The Early History of Haskell Institute

# 1 OUR INDIANS

The Lawrence Journal on September 21, 1884, commented on the cause of Indian Education:
      "The presence of several hundred Indian children in our city should give our citizens an increased interest in this method of dealing with the red men who have for so long been wronged by our people and our government."

# 2 WHY CALL IT HASKELL?

The Honorable Dudley C. Haskell (1842-1883) served as Congressional Representative from 1876-1883; Chairman, House Indian Affairs Committee, 1881-1883.

Said one account of the naming of the new school, "The Indian School will hereafter be known as Haskell Institute. This name was given the school at the request of Dr. Marvin, and on the authority of the Interior department at Washington."

                  Lawrence Journal, August 19, 1884

Said another account, "...It was a merited compliment to our lamented Congressman, Mr. Haskell, that the Lawrence Indian School was named in his honor. Not only was the location of this school through his efforts, but Mr. Haskell favored this general policy of the education of Indian youth as a means of solving the vexed Indian question. Mr. Haskell studied the Indian question closely, and his advice on Indian matters was highly prized by the Indian department. Had he lived he would have accomplished a vast amount in aiding the cause of Indian education."

                  Lawrence Journal, September 21, 1884

#3 THE INSTITUTION IS A "GRAND AFFAIR."

Record of the Opening Ceremony of Haskell Institute, September 17, 1884:
      "A large crowd of visitors were present, the large chapel being well filled. Great interest seemed to be taken in the institution. Work has commenced with the 24 students (19 boys and 5 girls) already present. Within four weeks...Dr. Marvin expects 300 students...The institution is a grand affair and we trust our citizens will take great interest in it."

                  Lawrence Journal, September 18, 1884

# 4 HASKELL INSTITUTE -- UNITED STATES INDUSTRIAL SCHOOL.

"The following statements are made in answer to numerous questions:
      1. The school will be open to receive students September 1st, and the dedication of the buildings is reserved for September 17th.
      2. The privileges of the school are available for all Indian youth from 10 to 18 years of age.
      3. All youths entering the school have the consent of their parents or of the tribe to which they belong.
      4. When received, these youth are to be cared for in the school, free of cost to their friends and they are to be obedient to the school authorities.
      5. They are to be taught the elements of an English education, and the simpler domestic industries. These students will be taught how to manage farming and housekeeping by doing the work of farmers and house-keepers. Carpentry and other trades will be taught to those who have aptness in that direction.
      6. Faithful students will be permitted to visit their homes once in two years, at the discretion of the superintendent and with the approval of commissioner of Indian affairs.
      7. The course of instruction will embrace 5 years.
      8. All diligence will be used to prepare the students of this school to become intelligent and industrious citizens.
      9. Trustworthy Indians will be employed as helpers whenever and wherever practicable.
      10. Those who prove efficient while students will be recommended as teachers or helpers in other places."

                  Lawrence Journal, August 21, 1884

# 5 HASKELL INSTITUTE AND TREATIES

The First Haskell Institute Superintendent 1884-5

      "Treaties have been made by which tribe after tribe has surrendered its claim to one part of the country for a proffered possession in some other and often quite remote part of our public domain.
      In these treaties various considerations have been proffered to the Indians and the terms accepted . . . .Appropriations are made by Congress every year to meet these treaty claims. And yet those who have examined the question affirm that our government is over $4,000,000 in arrears on its treat engagements to educate the Indians. The public expenditure in founding this and similar schools is an effort to discharge a part of this debt. An enlightened policy to give the Indian the best results for the amount expended determines the location and character of the schools."

Remarks of Supt. Marvin at opening ceremonies, Haskell Institute, September 17, 1884.

                  Lawrence Journal, September 18, 1884


# 6 NAMED AFTER ONE HASKELL...
      BUILT FROM THE PLANS OF ANOTHER HASKELL

      1. Boys building: 122 by 62 feet in size, built of Douglas county limestone and trimmed with Cowley county stone, with a basement, two full stories and full attic

      2. School building: 122 by 62 feet in size, built of Douglas county stone, essentially two story, four school rooms on 1st floor with two school rooms and an assembly room on 2nd floor

      3. Girls building: 122 by 62 feet in size, built of stone from Douglas county, with basement, two full stories and full attic.

Haskellšs biographer has told of this 1883-4 architectural project:
      "The style was utilitarian; window and door openings were plain...It seems clear that the architects were asked to design 'austere but serviceable buildings' which would provide the maximum in accommodations for the money spent...$48,000."

Peterson, John M., John G. Haskell: Pioneer Architect

#7 SACRIFICE

      "The earliest years of the boarding school were traumatic for both the students and their families. Initially, students were required to remain at the school for three to four year terms during which time they were not allowed to go home. Upon arrival at the school they were stripped of their language, dress, spiritual beliefs, societal norms and culture and subjected to inadequate food, shelter, clothing and medical attention. Outbreaks of sickness including respiratory infections, diphtheria and tuberculosis were commonplace. Although Haskell was initially advertised as a specialized vocational school with a major emphasis on agriculture that provided instruction in the first through fifth grades, the students spent the majority of their time laboring to keep the school operational. Additionally in keeping with the goals of allotment, a strict military system was introduced as a means to break up the tribal associations."

      "Honoring Our Children", exhibit brochure from Haskell Cultural Center and Museum, 2002.

The Haskell Cultural Center and Museum is dedicated to the memory of the children who died at the boarding school and to the students of Haskell.