St. Paul daily globe., 1894-08-14

semi-civilized Indians. A semi-civilized
| people are better than savages. The
| past sometimes teaches us how to make
better the future. Let US bring the
| possibilities to the probabilities. The
old saying, There is no good Indian
| but a dead Indian is barbarism. |
| have the fullest faith in human nature,
wherever i is found. whether its face
be white, or black, or yellow, or brown,
or red. We are all children OF the same
father.
Christianity is a civilzing factor. We
should make the Indian virtuons, rever-
! entail, honest. We should give him
the reasons why he should be moral.
Human motives will not suffice. lie
must know of the existence OF the Su-
preme Being above him. 1t is not the
province of the government TO teach
religion. We all differ as TO the form i'll
which the Indian should be Christian
ized. say frankly | would like him to
have my form. But if he takes
yours, | should still rejoice.
The separation Of religion from
educational instruction, recognized
among whites. shoald be less enforced
among Indians. Let the United States
spend hundreds of millions in educa-
tion. When the educated Indian reaches
manhood, what has he to sustain him
tAiCIC NOIulllS.- SiNIll-
cation is more in morals than in intel
lect. The government has grown more
and more liberal in the last quarter CEN
tury i'll the question of Indian educa-
ton. 1 call it shabby in congress
to cut down the Indian educational ap-
preparations. Cut down on the whites,
II necessary, for they have many more
ways open To them. | would favor
solid elementary English education. OF
course, there might be exceptions i'll
some eases where it would be well to
go farther. Gave the Indian that knowl-
edge which will make him sclf-support-
ing. Teach the gltls cooking and sew
ing and all the homeiike arts of neat
ness. As agriculture is a natural pur-
SUIT, train the boys III this direction. l
would not favor always peuning them
up Oh reservations win II educated. Let
them circulate among the honorable
whites and learn OF their ways.
II favor the granting of lands in sew
crafty 10 Indians, for 1t makes men of
them to have property. One mistake
III the law, think, is t,lat they are
allowed 10 aliehate their lands in
twenty years. l would restrict the
Limitation to fifty years"
Pendersast Talks.
Supt. PendeFgast followed. He spoke
substantially as follows:
II have been much Interested in the
remarks just made. There is not such
wide distinction between education
and religion, for one is the hahdmaiden
of the other. The Indian should be
taught the elementary sciences. Some
tknk education units people for prac-
tical work. In refutation of This would
say my experience has taught me that
'od scholars make good woIkmen. The
Indian race above al! others needs help.
Let us help those who need it and be
kind. WHAT are the differences between
races? How do the whites Mali
age to get more out of life
than the aboriglnes? Admittedly,
Indians and negroes often learn
more readily some matters tnan whites.
They are often More tractable, Here
the principle of heredity is at work.
Are they the equals OF the whites? No.
Nny? My theory Is, that many factors
enter into their education. The boy
must look at matters thoroughly to
remember. He must learn 10 exercise,
TO think clearly ami cunsecutiYeiy. To a
inlSn, as pugilistS say. Hr must learn
to draw conclusions. Lastly he must
be able to state that conclusion in terse
and vigorous languag'. The Indian
and negro have learned 10 observe;
necessity mas compelled II. Where do
they fan? Their ancestors and them
selves have not learned to think clearly,
10 get so much out of life. With ihe
whites, edcn generation shows an adj
vance over its predecessor. Progression
Is llmltleSS. For this reason whites
stand on higher plane. This vantage
ground makes them superior to the
Indian or negro. But the Indian can
make a start in this direction. That
education that leaves usefulness to the
world out. is q deluSion and aAnaran