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United States. Office of Indian Affairs / Annual report of the Commissioner of Indian Affairs, for the years 1921-1932
([1921-1932])

Report of the Commissioner of Indian Affairs to the Secretary of the Interior for the fiscal year ended June 2, 1921,   pp. [1]-69 ff. PDF (26.8 MB)


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COMMISSIONER OF INDIAN AFFAIRS. 
ART. V. It is the purpose of this amendment to place all Indian children
in 
school, either public or private, or in schools maintained by the United
States 
for the benefit of Indians, as far as facilities are provided. 
Any part or parts of former regulations which may in any way conflict 
with this amendment are hereby revoked. 
Furthering the incentive of placing Indian children in public 
schools, tuition is being paid for each pupil whose parent is a non- 
taxpayer and where the pupil is not less than one-fourth Indian 
blood. Tuition being paid is based on the cost of education of white 
pupils in the schools where the Indians attend. 
Thus in spite of the fact that there are a large number of children 
in the 'outhwest who must be provided with school facilities, it is 
hoped that annual gratuity appropriations need not be increased, 
and in fact may after a few years be decreased, because so many of 
the Indian children elsewhere may be placed in public schools and 
because in certain sections of the country Indian day schools may 
be transferred to State control and be maintained as public schools. 
Another means of reducing expenditures for the maintenance of 
Indian schools will be the building of more Indian day schools, or 
enlarging day schools where the school population can be thus cared 
for. For instance, the Pueblos and the Hopis could all attend day 
schools, because they live in villages. Their day schools should be 
enlarged and their courses should be extended to include six grades, 
and all of the children of these tribes should be required to attend 
these schools until they complete the sixth grade. Thus capacity in 
the boarding schools now occupied by these children would become 
available for Navajos and others whose home life makes day schools 
impracticable for them. While attending day schools Indian children 
are largely supported by their parents. 
The day school is the means of gradually withdrawing gratuitous 
support from the Indians. It gives them little or no aid in clothing 
and subsistence, but it carries civilization to the great mass of Indian
homes, while other types of schools do not afford this opportunity so 
well. The influence of the day schools, planted almost at the door 
of Indian homes, is not limited to the children alone, but reaches out 
to the parents and entire community, and every day leaves its per- 
manent mark. It becomes when properly equipped, managed, and 
in the hands of competent teachers the center of community interests. 
All kinds of helpful activities in farming, dairying, gardening, stock 
raising,.cooking, canning, sewing, nursing, household management, 
,and sanitation may be and are being introduced into these communi- 
ties, thus increasing the assets of the Nation by improving farming 
areas and the saving of many lives. 
The day school is a means of educating children in the subjects 
commonly given in the public schools without interfering with the 
natural and normal relation between children and parents, as the 
case must be when children are placed in school where they can not 
return home each night. 
ScmooLs CLOSiD.-During the past year the following boarding 
schools have been closed: Crow Creek and LowerBrule in South 
Dakota; Yakima, Wash.; Cass-Lake and Leech Lake in Minnesota; 
and Crow, Mont. The pupils from these schools have*been or will 
attend either Indian day schools, public schools, mission schools, or 
be transferred to near-by Indian boarding schools. 
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