watch for work on the farm or 
 about the school establishment that will enable him to give his pupils 
 actual practice in what they have learned in carpentry. When fences 
 are to be built or repaired the boys should be called upon and their 
 services utilized to the limit. When walks are to be laid or mended 
 give the work, if possible, entirely to a detail of the boys. And like- 
 wise with any other new work or repairs about the institution. The 
 carpenter can invent many way* of making work of this kind agreeable 
 and pleasant, although as a rule they will much prefer it to any other 
 way of learning. Endeavor to arouse their interest and pride in the 
 work they r are doing. Manifest a lively concern in their work and 
 their achievements, and be generous in praising their honest efforts 
 and faithful application. 
 
 If a new building is in process of erection, an opportunity of the 
 utmost value presents itself to the carpenter and his pupils, and he can 
 not afford to neglect or slight it. Even before the work begins the 
 carpenter should obtain a copy of the plans and discuss them with the 
 boys, allowing them to express their judgment as to location, materials, 
 etc. By thus going into details and getting the interest of the students 
 thoroughly aroused, they will watch every development and process 
 with keen curiosity, and before the building is completed they will have 
 learned more about actual, practical carpentry and building than could 
 be taught in many times the same period by ordinary application to 
 the work. The boys should be actively employed in the work of con- 
 struction, and must be allowed to do as large a share of the work as 
 they are able, and during the erection of the building the class in car- 
 pentry should assume unusual energy and activity, in order that 
 advantage may be taken of the numberless and varied illustrations 
 and demonstrations furnished daily by the progress of the work. 
 
88 COURSE OF STUDY FOR TNDTAIC SCHOOLS. 
 
 Talks should he given frequently on the subject of carpentry. 
 Houses for farmers, model barns, stables, granaries, etc., will form 
 good topics. 
 
 Show the boys that you feel a deep interest in their future. Talk 
 to them individually at every opportunity and encourage them to tell 
 you about their plans for the future, about the farm they will have, 
 the little home upon it, the barns, outbuildings, etc. Once get them 
 to thinking and planning independently and you have gotten their 
 minds into a sympathetic and receptive state that will render your 
 work much easier and impress what you teach readily and permanently 
 upon their minds. They will unconsciously arrange and apply what 
 
 Students building stairway. 
 
 they hear to their future plans, and thus have it in intelligent and har- 
 monious order, to lie called forth whenever they attempt to do any- 
 thing requiring it. 
 
 The class-room teacher will make arithmetic and carpentry aid each 
 other, and she will, by thus making the work in carpentry a part of 
 the lesson in numbers, be able to economize time and labor. In the 
 construction of a single house the carpenter is obliged to solve prob- 
 lems involving nearly every arithmetical process. Give problems in 
 computing the quantity of lumber required for laving several walks, 
 taking those around the school buildings as examples and letting the 
 children measure them themselves. Also give problems in figuring 
 
COURSE OF STUDY FOlt INDIAN SCHOOLS. 89 
 
 the quantity of earth necessary to be excavated for a cellar, the perches 
 of stone in the wall, the amount of lumber required for floors, lath, 
 plaster, and paper for the walls and ceilings, bricks for the chimney, 
 shingles for the roof, etc. Then have them compute the cost of each 
 kind of material and the entire cost of the building. Do the same with 
 the barns and outbuildings. Thus innumerable problems may be given 
 by the teacher in almost any part of arithmetic applying to the work 
 in carpentry. 
 
 In the same manner, many other subjects may be made to correlate 
 with carpentry, which will appear to the teacher upon a little reflec- 
 tion, and which need not be mentioned here. 
 
 Both the instructor in carpentry and the class-room teacher should 
 impress upon the students in every year, the necessity of saving their 
 money in order that they may have something with which to build 
 their house and other buildings when they begin life for themselves. 
 The instructor will be able to devise many ways by which this lesson 
 may be effectually inculcated. 
 
 The boys should be trained in habits of thrift and economy. Show 
 them how fragments of lumber remaining from a certain piece of 
 work can be advantageously used in other ways. Permit no unneces- 
 sary waste. 
 
 Endeavor to foster a spirit of discussion among the boys as to the 
 best manner of building houses, barns, etc, the most effective way of 
 making stables warm, the advantages and disadvantages of under- 
 ground stables, the sanitation of chicken houses and pens, the various 
 kinds of fences, and innumerable other subjects that will be contin- 
 ually arising. 
 
 To Prof. F. K. Rogers, director of the Armstrong-Slater Memorial 
 Trade School, we are indebted for valuable suggestions and advice in 
 the preparation of this work. 
 
COOKING. 
 
 This most important department in the school should teach the girl 
 lessons in home making and equip her with the ability to prepare 
 appetizing meals from ordinary material, to enable her to make 
 the home comfortable and attractive, to establish habits of neatness, 
 pi'omptness, and order, and to teach lessons of economy in the use of 
 provisions. She must learn to make fires, using care and economy in 
 the use of fuel. She must learn the proper care of the stove, the 
 kitchen utensils, the dishes, and to set the table neatly and serve the 
 meals in a dainty, appetizing way. 
 
 The course in cooking embraces keeping the dining room in good 
 order, the care of table linens, washing dishes, and the setting of the 
 table. The kitchen should be the center of attraction for the careful 
 housewife, who must plan the menu, prepare, cook, and serve the 
 meal. 
 
 The first year in school should be occupied with work as nearly as 
 possible like the familiar events of daily life in the home. This will 
 materially assist sense development, will teach the child to speak 
 English, assist him in acquiring systematic ways of living, and make 
 him feel man's dependence upon and consideration for man. 
 
 The cooking lessons given this year may be simple and only what 
 the child can understand and do herself, giving her experience in 
 handling utensils and food, and showing her that whatever is done 
 must be done correctly. 
 
 In Dr. Dewey's school the cooking of cereals is taught first, as this 
 is probably the very simplest article of food to put into the hands of 
 the small child to cook. Have the child measure the amount of cereal 
 to use and the exact amount of water necessaiy to cook it. A cup is 
 a good measure to use, accustoming the child to measure one-half, one- 
 third, and one-fourth of a cup. She will thus learn to handle fractions 
 in a most familiar way and understand their significance. The child 
 must be taught to plan a meal for one person, for two, or for three, or 
 any given number, multiplying the amount for one by the number to 
 be cooked for. Later the child will be able to write recipes, show- 
 ing the amount of material to be used, the quantity of water to be 
 added, and the length of time required to cook the material thoroughly. 
 She thus learns unconsciously to tell time. 
 90 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 91 
 
 In the lessons in cooking, the pupil must be shown the advantage of 
 modern utensils. She must also be shown how few utensils are abso- 
 lutely necessary, how a large box may be fitted with shelves and used 
 as a closet, a long, round bottle for a rolling pin, and with an outfit 
 costing not over a dollar that she is equipped to go to housekeeping 
 and prepare comfortable meals. 
 
 The pupil must be taught the relation of fire, air, and water to life 
 and to cookery. She must study the stove first and the use of the 
 damper and different kinds of fuel; also the care of cooking utensils. 
 Instruction in cooking must be given each year the child is at school, 
 first in the class room, and then in the kitchen, where she will have an 
 opportunity to put to the best use the instruction she has received in 
 the schoolroom in helping prepare the meals for the school, and later 
 where her self-reliance will be put to the test when she will be expected 
 to prepare the entire meal for one table in the dining room. 
 
 The pupil must be taught the care of milk, butter, and cheese mak- 
 ing, and the proper care of milk vessels. She must learn to make yeast 
 and bread, and the different ways of using stale bread, making toast, 
 pudding, filling for roasts and fowl, and to gi'ind into crumbs to be 
 used in frying. She must be taught to: 
 Make soup; 
 Cook eggs; 
 Cook fish; 
 
 The different methods of cooking meats, to extract and to retain 
 the juices; 
 
 Preparing and cooking vegetables; 
 Making gravies and sauces; 
 Pies, cakes, and simple desserts; 
 Simple cookery for the sick; 
 The proper disposal of refuse; and 
 
 A general idea of the care of food boxes, refrigerators, sinks, 
 and drains. 
 The young housekeeper must understand how to care for stock and 
 
 to milk. 
 
 She must know how to plant and raise vegetables and wisely plant 
 seeds so that she will have crops of lettuce, radishes, and other vege- 
 tables coming on for use after the first crop planted has been 
 exhausted. 
 
 She must be taught to have pantry and garden so arranged as to be 
 able to keep her table supplied with wholesome food in season. She 
 must know how to use poor cuts of meats and pieces left over from 
 other meals, cooking them so that they will furnish an appetizing and 
 digestible meal. 
 
 It is especially important that girls be taught cooking accounts, and 
 the ability to live within the income. 
 
92 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Mrs. Emily Johnson, the excellent teacher of cooking at Haskell 
 Institute, Lawrence, Kan.s., outlines the work for her cooking classes 
 as follows: 
 
 MATTERS TO BE CONSIDERED IN THE ARRANGEMENT OP COOKING CLASSES. 
 
 I. 
 
 Equipment for class work. 
 Food materials available. 
 Uniforms. 
 Size of room. 
 
 Classification of pupils. 
 Age and capacity. 
 Home conditions. 
 Grade in school. 
 
 II. 
 
 III. 
 
 METHODS OP TEACHING. 
 
 Always proceed from the known to the unknown. What can not be drawn out 
 from the pupils' past experience, leave till later. 
 
 Have an obvious reason for one subject following another. 
 
 The reason why one method of doing a thing is better than another is always 
 given. 
 
 EQUIPMENT. 
 
 A complete outfit is desirable to teach the advantages of modern utensils. Lessons 
 are given in using a small number of utensils to show how few are absolutely neces- 
 sary. This has been done by having a small kitchen and dining room scantily 
 equipped where two of the second-year girls have been placed, arranging their own 
 bill of fare and getting a meal for 16 pupils, thereby learning responsibility and self- 
 reliance. Food materials vary so much in different sections lessons must be arranged 
 according to supply and the season of the year. 
 
 UNIFORMS. 
 
 An apron and cuffs or sleevelets are indispensable; a cap undesirable unless each 
 girl can have her own. 
 
 CLASSIFICATION. 
 
 Size of class depends largely upon size of room; may number from 10 to 20. 
 Pupils come to the cooking class from the various details at school hours, except two 
 housekeepers, who come at work hours, that is, two girls come in the morning at 
 7.30, the remainder of the class at 8.45, and remain till after dinner. The afternoon 
 housekeepers come at 1 o'clock, doing up the dinner dishes, the remainder of the 
 class coming at 2.45, remaining till after supper, the afternoon housekeepers finish- 
 ing the cooking dishes, the morning housekeepers coming back to do the supper 
 dishes. 
 
 They are graded according to their previous home training, mental aptness, and 
 grade in school. 
 
 Lesson I. — Home 
 
 We talk over the subject of home, drawing from the pupil the answer we wish her 
 to remember. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 93 
 
 The first thought to impress upon the mind in this, a homo is not a home unless it 
 be a permanent abiding place and a house. It may be with the latest improvements, 
 or it may be a house with two rooms and the least possible amount of furniture. It 
 must be governed by habits of neatness, promptness, and order. Develop the thought 
 that the child's first lessons in vice or virtue are learned in the home. 
 
 We study the stove to understand the use of dampers; we call attention to the 
 kind of fuel used, and make it the subject of a future lesson, which includes the use 
 of wood, coal, kerosene, or gasoline; cooking utensils are observed, their names and 
 uses learned; the setting of a table and simple lessons in serving may be taught in 
 connection with any of the first lessons. 
 
 Lesson* II. 
 
 Milk was the subject considered, because it is the first food, and because at the 
 time it needed immediate attention, also because neatness, promptness, and order 
 (the connecting link with previous lesson) are indispensable to the proper care of 
 milk. 
 
 As the subject must be considered first as a perfect food, second as the principal 
 ingredient in many dishes, and third for the purpose of butter making, three lessons 
 were none too many to get the subject properly before the pupils. 
 
 Junket was made to illustrate the change which takes place when milk is taken 
 into the stomach. With this lesson began the serving of a simple meal, with one or 
 more dishes prepared from- milk, together with food prepared in the children's 
 kitchen. A regular meal is prepared with each lesson, instead of one dish at a time, 
 so the bill of fare is arranged and certain dishes assigned for two girls to assist each 
 other in preparing; the following week the next two girls will prepare that dish, 
 being told how by the first two girls. 
 
 Lesson III. — The four principitl elements. 
 
 Although many substances enter into the composition of animal and vegetable 
 bodies, we attempt to remember on y the following: Oxygen, nitrogen, hydrogen, 
 and carbon, which are the four principal elements found everywhere in nature; 
 hence we must know what parts of the human body these elements enter into, and 
 what foods supply them. 
 
 Lesson IV. — The fire food jiriucipl.es. 
 
 From valuable charts obtained from the Department of Agriculture on food and 
 diet, and from various other sources, we learn that all substauces that nourish the 
 body are classified under the name of five food principles, stating where they are 
 obtained and what parts of the body they build up. As these principles are made up 
 of oxygen, nitrogen, hydrogen, and carbon, this fact forms the connecting link with 
 previous lesson. 
 
 Lesson V. — A meal. 
 
 The pupil is now able to tell what may be found in her breakfast that will nourish 
 different parts of the body. This, with a few simple dishes prepared for their dinner, 
 completes the lesson. 
 
 Lesson VI. — The average num. 
 
 This lesson is illustrated by a cube, representing a person weighing 156 pounds, 
 showing the amount of each of the five food principles found in different parts of the 
 body, also the amount of each needed daily. 
 
94 COURSE OF STUDY FUR INDIAN SCHOOLS. 
 
 Lesson VII. — Mm inurements. 
 Correct measurements are necessary to secure good results. 
 Lesson VIII. — Cooking. 
 
 We are now ready to consider the different processes of cooking and the materials 
 used. 
 
 Thus far the pupil has only learned to "do by doing;" now she is prepared to 
 learn how and why; hence a thorough knowledge of the foregoing lessons is indis- 
 pensable, as it forms the basis of all future work. She is now ready to begin the 
 cooking of different foods, commencing with the most simple, at the same time learn- 
 ing the history, composition, nutritive value, etc. 
 
 Subjects have been taken up in the following order: Beverages, cereals, light bread, 
 batters and doughs, vegetables and white sauce, meats and brown sauce, eggs, cakes, 
 puddings and sauces, pastry. Salads, fish, gelatins, ices, etc., have been considered 
 whenever we have had material to work with. 
 
 The aim of our work has been this: Strive to be an intelligent worker — know 
 everything about the article used; skill will come with practice. 
 
 The Boston Cooking School Cook Book is recommended by Mrs. 
 Johnson. 
 
DAIRYING. 
 
 Dairying goes hand in hand with farming, and may almost be said 
 to be a part of it. Every thrifty, ambitious farmer, unless the cir- 
 cumstances be exceptional, runs a dairy, large or small, in conjunction 
 with his farm. The two industries are of mutual assistance and of 
 mutual benefit. A dairy utilizes and makes profitable many other- 
 wise waste products of the farm, uses to better advantage than could 
 otherwise be done man} 7 of the regular crops, and renders of value as 
 pasture land numerous acres unsuited for cultivation, while, on the 
 other hand, it provides fertilizer with which to enrich and improve 
 the soil. In numerous cases the dairy brings in a larger income than 
 the farm itself. Thus it is seen how very essential is the teaching of 
 dairying to the Indian boys and girls. It is desired that this branch 
 be taught in every school where the conditions do not render it abso- 
 lutely impossible. 
 
 If the school does not already possess a dain T < a beginning must be 
 made at once. It need not be pretentious at first; in fact, it is better 
 not to be. Make a commencement with a few cattle — four or five is a 
 good number — and' a good sire, and then' increase gradually. The 
 cattle selected should be of as good a grade as possible. Holsteins, 
 Durhams, Guernseys, and Ayrshires are all good breeds. Discour- 
 agement must not arise, however, from the fact that it may be impos- 
 sible to get high-grade cattle at first. In such a situation an effort 
 should be made to procure a good sire of standard breed, preferably a 
 Durham, and then the best cattle to be had in the vicinity. Then by 
 raising the calves and disposing of the poorer grades the quality of the 
 herd can be gradually improved until it reaches a high standard. It 
 may be well to change the sire every two or three years. 
 
 The buildings for the dairy will not need to be elaborate or expen- 
 sive at first. They can in most instances be erected by the school car- 
 penter and the boys under his charge. The boys of the class in 
 dairying must also assist, as the work will be very helpful to them in 
 many ways. 
 
 The teacher of dairying will here have an opportunity of teaching 
 the pupils lessons of much value, for by exercising ingenuity in put- 
 ting up buildings with as small an outlay as possible, and by showing 
 that they need not be elaborate, he will be able to impress upon them 
 4895—01 7 95 
 
96 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 an object lesson as he could in no other way, and it will be one which 
 will bear fruit when the students make a start for themselves. 
 
 All that will be needed at first will be a plain stable, sufficient to 
 protect the cattle from the weather. Until a barn is provided, the hay 
 and fodder may be kept very well in a stack. 
 
 At schools where a dairy already exists, some of these instructions 
 may not be necessary, but they must nevertheless be taught and 
 drilled into the students in order that they may each know how to 
 begin dairies of their own. 
 
 Give the students frequent talks upon the matters touched upon 
 above, and in every way and at every opportunity endeavor to pre- 
 pare each to be able to begin correctly a dairy of his own. Impress 
 upon the pupils that the beginning of a dairy, as has already been 
 said, should be modest, but upon a good foundation. Two or three 
 good cows are worth more by far than a dozen poor milkers. The 
 expense of feeding an unprofitable cow is just as great as the cost of 
 feeding a profitable one. If the beginner gets the proper start with a 
 small number of animals, the experience he will soon acquire will 
 enable him to safely and profitably increase his herd indefinitely. 
 And this is the best reason for a small beginning, i. e., that there is 
 better prospect for success than if he. attempts too much at once and 
 before he has had experience. As in everything else, the growth of 
 his dairy should be gradual and healthy. 
 
 All these points are very important to be taught the student, and 
 the instructor will find many others. He should also endeavor to 
 adapt his instructions to the particular locality and the conditions 
 peculiar thereto. 
 
 The work of the dairy will be begun by the child quite early in his 
 school life, when he assists in his small way in the care of the cattle, 
 driving them, and doing rnanjr other light chores. Every boy in his 
 turn should be given work of this kind to do. By the actual work of 
 feeding and the instructions of those over him, he will learn the proper 
 kinds of food for the different seasons — the amount of feed, hay, fodder, 
 etc. , required, and a great deal about the proper care of the animals. 
 
 Teach the boys to handle and treat the cows gently. They must not 
 be abused or frightened, as this injures their milking qualities. Give 
 talks and instructions on stables; how they should be constructed, the 
 value of raised platforms, and of stanchions instead of ropes. Stan- 
 chions that turn on a pivot and enable the cow to move her head any 
 way she desires are comfortable and valuable. See that stables are 
 cleaned regularly and the bedding kept fresh. Have the boys card 
 and brush the cattle every day. During the season when the cattle 
 must remain in the stalls through the day they should be given water 
 twice each day. For a healthly animal it is not harmful to use cold 
 water for drinking. 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 1)7 
 
 Roth hoys and girls will he taught to milk. The student can begin 
 to learn milking at from 12 to 14 years of ayv. It will depend upon 
 his size chiefly. 
 
 Instruct them in the proper method of milking, always using both 
 hands. Have each one to provide himself with a milking stool of some 
 kind (a soap box will serve the purpose) and sit while milking. A 
 kneeling or other posture is wrong. Each one must also lie appro- 
 priately dressed in garments not easily soiled. Uniforms or o-ood 
 clothes are entirely out of place in such work, and the instructor will 
 see that they are not used. 
 
 After the student has learned to milk, he should be given a certain 
 number of cows to milk daily night and morning. Each boy can milk 
 from live to a. do/en cows, and where there are a large number of cows 
 
 they should be given this many to milk at least. Begin with a few 
 and gradually work up. The tiring of the wrists, so noticeable at first, 
 will soon wear away. Many Indian boys milk regularly as many as 
 eighteen cows. _ 
 
 Another thing that is very important is to milk cleanly. Boys are 
 apt to be careless in this respect, and tin: 1 instructor must give it par- 
 ticular attention, as if it is not done the cattle are liable to lie injured 
 and the supply of milk decreased. He should occasionally make tests 
 after milking, to see that this point is observed. 
 
 Regularity is an essential to the best results. Appoint certain hours 
 for milkino- in the morning and evening, and then see to it that the 
 milking is done at those times. There should also be a prescribed 
 time for feeding. Keep a record of the amount of milk each cow 
 gives. 
 
98 COURSE OP STUDY FOE INDIAN SCHOOLS. 
 
 The entire work of the dairy should be done by the boys, the 
 instructor devoting his whole attention to supervising their work, 
 giving them instruction, and endeavoring in every way to improve 
 them. He should read good publications on the subject and require 
 the students to do likewise, and he should give talks and assign read- 
 ing on the subject of breeding and on the feeding and care of cattle. 
 
 Give frequent talks on the standard breeds of cattle; the relative 
 merits of Holsteins, Durhams, Ayrshires, Jerseys, Guernseys, and 
 other breeds as adapted to the particular locality. Explain which are 
 better when quantity of milk is desired, and which when butter is the 
 object, Holsteins and Durhams being better for quantity of milk and 
 Jerseys for butter-making qualities. Durhams are good for beef. 
 Ayrshires are hardy and adapted to cold countries. As a whole, cat- 
 tle of mixed breeds, or "grade" cattle, are usually found most satis- 
 factory. It is important to secure the very best sire that can possibly 
 be had. The best is not too good. As said before, this is particularly 
 the case where cattle of a good grade are difficult to get, and this point 
 can not be too strongly impressed upon the student. When he starts 
 a dairy of his own, if he must be content with comparatively inferior 
 cattle, then he should procure a good sire, and thus gradually improve 
 the quality of his herd. 
 
 An excellent ration for cattle in winter may consist as follows: Five 
 parts wheat bran, 2 parts corn meal, andl part cottonseed or oil meal. 
 Ground oats should be used occasionally also. About 12 pounds of 
 this feed per day is ordinarily the proper amount, but will, of course, 
 vary with the circumstances. The oil meal is very valuable for the 
 fat it contains, replacing the fat taken from the animal in the milk. 
 It is quite impossible, however, to make a rule for feeding cattle. 
 One must be governed by circumstances and use common sense. 
 
 For fodder; clover, prairie hay, and cured cornstalks are excellent. 
 Ensilage is especially good and very economical. It is said that more 
 cattle can be maintained from a given acreage by the use of this food 
 than from any other. 
 
 As a rule, the calf should not be left with its mother longer than 
 from 12 to 24 hours. This, however, will vary somewhat with the 
 circumstances. The shorter the period the better. Teach a calf to 
 drink by allowing him to suck at a finger held down in a pail of freshly 
 drawn milk. This will be found to be very easily accomplished, if a 
 little patience is exercised at first. For the first few days the calf 
 should be fed wholly on milk, then a little prepared meal may be given 
 him, and gradually the amount of solid food may be increased. Do 
 not mix the meal with the milk, for then he will swallow it without its 
 being mixed with saliva, and the effect is bad. Do not give too much 
 milk. If allowed, the calf will nearly always drink more than is good 
 
CODKSE OV STUDY FOtt INDIAN SCHOOLS. 99 
 
 for hiui, with the result that he scours. The best niil-k to use for the 
 calf is, of course, that from its mother, but after a week or two he 
 may be given skim milk. 
 
 The milk from the mother will be perfectly good to use after the 
 eighth or tenth milking, unless the circumstances are unusual. The 
 notion widely prevailing, that it is necessary to wait ten days to three 
 weeks, is incorrect. 
 
 The eow must, of course, be allowed to "go dry " for a certain time 
 before calving. The length of this period will vary with different 
 cattle, but it is a mistake to make it too long. Four to six weeks is 
 ample. 
 
 If a calf is a healthy one of good breed, it should be raised; other- 
 wise it is better to veal it. By following the policy of raising all good 
 calves the dairyman will, provided he has a good sire of standard 
 breed, soon have an excellent herd and one that is constantly improv- 
 ing in quality and always composed of animals in their prime. 
 
 Thus far we have treated of the care of the herd and of milking. 
 The handling of the milk and its products is quite as important. 
 While the herd is yet small, consisting of only a few cows, a milk or 
 dairy house will not be absolutely necessary. The milk may be cared 
 for in some suitable room in one of the buildings. The instructor 
 should also impress this upon the students: That when they have a 
 small daily of their own, they do not at first, nor for a good while, 
 need to have an elaborate or expensive outfit or buildings. 
 
 The room used for keeping the milk should be cool in summer and 
 warm in winter. It should always be clean and sweet and a model of 
 neatness. Pans and other utensils not in use must be kept clean and 
 arranged in a neat and convenient way. Each day they should be 
 sunned. The dairy must, above all, look businesslike, and never slip- 
 shod or slovenly. The instructor must always remember that he is 
 teaching the students to conduct successfully a dairy of their own, 
 which must necessarily be on a small scale, and he must therefore plan 
 and arrange the work so as to produce this result. If he is so fortu- 
 nate as to have a separator, well and good, but he must at the same 
 time teach the students to use the spoon to collect cream and to do 
 everything as it is done in small farm dairies. When the boy or girl 
 has learned how to conduct a small dair}^ well, there will be little diffi- 
 culty in gaining the ability to manage a large one. 
 
 With the small dairies found on the average farms the women 
 almost always have charge of the care of the milk and the butter 
 making, etc.; so in the school the girls will be taught, equally with 
 the boys, this part of the subject. Teach the proper handling of the 
 milk from milking to butter making. The milk is first strained care- 
 fully, then poured into properly arranged pans in a cool place for the 
 
100 COURSE OF STUDY FOB INDIAN SCHOOLS. 
 
 cream to "rise," then skimmed, and the cream placed in a receptacle 
 to await churning, and the skim milk put to whatever use may be 
 desired. Skim milk should never be considered valueless or waste. 
 Whatever can not be used for drinking or cooking can be used for 
 feeding the domestic animals, such as calves, and particularly hogs. 
 Poultry will also be benefited by it. 
 
 The cream should be kept for a period long enough to turn a little 
 sour, usually a couple of days. Keep it in a warm place over night 
 before churning. The proper temperature for churning will be learned 
 from practical experience. It will usually be found to be about 60° F. 
 Almost any of the usual styles of churns will answer; the simpler 
 the better. After the butter has collected remove the buttermilk and 
 pour in some cold water and "wash" the butter in the churn. Then 
 take it out and work in the salt. No rule can be laid down as to the 
 amount of salt, one ounce to each pound of butter being the usual 
 quantit}-. After salting let the butter stand for twenty-four hours, 
 and then work it and put up in packages of a desired size or store in 
 a proper receptacle. 
 
 Buttermilk can also be put to many uses, both in cooking and in 
 feeding domestic animals. 
 
 The use of the separator, if the school has one, and other appliances 
 will be taught to the students, 
 
 The instructor in charge of the dairy will give frequent talks to the 
 students on the work, and give them advice and instruction as to how 
 to start and conduct their own little dairy when they start out in life 
 for themselves. They will also be required and encouraged to read 
 publications on the subject of dairying. Economy in dairying is a 
 subject on which the instructor should have a good deal to say to the 
 students. They should be told how to make the most of their prod- 
 ucts. In summer and fall, when butter is plentiful and prices low, 
 they should endeavor to pack and store a considerable amount to sell 
 in late fall and winter, when the market is good. The raising and stor- 
 ing of fodder and feed for the cattle is also an important topic for 
 discussion. 
 
 The length of time to be spent by each pupil at dairying will depend 
 upon circumstances and will vary according to the capabilities of the 
 student. The instructor will be able to determine this without much 
 difficulty. It is desired, however, that all students receive instruction 
 in this subject, for the great majority of them will have occasion to 
 utilize this knowledge in their after life. 
 
ENGINEERING. 
 
 Not all schools will bo ;ible to give a course in engineering, for the 
 facilities are often absent. At every school, however, where there is 
 a steam plant and an engineer these facilities will be at hand, and a 
 number of the boys will be detailed to the engineer for training in 
 this branch. 
 
 The boys selected for this course should be those who show an apti- 
 tude and liking for the work and who possess sufficient physical 
 strength and robust health. It will be very advantageous for each 
 school giving this course to be equipped with sectional models of 
 boilers, engines, pumps, dynamos, and motors of the kind in general 
 use, and also a line of electrical wiring appliances, in order that the 
 construction and the principles governing these machines may be 
 more easily understood. It is also desirable that the pupil should 
 have some experience in the blacksmith shop, especially in bench and 
 vise work, which will be very useful to him as an engineer in making 
 necessary repairs, which he will be frequently called upon to do. 
 
 As early as the age of 15 the boys may be used around the boiler 
 room and engine in order to become familiar with the working of the 
 machinery. The boy will learn a great deal in this way, for at this 
 age he is naturally curious and prone to seek out the why and where- 
 fore of everything he sees in motion, and when finally he comes to take 
 up the engineering course in earnest he will already have mastered a 
 large part of the preliminary work. This work of the younger stu- 
 dents should consist of cleaning up around the engine, cleaning and 
 polishing it, oiling the parts, putting coal under the boiler, and other 
 similar duties. During their leisure hours they should be encouraged 
 to watch the handling of the machinery and its workings, notice the 
 uses of the different parts, and learn everything possible about it. 
 
 The main course in engineering will extend over a period of three 
 or four years, to be varied in the discretion of the engineer. In it will 
 be included instruction and practice in steam heating and plumbing. 
 
 The boy can begin learning something about plumbing and steam 
 fitting as early as 12 or 13 years of age. He should accompany the 
 instructor or the larger boys who are doing work of this kind and 
 learn everything possible about it. He can also do little things in the 
 way of fitting pipes, etc. ; and the instructor should take pains to tell 
 him everything possible about the work which is being performed. 
 
 101 
 
102 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Iii this way it will not lie long before the boy will be able to do a con- 
 siderable part of the ordinary work of this character, and will have 
 permanently acquired a knowledge of many of the principles govern- 
 ing plumbing and steam fitting. 
 
 During the first and second years of the course the students should 
 be taught the principles of boilers and engines, and possibty also of 
 dynamos and motors. If the school has the models previously men- 
 tioned, free use should be made of them until the buy is thoroughly 
 familiar with the different parts, can set the valves on the pumps and 
 engines, erect boilers, connect a series of them, and connect dynamos, 
 motors, etc. The school plant will also be used to illustrate this work, 
 and the pupil must be shown and thoroughly understand ever}' part 
 of it. The extent of the instruction in electrical work will be gov- 
 erned by the facilities of the school and by the sound discretion of 
 
 tm&W± 
 
 Waterworks and pumping station. 
 
 the instructor, who must be careful to see that the fascination of 
 experiments, etc., in electricity is not allowed to distract the boy's 
 attention from the main work in engineering. 
 
 Engineering and electrical papers and catalogues of machinery 
 should be furnished to the pupil, and he should be encouraged to read 
 and study them and make designs and models of the appliances shown, 
 that he may keep in touch with modern machinery in general use. 
 
 FIRST TEAR. 
 
 When pupils have been first detailed to the engineer he will give 
 them a talk on the work they are about to take up. He should make 
 them understand that the work of the engineer is a very important 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 103 
 
 and honorable occupation, that its mastery requires hard work and 
 study, and that upon the ability and skill of the engineer often depends 
 the safety of life and property. He should tell them that upon then- 
 energy, application, and enthusiasm will depend their success in the 
 work of which they are about to learn something. He should likewise 
 explain that not one of them should adopt engineering as an occupa- 
 tion unless he finds that he has a natural liking for the work and pos- 
 sesses the requisite talents for it. He should impress upon their minds 
 the necessity of extreme care in the handling of boiler and engine; 
 that the}* can not be too careful in this work, and of the danger of 
 tampering with valves or any part of the machinery before they have 
 had considerable experience. 
 
 The student should be taught to keep himself clean and neat, and 
 should assist the engineer in keeping the machinery and the engine and 
 boiler rooms clean. This is the time of the formation of habits which 
 will govern him through life, and it is therefore most essential that 
 he now acquire the very important habit of cleanliness and order. 
 
 Give the boy an oiler and put him to oiling the shafting. Then let 
 him wipe up around the engine and remove all surplus oil and grease; 
 then scrub the floor, and do such other work as he can. 
 
 When the engineer is absent, he can watch things and wipe off the 
 running parts of the engine. Later on, if the engineer should be 
 absent for a day or more, the student can be left in charge of the 
 engine. 
 
 Before leaving a shift, the pupil in charge must always have every- 
 thing in the engine or boiler room clean and in order. 
 
 A plan which has been found to produce very pleasing results is to 
 set apart an hour each week, preferably on Saturday, for a general 
 cleaning and setting to rights of the engine and boiler rooms, polish- 
 ing, etc., after which the instructor makes an inspection of the rooms 
 and machinery. This method is recommended to all teachers of 
 engineering as a very effective means of securing neatness and order. 
 
 In the boiler room, where the pupil will be chiefly engaged this 
 year, the first things to be given the pupil to do will be to wheel out 
 ashes and get in coal, oil the shafting, and clean the pipes. Give him 
 some lessons in fitting pipes together, putting on ells and tees and put- 
 ting in valves. Also while he is doing this work he may learn a good 
 deal about the steam pumps, and he might be given the care of them 
 after a little. At the proper time, a little later perhaps, give instruc- 
 tion in the principle upon which the boiler feed pumps work; how to 
 pack, repair, and clean them, and their care in general. 
 
 Then will follow the care of the fires, when to clean the fires and 
 how they should be kept to get the best results from the fuel used. 
 An intelligent fireman can often save in fuel an amount several times 
 greater than his wages. 
 
104 
 
 COURSE OP STUDY FOR INDIAN SCHOOLS. 
 
 Show how to prepare the boiler before exhausting the steam for the 
 work of cleaning, how to clean, how it should be kept after cleaning, 
 how to test for leaks, loose rivets, and strained rods. Explain the 
 necessity of a close watch upon the boiler in order to discover such 
 things and the clanger of using the boiler while such defects exist. 
 
 The detachable parts of the boiler should be removed and the pupils 
 shown how to reassemble them in good order. Then illustrate the 
 proper way of closing up the boiler, how to prepare it for firing, and 
 how to connect it with other boilers. At the same time the pupils 
 must be taught to watch the steam and water gauges, and learn what 
 to do if the steam pressure rises too high or falls too low. Likewise 
 as to the regulating of the water in the boiler. In brief, give every- 
 thing needed to be known in order to handle and care for the boiler in 
 the best manner. 
 
 (■lit engineers. 
 
 Give talks on the principles and natural laws which steam follows, 
 and assign work in reading on these subjects in some g-ood books in 
 the school library. 
 
 Incidentally, as much repair work on hot and cold water pipes, 
 radiators, and steam pipes as possible will be given the pupils as a 
 beginning of their instruction in plumbing and steam fitting. 
 
 SECOND TEAK. 
 
 Teach the principles of the engine. Show how to start and stop the 
 engine; how to set up and repair it; how to set its valves; how to pack 
 it and how to take up the wear; how to set the piston; how to oil the 
 engine properly, and how to clean the various parts. All copper and 
 brass parts must be kept bright and the entire engine room maintained 
 in a clean neat condition. This last the instructor must take care to 
 see is done persistently and properly by the student until it has become 
 a habit. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 105 
 
 The student must be urged to become thoroughly acquainted with 
 the engine and plant, and should find out the why and wherefore of 
 every part. He should know where each valve leads to and why it is 
 there. He should early learn how to oil shafting and to fill the oil 
 cups and lubricators. He should be taught also to "get the sound" 
 of the engine and to listen to it for any loose parts. A practiced engi- 
 neer can nearly always tell just as soon as he enters the room whether 
 anything is out of order, and almost where the difficulty is. The boy 
 should form the habit of listening to the sounds that come from the 
 engine and be able to locate a loose bolt or nut from the character of 
 the noise produced. Have the students learn how to make gaskets 
 and do other light work about the engine room. 
 
 Practice will be given in running the engine, making steam connec- 
 tions, setting slide valve, giving proper lap and lead, setting eccentric, 
 arranging for proper cut-off, fitting oil cups, speeding governors, 
 fitting belts, lining up, and calculating indicated horsepower. 
 
 Give the same care to learning the running of dynamos and motors, 
 their adjustment and care. 
 
 When the pupil has learned how to run the engine and has shown 
 that he can be relied upon, he may be used as a substitute to run the 
 engine and boiler in the absence of the engineer. This will arouse 
 the boy's ambition and pride in his ability and is very valuable and 
 necessary in order to impart self-confidence and thoroughness. 
 
 Among the things to be learned by the students at this time will be 
 to cement and repair belting, line up shafting, babbitt bearings, pack 
 stuffing boxes, and how to take up lost motion on engine parts and 
 bearings. 
 
 Where possible, the instructor in engineering should give some 
 instruction in electrical work, such as to solder electric wires, put on 
 receptacles and lamp sockets, how to put up electric wires, start and 
 stop the engine and dynamo, learn the switch board, read meters, etc. 
 
 THIRD TEAK. 
 
 The Work of the first and second years will be continued and reviewed 
 and the pupils given as much instruction and work around the engine 
 and boiler as possible, in order to give them a more thorough knowl- 
 edge and mastery of the work in all its details. 
 
 Much attention will be given this year to plumbing and steam fitting. 
 What the pupil has already done will have prepared him for this work, 
 and as he is already somewhat familiar with it he will be able to do 
 earnest and effective work from the beginning. 
 
 Instruction will be given in both steam and hot- water heating. Give 
 talks on the relative merits of each system and for what purposes each 
 is better adapted. 
 
 Explain the principles governing the working of steam as a heater 
 
106 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 of buildings, and also as to hot water, and see that the pupils learn 
 them by giving review examinations. 
 
 Teach how to set and connect different kinds of radiators and how 
 to make the various kinds of coils in common use, such as return coils, 
 miter coils, corner coils, etc. To illustrate this, have the pupils make 
 a coil, using an3 r kind of pipe from three-fourths inch to 2 inches in 
 size. 
 
 Follow this with instruction in the piping of dwellings and other 
 buildings. Have the pupils learn the relative merits of the different 
 systems, the one-pipe and two-pipe systems; those with high and 
 low pressure, and the exhaust-steam plan. Give much practice in the 
 fitting of pipes, cutting of pipe, and cutting of threads. Teach the 
 workings of the various systems in detail and illustrate them by experi- 
 ments until the pupils are thoroughly familiar with them. Have them 
 do as much repair work as possible on steam pipes and radiators. This 
 will give skill in the handling of different tools. The pupils must 
 learn to take measurements on all kinds of pipe. 
 
 Take up the steam-heating plant of the school and study it 
 thoroughly. Show the necessity for covering the steam-conducting 
 pipes in order to conserve the heat, the necessity of placing the boiler 
 lower than an}' part of the pipe system, that the water formed by the 
 condensing steam ma} T return to it, and the reason for avoiding sharp 
 turns in the pipe. The boiler should be located at a central point in 
 order to make the runs as short as possible. 
 
 Teach how to lay pipes under ground to outside buildings and the 
 manner of their protection, and illustrate by experiment, if possible, 
 and by the pipes of the school, if any there are. Show how noise in 
 pipes may be prevented. 
 
 Give talks on steam-heating boilers, and give problems in finding 
 their heating capacity, which will be be worked out by the boys. 
 
 Give practice in estimating the cost of a given piece of work in 
 steam heating. 
 
 Give instruction as to the care of pipes. They should always be 
 kept clean — in summer as well as in winter. During the warm sea- 
 son when they are not in use they must be closed up tightly, so as to 
 exclude the air; otherwise they will rust. 
 
 After steam fitting will follow general plumbing. Plumbing ordi- 
 narily includes steam fitting, but also comprehends a great deal more. 
 A knowledge of the principles and practice of plumbing is of very 
 great value to an} r one in any walk of life, and the trade of a plumber 
 is of great and increasing importance. Should any of the Indian pupils 
 manifest an aptitude and wish for this particular work, they should 
 not be discouraged, for it offers to them a splendid field of labor and 
 excellent opportunities for independent, self-supporting existence. On 
 account of the remarkable skill with his hands inherited by the Indian, 
 
COURSE OP STUDY FOR INDIAN SCHOOLS. 107 
 
 the occupation of a plumber is peculiarly adapted to the Indian, and a 
 number of Indian vouths have already won commendable .success in 
 this line of work. 
 
 Those who undertake it as a life occupation will find it arduous and 
 taxing all the skill of mind and hand, but they will be well repaid for 
 their efforts and will also have the satisfaction of knowing that their 
 work is a noble one. To the work of the plumber is duo the great 
 improvement in conditions of health in both country and city homes 
 and the consequent lessening of sickness and reducing of the rate of 
 mortality. Many years have been added to the average life by the 
 improved drainage and increased cleanliness and resulting purification 
 of the atmosphere of our cities and our homes. 
 
 Hence the first instruction to be given in this subject is that of nat- 
 ural drainage. Houses, especially farmhouses, should be located with 
 the view of affording the best possible drainage. Show how such 
 locations are to be selected and what conditions make a situation more 
 or less desirable. The drainage of the school grounds will form an 
 interesting illustration for study. Show in what ways the location of 
 the school buildings is advantageous in this respect. Have the pupils 
 examine the school farm and discuss the relative merits of various loca- 
 tions. Have each select the point best suited, in his opinion, for a 
 home, and give his reasons. 
 
 Show how, by digging ditches, laying drain and soil pipes, and 
 grading the ground near a building, the drainage may be improved. 
 
 Discuss the various means of dispensing with the dangerous cess- 
 pool in places where sewerage facilities are not available. 
 
 Endeavor to have a line of all kinds of pipe fittings, models, and 
 samples of joints, closets, etc. The possession of these will render the 
 work much easier and will serve to illustrate the various fittings upon 
 which instruction is given. The student should become very proficient 
 in pipe fitting. Teach how to make a solder; how to make a " wiped 
 joint," which is used so universally in making lead-pipe connections; 
 how to make a joint between lead and iron pipes, often so necessary in 
 connecting up bath tubs, where lead and iron pipes must be joined, 
 and how to make a " packed joint." Give as much practice as possi- 
 ble in setting up closets and bath tubs. Whatever repair work may be 
 done around any of the buildings of the school should be utilized to 
 give the pupils practical experience. 
 
 Give instruction in laying, first, water and then sewer pipes, and 
 explain the difference in their joints and the manner of connecting 
 them. Give practice in making connections with lead, showing the 
 proper heat, etc. In cold districts water pipes must be provided with 
 the proper protection, either by laying them sufficiently deep or giv- 
 ing them artificial protection, in order to prevent freezing. The 
 proper grading of drainage pipes is important, and the students should 
 
108 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 learn by practice the "fall " required under different conditions. Show 
 how to avoid air pockets. Teach how to locate leaks and stoppages in 
 water pipes; how to clean out water pipes, sewers, and drains; how to 
 remove obstructions in closets; how to repair leaks temporarily by the 
 use of hemp, plugs, and other means; how to thaw out frozen pipes, 
 and how to repair temporarily a split pipe. 
 
 The different kinds of pipe: show when galvanized should be used 
 and when other kinds; the best kinds of pipe for drains, sewers, etc. 
 
 Give instruction and practice in running iron soil pipes and making 
 connections in oakum and lead; also in the proper location of drains 
 and the testing of the drain system for leakages. 
 
 Give some instruction in the fitting of gas pipes. 
 
 We are indebted to Mr. J. S. Hill, chief engineer, Old General 
 Post-Office Building, for the main part of this course of engineering, 
 Mr. Hill having had wide experience as an engineer, also as a teacher 
 of Indian children in this most important branch. 
 
THE EVENING HOUR. 
 
 The superintendent must call upon all employees in the school to 
 unite in making the evening sessions of the school pleasant as well as 
 beneficial. This is a most excellent time for vocal music. A short 
 time should be devoted every evening to note reading, the scales, part 
 singing, and general chorus work. The patriotic songs must be taught 
 in every school, and every child should be familiar with the words as 
 well as the music of our inspiring national songs. 
 
 One evening in the week should be a social hour, when the pupils 
 may spend the evening in conversation, grand marches, etc., under 
 the direction of the teachers, who are expected to see that pupils con- 
 duct themselves as the sons and daughters in a well-regulated home 
 under the care of the mother. 
 
 It is not advisable to have pupils study in the evening. Many 
 schools do not have lights sufficiently bright to read by, and numbers 
 of the children have weak eyes which should not be used at night any 
 more than is necessary. 
 
 The superintendent will be able to plan for a pleasant and profitable 
 hour for the pupils each evening by having the several employees 
 give a talk on the work of their respective departments, arranging so 
 that each employee will instruct the children at the evening hour twice 
 a month, for example : 
 
 Monday, the farmer. 
 
 Tuesday, the seamstress. 
 
 Wednesday, the shoe and harness maker. 
 
 Thursday, the cook. 
 
 Fiiday, the social hour. 
 Subjects and dates being changed to suit the convenience of the 
 employees. 
 
 Sunday, devotional exercises, song service, etc. 
 
 Monday, the industrial teacher. 
 
 Tuesday, the laundress. 
 
 Wednesday, the matron. 
 
 Thursday, the superintendent. 
 
 Friday, social hour. 
 This will carry the work through two weeks, when it is to be repeated 
 
 on through the year. 
 
 109 
 
11(1 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 The class-room teacher will assist in making the evening hour a 
 helpful one by preserving order and by assisting the speaker of the 
 evening in every way possible, giving the instruction in music, in 
 calisthenics, and in current events, etc. 
 
 A short exercise in calisthenics must be given every evening, giving 
 the pupils breathing exercises and proper positions in standing and 
 exercise in using the various muscles, improved health and grace of 
 movement being the ends sought in this work. Some of the exercises 
 may be given with music, which adds to the interest. 
 
 The hour should really be called the recreation hour, and after the 
 work of the day is over the exercises of the evening should be of a 
 
 Saluting the flag. 
 
 restful, entertaining nature, that each child shall grasp a practical 
 thought that may be applied in the work to be done. 
 
 All pupils over it years will lie expected to attend the exercises of 
 the evening hour. 
 
 The teachers of the different departments who are to give talks on 
 their special work must arrange these talks so as to give the details of 
 the work step by step. 
 
 The cook, in her talks throughout the year, will give menus for 
 breakfast, dinner, and supper, for the different seasons, with recipes 
 for making everything, which the pupils will take down; thus each 
 school will make its own cookbook, while the pupils will learn to plan 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. Ill 
 
 ahead, and to have vegetables and fruits in season, carefully preserv- 
 ing and drying everything possible for winter use. This affords 
 excellent chance for study of English and composition. 
 
 The matron's talks will include general housework, sweeping, keep- 
 ing the corners clean, the necessity for keeping a clean house and a 
 place for everything. The number and kind of garments needed for 
 winter, also for summer; how to make them, launder them, and keep 
 them well mended. How to prepare the meals for a small family, 
 serve them daintily, and the importance of eating at regular intervals 
 and not waiting too long, thus giving the heart too much work at one 
 time, and the necessity for keeping the surroundings of the house in 
 good order, as well as the interior. She will give talks on the special 
 care of each room in the house, and through the whole warp of life to 
 weave truthfulness, honesty of purpose, and integrity, that the result 
 will be honest men and women and useful citizens. In like manner 
 each subject presented must be given with the purpose of showing the 
 pupils more clearly the reasons for doing the work in question. 
 
 In every school the salute to the flag must be taught, and where the 
 
 climate will permit, this exercise must be engaged in out of doors, by 
 
 the whole school, morning and evening; and where the climate is too 
 
 severe, it can be done in the class room daily and at the evening hour. 
 
 ■±895— 01 8 
 
GARDENING. 
 
 Lessons in gardening begin the first year the child is in school, 
 when, with the class-room teacher, he goes out to the section of land 
 set aside by the superintendent for the children's gardens and with 
 the assistance of the teacher lays off the plot of ground for the garden, 
 plants a rotation of crops, harvests them, and has a few pennies and 
 considerable experience as a result of his first venture as a farmer. 
 
 The need for agriculture in the schools of the land is greatly felt, 
 and in all sections the best schools are taking up the study, and not 
 only giving practical work and work in the class room to the smaller 
 children, but are establishing normal courses, that teachers may fit 
 themselves to teach this most important subject in the best manner 
 possible. The public schools in some localities are incorporating this 
 subject in their course of study, and in some communities vacation is 
 given the pupils in winter, so that the children may have an unbroken 
 session during the months when gardening can best be carried on, 
 that they may learn every stage of gardening operations from plow- 
 ing the soil to marketing the products. In localities in England the 
 sons and daughters of well-to-do people may be seen in the fields 
 studying gardening in the most practical manner — by making gar- 
 dens; and if people inheriting the skill of ancestors who have made 
 the fields "blossom as the rose" for generations see the necessity for 
 such training for their children, how much more important it is that 
 the children of a race just starting on the road to civilization should 
 learn how to get the most out of the land upon which they live. 
 Thoughtful teachers in every section deplore the idle hours spent by 
 the children in vacation days, and vacation schools for instruction in 
 gardening, etc., are springing up everywhere. The agricultural 
 teaching at the schools of Kirksville, Mo., as outlined by Mr. John 
 R. Kirk, and at some of the universities of the country, at agricultural 
 experiment stations, and the agricultural colleges of the different 
 States, show the interest felt in the work by the people generally, and 
 the impetus recently given the study proves the need for better agri- 
 cultural study everywhere. 
 
 112 
 
COURSE OF STUDY FOR [NDI A.N SCHOOLS. 
 
 ii: J . 
 
114 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 
 
 is 
 
 
 
 
 Walk. 
 
 
 • 
 
 
 
 
 
 Berl. 
 
 Bed. 
 
 
 Bed. 
 
 
 Bed. 
 
 
 Bed. 
 
 Bed. 
 
 
 
 
 
 
 Walk. 
 
 
 
 
 
 
 Long beds for 
 
 
 small fruits, 
 
 
 
 
 
 
 
 Walk. 
 
 
 
 
 '3 
 is 
 
 
 
 Bed. 
 
 Bed. 
 
 
 Bed. 
 
 
 Bed. 
 
 
 Bed. 
 
