school. Congress recognized these conditions and provided in the Indian appropriation act for the fiscal year 1901

For the establishment, in the discretion of the Secretary of the Interior, of an Indian school at or near Riverside, California: Provided, That a suitable site can be obtained there for a reasonable sum, to be selected by the Commissioner of Indian Affairs with the approval of the Secretary of the Interior, for the purchase of land, the erection of buildings, and for other purposes necessary to establish a complete school plant upon the new site, seventy-five thousand dollars.

In pursuance of this, United States Supervisor of Schools Frank M. Conser was in June, 1900, ordered to make an investigation of all available sites, and in an elaborate report recommended an ideal one on Magnolia avenue, about 5 miles from the center of the city of Riverside, and three-fourths of a mile from Arlington Station on Santa Fe railroad. Negotiations have satisfactorily progressed, and plans are now under consideration for the plant.

The present site of the Blackfeet Agency boarding school, Montana, is unsatisfactory from a sanitary standpoint, aside from the fact that the buildings are old, dilapidated, and unsuited for school purposes. A new location at Cut Bank Creek has been selected, sewer and water systems laid out, plans prepared, and work will begin during this fiscal year.

Contract has been let for rebuilding the Winnebago Indian school, Nebraska, which was destroyed by fire several years ago. It will not be ready for occupancy before September 1, 1901.

The Indians living about Pryor Creek, on the Crow Reservation, Mont., have often petitioned this office and inspecting officials for a school for their children. Plans have been prepared and a school will be given them during the coming year.

The unsettled condition of the Apache Indians under the Fort Apache Indian Agency in Arizona has deterred the office from making any extensive plans for improving the present miserable buildings. Recent reports justify the opinion that the time is ripe for pushing school matters on this reservation, and details for water, sewer, and irrigation systems in connection with new buildings are now under consideration for the Indian children of this agency.

The Flathead Reservation in Montana and the Southern Ute in Colorado are two of the three Indian reservations which have no Government boarding school. The former has been the subject of an investigation, and as soon as a suitable site is obtained steps will be taken to give the Indians of that reservation adequate school facilities. United States Supervisor of Schools Charles H. Dickson, after an investigation of the latter, has selected an excellent site for the Southern Ute boarding school. Plans have been prepared, and as soon as sewer and water systems can be arranged the matter of making a contract for carrying out the plans will be taken up and a school given these Indians during the next year.

A contract has been made for the erection of a new dormitory at the Mount Pleasant school, Michigan. This building will replace the one destroyed by fire June 14, 1899. It will restore the capacity of this school to 300 pupils.

Owing to the difficulty of securing a suitable site for the Hopi (Moqui) training school in Arizona, plans have not been perfected for making most desirable and necessary improvements in the school for these Indians. Continued efforts will be made, however, to solve the problem.

In an act of Congress approved June 6, 1900, an agreement with the Fort Hall Indians, Idaho, was ratified, and to carry out the same it provided in section 2 of the act that $75,000 should be appropriated for the establishment of a modern school plant near the agency, and $75,000 additional may be expended by the Secretary of the Interior for the educational needs of these Indians. Upon the request of this office, June 23, 1900, United States Indian Inspector Walter H. Graves was directed by the Department to make an investigation of all available school sites near the agency. He has filed his report recommending a site about five miles from the agency. It is on a bluff about 30 feet high overlooking a broad expanse of meadow land lying to the east of Snake River, known as "Fort Hall Bottoms." Within a few hundred feet is the famous "Big Spring," which discharges not less than a million gallons of water per hour. This seems to be an ideal location, and plans are now under consideration for the early establishment of a complete modern school plant. It can not be opened for a year, however.

A new dormitory and improved water and sewer systems have been prepared for the Umatilla boarding school in Oregon and are now under contract.

