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Mon Nov 0 8 1 99 9
A hold has been placed on the following item by the patron listed
ab o ve . Please pull this item and forward it t o the requesting library :

I

Roesch Library--Univ of Dayton
Access Services
300 College Park Ave.
Dayton, OH 45469-1360

LUCILLE M SCHULT Z
A&S ENGLISH
M.L . 0069
University of Cincinnati
LOCATION: LANGS
PATRON TYPE: OhioLINK Faculty

Roesch - 6th Floor
CALL NO: LB 5 .B9 no-19
.AUTHOR: Hailmann, W. N.
TITLE:
Education of the India1
BARCODE: R003611753
REC NO:
i14766966
PICKUP AT: Langsam
(513) 556-f173

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I

EDUCATION OF THE INDIAN
INTRODUCTION

I

COPYRIGHT nv

J.B. LYON COMPANY
1899

The first successful attempts to colonize America on the
part of the Anglo-Saxons were made during the first quarter
of the seventeenth century. Immediately the struggle set
in between brutal greed and a certain irrepressible spirit of
fair play on the part of the intruding race in their intercourse
with the Indians. Greed saw in the Indian a hateful obstacle
in the way of its advance in the acquisition of territory.
Fair play, aided by a nascent spirit of broad Christianity
and genuine philanthropy, emphasized in the Indian his
essential humanity and labored to lead him, for the sake of
his own salvation, to a recognition of the fatherhood of God
and to !if t him into a condition that would render him
worthy of being received as a full equal into the brotherhood of man. This struggle is still going on with shifting
success. Yet, on the whole, humanity and fair play are
steadily gaining.
The intellectual and spiritual upheavals of the sixteenth
century, which had culminated in Bacon and Luther, had
directed thought to education as the chief reliance in the
liberation of the race from the trammels of superstition, and
in leading him out of the worship of physical prowess to the
recognition of his duty to God and man. Naturally, therefore, those who sought the conversion and uplifting of the
Indian directed their attention primarily to efforts for his
education. The very charters, granted to the colonizing
companies, breathed the hope that their work might bring
about" the enlargement of God's kingdom among the heathen
people."
The present system of Indian education, under the direction of the government of the United States, is in no way
the outcome of a deliberate and carefully-conceived plan on

the part of Washington officials.

It is descended

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directly']:'.~~ .

I

I
4

EDUCATION O.F THE INDIAN
EDUCATION OF THE INDIAN

from the first attempts in Indian education on the part of
Virgi~ia, and more particularly on the part of New England.
Here its seeds were planted. From these it derives certain
inhere nt, vital principl es, rooted in a broad Christianity a nd
a fe rve nt philanthropy which have e nabled it to withstand
blights of partisanship, of greed and rapacity on the part of
spoilsmen, of incompet e nce on th e part of teachers, of race
prejudice on the part of settlers and other unfavorable conditions of environment and policy.
JOHN ELIOT

A remarkable pioneer work, and of a typical character,
was done by Rev. John Eliot in Massachusetts. Mr. Eliot
was actuated by motives of broadest Christianity and purest philanthropy. His simple measures were chosen with
consummate wisdom. In the first pl?-ce he. familiarized
himself with the language, disposition and character of his
Indians. Then, by according th e m th e same, he secured
their confidence and respect and stimulated in th eir hearts
revere nce and a sincere desire for the industry and thrift,
the got'li,ness and purity of life, of which N ew England
communities afforded the example. Those who would follow
him h e gathered in towns, where h e taug ht th em the liberties
and respo nsibiliti es of township government and th e devices
and institutions of civilized life, among which th e church
and the school naturally occupied places of honor. A number of "choice Indian youths" h e induced to attend English
schools that they might prepare themselves for missionary
work as teach ers and catechists among their own people.
He was warmly supported in his work by "the corporation for the propagation of the Gospel in fore ig n parts," by
the general court of Massachusetts and, particularly, by Mr.
Daniel Gookins, the official superintendent of th e Indians
in Massachusetts. Mr. Eliot began his work in 1646. In
1674 there were fourtee n towns of "praying Indians" whose
schools and churches, in th e majority of instances, were
administered by educated natives. At the same time, an

5

Indi an college had bee n founded at Cambridge. · Yet, in
du e tim e, this success was swept away by th e fears and
prejudices which developed under th e baneful influ ences of
th e Indian wars. Similar successful '~ork und er th e direction of R e vs. J ohn Cotton and Richard Bourne in Plymouth
colony shared the same fate.
SERGEANT AND WHEELOCK

Other memorable effo rts in the eig hteenth century were
robbed of their fruits by similar causes, intensified by a number of di sorgani zing factors incide nt to the revolutionary
period. Prominent among these is th e work of Rev. John
S e rgeant at Stockbridge in Massachusetts a nd th a t of Rev.
El eaze r vVheelock in Connecticut and New Hampshire.
The work of Mr. Sergeant, which involved the establishmen t of day schools, of a boarding school and a n expe rime ntal "outing system," was almost ideal in conception,
but ended with th e d e portation of hi s India ns to the west.
Dr. Wheelock's labors led to th e es tablishment of an effective
trainin g school a nd, indirectl y, to the creation of Dartmouth
colleg e " fo r th e educati on and instructio n of youths of the
Indi a n tribes in this land in read ing, writing, and all parts
of learni ng which shall appear necessary and expedient for
civilizing and christian izing th e children of pagans, as well
as in all libe ral arts and sci e nces, and also of English youths
and any others." Only th e last purpose was destined for
achieve ment.
PERSISTENCE OF SPIRIT OF WORK

It is interesting to note that, in spi te of practically total
external failure, the spirit and eve n much of th e form of
th ese earl y e nte rprises pers isted. Their impress is obse rvabl e to-day in alm ost eve ry promin e nt f cature of th e Indian
school o rganiz a tion o f the Uni ted States.
Among th ese I would point out th e es tablishm e nt of day
schools in or near India n vi llages or se ttl ements a nd th e ir
organization as a means for th e domestic and indus trial
uplifting of Indian family and vi llage life, as well as for the

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EDUCATION OF THE INDIAN

instruction of children· the establishtnent of · d t · l
.
'
in us na
boarding schools in territory occupied by Indians wit] tl ·
.. f
.
,
1 1e1r
opportu111~1:s or 111t.roducing among th e young a tas te for
the amen1t1es and r e finements, as well as for the d t'
d
'b']' ·
u 1es an
respons1
1
1t1es
of
civilization·
the
establisl
ment
·
·
·1·
d
1
.
.
'
1n CIVI 1ze
English-speaking :ommunities of advanced training schools
f~~ the f.ull~r equ~pment of "choice Indian youths" for full
c1t1z.ensh1p. 111 .white communities or for missionary work in
the ideals, 111st1tutio~s, and arts of civilization among th eir
~wn people; th e universal stress in all schools upon instruction .of b~ys in the arts of husbandry and certain trad es and
of girls 111. th e domestic arts; the "outing system" which
plac:s pa:t1ally educa.ted Indian girls and boys as paid helpers
111 suitable
Engltsh-speakina
families and affoi-ds. tl1 e m
.
.
.
o
·
t ance
111struct10n 111 .th.e ordinary public schools·, the 1mpor
attached to rel1g1ous and ethical training.
SHORTCOMINGS

On the otld hand, it is to be deplored that a number of
valuable features of the early schools have been abandoned
and even supplanted by opposite te nde ncies. Among the
latt:r arc to b: r~c~oned the unintelligent warfare waged
a.gamst th~ !nd1an ~d10m; the introduction of certain brutalities of mtl.1tary discipline under the influence of soldiers
wh~ for a tune controlled Indian schools; an equally unintellige nt effo rt on the part of some schools to wean Indian
youth fr.om Indian ass.ociati~n by throwin g contempt upon
the . I nd1an . and. by st11nulat111g a feeling akin to hatred of
I nd1an family ties; and a variety of measures and d ·
·
· l
ev1ces
tnspirec by a policy of compulsion and repression rather
than ~ya spirit of developme nt and benevole nt helpfuln ess.
s.enous harm came to the gove rnme nt schools from tim e
to .time from th e fact that until 1893 patronage and partisa nship ente.red as a weighty, p e rh aps th e weightiest, factor in
the appomtment of officers and e mployees. Thanks to the
constant vigilance of the Indian ri g hts association the
.Mohonk conference and a number of other societies 'earn-

943]

EDUCATION OF THE INDIAN

7

estly interested in the welfare of the Indians, these evils are
steadily yielding. They have been greatly reduced since
1893 by the application of civil service rules to school
employees, and it is hoped that in these matters every new
dawn will bring a better day.
PERIOD OF INACTION

Before e nte ring upon a desc riptive accoun t of the Indian
school work of the present day, it is d esirable to indicate in
a few words the successive steps that have led to their
organi zation.
After the revolution, congress and the country as a whole
w e re so much absorbed with the duties of self-es tabli shm e nt
that little heed was paid to Indian education. A numb er o f
minor appropriations are recorded on the basis of trea ti e s
with a few tribes, and at a few points mi ssionary zeal continued a fitful activity. During the first quarte r of th e nin etee nth ce ntury, however, a great reli g ious revival again
direc ted ge neral attention to Indian education as a Christian
and national duty.
RESUll!PTION OF WORK

Missionary bodies took up the work with renewed zeal.
Congress responded in 1819 with an appropriation of $10,000
in addition to certain treaty obligations. In 1820 th e presid e nt was authorized to apply thi s sum annually in aid of
societies and individuals engaged in the edu cation of Indian s.
In 1 823 the su m of $80,000 was ex pe nd ed in 2 1 schools
ma intain ed by missionary bodies ; $I 2,000 of this amount
had bee n contributed by the government.
In 1825 th e numbe r of such schools had rise n to 38, the
entire expe nditure for these to $202,000, of which the government, direc tly and inclirec tly, had contributed $25,000.
In 1848 there were repo rted in operation 16 manual training
schools, 87 boarding school s and other schools.
These schools continued to increase in numb e r and
efficie ncy up to 1873. Th ey were und e r the control of missionary bodies with such scanty aid from the government as

