251:, set up a model school at Concho. It was planned with small classrooms so that individual children received more attention. Students who had dropped out of other schools were placed in the special program. Some returned within weeks or months to their prior boarding schools or public schools, and some attended Concho for years. After six years of operation, the school had a 60% success rate of returning students to regular classes. Intolubbe retired in 1968 when the BIA suggested that the Demonstration School should be combined with the Boarding School, as he felt that would defeat its special mission.
126:. A fire there on 19 February 1882 destroyed the building, and the missionary's infant son and three Indian children died. Federal funds and donations from the Mennonite Mission Board were secured to rebuild the mission school by December 1882. The Mennonites also encountered resistance by the two tribes to joint education. They opened a fourth school in 1882 called Cantonment. By 1884, the US Indian agent reported on attendance: 66 students at the Arapaho boarding school, 22 students at Cantonment, 71 students at the Cheyenne boarding school, and 28 students at Darlington.
70:, it was run on a disciplined, military-style model. Students were awakened at 5 a.m., performed military drills and formations, ate breakfast, and started classes by 6:00 each morning. Academic subjects, including reading, writing, and arithmetic, were studied for half the day. Older students were assigned to chores for the remainder of the day, with boys commonly learning artisan trades and skills, and girls being trained in domestic skills, including cooking and laundry.
74:
prepare all of the meals for students and staff. They also were taught to sew clothing. Discipline was strict. They were punished for speaking in their native languages rather than in
English, and were punished by labor such as breaking large rocks into smaller rocks or sawing wood. Each infraction required payment through one hour of labor.
118:
In 1879 the facility was renamed as the
Arapaho Manual Labor and Boarding School. A new facility was built at Caddo Springs for the Cheyenne students; it was called the Cheyenne Manual Labor and Boarding School. Within five years, the agency schools reported that the student children were raising 211
93:
Native
American parents demanded changes to this and related schools, seeking curriculum that reflected their own cultures, language study in their languages, and other changes. Following federal legislation passed in the early 1970s, including the Indian Self-Determination and Education Act of 1975,
200:
Through the 1960s and 1970s, more alternatives developed to federal schools, including expansion of public school districts, and some tribes establishing their own tribal schools. Due to federal budget cuts and declining enrollment, the school was closed after the graduation ceremonies held 14 May
73:
Trades and farming were taught to boys and girls were taught domestic labor and nursing. The school operated a large experimental farm, both to produce crops and livestock needed, and to instruct the children in agricultural conservation and planting techniques. Boys milked cows, and girls helped
114:
and was called the
Cheyenne-Arapaho Boarding School. In 1872, the facility was built with federal funds, but run by the Quakers. Few Cheyenne children attended the school. In an effort to attract them, the Quakers erected partitions to divide the classroom into separate areas for the Arapaho and
129:
After 1891 federal policy shifted and began to require more standardization, with attendance quotas and reduced contracting with religious groups for federally supported schools. This led to a decline in accessible education. By the mid-1890s, only about half of the school-age children on the
65:
Concho was among numerous boarding schools authorized by
Congress in the early 20th century to educate and assimilate American Indian children into mainstream society. Like other federal boarding schools established in the late 19th and early 20th centuries following the model of the
89:
for secondary education. By around the 1920s, the school curriculum and activities reflected that of contemporary public education. Students could play sports, and take classes in music and art, in addition to a full course of academic subjects.
143:
The new Concho
Boarding School opened in 1909. It returned to the farming and self-sufficient model. The school's students worked on the farm as part of their daily routine; the school managers operated the farm through the
94:
many tribes took over management of schools on their reservations, including boarding schools. In addition, public school districts were established by states in many areas. By the time the Concho School was closed by the
189:
Tribe of
Oklahoma sent pleas to Oklahoma Congressmen to fight school closure. The bid to save Concho Indian School was successful. In 1962 some of the buildings were converted into a facility to assist troubled students.
140:
In 1908 both the
Arapaho and Cheyenne boarding schools were closed, and the government sold these facilities. The Darlington Agency was also closed and was relocated to Concho in 1909.
630:
1085:
193:
In 1968, a new school complex was built for the boarding school. It featured the Concho
Demonstration School, a pioneering teaching program to be operated in conjunction with
98:(BIA) in the early 1980s, it offered instruction for grades 1–8. It was predominantly attended by orphans and students who needed relief from difficult home environments.
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1982. Though parents and the tribe protested the closure and obtained an injunction to stop it, at the end of the 1983 school term, the school permanently closed.
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220:) started painting larger than life murals on the exterior walls to honor chiefs and leaders of the Cheyenne and Arapaho tribes, including 19th-century Chief
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937:
197:. The program was designed to overcome language and cultural barriers and offer Indian students access to college materials and individual instruction.
