Later on, when Dr. Riggs explained to us the industries of the white man, his thrift and forethought, we could see the reasonableness of it all. Economy is the able assistant of labor, and the two together produce great results. The systems and methods of business were of great interest to us, and especially the adoption of a medium of exchange.
The Doctor's own personality impressed us deeply, and his words of counsel and daily prayers, strange to us at first, in time found root in our minds. Next to my own father, this man did more than perhaps any other to make it possible for me to grasp the principles of true civilization. He also strengthened and developed in me that native strong ambition to win out, by sticking to whatever I might undertake. Associated with him was another man who influenced me powerfully toward Christian living. This was the Rev. Dr. John P. Williamson, the pioneer Presbyterian missionary. The world seemed gradually to unfold before me, and the desire to know all that the white man knows was the tremendous and prevailing thought in me, and was constantly growing upon me more and more.
My father wrote to me in the Dakota language for my encouragement. Dr. Riggs had told him that I was not afraid of books or of work, but rather determined to profit by them. "My son," he wrote, "I believe that an Indian can learn all that is in the books of the white man, so that he may be equal to them in the ways of the mind!"
I studied harder than most of the boys. Missionaries were poor, and the Government policy of education for the Indian had not then been developed. The white man in general had no use for the Indian. Sitting Bull and the Northern Cheyennes were still fighting in Wyoming and Montana, so that the outlook was not bright for me to piu-sue my studies among the whites, yet it was now my secret dream and ambition.
It was at Santee that I sawed my first cord of wood. Before long I had a little money of my own, for I sawed most of Dr. Riggs's own wood and some at the Dakota Home, besides other work for which I was paid. Although I could not understand or speak much English, at the end of my second year I could translate every word of my English studies into the native tongue, besides having read all that was then published in the Sioux. I had caught up with boys who had two or three years the start of me, and was now studying elementary algebra and geometry.
One day Dr. Riggs came to me and said that he had a way by which he could send me to Beloit, Wisconsin, to enter the preparatory department of Beloit College. This was a great opportunity, and I grasped it eagerly, though I had not yet lost my old timidity about venturing alone among the white people.
On the eve of departure, I received word from Flandreau that my father was dead, after only two days' illness. He was still in the prime of life and a tireless worker. This was a severe shock to me, but I felt even more strongly that I must carry out his wishes. It was clear that he who had sought me out among the wild tribes at the risk of his life, and set my feet in the new trail, should be obeyed to the end. I did not go back to my home, but in September, 1876, I started from Santee to Beloit to begin my serious studies.
IV
College Life in the West
The journey to Beloit College was an education in itself. At Yankton City I boarded the train for the first time in my life, but not before having made a careful inspection of the locomotive — that fiery monster which had so startled me on my way home from Canada. Every hour brought new discoveries and new thoughts — visions that came and passed like the telegraph poles as we sped by. More and more we seemed to me to be moving upon regions too small for the inhabitants. Towns and villages grew ever larger and nearer together, until at last we reached a city of some little size where it was necessary for me to change cars, a matter that had been arranged by Dr. Riggs with the conductor. The streets looked crowded and everybody seemed to be in the greatest possible hurry. I was struck with the splendor of the shops and the brilliant show windows. Some one took me to an eating house and left me alone with the pretty waitress, whose bright eyes and fluent speech alarmed me. I thought it best to agree with everything she said, so I assented with a nod of the head, and I fancy she brought me everything that was on the bill of fare!
When I reached Beloit on the second day of my pilgrimage, I found it beautifully located on the high, wooded banks of Black Hawk's picturesque Rock River. The college grounds covered the site of an ancient village of mound-builders, which showed to great advantage on the neat campus, where the green grass was evenly cut with lawn-mowers. I was taken to President Chapin's house, and after a kindly greeting, shown to my room in South College, where I immediately opened all the windows. A young man emerged from our building and I could distinctly hear him shouting to another across the Common:
"Hurry up, Turkey, or you'll not have the chance to face old Petty again! We have Sitting Bull's nephew right here, and it's more than likely he'll have your scalp-lock before morning!"
"Turkey," as I soon learned, was the son of a missionary to that country, and both of these boys became good friends of mine afterward.
It must be remembered that this was September, 1876, less than three months after Custer's gallant command was annihilated by the hostile Sioux. I was especially troubled when I learned that my two uncles whom we left in Canada had taken part in this famous fight. People were bitter against the Sioux in those days, and I think it was a local paper that printed the story that I was a nephew of Sitting Bull, who had sent me there to study the white man's arts so that he might be better able to cope with him. When I went into the town, I was followed on the streets by gangs of little white savages, giving imitation war whoops.
My first recitation at Beloit was an event in my life. I was brought before a remarkable looking man whose name was Professor Pettibone. He had a long, grave face, with long whiskers and scarcely any hair on his head, and was to me the very embodiment of wisdom. I was already well drilled in the elementary studies, except that I was very diffident about speaking the English language, and found it hard to recite or to demonstrate mathematical problems. However, I made every effort and soon learned to speak quite fluently, although not correctly; but that fact did not discourage me.
I was now a stranger in a strange country, and deep in a strange life from which I could not retreat. I was like a deaf man with eyes continually on the alert for the expression of faces, and to find them in general friendly toward me was somewhat reassuring. In spite of some nerve-trying moments, I soon recovered my balance and set to work. I absorbed knowledge through every pore. The more I got, the larger my capacity grew, and my appetite increased in proportion. I discovered that my anticipations of this new life were nearly all wrong, and was suddenly confronted with problems entirely foreign to my experience. If I had been told to swim across a lake, or run with a message through an unknown country, I should have had some conception of the task; but the idea of each word as having an office and a place and a specific name, and standing in relation to other words like the bricks in a wall, was almost beyond my grasp. As for history and geography, to me they were legends and traditions, and I soon learned to appreciate the pure logic of mathematics. A recent letter from a Beloit schoolmate says, "You were the only boy who could beat me in algebra!"
At Beloit I spent three years of student life. While in some kinds of knowledge I was the infant of the college, in athletics I did my full share. To keep myself at my best physically, I spent no less than three hours daily in physical exercise, and this habit was kept up throughout my college days.
I found among the students many who were self-supporting, either the sons of poor parents, or self-reliant youth who preferred to earn money for at least a part of their expenses. I soon discovered that these young men were usually among the best students. Since I had no means of my own, and the United States Government had not then formulated the policy of Indian education, I was ready for