l  o ( gt;JLa1   . ;  Li r A1f  t  0  jut*   e    
        ere are two classes of people - one class is always striving for the better  thincs of life, and the other is content to let toacwrow take care of itself.  Success, generally speakinr, is not measured by the yard stick, the measuring cup,  nor is the event delayed until we arrive at a certain ar;e. To achieve success  alo     line it is absolutely necessary to study and to work  Success cannot  obtained without some sacrifices, privations and hard work. The successful  person is honest, frank, ambitious and always v.illin lt;? to listen to reason. Success  to some way mean, the accumulation of money, to othorn it may mean a mastery of  music, art, and to others it may mean the  aininir of friends and administer   to the wants of friends and others in distress. All of these arc admirable  treitr.   on we set out to do a certain piece of work it is our desire to fine   that job, to do it well, and in order to do this vie must prepare ourselves for  tho work, what ever it nay be. A large number of i      women have finished,  schoollnr and received their diplomas, and as yst they oannot be classed as  beinr* successful because they have not found their places in life; so that a  diploma is not always tho mark, or token, of e successful person, but it msy be  the steppinr stone to ultimate success. A person who has suddenly inherited a  large amount jsf money cannot be said to be a success because he has not earned  the money, and, unless he is thrifty he and his money will noon part. A person  who betrays the confidence of his friends, his employers, or those with  he comes in contact usually finds that this policy does not pay. Let us assu  then that to be successful    net combine nil the eharacteristics of honest  frankness,     ious, 1     and a desire to always we   st interests  of hif emp      Many men end women are successful      affairs of the r.tate,   lt;?, yet have not finished their school       rue class of  peoplo who r' 1 as unsuccessful usually hai lame but them  selves. They find fault with practically everyt). is bein - done for them;  they usuelly refuse to co-operate wi    o majority even when shown that they are  wrong.  If I have been successful in my work, I attribute ay success to hard study snd  hard work. I was fortunate that when I entered the Service I had good teachers     Superintendents who knew their business and were not afraid to say  Yes  snd  No   when occasion demanded. I have found that my services have bsen appreciated when  my superiors knew that they could depend upon me at all tlren to do my work to the  *eet of my ability; that because of tie fact that I was always on the Job and ready  and willing to cooperate with all concerned has on several occasions earned for  me reeomnendations. I have found that it pays to be courteous, honest and always  ready and willing to meet the public more than halfway. In dealing with the various  classes of people it is necessaryito be patient and tolerant in order to set their  viewpoints.  In summing up the requirements as to  How to 3uocee4n for our your Indian men  and women Just starting out in life I would advise them to be honest, be frank, be  ambitious, be loyal in all your dealings with your fellow-men; do not be content  to  just-get-by , but be smbitioUs   alwaya ready to do things; do not be overhearing  just because you have s position and - let the other fellow do the talkir - - you  listen, and after you have decided in your 0*3 m ne the course to gursue iato  action with all the power you havei be v   *,D* *tt'      ,       ,      , ., j..  be in at the bottom and If your efforts are sincere end your work commendable there   
        MORE ABOUT BOARDING SCHOOLS  In recent years there has been a growing feeling on the part  of child.-welfare organizations throughout the country against the  institutional system for the care and education of dependent and  under-privileged children. Just now the State Legislature of Oregon  is considering several bills having for their object the promoting  of child welfare work throughout the State. One of these bills of  major importance provides for greater flexibility inv the use of  State aid funds to pay for the care of such children in acceptable,  licensed and supervised ksxKx boarding homes, as well as in institutions. The whole trend of thought along this line seems to be  toward giving dependent children the benefits of home training in  a real home rather than placing them in institutions.  We are also hearing a good deal these days about the disadvantages of boarding schools for Indian children. This is an old question  and it has been discussed pro and con by Indian Service workers for a  good many years.  Personally we have allays felt that a boarding  school is at best a poor substitute for a good home.  But there are  practical considerations that must be taken into account in any efforts  that may be made to abandon utterly and forthwith the so-called   quot;almshouse quot; plan now so deeply rooted in our Indian policy, which  system has had the effect of teaching the Indian to demand as a right  that the Government take his children and support and educate them  and thus relieve him of all expense and responsibility in the matter  of caring for his own offspring. And until provisions are made for  I   
        a more flexible use of gratuity appropriations which will make  possible the adoption of a more modern policy with respect to  providing necessary care and school facilities for needy Indian  children, the boarding school will continue to serve as an inde-  We expressed our views editorially on  spensable agency to that end, *B *iib*7YTm**nt*irF'*i*a7 ar*r*mwmrf  this subject in the January(1919) issue of The Indian School Journal -  small  rTcatg  zhgttgxxhsgT tngx  ehacrl    and which views we have so far been unable materially to change -  as follows:   SALT   A late addition to the popular literature of the day is a  novel with the taking title  Salt , or The Education of Griffith Adams ,  by Charles G. Norris.  This is the story of an American boy whose widowed mother,  inorder to get him out of the way and leave her free and unhampered  in the pursuit of her next matrimonial ambition, sent him to a conventional boarding school, then to college from which he emerged several years later a helpless, irresponsible, uneducated, miserable wretch.  With his father's fortune squandered by his mother and himself, heavily  in debt and without ability to do any useful work he suddenly finds  himself facing the cold, stern realities of an unsympathetic world.  His education has been a failure, which fact he soon realizes when he  starte to seek his first job. When asked what he could do he could only  reply,  Nothing. I am just out of college , or words to that effect.  Tears later, after many hardships, much misery and many  successive failures he makes up his mind to begin his education all  over again and learn to do something the world wants done and is  willing to pay for. He dons overalls, goes to work in a woolen  factory, learns the business from the ground up and finally arrives.  Looking back on his past he deplores the spirit of an educational system founded on the theory that in order to fit a fatherless  boy with inherited wealth to assume a respectable station in life he  must be taken at a tender age and thrown into the swirl of conventional  boarding school and college life where all is unnatural, artificial,  strained and affected. Pondering these things in his mind he thus  expatiates:  I c riticize the environment where education is disseminated. Boarding schools are an abomination. They are unnatural institutions. They propose to take the place of father  and mother at a time when a boy needs more careful supervision  than at any other time in his life. They are nests of cruelty  and iniquity. Nothing can justify an institution  where a boy  of twelve years is flung into a cell and kept in solitary confinement for three days, or one where a boy can be subjected   
        -3-  to such cruelties as I knew at Concord. There are exceptional schools, I dare say, but the evidence is overwhelmingly  against them.  After more than twenty years experience in conductinvboarding  schools we are forced to the conclusion that, notwithstandingt the  fact many of the incidents related in the story represent the exception rather than the rule, there is much of truth expressed in  Salt .  We realize more and more as we grow older that nothing can take the  place of true mother love in the life or a normal child or youth. Our  heart goes out to Griffith Adams. He was more sinned against than  sinning. His mother failed in her duty as a mother and shifted her  responsibility on the schools. No boarding school can do more than  approximate the life of a good American home. No  school-mother ,  however good and sincere, can take the place of the real mother If  that mother is reasonably fit to be a mother.  But there is where society fails. Thousands of children who  come into the world are not wanted. Like Griffith Adams, they are  considered in the way. Parents are only too glad to shift the responsibility of their care and training onto the schools. They want  to be free to pursue the phantom of pleasure unhampered with the  care of children.  Then, too, the poor and destitute, and the homeless orphans,  we have with us always. Mothers deserted by husbands in anguish of  spirit turn to the only refuge they know - the boarding school - and  reluctantly, through force of necessity, seek admission for the child  of their heart where they hope and pray kind soul   may be found who  will suffer unfortunate children to come unto them and be loved, fed,  taught and comforted.  So, as long as things are as they are, there seems to be need  for hoarding schools. There must be some agency to undertake the rearing and training of these unwelcome and unfortunate human beings. They  must live somewhere, and if to mother them en masse results in failures,  not to mother them at all would undoubtedly result in more failures and  criminals.  Thus do we justify our job. - O.H.L.   
        5-1142  UNITED STATES  DEPARTMENT OF THE INTERIOR  INDIAN FIELD SERVICE  BANDMA3TER3  3alem    Indian   Jchool  Chemava,    Oregon  hams  Fred w. Freonan  W. E. licSlroy  Josiah J* Go re  Henry i     Jtoudonneyer  Joseph i:   Teabo  Charles B. Larson*  James v.'. Swoboda  Ira J. Loos  Geor  Bont**  Frei Bruce  I r.    Riley  r.    llorrla   rooley 3111eadux  Robert   Jei'oe  German     gt;    r.unxle  Temporarily in charge of  4 Yrs 7 MO  2 Yrs 7  4 yrs 1 MO*  Period  ..arch 17,   1695 to February   1,   1896  February 22,1896 to September 2, 1896  Jept. 3,  1896    to    ooptonbor 30,  1899      3 Yrs  October 14, 1893 to June 5, 1905  June 6, 1905 to   October 5, 1908  October 6,  1908  to   ;ovorober 12,  1912  Temporarily In char ja.    (Sohool Harness-maker)  January 4, 1913 to July 20, 1920 7 Yrs. 6 : o  Sept.    1921  to    Jept.  1922  001.1,1922 to :iov.  1,  1922  (Of'iclal Records)    3ut a longer period was served.  Ho information  n n  Sept. 6, 1923 to September 30, 1924  Jan. 16, 1927 to Jopt. 0, 1928  -ov.12, 1J28 to        7  ' '''?        * tA, 9  ; v*  Band:  Oct. 1, 1928 to Hov. 11, 1928        Jeveral oeasaions.   
