[No. 46.— Second Series, 2500.] 
 
 Indian Rights Association, 
 
 1305 Arch Street, 
 
 Philadelphia, Pa., June i, 1898. 
 
 ANSWERS TO CHARGES MADE AGAINST WM. N. 
 HAILMANN, SUPERINTENDENT OF INDIAN 
 SCHOOLS, SUBMITTING QUOTATIONS FROM HIS 
 WRITINGS, ETC. 
 
 The efforts of Dr. flailmann’s enemies to procure his removal 
 from the office of Superintendent of Indian Schools have been 
 renewed recently with fresh vigor. 
 
 In searching for the grounds on which this movement is based, 
 we have discovered that an attempt has been made to prejudice 
 Dr. Hailmann’s superior officers, as well as the general public, 
 against him by representations that he is an irreligious man and 
 is conducting the Indian School service upon an irreligious basis. 
 
 To the true American, who rejoices that he may worship the 
 Deity according to the dictates of his conscience, this attack 
 will be a source of surprise and grief; but when it is sought to 
 mislead those who might hold adverse opinions upon doctrinal 
 points it should be severely censured. 
 
 Any one acquainted with Dr. Hailmann knows how foreign to 
 his nature it is to render himself obnoxious by parading his 
 religious beliefs to those associated with him officially or to the 
 public. 
 
 We do not know, nor does it matter, what Dr. Hailmann’s 
 religious views were in his youth, nor to what particular religious 
 denomination he has since allied himself. We deem it right and 
 proper, however, under the circumstances, to quote from his pub¬ 
 lished works covering a period of many years, to show that he is 
 imbued with deep religious sentiments : 
 
 From the Indiana School Journal , January, 1887 : 
 
 “Should Religion be Taught in the Public Schools, and Why? 
 
 “ If by religion you mean ‘ the desire to raise into clear knowl¬ 
 edge that primarily the spiritual self of man is one with God, to 
 be in this unity with God thereby established, and to continue 
 to live in this unity with God in every condition and relation of 
 life,’ I shall without hesitation answer in the affirmative, inas- 
 
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 much as this is needed to give meaning, value, and permanence 
 to the work of the school. 
 
 “If, on the other hand, religion is to you a quasi-philosophic 
 system of definitions or a man-made creed by which you hope to 
 raise yourself above your fellow-beings and to escape the just 
 consequences of evil-doing; if it means to you rebellion against 
 God-given reason, the subversion of the child-like faith in truth 
 and justice that fills every God-born soul, the effacement of all 
 vestiges of Christly love to mankind in your heart,—a love that 
 measures its intensity by the wretchedness of erring or needy 
 brother or sister; if it means to you some particular kind of 
 theology or some particular form of fanciful, morbid or selfish 
 interpretation of the Word of God, I shall with equal prompt¬ 
 ness answer in the negative ; for the teaching of these things 
 turns the young away from God, with whom primarily they are 
 one, estranges them from Christ, through whom they are in this 
 unity, and renders them hostile to the Holy Spirit, in whom 
 alone they may hope to continue in this unity. 
 
 “ In its deep, generous sense, as the thirst for God and right¬ 
 eousness, as the yearning for Christ and love, as consecration to 
 the spirit of truth; as the unfailing fountain of faith and hope, 
 of reverence for things good and holy, and, greatest of all, of 
 heaven-born charity; as the blessed bond between man and 
 humanity, nature, God; as the ever-progressing, ever-present 
 tendency outward and upward, religion is the rock on which 
 alone education can rest securely, is the soul without which edu¬ 
 cational influences are dead, is the very life of whatever home 
 and school may do in child-guidance. 
 
 “ Do you say the public school is concerned only with good 
 citizenship ? 
 
 “In a commonwealth like ours, based on ethical considera¬ 
 tions, a good citizen must first be a good man or woman; and 
 the goodness of the human being rises and falls with the intens¬ 
 ity and scope, the depth and breadth of his religious convictions. 
 Whoever truly feels his essential oneness with God and man can¬ 
 not fail to appreciate his responsibility as a member of the com¬ 
 monwealth, and must be proportionately eager to do his duty as 
 such. 
 
 “ That there is need for such religious training perhaps not 
 only in our schools, but possibly also in the family and in the 
 church, must be manifest to every thoughtful observer of public 
 and private affairs. 
 
