Wayne, and appropriating $50,000 for land and buildings. Another act enlarges the Soldiers' Orphans' Home near Knightstown, Rush County, into the Soldiers and Sailors' Orphans' Home, and appropriates $65,000 for the completion of buildings already begun, $25,000 for a building to be used for a literary school, and $20,000 for a shop and tools to equip an industrial school on the premises. The sum of $200,000 was voted for the erection of a State Soldiers and Sailors' Monument in Clyde Park, Indianapolis. No regular appropriation bills were passed, and no provision made for the support of the government for the succeeding two years. The following are some of the principal acts not above referred to:

Requiring all persons or companies of any kind, engaged in mining or manufacturing in the State, to pay their employés semi-monthly, if so requested, in lawful money of the United States; prohibiting the sale of merchandise by such employers to their employés at any higher price than to any other purchasers, and fixing penalties for the violation of this law. To authorize cities and towns to issue bonds for the purpose of funding their indebtedness, or reducing the rate of interest, or compromising with any creditor, or taking up or canceling bonds, notes, or other obligations, and making it the duty of the Common Council of such cities, and of the Board of Trustees of such towns to levy taxes to pay the interest on such bonds, and for creating sinking-funds to liquidate the principal. To authorize the Governor to bring a suit in the Supreme Court of the United States to determine the boundary between Indiana and Kentucky, with relation to the ownership of Green River Island, and appropriating 85,000 for such litigation.

Empowering cities and towns to regulate the supply, distribution, and consumption of natural gas within their limits.

To provide for the taxation of building, loan, and savings associations.

To authorize the Hendricks Monument Association to erect and maintain a monument to the memory of the late Thomas A. Hendricks, and the Odd Fellows' Association to erect and maintain a monument to the memory of the late Schuyler Colfax, on State grounds in Indianapolis.

To provide for the organization and perpetuity of voluntary associations for charitable, social, military,

or business purposes.

Imposing a penalty for hunting on inclosed lands without consent of the owner.

Providing for the permanent inclosure and preservation of Tippecanoe battle-ground.

Revising the law relating to the practice of dentistry. Finances. The annual report of the Treasurer for the fiscal year ending October 31 shows a balance on hand at the beginning of the year of $409,971.73; receipts from all sources, $4,738,198.89; total disbursements, $4,774,226.41; leaving a balance, on October 31, of $373,944.31. Of the receipts, $2,373,043.78 were credited to the general revenue fund; $2,127,946.17 to the school fund for the payment of tuition; and $168,159.51 to the new State House fund. There was also realized $2,103 from the sale of tax-lands, $160 from swamp-lands, $2,335 from escheated lands, and $5,105 from forfeited college lands. Of the total disbursements, $2,351,509.53 was from the general revenue fund, $2,029,410 from the school fund VOL. XXVII.-25 A

for tuition, and $294,647.06 from the new State House fund, while the only other large amount was $85,400.20 from the permanent endowment fund of the Indiana University. The disbursements from the general fund were as follows: Benevolent institutions, $678,277.67; reformatory, $89,991.73; penal, $196,886.02; State library, $3,648.92; Supreme Court, $32,130; State judiciary, $171,754.50; interest on State debt, $439,394.58; educational institutions, $58.360; State boards, departments, etc., $19,466.67; public printing and stationery, $12,646.47; House of Representatives, $70,985.13; State Senate, $46,028.61; miscellaneous expenditures, $491,635.51.

The failure of the Legislature to pass the regular appropriations produced embarrassment in conducting the financial operations of the State. As the Auditor is forbidden to draw his warrant on the treasury in the absence of an appropriation, the executive and judicial officers not only failed to receive their salaries, but were forced to the alternative of discharging their clerks and employés, or paying them from their own pockets. To meet pressing difficulties, Treasurer Lemcke agreed to pay bills presented to him out of his own funds, if the officers to be accommodated would guarantee him repayment in case the next Legislature failed to make the necessary appropriation. It was deemed useless to call an extra session of the Legislature, which would only result in a reopening of the Smith-Robertson controversy, and a consequent dead-lock. Fortunately, the State charitable institutions were not affected by these difficulties, a statute already providing that in such a contingency the Governor, Secretary, and Treasurer might appropriate each month for their support a sum equal to one twelfth of the last annual appropriation.

