DUKE UNIVERSITY LIBRARY Digitized by the Internet Archive in 2015 https://archive.org/details/informationconce01unit_0 \ { Information concerning the UINITED STATES INDIAN INDUSTRIAL SCHOOL at Carlisle, Penna. Gontdiniii^ a Brief Outline oi What it Is, and M'hat it is Aocomplishin^ 1879 29th Y EAR— 1908 Piibli«»hed by the School Printed by Indian -Apprentices Officers of Administration and Instruction ADMINISTRATION Major W. A. Merger. 11th Cavalry, U. S. A., Supt. J. R. WiSB, Assistant Superintendent, August Kensler, Quartermaster. S. J. NORi, Clerk. A. E. SCHAAL, Clerk. Ella F. White, Assistant Clerk. Will H. Miller, financial Clerk. Mrs. Allah E. Saxon, Matron. Mrs. Nellie R. Denny, Clerk. Mollie V. Gaither, Girls' Field Agent. James E. Henderson, Boys^ Field Agent. ■ FACULTY AND OFFICERS t John Whitwell, Principal Teacher. i Hugh W. Taylor, Teacher Agriculture. Mariette Wood, Smior Teacher. John L. Walters, Teacher. Chas. N. Willard, Mart A. Yarnall, " Hattie M. McDowell, " Amelia McMichael, Teacher. Frances R. Scales. Mrs. E. H. Foster, Lydia E. Kaup, Emma K. Hetrick, " Lida M. Johnson, A. Belle Reichel, " Dora S. Leoronk, Cora B. Hawk, Normal Teacher. Angel DeCora, Native Indian Art Teacher. Bessie B. Beach, Librarian. C. M. Stauffer, Band Leader. Karl H. Baker, Printer. M. L. Lau, Carriagemaker. Wm. C. Shambaugh, Blacksmith. Chas. H. Carns, Painter. Abe Colonohaski, Tinner. H. Gardner, Carpenter. John A. Herr, Carpenter, Wm. Nonnast, Tailor. Officers of Administration and Instruction— Continued M. I. Zeiqlkr, Harnessmaker. W. S. Dtsert, Assistant Harnessmaker and Cobbler. Harry B, Lamason, Mason. Reinholt H. Hoffmann, Florist. Ella Albert, Laundress. Mrs. Ida Boger, Assistant Laundress. Minerva Shultz, " " Flora McCartey, " " Mrs. B. Canfield, Seamstress. Beckie L. Goodyear, Asst. Seamstress. Susan Zeamer, " " Elizabeth Searight, " " William Stimpel, Disciplinarian. Wallace Denny, Asst. Disciplinarian. Louis Felix, Harry M. Carter, " " Mrs. Allie B. Carter, Asst. Matron. Jennie L. Gaither, Matron. Mrs. Estelle M. Armstrong, Asst. Matron. Elsa a. Matham, Asst. Matron. Alice A. Van Deman, Asst. Matron^ Lizzie James, Cook. Marie McCloud, Asst. Cook. Nekifer Shouchuck, Baker. Dr. F. Shoemaker, Physician. Lucretia T. Ross, Nurse. Olive Webster, Hospital Cook. Harry F. Weber, Engineer. George L. Gottwerth, Fireinan. Marion DeWalt, " George Foulk, Teamster. Norman H. Justus, Farmer. Mrs. Mae Justus, Housekeeper. William B. Gray, Asst. Farmer. Norman Egolf, Dairyman. Mrs. Elizabeth Egolf, Housekeeper. NON-OFFICIAL POSITIONS Glenn S. Warner, Athletic Director and Coach, Alfred M. Venne, Gymnasium Instructor. INDIAN EDUCATION THE history of the human race is an evolution or development. The Eastern peoples seemed to have reached a mature state first. The course of progress as well as of Empire was West- ward. When Columbus moved by the desire for discovery, wealth, prestige and conquest, pushed boldly across the unknown seas, and discovered the outlying islands of the New Continent, he discovered what seemed to him far more valuable — a race of copper-colored people. Thinking he had reached the east coast of India he called the natives Indians. Upon his return to Spain having given his glowing account of the tropical fruits and rich mines, and delivered his ornaments of gold, he added also, "thousands of natives ready to become converts to Christi- anity." From that day until the present, attempts more or less wise and successful have been made to edu- cate and train the native American Indian for civilization and Christianity. >li8sion Schools The first attempt to give the natives the benefit of the higher development of civilization and Christianity was made by the Jesuit Fathers of the Roman Catholic Church in the North. After untold suffering, privation and self sacrifice, they succeeded in planting the seed which was in later days destined to bear fruit for the Indian race. These were soon followed hy other zealots of the several denominations 17 of Christianity represented in the colonizing schemes of the early colonies. Gradually the Mission Schools were increased, until there were hundreds of them scattered all over the sections inhabited by the Indian tribes. There are still many of them in existence doing excellent work in the development of the race. But their chief aim was religious training, and consequently did not cover the entire scope necessary to the high- est degree of efficiency. Day Schools The friends of the native Amf rican, for it is only of his friends that we desire to speak, then sought to place him upon an equality with their own children, before he was prepared for it. The plan was the establishment of schools similar to our public schools, and sometimes Indians were admitted into the public schools. But the results were not as satisfactory as its most sanguine advocates had anticipated. The Day Schools never furnished the opportunity of having the Indian away from degrading influences, long enough. They were not equipped for practical or industrial training, then, already deemed essential. Reservation Schools Now the Boarding School on the Reservation where the child is kept for a time somewhat removed from the siirroundings of the tribal life and conditions was tried. Here in addition to academic training was given also some Industrial work. But this school whilst it has done more for the Indian than the Mis- sion and Day School, has never removed him far enough from the baneful influence of the life of ease and luxury of the Camp. The allurements of the tribal and parental influence has always been a counteracting force making the child dissatisfied and preventing him from doing the best work. 18 Non-Reservatton Schools T^o remove the child from all these hindering influences and tn perfect the plan of practical or indu^^ trial training led to the establishment of the Non-Reservation School. Whilst this had difficulties, in re- moving the children to different climatic conditions, far from home and parents, involving considerable more expense in accomplishing its ends and maintaining the same, it has thus far proved to be the most efficient and successful. We here have traced the idea and not the chronological order of Indian Edueation. For in point of fact, the Non-Reservation School was before the Day and Reservation School period. Carlisle's Aim Such a Non- Reservation School is Carlisle Indian Industrial School, which in fact is the largest and oldest in the service of the Government. Carlisle does not attack any other method of Indian Education, but ohe stands ready to defend and prove by facts her own position. She has in the past, and does at present show the best results for the betterment of the Indian's condition. Her aim is Individualization. — The child is taken away from its surroundings in camp, the influences of which are immoral, degrading, slovenly, dependent and consequently tend toward helplessness. Tribal tissociation is displaced by individual segregation. The young Indian is brought into contact with other Indians of superior tribes and qualities, and realizes that it is now a matter of how much he will be able to do for himself. He is put into open competition with his more highly favored brother, and made to sink or swim. 19 Development by Personal Contact.— We believe tliat the best influence for development of character is association with such as have reached a higher dfegree of moral development. ' The readiness with which the Indian children imitate the conduct and ways of the white people, with whom they asso- ciate, and learn the lessons which elevate and ennoble, is proof of the sanity of our position. To further this idea, and to bring about these excellent results Carlisle has the Outing System which is simply development by personal contact. For this purpose we have yearly as high as 800 of the Indian youth under the influence of good, moral, economical, painstaking and consecrated white people. Some one has said, "It is not their natures that need changing but their habit of thought." This we know is best accomplished by the inspiration of personal contact with right thinking and living. By reason of this system the Indian youth is placed in close contact and under personal supervision of the highest type of Eastern civilization. Only after careful investigation as to the character and fitness of the person ap- plying for a boy or girl, are they assigned to them. A close and scrutinizing espionage is maintained over them during their absence from the school. A gentleman who is the Male Outing Agent, visits the homes where the boys are during the outing season. A lady who is Female Outing Agent, makes personal obser- vation among the girls. Monthly reports must be made to the school by the patrons, for which regular forms are supplied by the school. This system will be described more in detail at its proper place in this Statement. Practical — Our aim is to train the hand as well as the brain and the heart, consequently, we have our Department of Industries. This covers the following trades and industries: — Tailoring, Printing, Wagon-making, Blacksmithing, Horse-shoeing, Coach-painting and Trimming, Painting, Tin-smithing, Shoe-making, Harness-making, Carpentering, Mill-working, Plumbing, Brick-laying, Stone-masonry, Plas- tering, Cement work, P^'arming, Dairying, Poultry-raising, Horticulture, Sewing, Laundrying, Baking, 20 Cooking, and Photography. In each of these departments the students after five years* training become proficient and self-confident, which coupled with the practical application of each of these trades and indus- tries under the outing system, enables them to go into practical life equipped to take their place as wage- earners and bread-winners, or to maintain themselves in life's struggle. A department of Indian Art and Design has been established and is under the supervision of a native Indian artist of national reputation, Miss Angel Decora, a Winnebago Indian. Here the primitive Indian Designs, weaving, basket making and various other Indian handicraft are taught. A number of the Indian maidens have takon courses in large Eastern hospitals and take front rank in the profession of nursing. We aim to give a better opportunity for our girls to become trained nurses, and, anticipating the completion of our new Hospital, a class of nurses is already organized. Gradually we have been enlarging our military training and aim to prepare our young men for ap- pointment to the non-commissioned offices in the Army. With electrical and mechanical engineering demanding so many young men to-day, we ought to have facilities for larger military and engineering training, and hope to soon give this opportunity to the most promising and ambitious Indian youth. What we already have, will be descrilied in detail under each department of the Industrial training. History Carlisle is situated in the heart of the great Pennsylvania agricultural belt, nineteen miles from Har- risburg the State Capital, and one hundred and twenty miles from Philadelphia. This was a frontier military post in the early history of the Colonies. Here a treaty was made with the Indian tribes of Pennsylvania by Benjamin Franklin in 1753. During the Revolutionary War a number of Hessian prisoners were brought here after the battle of Trenton and incarcerated under military surveillance. For many years it was one of the chief Cavalry posts 21 and training scliools for Indian campaigning. In July I8d3, wken tke (Confederate Army Wag marciiing to-^ard Gettsysburg the town was shelled by Gen. Fitzhugh Lee and the buildings of the garrison, save the old Guard House were burned. In 1865 they were rebuilt. At midnight October 5, 1879, a party of 82 Sioux boys and girls were brought to Carlisle from the Rosebud and Pine Ridge Agencies, South Dakota, by Capt. R. H. Pratt, and thus began the training of the Indian far removed from home life and ties. Having in charge anumber of prisoners of war from the Kiowa, Comanche, Cheyenne and Arapaho tribes at Pt. Marion, St. Augustine, Florida, he conceived the idea of giving them training in the peaceful pursuits of their white neighbors. The old Army Post at this place was put at his disposal in 1879. From this small beginning the work grew until it has reached its present proportions. In July 1904, Brig. Gen. R. H. Pratt was succeeded by Major W. A. Mercer, U. S. A. , of the 11th Cav- alry, who was detailed for this duty and who had been in charge of five of the large agencies with about six- teen years experience as agent on the Reservations in the West and the Northwest, thus coming to this im- portant post, fully equipped to grapple with its many difficult problems, particularly as affects their home environment. During its history it has had 3,773 boys and 2,238 girls under its care, a total of 6,011 pupils. Present Equipment At present the School has the following Buildings. Teachers' Quarters, nine Quarters for Employee? and Superintendent, Administration Building, Dining Hall, Laundry, Photographic Studio, Girls' Quarters, Large Boys' Quarters, Small Boys' Quarters, Gymnasium, Academic Building, Guard House, Hospital, Stables, Athletic Cage, Industrial Building, Commissary, Fire Engine House, Large Athletic Field, and two large Bank Barns and Brif^k Farm