Many of the failures and partial failures in life are undoubtedly due to merely drifting into employment or to a mistake in selecting a vocation. No better service could be rendered a pupil than assisting him to a wise selection of the work for which he is best fitted.

In order to do this work intelligently the guidance committee should be persons of such mature judgment, wide knowledge of life, strong character, and positive personality as to inspire confidence and respect; they should also have a good knowledge of the requirements and conditions of success, wages, supply and demand, and advantages and disadvantages of the different lines of industry. In addition, they should make a thorough study of the nature, needs, and possiblities of the student which will then place the committee in a position to guide boys and girls to the best selection of a life work.

STUDENT RECORDS.

(See rules for the Indian school service.)

REPORTS.

Reports should be submitted promptly, giving special care to accuracy, clearness, neatness, and conciseness.

LENGTH OF SCHOOL YEAR AND HOLIDAYS.

(See rules for the Indian school service.)

YEARLY SCHOOL CALENDAR.

(See rules for the Indian school service and circular letters.)

HEATING, VENTILATION, LIGHTING, SEATING, ETC.

Among the prerequisites to good classroom work are proper seating, ventilating, heating, and lighting of the classrooms. All these are matters of great importance and will be dealt with in detail in special bulletins.

PSYCHOLOGY OF THE INDIAN CHILD.

In dealing with all children, whether Indian or white, we must not lose sight of the fact that interests, powers, and instincts should be utilized in the process of the child's education. It is known that the child can be better introduced to the realm of knowledge through his own observations and experiences than through the agency of books. It is certain that more children find themselves through the agency of things than through the mere reading of books. This is but another way of stating the truism that constructive work, after

all, motivates all the other work of the school. This in itself is ample justification for the industrial and prevocational activities as a most important factor in the work of the schools.

It is not desired to emphasize any peculiar mental or other traits of the Indian, but we must deal with him as he exists. His selfconsciousness, bashfulness, and unfamiliarity with school life often make him unduly reticent, especially during the earlier years of school life. Due consideration must also be given to the almost unnatural sensitiveness of the Indian child to ridicule. It will require great tact, patience, ingenuity, and enthusiasm on the part of the teacher to inspire the Indian pupil with interest sufficient to arouse him from his self-consciousness into doing things before his bashfulness inhibits the effort. Each successful effort of this kind makes easier the following one.

ESSENTIALS AND NONESSENTIALS.

Instructors should use great care in the selection of material for teaching and should eliminate those things which are foreign to the subject, or not pertinent. The length of time to be spent on a topic should be very carefully considered and its importance might be measured by its effect and by its relation to ways of living, both present and future.

LESSON PLANS.

A well-planned lesson is one so simple that it can be accomplished and at the same time so interesting that it awakens enthusiasm.

Instructors should ever bear in mind that a well-planned lesson is the continuation of previous lessons and forms the basis for lessons to follow, as well as being correlated with other academic and industrial subjects.

Instructors should have a definite purpose for each lesson and then teach the lesson with that purpose in view. Aimless teaching never acccomplishes anything and robs pupils of valuable time. Each lesson should be carefully planned and conform in general to the following outline:

(a) Purpose of the lesson.

(b) Subject matter.

1. From the text.

2. Supplementary.

(c) Material to be used in connection with the subject matter for illus

trative purposes or for performing experiments.

(d) Method of procedure.

(e) Application.

1. Direct value.

2. Derived value.

IMPORTANT PRINCIPLES IN MAKING A SCHOOL PROGRAM.

(a) The daily program, showing the activities of the school for one week, should provide for study periods, as well as recitation periods for academic and industrial work.

(b) The time for and length of each period should be shown. (c) Definite work should be planned for each period for the pupils for each entire day.

(d) The length of the recitation periods should depend on the age of the pupils and the relative value of the subject in the curriculum.

(e) The program must be adapted to fit the need of the particular school.

(f) Writing and drawing, which require steady nerves, should not come immediately after a recreation period.

(g) Those studies that require the greatest expenditure of nerve force should have the most favorable time on the program.

(h) Teachers should have programs which they can faithfully follow.

(i) Where there are a large number of grades in the school the teacher can reduce the number of recitations by combining classes, grades, and divisions, and by alternating general lessons, classes, or subjects.

(3) A copy of the daily program should be posted in the schoolroom in a place which is accessible to the pupils. It should also be copied in the school register.

ORAL REVIEWS AND WRITTEN TESTS.

