The following items, though appearing in the Indian appropriation act, being made to accomplish special purposes, can hardly be consid ered as part of the regular expenses of the service:

Surveying Cheyenne River and Standing Rock reservations. 23,000.00
Counsel for Pueblo Indians

Indian Exhibit, Omaha Exposition

Total.....

2,000.00

40,000.00

138, 400.00

Deducting this from the total amount appropriated, there remains $7,515,454.90, representing the amount appropriated in the Indian bill for conducting the ordinary operations of the Department. The previous annual report showed that the appropriations for the current expenses for 1898 were $7,342,808.09. To this should be added several amounts appropriated in the deficiency bill for 1898 to meet deficiencies created by increased advertising, higher rates of transportation, and unusual demands upon Indian inspectors. The items are as follows:

Expenses of purchasing goods and supplies, advertising, etc.. $5,000.00
Traveling expenses of Indian inspectors..
Transportation of Indian supplies....

Total

2,000.00

75,000.00

82,000.00

Comparing the two years and taking into consideration the amounts appropriated in the deficiency bill, we have:

Current expenses for 1899.
Current expenses for 1898..

Excess of 1899 over 1898.

$7,515, 459.90

7,424, 808.09

90, 651.81

The estimates for the Indian service for the fiscal year 1899 presented to Congress by this office aggregate $7,375,617.08. The total amount appropriated was $7,653,854.90. Excess of appropriations over estimates, $278,237.82.

EDUCATION.

Education is the greatest factor in solving the future status of the Indian. The growth of a healthy educational sentiment among these people will conduce more to their welfare, material prosperity, and

civilization than all other agencies combined. The methods employed to bring about such desirable results are the outcome of serious thought and study, and are the gradual evolution of years of experience in dealing with the Indians. The numerous tribes of Indians throughout the United States are diverse in their manners, customs, and native intelligence, which complex condition of affairs renders any iron-bound rules ineffective. The various systems of educational methods seem successfully to meet these diverse conditions. The subdivision of govern mental schools into reservation and nonreservation boarding, reservation and independent day schools appears to meet the exigencies of the situation. The majority of the religious denominations of the country render valuable assistance in this great work by establishing and maintaining schools and churches for the benefit of the Indian children and their parents. Hearty cooperation between these two great forces engaged in a similar work has been very advantageous in simplifying the work of the Indian Office.

The educational branch of the Indian Office has grown from small beginnings until now it is one of the most important under the control of the Department. The appreciation of it as a civilizing influence has grown not only upon the office, but upon the country at large. As at present constituted the system only dates back a generation. In 1877 there were 48 small boarding and 102 day schools, with an attendance of 3,598 pupils. The appropriation for their support was $20,000. These schools were not systematized and each appeared to be a law unto itself. While the efforts of those engaged were laudable they lacked the cohesiveness of a strong systematic effort well directed. The New York schools were eliminated in 1882 and this office no longer retained control of them. During that year, when the system began to approach that of the present, there were 71 boarding and 76 day schools, with an attendance of 4,714 pupils. This period marks the beginning of an earnest effort for the civilization and advancement of the Indian through the elevation morally and intellectually of his children. These efforts have kept pace with the wonderful growth of our magnificent country until, through the liberality of Congress in pursuance of its enlightened policy in dealing with the Indians, there are now 148 well-equipped boarding schools and an equal number of day schools engaged in the education of 24,325 pupils.

There has been a steady increase in the average attendance and enrollment among the schools for the past twenty-one years, as the following tabulated statement will exhibit:

SUMMARY OF INDIAN SCHOOLS AND ATTENDANCE.

The following table gives a statement of the number of Indian schools, enrollment, and attendance during the past twenty-two years:

TABLE 1.-Number of Indian schools and average attendance from 1877 to 1898. a

a Some of the figures in this table as printed prior to 1896 were taken from reports of the Superintendent of Indian Schools. As revised, they are all taken from the reports of the Commissioner of Indian Affairs. Prior to 1882 the figures include the New York schools.

b Indian children attending public schools are included in the average attendance, but the schools are not included in the number of schools.