        HOW TO SUCCEED        '   ffl  * -*-' 1 * -* lt;r-L'  There are two classes of people - one class is alwaya striving  for the better things of life, and the other is consent to let tomorrow take care of itself.  Success, generally speaking, is not  measured  by the yard stick, the measuring allak cup, nor is thw event  delayed until we arrive at a certain age.  To achieve success along  any line it is absolutely necessary to study and to work.I  Success  cannot he obtained without some sacrifices, privations and hard  work. The successful person is honest, frank, ambitious and always  willing to listen to reason.  Success to some may mean the accumulation  of money, to others it may mean a mastery of music, art, and to others  it may mean the gaining of friends and wtm  n  s  r  iijc thaxaitmiiiKstrtKgx  administering to the wants of friends and others in distress.  All of  these are admirable traits. When we set ont to do a certain piece  of work it is our desire to finish that Job, to do it well, and in  order to do this we must prepare ourselves for the work, what ever it  may he.  A large number of men and women have finished schooling  and received their diplomas and as yet they cannot he classed as being  successful because they have not found their places in life; so that  a diploma is not always the mark,or token, of a successful person, hut  it may he the stepping stone to ultimate success. A person who has  suddenly inherited a large amount of money cannot he said to he  a success because he has not earned the money, and, unless he is  thrifty he and his money will soon part.  A person winrjratiaya who  betrays the confidence of his friends, his employers, or those with  whom he comes in contact usually finds that this p   policy frwwara  does not pay.  Let us assume then that to he successful one must  combine all the characteristics of honesty, frankness, ambitious,  loyalty and a desire to always work for the best interests of his  employer. Many men and women are successful in the affairs of the   
        State, the Nation and the World, yet have not finished their school  work. The class off people who might he termed as unsaccessful usually  have no one to blame hut themselves. They find fault with practically  everything that is being done for them; they usually refuse to  co-operate with the majority even when shown that they are wrong.  If I have been successful in my work I attribute my success to  hard study and hard work. I was fortunate that when I    xtsxK tkcx  entered the Service I had good teachers- Superintendents who knew  their business and were not afraid to say  Yes  and  N on when occasion  demanded.  I have found that my services have been appreciated when  my superiors knew that they could depend upon me at all times to do  my work to the best of my ability; that because of the fact that I  was always on the job, and ready and willing to cooperate with all  concerned has on several occasions earned for me recommendations. I  have found that it pays to' be courteous, honest and always ready  and willing to meet the publio more than halfway.  In dealing with  the various classes of people it is necessary to he patient and  tolerant in order to get their viewpoints.  In summing up the requirements as to nE ow to Succeed  for our  ycung Indian men and women Jusfr starting out in life I would advise  them to be honest, be frank, he ambitious, be loyal in all your  dealings with your fellow-men; do not be content to nJust-get-byn,  but be ambitiou8- always ready to do things; do not be overhearing  just because you have a position and - let the other fellow do the  talking- you listen,and after you have decided in your own mind the  course to pursue go into act on with all the power you hpve; he   
        dependable in all things; he content to begin at the bottom and  if your efforts are sincere and your work commeddable there need  he no worry about promotion; he courteous to all people and  especially the old and infirm; see to it that your xfemnfcpx character  is always above reproach. I would quote from Thackerayl   Might I give counsel to any youg man. I  would say to him, try to frequent the  company of your betters. In books and  in life, that is the most wholesome  society; learn to admire rightly; the  great pleasure of life is that. Note what great  men admire; they admire great things;  narrow spirits admire basely, and worship  meanly.  And this quotation from Shakespeare:   This above all-to thine own self be true.  And it must follow, as the night the day.  Thou canst not then be false to any man .   
        anoolm  - son  inklin  ce President Charles Curtis  Judge     tillip  ,  Circuit Judge, Z'ontesena, ..ath'ngton  1'am Bernier,  Lawyer, I:rinville, Ore  . lovelace, Councilman, Reedaport, Oregon  Alpheu8 Dodge, Supt.  Bri   I'd    rra.l Clarence I. Tinker, elevated to the  comi.and of the J       .rpy Air .orces, is an enrolled  her oj. the Osage Indian Tribe .   'mska, Oklahoma,  v.as at ne time, a student at Haskell,  JuAwvw   
        Soce  FIRSTS      At     CHE:'  The first telephone connection with the outside was r.adr  18 6 and thf local kotc  phone number was  No. 144 .   
        FACTS RELATING TO DATES IN CONNECTION V/ITH FOUNDING OF  Salem Indian School, Chemawa, Oregon  November 11  1879  On November 11, 1079, E. A. Hoyt, Commissionor of Indian Affairs,  telegraphed Lieut. M. C. Wilkenson, Forest Grove, Oregon, as  follows:   gt; lt;   Office grants you  5,000 for first year, but 25 children  must be educated instead of 12.   February 25  1880  February 25  1885  March 17  1885  May 15 -V  1885  June 1  1885  On Fsbruary 25, 1880, a little over three months later, Lieut.  Wilkenson, telegraphed the Secretary of Interior as follows:  y   School under way, 18 girls and boys. More ready to come.  Need balance of ap ropriation this fiscal year. School  is open with 14 boys and 4  iris.  The first session of  school was held on February 26, 1880.  On their first annual report Superintendent W. V. Coffin, on  August 18, 1885, reports:   Under date of Bebruary 20, 1885,  a dispatch was received instructing me to take possession of the  Salem donation, and begin work. Twelve carpenter boys in  charge of the school carpenter, D. E. Brewer, were immediately  sent to Salem.  (From oth r reports we learn that they arrived  at Chemawa on February 25, 1885.)  On Ma*ch 17, 1885, 46 boys and 15 girls, with necessary supplies,  were transferred to Salem. (This marks the first actual transfer  of pupils.)  With the school virtually divided into two schools, it was found  difficult to do satisfactory work, and at length deemed best to  concentrate the main body of the school at one point or the other,  There being little to do at Forest Grove, and a great deal to be  done at. Salem it was decided to move the main body of the school  to the latter place (Salem). Accordingly, on the 15th day of  May, 1885, ell the Forest Grove division, excepting the second  grade, numbering 39 girls and 23 boys, together with the shops,  sewing-rooms, etc., was transferred to Salem.  After some delay in perfecting the temporary quarters, a reorganization was effected, and the school opened with all departments  in operation June 1, 1885.  A   
        V  EARLY KISTC'ST-Oy.'CBSIfiAtA'  Cn November 11,  l ?s , . oii'sioner of Indian  Affaire,   telegraphed Ti . ilkinaon, Fereet Grove,  Orp-on, as follo'.e:    * i   : ,000 for first year,  but twenty-five children must be educated instead of twelve.   fir;  que  mor:  jrteen  1 i.UI  of  aim:  of th    chemew's  IOCS  and  the  .   r. isinthorn follov.eu Llout.    il.cii  and he is the man she conceived . the idt gt;i  he employed r.r.  David     .   J.ru  er as  lt;  laundx.c . .y    sj  the l *aa no longer anjr  leu to many worthy young  la ian  peoplt  is said that ib..-,iaawe,  in the early u  first school  to  lt;   ,-   :. Ioj t  -.  this  sou re'   of .the.  r  various'.meaning hav  dvi  It is seid  tftet the *or lt;3  C     any of  Vbscure  iPOOlv'S    i   
        J  -2-  meaning  *a place where no one lives.*    And again it is claimed  that toe name is from the   he-e'-cpta  trite of lad is nr.  -n    means  her lt; d  the   thee t   tho nnme  is talten fru*  Lb      his t originally the ntiru.; was  twa  v-the  Ghe ''  talk or language   -.  in other words :'*ae* lion.     In the  course of time it is suggested  .that somebody Blunders    : ni   the first *W  in  C-bewp- it Chen    to an  m   thus making 'the name. ' Cheaawse, ' as at present- known, to-all.  from a humole aefinning of r few temporary built.:iags enc  shacks*  erected by the students,  themselves, Chemssa he* grown until today  we ban -/e-fine, l rp bride buildings    nd     enty-fivs wood-en-  3tv . ,    n..     , . .'.-fir ...buildings of- various'- si fas sad        .  crlotions.   he     irat class thet C-hemawe sent ojat' into the vorld    ra-uaterf  from the ... ::, ts lid the class  fchp  el* . 7 and  It  iSfc'.-  gradii   tea t ,    . in vi -w cf  the  fact ortly    ftar  this oaic, or t  period  of m gt;  1 s'ter, aJ  that froD              ntludi:     t lt; -  from  ' the     .        V   o;:. .itiat  d  Tacluolri -  nil who  b    the  V: ric the  yresei'it ti  e 535 -'-     u9bjoys  and   23t gt; iris.     It  it gt; 8 noteworthy fact   ;I    t abe* cf ;  nd  .x   , scLooi cc ing  Me-  5o ;;   .' 11J  ;'he first poi-ti-.-n oi   our pi- ecent fana was   d  to tl  govtrnment by            sod citi                  al'em.   - gt;ys  and ad paid for a certain 40-a ic-h  they donated to the goverameirt.  Cur school was.first knov.n *    the **Fores- raining  ciool,  and it was also referred  to as the  Normal ond  industri      training    chool.      uring the.administration of  it was known as  Harrison institute, '  and   :  to the  salsa Indian    chool,   by which name it i  circles, but it i    aver  Chemawa   in the Northwes  resident 'Harrison  officially  aoi    iinewn in official  inee  the  founding of   .Me  school    it has  hs lt;3 a  total of nineteen  different suparinter. - ving served  on t 'fereat  occasions.    -?he  i.-hcrtest term serve,   was  fo,- a period of one moats sad  daye, an-.1   .uring the trying period from ffebruary 15, 1894, to  rerabet 14, 1894  (a period of eitht months  ,  there were  five  fersnt superintendent   in chcrge of the  school.  V   lt;J     V   
        -3-  rcm the student body of 18 pupils ia the bsginnlnp, chemawa  baa .eccsd at one  time a etiMont body  in excess of 1,000  -')     ,  ''Chemawa ,  i   .          ce  for  continue to so.  *e students with a feeling1  'or  them--6nd  what it will  I'iie above was  exoerote .  froa a  speeoh made  by Tharlee  5.     artion,   ye'ora'uary 5,   1 30.   htMu.a   La   Lj'iitod   la t he beautifii   71 i.lamot to   '/alley,  /five   ailaa  ifarfch   jf ruiloa,    he   capital of   the  Jtiate,        ha  -aain lino  al tne Southern   -aoifle   ''ailwuy   pass'**   through  tho  3fltrapa3;   the  Orefjon   iloatrlo Railw ,v  rune  nne-hulf itfiTe   to  Baa Weafc,   ail   the  ''aoifii aj haray  La srna-naif  '*ast.       'ho   ,'ou)  gt;1   lu  sarrounde.?   ,7 th   aa, .i I '*'.-;. .it  Scenery  and by  .refined and cultured   Inhabitants,  and   ii   situated  in  one  of   the uioet equable  and  daii atfui   alistfi  continent.  on   tho  -  a,i   -vie i -vio.vl wan  xounde y:nxry  lib,  a    -.; i  gt; n t a s a f te r t h o f a. a  gt; -.is    's at r ... I a i e 1 ad i an  eatahiiBJiod, ao that it is ftaw ainae the olo;  Cartii '    ho.l--tne   oldest and  one  of  the   lar ei  the   ladion ;'or . Lj ...  , ami  B  18  in     'no   present  sohool  plant   consists  o.   a  lt;me   10  uaiidings,  Looated   ya a oaapua  of 40 aores  said  stately fir  trees,  shrubs  and   flowers   lend  variety and ah-Hrm  to   tne  aoene,   and  well kept, ever verdant  lawn*:  afford  a  par.aan.lai delfarht  to   the  eye.     Much  thought  and   of  or t are rovotud   to  raalrln lt;*  and  kaopln: ' ho.-aav/u beaatifu.L and   invitin*.  and  a T7holee-;..i        n?  ;e  Li which   to   live.  A.i,7 Indian boy d?  0   its  under  ae  aupa.rv is.i on a.:    the    df a rhuent,   ad   nat   law   than  one- ajiar tor /  .... ian blood,   in goo lt;9   aaalth and wltfeoat proper school facilities   
