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Show the tribe n on defense and the procurement of subsistence renders literature science, ancfart next to impossible. Not only does trim life prevent intercourse with the present and past hiatory of the human ram, bnt it prevents that division of labor which makea possible any high degree of productivity in the industries. Ita agricnltnre and maonfactures are conducted by the women and superannuated men. The young wamor des iaes an indnstrisl mupation. g0w, if we count the value of theindustry of the tribe in ordinary conditions. we shall find that its money valne ia something less than! cantea day apiece for each man, woman, and child, while that of the highest civilization amounts to nearly twenty times that amount, say from ten times that amount in the nations of the extreme north or extreme south of Europe, to twenty times that amount in the industrial centers of England and Scotland. Moreover, in the centers of civilization all persons participate in the world-market and have more or less knowledge of all the peoples of the world and are constantly learning regarding their doings, whether in the realm of matirial pro-duction or in the realm of spiritual produotion. The most highly civilized people, in fact, commence each day of their lives by a survey. more or leas haaty but quite effective, of the doings of nations as collected by telegraph and spread out befofe them in themorning newspaper. I can compare thjs snrvey of the entire worldin its effects on the human disposition only to a daily religious ceremony. For it prmupposes a peaceable and cooperative relation of all peoples to one mother throughout the world, all beingengaged, for the most part, in the one greet busi-ness of conquering nature and turning its products to human uses, and the making of all observation and reflection of mankind accessible to each individual citizen of the world. The teacher of the youth of a tribal people will he:ieve in the potency of the highest civilization and try to make his pupils learn, first, the arts of intercom-munication, reading and writing; and secondly, the arts and sciences whichmake him acquainted with his fellow-men near and far off, suchas geography and his-tory; and thirdly, to form an mqaintance with those tools of thought by the aidof which man has conquerednature, branches of mathematics, physics, and chemis-try, geology and astronomy, and the sciences that relate to living beings, such as plants and animals. The civilized arts of life will not be neglected. Eaoh question that comes up regarding the course of .study and discipline or moral educetion will be referred for answer to the principle of civilization: Does this branch sid the Indian child in acquiring a knowledge of the human race and thepnrpo~eso f the several instruments of civilization? Does this discipline help him participate in the industrial civilization to which he belongs? If not, the branoh of study or the discipline hati no place m the programme. If yes, then it ought to he introduced, but not to the exclusion of something having a greater claim based on the same prinoiple. TaE NECE~SITOYF A LARGE AGRICULTURASCL HOOLIN THE INDIAN SERVICE. [C. W. Qoonuau, soperintendent Chilooeo Sehod. O!&homsl Alarge agricultnral school for Indians is,a necessity: (1) Because the large majority of Indian boys will need a pract~cal knowledge of agncultnre; (2) because a large, well-equipped school of this kind in an agricultural region can teach farming and the kindredindustries more thoroughly and eoonomioally than other ffihwls. 1. The large majority of Indian boys will need a pr+tid knowledge of agri-culture. Tillin the soil and caring for stock are the pnmary methods of earnlng a livelihood, andit is upon the industries that supply mankind with food that all the other industries, trades, and professions are finally dependent. The Indians ~specia11ys hould learn farmin$ and stock raising rather than trades, because they own land. Nearly all are rwlving individual tracts of land, which they should learn tocare for and make the most of. Much of the Indian land is rich and fer-tile, as they had fimt choica when the allotments were assigned. Some have holdings in the arid re 'ons, where irrigation is practiced exclusively, and most of the land still head in common lies in the semi-arid belt, where stock-raising is the principal industry, Most In4iau boys should work at farming in aome form, as it is the natural employment far them and insures the mast inde-pendent aa well aa the most healthful life. Boys who would not live a year in a shoe or tailor shop may have many years of nsefulueas and happiness in the open-air life of their Western farms. The Indians live near to nature, but not so near as to have discovered all her secrets, so that a thorough agricultural training is essential to success. It is well for these boys to know something of : 1 |