Observation lessons.-Talks about physiology and hygiene. Object lessons illustrative of plant and animal life, peoples, ships, cities, and occupations. Instruction in buying, selling, and calculating values of articles. Samples of grains, fruits, etc. should be exhibited. Through the observation lessons the child should gain the habit of accurate observation and definite expression, as well as added knowledge and an intelligent interest in the world about him. These lessons are valuable, not merely for the facts and information acquired, but also as a means of forming right habits of attention, observation, and expression. The teaching should be so directed as to strengthen these habits in the pupils. The instruction should be oral, and should be made interesting and attractive to the children. General exercises.-General exercises as hitherto, with instructions on morals and manners. Third year. Reading.-Fourth Reader, with supplemental reading. Orthography.-Constant drill in spelling orally and on slates, from reader and advanced spelling-book. Special attention to sounds of letters and forming syllables. Arithmetic.-Written arithmetic through decimal or common fractions, but not both, with much practice in mental arithmetic. All the tables of addition, subtraction, multiplication, and division memorized. Form and color.-Instruction continued. Penmanship and drawing.—Ordinary forms used in letter-writing. Practice drawing from copies and objects. Language.-Elements of English grammar taught by oral lessons, in connection with language lessons. Letter-writing encouraged. Pupils writing letters to teacher. Geography.-The United States. Indian reservations. United States history.—Simple stories by the teacher from United States history pupils repeating same at next recitation in their own words. Physiology and hygiene.-Elementary lessons, including lessons illustrating effects of alcohol and narcotics upon the human system. Observation lessons.-Oral lessons about plants, animals, places, people, and things. General exercises.-Morals and manners, calisthenics, music, etc. Reading.-The Fifth Reader. Fourth year. Orthography.-The Advanced Speller. Arithmetic.-Written arithmetic, to include percentage, with review of entire book and especial attention to practical application of principles. Penmanship.-Business letters, notes, receipts, etc. Drawing. Individual advancement in this branch to be encouraged. Free-hand drawing. Work with colored crayons. Language. A primary work on grammar. Especial attention to habitual errors, and careful drill and encouragement in composition. Lessons mostly written. Geography.-Geography of North and South America, with instructions in general upon the races, the countries, the climates, and the commerce of the world. Most commion phenomena of earth. Map-drawing-the State; the United States; the two Americas. United States history.-Primary work in United States history. Physiology and hygiene.—Elementary. Civil government.-Simple oral lessons in civil government-meaning of terms town, village, county, State, etc.; elections, citizenship, etc. Observation lessons.-Plants and animals. Music.-Pupils should be able to read music from the staff. General exercises.-Music, calisthenics, morals, and manners throughout the year, treating pupils as young ladies and young gentlemen. The highest efficiency of the school is tested by its results in moral character, and hence its highest duty is effective moral training. These facts are recognized by the present course of study, which makes provision for instruction in morals and manners to supplement the mental training furnished by the regular instruction and discipline of the schools. The course should include lessons on cleanliness and neatness, gentleness, politeness, kindness to others, kindness to animals, love for parents, benefactors, etc., respect and reverence, gratitude, obedience, truthfulness, purity, honesty, courage, honor, reputation, self-control, self-denial, confession of wrong, forgiveness, evil-speaking, profanity, good habits, industry, temperance, frugality; also civil duties, including love of country, obedience to law, respect for civil rulers, fidelity to official trusts, nature and obligations of oaths, the ballot, and other duties involved in good citizenship. A part of this instruction should be given in connection with the opening exercises, and a half hour each week should be devoted to a separate exercise. The general method pursued should be to present the lesson in the concrete by means of an appropriate story or incident, to call out the duty or truth thus presented by means of questions, to illustrate and enforce it by a fitting selection of poetry, and finally to set it in the memory in the form of an appropriate maxim. The special aim of this instruction is to give pupils a clear knowledge of duty, to quicken their moral natures, and especially the conscience, and to lead them to the forming of right purposes. There should be constant review of the preceding course with the special purpose of securely fixing in the child's memory and mental habits the results of the eight years of study above outlined. Having completed the eight years' course, the Indian boy