Houses. The Campus covers an area of about 29 acres, with large trees, and a fine court for parade grounds, tennis and croquet courts. Two farms of fine limestone land directly adjoining the School on the East containing about 270 acres. The Printery is equipped with four Job Presses, and one Babcock Pony Cylinder Press, all run by elec- tric motors, various fonts of type from which is printed the official weekly The Arrow by the boj-s, under the supervision of competent instructors, also a paper cutter, card cutter, cabinets, etc. The Carpenter department is equipped with scroll saw, planer, turning lathe, circular saw, mortiser, tenoner, moulder, all run by electric motors. The Power Plant is equipped with four Geary water tube boilers of 150 horse power each. The Laundry with a mangle, two Avashers, two starchers. The Kitchen has three covered iron tanks and two <'opper boilers, where cooking is done linder forty pounds pressure: also four large steel ranges. In the Basement is the Bakery. An octagonal oven with revolving fioor of Ave liarrels of flour capacity a dough mixer, and cake and cracker machine. There are represented among the children 77 tribes from Florida to the Dakotas, from New York to Arizona, and from Washington to Alaska, consequently there is a diversity of religious interests. Students are encouraged to attend and unite with some church, if they are not already members. Proselyting is strictly prohibited. No change of church relations can be made except by written consent of the parents or guardians to the Superintendent. Attendance upon religious services is compulsory. Children who are Catholic are under the supervision of the local priest and an assistant, with several sisters, who are in charge of St. Katherine's Parochial School with the local parish. Instructions by the sisters are given on Monday evenings to the large boys, Tuesday evenings to the small boys, and Wednes- day evenings to all the girls. On Sundays at 9:30 A. M. attendance upon Mass in the local church. If the weather is favorable Mass shall be said at the School. In the afternoon 3:30 Sodality League of the Bless- ed Virgin. Sermon and benediction for all at 7:00 P. M. at the School. The Protestant children must attend morning services in their local church in the town; also Sun- day School in their respective churches, by the boys, the girls attending Sunday School in the School Chapel, taught by the teachers of the school. In the afternoon at 3:30 in the School Chapel a preaching service is held by a Protestant clergyman, which must be attended by all who are not Catholic, unless ill, and excused by School Physician. At 7:00 P.M. in the School Chapel there is a Young People's Prayer and Praise Service conducted by teachers and employees. On Tuesday evening the Y. W. C. A. holds a religious service in the Assembly Room of the Girls' Quarters. On Wednesday the Y. M. C. A. holds its service of Prayer, Praise and Bible-study. Both of these are attended voluntarily but never want for interested and enthusiastic worshippers. Thus there is thrown about the youth the proper religious environment and influence. No coercion but gentle suasion and kindly leading, are the religious influences. INDUSTRIAL TRAINING IN the discussion of this department, we remind you of the fact that our boys and girls must be pro- ducers in these industries, consequently not so much time is given to the theoretical and to the scientific study of each trade, as were possible if they would not be compelled to put so much time on the production side. Any student who will give five years of his or her time to any one of these industries during their stay here, will l)e able to reach a condition of independent living. Carpentry Mill Work — In it the boys are taught the different branches of the carpenter trade, as well as the making of furniture, mill work and wood work in general. Evtrything required for the school in wood work is made exclusively in our shop. We furnish all the mill work for our new buildings, all the hard wood for articles such as libraries and cabinets, chairs and tables are all furnished from this department and by the labor of these boys. We have in this department complicated machines for the manufacture of high grade work which the boys are required to become familiar with during their term, and they are thus enabled to compete on equal terms with outside expert mechanics. Exercises in planing, nailing, boring, sawing, gluing, making joints, dovetailing, turning and other necessary elements in cabinet making and carpentry. 25. We employ in this department an average of about fifty boys, ranefing in age from 12 to 21 years. These boys, as in other departments, are detailed to attend school one half the day and work in the shops the other half day. During the two months in summer the boys are hired out among the farmers, and the force in the department is cut down to about 25. The school term being five years, and the boys being de- tailed but one half day in the departments, two months of summer being spent on farms, the average time each boy has to learn his trade does not exceed two solid years. At least 2.^ per cent of these boys, not- withstanding the limited time they have in which to learn their trade, go out from the school expert me- chanics, able to compete as carpenters and wood workers with any they meet outside, and a young man from this department, very recently was offered and accepted a position in the Pennsylvania Railroad shops at Altoona at a salary of $1000 a year. Construction — A force of boys ranging from 12 to 21 years of age are under the direction of the Master Carpenter. There are manv repairs and considerable new construction going on all the time. The boys are taken like any apprentice and put through the same amount of work, covering two years, when they become efficient workers. Five years of W or on outside construction makes them competent journey- men. They can plane, lay off and execute regular carpenter work. — Running lines, setting batters, level- ing, squaring, framing-sills, studding, joists, rafters, sheathing, shingling, weather-boarding, setting door and window frames, hanging sash, blinds, doors; and all necessary carpentry. In the carpenter shop are 12 double benches, each side having a vise and three tool drawers. Each bench is supplied with the usual number of saws, planes, chisels, bits, braces, etc. There is also an excellent equipment of machines, viz. mortiser, tenoner, scroll saw, circular saw and borer, planer, moulder, and lathe. The machines are run by individual motors. ; _ Instruction is given in care of fire, kinds of fuel, proper heat, care and use of blacksmith's tools, drawing out, upsetting, bending, twisting, punching, cutting off, welding, brazing, tempering, annealing, heading and threading bolts, riveting, hack-sawing and tire-setting, — complete carriage and wagon smith- ing. Especial attention is given to horse-shoeing. — Stripping and preparing foot to receive new shoe, nail- ing in place to give correct lines to agiee with pastern bone. Making special shoes to overcome defects in feet, corns, contractions, quarter-cracks, etc. Also to shoe so as to overcome interfering, stumbling, knee-knocking, etc. This shop is equipped with eleven stationary forges and three large drill presses and vises. Near each forge is a 120-lb. anvil and a tool bench. Each bench is supplied with the usual sledge and hand hammers, swages, tongs, punches, etc. Carriage and Wa^on I^akin^ Instructions in the use of tools and care of them as in the carpentry department. Plaining, squaring, marking, mortising, tenoning and framing, instructions in the names of every part of the buggy, carriage, surrey, cabriolet, or wagon. To make a detailed drawing of the body or gear which is to be made; then the young man begins the construction of the body or gear, taking great pride in his work usually, and after two years in the shop, the ordinary boy can construct a body from the rough plank, equal to any mechanic. The several iron parts are also explained as the blacksmithing department is closely related and nearby. 27 tioaGb Painting and Trimming iiistrnctions in filling, priming, glazing, rubbing out, putting in color, color and varnish, rubbiii^ varnish, striping, ornamenting and finishing. Instructions in measuring and laying out cloth, filling, tufting, sewing and covering top and bows. This shop hasten benches each having a coach-maker's vise and the necessary number of saws, planes, bhisels, bits, braces, drawing knives, spoke shaves, etc. Painting House Painting — Inside and outside, graining, natural hard wood finish, varnishing, polishing and enameling, sizing and kalsomining. The mixing of paints and bases of tints and colors is taught, as no ready mixed paints are used. Theory of paints, manufacture and adulteration. All the buildinirs on the grounds are painted inside and outside, all kalsomining is done as supplemental practical application of training in paint shop. Sign Painting— Instructions in laying out. cutting, studying styles and names of letters. Plumbing and Steam fitting This course embraces instruction and practice in all lines of piping and connections necessary for the heating of the buildings, about 10, 000, 000 cubic feet, connecting up engines, boilers and dynamos. Prac- tice in care of boilers and steam engines, drawing and banking fires, regulating water supply and draught, steam pressure, blowing flues, and everything necessary to first class engineering and firing. 28 ^his includeB all sanitary drainage, the care of 85 closets, 75 bath-tubs, 20 stationaryvvash-stands, Vf feinks, 19 laundry tubs, and 18 kitchen tubs. There is also opportunity to study some machine work. All repairs to farming implements, Printing Presses, Laundry Machinery, Mowers and Sewing Machines are made by the students in this department. Tailoring The work in this department consists chiefly in making uniforms for the school, working clothes for boys, and civilian suits for the graduates. The course is divided into three grades, not necessarily years, but a completion of each grade before the pupil is advanced to another grade, as follows: — 1st. Practice is given in stitching, in order to accustom him to the use of the needle and thread, be- ginning with the running stitch and backstitch, this is followed by other stitches and the making of button- holes, and this in turn by practice on the sewing machine. After he can do this fairly well he is given work on repairing of that kind which does not require a great amount of skill. Hb will repair his own clothes as well as those of other boys. 2nd. Having become more proficient in the use of the needle and sewing machine, he will begin to make trousers. At all times stress is laid on having him work carefully rather than rapidly, and basting is insisted on, as good work cannot be done Avithout it. Bv actual work he is taught the cleaning ®f clothes, and the various w. . s of removing stains, dirt, dust, etc., as this is an important part to be learned in the trade, and for which material is never wanting. Connected with this work is pressing and repairing of an 29 order requiring more skill. To encourage him at this stage of the Work, each boy is allowed now and then to make from measure a pair of trousers for himself alone. Next he is put to work on coats; plain uniforms first, then officers' and civilian's clothes. Careful attention is given to making vests, making welt, patch and faced pockets. Between times he is given lessons in the taking of measurements and drafting patterns for trousers in the diiferent styles. 3rd. After he has shown marked improvement and proficiency in making coats, he will take measure- ments and draft patterns for coat, overcoat, Prince Albert and. other styles. First proportional measures are used, actual measurements after that. He is taught the different scales and measures from the square. Special instruction is given the boy in cutting by pattern, how to lay the pattern on the cloth and in cutting trimmings impressing him constantly with the necessity of economy of materials. Then he makes up the coats he cut, for the try on, tries them on himself, drapes them, marks the needed changes and so gets fa- miliar with the different alterations. The drafting is kept up until he is able to draft without further in- struction. Much practice is had in civilian work by boys buying cloth in the town and then having it made up in the tailor-shop. From time to time talks are given on estimating materials and costof suits, the study of fabrics, the purchase of goods and details of running a business successfully and business etiquette. The boy is first instructed how to make a wax end, the twisting, waxing and number of stands used in making it, which vary according to the weight and thickness of the work to be sewed. The awl is ex- plained; how to set it for stabbing holes for the best results. Several strips of leather are tacked together and the boy is shown how to sew. This is kept up till he learns to draw every stitch with uniform tension and distance. Then he is prepared to stitch different parts of the harness. He is taught the names of the different parts as he sews them and by the time he is through with a complete set, he has the names of all the different parts required in a complete set of harness. 