The State debt amounted in Cctober to $6,430,608. Of this amount $340,000 was added during the year, being borrowed at 3 per cent. to meet accruing interest.

Prisons. The annual report of the Northern Prison shows that the number of convicts at the beginning of the year was 697, and at the close 644. The number discharged was 314, against 290 received, while 16 were paroled by the Governor, and 13 died. The warden paid to the State Treasurer during the year $110,245.56, and received from the State $102,245.56. His receipts and earnings amounted to $105,635.42. In the Southern Prison, at Jeffersonville, there were 538 convicts at the close of the year. The disbursements under the new warden were $50,218.40, and the receipts $19,628.25. A change of management in the prison took place early in the year, in consequence of an investigation by a committee of the Legislature. The treatment of convicts, the sanitary arrangements, and the whole system of management was found to be reprehensible, and Warden Howard was discovered to be a defaulter to a large amount. He was deposed, and a new board

of management selected. A subject of complaint at both institutions is the necessity of placing young criminals in daily intercourse with older and more hardened convicts. There seems to be no remedy for this state of affairs without some provision by the Legislature.

The Insane. Two investigations were had during the year, one by the Senate and one by the House, into the management of the Insane Asylum. The House Committee reported mismanagement and cruel treatment to patients, while the Senate Committee found little to censure. The effect of the investigations was such, however, that Gov. Gray deemed it advisable to supersede Drs. Harrison and Gapen, two of the Board of Directors. They refused to yield the office to their successors, and a legal contest ensued, the outcome of which is not yet determined.

Normal School. The annual report of this institution for 1887 shows it to be in a flourishing condition. There were 1,343 students enrolled during the year. The necessary expense of a year's course is estimated at $132.50: The total receipts in the tuition fund for the year were $27,628.82. The disbursements were $22,005, leaving a balance in the treasury of $5,623.82. The incidental fund shows a balance from last year and receipts of $11,748.28; balance on hand, $4,716.48.

Live-Stock. For the year ending in June, the following returns are made of the live-stock in the State by the Bureau of Statistics: Total number of horses, 533,257, an increase of 20,287 over 1886; number of mules, 56,989, a decrease of 294; number of cattle, 1,779,351, an increase of 81,601; number of sheep, 1,394,045, a decrease of 7,567. The estimated wool-clip was 4,197,000 pounds. In the summer and autumn of 1886, hog cholera prevailed in 72 counties, causing great destruction, the number dying of this disease during the year being 553,692. There were slaughtered for food, 1,245,596. The total number in the State reported for the year was 3,801,248.

Natural Gas. Great progress was made during the year in utilizing the discoveries of natural gas in many places in the State. The first natural gas company was incorporated March 5, 1886, and from that date till May, 1887, 118 companies had been formed. There were nearly 200 companies by the end of the year.

Election Frauds.-The trial of Simeon Coy and others for altering election-returns at Indianapolis in the congressional election of 1886, by which the result of the election was said to be changed, was held during the year. An indictment was found against them in the United States Court, and the question of the court's jurisdiction was then raised. Justice Harlan decided that in all Congressional elections the United States Courts had the right to review and enforce all rules of procedure, whether made by Congress or by the State law, and to punish any violation of those rules. At the trial upon the merits of the case the

prisoners were discharged, sufficient evidence to convict not being offered.

INDIAN EDUCATION. The Indian schools of the United States may be classified as follow: Day-schools: 1, established and supported by the Government; 2, supported by contracts with religious societies; 3, mission-schools established and supported by religious societies. Boarding-schools: 1, located on reservations and controlled by agents; 2, independent schools; 3, mission-schools established and chiefly supported by religious associations. State and tribal schools: 1, Indian schools of New York State; 2, tribal schools of Indian Territory.

