Tuba City Boarding School, Navajo Reservation, Main Street & West Cedar Avenue, Tuba City

Source document Quoted word for word from HABS AZ-146. Not written, edited or summarised by this site.

Campus Physical address: 10 Main Street, Tuba City, Arizona: Legal Description: Southwest comer of Main and Cedar Streets, Part of the Tuba City Administrative Reserve Tract, Section 20, . Township 32 North, Range 11 East, Salt River Meridian Tuba City, Coconino County, Arizona. USGS Map: Tuba City Quadrangle minute series).

Source document Quoted word for word from HABS AZ-146. Not written, edited or summarised by this site.

The Tuba City Boarding School is significant as one of the most elaborate boarding school campuses on the Navajo Reservation. The three oldest buildings, Tuba Hall (Building 3), Manuelito Hall (Building 5), and Castlerock Hall (Building 6) are significant as good examples of tum-of-the-century Bureau of Indian Affairs architecture in the Southwest and for its association with early BIA education programs on the Navajo Reservation. These boarding school structures modestly incorporate Neo-Classical Revival Style elements such as its symmetrical exterior and portico and entry details.

The use of local materials applied to an imported building style suggests how through its buildings the BIA sought to assert its presence on the Navajo Reservation, at once drawing from the region but never;theless reflecting its centralized authority by imposing the prevailing national architectural style for public buildings on is projects. The absence of elaborate ornamentation also suggests both the bureau's budgetary constraints and the Spartan-like nature of the Bureau's boarding school program. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 2) The buildings also bear physical testimony to turn-of-the century BIA educational policies.

The imposing two story stone structures with their symmetrical exterior and floor plan conveys the goal of acculturation that underscored the establishment of the early southwestern boarding schools. Similarly the floor plan with rooms for manual arts, with an office controlling egress and entry, and with large impersonal sleeping rooms all executed in a stark and utilitarian way, suggests the manner in which the BIA sought to impose the values of white culture on Navajo children by placing the.m in a different spatial environment. Today large elms fill much of the quadrangle on which the original buildings face and somewhat obscure the orderly manner in which those early buildings were situated.

Such an arrangement suggests both system and the authoritative, almost military-like, approach to education that dominated BIA thinking through the first two decades of this century. Coupled with the influence of early civic and institutional planning inspired by City Beautiful thinking, the result was an insistence upon symmetrically composed teaching posts even in the remote western reaches of the Navajo Reservation. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 3) Part I. Historical Information A. Physical History: For a physical history of each building please refer to the BABS report pertaining to the building in question. For Tuba Hall (Building 3) please refer to HABS No. AZ-146-A. For Manuelito Hall (Building 5) please refer to HABS No. AZ-146-B.

For Castlerock Hall (Building 6) please refer to HABS No. AZ-146-C. B. Historical Context: [The following is the complete report, "An Historical Context Report for the Tuba City Boarding School Buildings 3, 5, and 6" by Veronica E. Tiller, This document was prepared for the HABS No. AZ-146 submittal in It is presented here in proper format. The endnote reference numbers are different from the original report in order for the report to be inserted.] Early History to The presence of springs has given Tuba City a unique historical dimension and has mapped the course of its history since antiquity. Known by the Navajos as Tonanesdizi, "Tangled Water," these underground springs provide the source for several surface reservoirs, which have always attracted man and beast.

In at Charlie Day Spring remains of extinct Pleistocene mammals including the came/ops, a large camel, the bison antiquus, a prehistoric American bison, eruus, a large extinct horse, and elephas columbi, a Columbian mammoth were discovered. And since the settlement of the American Southwest, Tuba City has become the oasis of the Painted Desert country and the crossroads point for the whole arid region between Moqui and the Colorado River and between the San Juan region and the San Francisco peaks and the region beyond southward. 2 The availability and reliability of the groundwater around Tuba City has found it inhabited by man since earliest times. "The first sign of settled habitation were basket-makers, as evidence by cists or pits in the ground walled with stone slabs.

Following these, a somewhat later people built houses of stone, which developed into small communities. "3 It is believed that these people were the ancestors of the Pueblo Indians. Tuba was Hopi, and was probably from First Mesa, 4 The Museum of Northern Arizona identified an early village, known as Fluting Mugpie, as Hopi dating back seven or eight centuries. 5 Undoubtedly, the early inhabitants were attracted to the area by the almost unfailing springs, which allowed for considerable agriculture. It is suggested that the Great Drought of caused the abandonment of this area as well as the greater part of the Southwest in general.

The historical use of the Tuba City area since the fifteenth century shows a wide range of peoples utilizing the land and its resources at different times in history. There are several interpretations of land use and occupancy of this general region. According to historian David Brugge, the entry of the Navajos into the area must have occurred during the, or however, Hopis and Paiutes claim that Navajos were not in the area TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE4) until the Kit Carson Campaign in the early The Navajos maintain they were there much earlier. 7 In an affidavit taken in Navajo headman Et-zit-tee stated: " ...

that before the Navajos were taken as prisoners to Fort Sumner (Bosque [Redondo]) about thirty years ago, he, Et-zit-tee, used to visit an uncle of his named Hosteen Tso, who lived near where Tuba City now is; that his said uncle and a number of other Navajos were then fanning there and there were no Mormons in that section of the country at that time: that a Navajo Indian named Bi-lin-dal-chin farmed at the spring where Tuba City now stands when he used to visit his said uncle over thirty years ago." 8 The exact pattern and dates of land use and settlement of the Tuba City region remains unclear, but what is clear is that prior to the arrival of the non-Indians to the Southwest, at least three tribal groups, the Hopis, Navajos, and Paiutes occupied the area.

The first white people to visit the current-day region of Northern Arizona were the exploring expedition sent out from Moqui by Francisco Vasquez de Coronado in This expedition, headed by Don Garcia Lopez de [Cardenas] and Hopi Guides, went northwestward, most likely along the ancient Hopi trail, and as a result they discovered the Grand Canyon. 9 Just over forty years later, in Antonio de Espejo and his four-man party went directly west from the Moqui Pueblo of Awatobi (Aguato) in search ofsome mines which the Indians had informed him about. The Espejo Party traveled the old Hopi route westward, then directly across the San Francisco Mountain belt to Bill Williams Fork.

After examining the mines them he returned to Zuni by a different route which could have included a visit to one of the Moenkopi or Tuba springs. 10 The third visit to the region by a non-Indian was on November 17, when Marcos Farfan de los Godos, a captain under Governor Juan de Onate, and eight companions set out from Moqui to rediscover the mines earlier visited by Espejo. Their westward journey thirty leagues from Moqui took them past Tuba and Moencopi. The itinerary for the journey, gives the place name of "Rancheria de los Ganules," which has been identified by Archeologist, Hodge, as Moencopi.

This rancheria was also visited by Onate on his journey to California in 11 The first record of the area was written by Padre Francisco Tomas Garces in while returning from California, by way of the Mojave Desert to northern Arizona. En route he visited with the Havasupais, whom he called "Cosainas." 12 He also discovered a half-ruined pueblo at Moencopi. Padres Silvestre Escalante and Francisco Dominquez's Party, shortly after Padre Garces' return, explored the Paria Plateau, following the Vermilion Cliffs where they attempted to cross the Colorado near the [Lee's] Ferry site. Unable to, they turned east and found a crossing at the area known today as Crossing of TUBA CITY BOARDING SCHOOL HABS No.