80 2nd. He is taught how to blacken the edges, wipe them smooth with a cloth, crease them with a tool called a creaser. He is shown how to select the right size creaser that is suited best for the straps he is about to crease. Different width straps require different size ereasers. 3rd. He is taught how to skive laps, puneh buckle holes in the different straps at their proper places, how to select and prepare loop leather, how to fit up and tack the different parts together, place the rings and buckles in their proper places; it is now ready for sewing. 41-h. He is taught how to cut out a complete S(-'t of iiarness, the ring lengths and widths, how much to allow for Ifips, the names of the different pai ts required to complete a full set of harness. He is also tanght when learning to cut harness, the importance of ]-)raeticing economy; how to select his leather best required for the job he intends to build, what pnrt of the side from which to get the leather, best adapted for that particular part of the harness for dnr.-!l>ility niid service. When the haimess are all sewed, he is shown" how to di-essand finish the work, to put it in ;i ninkretable condition, by ridibing the sewing smooth with a tool called a slicker. He blackens the stit<-hes with edg<- ink, lets it get two-thirds dry, then wipes it Avith a cloth, sets up his loops and creases them .-ind finishes his harness with gum ti-agicanth which he applies with a sponge and rr.bs it with his hands till it gets glossy and j-niooth. It is now ready to be buckled to- gether for use. 5th. The boy is shown, as he moves along at his trade, howto repair and care for harness, the im- portance of keeping them clean and well oiled to preserve the wearing qualities. Work benches surround the shop on all sides. Thei'c tsre sixteen seAving horses, besides cutting, fit- ting and finishing tables. This department is supplied with all the tools essential to a well-equipped shop making hand-made harness . 31 In this Department the boys is taught First—To make a wax end and twist a bristle— to sew straight seams; then the use of tools on repair work, also how to keep them in order. Secondly,— -Cutting and fitting uppers, lasting, stock-fitting, second lasting, trimming, heeling, hand welt repairing, sewing in linings, punching and putting in eyelets, measuring the foot and fitting, sand papering and finishing. Both men's and ladies' shoes are made. All our work is done by hand except the sewing of soles which is done by a McKay solesewer run by foot power. Much repair work is done so that a boy after three years in the shop can do all kind of work by hand connected with this business. In addition to cutting and finishing tallies and colililing benches, this shop has five tallies each equipped with four jacks, each table thus accomodating four apprentices. Besides the usual equipment of tools there are the following machines: 1 McKay Sole Sewer, 1 Eyeleter, 1 Chanceller, 1 Rolling Machine, 1 Seiving Machine and several Sewing Machines. PSasterm^, f^asosiry. Bricklaying and Gemeniin^ In these branches of our industrial training especial attention is given to the practical side, in actual (construction work. Pi.A"^ TERixii is taui.>;ht in shop and also in pvactice. Making movtar, putty, the use of of hair, lath- ing, plastering walls and ceiling; plastering to ground and to finish; and sand finish. All the new build- ings are plastered by this department under a Master Mechanic. 32 Bricklaying — Proper use of ordinary bricklayers' tools, making mortar-beds and boards, building scaffolding, screening sand, slacking lime, use of coloring material, selecting brick, choice of lime and sands, spreading of mortar, cleaning brick, laying brick pavement, use of stretchers, headers, laying piers and setting window and door frames, trimming joints with pointing trowel and straight-edge, laying oft building arches, chimneys, stacks, cleaning brick with acid. Masonry — Use of tools, making of mortar, dressing up stones, laying of foundations, pointing, and all practical work in this line. Much practice in actual building. Cementing — The laying of granolithic or cement pavement is taught. Excavations, framework, grouting, proportion of crushed stone, ccuent and sand, screening stones, time allowed for setting. Mix- ing fine grade of screened stones, cement and ^^and, levelling, marking, top coat of cement and sand, finishing, building curb, removing frame, care of pavement until hardened. Estimates of cost per square yard, etc. Also the molding of artificial stone or cement blocks for trimming and building purposes. Tin Shop The work in this department consists of tin and sheet metal vessel making and tin roofing. The shop is well equipped with tools and machines, among which are folding machines, edging machines, forming ma- chines, turning machines, setting-down machines, beading machines, toogs, .seamers, snips, bench shears, stakes, etc. The apprentice is taught the use and care of tools and machines. How to make small articles such as cups, soap dishes, napkin rings, dippers, pans, stove pipes, elbows, putting together tin for roofs, and the making of large vessels. Ihey are likewise taught how to lay flat and standing seam roofs with valleys, putting up gutters and conductor pipes, and all kinds of repairing. 33 the ^pfntep^ With a purpose to occupj' a field of usefulness which is untouched by most of the other schools, and with a plant that is in itself a source of education and inspiration to a student, the class in Printing is one of the features of the Carlisle Indian iScLool. The purpose of this industry is to increase the artistic and industrial capacity of the student, thereby adding t . his worth to himself and his employer. The newspaper proprietor, the publishiug and commercial printing concerns know >..f the hindrances whioh stand in the way of the youth who talies up the printing trade as an apprentice. In lime the apprentice comes to a realiza- tion of the narrow opportaniues which have come to hioi in his efforts to acquire a thorough, general know- ledge of printing. On every hand in newspaper plants, with commercial printing attatehed, where many or few youths may be employed, and who in too uumy instances are otriving to learn the intricacies from some One who is an incompetent teacher. Going into the larger printing establishments of the cities, one finds that the youths who are learning the trade are being turned into specialists — job printers, machine compositors, and pressmen. In recent years there has come a wonderful change into the character of the printing trade. It has developed to the point where it is nearer a profes:ion that any orherkind of trade, with alliances reaching into photography and drawing. In color printing the calling is taking on n«.w valuer, which lift it into the place of art. But opportunities for ambitious young printers have not kept p^ce with this general advancement. The class in Printing of the school purposes to open wide the door co such students. During the period of instruction, the School undertakes to polish off the students, and make higher newspaper and book compositors of them; make them adepts in setting display advertisements, and the artistic side of job printing is extensively dealt with. The range of instruction includes book and job composition, stone and press work, feeding, color 34 work, display advertising and a general run of commercial job work such as is found in all printing offices throughout the country. Tlie course covers four years and is only op3a to the students of the advanced grades. A weekly paper, "The Arrow," is published by the apprentices and all the printing required by the ia- stitution is executed at the Printery, thus giving the students practical instruction in their chosen line. That the Indian youth make good priuters is mainfested by the fact that many of our graduates are employed in Philadelphia, Chicago, and other cities, and are giving entire satisfaction, The Printery is equipped with four modern job presses, a Babcoek Cylinder Press, paper citter, and an assortment of modern job type sufficient to impart iustruction in all classes of printing. Photography In the well equipped photograph gallei'y, a limited number of students are taught the theory and practice of this art, in the followin;^' order: First lessons in Printing. The use of the different kinds of paper. Printing out developing paper and proper mounting for different sizes of photos. Secondly. — Developing and Toning. Treatment of Printing out paper, earing for plates, use of dark room . Thirdly. — Retouching. Fourthly. — Use of camera, adjustment of screens and curtains. Taking of portraits, position of subject, pose, etc. Out-door work, focusing, selection of object and perspective, length of exposure, etc. By this time he becomes a good operator, retoucher and all-round photographer. During the various steps he is taught the component parts of the chemicals used in developing. 35 The Kitchen With the equipment already referred to, is in charge of a head cook, with an assistant, an Indian boy. — Fonr other boys work in the kitchen on alternate weeks. All the food for the large Dining K-oom is prepared in the Kitchen. The vegetables are all prepared by tlie girls and sent to the Kitchen for cooking. In the Teachers' Club, the large girls get praciieal training in cooking. They serve one or three months in this capacity. An opportunity is afforded them to learn all sides of domestic cooking, and caro of family table and dining room. Bakery In the basement of the kitchen is the liakery, the head baker being a Cherokee Indian with eight In- dian assistants. The bakery has the following equipment of machines: 1 16-ft. rotary bake oven. 1 Triumph, 4. bbl. dough mixer. 1 Queen City continuous feed-wire- cut cake machine. 1 Day's economy round post cracker machine. 1 No. 3 safety dough brake. They bake daily 875 loaves of bread, once a week about 750 rolls, and weekly about 500 pies. The Dining Hall This is a large, well-lighted and ventilated room seating about 1000 children. There is a matron and an assistant. The tables are arianged to accomodate ten pupils each. All the tables are kept clean and in order by a detail of girls one to two tables for a month at a time. All food is placed upon the tables by them at the meal hour. Five girls serve as waitresses during the meal. Grace is said or sung at every meal. 36 Agriculture Panning is taiaght mostly from the practical side. There is a difference in farming on a small'farm of one hundred and fifty acres in the hilly, mountainous regions of Eastern Pennsylvania, New Jersey and Delaware, as compared to the section ranches of the broad prairie lands of the West and Northwest. But fundamentally agriculture is the same the world over. There is this advantage, however, in being trained on a small Eastern farm, the thorough manner in which the Eastern farmer studies his limited acreage and husbands his resources to get the best results, the studious manner in which he cultivates every foot of the small farm to produce large results, will not only give him superiority over the extravagances and oftimes wasteful practice of his Western brother, but also enables him to get greater results from the broad acres of the large prairie ranches of that fertile region. The chief difference is in the rotation of crops consequent upon the difference in soil. Economy is the primary law of farming in the East. On the nearly 300 acres of farm land adjacent to the school, and part of it, as well as among the hundreds of thrifty, well-to-do farm- ers of the East through the Outing, the Indian boys who take up this line of work become agriculturists who will be able to take care of their allotments on the Reservations, as many of their white neighbors can- not. This instruction in farming consists of care of farming iinplements and machinery, stock, fences and buildings. A study of various soils and their peculiar requirements, fertilizers, comparative values, and uses. Tilling and cultivating of soil, seeding and planting, rotation of crops, so as to preserve the (juality of the soil and produce best results. Cultivation of growing crops in season. Destruction and annihilation of weeds. Drainage and re- clamation of so-called "waste tracts," harvesting and thrashing, housing crops, and preparing them for the market, caring for feed so as to preserve its nutriment longest, and better fit it for its intended purposes. 