Presidential Documents

100289 

Federal Register 

Vol. 89, No. 239 

Thursday, December 12, 2024 

Title 3— 

The President 

Proclamation 10870 of December 9, 2024 

Establishment of the Carlisle Federal Indian Boarding School 

National Monument 

By the President of the United States of America 

A Proclamation 

For a century and a half spanning the early 19th and mid-20th centuries, 

the Federal Government removed American Indian, Alaska Native, and Native 

Hawaiian children (Native children) from their families, Tribes, and homelands, often by force or coercion, and transported them to institutions across 

the United States. These institutions collectively became known as the ‘‘Federal Indian boarding school system.’’ The Federal Government’s goal was 

to assimilate Native children by stripping them of their languages, religions, 

and cultures. To that end, the children taken to these institutions were 

often separated from their families for years, and many never returned 

to their homes. The schools often used physical abuse, compulsory labor, 

and corporal punishment to achieve their assimilative ends. Many Native 

children were subjected to sexual abuse at the schools. School staff cut 

their hair, made them give up their traditional clothes and names, provided 

them with inadequate medical services, and deprived them of essential 

nutrition. According to available records, nearly 1,000 Native youths died 

in schools across the system, but the actual number of lives lost is likely 

much higher. Many children attempted to flee from schools in the system; 

while some managed to escape, those who did not often faced severe discipline. For the survivors of the schools, and for the families and Tribes 

whose children were taken from them, the trauma and violence inflicted 

by the Federal Indian boarding school system have had profound effects 

across multiple generations, and those impacts continue today. 

The Federal Government’s attempt to control and assimilate Native children 

into Anglo-European culture, society, and religion through the Federal Indian 

boarding school system was part of a broader effort to destroy American 

Indian, Alaska Native, and Native Hawaiian political, social, and cultural 

structures; stifle opposition and resistance in those communities; and appropriate Tribal lands, waters, and resources. This effort was carried out through 

policies implemented at Federal Indian boarding schools and actions taken 

by multiple executive departments and agencies across the administrations 

of 34 Presidents—from Thomas Jefferson through Lyndon B. Johnson—using 

today’s equivalent of at least $23 billion in Federal appropriations. 

Despite this system and other destructive Federal policies, Indian Tribes 

(Tribes, or Tribal Nations), including Alaska Native Villages, and the Native 

Hawaiian Community retained their identities and cultures and rebuilt their 

political and community institutions, including by taking over and transforming some of the Federal Indian boarding schools that once caused widespread and enduring pain. 

Founded in 1879, the Carlisle Indian Industrial School (Carlisle School) 

in Pennsylvania was the first Federal off-reservation boarding school for 

Native children. By the time it ceased operations in 1918, the Carlisle 

School had subjected 7,800 Indian children from more than 140 Tribes 

to its coercive form of education. Some children were as young as 5 years 

old when they arrived. The Federal Indian boarding school system, which 

continued through the 1960s following practices first used at the Carlisle 


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School, inflicted a legacy of individual, collective, and multi-generational 

trauma on Tribes and the Native Hawaiian Community. 

The former campus of the Carlisle School is located within the boundaries 

of what is now the United States Army’s Carlisle Barracks (Carlisle Barracks), 

one of the Nation’s oldest military installations. The Continental Congress 

first used the property as a center for artillery and ordnance supplies for 

the Continental Army under General George Washington. In 1863, during 

the Civil War, Confederate troops torched buildings on the campus, which 

functioned at the time as a central supply center for the Union Army. 

The Federal Government rebuilt the barracks between 1863 and 1864 in 

the original footprint and style. 

The Carlisle School campus was designated as a National Historic Landmark 

in 1961 and added to the National Register of Historic Places in 1966. 

The 24 historic structures associated with the Carlisle School include residential, vocational, and athletic buildings that evoke the Federal Indian boarding 

school era. Prominent among these are the historic School Road Gateposts. 

Constructed by the labor of children and youths at the Carlisle School, 

these gateposts were the first structures that some children taken to Carlisle 

would have seen as they walked along the pathway and entered the campus. 

The gateposts still stand today as a marker of the removal and separation 

of children from their families, Tribes, and homelands. 

