Sent PostpaTq. foYT3TCents \ \ 1878 Ten Years' Work for Indians AT HAMPTON INSTITUTE, .. VIRGINIA. — ■ | 1888 Sources of Information Upon the Indian Question. Official Reports of the Secretary of the Interior, of the Commisionerof Indian Affairs, of the Superintendent of Indian Schools, and the Board of In¬ dian Commissioners. Every town library should be kept supplied with these reports, (obtainable through Congressmen, from the Indian Office, Washing¬ ton,) and public attention called to their interest and value. This is good work for Indian Associations. The Indian Rights Association—Secretary, Mr. Herbert Welsh, 1305 Arch street, Philadelphia—sends its reports and numerous publications on ap¬ plication. It publishes also the Annual. Reports of the Lake Mohonk Confer¬ ences. With its many branches throughout the county, it is doing a great work for the Indian, in direct aid, reform of the Indian service, influence in leg¬ islation and public enlightenment. Agent in Washington, Prof. C. C. Painter. The Woman's National Indian Association—President Mrs. A. L. Quinton; Corresponding Secretary Miss Helen R. Foote, 2105 Spruce street, Philadelphia—waS first in the field, and has branches in twenty-one states. Its reports and publications, including " Home Building for Indians," are full of interest. Miss Anna L. Dawes—address during session of Congress care of Hon. H. L. Dawes, Washington; rest of year Pittsfield, Mass.—is doing generous work; not only in her published articles, but in correspondence with societies and individuals desiring information and direction in work. " The Red Man," a monthly paper, 50 cts. per year, published at the Carlisle Indian School, by Capt. Pratt, Carlisle, Pa., with " The Indian Helperedited by Carlisle students, 10 cents a year. "The Indian's Friend" published by the Woman's National Indian Asso¬ ciation, Philadelphia, 30 cents a year. " The Word-Carrier,"published monthly at Santee, Neb., by Rev. Alfred L. Riggs, 50 cents per year. •' The Bulletin," published by the Connecticut Indian Association, (branch of Woman's National), 714 Asylum street, Hartford, Conn. " The Southern Workman," published monthly at Hampton Institute, Hamp¬ ton, Va., $1 per year, devotes five of its twelve pages to the Indian; also " Talks and Thoughts," edited by Hampton students, 25 cts. a year. The various Religious Societies which carry on a special work among the Indians, some of them on a large scale, are always ready to give accoi/nt of it through their secretaries and monthly periodicals. Gen. J. F. B. Marshall, 25 Beacon street, Boston; " The American Missionary Magazine," 56 Reac'e street, New York; "The (Jhurch at Home and Abroad;" Presbyterian Rooms, Fifth Avenue, New York, and the "Spirit of Missions," Bible House, New York, are among these sources of information from the dtnorniruit'ion.s. CONTENTS. Frontispiece—View of School from opposite shore of Hampton River—With Condensed Statistics, on leaflet. Sources of information upon the Indian Question, opinions and sta¬ tistics—Pages 2, 3, 4 of cover. PAGE. Preface ... 3 Ten Years' Work for Indians - - 7 Origin and First Work for Freedmen The New Call to Work for the Indian - - - 9 Contact of Races - - - -12 The Health Question, - - - 17 Medical Statement - - - - 18 Industrial Training - - - - - 24 School Room Work - - - - 30 Home Life in the School, (Social, Moral and Religious Influences) - - 32 Indian Outings - - - - - 36 The School's Object - - 37 The School as it Stands - 38 For the Future - - - 40 Honor to whom Honor - - - - 40 Report on Returned Indian Students, - - 42 Tabulated Reports of Agents, - - - 46 Letters from Indian Graduates. 47 From T. W. Alford - - - - - 47 From Marguerite La Flesche - 51 From Susan La Flesche - - 55 From Annie Dawson - - 57 From Josephine Barnaby " 59 From John Downing - - - - 60 Outside Testimony - - 61 From Miss Alice C. Fletcher - - - - 61 From Bishop Hare - - - - 66 From Mr. Herbert Welsh - - - 68 From Rev. J. J. Gravatt and other citizens of Hampton - 69 Reports on Indian "Outings," - - 72 Letters and Reports from Returned Students - - - 74 Record of Carlisle Students - - 78 The Agents'Opinion of Eastern Education, - - 79 From the Legislature of Virginia - - 80 Principal, S. C. Armstrong. Vice Principal, H. B. Frissell. Treasurer, F. N. Gii.man. Hampton formal and Agrieul Devoted to the Negri TRUSTEES ( Mr. Elbert B. Monhoe, Prest, Connecticut. Gen. J. K. B. Marshal), Mass. "tttttq , Rev. M.E. Strieby, D. D., Vice-Prcst,N. Y. Rev. Henry W. Foote, D. D., Mass. }TEES. Va Mr. Robert C. Oeden. Pennsylvania Hon. R. W. Hughfs, Second I zci-l res t, Va. JIon Lewjs Steiner, Maryland. Gen. S. C. Armstrong, Secy, Virginia. Mr. james M. Brown, New York. "FOR THE IHDIAII, LABOR MUST BE.