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Chilocco Annual Year Books



Francis Chapman, Printer Lawrence E Correll, Superindendant

Home One - Boys Home Two - Boys

Home Three - Girls Home Four - Girls

The Chiocco Home Economics Practice Cottage New construction by student carpenters

The School Hospital The New Laying House

The New Calf Barn

These are not the total number of buildings on campus but these are showing the variety.  The very large stone buildings were built with stone quarried not too far from the school.  They were massive but they were never uncomfortable.  The power plant provided steam heat.  The pipes ran under the side walks and kept them free of ice in the winter. The stone was heavy enough to keep them cool in the warm season.

The cottages called the practice cottages were for the teaching of Home Economics.  There was a period of time a small group of girls were assigned to these buildings to actually live there. The purpose was to give a more complete understanding of home living, European style. Table setting, preparation of meals, enjoying invited guests, cleaning of the home, and in general all training surrounding the care one gives a family.  Child care was also included with the employees children coming for one half a day.

These cottages were the style  of the homes where the employees lived also. There were cottages surrounding the outside perimeters of the school.

Not enough can be said as to the marvel of the success of the putting together of these schools.  Whatever criticism there is one must admit it certainly was a better way than warfare.  Quite frankly without the design and carrying out of these more kind methods there may still to this day be a more unsettled and difficult time with relations. Because not only did the American Indian learn the White man's way, but the White man by association learned about the intelligence, willingness to cooperate, and strong values of the Native. So many of the Natives values have contributed to the strength of their educators and the total population too.

Dr. Leon Wall as he was struggling to hold on to the school wrote a book called, "Tomahawks Over Chilocco."  In the book he outlines the many ways the attacks were made to close the school. After all these years since the closing more understanding was granted to me as to what really happened.


Gus Aleck, Henry Ahdunko, Ethel Bohannan, Irene Baken Lillian Biggoose, Angie Brown, Roy Brown, Paul Burney Irene Barnett, Brant Bracken, Lena Critenden, Andy Crittenden Galela Crittenden, Verna Cole, Elizabeth Chandler, Irene Franklin Christine Gassoway, John Goate, Oma Goer, Walter Hill 

Grace Harris, Charles Hutchins, Adelia Hawkins, Dennis Hendricks Willa Mae Hunter, Sam Hyder, Hattie Hawkins, Fred Jackson Gertrude Johnson, Terrell Jackson, Evangeline Jones, Dan Johnson Lola Lively, Theodore Lonelodge, Rena Martin, Ellen More Ruth McEwin, Faye Miller, Nora Ned, Edward Pensoneau

Dave Quinton, Minta Lee Rushing, Jonah Ratliff, Sallie Sam Eloise Steen, Garland Spybuck, Dorothy Sunrise, Bert Snell Rosa Mae Stark, Roy Sampsel, Damus Smith, Albert Snell Lucy Tayor, Alex Tohkubbi, Wiley Thornton, Joe Ussery Eliza West, Theodore Willey, Ora Mae Wright, Antwine Wheeler

Josephine Wolfe, Walter White,

Annual Staff Chilocco Band and Orchestra

The student at the upper left hand corner of the picture of the annual staff is my mother's brother, Edward Pensoneau.  During his life time Uncle Ed was successful in the work he did with the Ponca tribe.  He did very much writing which was necessary to help with governmental projects. He lost his wife before his family was completely grown and he finished raising his children alone.  The comment was made, "Truly this man was most devoted to his children and on to their children."  His family was his greatest focus. His children are well educated and successful.

The Chilocco Band and Orchestra.  Counting four from the right, first row, seated is my Mother, Velma Pensoneau Jones. She is the girl in the light coat holding a violin. Velma was an officer in the military school rank of captain. Her vocation was home economics and she worked as a seamstress in the sewing room.  Her skills in sewing have contributed to many of her tribe learning the craft for making their regalia, the total outfit, but mainly the lovely patterns and designs of ribbon work.

She attended classes at Oklahoma University when she was working with O.I.O., Oklahoma for Indian's Opportunity.  At this time she was instrumental in the setting up of many programs that are in action today in the local school system. These all had to do with Native American students sharing their culture with the local citizens through their children in the school.  There has been a greater understanding between the races as a result.

Today there are what are called "Hobbyists".  They take on the duties and responsibilities of learning the accurate culture of the tribe after being adopted by a member of the tribe.  With their knowledge carefully outlined to them they are able to take a part in all aspects of the tribal functions, except, of course, the government.  This allows only card holding tribal members.

Velma has contributed her time to the educating of numbers of people in this area.  The Hobbyists are of no blood descent but it is difficult to tell that they are not totally Native American.

In this way and other ways she  has completely and totally dedicated her life to the culture of her forefathers and to helping others which she so loves. Before the changing of their lifestyle this sort of dedication was what freed  the Native people from having some who were impoverished or hungry. This interchange kept them physically and emotionally balanced. Unless one has experienced this it is hard to explain.

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