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Show I 2 REPORT OB THE OO~ISSIONER OF INDIAN AFFAIEq. ' the wickiup, and the tepee. Partly by cajolery and partly by threats; partly by bribery and partly by fraud; partly by persumion and partly by force, they are induced to leave their homes and their kindred to enter these schools and take upon themselves the outward semblance of civilized life. They are chosen not on account of any particular merit of their own, not by reason of mental fitness, but solely because they have Indian blood in their veins. Without regard to their worldly condition; without any previous training; without any preparation whatever, they are transported to the schools-some-times thousands of miles away-without the slightest expense or trouble to themselves or their people. The Indian youth finds himself at once, as if by magic, translated from a state of poverty to one of affluence. He is well fed and clothed and lodged. Books and all thc accessories of learning are given him and teachers provided to instruct him. He is educated in the industrial arts on the one hand, and not only in the rudiments: but in the liberal aits on the other. Beyond "the three r's" he is instructed in geography, grammar, and history; he is taught drawing, algebra and geometry, music, and astronomy, and receives lessons in physiology, botany, and entomology. Matrons wait on him while he is well and physicians and nurses attend him when he is sick. A steam laundry does his wa~hing and the latest modern appliances do his cooking. A library affords him relaxation for his leisure hours, athletic sporta and the gymnasium furnish him exercise and recreation, while music entertains him in the evening. He has hot and cold baths, and steam heat and electric light, and all the modern conveniences. All of the necessities of life are given him and many of the luxuries. All of this without money and without price, or the contribution of a single effort of his own or of his people. His wants are all supplied almost for the wish. ' The child of the wigwam becomes a modern Aladdin, who has only to ~ u tbhe Government lamp to gratify his desires. Here he remains until his education is finished, when he is returned to his home-which by contrast must seemsqualid indeed-to the parents whom his education must make it difficult to honor, and left to make ! his way against the ignorance and bigotry of his tribe. Is it any won-der he fails? Is it surprising if he lapses into barbarism? Not having l earned his education, it is not appreciated; having made no sacrifice to obtain it, it is not valued. It is looked upon as a right and not as a privilege; it is accepted as a favor to the Government and not to the recipient, and the almost inevitable tendency is to encouiage depend- 1 ence, foster pride, and create a spirit of arrogance and selfishness. The testimony on this point of those closely connected with the Indian 1 employees of the service would, it is believed, be interesting. It is not denied that some good flows from this. system. It would be singular if there did not after all the effort that has been made and |