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hard conditions and the Indians on their native heath.

His conclusion was that great things could be accomplished for the savage red man in a more favorable atmosphere. This conclusion was afterwards developed in the "outing system" at Carlisle. This plan is only a superior way of carrying out the ideas of the early settlers at many points on our coast. They declared it to be their purpose to induce the Indians to give up their wandering life in the forest, acquire a knowledge of the English language, and adopt the white man's customs. The training of Indian youth in the households of Puritan families was one method suggested to change the life of these savages. In 1618 the Virginians, with similar intention, proposed "to bring the native children to the true religion, morality, virtue, and civility," and the first legislative assembly directed that every plantation holder should procure Indian youth by just means for this purpose. In 1621 it was reported by the Puritans at Plymouth that

If we had means to apparel them and wholly retain them with us, they would doubtless in time prove serviceable to God and man. And if God sends us means, we will bring up hundreds of these children both to labor and learning.

Thus, as in a circle, has the Carlisle school come back to the point established by the fathers in a system of education for the descendants of those Indians who first met the European on this continent.

An important feature connected with this plan is the banking system. Each student has a bank account and the school keeps a careful record of every deposit and withdrawal. The habit of thrift and an idea of the value of money are thus practically inculcated. The boy or girl will also learn how to keep accounts, and learn the value of time and labor as well as money-something of which the Indian in his native state has very little conception. A dollar earned by his own exertions acquires an interest to the boy that a hundred given by the Government can never possess. The Indian does not naturally have forethought or thrift to provide for the rainy day. When the pupils return to the reservation or, as it is earnestly hoped they will, go among the white people, they carry with them tangible evidence of the value of work. As a rule this "saving" is appreciated, and not promptly thrown away, as is usually the case with the few dollars of annuity money given by the Government. The one elevates; the other degrades and demoralizes.

Wherever practicable the "outing system" is being inaugurated, and will prove elsewhere as well as at Carlisle that the best system of civilizing Indians is "mixing" them with the families of white citizens in their homes, in their shops, and in their fields.

COMPULSORY EDUCATION.

There has been an increase in the number of pupils at the various boarding schools during the past four years of over 4,000. The recruit

ing of this large number under prevailing conditions has been worthy of commendation. That so much has been accomplished is due to the untiring zeal, sincerity, and tact of those engaged in the work. Few outside of those who have had experience in the collection of pupils upon Indian reservations can appreciate the difficulties which are presented.

Many and serious obstacles are met with, the principal of which is the ignorance of the average Indian mother and father.

The disposition and hereditary instincts of the old and conservative Indian can not be changed, but it is the duty of the Government to train the next generation of these people so that they may become stronger mentally, morally, and physically. Therefore, it is for this purpose that the young Indian child is taken from its home to the boarding school, where the moral influences of white civilization and culture may be thrown around it and love of the civilized home instilled in its heart, in the hope that it will bear fruit in future generations. This is the policy which induces the Government to take these children during the formative period of their lives, in order that a character may be molded which will make each boy and girl a home builder and a home maker upon those principles underlying our own civilization, prosperity, and happiness. It is a firmly fixed policy, which it is believed that succeeding generations must approve, and it is a condition which must be brought about regardless of the wishes of those parents who are unfortunately so blind as not to see the advantages accruing to their race.

Many old Indians look upon governmental school work as hostile to them and the taking away of their children as hostages; others view it as a special mark of favor that their little ones should be permitted to attend school, and they demand payment for the favor. These conflicting arguments must be combated and the opposition overcome.

Among numbers of tribes there are peculiar ideas of death, and if anyone dies in the tepee or wicki-up, the rude shelter is destroyed by fire, or else direful calamities are believed will be their portion. Therefore, if a child passes away at a school, that school receives a "bad" name among the tribes cherishing this strange belief. For this reason a rigid system of physical examination of each child before it is taken from the reservation is required to be made by the agency or other physician. But the fact is that, with all the precautions thrown around the collection of only healthy pupils, and with all the sanitary and hygienic arrangements and careful attention at the schools, death will occasionally invade them. This is of course taken advantage of by the ignorant parent, filled with superstition, and therefore the difficulty of obtaining his consent to the removal of the child is based

upon his superstitious dread of something which may happen at a school where other children have died.

Vicious white men around the reservation sometimes foster in the Indian a spirit of opposition to the education of his children. This conduct can be actuated only by self-interest in hopes that by keeping the benefits of education away from the Indian tribe, the opportunity of such persons will be greatly enhanced for making a living out of the ignorant. Such action has been particularly emphasized at several of the reservations, and in every instance stringent measures have been adopted to eliminate these malign influences so far as possible. The seed sown, however, by these people often produces evils hard to eradicate.

A presentation of these few obstacles to the successful enrolling of a larger attendance is evidence sufficient to justify stronger measures for overcoming the adverse influences to education. It will readily be seen that the gravest of the objections raised to sending their children to school is the result of ignorance, and to the intelligent man puerile in the extreme. Knowing that the main strength of the opposition lies in the ignorance of the Indian parent, Government officials engaged in the work are enjoined to have a sympathetic appreciation of the feelings of these benighted people, and to exercise tact and good nature in dealing with them so as to overcome the natural or acquired prejudice on their part.

While the designation of the particular school to which the child should go, can not for obvious reasons be delegated to the parents, ignorant of what is best, yet in all cases their wishes are given careful consideration, and if possible, carried out. The particular school attended is not of such importance as is the attendance itself on some school.