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42:. It initially served grades 1–6, and later extended classes through grade 8. Admission was later opened to other Native American students.
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period. Between 1933 and 1937 there were 362 dust storms in the immediate area, coupled with tornadoes and flash flooding. As part of the
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camp at Concho. It was assigned to improve the grounds and buildings, implement soil erosion controls, and develop water resources.
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Initially, the school offered education from first to the 6th grade. Students would have to transfer to other schools, such as
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243:
In 1962, the BIA introduced a new system for returning troubled students into the regular school systems. Earl C Intolubbe (
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82:
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364:
152:, which had incorporated the students of the Red Moon School in 1917, closed. Its students were transferred to Concho.
535:
McKellips, Karen K (October 1992). "Educational
Practices in Two Nineteenth Century American Indian Mission Schools".
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209:
The school buildings were transferred to the tribe by the BIA in 1985, potentially for use as business enterprises.
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67:
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Declining attendance at Darlington resulted in its permanent closure in June 1898, and Cantonment closed in 1901.
155:
In 1932 Concho Boarding School had a total of 133 boys and 117 girls. However, the school struggled during the
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779:"Department of the Interior. Office of Indian Affairs. Red Moon School and Agency. (12/1909 - 05/16/1917)"
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39:
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The Darlington agency buildings were razed and rebuilt in 1933, and a hospital was constructed in 1941.
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878:
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The Cheyenne and Arapaho Ordeal : Reservation and Agency Life in the Indian Territory, 1875-1907
178:
122:
In 1881, a new school, called the Darlington Mission School, was built and run by General Conference
966:
509:"Closing of Off-Reservation Boarding Schools. Hearing before the Select Committee on Indian Affairs"
248:
130:
Cheyenne-Arapaho Reservation were attending school. The government enrolled Indian children in the
95:
508:
289:
134:
and offset the costs to the schools as an experiment in 1896–1897, but discontinued this program.
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181:, there were regular threats of closing Indian schools. Richard Boynton and George Levi, of the
164:
131:
110:
on the Cheyenne-Arapaho Reservation in 1871 by the Hicksite (Liberal) Friends and Orthodox
8:
235:
In 2015, the tribe planned to convert some of the buildings for use as a fitness center.
938:"Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1962"
325:(2d ed., rev. and enl. ed.). Norman, OK: University of Oklahoma Press. p. 57.
53:. The name of the town and school is the Spanish word for "shell"; it was named for the
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398:
360:
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50:
965:. Department of the Interior Bureau of Indian Affairs. July 14, 1968. Archived from
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signed an Executive Order in 1933 that authorized the Indian Service to establish a
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756:
145:
46:
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It operated from 1909 to 1983 in central Oklahoma, approximately one mile south of
908:
814:
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475:
392:
354:
320:
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57:, Charles E. Shell, who was assigned to the Cheyenne and Araphaho Reservation.
886:
Historic Context for the Native American Theme Management Region #7: 1803-1938
856:
Historic Context for the Native American Theme Management Region #7: 1803-1938
1160:
1088:. Watonga, Oklahoma: The Watonga Republican. 28 January 2015. Archived from
221:
263:
816:
Red Hat : Cheyenne blue sky maker and keeper of the sacred arrows
268:
156:
123:
394:
Wives and Husbands : Gender and Age in Southern Arapaho History
631:"Every Beginning Is Hard: Darlington Mennonite Mission, 1880-1902"
473:
111:
217:
213:
300:(2). Chilocco, Oklahoma: Chilocco Indian Boarding School: 5–6
186:
204:
397:. Norman: University of Oklahoma Press. pp. 202–204.
290:"Historical Sketch of Cheyenne-Arapaho School and Agency"
888:. Stillwater, Oklahoma: Oklahoma State University: 211
858:. Stillwater, Oklahoma: Oklahoma State University: 211
819:. Münster, Hamburg, Germany: Lit Verlag. p. 246.
670:(New ed.). Norman: University of Oklahoma Press.
177:
From the 1940s through the 1960s, the era of federal
913:(4th ed.). New York: McGraw-Hill. p. 254.
725:
356:
Native moderns: American Indian painting, 1940-1960
119:cattle and hogs and cultivating 130 acres of land.
530:
528:
526:
480:. University of Oklahoma Press. pp. 372–373.
1012:
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624:
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594:. Bloomington, Ind.: iUniverse, Inc. p. 36.
