CATALOGUE

O F T H E INDIAN INDUSTRIAL SCHOOL

CARLISLE, PA.

ESTABLISHED SEPTEMBER, 1879, AT THE ABANDONED ARMY POST KNOWN AS CARLISLE BARRACKS.

2 3D Y E A R , 1 002. DESIGNERS ENGRAVERS PRINTERS PUBLISHERS

JOURNAL Ijamestowmhy THE CARLISLE IDEA Sioux, a Ute or a Creek and becoming an American citizen, The young men in this party (the Indian prisoners) he is sensible enough to do it, and that is the end. while undergoing this banishment should be educated in — Address before the National Educational Association, Ocean Grove, English, trained in our industries, and brought in contact August 11, 1883. with our civilization as much as possible, for sooner or later # ¥ * they will be returned to their tribes and after all they are The slavery of separate systems and espionage must not so culpable as their old leaders, being more like soldiers be removed and somehow the Indian be merged into our acting under orders. life and made to carry his load of responsibility like the rest —Captain Pratt from Fort Sill to General Sheridan, Chicago, Mar. 1875, of us. That sharp spur that drives other men: “If a man in reference to Indian prisoners to be sent to Florida. will not work he shall not eat,” must be applied.—Editor­ ial, January, 1884. * * * f ? The Indian can only meet civilization successfully with The day of real progress for the Indian will begin when civilization as on the great prairies he fights fire with fire. each Indian becomes an individual and an organized unit in If he conquers the issues of the new life we now force upon himself to make the most of himself that he can. * * * * him, it can only be by thoroughly civilizing himself and be­ One of the greatest hindrances to the Indian in his transit coming a very part of that new life.—Editorial March, 1881. from barbarism to civilization is his entire exclusion from the experiences of practical civilized life. * * * * Unless * * * we can make our Indian school system build Indian children Our Indian children must be educated into the capac­ out of and away from the experiences of savagery into the ity and the courage to go out from all the Indian schools association and experiences of civilization in all its varied into our schools and into our life. Then will they learn that forms, competitions, etc., we shall not succeed in making- the world is theirs and that all the good of it- their trained capable citizens—Editorial, March, ’85. capacity enables them to grasp is theirs as well as ours. * » All our Indians need is broad and enlarged liberty of All the Indians need in order to become English-speak­ opportunity and training to make them, within the short ing, useful, intelligent American citizens is the same oppor­ space of a few years, a perfectly acceptable part of our pop­ tunities and responsibilities accorded to our own people and ulation, and to remove them from a condition of depend­ all foreigners who emigrate to and locate among us. ence, pauperism and crime to a truly civilized condition. It is impossible to give Indians these opportunities If we can fairly and honestly show to the Indian that with any force in their tribal aggregations on their reser­ his greatest advantage lies in his losing his identity as a vations. The element of necessity, of contact, the learning by and the Indians were taught by these women to read, write seeing, association with, and doing, is entirely absent at and speak English. A cheerful interest in the surroundings their homes. seemed to take the place of their sullen revengeful spirit. Educating them together in tribes is only added hire They showed themselves eager to learn, working intelligent­ to remain tribes. ly and willingly. This was a revelation to many, and dem­ Tribal disintegration, individual freedom and the tak­ onstrated that the secret of civilizing the Indian was to give ing upon their individual selves the useful qualities of our him work and to bring him into direct association with civ­ American life, can never come to them in any fullness ilized people. Experience has shown that this principle un­ through any educational training that may be given to derlies all successful Indian education. them in their tribal masses on their reservations, no differ­ The term of confinement of the Indian prisoners came ence how excellent tne quality of instruction. to an end in April, 1878, and they were returned to their The Sioux, educated in schools made up entirely of homes; but twenty-two asked to remain in the east to at­ Sioux on the Sioux reservation, naturally accept that they tend school. Of these, four went to Paris Hill, New York, are to remain Sioux indefinitely.—Annual Report, 1901. under the care of Rev. W. J. Wick; one to Tarry town, New «T #• ¥ 1 ork, into the family of Dr. Carruthers; and seventeen were HISTORY AND AIM. placed in the Hampton Normal and Industrial Institute, In April, 1875, seventy-four Indian prisoners of war Virginia. from the Kiowa, Comanche, Cheyenne, and Arapaho tribes, Captain and Mrs. Pratt under orders of the govern­ in the Indian Territory, under charge of Capt. R. H. Pratt ment went west and brought fifty Sioux, A rick aree, Mandan, were brought to old Fort Marion, St. Augustine, Florida, and Or os Ventre boys and girls from their Dakota reserva­ They had been leaders in murderous raids upon the tions to enter Hampton, and Captain Pratt was detailed to white settlers on the borders of the Territory and had been remain in charge of them at the school “until they become taken by the United States forces and sent in chains to accustomed to their new mode of life and interested in edu­ Florida. cational pursuits.” Not long after their arrival at Ft. Marion their chains Thoughtful observation soon showed that it was not were removed and they were put to work in the fort, and enough that these people should remain at the school even proved so trustworthy that they were gradually given work with the advantages of learning a trade. “If freedom and in St. Augustine and vicinity. This susceptibility to good citizenship are to be their lot then the surroundings of free­ influences aroused the interest of a number of large-hearted dom and good citizenship during education would seem the women there, and a little school was opened in the prison best to equip them for that lot.” It was believed impossible to introduce Indians into naturally gravitated. The War Department readily sanc­ the heart of civilization, but Mr. Hyde of Lee, and Captain tioned the use of this post and in September, 1879, it was Pratt found in Berkshire county, Massachusetts, a few be­ set apart for an Industrial School with Captain Pratt as nevolent families brave enough to take these children of an superintendent. alien race into their homes and teach them the work of the * » ? house and farm, and more than all make them a part of the family life. CARLISLE AN HISTORICAL SPOT. After a year’s experience Captain Pratt urged that if The name Carlisle is interwoven with colonial, revolu- the authorities expected him to remain in Indian educa­ tionarv, and civil war history. tional work he be given a separate school, as he was not Benjamin Franklin made a treaty with the Indians at satisfied with the attempt to unite the problem of the this place in 1753, about two years after it had been sepa­ Indian with that of the negro. The problems were not at rated from Penn’s vast acres and called Carlisle. all similar. One related to eight millions of negroes already Hessians captured at Trenton in the Revolution were prepared by a peculiar system and living in and as a part of brought here and held as prisoners. An evidence of their the body politic, while the other under a radically different labor remains in the stone building erected by them at the system related to two hundred and fifty thousand Indians south entrance to the grounds. living in separate communities and entirely alienated by this In July, 1863, when the Southern army made its great fact and by language from the body politic. The native venture north of the Mason-and-Dixon line which culminat­ heath of one was Africa, a. country on the opposite side of ed in defeat at Gettysburg, Fitzhugh Lee stopped to shell the globe and mostly in the torrid zone, the native heath of Carlisle, and burned the buildings at the post; but in 1865 the other was the very land upon which the body politic these were rebuilt. had become so enriched and mightily developed, and from The place had long been a school for the training of which the Indian had been driven. cavalry to fight Indians and poetic justice ruled when the The army post at Carlisle, Pa., had been abandoned children of these Indians were brought here to learn the arts several years before. It lay in a fertile valley, skillfully de­ of peace. veloped by an industrious and thrifty race, and where excel­ ¥ ¥ ¥ lent railroad facilities would bring them in touch with the kindly people of Pennsylvania, especially the Quakers, al­ THE COMING OF THE FIRST PUPILS. ways noted for their just and practical dealings with Indians At midnight, October 5th, 1879. the first party con­ and towards whose homes the Indians and their care-takers, sisting of eighty-two untaught Sioux boys and girls from seeking for sympathetic, thrifty, and economic influences, the Rosebud and Pine Ridge Agencies of Dakota arrived in charge of Captain Pratt. The Indians were in native dress peared so clear, so practical, and so easy to carry out, that and the traditional blanket, with hair long and faces paint­ only the demonstration seemed necessary in order to com­ ed, and their persons adorned with beads and other orna­ mend it to the public and so lead the wTa,y for all Indian ments. youth to be developed to a point where we could do away Hundreds of citizens of the town awaited them, and with special Indian schools by admitting the Indians to the they stepped from the train into a crowd of curious people established schools and industries of the country. who more than half feared treachery, outlawry, and scalp- There has been an unswerving adherence to the plans lifting, while others prophecied utter failure of the school. first laid, the years having only strengthened and enlarged However, friends were soon found among the townspeople, them. It is in no sense the fault of Carlisle that the power­ who assisted in getting the machinery of the school in ful influence of Indian school effort has been so largely running order. swung into line and utilized to perpetuate the reservation ¥ ¥ ¥ and the tribe. The purpose of Carlisle has always been to educate the Carlisle holds that the demand to be made on all In­ future citizens among those who are already citizens, insist­ dian schools should not be that which is so universal: ing that the paramount duty of all Indian schools is to get “What becomes of the students when they go back ? What the Indian into the masses on an equality, so that they may do they do on the reservation?” but should be, “What are go on individually and independently without special and Indian schools doing to render Indian youth capable of citi­ separate supervision. Carlisle therefore has peculiar pride in zenship and independent of the tribe, reservation and gov­ those of her students who have gone out to compete among ernment support?” the world’s workers, not as Indians but as citizens. Giving Indian youth the courage to live in and the Indians from more than seventy different tribes have ability to compete in civilized industries has always been been brought together and come to live in the utmost the major principle. To this end a system of placing its pu­ harmony, although many of them were hereditary enemies. pils out in families, the boys to work in the field and in the Just as they have become one with each other through shop and the girls in the house, was adopted in the very be­ association in school, so by going out to live among them ginning, and has been the greatest feature in the accomplish­ they have become one with the white race, and thus ended ment of the purposes of the school. An Indian boy or girl differences and solved their own individual problems. living in a civilized home, meeting only the home people No thought was further from the mind of its founder daily, learns English and the customs of civilized life in the than that the Carlisle school should live to have a. history. only natural way, doing away with the practice of special Its plan for making American citizens out of the Indians ap­ teaching. Reality is many times more forceful than theory. This system has grown so that every summer about 800 of called the “Civilization Fund,” being moneys accumulated its pupils are sent out to thus live and labor, and the influ­ from the sale of Osage lands in Kansas which it had been ence is emphasized by arranging that from 350 to 400 shall provided could be used for any general civilizing purposes. so remain out every winter and attend the public schools It was not until the third year that the first Congressional with Anglo-Saxon children. Differences and prejudices are appropriation was made. Neither the allowance made from thus removed from both sides and respect for each other the Civilization Fund nor the appropriation of Congress was grown. In many most excellent families and neighborhoods sufficient to meet all the many needs of the school. In this for more than twenty years our pupils from many tribes crisis many friends came forward and contributed, in some have found warmest welcome and demonstrated superior cases largely, to cover the erection and alteration of build­ usefulness. ings, putting in a system of heating, the purchase of a farm and a multitude of other imperative needs, so that about 9 * ? $125,000 in all has been donated. This large help from the friends of the Indians, coupled with the acknowledged At the beginning there was lack of confidence, and the success of the school, served to greatly stimulate the supply of government funds was not ample. Mr. Schurz, growth of confidence in both the legislative and executive the then secretary, paid the first expenses out of what was departments of the government. Statistics for the Fiscal Year, July I, 1900 to June 30, 1901. Boys Girls Total Enrollment from the beginning. Sept., 1879, to .June 30, 1901... 2,703 1,657 4,360 Discharged during that period, in­ cluding deaths ...... 2,147 1,206 3,353 Admitted during the year...... 133 99 232 Discharged during the year...... 114 49 163 Deaths during the year...... 1 3 4 Total enrolled during fiscal year.. 671 503 1,174 Remaining at school June 30, 1901 ...... 556 451 1,007 Tribes represented during year.... t i Outings during fiscal year...... 394 458 852 Students earnings during the year, $18,444.78 $10,269.91 $28,741.69 At the close of the fiscal year the students had to their credit at inter­ est a total of $19,594.83, $15,500 of which is their earned savings—the balance coming to them as annuities.

