1893 World's Fair: Indian School Building

The Bureau of Indian Affairs created a replica of an Indian boarding school on the 1893 World’s Fair grounds. The United States Commissioner of Indian Affairs Thomas Morgan saw the fair as an opportunity to promote Indian boarding schools to the world. He saw the Indian school and anthropology exhibits as contrasting images that illustrated his white supremacist ideology regarding Indigenous people, stating: “the new [the indian school building exhibit] and the old [the Anthropology exhibit] can be sharply contrasted and though the old may attract popular attention by its picturesqueness the new will impress the thoughtful with the hopefulness of the outlook and the wisdom, as well as fairness, of extending to the weaker the helpful hand of the stronger race.”

Morgan’s patriarchal vision of Indian boarding schools worked in tandem with the Anthropology exhibit overseen by Harvard Anthropologist Frederic Putnam to advance the racist policy of the United States Bureau of Indian Affairs. In the Indian school building exhibit, school children pretended to take classes and perform school activities. They were not paid for their performances. Infamous Carlisle Institute leader Richard Pratt refused to bring his students to the exhibit because of its association with anthropologists, who he saw as opposing his assimilationist vision.

Sources:

David Beck, Unfair Labor?: American Indians and the 1893 World’s Columbian Exposition in Chicago (Lincoln: University of Nebraska Press, 2019).
Robert A. Trennert, “Selling Indian Education at World’s Fairs and Expositions, 1893-1904,” American Indian Quarterly 11, no. 3 (1987): 203–20, https://doi.org/10.2307/1184042.

Native Peoples at Chicago’s World’s Fairs

Chicago hosted two World’s Fairs, the 1893 “World’s Columbian Exposition” and the 1933 “Century of Progress International Exposition.” These fairs had a lasting impact on the way the city sees itself in the world. Two of the four stars on the Chicago flag, a ubiquitous symbol of city pride in the twenty-first century, represent the two fairs. Popular books, movies, and board games about the fairs abound. Native people had a complex relationship with the World’s Fairs. The events created an opportunity for Native people from around the country to assert their identity on the world’s stage. They created employment opportunities in a new cash economy at the turn of the century and allowed Native people to send money back to their communities. The World’s Fairs were also a powerful reemergence of Indigenous people in Chicago after their forced removal from the region. While many Native people lived in and visited Chicago during the nineteenth century, the 1893 fair was the first mass gathering of Indigenous people since leaders gathered in 1833 to negotiate the theft of millions acres of their land. However, commissioners of both World’s Fairs refused to grant Native people the opportunity to tell their own story. In fact, they often worked against them. For both fairs, the authorities in charge of recruiting Indigenous people were anthropologists who saw Native people solely as part of the past. They did not view their cultures as equal to those of the other nations of the world. As you will see in the following City Story, Native people were dehumanized by fair organizers, but you will also see the ways in which Native people defied that image. Sources: Rosalyn R. LaPier and David Beck, *City Indian: Native American Activism in Chicago, 1893-1934* (Lincoln: University of Nebraska Press, 2015). David Beck, *Unfair Labor?: American Indians and the 1893 World’s Columbian Exposition in Chicago* (Lincoln: University of Nebraska Press, 2019). Abigail Markwyn, “‘I Would Like to Have This Tribe Represented’: Native Performance and Craft at Chicago’s 1933 Century of Progress Exposition,” *American Indian Quarterly* 44, no. 3 (Summer 2020): 329–61. Lisa Cushing Davis, “Hegemony and Resistance at the World’s Columbian Exposition: Simon Pokagon and The Red Man’s Rebuke,” *Journal of the Illinois State Historical Society (1998-)* 108, no. 1 (2015): 32–53.