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The Role of Western Massachusetts in the Development of American Indian Education Reform Through the Hampton University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1992 The oler of western Massachusetts in the development of American Indian education reform through the Hampton Institute's summer outing program (1878-1912). Deirdre Ann Almeida University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Almeida, Deirdre Ann, "The or le of western Massachusetts in the development of American Indian education reform through the Hampton Institute's summer outing program (1878-1912)." (1992). Doctoral Dissertations 1896 - February 2014. 4831. https://scholarworks.umass.edu/dissertations_1/4831 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE ROLE OF WESTERN MASSACHUSETTS IN THE DEVELOPMENT OF AMERICAN INDIAN EDUCATION REFORM THROUGH THE HAMPTON INSTITUTE’S SUMMER OUTING PROGRAM (1878 - 1912) A Dissertation Presented by DEIRDRE ANN ALMEIDA Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION September 1992 School of Education @ Copyright by DEIRDRE ANN ALMEIDA 1992 All Rights Reserved THE ROLE OF WESTERN MASSACHUSETTS IN THE DEVELOPMENT OF AMERICAN INDIAN EDUCATION REFORM THROUGH THE HAMPTON INSTITUTE’S SUMMER OUTING PROGRAM (1878 - 1912) A Dissertation Presented by DEIRDRE ANN ALMEIDA To my mother, Esther Almeida and to my daughter, Mariah Almeida-American Horse i ACKNOWLEDGEMENTS The author wishes to acknowledge and thank the following people for their support in the research and development of this dissertation: Dr. Emma Cappelluzzo, Dr. Barbara Love, Dr. Neal Salisbury and Dr. William Fanslow, for serving on the author’s dissertation committee. Dr. Paulette Molin, Director, American Indian Educational Opportunities Program at Hampton University. Mary Lou Hultgren, Curator, Hampton University Museum. Fritz Malval, Archivist, and his staff, Donzella Wilford, and Cynthia Poston, Hampton University Archives. Lila Parrish, Historical Society of Great Barrington, MA, Diane Fratalone, North Egremont Historical Society. Chris Coenen and Lillian Presiss, Sheffeild Historical Society. Sally Fijux, Monterey Historical Society. Tom Gleason, City of Northampton, Bridge Street Cemetery. Cynthia J. Hardy, University of Massachusetts at Amherst, for typing the final dissertation manuscript. The author wishes to also thank her colleagues, friends and family members, especially, her mother, Esther Almeida and her daughter, Mariah Almeida-American Horse for their emotional support and encouragement. Wanisi. v ABSTRACT THE ROLE OF WESTERN MASSACHUSETTS IN THE DEVELOPMENT OF AMERICAN INDIAN EDUCATION REFORM THROUGH THE HAMPTON INSTITUTE’S SUMMER OUTING PROGRAM (1878 - 1912) SEPTEMBER 1992 DEIRDRE ANN ALMEIDA, B.A., UNIVERSITY OF MASSACHUSETTS M.A., STANFORD UNIVERSITY Ed.D., UNIVERSITY OF MASSACHUSETTS Directed by: Professor Emma M. Cappelluzzo The question of how to design educational programs which are relevant to Native American Indians, has plagued both Indian and non-Indian educators for more than a century. How does an educational system provide instruction which is vital for survival in mainstream society and at the same time, maintain a Native student’s rights to think and exist in the world as an indigenous person? The devastating shortage of Native American Indian teachers, and administrators, as well as the urgent need for bilingual education and culturally appropriate curriculum, continue as unresolved obstacles. Perhaps in order to constructively alleviate the dilemmas of contemporary Indian education, one must look to the past and determine where failings and successes occurred. vi Historically, a major contributor to the American Indian education of the twentieth century, has been the off-reservation boarding school system. Both the school system and the educational training programs have had a direct effect on Native American Indian cultures. The model for the off-reservation boarding school was established in 1878 at Hampton Agricultural and Normal School, in Hampton, Virginia. The Hampton Indian educational plan had two major components, the instruction of English and the development of vocational skills. In 1879, Hampton Institute established a summer outing system program. The study presents a historical record of the significant events which lead to the development of the Hampton Institute’s outing program in western Massachusetts, its influences on Indian education and its historical connection to the Americanization policies for Native American Indians during the late nineteenth century. The time period examined by this research is from 1878 to 1912, the years during which Hampton’s Indian educational program received funding from the United States government. The process of using education as a means of Americanizing Indian students continues to exist in contemporary times. The research conducted for this study further reveals and confirms this and provides some broad generalizations and recommendations which may lead to the development of Native and non-Native educators guiding principals for modification of current and future Indian educational programs. VI 1 TABLE OF CONTENTS Page ACKNOWLEDGEMENTS. v ABSTRACT. vi Chapter I. INTRODUCTION. 