or girl who has been in health, has ordinary vigor of mind, and has been properly taught, will be able to read, write, and converse in English; to solve any practical problem in written arithmetic, to and through percentage; to locate on the map all the principal rivers, lakes, bays, mountains, and cities of North and South America; to name all the continents; to point out upon the globe or a map of the world the homes of all the great races, and to describe their characteristics; to name the parts of speech and explain their more obvious relations to each other; to know something of physiology and hygiene; to read, understand, and enjoy a newspaper or book; will have acquired a good many facts relative to animal and plant life, and will know how to behave at home, on the street, at church, in the presence of the opposite sex, and in the homes of acquaintances and friends. In short, the training herein proposed is about equal to that obtained in six years at public schools among whites, and fits the pupil either to make his own way alongside the white citizen or to take the advanced course offered in some Indian industrial training school. INSTRUCTIONS TO AGENTS IN REGARD TO FAMILY NAMES. To Indian Agents and Superintendents of Schoools: DEPARTMENT OF THE INTERIOR, As allotment work progresses it appears that some care must be exercised in regard to preserving among Indians family names. When Indians become citizens of the United States, under the allotment act, the inheritance of property will be governed by the laws of the respective States, and it will cause needless confusion and, doubtless, considerable ultimate loss to the Indians if no attempt is made to have the different members of a family known by the same family name on the records and by general reputation. Among other customs of the white people it is becoming important that Indians adopt that in regard to names. There seems, however, no good reason for continuing a custom which has prevailed to a considerable extent of substituting English for Indian names, especially when different members of the same family are named with no regard to the family surname. Doubtless in many cases, the Indian name is difficult to pronounce and to remember; but in many other cases the Indian word is as short and as euphonious as the English word that is substituted, while, other things being equal, the fact that it is an Indian name makes it a better one. For convenience, an English "Christian name" may be given and the Indian name be retained as a surname. If the Indian name is unusually long and difficult it may perhaps be arbitrarily shortened. The practice of calling Indians by the English translation of their Indian names also seems to me unadvisable. The names thus obtained are usually awkward and uncouth, and such as the children when they grow older will dislike to retain. In any event the habit of adopting sobriquets given to Indians such as "Tobacco," "Mogul," "Tom," "Pete," etc., by which they become generally known, is unfortunate, and should be discontined. It degrades the Indian, and as he or his children gain in education and culture they will be annoyed by a designation which has been fastened upon them and of which they can not rid themselves without difficulty. Hereafter in submitting to this office, for approval, names of Indian employés to be appointed as policemen, judges, teamsters, laborers, etc., all nicknames must be discarded and effort made to ascertain and adopt the actual names or such as should be permanent designations. The names decided upon must be made well known to the respective Indians and the importance of retaining such names must be fully explained to them. I am aware that this will involve some expenditure of time and trouble but no more than will be warranted by the importance of the matter in the near future. Of course sudden change can not be made in Indian nomenclature; but if agents and school superintendents will systematically endeavor, so far as practicable, to have children and wives known by the names of the fathers and husbands, very great improvement in this respect will be brought about within a few years. I have submitted this subject to Hon. J. W. Powell, Director of the Bureau of Ethnology, which gives special attention to Indian linguistics. His reply is appended hereto. Respectfully, T. J. MORGAN, DEPARTMENT OF THE INTERIOR, SIR: I beg to acknowledge the recipt of your favor of March 24, with inclosure, relating to the adoption by the Indians of a system of family names. The old practice in vogue of attaching sobriquets and nicknames to the Indians can not be too severely condemned, and I am pleased that you are about to take steps to substitute another and bet ter method. The matter is important, not only in its relation to the inheritance of property, but also because it will enable much more accurate census enumeration to be, made in the future, and because it will tend strongly toward the breaking up of the Indian tribal system which is perpetuated and ever kept in mind by the Indian's own system of names. Undoubtedly it will be better, whenever possible, to retain the Indian name as a surname, adding an English Christian-given name. Occasionally, however, it