NONGOMA

[s. 558] : A settlement in Zululand, Natal, Africa, situated about 12 miles N. E. of Bethel. Station of the Zululand Mi ionary Diocese (1892), with 1 mi ionary and his wife, 5 native workers, 3 outstations, 2 day schools, and 1 dispensary. NORFOLK ISLAND An island situated in the: between New Zealand and New Caledonia, about 1,200 miles E. N. E. of Sydney; a dependency of New South Wales. Population, Headquarters of the Me lanes i a diocese and 800. Pacific Ocean, The training school of the Me lanes i a Mi ion. for all the native workers for the Solomon Islands, Banks Islands, and the northern New He brides The other inhabitants of is at Norfolk Island. the island are descendants of the “Bounty” The SPG mutineers from Pitcairn Island. maintains a chaplain at Norfolk Island for their The Me lanes i a Mi ion has (1900) 3 benefit. mi ionaries, 1 with his wife; 1 theological cla , 1 printing house, and a steamer. NORTH AFRICA MISSION With the f aU of the French Empire and the establishment in its place of the French Republic, religious liberty was granted not only to France, but also to Algeria, which was subdued by her in 1830. Thus was North Africa opened for the introduction of the Gospel. Mr. George Pearce, who visited Algeria in 1876, revisited it in 1880, and returning to England aroused considerable interest in the Kabyles, or the Berber tribes inhabiting the mountains a: NIUE or SAVAGE ISLAND: An island lying between the Hervey and Samoan Christians. and administratively connected with the former. Climate hot; temperature 75°-98° Fahr. Population, 4,726 stationary and 363 away in ships, etc. Race, light copper-colored Malays, Polynesians. Language, a combination of Tonganese and Samoan. Mi ionary work was commenced 641 A mi ion Mr. to these interesting people was started. Grattan Guine , who paid a brief visit to Algeria, little to the east of the city of Algiers. and Mr. Edward Glenny, who had independently been making investigations as to the condition of Morocco and Algeria, united in forming a com In November of mittee for its management. 1881 Mr. Pearce, accompanied by Mr. Glenny, returned to Algeria, talcing with him two young brethren to work under Mr. Pearce’s direction. They settled at Djemm^a Sahrij, but met with so much difficulty through the suspicion and opposition of the French local administrator, that one of the young men, a Syrian, retired from the work, and the other returned in the summer of 1882 to Europe to seek a fellow-laborer with a French diploma who might be more favorably After encounreceived by the local authorities. tering many difficulties, which threatened again whole work, the mi ion and again to destroy the was reorganized in 1883. Several other friends joined in forming a council, and a fresh band of workers was taken out by Mr. Glenny, who then proceeded to Tangier, the council having determined to widen its sphere to the other aboriginal or Berber races of North Africa. Since then it has step by step extended its work, establishing stations in various places in Morocco, Algeria, Tunis, and Tripoli, and a branch mi ion to the Bedouins in Northern Arabia. It now no longer confines itself to the Berbers, but seeks to evangelize among all the Muslims, and is hoping to do definite work also among Europe ans and Jews. There are seven fields into which the work is divided, which, tho they are small, are each worked under distinct direct control from London. The character of the mi ion is like that of the Young Men’s and Young Woman’s Christian A ociations, evangelical, and embraces members of all denominations who are sound in their The mi ionaries views on fundamental truths. seek, by itinerant and localized work, to sell or distribute the Scriptures far and wide; and by conversation in the houses, streets, shops and markets, in town and country, to teach Christian doctrine, encouraging to profe ion of faith and baptism. Educational work is not a prominent feature in this mi ion, but is subordinate to evangelistic work. Medical aid has been found most A hospital and useful in removing prejudices. dispensary are established at Tangier and a dispensary at Fez, but in Algeria much difficulty has been experienced through the law forbidding the practise of medicine without a French diploma. The Mi ion in Algeria has stations at Djemmaa Sahrij, wi;h two mi ionary women; Shershell, two women; Const an tine, 7 mi ionaries; Algiers, 7 mi ionaries. Total in Algeria, 18, of whom 5 are men. In Morocco: Tangier, 10 mi ionaries; Fez, 5 mi ionaries; Tetuan, 4 mi ionaries; Casablanca, 5 mi ionaries; El Araish, 2 mi ionaries. Total, 26 mi ionaries, of whom 6 are men. Tunis: Tunis, 9 mi ionaries; Susa, 9 mi ionaries; Kairwan, 4 mi ionaries; Bizerta, 2 mi ionaries. Total, 24, of whom 5 are men. Tripoli: Tripoli, 6 mi ionaries (2 men); Egypt: Alexandria, 4 mi onaries; Shebin-el-Kom, 7 mi ionaries. Total, 11 mi ionaries, of whom 4 are men. This great preponderance of women indicates the general type of work, viz., house to house visiting, with some instruction of children and women. It is much like the Zenana work in India. NORTH AMERICAN NIn«f-te-li«Ien JT. American Indians INDIANS: The name Indian as