AZ-146 (PAGE 5) the Fathers and continued south to the area of Tuba, locating Moencopi as a point on the Cosninas Trail. 13 Since the northern Arizona region was sporadically visited by the non-Indians. Up through the American assumption of sovereignty over the Southwestern region, the Tuba City area was inhabited primarily by the Hopis, Navajos, and Paiutes. United States Assumes Control of Southwest In August of the United States took possession of the southwestern territories from Mexico and General Stephen W. Kearny promised protection from the marauding Indian tribes. Throughout this period there, were numerous military expeditions into nearly all parts of Navajo-occupied territory. The outbreak of Civil War in delayed the U.S.

Military campaigns against the Navajo due to the Army's preoccupation with the national conflict. Encouraged by the Army's absence, the Navajos' increased their raiding activities. In September, Brigadier General James H. Carleton replaced General E.R.S. Canby as head of New Mexico Command and implemented his plans for the forcible removal of the Navajos. Colonel Kit Carson was ordered in June of to systematically pillage and destroy Navajo livestock and crops, and to consolidate the Navajos at Bosque Redondo near Ft. Sumner in east central New Mexico. In March, the Navajos started the Long Walk to Ft. Sumner where approximately Navajos, including the Navajos of the Tuba City area, began their internment. On June 1, the Navajos entered into a treaty with the United States.

The Navajo Treaty of signed at Ft. Sumner, defined the territorial limits of the Navajo, established permanent peace and allowed the Navajo People to return to their beloved country. Although the Treaty had defined the boundaries of the Navajo Reservation, many Navajos lived beyond the Reservation boundaries, thus setting the stage for future land use and ownership problems. For instance, the Tuba City area was largely and jointly occupied by Hopis, Paiutes, and Navajos. In confronting this problem the federal government in the ten to twenty year period following the Treaty, expanded the Navajo Reservation westward to the Glen Canyon, northward to the San Juan River in Utah, and slightly southward and eastward, but left the Tuba City area joint occupancy issue unresolved.

In by Executive Order a Reservation was created for the Moqui (Hopi) and "other Indians that the Secretary of Interior might direct to be settled there." 14 This Executive Order served only to heighten the Hopi-Navajo conflict over the lands, although actual joint occupation continued for the next 80 years. In a decision by a United States District Court (Healing v. Jones) parceled the Executive Order Reservation into two units: the diamond-shaped Exclusive Hopi Reservation, and the Navajo-Hopi Joint Use Area (JUA), the latter primarily occupied by Navajos. This court action did not calm the debate over use rights within the JUA; TUBA CITY BOARDING SCHOOL HABS No.

AZ-146 (PAGE6) consequently the United States Congress in enacted a law that led to the even division of the mA into exclusive Navajo and Hopi areas. 15 While the historic legal conflict over the land remained potent and ever-present, the day to day relations between the Navajos, Hopis, Paiutes, and the non-Indians was cordial and even cooperative. As promised by the federal government in the Treaty, the Navajos were issued livestock, rations of food, seed and tools. In approximately sheep and goats were issued to Navajo families. The issue of livestock marked the beginning of the Navajos' recovery from the Ft. Sumner experience, and the onset of their economic self-sufficiency.

The end of the ten year treaty period brought an increase in population, livestock, and the Navajos were finally becoming self-supporting. The Navajos of the Tuba City vicinity were basically doing well economically and provided incentives for non-Indian settlement of the area. The Mormon Settlement of the Tuba City Area The first permanent non-Indian settlement Tuba City occurred in the by the Mormon Missionaries of Utah, who were called by their leaders to settle in Arizona.

Jacob Hamblin, as leader of this colonization effort settled on a ranch at House Rock Valley in 16 Hamblin had made seven previous excursions into this region between and and had laid the groundwork for establishing a friendly relationship with the Hopis of Oraibi, which later led to the peaceful settlement of Tuba City. Between and the Latter Day Saints settled near the Hopi Village of Moave where they began cultivating the fields located in the wash which had been apparently abandoned by the Indians. They expanded their farming activities to the Tuba and Reservoir Canyons area. 17 In Tuba, an Oraibi Hopi, granted a town site to the Mormons with the promise that the Indians would have farming privileges along with the whites.

The Mormons were to provide horses, plows, and scrapers necessary to build dams and ditches. 18 The arrival of James S. Brown and his dozen companions on December 3, marked the actual beginning of the Mormon settlement of Tuba City. 19 Brown was impressed with the area and decided to build a fort or station [house] and a Mormon Indian Mission. The Mission served the Hopi and Navajo populations. By the population of the Tuba City area averaged about By and large, the Mormons and Indians got along fairly well. By the late the barter and credit economy based on the livestock industry was well established between the Mormons and Indians. Several trading posts were located in the Tuba City region, including the Cameron Trading Post and the Tuba City Trading Post.

These traders became the key to the Indians' acquisition of material goods as well as the means for finding outlets for Indian products. An attempt to build a weaving industry at Tuba City was begun by John W. Young in 21 Since the Hopis and Navajos had many sheep, there was plenty of wool available. A factory was built and machines installed, but the venture did not prove successful. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 7) The development of the railroads on and near the borders of the Navajo Reservation during the also stimulated the Navajo economy and increased the White populations. The nearest railroad line to Tuba City was the one that ran through Flagstaff, Arizona, about 80 miles south of Tuba City.

The Mormon population in Tuba City rose throughout the eighties and nineties, in part due to families coming from the failing Little Colorado settlements. In Tuba's Mormon population was in it was in it had risen to and three years later reached its peak of By the count was down to 22 In the federal government took over control of the area in order to establish reservations for the Indians, and the Mormons who had only squatters' right were required to leave. The process of trying to get rid of the Mormons began in when the Tuba city area was declared as part of the Navajo Reservation. Indian Inspector, Major James McLaughlin was sent to Arizona to arrange a settlement with the Mormons. He found that Tuba City was well established.

The Mormons had built homes, planted orchards, roads were laid out, and water had been developed for agricultural purposes. McLaughlin recommended to the government that the holdings of the Mormons be purchased outright for a school and agency site. After much negotiation, Congress appropriated for the Mormons as compensation. "23 The final Mormon quitclaim deed was signed over to the government on December 31, 24 Less than a week later, on January 6, the Secretary of the Interior officially set aside the newly purchased real estate and holdings in Tuba City as the site for a Navajo School.

25 Although no specific reason for the selection of this site as an Indian Boarding School was given by McLaughlin, it can be [conjectured] that the availability of Wi:J.ter resources and arable lands, the Mormons' success with agriculture, and the development of the town influenced his decision and made the government a ready buyer. Part of the arable land was tagged for a school farm, while the remainder, approximately six hundred acres, was allotted to the Hopis and the Navajos. By late the Mormon phase of Tuba City's history had come to a close, but the Mormon influence continues to this day, in the buildings, gardens, fields, ditches, canals, and orchards that were transferred to the newly established Western Navajo Agency.

The Early Educational History of the Navajo People The United States Government assumed direct responsibility for the education of N~vajo children under the Treaty of The Treaty compelled children of the ages from six to sixteen to attend school. In turn the federal government obligated itself to furnishing school facilities and teachers. Although this provision was written into the Treaty, the Bureau of Indian Affairs did not write a formal compulsory school attendance policy until 26 In addition, the Bureau of Indian Affairs did not [begin] providing reservation-wide school facilities until although one boarding school was built in at Fort Defiance, when it began a program of building industrial boarding schools. TUBA CITY BOARDING SCHOOL HABS No.

