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Show ADDBESSE8 AT OHAELESTON, 8. 0. directing their nwn powers at will. This is to heattlinrd only through a knowlwlge of the plinriples of society and education. In mv odniou the fo~lvriunu i t lv teacher of Indian qchovls is one on which the very 1i.m bf hie pupils depend. It id the bnbrtitution of civilization ior harhrim. That tesrhrr aloueca~re fie1.1t his n.ork n.ho FWS into it with a epirir of wrvicr, with n- mnsricntw euhstittltir~no i the ide~los i rivilizations for those oi bsrhriem. This ~~ ~ ~ ~ - ~ ~ ~ ~ ~ - ~ ~- ~~~- ~~~~~ ~ ~~ ~~. ~~ ~ ~ ~ ~~- ~ demands wiselv chosen suhiect-matter. a knawledee of societv. and of the laws of mind. I t demands enthusiism a ided by the ~rinc&leso f ~ s v i h o lwa n dm ciolom, =.<I it invnlrt.s the ayplicarivn ;i t 1 . e ~~~;r incij,leno itder nip;niaion. Teachem r i ih thi* training will b n n t~he ir people. into a fellowship with the civilized world, and the Indian will thus become a valuable American citizen. PRACTICAL METHODS IN INDIAN EDUCATION. [Mr. JOHN SBOEB, Superintendent, Colony, Okla.] In my opinion the only way to kwh the Indian self-support and the value of property is to de;ise mme plan whereby without special uwng he may be induced to support himself by his awn efforts. I pve ou herewith a short history of my experiences with Indians and a brief outhne orthe plan we are at present fallowing. My first experiment originated through my proposing to three Indian boys at our school that if they would each milk a cow through the summer I would glve them the calf which the cow had. Although they had never milked a cow in their lives, they agreed to do their best and were duly rewarded. This placed them in a con-spicuous position among the other children as being owners of propert , and it enabled me the next spring to get 10 hoys to volunteer to raise corn. $he yt tho ht the idea so unpromising that he mid the boys might have all the corn t ey cou3 raise. The Indians then regarded d l work as degrsding, and these boys knew they would be taunted and ridiculed as squaws all through the season. Nevertheless they per-severed and had great s u m with their crop. I marketed the corn for them and with the proceeds purchased 35 head of cattle which I divided among them, branding each boy's cattle with a distinct brand, thus &ing him an individual ownership. The success of the boysnaturally had ite effect on the other children, and the next s ring I had volunteers enough to undertake to rake 100 acres of corn, giving half o? the crop to the Government for the use of the land. From this land we raised about 3,000 bushels of corn, and with the proceeds of the bays' share I bought 100 head of heifers. We were obliged to bring these cattle from a distance of 140 miles, and althou h the country for the whole distance was entirely wild and inhabited only by hfians, yet.with three of these Indian hoys we drove up the cattle wim- +g them across nvers and watching them at mght, occupying ten days)in the journey. When we arrived at the school the children manifested the most intense intereat in the herd, and all who were receiving w wanted to use it in the purchase of cattle for themselves. Even the girls caugvthe enthusiasm to become property owners. This s idt I eneowaged, and allowed those who were earning wages to use a part of it eactmonth in crestin a fund with which to buy cattle. We worked along this line until our school her2 numbered about 400 head. It was not long before our success in this venture attracted the attention of the inspectors and eventually the Indian Office. The Government officials reawned that if theschool could raise cattle profitably, why not the Indlsns, and thua make them self-supporting. Following this up, they securedan appropriation to buy 400 head of cattle, to he issued to the adult Indians of the reservation. The ent, on learning of this, advised the Indian Office that it was impracticable for the 13- to engageat that time in the raising of cattle, as they were continually maving about, sometlmea being absent on a buffalo hunt three monthe at a time. He therefore reeommended that these 400 head of cattle be given to my school, which was done. While I had control of the herd no white man had an thing to do with their care they bein looked after altogether by Indian boys unXkr m supervision. This i considere% the ve heat education I could give them. The p L I had in view was eventually throug this herd of cattle to make the schools of the agency self-su porting. Palso had in mind the establishing of a large pasture, which I roposed inclosmg with a wire fence. Around this pasture I would locate young In&me ss they mar-ried and settled down in life. They would be ob!iged to care for the fence and k ~ p their cattle inside the pashue. As thecare of them cattle would m p y but a port~on |