My experience is that the school is asking for help, for interest, for knowledge of its ideals and methods from its patrons. Methods have changed since the parents of the present generation were in school. Needs are different. The public school will be a more effective social center, that is, a place where the individual learns to live in the whole, to recognize his responsibility and power in society, when the people for whom it exists hold certain ideals and work for their realization: first, that teaching is a profession and demands professional training; second, that it must be remunerated on the basis of a profession, not of a trade; third, the necessity for culture which comes from a command of one's time and a measure of freedom from petty cares. Only life can produce life. Education is bringing the child into a richer, fuller life than he has known. The teacher cannot share what he does not have.

But the school cannot do the work of regenerating the world alone. I believe the school will reflect the moral and spiritual standards of the families represented there by children as well as the standards of the teachers. The teachers themselves come out of like homes. If the study of their profession gives them higher ideals of life and of man's possibilities, it is their privilege to carry the blessed message back to those who have heard it not.

One element in the effectiveness of the kindergarten is the education of the mother thru her child. Teacher, mother, and child are in close sympathy. One kindergarten has been known to revolutionize a whole. neighborhood physically and morally, because one little child has led a whole family into physical and moral cleanliness. In this city (Detroit) the work instigated by one woman has improved a whole school district. I refer to the work of Miss Harriet Marsh and her co-operation with the patrons of her school.

After all, this work of regeneration is an individual matter. The man or woman of great soul makes his or her home, school, church, or social settlement a social center, from which radiate good thought, good will, and good deed.

The best men and women are ready to join hands in work for the children, and the time will come when more cities will join New York in its magnificent public-school extension work for which public-school money is appropriated; when public schools will be endowed as private schools now are; when the power of the only institution in this country where all people really meet on an equal footing, and where the sublime ideals on which our government is based have the best chance of being embodied, will be recognized.

DEPARTMENT OF INDIAN EDUCATION

SECRETARY'S MINUTES

FIRST SESSION.-MONDAY MORNING, JULY 8, 1901

The department met in the Central M. E. Church, Detroit, Mich., at 9:30 o'clock. The session was opened with prayer.

Music organ solo, "Fugue," Bach-by Mr. Pomeroy.

Addresses of welcome were delivered by Hon. W. C. Mabury, mayor; Hon. Delos Fall, superintendent of public instruction; Wales C. Martindale, city superintendent of schools; and Hon. Ed. F. Marschner, president of board of education of Detroit.

Music-song, "The Violet,” Mildenberg — by Miss Edyth Lott.

Responses were made by the president of the department, Dr. H. B. Frissell, principal of Hampton Normal and Agricultural Institute; W. M. Beardshear, president of State College of Agriculture and Mechanic Arts, Ames, Ia.; Dr. A. E. Winship, Boston, Mass.; E. C. Nardin, superintendent of Mount Pleasant Indian School; H. B. Peairs, superintendent, Haskell Institute, Kansas; Miss Estelle Reel, superintendent of Indian schools, Washington, D. C.

SECOND SESSION. MONDAY AFTERNOON

The department was called to order by the president at 2: 30 o'clock. After music by the Mount Pleasant Indian Band, President Frissell delivered an address on “Learning by Doing," which was followed by an address by Superintendent N. C. Dougherty, city schools, Peoria, Ill.

The remaining exercises were as follows:

I. "What Constitutes Eligibility for Enrollment in a Government School?" Discussion led by Superintendent H. B. Peairs, Haskell Institute, Lawrence, Kan.

2. "How Can We Secure the Systematic Transfer of Pupils from Day to Reservation Schools and from Reservation to Non-Reservation Schools?" Discussion led by Superintendent J. C. Hart, Indian School, Oneida, Wis.

3. "The Essentials of Indian Education," Superintendent T. G. Lemmon, Indian School, Grand Junc tion, Colo.

4. "Better Facilities for Industrial Training and Competent Teachers Needed." Discussion led by Superintendent DeWitt Harris, Pipestone, Minn.

5. "The Advisability of More All-Around Training for the Indian, Rather than an Attempt to Make of Him a Skilled Mechanic," Professor Frank K. Rogers, Hampton Institute, Va.

6. Physicians' Conference; leader, Dr. J. G. Bulloch, Indian School, Cherokee, N. C.

THIRD SESSION. TUESDAY MORNING, JULY 9

The session was opened with prayer, at 9: 30 o'clock.

Music organ solo, “Sonata in G," Dudley Buck by Mr. Pomeroy.
President Frissell announced the following program:

1. Opening address, Dr. A. E. Winship, editor of the Journal of Education, Boston, Mass.

2. Address, Hon. H. C. Smith, M.C., Adrian, Mich.

3. "The Need of Compulsory Education." Discussion led by Superintendent H. B. Peairs, Haskell Institute, Kansas; Superintendent George W. Nellis, Sac and Fox, Ia.; and Superintendent E. C. Nardin, Indian School, Mount Pleasant, Mich.

