The purpose of this study is to record the events in the development of Ute Indian education in Utah between the years 1847 and 1905. Of particular importance are the contributions made by both the Mormon Church and the federal government during this period. The study relies primarily on original sources of information about the Utes, gathered through both library and field research. Library work was greatly supported by the Duke Oral History collection, while official reports from the Commissioners of Indian Affairs were consulted whenever they pertained to Ute history. In addition, newspapers from the era were carefully examined for relevant material.
To present the findings, the fifty-eight years under consideration are divided into three specific periods: 1847 to 1865, 1866 to 1880, and 1881 to 1905. Shifts caused by cultural traits or the influence of white settlers often created distinct breaks in continuity. A review of early Ute history and customs is included to provide insight into their general character, with special emphasis placed on those living on the Uintah-Ouray Reservation. The study begins with an overview of national policies regarding Indian assimilation between 1847 and 1905, followed by a brief treatment of early Ute history. Reports from the period help illustrate the challenges faced by the first Indian educators, including parental resistance, harsh living conditions, fear of allotment, and shortages of necessary supplies.
Although educational reformers pursued their goals with enthusiasm, the results often fell short of expectations when measured by Anglo standards. The efforts of Mormon missionaries similarly failed to produce large-scale conversions to Christianity. Furthermore, the policy of severalty did not transform hunters into self-sufficient farmers, even when paired with formal education. Transitioning from informal instruction around the campfire to structured schooling in a classroom proved to be a monumental task. Nevertheless, progress was made. From a starting point of almost nothing, educators and agents accomplished more than might have been expected under the circumstances.
Once reservations were established, education became more formalized. The reservation agent played a central role in the schools, though often facing overwhelming challenges. Many early employees were poorly qualified, and even those with greater skill grew discouraged due to irregular attendance, inadequate supplies, devastating epidemics, language barriers, and ineffective teaching strategies. Still, those Ute children who attended regularly showed improvement and were strongly influenced by their schooling.
Despite these successes, most settlers concluded that transforming the Utes into participants in white culture would take generations of education. In practice, the treatment the Utes received from Mormon and other settlers in Utah was neither markedly better nor worse than what Native peoples experienced elsewhere in the West. Ultimately, in 1905, a large portion of the Utes’ reservation was opened to white settlement. This action undermined many of the achievements of the early Ute schools. The history of Ute education thus runs parallel to the history of land speculation—each development deeply affecting the other.