Northern Idaho (Bonners Ferry).-We are asking for an allowance for the operation of a one-room school at Bonners Ferry. For several years the school has been operated by the public-school authorities, but each year we have had difficulty in getting the local authorities to continue this operation. This is a community of nearly all full-blood Indians and practically all nontaxable land; consequently the local school district has not been particularly interested in serving this group of pupils. It is believed that the Federal Government should operate this school.

Sells (Hickiwan).-We are asking for an increase of a 1-room unit at this school. For several years we have operated a 1-room school in this locality. Each year the enrollment has been increasing until at the present time the average daily attendance is 46, which justifies the addition of the extra room unit. Physical facilities are available.

Seminole (Big Cypress).-Through the purchase of land for the Big Cypress community of Indians there has come a demand for school facilities for this community. There has been no effort on the part of the Federal Government to urge a school upon this group of Indians. They have seen, however, the success of the program offered at Brighton and have petitioned us for the establishment of a school. Temporary facilities are available; however, funds will be required shortly for the construction of a school building similar to that erected at Brighton.

Standing Rock (Kenel).—A number of years ago much of the school program in the Standing Rock Reservation had heen turned over to the local publicschool districts for operation. Since that time drought and crop failures have so reduced the taxable income of the counties in this area that the local publicschool districts have not been able to finance these schools, even with help from the Government. Kenel is a community of mostly full-blood Indians, and it is necessary that the Federal Government assume responsibility for the operation of this school if the children of these Indians are to receive educational advantages. Facilities are available at the present time for this purpose. The average attendance under public-school operation last year was 51 for an 8-month school.

Tomah (Stockbridge).--Three years ago under the land purchase and rehabilitation program a tract of land was purchased for a group of Stockbridge Indians and during the ensuing years homes have been provided for them largely through their own efforts, but with help from the Federal Government, and at the present time there are in excess of 60 children in the community who are without school facilities. Through cooperation with Work Projects Administration and Rehabilitation a community building which includes classroom facilities is now available and a request is made for funds with which to operate a 1-room school for the epresent.

DECREASES

Cheyenne and Arapaho (Red Moon).-We recommend the elimination of this school as a Federal day school, and arrangements are being made for the education of these children in public schools in the neighborhood.

Colorado River (Fort Mojave).—We are recommending the elimination of this school as a Federal school, since most of the Indians have moved away or will during the present year to the new land-subjugation project near Parker. Fort Belknap (Savoy).—This represents a little community of Indians some 25 or 30 miles from the Fort Belknap Agency, and we will be able to make suitable arrangements for their enrollment in a public school nearby.

Fort Totten (Crow Hill).—We are recommending the reduction of a one-room unit at the Crow Hill school. As explained under the item "Day-school pupils in boarding schools" a reorganized educational program is proposed for this reservation which will make it possible to accommodate these pupils in the central school at Fort Totten.

Navajo. Because of a shortage in attendance, it is recommended that there be a reduction of one-room unit at each of the following schools: Red Lake, Nava, Sanostee, Twin Lakes, Kayenta, and Pinedale.

Pine Ridge No. 12 (Lone Elk).—We propose a reduction of one unit at Lone Elk school. The present enrollment and average attendance do not appear to justify a two-room unit.

United Pueblos (Jemez).-Because of a shortage in attendance, it is recommended that there be a reduction of one-room unit at this school.

United Pueblos (San Felipe).—We propose a reduction of a one-room unit at this school because present enrollment and average attendance do not appear to justify a four-room allowance.

United Pueblos (Nutria).-We propose a reduction of a one-room unit at this location in view of the reduced enrollment and average attendance.

Warm Springs (Simnasho).--We propose the reduction of a one-room unit at this school in view of the reduced enrollment and average attendance.

4. Special consolidated day schools, $518,300 (decrease, $45,775).-The following tabulation explains this figure:

To show this detail by schools there follows a statement indicating the number of pupils contemplated for each of the special consolidated day schools during 1941, together with the number for the upper grades:

San Carlos (Bylas).-For a number of years the Dutch Reformed Church has been operating a day school at Bylas on the San Carlos Reservation. The original plant was a two-room adobe building with a number of adjacent adobe structures-commissary, a shower room and laundry, and a small residence.

In the intervening time the number of pupils enrolled has increased although not including by any means the total number of eligible children. The commissary has been transformed into a classroom of sorts, and half of the washroom and laundry has been partitioned off and used for classroom purposes. A wooden shack, at some distance, was also pressed into service to take care of the children who were enrolled last year. There has been growing friction between the mission heads and the Indians, the latter charging that the plant was inadequately maintained and the teachers employed of inferior training and capacity. The situation culminated during 1938 with an incident in which an untrained young Indian teacher severely beat one of the boys. In the investigation which followed it became apparent that the mission lacked adequate funds to maintain an educational program of the size demanded by the number of children living in the district and had been taking no care whatever of the Federal structures.

