grade of scholarship growing better in the case of all who have been engaged in the industrial departments. I explain the difference by the fact that they found work they could do, and so, getting the sense of mastery and real power to overcome obstacles, carried it into their literary work.

646

Another value of this industrial work has been in the teaching of the economy of time, which lies at the foundation of all other economy. Some who laughed at those who took the work at the opening of the school and spent their odd hours in idleness saw these shoemakers and carpenters doing things utterly impossible to them at the close of the year, and done in time that they had utterly wasted. They also saw the workers able to pay their way for a month or more by the work they did, while they were compelled to go home, for I gave no aid to those who declined to enter the industrial department.'

"The method is not alike in all the schools; Principal Becker made entering the industrial department voluntary, as he aided only those who worked-nearly all worked. "In 1886-87 the industrial departments at Benedict were still more vigorously and successfully pushed. In March, 1887, Principal Becker wrote to me: The introduction of the industrial work has changed the whole fibre of our other work. * * student who has no interest in the industrial departments is certain to be of no account in any other.'

A

"President De Forest, Talladega College, Alabama (American Missionary Association), says: It is conceded that slavery disgraced and disabled labor, and that freedom was generally regarded as a boon of exemption from work and restraint. Upon his emancipation the negro did not at once perceive that self-control involved self-support, and that self-support involved work and economy. The danger of a little learning, never greater than when a people are emerging from ignorance, may be avoided by vigorous manual and moral training. Any education of the freedman which neglects either his physical or spiritual nature is utterly inadequate. The poverty, waste, and wretchedness so prevalent in a region where all the necessities of life are easily secured make a cogent reason for industrial training; while another and hardly less weighty one is found in the incidental effects of such education in reinforcing the will, in developing perseverance, and even in developing the conscience by making plainly apparent the results of good and bad workmanship.'

"President Braden, Central Tennessee College, Nashville (Freedmen's Aid Society), speaking of the young women of the industrial departments, says: 'I realize more the importance of this work as I learn how close is the connection between comfortable homes and virtuous lives. The young women are more independent, have power of greater usefulness, either as teachers, wives, or mothers.'

"Miss S. B. Packard, principal of Spelman Female Institute, Atlanta, Ga. (Woman's Baptist Home Mission), had in charge for the school year 1886-87, 640 girls and young women. Miss Packard says: 'Instead of losing in intellectual development there is a decided gain in thoroughness because of the industrial work. The training of eye and hand not only increases the power of observation and gives precision to their work, but prepares them for homes of their own.'

"President Price, one of the first men of the negro race in the country, Livingstone College, Salisbury, N. C. (African Methodist Episcopal Zion Church), says: I feel that industrial training is imperative at this stage of our development as a race.'

"Such statements by those who are actually in the work of uplifting the lately emancipated race,' and who best know the conditions of successful work, might be extended through whole pages of this paper. Christian schools that train heads, hearts, and hands can in the long run solve almost any problem for any race."

This Office sees no change in the character of the instruction given; it appears to be trade, apprentice work, as noticed in the preceding Report, at p. 790.

At Atlanta University 12 forges have been added to the equipment and mechanical drawing and both placed under the charge of a graduate of the School of Technology of Worcester, Mass. The students have fitted up the two rooms as a part of their training. Nearly 120 boys have had instruction in the shop for 14 hours. A printing press has been given and farm work, cooking, and sewing has been carried on as before.

At Clark University the "Ballard shop" has been completed. The building, costing. $5,500, is 40 by 100 and is built of brick. In the carriage shop wood and iron work, trimming, and painting have been extensively carried on, the net returns for work being for the year about $2,000. From the work of the nine boys in the harness shop $350 have been obtained. In the printing shop much job work has been done; in the carpentry shop many pieces of furniture have been made. In sewing and dressmaking 160 girls were taught and some of them fitted for an independent living. "All at Clark, says Agent Haywood, "are more than ever pronounced for industrial training, and the new building is a great gift to a good work."

At Fisk University 15 received instruction in cooking, 16 in nursing, 100 in sewing. It is expected to erect a brick building 40 by 80 next year for young men who desire to receive instruction in tool craft.

At Howard University carpentry is the most largely followed trade; printing, shoemaking, and tailoring are also taught, and sewing to girls.

