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Show I 26 REPORT OF THE COIf~SSlONER OF INDIAN AFFAIR#. The central thought of the nonreservation school idea was thus expressed by the then Commissioner of Indian Affairs in his report ' for the year 7881: But so long as the American people demand that Indians shall hqme white men within one generation, the Indian child must have other opportunities and come under other influences than re~ervationscano ffer. He must he compelled to adopt I the English language, must he so placed that attendance at tchool shall be regular and thrtt yafationa shall not be periods of retrogression, and must breathethe atmosphere of a avllized inatead of a barhvoua or semibarbarous community. Thereiore, youth i chosen for their intelligence, force of character, and soundness of constitution are sent to Carlisle, Hampton, and Forest Grove to acquire the discipline and training which, on their return, shall serve as a leverage for the uplifting of their people. 'These two excerpts indicate the reason for the estiblishment of non-reservation boarding schools. The idea seemed to grow, and as the western section of the country began to fill up, and the people saw the work of Indian education progressing, other schools sprang up in cities ' and towns not distant from thti reservations, to which the transports- ~ tiou of pupils would not be so expensive as farther east. Such sys-tem was of gradual growth, until in my judgment the limit in numbers has been reached, if, in fact, it has not been too much exceeded. Dnr-ing my administration the number of nonreservation schools has been ; increased by the addition of only three, which were provided for before 1 1 entered upon duty. Without going into details, in the annual report 8 for 1899, and after a survey of the first two years of my administration, I said: 1 The present number of nonreservation sehoolsia su5cient to meet all the require-ments of the service, but they should he enlarged in some caaes and better equipped in others. It will thus be seen that an early opinion was formed upon this sub-ject, ;which has not materially changed since that time. Indian chil-dren, who are strong and healthy, when taken to distant nonreservation schools are thrown into contact with the best types of our civilization; they see something of the power of their Government and the superi-oilty of the customs of the white people. In these schools they are intimately associated with Indians of other tribes and from wideiy. separated portions of the country. They are insensibly drawn out of the shell of conservatism which encompasses every tribe, and the tendency is to broaden the mind and develop latent instincts for the betterment of self and people. A knowledge of English as the common vehicle of social and business communication is more readily acquired and retained; in fact, many forget their native vernacular. If it were I possible to break upIndian reservations, and scatter theirpeople among white communities, the nonreservation schools would adequately meet 1 d l the requirements of a dificult. situation; but such actibn can not be I taken at present, nor does it appear feasible for an indefinite period. Therefore in the meanwhile the present system with certain necessary modifications should be maintained. |