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[Federal Register Volume 89, Number 239 (Thursday, December 12, 2024)]
[Presidential Documents]
[Pages 100289-100297]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 2024-29459]



                        Presidential Documents 



Federal Register / Vol. 89, No. 239 / Thursday, December 12, 2024 / 
Presidential Documents

___________________________________________________________________

Title 3--
The President

[[Page 100289]]

                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

[[Page 100290]]

                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

[[Page 100291]]

                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

[[Page 100292]]

                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 
                then-territories 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, Patu-pha, 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,

[[Page 100293]]

                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

[[Page 100294]]

                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

[[Page 100295]]

                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.

[[Page 100296]]

                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 forty-
                ninth.
                
                
                    (Presidential Sig.)

Billing code 3395-F4-P

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[GRAPHIC] [TIFF OMITTED] TD12DE24.020

[FR Doc. 2024-29459
Filed 12-11-24; 8:45 am]
Billing code 4310-10-C
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