The school being intended more especially for the Sioux, whose country is not an agricultural one, but more adapted to stock-raising and grazing purposes, it is important that the children should be taught how to care for and attend to stock, horses, cattle, sheep and hogs, but more especially horses and cattle; but the importance of teaching them agriculture, horticulture, forestry, &c., should not and need not be lost sight of. A dairy, or butter-making, carried on extensively there, conducted in the modern way, feeding the cows during most of the year, and the regular work, together with the raising of roots and other kinds of forage, saving them and feeding them out, would furnish variety and continuous employment, and instruct in information which would be both useful and beneficial to them after leaving the school.

An apple or general fruit nursery might very appropriately be conducted there, and the various agencies of the North and Northwest, where such trees would grow, be furnished from it.

To successfully conduct the institution with the varied lines of industry necessary, more land than the amount provided for in the bill is necessary; it should have a full section, but I found it impossible to get at a fair price that amount, but ascertained I could buy 160 acres adjoining the 160 on which the building is situated, for $3,000, which with the 160 acres school tract, and 160 acres especially provided for, would make 480 acres, and be a very desirable school farm. No provision having been made for the purchase of more than 160 acres, arrangements were made to lease the last 160-acre tract with privilege of purchase when provided for by Congressional action at the price named, to wit, $3,000, or the lease to be at 6 per cent. on that sum, or $180 per year. It is respectfully recommended that this purchase be made, as it is necessary to complete the school farm. The building is located close to the village of Genoa, which has a population of about two hundred souls. It is a new town, occupying the old site of the Pawnee Agency; is composed of enterprising citizens who are very anxious to have the school located in their midst, and promise it fostering care, and very cheerfully rendered all help necessary, arranging for land, &c. The iand is good and the location seems to be a healthful one. There may, however, some difficulties arise in the effort to get the Sioux to send their children there; it is the former home of their Pawnee enemies, and around it may cluster memories of some traditional superstitions which may cause them to hesitate; they have a very great horror of the ghosts of their enemies, and an old Pawnee graveyard lies close to the town.

Knowing this peculiarity, I asked the honorable Commissioner of Indian Affairs to have the various Sioux agents written to, to see how many children they would send to that place to school. Some promises were made, but, so far as I know, the "ghost" question was not raised at all. I also visited Indiana to confer with the trustees of White's manual labor boarding-school, about sending twenty Indian children to that institution, under the act providing for one hundred children to be sent to such institutions, not over twenty to any one State. The result of that visit has been the subject of a special report; arrangements will be perfected for the children to be sent there. Arrangements have also been made for similar numbers in Nebraska and North Carolina.

Industrial schools such as are contemplated in that bill are not very numerous; hence, opportunities are scarce for carrying out the intention of that provision. I visited the Kansas State Agricultural College at Manhattan with the hope of getting some children in there, but found it not arranged for that class of students, their course being

strictly scientific, and certain attainments necessary to admittance, with neither of which the Indian children, as a class, could comply; hence, arrangements could not be made for their admission. It is respectfully suggested that the limiting clause in that appropriation be left out in the next year's appropriation, and the matter left to the discretion of the Secretary of the Interior, to say how many shall be seut to any one institution.

I also visited Fort Riley, near Junction City, Kans., to examine it with reference to its use for an industrial Indian school, in the event of its abandonment as a military post. I found it occupied by a part of the Ninth Cavalry, which had just come in from the Uncompahgre country for the purpose of wintering there. Its location, as a healthfol one, as well as geographically, is well adapted to the purpose of an industrial Indian school. It is the center of a well improved and thicklysettled country, easy of access from the Indian country; has buildings sufficient for the conduct of a school of 350 or 400 children, with farming land near; it is also surrounded by improved farms, where it is presumed the boys and many of the girls might find profitable employment during vacations.

Only about 1,000 or 1,200 acres would be necessary for such a school, while the military reservation now consists of about 20,000 acres, most all of which could be brought into market and would soon be occupied as improved farms. It is hoped, if abandoned by the military, that it may become the site of an Indian school.

The education and civilization of the Indian is no new problem. It has been successfully carried out already as respects a portion of the Six Nations, and of the five civilized tribes of the Indian Territory.

