Norfolk High School - Milestone Yearbook (Norfolk, NE)

Page 19 text:

THE MILESTONE. 15 What good does a graduate of any of these schools get, or how is he any more civilized if, as soon as he is through with school he goes back to the tribe, to his wild and depraved associates to readopt the customs of his fathers? After a little while he becomes no better than his companions for “Where all is selfish the sage is no better than the fool, only a little more dangerous.” If the Indian graduate has nothing to do, he will at once degenerate and, from the observance of the white man’s bad qualities which are nearly the only thing he does observe, he will become more of a hinderance to the civilization of his race than if he had never seen a school. “Satan always finds work for idle hands to do.” If he have a taste for farming, why not put him on some fertile ground, not barren, stony or alkali soil, where even a w hite man accustomed to farming could not raise anything? Give each Indian his own land, implements and stock. Thus in a short time, if all is favorable, he will be able to lay by something, making himself more respectable. Others having a liking for machinery might be put in machine shops owned by the government, and run by graduates of Indian schools, and thus agricultural implements could he made there. Give the Indian factories for the weaving of blankets. Even w ith such crude machinery as they have, the Navajoes always had an enviable reputation as blanket weavers. If this were all done instead of being a race of idlers we would see them a race of busy, cheerful workers and the whir-r of the spindle, and the rattle of the machinery would drown the wild cries of their uncivilized fathers. SALUTATORY. Ladies and Gentlemen: It is with pleasure that in the name of the class of ’91 and the school, I welcome you this evening to the Third Commencement of the Norfolk High School. The interest taken in the schools in the past has been

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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.

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THE MILESTONE. Hi great. We ask that in the future it may be as great and even greater. The people have much more to do with the success of the school than they may think, for although the teachers and pupils may do their best, unless public appreciation is shown the work falls short. Although the class started with fifteen members it has dwindled to two, thus necessitating the addition of the Juniors to the evening’s program. Hoping you will find much to praise and little to criticize, I again welcome you.