 “ Everywhere we see the same irreligious tendency of isolation, 
 a malevolent greed to make all things mine. The monopolist 
 and the trades-unionist, the grasping merchant and the miserly 
 customer, the cunning manufacturer and the stupid consumer, 
 the partisan in office and the partisan out of office, the princely 
 millionaire and the beggarly tramp, Sing-Sing and Canada, 
 
 MAR 1 0 2000 
 
3 
 
 Newport and the county farm, all preach alike of the baneful 
 fruits of an irreligious system of isolation which has overtaken 
 us under the heathen ‘ Look out for number one ’ and ‘ Charity 
 begins at home ’ fallacies. 
 
 “There are all about growing currents of philanthropy and 
 Christian charity—individual and associated—laboring to make 
 headway against the evils and to mitigate the suffering resulting 
 from this state of affairs. 
 
 “These currents, indeed, furnish convincing proof of the in¬ 
 corruptible fountain of life that wells up deep in the innermost 
 heart of humanity; yet, few of these efforts strike the root. 
 Indeed nothing short of a thorough-going revolution in popular 
 education, making religious training the cornerstone of the pub¬ 
 lic school work, can reach the root; a religious training which, 
 while it steers clear of theology, leads the child to unity with 
 God; a religious training which, while it serves no particular 
 creed, awakens in the soul of every learner conscious faith in the 
 eternal power of righteousness; a religious training which, while 
 it favors no ‘ denomination,’ opens the heart of every pupil to 
 Christly love and inwardness; a religious training which, while 
 it is free from special ritualistic tendencies, attunes the mind to 
 reverence for things high and low ; a religious training which, 
 while it calls neither for tithes or alms, fosters in the young a 
 spirit of cheerful self-renunciation without which obedience to the 
 law of God and man becomes a mere matter of expediency. 
 
 “It is needless to add that this does not contemplate the ad¬ 
 dition of a new Subject of instruction,’ but rather and exclusively 
 the spiritualizing of all school work. However, your question 
 does not concern the ‘ how,’ and I desist. 
 
 “ W. N. Hailmann, 
 
 “ Supt. La Porte Schools .” 
 
 Extract from the Preface to the Translation of “Froebel’s 
 Education of Man,” by W. N. Hailmann, 1887. 
 
 “ • • * It would be a most grateful task to present in this 
 
 preface a succinct review of Froebel’s great plan of education ; 
 to show it in its complete unity and perfect harmony; to sketch 
 how he receives the almost unconscious child from the hands of 
 the Eternal and leads him surely and persistently to eager, con¬ 
 scious unity with the infinite source of life and being; how in 
 earliest childhood he kindles the religious sense—the sense of 
 complete, all-sided, responsible kinship with all created things— 
 and gently fans it into a mighty blaze of universal good-will; 
 how skillfully he enables the child to gather golden harvests of 
 knowledge and skill from the burdened fields of experience and 
 life, and again to sow these in an intensely creative life of un¬ 
 wearied, vigorous well-doing for the sustenance and uplifting of 
 generations to come ; how completely he blends in the bosom of 
 
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 a holy family the interests of the individual, of fellow-men, of 
 mankind, and leads all to an ever-creative worship of an ever- 
 creative God; how he imparts to his pupils a thorough know¬ 
 ledge of the inner connection and oneness of all things, and 
 enables them to control and handle in life and for life all they 
 know of life ; how, thus, he fills them with an eager thirst for 
 ever wider and higher knowledge and with a holy hunger for ever 
 broader and deeper efficiency in whatever practical calling may 
 be theirs; and how, by showing the intrinsic importance and 
 indispensableness of every calling and occupation, he plants in 
 every human being the feeling that on his efficiency depends the 
 welfare of the whole, a sense of inner, responsible manhood which 
 is the measure of true worth in every station of life, a practical, 
 real Christianity that holds every hpman being as a beloved 
 manifestation of the Man, equally in the bosom of the Father.’’ 
 
 Extract from the Introduction to “Sketches from the History 
 of Education,” by W. N. Hailmann, June, 1891, 
 
 “ On the other hand, Egypt presents points of real 
 
 interest. This land of mysteries occupies a peculiar place in the 
 development of occidental civilization. It is the birth-place of 
 the sphynx, which ‘symbolizes the triumph of spirituality over 
 sensuous naturalism.’ 
 
 “ Here were formulated the questions that have shaken the soul 
 of man to its innermost. On the nether, earthward, human side 
 of life these questions were solved by Greece and Rome, on the 
 upper, heavenward, divine side they were solved by Israel, the 
 wonder of the world, which gave us, too, Jesus of Nazareth, 
 the God-Man, through whom and in whom the two solutions 
 were rescued from a fatal one-sidedness and united in the 
 living bonds of a law of love that knows not the limits of kin¬ 
 ship, and the ravages of time. 
 
