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THE INDIAN SCHOOL JOURNAL 

................................................................................................................ 

tAn illustrated U\1onthly U\1agazine • 

_ Published by the United States Indian _ 

• Training School, Chilocco, Oklahoma . 

......................... ............................................................................... ..... 

Volume 19 SEPTEMBER.;, 1918 Number I 

THE PASSING OF CARLISLE 

THE Carlisle Indian School, 

situated on the edge of the 

town of Carlisle, in the 

beautiful Cumberland 

Valley, about 

nineteen miles from 

Harrisburg, the capital of Pennsylvnaia, 

is no more. 

On July 17, 1918, SecretarY of the 

Interior Franklin K. Lane, announced 

that the Carlisle Indian School had 

been turned o,'er to the War Department 

to be used as a hospital and vocational 

school for the re-roucation 

and rehabilitation of soldiers disabled 

in the War. 

Thus fittingly passes out the famous 

Indian School after nearly forty years 

of u eful and effecth'e work. 

The correspondence relating to 

turning back the Carlde School to the 

War Department follows : 

WAR DEPATlIEXT 

WASHISGTOS 

By OSCAR H. LIPPS, 

C ie.( Supen-;sor or Indian Schools and 

Formerly Superintendent of the 

Carlisle Indian School 

July 9, 191 . 

)1, dear Mr. Secretary: 

The Army )ledicaJ 

Department has been looking ror suitable 

buildings and sites for hospitals. We are 

greatly in need or hospital facilities at the 

present time. My attention has been drawn 

to the Carlisle Indian School, which, beeause 

of its far eastern location and remoteness 

from the centers of Indian population, might 

be available ror this purpose, especially as 

under the law of 18 2, which created the 

Indian School at Carlisle, its return to the 

Army was provided for under certain eventualities. 

I am wondering whether the Department 

of the Interior would care to consider the 

advisability of turning this property back 

to the Army for hospital purposes and for 

the rehabilitation and re-education of the 

sick and wounded from the war. I am informed 

that there is a very considerable 

equipment there which miltht be utilized for 

this purpose. 

Cordially yours, 

XEWTOS D. BAKER, 

The Honorable Secretary of War. 

The Secretary of the Interior. 

THE SECRETARY OF THE IXTERIOR 

WASHISGTOS 

July 16, 1918. 

Dear )Ir. Secretary: 

I ha.e your letter of July 

9, aking whether the Indian school plant at

6 THE INDIAN SCHOOL JOURNAL-ABOUT INDIANS 

Carlisle, Pennsylvania, could be turned over 

to the Army for hospital purposes and for 

the rehabilitation and re-education of the 

sick and wounded soldiers. 

I find that the pupils now enrolled in the 

Carlisle School can ~e accommodated in 

other Indian "'hools, and in view of the need 

by the Army of an institution of this character, 

I hav(' given my consent to the turning 

over of the plant for the purposes indicated. 

T have n$ked Commissioner Sells to arrange 

to vO

THE INDIAN SCHOOL JOURNAL-ABOUT INDIANS 7 

Secretary of War be, and he is hereby, authorized 

to set aside, for use in the establishment 

of normal and industrial trainings:hools 

fOI' Indian youth from the nomadic 

tri1..es ha"ing educational treaty claims upon 

the United States, allY i'Ueant posts or barral 

ks. 80 lotlg os they may not be required 

for milita,'Y occllpation. and to detail onc or 

more officers of the Army for duty in connection 

with Indian education I under the 

direction of the Se:retary of the Interior, at 

each such 8 'hool so established: Provided, 

That moneys appropriated or to be appropriated 

for general purposes of education 

among th~ Indians may be expended, under 

the direction of the Secretary of the Interior, 

for the education of Indian youth at such 

posts, institutions, and schools as he may 

consider advantageous, or as Congress from 

time to time may authori7.e and provide. 

As to how Carlisle came to be selected 

as the place at which to establi8h 

this great "example Indian 

school," let General Pratt tell the 

. tory: 

Experience had shown that Indians, if 

properly handled, could easily and quickly 

!e merged and assimilated in their interests 

with our white population, from whom they 

could test get the higher and better ideas of 

life they all needed to become useful citizens. 

The:;e views led to warm discus~ion between 

General A rmstrong and me, until I finally 

dedared I could not conscientiously remain 

on duty at Hampton. but was w;lIing, if held 

to duty in Indian education, to undertake a 

~:'hool especially for Indians and ther~ work 

out. my own ideas. 

I went to 'Washington and suggested to 

~Ir. Schurz (then Serretaryof the Interior). 

that Carlisle Barracb, then unoccupied, 10- 

rated in th'rich Cumberland Yalleyin Pennsylvania, 

whose industrious people would be 

an exam pip for the pupils, might ~e utilized 

for such a school. 

Secretary Schurz quickly said. "If Secretary 

)lcCrary will give us Carlisle Barracks, 

we \\;11 PUL an Indian Srhool there under 

~-our char::rc." Secretary McCrary al!reed to 

turn over Carlisle Barracks if there were no 

lezai obje{:lions. and if there were legal oa 

~eC'tjons he would ask Cong-ress to remove 

them. 

T t Was found that public property could

THE INDIAN SCHOOL JOURNAL-ABOUT INDIANS 

not pass to other departments without congressional 

action, and the Secretary had a 

bill drawn to transfer Carlisle Barracks to 

the Interior Department for an Indian 

School. Duplicate copies were made, and 

Governor Pound, a member of the House 

from Wisconsin, and Governor Pendleton, a 

member of the Senate from Ohio, introduced 

the bill in the House and Senate. The bills 

were referred to the Indian Committees of 

the two branches of Congress, and Governor 

Pound wns appointed by the House Committee 

to report to the Committee on the 

feasibility of it. A report was written, and 

then the bill, with a favorable recommendation 

from the Committee, was returned to 

the House and placed on the calendar. 

I was then instructed by the Secretary of 

War and the Secretary of the Interior how 

to "lobby" for its passage. The Secretaries 

sent me daily to explain to members of the 

House and Senate, and kept me in Washington 

seyeral months. It was then found that 

the bill was so far down on the calendar it 

could not be reached that session, Secretary 

~lcCrary then invented a way to go ahead 

and establish the school. He said: 

"We have the bill before Congress with a 

favorable report from the committee, and I 

will ubmit to General Hancock, who commands 

the Department in which Carlisle 

Barracks i. located, and if in his judgment 

Carlisle can be spared, I will then ask General 

Sherman's opinion, and, if he thinks 

well of it, we v.;1l turn Carlisle over for an 

Indian S,hool, pending the action of Congress 

on the bill." 

General Hancork endorsed, uCarlisle Barracks 

v.;1I never again be required for military 

purpo' s, and I know of no better place 

for such an experiment." General Sherman 

endorsed with his 0\\11 hand, "approved, providing 

both Indian boys and girls are edurated 

at said school." 

The Secretary then i.sued the order, and 

in September, 1 79, Carlisle Barracks was 

tentatively lriven to the Interior Department 

for an Indian School, awaiting the fayorable 

adion of Convess, and I was detailed under 

the law in the Army bill. 

The Buracks had been abandoned as a 

,tation for troops for se

10 THE INDIAN SCHOOL JOURl';AL ABOUT INDIANS 

Carlisle ha done a great work and 

its founder has rea on to feel proud 

of its accomplishments, In 1879 there 

was little of cil'ilization west of th. 

~li8Sisgippi and for years the Indian 

reservations of the west were referred 

to as "The Fifty-Foul' Black 

Spots" upon the map, Time and the 

onward march of civilization have 

turned 'nost of these "Black Spot .. 

into garden spots, Railroads have 

been built, school houses constructed, 

homes and farms established, so that 

today the hum of industry and the 

shriek of the locomotive disturb the 

solemn stillness that formerly pervaded 

these isolated "spots," While 

formerly it was necessary, in order to 

let the Indian see our civilization to 

tak,e him to it; noll', When yOU go to 

1'lSlt an Indian on a middle western 

reserva'ion he meets you at the station 

in his big touring cal' and speeds 

you ol'er a rich country teeming with 

prosperity and intelligent industry, 

He i no longer the picturesque figure 

that furnishes inspiration for the 

artist and the poet, He has taken 

hi place as a citizen of the countr)' 

and he is rapidly shouldering his 

proper responsibility as such, 

For sentimental reasons we regret 

the pas.ing of Carlisle, but if it is to 

be oacrificed upon the altar of freedom 

we rejoice that it is being made 

to sen'e a cause 0 noble, Not a single 

pupil enrolled at Carlisle will, by 

re:l;;on of its abandonment, be left 

without smple school privileges, and 

the Indian boys "over there" will be 

happy to know that the old school will 

continue to be utilized in the interest 

of humanity, 

seems to me that the 

seho( Ihouses dotted 

here, the re, and e'-erywhere. 

mer the gre~t 

expanse of thi nation, will some 

da~ pro\'e to be the roots of that 

great tree of libert, \\hieh shall 

spr~ad forthe su te~anceand protectIOn 

of all mankind. President Wilson

VOCATIOl\J AL REHABILITATION 

FOR SOLDIERS AND SAILORS 

DISABLED Ii\' THE v\ AR 

ACT OF CONGRESS ApPROVED JUNE 'fl, 1918 

Act To provide for 

vocational rehabilitation 

and return to 

civil employment of 

disabled persons discharged 

from the 

military or naval 

forces of the United States, and for 

other purposes. 

lJe it enacled by the , e1l'!te and 

House of Represenlalil'es of th e 

Uniled Slates of A.merica in Congress 

a.~se mbl e d, That this Act shall be 

known as the Vocational Rehabilitation 

Act. That the word "board," as 

hereinafter used in this Act, shall 

mean the "Federal Board for Vocational 

Education." That the word 

"bureau," as hereinafter u~ed in this 

Act, shall mean the "Bureau of War 

Risk In urance." 

SEC. 2. That every person who is 

di abled under circumstances entitling 

him, after discharge from the 

military or naval forces of the United 

tates, to compensation under Article 

III of the Act entitled "An Act to 

amend an Act entitled 'An Act to 

authorize the establLhment of a 

Bureau of War-Risk Insurance in the 

Treasur" Department,''' approwd 

October sixth. nineteen hundred and 

seventeen, hereinafter referred to as 

""aid Act," and who, after his di - 

charge, in the opinion of the board, is 

unable to carryon a gainful occupation, 

to resume his former occupation. 

or to enter upon some other occupation, 

or ha\'ing resumed or entered 

upon such occupation i unable to continue 

the same successfully, shall be 

furnished by the said board, where 

vocational rehabilitation is feasible, 

such course of vocational rehabilitation 

as the b ~ ard shall prescribe and 

provide. 