But the important question in the management of Indian affairs of today is the education of the children; important not only to the govern ment, but more so to the Indian, because by it his race is to be redeemed from barbarism and kept from degradation, worse in civilization than barbarism itself. The rapidly advancing column of civilization has penetrated to the wildest regions of the country, and the hunting grounds of the Indian are no longer sacred to himself and family; the ever widening field of industry has encircled him until to-day the flowers of civilization are blooming all around him. Look whichever way he may, the smoke curling from the white man's chimney meets his view, and beyond him lies no wilder country to which he can flee; inevitable civilization stares him in the face; he must meet it; he cannot flee from it; the sure law of fate gives no other choice than to yield or perish. The small amount of game within his reach is now wholly inadequate to his wants; some other resource must be trusted to than that of the chase; he no longer lives beyond the frontier; the iron rail has crossed that line, and the shrill whistle of the "iron horse" has melted it away. While his home and hunting ground were beyond the frontier, and game was plenty on all sides, and his original way of living, which was quite sufficient for him, was undisturbed, it was a matter of indifference to him whether the solemn treaties requiring school buildings to be erected and schools taught for every thirty of his children, were done or not; but our progress is rapidly cutting him off from his original way of living, and it becomes our duty to help him find a new and better way whereby he can provide for his people. How is this to be done! The only answer seems to be, educating the children; educating them not only in books, but in industry. This can be done, is being done, at some agencies, and at Carlisle, Forest Grove, and Hampton, Va., where industrial boarding-schools are in successful operation. (All agency

boarding-schools should be industrial.) Where they are, and the exercises of the school are properly conducted, the advancement of the Indian is satisfactory, and affects not only the children attending, but is felt by the adults of the tribe. I visited the Modocs and attended an evening session of the school. The evening or night school was especially intended for the adults. I was informed that almost the entire tribe were in the habit of attending, and were as much interested as the children, quite a number of them learning to read, and all to talk a little of the English language. It is no longer a question as to the wilder Indians receiving an education; the successful agency schools have demonstrated the fact, which has been more sigually emphasized by Carlisle, Hampton, and Forest Grove; nor is it any longer a question about getting the children into schools; it is now much more a question, how can we accommodate all who want to attend?

I remember well how important and solemn the occasion was when, seven years ago, the Kiowas, Comanches, and Apaches gave me their children for school, the first time they had ever put any of them in school, and did it then at a great personal sacrifice to satisfy me and please their Great Father at Washington. It was just so with all wild Indians; it required great persuasion and sometimes force to get them to put their children in school; they regarded it like giving them up-parting with them forever. It was against and in violation of all their sacred traditions and in conflict with their superstitious ideas. The beginning had to be made by the bravest or most humble among them. The evidence of passing years has demonstrated to them that good and not bad results have followed their action, and the children so solemnly and ceremoniously given by them have advanced to a higher plane than they occupy, and they now feel and exhibit a commendable pride in the knowledge their children have obtained; and the chief who so bravely (?) put the child of the lowest or most humble of his band in school, now regrets that he did not select his own son instead; and with many of the tribes the day of having to compel them to put their children in school has passed away; they not only put them in the agency schools, but give them up willingly to go away to schools entirely out of their own country, and into one of which many of them have only a very imperfect knowledge. Certainly this is wonderful progress, and invokes our appreciation to the extent of more extensive arrangements for their educational accommodations.

The best statistical information we can get informs us that we have about forty thousand Indian children to educate, with accommodations to-day for less than one-fourth of that number, while the treaties inform us that our promises are for a much greater number than we can now accommodate or ever have accommodated.

Industrial schools are of far more importance among Indians than whites, from the fact that the Indian has it all to learn; he has not inherited either the knowledge or love for work, but an aversion to it, with the idea that it is beneath his dignity-is ignoble. The white boy who, from his earliest walking days, has followed in the furrow behind his father has been taught intuitively how to hold the plow; but this has to be taught to the Indian; his knowledge of it comes only from education. But there are not wanting many witnesses to the fact that he has the capabilities of learning when properly directed. The colony of Sioux in Moody County, Dakota, is a good example of it. I visited them two years ago, and found them, with very rare exceptions, an industrious, frugal class of people. Their wheat crop was as good as that of their white neighbors. None of their lands had been sold for taxes;

the banker said he loaned them small sums of money with full confidence of its being paid when due. The testimony regarding them was all in their favor. Some of the white people who came in subsequent to the Indians complained a little that the Indians had been permitted to go in first and possess the best land. Some of them had been there ten or twelve years, and all had abandoned the tribal relations, with the large annuities and rations belonging thereto, and, under the provisions of the Sioux treaty of 1868, had taken homesteads and become citizens; have their churches and schools; nearly all of them belong either to the Presbyterian or Episcopal Church. At the time I was there the school was taught by one of their own people, who had been educated at the Santee Training School by Rev. A. L. Riggs. Many other instances might be referred to, but those already given are enough, and reference is only made to them to show that labor and education bestowed upon Indians are not all thrown away. Aside from our treaty obligations, which only extend to a part of the tribes, we are under moral obligations to give to all the best means of education, because, as already said, our system of settling up the country is taking from them their original means of liv ing; and the course of events clearly points to the time when they must be absorbed and become a part of the body politic. We cannot educate them and keep them as Indians still. The future of the Indians is to accept the white man's civilization, to become an integral and harmonious part of this great nation.

