e issuing of rations, and that would mean the
ultimate degradation and extinction of the natives. When the question is
stated in its baldest terms, is the writer perverse and barbarous and
uncivilised if he avow his belief that a race of hardy, peaceful,
independent, self-supporting illiterates is of more value and worthy of
more respect than a race of literate paupers? Be it remembered also that
many of these "illiterates" can read the Bible in their own tongue and
can make written communication with one another in the same--very
scornful as the officials of the bureau have been about such attainment.
One grows a little impatient sometimes when a high official at
Washington writes in response to a request for permission to use a
school building _after_ school hours, for a class of instruction in the
native Bible, that the law requires that all instruction in the school
be in the English language, and that it is against the policy of
Congress to use public money for religious instruction! When the
thermometer drops to 50 deg. below zero and stays there for a couple of
weeks, it is an expensive matter to heat a church for a Bible class
three times a week--and the schoolhouse is already cosy and warm.

But the question does not reduce itself to the bald terms referred to
above; by proper advantage of times and seasons the Indian boy may have
all the English education that will be of any service to him, and may
yet serve his apprenticeship in the indispensable wilderness arts. And,
given a kindly and competent teacher, there is no need of any sort of
compulsion to bring Indian boys and girls to school when they are within
reach of it.

The Indian school problem is not an easy one in the sense that it can be
solved by issuing rules and regulations at Washington, but it can be
solved by sympathetic study and by the careful selection of intelligent,
cultured teachers.

After all, this last is the most important requisite. Too often it is
assumed that any one can teach ignorant youth: and women with no culture
at all, or with none beyond the bald "pedagogy" of a low-grade
schoolroom, have been sent to Alaska. There have, indeed, been notable
exceptions; there have been some very valuable and capable teachers, and
with such there has never been friction at the missions, but glad
co-operation.

The situation shows signs of improvement; there are signs of withdrawal
from its detached and supercilious attitude on the part of t