The board shall have power and it 

shall be its duty, to furnish the persons 

included in this section suitable 

courses of vocational rehabilitation 

to be prescribed and provided by the 

board, and every person electing to 

follow such a course of vocational rehabilitation 

shall, while following the 

same, receive monthly compensation 

equal to the amount of his monthly 

pay for the last month of his active 

service, or equal to the amount to 

which he would be entitled under 

Article III of said Act, whichever 

amount is the greater. If such person 

was an enlisted man at the time of his 

discharge, for the period during 

which he is so afforded a course of rehabilitation, 

his family shall receive 

compulsory allotment and family allowance 

according to the terms of 

Article II of said Act in the same manner 

as if he were an enli ted man, and 

for the purpose of computing and 

paying compulsory allotment and 

family allowance his compensation 

shall be treated a his monthly pay: 

Prol'ided, That if l'uch person willfully 

fails or refu es to follow the prescribed 

course of vocational rehabilitation 

. which he has elected to follow , 

III a manner ati factory to the board ,

12 THE INDIAN SCHOOL JOURNAL- ABOUT INDIANS 

the said board in its discretion may 

certify to that effect to the bureau 

and the said bureau shall, during such 

period of failure or refusal, withhold 

any part or all of the monthly compensation 

due such person and not 

subject to compulsory allotment which 

the said board may have determined 

should be withheld: Provided, howel'el', 

That no vocational teaching shall 

be carried on in any hospital until the 

medical authorities certify that the 

condition of the patient is such as to 

justify such teaching. 

The military and naval family allowance 

appropriation provided for 

in section eighteen of said Act shall 

be available for the payment of the 

family allowances provided by this 

section; and the military and naval 

compens'ltion appropriation provided 

for in section nineteen of said Act 

shall be available for the payment of 

the monthly compensation herein provided. 

No compensation under Article 

III of said Act shall be paid for the 

period during which any such person 

i furnished by said board a course of 

vocational rehabilitation except as is 

hereinb~fore provided. 

SEC. 3. That the cour es of vocational 

rehabilitation pro\;ded for 

under this Act shall, a far as practicable 

and under such conditions as the 

board may prescribe, be made available 

without co t for instruction for 

the benefit of any person who i disa?led 

under circumstances entitling 

him, after discharge from the military 

or naval forces of the United 

tateg, to compensation under Article 

III .of sai~ Act and who is not included 

In . ection two hereof. 

SEC. 4. That the board shall have 

the ~wer and it shall be its duty to 

proVide such faCilities, instructo 

and 

rs, 

courses as may be necessary to 

insure proper training for such persons 

as are required to follow such 

courses as berein provided; to prescribe 

the courses to be followed by 

such persons; to pay, when in the di - 

cretion of the board such payment is 

necessary, the expense of travel, lodging, 

subsistence, and other necessary 

expenses of such persons while following 

the prescribed courses; to do 

all thing~ neccessary to insure vocational 

rehabilitation; to provide for 

the placement of rehabilitated persons 

in suitable or gainful occupations. 

The board shall have the power 

to make such rules and regulations 

as may be necessary for the proper 

performance of its duties as prescribed 

by this Act, and is herebY 

authorized and directed to utilize, 

with the approval of the Secretary of 

Labor, the facilities of the Department 

of Labor, in so far as may be 

practicable, in the placeme'lt of reo 

habilitated persons in suitable or gainful 

occupations. 

SEC. 5. That it shall also be the duty 

of the board to make or cause to ha\'e 

made studies, investigations, and reports 

regarding the vocational rehabilitation 

of disabled persons and 

their placement in suitable or gainful 

occupations. When the board deems 

it advisable, such stUdies, im'estigations, 

and reports may be made in cOoperation 

with or through other departments 

and bureaus of the GO\'erD' 

ment, and the board in its discretion 

may cooperate with such public or 

private agencie as it may deem ad· 

visable in performing the duties imposed 

upon it by this Act. . 

SEC. 6. That all medical and surglcal 

work or other treatment necessarY 

to give functional and mental restoration 

to disabled persons prior to their 

discharge from the military or naval

THE IND IAN SCHOOL JOURNAL-ABOUT INDIANS 13 

forces of the T;nited States shall be 

under the control of the War Department 

and the Navy Department, respecti\'ely, 

Whenever training is employed 

as a therapeutic measure by 

the War Department or the Navy Departmen~ 

a plan may be established 

between these agencies and the board 

acting in an advisory capacity to insure, 

in so far as medical requirements 

permit, a proper process of 

training and the proper preparation 

of instructors for such training. A 

plan may also be establi~hed between 

the \r ar and N a\'y Departments and 

the board whereby these departments 

shall act in an advisory capacity with 

the board in the care of the health of 

the soldier and sailor after his di, 

charge. 

The board shall, in establishing its 

plans and rules and regulations for 

vocational training, cooperate with 

the \rar Department and the Na\,' 

Department in so far as may be nece, 

sary to Effect a continuous process of 

vocational training. 

SEC. 7. That the board is hereby 

authorized and empowered to receive 

such gift, and donation from either 

public or private sources as may be 

offered unconditionally. All moneys 

receh'ed as gifts or donations shall be 

paid into the Treasury of the T;nited 

States. and shall constitute a permanent 

fund, to be called the " pecial 

fund for \'ocational rehabilitation," to 

be used under the direction of tbe 

said board. in connection with the appropriations 

hereby made or hereafter 

to be made, to defray the expenses 

of pro\'iding and maintaining 

courses of vocational rehabilitation; 

and a fuil report of all gifts and donations 

offp.red and accepted, and all di:, 

bursements therefrom. shall be submitted 

annually to Congress by said 

board. 

SEC. 8, That there is hereby appropriated 

out of any money in the 

Treasury of the United States not 

ptherwisc appropriated, a\'ailable immediatel), 

and until expended, the 

~um of $2,000,000 or so much thereof 

as may be necessary to be used by the 

federal Board for Vocational Education 

for the purposes of this Act. to 

wit, for renting and remodeling buildings 

and quarters. repairing, maintaining, 

and equipping same, and for 

equipment and other facilities neces 

Gary for proper instruction of disabled 

persons, $250,000; for the preparation 

of instructors and salaries of 

instructors, supen'isors, and other experts, 

including necessary traveling 

expenses, 545,000; for tra\'eling expenses 

of disabled persons in connection 

with training and for lodging, 

subsistence, and other necessary expense. 

in special cases of persons fol 

lowing prescribed courses, $250,000; 

for tuition for disabled persons pursuing 

courses in existing institutions. 

public or prh'ate, .,545,000; for the 

placement and supernslOn after 

placement of \'ocationally rehabilitated 

persons, ,4.5,000; for studies, in 

\'estigations. reports and preparation 

of special course: of instruction, $55,- 

000; for miscellaneous contingencies, 

including special mechanical appliance 

necessary in sDecial cases for 

disabled men, $110.000; and for the 

administrative expenses of said board 

incident to performing the duties impo;ed 

bv thi. Act, including salaries 

of ,uch a,dstants. experts, clerks. and 

other employees in the District of Columbia 

or elsewhere as the board may 

deem necessary, actual traveling and 

other necessary expenses incurred by 

the member.- of the board and by its 

employee- under its orders, including 

attendance at meetings of educational


associations and other organizations, 

rent and equipment of offices in the 

District of Columbia and elsewhere, 

purchase of books of reference, law 

books, and periodicals, stationery, 

typewriters and exchange thereof, 

mbcella;leous supplies, postage on 

foreign mail, printing and binding to 

be done at the Goyernment Printing 

Office, and all other necessary expenses, 

,200,000. 

SEC. 9. The said board shall file 

with the clerk of the House and the 

Secreta 1';: of the Senate on July first 

and eyery three months thereafter, 

for the information of the Congress, 

an itemized account of all expenditures 

made under this Act, including 

names and salaries of employees. Said 

board shall also make an annual reo 

port to the Congress of its doingunder 

thi~ Act on or before December 

first of each year. 

SEC. 10. That section three hundred 

and fou,' of the Act entitled "An Act 

to authorize the establishement of a 

Bureau of War Risk Insurance in the 

Treasury Department" approved September 

second nineteen hundred and 

fourteen, as amended, is hereby repealed. 

SEC. 11. No person of draft age 

physically fit for military service shall 

be exempted from such service on account 

of being employed under the 

terms of this Act. 

"TO the Order of .the Happy Ones belongs the engineer 

who loyes to chmb into his cab and la\' his hand on 

the throttle. the carpentE'r who is ne\:er so glad as 

When he takes up hiti pi d 

. ane an saw, the teacher whose 

bl'lghte~t moment of the day is when she t . t h I 

h · . s eps m 0 

rOOm. the ou:;ewlfe who lo\'es her iob of I k' 

er 

ft 

c ass- 

th 

children and k' h . 00 mg a er e 

I ",.' m~ mg orne cheery and would not change 

pace: .'lIt.P the ,Idle t and slllppiest doll at P I B h h 

phY"lclan Who Is ne\"er '0 ha " am eac, t e 

tb d·, d d " pP} a.: When administering to 

e bea~e an the mfirm d II 

Who like to do what th . h ,an a other blessed mortals 

e) aYe to do,"

EDCCATIOt\: THE MA.STERY OF 

THE ARTS OF LIFE 

I 

By ARTHUR E. MORGAN, 

IN The Allantic Monthly' 

direction and inspiration of competent 

teachers; and that effort shall be 

THROUGHOUT the long 

ages during which education 

has been 0 f the very rily by outward discipline, but by the 

initiated and maintained, not prima 

essence of life, by endless 

election and by the relentless 

test of time a 

guided interest and aspiration of the 

pupil. The curriculum of this school 

is very old, the best data indicating 

nat u I' a I educational that it has been in continuous use, 

method has emerged almost without change, for one or two 

which has a wonderful 

record of successful application 

under widely varying conditions. 

' Ye are not sailing on an uncharted 

sea. for although innovators 

ha\'e come and gone, their practices 

warping or thwarting the lives which 

million years, 

I had been watching a mother cat 

and her kittens. A cat must be able 

to catch food, to fight, and to distinguish 

between fighting and playing; 

and these necessitie incHcate what to 

it are some of the principal arts of life 

haw come under their influence, alway 

the sound historic method ha 

group, the kittens in play would re 

to be rna teredo As I obsen'ed the 

sun'ived, being wrought e\'er more peatedly attack the mother, she would 

firmly into our li\·es. 

retaliate, and then would come a 

The other day I \-isited a school tussle in which the kittens would use 

where this method is being lIsed \\;th all the ability they posse'sed in efforts 

success. It consists in the practice of to parry and strike, to bite and claw, 

the arts of life, sometime, with the continually imitating the mother. 

assistance of the teacher, sometimes Sometimes the mother would begin 

by the pupils working out points of the play, but usually the kittens, not 

technic with each other, when the only would begin, but would continue 

teacher is not present. Occasionally with such interest and vigor that, 

the ·teacher will reprove or puni"h, when the mother, tired out, wanted to 

most often because pupil' ha\-e become 

too interested and boisterous for punish the kittens severely before 

stop the game, she wf)uld have to 

her comfort. Once I saw her bring a they would admit that the lesson period 

wa, oYer. Oncl'. a mouse she had 

new problem to the class, and direct 

attention to it:; solution; but In the caught became the subject of a le"'on. 

main the day's work i, initiated and the kittens trying to capture it while 

,ustained by the interest of the pupi:s. it attempted to escape. 

We ha\'e here two of the fundamentals 

As I watched this family at its lesson,. 

