the best possible means of securing the friendship of those nations in amity with us, and, in time, to bring the hostile tribes to see that their true interest lies in peace and not in war; and therefore the committee report a bill. 1

The first general appropriation for Indian education was made March 3, 1819, when an act was passed:

For the purpose of providing against the further decline and final extinction of the Indian tribes adjoining the frontier settlements of the United States, and for introducing among them the habits and arts of civilization, the President of the United States shall be, and he is hereby, authorized, in every case where he shall judge improvement in the habits and condition of such Indians practicable, and that the means of instruction can be introduced with their own consent, to employ capable persons of good moral character to instruct them in the mode of agriculture suited to their situation; and for teaching their children in reading, writing, and arithmetic, and performing such other duties as may be enjoined, according to such instructions and rules as the President may give and prescribe for the regulation of their conduct in the discharge of their duties.

Sec. 2. And be it further enacted, That the annual sum of $10,000 be, and the same is hereby, appropriated for the purpose of carrying into effect the provisions of this act; and an account of the expenditure of the money and proceedings in execution of the foregoing provisions shall be laid annually before Congress."

On January 15, 1820, J. C. Calhoun, in compliance with a request from the House as to the progress made in the civilization of the Indians and to know whether any of the $10,000 had been expended, reported that: No part of the appropriation

had yet been applied. The President was

of opinion that the object of the act would be more certainly effected by applying the sum appropriated in aid of the efforts of societies or individuals who might feel disposed to bestow their time and resources to effect the object contemplated by it; and a circular was addressed to those who had directed their attention to the civilization of the Indians. The objects of the circular were to obtain information, and disclose the views of the President, in order to concentrate and unite the efforts of individuals and societies in the mode contemplated by the act of the last session. The Cherokees exhibit a more favorable appearance than any other tribe of Indians. There are already established two flourishing schools among them; one at Brainard, under the superintendence of the American Board for Foreign Missions, at which there are at present about one hundred youths of both sexes. The Choctaws and Chickasaws have recently evinced a strong desire to have schools established among them, and measures have been taken by the American Board for Foreign Missions for that purpose. A part of the former nation have appropriated $2,000 annually, out of their annuity, for seventeen years, as a school fund. A part of the Six Nations in New York have, of late, made considerable improvements; and the Wyandots, Senecas, and Shawanees at Upper Sandusky and Wapaghkonetta have, under the superintendence of the Society of Friends, made considerable advances in civilization. Although partial advances may be made under the present system to civilize the Indians, I am of opinion that until there is a radical change in the system any efforts which may be made must fall short of complete success. They must be brought gradually under our authority and laws, or they will insensibly waste away in vice and misery. It is impossible, with their customs, that they should exist as independent communities in the midst of civilized society. They are not, in fact, an independent people (I speak of those surrounded by our population), nor ought they to be so 1 American State Papers, Indian Affairs, Vol. II, p. 151. 2 United States Statutes at Large, Vol. III, pp. 516-517.

considered. They should be taken under our guardianship; and our opinion, and not theirs, ought to prevail in measures intended for their civilization and happiness. A system less vigorous may protract, but can not arrest their fate.1

The following extract from the circular of September 3, 1819, mentioned above, indicates the policy of the President:

But it will be indispensable, in order to apply any portion of the sum appropriated in the manner proposed, that the plan of education, in addition to reading, writing, and arithmetic, should, in the instruction of the boys, extend to the practical knowledge of the mode of agriculture, and of such of the mechanic arts as are suited to the condition of the Indians; and in that of the girls, to spinning, weaving, and sewing. It is also indispensable that the establishment should be fixed within the limits of those Indian nations who border on our settlements. Such associations or individuals who are already actually engaged in educating the Indians, and who may desire the cooperation of the Government, will report to the Department of War. *** In proportion to the means of the Government co-operation will be extended to such institutions as may be approved, as well in erecting necessary buildings, as in their current expenses.2

In 1823 the following schools are reported as receiving Government aid:

'American State papers, Indian Affairs, Vol. II, p. 200, 201.

2 I bid., p. 201.

The expenses over and above the amount allowed by the Government were paid by the respective societies.1

The schools in 1825 were 38 in number, and were located and cared for as follows: 2

Tribes.

No.

By whom established.

American Board of Foreign Missions.

Five by the American Board of Foreign Missions; two by United
Brethen; two by Baptist General Convention.

Two by United Foreign Mission Society; one by Baptist General
Convention.

One by Cumberland Mission Board; one by Synod of South Carolina
and Georgia.

One by Baptist General Convention; one by Protestant Episcopal
Church.

One by Baptist General Convention; one by Western Mission Society.

The following statement shows the amount paid by the Government to missionaries, and the amount received by them in money, property, stock, etc., from other sources, for the support of schools in the Indian country in the years 1824 and 1825:

3

Sources from which paid or received.

From the Government.......

From Indian annuities and under provisions of Indian treaties

From private contributions, in money, property, stock, etc., and including the value of the houses and other improvements on the sites of the respective institutions..

Total...