 Bed. 
 
 
 
 
 
 
 Walk. 
 
 
 
 
 
 
 with tall bushes in 
 
 
 center, raspberries, etc. 
 
 
 
 3 
 
 
 
 
 
 
 
 
 M 
 
 "3 
 is 
 
 
 
 Bed. 
 
 Bed. 
 
 
 Bed. 
 
 
 Bed. 
 
 ■3 
 
 Bed. 
 
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 Walk. 
 
 
 
 
 
 This illustration gives an excellent plan for a number of gardens, as 
 laid off and successfully worked at the industrial school at Hampton 
 Institute, Virginia, by the students from the kindergarten to the high- 
 est grade, under Prof. C. L. Goodrich, and is an excellent one to use at 
 the Indian schools. It is intended to have two children at each plot 
 or bed. The beds may be 4 by 6 feet, having a path 1 foot wide all 
 around, and the following vegetables which may be planted will show 
 the possibilities in the work. 
 
 The pupils at Hampton raise the following vegetables in the gardens: 
 Eadishes. Turnips. Beans. 
 
 Onions. Melons. Tomatoes. 
 
 Lettuce. Beets. Cabbage. 
 
 Corn. Cucumbers. 
 
 Spinach and kale may be planted in August for winter use. 
 
 Several crops of radishes may be raised during the season. 
 
 On the long, narrow beds where fruits are planted it is purposely < 
 planned to plant blackberries and raspberries or gooseberries in the 
 center of the bed to serve as a hedge, keeping children working on 
 each side of the bed from playing, as well as to teach the culture of 
 the fruits in question. It is not expected that this rotation or even 
 that these vegetables can be raised in all sections, since climatic con- 
 ditions will make it necessary to plant crops that will yield the best 
 results in the respective localities, but there is an opportunity for the 
 teacher in charge to show her skill and ability to deal with existing 
 conditions and to preserve the rotation in planting that the best 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 115 
 
 authorities have proven can be used in her special environment, and a 
 lesson of the greatest benefit to the children may be taught in each 
 school by showing pupils how to obtain the best results with the mate- 
 rial available and under conditions existing. 
 
 It is expected that teachers in the schools will put themselves in 
 communication with persons at the nearest agricultural experiment 
 station in order to know the very best crops to plant and rotations to 
 follow in their respective localities, and from time to time teachers 
 should apply to the Agricultural Department, at Washington, D. C, 
 for the valuable bulletins issued there, which give the very best advice 
 on all agricultural subjects. It is expected that teachers will put forth 
 every effort to make this work a success and to cooperate with the 
 superintendent in his efforts to teach the Indian children to cultivate 
 their allotments and to become self-supporting. 
 
 GARDENING AND DAIRYING. 
 
 The work as outlined by Mr. Goodrich centers in the school garden, 
 and Mr. Goodrich savs: 
 
 "The lessons in nature study are based on the work done there, that the children 
 may learn about the facts and principles which will be useful on the farm and home 
 garden. Every child must know 
 the important parts of plants and 
 the use of these parts to man; how 
 plants grow, and how to help the 
 plant to do its work; what the soil 
 does for the plant, and how soils 
 are made; the work of the sun, wa- 
 ter, air, ice, plants, and animals in 
 making soils, and the relation of 
 the soil to water, air, heat, and 
 plant food; the insects found in the 
 garden; their habits, what they eat, 
 and how to check the evils of inju- 
 rious insects. 
 
 "Have a number of bottles con- 
 taining water in which seeds of 
 corn, wheat, etc., are to be dropped 
 at different intervals, showing the 
 pupils the progress seed makes 
 sprouting at the end of three hours, 
 six hours, twelve hours, twenty-four hours, etc. Show how sprouting seeds need 
 moisture and air; that to sprout they need enough moisture to soak them through 
 and through, and that when we plant seeds we must prepare the soil for them and 
 so plant them that they will be able to get sufficient moisture to sprout." 
 
 64. Experiment. — Soak some beans twenty-four hours; carefully dry them. In one 
 half-pint bottle (labeled "B") place about a dozen of them and fill another bottle 
 (labeled "C") half full of them. Cork the bottles and let them stand for several 
 days; also let some beans remain soaking in water in a glass. The dozen beans in 
 bottle B will sprout, while the larger number in bottle C will not sprout, neither will 
 those in the water. 
 
 65. Why is this? 
 
 Sa "d- Puddled Clay 
 
 16. To Show that Sprouting Seeds Need Air. 
 
116 COURSE OP STUDY FOR INDIAN SCHOOLS. 
 
 Experiment. — Carefully loosen the cork in bottle 0, light a match, remove the cork 
 from the bottle and introduce the lighted match. The match will stop burning as 
 soon as it is held in he bottle, because there is no oxygen in the air of the bottle to 
 keep the match burning. Test bottle B in the same way. What has become of the 
 oxygen that was in the air of the bottles when the beans were put in them? The 
 seeds have taken it because they need oxygen to help them sprout, but they have 
 not sprouted so well in bottle C because there was not oxygen enough for so many 
 seeds. The seeds in the water do not sprout because there is not enough air in the 
 water to give these seeds the necessary oxygen. 
 
 66. Experiment. — Fill some tumblers with wet sand and others with clay that has 
 been wet and then thoroughly stirred till it is about the consistency of cake batter or 
 fresh-mixed mortar. Take a tumbler of the wet sand, one of the puddled clay, and 
 plant two or three kernels of corn in each, pressing the kernels down one-half or 
 three-fourths of an inch below the surface; cover the seeds and carefully smooth the 
 surface. In other tumblers plant peas, beans, and other seeds. Cover the tumblers 
 with saucers, pieces of glass, or board to keep the soil from drying. Watch them for 
 several days. If the clay tends to dry and crack, moisten it, fill the cracks, and smooth 
 the surface. The seeds in the sand will sprout, but those in the clay will not. (See 
 fig. 16. ) Why is this? Water fills the small spaces between the particles of clay and 
 shuts out the air with its oxygen, which is necessary for the sprouting of the seeds. 
 
 67. This teaches us that when we plant seeds we must so prepare the soil and so 
 plant the seeds that they will get enough air with oxygen to enable them to sprout. 
 
 68. Experiment. — Plant seeds of corn and beans in each of two boxes; set one box 
 out of doors in a cool place and keep the other in a warm place in the house. The 
 seeds kept in the house will sprout quickly, but those outside will be very slow, if they 
 sprout at all. This shows us that heat helps seeds to sprout. 
 
 69. The seeds of farm crops may be divided into two classes, according to the tem- 
 peratures at which they will germinate readily and can be safely planted. 
 
 a. Those seeds that will germinate at an average temperature of 45° in the shade: 
 
 Barley. 
 
 
 Beef. 
 
 Parsley. 
 
 Rye. 
 
 
 Carrot. 
 
 Parsnip. 
 
 Oats. 
 
 
 Cabbage. 
 
 Onion. 
 
 Wheat. 
 
 
 Cauliflower. 
 
 Pea. 
 
 Red clover. 
 
 Endive. 
 
 Radish. 
 
 Crimson 
 
 clover. 
 
 Kale. 
 
 Turnip. 
 
 Grasses. 
 
 
 Lettuce. 
 
 Spinach. 
 
 Pole bean. 
 
 Pumpkin. 
 
 String bean. 
 
 Tomato. 
 
 Melon. 
 
 Egg plant. 
 
 Squash. 
 
 Okra. 
 
 Cucumber. 
 
 Pepper. 
 
 These can be planted with safety in spring as soon as the ground can be prepared, 
 and some of them if planted in the fall survive during the winter. 
 
 b. Those seeds that will germinate at an average temperature of 60° in the shade: 
 
 Alfalfa. 
 Cowpea. 
 Corn. 
 Cotton. 
 Soy bean. 
 
 70. We are now ready to answer the question, " What conditions are necessary 
 for seeds to sprout or germinate? " These conditions are: 
 
 a. The presence of enough moisture to keep the seed thoroughly soaked. 
 
 b. The presence of air with its oxygen. 
 <;. The presence of more or less heat. 
 
 Then the farmer, the truck gardener, the flower gardener, and the window gar- 
 dener must all so prepare their soil and so plant their seeds that the seeds will be 
 able to obtain sufficient moisture, heat, and air. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 117 
 
 71. Obtain samples of as many of the farm and garden seeds as possible. Put in 
 small bottles. Arrange them in groups according to resemblances or relationships. 
 For example: 
 
 The grass family: 
 
 Mustard family: 
 
 Nightshade family: 
 
 Corn. 
 
 Mustard. 
 
 Potato. 
 
 Wheat. 
 
 Cabbage. 
 
 Tomato. 
 
 Oats. 
 
 Cauliflower. 
 
 Egg plant. 
 
 Rye. 
 
 Collards. 
 
 Pepper. 
 
 Barley. 
 
 Brussels sprouts. 
 
 
 Sorghum. 
 
 Kale. 
 
 
 Grasses. 
 
 Kohl rabi. 
 
 Horseradish. 
 
 Radish. 
 
 Ruta baga. 
 
 Tm-nip. 
 
 Watercress. 
 
 
 Gourd family: 
 
 Lily family: 
 
 Goosefoot family: 
 
 Cantaloupe. 
 
 Asparagus. 
 
 Beet. 
 
 Citron. 
 
 Garlic. 
 
 Chard. 
 
 Cucumber. 
 
 Leek. 
 
 Spinach . 
 
 Gourd. 
 
 Onion. 
 
 Mangel-wurzel. 
 
 Muskmelon. 
 
 
 
 Pumpkin. 
 
 
 
 Squash. 
 
 
 
 Watermelon. 
 
 
 
 ( 'ymlin. 
 
 
 
 Parsley family: 
 
 Thistle family: 
 
 Pea or legume fami 
 
 Caraway. 
 
 Artichoke. 
 
 Garden pea. 
 
 Carrot- 
 
 Cardoon. 
 
 Canada field pi 
 
 Celery. 
 
 Chicory. 
 
 Cowpea. 
 
 Coriander. 
 
 Dandelion. 
 
 Soy bean. 
 
 Cumin. 
 
 Endive. 
 
 Bush bean. 
 
 Fennel. 
 
 Lettuce. 
 
 Lima bean. 
 
 Parsley. 
 
 Salsify. 
 
 Velvet bean. 
 
 Parsnip. 
 
 Sunflower. 
 
 Vetch. 
 
 Tansy. Clover. 
 
 Tarragon. Alfalfa. 
 
 Have the pupils spend a period or more getting acquainted with the seeds and 
 their relationships. It will be well to keep these seeds on the tables for several days. 
 
 Show the use of the seed leaves of the corn, kernel, or parts of the pea, to the 
 growing plant; that seeds must be planted deep to get sufficient moisture for sprout- 
 ing, but not so deep that the young seedlings will be unable to force their way to 
 the surface. Show that seeds that raise their cotyledons above the soil should not 
 be planted as deep as those which do not. Strong seeds, like corn, peas, etc., can be 
 safely planted at a depth of from 1 to 5 inches. 
 
 76. How deep should seech be planted? — Experiment. — Make a very narrow box like 
 fig. 18, having wood bottom and ends, but glass sides. The length and the depth of 
 the box will depend upon the size of the glass you use. The inside width of the box 
 should not be more than one-half to five-eighths of an inch. 
 
 Fill the box nearly full of coarse sand and plant seeds of corn and beans at depths 
 of one-half inch, 2 inches, 5 inches. These seeds can best be put in as the box is 
 being filled. Hold each individual seed against the glass with a stick, so that when 
 planted they may be seen through the glass. After all are planted water thoroughly. 
 
118 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Protect the seeds and roots from the light b) r using a, sheet of cardboard, tin, or 
 "wrapping paper, and set in a warm place. Do not add any water after the first 
 wetting. Look at the seeds from day to day. The moisture will probably evaporate 
 from the upper part of the Hand before the half-inch seeds get sufficient to sprout 
 them. The 2-inch deep seeds will probably come up all right. Of the 5-inch deep 
 seeds the corn will make its way to the surface. The beans will make a strong effort, 
 but will not succeed in forcing their way to the surface, and will finally give up the 
 struggle. This experiment teaches us that we should plant seeds deep enough to get 
 sufficient moisture for sprouting and yet not so deep that the young seedlings will not be able 
 to force their way to the surface. 
 
 Repeat this experiment with other soils and other seeds, or make several of the 
 boxes and start them all together. 
 
 77. Seeds which raise their cotyledons above the soil should not be planted as deep 
 as those which do not. Large, strong seeds like corn, peas, etc. , which do not lift 
 their cotyledons above surface can be planted with safety at a depth of from 1 to 4 
 or 5 inches. 
 
 There is no gain in the 
 greater depth unless the 
 upper soil is lacking in 
 moisture, which the seed 
 must have to germinate. 
 
 78. Can we, in planting, 
 help the seed to get mois- 
 ture? 
 
 Experiment. — Getabox 
 at least 6 inches deep and 
 that will hold at least half 
 a bushel of earth. Fill it 
 loosely with well-pulver- 
 ized, moist soil from the 
 field or garden. In one 
 side of the box plant corn 
 about half an inch deep, 
 covering it loosely with 
 soil. In the other side 
 plant corn the same depth, 
 but after planting press 
 the soil firmly over the 
 The soil that was not pressed 
 
 18. 
 
 To Show how Deep to Plant Seed. 
 
 seeds. Set in a warm place and watch developments, 
 after planting will very soon become dry on the surface and will gradually dry below 
 the seed, which will not come up, while the soil that was packed will continue to 
 keep moist and the seed will sprout. This is because packing the soil increases its 
 power to soak up the water from below and therefore the seed is kept moist enough 
 for sprouting. This teaches us that unless the soil in which we plant seeds is quite 
 moist we should press the soil over the planted seeds, and especially so in the dry summer 
 
 Most of the small hand seed drills have rollers attached to them for pressing the 
 soil over the seeds. The large drills for sowing grain do not, and they should be fol- 
 lowed by a roller when conditions are proper. 
 
 79. Seeds of carrot, celery, parsley, parsnips, and egg plant are weak and rather 
 slow in germinating. It is customary to plant them rather thickly in order that by 
 the united strength of many seeds they may more readily come up to the surface. 
 This point should be observed also in planting seeds in heavy ground that is liable to 
 pack and crust over before the seed germinates. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 119 
 
 SOWING SEEDS. 
 
 80. Seed should always be sown in freshly stirred soil, and may be planted by hand 
 or with a machine. 
 
 For the home garden, and when only small quantities of any one variety are 
 planted, as in test plots, the machine is hardly desirable and hand planting is 
 preferable. 
 
 The rows are marked out with a garden marker, or the end of a hoe or rake han- 
 dle, using a line or the edge of a board as a guide. 
 
 The seeds are then carefully and evenly dropped in the mark or furrow. 
 
 The covering is done with a rake or hoe, and the soil is firmed over the seeds by 
 patting it with the covering tool or walking on the row and pressing it with the feet. 
 
 SI. A convenient way of distributing small seeds, like turnip and cabbage, is to 
 take a small pasteboard box or a tin spice or baking-powder box and punch a small 
 hole in the bottom, near one end or side. Through this the seeds can be sifted quite 
 evenly. 
 
 82. For the larger operations of the farm and market garden hand and horse-power 
 drills and broadcasters are generally used, though some farmers still plant large fields 
 by hand. 
 
 83. The grasses and clovers are generally broadcasted by hand or machine, and 
 are then lightly harrowed, and, if conditions are proper, are rolled. 
 
 84. The small grains are broadcasted by many farmers, but drilling is considered 
 better. With the grain drill the seed is deposited at a uniform depth and at regular 
 intervals. In broadcasting some of the seeds are planted too deep, some too shallow, 
 and others are left on the surface of the soil. 
 
 From experiment it has been found that there is a loss of 15 or 20 per cent of seed 
 when broadcasted as compared with drilling. 
 
 As in the case of grass seed, the grains are rolled after sowing if conditions are 
 proper for it. 
 
 85. Corn is planted by hand, or by hand and horse corn planters, which drop a 
 certain number of seeds at any required distance in the row. 
 
 86. There are a number of drills made for planting vegetable seeds which are good 
 machines. 
 
 The main points to be considered in seed drills are — 
 
 (1) Simplicity and durability of structure. 
 
 (2) Ease of draft. 
 
 (3) Uniformity in quantity of seed planted, and in the distances apart and depth 
 to which they are planted. 
 
 87. The distances apart at which seeds are planted vary according to the character 
 of the plant. Bushy, spreading plants require more room than tall, slender-growing 
 plants. 
 
 88. Get together as many seed-sowing tools as possible and let the pupils see how 
 they are constructed and how properly used. Give them as much practice with these 
 tools as possible. 
 
 PREPARATION OF THE SOIL. 
 
 Having learned the conditions which are necessary for the sprouting of seeds and 
 the growth and development of roots, we can intelligently discuss methods of work- 
 ing the soil to bring about these conditions. 
 
 Spading for planting. 
 
 89. The typical tool for preparing the soil is a spade or spading fork. The class 
 should be taken out to see good spading done and given some practice. In spading, 
 the spade or fork should be pushed into the soil the full length of the blade and 
 
120 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 nearly straight down. The handle is then pulled back and the spadeful of earth is 
 pried up lifted slightly, thrown a little forward, and at the same time turned. The ' 
 lumps are then broken by striking them with the spade. All weeds and trash 
 should be covered during the operation. A common fault of beginners is to put the 
 spade in the soil at a slant and only about half the length of the blade, and then flop 
 the soil over in the hole from whence it came. 
 
 In Europe and on some of the large estates in this country large areas of garden 
 and nursery grounds are spaded. 
 
 90. During our excursion we saw farmers preparing their soil with plows, harrows, 
 rollers, etc. In order to understand the proper use of these tools it will be well for 
 us to study their structure and how to use them to the best advantage. 
 
 91. Plows and plowing. — If the school does not own a plow, borrow a good two-horse 
 plow from a neighboring farmer, take it to the schoolroom and there study its parts, 
 learn their names and their proper use or office. 
 
 92. It will be found that a good plow has the following parts: 
 
 a. A standard or slock (fig. 20), the central part of the plow, to which many of the 
 other parts are attached. 
 
 b. A beam, by which the plow is drawn. Some plows have wooden beams and 
 others have iron beams. 
 
 c. Handles, by which the plow is guided. 
 
 d. A clevis, which is 
 
 attached to the end of the 
 beam and is used to reg- 
 ulate the depth of plow- 
 ing. To make the plow 
 run deep the ring is placed 
 in the upper holes of the 
 clevis; to make the plow 
 run shallow the ring is 
 placed in the lower holes. 
 The clevis is also used to 
 regulate the width of the 
 furrow slice. By moving 
 the clevis to the right, the 
 plow is made to cut a wider furrow. Some plows have a double clevis, so that the 
 draft ring may be raised or lowered or moved to the right or left. With some plows 
 the width of the furrow is adjusted by moving the beam at its attachment to the 
 handles. 
 e. A share, which cuts the bottom of the furrow slice. 
 /. A moldboard, which turns and breaks the furrow slice. 
 g. A landside, which keeps the plow in place. 
 
 h. Some plows have a coulter, which is fastened to the beam just in front of the 
 moldboard and serves to cut the furrow slice from the land. The coulter is some- 
 times made like a sharp revolving disk. This form is very useful in turning under 
 vines and tall weeds. 
 
 i. A jointer, or skimmer, which skims stubble and grass from the surface of the soil 
 and throws them into the bottom of the furrow, where they are completely covered. 
 The jointer helps also to pulverize the soil. 
 
 j. A truck, or wheel, attached to the end of the beam. This truck makes the plow 
 run steadier, and also lightens the draft. 
 
 93. Characteristics of a good plow. 
 
 A good plow should be strong in build and light in weight. 
 
 The draft should be as easy as possible. 
 
 The plow should run steadily and at a uniform depth. 
 
 A good plow should not only turn the soil but pulverize it as well. 
 
 20. A Good Farm Plow. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 121 
 
 When plowing, the plow should he so adjusted that it will cut furrows of the 
 required width and thickness with the least draft on the team and the least exertion 
 on the part of the plowman. 
 
 94. Why do we plow* 
 
 a. To break and pulverize the soil and make it soft and mellow, ho the roots of 
 plants may enter it in search of food, and get a firm hold for the support of the plant 
 which is above ground. 
 
 6. To make the soil open and porous, so thai, it can more readily absorb rain as it 
 falls on the surface. 
 
 c. To admit air to the roots of plants. Also to allow air to act chemically on the 
 mineral and organic matter of the soil and make them available to the crop. 
 
 d. To raise the temperature of soils in the spring, or of damp soils any time. 
 
 e. To mix manures with the soil. The more thoroughly manure is distributed 
 through the soil the more easily plants will get it and the greater will be its indirect 
 effect on the soil. 
 
 /. To destroy the insect enemies of the plant by turning them up to the frost and 
 the birds. 
 g. To kill weeds. Weeds injure crops — 
 
 (1) By occupying the soil and thereby crowding and shading the crop. 
 
 (2) They draw moisture from the soil which should be kept for the crop. 
 
 (3) They take plant food from the crop. 
 
 h. The operation of plowing tends to bring about the conditions necessary for the 
 important process of nitrification. 
 
 •i. The germinating seed requires moisture to dissolve plant food stored within it, 
 a gentle warmth, and the presence of oxygen from the air to assist in the chemical 
 changes which take place. 
 
 After germination the rootlets of the growing plant need a soil that is soft, mellow, 
 and firm; a supply of moisture and air necessary to prepare plant food. 
 
 These conditions are brought about through plowing and preparation of the soil. 
 
 95. Professor Roberts, of Cornell, says: 
 
 "All of the objects which may be secured by plowing are seldom or never kept in 
 view. Hence in America it is less understood and most imperfectly performed of 
 any operation of preparing the land for crops. It is still worse in Europe. The Eng- 
 lishman does little more than two things with the plow — inverts the furrow and makes 
 it straight." 
 
 96. When should land be plowed? 
 
 The time of plowing depends largely on the nature of the soil, climate, and crop. 
 
 More plowing is done in the spring just before planting spring and summer crops 
 than at any other time, excepting the localities that plant large areas of grain and 
 track. 
 
 97. Spring plowing leaves the ground fresh and moist for germinating seeds and the 
 roots of plants, and lessens the risk of loss of plant food by fall and winter rains. In 
 cold climates, where the ground freezes, this risk is not so great as in the warmer 
 regions. Spring plowing should be done as early as possible to produce the best 
 effects. 
 
 98. Fall plowing. There are special advantages to be gained by fall plowing, par- 
 ticularly in heavy soils: 
 
 o. Immediately after harvest the land is usually dry and easy to work. 
 
 6. The soil plowed at this time and left rough is acted upon physically by the frost, 
 which pulverizes it, and chemically by rain and air, which render available as plant 
 food inert mineral and vegetable matter. 
 
 c. Insects are turned up and exposed to frost and birds. 
 
 d. A great number of weeds are destroyed and the land is easily put in condition 
 for crops the following year. Fall plowing should be done as early as possible. 
 
 99. Bare fallow. 
 
122 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 The land is often plowed and allowed to lie without a crop for some time. This is 
 called bare fallowing the land. 
 Bare fallow should not be practiced on all soils. It is adapted — 
 
 a. To dry climates where plant food will not be washed out of the exposed soils 
 by rains. 
 
 b. To heavy clay lands. 
 
 c. To land that is foul with weeds and insects. 
 
 d. To sour soils which are sweetened by exposure to air and rain. 
 
 100. Light soils should not be subjected to bare fallow. They should always be 
 covered with a crop to prevent loss of plant food by leaching. 
 
 101. How deep shall we plow f 
 
 We learned in a previous lesson that the roots of farm plants develop largely in 
 that part of the soil which is worked by the plow; therefore, to have as much tilled 
 soil as possible for root growth, we should generally plow as deep as possible without 
 turning too much of the subsoil to the surface. Lands that have not been plowed 
 deep should be deepened gradually by plowing up a half inch to an inch of subsoil 
 each year until the plow reaches a depth of at least 9 or 10 inches. 
 
 102. There is an opinion among many farmers that sandy soils should not be 
 plowed deep, but as these soils are apt to be leachy it seems best to fill them with 
 organic matter to as great a depth as possible, and this can only be done by plowing 
 farm manures in deep. 
 
 103. It is not best to plow land that is wet or land that is very dry, unless it be 
 very light soil. 
 
 If heavy soil is plowed when wet it dries out in great clods, which interfere with 
 further operations, and it generally takes a season or more to get a cloddy piece of 
 land back to its original condition. 
 
 104. The furrow slice. 
 
 a. In plowing, the furrow slice may be cut thin and wide and be turned over flat. 
 
 6. It may be cut thick and narrow and be turned up on edge. 
 
 c. Or it may be cut of such width and depth that the plow will turn it at an angle 
 of 45°. 
 
 By the last method the greatest amount of soil can be turned at least expense of 
 labor, the furrow slice is more thoroughly broken, the greatest surface is exposed to 
 the action of the air, and plant food is more evenly distributed through the soil. 
 
 105. "Breaking out the middles." 
 
 Some farmers have a way, when getting land ready for a crop, of plowing the 
 rows first and then "breaking out the middles," or spaces between, after the crop is 
 planted. This is a poor practice, as it interferes with thorough preparation of the 
 soil. The ground can be more thoroughly plowed and broken up before the crop is 
 planted than afterwards. This practice of leaving the middles interferes with proper 
 harrowing and after cultivation. 
 
 After studying the plow the class should be taken to the field to see good plowing 
 done, attention being called to the work of each part of the plow. 
 
 106. Harrowing. 
 
 After plowing, the next operation in the preparation of the soil for a crop is gen- 
 erally harrowing or dragging. The objects of harrowing are — 
 a. To break lumps and clods left by the plow and to further pulverize the soil. 
 6. To bring about conditions favorable to a more even distribution of seed. 
 
 c. To destroy weeds. 
 
 d. Harrowing aids in ventilating the soil by making it fine and porous, and puts 
 it in a better condition to absorb moisture. 
 
 e. It prevents the loss of moisture by making a mulch of fine earth on the surface. 
 /. The harrow is also the tool generally used for covering seeds that have been 
 
 sown broadcast. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 123 
 
 a. 
 
 b. 
 
 d. 
 
 e. 
 /• 
 9- 
 
 107. Time to liarrou: 
 
 Harrowing is generally done just before planting, and with some crops just after, 
 to cover the seed or smooth the ground. Harrowing is also done (hiring the first 
 stages of the growth of some crops to kill sprouting weeds and to make a soil mulch. 
 The harrow should always follow the plow unless it is desired to leave the land in a 
 bare fall or winter fallow. At other times of the year the lumps of earth are apt to 
 dry out and become hard and difficult to break. 
 
 108. Harrows. 
 
 There are several kinds of harrows in use, which may be classified according to 
 the style of their teeth or cutting parts. They are as follows: 
 
 Rolling-cutter harrows. 
 
 Spring-toothed harrows. 
 
 Spike-toothed harrows. 
 
 Coulter-toothed harrows. 
 
 Chain harrows. 
 
 Brush harrows. 
 
 Plank or drag harrows. 
 These types vary in the depth to which they cut and the degree to which they 
 pulverize the soil. 
 
 109. Rolling-cutler harrows. 
 
 Harrows of this type (see fig. 21) consist of one or more revolving shafts on which 
 are arranged a number of concave disks. These disks are either entire, notched, or 
 made of several pieces laid together. Examples of these are the disk, cutaway, and 
 
 spading harrows.. These harrows 
 cut and move the soil deeper than 
 the other types. They are espe- 
 cially adapted to work on heavy 
 clay soils. 
 
 The value of this type of harrow 
 as moisture preservers depends on 
 the manner in which they are 
 used. If the disks are so set that 
 they cover but a portion of the 
 surface with the mulch of fine 
 earth they leave a ridge exposed 
 to the action of the wind and sun 
 and the rate of evaporation is 
 greatly increased. The disks 
 should be set. at such an angle that 
 the whole surface shall be stirred 
 or covered. Soils which need the 
 disk harrow should generally be gone over again with some shallower working tool. 
 An objection to the rolling cutters is that unless great care is taken they will leave 
 the land in ridges and valleys. 
 
 The two gangs of disks throw the earth in opposite directions. They are gen- 
 erally set to throw it from the center, and the result is a shallow double funow 
 the width of the machine. By lapping each time the furrow is partially filled, but 
 to get the land smooth and level, a smoothing harrow must be used after the rolling 
 cutter. 
 
 110. Spring-toothed harrows. 
 
 Spring-toothed harrows (see fig. 22), with their curved teeth, enterthe soil readily, 
 draw moderately easy, and pass over obstructions without much difficulty. They 
 pulverize the soil to an average degree and to an average depth. In action they are 
 
 2i. A Rolling Cutter Harrow. 
 
124 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 ■22. A Spring-tooth Harrow 
 
 similar to a cultivator. They leave the soil in ridges and more compact than do the 
 rolling critters. The ridges can be leveled by a smoother in the shape of a piece of 
 plank attached to the rear of the harrow. On newly plowed grass land they tend to 
 
 tear up the sod. They make good 
 cultivators after the crop is up. 
 The original and more common 
 form of the spring-toothed harrow 
 is a floating harrow when at work; 
 that is, it rests on the points of the 
 teeth and is dragged or floated 
 over the ground. A newer form of 
 springe-toothed harrow, sometimes 
 called the fallow cultivator, is 
 mounted on high wheels and its 
 action is largely controlled by 
 them. This form of harrow is 
 claimed to do much better work 
 than the floating harrow and may 
 in a large measure displace the 
 rolling cutter. The weight of this 
 harrow is entirely taken from the soil except in the wheel tracks, and the entire 
 action is pulverizing and lightening the soil. 
 
 111. Spike-toothed harrows. 
 
 The teeth of these harrows (see fig. 23) are round, square, or diamond-shaped 
 spikes fastened into a wood or 
 iron frame. The teeth are set in 
 a vertical position or are inclined 
 to the rear. These harrows are 
 shallow in their action; they run 
 easily, but tend to compact the 
 soil more than the other types, 
 and are therefore better adapted 
 to loose soils and to finishing off 
 after the work of the deep-cutting 
 harrows. They are also used for covering seeds." 
 
 112. Coulter-toothed harrows. 
 
 The coulter-toothed harrows (see fig. 24) have teeth resembling the coulter of a 
 plow twisted or bent into various shapes. The Acme is a good example of this class 
 of harrow. It cuts, turns, and pulverizes the surface soil somewhat after the man- 
 ner of a, plow. It prepares a fine 
 mulch and leaves an excellent seed 
 bed. It is an excellent harrow to 
 finish off with after using the roll- 
 ing cutter. 
 
 113. Chain harrows. 
 The chain harrow consists of a 
 web of chains linked together. 
 They have a wonderful power for 
 breaking clods, and are useful for 
 collecting weeds. They shake the 
 Chain harrows tend to compact the soil- 
 
 23. A Spike-toothed Harrow 
 
 A Coultei-tooihed Harrow. 
 
 dirt from the weeds and roll them into heaps. 
 
 114. Brush harrows. 
 
 The brush harrow is a primitive form made by fastening brush to a long pole. 
 Brush harrows are quite useful for brushing in seed and for pulverizing manure 
 broadcasted on grass lands. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 125 
 
 115. Plunk harroim. 
 
 The plank harrow (see rig. 25) is made of several planks fastened together so that 
 eaeli plank overlaps the next, one to it, like the clapboards of a house. This harrow 
 is almost as good as a roller in fining and smoothing the surface soil. 
 
 116. Rolling. 
 
 Rolling is a process of compress- 
 ing the soil and breaking clods 
 with a roller; the objects of rolling 
 are: 
 
 «. To compress the surface soil 
 so that the harrow will do its work 
 more efficiently, also to break small 
 clods or lumps that may have resisted the action of the harrow. 
 
 h. To smooth the surface of the soil for an even distribution of fine seeds and by 
 pulverizing and packing the ground make it firm and close around such seeds that 
 they will sprout readily. 
 
 c. To press into the ground the roots of plants partly dislodged by the frost. 
 
 '1. To give compactness to soils that are light and loose and thus enable them to 
 hold moisture and plant food better. 
 
 e. To remove the conditions favorable to the development of many kinds of insects. 
 
 /. To sink surface stones so that they will not interfere with harvesting the crop. 
 
 117. Time firr rolling. 
 
 Light porous soils may be rolled whenever the requirements of cultivation may 
 demand it. but clay soils can be rolled to advantage only when they are stiff and 
 cloddy. 
 
 Spring grain inordinary weather should be rolled as soon as it is sown, but in 
 time of wet weather the rolling should be deferred until the grain is above the 
 ground. In the first case quick sprouting is assisted, and in the second the forma- 
 tion of a crust is avoided. Autumn-sown grain should not be rolled after sowing 
 unless the season is very dry, lest fall rains pack the soil and smother the seed. As 
 the roller compresses the soil together, capillary action is increased and moisture is 
 brought to the surface. If care is not taken the land will be deprived of moisture 
 by increasing evaporation. This should be guarded against when possible by form- 
 ing with a harrow a light mulch on the surface. Clay lands should not be rolled 
 when wet. 
 
 II*. There are many forms of rollers. The most simple is the wooden roller, 
 which is simply a cylinder of wood attached to a frame, by which it is drawn. Some 
 rollers have attached to their surfaces spikes or blunt attachments for breaking clods. 
 
 119. If the school does not own a harrow or roller, get together as large a collec- 
 tion as possible from the neighboring farmers. Let the pupils study these and get 
 some good farmer near by to put them into use for class observation. 
 
 120. Ri'lrjhirj the hind. 
 
 Planting on beds or ridges is more a question of drainage and temperature than of 
 soil or crop. When land is thrown into ridges a greater amount of surface is 
 exposed and a greater evaporation of moisture takes place, therefore ridge culture is 
 more wasteful of soil moisture than level culture. For this reason dry soils every- 
 where, and most soils in dry climates, should, whenever practicable, be left flat. On 
 stiff, heavy soils, on low bottom lands and during wet seasons it may become desira- 
 ble to ridge the land for some crops. The practice of ridging is an old custom 
 handed down from prehistoric times when Europe was an immense swamp covered 
 with forests. An early writer tells us that to get rid of the water the land was 
 ridged and some of the ridges were so high that a horseman riding in the ditch on 
 one side could barely see his companion riding on the other side of the ridges. 
 These ridges were from 24 to 100 feet wide. This custom of ridging has been handed 
 down, and we find farmers ridging even the lightest of lands in the driest of seasons, 
 having forgotten or never stopping to think out the reason for such practice. 
 
126 
 
 COURSE Of STUDY FOE INDIAN SCHOOLS. 
 
 26. Transpiration 
 
 121. We find in an earlier lesson that all of our farm plants have roots, stems, 
 leaves, etc. We have studied the root first as being the most important part of the 
 plant. The leaf is the next most important part and is the part next to be studied. 
 Have the pupils bring specimens of branches of leaves of several kinds. At class 
 time ask the pupils to tell something about these leaves, and as the 
 answers come write the following particular ones on the board: 
 
 They are all green. 
 They are flat and thin. 
 Many are very broad. 
 ;,./- _- ;, Some have stems. 
 
 / i^~W ~~^j \ Some of the leaves on a single branch are larger than 
 
 — -- ■" "' "" " - - others on the same branch, and some have longer 
 
 stems than others. 
 
 122. What are. the reasons for these facts? 
 A study of the uses of the leaves to the plant will probably 
 
 help us to answer this question. 
 
 123. Experiment (see fig. 26) .—Take a pot in which a young 
 plant is growing, also a piece of pasteboard large enough to cover the top of the pot; 
 cut a slit from the edge to the center of the board, then place it on the top of the 
 pot, letting the plant enter the slit. Now close the slit with wax or tallow, making 
 it perfectly tight about the stem. If the plant is not too large, invert a tumbl vr 
 over it, letting the edge of the tumbler rest on the edge 
 of the board; if a tumbler is not large enough, use a 
 glass jar. If a potted plant is not convenient, a slip 
 or a seedling bean or pea placed in a tumbler of water 
 will serve the purpose. . Prepare several and place some 
 in a sunny window and leave others in the room where 
 it is darker, and observe them from time to time. 
 Moisture will be seen collecting on the inner surface of 
 the tumbler. Where does this come from? It is 
 absorbed by the roots and is sent with its load of dis- 
 solved plant food up through the stems to the leaves. 
 There most of the water is passed from the leaves to 
 the air and is condensed on the sides of the glass. A 
 function of the leaf, then, is to throve off or transpire 
 moisture and thus make room for a new supply of food- 
 laden moisture. This water is thrown off through lit- 
 tle pores or mouths or stomata which are very small 
 and very numerous on the underside of the leaf. It 
 will be noticed that the plant not placed in the sunlight 
 transpires very little moisture, showing that sunlight 
 helps the leaf in this work of transpiration. 
 
 124. How much water does a plant transpire or throw off 
 from its leaves? 
 
 Experiment (see fig. 27). — Fill a common quart fruit 
 jar or can with soil and plant in it a kernel of corn, a 
 bean, a cotton seed, Or seed of some other plant. After 
 
 27. 
 
 To Show amount of transpi- 
 ration. 
 
 the plant has grown to be 12 or 15 inches high, cut a piece of pasteboard a little larger 
 than the top of the jar, cut a hole in the center as large as the stem of the plant, and 
 make a slit from edge to center. Soak the pasteboard in melted wax candle. Cool 
 it and then place it over the jar, slipping it around the plant stem. Now invert the 
 jar and solder the pasteboard to it with melted wax, making this joint tight all the 
 way around. Now place the jar right side up and close up the slit and the hole about 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 127 
 
 the stem with wax. The jar is now completely sealed and there is no way for water 
 to escape except through the plant. The plant should be well watered before the jar 
 is closed. Now weigh the jar and set aside. Weigh again the next day. The dif- 
 ference in the two weights will represent the amount of the water used by the plant. 
 The weighings may be repeated until moisture gives out. If it is desired to continue 
 this experiment some time, a small hole should be cut in the pasteboard before it ia 
 fastened to the jar. This hole is for adding water to the jar from time to time. The 
 hole should be kept closed with a cork. The amount of water added should always 
 be weighed and account taken of it in the following weighings. 
 
 125. It has been found that the amount of water necessary to grow a plant to 
 maturity is equal to from 300 to 500 times the weight of the plant when dry. 
 
 126. Experiment. — Take a few leaves of the common silver-leaved geranium that 
 has been growing in the sunlight. Boil them for a few minutes to soften the tissues, 
 then place them in alcohol for a day or until the green coloring matter is extracted 
 by the alcohol. Wash the leaves and put them in a weak solution of iodine. The 
 leaf will be seen to gradually darken where it was green before. This color will 
 continue until it becomes a dark purple or almost black. We have already learned 
 that iodine turns starch this color, so we conclude that the leaf must contain starch. 
 If the silver-leaf geranium is not at hand, any variegated leaf which is partly white 
 will do. 
 
 127. Etperiment. — If there are plants growing in the schoolroom, have the pupils 
 paste some pieces of paper about one-half inch square on the upper surfaces of some 
 of the leaves of these plants; then set the plants in a sunny window. If the plants 
 are not at hand in the schoolroom, then paste the paper on the leaves of plants out 
 of doors, in the garden or field. The next day, during the latter part of the morn- 
 ing or during the afternoon, pick these leaves before the sun leaves them. Then 
 boil them, treat with alcohol, wash, and treat with iodine as in the above experi- 
 ment. The paper will, of, course, come off when the leaves are boiled, and it will be 
 found that the iodine will color the entire leaf except that part which was under the 
 piece of paper, showing that there is starch in every part of the leaf that was reached 
 by the sunlight, and but very little, if any, where the paper kept the sunlight from 
 the leaf. 
 
 128. Experiment. — Gather some leaves from some plant during the sunny part of 
 the afternoon and again early the next morning before the sunlight reaches the 
 leaves. Treat these leaves as in the other experiments, namely, boil, soak in alco- 
 hol till the green coloring matter is removed, wash, and then treat with the weak 
 iodine. It will be found that the leaves collected during the afternoon will be well 
 filled with starch, but those collected early in the morning will contain little, if any, 
 starch. 
 
 129. According to the last three experiments, leaves contain starch at certain 
 times, and this starch seems to appear when the leaf receives sunlight and to dis- 
 appear when the light is cut off. The fact is that the leaf manufactures starch in 
 the light. This starch is then carried by the sap in the leaf to other parts of the 
 plant and is there built into plant tissue or stored for future use. In the case of the 
 variegated leaf we found the starch only where there was green coloring matter in 
 the leaf. This green coloring matter, or chlorophyll as it is called, has something to 
 do with the making of this starch; in fact, starch is only made where it is present. 
 
 130. What is this starch made from ? We are told that it is made from carbonic-acid 
 gas and water. The gas exists in the air and enters the leaf through little pores in 
 the under side. After entering the leaf the green coloring matter, with the aid of 
 the sun, breaks up the carbonic-acid gas, takes the carbon from it, and out of the 
 carbon and the water which has been sent up by the roots it manufactures starch. 
 The oxygen of the carbonic-acid gas is set free and passes out of the leaf pores into 
 the air again. 
 
 4895—01 9 
 
128 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 131. Experiment. — The escape of this oxygen may be shown by taking some green 
 sea lettuce or other green seaweed and placing it in a glass jar of sea water, then set 
 the jar in the sunlight, and after a time bubbles of gas will be seen collecting and 
 rising to the surface. This gas is oxygen set free from carbonic-acid gas taken from 
 the water. If the seaweed is not at hand, almost any green fresh-water weed that 
 grows beneath the surface will do. 
 
 All of the food of the plant, whether taken from the air or from the soil, is 
 digested in the leaves, and sunlight and air are necessary for this work. 
 Another function of the leaves, then, is to digest the food of the plant. 
 
 132. We are now ready to answer the questions, Why are leaves green? Why are 
 they thin, flat, and broad? Why have some stems? Why are some larger than 
 others on the same plants? 
 
 The leaves are undoubtedly green because the green coloring matter is necessary 
 to digest the food of the plant. 
 
 They are flat and thin and broad because this form presents a large amount of 
 surface to the sun; it also provides for a large number of pores through which 
 carbonic acid may be taken in, and from which large amounts of water may be 
 transpired. 
 
 The larger and longer stemmed leaves are undoubtedly those which had a better 
 chance to get food, light, and air, and therefore had a better chance to grow. 
 
 133. Care of the leaves. — In planting we should take care that the plants are given 
 enough room so that the leaves may receive sufficient sunlight and air to enable them 
 to properly do their work for the plant. We should also see to it that the leaves are 
 not injured or destroyed by insects or disease. 
 
 134. What is the habit of growth of stems? 
 
 Excursion. — Visit the farm and examine the stems of plants with reference to their 
 method of growth. 
 
 Find stems that grow erect; for example, corn, pine tree. 
 
 Find stems that creep on the ground; for example, melon, sweet potatoes. 
 
 Find stems that climb; for example, grape, trumpet flower. 
 
 Find stems that twine; for example, bean, morning glory. 
 
 Find stems that are under ground; for example, white potato. 
 
 135. Compare stems with roots. 
 What does the stem do for the plant? 
 
 By observation we find that (a) stems support the leaves, flowers, and fruit of the 
 plant. 
 
 136. Experiment. — Pour about an inch of water in a tumbler, color this water with 
 a few drops of red ink (any other color will do as well), place in the colored water 
 the ends of several twigs of trees and soft green plants. Observe for a day or two. 
 The colored water will rise through the twig and will appear at the upper end. If 
 the leaves are left on the stem, the colored water will appear in the veins and tissues. 
 
 137. In this manner the (6) stem carries plnntfood dissolved in water from the roots 
 to the leaves, and after the leaves have digested it carries it back to various parts of 
 the plant. 
 
 138. Experiment.— Examine the underground stem of the white potato, find it very 
 much thickened; test with iodine and find starch. 
 
 This starch (c) is stored food for the future use of the plant. 
 
 139. Annual plants, or those which live but one year, store food in their stems and 
 leaves during the early part of their growth. During the fruiting or seed-forming 
 season this food material is transferred to the seeds and there stored, and the stems 
 become woody. This is a fact to bear in mind in connection with the harvesting of 
 hay or other fodder crops. If we let the grass stand until the seeds form in the head, 
 the stem and leaves send their nourishment to the seeds and become woody and of 
 less value than if cut before the seeds are fully formed. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 129 
 
 In plants of more than one year's growth the stored food is used to give the plant 
 a start the following season, or for seed production. 
 
 140. A good time to study the flowers is in the spring, when large numbers of fruit 
 and other trees and plants are putting forth their flowers. 
 
 141. For a very brief study of the parts of a flower, suppose we take a peach blos- 
 som. (See fig. 28.) We will find that it has the following parts: An outer and 
 under part called the cah/.i- (b). In most plants the calyx is green. AVhen the calyx 
 is divided into several parts, these parts are called sepal*. 
 
 142. Above the calyx is a broad, spreading part, brightly colored, and divided into 
 several distinct parts. This is called the corolla (a) and its parts are called petals. 
 
 143. Within the corolla are found several bodies having long, slender stums with 
 knobs en the top. These are called stamens (c) ; the stems are called filaments, and 
 the knobs anthers. Within the anthers will be found a yellow powder called pollen. 
 
 144. In the very center ( a 
 of the flower will be found { \^?if~~\ ' n 
 
 an upright, slender body, r— s. I ^L^\jtlw& / A $/$kp 
 
 called the pistil {d). This VX^. 1 ^ — ~Z3 '^—^ °Y W\W\ .— 
 
 consists of three parts. ^— -eV^ ^e»^_^' V. ^T&WmLf/ S^ 
 
 The lower rounded and ^~\*T^^ '^ — 
 
 somewhat swollen part is v / ! ; \\\J)f 
 
 called the ovary; the slen- I '. \/ 
 
 der stem arising from it is II a i II 
 
 called the style, and the II 
 
 slight enlargement at the >*• •* Peacl1 Blossom 
 
 topof the style is called thestigma. Within the ovary is a little body called an ovule, 
 
 which develops into a seed. 
 
 145. Before the seed will develop, the pistil must be fertilized by pollen falling on 
 the stigma. 
 
 146. The work of the flower, then, is to produce seed. The seed with its coverings 
 is called the fruit of the plant. 
 
 147. The parts of flowers vary in number, size, shape, and arrangement. This 
 will be readily seen by comparing the flowers of several different plants. 
 
 148. In the flowers of some plants certain parts will be lacking. For example, 
 some of the flowers of the melon, cucumber, and squash have pistils and no stamens, 
 while others have stamens and no pistils. With these plants it is necessary that the 
 pollen be carried from the staminate flowers to the pistils by insects before they will 
 produce fruit. 
 
 149. The flowers of some varieties of strawberries have very many pistils but very 
 few stamens, and there is not enough pollen to fertilize the pistils, and for this rea- 
 son such a variety planted by itself is often unfruitful. If we wish to be sure of such 
 varieties fruiting, we must plant near them varieties which produce large amounts of 
 pollen, or staminate varieties. 
 
 1. During the winter overhaul the farming implements and tools, 
 and see that all are in good repair. 
 
 2. When farm implements are put away in the fall, they should be 
 thoroughly cleaned and oiled and put under cover, where they will 
 not get wet and rusty. 
 
 3. Make the hotbed in the fall; no garden is complete without it. 
 See that all fences are mended, and have everything ready, so as to 
 lose no time when spring opens. 
 
GEOGRAPHY. 
 
 PREFACE. 
 
 Begin the subject of geography by studying the school grounds, 
 their general character, and what they represent; the geographical 
 formations they exhibit, and what they illustrate. 
 
 Teach the cardinal points, fixing them in the children's minds by 
 connecting them with the positions of the different buildings and con- 
 spicuous objects in the vicinity. Likewise show their connection with 
 the rising and setting of the sun, the direction of shadows, and the 
 position of the bright north star, which will easily be found by anyone 
 who has been shown the location of the Great Dipper. This study of 
 directions will be the central and starting point for a great field of 
 geographical study. Lead the children to discover the difference in 
 temperature on the north and south sides of a building, and the causes 
 of this; its effect upon garden making and farming. Show the causes 
 of difference in temperature between northern and southern winds. 
 Ask the children to notice the trees and shrubs and observe whether 
 there is any disparity between the northern and southern sides of the 
 tree or shrub; the significance of this. 
 
 Have the pupils draw a plan of the school farm, locating all the 
 buildings, and giving their relative positions, using the school build- 
 ings as a starting point. Have them also locate the roads and fences 
 and the different fields. 
 
 All industries (mills, foundries, manufactories, etc.) near the school 
 should be studied carefully. All buildings and houses in the vicinity 
 should also be considered, their location discussed, the work carried 
 on there brought out, and their peculiarities noted. Compare houses 
 and their advantages over one another. Plan for the future for the 
 children, helping them map out the locations, features, and points they 
 wish to emphasize in the homes they will plan for themselves. 
 
 Study the effect of the climate in the respective locality, noting the 
 condition of the fields at all seasons and at different times in each sea- 
 son and the work that can be done in them from time to time. In 
 studying the earth as the home of man, the real importance of the 
 earth to man in giving him his living can not be too strongly empha- 
 sized, and the child must be led to think deeply on the subject as to 
 how he can deal with the earth that it may yield him its best increase. 
 130 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 131 
 
 He should be impressed early with the advisability of planning to 
 carefully cultivate his land so as to bring it up to the highest state of 
 perfection, thinking of the different things he can raise on it and the 
 number of crops he can take off each year, realizing that each crop 
 means so much money, and that time and energy spent on the cultiva- 
 tion pays him in actual cash. This will be led up to step by step, 
 beginning with gardens where only a few vegetables are raised in the 
 first year. 
 
 At schools among basket-weaving tribes the materials required for 
 making baskets should be planted and the growth carefully watched 
 by the children. 
 
 Correlate with other work by showing what ingredients the differ- 
 ent crops take from the soil and what they give to us when we eat 
 them, and the use of these elements in building up strong healthy 
 bodies and sound minds. 
 