        at home, way he adni'.toc   ... at Bhafijawa.      'here  .are   th-vntaads of  people  throughout  the country pdftaa fl g  more  or  i  e of Indian blood, wljo an   La no way  the re-  nelhlllty of   the  adaral   avernraoafc.     P.r in;?-.r.i ).y ,  le  aalntaiaed for  the  education oT the  inc. laa children wno  arc   irlviag on reservations under  tee  stipe rviaiajj of  an , .'-at of  the   ' n'ermaunt and   wno ere without  proper  or  sulteo.  gt;.aool  facilities  at home.     Others; m gt; y  he  admitted   only by special  parmli    tan    gt;:    too   commissioner  of Indian ff aire.     Indians  it     l  fca are  no  longer  oernltted   to be  aafoilod at dhastawa,  but those riov here  are hoin      l.o .ef   to regain until  they  complete, the course.     **his  ret. trlotion has.-  bean placed  on--  Chexaa-wa and tha Alasfraus by a special ;..ot  XJ  // sA   
        CHA.oLES  EBWARD  LARSEN  This is my history, in retrospect, after a period of  sixty-five years- it'will not be my intention to call this  a literary effort, just a statements of facts, and these  facts may not come in chronogical order because some event  listed later may remind me of an earlier event.  According to records I was born at Warren, Columbia County,  Oregon and said records say that I am a twin- my twin sister  having died at the age of eighteen on November 4, 1901. The  records further sho-w that-my father's brother was Charles  Larsen and that I am the secpnd Charles Larsen in our family;  a brother born on the 24th day of April i860, died and was  buried at* Sands Fishery.on April 27, 1880, was the first  Charles Larsen in our family., My father, Henry Larsen, was  born at Stavangar, Norway, on the 15th of February 1853. Father  died a't Astoria, Oregon December, 1937.  My mother Emma Larsen  was born in Oregon on the 3rd of February, 1855 snd died November 23, 1904.  A brother, Henry V. Larsen, born July 22,1881,  died   ; a 3ister Lillian Amelia Larsen Bates born  August 2, 1878, in Washington Territory; Emma Jane Larsen Schaum  born March 27, 1885; a brother, William Ellis Larsen, born  May l*jT, 1887 died January 1, 1893; Lewis Olaf Larsen, born  June 2 lt;tt, I889 at Warren, Oregon, diedJ n../Hl9l6, while on his  way to France (First World War), buried at I.O.O.F. Cemetery  Warren, Oregon; Minnie E. Larsen, born Noyember 3, 1891* died  April 23, 1892, buried at Scappoose, Oregon.  My fether and mother were married August 12, 1879  gt; at  Cathlamet, Washington.  In order to refresh my memory there is being listed, herewith, places I have lived:  Warren, Oregon-   May 6, -1883 to January 25, 1893  Chemawa,   quot;       Jan.26,1893 to August 9,  1902(Student)  Chemawa,  Q       Aug.10,1902 to Sept.1904  (Employee)  Warren Oregon     A,. V-v-9 1904 to Nov,24, 1906 (Home)  Chemawa,  *          *  , 1906   to Nov.12,1912 (Employee)  Dwight, Oklahoma  Nov.13,1912 to Oct.13, 1913  Tulalip, Washington Nov.l, 1913 to Dec.31, 1917  quot; *  Tacoma, Washington Jan.l, 1916 to Aug.31, 1917  ELamath Agency,Ore Feb.13,1918 to HoyJ.22, 1918  Indianola Beach,Wash Nov.23,1918 to Dec.2, 1919  Slletz, Oregon    Dec.3, 1919 to Sept. 1928  Chemawa, Oregon    Sept. 1928 to Sept.14, 1946  Auburn, Washington,Sept.14, 1946 to March 21, 1947  Tacoma, Washington,Mareh 22, 1948 to    .. Was mar/ried e :Jiarys villa f Washington, on July-8, 1914 to  Myrtle Romona Lbughrey, daughter of Mr.    Mrs. E.A. Loughrey   
        of Kitsap, Washington.  A daughter, Vivian Cora Larsen was  born at the Tulalip Hospital on April 20, 1915.  Mow that you have my  family history, places I have been  you will be looking forward to what I have to say about events  in my life from boyhood to the present time, which I will  try to give you without too much ado other than to give you  facts.  I do not, of course, remember very much about the days  during the first ten years of my life- we lived at the little  village og Warren, Coulmbia County, Oregon, where my father  owned a country store, and he was also the postmaster.  I  Attended public school at Warren until January 1893-  I do  remember an Instance while at home,- we lived on a farm of  seventy-two acres, the usual cows, horses, pigs, orchard,  meadow land, and there 4s a stream of water that borders the  old farm; and us kids did the usual amount of swimming and  fishing for catfish- we would drive our cows across this stream  to the rich grass land and then when we went after the cows  in the evening we would fctrip off our clothes and swim across  and herd the cows towards the stream and then we would catch  ahold of the last cow's tail and let her pull us across and  through the mud, which Lined the shore, and with clam she'lls  sticking out of the mud all along the route it is a wonder  we were not candidates for the local physicians but we pulled  through, not, however without some scratches.  The instance that I recall came close to being my first  and last chapter in my life events.  We had an old gray mare  who was a wise as an old owl- she knew us kids and our weaknesses- we would steal out and catch the old work horses (This  happened when the folks were away) and with Just a bridle we  would ride those horses- run races and often ride over to the  neighbors and engage in races- our old nags would go along  with us until they tired of the sport and then before we  knew what happened we would find ourselves stretched out on  the ground in front of the hor  e -- they would come to an  abrupt stop and over their heads we*would go,- remember we  (my older brother and myself) we/pnly nine and eleven, respectively)  One time I wanted to catch the old gray mare but had no  oats to put into a pan so I gathered some nails and put them  into the pan and with a bridle.in,one hand and the pan of nails  in the other I started out- as soon as I found old Jenny I put  the halter behind my back and started to shake the pan- old  Jenny circled me and finally came up close enough so she could  look into the pan and no doubt her curiosity was aroused over  the tin-panny sound of the  oats - again she came close and this  time she indicated in no small measure that she would not fall  for such foolishness because whe whirled and kicked me a blow  dm the stomaah - and there I lay - until they missed me at supper  time- they found me, bridle, pan and nails, just where I had  fallen and carried me home, and I stayed in bed for a month,  and the mark of that horseshoe on my tummy was a gentle reminder  not to fool around horses.  When I was able to be up and around   
        and the first trip I made to the barn, I started to pass  Detween the horses, in their stalls, and the outer wall  of the barn, and when directly behind that old gray mare  she-gently raised her hind leg and just extended It towards  me as if to say  Remember me ?  At one time my brother  was playing in the stall and trying to clim up over the  manger so as to get to the hay - old Prince tolerated him  until he stood on the edge of the manger and then Prince  turned and took my brother by the seat of the pants and  calmly set him down on the floor.  History records the fact that there was some kind of  a. panic in the year 1893 and no doubt my father was having  a hard time to make ends meet- what with customers failing  to make payments of purchases at the store and my father  trying to carry them al ong and with eight always hungry  kids to feed and clothe the strain must ha re been more than  he could take so when rela-lves of my mother began talking  of a boarding school that we youngesters coold attend without cost to them it did not take long to convince my parents  to let us go.  It was sometime along in January, 1893, that  a represenative of the Chemawa Indian School arrived and  started us on our trip to Chemawa.  Of course I was afraid- who wouldn't be- here we found  boys and girls from all over the Pacific Northwest and  Alaska, all ages and all degrees of Indian blood'. He found  a relative or two at this school so our ent'rance was not too  bad- well do I remember the big dining hall, with ten students  to each table, five boys and five girls.  The small boys were  seated with the large girls and it was the survival of the  quickest.  Grace was said before each meal-  God is great and  God'is good, and we thank Thee for this food.   Those not yet  initated soon found out that it paid to keep one eye open  while singing grace and to keep both hands ready for action.  You soon learned that by the time you got to' ***Gjod is good**-:  you must have both hands on the edge of the table and by  the time you said  ***tl.ls food*- * both hands had to be in  the air on the way towards the bread piste, meat plate and  whatever was left required double-action in. order to get your  share.  Of course this did not work so well with stew or  gravey.  On Sunday there was pie or cake and these were the  medium of paying debts made during the week.   I'll bet you  you my Sunday pie  was a common expression.  To be sure my  first three days were the worst- too slow in action and too  shy because of the large girls- but it was not long before  I learned how to provide for myself.  I remember my first day in the class room- my older  brother was in the second reader and I was in trie fir3t.  The teacher walked down the aisle and gave me my first  reader and my brother his second reader- as soon as she  turned her back my brother reached over and grabbed my book  and gave me his and with it a kick on the foot and I was  theri and  there promoted to the second reader.   
        I recall one of my first experience in  trading - after I had  been in school for awhile and had gotten acquainted with the  other boys I .soon found that one soon acquired that sharp feeling  of judging others for what they were- even at the tender age of  ten- this was not a one-sided trade but a trade that was mutual,  agreeable to both sides.  When I arrived I had a good new suit  of clothes and, of course, this suit was laid away for use only  on special occasions such as Sunday, etc., however, little boys  in those days did not go places were often so we were content  to wear .the clothes furnished by the school.  One of the officers  among the little boys coveted my suit and finally came to me and  offered to trade me his nice blue uniform, brass buttons and all,  for my dress suit.  Being thrilled at the appearance he made in his  clean uniform with it's brass buttons I made the trade- but, it  was not long before I was summoned to the tailor, shop and measured  for a tailored made uniform, and was told to return the uniform  I had to the officer to whom I had traded my suit, hs took the  uniform but also kept my suit.  After that I was more careful  about  trading*'.  In later years I have heard it said that boys who gp to  boarding school lose their irritative and cannot compete with those  who attend public school- this I refuse to believe.  I remeober  the games we played- the same'games that children played in public  schools but with this difference- at the end of the day we carried  our problems of the daywith us to the dormitories where we planned  our next moves.  Leaders were developed either by the fact of their  ability as an athelete ar because of their ability to control  themselves and others.  Fights among boys were a common occurance.  All of the boys in the small boys home were not from Oregon, but  from all over the northwest and Alaska, we took sides as to which  was the better state, we fought for our beliefs.  There were three stories to the small boy's home,- the .  smallest were on the third floor, the second floor was occupied  by the larger boys. A matron was in charge and her room was on  the second floor.  Her student officers (large boys)  occupied  rooms on the third floor, minor officers slept in the dormitories.  The first floor was used as an assembly room, clothes press,  mending room and lavatories.  Bathing facilities were primitive,  tc say the least.  Benches were placed in the center of the room,  we stripped and straddled these benches, all kids facing the same  direction, then an officer played the water hose on us while we  soaped the fellow who sat in front of us; upon command each kid  turned around and then we soaped the back of the   id in front of  us, each one of us had a wash rag to work with- then morse rinsing  by the officer and then the drying towel and another group took  our places.  We did all the' cleaning of the building, scrubbing  the floors and stairs on our hands and knees, and believe me we had  to do a good job then and there.  Remember we were only kids from  one to about twelve years of age; as we. grew older we were transfered  to the next building where the ages were from about thirteen to  sixteen or to even eighteen and then on to the large boys' home  and by this time we were not only able to scrub and polish floors  and stairways but we were somewhat polished ourselves. During this  period from small boy's home to the large boy's home we ha d learned  to darn our own socks, sew on buttons, press our own clothes.   
