eral line of policy is pursued as at the nonreservation schools. Frequently located far from the centers of civilization, conditions are different, and their conduct must be varied to suit their own special environment. Many were formerly mission schools and army posts, unsuited to Indian school purposes, but by constant modification are being brought into general harmony with the system. Elaborate literary or industrial training is not attempted, but the work accomplished is far-reaching in its results. They stand as object lessons among the homes of the Indians and present them with ideals for emulation. The parent can visit the child, and while it is not always considered for the best interests of the child, it may visit its home and friends during vacation. Wherever possible the agency shops are coordinated with school training, and while learning to shoe a horse the education is turned to the practical benefit of the old Indian.

These schools do not exceed and only rarely come up to 200 capacity. In the small school more individuality of treatment can be given the child and its traits more closely studied than in large schools. For reservation schools it is believed the capacity should range from 100 to 150, and it is preferable to build other schools rather than to exceed these limits.

There were established during the year boarding schools on the Colville Reservation, Wash.; Fort Berthold Reservation, N. Dak., and Vermillion Lake Reservation, Minn. The following day schools were discontinued and converted into small boarding schools: Blue Canon, Hopi (Moqui) Reservation, Ariz., and Little Water, on the Navaho Reservation, N. Mex.

The following table will give brief statistics concerning the Government reservation boarding schools:

TABLE 6.-Location, date of opening, capacity, enrollment, and average attendance of Government reservation boarding schools during fiscal year ended June 30, 1900.

GOVERNMENT DAY SCHOOLS.

As

These are small schools with capacity for 30 or 40 pupils each. a rule they are located at remote points on the reservations, and are conducted by a teacher and a housekeeper. A small garden, some stock, and tools are furnished, and the rudiments of industrial education are given the boys; and the girls are taught the use of the needle in mending and sewing, and of the washtub in cleanliness. The preparation of a small noonday lunch at the majority of the schools also gives the children an insight into the cooking and serving of a simple meal. They enjoy this lunch, as many are not blessed with an abundance at their homes, to which they return in the afternoon. The conductors of these day schools are usually a man and his wife, who are urged to be practical missionaries of the gospel of cleanliness and work to the parents as well as to the children.

There were 147 day schools in operation during the year, an increase of 5 over last year. Of these schools there are 7 which are independent of an agent or bonded officer, and are conducted in rented buildings or those furnished by the Indians or their friends. Located in isolated communities remote from a United States Indian agent or other bonded officer, they are furnished with teachers, books, stationery, etc., direct from this office, to which reports are regularly made. New day schools were established, as follows: Flathead Reservation, Mont.; Salt River and Gila Crossing, on Pima Reservation, Ariz.; Pescada, Santa Ana, and Tesuque, Pueblos, N. Mex,; Bull Creek and White River, Rosebud Reservation, S. Dak.; No. 32, Pine Ridge Reservation, S. Dak. Four schools were discontinued, as follows: Spokane, Colville Reservation, Wash.; Kiowa, Kiowa Reservation, Okla,; Little Water, Navaho Reservation, N. Mex., and Blue Canyon, Hopi (Moquis) Reservation, Ariz., the last two having been converted into boarding schools. The following table gives the location, capacity, enrollment, and average attendance of the day schools:

TABLE 7.-Location, capacity, enrollment, and average attendance of Government day schools during fiscal year ended June 30, 1900.

TABLE 7.-Location, capacity, enrollment, and average attendance of Government day schools June 30, 1900-Continued.

PUBLIC SCHOOL CONTRACTS.

Contracts for the education of Indian pupils in white public schools have been made for the past ten years, with the following result:

TABLE 8.-Number of district public schools, showing number of pupils contracted for, enrollment, and average attendance from 1891 to 1900.

This table demonstrates that, notwithstanding the incentive of $10 per capita offered by the Government for such average attendance as may be maintained under the contract, but indifferent results are obtained. Public schools are valuable for Indian pupils only when they are located in sections favorable to the coeducation of the races. The following table shows the location of public schools with which contracts are made, and statistical information in regard thereto: TABLE NO. 9.-Public schools at which Indian pupils were placed under contract with the Indian Bureau during the fiscal year ended June 30, 1900.