—FOR TH] X Winona Lodge—Indian Girls. Virginia Hall—Colored Girls. Library. Stoni'lnil Griggs H»ll. Principal's House. King's Cliape' Hospital, in rear. Wigwam—IndnnB Colored Girls Cottage. Gymnasium, in rear. Memorial eing almost in the midst of white settlers, and therefore environed 63 by civilization ; but their power to adapt themselves to their sur¬ roundings is in turn due to their daily experience during their few years of living in the East, where they became a part of an enlightened community. Their success contrasts strongly with other Omahas who have for years lived as near white settlers, but who have never known what it was to become a part of a well ordered society, and who are consequently at a loss how to adopt what they see into their own daily life. This remark bears even more strongl) upon the Indian women than upon the Indian men. Noah Lovejoy and his wife Susan are another bright example. Noah is a Carlisle boy and Susan a Hampton girl. They returned last summer, and were married this winter. Noah is building a house by the same kind assistance that helped the other young couples, and expects to break twenty acres of land this spring. Both these young people have been at work ever since their return, and are carrying out their plans, which will in a few years lead them into prosperity. Other returned students are struggling with the vast inertia of reservation life ; some going out into the settlements seeking work ; all of them holding on as well as they can to that which they learned both consciously and unconsciously in their short stay in the East- Their enterprise is a strange sight to their Indian friends, and with hardly an exception all the family lean upon the slender reed of these children's small experience in the world of work and ideas. They are trusted beyond their years as being able "to look into the future," as the Indian says in his simple way. To one looking on, it seems pathetic to watch these children trying to cut a way through the dense thicket of reservation life and habits, knowing so little whither the opening should lead. Girls, too, come to my mind, living in little one-room cabins, or the rude wigwam of mats, striving to keep themselves neat, pinning up on the wall the bright card of a past Christmas, or arranging in a corner, like a little shrine, the souvenirs of their brief school days, and 6-4 -covering the treasures over to keep them free from soil. These girls, with so close and low-bound an horizon, urge the education of their younger brothers and sisters, and do their best to'make the niggardly circumstances of their homes a little less forlorn ; writing letters for the Indians in imperfect but well meant English. These girls surely deserve praise and sympathy. These are doing better, accomplishing more in the slow upbuilding of the people than those girls who have never been away from the narrow life of the reservation. There are others who are teachers. Marguerite La Flesche, a Hampton graduate, is doing admirably at the Government school among the teachers. Her labors reach far beyond the school room she is a moral stay to men and women as well as girls and boys. She is well aware that her powers were developed and trained in Eastern schools. Mary Tyndall, of Carlisle, and later of Lincoln Institute, Phila¬ delphia, is teaching at the Omaha mission. Her work is creditable to her mind and heart, and the little girls cling about the big sister who knows so much, and who is not afraid of the wide unknown world where the white men live. Nellie Landrosh, a Winnebago, and student from Carlisle, is the assistant teacher at the Government school at the Winnebago agency. She, too, is winning her way by faithful work. I have no wish to here contrast Eastern and Western schools, whether on or off the reservation, simply as schools. There are un¬ doubtedly good eduqational institutions in the West, but every thing being equal, there is one condition incident to Eastern schools that will make them for some time to come a real necessity to a portion of each Indian tribe; that is, according to the judgment of disinterested persons who are forcing the practical work, demanded by the fast coming citizenship to the Indian, of lifting him over into the midst of civilized living. This condition is the environment of the Eastern schools. All of them are located in the midst of a rigidly organized 65 society, where avocations are varied, and where landmarks are fixed. These peculiarities of Eastern life have been by some older folk deemed drawbacks to the "making of one's fortune," and there is talk of the cramping effect of Eastern notions. These very "drawbacks," however, become educational to the youths, teaching them the value of many things they could hardly otherwise learn. It is a well known fact that the child absorbs more from its daily surroundings than from its stated instructions, and for this reason many things outside the curriculum are taught and learned in the East. The advantages of Eastern training are recognized by intelligent men and women of the West, and these seek to send their children East for a season. If this discipline be a benefit to white children with all their inherited advantages, how much more is the lesson needed by the untutored Indian, in order to instil in him an appreciation of law and order, and habits of industry and thrift. The stir, restless experimenting, and energy of the West, which are sowing so rich a harvest for civilization and national prosperity, are not the helps to the Indian that the lessons are, which are learned by him in the diversified industries of the slower and more staid methods of the East. He can there best acquire persistence in labor, steadiness