FIRST PARTY EIGHTY TWO SIOUX ARRIVED AT CARLISLE OCT. 6, 1879. A REPRESENTATIVE FIRST PARTY. CAMPUS AND STUDENT BODY. CAMPUS, OFFICE AND SCHOOL BUILDINGS. BAND STAND, DINING HALL, TEACHERS’ QUARTERS. CROQUET. GUARD HOUSE, BAND. BOILER HOUSE. KITCHEN. PREPARING VEGETABLES. ARRANGING TABLES. COOKING CLASS. STUDENTS IN DINING HALL. BAKERY. REMOVING BREAD FROM OVENS. *

W r _ j y |

nr m s i

PRINTING OFFICE—INTERIOR.

A TYPE SETTING, PRESS DEPARTMENT. MAILING DEPARTMENT. TIN SHOP—CUTTING AND SOLDERING. CORNER IN TIN SHOP. CARPENTER WORK—CABINET MAKING. SAWING AND PLANING. REPAIRING FARM FENCES. COPING STONE FENCES. SHOE SHOP—SEWING TOPS. SHOE SHOP—SOLING AND FINISHING SOLES. TAILOR SHOP—PRESSING AND CLEANING. SHOE SHOP—REPAIR DEPARTMENT. TAILOR SHOP—CUTTING. TAILOR SHOP—COAT MAKING, HAND WORK. WAGON MAKING, WOODWORK SECTION. CARRIAGE MAKING, UPHOLSTERING SECTION. CARRIAGE PAINTING. HARNESS SHOP—SEWING. HARNESS SHOP—CUTTING PARTS. BLACKSMITH SHOP—FORGE. BLACKSMITH SHOP-HORSESHOEING. STEAM FITTING. SEWING ROOM—MEASURING AND CUTTING CLASS. DRESSMAKING SECTION. CORNER IN LAUNDRY. SMALL BOYS RUNNING MANGLE. BOYS OPERATING LAUNDRY MACHINERY. SMALL BOYS’ READING ROOM. GIRLS’ READING ROOM. Y. M. C. A. SUSAN LONGSTRETH LITERARY SOCIETY. STANDARD DEBATING SOCIETY. INVINCIBLE DEBATING SOCIETY. GIRLS’ BEDROOM. BOYS’ BEDROOM. GENERAL PRACTICE IN GYMNASIUM. GIRLS’ DUMBBELL DRILL. BOYS’ WAND DRILL. A

BASKET BALL BOYS. BASKET BALL GIRLS. CORNER IN DISPENSARY. CORNER SCHOOL LIBRARY. NORMAL ROOM. NORMAL ROOM. FIRST GRADE, ADULT. %

SECOND GRADE, ADULT, THIRD GRADE, OUT DOOR LESSON FOURTH GRADE, DRAWING LESSON. FOURTH GRADE. 7 * t f

FIFTH GRADE. FIFTH GRADE, ADVANCED. SIXTH GRADE. SIXTH GRADE, ADVANCED. SEVENTH GRADE. EIGHTH GRADE. NINTH GRADE, JUNIOR CLASS. TENTH GRADE, SENIOR CLASS. SLOYD CLASS, SMALLEST PUPILS. SLOYD CLASS, ADVANCED. ART STUDIO. *

MUSIC CLASS. CHOIR. INDIVIDUAL LESSON IN INSTRUMENTAL MUSIC. ARBOR DAY EXERCISES. TREE PLANTING. ONION PLANTING. WEEDING DETAIL. SCHOOL HERD. FARM SCENE. 3esw *

SPRING AT FARM i.