        Another event that comes to mind is the time when I was disciplined  on a Saturday afternnon, for what offense I do not remfember, but  the sentence was to that I remain on the campus all afternoon,  which meant that I couldn't take our usual run to the Willamette  River, three miles away, for our weekly swim.  Somehow I got the  idea that I would fool them and get away without them knowing  anything-about my intentions.  Came bed time and-Still no move  on my part to get out- came Inspection of. beds by the student  officer- then and there I gave up all hope of getting out. But    about 10 p.m. I felt some one pulling at my covers and soon a  voice saying - You want to go out with us ?  I asked  Where are  you going and whorls going ?   The answer  Three of us are going  out to tap a bee-n ltS .   Sure I wanted to go, here at last wa3  the answer to my Idea about,, getting away, even if it was at such  a late hour. My visitor told me  Meet us beyong the ball ground  among the first stumps .  I crept out of bed, dressed and shoes  in hand sneaked down the two flights of stairs and then putting  on my shoes I started for the stumps and found the other three.  We went across the gulch between the campus and cemetery and then  across the Southern Pacific tracks-into the woods and then headed  North back of school building until we hit the Market road leading  from Chemawa and running East towards Silverton.  At this point  I asked where the bee-tree was- and was-told  Se'll show you pretty  soon.  And sure enough we -soon came to a line fence running north  and south and aboj; 30 yards in were five bee-hives.  So this was  the bee-tree.  Well, having come 'this far I figured I might as well  go the limit.  Because I had a pair of new socks in my pocket I was  selected to climb over the fence and take the hive from it's resting  place and hand it a.-ross the fence to one of the boys- then we took  turns carrying that hive up the road until we found a clearing  on the school-grounds.  T'e but the hive down and broke it open and  started to eat the honey direct from the comb- eating honey, old  bees and wax.  When we had gotten our fill one of the boys looked  up at the moon, which was shlnelng brightly, and the comb he had in  his hand came between his eyes and the moon and he found he could  see the places where the honey was thickest but by this time we were  too full to be interested, so one of the boys, wrapped some honey in  his handkerchief to take, to his younger brother, not even looking at  the honey with the aid of the moon.  When we returned to the grounds  we took turns in returning to the dormitory.  One of the boys, named  John, sneaked in and to his bed and when he got to his bed a voice  asked,  is that you John ?   John -aid  Yes .  The voice asked  Where  you been John ?   John said  Stealing honey.   The voice said  O.K.John I'll see you In the morning.   It was one of the student  officers who had heard the boys whispering about our going and this  officer had heard and climbed in John's bed and waited for him.  Wall, the next Morning being Sunday we went through the usual cleaning up process, getting beds made, floors swept and everything dusted  for Sunday Inspection.  We lined up for Sunday school and just before  being marched off the disci linarlan started at the head of the line  and pulled out the largest boy of our group and finally came to me  and out I came- the companies were then marched off to Sunday School  while we were ordered to take off our uniforms and report to the  office and then we were formally charged with the theft of the bee  hive and ordered to pay the farmer five dollars for the honey and  to spend fourteen days in jail- seven days on bread and water and  we were put to work digging stumps and burning logs.  When we were  herded across the campus towards our working spot the girls cried   
        out,  Hello Honey . This was the hardest part of the punishment  however, it must have been effective.because I was very careful  after this event to steer clear of going out with too large a  crowd, which is an adnission that I did later on make raids on  cherry trees, strawberry patches, etc.', but with no punishment  because we had learned our lesson.  The period from I898 to 1901 was one of great activity- class room  work, mu ic, athletics, literary society work, working in the     printing office and also as a member of the school choir.  Also a  member of the school band and' orchestra.  With all .of. .these  activities there was time for a lot of foolishness- I was running  with a set of boys who liked to get out and do their share of  ralslfagghe   ; andC ..justihaving a good time.. We went out into the  woods with meat, bread, coffee, etc., and cooked up a mulligan  that, to us, tasted mighty fine.  During this period I began to  develope as a baseball player and while I did not make the first  team I gave the fielders a close run.  I remember one occasion  where the second team (football) was challenged to a game in Portland  with the Bishop Scott Academy- some of us rough-necks figured  that.not all the best players were on the second team so we secretly  practiced under the direction of the Manager of the first team and  assisted; by some, members of the first team- we called ourselves the  Roosevelt  Rough Rldgers- when we-played the game' all the employees  and students were out to see the game- we had to play three, games  to settle the. is3ue.and then the management picked about half and  half from the two teams.  These games produced several extra good  players who eventually made the first team. I played quarter-back'  for the Rough Riders and was considered too light in weight to  make the trip.  My class graduated in 1902 but I was not with them- they graduated  from the 10th grade-  I finished the 9th grade.  Along about this period us young fellows had our own baseball and  football teams and played games with the little fellows around  the north end of Salem, usually some farm yard around the present  site of Hollywood.  We would walk all the way from Chemawa play  our game and then walk all the way back.  The same  with baseball.  Basket ball was, as yet, an unknown game to us.   
        From the beginning we were taught that obedience was  always in order with due respect for those in authority and that  any one of us could, in time, become an officer.  Military  formations were in force; we lineel-up at all bugle calls,  responded to the call of our names and I often marveled at the  ease with which the officers rattled-off the names of the boys  in their squad; absentees had to be accounted for and excuses  given and if excuses were not considered sufficient some form  of punishment was meted out to the unlucky kid, such as extra  detail work.  Regular drills on the parade ground were had,  nothing more than what we would term the coordination of mind  over body- quick responses to commands given by the officers-  eyes RIGHT-. Eyes. LEFT - ABOUT face; Right Face, Left Face and  then counting-off by twos or by fours and, the execution of  Right-by-twos  MARCH, Right-by-fours March.  We also executed  the calisthenics of the Army Manual- thus giving every boy all  of the exercises he needed to keep in physical condition.  We were not drones, nor were we required to do work that  was beyond our strength- in work away from the building we  worked in groups- and it is surprising what a group of small  boys can aocomplish when put to a task.. The school had  no steam  heat other than for cooking purposes and heat for the individual  rooms and assembly rooms were provided by wood-burning stoves;  so we kids- carried wood for these stoves; we cleaned the yard-  spreading outcl ar across the campus picking up bits of paper,  branches or leaves from the trees as we made our way to the  other side of the campus.  We went out into the gardens in the  Spring and helped weed the growing gardens, crawling on our hands  snd knees, and gathering apples from orchads, and picking up  potatoes.  No. local telephones' were in use in those early  days so some of us k'ds were detailed to carry messages from one *  office to another and to run errands.  For amusement we played marbles in season; baseball was  our favorite sport; made our own stilts; football was just coming  into play and we watched the older boys play and soon had our  own teams, it was the Soccer game- we made our ball with and  old sock stuffed with cotton or anything to fill it up- as for  rules we made our own.  Shinny (?j was another sport that we  liked but the way we played the game was. no place for a softie.  We usually played shinny at night, using a tin can instead of a  ball and many a kid got wha.cked on the head or chins and many a  time games ended in free-for-alls.  Another pass-time was game   Follow The Leader - in this game we selected our best fighte r  and put him at the head of the line then the fellow behind him  put his arms around the leaders waist and the others followed  suit until at times from twenty to thirty kids were tagging along  behind the leader.  Other groups would have their  gangs  and  selected leaders- then we would lock-step around the parade  ground yelling taunts at the other gang and sooner or later the  leaders would meet head on and the battle was on- imagine, if you  can, about from sixty to eighty boys, big and little, in a big  free-for-all, and no one around to stop It. Usually the leaders  kept marching until darkness covered them.   