In 1826 the Indian report states:

Hundreds of Indian children are turned away for the want of ability on the part of the superintendent to receive them. Numerous applications for assistance, and from the most respectable societies, are now on file in this office, to which it has not been possible to return any other answer than the fund appropriated by Congress is exhausted. It is recommended that the sum be increased. In order to meet the discouragement arising from the educated children being thrown back into uneducated Indian settlements, it is recommended that sections of land and agriculture and other implements be given them, by which they may earn their living and become an intermediate link between our own citizens and our wandering neighbors, softening the shades of each and enjoying the confidence of both.*

In 1833 the Indian Commissioner reports concerning the school at Mackinac and Sault Ste. Marie, which had been established ten years, 1 American State Papers, Indian Affairs, Vol. II, p. 459. 2 Ibid. p. 587. 3 Ibid., p. 669. American State Papers, second session 19th Congress, Vol. I, pp. 507-508.

that 191 children had been received; 8 had learned mechanical trades; 13 had been engaged as clerks in the Indian trade; 1 was United States Indian interpreter, and none have returned to the forest as hunters.1 Two years later, two pupils from the same school had gone as teachers among the Indians to the North, a third had been received as a catechist by the American Board of Missions, a fourth had taken command of a vessel on the lakes, and a sixth was studying medicine. The same year, 1835, the agent of the Delawares and Shawnees writes, he was shown cloth spun and woven, and shirts and other clothing made by Indian girls. The Indian Commissioner states, that the agents of the several tribes, for whose benefit schools are supported, are required to visit and inspect the schools at least once a year. At these visits a public examination of the pupils is to be made, and the attendance of the military officers and of other citizens requested whenever convenience will permit.2

In 1846 the Indian Commissioner reported:

The general introduction of manual labor schools among the Indians, and the purchase of tools and agricultural implements as are necessary for their management and operation, will be attended with much expense, and will require all the funds that are in any way applicable to objects of education. A portion of these funds has heretofore been applied to the education of boys at literary institutions in the various States, and even to the preparation of some of them for the practice of learned professions; and although important advantages have thereby resulted in the diffusion of information among the different tribes, yet it is believed the money can now be more beneficially expended at the homes and in the midst of the Indian people. The prejudices of the red man will be thus more easily overcome, and the benefits extended alike to both sexes of the tribe.3

In 1848 sixteen manual labor schools, eighty-seven boarding and other schools, were reported in operation, and several additional manual labor schools under contract: two each for the Creeks and Pottawatomies, one each for the Chickasaws, Kansas, and Miamis. The aggregate sum expended for buildings and improvements was $34,000; annual endowment and maintenance $26,000; in addition to the amounts contributed by missionary societies under whose care they were in general placed.* The Indian Commissioner states in 1849 "nearly the whole of the large amount required for the support and maintenance of the schools now in operation is furnished by the Indians themselves out of their national funds," and urges that the $10,000 annually appropriated, in accordance with the act of 1819, be raised to $50,000.

In 1855 the Indian Commissioner made a detailed statement of the money expended for Indian education and civilization. He says:

In addition to the $102,107.14 furnished by the United States, and to the aggregate of $824,160.61 drawn from the Indian funds, and over $400,000 paid out by the 'American State Papers, first session 23d Congress, Vol. I, p. 188. 2 Ibid., first session 24th Congress, Vol. I, p. 285. 3 Executive Documents, second session 29th Congress, Vol. I, p. 227. Ibid., 30th Congress, Vol. I, p. 406. Ibid., first session 31st Congress, Vol. III, Part 2, p. 956.

5

Indian nations among themselves, that private benevolence in ten years has expended for the Christianization and civilization of the Indian tribes more than $830,000; showing a total outlay for these objects in ten years exceeding $2,150,000.1

**

The Secretary of the Interior, in his report of 1865, recommendsThat Congress provide a civilization and educational fund, to be disbursed in such mode as to secure the co-operation and assistance of benevolent organizations. It is believed that all the Christian Churches would gladly occupy this missionary field, supplying a large per cent. of the means necessary for their instruction, and thus bring into contact with the Indian tribes a class of men and women whose lives conform to a higher standard of morals than that which is recognized as obligatory by too many of the present employés of the Government.

By a treaty made with the Osage Indians September 29, 1865, article 2 provided that the proceeds from certain ceded lands were, under the direction of the Secretary of the Interior, to be applied to the education and civilization of Indian tribes residing within the United States.3 The fund amounted to $770,179.42. Between the date of the establish ment of this fund and the year 1882, when it became exhausted, a large amount had been expended for educational purposes.1

In 1868 the Indian Commissioner wrote:

ever.

*

Many of the tribes have no schools and are without any religious instruction whatThe Government should invite the co-operation, in its great duty of protecting, educating, and elevating the race to a higher style of being, of all Christian societies or individuals who may be disposed to take part in the work, and should liberally assist in the maintenance of schools and mission establishments.5

In 1869 the Board of Indian Commissioners recommended in their report that

Schools should be established, and teachers be employed by the Government to introduce the English language in every tribe. The establishment of

*

Christian miss ions should be encouraged, and their schools fostered." On July 15, 1870, $100,000 were appropriated for the support of industrial and other schools among the Indian tribes not otherwise provided for.

By the act of February 14, 1873,8 so much of the act of March 3, 1819, as provided for the appropriation of an annual sum of $10,000 for the civilization of the Indians was repealed.

Hitherto the schools had been maintained either wholly by missionaries or jointly with the aid of the Government, with the exception of a few schools supported wholly from tribal funds and under the charge of United States teachers. About this time strictly Government schools began to be established; day-schools first, and later boarding-schools, the number increasing with each year.

The Indian Commissioner in 1873 says:

Instruction in the day-schools merely, except among Indians who are already far along in civilization, is attempted at great disadvantage on every hand.

*

It

2 Report of the Indian Commissioner,

1 Message and Documents, 1855-36, p. 561. 1865, p. IV, Extract, Secretary of Interior. 3 United States Statutes at Large, Vol. XIV, p. 687. * Report of Indian Commissioner, 1885, pp. LXXIX, LXXX. 1868, p. 2. 6 Ibid, 1869, p. 50. 7 United States Statutes at Large, Vol. XVI, p. 359. 8 Ibid., Vol. XVII, p. 461.

5Ibid.,