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UC Irvine UC Irvine Electronic Theses and Dissertations Title To Govern is to Educate: Race, Education, and Colonization in La Araucanía, Chile (1883- 1920) Permalink https://escholarship.org/uc/item/0gj0t3mj Author Green, Romina Akemi Publication Date 2018 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, IRVINE To Govern is to Educate: Race, Education, and Colonization in La Araucanía, Chile (1883-1920) DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in History by Romina Akemi Green Rioja Dissertation Committee: Professor Heidi Tinsman, Chair Professor Steve Topik Associate Professor Rachel O’Toole Associate Professor Alex Borucki 2018 © 2018 Romina Akemi Green Rioja DEDICATION To my unrelenting grandmothers who taught me to be courageous and about dedicated love; my grandpa Tata who always told me I would become a professor; my parents who taught me independence and gave me the perfect balance between science and art; my step-dad Charlie who supported my love for soccer and old cinema; my Chilean kitties who endured lack of playtime that I plan to make up; and my dear friends who were probably annoyed by my disappearance from social circles but, nevertheless, our bosom kinship survived. And to family and friends who have passed away since the start of my graduate studies: La Ti, my Chilean grandmother, Amalia Lamoza Tío Chalo, my oldest uncle, Oscar Rioja Aunt Fran, my great-aunt, Fran Bascom Juan Reyes, my mother’s third husband Adriana Bo, my Argentinian roommate David Rioja, my dear cousin Pablo Avendaño, my Argentinian revolutionary comrade If you're going to try, go all the way. Otherwise, don't even start…There is no other feeling like that. You will be alone with the gods, and the nights will flame with fire. You will ride life straight to perfect laughter. It's the only good fight there is. — Charles Bukowski, Factotum ii TABLE OF CONTENTS Page LIST OF FIGURES iv ACKNOWLEDGMENTS v CURRICULUM VITAE vi ABSTRACT OF THE DISSERTATION vii INTRODUCTION 1 CHAPTER 1: The German Turn and the Education Revolution, 24 1879-1889 CHAPTER 2: The Educated Mapuche and 73 the Temuco High School, 1889-1916 CHAPTER 3: Capuchin Mission Schools and the 110 Education of Rural Mapuche Boys, 1848-1916 CHAPTER 4: The New Racial Complex and 158 Negotiating the Mapuche Future, 1900-1920 CHAPTER 5: Epilogue and Conclusions 194 APPENDIX 1: NOTE ON TERMS AND NAMES 200 APPENDIX 2: TIMELINE 201 APPENDIX 3: MAPS 202 BIBLIOGRAPHY 203 iii LIST OF FIGURES Page Figure 1.1 Front cover of Larraín’s 1887 edition of Chili 50 Figure 3.1 Capuchin Map of La Araucanía Missions 155 Figure 3.3 Daniel Cano’s Curriculum Chart of Mission Schools 156 Figure 3.4 Tomás Guevara’s Plan de Estudios de Liceo de Temuco, 1902 157 Figure 4.1 The September 18, 1912 Panguipulli Mission Program 193-4 iv ACKNOWLEDGMENTS The completion of this dissertation owes the acknowledgement of many individuals but would not have been possible without the support from my dissertation committee chair, Dr. Heidi Tinsman. Prof. Tinsman is truly a feminist scholar embodied in her research and her thoughtful consideration and care towards everyone. At moments when I doubted my own work or research topic, Prof. Tinsman encouraged me and pushed me to where I am today. I want to thank my committee members Dr. Rachel O’Toole, Dr. Alex Borucki, and Dr. Steve Topik who were always available with valuable feedback on my project and advised on how to navigate graduate school. I have to commend professors Borucki and O’Toole who actively pushed us history graduate students to create comradery and an intellectual culture. I feel lucky that I had an amazing team of high caliber intellectuals and kind individuals to lead me through this ardous and life changing process. I look back at my time at the History Department at the University of California, Irvine with good memories and only wishing that I had performed better and taken more advantage of my professors. I also want to thank the History Department staff who fixed and managed many of my administrative and bureaucratic hurdles and faux pas. During my field research, I was received generous support from several scholars, libarians, and archivists in Chile. The historian Dr. Jorge Pinto Rodríguez from the Universidad de la Frontera in Temuco introduced me to department members, gave me books, and advice on locating documents about the education of the Mapuche people in southern Chile. I visited Prof. Hugo Gallegos in the town of Angol, who saved Mapuche documents related to land titles from being destroyed by officials from the Augusto Pinochet dictorial regime. Prof. Gallegos offered the use of his archive, shared his research, and kept the door open for scholarly exchange. The anthropologist Dr. Jorge Pavez Ojeda from Universidad Alberto Hurtado gave valuable insight in how to frame the writings of Tomás Guevara and Manuel Mañkilef. I had the opportunity to present chapter two at the