Читать книгу The Extraordinary Life and Works of Luther Standing Bear - Luther Standing Bear - Страница 20

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At last the train arrived at a junction where we were told we were at the end of our journey. Here we left the train and walked about two miles to the Carlisle Barracks. Soon we came to a big gate in a great high wall. The gate was locked, but after quite a long wait, it was unlocked and we marched in through it. I was the first boy inside. At that time I thought nothing of it, but now I realize that I was the first Indian boy to step inside the Carlisle Indian School grounds.

Here the girls were all called to one side by Louise McCoz, the girls’ interpreter. She took them into one of the big buildings, which was very brilliantly lighted, and it looked good to us from the outside.

When our interpreter told us to go to a certain building which he pointed out to us, we ran very fast, expecting to find nice little beds like those the white people had. We were so tired and worn out from the long trip that we wanted a good long sleep. From Springfield, Dakota, to Carlisle, Pennsylvania, riding in day coaches all the way, with no chance to sleep, is an exhausting journey for a bunch of little Indians.

But the first room we entered was empty. A cast-iron stove stood in the middle of the room, on which was placed a coal-oil lamp. There was no fire in the stove. We ran through all the rooms, but they were all the same—no fire, no beds. This was a two-story building, but we were all herded into two rooms on the upper floor.

Well, we had to make the best of the situation, so we took off our leggins and rolled them up for a pillow. All the covering we had was the blanket which each had brought. We went to sleep on the hard floor, and it was so cold! We had been used to sleeping on the ground, but the floor was so much colder.

Next morning we were called downstairs for breakfast. All we were given was bread and water. How disappointed we were! At noon we had some meat, bread, and coffee, so we felt a little better. But how lonesome the big boys and girls were for their far-away Dakota homes where there was plenty to eat! The big boys seemed to take it worse than we smaller chaps did. I guess we little fellows did not know any better. The big boys would sing brave songs, and that would start the girls to crying. They did this for several nights. The girls’ quarters were about a hundred and fifty yards from ours, so we could hear them crying. After some time the food began to get better; but it was far from being what we had been used to receiving back home.

At this point I must tell you how the Carlisle Indian School was started. A few years previously, four or five tribes in Oklahoma had some trouble. They were Cheyennes, Arapahoes, Comanches, and Wichitas. There was another tribe with them, but I have forgotten the name. The Government arrested some braves from these various tribes and took them to Virginia as prisoners. Captain Pratt was in charge of them. He conceived the idea of placing these Indians in a school to see if they could learn anything in that manner. So they were put into the Hampton School, where negroes were sent. They were good-sized young men, having been on the war-path already, but old as they were, they were getting on splendidly with their studies.

That gave Captain Pratt another idea. He thought if he could get some young Indian children and educate them, it would help their people. He went to the Government officials and put the proposition up to them, and asked permission to try the experiment. They told him to go ahead and see what he could do, providing he could get any Indians to educate. Captain Pratt was not at all sure he could do this.

He had nothing prepared to start such a school, but the Government gave him the use of some empty buildings at Carlisle, Pennsylvania. He brought some of the Indian prisoners from Virginia with him, and they remained in the Carlisle Barracks until Captain Pratt could go to Dakota and return with his first consignment of ‘scholars.’ Carlisle School had been a soldiers’ home at one time; so at the start it was not built for the education of the Indian people.

I had come to this school merely to show my people that I was brave enough to leave the reservation and go East, not knowing what it meant and not caring.

When we first arrived at Carlisle, we had nothing to do. There were no school regulations, no rules of order or anything of that sort. We just ran all over the school grounds and did about as we pleased.

Soon some white people began to come in from near-by towns to see us. Then we would all go up on the second floor and stand against the railings to look down at them. One of our boys was named Lone Hill. He watched the people closely, and if he saw a negro in the crowd he would run inside and put his war-shirt on. Then he would come out and chase the negro all over the grounds until he left. How the people laughed at this!

For some time we continued sleeping on the hard floor, and it was far from being as comfortable as the nice, soft beds in our tipis back home. One evening the interpreter called us all together, and gave each a big bag. He said these were to be our mattresses, but that we would have to fill them ourselves with straw. He said, ‘Out behind the stable is a large haystack. Go there and fill these bags all full.’

