To the Snake land, to the east, they went forth, going away, earnestly grieving.

Split asunder, weak, trembling, their land burned: they went, torn and broken, to the Snake Island.

Those from the north being free, without care, went forth from the land of snow, in different directions.

The fathers of the Bald Eagle and the White Wolf remain along the sea, rich in fish and strength.

Floating up the streams in their canoes, our fathers were rich, they were in the light, when they were at those islands.

Head Beaver and Big Bird said: "Let us go to Snake Island," they said.

All say they will go along to destroy all the land.

Those of the north agreed,

Those of the east agreed.

Over the water, the frozen sea,

They went to enjoy it.

On the wonderful slippery water,

On the stone-hard water all went,

On the great tidal sea, the muscle-bearing sea.

Ten thousand at night,

All in one night,

To the Snake Island, to the east, at night,

They walk and walk, all of them.

The men from the north, the east, the south :

The Eagle clan, the Beaver clan, the Wolf clan,

The best men, the rich men, the head men,

Those with wives, those with daughters, those with dogs.

They all come, they tarry at the land of the spruce-pines : Those from the west come with hesitation,

Esteeming highly their old home at the Turtle land.

There was no rain, and no corn, so they moved farther seaward.

At the place of caves, in the Buffalo land, they at last had food, on a pleasant plain.

MODERN EDUCATION AND CULTURE

Modern Education and Culture

After the establishment of the United States Government a number of Christian and lay bodies undertook the education and enlightenment of the aborigines. Until 1870 all Government aid for this object passed through the hands of missionaries, but in 1775 a committee on Indian affairs had been appointed by Congress, which voted funds to support Indian students at Dartmouth and Princeton Colleges. Many dayschools were provided for the Indians, and these aimed at fitting them for citizenship by inculcating in them the social manners and ethical ideas of the whites. The school established by Captain R. H. Pratt at Carlisle, Pa., for the purpose of educating Indian boys and girls has turned out many useful members of society. About 100 students receive higher instruction in Hampton Institute. There are now 253

Government schools for the education of Indian youth, involving an annual expenditure of five million dollars, and the patient efforts of the United States Government may be said to be crowned with triumph and success when the list of cultured Indian men and women who have attended these seminaries is perused. Many of these have achieved conspicuous success in industrial pursuits and in the higher walks of life.

THE NORTH AMERICAN INDIANS

Animism

A

LL mythological systems spring from the same fundamental basis. The gods are the children of reverence and necessity. But their genealogy stretches still farther back. Savage man, unable to distinguish between the animate and inanimate, imagines every surrounding object to be, like himself, instinct with life. Trees, the winds, the river (which he names "the Long Person "), all possess life and consciousness in his eyes. The trees moan and rustle, therefore they speak, or are, perchance, the dwelling-place of powerful spirits. The winds are full of words, sighings, warnings, threats, the noises, without doubt, of wandering powers, friendly or unfriendly beings. The water moves, articulates, prophesies, as, for example, did the Peruvian Rimac and Ipurimac-the Oracles, the Prophesiers.' Even abstract qualities were supposed to possess the attributes of living things. Light and darkness, heat and cold, were regarded as active and alert agencies. The sky was looked upon as the All-Father from whose co-operation with the Mother Earth all living things had sprung. This condition of belief is known as animism.'

Totemism

If inanimate objects and natural phenomena were endowed by savage imagination with the qualities of life and thought, the creatures of the animal world were placed upon a still higher level. The Indian, brought into contact with the denizens of the forest and prairie, conceived a high opinion of their qualities and instinctive abilities. He observed that they