In fact the industrial departments of these schools, most substantially aided by the Slater Fund, are rapidly preparing to turn out skilful mechanics, as they have been turning out teachers from their literary departments in the past. But in giving this industrial instruction it appears that an educative effect obtains, that the intelligence of the pupil is awakened. The principal of the Benedict Institute, an enthusiast on this subject, speaks with enthusiasm in regard to it: "Before the introduction of this industrial work I confess I had begun to be painfully conscious that there was nothing natural in the work in the classes, only in exceptional cases, but distressingly like perpetual galvanizing or magnetizing of a dead body. It was, apply the battery, apply the battery, until it was distressingly painful. The whole of that has been changed, and the energy of the best educational influences is everywhere stirring and animating all the classes. * * To put the student down to accurate and thorough work was to utterly derange and discourage him. That facility of discouragement has disappeared from among us, and now, instead of deeming it wholly useless to put a hard task before the students, I defy any one to set them so hard a task within any reasonable hope of attainment that they will not only take hold of it, but rather enjoy it the more as its difficulties become apparent. The sense of personal power developed by this work is to me a wonderful and delightful revelation.”

*

NORMAL SCHOOLS FOR THE COLORED RACE (Tables 32 and 33).

SECONDARY SCHOOLS FOR THE COLORED RACE (Table 42, Division C).

SCHOOLS OF SCIENCE FOR THE COLORED RACE (Table 54).

Alcorn Agricultural and Mechanical College, Claflin University Agricultural College and MeRodney, Miss. chanics' Institute, Orangeburg, S. C.

SCHOOLS OF THEOLOGY FOR THE COLORED RACE (Table 65).

SCHOOLS OF MEDICINE, DENTISTRY, AND PHARMACY FOR THE COLORED RACE ( Table 69).

VI.-INDIAN SCHOOLS.

By a recent act Congress has made a radical change in the management of Indian schools supported in whole or in part by the Government. In the absence of a report from the Superintendent of Indian Schools', we copy the report of Indian Commissioner Oberly, himself formerly the superintendent of Indian schools. Our examination of the subject in our report of last year, based on the report of the superintendent, amounted practically to a statistical monograph, a study which there is no necessity to repeat now.

THE DUTIES OF THE SUPERINTENDENT OF INDIAN SCHOOLS.

Commissioner Oberly, speaking of the creation of an independent office of Indian schools, observes, and we quote him so fully because his opinion is of much weight by reason of his experience:

"Formerly all school employés, excepting the superintendents of the industrial training schools at Carlisle, Pa.; Lawrence, Kans.; Genoa, Nebr.; Salem (Chemawa), Oregon, and Chilocco, Ind. T., were appointed by the Commissioner of Indian Affairs, upon nominations made either by Indian agents or by the superintendents of the industrial schools referred to above. But by the act making appropriations for the Indian service, approved June 29, 1888 (section 8), it is provided that the Superintendent of Indian Schools 'shall, subject to the approval of the Secretary of the Interior, employ and discharge superintendents, teachers, and other persons connected with schools wholly supported by the Government.'

"This and other additions that have been made by the current appropriation act to the duties of the Superintendent of Indian Schools has raised certain questions concerning the relations of that officer to this Bureau.

"Heretofore the Bureau of Indian Affairs has had, subject to the supervision of the Secretary of the Interior, authority to do the following things in reference to Indian school matters:

"(1) To disburse all gratuity appropriations made for Indian education and also all Indian treaty education funds. Under this authority the Bureau has purchased clothing and subsistence and all other articles necessary in the management of the schools; has contracted with private institutions for the education of Indian children therein at Government expense; has determined the number of and the compensation that should attach to positions in the schools; has determined questions relating to the establishment of new schools, and the preparation of plans of buildings therefor; has paid all school salaries, and has settled all accounts of officers disbursing school moneys.

"(2) To employ and discharge superintendents and teachers, and any other person connected with the schools, except superintendents of the Indian training schools. (3) To make rules and regulations for conducting the schools.

"In short, until July 1, 1888, the Indian school system was, in fact, entirely under the supervision and management of the Bureau of Indian Affairs, and in order to show in what respects this supervision and management has been modified or annulled by the act of June 29, 1888, making appropriations for the Indian service, it will be necessary to give a short review of the legislation regarding the office of Superintendent of Indian Schools prior to that date.

"By the Indian appropriation act of May 17, 1882, the President was authorized to appoint an officer, to be known as the Inspecter of Indian Schools, and upon this officer the following duties were imposed:

(1) To inspect all Indian schools.

(2) To report a plan for carrying into effect treaty stipulations for the education of Indians, 'with careful estimates of the cost thereof.'

