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Show neas or on their farms. The old Indisn customs which make it necesssry for an Indian boy to share whatever he haa earned with the whole tribe in a f w t or a frolic must be given up, or there will be lime progms. I have endeavored to give a brief outline of the plan of work that has been adopted in our Indian schools. While much remalns to be done, I consider that an excellent start has been made and a real interest haa been crested in the subject of education, not only among the Ind~any outh, hut among their parents. EXTRACTFSR OM DISCUSSION. [Hon.N. c . D o n o ~ ~Sno~pe~rm,t endent of Schools,Peaia,Ill.l The In-~d ian-school teachere are doina oreciselv the same work that comes to the ~ pnblic.achool teacher- -educatiug waits' of the-State. An uneducated man in nn nncivilizcd man, whether in Boston or any other place. Only asoor ao1~1rrhl ei11g makes know. -n i-t.a. w.. ant*. snd o~u-lv as edoratlm and cnltnra make kuown rboir demands.,can civilization be said:~ exist and live on. No boy or girl is civilized who hasnot lear~eds ome employment hy mhicli he may.make &daily hreucl. an81 we shonld inei~lcatein the children a love for falrhful, intelligent, productive l-.e..h...o r. aud in that I am anre we who are workinlr for the Indian, and we who are ~- ~~~~~~ working for the whites have one common object: The plan of putting the Indian out among the whites is an excellent one, and the "learning by doing" 1 have thought might he taught to us who teach the whites. I have sometimes thought that by distributing Indiansamongthe schools that could educate them they could be brought to realize that they are part of this great people, which would do much good. We should try to bring them more iuto concact w~ t hci vilization. WH&TS HOULDBE TEE PERCENTAaE OP INDIAN BLOODT O ENTITLEP UPIL5 TO TEE RlaHTs o r GOVERNMENSCTH OOLS? [H. B. Pmras. Snperintendent Wkell Institote, Kslnssa.1 The fact that there are a gat many children in Indian ac?ools who are only inst Dart Indian is the cause of considerable diacnaeion UDOn t h ~ssu bject. We are ;erYhot'tqp arked. ..What Indians are entitled to the ~kivilegee ofUovernluaut schovlsr Indiana not memberd 01 the Fire Civilized Tr~beav, i r . (!herokees. (-'-b-i ckasaws. Vreeka. Semlnole~a. nd Choctuws. mav artend Uorrrnmcnt schools. ~ ~~ ~ ia the ususl'repiy, &d is, I believe, correct nnder &istins laws. Whether there should he any change in such regulations is, then, the question to beconsidered. * * * I would draw this conclusion, then, that where Indian children, whether all or part Indian, are not within possible reach of the State for edncational purposes, the National Government should provide for them. Where Indians live within reach of good public schools, I believe they should he encouraged to attend them. I know of cases of this kind, however, where Indian children are not given opportunities equal to those given to the white children, because the Indian parents do not pay taxes. The question is a complexone, and it seems to me that no sweeping general law can be safely applied aa to what should be the percentage of Indian blood to entitle pupils to the rights of Government schools. The nation,if it is to continue the free government that it has hen, must see to it that all of its people have educational opportunities, and where local or Stab government can not reach any community of people, be they white, black, or red, I believe the National Government should do so. HOW CAN WE SECURET EE SYSTEMATIC TRANSFEORF PUPIIE PROM DAYT O RES-ERVATION Scaoom AND PROX RESERVATIOTNO NONRESERVATISOCNH OOLS? [J. 0.U RTSo,p erintendent, Oneida. Wis.] Our system of Indian education, to be effective, must have a certain anthority which shall make sore that all children physically able shall have the benefit of the schools provided forthem. On some reservations conditions are such that the agent or superintendent can keep nearly all children from 7 to 15 years of age either in the day schools or the |