Under the Tongue River Agency for the Northern Cheyenne Reservation in Montana there is no Government boarding school, only a day school with a capacity for 40 pupils. Although the educational needs of this tribe of Indians have been urgent, in view of unsettled matters concerning the reservation, it was considered unadvisable to make any move with reference to a boarding school pending certain negotiations with settlers on the reservation. United States Indian Inspector James McLaughlin in his report submitted to Congress at its last session relative to buying out these settlers referred to the educational condition of the Northern Cheyennes, recommending that a school be built for them. On a second visit to this reservation he recommended the "Busby Ranch" of 160 acres as a proper school site. This ranch is 18 miles southwest of the agency on Rosebud Creek and 32 miles from the Burlington and Missouri River Railroad. The ranch is well watered, has 100 acres under cultivation, wells for domestic water purposes, and is in every way suited for an Indian school. A plant with a capacity of 150 pupils will be erected here during this fiscal year.

SCHOOL APPROPRIATIONS.

The following table shows the amounts appropriated for Indian school purposes through a series of years:

TABLE 17.—Annual appropriations made by the Government from and including the fiscal year 1877 for the support of Indian schools.

The amount appropriated for the year may appear large, but it is insignificant compared with the value of the lands of these people which have been purchased or obtained from them by treaties. It is a small sum compared with the cost of the Indian wars of the United States and with what it would cost to hold them as semiprisoners upon reservations and feed them for an indefinite term of years. Humanity and economical considerations demand these appropriations, so that all the Indians may be educated to become self-supporting producers instead of idle consumers and mischief-makers.

That the amounts set aside have been judiciously expended is evident from the results obtained and the per capita cost of maintenance. The expenditures on behalf of Indian schools will exhibit a most favorable showing when compared with those of similar white institutions, such as industrial boarding and reform schools where the pupils and inmates are housed, fed, clothed, cared for in sickness and health and taught the elementary literary branches and a trade. The annual addition of 1,000 pupils requires a moderate increase each year in the total amounts appropriated for school purposes.

INDIAN SCHOOL SERVICE INSTITUTES.

The association of Indian school employees at the annual institutes is beneficial. Schools as a rule are located far from the centers of civilization and thought, and therefore these gatherings are for the purpose of bringing together those engaged in a similar work in order that notes may be compared upon the best means of effecting the civilization of the Indian. Different localities represent different types of Indians and different theories of management. These meet

ings open discussions of practical matters and furnish food for thought and action during the coming year.

Under the management of the superintendent of Indian schools the institute was held this year at Charleston, S. C., July 5 to 13, as a department of the National Educational Association holding its annual meeting there at the same time. The employees were thus given an ample opportunity to participate in this great gathering of educators from all sections of the country and to hear the best exponents of pedagogy. Papers were prepared and read by the teachers and others upon

their various branches of the work and informal discussions held.

A collection of literary and industrial work was made from a number of Indian schools and exhibited at the institute. This exhibit served to show the marvelous improvement that has been accomplished in the education of Indian youth. The display consisted of regular schoolroom papers, fancy work, plain sewing, mending, and work in wood and iron. All of this was excellently done and the large display of practical work attracted the greatest attention and interest. Neatly made gingham dresses, woolen garments, bonnets, aprons, girls' and boys' uniforms, showed the deft fingers of the girls, while the great variety of articles in wood, iron, tin, and leather was a credit to the boys. The collections of hammers, anvils, horseshoes, model gates, wrenches, saws, bureaus, harness, and shoes illustrated the diversified industrial training at the several schools. It was altogether a splendid exhibit of the talent and capacity of Indian pupils.

There were also three other interesting gatherings of Indian educators, as follows: Chemawa, Oreg., August 14 to 17; Puyallup, Wash., August 20 to 23, and Pine Ridge in July. These summer schools were devoted to the interchange of ideas and suggestions for the betterment of the service.

A report of these institutes will be found on page 437 of this report.

INDIAN SCHOOL SITES.