 “ It is in the history of these nations that the educator will find 
 his first rich harvest of facts and principles, of tendencies and 
 achievements, which will give him light and help in his arduous 
 work ; in Greece, which answered the sphynx by pointing to man 
 to whom it assigned as ideal the ‘ gentleman,’ Kalokagathos , good 
 and beautiful; in Rome, utile et honestum , subduing nature and 
 conquering the world, bringing it under one law; in Israel, 
 taught of God, founding a true morality based on duty and pre¬ 
 paring the way for love. 
 
 “ Here we'see the Aryan man of Europe led from Greek indi¬ 
 vidualism or self-law, to Roman universalism or social law. In 
 Israel he discovers a nation founded on the will of God, but on 
 the verge of being lost in a degenerate Roman nationalism to 
 which he himself is about to fall a prey. From this he is de¬ 
 livered by Jesus of Nazareth, the solidarity of the race is felt 
 and seen, and he reaches at last a lofty humanism whose destiny 
 
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 is the realization of divine love, whose earthly ideal is humanity 
 —man in the image of God.” 
 
 Extract from the Report of the Superintendent of Indian Schools, 
 October 10th, 1894. By W. N. Hailmann: 
 
 “Moral and Religious Training. —The moral and relig¬ 
 ious training in Indian Education, as in all other education, is 
 of paramount importance. It gives direction and permanence 
 to whatever else may be done in the educational work. Unfor¬ 
 tunately, in established religions, the religious spirit has been so 
 overlaid with matters of creed and ritual that it has become 
 extremely difficult to give religious instruction and training in 
 public institutions without danger of offense to some denomination 
 that may consider its interests neglected or its doctrines impugned. 
 
 “Nevertheless, it seems that all the various denominations 
 and sects are steadily reaching an agreement that schools may 
 without injury to any one of these sects and denominations, and, 
 indeed, with profit to them all, lead the children through 
 instruction and training to the love of God and man, and that this 
 may be done effectively without touching upon any of the doc¬ 
 trinal points that separate religious people into competing groups. 
 
 “It is evident that in these matters the Indian schools cannot 
 lead, but must of necessity follow public opinion and profes¬ 
 sional practice established in the public school systems of the 
 land. It is/ therefore, earnestly recommended that superin¬ 
 tendents and teachers place themselves in sympathetic relations 
 with the religious tendency of the locality in which they labor, 
 that through example, instruction and simple religious practices 
 in the schools they cultivate in the children reverence and good 
 will. Prayer, if prayer is in their hearts, the religious song, and 
 the simple teachings of the Bible afford abundant material for 
 this. Throughout, however, in prayer, song, or Bible reading; 
 everything should be avoided, in substance and form, that has 
 in any way a proselyting tendency. 
 
 “Prayer, song, and Bible reading should be wholly free from 
 mystifying allusions and sentiments, but rich and forceful in the 
 simple earnestness with which they lead the heart to God, to 
 virtue, to benevolence, to reverence, to self-abnegation, and to 
 devotion. Special occasions for this are afforded by the morn¬ 
 ing and evening exercises and by Sunday exercises established 
 in accordance with paragraph 69 of the Indian school rules, 
 which prescribes that— 
 
 “‘Pupils of Government schools shall be encour¬ 
 aged to attend the churches and Sunday-schools of 
 their respective denominations. Pupils who cannot 
 be thus accommodated shall be assembled during some 
 suitable hour for religious and ethical exercises of a 
 strictly undenominational character.' 
 
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 “The moral instruction that may be given on these occasions 
 will, however, bear little fruit in the lives of the children unless 
 there is established at the same time in the school life as a whole 
 a moral atmosphere in full accord with these moral instructions. 
 Ethical lessons must be emphasized by the example of all the 
 older members of the school household in corresponding ethi¬ 
 cal conduct. Their life practice must rest clearly upon the 
 precepts of these lessons. All the arrangements of the school 
 household, in dormitory, dining-room, schoolroom, workshop, 
 and on the farm, must breathe this ethical spirit and must afford 
 the pupils abundant opportunities to act in accordance with the 
 precepts. 
 
 “ The school that preaches reverence, gentleness of spirit and 
 generous devotion to the welfare of others can inculcate these 
 things in the hearts and lives of the children only in the measure 
 in which their intercourse with each other and with the children, 
 the superintendents, teachers, and other employes of the school 
 are guided by these principles of conduct. 
 
