New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1891-08-25
INDIAN PUPILS IN SCHOOL.
THOSE STUDYING AT GRAND JUNCTION.
COLORADO, QUICK .To. LEARN.
YOUNG INDIANS LETTER-voLUBLE AND
PLAYFUL AS WHITE cHILDREN-TIElR
STRUGGLES WITH ENGLIsnie
SKILL IN ARCHERY.


Grand Junction, Col, Aug. 2o.-J T.. HARRISON
special agent OF the Indian Rights Association IN INC
latest Studies on Indian Reservations In answer 10
the query Z" How would YOU manage RESERVATION
SAYS: "Au men woald be welcome to come 70 u!
reserve and look on. observe and report 10 ter
content but no pnlanthropists or theorisOs "Ouu %
permitted to interfere with my peoples work OF 10 Wy
any Industrial social or other experiments ai'ns 'nei
Reformers Of every kind should stay OUTSIDE nu unoy
were as well civilized as the Indians An inulsn
Official Of the 1ndinn Territory to whom heaN weso
sentences read said Yes, that't right ana hairIso
is the first man I'd draw The line AGAINST" "",iA
the official said this jocularN But tne IsoV 'en'-S
that there Is no public problem about when tieo a'e
co many conflicting opinions a. the problem OF Uui'n
s,,,.at,o, An those theories and opinions are ex-
nrs.sea with remarkable confidence on The part OF te
.hosetv snd In an aggressive way. Dir. HARRISON Is
NOT Simply confident. he knows he KNOWS 80
theorists philanthropists and reformers nave eoup
caused tle Department much annoyance but 1heS ,
have also frequently been 0 great assistance my
- cs.oro,s.ihner himself seems TO be the Only
rnh,c writer ON Indian affairs who sees the enuless
ornlinat,ons and vast responsibilities involVed anu
who uuts forth his plans tentatively, hopeIWN'
rec,,nc them 10 be modified by experience 1hO0'
,eading his reports feels sure tlat Dc n's 1""
vasses AL tho theories and specuhons adv~nceu' 'l~
Ina has theories pnns, hopes and ambitions Oh MS wv
for the work that he brings to the discharse ~.
aties conscientious consideration ana rare eNeouuVo
with
oh,ptv Ills point Of view is broad and humane WIN"
ont beinc sentimental. He appreciates the sr".s VI
opr eonptry,s responsibility to the indian suu ms Io
norris and instructions breathe spirit OF
that cannot but 10 effective In Influencing MS
n,s a,rection To the most fathful service HIS suoe
g., accommodating the plans for the educatloh Vi Ii'S
hudro, has been especially noteworthy ho says
awhen we speak Of the education OF the iuui'"9,
mean that comprehensive system OF ua'ins CIV
stynction which win convert them lnto INV ,NsT.,
citizens put within their reach the DRESSINGS w
rest Of us enjoy, and enable them u oo"Po 80
cessfuly with the white man on MS own ~ -
.h bis own methods Education is to be the meui'h
through which the rising generation OF ino'',ils ~
he brought into paterna and harmonious TN, ,r
with their white fellowctzens, anu WIZ" si|A 49,, ~
Che sveets of refined homes the dehgnt % sVV,a -
,rcourse the emoluments of commerce ana 'f'oe .lo
advantages Of travel together with te piea9uiVN
cow. trom literature science and philosophy, ana uS
sonoo. and stimulus afforded by true reneloh'
Tbts ~ sufcently exalted ideal, yet IL oonlo hoV
,ust1v he unfinished. II can be accompIshe" OH!
after many years OF patient laoor II " A" -,eS
wears sees 1t even approximately achleVeo' ne p0,o
win be a century Of honor 70 the country Ao 800,
on the way courses Of study have ben PreP"nu'
.eto aims and objects prescribed definitions OF inc
d,eerent kinds OF work to be done by the elnefen.
