History of Nottingham, Deerfield, and Northwood, comprised within the original limits of Nottingham, Rockingham County, N.H., with records of the centennial proceedings at Northwood, and genealogical sketches.
The document outlines various Indian agencies and associated schools across North Dakota. Each agency lists the schools within its jurisdiction, including details such as post-office locations, telegraph addresses, and railroad stations. Notable schools include Bismarck, Fort Totten, and Turtle Mountain. Additionally, the document describes the transportation methods to these schools, highlighting the logistical challenges faced in accessing education within these regions. The focus is on administrative details pertinent to the functioning of these educational institutions within the Native American context.
The post details various Indian agencies and schools in South Dakota, outlining their locations, postal, telegraphic, and railroad connections. Each agency is listed alongside its respective schools, with specific information on distances to transportation hubs and communication services. Key agencies include Canton, Cheyenne River, Crow Creek, and Pine Ridge, with numerous associated day schools providing education to Native American children across the state.
The post details various Indian agencies and schools in Utah, including the Kaibab Day School, Shivwits Day School, and Uintah and Ouray Agency. Each entry specifies postal addresses, telegraph communication methods, and transportation options via railroad and stagecoach. The agencies serve distinct jurisdictions, with schools located in Whiterocks, Santa Clara, and Moccasin, providing insight into the logistical challenges faced by these institutions in the late 19th and early 20th centuries.
The post outlines various Indian agencies and schools in Pennsylvania, specifically highlighting the Carlisle School. It provides details about its location, postal and telegraph addresses, and proximity to transportation options, including railroad stations. For further information, references are made to the Carlisle Indian Industrial School and the 1911 Carlisle School Census, as well as Indian education initiatives at Hampton and Carlisle.
The post lists various Indian agencies and schools located throughout Oklahoma, providing essential details such as post-office addresses, telegram and telephone connections, and railroad stations for transportation. Notable institutions include Cantonment School, Chilocco School, and the Osage Agency. Each entry specifies the distance and means of communication from the school to nearby transportation hubs, reflecting the logistical aspects of Indian education during this period. The document serves as a comprehensive guide to the educational infrastructure within the state.
The post outlines various Indian agencies and their corresponding schools in Oregon. Notable institutions include Fort McDermitt Day School, Klamath School, and Warm Springs School, detailing their postal information, telegraph addresses, and transportation methods. Schools such as Modoc Point, Yainax, and Umatilla are also listed, highlighting their locations and access routes. Each entry provides insight into the communication and travel logistics essential for these educational facilities within the state’s Indian agencies.
The listing details various Indian agencies and schools in New Mexico, providing specific information about their locations, postal services, telegraph addresses, and access via railroad stations. Notable institutions include Albuquerque School, Acoma day school, Isleta day school, and the Jicarilla school, among others. Each school is tied to local postal routes, telegraph services, and rail connections, emphasizing the importance of transportation and communication in supporting educational access within indigenous communities across the state.
The post outlines the New York Agency located in Salamanca, which serves as a postal and telegraphic hub with prompt messenger delivery. It specifies the transportation accessibility of the agency through various rail lines, including Erie Railway and the Buffalo, Rochester, and Pittsburgh Railway. Following the agency details, schools within this jurisdiction are to be listed.
The post outlines agencies and schools in North Carolina, specifically detailing the Cherokee School and Birdtown day school. The Cherokee School is located in Cherokee, while Birdtown day school serves the Birdtown area. Notable logistical information includes post-office and telegraph addresses, along with transportation details, highlighting access via railroads. The Cherokee school is accessible from Ela via the Appalachian Railway, while Birdtown is reached from the same route, illustrating the proximity and communication networks for these educational institutions.
The post details the various Indian agencies and schools in Minnesota, including their post office locations, telegraph addresses, and nearby railroad stations. Each agency is associated with specific schools, such as the Bena School, Cass Lake School, and others, providing critical logistical information for communication and transportation. Schools like the Fond Du Lac day school and Leech Lake Agency highlight the reach and organization of educational opportunities for Native American communities in the state.