4. Paper, "Introspection," Superintendent E. A. Allen, Seneca Indian School, Wyandotte, I. T. Music-vocal solo, "Like as the Heart Desireth"- by Miss Edyth Lott.

5. "Resolved, That the reservation day school should be made the prime factor in Indian education." Discussion led by Agent F. O. Getchell, Fort Totten Agency, N. D.; C. C. Covey, teacher, Indian School, Pine Ridge, S. D.; E. C. Scovel, teacher, Cass Lake Boarding School, Minnesota.

6. "Resolved, That children should at least be able to read, write, and speak the English language before being placed in a non-reservation school." Discussion led by Superintendent Charles F. Pierce, Flandreau Indian School, South Dakota.

7. Paper, "What to Do in the Night School," Miss Augusta Hultman, superintendent Grace Indian School, South Dakota.

FOURTH SESSION.

WEDNESDAY MORNING, JULY 10

The session was opened by President Frissell at 9: 30 o'clock.
Music cornet solo, "The Dreams," Stelezek - by Dr. C. E. Burt.

The following was the program of the session :

1. Opening address, What Should be Taught in Indian Schools?" Professor C. M. Woodward, director St. Louis Manual Training School, Washington University, St. Louis, Mo.

2. "The Necessity of Teaching the Boy to Improve the Allotment the Government Has Given Him." Discussion led by Superintendent F. F. Avery, Fort Spokane, Wash., and Superintendent Russell Ratliff, Omaha and Winnebago Agency, Nebraska.

3. Paper, "Teaching the Indian Girl to Make Her Own Clothes," Mrs. Adaline O'Brien Evans, teacher, Indian School, Chilocco, Okla.

4. "What System Will Best Promote Character-Building Among the Indian Pupils and the Courage and Ability to Enter and Contend in the Opportunities of Civilized Life?" Miss Cora M. Folsom, Hampton Institute, Virginia,

5. How Can We Secure a Better Unification of Industrial and Academic Features in Indian Schools?" Discussion led by Professor O. H. Bakeless, Indian School, Carlisle, Pa.

6. "The Indian Employee: What Are His Needs and the Best Means of Stimulating His Growth and Self-Improvement?" Discussion led by Superintendent C. J. Crandall, Indian School, Santa Fé, N. M.

FIFTH SESSION. - THURSDAY AFTERNOON, JULY II

The session was opened at 2: 30 o'clock, President Frissell in the chair.

Music, Mount Pleasant Indian Band.

The following program was announced:

1. Opening address, "Civilization and Higher Education," Hon. William T. Harris, United States Commissioner of Education, Washington, D. C.

2. "The Necessity for a Large Agricultural School in the Indian Service." Discussion led by Superintendent C. W. Goodman, Chilocco Indian School, Oklahoma.

3. "Practical Methods in Indian Education." Discussion led by Superintendent S. M. McCowan, Phoenix, Ariz., and Mr. Joseph L. Evans, teacher in Indian School, Chilocco, Okla.

4. "The Day School as the Gradual Uplifter of the Tribe," Sister Macaria Murphy, Odanah Day School, La Pointe Agency, Wisconsin.

5. "The Slow but Lasting Results Obtained from Practical Teaching at Day Schools," Mr. M. M. Murphy, Kingman Day School, Arizona.

6. "The Future of the Pueblo," Miss Mary E. Dissette, supervising teacher, day schools, Santa Fé, N. M.

7. "How Many Years Can Profitably be Spent at a Day School?" Discussion led by Superintendent Reuben Perry, Lac du Flambeau School, Wisconsin.

8. Closing addresses: Superintendent H. B. Peairs, Haskell Institute, Kansas; Superintendent S. M. McCowan, Phoenix Indian School, Arizona; Superintendent J. C. Hart, Oneida Indian School, Wisconsin; Dr. H. B. Frissell, principal of Hampton Institute, Virginia; Superintendent E. A. Allen, Seneca Indian School, Wyandotte, I. T.; Miss Estelle Reel, superintendent of Indian Schools, Washington, D. C.

The department then elected the following as officers for the ensuing year:
President-Samuel M. McCowan, Phoenix, N. M.
Vice-President-H. B. Frissell, Hampton, Va.
Secretary-Miss Estelle Reel, Washington, D. C.
The department then adjourned.

F. F. AVERY, Secretary.

REPORT OF ROUND TABLE

The section of matrons and teachers of domestic science met in the reading-room of the M. E. Church, July 9, 10: 30 A. M., with a good attendance.

