The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1908-02-21
EROA OTHER PENS
BOOKS AND STATESMEN.


| Now it is the Earl of Rosebery who
contributes to the current North Amerl-
can Review an article on Book1shness
and Craftsmanship" This is an essay
in that countless series upon topics that
are not susceptible of precise treatment,
battling all exact mathematical rule OF
solution, and defying all unerrfng dag
nosis. 1t belongs to that vast index OF
subjects about which anybody can CAB
ble and at the end, with many Ifs and
ands and provisos and howevers,
! some faint semblance of a conclusion
is reached of no visible value The
earl possibly chose it because 1t neatly
involves his own ability as both states
man and bookman.
He cites the familiar facts ABOUT
Frederick the Great loving books, and
Napoleon's travelling library; but both
were jokes, actually. Then he refers
to Gladstone, who was a genuine ex-
emplar of politician and bookman- Why
forget John Morley, ablest man of the
cabinet and eminent in the world OF
letters? Jefferson, Madison. Harrison
and Garfield were prodtg1ous students
of books, and knew also how to o1scoV-
err the popular thought and aspirations
and to apply practical legislation Tne
nedant in a musty library could only
be a public man in foss1nIerous age.
So after all, and this was what was
intimated at the start, the coe1lstehce'
or the opposite, of bookman and states
man depends, as 1t does in SO many
other instances, upon the man.
But an adept like Lord Rosebery can
reel off yards of mention OF great ut
erature and statesmen and make
readable article. So your fluid specu-
lator in any line can expend Voluo1nty
without touching the skirt OF CON
crete fact of Immediate moment. why
should not a man OF anairs ,o i've c cvc1es
open thus his mental pores to peter
reception of the events and needs OF
the times, and be the peter prepaIeo
to discuss and draft measures OF re-
forrnP Did anybody seek to convince
tba aarI that the way to make states
man was to burn his books?-Baltimore
American.
INDIAN EDUCATION.
r. 60 Fortunate that little heed was
Maid in. the house Of representatives
to the attack made by the oelesate
from Arizona on the approprialion !or
the Carlisle Indian school me Al AT,
iona mans plea was to the eject that
If is bad policy not to educate the IN
dian at home If he Is to be educated
at ali. That the schools snouio Do
established on the reservations. We
urged. The specious argument was
advanced that it Is better to train the
Indian in his natural environment. "
course. the animus of the ARIZONA
mans remarks Is very clear IN oe-
half of of his constituency ne oeslres
Arizona indians be spent in Arizona
This would undoubtedly benefit Ari-
iona, and whether or not 1t Would
benefit the Indian Is, apparently. a
matter not worthy Of serious eonsfd-
Grafton.
To remove the young Indians from
the bansful influences OF reservation
life is one of the chief objects of the
Carlisle school. The boys and girls are
taken far away from home, ana are
for years trained and drilled with no
communication with the less civilized
regions Of their birth. The eastern
atmosphere is undoubtedly great as
set Of the school. When the Indians
have finished their studies they feel
themselves to be equipped sufficiently
to make themselves useful c1tlzens.
Moreover, they appreciate what Amer
lea is. and what it means TO be an
American citizen. No Indian. however
we'll educated, who spends his lie on
western reservation, can gain this
necessary Neutrality-suspicious. Plain
! Dealer.