So we all ran as fast as we could to the haystack and filled our sacks as quickly as possible, pushing and scuffling to see who would get finished first. When the bags were all full, we carried them to one of the big rooms on the second floor. Here the bags were all laid out in a row. We little fellows certainly did look funny, lugging those great bags across the yard and upstairs.

That night we had the first good sleep in a long time. These bags were sewed all around, and in the center there was a slit through which they were filled with the straw; but there was nobody to sew the slit up after the bag was filled. We had no sheets and no extra blankets thus far—nothing but the blankets we had brought from the reservation.

The next day we played back and forth over these bags of straw, and soon it began to filter out through the slits. Presently it was scattered all over the floor, and as we had no brooms with which to sweep it up, you can imagine the looks of the room at the starting of our school!

Although we were yet wearing our Indian clothes, the interpreter came to us and told us we must go to school. We were marched into a schoolroom, where we were each given a pencil and slate. We were seated at single desks. We soon discovered that the pencils made marks on the slates. So we covered our heads with our blankets, holding the slate inside so the other fellow would not know what we were doing. Here we would draw a man on a pony chasing buffalo, or a boy shooting birds in a tree, or it might be one of our Indian games, or anything that suited our fancy to try and portray.

When we had all finished, we dropped our blankets down on the seat and marched up to the teacher with our slates to show what we had drawn. Our teacher was a woman. She bowed her head as she examined the slates and smiled, indicating that we were doing pretty well—at least we interpreted it that way.

One day when we came to school there was a lot of writing on one of the blackboards. We did not know what it meant, but our interpreter came into the room and said, ‘Do you see all these marks on the blackboard? Well, each word is a white man’s name. They are going to give each one of you one of these names by which you will hereafter be known.’ None of the names were read or explained to us, so of course we did not know the sound or meaning of any of them.

The teacher had a long pointed stick in her hand, and the interpreter told the boy in the front seat to come up. The teacher handed the stick to him, and the interpreter then told him to pick out any name he wanted. The boy had gone up with his blanket on. When the long stick was handed to him, he turned to us as much as to say, ‘Shall I—or will you help me—to take one of these names? Is it right for me to take a white man’s name?’ He did not know what to do for a time, not uttering a single word—but he acted a lot and was doing a lot of thinking.

Finally he pointed out one of the names written on the blackboard. Then the teacher took a piece of white tape and wrote the name on it. Then she cut off a length of the tape and sewed it on the back of the boy’s shirt. Then that name was erased from the board. There was no duplication of names in the first class at Carlisle School!

Then the next boy took the pointer and selected a name. He was also labeled in the same manner as Number One. When my turn came, I took the pointer and acted as if I were about to touch an enemy. Soon we all had the names of white men sewed on our backs. When we went to school, we knew enough to take our proper places in the class, but that was all. When the teacher called the roll, no one answered his name. Then she would walk around and look at the back of the boys’ shirts. When she had the right name located, she made the boy stand up and say ‘Present.’ She kept this up for about a week before we knew what the sound of our new names was.

I was one of the ‘bright fellows’ to learn my name quickly. How proud I was to answer when the teacher called the roll! I would put my blanket down and half raise myself in my seat, all ready to answer to my new name. I had selected the name ‘Luther’—not ‘Lutheran’ as many people call me. ‘Lutheran’ is the name of a church denomination, not a person.

Next we had to learn to write our names. Our good teacher had a lot of patience with us. She is now living in Los Angeles, California, and I still like to go and ask her any question which may come up in my mind. She first wrote my name on the slate for me, and then, by motions, indicated that I was to write it just like that. She held the pencil in her hand just so, then made first one stroke, then another, and by signs I was given to understand that I was to follow in exactly the same way.

The first few times I wrote my new name, it was scratched so deeply into the slate that I was never able to erase it. But I copied my name all over both sides of the slate until there was no more room to write. Then I took my slate up to show it to the teacher, and she indicated, by the expression of her face, that it was very good. I soon learned to write it very well; then I took a piece of chalk downstairs and wrote ‘Luther’ all over everything I could copy it on.

Next the teacher wrote out the alphabet on my slate and indicated to me that I was to take the slate to my room and study. I was pleased to do this, as I expected to have a lot of fun. I went up on the second floor, to the end of the building, where I thought nobody would bother me. There I sat down and looked at those queer letters, trying hard to figure out what they meant. No one was there to tell me that the first letter was ‘A’ the next ‘B’ and so on. This was the first time in my life that I was really disgusted. It was something I could not decipher, and all this study business was not what I had come East for anyhow—so I thought.

