HST 096 1st Edition Lecture 15Outline of Last Lecture This lecture covers Canada's methods of dealing with the Indians as well as what was different and similar between Canadaand with regards to Indians PolicyOutline of Current Lecture This lecture covers two specific documents from Calloway’s reading as well analysis of individuals related to the Indian education system that was created in the US.Current Lecture- Progressivism- 1880s-1920so The notion that the society was capable of progress. It came about when it did because of the intense urbanization and industrialization was occurring. Believed oftenby white middle class individuals- The Friends of the Indianso Progressiveso These self styled friends created an institution (Indian Rights Association)o Dedicated to the assimilation of the Indian peopleo Wanted to bring about the complete civilization of the Indians and make them full citizenso Opened a lobbying office in DC in o Helen Hunt Jackson was a leading figure in the movement Well to do, married to railroad magnate She heard Standing Bear talk about the Massacre at Wounded knee She wrote “A century of Dishonor” talking about the lack of ethics that had occurred with regards to the Indians Worked to become a champion of the Indian equality movemento Education was a key means of assimilating the Indianso Richard Henry Prat Military leader in Union and Indian wars Founded and superintended the Carlisle Indian Industrial School (be the foundation for future Indian schools- By 1900 some 20,000 enrolled at many schools both boarding and not- Emphasis, like in Canada, focus was mostly on manual labor and trades training.These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Discipline was of military rigidity (corporal punishment) “Kill the Indian to save the man” this is to be done during childhood Progressive thinking for his time (acknowledge that humans were men)o Henry Dawes, Senator of Massachusets (1875-93) Indian reformer, Chairman of the Commitee on the Indian affairs, and principle mover for the general allotment act, (Dawes act) of 1887 Lands could be given to the heads of Indians Left over land could be sold to none Indians Loss of 90 million acres of tribal landso Quanah Parker  The Major Ridge of the Comanche Classic example of Metissag Comanche had been crushed and their land base was taken, by adaptation they survivedo Charles Eastman Dakota Sioux Raised during the Sioux wars Exiled for a time Ends up in a boarding school Goes to a college, graduates from Dartmouth Is a doctor on the Pine Ridge reservation Supported the Dawes Act Dies in Canada in a log cabino Native American Church Mixes Christian and Indian beliefs Uses Peyote as means of commuting with the spirit world Prohibited alcohol use Encourages monogamy Mixes ancient sacrament with Christian value Metissage- 1. Assimilation is forced in this “progressive era”- 2. Privately held land allotment and education is the means of forcing assimilation- 3. Metisage is ever presentWhat did the experiences of Red Bird and Luther Standing Bear Have in Common?- Both Luther and Gertrude show bravery for going to school and dealing with it.o She maintained a certain level of pride- Luther Standing Bear thought that this was a project of Genocide- Dealing with harassment from whites at school and on the journey to school- Sickness and death affected as many as half of the students at Carlyle- Animism was stripped from Gertrude- Pain—o assimilation (language, hair, clothes, food all change fast no time to grow accustomedo Home sickness (can’t write in native tongue home, family could not read) o Forced change in religiono Corp.