Lucy Webb Hayes’ compassion and kindness extended well
beyond her family, friends, and the communities in which she lived. Becoming
first lady broadened her horizons even further. Now her concerns were for veterans,
the impoverished, and the chronically ill around Washington, D. C. She also
became well aware of the challenges Indians confined to reservations faced. Her
concerns drew her to Hampton Normal and Industrial School located at Hampton,
Virginia. Created in 1868, by the Freedmen’s Bureau, it was managed by General Samuel
Armstrong, a son of missionaries and commander of African American regiments
during the Civil War. Hampton was devoted to the education of the children of
freed slaves.
General Samuel Armstrong
Courtesy of Library of Congress
But Armstrong was given a new challenge when President
Hayes released the Plains warriors from Fort Marion in St. Augustine, Florida. Under
the care of Colonel Richard Pratt, the Native Americans could choose to return
to the plains or remain in the east for education at the old cavalry barracks
in Carlisle, Pennsylvania. But until it was repaired, Pratt asked Armstrong to
house the Native Americans at Hampton. Armstrong immediately agreed and made
plans to build a structure at Hampton to house his new students.
Hunkpaka Girls on Arrival at Hampton
Courtesy of Library of Congress
Like most Americans, the president, first lady, and his administration believed that through education in the English language, the trades, patriotism, Christianity and citizenship, the native peoples would soon find their place in mainstream American society. Today, this attitude is clearly seen as paternalistic and destructive of their culture, but in 1878, it was an extraordinarily enlightened Indian policy.
Booker T. Washington
Their teacher at the newly
built Wigwam (which still exists today on campus) was none other than Booker T.
Washington. He was Hampton’s most successful graduate who returned to take a
teaching position before creating the Tuskegee Institute.
The arrival of the Native Americans from Fort Marion created publicity across the nation. President Hayes became the first prominent individual to support Hampton’s efforts. During Lucy’s frequent visits to Hampton, Armstrong showed her photographs, ledger art, and pottery designed by the Native American students. It was his way of demonstrating to Lucy that these dispossessed children could succeed in American society. Lucy’s influence attracted wealthy individuals and reformers. A new wave of funding from Christian reformers helped shore up the school’s finances. President Garfield, Grant, and Secretary of War Robert Lincoln visited and advocated Indian education so strongly that the federal government paid $16,000 for 100 students to attend Hampton the next year. While the Native American program never matched that for African American students, the federal funding attracted nearly double the number of private contributions.
Hayes Presidential Library and Museums
Many of the Fort Marion Indians joined Pratt when the Carlisle Barracks was completed, but some remained at Hampton. Among them was Bears Heart, a Cheyenne warrior who Lucy knew well.
Nearby is one of the pottery
pieces created by him and given to Lucy. Bears Heart traveled with Armstrong to
reservations and encouraged children to gain skills and education at the school.
Eventually, between the years 1877 to 1923, nearly 1400 students came to
Hampton from 62 different tribal groups.
