Peter Maytubby’s Roll of 1893 lists Chickasaw residents in the Choctaw Territory in 1893. The roll consists of names on loose, badly broken sheets of paper. Parts of the roll are in precarious condition. This dataset is part 2 which contains 89 names of registered Chickasaw.
The Durant family, led by Louis Durant, arrived in the Choctaw Nation around 1770 alongside the LeFlore brothers. Louis married a Choctaw woman, and they had five children, including sons who fought in the Creek War of 1812. Margaret, one of Louis’s daughters, married Eli Crowder, known as Muscokubi for his battlefield prowess. Crowder lived to 102 and had multiple wives and children. Notably, his son Louis became a respected interpreter in the Choctaw Nation, illustrating the family’s prominence and contributions within their community.
The staff lists for the years 1901 and 1902 reveal a roster of educators, showcasing a diverse group of individuals. The 1901 staff included notable figures such as Charles P. Abbott and Hubert B. Marshall, while the 1902 list featured personnel like Nettie Diggs and John L. Elder. Notably, changes occurred over the year, with some members relocating or becoming untraceable. Superintendent Appleton’s presence signifies ongoing administrative oversight during this period in educational history.
The post outlines various schools across different counties, detailing the teachers and local trustees associated with each institution. Many teachers are of European descent, while local trustees include individuals of Choctaw descent, showcasing intermarriage within the community. Notable examples include Gaine School with Robert E. Lee, a fullblood Choctaw teacher, and the various schools in San Bois County, where both fullblood and intermarried Choctaw trustees serve. This highlights the complex social fabric of educational governance in these regions.
In 1906, various districts reported on students enrolled at Jones Academy, detailing their names and ages. The listings span four districts—Coal, San Bois, Scullyville, and Sugar Loaf counties—identifying numerous young individuals, primarily aged between 7 to 19. Notable names include Arthur Johnston, Eddie Sloan, and Richard Riddle, among many others. The educational records reflect the diverse demographics of the local student populace during this period, offering insight into the community’s youth and their attendance at educational institutions.
The 1904 school lists, located on microfilm rolls DC 61 and DC 62, provide detailed insights into the educational subjects studied by students across various schools. Notable locations include Alamo, Albany, Ashland, and many others. Each roll contains specific frame numbers corresponding to schools, revealing the broad range of institutions and communities represented in this historical dataset. The lists highlight the diversity of educational settings during that period, offering a valuable resource for historical research on early 20th-century schooling.
In September 1904, various day schools within the Choctaw Nation, including Talihina, Taloka, Tamaha, Taylor, Tushkahoma, and Union, recorded a diverse student body comprised of Choctaw and white males and females. Each school had a different teacher, with salaries varying from $19.00 to $50.00. Local trustees managed the schools, overseeing student enrollment that included many young individuals, both from local Choctaw families and non-citizen backgrounds, highlighting the multicultural educational environment in the region during that time.
In September 1904, various day schools within the Choctaw Nation enrolled both Choctaw and white students across different age groups. Notable institutions included Salem, Sardis, Savanna, and Smithville Day Schools, among others, each with teachers paid around $40 to $50. The student lists reveal a diverse mix of male and female pupils, with ages ranging from young children to teenagers. Local trustees were appointed at each school to support educational efforts within the community, reflecting a commitment to education during this period.
In September 1904, various day schools within the Choctaw Nation hosted a diverse mix of students. Owl Day School had both Choctaw and white students, totaling 33 boys and 34 girls. Pine Spring, Pleasant Cove, and Pleasant Hill schools similarly reported varied enrollments across races, with teachers being compensated between $35 and $45. Notably, Red Oak Colored Day School included both Choctaw Freedmen and non-citizen colored students, reflecting the racial dynamics of the period. Overall, 12 schools employed distinct local trustees and demonstrated educational efforts amid a complex societal landscape.
In September 1904, various day schools within the Choctaw Nation enrolled both Choctaw and white students, along with some colored students. Names and ages of students were documented across different schools, including Kennady, Kinta, and Kosoma. Teachers received varying salaries, reflecting their roles in educating diverse groups in the Indian Territory. The comprehensive lists provide a glimpse into the demographics of the schools at that time, highlighting the integration of Choctaw and white students in local education systems.
In September 1904, several day schools in the Choctaw Nation reported diverse enrollment figures, highlighting both male and female students of Choctaw and White heritage. Schools such as Gaither, Gills, Good Spring, and Goodwater showcased a range of ages, with teachers receiving payments between $24 and $50. Local trustees were responsible for school administration. The records reflect an early educational landscape that encompassed various ethnic backgrounds, revealing efforts to educate Indigenous youth alongside White students during this period.
The post details student enrollments from various day schools in the Choctaw Nation during September and October of 1904. It includes lists of male and female students, divided by race, alongside their ages. Notable schools mentioned are Dixie Day School, Dunlap Day School, and Double Spring Colored Day School, each with a designated teacher and corresponding payment. The information also highlights local trustees overseeing these schools, revealing the diverse educational landscape within the region during this period.
The records from September 1904 detail enrollment data from various day schools within the Choctaw Nation and surrounding areas. This includes names and ages of male and female Choctaw and white students, along with their respective teachers, payment amounts, and local trustees. Each school, such as Calvin, Canadian, Cedar, and others, reflects a diverse student body and highlights the educational efforts in integrating various communities through schooling during this period.
In September 1904, several day schools within the Choctaw Nation reported student enrollments including both Choctaw and white students. Each school had designated teachers and local trustees overseeing educational matters. Notable schools include Bentley Day School with 22 students, and Bethel #1 Day School featuring 23 students. Teacher salaries varied, reflecting the local educational funding. The diverse student body, encompassing multiple ages and backgrounds, illustrates the blending of communities during this period in Indian Territory.
Fannie Myrtle Keys, born on November 5, 1862, in the Choctaw Nation, was educated in prestigious seminaries before marrying James Andy Le Force on September 11, 1892. They had four children: Flossie Mae, James Lowrey, Sarah Louie, and Charles William. Their family was involved in education and military service, with James serving in World War I. Active in the Presbyterian Church, Fannie’s Cherokee name is Au-nah-hee, while James enjoyed success as a farmer and stockman.
In the fall of 1847, John Harpole Carr was appointed to oversee the construction of Bloomfield Academy in the Choctaw Nation, the first missionary boarding school for girls among the Chickasaws. The school was supported financially by the Board and the Nation. Although attendance fluctuated, vacancies were quickly filled. However, after the outbreak of the Civil War, many fathers enlisted, prompting families to withdraw their daughters, leading to the closure of Bloomfield Academy by May of that year.
The post details student enrollment and teacher information from various day schools in the Choctaw Nation during the late 19th and early 20th centuries, including Alamo, Albion, Albany, Ashland, Beach Creek, Bennington #1, and Bennington #2. Each school report includes a list of male and female students, their ages, the teacher’s name, compensation, and local trustees. The records reflect a diverse student body comprising both Choctaw and white pupils, indicative of the educational landscape of the time.