Eastern school to continue the education youngest thus staid, and of these sevenbegun at St. Augustine. teen were received at Hampton Institute, on request of Captain Pratt, for the sake of its industrial training. It was fortunate not only for these poor prisoners, it may be, but for the whole In dian question, that the officer under whose charge they were put, and who had assisted in their capture, Captain R. H. Pratt, of the Tenth Cavalry, U.S.A., was a man with room in his nature for the united strength and humanity which are at the bottom of this work, whose results have placed him at the head of the most important single movement ever made in behalf of Indian education. Delicate womanly hands of both North and South, enlisted by the captain's earnestness, freely joined to help his work when the dark minds were roused to some curiosity as to the mystery of the gaycolored alphabet he had hung on their prison wall. And when, at the end of three years, the United States decided to send the prisoners home, some would not let go their work. The War Department's permission was secured for as many of the prisoners to remain as were willing to go to school, and could be provided for by private benevolence. Twenty-two of the It was not, therefore, in utter dismay that the inmates of Hampton were roused from their slumbers one April night by a steamboat's war-whoop, heralding the midnight raid of sixty ex-warriors upon their peaceful shores, and hastened out to meet the invaders with hot coffee instead of rifle-balls, to welcome some of them as new students, and bid the rest godspeed to their homes in Indian Territory. The bearing of the new effort upon the whole question of Indian management was early recognized at Washington. By special act of Congress authorizing the Secretary of War to detail an army officer for special duty with regard to Indian education, Captain Pratt's valuable assistance was secured in inaugurating the work at Hampton. The Indian Commissioner, the Secretaries of War and the Interior, and the President were among the most interested visitors to the Indian class-rooms and workshops, and have given the enterprise all the sympathy and NEGRO AND INDIAN BOYS AT HAMPTON. encouragement in their power. The result of their inspection was the decision of government to take an active part in the effort it had sanctioned. The school consented to undertake this large addition to the new mission which had come unsought to its hands, on condition that half of the fifty to be brought should be girls. Indian views of woman's sphere interfered with this condition for the time, however. As Captain Pratt says: "The girls, from six years of age up to marriage, are expected to help their mothers in the work. They are too valuable in the capacity of drudge during the years they should be at school to be spared to go. Another equally important obstacle is the fact that the girls constitute a part of the material wealth of the family, and bring, in open market, after arriving at marriageable age, a certain price in horses or other valuable property. The parents fully realize that education will elevate their girls away from this property consideration." The captain, who collected the party, was able, therefore, to bring only nine girls and forty boys, of ages ranging from nine to nineteen years, with one exception of a mother, who could not trust so far away the pretty little girl she wished to save from a life like her own. The new arrival was a new departure in Hampton's Indian work. The wildlooking set in motley mixture of Indian and citizens' dress, apparently trying to hide away altogether under their blankets, or shawls, or streaming unkempt locks, made a contrast with the soldierly St. Augustines, evidently obvious enough to the latter, whose faces betrayed some civilized disgust, as well as tribal prejudice, as they looked on in the glory of their fresh school uniforms. It was not long, however, before they were exchanging greetings in the expressive sign-language that all could understand. Six months after the St. Augustines were received, there was therefore a second Indian raid on Hampton Institute, consisting of forty-nine young Dakotas, chiefly Sioux, with a few Mandans, Rees, and Gros Ventres, for each of whom the United States stood pledged to appropriate $167, reduced subsequently to $150, yearly, while it should keep them at the school. This appropriation is the extent of United States aid to Hampton, which is not, as some have supposed, a government school, but a private corporation, supported chiefly by Northern benevolence. The school agreed on its part to supply the deficiency of the government appropriation, amounting to from $60 to $70 a year, on an average, for each of the Indian students who are on its hands for the whole year round, and to put up the needed buildings, which it has done, at a cost thus far of $14,000. Nine of the six-you the road." ty-dollar scholarships are given by the American Missionary Association of New York, and the rest have been made up by friends, of different sects and sections. A Cheyenne, Sioux, and Ree-representatives of tribes which have often been at war with each other-made up a group for statuesque pose and significant contrasts fit subject for sculptor or poet, as Comes Flying and White Wolf stood wrapped in their blankets, watching, half compliant, half suspicious, the grave and speaking gestures with which Little Chief freely offered what he had so freely received. "I tell them, Look at me; I will give The St. Augustines generally did good service in showing the road to the new recruits. The hospitality of the colored students, somewhat overtaxed by the in 66 road of nearly double the number of boys expected, before their new quarters were ready for them, revived with the changes wrought by soap and water, and won full victory when, on taking possession of their new wigwam" a month later, the Dakotas made a spontaneous petition, through their interpreter, for colored room-mates to "help talk English." The volunteers who generously undertook the mission became quite fond of "their boys," and emulous of each other in bringing them forward in such minor arts of civilization as the proper use of beds and hair-brushes. Thus helped by willing hands, red, white, and black, and joined from time to time by companions, from their own and other tribes, till they now number over seventy, the