For the subsistence of these schools there are five different sources of revenue: 1, appropriations made under the educational provisions of existing treaties; 2, funds, investments of bonds, and other securities held by the Government; 3, proceeds of sales of lands of certain Indian tribes; 4, accumulations of money in the treasury resulting from the sale of lands; and 5, annual appropriations by Congress for Indian school purposes.

The day-schools, established generally at points remote from the agencies, are frequently due to the benevolent efforts of missionaries or the wives of the army officers stationed at the military reservations in the Indian country. These are the primary efforts toward Indian education, and are followed by the boarding schools, in which the Indian children can be more entirely isolated from their savage life, and where also the facilities for instruction can be made greatly superior. The five Indian schools supported by special appropriations are as follow: Carlisle School, Carlisle, Pa.; Chilocco School, Chilocco, Indian Territory; Genoa School, Genoa, Neb.; Haskell Institute, Lawrence, Kan.; and Salem School, Chemawa, Ore. The three schools that are next best known to these, and are under appropriations providing for the education of a certain number of pupils at a specified rate per annum, are Hampton Institute, Hampton, Va., Lincoln Institution, Philadelphia, Pa., and St. Ignatius Mission, Flat Head Reservation, Mon. The table on next page is a general summary of the statistics of the Indian schools from the latest report, that for 1886.

The statistics of all the Indian schools, supported in whole or in part by the Government during the fiscal year ending June 30, 1886, the latest report made, show the following figures, a portion being a recapitulation of the table just given: School population, 38,981; capacity of schools, boarding, 10,021; day, 5,270; number of employés, 703; largest monthly attendance, 12,316; average attendance, boarding, 7,260; day, 2,370; total cost to Government, $997,899.80.

These schools are divided in number among the States and Territories as follow: Alaska, 1; Arizona, 4; California, 15; Colorado, 2; Dakota, 49; Idaho, 3; Illinois, 1; Indiana, 2;

KIND OF SCHOOL.

Government schools supported by general appropriations.. Government schools supported by special appropriations. Contract schools supported by general appropriations.. Contract schools supported by special appropriations

Total

Indian Territory, 14; Iowa, 2; Kansas, 6; Michigan, 10; Minnesota, 9; Nebraska, 10; Nevada, 4; New Mexico, 16; North Carolina, 8; Oregon, 8; Pennsylvania, 3; Utah, 1; Virginia, 1; Washington Territory, 14; Wisconsin, 17; and Wyoming, 1.

As generally illustrating further statistics of special schools we select three, those of Genoa, Neb., Carlisle, Pa., and Hampton, Va. The Indian school at Genoa reports 110 boys and 56 girls, including representatives of the Sioux, Omahas, Winnepegs, Poncas, Arikerees, and Mandans. This school comprises one large building of brick 110 by 40 feet, with two wings 80 by 20 feet, and includes, besides dormitories, school-room, dining-room, sewingroom, officers' apartments, etc. There is also a farm of 320 acres, where, in the last year reported, were raised 1,400 bushels of wheat, 200 bushels of oats, and 3,000 bushels of grain, besides garden-vegetables. There are a few head of stock, and among the industries established here are blacksmithing, horseshoeing, painting, etc.

The Carlisle, Pa., school reports 344 boys and 150 girls, and includes representatives of forty different tribes. This school does more in industrial teaching, covering carpentry, tailoring, shoemaking, tinsmithing, harnessmaking, painting, brickmaking, baking, and printing, besides farming. Added to the Government appropriation for this school the gifts for the year reported amounted to $9,828.11. Religious services and general religious teaching are carried on in all these schools through the co-operation of such clergymen as are accessible, without regard to creed.