of purpose, and accustom himself to the " ways of the white man." There are other favorable considerations which could be men, tioned as belonging to the Eastern environment, but all the talking of hours is not so good as the statement of facts, and facts go to show that while the majority of Indians must always receive their school¬ ing in the West, it is essential to leaven the tribe with young men and women who, in the midst of our thickly settled, conservative East, have acquired knowledge and habits which fit them later in life to 06 venture forward, and thus lead their people out of the thralls of igno¬ rance into the liberty of knowledge. These facts, too, are in accordance with history, which shows us that the uplifting of peoples, as well as individuals, has been brought about by similar means. Very truly yours, Alice C. Fletcher. Letters from the Rt. Rev. W. H. Hare, D. D., missionary bishop of the protestant episcopal church in southern dakota. The first of these letters was published by the Indian Rights Asso¬ ciation in 1886, in the pamphlet " Are the Eastern Industrial Training Schools a Failure ?" The second is now added by Bishop Hare for pub¬ lication here. Philadelphia, March 19, 1886. To Herbert Welsh, Esq., Cor. Scc'y Indian Rights Association. My Dear Mr. Welsh ;—I am amazed at the statement, which you say is gaining currency, that "Indian students from schools at the East, relapse almost without exception into barbarism." Twelve years of my life have been spent as a Missionary Bishop in work among Indians, whose children have been largely represented in these schools. The missions and schools in which I am especially in¬ terested, are all of them located right among the Indians, and my pre¬ possessions, therefore, are altogether enlisted in behalf of schools situ¬ ated on Indian Reservations; and my judgment is that most of the edu¬ cational work for Indians should be done there. But I cannot shut my eyes to the incalculable service which well conducted eastern boarding schools have done the Indians, and I am filled with alarm when I hear it suggested that their work should be either discontinued or crippled. (a) These schools serve as high standards by which Reservation 67 schools are tested, and they then correct the common tendency to apologize for poor school work on Reservations with the thought; "Oh this is about the best that can be done with Indians." (b) They are models, to which schools less advantageously placed are working up. (c) They have placed a practical argument in favor of Indian education before which scepticism has fled and indifference been warmed to zeal, (d) And they have sent back to the Indian country a large number of young people who have been of great serv¬ ice, intellectually, morally and practically, to their people. I am aware that much testimony can be produced on the other side. The reasons are not hard to discover. Some students do turn out badly, and such cases make deep impressions. Indian youth, like white young people, when they come back to their homes from school or college, are apt to have an exaggerated sense of their own importance and want to have their own way. They have ideas of their own, and are harder to manage than ignorant In¬ dians: a disagreeable thing to incompetent guides. They know too much to be easily cheated, and they have have too much independence to submit to being treated like dogs. To some this is inconvenient. In a word, these students are in their green-apple stage. People who bite them of course make faces. But let them alone or give them the sunshine of a kind and considerate friendship, and they will become ripe and mellow. Yours sincerely, W. H. HARE. Washington, D. C., Feb. 16, 1888. Dear General Armstrong:—I have just read the letter which I addressed to Mr. Herbert Welsh in March, 1886, on the subject of Indian schools at the East, and, learning that doubts as to their value are entertained in some quarters, I should like to reiterate what I then wrote. I saw from the first that schools at the East like Hamp- 68 ton Institute,would be able to accomplish in certain lines what schools on the Reservation, with their limited resources and distance from civ¬ ilization, could not achieve, and I determined to adopt the policy of sending to Hampton and elsewhere at the East, the more advanced and promising pupils of our Mission schools, that they might finish their education there. I think that my prevision of the benefits likely to result from this policy has been justified by the event, and my yearly visit to Hampton Institute is not made more to see our students than it is to show my gratitude for what the Institute is doing for them. So far as the effect of the climate upon health is concerned, I have not noticed that it is different at Hampton from what it is near the great lakes or in Pennsylvania. Yours very truly, W. H. HARE, Missionary Bishop. From Mr. Herbert Welsh, CORRESPONDING SECRETARY INDIAN RIGHTS ASSOCIATION. In pamphlet " Arc Eastern Industrial Schools a Failure ? " "I desire to make the following statement in relation to the points at issue. As Secretary of the Indian Rights Association, an office to which no salary or emolument of any kind is attached, I