The mission authorities have notified us of their intention to discontinue the operation of the school. Consequently other provision must be made for its operation. A census of the area reveals 235 children of school age. Not all of these will be in attendance immediately-some should be attending high schools away from the district, and until facilities are improved, many others will remain out of school. Authorization for 125 pupils for the next year is requested.

An inspection by representatives of the Indian Office revealed that the water supply has become seriously contaminated as well as being seriously alkaline; that the sewer system has been neglected to the point that sewage is lying open in the fields adjacent to the school. Much of the interior plaster has fallen off the wall of the adobe buildings, revealing serious structural defects. Termites at work on the floor joists have caused the latter to reach a dangerous point. The roofs of all buildings are leaking and are practically beyond repair unless rafters as well as the exterior roofing be replaced. Two of the buildings have a casing of cement stucco outside of the adobe which has cracked and permits rain water to enter, washing away the native adobe wall. With the exception of one room in the original building, none of the remaining structures is adequately lighted for school use.

Sells. We are asking for an increase of 25 in the pupil allowance for this school in view of the increased attendance.

DECREASES

Great Lakes (Lac du Flambeau).—We propose a decrease of 10 pupils in this school because of reduced attendance.

Hopi (Hoterilla-Bacabi).—We propose a decrease of 20 pupils in this school because of reduced attendance.

Hopi (Polacca).—We propose a decrease of 10 pupils in this school because of reduced attendance.

Hopi High School (Oraibi).—This merely represents a transfer from this item to the item "Day pupils in boarding schools," and represents no change in that amount.

Navajo (Nenah Nezad (Fruitland)).—This represents a transfer from this item to the item “Day schools" and represents a net reduction of $2,475.

Pima (Sacaton).—We propose a decrease of 10 pupils in this school because of reduced attendance.

Rosebud (He Dog).-We propose a decrease of 15 pupils in this school because of reduced attendance.

Turtle Mountain.-We propose a reduction of 50 pupils in the central school at Turtle Mountain in view of the fact that it is expected all the schools on the Turtle Mountain Reservation will be in full operation in their respective communities, thereby obviating the necessity of providing for this number at the central school.

Wind River. This merely represents a transfer from this item to the item "Day pupils in boarding schools," and calls for no change in net amount.

5. Aid to public schools, $639.389.--A total of $637.270 was expended during the fiscal year 1939 for tuition of Indian children in public schools receiving aid from this appropriation, including educational aids such as lunches, transportation, and school supplies.

As in the past, the average daily rate for tuition exclusive of special aids was 40 cents. It is impossible to estimate the special aids in terms of daily tuition as some children receive none at all, while others require lunch, transportation, books, and possibly some other help. Tuition is not paid for children having

less than one-fourth Indian blood nor where the taxable land owned by parents or children within the district is in excess of nontaxable property holdings of the family. With a very few exceptions no tuition is paid for children living in incorporated towns and villages having a population of 500 or more, except that we pay for children coming from other districts or living without the corporate limits.

The provision for retroactive public-school tuition authorities contained in the 1938 appropriation act has been helpful and has obviated a great deal of correspondence and some irritation on the part of public schools which did not make application long in advance. The greater portion of the fund is expended for tuition payments on an average daily-attendance basis. There has been no tendency to extend the flat tuition payments. Requests for this form of aid are very closely scrutinized, and in the majority of cases the schools can operate very well under the usual daily tuition payments.

The rate of 28 cents a day in the western portion of Oklahoma has been continued. One-half the daily tuition money in that area goes into the general school fund, the other is used for special needs of Indian children. In addition, allowances for lunch and transportation are made when needed. Tribal funds of the Cheyenne River Tribe amounting to $8,000 were used for tuition payments and $470 from the tribal funds of the Menominee Indians.

We anticipate receiving a few more requests for settlement of outstanding obligations. In some school districts the school board is comprised of people without a great deal of business experience, and it seems difficult for them to prepare and submit the necessary vouchers as promptly as we could wish. No increase is requested in this item for 1941.

6. State cooperation contracts, $339,525.-This amount is comprised of the following:

Contracts with the States of California and Washington for the education of Indian children were continued during the fiscal year 1939 under the provisions of the State cooperation act. The only Government school in operation in California is Sherman Institute. No Government Indian school is operated in Washington.

