A Cheyenne girl, aged 17 years, out 8 months: "We are much pleased with her and find her very helpful, industrious, and teachable."

His

A Pawnee boy, aged 18 years, out 4 months: "He spends his leisure moments in study. Reads a good deal, and I think tries to get all the information he can. health is good, and he is quite obedient in conduct. Never finds fault with what he is told to do, but works with a will to do the best he can."

A Navajo boy, aged 19 years, out 10 months: "He is the best behaved boy we have ever had since we went to honse-keeping-about forty years."

A Pueblo boy, aged 14 years, out 8 months: "Very much interested in his school; making good progress; well liked by all."

A Comanche boy, aged 15, out 7 months: "Teacher's monthly report very good. Different studies, deportment, and punctuality running from 89 to 100."

A Crow girl, aged 18 years, out 10 months: "Is very fond of school and is improving rapidly in every way."

An Arapaho boy, aged 17 years, out 9 months: "Attentive to studies and other duties."

We had an average of about eighty of our students in the different public schools of the State during the winter. The most amicable relations existed between them and the white children, and their reports from their many teachers are almost invariably commendatory both for conduct and progress.

I would continue to recommend and urge this means of bringing our Indian youth into the school of experience. While one teacher in charge of forty to sixty Indian youth may accomplish much in dissipating the savage life and establishing a civilized life, the progress is necessarily very slow, especially when the influences outside of the school are savage. It is practically impossible to implant in the young Indian the courage to cope with civilization, except in the surroundings and competitions of civilization. It is fairly and fully demonstrated in our experience at Carlisle that there is no great difficulty in making pretty good, industrious, self-supporting Pennsylvanians out of the Indian youth of any tribe, provided they are brought into contact with the good, industrious, and self-supporting people of Pennsylvania. In an observation aud experience of eighteen years of the reverse power and influences of Indian reservations and Indian tepe life, it is equally demonstrated to me that it does not take long to educate and train good Pennsylvanians to become practically nomadic and barbarous in their habits, if they are placed continuously under the influences of nomads and barbarians. The system of consolidating apart, subject to and protected by no law, without individual property rights, and supervised by a changing management, is the burden we bind upon their backs, which prevents the elevation of the Indian. What the Indian boy or girl especially needs is a complete kno vledge of and familiarity with the American people. This will make them feel as much at home in other parts of the United States as they do in their own reservations.

The aim of educating the young Indians should be more directed to preparing and encouraging them to enter the organized industries of the country, rather than preparing them to return to their former places, where there are no organized industries except those under the care of the Government. If the Government is compelled to provide paid places for all the young Indians the Government may educate, the Goverument increases its burden of care and expense, instead of relieving itself of it.

SCHOOL INDUSTRIES.

A marked feature of progress is the increased rapidity with which all manual and mechanical operations are now learned, in consequence of a more perfect knowledge of the English language on the part of the students. One year of instruction with only English spoken nearly equals two of that period when Indian, more than English, was the language of the school.

The system of half a day of school and half a day at work continues most satisfactory. The physical and mental faculties are quite as fully developed as they would be if occupied at one pursuit all the time. It is gratifying to notice the increased intelligence in labor,-ability to receive and carry out instructions without such incessant oversight as was formerly necessary.

The industrial occupations pursued are the same as heretofore reported, viz, blacksmithing and wagon-making, carpentering, tailoring, shoe-making, harness-making, baking, painting, printing, and farming. Incidentally also comes a knowledge of mason's work, acquired by working as helpers with mechanics on repairs to build-. ings, &c.

In the workshops little machinery is used, the object being to make competent workmen in each line, rather than simply to turn out the largest possible amount of work. The system of outing is a constant drain on the best class of our boys and girls, and the following table by no means represents our full capacity of production.

In addition to the repairs to buildings and necessary work for the school, the following articles have been made:

The quality of the work elicits frequent commendation from those who are competent judges.

The products of the shoe and tailor shops are wholly utilized by the requirements of the school. The carpenter work has been such jobbing and repairs to buildings as have been needed, and the new two-story dining-hall, 125 feet by 50 feet, with projection, 80 feet by 36 feet. In the wagon and blacksmith shop several boys from different tribes are able to iron a wagon throughout, make a respectable horseshoe, and drive it on.

During the year 23 boys have worked in the blacksmith and wagon shop, 20 in the carpenter-shop, 26 in the tailor-shop, 23 in the shoe-shop, 26 in the harness-shop, 14 in the tin-shop, 11 at house and coach painting, 9 at printing, and 5 at baking. The average number of boys working during the several months of the year was as follows:

During the winter we have had six boys alternating at the school-farm, while during the farming season nearly all take their turns.

GIRLS.

Living out in families helps our girls even more than the boys. Being directly under the kindly care of the housewives, their improvement in English, deportment, and skill in every way is very marked. At the school they are taught sewing, cook

ing, laundry, and household work. They are diligent and attentive, and learn rapidly. The following table shows the product of the sewing-room for the year:

In addition to the above the following articles were repaired:

Quantity.