have paid, during the past four years, three visits to the great Sioux reservation of Dakota, and one visit to the Navajo reservation of Arizona and New Mexico. During this period I have frequently seen, under cir¬ cumstances favorable to an investigation of their case, many returned Indian students, who had been educated at Hampton, Carlisle and other places in the East. I never remember among these any who have relapsed to barbarism, and, of the great majority, I can confident¬ ly assert they are doing well. Some of these are ministers in the Episcopal Church ; full-blooded Indians who were not pupils of Hamp¬ ton, Carlisle or the Lincoln Institution, but who received their educa¬ tion at other places in the East before these institutions had begun their work. These men have for years carried on faithful work among their own people; receiving no suppo? t from Government, they have maintained a high standard of morality and Christian living, although surrounded by heathen Indians." Opinions of Leading Citizens of Hampton, as to the school and the contact of races. From Rev. J. J. Gravatt, Rector of old St. John's Church, Where the first baptism of an Indiati child occurred in this country. I came to Hampton in 1876, and since that time have had charge of St. John's Church. In 1878 the Indians were placed at Hampton Institute, and I was asked to take part in the religious work, as many of them came from Episcopal Agencies. In addition to this connec¬ tion with the school, I have for five years last past spent the summer on the school grounds as Chaplain for the whole school. As to the contact between the Indian and colored students in the school, I have known no case ef moral injury to either party. I brought from the West some Indian boys who had been in a white school in Illinois, and who, from contact with bright, bad white stu¬ dents, had become very much demoralized, and the same boys have toned up and improved in every respect here. The Indian is more ready to follow the white than the colored man in vice. Industrially, the contact with the colored race has been of great value to the Indian. The Negro knows how to work; the Indian needs to learn. Industrial schools for whites have not been a marked success. The Indian, with his innate feelings crushed by the white man, unable to compete with him, finds his ambition stirred, hope awak ened and energies aroused when brought in connection with a people in lower condition. Vice seems less attractive, as a part and cause of their weakness. As to the condition of the population surrounding the school, of which the Negroes form quite a large part, I understand from law¬ yers and others that this community will compare most favorably with any of like size. There is little crime ; less than in mining districts 70 with white people. The colored people give little trouble, and appear better than in any other part of Virginia* so far as I know. Hampton Institute is a balance wheel, and has been exerting a quiet but powerful influence for good. Before incorporation the town was large and unwieldy, but is improving with law and order. The growth, in all respects, during the past ten years, has been marked. I have known of one occasion when two colored men—acting as middle-men—furnished three Indian boys with liquor. With this exception, I have learned of no injury to the Indian from the Negroes in the community. His chief contact is not with the Negro population, but, through the church and church-work, with the best element of white people. Understand me not to say this is an ideal community; much needs to be done. It would not be well to put the Indian in an ideal place, could such be found ; he must learn with his white brother to be in the world but not of it. J. J. Gravatt, Rector St. Joint's Church, Hampton, from a leading hampton merchant. I fully concur with Mr. Gravatt's statement as to the contact with the population outside the school grounds. The Negroes greatly outnumber the whites, and although our police officers are exception¬ ally zealous in making arrests for even petty offences, still our county jail records show but twelve commitments of residents of the town and county in the three months ending with February 2§, 1888. Of these, five were for drunkenness, three for petty larceny, two for assault, one for swearing on the streets, and but one for a felony. This official record will compare very favorably with a like volume of popu¬ lation in any county of any State. Jacob Heffelfinger. Interviewed in November last as to the progress and condition of Hampton, Mr. Heffelfinger said : 71 " Hampton is not under a boom, but what is much better, is in a state of rapid and healthy progress. Not less than one hundred and twenty-five substantial buildings have been erected within the last five years, among them a number of brick blocks, each containing from two to three stores. This count does not include the many small but comfortable dwellings put up by the colored people, which would increase the number at least threefold." Mr. Jas. McMenamin, another prominent citizen of Hampton one of the most successful business men of the town, with four hun¬ dred colored men on his pay roll, said at the same date, " The