 Compare the industries of the Indians as a tribe with those of the 
 white people around them, and also consider and discuss the work that 
 the children hear of in their homes as having been carried on in the 
 past. For example, in the tribes of potters, criticise the work and 
 see just what it lacks for utilitarian purposes, and seek, not to take 
 the industry from the Indians, but so to improve its lasting qualities 
 that the Indian can continue to pursue the native art, and with the 
 help of improved methods, make his wares serviceable, stronger, and 
 better, and hence marketable. Compare impartially all work done at 
 home with that done in the school. Do not criticise the Indian for 
 what he does, but show him how to compare his way of procedure 
 with yours. If his work is better, give him the credit; if you see 
 wherein his work can be made more effective, show him how in a spirit 
 of helpfulness, and the result will be mutual benefit. We do not wish 
 to make the Indian give up any of the useful and profitable indus- 
 tries he has been practicing for generations, but to show him the 
 needs of civilization and how to adapt his work to the needs of the 
 hour. 
 
 At the sand table have the school grounds laid out in relief, repro- 
 ducing the geographical formations as accurately as possible, and 
 making the school buildings of clay, twigs, or paper. In many cases 
 this will be of such a character as to give the worker a practical idea 
 of the different formations and divisions into which land and water 
 are divided. When making a relief of any field or part of the reser- 
 vation, see that the streams are represented to flow in the proper 
 direction. In placing buildings on the sand table, have them face as 
 they actually do on the ground. In studying roads, show how they 
 were paths first, and later became roads. 
 
 Compare size of school yard with one of the larger fields; compare 
 the school garden with the yard; compare the whole school farm with 
 the reservation. 
 
132 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 Lead the children to observe the phenomena of nature — day and 
 night; bright and cloudy days; rain and snow; hail, frost, and dew — 
 giving these in a series of talks, the substance of which may be written 
 on the board, forming the reading lesson of the day. The seasons 
 will furnish topics for further talks and lessons in geography. Show 
 their influence upon man and beast, upon nature in general, upon veg- 
 etation, and upon the gardens in particular. Also take up light, heat, 
 air, and water, and what they do for us. In the same way explain the 
 causes of winds and their benefit to man. 
 
 Talks should be frequent on how the sun and rains influence vege- 
 tation, and how absolutely necessary they are to good crops, and why 
 people have to dig ditches to carry water from streams and reservoirs 
 in order to water their farms, and that this is called irrigation. 
 
 Consider likewise man's dependence upon the land for his daily 
 bread; how the fields must be plowed, prepared, and planted by man, 
 watered by rain or by irrigation, and cultivated carefully that they 
 may yield an abundant harvest; also how the corn, or wheat, after 
 going through several processes, which should be explained step by 
 step, is used to make bread. This lesson could be impressed, as well 
 as a very useful lesson taught (which every boy and girl should learn), 
 by having a series of lessons in bread making in the class room, the 
 pupils taking part, until all have thoroughly mastered the art of mak- 
 s ing good bread. The wheat that is not needed to supply the demands 
 of the table for the family must be sold to purchase other necessities. 
 We are dependent upon the earth for meat also, since cattle must find 
 their food from the fields in the summer and from hay and grains har- 
 vested and put away for use in winter. Thus the home of man rests 
 on the earth, he walks on its face, and his living comes from it, and 
 therefore the study of the earth is one to which he should devote care- 
 ful attention. 
 
 Endeavor to give the pupils a thorough understanding of the geog- 
 raphy of the reservation, and during the course have each one draw a 
 map of it, showing its streams, lakes, mountains, roads, and other 
 important features. Show the value of the streams to the prosperity 
 of the reservation. Go thoroughly into the subject of the character 
 of the soil, the climate, what can be raised in the different parts of 
 the reservation, what should be planted on the hillsides and why, what 
 on the river-bottom lands, on the prairie, what minerals are to be 
 found, the value of the woods, if any, etc. Note on the map the loca- 
 tion of each house on the reservation, and study carefully the condi- 
 tions existing there, discussing the favorable and unfavorable points 
 and how they might have been bettered. Explain how farms should 
 be advantageously located near highways and streams, if possible, and 
 likewise as to houses and how they may be so placed as to be pro- 
 tected from winds, etc. The idea must be kept before the child that 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 133 
 
 his land is one day to be his home after he leaves school, and he must 
 be made to feel its value and his energies directed to understanding its 
 conditions and situation geographically. Have the pupils trace out on 
 their maps the chief routes from their homes to the nearest markets, 
 and consider the crops that can most advantageously he raised, look- 
 ing at the question both from the point of view of their adaptability 
 to the climate and soil and that of the prices they will bring in the 
 available markets. 
 
 The conditions are widely divergent in different sections of the 
 country, and the geography presented to the pupils must be that of 
 their environment. While agriculture will be the chief industry in 
 most parts of the United States, and farming and farm products will 
 form the chief center of the lessons in geography, yet there are sec- 
 tions where other occupations take first place, as, for instance, mining 
 in some mountainous regions, lumbering in some districts of the north, 
 herding and grazing in other localities, while in the extreme northwest 
 fishing will engage the attention of many families and form their main 
 pursuit. The teacher must adapt his work to the locality in which he 
 is teaching, or where the pupils live, always remembering that it is 
 the geography of the home that must form the principal lesson. 
 
 The importance of stock raising and dairying can not be taught too 
 early. The children must know how necessaiw it is for stock to have 
 a wide range and good water. Fields that are often unfit for cultivation 
 afford excellent pasture for stock. The stock must be carefully branded 
 and looked after, and fences and gates must be kept in good repair. 
 Study the local conditions, and if stock raising can be conducted more 
 advantageously than farming the children must be lead to see this and 
 instructed at the school in the very best methods of accomplishing 
 this. 
 
 Where possible dairying should also be an industry. The children 
 will be given the first steps in this work in the kindergarten, where 
 the teacher will give talks on the importance of the industry, and later 
 the children will be taken to the dairy that they may learn the succes- 
 sive steps, milking the cow, putting the milk away in clean vessels, 
 skimming the cream, churning the butter, and finally enjoying a lunch 
 of the milk and nice bread and butter which they have made them- 
 selves. 
 
 Where there is but little rainfall and no water supply with wnicn to 
 irrigate, the crops must be such as will thrive and mature without 
 much rain, and the method of dry-weather farming must be carefully 
 and thoroughly taught, for by this plan the greatest possible propor- 
 tion of the moisture is retained in the soil for the use of the crops. 
 
 The geography of the reservation will lead up to that'of the State, 
 which will be gone into with much lets detail than that of the reserva- 
 tion. Have the children draw the map of the State and from this 
 
134 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 teach the location, size, and features of the principal cities, the mar- 
 kets the}' afford for Indian products, etc. Study the transportation 
 facilities to these cities and how they render any particular kind of 
 industry on the reservation more valuable and profitable. 
 
 The products of the State must be carefully looked into, as giving 
 an indication of what is best for the Indians to endeavor to produce. 
 Agricultural, mineral, dairy, and forest products will be the chief 
 classes under this head. 
 
 Study the natural featui - es of the country, as the lakes, the very 
 large rivers, and the great valleys and plains, especially those near 
 home. 
 
 It is highly important that the pupils devote their time to studying 
 what articles of consumption and commerce can be successfully and 
 most profitably produced in the localitj* - of their home, whereby they 
 ma,j become independent, rather than to occupy a vastly greater 
 amount of time and energy in studying the products, customs, and 
 characteristics of innumerable races and nations situated on the other 
 side of the world, the familiarity with and knowledge of which can 
 not in the slightest add to the happiness or prosperity of the Indian 
 at the present stage of his development. 
 
 In everything that is studied impress this lesson continually, that 
 the measure of the success of an individual or community or nation is 
 the extent to which they have made this earth a better place for man 
 to have his home. In studying or reading about any place or country, 
 emphasize this point and impress upon the pupils the duty they owe 
 the world. Compare the condition of the world centuries ago with 
 the comforts, conveniences, and advantages of the present. Impress 
 upon them that if each one labors to obtain a good home, be self 
 supporting and independent, and endeavors to improve it and amelio- 
 rate the condition of those around him he will have discharged the 
 duty which he owes to mankind and be a credit to his country and 
 his race. 
 
 FIRST, SECOND, AND THIRD YEARS. 
 
 Every morning the teacher should question the children as to the 
 day of the week, the month, and the year; also as to the climatic con- 
 ditions. Keep a weather chart each day showing the amount of sun- 
 shine, rain, snow, etc., the direction of the wind, and everything of 
 interest connected with the day. Correlate with number and language, 
 this being an excellent way to teach English to small children. Do 
 not allow the children to use monosyllables, but have every answer 
 expressed in complete sentences. Use the yard, sand table, black- 
 board, paper, and pencils freely. Reproduce the natural features of 
 the school grounds. Drawings must also be made to measurements 
 of the schoolroom and other rooms in the different buildings, the 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 135 
 
 barns, stables, shops, etc. Drawings must also be made of the school 
 grounds, each held, and of the reservation, that the children may have, 
 a complete understanding of the geography of the school surroundings. 
 
 Show the children that wind is air in motion; also that the air is 
 heated by the sun. 
 
 Explain that steam from the kettle is a cloud that is made up of very 
 little drops of water. Hold a piece of glass against the steam and see 
 the moisture on the glass. The cloud of steam stays but a minute, 
 then disappears into the air. We see the moisture in the air and call 
 it clouds. When clouds settle close upon the land, we call it fog. 
 When they become so heavy that they can not float, they fall and we 
 call it rain. When the moisture freezes up in the clouds and falls in 
 flakes, we call it snow. Sometimes the wind blows the snowflakes 
 around and rolls them together into little balls, which partly melt and 
 then freeze again, and we call them hailstones. 
 
 Explain the formation of dew and frost. 
 
 By placing a shallow dish of water in the window show how the 
 heat of the sun changes water into vapor. After a time the dish will 
 become dry. 
 
 Watch the face of nature through each season, the mild weather in 
 spring and frequent rains. What work must be done in preparing 
 the ground and planting seed at this season ? The teacher will show 
 the pupils how to prepare the earth in each little plat of ground, plant 
 the seeds, keep the vegetables and flowers free from weeds, and mar- 
 ket the products. Arrange for each child to have some capital laid by 
 from his work, which he will be encouraged to keep and add to next 
 year. Each year the gardens must be larger, more extensive crops 
 raised, and more money added to the bank account, teaching the pupils 
 that later in life this will be their work, only with larger fields to cul- 
 tivate, more extensive crops to harvest, resulting in a bank account 
 that is proportionately larger. 
 
 Explain the growth and maturity of all kinds of crops in summer; 
 the fall with its cooler nights and days and occasional frost; the gath- 
 ering of crops and dying of vegetation; then winter, nature's resting 
 season. Tell the pupils how the cattle suffer during this season with- 
 out shelter and food, and how it is as necessary to feed cattle regularly 
 as it is for man. Eating one day and fasting the next lays the foun- 
 dation for impaired health and inability to work; and teach how impor- 
 tant it is to raise and put away enough feed in summer to supply the 
 cattle during the winter. 
 
 The work of the farmer. How the elements help him, and how the 
 earth is his best friend, and therefore the great need for taking good 
 care of it. 
 
 Show how the wind helps to clean the earth and make it more 
 healthful, and also how it causes rains and moves clouds from place to 
 
136 COURSE OP STUDY FOR INDIAN SCHOOLS. 
 
 place. Have the natural divisions of land illustrated on the sand table. 
 Observe the action of the water upon the land in the school yard and 
 vicinity. 
 
 Study the earth as the home of plants and animals; .how each is 
 peculiarly fitted to its environment; how all animals make their homes 
 near where their food is to be had. 
 
 Show the work of frost and ice; how when water changes to ice it 
 takes up more room than it did before, how it will break a glass or 
 dish or a cask. When it freezes in the crevices of the rocks, it splits 
 them. 
 
 If there is a mill near, call the children's attention to it and explain 
 •the necessity for damming the stream to turn the wheel to grind the 
 grain into flour in order that it may be fit for use as food. 
 
 Study the plants, animals, and trees of the locality and their 
 respective uses to man. 
 
 Explain how sunshine and fresh air purify our houses and keep 
 away disease, and how necessary it is to have our windows open and 
 let a great deal of the sunshine into our houses eveiy day. Observe 
 the yellow, unhealthy appearance of plants that have been in the house 
 where they could not get the sunlight. 
 
 Show how the animals find dens for their homes, snakes have holes, 
 and birds have nests, and from this lead up to a discussion of the homes 
 of men. Talk about the material used in the construction of houses; 
 of the great value and many uses of trees, their uses for fuel, for 
 medicine, for making baskets, for furniture and implements of many 
 kinds, and especially for building. The earth is truly our mother. 
 We Live on its bosom and it supplies most of our food. Explain how 
 plants draw some of their substance from the air and some from the 
 ground; that both are absolutely necessary, and one is useless to pro- 
 duce life without the other. 
 
 The teacher will show that it is difficult to till the soil where the 
 land is hilly and stony. Where the hills are very steep or where 
 there are very many rocks in the soil or where there is not much rain 
 sheep and cattle should be raised and sold to the butcher, or used for 
 dairy purposes, making butter and cheese. 
 
 Dwell upon the importance of herding and dairying. 
 
 The teacher will give the geography of the locality. For example, 
 in regions where large trees grow the importance of lumbering will 
 be emphasized. Explain the processes used by the lumbermen of the 
 vicinity in cutting down the trees and transporting them to the mill 
 to be sawed into boards and timbers. Teach the relative value of the 
 different varieties of trees for certain purposes; how logs are cut in 
 winter and hauled to streams and in the spring floated down to saw- 
 mills in large rafts or loosely to a boom. Explain how rafts are 
 made; the binding of the logs together, and what is used for this 
 
COTJESE OF STUDY FOE INDIAN SCHOOLS. 137 
 
 pm-po.se; how rafts are guided and piloted down the stream. In like 
 manner, show the uses of booms and how they are made. 
 
 In localities where mining is the industry the lessons on the work 
 of miners will form an important feature of the geography taught. 
 Here also may he emphasized the lesson that the earth is the home of 
 man and his best friend, and has stored for his use in its eaves and 
 under many layers of earth vast supplies of minerals — tin, salt, gold, 
 coal, iron, and innumerable other valuable things. Show the diffi- 
 culties and dangers of the life of a miner, and on the other hand the 
 value and importance of his work. 
 
 In schools located near great bodies of water fishing is an impor- 
 tant industry, many tribes being dependent for sustenance on the fish 
 caught. Teach the most effective and advisable way of fishing in the 
 locality — the tackle to be used, the different kinds of bait, the cleaning 
 and drying of fish, and preparing it for market. The most improved 
 methods of doing these things should be shown, that the Indians may 
 successfully compete with the white fishermen. The different kinds 
 of fish and those most desirable and marketable. 
 
 At schools where there are manufactories near, the children must 
 be shown that the raw material as it comes from the earth is usually 
 unfit for use in that state. For example, wheat must be ground into 
 flour, iron ore smelted and made pure, timber sawed into lumber, stone 
 cut into the proper shapes, and cotton and wool woven into cloth. 
 Thus men change raw material into finished articles, and the work is 
 called manufacturing. 
 
 Whenever wheat is to be thrashed take the children to see the work. 
 If a flour mill is near, they should go to see how the flour is made, 
 comparing the process with that used at their homes. 
 
 Methods of transportation must be taken up, comparing those in 
 use to-day with those the children can recollect as having been utilized 
 in the past. Find out what method of transportation is in use for 
 transporting goods from the reservation to the nearest market. 
 
 Have the pupils learn everything possible about the school grounds 
 and each field of the school farm; the kind of fences; what grows 
 along the fences; what in other parts of the field. 
 
 The character of the soil and what grows naturally; what by culti- 
 vation; the natural drainage of the land; the minerals, if any. 
 
 Study the railroads, if any, of the reservation and vicinity; their 
 advantages to the reservation. 
 
 What products are sent from the reservation to other places and 
 what is received in return. 
 
 FOURTH YEAR. 
 
 Continue the study of the people who live on the reserve. Who 
 were the pioneers? How long have the Indians (who live there now) 
 been there? What people were there before the present occupants? 
 
138 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 The prominent people in the neighborhood (white and Indian); their 
 work and influence; the lessons we should learn from their lives. 
 
 It is well for each school to have a collection of soils and minerals, 
 as well as the grains raised; also properly colored drawings of all 
 vegetables and fruits raised in the locality. Models of the fruits and 
 vegetables raised should also be made for this collection. Drawings 
 of the principal industries must be made. For example, if pottery or 
 basketry be the work of the tribe, have the pupils make drawings of 
 the different shapes they have seen at home. Stimulate effort in this 
 direction by having pupils try to see who can bring the largest num- 
 ber of shapes. These drawings must be colored in the schoolroom to 
 correspond with the articles seen at home and then carefully pre- 
 served, as they will be great helps in the work of teaching the native 
 arts and perpetuating the work of the older members of the tribe. 
 
 FIFTH TEAE. 
 
 Review the work of third and fourth years. 
 
 The pupils must be impressed with the importance of studying the 
 earth with reference to its special iitness for helping them to make a 
 living. Study those crops that will bring the best results in the 
 environment. Consider the surroundings carefully, and show that the 
 industry that pays best is the one for each to follow. When the farm is 
 near a town, gardening often brings large profits. Pupils can not be 
 too strongly impressed with the necessity for following the farming 
 of their section of the country, but remembering "that competition is 
 the life of all trade" and that only the best crops will bring the high- 
 est market prices; that while work is being done, it is just as easy to 
 put thought into it and the determination to make it as good as the 
 best; that this is not a selfish motive, for while the best prices will 
 go into the pocket of the one who receives them, he is also a public 
 benefactor, since it increases the value of the farm, raises the owner 
 in the estimation of the community, and will result in making him a 
 useful citizen, which should be every man's aim in life. Show that 
 a county progresses most that has the best agricultural features; that 
 it pays to go carefully into the raising of fruit and vegetables; that in 
 such counties good roads (which mean less wear and tear upon vehi- 
 cles and beast), good schools, and many other advantages follow. 
 Remember the Indian child at home has fewer opportunities than the 
 average white boy upon the farm, and he must be given those oppor- 
 tunities at school to broaden his range of thought. He inherits a love 
 of outdoor life, but lacks the faculty for constant application to daily 
 tasks. He must be taught at school that the law laid down by Saint 
 Paul, "That if any man will not work let him not eat," applies to-day, 
 and the child must be gradually led to see the necessity for leading 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 139 
 
 this kind of a life. Inspiration comes to a man from contact with real 
 work. By reserving a few acres of land at each school and conduct- 
 ing a model farm, in which all must have a hand during the school 
 life, the pupil will prove for himself that by conducting a rotation of 
 crops and keeping strict account of every expenditure and all receipts 
 a man may furnish food for himself and family, while cultivating a 
 large number of acres will bring in a large surplus. 
 
 Every boy and girl should have sufficient knowledge of tools, agri- 
 culture, and of business to apply practically to the betterment of the 
 home, the crops raised, and prices received. They should see the neces- 
 sity for getting rid of poor grades of animals and getting good ones, 
 and that the money received from crops and put back into the farm 
 will pay interest on the investment. That it is better to have fewer 
 dogs and more pigs. It is a good way to help anchor a family to 
 encourage them to raise chickens and pigs, since these can not be 
 induced to lead a nomadic life. The teacher must give many problems 
 involving marketing products of the farm, the garden, and dairy, and 
 getting in return the necessities of life for the family, new implements 
 needed in the work, general repairs on the farm and buildings, replen- 
 ishing stock, and retaining a surplus to add to the bank account. Impress 
 the importance of always putting away a little, no matter how small 
 the income. These accounts kept by imaginary farmers in the class 
 room will materially aid the pupil in handling money wisel}-. 
 
 Show the pupils that to steal the necessities of life is to lead a crim- 
 inal career; to live upon the result of others' toil is to become a para- 
 site; while the one high, honorable way by which these things are to 
 be obtained is by honest toil, and remember that the education that 
 does not develop one's power of usefulness is of little value. 
 
HARNESS MAKING. 
 
 In fitting the Indian child for life, his training must be general, "that 
 its possible economic application may have the widest range. " Many 
 pupils must return to their allotments given them by the Grovern- 
 ment, where they must make their homes, and it is essential that they 
 go equipped with " ' manual dexterity, which means also mental power," 
 and this, coupled with a knowledge of materials and a familiarity with 
 tools the hand uses, will enable the boy to use practical judgment and 
 readily master material forces and problems. 
 
 ' ' Manual education should be broad and liberal . The primary object 
 is that the pupil ra&y acquire that mental keenness which is the natural 
 outgrowth of a mastery of materials and t3 r pical tools and of logical 
 processes f ully comprehended and intellectually executed. " The object 
 is not to keep the pupil at work at what he can do best, but rather 
 that he shall discontinue any task that he has learned to do well and be 
 put at something new. Thus a systematic and progressive course of 
 work is given him by which he may receive such all-around training 
 that when he returns home he may be able to do whatsoever his hands 
 find to do. As one of our best manual-training schools expresses it, 
 "the boy is the most important article to be put on the market, and 
 everything in the school is for his benefit." 
 
 Teach the essential principles that underlie a number of trades and 
 ability to do many kinds of work rather than giving the boy a trade. 
 See that he has gained intelligent ideas of tools and their uses, the 
 laws of mechanism, the properties of wood, iron, leather, and other 
 materials. Teach system and precision. 
 
 The aim must be to give a more symmetrical education, employing 
 the brain and hand by using books and tools in order that increased 
 interest in all work and more useful citizens may result. 
 
 The records of many schools in all parts of the country show the 
 wholesome moral influence of manual training, a change for the better 
 in the boy's attitude toward school work, and a rapid development in 
 earnestness of purpose. That the moral influence is strong and con- 
 tinuous is shown by the lives and character of thousands who have 
 taken advantage of its training. 
 
 The teacher is the great awakening power, and when he has suc- 
 ceeded in getting the pupil thoroughly interested he can appeal to his 
 mentality, for when a child is interested he becomes curious and 
 begins to observe, and when he observes he begins to acquire knowl- 
 edge. He thinks; he learns. 
 
 140 
 
.COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 141 
 
 FIRST YEAR. 
 
 Manual training begins the first year in school, when the child 
 the life of the home with the dolls, when all familiar objects ai 
 out of paper and modeled in clay. The horse that has been so 
 fully molded of clay needs harness that he may bo hitched to the 
 wagon, also made by the children. Thus in the kindergarten the 
 appreciates the need for harness, and later, when he is put in the ; 
 will have in view the harness that he will need at home, and will 
 the necessity of keeping it clean and well oiled, the broken parts 
 mended, and the weakened and worn places strengthened. This work 
 will be learned in the harness shop in keeping the school harness in 
 repair. 
 
 lives 
 
 e cut 
 
 care- 
 little 
 child 
 shop, 
 learn 
 
 
 
 INI 
 
 1 
 
 ■1 
 
 
 The boy must first be taught to make a. wax end; then give him 
 scraps of leather to sew upon until he learns to make a good stitch. 
 He will then lie advanced to strap work, which necessitates much 
 practice on stitches. Six stitches to the inch is a good rule for begin- 
 ners. In this practice on straps they learn to make the simpler parts 
 of the harness, such as hame and breeching straps, putting on buckle 
 and loop, fitting and making brow bands, throatlatches, etc. It is 
 highly important that the pupils be taught to consider the comfort of 
 the horse and how to fit harness, showing the proper way of adjusting 
 the harness to the horse, making it neither too tight nor too loose, 
 how to tell from measurement the proper size of the collar suited to 
 the particular animal, and impress upon them the crucify of compel- 
 ling horses to do heavy work in collars that are too small or too large, 
 and that this kind of treatment often disables an animal. The use of 
 the checkrein must also be discouraged for draft animals. 
 
142 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Continue to give plain work, such as traces, folded breeching, belly- 
 bands, and hip straps and halters. The necessity and value of good, 
 careful stitching can not be too strongly impressed. 
 
 The making of the different kinds of pads used on harness is a very 
 important branch and should be taught carefully. 
 
 Talks should be given frequently on leathers of different kinds, 
 where obtained and how tanned, and those best suited for the different 
 parts of the harness; also upon the proper care of harness and the 
 tools and materials used in making harness. 
 
 SECOND YEAR. 
 
 Continue the work on straps and give thorough instruction in mak- 
 ing bridles. Give also the round work, such as round lines, bridle 
 reins, winker stays, hip straps, and cruppers. Be sure that the pupils 
 know the names of all tools and how to use them. Talks will be 
 frequent throughout the year on leathers and the proper care of har- 
 ness. Practice will be given in cutting leather in an economical 
 manner. The general average prices of the various kinds of leather 
 will be learned by the pupils. 
 
 THIRD YEAR. 
 
 The work this year involves much practice in cutting and fitting all 
 parts of harness and in putting them together to complete a full set 
 of harness, and the talks must embrace a thorough study of leather 
 and where to obtain the best grades, the kinds and styles of harness. 
 Practice will be given in estimating cost of leather and all supplies 
 pertaining to the harness trade. Drawings showing the different 
 parts of harness, as well as complete sets of harness for wagons and 
 carriages, will also be made by the pupils from memory as well as 
 from the articles themselves. 
 
 The harness trade is one of the most useful and highly necessary for 
 the boys to learn. Every man who is likely to have anything to do 
 with horses should at least know how to take a set of harness apart, 
 clean and oil it, and put it together again, supply such parts as may 
 be missing, and repair the parts that are broken or weak. A good 
 farmer keeps all of his harness hung up properly in a particular 
 place. Hence the instruction given at the schools in harness making 
 should fit the boy, upon his return from school, to keep his harness in 
 good repair, supply missing parts, and not to have to resort to ropes, 
 strings, etc., to tie the parts together. Good, strong harness fre- 
 quently enables the driver to check his horses when frightened, often 
 preventing a runaway, accident to life and property, as well as injury 
 to the disposition of the animals. 
 
 At many of the large non reservation schools practical instruction 
 in harness making is given and excellent work done in leather, so that 
 boys desiring further instruction in this trade, in order that they may 
 become skilled workmen, can obtain this knowledge by attending one 
 of these schools. 
 
HISTORY. 
 
 Begin teaching history by tolling the children the story of their 
 tribe and then of their race. Relate to them legends and stories such 
 as will excite and tix their interest, Have the pupil tell you what he 
 can of the history of his forefathers and of his tribe as it has been 
 handed down from the fathers and mothers in tales told around the 
 camp tires. The parents have lived through pages of history. Oral 
 and written reproduction of all such historical stories should form an 
 important part of the work. 
 
 Have collections made of pictures, relics, etc. 
 
 Stories of the mound builders; where they lived and what they did. 
 
 Endeavor to arouse in the pupils an interest in the upward struggles 
 of their people in the past and a determination to do their part toward 
 the progress of their race in the future. Always seek to create a 
 spirit of love and brotherhood in the minds of the children toward the 
 white people, and in telling them the history of the Indians dwell on 
 those things which have showed nobility of character on the part of 
 either race in their dealings with the other. Relate the innumerable 
 instances of heroic sacrifices and acts of friendship on the part of 
 white settlers and missionaries, and the equally bright examples of 
 faithfulness and devotion by the Indian inhabitants. "Whenever acts 
 of injustice must be related, show to the pupils that the guilt of the 
 persons committing them does not attach to the whole race, for in 
 every people, no matter how virtuous, there are always a large num- 
 ber of the unconscientious and the cruel. 
 
 Study the arts and industries of the Indians in the past. Examine 
 their methods of agriculture, and compare them with those of to-day, 
 showing them how many more advantages they will have than had 
 their ancestors, and how they ought to make good use of them. Con- 
 siderable time should be spent at this point in the study of things 
 relating to agriculture, the various products now raised and those 
 raised in the past, those which are best suited to the particular locality, 
 and, in general, everything that will be useful to the student as a 
 future citizen. Thi£ will assist the student much in his regular work 
 in gardening, farming, etc., and tend to deepen his interest in those 
 branches. The importance of this subject can not be overemphasized. 
 
 4895—01 10 143 
 
144 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Compare the Indian life of the past with its present, and what it 
 should and will be in the future; the houses the old Indians built; 
 their food, occupations, and manner of living. Tell them that their 
 history will be what they make it, and they should feel the responsi- 
 bility for making it bright. They must clear and improve, fence, and 
 carefully cultivate the land which shall be their farms; keep cows, 
 horses, poultry, and other domestic animals; build barns and houses, 
 and attain to the proud position of self-sustaining independence. In 
 this way, and only in this way, can they make the next page of Indian 
 history a glorious one. To them will fall the credit of success, and on 
 them will rest the stigma of failure. 
 
 Tell them that agriculture is the natural industry of mankind, and 
 that it is peculiarly the industry of the Indians. They should think 
 and plan long before leaving school how they will have their farms 
 appear. They should be content with nothing but the best results 
 possible. 
 
 Examine the various products that can be raised in the locality and 
 which are most profitable; what are the available markets; what prod- 
 ucts of the Indians who were their ancestors are profitable to grow 
 to-day. 
 
 Give attention to the other industries of the old Indians, and com- 
 pare them with those the Indian of the rising generation will have at 
 his command. Endeavor to imbue the youthful minds with an appre- 
 ciation of their advantages and with the purpose of making use of 
 them to give them comfortable homes and a state of contented inde- 
 pendence. 
 
 Distinguish between those arts of the old Indians that are useful 
 and those that are not, and encourage them to preserve and carry on 
 the latter. For example, urge the girls to learn basket making, bead 
 working, pottery, etc. , from their elders, showing them how they may 
 make nice sums of money in this way. 
 
 Study something of the history of basketry among the Indians and 
 show the children how proud they should be of the splendid work that 
 has been done in the past. Study also the different designs and weaves, 
 and learn in which kinds the various tribes excelled. Get as many 
 specimens of baskets as possible. Take a basket and find out where 
 the grass grew that composes it, and if possible get a sample of this 
 grass. Then see if this special grass may be cultivated and grown in 
 the locality of the children's homes, and if so, urge them to plant it 
 for use in practice in making these baskets. Also ascertain, if possi- 
 ble, how the dyes used on the baskets are made, from what plants 
 obtained, etc. , and then whether these plants will grow in the vicinity. 
 Learn something of the history of the basket in hand and what the 
 design symbolizes. Urge the children to endeavor to make baskets 
 of their own and learn the art from the old Indians, and show them 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 145 
 
 the value of weaving symbols in their designs and the importance of 
 using the beautiful and lasting native dyes. Collect the baskets which 
 the children make and place them in the schoolroom. In this way a 
 very interesting and decorative display may be made, which may be 
 made still more attractive and useful by having the children contribute 
 such baskets as they can obtain, which have been made by the old 
 Indians. Keeping the baskets continually before the eyes of the 
 children will have a tendency to induce them to endeavor to make 
 baskets of their own and to excel, if possible, the skill shown in those 
 before them. It will also educate their eyes to what is really artistic 
 and tasteful. Foster a rivalry among the children as to who can make 
 the best baskets, the best ones of each child being placed on exhibition. 
 This will be a great stimulus to hard, earnest effort and a desire to 
 become more skillful in the art by learning from the old Indians at 
 home. 
 
 The same plan may be followed with bead work and pottery, and soon 
 the teacher will find her schoolroom a place of real beauty and itself 
 an education to the children. It will create a love in the hearts of the 
 children for the native arts that are useful and beautiful and so do 
 much toward promoting the industry among them both now and after 
 they leave school. 
 
 Show the pupils how the practice of these arts may be made very 
 profitable. Explain to them that the more " Indian " the baskets are 
 the more valuable they are and the better price they will bring. 
 People do not care for baskets decorated with aniline dyes, and 
 the native dyes should always be used. Explain to them which kinds 
 of baskets, pottery, and beadwork are most sought after and sell most 
 readily. If possible, give the prices which certain baskets command, 
 obtaining a price list from some trader or elsewhere. It might be 
 well to endeavor to sell some of the baskets and other native work 
 brought in by the children and thus impress by practical demonstra- 
 tion what you are teaching them. 
 
 At some schools basketry will be taught separately, and even here 
 this work in the history class will be of very great assistance and add 
 to the child's interest in it and associate it with his pride of race by 
 linking it with his history. In those schools where the native arts are 
 not yet taught as a distinct branch, these injunctions are of special 
 importance, as they form the chief means of promoting the valuable 
 native industries so important to be preserved. 
 
 Take up the subject of cattle raising and dairying. Find out how 
 cattle figured in the history of the old Indians, and how it will figure 
 in the lives of the Indians of the future. Study cattle raising; the 
 different breeds and those best suited to the locality; their feed, differ- 
 ent grasses and grain raised for feed; their care, housing, pasturage; 
 
146 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 how profitable, either for beef or dairy purposes; the available mar- 
 kets, etc. 
 
 Take up in a like manner the other industries, such as the raising of 
 hogs and the raising of poultry. 
 
 Irrigation will also be a valuable subject for study in many localities 
 where it is necessary for farming. 
 
 Then give instruction in the history of the United States. It is not 
 desired that American history be studied with much detail, but rather 
 a general view of it given the pupils. They should know enough 
 about it to be good, patriotic citizens, but valuable time should not be 
 used in learning minor details. They should learn a few important 
 dates, such as that of the discovery of America, settlement of Virginia, 
 Declaration of Independence, etc. 
 
 Describe historical events, as the discovery of America and the land- 
 ing of the Pilgrims. 
 
 See that the event turns on the person, showing examples of patri- 
 otism, valor, self-sacrifice, heroism. 
 
 Theories as to the shape of the earth. Spirit of adventure. 
 
 The important events in our history, such as the great wars, should 
 be given attention, but not in detail. Show the causes of the various 
 wars, what were their principal results, and who were the great actors 
 in them. The names of our greatest men, such as Washington, Frank- 
 lin, and Lincoln, should also be learned and something about the char- 
 acter and work of each. 
 
 Employ public anniversaries and the birthdays of great men like 
 Lincoln, Washington, and Longfellow to give historical information — 
 points of genera] interest, not minute details. In the early school 
 days it will be enough if they know there were such men. 
 
 Adapt also stories appropriate to Thanksgiving, Christmas, New Year's Day, Arbor 
 Day, etc. 
 
 Enlarge upon national holidays; history of our flag; patriotism; loyalty to a cause; 
 one's institution; one's country. 1 
 
 Teach the general character of the Government of the United States 
 and how it is conducted. Explain its relations with the Indians. 
 Show its liberality in providing a free education and training for the 
 Indian children, and that after they leave school it expects them to 
 make use of their education and support themselves. Teach them 
 that they have not a natural right to a living from the Government, 
 and that soon they will be thrown upon their own resources, and 
 should now prepare themselves to be able to make a living. 
 
 Give lessons in State and local government; how public officers are 
 chosen; the principle of self-government. Use the time of elections 
 for such lessons, collecting ballots, posters, etc. Explain the three 
 
 1 Carlisle Course of Study. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 147 
 
 branches of Government — executive, legislative, and judicial. Ex- 
 plain in a simple, way the working's of a court, its purpose being to 
 preserve peace and order by redressing wrongs and punishing crimes. 
 Teach the pupils how to organize and manage a public meeting. 
 Under this head, also, teach the following: 
 
 Recognition of value of order; necessity of rules, law, offices; respect for and 
 obedience to officers. 
 
 Teach town government; the duties of the commonly known town and county 
 officers — policeman, constable, judge, court and its management; court-house and 
 other public buildings. 
 
 Vote by ballot, conduct elections at "election time," and town meetings. 
 
 " As people conduct themselves, so is the Government. The government of a city, 
 State, or nation is in the end what the majority wish. Therefore, history can not be 
 separated from good conduct, which includes morals and manners." 
 
 "In the lowest grades these must be made concrete. Stories read or told to the 
 children inculcating a spirit of kindness, generosity, usefulness, punctuality, obedi- 
 ence (without having the teacher always attempt to draw a moral or point a tale) 
 are productive of more good than set talks on morals and manners. ' ' 
 
 "Training in politeness and courteous forms of speech and action; duties to parents, 
 teachers, elders, obligations to society; the difference between true courage and that 
 shown by the bully; the effects of cowardice in not standing for the right; these are 
 of more importance than simple historic facts; and we must always remember that 
 youth is the seedtime. ' ' 
 
 Teach self-control, self-reliance, order, industry, etc., without sermonizing, with- 
 out talking about it overmuch. 
 
 The school a community where each yields something to gain much; value of 
 order; necessity of rule — law. 
 
 Obedience to teachers and those placed over us to help us. 
 
 Note. — Follow hints and suggestions of pamphlets and helps on subject. All school 
 work subordinate to character building and aiming toward that. "All teaching 
 should be ethical." The individual, the family, the community, the State, the 
 nation, are a progressive series. 
 
 Morals and manners; etiquette and customs of most refined people. 
 
 Use story, precept, example. Make these subjects vital to each pupil. 
 
 Base your work on recognized needs of pupils from your observation. 
 
 Encourage self-possession, repression, and absence of self -consciousness. 
 
 The Indian policies and changes; internal improvement; growth of industries and 
 change of systems; revenue systems; education and the change of the life of the 
 people. 1 
 
 The central thought is preparation for citizenship. 
 
 Correlate history and language, requiring all stories to be retold in 
 good English. Lead him out by judicious questioning, as, Who can 
 tell about the little Indian girl who saved a man's life? 
 
 The teacher should make an outline on the board of the most promi- 
 nent points in the lesson, writing as she presents each, thus impressing 
 the lesson more firmly upon the minds of the pupils. It is well to let 
 each one have a blank book, kept only for this subject, and take down 
 the outline after the lesson. Thus each child will be writing his own 
 history, which will begin with that of his tribe. 
 
 1 Carlisle Course of Study. 
 
HOUSEKEEPING. 
 
 The daily necessity for doing a given amount of work in the differ- 
 ent departments of the school affords pupils ample opportunity for 
 "learning by doing." 
 
 The house mother who is responsible for the comfort of the home 
 requires help in preparing meals, making the clothing, and keeping 
 the linen clean. While on the farm the necessity of raising food for 
 the family directs every thought and effort of the boy in the line of 
 practical farming, and the effort put forth in every department of 
 work is to develop resourceful men and women, not machines. 
 
 It is the privilege of the class-room teacher to unfold the meaning 
 and dignity of this work. 
 
 The art of housekeeping, as learned in the home under the mother's 
 eye, is what we want to teach our Indian girls, assuring them that 
 because our grandmothers did things in a certain way is no reason why 
 we should do the same. 
 
 The good housekeeper is the arbiter of the health of the occupants 
 of the home, and special stress must be laid upon the hygienic and 
 sanitary laws. Years ago conditions were different; people were not 
 grouped together as now. The ancestors of our pupils often lived in 
 one place, then folding their tents moved to another site, and the wind 
 and rain, snow and frost, did the work of disinfecting that the house- 
 keeper now has to see to, since homes now are fixed. 
 
 Let all the sunshine possible into the homes and lives of the family. 
 "A beneficent Providence makes sunshine develop useful plants and 
 animals, causing them to grow, while it kills germs of disease." 
 
 Attention must be given to the food eaten, the water used, and the 
 air surrounding the home; to the furniture of the house, and to the 
 manners and morals of the members of the family. Unselfishness, 
 consideration for others, and a spirit, of helpfulness, together with a 
 sense of right and wrong, constitute good habits and manners of the 
 individual members of the household. 
 
 The following rules, as laid down by Mrs. Johnson, of Haskell 
 Institute, are excellent: 
 
 " ' Cleanliness is next to godliness.' 
 
 "Always on time; never late. 
 
 " ' Hurry your work; don't let your work hurry you.' 
 
 " Don't be afraid of work; do not think it degrading. 
 
 148 
 
COURSE OF STUDY FOR INSIAN SCHOOLS. 149 
 
 " ' Waste not; want not.' 
 
 " Be helpful; what we do for others helps ourselves. 
 
 " See what needs to be done; not wait to be told. 
 
 " ' Do something for somebody and do it quick. 1 
 
 " Be your best at home. 
 
 " Learn the dignity of serving, rather than of being served. 
 
 " A happy, healthful home is the foundation' upon which the welfare 
 of the family and the prosperity of the nation rest," and a systematic 
 knowledge of things relating to the home is a lesson all girls should 
 learn. 
 
 In order to become good citizens, men need clear minds and strong, 
 healthy bodies, which require proper food. 
 
 The ideal training for girls is that which will instill a love for home 
 and make good, neat housekeepers. 
 
 Impress the value of using soap and water generously on the person 
 and in the home. The housekeeper whose dress is neatly made and 
 well laundered is an attractive sight. Clean floors and neat surround- 
 ings make home pleasant, and the family will appreciate a table neatly 
 set, and where good bread and well-cooked meals are to be enjoyed. 
 The teacher and the house mother must so order the movements of her 
 famvh' that each one shall become skilled in all branches of household 
 work, and it can not be too strongly impressed that each girl must be 
 given at least a year's experience in planning and preparing meals for 
 a small family. Boys and girls must be taught to make and keep up 
 fires, and the necessity of providing sufficient fuel in pleasant weather 
 to keep the family comfortable through stormy seasons. 
 
 Every girl must be taught to make 3 T east, to make and bake all kinds of 
 bread, to cook cereals, meats, vegetables (boiling and steaming), soups; 
 to make plain pastry, cookies, cake; to dress and cook poultry, to pre- 
 pare eggs in a number of palatable ways; to prepare beverages; to do 
 simple invalid cooking, to warm over and to utilize the unconsumed 
 food. Attention must be given to the hygienic conditions of the 
 kitchen and surroundings, exercising great care that refuse be placed 
 where it can not sink into the drinking water. 
 
 Drinking water should never stand uncovered. The value of pure 
 water can not be too strongly impressed, for, as a well-known writer 
 has said, "this fluid which infuses new life into mankind, is likewise 
 the chief vehicle through which disease and death enter the body. " 
 
 The question of bacteria should be emphasized, their enemy being 
 cleanliness. Wash all cooking utensils, garbage cans, milk pails, pots 
 and pans of all kinds, with boiling water, which destroys many germs. 
 Filth is the surest breeding place of disease. All food needs to be 
 protected from germs and dust, and should never be left uncovered. 
 The health and happiness of the family depends largely upon the 
 
150 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 cooking. Scientific cooking lessons should be given our girls, that 
 they may see the necessity for varying the menu, that the whole sys- 
 tem be nourished. For example, a dinner of potatoes only, gives 
 starch to the system, and should not be prepared successive days. 
 
 The nitrogenous foods (beans) and foods of animal origin are the 
 tissue-making foods. The carbonaceous starches, sugar, fats, etc. , the 
 inorganic foods — such as water and salt — each do their work in helping 
 to build up some part of the human being. Good health and robust 
 constitutions demand a necessary combination of all. Teach also the 
 process of digestion, the principles underlying the cooking of foods, 
 economy in food. 
 
 Since " the destiny of a nation depends upon its food," it is impor- 
 tant that we show these Indian children that their first duty is to help 
 build up a strong physical organism. Nothing weakens the brain as 
 lack of nutrition. Someone has said that the brain can no more act 
 with vigor without suitable nourishment than can a clock keep time 
 without being wound. It has been shown that the lack of brain and 
 nerve nourishment is one cause of the craving for stimulants. 
 
 Pupils must be taught to cut, fit, and make all kinds of wearing 
 apparel and all articles needed for the household, and to be resource- 
 ful; using every scrap in some way, throwing away nothing. Economy 
 in housekeeping is an all important lesson. Teach girls to care for 
 the sick, to dress wounds, put on bandages and simple appliances for 
 the relief of pain, thus fitting them for the emergencies that come to 
 eveiy home. 
 
 The importance of teaching the laundrywork in a systematic way 
 can not be overestimated. Pupils must be taught to make good soap. 
 The importance of mending clothes before washing, and to wash, 
 starch, and iron all kinds of wearing apparel and household linen must 
 be impressed. Soiled clothes should not be allowed to stand more 
 than a week without washing. Clothes should always be kept dry 
 while waiting to be laundered, and hangings or dusty things should 
 have dust shaken out before putting them into the water. 
 
 Encourage girls to excel in every branch of work, to be able to do 
 such neat laundry work, good darning, and substantial mending that 
 there will be rivalry among the pupils to work for employees and others 
 and thus to earn money. Whenever any work of any kind is to be 
 done for individuals for remuneration, such as cleaning rooms and put- 
 ting them in order, it shall be given as a reward to pupils who excel 
 in the work or to those who try to do it best. 
 
 Teach sweeping, dusting, care of lamps, washing windows, care of 
 woodwork, care of kitchen, of floors, of cellar, and the disposal of 
 household refuse. The best way to clean floors is to scrub with a 
 brush and soapsuds once a week, and have floors wiped up daily with 
 a slightly damp cloth to remove dust. Every girl should have some 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 151 
 
 experience in each department several times during each year, that she 
 may become skilled in all branches of household work. Study the bent 
 of each girl, giving each the help in special directions that she needs 
 most. This will result in sending many to larger schools, where they 
 may be better instructed in the vocation they select for life. 
 
 In the daily work of the school, encourage the girls to suggest the 
 needed improvements. Endeavor to have them see where a clean cur- 
 tain is needed, where a rent mended would improve the appearance, 
 where a shelf added or a piece of furniture changed would add to the 
 comfort and appearance of the home. Let the girls see the need for 
 changes made and the lesson is more thoroughly learned. 
 
 Have the girls take turns in the management and care of the house, 
 the sweeping, scrubbing, and dusting; the care of beds, filling up all 
 cracks and holes with putty, that vermin may have no place to breed 
 in; the care- of bedding, seeing that it is kept clean and properly aired, 
 and that beds are neatly made. The most approved manner of making 
 beds is the method employed in the Army, the covers and upper sheet 
 being rolled in a roll from the head to the foot, thus leaving the bed 
 open. Pillows are inadvisable for children, and beds are better made 
 without them. 
 
 The importance of keeping sleeping rooms well aired during the day 
 must be shown, and no food should ever be kept in a room where peo- 
 ple sleep. 
 
 "The routine of the school should tend to develop self -directed 
 toil. The pupil should be taught the marvelous secret of diligence. 
 The consciousness of power springing from the experience of ' bringing 
 things to pass ' by their own efforts is often the beginning of a new 
 career of earnest endeavor and worthy attainment. When the Indian 
 children shall have acquired a taste for study and a love for work the 
 day of their redemption will be at hand. During the school years of 
 the child's life, from 6 to 16, much can be accomplished in giving girls 
 a knowledge of, and practical experience in, all household duties."" 
 
 The dignity of labor should be impressed upon the mind of the Indian 
 student and the virtue of economy should be emphasized. Indian 
 children have received much at the hands of the Government. They 
 have had only to ask to have anything lost or misplaced replaced with- 
 out having to put up the money to pay for the same, and a spirit of 
 prodigality is apt to result. Things that have to be worked for are 
 appreciated twofold. As so well stated by a prominent Indian worker, 
 "When the Indian child has to work for his education, he will appre- 
 ciate it at its true value." 
 
 Children should be taught to put to the very best use what is so 
 generously supplied by the Government. They must realize that these 
 lessons in economy are given to enable them to make the best use of 
 their own money when they leave school and have to depend upon 
 
152 COURSE OF STUDY FOB INDIAN SCHOOLS. 
 
 their own exertions for a living. Then they will want to know how . 
 to get the most for a dollar, and the one who knows how to spend a 
 dollar well is the one who always has one to spend. 
 
 If there is time for nothing else, housekeeping must be taught. 
 Only the larger schools are provided with a teacher of domestic science, 
 but the matron, cook, laundress, class-room teachers, and other 
 employees can give special instruction in cooking, each giving one lesson 
 pei week. The materials supplied by the school for the pupils must be 
 used, and in a variety of ways, and the pupils must be taught cooking as 
 done for a small family. This work may be placed under the immediate 
 dhection of the cook, and every day one girl should prepare an entire 
 meal for one table in the dining room. It is expected that every girl shall 
 have sufficient practice in this work to enable her to do it alone. Each 
 gin should cook for one table seven days in succession, that she may 
 learn how to vary the food and the preparation of the same and make 
 economical use of her materials. 
 
 Teach pupils the bad results of running bills at shops. Cash pay- 
 ments should always be made, and the income of the family so divided 
 that the housekeeper will set aside a certain portion for household 
 expenses and live within that amount. Every housekeeper must buy 
 clothing, food, and fuel, and there are incidental expenses often to be 
 met. It is a good rule to put in bank each month a part of the income 
 and to divide the balance among the expenditures, making each cost 
 less, if possible, than has been set aside to use, practicing economy in 
 all departments by wasting nothing. 
 
 Reverses and illness come to the best-regulated families, and it is 
 wisdom to have simple, well-cooked food, simplicity in dress and living, 
 and a bank account to resort to in time of need. 
 
 Household Economy, and other books of a similar character, are good 
 for reference. 
 
TIITC LAUNDRY. 
 
 The training in doing laundry work begins as soon as the child 
 enters school. This highly necessary lesson can not be commenced too 
 early in life, and the first years in school it will be presented in such 
 an attractive manner that the child will enjoy assisting in the work, 
 and be given one of the most important lessons that must be learned. 
 
 It is not expected that children will appreciate the importance of 
 well-bleached linen and faultlessly smooth ironing, but it is intended 
 that from the start they shall be trained in doing laundry work sys- 
 tematically; also the necessity for hygienic living. The care of the 
 dolls' homes is the center around which all work in the kindergarten is 
 planned, and this includes washing and ironing the clothing and linen 
 of the household each week. This work must be taught systematic- 
 ally. First, have a proper place and a receptacle for all soiled linen 
 in the dolls' house, never allowing any to be put away damp, lest it 
 mildew. On wash day the clothes must be properly sorted, washed, 
 and dried, when possible, out of doors. On ironing day they are 
 sprinkled and ironed, excepting starched clothes, which should be 
 mended before starching, while next day everything is carefully 
 mended. With this training in the class room, the child will have 
 some idea of the work in the laundry. 
 
 Each pupil should have a laundry bag, and be responsible for all 
 personal apparel. This fosters responsibility and will tend to make 
 children take better care of their clothing. The matron must see that 
 all garments are marked with the name of the owner, thus avoiding 
 confusion and enabling the clothes to be located. Children can not be 
 taught too early in life to be responsible for their own wearing apparel. 
 Clothing that is common property is rarely appreciated as personal 
 belongings are. This is a lesson every child needs to learn, but the 
 Indian child more particularly. 
 