        My second smash-up came along about this time, while  I was still at the Small Boy's Home.  There was a swing alongside the building for the boys use.  One afternoon another  boy and myself got onto the swing and were soon our heels   above the sky  as we kids termea it- in other words when  we got to that point, by pumping back and forth, until we gould  go no higher and when we got to the highest point and started  on the return to the other side our heels would be higher  than our heads- and it must have been on one of these returns  that I either fainted or just lost my grip on the ropes and  fell to the hard ground below and there I lay with blood  coming from my nose and ears- it was about 4:40 p.m., and it  had been a warm day.  The superintendent was called- his office  was but a short distance from the- swing- and he came- over and  ordered that I be left aLone until some boys could go into the  building and get a bed springs and bring it out to where T lay.  They then picked me up and placed me on the springs and carried  me across the campu3 to the hospital with some one holding an  umbrella over me.  As we neared the hospital there was a girl  sitting near a window and she watched-as they carried me in. She  was my oldest sister.  Some one was with me all night and I didn't  come-to until seven A.M. the next morning and of all the noise-  all the chinamen were out firing fire-crackers, all the whistles  were blowing, -all the bells were ringing- I tried my best to go  back to that peaceful rest but it couldn't be done- I was back  among the living.  I stayed in the hospital for about three  days and then stole my clothes and jumped out the back window  and streaked for the boy's side and .the reason I know it was  the left side that I fell on was that in passing the school  building I noticed it was painted blue- just the color of my  black eye, my bruised cheek and all these blue spots were next  to that building.  About the time'I was ready to move into the medium boy's  building I had become interested in band music- a new set of  Wurlitzer instruments had arrived and I watched with interest  the unpacking of these instruments.  This was in 1895 snd I  was twelve years of age.  The bandmaster noticed me about the  band hall and told me t. ere. were no extra instruments, all had  been spoken for but - there was a race on between two big boys  for one of the three altos and when they were not using this  Instrument I could-practice on it.  He had put the C scale  on the blackboard with the -fingering marked and beleive me I  ,was there at every opportunity.  Immediately after meals I  scooted for the band hall and went to work - while the two older  boys were flirting with their girl friends. When the final  test was made I had won the right to play that alto and was I  happy.  Along with the band work the bandmaster had to furnish  two guglers to sound the bugle calls ana It was not long  before I was assigned to be one of these buglers.  It was in  1898, during the Cuban war, when Capitan Mahoney, of the  Cuban Army, made a. visit to the United States to appeal for  funds to help the Cubans to secure arms and ammunitation to  fight the Spainards.  During the visit of the Captain at   
        at Chemawa I was the only bugler and .using'- an regulation bugle-  the night he stayed at Chemawa I sounded  Taps  as usual and  didn't think anything about it until next morning I was summoned  to the office of the superintendent and introduced to the Captain.  He complimented me upon the fine manner in which Iohad sounded   Taps  and said that he had listened to this call many nights  while in camps in Cuba but thought that my sounding of  Taps  was  the smoothest, sweetest he had ever.heard.  .Of course I was  elated, and wanted to enlist right the  and there but at the tender  age of fifteen years I stood no chance.  It was about this time (1898) that I began to really live. I  had taken part in school athletics, both baseball and football;  was a member of the school band, the school bugler, and was working  in the school print-shop.  In those days a student went through the  pre-vocational period- so many weeks in the tailor shop, carpenter  shop, plumber, paint, bakery and other shops and also the farm and  at the end of this pre-vocational period a committee interviewed  us and looked over our record and then assigned us to the shop that  we showed the greatest aptitude.  I had worked in the tailor shop  and had completed the assignment of putting together and finishing  a pair of trousers, making the button-holes, etc., and then started  work on putting a vest together- the instructor, a Swede, had done  the cutting from measurements- I ma.de the button holes, sewed on  the buttons and completed the garment to the point where the lining  meets the collar line and here I met my Waterloo- the parts did not  meet as per schedule of the instructor- so I took my scissors and  cut the lining so it would meet and sewed it up and turned it in to  the tailor and one look and he gave me to understand that he was  the tailor and I was the Student- he cut the goods and I sewed them  together- in other words I was all wet as a tailor- then and there  I quit.  That night after I had sounded the Assembly Call and all  the students had gone to the chapel for services another boy and  myself took French leave- that is we ran away from school.  We got  as far as Albany and the police picked us up and the disciplinarian  from the school came after us and returned us to the school and to  the jail house.  Now my first view of  jail birds  was soon after  my arrival at the school- they let the prisoners out for exercise-  some of them were wearing the notorious  Oregon Boot - an iron leg-  piece that fitted around the ankle and riveted together. This was  done away with by the time I served my time term.  We stayed In  the jail-house for about a week- part of the time it was bread and  water.  After the first week we were put to work clearing the land  of stumps, logs, etc., and then given a lecture and put back into  Circulation.  Of course all during these years I was attending school regularly and making good progress considering the fact that we went to  school half a day and worked the other half In a shop or on the  farm.  I was beginning to yearn for excitement and adventure and it  was not long before I again took French leave and this time my  partner and I made it to the Umatilla Reservation.  We caught a  freight train at Brooks and when we were entering the yards at  Portland I made my first attempt to alight from a train while it  was in motion with the result that I skinned my arm from the wrist  to my elbow and my face was also skinned and scratched from sliding  along the side of the track on the cinders and stones.  I stayed   
        on the reservation for--awhile., and worked with a man who was  preparing his land for seeding- I worked hard, no pay, just room  and board and at the end of a days work I was completely tired  .out.  During this time my hair, which was already needing a first  cutting when I left school, had grown quite long and I must have  been a sight- I was picked up later on and returned to school and  put through the usual punishment- a bit longer this time as it  was my seconfi offense.  During our trip from Portland to Pendleton  we rode the rods, the cow-catcher, the top of passenger cars- we  were put off by the conductors and brakemen several times but  always managed to get back on- we leanred that railroad detectives  were called  Dicks - that city police were called  Cops - we picked  up other terms used by men traveling on their wits and after I  was put back In circulation and started back to class room work  our teacher asked us to write an original, essay on any subject  that we selected.  I wrote of my hobo trip, using the terms of the  road and the teacher said it certainly was an original composition.  From tohe above recordings:Sf.py escapades and the incident  recorded on the next page the writer will, no doubt, get the  impression that I was somewhat of a toughie- however, I do not  believe that I was so regarded since the times and manners of the  people,children and older boys and girls, were in keeping with the  general practices of that time.  When a boy or girl ranaway from  school the authorities were responsible and made every effort to  get you back- no -matter where you went or how long you stayed  away.  As time went on, conditions changed, if a boy or girl was  bad and ran away the authorities said  Good riddance  of bad  material.  To raid a farmers strawberry patch was Just a lark- no  damage was done so why get excited.  In the earlier days discipline  was strict and more boys and girls were detected in their- escapades  because the school maintained student officers who were paid a small  amount for their services.  Smoking and chewing of tobbaco was  strictly, against the rules, if you wanted- to smoke you put your head  inside of a stove and let the smoke go up the chimmney- if you chewed  tobacco you either swallowed the juice or spit and then go with an  officer to the office.  As time passed discipline slacked and what  o as considered as against the rules in my- time was now considered  an every day event.  Of course if you wbeg wise (in the early periods)  and wanted to smoke you went out into the woods or completely out  of sight.  i   
        1901   i   19C4        As stated my class was to have graduated in 1901 but the  authorities added another grade so the class graduated in 1902.  I was too busy too attend school.  During this period I was getting  pretty good on the cornet and spent a good deal of time playing  with various organizations as they came through.  I played with  the Margarita Fischer Opera Company for a time, and then with the  Day's Uncle Tom's Cabin Company of New York, and also with,the  Opera House orchestra in Salem- GhhAugust- j-Qth, 1901  I took the  position of Assistant Clerk at Chemawa- my duties wre principally  to take care of the commissary.  Receive freight, issue supplies  to the various departments and keep the commissary in order. Aside  from this I was also solo cornetist in the band and orchestra.  Time passed quickly during this period as I was kept busy what with  my work-, music and athletics'.  Our band made annual visits to  Sladstome Pary, just north of Oregon City, where we went into  camp for two weeks.  The baseball team was recognized as the home  team and our band gave two concerts daily for the Chatauqaa Assembly  In 1902 our Band, under direction og Prof. Henry N..Stoudenmeyer,  took a. tour of southern Oregon.  We were considered one of the  best bands in the State, if not of the Northwest.  Our band numbered  about 35.  We played the best class of music, including William Tell  overture, Strauss waltzes, etc.  In 1904 our Band went to Newport with a contract with the Southern  Pacific- we went to Albany and the changed trains for Yaquina-  from Yaquina we took a steamer (boat) for Newport where we found  quarters at the old opera house.  We had our own cooks and furnished  our own food.  Officially we me   the boat each time it arrived from  Yaquina with passengers and then we played them out in the evening.  While there the Indian Service held a Summer School.  Our band playa  for dances and moonlight excursions up towards Yaquina.  A scow was  tied along side the steamer and our band furnished music for the  dances.   We also gave concerts at the beach.  While at Newport I received a letter from Dr. Buchanan, Tulalip,  Washing, offering me position of assistant clerk and band master.  I accepted and finally, after some celebrating in Portland, I reported  for duty but didn't last long.  I didn't last much more than two  weeks and the Dr. in telling some one about me said  He couldn't  hear the toot-toot of the train whistles nor see electric llghts -  I went on home at Warren, Oregon, where I joined my brother in farming operations.   On Novemcer 23, 1904, my mother died and soon  after I left home and traveled, hobo style.  To Portland, Pendleton,  Walla Walla, Yakima and then back to Warren.  During this trip I  associated with all kinds and classes of people.  I learned that  not all the men who traveled by their wits were bad, were unschooled,  lazy or tough.  I found menwho were wise and well read- men who  had money but said that they got more nasra jc out of life by going and  coming as they  please.  Men who were traveling from one job to another.  I was invited to many a road side meal by some more fortunate traveler.  I stayed in Walla Walla two weeks without paying a cent for lodging  or food.  A sheepherder picked me up- he was just in from the range.  he had plenty og m mey and asked me to stay with him at 111 times-  he was drinking and wanted me to keep him from getting robbed or  into trouble.   I went on to Yakima and -found a job on a farm- operated1  and owned by an Indian.  I drove a  go-devil  during the haying  season; was a line-rider for the same outfit, that is, riding a horse   
