•^ 0"^ iJ^.. ,<^^^' V^".'"' ■' « "^ W-^.^^ <# "S \^.- c? ^. cS ^" ^. .^X\^ ^ I A' eO^ <.-'•■, >^ '/ ^ 0^ ^<^ „ ,0N ^'■^--\5^ <^ r^^ %^ ' " ''"; %' 6 ^vx o 1- c ^ *to %^^ # %, ^^ v^' % ^*^ .\,G*" '* •^ o c ■O' » 1 A ■* >o 0°^ ■'o S N^^"^ • -^ C '>>i :^^ ^ .0^ .. O N' , '^ % V ^ :\\' .<^ '•>^^ cv ,o^ ^^'^ '%.'''-'T^' •>?:: %^^ V^' V -> .0^ . N (. ■>-_ ^^ 5JV *■ i^,/^ .0^^' - '- « % 1 * ■>U o C C!,\ 47th Congress, ) WSATE^r^^ ^-K^y ) ^^- I^o^;- 1.9* ^Session. ] ^^WASWWJ^ i ^""o- 30. It LETTER FROM THE SECRETARY OF THE INTERIOR, TRANSMITTING, / In compliance with a Senate resolution of the 15th instant, a copy of the report of the Bev. Sheldon Jaclcson, D. B., upon the condition of education in Alaska. December 20, 1881. — Referred to the Committee on Education and Labor and ord- red to be printed. Department of the Interioe-, Washington, December 19, 1881. Sib : 111 compliance with a resolution of the Senate, passed on the loth instant, I have the honor to inclose herewith a copy of the report of the JRev. Sheldon Jackson, D. D., upon the condition of education in Alaska. Very respectfully, S. J. KIEKWOOD, Secretary. The President of the Senate. Department op the Interior, Bureau of Education, Washington, B. C, December 17, 1881. Sir : I have the honor to acknowledge the recei^it of the following Senate resolution of the 15th instant: Resolved, That the Commissioner of Education be directed to transmit a copy of the report of Eev. Sheldon Jackson, D. D., upon the condition of education in the Territory of Alaska. In compliance withthe above resolution, I hereby transmit the report named for the use of the Senate. Very respectfully, your obedient servant, JOHN EATON, Commissioner. The Hon. the Secretary of thij /nteriob. EDUCATION IN ALASKA. Department of the Interioe, Bureau of Education, Washington, April 4, 1881. Dear Sir : If you have any further information to communicate re- specting education in Alaska, I sliall be pleased to receive it for my forthcoming report. Very truly, yours, JOHN EATOIS^, Commissioner. Eev. Sheldon Jackson, D. D., Galeshiirg, III. Galesburg, III., December 1, 1881. Dear Sir: I have delayed replying to your request of April 4, that I might include the results of my tbird trip to Alaska. During this trip my views have been so strengthened concerning the great and ur- gent need of increased educational advantages in that section, that I feel a full review of the past and present situation is demanded; and the more so as the United States Senate, on the 2d of January, 1881, took the following action: Resolved, That the Committee on Edncatiou and Labor be instrncted to iuqnire what, if any, provisions have been made for the instruction of yonth in Alaska, and what, if any, additional measures are required for that purpose, and to report the same by bill or otherwise. education under the RUSSIAN GOVERNMENT. Information concerning Russian schools in Alaska is very meagr the only available source to the English reader being the admirable work of William H. Dall, "Alaska and its Resources," pages 351 and 352. The first European settlers were Russians, attracted by the valu- able furs and skins. Many of these married Indian women and raised families of mixed blood or Creoles. As these children increased and grew up there began to be on the part of some of the fathers a felt need for schools Accordingly, Gregory Shelikoft', governor of the colony and founder of the Russian- American Fur Company, established a school at Kadiak, about the year 1792, which was taught by the trader. In 1793, Catharine II, Empress of Russia, issued a ukase ordering mission- aries to be sent to her North American Colony. In accordance with this order, the following year eleven monks sailed from Ochotsk for Kadiak Island, in charge of Archimandrite Joasaph, elder in the order of Augustin Frifio's, who were expected to take charge of schools as well as churches. In 1805, the imperial chamberlain and commissioner. Count Nikolai Resanoff, organized a school at Kadiak, o I— f > ^ I— ( EDUCATION IN ALASKA. 6 under the name of tlie "House of Benevolence of the Empress Maria/' in which were taught the Russian language, arithmetic, and the Greek religion. About the same time a school was opened at Sitka, with a very pre- carious existence until 1820, when it came under the charge of a naval officer, who kept a good school for thirteen years. In 1833 this school came under the direction of Btolin, who still further increased its effi- ciency. Etolin was a Creole, who, by the force of ability and merit, raised himself to the highest position in the country, that of chief di- rector of the Fur Company and governor of the colony. He was a Lu- theran, the patron of schools and churches. While governor he erected a Protestant church at Sitka, and presented it with a small pipe organ, which is still in use. In 1825, Yeniaminoff, who afterwards became the metropolite of Mos- cow, established a school for natives and