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== Introduction to Historical Methods ==
<center>[[History 204]] | [[History of Indian Education]] | [[The Public Relationship Between Dickinson and the Indian School]] | [[Collective Biography of Indian Dickinson Students]] | [[Insitute to Institute: Dickinson College and Carlisle Indian School]] | [[Essays]] |  [[Bibliographic Information]]</center>


[[Dickinson and the Indian School Overview]]
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<center>[[http://wiki.dickinson.edu/index.php?title=How_to_Work_with_Images Click here for details on working with images]]
== Dickinson College and Carlisle Indian Industrial School ==
</center>
<center>[[Image:Indianseal.jpg]]</center><center>Image taken from ''Indian Industrial School, Carlisle, Pennsylvania''</center>




== Dickinson College and Carlisle Indian Industrial School ==
On October 6, 1879, Carlisle Barracks became home to the first students of the Carlisle Indian Industrial School. The school became a pioneer in Indian education. Founder Richard Henry Pratt's purpose was to transform the Indian into a “civilized” person. The mornings at Carlisle were devoted to classes while the afternoons were devoted to practicing vocational skills. Pratt’s zeal and constant campaigning for his cause soon turned the rundown Carlisle Barracks into a thriving school.


The thriving central Pennsylvania town of Carlisle was also home to Dickinson College, an academic institute that had been chartered almost one hundred years earlier. The relationship between the Carlisle Indian School and Dickinson College existed from the very opening of the school when Dr. James McCauley, President of Dickinson College, lead the first worship service at the Indian School.


On October 6, 1879, Carlisle Barracks became home to the first students of the Carlisle Indian Industrial School1.  The school would be a pioneer in Indian education as its founder, Richard Henry Pratt, would seek a radical education of Indian children by secluding them entirely from their own culture and immerse them in “white” culture and education2.  Pratt had developed this philosophy on India education when Lieutenant Pratt was given charge of the most obstinate of the Plain’s Indians at Fort Marion in St. Augustine, Florida.  During their imprisonment Pratt took steps to educate and “civilize” the prisoners.  When the prisoners were released, Pratt found a place at Hampton Normal Agricultural Institute in Virginia for those Indian who wanted to continue their education3.  Through these experiences Pratt realized that the solution to solve the problem of Indian and U.S. relations was education.  Pratt maintained that in order “to civilize the Indian place him in the midst of civilization; to keep him civilized make him stay”4.  This belief, which would become a motto of the Carlisle Indian School, was put into practice when Pratt secured the use of Carlisle Barracks from the Army in 19795.
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To secure the Barracks, Pratt petitioned the town of Carlisle for their support of the establishment of and Indian school in town.  Through this and successful lobbying at Washington, Pratt received the government and town’s blessing for his educational experiment6.  The town of Carlisle was also home Dickinson College, an academic institute that, like the Indian School, had the unique situation of being it’s own identity as well as being an integrated into community of Carlisle.  The relationship between Carlisle Indian Industrial School and Dickinson College existed from the very opening of the school when Dr. McCauley, President of Dickinson College, lead the first worship service as the Indian School7.  In several accounts, Pratt mentions the importance of the Indian School’s relationship with Dickinson College, noting the support of the college faculty as “valuable and unswerving” during his superintendence at Carlisle Indian School8.  Through Pratt’s explanations three main connections between Carlisle Indian School and Dickinson College are revealed.  The first is the general connection between the two school’s programs and educators.  Dickinson professors served as chaplains to the Indian School and gave special lectures to the Indian students.  Most notable are the lectures of Professor Hines on electricity and other scientific experiments that he gave not only to the students but also to their parents like Yellow Tail and Red Cloud.  Dickinson College provided an institute to the Indian students who wished continue their education, offering special rates and places at both the preparatory college level9.  This assistance directly correlated with the belief that “Indian interests seemed to demand that they be given more, not less, opportunities to mingle with the white population10.  In addition to academic contact, the two institutes had contact in the public venue as well.  The best known instances include the defeat of Dickinson College by the Carlisle Indian School football team and other athletic competitions11.  Through these main focus points the importance and effect the two schools had on one another and their relationship to the town of Carlisle is more clearly defined….finish with project goal??


[[History of Indian Education]]


'''Endnotes:'''
This section details the history of Indian education in the United States. It follows the evolution of the educational system from Day Schools to Reservation Boarding Schools to the opening of the Carlisle Indian School.


1.  Mary Kay Morel, “Captain Pratt’s School,” American History 32, no.2 (May/June 1997): 32.


2.  Mary Kay Morel, “Captain Pratt’s School,” American History, 32, no.2 (May/June 1997): 26.
[[The Public Relationship Between Dickinson and the Indian School]]


3. Jacqueline Fear-Segal, “Nineteenth-Century Indian Education:  Universalism Versus Evolutionism,” Journal of American Studies 33 (1999):  326-327.
This section examines the relationship between the Carlisle Indian School and the town of Carlisle. We look at the interactions between the citizens of Carlisle and the students at the school. While Dickinson College is obviously a part of the public sphere of Carlisle, we would like to focus more on the town itself. Specifically, we look at the Catholic church in town, the public reaction to the Indian School dominating the College athletically, and the public response to Pop Warner as the Indian School football coach.  


4.  Jacqueline Fear-Segal, “Nineteenth-Century Indian Education:  Universalism Versus Evolutionism,” Journal of American Studies 33 (1999):  330.