GRADUATING CLASS, 1902.

* TRACK TEAM. FOOTBALL TEAM. PORTO RICAN GROUP. SCHOOL MOTTO

ADOPTED AT OHUANIZ ATION IN 1879

“ GOD HELPS THEM THAT HELP THEMSELVES” INDUSTRIAL DEPARTMENTS ing to the handling of metal, and to do their own drafting. These departments teach the Indian youth to work. The apprentices are taught to shoe the horses and mules be­ One-half of each school day is devoted to some branch of longing to the school with shoes made by themselves, and productive industry or effective labor. to repair the machinery, agricultural implements, wagons, Students sixteen years of age are allowed to choose etc. their trade, which they thereafter follow under a trained in­ WAGONMAKIXG. Surreys, buckboards, Concord, structor or competent mechanic. spring, and half-platform spring wagons are manufactured Pupils are advanced through the grades of helper, ap­ for the Indian Department, and farm wagons and carts for prentice, and efficient apprentice to that of journeyman. home use.

* * * * * * CARPENTRY PAINTING Instruction is entirely in the use of hand tools, as ma­ The student is taught the care of brushes, mixing of chinery does not fit the pupil to do independent work. paints, making colors, glazing; house, sign, and carriage The course in wood sloyd is an admirable foundation painting, varnishing and striping. Carriage trimming is for the instruction in this department, which embraces also included. names, use and care of tools, dressing lumber, joinery, fram­ ♦ * * ing, flooring, finishing, etc. Desks, bookcases, cabinets and the like are made as HARNESSMAKING the pupil advances in knowledge and skill. In the construc­ Practice in waxing threads; the use of awl and needle, tion of new buildings from time to time and the general re­ and stitching are first given, until the pupil is prepared for pairs under the direction of the head of the department, actual work. He then learns blacking and creasing; stain­ much practice is afforded the pupil apprentices. Under this ing; fitting with lengths and measurements; putting on department are also classes in lathing, plastering, brick-lav­ buckles; cutting; stitching by hand; and to build all his ing, and masonry. own work. Harness for school purposes is made and repaired, and * * * for Department service heavy harness for ordinary work BLACKSMITHING AND WAGONMAKING and fine harness for special orders, including coach harness The pupils in these two departments are taught the with full silver plated mountings. Many of the government care and use of tools; the relation of fuel to proper heating, schools and agencies are furnished with Carlisle made har­ etc.: heating and welding, and the various processes relat­ ness. TINSMITHING ard quarto size, with a circulation of over 5,000, is printed Instruction covers the names of machines and tools, and mailed wholly by Indian apprentices under a competent with their care and use: the quality of tin : laying and mak­ manager. A variety of plain job work is done, consisting ing of patterns; cutting straight and curved lines. All the of circulars, blank reports, letter heads, envelopes, posters, tinware used at the school is manufactured here; also many dodgers, hand bills, booklets, pamphlets, official documents, cases each year for western schools and agencies. invitations, visiting-cards, programs, etc. The roofing and spouting of school buildings, painting Each apprentice is instructed in typesetting, stone and of roofs, and repair of water and sewer pipes come under press work, and when accurate is trained in the mailing de­ this department. partment, recording and crediting subscriptions on cards * * * and galleys and placing them in their respective'routes. SHOEMAKING The training in this department in accuracy and speed in In this craft much depends upon the accuracy of the the handling of business papers is especially valuable. eye. Attention is therefore given first to training the eye * * * to shape the parts. Afterwards come repairing and the STEAM-HEATING PLANT various steps in the manufacture of a shoe,progressing from Students who come under instruction here are taught the simpler to the more complex operations, including cut­ firing and care of boilers; steam fitting; the first steps in ting and fitting. plumbing; and the repair of machinery. * * * The boiler house has recently been enlarged to accom­ TAILORING modate a battery of four new Geary water tube boilers of The beginner is first taught to use the needle and sew­ 150 h. ]>. each, the setting and connections being done by ing machine; then to do general repairing; then under an the engineer with the help of Indian boys only. efficient apprentice he works until he has mastered trousers ♦ * ♦" making. Coat making is then taken up. After passing DOMESTIC SCIENCE these grades he takes drafting and cutting, beginning with The school kitchen is in charge of an experienced cook, drafts for trousers he takes the other garments, using his who has as assistants a detail of six boys. Girls are in­ own measures. structed in the preparation of vegetables, arranging tables, * * * washing dishes, etc. PRINTING A special teacher in domestic science teaches the girls The Red Man mid Helper, a four page weekly of stand­ to prepare wholesome, nutritious meals at a minimum out­ lay. Instruction is in the primary methods of cooking: mending. Plain sewing and dressmaking in elementary broiling, baking, boiling and frying, with their various forms are taught. A course in finished dressmaking follows modifications, including mixing and seasoning, and the for those pupils who show special aptitude in this line; also cooking of food in a way most appetizing and digestible. in artistic needlework, hemstitching, embroidery, drawn- The group method is used, the girls working at small tables work, etc. in parties of four. The course includes the making of soups; cooking of ♦ * ♦ meats, cereals and vegetables; the preparing of plain des­ LAUNDRY WORK serts; canning and preserving of fruit; methods of making The laundry handles about ten thousand pieces doughs