Carlisle Indian School: A report of the Carlisle Indian School provided in 1912 by the students themselves. Includes a list of graduates from 1889-1910.
The Omaha tribe of Indians live in the State of Nebraska about 80 miles north of the city of Omaha, on a reservation 12 miles in length north and south, and bounded on the east by the Missouri River and on the west by the Sioux City and Omaha Railroad. Of the various tribes living in Nebraska when the white settlers first entered the Territory the Omaha are the only Indians remaining upon their ancient home lands.
Notes on the Iroquois is an official report to the government on the possibilities of civilizing the Iroquois. In the face of facts which depress all others, Schoolcraft is full of high hope that these Indians may be once and for all leaving hunting and farming. He finds the Iroquois increasing in numbers, stabilizing the organization of their society, and improving as individuals.
The region around the southern end of Lake Michigan where the city of Chicago now stands has been the home of many peoples and the scene of much conflict in historic and probably in prehistoric times. It is the purpose of this essay to give in a brief outline the sequence of those peoples in so far as they are known, and to depict the background from which emerges the great commercial city of today. The history of the region as it pertains to the white man is well known, but before his advent and during the stirring conflicts of colonial tunes the various Indian tribes of the Great Lakes played a large part, and it is with the Indians that this article is mainly concerned.
An in depth look into the history and origin of the Cherokees of the Smoky Mountains. From the Papers of Horace Kephart.
Jedediah Morse’s 1822 report to Congress of his travels through Indian Territory on behalf of the office of Secretary of War – Jedediah was tasked by a resolution of Congress to report of his travels amongst the tribes throughout the United States. Acknowledging that he did not visit all of the tribes, and that he relied on known facts and materials for the body of text he provided, Jedediah presented a large collection of tabular data and descriptive content. This data was then used by Congress to shape it’s policies as it dealt with expansion further west, and specifically tribal relations.
Indian Stories and Legends of the Stillaguamish: These little stories about animals, people and places have been told to me by people whose friendship I value highly. Several of them are now gone to the happy hunting grounds. It is about twenty years ago since the first ones were written down as notes in a scrapbook. Since then, the collection has been increasing steadily. Have told some of them to friends; they have encouraged me to publish, if possible, a few of the more interesting ones. The demand would of course be limited, and as it costs nearly as much to print a small number of books or pamphlets as more, the price will be higher than it should be. It would be the greatest pleasure to me if I could afford to have a couple hundred copies printed and give them away to people who might wish to have them. However, I make no excuse for this effort; I am sure a few people will appreciate it, regardless of poor grammar, and other faults.
In spite of the small number of proved cases of transmission theme is good reason to believe that the cultures of the southeastern United Slates as well as that of the Southwest constituted marginal areas in that succession of semi-civilizations extending through Mexico and Central America to the Andean region of South America.
Beginning in 1878 the goal was to assimilate Indian people into the general population of the United States. By placing the Indian children in first day schools and boarding schools it was thought this would be accomplished. Federal policy sanctioned the removal of children from their families and placed in government run boarding schools. It was thought they would become Americanized while being kept away from their traditional families. This collection of data focuses on providing the details – names, tribal affiliation, ages, and other data to specifically identify the Native children who boarded, institutionalized, and sometimes died in these “schools.”
During the war of the rebellion a number of the residents of the Indian Territory, members of the various tribes therein located, were organized into regiments for military service in the armies of the United States, and were designated as the First, Second, and Third Regiments of Indian Home Guards. They were regularly mustered into the United States service, borne upon the rolls of the Army, and paid upon the monthly muster and pay rolls by paymasters of the Army. Numbers 1 and 2 of accompanying documents show that those troops were regularly recognized as in service.