Educational Resources

American Indian Boarding Schools were established to force American Indians to assimilate with the “American way of life” in culture, language, and religion. In doing so, these boarding schools intentionally repressed the tribes’ culture, language, and religion.

Essential Questions 

• How were American Indian children impacted by the boarding schools? 
• Why were American Indian children forbidden to speak their native languages at the boarding schools? 
• Why did the missionaries believe that American Indian children should attend the boarding schools? 

• How was communication the key to understanding for the missionaries and the Native American children? 

Manuscripts 

Indian Agent Letter 

This letter from 1877 reports the death of a Christian Native American to the Office of Indian Affairs. 

Rev. D. F. McFarland 

This series of letters from 1875 urges the Native American Boarding School in Lapwai, Idaho, to require English be the spoken language by Native Americans both in and out of the boarding school classroom. 

The Indian Helper, Vol. 3 No. 6 

This journal from 1887 contains the first part of an article titled “Home Difficulties of a Young Indian Girl,” which outlines the lived experiences of a Native American Boarding School student. Remember, this source is published from the perspective of missionaries running the boarding school. 

The Indian Helper, Vol. 3 No. 8 

This journal from 1887 contains the second part of the “Home Difficulties of a Young Indian Girl” article. 

The Indian Helper, Vol. 3 No. 12 

This journal from 1887 contains the third and final part of the “Home Difficulties of a Young Indian Girl” article. 

Indian School Journal 

This journal from 1918 contains an article titled “The Nez Perces as Christians and Patriots.” It provides information about missionary teachers Kate McBeth, Sue McBeth, and Mazie Crawford, and their work on a Native American Boarding School in Idaho. 

The New Indian — Seeking for Souls, Not Scalps 

This document from 1927 contains reasoning and justification for the existence of Native American Boarding Schools. Remember, this source is published from the perspective of missionaries running the boarding school. 

Our Forest Children 

This journal from 1889 contains an article titled “Indian Education.” It mentions the outing system, where Native American children are removed from their families and placed to live with white families instead. 

Photographs 

Children in front of school 

Lapwai School (1) 

Lapwai School (2) 

Children at Nez Perce Reservation School (1) 

Children at Nez Perce Reservation School (2) 

Shoshoni Indians 

Schoolroom First Presbyterian Mission 

Fort Lapwai Indian Sanitarium (Internal) 

Fort Lapwai Indian Sanitarium (External) 

Hospital Day at the Duck Valley Reservation School 

Additional Resources 

Native American Boarding Schools Primary Source Set by the Library of Congress 

Former Idaho Governor Frank Steunenberg was assassinated in December 1905. His killer, Harry Orchard, was connected to the Western Federation of Miners. They were seeking revenge because in 1899 Gov. Steunenberg called federal troops to keep the peace in response to a miner’s strike for higher pay and better working conditions in Coeur d’Alene. The “Trial of the Century” became a nationwide media circus. 

Essential Questions

• What are some of the reasons why people wanted Gov. Steunenberg to be killed? 
• What consequences did William Borah face for his involvement in the trial of Harry Orchard? 
• What evidence was used in the trial to prove Harry Orchard’s guilt? 
• How was communication the key to understanding in this trial? 

Manuscripts 

Pinkerton’s Report 

The Pinkerton National Detective Agency was a private firm hired by the State of Idaho to investigate the murder of Governor Frank Steunenberg. 

Letter to Borah 

William Borah was a U.S. Senator and lawyer from Boise, Idaho. He served as a Special Prosecutor during the Trial of the Century. This is a letter from a Pinkerton agent to Borah. 

Q & A of Harry Orchard 

Harry Orchard was a professional assassin who murdered Governor Frank Steunenberg. This document is a transcript of Orchard’s interrogation after he was arrested by local police authorities. 

“In Memory of Ex-Governor Frank Steunenberg” Poem 

This poem written by James Hart remembers the life of Governor Frank Steunenberg, what ideals he stood up for, and why he was murdered. 

Letter from Shoup to Steunenberg 

This 1899 letter from Senator George Shoup to Governor Frank Steunenberg reveals the marshal law Steunenberg requested in response to labor disputes in northern Idaho. 

