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Show ADDRESSES AT DHABLESTON, 8. C. discontent with the reservation system must he produced. It is sometimes @aid of the sehwls off the.reservati0n that when their students return they rue not willing to live as their parents did. It is much tobe hoped that their school life will bring about jaat tbis result. If school life, either in the East or in the West, makesstudents unwilling to meet the di5culties of the situation, it is open to criticism, but a whole-some d i i n t e n t is a most hopeful sign. The petition of the Lower Brul4 Sioux asking that the!r annuity of rations and clothing be stop and that they be allowed to sell a portion of them land and pur-chase cattle w ~Bt"t h e proceeds is a move in the right direction. The sooner the ration system can he stopped the better. No student goes back from sehool who does not feel thedegradat~onof it. While the beef killing, rith its hrutalizinginflu-enee, has been discontinued on some of the reservations, on others it still remains, and the biweekly pi1 rimage from the distant parts of the reservation to the agency still continues. By t%is means regular work on the farm and the raising of crops and of animals is prevented while the old roving habit, rhich is so opposed to all progress in civilization, is chtivated. In spite of all that h,as been done toward the education of the Indian it is esti-mated that only about one-half of the Indian 011th of school age are receiving instruction. This is a oor showing. There oug3 ;t to be school accommodation for every Indian child. ~!e sooner we come to comp.ulsory e d u~t i o nfo r every child in this country the better. To give citizenship to a. people wlthout requiring their education is the reatest unwisdom. The system of da schools, so successfully Btarted and mrrie%on by Major Wright on theFine ~ i d gfete servation and brothers in the Indian country, which makes the school the center for improvement in home life and agriculture, and gives the ent a hold on Indian families in remote parts of the reservation, is of the greatest v%e. More use ought to he made of the common day school in the uplift of the community. The introduction of cookin and sew-ing, as well assome simple lessons in harvesting and the use of garden toofs, together with instruction in the common English branches, would make these schools sgreat power for good on the reservation. The reservation hoarding schools with their gardens and h s are most useful. Just as far as posaible there ought to he built up ahout these schools mills for the grinding of wheat and small manufactories for the construction of articles used on the reservations, where the Indians may become familiar with the usages of civilized life. It is a shame that so large a part of the Indi?nsns' supplies should be bought elsewhere when the Indians need so much the tmumg and the work which might be usedintheirproduction. Thenonreservation schools, both Eastern and Western, ought to have close relations with one another and with the rerrervation schools. They ou ht to develop certain special lines of work and instruction that the Indians need. I! one devote itself to agriculture especially, then another could make a specialty of huainas methods, others of certain trades, and still others of normal training. Instead of struggling rith one another for pupils, as hss mmetimes hap pened, they should be thoroughly in harmony with one another. Each of these sehools ought to he a sort of experiment station in Indian education, demonstrating what can be done dong special lines. We are all indebted to Major Pratt for the success which has attended the pushin of the outing system. Each Indian institu-tion, in addition to the regular work w%ich it has to do, should try to develop some specislty which should he of value to all. As 8. rule, it seems to me that we in the East ought to do advanced work, admitting only those who have passed through the Western schools, and not competing for the lower grade of pupils. Coming East ought to be considered a reward of merit for good work in Western institutions. I have been impressed with the difficulties under which the heads of Government Indian schools have labored because of their inability to control the appointment of their subordinates As long as teachers are appointed in Washington, and the head of the irchool has little or no voice in the matter, so long will the schools lack har-mony. No superintendent can really he held responsible for the man ement of his sehool until he has a controlling influence. We all believe in the r z r m brought about by the civil service in the taking out from the handsof politicians thea point-ments of superintendents and teachers. But if civil-service reform rules stanfin the ray of the appointment of teachers by the head of a school, they should be modi6ed to correct this abuse. The main object of the education of the Indian should he to make him self-sup-porting, and, as Mr. Grinnell says, "An aim quite as important as this, indeed lncluded in it, is to make the Indians less unlike us than they are." They exist as an element of our population; they are Americans, and they should he put in a posi-tion to develop into a constituent part of our new race, just as the immigrants from a doeen foreign lands have developed into good, useful citizens of these United States. 6 2 6 6 4 L 2 9 |