Mrs. Blanchard, of Crow Creek Agency, S. D., who was appointed chairman of the section, called the meeting to order.

Mary Holsinger, of Fort Sill, Okla., was appointed secretary.

The chair called upon those present for questions that they wished considered, and a lively discussion followed, in which all took part. The crowded sleeping rooms of many of the reservation schools were discussed. Plans for their improvement and methods of procedure to obtain more room were proposed. Reports showed need of more room in many cases. Mrs. Nardin, of Mount Pleasant, Mich.; Mrs. Peaks, of Riverside, Okla.; and Mrs. Peticolas, of Green Bay, led the discussion, which afterward became general. The drift of the discussion was to the effect that employees and superintendents should persistently ask for more room, where it is so greatly needed, until it is supplied.

Changes of clothing, clothing-rooms, wardrobes, or improvised substitutes were discussed by Mrs. Kennedy, of Blackfoot, S. D., Mrs. Blanchard, of Crow Creek, S. D., and others. It was shown that nooks in hallways, corners or offsets in rooms wherever possible, could by the use of curtains, boxes, nails, etc., be used to afford individual compartments for clothing or other personal belongings.

Mrs. Ward, of Tomah, Wis., Mrs. Canfield, of Carlisle, Pa., and others advised that both boys and girls attend to the repairs of their clothing requiring immediate attention, such as sewing on buttons, mending a ripped seam, etc., but that all other mending be done in the sewing-room under the supervision of the seamstress or her assistant.

It was thought best that all the girls should be detailed to the various departments, and that they should be so divided that every department should have girls of all ages. In this way the efficient help is most evenly divided, while young girls are learning to do the work of the departments.

The chair advised an exchange of addresses on the part of those who might wish to discuss fully and privately any subject bearing upon their work.

The section adjourned to meet at the call of Miss Estelle Reel, the national superintendent of Indian schools.

A second meeting was held July 11. Some time was spent in continuation of the discussion of the subjects that had occupied the attention of the section at the previous meeting.

The value of girls learning to cut, fit, and make garments was a subject for general discussion.

The plan of giving every girl who can sew cloth for a dress to be made by her for wear during vacation was recommended. In schools where this has been tried good results followed.

Discussion of social entertainments followed. At one school weekly socials are held for all who have a good record during the week, the amusements mentioned being games and dancing. Tea and other refreshments are served at some schools by girls who have prepared the food on a small cooking stove; but at all of these socials employees are present to teach the children social etiquette and direct them in their games.

Decoration of playrooms and dormitories was advised, the use of cards, magazine pictures, and advertisements being suggested, the children always assisting in the work.

Evening school, evening hour, close of the day, devotional exercises, and retiring hour were generally discussed, and the need of more moral and religious instruction was noted. It was thought desirable that the evening school should add much of cheer and happiness to the children's life at school, if care be taken that it afford a suitable change from the work of the day in the schoolroom. The section adjourned subject to call. MARY HOLSINGER, Secretary.

PAPERS AND DISCUSSIONS'

PRESIDENT'S ADDRESS— LEARNING BY DOING

H. B. FRISSELL, PRINCIPAL OF HAMPTON NORMAL AND

INSTITUTE, HAMPTON, VA

[AN ABSTRACT]

AGRICULTURAL

In an educational gathering, not long since, very high praise was bestowed upon the Indian schools. The system of education which has been adopted in the Indian schools is one that is commanding the respect and confidence of all who are interested in education. I need not explain to you that it is a system which gives more prominence to the production of self-supporting citizens than to the making of scholars.

This thought of training the youths to do their part in the great world, in society, and in the family is one that ought to enter into all our work. The school ought to be a miniature community. It is because this has been to some extent accomplished in our Indian schools that they are in many respects superior to the common schools of the country. There are certain definite things which we are trying to bring about by our peculiar system. The first, and perhaps the most important, is the formation of a habit of work. The first and most important lesson, then, and the one without which all other lessons will be of little value, is the necessity and dignity of labor.

It is, then, of vital importance that our educational system lay stress on the active side of education, that the work of the hands be given special prominence. In some of our schools, from the time the children enter the kindergarten, an endeavor is made to cultivate a love for the regular occupations of life. On Monday the washtub is introduced, and on Tuesday the ironing board. The little children are taught to find pleasure in work. From their earliest days their constructive powers are trained and they learn to do. Dolls' houses are built, small pieces of furniture are made, rugs and carpets woven. Each child has regular duties

The following papers and discussions have been selected for publication by Miss Estelle Reel, the superintendent of Indian schools of the Department of the Interior, Washington, D. C. Most of the papers are necessarily published in abstract because of the limits of available space.