AZ-146 (PAGE 8) The early national education goals for all the Indians throughout the United States were mostly aimed at civilizing and Christianizing. After the Treaty of the Presbyterian Board of Missions assumed responsibility for the education of the Navajos. The very first classroom was set up at Ft. Defiance and Miss Charity Gaston was sent to teach at the day school. While this approach was in keeping with the spirit of federal Indian policies, it was impractical for educating the Navajo children. The Navajos' economy was livestock raising; an occupation that required large amounts of acreage in an arid region.

This meant that Navajo families did not live in compact communities where day schools would have made sense, instead throughout the year they followed their livestock from range to range and resided in various locations. The solution to dealing with this situation was the establishment of boarding school facilities throughout the Navajo Reservation. A building program funded by Congressional appropriations began in earnest about Under this program the Tuba City Boarding School site was selected in and construction began in A Brief Construction History of the Agency Site and Boarding School Buildings 3, 5, and 6 An investigation was made in March, by John Charles, the Superintendent of Construction, with regards to the requirements for a school plant at Tuba City.

27 According to his report, the inventory of buildings showed that there were twenty-three buildings in the site proposed for an agency and school campus. Most of the buildings were made of adobe, with a small number constructed of stone, one of frame and one of logs. According to the assessment, most of the buildings were of "little value," but others could be "fitted up" and used temporarily while others had salvage value. Most of the buildings in the inventory were assigned numbers, 1 through 23; however, the sketches of the site were no longer attached to the copy of the report. A few buildings had descriptions that could possibly be useful in tracing the history of existing or recent buildings at Tuba City.

For example, Building Number 11 was described as being used for the Doctor's residence. 28 It was a three room stone building with a shingle roof, a frame addition at the rear. If the agency doctors had always been assigned this building, then there is a possibility that this structure was the original residence of the Mormon family named Foutz. Another building that was identified in the Charles Report as Building Number 22, which use to be a trading post, and was located one half mile southeast of the location suggested for a new school site. It was "fitted up" for temporary school purposes at the time of the investigation.

29 In a informational press released issued, by the Navajo Agency stated that "the original .Mormon fort still stands and is preserved as a monument to the early settlement. "30 According to this press release, the Mormon meeting house was being used as the government blacksmith shop. The Lee homestead still stood and was occupied by an employee of the government school. The home of Bishop Brinkerhoff, which was the tithing house of the Mormons, was used as a government farmhouse. The Foutz home, where Bishop Brinkerhoff s number one wife lived, was the Agency doctor's home. 31 TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 9) The appraisal of the site reinforced all the historical reasons for the settlement of the Tuba City area.

Building stone (including the red sandstone later used on the boarding schools), limestone, good quality sand and clay for bricks and mortar, and coal and wood, and most of all a reliable water supply were found in the immediate area. A number of springs were found a short distance north of the village. One spring was located sixty feet above the location selected for the school site and was estimated to produce approximately gallons of water per day. The water from this spring ran through an open ditch to a storage reservoir near the North line of the village. Numerous other springs were found emptying into the stream. Still other springs were found within half mile of the [village] spring which emptied into ditches and storage reservoirs for irrigating purposes.

Not much water was lost on its way to the reservoirs by evaporation and seepage. The water was found to be soft and apparently pure. Because of the quality of the water steam heating was recommended for the school buildings. 32 From the historical documents found within the Navajo Agency Files at the National Archives, Buildings No. 3 (Tuba Hall), 5 (Manuelito Hall), and 6 (Castlerock Hall) were constructed between to and not as listed in the Bureau of Indian Affairs Building Inventory for the Western Navajo Agency. 33 There were no definitive documents, such as the original construction contract for the buildings, blueprints, sketches, or financial records that were located that gave the exact building dates or de- scriptions of the three boarding school buildings.

However, official correspondence pertaining to the establishment and administration of the construction strongly indicated that Buildings Number 3, 5 and 6 were built in the years of to There are consistent references within the National Archives Navajo Agency Records, to dormitories with second stories. For example in a letter dated February 25, 1905,which proposed that partitions "be left out of the East half of each Dormitory, on the first floor... " 34 (This change was to provide two additional school rooms, each 23 feet by 33 feet in each of the dormitories). Several Tuba City area residents also invalidate the date of construction for the old Boarding School Dormitories.

Samuel Shing, a Hopi, and Lee Kanaswood, a Navajo both recalled that they started attending the Tuba City Boardin~ School around and the buildings had been in use many years before they arrived. 5 It seems that a construction company, Wilcox and Rose, from Flagstaff, Arizona obtained the bid to build the five stone buildings on April 2, 36 which included the three boarding school buildings. The other two buildings must have been an employees' quarters, and one other that was not clearly identified in the records. The company crews began hauling stone for the foundation shortly after the contract was approved. One of the practices employed by the Western Navajo Agency at this time was use oflndian labor and supplies.

Alton Honahui, a Hopi from Moencopi, recalled that his Grandfather and Great Uncles were hired to help haul the red sandstone for the first Tuba City Boarding School donnitories at 50 cents a load from a quarry along the Moencopi Wash near his grandfather's land allotment. 37 Later when the Boarding School was built, the Hopis were awarded contracts for hauling coal to the School. Alton Honahui recalled that TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 10) as a young boy, he and his other companions would go out from the village and watch the men as they approached the hill on the way to Tuba City, get out of the wagons to start whipping the horses and mules that were burdened with wagon loads of coal. 38 Charles P.

Elliott was appointed the Superintendent of Construction to oversee the construction of the buildings in April, According to a hand-written synopsis of correspondence pertaining to the construction, the laying of footings began on June 8, 39 It seems the contract had allowed nine months for the completion of the buildings; however, problems were immediately encountered. Problems such as the quality of lumber used by the contractors, the availability of top-grade limestone within reasonable distance from the school site and a proposal to change thatto sandstone instead, and the change of the mortar mixture to include cement, were all issues disputed between the Construction Company and the Indian Office. The severe weather also delayed the transporting of materials, etc.

These types of problems caused numerous setbacks. The Wilcox-Rose contract also expired on February 15, which required an extension of contract time. 40 The delays held up the opening of the school. On March 14, one report indicated that "the buildings, except a part of the mess hall and employees quarters, (were] roofed over. Part of the water main (was) in, also a part of the sewer. "41 The Construction Company's workmanship continued as a problem. In June when Superintendent E1liott examined the boarding school buildings, he found that there was evidence of unequal settlement of the foundation caused by water drainage, which in tum caused the breaking of six stone lintels and sills and a few other stories.

He also found shrinkage in the lumber and cracking of the plaster, however, he had hoped that with the change in the management of the company, the work would be completed by September 1, 42 The Superintendent of the Navajo Agency, Matthew M. Murphy informed the Commissioner of Indian Affairs on August 7th that the new plant would be ready to tum 43 over to the government by September 5, Due to other preparatory procedures, such as the furnishing of the buildings, hiring of more employees, the boarding school was not actua1ly opened until October 16, Murphy wrote, "I am now ready to open school in the new buildings, but I have no school employees, except Industrial teacher. It will be necessary to have a cook before any children can be brought in.

