74; Scudder, pp. 140-142; Coffin's Old Times in Colonies, pp. 53, 68, 71, 256-258; Higginson's Young Folks, pp. 150, 151; Anderson, pp. 107, 108; Ellis, I., p. 291.

(Pontiac's Conspiracy.) Montgomery, pp. 137, 138; Barnes, pp. 82, 83; Scudder, pp. 156, 157; Ellis, I., pp. 316-331; Higginson's Young Folks, pp. 156–158; Wright's American History, pp. 337-347; Anderson, pp. 117-119.

(During Revolution.) Anderson, pp. 183, 184; IrvingFiske, p. 511; Montgomery's Beginners, pp. 126, 127; Watson's Noble Deeds, pp. 133-143; Bancroft, V., pp.

170, 171.

(National Period.) Johnston, pp. 138-156; Ellis, II., pp. 322-324, 326, 327; Wright's American Progress, pp. 121129; Scudder, pp. 294, 295; Anderson, pp. 220, 262, note, 251, 261, 262; Goodrich's American Indians, pp. 303–315; Winsor's History of America, VIII., pp. 375, 392; Roosevelt's Winning the West, I., pp. 331-335; Champlin, pp. 197, 200; Ellis, IV., pp. 324–330.

Present Condition. - Reports of the Indian Schools and of the Indian Conferences at Lake Mohonk.

III. OUTSIDE READINGS.

History: Ellis's Red Man and White Man; Roosevelt's Winning the West; Custer's Boots and Saddles; Custer's Tenting on the Plains; Custer's Following the Guidon; Custer's My Life on the Plains; Reports of General Armstrong and Captain Pratt of the Hampton and Carlisle Schools; Frances C. Sparhawk's Onoqua (Lee & Shepard).

This last-named book deals with Indian reservation life, and is a plea for the education of the Indian. Peter Parley's Manners, Customs, and Antiquities of the Indians of North and South America. The last two chapters treat of the customs and manners of the North American Indians. Poetry: The Skeleton in Armor, Longfellow; The Seminole's Reply, American Speaker, p. 261; The White Man's Foot, Chapter xxi. in Hiawatha, Longfellow. For Articles on Indian Territory and Indian Treaties, see Lalor's Cyclopædia I., pp. 390-394, and II., p. 498, also Winsor, VII., pp. 446-454.

Oratory: In American Speaker, The American Indians, (J. Story) p. 47; Indian Chief to White Settler (E. Everett), pp. 114-116.

IV. SUGGESTIVE NOTES.

Said an Indian visiting Washington in 1880, "Four years ago the American people promised to be friends to us. They lied. That is all." Said one of our prominent military men, "The best Indian is a dead Indian." These quotations illustrate the extreme views of the red men and the white men.

Shall the United States exterminate or civilize the Indians? The war policy would cost in men and money ten times more than the peace policy. It would cost more to exterminate the Indians than it did to wage the Civil War. In the past two and one-half centuries ten whites sibly twenty to twenty-five-have fallen, where a single

pos

Indian has been killed in the Indian Wars. Half of the expenses of our War Department, exclusive of those incurred by the Civil War, has been spent on Indian Wars.

The war policy having proved a failure, the peace policy was established. Reservations were made, and the Indians were placed upon them.

But the reservation system is attended with many evils. The Indians are placed by themselves, out of contact with the civilizing influence of the whites, and directly under the influence of the medicine-men. They are fed like so many infants, and in various ways are prevented from learning lessons of manly independence. A striking commentary upon our system of supporting the Indians in idleness is found in a comparison of the Osages and the Navajos. The Osage Indians, numbering about 1,500, have to their credit a trust fund of $8,162,826, drawing an interest of five per cent: the Navajos, numbering about 17,000, have no trust fund, and receive from the government only $7,500 per year. The social condition of the Osages is far below that of the Navajos. It has been found that Indian prisoners of war who have been compelled to work for their living have made much more rapid progress than the reservation Indians who have been allowed to remain in idleness. Said Sitting Bull, "God Almighty made me an Indian, and he did not make me an agency Indian, and I do not intend to be one." He was too manly and selfrespecting not to be restive under the degrading influences that attend the reservation system.

General Morgan has greatly extended the work of education to all Indian youth, and the government is, we are glad to say, beginning a system which will be a mighty lever in lifting the Indian to a higher mental and moral plane. That system allows the Indian, like any other free man, to have his own, and to reap the fruits of his own toil.

RUTHERFORD B. HAYES'S ADMINISTRATION (ONE TERM,

1877-1881).

What to Teach: Troops Withdrawn from the South; Railroad and Coal Strikes; Eads and the Mississippi; United States Paper Money and Gold.

I. REFERENCES.

Montgomery, pp. 340–343 ; Barnes's Brief, pp. 294, 295 ; Taylor's Model History, pp. 285-290; Johnston, pp. 261– 264; Ellis, IV., pp, 68–82.

II. SPECIAL TOPICS.

Resumption of Specie Payment, Johnston's United States, p. 391.

III. OUTSIDE READINGS.

History: Johnston's American Politics, pp. 238-247. Biography: Mrs. Hayes, Gordon's From Lady Washington to Mrs. Cleveland, pp. 389-407; Hayes, Frost's Lives of the Presidents, pp. 497–504.

Oratory: Haygood's Thanksgiving Sermon, "The New

South (1880), Johston's American Orations, III., pp. 311

327.

IV. SUGGESTIVE NOTES.

It would be excellent for United States Bonds to be taken up in the arithmetic class when paper money and gold are discussed here. The pupils should get some idea of what "honest money" means. This topic was never more important than it is to-day. The commercial prosperity of this country hinges largely upon the right management of our national finances. There is much ignorance in the land as to the real function of money; and this ignorance has found repeated expression, even in very recent years, in the wildest sort of schemes. In grammar-school work teachers can of course do only a little with a problem so complicated; but that little may put the pupil on the road that will lead him to intelligent conclusions later on.

GARFIELD AND ARTHUR'S ADMINISTRATION (ONE TERM,

1881-1885).

What to Teach: Garfield Assassinated; Civil Service Reform; The New Orleans Cotton Centennial; The "New South; "The Freedmen and Education.

1. REFERENCES.

Montgomery, pp. 343-349; Taylor's Model History, pp. 291-297; Thalheimer's Eclectic, pp. 368-372; Ellis, IV., pp. 83-87.