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Show REPORT OF THE COMMIBSIONER OF INDIAN AFFAIRS. 3 I civilization than all other agencies combined. The methods employed to bring about such desirable results are the outcome of aerions thought and study, and are the gradual evolution of years of experience in deal-ing with the Indians. The numerous tribes of Indians throughout the United States are diverse in their manners, cnstoma, and native intelli-gence, which complex condition of aEairs renders any iron-bound rules ineffective. The various systems of eductational methods seem success-fully to meet these diverse conditions. The subdivision of govern- ', mental schools into reservation and nonreservation boarding, reserva-tion and independent day schools appears to meet the exigencies of the situation. The majority of the religious denominations of the conntry render valuable assistance in this great work by establishing and main-taining schools and churches for the henefit of the Indian children and their prrrents. Hearty cooperation between these two great forces engaged ill a similar work has been very advantageous in simplifying the work of the Indian Office. The educatioual branch of the Indian Office has grown from small beginnings until now it is one of the most important under the control of the Department. The appreciation of it as a civilizing influence has grown not only upon the office, bat upon the country at large. As at present constitotell the system only dates back a generation. In 1877 there were 48 small boarding and 102 day schools, with an attend-ance of 3,598 pupils. The appropriation for their support was $20,000. These schools were not systematized and each appeared to be a law unto itself. While the efforts of those engaged were laudable they lacked the cohesiveness of a strong systematic effort well directed. The New Pork sohools were eliminated in 1882 and this office no longer retained control of them. During that year, when the system began to approacli that of t.he present, there were 71 boarding and 76 day schools, with an attendance of 4,714 pupils. This period marks the beginning of an earnest effort for the civilization and advttncemeut of the Indian through the elevation morally and intellectually of his chil-dren. These efforts have kept pace with the wonderful growth of oar magnificent conntry until, through the liberality of Oongress inpursu-a m of its enlightened policy in dealing with the Indians, there are now 148 well-equipped hoarding schools and an equal number of day schools engaged in the education of 24,326 pupils. |
