BULL. 30] 



EDUCATION 



415 



and asking boys how they would meet a 

 given emergency (see Child life) . Every- 

 wherethere was the closest association, for 

 education, of parents with children, who 

 learned the names and uses of things in 

 nature. At a tender age they played 

 at serious business, girls attending to 

 household duties, boys following men's 

 pursuits. Children were furnished with 

 appropriate toys; they became little 

 basket makers, weavers, potters, water 

 carriers, cooks, archers, stone workers, 

 watchers of crops and flocks, the range 

 of instruction ))eing limited only by tribal 

 custom. Personal responsibilities were 

 laid on them, and they were stimulated by 

 the tribal law of personal property, which 

 was inviolable. Among the Pueblos 

 cult images and paraphernalia were their 

 playthings, and they early joined the 

 fraternities, looking forward to social du- 

 ties and initiation. The Apache boy had 

 for pedagogues his father and grandfather, 

 who began early to teach him counting, 

 to run on level ground, then up and down 

 hill, to break branches from trees, to jump 

 into cold water, and to race, the whole 

 training tending to make him skilful, 

 strong, and fearless. The girl was trained 

 in part by her mother, but chiefly by the 

 grandmother, the discipline beginning as 

 soon as the child could control her move- 

 ments, but never becoming regular or 

 severe. It consisted in rising early, carry- 

 ing water, helping al)out the home, cook- 

 ing, and minding children. At 6 the little 

 girl took her first lessons in basketry 

 with yucca leaves. Later on decorated 

 baskets, saddle-bags, beadwork, and dress 

 were her care. 



On the coming of the whites a new era 

 of secular education, designed and unde- 

 signed, began. All the natives, young 

 and old, were pupils, and all the whites 

 who came in contact with them were in- 

 structors, Nvhether purposely or through 

 the influence of their example and pat- 

 ronage. The undesigned instruction can 

 not be measured, but its effect was pro- 

 found. The Indian passed at once into 

 the iron age; the stone period, except in 

 ceremony, was moribund. So radical 

 was the change in the eastern tribes that 

 it is difiicult now to illustrate their true 

 life in museum collections. 



An account of the designed instruction 

 would embrace all attempts to change 

 manners, customs, and motives, to teach 

 reading and writing in the foreign tongue, 

 to acquaint the Indians with new arts and 

 industries, and to impress or force upon 

 them the social organization of their con- 

 querors. The history of this systematic 

 instruction divides itself into the period 

 of (1) discovery and exploration, (2) 

 colonization and settlement, (3) Colonial 

 and Revolutionary times, (4) the growth 



of the national policj', and (5) the present 

 system. 



Parts of the area here considered were 

 discovered and explored by several Euro- 

 pean nations at dates wide apart. All of 

 them aroused the same wonder at first 

 view, traded their manufactures for In- 

 dian products, smoked the jiipe of i:)eace, 

 and Oldened friendly relations. The Nor- 

 wegians began their acculturation of 

 Greenland in the year 1000. The Span- 

 ish pioneers were Poncede Leon, Narvaez, 

 Cabeza de Vaca, Marcos de Niza, De Soto, 

 Coronado, Cabrillo, and many others. 

 The French appeared in Canada and in 

 the Mississippi valley, and were followed 

 by the English in Virginia and in New 

 England, the Dutch in New York, the 

 Swedes in New Jersey, the Quakers in 

 Pennsylvania, and the Russians in Alaska. 

 Instruction, designed and undesigned, 

 immediately ensued, teaching the Indians 

 many foreign industrial processes, the 

 bettering of their own, and the adoption 

 of firearms, and metal tools and utensils. 

 Domestic animals (horses, donkeys, cat- 

 tle, sheep, goats, poultry) and many 

 vegetables found congenial environ- 

 ment. It was through these and other 

 practical lessons that the missionaries 

 and teachers of the early days, who 

 came to Christianize young Indians and 

 bestow on them an education, were more 

 successful instructors than they knew. 

 By the subtle process of suggestion, the 

 inevitable action of mind upon mind, the 

 Indians received incalculable training in 

 all arts and the fashion of living. Fail- 

 ures to accomplish the most cherished 

 object of the missionaries grew out of the 

 great distance which separated the two 

 races, and of the contrary influences of 

 many of the whites who were first on the 

 spot, not from lack of zeal or ability. The 

 Roman Catholic clergy were at first the 

 most efficient agents of direct instruction; 

 besides carrying on their proper mission- 

 ary work they exerted themselves to miti- 

 gate the harsh treatment visited on the 

 Indian. In the 16th century the expe- 

 dition of Narvaez to Floi'ida was accom- 

 panied by Franciscans under Padre Juan 

 Juarez, and the appearance of Cabeza de 

 Vaca in Mexico i^rompted Fray Marcos 

 de Niza's journey to the n. as far as Zuni, 

 and of the expedition of Coronado, who 

 left Fray Juan de Padilla and a lay brother 

 in Quivira, on the Kansas plains, as well 

 as a friar and a lay brother at Tiguex and 

 Pecos, respectively, all destined to be 

 killed by the natives. The subsequent 

 history of the S. W. records a series of 

 disasters to the immediate undertakings, 

 but permanent success in practical edu- 

 cation. 



In 1567 the agricultural education of 

 Indians was tried in Florida bv the Jesuit 