 When children are quite small, they can assist in the laundry, stay- 
 ing an hour at first and gradually increasing the time for work as the 
 child develops physically. There are many light pieces that can be 
 ironed with small irons and easily handled, and in assisting with the 
 light work the child absorbs many lessons which will broaden hi* 
 knowledge of general laundry work. 
 
 It is always wise to have at least one girl in the laundry detail at all 
 times who is thoroughly familiar with the work, and in whose care 
 
 153 
 
154 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 the .smaller pupils may be placed, that the larger pupil may assist 
 them in the difficult parts, and show them what is to be done, and how 
 to do it at all times. In this way the laundress will always have a 
 trained class of helpers who will be able to render valuable assistance 
 when they have gained skill in doing the work in the laundry, and are 
 ready to take their places as helpers to instruct others just starting. 
 In doing the laundry work for the school the children will have an 
 opportunity to learn how to wash and iron all kinds of clothing and 
 all washable articles, and each girl should spend at least three months 
 out of every year in the laundiy. 
 
 In laundries where the work is heavy and must be done by machin- 
 ery the laundress must have tubs and teach each girl how to wash, 
 using boards. Each week every girl on the detail should do some 
 washing in this manner. When pupils return to their homes, they will 
 have few facilities for doing laundry work, and it is expected that 
 every pupil shall be taught to wash clothes, using the tub and board, 
 to wring them by hand, and to iron with irons. So much of the health 
 and comfort of life depends upon the cleansing of clothing and linen 
 used in the family that the subject should be studied carefully. Clothes 
 should be rubbed on a board to remove the dirt. 
 
 Laundry soap should be cut in fine shavings and put with boiling 
 water on the back of the stove to dissolve. 
 
 In sorting clothes the finest should be put together and the coarsest 
 in another pile. 
 
 Remember that clothes will never have a good color unless they are 
 thoroughly rinsed. 
 
 In washing blankets select a clear, windy day, that they may dry 
 thoroughly. Shake blankets well before washing, and if they have 
 any soiled spots on them rub the spot with a brush, using soap. 
 
 The laundry must be supplied with oilcloth aprons, that pupils may 
 not get their clothing wet when washing at the tubs. Overshoes should 
 be worn by the pupils when floors are wet or when they have to walk 
 on damp ground. Pupils must not be allowed to go out to hang out 
 or bring in clothes when overheated, and they should always have a 
 jacket or cape to protect the lungs and some covering for the head in 
 bad weather. Good health is one of man's greatest blessings and it 
 should be guarded intelligently. 
 
 The laundry should be supplied with a detail of not less than four 
 girls and one boy. The laundress and her assistants will be expected 
 to do all the laundry work of the school, including wearing apparel 
 for boys and girls, table and bed linen, curtains, towels, and every- 
 thing that is needed for the comfort and well being of the pupils. AH 
 body linen should be changed once a week at least, and individual 
 towels and handkerchiefs must be supplied the pupils. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 155 
 
 Tables, stands, and bureaus should be supplied with neat, clean 
 covers, which pupils should take pride in keeping well laundered. 
 Ornamental center pieces should be made, kept well laundered, and 
 used on the tables in the dining room. The windows must be orna- 
 mented with curtains which will show the skill of the pupils of the 
 school with the needle as well as in the laundry. 
 
 It is well to starch all wash dresses and aprons, since they will then 
 keep clean much longer. 
 
 Comforts and blankets should be washed at least once a year. 
 
 Never send any articles out of the laundry until they are thoroughly 
 dry. 
 
 The school laundry is maintained not only to keep the clothing used 
 at the school in proper condition and thus train the pupils in habits of 
 cleanliness and civilized ways of living and for hygienic reasons, but 
 also to teach the pupils how to do family washing themselves. The; 
 training must be so systematic and thorough that the pupils" will see 
 and feel the reasons for washing all articles clean and making them 
 look as attractive as possible. They must be taught to do the work 
 in a systematic way; first, in having a place (not in a sleeping room) 
 to keep all soiled articles; next, in sorting clothes properly before 
 washing, not mixing white and colored garments nor woolen and cot- 
 ton; washing thoroughly, using plenty of soap, and rubbing well on 
 washboards; rinsing properly and drying in the open air, and in iron- 
 ing smoothly. All this must be done, and done rightly, in order to 
 insure healthful physical conditions and establish those habits of clean- 
 liness which are the first essentials of a well-regulated and civilized 
 home. 
 
 The laundry should be equipped with : 
 
 1. Clothes baskets. 
 
 2. Clotheshorse. 
 
 3. Clothespins. 
 ±. Clothes sticks. 
 
 5. Clothes wringer. 
 Duster for lines and horse. 
 Heavy paper. 
 Irons — 
 
 1. Heavy. 
 
 2. Light. 
 
 3. Polishing. 
 
 Iron rests and holders and ironing tables. 
 Ironing boards for — 
 
 1. Bosoms. 
 
 2. Skirts. 
 
 3. Sleeves. 
 
156 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 Scrubbing brushes, spoon, and strainer for starch. 
 Tubs, small and large. 
 Washboards and water pails. 
 Alum. 
 Ammonia. 
 Bluing. 
 Borax. 
 Kerosene. 
 Salt. 
 Soap. 
 Starch. 
 Turpentine. 
 Vinegar. 
 Water. 
 The following method of proceeding is recommended, to be observed 
 in the order given: 
 
 1. Soaking. 7. Hanging and drying. 
 
 2. Washing. 8. Sprinkling. 
 
 3. Rinsing. 9. Stretching. 
 
 4. Boiling. 10. Folding. 
 
 5. Rinsing. 11. Ironing. 
 
 6. Starching. 12. Folding. 
 
 As before stated, it is necessary for health and cleanliness that 
 clothes be washed once a week. They should first be sorted-^ then 
 remove carefully all stains, rust, or grease spots before putting into 
 hot water, as this and the soap are likely to " set" the stains. Never 
 allow damp clothing to lie folded, as it is very likely to become mil- 
 dewed. 
 
 Flannels must be washed alone and with great care. All waters 
 used should be of the same temperature. Never wash in dirty water. 
 Do not soak, boil, or rub on a board. They should be passed quickly 
 from one water to another. Do not rub soap on the flannel, but put 
 it into the water. Rub as little as possible, and do not hang too near 
 the fire. Place dampened cheese cloth over flannels to iron, and use 
 moderately hot iron. Dry thoroughly. 
 
 Colored clothes must not be soaked nor boiled. Very hot water will 
 dull the color. Use vinegar or salt to set the color. Starch will show 
 less on colored clothes if the garment is wrong side out when starched. 
 Hang in the shade and dry quickly. 
 
 Stockings should be washed on one side, then turned and washed on 
 the other. Rinse in clear water. 
 
 Use only soft, clear water for washing. Soften hard water by using 
 soda or ammonia, or by boiling, thus depositing the minerals which 
 make it hard. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 157 
 
 Alum will clear the water, while borax whitens and gives gloss. 
 Use one-half pound of borax to 10 gallons of water. Kerosene will 
 loosen the dirt, while turpentine whitens clothes. Garments should be 
 thoroughly shaken out before going into the blue water. Rinse 
 thoroughly lest the alkali of the soap decompose the iron compound 
 in the blue and result in an iron rust or yellowish tint on the clothes. 
 
 Clothes should be rubbed on a board to remove the dirt. Very 
 coarse and very dirty clothes should be cleaned with a scrubbing brush. 
 This is excellent treatment for hand towels and overalls. Clothes 
 should be washed first on the right, then on the wrong side. Wash in 
 two waters, then rinse, put into the boiler with clear, cold water, hav- 
 ing soap in the water; boil briskly five to fifteen minutes to prevent 
 scum from settling on them. Take from boiler with a clothes stick. 
 Before putting into the boiler, soap well all bands, seams, and hems of 
 body linen. After boiling, rinse in two waters, both cold. This will 
 aid in the whitening process, removing all particles of soap. 
 
 Tie lumps of blue in a cloth and rub into the water until it is the 
 required color. Test by blueing a small garment. Open all clothes 
 well so that they will not be streaked in blueing. 
 
 Wring clothes and hang in the open air when possible. 
 
 Starching: Starch for the trimming on garments should not be as 
 thick as for the body of the garments. The following is a reliable 
 receipe: 
 
 1$ tablespoons starch. 
 $ cup cold water. 
 i teaspoon lard. 
 1 quart boiling water. 
 
 Cook slowly half an hour. The borax stiffens and the fat smooths the starch. 
 Add a little blue water. Use starch very hot. 
 
 Wring as dry as possible and rub in with the fingers. Hang with 
 the wind and wrong side out. When dry, stretch clothes and fold 
 carefully, so that they may have fewer creases and iron more easily. 
 Sprinkle and roll clothes, pounding the rolls to distribute the moisture. 
 Allowing the clothes to stand some time will dampen them more 
 evenly. 
 
 If irons are rusty, rub while warm with yellow beeswax and then 
 rub quickly with a cloth. Irons are improved by washing them with 
 soap and water and rubbing with sand soap. Iron table linen on both 
 sides until dry. Fold all edges of handkerchiefs, napkins, and sheets 
 evenly. Pull hems of sheets and dampen before folding. Iron hems 
 carefully. Iron all bed linen very smoothly. Fold cases in thirds 
 with only two creases. If clothes are too dry, use a cloth for damp- 
 ening. 
 
 In washing shirts, shirt waists, collars, and cuffs, exercise care lest 
 the color fade. Use one tablespoon salt to one quart water or vinegar 
 
158 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 and water. Rinse in vinegar and water. Do not boil colored gar- 
 ments. For such garments starch made as follows is good: 
 
 3 tablespoons starch. 
 § cup cold water. 
 \ teaspoon borax. 
 \ quart boiling water. 
 Cook one-half hour. 
 
 Darken starch for black waists, using one-half cup coffee solution, 
 and reducing proportionately the amount of boiling water used in 
 making the starch. For blue waists, add blue water to the starch in 
 the same way as the coffee, but do not add blue for pink, green, or 
 lavender garments. Hang by the neck band, and, if the colors are 
 delicate, out of the sun. ' Shirt bosoms, cuffs, collars, and front plaits 
 will be starched by using a starch made by using 5 tablespoons instead 
 of 3, as given in the above recipe. Rub in the starch (which is like a 
 jelly) with the fingers, and then wipe the starch from both sides and 
 see that the goods are free from wrinkles. Iron bosoms on a bosom 
 board. In this way the body of the shirt will not interfere. After 
 bosom is ironed remove the board and iron the neck and wrist bands 
 and then the sleeves. The body of the shirt will come last. If collars 
 and cuffs are attached, iron by first partially drying each side with a 
 heavy iron, then rubbing with a polishing iron until thoroughly dry. 
 
 Iron turn-down collars flat, rubbing gently along the folding line 
 with damp cloth to soften fold and make the turn easily. When col- 
 lars or cuffs have been ironed, pass iron over the wrong side, at the 
 same time curving collar or cuff over the iron, starting at the extreme 
 end of the collar or cuff. Repeat two or three times. Roll turn-down 
 collars after folding. 
 
 To put a dull finish on collars, etc., after being ironed, they should 
 be carefully rubbed with a slightly damp cloth. 
 
 Cuffs and collars may be starched with cold starch and rolled in 
 damp cloth, but more care must be taken in ironing. 
 
 Wash embroideries up and down in the water without rubbing. 
 Rinse thoroughly, as soap will make them yellow. Do not allow to 
 stand in the water. Iron on wrong side until dry. Do not fold; roll 
 on heavy roll of paper. 
 
 Laces should be carefully basted on strips of cheese cloth. They 
 should then be soaked in warm, soapy water, shaken out, soaked again, 
 rinsed, bleached by laying in the sun, rinsed in borax water (i tea- 
 spoons borax to 1 pint water), clear starched, handling carefully, and 
 then laid on flannel, covered with soft cloth and ironed. Curtains 
 should be stretched, not ironed. 
 
 After ironing garments, special care must be taken that they be 
 folded properly. 
 
 To remove stains caused by tea, coffee, or fruit, spread stained part 
 over a bowl and pour boiling water on it from a height. Use cold 
 
COURSE OF STUDY FOB INDIAN SCHOOLS. 159 
 
 water and borax for chocolate, milk, cream, meat juice, machine oil, 
 and blood stains. 
 
 The following is a list of stains and what should be used to remove 
 them: 
 
 For paint stains use benzine and turpentine. 
 
 For mucus stains use ammonia. 
 
 Alcohol will remove some stains left by medicine. 
 
 For ink, use milk or oxalic acid. 
 
 For grass stains, alcohol or ammonia will usually remove the stain. 
 
 In conclusion, pupils shall be taught in the laundry to make fires 
 economically, to sort and wash white and colored clothes, the different 
 ways of washing, rinsing, wringing, blueing, and starching clothes; 
 the making of soap and starch, and also their use; using lye, drying 
 clothes out of doors and in the house, sprinkling and ironing clothes, 
 care of laundry tubs, buckets, utensils, machiner}', and irons. The 
 object is to teach all pupils to be able to do family washing expedi- 
 tiously and thoroughly. 
 
 1 Many of the ideas on this subject are taken from the Laundry Manual prepared 
 by Miss Limmerick of Drexel Institute. 
 
 4895—01 11 
 
MUSIC. 
 
 Music is an uplifting element in life and its power is felt. Teachers 
 must not forget that amid the drill of daily work we are nourishing 
 the souls of the children. In most of our school work we deal with 
 the mind, while singing is the means by which we can reach the heart 
 of the child, and so develop the good within him. We train the eye 
 and hand and brain, and we should not neglect to cultivate the affec- 
 tions. Teach children the best songs. Be sure they understand the 
 meaning of the words. Too often in singing in the schools the chil- 
 dren repeat meaningless words which convey no idea to their minds. 
 Help the children to erect for themselves high ideals, and this will aid 
 them to choose the good in life. 
 
 Music as a moral factor makes the pupil feel the charms of harmony 
 and beauty, thus softening and enriching his nature. There is no other 
 study which so freely unites the physical, mental, and spiritual. 
 Froebel believed that music greatly assisted the development of all the 
 powers of the child; that it awakened the moral life, elevated the 
 spiritual tone, and gave relief to physical weariness: therefore in the 
 kindergarten the child is given songs and mother plays which are full 
 of music. 
 
 Pure tone must be sought. This will be aided by using a pleasant 
 tone in speaking, therefore cultivate it in all recitations and conver- 
 sations. Tones are the expressions of our moods, and we clearly dis- 
 tinguish between the cheerful tone and the depressed tone. 
 
 The position of the body and throat while singing should contribute 
 to the full expansion of the lungs; not only must the mouth be open 
 nearly as wide as nature will allow, but the throat also must be open. 
 The muscles may be made flexible by practice in speaking the vowels 
 a, a, e, o, oo, first slowly and with correct enunciation, then more 
 rapidly, and by using the vowels in singing the scale. 
 
 In the lowest grades the children may be given a few simple rote 
 songs illustrating the lesson to be impressed. Have them sing in a 
 natural soft tone, never permitting nasal tones. 
 
 A few exercises in breathing should be given before singing, and 
 see that all children assume a proper position while singing. 
 
 Special attention must be given to the pronunciation of the words 
 when singing; see to it that the final syllables and consonants are 
 sounded. 
 
 160 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 161 
 
 To have free use of the voice, practice consonants as follows: 
 Tip tongue: la, la, la, na, na, na, ta, ta, ta, da, da, od, da. 
 Trilled: r, r, r. 
 Back tongue: ng, k, g, j. 
 Lips: oo, a, a, a, o, u, oa, a, o, a, o, e. 
 
 Patriotic songs must be taught and the children told something of 
 the life of the author and the reasons for writing the songs given. 
 This leads up to the celebration of national holidays, when patriotic 
 songs should have a prominent place on the programme. 
 
 Music should be considered as recreation rather than labor. Hum- 
 ming strengthens the vocal cords, and is good exorcise for young 
 children. Hum in octaves down the scale. This is a pleasant recreation 
 to engage in occasionally while sewing. 
 
 Every evening at the stud}' hour, or what should be termed the 
 recreation hour, the pupils may be given fifteen minutes drill on sight 
 reading from the chart and blackboard, the scales, tonic drill, and 
 part singing. 
 
 It is not the desire of the Department to give advanced instruction 
 in music, but it is intended to be taught more as a recreation, whose 
 uplifting influence will be felt in the home. 
 
jSTATUKE study. 
 
 In the lower grades of reservation and nonreservation schools we 
 do not consider that the same amount of time should be given to nature 
 stud}' that the schools for white children give to it, for the reason that 
 the Indian child is alread}^ fairly well equipped with this information. 
 
 The pupil should be taught facts about nature that are of practical 
 use in everyday farm life, and he should be taught to make use of 
 them. Without these practical lessons nature teaching is deprived of 
 most of its power. 
 
 Nature study in its simplest form may begin as soon as a child enters 
 school, for "nature is graded to every capacity," and in the kinder- 
 garten years it will very materially assist in the acquirement of English. 
 
 This study more than any other begins with the experiences of the 
 Indian child and so furnishes the condition for that "interaction 
 between the new idea and our stock of old ideas, which is the essential 
 thing for education; " with him interest and observation have centered 
 in nature, and these are roots alive and growing from which thought 
 and speech will most readily spring. 
 
 As in other lessons the teacher should by preparation make herself 
 interesting, and she should present the subject in such a way that the 
 child will be led to conversation and investigation. 
 
 Definitions should be avoided and no study should be exacted. The 
 lessons should be brief; ten minutes a day is a proper length of time. 
 
 In many of the schools, whether there is a distinct kindergarten or 
 not, there arc pupils of kindergarten age, with whom the teacher 
 should seek to use practical kindergarten methods. 
 
 FIRST YEAR. 
 
 During the first year of the child's school life only the most simple 
 and elementary facts of nature study should be treated of. The teacher 
 should talk only about things with which the child is already familiar, 
 teaching him their English names and showing him facts about them 
 that perhaps he has never before noticed, thus awakening a new interest 
 and sharpening his powers of observation. 
 
 Wherever possible the work should correspond in some degree to 
 the season, and this applies to the other years as well as the first. 
 For example, at the beginning of the school year, in September, fruits, 
 162 
 
COURSE OF STUDY' FOB INDIAN SCHOOLS. 163 
 
 grains, and plants maturing at that time should be talked about and 
 examined with a minuteness varying with the grade. As this is also 
 what may be termed the "seed" time v seeds may properly be talked 
 about and the children directed to observe the various peculiar means 
 by which they are distributed over the earth; how some have sails and 
 rudders; others resemble little birds with their win^s spread; and yet 
 others are provided with hooks with which they take hold of the fleece 
 of sheep or other animals. Collect and label seeds of all kinds. In 
 October add to the collection the different kinds of nuts and leaves 
 common to the neighborhood, and have the children observe and talk 
 about them and kindred subjects. Encourage the children to watch 
 the operations on the school farm, and in this connection it may be 
 observed that in every year the work progressing on the school farm 
 should be talked about and followed and used for illustrations when- 
 ever possible, having in view the fact that the child is to do this farm 
 work himself when older. 
 
 Have allotted to each child a piece of ground for a little garden, which 
 may be known as his "farm." At the proper season the boys should 
 make small boxes to be used by each child for the planting of flower 
 seeds indoors in the fall to beautify the rooms and to transplant in the 
 garden in the spring. In other and larger boxes plant cabbage and 
 tomato seeds, and when the plants are of sufficient size transplant to 
 the garden. Each child should have the care of his individual boxes 
 and also do the transplanting. His little garden he must also have 
 spaded and raked himself Under the direction of the teacher. By thus 
 making him feel a responsibility for the care and appearance of his 
 garden the sense of ownership will be fostei'ed and a lively interest 
 and spirit of emulation created. In the beginning the gardens should 
 be small, graduall}- increasing in size with each succeeding year. Plant 
 only lettuce, radishes, and onions at fh'st. These, in addition to the 
 flowers and the cabbage and tomato plants transplanted from the 
 boxes, will be as man} r as these smaller ones can look after. It will 
 be interesting when the seeds are planted in the ground to plant simi- 
 lar seeds on wet cotton indoors, that the children may observe the 
 operations going on simultaneously in the ground. A section of the 
 child's garden will be given to the flowers, many of them being trans- 
 planted from the boxes spoken of above. They must also be cultivated 
 indoors. The vegetables and flowers grown should be marketed, the 
 profits going to form the nucleus of a bank account. The plants grow- 
 ing on the child's farm may form the subject of short talks by the 
 teacher. 
 
 Have the children collect and preserve such seeds as they can from 
 their gardens for use the next year. This may be done with the 
 tomatoes, radishes, lettuce, and possibly onions. Select only the 
 
164 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 largest and most perfect tomatoes for this purpose, and keep only 
 plump, healthy looking seeds. In the same manner, in preserving 
 the seed from the lettuce and radishes, select only the largest and most 
 prosperous plants, and for this purpose the largest plants in each bed 
 must he left unmolested, while the others are taken for market or 
 consumption. These seed plants need careful attention from the first. 
 This will be excellent training for the children in the art of improving 
 varieties. 
 
 The farmer should be called upon frequently to show the children 
 the best manner of caring for their gardens. 
 
 The class-room teacher thus becomes a most valuable assistant to 
 the farmer, giving the foundation, for which the farmer does not 
 have time with the smaller pupils, and preparing the child to do more 
 effectual work when he passes from the class-room teacher to the 
 teacher of farming. 
 
 In talking about trees the wise teacher will choose the time when 
 the child's attention is naturally directed toward them, as in the fall 
 and spring. In this year little more need be done than teaching the 
 names of the trees near the school and recognition of them by leaves 
 and perhaps the colors of the blossoms, and the names and colors of 
 the fruits. 
 
 Teach the children the English names of the wild animals with 
 which they are familiar and the domestic animals at the school, and 
 show them the distinction between them in their relation to man. 
 Tell the children simple stories about animals, such as iEsop's fables, 
 as a means of arousing their interest and sympathies. The uses of 
 domestic animals may also be touched upon informally to advantage, 
 and the children encouraged to talk about such animals as they may 
 know of. 
 
 In insect study teach the names of a few of the insects common to 
 the neighborhood, such as the butterfly, bee, ant, etc., and a little 
 about their habits. 
 
 As for the birds, in these tender years of the child's life it is enough 
 to teach it to love the birds and not to hurt them, nor to break up 
 their nests, which are their homes. Tell the children how sad it is for 
 the mother bird, who has been off getting dinner for her children, to 
 come home and find them gone, and how unhappy the children are 
 when a giant boy or girl steals them. Have the children learn the 
 names of the birds of the neighborhood as they have those of the ani- 
 mals and insects, and ask them to notice the different ways in which 
 each bird builds its nest. Encourage them to tell you about the nests 
 they know of, the color, number, and size of the eggs in each, and 
 show them how to observe the bird without frightening her. Then 
 get up a little story about the Home in the Cedar Tree, or whatever 
 tree the nest is built upon. 
 
COURSE OF STUDY FOR INDTAN SCHOOLS. 
 
 105 
 
 Children Gardening. 
 
166 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Bird houses should be built by the older boys with the aid of the 
 carpenter. Have the children regard these houses as their own, and 
 encourage them to observe closely the operations going on in them 
 from the first coming of the birds in the spring to their departure in 
 the autumn. They will afford the teacher many opportunities for 
 appropriate and valuable talks to the children. 
 
 The subject of poultry is one of v«ry practical value from the first 
 year. The little children under the direction of the teacher will have 
 the poultry in charge, raising only chickens the first year. This 
 applies only to schools where poultry is not at present being raised, 
 at which places it is desired that this industry be thus inaugurated. 
 Where poultry is already being raised extensively, the children should 
 be given charge of only a small portion, which must, if practicable, 
 be separated from the rest. Have the children feed and attend to this 
 portion of the poultry themselves, daily seeing that they are properly 
 housed at night and that they are provided with sufficient water. Have 
 them gather the eggs, occasionally giving them one as a recompense at 
 the discretion of the teacher. At the proper time let them assist in 
 setting the hen and attend to the little chicks. Encourage children to 
 talk about them; their habits, etc. Give the boys the work of making 
 little coops for the old hen and chicks and do such other light work as 
 may be interesting. Impress upon them that the poultry are their 
 special charge and dependent upon their care. The teacher will be able 
 to find many ways by which the subject may be made interesting to the 
 children, such as telling appropriate stories; and in this way the child 
 will be given education of the utmost practical value. 
 
 At the proper season teach the children how to dry fruits, corn, etc. , 
 by having them assist in the actual work, giving them as large a share 
 in it as possible. 
 
 SECOND YEAR. 
 
 This year the work is to be conducted on the same broad lines laid 
 down for the first year, but upon an enlarged scale. 
 
 In the autumn direct the children's attention to the preparation 
 nature makes for winter. Discuss and have the children talk about 
 the operations on the farm — harvesting, gathering of fruit, and stor- 
 ing for winter. Repeat the work of drying fruits, corn, peas, etc., 
 giving all the work to the children, but directing them constantly. 
 The teacher will preserve fruits and make jellies and jams, the children 
 helping with the work, putting it away in small jars (vaseline or other) 
 for the doll's use. The doll's home will thus be ordered as the child's 
 will be later. 
 
 Have the children gather such nuts as the neighborhood affords. 
 Let each one retain the nuts he gathers as his own property, and if a 
 sufficient quantity be collected, the child should be advised to sell them, 
 adding the profits to his bank account. 
 
 Review what was learned about trees in the preceding year. In this 
 
COURSE OF STUDY FOR IKDIAN SCHOOLS. 167 
 
 year the subject may be gone into a little more thoroughly, but ulways 
 with the practical end in view. Teach the practical uses to which the 
 trees of the neighborhood may be put and their commercial value. 
 Teach the children what are the best fruit trees for the farm, such as 
 the apple, peach, pear, etc., and something about their cultivation. 
 Each child should plant one tree and carefully watch the same 
 
 The child's farm must be continued as in the first year and consid- 
 erably enlarged, but not so much as to be beyond the ability of the 
 child to care for well, or so as to become an irksome task. Make the 
 children collect and preserve such seeds as the school garden and their 
 own produce for planting- the next season. Show the children, with 
 the help of the farmer, how to prepare their "farms" for the winter. 
 Compare the results attained by the children and the appearance of 
 their gardens, commending those which show evidence of enterprise 
 and industry. 
 
 Repeat the planting in boxes and operations of the previous year, 
 making additions to the varieties of flowers and vegetables planted. 
 Give short talks on the parts of the plants and their functions, using 
 those the child is raising in his garden as illustrations. "With a little 
 care, the children can raise a large share of all the cabbage and tomato 
 plants needed for the school garden. Special attention should be given 
 to the place selected for the boxes us regards light and also tempera- 
 ture. 
 
 Poultry. — What has been said on this subject in the first 3-ear will 
 apply again. Give talks on interesting features of poultry and poultry 
 raising. Encourage the boys to notice the different varieties or breeds 
 and become familiar with their names. Once they begin to take a 
 pride in favorite breeds and to dispute over their respective value, no 
 urging in this direction will be needed. 
 
 The children will continue in charge of the poultry, under the direc- 
 tion of the teacher, as before, and ducks and turkeys ma}' be added. 
 Each grade may have charge of one variety. They require great care 
 in raising, and but few should be attempted at first, so that what is 
 done may be done well, and the young carefully looked after and fed 
 and comfortably housed. The children will see that the nests and 
 roosts are kept in good condition and the coops clean and well disin- 
 fected, for which purpose an occasional whitewashing of the inside 
 will be valuable and also be good practice for the students. 
 
 Animal life. — Domestic animals. 
 
 Cows. — Different breeds. Milk and its uses. Explain to the chil- 
 dren the forming of the cream, and have them watch the milk and 
 observe how the cream collects on the surface. Show the children how 
 to skim the cream, and then let them do it alone, using for the purpose 
 an ordinary spoon, as the Indian in his home will probably have noth- 
 ing better. Have a churn in the schoolroom and give the children 
 actual practice in butter making. They can easily do the churning, 
 
168 OOUKSE OF STUDY FOR INDIAN SCHOOLS. 
 
 and will watch eagerly for the collecting of the butter. When it 
 "comes" have them take it up carefully. Show them carefully the 
 details of working out the milk and working in the salt and forming 
 the butter into pats and prints. Each child will have a small bowl or 
 tin pan large enough to work a small amount of butter in, and each 
 will be provided with a butter paddle made by the boys. Monograms 
 or designs may sometimes be carved in the top of the tiny cakes, which 
 will be set away for the use of the doll's table. See to it that when 
 through all utensils are put away carefulh' and scrupulously clean. 
 
 ITm'wH. — How useful. Teach that it is usefulness that gives value 
 to an animal. Wild unbroken horses are of no value. The importance 
 of the horse to the farmer, and the care that he should have. Suita- 
 ble food for horses. Winter care. In this connection, emphasis 
 should be laid on the proper methods of breaking colts, kind words 
 and careful handling resulting in better-tempered and more tractable 
 horses. The necessity of feeding regularly, protecting from the 
 weather by always having a shelter from winds and storms, and of 
 blanketing in extremely cold weather, should be impressed upon the 
 pupils. 
 
 Skeejj. — Uses. Wool. Care of sheep in winter and summer. Best 
 pasturage for sheep. Teach that sheep will thrive on land on which 
 cattle or hoi-ses would find scarcely enough food for bare subsistence. 
 Illustrate, if possible. 
 
 Swine. — Value to the Indian farmer. Care. Feed and pen. Dis- 
 eases and remedies. 
 
 Wild animal*. — Those inhabiting the neighboring woods and moun- 
 tains. Some characteristics. Their manner of living. Have the chil- 
 dren tell about those they know of. 
 
 In (ji-neral. — Teeth and feet of animals in relation to food. Weapons 
 of defense. Different modes of drinking. 
 
 Binlx. — In treating of birds teach the children the usefulness of 
 birds. Those that kill destructive insects. Those birds that are unde- 
 sirable and interfere with the work of the farmer. Have bird houses 
 as in first year, and build more if desirable. Raise pigeons and have 
 houses built for them. 
 
 Insects. — Teach the children those insects which destroy vegetation, 
 taking illustrations from the work on the farm. Do not burden the 
 child's memory with the names of those other than can be seen in the 
 vicinity. Ask the children to observe the remedies and methods used 
 in dealing with these pests. 
 
 THIRD YEAR. 
 
 The work this year in nature study is to be somewhat more difficult 
 and comprehensive, but never technical. The teacher must keep in 
 mind that the result to be aimed at is the teaching of those things 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 1H9 
 
 which will be an aid to the Indian in practical life, especially in the 
 line of agriculture. 
 
 By this time the child is old enough to be taught the several parts 
 of every plant and their functions. With several plants lie fore the 
 class, teach that roots, stems, and leaves are what all plants have. 
 Talk with the children about them until they are as familiar with the 
 names and uses of these three parts of the plant as they are with the 
 names and uses of hands and feet. Have them make drawings on the 
 blackboard and write the name against each part of the drawing. 
 
 Teach also the flower; that without flowers we could not have wheat, 
 corn, or fruits, but that flowers do not help the plant to grow; only 
 roots, stems, and leaves do that. 
 
 Teach that the food which the roots take in is water and earthy sub- 
 stances which the water has dissolved; that roots grow while other 
 parts of the plant grow and other roots are formed. 
 
 Strut. — Teach that the stem bears a leaf or pair of leaves at certain 
 fixed places; that it hangs the leaves out to the sun and air, because the 
 leaves must have light and warmth and air just as much as we, and the 
 food which the stem gets from the roots it carries to the leaves. 
 
 Leave*. — Teach that they exhale moisture and take in air, which, 
 together with what the stem brings them from the roots, they digest, 
 and the whole plant grows. 
 
 Illustrate all these facts by plants from the child's garden, and apply 
 the knowledge gained in the actual cultivation of the growing plants. 
 A squash seed or a bean placed on wet cotton in a glass of water will 
 also be of value for the purposes of demonstration. Observe the end 
 of the little stem that turns and grows down into the earth and the 
 other end which goes up toward the sun, and how the two seed leaves 
 which were in the seed are brought up to the light and air. The seed 
 has become a plant. 
 
 The teacher will give short talks on plant diseases; their nature and 
 cause, and also their prevention, giving illustrations from the child- 
 ren's gardens, if possible, and also making experiments. Injurious 
 insects; their methods of destroying plants; remedies for same. One 
 of the most common of bugs that will cripple the plant and that must 
 be destroyed is the potato bug. The fruit trees must be sprayed if 
 we want good fruit. Wormy varieties will result if this is neglected. 
 Trees are often destroyed by small caterpillars. The roots of fruit 
 trees should be looked after. Worms collect and sap the life of the 
 roots. 
 
 Continue the lessons on seed planting, going into the work more 
 extensively. The progress of the work in the gardens should by this 
 time have reached a point where the children will be quite proficient 
 in the cultivation of many vegetables that can be raised in the climate 
 of their respective schools. Too much emphasis can not be placed on 
 the importance of this work in gardening. Everything possible must 
 
170 COURSE OF STUDY FOR INDIAK SCHOOLS. 
 
 be done to make these practical lessons interesting and helpful. As 
 the strength and experience of the boy increases each year he takes a 
 little larger plot of land and cultivates a greater variety of vegetables. 
 Where the children started with radishes, lettuce, and onions we now 
 find them raising beans, potatoes (sweet and white), tomatoes, simlins, 
 melons, small fruits, such as strawberries, etc., sweet corn, beets, and 
 many other things. A spirit of competition and friendty rivalry for 
 the honor of the most productive and neatest garden should be 
 encouraged. 
 
 Sufficient corn should be planted to supply the demands for drying, 
 etc. In this connection fruits should be canned as well as dried. 
 Tomatoes, corn, peaches, apples, or whatever is available must be 
 put up for winter. The best housewife is the one who looks to the 
 future, and by carefully drying, preserving, pickling, and canning all 
 the vegetables, fruits, meats, etc., in the fall provides a pleasant variety 
 for her table during the winter when nature is resting. The lesson 
 that those who work hardest are the best paid is learned in a most 
 practical way. 
 
 The child must be continually taught the value of thrift. Seeds 
 must therefore be saved in the fall for planting in the spring, fruits 
 and vegetables that would otherwise go to waste must be preserved for 
 the winter, and the profits at the end of each season must be put away 
 either for a bank account or for improving the land the next season 
 and purchasing tools, etc., whereby better crops may be raised and 
 the annual profits correspondingly augmented. The thrifty farmer 
 will not spend a large sum of money each year for seeds, but will save 
 many kinds the year before. If he is wise he will select the seeds of 
 the sweetest melons, the finest tomatoes, and the largest ears of corn. 
 Have the children raise their own onion sets the latter part of each 
 summer. Lettuce and radish seed must also be saved and labeled each 
 year for next season's planting. 
 
 There are many varieties of flowers that can easily be raised from 
 seed, as the petunia, portulacca, zinnia, flox, canna, and mignonette, all 
 of which are especially fine for bees. Thus, with a little care and daily 
 watering, the school grounds will be beautified, the aesthetic nature of 
 the children cultivated, and the bees provided with a little food. 
 
 Grafting and budding. — Full directions for grafting and budding 
 will be found in pamphlets in the school library. 
 
 An effort has been made to make the following lessons strictly 
 practical, because of a desire to emphasize this too often neglected 
 side; and to show how, in a simple way, agricultural lessons of great 
 value may be taught. 
 
 Fruits. — With one variety at a time on the desk. Name; color; 
 where it grew; in what month the tree blossomed, and how long it 
 has taken the fruit to grow. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 171 
 
 Kind. — Whether fleshy fruit, stone fruit, berry, nut. grain, or pod. 
 
 Skin; pulp: seeds; use. 
 
 Make a drawing of each tree whose fruit is being studied and appro- 
 priately color each part. 
 
 Compare the shapes of the different fruit trees. 
 
 Teach how to dry fruits, as apples, etc. Make a collection of dried 
 fruits and label them. Save the seeds of the fruits studied and plant 
 them. 
 
 Seeds. — From fruits just studied. 
 
 Food in the seed for the young plant. Tear open an ear of green 
 corn and see the milk which is being prepared to feed the new plant 
 if the seed is ever planted. The whole plant goes to work to make 
 this milk. All children know about the sweet juice in the stock or 
 stem of corn, and sometimes thev get sugar cane, which has a much 
 
 Agricultural class room. 
 
 sweeter juice. The sap of the sugar maple tree is the same thing 
 stored for the same purpose. 
 
 Ask the children to tell about the "' pan noche" which their mothers 
 make by sprouting the wheat, then quickly drying it before the sugar 
 is eaten up by the plant; ask them if it is not very sweet. 
 
 Teach that the reason many seeds are used so much for feeding 
 people and animals is because of the food stored up in them for the 
 use of the young plant, and that in this way nearly all the food of men 
 and animals grows out of the ground. 
 
 Stems. — Teach that thev grow joint by joint, each from the top of 
 the last one. 
 
 Branches. — Ask the children to bring twigs ha\ ing several branches, 
 and by the specimens and blackboard work train them to a (dear 
 understanding of what a branch is. how it grows from the side of the 
 stem and comes out nearly always from the axil of a leaf. 
 
172 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Branches are first buds, and buds are stems or branches that have 
 not yet grown, but the very small leaves are there. 
 
 Propagation of plants. — We have seen how plants grow; now let us 
 study the way in which they multiply. All plants may be propagated 
 by seeds or what answers to seeds; besides this, many propagate 
 naturally from buds. Almost any tree may be made to propagate in 
 this way. 
 
 FOURTH TEAR. 
 
 The class-room teacher will be able to interest the pupils in nature 
 work from the start by introducing them to plant life, soils, and 
 insects; showing the relations existing between them and their inter- 
 dependence. Observation (occasionally in the field) every day in the 
 class-room by experiment, talks, and written exercises. The follow- 
 ing work as outlined by Prof. C. L. Goodrich, the eminent teacher 
 of agriculture at Hampton Institute, will be of great assistance to 
 the teacher this year. 
 
 First, showing them the principal parts of the plant and how these 
 parts grow, what they do for the plant; the conditions necessary for 
 each part to make its best growth and to do its best work for the plant 
 and for man; and how to bring about these conditions on the farm. 
 
 Next, the relation of soils to plants; how soils are made, the work 
 of sun, water, air, ice, plants, and earthworms in making soils; soil 
 conditions which affect plant growth; relation of soil to water, heat, 
 and air; plant food in the soil; how to bring about and maintain soil 
 conditions which favor plant growth. 
 
 The general structure, metamorphosis, and habits of insects com- 
 mon on the farm. 
 
 As half of the people of the United States are occupied in producing 
 from the soil directly, and as the prosperity of our country as a 
 nation among nations depends upon what is produced, the question is 
 often asked: " What is the country doing toward training this half of 
 the people for their life work in that art on which the prosperity of 
 the country depends?" 
 
 Every State has its agricultural college and experiment station, but 
 what are the teachers in the Indian Service doing toward training the 
 Indian toward the proper care and best development of the farm which 
 the Government has allotted him? Professor Goodrich says: "The 
 farmer works daily with plants, with animals, with the soil, with tools, 
 and machines, yet he knows little about the growth and development of 
 these plants and animals, and not much about the soil; very little about 
 the forces which control them in their relation to each other, almost 
 nothing about these forces. And } r et his success or failure depends on 
 the degree to which the operations he performs in working with the 
 soil, in growing his crops, and caring for his stock are in harmony with 
 
COUESE OF STUDY FOK INDIAN SCHOOLS. 
 
 178 
 
 these forces aud the laws governing them. The signs of the times 
 indicate that agriculture will soon be taught in every one of the, com- 
 mon schools. Nature teaching, the forerunner of agriculture teach- 
 ing, is widely engrossing the attention of the teaching world. New 
 York State spends a large amount of money annually for the intro- 
 duction of nature study into the common schools, having in view the 
 bettering of her agricultural population. Missouri has passed laws 
 making the teaching of agriculture in I he common schools compulsory." 
 The pupil should be taught facts about nature that are of practical 
 use in every-day farm life, and he should be taught how to make use 
 of them. 
 
 '" Plants iiihI sails. — Visit with the pupils one or two neighboring 
 farms; have the pupils observe and make note of as many things as 
 
 Class studying roots. 
 
 possible. Talk about them and, if possible, get the farmers to talk 
 about them. 
 
 "At the end of the excursion, or the next day. ask for the names of 
 the objects observed, and classify them under the headings: Plants, 
 animals, soils, tools, and machines. It is these with which the farmer 
 works, and with these he should be well acquainted to make the best 
 success at his occupation. 
 
 " Starting with plants; go to the field again or be provided in the class 
 room with a number of farm plants; say corn, eowpea, beet, turnip, 
 parsnip, carrot, onion, grass, marigold, geranium, or other flowering 
 plants. Get the entire plant, with as much root as possible. Hang 
 these on the wall or blackboard, or arrange them on desks or tables. 
 
 ''Do these plants in any way resemble each other? All these are 
 green; all have roots, stems, and leaves; some of them have flowers, 
 fruit, and seeds, and others in time produce them. 
 
174 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 "Why does the farmer raise these plants? Classify answers under 
 the following heads: Food for man; food for animals; clothing, pleas- 
 ure, ornamental purposes, etc. 
 
 " What parts of each of the individual plants are used for these, pur- 
 poses? 
 
 •'What parts of other plants are used for the same purposes? (At 
 this point we might branch off into commercial geography, studying 
 the plant productions of the town, county, State, or the country at 
 large.) 
 
 "Are the root s_ystems of these plants all alike; Are the stems all 
 alike — the leaves, the seeds? Draw attention at this time particularly 
 to the root systems, noting that some consist of a cluster or bundle 
 of fibrous roots, others have a central taproot, and in some this tap- 
 
 
 
 ZFSFTT 
 
 
 K t study. 
 
 root is enlarged and fleshy with stored food. (Leave the detailed stud} 7 
 of the remaining part of the plant till a later lesson.) 
 
 "What is the habit of growth of plant roots? 
 
 "Excursion. — Go to the field and study the exposed roots of a num- 
 ber of plants. Before making this excursion, the roots of one or two 
 plants should be exposed in the following manner: Select a well- 
 developed plant, dig a hole 6 feet long, 3 feet wide, and 5 feet deep, 
 close to the plant, letting one side come about 4 or 5 inches from the 
 base of the plant. Then with a force pump and a piece of hose wash 
 the soil away from the roots of the plant. After preparing one or 
 two plants in this way, dig away the soil from half a dozen other 
 plants to a depth of 12 to 18 inches and wash the soil from these roots. 
 If a force pump is not to be had, good work can be done by using 
 
COURSE OF STUDY FOB INDIAN SCHOOLS. 175 
 
 sharp sticks and working the soil away from a few of the roots, fol- 
 lowing them as far as possible. This will be excellent work for the 
 pupils. Now study these roots and find out the following points: 
 Are they fibrous or taprooted systems? Are they coarse or fine? 
 What is their direction or growth? Are they branches ? Are they 
 long or short '. How deep do they go '. In what part of the soil do 
 you find most of them I Why '. How near the surface do they come? 
 
 "It will be found that some of the roots penetrate to depths of from 
 4 to 6 feet, but that the majority of the roots of each plant are in the 
 upper 12 inches, or in that part of the soil which has been worked 
 with tillage tools. Has this fact any bearing on the preparation of 
 soil for plants I Yes. The deeper and better the soil is worked, the 
 greater the body of soil in which there will be conditions which favor 
 the development of a large and vigorous root system and consequently 
 a strong plant. (Many farmers are ignorant of this fact.) 
 
 "It will be found, also, that many of the roots of most plants come 
 very near the surface of the soil. Has this any bearing on the meth- 
 ods of aftercultivation '. Yes. Aftercultivation should be shallow 
 or the tools will destroy many of the feeding roots of the plant. 
 Careful thought and study will bring out other facts bearing on the 
 care of the plant. 
 
 "Where does increase in the length of root take place? 
 
 "'Place some kernels of corn or other large seeds between the folds 
 of a piece of wet cloth. Keep the cloth wet till the seeds have 
 sprouted and the young plants have roots 2 or 3 inches long. Have 
 at hand two panes of glass about 5 by 8 inches, a piece of cloth a little 
 longer than the width of the glass and about 3 inches wide, a spool of 
 dark-colored thread, and a shallow pan or dish. Lay the pane of glass 
 in the pan, letting one end rest on the bottom of the pan and the other 
 on the opposite edge of the pan. Wet the cloth and spread it on the 
 glass. Take one of the sprouted seeds, lay it on the cloth, tie pieces 
 of thread around the root at intervals of one-fourth inch to an inch; tie 
 carefully so that the root will not be injured. Place the second pane 
 of glass over the roots, slipping in a sliver of wood to prevent crush- 
 ing them, and letting the upper edge of the glass come just below the 
 seed. Fold the corners of the cloth about the seed, put half an inch 
 of water in the pan, and leave for developments. A day or two will 
 show conclusively that the lengthening takes place at the tip only. 
 Has this fact any bearing on the relation of soil texture to root 
 development? Yes. The soft, tender- root tips will force their way 
 through a mellow soil with greater ease and rapidity than through a 
 hard soil, and the more rapid the root growth the more rapid the 
 development of the plant. Here, again, is the lesson of deep plow- 
 ing and thorough breaking and pulverizing of the soil before the crop 
 is planted. 
 
 4895—01 12 
 
176 COURSE OP STUDY FOE INDIAN SCHOOLS. 
 
 " Uses of roots to plants. — They hold the plant firmly in place. Let 
 the pupil prove this by pulling up a few plants and telling why every 
 wind does not sweep all plants before it. 
 
 " Roots absorb plant food from, the soil. — Let the pupils prove this by 
 observation of crops, growing in good soil and crops growing in poor 
 soil; or start seeds of corn in sand and garden soil some time before 
 this question comes up. Bring out the necessity of a plentiful supply 
 of available plant food for the rapid development of the plant. 
 
 "Moots absorb moisture from the soil. — Have the pupils prove this by 
 neglecting to water potted plants, or by cutting growing twigs of 
 plants, putting some of them in water and leaving others without 
 water. 
 
 "Hoio does the root take in moisture and plant food? — Show fuzz or 
 mass of root hairs near the ends of the tender roots of seedlings 
 started in folds of damp cloth. Then pull up young plants growing 
 in sand and show how closely the root hairs cling to the soil particles. 
 The root hairs are absorbing moisture laden with food from the surface 
 of the soil particles. The moisture gets into the roots by a process 
 called osmosis. Illustrate osmosis as follows: 
 
 "Experiment. — Procure a wide-mouthed bottle full of water, in which 
 a small lump of salt has been dissolved, an egg, and a glass tube 4 or 
 5 inches long and a quarter inch or less in diameter. Carefully 
 remove the shell from a part of the large end of the egg without 
 breaking the lining, skin, or membrane. Make a hole in the small 
 end of the egg, through shell and membrane, large enough to receive 
 the glass tube. Insert the tube in this hole, letting it enter about 
 half an inch, and cement it in place with a piece of softened wax or 
 tallow candle; make the joint perfectly tight. Now place the egg on 
 top of the bottle, which should be full to overflowing with water, and 
 wait for results. In an hour or so the white of the egg will be seen 
 rising in the glass tube, because the water is making its way into the 
 egg through the skin which has no openings so far as can be found 
 out with the most powerful microscope. This is the way water, laden 
 with plant food, enters the slender root hairs of plants. 
 
 "Hoots sometimes store food for the future use of the plant. — Have 
 the class bring in specimens of fleshy roots and test them with iodine 
 to show that this stored material is starch. 
 
 " Of what use is the stored material to the plant? — Obtain, if possible, 
 a fleshy root made flabby or pithy by second growth — a turnip or 
 beet planted the second season and allowed to go to seed will show 
 this — or a few radish seeds may be planted; they will produce fleshy 
 roots f our or five weeks and will then produce a seed stalk, and as this 
 grows and the seeds ripen, the root will lose its stored food and become 
 flabby and pithy. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 177 
 
 The routs of plants will nut grow without air. 
 
 "A.vjh rim, at. — Take two wide-mouthed bottles, one nearly full of 
 fresh water from the well or hydrant; till the other nearly full of 
 water that has been boiled to drive the air out of it: place, in each 
 bottle a cutting of wandering jew (also called inch plant, and trades- 
 cantia) or some other plant that roots readily. Then pour on top of 
 the boiled water about one-fourth of an inch of lard-oil. oil. or cotton- 
 seed oil. The oil is to keep the air from the water. In a few days 
 roots will appear on the slip in the fresh water, which contains air, 
 while none will develop in the boiled water, which contains no air. 
 
 ''Another experiment. — Plant some corn or beans in moist sand and 
 some in clay that has been wet and worked till it is a soft paste; cover 
 each with a piece of glass and set in a warm place to sprout. If the 
 clay cracks from drying, moisten the surface and close the cracks. It 
 
 Studying soils. 
 
 will be found that the seed will not sprout in the clay because there is 
 no ventilation. 
 
 "■ What then floes the root require for its best development and to do 
 its work well? A tine mellow soil: a moist soil; a well-ventilated soil; 
 a soil well supplied with plant food. 
 
 "This is a good place to take up the study of soils. 
 
 FIFTH VEAK. 
 
 •• E.mi rxiov. — Take the (lass to the fields to see soils in place. 
 Examine as many kinds of surface soils and subsoils as possible, also 
 compost heaps, decayed leaf mold. etc. Collect samples of these 
 soils and bring to the class room. 
 
178 COURSE OF STUDT FOE INDIAN SCHOOLS. 
 
 "The soil, considered agriculturally, is that part of the earth's crust 
 which is occupied by the roots of plants and from which they absorb 
 food and moisture. 
 
 "Relation of soil to plants. — We have learned that plant roots pene- 
 trate the soil to hold the plant in a firm stable position, to absorb 
 moisture, and with it plant food. We learned also that for the roots 
 to do these things well the soil in which they grow must be mellow 
 and porous, must contain plant food and moisture, and air must cir- 
 culate in its pores. 
 
 "How can we bring about these conditions? — To answer this question 
 intelligently it will be necessary for us to study the soil to find out 
 about its structure, its composition, its characteristics. Also how it 
 was made and what forces or agencies were active in making it. Are 
 these forces acting on the soil at the present time ? Do they have any 
 influence over the conditions which are favorable or unfavorable to 
 plant growth? If so, can we control them in their action for the 
 benefit or injury of plants? 
 