It would be a great blessing to the money annuity Indians if the greater portion of their money could be diverted into building schoolhouses and buying stock cattle, instead of being handed to them in large sums. I would respectfully recommend that of the annuity money which is from time to time paid to the different tribes, that portion properly due to orphans, instead of being paid to the chiefs of the tribes as it now generally is, be paid to a regular guardian, who shall manage it under bond for the ward, who should be in school until of age, by which time he would be prepared to take care of it himself. This matter might be reached by legislation. Provision might also be made for the investment of a certain per cent. of the money due the tribe each year in stock cattle. Of course this would require the consent of the Indians, which I believe could be obtained. This is a peculiarly interesting epoch in Indian history; they have reached a period when civilization is irresistible. The day of treaty-making has about passed away, and they are, by contact with white people, being educated in their ways; they are great imitators, and will partake largely of ways and habits of those with whom they associate. We cannot afford to leave them to the tutelage of the worst element of our society, but must provide for them schools and teachers who will at least exercise a moral and elevating influence over them and lift them from barbarism to a useful civilization. Much good has been done in this way by honest hearted and interested workers, since the peace policy was established by President Grant, whose wise administration in their behalf the Indians have great cause to remember with gratitude.

At some agencies a lack of system has prevailed, which has resulted from a lack of efficiency in the employé force of the school, who have been appointed to give them places, instead of because of peculiar adaptation for the place; in this way some of the funds appropriated for Indian education have been squandered. With some the idea has

seemed to exist that anybody could teach Indians. This is a great error; good talent only should be employed.

The labors of the teacher of an Indian school do not or should not cease with the few hours devoted to the school-room; he should be "instant in season and out of season"; the Indian child cannot go to his own home or kindred and receive additional information about ideas which he received in school; his information must come from those with whom he mingles at school. There are many important lessons not taught in the school-room, field, or workshop, which he should learn, essential to his welfare in the change he is making to civilization. The laws of health, and how to care for the sick, are both as new to him as a Greek grammar would be, but of much more importance.

As much time should be given to the industrial as to the literary or intellectual part of the teaching; and it is quite as important that the girls should be educated in both branches as the boys; if but one sex could be educated, I would hope for the civilization of the race sooner through the education of the girls than the boys; a home presided over by a civilized and educated woman and mother, though the father be wild and uncivilized, would sooner give us a civilized people.

To overcome the opposition in the Indian mind to change of dress and manners is a difficult task.

A few years ago, when in charge of the Kiowa and Comanche Indians, I made an effort to get them to wear clothing as white people, and was successful with a considerable number; but it required a great struggle with some of them. Much more courage was necessary than would have been required to go into a battle. An Indian is very sensitive to ridicule, and the one who first donned the white man's style had to run the gauntlet of old and young, male and female.

Be

The records of the Indian Office showed 2,069 children in school in 1870, the second year of the peace policy, which was increased to 6,815 in 1882; and the number who can read in English in 1882 is stated to be over 11,000; these figures do not include the five civilized tribes or the New York Indians, only those in government schools. According to the records, there are now in operation 69 boarding schools, with capacity for 4,680 children, and 54 day schools, with capacity for 2,724 children. One industrial school at Carlisle, Pa., and one at Forest Grove, Oreg., accommodate 450, and there are arrangements with the Freedmen's Institute at Hampton, Va., for 100 children. About 400 more are attending mission schools without expense to the government. sides the above, there are two industrial schools already provided for, one near Arkansas City, Kans., and one at Genoa, Nebr., which will accommodate 300 more. There are also a few more boarding schools provided for, which are in process of completion; but, all told, the present and anticipated facilities of the government for Indian schools will not amount to more than 8,500 children. The number, location, and capacity of the school buildings is reported upon a statement herewith, which also contains the statement of amount paid by government for educational purposes for the year ending June 30, 1882, to wit: By government, 484,959.27; by churches the exact amount I am not able to furnish.

I inclose extracts from the treaties extant at this time, by which it may be seen what our obligations are at the present. A treaty was made in 1868 with the Navajoes, by which they were to have a schoolhouse and teacher for every 30 children, in addition to a boardingschool and chapel. The boarding-school building is about complete, but the other promise was not fulfilled, and the treaty, having but ten years