The Minnesota contract was initiated in 1937 and is similar to those in force in California and Washington. The Pipestone Indian School is the only Indian school in the State maintained by the Government. We feel that before long an increase in the amount of the contract for Minnesota will be necessary. At the time the Minnesota contract was executed, the funds to take care of this expense were computed on the basis of the amount of money the Federal Government was paying to individual districts for tuition, plus the cost of the operation of the Mille Lacs, Pine Point, and Cross Lake Day Schools, making a total of $100.000. Of this amount $44,375 came from the tribal funds of the Chippewa Indians. The $100.000 contribution on the part of the Federal Government, plus local taxes and various other aids which the State of Minnesota throws into the schools and Indian communities, is not adequate to provide an education program comparable to that provided in the white schools of the State of Minnesota.

State authorities have advised us that in order to bring these Indian schools, or schools where there is a preponderance of Indian children, up to the standard of the other schools in the State, a contribution on the part of the Federal Government in the amount of $180,000 will be required. Most of the communities in which these schools are located are areas in which there is little or no taxable land. Consequently, receipts from local taxes are negligible, amounting in 1938 to $18,331. A total of $72,922 was provided by the State for these various schools, and we feel that the State of Minnesota is doing an unusually good piece of work in connection with the education of Indian children. The authorities are interested in the Indians and are anxious to

provide a real community education program. During the fiscal year 1938, they had a deficit of $8,369 in connection with the operation of these schools and then were able to provide only a minimum of service. With the funds available, only meager lunches can be provided, and the salaries paid to the teachers in the so-called Indian schools, while better than previously paid, are not comparable to those paid teachers in strictly white communities. It is the desire and hope of the State authorities, as well as officials of the Indian Office, to provide for the payment of comparable salaries so that better trained teachers can be secured. The State authorities are spending considerable time in the training of teachers especially for these Indian schools. It should also be noted that these schools are located in communities where it is necessary to transport nearly all of the children to school.

Unless additional Federal money is made available the Indian education program will continue to lag behind the program of the other schools in Minnesota, and there will undoubtedly be a gradual loss of interest on the part of State and local authorities in the Indian children, which may ultimately result in the State asking to be relieved of any responsibility in connection with the contract. At the present time we feel this would be very unfortunate, inasmuch as it would require the construction of Federal schools to accommodate Indian children now in local public schools.

The State contracts provide for education of Indian children under the same terms as white children, but with the requirement that their special needs shall have consideration and that instruction in schools where any considerable number of Indian children attend shall be adapted to the needs of the Indian children of the locality. Use of Government school property is provided for, but repairs and upkeep must be made by the State or local districts. To the extent to which funds are available under the contract, transportation of children to and from school, noonday lunches, text books, and school supplies required for Indian children are furnished. Reports received indicate that the special attention given to the needs of the rural Indian children has resulted in considerable improvement in the schools. This is a benefit shared by the white children in attendance, as their needs are similar, although sometimes they were overlooked in the planning of courses until the requirements for Indian children focused attention on them.

7. Tuition grants for higher education, $15,000.-Colleges and universities located in the same towns or cities as Federal Indian boarding schools are being utilized by the Indian Service for higher education of qualified Indians through payment of instructional costs and permitting them to live at an Indian boarding school while attending the nearby college or university. The students pay for this privilege by furnishing to the Indian school certain types of needed service. The first specific recognition of the need of higher education for Indians was in the 1933 act which appropriated $10,000. For each succeeding fiscal year the appropriation has been $15,000, an amount inadequate for the increasing number of well-qualified young Indians who should have the advantage of education and training beyond the high-school level. To date (September 15, 1939), $13.165 has been encumbered for 158 students in 48 colleges and universities, 16 vocational schools, and 4 schools of nursing. The number of students using this fund increases a little each year, even though the amount appropriated annually has remained the same since 1934. One hundred and forty-two students were aided from this fund in 1937, 157 in 1938, and 179 in 1939, and probably over 170 for 1940. The average amount granted students during the current fiscal year is $83, and the individual allotments run from $35 to $300.

Good high-school facilities are now available to Indian young people generally, and this accounts for the increased interest in and preparation for higher education. The demand for assistance in obtaining certain types of professional training in the fields of agriculture, medicine, law, social welfare, business administration, architecture, and engineering has grown correspondingly in recent years. This year we have a student in medical school where the tuition is $400 per year, and we granted him $300 from the above-mentioned fund. Several students in good agricultural schools are receiving $100 each from the above fund. Students are not given the full amount of tuition, as it is deemed best that they eventually pay for most of their training expenses, hence, a loan is usually granted for the balance of tuition and for living expenses. There are so many qualified students asking for aid that the individual grants must be kept at a minimum.

8. Tuition, deaf, dumb, blind, and otherwise incapacitated Indian children, $20,000.-Until 1933 only $10,000 was appropriated annually for aid of deaf, blind,