Part 3 (1/2)
The day had been a perfect one Every event had been a success; and, as a ely profited by these occasions Within the circle forroup the members of the common council Blue Earth arose, and in a few appropriate and courteous reuests that it was not selfishness that led his braves to carry off the honors of the last event, but that this was a friendly contest in which each band must assert its prowess In memory of this victory, the boy would now receive his nae of the forest upon the Minnesota's bank
Half frightened, the little felloas now brought into the circle, looking very much as if he were about to be executed Cheer after cheer went up for the awe-stricken boy Chankpee-yuhah, the medicine man, proceeded to confer the name
”Ohiyesa (or Winner) shall be thy name henceforth Be brave, be patient and thou shalt alin! Thy name is Ohivesa”
II AN INDIAN BOY'S TRAINING
IT is commonly supposed that there is no systeines of this country Nothing could be farther from the truth All the customs of this primitive people were held to be divinely instituted, and those in connection with the training of children were scrupulously adhered to and transeneration to another
The expectant parents conjointly bent all their efforts to the task of giving the new-co line of ancestors A pregnant Indian woreatest characters of her family and tribe as a model for her child
This hero was daily called to ather fro exploits, rehearsing theht be more distinct, she avoided company She isolated herself as htlessly, but with an eye to the irand and beautiful scenery
The Indians believed, also, that certain kinds of aniifts upon the unborn, while others would leave so strong an adverse iht become a monstrosity A case of hare-lip was commonly attributed to the rabbit It was said that a rabbit had chariven to the babe its own features
Even the nant woman, because it was supposed to influence the disposition or features of the child
Scarcely was the embyro warrior ushered into the world, when he wasand war Those ideas which so fully occupied his mother's mind before his birth are now put into words by all about the child, who is as yet quite unresponsive to their appeals to his honor and ambition He is called the future defender of his people, whose lives irl, she is at once addressed as the futureanimals are introduced; they come to the boy to offer their bodies for the sustenance of his tribe The aniarded as his friends, and spoken of alrandfathers and grand, adapted as lullabies, were equally iinative, and the suitors were often animals personified, while pretty maidens were represented by the mink and the doe
Very early, the Indian boy assuends of his ancestors and his race Al a myth, or a true story of some deed done in the past, was narrated by one of the parents or grandparents, while the boy listened with parted lips and glistening eyes On the following evening, he was usually required to repeat it If he was not an apt scholar, he struggled long with his task; but, as a rule, the Indian boy is a good listener and has a good memory, so that the stories were tolerably well mastered The household became his audience, by which he was alternately criticized and applauded
This sort of teaching at once enlightens the boy's mind and stimulates his ambition His conception of his own future career becomes a vivid and irresistible force Whatever there is for him to learn must be learned; whatever qualifications are necessary to a truly great er and hardshi+p Such was the feeling of the i Indian It became apparent to him in early life that he must accustom himself to rove alone and not to fear or dislike the impression of solitude
It seems to be a popular idea that all the characteristic skill of the Indian is instinctive and hereditary This is a mistake All the stoicism and patience of the Indian are acquired traits, and continual practice aloneand dieting were not neglected I remember that I was not allowed to have beef soup or any warm drink The soup was for the oldwere never to take their food very hot, nor to drink e of fifteen years, was a strict disciplinarian and a good teacher When I left the teepee in theyou see”; and at evening, on my return, he used often to catechize me for an hour or so
”On which side of the trees is the lighter-colored bark? On which side do they have ular branches?”
It was his custo the day I would na to the color or the shape of the bill or their song or the appearance and locality of the nest--in fact, anything about the bird that impressed me as characteristic I made many ridiculous errors, I must admit He then usually informed me of the correct name Occasionally I made a hit and this he would warmly commend
He went much deeper into this science when I was a little older, that is, about the age of eight or nine years He would say, for instance:
”How do you know that there are fish in yonder lake?”
”Because they jump out of the water for flies at mid-day”
He would smile at my prompt but superficial reply
”What do you think of the little pebbles grouped together under the shalloater? and what made the pretty curved marks in the sandy botto birds? Have the inlet and the outlet of a lake anything to do with the question?”
He did not expect a correct reply at once to all the voluminous questions that he put to me on these occasions, but he ood student of nature
”Hakadah,” he would say to ht to follow the example of the shunktokecha (wolf) Even when he is surprised and runs for his life, he will pause to take one more look at you before he enters his final retreat So youyou see