        trmmummmim  and keeping cattle from breaking fences, etc.   At the end. of the  season I returned home.  During the World's fair at Portland in  1905 I went into Portland and played with the dhemawa Band who  had joined fclhah the Riverside Indian School band during their  time spent at the-fair- when the Riverside band left for home the  Chemawa Band took over.  When the Chemawa band went back to the  school I went on home.   Sometime in the later part of 1906 I  received an. o fer to go back to Chemawa as an assistant to Mr.  David E. Brewer, the disciplinarian.  During the time I stayed at home I organized and taught the Warren  Band- a band composed of country people.  1 remember of having to  demonstrate, to the bass drummer the technique of drumming.  My  father was present at this rehearsal:  After I had instructed my  drummer just what I wanted I asked the band to start from the  beginning and I drummed all the way through the piece- and after  we had finished the number my father said  By golly- there's even  music in a drum if you know how to. play It.   I considered this as  a cbmpliment.-     I took the Departmental Clerk's examination June 21, 1904, and  passed with a rating of 81.45   
        *    **     L                  FBBRU RY 25,   If30  As Historian of the Chemawa Alumni and Bx-Stuclents Association  it falls to my lot to give you a brief history of our school.  In giving these facts and figures to you I realize that there  are many ohances for errors, hut we never arrive at the truth  unless we make a start and make corrections  as we go  along.  On November 11,   1870,  3.  A.  Hayt, Commissioner of Indian  Affairs,  telegraphed Lieut.    :?C? Wilkinson, Forest Grove,  Oregon, as follows:   Office grants you   5,000 for first year,  hut  twenty five  children nrast be educated instead of  twelve.   On February 25,  1880, a  little over four months  later,  Lieut,  Wilkinson,  telegraphed the  Secretary of the Interior  as follows:   School under way.  Eighteen girls  and boys.    lore ready  to  come.  Heed b.lance of appropriation this fiscal  year.   School was opened with  14 boys  and 4 girls.   The first  session of school was held on February 26,   1880.  The school was continued at Forest Grove until 1885.  On the morning of the  school's birthday, February 25,  1885,   Tr.   David E.  3rewer, with a party of   14 boys  left for  Che    wa.     They came by way of    ortland and  then to Chemcwa,  getting  here the night of February 25,  1885.    On the morning of the  26th of February  the boys commenced to clear the  lend to put up  temporary buildings,  so  that tho anniversary of tho Che awa School  (at* it8 present  location)   is  the same as that-.of   the founding of  the school at Forest Grove- February 25- but five years  later.  Then on  arch   17,   1885, lir.   and    rs. : oConville broujht one  grade  of boys  and girls overland from Forest Grove,   and   r.    rewer was  left in charge of this g ade.   Irs.   K.  L.  Brewer was matron,  Cook  and Laundress combined and there was one  te cher who remained at  Forest Grove until the final removal to Chemawa.   hen   .r.  Coffin,  the Superintendent,  came in * ay 1885 he took the 5th Grade hoys  and girls  to Portland and then to  Salem and they gave concerts  in both cities.     The 5th Grade graduated in  1885 and the exercises  were held at Chem-wa- just south of the present lwcation of the  Superintendent's Cottage- under the fir  tress.    From this class  Anna Brown,   Puyallup,  Washington and Samuel McCaw from tho  same  lace were sent East to Sarlm College,   in Indiana,     ecause of her  he  1th failing her Anna Brown had to return  to  the Coast- Samuel  McCaw stayed in the East for a number of  years and then returned  and was Cashier In a bank in    ashington but is now  employed in the    rf    
        -2-  +  Indian Service in Arizona.  During the year 1882 the following employees were stationed at  Forest Grove:  Supt.  Client.  '      C.Wilkinson  Clerk- Mr.   elley  Matron  - Irs.   Buck  Seamstress- Mrs. McDonald  Cook Mrs.  lioa'ton  Teacher- Miss Mary Lyman-(How  rs.Hewton McCoy  teacher- Miss Emma Unthank        of Portland, Ore)  Carpenter Mr.  Heaton  Shoemaker- r.   S  A.Walker  Blacksmith- Mr.   Hudson  Farmer- Mr.  S.A7. ' alker.  Dr.  Minthorn added more employees and he Is the man that thought  it was worth while to employe Indians as employees,  and rated  them equally with his white employees,   so he employed Mr.   David  E.  Brewer as carp nter and   Irs.   rewer as Laundress to see if they  would come u    to  the same standing as his other employees- needless  to say that his choice could not have been better placed as Mr.  Brewer was rated as one  of the best disciplinarian's in the Service  at   that time and he  was  loved by all,   and an inspiration to all of  the boys who came under his  direction,  and we are proud of  the  achievement of Mrs.  Brewer- she has been a faithful employee,   loyal  to Chemawa and It's traditions.    She enjoys  the  distinction of  being the oldest employee in point of service. Mr.   Minthorn also  had faith in the students of his  day because he em. loyeed many of  them in the capacity of assistants,  and it  is  said that Forest Grove  was  the first school  to employ Indians as employees.  t  The    name     CHEMAWA   Various mesnsings have been given to the nnme  Chemawa - it is  claimed that the word Chemawa is from the Calipoola language meaning   the ;lace where no one lived - and again it is said that the name  Is taken from the (Bhemeketa tribe of Indians and means  Hep y Home .  There has also been advanced the theory that the name is taken from  the Chinook language and that originally the name was  Che-wawa   meaning  Che-  new-  Wawa  talk or new language- new education,  and that in the oourse of tine the fwfst w in  wawa  was dropped  and an  m  used in it's place - making the name  Chemawa .  Buildings  From a humble beginning of a few shacks and temporary buildings  erected by the students Chemawa has grown until  to-fay we have  12 large Brick Buildings and 25 wooden buildings and numerous  other buildings of various sizes.  7   lt;V   gt;   
        MEMBERSHIP:  Mr. Jerry Me ker   Silas R. Moon  voted to active membership by the Alumni Association.  (December 31, 1917.  Page 44)  Motion made and carried that the term ex-student  be understood to mean any student who has been a/ay  from the school-for . a period of not less than one  yesr for the urpose of attending picnic.  (Jan. 5, 1921)  Page 49   
           3     GRA DELATES  The first graduating class graduated from the 5th grade,  as did  the classes of  1886 and no  dount  the  class of  1888.    The classes  of  1897,   *98 graduated from the 9th Grade,    it is  not certain  as to the grades that some of  tho classes graduated hut it  is  of record that the  classes from 192ft pBBJM and Including the  class of 1924 graduated from the 10th grade, and from 1927 on  the classes  graduated from the  12th grade.    Ho classes were  graduated during the years  1887,   '89,   '90,   '91,   '94,   '9ft,   '99,  1901,   1917,   1925 or   1926.  The total number of Graduates to the present time, including  all those listed as having graduated from the various grades  are as follows:  Boys    299        Girls      236    Total    535  It is of record that 56 boys and 56 girls have graduated  from the full four year's High School course. .  Those who have graduated from the 10th grade WHfadmSant  number    62 boys and 72 girls,  leaving  181 boys and 108 girls  having graduated from the 9th Grade abd below.  The class of 1916 was  the  last graduated  In the 8th Grade  The  clasc  of 1924 was the  last graduated in the lOtn Grade.  School Land  The fir  t property (land)  was  donated by the good citizens of  Salem and then the boys and girls    f the school picked hops  during the season and gave one-half of their  eranings for the  purchase of 40 acres of  land which  they   donated to  the government.  Official Title*  The Chemawa school w s first known as the Forest Grove Indian  Training School- nnd also referred to as the  Sormal and Industrial  Training Sxhool . During the administration of  resident Harrison  In 1891 it was known as the  Harrison Institute  and later  changed officially to the  Salem Indian School,  by which name  it is now known.  SU  ERIHTENDEHTS  Since Chemawa has been founded we have had a total of 18 different  administrations and 16 different superintendents- two having  served on two different occasions. The shorest termed served was  for a period of one month and 28 days, and during this trying period   
            *  -4-  1894 1894  from Feb.   15, x   * to Hov.   14, x  x ,   (a period of 8 months)  there  were five different superintendents in charge of the school.  The  longest term served by a superintendent was txam for a period of  8 years  11 months,  from Hov.   20,   1895 to Sept.  30,  1904.  THE    STUDEHTS  The oldest student enrolled was 45 years of age and the youngest  was two years of age*  From a stufent bo y of 18 boys and girls  In 1880 Chemawa has  grown to an institution of 800 and at one time the  enrollment was  a little over one thousand.    As to  the number of students who  have attended this school it is safe to say that approximately  y 8.000 boys  and girls from the* northwestern states have attended  at one  time or another.    Our students are to be found in all walks  t of  life- In the professions and in the more common amlkaxBrftxJijfaex  Ibor positions-    The name   Chemawa  is known all over the Pacific  northwest,  and eaoh student here should feel a pride in this  school toy what it  is   doing for you and for what it will  do  for  r y u if you will but do your  part.   gt;     7   
        * .   
        The first class that Chemawa sent out into the world graduated  from the 5th grade in 1885, as did the class of 1886, and no doubt  the class of 1888. The records indicate that the classes of 1897  and 1898 graduated from the 9th grade, strange as it may seem in  view of the fact that shortly after this date, and for a period of  many years later, all classes graduated from the 8th grade. It is  of record that from 1918 until and including 1924 classes were graduated from the 10th grade. From 1926 to the present all classes  have graduated from the 12th grade.  Including all who have graduated from the various grades to the  present time 535 have secured their coveted sheepskins   299 boys and  236 girls. It is a noteworthy fact that the number of boys and girls  who have completed the full high school course offered during the ,  past few years are equal   56 boys and 56 girls, or 112 all told.  The first portion of our present farm was donated to the government by the good citizens of Salem. And later on the boys and girls  picked hops and paid for a certain 40-aere tract which they donated  to the government.  Our school was first known as the  Forest Grove Indian Training  School,  and it was also referred to as the  Normal and Industrial  Training School . During the administration of President Harrison  it was known as  Harrison Institute , and later changed officially to  the  Salem Indian School , by which name it is now known in official  circles, but it is ever  Chemawa  in the Northwest.  Since the founding of the school we have had a total of nineteen  different superintendents   a couple having served on two different  occasions. The shortest term served was for a period of one month and  28 days, and during the trying period from February 15, 1894, to  November 14, 1894 (a period of eight months), there were five different superintendents in charge of the school.  From the student body of 18 pupils in the beginning of the school  we've grown to a body of about 800, and at one tin* had in excess of  1,000 pupils enrolled. As to the total number of boys and girls who  have attended school here at one time or another it is safe to say  that they will approximate 8,000. They are now to be found doing  nicely on the whole and engaged in everything, from the common pursuits  of life to the professions.  The name,  Chemawa , should inspire our students with a feeling  of greater reverence for what it is doing for them   and what it will  continue to do. I  )  /-y-j J  (5)   