Creoles at Unalashka. In 1860 it reported 50 boys and 43 girls. This school is still in existence, but with a small and irregular attendance. For the use of the schools, Yeniaminoff prepared an alphabet and grammar in the Aleutian lan- guage. In 1837 a school was established for girls, children of the em- ployes of the Fur Company, and orphans. In 1842 it had 42 pupils, and 22 in 1862, when disbanded. In 1841 a school was opened at Sitka for the training of priests. In- struction was given in the Russian and English languages, religion, arithmetic, geometry, navigation, trigonometry, geography, bookkeep- ing, and history. In 1859 arrangements were perfected for a general colonial school, which was opened in 1860 with twelve boarding pupils. Four of these were sons of priests and eight intended for the X)ublic serv- ice. A few day scholars were admitted free. After five years' school- ing, the students for the public service were required to serve the Fur Company for fifteen years at a nominal salary. When suspended in 1862, the school contained 27 pupils, only 9 of whom were studying navi- gation. The annual cost of the school was |5,800. In 1843 the priest at ISTushergak reports a school with 12 scholars. On Spruce Island a Russian monk kept a school for thirty consecutive years for giving instruction in the rudimentary arts and agricultural industries. In 1860 a school is reported on Amlia Island, with 30 in attendance. All these schools have been discontinued. A school-house was erected on the lower Yukon, but never used. The result of these schools, espec- ially among the Aleuts, is thus summed up by Hon. W. S. Dodge, of Sitka : Nearly all of them read and write. Around tlieir homes, in their churches and schools are seen many if not all the concomitants of ordinary American homes. Many among them are highly educated, even in the classics. The administration of the Fur Company often reposed great confidence in them. One of their best physicians was au Aleutian ; one of their best navigators was an Aleutian ; their best traders and account- ants were Aleutians. EDUCATION SINCE THE' PURCHASE. In 1867 Alaska, with its inhabitants, became a part of the United States. The schools sustained by the Fur Company, representing the Russian Government, were disbanded. It was reasonable, however, to suppose that 30,0()0 people would be much better off and have better schools under American than Russian rule. It was but reasonable to expect that the United States, that bases its continued existence upon 4 EDUCATION IN ALASKA. the iutelligeiice of its citizens, and glories in its common -school system, would replace the disbanded Russian schools with those of a higher grade and improved methods ; that a people who, through their State systems, practically furnish a free education to all, and through their general government appropriate thousands of dollars annually for In- dian education and civilization, would not neglect to extend school x)ri\i- leges to the natives of their latest acquired territory 5 for whatcA'er may have been the views held as to the expediency of the purchase, all will admit that, liaA ing acquired, the government is bound to care for it. But these reasonable and just expectations have not been realized. The government, with two exceptions, that will hereafter be mentioned, has done nothing. The schools once taught by the Russian priests liave one after another died, until only two remain — those of Unalashka and Belkovsky — and, according to the census of 1880, the average attend- ance at these is less than ten of both sexes. They are also irregularly kept. If only one or two appear at school time, the session is adjourned until more arrive, or even to the next day. No English is taught, and only the rudiments of Russian. The children of those who learned to read and WTite in the Russian schools, deprived of schools by the neg- lect of the government, are left to grow up in ignorance, until, among the 7,000 or 8,000 members of the Greco-Russian Church, the census re- ports less than 400 able to read or write in the Aleutian, Kadiak, or Rus- sian languages. Outside of the Aleuts and a few at Sitka, among the Eskimos and Indian population none can read or write except those that, during the past four years, have attended the schools established by the Presbyterian Church in Southeastern Alaska. For ten years after the purchase, the entire population, with the ex- ception of the two small Russian schools previously mentioned and two small ones on the Seal Islands, was left without any educational oppor- tunities whatever. In 1877 my attention was earnestly called to this state of things, and since that time I have secured for the board of home missions of the Presbyterian Church the establishment of five schools in Southeastern Alaska. The movement, however, commenced from without and was the result of mission schools among the neighboring tribes in British Columbia. FORT WRANGEL