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Show oneat Phmnix, Ariz., was originally'established at the abandor~edm ili- - tary post of Fort McDowel!, but was removed from there, to Phcenix when it was fouud that the post was an unsuitable place for a school. It will thus be seen that these nonreservation schools had their ori-gin in 1879, and have had a steady growth ever since. They seem to -have fouud special favor in the eyes of Congress and have received cordial support. The Indian OBice has done very little directly toward multiplying - these schools, but has labored strenuously, during the past three years particularly, to improve their character. In no single instance did1 find one of these schools properly equipped. In aU of them there was an urgent need for better aecomodations and better facilities for work. If I had been allowed to carry, out the plans which mere in suocessfnl operation during last year another year would have seen all these schools well established and capable of'prformning good work. In sev-eral cases, however, I am sorry to say, the restrictions placed by law upon their development have been such as not only to hinder their growth, but also to seriously cripple their usefulness. Two great considerations which may beurged in behalf of thesenon-reservation schools are: (1) That they bring the Indian pupils into more vital contact with civilization. Most of the schools are situlited in the midst of prosper- * ous communities, where the pupils can have act11al experience in the advantages and privileges offered by civilization. What they see of the busy life of commerce, manufactures, agriCultnre, and what they learn of the social conditions of the white people by mingling with them, oonstit~~teasn important factor in their own education, aud serves to awaken in their minds a desire to participate in its benefits. The "outing system" which has been in successful operation at Carlislejand is now beginning to be operative in several other sohools, while not fulfilling the expectations of its most earnest advocates in inducing the Indians to permane~ltlys ettle in white communities, has served, nevertheless, s good purpose in giving to the pupils an oppor-tunity to work along vith white people, and to associate with them more intimately, and thus to learn, by actually performing the duties involved in civilized pursuits, something of what it means to work for themselves. I do not hesitate to say that in these respects these fichools are doing for th.e promotion of civilization among the Indians what em not, by any possibility, be done by the reservation schools. (2) Another and scarcely less important service rendered by these schools is the opportunity which they a,fford for the people of this eouutry to see what can actually he done for Indian youth under favor-able circumstances. The old notion that an Indian can not be taught 1 or civilized, that he will not work, has been almost entirely driven 1 %way from the public thought by what has been'demonstrated in these . institutions of learning. To see is to believe. A visit to one of these 8397 1 6-4 I |