37 Time for marketing crops, because of shrinkage. Best methods of destroying insects, weevil, scale on fruit trees, etc. In short how to make an acre produce the largest crop, and bring the most money. With this practical training among the many different and highly successful farmers under the Out- ing, the Indian lad is prepared to take up his own farm and with the best ideas on farming bring out of it results which are amazing. He will eventually be able to show his brother in the West how to hold up the standard of production after his naturally fertile soil will have gone into decay. Eastern thrift, frugality, economy, perseverance and hard labor, will have its effect upon the future of the Indian farmer of the West. Lectures on agriculture, dairying, poultry raising and stock raising, are given in the class rooms in the Academic Depaitment, by a graduate Professor in Agriculture. Sewing The work in the sewing department is divided in four grades. First — Is the darning class for the small girls and the beginners. Here we fiist teach them the use of the thimble, and needle, which thev master in a very short time, and then they are taught how to darn, as all the darning is done in this class for the boy?.. When the darning is finished for the week, they take up plain simple sewing, such as towels, napkins, table clothes, sheets, pillowcases, skirts, and iron holders, basting all the hems first and stitching them on the machine. The small girls are required to do all the cut- ting for this class and complete the course just as nearly as it is possible. Skcond — Instructions in all kinds of repairing of clothing. After the mending is done for the week they take up their sewing such as night-shirts, drawers for boys, and check aprons and gowns for the girls which must be made in large quantities. 38 Third Grade which we term is the plain sewing class, flere they must cut and make about 3000 shirts for the boys each year, and gowns, white aprons, curtains, drawers, and all the more advanced plain sewing. Fourth Grade — The dressmaking class, where we teach cutting, fitting and the making of the school uniforms and work dresses. The seniors are taught drafting and the making oJ: useful patterns. We also teach them how to tuck and shir thin materials and fancy waists and skirts. When they have completed the course they are capable of going out and making a good living doing plain sewing in families or at plain dress-making. - . The Laundry During the winter ten thousand pieces are washed, ironed and delivered to the various Quarters each week, necessitating a girl's learning to do all grades of work when she is first detailed here. If she is a new girl, without experience in laundry work, she is put in charge of a competent Indian girl who watches her work closely, teaching her to iron carefully seams, gathers and many parts which she naturally neglects. These girls are very patient and painstaking and at the close of a week's tuition the new girl develops a pride in her work which leads with practice to efficient work. Each girl does a certain amount of washing which is supervised. The flannels are all washed by hand which gives the girls a knowledge of handling de- licate mattrials, temperature of water to be used and the final pressing. A special detail of four girls each morning and afternoon, spend six weeks as assistants soi ting and counting clothes, making starch, starching collars, sprinkling and folding clothes, some in this detail have learned the washing machines and been able to operate the washing department with little supervision. Small boys also play an active part, dusting and oiling machinery, taking care of the fire, folding and mangling and assisting in many ways. Some are very 39 careful in their work and have remarked after taking up a trade that they learned to work in the laundry. All the children are urged to do their best and with close attention to their work, with the experience gain- ed during the Outing and the training received at the school laundry most of them become excellent laun- dresses. Horticulture and Green House Work We have a modern equipment in the greenhouses, with everything necessary to successful work. In- structions are given in the different methods and processes of flower culture. Proper kinds of soil andsuitabie fertilizers, with their component parts — time and manner of planting sowing seeds, cultivating and keeping favorable conditions for plant growth. Hybridizing as a means of improving and producing new varieties — selection, planting and cultivat- ing shrubbery; budding, grafting, propogating and pruning trees for lawn or orchard; To instruction will be added the opportunity for practical application of this knowledge, by actual experience on the large campus and orchards of the farms. Instruction and practice in decorating and beautifying grounds with a view to arousing aesthetic tastes and ambition to improve and beautify surroundings of his own home. Trucking and gardening is under the supervision of this department and abundant opportunity af- orded to learn invaluable lessons in gardening. Poultry Raising and Dairying Instructions in setting hens, and also in hatching with incubators. 40 SeleetLonof eggs, Time foL- hatcMng, Temperature of incubators, Cleanliness, Kind of feed best ad- apted CO chicks and best for old hens, Care of eggs, Treatment of diseases common to poultry. Roup. Rip. Canker, etc. At present the flock numbers about 2,000. This department has fuur large poultry houses, a large br^^oder house and four incubators having an average capacity of about loO eggs each. Dairying Milking, Separating cream by hand separator. Churning. Care of milk, cream and butter. Care of herd. Feeding, Cleaning bedding. Treatment of common diseases among milch cows Time for weaning and care of calves and heifers, Selections of feed and its preparation to produce best results A herd of about 50 cows are used on the farm for production and practical training. The Dairy has a Sharpies' Tubular Separator and a large churn which are run by a gasoline eno-iue The engine is used, also to run a pump which supplies water to the farm house, barn, milk house, ete^ Supply Department The personnelle of it consists of one Quartermaster, with pupils to assist. It provides everything: — clothing, provisons, feed for animals, material for farms and shops All supplies are estimated for. on annual estimate for 1000 pupils and «.3 employees, and 1-30 head of stock. 41 I'ro vision -5 are mostly bought by contract at C^arlisle in fall season in order to make selection from new crop. The table of pupils is supplied with great variety of food; i. e. Bacon, Beef, Veal, Pork and Codfish, Eggs, Butter, Milk, Beans, Rice, Hominy, Oatmeal, Barley, Flour, Corn meal. Potatoes, Onions, Coffee, Tea, Cocoa, Sugar, Syrup, Vinegar, etc. In winter Canned Corn, Peas and Tomatoes, in summer Lettuce, Peas, Cabbage, Radishes, Spinach, Celery, Pumpkins, Rudabagas, Asparagus, Cucumbers, To^ matoes. Sweet corn, etc., Fjuit, A{ples, Strawberries; in addition to above. Raisins, Currants, Apples green. Apples dried. Peaches dried. Prunes dried, are purchased by contract in November each year. The Bakery employs one baker and eight assistants,- — all Indians. Tliey have fine machinery to furnish wholesome clean bread, a rotary bake oven, a dough^mixer, a cake and a cracker machine. We on an average bake J- barrels of flour daily. Usually bake during week in addition to bread 320 pies, 1500 rolls, 1.1 pans cake, 15 pans corn bread. Ottr Kitchen employs two cooks with eight boys as assistants. OVR DiNiN(} Roo.Ai is presided over by two Matrons who also instrU(;t g'irls preparing vegetables foi' kitchen, washing dishes, etc. Oar dining-room seats 1000 pupils. Health Depdrtment It is with a good deal of pride that we point to the health conditions at Carlisle. The School is beauti fully located in one of the most fertile and healthful valleys in southern Pennsylvania, surrounded by" picturesque mountains and streams. The climate is temperate, with neither excessively hot summers not very cold winters. ■ , ^ ^ The building's are for the nio>t part old but fommo. Ik )us, and well kept, and i-eadily vciitil;ited. Tht-y are lighted by electricity and heated by steam heat from a central plant. The school is supplied with an excellent sewerage system and the grounds, which ai-e beautifully laid out in walks and cai i iage di ives. are kept scrupulously clean at all times. The hospital maintained at the school has a capacity of lifty patients and is fairly well eqnippi d. The second story of the building is devoted to the use of the male patients while the girls occupy the lower floor. It has its own kitchen and can furnish any special sick diet that may be prescribed. The amount of sickupss here is not excessive which is due. no doubt, to the good sanitary eonditions of the school generally as well as to the fact that the students in attendance are provided with a generous and wholesome diet of meats, vegetables, milk, cereals and fruits, are well clothed, and have excellent bath- ing facilities. The athletic sports which include baseball, football, tennis and basketball are indulged in liy a large number of the boys and are conducive, in no snuiU measure, to the general good health and well be- ing of our students. With the exception of tuberculosis there are comparatively few cases of sickness here of a serious na- ture. Although tuberculosis is one of the most widely distributed of all diseases, yet, considering the large number of pupils attending the school from all over the country, and the natural predisposition of the raee to it, the number of cases of this disease is not large. At present there are no cases of tuberculosis under treatment at the school. The climate of this section of the country is not particularly unfavorable for the outcome of cases of consumption as this disease is now known to be successfully treated in crowded tenement districts of Bos- ton, New York, Philadelphia and other large cities of the east. 48 A new featiire recently iiitrodaced here is a eourse of instruetio'n in nui'smg whu'h is being givTfl at tlie liospitai to a limited elass of girls showing an unusual adaptability to the work. The dental work reifuired by the students is now also being done at the school hospital. Arrange'' ii]t,'t)ts luve bven uit.«le with two dentists of ( 'urHsle by whieh each inaki's ivgnlar vreckly visits to the (^ehoolj / \/V\. 44 The rooms of the first three gi-ades are grouped into two divisions. The brighter and more evenly 'developed pupils constitute one division. If teachei's can do more effective work by dividing these classes into two groups and alternating some of the recitations for each session they do so; but ordinarilly it is found best to have half of each grade composed of the brighter pupils, and the rest of the grade classified So that the lower and less-gifted pupils be grouped by themselves, in the more difftcult subjects, thus hiaking Hllowanee for individual difference? and peculiatities. In grjups of this kind subjects are fewer and advancement more gradual. By careful co-ordiilation aud correlation of subjects fouf or five recitations, according to their nature land the method of classifying, is the maximum number planned for at one session. Pupils are advanced to higher groups or grades as soon as their -^ork indicates sufficient mental P')W3r to do the work required in sui?h group? or grad_\-;. Promotions are made every month. A system of j;fading which includes both th? daily recitation j.s well as monthly and term examina- tions is now in vogue. The individual and his special needs ate the constant consideration of the teacher. Pupils attend school one half day of three hoilrs and work in the industrial department the other half tiay. The school is divided into sections. The first of every month the divisions change their school period thus giving every ^upil an equal chance to get the advantage of morning sche©!. General Sii^^tslioiis Not "higher" eclui-ation hut "hettev" education is our aim. Ac the satue tiine pupils who show spec- ial litness aud are willing to make sacrifices on their own accoant in order to take up something higher than our corirse calls for, are not only encouraged but a way is always provided for them to do so. Through the co-operation of Dickinson College, the Carlisle Business College, the Scranton Correspondence School and similar institutions, any student who has shown special fitness can take up and complete any course offered ))y any one of these institutions. In fact we have a number of students who are now making a success along these lines, largely by their own efforts but still under the guiding hand of the School. In a word th(^ advantages and opportunities offered by the Carlisle Indian School cannot be surpassed, and every-thing considered, are probably not equalled by an\ other school in the Indian Service. PRoGRA.ArME Teachers, in arraagiug their programmes, provide for three primary subjects to be recited upon three or four times per week. The remaining subjects as seondary are recited upon three or less times per week. A plan or programme of the day's work is sent to the Principal's office each morning. The month's work is planned in advan(^e for his approval. Morals and Manners Teachers mint do earnest personal work. "Soul to soul contact is the only work that tells." No rude or uaeouth things are allowed to pass. Life-living, not lecturing, tells most in character unfolding. Everything that tends toward correct habit formation is carefully considered. This means patient, per- sistent effort, constant vigilance. 