        V  1 cry  gt;  KX-STODENTS    FROM    CHEMAWA    IM    ALASKA  CLASS 1885:  George Blake      -Ft. Wrangle  1886       alter Burwell Sitka  1905      Bessie Boles   -   Hyda  John Benson (1906) Metlakata  1907     Peter Casey         -wrangle  1809     Fred Lewis Wrangle  Clarence Lewis  1912 Boy Churchill Ketchikan  Oalusla Nelson      Cordova  1913 James Evans      Metlakata  Benjiraan Wilcox   -Ketchikan  Herbert   einkin Unalaska  Paul Kinninook   Ketchikan  1915 William Lewis    ??rangle  1916 Frank Pratrovitwh- Elawock  Clyde Fields  1918 Marie Shaiskinoff   Unalaska  1919 St. Paul, Alaska    -George Lakanuff  Julia Groraoff Unalaska  Mary Unge-    -Kodiak  1920 Anna Sexton    Cordova  1921 Edwin Lilygreen VJde x frl* 'ike  Nancy Matheson    Kodiak  1922 Lawrence Dana- -Kodiak  Wilfred J. Evans   -Nome, Alaska  Frank Sookim         -Shaken  Alex Petellln      -Kodiak  Charles J. Evans      Nome  1923 Frank Johnson      Council, Alaska  Robert Johnson         Kodiak  Albert ftrsen       Juneau  1924 Eli Karabelnikoff   Kodiak  John Pet ell in    Kodiak   
        1924  Matrons Oregorloff         Kodiak, Alaska  192?   Raymond Haldane        Charles Moon-  Flora Dexter        Anna Pratrovitch     Florence Shurvloff   -     Metlakatla  -Nome, Alaska     Golvin, Alaska  -Klawock, Alaska (Mrs.John Dexter)   Kodiak  1928    Thomas Anaya-  Reno Booth      Terence Booth-  Royal Hoist     ., Alaska     Metlakatla  George Johnson-  Donald Roberts-  Raymond Jones-  Oxenla Rendaiskon-  Agnes Pratrovitwh-  Svelyn Roberts-  Emily Ivanoff-    va Bean           Juneau     Klawock  -Klawock     Kasaan  -Kenla   Klawock  lawock     Unalaska  -Unalaska  1929   Alfred Bernard-  Archie Demert     Russell Haywerd-  Karl Muller        Klawock      -Klawock  -Metkala* Metlakatla  -Kodiak  1930   Flora Harper     Charles Kotchman-  Roland Booth     Perry Smith-  Ira Booth-     -Fairbanks  -Fairbanks     Metlakatla  -Metlakatla     Metlakatla  1932   Christine Mu  Bertha Pratrovitch     Kodiak     Klawock  1933   Fred Motchman-  Howard Churchill-   .illiam Demert        Fairbanks  -Wrangle  -Klawock  1935   Brands Booth.  Velraa Hayward-  ...Metkatla     -Metkatla   
        STUDENTS WHO HATE BEEN AT CHEMAWA- Address not known   Enrolled  .   Sitka      Wrangle      Sitka  Wrangle  n  1880 William H. Lear  1881 Benjiman Shattuck      Samuel Goldstein  Arthur Jackson    -  Harry J. Kadeshan -  Charles Lott         Philip Jones  Sarah Dickinson  1883   J  John Donawauk-         -        Wrangle  James Hadley-      P    (D)  Emma Crawford      -         - -                   *  Samuel Hibbs                       *  Grauate 1888  - Sitka     Wrangle (D)  1887  1891  1893  L'(*  1895  1896  1897  Philip James-  Walker Colli   T*iemas Hanbury  (?)  Susie tfoon         Eugene Geffee (?)  Charles Boles           (?)  David Parker  Herbert Parker  Abbie Woodman  John Bean  John Dannie  John Henry  Samuel Jackson (Tribe-Chilcat)  Richard iSakx Harris)  )  John Harris  Sitka        Wrangle        (?) Also Carlisle 1894  1898  1899  Lucy Ruth Barrett  John Wiles  Jacob Manning  Roy Merclal  Charlea   orch  Alfred Kltcoon  Frank Cox  Thomas Cox  James Evans  Henry Evans  Emily Evans  William Carrasco  Christopher Fletcher  Keiltluib    
        THE CHEMAWA INDIAN TRAINING SCHOOL  Chenawa* Oregon  1880     1926  Success and failure mark tha difference between the educated and the  uneducated parson, file educated nan may exercise Me preference re*  gardlng the selection of employment  the ignorant felloe must accept  what ie offered Met*    w    lt;      i. iQ.........  Beautifully situated five miles north of Salem* the capital of the  State ef Oregon, ie Chemawa, where ie located tha great government  institution officially known as the Salem Indian Training School.(This  name officially changed to Chemawa Indian Training School on Julyl,  1958).   This ie the eldest school in the Indian Service and ie erne ef  the largest, ae well as one of the beet*   No institution could he better  located, considering the mission of tha school  the education of Indian  youth*   It ie near enough to the City of   Salem to profit in a cultural  way from everything the city offere for the enlightenment of young poop a  and yet Juet ramat* enough to provide the seclusion which ia so necessary  for the progress end well-being of the student.    From mmtf point of view  the location of the school la admirable. It ie of easy access end ie both  healthful and beautiful.  The Southern rmotfie Railroad passes through the campus, while the  Oregon Eleetrie Hallway passes along the western edge of the large school  fans, about one-third of a mile from tho campus.   The   Pacific Highway,  hut a short walk to the east, furnishes a beautiful paved interstate drhe-  way for hath private cara end auto-stages.   Trains ever either lino* or  automobllee en the highway, will carry one from Chemawa to Portland, the  great metropolis of Oregon, within a couple ef hours.    So it ie clear that  ie right la tha world*  Oar school le situated near the center of a large farm ef a ilttleamore  that 4*A acres of as fine lend ae le to be found in the Willamette Valley*  which ie endorsement enough for both school and farm.   The farm le oearly  all ia cultivation and le a groat help in providing good things for the  students' tables - In ghat Ir provides gmadxtkimgs a finer bill of fare  then le possible for any such school not possessed of ae fine a farm ae  Chemawa.    Another great and Important feature of our farm ie the training  it affords boys who are studying agriculture in any ef lte varleue phases.  Here the bpy   have training In general farming end gardening* ia dairying*  tee* ae a fine herd of high-bred Hoi stein oattle ie kept on the fam.  Considerable attention ie devoted to hog-raising, which has proved most  profitable in every way*   We have a fine poultry department, end this,  too* provides opportunity for boys to acquire knowledge end proficlmency  la a business which le now one of the meet important In the world end which  ie destined to become greater end greater In the yeare to  All   sorts ef cropa adaptable to this section ef tho country are raisd  en the farm.   There are orchards* alee berry patches, which afford splendid   
        schooling of a meet practical character, ae well as heathglving feed* From  the orcharda end berry patchea* aside from the fruit used In ita naturalstate  thouaanda of jars ef fruit are canned end stored for winter use. Oar prune  erope are dried in our own prune drier end kept for use during the off*  of the wear*  Every year Chemawa boasts a fine largo truck patch. Every seasonable  vegetable la raised In liberal quantities and tho quality   ia always the  very beet*     Squash, puapkine, carrots, beets* apples, potatoes, parsnips,  rata hagae* enlone* eta** are stored in great quantitiee for use during  the winter*   The student who oomee to Chemawa has certainly oho sen well  from every sense, for he le offered the beet ef food In abundance end  variety for both hla mental end hie physical well-being*  New let ue leek closely at the school sltei    la the beginning ef thiqp  at chemawa the location of campus end buildinge erne a alee neve*   The  oampue ef eorae forty aoree occupies the highest end driest end hoot drained  part of the large fans* ell ef which ie moot desirable from the standpoint  of health In particular.   About the campus are fir treea, nee green to  considerable sine* large walnut trees and maples end shrubs.   All about  the    enpie are sennit walks end honwddtthnYi flasnasAaanxpaawawad     at night  the grounds are electrically lighted* producing en effect which makes one  think of  Fairyland.*   late ef reeee line the walks end beautiful flowen  are produced In season.   The laena are a beautiful green winter end  Much thought end energy are devoted to making Cheneea beautiful- moot  sue essfully, too*  Sane seventy buildings of various ci erector, each far ita own piiraee  comprise the plant*   At present there are three large dormitories for girls,  there are alee three vary large and fine dormitories for boys.   Both beye  end girls are allowed to share rooms with another in their reepective  Halle.    From thia It le easy to see that Chemawa le growing rapidly* All  dormitories end ether buildings are stesm-heated and electrically lighted  and all have hot end cold water in then*   It    same fitting at tale tine  wf f   assise   wMbmpoe   wpWpbf   a n**1 ip   w**ai gt;    wWe r   iio'ei'sswrwrd*   **ep   uP*   psaawuw  e   wg wi  en       pr e **    swww  i *sAjf    wwa  pure eater* * a feature of greatest importanoe In the preservation of the  health ef pupils end employees*   An immense heating eystem installed la  1922 at en approximate cost ef  60*000*00 provides en abyndanoe of heat  -     ** *oeaea   w pwww   wsssas' a fc   iw a    er' ae e'vre sf  The present attendance at the echool le about 900* end there are  many students knocking at ear doora all the tine for admission. Owing  to Vie look of dormitory accomodations In the past it eae necessary to  refute entrance to many applicant a., but with the new doomitories It  ia expected that many nere students can be enrolled - poesibly up to  1*000 within the coming year* Engaged In various capacities at the  institution there are about seventy employes* out with tha growth of  tha aohool this number must necessarily ha Increase**   
        eae  Tale le essentially a veeatlonal sohool-a trade eehoel* where attention le about equally divided la training both the hand end the mind*  The value ef manual exoollenxe ie stressed* that students may go forth  On graduation equipped to  do something.     Co-ordinating with the  manual training le en aoademie course which marries the pupils through  the twelfth grade* or fear years of high school.   Who could went more  than Chemawa offere f  Stye have opportunatylee to take up tailoring* carpentry, printing*  painting, plumbing* swsmweSj ohoo and hwmees malting, engineering  (both steam end electrical), drafting* the mechanist's trade* blacksmith*     no w e)   **wnn r**nna3f y   on****   aw*-*   enae**** eiwowsaa      lt; r   wsswwp   wwersan eewAvnv  aaa gt; a    *   * gt;     wa   -* y    esewer   asanas* a.    km m     dea end orcharda above mentioned.   Ihie seems like a splendid selection of vocational opportunities for boye who noon buaineae.  The courses for girls embrace everything worth while that  under the head of  Hone Economics**   They enjoy all of the acaOamle privileges ef the boye and specialise largely* end wisely, tee* ia domestic  art end domestic ecienae* both of which eoureee at Chemawa are unusually  strong.   Xt la perhaps proper to state that aoad sal rally Chemawa atends  ae high* grade for grade* la the rating of her students ae any ef our  public achoola, and higher then many*  there are altogether eight literary socltiee at Chsaswej all are active     est doing good warn*   They are Escalator* Nenparell* Reliance* .lncna*  each with a Junior society* the last four having ween organised recently  end consisting ef lower grade puplle only*   The work of the aocitlee        wP   saas'ws'w   e*a **        vwaa Fat BT    sms***.    a*   Ae      waVft v T*y/ Po* gt;*'s*wV    w*tr    **                awo    w*swa    wiv*awe   wsesesrno  eaae to the neabere through their aocitlee* Seat In public speaking*  familiarity with parliamentary law, en awakening to those things which  contribute to general culture are only a fa* of tha outstanding features*  Of n highly advantageous character by which student* profit*  / ie boast tee fall end active troop* ef Bey Semite* These troops  are under the direct aanagament of the disciplinarian of the awheel*  George w. Bent* and no proof Is needed ef hie great Interest la these  young  uoouts.  The value of this organisation to our eehoel* mA to  the boye thamsolvoe* ie beyenf compute* It ie an organisation ef  which all are Justly proud end one which hen already made Ita future  etudenta are allowed social a ae often aa ie proper end those  funotiono are always under the direct supervision of the uperintendent  or wone reaponsibie party appointed by him* end tho demeanor ef the  students en theee occasions reflects credit upon theraeelvea and their  eehoel* A more civil end well-behaved lay ef young people oannet he   