307

906

440

262

500

938

In the laundry, under the direction of the laundress, and with the assistance of two or three colored women, the girls have done the washing and ironing for the entire school. Through the winter the wasbing averaged about 5,000 pieces per week.

SCHOOL-ROOM WORK.

In organization and methods few changes have been made since my last annual report. The pupils are classed in nine sections, each of which is under the care of a teacher. The addition of 52 Apaches in February of last year, of 65 Pueblos in August, and of 46 Osages in September, very few of whom had any knowledge of English from previous instruction, gave us 155 new pupils for our four primary schools. The transfers and other changes made during last year to effect a better grading have, in a great measure, proved successful. Our review papers and annual examinations show more uniform work from classes than ever before.

The difference in the progress of adults and children, as beginners, is markedly in favor of children, especially in the first year. In the higher grades it is not so marked. There has been a healthful rivalry between schools. This has been effected in part by frequent written reviews, the papers being occasionally exchanged and compared, or results noted. The children, who are more likely to be careless in penmanship, have thus been led to emulate the neatness of the older pupils, while the adults have been stimulated to keep up with the children.

I take extracts from the reports of teachers to give a general idea of the grading and course of study as follows:

Primary school, section 1 (children's primary-average number of pupils,43).—"My school opened this year with almost all new pupils. The morning class was composed entirely of beginners, six of whom could understand and talk a little English, but could not write or read. After a few weeks I divided them into two grades, and at this time the first grade has finished Appleton's chart, besides being able to write 200 words and short sentences, describing many objects. In numbers this division is thorough in the Grube method as far as 9. Several of them can write short letters without any aid; among the number two little boys, between the ages of eight and nine, who did not know a word of English when they came.'

Section 3 (adult primary-average number of pupils, 55).-"During the year I have had in my department three classes of beginners, making a total of 57 under my care. The first class has used the Model Reader, and will finish the book this year. In connection with their reading they have had written exercises in making sentences on a given word, in writing answers to questions on the lesson, and descriptions of pictures. In arithmetic they have finished all the combinations of numbers as far as 15, and write solutions to simple practical examples in the four rules. They have accomplished more, in proportion, than the other classes, because of four month's schooling the previous year, in which they became accustomed to school work, and thus were ready for progress."

Section 4 (primary adults and intermediate-average enrollment, 41).-"At the beginning of the school year my department was very large, comprising 57 pupils. The

29th of October my morning class A was transferred to No. 9 and my classes rearranged, leaving me 48 pupils. Some have gone on farms since, so that my present number is 38. My Apache class, with the exception of 4, have done very well. They knew no English, and are now reading in their second First Reader, reproducing all words and making sentences from given words, also writing answers to questions. They write practice letters twice a week. Some of the sentences and letters are expressed in quite correct English. They have worked in Grube up to 20, and have learned to add numbers to hundreds. They also write simple solutions to practical questions in the four rules. They have been in school one year and four months." Section 5 (primary intermediate-average enrollment, 41).-"The first division includes the small Apache boys and Crow and Apache girls, with a few from other tribes. Their work has been language lessons from objects and pictures, and answering questions given them on the blackboard. Sentence-making and letter-writing have received due attention. With the exception of three Osage boys, all can write their own home letters. They are reading from the chart, and in connection with this have taken the first half of the Model Reader."

Section 6 (secondary schools-average enrollment, 42). -"In the first grade we have used Sheldon's Third Reader. The children understand English very well and read intelligently. In arithmetic the lower class is able to perform operations in addition, subtraction, and multiplication, and can do practical examples involving these three rules. The higher class has commenced division. The work in language and geography has been similar to that carried on with the lower grade, but has been somewhat fuller. Two members of this class-boys of about twelve years of age-entered school December, 1882, without English. They are fully up to the work of the grade."

Section 7 (average enrollment, 46)." In language there is but one grade. We have used "How to Talk" for the whole school. We took it in October and have given special drill upon composition; have studied in the book as far as page 62. In reading the A class began in October Swinton's Third Reader, and finished it in March. They were then given Swinton's Fourth Reader, and are now reading the thirteenth lesson. The lessons are hard, but they wrestle bravely with the long words, and are gaining in articulation and expression. In geography they have spent the year upon North America, and use Swinton's Elementary Geography. They have a good knowledge of the United States, and have drawn a few maps. In arithmetic we have used as a text-book Franklin's Elementary. The first division reviewed long division, began fractions, and is now working in division of fractions."