applied to the aborigines of America perpetuates the mistaken supposition of Columbus that he had landed upon the eastern shores of India. While the use of this misnomer has continued, the people are now generally designated as American Indians or Red Indians, to distinguish them from the inhabitants of India. Origin: Archeological investigations are bringing to light evidence that man was on this continent during glacial times, but whether he existed here at as early a period as in Europe, is an unsettled question. Nor is it yet determined whether the natives are autochthons or came hither from Europe or Asia. There is reason to believe that during the past ages there had been intercourse between the two continents by way of the islands of the Atlantic, on the one side, and those of the Pacific on the other, but there is no proof that this intercourse left here any dominant influence, or was potent in bringing about the civilizations developed on the uplands of Peru, or in the valleys and plateaux of Central America and Mexico. Whatever had been achieved in North or in South America was the work of the same race that was here discovered by Columbus. Culture: The aborigines of America suffered a serious drawback because of the absence, upon this Western continent, of animals capable of domestication. The llama had been tamed, but its habitat was limited, nor could it serve man as did the sheep, ox, and horse of the eastern continent. These latter animals had given stability to man’s food supply, and, by supplementing his strength in work, had secured 1o him both time and energy for the exercise of his thought upon the devising of means for his individual and social advancement. The native of America was without such animal a istants. He had to hunt and fish and depend upon his unaided efforts for whatever he po e ed. His development of the maize from a tropical plant of slender capacity to a productive staple, capable of being grown over a wide geographic range, a range which even our race has not been able to greatly extend, was a remarkable agricultural achievement, requiring time, careful observation, and persistent labor. He had mastered the art of irrigation, which was extensively used in the semi-arid regions, and hundreds of miles of ditches can to-day be traced upon the abandoned plains of the Southwest.. Fruits and vegetables were cultivated for food; cotton was grown and woven into cloth; wool from the buffalo and mountain sheep was spun for clothing; different vegetable fibers and the inner bark of trees were woven into articles of use; dyes were manufactured and employed for ornamentation; the carving of stone, wood, and bone; pottery-making, basketry, and the making of implements and weapons were among the widespread industries of the peoples. Skill in workmanship and beauty of design were particularly noteworthy in the native baskets, and vases. Habitations were of Village life was the, rule. The stone, adobe, wood and tanned skins. legends and folk-tales recounted about the fireside were dramatic in character and contained wise and witty sayings, while the myths and rituals connected with the ceremonies were replete with lofty symbolism and touched with Song accompanied all religious poetic fervor. and social gatherings, as well as the daily avocations of the people; they pled for the lover, inspirited the warrior, and sped the departed to N. American Indians the spirit land. That the culture of the tribes was unequal was, in part, owing to their varying environments and to the isolation and enmiti’ s caused by the great diversity of languages upon Altho some languages have disthe continent. appeared within the last two hundred years, there are to-day within the limits of the United States about forty linguistic stocks, each of which contains several languages and dialects. Organization: The political organization of the people was tribal. Most of the tribes were composed of a number of clans, but in all, the kinship group was fundamental, and to it the rights of the individual were subordinate. The ruling power was vested in a council of chiefs and leaders, b«t the duty of enforcing the traditional rules or laws devolved upon the chiefs. Marriage was generally exogamous, that is, a man or woman could not marry within his or her kinship group or clan, and in a large number of the tribes descent was traced through the mother only. In many instances the tribal structure was elaborate in its details, and among all of the tribes the religious ideas and symbols of the people were closely interwoven with their political organization. Religion: Among peoples so diverse as to language, avocations, and general culture, it is almost impo ible to generalize their religious beliefs and practises. Broadly speaking, all regarded the vital and formulative force of the universe as akin to that peculiar quality or power of which man is conscious within himself as directing his own acts as willing a course to bring about certain results in a word, as a deified will power. This mysterious, invisible, animating force manifested itself in all forms, each of which it had endowed with some special gift or capacity. The