 "Experiment. — Place in separate pans, dishes, boxes, or on boards, 
 about two quarts each of sand, clay, decayed vegetable matter or 
 humus, and garden soil. Note the color of the first three samples, 
 whether or not they are light or dark, and whether or not they are 
 moist. Test for comparative size of particles by rubbing between the 
 fingers and for stickiness by squeezing in the hand. 
 
 "Experiment. — Take two wide-mouthed half-pint bottles; fill each 
 nearly full of water; put in one bottle about a tablespoonf ul of sand 
 and in the other a tablespoonf ul of clay; shake thoroughly and let 
 settle. The sand settles quickly and the clay very slowly. 
 
 "We find, then, that— 
 
 Sand is light in color, 
 
 moist, 
 
 coarse, 
 
 not sticky. 
 
 Clay is darker in color, 
 
 moist, 
 
 very fine, 
 
 very sticky. 
 
 Humus is very dark in color, 
 
 moist, 
 
 very fine, 
 
 slightly sticky. 
 
 "We are now ready to make a simple analysis of soils. 
 
 "Experiment. — Repeat the last two experiments, using garden soil. 
 Wc find, perhaps, that it has fine particles and coarse particles; is 
 moist, sticky, and colored; therefore it contains sand, clay, and organic 
 matter, or humus. Test several field soils in the same way. 
 
 "Experiment. — Take the four pans of soil used in experiment above; 
 divide the soil in each pan into two equal parts; wet one-half of each 
 and stir it with a stick until a stiff mud is formed, then pour the same 
 amount of water on the remaining half of each soil, but do not touch 
 it -with anything. Let the pans alone until the soils dry, and in the 
 meantime study the classification of soils and something about the ori- 
 gin and formation of soils. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 179 
 
 "Soils are classified as follows: 
 
 Loam, composed of about equal parts of sand and clay, with some 
 organic matter. 
 
 Sandy loam, in which there is more sand than clay. 
 
 Clay loam, in which there is more clay than sand. 
 
 Clay soil, composed largely of clay. 
 
 Sandy soil, composed largely of sand. 
 
 Ha ants, or organic soil, composed largely of decayed organic mat- 
 ter, such as the black soil of swamps, decayed leaves, woods, earth, etc. 
 
 " How soils are mad,: — We know that rock salt will dissolve readily 
 in water, limestone is harder and dissolves slowly in water, brick 
 crumbles easily, quartz and granite being very hard. The whole crust 
 of our earth was once formed of these and other rocks which have 
 been broken down into coarse and fine particles, forming gravel, sand, 
 and clay. Decaying plants and animals have added the organic mat- 
 ter to the soil. 
 
 "Rain falling on rocks may dissolve them as water dissolves rock 
 salt, or, working into the small cracks, ma}' wash out particles 
 loosened by the sun, or during cold weather it may freeze and by its 
 expansion cause the cracks to become wider or may chip off small 
 pieces, or getting into large cracks and freezing, may split the rock 
 just as the freezing water splits the water pitcher or the water pipes. 
 
 ■ ' The work of moving water can be seen in almost any road or culti- 
 vated field during or just after a rain, and particularly on the hillsides, 
 where often the soil is loosened and carried from higher to lower parts, 
 making barren sand and clay banks of fertile hillsides, and destroying 
 the fertility of the bottom lands below. Many a farmer has helped 
 the work of destruction by cutting the forests from the hilltops. 
 
 " The ay rrk of plants. — Living plants sometimes send their roots into 
 rock crevices. There they grow, expand, and split off rock fragments. 
 When plants die and decay they keep the surface cf rocks moist and 
 also produce acids which dissolve the rocks just as the vinegar dissolves 
 limestone. 
 
 "Dead and decaying roots, stems, and leaves of plants form largely 
 the organic matter of the soil. We find large amounts of this organic 
 matter in the woods, on the prairies, and in the swamps. When this 
 organic matter has undergone a certain amount of decay these soils 
 are called organic soils or humus soils. 
 
 SOIL PROPERTIES WHICH AFFECT PLANT GROWTH. 
 
 " Texture. — We have seen that for the best development of the plant 
 the particles of the soil must be so arranged that the delicate rootlets 
 can readily push their way about in search of food; or, in other words, 
 the soil must have a certain texture. By the texture of the soil we 
 mean the relation of its particles to each other. The following terms 
 
180 COURSE OF STUDY FOB INDIAN SCHOOLS. 
 
 are used in describing soil texture; write them on the blackboard: 
 Course, fine, open, close, loose, hard, stiff, com/pact, soft, mellow, porous, 
 leachy, retentive, cloddy, lumpy. 
 
 "Which of these terms will apply to the texture of sand; which to 
 clay; which to humus; which to garden soil; which to a soil which 
 plant roots can easily penetrate? 
 
 "We find, then, that the texture of soil depends largely on the amount 
 of sand, clay, or humus that it contains. 
 
 We have learned that roots take moisture from the soils; that the 
 soil receives moisture from the clouds, in the form of rain, and from the 
 lower soil. 
 
 "Free water, which flows under the influence of gravity. It is the 
 water which fills our wells, is found in the bottoms of holes dug in the 
 ground during wet seasons, and is often 'found standing on the surface 
 of the soil after long-continued rains. (Illustrate by making a minia- 
 ture well in a pail or glass jar if no well is near by.) Free water is not 
 good for the roots of plants. Illustrate by planting seeds and growing- 
 plants in very wet soil. 
 
 At this point a few simple lessons may be given on drainage or 
 methods of getting rid of surplus free water. 
 
 u Experiment. — Take four flower pots or tin cans with holes in the 
 bottom. Fill them nearly full, respecth r ely, of dry sifted sand, clay, 
 humus soil, and garden soil. Place them in a pan or dish. Pour 
 water on them until it drips from the lower end. We find that sand 
 takes the water in and lets it run through very quickly; clay is very 
 slow to take it and let it run through; humus soil takes it quite readily. 
 Have one can with clay packed in and one containing loose clay. Water 
 will penetrate the loose soil more readily than the packed soil. 
 
 " We now see that the power of the soil to take in moisture depends 
 on its texture or the size and compactness of its particles. 
 
 " What can we do for our clay soils to help them absorb the rain? — For 
 immediate results, plow them and keep them loose with tillage tools; 
 for more lasting results, mix organic matter with them by plowing in 
 farm manures or growing crops and turning them under. Sand may 
 also be applied, but it is not always to be obtained, and is expensive to 
 haul. 
 
 "By experiment we find that the power of soils to take moisture from 
 below depends on their texture or the size and closeness of the particles. 
 
 " What can we do for our sandy soils to gwe them greater power to take 
 water from below? — For immediate results, compact them by rolling; 
 for more lasting results, fill them with organic matter in the shape of 
 barn manures or crops turned in. Clay may be used, but it is expen- 
 sive to haul. 
 
 " It will be found that organic soil will hold a much larger percentage 
 of water than the other soils, and clay much more than sand. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 1ST 
 
 "• What can u\ do for our , sand// .soils to Mp them to hold letter lie 
 moisture vdiichfalh on them and tends to leach through them? For 
 immediate effects, compact them with the roller; for more lasting 
 effects, till them with organic matter. 
 
 •'We find that the power of soils to absorb and hold moisture 
 depends on the amount of sand, clay, or humus which they contain 
 and the compactness of the particles. We see, also, how useful organic- 
 matter is in improving these soils. 
 
 "By this time the soils we left in the pans must be dry. If so. 
 examine them, and we will rind that the clay which was stirred when 
 wet has dried into an almost brick-like mass; while that which was not 
 stirred is not so hard, although it has a thick, hard crust. The sand is 
 not much affected by the wetting and stirring. The organic matter 
 which was stirred has stiffened a little, but the unstirred part was not 
 much affected by the wetting and drying. 
 
 "The garden soil is not as stiff as the clay nor as loose, as the sand 
 and humus. This is because it is a mixture of all three, the sand and 
 
 Effect of organic matter on plant growth. 
 
 the humus checking the baking. This teaches us that it is not a good 
 plan to work our soils when they are wet if there is much clay in them, 
 and our stiff clay soils can be kept from drying hard by the use of 
 humus. 
 
 ''The figure illustrates in a simple way the value of organic matter 
 in the soil. The boxes were tilled with a clay subsoil. Then to the 
 second one was added enough fertilizer to supply all the needs of the 
 plants; and to the third was added some peat or decayed vegetable 
 matter, and the corn was then planted. 
 
 '" The better growth of the, corn in the third box was due to the fact 
 that the organic matter not only fed the corn, but it also brought 
 about much better conditions for the corn by improving the texture 
 of the soil. 
 
 li Power tn absorb and ],eild heat. 
 
 Experiment. — Some days before this experiment, spread on a dry 
 floor about half a bushel each of sand, clay, and decayed leaf mold or 
 
182 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 black wood soil. Stir them occasionally until they become thoroughly 
 dry. When they are dry place them separately in three boxes or 
 large flowerpots and keep dry. In three similar boxes place wet clay, 
 wet sand, and wet humus. Place a thermometer in each of the soils, 
 and then on a bright day set the boxes out of doors, where the sun can 
 shine, on them, and leave them two or three days. If a rain should 
 come up, protect the dry soils. Observe and make a record of the 
 temperatures of each several times a day; certainly, early in the 
 morning, early in the afternoon, and at night. Chart one day's obser- 
 vation or the average of several days on the blackboard. Show the 
 average temperature of wet and dry soils for five days. Of the dry 
 soils the humus averaged the warmest, because, on account of its dark 
 color, it absorbed heat more readily than the others. The dry clay 
 was warmer than the sand on account of its color and compact texture. 
 Of the wet soils, the sand was the warmest, because, on account of its 
 holding less water, there was less cooling by evaporation; while the 
 other soils, although they absorbed more heat than the sand, lost more 
 on account of evaporation. 
 
 ' ' Why are sandy soils called warm soils and clay and humus soils 
 said to be cold soils? 
 
 " Plant food in tlie soil. — We have learned that the roots of plants 
 take food from the soil; therefore, it is necessary that the soil be sup- 
 plied with this food and that it be in such condition that the plants can 
 use it. What is plant food? For answer, go to the plant and ask it 
 what it is made of, 
 
 "Newly ripened cotton, or cotton wadding, branches of trees, corn- 
 stalks, or straw all contain long tough fibers. These fibers are called 
 woody fiber, or cellulose. 
 
 *'A drop of iodine turns starch purple or blue. Apply a few drops 
 of weak tincture of iodine to the cut surfaces of white potato, sweet 
 potato, parsnip, broken kernels of corn, oats, and wheat. This experi- 
 ment shows that these plants contain starch. 
 
 " Chew pieces of sorghum cane, sugar cane, cornstalk, beet, or water- 
 melon, They are all sweet; therefore, they contain sugar. 
 
 ki You will find on peach and cherry trees more or less of a sticky 
 aubst&nce called gum.. 
 
 "Crush on paper seeds of cotton, castor beans, peanuts, brazil nuts, 
 hickory nuts. They make grease spots; therefore, they contain oil. 
 
 " Chew whole grains of wheat and find a gummy mucilaginous sub- 
 stance called wheat gum, or wet a pint of wheat flour to a stiff dough, 
 let it stand about an hour, and then wash the starch out of it by knead- 
 ing it under a stream of running water or in a pan of water, changing 
 the water frequently. The result; will be a tough, yellowish, elastic 
 mass called gluten. This is an albuminoid, so called because it contains 
 albumen, a substance like the white of an egg. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 183 
 
 "Now, more or less of all these substances — cellulose, starch, sugar, 
 gum, oil, and albuminoids arc found in all plants. The plant does not 
 get these materials from the soil, but gets some of the substances of 
 which they are made from the soil. These substances are nitrogen, 
 sulphur, phosphora*, potassium, calcium, iiiagin'siuni., and iron. 
 
 "These substances must not only exist in the soil, but must also be 
 there in such a form that the plants can use them. The plant does not 
 use them in their simple elementary form but in various compounds. 
 These compounds must be soluble in water or in weak acids. 
 
 "Of these seven elements of plant food, the nitrogen, phosphorus, 
 and potassium are of particular importance to the farmer, as they do 
 not always exist in the soil in sufficient available quantities to produce 
 profitable crops. An average soil contains 3,000 pounds of nitrogen 
 to an acre. This nitrogen exists largely in the humus of the soil, and 
 it is only as the humus decays that the nitrogen becomes available 
 (is made available). Here is another reason for keeping the soil well 
 supplied with organic matter. The decay of this organic matter is 
 hastened by working the soil; therefore, good tillage helps to supply 
 the plant with nitrogen. If this nitrogen becomes available when 
 there is no crop on the soil, it will be washed out by rains and so lost. 
 Therefore, the soil, especially if it be sandy, should be covei-ed with a 
 crop the year through. Many lands lose large amounts of plant food 
 by being left bare through the fall and winter, especially in those 
 parts of the country where the land does not freeze. The phosphorus 
 and potassium also exist in most soils, but often are not available. 
 Thorough tillage and the addition of organic matter will help to 
 make them available, and new supplies may be added in the form of 
 fertilizers. 
 
 "Bacteria in tJie soil. — There exist in the soil very many small plants. 
 They are so small that it would take 3,000 medium-sized ones to reach 
 across the edge of this sheet of paper; we can not see them with the 
 naked eye, but only with the aid of lenses that magnify rnanj' hundred 
 times. These small plants are great friends to the farmer, for it is 
 largely through their work that food is made available for the larger 
 plants. In fact, we could not grow crops without them. To do their 
 work they need warmth, moisture, air, and some food. These condi- 
 tions we bring about by improving the texture of the soil by means of 
 thorough tillage and the use of organic matter. 
 
 "If in these simple lessons we can impress upon the pupil (1) the 
 importance of deep and thorough preparation of the soil; (2) the 
 importance of keeping the land covered with crops the entire year in 
 moist regions to prevent the loss of food plant; and (3) the importance 
 of keeping the soil well supplied with organic matter, the lessons will 
 be well worth the effort, for these are some of the important points 
 neglected by our farmers through ignorance of their value. 
 
184 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 SIXTH YEAR. 
 
 Review plants, soils, etc., as presented in the fifth year. 
 Teach farm accounts and business forms. 
 
 THE CROPS. 
 
 What is raised on the school farm? What on the land owned by 
 the parents of the pupils? Give talks on marketing crops and their 
 comparative value. 
 
 Corn. — Its history; a native of South America; it is also found 
 wild in the mountains of Mexico. Columbus found it in "cultivation 
 when he first landed in Cuba. The colonists on James River and the 
 Massachusetts colonists raised- large crops, imitating the methods of 
 the Indians. 
 
 Corn has but one seed leaf. The flowers containing the pollen are 
 at the top of the cornstalk, and the pollen is shaken down upon the 
 pistulate parts below. Corn sometimes has aerial roots— that is, roots 
 growing from the joints of the stem. People used to make a hill 
 about the roots of the corn, but because of these aerial roots they now 
 avoid hilling. Care is taken to keep the soil well hoed, loose, and free 
 from weeds. Corn quickly shows the effects of good soil; it grows 
 best in a light, rich soil, with hot weather and frequent showers. 
 Readily adapts itself to almost any climate. In Canada is a kind 
 that grows to a height of 2 feet and matures in a few weeks' time, 
 while in places where summers are longer it grows much taller. 
 Diversity of climate has given rise to many varieties. 
 
 Nature as food. — Contains much oil; therefore is of much value as 
 a winter food. Some kinds are rich in phosphates. 
 
 Uses of corn. 
 
 Wlieat. — Original country unknown. Cultivated from remotest 
 antiquity. No other cereal possesses so many qualities that render it 
 suitable for food. 
 
 Uses of wheat and wheat straw. — For man; for animals. 
 
 Seed, how improved. A highly intelligent practical wheat grower 
 selected wheat on the following plan: Choosing the best and most pro- 
 ductive plant, he planted the grains from it in rows, 12 inches apart 
 every way, and so arranged that the grains from each head or ear 
 should be in a row by themselves. At harvest he selected from these, 
 after careful study and comparison, the finest plant— that which had 
 tillered most and produced the finest, largest, and fullest ears. This 
 process he repeated for four or more years, the improvement being at 
 first rapid, but after a series of years having apparently reached its 
 limit. In five years the number of grains to the ear increased from 
 47 to 123. From various observations and experiments he deduced 
 the following laws of the development of cereals: 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 185 
 
 1. Every fully developed plant, whether of wheat, oats, or hurley- 
 presents an ear superior in productive power to any of the. rest on 
 that plant. 
 
 '2. Every such plant contains one grain which upon trial proves 
 more productive than any other. 
 
 3. The best grain in a given plant is found in its best ear. 
 
 4. The superior vigor of this grain is transmissible in different 
 degrees. 
 
 5. By repeated careful selection the superiority is accumulated. 
 
 (3. The improvement, which is at first rapid, gradually, after a long 
 series of years, is diminished in amount, and eventually so far arrested 
 that, practically speaking, a limit to improvement in the desired qual- 
 ity is reached. 
 
 By still continuing to select, the improvement is maintained and 
 practically a fixed type is the result. 
 
 Other cereals. — Rye. oats, barley, rice. 
 
 Grasses. — Kinds, including different clovers and alfalfa; use, how 
 prepared for winter and value at that time. What kinds best for 
 sheep; what best for cattle. 
 
 Vegetable*, including roots and tubers. Kinds grown on school 
 farm and other farms in neighborhood. How necessary as food for 
 man; as food for animals. 
 
 Plant diseased. — Cause and remedy. 
 
 Injurious insects. — Their nature and methods of destroying plants. 
 Insect remedies. 
 
 SEVENTH YEAR. 
 
 Review work of plants and soils as taught in fifth and sixth years. 
 
 Soils. — Nature of. Why is one field better than another for a cer- 
 tain crop ': 
 
 Causes of difference in soils, as drainage, fertilization, sunshine. 
 Talks on the use of plows, harrows, and rollers. 
 
 Plowing. Teach that the best practical farmers practice frequent 
 deep plowing, in order to admit the air and moisture to the roots, 
 besides loosening the soil so the roots can travel. If soil from being 
 very stiff does not allow roots to spread, the roots can not reach the 
 substances which they require as food. 
 
 Air and water are needed in the ground to render soluble and avail- 
 able the mineral constituents of the soil. This effect is called "weath- 
 ering. " Stagnant water which excludes air is an obstacle to weathering. 
 This weathering is usually accomplished by plowing deeply in the fall 
 and allowing the land to remain until spring without further cultiva- 
 tion. The ground thus roughly broken is in a very advantageous 
 condition for the action of the air and water, and in cold climates the 
 
186 COURSE OP STUDY FOR INDIAN SCHOOLS. 
 
 frost also has a very beneficial effect. As said before, stagnant water 
 is an obstacle and must be drained off. 
 
 Harrowing should be deep and thorough, to accelerate the forma- 
 tion of plant food in the soil and also to prevent excessive evaporation. 
 
 Cultivating between rows, as in corn and potatoes, should be done 
 in such a manner as not to cut off or break the roots of the plants, but 
 merely to loosen the ground to enable the roots to spread and to admit 
 air, and also to destroy weeds. 
 
 Rolling is done for the purpose of crushing lumps and pulverizing 
 the ground, and also to prevent the ground from drying out rapidly. 
 
 Irrigation. — One of the most ancient appliances of agriculture. By 
 means of it land otherwise unproductive has been made to furnish sus- 
 tenance to large numbers of people. When the Spaniards first visited 
 Arizona, in 1526, they found ruins of cities and irrigating canals which 
 indicated that it had been densely populated by a people who subsisted 
 by agriculture. In Mexico the}^ found " a perfection of horticulture 
 at that time unknown in Europe." All the warm countries bordering 
 on the Mediterranean, and even England, resort to irrigation. The 
 irrigating season in England is the colder portion of the year. The 
 people say that by judicious irrigating, the cutting of hay, and turn- 
 ing in of sheep and cattle common pasture has been converted into 
 the best of mowing. 
 
 The perfection of irrigation is when it is combined with thorough 
 underdraining. There is then a healthy system of circulation going 
 on. The college of agriculture connected with Cornell University in 
 one of its leaflets gives some valuable information on "How to save 
 water in the soil," from which the following is quoted: 
 
 If you learn that much, you will know more than many old farmers do. You 
 know that the soil \a moist in the spring when you plant the seeds. Where does 
 this moisture go to? 
 
 It dries up; goes off in the air. If we could cover up the soil with something, we 
 should prevent the moisture from drying up. Let us cover it with a layer of loose 
 dry earth. "We will make this covering by raking the bed every few days, once 
 every week anyway, and oftener than that if the top of the soil becomes hard and 
 crusty, as it does after a rain. 
 
 Instead of pouring on the bed, therefore, we will keep the moisture in the bed. 
 If, however, the soil becomes so dry in spite of you that the plants do not thrive, 
 then w r ater the bed. Do not sprinkle it, but water it. Wet it clear through at even- 
 ing; then in the morning, when the surface begins to get dry, begin the raking again 
 to keep the water from getting away. Sprinkling the plants every day or two is one 
 of the surest ways of spoiling them. 
 
 Underd/rain trig. — This consists in burying beneath the soil in a proper 
 manner a series of pipes so made as to be capable of receiving from the 
 soil any surplus of water it may contain and leading it to lower points, 
 whence it may be discharged. 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 187 
 
 Millions of acres of apparently valueless land have been rendered 
 capable of profitable cultivation by underdraining. Underdrained soils 
 do not as quickly suffer from drought. 
 
 Fertilizat!<m. — Teach how crops exhaust soils and that they need to 
 be artificially enriched. Teach value of farm and barnyard manures, 
 composts, green-crop manures, and commercial fertilizers. 
 
 Land often seems worthless which experiment proves valuable. 
 
 In the eastern part of the State of Washington the soil is a light- 
 colored loam, containing a large percentage of alkalies and fixed acids. 
 Sowing wheat there saemed throwing it away, but experiment showed 
 that these are among the best wheat fields in the world. AYinds often 
 cover up good soils with sand dunes. 
 
 Often all that a sterile soil needs is treatment with some mineral 
 which nature has placed near at hand. Perhaps this mineral was once 
 in the soil, but the crops that were raised there took it all away. 
 There are many things locked up in the rocks which the plants need 
 for food, and under the slow action of the atmosphere and other causes 
 they are gradually rotted down, and the streams wash the soil into 
 places which need it for fertilizing the crops. 
 
 Old soils which have been properly treated with fertilizers may be 
 more fertile than new ones. 
 
 Kinds of fertilizers used to enrich ground: Farm manure, wood 
 ashes, bones and bone dust, lime and lime combined with salt, decayed 
 animal and vegetable matter. 
 
 Rotation of crops: Teach that one plant will take what it needs from 
 the soil, but leaves there what other plants require. 
 
 It is a matter of common knowledge to most farmers that when a 
 certain crop is planted on the same ground for several successive 
 years the yield grows less with each year; but many of them do not 
 know the reason of this, do not take the trouble to find out, and hence 
 do not know the proper remedy to apply. For instance, among this 
 class of unprogressive farmers, hay is produced from the same field 
 for unnumbered years, and they wonder why it gradually declines. 
 The answer is simple. Each crop draws a large amount of a special 
 element or elements from the soil, and naturally if repeatedly planted 
 in one place soon exhausts that element. The remedy, of course, is to 
 plant some other crop which does not require any considerable amount 
 of the depleted element, thus giving the soil a chance to recuperate 
 in that particular respect. For example, potatoes require much pot- 
 ash and little phosphoric acid, while wheat needs little potash and 
 much phosphoric acid. Therefore a crop of potatoes might well be 
 followed by wheat, and where a farmer one season grew potatoes in 
 one field and wheat in another he should have the wheat and potatoes 
 change places the following year. And so it is with all crops. Of 
 
188 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 course, to practice rotation of crops most intelligently and success- 
 fully, the farmer should have a working knowledge of the elements 
 going to make up the principal crops and their relative proportion in 
 each. 
 
 This is a very important subject, and the teacher should enlarge 
 upon it with the aid of the excellent works on agriculture in the school 
 library. 
 
 The general structure and composition of the animal body, care of 
 farm animals, kindness to them, and proper attention to their food 
 and to their comfort. 
 
 The leading breeds of farm animals. 
 
THE OUTING SYSTEM. 
 
 It is the earnest wish of the Department to extend to every reserva- 
 tion and every school where the conditions are favorable the system 
 known as the "Carlisle Outing System." Its value as a means of 
 educating and elevating the Indian can not easily be overestimated, 
 and the Department desires that every Indian agent and school super- 
 intendent carefully investigate and consider the conditions surround- 
 ing his school, to ascertain whether it be practicable to put this plan 
 into operation; and if so, that he proceed at once to take steps to place 
 a number of the school children among the citizens of the locality. 
 
 The Carlisle Outing System, briefly stated, consists in the placing 
 of the Indian pupils in good white families, preferably in the country, 
 during a portion or all of the year, where they will be treated as one 
 of the family, made to attend the public school of the district while it 
 is in session, and paid a small sum for their services. The pupils 
 clothe themselves and pay their other necessary expenses, and the 
 school makes provision for taking care of their savings. The spring 
 and summer months are the most desirable for sending the children 
 out, but many of them should be kept out at all times of the year. 
 
 This method has now been in operation for many years, and wher- 
 ever tried, it has proven remarkably effective. 
 
 Its chief advantages are as follows: 
 
 It places the student under the influence of the daily life of a good 
 home, where his inherited weaknesses and tendencies are overcome by 
 the civilized habits which he forms — habits of order, of personal 
 cleanliness and neatness, and of industry and thrift, which displace the 
 old habits of aimless living, unambition, and shiftlessness. It places 
 him in the midst of the stir of civilized life, where he must compete 
 with wide-awake boys and girls of the white race; it gives him a free 
 and ready command of English; it teaches him the worth and value 
 of labor and its remuneration, and by saving his earnings, trains in 
 habits of economy and prudence; it teaches him how to conduct a farm 
 or dairy in the most practical manner; and last, it removes the preju- 
 dice between the races by showing each to the other in its true light. 
 
 At the same time that the pupil's life on the farm gives him a 
 knowledge of agriculture, it trains him in the work habit. He sees 
 and takes part in the farming operations from beginning to end. He 
 
 189 
 
190 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 helps, in the early spring, to burn the rubbish and clean the fields and 
 garden; then assists with the plowing and preparing of the ground; 
 takes an important part in the planting of the seed, the cultivation of 
 the crops, and finally in harvesting and preparing for the winter. He 
 is also actively engaged in the picking and storing of fruit, in caring 
 for the domestic animals, and in the work of the dairy. In fact, he 
 receives a thorough training in every one of the innumerable details 
 with which a successful farmer must be familiar. 
 
 After a few years' experience of this kind the boy will be more able 
 to return to his home and conduct a farm in all its departments, and 
 his home life during his outing will have fitted him to provide and 
 arrange a home and live in it as the people do at the home he has just 
 left. 
 
 The same is true with the girl. She is trained in the practical every- 
 day life of the household; gains the ability to cook, to sew, and to 
 wash; forms those habits of cleanliness and order so necessary to a 
 comfortable home; and becomes in every respect a thorough house- 
 wife. She gains also in self-reliance. Association with good white 
 people is the best civilizing agency that can be devised. Through it 
 the Indian 3' , outh unconsciously imbibe the traits of character of those 
 with whom they associate, and continue to become more like them the 
 longer they remain in their society. From this intercourse and asso- 
 ciation, and from the fact that each is thrown upon himself to main- 
 tain his standing among his white acquaintances, comes a stamina 
 and strength of character which is so important to future success. It 
 gives a confidence in one's ability to overcome circumstances and 
 shape them to one's needs. 
 
 To put a pupil in a family where he is regarded as one of the house- 
 hold is almost the ideal way of educating and training him to civilized 
 living. He is put in the exact position of the white boy of his own 
 affe, and is acted upon by precisely the same influences. The every- 
 day life of the family which he lives becomes gradually and uncon- 
 sciously a part of his nature. 
 
 As an Indian child adopted at an early age into a good white family 
 will grow up as much civilized as any of his white playmates, so a 
 lengthy outing has to a degree a similar effect, for the principle is 
 the same. 
 
 The plan of saving part of the earnings is one of the best features 
 of the outing system. The teaching of a proper appreciation of the 
 value of money is one of the ends aimed at in Indian education, and 
 by the boy or girl putting aside each month a part of the earnings of 
 his or her own labor, this much-desired result is secured to a very 
 gratifying degree. To earn money by one's own exertions is to appre- 
 ciate its value a hundredfold more than to obtain it without effort. 
 From this will follow also a proper appreciation of the value of time 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 191 
 
 and labor. The pupil will be required to keep a record of his depos- 
 its, withdrawals, and expenditures, and this will teach him a knowl- 
 edge of accounts, the observance of system, and the practice of economy 
 and thrift. 
 
 After having lived under the outing system a few years the pupil 
 will have accumulated a comfortable sum, the possession of which 
 will stimulate an ambition to possess a home and will be of immense 
 assistance in providing it — the boy's savings to build the home and fit 
 out the farm and the girl's to furnish the house, The keynote of 
 Indian education is self-support, and this is the best way to lay the 
 foundation. 
 
 The homes for the placing of students should he very carefully 
 selected by the agent or superintendent, and should be those where 
 the conditions are most favorable for the attainment of the objects 
 aimed at. The pupil must be permitted, and in fact made, to attend 
 the public school while it is in session, must be treated as one of the 
 household, and must be allowed a certain monthly sum for his services. 
 
 The pupil will be allowed to spend a portion of his earnings for 
 clothing and incidentals, and the rest will be placed on deposit in 
 accordance with arrangements made by the superintendent. 
 
 The person with whom any child is placed should be required to 
 make a report periodically upon the progress and efficiency of the 
 pupil, and a record of all these reports will be kept at the school and 
 incorporated into the annual report, 
 
 As said before, the most favorable time for placing the children out 
 in these homes is during the spring and summer months, but a con- 
 siderable portion of them should be out at all times of the year. 
 
 There are some localities, of course, where the conditions are such 
 as to make it impracticable to carry out this system extensively, but 
 an effort should be made to place a few children out in the best fami- 
 lies near each school. 
 
 4895— 01 13 
 
PAINTIKG. 
 
 It is desired that some knowledge of painting be possessed by all 
 Indian boys. They will need it frequently on their farms and in their 
 homes. The proper and timely use of paint will aid in preserving 
 their farm implements from rust, their wagons from the effects of 
 sun and water, and their buildings from decay, and will give to every- 
 thing a neat business-like appearance, gratifying and stimulating to 
 the owner. 
 
 FIRST YEAR. 
 
 The first thing to teach the boy just coming into the shop is the 
 "importance of cleanliness and order, which beget economy, and there- 
 fore the first tasks which will be given him will be those of cleaning 
 and straightening up the shop and putting everything in an orderly 
 condition. 
 
 In addition to this, give him at first only plain, simple work, such 
 as cleaning, sandpapei'ing, and puttying wagons, furniture, and other 
 articles being prepared for painting; making putty, filling holes, 
 scraping and washing walls to make them ready for the application of 
 the paint, and work of a like nature. 
 
 Put him next on priming coats, and with this teach him the proper 
 manner of holding the different brushes, showing him how to use his 
 wrist instead of his fingers. Show him also how to wield his brush so 
 as to apply the paint smoothly and uniformly, always giving the paint 
 ample time to dry after the first, second, and third coats, and have 
 him learn how to properly care for his brushes so as to keep them soft 
 and pliable. He may now do regular painting on the outside of build- 
 ings, such as putting on the several coats on weatherboarding, etc., 
 and in connection with this work will come practice in the putting up 
 and working of a swinging ladder or scaffold used in painting the sides 
 of a building, always being careful to test the strength of the scaffold- 
 ing before using, in order to avoid accident. If he does this work well, 
 a little more difficult work should be given him, as plain trimming on 
 the corners of houses, etc. Follow this with practice in tracing sash, 
 and then in the painting of doors. Show the student where he should 
 begin in painting a door, and the order in which he should paint the 
 different parts. Give practice also in roof painting, both with shingle 
 and other styles of roof. 
 
 192 
 
COURSE OF STUDY F( >R INDIAN SCHOOLS 
 
 193 
 
 As soon as the pupils are allowed to use the brush, all the painting 
 about the institution in any department that they arc capable of doing 
 should be given to them to do, in order that (hey may have the bene- 
 fit of the practice. 
 
 Next., give plain frosting of glass, preparing walls for painting, 
 painting walls in oil color and stippling, and flat color and stippling. 
 painting blinds, and brick penciling. 
 
 The only work in wagon painting to be given this vear will be 
 cleaning, sand papering, and otherwise preparing wagons and car- 
 riages for the paint. 
 
 Never use any "size" on plastered walls; apply the pain! direct. 
 
 Have the pupils learn the names of all their tools, and the proper 
 way of keeping them when not in use. 
 
 PaintShop. 
 sB'nMi VEAR. 
 
 Take up the mixing of paints. Give the pupils talks on the 
 proper kinds of paint to use for different purposes, as, for example, 
 that used for houses and that for farm implements and wagons; also 
 on the best colors to use for various purposes. The instructor in 
 painting will be aide to think of many other points and topics as sub- 
 jects for talks to the students. Show how the several coals of paint 
 need different preparation. Have the boys apply the paint they pre- 
 pare, that they may see the effect of the different methods of prepar- 
 ing. Give practice in this way in the painting of wagons, imple- 
 ments, and the interior and exterior of buildings, doing the plain 
 parts of such work first and the best work hist. 
 
194 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 In wagon painting, make the pupil understand from the start the 
 difference between wagon and carriage painting and house painting. 
 The painting of farm implements and wagons at this time should be 
 plain, no trimming or ornamenting being yet attempted. In wagon 
 painting, teach the filling up and building of a foundation for color 
 and the applying of the several coats. 
 
 Next, instruct in wall papering, wall painting, and calcimining. 
 Show the students how to make their own paste, the proper applying 
 of it to the paper, matching the paper, hanging it on the wall, and 
 smoothing it out without wrinkles, applying paper to the ceiling, put- 
 ting on border. 
 
 Similarly, show them how to prepare their calcimine and apply it, 
 and likewise as to wall painting. Some lessons in simple frescoing 
 should be given, if possible, and it is advisable to encourage each student 
 to prepare original designs and cut the stencils. Give some instruc- 
 tion, also, in wall tinting and lining. 
 
 Where practicable, the instructor in painting should endeavor to 
 have a few simple booths or rooms upon which the students can prac- 
 tice wall papering, calcimining, wall tinting, etc. But whenever 
 work of this character is to be done about any of the school buildings 
 it is especially important that the students do as much of it as pos- 
 sible, for this actual work is the very best kind of pi"actice for them. 
 
 Give problems to the pupils in computing the cost of a particular 
 piece of work, such, for example, as the cost of painting or papering 
 a house of given dimensions and material in a stated manner. This 
 will aid them in their work in mathematics, and will give them prac- 
 tical ability in undertaking and executing definite jobs. Give consid- 
 erable work of this nature. 
 
 THIRD YEAR. 
 
 This year may begin with instruction and work in filling, staining, 
 rubbing, polishing, and finishing of natural woods, benches, chairs, 
 bookcases, wardrobes, tables, and other fixtures and furniture; clean- 
 ing and varnishing the woodwork of the buildings, school desks, etc. 
 
 In wagon painting, teach varnishing, rubbing, and finishing of 
 painted work, striping and ornamenting of wagons and carriages. 
 
 Give trimming of houses and mixing and combination of colors. 
 Endeavor to. develop the boy's taste in the selection and harmonious 
 combination of colors. Too much trimming and gaudiness, either in 
 carriage painting or house painting, should be discouraged. 
 
 The more difficult and ornamental departments of painting will be 
 taught this year. It is inadvisable to do so early in the course, for 
 the reason that a student naturally dislikes to go back and practice on 
 plain, rough work after he has had the more pleasing kind. The stu- 
 dent should progress from the simple rough work (which is really 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 195 
 
 most important) up by gradual steps to the more complex and 
 ornamental. 
 
 Some instruction in plain lettering may be given at this time. The 
 proper order of teaching the various styles is, Hist, plain Egyptian; 
 then antique, spurred, octagon, Rom^n, and fancy, in their order; but 
 unless the boy wants to become a professional painter, only the plain 
 Egyptian should be taught. 
 
 The instructor may find that this course can he completed in two 
 years with some boys, and if so, it should be done. It is desired also 
 that he give, in addition to what is here included, such other work as 
 he thinks will be of value to the student, always keeping in mind that 
 it should be of a practical, useful nature. 
 
 Those boys who have the ambition and the capacity to support them- 
 selves by painting will naturally need more careful and thorough 
 training and probably a more lengthy course than those who learn it 
 as an aid to them in some other occupation, as in farming. This must 
 be left to the sound judgment and discretion of the instructor, who 
 will be governed by the circumstances of each case. 
 
 Everybody's Paint Book, by Grinnell, and Painter's En< yclopcedia, 
 by F. P. Gardner, and several other books on this subject will be 
 found of great assistance. 
 
 Pupils should be required to read and study one or more standard 
 works upon this subject, and an occasional examination may be given 
 to determine whether they are mastering them. 
 
 Much valuable information upon this subject was furnished by Mr. 
 J. F. La Crosse. 
 
PHYSIOTjOGT AKI> HYGTT51ST5. 
 
 A teacher's first work should be to put her schoolroom in as nearly 
 perfect hygienic condition as possible. The temperature and purity 
 of the air should' be the best possible under existing conditions. The 
 windows should be kept open all day. Lowered a little from the top 
 and raised from the bottom ever so little insures good ventilation. In 
 winter while the fire is being kindled the air should be changed. Also 
 at least once during each session doors and windows should be opened 
 for ventilation if pupils are present; (every individual needs 98 cubic 
 feet of air in each direction). Marching or some other exercise may 
 then be engaged in. A child eats more and breathes more in propor- 
 tion to bulk than the adult, and for this he must have fresh air in 
 abundance. Fresh air is the great natural disinfectant, antiseptic, and 
 purifier. 
 
 Children are comfortable in a well-aired room of 68° F. Our living 
 rooms should be kept at about 70° F., since 70° and open windows are 
 better than 68° and windows closed. 
 
 Air should be kept moist to be wholesome. 
 
 Another duty of the teacher is to see if the children have come to 
 school with clean persons and clothing. 
 
 Whatever else is neglected, be sure to enforce cleanliness. If neces- 
 sary, give the entire day to it, but it will soon be so agreeable to the 
 children to be clean that there will even be rivalry about it and less 
 time will need to be taken from the studj\ This accomplished, there 
 should be simple conversational lessons about the parts of the body. 
 
 Begin with the head, top or crown, sides and back, face, and all 
 features. 
 
 The hair, use and care, always keeping it well brushed. For destroy- 
 ing vermin use a mixture of equal parts of kerosene and olive oil (or 
 lard), and teach the children that the person must be absolutely free 
 from vermin. The boys should be compelled to keep their hair short. 
 It will save time, trouble, and dirt. 
 
 The ears, cheir use. and how to keep them clean. The ear being 
 extremely sensitive, no hard substance should be introduced. 
 
 The face and its features. The eyes, their use and care. Protect 
 from direct sunlight, do not sew or read b} r the light of an open fire, 
 and have the light fall over the left shoulder. 
 
 The nose and its use and care. 
 
 196 
 
COURSK OF STUDY FOR [NDIAK SCHOOLS. 197 
 
 The mouth is for speaking' ;md nose for breathing-, and when through 
 with the mouth, shut it up. 
 
 Care of the teeth, showing- how they are covered with a hard sub- 
 stance called enamel and should not be picked with metal lest it break 
 this enamel, nor should very hot or eold drinks be taken into the mouth 
 lest they crack the enamel and cause the teeth to decay. 
 
 The clothes should always he kept well brushed and the shoes 
 polished. 
 
 Eat for nourishment and avoid gluttony. 
 
 Teach that it is best to eat with clean hands and on a clean table. 
 Show the Indian child that it is unhealthy to eat on the floor, where 
 disease germs are numerous and are waiting to be carried with the 
 food into the body. 
 
 Teach the g-reat need of pure water. Show how the water supply 
 may be contaminated by drainage from cemeteries, corrals, and other 
 places that are sources of pollution. 
 
 How we breathe, why we need pure air. Have breathing exercises 
 deep and full, with the mouth closed. The secretion of the nasal pas- 
 sages is germicidal. Teach that malaria enters the system when the 
 mouth is used for breathing. The habit of mouth breathing should 
 be corrected. Breathing through the nose prevents poisonous bacteria 
 from entering the blood. 
 
 The skin and pores, cleanliness of person, bathing frequently. 
 
 Do not let the surface of the body become chilled, do not sit in a 
 cool breeze when heated, never sit on the ground when it is damp, 
 thus keeping away pneumonia. 
 
 Have exercises that train in the ready extension of the right hand 
 or left foot, left hand and right foot, how to keep step in marching; 
 also such exercises as tend to correct bad habits in walking or standing. 
 Let all information be practical. 
 
 Show the pupils how the simple watchword "Chin in" will throw 
 the whole body into better position. Another watchword, " Raise the 
 chest," is much to the same purpose. 
 
 Remember that the formation of correct habits is of more impor- 
 tance than information about the body. 
 
 The use of tobacco leads to diseases of the throat. 
 
 The use of cigarettes dwarfs the body. 
 
 The abuse of alcohol cripples the brain, stomach, muscles, and other 
 parts of the body. 
 
 Teach in all grades avoidance of harmful thoughts, foods, and 
 exercises. 
 
 In order to get the best out of life, it is necessary to look into the 
 physical condition of pupils and give them the training that will 
 counteract the influences of unfortunate heredity and strengthen the 
 physique, in order that they may be able to bear the strain that com- 
 petition in business and earning a living will impose. 
 
198 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 Tuberculosis is not hereditary, and the child whose parents have had 
 consumption must not feel that he will have it. 
 
 Too much attention can not be given to personal hygiene, comfort- 
 able clothing, ventilation, and to emergency cases, since a slight acci- 
 dent, neglected, sometimes develops into a serious matter and handicaps 
 one through life. The child must be taught the value and use of his 
 organs; the use of the bones; how to breathe; care of the bod}'; how 
 to sit, stand, etc. ; care of the skin; care of the teeth; clothing in rela- 
 tion to dampness, draft, and season, and the influence of stimulants 
 and narcotics upon the physical condition; emergency cases; cleansing 
 and bandaging wounds; applying plasters; arteries, veins, and bleed- 
 ing; burns, stings, and bites; poisoning; food and its relation to life; 
 frostbite, hemorrhage, fainting, and convulsions. 
 
 The effect of alcohol upon the brain must be taught, how it hurries 
 the blood through the veins, overworking the heart; also its influence 
 upon the man generally, causing him to waste money and commit the 
 most dreadful acts when under its influence. • 
 
 Teach the importance of ten hours' sleep for children under 12 years 
 of age. 
 
 Teach also consideration for others. 
 
 It is very important to show children how spinal curvature will 
 result from sitting in a curved position, also how the sun influences men 
 and plants, and that it is less exhausting to toil in the day than at night. 
 Sunlight kills germs of disease and makes plants and animals grow. 
 
 Teach that tea and coffee may work injury to the development of 
 the bones and muscles, strong coffee seriously injuring the nervous 
 system. Alcohol in excessive doses causes the muscles to work out of 
 proper order, as is seen in the uncertain action of intoxicated persons. 
 
 Muscles are increased in size and strength by exercise. The farmer's 
 arm is muscular, but if he stops work for a long time the muscles 
 weaken and grow small. 
 
 Exercise makes the heart beat faster, so that it forces the blood more 
 rapidly through every part of the body. The blood on its way carries 
 new food to each part of the body and carries away what has been 
 worn out. The more we exercise, therefore, the sooner we get hun- 
 gry, because the substances of which the body is composed are being 
 rapidly changed and more material is demanded to make up for that 
 which has done its work and is worn out and carried off. 
 
 The muscle which is often and vigorously exercised is hard and firm, 
 because all its parts have been often changed, and all are \ r oung and 
 strong. 
 
 This is why the healthfulness and vigor of the body depends much 
 upon the amount of exercise we take. 
 
 Children naturally take what exercise they need, and this should be 
 assisted by whatever system of school gymnastics the teacher is most 
 familiar with. 
 
COURSE OF STUDY KoR TNDIAN SCHOOLS. 199 
 
 The physical training which a child receives in school should help 
 •'proportionate growth." 
 
 It is well to interest the children in the matter of their growth. At 
 the beginning of the school year let them take each other's height by 
 standing against the wall or blackboard and have the child measure 
 the distance with a ruler, and make a record of it with date when 
 taken. In six months repeat, and again in six months. Let the 
 teacher keep these, and at the end of the year he will have a valuable 
 array of statistics. 
 
 VENTILATION. 
 
 The question of ventilation is the most important one the house- 
 keeper has to face. 
 
 The temperature of a house should never exceed 7() F., and a room 
 filled with pure air, having a lower temperature, seems warmer than 
 one having a much higher temperature filled with foul air. 
 
 Hot air from the furnace supplies fresh air to the house, but steam- 
 heated houses lack this supply and require some opening to admit 
 pure air. 
 
 A board 4 inches wide, as long as the window is broad, placed under 
 the lower sash, will give access to fresh air. does not cause a draft, 
 and may be safely used in dormitories. 
 
 In sick rooms, or where very delicate children sleep, a good screen 
 which keeps out dampness, admitting fresh air. may he made by using 
 a mosquito net or screen frame covered with unbleached factory cloth. 
 Raise the sash and place this in the opening at night. 
 
 The most fertile cause of contamination in schools is the breathing 
 of children in rooms inadequately supplied with air. "" The breathing 
 process involves the using up of oxygen and the giving oil of carbon 
 dioxid, and small quantities of organic matter, which is undergoing 
 decomposition, reduce the quantity of oxygen below a certain limit, 
 and the air becomes unfit for breathing purposes and evil effects 
 follow." 
 
 In dormitories that are poorly ventilated and on playgrounds where 
 many children meet, the bad effects result from the decomposing 
 organic matters given off from the lungs, which act as poisons, having 
 been thrown off from the lungs because they are unfit for use. Taken 
 back into the body again, they interfere with normal processes. 
 
 Air becomes contaminated by decomposition of animal and vegetable 
 matter, causing many diseases. Whether a room is warm or cold, it 
 is safe to have a window open at the top and at the bottom a little, for 
 the escape of the heated air and the gas. 
 
 In all dormitories and sleeping rooms the windows should be opened 
 at the top and bottom, not exposing anyone to a draft. 
 
 The entire house should have a thorough airing every morning. 
 
200 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 As soon as the dormitories are vacated, open all windows and throw 
 back the coverings so that they will get the benefit of the current 
 of air. 
 
 Once a week all mattresses should be thrown across the foot of the 
 bed, so that the air may circulate all around them. 
 
 After sleeping apartments have been put in order for the day, win- 
 dows and transoms should be left wide open until an hour before they 
 are to be occupied at night, when they can be arranged as suggested 
 above. 
 
 Superintendents should ask for blankets instead of comforts for use 
 in the school, and children must be required to sleep between sheets, 
 and both boys and girls should have suitable night robes. Canton 
 flannel is good for winter night garments. 
 
 Teachers are not liable to have headache who see that the windows 
 of their schoolrooms are lowered from the top and raised at the 
 bottom and the whole room ventilated more thoroughly twice a day 
 and after the children leave; and much better work will be done by the 
 pupils if between recitations the windows and doors are opened and 
 the children are given a breathing exercise in expanding the lungs — a 
 brisk, brief exercise in marching with chest out and heads up, and a 
 short calisthenic exercise involving the use of arms and legs. 
 
 It must be remembered that a great volume of pure air sweeping 
 through the house for ten minutes will more effectually remove impure 
 air than airing for hours with windows only partly opened and closed 
 doors. 
 
 SUMMARY. 
 
 Ventilate all rooms by having windows raised at the bottom and 
 lowered from the top a little. Windows in all rooms should be opened 
 on the sunny side whenever the. sun shines. Special attention should 
 be given to having enough windows open in dormitories, schoolrooms, 
 dining rooms, and assembly halls to insure good ventilation. 
 
 Curtains should never be placed at the top of any window in any 
 room in any school, but at least six inches below, and windows kept 
 open at the top and the air given free access. 
 
 In all rooms heated by stoves, a pan of water should be kept on the 
 stove. 
 
 Dormitories should be warmed for children to undress and retire, 
 but not kept warm through the night. 
 
 Single beds should be used in dormitories, one child only in a bed. 
 Buckets or boxes used in dormitories at night should have lids and be 
 put into the rooms the last thing at night, taken out the first thing in 
 the morning, and aired outside all day. 
 
 Each child must have his own comb and brush, towel, toothbrush, 
 and two children must never bathe in the same water. Chloride of 
 lime should be freely used in all lavatories and closets as disinfectant. 
 Matrons can not be too careful in looking after this matter. 
 
CorRSE OF STUDY I'DK INDIAN SCHOOLS. 
 
 L'lll 
 
 The children should he taught a few general rules for the treatment 
 of sore eyes; finer, and emergency eases. 
 
 Sore eves being prevalent in the schools, is the first malady to which 
 the attention of the pupils should he directed. When inflamed, teach 
 always to bathe in hot water. Boric acid, one-hal^ level teaspoonful 
 to the pint, added is good. -Vppl\ to the eyes and handage. Caution 
 against rubbing the eyes. Isolate the sore-eye patients. Guard 
 against infection. It maybe necessary to keep in a darkened room or 
 have a shade put over the eyes as a last resource. 
 
 Few. When a child i-- feverish, give plenty of cold water; bathe 
 the face. arms, and hands frequently. Give ice and lemons and send 
 for the school physician. Keep the patient in a cool, quiet place and 
 
 Emergency lesson in pliysiulug 
 
 in a recumbent position. Even school should have a clinical ther- 
 mometer and older pupils be instructed in the use of it. Every stu- 
 dent should learn to count the pulse and respiration. 
 
