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Show REPORT OF SUPERINTENDENT OF INDIAN SCHOOLB. 353 should be clearly and fully in tbe service of the crowning virtues of reverence, wurage, and devotion to duty, of which the average Indian has an ample share. This constitutes civilization &om withiu. It respects the laws of evolutio~ot n which is the mode of true and permanent progress. Mere civilization from without may reach dress for appearance' sake, man-ners for gain's sake, may furnish convenient, expediting i~lcentives of grief or fear, may enable the vict~m to hold his own at all hazards in debate or in competition, but will fail to establish in the heart prin-ciples of rigltteousness ar~dm otives of kindliness without which dress, manners, knowledge, and skill mean little. In eivilization from within, character is established which becomes a blessing to all concerned. I t has been argued that to germ~t an educated Itldian to return to his tribe is a crime as heinous as the return to his previous surround-ings of a child rescued from the slums of our cities. This statement, holrerer, l~oldsg ood neither in the premises nor in the conclusion. In the first olace. the average 111dian. indged from his own standooint of a~orarle <titu&. 1:~bui.s\ Gth a rra&~~ai;l~el vg~,eofr tiucecsb to obtaiu that which 11rt !ol~sirlersi. i;.bt. \Vl1:1t 11e~ teetlsis uot regt!~~er:itiInI~U~I , tilitll i l l a new code ut' 1tfura1 r e~t i t~ldr1.'1 1e very o!)nosite of t l~i s I holds good in the slu~ns. Uu the other hand, it is"ha&fly possible to conceive of a greater triumph of education than the voluntary return to the slu~nos f one who has been rescued therefrom and who returns with the purpose of contributing all that he has and is to an effort to abolish the conditions that render the slums possible aud t.o bless others as he has been blessed. In a degree the same applies to the educated Indian mho returns to his people with the generous motive to help them to enter into full fello~shipw ith American civilization. I do not mean to imply t.hat such ret,uru of students to their people should be considered imperative, nor as the only effective and noble way in which a young Iudian can help his people in their transition period. In many instances they may accomplish equal good in this direction, md iu a spirit of equally unselfish devotion, by claiming and holding their places as successful self dependent citizens in white eom-munities, provided, of course, that their hearts are right and that they lose no oo~ortunitvto secure bv their conduct resnect for the Indian characte; and to cake an active interest in all thit tends toward the liberation of their people. In order. however. to secure the beneficial influence of such returned stude~ttsi,t i~ t~eecb..ar~th at 111di:itl y ~ t ~rrthlo~ a re l)l~).sicallgi, lltel-leccually, ar~tli llor:~IIyf itted for tilid s11011ldh e sent to i ~ o ~ ~ r ~ . i e r v ; ~ t i o ~ ~ schools'wl~e:e alone they can come in cotitact with the marly aitd varied ~>t~a sofc sc ivilized life mhich they must know and love in order to be prepared for effectire work in the direction indicated. To attempt such preparation on isolated rcservatioos, far removed from the amenities and inspiratio~o~fs civilized life, must of necessity result in failure artd must have a tendency to consolidate and perpetuate a narrow Indian view of life. In many instances Indian reservations afford but scanty means of subsistence, and it is desirable to inculcatein the Indians the desire for emigration and to convince them that such emigration does not necessarily mean the breaking np of fanlily ties. Thin can bedone efleetively only ~ i t thhe help of nonreservatiou schools, and can never be accomplished satisfketorily by exclusive reservatio~tw ork. It can not be de~tiedth at returning so-called educated Indians some-times fails, as previously shown, but su6h failure can generally be traced to lack of care in the selection of children sent away from the reservation, IND 96-23 |