46 ELOcrTiox'ARY Work and LitfIrakV Societiks Pupils I'eeeive training in rhetorical work from week to week in their respective rooms, and once per month a publi^i exhibition is given in the chapel, at which time the rooms alternate in furnishing one exer- tnse. Teachers give helpful attention to the pnpils work done in their literary societies. There are four literary societies, two among the boys and two for the girls. Meetings are held every iTriday evening. Employees in details of two take turns in visiting the societies and report their obser- vations and criticisms to the Principal. The students manage the meeting themselves and derive great benefit from them. Evening Pro<4raj1 Order No. 30 Dated September 26, gives a good idea as to what is being accomplished along tliis line, OFFICE OF THE SUPERINTENDENT. IxiiiAx Industrial School, Pa., Sfph'tnlKT 2r,, 1907. ORDER f NO. 8(1 \ To afford all pupils the opportunity for volunteer study, reading, or other useful occnpaiiou in their own rooun. Which now takes the place of forced study in the class rooms, it is necessary tliat the time set apart for this purpjse be known as the "Quiet Hour," at least as far as Quarters are concerned. All pupils therefore who are not engaged in regular gymnasiurn work or who are not assigned to Library Work are to repair to their rooms at 7:00 P. M. on Monday, Tuesday, Wednesday, and Thursday of each week, and s|iend tlie hour in Volunteer study, sewing, or otiier useful quiet occupation. The bell will ring at the beginning and close of this hour. Teachers especially will see that the pupil is a:iven the opportunity to accomplish t-onifthing by liis own efforts — i)roblenis to work? a good book to read; class work or industrial work of any kind that can be done quietly. Tlie smallest boys and girls can be assembled in tbeir respective assembly rooms with a teacher or other em- ployee in charge. Short stories, especially those containing a good moral lesson which can be applied to every day life; short talks on manners, etc., suitable to boys and girls of this age, as well as games and other amusements are ail appropiiate To give every boy and girl a chance to spend at least one quiet hour each week in the library, special schedules will be prepared. The Library Hour can be used for study, exchange of books, miscellaneous reading, as the pupils see fit. Teachers will assise in this work. The Principal Teacher will report from time to time to the Superintendent as to the efficacy of this system, and it is hoped that matrons, disciplinarians, teachers, and other employees will do all in their power to thus bad the pupil into habits of self improvement. W. A. MERCER, Major 11th Cavalry, Superintendent. Regular details of teachers are doing affeetual work in carrying out this order. Industrial Talks A schedule like the following is made for each month: — Blacksmith shop Gardening including g een house Carpentei-. sliop Paint Farm including ])<>ulti,\ and dairy dei)artnienls Wagon making department Harness Shoe Shop Tin Shop ThnP.inlery T.iilor bhop Eugineeving department 48 Koom No. 7 Normal " No. I -f The instnietor of each industrial departmeut assists in givinp: genei'al information as to the work of his department. The pupils are provided with note hooks and under the KMiidnm'c of Imth fi:-;\ t^incHnd indnstrial fcicli- er make nott s of their otiservations. These nor.cs are afterwards used for coinposii ion work in the class loom and whenever possible are substituted for recitatiotis, .t",., on the niDntlily eni-,ei't:diiinenr, pr )STain. As nearly all of our teachers of industries live off the grounds, tlie plan of havinij these tear boys only) . 11:00 A.M. Services at the different churches in town. UNDENOMINATIONAL Sunday 9:00 A. M. Sunday School in the Auditorium. 3:15 A. M. Chapel Service in the Auditorium. 7:00 P. M. Y. M. C. A. meeting in Y. M. C. A. hall. 7:00 P. M. Y. W. C. A. meeting in Girls' Quarters. Note: — Attendance at the 9:00 A. M. and the 3:00 P. M. services on Sunday is compulsory, pupils as a rule selecting the service or church of their own or their parents' religion. Synopsis of llie Gonrse of Siudy FIRST GRADE SECOND GRADE Rpadiiif,' (vvoi <-li.-iit,l>l;icklj lessens) Spelling PenniKiisliip Exercises dm Iilfinic book: Languaob Oral Oonvers:aii)n Senteni-e Phonies Artienliition Rejuliiic (easy first readers ) ilaekboaril and HisroKv rimitive Peoples r xereisps (l)oard and blanlf book) SpellinK (oral and written) Dictation re SLudv I'lant Life Animal Life Care of body (See "Outline of Course in Form Studv (By folding, dri Problems upon Area, bulk, ti value, etc. Number FJementary oipf yond (See' Sng. ANIi NUllBER i Form Study "K'I (By folding. drM NurnlK Elenie' Pr.-icti. THIRD GRADE Language Oral (Conversation Reproduction Memory Gems Phonics Meaning and use of words Roailing, Second reader and Sup- Ijlemeutary work Written ■kboard FOURTH GRADE Language Oral Conversation Recitation Oral Reproduction Memory Gems Third Reader Spelling Language Lessons base Written Copy-book Comxiosition, dictation HiJSToiiy AND Literature Inventors ians in connection with geography !iys and current events ng to civics ons and ndaptMtions from masterpie , of literature Nature Study Plant Life Animal life Care of Body Forms of land and •water (See "Outline of Course in Agriculture— 1007 Form and Number Form Study Folding, drawing and making Sloyd and shop work Numbers Notation to 10,000 Operations Reviewing Multiplication. Short Division. Simple fractional expressions. Statements (See "Suggestions and Practical Questions for the Different Grades 1907') Form Study Drawing and making Simple geometric Review long division Partition Statements and Proofs Synopsis of the Course o? Study 'LOXTINUED FIFTH GRADE SIXTH GRADE i_:oiiii)Osit,i(iii on iiiaiiKtvies HoiiiK mill School Life. HiSTORV AND LlTEIiATl'liU History tion v.iral Study bf Institutions Literature Literatxire and reading Science Nature Stndy aud Agriculture Plant life Aniimal life Hygiene Geography (See"<)ntline of Course in cultxire-1907 ) Form AND NCMBER Forni Study r*rawing and making; simr metric problems Number Begii Mp Oral Recitation Reproduction Reading, Fourtli reader and Supple- mentary Use of Library Laneuage Lessons \Vr tten Writt.-n Reeiiation Dictation History and Literature Colonial Growth ami Independence Civics Duties of the American Citizen Literature Study of Masterpieces, Memory gems, etc. Science Nature Study and Agriculture Physiology and Hygiene Geography and Phenomena of Nature j Form and Number h Form Study | Drawing and mal by the teachers of each room, and applied to their own woi k. Special effort is made to deal always with things and life processes — not mere words and i-ules. An indus"' trial school like Carlisle is nch in matei ia and opportunity for cuncrete woik m this subject. The pupil's woi'k can.seshiin to realizfthe necessity for arithmetic and furnishes the point of contact readily. All students learn to write simple bills and receipts and to trade farm produce for ai tides bought at the stoie. Many of our students leave Carlisle at the end of the 7th grade. We aim, therefore to give each student who finishes the 7th grade such practical knowledge of Arithmetic that he is able to keep his own acL-ounts, put out money at interest, compute correctly a sale of live stock or farm products; carpet hig floors and paint his house, and all other simple business propositions incident to a small family living in the country. CSemeofary Science ■ ' * Nature STum".— The Indian knows nature well but he needs to know how to express his knowledge and turn it to some practical use. Nature study furnishes the subject for most of our reading and language material in the lower grades, The plant and animal life of the locality is studied. Pupils are led from that to some of the important pro- duets of their own home sections. We aim to cultivate close observation, accurate expression and to give pupils a good foundation for later work in geography and agriculture- , • ' I , , ■ ^ 56 ■ , -■ Geographt. — "We begin with local enviroment. Many field excursions bring out the forms of land and water and work of water on the soil. The 5th and 6Lh grades take np the study of United States geo- graphy and a brief notice of North and South America. Particular attention is paid to the student's home sei-tiun and home state. We have pupils from every section of our country except the south and southeast. This makes the work very interesting to the class as a whole. The students from the north and west can tell from actual experience some facts aboi;t their owu country. The 7th grade takes up in a very brief study the continents of Europe, Asia and Africa and reviews the geography of the United States. The chief fact brought out in the study of these continents is the po- sition with reference to the United States; the tliraate, people, chief industries and artich^s of trade and a few of tha most noted cities. We aim to simply give the pupil a glimpse of the great world oiitside his re- servation so that he cau read the newspaper with some degree of interest and intelligence. By comparing our couQtry with others he learns to appreciate and love his own United States. Physiology and Hyi^iene In the lower grades the work is chiefly oral; talks by the teachers on the care of the body, the neces- sity of keeping clean and taking exercise, etc. In the upper grades a brief study is made of the organs of the body with a view to a better understanding of the great care needed to keep these organs in proper working order. By simple experiments and practical demonstrations the student is taught the value and ne- cessity of proper ventilation and pure air, cleanliness of person, house and surroiindings, good food and proper exercise. In the upper grades emphasis is placed on such topics as the care of the sick, simple home remedies, first aid to the injured and nature and measures of pievention of some of the diseases to which Indians are 67 especially sii8<'epulile. Tlie i-esident doctor jxiul lUlrse J4'lve us Valuable assistaiice. The tnuiuiiy wliicb iiiauy of ouv girls receive at our hospital serves to make this work more praetical. /l^riculture Our nature study in the lower grades is really a phase of the study of agricultuie and pi'cpares the pupil to understand the relation of moislure to soil. By simple experiments in windo-W boxes and on the sehool farm and garden they learn how and when to plant seeds, and watch with interest the germination and growth of these seeds into plants. Our small boys plant the onions and other garden crops, pull the weeds, and help to cultivate the crops and harvest them. Each student spends from two to four summers in the country on a small farm. They work with the farmer and get a more practical knowledge than any school course can give them in all the details of work on a small farm. We endeavor, howeVer, to supple^ nient this work and to make more intelligent workers l)y taking up the farmer's work of each season in the school rooms. In addition a Course in Agriculture extends through all the grades. E(7UIPME\T C'onnected with the school are two farms of 2Sr> acres which are adapted to the cultivation of farm crops, vegetables, fruits etc. One adjacent to the campus, is annually planted to garden vegetables, pota- toes, forage crops, etc. On it is, also, a young orchard of peaches, pear, cherry and apple with brush and bramble fruits included. The other farm is used for farm crops proper. Oorn, wheat, timothy, clover, al-- falfa, oats and millet are grown as required by the rotations practiced. All work is performed by ttudent labor. A dair'y of alx)ut 00 cow^s furnishes milk for the school and is used for practical demonstration work, It is e(|uipped with a (Sharpies' Tubular Separator, Box churn operated by a gasoline engine, Babcock Test, silo, feed cutter, etc. The herd contains gof»d individual cows of the Jersey, Guernsey, Holstein-Fresian and Durham breeds and a fine registered Jersey bull, thus affording excellent means for the study of breeds and stock judging. A piggery, I'JO feet in length, well lighted, ventilated and provided with sanitary e(iuipments, is in use. Pens are provided for breeding purposes, brood sows, and for fattening hogs, affording excellent op- portunity to study breeding, care and management of swine. The poultry department is eiiuipped with three hen houses provided with scratching floors, nests, etc., and a brooder house with incubator room and three incubators. All equipment is new and of the latest plan and type. The flock at present consists of 1,200 birds. The school is provided with a greenhouse in which are grown plants for beautifying the campus and in which the students have an excellent opportunity to study plant propagation. All work in the dairy, pig- gery, poultry-yard and greenhouse is performed by the students directed by the employee in charge. Steps have been taken to establish a museum in which specimens ®f agricultural products, including farm crops, garden crops, wool from the different breeds of sheep, insects, both beneficial and injurious, showing life history will be exhibited. Samples of different commercial fertilizers, grains, seeds, feeds, etc., will also be given space. Ears of corn, heads of wheat, etc., showing desirable and undesirable types will be given special prominence. Samples of the products of different reservations will be obtained. Pltrpose— The purpose of the coarse is to create a desire for knowledge at first hand, to inspire self confidence and to instil in the Indian mind the immense and practical importance of agricultural pursuits. By use of simple