 Sore*. — In the treatment of sores the most important point is clean- 
 liness. Wash frequently with sterilized water, and handage. Have a 
 good salve ready for usi\ 
 
 Ijiiiiix,-— Have a preparation of equal parts of linseed oil and lime 
 water ready, and if the pupil should receive a deep burn, apply as 
 quickly as possible. For a slight one. common soda, and a handage to 
 exclude the air. will give relief most speedily. Vaseline or fresh lard 
 will do, and bandage as lief ore. 
 
 Bandage*. — Have plenty of bandages always at hand. 
 
 Outs. — When a child receives a cut bandage as quickly as possible. 
 If not (dean wash, off with sterilized water, if possible, and bandage. 
 
202 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Use expedition in this. When bleeding profusely, bandage above and 
 below the cut tightly, and call physician. Spirits turpentine (clear) 
 applied to superficial cuts will stop bleeding. 
 
 The matron will be familiar with the school pharmacy and have a 
 general idea of the use of simple drugs as prescribed by the school or 
 agency physician. The older girls should be called upon for assistance 
 in treating all cases, explaining the drugs, their respective healing 
 properties, and the doses, to the end that they learn how to handle the 
 same; but under no circumstances should a pupil administer a dose 
 of medicine to a pupil. This is the duty of the employee in charge 
 of the patient. Too great caution can not be used in administering 
 medicines. 
 
 Pupils must be instructed in the care of the sick both night and day, 
 which includes the light, heat, and ventilation of the sick room, the 
 preparation and preservation of the nourishment for the patient and 
 bedside notes — a record of the pulse, temperature, respiration, and 
 general condition of the patient; -the importance of keeping the sick 
 room clean, well ventilated, an even temperature, and not permitting 
 the patient to sit. or lie in a draft; to let as much sunshine into the 
 room as possible, and to keep the bed and the patient dressed with 
 clean linen; to attend to the comfort of the patient, using a backrest, 
 if needed; changing the bedding and clothing of the patient expedi- 
 tiously and deft!}', and moving and turning the patient in bed, giving 
 him proper attention when coughing, vomiting, or when in great pain. 
 
 Never permit food to sit in the room. Milk absorbs odors very 
 quickly, and odors arc caused by actual particles of organic matter 
 striking the nostrils. 
 
 Instruction in carefully bathing the patient, using massage where 
 necessary, applying poultices, mustard plasters, and hot-water bags, 
 etc., must be given. 
 
 Also in handling, measuring, and administering medicines. The 
 danger of an overdose and the necessity for keeping everything care- 
 fully labeled and always looking at the label before pouring a dose. 
 A nurse must learn to watch the position, color, skin, tongue, appe- 
 tite, breathing, sleep, and cough of a patient, to administer enemas, 
 use douches, and the greatest care is to be exercised in the disinfect- 
 ing and disposal of discharges. 
 
 Teach that hot water is an excellent remedy for nausea; also one-half 
 teaspoonful soda and eleven or twelve drops peppermint in hot water. 
 That sulpho-naphthol is an inexpensive and excellent disinfectant and 
 deodorizer. That ordinary wood ashes placed in buckets used in 
 dormitories will disinfect. That there is great danger of contagion in 
 diseases of the skin and eyes, and that two children should never bathe 
 in the same water. That a small square of linen a little larger than 
 the eye and having four strings is the most comfortable bandage to 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 203 
 
 make for the eye. That the normal temperature is 9S£' , respiration 
 18 to the minute, and the pulse 7'2 male and 75 female. 
 
 In conclusion, remember that while heated gases rise in a cold 
 room, carbon dioxide does not rise. The room is not thoroughly ven- 
 tilated that has windows open at only the top or only the bottom, but 
 there must be openings above and below, for the air from all parts of 
 the room to escape. 
 
 Teach that it is necessary to ventilate every room in the house. 
 That in sickness or health there is nothing more necessary for the 
 physical and mental condition than good slumber. That it is better to 
 sleep without a pillow and never with the head covered. 
 
 Well-aired rooms, frequent bathing, clean clothing, pure water, and 
 hygienic surroundings are the conditions that make for health and 
 success. 
 
 REFERENCES. 
 
 First Aid in Illness and Injury, -lames E. Pilcher, M. D., IT. S. A. 
 Prompt Aid to the Injured, Alvah H. Doty, M. D. 
 Early Aid in Injuries and Accidents, Dr. Friedrich Esmarch. 
 Elementary Science and Physiology, Taught Objectively, H. Dorner. 
 
 TUBERCULOSIS. 
 
 Tuberculosis is due to a living germ (something like a seed). 
 
 It is coughed up by people who have tuberculosis. When this gets 
 dry it will float in the air, and so may be breathed in by any man, 
 woman, or child. When this germ is breathed in by anyone whose 
 health is not good, whose lungs have been made weak by sleeping 
 with head under the bedclothes or by bad air from neglect day or 
 night, so they can not resist disease, the germ will live and develop, 
 and will produce more germs of its own kind right in the lungs. 
 
 This germ growth in the lungs causes the condition we call tuber- 
 culosis, or consumption. 
 
 Soil as well as seed is necessary for the development of a new 
 growth. 
 
 There is little danger to a healthy person, even in the near presence 
 of the germ, because the lungs of a healthy person do not offer the 
 right conditions for the seed or germ to develop in. 
 
 Those who have lost parents or relatives from consumption can 
 escape from it forever by careful attention to the laws of health. 
 Cleanliness, fresh air, well-ventilated sleeping rooms, good food prop- 
 erly cooked, are of chief importance. 
 
 Sunshine will kill the germs of disease and make plants and children 
 grow in health. 
 
204 COUKSE OF STUDY FOK INDIAN SCHOOLS. 
 
 PREVENTION OF TUBERCULOSIS. 
 
 In order to escape taking tuberculosis, when it is our duty to live 
 near one who is suffering with it, the following rules should be 
 observed: 
 
 First. Keep what is coughed up from getting dry' and so floating in 
 the air. 
 
 Second. Observe strict cleanliness about the patient. 
 
 Third. All that is coughed up must, in order to prevent flies carry- 
 ing it, be kept covered in a tin cup or glass jar partly filled with water 
 (a sheet of paper may be used for a cover) or in a box of moist earth, 
 ashes, or sawdust. Where a disinfectant can be obtained it must be 
 kept in the cup or jar. In any case the whole mass must be buried in 
 the earth, so that no particle can dry and be blown about. If the 
 patient is too weak to use a cup he should use a cloth, which in all 
 cases must be buried. Wet it in a disinfectant, so that it will not have 
 a chance to dry. Never allow anyone to spit on a stove or on the 
 floor. 
 
 Fourth. If a consumptive person must travel, he should have cloths 
 or a large-necked bottle to spit into. This is the only safety for the 
 public. 
 
 Fifth. After death, all infected articles, such as rugs, carpets, and 
 bedding, should be washed and disinfected or else destroyed by fire. 
 
 Sixth. Care should be taken to keep flies away from all infectious 
 matter, as they may carry it on their legs to food, which, being eaten, 
 will carry the germs of disease into the stomach of the eater. 
 
 In order to do the best work for oneself or others the mind must 
 care for the body. 
 
 Germs of disease float in the air we breathe, swim in the water we 
 drink, and are in the ground under our feet. They are always ready 
 to lodge and grow wherever they can find a weak spot in our body — 
 that is, wherever there is a weak cell growth and so little power to 
 resist. A colony of disease germs will develop very quickly in a weak 
 spot, and they will infect an area about themselves until the whole 
 system is sown with disease germs. 
 
 Sunshine, cleanliness, and good food not only protect from disease 
 by increasing the resisting power of the body, but may also overcome 
 and drive out disease already acquired. 
 
PRixTnsro. 
 
 Not many of the Indian boys will follow printing as an occupation, 
 but some may, and the training and experience will be of very great 
 benefit to everyone, whether or not he ultimately uses the skill and 
 knowledge gained as a means of livelihood. It trains the. pupil in 
 intelligent composition, the construction and punctuation of sentences, 
 and the spelling of words; develops his powers of originality and 
 invention; and strengthens his traits of self-reliance by the • necessity 
 under which it places him of selecting proper type and arranging it 
 artistically in the various forms of printing, such as announcements, 
 invitations, advertisements, etc. 
 
 It may be found that some of the boys have a desire and aptitude 
 for this kind of work, and these should be encouraged to carry out 
 their ambition and become skillful workers, and endeavor to obtain a 
 place in some printing office in a neighboring town or elsewhere. 
 
 Before going into the shop the boy must have a fair knowledge of 
 the English branches, particularly of grammar, leading, and spelling. 
 At what age this will be is, of course, impossible to say, and the 
 instructor must ascertain for himself in each particular case; but 
 probably the average age will be about fifteen years. 
 
 On his coming into the shop for the first time certain injunction-, 
 will be given to the student and their observance enforced. Of these, 
 the most important will be strict punctuality, neatness, and order. 
 These are indispensable to good work and success in any business. 
 
 At first the pupil will be given some of the simpler work of the 
 office, such as running a small job press. This will be agreeable work 
 to him to begin with, and when he finds he can do it successfully it 
 will help much to stimulate interest in his new work. Caution him to 
 be very careful that he does not get his fingers or hand caught in the 
 press and show him where he is most liable to get his hands into dan- 
 ger and how he may avoid it. When he has mastered the running of 
 the small press, he may be advanced to a better class of work on a 
 larger press, proceeding thus until he has become quite efficient in 
 general presswork. 
 
 The presses should be carefully cleaned and oiled every morning 
 before starting up and always kept in a neat condition. In order that 
 the oil mav always reach the bearings, all oil holes must be kept clean 
 
2 On" OOUBSE OF STUDY FOR INDIAN SCHOOLS. 
 
 and open. Otherwise the bearings will become dry and wear out 
 rapidly. A well-oiled, well-cleaned machine will do much better work 
 than one receiving scant attention in these respects, and its life of use- 
 fulness may be almost indefinitely prolonged. 
 
 The care of the press and the type are subjects on which talks should 
 be given, and the instructor in charge should see that his injunctions 
 in these respects are carried out. 
 
 The next thing to teach him will be the positions of the letters in 
 the case. An excellent method of learning the case is by means of a 
 diagram showing the locations of each letter. This diagram should 
 be made by the boy from a copy, and he should study it diligently for 
 a few hours. After he has mastered it fairly well, put him at a case 
 with large type, so that he can easily distinguish the letters. Then 
 show him how to hold his stick in his left hand and pick up the letters 
 with his right. Set up the first line for him and the next let him set 
 up himself, watching him to see that he does it correctly. When the 
 line is filled he must be shown how to justify it and make the spacing 
 uniform. After he has set up a few lines correctly he may be allowed 
 to proceed until his stick is well filled, when he should submit it for 
 correction to his instructor, who will then show him how to lift the 
 matter out of the stick and place it upon a gallej'. Of course, only 
 plain, simple matter will be used for this practice. Be careful to cau- 
 tion the boy in regard to the setting of "tied" letters, i. e., letters 
 such as if, fi, fl, ffi, ffl, etc. The student will find in the case combi- 
 nation types to use in words where these letters occur, and he must 
 always use them; otherwise the type will be crushed or thrown at 
 an angle. 
 
 As soon as the beginner has learned the case so that he can locate 
 unerringly and without hesitation the positions of the various letters, 
 can read the type, and can distinguish the letters from each other, such 
 as n from u, b from q, and d from p, he should be given his own dis- 
 tributing, being cautioned to drop the letters lightly into the boxes 
 that the type may not be marred. But this must not be done too 
 early, and not until the boy is able to set fairly well and is perfectly 
 familiar with his case. Unless the distributing is done without errors 
 clean typesetting is almost impossible, and hence the importance of 
 uniform accuracy in this respect from the beginning. This work will 
 occupy a considerable time before the student is fairly proficient in it. 
 The important point is to start him rightly, for upon this will depend 
 his future style and manner of working, and the instructor can not be 
 too careful. 
 
 At the beginning care must be taken that the student acquires no 
 bad habits, such as standing in an awkward position or upon one foot, 
 or throwing or swinging the body or arms around unnecessarily while 
 seeking for the letters. Rather let him stand erect, reaching for his 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 2()7 
 
 letters with an easy, natural, graceful movement that will conserve 
 both time and energy. He must avoid all false movement* such as 
 making two or three attempts to pick up a letter, tapping it against 
 the stick or other letters in placing it in position, or other nervous and 
 unnecessary movements in the act of reaching for the type and placing 
 it in the stick. Every movement should lie direct and clean-cut. 
 
 Standing is the most healthful position for the compositor, as a gen- 
 eral rule, and after he becomes accustomed to it will he found the 
 most comfortable. In distributing, however, stools or benches nun- 
 be used, as in this case they do not interfere with the rapidity of the 
 work, and they afford a change often very restful to the operator. 
 
 Another thing to insist upon with the beginner is accuracv. Accu- 
 racy begets speed, and the learner who starts out by being inaccurate 
 will never be a very valuable compositor. In distributing, also, if 
 letters are carelessly put into the wrong box the liability of mistakes 
 in setting up will be very much increased. 
 
 Considerable attention must be given to spacing and justifying, as 
 both are quite important, (five talks to the students on these points. 
 The instructor should occasionally run his finger along the side of 
 matter which has been set up, and if lie does not find it even, it must 
 go back into the stick again and be justified properly. 
 
 Practice in locking forms will be given at the proper time. This 
 work and that of the .subsequent handling of the forms is one requir- 
 ing much care, in order that the danger of the form being '■pied" 
 ma}- be reduced to a minimum. The matter being once carefully 
 arranged, careful locking and careful handling of forms are the safe- 
 guards against "pieing." When inserting the quoins make them point 
 toward the solid .side of the chase; that is, the side on which no quoins 
 are used. This is a point very often overlooked by learners. 
 
 At the job press, after the student has become familiar with its use 
 and can do work rapidly and without errors, he should be given the 
 work of placing the forms in position and adjusting the platen so that 
 the impression will be smooth and even, neither too light nor too 
 heavy. To adjust the platen for this purpose, instead of moving the 
 screws regulating the base of the platen, he will use cardboard and 
 paper under the platen to graduate it to the thickness of the paper 
 being used. He must also be shown how to adjust the gauge pins in 
 order to make the margins straight and of the desired width, and 
 while running off the work a close watch must be kept upon the gauge 
 pins to see that they do not get displaced. Next he will learn how to 
 ink the rollers and how much ink is required to obtain the best results. 
 
 Proof-reading will receive careful attention. Ability in this respect 
 is very important to every printing office and often determines its suc- 
 cess or failure. Every printer should be a capable proof reader, and 
 the instructor will see that the learner receives sufficient practice to 
 
 4895—01 14 
 
208 COURSE OF STUDY FOR INDIAH SCHOOLS. 
 
 enable him to proof-read correctly any ordinary manuscript. This 
 work will also be of great assistance to him in other branches of his 
 study, particularly in English. 
 
 Much instruction must be given in the various kinds and sizes of 
 paper. Let each boy be given frequently the work of estimating the 
 cost of a stated job with a specified quality of paper. The instructor 
 should give the students talks on the various sizes of paper out of 
 which jobs can be cut to the best advantage. Tn many offices there is 
 a great waste of paper on account of the lack of this knowledge and 
 ability to select the most advantageous sizes for general work. It is 
 well to instruct the students as to what sizes of paper are in common 
 use. Talks should also be given on the quality of paper, illustrating 
 by samples, to enable the boy to distinguish the various grades. Give 
 work also in estimating the amount of paper required for certain jobs; 
 then examine the results obtained to see if they are accurate. Requir- 
 ing the students to attend to these matters and manage a job from 
 beginning to end' creates independence and self-reliance, and avoids 
 the growth of habit of leaning on others. 
 
 Be careful to see that the students, or whoever is in charge, keeps 
 the stock of paper in neat and proper order and keeps a careful 
 account of the amount on hand. 
 
 The length of the course in printing and the work to be given to the 
 boy as he progresses is left to the .sound discretion of the instructor in 
 charge of the printing office. It is not deemed wise or practicable to 
 lay down arbitrary directions as to the work to be followed each year, 
 as the character of the work done in a printing office is such that more 
 real progress can be made by leaving the instructor free to utilize the 
 work to be done in the manner he thinks most profitable to the student. 
 The boy will thus learn the work in the same manner that he would if 
 he were put into a regular newspaper or printing office. Hence the 
 directions here given are largely in the nature of suggestions and advice 
 as to how to start the pupil when he enters the office, for it is believed 
 that if he makes a proper beginning success in his subsequent work 
 will be sure to follow. 
 
 As an aid to the instructor and showing what is expected to be given 
 to the student during his course, the following suggestions are given: 
 
 Give instruction and practice in all the details of presswork, includ- 
 ing making ready and running small jobs on job press; learning the 
 cases, sizes, and faces of type; setting type; justifying, spacing, and 
 emptying stick; leading; arranging in chase; locking up forms; cor- 
 recting proof; cleaning and care of type; distributing dead matter; 
 care of press; and folding, wrapping, and mailing newspapers and 
 pamphlets. 
 
 Take special care to instruct the students so that they will become 
 clean compositors, both in typesetting and distributing. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 209 
 
 Capitalization, punctuation, and the correct spelling and use of words 
 will be taught as needed in actual practice. 
 
 Correct judgment and taste in setting up advertisements and jobs, 
 and a general knowledge of newspaper, book, and job work; printing 
 of blanks, letter-heads, envelopes, programmes, posters, bills of fare, 
 and reports; presswork; the simpler forms of bookbinding; and other 
 features of the trade will also be carefully taught. 
 
 If a paper is issued from the office, this will also be the subject of 
 practice and instruction, which will be of the utmost value to the stu- 
 dent as a future printer. 
 
 As heretofore said, those who show special aptitude for the work 
 and desire to pursue it as an occupation should be encouraged to attend 
 a school where they may receive more elaborate instruction and prac 
 tice, or to enter some printing office as a helper. 
 
BEADING, IANGUAGE, AND SUBPRIMARY WORK. 
 
 The teacher of Indian children must have a general understanding 
 and thorough sympathy with the peculiar circumstances of Indian life, 
 using the articles of the Hampton creed and making her school a 
 school of labor, of love, of life; bearing in mind that we are educating 
 the children for right living and that lessons in kindliness and truth 
 are most important. She must show them why it is best to do right, 
 and, by studying their environment, prepare them for what will, in 
 all probability, be their surroundings after leaving school. As a noted 
 educator wisely says, ' ' There are mighty possibilities to be developed 
 in these little children's souls, and it is developing judgment, skill, 
 inventiveness, generosity, self-respect, self-reliance, love, and the power 
 to build homes that we must think of when we plan for the educational 
 machinery." 
 
 Every day a brief space must be devoted to lessons in physiology, 
 impressing the need for cleanliness of person and surroundings, masti- 
 cating the food well, and giving exercises in expanding the lungs. 
 The teacher must see that there is plenty of fresh air in the room at 
 all times, at least two windows being open and one open at both top 
 and bottom. The greatest attention must be paid to the child's 
 physical well-being. The ventilation of the schoolroom is a most 
 important question. The good health of pupils, as well as teacher, 
 depends largely upon the air taken into the lungs. Avoid drafts, and 
 be sure that pupils are comfortably clothed, never permitting them to 
 sit in the room with wet feet. 
 
 In every class room the teacher will have written on the board, in a 
 prominent place, the day of the week, the month, and the year, and 
 will call the attention of the children to it sometime early in the day. 
 
 The housekeeping duties in the class room must not be neglected. 
 The desks and chairs are to be dusted, the plants watered, the pets 
 fed, the wood boxes well filled, if fuel has to be supplied, and each 
 taking turns in sweeping the room after school, and all helping to keep 
 it in general good order. 
 
 All national holidays and the birthdays of prominent men and women 
 must be appropriately celebrated. 
 
 210 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 211 
 
 SUGGESTIONS. 
 
 "'Special attention should be given to language, articulation, enun- 
 ciation, and purity of English of pupils in every grade. As soon as a 
 pupil falls behind his grade, because of imperfect English, he should 
 receive special drill. If this be rightly done in the lower grades, the 
 higher grades can do their legitimate work without loss of time 
 on special language drills. No pupil's needs, however, should be 
 overlooked. 
 
 "'Every teacher should study the various pamphlets issued by the 
 Department and be conversant with their requirements. He should 
 be acquainted with the contents of the library and other collections, 
 text-books, and the grade to which they are assigned. All teachers' 
 books and aids furnished by the Department should be familiar to him. 
 A growing professional library of one's own will do much from year 
 to year toward making a teacher an artist in his calling.'' ' 
 
 FIRST YEAR. 
 
 A careful study of the surroundings of the child and a knowledge 
 of his home life will enable the teacher to plan work that will prepare 
 him for the life to which he must return after school days end. The 
 idea of the kindergarten in the Indian school should be the same as 
 that in the Berlin school, viz, ; 'to make everything plastic to the 
 nature and needs of the child." It is well known that children show 
 greater preference for animate than for inanimate objects, and it is an 
 excellent plan to have birds, fish, and animals, wherever possible, in 
 the class room for the entertainment and instruction of the little ones. 
 Give the little child only what he can experience and comprehend. 
 Descriptions of animals he has not seen are of little value compared 
 with a discussion of those he knows. - 'It is the drama of life as it 
 comes in the experience of the child that commands the interest and 
 attention of unfolding minds." 
 
 The work this year is not ' ' to secure, devices for making history, 
 geography, reading, etc., interesting, but to bring out steadiness, pre- 
 cision, and thoroughness, which book learning rarely imparts, and on 
 which excellence depends," as one of our schools so well expresses It. 
 
 An Anglo-American child upon entering school for the first time 
 brings with him a vocabulary containing a large proportion of the 
 words used from the first to the sixth grades. An Indian child comes 
 with practically no vocabulary. Manifestly the first need is to teach the 
 child to talk. To acquire this art he must begin at some mother teach- 
 er's knee. For this work with Indian children the natural method is 
 the only feasible one. The mother in the home has shown us that the 
 natural method begins with objects; that it is not .more necessary for 
 
 1 Carlisle course of study. 
 
212 
 
 COURSE OK STUDY FOR TNDIAN SCHOOLS. 
 
 the child to catch hold of a chair or his mother's dress in order to lift 
 himself from the floor than it is that he have objects for his mental 
 climbing. We therefore try to make the first year as nearly like a 
 home as possible by having a large family of dolls to take care of. 
 Their clothes, sheets, pillowcases, blankets, bedspreads, napkins, and 
 tablecloths are to be made, and the dolls and their house demand 
 regular and daily care. 
 
 The house for the dolls is to be built. A large box may be used at 
 first, with partitions put in for rooms, the walls papered, and the 
 house furnished. The first thought will be the preparation for the 
 night. Beds must be made for the dolls, with mattresses, pillows, 
 sheets, and covering. The mattresses can be made of cheese cloth 
 
 filled with grass which has been cut and dried. Small beds may be 
 made of thin wood, such as man}' boxes are made of. Heavy comforts 
 will be. made for cold weather and spreads crocheted or knitted. The 
 other furniture needed for the comfort of the doll's house can also be 
 made from time to time, one piece at a time as it is needed, and as the 
 little fingers gain skill in handling tools and materials. 
 
 Blocks, both large and small, will go far in furnishing the house and 
 helping construct furniture easily; for example, nailing a thin piece of 
 wood to a cube for a chair, or on top of a cube for a table, or making 
 a bed with six large blocks, etc. (see illustration). Furniture may 
 also be easily made of grasses and twigs found in the locality, seats and 
 backs being woven as per illustrations for first steps in basketry, 
 and the legs tacked on. If stiff twigs are not to be had, wire may be 
 used for the foundation and soft grasses, straw, etc., for the weaver. 
 
('OURSK OF STUDY FOR INDIAN SCHOOLS. 
 
 218 
 
 The daily care of 
 dressing them evei 
 
 the dolls 
 
 ie dolls embraces taking them up, bathing, and 
 y morning and preparing their meals, airing the 
 beds and making them up for the day, turning the mattresses, putting 
 on sheets smoothly, and having nice netted or eroeheted counterpanes. 
 The rooms must be made comfortable with carpets, which may be 
 made of scraps of cotton or woolen cloth prepared in balls as for car- 
 pet rags. (Rope, grasses, etc., may also he used.) These should be 
 braided and sewed together or used as the woof of a carpet that may 
 be woven on a home-made loom. Or the scraps may he knitted or 
 crocheted on large wooden needles (made by the children) into a very 
 nice covering for the floor. The dolls require clothing, and this will 
 be made by the little 
 children. When they 
 are ill the pupils must 
 be their nurses, hand- 
 aging broken limbs 
 and wounds. "The 
 daily round" in the 
 household furnishes 
 interesting occupa- 
 tion. On Monday the 
 clothes are to be 
 washed, rinsed, and 
 hung on lines to drj', 
 the children using 
 small tubs and wash- 
 boards, and in bad 
 weather stringing the lines across the windows. On Tuesday the clothes 
 are sprinkled and ironed and aired. On Wednesday the}' are mended. 
 Let the children have small washtubs (or pans, if tubs can not be had). 
 Make washboards for each. Provide tiny cakes of soap and have 
 small irons that these small housekeepers may not not lack implements. 
 
 Sewing is one of the earliest industries given the child. Basting 
 stitches are given first, then the running stitch, which is the one used 
 at first in doing the necessary sewing. Patterns for all work are cut 
 out of paper from patterns drawn on the board and prepared for the use 
 of the pupils by the teacher before coming to class. Thus the work 
 spirit is cultivated along with the play spirit, and the children will, in 
 the happiest way, absorb lessons in English and learn to say many 
 words unconsciously. 
 
 The teacher must plan ahead for the meals that are to be prepared 
 for the dolls. Cereals and beverages must be prepared in the correct 
 way. Tiny potatoes or vegetables of other kinds may be selected and 
 pared and prepared for the doll's table, cooking them in different 
 ways, as one does in a well-regulated family. Small pieces of steak 
 
2\4 
 
 COURSE OF STUDY K< >R INDIAN SCHOOLS. 
 
 may be cooked, varying the menu with different meals, or the same 
 kind prepared differently". Small pans of biscuits and loaves of bread 
 will be made and baked. The table should be set to present a pleasing- 
 appearance. The tablecloths and napkins will be made by the chil- 
 dren and kept well laundered. The dishes may lie made out of (day or 
 cardboard. Colonel Parker's school has a small kiln where dishes 
 made by the children are baked and a substantial glaze put on and 
 really useful articles thus made. All pans must be kept bright, and 
 tiny cakes of soap and small tea towels kept in their proper place to 
 use as needed. The house must be swept, dusted, and kept (dean 
 every da v. 
 
 nomestic work in the kindergarten. 
 
 Crochet instead of weaving needles are used to do practical work, 
 such as making curtains, hammocks, bedspreads, carpets, etc., that 
 will help to furnish the doll's house and make the child resourceful. 
 The teacher will have in mind the practical application the child should 
 make in utilizing everything available for the comfort and adornment 
 of the home. 
 
 Mats and baskets may be made of willow or grasses for use in the 
 household as well as for presents at Christmas time. 
 
 The fall thought — preparation for the winter — gives much inter- 
 esting employment. Cocoons must be gathered and kept carefully 
 to impress the resting season of nature — winter — and also with the 
 
COURSE OF STUDY FOR INDTAN SCHOOLS. 2 1 f) 
 
 Easter thought in view, the awakening of nature in spring. Plants 
 must bo brought in from the yard and fixed in the windows for the 
 winter. They nmst be cared for every day. Seeds are to be planted 
 in boxes (made by the children with the help of the teacher) to beau- 
 tify the windows during the winter and assist in teaching many lessons 
 in nature and in language, as also to cultivate the aesthetic side of the 
 child, which is highly important. Seeds are to be gathered and put 
 into envelopes and labeled, to be ready to use for next year's planting. 
 Nuts, also, must be gathered for the children and the squirrels kept 
 in cages in the class room, and fruits dried and preserved and pickled 
 for use in winter; all showing how nature provides through three 
 seasons sufficient food to sustain her children during the one season 
 when she rests. Judgment should be exercised in putting by the 
 stores she so generously offers. Give practical illustrations of the 
 different ways these things may be preserved. Pupils must can corn, 
 can tomatoes, dry corn, pease, fruits, berries, and peppers, and make 
 pickles and preserves. 
 
 It will be interesting to have a large box of earth in the class room 
 to represent the farm and teach the work that must be suceessfullv 
 conducted outside of the house. During the winter, in talks with the 
 children, plan the crops to be planted and the fruit to be raised. Let 
 everything cultivated be that which is suited to the climate and con- 
 ditions of the environments of the children. On this minature farm 
 the fields must be divided by fences, the barn and other outbuildings 
 located and built by the children of blocks or thin wood, and walks laid 
 from building to building. Farm stock and fowl may be cut out of 
 paper and placed where they belong. Through song and talks the 
 children will live the life of the farmer. The soil must be prepared 
 for the crops, the fields plowed, harrowed, and planted with real seed, 
 such as will come up quickly. Talks will be given daily on the influ- 
 ence of the sun and rain, the farm animals, their habits, food, and use- 
 fulness; how plants and animals are interdependent; on bees and 
 bugs, ants, etc. , and how they help and hinder man and plants. Talk to 
 the children also on trees, the planting of an orchard; on flowers, their 
 colors, perfumes, and uses — to fertilize the plant, to furnish food to 
 the bees, to beautify the landscape, etc.; on the water supply on this 
 minature farm and the need for keeping it clean. Show how the town 
 needs the farmer, and the interchange between farm and city. The 
 interdependence of the occupations of the world is a valuable lesson to 
 present. 
 
 Potatoes may be planted in the window boxes. They grow easily, 
 and useful lessons may be impressed before the season comes for them 
 to be planted in the gardens. Early in the spring cabbage and tomato 
 plants must be raised in the class room to be transplanted in the 
 garden to be made out doors. The cotton plant may also be raised 
 
21(i COURSE <>K STUDY FOR INDIAN SCHOOLS. 
 
 in the windows. Attention must be given to clay modeling, making 
 the fruit and vegetables the children deal with, and other things pos- 
 sible to be made in clay. Drawings of the toys, dolls, tools, and other 
 objects dealt with will be made daily and colored with pencils, crayons, 
 or paints. The love of parents for children, represented by pupils and 
 their dolls, as evidenced in spending so much care and thought and 
 time for their comfort and pleasure, leads to the thought of the 
 Father's love for all. 
 
 Give talks on the animals and what they do for us, giving us food 
 and clothing, and the care we should give them. The shepherd's care 
 for his sheep leads up to the Christmas thought. Presents must be 
 prepared for loved ones, and they must be strong and useful as well as 
 pretty. In this, as in all other lessons taught, the utilitarian idea must 
 be emphasized. 
 
 When the weather becomes pleasant and the children can work out 
 of doors, have them build a house, the plan of which has been drawn 
 to measurements in the schoolroom. They must lay off the ground, 
 getting stones, if possible, or using brick for the foundation. Con- 
 struct a mortar box and make mortar, fitting the stones accurately and 
 making the foundation strong. The boards for the house will be 
 measured as needed in building the structure, sawed into proper 
 lengths, and the necessary joints cut and fitted. When shingled and 
 otherwise finished, it should be painted, papered, and furnished. This 
 work is most admirably done in Dr. Dewey's subprimary or kinder- 
 garten school. 
 
 The sand table, with its dishes, houses, and its possibilities for teach- 
 ing valuable lesions in geography, etc., has a place in each day's 
 programme. 
 
 A few simple songs illustrating the lesson may be given. Patriotic 
 songs should be taught thoroughly. The birthdays of noted men and 
 women and the national holidays give abundant opportunity to impress 
 these. 
 
 There are many fascinating ball games that may be played in the 
 schoolroom, using soft< balls which the children can make themselves 
 under the direction of the teacher, using scraps and rags for filling 
 and covering with a piece of durable cloth. No game affords greater 
 amusement nor is more restful after a long sitting than a ball game 
 conducted by the teacher. A few moments each day should be given 
 to stretching and yawning. Bean bag is another good game. There 
 are many sense games that are helpful. Jumping, hopping, marching, 
 running, and skipping should be indulged in frequently. Skipping to 
 music, changing the time and the step, is excellent exercise. In all 
 this work the child will unconsciously learn to speak English. The 
 teacher will be careful to emphasize important words that are in daily 
 use, sometimes writing the word on the board, the children being per- 
 mitted, if they wish, to ' ' try it " themselves. Such words as^W, //rinds, 
 
COUK8K OP' STUDY FOR INDIAN SCHOOLS. 2l7 
 
 ftrt, hoy, t j/r/, (//■,.«, <;„tf, jt/ni/, ,<it, full,; lamjh, and many others should 
 be of such frequent recurrence that a vocabulary of over ;"><) words in 
 everyday use will soon be acquired. The teacher should keep a list 
 of the words comprising the vocabulary of the children. This will be 
 approximate, since some brighter children will easily learn more words 
 than others, but the vocabulary of the average child will give the 
 words that may lie used as a foundation for the simple reading lessons 
 and the first lessons in writing that will follow. 
 
 The occupations of card sewing, parquetry, mat weaving, etc., have 
 been eliminated from the best schools, and the more practical work of 
 the home is given the child. The children must be encouraged to talk, 
 helping them to say the words when their interest is especially aroused, 
 having all say the same word, inventing games of "saving words" by 
 drawing the picture of the word, writing the word with chalk, and lead- 
 ing the children unconsciously into conversation. Stories must be told 
 daily and the pupils given the freedom of a home, at the same time 
 expecting each one to perform his allotted task. 
 
 In the winter carpenter plays will form an interesting diversion. Many 
 houses will be built of blocks and one made of logs or boards and 
 shingled. Houses will be built for the birds to nest in. There will 
 be made, also, boxes for the windows for plants, small coops for the 
 young chicks and the hen mother, sticks and small ladders for the 
 garden, little washboards, butter paddles, knitting and crochet needles, 
 and many other useful articles needed in the class room, not to forget 
 the furniture which will be made for the doll house. Visits to the 
 stables and talks about the cows will lead up to lessons in the care of 
 milk and butter. With a few utensils the milk and cream can be cared 
 for. The teacher will have a churn in the. class room and let the chil- 
 dren make butter frequently during the year. After churning, each 
 child must be given a tiny bit of butter, which he will work with his 
 small paddle, adding salt and putting by the small rolls or prints for 
 the doll's table. 
 
 Little shoes, cut out by the children from patterns prepared before- 
 hand by the teacher, may be made of flannel cloth or some soft mate- 
 rial at first, and later of soft leather. 
 
 Each child must make a scrapbook. The leaves may be made of 
 cotton cloth. Encourage the children to collect and save pictures, 
 each trying to secure the best ones possible; but it is interesting to 
 allow the child to make his own selections, pasting in his hook pictures 
 that he admires and arranging them according to his own notion. 
 
 Making bird houses will suggest talks on the birds, their habits, how 
 they help the farmer, and the protection we should give them. The 
 care of the fowls will be further interesting occupation. Collecting 
 the eggs, marking them, and "setting" the hens, watching for the lit- 
 tle chicks to break the shell, then caring for them. Having ready 
 
218 COURSE OV STUDY FOR INDTAN SCHOOLS. 
 
 small coops, .securely made and nicely painted, for their homes, feed- 
 ing them regularly, letting them forage pleasant days, putting them 
 to bed each evening and letting them out each morning when the 
 weather is favorable, seeing that their roosts and houses are kept clean 
 and whitewashed every year. 
 
 In spring the gardens are the farms on which each child will raise 
 as many vegetables as possible. The drawings and plans for these 
 gardens will be found in the first year in gardening, which the class- 
 room teacher will readily understand and be easily able to carry out. 
 Beautiful gardens planted under the instruction of ladies — teachers 
 from Cornell and other leading colleges in the country — attest the skill 
 gained in this work by interested women. Miss Jackson, of Mr. John 
 R. Kirk's school, Kirksville, Mo., has a class of normal students who 
 form a very bright example of the practicability and success of this 
 idea. 
 
 Lessons in geography and number will be learned in the school yard, 
 studying the lay of the land, measuring off and making the gardens, 
 watching the awakening of nature, transplanting such vegetables and 
 flowers as can best be moved from the schoolroom windows to the 
 gardens, planting seeds, watering the beds, and watching the young 
 plants grow and mature. 
 
 In sewing, have the children assume correct positions of the body, 
 use of the needle, etc. Children must be made to feel individual 
 responsibility. They must take pride in the appearance of the class 
 room, each one picking up carefully every scrap he has put down and 
 keeping the floor under his desk well brushed. Each child shall dust 
 his own chair or bench. When windows are to be washed each will 
 do his share as in the home. The neat appearance of the room may be 
 maintained at all times when each is responsible for his own immedi- 
 ate surroundings. 
 
 It is a false education that permits children to leave their beds unmade, 
 or the boxes, desks, or any place where they keep their belongings, 
 in disorder. Throwing scraps on the floor or scraping mud from their 
 boots, with no thought for the appearance of the place, or with the 
 idea in mind that some one will clean up, must not be permitted. 
 Each room should have a waste-paper box or basket, which can be 
 easily constructed of pasteboard or woven of grasses or twigs by the 
 teacher, and the children must be taught to use it. Individual respon- 
 sibility must be insisted upon, and while the kindergarten or first year 
 is like a home it should be a neat one. 
 
 By community work, by stories, pictures, conversations, songs, 
 games, and other recreations the children will have gained consider- 
 able knowledge of the language. They should have the faculty of 
 observation well aroused, and should be able to compare forms, tell 
 their size (large or small), color, and, to some extent, number. 
 
COURSE OF SXUDi' FOB UN 1)1 AN SCHOOLS. 
 
 219 
 
 First year pupils gardening 
 
220 
 
 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 It will In' a good plan for each teacher at the close of the .school 
 year to leave with the superintendent a list of the names of the pupils 
 who hare heen under her care and an outline of the work given and 
 the advancement made by each child. This will aid the new teacher 
 should changes in the personnel of the school force occur, as often 
 dci) to take, up the work intelligently, hastily reviewing the work of 
 the year previous, and advancing the child more rapidly and system- 
 atically. The sentences expressed by the little child should be written 
 on the board from time to time, and, if the child wishes he may 
 endeavor to write the words himself. This will be an interesting game 
 to resort to occasionally. 
 
 The true mother-teacher will strive to secure before all other things 
 the happiness of the children, for the sunshine of the schoolroom is to 
 
 !*" J 
 
 _-.-..! :.^_. ^ .:_!- 1 
 
 j- ::.. .j :::':?- : . 
 
 _..... '-"..-' 
 
 Class in gardening. 
 
 them what sunshine is to young plants. She will keep in mind the 
 tact that "education begins, continues, and ends in feeling." (These 
 are the words of a prominent educator.) She will throw herself into 
 the lives of the children, their thoughts, and games. 
 
 Conversation is the " soul of all exercises." from the kindergarten 
 up. and the children should be encouraged by every device which the 
 teacher can command. She should strive that some little advance be 
 made each day in sentence work, being as systematic as possible in the 
 selection of words. She should give the same word over many times 
 and in a variety of sentences, representing experiences in the child's 
 life, always taking care that the sentences have the simplicity of 
 childhood. 
 
 Much of the time this year is spent in getting images, the life and 
 environment of the school being entirely different from anything in 
 his experience. 
 
PO(TRSE OF STUDY FOR INDIAN SCHOOLS. 221 
 
 The children .should be encouraged to make individual collections 
 of stones, flowers, shells, etc., keeping them in boxes labeled in their 
 own desks. 
 
 The work of adult pupils in this grade will be based upon their experiences on 
 the school grounds, in the shops, on the farm, etc. This must he worked out for 
 theiri, first upon the board, and later by chart made by the teacher, limited to the 
 needs of the pupil. Great pains must lie taken to give him the power to converse 
 correctly in English. Any books used should be adapted to the age of the pupil. 
 The pupil's needs will be the teacher's guide in planning and selecting lessons. 1 
 
 SIX'ON]) YK\K. 
 
 The child comes to the class room with no knowledge of reading, 
 and such subjects must be so presented to him as to stimulate thought, 
 making him observe the characteristics of objects, and enable him to 
 express -what he sees with chalk on the board and with pencil at his 
 desk. This drill must be so thorough that after six months' work with 
 materials, carefully studying pictures, and daily writing his impressions 
 received from contact with them he will be able to take up the book 
 and read any lesson embracing words with which he is familiar. The 
 teacher will bring a picture or object before the pupils, judiciously 
 questioning the class as to its appearance, qualities, use, peculiarities, 
 etc., the children giving the description in short sentences, which will 
 be written on the board by the teacher. They will thus got a mental 
 picture of the sentence, or "story" as it may be called, as a whole. 
 Let the children try to say the same thing with the chalk, trying a 
 number of times. The teacher's hand may occasionally guide the 
 hand of the child over the difficult parts. This will be tried at the 
 board and at the seats on paper. The next lesson will bring out dif 
 ferent descriptions of the subject under consideration, and another 
 story will be written on the board by the teacher, which will be imme- 
 diately erased, and be reproduced as accurately as possible by the 
 pupils. If the child got a correct mental picture of the writing, he 
 will reproduce it correctly; if not, the teacher will write it again and 
 immediately erase it, and repeat until the child is able to write it 
 
 correctly. 
 
 After' some practice the child will be able to express the thought 
 easily in writing. It will depend upon the teacher to make this drill 
 interesting and continuous, and the child will gradually be able to add 
 a few words to those he has acquired. Test his ability to grasp the 
 subject under discussion by writing a number of sentences on the 
 board, leaving blank places for the pupil to insert the right word, 
 
 thus: "The squirrel I see has feet. He has a and 
 
 eyes. His coat is made of . He has a bushy . The 
 
 has four ." Thus the lesson is developed from the object 
 
 and thoroughly comprehended by the child. After a while the child 
 
 1 Course of Studv Carlisle Industrial School. 
 
222 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 will be able to write compositions. The teacher will put the object 
 before the child. For example, the squirrel in his cage. Write the 
 words squirrel, tail, jwxe, fur, feet on the board. Tell the children to 
 write a story about the squirrel, using the words on the board and any 
 others that may be necessary to tell a good stor}'. These lessons may 
 be read in the class by the pupils. 
 
 The teacher must arouse interest by sympathetic conversations upon 
 subjects of interest to the child and make free use of pictures, which 
 the child can describe orally. One child may point to an object in the 
 picture and another tell what it is, to keep up the interest of the class. 
 Talk about the life of the child's home and the work he sees conducted 
 there, the games and other amusements, and the daily occupations. 
 Encourage the child to relate the folk stories, myths, and legends he 
 has been toldiit home, and by judicious questioning encourage him to 
 talk. Discuss what goes on at school every day. Name objects in the 
 school and other rooms, of what they are made, and how. In conduct- 
 ing such a lesson the teacher must use the same words a great many 
 times and in different sentences, writing short ones occasionally on 
 the board, erasing them, and letting the children reproduce them as 
 correctly as possible. 
 
 Select a reading lesson in the book upon some subject familiar to 
 the pupils, and in story and by directing the conversation of the 
 children make them use the words occurring in the lesson, even the 
 very book phrases. Write each phrase or sentence on the board as 
 given by the child; erase, and let the pupil rewrite. The reading 
 book must not be put into the hands of the pupils during the days 
 when this drill is going on, although care must be taken that the 
 children use the exact sentences of the book. The words may also be 
 put into new relations; the greater number of changes in the arrange- 
 ment of the words the better. Vary the lesson by writing the sen- 
 tence on the board, erasing the name of the object, and in its place 
 draw an outline of the object. When drawn with colored crayons, 
 this effect is very pleasing to the little ones. Have real objects, where 
 possible, brought into the schoolroom; for example, if the subject of 
 the lesson is a ball, the lesson maj r be introduced by a game of ball, 
 the children using the soft balls they have made of cloth, as described 
 in the work of the previous yeat. Let them toss and catch to the 
 count. (This game is beautifully played in the kindergarten at Pratt 
 Institute.) Have the children mold balls of many sizes from clay, 
 coloring them with chalk by way of variety. A tableau showing the 
 picture in the book may be arranged — Manuella standing with her 
 hand raised as in the act of throwing it; Juan holds up his hand to 
 catch the ball. Thus the children have acquired the meaning of every 
 part of the lesson. After the game, questioning the children as to what 
 they did will very likely produce the following answers: "Helen 
 threw a ball;" "James took two balls, tossed one to Martha and one 
 
COUKSE OF STUDY FOR INDIAN SCHOOLS. 223 
 
 to Henry;" "Fred caught a red ball." As these sentences are given, 
 write them on the board, erase them, and let the child reproduce 
 them. After all this drill, when the teacher asks "What is this?" 
 holding up a ball, the child answers "It is a ball." He may not say 
 exactly this at first, but sooner or later he will say it, and at once the 
 teacher writes the sentence on the board. It is read as a sentence 
 (called a story). With pointer or chalk the teacher individualizes the 
 words. Each object in the lesson has been actually made by the 
 child, as " big ball," "little ball," while the action words of the book, 
 ■find, put, tale, toss, catch, and the words "from" and "in" have been 
 acted and written as well as talked about until their meaning and use 
 are a part of the child's consciousness, and he knows all the sentences 
 and all the words in the lesson. Now give the book to the child; show 
 him the picture, question him concerning it. If there are script sen- 
 tences, have him read them, then the printed ones. If the drill was 
 thorough before the book was taken up, the child would readily read 
 the lesson. 
 
 The next lesson selected will present new words in connection with 
 the old ones. Each reading lesson should lead to the next. From a 
 lesson on the ball, we might next select one about the apple. Have 
 the children mold an apple from cla\ T , color it green or red, and insert 
 the stem. The clay balls may be colored with crayon to represent 
 those in the book. The objects may be drawn on the board and the 
 name of their colors written within or -above them. While working, 
 conversation will make the words familiar. The new words are apple, 
 red, green, stem. Encourage the children to combine the new words 
 with the old ones in many sentences. These must be written on the 
 board, erased, and the child made to write them. Continue this work 
 for a few days, then take the book, and have the child read the lesson. 
 The transition from script to the printed sentence is easy. Chil- 
 dren usually assimilate the sentences and can soon read the book les- 
 son with little effort. 
 
 Oral work, such as is outlined here, should be the basis of the read- 
 ing lesson throughout the year. Children like to see their own names 
 in sentences, and the day work in the class room, introducing the 
 names of the pupils will form stories that may be written on the 
 board by the teacher and read by the pupil. Dr. Rice speaks of a 
 model primary school, where a class was called up to read and the 
 reading book was a flower. It is an interesting game to tell a story, 
 then have the children each write their own version of it. The 
 teacher will find it a pleasant diversion to have the reading lesson told 
 by the children in pictures drawn by themselves, instead of writing 
 the lesson and which they must explain orally before the class. 
 Have eacL illustrate the mental picture he gets from reading the book 
 story. 
 
 4895—01 15 
 
224 OOUBSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Guard against too close confinement to the book. Reading is not 
 calling words, and it is a mistake to have each child read one sen- 
 tence, even though everyone may not have an opportunity to read 
 every day. Special stories may be assigned to different ones in suc- 
 cession. Thought getting and thought giving is the prime object of 
 reading. 
 
 Phonic drill should be given with each reading lesson. Words 
 written upon the board by the teacher should be pronounced and 
 spelled phonetically to impress the sound and to emphasize the correct 
 pronunciation. Later, when the child has gained some skill in pro- 
 nunciation, drill by having one child name a root word, and the others 
 as rapidly as possible suggest prefixes, then suffixes, to form different 
 words, the teacher writing them as given. Diacritical marks should 
 be used in these exercises to show the pronunciation. Give simple 
 work that the children can understand, and insist upon correct pro- 
 nunciation. This exercise will aid the child in recognizing words 
 readily, thus improving the slow reader. 
 
 The success in teaching children to read depends largely upon the 
 ability of the teacher to present the lesson in an interesting manner, 
 and untiring energy and persistent effort daily will enable the child to 
 read in a short time. 
 
 Train children to repeat exactly what is said; this quickens the 
 memory and predisposes to truthfulness. It becomes a pleasant game 
 when taken up in class. Before the reading lesson, all hard words 
 and every new word should be written on the board, spelled phonet- 
 ically, and the meaning of each made clear, and by way of variety, 
 used as a spelling lesson. The children may also give oral descrip- 
 tions of object lessons that have been presented to them. These 
 descriptions being written on the board as given by the children, the 
 whole may be used as a reading lesson for the class. Stories told by 
 the teacher or read to the class may be reproduced by the pupils and 
 read b}^ them after exchanging papers with each other. 
 
 Another variation of the reading and language work will be to let 
 the children exercise their powers of imagination. Have each write a 
 story of his own composition. Lessons written frem dictation, given " 
 by the teacher will be helpful, and should be given every day. The 
 smallest children should write letters to their parents or friends once 
 a month. 
 
 A child's knowledge of words and of nature or objects should be in 
 advance of his reading. The "Committee of Fifteen" sets the teach- 
 ing process on the content rather than the form. Remember that the 
 Indian child can not talk in English until he can think in English, and 
 that reading and writing are not ends, but means for acquiring other 
 knowledge. 
 
 The following directions for conducting a reading lesson, clipped 
 
COURSE OF STUDY FOB INDIAN SCHOOLS. 225 
 
 from the Southern Workman, will interest the thoughtful teacher: 
 "The teacher wrote on the board the words, kit<>, white., high, wind, 
 inakes. The children pronounced these quickly and distinctly, after 
 which the books were opened to a lesson on flying kites. As each 
 sentence was reached the teacher put a skillful question, suggesting 
 the thought to be found in it. The pupils reading to themselves got 
 the thought out of the sentence, then read it to the class, not before. 
 After the stories had all been read the books were closed, and a small 
 boy drew a picture of a kite on the board, and the story was retold. 
 The teacher was bright and animated, and the children were learning 
 to read, not to call words." 
 
 Guard against too close confinement to the book. A teacher whose 
 eyes are always fixed on the printed page is apt to lose the ability to 
 judge of her pupils' power of expression and distinct utterance. She 
 unconsciously makes allowance for small errors, understanding through 
 her eyes instead of through her ears. Some one in the class should 
 listen without a book and insist upon understanding all that is read. 
 It is a mistake to let each child read one sentence in the lesson. True, 
 there may not be time for each one to read every day, but the diffi- 
 culty may be obviated by letting one child read the lesson each day, 
 assigning special lessons or stories to each child. 
 
