The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1901-11-25
new INDIAN POLICY
COMMISSIONERS TO INACCURATE
THE wORK-TO-EAT PLAN
WITH NATIONS WARDS
ALREADY CUTTING RAT1oNs
11xperience Forces the Conclusion
That the Ultimate Salvation OF
the Indian Demands Teach
ing of Self-Dependence.
GLOBE WASHINGTON BUREAU,
Post Building, Room 40.


Post building, Room 40.
WASHINGTON. D. c., Nov. 25.-In his
annual report the Commissioner of In
dian affairs Celebrates his ideas on Indian
education, calling attention to the mis-
takes in the policy which has been pur-
sued. He says:
There are in operation at the presen,
time 113 boarding schools, with an aver
age attendance of something over l6,Ooo
pupils, ranging from five to twenty-one
years of age. These pupils are gathered
from the cabin, the wickiup, and the
tepee. Partly by cajolery and partly by
threats; partly by bribery and partly by
fraud; partly by persuasion and partly
by force they are induced to leave their
homes and their kindred to enter these
schools and take upon themselves the
outward semblance OF civilized life Inc
Indian youth finds himself at once. as II
by magic, translated from state OF
poverty to one of affiuence. He is well
fed and clothed and lodged. He is
educated in the industrial arts on the
one hand, and not only in the rudlnents
but in the liberal arts on the other;
Matrons wait on him while he is well
and physicians and nurses attend him
when he is sick. He has hot and cold
baths, and steam heat and electric light,
and all the modern conveniences. The
child of the wimwam becomes a modern
Aladdin, who has only to rub the gov
eminent lamp to crafty his desires.
Here ne remains uIllll Ills SuuCdtiUll ID
finished, when he is returned to his home
which by contrast must seem squalld
indeed-to the parents whom his educa-
ton must make it difficult to honor, and
norance and bigotry of his tribe. Is it
any wonder he fails? Is it surprising IT
he Iapses into barbarism? Not having
earned his education, it is not appre-
ciated; having made no sacrifice to OBJ
tain it, it is not valued.
1t is not denied that some good flows
from this system. 1t would be singular
If there did not after all the effort that
has been made and the money that has
been lavished. In the last twenty years
fully Sis, 600 have been spent by the
government alone for the educat ton of
Indian pupils, and it is a liberal estimate
at not over 10000. If the present rate is
continued for another twenty years it
will take over $70GOO,0O0 more.
But while it is not denied that the
system has produced some good results,
it is seriously questioned whether it is
calculated to accomplish the great end
in view, which is not SO much the edu-
cation of the individual as the. lifting up
of the race.
Much Done for Him.
For a generation the government has
been taking a very active interest in the
welfare of the Indian. In the last thirty
three years over $240000,0 600 have been
spent upon an Indian population not eX-
ceeding 100000, enough, if equitably d.
Vided, to build each one a house suitable
to his condition and furnish it through
out; to fence his land and build him a
barn; to buy him a wagon and team and
harness; to furnish him ploWs and the
other implements necessary to cultivate
the ground, and to give him something
besides to embellish and beautify his
home.
What is his condition today? He is
still on his reservation; he is still being
children
and money is still being paid him; he is
still dependent upon the government for
existence; mechanics wait on him and
farmers still aid him: he is little if any
nearer the goal of independence that he
was thirty years ago, and if the present
policy is continued he will get little, if
any, nearer in thirty years to come. 1t
is not denied that under this, as under
the school system, there mas been some
progress, but it has not been common
surate with the money spent and effort
made.
Certainly it is time to make a move
Which has so long been exercised over
the Indians and putting them upon equal
footing with the white man so far as
their relations with the government are
concerned. Under the present system
the Indian ward never attains his ma
Jority. The guardianship goes on in an
unbroken line from father to son, and
generation after generation the Indian
His moral character has yet to be
formed. If he is to rise from his low
estate the germs Of a nobler existence
must be implanted in him and cultivated.
He must be taught to lay aside his saw
age customs like a garment and take
upon himself the habits of civilized life.
The primary object of white school is
to educate the mind; the primary essen
tial of Indian education is to enlighten
the soul Under our system of govern
ment the latter is not the function of
the state.
Must Work His own Salvation.
The Indian should be located where the
conditions are such that by the exercise
of ordinary industry and prudence he can
support himself and family. He must
be made to realize that in the sweat of
his face he shall eat his bread. In the
beginning of his undertaking he should
have aid and instruction He is entitled
to that. Necessaries of life also will
doubtless have to be furnished him for a
time. at least until his labor becomes
productive. More than this, so long as
the Indians are wards of the general GOV