 “To one who is himself reverent, gentle of spirit, and de¬ 
 voted to the welfare of others, all these things are easy, because 
 to him they are natural. But to one who is himself devoid of 
 these qualities they are impossible, and in the interest of the 
 service his connection therewith ought to be severed.” 
 
 The salutary influence of Dr. Hailmann’s methods as applied 
 to the education of the Indian youth is appreciated by the em¬ 
 ployees in the Indian School Service. 
 
 In the school-room work rapid advances have been made; 
 drawing, modeling, and other forms of primary manual training 
 have found their way permanently into the class-rooms. In 
 many of the schools a close connection has been established 
 between the industrial and the literary work, and the former has 
 been made more educative in its character. 
 
 Normal Training classes have been established, equipping 
 many pupils for teaching; Kindergarten successfully introduced ; 
 forty schools now doing good work. 
 
 The friends of the Indian who annually gather at “Lake 
 Mohonk” have expressed their hearty appreciation of Dr. Hail¬ 
 mann’s administration of the Indian Schools. 
 
 The Board of Indian Commissioners of the United States in 
 their platform, adopted in the month of January, 1897, say:— 
 
 “The work of Dr. W. N. Hailmann, superintendent of United 
 States Indian Schools, has been characterized by scholarly and 
 progressive methods, bringing the schools up to a high degree 
 
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 of efficiency. We commend Dr. Hailmann to the President¬ 
 elect, and ask that he be retained in the position he so ably fills.’’ 
 
 .The Indian Rights Association extends to him its unqualified 
 support, and believes that he should be continued in the good 
 work he has so successfully carried on. 
 
 No sensible person will dispute that a purely educational 
 department of the government should be kept entirely free from 
 politics, and that such is the Indian School service. No well- 
 founded charge is, or can be, brought against Dr. Hailmann’s 
 efficiency, nor is it claimed that he has used his office otherwise 
 than for the good of the service. There can be no other reason 
 for his removal, if it should be effected, than that of blind par¬ 
 tisanship. If it is accomplished, the administration will have 
 committed an act which the great body of educated people in the 
 country must condemn, when they become acquainted with the 
 facts, for that act will be done in violation of the sound princi¬ 
 ples which should govern the Indian School service—there should 
 be no removals but for just cause. 
 
 The Indian Rights Association has, in various publications, 
 given abundance of information fully supporting the claim that 
 Dr. Hailmann has held his position with advantage to the gov¬ 
 ernment and great credit to himself. 
 
 The following resolutions, adopted at a meeting of the friends 
 of Indian and negro education, held at Bar Harbor, Me., last 
 summer, and the signatures attached thereto, show how Dr. 
 Hailmann is regarded by many prominent educators and influ¬ 
 ential men : 
 
 Resolved , That it is the sense of this meeting that Dr. William N. Hail¬ 
 mann should be retained as Superintendent of Indian Schools, in view of his 
 well-tested qualifications and thoroughly just and efficient administration of 
 the office. 
 
 Resolved, That a copy of this resolution be respectfully sent to the Honor¬ 
 able Secretary of the Interior. 
 
 Charles C. Harrison, Provost University of Pennsylvania. 
 
 Daniel C. Gilman, President of the John Hopkins University. 
 
 Seth Low, President of Columbia College. 
 
 W. R. Huntington, Rector of Grace Church, New York. 
 
 William Adams Brown, Professor in the Union Theological Seminary, 
 New York. 
 
 Charles W. Eliot, President of Harvard University. 
 
 Charles Kendall Adams, President of University of Wisconsin. 
 
 Francis G. Peabody, Professor in Flarvard University. 
 
 John S. Kennedy, New York. 
 
 A. F. Schauffler, New York. 
 
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 Parke Godwin, New York. 
 
 George Harris, Professor in Andover Seminary. 
 
 John Sloane, New York. 
 
 J. Pierpont Morgan, New York. 
 
 Charles Lanier, New York. 
 
 W. E. Dodge, New York. 
 
 William Croswell Doane, Bishop of Albany. 
 
 John Graham Brooks, Cambridge, Mass. 
 
 G. W. Blatchford, Chicago. 
 
 W. G. Sumner, Professor in Yale University. 
 
 \V. N. McVickar, Bishop of Rhode Island. 
 
 J. L. M. Curry, Trustee and General Manager of the Peabody and of 
 the Slater Education Funds. 
 
 William Lawrence. Bishop of Massachusetts. 
 
 Booker T. Washington, Principal of Tuskegee Normal and Industrial 
 Institute, Tuskegee, Ala. 
 
