pose. If it is not practicable to have each child plant a tree, each class may be interested in one or more trees. You will advise this office what day has been selected as Arbor Day, and after the day has passed you will report to this office how it was celebrated, inclosing a programme of the exercises and giving such suggestions as may occur to you in regard to the future observance of such occasions. Interest may be added to these occasions by giving names to the trees planted. When each child plants a tree it may be known as belonging to him. When trees are planted by classes they may be known by the name and year of the class, and when only a few trees are planted they may be given the names of the Indians whom the children would be gratified thus to honor. After the trees are planted the children must be required to care for them and instructed as to proper methods of tree culture, and it must be made the duty of some one to see that the trees are not neglected, but that they are watered, protected from injury by persons or animals, mulched, wrapped, fastened to supports, etc., as the location and circumstances may demand. Respectfully, T. J. MORGAN, LETTER TO STATE SUPERINTENDENTS OF PUBLIC INSTRUCTION IN REGARD TO ADMITTING INDIAN YOUTH INTO THE PUBLIC SCHOOLS, AND REPLIES THERETO. OFFICE OF INDIAN AFFAIRS, Washington, D. C., August 15, 1890. : Hon. Superintendent of Public Instruction of the State of SIR: It is the prime purpose of the present administration of Indian Affairs to bring the Indian schools into relation with the public schools of the several States and Territories in which Indian reservations are located as rapidly as practicable. To this end I am modeling the schools under my supervision after the public schools as far as possible. In most of the States and Territories where there are Indians, some of them are located among the white settlers, and white settlements generally surround the reservations. I deem it extremely desirable that wherever practicable the children of Indians residing on reservations or among the whites be induced to attend the public schools. They will learn the ways of civilization and acquire the language much more rapidly if associated with white children in the public schools than in any other way. These Indians pay no taxes, and in many instances are either too poor or too indifferent to place their children in school. Many school districts adjacent to Indian reservations or containing Indian allotted lands are prevented from maintaining schools by the presence of the Indians who do not contribute in any way toward the support of such schools. In order especially that the Indians who break up their tribal relations and settle upon allotted lands may have opportunities of educating their children, and as an inducement to white settlers to invite Indian children to their schools and assist them to acquire the rudiments of an English education, I would be pleased to have you inform school officers and others interested that the Indian Office is ready to enter into contracts with the school district officers, or other properly qualified representatives of school districts, for the tuition of Indian children at a rate of $10 per quarter, based upon the average attendance of Indian children during the quarter. Out of this $10 per quarter the school districts will be expected to supply necessary text-books to the Indian children. The school district will contract distinctly to give to each Indian child all the opportunities and attention which are given to white children attending the school, and, so far as possible, prevent their white playmates from ridiculing them or in any way discouraging them or preventing their progress. The Government contributes this $10 per quarter directly for the purpose of benefiting the children of the Indians, its wards, for whose education the national Government is responsible. The fact that this is likewise a benefit to school districts having Indian citizens or adjacent to Indian reservations must not be lost sight of. I feel that the whites of such localities are as much interested in this plan of educating the Indian children as the Indians are themselves, not only because of the money received, but especially because the Indians thus brought into the public schools and into pleasant relationship with white children will the more readily become fitted for good citizenship. I trust that you will coöperate with this office in the work of bringing these ignorant little ones into contact with our Christian civilization through the public schools. Very respectfully, T. J. MORGAN, REPLY OF SUPERINTENDENT OF PUBLIC INSTRUCTION OF CALIFORNIA. SACRAMENTO, September 27, 1890. DEAR SIR: Your circular of August 15 has been received, and in accordance with your wishes I have given it publicity among school officers and teachers, through the columns of our educational journal. Very truly yours, Hon. T. J. MORGAN, Commissioner Indian Affairs, Washington, D. C. REPLY OF SUPERINTENDENT OF PUBLIC INSTRUCTION OF MINNESOTA. August 18, 1890. DEAR SIR: Replying to yours of the 18th instant referring to "Education No. 2," I take pleasure in saying that I will do what I can to bring it before parties interested. I shall have it published in our educational journal, and bring it to the attention of county superintendents whose counties adjoin the reservations. Very truly, Hon. T. J. MORGAN, D. L. KIEHLE. Commissioner Indian Affairs. REPLY OF SUPERINTENDENT OF PUBLIC INSTRUCTION OF NORTH DAKOTA. BISMARCK, November 10, 1890. DEAR SIR: With reference to your circular letter of August 15, 1890, I have to say that I have been to considerable pains to learn if there are any Indian children who reside in territory contiguous to our public schools who might avail themselves of the opportunity