stars, sun, moon, winds, thunder, the earth, water, and all living creatures, were manifestations of this power and served as intermediaries through which man could seek help of the mysterious one. The priestly cla men “whose minds were open to the teaching of the gods” had charge of the rites by which these intermediaries could be addre ed. Fasting, prayer, acts of purification, and occasionally sacrifice, were observed in aU religious ceremonies. While the underlying thoughts of the native religion were high and reverent in character, the overlying rites were sometimes distorted by practises arising from the abuse of priestly privilege. The belief in a future life was universal, and the character of a man’s life here was considered as affecting his life hereafter. Truthfulne , hon- —, — — — esty, justice, and hospitality were persistently inculcated by priests, chiefs, and leaders. Mi ionary work in the 17th and i8th centuries Protestant mi ionary work began soon after the founding of the colonies. In 1621 the “East India School” was organized and endowed at Charles City, Va. The uprising in the following year would have been far more disastrous to the settlers had not the Christian and friendly Indians both warned and protected the colonists. This unfortunate event checked all systematic mi ionary efforts by this colony until near the close of the century, when, in 1691, a legacy from the Hon. Robert Boyle was used to form the Bra erton school, “that the Christian faith may be propagated amongst the western Indians.” This school was connected with the newly chartered college of William and Mary. In New England the natives were early in- 543 structed in the Christian religion, but no mi ion work exclusively Indian was undertaken until John Eliot, in eastern Ma achusetts, and Thomas Mayhew, in Martha’s Vineyard, began their labors. In 1641 Thomas Mayhew obtained a grant of Martha’s Vineyard and the neighboring islands, and became both patentee and governor. His son, Thomas Mayhew, Jr., was minister to the and extended his work to the Indians thereabouts, who numbered several you sands. He mastered the native language,, and soon had a succe ful mi ion. The first convert, Hiacoomes, placed himself under Mr. Mayhew’s instruction, and later became a teacher and afterward a preacher to his own people. In January, 1651, the first school in New England for the instruction of Indians was established by Mr. Mayhew. In October, 1652, the first native church was organized, with 282 members the covenant was prepared by Mr. Mayhew in the Indian language. In 1657, when on his way to England to solicit aid for his work, Mr. Mayhew was lost at sea. His father, the governor, altho seventy years old, began at once the study of the native language, and carried on the mi ion, preaching at least once a week at some of the settlers living; plantations, “walking sometimes twenty miles through the woods to the Indians,” and continued these labors until his death, in his nine y-third year. His grandson, John, became a ociated in the work and continued in it until his death in 1688, when his son Experience took up the task and continued to preach to the Indians for thirty two years. In 1709 he translated the Psalms, and later the Gospel of John. In 1670 the first Indian church with a native pastor was organized, the adult Christians on the island numbering about three you sand. John Eliot was born in E ex, England, 1604. He came to New England in 1631, and the next year was settled over the First Church at Roxand continued in this charge until his death in 1690. Soon after his arrival he began the study of the native tongue and taught all the Indians who visited him from two catechisms he had framed in their language. In 1647 the General Court set apart a tract of land at Nonantum, on the borders of the present towns of bury, Newton and Water town, for the use of the Indians. As John Eliot’s mi ion work progre ed, he gathered the Christian Indians into towns, which became known as “Praying Indian Towns.” He established schools, taught the natives various industries, and organized a form of government similar to that proposed by Jethro to the Israeli tes. The first of these towns was located at Natick in 1651 and six other towns were soon after established. Between 1670 and 1673 seven more towns were organized, and in 1674 these towns contained one you sand one hundred and fifty church members. In 1675 King PhiUp’s war broke out. The first warning came from the Christian Indians who, in the face of fearful hardships, rendered invaluable service to the colonists. The story of the grievous wrongs done these faithful friends can be read in Mr. Daniel Gookin’s narrative, “An Historical Account of the Doings and Sufferings of the Christian Indians of England, in the years New 1675, 1676, and 1677, impartially drawn, by one well acquainted with that affair.” In 1658 John Eliot completed the translation of the Book of Psalms, which, together with the catechism, was printed at Cambridge the same year. No copy 643 extant. In 1661 the New Testament was printed and two years later the entire Bible. This was the first Bible ever printed on the America continent. new edition