The Hampton, Va., school reports 77 boys and 43 girls from sixteen tribes, the average age being about seventeen years. This school, besides the ordinary primary and advanced teaching, has also kindergarten instruction. It is reported that in mathematics the Indians excel, as also in geography. Lessons in vocal and instrumental music are encouraging features in the work of this school, from which developed the colored "Hampton Jubilee Singers," so popular throughout the country a few years ago. The studies and industrial work of the pupils are diversified by various indoor and outdoor amusements, including games, marching, conversation, literary and musical exercises, checkers, etc., within, and outdoor games, such as ballplaying, quoits, rowing, and athletic games. The farm includes 110 acres under cultivation, 43 of which were in vegetables. Of 190 students who left this school and whose record

was afterward followed, 106 were reported as doing very well, 54 as doing fairly, 12 badly, and 6 returned to savage life, while 12 were unaccounted for. There were of the total number 54 in Government employ, of whom 7 were girls.

The Congressional provision for the education of the pupils at Hampton Institute is at the rate of $167 per annum. The cost to the Government was $19,735.39. Besides this, the sum of $13,215.21 was reported as being contributed by friends of the school. In addition to the Indians reported, the Hampton school provides for between 400 and 500 colored pupils.

The schools conducted by the missionary organizations numbered during the year 2,257 Indian pupils, the larger number being under the Home Missions of the Presbyterian Church, the Catholic Indian Missions, the American Missionary Society of the Congregational Church, the Board of Foreign Missions of the Presbyterian Church and the Protestant Episcopal Church, the Government, through the Commissioner of Indian Affairs, contracting to pay a certain sum for each pupil, the sum paid, if insufficient to cover expenses, being supplemented by the religious organizations conducting the schools. The uniform rate of cost per head to the Government of each pupil is $108 per annum, except in New Mexico, Arizona, and California, where $150 per annum is allowed. The schools at Carlisle, Pa., and Lawrence, Kan., are reported to be well adapted for advanced instruction of such pupils as have shown a capacity for higher education, and it is recommended that only graduates of the reservation schools be sent to them. It is also suggested that the schools at Genoa, Chilocco, and Salem should be used for a like purpose.

The annual report of the State Superintendent of Schools of the State of New York for 1885 gives the number of Indian children of school-age in the State as 1,442, the number attending school 1,050, and the average attendance 555. The amount expended by the State in aid of Indian schools was $8,277.53.

What are known as "the five civilized tribes" include the Cherokees, Choctaws, Chickasaws, Creeks, and Seminoles. They occupy a portion of the southern and eastern part of the Indian Territory, and number about 64,000, distributed as follows: Cherokees, 23,000; Choctaws, 18,000; Chickasaws, 6,000; Creeks, 14,000; Seminoles, 3,000. Each of these tribes manages its own affairs under a constitution modeled upon that of the United

States. Each tribe has a common-school system, and includes schools for advanced instruction. The teachers are generally Indians, and text-books in the Indian language are used. These tribes receive no assistance from the Government in support of their schools. The schools include high, public, and private schools, and male and female seminaries.

As illustrating the progress of Indian education, the following figures are interesting, covering a period between 1882 and 1886, both inclusive:

The increase in the number of boardingschools was from 71 in the first year to 115 in the last; of day-schools, from 54 to 99; of average attendance at boarding-schools, from 2,755 to 7,260; at day-schools, from 1,311 to 2,370; cost of boarding-schools, from $452.559 to $941,124; cost of day schools, from $32,400 to $56,775. The statistics of Government schools supported by general appropriation showed a total number of 154, including 67 boarding- and 87 day-schools; capacity, 8,231; average attendance, 5,689; number of employés, 552; cost, $494,456.52.

It is a curious fact, not commendable to the Government of the United States, that specific treaty agreements with certain tribes by which school-houses and teachers were to be furnished them have never been complied with. Such is the case with regard to the Navajos, to whom the Government is indebted for educational purposes, according to the terms of the treaty of June 1, 1868, in the sum of $792,000, and the Sioux, to whom is owing $2,500,000, an indebtedness incurred by solemn treaty of agreement of April 20, 1868.