light; menus for meals and cooking for invalids. weekly. This work is done largely by the pupils under the The classes are so arranged that every girl except supervision of a general manager. Small boys assist at the those in the primary grades receives regular lessons. washing and do all the mangling. * * * The machinery is run by electricity and is in charge of BREAD MAKING one of the large boys. The shirt and collar ironers are One of the original buildings of the barracks is used as worked by the girls who get thorough training in all kinds a bakery. It, is fitted with brick ovens, kneading tables, etc. of ironing by hand. The instructor with his Indian assistants makes the * * * bread and pastry required for the school. Six boys are in regular training, and from their number some have at times HOSPITAL had charge of the department here, and have then gone out An equipped building and a trained nurse give prac­ to employment as regular bakers. tical experience in nursing to a class of from four to six ♦ * * girls who look to nursing as an occupation. This training includes bed-making, bathing the sick, taking temperatures, SEWING and the use of simple medicines. During the history of the The girls' clothing, the boys' white and colored shirts, school many young women have gone from here to take and all the bed and table linen are cut and made in this de­ further training in city hospitals. Some of these are now partment. Progressive classes accomplish all the work re­ gaining for themselves good salaries and enviable reputa­ quired and at the same time receive training. tions as nurses in the cities which they have selected for The small girls and beginners do the darning and their field of work. FARMING tion to the regular athletics, games are played by the many Two good farms near the school employ varyingnum- “scrub teams made up from the forces of the various shops, bers of boys who do not go to country homes. etc. The extensive campus affords a place for many tennis Wheat, corn, oats, hav and potatoes form the princi­ courts and croquet grounds. pal crops, and beets, cabbage, onions, sweet corn, etc. and Contrary to the general rule, the department of ath­ small fruits are raised for the school kitchen. There are two letics here is self-supporting, this without contribution or apple orchards. Between seventy and eighty hogs supply charging the students and employees admission togameson all the pork and lard needed for the school. Success attends the home Held. the raising of fowls; thousands of dozens of eggs were fur­ nished the school the past year. * * * * * * DAIRYING PHYSICAL CULTURE I'seful training is given in the handling of cows and in The department of physical training preserves the the care of milk and butter. The school owns seventy-five health of the individual; builds up the body by means of head of cattle of Jersey and Guernsey stock. A large and selected exercises; promotes correct habits of standing and unfailing spring with a commodious spring house is a val­ walking; corrects improper postures and abnormalities; uable adjunct. and while furnishing a relaxation from the more arduous duties, improves the co-ordination of mind and body. * * * No one system is adhered to. but whatever is thought ATHLETICS best in the Swedish, German and other systems is used. “All work and no play makes Jack a dull boy." The The daily drills are in free exercises, liglu gymnastics, heavy success which the Carlisle football team has met in past gymnastics and gymnastic games. The free gymnastics in­ years and a conservative management have enabled the structs in the fundamental positions of the feet, legs, arms, school to build a tine athletic Held and quarter mile track. trunk and head, used singly and in combination. Light A director of athletics is employed and training and gymnastics in primary and advanced movements with coaching systematically attended to. During the past year wands, clubs, and dumbbells; heavy gymnastics, in graded a “cage 60x100 feet was built on the athletic Held, which movements and combinations on the climbing pole and enables practice indoors (luring bad weather. rope, climbing ladder, horizontal ladder, traveling rings, Hy­ The football team for several years has proven a ing rings, trapeze, vaulting bar. horse, horizontal bar, and worthy opponent for the strongest college teams. In addi­ parallel bars. Gymnastic games of pass ball, hand ball and basket ball school, pupils receive regular wages, a fixed portion going vary the exercises. All the work is arranged in grades for toward their personal expenses, the remainder being depos­ both bovs and girls. ited for them in the school bank. As sufficient amounts ac­ cumulate, interest bearing certificates of deposit are issued, * * ¥ and so held until the holders leave school for their homes or OUTING go to higher institutions of learning. No branch of the educational work is of so much benefit AH pupils are expected to spend at least one year in a as the “Outing." The school itself is too large to allow of country home. During the winter they attend the public home training on a small scale, as the Indian should learn it school in their neighborhood, and while in school receive no i>i order to become Americanized. In a majority of country wages, their work out of school hours being given in return homes to which pupils go, they are made members of the for a home. family and are carefully trained as sons and daughters of Patrons and pupils agree to certain rules governing the family are trained. Many a “country mother” has kept their relations to each other and to the school. Pupils re­ a hold upon an Indian girl for years after her return to the main under the jurisdiction of the school and are visited at reservation, and through correspondence fastened the inHu- intervals by the outing agent, who makes a written report ence of civilized life on the rude home-making in those isolat­ concerning health, condition and progress. When not in ed spots. ACADEMIC DEPARTMENT HISTORY and LITERATURE-SCIENCE. First