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believe that we are in a position to do work other than theirs, and can follow up their effort with the superior training which produces such excellent and practical results.

We can scarcely, however, be  justly compared to such institutes as Hampton and Tuskegee-because those school are free from all departmental care of the Government. They are supported by wealthy philanthropic citizens, who give the administration free and unlimited authority to develop their ideas.

They are free from Civil Service appointments, and consequently from departmental salaries. They select the best that their adequate salaries can procure, and are able to secure specialist in each department With about the same number of pupils we find that the average age is much higher at Hampton than Carlisle-17 years is the minimum; habits and character are very largely formed and purpose fixed. They are selected on examination for good morals. They are pay students, part pay is by service. They corps of instructors aside from being well trained and specialists, are twice as large in numbers as we are here. The class of people they have to deal with have had centuries of training in practical life and the English language.

The Indian has never known anything about work, the simplest form of service sufficing for his immediate wants. He must be trained in the rudiments of the English language. At Carlisle we have been admitting children in many cases under ten years of age. Habits of life and character are not formed, and part of our duty is to lead them in this important development. Hence results of as high an order as are found at Hampton cannot be attained. We have been receiving all classes, runaways, unpromising subjects from reservations and other classes, these often form the class known as "Carlisle failures", even though they spend only a few years with us and never graduate.

The Government provides everything and independence as wage earners and breadwinners can only be taught by admonition and through the Outing.

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Our employees frequently have had no training in Indian service, and must experiment for a year or more before they become efficient.

This is the first generation of Indians who are attempting manual labor. He is reserved, slow to move and speak, consequently much time is consumed in teaching him the English language,

Yet whilst we cannot measure up to the better equipped institutions, we can show results which compare not only favorably, but when conditions are considered surpass the efforts in these more highly favored institutions.

Our work is open for inspection at any time, and we feel that if fairly investigated it will be discovered that the so-called "failures" are the exceptions, and not the rule.

The Department of Native Art

This department under the new idea of preserving Indian art was started in February, 1906.

The plan is to encourage the Indian to use the conventional designing that is the characteristic art of his race.

The day of the ornamental buckskin is past and the tribes that made baskets and pottery find little time as they take up the commercial strife of the white rice, to keep up their native industries. About the only way to perpetuate the use of Indian designs is to apply them on modern articles of use and ornament that the young Indian is taught to make. In the class they are asked to make designs for rugs, frieze for wall decoration, borders for printing, designs for embroidery of all kinds. We have just started to apply our designs on bass-wood articles in color or with the pyrographic needle.

We decorate skins for wall hangings or for sofa cushion covers. We also use our designs for more

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