SCHOOLS. In the spring of 1876 nine Tsimpsheau Indians came up the coast from Fort Simpson, British Columbia, and took a contract for cutting w^ood for the military post then at Fort Wrangel, Alaska, On the Sabbath, as was their custom, they gathered for worship. They found a warm friend in Capt. S. P. Jocelyn, of the Twenty-first United States Infantry, who was then in command at that station. He assisted them in procur- ing a room for Sabbath worship and x>i'otected them from interruptions. He also supplied them with some small hymn-books sent to the fort by the American Tract Society. At the close of their contract, in the fall, as they were about returning to Fort Simpson, Clah, who had been the leader among these Indians, was persuaded to remain and open a school. Such was the anxiety of the people to learn, that his school was attended by 60 to 70 adults besides children. "These people," said a sailor "are crazy to learn. Going up the beach last night, I overheard an Indian girl spelling words of one and tw^o syllables. Upon looking into the house, I found that, unable to procure a school-book, she was learning from a scrap of newspaper that she had picked up." Touched by the eagerness of this people to learn, a soldier at the post EDUCATION IN ALASKA. D wrote to Major-General Howard, tlien iu coimiiaud of tliat military dis- trict, itsking if some society coakl not l)e interested to send them a(;om- I>eteiit tea(5lier. Tlie lett«!r was ])lHced iu my hands in May, 1877, and immediately ])ul>lished in the Chicago Tribune. Soon after it was pub- lished in tiie leading Presbyterian newspajiers of the country, with a call for a tea(;her. To gain abetter uiulerstandiug of this movement of the natives for a school, I made them a visit in August, 1877. In passing through Port- land I found a teacher who had had large experience in mission work and Indian schools — Mrs. A. K. McFarland — wliom I took with me. Going ashore u])ou our arrival, August 10, I heard the ringing of the bell for the afterjioon s<;hool, and went direct to tlie school-liouse. Al)out twenty ])upils were in attendance, mostly young Indian women. Two or three blank benches each one bowed her head in silent prayer, seeking divine help on their studies. Soon a thoughtful Indian man of about twenty-five years of age came in and took his seat behind the rude desk. The familiar hymn, "What a friend we have in Jesus," was sung in English; a prayer followed in the Chinook jargon, which is the common language of the various tribes on this coast, closing with the repetition, in concert, of the Lord's Prayer in English. After lessons were studied and recited, the school arose, sung the long-meter doxology, and recited in concert the benedicti(ni. Then the teacher said "Good afternoon my pupils," to which came the kindly response, "Good afternoon, teacher." The school was in full operation, but under great difficulties. They greatly needed maps and charts; they were also in great need of a school-house. At the time of my visit they were renting a dance-hall for a school-room. Upon the return of the miners for the winter, the hall had to be given up, and the school was held in a dilapidated log- house. I found that their stock of books inventoried as follows: four small bibles, four hymn-books, three primers, thirteen first readers, and one wall-chart. Mrs. McFarland was at once placed in charge of the school, with Clak as an assistant, and Mrs. Sarah Dickinson, a Christian Tongass Indian, as interpreter. Early in the history of her school, Mrs. McFarland found a difficulty iu holding her girl jtupils. According to the customs of their people, they were frequently hired or sold by their own mothers to white traders, miners, and others for base purposes. And the brighter the girl the greater her danger; for, as she iujproved in the school, she began to dress more neatly, comb her hair, and keep her person more cleanly; the dull, >tolid cast of countenance gave way to the light of intelligence, and she began to be more attractive, and consequently in greater demand. To save tliese girls necessitated the establishment of a " home "into which they could be gathered, and thus taken out from umler the control of their mothers. Consequently a home was added to the school in October, 1S7S, and kept in what was formerly the hospital building of the military post. In July, 1879, 1 made my second trij) to Alaska, in company with Pev. Dr. Henry Kendall, senior secretary of the Presbyterian Ijoard of Home Missions. We took out with us ]\liss Maggie J. i)unbar, to take charge of the school, while Mrs. McFarland gave her whole time to the " home," which has since been named the ".McFarland Home," and has now .'JO inmates, representing thirteen different tribes. The average attendance of day pui)ils during the season of bSSO-'Sl was ()0. This is now so largelv increased that two additional teachers 6 EDUCATION IN ALASKA. hav3 beeu appointed. During tlie