I thought of changes in its curri 

of sound education: that its method 

shall include and mainly consist of the 

ulum which would be made by those 

practice of the art.' of life, under the 

inno\'ator: who in the pact few gener- 

'Br perm,s,;on of the "Atlantic Monthly,"

16 THE INDIAN CHOOL JOURNAL-ABOUT INDIANS 

ations have been teaching human children 

in accordance with weird theorie 

of eclucation. We might reasonably 

expect their first dictum to be 

th;t we must not trust to the interests 

of the kitten; that what it needs 

is to be compelled to do hard. disagreeable 

tasks; that it must, under 

duress, take great pains in developing 

uninteresting. useless technic, for the 

sake of mental discipline. Perhaps it 

would be desirable to compel the 

kitten to stand on its head! This 

would be sufficiently unpleasant and 

useless, and the discipline so acquired 

might be 'carried over' into other 

fields, so that later, when the grown 

cat should see a mou e, it might be 

possessed of a firm, continuing resoh'e 

to catch it. The fact that it 

would not have learned how to catch 

mice would be a minor disadvantage 

which could be ol'erlooked. 

This analogy of the kittens is not 

trivial. The instinct if the child, 

although more complicated. represent 

the resultant of selective tendencies 

acting through the ages. Education is 

not an institution de\'ised and adopted 

by men, and kept alive by cea. less 

vigil. It is an innate process of human 

life. as inherent a is physical de 

I'elopment from infancy to maturity, 

Educational stimuli do 'not need 0 be 

produced and transmitted to the 

child by external application. They 

unfailingly originate within him. just 

as surely as do hunger and hirst. 

They may be awakened. guided, controlled. 

trained; inhibitions rna. be 

removed; but in the main hey ~ork 

according to their own laws. To have 

~ai h in creation a it expresse" i'self 

In the instincth'e demand of youth for 

education; to sit at the feet of childhood 

ann to learn it ways; to se to 

the utmost. and to di rect \\iseh-. i "resources 

of intere~t and de-i~e-th i 

is educational wisdom. To ignore 

these great resources, to assume that 

we must work with childhood as with 

clay, expecting no innate determining 

acth'ity on its part, but merely 

moulding it to fit a preconceived conventional 

type-this is educational 

tragedy. 

The theories which educational innovators 

of recent centuries have 

forced upon us are to no small extent 

a direct by-product of the doctrine of 

total depravity. Though the doctrine 

itself has been abandoned by men of 

modern outlook vet its implications 

continue to contr~l our conventional 

educational system. To orthodox 

American educators. a child's tendencies 

are essentially unreliable and are 

largely bad. These men require that 

the child be drilled in useless subjectmatter, 

that his life be fitted to an 

intellectual strait-jacket, and that he 

smother his deep-rooted love for adl:enture 

and inquiry, accepting their 

statements as final authority; and 

when the spirit of youth rebels, and 

its life, thwarted in normal growth. 

expresses it elf in unlovely ways. 

their remedy is to turn the screws 

still tighter. 

In a recent number of the .-'ltlantic 

this point of view is admirably ex 

pressed:- 

From belcinning to end, discipline permeated 

the curriculum of the school of yes' 

terday. The interests of the individual pU' 

pil were rarely. if ever, consulted. The work 

assip1ed was to be done. The question of its 

appeal. of its difficulty, of its practical value 

to the panicular pupil, was not even opeD 

for discussion, And what splendid men and 

women this old-fashioned not alwavs ageea"le. 

disciplinary edu cati~n developed! 

A great number of men who haye 

another outlook believe that the present-day 

dissipation of vounthful 

energy i due to the fact th;t the subject-matter 

of the conventional school

THE INDAIN SCHOOL JOURNAL-ABOUT INDIANS 17 

has very little relation to actual life. 

They credit boys and girls with at 

least a small amount of that same 

common sense which inclines mature 

people to refuse to be interested in 

that which they belie\'e in no way concerns 

them. They believe also that, 

as the faculties of men grow gradually 

through use, 0 the ability to exercise 

discernment, initiative, and self-restraint, 

are more likely to be well developed 

if the youth gradually assumes 

the direction of his own interests, 

than if he remains under complete 

intellectual subordination during 

his school-life and then suddenly 

is given full responsibility for himself. 

But in the view of the com'entional 

school man our present trouble with 

dissi pated energies does not result 

from too much ignoring of interests. 

In the article quoted above we find thi 

confession : '~rany of us are forced to 

believe, and with all our hearts, that 

at the root of this deplorable situation 

lies a widespread acceptance of this 

modern doctrine of yielding to the 

interests of youth.' 

Unfortunately, a reaction from this 

doctrine of making a tragedy of youth 

by almost totally ignoring its interests, 

has carried some men and women 

to an acceptance of educational 

anarchy. One educator of prominence 

recently expre~sed this attitude 

in substantially the following 

terms:_ 

When God creates a child, he .ndows him 

\\;th tend~ndes and instinct which, if allowed 

Cree play, \\;lllead to his perfect de¥elop 

Mento Every child is a new creation, dift'erin!! 

from every other. Except as he may 

have I-ecorr:e atnormal through unfortunate 

en\;ronrnent, he has a sacred ri$!ht of freedom, 

oC developinJ: just what is in him. The 

teacher in his finiteness cannot foresee the 

child's po>sibilities. and has no ri~ht to dil'e

18 THE INDIAN SCHOOL .JOURNAL ABOUT INDIANS 

re\'erence for the hidden possibilities 

of youth, or the resolution to allow 

the,e pos,;ibilities to develop according 

to their own laws, and without 

our inhibiti\'e interference. 

II 

The inno\'ators who wou ld almost 

totally ignore the interests of childhood 

ha\'e had for a few generations 

almost entire control of the educational 

machinery of America; but although 

they could for a time control 

the machinery, the instinct for education 

in youth was too strong to be 

killed. While they thought that they 

were thi:' educators of the country, 

they were, in fact, but filling in a few 

of the g,lps in the educational system. 

For instance, the ordinary life of 

early Xew England furnished occasion 

for the development of many 

qualitie,; which go to make good me~. 

Home industry supplied most material 

necessities. To become able to 

produce them required extensi\'e technical 

trainmg. It was getting this 

training in the home, with the discipline 

it implied, which constituted the 

major part of the young Xew Englander's 

education: and the problem 

of the school was so to supplement thi. 

home-ennronment, that the home and 

the schaul taken together would furnish 

the conditions neces"ary to produce 

the completely developed man. 

We mi'S the point when we single out 

from the whole circle that small arc 

whiel] consi,;ted of formal schooling, 

and style it .' ew England education. 

The dean of the college of education 

in one of our largest unh·er.:ities recently 

remarked that during his b)yhood 

on the fann he had but three 

month .. in the year of schooling, which 

left nine months for him to get an 

education. 

As education through home arts has 

declined. people have begun to realize 

that the school-house has received too 

much credit, and the barn not enough. 

So we are beginning to reproduce the 

latter in our educational system, as 

witness our farm-schools, tradeschools, 

mechanics' institutes, and the 

modern trend toward 'practical' ed u 

cation. Just now we have a feud between 

the barn and the school-house. 

Some of the men who have rediscovered 

the barn, and are building 

these 'practical' schools, and even 

some of our advanced technical 

schools, despise any training which 

cannot be measured in terms of the 

pocketbook. As for our classical men, 

they usually have denied even the existence 

of the barn as an educational 

institution. In the few cases in which 

they have seen the need of training in 

the arts of life, they have looked upon 

it as more or less menial, suited only 

to those who are to become hewers of 

wood and drawers of water. 

. Recently I ob erved a most pathetic 

mstance of this traditional attitude. 

In a large eastern city is a group of 

men and women who consider themseh'es, 

and are accepted as, the acme 

of American culture. Their own boys 

are edUcated in classical secondary 

scho I 

a s, known throughout the country 

for their fine traditions. In these 

schools, aside from athletics and a 

amount of manual training, 

s~all 

t ere is little training in the coordina 

~I~n of muscle, nerve, and brain or in 

Inlt t· , 

Ia I\'e and self-reliance. The education 

is largely that of a priest, a 

la \\",. 

,er, or a gentleman of ODe or two 

hundred' , 

~ ear, ago. But these same 

men, realiZing that some children 

: hould have a different kind of train 

Ing, man\' "e 

h - .' ars ago created a tradeb: 

.~l to. w~ich they send 'deserving 

). of hmlted means.' Here I found

THE INDIA SCHOOL JOUR 'AL-ABOUT INDIANS 19 

sound. normal boys in a 'practical' atmosphere, 

getting a 'practical' education. 

They had conventional schoolwork 

of the grammar grades, and in 

addition learned to be printers. machinists, 

carpenters, and farmers. 

The great city is only three miles 

away, with its museums, music, operas, 

libraries, and all that a centre 

of American culture can give; yet 

each boy leaves the school grounds 

only two to four times a year. If a 

boy, after months of this complete isolation, 

goes to the city without permission, 

he is subject to dismissal. It 

would be impossible to design furniture 

more cheaply, drearily ugly than 

that in the dining-room. The chairs, 

which cost sixty-fil'e cents each. are 

like those which can be bought in any 

cheap furniture store. The dormitory 

is a huge barn-like room with 

long rows of little white cots, absolutely 

the only other individual furniture 

in the room being a harness-hook 

on the wall for each boy, where he 

may hang his clothes. 

This is a literally truthful account 

of a 'practical' school. sending out 

American boys into life in American 

cities. The master is a man of substantial 

natil'e ability. who would react 

quickly to any opportunity for 

better things; but he has little I'oice 

in determining policies. The school is 

financed and controlled by men who 

represent the cream of American culture. 

graduate;; of a great and grand 

old Gnil·ersity. where their classica: 

training was dominated by the 'humanities.' 

As I left the institution I thoul!'ht 

of Lanier's plaint;- 

Ala>. for the poor to have some part 

In y~n :-weet !:nng lands of art, 

~Iakes problem not for head, but heart. 

\'ainly mil!ht Plato', brain renl"e it 

Plainly the heart of a child could sol"e it. 

The East is not alone at fault. In a 

large western city an endowment of 

five million dollars recently has been 

provided to found a trade-school. The 

head of this institution has complete 

freedom of action. He requires el'ery 

working boy who enters the institution 

to be actil'ely engaged in the "particular 

trade in which he studie~, and 

his school-work is confined to adding 

to his expertness in that trade. When 

I a;;ked whether this system did not 

narrow the pupil and prevent the dewlopment 

of larger appreciation of 

life. I received the reply that it might 

be unfortunate for these boys to hal'e 

appreciations developed which would 

make them discontented with their 

lot. The head of thi~ institution accepts 

enthusia~tically the ~pirit of the 

German educational system. 