 The teacher must thoroughly prepare her lesson and know what 
 good reading is. Attention should be paid in every lesson to pronun- 
 ciation, thought-getting and thought-giving, expression, emphasis, and 
 volume. It is a good plan for the teacher to decide upon her course 
 of reading four weeks in advance, marking out definitely the lessons 
 fqr each day of the week. Before each recitation the hard words 
 should be written on the board and their meaning made clear. 
 
 Correlate reading and language, thus adding to the interest of the 
 lesson. 
 
 After any kind of object lesson a description should be written by 
 the children, or given by them orally, and written by the teacher on 
 the board, then used as a reading lesson. 
 
 Unimportant mistakes should be passed by in reading. Do not 
 correct the child while reading and do not prompt him. 
 
 The constant criticism from every part of the field is that pupils do 
 not read loud enough to be heard, and from the start teachers must 
 train the child to read so as to be heard distinctly from any part of 
 the room. 
 
 It is a good plan to have children give at least one original sentence 
 every day, which should be written on the board by the teacher. 
 Conduct conversations on the industries of the school. 
 
 Letter writing should begin as soon as the child can write. What 
 child is there who has not a request to make or a difficulty to settle ? 
 The little one whose hand is raised may make his request in writing, 
 
226 COURSE OF STUDY FOB INDIAN SCHOOLS. 
 
 beginning, " Dear Teacher." Teach the use of comma and period. 
 Teach the child to distinguish between proper names and common 
 names and to give the plural forms of words; to> use this and that; 
 these and tlwse; is, are; was, were; have, has. Teach the use of capi- 
 tals at the beginning of sentences and proper names and in writing the 
 pronoun I. 
 
 Endeavor to enlarge the vocabulary and to help pupils express 
 themselves in good English. Correct wrong forms. Require pupils 
 to answer questions in complete sentences. 
 
 Give daily phonic drill, giving lists of words in phonic order. Drill 
 on sounds not mastered. Never pass things not understood. See that 
 pupils understand the meaning and use of all words in the lesson. 
 
 Use first readers and supplemental readers, and pursue the blackboard 
 drill method with the supplemental readers. Then review the book 
 without such drill. 
 
 Accustom children to give the content of lessons where any thought 
 is elaborated, and encourage them to add to the thought. After express- 
 ing a thought have each child write it. 
 
 Sometimes ask children to make sentences true; as, "I will fold my 
 arms," is written on the board. The teacher says: "Juan, make the 
 sentence true. " ■ Juan folds his arms. 
 
 When children perfectly understand what this making true means 
 and have acquired skill in doing it, the practice may be utilized to 
 teach silent reading. Assign for seat work a reading lesson that can 
 be acted, then call on some child to make it true. This habit of silent 
 reading is an important one, because it is never acquired in the home 
 of an Indian child as in other American homes. 
 
 Resort to devices to improve children's articulation, and compel 
 children to read loud enough to be heard in any part of the room. 
 
 THIRD YEAK. ' 
 
 The teacher must carefully study pupils individually in order to 
 supply their needs. Especial attention must be given to articulation 
 and enunciation, pronouncing words slowly and carefully. Insist 
 upon open mouths and clear natural tones. Give backward pupils 
 special drill, overlooking the needs of none. Vary methods until you 
 find the remedy for the defects of each. 
 
 Have pupils tell what they observe, write what they observe, and 
 read about that which tbey have observed. 
 
 Have pupils tell what they hear, write what they hear, and read 
 about that which they hear. 
 
 Have pupils read what they write. 
 
 The aim of all reading, "mastery of thought and ability to read 
 with expression," should now underlie all training. Drill in ready 
 recognition of phrases is still essential, especially all new phrases. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 227 
 
 New words at the head of the lesson must be drilled on the board; 
 their meaning- found. They should be spelled phonetically, empha- 
 sizing the sounds, and they should be put into many sentences original 
 with the children. 
 
 Silent reading should be greatly encouraged. Sometimes make it 
 the only reading of the morning, and have the recitation consist in 
 pupils giving the contents of the lesson in their own words. 
 
 Test the child's progress by giving him selections from any second 
 reader to read. Give pupils stories to read out of class and have them 
 tell orally in class next day what they read. 
 
 Occasional poems and extracts adapted to the grades may be memo- 
 rized and recited for drill. 
 
 Compositions must be written each week on the work accomplished, 
 emphasizing the new thoughts presented and the new features learned 
 that week. 
 
 Dictation shall be given daily by the teacher. It is expected that 
 each pupil shall make a cookbook, containing receipts for cooking 
 everything served in a well-ordered home. These will necessarily be 
 simple this year, and may be written from dictations given by the 
 teacher. The cookery book must contain simple receipts. 
 
 Each child must make a book of drawings, of tools used, stitches 
 taken, and directions for sewing, as done in the class room. Sample 
 bits of cloth may be added, showing the actual stitches. This book 
 must contain descriptions and drawings of garments cut, fitted, and 
 made, with full directions for making each and patterns of each part 
 drawn. 
 
 Each child is expected to make a book showing everything learned 
 in class room and in laundry work, also containing drawings of utensils 
 used and of pupils engaged in the occupation, showing the different 
 stages of the work. The teacher must by drawings show the children 
 the correct way to fold each garment after ironing. A full account 
 of the whole process from taking the articles to the laundry to send- 
 ing them out must be written in this book. 
 
 The dictation lessons in gardening will be very full and complete, 
 so that each child maj' make his book of notes on this subject interest- 
 ing as well as comprehensive. 
 
 In woodwork the dictation lessons will explain the work, so that 
 any subject may be used as a reading lesson, and the child be able to 
 see before his mind's eye the work as it has been done by him. 
 
 Correlate geography and history, using geographical and historical 
 readers occasionally. 
 
 Keep list of words in common use misspelled by pupils for daily 
 reference in a conspicuous place on the board. 
 
 Watch language used in recitation and keep list of mistakes made 
 general!}'. 
 
228 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Endeavor to correct individual mistakes. 
 
 Teach use of personal pronouns with different forms of verbs, am, 
 and heme. 
 
 Continue letter and sentence writing, drawing thoughts from objects 
 around the pupils and from their studies. Of course the work at first 
 must be very simple, but there should be some gain every year. 
 
 Do not neglect punctuation in connection with reading and writing. 
 
 Give phonic drill daily, and exact reading loud enough to be heard 
 in any part of the room. 
 
 All teaching of grammar must be in the closest relation to composition and read- 
 ing in all lessons, a means to intelligent mastery of spoken and written language, 
 not as an end in itself, omitting all that does not help the pupil's speech and 
 writing. 1 
 
 FOURTH YEAR. 
 
 Use second, third, and supplemental readers this year. 
 
 Before taking the books, select words to be pronounced by the chil- 
 dren as a result of phonic and other drills. Go through them with a 
 slow and distinct pronunciation, then more rapidly. 
 
 As in all previous grades, new words should be drilled, both as to 
 meaning and the placing of them in original sentences or phrases by 
 the pupils, using such sentences as the children are likely to use in 
 everyday talk. 
 
 Have the sentences written on the board and the best sentence from 
 each child's work copied and preserved. Give one of the new words 
 to each of the children and let him select for supplemental reading a 
 sentence that makes use of his word. This will help him to under- 
 stand the use of books, besides generalizing the application of what he 
 may learn. 
 
 Where possible, illustrate the reading lesson by what is learned from 
 other departments of the school. 
 
 Have silent reading of the lesson and the content given in class. Be 
 sure the child has the thought of the book, as that is now the center of 
 work. Use geographical and historical readers occasionally. 
 
 Teach abbreviations of names of days, months, a. m., p. m., etc., 
 family names and individual names. 
 
 Punctuation marks in reading and writing. 
 
 Correct use of the verbs eat, see, sing, write, etc. 
 
 Simple sentences. 
 
 Letter writing. — Different forms for the beginning and end of 
 letters. 
 
 Give exercises in which the pupils change the expression and retain 
 the thought. Describe pictures orally and in writing. 
 
 The dictation lessons this year will be more advanced than last. 
 The cookbooks, manuals of gardening, laundry, agriculture, dairying, 
 
 ' From Carlisle Indian School course of study. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 229 
 
 woodwork, sewing that the children shall write from dictation given 
 by the teacher must be fuller and cover more ground than those of 
 last year. 
 
 The teacher must bring newspapers into the schoolroom occasion- 
 ally, to let the pupils become familiar with reading tine print, the 
 teacher picking out here and there a paragraph for their reading 
 lessons. Teach pupils also how to look at headlines for news items. 
 
 FIFTH YEAS. 
 
 Use third and fourth readers. 
 
 Follow suggestions given in previous grades. Read for informa- 
 tion; train to read and to think at the same time, both in the class and 
 at the seat. 
 
 Illustrate by object work and historical stories. Teach the use of 
 books. Drill all new words from the board. Learn the meaning and 
 have each word properly combined with others in original sentences. 
 Aim tc make fluent and intelligent readers and develop the motive to 
 make everyone within the room understand the thought expressed. 
 
 Train the child in the use of the dictionary. Show him the value of 
 diacritical marks, etc. 
 
 Do not interrupt the child while reading to correct him. Note the 
 fault and give a lesson on same to the class from the board. 
 
 Be surs that all children read loud enough to be heard in any part 
 of the room. 
 
 Train to good habits. Continue work in letter-writing this year. 
 
 Business forms. 
 
 Teach the division of words into syllables; quotation marks; hyphen 
 in compound words, and at the end of a line when a word is divided; 
 caret; period. 
 
 Develop orally the names of nouns, pronouns, and adjectives. Give 
 a verb and call on a pupil to supply a noun or pronoun. Expand 
 sentence by adding adjective. 
 
 Teach the correct use of the irregular verbs, bring, take, lay, sing, 
 teach. Train correct pronunciation. Teach abbreviations and con- 
 tractions. 
 
 Accustom the children to reading newspapers. Bring them into 
 the class oftener this year, and have the children become familiar with 
 looking for the news, the current events, the editor's comments on the 
 same, the grain, fruit, and stock-market reports. Show the impor- 
 tance of the advertisements to the one who advertises as well as to the 
 one who reads. But little more than headlines can be accomplished 
 this year in this direction, but a desire for and interest in newspaper 
 reading may be created. The pupil is being prepared for citizenship, 
 and he must be taught the dependence of man upon man and the value 
 of the press. Endeavor to have him feel an interest in watching the 
 changes in the prices of his products and the advantages of raising 
 
230 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 what will bring the best prices the market offers. Show pupils the 
 importance of subscribing to a good farm journal which gives general 
 information on crops, plant diseases and remedies, care of stock, care 
 of poultry, and general information of interest and value to the wide- 
 awake business man. 
 
 After the children have been carefully trained they will be able this 
 year to write an essay each week setting forth the work of each 
 department, and by the end of the year to have completed, almost 
 unaided, a book on each subject. 
 
 This year pupils should be able to conduct a laundry, take charge 
 of a kitchen, getting meals for a small family, preparing vegetables, 
 fruits, and meats in season, and putting by each season what will be 
 needed for the next. They will be fully able to lay out and plant a 
 garden and raise everything that the soil and the climate will pro- 
 duce. It is expected that the work each year shall be compared with 
 that of the year preceding, the teacher noting where the child needs 
 strengthening and where he has improved over last year's work, that 
 he may be shown his improvement and how to overcome the difficul- 
 ties that arise. Growth and improvement must be the watchword, 
 and a constant determination to make the pupil self-reliant, putting 
 him in positions where he will be expected to lead and where he will 
 be given responsibility, and showing him how to be able to take it. 
 
 SIXTH YEAR. 
 
 Read for information. Study the definition of words and get the 
 exact meaning of each, where there are two or more of a similar mean- 
 ing. Follow the suggestions of previous grades. 
 
 Use the Farm Journal, the Poultry Magazine, the newspapers, and 
 similar matter for readers. 
 
 Continue letter-writing and give business forms. Write bills of 
 goods and receipts. 
 
 Teach simple, compound, and complex sentences; the use of shall 
 and will; study of words of similar meaning to find exact meaning of 
 each, as wish, want/ look, observe. 
 
 Composition work and dictation, based on subjects showing the 
 important industries of the locality, on the necessity of preparing for 
 the future. With the allotment in view, plan what shall be done on 
 every foot of ground there; what shall be raised here, what there, and 
 why; what shall be planted after one crop is taken off; what after 
 that. Study the rotation of crops most successfully followed in the 
 locality. Observe what the land produces best, and let the greatest 
 proportion of the mental strength be devoted to making the land yield 
 every dollar possible. 
 
 Have compositions read before the class. Criticise English, plans, 
 and ideas, and stimulate the pupil to effort to make his particular farm 
 the most productive one in the locality. 
 
SEWING. 
 
 Under this is embraced every branch that is taught the pupil where 
 the brain and hand are both employed. Training the eye and hand 
 together impresses facts indelibly. "Learning by doing" is the 
 watchword that must be kept in view and put into practice in dealing 
 with little children, to whom our words are often meaningless and who 
 are themselves learning to speak as well as trying to think in a new 
 language. 
 
 Manual training includes cooking, laundering, sewing, agriculture, 
 carpentry, shoemaking, blacksmithing — everything that strengthens 
 the brain through the skillful use of the fingers. Sewing is one of the 
 simplest lessons in manual training that can be given the small child. 
 The tools are light, easily handled by the smallest child, and the edu- 
 cative value of the work can not be too strongly impressed. 
 
 All civilized nations have obtained their culture through the work 
 of the hand assisting the development of the brain. Basketry, weav- 
 ing, netting, and coarse sewing were the steps in culture taken by 
 primitive people. 
 
 Sewing has been placed in the school curriculum to give each child 
 the opportunity to use his hand and his will in making useful articles. 
 The salvation of our boys and girls is to be effected through indus- 
 trial training — the ti'aining of the brain through the hand. They need 
 it as individuals and as a whole, and we must present it in such form 
 as will be most helpful to those who need to "husband their resources" 
 and endeavor to show them how to economize in using what they have 
 and not to destroy good material. It is our opportunity to select the 
 most useful work for our schools, laying the greatest stress on the 
 work attempted. Our sewing schools must teach the girls to be of 
 service to themselves, to save them from lives of idleness and wasteful- 
 ness. A knowledge of sewing means a support for many. 
 
 Skill in the art of using the needle is important to every woman and 
 girl as an aid to domestic neatness and economy and a help to prof- 
 itable occupation. The demand for teachers of sewing is so great 
 among the Anglo-Saxon races that such schools as the Teacher's 
 College, of New York City; Pratt Institute, of Brooklyn; Drexel Insti- 
 tute, of Philadelphia; Armour Institute, of Chicago; and many others, 
 have taken up this most important branch of domestic science. Then 
 how much more important and how much greater the need for our 
 
 231 
 
232 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Indian schools that are preparing a race of people not inheriting the 
 civilization of generations of ancestors for useful lives! 
 
 The teacher of sewing must be trained in every branch of needle- 
 work, having the ability to plan and make garments by measure- 
 ment. She must be an expert in the use of her needle and know the 
 principles upon which every stitch is based. She should be well 
 informed as to the process of the manufacture of the different articles 
 and materials used in the work, and she must be so qualified in her 
 language as to be able to give intelligent talks and explanations to her 
 classes on these subjects. Her knowledge of drawing should be suffi- 
 cient to enable her to illustrate a lesson clearly by means of the black- 
 board. She should provide herself with books and specimens, as an 
 aid to self-improvement, and devote a good portion of her time to the 
 preparation of her lesson. She should thoroughly understand what 
 she is going to teach before she enters her class room. She should be 
 a person of extreme neatness, for. in this one trait she will teach a great 
 lesson. She feels that at the same time she is training a pupil in sew- 
 ing she is making some impression on a human soul. 
 
 It is necessary that sewing teachers be wide-awake women, using the 
 greatest precaution in the execution of their work. Such careful 
 instruction, together with a knowledge of the origin and manufacture 
 of the articles and the materials used, has made needlework as scientific 
 and important a study as any branch in the educational world to-day. 
 
 The object of all this training and expenditure of money for indus- 
 trial training is to make our girls useful and self-supporting women 
 and good citizens, so that when they enter homes as wives and mothers 
 they will be properly trained for the great responsibility of woman- 
 hood and motherhood. 
 
 Sewing is an aid to the building of character, making industrious, 
 capable, independent, and happy women. 
 
 The mind must be thinking about the work the hand is doing. 
 The judgment needs to be trained. Let the child decide for himself 
 if the work is good or bad. At first a beautiful model will not 
 result, but gradually the judgment will improve and the work with 
 it. The ability to distinguish good work brings a desire to pro- 
 duce it. The textiles on which sewing is done may be an aid in 
 correlation. The way things are made is of intense interest to chil- 
 dren, and the teacher can easily make their history and manufacture 
 a part of the lessons in history, geography, mathematics, etc., and 
 through the right presentation of the subject will come sympathy 
 with and respect for labor. 
 
 Skill in the use of the needle is important to every girl and woman 
 as an aid to domestic neatness and economy and as a help to profitable 
 occupation. 
 
COURSE OF STUDY FOK INDIAN SCHOOLS. 233 
 
 First impressions are lasting and the teacher can not afford to be 
 careless. No branch of the work must be slighted. Teach every 
 stitch on the proper material. 
 
 During dark, rainy days when sewing classes seem to grow tired, 
 the theory lessons will be opportune — lessons on pins, needles, and the 
 like. 
 
 When cloth is first put into the child's hand, the attention should be 
 called to threads and the general plan of weaving. Pupils will work 
 more intelligently by having some knowledge of the origin and manu- 
 facture of materials used. Talks on different textiles should be given 
 frequentl\\ Classes must be constantly reminded of the different 
 stitches used in their work, their relation to one another, and when 
 each stitch should be used. The rules governing the construction of 
 seams and hems and the laying of tucks should be given daily. All 
 tendency to a great amount of trimming should be discouraged and 
 should give way to the better and more refined finish of plain hems, 
 tucks, ruffles, and handsome stitches. Too much can not be said in 
 behalf of the educational result of this training. It cultivates in a girl 
 a character made up of thought, care, precision, neatness, self-reliance, 
 individuality, refinement of taste, and a higher appreciation of time 
 and its opportunities. 
 
 On the teacher's ethical aim also depends the educational value of 
 the work. If the aim is simply to complete good models, the building 
 of character through the hand will be small. The powers developed 
 depend upon the content of their aim. If the object is to make chil- 
 dren efficient for good in the world, the teacher must study their char- 
 acteristics and interests. She must see to it that the child's will power 
 is at work, and that she has thought out for herself every step in 
 connection with the article in hand. She must have a purpose in the 
 making which can be carried out, that gradually she will come in touch 
 with the world of workers and desire to lend a hand. Working with 
 this spirit, the teacher will find the children in her classes growing 
 into active, thoughtful helpers. 
 
 The instruction in sewing begins when the child enters school. Under 
 the direction of the class-room teacher, the little ones are given a reg- 
 ular course of stitches throughout the year. The care of the dolls will 
 afford ample opportunity to put into use the several stitches taught. 
 In making dolls' sheets, pillowcases, tablecloths, napkins, etc., the 
 children will discover the use of the hem. Curtains, draperies, etc., 
 will show how useful it is to have the gathering stitch. Before the 
 doll's wardrobe is completed the uses of basting, running, overhand- 
 ing, and other stitches will be clearly demonstrated, and in such a 
 pleasant way that it will not be long before the children will be able 
 to use the needle with dexterity, telling the names and recognizing the 
 
234 
 
 COURSE OF STUDY FOR TNDIAN SCHOOLS. 
 
 uses of the different stitches. The teacher will 
 
 the blackboard 
 
 freely in illustratin 
 
 :h step of the work. Instead of outlining 
 
 di signs on sewing cards, the child is learning to sew, at the same time 
 making a toy, in which it always delights. Thus the play spirit is 
 fostered while the work habit is being formed. 
 
 When the children have gained skill in the handling of the needle, 
 which will l:>e in about three months after they enter school, each week 
 they will bring their hose into the schoolroom and darn the same, 
 thus inculcating habits of neatness and system, and learning early in 
 life to do the things which must be done systematically in the home. 
 
 Half an hour a day will lie sufficient to devote to the subject of sew- 
 ing for the first three months. After that the time may be extended 
 to three-fourths of an hour, in the discretion of the teacher. 
 
 By writing to the manufactories the teacher will easily obtain many 
 pictures showing the different stages of the manufacture of cotton, 
 
 Sewing class at lliu Whittier. 
 
 wool, and silk. These can he substantially mounted and used in class 
 from time to time illustrating talks. The factories send out pamphlets, 
 giving the story of needles, pins, thimbles, thread, etc., which maybe 
 helpful to the teacher in making the lessons interesting and educative. 
 As the time of the seamstress will hi' fully occupied with the work 
 of keeping up the sewing of the school and instructing the cdasses in 
 needlework and cutting and fitting, she will not lie able to devote 
 any attention to teaching the smaller children to handle the needle. 
 It is designed, therefore, to give the children regular and systematic 
 training in sewing in the class room, in order that when they are old 
 enough to lie detailed to the teacher of sewing they will be able to take 
 up the work intelligently and help not a little in doing the work for 
 the school. At the same time they are ready for further training, as 
 given by the seamstress in the sewing room. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 235 
 
 THE SEWING ROOM. 
 
 It will bo unnecessary to lay down the work to he accomplished 
 year by year in this department, since the teacher of sewing is 
 expected to keep up the sewing of the school each year, and this will 
 necessitate working to meet the demands of the school. 
 
 The seamstress will see that the class-room teachers are provided 
 with work for their classes in sewing, which are to be conducted daily, 
 and which will s in turn, materially assist the sewing room in accom- 
 plishing the work to be done. 
 
 By planning and having work cut out ahead, the various classes can 
 easily be kept supplied from day to day with such work as they will 
 need in teaching sewing progressively in the class rooms. The seam- 
 stress will thus find her burdens materially lightened and much of the 
 sewing of the school accomplished in these class lessons. It is expected 
 that small scraps from the sewing room will be saved so as to provide 
 the teachers with material for stitches. In no instance must new cloth 
 be used for this purpose. For doll, clothes large pieces left from cut- 
 ting garments will answer. 
 
 Pupils will come to the sewing room understanding how to sew, and 
 must never take up the time of the seamstress in showing them how 
 to actually use the needle. The seamstress will instruct the pupils in 
 the careful use of sewing machines and supplement the instruction 
 given in the class room in measurements, drafting, cutting, and fitting. 
 Every child must learn to draft and cut patterns from measurement in 
 the class room, but should the seamstress find pupils unable to do this 
 work unaided, special stress must be laid upon instruction in this most 
 important feature of the work. No girl must leave the sewing room 
 at the end of the year without being able to draft, cut, and fit gar- 
 ments of all kinds. 
 
 The seamstress must endeavor to inculcate habits of neatness and 
 care. The large detail of girls under her direction each day must be 
 taught how to sew well everything that comes into the department. 
 Give each a variety of work, keeping her on one kind until she has 
 gained proficiency in that special work. Let each girl work on every 
 part of garments, that she may be able to construct the whole alone 
 and unaided. 
 
 The seamstress will see to it that all girls thoroughly understand all 
 stitches used in hand sewing and have plenty of practice in sewing on 
 machines, so that they will know how to sew carefully and rapidly. 
 Teach the care of the machine and how to use all the attachments to 
 machines, and if there are several different kinds of machines in the 
 school, to be familiar with the difference found in different makes. 
 
 The drafting from measurements, cutting, and making of under- 
 garments should be given before that of dresses. 
 
236 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 The making of simple dresses should be taught first, then moi'e com- 
 plicated, lined dresses. 
 
 Teach children to measure and cut towels, sheets, and pillowcases. 
 Teach them the number of yards in a sheet, in pillowcases, and the 
 length of towels. Teach hemstitched hem on these articles, Teach 
 also the difference in the hems for the top and the bottom of sheets. 
 
 Instruction in designing dresses must be given, showing how neces- 
 sary it is to think what the dress is needed for, how much and what 
 kind of wear it is to have, will it have to be laundered often; and the 
 style will be suggested largely by these points. 
 
 Teach measurements, then the drafting, cutting and making of pants, 
 coats, and blouse waists for small boys, also of shirts and drawers for 
 boys and men. 
 
 The sewing room is expected to make clothing for all pupils, bed- 
 ding where needed, and bed linen, napkins and tablecloths, towels, 
 handkerchiefs, curtains, aprons, the patching, darning, and mending 
 of all garments and hosiery, the making of jackets and capes, or what- 
 ever wraps may seem best suited to the needs of the climate and condi- 
 tions, and all sewing that may be needed for the comfort and welfare 
 of the school. 
 
 Each pupil in the sewing room must be equipped with workbags or 
 boxes, which shall contain her own needles, thimble, scissors, emery, 
 tape measure, thread, and all tools that she may need for sewing.. 
 The individual ownership of these tools must be insisted upon and 
 nothing must be permitted to be lost without fixing the blame where 
 it belongs and holding the owner of each outfit, given her at the 
 beginning of her career in the sewing room, responsible for the tools 
 in question. 
 
 The teacher of sewing must bear in mind that the children she is 
 instructing have but a brief period to spend in this work and that they 
 must be equipped with what they will be able to use to advantage 
 when they return to their homes. Think of what the conditions there 
 will be, what kind of material the pupils will have to do with, their 
 needs; then give them helpful instruction along the line of their home 
 needs. Impress the need of ability to make durable, comfortable 
 garments, and the lesson of paramount importance has been taught. 
 
 After the pupil has had the course in the class room and the careful 
 training the seamstress will give her, it must be expected of every 
 girl before leaving school that she will be able to cut, fit, and make 
 every garment that will ordinarily be needed by men, women, and 
 children. 
 
 Give all work systematically; thus, in teaching dressmaking: 
 
 Teach - 
 
 1. Machine drill. 
 
 2. Measurements for gored skirt. 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 237 
 
 3. Cut pattern. 
 
 4. Cut lining. 
 
 5. Cut material. 
 
 6. Face lining with canvas (if canvas is used). 
 
 7. Baste lining to material. 
 
 S. Baste gores together, three-fourths inch seams. 
 
 9. Fit. 
 
 10. Stitch seams. 
 
 11. Take out basting, trim (if necessary), press. 
 
 12. Finish seams by binding, overcasting, or any neat way. 
 
 13. Face lower edge with velveteen or other facing. 
 
 14. Finish flap and fly, 9 inches deep, fly 1 inch wide. 
 
 15. Make and put on band. 
 
 16. Sew on hooks and eyes. 
 
 17. Sew on loops, mark center. 
 IS. Make and insert pocket. 
 
 Collar: 
 
 1. Take measurements. 
 
 2. Draft collar. 
 
 3. Directions as to how collar is made. 
 Sleeve: 
 
 1. Take measurements. 
 ■2. Draft sleeve. 
 
 3. Cut pattern and pin together. 
 Plain waist: 
 
 1. Take measurements. 
 
 2. Draft waist back, side form, uader-arm, and front. 
 
 3. Cut pattern. 
 
 4. Cut lining. 
 
 5. Cut material. 
 
 6. Baste lining to material. 
 
 7. Baste parts together. 
 
 8. Fit. 
 
 9. Stitch all seams but under-arm. 
 
 10. Fit again. 
 
 11. Stitch all seams, take out bastings, press. 
 
 12. Trim, notch, and finish seams. 
 
 13. Sew on hooks, eyes, and whalebones. 
 
 14. Turn up edge of waist at bottom one-fourth inch. Use bias 
 
 strips of canvas one-half inch wide for firmness. 
 
 15. Catch stitch edge to canvas. 
 
 16. Face fronts and lower edge with bias strip, bind neck and 
 
 arms eye. 
 The sewing room must be provided with lapboards, pressing 
 boards, and sleeve boards. 
 
238 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 Give class talks frequently on: 
 
 1. Machines: Kinds, use, tension, wheel, stitch. 
 
 2. Skirts: Kinds, facings, finish, length. 
 
 3. Bands: How made, size, and finish. 
 
 4. Pockets: Size, shape, position, use, how made. 
 
 5. Waist: Kinds, size, fit, and finish. 
 
 6. Patterns: How made, styles, measures, systems. 
 
 7. Bindings: Tapes, braids, velveteen, oilcloth, and leather. 
 
 8. Linings: Percaline, cambric, canvas, haircloth, cross-barred 
 
 muslin. 
 
 9. Waist findings: Whalebones, casings, belting, binding. 
 
 shields, buttons, hooks and eyes, etc. 
 Give talks also on healthful dressing and proper wearing apparel. 
 / 
 
 FIRST YEAR. 
 
 It will be interesting to raise cotton plants in the windows where 
 possible, giving the children practical illustrations of the growth. and 
 production of the cotton plant. 
 
 Give the children unbleached muslin to work on at first, since it is 
 best, being soft and easily handled. 
 
 Let the little children sew on buttons at first. This is easy and gives 
 drill in holding the needle. 
 
 The straight stitches are taught first. 
 
 Each child must be provided with pencil and paper, and before 
 attempting to give any stitch with the needle, the teacher will illus- 
 trate the lesson on the board, the stitches to be taken, the needle and 
 the thread. Write the words, "sew," "needle," " thread," " spool," 
 which will be another way to draw the tools or "to say it with the 
 pencil." English is easily taught the children in this way. 
 
 This drawing may be done alternately at the board and with pencil 
 at the seats, the lesson lasting no more than five minutes. 
 
 The different stitches, spools of thread, thimble, scissors, material 
 to be sewed and all articles made, as well as all drafting of patterns 
 given, will form a series of interesting subjects for the drawing, writ- 
 ing, and English lessons throughout the year. 
 
 In teaching children in whom the ambition to become good home- 
 makers must be instilled, the utilitarian idea must never be lost sight 
 of, but must be inculcated with the play spirit in all school work. 
 When learning to sew make things that are needed and will add com- 
 fort and pleasure to the household and to the family life. Durable as 
 well as useful should also be the watchword. In planning work for 
 the class the teacher must give careful thought to the condition of the 
 homes of the children and their needs, and carefully prepare work that 
 they will actually have to do when they go back to their homes. 
 
COURSE OF STUDY FOR IKDIAN SCHOOLS. 239 
 
 Make articles that are actually needed for use in the school. Teach 
 the child to appreciate the value of time, and show that it is quite as 
 easy to learn to sew by making useful things as by making articles 
 that are unnecessary and useless and whereby time and material are 
 lost. 
 
 The children should be supplied with materials to make boxes, envel- 
 opes, or bags in which to keep their thread and thimble, a pincushion 
 for needles and pins (which they themselves shall also make), a tape 
 measure (which they must also make), and the work under construc- 
 tion. The teacher may pass the scissors around among the little ones 
 until they have learned to use them carefully, after which each child 
 may be provided with his own scissors. 
 
 The making of a tape measure for the sake of learning the prin- 
 ciples upon which it is based is very good practice for a child, but 
 it would be impossible for her to make a tape measure accurately 
 enough for actual use. Accurate measurement is one of the first 
 things we need to teach, and the medium used in the class room should 
 be very clearly and accurately constructed. 
 
 Never permit sewing without a thimble; do not let the children make 
 knots in the thread; .require clean hands; see to it that all sit in an 
 erect position, never resting any part of the arm on the desk; do not 
 allow the work to be put to the mouth; biting threads must not be 
 tolerated. 
 
 Explain that sewing is work, the needle, thread, and thimble being 
 the tools. 
 Drill in— 
 
 Use of thimble. 
 
 Length of thread. 
 
 Threading needle. 
 
 Motion of arm in taking stitches. 
 
 Taking stitches. 
 
 Fastening thread. 
 Drill in use of emery and holding scissors. 
 Give — 
 
 Basting. 
 
 Running. 
 
 Combination stitch. 
 
 Overcasting. 
 
 Hemming. 
 
 Weaving. 
 
 Sewing on buttons. 
 
 Principles of darning. 
 The introduction to the backstitch may be given by the combina- 
 tion stitch, or three running stitches and a backstitch, which is not so 
 difficult, and is strong enough for all purposes of the first year's work. 
 
 4895—01 16 
 
240 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 To inculcate habits of neatness and economy have empty spools for 
 every child on which to wind bastings and left-over pieces of thread. 
 
 The workbags that the children must have may be woven by them 
 out of long strips of cloth cut and sewed as "carpet rags" are pre- 
 pared. Use old slate frames, or a frame may be made by nailing four 
 sticks, thus: 
 
 The warp of cord (or of the strips of cloth, if cord can not be pro- 
 cured) should be strung lengthwise. Then weave in the woof of the 
 prepared strips. When the required length is woven, take it out of 
 the loom, double it in the middle, sew up the edges, put in a draw- 
 string, and a good bag is the result. 
 
 Preface all lessons in sewing with a drawing lesson lasting not over 
 five minutes in duration, illustrating work to be done. 
 
 Give daily talks on tools, textiles, sewing, and general information 
 relative to the lesson. 
 
 At the end of each week have the children write a story of the work 
 done, in the form of a composition. 
 
 Keeping the utilitarian idea before the child is an important point; 
 at the same time she must learn the principles of making the simple 
 stitches, which should be practiced over and over again. The method 
 of presentation should be varied as much as possible in order to keep 
 the interest of the child continually awakened. The making of simple 
 doll garments from tissue paper is very good practice, because the 
 child must of necessity use great care in the handling of material. 
 "Work to be accomplished: 
 
 Making samples of simple stitches. 
 
 Drafting, cutting, and making doll clothes from tissue paper, 
 
 from cloth. 
 Learning things of interest about the materials and tools used 
 
 in the class room. 
 Hose darned. 
 Clothes mended (simple work on personal garments). 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 241 
 
 It will be well to have a drill for opening and closing the exercises, 
 encouraging order and system at every stage of the work. 
 Opening: 
 
 1. Take thread (spool). 
 
 2. Break off thread, not over half a yard. 
 
 3. Twist end of thread. 
 
 4. Pick up needle. 
 
 5. Thread needle. 
 
 6. Take up thimble. 
 
 7. Put on thimble. 
 S. Take up work. 
 
 Closing: 
 
 1. Lay down work. 
 
 2. Take thread from needle. 
 
 3. Put needle in cushion. 
 
 ■k. Put cushion in sewing bag. 
 
 5. Fold work. 
 
 6. Put work in bag. 
 
 7. Put tools in bag; put bag on desk. 
 
 8. Sit erect, hands folded. 
 
 Have bags collected (keeping them in teacher's desk). 
 
 This or any drill the teacher may prefer will be advantageously 
 used. 
 
 Use only coarse thread at first for little children. The teacher can 
 easily make a small loom and let each child weave an inch or two of 
 cloth to understand the process. 
 
 A piece of cardboard with holes in the opposite ends, through which 
 threads are drawn, representing the warp of material, must be pre- 
 pared by the teacher (like illustration), and placed in the hands of 
 each child. 
 
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242 OOTJBSE OF STUDY FOB INDIAN SCHOOLS. 
 
 The needle is used as a shuttle to carry the woof back and forth. 
 This is the first lesson given the child in handling the needle, and is 
 also the first lesson in darning. 
 
 Another way: Pierce holes in the opposite ends of a box about 6 
 inches long (size is of no consequence, only let it be a size convenient 
 for the child to handle); draw strong threads across through the holes; 
 give the child a darning needle with thread, wool, or cord, and teach 
 him the weaving stitch, letting him weave a long strip of textile. 
 
 With this experience in the use of the needle the child will be better 
 able to handle the needle in cloth; to sew. 
 
 1. Give the straight stitches first, beginning with the basting stitch. 
 Exact even basting, straight lines, and stitches alike on both sides. 
 For very small children it is well for the teacher to prepare stripe of 
 cloth before coming to class, marking to show the child where to put 
 the needle, thus: 
 
 When the little ones can use the needle with ease, they will have 
 gained sufficient confidence in themselves to use judgment and make 
 the lines straight and the stitches even. Use colored thread on white 
 cloth at first. It is easier to see the stitches. 
 
 2. The gathering stitch, spaces twice as long as stitches. 
 
 3. The running stitch, spaces and stitches even. 
 
 When the children know this stitch, practice on it may be given in 
 a pleasing way by preparing designs — at first simple squares, circles, 
 etc. — on cloth for the child to outline in the running stitch. As the 
 child increases in skill the outlines may be familiar objects, the child 
 selecting the colors and combinations, using the right color for each 
 part of the design. The judgment will thus be trained. The children 
 have learned enough stitches now to make a workbag to keep their 
 tools in; also their work. 
 
 The seamstress will supply the teacher with scraps at all times for 
 use in the classes. When the sewing bag is made and the teacher has 
 marked each one. with the owner's name, a strong, durable receptacle, 
 which will last throughout the term, will have been provided for the 
 work. 
 
 The teacher will give talks every day on thimbles; needles; the cot- 
 ton, from the seed to the dress worn in the schoolroom; the wool (of 
 which the best dresses are made) from the sheep down to the cloth; 
 and of silk, from the cocoon to the hair ribbon which the children 
 wear. Have the children tell the story afterwards with pencil as well 
 as orally. Explain the difference between raw edge and selvage. 
 Show how graceful easy whole-arm movements result from continually 
 patting the needle in the work and drawing it out. 
 
 4. The half-back stitch will be a little more difficult to master. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 243 
 
 5. The whole-back .stitch, which looks like machine stitching when 
 well done, also needs to be carefully learned. 
 
 6. Overhanding is the last one of the straight stitches. 
 The slanting stitches will follow: 
 
 7. Overcasting, and 
 
 S. Hemming. Teach the difference between a true and a false hem, 
 or facing, as it is sometimes called. 
 
 In giving the stitches as outlined above, do not give a new one until 
 the one first given is mastered. Practice on quilt pieces will soon give 
 skill in one, and the child is then ready for another. 
 
 In giving the work in making doll clothes this year the kindergarten 
 system of drafting, as outlined by the Vienna ladies' tailor system, will 
 give the teacher full directions for drafting the patterns in such a simple 
 way that the smallest child will be able to follow the directions. The 
 outline is complete, and the teacher will be able to make such simple 
 outlines on the board that the children will readily understand them 
 and be able to copy and cut the doll clothes, first out of paper and then 
 from the material to be used. The lessons on the stitches will be prac- 
 ticed in making the doll's wardrobe. 
 
 Have classes in sewing daily during the first half of the term. The 
 formal occupations of card sewing, weaving paper mats, parquetry, 
 etc., will be supplanted by the more practicaland less fatiguing work 
 of cutting dolls' patterns, sewing dolls' clothes, crocheting, basketry, 
 quilt making, etc., all of which work may be diversified pleasantly 
 and enjoyably performed by the little children. Do not allow them 
 to become fatigued; stop every lesson while it is interesting. Exer- 
 cises in marching, breathing, calisthenics, and appropriate games may 
 be given between classes to give the requisite muscular exercise so 
 necessary to the unfoldment of the child. 
 
 The celebration of holidays and birthdays of prominent people 
 whose lives and work for the human race need to be impressed upon 
 the mind of the child will furnish material for sewing and basketry; 
 such as making flags and other emblems for Washington's Birthday, 
 etc. 
 
 After the 1st of January the pupils will have had enough drill in 
 sewing to be able to handle the needle with ease, and they will now 
 darn their own stockings. The matron will have the hose ready for 
 the class-room teacher each week, and the children, both boys and 
 girls, will be systematically trained in neat habits. The pupils in this 
 class in sewing will also be able to help the sewing room. They can 
 hem napkins and towels, sew up seams, and make hems in aprons and 
 other simple articles. 
 
 Toward the end of the year the little seamstresses will make a 
 book containing samples of all stitches learned throughout the year. 
 Samples should be of uniform size and mounted so as to be easily 
 preserved. 
 
244 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Have quilt squares always ready to give the children to sew in order 
 to diversify the work, as well as for drill in the different stitches. 
 Running, half-back, and whole-back stitches can be practiced on such 
 work very nicely. Let the squares be large so as not to have to break 
 off the thread so often. Carefully instruct the child in fastening the 
 end of thread before breaking it. In piecing quilts the children may 
 use knots in the thready 
 
 At each lesson the teacher will give short talks on some tool used in 
 sewing, or on some subject relating to the work in hand. These talks 
 will form the subjects of compositions which shall be written by the 
 children each week on "Sewing," and kept by the teacher as an 
 important part of the work in sewing. 
 
 SECOND YEAK. 
 
 The talks of a few moments each day will form part of the lessons 
 in sewing, correlating geography, history, and other studies with this 
 work. The drawing lessons also will form part of the lesson, giving 
 the stitches, tools, textiles, etc., as advised in the first part of this 
 subject. Each week darning the stockings and mending the clothing 
 used by the pupils will be carefully attended to by the class-room 
 teacher. This work will be practical material on which to teach the 
 different stitches, patches, darning; and will be most valuable train- 
 ing, having the utilitarian idea in view. 
 
 With a little practice on the stitches, first on small scraps then on 
 the quilts, the little pupils will be led to see what this is given for and 
 the necessity of doing such work systematically and neatly. There 
 will be ample time to accomplish so much in this direction that early 
 in the year each child will be able to take care of the mending of her 
 own clothing, and later assist in doing that for younger ones, even as 
 the mother has to look after this work in the home. 
 
 When the pupils are older it is designed that they shall not only 
 mend and patch but make all of their own clothing. 
 
 WORK TO BE ACCOMPLISHED. 
 
 Stitches mastered. 
 
 Hose well darned. 
 
 Garments mended. 
 
 Quilt made. 
 
 Drafting simple patterns for doll. 
 
 Knitting. 
 
 Crocheting. 
 
 Drawing. 
 
 Compositions on work. 
 
 Books of samples. 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 245 
 
 Before taking up any new stitches it will be well to give the pupils a 
 review of all that were learned last year. First in practicing each on 
 scraps of cloth, then in making as much of any simple garment that 
 can be secured from the sewing room (the seamstress always appre- 
 ciates help) as the stitches learned will accomplish. 
 
 Have quilts to piece this year also for practice work, making 
 squares smaller. When the teacher feels that the stitches given are 
 well remembered, new stitches are in order. 
 
 1. The fell seam, which is so necessary to know when neat sewing 
 is the object in view. 
 
 2. The French seam. 
 
 3. The plain seam overcast on the wrong side. 
 
 4. The eatch-stitched seam on both wrong and right sides. All 
 these seams can be practiced in quilt making. 
 
 5. Patching. This will furnish most practical lessons for the chil- 
 dren. Give lessons on patching, practicing first on scraps until the 
 child has some idea of hemming on the patch. 
 
 The matron will be able to supply the class-room teacher with 
 articles that require patching — sheets, pillowcases, dresses, gowns, 
 tablecloths, napkins, and many other necessary articles that need to 
 be mended each week. This will give the pupil valuable drill in 
 patching and also lessons in economy. A little given each day will 
 show the value of a patch and a knowledge of doing it in the best way. 
 Many household articles and much wearing apparel can be made to 
 last much longer, the appearance improved, and money saved every 
 time an article is patched. 
 
 Where stripes or checks or designs are found in the material being 
 patched, the teacher will show the child how to match lines, designs, 
 and checks so as to make the patch invisible as far as possible. Do 
 not be discouraged if the patches are not perfect at first. Impress, 
 however, that when a patch can be put on so as to show as little as 
 possible, it has been done right, and only then. 
 
 Sewing schools all over the country show well-executed work, neat 
 stitches, and good substantial patches done in schools by very small 
 children of the Anglo-Saxon races, and how much more is it necessary 
 that our Indian children should receive careful training in this direction ! 
 Surprising results will be obtained from very small children where 
 pains are taken by the teacher in presenting the lesson in an attractive 
 way. 
 
 6. The ruffle. This will be cut in paper first, turning down the very 
 narrow hem for a narrow ruffle or a wider hem as the ruffle increases 
 in width. Give practice in making ruffles on small pieces of cloth, 
 gathering, putting it into the hem, finishing with the full backstitch 
 to look like machine stitching; rolling the top of the ruffle, gatheringand 
 putting on the edge of the hem, afterwards putting ruffles on the doll's 
 dresses, skirts, and aprons. 
 
246 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 7. Gathering and finishing with a vent, showing how to finish the 
 top of a skirt, the shirt sleeve, or the front of a gown. Putting the 
 gathers into the band, using these stitches in making the doll's dresses, 
 skirts, and shirt waists. 
 
 8. Teach the gusset and the need for the same. Cut a circle out of 
 paper, fold into four parts, thus: (illustrate). Cut, using each quar- 
 ter for a gusset; fit into place where needed, folding over and hemming 
 down, thus making the most substantial gusset. Practice this in cloth 
 scraps at first, and then in making the doll's underclothing. 
 
 ■ 9. Teach buttonholes by giving the child a double piece of cloth and 
 have him learn the buttonhole stitch by doing it all around the edge 
 of the cloth; large stitches at first (one-half inch), to be reduced gradu- 
 alh r to buttonhole size. 
 
 The children should have much drill in darning their stockings. 
 
 Each child must make a book of his work during the year. A few 
 sheets of manila or other paper tacked together, or an old copy book, 
 will serve the purpose. Put into this book a sample of each drawing 
 of every stitch taught; also a sample of the work done by the pupil 
 with each stitch. This will prove a valuable reference book and help 
 fix the lessons more firmly in the mind of the child. 
 
 THIRD YEAR. 
 
 The talks this year in the sewing classes will be an interesting part 
 of the instruction in sewing. The children being older will under- 
 stand many points that the teacher can now emphasize relative to the 
 production of materials and manufacture of cloth, thread, needles, pins, 
 tape, buttons, hooks and eyes, etc. 
 
 The pictures which the teacher will use in class should be looked at 
 carefully and discussed, and will thus afford many valuable ideas. Each 
 child will be expected to present weekly a composition based upon these 
 talks. These compositions will be of much value for future reference. 
 Books of the work must be made during the year, adding each week 
 samples of the drawings and also scraps giving the stitches learned. 
 By comparing the work this year with what has been accomplished in 
 the year previous, marked improvement should be shown. It is not 
 expected that little children will make perfect buttonholes and patches 
 and do darning that will look like the material which is darned; but 
 by preserving the work of the past year the teacher will see just what 
 points need to be strengthened. She will know what lessons must be 
 emphasized, where the most drill is needed, and what first to begin 
 with in the year's work in order to give the child proficiency in the 
 use of her needle and in accomplishing what she individually most 
 needs. 
 
 This year we must expect good buttonholes and neat work in every- 
 thing attempted. Proficiency is to be worked for and care taken to 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 247 
 
 do well everything that is attempted. The children are old enough to 
 see the need of this and understand the execution. 
 
 Pupils in this grade should have a thorough review of all the stitches 
 learned in the previous grades, should be able to write a clear and con- 
 cise composition on any or all of the said stitches. Master the follow- 
 ing- stitches and seams: 
 
 French seam. 
 
 Felled seams. 
 
 Gathering and stroking gathers. 
 
 French gathers. 
 
 Plackets. 
 
 Button and eyelet holes. 
 
 N apery hem. 
 
 Putting on bands. 
 
 Sewing on tape. 
 
 Knitting. 
 
 Crocheting. 
 Also: 
 
 Matching designs or stripes in plain patches. 
 
 Matching designs or stripes in bias patches. 
 
 Matching designs or .stripes in flannel patches. 
 
 Drafting patterns for garment work. 
 This will give the practical application of the stitches learned in this 
 year's work. The utilitarian idea is to be held up constantly. Teach 
 the stitches necessary to be known by using them in the making of actual 
 necessary clothes worn by the children every day. This is a point to 
 be emphasized; learn to make those things needed for everyday wear. 
 The practical application of the work and the urgent need for the same 
 in life is the reason for giving such work. Therefore, we must in 
 every instance follow the lesson by making some article needed in 
 school life to impress early the needs for learning each lesson. 
 Work to be accomplished: 
 
 Making an entire outfit for self by hand, including union suit, 
 underskirt, gingham dress, apron. 
 
 Book of samplers of all stitches and seams learned. 
 
 Compositions on said stitches and seams. 
 
 Making towels, darning stockings, mending clothes. 
 Encourage independent work. 
 
 In knitting and crocheting, stocking knitting and lace making 
 should be taught. 
 
 Good work in patching must be exacted. Designs and figures and 
 stripes must match in every case and neatly patched garments should 
 be considered as desirable as any that could be worn. Teachers can 
 give much practical instruction along this line by wearing the gar- 
 ments themselves that they have made over and mended. The child is 
 
248 
 
 COURSE OV STUDY FOR INDIAN SCHOOLS. 
 
 very often a reflection of the teacher, and the example given in this 
 direction will prove of great value. 
 
 The stockings are to be darned in school each week. By arranging 
 with the laundress, the hose may be ready for the class-room teacher 
 early in the week, and the increased comfort resulting from well- 
 darned stockings will soon be appreciated by the children. The need 
 of the matron for these articles the last of the week will necessitate 
 that they be finished in time. This training in managing is of great 
 help to the child by forming habits of order and system early. 
 
 Ravelings should be used wherever practicable in order to make as 
 invisible a darn as possible. 
 
 In snags like the above, show how darning should be done first in 
 the angle of the tear in order to keep the goods smooth and to better 
 make the darn invisible. 
 
 In bias tears, the needle should follow the woof or warp of the goods 
 in order to make a durable as well as presentable mend. The teacher 
 will have no difficulty in finding enough wearing apparel belonging to 
 the pupils to give the children much drill in darning on snags at all 
 angles and in all textiles. 
 
 The napery stitch must be taught this year, and the pupils will hem 
 in the correct way the napkins that are used in the school. It is 
 unwise to allow napkins to be hemmed on sewing machines. We must 
 remember that we are preparing these children for life, and each lesson 
 taught should be given in the best way possible and remembering that 
 it is for life. We do not wish to teach them what they will have to 
 learn over again in other places. The napery hem is good practice 
 for the acquirement of finger skill, and old tablecloths that are usually 
 cut up into napkins are nice, soft material for the hands to practice on. 
 
 Much practice in buttonhole making must be given this year, and 
 also drill in eyelet holes and blind eyes, so useful in dressmaking. 
 The careful sewing on of hooks and eyes with the buttonhole stitch 
 should also form part of the instruction in buttonholes. 
 
COURSE OF STUDY FOE INDIAN SCHOOLS. 249 
 
 Sewing on tapes neatly is another lesson to be taught this year. 
 The pupils can have drill in this by having all the towels needed in 
 the school hemmed by them and tapes for hanging them up by be put on 
 carefully. 
 
