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THE CHEMAWA AMERICAN
11
An Indian on Education
Continued from Page 2 -'
school. The first year I had to keep up
steam from four o'clock in the morning
until six iii the evening every week (lay,
and from five invthe morning to six in
the night on Sundays and holidays. The
night school kept me busy until nine
o'clock five nights in the week. After
Bix years I was able to speak English
fairly well; I had a trade and an aca
demic diploma. Then began my life- in
shops which lasted sixteen years. At
first it was not s smooth and pleasant.
The men looked upon me asa sort of cu
riosicy. This was partly because I was
the only Indian in the shop, But I
found out , afterward that every new
man has to undergo some sort of test,
and if he shows a character equal to the
demands made upon it he has do more
trouble. My test was by no means an
easy one. I learned that I was up
against men of more mature judgment
than my 'own, and I felt my limited
knowledge of the world. It was only
by the greatest effort to improve myself
that I was able to hold the confidence
of my fellow workmen; and finally, by
th aid of the correspondence chool, my
work became more interesting and
even at times inspiring, . ; .
Being disabled by an accident I spent
hist winter at Hampton with the Indian
hoys. During this term some of the
hoys organized themselves into what is
known as the Educational Committee.
We met each night and discussed
mntters of importance to ; our race.
Having come from different parts of the
country and from different schools, we
are aide to compare conditions and dis
cuss methods of work.; Our knowledge
of returned students proved beyond
doubt that the successful ones are those
who have had the most training. In con
sequence of all this the boys drew up a
petition in a very modest form, which
they presented to the government, ask
ing for an industrial school 'to which the
young Indians coming from non-reservation
schools can go and perfect them
selves in their trades by actual labor, all
day and every day, and by the practice
of steady industry which must mean
self-support even while one is still in
training. ; I believe that if such a school
could be established it would in a short
time advance the Indian- race through
its students more rapidly and surely
than anything else, and prove a great
help toward settlings the Indian problem
forever. Will Western boys and girls?
or will NewT York State do this for the
boys and girls of the once powerful
Iroquois within its boundaries?
We are still a child race in the eyes
of civilization, not ignorant of the com
tnon necessities of life but still ignorant
of the higher necessities, and we ask for
our children, not what has' been taken
away from them but what has been
witheld the industrial education that
shall fit them for full citizenship.
--Charles Doxon in the ''Southern
Workman", .
SONG OF THE TAILORS.
Rah! Rah! Who are wre?
We're the Tailors,
Don't you see.
Thread and Needles these we me
With basketball
We'll you amuse.
Always happy, full of fun ;
We are Slap-Jacke
;: Every one. '
Black and White, win or bust;
They're the colors
Worn by us, . ' 1 I .: :
, The Tailor Shop,