The post provides a comprehensive list of Indian agencies in Montana, detailing associated schools and logistical information such as post offices, telegraph addresses, and transportation options. Notable agencies include Blackfeet, Crow, Flathead, Fort Belknap, Fort Peck, and Tongue River, each hosting multiple schools ranging from day schools to mission schools. The descriptions include distances from agencies to schools and available means of communication and travel, highlighting the infrastructure for education and support services for Indigenous communities in Montana.
The post outlines various Indian agencies and schools in Nebraska, including their locations, postal and telegraphic addresses, and transportation options. Notable institutions mentioned are the Genoa, Santee, Ponca, Winnebago, Decora, and Omaha schools, each with distinct access routes via railroads and other means. The details emphasize the logistical aspects of these institutions, reflecting the historical context of education for Native American communities in Nebraska.
The post outlines various Indian agencies and schools in Nevada, detailing their locations, postal addresses, telegraph services, and nearest railroad stations. Schools include Carson School in Stewart, Big Pine Day School in California, Independence Day School, Fallon Day School, Lovelocks Day School, Moapa River School, Nevada School, Wadsworth Day School, Walker River Day School, and Western Shoshone School in Owyhee. Each entry provides essential communication and transportation information relevant to these educational institutions.
The post provides details on agencies and schools in Iowa, specifically noting the Sac and Fox School located in Toledo and the Mesquakie Day School in Tama. It includes information on postal services, telegraph addresses, and railroad stations essential for accessing these institutions. Both schools serve the Native American community, reflecting the educational landscape of Iowa during the period.
The post details various Indian agencies and schools in Michigan, including Bay Mills School, Mackinac Agency, and Mount Pleasant School. Each entry includes the respective locations, postal and telegraph addresses, and nearby railroad stations for transportation access. Bay Mills is served by Brimley, while Mackinac is connected through Baraga. Mount Pleasant is accessible via its own station. These institutions were integral to the education and administration of Native American populations in the state.
The post outlines the various Indian agencies and schools in Colorado, detailing their locations and accessibility. Notable institutions include Fort Lewis School near Hesperus, Grand Junction School in Grand Junction, Navajo Springs Day School near Cortez, and Southern Ute School and Allen Day School in Ignacio. Each entry provides information on post-office locations, telegraph and railroad connections, highlighting the logistical challenges of communication and transportation during this period.
The post outlines various agencies and schools associated with the Idaho Indian Agencies, detailing their locations, postal addresses, telecommunications, and transportation links. Key institutions include the Desmet Mission School, Fort Hall School, Fort Lapwai School, Kamiah Day School, and St. Joseph’s Mission School, each with specified postal services and proximities to railroad stations. This structure highlights the logistical framework supporting education and agency services on the Coeur d’Alene Reservation and surrounding areas.
Beginning in 1878, federal policy aimed to assimilate Native American children into U.S. culture through boarding schools, removing them from their families. The Meriam Report of 1928 criticized these educational institutions for inadequate care, unqualified staff, and oppressive measures, such as cutting hair and changing names to erase cultural ties. This summary offers resources for exploring the history of Indian schools, seminaries, and asylums, including student records, tribal affiliations, and details on specific institutions like the Canton Asylum and the Carlisle School.
In 1898, the U.S. Congress established the Canton Indian Insane Asylum in South Dakota, which opened in 1903. Many inmates were unjustly confined for reasons other than mental illness, such as alcoholism or cultural misunderstandings. A 1927 investigation revealed numerous patients showed no signs of mental illness. The asylum closed in 1934, having housed over 350 patients in poor conditions, with at least 121 deaths. The cemetery for the deceased, now recognized as a historic site, lacks proper grave markers. This document lists patients interred in 1911.