{"product_id":"to-educate-american-indians-9781496236760","title":"To Educate American Indians","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eTo Educate American Indians presents the most complete versions of papers presented at the National Educational Association's Department of Indian Education meetings during a time when the debate about how best to civilize Indigenous populations dominated discussions. During this time two philosophies drove the conversation. The first, an Enlightenment erainfluenced universalism, held that through an educational alchemy American Indians would become productive, Christianized Americans, distinguishable from their white neighbors only by the color of their skin. Directly confronting the assimilationists' universalism were the progressive educators who, strongly influenced by the era's scientific racism, held the notion that American Indians could never become fully assimilated. Despite these differing views, a frightening ethnocentrism and an honor-bound dedication to gifting civilization to Native students dominated the writings of educators from the NEA's Department of Indian Education.    For a decade educators gathered at annual meetings and presented papers on how best to educate Native students. Though the NEA Proceedings published these papers, strict guidelines often meant they were heavily edited before publication. In this volume Larry C. Skogen presents many of these unedited papers and gives them historical context for the years 1900 to 1904.    \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“The National Education Association is a voice for education professionals and dedicated to preparing students for success in a diverse and interdependent world. That doesn’t mean, however, that the NEA hasn’t made mistakes and missteps along the way. With this important work, Larry Skogen provides a window into a time when the federal government forced a curriculum upon Native American students that subjugated them into a marginalized role in our country. The papers of the NEA Department of Indian Education (1900–1904) reveal the association’s role in advancing this harm. This critical study is a reality check for all Americans to learn our true history so that we better understand the mistakes of our past, can be a part of repairing harm, and can be agents of change to make a better future for all of our students and communities.”—Becky Pringle, president of the National Education Association\u003cbr\u003e“As our nation struggles with the realities of the Indian boarding school experience, it is important that we understand the motives and educational philosophies of those who administered and worked at those schools. In this groundbreaking work, Larry Skogen provides us with the story of the Indian service educators when they were part of the National Educational Association. Through these selected papers, we get a firsthand account of their efforts to assimilate Native students forcibly into white society. One cannot read these papers without feeling a sense of shame at the educators’ attitudes toward their own Native students. But it is important history that we need to acknowledge.”—Byron L. Dorgan, former U.S. Senator and chairman of the U.S. Senate Committee on Indian Affairs, author of \u003ci\u003eThe Girl in the Photograph\u003c\/i\u003e\u003cbr\u003e“This is important work to enhance the body of knowledge on behalf of Indian Country and our future generations.”—Leander “Russ” McDonald (Dakota\/Arikara), president of United Tribes Technical College in Bismarck, North Dakota\u003cbr\u003e“Where historians have used the tools of social history to examine the lives of employees in the Indian schools, Skogen’s work uses an intellectual lens to demonstrate how these workers drove important changes in curriculum and policy. This detailed and nuanced work helps to untangle the genocidal roots of boarding school systems and to see more clearly the challenges that Native people faced in moving their communities and cultures through the difficult years of the early twentieth century.”—Kevin Whalen, author of \u003ci\u003eNative Students at Work: American Indian Labor and Sherman Institute’s Outing Program 1900–1945\u003c\/i\u003e\u003cbr\u003e“These NEA Indian Department presentations, which Larry Skogen does a masterful job of editing, provide an important window into how many people in the United States thought about American Indians and American Indian education in the beginning of the twentieth century. Skogen has done a remarkable job providing the reader with background information, both in his introduction to each document and in the extensive notes and references he provides.”