season of 1879 I provided for the erection of a large two-stor> building-, with basement and attic, 40 by 60 feet, for the use of the home and school, which has since been completed at an expense of |7,()00. In August, 1878, Rev. S. Hall Young was sent out to take charge of the mission church at Fort Wrangel. In June, 1870, Eev. AV. II. 11. Corlies and faiuily reached Wrangel as volunteer teachers. Mrs. Corlies at once opened a school on the beach for the children of the visiting Indians, of whom there are sometimes as many as a thousand. These come from all parts of the coast, for the purposes of trade. They see what is being done by the teachers and carry away the leaven with them. This school on the beach has exerted a very wide influence and created a demand tor schools among several of the tribes. During the long winter evenings a night school has been carried on for the adults by Messrs. Young and Corlies. SITKA SCHOOLS. In the winter of 1877-'78 I secnred the appointment of Rev. John G. Brady for Sitka, and in April, 1878, a school was opened by Mr. Brady and Miss Fannie E. Kellogg. In December, through a combination of circuiustances, it was discontinued. In the spring of 1880 Miss Oliuda Austin was sent out from iS"cw York City, and reopened the school April 5, in one of the rooms of the guard-house, with 103 children ])resent. This number increased to l.'iO. Then some of the i)arents applied for admission, but could not be received, as the room would not hold any more. IMiss Austin received the support and substantial assistance of Ca|)tain Beardslee, then in command of the United States ship James- town, who pro\'ed himself a warm friend of the enteri)rise. In July the school was moved to the old hospital building. In ISTovember some of the boys applied to the teacher for permission to live at the school- house. At home there was so much drinking, talking, and carousing that they conld not study. The teacher said she had no accommoda- tions, bedding, or food lor them. But they were so much in earnest that they said they would provide for themselves. Upon receiving per- mission, seven Indian boys, thirteen and fourteen years of age, bring- ing a blanket each and a piece of tin for a looking-glass, voluntarily left their homes and took up their abode in a vacant room of one of the gov- ernment buildings. Thus commenced the boarding department of the Sitka school. Soon other boys joined them. One was a boy who had been taken out and shot as a witch, but was rescued by the officers of the Jamestown and placed in the school. Capt. Henry Glass, who suc- ceeded Captain Beardslee in comnnmd of the Jamestown, from the first, with his officers, took a deep interest in the school. As he has had o[>])ortunity he secured boys from distant tribes and placed them in the school, until there are 27 boys in tliC boarding department. in February, 1881, Captain Glass established a rule compelling the attendance of the Indian children upon the day school, which was a nu)ve in the right direction and has worked admirably. He first cansed the Indian village to be cleaned up, ditches dug around each house for drainage, and the house whitewashed. Tlu'se sanitary regulations have already greatly lessened the sickness and death-rate amoug them. He tlu'u caused the houses to be numbered, and an accuratt' census taken of the inmates, adults and children. He then caused a label to be nunle of tin ibr each child, wliieli was tied around the neck of the child, with his or her nund)er, and the number of the house on it, so that if a child was found on the street during school hours, the Indian policeman was un- EDUCATION IN ALASKA. i der orders to take the numbers on the labels and report them, or the teacher each day would report that such numbers from such houses were absent that day. Tlie followmg morning' the head Indian of the house to which the absentee belonged was summoned to appear and answer for the absence of the child. If the child was wilfully absent, the headman was fined or im- prisoned. A few cases of fine were sufficient. As soon as they found the captain in earnest, the chil- dren were all in school. This ran the average at- tendance up to 230 and 250, one day reaching, with adults, 271. In April Mr. Alonzo E. Austin was associated with his daughter in the school, and Mrs. Austin was appointed matron. A fidler account of these schools at Fort Wrangel and at Sitka, together with the Indian schools in British Columbia, is to be found in a book published by Dodd, Mead & Co., 755 Broadway, Xew York City — "Alaska, and Mis- tms label represents boy i, sions on the North Pacific Coast." '^ i^«»«« ^^■ The Sitka school is now kept in a two-story log building that was formerly used as an hospital, but more latterly as a stable. Sitka, in the height of its glory, was the headquarters of Russian su- premacy in the North Pacific, the center of an extensive commerce, the capital of a large province, the seat of