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Show 110 REPORT OF THE DOMXISSIONER OF INDIAN AFFAIRS. The following table shows the enrollment, average attendance, ctc., of these schools for the year: TABLE 27.-EnroUrnent, average aftendance, etc, qf schools in Choctaw Nada, Ind. T .lone8 ~ohdemy(m ale) .................... 110 11 S enoerAcademy (male .......... 105 11 8whwoma Aeademy )i&iidi .......... 9 ~ m t r o n 0g ha" Aoademy male) .. 78 7 Wheelock 0 3 a n Academy ($emale) .:::: 87 8 ~ t o k nBa ptiaf,A cademy ................... 58 .......... Tots1 ................................. 549 471 ........ .......... 120 nekhborhood schools ..... --- ........ ---- .......... Total ................................. 2,719 2,283 ........ 90,581.95 .................... The Government o5cials are working zealously to avoid all friction in these schools, to promote kind feelings on the part of the tribe, and eventually to accomplish reforms which will meet the hearty approval of those who now oppose their efforts through a misunderstanding of the actuating motives. Chickasaw Nation.-Owing to the hostility of the governing portion of the tribe to the control of the schools by the Department, the Chick-asaw council has undertaken to conduct these institutions as formerly, supporting them by appropriat.ions from their own revenues. As the coal and asphalt royalties were not to be used, the "Regulations for education in Indian Territory" did not apply to this nation, which attempts out of its common funds to manage the scholastic interests of its people. Its legislature appoints a superintendent of schools, who in turn selects a local trustee for each school, which superintendent and trustees constitute the school board of the nation. The local trustees being the creatures of the national snperintendent are removed by him at will. The present superintendent is a half-blood of some education, but is said to have little force of character. The trns-tees generally are full-bloods, the majority of whom are members of the nation's legislature. The neighborhood schools arc located in isolated communities, patronized principally by full-bloods when pat-ronized at all. The childrcn, in many instances, and teachers also, use the Chickasaw vernacular to the almost total exclusion of English. The supervisor of schools for that nation, in his report on conditions, says that the schoolhouses are mostly small frame buildings, furnished with a few rough hoard benches, with rarely a desk, blackboard, or writing materials. Many of the houses are "too filthy for swine to occupy, never having been cleansed since they were built; many of the , children in squalor and rags." Teachers arc not chosen for merit, hut by favoritism, preference being given to Chickasaws " when the I |