Sherman Institute: Boarding School

This text in relation to my own life has many comparing and contrasting ideas and opinions written throughout the stories and testimonies of the students of residential schools. First off, this text does have components that relate to me personally in regards to the ideals put forth by the staff at residential schools and attempt to convert the students to Christianity. I have been raised in a Christian home and brought up under Christian ways of acting and thinking in my everyday life. The attempt that the White people in the residential schools took to convert the Native children does not relate to me, however after the conversion was completed and the lives of those children changed to Christianity, I can relate to those

The Indian Boarding Schools In the late 1800s, Captain Richard Henry Pratt set out to “Kill the Indian in him, and save the man.”(A Plea to “Citizenize” Indians). The goal to erase Indian cultures and replace it with white American culture was sought to be achieved through boarding schools. Pratt was the creator of the first Indian boarding school: Carlisle Indian School in Pennsylvania. These government-funded boarding schools would take children from their homes on reservation, often for them to not see their family again until they are grown(lecture). Pratt’s goal was to eliminate the Indian culture and incorporate the Indian people into the more “civilized”(Marr) American culture. This meant forcing the Indian students to speak only English and to give up all cultural traditions, religions, names and take up Christianity and American sounding names. Students were put into these boarding schools with little or no contact with their families for “eight to nine months of the year” (Marr). These schools operated with minimal funds, so the education was very insufficient. It was clear from the beginning; the actual goal was not to give quality education for the Native American children but to get rid of the Indian culture.

John Fischer, HVAC Tech, Male Back to top "You know, 20 years ago when I started in this business, I never had to have discussions with the computer folks. My, how have times changed! Today, about 90% of my equipment located within the facility can be managed via my laptop and Web browser. Whenever I plug my laptop into the telephone looking jack in the wall, my operating system says that I'm now operating at 10 megabits. Then, whenever I browse to my equipment, I cannot retrieve any data. After going back and forth with the HVAC support techs, they determined that my connection needed to be 100 megabits. They said it must be my network

The Tuba City mission trip will be focused on serving in the Tuba City Boarding School. According to the school’s website, the boarding school has “55 General Education classrooms, 2 Gifted and Talented classrooms, 5 Native American Education classrooms, and 6 large Computer Labs serving approximately 1200 Pre-Kindergarten through Eighth grade students” (TBHS). The school was established in 1898 and was located in Blue Canyon. Since its creation, it has moved several times until it was established in Tuba City, where it has stayed since 1901 (TBHS). It has grown over the years, and now serves both Navajo and Hopi children.

Instead they were filled with loneliness, disrespect and pain. These schools were founded on the premise of “education” by an Army office named Richard Pratt. Richard Pratt is known for saying "A great general has said that the only good Indian is a dead one," Pratt said. "In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him, and save the man." (Bear, 2008) “The intent of these boarding schools were to erase and replace, to completely transform people, inside and out. "Language, religion, family structure, economics, the way you make a living, the way you express emotion, everything," (Lomawaima, 2008) These people were forced to become everything the white people wanted them to be. They were forced to forget. Their hair was cut, they were bathed in kerosene, they were beaten, they were stripped of their Native names, they were treated as if they didn’t matter. They were treated as if they weren’t human. But for many, federal schools were the only option as public school were closed to Natives due to racism. In these schools, the curriculum focused mostly on carpentry for boys and housekeeping for

Gabriella Rodriguez Lan History 21 History 21 Take-Home Midterm 1. Boarding schools for native americans began in 1860 on the Yakima reservation in the state of Washington. Herbert Welsh and Henry Pancoast created the boarding school, the goal of the boarding schools were to assimilate Indian tribes into mainstream of “the american way of life”. They thought using education would be their best tool to succeed this goal. They wanted the indian people to learn the importance of private property, material wealth and monogamous families. Reformers thought it was necessary to civilize indian people. They felt boarding schools were the ideal way to assimilate indian youth. The first lesson from boarding schools would be; reading, writing, speaking and learning english. They also wanted indian youth to be individualized. The end result would be to eliminate indian culture. Richard Henry Pratt, owned and operated one of the most well known boarding schools, Carlisle Indian School. His motto was “Kill the Indian, save the man”. He hoped indian children would not return home to their reservations, but instead become a part of the white community. Pratt and other off-reservation boarding schools took away any outward signs of tribal life the children brought with them. Long braids were cut from the children, they were forced to wear uniforms. They were given “white” names and surnames. Traditional native food was forbidden and they had to eat foods of the white society along with

