The times., 1899-11-20

u. A. Jones. Commissioner of Indian
Affairs, has made his annual repor- TO the
Secretary Of the Interior Tor the year end
ing June 30. 1899 In it, among other
things he says:
The aggregate of appropriations On &C
count Of the Indian service for the fiscal
year ending June 30, 1900. is ST.67S. .S63. 10
OF this $7,504. 1881 is appropriated by the
act making appropriations for the current
and contingent expenses of the Indian De
partment and for fulfilling treaty stipula-
tions with various Indian tribes and
Si74,0S7-SS by various other acts. The total
amount appropriated for the fiscal year
1893 was IS .237 675. a. which is S55S, ,STe. .25
more than for the current fiscal year.
The first appropriation FOR Indian edu-
cation made by the Continental Congress
was $500 for an Indian pupil at Dart
mouth College in 1775. In 1919 Congress
appropriated $40, goo for Indian education
end September 3, 1919, invited associations
or individuals who are already engaged in
educating the Indians and who may desire
the cooperation of the Government TO
report 20 the Department Of War, then
having charge Of Indians. This was the
frst direct appropriation Of public moneys
for this purpose
The first treaty agreement providing
any form Of education was with the
Oneida, Tuscarora. and Stockbridge Indians
on December .. 1894; this was followed
with a second made with the Kaskaskias,
august Is, 1903. wherein the United
States promised 10 give annually for seven
years Si0G toward the support of a Roman
Catholic priest, who. besides his priestly
duties. was 10 instruct as many Of the
children as possible in the rudiments of
literature. This marks the beginning Of
the system Of governmental aid 10 these
schools. The treaties, however of the
next fifteen years make no mention Of edu-
cation
~On january Is, 1920. John C. Calhoun
reported 10 the House that no part of the
$4,000 appropriated on September 8, 1919,
had been applied. Such educational work
as had been given to the Indians had been
carried on by the religious associations.
1t Jhus appears that he saw even al this
early date the necessity for the Govern
menJ itself undertaking and carrying out
under its own auspices the work OF edu-
eating the Indians committed 10 its charge
From this date undl july 10, 1870 when
Sloe.uy1 was appropriated for Indian
schools. this great civilizing agency was
c0Iducted by various churches and asso-
Citations thrSrgh their missionary agents
st they did good work goes without
saying. as these godly people had the vel
iars 70. lle Indian al heart. but results have
since indicated that such system was no,
adequate for producing lasting effects This
was recognized by Congress in 1870, when
instead Of leaving 30 10 the already over
taxed religious psople. de present system
was begun by apprcpriatiHg 100000 tOT
This purpose. and repeating the old law
uE March g. 1918
This marks the beginning Of strictly
Government schools, day SCHOOLS first. fol-
loved hy boarding institutions. Ia 1875
the Indian department al Hampton was or
ganized and The next year the great train
lug school at Carlisle established. From
rhis Jine cn there has been a steady inter
est ID matters pertaining tC Indian edGca-
tfou- both ia and out Of Congress, as IS
evidenced by the liberal appropriations
made each year
The System of Reservation.
The reservation system OF the United
States was the necessary outcome Of con-
ditions prevailing between the whites and
Indians Ia the settlement and development
ot the country. The Government was
forced 10 deal with large bands OF Indians
who were gradually driven back as tbs
borders Of civilization were extended, while
the busy hum Of industry began 10 b'
heard where all had been stiffness undel
Jhe ownership Of this people. Angry anC
rcvengeful. their predatory attacks wer,
inimical 10 the best interests Of the set
tiers. therefore two alternatives presented
hemselves-extermina or absolute con
frol. Humanitarian principles prevailed
and he latter was accepted. Hence as
matter Of military and commercial neces
SHY the Indians were placed upon tracts o.
land reserved and set apart for their bene
ft. where they could be at all times undel
proper and efficient surveillance.
-The purpose OF many large Cn-rese-va
tion schools. sucn as Carlisle Phoenix
Haskell and Others. is through the oUuul
system 10 train the boys iH farming, stool
raising. and other kindred industries. whil'
the girls receive practical instruction il
dairying cooking. houseWiiery, etc. in or
der that they may find permanent home
among farmers and others IN civilized com
munities Where remuneraiye position
can be obtained il such places. the author
tiles OF the school offer every inducemen
10 these bright boys and girls to remail
away from the reservation and make thei
homes where they viii be surrounded b,
the comforts and entoyments Of the it
which they should lead. II they persist
however. in desiring 10 return 10 their oil
homes. or IL seems impossible 10 secur
permanent employment the training Whlcl
they have received among these homes
farmers and at the iresides Of rural home
will be Of inestimable benefit when the
get back among their own people.
The entire educational system OF III
Indian Office IS therefore predicated upol
the final abolishment Of the anomalous In
dian reservation system
Indian education is administere
through the medium OF nou-reseEvatio
boarding schools. reservation boardin
schools, reservation day schools. independ
ent day schools. State and territorial pub
lie schools, contract boarding ana ca
schools. and mission schools. The frs
four classes are strictly Government
schools I'D which The Government has -ab
solute control as 70 plants, methods sub
sistence and management Supervisor
and other necessary authority rs main
tanned over those public schools In whie
contracts are made for the education O
Indian pupils. Denominational and o-he
schools with which agreements are mad
for the education and maintenance o S
many pupils al a fixed rate per capita
called contract schools. Mission school
are conducted by various churches an
phIlanthropic organizations upon or nea
the different reservations
The largest schools devoted 10 the IN
struction OF Indian youth are located O
tho Government reservations. The maJorlt
are supported from special appropriation
made bv Congress. whose liberality ha
contributed 10 their success 70 such de
gree that in many Instances they have bee
rhoroughlv equipped for the literary an
frauerriaI training OF the children com
ulftted 10 their care. There were conducte
during the past year twenty-five schools
lhis class. which number remains the sam
as that Of last year by reason OF me als