In thi< ~ame city I found a typical 

stereotyped cla~;;ical ~econdary school. 

where tho chief object would seem to 

be to eliminate contact with life. To 

do this more effectively. the school is 

placed so far out of the city that two 

hour'~ time each da)' is necessary for 

going an~ coming. _-0 use is made of 

the counlr)' space except to prol'ide an 

athletic fleld. and the curriculum has 

made practically no concessions to 

knowledgp that men hal'e gained during 

the !lst century. Wherel'er possible 

thi~ in~titution ha~ adopted the 

forms and terminology of the great 

English public schooh-. Wealthy bu. i 

nes> men send their boy there to prepare 

them for college 

The two phases of education ought 

never to hal'e been separated, and it 

is because we habitually adopt current 

ideas rather than create our own that 

we have continued to think of them 

as distinct. and as requiring separate 

insti utions. In planning the education 

of a child it is our duty deliber-


ately to tletermine as fully as possible 

what experiences and environments 

are nece ary in order that he 

may come to his fullest de\'elopment. 

Some of these we may reasonably expect 

him b have in his everyday life, 

Others he will not have unless we 

intentionally provide for them, The 

whole duty of the educator is this-to 

supplement the ordinary contacts of 

life with others, so that the entire 

em'ironment will deyelop to the fullest 

the possibilities of the child, It follows 

tha: the content of formal education 

,'annot be fixed, but must 

change continually, so as always to 

~upplement and complete the continually 

I'arying environment and experience~ 

of el'eryday life, With the 

unprecedented rapidity of changes in 

the modern world, only by intentional 

kee,n a,n~lysis of the Situation, b; 

maintaining a perpetual inventory, 

can we hope to make the necessary 

adjustments, Only live fish can swim 

upstream in the pre ent-day educa_ 

tional current; and educational duty 

cannot be fulfilled by industrious 

labor in the ways of yesterday, 

For education, as it has co~e down 

throu,gh the ages, consists always of 

learning how to liYe to-day through 

ma:t,ery of the arts of life of to-day; 

and In the art of life I would include 

el'ery normal ability or competence of 

body an~ of mind, That edUcational 

system IS incomplete which does not 

keep ~pen t~e I:istas of life in el'ery 

directIOn. - othmg which is essential 

~o a full~' del'eloped life and which 

IS not bemg acquired elsewhere can 

safely, be .omitted, We cannot i~nore 

~ateTial I,ntere;·ts, Whether we con_ 

Sider artist, professional m 

I bo • an, or 

a :e.r, the embarra sments and 

IneffiCiency of el'e""da" II'f d 

• 'J J e are e- 

crea."ed and It· freedom enlarged by 

the possession of a working knowledge 

of commercial usages of the art 

of being soil'ent, of appraising accurately 

one's possessions, of correctly 

measuring and judging material 

values. Every man should be master 

of the elementary principles and 

technic of ordinary business affairs. 

When the home doe not teach good 

manners the school should do so. In so 

far as the home opens up the possibilities 

of literature, or of any other 

field, the school need not. The religious 

life cannot be ignored. Aspiration, 

high ideals of conduct, won' 

der, humility, and rel'erence before 

life and the source of life, consecration 

to convictions, unselfishness, 10le 

of ou r fellow men, the relation of 

moral standard to industry-all these 

can be considered or encouraged without 

offense in almost any school. A 

realization of the need of intellectual 

integrity and independence cannot 

always be imparted without offense. 

but the need is vital to any sound 

system of education. GiI'en this r an g~ 

of interests, training in religioUS 

doctrines may be left safely to other 

agencies. . 

We should try to inspire the habit 

of searching out what is the burden 

of the world's wisdom and judgment 

in reference to the main issues of life. 

This demands a lil'e knowledge of bi~ 

tory, literature, and biography. "e 

should deyelop the habit of questioning 

and examining accepted beliefs. 

whether of common knowledge, or in 

science, business, morals, or oth~ 

field. Youth should be encourag 

to work out for itself tentatiye st~n~i 

ards of economic, moral, and Splf\tu 

niIues; to pay heed to its use of time 

and resurces; . to define its atti ·t u de 

toward indust!"), and social life, t~ 

wllrd the liye i sues of the day, an 

I 

\ 

E

THE INDIA SCHOOL JOURNAL-ABOUT INDIANS 21 

toward life itself. No educational 

system is complete if its aim is so to 

engross the attention of mer. and 

women, either in industrial, professional, 

or social life, or in the pursuit 

and enjoyment of culture, that they 

will not have time to ask themselves 

the question, 'What is it all about?' 

To have asked this question, and to 

have reached a satisfactory attitude, 

which is not out of harmony with 

modern knowledge, is necessary to a 

teacher who is wisely to direct the 

aspirations of youth. 

Any educational system is seriously 

at fault which does not de\'elop a 

habit of laying claim to life's fine re 

Sources. The em'ironment of the child 

should result in opening eyes and 

mind to natural phenomena, to lifeprocesses 

and habits of plants and 

animals, to the data of geology, of 

physics, and of astronomy; and to 

the appeal of good literature, poetry, 

history, and of the \'arious forms of 

art. We should include in our programme 

the development of social relationships, 

interests, and responsibilities. 

Habits should be acquired of 

effective expression of considerateness 

and goodwill, and of the elimination 

of social friction through the 

medium of courtesy, good manners, 

and .good form, this "good form" to 

conSist of consummate skill in living 

the Golden Rule, not of proficiency 

In the mannerisms of an exclush'e 

SOCial cla . 

Independence, originality. and initiative 

are mighty factors in human 

progress, but they find little opportunity 

for development in obedient 

poring O\'er the prescribed daily les 

Son in the classroom. In man\' indi 

\'idual cases these high qualities actually 

survi\"e eight or twel\'e years of 

routine plodding in our conventional 

schools--eloquent testimony as to 

how nearly ineradicable they are. The 

spirit of ad\'enture, so nearly universal 

in youth, commonly is thwarted at 

every tu~n . Yet this is one of its 

finest gifts; when it has gone life's 

greatest promise is past. An educational 

system should nurture and direct 

this spirit, bringing it to expression 

in a daring to aim at high standards, 

in adventures into new fields of 

action, thought, and knowledge; in a 

desire for the hard, strenuous things 

which temper and stabilize character. 

The sporting instinct of youth demands 

these difficult tasks, and life 

is stale when they cannot be found. 

While youth has these fine qualities 

so strongly rooted, it frequently 

lacks the wisdom or outlook to define 

the objects of its enthusiasms, and 

commonly adopts those of surrounding 

groups or individuals. To the 

father or teacher these qualities are 

treasures handed over to his keeping, 

for him to direct toward whate\'er 

ends he will. If he fails to direct them 

at all, or endeavors to suppre - them 

because they do not fit a routine programme, 

they find objects for themselves, 

often on those low planes 

which commonplace life everywhere 

suggests. 

III 

In the end it is the masten' of all 

these arts of life, and not Greek and 

Latin, algebra and geometry, that is 

education. As we bear this fact clearly 

in mind, the relative importance of 

subjects begins to change. to become 

greater or Ie ·s. a~ they contribute to 

the final result. To-day American 

education i breaking free from its 

impediments, and is groping it wa\" 

back to the ages-old method of lear; 

ing by practicing the arts of life. 

The following description is of inci-


dents that hal'e come within my experience, 

all during the last. few 

months, though not all in the same 

school. They do not portray a system, 

but only casual intimations of a new 

day. 

In a certain primar~ school I found 

many of the little children keeping 

chickens and selling eggs. With eggs 

selling for fifty cents a dozen, even 

the younger children had learned all 

the common dil'isions of fifty. As 

they had not yet mastered the intricacie~ 

of pounds and bushels, the 

youngest bought feed in small quantitise, 

a few cents' worth at a time. The 

older children, who were able to calculate 

the cost, took the part of dealers. 

A boy of high-school age was 

wholesaler, buying feed by the ton for 

all chickens and cattle, and selling it 

in lots of twenty pounds or less. They 

built play houses, made and decorated 

holiday dre es, and made crude pottery. 

Definite comparison of these 

children with children in conventional 

schools indicated, not only superior 

development of hand and eye and better 

del'eloped initiative, but also that 

they were further advanced in the 

subject-matter of the conventional 

school. At a bank administered by 

pupils in the school bUilding, checks 

were cashed in payment for purchases 

and for labor or other services. Every 

pupil had money on deposit. Standard 

accounting methods were used, 

and.a daily balance was kept of each 

pupils account. 

During the past winter the main 

school bUilding, formerly used as a 

hotel. had burned down. In erecting 

the new building the boys of high 

. chool age had done about sixty pcr 

cent of the work outside of . h 01 

hours, thb labor having a I'a~e °of 

about fifteen thousand dollars. In 

printing, in editing the school newspaper, 

and in gardening, the same 

enterprise was apparent. 

Some of the day pupils, who are 

children of foreign laborers and soon 

will drop out of school, receive credit 

for progress in the manner of making 

beds, caring for baby, and sweeping 

the house. Under the teaching of 

a competent doctor and a nurse, the 

girls take care of babies in various 

families in the town, this work being 

designated as mother-craft. Arrangements 

are made for the boys and the 

girls to be guests of educated people of 

moderate means, getting glimpses of 

refined !il'ing conditions. These people 

have not forgotten that to the immigrant 

child the interior of a well-todo 

American home is as unfamiliar as 

a Chinese temple. 

The headmaster and his wife live on 

the campus in a carefully furnished 

house. Pupils who are to meet the 

master find him there in the livingroom 

before a fireplace, and for the 

time being are his guests. A class in 

domestic science was combined with 

one in Commercial arithmetic. In 

groups of two the young people of 

high school age chose building lots in 

various parts of the city made deals 

for purchasing the lot;,' worked out 

problems of taxes and special a sesSments 

. as applied to them , determinmg 

the apPortioning of taxes among 

such interests as education police 

protection, and sanitation a~d then 

planned house to be built on them. 

The domestic science teacher helped 

m planning the arrangement and in 

furnishing the rooms. 

On looking into the classwork I 

found a great variety of progress. In 

gr~mmar-school subjects, such as 

anthme~c, spelling, and grammar. 

each pupil progressed as his own abi!- 

( 

~ 

~ 

i 

~ 

d 

n 

il 

n 

II 

f 

s 

q


ities determined, Pupils who had 

done good work were 'on self-reliance.' 

Stopping one boy at his work, I asked 

him what that meant, and he replied, 

'You see, when you are on self-reliance 

you can do as you please. I had graduated 

from the seventh grade in history 

and geography, but I was only 

in the sixth grade in arithmetic. Noll' 

that I am on self-reliance, I can spend 

all the time I want to on arithmetic, 

and can catch up.' 

In a class which seemed proof 

against any interest in literature two 

boys who were caring for the cows 

a ked if they might, as their work in 

English, read gOI'erment bulletins on 

Holstein cattle. Starting with this, 

their attention was attracted to parts 

which might have been written better. 

Comparison was made with the style 

of classic authors, stories of keen interest 

to boys being taken as examples, 

and before the season was half 

ol'er they found themseh'es reading 

good literature with the beginnings 

of appreciation. I found much reading 

of good books, and much effort at 

original composition. 

