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Show COMMISSIONER OF INDIAN AFFAIRS. 3 people, a dependent group unfitted for American citizenship who, if given equal opportunities with all other nationalities in this country to go to school, will become an economic asset instead of a. liability. Not in aohooz (approximate). I r i a- - - - 6 California .................... 2,500 Minnesota----------.-------.- 1,900 Montana..--_.____.-.-..--.-.- 1,100 N e v a d a . 8 M) New Mexico .____.4._ M0_ _.__..__._ I I ~ -- -- -- -, . ~ . North Dakota ..-L. - -----1-,50.0 -O-k-lah-om a -.__.._.6_, OW _____..__._ Soutll Dakota._._.-_-----.---- 1,100 Utah .......... 400 Washington ----..---1,.00_0 ------- At first glance these statistics are rather alarming, but an analysis of the school survey, made during the year by the school supervisors, shows that the problem of providing school facilities for these chil-dren may not be as difficult as it would seem. The explanation is in the fart that in many of these States, particularly in California Mnnesota, Montana, North Dakota,, Oklahoma, South Dakota, and Washington, public schools are available for large numbers of In-dian children, and every year the enrollment of Indians in public schools in these States is increasing. Therefore, aside from utilizing to full capacity the Indian schools already in existence in those States, the problem will be largely one of cooperation with the pnb-lic- school anthorities in e?rolling Indian children. A splendid demonstration of what may be accomplished in plac-ing Indian children in public schools when there is hearty coopera-tion hetween Federal, State, and local authorities is the work that has been done in the Crow (Montana) country. The Montana State Legis-lature voted to arovide for the education of all Crow children in the pnhlir schoo. .ls if certain Crow lands \\.twSg iven to the State for srllool .pu rr)osrs. I here c~~ndition\rse re 1nt.t. all (;orernmrnt schools there A were closed or arrangements made fa; them to be conducted as pub-lic schools, the Indian children were enrolled in the public schools, and have made very satisfactory records of attendance and scholar-ship. Nearly all of the mission schools on this reservation have also been closed and many of the children who formerly attended them are attending the public schools. Many Indian children are also attending public schools at Fort Peck and at Browning, Mont. Owing to several years of crop failure, with heavy reverses to many stock men in Montana, the school funds in that State are being greatly reduced and, therefore, Federal aid should be given where there are large tracts of Indian lands not subject to taxation, and where public schools are maintained in which Indian children enroll. Educational work among Indians in Montana has been greatly neg-lected, and regardless of the willingness of public-school authorities to do all they can, there is a demand for some extension of the edu-cational work by the Government. One ood nonreservation school where industrial trainin"e could he offere2 to Indian bovs and g-i rls of Montana is needed. Practically a11 of the Government schools of Minnesota have been closed and the Indian children are rapidly being absorbed by the public schools, and although many children are now out of school the principal work in this State will be cooperation with public-school authorities. Liberal tuition should be paid for Indian chil- |