Historians Workshop at Universidad Catolica de Chile where Dr. Sol Serrano and Dr. Cristian Perucci offered much-needed feedback on the institutional history of Liceo de Temuco. Through email correspondence, the historians Dr. José Bengoa and Dr. Pablo Mariman sent me articles and offered helpful tips to advance my research. While most of the research I accumulated from the archive of the Chilean-German League was not used in this dissertation, my comrade Juan Williams helped me locate archival materials in German and translated several documents from German to Spanish. I want to thank my graudate cohort—Felipe, Stefanie, Shoshanna, Kat—and the many friends that I have made during my graduate studies—Josh, Amy, Kevan, Tamara, Madihah, Juhi, Jorell, and Jameelah—for making this long process fun and supportive during stressful times. My good friends Petrice Gaskin, Bree Johnson, and Michael Staudenmaier were patient in listening to my random thoughts, as well as reading and offering feedback on my work. Lastly, my graudate studies would have not been possible without the financial and emotional support from my parents and my grandmother. While I moved in with my grandmother during my second year of the doctoral program to support her, in the end it was she who supported me through her household labor, emotional care, and ready to have a drink after a full day locked in my room either writing, reading, or grading. v CURRICULUM VITAE Romina Akemi Green Rioja EDUCATION UC Irvine, doctoral candidate, History, June 2018 Tufts University, Masters of Arts, History, May 2012 San Francisco State University, Bachelor of Arts, History, June 2009 FIELD OF STUDY Nineteenth and Twentieth Century Latin America, focus on Chile and Argentina World/Global History Labor History Gender History Pacific History Race Studies Postcolonial Studies Education History Cultural Studies PUBLICATIONS Co-authored Introduction to the English language publication of Anarchism in Latin America by Angel Capelletti. Chico, AK Press, 2018 “Unearthing Violeta Parra: Counter-Memory, Rupture, and Authenticity Outside of the Modern.” In Violeta Parra: Life and Work ed. Lorna Dillon. Suffolk, Tamesis, 2017 vi ABSTRACT OF THE DISSERTATION “To Govern is to Educate:” Race, Education, and Colonization in La Araucanía, Chile (1883-1920) By Romina Akemi Green Rioja Doctor of Philosophy in History University of California, Irvine, 2018 Professor Heidi Tinsman, Chair To Govern is to Educate explores the relationship between state-led education and immigration policies that framed the Chilean state’s colonization goals in La Araucanía. The overarching narrative of this project is to demonstrate the continuation of colonial projects within the framework of modernity. In the mid-nineteenth-century, young Chilean intellectuals imitated the grandeur of France, but by the 1880s, a new generation of thinkers turned their gaze toward Prussia, admiring its military successes and scientific innovations. The Chilean elite’s German turn led to the creation of a national curriculum that integrated German education methods and an immigration policy that targeted German and Austro-Swiss migrants to populate former native Mapuche lands (La Araucanía). This study uses public and Catholic mission schools in La Araucanía as case studies, analyzing how modern education assimilated Mapuche children into the race and class complex of Chilean society. Rather than cause the cultural and biological “disappearance” of the Mapuche population, education gave the first generation of Mapuche youths under Chilean colonization a legitimate and political voice. To Govern is to Educate demonstrates the modernity of colonialism and how the colonial project becomes contiguous in the making of modern Chile. vii Introduction Manuel Antonio Nekulmañ stood between two worlds. Born in 1854, he grew up in Wallmapu (modern-day La Araucanía in southern Chile) and as an adult he was an educator and politician within Chilean society. Nekulmañ’s world altered when at age fifteen in 1869 he was given to Colonel Orozimbo Barbosa as a Chilean war hostage. Once captive, Nekulmañ was politically valuable as the son of Longko Huenchumilla Kalfumán and the nephew of Longko Juan de Dios Nekulmañ.1 The 1869 peace treaty between Longko Külapang (José Santos Quilapán) and Colonel Cornelio Saavedra allowed Chileans to colonize a contested coastal strip north of Valdivia, near Toltén, and demanded that the defeated longkos hand over their eldest sons to the Chilean military as political assurance. 2 The agreement guaranteed the protection of Chilean property and the foundation of Catholic missions in the newly acquired lands. The treaty was also a historic victory for the Chilean elite even though it covered only a small area of land that they sought to obtain.3 Col. Saavedra, who led the Chilean offensive, realized that the defeat the Mapuche army required a multi-front strategy.

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