grade SYNOPSIS OF COURSE OF STUDY work extended. The aim is to give Indian vonth an elementary English FORM and NUMBER—Paper folding for lines, angles and education. The work is loosely grouped about the subjects areas; drawing and study of objects. of Language, History and Literature, Science, Form and Four elementary processes with practical Number, and Music and Drawing. problems. Numbers to 100 or beyond; ta­ FIRST GRADE bles; partition. LANGUAGE—Oral—English speaking; articulation; phon­ MUSIC and DRAWING—First grade work extended. ics ; reading begun. THIRD GRADE Written—Penmanship; sentence writing; ex­ ercises: spelling. LANGUAGE—Oral—Conversation: reproduction of stories; HISTORY and LITERATURE—Stories of primitive people: phonics. Reading, second and easy third industrial life; home, school-room and play­ readers, and supplementary work: memory ground ethics. Memory gems; holidays. gems. SCIENCE—Observation work on plant and animal life. Care “ Written—Penmanship; exercises; spelling; of the body. The earth and stars. dictation. FORM and NUMBER—Form study by paper folding; HISTORY and LITERATURE—Inventions and inventors; drawing and modeling. Four elementary stories of men and peoples in connection operations, using numbers to 10 and be­ with geography: national holidays; current yond. Problems dealing with value, weight events; conduct (leading to Civics.) Stories, and measure. selections and adaptations from literature. MUSIC and DRAWING—Tone exercises, rote songs, use of SCIENCE—Observation of plant and animal life: care of chart. Type solids, clay modeling, borders; body. Oral geography. color work in Nature Study; measure, etc. FORM and NUMBER—Folding, drawing and making; SECOND GRADE sloyd and shop work. Notation to 10,000. LANGUAGE—Oral—English speaking; phonics; articula­ Four elementary processes, with practical tion. Reading, first and second readers, work : simple fractional work: statements. many series. MUSIC and DRAWING—Tone and breathing exercises. Staff Written—Penmanship exercises; spelling, dic­ notation introduced. Rote songs; use of tation, sentence work. chart. Type solids,clay modeling; borders in curved lines; tints and shades; illustrations; HISTORY and LITERATURE—Stories of discovery and natural objects. colonization; local government, “Civics for FOURTH GRADE Young Americans” as a guide. Reading of LANGUAGE—Conversation; recitation; memory gems; children’s classics. language lessons, drill on verb and pronoun SCIENCE—Observational study of plant and animal life; forms. Third reader, supplementary. minerals; elementary geography; hygiene. “ Written—Penmanship; composition; spell­ FORM and NUMBER—Drawing and making. Simple geo­ ing; dictation. metric problems. Common and decimal frac­ HISTORY and LITERATURE—Third grade work extend­ tions; measurements. Oral work. ed. Stories of men in connection with geog­ raphy: use book; current events; local gov­ MUSIC an 1 DRAWING—Tone and breathing exercises; sim­ ernment, “Civics for Young Americans” as a ple notation; two part songs in keys of C, G, guide. Adaptations from masterpieces. F, etc. Designs of borders and surface patterns; SCIENCE—Third grade work continued and extended: hy­ light and shade; objects in natural science; giene; elementary geography. illustrations; space divisions. FORM and NUMBER—Drawing and making; simple geo­ metric exercises. Notation and numeration; SIXTH GRADE long division; elementary work in common LANGUAGE—Topical recitation. Reading, fourth readers and decimal fractions; statements, analysis, and supplementary reading; memory gems; and proofs. language lessons. MUSIC and DRAWING—Third grade work continued and Written recitations and reviews; composi­ extended. tion and dictation. FIFTH GRADE LANGUAGE—Topical recitation; third and fourth readers HISTORY and LITERATURE—Colonial growth and Inde­ and supplementary work; memory gems; pendence. Doles' “American Citizen” for phonics; language lessons; verb work con­ teachers’ use. tinued. Study of simple English classics. Penmanship, composition, sentence writing; SCIENCE—Rocks and minerals; natural phenomena. Phys­ dictation; spelling. iology. Geography. FORM and NUMBER—Drawing and making; geometric EIGHTH GRADE problems in connection with numbers. LANGUAGE—Reading and study; Classics; use of books; Review; measurements; percentage. word study; grammar. MUSIC and DRAWING—Fifth grade work continued and Written recitations; compositions; reviews. extended. HISTORY and LITERATURE—U. S. History completed: SEVENTH GRADE current events. Classics : use of Library. LANGUAGE—Topical recitation. Reading, fourth and fifth readers; grammar; declamation; memory SCIENCE—Organic life: physical and chemical forces. Po­ gems. litical geography completed. Physiology Composition, dictation, spelling, written reci­ completed. tation, etc. FORM and NUMBER—Geometric problems with drawing HISTORY and LITERATURE—Formation of the govern­ and mensuration. Applications of percent­ ment; beginning of the National Period; age, and reviews. Square and cube root. stories of other countries; reading of theCon- MUSIC and DRAWING—Breath control; analysis of scale; stitution; State and county organizations. tones and half tones: choral work in four Dole’s “American Citizen,” Parts III and IV. parts. English classics. Books from Library. Historic ornament: pose drawing; simple SCIENCE—Observation of plants, animals and minerals. working drawings; space divisions applied Physiology. Geography. to landscape, etc. FORM and NUMBER—Geometric problems in connection with drawing and arithmetic. NINTH GRADE Applications of percentage: simple business LANGUAGE—Reading and study. Final grammar review. papers. Review work. Composition. Declamation and original ora­ MUSIC and DRAWING—Breath control; analysis of scale; tion. tones and half tones; exercises in new keys, HISTORY and LITERATURE—Current events. Civil Gov­ etc. Choral work in four parts. ernment. English Classics. Use of Library. Historic ornament; designs for special pur­ poses; space divisions applied. SCIENCE—Nature. Final