Photographs 

Portrait of Frank Steunenberg 

Portrait of Frank Steunenberg and Others 

Wanted Poster 

Officials and Harry Orchard 

Trial Officers 

Grand Jury (1) 

Grand Jury (2) 

Portrait of Defendants 

Portraits of Harry Orchard (1) 

Portraits of Harry Orchard (2) 

Portraits of Harry Orchard (3) 

Defendants and Officers (1) 

Defendants and Officers (2) 

Defendants and Officers (3) 

Defendants and Officers (4) 

Trial Scene (1) 

Trial Scene (2) 

Trial Scene (3) 

Trial Scene (4) 

Trial Scene (5) 

Steunenberg Home (1) 

Steunenberg Home (2) 

Photograph of Bomb (1) 

Photograph of Bomb (2) 

Clothing Fragment 

Artifacts

Cribbage Board, Idaho State Museum, 1977 007 0000

Cribbage board made by Harry Orchard at the Idaho State Penitentiary. Given to assistant warden Cureton B. Moreton circa 1915.

Clock, Idaho State Museum, 1977 114 0000

Clock given to Richard Weil by Harry Orchard. Reportedly used for an earlier assassination attempt against Gov. Steunenberg.
See this article for more information: The Idaho Sunday Statesman November 9 1958 P11

Packing Crate, Idaho State Museum, 1978 071 0001

Packing crate used to store some of the court exhibits relating to the Haywood, Pettibone and Moyer trial. Dates to about 1907. The hinges, hasp, and padlock were added to the crate by the Ada County District Court to ensure exhibits were secure.

Additional Resources 

“Assassination: Idaho’s Trial of the Century” by Idaho Public Television 

Haywood Trial: Topics in Chronicling America 

Clarence Darrow Digital Collection on the Bill Haywood Trial 

A prisoner of war (P.O.W.) can either be a soldier or a civilian who has been captured by enemy forces. During World War II, Germans were held as P.O.W.s in camps all across the United States. One of these camps, Camp Rupert, was located in Idaho. The spiritual obligations of these camps were maintained by a chaplain, or a religious mentor appointed by the military. The chaplain at Camp Rupert was named Reverend William Werner, himself a German American. After the war, Werner remained in close contact with many of the P.O.W.s he advised. 

Essential Questions

• What was life like for German P.O.W.s at Camp Rupert? 
• Why did Rev. Werner keep in contact with former P.O.W.s? 
• How is communication key to understanding the experiences of German P.O.W.s? 

Manuscripts 

Sherman W. Arends to Rev. William Werner Letter 

This is a letter from one chaplain to another, requesting the loan of a sermon book to deliver church services in German. 

Keith F. DuBois to Rev. William Werner Letter 

This letter requests specific information about a former German P.O.W. and their captivity in Idaho. 

O.J. Mager to Keith F. DuBois Letter 

This is a response to DuBois’ previous letter. 

Ariel H. Achtermann to Rev. William Werner Letter 

This letter mentions a former P.O.W. German woman and her child seeking an American sponsor for their legal immigration to the United States. 

Horst Grafer to Mr. and Mrs. William Werner Letter 

This letter expresses gratitude to Rev. Werner and his wife for shipping a German family much–needed support packages during the post-war period. 

Fahrenholz to Rev. William Werner Letter 

CONTENT ADVISORY: Contains references to sexual violence on pages 5 and 7, and usage of profanity on page 6. 

This letter is an update to Rev. Werner from a former P.O.W. in West Germany. It describes his return journey to Europe and the harsh conditions his family faced. 

Photographs 

Camp Rupert, Mess Hall 

Camp Rupert, miniature reproduction of German homes 

Camp Rupert, Chapel 

Camp Rupert, Military Office Staff 

Map of Farragut Naval Station 

Farragut Naval Base 

Camp Rupert, Officers and Staff 

Camp Rupert, Headquarters 

Portrait of Captain Kingsbury 

Camp Rupert, Guard Tower 

Emma Edwards Green designed the Great Seal of Idaho in 1891, at the young age of 18. She is the only woman known to have designed a state seal of the United States. Green was also an author.

Essential Questions

• What symbolism did Emma Edwards Green use in her artwork? 
• How was communication key for artists like Emma Edwards Green? 

