practice of education, then it must seem that the record he will make for us will be that, with the noblest opportunities ever enjoyed by men, we have done nothing.

Our great lack in these days is not a lack of material wealth. We have grown wonderfully rich in all outward things. We have compelled all nature to contribute to our comfort. But this material prosperity must be considered, after all, a subordinate thing. The right product of the highest civilization is an improved humanity. What are we doing in the developing of noble men and women, in the way of increasing the worth and enlarging the power of the race? These are the functions of a philosophic education. And these results ought to be achieved by an honest consideration of every proposed improvement. There must be an inspiring, uplifting, but thoughtful progress. When the discussions of these times are closed, when the educational battles of the time have been fought, there ought to be left a priceless and permanent heritage, for the benefit of all mankind,—a new and nobler philosophy of education.

And how can we better subserve the cause of true patriotism than by faithfulness in this great work? What will more ef fectually redound to the glory and permanent worth of this great Republic, than the development of a sound educational philosophy? To every teacher there is inspiration in the thought that he is laying the surest foundations for true national greatTo every pupil in the schools there is healthful stimulus in the thought that, by faithful study and worthy conduct, he, too, may prove his loyalty to his country.

ness.

And let it not be forgotten that patriotism is one of the positive lessons to be taught in every school. Everything learned should be flavored with a genuine love of country. Every glorious fact in the Nation's history should be emphasized, and lovingly dwelt upon. The names of her illustrious citizens should be treasured in the memory. Every child should feel that he is entitled to a share, not only in the blessings conferred by a free government, but also in the rich memories and glorious achievements of his country.

RICHARD EDWARDS.

THE COMING SCHOOL-MASTER.

(From Address before the National Teachers' Association, 1892.)

It is in the power of the public school to make the "ideal patriotism" the practical politics of the approaching century. If the schools had been mindful of this kind of training, our few real statesmen would not be so lonely.

The demand upon the public school to-day is the systematic training of citizens. Mere talk about patriotism, in the schools, is not enough. The time has come when the highest ideals of American citizenship should be a part of the curriculum,—in the high schools, of course, and in the grammar school, and in the little school-house on the country road as well.

The school-master holds the future of American politics. With the general increase of Americanism all around him, with the present responsiveness of our youth to patriotic subjects, the school-teacher is responsible for the organization of this unorganized impulse into a system which shall develop a new race of Americans.

We shall always have parties to look after our political issues. We shall have politicians to look after the parties. We need somebody to look after the politicians. The public school is the only organization wide enough, and trusted enough, to render that service. The state fosters the school. It is the school's business in return to make for the state a substantial bottom of citizenship, to supply it with leaders who will lead worthily and intelligently, and with statesmen who will dare.

If our educational system shall rightfully address itself to this responsible duty, the approaching twentieth century will regard the public school training as a high civic qualification, and will distinguish the teacher as one of the responsible officers of the state. All the centuries have celebrated the patriot soldier and the patriot statesman. The twentieth century must be made, above all, the age of the patriot school-master.

FRANCIS BELLAMY.

EDUCATION OF THE INDIAN.

AFTER a hundred years of experimenting with the Indian problem, the work of the systematic education of Indian children at the public expense was begun by the appropriation of the sum of $30,000 in 1877, which amount was increased, year by year, until in 1892 it reached the sum of $2,291,650.

The schools have been organized with great care and managed economically and efficiently, and are accomplishing their important work most satisfactorily. A carefully-graded course of study, extending through eight years, is in use; the schools have been put under the rules of the Civil Service; the Indian country has been divided into districts, each under an expert school supervisor; a compulsory law is now in operation; there is a regular plan of promotion from lower to higher schools, and the health and morals of the pupils receive careful attention. Systematic training is given to the girls in domestic industries, and to the boys in farming, stock-raising, bee-keeping, gardening, fruit-raising, dairying, carpentry, blacksmithing, wagon-making, shoemaking, tailoring, broom-making, printing, and other handicrafts. The number enrolled in the various schools, in June, 1891, was nearly 18,000, or more than half the total number.

There has never before been such progress in the establishment and operation of schools and the promotion of the work of Indian education as is being made at the present time. The impulse that has been given to this work during the past few years has been very great, and the speed at which it is now progressing is such that, if left unchecked, it will not be long before provision will have been made for the education of every available Indian child of suitable age and health.

It is simply a question of time, and that a comparatively short time, when these thousands of children will emerge from these schools acquainted with the English language and the ways of civilized life, with skill in some handiwork, a taste for civilization, characters well formed, and an equipment sufficient under ordinary circumstances to enable them to earn an honest living and to acquit themselves in the struggle of life as men and women.

We asked the nations of the earth to send their representatives to the great Exposition to be held in 1893, and the idea most prominently forced into the minds of visitors was of necessity the marvellous contrast between what this country was as possessed by the Indians when Columbus discovered it and what it is to-day under the civilization of the white man.

To us the question will arise again and again, "What have we done for the Indian during the progress of this wonderful national growth?" While we have grown mighty in numbers, he remains a mere handful,—66,000,000 against 250,000. Surely we can afford not simply to be just to this remnant of a once proud race, but to be generous, and it might well awaken in the heart of every American a sense of pride and national selfrespect to point to the one great fact that the United States has made provision for the education of every Indian child within its borders; that, whatever may be said of the record of the past, the future is made sure, and the Indian may look forward to a blending of his race with that of the conqueror and to participate in all the glories of our future greatness.

Twenty-five years ago the drift of the Indians was towards the West. Now it is recognized as an established principle that they are to be permanent residents of their respective localities. The sentiment of the people in general is that of pity for the Indian, of respect for his rights, of a desire to do him justice, and, on the part of an increasing number, an earnest wish to extend to him the privileges of education, the blessings of civilization, and the fellowship of brotherhood.

Among the causes that have been most potent in bringing about this marvellous change has been education. Every school has been an agency of civilization, and to-day throughout the entire Indian country the educated Indians are the progressive ones. They are, for the most part, the interpreters, and those whose good offices have been solicited in securing from the different tribes the cession of their surplus lands and inducing them to accept of land in severalty. The returned students have explained to their people the kindly purpose of the government towards them, have allayed suspicion, and have in a wonderful way helped to bring about that condition of things above described. The influence of these schools of learning in

promoting the civilization of these people, in bringing about and maintaining peace between them and the whites, and in preparing them for citizenship and absorption into our national life has been all and more than the most ardent friends of Indian education could have expected. The fact remains, notwithstanding all that may be said by pessimistic observers, that the Indians have entered upon a new era, and that for them there is an outlook and a future. The old order of things is passing away, and a new one is dawning. The rising generation of Indians, the children that are coming upon the scene to-day, look forward and not backward. Their faces are illumined by the rising sun, their hearts are big with hope, their minds are expanded with expectation, their little hands are outstretched, eager to grasp that which the future seems about to bestow upon them.

Shall they be disappointed? Shall their hopes be blasted? Shall the sun be turned back in its course for them? Must they again set their faces towards the setting sun? Shall schools be closed to them, and they be forced back into the gloom and despair of the past, instead of being allowed to press forward into the glory of the future? Justice, philanthropy, patriotism, Christianity answer, No! And let the people, all the people, speaking through their representatives in Congress, answer, No! THOMAS J. MORGAN.