8

EDUCATION OF THE INDIAN

[944

the small appropriations afforded. Only a few small day
schools had been established by the government directly
under treaty provisions.
GOVERNMENT AL ZEAL

After this time, however, the government entered upon
an era of almost feverish activity in the establishment of
strictly government schools; first, day schools, then boarding schools and industrial training schools. Congress kept
pace with this zeal in the liberality of its appropriations.
In 1877 it appropriated for schools, outside of treaty provisions, $10,000, in 1880 $75,000, in 1885 $992,800, in 1890
$1,364,568, in I 895 $1,060,695, in 1899 $1,638,390. During
this period the average attendance rose in similar ratio from
3,598 in 1877 to 19,648 in 1898.
The increased appropriations by congress for the educatio11 of Indians naturally stimulated a desire on th e part of
the government to control the expenditures directly and in
detail. Possibly this desire was much enhanced by the fact
that such exp .11diture opened to the party in power a rich
field for patronage.
At the same time it was discovered that the constitution,
by implication at least, forbade the appropriation of public
funds for de nominational purposes. Concurrent conclusions,
unfavorable to government support of missionary schools,
were further strengthened by the fact that the Roman Catho1ic church had gradually outstripped the Protestant missionary bodies and was absorbing the lion's share of government
support. ·
.
DECAY OF MISSIONARY EFFORT

During the first half of the century th e Protestant mi s. sionary organizations had had well nigh a monopoly of government support; but, later on, the Roman Catholics had
wrested from them the preponderance. In 1889 the Catholic church drew from the appropriations for this purpose
$347,672, as against $128,518 drawn by Protestant bodies.
In 1892 these amounts had risen to $394,756 for the Catha-

945]

EDUCATION OF THE INDIAN

9

lies and $160,874 for the Protestants. I~ ~89~ th.e Methodist Episcopal church withdrew from participation m governm ent aid without, however, abandoning its schools. In 1895
this example was followed by the Presbyterians and Cong regationalists, in 1896 by the Friends, and .in 1897 by the
remainina Protestant denominations. This left only the
Catholic; in th e field with an appropriation of $198,228.
This process was aided by congress w~ich, in 1894, had
declared its policy of grad ually abandonmg all support of
d enomi national schools. This policy has since been followed,
so tha t in 18 9 9 the appropriation was red uced to $116,862.
PRESENT ORGANIZATION

In th e ir present organization the Indian schools under
government control are designated as. day scho~ls, as reservation boarding schools, non-reservation boardmg schools,
and as industrial and normal training schools.
Day schools- Day schools are located in Indian villages
or near Indian camps or settlements. They are, as a rul e,
in charge of a male teacher and hi s wife, who acts as hou:ekeeper, or - more particularly in the puebl.os of. N ew Mexico
and in the Indian villages of Southern Caltfornta-:- of a lady
t eacher and an Indian housekeepe r. The children spend
from five to eight hours durin g fiv e days of th e week under
th e care of these employees and return to the ir homes in th e
evening. At noon th ey are furnish ed a substantial 1~n cheon,
except in th e pueblos of N ew Mexico and in th e villages ~f
Southern California, where th ey generally return to their
homes during the noon recess.
The instruction is of the simplest character. The children
are tau g ht to speak , read and write th e English ~anguage
within narrow limits, to cipher, to draw and to smg. In
addition they ge t so me rudim entary no tions of geography,
of natural hi story and of United States history.
The
methods are borrowed largely from the kindergarten and
from object teaching .
Much stress is laid upon habits of cleanliness and order,

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EDUCATION OF THE INDIAN

mutual kindliness and prompt obedience. The boys receive
some instruction in the use of tools, in gardening and in
some instances, in the care of cows. The girls are taught
sewing, cooking and other arts of housekeeping.
While day schools, as a rule, accomplish comparatively
little in conventional school-room work, they achieve much
in bringing to the Indians among whom they are located,
the message and desire of better ways of living. The
school as such serves as a concrete illustration of a civilized
Christian home which the Indians learn to respect and in an
appreciable degree to emulate. vVhere the t eache r and
housekeeper, at the same time, possess the inclination and
th e skill to attract to themselves the older Indians, to secure
their confidence and to instruct them unobtrusively in th e
simpler arts of thrift and home-making, these schools become
invaluab:c factors in th e uplifting of the race. Moreover,
they reconcile the I nclian with the idea of sending his children to school, and render him more willing in due time to
intrust them to th e care of boarding schools, as well as more
ready to appreciate and to accept the lessons of civilization
that radiate from these centers of education.
According to the report of the commissioner of Indian
affairs the government operated in I898 I42 day schools.
The most successful of these are located in Wiscons in (16),
in North Dakota ( 11), and in South Dakota (54) ; th e least
successful, probably, among the pueblos of New Mexico
( 14). This comparative lack of success, however, is not to
be attributed to the teachers who are devoted and capable.
It is clue rath er to the fact that these Indians live in a state
of half-civili zation which they owe to their Mexican and
Spanish antecedents. This condition fully satisfies th ei r
ideals, and, consequently, they do not care to exchange it
for the ways of th eir teachers.
The life of the day-school teacher is one of extreme isolation from the amenities and refinements of civilization. It
argues on their part a degree of self-denial and devotion
which even with persons of only ordinary goodness is sure to

947]

EDUCATION OF THE INDIAN

I I

emphasize the best traits and impulses of the sou[ It is
not rare, therefore, to find among them sanctifi ed m e n and
wome n whose very presence is an inspiration. I have no
doubt that to this is clue much of their benign influence
upon th e I nclians among whom thei r lot is cast. It is an
observation much to th e cred it of human nature that only
rarely a teacher is found of a character so corrupt as ~o take
advantage of the people and th e childre n intrustecl to his care.
The clay schools are kept open for ten months. The
salaries paid vary from $600 to $800 for th e t each er and
from $300 to $480 for the housekee per, according to location.
Reservation boarding schools - These schools are located
within the t erritory reserved for some tribe of Indians.
They are in charge of a superintendent, as~isted by a matron
and such teachers, industrial and domestic h elpe rs as the
capacity and character of the school may re quire. In addition to the required number of school teache rs, the school
is provided with a cook, a seamstress, and a laundress whose
office it is not only to supervise th eir respectiv e departm e nts,
but also to instruct the girls in these arts. Similarly, th e re
is for th e instruction of the boys a farm er, an industrial
teach er, and, at larger schools, a tailor, a shoe and harn ess
maker, a carpenter and blacksmith. An expe rime nt to provide for more methodical in st ructi on in th e u se of tools by
expert manual training teach ers failed beca~~ e th e I n~ian
office would not afford a salary for this pos1t1on, sufficient
to attract competent men.
.
In r8 g4 the expe rime nt of connecting kincl ergarte 1_1s with
these sch ools was tri ed. The experim ent proved emin e ntly
successful. The childre n e ntered into th e work and the
o-ames with zes t and intelligence. Their traditional shyness
:ncl retice nce yielded naturally and readily to the ir ~bj~c~ive
interest in th e exe rcises. They acquired the English 1d1om
with much ease and learn ed to express their ideas freely and
with eage rn ess. At th e present tim e, th ere are forty kind ergartens co nn ec ted with board in g scho~ls. M o reove r, t~1 e
use of kindergarten m ethods and of kmdergarten material

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EDUCATION OF THE INDIAN

has ~ntered the primary classes in practically all these schools
and m many of th e day schools with similar good results.
The children spend from one and a-half to two hours
each half-day with th e kindergarten. Other children in the
majority of these schools, spend half a day-fore n,oon or
afterno~n- i_n the :chool room and the other half-day in
domestic or mdustnal work of a character suited to their
~ge. _I~. a nun~ber ~f schools, however, which are lacking
m facd_1t1es or m skill and good will on the part of the
respective employees, the smaller children are detained in the
~chool room during the entire day, much to their physical,
mtellectual and moral deterioration.
~ndeed, experience has proved that half-day instruction
:vh1ch a."'- ?rst was forced upon the schools as an expedient,
is one which every consideration of vvisdom and prudence
would commend. The sedentary !ife of th e more or less
crowded school room becomes irksome to these chi ldre n
accustomed to an active outdoor life; th e interests of the
schoo~ room are foreign to th eir heredities and traditions.
The mdustrial features of the work, on the oth er hand,
a~peal more or less forcibly to their habits and tastes and
stimulate p~acti~al interests which the parents can appreciate and which mduce them to look with favor upon the
school and to aid it in its work. The school room itself
fi~1ds in these interests material for practice . and discussion
directly welcom.e to the pupil; it can thus more readily
ove~come. aversion and secure an appreciative a nd sympathetic attitude on th e part of the pupils. It adds to the
work of the schools in a large measure all th e aclvantaaes
of me ntal stimulation which manual training yields. I tis
:onse~uently, not astonishing that the children in school~
111 wh1c~ the half-day practice has not been adopted make
less rapid progress, are backward in physical and intellectual
development, and morally less earnest and responsible than
the children of half-day schools.
'
The ~im of the school, in so far as instruction is concern e~ , is to give to th e pupils ability to read and write

949]

