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neously access to a good library and also the help and inspiration of the teachers and the school environment. Too often they lose also the stimulus to good reading.

Some Indians are able to purchase reading matter and to subscribe for periodicals and would do so with proper encouragement. Alert and interested employees (especially matrons, farmers, and teachers) will find a way to divert to the use of those unable to supply themselves much good reading matter which would otherwise be of no further use. Household magazines for the girls and farm papers or other trade papers for the boys will aid in keeping fresh in their minds the practical lessons learned at school. General reading matter will keep them in touch with current events and with the interests and ideals inculcated at school.

COMMUNITY MEETINGS AND RETURNED STUDENTS.

Community meetings for adult Indians should be held under the auspices of every Indian school which has an adult Indian population accessible or tributary thereto. In fact the school is missing one of its finest opportunities if it neglects to constitute itself as the community center. This is particularly true of most of our day schools. The school can and should contribute in many ways to the success and interest of such community meetings, and often the school can well be the host. These meetings should be regularly scheduled and as often as suitable arrangements can be made, but in no case less often than twice a year. If frequent community meetings can be arranged, they may be utilized for many useful purposes. The ex-student should be especially invited and urged not only to attend these meetings but also to take an active part in the real work of such gatherings. Community meetings should be made bases and centers of influence for all the activities and interests of the community or in influencing healthy and proper public sentiment toward such activities. Out of such meetings should grow returned student organizations; organizations for promoting and fostering local native industries; organizations for demonstrating improved methods of domestic life, especially of canning surplus fruits and vegetables; and other similar general and beneficent organizations. It can be arranged very easily to have simple and practical talks on health, temperance, farm topics, etc. It might also be possible to arrange for exhibitions of academic, industrial, and school garden work. In fact, the possibilities which may grow and develop from well-conducted community meetings are almost limitless.

The Indians generally should be encouraged to interest themselves in neighborhood, local, county, and State matters-in fact, some of

the work designated under "Current Events" might be profitably undertaken in connection with community meetings. All organizations, whatever may be their name or nature, should contribute toward the social, intellectual, and industrial betterment of our Indian people.

In connection with community meetings, some forms of extension work might be undertaken, especially with the returned student. The returned-student organization should afford a peculiarly valuable medium for such work. The ex-student represents one of the direct returns upon the investment which the Government has made in Indian education. It is an investment which should be developed to its fullest extent-and its development has but begun when the student goes home after finishing his course at school. Then, if ever, the student needs friendly interest, wise counsel, and sympathetic support to hold him to his highest ideals and possibilities. Field matrons and farmers particularly should keep in touch with returned students of both sexes and keep the superintendent fully advised as to progress made or not made by them.

Superintendents are instructed to make reports to the Indian Office on each ex-student. Blanks will be supplied by the office. It is intended that such reports shall be filed finally with the school in which the ex-pupil was last enrolled.

NATIVE INDUSTRIES.

Where native materials, such as grass, roots, fibers, etc., are available for classroom use, Indian methods of hand weaving should be used in seat work to the exclusion of such things as paper weaving.

Native industries differ as to locality and environment. Where such industries have been or can be locally developed to a degree of economic importance they should undoubtedly be encouraged; where they can not have much economic importance they may, nevertheless, afford opportunities to capitalize odd moments of time by utilizing materials readily accessible.

OUTLINE OF COURSE OF STUDY.

PRIMARY DIVISION.

DAY SCHOOLS.

The time assigned to a subject indicates its relative importance.

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The time assigned to a subject indicates its relative importance.

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1 All the pupils in the first and second grades who have reached the age of 10 years are to be given this work.

Breathing Exercises.

(10 minutes.) Industrial Work... (240 minutes.) Physical Training.

(60 minutes.)

Evening hour......

(60 minutes.)

.Small and young pupils should not be required to work full time.

.Little folks, free play. Adults, miscellaneous exercises

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(20 minutes.)

Breathing Exercises.

(10 minutes.) Industrial Work.. (240 minutes.)

Physical Training. (60 minutes.)

Evening hour....

(60 minutes.)

[Small and young pupils should not be required to work full time.

Little folks, free play.

Adults, miscellaneous exercises.

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