1 Statement of the Problem. 1 Statement of Purpose. 8 Significance of the Study. 9 Definition of Terms. 11 Limitation of the Study. 12 II. REVIEW OF THE LITERATURE. 15 III. DESIGN AND PROCEDURES OF THE STUDY.. 28 Outline of Dissertation Chapters. 32 IV. THE HAMPTON INSTITUTE’S INDIAN EDUCATION DEPARTMENT. 35 V. THE OUTING SYSTEM: ORIGIN, IMPLEMENTATION, AND SUPERVISION. 58 VI. THE EXPERIENCES OF THE HAMPTON INDIAN STUDENTS WHILE PARTICIPATING IN THE SUMMER OUTING SYSTEM. 75 vi i i VII. STUDENT PROFILES 109 Anna Dawson: First American Indian Female Student. 110 A Forgotten Ancestor: Frank Blackhawk The Story of an Afro-American Indian. 119 Angel Decora: Indian Student, Artist, and Educator. 128 VIII. CONCLUSION: A NATIVE AMERICAN INDIAN PERSPECTIVE. 144 ENDNOTES. 156 BIBLIOGRAPHY. 171 ix CHAPTER I INTRODUCTION ...The Indian, by the very sense of duty, should become his own historian, giving his account of the race-fairer and fewer accounts of the wars and more of statecraft, legends, languages, oratory, and philosophical conceptions. ...No longer should the Indian be dehumanized in order to make material lurid and cheap fiction to embellish street-stands. Rather, a fair and correct history of native America should be incorporated in the curriculum of the public school. Indians should be taught their own history...the creation of schools where tribal art and Indian thought would be taught by Indian instructors (Luther Standing Bear [1933]. Statement of the Problem These words of concern quoted above were made by Luther Standing Bear of the Rosebud Sioux nation, approximately fifty-nine years ago. Standing Bear was educated at the Carlisle Industrial boarding school in Pennsylvania. Though he had been through the Americanization process of the late nineteenth century Indian boarding school system, Standing Bear realized that it was not a culturally appropriate educational system for Native American Indians. The issues which are presented by this quote continue to haunt contemporary Native American Indian educators, tribal leaders, parents and concerned tribal members. Apparently something is amiss for these needs to have gone unaddressed for over half a century. The question of how to design educational programs which are relevant to Native American Indians, still plagues both Indian and non-Indian educators. 1 How does one go about providing instruction of subjects which are vital for survival in mainstream society and at the same time, convey to student how to think and exist in the world as an indigenous person? What does it really mean to be a Shawnee, Mohawk, Wampanoag, Navajo, or any of the other original nations of Turtle Island (North America)? There continues to be a devastating shortage of Native American Indian teachers, and administrators. There is also an urgent need for bilingual education and for culturally appropriate curriculums. Based on the words of Standing Bear, perhaps in order to constructively alleviate the dilemmas of contemporary Indian education, one must look to the past and determine where the failings and successes first occurred. Adams (1988) and Holm (1979) contend that the late nineteenth century Eastern boarding schools played a central role in the effort to educate Native American Indians in the ways of Euro-Americans. Prucha (1973) suggests the educational policies of the Indian boarding schools were so powerful that the conditions of a Native American Indians today can be understood by making an attempt to understand what Indian students were subjected to during the high tide of Americanization (1878-1912), which sought to destroy Native American Indians as nations and as a race of people. % Historically, a major contributing factor to American Indian education of the twentieth century, has been the off reservation boarding school system, and their teacher training programs, which were implemented during the nineteenth century. Both the schools and their educational
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