An examination of treaties made with the various tribes will disclose that in a number of the earlier ones compulsory education was provided for, and on those reservations where it exists improved conditions have resulted. It is not contended that all Indian tribes require compulsion on the part of the Government in order that their children shall attend school. Many tribes, and many individuals, recognize the great work of the Government and cooperate in the work.

The increasing number of returned pupils is operating as leaven to the whole mass. From the isolation of one or two in a tribe, they have grown in number until they are able to combat successfully hereditary prejudices. As a rule, these pupils are the unconscious, or conscious, agents who are spreading the desire "to know" among the younger generations. Superintendents report that there is a noticeable gain in responsiveness upon the part of pupils leaving school-a greater appreciation of the responsibilities which are being thrown upon their race. They find "more purpose in school life and have a keener sense of its relation to the future." The constant stream of "returned

pupils" who have come in contact with the higher civilization of the white people is establishing a valuable connection between the school and the Indian home. Their influence finds a reflex action upon their own people, rendering the collection of raw material easier than in the earlier days of the present policy; although under the present law requiring the consent of parents to send a child off to school, this action is too frequently nullified by an ancient squaw or ignorant chief.

The recommendations made in the two preceding annual reports of the Indian Department are repeated, and it is urged that some just and equitable amendment be made to existing laws which will take from ignorant parents the privilege of continuing their children in a state of savagery and will bring the children into contact with the highest types of civilization. While it is possible with the present system gradually to overcome much of the active opposition, yet the ignorance of parents delays the consummation of all our efforts looking to the discontinuance of the heavy expenditure for Indian support and education. The old Indian must die out. The buffalo, the chase, the warpath, the ghost dance, must be forgotten as actual occurrences before many of the backward tribes will voluntarily take advantage of the schools. A compulsory school law will hasten the final accomplishment of the Government plan of absorption of tribes and extinguishment of reservations. From a business as well as sentimental standpoint, every Indian child should be taught the ordinary branches and a trade, so that the earlier may he cease to be a pensioner on the bounty of his Government and be all the name of an American citizen implies.

Communities more civilized, more enlightened than the Indian have found it necessary at times to enforce attendance upon their schools. There are twenty-nine States and two Territories of this progressive nation which have compulsory school laws on their statute books. Nearly every foreign civilized country has similar laws. The penalties imposed on parents are fines or imprisonment, or both. Although to fine a father or imprison a mother for failure to keep a child in school a reasonable and proper time may appear harsh, yet such penalties are imposed by civilized laws and communities. It may, however, to the credit of parents, be said that statistics show that they are rarely imposed and more rarely executed. The fact of the law and the power to compel attendance usually operate so as to accomplish the desired ends.

It is respectfully recommended that Congress b requested to enact the following into law:

The Commissioner of Indian Affairs is hereby authorized and directed to place every Indian child of school age in some school, where there are suitable accommodations for such child, under such rules and regulations as he may prescribe for the enforcement of this law, subject to the approval of the Secretary of the Interior. As far as practicable favorable consideration shall be given to the wishes of an educated Indian parent in the selection of the school to which his child shall be sent.

The passage of this law would materially simplify the situation and not conflict with the natural desires of a parent who was sufficiently educated to understand the needs of the rising generation. On the other hand it will enable the Commissioner of Indian Affairs to extend the benefits of education to those Indian boys and girls whose parents are unwilling that they should depart from ancestral ways. The law would be broadly construed, taking into consideration the idiosyncracies of the particular tribe and the desires of the parents, but ever keeping in view the ultimate end of the policy-the civilization of the rising and future generations.

DESCRIPTION OF SCHOOL PLANTS.

The close relationship existing between a good edifice, adapted in all its parts and details to the purposes for which it is intended, and the success attending the labors of the employees within and without its walls, can not be over estimated. As well deny the mechanic the proper tools of his trade and demand perfection in the accomplished effect as to provide structures unsuited and inadequate for the divers purposes incident to the accommodation and instruction of the several communities of children under the care of this Bureau, and then demand successful and economical results from the administrative officers and employees.

Viewing the necessities of the service in the light of the foregoing, the various buildings of the school plants are substantially constructed of brick, stone, or wood, masonry being always preferable where available and funds will permit. Foundations are invariably of masonry, and the exterior walls of superstructures are furred or have a lining of hollow brick, providing an air space forming a nonconductor of heat or cold. In northern localities storm sashes are placed on all windows, adding materially to the comfort of the occupants in the rigorous winters there encountered and proving an element of economy in the consumption of fuel.

Dormitory buildings are of two descriptions-one embracing under the same roof sleeping accommodations for the two sexes, necessary attendants' rooms, recitation rooms, dining hall, kitchen, play and sitting rooms, baths, lavatories, and water-closets for the two sexes, together with laundry, bakery, necessary closets, pantries, clothes rooms, etc., in short, a complete plant with the exception of minor outbuildings. The other plan is designed for one sex only and is strictly a dormitory building, with necessary attendants' rooms, baths, lavatories, and water-closets, other requisite facilities being arranged in separate buildings. Baths, water-closets, and play rooms are usually located in the basement; lavatories convenient to dormitories, together with single emergency water-closets for night use only.

As a measure of safety, the modern dormitory buildings are limited

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