5.  Richard Henry Pratt, Battlefield and Classroom:  Four Decades with the American Indian, ed. Robert M. Utley (Hartford, CT:  Yale University press, 1964), 216.
[[Collective Biography of Indian Dickinson Students ]]


6. Richard Henry Pratt, Battlefield and Classroom, ed. Robert M. Utley (Hartford, CT:  Yale University press, 1964), 219.
This section explores the collective biography of the Indians that attended the Carlisle Indian Industrial School and went on to obtain higher education at the Dickinson affiliated schools. It analyzes their diverse personalities, individual experiences, and careers, during and after their time in Carlisle. By discovering and researching different aspects of their lives, we have pieced together life at Dickinson and the various accomplishments and contributions made by the Native Americans within society.  


7.  Richard Henry Pratt, Battlefield and Classroom, ed. Robert M. Utley (Hartford, CT:  Yale University press, 1964), 241.


8.  Richard Henry Pratt, The Indian Industrial School, Carlisle Pennsylvania, (PA:  Cumberland County Historical Society, 1979):  30.
[[Insitute to Institute: Dickinson College and Carlisle Indian School]]


9.  Carmelita A. Ryan, “The Carlisle Indian Industrial School” (Thesis, Georgetown University, 1962), 93.
This section of the relationship between Dickinson College and the Carlisle Indian School focuses on the internal contacts. This topic aims to discover how "strong" the relationship was and looks at the faculty and organizations of Dickinson College and what interaction they may have had with the Carlisle Indian School.


10.  Carmelita A. Ryan, “The Carlisle Indian Industrial School” (Thesis, Georgetown University, 1962), 67.
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11.  Carmelita A. Ryan, “The Carlisle Indian Industrial School” (Thesis, Georgetown University, 1962), 93.
''This site is the result of a semester's worth of work by Professor Osborne's Fall 2007 Introduction to Historical Methodology class.''
 
 
'''Bibliography:'''
 
Fear-Segal, Jacqueline.  “Nineteenth-Century Indian Education:  Universalism Versus
Evolutionism.”  Journal of American Studies 33 (1999): 323-341.
 
Morel, Mary Kay.  “Captain Pratt’s School.”  American History 32, no. 2 (May/June
1997):  26-32, 62-64.
 
Pratt, Richard Henry. Battlefield and Classroom:  Four Decades with the American
Indians.  Edited by Robert M. Utley.  Hartford, CT:  Yale University Press, 1964.
 
Pratt, Richard Henry.  The Indian Industrial School, Carlisle, Pennsylvania.  Carlisle,
PA:  Cumberland County Historical Society, 1979.
 
Ryan, Carmelita A.  “The Carlisle Indian Industrial School.”  Thesis, Georgetown University, 1962.

Latest revision as of 00:43, 13 December 2007

History 204 | History of Indian Education | The Public Relationship Between Dickinson and the Indian School | Collective Biography of Indian Dickinson Students | Insitute to Institute: Dickinson College and Carlisle Indian School | Essays | Bibliographic Information

Dickinson College and Carlisle Indian Industrial School

Image taken from Indian Industrial School, Carlisle, Pennsylvania


On October 6, 1879, Carlisle Barracks became home to the first students of the Carlisle Indian Industrial School. The school became a pioneer in Indian education. Founder Richard Henry Pratt's purpose was to transform the Indian into a “civilized” person. The mornings at Carlisle were devoted to classes while the afternoons were devoted to practicing vocational skills. Pratt’s zeal and constant campaigning for his cause soon turned the rundown Carlisle Barracks into a thriving school.

The thriving central Pennsylvania town of Carlisle was also home to Dickinson College, an academic institute that had been chartered almost one hundred years earlier. The relationship between the Carlisle Indian School and Dickinson College existed from the very opening of the school when Dr. James McCauley, President of Dickinson College, lead the first worship service at the Indian School.

History of Indian Education

This section details the history of Indian education in the United States. It follows the evolution of the educational system from Day Schools to Reservation Boarding Schools to the opening of the Carlisle Indian School.


The Public Relationship Between Dickinson and the Indian School

This section examines the relationship between the Carlisle Indian School and the town of Carlisle. We look at the interactions between the citizens of Carlisle and the students at the school. While Dickinson College is obviously a part of the public sphere of Carlisle, we would like to focus more on the town itself. Specifically, we look at the Catholic church in town, the public reaction to the Indian School dominating the College athletically, and the public response to Pop Warner as the Indian School football coach.


Collective Biography of Indian Dickinson Students

This section explores the collective biography of the Indians that attended the Carlisle Indian Industrial School and went on to obtain higher education at the Dickinson affiliated schools. It analyzes their diverse personalities, individual experiences, and careers, during and after their time in Carlisle. By discovering and researching different aspects of their lives, we have pieced together life at Dickinson and the various accomplishments and contributions made by the Native Americans within society.


Insitute to Institute: Dickinson College and Carlisle Indian School

This section of the relationship between Dickinson College and the Carlisle Indian School focuses on the internal contacts. This topic aims to discover how "strong" the relationship was and looks at the faculty and organizations of Dickinson College and what interaction they may have had with the Carlisle Indian School.

This site is the result of a semester's worth of work by Professor Osborne's Fall 2007 Introduction to Historical Methodology class.

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