Norfolk High School - Milestone Yearbook (Norfolk, NE)

Page 17 text:

THE MILESTONE. !• him? The theory perhaps most acceptable to western people is that of extermination, believing with Gen. Sherman that “The only good Indian is a dead one.” We cannot, however, forget that “All men are created equal, that they are endowed by their Creater with certain inalienable rights, and that among these are life, liberty and the pursuit of happi-ness.” We are living in a civilized country and age, not in the days of the Caesars. Another theory is that of severing tribal relations and distributing the Indians among the states making nine to each county. Advocates of this theory think in that way the Indian would soon be civilized like his white neighbor. Would he not be shunned and looked upon as beneath those with whom he is forced to associate? At first, perhaps, while the experiment is new, there might be some interest created, but in this country, nearly everyone looks out for himself before anyone else, especially of another race. By such treatment instead of becoming more civilized, the Indian would grow discontented and at length reach the poorhouse which would be worse than the present conditions. Others think one of the most needed changes is the transfer of his care from the Interior to the War Department. From 1S77 until 1881 a band of Sioux were under that department and during that time they were well fed and cared for, not by the government, but by themselves. All the war ponies were sold and the proceeds used for the purchase of cattle. In a few years they became better off than they ever had been before. Having reached that stage they were bundled into steamers and sent down to Standing Rock Agency. They were not even given time to harvest their crops. After such treatment the Indian does not have much desire to better his condition. Lieutenant Casey, who was murdered in the Black Hills by the hostile Indians, had a cavalry troop composed entirely of Cheyenne braves, the most worthless of the tribes, and from that low standpoint, he raised them to one of the finest troops of cavalry in the United States army. He taught them discipline and that it was no disgrace to work.

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WVj t §)l] ll We do Will] T e Indian? Lloyd Coim. Many theories have been brought forward for making the Indian a peaceable and law-abiding citizen. This question has been a leading one ever since the landing of Columbus and it probably will be until public sentiment is more thoroughly awakened. . Slavery never would have been abolished had it not been for public opinion and although it took a long time to arouse the people, the selling of human beings was finally prohibited. On the side of the white man, there have been treaties made and as often broken, a dark record of oppression, of fraud and of dishonesty. The Indian was the prey of everyone, until to-day he regards the white man as his deadliest enemy instead of friend. Not so in the older time when Columbus' white-winged ships were thought to carry angels from Heaven. He is taught even from thecradle swinging in the evening breeze, that “white man” is a synonym for all that is low. base and vile. He has been pushed back from the hunting grounds of his fathers; he “Huh loft the blooming wilds he ranged so long. And nearer to the Rocky Monn tains, sought A wider hunting ground. But even here he is not at rest, for the course of empire westward takes its way. The white man wants his lands, and he must push on. He passes on lamenting: “They waste ns, aye, like April snow In the warm noon, we shrink away; And fast they follow, as we go Toward the setting day— Till they shall fill the land, and we Are driven into the western sea. But what shall we do with him? How can we improve

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THE MILESTONE. 14 They were quartered at Fort Keogh on the Yellowstone, having built their quarters, going farup the river forlumber and floating it down in rafts, cutting the boards and building their houses including corrals and outbuildings. These Indians took care of their horses, arms and grounds in a way that would do credit to a white soldier. This shows what the Indian is capable of doing in that line. For is he not by birth, habits and surroundings a soldier? It has not been until lately that the plan was acted on, but Secretary Procter issued an order for the enlistment of two thousand Indians. As soon as they are well drilled and become accustumed to the service, non-commissioned officers will be appointed from the ranks. This is thought to be a move in the right direction, lip to this time, the United States has been the only power which has not used the native as a soldier. Great Britian has “An army of 125,000 natives, classified as regulars and irregulars, 68,000 of whom can be depended upon under all circumstances as faithful, obedient and ready to aid the imperial government in any crisis.” The Indians were all truthful and honorable until taught different by the white man's example. They were always true to a trust, and never failed to keep a promise. Major McLaughlin, of Standing Rock agency, says he never knew an Indian policeman to disobey an order, or to decline a duty, no matter how hard it might be. Commissioner Morgan says, “It is a mistake to think the Indian will not work, to suppose he cannot be civilized, or to judge, because you have seen one or two drunken Indians, that they are as a rule all drunkards.” He thinks if the children were educated and not allowed to go back to their old life, the Indian question would be solved in one generation. The policy followed by the government is that of sending the children to school and supporting the adults. There have been reservation and higher schools established. The smaller children going to reservation schools and from thence to the higher schools. There are in all 278 schools and 10,500 pupils. This is a good policy if it did not stop right here.