The Tomahawk., 1903-04-30
THE INDIAN BOARDING
SCHOOLS;
NON-RESERyATJON SCHOOL tue NEED
Of the HOUR.

In our issue of March 18th, we
had occasion to make some OBJ
seryations anent the run1or that
Mr.. j. F. House, Supervisor of
Indian Schools, had recommended
the abolition of the Wild Rice and
Pine Point boarding schools.
This era seems to be one of
change, there seems to be that in
the air which seeks transition from
the old to the new, for now runlor
hath it, that a sentiment lis rising
looking to the abolition of non
reservation Indian schools AS
we said regarding Mr. Houses
position, SO we say now regarding
the rumor concerning the abolish
ment of non-reseryation schools,
I'VE hope it is incorrect. y
The betterment of the Indian peo-
pie itseems to US demands education
on broad lines, and methods should
proceed on yarient lines We still
hold to the opinion that schools at
various points within reservation
are necessary, but it also goes
without saying that institutions
devoted exclusively to thorough
Industrial training, and higher ed
ucation in letters and culture
are necessary outside of reserya-
tions-
The younger children need the
schools that are near their homes,
for many reasons, mainly however
that the transition from home life
should not be sudden and violent.
1t should in it's course represent
the primary grades in the common
school system, and yet be OF insti-'
tutional character and under sur
roundings not entirely unfamiliar.
There the child though severed
from home influences obtains the
foretaste of civilizing influences
and is lead along by steps into a
wider knowledge of arts industrial,
and into regions intellectual and
moral; but there comes time
when the best interest of the young
can most highly be subserved by a
complete severance from reserva-
tion environment. Here is the
need of the non-reseryation schools.
The young Indian is of an age to
appreciate a higher education and
training. He needsa wider sphere
of action, a large intercourse with
others than of his own tribe and
tongue. If he is to be fitted for
the serious duties of citizenship he
must be given the opportunity to
observe social movements in their
best. Social life in all that it i'm
plies anywhere, needs influences
from without, and much more can
this be said of the social life of re-
servations. The young man and
the young woman, these need to
be sent out where they may have
the opportunity not only to acquire
higher knowledge, but to observe;
in other words, to obtain that
practicality which can come only
from wider spheres. This OBJ
tained, they may return to the re-
servation with high ideals, and
create demands for the products of
those industries of which they
have been students. Supply and
demand being equal, prosperity
begins, and little by little the
monotany and squalor of the old
life disappears. But there is an
other side to this question. ALI
who know anything of existing
things know that just at present,
the young Indian entirely trained
on the reservation does not find
employment suited to his taste and
special training. He has no am
bition, as a general rule to seek
| it elsewhere, and SO he remains
for the most part an idle factor in
the social fabric of humanity.
But if he has been given the op-
portunity to begin the world s