was called for and printed in 1680. In 1734 the Rev. John Sargent, of Yale College, opened a school among the Housatonnuchs, and in two years had a church with fifty-two members, which later increased to two hundred and fifty. In 1751 the Rev. Jonathan Edwards took a double charge at Stock bridge, of both whites and Indians. When a child he had picked up the language of the natives, and this knowledge proved service to him in his work among the Indians of in western Ma achusetts. When, in 1657, John Eliot attended a council held at Hartford, Conn., he preached to the Podunks, but they utterly refused to receive a mi ionary, because the English liaving “taken their lands sought to make them servants.” Rev. James Fitch, pastor of the church at Norwich, Conn., being acquainted with tlie language of tlie Mohegans, succeeded in establishing a church among these Indians, with some forty is A members. The Moravians began work at Sharon, western In the following year Connecticut, in 1742. Rev. Eleazer Wheelock, of Lebanon, Conn., took into his family a young Mohegan, Samson Occum, as a pupil. The rapid advance made by this Indian youth in English, Latin, Greek, and Hebrew enabled him to become a teacher at New London, Conn., in 1748, and to be ordained to Mr. Wheelook’s succe the ministry in 1756. with Samson Occum led to the establishment, by the aid of Mr. Joshua Moor, of the Moor Indian In 1765 the Rev. school at New Lebanon. Samson Occum went to England to raise funds for this school, and succeeded in securing some ten you sand pounds from friends of the cause in England and Scotland. On his return, Dr. Wheelock removed the school from New Lebanon Conn., to Hanover, New Hampshire, where, after a time, it became merged in Dart mouth A College. number of notable Indians were trained imder Dr. Wheelock, who became teachers, mi ionaries and leaders among their people. Four chiefs of the Iroquois of New York visited England in 1708 to ask Queen Anne that mis Their sionaries be sent to instruct their people. request was granted, and a school was opened in Albany among the Mohawks, and a portion of the The Scriptures translated into their language. mi ion prospered, and in 1743 Rev. Mr. Andrews reported that but a few remained unbaptized in the tribe. Altho the war of 1744-48 interfered with the work, stiU just before the Revolution, the Rev. John Stuart reported that the Indians were cultivating their lands, learning trades and were “as regular and virtuous in their conduct as the white people.” The Rev. Samuel Kirk land, a pupil of Dr. Wheelock’s school, and later of Princeton, began a mi ion among the Oneidas of New York in 1760. He led the people forward in agriculture and in Christian living. Through the influence Mr. Kirk land the Oneidas remained neutral during the Revolutionary War or were friendly In 1793 the Hamilton Oneida Academy was founded for the higher education of the white and Indian youth. This academy afterward developed into Hamilton College. of to the Colonists. The headquarters of the Moravian Church in N. American Indiana America was established at Bethlehem, Penn., in 1740. From this center various mi ionary enterprises were undertaken among the Delaware tribes with wonderful results. The native villages and others which grew up around the mi ions became prosperous and orderly, and the inhabitants Christian in their belief and in their mode of living. The history of the Moravian mi ions in Pennsylvania and Ohio is a dark page in our annals, and presents a fearful record of suffering, heroism, and martyrdom on the part of these friendly Christ a in Indians. (Heckewelder’s Narrative of the Mi ions Among the Delaware and Mohegan Indians. Schweinitz: Life of David Zeisberger. Loskiel: History of the Mi ion to the Indians.) In Georgia the Moravian Church started a mi ion on the Savannah river, but difficulties between the Spaniards and the English resulted in the breaking up of the school, and the return of the mi ionaries to Bethlehem, Penn. No further work was undertaken until the 19th centurv. While few if any of the mi ion stations established during the 17th or 18th centuries remain at the present day, this fact does not indicate failure of the Christian i zing work of the mi ionaries, but is due to the great changes that have rapidly followed the displacing of the native population by the white race in the settlement of the country. The unselfish labors of the early mi ionaries were not lost they have borne double fruit, as, on the one hand, in the improved condition of the descendants of those Indian tribes who were the subject of so much care and solicitude, and, on the other hand, they tended to foster in the white race the growth of a broader view of human relations, and a philanthropy that has since found practical expre ion in beneficent laws and generous government acts toward the natives of this country. Governmental Relations: Among the problems that confronted the leaders of the American Revolution, none was more pre ing than that of the Indian. On June 17, 1775, the Continental Congre appointed a Committee on Indian At the Affairs, with Gen. Schuyler as chairman. suggesvion of this committee. Congre