The other school positions now va- cant [were] teacher-matron, laundress-seamstress, and shoe-harness maker, and mechanic. "44 The boarding school site as far as Buildings No. 3, 5, and 6 were concerned, were completed in September, It had a capacity for only 75 students, because portions of the each dormitory were to be used as classrooms and as in infirmary for sick students. The upper floor of the Mess Hall was used as living quarters for employees. Starting in Superintendent Milton J. Needham began recommending the establishment of a hospital, school building with assembly room, a shop, two employee TUBA CITY BOARDING SCHOOL HABS No.

AZ-146 (PAGE 11) cottages, and an office to complete the Tuba City School plant," 45 (but only letters were exchanged with the Central Indian Office concerning the matter). A letter of January 30, stated that if there were a separate school building, the rooms used for classrooms in the girls and boys buildings could be used solely as dormitories. 46 In May, authority was granted to expend funds for an office building "to transact the business of the school and the Western Navajo Agency. "47 Funds were made available for this building after July, In November of that year plans were approved for a hospital and an emfloyees quarters. 48 (The bidding for the hospital. building did not began until May 4 In a blacksmith shop, police quarters, and houses were 50 a1so under construction.

Description of the Early Tuba Boarding School Site [ed. note: For clarification, Tuba Hall (Building 3) was most likely originally used as a Mess Hall, with employee rooms on the second floor. It later became a dormitory. Manuelito Hall (Building 5) was the boys' dormitory, and Castlerock Hall (building 6) was the girls' dormitory.] One of the first descriptions of the Tuba City Boarding School was made by Indian Inspector Joe H. Norris on May 21, 51 Norris indicated that there were 83 Navajo Indian Pupils at the Boarding School, but didn't mention the number of Hopi students; however, he noted that there were 36 Hopi pupils at the nearby Moencopi Day School.

Inspector Norris had high praise for the boarding school, writing that "the buildings and grounds were in splendid shape and showed many evidences of good management along practical lines and recommended doubling its capacity. "52 A more detailed description of the school was made by Harwood Hall. Supervisor of Indian Schools in June of 53 His report highlighted the factthat the school was located on an oasis, which obtained water from the Moencopi Wash, a tributary of the Little Colorado River. This Wash supplied irrigation waters for the 200 acre School farm which consisted of little farm units of several acres each, with small orchards of fruit, of several varieties, vineyards and vegetable gardens scattered here and there.

About 100 acres were alfalfa, another 85 acres of com, and six acres of fruit trees, mainly apples and pears. Norris noted that there were 80 students which represented the sleeping capacity of the school, however pointed out that if a school and assembly building were constructed the capacity of the school could be increased to accommodate 120 pupils. 54 From to recommendations to double the size of the Tuba City Boarding School became a standard request to the Central Indian Office in Washington. On September 14, Superintendent AP. Jeffries, wrote that, " ... this school can accommodate about 80 pupils, although the two dormitories were constructed with a view of providing quarters for 65 TUBA CITY BOARDING SCHOOL HABS No.

AZ-146 (PAGE 12) pupils each, or a total of The difference is occasioned by the fact that there is no school building here, some of the donnitory space in each building being necessarily used for classroom purposes. From the correspondence on file, it appears that it was originally the intention of the Office to construct a school and assembly building so that the dormitories could be filled to their maximum capacity, but this has never been done. "55 Jeffries endorsed Inspector Norris' recommendation that the Tuba City Boarding School's capacity be doubled. There were several reasons for the recommendation to increase the capacity of the Tuba Boarding School.

The most obvious was that the scholastic population of the reservation was estimated at and of that number, only 100 were attending school. Boarding schools, at this time were the most feasible way to educate the Navajo children, because most Navajo families did not live in permanent and settled communities, but moved from place to place following their livestock throughout the entire year. Isolation from the rest of the country meant that the nearest public schools were about 80 miles away. The solution to providing educational facilities was the boarding school; therefore, enlarging the Tuba City plant was most logical at this time. 56 Responding to the Western Navajo Agency's requests took two more years.

On December 19, Supervisor Thackery recommended the construction of sleeping porches as additions to the two dormitories; each porch was to be large enough to accommodate 40 beds. 57 No action was taken on this suggestion until Other construction projects had emerged as greater priorities. In the fiscal year approximately was set aside for the construction of a two-room school building with an Assembly Hall at Tuba City. 58 Bids were out to erect the stone schoolhouse at the Western Navajo Agency by April. 59 In early November John Charles and Peairs, Supervisors reported in their Inspection Report, that the new school building was near completion. In June, work finally began on the porch additions to the boy's dormitory building (Buildings No. 5, and 6) the contractors were Walter D.

Lovell of Minneapolis, Minnesota. 60 The additions seemed to be only for the boy's dormitory, because in a letter of October 20, Superintendent Walter Runke recommended to be Commissioner of Indian Affairs that, " ... the addition to the Boys' dormitory is now under construction by contractor and the identical plan should be carried out with reference to the Girl's dormitory so that our capacity for girls will be equal to that for boys. As both the boys and the girls buildings originally were identical the identical plan for making any addition to the girls' building as now under way for the boys' building should be carried out.

"61 The work on the annex or addition to the girls' dormitory began in The additions to the two dormitories were the first significant changes made to the buildings. After there seemed to be no other major changes to the structure of the buildings, with the exception of minor update changes, such as lighting fixtures, fire escapes, etc. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 13) The Early Industrial School Curriculum at Tuba City Boarding School The Commissioner of Indian Affairs Report of I 9 I 9 indicated that there were Navajo children of school age, and the available schools could accommodate only 62 Those that were fortunate enough usually attended an industrial boarding school, such as the one at Tuba City.

The Indian Office made it a common practice to select agency and school sites near ample water and arable land resources, because Indian schools were expected to support themselves with produce from school fanns and gardens, herds they raised and butchered, eggs from their flocks, and dairy products from the dairy cattle. Foods were canned for winter supplies. Baked goods were prepared on site at the school bakery. 63 The Tuba City Boarding School had little choice in being self-sufficient. Flagstaff was about 80 miles and travel by horse and wagon was at lease a day and half each way. Early Indian boarding schools were organized on a half-day academic and half-day vocational instruction plan.

During the portion of the day set aside for vocational training, the students were detailed as helpers to the agency farmers, the dairyman, the school cooks, janitors, laundress, and etc. 64 Samuel Shing recalled that as a student, he worked in the school shoe shop, repairing the students' shoes and making and repairing harnesses. Mr. Kanaswood said he worked with the farmer and also learned carpentry. 65 The rationale was that the students were apprentices and learning a practical trade and skill, but in fact, the schools were usually under budgeted, understaffed, and to keep the schools open, student labor was used extensively. Student labor was used for almost every task and job necessary to run a large institution.

During the when the Mess Hall was without refrigeration the older boys were detailed to assist with the cutting of the ice from the nearby reservoirs and haul it in wagons to the icehouse. The shortage of staff affected the care of the students. The absence of adult supervision at one time caused young Mr. Kansaswood to "run-away." He indicated as a young child he could no longer tolerate the older boys picking on him. So he left for his home in Page early one autumn evening. In retrospect Mr. Kanaswood blamed the lack of adequate staff to watch the students. (Incidentally, Mr. Kanaswood got home safely but was quickly returned to school by his father). 66 Due to this labor-intensive educational curriculum students' day schedules were highly organized. Mr.

