Fig. 3. King, or high official, riding upon a horse, or mule, led by an attendant. Notice his high head dress and wide collar or neckband upon his naked chest and the decorated skirt. He rides upon a side saddle. The two supporting attendants, though naked, appear to be of high rank, judging from the bead ankle-bands. They have the hair dressed curiously, and one bears a broad sword or war knife. Two other attendants, dressed and accoutred, carry shields so as to shade their master's head.

He

Fig. 4. A chief prepared for battle is represented. wears a feather head-dress, broad bead collar, a neck-ring of spikes, shoulder coverings and elaborately decorated dress. From his neck hangs a bell. He carries a spear and an orna- ' mented shield. His legs, to the knees, are covered with rings or bead bands. To his right is an attendant with a broad sword or war knife. Other attendants blow upon a war horn and strike a bell. The corner rosettes, shown on this plaque, are a common decorative feature in this work.

Fig. 5. Three hunter figures, similar in dress and equipment. They wear curious helmets, or head-dresses, that protect the head and lower face. Each carries an arrow in the right hand, and two arrows and a bow in the left. Bows are not often represented on these plaques, but Von Luschan claims that they are "composite" bows-a type not before known in the Guinea region. They have had a successful chase and all carry game-the central one, a leopard, and the others, two antelopes.

Fig. 7. An important personage, with shaved head and three scar swellings over each eyebrow and one long welt, vertical on his forehead and nose. He wears the wide bead collar, diagonal bands of beads upon his chest, skirt, and bead anklets. A carved elephant trunk is apparently attached to his dress behind. Two attendants support his hands; one of them bears a staff of authority, the other, a bell and knocker. figures carry other objects, apparently insignia. little part figures occupy the upper corners.

Two smaller Two curious

CIVILIZATION OF THE INDIANS.

BY MRS. IDA WILSON.

The question is often asked, is the Indian capable of receiving an education? And the history of the race during the last quarter of a century warrants, we believe, an answer in the affirmative.

The Indian is a human being; created in the image of his Maker; endowed with faculties capable of the same growth and development as those possessed by his brother man, and had he been enjoying, through the past centuries, the benefits that come. from successive ages of Christian privilege and culture, he would no doubt to-day compare favorably with his white brother in intelligence and moral worth. But behind the Indian are centuries of darkness and superstition that must be overcome before he can stand in the light of civilization and vindicate his right to equality. As a nation we have too long failed to recognize the possibilities and rights of the Indian, but at last we have awakened to the fact that our country is his; our rights and priviliges belong to him-and slowly, but surely, we are working to atone for past neglect.

In 1887 a law was passed entitling the Indian to citizenship and to a share in his own individual right in the tribal lands. Indian Rights Associations have been organized in the most of our large cities, that are creating in the public mind a respect for the rights of the Indian and a desire to do him justice; giving him a voice in the government of his own country and a share in its advantages. More than one hundred industrial schools are maintained by our government for the education of the Indian children. And, best of all, the Indians themselves are eager to take advantage of the opportunities offered them. They are sending their children to school; are building comfortable homes for themselves and their families, and to the best of their ability are performing the duties and claiming the rights of American citizens.

The Indians have been the wards of our nation. They have been put by themselves and fed and clothed at the government's expense. An educated Indian chief of one of the tribes in Indian Territory says: "Until the tribal relations are broken up and the Indian owes allegiance to no man, except the great chief of the United States; until every Indian has his own home. and land and is supporting himself, instead of being fattened like so many cattle by the government; until his children are in schools and collages; until they have an equal chance in the shop and factory; until all race prejudice is removed and they are treated as equals, with a fair field for growth and develop

ment-then, and not until then, will the great 'Indian problem' be solved." When the "poor Indian" is capable of discovering his position in the world, the great and wise white man surely should be willing to help him attain to it.

The Apaches are perhaps as wild and savage as any of the tribes of Indians, and as they have invariably intermarried, or but seldom married into other tribes, are the best representatives to-day of the pure American Indian, and in them undoubtedly lies the best possibility of proving what education will do for the race. While teaching in the Ramona Indian School in Santa Fé, New Mexico, I found my forty and more Apache boys and girls an exceedingly interesting study. When these children came to us from the Reservation they had much to learn that was not found in books. They had never in all their lives had a good bath, never had their hair combed, never slept in a bed or sat in a chair, or eaten at a table-had done nothing, in fact, but climb the mountains, wade the streams, and grow in the sunshine, like the wild animals of the forest. And they were just as shy and frightened as these same animals, when they were put into a tub of water for a good bath before being sent to bed at night. In the morning, the new comers were always found asleep on the floor, preferring nature's bed to anything man had invented. It took great love and patience to win these wild flowers of the woods and plains to grow well in the new soil; but time wrought a great change and made them familiar with our strange ways.

