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United States. Office of Indian Affairs / Annual report of the Commissioner of Indian Affairs, for the years 1921-1932
([1921-1932])

Extracts from the annual report of the Secretary of the Interior fiscal year, 1927, relating to the Bureau of Indian affairs,   pp. [unnumbered]-61 PDF (20.9 MB)


Page 10

10         REPORT OF THE SECRETARY OF THE INTERIOR 
The following table compares the enrollment by grades of Indian 
children in Government schools for the years 1926 and 1927. 
1926   1927                        1926   1927 
Beginners-------------------3.288  3,015 Eighth grade---------------- 1,
130  1,379 
First grade ..------------------ 3,070.  3,150 Ninth grade------------------792
 994 
Second grade---------------- 2, 963  3,256 Tenth grade------------------492
 586 
Third grade-----------------3, 167  3.134 Eleventh grade----------------232
 380 
Fourth grade----------------3,211  3,207 Twelfth grade----------------1159
 212 
Fifth grade------------------2, 635  2,895 Specials-----------------------------2107
Sixth grade-------------------. 2,133  2,469 
Seventh grade---------------- 1, 629  1, 928  Total----------------- 24,901
26, 712 
1 Includes 17 special students taking advanced work. 
Includes 66 at the Phoenix Sanatarium who were not graded. 
Organized teaching of home making has been extended to all 
schools having junior and senior high grades, to a large number of 
the elementary boarding schools and to two day schools. There 
are now 60 home economic teachers stationed in 44 schools. The 
primary purpose of this instruction is the improvement of living 
standards in the present-day Indian homes. 
Many new centers of this instruction consist of small homes at 
the school which may serve as a standard for the reservation and its 
occupants. The school at Shiprock, Northern Navajo jurisdiction, 
N. Mex., has an improved hogan with furnishings which can be trans- 
ported by wagon. The Ute Mountain School, Colo., has a small 
adobe house with fireplaces in each room, and the Taos and Zuni 
day schools, New Mexico, each have cottages of the accepted village 
type. 
Care of the child is taught. Chilocco, Okla., is the only school 
thus far to have a baby in its practice cottage, but the very young 
children in the schools have served for teaching purposes. Much 
emphasis has been placed on development of desirable food and 
clothing standards which may pass to the everyday life of the Indian 
girl and of the Indian home. The home economics teachers have been 
encouraged to spend at least one month of the school vacation visiting 
Indian homes in order that their plans for teaching might more nearly 
meet the needs of the local group of Indians. The summer em- 
ployment of Indian girls in good homes has become an aid to this 
department of the educational service and during the year 700 
school girls received the best type of experience in real homes. 
Improvement in the teaching personnel has been accomplished by 
requiring instructors attending summer sessions in universities or 
normal schools to take courses in curriculum construction, in addition 
to other subjects chosen.  Curriculum revision was also assigned as 
the major topic for reading circle activities during the year, based 
upon a preliminary community survey of the Indians, their home 
conditions, ideals, habits, opportunities, and requirements. 


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