experiments in the class room and laboratory, by freciuent visits to farm, garden, dairy, poultry yard, and greenhouse, as well as by actual work done in these departments, it is hoped that the course will prove ht-lpful, practical and beneficial to teacher and pupil alike. The special needs of the In« diau Oil the different reservations have also been provided for. Reading and Literature Reading and language are taught together in the lower grades. Lessons that relate to the life of the pupil at school and at their homes are composed by teacher and pupil. These lessons are written on the blackboard, copied in the tablets and sometimes printed at the school priutery. Much of the leading is cor- related wilh shop work, nature study and other subjects. Much drill is necessary in distinct enuncia ion and articulation. A period a day is devoted to this work. The lessons are thoroughly developed and the pupil is led to understand the subject before he ex- presses his thought in oral reading. The Indian has many great difficu.lies in manner and speech to over come and the teacher mvii>t study the needs of the individuals and work out special devices to help him. In the upper grades a systematic course in English and American classics is followed. Public speaking and rhetorical exercises are encLuraged as incentives to reading and distinct speaking. The teachers encourage the use of library and an effort is made to have the pupil acquire a taste for good literature so that he will possess some books and magazines in his own home. History The history of the first four grades consists chiefly of stories told by the teacher about noted men, both Indians and white men. The holidays form the nucleus of much instruclion in American history. The first books used by the pupils are biographical in style. In grades 5, 6 and 7 text books are used for study and topical recitation in the most important events are expected from the pupils. The work is correlated with geography and literature. An effort is made throUijh the lessons of patriotism, the growth of freedom and i progress of civilization to instil a love of country and its government mto the Indian youth. Tliefutme wel- \ fare of the Indian demanding that be meet the changed conditions with open mind. He can become a part \ of ttiis great country only as he becomes a self supporting man and is willing to serve his fellows. A special effort is being made to correlate this subject with ludian liistory. Givics The junior class (grade 9) takes up the study of Civics. The course is very elementary and largely determined by the needs v.f tlie pupils and their peculiar relation to ihe governmpnt. Forms of government are trace J beginning with the patriarchal form as found in the Indian tribal life. Necessity of community government for mutual comfort, protection and advancement. Necessity for laws and officers to enforce the same. Town and county government taught thoroughly. The reservation and its relation to the govern- ment and also to the individual Indian. The rights, privileges and duties of citizens are emphasized in all upper grade rooms but especially formulated here. Much time is given to the great work done by the departments of our government, especially the Inte- rior Department. The various measures for the development of the resources of our country such as farm- ing, irrigation, forestry, stock raising, good roads and education. Music Music at Carlisle plays no small part in the life and happiness of the boys and girls. It is so univer- sal that it invades almost all social and religious functions, athletics, and military exercises. 61 3Iusi(' is to-dfiv considered one of t lie leading professions and ranks high as an art. While it is not the aim and purpose at Carlisle to train boys and girls solely for the profession or to make artists of them, why should ir, be discouraged iu cases which show marked talent? The pupil does not only get the training in niiisic, ))ut this linked to the tiade or other work taken up by the student, cCitainly better prepares such an one to meet the problems ut life and earn a livelihood. The musical infiueiice has a tendency to develop the finer qualities in the natures of the students, and this means much to the Indian. The V. S. Carlisle Indian Band, has an international reputation, its services not only being sought for the gieat events iu this country such as the Columbian Exposition, Pan-American Exposition, National and Slate Inaugural exercises and other important affairs, but in Europe also, negotiations having been en- t' led into for the band to appear at the Paris Exposition. Last sunimer for the first time it played an engagement at the famous and fashionable ocean resort ac ]j ing Bi-anch, X. -I . , being engaged by the City to give two free concerts daily to the public. So well pleased w. rc the City authoritii s with the services of the band that it was engaged for this year at a price far in ad- \an'-c of the comjxMisation of last season The boys are paid for these services in proportion to what they would earn if they went to work, un- der thf outing system, besides having advantage of a good time and a healthful outing, including plenty of good snlt air and an ocean dip twice a day. Tneseare practical experiences whi h place these boys in a posi- tion to compete with their white brother in a music il way, also giving thein many social advantages. In con- j inction with the band there is an orchestra which plays for the school entertainments and Sunday services. Th^^ vocal department which includes the class work and singing exercises, where all are taught the rudiments of music. Each class meets twice a week fortius pur]iose and songs are taught which are sung by the entire seho(»i at the iiionthly school eiitei'taioliients, with special luusical services fur Christmas, Easter and other holidays. (bills' L'.lioruses and boys' quartets and choruses which siiif? at the Y. W. C. A and Y. M. C. A. hieetings and on the different society programs, all add variety and pleasure to the students' lite. l'ii\ atc instruction on piano and violin is also givtn to those who show talent on these instruments. Our aim is practical, to give them enough training so that th^y may able to play for i-eligious services and little euter- tainments when they return home. Recognizing that all studeuts, and especially Indian stJidents who are used to an out-ot-door litV, and Ure kept in-doors in school and iu the shops a large part of the uay, need plenty of out doorexerci>e and it- ^creation, the authoritii s of the Carlisle School have encouraged athletic sports. Representative teams ;ti-.- equipped and maintained iu the various branches or college sport., which compete with representatives of other fdueational instit;utions, including our largest universities and colleges, and the receipts from these conte>ts. voutrary to the general rule, provide funds, which through economic management, not only make athletics at the school self-supporting, but also have made if possible to provide a well equipped athletic field, a plas' ground, training quarters and other permanent itiipiovenients which benefit the school in other ways than in athletics, and this is done without rliarging the students and employes any admission to the contests whicli nre held at home. Athletic sports are probably more generally participated in by the students at Carlisle than any other educational institiition in the country. All the shops have their athletic teams, the various classes compete against each other, and the small boys (»rganize jiinior teams, while the girls play basket ball, tennis and croquet. During pleasant weather at recreation periods, practically the whole student body can be seen on the athletic field, the play grounds or the parade, engaging in some form of athletic sport and obtaining be- neficial recreation and fresh air. A large, well equ'pped gymnasium, in charge of a competent gymnastic instructor provides oppor- tunity for systematic exercise and physical traiuing during the winter months, txcept when the small body of water adjacent to the school grounds is frozen over, when students spend their spate time skating on the ice. In addition to the gymnasium instructor who has charge of indoor exercise, the Athletic Associ- ation employs an Athletic Director having wide university experience to supervise, manage and give in- struction in out-door athletics. Thus the physical and athletic training of the students is so supeivised and directed by competent heads, including the school physician, that they all derive all possible benefit therefrom without danger of over-doing or injuring themselves. While athletics are encouraged and the school is justly proud of the records for ability and sports- manship her athletic teams have made, yet it is understood and recognized by students and employes that athletics must at all times be considered secondary, and nut interfere with the educational and industrial work of che school, and only such time is davoted to practice and training as is allowed the student general- ly for_recreation . Physical Culture at Carlisle Physical culture preserves and promotes the health of our pupils, it builds up the body by means of selected exercises in free, li^fht and heavy gyaiaastics and various indoor games. 61 Xo one system of gymnasties is adhered to, but what ever is thought tiest in the Swedish. German and American systems is used. Tne daily work for both boys and girls consists of free gymnastics, light and heavy gymnastics and gymnastic games. In addition to chis the boys ire given military dnlls in ma:ching, manual of arms, setting up exercises, ani calesthenic drills, using tlie carbin-i instead of the wands. Basketball, the popular indoor game enjoyed in all gymnasiums, is freely indulged in tiy iioth sex^s, large and small. Boxing, wi-estliug, bag-punching, hand-ball, pass-ball and running are also opu'ar and health ful pastimes for boys. Free gymnastics in the fundamental positions of the feet. legs. arms, trunk and head, used singly and in combination, and light gymnasties in primary and advanced movemenis with wands. dnnil)bclls. ;ind Indian clubs are used. Heavy gymnasties in graded movements and combinations on the climbing pole, and ropes, horizontal ladder, traveling ring, flying rings, trapeze, vaulting bars, horses, buck, horizontal bar, parallel bar.-? and mat work is also taken. In two Imildings adjacent to the gymnasium six pairs of bowling alleys have recently been construct ed and equipped in "up-to-date" methods by the Brnnswick-Balke-CoUender Company with funds of the Athletic Association. This reputable recreation and healthful pastime is a valuable addition to the pleasure and general welfare of our pupils. Library Library now contains 2400 volumes. This is a well selected library fur its size, including works in all classes suitable for school use. The International Encyclopedia, ed. 11-03--J:. bi ings reference work ueni ly up to date. This can be supplemented by current magazines and bound each year for immediate use. Na- ture Library of 10 v. published by Doubleday; Lydekker's Natural History, 5 v.; Warner's Best Literature 30 v.; Modpi-n Eloquence, To v., are of great value to teachers in their school work. Especial attentioii is paid agricuhure and kindred topics. A few standard works on this subject are supplemented by a generous collection of pamphlets, publications of the United vStates and Pennsylvania Agricultural Departments as well as some from other sources. Library is open each day (except Sunday) from 8 A. M. to 5 P.M.. except noon hours, and from May 1 to October 1 for two honrs in the evening. All students are welcome for purpose of reading current peri^ odicals or consulting reference works whenever they have time away from their school or industrial duties Many l>ookf! ai-e read by students in connection with their school and society work. Books are borrowed for two weeks; cunent periodicals and pamphlets for seven days. . , Prom July 1, 1905 to June 30, 1906 :- Number of students visiting Library for reference work or to read magazines " - - 7,323 Circulation of books, - ........ . ^ . 