review of Physical Geography. tORM and NI MBER—Geometric problems with mechani­ TENTH GRADE cal drawing. Mensuration. Applications of LANGI AGE—Rhetoric. Reading and study: use of diction­ square and cul>e root. Bookkeeping and ary ; reference work : essays. business forms. HISTORY and LITERATURE—General History; current MI SIC and DRAWING—Choral work in four part songs. history; English classics: use of Library. Review work. Design in water color; his­ SCIENCE—Elementary work in Physics and Chemistry. toric ornament; charcoal drawing from cast Plant study. and still life; landscape composition and FORM and Nl MBER—Geometric problems in connection sketches from nature; pose drawings; me­ with drawing. Algebra to quadratics. chanical drawing, etc. MUSIC and DRAWING—Same as Ninth Grade. RECORD OF GRADUATES. (Living.) MEANS, GEORGE. Sioux. Farm ing, Allen, S. Dak. ROBERTSON. NELLIE. Sioux. CLASS 18 8 9. Graduate Normal School, West Chester, Pa., Clerk, Indian School, Carlisle, Pa. CAMPBELL, WM. F„ Chippewa. SMITH, LAWRENCE, Winnebago. Graduate Law School Minneapolis, Minn. Farming, Winnebago Agency, Neb. GRINDROD, KATIE, Wyandotte. THOMAS, BENJAMIN, Pueblo. Graduate nurse, Woman's Medical College, Philadelphia. Prac­ Railroad employee, A. T. & S. F. R. R., Laguna, N. Mex. ticing in that city. T1VIS, WM., Comanche. HARRIS, JOSEPH, Gros Ventre. Farming & stockraising, Anadarko, Okla. Farming, Penna. VALLIER, GEORGE, Quapaw. HAWKINS, KISH, Cheyenne. Living on wife’s land, Quapaw Agency, Okla. Clerk in Agency store, Darlington, Okla. WHEELOCK, DENNISON, Oneida. JOHNSON, EVA, Wyandotte. Disciplinarian & Band-master, Indian School, Flandreau, S. D. (Mrs. Preston), Pawhuska, Okla. WHEELOCK, JEMIMA, Oneida. LONDROSH, CECILIA, Winnebago. (Mrs. Simon Webster), Oneida, Wis. (Mrs. Herman), Home r. Neb. ZADOKA, PERCY, Keechi. MILLER, ESTHER, Miami. (Mrs. Chas. Dagenett), Ft. Apache, Ariz. CLASS 1891. POWLAS, JULIA, Oneida. (Mrs. Chas. Wheelock), Asst. Matron. Indian School, Wind ARCHIQUETTE, MARTIN, Oneida. River. Wyo. (Shoshone Agency.) Teacher, Green Bay Indian School. Keshena, Wis. SCHANANDORE, EDWIN. Oneida. DAGENETT, CHAS. E., Peoria. Disciplinarian and Band Leader, Indian School, Albuquerque, Took course Eastman Business College, Poughkeepsie, N. Y. N. Mex. Issue Clerk, Ft. Apache, Ariz. TYNDALL, JOEL, Omaha. FROMAN, WILLIAM, Miami. Employee in Indian School, Yuma, Ariz. KOHPAY, HARRY, Osage. WISTAR, THOMAS, Ottawa. Graduate Eastman Business College, Poughkeepsie, N. Y. Asst Farming, Wyandotte, Ir.d. Ty. Clerk, Osage Agency, Okla. LEEDS, YAMIE, Pueblo. Farming & stockraising, Cubero, N. Mex. CLASS 1890. POWLAS, JOSIAH, Oneida. Attending Medical University. Milwaukee, Wis. BENT, JULIA, Cheyenne. ST. CYR., LEVI, Winnebago. (Mrs. Noble Prentiss), Darlington, Okla. With surveying party, Omaha Agency, Neb. BOURASSA, ROSA, Chippewa. STANDINGBEAR, HENRY, Sioux. Completed course. Banks’ Business College, Philadelphia. Asst. Interpreter, Indian Congress. Matron, Indian School, Carlisle, Pa. HOLLIDAY, VERONICA. Chippewa. (Mrs. Reishe), Fort Reno, Okla. CLASS 1892. LEIDER, CARL, Crow. BAIRD, WILLIAM, Oneida. Government employee, Crow Agency, Mont. Blacksmith. Oneida, Wis. LEVERING, LEVI. Omaha. CASWELL, BENJAMIN, Chippewa. Teacher, Indian School, Fort Hall, Idaho. Superintendent Indian Boarding School, Cass Lake, Minn. LOWRY, BENJAMIN, Winnebago. CHOTEAU, LUZENA, Wyandotte. Government employee, Winnebago Agency, Neb. Clerk & Stenographer, San Francisco, Cal. MATLACK, STACY. Pawnee. EVERETT, FRANK, Wichita. Employee, Uintah and Ouray Agency, Whiterock, Utah. Farming, Anadarko, Okla. FLINT, LYDIA, Shawnee. POWLAS, IDA. Oneida. (Mrs. Spencer), Asst. Matron, Indian School, Wyandotte, I. T. (Mrs. Benj. Wheelock), Oneida, Wis. LONGWOLF, HATTIE, Sioux. SOUCEA, HUGH, Pueblo. (Mrs. Pretty Weasel), Cheyenne River, S. Dak. Disciplinarian, Indian School, Santa Fe, N. M. METOXEN, THOMAS, Oneida. TYGAR, THOMAS, Shawnee. Farming, Sagole, Wls. Clerk in store, Vinita, Ind. Ty. MILES, BENAJAH, Arapaho. WARREN, HENRY', Chippewa. Farming, Darlington, Okla. Superintendent Indian School, Bena, Minn. WARREN, IDA, Chippewa. PEAKE, FRED, Chippewa. (Mrs. Tobin), Clarinda, la. WELLS, FLORENCE, Alaskan. CLASS 1893. (Mrs. Sami. Davis.), Prin. Teacher, Indian School, Rapid City, S. D. BAPTISTE, JOHN. Winnebago. YANDALL, MINNIE, Bannock. BIGHORSE, FRED, Sioux. Asst. Farmer, Roselnil Agency, S. D. (Mrs. Lecier), Ross Fork, Idaho. CLARK, MALCOLM, Piegan. Graduate Normal School, Valparaiso, Ind., Midvale, Mont. CLASS 1 8 9 5. JOHNSON, ARTHUR, Wyandotte. DONNELL, ANTOINE, Chippewa. Agency Farmer, Oto Agency, Okla. White Earth, Minn. MORRISON, JOHN G., Chippewa. FREMONT, HENRIETTA, Omaha. Teacher, Boarding School, Crow Agency, Mont. Completed course. Stenography & Typewriting, Banks’ Business PEAKE, EMILY, Chippewa. College, Philadelphia. Employee, Crow Creek, S. D. (Mrs. Robitaille), White Earth, Minn. GREEN, MELISSA, Oneida. Oneida, Wis. CLASS 1894. HAZLETT, WILLIAM, Piegan. ARCH1QUETTE, BELINDA, Oneida. Farming and Real Estate. Cobb, Oklahoma. (Mrs. Hill), Oneida, Wis. LaCHAPELLE, IDA, Chippewa. BEARD, ANDREW, Sioux. (Mrs. MacTravish), Park Rapids, Minn. Farming and stockraising. Porcupine, S. D. LAMBERT, ALICE, Chippewa. BI.ACKBEAR, THOMAS, Sioux. (Mrs. Otto), employee. Boarding School, Wind River, Wyo. Farming and stockratsing. Porcupine, S. D. LUFK1NS, WILLIAM, Chippewa. CAMPBELL. FLORA, Alaskan. White Earth, Minn. (Mrs. Fitzgerald), Sitka. Alaska. McDOUGAL, SUSIE, Chippewa. DENOM1E, WILLIAM, Chippewa. Teacher, Indian School, Mt. Pleasant, Mich. Teacher of Day School, Reserve, Wis. S1XKILLER, SAMUEL, Creek. FLANNERY, JAMES, Alaskan. Employed by Dawes’ Commission, Muscogee, I. T. Dubuque, la. SUIS, GEORGE, Crow. GANSWORTH, HOWARD E„ Tuscarora. Agency employee, Crow Agency, Mont. Graduate of Princeton, 1901. Teacher Indian School, Car­ TURKEY. DAVID, Seneca. lisle, Pa. Farming, Newtown, Pa. MILLER, FLORENCE, Stockbrldge. VAN WERT, JAMES, Chippewa. (Mrs. Jenifer Gardner), Gresham, Wis. Teacher, Indian