TABLE 7-Industrial training of colored students in 1896-97 Carpentry Bricklaying Plastering Painting Tin or sheet metal work STUDENTS TRAINED IN INDUSTRIAL BRANCHES TABLE 8- Financial summary of the 169 colored schools. Total... $305 050 224 794 $203 731 $7 714 958 $271 839 $141 262 $92 080 $540 097 $1 045 278 Amount received from sources unclassified Total income for the year 1896-97 FOR THE UNITED STATES COMMISSION TO THE PARIS EXPOSITION OF 1900 MONOGRAPHS ON EDUCATION IN THE UNITED STATES EDITED BY NICHOLAS MURRAY BUTLER Professor of Philosophy and Education in Columbia University, New York 19 EDUCATION OF THE INDIAN BY WILLIAM N. HAILMANN Superintendent of Schools, Dayton, Ohio THIS MONOGRAPH IS CONTRIBUTED TO THE UNITED STATES EDUCATIONAL EXHIBIT BY THE STATE OF NEW YORK 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 |