[1] It was deemed significant for its role in "educating predominantly Hualapai but also Apache, Havasupai, Hopi, Navajo, Tohono O'odham (Papago), Pima, and Yavapai children during the early twentieth century", and also "as an expression of Office of Indian Affairs architecture during the 'Assimilation Policy' era, when boarding school buildings in Euroamerican styles were designed to educate Indian children in environments entirely foreign from their own.

The architecture expressed the intent on the part of the federal government to separate a student from his or her family and culture and to provide basic skills for earning a living away from the reservation.

[6] The curriculum had many military-like aspects which was undergone by the Principal, these would include military drills such as falling in formation like a regime, standing at attention, or marching from class and to meals.

The early depictions of 1901 describe the first attempt at opening a school here as poor since they received no supplies such as beds, dishes, and other important resources.

[7] Accounts also of the disease and illness that had spread through the school such as measles, smallpox, influenza, and others causing great unrest and discomfort in the students and negatively impacting their progress.

[11] In an attempt to break the spirits of the children and to divide them from their cultures and families, upon arrival at the school, their hair was cut, their clothes were burned and they were given white names.

[14] Because of these harsh living circumstances, children would run away from the school, if found they were often punished with solitary confinement and deprivation of food and water.

[7] Students of the agricultural classes as well as their instructors would plant and take care of the canals, fruit trees, and landscaping around the school's property during the course of its operation.