classes Of schools furnished and the interreatoS u
these schools marked out. -
The indian SCHOLASTIC population Is estinav,u az
o q xrit a
,omuaratively small plumber and If the Government
go tta expertment of educating Che Indian cmloreil
a. oil q seems that 10 might try 1t on compete anu
anal scale by making ample provision ior Ill Ai"'~
chf,dren OF scholastic age. But In l5oO there wo,
accommodations for only ohout ll,OOo-not qu'e nau
the provisions that should be made. Inc C0n .,1
steiner estimates that the necessary andluoiidi
tot,cs a, tbe way Of buildings, TOOLS farm sVoch anu
implements can be provided at cost OF Two ana d
half million dollars. II would be economy 10 i"'l
whatever is necessary for complete test a1 o"V
for Il the Indians be civilized by euucauon' nio
soouer he is odurate the better; II he cannot De- inc
sooner we know It the better and cheaper 1t VIII Do
,, vrorl, q done in several different kinds OF
,chools On most Of the reservations there are oaS
sehcois that the pupils attond In the Day ana iol
which they return TO their parents ~ inshe' i"o
are MANY boarding schools that the pupils auehu te
nontbs IN the year. having their food, Clothing ana
Inst,uction furnished to item Some of these Schools
ap. an the reservation, and some arc al distance
t,rn t,,am The pupils at the boarding schools on the
reservation often visit their parents ana arc of'en VV
by them while those IN the boarding SCHOOLS W |"
distance from the reservations often 90 not s uoH
uarents and friends for aSterm Of years. IN many
localities the parents send their children TO schooI
,dv and are eager for the best educational facilities,
others send their Children reluctantly and some are
violently opposed to schools Occasionally COM
pulsory methods are used. On tho RESERVATIONS
rations may De cut OF for talcy or for failure 70
enter children at the beginning OF the term. Ing
boarding schools are sometimes recruited by pupils that
ere forced unwslhngly 10 SCHOOL under inc uiecV oo
pulsion OF authority.
The first and most important teaching that can be
done with the children Is in the line Of Instruction ip
English Everything Is done that can be done to cause
them to drop their own tongue and learn to express
themselves in our language From this first funda-
mental work that is continuous, the Instruction
branches out in many directions Music extends
nfI4y NM chi y
games of white children and are encouraged TO play
them. In their textbook work they are taught the
common school studies. reading. writing arithmetic,
geor Apply, civil government, physiology and history.
But their instruction is BY no means confined 10 the
textbooks They besides taught TO work sys-
tematcally pnd regularly The Commissioners TO
port contains these pregnant sentences No pains
should be spared to teach them that their future must
depend chiefly upon their exertions character and
endeavors. They viii be entitled to what they earn
In the sweat Of their faces must they earn bread
They must stand or fall as women. not as In
disns society viii recognize in them whatever is good
and true and they have no right TO ask for more If
they persist In remaining savaees the world will treat
them as SUCH and Justly Their only hope Of good
treatment is I'm deserving IT, They must win their way
in life Just as other people do by hard work, viruous
conduct and thrift. Nothing save them from the
necessity OF toll snd they should be Injured to IL as
Of the same time stern condition Of success in LIES
struggle and as ane Of Ifes privileges that brings with
II its own reward
Industrial teachers found at the boarding
schools, who teach the boys agriculture, tbs care Of
stock, harness making, blacksmithne, shoemshing
carpentry, tailoring, ETC. The boys have regular
hours OF work ON the farm, under the supervision Of
an everseer The girls are taught all the various
Kinds OF homework and sewing. Children detailed
Tor these kinds OF work definite ala compTc-
,ensvo plan that inculcates regular and systematic
INDUSTRY. BY establishing definite. unavoidable
routine Of duties strong influence Is brought to bear
in reforming the shiftess, rrei methods Of savage
life From tho schools that are established sway from
she reservations. among the white people boys are
often hired 10 farmers and worlunen. Those 50 EN-
poyed come into direct ana vital contact with white
ueop)s IN their work and In their homes and no better