Many children from babyhood are accustomed to handling books and pencils; these children had never seen either, but their eyes were sharp and their memories good, and it was wonderful in how short a time they learned to read and write well; the older ones drawing accurately any object their eyes rested upon. Could these children have the advantages of an education in some of our art schools they would undoubtedly develop great talent, so ready are they with the pencil. They have a keen ear, and very soon are singing our school songs and gospel songs correctly and sweetly. For generations the Indians' guide and teacher has been the eye and ear, and now they develop readily under intelligent guidance. Children who had been in the school four years were ready for the Fourth reader and had a very fair knowledge of history, physiology, and geography. The study with which they found the most difficulty was arithmetic; and here the simplest example, that required any reasoning power, was beyond their mental ability, and only through infinite patience was this faculty, so long dormant, slowly developed.

Every summer the children went back to their reservation for the two months' vacation, and receiving but little help and encouragement from parents and friends, they naturally lost much of what they had learned at school, and on coming back. in the fall, with their blankets and moccasins, hair unkept, and in a generally untidy condition, it was hard to recognize the

clean, well-dressed children we had sent away a little while before.

Jessie Greenleaf, a noble, true hearted lad of perhaps fifteen years of age, was one of our brightest scholars. He had been in school about four years and had made great progress. The children were fond of writing letters, and had many correspondents among their friends and admirers. The following is a letter that Jesse wrote to a friend in Chicago:

MY DEAR FRIEND:

RAMONA INDIAN SCHOOL,

SANTA FE, N. M., May 28, 18

I thought I would write you a nice letter and tell you something about the Indian children here at Ramona School, and about our people.

Our people live on a reservation about 200 miles north of Santa Fe. Some of the Apaches were here to see us, and went home again about three days ago. They are as happy as can be to see us learn to read and write. Our people will wear clothes like white people and learn how to build houses and how to take care of themselves pretty soon. In about two months ail of our people are going to Amargo, and live there all together, and not anybody run away from their reservation again. I heard somebody say to me the Apaches are going to live together tike white people. By and by all our people are to take care of themselves like white folks, and after awhile, I think, some of the Apache boys will be interpreters, because our people don't like the Mexicans to be interpreters. I would like to be interpreter for my people, but I don't talk good English yet. because I haven't been in school a long time. I am only in school for a few years. If I go to school as long as I can, then I will be educated. But my father won't let me go to school again. He told me last year, you go just this time and no more. I think you have learned enough by this time. But I want to learn more. We are all very happy because it is almost t me for us to go home for our vacation. When we go home we shall tell our people what we have learned here in school, and also we shall tell about Jesus. I know our people don't know about Him and what He has done for them, and they don't know whether He loves them or not. They don't know anything that white people know.

Some of the children of our school write very nice, and some of them don't because they don't improve in their writing every time when they write. Every body thinks we write very nice letters.

Sometimes some of the boys go to the mountains, and sometimes the girls go too, but they don't run fast as the boys do; but some of the Apache girls can run fast just as well as the boys do. Our teacher reads so ne of the letters that some Dakota Indian children wrote; they are very nice indeed; we can do as well as they wrote.

We al: go to church every Sunday, and we have Sunday-school in the afternoon, and every Wednesday morning we all write a letter to our people and to our friends in the different States. I have a friend in the East in the state of Ohio They write to me very often, but I haven't heard from him for a long time, so I wrote to him. I think he will write to me just as soon as he gets my letter.

I saw one of the Sioux Indians here in our school; his face was painted with yellow and red.

I think that is all I have to write this morning.

JESSE GREENLEAF.

Realizing the need of doing something for the parents of the children, two of our teachers went to live on the reservation. These two women were the only white persons, except the agent, living among these hundreds of Indians-but they

were neither lonely nor afraid; for, as the mountains were round about them, so they believed He, in whose spirit they went, was around His people. Lovingly and patiently they went among the tents and houses; teaching the women to cut and make garments for themselves and their children; teaching them to care for their sick and to prepare their food in a more healthful and

pleasing manner, and in many ways helping them, as best they could, to live as more became God's children. Whenever the Indians came to their little cottage they a.ways made them a cup of coffee, and served with it some of their good, homemade bread or cake, in this way helping to win their hearts, and creating a desire in them to know how to make things as good as the "white women."

Never did they lose an opportunity to speak a word for the

APACHES PARTLY CIVILIZED.