1158:
1086:"Fitness complex design and construction signed"
870:
840:
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1177:Educational institutions disestablished in 1983
1033:
993:"Last Graduation Today At Concho Indian School"
806:
733:"ACTS OF SIXTIETH CONGRESS—FIRST SESSION, 1908"
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344:
342:
1007:
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359:. Durham: Duke University Press. p. 149.
238:
960:"Exemplary Indian School to Open in Oklahoma"
879:"An Historical Overview of the Arapaho Tribe"
849:"An Historical Overview of the Arapaho Tribe"
581:
565:. Oklahoma Historical Society. Archived from
1172:Educational institutions established in 1909
984:
700:"Seventy-five Years of Missions in Oklahoma"
691:
501:
373:
339:
247:), an Education Guidance Specialist for the
185:Business Committee and Robert Goombi of the
932:
930:
910:The American Indian : past and present
474:Federal Writers Project of the WPA (1941).
430:"Life's Journeys Simple woman, simple life"
418:
312:
1042:"Plan To Shut Indian School Sparks Outcry"
469:
467:
465:
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24:Cheyenne-Arapaho Boarding School at Concho
1145:Abandoned Oklahoma - Concho Indian School
1104:
663:
552:
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511:. United States Senate. February 24, 1982
205:Transfer of buildings to Cheyenne-Arapaho
1039:
1019:"Indians to Use Concho School Buildings"
952:
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1066:. Abandoned Atlas Foundation. 2009–2021
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477:Oklahoma: A Guide to the Sooner State
427:
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537:Journal of American Indian Education
287:
1202:Native American history of Oklahoma
1017:Brawley, Chris (February 6, 1985).
781:. National Archives. Archived from
556:
437:Cheyenne and Arapaho Tribal Tribune
260:Clinton M. "Blackfeather" Youngbear
106:The first school was opened at the
13:
428:Lyman, Rebecka (January 1, 2013).
14:
1213:
1138:
1040:Bridgman, Anne (April 11, 1984).
591:The trace of the Southern Arapaho
254:
68:Carlisle Indian Industrial School
1182:Native American boarding schools
629:Thiesen, Barbara A (June 2006).
1197:1909 establishments in Oklahoma
1113:"Earl C Intolubbe (Intolabbee)"
907:Nichols, Roger L., ed. (1992).
797:
559:"SEGER, JOHN HOMER (1846-1928)"
294:Oklahoma Indian School Magazine
212:In 2014 artist Steven Grounds (
713:(3). North Newton, Kansas: 102
698:Dalke, Herbert M (July 1955).
1:
664:Berthrong, Donald J. (1992).
275:
230:Presidential Medal of Freedom
161:Works Progress Administration
60:
20:Concho Indian Boarding School
150:Seger Indian Training School
7:
1167:Defunct schools in Oklahoma
991:Etter, Jim (May 14, 1982).
239:Concho Demonstration School
183:Cheyenne and Arapaho Tribes
169:Civilian Conservation Corps
40:Cheyenne and Arapaho Tribes
32:Concho Demonstration School
10:
1218:
1117:Choctaw Nation of Oklahoma
940:. Bureau of Indian Affairs
195:Southwestern State College
101:
55:United States Indian agent
49:, and four miles north of
813:Schukies, Renate (1993).
588:Steere, Bobby F. (2009).
563:Oklahoma State University
319:Shirk, George H. (1987).
288:Dias, William T. (1933).
179:Indian Termination Policy
1192:Defunct boarding schools
877:Baird, W. David (1988).
847:Baird, W. David (1988).
391:Fowler, Loretta (2010).
249:Bureau of Indian Affairs
96:Bureau of Indian Affairs
1064:"Concho Indian School"
757:"Colony Public School"
443:(5): 1. Archived from
16:School in Oklahoma, US
353:Anthes, Bill (2006).
165:Franklin D. Roosevelt
1187:Agricultural schools
1151:Concho Indian School
759:. Abandoned Oklahoma
322:Oklahoma place names
228:, who was awarded a
148:. In 1932 the BIA's
132:public school system
28:Concho Indian School
1123:on 28 November 2013
645:on 17 February 2015
641:(2). Archived from
569:on 19 November 2012
450:on 13 February 2013
115:Cheyenne students.
38:for members of the
22:(also known as the
1111:Intolubbe, Velma.
803:Dias (1933), p 12
601:978-1-4401-0402-2
557:Everett, Dianna.
404:978-0-8061-4116-9
226:Suzan Shown Harjo
108:Darlington Agency
87:Haskell Institute
51:El Reno, Oklahoma
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47:Concho, Oklahoma
30:and home to the
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276:References
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1021:. News OK
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271:, artist
83:Chilocco
79:Carlisle
34:) was a
245:Choctaw
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218:Euchee
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