Representations of American Indians and the Irish in educational reports, 1850s-1920s

Irish Historical Studies

Volumn 33, Issue 129, 2002, Pages 33-51

  Coleman, Michael C ^a  

^a UNIVERSITY OF JYVÄSKYLÄ   (Finland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 60950099434     PISSN: 00211214     EISSN: None     Source Type: Journal    
DOI: 10.1017/S0021121400015492     Document Type: Review

References (61)

1. Gyan Prakash, 'After colonialism' in idem (ed.), After colonialism:imperial histories and postcolonial displacements (Princeton, 1995), p. 3.
2. See also Ania Loomba, Colonialism-postcolonialism (London, 1998);
3. Francis Barker, Peter Hulme and Margaret Iversen (eds), Colonialdiscourse, postcolonial theory (Manchester, 1994);
4. (applying postcolonial theories to Irish history) Declan Kiberd, Inventing Ireland: the literature of the modern nation (London, 1995);
5. (contesting such applications) Bruce Stewart, 'Inside nationalism: ameditation upon Inventing Ireland' in Irish Studies Review, vi (1998) pp 5-16;
6. Liam Kennedy, 'Modern Ireland: post-colonial society or post-colonialpretensions' in Irish Review, xliv (1991), pp 477-99.
7. Eva Kornfelt, 'Encountering "the other": American intellectualsand the Indians in the 1790s' in William & Mary Quart., 3rd ser., lii(1995), p. 289.
8. W. S. Sax, 'The hall of mirrors: orientalism, anthropology, and theother' in American Anthropologist, c (1998), p. 293;
9. R. F. Berkhofer, jr, The white man's Indian: images of the American Indian from Columbus to the present (New York, 1978) (on 'noble' versus'ignoble' stereotypes).
10. For example, Roberto Romani, 'British views on Irish national character, 1800-1846: an intellectual history' in History of European Ideas, xxiii (1997), pp 193-219;
11. L. P. Curtis, jr, Apes and angels: the Irishman in Victorian caricature(revised ed., Washington, D.C., 1997);
12. R. F. Foster, 'Paddy and Mr Punch' in idem, Paddy and Mr Punch:connexions in Irish and English history (London, 1993), pp 171-94;
13. R. N. Lebow, White Britain and black Ireland: the influence ofstereotypes on colonial policy (Philadelphia, 1976).
14. On British anti-Catholicism see David Hempton, Religion and politicalculture in Britain and Ireland: from the Glorious Revolution to the decline ofempire (Cambridge, 1996), esp. pp 144-50.
15. In a recent study I have utilised published autobiography to elicit theresponses of those at the receiving end of B.I.A. and C.N.E.I. campaigns: M. C.Coleman, 'The responses of American Indian children and Irish children to theschool, 1850s-1920s: a comparative study in cross-cultural education' in American Indian Quart., xxiii (1999), pp 83-112.
16. For B.I.A. history see especially A.R.C.I.A. and appendixes. I havesummarised and documented this campaign in M. C. Coleman, American Indianchildren at school, 1850-1930 (Jackson, Miss., 1993), esp. ch. 3.
17. See also, for example, idem, 'The symbiotic embrace: American Indians, white educators, and the school, 1820s-1920s' in History of Education, xxv(1996), pp 1-18;
18. B. J. Child, Boarding school seasons: American Indian families, 1900-1940(Lincoln, Nebr., 1999);
19. Clyde Ellis, To change them forever: Indian education at the Rainy Mountain Boarding School, 1893-1920 (Norman, Okla., 1996);
20. D. W. Adams, Education for extinction: American Indians and the boardingschool experience, 1875-1928 (Lawrence, Kans., 1995);
21. K. T. Lomawaima, They called it Prairie Light: the story of Chilocco Indian School (Lincoln, Nebr., 1994).
22. Also essential is F. P. Prucha, American Indian treaties: the history ofa political anomaly (Berkeley, Calif., 1994),
23. idem, The great father: the United States government and the American Indians (2 vols, Lincoln, Nebr., 1984).
24. Irish Education Schools Index (N.A.I.). See also M. C.Coleman, '"Eyes big as bowls with fear and wonder": children'sresponses to the Irish national schools, 1850-1922' in R.I.A. Proc., xcviii(1998), sect. C, pp 177-202;
25. T. E. Jordan, The lost children: quality of life, stress, and childdevelopment in the Famine era (Westport, Conn., 1998), ch. 5;
26. John Logan, 'The dimensions of gender in nineteenth-century schooling' in Margaret Kelleher and J. H. Murphy (eds), Gender perspectives innineteenth-century Ireland: public and private spheres (Dublin, 1997), pp 36-49;
27. Seán Farren, The politics of Irish education, 1920-65 (Belfast, 1995), esp. chs 1, 10;
28. P. F. O'Donovan, 'The national school inspectorate and its administrativecontext in Ireland, 1870-1962' (unpublished Ph.D. thesis, University College Dublin, 1992);
