iety of occupations; 110 are in the
Government service. There are also 3,800 ex-students, not graduates, of
whom a large majority are successful. Hampton has 878 living returned
Indian students, of whom 87 per cent. are recorded as doing well.

In 1897 the Indian Bureau required all Indian agents and superintendents
to report upon the conduct and usefulness of every student returned from
a non-reservation school. Such an investigation was sure not to be
unduly favorable, and the report showed 76 per cent. of successes. In
1901 a more careful inquiry raised it to 86 per cent.

MISSION SCHOOLS OF TO-DAY

It must not be supposed that the downfall of the contract system and the
development of Government work has meant the end of distinctively
mission schools for Indians. Although a few have been closed, there are
still many in successful operation under the various church boards, the
Indians themselves willingly contributing to their support. Indeed, this
feature of partial self-support is much in their favor, as it is certain
that an education that costs the recipient something is of more worth.

Except for a few plants taken over by the Government, the Catholics
continue to conduct their fine agricultural boarding-schools, notably
those among the Sioux. Bishop Hare of the Episcopal Church began his
labors among the same people in 1873; and in nothing was his
statesmanlike breadth of mind more clearly shown than in the foundation
of a system of excellent boarding-schools, of which at one time there
were five under his watchful care, where from thirty to seventy children
each were sheltered and taught in the atmosphere of a sunny Christian
home. It was impossible to carry them all after the discontinuance of
all Government aid, either in money or rations, but, although the Bishop
died in 1909, Saint Mary's at Rosebud and Saint Elizabeth's at Standing
Rock remain a monument to his memory.

The Presbyterian Church conducts two successful boarding and a number of
day schools; and the Congregationalists have concentrated their efforts
upon a large training-school at Santee, Nebraska, under the veteran
missionary teacher, Rev. Alfred L. Riggs. At Santee the Indian boys and
girls are given a practical education developed to fit their peculiar
needs--its goal the training of teachers, preachers, and leaders in
every walk of life. Here I received my first impulse toward a career in
1875-6. In all these schools, even those whe