School, Genoa, Neb. NAPAWAT, MARTHA, Kiowa. WARREN, GEORGE, Chippewa. (Mrs. Ahopthoi), Anadarko, Okla. White Earth, Minn. NORI, SICENI J., Pueblo. WILLIAMS, LEWIS, Nez Perce. Graduate Stuart's Business College, Trenton, N. J. Clerk, In­ Y'ELLOW ROBE, CHAUNCEY. Sioux. dian School, Carlisle. Disciplinarian, Indian School, Genoa, Neb. CLASS 1896 CLASS 1897 ADAMS, JOHNSON, Chippewa. BUCK, MABEL, Sioux. Carpenter, Indian School, Keshena, Wis. (Mrs. Robt. Block), Watonga, O. T. CAYOU, FRANK, Omaha. CORNELIUS, BRIGMAN, Oneida. Student. State University, Champaign, 111 CORNELIUS. LEILA, Oneida. Farming, Oneida. Wis. (Mrs. Benj. Caswell) Matron, Indian School, Cass Lake, Minn. DEPOE, ROBERT, Siletx. DAVENPORT, SUSIE, Chippewa. Teacher, Indian School, Chemawa, Ore. Cross Village, Mich. GRUETT, SAMUEL, Chippewa. ELMORE, JULIA, Digger. Employee, Indian School, Mt. Pleasant, Mich. (Mrs. Dineen), Copley, Cal. HILL, LIZZIE, Sioux. O A NS WORTH, LEANDER, Tuscarora. (Mrs. Joel Tyndall), Omaha Agency, Neb. Asst. Foreman “Boonville Herald.” Boonville, N. Y. JONES, FRANK, Sauk & Fox. GEISDORFF, LOUISA, Crow. Teacher in public school. Red Lodge, Mont. Asst. Cashier, First National Bank, Okmulgee, Ind. Ter. HENRY, TIMOTHY, Tuscarora. KOWUNI, ANNIE, Pueblo. Farming, Sanborn, N. Y. Employee, Indian School, Sante Fe. N. M. HILL. HERMAN, Oneida. MILLER, MARY, Chippewa. Farming, Oneida.Wis. (Mrs. Dodge), Teacher, Indian School, Harlem, Mont. HUDSON, FRANK, Pueblo. MILLER, OLIVE, Stockbridge. Asst. Bookkeeper, City Deposit Bank, Pittsburg, Pa. (Mrs. Jacobs), Keshena, Wis. JACKSON, ROBERT, Chehalis. MISHLER, CHARLES, Chippewa. Teacher. Indian School, Santa Fe. N. M. Hayward, WTis. KENNEDY, LEROY, Seneca. MISHLER, LOUIS. Chippewa. LESLIE, JOHN, Puyallup. Hayward. Wis. Photographer, Washington. NASH, ALBERT, Winnebago. LONEWOLF, DELOS, Kiowa. Graduate Drexel Institute, Business Course, Philadelphia, Pa. Farmer, Anadarko, Oklahoma. In employ of Wm. Wharton, Jr„ & Co., Philadelphia Pa LOWE, ADELIA, Sioux. OWL, MARTHA. Cherokee. (Mrs. Frank Twiss), Porcunine, S. D. (Mrs. Simpson), Employee, Indian School, Hupa, Cal. MARTINEZ, JOSEPH, Crow. REDEAGLE, GRACE, Osage. Stockraising, Lodge Grass, Mont. (Mrs. Coldspring), Baxter Springs, Kans. PARKER, ALICE, Chippewa. ROGERS, EDWARD, Chippewa. In Indian Service, Ponsford, Minn. Student, University of Minnesota, Minneapolis, Minn. PENOI, MARK, Pueblo. REDKETTLE, HENRY, Sioux. Asst. Leasing Clerk. Anadarko, Oklahoma. Stockraising, Kyle, S. D. SIMON, ELMER, Chippewa. SENECA, NANCY. Seneca. Clerk in furniture store, Windber, Pa. Graduate State Normal Graduate Nurse Medico Chirurgical Hospital, Philadelphia. School, Indiana, Pa. Practicing in Philadelphia. SNYDER, CORA, Seneca. SHERRILL, WILLIAM, Cherokee. (Mrs. Wm. Jones), Versailles, N. Y. SHIVELY, FRANK, Crow. WEBSTER, CYNTHIA. Oneida. Graduate Commercial College, Carlisle. Clerk in Agency office, Teacher. Indian School, Lac du Flambeau, Wis Cheyenne River, S. D. WHEELOCK, JAMES R„ Oneida. SMITH, EDITH, Tuscarora. Band Leader, Indian School, Carlisle, Pa. Teacher, Oglala Boarding School, Pine Ridge, S. D. WOLF, MARK, Cherokee. SMITH, SARA, Oneida. Industrial teacher, Indian School, Crow Agency, Mont. Seamstress, Indian School, Oneida, Wis. UPSHAW, ALEX. Crow. THOMAS, ELLEN, Chippewa. Crow Agency, Mont. (Mrs. Prophet), Netawaka, Kans. WHITETHUNDER, CLARENCE, Sioux. WEBSTER, JOHN, Oneida. WIRTH, CHRISTINE, Assiniboin. Hack Driver, Walker, Minn. (Mrs. West), Poplar, Mont. WELCH, WILSON, Cherokee. CLASS 1898. CLASS 1899. ARMSTRONG, RALPH, Nez Perce. ARCHIQUETTE, CHAUNCEY, Oneida. HARADA, MITCHELL, Omaha. Playing football, Haskell Institute, Lawrence, Kans. Bancroft, Neb. ATSYE, SEICHU, Pueblo. BLACKBEAR, JOSEPH, Cheyenne. Graduate nurse Woman’s Hospital, Philadelphia, Pa. Practic­ Employed by E. D. Foster & Co., Hammon, Oklahoma. ing Philadelphia. BUTLER, CLARENCE, Cieur d'Alene. BROWN, JENNIE, Sioux. Electrician, Warm Springs Agency, Ore. Student, Commercial Course, Haskell Institute, Lawrence, Kan. COMPLAINVILLE, LILLIAN, Nez Perce. BUCKLES, JEANNETTE, Assiniboin. (Mrs. Keller), Teacher, Indian School, Grand Junction, Colo. CORNELIUS. CORA, Oneida. CATOLST, ETTIE, Cherokee. Oneida, Wis. (Mrs. Mane), Cherokee, N. C. FLYNN, SARA, Assiniboin. DENOMIE, THOMAS. Chippewa. Employee, Fort Peck Indian School, Poplar, Mont. Reserve, Wis. GEORGE, ANNIE, Cherokee. DUVERNEY, ROSE, Ottawa. Took course Dressmaking, Drexel Institute, Philadelphia. Employee Indian Service, Pawhuska, Oklahoma. Seamstress, Indian School, Cherokee, N. C. DYE. BERTHA, Seneca. HENNI, SUSIE, Pueblo. (Mrs. Jacob Jamison), Gowanda, N. Y. Employee, Indian School, Phoenix, Ariz. EASTMAN, CHRISTIAN, Sioux. HORNE, LOTTIE, Klamath. Flandreau, S. D. (Mrs. Cochran), Hupa, Cal. FINLEY, MINNIE, Caddo. JAMES, FRANK, Kaw. Matron, Indian School, Chilocco. Oklahoma. Kaw Agency, Oklahoma. GARDNER, LYDIA, Arapaho. JAMISON, JACOB, Seneca. (Mrs. Geboe) Graduate High School, Lansdowne, Pa., Darling­ Farming, Gowanda, N. Y. ton, Oklahoma. McF a r l a n d , DAVID, Nez Perce. GEORGE, DAHNEY, Cherokee. Farming and stockraising. Ft. Lapwai, Idaho. Student, Normal School, West Chester, Pa. MOORE, RIENZI, Sauk & Fox. GESIS, ANNIE, Chippewa. In Real Estate Office, Kansas City, Mo. (Mrs. Bemus Pierce), Irving, N. Y. MORTON, ANNIE, Pueblo. GOUGE, JOSEPH, Chippewa. Laguna, N. M. Co. H, 21st U. S. In'fantry, Manila, P. I. ODELL, NELLIE, Puyallup. HAZLETT, STUART, Piegan. Port Gamble, Wash. Browning, Mont. OWL, KAMIE, Cherokee. HORNE, NETTIE, Klamath. (Mrs. Wahaneta), Cherokee, N. C. In Indian Service, Talklai, Ariz. PETERSON, EDWARD, Elnek. LARCH, OLIVE, Cherokee. 