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Show 56 REPORT OF THE OOMMISSIONER OF INDIAN AFFAIRS. TABLE NO. 3.-Pro~pective capaoify of eon-rearnuation 8chools. capacity i for fiaeill Naune and loaation. ateof oP*n-ingJone j bg' 80.189?. 1 In o ration rim to Jane 80,1889: L?a. rhsle. Ba ............................................................... Hsrriaoo Ioatitnte, Cbemaaa, Oregon t ................................... Howard Institote. Fort Sterennon N. Dak. ............................... Haworth hstitute,Chiloooo.~od.k.. .................................... Grant 1nstitnte.Genoa. Nebr. .......................................... Easkell Institnte.Lawrenoe, Ems. ...................................... Fi~kI~~tit"te,AiI,ugne,qNn.e.M, ex ..................................... Teller Institof~GrandJu nottoo Colo ................................... In propeas before June 80,1889, bot bpened dter that date: Dawe8 Institute. SantsF6.N. Mea ........................................ stewart Inetitots, Carson. Nev ........................................... Pierre S.Dak ............................................................ ~stabfiah;d sines Jone 80,1889: Fort Mobave,Aris ........................................................ Peel 1nstituta Phmnia, a r i v ............................................. New schools now in progress: perris csi. .............. :..... ............................................ ~i~esinstitot.e,FlandreaSo.D, &k ....................................... Pipesfone,Minn.. ........................................................ Mt. Pleslsllt. Mioh ....................................................... Tomah, wis ............................................................. 120 / act.: 1890 MO Sept, I891 Total ................................................................... *By aid of ontine. 1 Originally at Foreat Gro?% Oregon. f Pmposed oapnoity. I am constrained to look upon these nonreservation training schools with especial favor as affording facilities for the most useful all-around practical education. In addition to the ordinary elements of an En-g lish education, the pupils receive training in the common industries and are brought intoclose contact withcivilized life. They become weaned' from the reservation, haveaspirations and hopes for a higher life awak-enedwithin them, becomo acquainted with the white man, and gradually leafn to adapt themselves to the ways of modem life. I know the criti-cisms that are made on these schools, but my faith in them is unshaken. By the "ooting system, 9' now in such successful operation at Oarlisle and beginning to take root inother places (see Appendix, p. 151),increas-ing numbers of boys and girls will be enahled to find profitable employ-ment in white communities, and will thus be prepared, as they could not be in any other possible way, for absorption intoour national life. I am fully awareoftheobjections that may be urged against gatheriug such large cumbers of pupils into one institotion, as is done at Carlisle and Easkell. There are, however, compensating advautages in large school^. The per capita cost of maintenance is necessarily greatly re-duced; there is an esprit du corps awakeued by the mere presence of numbers, and it is possible to secnre a more perfect orgauizatiou and dist,riblitiou of industries in a large school than in a small oue. Heretofore, these sohools have been modeled substantially after the same pattern, and all of them have attempted to do much the same kind of wnrk. I am inclined to think. that the time is near at hand when there should be some differentiation and when each should have its own specific work. For example, it would be well to devote special attention at Chilocoo to the development of farmiog, including stock- |