6,775 V^ Of these: History and travel 816 v. Biography - - 423 " Fieton - - 1624" Magazines and Pamphlets 1497 " Fiction is a large proportion of the circulation here as elsewhere, but it by no means indicates light reading. The Library is not equipped with up-to-date novels. We class as "fiction" books by Miss Alcott^ Susan Cooldige, Mrs. Whitney, Kirk Munroe, Stoddard Henty, and others whose works are especially adapted to the school age, although the Library does contain sets of standard novels as Cooper, Scott and Dickons. With experience and observation elsewhere we can report the work of students here as profitable to thtmselv s and worthy of praise. Gomparisons The popularity of the Carlisle School and her advantages is manifested in the fact that parents send their children here voluntarily, no need to send out agents for them. In fact, the management has been compelled to refuse a number of applications during the past year. A party of students came to Carlisle during the year srleeting this school from among all the rest, whose tribe never before won d allow any of its child- ren to be educated. The equipment fur the training we have described in this Bulletin, can be improved, but is such as to enable us to carry out what we claim. In this respect superior to Reservation schools — Our practical train- ing in trades and household dudes are pre-eminently superior as is shown by the fact that we can call upon one third of our girls at any time, who will be able to bake bread, cook meals, and laundiy shins and collars, whilst at many Reservation schools, none can be found who can do this, and no equipment to train them. Our environment is in our favor. The people of the East are religiously and devotedly interested in the Indians' welfare, as over against the prejudice of many of the people of the West, who still hold to the idea that the "Only good Indian is a dead one." The patrons and neighbors of the Cat lisle School are pa- tient, painstaking, earnest, interested and dev» ted to the best interests of the Indian Race, hence there are as high as 1400 applications for less than half that number of available children for the ' Outmg" annually. Our location is near the Government offices at Washington, from whence Inspectors maA be sent into our midst without a moment's warning and there is no opportunity to be put on dress parade for a a inspec- tion even by the Honorable Commissioner himself, thus giving the office direct supervision and close range with the direction of our school. Whilst we l)elieve that the Reservation and Mission School is doing for the Indian what they can, we believe tliat we are in a po,-if.iiiii to di.) workotlier than theirs, and can follow up their effort with the superior tr .inins' which produces such excellent and practical results. AVe can scarcely, however, be justly compared to such institutes as Hampton and Tuskegee — because these schools are free from all depanmental care of the Govemnieut. They are supported by wealthy phi- huithroi.ic citizens, who give the admi.iistration free ;iiid un imited authority co develop their ideas. They are free from Civil Service appointineuts, nnd consequently from departmental salaries. They select the best that their adequate salaries can procure, and are able to secure specialists in each department With about the same number of pntiiis we find that the average age is much higher at llainpton than Car- li-li — -17 years is the minimum; habits and character are very largely formed and purpose fixed. They are selected vn examination for good iiioi;ds. They ;ire pay students, [ art pny is by service. The corps of in- stiuctors aside from being well trHined and specialists, are twice as large in numlieis ms we are here. The cinss of ]ieople they have to denl w ith have had ct nturies of training in j)iiiclical lite and the English lan- guage. Tl:e Indian has never known anytliiny about woik. the simplest foim of seivice sufUcing for his im- meiliate wauts. He must be trained in the rudiinents of the Engliah language. At C'arlisle we have been adiiiittiiig children in many casts uTider ten years of age. ^Habits of life and character are not tornied, and pait of our duty is to lead theiu ill 1 his iiiipoitant development. | Hence results of as high an order as are found at Hampton cannot be attained. We have been leceiving all classes, ruiiawa.>s, unpromising snb.iects from reservations and other eia.-ses, these otten form the class known as "Carlisle failures", even though they spend only a few years with us and never graduate. The (iovernment provides cveryMiing and independence as wage earners and V>rt ad winners can only be taught by admonition and through the Oniing. lib Our employees frequently have had no training in Indian service, and must experiment for a year or more before they become efficient. This ij the first generation of Indians who are attempting manual labor. He is rescived, slow to move and speak, consequently much time is consumed in teaching him the English language. Yet whilst we cannot measure up to the better equipped institutions, we can show results, whir-h compare not only favorably, but when conditions are considered surpass the efforts in these more highly favored institutions. Our work is open for inspection at any time, and we feel that if fairly investigated it will be discover- ed bhac the so-called "failures" are the exceptions, and not the rule. The Deparlment of IMative Irt This department under the new idea of preserving Indian art was started in Fe' ruary, 1906. The plan is to encourage the Indian to use the conventional designing that is the characteristic art of his race. The day of the ornamental buckskiu is past and the tribes that made baskets and pottery find little time as they take up the eojTimercial strife of the white race, to keep up their native industries. About the only way to perpetuate the use of Indian designs is to apply them on modern articles of use and orna- ment that the .young Indian is taught to make. In the class they are asked to make designs for rugs, frieze for wall decoration, borders for printing, designs tor embroidery of all kinds. We have just started to apply our designs on bass-wood artides in color or with the pyrographio needle. We decorate skins for wall hangings or for sufa cushion covers. We also use our designs for more serious wol-k. Our chief aiiii along this niPthod of df^signing is to work them out in rugs. We are using both the Nnvajo and the Persian methods of weaving. The Persian method allows them more freedom to carry out iheir intricate designs. The work is slowly but steadily inerea&ing in both interest and importance. Loyally of Students and Ex-students No other school in the Indian Service can must, r such a band of loyal students and ex-students as can Carlisle. No doubt age and special opportunities as regard-* environments have been potent factors in the de- velopment of this loyal band, but the additional fact that the schooi has reached its present position after yearrf of saorifice and toil on the part of its employees, aided in their labors l\v special i elp and facilities granted by the Indian Olfice, has al^o left its imprint on the minds and hearts of these students. The greatest advantage however that the school possesses is to be faund in the special opportunities afforded for carrying out Commissioner Leupp's idea in regard to the "Outing System." A better class of people, both from an industrial and moral standpoint, than that with which the Car- lisle outing students make th^ir homes cannot be found anywhere, and it is safe to say that to these same people is largely due the credit for the loyalty which is everywhere manifest on the part of students and ex- students. These students and ex-students (many of the latter class are now sending their children to Carlisle) realize that the school, in bringing chem in close contact with the everyday life of these people, has thereby laid the foundation and pi'ovided the opportunicy for a noble and useful life The Outing System As tnatiy of ouf pupils as can be spared from the work of the school aie placed in families in April, from the lower grades. Others from the medium grades in May, and the most advanced when our academ- ic sessions close the middle or eni of June. Those in the higher grades return to the school the first of September, unless arrangements are made for some to remain out and attend schools equal to our junior and senior grades. Some of these in the lower grades remain out during the winter and attend school with white children. The first summer of the sehowl we placed 19 pupils in families. The second year 104 of which 23 re- mained out to attend school during the winter. The number increased until we have had 893 who had outing privileges during a year, with about 400 in the public schools of the country. The pupils receive such wages as are paid for like services in the locality where they are placed. The earnings are theirs. From them they pay their railroad fare and buy what clothing they need in addition to the fitting out they get when starting out, but they are requited to deposit one-half of their earnings at the school, to remain to their . redit unul they sever their connection with the s-chool. A thorough and careful system of investigation determines the desirability of each family before arrangments are made for placing the pupils and monthly reports are received from each patron, giving ht-alth, conduct, ability, habits and also a statement of finances. Thtir earning amount to from $21,000 to $27,000 a year. It is in these families that the Indian girls get their instruction in housework and especially in cook- ing, and a large number come back t.» the school with a better knowledge of cooking than caa be obtained at the best cooking schools. 71 It is in these families that the Indian boys get their instrucuon in farming, in the eare of stock and iu all things relating to a well regulated farm. We receive more than twice as many applications for pupils as we can supply each year. To Govern Carlisle Indian Students AND OUR Patrons ' ■• _ Pupils are placed in families to ienrn Engli^se require- ments, or attempts to proselyte will be deemed sufficient cause to justify the recall of pupils. 2. Absence without permission of patrons is not allowed, Pud being out evenings or away on social excursions Sundays, should be discouraged. Pupil-! should not go to Philadelphia nor to public parks unless accompanied by a member of the family or other responsible person. 3. Patrons or others must not hire pupils, nor are pupils to exchange places unless authorized by us. 4. PLxcept whru ;iuthoriz''d pupils ai'C not to retui-n or be returned tr) the school b^'fore their outing agreement expires. 5 The use of tobHceo and spiritious li(iuois in any fo)rn i^ forbidden. Tlris and any other off>mce ag'ainst good habits, the pntrons must report at the t■h■^\^\ 6. When out for the winter pupils must attend school a.t lenst 100 days continuously, beginiring not later than November 1, working out ot school hours for- their board, care anrl washing, nr)less otherwise agreed upon. Pupil.-s 72 are not to be kept out of school half days or detained in the mornings but they must be punctual and regular in their attendance and must study at home if necessary when their chores are done. 7. Pupils must bathe at least once a week.^ 8. It is the aim to send pupils out with a full equipment of clothing. Patrons will see that pupils take proper care of the same, and especially of their best uniform suits, dresses and other clothing, both as a matter of training and so that requests for additional clothing may be avoided during the period out. 9. Monthly reports must show any violation of these rulrs, be fully, accurately and truthfully made out, signed by patrons and pupils and sent to the school the last day of each month. Pupil's home letters, in all cases, must ac- company the reports. 10. Patrtms must not give pupils more than one half their earnings, anhe lives. There are no dormitories; rooms for thiee or four girls being consid .red more sanitary as well as more cheer- ful and homelike. From the time a girl enters the school, she is taught to make her own bed and keep her own room in order. An orderly for each room is appointed by the matron. It is the duty of this orderly to see that the 77 room is swept, aired and dusted every rriorning', and that tlie wast bowl, pitcher, wash stand, etc., are in good order. These orderlies are changed every month to give each girl practice in this work. Every Saturday morning each room is given a through cleaning. The girls take great pride in their rooms, each trying to outdo the other in general appearance. The Girl's Building is a three stnr\ structure. The small girls, abuut forty in number, are kept on the first floor. At one end of iheir hall is a large play-room to which thKy have access at all times. The tiniest girls are iQ the care of older girls who help the matrons to train the little ones in the care of their room, bed clothing, etc. This work is the verv best of training for the older girls, especially for those who expect to take up matron's work when they leavn school. In the training of a girl for work in her own home it is invaluable. It id here that the girl learns from aetuiil experience the c ire that is necessary regarding the I bathmg of children, the care of their teeth, the nec-ss ty of regularity in slee[iine', eating, exercise, etc., and here, to i, she sees how children imitate those who are older, — hence the necessity of care on the part of the mother in regard to the kind of example she se s her children and watchfulness in the choice of compan- ions. The discipline of the girls is firm, but kindly. Just as in a well regulated home, the daughter does not go away without the consent of her mother, so here the girls must have the matron's permission before leaving the play-grounds. When girls go to town in the evening to lecture or concert they are always ac- companied by matron or teacher who act as chape one. Every Saturday evening a general sociable for em- ployees and pupils is held in the gymnasiirtn. When a girl has not been gjod in deportment she is depri- ved of all social privileges for a reasonable length of time. She must also forfeit her holiday on Saturday. The winter amusements of Carlisle girls are skating and sledding. A new bowling alley, especially for their use, has just been completed. A shuffle-board has bt-en put in the play-room for the small girls. In summer, tennis and croquet on the neatly kept lawns, engage the attention of both large and small. 