The concept of using the education of Native children and separation from 

their families and Tribes as weapons of control and religious conversion 

echoes back centuries to early colonial times in the 1600s. In 1819, the 

Congress laid the groundwork for a general system of Indian education 

by enacting the Civilization Fund Act (3 Stat. 516). The Act authorized 

the President to provide for ‘‘[e]mployment of instructors for Indians,’’ including ‘‘for teaching their children in reading, writing, and arithmetic,’’ and 

provided an annual appropriation of funds for that purpose. Over the ensuing 

five decades, these funds were distributed to various entities (particularly 

missionary organizations) and individuals ‘‘prominent in the effort to ‘civilize’ the Indians.’’ At least 59 religious institutions and organizations received Federal Government funding to operate or support schools in the 

Federal Indian boarding school system. 

The more immediate origins of the philosophy of the Federal Indian boarding 

school system trace to an organized ‘‘experiment of enforced civilization’’ 

in 1875. At that time, President Ulysses S. Grant’s War Department, acting 

on directions from the Congress, selected Tribal members labeled as 

‘‘hostiles’’ or ‘‘ringleaders’’ to be taken prisoner and transported by train 

from the West to Fort Marion, Florida. The United States Army targeted 

and arrested 72 members from a range of Tribes. The War Department 

then issued Special Orders detailing 1st Lieutenant Richard Henry Pratt 

of the 10th Cavalry to accompany the prisoners—a group of men, women, 

and children—on their trip and remain in charge of them upon arrival. 

Pratt oversaw all aspects of the Fort Marion incarceration and treatment 

of the prisoners: cutting off their hair, clothing them in military uniforms, 

running military drills, selling their crafts and drawings, teaching them 

English, and assigning prisoners to work as laborers. During a speech delivered in 1892 to the National Conference of Charities and Corrections in 

Denver, Colorado, Pratt expressed his infamous approach to assimilation: 

‘‘[T]hat all the Indian there is in the race should be dead. Kill the Indian 

in him and save the man.’’ This soon became the blueprint and philosophy 

for how children would be treated at Federal Indian boarding schools. 

In 1882, the Congress authorized the Secretary of War to set aside any 

vacant posts or barracks for industrial training for Indian youth and to 

detail Army officers for Indian education under the direction of the Secretary 

of the Interior. Three years earlier, in August 1879, the Secretary of War 

had approved the first such transfer, of the vacant Carlisle Barracks in 

Pennsylvania, to the Secretary of the Interior to be used as a school for 

Native children. On October 6, 1879, 83 American Indian and Alaska Native 


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children—24 girls and 59 boys—arrived at the newly founded Carlisle School. 

The Congress subsequently passed a law that paid a salary to Pratt, whom 

the Secretary of War had placed in charge of the Carlisle School at the 

request of the Secretary of the Interior. For almost 40 years, the Department 

of the Interior operated the Carlisle School as an Indian Industrial School, 

melding the approach of incarceration with assimilative education policies. 

When children arrived at the Carlisle School, they were immersed in the 

practices of so-called ‘‘civilized’’ life—a term frequently used to describe 

the goal of the Federal Indian boarding schools in Federal Government 

reports. Their hair was cut and their clothing was replaced with military 

uniforms for boys and Victorian dresses for girls. One of the children brought 

to the Carlisle School in its opening year, Luther Standing Bear—a child 

of the Oglala Lakota Chief Standing Bear—later recounted his experience: 

‘‘Now, after having my hair cut . . . I felt that I was no more Indian 

but would be an imitation of a white man.’’ Zitkala-Sa, a Dakota woman 

from the Yankton Sioux Reservation, recalled the confusion and fear she 

felt on her first day as a child at Carlisle, during which school officials 

dragged her from her hiding place under a bed, tied her to a chair, and 

forcibly cut her thick braids: ‘‘Then I lost my spirit. . . . In my anguish 

I moaned for my mother, but no one came to comfort me . . . for now 

I was only one of many little animals driven by a herder.’’ 

