taught school, and became a practicing attorney and county superintendent of schools. When the Indian courts passed away he was no longer amenable to Indian law, and the white courts could not take any knowledge of his almost forgotten offense. So he came back, and is now a most useful citizen. At the last annual council to which I refer Mackenzie read his report with all the statistics, and then I was asked if I would say something. We were put through a good deal of questioning by those Indians, and one topic that came up especially was in regard to allowing the white children to go to school.

The serious question in the Indian Territory is not so much about educating the Indians as it is a question of educating the white people. You will remember that we have at least ten white persons in the Indian Territory to one Indian, and except in the incorporated towns along the railroad, these people are absolutely without any provision for education. They are of a low class; for what kind of people can you imagine are willing to bring up their children among the cotton fields without any prospect of education? The children are brought up in ignorance and under the influence of moonshine whiskey. They say it is unconstitutional to try to do anything in the way of schools for them. Could not the Constitution be amended?

The other day I took a New York college girl to an Indian cabin, and showed her their simple life, their simple furniture, and the beautiful white flour meal made from the peculiar kind of corn they raise. We had just taken her in to see one of the rented houses of the cotton people, and I said to her, "Which do you think is really the higher type of civilization to-day?" She said she thought the Indian was far beyond the white.

So these Indians brought us up in council for allowing the white children to go to their schools. We do allow it; we encourage it, but we are compelled to make them pay tuition. And there are very few of them that are willing to pay a dollar a month; five cents a day seems enormous to them. We told the Indians in council, as they questioned us, that we thought it was a good thing to let the white children go to school, but we said, "If you insist that you do not want the white children we won't make you take them."

CHAIRMAN.-We are very much indebted to Miss Robertson for her vivid statement, and we will now hear from Superintendent Peairs of the Haskell Institute of a few things that have been accomplished and some crying demands.

Mr. SMILEY.-The Haskell Institute is one of the greatest Indian schools in the country.

Mr. H. B. PEAIRS.-I think possibly I can make clear what I want to say with reference to the progress of the work just as well by giving a little incident. A few weeks ago there came to Haskell

Institute an Indian man and three boys. He said: "Seventeen years ago you came to our reservation and picked me up, a boy." I remembered him very well, and remembered the circumstances under which I persuaded him to go to Haskell Institute. He was there for a few years, went home and afterwards was married. Now he has a family, and one of the three boys which he brought to the school was his. He said: "This is my boy, and I want him to go to the school where I got my education, and get his education." I remember how hard it was when I went to the reservation upon which this man lived to persuade the Indian people to allow their children to go to school. I worked for days and days to secure a party of fifteen or sixteen children; it took a great deal of persuasion. Now seventeen years have passed and the one who was a boy at that time goes to the train with his own boy, buys his own ticket for his boy, brings him to the school and asks for admittance. It seems to me that that ought to be one of the greatest encouragements that anyone could ask for in the Indian work.

The great work in the early days was to secure an attendance in the Indian schools. There are now, I think, about thirty-five thousand Indian children of school age in the United States; of that number there were during the last fiscal year approximately twentyfive thousand in school, and without any compulsion whatever. This number could easily be increased and is being increased each year, so that practically the entire Indian population of school age is in school this year. This is one of the great advances that has been made, and the one thing that means the final solution of the Indian problem, because I believe we all agree that the great work to-day is the training of the young people.

We have succeeded in getting enough of them into school and back out of school into their homes and among their people to bring about a change of thought among their people, and to get them to feel that the only thing for them is to get this training. Great changes have been made in the training of the young people in the schools, and especially is this true of the last few years. Great stress has been laid on industrial training and on domestic training for the girls. The girls will be the home makers, and they are the ones, it seems to me, that we should be very careful to give the best of training.

As we go from the schools to the homes through the reservations we find a different problem entirely. The Indian people are not working as they should. The reservations are being opened up, land is being allotted and land is being cultivated, but who is cultivating it? White men, in most instances. There are some Indians who are at work, but not many. The leasing system has been one of the greatest curses to the Indian people that has ever been put upon them, and to-day the great trouble about our school work is that when our boys and girls go to the reservations the surroundings are such that it is impossible for them to do what they would like to do; the leasing system stands in the way.

I remember a young man who had been in the school for five or six years, was well trained in farm work and then went home. I passed the reservation and he came to me and said: "I would like to work my farm, but a stock company has leased a large tract of land and my farm is in the middle of it, overrun with cattle, and I cannot get hold of it." There are many instances where we find the parents leasing the land of the children while the children are in school, and when the children go home they find the way barred; there is no possible chance for them to get to work if they want to. It seems to me that the crying need and demand to-day is for an opening for our young people, and that opening of course we must look for largely among their own people. There are openings out in the world and a great many Indian boys are going out to work, but the great majority must go among their own people; therefore it seems to me that the great demand to-day is to so change the conditions on the reservations that it will be possible for young men and young women who go to their homes to get something to do.

I understand there is to be some discussion with reference to one particular phase of our work, the religious work in Indian schools. So I simply want to mention now that I believe one of the crying demands in our Government schools is for more religious work. The young people on the reservations are reckless and wild; the surroundings are such as to make them so, and it seems to me that the schools are the best fields for the missionary work which is needed. A year ago a decision was made by the Secretary of the Interior which threw down the bars for religious work. We have been afraid in the past years of trampling on each other's toes, and we have been afraid of criticism. But that time has passed and there has been an opportunity given for religious work in our schools. Nothing is done in the way of appropriation or anything of that kind for religious work; it remains for the churches to do the work, and earnest religious work needs to be done in every Indian school in this country.

