3. But the greatest difficulty is in the schools at out-stations, which have a _missionary_ aim. Here the idea is mainly the making of Christian character and life. The teacher is usually a native, a pupil from the Santee or Oahe schools. He has some knowledge of English, enough to enable him to give more precise and better meaning to the Dakota, but not enough to enable him to teach or preach in it, and if he could his hearers would not understand him. He must use his native tongue mainly, or not work at all. The Missionary Societies would find their work ruinously crippled if these out-stations were cut off. They are the pioneers of missionary work. 4. Then, again, there is the mass of the adult Indians that can never learn a new language. They must hear the gospel in their native tongue, or never hear it. The President of the United States, Secretary Lamar and Commissioner Atkins have all committed themselves to the value—nay, the necessity—of religion as a lever for the elevation of the Indian. Do they mean now to forbid the Missionary Societies from training teachers and preachers for these people? This is an assumption of authority that befits Russia, and we are sure the people of these free United States will submit to no such Star-Chamber dictation. * * * * * MEMORIAL ON INDIAN EDUCATION. ADOPTED BY THE CHICAGO MINISTERS’ MEETING. _To his Excellency the President of the United States:_ The Congregational ministers of Chicago and vicinity, in their weekly session at the Grand Pacific, September 5th, to the number of thirty-five, desire to memorialize you in behalf of a modification of the recent orders of the Indian Department, whereby the use of the native language is interdicted in all Indian reservation schools, not only those that are under Government patronage, in whole or in part, but also those that are private or are under missionary societies. From the first we have favored the policy proposed by missionaries among the Indians, now adopted by the Government, and heartily approved by yourself, of bringing these aborigines into American citizenship and of securing them land in severalty, with the surplus turned into a school fund. Nor do we question the motives of the heads of the Indian Department. Indeed this is forefended by the fact, as semi-officially stated, that “the question of the effect of the policy of the office upon any missionary body has never been considered;” and this fact gives us the more assurance in soliciting you, that the missionary view may yet receive a due consideration. We are clear, with the Indian officials, that in the effort to Americanize these natives, the English language must be introduced as fast as possible. But we would not do this to the total exclusion of the native tongues in the missionary and interior station schools, being confident that the final result will be more speedily secured by the use, in part, of the Indian language.