How lonesome I felt for my father and mother! I stayed upstairs all by myself, thinking of the good times I might be having if I were only back home, where I could ride my ponies, go wherever I wanted to and do as I pleased, and, when it came night, could lie down and sleep well. Right then and there I learned that no matter how humble your home is, it is yet home.

So it did me no good to take my slate with me that day. It only made me lonesome. The next time the teacher told me by signs to take my slate to my room, I shook my head, meaning ‘no.’ She came and talked to me in English, but of course I did not know what she was saying.

A few days later, she wrote the alphabet on the blackboard, then brought the interpreter into the room. Through him she told us to repeat each letter after her, calling out ‘A,’ and we all said ‘A’; then ‘B,’ and so on. This was our real beginning. The first day we learned the first three letters of the alphabet, both the pronunciation and the reading of them.

I had not determined to learn anything yet. All I could think of was my free life at home. How long would these people keep us here? When were we going home? At home we could eat any time we wished, but here we had to watch the sun all the time. On cloudy days the waits between meals seemed terribly long.

There soon came a time when the school people fixed up an old building which was to be used as our dining-room. In it they placed some long tables, but with no cover on. Our meals were dished up and brought to each plate before we entered. I very quickly learned to be right there when the bell rang, and get in first. Then I would run along down the table until I came to a plate which I thought contained the most meat, when I would sit down and begin eating without waiting for any one.

We soon ‘got wise’ when it came to looking out for the biggest portion of meat. When we knew by the sun that it was near dinner-time, we would play close to the dining-room, until the woman in charge came out with a big bell in her hand to announce that the meal was ready. We never had to be called twice! We were right there when it came meal-time!

After a while they hung a big bell on a walnut tree near the office. This was to be rung for school hours and meals. One of the Indian boys named Edgar Fire Thunder used to sneak around the building and ring the bell before it was time to eat. Of course we would all rush for the dining-room, only to find the doors locked. Nobody seemed to object to this boy playing such pranks, but we did not like it.

We were still wearing our Indian clothes. One of the Indian prisoners was delegated to teach us to march in to the dining-room and to school. Some of the boys had bells on their leggins, which helped us to keep time as we stepped off.

One day we had a strange experience. We were all called together by the interpreter and told that we were to have our hair cut off. We listened to what he had to say, but we did not reply. This was something that would require some thought, so that evening the big boys held a council, and I recall very distinctly that Nakpa Kesela, or Robert American Horse, made a serious speech. Said he, ‘If I am to learn the ways of the white people, I can do it just as well with my hair on.’ To this we all exclaimed ‘Hau!’—meaning that we agreed with him.

In spite of this meeting, a few days later we saw some white men come inside the school grounds carrying big chairs. The interpreter told us these were the men who had come to cut our hair. We did not watch to see where the chairs were carried, as it was school time, and we went to our classroom. One of the big boys named Ya Slo, or Whistler, was missing. In a short time he came in with his hair cut off. Then they called another boy out, and when he returned, he also wore short hair. In this way we were called out one by one.

When I saw most of them with short hair, I began to feel anxious to be ‘in style’ and wanted mine cut, too. Finally I was called out of the schoolroom, and when I went into the next room, the barber was waiting for me. He motioned for me to sit down, and then he commenced work. But when my hair was cut short, it hurt my feelings to such an extent that the tears came into my eyes. I do not recall whether the barber noticed my agitation or not, nor did I care. All I was thinking about was that hair he had taken away from me.

Right here I must state how this hair-cutting affected me in various ways. I have recounted that I always wanted to please my father in every way possible. All his instructions to me had been along this line: ‘Son, be brave and get killed.’ This expression had been moulded into my brain to such an extent that I knew nothing else.

But my father had made a mistake. He should have told me, upon leaving home, to go and learn all I could of the white man’s ways, and be like them. That would have given a new idea from a different slant; but Father did not advise me along that line. I had come away from home with the intention of never returning alive unless I had done something very brave.

Now, after having had my hair cut, a new thought came into my head. I felt that I was no more Indian, but would be an imitation of a white man. And we are still imitations of white men, and the white men are imitations of the Americans.

