Sir: By reference to the treaties now in force with our nomadic tribes, it is found that a clause, in like terms, in reference to education, appears in seven (7) of our most important ones, while manifestly the same spirit of educational help from the Government pervades them all.
One of the clauses referred to is as follows (see revision of Indian treaties, page 132, Treaty with the Cheyennes and Arapahoes, 1868):
“Article 7.—In order to insure the civilization of the tribes entering into this treaty, the necessity of education is admitted, especially by such of them as are or may be settled on said agricultural reservation, and they thereby pledge themselves to compel their children, male and female, between the ages of six and sixteen years, to attend school; and it is hereby made the duty of the agent for said Indians to see that this stipulation is strictly complied with; and the United States agrees that for every thirty children between said ages, who can be induced or compelled to attend school, a house shall be provided, and a teacher, competent to teach the elementary branches of an English education, shall be furnished, who will reside among said Indians and faithfully discharge his or her duties as teacher.
“The provisions of this article to continue not less than twenty years.”
These treaties were all confirmed in 1868, and, as will be seen, the educational clause is respectively limited to twenty years. The intent was unquestionably to gather into schools all of the children of the tribes who became parties to the treaties. By reference to the last annual report from this office, it will be found that the total population of the tribes having this clause in their treaties, on the date of that report, was about 71,000, and their children of school age numbered 12,000; and that ten years after making these treaties, of this great number of children entitled to educational privileges at Government expense, only 944 were really provided for.
The following extracts from said report have a direct bearing upon this subject, and merit special attention in this connection:
“Experience shows that Indian children do not differ from white children of similar social status and surroundings, in aptitude or capacity for acquiring knowledge; and opposition or indifference to education on the part of parents decreases yearly; so the question of Indian education resolves itself mainly into a question of school facilities.
“But the figures contained in the tables herewith fall far short of indicating a purpose on the part of the Government to make this question one of speedy solution.
“At a low estimate, the number of Indian children of school-going age, exclusive of those belonging to the five civilized tribes of the Indian Territory, may be placed at 33,000. Of these, not less than 8,000 could, within a short time, be gathered into boarding-schools, except for the fact that the teachers are yet to be employed, the school buildings are yet to be erected, and the funds for both, and for feeding and clothing the scholars, are yet to be appropriated.