Musical Education of American Indians at Hampton Institute (1878–1923) and the Work of Natalie Curtis (1904–1921)

Abstract

The education of American students, particularly that which occurred at boarding schools during the mid-nineteenth century through the early twentieth century, has been covered extensively in many studies. However, these works mention little about the musical education of American students. The goal of boarding schools run by the federal government during this time period was to break down tribal relationships. (1) As a result, Native customs, including Native music, were not allowed on boarding school campuses. Students at these boarding schools learned music just as students at many public schools did, through general music classes and through band and orchestra programs. (2) One school did break with federal mandates and not only allowed students to sing their Native tunes in their Native tongue in full costume but featured them in concert. (3) This school was Hampton Normal and Agricultural Institute, which educated students during the years 1878 through 1923. General Samuel Armstrong Chapman (1839-93) founded Hampton Normal and Agricultural Institute in 1868. (4) The founding is well documented in the school's archives. Annual reports of the principal, (5) the school's magazine, The Southern Workman, and Talks and Thoughts, a monthly magazine written by and for the students at the school, as well as personal letters and memos, photographs, memoirs, music programs, and school catalogs were used in this research. Review of Relevant Literature The history of the Hampton Institute has been well documented. Hampton and Its Students by Armstrong and Ludlow, published in 1874, provided detailed insight on day-to-day activities at the school during its first six years. (6) More recent histories cover a broader view of developments through the present day: Hampton University: A National Treasure by Martha Dawson, Education for Life: The Story of Hampton Institute by Francis Greenwood Peabody, and Hampton University: Our Home by the Sea by Mae Barbee Boone Pleasant. (7) While these books cover the arrival of students, they make no mention of their musical education. Two books about the Indians at Hampton, Lead and Serve: American Education at Hampton Institute, 1878-1923 by Mary Lou Hultgren and Paulette Fairbanks Molin and Indians at Hampton Institute, 1877-1923 by Donal L. Lindsey briefly touch upon music education but do not provide detailed information. (8) How Hampton musically educated students and the extent to which Hampton allowed Indians to perform has not been discussed in any of these books. In her doctoral dissertation, To Win the Heart: Music at Chemawa School, Melissa Parkhurst discusses how Native music was disallowed at Chemawa, while Western music was used to promote governmental ideals. (9) The approach to musical education at Hampton Institute was in direct opposition to what occurred at Chemawa. Margaret Archuleta devotes one chapter to music education in general in Away From Home: American Boarding School Experiences, 1879-2000. (10) She states that the Office of Affairs, which was in charge of the boarding school system, viewed students' participation in an Indian performance as a failure of their educational program, further emphasizing the desire to thwart any efforts to maintain tribal alliances by students. (11) Music at the majority of boarding schools was meant to help civilize students by indoctrinating them with patriotic music, American folk tunes, and Western art music. (12) This study will provide a look at a boarding school that celebrated the culture, in contrast to other boarding schools and in violation of governmental policies, as well as a view of music education and performances not seen in other studies. Background on Hampton Institute Hampton Normal and Agricultural Institute, now known as Hampton University, is located in Hampton, Virginia, near Old Point Comfort, where the first African slaves arrived in 1613. …