Indian chieftain. [volume] (Vinita, Indian Territory [Okla.]) 1882-1902, 1891-10-01
A REPLY TO THE SENTINEL
Prof. MCCARTHY Shows why Non
Students are Employed.

Students are Employed.
To the editor of the Sentinel,
DEAR SIR: Notwithstanding the
rather hostile tone of your article
entitled EMISSION Schools" in the
current issue of the Sentinel, ! be-
lieve no one will welcome the
article more than the managers
and supporters of the same schools,
for they can easily clear up any
misconception which may exist,
while the discussion Of any subject
legitimately connected with the
schools will benefit them and the
people generally. Now although
there are exceptions to the rule
that our schools never employ
their own graduates, let us admit
that they do not-for as rule
they do not and ought not. Why2
Well, to put the best reason first:
for the same reason that boys and
girls always get wives and hus-
bands outside their own family
circle and generally go as far
away as circumstances will allow.
In breeding is dangerous in matters
of blood, but it is fatal in matters
OF intellect. Nothing is valuable
in education separated from broad
ness in knowledge and experience
and from diversity in tastes, sentI-
ments and ideas. Nothing can
make a liberal and enlightened
culture but contact with many
minds in many lands. People in
different localities have different
views, tastes and sentiments. The
north, the south, the east, the
west, England, Ireland, Scotland,
France, and all other countries
have their own types of character
and culture; all have their own
peculiar excellence and their own
peculiar faults. Yes, even we peo-
pie in the Indian Territory have
some faults as well as virtues.
Now that educator is wisest who
will put before the young and
plastic minds of his pupils facul-
ty complete in no singualar per-
son, but combining in all its mem
bers the largest number possible
OF the best qualities Of the most
favored localities in our own and
other countries. The grand, the
godlike law of free and facilitated
exchange, free trade, is as valuable
in ideas as in commodities; free ex-
change not only makes every one
the possessor Of things he could
not otherwise secure, but it raises
the value and stimulates the pro-
duction of home goods as well;
this is as true in ideas as in the ex-
change of cotton for coffee.
Reason second: The minds of
children are as diverse as their
faces; there is no business which
calls for such diverse and multifari-
Gus gifts as the business of teach
ing a mission school; our faculties
are found usually to have too little
instead of too much diversity of
knowledge and experience to
handle wisely the different dispo-
sitions and capacities of our
scholars. /
Third: No teacher or preacher /
can work as successfully at home |
as among strangers; everybody /
knows this; the law operates ev-
erywhere. The teachers of our
schools are here under the
same law.
Fourth: Although few of their
own graduates teach in our mission
schools, many have been asked to
do so and have refused Why? U.s.
ually because they dare not. They
know as no outsider knows of the
toll and sacrifice of a
teachers lot and prefer
the comparative comfort and free
dom from responsibility TO be
found in their old homes, or the
new ones they often 60 into.
have saved the humorous part
Of your article for the last, ]. e., the
reference to the schools which are
taking the peoples money. Pub
lish the figures; show them up.
Where are those schools2 Echo
viii be the answer, expect.
think the poor people are getting
The missionaries money. / know
one school where they have gotten
about $50, 600 Of it, and if any Of
my fellow missionaries have done