(d) Washing colored clothes: 1. Set color with suitable mordant. 2. Wash quickly in warm rather than hot water. 4. Rinse, starch, and dry quickly in the shade. 5. Colored hose washed by themselves. (e) Washing woolens: Wool fiber is sensitive to heat, friction, alkalis, and changes of temperature in water. 1. Wash without rubbing or twisting, in lukewarm water about 110°, containing a mild soap in solution. 2. Rinse twice in lukewarm, slightly soapy water. 3. Dry in moderate temperature, as hot sun burns and freezing shrinks. (f) Importance of sterilization: 1. Time required, simplest method. 2. Disinfect or fumigate where sterilization is impracticable. 3. Methods. (g) Bleaching; use: 1. Sunlight and moisture. 2. Ammonia. 3. Borax. 4. Chlorid of lime and soda. (h) Ironing: 1. Methods of sprinkling. 2. Folding to hold and spread moisture. 3. Test temperature of iron to prevent scorching. 4. Necessity for good board, well padded and with clean cover. 5. Use of paper, holders, stand, wax, clean damp cloths, etc. 6. Methods of ironing flat pieces, starched and unstarched garments, hems, tucks, lace, embroideries, etc. (i) Folding: 1. Importance of airing to prevent wrinkling when folded. 2. Methods of folding different garments to preserve appearance. (j) Washing materials: 1. Water Hard or soft. 2. Soap Laundry; hard or soft. Toilet; free from alkali. Quality dependent on- Proportion of ingredients. Kind and proportion of foreign matter. (i) Washing materials-Continued. Use. Cleanser and disinfectant. Recipes for making soap. 3. Soda; cleanse and bleach. 5. Starch Kinds; corn, wheat, potato, rice. Methods of making and use. 6. Bluing: Kinds and use. Effects on different material. Preparation and use of bluing water. (k) Washing utensils. 1. Tubs, wringer, and washboard, boiler, machine, clothesline, pins, clothes rack, etc. 2. Use, care, and cost. (7) General arrangement and management of home laundry. Efficiency of processes. (m) Value and cost of different kinds of work. NURSING. Nursing covers such a large amount of information that no text can be compiled to cover the entire field in detail. It is possible, however, to begin with simple nursing duties well within the comprehension of the pupil and by degrees, by teaching and by practice, add to this knowledge until the product is a capable, intelligent, trained, and experienced nurse. It is necessary to give pupil nurses a certain amount of instruction in the technique of nursing before intrusting to them the actual care of patients. Most of the instruction given is best imparted by clinical demonstration. It is especially desirable to be able to improvise in the home everything ordinarily needed in the care and nursing of the patient. It not infrequently happens that the nurse in the sick room is greatly embarrassed by lack of proper appliances. This may often be overcome if the nurse has been trained to apply her knowledge to such emergencies and possesses ordinary ingenuity. There is a special place for nursing in all Indian schools and in all Indian communities. It is the beginning of sanitation, and therefore of the preservation and conservation of health. Usually those girls having hospital experience are community centers of cleanliness. It is a course which, so far as possible, all Indian girls should take, especially for (1) personal hygiene, (2) domestic sanitation, (3) care of the newborn child and its mother, and (4) an essential knowledge of the facts of physical truth, honor, and purity. In this connection, more particularly with regard to care of the unborn child, the newly born child and the expectant mother, the Child Welfare Bureau of the Government has issued some splendid bulletins which not only can be used for texts, but should be put into the hands of the more intelligent girls and mothers on the reservations. It is especially important that as many girls as possible have at least the prevocational course in nursing and some general experience and service in all departments of the school hospital, dispensary, drug room, ward, kitchen, etc. (a) Pulse, temperature, and respiration; charting same. (b) Bodily care of the patient. (c) Relief of functional disturbances. (d) Administration of medicines. (e) External applications. IV. Motherhood: (a) Pregnancy. (b) Preparation for labor. (c) Labor. (d) The lying-in period; management, dangers. (a) Care of the newborn child. VI. Infectious and contagious diseases: (a) Consider the general nature, symptoms, and care of the commoner diseases of this nature-especially tuberculosis and trachoma. (b) Fumigation after contagious disease. (c) Caring for the dead. VII. Physiology and descriptive anatomy. (a) Foods adapted for use with the sick. 1. Foods. 2. Beverages. IX. Accidents and emergencies: (For first aid, see "Physiology and hygiene.") X. Weights and measures; terms used in medicine and in nursing; dose lists. AGRICULTURE. In planning a prevocational course in agriculture it is deemed impracticable to give definitely what should be taught in each school on account of the great range in climatic conditions. The following outline is intended to point out only essentials; it should be modified to meet local conditions. GARDENING. (Ten weeks Instruction, 14 hours per week; application, 224 hours per week.) All pupils in primary and prevocational grades in Indian schools must be given careful, systematic instruction in gardening and effective practice in doing actual garden work. If such instruction and training are given intelligently, it is believed that no other line of work can more reasonably be expected to be of permanent value. In schools of all classes, and especially in those enrolling large numbers of pupils and giving many lines of industrial training, there is temptation to assign actual gardening to one or two employees and a small corps of boys, and to give the greater part of the student body little or no part in that work. This must not be done. Individual pupils' gardens of the type in which each child grows a large assortment of vegetables are neither forbidden nor required; but it is believed that in most schools it will not be expedient to have a majority of the pupils do the main part of their garden work in that way. It is desired, however, that in each school some plan be adopted. which, without eliminating well-organized cooperative effort toward the matter of producing an abundant and properly varied supply of garden products for school use, will make each pupil responsible for some part of the crop and give him or her the stimulus and pleasure of watching the results of his or her own individual efforts. As a suggestion, attention is called to the following diagram indicating how it is feasible to plant and cultivate different vegetables in long rows which together will constitute a large garden, at the same time assigning sections of these to the care of individual pupils. John. James. Charles. Mary. Emma. Lettuce.. Onions NOTE. The perpendicular lines in the diagram are intended to indicate stakes in the rows of vege tables, not paths or gaps. It is specially mentioned that reservation schools, particularly the day schools, will be expected to extend their work in teaching proper methods of gardening and the care and utilization of garden products directly to the Indian homes around them. The pupils and their parents should be aided and encouraged in every feasible way to plant good gardens of adequate size at home, to cultivate them properly, and to make the best possible use of the products. In this connection it will be feasible to encourage individual work on the best possible basis. (d) Planning general map drawn to scale, showing: 1. What vegetables and bush fruits to grow. 3. To plan rotation. |