This historic book may have numerous typos, missing text or index. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. 1912. Not illustrated. Excerpt: ... lose control of themselves are the people of the tropics. You do not hear of people running amuck among northern races; at least, if it happens, it is very rare, but in one form or another it is quite common among tropical races. All this is significant politically. This weakening of the will by the imperfect adjustment of the physiological processes means that when a man is defeated in a political contest he is in danger of letting his disappointment get the better of him. It is not easy to advocate good ideas and then have the majority rudely reject them, but if a mar is strong-willed, he says "All right, I'll do what the majority demands now, but will get back at them by showing them that my way is right," and he goes about it peaceably. The man who lacks self-control, however, cherishes a feeling of anger. He cannot control either his resentment or his ambition, and starts a revolution. Of course all manner of other factors enter into the problems but the weakening ot the will due to climate has a great deal to do with the fact that it is so common for tropical people to oppose the will of the majority and start a revolution. Other phases of life are affected in the same way. Take the position of woman. The missionaries who have lived in tropical countries and who are willing to speak candidly, practically always say that although they can make their converts honest and can instil in them a certain degree of industry and of other good qualities, the hardest thing of all is to make them conform to our moral standards of sex relationships. The basis of this seems to be physiological much more than social. Heredity doubtless has much to do with the matter, and so has training, but the physiological conditions increase the tendency toward immorality very greatly...

A survey of two centuries of Indian political writings

Colonized through Art explores how the federal government used art education for American Indian children as an instrument for the "colonization of consciousness," hoping to instill the values and ideals of Western society while simultaneously maintaining a political, social, economic, and racial hierarchy. Focusing on the Albuquerque Indian School in New Mexico, the Sherman Institute in Riverside, California, and the world's fairs and local community exhibitions, Marinella Lentis examines how the U.S. government's solution to the "Indian problem" at the end of the nineteenth century emphasized education and assimilation. Educational theories at the time viewed art as the foundation of morality and as a way to promote virtues and personal improvement. These theories made the subject of art a natural tool for policy makers and educators to use in achieving their assimilationist goals of turning student "savages" into civilized men and women. Despite such educational regimes for students, however, indigenous ideas about art oftentimes emerged "from below," particularly from well-known art teachers such as Arizona Swayney and Angel DeCora. Colonized through Art explores how American Indian schools taught children to abandon their cultural heritage and produce artificially "native" crafts that were exhibited at local and international fairs. The purchase of these crafts by the general public turned students' work into commodities and schools into factories.