a bishopric of the Greco-Eussian church, with schools and seminaries. These required a large number of public buildings, so that at the time of the imrchase 42 buildings of vari- ous descriptions were turned over as public property ; a much larger number than will be needed again for the government service. These are log buildings erected seventy-five years ago, and, both on account of age in that damp climate and neglect, are fast going to ruin. Capt. J. W. White, of the United States Eevenue Marine, in Senate Ex. Doc. 179, Forty-sixth Congress, second session, page 22, says, concerning them: I found many windows broken, locks taken from a number of the inside doors of sev- eral of the houses, and all the lead j)iping removed. The roofs of most of the houses are in a leaky condition and the property is fast going to destruction. N"early all the government buildings, with the exception of the hos- pital and two stables in its vicinity, are located near the wharf, around the parade ground. The hospital and two stables are nearly a quarter of a mile distant from the wharf and other government buildings. These buildings Congress will be asked to turn over for the use of the Indian industrial and boarding school, now occupying them. The buildings are not needed by the government and are no longer fit for hospital i3ur- poses, even if needed. They at e rotting down, and, if not attended to at once, will soon be beyond repairing. Further, they are asked for in har- mony with the government efforts at Indian education and civilization. The setting apart of this hospital for this school has been officially rec- ommended by the several collectors of customs for the Alaska district, and Captains Beardslee and Glass, in command of the United States naval forces in Alaska waters. RUSSIAN SCHOOL AT SITKA. In the fall of 1879, through a private effort made by Captain Beardslee, the officers of the United States ship Jamestown, and the citizens of Sitka, a school was opened by Alon/o E. Austin fr>r tlif wliito •'-^•1 R'^-^- 8 EDUCATION IN ALASKA. sian children, with an average attendance of 45 to 55. When, in the spring of 1880, Mr. Austin went into the Indian school, he was succeeded by his second daughter, who left in August to teach in an Indian school among the lloonyahs. Miss Austin Avas succeeded by Mrs. Zechard, who is now in charge. TAKOO. During the summer of 1880, Ecv. and Mrs. W. H. E. Corlies carried on a temporary scliool among the Takoos. CIIILCAT. In tlie summer of 1880, Mrs. Sarah Dickinson, a Christian Tongass Indian, was sent to open a school at the store of the Northwest Tra arranging to establish scdiools among the Chilcats and Ilydiihs. I'hcse schools could be greatly enlarged and extended if the government would aid iu the same way that it is doing among the Indian schools of the Territ(tries. The few thousnnd dollars judiciously s])ent now in giving that ])cople an elementary educati(m ami instructi00, and only returns to that country in the form of salaries of United States officers, pay of monthly uuxil steamer, support of steam revenue-cutter, &.c., the sum of about 105,000, leaving a net revenue of over $250,000: Tlun-efore we, the undersigned, citizens of the Ihiited States, do hereby memorialize your honorable body to appropriate from the revenue of Alaska in the Treasury the sum of $50,000, or so nnicli thereof as may b(^ necessary to be expended by the Com- missioner of Education, under the direction of the honorable Secretary of the Interior, for the establishment under competent teachers of schools for the instruction of the EDUCATION IN ALASKA. 21 jiativc po]»nlation and Creoles of Alaska in the English language, the common hranches of an English education, the i)rinciples of a republican government, and such indus- trial pui'saits as may seem best adapted to their circumstances. With great respect, yours, truly, SHELDON .JACKSON, SupcrintendeHt of Fresh yierian Schools in the Territories. JNO. LANAHAN, Pastor Foundry Methodist Episcopal Church. Wasiiix<;tox, D. C, February 2, 18H0. The Hon. James A. Garfield presented the memorial in the House of Representatives and moved its reference to the Committee on Appro- l)riations. On the 2d of February, 1880, Hon. Senator Dawes presented it to the S ate, saying : I present a jx'tition signed by Rev. Sheldon Jackson, superintendent of the Presby- terian schools in the Territories, and Rev. .John Lanahan, pastor of the Foundry Meth- odist Episcopal Church, in Washington City, in which they represent to Congress that the Territory of Alaska, when purchased by the United States, had a system of educa- tion maintained l)y the Russian Government ; that upon our taking control of that Territory the whole system expired, and the entire Territory has been left without any means of education ; that tin; present generation is growing up in ignorance and re- lapsing into barbarism ; that the United States is receiving into its Treasury from the Territory every year |317,i300, more than 4 per cent, interest uj)on the original pur- chase; that it pays back for the benefit of the Territory only $6.5,000 of this sum, and they pray that out of the $250,(100 net revenue received into the Treasury every year from Alaska, .