Shing indicated that in those days, it was like a military type of school. In the morning the bugle would blow, and all the children would go out and line up to salute the flag while the bugler played and then they marched to the dining hall. Later, he said, that when a Mr. Woodall came as a teacher, he started a band that use to plai the Star Spangled Banner before the children went to the dining room for breakfast. 6 Mr. Kanaswood also remembered going out in the open fields for band practice since no one lived out there that would be disturbed by the noise. 68 While there was much work to be done, students at the boarding school were allowed some time for recreation and relaxation. Usually after school before dinner, the students were allowed to play in the school yard.

TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 14) Some of the jobs related to the administration of the boarding school in the and had direct economic benefits for the Indians in the Tuba City area. In the springtime when the farmer and his student help [spray] the school and agency orchards with pesticides, the Hopi village orchards were also sprayed. The steam boilers and generators required huge amounts of coal and both the Navajos and Hopis were paid for hauling coal to the school. In Adolph Maloney, a Navajo veteran who had served his country in World War I, received one the first contracts from the BIA for hauling supplies from Flagstaff for the Boarding School. Maloney indicated that the one trading post at Tuba was unable to do all of the freighting, so Mr.

Maloney was able to start in the business of freighting. The enterprise was lucrative enough to enable the Maloney' s to build the first Indian-owned residence in Tuba City. 69 The Boarding School also provided employment for Indians as disciplinarians, matrons, janitors, and laborers. Despite the changes and trends in federal Indian policies since the early which often found the boarding school educational system in disfavor, they continued to exist as a necessary institution on the Navajo Reservation. One federal Indian policy of the stressed the need to strengthen Indian communities in order for Indians to begin exercising their political franchise granted by the Indian Citizenship Act of and to begin greater participation in governmental affairs.

The Meriam Report which was submitted to Secretary of the Interior Hubert Work on February 21, also recommended that programs on reservations should place emphasis on family life and community development and that the Indian point of view should be given major consideration." 70 While this point of view permeated Indian policies at the National level, the practicality of implementing the policies throughout Indian country was sometimes a different matter. In Navajoland, the family units still had to be broken up due to the lack of community schools. The Boarding School was still the most feasible means of educating the Navajo children. To accommodate the growing school age children in the western Navajo area, during the the Tuba City Boarding School continued to grow in size.

In one Indian Inspector reported that at the end of September of that year, 181 boys and girls were attending the Tuba City Boarding School. 71 By 268 students were crowded into facilities that had the potential for 320 because part of the classroom srace in the girls' dormitory was used as a sewing room and as an employees' quarter. 7 To solve this space problem, the Western Navajo Agency requested approximately for the construction of a new school house, for additional employee quarters, and for enlarging of the Dining and Assembly halls. It seemed only the funds for the employee quarters and auditorium were granted.

73 The entire appropriation was not granted because of other priorities, such as ongoing negotiations for the purchase of the Babbitt Brothers Trading Post site for a new hospital. 74 In a hospital with a 36-bed capacity was reported as being under construction. 75 The school plant also did not have an adequate power plant. All throughout the the Tuba School persistently requested electrical power. The buildings were still operating with the acetylene lighting system, no refrigeration, or other labor saving appliances. "76 TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 15) The recommendations of the Meriam Report were in part implemented during the New Deal era, while John Collier was Commissioner of Indian Affairs. Collier offered two new goals for the Navajo education program.

First was to provide a modem, scientific education to every Indian to reawaken his pride in his Indian heritage, and secondly, to replace the boarding school system with a day school system. 77 In nine boarding schools and nine day schools were in operation on the reservation, and continued in operation long after Collier's administration. About the student population at Tuba City Boarding School stabilized at about 290 students. The seventh and eighth grades were added about this time and the use of student labor began to decrease, at least for the younger ones. 78 The number of students completing the sixth grade and transferring to off-reservation schools was increasing and at the same time the demands to keep the children at least on the Navajo Reservation was growing.

To better direct the growth of Navajo education, Collier centralized the education department at the new Navajo Headquarters in Window Rock. The first education staff consisted of Director of Schools, Clyde Blair, Supervisor of Home Economics, Dorothy Ellis, Elementary Supervisors, Dr. Orpha McPherson and Dr. Luella King, and Industrial Arts Supervisor, Hall Stenz. 79 The responsibilities of this staff were program development, in-service education, and supervision. During the the Tuba City Boarding School continued as a major boarding school institution on the Western Navajo Reservation. It grew with the times. Mr. John Sloan, a Navajo employee of the Western Navajo Agency, was one of the first to graduate from the twelfth grade in from the Tuba City Boarding School.

80 This reflected important changes in the curriculum. Mr. Sloan also recalled that during his boarding school days, an athletic program of basketball and football were added. The school team was allowed to travel to neighboring schools for competition in these sports. The educational opportunities afford at Tuba City Boarding School made it possible for Sloan and several of his classmates to serve their country in the armed forces during World War II. Mr. Sloan served in the army and saw action in the European theatre of war. 81 When veterans like Mr. Sloan returned from the war, their educational experience in the war encouraged them to urge their families to attend school. Navajo traditional life was changed permanently as a result of World War II.

The war dealt staggering blows to the Navajo school system as well. "Navajos for the most part were unprepared for the sudden changes the war brought. They began to realize as never before that their own lack of education, their inability to use the English language and their unfamiliar- ity with a wage economy handicapped them in the employment market. Navajos in the military service felt their deficiencies as a great drawback to their advancement. More and more Navajos began to think seriously about the relationship of education to their future, especially the future of their children". 82 TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 16) In the Bureau of Indian Affairs employed Dr. George I. Sanchez to survey the reservation education system and report his findings.

Among his findings were: that two-thirds of the Navajo population had no education, that the average amount of schooling by most Navajos was less than a year, that the old boarding school plants had outlived their usefulness, and to provide for three-fourths of the Navajo population, a school construction program of would be needed. 83 One reason for the deteriorated school plants was due to lack of adequate funding during the war years. In the recollection and opinion of Mr. Honahui, who worked as a maintenance man at the boarding school during the late the government did less than an admirable job in maintaining the school buildings. 84 In the the idea that Indians should once again be assimilated into the mainstream public society affected BIA education.

Public schools on the reservation were built and cooperative programs for the education of Navajo children in the public school systems were worked out under the Johnson O'Malley Act of This approach became the norm for Navajo education in the and The boarding school idea did not vanish in light of educational reforms. During the under Public Law more schools were to be constructed either day or boarding schools. Boarding schools continued to exist and were improved. A new boarding school facility was built in Tuba City, closing the Old Boarding School in having made a significant contribution to the educational history of the Western Navajo Reservation. [Tuba Hall was named after the Hopi chief Tuba, who in granted the Mormons a settlement site in exchange for farming tools and supplies.

Manuelito Hall was named after the great Navajo Chief Manuelito who helped negotiate the Navajo Treaty of which established the first Navajo Reservation. It is unclear as to the origin of the name Castlerock Hall.] TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 17) Part II. Architectural Information For a physical history of each building please refer to the HABS report pertaining to the building in question. For Tuba Hall (Building 3) please refer to HABS No. AZ-146-A For Manuelito Hall (Building 5) please refer to HABS No. AZ-146-B. For Castlerock Hall (Building 6) please refer to HABS No. AZ-146-C. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 18) Part ID. Sources of Information This report was written in conjunction with HABS No. AZ-146-A (Tuba Hall), HABS No.