(3) To report a plan and estimates for educating all Indian youth for whom no such provision now exists, and estimates of what sums can be saved from existing expenditures for Indian support by the adoption of such a plan.'

"The appropriation act for the following fiscal year of 1883-84 changed the title of the new office to that of Superintendent of Indian Schools, which title has been continued in all appropriation bills enacted since that time; but until the passage of the act of June 29, 1888, no further reference was made in any law to the duties of the position. And it will be observed that duties 2 and 3, as declared by the act of 1882, were not what might be called continuing duties; they were terminated upon the making of the reports required. So that, after these duties had been done, the only duty of the Superintendent was, until July 1, 1888, the inspection of schools. But his duties were added

Under date of January 16, 1889, the Superintendent, Mr. Albro, issued a brief report, which co tains no statistics, however.

to by section 8 of the appropriation act, which went into effect on that day, and from that date it became his duty

(1) To visit all schools where Indian children are taught under authority of the Government, and to make to the Secretary of the Interior certain reports in reference to such schools.

"(2) To 'employ and discharge superintendents, teachers, and any other persons connected with schools wholly supported by the Government.'

(3) To make rules and regulations for the conduct of such schools as are wholly supported by the Government.

By this enlargement of the duties of the Superintendent of Indian Schools, Congress took from the Commissioner of Indian Affairs the authority to appoint and discharge superintendents, teachers, and other school employés and to make rules and regulations for conducting the schools, but left with the officer the duty of disbursing all funds for Indian education-the duty of making all purchases for the schools and all contracts for educating Indian children, or building school-houses, paying school salaries, and settling the accounts of all officers who disburse money for school purposes.

"At first glance this law seems to be comprehensive and far-reaching, but, in my opinion, its scope is restricted, and it does not, in fact, furnish adequate means for the carrying out of its apparent purpose. As stated, the act of June 29 last changed the law then in force in two particulars only-first in the authority to make appointments and dismissals; and, second, in the authority to make school rules and regulations; and it left undisturbed all the official machinery of the Bureau of Indian Affairs for disbursing school moneys, making school contracts, paying school salaries, etc. The responsibility for all such transactions remains with the Commissioner of Indian Affairs; and, necessarily, all the business records pertaining thereto must be embodied in the records of the Indian Office. With all this business, as it occurs, and with the methods of conducting it according to law or precedents having the force of law, the Superintendent of Indian Schools should be thoroughly familiar, so that he can intelligently and efficiently discharge his duties, which, limited as they are, imply and require knowledge of the details of the entire Indian school service; and this knowledge can be obtained in no other way than by visiting the schools, and by supervising, under the Bureau of Indian Affairs, all the matters of Indian education that are considered and determined by that Bureau. In this way the Superintendent might have his restricted duties so enlarged that they would cover the entire subject of Indian education, and his limited official power so increased that it could command all the official machinery of the Indian Bureau in the execution of his decisions upon school matters.

"Upon these considerations I have reached the conclusion that the most natural, economical, and effective administration of Indian school affairs will be secured by enlarging the prerogatives of the Superintendent

(1) By placing under his immediate supervision all matters connected with all branches of Indian education, instead of restricting him to two lines of work in connection with but one class of schools; and

"(2) By providing that he shall perform the official functions necessary in the discharge of such enlarged duties through the Bureau of Indian Affairs, under which arrangement the Commissioner of Indian Affairs may place at the disposal of the Superintendent the entire official machinery of the Bureau, by the use of which nearly all the business in relation to Indian schools is, and must be, transacted.

"By this plan the Commissioner and Superintendent would exercise concurrent jurisdiction, so to speak, in Indian school affairs. The Superintendent would practically dominate in all school operations, while the Commissioner would continue to perform, without the embarrassment that would result from divided authority, the duties in relation to Indian educational matters that have been devolved upon him by law and by the Indian treaties.

"I therefore recommend that the above suggestions be adopted, and that rules be made for the purpose of carrying them into effect."

THE USE OF ENGLISH COMPULSORY.

The other important event in the administration of the Government schools for the education of the Indian is the requirement that the English language be used in them. The action of the Bureau of Indian Affairs in this matter, it is well known, created considerable opposition on the part of several religious denominations. their opposition being based upon the assumption," says the Commissioner, "that it was the intention to forbid the reading of the Bible in the vernacular." To correct this false impression the Commissioner issued a pamphlet; "but in view," he says in the report we are using, "of the widespread and apparently deep-seated misunderstanding in regard to the bearing of these orders upon the use of the Bible published in Indian vernaculars, it may