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THE CHEMAWA AMERICAN
nized leaders, is more excellent. To make the boys and girls enthusi
astic the teacher must become enthused.
In order to protect the employers the pay for salary while absent is
often prorated on the return of the teacher. For example: A was on a
salary of sixty dollars per month and asked and obtained permission to
attend an agricultural college for three months. He attended three
months, at a time when he could best be spared, completing one quar
ter's work and returned to his duties wiser, much enthused, and more
active in developing his subject. The salary he would have received,
if he had remained, was one hundred and eighty dollars (at sixty per
month) was prorated fifteen per month for twelve months making
his total salary seventy-five per month for twelve months on returning.
At the end of twelve months he was offered one hundred a month. So
that his board had enjoyed having a teacher worth one hundred per
month for seventy-five a clear gain of three hundred dollars. Deduct
ing the salary for the previous summer which had been prorated still
left a gain of one hundred and twenty dollars. It pays to induce our
best workers to improve themselves. The benefits are mutual as between
employed and employers.
4. Special Bulletins. Perhaps the most popular plan inaugurated re
cently is the scheme now being carried out by the United States Commis
sioner of Education of issuing special bulletins. We refer to the plan
of selecting strong workers in rural education, sending them to fields
where advanced work along connected lines is being done, and have
them write bulletins for the masses of teachers, and then putting this
material into the hands of teachers to be used in popularizing the sub
ject. Similar work might be done for the Indian Service. These re
ports should be carefully made and printed and circulated among all
employees. For illustration, the system of vocational, religious, and
academic instruction now being carried out at Gary, Indiana, which is
arousing great interest and discussion, in our opinion might and prob
ably will have an important bearing on Indian work. For further il
lustration, their year's work is divided into four quarters. If this sys
tem were applied to our Indian schools, with success, it would give
one-fourth of the student body free all the while for productive work.
Under a judicious arrangement of the work of each student it is possible
for him to still get as much or more academic training; as much voca
tional training and three months' experience either in outing, real work
at home, or with the school. The running expenses for employees might,
and probably would, be less. There are many other systems of educa
tion that doubtless would offer many useful suggestions. These bul
letins might even embrace special manuals in academic or vocational
work. Some states and even a few,counties have issued manuals or de-