AZ-146-B (Manuelito Hall), and HABS No. AZ-146-C (Castlerock Hall). All information regarding this section from these three projects are located here. A. Architectural Drawings: Ca. Floor plans, all levels of Tuba Hall (Building 3), Manuelito Hall (Building 5), and Castlerock Hall (Building 6). Folded blueprints in 3 ring binder, various sizes. Scale On file at Bureau oflndian Affairs, Western Navajo Office, Tuba City, Arizona Ca. Plot plan of Tuba City. Folded blueprint in 3 ring binder, Scale On file at Bureau oflndian Affairs, Western Navajo Office, Tuba City, Arizona Floor Plans, all levels of Tuba Hall (Building 3), Manuelito Hall (Building 5), and Castlerock Hall (Building 6). 8 Yz x 11 format in 3 ring binder.

Scale Part of Site and Facilities Survey and Evaluation, prepared for Division of Facilities Engineering, Bureau of Indian Affairs, 500 Gold Ave, SW Albuquerque, New Mexico, by Lescher and Mahoney, east Missouri, Suite Pheonix, Arizona, October 19, On file at Bureau oflndian Affairs, Facilities Management Office, Gallup, Mew Mexico. B. Early Views: Good collection of early views ca. taken by Marie L. Olson, on file at Northern Arizona University, Cline Library Special Collections.

Tuba Hall: File numbers NAU.PH.516.4, 71, 91, 97, and 116 Manuelito Hall: File Numbers NAU.PH.516.5, 73, 78, 79, and 131 CastlerockHall: File NumberNAU.PH.516.72 (Other photographs from the campus are included in this collection.) One photograph from the Dave Ryan Collection on file at Northern Arizona University, Cline Library Special Collections., photographer unknown. Manuelito Hall and band members (AHS.PM.772.6 or ABS.PM. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 19) Ca. Three Photographs in Mary May Baily Collection on file at Northern Arizona University, Cline Library Special Collections, photographer unknown.

arial photograph of campus (NAU.PH.99.54.108) view of Manuelito and Castlerock Halls (NAU.PH.99.54.171) view of Manuelito Hall (NAU.PH.99.54.172) unknown One photograph on file at Northern Arizona University, Cline Library Special Collections., photographer unknown. Manuelito Hall (NAPHS.506.18) Ca. Photographs of Tuba Hall (Building 3), Manuelito Hall (Building 5), and Castlerock Hall (Building 6). Photographer unknown. In 3 ring binder with folded blueprint drawings, on file at Bureau of Indian Affairs, Western Navajo Office, Tuba City, Arizona Photographs of Tuba Hall (Building 3), Manuelito Hall (Building 5), and Castlerock Hall (Building 6). Photographer unknown. In 3 ring binder.

Part of Site and Facilies Survey and Evaluation, prepared for Division of Facilities Engineering, Bureau of Indian Affairs, 500 Gold Ave, SW Albuquerque, New Mexico, by Lescher and Mahoney, east Missouri, Suite Pheonix, Arizona, October 19, On file at Bureau oflndian Affairs, Facilities management Office, Gallup, Mew Mexico. One photograph each of Tuba Hall (Building 3), Manuelito Hall (Building 5), and Castlerock Hall (Building 6). Charles Wood, photographer. Part of BIA Navajo Historic Building Inventory. On file at Navajo Nation Historic Preservation Department, Window Rock, Arizona. C. Interviews: Honahui, Alton. Interviewed by Veronica Tiller, 8 August, Tuba City, Arizona. Kansaswood, Lee. Interviewed by Veronica Tiller, 8 August, Tuba City, Arizona. Nuvayestewa, Lorin.

Interviewed by Daniel Winkert, 13 December, Tuba City, Arizona. Shing, Samuel. Interviewed by Veronica Tiller, 8 August, Tuba City, Arizona. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 20) D.

Source document Quoted word for word from HABS AZ-146. Not written, edited or summarised by this site.

(Note: Many of these sources were noted and researched in, "An Historical Context Report for the Tuba City Boarding School Buildings 3, 5, and 6" by Veronica E. Tiller, This document was prepared for the HABS No. AZ-146 submittal in 1.

Books: Eck, Norman K., Contemporary Navajo Affairs, Rough Rock, Navajo Curriculum Center Rough Rock Demonstration School, Emerson, Gloria, "Navajo Education," in Handbook ofNorth American Indians, Volume 10, Southwest, Washington, Smithsonian Institution, Goodman, James M., The Navajo Atlas: Environments, Resources, People, and History of the Dine Bikeyah, Norman: University of Oklahoma Press, Iverson, Peter, The Navajo Nation, Connecticut: Greenwood Press, Kelly, Lawrence C., The Navajos and Federal!ndianPolicy, Tucson: The University of Arizona Press, Kluckholm, Clyde and Leighton, Dorothea, The Navajo, Rev. ed. New York: Anchor, Parman, Donald L.

The Navajos and the New Deal, New Haven: Yale University Press, Philip, Kenneth R., John Collier's Crusade for Indian Reform, Tucson: University of Arizona Press, Reeve, Frank D., "The Navajo Indians." In Navajo Indians II, edited by David Agee Horr, New York: Garland Publishing Inc., Tanner, George, S. & J. Morris Richards, Colonization on the Little Colorado: The Joseph City Region, Flagstaff: Northland Press, Terrell, John Upton, The Navajos, New York: Harper & Row, Thompson, Hildegard, TheNavajos' Long Walk for Education: A History ofNavajo Education, Tsaile: Navajo Community College Press, Underhill, Ruth, The Navajos, Norman: University of Oklahoma Press, United States, U.S.

Commission on Civil Rights, The Navajo Nation: An American Colony: A Report of the United States Commission on Civil Rights, September TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 21) Van Valkenburgh, Richard F., "A Short History of the Navajo People." In Navajo Indians edited by David Agee Horr, New York: Garland Publishing Inc., 2. Articles: Arizona Days and Ways, "The Muddle ofMoencopi Wash: It has Involved Indian Tribes, Spaniards, Mormons and Washington," The Republic Sunday Magazine, February 27, Judd, Ira B., "Tuba City, Mormon Settlement," Journal ofArizona History, (Spring pp. Kansas Academy of Science, "Tuba and Vicinity, Arizona, With Included Ruins," Transactions, Vol. Topeka: Kansas State Printing Plant, pp. "Tuba City and the Charlie Day Spring," Museum Notes, Vol. 3, No.

11, May Flagstaff: Museum of Northern Arizona, Wallace, William S., "Lieutenants Pershing and Stotsenberg Visit the Grand Canyon," Arizona and the West, Vol. 3, No. 3, Autumn pp. Watson, Edith I., "'Tuba City: Community Study of Picturesque And Historic Trade Center in Navajoland," Arizona Highways; Vol. XXVII, No. 8, August pp. Winsor, Roanna H., "Time Over Coconino" Arizona Highways, February 10. 3. Unpublished Materials: Brugge, David M, & Correll, Lee I., "Historic Use and Occupancy of the Tuba City - Moencopi Area," Window Rock: The Navajo Tribe. Research Section, April, mimeograph copy at University of New Mexico Library, Anderson Room. Threinen, Ellen, et al., The Navajos and the BIA, A Study of Government Buildings on the Navajo Reservation, BIA, Navajo Area Office, Contract No.