$50,000 of it may be aj^propriated for some system of education to those people whom we have oldigated ourselves to Russia to provide for in the treaty of i^ur- chase. I move that the petition be referred to the Committee on Appropriations, and I connnend it to their careful consideration. The inotion was agreed to. On the 5th of February the memorial was reported back to the Sen- ate by the chairman of the Committee on Appropriations, with the re- quest that it should be referred to the Committee on Education and Labor, which was done. At the request of the Hon, James E. Bailey, chairman of the Senate Committee on Education and Labor, the following memorandum was sub- mitted': Washington, D. C, March 15, 1880. Hon. and Dear Sip. : Almost constant traveling since I met you in the committee- room has prevented an earlier coiipliance with your request that I should write out a memorandiun of the lirincipal points with reference to the petition for an appropria- tion for educational facilities for Alaska. The memorial itself embodies some of the reasons why the government should grant this petition and why it is proper and just that you should rejjort a bill to that effect. Also see the remarks of Senator Dawes on the i)resentation of the memorial, 'i'he presentation of Senator Dawes and the memo- rial pn^sent their own reasons why Congress should make the appropriation. In addition permit me to say that Congress, with the wannest approval of the best portion of American citizens, has for years pa.st recognized its duty to provide educa- tion for Indian youths, but up to this time has never recognized its duty to the native inhabitants of Alaska. This memorial asks that they be granted the same privileges as the native tribes of Dakota, Montana, or other Territories, with this difference : The ajipropriations for schools among the Dakota, Montana, and other Indians are administered through the Indian IJureau. In the case of the Alaska natives it is proposed to administer through the Educa- tional Bureau of the Department of the Interior, for the following reasons : Ist. Among the Dakota, Montana, and other Indians, the work of the government is a mixed one. It not only educates, but to some extent feeds, clothes, and issues annui- ties. But with the Alaskans there are no treaties or annuities needed. It is purely and solely an educational work, and as such more properly comes under that branch of the government. '2d. There will be fewer complications and greater freedom of execution under the Educational than the Indian liureau. 22 EDUCATION IN ALASKA. Again, if good scliools can be established among those natives before the advent of many whites, they will be better prepared to resist the temptations of whisky that come into frontier countries with the first traders. In 1870 Congress appropriated |50,000 for education in Alaska, but on account of doubts as to authority to administer, it was never used for that purpose. See Annual Report of Board of ludian Commissioners for 1872, pages 132, 134 (which is also copied into this report). We now ask that a similar sum be reapproj)riated. Further, the appropriation asked for is but a small portion of the revenue of that section, and surelj- it is not an unreasonable request that a portion of the revenue of that country should be used by the government in advancing their civilization and comfort. Perhaps the following form Avould meet all the requirements of the case. I'or the prevention of future wars, for the honor of our nation, for the cause of humanity, for the elevating influence of the Gospel that will follow government schools, I would ask you to use your high position and great infliience in pushing the following or some similar bill through the Senate. "With great respect, I remain, verv truly, yours, SHELDON JACKSON. Hon. James E. Bailey, Chairman of Senate Committee on Education and Labor. A copy of the memoraudum furnished the Hon. James E. Bailey was also sent to the Hon. A. E. Burnside, in response to the following letter : Senate Chamber, Washington, March 16, 1880. Dear Sir: Will you kindly send me any pamphlets or circular you may have published touching the condition of affairs in Alaska. I am interested in having a system of education established there. Very truly yours. A. E. BURNSIDE, United States Senator. Dr. Sheldon Jackson Superintendent, C?^.^°'''>>o ^^^!^^^ ^^^i^''-^ ^0^ , N. C c^^' ^%. ^ ^^ A^ <.*,.s??^^v'^ ■St -^^ ..^^ .=> ^ »' ^ - rA^ '^o 0^ ^ -;^ ^- '^ ^' 0^ .,% ■^o d< cP\^'':' ./o^ 'H " > - ■ V V ^ ^ ^ ^:^^-\^ %^ i cS ^ c° '.r .-- .^-^^^o^c^^ %^"r^T^^.G^" "^^^: ^ * o -^:p0s^ %:"M^^J' %:^^.^.^^. 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