All children at the Carlisle School experienced a regimented daily schedule 

starting at 6:00 a.m. and concluding with Taps and room inspection at 

9:00 p.m. Sunday school, chapel services, Catholic instruction, and Bible 

study classes were required. Carlisle School instructors also imposed strict 

rules about teaching English and prohibited the children from speaking 

their native languages—a rule that was often enforced with corporal punishment. 

‘‘Vocational’’ or ‘‘industrial’’ training in the form of compulsory labor was 

a central component of the Carlisle School throughout its operation. Boys 

were assigned mechanics, blacksmithing, tin-smithing, wagon-making, carpentering, tailoring, shoemaking, harness-making, baking, painting, printing, 

and farming. Girls were assigned cooking, laundry, and housekeeping. In 

what became known as the ‘‘outing system’’—an arrangement intended to 

‘‘impart[ ] the lesson of Americanism’’—Carlisle School administrators regularly sent children and youths to spend a portion of each year living with 

and working for white families. School administrators then deposited the 

children’s compensation ‘‘to their credit’’ with the school. 

Carlisle School leaders also used the children’s labor to perform maintenance, 

construction, and operations work on the campus. Several buildings—including a large brick printing office, a gymnasium, a hospital, doctor’s quarters, 

a model home, a laundry building, the Leupp Indian Art Studio, and a 

warehouse—were primarily constructed by the youths of the Carlisle School. 

The Carlisle School’s start as a Federal Indian boarding school coincided 

with the rise of American football. Although students also participated in 

other athletics, the Carlisle School used the football team as a means to 

earn publicity and garner support for the boarding school approach to assimilation. In 1899, the Carlisle School hired a well-known football coach, Glenn 

‘‘Pop’’ Warner, and in the ensuing years the Carlisle football team boasted 

an impressive win-loss record, including victories over colleges such as 

Harvard and the University of Pennsylvania. Newspapers published articles 

with sensational stories and photographs of the Carlisle School games, spotlighting Carlisle student athletes Dennison Wheelock, Gus Welch, and Jim 

Thorpe. For a small number of players, like Thorpe, football provided access 

to higher educational opportunities and athletic success. But for most players, 

the Carlisle football team did not lead to additional opportunities. 

Indeed, for the student body more generally, the athletic program amounted 

to another form of exploitation by the school. To fund the gymnasium, 

the Carlisle School took purported donations from the children’s Individual 

Indian Money Accounts, which were trust accounts created and managed 


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by the Federal Government. The school also used sales of items made 

by children and gate receipts from athletic events held on the Carlisle 

School’s fields and cinder track for its own uses. A congressional investigation in 1914 received testimony that Warner used the Carlisle football game 

proceeds for his personal gain. 

Conditions at the Carlisle School—located in a remote area over a thousand 

miles away from many children’s homes—were unfamiliar and harsh. Children lived in close quarters and were exposed to diseases they had not 

encountered previously. More than 180 children died while attending the 

Carlisle School; many of them are buried in marked gravesites at the Carlisle 

Barracks Main Post Cemetery. 

The Carlisle School’s tenure as a Federal Indian boarding school ended 

in 1918, at the end of World War I, when the War Department took back 

control of the post and opened a hospital to care for wounded soldiers. 

At that time, 279 children left the Carlisle School and were transferred 

to other Federal Indian boarding schools. 

The Carlisle School’s legacy extends far beyond its almost 40 years of 

operation. The Carlisle School became a model replicated in more than 

417 federally supported Indian boarding schools in 37 States and thenterritories over the course of the next century. In addition, some Indian 

boarding schools were operated by religious institutions and organizations 

that did not receive Federal Government support. Across the Federal Indian 

boarding school system, the Federal Government’s policies of cultural disruption and assimilation resulted in a collective loss of language, religion, 

and identity, and inflicted intergenerational trauma that persists today and 

remains a painful but important part of our Nation’s story. 

Many Tribal leaders resisted the Federal Indian boarding school system 

and took steps to try to protect Native children and reunite families. After 

the United States military entered Third Mesa of Hopi in 1890 and took 

104 children from their families into the Federal Indian boarding school 

system, Hopi leaders refused to send additional Hopi children to the school. 

