re the Government
contributes, in any manner whatever, to the support of the school; no
oral instruction in the vernacular will be allowed at such schools.
The entire curriculum must be in the English language.

2. The vernacular may be used in missionary schools only for oral
instruction in morals and religion, where it is deemed to be an
auxiliary to the English language in conveying such instruction; and
only native Indian teachers will be permitted to otherwise teach in
any Indian vernacular; and these native teachers will only be allowed
so to teach in schools not supported in whole or in part by the
Government and at remote points, where there are no Government or
contract schools where the English language is taught. These native
teachers are only allowed to teach in the vernacular with a view of
reaching those Indians who cannot have the advantage of instruction in
English, and such instruction must give way to the English-teaching
schools as soon as they are established where the Indians can have
access to them.

3. A limited theological class of Indian young men may be trained in
the vernacular at any purely missionary school, supported exclusively
by missionary societies, the object being to prepare them for the
ministry, whose subsequent work shall be confined to preaching unless
they are employed as teachers in remote settlements, where English
schools are inaccessible.

4. These rules are not intended to prevent the possession or use by
any Indian of the Bible published in the vernacular, but such
possession or use shall not interfere with the teaching of the English
language to the extent and in the manner hereinbefore directed.

The gravamen of the objections urged in all this controversy is that
the _Government has no right to interfere with these mission schools_;
in the first place, in excluding all use of the vernacular in contract
schools, even for religious instruction, and in the next place, in
controlling the studies of the mission schools _supported wholly by
missionary money_ and in excluding white teachers from vernacular
schools. The missionary societies have found by long experience that
these mission schools in which the vernacular is taught, especially in
remote places, are the most effective, and in many cases the only
modes by which the people can be reached by the Gospel. The pupils are
taught to read the Bible and it is carried by them to their homes. Now
we ask, is it the functio