53 Grafton St., Brockton, Mass. Cherokee, N. C. SICKLES, CALEB, Oneida. LAWYER, CORBETT, Nez Perce. Student, Ohio Medical College, Columbus, O. Farming, Kamiah, Idaho. SICKLES, MARTHA, Oneida. LEMEAUX, JOHN, Chippewa. (Mrs. Cornelius), Oneida, Wis. Employee, Omaha Agency, Neb. MCDONALD, LOUIS, Ponca. HARRIS, FANNIE, Sauk & Fox. Ponca City, Oklahoma. MITCHELL, JONAS, Chippewa. Teacher, Indian School, Whiteagle, Oklahoma. MOON, MARY, Alaskan. HORNE, JACOB, Klamath. (Mrs. Oelson), Juneau, Alaska. Mining, Happy Camp, Cal. NAHTAILSH, VINCENT, Apache. JONES, GUY, Sioux. Civil Engineer in employ Elevated R. R. Co., New York City. Santee, Neb. PAUL, KENDALL, Alaskan. KENNEDY, SARA, Seneca. Student, Mt. Hermon, Mass. Gowanda, N. Y. PETERS, EDWARD W„ Chippewa. LANE, CONSTANCE, Summie. Caldwell, Mich. (Mrs. Bumstead), Beach, Wash. PRICE, CLARA, Sioux. LUFKIN'S, JOHN, Chippewa. (Mrs. Henry Fielder), Housekeeper, Day School, Milk’s Camp, Naper, Neb. White Earth, Minn. SCOTT, LETTIE, Seneca. MCCARTHY, ALICE, Chippewa. Teacher, Reservation School, Gowanda, N. Y. Employee, Indian School, Morris. Minn. WHEELOCK, DOLLY, Oneida. MILLER, ARTIE, Stockbridge. (Mrs. Doxtator), Oneida. Wis. Gresham, Wis. WILLIAMS, SARA, Chippewa. MURDOCK, WESSON, Assiniboin. Mt. Pleasant, Mich. Wolf Point, Mont. WOLFE, GEORGE, Cherokee. MUSCOE, GEORGE, Chippewa. Employed by The Lake Superior Power Company, Sault Ste. Employee, Indian School, Cherokee, N. C. Marie, Mich. PIERCE, BERTHA. Seneca. CLASS 1900. (Mrs. Edwin Smith), Gowanda, N. Y. PIERCE, NETTIE, Seneca. ABRAHAM, DAVID, Chippewa. Irving, N. Y. Traveling Salesman, Philadelphia, Pa. POODRY, ROSE, Seneca. ALLEN, JOHN, Clallam. Irving, N. Y. In Indian Service, Chemawa, Ore. ROBERTS, CHARLES, Chippewa. Cumberland, Wis. ANDERSON, PASQUALA, Mission, Cal. RYAN, MAMIE, Assiniboin. Teacher, Oraiba Day School, lveam’s Canyon, Ariz. Employee, Indian School, Poplar, Mont. BARADA, MARY, Omaha. SCHOLDER. JOSEPH, Mission, Cal. Bancroft, Neb. In Indian Service, Perris, Cal. BEALE, FRANK, Clallam. SENECA, ISAAC. Seneca. Student, Willamette University, Salem, Ore. Blacksmith, Darlington, Oklahoma. CLARK, AMELIA, Cheyenne. SILVERHEELS, KITTIE, Seneca. Cantonment, Oklahoma. Employee, Indian Service, Odanah, Wis. CORNELIUS, ISABELLA, Oneida. TEEPLE, FRANK, Chippewa. Assistant Teacher, Oneida, Wis. Mt. Pleasant, Mich.. CORNELIUS, NANCY O., Oneida. TEEPLE, JOHN, Chippewa. Madison, Wis. Mt. Pleasant, Mich.. CORSON, CHARLES, Piegan. TURKEY, JENNIE, Seneca. Assistant Leasing Clerk, Anadarko, Oklahoma. Versailles, N. Y. DOCTOR, DAISY, Seneca. WOLFE, MARY, Cherokee. Akron, N. Y. (Mrs. Farwell), Crow Agency, Mont. FERRIS, LILLIAN, Klamath. WELCH, GEORGE, Stockbridge. (Mrs. Wilder), Orleans Bar, Cal. Green Bay, Wis. WARREN, JOHN B. Chippewa. PALMER, JESSE, Sioux. Student, Normal School, Indiana, Pa. Graduate Commercial College, Carlisle, Pa. Devil’s Lake, N. D. YUPE, SUSIE, Shoshone. PALMER, SIMON, Stockbridge. Teacher. Indian School, Fort Hall, Idaho. Maple Grove, Wis. PARKER, MATTIE. Cayuga. Office Assistant, Indian School, Carlisle, Pa. CLASS 1901. PETERS, NELLIE H., Stockbridge. Gresham, Wis. BAINE, JOHN, Sioux. POWLAS, ALICE, Oneida. Fort Yates. N. D. Taking Normal Course, Lawrence, Kans. BEAVER, FRANK, Omaha. POWLAS, JOHN, Oneida. Attending Business College, Carlisle, Pa. Agency Farmer, Darlington, Oklahoma. BROWN, SAMUEL G., Sioux. PARNELL, ANNIE, Nez Perce. Assistant Disciplinarian, Indian School, Carlisle, Pa. Asst. Postmaster, Kamiah, Idaho. COATES, HENRIETTA, Oneida. PRATT, ARTHUR. Sioux. Versailles, N. Y. Chamberlain, S. D. DENNY', ELNORA, Seneca. RICKARD, EDGAR, Tuscarora. Teacher, District School. Southwest City, Mo. Farming, Lewiston, N. Y. FERRIS, GEORGE, Klamath. SMITH, EDWIN, Clallam. Hupa, Cal. Steam fitter, Glue Factory, Gowanda, N. Y’. GANSWORTH, ALBERTA, Tuscarora. SWALLOW, IDA. Sioux. Attending Normal School. Buffalo, N. Y. Student, Business course, Drexel Institute. GANSWORTH, WILLARD, Tuscarora. STURM, ELLA, Caddo. Attending Dickinson Preparatory School, Carlisle, Pa. Employee, Oraiba Day School, Arlz. GOYITNEY, ANNIE, Pueblo. TAPIA, ANTONIO, Pueblo. Student, Normal School, Bloomsburg, Pa. Farming, Pojuate, N. M. JOHNSON, MARK, Sioux. TEMPLE, WINGATE, Klamath. Santee, Neb. Mining, Happy Camp, Cal. JOHNSON, DOLLY, Osage. TIBBETTS. LUZENIA, Chippewa. Pawhuska, Oklahoma Student, Normal School, Bloomsburg, Pa. JOHNSON, JAMES, Stockbridge,. SPIECHI, ALONZO, Apache. Student, Dickinson Preparatory School, Carlisle, Pa. Carlisle. LaCHAPELLE, JOSEPH, Sioux. WASSON, JENNIE, Coos Bay. Wabasha, Minn. Nurse, Chester County Hosnital, West Chester, Pa. LaCHAPELLE, PEARL, Sioux. YVARREN. EUGENE, Chippewa. Wabasha, Minn. White Earth, Minn. MclNTOSH, DONALD, Apache. San Carlos, Ariz. CLASS 1902. MISHLER, STELLA, Chippewa. BAIRD, GENUS, Oneida. Wisconsin. (Mrs. John Gorsuch), Spring Brook, Wis. BENDER, CHARLES A., Chippewa. Minnesota. MOORE, EDWIN, Sauk & Fox. BRUCE, MARY E„ Mohawk. New York. Dent, Oklahoma. COLEMAN, CHARLES F., Mission. California. MOSES, MYRON, Seneca. CUSICK, CHARLES, Seneca. New York. Indian School, Riverside. Cal. CREAGER, KATIE, Pueblo. New Mexico. NASH, AUGUSTA, Winnebago. DE ROSIER, JENNIE, Menomonee. Wisconsin. Thurston, Neb. EBERT, THERESA, Chippewa. Minnesota. NILES, HERMAN, Stockbridge. FIELDER, ISAAC, Sioux. South Dakota. Oshkosh, Wis. HARE, NELSON, Seneca. New York. HARRIS, CHARLOTTE, Catawba. North Carolina. PEAKE, GEORGE, Chippewa. Minnesota. JAMISON, ELNORA, B., Seneca. New York. PETOSKEY, CORNELIUS, Chippewa. Michigan. JANESE, JOSEPHINE, Sioux. South Dakota. POWLAS, KATHARINE, Oneida. Wisconsin. KINO, INEZ, Stockbridge. Wisconsin. ROGERS, LOUISE, Chippewa. Minnesota. LEWIS, ANNA E„ Seneca. Indian Territory. ST. CYR, LILIAN, Winnebago. Nebraska. METOXEN, MELINDA, Oneida. Wisconsin. SENECA, LETHA, Seneca. New York. MILLER, CLARA G., Tuscaroia. New York. SICKLES, ARTHUR, Oneida. Wisconsin. MILLER, JOHN H., Chippewa. Michigan. SICKLES, FLORENCE, Oneida. Wisconsin. MILLER, SAMUEL A., Stockbridge. Wisconsin SMITH, FREDERICK B., Oneida. Wisconsin. MITTEN, MINERVA,. Cayuga. New York. TIBBETTS, FREDERICK, Chippewa. Minnesota. MOONEY, THOMAS J., Assiniboin. Montana. WALKER, THOMAS M., Sioux. South Dakota. MT. PLEASANT, WILLIAM, Tuscarora. New York. WARREN, GRACE, Chippewa. Minnesota. NASH, PLIGA, Winnebago. Nebraska. WHEELOCK, IDA E., Oneida. Wisconsin. NASH, VIOLETTA, Winnebago. Nebraska. WHEELOCK, MARTIN F., Oneida. Wisconsin. NAUWEGESIC, ELIZA, Chippewa. Michigan. WOLFE, HEALY, Eskimo. Alaska. PAUL, WILLIAM L., Alaskan. Alaska.