REPORT OF THE COMMISSIONER OF INDIAN AFFAIRS. OFFICE OF INDIAN AFFAIRS, Washington, D. C., September 26, 1898. SIR: The Sixty-seventh Annual Report of the Office of Indian Affairs is respectfully submitted. APPROPRIATIONS. The act providing for the current and contingent expenses of the Indian Department and fulfilling treaty stipulations with various Indian tribes for the fiscal year ending June 30, 1899, appropriated $7,653,854.90, an excess of $222,234.01 over the amount appropriated for 1898. The different objects of appropriation are shown by the following comparative table: Appropriations for the Indian service for the fiscal years 1898 and 1899. The variations in the different items for 1899 as compared with those for 1898 are as follows: The following items, though appearing in the Indian appropriation act, being made to accomplish special purposes, can hardly be considered as part of the regular expenses of the service: Surveying Cheyenne River and Standing Rock reservations. 23,000.00 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 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. 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 governmental 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 24,004 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, |