The Chemawa American, May 01, 1915, Page 7, Image 7

THE
CHEM AW A
AM ERICAN
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th e railroad and tile shop, the factory and the farm , are dem anding
m ore train in g , and so the day has arrived in our schools— and Indian
schools should be no ex cep tio n — w hen the persons in charge of the
y o ung m ust know th eir business. V ocational train in g and teaching
ability are ju st as essential in the vocational work as know ledge and
teaching ability are in the academ ic. Few er vocational subjects and
better vocational teaching would secure greater results. W e need more
th an a shop-w orkm an; the tim es call for shop-teachers who are also
w orkm en; men and women w ho by th eir own living inspire and stim u ­
late others.
A gain the proportion of cheap labor to train ed forem en is too large—
cheap labor when in charge of the train in g of the young is dear at
any price. O ne first-class vocational teacher and skilled w orkm an
would probably cost twice as m uch, but could do m ore for the service
th an the average four are now doing. W e are sorely in need of extra
strong teacher-w orkm en to in stru ct th e stu d e n ts, and to supervise the
assistant w orkers, and even give them instructions. O ur su p e rin ­
tend ents should be stro n g enough to plan, direct and supervise the
general w ork, but the heads of the group of subjects should do most
of the teaching and internal developing of his g ro u p — the w orking of
stu d en ts outside of instruction should be left largely to forem en, w o rk ­
ing under his im m ediate direction. T h is w ould provide better in stru c­
tion, closer supervision, provide for more economic use of the stu d e n t’s
tim e and result in b etter financing and m ore productive w ork. T here
should not be even in our largest schools over five or six heads— th e
ideal being heads for the hom e-m aking group (g irl), m echanical group,
agricu ltu ral group, trad e g ro u p and academ ic group. T h is would give
b etter instructio n , closer and m ore skilled supervision, greater unity,
less friction, stro n g er correlation, and at a saving of money. W e are
inclined to rate too m uch on the am ount of experience and not enough
on the kind of ex perience—more atten tio n should be given to th e quality
rath e r than the q u an tity of experience. Public schools in the states
th at base the salary ratin g s on experience solely are usually noted for
slow, non-progressive teach in g . On the other hand, frequent changes
are not desirable unless poor w orkers are im proved or weeded out.
T he Indian service m ust have teachers w ith greater vocational tra in ­
ing and skill; with pedagogical ability th a t they may apply their know ­
ledge more scientifically; and best of all, a hope, confidence, and in ­
spiration th a t will live and give inspiration to the service. T hen will
a system develop w hich will give adequate retu rn s for investm ents, and
then only will petty bickerings cease and hope and progress prevail.
T h e idea prevailing in some sections, th at anybody can teach the I n ­
dian, is of course a great m istake, a com panion idea to the old one th at