St. Landry democrat. (Opelousas, La.) 1878-1894, 1889-08-10
OUR INDIAN SCHOOLS.


TUREs FOR IMPERCEPTIBLE RESULTS.
The statement recently made that the
new commissioner of Indian affairs favors
the gradual substitution of schools man
aged directly by the Indian Office fol-
those now conducted by religious organi-
cations, under contract with the govern
ment, does not imply that the latter are in
any immediate danger of losing govern
ment support. Indeed, the contracts of
the religious schools have been renewed
of late whenever they have required re-
newal. That with other things equal the
government might prefer educational in
stitutes fully controlled by itself is natural
| But thus far both sets of schools have
been useful, and those under contract
give good equivalent for whatever sub
sidv they receive from the government.
When the first cost of the buildings and
the current expenses, including the sal
aries of the teachers and the maintenance
of the pupils, are considered, it can be
understood how it is for the pecuniary ad-
vantage of the government to have this
help in it's task.
AS a fact, the contract schools cost the
! government less proportionately than it's
! own for the same service. Year before
| last, according to the report of Commits
sioner Atkins, the average cost to the
| government of educating an Indian pupil
| in one of it's own boarding schools was
| $40 year, while if entered by the gov
| eminent in a contract boarding school the
pupil only cost $130. In the day schools
| the ratio of discrepancy was still greater,
the cost of the pupil in the government
institution being $53 year, and in the
contract institution only $50. Last year
the cost appears to have been greatly re-
! duced, or else some different mode of
reckoning was used, the average expense
in the government boarding schools being
given by Secretary Villas as $l33.83 per
pupil, and in the contract boarding schools
as 1858 while in the day schools the
cost was respectively $50. Is and $3.50.
1t is not considered that the amount paid
by the government to the contract schools
is full equivalent for the support and
education of the children placed therein.
But, inasmuch as the religious and philan-
thropic societies have funds of their own
for establishing the schools, they can af
ford to take the government pupils at the
rate paid. In other words, the government
purpose by this arrangement.
The most serious trouble that has arisen
between the two classes of schools is ap-
parently that which relates to the teaching
of Indian languages. The policy of the
government has been to forbid this teach
ing in it's own schools, and to exact a
compliance with this prohibition from the
contract schools. The ground of it's policy
Il. 81,
at is believed that if any Indian YER
nacular is allowed to be taught by the
missionaries in schools on Indian reserva-
tions it will prejudice the youthful pupil,
as well as his untutored and uncivilized or
semi civilized parent, against the English
language, and to some extent at least,
against government schools in which the
English language exclusively has always
been taught. To teach Indian school chill
dren their native tongue is practically to
acquiring it. This language, which is
man, ought to be good enough for the red
Indian youth in his own barbarous dialect
is positive detriment to him. The first
step to be taken toward teaching the In
in their barbarous practices, is to teach
them the English language The imprac-
ticability, if not impossibility, of civilizing
the Indians of this country in any other
language than our own would seem to be
obvious, especially in view of the fact that
the number of Indian vernaculars is even
greater than the number of tribes. Bands
of the same tribes inhabiting different
localities have different dialects, and some
times can not communicate with each
other except by the sign language If we
expect to infuse into the rising generation
the leaven of American citizenship, we
must remove the stumbling blocks of
hereditary customs and manners, and of
these language is one of the most impor-
tant elements.
Commissioner Atkins also noted that the
five civilized tribes have taken the same
view of the matter, and in their own
schools, managed by the respective tribes
and supported by tribal funds, English
alone is taught. Many of the missionary
schools, however, objected to this exclu-
sion, which applied to their school books
in the Indian language, on the ground that
it interfered with religious instruction, and
with the adequate conveyance of religious
ideas. The Indian Office disclaimed any
idea of interfering with missionary work,
and declared on the contrary that the |
preaching of the Gospel in the vernacular
should in no wise be hampered. Yet the
result was to produce a little
friction between the government and the
schools.
But it will probably be long time be-
fore the aid of the contract schools can be
dispensed with. These numbered, accord
ing to the last annual report of the Secre-
tary of the interior, 40 boarding schools
and % day schools, while the government
had it's own, apart from it's training in
stitutions, 60 boarding schools and IS day
schools. A much larger annual appropri-
alton from Congress will be needed to dis
pense with the services of the contract
schools. And before that is done the Gov
may well proceed to gather into
Ahools the Indian youths who have no in
e:lction. Of these there are, according
4 SSecretary Villas, 10000 of teachable age,
va an additional annual appropriation of
1000, 600 would be neces sary for the pur-
: se. An element, however, which may
'ssrcise an important influence in this
nStter is the customary provision, in buy
nS,surplus Indian lands, that part of the
interest on the proceeds shall go for
schools.
The Stars and Stripes Protected Them.