NOO-C- September, Tiller, Veronica E, et.al., Tuba City Indian Boarding School Buildings 3, 5, and 6: Historical and Architectural Reports (unpublished manuscript prepared by Tiller Research, Inc., Albuquerque, NM for the Bureau oflndian Affairs, Navajo Area Office, Gallup, NM, Contract Number NOO-C-87B-008, November, on file at Navajo Nation Historic Preservation Department, Window Rock, AZ, and BIA office, Gallup.) TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 22) Walker, CharlesL., "Tuba City, Last Indian Outpost", U.S. Dept. of the Interior, Memorandum for the Press, Release for June 12, mimeograph copy from the Museum of Northern Arizona, Flagstaff, Manuscript File - Separate Shuichi, 'Tuba City Letterbooks I. l and Nagata Collection, Manuscript File no.

Museum of Northern Arizona, Flagstaff. Ressler, John Quenton, "Moencopi: Sequent Occupance, Landscape Change, and View of the Environment In An Oasis On The Western Navajo Reservation, Arizona," Dissertation, Dept. of Geography, University of Oregon, mimeograph copy at Museum of Northern Arizona, Flagstaff. "Something About Tuba City," prepared and distributed by the Navajo Tribal Mu- seum. Window Rock. Arizona, copy from Special Collections, Vertical Files, Northern Arizona State University, Flagstaff. 4. Government

Source document Quoted word for word from HABS AZ-146. Not written, edited or summarised by this site.

Record Group 75, Records of the Bureau oflndian Affairs, Office of Indian Affairs, Letters Sent and Letters Received, Navajo Agencies, the National Archives, Washington, Record Group 75, Records of the Bureau oflndian Affairs, Central Classified Files, Navajo Agencies, the National Archives, Washington, and the Federal Records Center, Laguna Niguel, CA Office of Facilities Management, Navajos and Albuquerque Area Offices, Inventory of Buildings and other records, Gallup and Albuquerque, New Mexico. E. Likely Sources Not Yet Investigated: Another good possible source for photographs could be the Northern Arizona Historical Society Museum, north of Flagstaff, Arizona. There may be some photographs in the Milton Snow Collection at the Navajo Nation Museum and Archives in Window Rock, Arizona.

In addition, the St. Michael's Mission School in Window Rock, Arizona is reported to have some early photographs. The small museum located in Tuba City Boarding School building number 4 has some reproductions of photographs of unknown origin. It is possible these came from one of the above two sources. Original Bureau oflndian Affairs drawings were not located. The National Archives office in College Park, Maryland had several drawings of unknown origin of various BIA buildings on the Navajo reservation, but none of these appeared to be of the Tuba City Boarding School buildings. It is not know whether the original field research team of looked for drawings (including 'unknown' drawings) in addition to correspondence records in the National Archives in Laguna Niguel, California.

The Bureau oflndian Affairs Offices in Washington, was also not searched for original drawings. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 23) Although it is possible that the architect of the buildings worked from the Washington, office, most records tend to be stored in local field offices rather than the central Washington, offices. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 24) Part IV. Project Information This report was written in conjunction with HABS No. AZ-146-A (Tuba Hall), HABS No. AZ-146-B (Manuelito Hall), and HABS No. AZ-146-C (Castlerock Hall). All information regarding this section from these three projects are located here. This report is a compilation of two field and research teams. The first was undertaken in by Tiller Research, inc.

of Albuquerque, under contract to the Bureau oflndian Affairs, Navajo Area Office, Gallup, New Mexico. This report consisted of four parts: An Historical Context Report for the Tuba City Boarding School Buildings 3, 5, and 6, by Veronica E. Tiller, An Historic Structures Report for the Tuba City Boarding School Buildings 3, 5, and 6, by David Kammer, A Narrative Report for the Potential Reuse Survey for the Tuba City Boarding School Buildings 3, 5, and 6, by Veronica E. Tiller, and Architectural Report, Recommendations and estimates for the Tuba City Boarding School Buildings 3, 5, and 6, by Gregory Hicks, Architect. Field measuring and ink and mylar drawings in HABS format of Tuba Hall (Building 3) and Manuelito Hall (Building 5) were completed by Greg Hicks and David Falco.

Large format photographs were taken and printed by Corey Krasko. Field photographs were taken by Greg Hicks and are included in the field notes section of this report. The original negatives are located in the Navajo Nation Historic Preservation Office. For reasons unknown, the finalization of the project and submittal to Library of Congress was never completed. The next phase of field research was undertaken by Daniel Winkert of NewERA Architecture, New Orleans, Louisiana in December under contract to Design Collaborative Southwest/Sinkpe Architects Joint Venture, Albuquerque, The final written report was primarily comprised of an edited, reformatted version of the information contained in the Tiller reports mentioned above, in addition to further research performed by Mr. Winkert.

Additional field photographs were taken by Greg Hicks and are included in the field notes section of this report. The original ink on mylar drawings of Tuba Hall and Manuelito Hall were found in the HABS Western Office in San Francisco and submitted. The only field notes for these buildings that were located were elevation field notes found in the files at the Navajo Nation Historic Preservation Department Window Rock, Arizona. Plan field notes existed as marked up blueprints of past survey drawings, but these were not able to be located. Drawings of Castlerock Hall were prepared by Christina Apodaca of Design Collaborative Southwest, Inc., under the direction of Daniel Winkert.

External plan field measurements were taken by Kim Hooker in February, Due to the poor structural and sanitary condition of the buildings, extensive measurements were not able to be taken. No interior access was available for the field teams. Most of the original 18 photographs taken by Corey Krasko were found in the No negatives were found with the 4x5 and 8xl O prints, however, and there were no photographs taken of Castlerock Hall. After finding Mr. Krasko, who had moved to Arkansas, he indicated that he did not have the original negatives, that they were submitted with the TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 25) photographs. The negatives thus were separated from the photographs at some point in time, and have been lost.

In addition, no interior photographs were taken due to the poor condition of the structure at the time. (This was approved by HABS as evidenced in correspondence found in with HABS Western Office.) In February, Jerry Rabinowitz was commissioned to photograph Castlerock Hall, to retake those photographs of the original submittal that prints no longer existed, and to take other photographs of Tuba Hall and Manuelito Hall to provide a complete exterior photographic record. "Inter-negatives" were made of the original Krasko photographs and contact prints made from these duplicate negatives. Compilation and coordination of the photographic submittal was performed by Daniel Winkert.

The following is excerpted from the project information from the Tiller Report: Research for the Historical Context Report was conducted at the National Archives in Washington, and the National Archives and Federal Records Center in Laguna Niguel, California, the Bureau of Indian Affairs Facilities Management Offices in Albuquerque, and Gallup, and the Zimmerman Library at the University of New Mexico in Albuquerque, and the Navajo Tribal Research Library and Museum in Window Rock, Arizona, and the Northern Arizona University Library and Archives, and finally the Museum of Northern Arizona in Flagstaff, Arizona.

All facets of the field work for the Architectural Reports, the Historic Structures Report, the photographic documentation, and oral interviewing were conducted in Tuba City, Arizona. An historical context report is the document that addresses the significant and broad patterns of historical development in an area that may be represented by historical properties, in this case the Tuba City Boarding School Buildings. Historical literature about the Navajo Indians abound in all types of forms and in all fields of disciplines, however, the majority deal the Navajo as a tribal group. Few local histories have been written about specific areas of the Navajo Reservation.

For these reasons, this report will provide a general history of the Navajo Tribe, with an emphasis on the early settlement of the Tuba City area and a general educational history of the Navajo Tribe as it applied to the Tuba City Schools, and as it is reflected by its historic buildings and properties. Research conducted by Mr. Winkert was performed at the BIA Facility management Offices in Gallup, New Mexico, and Tuba City, Arizona; the Navajo Tribal Research Library and Museum in Window Rock, Arizona; Navajo Nation Historic Preservation Department, Window Rock, Arizona; Northern Arizona University Cline Library Special Collections Department, Flagstaff, Arizona, and the National Archives Research facility in College Park, Maryland.

