While we know our northern friends may not feel it, in the South, Spring is
here. So we thought we'd share a few of our gardening sites appropriate
for this time of the year. Along with gardening, there's grilling, and getting
ready to diet so that you can fit back into that bathing suit this summer!
a. Excluding those receiving less than $100 per annum.
b. 1,500 with outing pupils.
c. Previously a contract school.
Attendance.
For the purpose of exhibiting the enrollment and average attendance at all
schools for the fiscal year 1901, aggregated and compared with the fiscal year
1900, the following table is presented:
Enrollment and average attendance of Indian schools, 1900 and 1901, showing
increase in 1901; also number of schools in 1901.
Kind of school
Enrollment
Average attendance
No. of schools, 1901
1900
1901
Increase (+)
or decrease
(-)
1900
1901
Increase (+) or decrease (-)
Government schools:
Non-reservation, boarding
7,430
7,928
+ 498
6,241
6,917
+ 676
25
Reservation, boarding
9,604
10,782
+1,178
8,094
9,316
+1,222
88
Day
5,090
4,622
- 468
3,525
3,277
+ 248
138
Total
22,124
23,332
+1,208
17,860
19,510
+1,650
251
Contract schools
Boarding
2,376
2,376
2,098
1 2,098
Day
30
30
24
2
24
Boarding specially appropriated for
400
130
2
270
329
2111
218
1
Total
2,806
130
-2, 676
2,451
2111
2,340
1
Public
246
257
+ 11
118
131
+ 13
(3)
Mission boarding
1,062
3,531
+2,469
946
3,120
+2,174
47
Mission day
213
272
+ 59
193
205
+ 12
5
Aggregate
26,451
27,522
+1,071
21,568
23, 077
+1,509
304
1. Taken up in mission schools. 2. Hampton
3. Nineteen public schools in which pupils are taught, not enumerated here.
The following table gives a summary of schools and attendance extending through
a period of a quarter of a century:
Number of Indian schools and average attendance from 1877 to 1900.
Year
Boarding schools
Day schools
Totals
Number
Average
attendance
Number
Average
attendance
Number
Average
attendance
1877
48
102
150
3,598
1878
49
119
168
4,142
1879
52
107
159
4,448
1880
60
109
169
4,651
1881
68
106
174
4,976
1882
71
3,077
76
1,637
147
4,714
1883
80
3,793
88
1,893
168
5,686
1884
87
4,723
98
2,237
185
6,960
1885
114
6,201
86
1,942
200
8,143
1886
115
7,260
99
2,370
214
9,630
1887
117
8,020
110
2,500
227
10,520
1888
126
8,705
107
2,715
233
11,420
1889
136
9,146
103
2,406
239
11,552
1890
140
9,865
106
2,367
246
12,232
1891
146
11,425
110
2,163
256
13,588
1892
149
12,422
126
2,745
275
15,167
1893
156
13,635
119
2,668
275
16,303
1894
157
14,457
115
2,639
272
17,220
1895
157
15,061
125
3,127
282
18,188
1896
156
15,683
140
3,579
296
19,262
1897
145
15,026
143
3,650
288
18,676
1898
148
16,112
149
3,536
297
19,648
1899
149
16,891
147
3,631
296
20,522
1900
153
17,708
154
3,860
307
21,568
1901
161
19,464
143
3,613
304
23,077
1. Some of the figures in this table as printed prior to 18% were taken from
reports of the Superintendent of Indian Schools. As revised, they are all taken
from the reports of the Commissioner of Indian Affairs. Prior to 1882 the
figures include the New York schools.
2. Indian children attending public schools are included in the average
attendance, but the schools are not included in the number of schools.
In our last report we expressed the opinion of our board that " separate
boarding school facilities for Indian children had very nearly reached the proper
limit," except among the Navaho. Our observation of the work for another year
confirms us in this opinion. Our conviction is clear that as rapidly as possible
the Indian children should be put into schools with white children and should
thus be fitted for that full American citizenship which lies directly before
them all, under the operation of the general allotment law. We deprecate the
effort, so manifestly prompted in many cases only by selfish local interest on
the part of white people, to secure additional Indian schools where they are not
needed. We believe that nothing more should be done to perpetuate that
separation between Indians and whites, which it is now the aim of the Government
as rapidly as possible to do away with. We do not think that industrial training
should displace that instruction in the rudiments of knowledge which is required
for intelligent citizenship; but we commend all efforts made through school life
to emphasize for the Indians the value of self supporting labor and of practical
acquaintance with such industrial pursuits as an Indian may hope to follow, not
necessarily upon his own reservation, but among the whites and wherever he may
live.
We beg to renew under this head the recommendations made in our last annual
report.
Steps should at once be taken to establish a system of local semi-industrial
schools for the Navaho Indians. This is by far the largest body of Indians who
are still left without anything approaching adequate provisions for the
schooling of their children. Their nomadic life as herders of sheep and cattle
renders difficult the problem of introducing among them right standards as to
marriage, family life, and the education of their children. But this should be
undertaken by the Government at once.
We suggest the feasibility of a system of local schools, largely industrial,
where manufactures, with wool spinning as their basis, should be taught.
Possibly Fort Defiance might become a center for the more advanced school work,
and a system of industrial and elementary schools might be built up as feeders
to this school. The plan, if undertaken, should be under the direction of some
competent superintendent who knows these Indians, their needs, and their
peculiarities. He should be a man of exceptional qualifications and strong
character, who by persistent and kindly effort in work of this kind could win
the confidence and support of the Navaho. Such a man could bring the children of
this tribe under the influence of education. It will take several years to
develop these schools, and the man for the work should be given a good salary
(larger than the number of pupils at first might seem to warrant), and should be
insured permanent tenure and effective support by the Department for several
years before large results could be seen.
We trust that some plan for educating the Navaho may be entered upon this year.
For this tribe of 20,000 people the Government provides schooling for an average
attendance of only about 200 children. Much more should be attempted at once.
This site
includes some historical materials that may imply negative stereotypes
reflecting the culture or language of a particular period or place. These
items are presented as part of the historical record and should not be
interpreted to mean that the WebMasters in any way endorse the stereotypes
implied .
Thirty-Third Annual Report Of The Board Of Indian Commissioners,
1901