Publication of the history of Indian industrial school sites, and of the title to the land upon which Indian schools are located, was commenced in the annual report for 1892, and has been continued in subsequent reports, including this one, as follows:

Arizona. Fort Mohave, 1892, page 879; Keam's Canyon, 1892, page 879; Phoenix, 1892, page 879; Blue Canyon, 1897, page 421; Truxton Canyon (formerly Hackberry) or Walapai, 1900, page 619.

California.-Perris, 1892, page 880; Greenville, 1897, page 421, and 1900 page 620. Colorado.-Fort Lewis, 1892, page 880, and 1896, page 496; Grand Junction, 1893, page 469.

Idaho.-Fort Hall, 1892, page 880.

Iowa.-Tama, 1897, page 422.

Kansas.-Lawrence, 1892, page 881.

Michigan.--Mount Pleasant, 1892, page 882, and 1897, page 423.

Minnesota.-Pipestone, 1892, page 882, and 1898, page 25; Morris, 1897, page 423; Clontarf, 1897, page 424; Wild Rice River, 1898, page 24.

Montana.-Fort Shaw, 1893, page 471.

Nebraska.-Genoa, 1892, page 883.

Nevada.-Carson, 1892, page 883, and 1897, page 425.

New Mexico.-Albuquerque, 1892, page 885; Santa Fe, 1892, page 886; Jicarilla, 1896, page 496.

North Carolina.-Cherokee, 1897, page 426.

North Dakota.--Fort Stevenson, 1892, page 887; Fort Totten, 1892, page 888.

Oklahoma.-Arapaho, 1892, page 889; Cheyenne, 1892, page 889; Seger Colony, 1892, page 890; Chilocco, 1892, page 890: Rainy Mountain, 1892, page 891; Fort Sill, 1893, page 473; Pawnee, 1893, page 473; Riverside, 1896, page 497; Kiowa or Washita, 1897, page 428; Red Moon, 1897, page 428.

Oregon.-Salem (formerly Forest Grove), 1892, page 891, and 1900, page 620; Umatilla, 1893, page 473.

Pennsylvania.-Carlisle, 1892, page 894.

South Dakota. -Flandreau, 1892, page 895, and 1898, page 25; Pierre, 1892, page 896; Chamberlain, 1897, page 429; Rapid City, 1898, page 26; Hope, 1900, page 621. Wisconsin.—Tomah, 1892, page 897; Stockbridge, 1896, page 497; Hayward, 1900,

page 621.

INDIAN SCHOOL EXHIBIT AT THE PARIS EXPOSITION.

A small exhibit was sent by this office last winter to the exposition at Paris, to form part of the educational exhibit of the United States. The assigned space was three cases. One case was filled with photographs of various Indian schools showing buildings and grounds and pupils engaged in crafts taught in the schools. With these were arranged class-room papers showing the intellectual progress and ability of Indian youth from the kindergarten to the normal and business classes; also their skill in drawing and designing. The other two cases. contained articles from the school workshops, sloyd, tinware, harness and shoes, horseshoes and blacksmith tools, specimens of painting and printing and of carpentry with working drawings, and a model steam engine; also school uniforms for boys and girls and fine plain needlework, embroidery and lace. On shelves below were volumes of classroom papers sufficient to furnish to any interested student of such matters a fair idea of the course and methods of study pursued in our Indian schools and the proficiency and average work of entire classes. Above the cases, to give decorative color effect and an Indian individuality to the whole exhibit, were Indian blankets, matting, baskets, plaques, and a small bark canoe. These were grouped around a fine, large crayon head of an Indian in full native regalia, the work of the young Winnebago artist, Angel Decora.

A leaflet was prepared for general distribution at the exposition and was printed at the Carlisle school. It gives a brief résumé, with statistics, of the policy, the personnel, the finances, and the educational system of the Indian service, especially the latter.

Jurors have stated that the exhibit received much attention and favorable comment, and that it was specially timely because the whole matter of race education is now uppermost among the French, and they appreciated the combination of theoretical and practical training which was exemplified. The exhibit received a Grand Prix.