78 Detailed Information DAILY ROUTINE The following are the hours for service at the school : A. Rising Bell 5:45 ' - ' Breakfast Bell (first) (;:15 (second) 6:20 Work Whistle " 7:25 " 7:30 School Bel! " 8:30 ' 8:35 Recall Bell from school,. . " 1L:30 " 11:35 Recall Whistle fiom wmk 11:30 Dinner Bell (first) 11;55 (second) 12:00 P. Work Whistle, (first) 12:55 (second) 1:00 School Bell " 110 " 1:20 Recall Bell from school,. . " 4:00 " 4:05 _ Recall Whistle from work, 5:00 Supper Bell, " 5:25 ' 5:30 Eveninff study hour, and all evenim^ exprcisps, unless otherwise md"ied, 1st 7:00, 2nd 7:05 Recall from study hour, " 8:00, " 8:05 The first bell for school and meals are sii^nals to fall in. Rolls are to be called aud reports made before the second bell. Immediately upon the ringing of the second bell, students must march off without delay. All industrial department employes and studetits are to be at tlieir several places in time to begin work prompt- ly when the second whistle blows, and continue at work until the recall whistle blows. 79 ESrSPECTIONS The regular monthly inspection of the school takes place in the following order: _ - 8:40 A. M. Laundry, sewing room, dining room, kitchen and bakery; 9:00 A. M. Hospital; 9:15 A. M. Large Boys' Dormitory ; ■ - ' 9:45 A. M, Printing Office, shops, stable, steam plant, etc. ,- 10:15 A. M. Small Boys' Dormitory; ' " - 10:45 A. M. Girls' Dormitory. The outing service begins about April 1st and extends over the summer until September 1st. Under proper conditions it can be extended for a period of two years. The earnings are all sent to the school office and placed in the hands of the treasurer of the students' funds. They amount annually to about $27,000 Data Retarding Students and Ex-Pupils Considerable time has been speat in making pe^ sonal visits, to graduate and ex-pupils of the school, and much valuable information has been gatheied through other sources. This investigation and gathering of information reveals surprisingly good results. It is convincing argument against the attacks mad- mctny times against the school, because of isolated cases, which have been observed. Several groups of s-tudeuts, gi aduates and ex-pupils, such as have spent a shorter period at the school than is re .uiied to complete its course, reveal the foUowiug facts: — Of one hundred and sixty- six interviewed per.soually, seventy-five percent we e self supporting, — about seventeen per :jenc, partly so, and only eight per cent had gone back to the blanket and Indian ways. Of the .jli graduates, since the com- pleted course has given a diploma, 153 ar^ found in government employ. In various branches of government and civil service empl03'ment, they have succeeded in holding a place with hundreds of other competitors. In the Indian service they hav. always found ready aceeptaLce because o: competency and efficiency. In trades and business ventures they have found a place m the frout rank. In military life, in naval positions they have advanced as rapidly as other eulisLed men. As nurses the trained Indian maiden has a place which ranks high in the profession. Good musicians have been developed among them aud have found ready ac- ceptance and special applause in the world of music. Forty-seven are reported dead, 467 living, 153 are employed in the various departments of the In- dian Department under the Government, 53 are not reported at all, 4 are unfavorably reported, 1 is a practic- ing physician, 2 are practicing dentists. Care graduate nurscs, 5 are practising lawyers. The remaining 239 are students in Commercial Colleges, Colleges, Universities, housekeepers, mechanics, seamstresses, bank clerks, farmers, operators — all reported as doing well. 81 Class 188'9' Wm. F. Campbell, Chippewa Joseph Harris, Gros Ventre Kish Hawkins, Cheyenne Cecilia LolKl^(l^^h Herman, Winnebago Esther Miller Dagnette, Miami Julia Powlas Wheelock, Oneida Edwin Scbanandore, Oneida Joel Tyndall, Oimdia DEAD Eva Johnson Preston, TT^/a/K/o^e Katie Grindrod, " Clara Faber, " Lillian Cornelius, Oneida. Frank Dorian, Sac & Fox Thomas Wister, Ottawa Class 1890 Julia Bent Prentiss, Cheyenne -Rosa Bourassa LaPlesche, Chippewa Carl Leider, Cmw Levi Levering, OmaJtet, Benjamin Lawry, Winnebago Stacy Matlock, Pcuoriee George Means, Sioux Nellie Robertson Denny, Sioux Lawrence Smith, Winnebago Benjamin Thomas, Pueblo William Tivis, Comanche D^nnjson Wlieelock, Oneida Percy Zadoka, Keech-i. Veronica H'^lliday Riiiche, Chippewa DEAD Howard Lngnn, Wiunrhago Willi nm Morgan, Pawnee Jemima Wheelock Webster, Oneida Geoi-ge Valier, Ottawa Class 1891 Martin Archiqnette, Oneida Charles Dagnette, Peoria Ha,Tr,y Kopay, Osa.ge Yf,,nie Leeds, Pueblo Josian Powlas, 0»cida Levi St. Syr, Winiii1>ago Henry Standing Bear, Sioux DEAD William Froman, Miami Etta Robertson, Sioux John Tyler, Cheyenne Class 1892 Benjamin Caswell, Chippewa Luzena Choteau Roscump, Wymdotte Frank Everett, Wichita Lydia Flint Spencer, Shawnee Hattie Longwolf Pretty Weasel, Sioux Thomas Metoxen. Oneida Benajah Miles, Areipaho Fred Peake, Chippewa Isabel Cv^rnelius Denny, Oneida DEAD ; Albert Bishop, Seneca William Baird, Oneida Joseph Hamilton, Piegan Reuben Wolfe, Omaha Class 1893 John Baptiste, Winnebago Fred Bighorse, Sioux Malcolm Clark, Piegan Arthur Johnson, Wyandotte John G. Morrison, Chippewa Emily Pe.ake Eobitaille, Chippewa Class 1894 - Belinda Arehiquette, Oneida Thomas Blackbear, Sioux Flora CampHell Firz2;erald, Alaskan Willi.ini Drfnomie, Chippewa Jamesi Flinnery, Alaskan Howard E. (xansworth, Tascarora Florence Miller Gardner, Stockhriilge Martha Napawaf. Thomas, Kiowa Siceni Nori, Pufl'lo Minnie Yandall LeSieur, Bannock Id I Powlas VViK'el.ick, Oneida Huofh Soucpa, P^'eblo Heury Warren, Cliippeiva Ida Warden Tiibii\, Cliipp''>ra Florence Wells Davis A u^kan DKAD Wm. T. Tygar, Shawnee Enumn* 1 B"llefi'ulli^, Ckippewa Susie MetdX^n, Oneida Andrew B.iird, Siuux Class 1895 Antnine Bunnell, Cliippeica Hi-nrietta Fremont, Omaha Melissa Green, Oneida William Hazlett, Piegan Ida LaChapelle McTavish, Chippewa Alice Lambert Otto, Chippewa William Lnfkins, Chippewa Su-ie McD )nsjal, Chippewa Samuel Sixkiller, Creek GeorgH Sins, Cnnv D Hviil Turkey, Seneca James Van Wert, Chippewa G' org-' Warren, Chippewa William Mo')r'S Sac & Fox Chauncey Yellow Rnbe, Sioux DEAD Gporgp Buck. Sionx Laura Lona C ■oh ran, Wya'ulotte Cl.irk GreijiT. Assin.iboiae Lewis William>, Nez I'erce Class 18'.'6 Ji'hnson Ad im^, Chippewa Frank Cayon Omaha Leiirt Cornelius C.i-re Web-t'r, Digger Leander Ganswurth, Tuscarora Timothy Henry, Tuscarora Nicodemus Herman Hill, Oneida Robert Jackson, Chehalis Louisa Geisdorf Burnett, Crow Frank Hudson, Paehlo Leroy Kennedy, Seneca John Deslift, Payallup Delos Lonewolf, Kiowa Adelia Low Twiss, Sioiix Joseph Martinez, C?'ow Alice Parker, Chippewa Mark Penoi, Pueblo Elmer Simon, Chippewa Cora Snvder Jones, Seneca Cynthia Webster Moore, Sioux James Wheeloek, Oneida Ma k Wolte, Cherokee DEAD Edward Spotts Class 1897 Mabel Buck Block, Sioux Briirain Cornelius, Oieida liobert Depoe, SUetz Samuel Gruett, Chippewa Lizzie Hill Tyndall, Sioux 83 Frank Jones, Sac 1- Fox Annie Kowuni Ahner, Ptipblo Marv l\riller Dod-<-, Chipprwa Olive Miller JmcoHs, Slovkhnihje Charles Mishler, Chippriva Luiis l\ri-!hler, Chip pi' nut. Albert Niish. Wi>,nrl.,iarnd;i, Omaha Joifeph Blaf^khear Chei/enne Clurenne Bitler, Civn.r d' Alene Lili:m CoinpKiinviU ', Nes Perce Cora Cornelius A,', Assinilmine Ann],' G-or-e Talnpielto. Chen.hre Snsii^ fT"nni Beanlsley. Pnehlo Ijott'w H irne Coi hi an, Khnaath Fr^nk J mvp, Kaiv JhcoI) Jamison Seneca, David AlcFarliind Nez Perce Rieiizi iNIoore, Sac cO Fox Anna Mo ton Luho, Pueblo Kami" Owl Wahhanpptu, Cherokee Edward Peterson, FInek Caleb Sickles, Oneida Martha Sickles Cornelius, Oneida Ellen Thomas Prophet, Chippewa John Webster, Oneida Wilson Welch, Cherokee DEAD Nellie Odell, Piujallup Class 1809 Chmnoey A'"(Miiq'ii tt'', Oneida S icliu At-ye Stmnt;, Pueblo Jennie Brown, Sioux E'ta C.'itolst Maul, Cherokee 'I'lmmiis I) nomie, Chippewa Rose Diivi rney Tnllry, Olln.wa Berth I Dyf" .fa'iiisoii, >ieiicca, Chri-tiMM R:istn|:lil, SiiiUX Minnie Fiiiley Piu'tiil, Caddo Lvdia G>rdn»r Gelio'\ Chei/enne Aniut^ Ge^is Pierre, Chippewa Joseph Gouge, Cliippewcc Smart Hnzlett. Viec/an Nettie Home, Klamath Olive Larch Smith, Cherokee Corbett Lawyer, Nez Perce John Limeaux, Chippewa Jeanette .8. McDonald, Assbiihoine, Louis McDonald, Pojica Jonas Mitchell, Chippewa Mary Moon Orsen, Alaskan Vincent Natailsh, Apache Kendall Paul, Alaskan Eaward Peters, Chippewa 84 Clara Price Fielder, Sioux Lettie Scott, Seneca Dollie Wheelock Doxtator, Oneida Sara Williams Wauskakamick, Chippewa George Wolfe, Cherokee DEAD Robert Emmett, Crow DaliQey George, Cherokee George Hazlett, Piegan Cora Wheeler, Seneca Class 1000 David Abraham, Chippewa John Allen, Clallam Pascuala Anderson, 3Iission Mary Barada, Omaha Frank Beale, Clallam Amelia Clark Kaney, Cheyenne Charles Carson, Piegan Daisy Doctor Snyder, Seneca Lilian Ferris Wilder, Klamath Fannie Harris Banister, Sac & Fox] Jacob Horns, Klamath Guy Jones, Sioux Sarah Kennedy Oliver, Seneca Constance Lane, Simmie John Lufkins, Chippewa Alice McCarthy, Chippeiva Katie Miller, Stnckbridge Wesson Muidock, Assinihoine Nettie Pierce Parker, Seneca Rose Poodry Leroy, Seneca Charles Roberts, Chippewa Mamie Ryan Siiade, Assinihoine Joseph Scholder, Mission Isaac Seneca, Seneca Kattie Silveriieels, Seneca Elisa Smith Thompson, Clallam Frank Teeple, Chippewa John Teeple, Chippewa Jennie Turkey White, Seneca Mary Wolf Farwell, Cherokee George Welch, Stockhridge John B Warren, Chippewa Susie Yupe, Shoshone DEAD George Muscoe, Chippeiva Abram Isaac, Chippewa Nancy 0. Cornelins, Oneida Bertha Pierce Smith, Seneca 85 Class 1901 John Blaine, Sioux Fr;mk Beaver, Winnehago Samuel J. Brown, Sioux Henrietta Coates Crouse, Seneca Elnora Denny Roller, Seneca George Ferris, Klamath Alberta Gansworth, Tuscarora Willard Gansworth, Tuscarora Anna Goyituey Canfield, Pueblo M.n-k Johnson, Sioux Dollie Johnson Scott, Osage James R. Johnson, Stockhridge Joseph LaChapelle Sioux Pearl LaCha|ielle Peterson, Sioux Donald Mcintosh, Apache Stella Mishler Gors-ucb, Chippewa Edwin Moore, Sfn; and Fox Augusta Nash, Winnehago Herman Niles, Stockhridge Jesse Palmer, Sioux Simon Palmer, Stockhridge Mattie Parker, Cayuga Nellie Peters, Stockhridge Alice Powlas Blaine, Oneida John Powlas, Oneida Anna Piirnell Little, Nes Perce Arthur Pratt, Sioux Edgar flickard, Tuncarora Edwin Smiih, Clallam Ida Swallow, iSioux Ella Sturm Vols, Cadilo ^ Antonio Tapia, Pueblo Wingate Temple, Klamath Luzona Tribbetts Ishiiin, Chippewa Alonzo Spiechf^, Apache Jennie Wasson, Coos Bevy Eugene Warren, Chippewa Edw. C. Willing, Puyallvp (JLAWS 1902 Genus Baird, Oneida Charles Bender, Ch.ippeuui. Mary Bruce Wiiite, Moliawk Charles Coleman, Minsioa Charles Cusick, Seneca Kattie Creager Day, Pueblo Jennie DeRo.-ier ilenomonee Teresa Ebert, Chippewa, Nelson Hare, Seneca Charlotte Harris, Cherokee Elnora Jamison, Seneca Josephine Janese, Sioux Inez Kingwheel, Stockbridge Malinda Metoxen Cornelius, Oneida Clara Miller Chew, Tuscarora John H. Miller, Chippewa Samuel Miller, Stockbridge Minerva Mitten, Cayuga ■ Thomas Mooney, Assdnboine Wm. Mt. Pleasant, Tuscarora Pliga Nash, Winnebago Violetta Nash, Winnebago Eliza Nauwegesio, Chippeiva William Paul, Alaska Free E. Smith, Oneida George Peake, Chippewa Fred Tibbetis, Chippexva Cornelius Petoskey, Chippewa Thomas Walker Mani, Sioux Kutie Powlas Cornelius, Oneida Grace Warren Simpson, Chippewa Louise Rogers Warren, Chippewa Ida Wheelock McDonald, Oneid'i Lilian St. Cyr Johnson, Winnebago Martin Wheelock, Oneida Let ha Seneca Kennedy, Seneca Healy Wolfe, Alaska Arthur Sickles, Oneida Lilian Waterman, Seneca Florence Sickles, Oneida DEAD Isaac Fielder, Sioux Mary Lewis Azul, Seneca Class 1903 Sophia American Horse, Sioux Frank Bishop, Seneca Samuel Brushel Stockbridge Minnie Callsen, Alaskan Katie Callsen Fisher, Alaskan Clarinda Charles, Seneca. Martin Costs, Coahiilla Sara Corbin Stilwell, Cherokee Lilian Cornelius Tibbetts, Oneida ■ Oscar Davis, Chippetva Amy Dolphus Pearman, Sioux Commodore Doxtator, Seneca Alice Doxtator Hill, Oneida Charlotte Geisdorf, Crotv Amos George, Seneca. Mabel Creely Cambell, Sioicx 8G Ida Orimn Nnri, OVvmgnyi Thomas (Irillin, Okiiui(jon Amy G. Hill, ^iniix Bi'rtlia Jamison, Seneca Minnie Joimson ?ieiii'ca Celinila King Pfter^, Oneida Jmnes Ivint;, Asshiib >ine JKliz. Knudsen diaries. Klamath Jolm Londrosli, Winnelxif/o Jolm j\r. Miller, SlocUhridae Bessie Peters Slockbridge George Pradt, Pi(eblo Sn-iie Rayns,P;/f^7)/o Lizette Roubideanx, Otoe Joseph Ruiz, 'Pueblo Emma G. Bkye, Sioux Maud Snyder Pierce, Seneca Nannie Sturn, Caddo Henry Tatiyopa, Sionx Eneene Trilibetts, ChipPewn So]ilaia Warren Unibriet, ChiPPewa Wm. Wi shinawtok, Menomonee Mollie Welch, CheroVee Earuey Wilber PhilHps, STniomonee Elizabeth Williams, ChiPPewa Frank Farlett, Crow Lizzie Williams, Tnsc^rom DEAD Lilian Brown Clay, Sioux Joseph Ezliuna ^.i^uc/ie John Kimble Class 190i Asenath B'shop, i^eneca Geortre Balenti. Cheyenne Fred Brnshel, Stockbn