and there an Indian is found who shows striking ability as a trader. All these things are capable of large and rapid development, if pushed forward and guided with wisdom and energy. All that is said here refers to the so-called wild tribes, such as the Sioux, the Shoshones, Poncas, Cheyennes, Arrapahoes, Pawnees etc. The significant point is that, recognizing the change in their situation, Indian men now almost generally accept work as a necessity, while formerly all the drudgery was done by their women. The civilized tribes in the Indian Territory and elsewhere have already proved their capacity for advancement in a greater measure.
One of the most important agencies in the civilizing process is, of course, education in schools. The first step was the establishment on the reservations of day-schools for Indian children. The efforts made by the Government in that direction may not always have been efficiently conducted; but it is also certain that, in the nature of things, the result of that system could not be satisfactory. With the exception of a few hours spent in school, the children remained exposed to the influence of their more or less savage home surroundings, and the indulgence of their parents greatly interfered with the regularity of their attendance and with the necessary discipline. Boarding-schools at the agencies were then tried, as far as the appropriations made by Congress would permit, adding to the usual elementary education some practical instruction in housework and domestic industries. The results thus obtained were perceptibly better, but even the best boarding-schools located on Indian reservations, in contact with no phase of human life except that of the Indian camp or village, still remain without those conditions of which the work of civilizing the growing Indian generation stands most in need.
The Indian, in order to be civilized, must not only
