St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1884-11-28
Items.
1888. 1894. Inc

/ Pupils IN training school,. 610 1,195 595
/ Boarding schools or near
RESERVATIONS. 20 50 4
Pupils in such schools. ,4O7 5,O34 627
/ Children placed in various
schools through the coun-
try. ..:................ 1872 $40 457
l Day school. III 12S II
/ Total number of day pupils. ,1Os 5,1sG "a
\ Total number OF boarding
pupils. .................5,l3 6,s0S 1869
! OF the above, 142 boarding pupils and
! 1,056 day pupils are in New York; the day
/ pupils atte nd tie thirty public schools which
/ the state OF New York provides for her In
dian population.
This calculation does not include the mis-
siOnary schools.
/ 1t has been the great object OF the depart
mcnt in dealing with the Indian to make
+ bin sell-suppOrting. When an Indian
I youth has Oeen taught to labor he is Self-sup.
porting, if an opportunity is presented to
him To secure employment. One great diff
Guilty met with this, tHat when the young Of
both sexes return TO the agency there Is II o
renumerative employment Of them. They
lack capital to open and cultivate farm, and
\ if they have acquired trade, they find no
/ employment of that character. 1t is as necrs-
saTy that some employment should be Sc
/ cured for them as il is TO teach them 10 labor
should not be allowed rations, but should re-
I ceive encouragement To labor by donations
l of stock. implements of Agriculture. &c =,
I and then be compelled to take care of him
self. He has the knowledge that enables
! him to make his living. Give him an oppor-
\ tunitY, aud IL be falls, let him give way to
/ those of his race who will work and live. II.
however, the Indian boy or girl prefer to 20 out
among the whites IS labOrer, the govern
! ment should encourage and aid them 40 to
do. little money expended In that way
will save large amount that otherwise must
be expended IL their support. 1t ought TO
be the primary object of our dealings with
the indian to make him dependent on him
self, and not on the governmo Mt; throw him
on his own resources, with such aid only as is
occasionally needed and as honesty and
| good faith on our part demands All edu-
Gated Indians should be citizens of the
United States, and suggest tat those who
shall complies the several manual labor
schools be given 4 citizenship, without their
mourning the risk Of a forfeiture OF their
interest in either tribal lan4s or tribal
funds.
MANUAL LABOR SCHOOLS FOR INDIANS.
= The greatest agency for the civilization Of
the Indian is the manual labor school. In
deed, do not think l shall be far out of the
way If say the only agency for that purpose
is the manual labor school. In former re-
ports have gone into the question at con-
siderable length. While the argument is by
no means exhausted, it does not seem profit
able to continue to discuss 4 question now
admitted by all fair-minded men to have
! passed beyond the domain of speculation or
doubt. The history OF the few manual labor
schools established for the education Of In
dian children has demonstrated their great
value, and that it is only necessary to null
tiply their number, so as to include all the
Indian children of school age, to forever set
at rest the question 80 TO ''what shall be done
with the Indlsns." An honest compIiaut G
on the part OF the government with the
conditions Of the treaties with the various
tribes concerning schools will substantially
provide all the schools required for the edu-
cation Of all the children OF school age whose
attendance we can hope to secure The
amount due under the various treaties TO thu
several tribes therein named gave last year
az amounting to the total sum of S., 759. 400.
The amount now due after deducting ell ap-
propriations for school purposes is a. O3S.-
200. This money Is now due. A large .. r
Of the money 30 agreed to be paid WAS in
consideration OF land ceded to the govern
ment by the Indians. 1t 10 net a eratuity.