The sun., 1901-11-23
INDIAN EDUCATION A FAILURE
THE CONCLUSION REACHED ny
COMMISSIONER JONES.
OAS 900 900 Already Spent by the Gov
enmcnt TO Educate Not Over 10000
Pupils Translated From Poverty to AZ
nuerce and Back Again TO Poverty. and
Most Of tn en- Lapse Into Barbarisni.

WASHINGTON, Nov. 22.-The present sys-
tam Of education for the Indians, taken IA
q whole, says the Commissioner OF Indian
Affairs in his annual report. Is practically
q failure or at least Is not calculated to
produce the results so earnestly claimed
for 1t and so hopefully anticipated when It
was begun. He has no doubt his conclusion
will be received with some surprise. but a
brief review of results he thinks, will con-
vince the most sceptical that it Il correct
There are now in operation he says.
sil3 boarding schools for the Indians with
an average attendance of something over
10000 pupils, ranging from TO 81 years OF
age. These pupils were gathered from the
cabin, the wickiup and the tepee They wero
chosen not on account of any particular
merit Of their own. not by reason OF mental
fitness, but solely because they had Indian
blood in their veins.
THE Indian youth finds himself at once.
ss II by magic, translated from a state OF
poverty TO one Of affluence. He Is well fed
and clothed and lodged Books and all the
accessories Of learning are given him and
teachers provided to instruct him. Matrons
wait on him while he Is well, and physicians
and nurses attend him when he rs sick. A
steam laundry does his washing, and the
latest modern appliances do his cooking.
A library affords him relaxation for his leis-
ure hours, athletic sports and the gymna-
sium furnish him exercise and recreation,
while music entertains him in the evening.
He has hot and cold baths and steam heat
and electric light, and all the modern con-
yeniences. All of the necessities OF life are
given him and many OF the luxuries. All OF
this without money and without price or
the contribution Of single effort Of his own
or Of his people.
Here he remains until his education Is
finished, when he is returned to his home
which by contrast must seem squalid in
deed-and left to make his way against
the ignorance and bgotry- OF his tribe.
Is It any wonder he fails? Is 1t surprising
II he lapses into barbarism' Not having
earned his education, II Is not appreciated:
having made no sacrifice to obtain IL. II
Is not valued. II is looked upon as a right
and not as a privilege; it is accepted as
favor to the Government and not TO the
recipient; and the almost inevitable ten
dency Is 20 encourage dependence. foster
pride and create a spirit OF arrogance and
selfshness.
1t is not denied that some good flows
from this system. It would be singular
II there did not, after all the effort that has
been made and the money that has been
lavished. In the last twenty years fully
S45, 600 600 have been spent by the Gov
eminent alone for the education Of Indian
pupils, and it is liberal estimate TO put
the number of those 40 educated at not
over 20, 900. IL the present rate Is continued
for another twenty years it will take over
go, 600 900 more.
inquiry brings into prominence at once
the whole Indian question. II may he well
first to take a glance at what has been
done. For about generation the Govern
ment has been taking a very active interest
In the welfare Of the Indian. In that time
he has been located on reservations and
fed and clothed; he has been supplied
lavishly with utensils and means 70 earn
his living. with materials for his dwelling
and articles TO furnish it; his children have
been educated and money has been paid
him; farmers and mechanics have been
supplied him, and he has received aid IN
multitude of different ways. In the last
thlrty-three years over S2+O.OOOO have
been spent upon an Indian Popuiation
not exceeding 10000. enough. II equitably
divided, 20 build each one house suitable
TO his condition and furnish II throughout:
to fence his land and build him barn;
20 buy him a wagon and team and harness.
10 furnish him plows and the other imple-
ments necessary 20 cultivate the ground,
and 70 give him sonnet hing besides TO EN-
bellish and beautify his home.
what l. his condition to-dayp He Is
still on his reservation; he II still being Ted;
money is still being paid him; he is still
dependent upon the Government Tor "a
istence: mechanics ait on Tim and farmers
still aid him he - little, If any, nearer the
goal Of indep,ndrHC" than he was thlrty
yeafN ago and IL the present policy l. CON
tinued he will get little, II any, Hearer IN
thirty years to come. II II not denied that
under this, as under IN" school sy-te IN.
there has been some progress. Dut II has
no, been commCnsurate with the money
spent and the effort made
lit IL time to make move toward ter
minatlng ia" guardianship which hA- 80
long bss-u exercised over IA" Indians aid
putting them upon an equal fpotlns WIN
The white men 80 far as their relations WIN
the Government are concerned hh"i
the present system the Indian ward never
attains bio majority The guardianship
SOes on in an uHbTukru line frum father 80
soH, and generation after generation IA"
Indian liVrs ahd dice a. NHfi
IL B. the hnUlun ~ ~" state 4" -"
that a.. Indian lao the upppuuuuy i"i
eli support, aud thai h' b. an nfu'd ii"
saIns sfutSctlYu 20 hlz Ii"frun Hid ptuiatl)
~ \ given o. utltsfr That iH'lhg duiff
b. should ls thruNn "luurN "h hir
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