manhood and womanhood; that from the heart flow the real issues of life; that the best text-book from which to study the purest ethics is the open heart of a great teacher, whose illumined faith and love are the powers that attract and bind, and whose example and influence are the forces that redeem and elevate.

Every human being should be an important factor in the body politic. By that is meant that each and all should be bread-winners; that none should be paupers or parasites. Methods will not bring about this result, but example will. Methods will not give character, but example will. Character strengthens the will and enables it to achieve – to do something; and not only to do something, but to want to do something.

It is the teacher's duty to discover the child's ideal and lead him up to it. It is not enough to develop the brain. It is not sufficient to perfect the brawn. The child should be formed to stand alone and stand proudly, grandly. This result cannot be obtained by any other method than that which appeals to the good and true in the human heart. Brainculture may make an intellectual giant or an intellectual fool. Heart- or soul-culture will develop a man or woman whose desires and instincts are for the good, and whose ambition is to know and comfort mankind.

G. THE FUTURE OF THE PUEBLO INDIAN

MISS MARY DISSETTE, SUPERVISING TEACHER, SANTA FÉ DAY SCHOOLS, NEW MEXICO The future of the Pueblo Indian will brighten when we begin to treat him as a responsible human being to whom we show the same respect that we demand from him; when we judge him, as we do other people, by the character and not by the complexion.

We must then provide in the future such practical education as will enable these children to make the most of the resources and opportunities of their home life. We must study the conditions of their homes, and prepare them to meet and improve them, not by destroying and abolishing the native arts and employments of their parents, but by bringing to them the benefits of the trained hand and eye, improving their quality, and extending their market.

Self-support means self-respect, which is the basis of all morality. I believe, therefore, that with the introduction into these villages of the spinning wheels and handlooms of our grandmothers there would also follow some of the shining virtues for which they were so conspicuous.

The future of the Pueblo Indian will take care of itself when every Indian child under fourteen years of age is compelled to attend a well-equipped day school, and every child between fourteen and twenty is placed in a manual-training school. The Pueblo Indian governors should learn that they and their people are amenable to all the laws of the territory, and that the office of the governor will be continued only as long as these governors respect the laws and support the schools in the matter of compelling attendance and sustaining the authority of the teacher.

H. THE NECESSITY FOR A LARGE AGRICULTURAL SCHOOL IN THE INDIAN SERVICE

C. W. GOODMAN, SUPERINTENDENT OF CHILOCCO INDIAN SCHOOL, OKLAHOMA

A large agricultural school for Indians is a necessity: (1) because the large majority of Indian boys need a practical knowledge of agriculture; (2) because a large, wellequipped school of this kind, in an agricultural region, can teach farming and the kindred industries more thoroly and economically than other schools.

Tilling the soil and caring for stock are the primary methods of earning a livelihood,

and it is upon the industries that supply mankind with food that all the other industries, trades, and professions are finally dependent. The Indians especially should learn farming and stock-raising, rather than trades, because they own land. Nearly all are receiving individual tracts of land which they should learn to care for and make the most of. Much of the Indian land is rich and fertile, as they had first choice when the allotments were assigned. Some have holdings in the arid region where irrigation is practiced exclusively, and most of the land still held in common lies in the semi-arid belt where stock-raising is the principal industry. Most Indian boys should work at farming in some form, as it is the natural employment for them, and insures the most independent as well as the most healthful life. Boys who would not live a year in a shoe shop or a tailor shop may have many years of usefulness and happiness in the open-air life of their western farms. The Indians live near to nature, but not so near as to have discovered all her secrets, so that a thoro agricultural training is essential to success. It is well for these boys to know something of carpentering, blacksmithing, painting, and plastering, and some may be called to teach or preach, or practice law or medicine; but of those who own land many more can make a comfortable living on farm or ranch than will succeed at a trade or in a profession.