people in my employ, and the colored people generally in the town are improving, living better and more comfortably, taking less interest in politics and more in their homes. There is abundant work, espe¬ cially in the oyster season, when a colored laborer is paid twenty cents a bushel by the owners of oyster beds for taking up oysters, and can have constant work and make $3 a day if he will keep at it." Mr. McMenamin, who is a member of the town council, also stated that " The population of Hampton is about 3000. The number of business houses licensed by the corporation is one hundred and five. The town clerk estimates that the colored people own about one-fourth of the real estate, as valued in the assessments." Reports on Indian " Outings." FROM NORTHERN FAMILIES; ( With whom our Indian Students spent last Summer.) The general effect and bearing of the students upon the streets this summer has been excellent. I have heard but one among them criticised, and that was for smoking. I have known no cases of drink¬ ing. If there have been any, they have escaped my knowledge. " I never had a better boy, and if he ever comes to Massachusetts again, I shall want him." " I have had a number of Indians in my family, and I am fully satisfied that they pay their way." " My boy was a good boy, and tried to do well. He could not work as well by himself as the boy last year." " I am glad I took her. Some days she did good work, others very little. She never refused to do as I told her, and, as a rule, was good tempered and cheerful." " My girl did well; as well as we could ask. A good, conscien¬ tious Christian girl. Only once that she disobeyed, and then she felt very badly about it, and did all she could to make it right. I shall be glad of another next summer if I can arrange to have one." " She was a good worker, and a good girl—quick and willing. I should have been glad to have her stay with me this winter. She never refused to do what I told her, cheerfully and well." " My boys came May 27th, and took right hold of business on the farm, plowed my corn ground, on which we have raised about roo 73 bushels ears of seed corn, and six wagon loads of pumpkins ; planted over one acre of potatoes, cut about 35 tons of hay, harvested 63 shocks of oats, etc. They have done the pitching of hay and grain _ I have had no other help. They were up in the morning without being called, and helped about the milking and other chores, night and morning regularly. This much in regard to work. They were always cheerful and ready to assist in whatever work I was engaged in; were pleasant to have around; they didn't smoke tobacco in presence of myself or my family, were very neat and particular in per¬ sonal appearance. They won my regard and affection." FROM INDIAN STUDENTS. I stayed in Monterey with I made hay with a scythe, I milked cows, sometimes thirteen or fourteen. I cut corn, I fed the horses and worked in carpenter shop. Sometimes Saturday after¬ noon we have play, always sleep at home. Sunday I go to church and to Snnday school. I stay Tyringham, Mass. But I like it first-rate, the name man is Mr. . I stay with him. I take care of two horses and every morning I clean up the stable and every evening I go after the cows about dark about seven o'clock. I get through milking nine o'clock. I stay with Henry Little Eagle one night. I have holiday every Saturday afternoon. I go'to church every Sunday to Monterey. I staid in Westfield, with Mrs. . I am do dishes and set the table. I always mop and sweeping and chamber work and help washing and ironing and make bread. They gave me a little book and a portfolio, every afternoon I have for myself. Twice I staid all night with Carrie Half. I go to church and to Sunday school ©n Sundays 74 I stayed in New Jersey with Mrs. . I took care of a little cow and chickens and I went to the Postoffice and to the stores and I worked carpenter work in the house. They gave me a coat, and pants and shoes and two white shirts and twelve collars and one overcoat and an umbrella and a hat. I had no holiday, but I did not work very hard. Sunday I went to church and heard Dr. Green preach. Taking everything into consideration, I enjoyed the summer very much. I shall never forget the kind people and the innumerable ideas that I have gained this summer. This is what every Indian boy needs. He cannot learn everything in school. After a summer's work I am much stronger and have more confidence in myself to make a good living. I discovered that faithful and continual work is essential to success in life. Letters and Reports from Returned Students. A few extracts from many received in the Iast year. An Omaha student, who was helped to build a house for his family by a loan from the Woman's National Indian Association, wrote to our chaplain, from Bancroft, Neb. Dec. 21, 1887. Dear Friend, Mr. Frissell: I am write to you a few lines to-day. I was think¬ ing of you so I write to you. You was here last summer and you see our crops good, we take our crops good. I take some wheat this year. I take 435 bushil and the corn 750 bushil and beans 20 bushil, two load of wagon potatoes. I have 17 pigs and a cow. I have them this fall, we have not much chickens this year only 70 chickens. I like to hear from you and like to hear all my Hampton friends. I missed you all my friend ever Sunday. I hope you think of me. I am well and all my family well. From your friend, Philip Stabler. 