EDUCATION OF TI-iE INDIAN

13

English within th e limits of ordinary primary school work,
practical control of arithmetic for the needs of ordinary
daily life, clear rudim entary notions of geography and
United States history, drawing and singing, a knowl edge of
th e laws of hygie nic living, garden work, the cultiva tion of
fruits and vegetables, and familiarity with the simpler requiremen ts of agricultural and domestic industri es suited to the
locality. Moreover, in a few of th e larger schools, the
larger boys have much opportunity to acquire skill in carpentry, blacksmithing, tailoring and shoemaking.
It has already been indicated that these institutions are to
th'e children not only school, but also home and community.
The institution gives them shelter, food and clothing ; it
accustoms them to habits of cleanliness and decency; it cultivates their cesthetic tastes; it labors to secure right moral
attitude and, at least in its Sunday school, seeks to impart
the plainer truths of Christianity and to stimulate the
religious !ife of the children.
In th ese last efforts, it is true, the schools are much handicapped by denominational jealousies which are ever ready to
suspect proselyting, and which have forced the gove rnment
into an attitude of indifference and inactivity in all ma tte rs
that affect religion. In a number of reservations, h oweve r,
missionary establishments, which are impartially e nc ou raged
by th e gove rnm e nt, supplement the work of the schools to
a certain exte nt in matters of religion.
The sup c rint cncle nt of th e reservat ion boarding scho ol is
subj ect in hi s work to the control of th e Indian agent, who,
as re prese ntative of th e gove rnm e nt, a<lministe rs th e affairs
of th e rese rvation. To thi s agent he makes requisition fo r
whatever th e school may need ; through him h e makes his
reports and requests to th e Indian office at Washing ton and
rece ives repli es and directions; through him he makes his
recomme nd a tions, if any, for th e appo intment or dismissal
of employees; from him h e and his subordinates rece ive
th eir pay.
Inasmuc h as th ese agents are selected on partisan

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EDUCATION OF THE INDIAN

grounds, usually at the suggestion of local politicians and
as a reward for partisan service, this arrangeme nt is fraught
with much danger to the true interests of th ese schools.
Until 1893-whe n superintendents, matrons and teachers
·were placed under civil service protection -all employees
at these schools were at the mercy of the Indian agents, dismissals for partisan or patronage reasons were the order of
the day, scandals of every description were frequent, and the
schools accomplished good only when the ;:i.gent happened to
be a good man. After 1893 there came some improvement.
Yet with reference to employees in th e dom estic and industrial service and in .'1.inor positions the same evils continued
practically unabated. With reference to these the superintendents and even the Indian office we re powerless, and frequently good superintendents were forced out of the service
by combinations against them among the appointees of the
agent or through the aid and influence of unscrupulous partisan inspectors or supervisors.
In 1896, at last, all employees of the school service ·were
placed under civil service protection, and since that time
there has been marked improvement in the conditions and
work of these schools.
Nevertheless, from the very inertia of things - mord.l as
well as material - the superintendents of these schools are
frequently ignored, recommendations are made by agents
without even the knowl edge of the superintendents and
honored by Washington officials. In a number of agencies,
where the agent has practically no duties save those connected with the school service, this relation is peculiarly
oppressive and acts generally as a hindrance in the development of the school.
As a remedy for these evils, friends of the Indians and of
good government have repeatedly proposed the relief of
these superintendents from the control of agents and the
abolishment of unnecessary agencies, but the propositions
have as repeatedly been "turned down" by spoilsmen in
control at Washington.

EDU CATION OF THE INDIAN

15

On the other hand, there has been decided gain in the
equipment, in the sanitary condition, in the general character of employees, and in the conduct of th ese schoo.ls.
Empl oyees are learning to look to efficiency as ~h eir chief
reliance for continuance in office and for promot10n, rather
than t o the favor of some patron. The conseque nt increase
in self-respect on th eir part has operated. as a ~arrier .to a
number of abuses which the reby became simply unpossible,
and h ave secured a spirit of genuine devotion to the work
of th e school on the part of the employees.
At th e same time the Indian office has bee n relieved of
attention to office-seekers and their patrons, which had occupied so much of the time of officials.. It has, conseque ntly,
been e nabled to pay increased attent10n to th e sc~~ols then:selves to their equipment, their sanitary condition, th e ir
mana~e ment. The new schools, erected within the last few
years, are models in their way, and most of the older schools
have in all these matters been greatly improved.
.
According to the report of the commissioner of Indian
affairs there were in operation in the year I 898 seventy-five
of th ese schools with a capacity of 8,825, an enrollment of
8,877, and an av erage attendance of 7,532 pupils: Th:re
were employed in their conduct 1,247 persons, i.ncludmg
Indian cadets and apprentice assistants who are paid at the
rate of $6o per year. The cost of these schools to th e government was $1,149,155.90.
The life of the employees is comparatively pleasant and
affords many social amenities. In many instances, towns
inhabited by white people are within easy access. \tVhere
this is not the case th ere is, as a rule, a suffici ent number of
employees at the school to preclude the isolation ~nd lon~li­
ness of day-school life. Usually a pleasant room 1s set aside
and neatly furnish ed as an employees' sitting room. 1:he
employees are furnished quarters at the schools, bu~ pro~1de
for th e ir food. For this purpose they are organi zed 111 a
common mess. The ir expenses for board rarely reach $ l 2
per month, and more frequ ently fall below $IO.

EDUCATION OF THE INDIAN

16

They are employed for the year; but ar~ granted thi~ty
days leave of absence, and on occasion th1rt~ days of_ sick
leave without d ed uction of pay.
Instruction cont111ues
throu g h forty weeks; but in many instances a portion of the
children are kept at th e school throughout the year.
Superintendents are paid from $900 to $1,200; matrons
from $500 to $720, according to the size ?f the schoo~.
Teachers rece ive from $450 to $720, accordmg to experience· farmers and other industrial employees from $600 to
$8oo heads of domestic industries $4?0 to _$600; th eir
assistants $JOO to $500; Indian apprentice assistants from
$60 to $240. Promotion ts based usually on experience and
merit.
Non-reservation boarding schools-Of these there are at
present twenty-five. S eve n of th em are dis~inguis~ed as
industrial training schools and three others as mdustnal and
normal training schools.
.
The remai nin g fifteen, in their original scope of work: differed little from the reservation boarding schools. Differences in organization, however, as well as differences in
environment, have exercised a salutary influence upon them,
and have lifted them in aims and attainments far above the
latter.
In the first place the superintende nts of these schools are
bonded and directly responsible to the Indian office. There
is betwee n them and th e authorities at Vv ashington no intervening Indian age ncy with its demoralizing ~ossibilities.
The ir authority in the manage me nt of the schools is complet_e.
The consequent sense of responsibil~ty ~nd self-re~pect 111
the head of the school finds its reflect10n 111 the attitude of
his subordinates, as well as in the attitude of th e pupils.
Undivided loyalty on the part of the employees does a~ay
largely with factional hindrances. Efficiency a~d devot1~n
to duty have a vastly greater share in appointments, 111
tenure and in promotion.
The beneficial influe nce of this better condition of affairs
is further enhanced in the majority of instances by the
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EDUCATION OF THE INDIAN

17

environment of these schools. They are, as a rule, located
at a distance from the Indian country and in the vicinity of
civili zed American towns which afford the schools- teachers
and pupils - th e stimulus of constant contact with the
id eals and ame nities of civilized life. The work thereby
gains in every respect - in scope, in d epth, in intensity, in
vitality, in permanence of influence upon the pupils.
The pupils at these schools are on an average more
advanced in years than those at reservation schools. Frequently, th ey have had some previous training in day schools
or reservation boarding schools. They are, because far
away from the ir Indian homes, more constant and more
regular in attendance; and, for the same reason and because
of th e ir vicinity to English-speaking communities, they gain
a better control of the English idiom.
Their class-room work is, therefore, more thorough and
more extended, and reaches far into the advanced grammar
school courses of study, laying special stress upon la nguage
practice, arithmetic, geometry, geography, history, nature
study, drawing, and civil gove rnment.
Thei r faciliti es for trainin g pupils in the dom es tic and
industrial arts a re much greater than in reservation schools;
and the effectiveness of th eir instruction in th ese arts is
much enhanced by the fact that pupils have frequ e nt opportunities to observe th e practical applicability and value of
these arts in th e env ironment of the schools.
The superintendents are paid from $1,200 to $1,500 per
annum. Oth er employees are paid on th e same scale as in
r ese rvati on schools.
The most noted and successful of th ese schools are located
at Flandreau in South Dakota, Pipes tone in Minn esota,
Mount Pleasant in Michigan, Fort Mojave in Arizona,
Carso n in N evada, Perris in California, Tomah in vVisconsin, vVitte nberg in \Visco nsin, Fort Lewis io Colorado, and
Pierre in South Dakota.
Industrial training schools - These schools are located at
Carli sle in Pennsylvania, Che mawa near Salem in Oregon,

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EDUCATION OF THE INDIAN

[954

" Chilocco in Oklahoma, Genoa in Nebraska, Albuquerque

-~ . .f i.Y in New Mexico, Lawrence in Kansas (the Haskell institute),
.'.'