you offer, but have not been able to learn of any such. I have had no practical experience with Indian children, but so far as I am able to form any opinion, I am heartily in sympathy with the plan which you propose, which I believe is the best plan so far as the Indians' education is concerned, and will at the same time be sufficient remuneration to the public schools to warrant their receiving them. If there should prove to be any Indian children near any North Dakota free public schools, I will do all I can to further your plan. Yours truly, Commissioner T. J. MORGAN, Department of the Interior, Washington, D. C. W. J. CLAPP. REPLY OF SUPERINTENDENT OF PUBLIC INSTRUCTION OF SOUTH DAKOTA. PIERRE, August 22, 1890. DEAR SIR: Your favor of the 15th instant, relative to public-school education for Indian children, came duly to hand. In reply we wish to say that we are in sympathy with the movement, and will do anything in our power to advance the work. If you have any particular plans which you desire to have followed, it will be necessary for us to have some instruction from your office before attempting to assist in the plan. Yours, very truly, G. L. PINKHAM. REPLY OF SUPERINTENDENT OF PUBLIC INSTRUCTION OF OREGON. SALEM, OREGON, August 23, 1890. DEAR SIR: Returning to this office again to-day from a tour in eastern Oregon, where I have been holding teachers' institutes, etc., I find on my table your favor of the 15th instant in reference to the condition of Indian children in the public schools of the several States and Territories in which Indian reservations are located. I shall be glad to write to the agents of the several Indian reservations in this State in reference to the subject-matter of your letter. This will be more practicable than any other plan that occurs to me at this time, for, as a rule, the Indian agents are conversant with Indian children that are scattered about in some of the school districts adjacent to the Indian reservations, and also a few children in the more remote parts of the State that are not in the reservation schools and that are subject to public-school education where they live. I could, of course, issue a circular letter relative to this matter to all of the school directors in the State. This, however, is not necessary, as there are not many cases of the kind coming under the province and reach of the work as set forth by you. I shall be pleased, however, to address the several agents above mentioned at the earliest practicable day. A few instances of Indian children that have been educated in the public schools of this State have come, during the past few years, under my personal observation. Instead of these school children being ridiculed by the white children, my observation was that they were treated as courteously and kindly as any other children in attendance at the schools. This I observed while traveling and visiting schools in one of the counties of our State in which there is located a large Indian reservation. I was so much pleased at the time with the results of these Indian children in the public schools mentioned, that I prevailed on two young Indian boys to attend the State Agricultural College later on, which they did, and from which they graduated with honor. Unfortunately one of these young men took sick and died very soon after his graduation; the other, a brother, still lives and is occupying a useful position in society in this State, and is thoroughly well qualified and educated sufficiently to occupy any ordinary position as a teacher, etc., in this State. I shall be pleased, of course, to forward the work belonging to your Department so far as this State is concerned, and shall be glad to hear from you at any time. I beg leave to say here that if, during your administration, your duty should call you to this coast, I should be pleased to have you write me some time prior to your visit, for, as a rule, we are holding institutes and teachers' associations here during all seasons of the year, and it might be convenient for you to lecture for us at some point in the State. Please think about this, and write me relative to the same at your convenience. Very truly yours, Hon. T. J. MORGAN, E. B. MCELROY, State Superintendent Public Instruction. Commissioner of Indian Affairs, Washington, D. C. REPLY OF THE SUPERINTENDENT OF PUBLIC INSTRUCTION OF WASHINGTON. OLYMPIA, WASH., August 23, 1890. DEAR SIR: Replying to yours of August 15, 1890, I will say that I heartily approve the plan you have adopted in reference to the educating of Indian children and will give wide publicity to your proposition. Very respectfully, Hon. T. J. MORGAN, Commissioner Indian Affairs, Wachington, D. C. R. B. BRYAN. CIRCULAR ISSUED BY SUPERINTENDENT OF PUBLIC INSTRUCTION OF WASHINGTON. [Circular No. 16.] To school district officers of Washington: OLYMPIA, WASH., September 4, 1890. The following letter from Hon. T. J. Morgan, Commissioner of Indian Affairs, needs but little expla nation: * In many instances I believe the adoption of the plan proposed by Commissioner Morgan would be mutually beneficial. It will tend to stimulate the Indians to acquire an education, and will be espe cially beneficial to weak districts in replenishing their treasury. All correspondence should be addressed to Hon. T. J. Morgan, Commissioner of Indian Affairs, Washington, D. C. R. B. BRYAN, Superintendent Public Instruction. LANDS UPON INDIAN RESERVATIONS OCCUPIED BY RELIGIOUS OR OTHER SOCIETIES FOR CIVILIZING, EDUCATIONAL AND RELIGIOUS PURPOSES. [The grants do not convey the fee simple of the property, but the right of occupancy for the aforesaid purposes.] *In some cases this date refers to the time when the Office granted authority for occupancy conditioned on consent thereto being given by the Indians. † Lot 98 by 240 feet. |