We all looked so funny with short hair. It had been cut with a machine and was cropped very close. We still had our Indian clothes, but were all ‘bald-headed.’ None of us slept well that night; we felt so queer. I wanted to feel of my head all the time. But in a short time I became anxious to learn all I could.

Next, we heard that we were soon to have white men’s clothes. We were all very excited and anxious when this was announced to us. One day some wagons came in, loaded with big boxes, which were unloaded in front of the office. Of course we were all very curious, and gathered around to watch the proceedings and see all we could.

Here, one at a time, we were ‘sized up’ and a whole suit handed to each of us. The clothes were some sort of dark heavy gray goods, consisting of coat, pants, and vest. We were also given a dark woolen shirt, a cap, a pair of suspenders, socks, and heavy farmer’s boots.

Up to this time we had all been wearing our thin shirts, leggins, and a blanket. Now we had received new outfits of white men’s clothes, and to us it seemed a whole lot of clothing to wear at once, but even at that, we had not yet received any underwear.

As soon as we had received our outfits, we ran to our rooms to dress up. The Indian prisoners were kept busy helping us put the clothes on. Although the suits were too big for many of us, we did not know the difference. I remember that my boots were far too large, but as long as they were ‘screechy’ or squeaky, I didn’t worry about the size! I liked the noise they made when I walked, and the other boys were likewise pleased.

How proud we were with clothes that had pockets and with boots that squeaked! We walked the floor nearly all that night. Many of the boys even went to bed with their clothes all on. But in the morning, the boys who had taken off their pants had a most terrible time. They did not know whether they were to button up in front or behind. Some of the boys said the open part went in front; others said, ‘No, it goes at the back.’ There is where the boys who had kept all their clothes on came in handy to look at. They showed the others that the pants buttoned up in front and not at the back. So here we learned something again.

Another boy and I received some money from home. His name was Waniyetula, or Winter, and he was my cousin. We concluded we might as well dress up like white men; so we took all our money to the interpreter and asked him if he would buy us some nice clothes. He promised he would.

We did not know the amount of money which we handed over to him, but we gave him all we had received, as we did not know values then. He took the money and went to town. When he returned he brought us each a big bundle. We took them and went into an empty room to dress up, as we did not want the other boys to see us until we had the clothes on. When we opened the bundles, we were surprised to see how many things we had received for our money. Each bundle contained a black suit of clothes, a pair of shoes and socks, stiff bosom shirt, two paper collars, a necktie, a pair of cuffs, derby hat, cuff buttons, and some colored glass studs for our stiff shirt fronts.

We were greatly pleased with our purchases, which we examined with great curiosity and eagerness. As it was nearly time for supper, we tied the bundles together again and took them into one of the rooms where an Indian prisoner was staying, asking him to keep the bundles for us until the next day. We had to talk to him in the sign language, as he was from a different tribe. The sign language, by the way, was invented by the Indian. White men never use it correctly.

We felt very proud of our new purchases and spent most of that evening getting off by ourselves and discussing them. We found out later that our wonderful clothes cost all together about eleven dollars. The interpreter had bought the cheapest things he could get in the town of Carlisle.

All the next day we were together. We kept our eyes on our disciplinarian, Mr. Campbell, because we wanted to see how he put on his collar. We were studying not very far away from him and we watched him constantly, trying to figure out how he had put that collar on his shirt.

When evening came at last, we carried our bundles up to the second floor where we could be alone. Here we opened the things up and started to dress up. While we were thus engaged, in came the prisoner with whom we had left the bundles the night before. We were glad, in a way, that he had come in, because he knew more about how the clothes ought to be worn than we did, and he helped us dress.

Just as we were through, the bell rang for supper. The other boys were already in line. We came down the outside stairway, and when they observed us, what a war-whoop went up! The boys made all kinds of remarks about our outfits, and called us ‘white men.’ But our teachers and the other white people were greatly pleased at our new appearance.

We had only two paper collars apiece, and when they became soiled we had to go without collars. We tried our best to wear the ties without the collars, but I guess we must have looked funny.