Grand Junction in Colorado, Santa Fe in New Mexico,
Phcenix in Arizona, Fort Shaw in Montana.
In the essential features of their organization tnese schools
are similar to the schools just described. In the scope of
their work, however, in equipment and in cultural facilities
they excel, as a rule, in a high degree.
With a view of training teachers systematically and in
greater number for the work of teaching, the government in
1894 added to three of these schools normal departments.
This was done at Carlisle, at the Haskell institute and at
Santa Fe, and these schc. 1ls were henceforth distinguished
as industrial and normal training schools. The experiment
proved fairly successful with Carlisle where, indeed, similar
work had been previously done, and, more especially, with
the Haskell institute. The school at Santa Fe during the
first years accomplished little in this direction, but of late
has begun to gain success under a gifted superintendent.
Haskell institute - The following sketch of the work of
Haskell institute will afford an idea of the scope of these
schools, as well as of the possibilities of Indian education
under government control :
Haskell institute is located near the city of Lawrence, in
the state of Kansas. The school was opened in 1884. It
has now a capacity of 550 pupils. The main buildings are
substantial stone structures. The dormitories, school building and some other buildings, are heated by steam, lighted
by electricity, provided with hot and cold water, and supplied with modern sanitary conveniences. The entire plant
consists of about thirty buildings and has its own water
works. A farm of 650 acres is attached to the institution.
The institution is under the direction of a superintendent,
aided by an assistant superintendent, who acts also as physician, and by three clerks. In their daily movements the
pupils are under the supervision of a disciplinarian exclusively for the boys - and a corps of six matrons and

955]

EDUCATION OF THE INDIAN

t

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housekeepers. The academic department of the school is
administered by a principal teacher, assisted by fifteen
teachers, suitably assigned to the kindergarten, the model
school, the normal department, the commercial department,
and the department of music -vocal and instrumental.
In addition there are the departments of manual training
and of domestic science, and a printing office, each under
compete nt leadership.
I_n the girls' industrial department, sewing, cooking, laundering, and oth er features of housekeeping, are taught and
practiced in supplying the needs of the institution in these
matters.
Simi_larly, in ~h~ boys' industrial department, farming,
garden mg and dairyrng, carpentering, blacksmithing, masonry
~nd pla:te~ing, steamfitting and engineering, wheelwright111g,_ pa111t111g, harnessmaking, tailoring, shoemaking and
bakrng are taught and practiced.
In a well-equipped hospital the physician and two nurses
take care of the sick.
In a number of departments, graduates and other advanced
pupils are employed as assistants at salaries ranging from
$60 to $I 20 per annum. In 1 898 there were 18 of these.
l\'Iuch attention is paid throughout the institution to
~usic, vo:al and instrumental. In addition to general sing111g exerc1s:s, the school has organized special choruses, glee
clubs, a stnng orchestra, and an orchestra of mixed instrum e nts, all of which re nder music ve ry creditably.
For purposes of study and for the stimulation of selfculture, th e institution is provided with a care fully-selected
r e f_erence library, as well as with magazines and other periodicals placed at the disposal of pupils in a comfortable and
well-lighted reading room.
Religious nurture is provided in a Sunday school on
Sun~ay forenoon; in a short, undenominational religious
service on Sunday afternoon, and in certain devotional
exercises connected with the daily movements of the school.
Moreover, pupils who may wish to do so are given oppor-

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EDUCATION OF THE INDIA~

tunity to attend religious service in the city on S~nday
morning in the churches with which they ~~y be affil~at:d.
Pupils enrolled in the Young Men's Chnst1an assoc1at10.n
and in the Young Women's Christian association hold their
meetings at the school on Sunday evenings. They welcome
all non-members who may wish to attend.
The model school is arranged in eight grades and is planned
for eiaht years of work. In scope and content it compares
sati~,: :ctorily with the ordinary public sc~ool cou~ses f?r
elementary schools, and is fully abreast with the times m
matter and method.
The model course is followed by a preparatory course,
intended for pupils who may desire to enter the no~mal or
commercial course. It embraces a general review of
arithmetic, the first rudiments of algebra, the systematic
study of English grammar, the reading of literary masterpieces, composition work, English history, zoology, botany
and music.
The normal course, planned for two years, deals with ~he
rudim ents of algebra and geometry, with elementary physics,
general history, rhetoric, American and English liter~ture,
and- on th e professional side - with psychology, h1st~ry
of pedagogy, pedagogics, discussion of methods, ~nd practice
teaching under the direction of a critic teacher.
The commercial course, planned also for two years, affords
instruction and practice in stenography, typewriting, commercial arithme tic, commercial law, parliame ntary rules,
bookkee ping, business correspondence, banking, penmanship and business practice.
Graduates of the normal department are offered the opportunity to devote one additional year to pre?aration for
kinderaarten work under th e direction of the kmdergartner
of th e institution, and in connection with a well-equipped
kindergarten, where they are permitted to observe the work
and occasionally to assist in it.
Me mbers of the three special departments are exempt
from industrial training; th ey devote their entire time to

957]

EDUCATION OF THE INDIAN

21

class-room work. All others give one-half of the daf to
class-room work and the other half to manual and industrial
t ra111111g. In both of th ese they acquire a comme ndable
degree of skill a nd efficie ncy.
The fact that th e Kansas state university is located at
Lawre nce exerts a stimulating influence upon the institution.
The professors of the univ ersity take an active personal
interest in its welfare and favor it from time to time with
courses of lectu res adapted to the needs of the pupils. As
a result th e desire grows in their hearts to secure for th emselves unive rsity trainin g after graduation from Haskell.
At present th ere are two graduates of the institution in the
law school of th e unive rsity.
Quite a number of acceptable teachers have gone forth
from the normal department of th e in stitution in th e years
of 1896, '97 and '98, and have found employme nt in Indian
schools. \Vith ve ry few exceptions, th ese have shown a
comme nd able d eg ree of judgment, devotion, progressiveness
and continuity in their work, repelling by their conduct the
pessimistic allegation made by detractors of th e Indian
charac te r, that th ey would prove capricious and unreliable.
Of the 25 normal graduates put out by the institution in
the three years, 14 are now acting as teache rs, one as principal teacher, one as disciplinarian, one as lumber inspector,
two as clerks, one as farm er and dairyman, one as assistant
ma tron. One has e nte red th e trainin g school for kind ergartners, o ne th e high school in a western city, and one the
law school of th e university.
•}.
Carlisle _ Th e orga ni zation of the Indian school at Carlisle,
in the state of l)ennsylvania, is, in its 1nain featur es, si1nilar ,_ ' · ·
to that of Haskell institute. It differs, however, in many . /:
d e tails of management, b ecause of the strong personal
characteri stics of its superintendent.
The school h as a capacity of 800 pupils. This, howeve r,
may be nearly doubled with the aid of the excellent "outing system," whi ch is a di stinctive feature of the in stitution.
By this system the Carlisle school requires its students to

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EDUCATION OF THE INDIAN

spend one or more years of their school life away from the
school in carefully selected white families, under the supervision of the school. For their services in these families
they receive current wages, but are required to attend public
schools for four or more months during the winter. Thus
they gain direct, personal experience in self-support by honest work and an insight into the responsibilities and amenities of civilized family and institutional life in its best and
most attractive forms, while at the same time they are reason;:i..ly protected against the demoralizing factors of white
civilization which are so much in the way of success in the
outlying districts near the Indian country.
The growth of this system has been quite remarkable and
emphasizes its value. It began tentatively with a few pupils
in 1880. In 1898 the superintendent reported that " an
average of 250 remained out during the winter attending
the public schools, and 600 were out during the vacation."
"Each pupil," he continues, "earned wages according to
ability, the boys' earnings aggregating $13,541.30, of which
they saved $s,208.61, and the girls' earnings aggregating
$8, 184.20, of which they saved $J,098.50."
Other distinctive features of this school are found in its
excellent department of music, its art school, and, more particularly, in its systematic attention to physical training.
The school has a well-equipped gymnasium in which both
girls and boys receive instruction and training. The football team of Carlisle has a national reputation for clean and
vigorous play; it receives and meets with credit challenges
from the best colleges of the land.
Contract schools - In addition to maintaining these
strictly government schools, the Indian office pays $108 per
pupil to 25 Catholic mission boarding schools for the education of 1,098 children; $Jo per pupil for 21 children in two
Catholic day schools, and $167 per pupil for 200 pupils m
Lincoln institute at Philadelphia, and for 1 20 pupils m
Hampton institute, located at Hampton, in the state of
Virginia.

959]

EDUCATION OF THE INDIAN

II

23

Of these, Hampton institute deserves special fhention.
It >vas ~riginally established with the help of northern phil~nthrop1sts for th e industrial and normal training of negroes
111 1 868. I ts support to-day is derived from small endowment funds, liberal a nnual contributions from the north and
$10,000 annually paid to it in its capacity as an agricul~ural
school by the state of Virginia.
In 1878 seve ntee n young Indians were brought to it from
Florida, wh ere they had for three years been kept as prisoners of war. From this was develop ed the present Indian
depart.n:ent of the institution, superior in equipment and in
the.spmt that co1~trols its work. Here, too, originated the
out111g system which, subsequently, grew into an educational
factor of vast importance at Carlisle.
Th e distinctive feature of this school, however, is its
broad missionary spirit. Bound to no particular denominatio~, . yet .resp:c:ing all and respected by all, it is deeply
rel1g10us 111 spmt and work, and labors to inculcate its own
missionary zeal in th e hearts of its stude nts.
In its young India n students it stimulates a keen sense of
responsibl e manhood and womanhood. It teaches th em to
experi ence and to appreciate the advantages of the intelligent Christian civili zation of which it furnishes th em the
example: It s:imulates and nurtures in them a deep sympathy with the1r·?wn people in their sufferings and needs,
and a fervent desire to bring to these in clue tim e th e blessings of whi ch tl: ey th emselves have become participants.
There are still a number of independe nt schools that
rece ive no support whate ver from the government. Some
of t~ese do m_uch good so that it would be a gratifying task
to give a detailed account of their organization and work.
~ othing, however, could be gained by this for th e presentat10n of the subj ect in its general bearings. On the whole
they are si1~1ilarly organized, with the exception that th ey
pay ~ore direct and persistent attention to religious train111g, 111asmuch as they are affiliated with particular religious
denominations.