The CHAIRMAN.-We will now have a statement from Dr. Lucien C. Warner upon the native race in Hawaii.

THE NATIVE RACE OF HAWAII.

BY LUCIEN C. WARNER.

A more delightful climate than that of Honolulu I have never found in any part of the world. The air is balmy, it is neither too hot nor too cold, and the northern trade winds give a tonic quality to the air which is the perfection of comfort. The thermometer rarely rises above eighty, and never falls below sixty-four, while the average rainfall at Honolulu is thirty-eight inches, or about two thirds the amount of New York City. Other places in the islands have a rainfall varying from twenty-six to over two hundred inches. One does not feel altogether friendly toward the ship

which brought over the first importation of mosquitoes, but with a land and climate so perfect the people need something to keep them humble.

The development of the Hawaiian Islands during the past few years has been truly wonderful. The leading industry is the cultivation of sugar cane and the manufacture of sugar; and this gives direct employment to nearly sixty thousand people, mostly Japanese. The total value of the sugar plantations is seventy-five million dollars, and the annual export of sugar twenty-four million. This great industry is nearly all owned and controlled by a company of a few thousand Americans, prominent among whom are the descendants of the former missionaries.

The total population of the Hawaiian Islands in 1900 was 154,001, divided among the different nationalities as follows:

:

One of the most difficult questions which confronts the islands is the future of the native race. The problem is quite different from that of the undeveloped races in most other countries. They are already full American citizens, with all the rights and responsibilities which this confers. They exercise the right of suffrage without restraint, and as their total vote somewhat outnumbers that of the whites, they have their full share of elective offices in the territorial government. All this responsibility has been thrust upon a race just emerging from barbarism, with their moral and intellectual natures but feebly developed. The white population of Hawaii advocated the adoption of a restricted basis of suffrage, which should not give the political control to the natives, and this view was strongly urged by a committee of Congress, which visited the island to study and report on the situation.

If additional

argument was needed as to the wisdom of this course, it might have been found in the experience of the carpet bag governments in the South after the war; but the opportunity to play the demagogue was too tempting to be resisted by our lawmakers, so they deliberately turned the government over to a semi-civilized race. It is true the natives have attended the native schools, and can read and write, but they have not yet acquired that more important education which develops self control, the power to resist temptation, and the ability to administer a public office for the good of the whole community. It may be that all the Caucasian race have not yet attained to the full measure of this high ideal, but there can be no question that the average sense of responsibility is higher than that of a race but two generations removed from cannibalism. The whites have been very patient and tactful in meeting the trying

problem imposed upon them by Congress. They have not resorted to the shot-gun policy of the South, nor have they in any way interfered with the vote of the Hawaiians. They have rather sought to cultivate friendly relations with them, and to defeat bad candidates by uniting with the better element of the natives in supporting candidates of Hawaiian blood who were disposed to do well.

It is a curious sight to visit a session of the Legislature of Hawaii. In the lower House fully three fourths of the members are native Hawaiians, while in the upper House the whites and native race are about equally divided. The proceedings are conducted in both English and Hawaiian, as many of the members understand English but imperfectly, and all the natives prefer to speak in their own tongue. The interpreter, who stands by the speaker, is the most conspicuous personage in the assembly; and he translates into Hawaiian every word spoken in English, and into English every word spoken in Hawaiian. The character of legislation favored by such a body is shown by the fact that last year at the close of the session the lower House voted to destroy all their vouchers in order that the details of their expenditures might not be known to the public. The Senate is composed of better men than the House, and this together with the wise, upright, and careful Governor prevents much bad legislation. The islands suffer from the lack of good legislation, but that is not so great an evil as to suffer from bad legislation.

The present delegate to Congress is Prince Kalainanaole,—a pure blooded Hawaiian. He received the greater part of the white vote against R. W. Wilcox, the former delegate, who was of mixed blood.

The school system of the Hawaiian Islands is excellent, and nearly all the children of school age are in attendance. Of the 17,508 pupils in the schools in 1902, the Hawaiians numbered 7,772, the whites including Portuguese 5,611, and the Chinese, Japanese, and other races 4,125. They are each year giving increased attention to industrial education, which is proving of great service to the natives. All instruction in the public schools is given in the English language. Of the 609 teachers 149 are Hawaiian, or part Hawaiian. Nearly one fifth of the native Hawaiians are being educated in private schools, most of which have been endowed by wealthy Hawaiian bishops. Many of these are boarding schools, where the children spend several years separated from the unfavorable influence of their homes. This is found to be very beneficial especially for the girls, who acquire habits of tidiness and thrift which they could not obtain while residing in their own homes.

There is very little race prejudice in the islands, although the race question is very complicated. While staying at the Royal Hawaiian Hotel in Honolulu the battleship Wisconsin was in port, and the fashion of the city gave a dance in honor of the naval officers. Among the company I saw four of part Hawaiian blood, three ladies and one gentleman, and they seemed to be as much at ease