        Heligloua training end Instruct ion le supplied by capable end conscientious people who are especially fitted for the work end the fruit ef the  laker* ef these teaohera le apparent an mmtf head*   Two missionaries  are supplied, catholic end Protestant, who devot their entire tine to  the teaching end training ef their ehargee*   M addition to the above a  nowscatcrton service le held every Stanley evening* conducted by the   gt;uperintendent.   Thee* aervicea are ef a highbsultural and intereeting  character and are truly a strong end important* feature of school life  at  Another feature which merits mention ie ths society known no the  Sigma Phi Delta* eempoeed wholly ef chamawa's upper grade young  ladiea whose deportment le above reproach*    It le what may be called  an honor sooiety- membership In It le certainly en honor craved and  appreciated by all ef ear young ladiea*   It eae organised a number of  years ago.   An organisation for young men an similar linae 1* of ware  recent date end It it ie hoped that It any prove beneficld 1 In every  way*   It 1* known a* the Kappa Alpha*  It new remains to apeak of another feature in the light ef our great  - athletics*    Fron tha beginning athletioe have proved their  earth la tale aehool In way* too wnwarouo to mention.   It may be asld  that athletic training le baaed an physical culture and It ie shared  by both bey* end girls/,    instructors ef experience give physical  culture drill* and exercise* to classes ef boye end glrle daily*   Th*     w war wa w wmsewp s*    a**         wsew w ww     m a *w   *    a aw    wmee**    w .v*   - * gt; tw v  s       wat     e.ww     s*ewe  'm    wra e n j       T                ww w*nsmw  nw   health ant vigor of our student*' body as a whole - It 1* great t Each la  ita       aim we have football teena* basketball teen* (bath hay* ant girl*),               w w** aw gt;*m *w      vwwwswsswmy      va ww*was* gt;     vww*w*wmswy     w* w  w*** a     was a-.    *nss w w.* am *b        wwsaan    ws *m* *w*m* s*     aa   w     a  w    are*  the credit ef the inetitutlon as well as to thoea taking * prominent  part In the varioue athletic oompetit one.  In Una with what other schools end e  ll*goe are doing en smews he**  during the past two season a, developed a wreatllng team of more than  ordinary prowess. Tho showing wade by the team against elder end heavier  mad more experienced contestant a has bean a matter of oonalderable pride  at Chemawa and we predict more end more lntereet and greater  It ha* been found that athletioe, under proper supervision, le a  fine thins in aehool.    Athletioe contribute in a iarxe way to tho moral  a* wall a* physical well-being ef the student body*  A word for the purely intellectual aide of ear eehoel life* We   have  a eplendld library for th* reader* end the  book woraa  revel la It  la fact, the vela* of the library le inestimable, bat In numareue way*                    w * wwww**w www   *w*a ww   wy*rw.s www*a*a     ssww    wwta/va       e mw*   en    wwnssne    maeaa   are a o    warmer a a*   aas*n*  thoaa mualcally gifted are afforded opportunity to study end develop  their gift** also to delight all oonnectad with the eehoel by their  auaioal contributions.   A department ef plea* and vocal muaic 1* sain*  telnet end n fine ohoir ef fron thirty to forty voice a fern a plaeaent   
        feature ef our refular Sunday evenlngkpel exaroiaaa.   If poaaible,  it ie Intended to Inaugurate en even better and more oomphsnalve oourae  ef music than no have bad heretofore.   Tale ehould be good aeee for  music levere end those muaically gifted etudente who way contemplate  enrolling nt Chemawa*  From the above It will be eeen that Chesawa poasaaaaa asuat   every  thing deeirable- n oom lata little world by itself.   All ae   offer to  share with those who come for It* with the laoaa bey* endgirl* eh*  knee n good thing whan they eee It* end oho deaire leasthf* ef merit  end value*   We have a eplendid body of atudente   many in snabera  end d largo In oapaclty- but we want to paae the good word and earn  along.   In fact  good work  1* the elegea nt th* ochool    h* our mission*  We   treat that the above will properly portray Chemawa a* conditions  are at preeent.   It ansae proper at thle tine to attempt to   give sane-  thing ef the early history ef Chen en* and while the task will  pleaaurableone* it will/more or lose difficult In a sense* Sane of our  poet will he sustained by government reeerde* but a little must be  based upon  hear nay**   what we may state en  hoar aay    me ahall have  considered well and shall have 99mwf reason to believe trie      EARLX    HISTORY  It will be Interesting to note a couple of telegrama in connection  with the starting of our great eehoel* although one ie inpeaaod on  reading the telegrama with tha fact that there must have been  correapondence of nt least n aami-offlcial character previeue to  the as telegrams*   The first as* addressed to M.c.    vilkinaon, who  established the aehool at   crest Grove* Oregon* February 29* 1883.  Mr* Wilkinson was an officer in the regular army* a lieutenant In  the Third infantry*   He an* In charge of the eehoel for almost thro*  years.   He later roe* to the rank of major and It ie nam* sad to  chronicle the fact that he wae   killed by a number of the race for  he one ordered to quell a Chippewa Indian uprising near Fort Snelllng*  MJeneeota, and took a squad of soldiers with hin for that purpose.  Juring the melee a Chippewa Indian shot hin* But we dlgreeei  TELEGRAM  Washington* U.C.  hwv*ll*lft79  U.CMlklnaon  Format Grove* Oregon  Mall Nearest Point  Office grants you  5,000.00 for first year* but twenty-five  children auat be educated Instead of twelve*  a* A* Hayt* Oeawleelener   
        eja  TELEGRAM  Foreet orovo* via iwrtlend* Oregon  February 20* 1880  Secretary ef Interior  Washington, 3. C    Sehool under way* Eighteen girls end boye* Mere ready to come* Need  balance appropriation this fiscal year*  M. 0* Wliklnsoh  George F* Beynten eaa ohosen prinelpal teacher and Mre* J*T*Maff  wee eeieeted ae matron. Hour daye after the eetabliehnent ef the   Normal end industrial * raining Sehool*  the title by which  was first known* Lieut. Wilkinson male tha following reporti  Forest Grove*  Feb*29* 1880  Iht* school one opened February 25th with eighteen echelare* 14  bey* end A glrle* The first session of aehool one holt February 26th.  hash ie to be dene in preparing the ground a about the aehool building   thia will give manual ihe labor for the boye until ehope con be built  and the aeason for making garden comae. The glrle will aaeist the natron  in preparing the heme* It le understood that thle eehoel when fully  organised will be of the seme character ae that at Carlisle Barracks*  Th* children are from the Puyallup Keservawn* Paget .iound, all  owooptlng one Nesqually boy* Ihe winter ha* beam so severe that it ha*  The building ie 32*50, too eteriee* with kitchen and wood shed*  Altogether* eehoel opened encouragingly  oJUldren happy end contented*  working end studying heartily*  II* C* silkinaon  In charge of school.  The first pupils were admitted to the sch 41 from iuyallup, fteah**  Feb,23, 1880* end were ae followei   avid t* Brewer* Henry   -ioade,  Jerry Meeker, fetor 3tanup, Nugent Kauts* wiliieH. niton* Harry Tatar*  Charlea   shue,    Samuel Ashue* Samuel MoCaw, Julia Taylor, Katie .ernes*  Annie   farter*   Ewna fslsn*. Pater r si sac (NesqwSy)* Edward Richard (olmnpla*  end Andre* Richard (olynpla)* '        School eae oontinuad at Foreet Grove untilna 1880 end It grow t gt;   each  proportions that It became apparent to thoae in authority that arrsngeaents  for larger quarters, with ample provielone for expension, would havettabe  made*   A   number of propoeltione aero taken under advisement, but the preeent  eite* wad* poBoiblo through the hearty co-operation and good will ef the  Salem oiUaehe, an* finally selected a* th* permanent home of the aehool.  On March 17* 1889* n party ef young Indian boya In charge ef avid  E. Brewer left Forest Grove for Chemawa to etart clearing the preaentaite  ef the aehool end to erect ouch crude building*   ae were absolutely   
             7     necessary*   Numerous more or leee temporary buildlnge wee* eenetruhd  during the spring end summer end acme garden trunk wae raiedd. In  the fall Foreet Grove *** abandondei end Chemawa became a reality*  Sehool opened here for the firet time en October I* 1885*  It le proper at this time to state that the firet e'aee of graduate*  am* turned out in 1335* so ee conclude It mist have graduated at  Fersst trove* end Vie class of 1-566 must have bean the firet at chemawa  proper.   And In the years that followed hundreda ef Indian boye and glrle  have been graduated from our beloved sehool and have gene forth ocur-  ageouely into the great  outaide  and have waged battle auceeefullj -  with credit po themeelvee and their great aehool.   It la inpeeaibla t  eatimate the greatgood for our government that ha* accrued ae latenet  en ita investment of its dollars In Indian education*     lacing nt lie  matter fron the proper angle it Should be apparent to all what the  government never made a better or wioer investment.   It an* n wise  move In the etart, end ita contlnoua   growth   ha* proved thie.   Today  it le growing rapidly and no one can forte 11 to what great heights  cur eplanded Institution will yet anxaexx rise*  Lot an nee look briefly nt the earnest nan* she* each ia hie tarn,  were in charge ef our eehool*   In the infancy of the eohdol, before  ite great value wae apparent to our Indian fathere and mhthere of the  lend* the superintend ants were largely from neceealty engaged in can  carrying the propaganda ef the value of education to the InUaae. At  n later period the work ef clearing land for tillage must have bean  uppermost in the minds ef the superintend ente*   Then ease tho planting  of oreharda* of fencing, of putting up heusee* ate*    Little by little  fine structure* of a permanent character were added until today a*  eon aero for eleee to 1*000 pupiie.   such a eehool ae euro necessitates  a conaiderable force of enpiayeea* whoa* qualifications should be ef  who highest*  Let us new give a table ef the euperintendenta* in   the order la  which they ware 1  lt; charge and tha period of their cervices  Lieut* M. 0. filkineen.............Feb*2f5* 1830 to Feb.10* 18 J  H.J .Minthorn  Feb.11,1 5 to No v.20,   84  f.V .Coffin.......        ....    f?ov.21,l M to Jept.30* 1889  John Lee.........                             J    Oct* 1*1885 to Mar*20*   1889  Wa* ii.H.Beadle                       '    Mar*2l,l389 to Aug*3 *   1899  0* Um Irwin......  Aug*6 *ISS9 to Mar*?l*   1       '* lt;    0* w. aasssn............ Apr* 1*1892 to F*b*l5     B89A  Jae*G. Dlokean( Special Agent) Peb.l6, B94 to June 12* 1994  0* H. Parker  June IJJBpA to 3et.l4,   894  Chae. R. Rakestraw(Supervisor) Sopt.l5*13; gt;4 to Nov.15* 894  Sdwin L. Chaloraft Nev*l4, 1894 to a*r*51, 1899  Chaa* ft. Hakestraw *pr*l      1899 to Nov*19* 139ti  Thone* w* fatter R*v*20* 1899 to Sept.? * 190*  Edwin L. Ghalcraft Oot.l,    1904 to June 22*1912  H, K. wadewerth Jam* 2J*1912 to June 30,1916  Heraood Hall July 1* 1916  to Mer.51. 1926  Jemee H* McGregor.... Apr* 1* 1926 to th   preebnt.   
        There 1* Just one additional Ita* which en necnVunt ef lte epeotal  interest ant wiah to include In trie brief history of our eehoel*  end that 1* that during th* administration of Preeident Harrieon     **saeaaswm wwm          w   awiflsFWsen   ae**     a   wot wa*  e a     whsw**   v *aw       * men a co  n se   was saw  * lt;s      fww. pw*  RUTHIN    TUfflsEY/