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of Christianity represented in the colonizing schemes of the early colonies. Gradually the Mission Schools were increased, until there were hundreds of them scattered all over the sections inhabited by the Indian tribes. There are still many of them in existence doing excellent work in the development of the race. But their chief aim was religious training, and consequently did not cover the entire scope necessary to the highest degree of efficiency. Day Schools The friends of the native American, for it is only of his friends that we desire to speak, then sought to place him upon an equality with their own children, before he was prepared for it. The plan was the establishment of schools similar to our public schools, and sometimes Indians were admitted into the public schools. But the results were not as satisfactory as its most sanguine advocates had anticipated. The Day Schools never furnished the opportunity of having the Indian away from degrading influences, long enough. They were not equipped for practical or industrial training, then, already deemed essential. Reservation Schools Now the Boarding School on the Reservation where the child is kept for a time somewhat removed from the surroundings of the tribal life and conditions was tried. Here in addition to academic training was given also some Industrial work. But this school whilst it has done more for the Indian than the Mission and Day School, has never removed him far enough from the baneful influence of the life of ease and luxury of the Camp. The allurements of the tribal and parental influence has always been a counteracting force making the child dissatisfied and preventing him from doing the best work. 18 [[end page]] [[start page]] Non-Reservation Schools To remove the child from all these hindering influences and to perfect the plan of practical or industrial training led to the establishment of the Non-Reservation School. Whilst this had difficulties, in removing the children to different climatic conditions, far from home and parents, involving considerable more expense in accomplishing its ends and maintaining the same, it has thus far proved to be the most efficient and successful. We here have traced the idea and not the chronological order of Indian Education. For in point of fact, the Non-Reservation School was before the Day and Reservation School period. Carlisle's Aim Such a Non-Reservation School is Carlisle Indian Industrial School, which in fact is the largest and oldest in the service of the Government. Carlisle does not attack any other method of Indian Education, but she stands ready to defend and prove by facts her own position. She has in the past, and does at present show the best results for the betterment of the Indian's condition. Her aim is INDIVIDUALIZATION.-The child is taken away from its surroundings in camp, the influences of which are immoral, degrading, slovenly, dependent and consequently tend toward helplessness. Tribal association is displaced by individual segregation. The young Indian is brought into contact with other Indians of superior tribes and qualities, and realizes that it is now a matter of how much he will be able to do for himself. He is put into open competition with his more highly favored brother, and made to sink or swim, 19