In the daily work, pupils should be given frequent oral reviews, and a written review should be given on the completion of a major topic of a subject rather than at any arbitrarily specified time.

EXAMINATIONS.

In order to assist instructors in determining whether pupils should be promoted from the third and succeeding grades, uniform formal examinations are to be given each grade throughout the service.

In making averages of ratings, instructors will consider also the relative weight of the different subjects, which may be determined by the proportionate time spent upon them weekly. To find the final averages, the ratings for the pupil's daily work and the final formal examination will be added and divided by two.

In determining whether a pupil should be promoted, instructors will consider whether he is able to be reasonably successful in the next higher grade rather than whether he has comprehended thoroughly everything within the grade he desires to leave.

No pupil will be promoted unconditionally who has obtained a general average of less than 75 and who has a rating of less than 60 in any one subject.

Pupils who have obtained a final average of 75 and who have fallen below 60 in not more than two subjects may be promoted by being conditioned in those subjects, which should be made up during the next grade or year.

CERTIFICATES OF PROMOTION.

At the close of the work for each grade a certificate of promotion shall be issued to each pupil giving his ratings in the academic and industrial work as well as stating whether or not he is promoted.

On the completion of any vocational course a diploma should be given the pupil showing his attainments.

TRANSFERS.

(See Rules for the Indian School Service and Circular Letters.)

CURRENT EVENTS.

This subject should be emphasized in every school organization. It widens the pupil's horizon and develops better habits of mental perspective; it places the pupil in a direct relation to the world's events which are actually occurring, acquainting him with current events and the current thought of the day; it develops a general culture because of the acquaintance with current thought and literature; it teaches discrimination in the selection of magazines, newspapers, and other forms of periodical literature and the subject matter covered by them; it develops more regular and practical habits of reading; it develops the capacity to freely discuss current events and problems of the day; and it inculcates the art of courteous disagreement and the acquirement of the open mind amenable to reason.

It

Few Indian homes possess books and few Indians purchase books. The average Indian home possesses few magazines. It seems very certain therefore that a large portion of the reading at home, if done at all, will be of newspapers, though a few may read magazines. is the duty of the school to cultivate proper and profitable habits of reading magazines and books as well as newspapers. The school should endeavor to develop in the pupil a liking for the better class of newspapers and periodicals, teaching him to read chiefly those things which bear more directly on his interests. The pupil should be trained not only to read but also to report on items read.

The work in current events can be done in connection with the general exercises of the school; it should have a period at least once a week in the opening exercises.

Encourage the pupils to report on or discuss important news items. Discourage as far as possible the consideration of trivial or unimportant events and especially those which are essentially scandalous or criminal-except where an immediate moral lesson is conveyed which is very apparent even to children. Discuss:

1. Local matters of the neighborhood, town, county, and State.

2. Political, financial, and social topics.

3. Topics having historical significance.

4. Educational topics.

5. Agricultural and industrial topics.
6. Domestic topics.

7. Biographical sketches of persons of prominence.

The teacher may even indicate topics in advance. Pupils may be designated to keep track of one kind of news for a definite time—such as political, commercial, industrial, agricultural news, etc., each designated pupil, or group of pupils, being encouraged to read widely with a view to reporting on the special classes of news matter assigned. This should not only stimulate emulation, but should also give distinct training in discrimination and selection in reading. He who acquires such tastes and powers may continue to educate himself all through life. Clippings may be made from periodical literature and newspapers which can be filed and used later as reference material. Such material may be mounted in books or filed in indexed envelopes.

USE AND SCOPE OF LIBRARY.

A school which does not possess a good working library is at a very material disadvantage. There should be books for little people as well as for more advanced pupils, and especially for the returned students. The library should contain not only supplemental material for the school, but general reading matter for circulation as well. The library should extend its influence and power for good by visiting the home.

In order to assist pupils in making wise and proper selection, teachers should make out lists of suitable and desirable books and post them where they are accessible to the pupils. The lists should suggest the grade for which the books are suitable so that the younger children may not ask for books entirely beyond their comprehension.

All persons coming into direct contact with Indians, especially in their homes, can greatly extend the work begun in the Indian schools by influencing Indians, especially returned students, to obtain or subscribe for suitable magazines and periodicals and to read suitable books which may be placed in their hands. Farmers and field matrons can give particularly good service along these lines. When pupils go from school to bookless homes, they ordinarily lose simulta