Carl Albert Congressional Research and Studies Center, University of Oklahoma, Norman, OK 1936 Letter from the Commissioner of Indian Affairs on Irrigation and Education Plans for Fort Sill, Riverside, and Cheyenne Arapaho Schools 1935-01-01 1935-01-01 unknown http://rightsstatements.org/vocab/NKC/1.0/ eng 74th (1935-1937) John William "Elmer" Thomas Collection CAC_CC_053_12_10_36_0000, Box 36, Folder 5, University of Oklahoma, Carl Albert Center Archives, Norman, OK, Standard Shelving https://arc.libraryhost.com/repositories/3/resources/47 CAC_CC_053_12_10_36_0005 https://jones-2.s3.amazonaws.com/John%20William%20Elmer%20Thomas%20Collection/CAC_CC_053_12_10_36_0000-Indian%20Affairs,%20Education,%20General,%201935-1948/Thumbnails/CAC_CC_053_12_10_36_0005_thumbnail.jpg https://arc.libraryhost.com/repositories/3/archival_objects/887761 https://jones-2.s3.amazonaws.com/John%20William%20Elmer%20Thomas%20Collection/CAC_CC_053_12_10_36_0000-Indian%20Affairs,%20Education,%20General,%201935-1948/CAC_CC_053_12_10_36_0005.pdf correspondence Education--United States Cheyenne and Arapaho Tribes 1 Page The Education Division of the United States Department of the Interior's Office of Indian Affairs is planning small-scale irrigation schemes at Fort Sill, Riverside, and Cheyenne and Arapaho schools in western Oklahoma. The goal is to improve agricultural conditions by providing water to garden crops during dry periods. The Education Division believes it is important for young Indians to participate in constructing and planning the irrigation systems. Text Carl Albert Congressional Research and Studies Center, University of Oklahoma, Norman, OK Expansion of Agricultural Education in Reservation Schools: A Constructive Step Toward Self-Sufficiency for Indigenous Youth 1935-01-01 1935-01-01 unknown http://rightsstatements.org/vocab/NKC/1.0/ eng 74th (1935-1937) John William "Elmer" Thomas Collection CAC_CC_053_12_10_36_0000, Box 36, Folder 6, University of Oklahoma, Carl Albert Center Archives, Norman, OK, Standard Shelving https://arc.libraryhost.com/repositories/3/resources/47 CAC_CC_053_12_10_36_0006 https://jones-2.s3.amazonaws.com/John%20William%20Elmer%20Thomas%20Collection/CAC_CC_053_12_10_36_0000-Indian%20Affairs,%20Education,%20General,%201935-1948/Thumbnails/CAC_CC_053_12_10_36_0006_thumbnail.jpg https://arc.libraryhost.com/repositories/3/archival_objects/887762 https://jones-2.s3.amazonaws.com/John%20William%20Elmer%20Thomas%20Collection/CAC_CC_053_12_10_36_0000-Indian%20Affairs,%20Education,%20General,%201935-1948/CAC_CC_053_12_10_36_0006.pdf correspondence Education--United States Cheyenne and Arapaho Tribes; Chilocco Indians; Iowa Tribe of Oklahoma; Kiowa Tribe of Oklahoma 1 Page The text discusses a plan to extend three high schools on Kiowa and Cheyenne and Arapaho reservations to full high school status in order to provide agricultural education for junior high school age students. The plan involves building construction to accommodate the students and irrigation projects are being installed. The goal is to help the Indian young people become self-supporting and self-respecting members of their community. Text Carl Albert Congressional Research and Studies Center, University of Oklahoma, Norman, OK Indian Affairs in 1935: Challenges, Legislation, and Progress 1935-01-01 1935-01-01 unknown http://rightsstatements.org/vocab/NKC/1.0/ eng 74th (1935-1937) John William "Elmer" Thomas Collection CAC_CC_053_12_10_9A_0000, Box 9A, Folder 1, University of Oklahoma, Carl Albert Center Archives, Norman, OK, Standard Shelving https://arc.libraryhost.com/repositories/3/resources/47 CAC_CC_053_12_10_9A_0001 https://jones-2.s3.amazonaws.com/John%20William%20Elmer%20Thomas%20Collection/CAC_CC_053_12_10_9A_0000-Indian%20Affairs,%20General%20and%20Miscellaneous,%20Jan.-Dec.,%201935/Thumbnails/CAC_CC_053_12_10_9A_0001_thumbnail.jpg https://arc.libraryhost.com/repositories/3/archival_objects/887597 https://jones-2.s3.amazonaws.com/John%20William%20Elmer%20Thomas%20Collection/CAC_CC_053_12_10_9A_0000-Indian%20Affairs,%20General%20and%20Miscellaneous,%20Jan.-Dec.,%201935/CAC_CC_053_12_10_9A_0001.pdf correspondence Indians of North America--Oklahoma Osage Nation; Hopi Tribe of Arizona; Apache Tribe of Oklahoma; Navajo Tribe of Arizona, New Mexico & Utah; Cheyenne and Arapaho Tribes 5 Pages The text discusses the ongoing issues and challenges faced by Native American tribes, particularly in Oklahoma and the Navajo reservations. It highlights the push for legislation to protect Indian rights and address issues such as exploitation and lack of resources. The consolidation of various programs under one leader on the Navajo reservations is also discussed as a step towards progress. Opposition from special interests and political obstacles are hindering the implementation of beneficial measures for Native Americans. Text Carl Albert Congressional Research and Studies Center, University of Oklahoma, Norman, OK 1935 Letter from Office of Indian Affairs Regarding Educational Advantages for Oklahoma Indians 1935-01-18 1935-01-18 unknown http://rightsstatements.org/vocab/NKC/1.0/ eng 74th (1935-1937) John William "Elmer" Thomas Collection CAC_CC_053_12_10_6_0000, Box 6, Folder 4, University of Oklahoma, Carl Albert Center Archives, Norman, OK, Standard Shelving https://arc.libraryhost.com/repositories/3/resources/47 CAC_CC_053_12_10_6_0004 https://jones-2.s3.amazonaws.com/John%20William%20Elmer%20Thomas%20Collection/CAC_CC_053_12_10_6_0000-Indian%20Affairs,%20Education,%20Jan.-Nov.,%201935/Thumbnails/CAC_CC_053_12_10_6_0004_thumbnail.jpg https://arc.libraryhost.com/repositories/3/archival_objects/887580 https://jones-2.s3.amazonaws.com/John%20William%20Elmer%20Thomas%20Collection/CAC_CC_053_12_10_6_0000-Indian%20Affairs,%20Education,%20Jan.-Nov.,%201935/CAC_CC_053_12_10_6_0004.pdf correspondence Education--United States Kiowa Tribe of Oklahoma; Shawnee Tribe; Osage Nation; Cheyenne and Arapaho Tribes; Iowa Tribe of Oklahoma 2 Pages The letter outlines suggestions for improving educational opportunities for Indians in Oklahoma, including providing proper supervision for teachers, maintaining boarding schools, establishing community schools, paying tuition for Indian children attending public schools, supporting Indian arts and crafts, and increasing the number of education field workers. The letter also mentions the need for additional funding and resources to implement these suggestions effectively. Text