divided the colonies into three departments, northern, middle, and southern, and appointed commis By sioners to superintend each department. this plan the tribes were to be brought directly in contact with accredited officials within their; own territory, and efforts made to reduce to a minimum the dangers of Indian hostility to the Care was also exercised to institute looking to the betterment of the natives. The first direct connection between the general government and mi ion work occurred April 10, 1776, when the Continental Congre directed the commi ioners of the Middle Department to employ a minister, a schoolmaster, and a blacksmith for the Delaware Indians. In September of the same year, as a means of conciliating the friendship of the Canadian Indians, Congre directed that $500 be paid to Dr. Wheelock, president of Dart mouth College, to maintain the Indian youth under his On July 31, 1781, Congre authorized tuition. the payment of one hundred and thirty-seven pounds, “currency of New Jersey, in specie, for the support and tuition of three Indian boys of the Delaware nation, now at Princeton College.” By Article IX of the “Articles of Con fed era colonies. measures Ti* American. Indians tion,” “the United States in Congre a embled” were cliarged with the sole and exclusive right and power managing affairs with the all “the Secretary of the War Office” was directed to cooperate with the comTwo years mi ioners when making treaties. later the Indian “departments” were reduced to two, the Ohio River being the dividing line, and a euperintendent placed over each and made sub After the adop” ion ject to the Secretary of War. of the Constitution, and the creation of a War Department, August 7, 1789, the Indians continued to be under the charge of the Secretary of War. By the Act of March 3, 1849, the Depart- Indians. of In 1784 ment of the Interior was created. The Bureau of Indian affairs was transferred to this Department, and the Indians pa ed from military to civil control. {Indian Education and Civil i zaS enate Ex. Doc. No. 95. tion. A. C. Fletcher. 48th Congre 2d Se ion.) Indian Land Tenure In the proclamation of George III., dated October 7, 1763, four principles of government in Indian affairs were laid down which have ever since been in force: 1st.: The recognition of the Indian’s right of occupancy. 2d. The right of the Government to expel white intruders on Indian lands. 3d. The sole right to purchase Indian lands vested in the Government, and, 4th, The right to regulate trade and license traders. In 1783 the “Congre of the Confederation” i ued a proclamation forbidding private purchase or gift of lands from Indians, or any settlements to be made upon unceded Indian territory. Upon the adoption of the Constitution in 1789 the right of eminent domain was vested in the United States. (Article IV.) The relation of the Government’s right of eminent domain to the Indian’s right of occupancy was fully set forth by the Supreme Court in the decision rendered by Chief Justice Marshall in the case of Johnson V. Mcintosh: “On the discovery of this immense continent, were all in purthe great nations of Europe suit of the same object. It was nece ary, in order to avoid conflicting settlements, and consequent war with each other, to establish a principle which all should acknowledge as the law by which the right of acquis i lion, which they all a erted, should be regulated as between them This principle was, that discovery gave selves. title to the Government by whose subjects, or by whose authority, it was made, against all other.. European governments, which. title might be consummated by po e ion.”In the establishment of these relations the of the original inhabitants were in no instance entirely disregarded, but were necesrights They sarily to a considerable extent impaired. were admitted to be the rightful occupants of the soil, with a legal, as well as a just, claim to retain po e ion of it, and to use it according to their own discretion; but their rights to complete sovereignty, as independent nations, were nece arily diminished, and their power to dispose of the soil at their own will, to whomever they pleased, was denied by the original fundamental principle that discovery gave exclusive title to However extravagant those who made it. the pretension of converting the discovery of an inhabited country into conquest may appear, if the principle has been a erted in the first instance and afterward sustained, if a country has been acquired and held under it, if property... 