Provisional training for Indians has been arranged for to a limited extent in the case of Wayland Seminary and Howard University, in the District of Columbia, the Woman's Medical College of Philadelphia, Pa., and the Medical Department of the University of Pennsylvania. At these institutions permission has been given for the professional education of three Indian boys and one Indian girl in the case of

each.

The first effort in this direction appears to have been made by the Continental Congress on July 12, 1775, when a bill was passed appropriating $500 for the education of Indian youths at Dartmouth College, N. H. Further effort was made in the same direction, but the Revolutionary War prevented any definite action being taken, and it was not until 1794 that any form of education was mentioned in an Indian treaty, when a provision was inserted in a treaty with the Oneida, Tuscarora, and Stockbridge Indians "to instruct some young men of the three nations in the arts of the miller and sawyer." In 1803 a treaty made with a tribe of Illinois Indians provided for the expenditure on the part of the United States annually for seven years of the sum of $100 toward the support of a Roman Catholic priest to instruct as many Indian children as possible

In

in the rudiments of English literature. 1819 $10,000 was appropriated by Congress for a similar purpose, and this appropriation was carried on the books of the Treasury Department until 1873, when so much of the act as provided for the appropriation was repealed. In 1867, what was known as "The Civilization Fund," a re-establishment of the act just mentioned, was arranged for in a treaty with the Great and Little Osage Indian tribe, by which the proceeds of sales of certain lands were to be used under the direction of the Secretary of the Interior for the education and civilization of the Indian tribes residing within the limits of the United States. From 1867 to 1882, under this act, about three quarters of a million dollars were expended in ostensible attempts to fulfill this purpose. Various special treaties were made with Indian tribes from time to time in which education took some part, but so little were such provisions observed by the Government that in 1884 the Secretary of the Interior reported that it would require an appropriation of $4,033,700 to fulfill the educational provisions of eight of our Indian treaties. Requests were accordingly made by the Secretary for appropriations, which, however, were not complied with by Congress. Meanwhile large sums remain in the Treasury Department to the credit of various tribes, the Osage fund, for instance, amounting to $5,000,000, and drawing interest at the rate of 5 per cent. per annum, which interest may be expended by the President for the benefit of the Osage Indians, in such manner as he may deem proper. The Choctaw school fund in the United States Treasury amounts to $49,472.70, and the Cherekee fund $457,903.72.

The first annual general appropriation for Indian school purposes was made in the Indian bill of 1876, when the sum of $20,000 was appropriated "for the support of industrial schools and other educational purposes for the Indian tribes." This was followed by an appropriation in 1877 of $30,000 for the same purpose, one in 1878 of $60,000, in 1879 and 1880 each of $75,000, in 1881, $85,000, 1882, $471,500. In 1883 Congress appropriated for the fiscal year ending June 30, 1884, for general and special educational purposes among the Indians, the sum of $680,200. In 1884 the appropriations for Indian schools amounted to $992,800, this being for the fiscal year ending June 30, 1885, but of this sum $66,917.50 was not used. The Indian bill of March 3, 1885, appropriated the largest amount ever given up to that time for Indian school purposes, being $1,107,665, and in 1886 Congress increased upon this amount, appropriating $1,211,415.

The machinery of the Indian educational system, which has resulted from Congressional legislation, treaty stipulations, and missionary efforts, includes, first, the day-schools, which are of three kinds: the Goverment day-schools, being established by the Government and the teachers appointed by the Commissioner of In