—Jon A. Reyhner, author of \u003ci\u003eAmerican Indian Education: A History\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Illustrations  Foreword, by David Wallace Adams\u003cbr\u003e Acknowledgments\u003cbr\u003e Introduction\u003cbr\u003e Note on Editorial Style, Citations, and Names\u003cbr\u003e List of Abbreviations \u003cb\u003ePart 1. Charleston, South Carolina, July 7–13, 1900\u003c\/b\u003e\u003cbr\u003e 1. What Is the Relation of the Indian of the Present Decade to the Indian of the Future? \u003cbr\u003e H. B. Frissell, Principal, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 2. The Indian Problem\u003cbr\u003e H. B. Frissell, Principal, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 3. The Proper Relation between Literary and Industrial Education in Indian Schools\u003cbr\u003e A. J. Standing, Assistant Superintendent, Carlisle Indian Industrial School, Carlisle, Pennsylvania\u003cbr\u003e 4. The Training of Teachers for Indian Schools\u003cbr\u003e Charles Bartlett Dyke, Director of the Normal Department, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 5. Teaching Trades to Indians\u003cbr\u003e Frank K. Rogers, Director, Armstrong-Slater Memorial Trade School, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 6. The Training of the Indian Girl as the Uplifter of the Home\u003cbr\u003e Josephine E. Richards, Head of the Indian Department, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 7. Practical Methods of Indian Education\u003cbr\u003e John Seger, Superintendent, Seger Colony School, Colony, Oklahoma\u003cbr\u003e\u003cb\u003ePart 2. Detroit, Michigan, July 8–12, 1901\u003c\/b\u003e\u003cbr\u003e 8. President’s Address: Learning by Doing\u003cbr\u003e H. B. Frissell, Principal, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 9. Civilization and Higher Education\u003cbr\u003e William T. Harris, U.S. Commissioner of Education, Washington DC\u003cbr\u003e 10. The Reservation Day School Should Be the Prime Factor in Indian Education\u003cbr\u003e C. C. Covey, Teacher, Pine Ridge Indian School, Pine Ridge, South Dakota\u003cbr\u003e 11. The Unification of Industrial and Academic Features of the Indian School\u003cbr\u003e O. H. Bakeless, Carlisle Indian Industrial School, Carlisle, Pennsylvania\u003cbr\u003e 12. What Shall Be Taught in an Indian School? \u003cbr\u003e Calvin M. Woodward, Director, Manual Training School of Washington University, St. Louis, Missouri\u003cbr\u003e 13. An All-Around Mechanical Training for Indians\u003cbr\u003e Frank K. Rogers, Director, Armstrong-Slater Memorial Trade School, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 14. Practical Methods in Indian Education\u003cbr\u003e Joseph W. Evans, Teacher, Chilocco Indian School, Chilocco, Oklahoma\u003cbr\u003e 15. Character Building among Indian Children\u003cbr\u003e Cora M. Folsom, Teacher and Indian Corresponding Secretary, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 16. The Day School: The Gradual Uplifter of the Tribe\u003cbr\u003e Macaria Murphy, Teacher, Odanah Day School, Odanah, Wisconsin\u003cbr\u003e 17. The Necessity for a Large Agricultural School in the Indian Service\u003cbr\u003e C. W. Goodman, Superintendent, Chilocco Indian School, Chilocco, Oklahoma\u003cbr\u003e\u003cb\u003ePart 3. Minneapolis, Minnesota, July 7–11, 1902\u003c\/b\u003e\u003cbr\u003e 18. President’s Address\u003cbr\u003e S. M. McCowan, Superintendent, Chilocco Indian School, Chilocco, Oklahoma\u003cbr\u003e 19. The Value of an Agricultural School in the Indian Service\u003cbr\u003e S. M. McCowan, Superintendent, Chilocco Indian School, Chilocco, Oklahoma\u003cbr\u003e 20. The Value of the Outing System for Girls\u003cbr\u003e Laura Jackson, Girls’ Manager, Carlisle Indian Industrial School, Carlisle, Pennsylvania\u003cbr\u003e 21. What Is Our Aim? \u003cbr\u003e E. A. Allen, Assistant Superintendent, Carlisle Indian Industrial School, Carlisle, Pennsylvania\u003cbr\u003e 22. Needed Changes in Indian Schools\u003cbr\u003e A. O. Wright, Supervisor of Indian Schools, Washington DC\u003cbr\u003e 23. The Value of Day Schools\u003cbr\u003e James J. Duncan, Day School Inspector, Pine Ridge, South Dakota\u003cbr\u003e 24. Newspapers in Indian Schools\u003cbr\u003e W. T. Harris, U.S. Commissioner of Education, Washington DC\u003cbr\u003e\u003cb\u003ePart 4. Boston, Massachusetts, July 6–10, 1903\u003c\/b\u003e\u003cbr\u003e 25. President’s Address: Our Work, Its Progress and Needs\u003cbr\u003e H. B. Peairs, Superintendent, Haskell Institute, Lawrence, Kansas\u003cbr\u003e 26. To What Degree Has the Present System of Indian Schools Been Successful in Qualifying for Citizenship? \u003cbr\u003e H. B. Frissell, Principal, Hampton Normal and Agricultural Institute, Hampton, Virginia\u003cbr\u003e 27. An Alaskan Start toward Citizenship\u003cbr\u003e Sheldon Jackson, General Agent of Education in Alaska, Washington DC\u003cbr\u003e 28. The White Man’s Burden versus Indigenous Development for the Lower Races\u003cbr\u003e G. Stanley Hall, President, Clark University, Worcester, Massachusetts\u003cbr\u003e 29. Heart Culture in Indian Education\u003cbr\u003e Charles F. Meserve, President, Shaw University, Raleigh, North Carolina\u003cbr\u003e 30. Tenure in the Civil Service\u003cbr\u003e John T. Doyle, Secretary of the U.S. Civil Service Commission, Washington DC\u003cbr\u003e\u003cb\u003ePart 5. St. Louis, Missouri, June 27–July 1, 1904\u003c\/b\u003e\u003cbr\u003e 31. Efficiency in the Indian Service\u003cbr\u003e John T. Doyle, Secretary of the U.S. Civil Service Commission, Washington DC\u003cbr\u003e 32. Indian Music and Indian Education\u003cbr\u003e Natalie Curtis, New York, New York\u003cbr\u003e 33. What’s in a Name? \u003cbr\u003e Emily S. Cook, Office of Indian Affairs, Washington DC\u003cbr\u003e 34. Indian Names\u003cbr\u003e Alice C. Fletcher, Ex-President of the Anthropological Society, Washington DC  Conclusion\u003cbr\u003e Notes\u003cbr\u003e Bibliography\u003cbr\u003e Index","brand":"University of Nebraska Press","offers":[{"title":"Default Title","offer_id":49409245446487,"sku":"9781496236760","price":52.7,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781496236760.jpg?v=1730506124","url":"https:\/\/bookcurl.com\/products\/to-educate-american-indians-9781496236760","provider":"Book Curl","version":"1.0","type":"link"}