| OCR Text |
Show enjo)ment of literature and rhe fine am." \Ye need the example\ of Carliqle, and Jjmkall, and IIampton, aud ~ , t l ~ eC~he.m iiwii and orhersarc uf t1.e \Vest, w r nrrd rht.!n a* well as wr-~ n~e~c d those I f the Earit. \Ve newl t11r advance1 l~atrualt rainitl~ ~~~ thev eive and the skill acauired by the learning of trades. his year oi 1!)IU .,pens kith a i;n~!~icozf a golden l iar r r~t . Ycrer i l r the histor! of In~linnw ork have the t)n,epertJ ~i JII<.CQPQ 11rt.n Iwt t t~h, aw tl.~.~ T M I U P .il~l tht, wt r k rnai~ h,.c ,ffiri~wvv$~1 , - ~ lea<l~errl wcn ~~~CI I , I- I TQCO-~uDr ~hoCnuJ~r.a Llr i'.,~nlnri-- ~ ~ ~~~ sioner of Indian Affairs, W. A. Jones, has the &rage of his convictions, based on a wide experience, backed by the faith and trust of a nation. Our beloved superin-tendent of Indian education, Miss Reel, unites ex erience and education with a woman's intuition and comprehensive knowledge of Pndian needs. With harmony andloyalty tooureauewhy may not 1900 markagoldenerainthe history of Indian education? The past three years have been golden ones in the inauguration of better methods in our frontier schools. Hope begins to gain courage and promise. The iuture seems bright. But let us not forget that-he bird of time has but a little time to Butter, and The bird is on the wing. WHAT IS THE RELATION OF THE INDIAN OF THE PRESENT DECADE TO THE INDIAN OF THE FUTURE? [Dr. H. B. FRISJBLHL,a mpton Instiate. Virginis.1 There are some advany- in beiq at a disbnce from the Indian question. Some-t ime ~on e seen thines in a lfferent heht when at a distance. I n order to discuss the we have with us this mornine renr&entatives ofUIndiansw ho are s t i l l6t he blanket, who rrrc lrusling u~.~~iviliriicrdv; alid s ht, ha\.,, very littlv idv.! ui s har i t incar13 to bc ati\.ilir~tbl eing. Thew ;~n<., rlrrm~ vl.ocome i nn^ rrservatit,nr\vhrre r1.c 11i~liarl livv--r t-ll.w m l$i"u\rnl and and ha..* v..u~iortat~lt~humT~l~>.e rexn.trrllint hine* wllit 11 - might he said of all Indians so far as I have seen them I have had at Hampton refieseutativre of ahnu.-I urvry tribe. .\d R race the Tndinnr HW people I i rhe rhild raves. ' ~ ~ O QhaVv e thc r.haral.trristics of ollihlhoud, and in Io.,kirog birwanl ro their -fn-ru-~n-r- -I l d i r r e s.r ehuultl travh thqm I,, lul,.,r in order Illat tlorv mar isc hmllpht ~ ---- ~ ~ tomanhood. So ina general way I shouldsay that the Indian of the present is in his childhood, and what we as the Indirtn educators are endeavoring to do is to bring him to his manhood. What are the chasacteristica of child races? One of the first characteristics of chilhaod is that children do not know very much about work. This is true of the Indian, that he has not learned very much about the necessity and the di ity of labor. The Indian, being the first settler of the soil, seems to think that he cer-tain privileges, and one of these is his exemption from labor. Now I need not say that no race can amount to anything until there is created in it some respect for labor, for the work of the hand. Whether it iu the white, black, or the red race, it seems to me that we have to deal wlth this problem, and we should Impress upon them the moral value of work. My illustrious predecessor, Major Armstrong, qrho lived in the Sandwich I~lands, learned in his childhood some leasons along that h e which have been of the greatest value to the people of this count He saw those people gathering in God's houses for worship and yet going home w7;'ere the father, mother, and children were huddled together in one-room houses, where they lived in perfect idleness. He realized then that no race could amount to anything that lived in that way, and the thought with which he came to this country, and which he gave to the whole work among the races of this country, was m to the absolute neeessity of labor. In other words, in order that a race might he elevated it must labor. With all of the Anglo-Saxon races labor is known to be a necessity, hut the truth of the matter is that neither the Indian nor the negro race has come to look upon labor as a neeessity. We are coming as a country to deal very largely with this great problem, and it seems to me of vlbl importance that it should he lmpressed upon all nations that no progress can be made until they learn to %ark with their hands and learn to have a regard for the dignity of labor. The Hampton school bas sent down some pictures here which it is sending to Paris, and I would hevery glad if some of you would call at the Charleston Hotel and examine those pictures, as they illustrate what can he done in the way of teaching these people how to love labor. |