75 Lucy La Fleschf, gives a glimpse of a happy home secured to •another of our married couples, by the same kind aid. " After breakfast, when my rooms are in order, I sit down to sew. I have shirts and pillow slips to make and table cloths and napkins to hem, I have my own washing and ironing to do, besides I go over and help Rosalie wash every other week. I love to help her. I helped Susette wash too before she went away. When their washing day comes they come over after me. I have strong arms so am willing to help them. In the evening Noah and I sit down to read or study. * * * In our bed room we have a very nice bedstead, bureau, ■and two chairs, but they are the only chairs in the house, so that we have to carry them in the kitchen when we go there. In the sitting room a nice book shelf, which Noah made, and a few pictures which we brought from Hampton. In our kitchen we have a good cooking -stove, a nice table, a small table to keep the dishes on as we havn't any cupboard, and a barrel to keep our flour in, that is all. * * * This has been a hard, winter for us in the way of get¬ ting wood, and we did not have much money to buy food with, but the winter is almost over and we are getting ^.ready to go to work and raise plenty." Through the kindness of some Washington ladies. Lucy's house is now better supplied with furniture, and Noah has almost forty acres of wheat planted, and is getting his ground ready for corn and -vegetables. Jennie No Ears Primeau, who with her husband has a suc¬ cessful day school and pleasant home, 40 miles from Standing Rock Agency, wrote at a time when they were " snowed in." " I cannot find language to express my thanks for the very nice articles the Lend a Hand Club sent me. It aided me very much to reward scholars and I had the pleasure of telling them that they were sent from a long distance by friends and they appreciated the presents very much. Give them my thanks for all." <■ No more Zero." Here is another letter that speaks for itself and for the staying influence of Eastern education: 76 Sacaton Agency, Arizona, Jan. 25, 1888. My dear Miss Folsom : I was interested to write you and tell you that I am very well, and have good time, and I hope you are the same. No sickness, but full of joy. I wish I was at Hampton. What you think about I want to go back to Hampton again, and to learn more about white man's way. I am always think of friends at Hampton, and that make me think of old home Hampton, where I left many friends of mine which was very good to me. I want you to send me some of the pict¬ ures of the buildings at Hampton, and I would also send for a sute (suit) at Hampton by and by, and I am going to tell you that Melissa Inez is gone to Tucson to school, with four girls and five boys, and to day there are some more gone, six girls and three boys now. Harry is very well. Now I am here and have no work, but a cow-boy, herd¬ ing cattle ; here no more shoe maker, no farmer, but a cow-boy, and I liked, but some time I don't liked, there is no fun in it, but is only fun is lossaing (lassoing.) Sing hymns so for me when you leave your prayer meeting again, No. 23. I am so glad that our father in heaven. I think of your prayer meeting and remember all the sweet songs you sing, and sound very good when you sing it, and it get into my head and get out of it. Give my best wishes to all I know. I think this is all; good by, good by to all. I am your friend, Charlie Matthews. One of the old Hampton Normal and Arizona Ty. boys. Zero no more for me. I hope to hear from you soon, telling about Hampton. A letter from jail, Not all of our returned students have done well. Only one has ever been charged with criminal offences. But when we receive a letter such as this from that one—imprisoned for stealing whiskey and selling it to Indians—we cannot but feel, as Mr. Riggs and other observant workers have said, "While some have ' gone back' they are not as they were before and never can be." United States Penitentiary, Nov. 18, 1887. " Miss , I have been wanting to write to you for a long time, but ever since I did this thing that to put me where I am to-day has been 77 so strong on my mind all that I could not write to you. I have felt and I feel that I have no more friends in the East, ever since I was put in here. Why? because, after all they have done to educate me, and now I am in a place where I have to stay fourteen long months, and have men stand over me with arms. They have been some white ladies, who came here to see the place, but I was not able to look up in their faces. I had to look down, because I was ashamed of myself. And I thought of the lady who paid my scholarship for over three years. I wrote to her and told her that I was going to live a Christian Life, when I come home in Dakota. And now I am in Dakota, but I am not living the life that I said I was going to live, or I am not help¬ ing the Indians. ****** * I am alone and lost, but I hope I shall find my way out soon. I have sinned against everything and every body, but