While this table shows a uniform and steady increase in attendance upon the schools, the natural query presents itself as to the value of the educational method pursued with these pupils. For the purpose of arriving at some definite conclusion, data upon the question was obtained from the different agents. They were requested to make a careful canvass of all returned pupils then living upon the reservations under their charge and submit a brief estimate of the character and conduct of each with reference to the results of their educational course at the school attended, together with such facts or conditions existing in the tribe on the reservation, or in its environment that generally help or hinder returned pupils. The data thus collected were collated with reference to the present physical condition of the returned pupils, and their efficiency as men and women in the ordinary relations of everyday life. The result was surprising, and will bear comparison with similar statistics from white schools. Of the pupils who had attended schools, although only a small per cent graduated, 3 per cent are reported as excellent, or first-class; 73 per cent as good,

or medium; while only 24 per cent are considered bad or worthless, and upon whom the benefits and advantages of school life conferred no appreciable results. The ratio of the good to the bad is remarkable from any standpoint, but is emphasized particularly as showing the value of an educational system which can in a generation develop from savages 76 per cent of good average men and women, capable of dealing with the ordinary problems of life and taking their places in the great body politic of our country. All these thousands of edu cated Indian boys and girls, speaking the English language, weaned from tribal customs and the iron bands of tradition, can not fail to exert a powerful and far-reaching influence upon the quarter of a million Indians scattered throughout the United States.

It has been suggested that the transfer of an Indian child from the free open-air environment in which he was born would have a tendency to break a naturally strong and vigorous constitution, weaken its vitality, and render the system an easy prey to disease. These statistics do not bear out such a conclusion, as 89 per cent of those pupils who have gone through the schools and returned to their homes are reported to be in good physical condition.

ATTENDANCE.

The enrollment and average attendance at the schools aggregated and compared with the preceding year are here exhibited for the fiscal year 1898.

TABLE 2.-Enrollment and average attendance at Indian schools, 1897 and 1898, showing increase in 1898; also number of schools in 1898.

Three schools transferred to the Government and contracts made for two schools which were paid by vouchers in previous year.

e Thirty-one public schools in which pupils are taught not enumerated here.

d These schools are conducted by religions societies, some of which receive from the Government for the Indian children therein such rations and clothing as the children are entitled to as reservation Indians

Statistics relative to Indian education among the Five Civilized Tribes and the Indians of New York are not included in the above table, as their schools are not supported from funds under control of this office. There were conducted during this past year 297 Indian schools under various auspices, of which number 242 were exclusively controlled by the Indian Department, an increase of 8 in the number of Government schools. Two nonreservation boarding schools at Fort Bidwell, Cal., and Chamberlain, S. Dak., and 3 reservation boarding schools at Rosebud, S. Dak., Warm Spring, Oreg., and Red Moon, Okla., have been established. New Goverment day schools have been organized as follows: San Ildefonso Pueblo, N. Mex.; Shebits, Utah; Independence, Cal.; and 5 on Pine Ridge Reservation, S. Dak. The day schools at Lac Court D'Oreilles and Odanah, at La Pointe Agency, Wis., which were formerly conducted under contract with the Catholics, have been leased from their owners and converted into Government day schools. The day school at Bay Mills, Mich., formerly a Protestant contract school, has been similarly equipped and conducted. The Tonasket Boarding School for the Colville Agency, Wash., having been destroyed by fire, has been discontinued, until arrangements can be perfected with the War Department for the transfer of old Fort Spokane, which has been abandoned by the military. Proper proceedings are now pending for its conversion at an early date into a boarding school for this reservation, it appearing from reports to be admirably located and adapted for this purpose. On account of its proximity to the Crow Agency Montana Boarding School and the dilapidated condition of its buildings, the Montana Industrial Boarding School has been abandoned, pupils and property being transferred to the agency school. The day schools formerly conducted for the Iowa Sac and Fox Indians and for the Warm Springs Indians at Simnasho, Oreg., were discontinued, by reason of the construction of new boarding schools for these Indians. Not receiving sufficient support, the following day schools have been discontinued: Bullhead, on Standing Rock Reservation, N. Dak.; one school on Rosebud Reservation, S. Dak.; Toppenish, on Yakima Reservation, Wash., and two schools on Eastern Cherokee Reservation, N. C.

It is gratifying to note that the net decrease in enrollment of 608 pupils and 586 in average attendance, as shown by the annual report for the fiscal year 1897, has been changed into a net increase of 1,361 and 1,239 enrollment and average attendance, respectively, for the present year. This increase is especially satisfactory in the regular Government schools, where 1,296 more pupils are enrolled than for the previous year. The reservation boarding schools show the largest gain in this respect, where the increase of 765 for the present year is contrasted with the decrease of 377 last year.

Observing that the schools located on the reservations during the last year had not increased in the natural ratio expected, more vigorous measures were instituted. Agents were urged to greater exertions