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Show :tnd rl~ereforet l~es lor progress tl~eym akt in the enrlicr stages ot'tl~eir education. It is nor the 1euptl1 of OIIP won13 m(!rvly fbnt troubles the ~)ul)ilrf,o r mnnv I n d i a ~\\~.o stls re notoriouslv long. C'otto~3~la tl1c.r ia<d that some bf them had been '<growinge ver since the conf~lsiono f t,ongues at the Tower of Babel." It must require some intellect,ual ~ e g oarn d grasp of memory on the part of Indian children to inaster their ornu native tongue. It is doubtful whether any affinity can be traced between the American I~idiaula nguages and those of other con-tinents. Much admiration has been exnressed for the richness a,rld c-opio~~rinrosfs I;111guage1 1.it.rl by l n d i : ~o~ra~to rs, esl~evi;~lliyll rhvw lourlions u i tl~eir.r l$ervhr elati~rgt o material ol)jecta, ~ I I ~ R ~ I L1pS i.~ t11re.1, :~n ds ~ ~ r ~ h ubl1s1:t \\.II:I~ ;i t r~r~ei0t1v' words to exnrchs iutcllectr~n~l I I I I I spirir;:~l ~on&~~t io;ntl~s ,s t;.ncrio;~?aiu. d especiall~sc ienrilic idcns. T l ~ c t t ~ , ~ c l1 ~I I ~t I~~r: I~I L~~lO'I ISIIIIOI IIIII t11vveti)rer jroc-ee11~ lo\vlyp,n t~*:ntly, :IIIII wit11 \via? di sc~. i~~~i~l~:ItUt iDoI~U~V.~ IfIrCt'e ~lv" ubiect-lesst,~1~1r ef11o11$. ~ "~~~ ~~ a,nd avoiding so multiplying topi& :sf sEudy as to confuse and ierple& the pupil. While passing through this slow elementary period, the teacher should heed these cautions,-do not hurry, nor intimidate, nor ridicule, but eucourage and promote cheerful moods. Fettered and obstructed by such disabling coi~ditionas s are these pupils, the teacher should be the very impersonation of helpfulness a r~dgo od cheer. Nor mill two or three years in school, as was first thought, be sufficient; but five to ten years will be required to euable 111diilu pupils to nuder-stand and speak the Er~glishla uguage, and to make a good lodg~neut in their minds of t,he fuudamental principles of education. INDUSTRY. To teach the average America11 Indian. whose tribe has long been addicted to wandering habits, the pri~iciples of staid living, tt work ill the fields, aucl raise his own subsistence, is the task of the Goveru-n~ ent. Indians beyond middle age, and even a portion of those from 20 to 28 years of age, can not easily learn these new habits; and the "rations system" stands in the way. The industrial departments of the schools, for the. traiuiug of the younger Indians, are of the highest importance, uot second to any other lines of effort, though all depart-ments should be harmoniously conducted side by side. The older 111dia11s and also many of the younger are impregnated with the ideas of the olden times among this aboriginal people-that tlie ~uan's glory is war and the chase, achievements by the bow and hatchet. and that the heavier tasks are the exclusive vi-orlc of the momm.' Eve11 the Iudian women themselves are fully saturated with this idea. It coines to them as a heritage. How different the ideas of other and earlier races who seem not tohave regarded labor as degrs-dat, ion. Carlisle (('England's Forgotten Worthies") found in old Ionia his ideal of true labor. He says: The wise Ulyssea built his own house and carved his own bed. Princes liilled and oooked their own fbod. It was s, holy work with them-their wily of saying gr.aae for it. Even the keeper of swine is tilled noble, and the young princesa of Phsraois-the lovlieat a11d gracefullest of Homer's women-drove the clothes' oar& and washed the linen with her own beautiful hands. Not only was labw free,for so it mas among the early Romans; or honorable, so it was among the Iaraeliteq but i t was beeutif~~l-beautifuli n nhe artist's sense. Since that glorious ideal period, toil gathered about it "its modern orust of supposed basenessJ7 and was left to serfs. And while "wise" men in the nearer past, even on the lect,~irep latform, have talked of labor as "unworthy of the higher specimens of cultivated humanity," |