A large, well-equipped school of this kind, in an agricultural region, can teach farming and the kindred industries more thoroly and economically than other schools. While nearly all the large schools have farms, they do not make farming the important feature. Some are not in an agricultural region; some have unproductive soil; and few, if any, have a sufficient quantity of tillable land. Chilocco, with its 8,600 acres of choice land, should be the great agricultural school. It is centrally located in the rich farming region of Oklahoma, where the conditions are similar to those that surround the Indians of a large area. There are about 80,000 Indians, exclusive of the Five Tribes, within a radius of 600 miles. Being on the border between the North and South, and near to the uncertain boundary line of the semi-arid regions, the crops and the methods of caring for them partake of the nature of all of these areas. Wheat is harvested with both binder and header; corn is planted with check rower and lister. We can raise the southern crops of cotton and castor bean; the northern products of flax, broom corn, and oats; corn and clover for the East; and alfalfa, barley, millet, and sorghum for the West; peaches, apples, grapes, and cherries for everybody; and cattle and wheat for the world. This school would differ from the agricultural college in increasing the practical and limiting the theoretical teaching. The boys would learn to do by doing, under the direction of a sufficient number of competent, educated farmers to insure thoro work.

1. COMPULSORY EDUCATION

H. B. PEAIRS, HASKELL INSTITUTE, LAWRENCE, KAN.

The report of the honorable commissioner of Indian affairs for the fiscal year ending June 30, 1900, shows that there are in the United States, under government control, between 45,000 and 47,000 Indian children of school age. Of this number there are probably 30 per cent. who, on account of health and various other reasons, should not be enrolled as students. This leaves about 35,000 children of school age who should be in school.

The capacity of all schools where Indian children are admitted was, according to the report herein referred to, 27,460. The enrollment was 26,451. The average attendance was 21,568. The great difference between the enrollment and the average attendance was partially due, no doubt, to the fact that in many schools pupils who are not physically qualified for enrollment are received because it is difficult to keep up the attendance. Of course, there are other causes for the discrepancy between the enrollment and the average attendance, but it is fair to assume that of the 30 per cent. who are classed as disqualified because of health, etc., 2,000 are, for various reasons, received and

enrolled. If this be true, it would be safe to estimate, say, that there are 10,000 children of school age who are in every way eligible who are not in school.

An analysis of these statistics shows that, if the attendance were kept up to the capacity of the schools, about 6,000 more children could be accommodated than are now in school. With the increased accommodations that have been provided during the past year it is probable that more than that number, in addition to those in school, could be accommodated. To provide these schools the government has expended thousands, yes millions, of dollars. The cost of maintaining these schools during the year 1900 was, to the government alone, $2,489,529.49.

With all the foregoing statistics in mind, it is scarcely necessary to argue the question as to the need of compulsory education for Indians. It is a clear case. There are thousands of uneducated Indian parents who are standing in the way of the education of their children, for whom the government has provided educational opportunities by large and liberal expenditures of money raised by taxation. If one body of citizens must be taxed to support schools for other citizens, or wards, these other citizens, or wards, in the interest of the state or nation, should, I believe, be compelled to attend those schools.

The people are willing to be taxed for the purpose of aiding general education, but I do not believe that they would approve of expending millions of dollars year after year, and then going meekly to ignorant, superstitious Indians and asking them whether or no they will send their children to partake of the advantages provided and paid for. There is a feeling that Indian educational work should be only a temporary work, and that is certainly true. As rapidly as possible it should be merged into the great educational work for Americans. To this end, we believe, all Indian children of suitable age should be kept in school.

When I was asked to discuss this question, it seemed to me that any one person's opinion upon the subject would be of comparatively little weight, but that, if the consensus of opinion of agents, superintendents, and other field workers could be secured, definite action might result there from. With this in view, I took the liberty of sending out circular letters to about 325 officials in all sections of the United States. The questions were as follows:

1. Do you or do you not favor compulsory education?

2. If so, why; if not, why?

3. Please state briefly the essential points which, in your opinion, should be included in the law.

4. When did you enter the service?

One hundred and eighty replies were received, there being from:

One hundred and seventy-six of these persons are in favor of compulsory education; four are opposed.

GEORGE W. NELLIS, SUPERINTENDENT OF SAC AND FOX INDIAN SCHOOL, IOWA The purpose of the government in its plan of education is to prepare the Indian youth for the privileges and responsibilities of citizenship, and for complete absorption into the body politic of the nation.

Many difficulties are experienced in getting Indian children into school, most of them due to the ignorance and prejudices of the older people. Few of these people have any appreciation of the benefits accruing to their children from attendance at school. Many of them have never been beyond the confines of the Indian country, have never

mingled with white people, and know nothing of the civilization it is sought to impart to their children. Entirely content with their present mode of living, and knowing nothing better, it is difficult indeed to create in them a desire for something better for their children, especially when it will involve a separation from, and transfer of, control over them.

