418 



EEH EEKSEN 



[ B. A. E. 



view to ultimate citizensliip by enabling 

 them to assimilate the speech, industrial 

 life, family organization, social manners 

 and customs, civil government, knowl- 

 edge, modes of thinking, and ethical 

 standards of the whites. The change to 

 agriculture and sedentary industries had 

 a profound effect in developing a sense of 

 continuous responsibility. A school was 

 established at Carlisle, Pa., in 1879, by 

 Capt. R. H. Pratt, U. S. A. , for the purpose 

 of educating Indian boys and girls by 

 sejiarating them from their tribal life so as 

 to prepare them to live and laV)or in contact 

 with white people (see Carllde Sdiool). 

 To this end they are taught in the school as 

 far as the high-school grade, and instruc- 

 tion is given in mechanical trades and 

 domestic work. In order to facilitate asso- 

 ciation with the white population the 

 "outing system" was adopted, by which 

 pupils are permitted to go out during vaca- 

 tions to earn money. Boys and girls are 

 also placed in families where they may 

 work for their board, and perhajis more, 

 and attend school. Thus the young In- 

 dians are trained in home life and associate 

 with white children. Contract schools 

 were abandoned June 30, 1900; the reli- 

 gious societies have since taken care of 

 their own schools, and the appropriation 

 for Indian edui ation is applied under 

 the law entirely to Government schools. 

 About 100 students receive higher instruc- 

 tion in Hampton Institute. One of the 

 latest experiments is that of Rev. Sheldon 

 Jackson in connection with the introduc- 

 tion of domesticated reindeer into Alaska. 

 These are allotted to mission and other 

 schools, and instruction in the care and 

 use of them is a part of the training. 



The present scheme of education 

 adopted by the Indian Office is to teach 

 the pupils English, arithmetic, geog- 

 raphy, and United States history, and 

 also to train, them in farming and the 

 care of stock and in trades, as well as 

 gymnastics. This requires the mainte- 

 nance of day, boarding, and training 

 schools, 253 now in all, with 2,300 em- 

 ployees, involving an annual expenditure 

 of nearly $5,000,000. Some of these In- 

 dian schools are models (see Chilocco 

 Indian Industrial School). Allotment of 

 land has been the means of sending Indian 

 children to district schools with white 

 children. Indian teachers are being em- 

 ployed and parents are coming to be 

 interested. 



While on some reservations there are 

 still Indian children who never saw a 

 school, the great mass have ceased to be 

 indifferent. The results of a century's 

 efforts are immeasurable. Indians now 

 take their places beside whites in many 

 of the industrial pursuits and in thehigher 

 walks as well. The best evidence that 



the Indian is capable of civilization is the 

 list of those who have succeeded. The 

 Government has been stimulated, advised, 

 and aided all along by associations of 

 benevolent men and women who have 

 freely given their time and means for the 

 education and uplifting of the Indians, 

 with various motives, some seeking the 

 preservation of tribal life, arts, and cus- 

 toms, some their extinction. See Carlisle 

 School, Chilocco Indian Industrial School, 

 Dutch influence, English influence, French 

 influence, Spanish influence, etc.. Govern- 

 mental policy, Missions. 



In addition to the works cited, see 

 Reps. Ind. Aff., especially for 1898 and 

 subsequent years; Bureau of Education 

 Reports for 1870, 339-354; 1871, 402-411; 

 1872, 405-418; 1873, 469-480; 1874, 506- 

 516; 1875, 519-528; 1878, 281-286; 1879, 

 278-280; 1880, 372-376; 1886, app. 8 and 

 657-660; 1888, 999-1004; 1897, 1520-1522; 

 also circulars 3, 1883, 58-73; 4, 34-43; 

 Bulletin 1 of the New Orleans Exposi- 

 tion, 541-544 and 746-754, 1889; Archje- 

 ologia Americana, 1820-60; Bacon, Laws 

 of Md., 1765; Camden Soc. Publica- 

 tions, i-cix, 1838-72; Canadian Ind. Aff. 

 Reps. ; Catesby, Nat. Hist. Carolina, ii, 

 XII, 1743; Eastman, Indian Boyhood, 

 1902; Doc. Hist. N. Y., i-iv, 1849-51; 

 Fletcher, Indian Education and Civiliza- 

 tion, 1888; Hailmann, Education of the 

 Indian, 1904; Hall, Adolescence, 1904; 

 Heckewelder, Narr. of the Mission of the 

 United Brethren, 1820; Jenks, Childhood 

 of Ji-shil/, 1900; Hist. College of William 

 and Marv, 1660-1874; La Flesche, The 

 Middle F'ive, 1900; Loskiel, Hist, of the 

 Mission of the United Brethren, 1794; 

 Mass. Hist. Soc. Coll., i-x, 1792-1809; 

 Neill, Hist. Va. Co., 1869; Parkman, Old 

 Regime in Canada; Pratt, Reps, on Car- 

 lisle School in An. Rep. Commr. Ind. Aff., 

 especially 20th and 24th; Rawson et al.. 

 Rep. of Commissioners on Indian Educa- 

 tion in 1844 (Jour. Leg. Assemb. Prov. of 

 Can., VI, 1847) ; Shea, Catholic Missions, 

 1855; Smet (1) Oregon Miss., 1845, (2) 

 New Indian Sketches, 1865, (3) Western 

 Missions and Missionaries, 1863; Spencer, 

 Education of the Pueblo Child, 1899; 

 Spotswood, Off. Letters (1710-22), Va. 

 Hist. Soc, i-ii, 1882-85; Stevenson. 

 Religious Life of the Zuni Child, 1887; 

 Stith, Hist. Va., repr. 1865. (o. t. m.) 



Eeh. A band or division of the Iru- 

 waitsu of Scott valley, Siskiyou co., Cal. ; 

 noted by Gibbs as living with the Wat- 

 sahewa in 1851. 



E-eh.— Gibbs (1851) in Seliooleraft, Ind. Tribes, iii, 

 171, 1853. E-oh.— McKee (1851) in Sen. Ex. Doc. 4, 

 32rt Cong., spec, sess., 171, 18.53. 



Eeksen ( E^exsein). A Salish tribe about 

 Oyster bay, e. "coast of Vancouver id., 

 speaking the Comox dialect. — Boas, MS., 

 B. A. E., 1887. 