All this and much more I have seen 

during recent months. In many 

schools ol'e~ the United States one 

meets flashes of sanity as expressed 

in devices for modernizing school 

methods and aims, and these are now 

leal:ling to an orderly presentation of 

principles. Life's activities, 

whether social, industrial, 

creath'e, or cultural, are made up of 

fev: great fundamental arts or occu 

Whether or not life as a 

~wn,olp i a succe~s depends on whether 

not these activities are pursued 

\succeissl'ull.y. The aim of education 

to prepare for and bring about their 

following. Certain aclouirPlmp,nto 

such a skill in reading, 

writing, and numbers, and the possession 

of the fundamental facts in 

any field of knowledge, constitute 

the toois of life without which men 

cannot function effectively. EI'ery 

well-considered action and every 

s ~ und deduction of reason must be 

dependent upon the possession of skill 

and knowledge, or, to use a more 

formal expression, upon the possession 

of the necessary technic and of 

the pertinent data. This uderlying 

preparation must be secu red, if not 

by interesting adl'entures, then by patient 

drill and drudgery, Yet we 

should value such accomplishment 

somewhat as we do money, considering 

it not as valuable in itself, but as 

an almost indispensable medium of 

accomplishment. 

Just as money when possessed for 

its own sake is a burden, so any 

knowledge is a useless impediment, 

which cannot, when occasion offers, 

function in some normal activity or 

appreciation, or in some sound deduction, 

The educational process should 

consist, not primarily in gaining this 

information, but in the practice of 

the arts or occupations of life. Obviously, 

then, the chool must enable 

he arts of life to be practiced. It 

should furnish the inspiration and 

the occasion for each child to undertake 

adl'entures in which he is or can 

be interested, and by means of which 

he will acquire some of the necessary 

habits, skill, knowledge, and initiative 

which will fit him to Ih-e. It should 

be the business of the teacher 0 to 

inspire the choice of projects or ad 

I'entures and so to direct the work 

that in the doing of it these qualities 

will be del·eloped. A child might take 

for a project making a garden, building 

a boat. or preparing for college. 

Sel'eral pupils may work upon a

24 THE I~DIAN SCHOOL JOURNAL-ABOUT I DIANS 

group-project; or they may have more 

than one at a time. Through the pupil's 

interest iii uch projects, related 

subject-matter will be introduced. 

The choice of an ad,'enture is of prime 

importance only as it furnishes for a 

longer or shorter time the best instrumentality 

for the child' de,·elopment. 

Drill and routine cannot be eliminated 

and leaye training normal or 

complete. But generally they can be 

gil'en value in the pupil's estimation. 

Pupils learn most effectil'el\' and with 

the minimUm los of time- if taught 

through, rather than in opposition to, 

their interests. Boys and girls do not 

always rebel against drudgery,-in_ 

deed, What could exceed in routine 

and drUdgery pulling a sled up hill, 

oyer and aver again. for half a day? 

-b~t they do object when it has no 

obnous connection with that which 

they value. If we find a final resi 

?u~m of drill which cannot be made 

I~C!dent~1 to a project. such a drill in 

t e rudiments of arithmetic or in 

We still can take awa,· the 

spelh~g, 

deadhnes~ of the drudgery if w~ will 

use the reSOurces of human nature 

R . 

ecently the colored man Who 

~ows . my lawn changed hi basis 

I rom hme Work to piece work. \\nen 

cakme to Pay him at his old rate for 

war don . . . 

t· h e III 

!me e P 

a surpl'lsmgly short 

, rotested. 'Boss, I thought I 

was worki b . 

nobody . ng y the Job, and you know 

by the' . wO;ks by the hour like he doe 

k Job. Few of 0.< can work with 

een zest t 

tion, wher a a ta~k of endless repetith 

e War 

e the degree of excellence of 

k d 

co mpen'at· 

one has no bearing on the 

J . a '. . ,Ion. Only a fool Would en 

~ spend!n h' I'f . 

the title g IS! e In sweeping back 

.J • ane men-and sane bol'S 

~emand 

_" 

the in' re ults commensurate with 

'e, tlllent. We gi,'e a boy his 

spelling lesson, an hour a day, month 

after month and year after year. He 

knows that no excellence of serl'ice 

will relieve that drudgery, and he ha; 

not the experience or capacity neces· 

sary for a vital appreciation of final 

profit in the far-off years. Suppose 

that, in case we must teach spelling by 

the book, we give him a list of a 

hundred or two hundred words which 

he must master during the month. 

and tell them that, when they are 

learned, his spelling period during thi 

remainder of the month will be fret 

for his own pleasures, or for work he 

likes? So can even the residuum of 

drudgery be made lighter, and thi 

keenness of life maintained. 

In the school of the future the mas· 

tery of the arts of occupations of life 

will be the end and aim of education. 

The method of education will be thi 

practice of tho e arts. Subject-mat· 

tel' and technic will furnish the tool· 

needed in acquiring and exercisiM 

this mastery. Projects will furni: t 

the occasion to awaken and maintain 

the interest and the incentive for ef· 

fort in acquiring subject-matter ani 

technic, and in practicing the occup~' 

tions of life. By recognizing the in' 

herent spontaneity of the interest' 

and aspirations of childhood, thi 

greatest of educational assets will hi 

commanded. The school of the futuJ't 

will be protean. It will overflow int 

all parts of the community, utiIiz~ni 

farm, home, factory store and ofliC< 

There will be ti~: for team-wor];, 

for group-play, for class-work, bU 

mUch of the time will be spent sin~b 

or in groups, with the teachers' gUI~' 

ance, in working out the projet: 

with its ramifications into literatu~ 

mathematics science history ph)';:' 

, J .. , 

cal labor, and business dealings.

fbucating tur 3Jnbian 

Hox. FHAXKLlX K. L.IW. 

Secretary of the IlItt'riur. 

~~~~~y way of answer to those who are troubled 

at the neglect of the Indian it may be 

noted that since 18(ia we ha,-e expended 

85.000,000 in the education of the Indian. 

Beginning with :20,000 a year. the annual 

appropriation for this purpose now 

reaches nearly 5,000.000. Those schools are most usefu I 

in which emphasis is laid upon the industrial side of' 

life. There are no brtter schools, I am well ad,-ised, than 

many of our resen-ation schools, where each child is taught 

the rudiments of learning and to be useful in practical 

things reading, writing, and arithmetic; how to plow and 

sow, hoe and hluTest; how to build a house and shoe a hor~e, 

or cook a meal, make a dress and nurse a sick man or animal. 

In one thing we are short the :ut of inducing ambition. 

This largely depends upon the geniusofthr teacher 

to fire the imagination of the pupil. for, after all, the true 

teacher is an inspirer. and the only thing he teaches his 

people is to want 5OlI1ething. That is the first ~tep in 

all ci,·ilization. We need teachers in the Indian Sen-ice. 

men and women with enthusiasm and with sympathy. not 

learned but wise. We are to control less and to help more. 

Paternalism is to give way to fraternalism. The teachers 

we need are helpers. farmers and nurses. who may not know 

how to write ideal reports but do know how to trust and 

secure trust. There is no W3Y by which an Indian can be 

made to do anything. but experience justifies the belief 

that there are many ways by which he can be led. '"

26 THE INDIAN SCHOOL JOURN AL-ABOUT INDIANS 

ANN AL REPORT OF THE I~TERIOR 

DEPARTMENT WAR WORK 

ASSOCIA nON 

MAY, 1917-MAY ,1918 

The Int"ior Department War Work Committee 

wi.~hes to give its warmest thanks to 

those who ha"e so generously contributed to 

its suppo,t during the past year. The work 

has increased steadily since ~!ay 1st. 1917. 

and it is the earnest wish tbat it may continue 

to increase as long as the war lasts. 

We have put twenty heds in the American 

~Iilitary Hospital at Xeuilly. France. Fourteen 

of these and a large amount of our 

fund~ came from Alaska. We have sent 

I axes of all kinds of !(arments to thoroughly 

equip and care for the wounded in those 

teds, as w,·11 as to other hospitals. 

The Surgical Dressings Committee or 

!(anized by )liss Coons and Miss Alden have 

made and sent thousands of dressings. And 

in addition we ha\'e sent boxes of sterile 

t-andages, uncut ~auze and a'::sor~ent cotton 

to re made up in Europe. 

We have outfitted "ith sweaters. helmets. 

s()('ks and other articles 519 of our own men, 

and we h&ve sent hundreds of sweaters, 

wristlets. helmets and hand-knit socks to 

soldiers at different camps who wele leavjn~ 

for France and who had not been outfitted. 

The Layette Committee under )liss )Ic 

Gowan has sent many complete layettes. 

On Bellliall Flower Day we sold throughout 

the Depanrrent in Washington $550 worth 

of fOl"l!et-me-nots, and we also collected $400 

for the movable ho each man'~ life there comes a tiDlt ' 

preme." 

"Th . .. 

ere S place and means for e"ery man.

ID!!!!!!!!!i!i!!!ii!!!!!!!d!immiiiiilliiiii!!iliIIHllllllliilIII! !Il~tn1 

The Indian and the War 

~~~~~~~~~~~~~~~~~~~~~~~~~~ 

~EWS '\~D comlE~T HEG .\HDI~G THE I~DL\~ '\~D TilE 

, PAIlT HE IS PLA n~G I~ ])EFE~DI~G DDIOCIlACY '"iI 

~~[,~iiiimm~~mm~mmommmmrnm'lllm'~mlmm~II~~mrrI~~~~:===========::::;!~ 

Camp Green, :\orth Carolina, 

May 19, 1918. 

~Ir. Edgar A. Allen, Supt., 

Indian School, Chilocco, Okla. 

Dear Sir: 

I have decided that it would not 

be a bad idea to write to some one there, 

being an cx-tudent, and tell something about 

what I have done since lea\;ng there. 

As is the case with all beginners, I had my 

ups and downs, tr);ng to get a start in life 

as I should, till finally I succeeded to my belief, 

enjopd a good home and pleasant surroundings 

up to the time of my enlistment. 

I joined the l!edical Corps and I like and enjoy 

the life of a soldier and also the work. 

It is ind""d very interesting, and helpful as 

well, and ~.;Il be of great help to me upon 

my return to civil life after a seal has b..n 

put on the Kaiser and his Kultur. 

Our warS: consi:;.;ts of general first aid, sur 

~ic-al dressinl!s, etc. We are taught how to 

handle the wounded from gun-shot, gas, 

tayonet, etc., and how to treat them. "e 

have foot and litter drill and lectures 

galore. 

'We are all assigned to wards where we 

help ,,;th all this work. Each one is kept 

in a ward for two weeks on a certain diseal'e, 

the'l he is transferred to some other 

ward. In this way they say we ",;11 be better 

prepar~ for our work "over there." 

It is ,ince the call to colors that I have 

fully realize what Chilocco has done for me, 

and I cannot express my appreciation for 

the efforts .nd patience it took of the teachers 

there, to prepare us and enable us to 1!0 

out into the world capable of holding our 

Own in e\'E'rythin~ we undertook to do, I 

have often thou!,bt of those happy days 

spent at dcar Chilocco. At times the duties 

required of me seemed "ery difficult and I 

}:!(.jt di;;;eou al!ed, bot there wa..;;. always some 

one to help me out and encourage me to ~ 

on. and today I tan see where it benefitted 

and helpe

THE INDIAN SCHOOL JOURNAL ABOUT- INDIANS 

Mr. H. H. Hill, 

Chilocco, Oklahoma. 

