Conclusions:

Documents in this project offer evidence that illuminates and explains the powerful influences that operated on Indian education and emphasized the  commitment to female education.  The prevailing American cultural belief was that in in order to 'civilize and uplift' the Indian tribes, educators first had to begin with the women.  Educating Indian girls, "future mothers of their race," was seen as key to the process of civilizing and assimilating the Native American.^16.

While the curriculum for girls included a comprehensive program of home economics as was typical of American education at the time, additional resources were devoted to girls' education by both field matrons and field nurses. The duties of both field matrons and field nurses also acted to reinforce the basic cultural assumption that the education of females was the cornerstone of the Indian's successful integration into white society.  While as their names suggest, the primary duties of the women who held these positions was field work, as the documents clearly show, these professional women also had an active role in the education of young Indian girls.   

By the beginning of the 20th century teaching had become a feminized profession; the majority of the teachers in Indian schools either day or boarding were women. While the influence of this is difficult to determine, the school inspection reports demonstrate quite clearly that the curriculum for the girls was a high priority for Indian Service educators.

Finally, in addition to the impact of the educational philosophy of the Indian Service and the influence of female Indian Service employees, the General Federation of Women's Clubs manifested great interest in social welfare issues, including the well-being of Native Americans. In particular the redoubtable Nellie Wiegel, of the Colorado Federation of Women's Clubs took an intense interest in the fortunes of Native Americans.  Wiegel's concern for the education  of the Utes and their welfare is apparent in her correspondence with the Indian Agency, and while at times she was a definite thorn in the side of the Agency, her genuine concern for the education of Ute children was undeniable. 

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