In response, in November 1894, the Federal Government arrested 19 Hopi 

leaders and held them as prisoners for nearly a year at Alcatraz Island 

in California, a former United States military installation. The names of 

these Hopi leaders were: Heevi’ima, Polingyawma, Masatiwa, Qotsventiwa, 

Piphongva, Lomahongewma, Lomayestiwa, Yukiwma, Tuvehoyiwma, Patupha, Qotsyawma, Sikyakeptiwa, Talagayniwa, Talasyawma, Nasingayniwa, 

Lomayawma, Tawalestiwa, Aqawsi, and Qoiwiso. 

On May 23, 1881, Chief Spotted Tail and parents from the Rosebud Sioux 

Tribe requested that the Federal Government return the human remains 

of Rosebud Sioux Tribe children buried at the Carlisle School to their 

Indian Reservation in South Dakota. On July 14, 2021—over 140 years later— 

the Army transferred the human remains of nine children to the Rosebud 

Sioux Tribe to return them to their homelands. The names of these nine 

children were: Dennis Strikes First (Blue Tomahawk); Rose Long Face (Little 

Hawk); Lucy Take The Tail (Pretty Eagle); Warren Painter (Bear Paints Dirt); 

Ernest Knocks Off (White Thunder); Maud Little Girl (Swift Bear); Alvan, 

aka Roaster, Kills Seven Horses, One That Kills Seven Horses; Friend Hollow 

Horn Bear; and Dora Her Pipe (Brave Bull). The Army is currently implementing its Carlisle Barracks Disinterment Program, which, consistent with 

Army regulations and policy, promotes engagement with the Tribes and 

families of the children who died at the Carlisle School to return their 

remains to their ancestral homelands. This program has successfully 

disinterred and returned the remains of 41 children to their families. 

Many buildings that made up or are connected to the original Carlisle 

School campus remain. Twenty-four historic structures associated with the 

Carlisle School have been preserved by the Army and stand today within 

the National Historic Landmark district at Carlisle Barracks. In addition 

to those structures mentioned above, the site also includes living quarters, 

the Superintendent’s residence, the ‘‘Pop’’ Warner House, Washington Hall, 


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the Hessian Powder Magazine (built in 1777 and known since 1870 as 

a guard house), and athletic fields that parallel the original Carlisle School 

track. The four School Road Gateposts, when constructed in 1910, marked 

the main entrance to the boarding school campus. 

Designating the former campus of the Carlisle School, with boundaries consistent with the National Historic Landmark, as a national monument will 

help ensure this shameful chapter of American history is never forgotten 

or repeated. Establishing a national monument at the historic Carlisle School 

and acknowledging the Federal Government’s policies aimed at destroying 

Tribal and Indigenous political structures, cultures, and traditions—including 

through the Federal Indian boarding school system—takes a step toward 

redress and national healing in the arc of the survival, resilience, and triumph 

of Indian Tribes (including Alaska Native Villages) and the Native Hawaiian 

Community. 

WHEREAS, section 320301 of title 54, United States Code (the ‘‘Antiquities 

Act’’), authorizes the President, in the President’s discretion, to declare 

by public proclamation historic landmarks, historic and prehistoric structures, and other objects of historic or scientific interest that are situated 

upon the lands owned or controlled by the Federal Government to be national 

monuments, and to reserve as a part thereof parcels of land, the limits 

of which shall be confined to the smallest area compatible with the proper 

care and management of the objects to be protected; and 

WHEREAS, the Department of the Interior, at the direction of the Secretary 

of the Interior, who is herself a descendant of survivors of the Federal 

Indian boarding school system, established the Federal Indian Boarding 

School Initiative, which has helped bring to light the extensive breadth 

and depth of the role the Federal Government played in creating the Federal 

Indian boarding school system; and 

WHEREAS, I issued a long-overdue Presidential apology to Tribal Nations 

and Native people on behalf of the Federal Government acknowledging 

the lasting harms caused by the Federal Indian boarding school policy 

and recognizing the need to learn from this history and advance the goal 

of healing; and 

WHEREAS, the Carlisle School was the Nation’s first off-reservation Federal 

Indian boarding school, provided a template for institutions across the Nation 

and internationally for its assimilation practices, and today remains one 

of the Nation’s best-preserved examples of the Federal Indian boarding school 

era; and 

WHEREAS, the Department of the Army (Army) has taken steps to preserve 

part of the Carlisle School campus and the historic objects it contains, 

ensuring that its history can be told; and 

WHEREAS, the historic buildings and pathways that are part of the Carlisle 

School campus—where thousands of Native children lived, and in some 

cases died, far from their families, Tribes, and homelands; were compelled 

to participate in school activities designed to separate them from their cultures and identities; and performed compulsory manual labor—are important 