544 of the great ma of the community originates in it, it becomes the law of the land, and cannot be questioned. So, too, with respect to the concomitant principle that the Indian inhabitants are to be considered merely as occupants, to be protected, indeed, while in peace, in the po e ion of their lands, but to be deemed incapable of transferring the absolute title to others. However this restriction may be opposed to naiural right and to the usages of civilized nations, yet, if it be indispensable to that system under which the country has been settled, and be adapted to the actual condition of the two people, it may, perhaps, be supported by reason, and certainly cannot be rejected by courts of justice.” In the early years of the Government the treaties with the Indians often defined a boundary line between the “Indian country” and the United States. At first this extended from the lower of the Great Lakes to Florida, and beyond this line the United States claimed no control, so that the citizen who ventured to pa over into the Indian country could claim no protection from the Government. Gradually trading and military posts were established, and the land adjoining them secured from the Indians; then roadways between these stations were obtained, until finally the Indians were hedged in by their ce ions, and were restricted to defined tracts known as “reservations.” These were established either by treaty or by order of the President. The reservations held by treaty, Act of Congre , patent, or acknowledged Spanish grants, number about 110, and cannot be alienated except by consent of Congre . They are located in Arizona, California, Colorado, Idaho, Indian Territory, Iowa, Kansas, Michigan, Minnesota, Montana, Nebraska, New Mexico, New York, North Carolina, North Dakota, Oklahoma, Oregon, South Dakota, Washington, Wisconsin and Wyoming. At the request of the Indian Department, the President is authorized to set apart public lands as Indian reservations. (The Public Domain, There are between sixty and 1883, p. 243.) seventy “Executive Order” reservations. This cla can be restored to the public domain by the President without an Act of Congre . Three hundred and seventy treaties have been made with Indian tribes. The first was with the Delaware, September 7, 1778, and the last with the Nez Perc6, August, 1868. The Act of March 3, 1871, prohibited the making of any future treaty with Indians; since then “agreements” have been made with the tribes, subject to the approval of Congre . The first of these “agreements” was with bands of the Sioux, September 20, 1871; the last with the Choctaw and Chick a saw, March 21, 1902. (Report of Com’r Ind., Affs., 1903.) All these treaties and agreements had reference to land. The payments to the tribes for the ce ions made were sometimes cash, but generally in the form of annuities. The bulk of these annuities were in clothing, food, etc., with perhaps a small payment of money. This form was more acceptable to the white merchants than to the Indians, and the interests of trade havs predominated in determining the kind of payment that should be given the Indian for his lands. The land within a reservation was regarded as belonging to the tribe, and not subject to ind i- 546 vidual ownership. This condition tended to perpetuate tribal relations and to retard tlie progre of the people along the lines of the civilization of As early as the middle of the last the white race. century, a number of treaties made at that time contained provisions for the allotment of individual holdings to Indians, but this policy did not become general until the pa age of the Severalty Act of February 8, 1887. The provisions of this act are applicable to lands that are agricultural and grazing, but not to lands that are fitted only This for grazing, or which require irrigation. law gives 80 acres of agricultural land to each member of the tribe, regardle of sex or age. Where the land is cla ed as grazing, the amount is doubled. Section 5 states: “That upon the approval of the allotments provided for in this act by the Secretary of the Interior, he shall cause patents to i ue therefor in the name of the allottees, which patents shall be of the legal effect, and declare that the United States does and will hold the land thus allotted, for the period of twenty five years, in trust for the sole use and benefit of the Indian to whom such allotment shall have been made, or, in case of his decease, of his heirs according to the laws of the State or Territory where such land is located, and that at the expiration of said period the United States will convey the same by patent to said Indian, or his heirs, as aforesaid, in fee, discharged of said trust and free of all charge and encumbrance whatsoever; Provided, That the President of the United States may, in any case in his discretion, extend the period.” Under this act a number of reservations have been allotted to the tribes living thereon, and the remainder of the lands purchased by the Government and thrown open to white settlement. The work of allotment is still going on, and the time is not far distant when the Indians’ tenure of land will have ceased to be merely the right of occupancy, and will be the same as that of white N. American Indians is entitled to all the rights, privileges, and immunsuch citizens, whether such Indian has been or not, by birth or otherwise, a member of any tribe of Indians within the territorial limils of the United States, without in any manner impairing or otherwise affecting the rights of any such Indian to tribal or other property.” About 41 per cent, of the Indian population are now citizens of the United States, by virtue of the Act of 1887. This percentage will be largely increased in the near future when the “Five Civilized Tribes” of Indian Territory have relinquished