It was now winter and very cold, so we were supplied with red flannel underwear. These looked pretty to us, but we did not like the warmth and the ‘itching’ they produced. I soon received some more money from my father, and another boy named Knaska, or Frog, and I bought us some white underwear. This was all right, but we did not dare let any one else know it, as the rules were that we had to wear the red flannels. So every Sunday morning we would put the red ones on, because they held inspection on Sunday morning. Captain Pratt and others always looked us over that day very carefully; but as soon as the inspection was through, we would slip into our white under-clothes and get ready to attend Sunday-School in town.

All the boys and girls were given permission to choose the religious denomination which appealed to them best, so they were at liberty to go where they pleased to Sunday-School. Most of us selected the Episcopal Church. I was baptized in that church under the name of Luther.

In our room lived a boy named Kaici Inyanke, or Running Against. While not exactly bad, he was always up to some mischief. His father’s name was Black Bear, so when the boy was baptized he took his father’s name, while his Christian name was Paul. He is yet living at Pine Ridge Agency, South Dakota. More than once Captain Pratt had to hold Paul up. He would play until the very last minute and then try to clean his shoes and comb his hair, all at once seemingly. On this particular Sunday Paul rushed in and was so busy that he did not get half finished. He had combed his hair, but had applied too much water, which was running down his face, while one of his shoes was cleaned and the other was dirty.

We had been taught to stand erect like soldiers when Captain Pratt, Dr. Givens, and others entered the room for inspection. First, Captain Pratt would ‘size us up’ from head to foot, notice if we had our hair combed nicely, if our clothes were neatly brushed, and if we had cleaned our shoes. Then he would look the room over to see if our beds were made up right, often lifting the mattresses to see that everything was clean underneath. Often they would look into our wooden boxes where we kept our clothes, to see that everything was spick and span.

Paul Black Bear had not been able—as usual—to finish getting ready for inspection, and when Captain Pratt looked at his feet, Paul tried to hide the shoe that was not polished, by putting it behind the other one. Captain Pratt also noticed the water running down his face. We all expected to see Paul get a ‘calling down,’ but Captain Pratt only laughed and told Paul to do better next time.

At Carlisle it was the rule that we were not to be permitted to smoke, but Paul smoked every time he had a chance. One day he made a ‘long smoke’ and stood by one of the big fireplaces, puffing away very fast. All at once he got sick at the stomach and fainted. We had to drag him out of the fireplace and pour water on him.

One day our teacher brought some wooden plates into the schoolroom. She told us they were to paint on. She gave me about half a dozen of them. We each received a small box of water-colors. I painted Indian designs on all my plates. On some of them I had a man chasing buffalo, shooting them with the bow and arrow. Others represented a small boy shooting at birds in the trees. When I had them all painted, I gave them back to the teacher. She seemed to be well pleased with my work, and sent them all away somewhere. Possibly some persons yet have those wooden plates which were painted by the first class of Indian boys and girls at Carlisle.

About this time there were many additions to the school from various tribes in other States and from other reservations. We were not allowed to converse in the Indian tongue, and we knew so little English that we had a hard time to get along. With these other tribes coming in, we were doing our best to talk as much English as we could.

One night in December we were all marched down to the chapel. When the doors were opened, how surprised we were! Everything was decorated with green. We all took seats, but we could not keep still. There was a big tree in the room, all trimmed and decorated. We stretched our necks to see everything. Then a minister stood up in front and talked to us, but I did not mind a thing he said—in fact, I could not understand him anyway.

This was our first Christmas celebration, and we were all so happy. I saw the others were getting gifts from off that tree, and I was anxious to get something myself. Finally my name was called, and I received several presents, which had been put on the tree for me by the people for whom I had painted the plates. Others were from my teacher, Miss M. Burgess, and some from my Sunday-School teacher, Miss Eggee. I was very happy for all the things I had received.

I now began to realize that I would have to learn the ways of the white man. With that idea in mind, the thought also came to me that I must please my father as well. So my little brain began to work hard. I thought that some day I might be able to become an interpreter for my father, as he could not speak English. Or I thought I might be able to keep books for him if he again started a store. So I worked very hard.

One day they selected a few boys and told us we were to learn trades. I was to be a tinsmith. I did not care for this, but I tried my best to learn this trade. Mr. Walker was our instructor. I was getting along very well. I made hundreds of tin cups, coffee pots, and buckets. These were sent away and issued to the Indians on various reservations.

After I had left the school and returned home, this trade did not benefit me any, as the Indians had plenty of tinware that I had made at school.