Manuscripts 

Statement of Emma Edwards Green 

In Green’s own words, this statement reveals the original inspiration behind the Great Seal’s depiction. It also discloses Green’s interaction with the State of Idaho during and after the creation of the Great Seal. 

“Beginning of Art Education” by Emma Edwards Green 

This brief memoir recalls Green’s early childhood introduction to art, as well as her general thoughts on art. 

“The Design of the State Seal” by Emma Edwards Green 

This document mentions specifications that the Idaho State Legislature requested for the original design of the Great Seal. 

“At the Legislature” by Emma Edwards Green 

This document describes how it was common practice for young women to attend the Idaho State Legislature sessions as spectators. 

“Success” by Emma Edwards Green 

This document attributes Green’s love of art to her mother, who was formally trained in art and music by a French school in New Orleans, Louisiana. 

Ariel L. Crowley to Idaho State Board of Education Letter 

This letter describes the history of changes to the Idaho State flag and its emblem: the Great Seal of the State of Idaho, designed by Mrs. Emma Edwards Green. 

Barzilla W. Clark to Emma Edwards Green Letter 

This letter recognizes the artistic and cultural contributions from Emma Edwards Green to the State of Idaho. 

Photographs 

Portrait of Emma Edwards Green 

Sketch of Great Seal of the State of Idaho 

Sketch of Woman (1) 

Sketch of Woman (2) 

Sketch of Woman (3) 

Sketch of Legislator (1) 

Sketch of Legislator (2) 

Watercolor of Woman (1) 

Watercolor of Woman (2) 

Watercolor of Woman (3) 

Watercolor of Woman (4) 

Watercolor of Two Horseback Riders 

Watercolor of Man and Woman 

Watercolor of Man 

Artifacts

State Seal Painting, 1988-004-005

Suffrage is the right to vote in political elections. For a long time, women did not have the right to vote in elections in the United States. In 1897, Idaho became the fourth state in the nation to grant women’s suffrage. More than twenty years later, in 1920, the U.S. granted nationwide women’s suffrage through passage of the Nineteenth Amendment. 

Essential Questions

• Why did Idaho grant women’s suffrage so long before the rest of the United States? 
• To what extent did the Idaho women’s suffrage movement affect the national women’s suffrage movement? 
• Why did some people oppose women’s suffrage? 
• How was communication the key to understanding the fight for women’s suffrage in Idaho? 

Manuscripts 

Minutes of the Equal Suffrage Association of Idaho 

These handwritten notes are from the first meeting of the Equal Suffrage Association of Idaho, on November 20, 1895. 

Congratulatory Letter Regarding Suffrage 

This is a letter from the Women’s Equal Suffrage Club in Montana congratulating the women of Idaho for finally obtaining suffrage through a state constitutional amendment in 1897. 

Congress Joint Resolution 3760 

This is the original text of the nineteenth amendment to the United States Constitution, which granted women across the nation the right to vote in 1920. 

Proclamation by Gov. Davis 

This is a proclamation by Idaho’s Governor Davis establishing a special session of the Idaho State Legislature to ratify the nationwide women’s suffrage amendment. 

Statement by Gov. Davis 

This public statement by Governor Davis celebrates Idaho’s existing history of women’s suffrage and outlines the necessity of the special session to ratify women’s suffrage nationwide. 

Gov. Davis to Idaho State Legislature 

This is an open letter related to women’s suffrage from Governor Davis to the Idaho State Legislature before their special session began in 1920. 

House Joint Resolution 1 

This is the national women’s suffrage bill that passed the Idaho House of Representatives and the Idaho Senate, and was signed into law by Governor Davis on February 17, 1920. 

Photographs 

Suffrage Parade in Lewiston, Idaho 

Columbian Club Group Portrait 

Columbian Club Lecture Hall 

“Not to be Fooled” Political Cartoon 

“In Cartoons” Political Cartoon 

“At Last” Political Cartoon 

Additional Resources 

Idaho Women 100 (Website) 

Ahead of Her Time: Women’s Suffrage in Idaho (Documentary) 

Women’s Suffrage in Idaho (Smithsonian Learning Lab Collection) 

Women’s Suffrage (Library of Congress Primary Source Set)