will be found advantageous to make the latter also an Indian name. In selecting aboriginal names I do not think it will be necessary to limit the choice to such names as Indians already bear. Excellent names may frequently be selected from the Indian's vocabulary of geographic terms, such as the names of rivers, lakes, mountains, etc., and where these are suitable and euphonic, I think they may with advantage be substituted for personal names which are less desirable. Little difficulty, however, will be experienced in shortening Indian names in the interest of brevity and euphony, and the Indian will be found to readily adopt names so changed. I agree with you that in general it is unadvisable to call Indians by the English translation of their Indian names, though in the case of animal names and some others, as deer, hawk, etc., it is not objectionable. I believe that when the end sought to be obtained by the adoption of family names is thoroughly explained to the Indians they will be willing to cooperate with the several agents in the attempt to to select proper names for themselves and families. Yours, with respect, Hon. T. J. MORGAN, Commissioner of Indian Affairs, Washington, D. C. J. W. POWELL, Director. LIST OF BOOKS ADOPTED FOR USE IN INDIAN SCHOOLS. PRIMARY GRADE. First year. Reading.-Appleton's Reading Chart. Illustrated Primer, Fuller. Numbers.-Badlam's Aids to Number, first series (one set for use of teacher). Second year. Reading. McGuffey's Eclectic First Reader, supplemented by Webb's New Word Method. Numbers.-Badlam's Aids to Number, second series (one set for use of teacher). Geography. Topics in Geography, Nichols (one copy for use of teacher). Third year. Reading.-McGuffey's Eclectic Second Reader, supplemented by Book of Cats and Dogs, Johonnot. Numbers.-Grube Method (one copy for use of teacher). Geography. Topics in Geography, Nichols (one copy for use of teacher). Fourth year. English language.-Hyde's Practical Lessons in the use of English. Reading.-McGuffey's Eclectic Third Reader, supplemented by Friends in Feathers and Furs, Johonnot. Arithmetic.-Numbers Illustrated, Rickoff. ADVANCED GRADE. First year. Methods.-De Graff's School-room Guide (one copy for use of teacher). Reading.-McGuffey's Eclectic Third Reader, supplemented by Robison Crusoe in words of one syllable and Neighbors with Wings and Fins, Johonnot. Orthography.-McGuffey's Alternate Spelling Book. 9975-11* Arithmetic. -Seaver and Walton's Mental Arithmetic. Observation lessons.-Calkin's Primary Object Lessons (one copy for use of teacher.) Second year. Methods,-Prince's Courses and Methods (one copy for use of teacher). Orthography.-Sentence and Word Book, Johonnot. Language.-Tarbell's Lessons in Language, Book I. Geography-Barnes' Complete Geography, supplemented by Our World Reader, No. 1. Observation lessons.-Hooker's Child's Book of Nature (one copy for use of teacher). White's Physiological Manikin. General exercises.-Gow's Good Morals aud Gentle Manners (one copy for use of teacher). Third year. Reading.-McGuffey's Eclectic Fourth Reader, supplemented by Gray's How Plants Grow, and Grandfather's Stories, Johonnot. Orthography.-The Sentence and Word Book, Johonnot. Arithmetic.-Goff's Elementary Arithmetic. Language.-Tarbell's Lessons in Language, Book I. Geography.-Barnes' Complete Geography (finished), supplemented by Our World Reader No. 2. History.-Higginson's History of United States (one copy for use of teacher). Observation lessons.-First Steps in Scientific Knowledge, Paul Bert (one copy for use of teacher). Fourth year. Methods.-Lectures on Teaching, Compayré (one copy for use of teacher). Reading.-McGuffey's Eclectic Fifth Reader, supplemented by American Classics, Swinton, and Stories of Other Lands, Johonnot. Orthography.-Swinton's Word Analysis. Arithmetic.-Goff's Practical Arithmetic. The New Arithmetic, Seymour Eaton (one copy for use of teacher). Language.-Graded Lessons in English, Reed and Kellogg. United States History.-Scudder's Short History of United States, supplemented by Stories of Our Country, Johonnot. Physiology and Hygiene.-Young People's Physiology, New 'Pathfinder No. 2, Barnes. Civil Government.-Mowry's Elements of Civil Government; Dawes' How We Are Governed (one copy of each for use of teacher). Observation lessons.-Calkin's Object Lessons (one copy for use of teacher). FOR USE THROUGHOUT THE COURSE. Penmanship.-Spencerian or Payson, Dunton & Scribner, or Normal Review system. Drawing.-Prang's System of Drawing; The Use of Models, Prang (one copy of each for use of teacher.) Music.-Cheerful Echoes, Mrs. Louise Pollock. Gymnastics.-Strong Bodies for our Boys and Girls, Blaikie (one copy for use of teacher). Miscellaneous.*-Memory Gems, Peasley; Choice Selections, Northend (one copy for use of teacher.) FOR USE WHERE NEEDED. Kindergarten.-Milton Bradley Co.'s kindergarten materials. *The pupils should be encouraged to memorize good selections from the readers and other books and papers to which they may have access. APPLICATION FOR APPOINTMENT IN THE U. S. INDIAN SCHOOL SERVICE. To the COMMISSIONER OF INDIAN AFFAIRS, I, Washington, D. O. : hereby apply for appointment as at and declare upon honor that to the best of my knowledge and belief the answers made by me to the following questions are true, and that they are made in my own handwriting: 1. Your Christian name and surname? [In full.] 2. Date and place of your birth? 