 The herring-bone, catch, and feather and chain stitches must be 
 given this year; and may be practiced on the quilt in strengthening 
 the seams by going over them with these stitches. 
 
 The catch stitch will be used in flannel patches and the chain stitch 
 in outlining the names and numbers on the towels and garments made 
 by each child, the chain stitch being ii more lasting way of marking 
 garments. 
 
 FOURTH YEAR. 
 
 This year the pupils are old enough to master the details of measure- 
 ments in drafting, and the class-room teacher will prove a most valu- 
 able assistant to the seamstress in giving the drafting, so that the 
 pupil may be able to take it up in the sewing room and cut out gar- 
 ments readily. So few of the schools have pupils who can do this. 
 Sometimes one or two can. The majority have spent the time in stitch- 
 ing seams, and leave school unable to draft and cut garments that they 
 must make for themselves and the family at home. This must not be. 
 Every girl upon leaving school must be able to cut, lit, and make all 
 garments needed by persons of all ages. 
 Teach the following stitehes: 
 
 Hemstitching. 
 
 Feather stitching. 
 
 Herring-bone stitching. 
 
 Blanket stitching. 
 
 Stockinet darning. 
 
 Cloth darning. 
 
 Hem patch. 
 
 Overhanded patch. 
 
 Flannel patch. 
 
 Gusset. 
 
 Sewing on hooks and eyes. 
 
 Tucking. 
 
 Machine stitching. 
 
 Artistic needlework. 
 Work to be accomplished: 
 
 Entire outfit of clothing for self, machine made. 
 
 Sample book of stitches learned. 
 
 Compositions on both stitches and garment making. 
 
 Drafting of patterns for garment work. 
 Patterns must be drafted in the class room and measurements for 
 all garments must be made, and the number work involved will be 
 
'250 
 
 COURSE OP STUDY FOR INDIAN SCHOOLS. 
 
 excellent drill in the practical side of numbers, which is too often 
 neglected in the class room. All theoretical problems must give way 
 to practical ones. The school days are too brief and time too valuable 
 to waste it in theorizing. These Indian children assume the duties 
 
 and responsibilities of life early, and must be equipped to fight the 
 battles and cope with civilization everywhere. They must be trained 
 in the value of a dollar and its fractional parts; they must know how 
 to solve all the problems that business presents in everyday life; they 
 must be able to estimate closely the number of vards required for a 
 
COURSE OF STUD? FOB INDIAN SCHOOLS. 251 
 
 dress or other garment, in order that unnecessary waste may be pre- 
 vented. Likewise as to the amount necessary to carpet a room, to 
 paper a wall, or to curtain a window. 
 
 These are the problems they will have to face, and teachers must 
 constantly remember that it is for life that we are fitting these chil- 
 dren; therefore it is the problems that life offers that we must give 
 them and teach them how to solve. Emphasize the importance of 
 carefully training every child in the class room in taking the measure- 
 ments necessary to draft and cut out all garments worn. The seam- 
 stress has too much to do in keeping up the work of the school, and 
 this is why so many of our Indian children have not had the oppor- 
 tunity to learn how to cut and tit their own clothes. The Vienna 
 Tailor System, in the simplest way, gives the measurements by square 
 rule for all articles of wearing apparel, and the teacher, by spending a 
 little time and thought on the subject, will be able to present it to the 
 pupils in a scries of lessons, so that every girl will go to the teacher of 
 sewing understanding how to use this system and how to cut out the 
 garments she has to make there. This must be taught every day. 
 Present the subject thoroughly and clearly, giving only what can be 
 understood at one lesson. The time devoted to preparation and careful 
 presentation will be well spent. 
 
 The pupils must be impressed this year with the importance of care 
 and good taste in sewing, lace-trimmed garments being never per- 
 mitted excepting in cases where the lace has been knitted or crocheted 
 by the pupil in question. Show the good taste of well-made garments 
 and pretty stitches. Hemstitching must be given this year. This can 
 be taught on the pillowcases for the school, also on the towels. The 
 pupils may alwa}'s, at the discretion of the teacher, have material of 
 their own to work on in learning the stitches given at the lesson. 
 Many children will not, however, care to provide their own material 
 for this work, and the school, the needs of which are many, will always 
 be grateful for the help that is given in this line by the teacher in 
 making the place more home like and comfortable. 
 
 Needlework must be given the children daily, and embroidery, 
 drawn, and other kinds of artistic needlework will wisely be taught. 
 It will be well to remember that to teach embroidery does not neces- 
 sitate an expensive outlay of silks, linens, or materials. The most 
 artistic and useful embroidery is done in white on white goods. With 
 linen thread the pupils may learn to embroider letters on the school 
 linen. For example, on centerpieces which have been made of table 
 linen a pattern of drawn work may be done around the hem and the 
 initials of the school embroidered in one corner. This forms a most 
 inexpensive and yet highly educative series of lessons in making the 
 home attractive and tasteful and with no outlay of money. 
 
 As the teacher realizes that the pupil must be prepared to make a 
 
252 COURSE OF STUDY FOB INDIAN SCHOOLS. 
 
 home in the wilderness, she will teach her to utilize everything at hand 
 and make the home attractive and inviting out of whatever she may 
 have. The expenditure of money for materials to work with is to be 
 discouraged, and the idea is to make the best out of the material in 
 hand. 
 
 The greatest stress of the training must be upon the drafting from 
 measurement, and before the year is over the pupils must be able to not 
 only take the measurements, but draft, cut, fit, and make underwear 
 for both boys and girls, and also skirts and aprons. 
 
 FIFTH YEAR. 
 
 The class-room lessons in drafting and cutting and fitting will be the 
 important feature of the work. 
 
 After the experience of last year, the pupils know many of the prin- 
 ciples of drafting and are ready to take up the important and more 
 difficult work of learning to draft skirts and waists. This will require 
 careful attention, and lessons must be given slowly and a little at a 
 time. Before the end of the year it is expected of every pupil to 
 draft, cut, and baste a dress for herself. The machine work and the 
 finer parts of finishing may be left to the period of work in the sewing 
 room, but the cutting, fitting, and basting must be done in class. 
 
 The work in ornamental needlework, which is the recreation of sew- 
 ing, and that in knitting, good buttonholes, and neat darning, will be 
 included in the course that the class-room teacher will be expected to 
 give this year in sewing. 
 
 Pupils should be encouraged to make handkerchiefs for their own 
 use in this class, and all tendency to display must be discouraged in 
 the selection of material for ornamental needlework. 
 
 The teacher must not forget tbat the greatest stress is to be placed 
 on the drafting and cutting of garments, as the seamstress will expect 
 to receive the pupils from the hands of the class-room teacher fully 
 able to take her directions and able to independently take measure- 
 ments and cut and draft the patterns she needs in her department. 
 
 SIXTH YEAR. 
 
 Strengthen those points where the pupils are weak, and give such 
 careful lessons in drafting that by the end of the year the most back- 
 ward among the pupils will thoroughly understand this most important 
 lesson, which has been so long neglected in our schools. 
 
 The review of the work will also be a help to those who have mas- 
 tered the art. Individual work in sewing should be encouraged. The 
 pupils may often be able to do pieces of work for people, and thus add 
 to their exchequer. 
 
 Before the end of the year every pupil in this grade must take the 
 measurements of, draft, cut, fit, and baste up a dress for herself. 
 With this result to be attained, the teacher will see just what lessons 
 will be necessary to give to accomplish it. 
 
SHOEMAKIXG. 
 
 In the shoe shop it is designed to teach the boys to mend and make 
 shoes that they may be able to do this for themselves after they leave 
 school, and, if any desire to follow the trade, to give them an insight 
 into the work and a good foundation upon which to build when they 
 are promoted to a school where the trade can be learned thoroughly. 
 
 The shoemaker, with the assistance of a detail of boys, will be 
 expected to keep the pupils of the school supplied with necessary foot 
 wear. All boys must have some experience in the shoe shop and the 
 benefit of this most useful teaching. The shoemaker should sit in a 
 conspicuous place in the shop, that his every movement may be seen 
 by the boys, that they may acquire a workmanlike manner of handling 
 tools, taking stitches, etc. Instruction must be very thorough in 
 mending and patching, half soling (both pegged and sewed) and heel- 
 ing well-worn shoes. A knowledge of mending shoes will be of great 
 value to the pupil, enabling him to keep the foot wear of the family in 
 good condition upon his return home. By being able to put in the 
 proverbial " stitch in time" he will prolong the life of a pair of shoes 
 very considerably. 
 
 Work on shoes has a certain fascination for most boys, and the 
 practice is one of the best forms of manual training. The Indian boy 
 possesses great finger skill and does excellent work in this trade, and 
 should seek an opening and go into business for himself after mastering 
 the trade. 
 
 Good shoemakers are needed everywhere, and a number of Indian 
 youths are now employed as shoemakers in small towns, doing excel- 
 lent work, and it is hoped that the number so engaged will steadily 
 increase. 
 
 The actual work of repairing his own shoes will tend to cultivate an 
 appreciation of, and a desire for, neatness, developing habits of indus- 
 try and thrift, and exerting a beneficial influence on the manner in 
 which he performs all other kinds of work. It is important that this 
 trade be taught without the use of complicated machinery, since the 
 boy will have to start a shop on very little capital, while on the ranch 
 or range he will have a limited number of tools with which to work. 
 Styles of shoes change frequently, and for matters of economy in tools 
 it is well to learn to use the iron lap last for half -soling and the coun- 
 ter stand for heeling (straightening heels), and a toe stretcher for tips 
 
 253 
 
254 
 
 COURSE OK STUDY FOE INDIAN SCHOOLS. 
 
 and patches. Some shoemakers in the .service use these tools very 
 successfully for this work. 
 
 In mending all shoes for the pupils the boy who is desirous of mak- 
 ing a specialty of this trade will have ample opportunity to learn gen- 
 eral repair work, and the wide experience will tit him to do such work 
 in his own shop. It is good practice to have boys take old shoes apart, 
 learning the names of the parts. Careful work should lie exacted in 
 sewing leather, and the details of the trade should l>e thoroughly taught, 
 step by step, until the boy is able to mend and make a pair of shoes 
 unaided. 
 
 In localities where rubber boots are needed, teach the boys to repair 
 them with rubber and cement, also bow to put on leather half soles 
 when the original rubber sole has worn out. In cold sections where 
 heavy leather mittens are used in winter, practice should be given 
 the boys in making them complete, also in facing and repairing them. 
 
 Sliuc shop. 
 
 FIRST YEAR. 
 
 The work must be given progressively, first teaching to make waxed 
 threads, then the proper position for stitching, the use of the awl, the 
 proper method of drawing through the waxed ends, much practice in 
 stitching evenly and making a straight seam; also making the differ- 
 ent stitches, as plain, overcast, whip, etc. Teach the use of the sew- 
 ing machine in stitching leather and general repair work. 
 
 SECOND YKA1 
 
 Pupils will come to the shop .this year with a general idea of the 
 work on stitches by hand and with the machine, and it will be good 
 practice to stitch ripped shoes and do general repair work at first in 
 
COURSE OP STUDY FOE INDIAN SCHOOLS. 255 
 
 apart and putting them together again will be useful to the pupil at 
 this stage of his instruction, reviewing the names of the parts and 
 doing the work alone. Pupils must be given much practice in cutting 
 lifts and soles this year and in using the knife properly, rounding up 
 sole with knife and rasp, finishing edge, sandpapering, buffing, and 
 lasting; also in sewing on toe caps neatly, putting on middle soles, 
 lasting toe caps and to last prepared uppers, put on half soles, " turned" 
 soles, half -sole welt shoes, heeling, also in taking measurements and 
 making a shoe complete. 
 
 Talks must be frequently given on leather (learning the best parts 
 of a skin), thread, and other shoe materials. 
 
 THIRD YEAR. 
 
 Boys who have had two years' instruction in the shoe shop will be 
 sufficiently advanced to assist the shoemaker in instructing new pupils 
 in the stitches, etc., and much independent work will be expected the 
 third year, and tests of their abilitj' given by having them make lined 
 shoes for men and women complete, from measurements they them 
 selves have taken. 
 
 In review, talks on materials and tools must be given, being sure 
 that pupils understand fully the names and uses of the different tools, 
 and the details of the work in shoemaking. It will be an excellent 
 plan to have pupils prepare compositions from time to time while 
 learning shoemaking, giving the work, step by step, in making and 
 mending shoes. Talks must also be given at length, and frequently, 
 on the processes through which hides pass before they become leather, 
 the Indian ways of tanning, present methods, materials used, how 
 obtained, the different grades and uses of leather, relative texture, the 
 best for wear, and the styles of shoes in relation to durability and 
 comfort. Making shoes from measurements, selecting stock, develop- 
 ing patterns, and on estimates. 
 
 Pupils desiring further instruction must go to one of the large non- 
 reservation schools, where they will enjoy every opportunity for learn- 
 ing the trade. 
 
 4895—01 17 
 
SPELLING. 
 
 FIRST YEAR. 
 
 Spelling is best taught by having the pupils master the words they 
 meet with in their other studies and in their everyday life. When a 
 new word is used in the reading lesson, the pupils obtain a correct 
 idea of its meaning, its relation to other words, and its proper use, 
 and if proper advantage is taken of the opportunity to impress upon 
 them the correct spelling, this, with the repeated use they make of it 
 during the preparation and recitation of the lesson, will create in their 
 minds such a distinct mental picture of the word that it is not likely to 
 be forgotten. The mere effort to stamp it upon the memory while 
 only half understanding its meaning and use will not prove nearly so 
 effective, and at the same time is a more difficult and uninteresting 
 task to the student. The average person, in his daily life, gets uncon- 
 sciously the greater part of his ability in spelling through this natural 
 method, especially if he has much writing to do where he is obliged to 
 use words in their proper relations. The teacher will, therefore, give 
 special attention to this method of teaching spelling to her Indian 
 pupils, and in the lower grades it will be used exclusively. 
 
 Hence, in this first year, the teaching of spelling will be altogether 
 in connection with the work in reading, in addition to learning to spell 
 a few names of familiar objects which the child sees every day. Be- 
 ginning with the first simple words that are learned as a part of the 
 reading lessons, have the child write and rewrite each word until he is 
 thoroughly familiar with it. As the work progresses new words will 
 be used every day, and special attention must be given to them until 
 their spelling, as well as their meaning and pronunciation, becomes so 
 thoroughly a part of the child's knowledge that he can recall it with- 
 out effort. The important point to bear in mind is thoroughness. 
 Never leave a word unmastered, and thus a good foundation will be 
 laid for future work, and the task of learning to spell in the higher 
 grades will be rendered much less difficult. 
 
 SECOND YEAR. 
 
 Review the first year's work and continue in accordance with the 
 directions given for that year. Each day study the new words occur- 
 ring in the reading and other lessons, and make them the subject of 
 
 256 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 257 
 
 the spelling lesson. The teacher will be able to pick out the words 
 that the pupils are most likely to forget, and she should keep a list of 
 these. Then from time to time she will give them to the pupils as a 
 review exercise, making the class write the words from dictation, and 
 if it is found that the spelling of any has been forgotten she should 
 have them written on the board and relearned by the students. 
 
 Write a selected list of words from the reading lesson on the board 
 and have the pupils cop)' them. Afterwards give these words to the 
 pupils to write from dictation. After the written exercise have some 
 pupil spell them orally, and give careful attention to the pronunciation. 
 
 Have learned, as the class progresses, such of the elementary rules 
 of spelling as will be of assistance to them. 
 
 Teach the spelling of the simpler names of familiar objects around 
 the school and the grounds, the articles and implements in the shops, 
 the names of vegetables, grains, and fruits raised, and especially the 
 vegetables raised in the child's garden. Give also the names of the 
 da} T s of the week, the months of the year, and the seasons, by having 
 them written where the children will see them often and by having 
 them write and use them frequently. 
 
 THIRD YEAR. 
 
 Give special attention to new words occurring in the lessons. Write 
 upon the board a list of words selected from the reading lesson, 
 have them copied by the pupils, and later written from dictation and 
 pronounced correctly. Correlate with the work in English by having 
 the pupils use these words in original sentences, both oral and written. 
 See that capital letters and periods are used in their proper places. 
 
 The specially difficult words should be written upon the board and 
 the attention of the students frequently called to them, so that they 
 may be accustomed to their appearance. Use them occasionally as a 
 review drill. 
 
 Do not restrict the words studied to those occurring in the reading 
 lesson, but include also those used in the daily work in language, 
 geography, nature study, etc., for it is the aim to have the child mas- 
 ter the spelling, meaning, and pronunciation of every word he has 
 occasion to use. 
 
 As in the grade preceding, use as material for the drill in spelling 
 the names of the various articles connected with the school and the 
 farm, such as the names of the different fields and divisions of the farm 
 and of the school grounds, the names of the grains, vegetables, and 
 fruits, the trees of the neighborhood, the products of the child's gar- 
 den and the school garden, the implements used in the garden and on 
 the farm, the fertilizers, the domestic animals owned by the school, 
 review. Pupils will make a shoe complete this year, fitting the uppers, 
 sewing welt to uppers and sole to welt. Practice in taking old shoes 
 
258 COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 the birds of the neighborhood, the things made in the various indus- 
 trial departments, such as the carpenter, blacksmith, and shoe shops, 
 the sewing room, kitchen, etc. 
 
 Before closing the third year, give a review of everything previ- 
 ously done. 
 
 FOURTH YEAR. 
 
 Continue the careful study of new words in the reading and other 
 lessons, as in the grades preceding. The vocabulary of the student 
 should keep pace with his knowledge. Advance slowly and give fre- 
 quent review. Teach the meaning of the diacritical marks, and drill 
 the pupils in pronunciation by these means. To do this readily will 
 require considerable practice. 
 
 All the new words learned, both from the reading and other lessons, 
 must be used in original sentences, thus teaching more effectively their 
 meaning and relation to other words and objects. 
 
 The lessons in the spelling of words associated with the daily life of 
 the children and the work of the institution should be continued. 
 The progress of the pupils in the several departments will have made 
 necessary the use of many new words, which the}' must learn to spell 
 and pronounce correctly. 
 
 FIFTH YEAR. 
 
 Review the work of the third and fourth years. 
 
 In recitations it is better to use both writing from dictation and oral 
 spelling, so that the pronunciation may not be neglected. Do not give 
 lessons of too great length; thoroughness in the study of spelling is 
 an essential. 
 
 Teach carefully the pronunciation of words. Continue the study of 
 diacritical markings and pronunciation by their use. 
 
 By the practice of taking words used in other studies and in the 
 industrial departments as material for the spelling lessons this branch 
 may be made to correlate with them to very great advantage. More- 
 over, the constant advance of the students in other branches will ren- 
 der the keeping up of this practice further desirable and necessary in 
 order that they may retain their mastery over their constantly increas- 
 ing vocabulary. 
 
 SIXTH YEAR. 
 
 Review the work of the fourth and fifth years. 
 
 Give drill in the division of words, and pronunciation by syllables. 
 Impress upon the students that in writing, a syllable must never be 
 divided at the end of a line; it should be written in the next. Hence, 
 one-syllable words can never be divided. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 259 
 
 A list of misspelled words will be kept and at convenient times made 
 a lesson for study and recitation. Specially difficult words, and those 
 usually misspelled, should be kept on the board until the pupils have 
 thoroughly mastered them. Ability to spell words commonly mis- 
 spelled is in most cases a sign of a good speller. After the words have 
 been removed from the board they should occasionally be given as 
 part of the lesson, to determine if the pupils' mastery of them is per- 
 manent. 
 
 A very profitable way of conducting recitations of lessons from the 
 spelling book is to compose sentences in which the words of the lesson, 
 and particularly the difficult words, are used, and then have the class 
 write them from dictation. This method can be used frequently. 
 
 Teach the use of the dictionary. Whenever a word occurs in the 
 classes, the meaning or pronunciation of which is unknown, send the 
 pupil to the dictionary to ascertain it for the benefit of the class. 
 
 Teach the rules for using capital letters, those for punctuation, and 
 also those for forming the plurals of words. 
 
 Scrutinize all the written work of the pupils, and whenever words 
 are misspelled have the pupil study them until the} 7 are mastered. 
 By refusing to permit errors of this kind to go uncorrected, habits of 
 carelessness will be prevented and that thoroughness secured that is 
 always the test of a good speller. 
 
 Follow suggestions of previous grades. 
 
TAILORING. 
 
 The tailor shop must make all uniforms and other clothing needed 
 for the boys, keep all suits in good repair, and furnish strong, durable 
 trousers and jackets for small boys. A number of boys will be detailed 
 to the tailor to assist him in doing the work and to be instructed in the 
 trade. It is not the intention to graduate artists in the work so much 
 as it is to give general instruction to all boys in handling the needle 
 and repairing old garments and making new ones, that upon their 
 return to their homes they may be able to keep their clothing in good 
 repair, and, when necessary, to make their own apparel. 
 
 The tailor needs efficient helpers, and some pupils who, have a knowl- 
 edge of the work should be constantly on his detail, that he may 
 economize time by putting "raw recruits" under the surveillance of 
 those having a knowledge of the trade, to learn the stitches and rudi- 
 ments of the work. 
 
 The shop detail should have four grades of workers; efficient appren- 
 tices, apprentices, helpers, and ungraded workers. Boys having had 
 a three years' course of instruction in the shop, and who are able to 
 make citizens' clothes and uniforms, would be considered efficient 
 apprentices. Apprentices are those who can make pants and have 
 begun on coats. Helpers have mastered the stitches, both on the 
 machine and by hand, and have worked on pants, while ungraded boys 
 are those beginning the trade. 
 
 To a limited number of boys who show special aptitude for the work 
 the tailor is expected to give each year careful instruction in taking 
 measurements, drafting patterns, cutting and fitting, making, press- 
 ing, and finishing garments. The work should be progressive and 
 thorough, and given step by step. 
 
 FIRST YEAR. 
 
 It is impossible to give a rule as to the proper time to begin instruc- 
 tions in tailoring, but a boy should not be put at this work under 12 
 years of age. 
 
 The first step to be taken is to give the pupils practice in stitching, 
 in order to accustom them to the use of the needle and thread, begin- 
 ning with the running stitch and the backstitch. After they have 
 mastered these teach them the names of the other stitches and give 
 260 
 
COURSE OF STUDY FOR INDIAN. SCHOOLS. 261 
 
 them practice in the less difficult ones. Keep a record of the work 
 each boy does in the shop. 
 
 In teaching the use of the machine do not at first allow the boys to 
 sew on it, but only instruct them and give them practice in how to 
 run it. Let them use it without a needle until they become thor- 
 oughly familiar with it, otherwise there will be simply a waste of 
 needles, as the boys break them very frequently at first. In teaching 
 sewing with the machine insist upon the boy learning to sew straight 
 seams. Use a gauge to give him an idea of the size of the seam. 
 When the pupils have acquired skill in this work they must use the 
 machine in making pants, and in the latter part of the course they 
 should be taught to use it in making pockets, buttonholes, and, in 
 fact, all kinds of work with which it is desirable to use a machine. 
 
 Teach that quality, not quantity, is the most desirable aim, and 
 therefore rapid sewing on the machine at the expense of careful 
 work should not be permitted. 
 
 Give the ungraded boys repair work and pressing, and follow with 
 instruction in the making of buttonholes, and drill the children in this 
 work until they can make them fairly well. This should not take 
 longer than four or five days with the ordinary boy. After this is 
 done take up pockets, teaching how to make the different kinds suited 
 to various garments. As before, keep at this work until the pupils 
 have attained a fair degree of skill. Much practice may be had in 
 this direction by having the boys mend torn or worn pockets on their 
 own clothes, and when necessary put in new ones. Or the clothes of 
 other students outside of the class may need repairing of this sort, 
 and the seamstress will be very grateful for assistance rendered in 
 this way. This kind of work will provide a valuable lesson for the 
 the boys in thrift and economy. 
 
 The next step will be learning how to make half a pair of pants. 
 This will be a little more difficult and will take some time. Have the 
 pupils work carefully rather than rapidly. Basting must be taught 
 from the beginning. Good work can not be done without it. In the 
 sewing and putting on of pockets basting is as necessar3 r as it is in the 
 making of the various parts of the pants, coat, and vest. The work of 
 binding the buttons of the trousers must be done well and carefully. 
 When this is finished and the pockets are in have the pupils make the 
 other half of the pants, and teach them how to put the two parts 
 together. Then comes sewing on the buttons and putting on the 
 strap. Those boys who wear long trousers may make the first pair for 
 themselves, and the knowledge that they are making them for their 
 own wear will stimulate their interest, make them more particular and 
 careful and, by creating a pride in their ability to clothe themselves, 
 render the work of much more value to them. 
 
262 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 SECOND YEAR. 
 
 The boy who has completed the first year's work in the shop is 
 capable of being advanced to the grade of helper. He in turn helps 
 boys beginning the trade. 
 
 The work this year will be on coats. 
 
 Aiding the boys who are just beginning and helping them master 
 the work of the year previous will impress it more firmly and clearly 
 upon the minds ofthe helpers or second-year pupils and be mutually 
 beneficial. 
 
 Practice in pressing must be given the second-year pupils, as this is 
 one of the most important lessons to be learned in the trade. By 
 actual work, teach the cleaning of clothes, the various ways of remov- 
 ing stains, dirt, dust, etc. Material for practice will not be wanting, 
 as the matron or disciplinarian will always have an abundance of soiled 
 clothes, and will be grateful for the assistance of the pupils in cleaning 
 them. Every boy in the class must be required to keep his clothes 
 well pressed and scruplously clean, thus training them in habits of 
 cleanliness and neatness, and setting a wholesome example to the other 
 pupils. 
 
 Teach the art of taking measurements and drafting patterns for 
 pants. Let each boy make an entire pair of pants for himself from 
 measure, doing the whole work alone from the drafting to the press- 
 ing. This will give him self-confidence and provide practice in draft- 
 ing, cutting, fitting, sewing, etc. 
 
 Careful attention must be given to making vests, making welt, patch, 
 and faced pockets, putting in stiffening, putting oh collar, etc. Special 
 attention will also be given to sponging cloth. 
 
 Much practice must be given in inserting round, square, and trian- 
 gular pockets to match stripes, checks, etc. ; also in patching, darning, 
 and splicing. 
 
 THIRD TEAR. 
 
 A boy who has had the work laid down for the first and second 
 years in the tailor shop may be considered an efficient apprentice. 
 
 The taking of measurements, the drafting and cutting of patterns 
 for coats, coat making, and general work will occupy the first three 
 months of this year. 
 
 Special instruction will be given the boys in cutting by patterns and 
 in cutting trimmings. 
 
 Teach how to take correct measures. The tailor should take a boy's 
 measure and allow the apprentice to do the same. If their measures 
 do not agree the first time, let them be taken over again until they do. 
 Teach him next the different scales and measures from the square. 
 Give him drafting for a uniform coat, and assign two lessons per week 
 of one or two hours' duration until he is able to draft without help. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 263 
 
 An easy system simplifies matters to a great extent. Too many lines 
 and angles are often discouraging. Teach the straight lines first, and 
 practice a great deal on the curves. For the first few lessons do not 
 cut out the drafts, but after a little practice, a boy should cut quite 
 skillfully. A boy should show marked improvement with each suc- 
 ceeding lesson, if he wishes to be a tailor, and soon should be able to 
 draft without further instruction. 
 
 During this year practical talks will be given from time to time on 
 estimating materials and cost of suits, the study of fabrics, and the 
 purchase of goods. 
 
 Throughout the course the tailor will give attention to the position 
 of the workman, and the proper method of threading the needle 
 should be emphasized from the first. 
 
 Test the student's executive ability, and give special instruction in 
 the details of running a successful business and in business etiquette. 
 
 Boys showing special proficiency in the work of tailoring should be 
 sent to the larger schools, where the}' will have opportunities to learn 
 the trade thoroughly. 
 
TEACHERS' READING COURSE. 
 
 Education is given a man to develop character and to enable him to 
 make a living. The white man is educated to prepare him to take a 
 place prepared for him by his father, while the Indian must make a 
 place for himself in life, and by his determination to succeed and abil- 
 ity to do the work he has attempted as well as possible, to demand 
 respect and consideration; and he will receive that recognition to 
 which his merits entitle him as a man and a citizen, but ability to com- 
 pete with his fellow-men can not be forced upon him and will come to 
 him, like to all races, only through the law of evolution. The proc- 
 ess is gradual, beginning at the bottom, but with a sure foundation 
 to build upon he will gradually work up to the highest attainment. 
 
 Educate the child to fit him to cope with the difficulties that will 
 surround him in his environment; hence the necessity for directing 
 the education of Indian children so that the greatest proportion of the 
 mental strength of the masses Will be brought to bear upon the prac- 
 tical, everyday affairs of life at the home and upon what they will do 
 in their respective communities, enabling them to see the opportuni- 
 ties in each locality. 
 
 All races need manual training, because a living is made by the 
 masses by some form of manual exertion, and the need of the hour is 
 to work with system, intelligence, and science. Manual training con- 
 centrates the forces of the brain, hand, and eye to accomplish a set 
 task, and the Indian stands in great need of such training as a means 
 of race development, since as a race he has but little experience in 
 handling affairs, and his training must be that which will develop 
 practical judgment and executive force. 
 
 Industrial education carries with it as a corollary literary and moral 
 teaching and practice. Labor inculcates simple tastes and habits of 
 work, out of which will gradually grow a love of work, the oppor- 
 tunity to practice economy, pay all debts, and own property, putting 
 by each month a part of the earnings. The man who leads this life 
 will be esteemed a useful citizen and has laid the foundation upon 
 which future generations may build to heights in the arts and sciences. 
 
 Study the environment of the children and the outlook for them on 
 
 leaving school. Study each child individually and prepare him as 
 
 nearly as possible for his career, whether housekeeper or farmer or 
 
 herder or lumberman, or whatever calling in life his may be, that he 
 
 264 
 
COURSE OF STUD? FOR INDIAN SCHOOLS. 265 
 
 maj- go into his work with a knowledge of its possibilities and the 
 ability to make it lucrative. The instruction in the class room will 
 include agriculture, nature stud}-, cooking, carpentry, practical prob- 
 lems in handling money and facing the duties of life, training the pupil 
 to be resourceful, ready, and accurate, and to be many-sided. In the 
 departments where the industrial work of the school is carried on, 
 give pupils. such careful supervision and such a wide experience in 
 doing things and in depending upon themselves that they can not fail 
 to go home enthusiastic and prepared to make their way in life and 
 become valuable citizens in their respective communities. 
 
 The teachers in every school are expected to read and study those 
 works which have been referred to under the various heads of this 
 course, and such other publications as they may have access to. In 
 the library of each school will be found many such books. Numerous 
 magazines are published which will also be found of great assistance, 
 such, for example, as the journals on farming, dairying, poultry rais- 
 ing, etc. Such a course in reading is necessary in order to enable the 
 teacher to carry on the work in the class room as outlined in this 
 course of study and to advance the pupils as rapidly as possible in 
 sewing, gardening, cooking, reading, etc., and in order to maintain 
 the standard of excellence required in teachers of Indian schools. 
 
UPHOLSTERING. 
 
 Upholstering should be taught every pupil in the school to enable 
 them to add to the comforts of their homes. The boy or girl having 
 a knowledge of this work will be enabled to make good mattresses for 
 beds, attractive and comfortable seats out of old boxes, nail kegs, and 
 barrels. Boxes may be made into sleepy hollows or chairs by com- 
 pletely covering with upholstery; or divans and couches out of two 
 boxes placed together. Thus the home may be furnished in an attrac- 
 tive manner at small expense. They will be able to neatly repair 
 furniture that is worn and to reject the contents of uncomfortable 
 mattresses, washing and refilling the tick, and sewing it into shape 
 again. 
 
 To make a mattress complete, first cut the tick to measurement, 
 allowing one inch to the foot larger than the bed. This will be taken 
 
 i • 1 
 
 i 1 1 
 
 i 1 i 
 
 Fig. 1. Fig. 2. 
 
 up in the tufting. Sew up the tick, leaving an opening of 16 inches. 
 If it is to have a cotton top, leave opening on side; every other mat- 
 tress may be filled from the end. Then make the boxed edge hy turn- 
 ing the cloth in and sewing both edges on the right side, or a braided 
 edge by sewing on the right side and then binding with braid. Lay- 
 ing out is an important part of the work. Lay off with rule and pencil. 
 Mark as in fig. 1 for biscuit tufting, and as in fig. 2 for diamond tufting: 
 Tack the tick on a table half way its length, in order that the end 
 may be easily reached. Begin filling at the end, using hay, excelsior, 
 husk, moss, etc.; fill until it is full; sew up the opening with blind 
 stitches. Next put in the stitching around the four sides, stitches 
 266 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 
 
 267 
 
 not more than 4 inches apart. Use a mattress needle and twine ; start in 
 the side, bringing the needle out on the upper side of the mattress 
 about 8 or 10 inches from the edge. Draw the needle through, putting 
 the point in again just where the eye came out, bringing it out 4 inches 
 from the former stitch on the side. Continue until the four sides are 
 stitched. This should be one-third the distance from the top, and a second 
 row of stitching, stitches to be exactly under upper row, one-third from 
 bottom of mattress, leaving one-third space between rows of stitching. 
 Then the mattress is ready to be tied. Start the tying 6 inches from 
 the edge and the same distance from the end; divide the remaining 
 space into spaces not more than 1 foot long. Nine by 13 inches is the 
 usual size (9 inches long, 13 inches wide). Make a slipknot, drawing it 
 
 Class in upholstering. 
 
 down tightly on top of the leather tuft (a bunch of cotton or a small 
 roll of denim may be used to make tufts if preferred). Stick the 
 needle through the mattress and back, placing a tuft under the loop, 
 then drawing the cord down with a slipknot on top the second tuft 
 with a half hitch on top the slipknot, making a strong knot; then cut 
 off the ends close. The mattress may be stitched or tied, going over 
 it a second time to put in the tufts. It is best to do all stitching first 
 then put in tufts and tie. 
 
 It will be of practical value to students to know how to make cush- 
 ions of various shapes for furniture, vehicles, etc. , and these can be 
 very easily made by first making a slip cover, the upper or top part 
 being one-third larger than the under. The bottoms of cushions 
 should be made stiff by pasting burlap or bagging on the inside of 
 
268 COURSE OF STUDY FOE INDIAN SCHOOLS. 
 
 bottom piece. Lay out with a ruler and pencil for diamond or bis- 
 cuit tufting. Sew and then fill, shifting the filling where it is needed 
 to fill out the corners and give the cushion a smooth appearance, using 
 a crescent needle for stitching edges on cushions when making a roll 
 edge only. 
 
 Talks must be given on materials that are most conveniently obtained 
 for filling, as excelsior, hemp, tow, Japanese fiber, moss, or hair of dif- 
 ferent grades, and also on the relative durability of coverings. In a cli- 
 mate where moths are apt .to get into furniture, use cottons, but woolens 
 retain the color better. Talk also on tools, their names and uses; on 
 twines, their sizes and names, of what they are made and where pur- 
 chased, and on springs and burlaps. Instruction in setting and tying 
 springs, in roll making, webbing, sewing on the springs and drawing 
 on covers will be given b}^ actually doing the work. Strips of denim 
 will do just as well for webbing, and these should be laid across first in 
 upholstering a frame. If a box, 'to be upholstered as a seat, is to be 
 used for a cupboard, put a brace 2 inches wide across the top of front 
 of opening to prevent box front sagging and to give purchase for 
 nailing. 
 
 1. Each worker should be supplied with a claw hammer (tack claw 
 hammer) and a box, or some frame to put springs on. 
 
 2. A ball of two-ply twine to tie springs after said springs have been 
 fastened to the box with small staples. 
 
 3. Mattress twine for tying reed or wire, stitching roll, etc. 
 
 i. Chair springs to cover frame or box. No special number are 
 needed, but judgment should be used in placing them so as to insure 
 a durable, comfortable seat. 
 
 5. Springs should be placed in rows of threes and twos, alternately. 
 Each row is tied with a string lengthwise, sidewise, and diagonal, 
 going first under the string, then over the string, then under, then 
 over the twine to make a tie, tacking each end of the string to , the 
 box. A wire is then tied around the top of the springs, all around 
 the outer edge of the top, making it tight to the side of the box, and 
 fastening it securely to every spring it touches with stitching twine. 
 
 Cover the top of the seat, the springs, with a large piece of burlap, 
 stitching it securely all around the edge to the wire that outlines the 
 top of the seat, drawing the burlap down then and tacking it to the 
 sides of the box. 
 
 6. Staples to fasten springs on the top of the box. 
 
 To cover a small box, 13 chair springs are fastened on a box with 
 staples. The springs must be arranged in the order of three on the 
 end, then two, three again in the middle, two again, and then three 
 on the end. 
 
 Tie these springs with two-ply spring twine at right angles, then 
 diagonally each way, fastening the ends of the twine to the sides of 
 
COURSE OF STUDY FOB INDIAN SCHOOLS. 269 
 
 the box with tacks. Fasten the end of a wire into the box and pass 
 the wire around the outer edge of the springs, fastening it to the 
 springs at point of contact with stitching twine. 
 
 Cut a piece of burlap the required size, cover the top of the springs 
 with it, sewing it to the wire (reed) with stitching twine, using a 
 crescent needle. Tack the lower edges of the burlap to the box; 
 fasten the springs to the said burlap in many places. 
 
 Mark off a rectangle on a second piece of burlap, 3£ inches from 
 the edge, and lay over the springs. Sew three sides of this rectangle, 
 leaving one side open, which is now filled with hair, grass, corn shucks, 
 moss, etc. Sew the fourth side of the rectangle. Make a roll by put- 
 ting a roll of excelsior in as tightly as possible, basting it down with 
 skewers (long upholsterers' pins). It is then stitched down just below 
 the reed with the combination stitch (two stitches and a back stitch). 
 While stitching this roll just below the reed with the combination 
 stitch, great care must be taken to keep the corners square, after 
 which fill this space with hair, etc. Stitch the roll with a continuous 
 stitch, advancing three-fourths of an inch each stitch, bringing the 
 needle out at the entrance of the last stitch, using the 3-inch crescent 
 needle. In making a roll, if it inclines to hang over beyond the box, 
 take the stitch high on the outside and lower on the inside. If the 
 stitch inclines the other way, take the stitch high on the inside and 
 low on the outside. Then such a seat is ready for the outer covering. 
 The top may be covered, fastening the ends of the cover securely to 
 the sides of the box with tacks, then a curtain or valance may be put 
 on pleated or gathered and finished at the top with fancy braid or 
 brass tacks, or it may be gathered with a heading and blind stitched 
 to the top cover, or the sides may be covered plain, using brass tacks 
 to finish all edges. 
 
 Another way to make the top of such a seat is to lay a second piece 
 of burlap on top of the springs, marking off 3£ inches back from the 
 edge, stitching around on the line with a crescent needle on three sides 
 and then filling the center with excelsior, etc. Then stitch the fourth 
 side and finish around the reed (or edge) with a roll made of excelsior, 
 hair, etc., fastening said filling to the reed under the outside edge 
 and over the reed with skewers, then bring the burlap over and stitch 
 the first piece under the reed with a crescent needle. Seats having a 
 roll may be finished with a puff. 
 
 The cover for such a seat may be put on plain across the top; then 
 a puff should be put on so as to cover the roll, blind tacking said puff 
 on the top side of the box to the edge of the plain cover, stitching the 
 other edge carefully under the roll. Finish with a cord to hide the 
 stitching. 
 
 To make a stuffed or padded seat for chair or a box on which springs 
 have been fastened, cover springs smooth with burlap, then take 
 
270 COURSE OF STUD? FOR INDIAN SCHOOLS. 
 
 dimensions of chair and cut another piece of burlap the size of chair, 
 allowing 2 inches on each side for hemming and 3 on each end to lap 
 over top and bottom of frame. Eight inches from each end begin, 
 dividing the space in four blocks, each 5 inches by 6J- . This forms 
 the biscuit shape. Then draw lines crossways both ways, making the 
 diamond shape. Then cut the top of the muslin, allowing one-third 
 more for the top than the bottom, and letting each measurement be 
 one-third larger than the lower. Fill with hair and tie, making the 
 double loop. After having filled, fasten to the frame, putting on out- 
 side cover with buttons, beginning with center row, letting all tucks 
 fold toward the bottom. 
 
 The instruction given in the course in basketry will form the first 
 lessons in chair caning and will lead up to work with splints, rushes, 
 cat-tails, the bark of trees, etc. It is often well to fill the cane seats 
 with excelsior between the sides just before the weaving is finished. 
 The design is to be woven and the chair finished out at the corners, 
 which is done with the cane that makes the diagonal lines, then follows 
 the beading, using coarse cane around the edges, then tying off, fasten- 
 ing ends underneath. 
 
 An excellent book in the hands of the teacher is Complete Uphol- 
 sterer, which may be obtained at any of the leading book houses. 
 
WRITING. 
 
 FIRST YEAR. 
 
 The first thing to be impressed in this subject is the importance of 
 a correct position at the desk and the manner of holding the hand and 
 the pen while writing. A twisted condition of the body, with head 
 and shoulders down, must not be tolerated. To obtain the correct posi- 
 tion for the hand place some small object, such as a coin, a small piece 
 of cardboard, wood, chalk, etc. , between the knuckles of the first and 
 second fingers, and hold the hand in such a manner that the object will 
 not slide off. The fingers should grasp the pen with sufficient pressure 
 to hold it firmly, but must never squeeze or clutch it, as this tires the 
 hand and tends to writer's cramp. The wrist must always be free from 
 the desk. 
 
 A muscular or forearm movement should be introduced, which, with 
 the natural finger movement, will speedily form a combination of the 
 two. Pencils only will be used to begin with. 
 
 Give the child at tirst the simple words used in his early reading 
 lessons, having him first write them on the board from the word writ- 
 ten first by the teacher, and then have him cop}' them again at his 
 desk. Follow this with practice on little sentences, also taken from 
 the reading lesson. Thus the writing and reading lessons will assist 
 each other. 
 
 Have the child do much of his work upon the blackboard. 
 
 Use large characters at first, letters round and of uniform size. The 
 strokes of the letters must always be parallel; that is, the downstrokes 
 must all be vertical. This is a point to be kept in mind by the teacher 
 in every year. 
 
 Give the pupils drill in using both hands by having them practice at 
 making large ovals upon the blackboard, using both hands at the same 
 time. This will develop both sides of the body equally and prevent 
 the left arm and hand from becoming much weaker than the right. 
 This exercise may be used with other strokes than the circle and oval. 
 It should be indulged in quite frequently and carried through the third 
 year at least. 
 
 In all writing, beginning the first year, attention must be given to 
 capitalization and punctuation. Accustom the child to the use of 
 capitals in their proper places from the first. 
 
 4895—01 18 2n 
 
272 COURSE OP STUDY FOR INDIAN SCHOOLS. 
 
 SECOND TEAR. 
 
 Continue on same lines as in first year, still using pencil. "Write 
 the reading lessons for practice. Toward the end of the year drill 
 may be given in writing from dictation. 
 
 The letters may now be written a little smaller. Insist upon neat- 
 ness in all practice and other writing, and permit no carelessness. 
 Teach the proper formation of figures. 
 
 The teacher's writing must be done as well and as carefully as pos- 
 sible, for the pupil will imitate her to a degree unconsciously. 
 
 Give much practice on the blackboard as before, and continue the 
 work of writing with both hands. 
 
 Watch the position of the children at the desks while writing. Never 
 allow the face to be held so close to the paper that the nose nearly 
 touches it. This is a habit many children contract early in life, and 
 too much care can not be exercised in having all children assume a 
 comfortable and proper position while writing. A great deal of near- 
 sightedness is caused by pupils early contracting the habit of holding 
 the face close to the paper. 
 
 THIRD YEAR. 
 
 Pens may now be used and copy books employed, but work on prac- 
 tice paper must also be continued. For this purpose sentences may 
 be taken from the reading lesson, and should be copied over and over 
 again. 
 
 Begin this year to teach the use of the forearm movement. See 
 that the wrist is kept free from the desk and an object on the hand as 
 described in the work for the first j'ear, to secure and preserve the 
 proper position. Practice the arm movements with the large and 
 other exercises given in the cop} T books. Continue, also, the exercises 
 at the blackboard, using both hands simultaneously. 
 
 Give the children simple practice in letter writing. Beginning this 
 year, every child must be made to write to his parents or guardians 
 at least once a month, which will of itself be of immense benefit. 
 
 See that all pens are cleaned after using and that writing material 
 is kept in a neat condition. Furnish each child with a blotter. It 
 will be a good plan to place the ink bottle on a blotter, or if ink wells 
 are used, place a blotter around the well. This will help to keep the 
 desk neat. 
 
 FOURTH YEAR. 
 
 By this time the pupil will do much writing daily in his school 
 work, and he must be cautioned against becoming careless. Attention 
 to the everyday miscellaneous writing of the student is more impor- 
 tant even than to the regular writing lesson. 
 
COURSE OF STUDY FOR INDIAN SCHOOLS. 273 
 
 Give further practice in the use of the muscular movement in com- 
 bination with the finger movement. The union of both gives best 
 results. Make free use of practice paper before beginning in the 
 copy book. Cultivate a free, ready gliding over the paper and a bold 
 round hand. Give attention to the position habitually maintained by 
 the pupils at their desks. 
 
 Use copy books regularly, but do not give ;i very long period to 
 the writing lessons. 
 
 Writing on the blackboard is of very great importance, and each 
 pupil should be given as much of this practice as possible. Here the 
 merits and imperfections of the individual student are exhibited 
 before the whole school, and a great stimulus to better and more 
 earnest work is provided. Occasionally exhibit specimens of writing 
 on the board and have the pupils criticise it, showing wherein it is 
 faulty or excellent. 
 
 See that the pupils keep up their home letter writing. 
 
 FIFTH YEAR. 
 
 Continue practice in the combined muscular and finger movement. 
 Have the pupils prepare specimens of their writing for exhibition 
 purposes and to show their parents. For this purpose use a selected 
 article and limit the time for writing it, that speed may be acquired. 
 
 Give further instruction in letter writing, the different parts into 
 which a letter is divided, and the best way of writing them. Show 
 the difference between letters of business and letters of friendship, 
 and give practice in writing both. Give a little talk on letter writing. 
 Have the pupils write specimen letters, address them properly, and 
 hand to the teacher. 
 
 Insist upon neatness and care in the writing of the various compo- 
 sitions and other written work which the pupils will be called upon 
 to do in the course of the school work. See that the proper position 
 is preserved, both of body and hand. 
 
 SIXTH YEAR. 
 
 Teach simple business forms, such as must be used in everyday 
 life, and have the pupils practice writing them. 
 
 In writing compositions, letters, etc., see that a generous margin is 
 left on both sides of the paper, at least three-quarters of an inch. 
 Also give attention to the punctuation, capitalization, and paragraph- 
 ing. Persons who can do these things correctly are exceedingly rare, 
 and there is no other way to acquire this ability but by actual practice 
 in everyday writing. This work will incidentally be of very much 
 assistance in the acquirement of grammer. 
 
274 OOUBSE OF STUDY FOR INDIAN SCHOOLS. 
 
 Continue the work upon the blackboard, and daily writing lessons in 
 copy books, and the writing drills in movement. See that the monthly 
 letter to parents or guardians is not neglected. 
 
 SEVENTH YEAE. 
 
 Give some drills in writing bj r time, using the combined finger- 
 forearm movement, but do not hurry students beyond their ability to 
 write smoothly and legibly. 
 
 Writing will now be chiefly in connection with the lessons, and this 
 is ordinarily the time when the legibility of students' handwriting 
 decreases, on account of the large amount of writing required and the 
 hurry to complete it, and the teacher must therefore keep a careful 
 supervision over the pupils' writing. If the pupils' have acquired 
 an easy, rapid movement, there will be little danger from this source. 
 
 Teach the forms and give practice in writing bills, receipts, promis- 
 sory notes, checks, etc. 
 
cosrcLTTSiojsr. 
 
 It is hoped that the teachers of the different departments of the 
 schools for the education of Indian youlh will cooperate earnestly 
 with the office in endeavoring to give pupils a practical education 
 embracing the subjects outlined in this course, and it is earnestly de- 
 sired that all teachers shall give the pupils under their charge as much 
 work as is laid down here each year, and as much more as they can 
 possibly find time for; remembering that earnest and persistent en- 
 deavor will bring success and accomplish what we are so anxious to 
 achieve — placing the Indian in a position to help himself, making of 
 him an upright, self-supporting, Christian citizen. 
 
 We are indebted to the following persons, who have assisted us in 
 many ways in the preparation of this course of study: 
 
 Prof. C. M. Woodward. 
 Dr. Otis T. Mason. 
 Dr. H. B. Frissell. 
 Prof. F. K. Rogers. 
 Prof. C. W. Goodrich. 
 Dr. M. M. Waldron. 
 Mr. Albert Howe. 
 
 Miss Brainerd, and many other teachers at Hampton Institute. 
 The Baron de Hirsch Trade School, New York City. 
 The Carlisle Indian School. 
 The Haskell Indian School. 
 Pratt Institute, New York, N. Y. 
 Drexel Institute, Philadelphia, Pa. 
 The Teachers' College, New York, N. Y. 
 The New York Trade School. 
 The Elementary School Record. 
 Miss Syphax, Washington, D. C. 
 Home Economics. 
 
 Mr. J. S. Hill, superintendent buildings, Indian Office, Wash- 
 ington, D. C. 
 Fort Lewis Indian School. 
 Chilocco Indian School. 
 Albuquerque Indian School. 
 Shoshone Indian School. 
 
 275 
 
276 COURSE OF STUDY FOB INDIAN SCHOOLS. 
 
 Fort Spokane Indian School. 
 
 Kalamath Indian School. 
 
 Chemawa Indian School. 
 
 Western Shoshone (Nevada) Indian School. 
 
 Chamberlain Indian School. 
 
 Sacaton Indian School. 
 
 Pipestone Indian School. 
 
 Oneida Indian School. 
 
 Dr. George Wharton James. 
 
 Mrs. Frank Doubleday. 
 
 Prof. John R. Kirk, and others. 
 
 O