. Ridpath's Universal history : an account of the origin, primitive condition and ethnic development of the great races of mankind, and of the principal events in the evolution and progress of the civilized life among men and nations, from recent and authentic sources with a preliminary inquiry on the time, place and manner of the beginning . n amongour aboriginal nations. Education—thedesire to educate—flows mostly from thestrong affection of the father for his ownchild. This tends to a desire to see the child promoted to a better estate thanthat of his father. It leads to exertionon the fath
. Ridpath's Universal history : an account of the origin, primitive condition and ethnic development of the great races of mankind, and of the principal events in the evolution and progress of the civilized life among men and nations, from recent and authentic sources with a preliminary inquiry on the time, place and manner of the beginning . n amongour aboriginal nations. Education—thedesire to educate—flows mostly from thestrong affection of the father for his ownchild. This tends to a desire to see the child promoted to a better estate thanthat of his father. It leads to exertionon the fathers part to Absence of the ameliorate the physical and educational in-intellectual conditions un-der which his child is to live. But thisfeeling among the Indians must be weakand indefinite. One half at least of theforce and, perhaps, more than a half ofthe results of paternal affection must beremoved under polyandry; for everymans son is at best no more than hisnephew. Every child has a father whois no more than his uncle. This factweakens the interest in fatherhood andchildhood. It leaves the one to wanderoff into solitude to the neglect of hisoffspring, and the other to seek in anindefinite tribal paternity the strong in-terest which he should otherwise find ina single and unmistakable father. Chapter CLXXUL-Writing axd F education, in our senseof the word, the In-dian races knew noth-ing. We are not awarethat before their con-tact with the Whitessuch a thing as an In-dian school was known. It is doubtfulwhether the most enlightened of theAmerican races, such as theAztecs, the Central Amer-icans, and the Peruviansever conceived of the development of theintellectual life by means of educationalinstitutions properly so-called. Of theintellectual life there were certainly thebeginnings, and of teaching there musthave been at least the rudiments; butthe teaching was doubtless an incidentalcircumstance, and grew more out of the Beginnings ofthe intellectuallife. natu
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