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Show REPORT OF SUPERINTENDENT OF INDIAN WH001rS. 341 First of all, I wasdeeply concerned to gain a clear kuowledge of the attitude of Indian youth toward the scliool; of thew physical, intel-lectual, and nioral capacities; of the influences of tlieir surroundings upou their yrogrcsa in the arts of civilirotion. A11 testimony agree11 that the 111dia11 youth are qnitc docile and obedient, re:~dily adapting tbemselve~ to the renditions and require menta of school life, responsive and grateful, and in intcllectuolcaparity as we11 as in fidelitv to tl~eirm oral atatdaid the eauals of their while brotliers. There isever," readon to believe that with rational methods and faithful workers Indiau schools call arromplial~ in reasonable aonroximation and in due time--other things be'lnr eaual-what is o~diuarily expettted of the average achool t'6r the 'c'liildreu of white citirena. On the other hand, their progresais much liindered by uhort-comings iu their physical make-up, by l~ereditaryc liucase, and the low power of acclirqatiration, by the stuht~orh~iin draucen of tribal life, and by theunfortunateintiuer~ceso f low whiteassociates incidet~tt o border li?e. and even now not snfficientlv controlled on the reservations and at military posts. In this connection, permit me to commend the efforts made on many reservations to suooress illicit liauor tramc. I am aware that the Indian OfRce is doing ali In its power'to strengthen the hauds of agents in these efforts, and I earnestly hope that the War Drpartnxent may be sneedilv induced to second the efforts of the Indian Office in this diree-tfan bfabolishing canteens at military posts located at or near Indian reservations. PLAN OF ORGANIZATION. Qeneral Pim.-On the whole, I learned to see clearly that the main aim of lug work must be to render the specific Indian school u n n w saryaa speedily as possible, and to substitute for it the American pub-lic school. This is in line with the enlightened policy that labors to do away with tribal life, reservations, apncies, and military posts among the Indians. It is in full accord w~ t hth e desire of the nation to do away with the Indian problem by assimilating the Indians in the body politic of the United States. There are many obstacles to this in the very nature of things. The natural tendency of every institntion-no matter how transient in its nde e asity-lies in the direction of aelf-preservation. Naturally in these e rts of self-preservation it seeks to establish itself more and more kmly, seeks to strengthen itself and extend its scope, and thus an Indian agency or an Indian school is very apt to submit only under protest to hmitations of its work or to abro ation. And yet these things must be done sooner or later. not bvsud f en. revolutionarv meas-ureu,' bnt slowly and deliberately,& tlie {urlw8es for wl~icbth e~einati-tutinns have heen established ma b e i ~ ~ncgh ieved. Ileaervation day school.-In order to hasten this period it appears desir-able in the first place to foster the day school wherever Indians have set-tled in permanent homes. The transition from the day school to the public school is comparatively easy whejever Indians have taken allot-ments, and white settlers in the vicinity would in many cases become eager advocates to a proposition to place these schools under the control of the State authorities, while the latter would not beaverse to the gov-ernmental contribution of $10 per quarter for each Indian child taught so long as the temporary tutelage of the Indians may continue. Bur- |