Dear Friend: 

Long Island, X. Y., 

Camp Mm. 

As we are to leave for anotbel 

country I thought I had better renew my 

subserition to the JOURNAL. Enclosed find 

a dollar hill. 

We are to leave this camp in a few weeks 

for o"er-sea duty. I am attached to the 2911 

Div. 104 A. T. ~[otor Headquarters, MOIl 

of my work is on Dodge cars. It is the only 

car that stands the test on hilly roads, 

Remembor me to employees and student& 

With best regards to all, I am, 

Your friend, 

C.H.TALLAMo/


!Ii LETTERS FROM CHlLOCCO !Ii 

ALUMNI ASSOCIATIO MEMBERS 

Central Business College, 

Shawnee, Oklahoma, 

lIfay 31, 1918. 

Supervisor O. H. Lipps, 

Chi Iocca Indian Training School, 

Chllocco, Oklahoma. 

Dear Mr. Lipps: 

I wish to express my appreciation 

of your courtesy in sending me the 

Alumni letter and im;tation to the Chilocco 

Commencement. It would certainly be 

my greatest desire and delight to visit Chi 

Iocca (Dear Alma Mater), especially at this 

time; but I regret to state that my visit 

there at present is uncertain. 

I am taking a combined course i~ bookkeeping, 

stenography and typewriting which 

keeps me "ery busy. An examination ,,;ll 

be held here the first part of next week, in 

which I take part; so I shall be detained by 

it, just when Chilocco will be ha,;ng her 

first days of Commencement. 

For at I.ast the last day of Commencement, 

which is not the least. I hope to be 

present ,,;lh you all, and if nothing prevents, 

I shall. 

Should my plan fail, please give my 

hearty congratulations to the Itraduates. 

They have my sincere ,,;shes for a successful 

futu,". I am proud, indeed, to have them 

added as members of the Chilocco Alumni 

ASSOCiation. 

To the riear Alumni, give them my love 

and wishes for a prosperous meetinj!. 11y 

hope is to be with them soon. 

Again I want to thank you for your kindness. 

With Id"d regards, I am, 

Sincerely, 

ALICE Wn.LIAMS. 

)Iiami, Oklahoma. 

)Iay 15. 191 

Hon. O. H. Lipps. Supervisor, 

Chilocco. Oklahoma. 

Dear Friend: 

I am just in receipt of your invitation 

to attend the Annual )leeting of the 

Alumni. Will say that I regret .ery much 

that I will not be able to attend. Will write 

you a few lines in r~ard to my success: 

I am still at my same old place and am 

getting along fine. I am in charge of the 

abstract department of the Pioneer Abstract 

& Loan Co. We have the reputation of putting 

out the best abstract and in the neatest 

and cleanest manner. OUT abstract business 

and, in fact, all of the different lines of business 

we are in, has more than doubled in the 

last year. My salary has done the same 

thing. I am now drawing $150 per month. 

I also get $95 per month as rent from three 

houses which I own. Am preparing to start 

another five-room modern house which win 

rent for $10 per month. The rent from my 

houses together with my salary makes an 

income of $245 per month. 

Miami ~s certainly growing. It's population 

has mere than doubled in the past year 

and several five- six- and seven-story buildings 

have been completed. Several thousand 

dwellings have been built. Next month the 

Ozark Trails Convention is going to be held 

here, which means about 15,000 delegates to 

take care of, so you see we are going to have 

a time here next month. 

I have also helped to orltanize the Commercial 

Xational Bank of ~liami, Oklahoma, 

which expects to begin business about June 

15, this year, so I ,,;11 have my hands full 

next month. 

Wishin;;r you a successful meeting and 

hopin~ to be with you later, I am, 

Yours truly. 

EL~IER E. l!ERRISS. 

Shiprock, Xew )!exico, 

~Iay 23, 191 • 

)!iss Hel., )!itchell. 

Seeretary Alumni Association, 

Chilocco. Oklahoma. 

Dear Alumnus: 

Thank you very much for 

rememberiul:! me with an invitation to the 

Chilocco Commencement. 

I am sorry indeed that I cannot be \lilh 

you this year. 

I surely intend to \;sit Chilocco some time. 

When Supen;sor O. H. Lipps was here he 

told us of great improvements made there 

~ince my c::chool days. 

"e are all doing our \;e;;t in our work 

here. and ~re also doing our duty. as should 

every cili .. n of the enited States. to render 

every po~sible assistance. and to make any 

sacrifice "-"luired to help win the war. 

I know by readi ng the J OI:R" AL that dear

30 THE INDIAN SC HOOL JOURNAL ABOUT INDIANS 

Chilo,co i. doing her "tit" for Our Country. 

Please n·memter me to my Alma Mater. 

Sincerely yours, 

~IAY P. SOUSA. 

Class '97. 

Dear Miss ~Iitchell: 

Anadarko, Oklahoma, 

June I, 1915. 

I am sending regrets 

that I will not I:e able to attend our meeting 

this year. Busy times here is my excuse. 

11y heart will be at Chilocco though during 

Commencement for I am sure everyone 

there enjoys all three days to the fullest 

extent. 

Greetinl!s to old friends and acquaintanecs 

and a hearty welcome to the "Baby 

Clas~.tI 

~IISS Helpn llitchell, 


I am, sincerely, 

D ar Helen and Class 1915 : 

HE"RIITrA P. I"KANISR 

11 uskogee, Oklahoma, 

June 2, 1915. 

Your cordial invitation 

r .. 'Ceivcd and it is \\;th deepest regret 

that we find it impo,sible to attend the 

rreeting this Comrr.encerrent. 

A!' usual. blame it on the war? I am interested 

in war work here and, \\;th a war ~arden, 

C'hiC'ken:-, and other home duties, I am 

a very l::u~y 'Woman. 

Congratulations to the Class of 'IS. Wish 

~ every gUCCE=s:o. to the Alumni. 

Sincerely yours, 

lIR. and lIRS. G. H. THEIS. 

Camp lIcArthur, Texas, 

lIal' 23, 1915. 

Dar lIis3 1Iitchell: 

This hour finds me Worn 

out f~,:, the day's toil of drilling, runnin~ 

and hlkin~ We are becoming hardened for 

the task before us of rigid trainin~. I Was 

'y :omc :urn of tmod fortone, allowed t~ 

enter the Officer's Trainin~ School here. 

Your imitation 'Was received while I Was 

at Camp Tra,;" tut I simply didn't have 

ti;ne to an",,'er immediately. I certainly 

WISh It W're PO,-ible for me to be at your 

Commenttment and meet old friends and 

ma~~ new onos. There is no doubt but what 

a nm to the old school would inspire one to 

take a new grip on things and march dog· 

gedly on. This will be one Commencemen' 

when many Chilocco l:oys will be found II 

army camps and cantonments and even 01 

thc fields of real action in the great theatn 

of war. It is beyond me to imagine wha' 

this Commencement at Chilocco would meal 

to them were they allowed to gather then 

and tell their tales of hard experience gain· 

ed in war times, They are a credit to tha' 

school; they would be to any institution. 

Would it be out of place to offer a so,· 

gestion? How about getting the names 0 ' 

all Chilocco hoI's in the army and prepann 

a Roll of Honor and placing it in a con 

spicuous place at the school. The Chapel 01 

the Administration Building wolud be a til' 

tin~ place for such a roll. I do not mentio: 

it lecause I am a soldier but because Ii. 

those other men who have placed their al 

upon the altar of Liberty, and, Alumni, til< 

least we ('an do is to recognize their sael1' 

fice. They would appreciate it. If you kne' 

how their heart-strings are In . t en\ 'over 

amund that school and place it most secu 

ly in its meshes, we would want to do som 

thing. Give my congratulations to the ne 

graduates and extend my l:est wishes to 

old ones. 

I am yours sincerely, 

CAXDIDATE CHARLES MCGILBERRY' 

Camp Travis, Texas, 

May 31, 191 . 

Miss Helen llitchell: 

Secretary of Alumni Ass'n, 


Dear lliss llitchell: . 

Again I receIved . an tnvitation 

to the 1918 Commencement Exer' 

cises to be held on June 2nd to 5th at on' 

Alma l Iater 

f 

My heart desires nothing more than to . 

there. and be among my old acquai n~n~ 

especIally the members of the Alumm . 1 

sociation once more but this is one tiDle 

, sJ' 

am at a place where I have nothing to . 

on my OWn accord as to what I wish for. t 

At pre;ent I am at a target range pro 

tieing how to shoot before going Over Ther< 

'Ve are very anxious to sail and do oil 

share toward forming a world democr.~ 

We Indians under the colors feel we have \ 

OPPOrtunity to pay Our debt to the U. S.· 

for the education given us. ,.. 

Aaron Hancock, Class '16, and Ds

THE I DIAN SCHOOL JOURNAL-ABOUT INDIANS 31 

Johnson, Class '17, are here with me and 

are glad to be able to do their "bit." 

It is impossible for me to be present for 

Commencement, but if I return home safe 

from this service I shall meet my friends 

later. 

I send 'lly best wishes to the members of 

the Alumni Association, especially the Class 

of'15. 

I am ,ending my best wishes for the 

future success of the Class of 'l B. 

Very truly yours, 

CHARLES WESLEY, 

Class '15. 

¥leatherford, Texas, 

Camp Joffre. 

Supervisor O. H. Lipps, 


near Mr. Lipps: 

A few days ago I received 

your kind invitation to attend the Commencement 

Exercises at Chilocco, especial1y 

the annual meeting of the Alumni Association. 

As touch as I would like.to be present 

at that time I regret to say that it is next to 

an impossibility for me to attend. However, 

I shall be with you in spirit and send my 

test wishes. 

Tell any of the members of the Class of 

'16, who may be present, to stand up for the 

Class and make a good sho\\;ng. 

Here's hoping that I shall be able to attend 

the T.rxt Commencement. 

Congratulations to the Clas of 'lB. 

Sincerely, 

R. CHARLES STARR. 

Leon Springs, Texas, 

Camp Stanley, 

)Iay 26, 191B. 

)lis. Helen )litchell, 

Sec'y Chilocco Alumni Assn, 


near )ladam: 

I received your letter of the 

1 th in,t. ond am very thankful for the in· 

\;tation to attend the reg-ular annual meetin~ 

of the Alumni A:-;:'ociation. But in reply 

I regret very muth tc say that it "ill be impo,;sible 

for me to attend. 105, I know that 

I would be more than fully repaid for any 

extra effort I would have to make in order 

to be the~, but as conditions are now it is 

impossible. 

It has teen rumored that we are to be 

transferred, to where none of us know, within 

a short time. Generally one cannot depend 

upon what he hears until it is over. 

Besides, pa~ses for more than two days Cannot 

be issued until further ordered. 

As fOl· the news concerning myself, r am 

still in good health and enjoying the caval. 

ryman's life fine. ~o other banch of the 

senice could appeal stronl(er to me than 

cavalry. The instruction in drilling which 

I received at Chilocco has been "ery useful 

to me in the dismounted work. 