I shall take up my old mind and walk in the narrow path again for the rest of my life." Report from the Agent of the Pimas. U. S. Indian Agent Howard reports upon the Hampton returned students at his agency, the Pima and Papago, in Arizona, as follows: " Antonito" Azul is a fair representative of what the Indian citizen should be, intelligent, sober, and industrious, having an intelligent ap¬ preciation of the value of property honestly acquired, so hard to create in the Indians. As one of the results of his industry, he occupies an adobe house, comfortably furnished, and uses his own wagon and buggy, Last year he was given the contract for furnishing beef for this school, and the service was very satisfactory. This year he will supply the beef, and barley and wheat necessary to supply this agency. I am informed that when he came to Hampton he left two wives, and that on his return one was divorced, but provided for. This ex¬ ample of the chief's son aided materially in extirpating polygamy from this reserve, and it is gratifying to state that there is not now on either of the reservations under this agency a single case of plurality of wives. Harry Azul, his son, has done well, having just completed a dwell¬ ing house, which will be comfortably furnished. He owns some cattle, horses and wagon, and is making the best of the opportunities presented. His life since his return has been such that if emulated by the Indians 78 would result only in good. C is young yet, and we hope- that he will improve in time. While there is nothing seriously against him, yet his conduct does not present a sufficient contrast to what it was, and is not what it should be. Melisse Inez the past year was assistant seamstress at this school, and has done very well. She could do better. She is such an improve¬ ment over what she would have been without the Hampton training, that itis well to be charitable with some of her foibles." From a Nebraska Newspaper. "This (the general store-room of the Genoa School) is in charge of Will Hunter, [a Hampton Indian student]. His is one of the most responsible positions m the school. Under his care is $5,000 worth of goods, and he manages his stock with the strictest business accu¬ racy, dealing out as needed for the supply of the whole school. The room is rather small, and closely packed. To us it was a bewildering mass of blankets, calicos, ginghams, hardware, etc. But crowded at? it is you will find everything in perfect order. In the office down stairs we were shown specimens of Hunter's penmanship, and long columns of articles jotted down with scrupulous neatness." Record of Carlisle Students. Gen. R. M. Cutcheon, whose prompt and vigorous defense of the Eastern schools, in the House in '86, converted the attack started by the " Holman Committee," into an overwhelming majority in their fa¬ vor, read to the House, Hampton's record of its " Work for Two Races,' and also a very interesting letter from Capt. Pratt, from which we are glad to give the following excellent report of Carlisle's students. Carlisle, Pa., March 17th, 1886. Hon. R. M. Cutcheon, House of Representatives. Letter just received. We have returned to 45 tribes, 438 pupils. I have received information that 34 are now employed as teachers, etc. in agency and other schools, that 42 are working for Government at agencies, that 27 are farming for themselves, that 56 are attend¬ ing agency and other schools as pupils, that 9 are employed as clerks 79 in stores, 41 are reported as doing nothing, 63 have died. Of the balance I have no certain information, but know that a good propor¬ tion are employed as scouts and policemen. Since school began, Oct., 1879, we have had 1,041 students. Of these I have sent into families hereabouts for longer or shorter periods, 716, coming from all tribes, 24 being Apaches, and a full proportion being Sioux, Kiowas, Coman- ches and Cheyennes, and others of the so-called "bad tribes." Only 7 of this whole number have been charged with criminal conduct. This system qualifies for a change from tribal and reservation life to that of a citizen, and begets a desire for it. Scarcely a student but is able to take care of himself or herself among civilized people, at the end of their five years' course." R. H. Pratt, Capt., Supt. The Agents' Opinion of Eastern Education. In his report for '87, Mr. Riley, late Superintendent of Indian Schools, gives extracts from letters of various agents in reply to his inquiries as to Indian students returned from Eastern schools, and their impressions as to the value of Eastern education for Indians. We have given elsewhere (p. 46) their tabulated report of Hampton students. Agent McLaughlin of Standing Rock agency, one of the best and most successful Indian agents ever in the service, as all who know him and his work agree, thus gives his opinion on the general question. Similar ones are expressed by the others. We agree with them that the majority of Indian children will be educated in the West if at all, and as heartily of course in their estimate of the advantages of East¬ ern schools for all who can be sent. Agent McLaughlin says : " The large majority of the Indian children should be educated on the reservation, but I would