The National tribune., 1908-12-03

1t has been about 80 years since the
Hrst appropriation was authorized by
the Congress of the United States for
the education of Indian children; also
for the purpose of teaching agriculture
to their parents.
At that time (1S19) about $4,000
was appropriated for the purpose.
The appropriation has grown from
year to year until now IL has reached
the enormous sum of $S,000,000 an
nually.
In the matter OF educating, training,
clothing and feeding. the Indian children
1t costs the Government annually about
$176 per capita for each Indian pupil.
Now, the important question arises:
Does the Government get value received
for the amount of money expended in
this way; or, in other words, are the
benefits derived commensurate with the
amount of money expended? Admit
ting that great advancement has been
made in the past score of years, are
there not other ways and methods that
heretofore have not been put into prac-
nce which might be successfully adopt
ed in order to hasten the desired end,
viz, the complete civilization of our
North American Indians, and ultimately
placing them in self-supporting con-
dition. making citizens of them, in fact,
OF our great and generous Government?
Good Indians.
Before proceeding to discuss the sub
5ect of compulsory education desire
to call attention to the condition of the
Indians, say, 40 years ago, and contrast
the difference then and now, and let US
See II the saying of our lamented MAJ
Cen Sheridan that the only good In
dian is a dead one, is true now 1t might
have applied to them to a great extent
at the time he made the remark brt
nhCRTUaffny1 To- -.
service teaches me that it does not ap-
ply at this day; at least, ii does not ap-
ply to the Moqui or Navajo Indians. at
any rate to their school children, for
we find most of them to be as trust
worthy and as affectionate as we could
fnd amongst the same number of white
people, which goes to show that our
Government is making some progress
along this line, at least
The saying that / have often heard
repeated by the Winnebago Indians.
that the young Indians weuld never do
any good till the old ones all died off,
eeems to be true axiom for We find
that the most difficult problem we have
TO contend with is not the educating
and training of the Indian children, but |
to keep them, after leaving school, from |
drifting back into the habits of their |
parents and their uncivilized ways, J
hence I will suggest the propriety of
er Insians as well as to the school chill |
dren. think it might be advantageous
ly applied in various ways.
The Dawes Bill.
The Dawes bill ! consider the key
note to the civilizing of the old or adult |
Indians, but is dead letter if they are
allowed to lease their lands indiscrimi-
nately: still find It true with the In
Gians, as 1t is with the whites, that all
Indians are not adapted to farming,
hence the greatest care should be taken
by those in charge in placing the In
dams onto their allotments, to select
those who are apt to take an interest
in agriculture and stock raising, and |
after they have been aided by the Gov
ernment to the extent, as ] have seen,
of having horses, harness, wagons, |
seeds and agricultural implements is
sued to them, also houses built for
them they should not be allowed to |
lease their lands, at least until such a |
time as they are found to be capable to |
hnancier for themselves, and to make |
good use of the proceeds or income de- |
rived from the leasing of their lands |
Therefore, ] would suggest the proprie- |
~ OF adopting and enforcing compuI- |
sorry meaFtlres in the matter of teaching
agriculhT2 to the Indians, to the ex-
tent, at least, as I have mentioned |
shove.
Ccmpu' ory Education.
Compulsory education being the SUBJ |
Ject OF this paper, ! will suggest the :