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EDUCATION OF THE INDIAN

Supervision - The direction and supervision of the Indian
schools rests with the Indian office which, in its turn, is under
the direction and supervision of the secretary of the interior.
In the Indian office the details of the work are intrusted to
the education division, now probably the most importa nt
division under its control. The education division consists
of a chief clerk, with a corps of subordinate clerks, stenographers and copyists. To this division all reports are made;
by it all directions and orders are drafted and issued.
The education division is aided in its work by the superintende nt of Indian schools and by five supervisors, assigned
in their work to five districts respectively. These officials
constitute a branch of the Indian school service which occupies a very uncertain position, which can be d esig nated
neither as subordinate nor as co-ordinate, and which in its
effectiveness depends wholly on the force of character of
the incumbents and the good will of the commissioner.
They have duties, but no rights; and even th eir efforts to
perform th ese duties may be re ndered practically nugatory by
th e ill-will of the education division or of the commissioner.
A similarly anomalous relation exists between the commissioner and the secretary of the interior with regard to
all matters which the latter may wish to control directly.
For this purpose the secretary has established under his
direct control an Indian division, independent of th e Indian
office t and to which all orders and directions which the
secretary may designate must be referred by th e Indian
office for approval. The power of this Indian division is
further reinforced by a corps of inspectors in the field
appointed on partisan grounds and responsible to him alon e.
H ere too t therefore t the effectiveness of the commissioner
in his work depends wholly upon the good will of the secretary of the interior, who may reduce the commissioner to
practical non-existence in so far as the judgment and the
conscience of the latter are conce rned.
It is true that technically the superintendent of Indian
schools may appeal from the commissioner to the secretary

EDUCATION OF THE INDIAN

of the interior, and the commissioner from the decision of
th e secretary to the president of the United States. In
view, however, of the hopelessly autocratic relation that
runs throug h the chain, that is practically out of the question, as it would tend to increase ill-will.
Und e r th ese co nditions th e fact that Indian education has
prosp ered re Aects credit upon all concerned. It arg ues, on
the pa rt of th e subordin ates, fl commendable degree of force
of character a nd on th e part of superiors an equally comme ndabl e degree of moderation and sense of justice.
CONCLUSION AND OUTLOOK

There can be no doubt that an education which inculcates th e tas tes and establishes th e id eals of curre nt civilization constitutes the proper first step in the work of introducing th e Ind ians into American citizenship. It is equally
evide nt tha t th e cultivation of th ese tastes and ideals is well
nig h imposs ibl e und er the conditions and influences of tribal
life on In dia n reservati ons.
The mere rec ital of a few of the leading diffe rences
betwee n th e two civilizations will sufficiently e mphasi ze
these difficulti es. Tl!e Indian_.s iviliiation looks upon the
trib e or family as the unit; with us it is the individual.
\i\Tith th e Indian he i~_.!ic_~1~st "Y.110_gives n~ost; y-:j~J.! wLi t is
h~_~I~? keeps__!n ost. The Indian claims hospitality as a rig ht
unttl th e mea ns of his host are exhau sted ; and this hospitality is freely g ranted. T o th e Indian, la nd is as free as th e
wate r he drin~s; proprietorship con.tinues -~-;;iy-s-;··T;-~g. as
the land is tilled or otherwise in use. The Indian pri zes
th e worthless pony, whilom his companion and friend in th e
lost occupations of the chase and war. The cow is to him
only a poor substitute for th e buffalo; he knows nothing of
her value as a giver of milk and a breeder of cattle. Woman
in Indian civili zation is a producer and possesses in full
Indian life an economic value and indepe ndence to which in
our civilization she is largely a stra nger. His reli g ious
rights and ceremonies afford the Indian, in addition to a

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certain degree of spiritual elevation, opp~rtun~ti~s for
intense social enjoyment for which he looks m vain m ~he
· ·1·IZ at"1on • Add to this that the wants of the Indian
new CIVI
.
are few and easily gratified by simple forms of homely s~1ll
in which the industries and other acquirements of th e Indian
school find little application ; that chiefs and medicin~-m~n
in the very nature of things look with distrust a~d d1sda1n
upon a civilization which robs them of power and mfluen:e;
that time-honored tradition imposes ·u pon the young Indian
silence and obedience,- and you have an array of adverse
conditions which is appalling.
.
Against these odds the Indian schools are pitted .. T~e
. government, it is true, made an effort to come to th eir a'.d
in a well-intentioned allotment scheme. In this, a certam
amount of land was allotted to each member of a tribe for
purposes of agriculture or stock-raisin_g. .The allotment ';as
to be held by the respective allotees maltenably for a ?enod
of twenty-five years, and it carried with it under certam conditions rights of citizenship.
In most instances, however, this well-meant measure
developed into a new obstacle to _the_ work of the s:I10ols.
The Indians are gregarious; they live m bands and villages.
The isolation of farm !ife is distasteful to them. They
pref er, therefore, to lease their land_s to white farmers and
to enjoy the meagre income from this source and _from certain government annuities in tribal bands and villages as
heretofore.
Nevertheless the schools are steadily gaining ground even
against this added difficulty, partly through their direct
influence in day schools and reservation boarding schools,
partly through the medium of "returned students" from the
more advanced non-reservation schools.
Honor and grateful admiration is due the young heroes
and heroines who annually go forth from the Indian schools
pitting their lives against adamantine walls of tradi~ion a~d
superstition, wresting victory for themselves and their unwilling people from conditions which seem all but hopeless . . It

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EDUCATION OF THE INDIAN

is not to be wondered that of these soldiers of a new dispensation some fall by th e wayside or succumb in th e un equal
struggle ; but th e misfortune, rather than dishonor, of th ese
should not rend er us blind to the steady valor of th e young
m e n and women who are steadily pushing ahead, gaining
new ground inch by inch, until even now th e observer who
looks be neath the surface sees victory assured. So great,
indeed, has bee n the gain already achieved that in many
instances where twenty years ago Indian savagery rul ed
supreme, it would be difficult now to find any of its features
as e num e rated above clearly manifes t. The busy farmer,
the thrifty hous ewife, the skillful artisan, the careful tradesman are no longe r rare ; on a number of rese rvations th ey
are beginning to be respected as marks of superiority to
which all should aspire. The Indian schools can point with
satisfaction to fervent missionaries, devoted teachers, physicians, lawyers, field matrons, nurses and trained workers
in other fields who owe the impulse to their career, and
much of th eir equipment to the work and influence of these
schools.
In respo nse to the outcry against the efficiency of Indian
education on the part of superficial observers and prejudiced
detractors of the Indian, the Indian office a few years ago
gathered statistics as to the success in life and fid elity to the
"white man's ways" on the part of "returned students."
As a result it was enabled to announce that fully seventy-five
per cent of these could be rated as excellent or good; that
less than ten per cent were poor or bad, and the remainder
fair or in diffe re nt. Surely an encouraging showing.
Schools of Indian territory - The schools of the so-called
"fi ..,,.e civilized tribes" of Indian territory are not included in
the above ske tch. Indian territory comprises more than
40,000 square miles of rich, arable land, with valuable coal
and asphalt deposits. It was set aside in 1832 for certain
Indian tribes who form erly Qccupied th e southern and gulf
states. Th e five civili zed tribes of to-day include 30,000
Cherokees, 14,500 Choctaws, 10,000 Creeks, 6,990 Chicka-

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EDUCATION OF THE INDIAN

EDUCATION OF THE INDIAN

saws and 2,000 Seminoles. In addition there are in the territory I 8,500 freed men and 200,000 whites.
Missionary zeal availed itself prorhptly of this new fi eld for
its efforts. Substantial boarding schools were erected, more
particularly by the Presbyterians, Methodists and Baptists.
Much good radiated from these centers of civili zation. In
due time, however, the Indian authorities began to make
appropriations for these schools. Ultimately, th ey t ook
entire charge of them. Unfortunately, administrative affairs
were largely in the hands of whites who, by intermarriage or
bribery, had been adopted into th e tribes, and th ere came
over the schools, as well as over all other public interests,
the blight of extreme partisanship and nepotism which
rapidly degraded th em in characte r and e fficiency.
In I 898, therefore, the gove rnment at Washing ton found
itself compelled to come to th e rescue and to assume supervisory control over the affairs of all these tribes except the
Se minoles.
Under the act by which this was done, the con<luct of the
schools and orphan asylums in the four tribes involved was
placed under the direction of a " supe rintendent of schools
in Indian territory," appointed by the secre tary of the inter10r. Under him there is for each of the tribes or nations a
"supervisor of schools," whose duty it is to inspect the educational institutions in his district and to assist in their
organization a:nd conduct. The superintendent reports to
the commissioner of Indian affairs at vVashington throu g h
the United States inspector for the Indian territory, who is
his immediate superior.
The initial report of the superinte ndent shows that th ere
are in the four tribes 24 boarding schools, with an enrollment
of I,758 pupils, and an averag e attendance of I,480, t aught
and cared for by 234 employees at an annual expense of
$236,824. This does not include 363 neighborhood schools,
in which more tha n Io,ooo childre n are taught at an annual
expense of $I I3,380. In character and equipment, however,
these schools are very poor.

-~ 1

STATISTICAL TABLES

TABLE 1- Number of Indian schools and average attendance
from I 877 to I 898 1
BOARD IN G SC HOOLS

DAV SCH OOLS 2

T OTALS

YEAR
N um ber

18 77 ... . . • • • • •• . •• . •. •. .... . .. .. . .

1678 ... . .. • • . .. . . . .. . .... ... .. . . . .
1879 . ... .. . . . . . . . . .. . .. . . ... ... . . .
1880 .. .. . ... .. ... .... ... . . . . . . ....