historic objects that reflect and embody the Carlisle School’s years of operation and the similar practices of other institutions in the Federal Indian 

boarding school system; and 

WHEREAS, the School Road Gateposts are a nationally significant passageway 

and an historic object on the site through which Native children walked 

after being removed from their homes and families during the Federal Indian 

boarding school era, and are contributing features of the Carlisle Indian 

Industrial School National Historic Landmark first designated by the Secretary of the Interior in 1961 and updated in 1985; and 

WHEREAS, designation of the monument will further the efforts of the 

United States to aid in recovery, reconciliation, and healing for Indian 

Tribes, the Native Hawaiian Community, and survivors and their descendants 


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affected by the Federal Indian boarding school system, while honoring and 

mourning the lives of Native children lost and celebrating those who persisted; and 

WHEREAS, I find that all the objects identified above, and objects of the 

type identified above within the area described herein, are objects of historic 

interest in need of protection under section 320301 of title 54, United 

States Code, regardless of whether they are expressly identified as objects 

of historic interest in the text of this proclamation; and 

WHEREAS, I find that the boundaries of the monument reserved by this 

proclamation represent the smallest area compatible with the proper care 

and management of the objects of historic interest identified above, as required by the Antiquities Act; and 

WHEREAS, it is in the public interest to preserve and protect the objects 

of historic interest associated with the Carlisle School and its prominent 

role in the story of Federal Indian boarding schools instituted under the 

United States policy of forced assimilation of Native children; 

NOW, THEREFORE, I, JOSEPH R. BIDEN JR., President of the United States 

of America, by the authority vested in me by section 320301 of title 54, 

United States Code, hereby proclaim the objects identified above that are 

situated upon lands and interests in lands owned or controlled by the 

Federal Government to be part of the Carlisle Federal Indian Boarding School 

National Monument (monument) and, for the purpose of protecting those 

objects, reserve as part thereof all lands and interests in lands that are 

owned or controlled by the Government of the United States within the 

boundaries described on the accompanying map, which is attached to and 

forms a part of this proclamation. The reserved Federal lands and interests 

in lands within the monument’s boundaries consist of approximately 24.5 

acres, which are coextensive with the boundaries of the Carlisle Indian 

Industrial School National Historic Landmark and lie within the approximately 520-acre boundary of Carlisle Barracks. The boundaries described 

on the accompanying map are confined to the smallest area compatible 

with the proper care and management of the objects to be protected. 

All Federal lands and interests in lands within the boundaries of the monument are hereby appropriated and withdrawn from all forms of entry, location, selection, sale, or other disposition under the public land laws or 

laws applicable to the Army, including withdrawal from location, entry, 

and patent under the mining laws, and from disposition under all laws 

relating to mineral, solar, and geothermal leasing. The establishment of 

the monument is subject to valid existing rights. 

The Secretary of the Army is hereby directed to transfer to the National 

Park Service (NPS) administrative jurisdiction over the approximately 258 

square feet (0.006 acres) identified by the Army as the School Road Gateposts. 

In furtherance of the Antiquities Act and pursuant to their respective legal 

authorities, the Secretary of the Interior and the Secretary of the Army 

shall manage the monument through the NPS and the Army, respectively. 

The management of the monument shall be conducted in a cooperative 

manner, in accordance with the terms, conditions, and direction provided 

by this proclamation, and consistent with an agreement between the NPS 

and the Army that details their respective duties and responsibilities for 

management of the monument. 

Following transfer of administrative jurisdiction over the School Road Gateposts, the NPS shall administer that portion of the monument, and the 

Army shall continue to administer the remaining portion of the monument. 

The NPS shall be responsible for interpretation of and education regarding 

the entirety of the monument in consultation with the Army. 