dian Affairs upon nomination of Indian agents; the contract schools, established by religious organizations, which appoint the teachers; and the mission day-schools, established and conducted by the religious associations. Next are the boarding-schools on reservations, of which the schools are established and conducted by the Government, the contract schools by the religious associations, and the independent schools, appointed by and reporting to the Commissioner of Indian Affairs; the mission, reservation, and boarding-schools being established and conducted by religious societies. Of the boarding-schools not on the reservations, none are Government schools, and they are all independent of the Indian agencies. They report direct to the Commissioner of Indian Affairs. There are also Government trainingschools, established by the Government, erected by the Government, and all expenditures paid by the Government out of special appropriations made for the purpose. The Secretary of the Interior appoints the superintendents of these schools, and the employés are appointed by the Commissioner of Indian Affairs. These schools are immediately under the supervision of the Indian Bureau. Some of the Government training-schools are established by educational and religious organizations, and for them Congress makes annually an appropriation for maintaining and educating at each a specified number of Indian pupils. The Hampton Normal and Agricultural Institute, Virginia, and the Lincoln Institution, of Philadelphia, are classed as semi-Government training-schools.

The Hampton school owes its Indian connection to what may be considered a mere accident. In 1875 Capt. R. H. Pratt was put in charge of a number of Indian prisoners at Fort Marion, St. Augustine, Fla. Several of the young men among these captives were, in April, 1878, placed at the Hampton Normal and Agricultural Institute, Va., and subsequently Capt. Pratt was authorized by the Secretary of the Interior to obtain fifty Indian children from the Indian agencies in Dakota, and place them in the Hampton school, to be "instructed in books and manual labor." Under this authority Capt. Pratt placed forty boys and nine girls at the school in November, 1878, and thus the Indian Department of the Hampton Institute was created. At this school Indian cottages are erected at the expense of philanthropic people who make contributions for the purpose, and each of these cottages is occupied by a young Indian and his wife. Some of these married couples attend the school, and others obtain the opportunity of learning housekeeping. In 1884 eleven boys and nine girls spent the summer months with farmers in Massachusetts, the girls doing house-work and sewing, and the boys working on the farms.

The Chilocco school, Indian Territory, has 8,640 acres of good agricultural grazing land. It is about one mile south of the southern line

of Kansas, and has suffered a good deal by incursions of Indians and raids of cowboys. This school has extensive buildings, but no shop facilities.

It is to be regretted that the existing system of Indian education was not thoughtfully provided by wise statesmanship, and then deliberately put into operation by a carefully considered Legislature, but was evolved, the schools developing themselves one from another in gradual transition. The school system is in consequence not only imperfect as a whole, but defective in parts. Meanwhile, the co-operation with the Government of religious philanthropic organizations, and religious work among the Indians, is considered desirable. It is reported that the religious organizations together accomplish an amount of education work among the Indians that may well challenge general attention and merits applause. It is not considered desirable, however, on the part of the Government to permit any sect or educational society to use the Government in any effort to proselytize, or to fill its own purse. It is therefore not considered well to permit any religious denomination to make its missionaries, as such, teachers in any of the Government schools.

The affairs of the Indian schools are managed by the Indian School Superintendent, who reports to the Commissioner of Indian Affairs, under whose direction is placed the whole matter of Indian education, which is, in fact, in charge of what is known as the Education Division of the Indian Bureau. Under the existing system, combined with the methods of tuition that have grown out of it, the complaint is made that there is no uniformity in the methods of instruction in Indian schools. "Each school is, in all matters relating to the work to be done by it, a law unto itself." As a result of this absence of uniformity of method in instruction, the text-books of nearly every publisher in the United States are purchased by the Government for use in Indian schools, and it is alleged that thirteen kinds of arithmetics are used, eleven kinds of geographies, eleven kinds of grammars, nine primers, fourteen first readers, fifteen second readers, thirteen third, twelve fourth, six fifth, and twelve spellers. It is also thought that text-books properly used in white schools can not be employed to as good advantage in Indian schools, and the recommendation is made that a set of text-books should be prepared by the Government, and the printing of them done at the Government Printing-Office. On the whole it is shown by experts, long connected with the Indian educational system, that, while good progress has been made, and excellent schools established in many instances, there remain very many opportunities for improvement, some of which, suggested by the Indian School Superintendent in the various official reports of the Commissioner of Indian Affairs, might well be given a fair examination, and if practical carried out.