Naturally, this tremendous activity on the part of all these good people, has had an effect on the entire Indian body. If there have been retrogressions, it is not the fault of the educational system. This should be understood in the beginning.
The subject is so comprehensive that this entire volume could be devoted to its consideration. But we must needs confine our observations to two chapters.
Between 1850 and 1875 the education of Indian children was confined to various missionary and philanthropic organizations. Indians could avail themselves of collegiate education in the East, notably at Dartmouth College, which was founded for the education of Indian youth. But there seems to have been no systematic, or persistent attempt to educate Indians until 1879, when Captain R. H. Pratt, U. S. A., began the education of Indian boys and girls. In September that year, the Carlisle barracks were transferred by the War Department to the Interior Department for Indian school purposes. By the end of October, General Pratt gathered together 136 Indians. The number steadily increased; in 1905 there were about a thousand; and at the present time the school cares for, during the course of a year, something like 1200 pupils. This remarkable school had up to 1905 admitted 5,170 Indians. Early in General Pratt’s administration, an outing system was inaugurated. Most of the boys and girls were placed in families of prosperous citizens of Pennsylvania, New York or Massachusetts during the summer months. This brought them in direct contact with the best elements of the white race and served a double purpose. It not only taught them industry and proper methods of living, but brought home to the youth of both sexes the vast difference between the life of white citizens in Massachusetts, Pennsylvania, New York, New Jersey or elsewhere, and the frontier element with which so many of the Indians had come in contact. This does not necessarily imply that all persons living near Indian reservations were undesirable citizens. It means that entirely too many white persons by their example did not impress the Indian with any respect for the white race, and that such individuals set a very low standard. This feature of Indian (or white) life has had a tremendous effect on the Indians. Other writers have not emphasized its importance, and its pernicious effect. Beyond question the fact that the Indians came in contact with those who were not “substantial citizens,” as we understand the term, is responsible for many evils, and a general lack of progress, and a widespread inclination to accept merely the veneer of our civilization.
General Pratt’s plans, therefore, were not only sound, but of great benefit in the uplifting of the race. Other schools have followed the excellent example set by Carlisle, and it is now pretty generally recognized that the Indian youth must be made to realize that the majority of American citizens are not of the type of the Indian trader, the grafter, the squaw-man, etc.
The illustrations presented throughout this and the succeeding chapter will give an idea of the various activities followed at Carlisle, Chilocco, Haskell and other schools.
General Pratt remained in charge of Carlisle for about twenty-five years, when he was succeeded by Major William A. Mercer, who was replaced a few years ago by Mr. Moses Friedman. The present superintendent in charge, Oscar H. Lipps, Esq., has had years of experience in the Indian Service, and is maintaining the high standard established by General Pratt and followed through the administrations of his successors.
DR. CHARLES A. EASTMAN, SIOUX (OHIYESA)
Educated at Dartmouth. Writer and Lecturer.
For some years there was a leaning in this school toward the higher education of Indians, but that policy was not carried to any extent and need not be referred to in detail here. It is now recognized that the schools and colleges of the United States afford abundant opportunity for any Indian who is sufficiently bright, and has the energy and determination to win scholastic honors. It is neither necessary nor advisable that the Government should attempt the higher education of Indians. Most of the successful Indians today were originally trained in Government schools, and such as exhibited marked ability, left what might be termed secondary schools and entered colleges. There occurs to me at this moment Henry Roe Cloud, a Sioux, who graduated from Yale a few years ago; Doctor Charles A. Eastman, a distinguished author and lecturer, Dartmouth; Charles E. Dagenett, Supervisor of Employment, United States Indian Service, who graduated from Eastman Business College; Arthur C. Parker, State Archaeologist of New York, Albany, who studied under Professor Putnam of Harvard; Rev. Sherman Coolidge, Arapaho, graduate of Hobart College and Seabury Divinity School; Dr. Carlos Montezuma, Apache, University of Illinois; Howard E. Gainsworth, Tuscarora, business expert, Princeton; Rev. Frank W. Wright, Revivalist, Choctaw, graduate of Union College; Doctor Olephant Wright, Choctaw, Union College; Miss Bee Mayes (Pe-ahm-ees-queet), Ojibwa, educated in Boston, musician; Louis Shotrige, Chilkoot, Chief of his tribe, graduated from the University of Pennsylvania; Nicholas Longfeather, Pueblo, inventor and tree doctor, graduated from Syracuse; Marvin Jack, Tuscarora, horticulturalist, Cornell; Rev. Philip B. Gordon, Chippewa, priest, graduate of St. Paul’s; Mrs. Marie L. Baldwin, Chippewa, lawyer, graduate of Washington College of Law; Dennison Wheelock, Oneida, lawyer, Dickinson College; Thomas St. Germain, Chippewa, business, Yale; John M. Oskison, Cherokee, newspaper business, Harvard; William F. Bourland, Chickasaw, lawyer, graduate of Berkley; Asa F. Hill, Mohawk, minister, Denison; Francis La Flesche, Omaha, author; Angel Deceva-Deetz, Winnebago, artist; Zit-kal-a-sa, Sioux, writer; Elmer La Fouso, California, singer; Tscawina Redfeather, Creek, singer; Jeff. D. Goulett, Sioux, politician; Gabe E. Parker, Choctaw, Registrar of the Treasury, Washington; Charles D. Carter, Cherokee, Congressman; F. E. Parker, Seneca, business expert in New York City.
These all availed themselves of advantages other than those afforded by the Government schools. There is no reason why many Indians should not occupy high positions and become distinguished citizens. I include Honorable Senator Robert L. Owen and one or two people serving in Congress, although in them the white blood predominates. My list is confined to those in whom Indian blood is in excess of white, with two or three exceptions.