their separate form of government, ities of while the number is constantly increasing as allotments are made. Self-support: Self-support is becoming more and more the rule and dependence upon the Government the exception. When the rapidity with which enforced changes have come upon the tribes in regard to their food supply are considered, together with the bewilderment and difficulties which attend the extinction of old customs and habits, the progre that has been made is a credit to the race, and promises well for the future of the Indian. Education: One of the earliest authentic expre ions from the United States Government, in reference to Indian education, occurs in the instructions given to Brig. -Gen. Rufus Putnam, who, in May, 1792, was sent to negotiate with the late hostile Indians near Lake Erie: “That the United States are desirous of imparting to all the Indian tribes the ble ings of civilization, as the only means of perpetuating them on the earth. That we are willing to be at the expense of teaching them to read and wrile, to plow and sow, in order to raise their own bread and meat, with certainty, as the white people do.” (Amer. State Papers, Ind. Affs., VoL 1, p. 235.) The first treaty provision was made December 1794, with the Oneida, Tuscarora, and Stock bridge Indians, who had been faithful to the 2, land-holders. colonists. Population: According to the report of the Commi ioner of Indian Affairs for 1903, the Indians within the limits of the United States, exclusive of Alaska, number 258,665. These people are sparsely scattered within the States or Territories in which their reservations lie, with the exception of the Indian Territory, where their numbers and location are such as may enable these tribes to become a political power. Citizenship: Section 6 of the Severalty Act of 1887 provides as follows: “That upon the completion of said allotments and the patenting of the lands to said allottees, each and every member of the respective bands or tribes of Indians The first general appropriation for Indian education was made March 3, 1819, for $10,000. The policy to be pursued is indicated in 1he following extract from the circular i ued Septo whom allotments have been made shall the benefit of and be subject to the laws, have both and criminal, of the State or Territory in which they may reside; and no Territory shall pa or enforce any law denying any such Indian within its jurisdiction the equal protection of the law. And every Indian born within the territorial limits of the United States, to whom allotments shall have been made under the provisions of this act, or under any law or treaty, and every Indian bom within the territorial limits of the United States, who has voluntarily taken up, within said limits, his residence separate and apart from any tribe of Indians therein, and has adopted the habits of civilized life, is hereby declared to be a citizen of the United States, and civil 35 tember 3, 1819:”… The plan of education, in addition to reading, writing, and arithmetic, should, in the instruction of boys, extend to the practical knowledge of the mode of agriculture, and of such of the mechanical arts as are suited to the condition of the Indians; and in that of the girls, to It is also in di pining, weaving, and sewing. pens able that the establishment (of schools) limits of those Indian the within should be fixed Such nations who border our settlements. a ociations or individuals who are already actually engaged in educating the Indians, and who may desire to cooperate with the Government, will report to the Department of war.” (Amer. State JPapers, Ind. Affs., Vol. II., p. 201.) In 1825 there were 38 schools under the charge of various mi ionary organizations. Toward their support the Government contributed that year $13,620.41, and the Indians gave from their annuities and by their treaty provisions, $11,750. (Ibid., pp. 587, 669.) In 1848, 16 manual labor schools and 87 board The foling and other schools were in operation. lowing year the Indian Commi ioner reported that “nearly the whole of the large amount 7f. American Indians NorTregrlnn MlHsionH required for the support and maintenance of the schools now in operation is furnished by the Indians themselves out of their national funds.” And he urged that the annual appropriation of $10,000, made in accordance with the Act of 1819, be raised to $50,000. In 1865 the Secretary of the Interior recommended: “That Congre provide a civilization and educational fund, to be disbursed in such mode as to secure the cooperation and a istance of benevolent organizations.” By a treaty made with the Osage Indians, September 29, 1865, Article 2 provided that the proceeds from the sales of certain ceded lands should, under the direction of the Secretary of the Interior, be applied to the education and civilization of Indian tribes residing within the This fund amounted limits of the United States. to $770,179.42, and was exhausted by 1882. Up to 1873 Indian schools had been maintained either wholly by mi ionary funds or jointly with the aid of the Government, except of those schools supported entirely from tribal funds and under the charge of United States