recommend sending a few every year to 80 the Eastern training-schools, selecting the brighter pupils, who should be volunteers, as it affords an opportunity to see for themselves many things impossible to be seen on the reservation, such as the uniform liome comforts of civilized life, the prosperity, by perseverance and -economy, of the white race, together with the industry and happiness of all classes; and I would prepare such pupils to be teachers upon their return, while a few of those showing suitable talents m.:ght safely pursue the study of medicine." From Report on Hampton Institute, BY A Committee of the General Assembly of Virginia, November, 1887. " Your committee think it necessary in this connection to refer to the Indian students. They are sent by the United States government, which pays $167.00 a year for each Indian, and this money is used for the general support of the school. The introduction of Indians in the Institute does not in the least interfere in any way with the education of the colored students, but, on the other hand, there is a clear and unmistakable manifestation of a mutual benefit. Until recent years no opportunities were offered for the education of the Indians, but, through the indefatigable efforts of the principal of the Hampton Normal and Agricultural Institute, there is going on at the school a system, the object of which is to more tho¬ roughly improve and enlighten these two races, which have become a part and parcel of our great National Government. The aid which the United States government thus bestows upon the Institute is deeply appreciated, It goes towards advancing the usefulness of the institution, and is one step in the direction of national aid to free education in our land." "The conscience of the people demands that the Indians within our boun¬ daries be fairly and honestly treated as wards of the Government, and their education and civilization promoted with a view to ultimate citizenship." Grover Cleveland, President of the United States. "At the threshold of this work is manifest the importance of selecting practical and competent special agents to go among the Indians and settle them peacefully and satisfatorily on their respective holdings. * * * The Indian is not unlike his white brother in moral and intellectual endowments and aspirations. He is proud of his manhood, ahd when he comes to understand the matter he will cheerfully and proudly accept the responsibilities which belong to civilized manhood. Hon. J. C. D. Atkins, Commissioner of Indian Affairs. "Too much stress capnot be laid upon the importance of preparing native teachers. The time ought to come in the near futui-e, when some of the tribes may be thrown upon their own resources, to provide for the education of their own children under the system established in the states and territories where they live. That time may be hastened by educating those showing natural aptitude for teachers. If their schools could be supplied with thoroughly trained teachers of their own race, their presence, occupying these honorable and respon¬ sible positions, would encourage the Indians generally to greater efforts." Hon. J. B. Riley, Superintendent of Indian Schools. " The Dawes Bill has not solved the Indian problem. It has only created an opportunity for its solution. * * * The most vigorous and united efforts are required to prepare the Indian for citizenship as rapidly as the Dawes Bill will confer it on him." Report of Business Committee of the Fifth Lake Mohonk Conference, Sept. iS8~], "No country town in New England, or Quaker community in Pennsylvania, is less inclined to violence or disorder than the Indians of the Klamath reserve. The presence of the soldiers is required because of the determined aggression of the white men of the region upon the rights and lands of the Indians." J. B. Harrison's "Studies on Indian Reservations," Published by Indian Rights Association. "The Home Building Committee of the Woman's National Indian Asso¬ ciation, is about to erect two $500 cottages near Sitka, for the use of certain Christian Indians and their families in Alaska. The Alaskans are to pay back the loan in instalments of $50 a year." The Bulletin, published by the Connecticut Indian Association. There are 247,761 Indians in the United States, exclusive of Alaska. Of these 80,000 wear full citizens' dress; 60,000 more, in part; 40,000 read English, and use it in their business; 34,051 families are engaged in agriculture, and 7,767 are definitely occupied in civilized pursuits; 29,076 houses are occupied by In¬ dians. They cultivated last year 549,768 acres of wheat, sawed 4,416,000 feet of lumber, produced 700,000 pounds of wool, and manufactured $30,000 worth of blankets; yet the large majority are still supported on rations and annuities, justly due them, but ultimately to cease. There are 37,377 Indian children at school, exclusive of the " Five Civilized Nations." Of schools for these, wholly or partially supported by Government, there are 227, with a capacity of 13,766, total enrolment of 14,333, and average attendance of 10,520, leaving 23,611 children unprovided for. Sixty-eight tribes and separate portions of tribes, are still without missionaries.