The written historical report contained herein comprises all of the Historic Structures Report and Historic Context Report described above. It has been reformatted to conform to HABS TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 26) outline format standards. Where additional information has been inserted by Mr. Winkert, these are contained by brackets. Sections written or rewritten by Mr. Winkert are as follows: HABS No. AZ-146: Location; Present Owner; Present Occupant; Present Use; All parts of Part I. Historical Information: A Physical history; Part II. Architectural Information; Part III. Sources oflnformation (with bibliography information from the HABS report by Tiller); Part IV. Project Information, and captions for the photographs contained in the Supplemental Material. HABS No.

AZ-146-A (Tuba Hall (Building Location; Present Owner; Present Occupant; Present Use; All parts of Part I. Historical Information: A Physical history; Part II. Architectural Information, Condition of fabric; Overall dimensions; Foundations; Structural system, framing; and Chimneys; Part III. Sources of Information; and Part IV. Project Information. HABS No. AZ-146-B (Manuelito Hall (Building Location; Present Owner; Present Occupant; Present Use; All parts of Part I. Historical Information: A Physical history; Part II. Architectural Information, Condition of fabric; Overall dimensions; Foundations; Structural system, framing; Part III. Sources oflnformation; and Part IV. Project Information. HABS No. AZ-146-C (Castlerock Hall (Building 6)) was created by Mr.

Winkert using the section on the nearly-identical HABS-AZ-146-B (Manuelito Hall (Building 5)) with appropriate modifications. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 27) Endnotes: List of Abbreviations: - CIA - Commissioner of Indian Affairs OIA - Office of Indian Affairs RG 75 - Record Group 75 LS - Letters Sent Supt. - Superintendent NA- National Archives CCF - Central Classified Files MF - Manuscript Flies 1 "Tuba City And The Charlie Day Spring," Museum Notes, (May, 3, no. 11. p. 3. 2 Ibid. 3 Ibid. 4 Brugge, David, "Historic Use and Occupancy of the Tuba City-Moencopi Area, (Albuquerque mimeograph copy, p. 11. 5 "The Muddle ofMoencopi Wash, "Arizona Days and Ways," Sept. 27, The Arizona Republic's Sunday Magazine, Flagstaff, Arizona.

6 Brugge, "Historic Use and Occupancy of Tuba City," p. 5. 7 Ibid. 8 Ibid, 9 "Tuba and Vicinity, Arizona With Included Ruins." in Archaeological Notes. Transa~rons of the Kansas Academy o,/Science, (Topeka, Ibid. 11 Ibid. 12 Roanna Winsor, "Time Over Coconino ,Arizona Highways, February, p. 7. 13 Ibid. 14 James M. Goodman, The Navajo Atlas, (Norman: p. 57. 15 Ibid. 16 Ibid. 17 Ibid. 18 George Tanner and J. Morris, Richards, Colonization on the Little Colorado: The Joseph City Region, (Flagstaff: P. 19 Ibid, 20 Brugge, "Historic Use and Occupancy of Tuba City," p. 17. 21 Tanner, Colonization on the Little Colorado. 22 Ibid, 23 Ibid, 24 Ibid, 25 B. Ira Judd, "Tuba City Mormon Settlement," Journal ofArizona History, (Spring, 41. 26 U.S.

Civil Rights Commission, The Navajo Nation, September, p. 58. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 28) 27 John Charles to CIA, March Record Group 75, Office oflndian Affairs, Letters Sent,1881-1907, Navajo Agency, National Archives, (hereinafter cited as RG 75, CIA, LS, 1881-1907,NA-NA). 28 Ibid. 29 Charles to CIA, March 3, RG 75, CIA, LS, NA-NA. 30 U.S. Dept. of the Interior, Memorandum For The Press, June 12, "Tuba City, Last Indian Outpost," MF Museum of Northern Arizona, Flagstaff. 31 Ibid. 32 Ibid. 33 U.S. Dept oflnte~ior, Bureau oflndian Affairs, Albuquerque Area Office, Office of Facilities Management," Inventory of Navajo Area Buildings," computer printout. 34 Supt. Murphy to CIA, Feb. 25, RG 75,CIA, IS, NA-NA. 35 Shing and Kanaswood Interviews, August 36 Ibid.

37 Honahui Interview, August 8, 38 Shing Interview, August 8, 39 Ibid. 40 Elliott to CIA, March RG 75, CIA, LS, NA-NA. 41 Ibid. 42 Elliott to CIA, June 30, RG 75, CIA NA. 43 Murphy to CIA, August 11, RG 75, CIA, LS, NA. 44 Murphy to CIA, July 24, Murphy to CIA, Oct. 16, RG 75, CIA, LS, 1881-1907,NA. 45 Larrabee to Supt. Western Navajo, May Janus to CIA, June 25, RG 75, CIA, LS, NA. 46 Janus to CIA, January 30, RG 75, Central Classified Files, National Archives, (hereinafter cited as 1908-39,NA). 47 Janus to CIA, April 23, RG 75, NA. 48 Janus to CIA, August 15, & November RG 75, NA. 49 Authority Finance, RG 75, NA. 50 Janus to CIA, Feb. 28, RG 75, NA. 51 Inspection Report by Joe R Norris, May 21, RG 75, Inspection Files, Navajo Agency, NA. 52 Ibid.

53Inspection Report- by Harwood Hall June RG 75, Inspection Files, Navajo Agency, NA. 54 Ibid. 55 Jefferies to CIA, Sept 14, RG 75, NA. 56 Jefferies to CIA, Novimber 2, RG 75, NA. 57 Jefferies to CIA, December 19, RG 75, NA 58 "Justification," Indian Education Division, March 19, RG 75, NA. 59 Hauke to Janus. April 8, RG 75, NA. 60 Stewart to CIA, August 12, & Carner to CIA, August RG 75, NA. TUBA CITY BOARDING SCHOOL HABS No. AZ-146 (PAGE 29) 61 Runke to CIA, October 20, RG 75, NA. 62 Ellen Threinen, "The Navajos and the BIA" Navajo Area Office, Gall up, Office of Facilities Management, copy, 63 Ibid, 64 Hildegard Thompson, The Navajos Long Walk for Education, (Tsaile: pp.

65 Shing Interview, August 2, 66 Kanaswood Interview, August 2, 67 Shing Interview, .August 2, 68 Kanaswood Interview, August 2, 69 Maloney Interview, August 2, 70 Thompson, Long Walk, pp. 71 Inspect Report, Inspection Files, RG 75,Navajo Agency, NA. 72 Hunter to CIA, June 6, RG 75, NA. 73 Meyer to CIA. April 14, RG 75, NA. 74 Memorandum of January 13, RG NA. 75 Merritt to Burke, February 16, RG 75. NA. 76 Ibid. 77 Thompson, Navajos Long Walk for Education, p. 29. 78 Walker to CIA, June 19, RG 75, NA. 79 Thompson, Navajos Long Walk for Education, pp. 80 Sloan Interview, August 2, 81 Sloan Interview, August 2, 82 Thompson, Navajos Long Walk for Education, p. 77. 83 Ibid, pp. 84 Honahui Interview, August 2,