Indian students have been two years on the new road, and Hampton now has contrasts to show as convincing, if not as dramatic, as those of St. Augustine. It is difficult, indeed, to associate the gaunt young gamins that sat about in listless heaps two years ago with the bright, busy groups of boys and girls at study or play, or singing over their work. The effort has been for a natural, all-round growth rather than a rapid one. Books, of course, are for a long time of no avail, and object-teach in stones," etc. Geography is taught with moulding sand and iron raised dissecting maps; arithmetic at first with blocks. The Indians are particularly fond of each, and the advanced class is quite expert in adding up columns of figures as long as a ledger page, and equal to practical problems of every-day trade and simple business accounts. Nothing, however, can equal the charm of the printed page. It has the old mystery of "the paper that talks." "If I LOOK AT ME; I WILL GIVE YOU THE ROAD." ing, pictures, and blackboards take their place, with every other device that ingenuity is equal to, often on the spur of the moment, to keep up the interest and attention of the undisciplined minds that, with the best intentions and strong desire to know English, have small patience for preliminary steps. A peripatetic class was thus devised to relieve the tedium of the school-room, and had, to speak literally and figuratively, quite a run. It usually began with leap-frog, and then went gayly on to find its "books in the running brooks, sermons can not read when I go home," said a young brave, "my people will laugh at me." The gratitude of the St. Augustines over their first text-book in geography was touching. Reading, writing, and spelling are taught together by the word method and charts. Later, attractive little primaries have been very useful, and unbound numbers of children's magazines, such as are used in the Quincy schools. Most of the Dakotas can now read at sight as simple English as is found in these, and are beginning to take pleasure in reading or in listening to easy versions of our childhood classics of Robinson Crusoe, and Christopher Columbus, and George Washington with his little hatchet. One of their teachers who tried the hatchet story on them in preparation for the 22d of February says: Such attentive listeners I never saw before. They were perfectly enraptured. They understood everything, even to the moral. A few days after this I was annoyed by talking in the class. When I asked who did it, every one blamed his neighbor. I said, 'Now, boys, don't tell a lie. Who will be a George Washington?' Two boys at once stood up and said, 'We did it."" Another teacher was less successful with her moral, in trying to explain a hymn they had learned to recite: "Yield not to temptation, for yielding is sin; Each victory will help you some other to win." The next day one of the girls came to her, exclaiming, triumphantly, "I victory! I victory! Louisa Bullhead get mad with She big temptation. I fight her. I me. victory!" exhausted, and one girl turned upon her They understand much of what is said before them, and are sensitive to allusions to their former condition. Three of the little girls at work in their flower garden, as a visitor passed, came running to their teacher with the indignant complaint, "That gentleman said, 'Poor little things! We are not very poor little things, are we?" Talking naturally comes slower than reading or understanding, but improves with the confidence gained in daily association with English-speaking companions and the drill of the class-room. They are beginning to think in English, for they speak it sometimes to each other, and the little girls are often heard talking English to their dollies, considering them white babies, perhaps, or having less fear of their criticism. Phonic exercises are found useful. One evening a week is One can but sympathize with another who was "victory" in a different sort of encounter. A party of excursionists land-given to English games, and one to singed on the Normal School grounds in the summer, and hunting up some of the Indian students, surrounded them, and with more regard for their own amusement than for wasting courtesy on 66 savages,' ," plied them with such questions as, "What is your name? Are you wild? Can you speak English? Do you live in a house at home?" till even Indian patience was ing, under the instruction of one of the former band of "Hampton Student" singers. He has succeeded in the difficult task of transcribing several of their own wild love songs, words and notes, and in teaching them to sing simple exercises by note in time and tune, though their first efforts were about as harmonious as a Chinese orchestra. They have picked up many of the hymns and plantation melo- | the care of stock. dies sung by their comrades, and are as fond of singing over their work. Monthly records of each one's standing in study, work, and conduct are sent home to their agencies, and on the back of each card a little English letter from each who is able Both have ample room also in the large brick workshops erected and fitted up by the generosity of Mr. C. P. Huntington, of New York. A sixtyhorse-power Corliss engine, given by Mr. G. H. Corliss, supplies the power to these shops, and to a saw-mill, where all the to frame a few sentences of his own. These cards have had a great effect upon the parents, to whom they are shown by the interpreters, and are a strong incentive to the children. The mornings only are given to study, and the afternoons to industrial training and exercise, with Saturday as a holiday. The school farm of two hundred acres, and the "Shellbanks" farm of three hundred and thirty, the latter given chiefly in the Indians' interest by a lady friend in Boston, afford abundant opportunity for training both races in farming and lumber used on the place is sawed. All the bricks used are also made on the place. Some of the Indians work in the saw-mill and engine-room. Besides the farmers, the division of labor for the boys thus far includes blacksmiths, carpenters, wheelwrights, tinsmiths, engineers, shoemakers, harness-makers, tailors, and printers. They are also employed as waiters and janitors. Special effort is made to have each of the agencies from which they come represented by as many different trades as possible. They like to work about as well as most boys, are slow, and |