Section 8 (advanced class-average enrollment, 42).-" The scholars of the morning section have been reading from Harper's series of Wilson's Fourth Reader the lessons on physiology, natural philosophy, and botany. The language at first seemed difficult for them, but by familiar talks and many illustrations they were able, after a while, to understand, and became very much interested. The class being comparatively small, great freedom was allowed and many questions asked. In other studies the section was in two divisions. The first division, four in number, began in Franklin's Arithmetic at percentage, taking up the different cases under this head, and also interest and present worth. It has been review for two of the class. The first half of the year geography was reviewed, also analysis by diagram. The last half of the year they have studied Hill's First Lessons in Geometry through plane figures. It made them think, and they have enjoyed it. In reading they enunciate clearly, and read understandingly, having for their text-book Sheldon's Fifth Reader. The second division began, in Franklin's Written Arithmetic, at decimals; have taken up fractional reduction, mensuration, and have made a beginning in percentage. The first half of the year they studied the political geography of Asia and Africa. In language they studied Whitney's Elementary Lessons in English; the last half, Powell's "How to Write" was used in place of it. In addition to this they have learned a little of analysis of sentences by using diagrams. By the end of the year they will have finished the third period of the History of the United States. Reading of the olden times has called forth many remarks in regard to the treatment of their own people. Both divisions took part in general exercises, such as oral number work, writing by counting, with analysis of letters, and, irregularly, industrial drawing from dictation."

Section 9 (Average enrollment, 42)." My department was made up November 1, by transfers from other departments, with the exception of a class of 9 Pueblo girls, who have been under my instruction since September 1. The A class, morning division, was transferred from No. 4, young men from 17 to 20 years of age, who have received all their English instruction since December 1, 1882. During this time nearly all of them have been out on farms from three to four months of each year. This outing has improved their knowledge of English, but put them a little behind in class work. During the year they have read Appleton's Second Reader and thirty of Esop's Fables simplified. In arithmetic they have been working in long division without a book, taking combinations in Grube, and have used Fish's Elementary Arithmetic to the 30th page. Their study of geography has been entirely oral, com

prising general questions on North America, including chief rivers, lakes, mountain ranges, and cities of the United States, and special lessons on Pennsylvania. They have also taken, with the molding board, geographical definitions. Three of the afternoon school began their study of English at the same time. They have been reading their Second Reader, besides taking a few lessons in a supplementary book. They have used their first arithmetic this year, and are studying multiplication. They work in the Grube method to 76. They have studied geography with the more advanced division. Although young they are in advance in language of the morning division, who came at the same time with them. The deportment of my section has, in the main, been very satisfactory."

Section 10 (adult trade boys-average enrollment, 39).-"This department comprises male adults, ages varying from sixteen to twenty-five years, who have been East three or four years, and most of whom had learned some English before coming East. It comprises three grades. The first grade has in arithmetic covered the ground from practical examples in division to division of fractions, inclusive; geography-a general knowledge of all the continents; language-about two-thirds of Whitney's Elementary Lessons; reading-Child's Book of Nature and Swinton's Fourth Reader; history-early settlements and discoveries, the latter study only taken up the last part of the year."

The results of our year's work are more satisfactory than those of any previous year. The standard, both intellectual and moral, is higher, the work more intelligent, the purpose more clearly defined, and more elevating. In the higher grades the effort of our teachers has been to broaden the outlook of the pupils. Little lectures, experiments, and readings, sometimes in study-hour, have given a few ideas and facts of physiology, natural philosophy, and chemistry. The study of history has frequently given place to that of current events. A number of pupils take a weekly paper, and are well up in the events of the day. Much attention has been given to the study of hygiene. Simple printed lessons, specially prepared, have been used in some grades. The text-book "Alcohol and Hygiene" has been used in the higher classes occasionally as supplementary reading.

We have a temperance society which numbers over one hundred members, embracing nearly all that element which carries weight on account of intelligence or moral force. The instruction and example of the teachers are supplemented by the use of temperance papers and leaflets.

A spirit of helpfulness and responsibility is growing up, which we are trying to develop by giving an opportunity for work in this and other lines of Christian endeavor. Regular moral and religious instruction is given daily. A part of one evening in the week is devoted to Bible study in each section, under the teacher in charge. A weekly prayer meeting, the attendance upon which is voluntary, is well sustained by the pupils. The truth working through the life is daily exemplified, as, for instance, in the case of a high-spirited girl who wrote in her home letter: "I don't get mad, as I used to. When I am, I think of the text, Better is he that ruleth his own spirit than he that taketh a city,' and then I can keep quiet."

The different ministers of Carlisle have officiated for us, each one in turn taking six or seven consecutive Sundays, and giving a regular afternoon service, which was attended by all the students.

The discipline of the school has been well maintained, but with more effort in some of the lower grades than heretofore. This is in part due to the introduction of the mercurial Apache element, partly to the fact that some of our teachers have been overworked. Each primary teacher averaged during the winter between forty-five and fifty pupils.

A great need of our school is still, as it always has been, more work for boys. If we could give all our older boys the stimulus of profitable half-day work, they would study with greater courage and hopefulness. The term profitable I use with reference to the student, not the Government.

The school-rooms have been open to visitors at all hours. The interests of the work have been thus advanced, but at some present sacrifice to us.

BOYS' QUARTERS.

I find a very great objection to placing large numbers of students in one room for sleeping. It tends to depravity and prevents the growth of individual character. Two, or three at most, are as many as should be placed in one room for sleeping. Our barracks are so divided as to require us to put as many as sixteen in some rooms.

NEW ORLEANS EXHIBIT.

An incident of our school experience during the year was the exhibit made by us at the World's Fair at New Orleans, under the authority and direction of your office. This exhibit included specimens of work from the school shops, consisting of harness,