Previously, government agents, missionaries, and educational reformers such as Pratt employed various enticements and coercions to compel Indian parents and tribal elders to enroll their children in the new boarding schools. Benefitting from two hundred years of sporadic efforts to civilize Indians, the schools proposed “to change them forever,” as one superintendent in Oklahoma declared regarding his Kiowa students. Success was contingent upon separating children as young as practicable from the contaminating influence of their tribes. To the often-repeated maxim that the “only good Indian is a dead one,” Pratt countered, “Kill the Indian in him and save the man” (Warren,

During the late 1870s, the construction of boarding schools for American Indians began. The purpose of these schools was to introduce the American Indians the skills necessary to function in the American society. In other words, the white American society forced the Indians to assimilate into the white culture and strip them of their Native American traditions. There has been a lot of controversy about whether or not the assimilation of the American Indians was to benefit them, or to get rid of the ethnicities the society disliked. So many people say it was imperative because that was a way to help Indians survive in the American society. However, other people object to this belief because they consider it racism. So what was the easiest way

1. How were the American Indian children in the government boarding schools treated? In the government boarding schools, the American Indian children were children were not treated well. They were not feed with good meals that were having the nutrients that they needed for their good health and physical wellbeing. In addition to that they were treated in a military style. If one students did something “wrong” they were given hard punishment that were sometime harming them physically and mentally. In the afternoon, their classes were on vocational training classes. One could imaging the trauma a child who is subjected to those harmful treatments can have in his/her life.

Responsible Use Policy The Rowan Salisbury School System is a progressive district that has taken the necessary measures to develop a system of policies and procedures to help inform and protect the users of its technological resources. The author’s of Board Policy Code: 3225/4312/7320 outline the responsible use of technology for

Progress is the key element of the math PLC at Mary B. Neal Elementary. The progress will provide vital information to the PLC and administration of the school. Concerning the progress and how it will be monitored, the members will create a monitor sheet. Bi-weekly, the team will meet to review the data of the math classes. During these meetings, members will analyze the progress of all students and see where the misconceptions are within the student data. The PLC will also monitor and assess how often staff members are using a guided math approach to math instruction. With peer observations, the members of the PLC will be able to determine which staff members are effectively using guided math and which need more assistance. Currently, Mary

R/ stated that on 6-21-15 at about 1200hrs he was traveling in the area of the Edith Williams School. R/ further stated that he heard an ambulance coming his way. R/ stated that he pulled to the side of the road. R/ continued to state that he saw when a pebble hit his windshield . R / stated that he later discovered that his windshield had a crack in it. R/ was advised to travel to the Roy Lester Schneider Hospital to investigate who operating the ambulance at the time if he is certain that the pebble came from the ambulance. R/ was further advised he can obtain a copy of this report from the Farrelly Justice Complex for insurance purposes if he so

Professor Sonia Maldonado

While there were moments of happiness for the children placed in residential schools, the occurrences of suffering seem to overshadow them. During the first decades of the federal government's Indian boarding schools, stories of morbidity and mortality among students were prevalent. At the turn of the century, federal Indian schools were nearing their 30th anniversary of existence. As the 20th century dawned, the government rapidly filled these schools, especially the boarding facilities, beyond their intended capacities. As a result, student health was endangered as children known to be in, or suspected of, poor health were placed in the schools in order to maintain optimum efficiency (DeJong, 2007).

Confection A fierce Autumn wind picks up lashing at my face, as a barrage of brittle brown leaves whirl into my path. Behind me stands the foreboding structure of Ellishire Boarding School. For four years this massive enity located in the dark heart of england has shelted my bones.