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A Historical Case Study of the Arikara, Hidatsa, and Mandan Indians Attending Hampton Normal and Agricultural Institute, Virginia, 1878-1911

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A Historical Case Study of the Arikara, Hidatsa, and Mandan Indians Attending Hampton Normal and Agricultural Institute, Virginia, 1878-1911 Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2012 A Historical Case Study of the Arikara, Hidatsa, and Mandan Indians attending Hampton Normal and Agricultural Institute, Virginia, 1878-1911. Nancy Jones-Oltjenbruns Virginia Commonwealth University Follow this and additional works at: https://scholarscompass.vcu.edu/etd Part of the Educational Leadership Commons © The Author Downloaded from https://scholarscompass.vcu.edu/etd/2703 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. School of Education Virginia Commonwealth University This is to certify that the dissertation prepared by Nancy Elizabeth Jones-Oltjenbruns entitled A HISTORICAL CASE STUDY OF THE ARIKARA, HIDATSA, AND MANDAN INDIANS ATTENDING HAMPTON NORMAL AND AGRICULTURAL INSTITUTE, VIRGINIA, 1878-1911 has been approved by her committee as satisfactory completion of the dissertation requirement for the degree of Doctor of Philosophy Dr. Maike I. Philipsen, Dissertation Director, School of Education Dr. Samuel M. Craver, School of Education Dr. Anthony J. Mallon, School of Social Work Dr. Diane J. Simon, School of Education Dr. Charol Shakeshaft, Department Chair, School of Education Dr. Michael Davis, Dean for Academic Affairs Dr. F. Douglas Boudinot, Dean of the School of Graduate Studies April 12, 2012 © Nancy Elizabeth Jones-Oltjenbruns, 2012 All Rights Reserved A HISTORICAL CASE STUDY OF THE ARIKARA, HIDATSA, AND MANDAN INDIANS ATTENDING HAMPTON NORMAL AND AGRICULTURAL INSTITUTE, VIRGINIA, 1878-1911 A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University by NANCY ELIZABETH JONES-OLTJENBRUNS Bachelor of Science, Virginia Union University, 1980 Master of Administration, Central Michigan University, 2001 Director: Maike I. Philipsen, Ph.D. Professor, School of Education Virginia Commonwealth University Richmond, Virginia April 12, 2012 Acknowledgement This has not been an easy journey. However, I stayed the course and the race is now over, or maybe this is just the beginning. Even with the hurdles, I enjoyed the program at Virginia Commonwealth University. God has truly blessed me in this endeavor. I was the first member of my immediate family to graduate high school, receive my undergraduate and graduate degrees, and now, Doctor of Philosophy. For I know from where my blessings come. Early in 2004, I met a wonderful man, Rumane Oltjenbruns, who became my husband in September 2007. From the very beginning of our relationship, he provided the encouragement, support, and love that I needed to persist through this program. When I felt defeated, he held me tightly and told me that this was just a test and everything would work out. He kept me from plummeting into the proverbial “black hole.” No words could ever tell him how much I love and respect him. I must give thanks to my mother, Barbara Sanderson, who always wanted the best for me. Thank you for keeping me company as I drove back and forth to Hampton University to gather my research information. My heartfelt gratitude goes out to my sisters, Bertha, Marilyn, and especially Bonita, who were very supportive of my education. Bonita, you have always been in my corner and when I felt that I could not go any further in this process, it was you who provided the words of encouragement that I needed to hear. Chris, as a brother-in-law, you are simply the best. Thank you for all of your support. As I worked through this Ph.D. program, the things that ii kept me focused were the achievements and goals that I wanted to show to my nieces, Nedesha, Chanel, Kimberly, Kristin, and Raven. Ladies, anything is possible if you just focus on what is in front of you. Quenton, my stepson, these are just the beginning steps of your education. You are a smart young man with many opportunities ahead of you. There have been many friends who supported me over the years with kind words and broad shoulders. Melissa, Charmayne, and Karen, thank you. Patrese, I have no words to tell you how much I appreciate everything that you have done for me. When I cried, it was you who dried my tears; when I became frustrated, you provided the calmness that I needed. You and Charlie are true friends. To the members of the Henrico County Public Schools’ Second Ph.D. Cohort, we started this race together, and we have all crossed the finished line. Dr. Nicole Mayflower Sours Edwards, you were a wonderful peer reviewer, and your insight into the subject of American Indian education and history was invaluable. To my Indian family in Nebraska and South Dakota, you are loved. I give special appreciation to my dissertation chair, Dr. Maike I. Philipsen, Professor, Virginia Commonwealth University for her support, encouragement, time, attention, and unwavering belief in me and my abilities. To the other members of my dissertation committee, Dr. Samuel Craver, Dr. Diane Simon, and Dr. Anthony “Tony” Mallon, thank you for your contributions and collaboration. This committee was truly my “village.” To my editors, Mrs. Mary Lou Sommardahl, Dr. Yvonne Fawcett, Dr. Doreen Williams, Dr. Beverly Allen-Hardy, Dr. Dana Bost, and Dr. Catherine Nolte Evans, thank you for the many iii hours spent overseeing my work. Everyone who goes through this program needs to have people like you in their corner. Beverly and Doreen, you both have become “sisters” to me. You are the best. Finally, I want to thank Marcus Levings, former Chairman, Three Affiliated Tribes, for the permissions given in researching the Arikara, Hidatsa, and Mandan Indians. Marilyn Hudson, you were a gift sent from heaven. To the staff of the Hampton University Archives, I have truly appreciated all of the help and knowledge that you provided regarding the different Indian Tribes that were educated at Hampton Normal and Agricultural Institute. This study would not have been possible without your guidance and support. Even though the Arikara, Hidatsa, and Mandan Indians who attended Hampton Normal and Agricultural Institute (University) are no longer with us today, their names will live on and their presence will be forever felt. iv Dedication This dissertation is dedicated to my husband, Rumane Ivan Oltjenbruns, with all my love. And, in memory of my maternal grandmother, Nancy Viola Brown McCargo, who passed away at such a young age. Momma Nancy, I know that you are looking down on me and smiling. I hope that I have made you proud! v Table of Contents Acknowledgement .......................................................................................................................... ii Dedication .......................................................................................................................................v List of Tables ................................................................................................................................ xii Abstract ........................................................................................................................................ xiii 1 CHAPTER 1: NTRODUCTION……………………………………………………1 Purpose of the Study ...................................................................................................1 Overview of the Study ................................................................................................2 Background of the Study ............................................................................................2 History of the Arikara, Hidatsa, and Mandan Indians ................................................5 Arikara Indians................................................................................................... 5 Hidatsa Indians........................................................................................................6 Mandan Indians .......................................................................................................7 American Indian Education ........................................................................................8 Structure of Early American Indian Education ...........................................................9 Off-Reservation Boarding School Experience..........................................................15 General Samuel Chapman Armstrong ......................................................................18 Captain Richard Henry Pratt ....................................................................................19 Formation of Hampton Normal and Agricultural Institute ......................................22 vi Significance of the Indian Department at Hampton ..................................................25 Rationale for the Study ..............................................................................................27 Statement of the Problem ...........................................................................................29 Research Questions ....................................................................................................30 Design and Methods ..................................................................................................30 Terms and Definitions................................................................................................32 2 CHAPTER 2: LITERATURE REVIEW……………………………………………35
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