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Page 17 text:
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Indian Education r When the early Pilgrims came to America, they were almost helpless. They had been accustomed to law and order in their mother countries, but here it was different. There was a strange, infertile land to be made to give up a living to the settlers. The living would have been scant, indeed, had it not been for the help furnished by friendly Indians. The red men taught the settlers how to adapt them- selves to the country, how to fertilize the ground with fish, how to cultivate maize lcornj g these are a few of the countless lessons given to the white men by the red men. The education of the Indians in the United States was at first carried on by single individuals, not by the United States Government, as, for the most part, it is today. The first outstanding educator of the Indians was ,Iohn Eliot. Having familiar- ized himself with the language, disposition, and character of the Indians, he gained their confidence and respect, and started his great work in 1646. Although his methods were simple, he had great success. In 1674 there were fourteen towns of 'Lpraying Indians . Yet this success, along with other early endeavors, was swept away by the baneful influence of Indian wars. There were a number of other endeavors toward Indian education, the most outstanding of which, perhaps, was the founding of Dartmouth College for the joint education of Indian and the American. Only the education of the latter race sur- vived in the institution. In the thirty years following the American Revolution, Indian educational matters were at a practical standstill. But finally, in the first quarter of the 19th century, a great religious revival called attention to the fact that Indian education was a Christian need and duty. A factor which contributed much to the great cause was the surviving influence of the early endeavors. These two forces, united, resulted in the establishment of three main types of schools, the day schools in or near Indian villages, the industrial boarding schools in the reservation, and the advanced training schools. The day schools, totaling 215, usually operate 10 months of the year. Largely by kindergarten methods, the pupils are taught to read, write, and speak English, draw, cipher, and sing. In the reservation boarding schools of which there were 51 in 1926, the learning is advanced. Housekeeping for the girls, and the rudiments of a few different trades for the boys are also taught. Great stress is laid upon cleanliness and obedience. In 1916, the ten- rade s fstem was established in the non-reservation boarding g u T o 4 - D schools. These, now totaling 18, were usually established near villages of white people for the purpose of the gradual uplift of the Indian through contacts with Wlhites. The schools of the Five Civilized Tribesw of Oklahoma had a total enrollment of 22,814 in 1926. Four of these schools are supported by tribal funds of the Chickasaws, the Seminoles, the Choctaws, and the Creeks. The Cherokee Indian Training School, the fifth of these, is government-supported. The progress of these schools has been rapid. Although hindered for a time by politics and by early abandonment of many valuable features, the supervision has been greatly improved with the introduction of civil service examinations, 1893- 1896. That there has been great success is illustrated by the total enrollment of Indian youths, 72,000, exclusive of those in the schools of the Five Civilized Tribes, and by the perhaps crowning achievement of all, the well-known Haskell Institute. -by lack McClinton.. I Page Tlurlcrfn
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Page 18 text:
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Behold a new and brighter trail, O friends A way alight with courage, youth, and hope, A trail into the future of our land, Where Indians and whites go hand in hand To make our country great and glorified. So do we cherish yet the best our fathers knew, Their arts, their dignity, their valor, and their song And offer our last gift, O Native Land, A final tribute, the young folk of our schools. -by a Haskell Indian, name unknown. Page Fourteen
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