1881 . .. . . . .. . ..... ... ... .. . . . . ....
1882 .. . . .. . ....... . . . .. ..... . . . . . .
1883 .... .. .......... . . . •• .. • •. • • • .
1884 . . . . . .. .. ' .. . . . . . . . . ... .. .... .
18 85 . . . . . . .. .. . . .. ... . .. . . . . . . . . . .
1886 . .... . ... . . . .. . '' ' .. . . . .....• •
1887. ' . . . . .. . .. . . . .... .... . .. ... ..
1888 . . .. . • . . .. .. .. . .. . .... ' • •. • • ••
1889 , • • • • • • • • • • • • • • • • • • •

O

o 0 0 0 o Io o •

1890 . .. . . •• . • • . .• . • . • . • •. • . .. • •. . .
189 1 .. . . . .... . ...... . .. • . . .. . .• . ..
1892 .... . . . .... . . • . . . . . • .. . . .. . . . .
1893 . . . .. . . . . . . ... . . . .. . . .. . .. .. ..
1894 . . ... . . .. . . . . . . .. .. . . ... . . . . . .
• Bq5 ... .•. • • • .. . • • ••• ' .. ... . . •• ' •.
1896 . .... . • • • . ...•. • .•.. . . ' . . . .. • .
189 7 . .. . . •..... . ..... .. . . .. .. . • • •.

1898 . . . . . . . .

....... .....

48
49
52
6o
68
71
So
87
114
"5
" 7
%26
136
140

146
'49
156
' 57
'5 7
156
i4 5
148

A v erage
Number Average
atte ndance
atte n danc e

•so

102
119
107
I OQ

3 017
3 793
4 723

6

20 1

7 26o
8 0 20
8 70 5
9 146
9 865
11 •425

u 422
'3 635
14 '457

15 o6 t
' S 683

rs 0 26
16

] J2

•o6
76
88
98
86
99
110
107
103
i o6
no
126
U Q

" 5
125
140
143
' <7

Number

' 637
I 893
2 237
I 942
2 3 70

2 500
2 7 15
2 4o6
2 367
2 163
2

2
2
3
3
3
3

7 45

668
639
U ]

57Q
650
536

168
159
l6Q
lH
' 47
168
185
200
214
227
233
• 39
246
256
275
275
272
282
296
288
295

A v erage
a t te n dan c e
3
4
4
4
4
4
5
6
g
9

598
'42

44 8
65 t
976
714
686
Q6o
14 .1

630

I O 520
I I 420
II 552
1 2 23 :1

13 588
' 5 167
16 30 3
17 220

18 188
19 2 6 2

18 676
' 9 648

I S o me o f the fi g u res in this tabl e as pr in t ed pri o r to 1896were tak e n fro m re po rts o f the s up c r i n ~
ten de nt of I nd ian sc h oo ls. A5 revi s ed, th ey are all tak e n fro m th e repo rt s o f th e c o mmi ssi on e r o f
Indi an a ff ai rs. Pri o r to 188 2 th e fi gu res in cl u de th e N ew Y ork s c h ools .
:a In d ian chi ldr e n a tt end ing pu blic scho ols a re inclu ded in th e aver ag e attendance, but th e schoo ls
are no t incl ude d in the nu mb er o [ sch oo ls.

!

\

-- ------- --------- - -- - ------· ·-- - -- -

,
\

30

31

EDUCATION OF THE INDIAN

EDUCATION OF THE INDIAN

TABLE 2 - Enrollment and average attendance at Indian schools,
I897 and I898, showing increase in I898; also number of schools
in I898

TABLE 4 - Location and capacz'ty of government day schools,
June 30, r898
LOCATION

AVERAGE ATTENDANCR

BNROLLMENT

KIND OF SCHOOL
Increase

1898

I898

------------ ---- - - -- ---- - - - - ---Government schools:
Non-reservation boarding.
Reservation boarding .•..•

s 723

8

Day . ... ...• . ... .. . ....• ...

112

4 768

6 I75
8 887
4 847

452
765
79

4 787
6 855
3 234

Increase

Number
of
sch oo l!

- - - - ----

s

347
7 532
3 286

56o
677
52

25
75
242

68
74

29
3

- - - - - - - - - - - - - ----289
Total. ..• . • • .... •.•.•....
14 876
16 165
l 296
342
IS 6o3
I9 899
- - - - - - - - - - - - - ---C ontr act schools:
I

Boarding .. . . , •. .. , .. , .... .

Day . . .. .. .... .... . . . . .. . . .

2 579
2o8

70
112

2 313
I42

2 245
68

Boarding, specially appropriated for ..... . , .. ,.

2 509
96

37I

394

23

2J

J26

303

315

12

T o tal. .•• • ,............. .

---- ---- - - - - - - - - ------3 158
2 999 =
159 =- 785 =
63~
1.46 _
34
2

Public .. . ..•...••... ·. . . .•....
l\U ss ion b oa rding 4· ·.. .. ... .

Mission day .. ..... .... .. ....
Aggregate . .. .... . . . . . . ,.

2

I94

l8J

(J)

===~===-======

813

737

1·

76

741

662

1

79

17

= = = ==·-' =====
33
8o
22
58
============= = = =
= ·-=·~: ==

87

54

24 004

995

YEAR

Appropri·
at ion

Per ce n t
increase

YEAR

Appropri·
at ion

Per cent
increase

Hu a~~pai-

~~'~lb~~rf':::: '.: :: :::::::: :::

S uppai ....... .. . . .. . ... , .... .
Navaj o-

Little \Vater .... . .. .... .... .. .
Oreiba ..... . .....• • . ... .. . .. . .
Po l acco . .. . . .. .. . · · · · · ... · .. .
S e con d 1\l es:i. ... .. •••..... ... •
Cali£o rni:t:
Bi t; Pine ... . ..... · · · • ••• ••• • · . . .. .
Bi shop ..... . .... . .•.•. . . • ... . ... .
Hat C reek . .... ..... .... • .. . . •. .• .
Ind epc 11d e n ce .. . . . ... .. .. • . ......
f\lan c hcster . ... . ........ • •..•• ...
Missi o n, I t schools .............. .
P ntte- r Valley .. , . ........ • ... • ... .

$20 000
30 000
6o 000
75 000
75 000
135 000
487 200

675

200

992 800

o65

50
IOO

25

8o
26o
38
47

I 211 415

IO
IO

179 916

2

I 100
J

1889 .••••••. •• . •••• .• ••••••
1890 .. ... • •.•.• ••• • • • •• •• •.
1891 ..•. . •••••• • •• • • •• .. • ..
1892 .• .••••••••• • •.••• . ••••
1893 .• • •• . ... . .•.. • •••••• • •
1894 . . . .. .... •• • ••• •••• •• ••
1895 .•. •.• ... . ••• .• • •• • • •• •
1896 .•••• • •.•• • • ••••••• ••••
1897 .••. • .• • . •••••••••• ••••
1898 .•••• . •. • •• . ••• •• • •••••
1899 ..• • ••••.•• • .• • ••••••••

Uki a h ....... . . . ..... ... • •........
Upper Lake .. .... .. . .. ,, •. • .• , .. .
:

2 291

2

517 265

771
• 638 390

J:

3·5

I

8.87
.2

22.45
4.54
.0025

1' ongue River ..........•. ... ..•. .
Nebraska:
SanteeP o nca . . ...... .. ........ .... . .
Nevada:
\V alk e r River .. .... .... .... ... . ..
New J\ le xico:

Pueb l oA corna . .. . .. . ... . . . .... . . .. . .
Coch it a .... . ..... . .. · . .. .. · · ·
I s l e ta ... .. ..... . .. ..... .. .. .. .

l~~ t~~;::::::: : ::::::::::::: : :
1

30

30

\V ash in~t on:

JO

Ncah BayNcah Bay . ... . . .. .... . . • ..•. .

J4
J4
50
JO
50
40

~~

30
JO

So

Col v ill e, 2 schools .. .... .. . .... . . .
Tu ld.lipLummi. ... . . . .. ... ..... . . .. .. .
s,vin om ish ............ .. ... . .

56
tio

Qui1lohntt1 ... , .. . . ••• ..••.. , . ,
PuyallupJa..rn cstown .... .. •..• .•..... ..
Port Gamb le ... . ........... . . .
Chehalis .........• •.•.•. .. . ..
Quinaielt ...... . .. , .......... .
Skokomish ....... . ..... . .. ... .
\Visconsin :
G re en Ba y , Stockbrid ge ...... . .. .
Oneida, s schoo ls ............... . .
La Pointe, 10 schoo ls x • ••• •••• • ••

I

Total capacity

1 •• •• ••• • ••• •

Total number of s choo ls

-----

1 • •

TABLE 5 - Location, capacity and date of opening of government
reservation boarding sc!tools

.6

Decrease.
Three sc h ools transferred to the government and contr acts made for t wo schools which were paid
by vouchers in previous year.
3 Thirty-one public ~chools in which pupils arc taught n o t enumerated here.
4 These schools arc conducted by religious societies, some o f which receive from th e gove rnment
for the lndian_c hildren therein such rations and clothiil:g as the children are en titl ed to as reservation
Indians.
1

30
40
30
30
40
J 19
50
30
30

LOCATION

Capacity

Date of opening

Rcm;:\rks

2

Arizona:
80
Colorado ri ve r .... .. ....... .
90
~.ean~s canyo n . . . . ..... . .. .. ... .
Navajo .. ...... ... ............. . 120
Pima . ....... . ...... ..... . .. . .. . 150
San Carlos, . .. . . . .... . .... . .... . 100
"Whi t e Mountain Apache ... .. . . . 65