teachers. At this time Government day schools were established, and later boarding schools, the number During the last increasing with each year. decade of the past century all Government financial support to mi ion schools ceased, and at the present time most of the Indian schools are under the cla ified service of the Government. Where mi ion schools exist, they are entirely independent of the Government and supported by mi ionary organizations. During the year 1903 the Government maintained 26 boarding schools off the reservations. These are large industrial and manual training schools located in the midst of thrifty communities, and their capacities range from 90 to 1,000 A valuable adjunct to these schools is the “Outing System.” This “System” was instituted and has reached its highest development in connection with the Training School at Car lisle, Pa. “This system consists in placing Indian boys out in the families of surand girls rounding farmers, the boys for general farm work, girls and the for various household duties. They usually attend public schools and are paid a stipulated sum for their labor, thus learning the value of labor in dollars and cents, and the resultant benefits of thrift.” (Rep. Ind. Com’r, 1903.) The average attendance at these schools for 1903 was 7,793; 91 boarding schools were in operation on the different reservations, with an average attendance of 11,209; 140 day schools were in operation on the reservations, and their average attendance was 4,497. These figures do not include Indians attending the public schools in different parts of the country, or those pursuing higher branches in various institutions and colleges, or under mi ionary training. The appropriation made for Indian education by Congre for the year ending June 30, 1904, was 3,522,950 dollars. This sum does not include the full amount expended upon Indian schools by the Government, for there are several schools on reservations which are either wholly or in large part maintained by tribal funds. As a result of education, Indians are to-day to be found in all avocations as farmers, mechanics, laborers, clerks, merchants; in the profe ions. pupils.... — 646 as clergymen, physicians, lawyers, teachers; as authors and artists, and also in the army and navy of the United States. While the favored have advanced and are well on their upward course, the transition period is still pre ing heavily upon a large proportion of the people. Their faith in the ancient ideas of their fathers is shaken or gone, while faith in the new is not yet established. The old tribal laws and restraints no longer exist; old avocations are closed; old social honors and pleasures have disappeared; the people thus bereft and distraught stand to-day in greater need of the wise mi ionary than ever before. While his work difficult and more onerous than in the past, it is more hopeful and le isolated; its problems have become akin to those which confront his fellow workers in our cities and rural districts, and is demand a similar treatment. General Information: Bancroft (H. H,), The Native Races of the Pacific Coast, New York, 1874-76, 5 vols.; James (G. W.), The India-ns of the Painted Desert, Boston, 1903; Fletcher (Mi A. C.), Indian Education and Civilization, Washington, 1888 (Special report of Bureau of Education; also in Senate, Ex. Doc. No. 95, Forty-eighth Congre . Second Se ion) Hailman (W. N.), The Education of the Indian, Albany, 1900 (in monographs on Education in tile United States, Vol. II.) Walker (F. R.), Indian Citizen^ ship, New York, 1878; Indian Rights A ociation Reports, Philadelphia, 1889-1903; Commi ioner of Indian Affairs Reports (U. S.), Canada; Superintendent of Department of Indian Affairs’ Reports, Ottawa, 1885-1901. Mi ions: Bartlett (S. C), Mi ions of the ABCFM amonff the North American Indians, Boston, 1876; Campbefl (Charles), Historical Sketch of Early Mi ions amoiw the Indians of Maryland, Baltimore, 1846; Eastman (Mrs. M. H.), Dacotah, New York, 1849; Eells (Myron), History of Indian Mi ions on the Pacific Coast, Philadelphia, 1882; Ever hard (P.), History of Indian Baptist Mi ions in North America, Boston, 1831; Finley (J. B.), History of the (ME) Wyandot Mi ion at Upper Sandusky, Ohio, Cincinnati, 1840; Garret (J. B.), Historical Sketches of Mi ions ajnong the North American Indians, Philadelphia,;; 1881; Goode (W. H.), Outposts of Zion, Cincinnati, 1863; Gookin (D.), Historical Account of the Doings and Suffer’ ings of the Christian Indians of New England in 1675-1677; Heckewelder (J. G. E.), Narrative of the Moravian Mi ions among the Delaware and Mohegan Indiana, Philadelphia, 1882; Jones (Peter), History of the Ojibway Indians, London, 1861; Kip (W. I.), Historical Scenes from the Old Jesuit Mi ions, New York, 1875; Loskiel (— ), History of the Moravian Mi ion to the Indians; Higgs (S. R.), Mary and I: Forty Years among the Sioux, Chicago, 1880; Homer (H.), Die Indianer und ihr Freund D. ZiesbergeTr Gutersloh, Germany, 1890; Whipple (Rt. Rev. Bishop), Lights and Shadows of a Long Episcopate, New York, 1899. —; NORTH GERMAN MISSIONARY SOCIETY. See Germany; Mi ionary Societies in. NORTH LAKHIMPUR. See Lakhimpur (North). 564