Within 3 years of the date of this proclamation, or as soon as practicable 

to incorporate Tribal views, knowledge, and expertise, as appropriate, for 

the purpose of preserving, interpreting, and enhancing the public understanding and appreciation of the monument, the NPS, in consultation with 


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the Army, shall prepare a management plan for the monument. The management plan shall ensure the monument fulfills the following purposes for 

the benefit of present and future generations: (1) to preserve the historic 

resources within the boundaries of the monument; (2) to interpret the story 

of the Carlisle School and its significance to the history of the Federal 

Indian boarding school system; and (3) to commemorate the efforts and 

resilience of Tribal Nations and Indigenous Peoples, including survivors 

of the Carlisle School and others affected by Federal Indian boarding schools, 

who are working to advance healing and reconciliation, to recover Native 

languages and cultures, and to chart a vibrant future for all Native children. 

In recognition of the centrality of Tribal participation to tell this story, 

to inform interpretation of the objects that are part of the monument, and 

to enhance public understanding and appreciation of the monument, the 

Secretary of the Interior, through the NPS and in coordination with the 

Army, shall meaningfully engage Tribal Nations and the Native Hawaiian 

Community in the development of the management plan and ongoing management of the monument. The Secretary of the Interior, through the NPS, 

shall also take steps to ensure that management decisions affecting the 

monument incorporate Tribal expertise and Indigenous Knowledge in an 

appropriate manner consistent with Tribal Nations’ concerns for protecting 

Indigenous Knowledge and expertise. The Secretary of the Interior, through 

the NPS, shall enter into an agreement with interested federally recognized 

Indian Tribes to set forth terms, pursuant to applicable laws, regulations, 

and policies, for co-stewardship of the monument. The Secretary of the 

Interior, through the NPS, shall also provide for consultation with any 

federally recognized Indian Tribe with historical connections to any part 

of the Federal Indian boarding school system regarding the interpretation 

of that system’s history at the monument. 

As the Federal Indian boarding school system affected nearly every Indian 

Tribe (including Alaska Native Villages) and the Native Hawaiian Community, and in view of the wide array of resulting experiences and perspectives, 

the Secretary of the Interior, through the NPS, is also directed, as appropriate, 

to use applicable authorities to seek to enter into agreements with other 

entities to address common interests related to the interpretation of and 

education regarding the monument, and care and preservation of historic 

objects therein. These entities may include Dickinson College; the Cumberland County Historical Society; Phoenix Indian School; Haskell Indian 

Nations University; Stewart Indian School Cultural Center and Museum; 

Sheldon Jackson Museum; Fort Apache Heritage Foundation, Inc.; Kamehameha Schools; and existing National Park System units with resources related 

to the Federal Indian boarding school system. 

Nothing in this proclamation shall affect or diminish the Army’s authority 

to administer Carlisle Barracks, including the Army’s ability to execute 

its mission at Carlisle Barracks, or the Army’s obligations to comply with 

environmental protection and historic preservation laws or engage in appropriate Tribal consultation. Further, nothing in this proclamation shall limit 

the Army’s ability to control public access to Carlisle Barracks or take 

all necessary measures to ensure emergency preparedness, safety, and security. 

Nothing in this proclamation shall be deemed to revoke any existing withdrawal, reservation, or appropriation; however, the monument shall be the 

dominant reservation. 

Warning is hereby given to all unauthorized persons not to appropriate, 

injure, destroy, or remove any feature of the monument and not to locate 

or settle upon any of the lands thereof. 

If any provision of this proclamation, including application to a particular 

parcel of land, is held to be invalid, the remainder of this proclamation 

and its application to other parcels of land shall not be affected thereby. 


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IN WITNESS WHEREOF, I have hereunto set my hand this ninth day of 

December, in the year of our Lord two thousand twenty-four, and of the 

Independence of the United States of America the two hundred and fortyninth. 

Billing code 3395–F4–P 


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[FR Doc. 2024–29459 

Filed 12–11–24; 8:45 am] 

Billing code 4310–10–C 


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U.S. Army''" 

Carlisle Barracks - Carlisle School Building or Structure 

CJ Other Structure 

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- (Transfer to National Park Service) 

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