29. John Coolahan, 'Primary education as a political issue in O'Connell'stime' in M. R. O'Connell (ed.), O'Connell, education, church and state (Dublin, 1992), esp. pp 87-96;
30. John Coolahan, Irish education: its history and structure (Dublin, 1981), ch. 1;
31. E. B. Titley, Church, state, and the control of schooling in Ireland, 1900-1944 (Kingston, Ont., & Montreal, 1983);
32. D. H. Akenson, The Irish education experiment: the national system ofeducation in the nineteenth century (London, 1970).
33. C.N.E.I. rep., 1900, p. 13.
34. Coleman, American Indian children, esp. pp 46-50, 98-100.
35. Cf., for example, F. E. Hoxie, A final promise: the campaign toassimilate the Indians, 1880-1920 (Lincoln, Nebr., 1984), chs 6-7.
36. M. C. Coleman, Presbyterian missionary attitudes toward American Indians, 1837-1893 (Jackson, Miss., 1985), pp 121-35.
37. Cf. Francis La Flesche, The middle five: Indian schoolboys of the Omahatribe (Madison, Wis., 1963), ch. 10. This Omaha recalled running away fromschool to join the hunt.
38. Coleman, '"Eyes big as bowls"', p. 180. Simultaneously Congress(1893) and parliament (1892) began formulating compulsory attendance laws.
39. Coleman, Presbyterian missionary attitudes, pp 92-7.
40. The superintendent of Carlisle Indian industrial school, Pratt was one ofthe most controversial of the 'friends of the Indian'. See R. H. Pratt, Battlefield and classroom: four decades with the American Indian, 1867-1904, ed.R. M. Utley (Lincoln, Nebr., 1987).
41. See also Hempton, Religion & political culture, p. 86 ('Thus the Irish nationalism that emerged at the end of the century was based on thepowerful combination of a dispossessed people sharing a common faith and acommon feeling that the Union ... was not the best arrangement for governing a Catholic nation');
42. Adrian Hastings, The construction of nationhood: ethnicity, religion, andnationalism (Cambridge, 1997), esp. pp 89-95 (in which Hastings speculates onwhy the union failed);
43. R. F. Foster, 'Knowing your place: words and boundaries in Anglo-Irishrelations' in idem, Paddy & Mr Punch, pp 78-102;
44. Kennedy, 'Modern Ireland', pp 114-16;
45. Stewart, 'Inside nationalism', p. 7. See also below, n. 53.
46. David Fitzpatrick accepts the traditional figure of one million 'excessdeaths' (Fitzpatrick, 'Women and the Great Famine' in Kelleher & Murphy(eds), Gender perspectives, p. 52).
47. On textbooks see David Fitzpatrick, 'The futility of history: a failedexperiment in Irish education' in Ciaran Brady (ed.), Ideology and thehistorians: Historical Studies XVII (Dublin, 1991), pp 168-83.
48. See also John Coolahan, 'Imperialism and the Irish national schoolsystem' in J. A. Mangan (ed.), 'Benefits bestowed': education and Britishimperialism (Manchester, 1988), esp. pp 84-91.
49. See also Coolahan, 'Imperialism', pp 84-91.
50. See also Titley, Church, state & control of schooling, chs 1-3;
51. Coolahan, Irish education, p. 5;
52. Akenson, Irish education experiment.
53. See Farren, Politics of Irish education, esp. pp 4-9;
54. See, for example, Thomas O'Donoghue, 'Bilingual education in Ireland inthe late nineteenth and early twentieth centuries' in History of Education, xvii(1988), p. 209;
55. Garret Fitz Gerald, 'The decline of the Irish language, 1771-1871' in Mary Daly and David Dickson (eds), The origins of popular literacy in Ireland:language change and educational development, 1700-1920 (Dublin 1990), pp 59-72;
56. Ciarán Ó h Aodha, 'Bilingualism: an objective in educationin Ireland, 1893-1941' (unpublished M.Ed, thesis, Trinity College Dublin, 1982), pp 80, 99.
57. See also M. C. Coleman, '"Some kind of gibberish":Irish- speaking children in the national schools, 1850-1922' in Studia Anglica Posnaniensia, xxxiii (1998), pp 93-104.
58. K. A. Miller also emphasises the confrontation between traditional andmodernising/anglicising influences in his Emigrants and exiles: Ireland and the Irish exodus to North America (New York, 1985), esp. pp 75-9, 107-28, 361-4, 417-35, 479-81.
59. M. C. Coleman, 'To speak for/about the other, or to contemplate one's own(decentered) navel' in Mikko Saikku, Maarika Toivonen and Mikko Toivonen (eds), In search of a continent: a North American studies odyssey (Helsinki, 1999), pp14-28.
60. Edward Said, 'Secular interpretation, the geographical element, and themethodology of imperialism' in Prakash (ed.), After colonialism, p. 28.
61. See Aira Kemiläinen, Finns in the shadow of the 'Aryans': racetheories and racism (Helsinki, 1998), pp 41-6, 107-28.