While I cannot attend the meeting of the 

Alumni Association and Commencement 

Exercises, my wish to each and everYone 

is for a In(·rry time and a splendid Commencement. 

Yours truly, 

Jom, C. ALEXA.'


also of P' • Rid~e. Alice Janis Gillispe has 

one child. She is a close neighbor of mine. 

Alice's !it" ~r. nsie Janis, an old Chilocco 

girl, was lIr. Gillispe's first wife. She died 

about two Jean; ago. Henry Janis met with 

a sad fate Itte years ago. He was struck by 

lightning hile on horse·back. Henry Cloud 

Shield, a. lIlan}" will remember, was a fine 

boy at sch",,!. He is liked by everyone here. 

He is also "arried and farms his Own place. 

I enjo, many chats with Mrs. Francis 

Chapman, formerly Mrs. )[oore, at school 

she was CiZZie Perry. She was about three 

years ahead oC my time. 

Mr. Blish is also in our neighborhood. I 

think he laid he was at one time principal 

at Chilocco. He is certainly a good, jolly 

soul. 

. Red ero , work is carried on quite exten 

SIvely In Otr nei~hborhood. 

The remains oC one of our Indian soldier 

foys was ·hipped home from Camp Cody 

recently, C';ng the first death from this reservation. 

A great many have enlisted and gone 

a~ros., but as yet they do not draCt the Indians 

from Our unorganized counties. 

I Would IMve most anything to be among 

the lucky Ones that can attend the Com 

~encement at Chilocco. To be sure one's eforts 

W?uld be repaid, but indeed, South 

Dakota IS • long ways to start from. 

I WOUld like to hear Crom some old Chi 

OCcOItes. 

I am, faithfully, 

lias. ACliES ~[cGAA BABLEY. 

There al" several old Chilocco student . 

camp, 'Ve often t tog s In 

schOOl da s go. ether and briug back 

y by talking over the many pleasant 

memories we have of the school thai 

shall linger forever. 

With best wishes for the Class of 1918, I 

remain, 

Yours truly, 

DAVID JOHNSON 

Kansas City, Mo., 

May 20, 1916. 

Miss Helen Mitchel!, 


Dear Helen : 

I thank you very much fo r th 

invitation to the Chilocco Commencement 

Exercises. If nothing happens between nov 

and then I hope to be with you and the rer. 

oC the Alumni Association. 

Hoping to see you soon, I am, 

Very truly yours, 

MRS. J. B. PAUL. 

San Francisco, California. 

Radio Co. D-1, U. S. Navy, 

May 20, 1918. 

Dear Miss Mitchell: 

I have just receive< 

your kind invitation to a!tend the meetinr 

of the Association and I will have to 531 

that it is impossible for me to a!tend. 

I am in the :-!avy and like my adventu .. 

fine. 

I am "ending my best wishes to th. 

Alumni, and hearty congratulations to the 

Class oC '18. 

Sincerely, 

OSCAR WILLL~MS. 

Camp Travis, Texas, 

)liss Helen )lil

m_ I .. II_IIUlIIUllHtmllIlllllIUlIIIUIII_ 1111I1111 UllllMllllmullliIUlIllIIlUl I IlMlMI~lIlIIItIIUlIOIllIlllllllllllln I IllIWlIII"'"_IIIII"1I1 II 

KEEP! G UP THE 

SCHOOLS 

WE have it from high authority that there 

should be no lowering of standards in the 

schools; that they should be kept up both in 

efficiency and in attendance. This is a noble 

aspiration and no expense or effort should be spared in the attempt 

to carry out the President's wishes. 

When the day of demobilization comes and the great task of 

reconstruction and readjustment is undertaken, then we shall need 

trained minds and hands as we have never before needed them in 

the history of the country. This nation has never hitherto experienced 

anything comparable to the problems that will soon be confronting 

it in vastly greater form and extent than most of us can 

now even vaguely realize. Upon the boys and girls now in schoolthe 

men and women of tomorrow-will soon come with tremendous 

weight the responsibility, not only of wisely meeting the new economic, 

social, industrial and political conditions that will be forced 

upon them, but there will come also the responsibility of perpetuating 

our free institutions and the principles of universal liberty 

and the rights of humanity for which we are now so freely pouring 

out our life-blood and treasure. In order that they may be able 

properly to meet these gra\'e responsibilities it is incumbent upon 

us, to whom they must look for guidance and help, to give them the 

very best preparation possible. 

Yes, the chools must go on. 

For the purpose of getting a clearer conception of the educati.onal 

aims of the Government, t?e gditor of the JOURNAL recently 

visited the United States CommisSIOner of Education at his office 

in 'Vashington and had an inten'iew with him on the subject. He 

found the Commissioner. Dr. P- P. Claxton. b~si.ly engaged in preparing 

a circular letter to be sent to every mInister in the United 

States requesting each one to preach a sermon on the importance 

of keeping up the schools. He stated that the Bureau of Education 

was doing everything within its power to impre' people everywhere

34 THE I DIAN SCHOOL JOURNAL- ABOUT INDIA' 

throughout the nation with their duty and responsibility with re 

.. pect to proyiding liberally for the support a!1d continuance of the 

~chooIR, both public and private, 

When asked how the schools could he kept up to former 

standards of efficiency when so many of the best teachers were 

quitti"g to enter other and more remunerative employment and 

with the difficulty of filling their pluces, he snggested that we appeal 

to the patriotism of the teachers on the ground that it is their duty 

to make sacrifices in the~e times just a, thousands of soldiers ha\'e 

had to lea\'e their business or employment at great financial loss 

to themseh'es and accept the pay of a prh'ate soldier in order to 

help win the war; that we need patriots at home as well as "over 

there" if this nation is to maintain its virility, efficiency and leadership 

after the war is o\'er; that those teachers of the nation's youth 

who are exempt from military sen'ice have their patriotic duty no 

Ie, than those who are called into actiye war work at the front, 

In disscussing the situation as respects the difficulty of maintaining 

our Indian schools on the funds available for their support, 

the question was asked if it would be cnnsidered a lowering of our 

educational standard to reduce the number of courses and concentrate 

on those more closely related to the immediate needs of the 

hour-courses in Home Economics for girls, and courses in Agriculture 

for boys? He replied that instead of lowering the educational 

standard he would con.ider such a step a raising of the 

standard; that we raise the educational standard whene\'er we adjust 

and limit our courses t{) more effectiyeh' meet the immediate 

needs of the pupils for which the schools a;e maintained; that in 

his opinion 95 per cent of the Indian hoys and girls in our schools 

would eventually go back to their land, and that the reasonable and 

practical thing to do was to gi\'e them that education and training 

which would best fit them to become good farmers, efficient homemaker,; 

and intelligent citizens; that in the majority of our schools 

he would recommend that we give onlv such training in carpentry. 

blacksmithing, etc" a could be utilized to advantage on the farm, 

and that we make agriculture the dominant course for bovs in all 

t~e Indl~n s,chools, He thought that a reorganization of ou; schools 

a ~ng this hne would make for greatei' etllciency and econom\' and 

raise our educational standard rather than lowe~ it. - 

As the Indian'S capital is hi" land, and as he is country born 

and Countn' bred thi' ad\"lce fe' , 

II 

worth c . f I . 'd ~ ' rom om miSSiOner Claxton , 1'S we 

are U c:>nsl eratlOn, There is no question but that the 

~~:;\~:~~;I~:,Of Indians are going to be farmers, if anything, and 

~----------- '

THE INDIA SCHOOL JOCRNAL- ABOUT INDIANS 35 

IMPORTA ICE OF 

DAILY LESSON PLANS FOR 

I DUSTRIAL I STRUCTORS

36 

THE INDIAN SCHOOL JOURNAL- ABOUT INDIANS 

etc., in most of the school libraries to aId 

. 

t 

h 

em In 

. th 

e 

preparation of 

t heir daily lesson plans. . I d more of 

Let us have better teaching in our IndIan schoo s an 

it; then we shall get farther and arrive sooner. 

I 

I 

I 

"5B 0{> 

TH 

IT is of the highest importance that teachers and 

E COURSE instructors in our In d· Ian sc 

h 00 

I s 

have a ti 

clear I 

OF STUDY understandmg . of t h e. purpose an d educa ona The 

function of the prescrrbed course of study. t 

foll owing definitions and opinions of noted educators may help 0 

make this clear: 

A Course of study 15 

. 

a means to an end; for 

th 

e COurs 

e of study 

the teacher selects that material immediately needed for the advanc~ 

ment of personal, mental and moral power. An effective course 0 

study must be adapted to the circumstances._ F RANCIS W. PARKER. 

A course of study has two main purposes : to preserve the unity 

of the school system, and to serve as a guide to the indi"idual teachetr. 

For both these ends it should be mandatory and prescrJp IV '1 

' t"easo 

fundamentals, but broad, free, suggestive, and stimulating as to detal s 

and methods. 

h 

A cast iron course of study is as destructive of teachers as t e 

shoes worn by Chinese ladies are to their feet. 

'd 

The edUcational fUnction of a COurse of study is to serve as a gw e 

to the leacher in his daily work.-CHARLES B. G ILBERT. 

The aim and purpose of the course of study for Indian sch~~ 

is to act as a cohesive force for unifying our extensive school sys e. 

and to serve as a guide to the academic and industrial. ~chers ~~ 

their work. It should be adapted to suit the local condItIOns of t 

particular school as respects the arrangement of classes, daily p r~ 

gram . and the seasonal periods for giving instruction in such 0 

the ubjects as may require this consideration, 

Owing to conditions brought on by the War it has not bee~ 

found practicable to revise the COurse of Study as was original!) 

planned. Each school should, therefore, adapt the Course to the 

circumstances under which it finds itself compelled to work. There 

shou.ld be n? letting down in ~he matter. of thoroughness an~ scoped 

parbcularl~ In the pre-vocatronal and In the home economics an 

agr,icultural COurses. 

OWing to the scarcity of materials and ~he 

diffIculty some schools are experiencing in securing competent ~n : 

structors f?r the mechanic arts courses, together with the necess ~ t 

for ?rachclng Stflct~st economy due to the increased cost of mamtainrng 

the SC?ools, It may be necessary to reduce the number of 

cordance trade courses With In conditIons so~: schools to be or met. to abridge and adjust them in ac- 

ll __ c_o_u_r_,.e __ of __ tu_d_Y_'_"_lt_hi t_s_a_i_ma_n_~~_u_r_p_os_e_c_o_n_sta 

Teachers and !ndustrial instructors should study and use the 

__ n_tl_Yi_nm_i_n_d_' 

, ___

lliss 11arsh spent her vacation at her 

home in Paola, and other points of interest 

In Kansas. 

. Miss Daisy B. Hylton, teacher of domestIc 

art, spent her vacation in Colorado and 

Pawhuska, Oklahoma. 

Mrs. Joseph Iliff has charge of the commISsary 

during the absence of Mr. Claude 

Rayman, who has entered the army. 

Miss Gertrude Tyer has accepted a transfer 

from Chilocco to Haskell Institute. We 

wish her well. Our loss is Haskell's gain. 