 William II. Hare, Bishop of South Dakota. 
 
 Agnes Irwin, Dean of Radcliff. 
 
 James B. Thayer, Professor of law at Harvard University. 
 
 John Fiske, Cambridge, Mass. 
 
 Joseph H. Choate, New York. 
 
 W. S. Rainsford, Rector of St. George’s Church, New York. 
 
 H. C. Potter, Bishop of New York. 
 
 Not only have prominent educators of all denominations and 
 representing different sections of the country asked that Dr. 
 Hailmann should be retained, but Archbishop Ireland, one of 
 the most patriotic and public-spirited men in the Roman Catho¬ 
 lic Church, has written the following letter on his behalf to the 
 President: 
 
 “ St. Paul, February io, 1898. 
 
 “ To His Excellency , the President of the United States: 
 
 “ I am somewhat familiar with the record of Dr. Hailmann, 
 Superintendent of Indian Schools, and I take pleasure in.saying 
 that he has been a very efficient official and has acquitted him¬ 
 self of the duties of his office with an eye solely for the good of 
 his wards, without prejudice against, or bias for, any particular 
 interest. 
 
 “The Superintendent of Indian Schools, besides being an 
 efficient educator, should be a man acceptable to the different 
 religious agencies working among the Indians, and under the 
 the latter score no fault can be found with Dr. Hailmann. 
 
 “Respectfully, John Ireland, 
 
 “ Archbishop of St. Paul. ’ ’ 
 
 Every friend of the Indian who has not already done so should 
 write without delay to the President and the Secretary begging 
 them earnestly, respectfully to retain Dr. Hailmann, and not to 
 commit themselves to a course which will chill the sympathies 
 and weaken the support of their best friends. 
 
Just as this pamphlet issued from the press, word was 
 received that Dr. Hailmann had been removed from office. 
 While it is now too late to take any further action in his be¬ 
 half, we believe the facts stated will be of interest to our 
 members and to the public. 
 
 Attention is also invited to the following editorial, which 
 appeared in City and State, Philadelphia, issue of June 16, 
 1898: 
 
 The “ Springfield Republican ” says editorially in a recent 
 issue: 
 
 “ The displacement from the office of Superintendent of Indian Schools 
 of Dr. W. N. Hailmann, whom F. E. Leupp calls ‘ the most valuable man 
 who ever filled it,’ is a discredit to the Interior Department and to the 
 administration. Fortunately, the harm done promises to be reduced by the 
 choice of Miss Estelle Reel, late Superintendent of Public Instruction in 
 Wyoming, who indorsed Dr. Hailmann’s work and did not desire to be a 
 candidate for his place if he could be kept. There is promise that she will 
 do good work. The overthrow of Dr. Hailmann was brought about by 
 political timeservers, and was against the earnest protest of disinterested 
 friends of Indian education.” 
 
 During a long acquaintance with efforts for the elevation of 
 the Indian Service, and thereby for the civilization of the 
 Indians, we have had few keener disappointments than the 
 removal of Dr. Hailmann from the place which he had for four 
 years so ably filled. The action of President McKinley and 
 Secretary Bliss in effecting this change will inflict a similar 
 disappointment on a very large proportion of the friends of 
 the Indians, and will prompt the inquiry, When may we 
 expect the full adoption of the merit idea in the Indian Ser¬ 
 vice, and especially in that branch of it which controls the 
 schools? No just reason can be alleged for this change. 
 Many of the most eminent educators in the country had peti¬ 
 tioned for Dr. Hailmann’s retention. It was unquestionably 
 the result of the expressed belief of Mr. Bliss that it would 
 be “ a strange thing if, admitting Dr. Hailmann’s good qual¬ 
 ities, an equally good official could not be found within the 
 ranks of the Republican Party.” That proposition we do not 
 deny. What we do assert is that to make a search for the 
 incumbent of such a position within the ranks of any party is 
 a wrong way in which to fill the place. It is a paitizan instead 
 of a professional and educational way of making the choice. 
 We hope that Dr. Hailmann’s successor, Miss Estelle Reel, 
 will receive from her superiors the generous support which 
 was denied to him, and that in the event of any other politi¬ 
 cal party coming into power during her incumbency her 
 services will be judged according to their merits, and that 
 she may not be dismissed because a Republican administra¬ 
 tion gave her appointment. That is the Spanish way of doing 
 things, but it ought to be the American way no longer. It is 
 a way which we trust will go out when the Spanish flag leaves 
 the Western hemisphere. 
 
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