Mar, - ,
-,
Dec .
,
Se pt. - ,
Oct.
,
Feb. - ,

i
\

35
24.3
·9

2

2631

6o
6o

~~~.a RJii l's·::::::::::::::::::::::::

San Felipe ........ . .. .. . ..... .

650

315 612
2 243 497
• o6o 695
2 056 515

so

Minne sota:
Bi rch Coo ley . . . ..... ·••• • · ····· · ·
\Vh ite Earth -

S:i.n ta C l ara . . . , .......•....•••

$1 J48 015
l J 64 568
J 8.42 770 .

New Mexico-Continued.
Pueblo - C ontinued.
San Ildefons o .. ............. .
San Juan . . • . .. ... .. .. ... . ....
Santo Domingo .• .• ......•.. .
Taos ........ ... . .... ... . . .... .
Zia . . . ... ..... . . . ..•••... . ....
Zuni . . ..• ... ......•.. · ·· · • · ···
North Dakota:
Dev il 's Lake, Turtle Mountain, 3
schools .... . .... ... .. .. . ....... .
Standing R ock, 4 schools ........ .
Fort Berthold , 4 schools .... . • .. ..
Oklahoma:
Ki o wa ........ . ..... . . .•••.. • ... • .
\Vhirl\vind ........ . ........ • . ... . .
S outh Dak o ta:
Cheyenne Ri\•e r, 3 schools .... • ..
Pine Ridge, 31 schools . .... .... .. .
Rosebu d, 20 schools . ........ .. .. .
Utah:
Sh ebi t . .. .. .. . .. • .. ... .......• .• ..

~lichi gan

Pah uate .. .... ... • . . . • . . ......
1877 •••• • •••• •• . • •.•• •••••• •
I878 ••••• . •• • •.• ••• ••••••..•
I879 • ••••• • •..••• •• •••• . ••••
I88o .• •• •• • •••••••.. •• .•• . •.
1881 . . ••••••• . • . ••. . • ' . ••.••
1882 •••• . •• ••• • •.• ••• ••• •...
1883 •. . •• . •••.•. . ••••.•• •• ••
I884 • •.•••••••.. • • •• •.• .• ...
1885 . • ••••• • •••••• • •••• • ..•
1886 •••• •• . ••••••• .. ••. • • •••
I887 .••••• • • ••• . •• • . ••.. . •••
1888 . • . . . • .... .••.••• •••. .. •

, _ _ _ _ _L_o_c_A_T_i_o_N
____ _ _ _
c _•_P_•_ci_'_i-_

Ariz ona:

G ull Lake . ..... ... • .•• , . •.. . .
Montana:

TABLE 3 - Annual appropriations made by t!te government since
tlte fiscal year I877 for the support of the Indian sclwols

Capacity

1879
1887
1881
1881
1880
1894

i Including Lac Court d ' Oreillcs No. 3 day . which was a contract scho ol for seven months during
·this fiscal year.

---

-

-- - - ·-

~

\

I'
I

32

TABLE 5-

Cci.r;-

LOCATION

Round Valley ........•. • •.• . .. . .
Idaho :
Fort Hall. . ..•...•• • ••• •.•.•... . 150
Fort Lapwai. •...••.•.••• . .••... 250
Lemhi ........ . .•.•...•.•..... .. 40
Indian Territory :
Quapaw ......•. • ..• ..• •• . ....•. 90
Seneca, Shawnee and ·wyandotte. 130
Kansas:
Kickapoo . . ..•...•...••....•. . .
Pottawatomie . .. . .•..•....•..•.
Sac and Fox and Iowa ...• . .... . .
Minnesota :
Leech Lake ....... . ... •..... . ... 50
Pine Point ..................... . 100

Apr.
Jan.
Aug.
Sept.

-,
21,
15,
12,

1884
1893
1881
1893

Sept.-, 1872
June - , 1872

Oct.
--Sept.

-,
-.
-.
-,

1871
1873
1871
1875

Nov. - , 1867
Mar . - , 1892

50
40

Nov.-, 1877
- . 1871

Wild Rice River .. . ...•.•••.••. .

65

Mar. - , 1892

1 • •• • • • • • • • •

• • • •••

Fort Totten ...... •. .. . .• . •... ..

200

Jan.
Oct.
Aug.
Aug .

75
So
100

- . 1881
Apr. - , 1874
Oct. - , 1874

120
50

N ov. - , 1882
Feb. II, 1893

100

Apr. - , 1884

160

Jan .

125
16o
110

90

350 {
Standing Rock, agency .... . . . . . . 120
Standing Rock, agricultural . ... . 100
Standing Rock, Grand River . . . . So
Oklahoma;
Absentee Shawnee .... .. .. .. ... . 75
Arapaho ..... . .... ..... . ......• 130
Cheyenne . .. .. . .. . .• ... ... . . . ... 200
Fort Sill ... . .......... . ... .. .. . 125
1

-,
-,
- ,
-,

Suspended after July,
1883, by burning of
building

Nov. 21,
- .
Jan. - ,
May - ,
-.
Nov. 20,

1894
1874
1891
1877
1878
1893

May - ,
Dec. - ,
-,
Aug. - ,

1872
1872
1879
1891

Building burned March 30, 1898.

Date of opening

Co1t finucd.

oo{

Osage ........ . .. .... . .... . . .. ..
Oteo . ... . .... ....... . . •.. .......

180
75
125 {
100
so
75
100

Pawnee . . . ........ . .............
Ponca .............. . .. .. . .. ... .
Rainy Mountain .. . . ...... .. ... .
Red Moo n .. .. . . .... ........ ....
Riverside (Wichita) . ......... ...

Begun by Friends as
orphan asylum in 1867
under contract with
tribe
Iowa
Sac and Fox
Prior to thi s date a contract school ope ned in
November, 1888
Building burned in
February, 1895
Prior to th is date a contract school opened in
November, 1888

1883
1884
1891
1881

1, 1893

~ir;-

.. ...... ...... ...... .... ...

Kaw

- - - . 1874
Sept. - , 1886
Sept . - , 1885

Red Lake .. ...... .•. ..... . . .•. . .
White Earth .. .. .... . . . ..... • . . .

North Dakota:
Fort Bertho ld

LOCATION

Remarks

Remarks

Okl a h om a -

California:
Fort Yuma .•••..•••••••• • •••••.•
Hoopa Valley •..•.••.•.•...••••

Montana:
Blackfeet .. . ••• ... .. .•••• . ..••..
Crow .. . . ...... . .... . • .. •.. •.. ..
Fort Belknap • . .••..•.• . •.•..•
Fort Peck .. . ......••.•••...••..
Nebraska:
Omaha ... .••••.••.. . ..••.• . .• • .
Santee .....•...... . ... . .. . •.• ...
Winnebago •.•.•.• . •••..• • ....•.
Nevada :
Pyramid Lake ...•.•• . .•........
Western Shoshone ..•... .• .....
New Mexico:
Mescalero ... . •.• . ••.••.• . .......
North Carolina:
Eastern Cherokee . . • • •....... . ..

TABLE 5-Continued.

Continued.
Date of opening

33

i:DUCATION OF THE INDIAN

EDUCATION OF THE INDIAN

Previously a semiboarding school
Prior to this date a con•
tract school opened in
1885
At agency
At Fort Totten

Sac and Fox ... .... .. . ... ....... 120 {
Seger ...... .. ... . . .......•.... .. 120
Or ego n :
Grande Ronde ..... . ... ... ... .. . 100
Klamath . .. . .. .. . . ...... ..... ... 140
Si letz .. . ........... . . .. ... ...... So
Umatilla .......... . . . ..... . . . . .. 100
\Vann S prings . . . . .... .. ... . ... . 16o
\:Tainax ... . . .... . .....•.......... 100
South Dakota:
Cheyenne River . . ... . .. . ........ 130

Dec.
Aug .
Feb.
Oct.

.

- 1869
1874
- ' 1874
- .1875

-

.1865
- . 1878
Jan . - . 1883
Sept.-, 1893
-

-

.
.

Feb.
r898
Sept. - , r871
- 1868
Apr. - 1872
Jan . II, 1893
Apr .
Feb.
Oct.
Jan.
Nov .
Nov .

-

-

1893

Crow Creek, Agency . . ..........
Crow Creek, Grace Mission . .....

r40
50

Feb.

1874
l' 1897

Hope (Springfield) ... . ...... . . . .

60

Aug.

I'

Lower Brule .............. . ..... 140
Pine Ridge .. ... ... ....•. .... ... 200

Oct.
Dec.

Sisseton .. . . .•. .. • . , . • . . . . . . . . . .
Rosebud ......... . ....... . ......
Yankton ...... . ............ .. ...
Utah :
Ouray .... . . .... . ........ . . . . .
Uintah........ . .. . .. . . . .. . .. . .
\Vashingt on:
Puya llup . .. ...... . .... .. ... . ..
Yakima .. .. ........ ..... . .... . ..

1895

- . l88r
- 1883

130
200
150

- - - , 1873
Sept. - , 1897
Feb. - . 1882

80
90

Apr. - , 1893
Jan. - , 18 81

200
140

June - , 1871
- , 1860

r6o
160
r20

July

200

Apr. - , 1879

\Visconsin:

Lac du Flambeau .............
Me nom onee ............. . ......
Oneida.. . . .. .. .. .. . . . . . . .. . . . . .
\Vyom in g:
Shoshone ... . . . ..... .. .. ... . ....

Tota l. .....•......... . ..... 8825

IO, 1895
- . 1876
Illar. 27, 1893

\

In Kansas
In Indian territory

1874
1874
1873
1883
1897
1882

I,

-

In Nebraska
In Nebra•ka
In Indian territory

.

-

Apr.

In Kansas
In Indian territory

I

,\
At new agency. At old
agency school for girls
opened in 1874 under
missionary auspices in
government buildings
schoolforboysopened
in 1880
Prior to this date a contra c t school opened in
1888
Prior to this date a contract school opened in