Indians in their native state consider labor as degrading. Many of them, by reason of the regular issue of rations, the payment of annuities, and the leasing of their lands, feel no necessity for labor. To these the placing of their children in school, where they are required to work, seems like giving them into slavery.

It is often the case that well-disposed Indians would be glad to have their children in school, but have not the moral courage to withstand the ridicule and taunting of their non-progressive neighbors. Young people and children are many times anxious to attend, but are prevented from doing so by ignorant parents or other relatives. Children have run away from their homes and come to the school only to be called for and taken away. I have seen such children carried away by force, they struggling and begging piteously to be allowed to remain.

These difficulties would be obviated in a great measure by the enactment by Congress of a law giving to the commissioner of Indian affairs authority to place every Indian child of proper age and suitable condition of health in the school best suited to his needs, regardless of the consent of either child, parent, or other person.

Such a law would bring the child into school at an early age, at a time of life when his mind is plastic and open to impressions, and when the effects of inheritance and former environment can be most easily counteracted. It would also keep the child in regular and continuous attendance.

Do not the interests of the child demand compulsory education? Is it not somewhat incongruous to make the education of the child dependent upon the consent of the ignorant and uneducated parent, who has no appreciation whatever of its value? In permitting such parent to prevent the education of his child, do we not infringe upon the rights of the child and grant to the parent a right that is not morally his? The parent, of course, is the natural guardian of his child, but there is certainly a limit to his authority as such guardian. If he controls the child and his affairs with due regard to the best interests of the child, he should remain undisturbed in such control. If, however, he uses his authority in a manner antagonistic to the interests of the child, he violates his trust, and should be relieved of it. A compulsory school law, administered with judgment and discretion, would do no violence to the rights of parents, but would protect those of innocent and dependent children.

measures.

In the language of a recent report of a reformatory institution, "it is far cheaper as a money investment. . . . to save a child from becoming a criminal than to deal with him after he has become one." If the states are justified in using compulsory measures in securing the attendance of white children at school, surely the general government, in its effort to prepare the Indian youth for citizenship, is justified in employing similar Let me quote the following words from General Morgan, former commissioner of Indian affairs, than whom no man can speak with more intelligence, or has a right to speak with more confidence: "Ample provision should be made for the accommodation of the entire mass of Indian school children and youth. To resist successfully and overcome the tremendous downward pressure of inherited prejudice and the stubborn conservatism of centuries, nothing less than universal education should be attempted. Whatever steps are necessary should be taken to place these children under proper educational influences. If, under any circumstances, compulsory education is justifiable, it certainly is in this case. Education is the Indian's only salvation. With it they will become honorable, useful, happy citizens of a great republic, sharing on equal terms in all its blessings. Without it they are doomed either to destruction or to hopeless degradation."

Report of the Committee on Necrology

To the Members of the National Educational Association:

Your Committee on Necrology submits, herewith, the following list, with accompanying brief sketches, of active members of whose death information has been received since the last report, published in the volume of proceedings for 1900 (Charleston meeting):

It is a matter of regret that it has been impossible to secure data for sketches of S. H. Kellogg, F. A. Mood, and John A. Moore in time for insertion in this report.

Respectfully submitted,
(Signed)

W. E. CROSBY, Chairman.

NEW YORK CITY, November 16, 1901.

Samuel DeWitt Beals

This distinguished educator was born in the village of Greene, Chenango county, N. Y., January 10, 1826. He died at Omaha, Neb., April 27, 1900. Altho subject to delicate health during his entire life, he lived and labored intellectually to the ripe age of seventy-four years.

His education began in the schools of his native village and was carried forward in a private school at Coventry, and in Oxford and Norwich Academies, New York.

He began active life as a farmer in 1848, but bodily health failed, and ten years later he turned to teaching, the work which occupied the remainder of this long life, forty-two years.

Mr. Beals moved with his family to Omaha' in 1861. He at once opened a private school in the old state house, and for six years this was known as the Omaha High School. This school was well patronized, and pupils came from long distances, but, owing to local circumstances, the institution proved an unprofitable financial enterprise.