Mornings I went to the tin shop, and in the afternoon attended school. I tried several times to drop this trade and go to school the entire day, but Captain Pratt said, ‘No, you must go to the tin shop—that is all there is to it,’ so I had to go. Half school and half work took away a great deal of study time. I figure that I spent only about a year and a half in school, while the rest of the time was wasted, as the school was not started properly to begin with. Possibly you wonder why I did not remain longer, but the Government had made an agreement with our parents as to the length of time we were to be away.

A short time later, some boys, myself among the number, were called into one of the schoolrooms. There we found a little white woman. There was a long table in front of her, on which were many packages tied in paper. She opened up one package and it contained a bright, shining horn. Other packages disclosed more horns, but they seemed to be different sizes.

The little white woman picked up a horn and then looked the boys over. Finally she handed it to a boy who she thought might be able to use it. Then she picked out a shorter horn and gave it to me. I learned afterward that it was a B-flat cornet. When she had finished, all the boys had horns in their hands. We were to be taught how to play on them and form a band.

The little woman had a black case with her, which she opened. It held a beautiful horn, and when she blew on it it sounded beautiful. Then she motioned to us that we were to blow our horns. Some of the boys tried to blow from the large end. Although we tried our best, we could not produce a sound from them. She then tried to talk to us, but we did not understand her. Then she showed us how to wet the end of the mouthpiece. We thought she wanted us to spit into the horns, so we did. She finally got so discouraged with us that she started crying.

We just stood there and waited for her to get through, then we all tried again. Finally, some of the boys managed to make a noise through their horns. But if you could have heard it! It was terrible! But we thought we were doing fine.

So now I had more to occupy my attention. In the morning I had one hour to practice for the band. Then I must run to my room and change my clothes and go to work in the tin shop. From there I had to run again to my room and change my clothes and get ready for dinner. After that, I had a little time to study my lessons.

Then the school bell would ring and it was time for school. After that, we played or studied our music. Then we went to bed. All lights had to be out at nine o’clock. The first piece of music our band was able to play was the alphabet, from ‘a’ to ‘z.’ It was a great day for us when we were able to play this simple little thing in public. But it was a good thing we were not asked to give an encore, for that was all we knew!

After I had learned to play a little, I was chosen to give all the bugle calls. I had to get up in the morning before the others and arouse everybody by blowing the morning call. Evenings at ten minutes before nine o’clock I blew again. Then all the boys would run for their rooms. At nine o’clock the second call was given, when all lights were turned out and we were supposed to be in bed. Later on I learned the mess call, and eventually I could blow all the calls of the regular army.

I did these duties all the time I was at Carlisle School, so in the early part of 1880, although I was a young boy of but twelve, I was busy learning everything my instructors handed me.

One Sunday morning we were all busy getting ready to go to Sunday-School in town. Suddenly there was great excitement among some of the boys on the floor below. One of the boys came running upstairs shouting, ‘Luther Standing Bear’s father is here!’ Everybody ran downstairs to see my father. We had several tribes at the school now, many of whom had heard of my father, and they were anxious to see him.

When I got downstairs, my father was in the center of a large crowd of the boys, who were all shaking hands with him. I had to fight my way through to reach him. He was so glad to see me, and I was so delighted to see him. But our rules were that we were not to speak the Indian language under any consideration. And here was my father, and he could not talk English!

My first act was to write a note to Captain Pratt, asking if he would permit me to speak to my father in the Sioux tongue. I said, ‘My father is here. Please allow me to speak to him in Indian.’ Captain Pratt answered, ‘Yes, my boy; bring your father over to my house.’

This was another happy day for me. I took my father over to meet Captain Pratt, who was so glad to see him, and was very respectful to him. Father was so well dressed. He wore a gray suit, nice shoes, and a derby hat. But he wore his hair long. He looked very nice in white men’s clothes. He even sported a gold watch and chain. Captain Pratt gave father a room with Robert American Horse, in the boys’ quarters. He allowed the boys to talk to him in the Indian tongue, and that pleased the boys very much. Here Father remained for a time with us.

SIOUX BOYS OF THE FIRST CLASS ENTERING CARLISLE, OCTOBER 6, 1879

SIOUX GIRLS OF THE FIRST CLASS ENTERING CARLISLE, OCTOBER 6, 1879