3. Present legal residence, city or town, county or parish, and State? 4. How long have you been a resident? 5. Are you a citizen of the United States ? If naturalized, where and when? 6. (a) Married or single? (b) Number and ages of children? (c) What members of your family will be with you at the reservation? 7. State your present and your usual occupation, and the experience and degree of success yon have had. 8. In what places have you resided, and what has been your occupation during each year for the past five years, and what wages have you received? [Give name and address of your employer or employers, if any, the length of your stay with each, and reason for leaving their employ.] 9. What has been the state of your health during the past five years? [Answer explicitly and positively.] (a) Are you now physically capable of a full (c) o hearing? (d) of speech? (e) of limb? 11. Do you now habitally use, or have you ever been addicted to the use of, alcholic liquors, tobacco, morphine, or opium? 12. Do you pledge yourself not to use intoxicating liquors as a beverage, and narcotics, while you are in the Indian Service? 13. Where were you educated, and how old were you when you left school? [State kind of school, scope of studies persued, whether common school, high school, business college, academy, college, university, technical, normal, or other professional school.] 14. Write the Commissioner of Indian Affairs a letter briefly stating your qualifications and training for the place you seek. 15. Have you been trained in the usual household duties, such as cooking, sewing, laundrying, and care of the house generally? If so, when, where, and how? 16. Have you had experience and success in managing, instructing, and caring for the bodily comfort of children? State particulars. 17. Do you understand butter making, care of milk, canning, drying, pickling, and preserving fruits, curing meats, and preparing household delicacies and necessities as usually understood by thrifty, intelligent housewives in farming communities? Answer very fully. 18. Can you cut, fit, and make garments for males and females; crochet, knit, and operate a sewing machine? Can you patiently and carefully instruct young Indian girls in all the sewing, darning, mending, etc., usual in large families in our best white homes? 19. Can you wash and iron clothing neatly? 20. Can you perform or direct, or both perform and direct the kitchen duties incumbent upon a cook in a boarding school for Indian children? 21. Are you accounted a first-class housekeeper, cook, or seamstress, and could you perform the duties of one or more such positions? 22. What mechanical trades do you understand, and at which have you served a regular ap. prenticeship? 23. 24. Are you accustomed to the duties of a farmer and stock grower? Are you familiar with the usual work of a well conducted farm, such as sowing cultivating, and reaping crops; mowing, curing, and stacking hay, grain, and fodder; planting and cultivating trees, vines, and small fruits; breeding, caring for, and butchering stock; making cheese, storing winter fruits and vegetables, bee keeping, sheep-shearing, etc. What experience have you had as a farmer, and when? Are you acquainted with methods of irrigation! Do you take an agricultural paper? If so, what one? 25. Are you handy with ordinary farm tools and implements; able to make repairs of build. ings, vehicles, harness, fences, and do rough carpenter work? 26. Have you the faculty of winning and retain. ing the confidence of your associates, employés, and pupils. 27. Have you ever been in the Indian service? If so, where and when? Why did you leave, and at what time? [Year, month, and day, if possible.] 28. Have you ever taught school? During what years, and in what grades? Have you a teacher's certificate? If so, inclose same; it will be returned, if desired. Give names and post-office addresses of two school officials who have known you in school or at your home, or where you were employed, to whom I can refer for information regarding your moral character, and your proficiency in your studies, and your success as a teacher. 29. Do you sing, and are you able to teach vocal music? Do you play any instrument? if so, what? Are you able to teach instrumental music? 30. Have you skill in drawing and painting! 31. Do you understand kindergarten methods, and have you applied them in your teaching? 32. What educational journals do you read? What works on teaching have you read? What subjects are you best qualified to teach? 33. In what institution were you trained, or by what experience have you fitted yourself specially for the position for which you are an applicant? 34. Give the names and addresses of two responsible persons who are thoroughly acquainted with your qualifications for the position for which you apply, to whom I may refer for further information. 35. How long do you expect to remain in the Indian school work if appointed, and success. ful? 36. Why do you wish a position in an Indian school! |