1882
Suspended February 8,
1894, when building
was burned. Reopened in new building
February 7, 1898

:1
1;

'I

I

~ ..

' ; j~n

"

'~

34

EDUCATION OF THE INDIAN

TABLE 6-Locatz"on, average attendance, capac£ty, etc., of

Ji:DU CATION OF THE INDIAN

1101t-

TABLE 7- Schools conducted under contract, w£th member of

reservat£on tra£n£ng schools during fiscal year ended June JO, I 898
LOCATION OF SCHOOL

Date of
opening

- - -- - -Carlisle, Pa... ......•.
Chemawa , Oreg . . •....
Chilocoo, Oki& .. . .....
Genoa, Neb ..... .. ....
Albuquerque, N. Mex.
Haskell institue, Kans.
Grand Junction, Col o.
Santa Fe, N. Mex .....
Fort Mojave, Ariz ... .
Carson, Nex .. . .......
Pierre , S. Dak ........
Phc:enix, Ariz .......•.
Fort Lewis, Colo .....
Fort Shaw, Mont. .. . .
Perris, Cal. ....... .. .
Flandreau, S. Dak .. ..
Pipestone, Minn ......
Mount Pl easant, Mi ch.
Tomah, Wis ..........
Wittenberg, Wis. ' · .. .
Greenville, Cal.' . .. . , .
Morris, Minn.• . . ... ...
Clontarf, Minn .• . . ... .
Chamberlain, S. Dak ..
Fort Bid well, Cal ., .•.

Nov. l , 1879
Feb. 2s, 1880
Jan. I S, I884
Feb. 20, I884
Aug. - , 1884
Sept. l, 1884
- - - , 1886
Oct . - , 1890
Oct. - . 1890
Dec. - , 1890
Feb. - , 1891
Sept.-, 189I
Mar. - , 1892
Dec. 27, 1892
Jan. 9, 1893
Mar. 7, 1893
Feb. - , 1893
Jan. 3, 1893
Jan. I9, I893
Aug. 24, I895
Sept. 25, I895
Apr. 3, I897
Apr. 4, I897
Mar.-, 1898
Apr. 4, I898

Number
of employees

- - 82
S7
66
4I
84

67

23
60
38
24
17
6o
44
40
22
27
19
26
20
19
6
IS
8

Rate per
annum

Capacity

$167
167
167
167
167
167
167
167
167
167
167
167

···· ··· ·
········
167
167
167
I67
I67

······ ·

··.. ···
.. ···
.
·· ·· ·· ··

I

800
400
450
350
300
soo
170
200
ISO
150
ISO
400
300
250
ISO
200
90
I6o
l2S
130
so
IOO
Bo

rnent

•

ance

---

961
354
331
293
312
553
171
260
156
166
173
480
314
300
180
304
150
186
146
133
57
92
42

·: .... '.' . .: : I :: I

851
330
27I
277
. 302
463
15 8
210
151
144
146
418
285
280
171
204
102
150
114
II6
35
79

:n

i:

Total. .... . . .. . . ....... .. .. .. - -880 ~ ~ -6-~ --5-;:;;
1

l,SOO with o u ting system.

pupils contracted for, rate per capita, and total amount of contract
for fiscal ;1ears ending June JO, I895, and June JO, I899

~;t~r~5_e

Enroll-

- - - - - - - --

35

[970

• Previously a contract school.

1899

1895

NAME AND LOCATION OF
SCH OO L

Number
aHowed

Rate

- Banning, Ca lifornia .... .. . ... . ..
Baraga, i\! ichigan . .. .. .. . . .... . .
Blackf ee t, !l'lontana ... .... . ....
Bayfield, \Visconsin .. .. .........
Bernalill o , New Mexico . .... ...
Colvill e, Wa shington ..• . .... . ...
Cceur d'Alene, Id ah o .. . .. .... . ..
Cro w C reek , South Dakota ......
Crow, Mo n tan a ...... . . . ... .
Devils Lake, No rth Dakota ... . ..
Flathead , l\l o ntana ....... . . .. ..
Fort ll c lk nap, Montana . . .. ... .
Harbor Springs, Michigan ... ...
Od a nah , Wisc o ns in, boarding ....
Odanah, \ Yisconsin, day .. .....
Lac Court d'Orei ll es, Vvisconsin,
day .... .. . ... ···· ······ ....
Osage, Ok la., St . Louis ..... . .. ..
Osage , Okla., St. Johns ....... . ..
Pine Ridge , South Dakota .. . . . ..
Ro.s cb ucl , Sou th Dakota .........
San Di ego, Ca lif ornia ....... . ..
Shosh one , \ Vyoming .. . ........ .
Tongue Ri ve r , Montana ... .. ....
Tulalip, Washington . ..... . •. .. .
White Earth , Minn. , St. Benedict.
White Earth, !\!inn., Red Lake ..
Pinole, California .... . ... . . . . ..
Hopland, day, California .... .. . .
St. Turub iu s. California .....•..
Green Bay, Wisconsin ......... .
Kate Drexel, Oregon ...... .. ... .
Bay Mills, Michigan . . ... ... .. ..
Shos h o ne mission, \Vyoming . . . .
Total ·········· ···········
Hampton in stitute , Virginia 1 •• •
Lin coln in s titution, Philadelphia , Pa. 1 • • • ••••• •• ••••••• ••••
Grand t ota l. ......... , .. . . ..

JOO
45
IOO
30
60
65
70
60
8s
I30
300
I3S
95
so
IS
40
50
40
140
9S
95
65
40
100
90
40
20
20
30
I30
6o
20
20

$I25
I08
I25
l2S
I25
108
108
108
108
108
ISO
108
108
I08
30
30
I25
T?.S
I08
108
108
108
108
108
108
I08
30
30
108
108
108
30
108

Amount

Rate

Amount

- -- --- --- ---·
$12 soo
4 86o
12 soo
3 7SO
7 500
7 020
7 s6o
6 480
9 ISo
I4 040
4S 000
I4 s8o
IO 260
4 400
450
l
6
s
IS

200
250
000
120
IO 200
II 87S
7 020
4 320
IO 800
9 720
4 320
600
600
3 240
I4 040
6 000
600
2 I6o

- - - - -- - - -

.. ..

Number
allowed

52
IQ
34
I9
34
34
4I

$108
I08
108
I08
I08
108
108

34
72
I6I
49
34
34

108
I08
I08
I08
108
I08

...... ....

······ ....
...... . ...
...... .. ..
... .
·· ····
86
108
6I
SI
34
26
so
SI
27
IO

II

6
45
24

.. . .. .
20

$s 616
2 os2
3 762
2 052
3 672
3 672
4 428

. ......

3 672
7 776
I7 388
s 292
3 672
3 6-z2

..... ..

. . .. . . .

. .. ...
,

. ..... .

108
I08
I08
I08
I08
108
108
30
30
108
108
IOO

9
6
s
3
2
s
s
2

288
588
508
672
808
400
508
916
300
330
648
4 86o
2 400

I08

2 I6o

... .

$u9 022
20 040

. .. . . . . .. ..

- - - --- - - -

167

$274 20s
20 040

'I 119
120

200

I67

33 400

200

I67

33 400

2 755

.. ..

$327 645

I 439

..

$172 462

2 43S
120

I 67

- - - - - - - ---- - - - - - - - -- -

1 Specially appropriated for hy congress.
•Not including the two schools of Osage and two Pottawatomie schools at
Sac and Fox agencies, Okla., nor one day school at La Pointe agency , which was
converted into a government school during year.

\

TABLE 8 -A mounts set apart for education of Indians in schools under private control for the fiscal years r890
to r899, inclusive
1890

Roman Catholic .. ....... . .
Presbyterian ............... .
Congregational ........... .
Episcopal ............. .. . .
Friends ...•... . . .. ...... ..
Mennonite ...... .. .. .. ..... .
Unitarian .... . ........... .
Lutheran, Wittenberg, Wis ..
Methodist .... ... ..... . .... .
Mrs. L. H. Daggett. . . . . . . . .
Miss Howard. .... . . .... . ...
Special appropriation for
Lincoln institution ... ... .
Special appropriation for
Hampton institute . .. .. . .
Woman's National Indian
Association.... . . . . . . . . . . .
Point Iroquois, Mich........
Plum Creek, Leslie, S. Dak. .

$356 957
47 650
28 459
24 876
23 383
4 375
5 400
7 560
9 940

1891

$363
44
27
29
24
4
5
9
6

349
850
271
910
743
375
400
180
700

18q4

i8q2

$394
44
29
23
24
4
5
16
13

756
310
146
220
743
375
400
200
980

$375 845
30 090

25 736
4 860
IO 020
3 750
5 400
IS I20

$389 745
36 340
IO 825
7 020
IO 020

3 750
5 400
IS 120

1895

18q6

1898

t8Q9

$II6 862
7 020
020
3 750
5 400
IS 120

2 16o

IO

3 125 . . ... ..... . ....... .. . ...... . •.
6oo

... ... .. ..

.. ....... . . .. .. .. . .

. . . . . . . . . . . . . . . . . . . . . . . . . ..
3

600

I 000

2 000

33 400

33 400

33 400

33 400

20 040

20 040

20 040

20 040

3

000

3 000

3 500

33 400

33 400

33 400

33 400

33 400

33 400

20 040

20 040

20 040

20 040

20 040

20 040

000

.....

z

lj

.. . .. .. . . . . . . ... .. . . .. . .... . . . . .. ... . . ..
2 040
.. .. .... . . .. . . .. . . . ... . . . . . . .. ..
900
.. . . .. . ... .. . .. . . . . .. . . .. . . . ... .. . .. . ... . ... . .

4 320
6oo
600
600 ....... . . .
I 620 . ... . . . . . . .• . .. . .. . .. ....

.....

>

z

0

John

: o:::~~:::::: : :::::::: ·~~~~·~~~· - ~~~~·~;~ · ~~I·~~~· ~~~~·~~;l~;~~~~~ ~~~~·~~~· ·$~~~·~~~·

$2s::::

$21::::

I

$ 17::::

l

I