Mrs. Speelman made a trip to Dallas, 

Td exas, recently, where she placed her small 

aughter, "Polly" in St. Mary's Academy. 

Miss Dndewood, of the office force, spent 

p.art of her vacation with Mr. and Mrs. Mor 

,!s, in Yale, Oklahoma, and part with relatives 

in Kansas. 

11iss Alma McRae is back at her post in 

the. domestic science department after a 

dehghtful vacation spent mth Mr. and ~Irs. 

Allen in Wisconsin. 

Mrs. Cook, not caring to take a long trip 

thI~ year, spent most of her vacation at 

Chllocco, making- short ,;sits to friends in 

Kansas and Oklahoma. 

The old administration building i. being 

into employees quarters. It is a 

pleaslmt place indeed with freshly paP

38 THE INDIAN SCHOOL JOURNAL- ABOUT INDIANS 

The steam fitters are about. to co~plete 

the hanging of the steam heating malDJ 1D 

the tunnel. 

Mr. and )1 rs. Clark have as guest Miss 

Hattie Clark, Mrs. Clark's sister, of Emd, 

Oklahoma. 

~lr. P. C. Martinez, who has been discip- 

1inarian at Chilocco for several years, has 

resigned to take up Y. M. C. A. work. 

Mrs. J. C. Thompson, of Fate, Texas, has 

been visiting her son, Floyd, and famIly. 

She returned home on he 18th. 

Mr. Lipps is procurin~ fifty bushels of 

Kanred seed wheat for the farm. This variety 

of wheat originated at the Kansas 

Experimental Station and has proved to be 

a superior yielding variety of hard wheat. 

The engineers have completed the new 

electric Hne to the well, from which our 

water supply is pumped, and have installed 

a temporary pump to be used until the new 

pump arrives. This has relieved the water 

!>hortage to some extent. 

~tiss Sarah Olden, of Princeton, N. J" 

an Episcopal ~1issionary who has been 

teachin~ in the St. Elizabeth School, at 

Standing Rock, N. D., spent a few days at 

Chilocco recently. She was en route to Stillwater, 

Oklahoma, where she ",;ll be stationed 

this year. 

Mr. and ~lrs. C. R. Snyder, formerly of 

Carlisle, are now at Chilocco. ~lr. Snyder 

comes to us as teacher of Agricultural. Part 

of his time is spent in the class room and 

part ,,;th out-door classes. He will be an 

addition to our musical force as well, as he 

,,;11 have charge of the band and play in the 

orchestra. 

)lr5. J. T. R~ers spent her vacation in 

~Ianhattan. Kan:-3s, where "J. T." was 

stationed \\;th the army. )Ir. Rogers took 

a special COUNe in auto mechanics and is 

now at Kelly Field, San Antonio, Texas. He 

is at present confined in the hospital, havinJr 

underJtone an operation for what was seem. 

ing-iy developing into a cancer near his left 

ere. 

)Irs. A. D. Dodge and daughter, Charlotte, 

formerly of the Genoa Indian School. 

•'ebraska, have joined )Ir. Dodge here and 

they are comfortably located in the cotta~c 

near Home Four. )lrs. Dodge was transferred 

as teacher in the academic depart 

I'radts. Both )1 r. and II rs. Dodge wen' 

formerly employed at Chilocco and werc 

glad to return. 

C.shreceipt< from the sale of farm product- 

.. nee JUly 1st amouted to nearlv $3n, 

000, \\'Jth three car loads of beef c.ttie an'\ 

THE INDIAN SCHOOL JOL~NAL-ABOUT INDIANS 39 

Mr. Jacob Duran, formerly disciplinarian 

at Carlisle, was a recent visitor. He was on 

his way to Phoenix, Arizona, where he was 

transferred as disciplinarian at an increase 

in salary. Mr. Duran is a former Chilocco 

stUdent and employe and has many friends 

among both students and employes at all 

schools where he has worked. We congratulate 

him upon his success, and wish him weB 

in his new field. 

Harry Perico, class '18, has accepted the 

position of printer at the State. 'ormal at 

Edmond, Oklahoma. This is the position 

made vacant by the enlistment of Dawes 

Lavers in the navy. Harry will make good 

In the position, as Dawes did. and we are 

expecting to see some nice printing turned 

out under his suocn.;sion. He visited Chilocco 

on the 18th and 19th, reporting for 

dut~ at hIS new position on the 20th. This 

posItIon pays $1000 per year. 

Mr. E. A. Porter, principal teacher at 

Chllocco for the past four years, has been 

p:omoted to the position of Special Super 

Vlsor, and is now in charge of Armstrong 

Academy, Academy, Oklahoma. llr. Porter 

has many friends at Chilocco who regret his 

tra~sfer hut con~ratulate him upon his promObon: 

He and Mrs. Porter. who was our 

PostmIstress. added much to the life of Chi 

!fh cO by their friendliness and hosoitality. 

ere was alwa,s fun where the "Porters" 

~ere. We miss the whiz of the "chummv" as 

\t rbro~e the sneed limit around the circle. 

e miSS also the sweet face and gentle man 

er of little Freda. whom we all loved. Good 

urk to our friends, "The Porters," 

Born, July 18th, to ~Ir. and lIrs. )lilton R. 

Holloway, a daughter, 

A""A DEA" HOLLOWAY 

Born, August 30th, to llr. and Mrs. Roy A. 

Clark, a daughter, 

AVA"ELL JA."E CLARK 

t' These little girls have come to live in the 

~rne 

of Woman's Suffrag-e and "overalls," 

~~ d~ubt their fond parents see \'isions of 

"hlte House in tbeir future. 

CHlI.occo STl:DE"TS ARE TRLE PATRIOTS 

19ti° ng about tbe middle of June, when our 

-191 school ,ear was drawing near to 

a close at Chilocca, fields of ripening grain 

were beckoning willing hands to come and 

~"'i~ tbe golden han-est. Fields of ripening 

thO en "'Wheat waving a welcome salute to 

b e hungry world alwavs looks beautiful, 

w ut It seemed that the harvest of thi, year 

a 'd e:en more. beautiful than e.ver before, 

An ~ e know It was more precIOUS to the 

mencan people, 

w~t was at this harvest season of the year 

ot en bor from tbe farm department and 

her d,epartments as wen, were gi,en an opportlUUty 

by II r, Lipps to choose home or 

the harvest. After ten months of strenuous 

school life-ten months away from hometen 

months away from father and mother, 

the incHnation to choose home must have 

been very strong, but a great number chose 

the harvest. These soldiers of the farm have 

shown by their sacrifice that they are true 

American boys and that there is not a drop 

of slacker blood in their veins. They have 

shown by their diligent work that they are 

true patriots and they realize the great responsibility 

that rests upon the farmers of 

our land. 

We have about 40J acres of wheat land 

under preparation for fall seeding. We have 

plenty of help for the sowing, but we are 

wondering where the help ,,;11 come from 

in harvesting as most of the large boys will 

likely be inducted into the army. Perhaps 

,orne of the Chilocco girls will volunteer 

their services to operate binders. 

THE VALLE or FARM PRODVCTS 

~e\'er were farm products in such demand 

as now, and the prices the farmers are receiving 

for these products are very adequate. 

Local market quotations are about as follows: 

Wheat, test 59 Ibs. or better, is selling 

at $2.03; oats, Oc; corn $1.80; prairie 

hay, baled, choice, from $20.00 to $25.00 per 

ton; alfalfa hay, baled, $30.00 per ton; oat 

straw, baled, $8.00 per ton; wheat straw, 

baled, $5.00 per ton. 

Choice hogs sold in Oklahoma City, at this 

writin~, for $20.35 per hundred; corn fed 

steers are quoted at $17.50 per hundred. 

Farm dairy produce is now bringin~ fancy 

prices, likewise poultry and eggs. 

Sh01l.1d the farmer complain? 

The Fourth Liberty Loan. 

The campaign for the Fourtb Liberty 

Loan begins September 28 and closes October 

19. While the amount has not yet been 

announced, it is generally conceded it will 

be for a larger amount than any of tbe pre 

40 TfIE INDIAN SCHOOL JOURNAL- ABOUT INDIANS 

STENOGRAPHERS 

TYPEWRITERS 

HELP WIN THE WAR 

- 

YOU are urged, as a patriotic duty, to enter 

the GO\'ernment seryice in Washington, D. C., 

for important war work as stenographers 

and typewriters. 

Women, especially, may thus aid in the nation's 

gnat effort. Men also are needed. 

Those who have not the required training are 

enCOUraged to undergo instruction at once. 

The GOl'ernment maintains a list of available 

Mms in private houses in Washington and is 

erecting residence halls to accommodate thou 

"-Dds. 

Full information and application blanks may 

be obtained from the Secretary of the Local Board 

f Ch;l Sen-ice Examiners at the post office or 

ccStomhouse in any important city. 

In the matter of hOusing in Washington, it may be said 

t the Room Registration Office of the District Council 

~ Defense, at 1321 Xew York Ave., has on its lists more 

tUn 4000 rooms which have been carefully inspected and 

:IN available for new appointees. The USual charge for 

..... ng accommodations with board, that is, the two 

pnncipal meals of the day, is $40.00 a month, but in order 

w :ain this rate two persons must ordinarily occupy one 

-- In addition, the Government will SOOn erect resi 

..... halls, including cafeterias, for the accommodation 

of Go"ernment employees in Washington. 

JOHX A. ~f cILHE XNY, 

PreSident, D. S. Civil Service Commission, 

Washington, D. C. 

__ _~r---____________________________ ___ 

I 

I 

- '

: . ..........,........................".,................,"...."..........."........, ................... ,... 

.............................................. ,............................................................................................... 

,."., ... " ....... , ............. .. 

~be ~tubent' 5 (reeb 

By Frank L. McVey 

BELIEVE in God, in the State 

under whose Protection I live, in 

the School of which I am a Member, 

in my Fellow man, and in Myself. 

tt I believe that Honesty is 

the expression of my Inward Mind 

toward Men and Things and to that end must 

meet my Financial, Intellectual and Spiritual Obligations. 

(l I believe in a Clean Body and the 

Dominion of the Mind over the Physical. (l I 

believe in Education, in the Training of the 

Will, and in the Application of Reason to Individual 

and Public Problems. (l I believe that 

Religion is essential to Spiritual Welfare; the 

Spirit of the Fathers, expressed in Good Deeds 

and Noble Aspirations, made a Part of my Life, 

will keep me from that which besmirches the 

Soul. I beliere in the Home, for whose establishment 

I shall gire my Help and Aid. ([ I 

shall Work and Play in the Spirit of Right Living. 

I pledge myself to the Higher Welfare of 

those I lore, to the Institution in which I work 

and to the State and Nation, knowing by such 

action I can do my Part in making the 

America of the Twentieth Century 

~" ..·,....................... " •• , ....... " .. " .............. U . U ...................................................................,," 

................................................................_............................................................................

"THE NEZ PERCES AS CHRISTIANS 

AND PATRIOTS" 

(SeE' flue 49.) 

REV. JAMES HAYES, 

Tlwo AflOJitle Paul of the Nez Pf'r~.

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