UNIVERSAL EXPOSITION, ST. LOUIS, 1904 Chlef of Department HOWARD J. ROGERS, Albany, N. Y. MONOGRAPHS ON EDUCATION IN THE UNITED STATES I 2 EDITED BY NICHOLAS MURRAY BUTLER President of Columbia University in the City of New York EDUCATIONAL ORGANIZATION AND ADMINISTRATION - ANDREW SLOAN DRAPER, President of the University of Illinois, Champaign, Illinois KINDERGARTEN EDUCATION-SUSAN E. BLOW, Cazenovia, New York 3 ELEMENTARY EDUCATION-WILLIAM T. HARRIS, United States Commissioner of Education, Washington, D. C. 4 SECONDARY EDUCATION-ELMER ELLSWORTH BROWN, Professor of Education in the University of California, Berkeley, California 5 THE AMERICAN COLLEGE-ANDREW FLEMING WEST, Professor of Latin in Princeton University, Princeton, New Jersey 6 THE AMERICAN UNIVERSITY-EDWARD DELAVAN PERRY, Jay Professor of Greek in Columbia University, New York 7 8 EDUCATION OF WOMEN-M. CAREY THOMAS, President of Bryn Mawr College, Bryn Mawr, Pennsylvania TRAINING OF TEACHERS-B. A. HINSDALE, Professor of the Science and Art of Teaching in the University of Michigan, Ann Arbor, Michigan 9 SCHOOL ARCHITECTURE AND HYGIENE-GILBERT B. MORRISON, Principal of the Manual Training High School, Kansas City, Missouri 10 PROFESSIONAL EDUCATION-JAMES RUSSELL PARSONS, Director of the College and High School Departments, University of the State of New York, Albany, New York II SCIENTIFIC, TECHNICAL AND ENGINEERING EDUCATION-T. C. MENDENHALL, President of the Technological Institute, Worcester, Massachusetts 12 AGRICULTURAL EDUCATION-CHARLES W. DABNEY, President of the University of Tennessee, Knoxville, Tennessee 13 COMMERCIAL EDUCATION - EDMUND J. JAMES, Professor of Public Administration in the University of Chicago, Chicago, Illinois 14 ART AND INDUSTRIAL EDUCATION-ISAAC EDWARDS CLARKE, Bureau of Education, Washington, D. C. 15 EDUCATION OF DEFECTIVES - EDWARD ELLIS ALLEN, Principal of the Pennsylvania Institution for the Instruction of the Blind, Overbrook, Pennsylvania 16 SUMMER SCHOOLS AND UNIVERSITY EXTENSION-GEORGE E. VINCENT, Associate Professor of Sociology, University of Chicago; Principal of Chautauqua 17 SCIENTIFIC SOCIETIES AND ASSOCIATIONS-JAMES MCKEEN CATTELL, Professor of Psychology in Columbia University, New York 18 EDUCATION OF THE NEGRO-BOOKER T. WASHINGTON, Principal of the Tuskegee Institute, Tuskegee, Alabama 19 EDUCATION OF THE INDIAN-WILLIAM N. HAILMANN, Superintendent of Schools, Dayton, Ohio 20 EDUCATION THROUGH THE AGENCY OF THE SEVERAL RELIGIOUS ORGANIZATIONS-DR. W. H. LARRABEE, Plainfield, N. J. NICHOLAS MURRAY BUTLER President of Columbia University in the City of New York 19 EDUCATION OF THE INDIAN BY WILLIAM N. HAILMANN Superintendent of Schools, Dayton, Ohio THIS MONOGRAPH IS PRINTED FOR LIMITED DISTRIBUTION BY THE LOUISIANA PURCHASE EXPOSITION COMPANY EDUCATION OF THE INDIAN INTRODUCTION The first successful attempts to colonize America on the part of the Anglo-Saxons were made during the first quarter of the seventeenth century. Immediately the struggle set in between brutal greed and a certain irrepressible spirit of fair play on the part of the intruding race in their intercourse with the Indians. Greed saw in the Indian a hateful obstacle in the way of its advance in the acquisition of territory. Fair play, aided by a nascent spirit of broad Christianity and genuine philanthropy, emphasized in the Indian his essential humanity and labored to lead him, for the sake of his own salvation, to a recognition of the fatherhood of God and to lift him into a condition that would render him worthy of being received as a full equal into the brotherhood of man. This struggle is still going on with shifting success. Yet, on the whole, humanity and fair play are steadily gaining. The intellectual and spiritual upheavals of the sixteenth century, which had culminated in Bacon and Luther, had directed thought to education as the chief reliance in the liberation of the race from the trammels of superstition, and in leading him out of the worship of physical prowess to the recognition of his duty to God and man. Naturally, therefore, those who sought the conversion and uplifting of the Indian directed their attention primarily to efforts for his education. The very charters, granted to the colonizing companies, breathed the hope that their work might bring about "the enlargement of God's kingdom among the heathen people." The present system of Indian education, under the direction of the government of the United States, is in no way the outcome of a deliberate and carefully-conceived plan on the part of Washington officials. It is descended directly |