Sherman Institute: Boarding School

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.

Boarding School Seasons by Brenda J. Child offers a look into the boarding school experiences of many American Indian students. Child favors unpublished sources such as letters to give an uncensored inside look into boarding school experiences. However, she also includes other sources such as school newspapers, oral history collections, photographs, biographies, United States government publications, and annual reports. Government boarding schools were created to help the American government gain more control over Indians and to push the Natives to adopt the white ways of life such as language, skill, and education. While integration was the ultimate objective, Child sets out “to show that even with the challenges of cultural assimilation and a devastating land policy, American Indian people, even children, placed limits on assimilation and also defined and shaped the boarding school era.” (viii) The boarding schools designed to tear American Indian families apart did not succeed in isolating children from their tribes, but created bonds and

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.

In the late 1800’s to the early 1900’s, the Canadian government wanted to assimilate the First Nations into being like them, and having their traditions. The government decided to establish residential schools led by the Catholic Church. Many Native American children that were sent there were not treated fairly, for some there are reports of abuse and starvation, but for others they say that residential schools helped them become who they are today in a positive way. In the source, there is a section that talks about residential schools, discussing how we should not blame the government's actions towards having and supporting the production of these schools. It states that these schools helped children from poor families have a “safe environment”

Students in good health are more likely to succeed in school, and continue to jobs that provide higher income, which in turn can benefit health. The Oyler school in Cincinnati, has embraced its new role as a community learning center by offering health services for its students and members of the community. The school’s efforts to improve health has led to a reduction in dropout rates and improved access to healthcare, but educational test scores still lag behind other state schools.

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

Marley Elementary is a public elementary school located in Glen Burnie, Maryland, in the Anne Arundel County district. Marley Elementary opened its doors in 2005, and has since expanded by opening a new wing for preschool through first grade in 2014. According to AACPS.org, there were 724 students enrolled at Marley Elementary in 2014. Marley Elementary is a host of a diverse range of families, with many bilingual students, students with unique family backgrounds, students with diverse learning abilities, and students from many different parts of the world. In the kindergarten and preschool classrooms, the majority of students are originally from the Pasadena/Glen Burnie area but many students are also relocated from other parts of the state and the world.

The conflict brewing within the Sequoia School is multi-faceted. There appears to be varying degrees of struggle between the offices of the head of school and the development office; the administrators and the assistants; and between the assistants themselves. These conflicts should not be looked upon as isolated events, but rather as chain reactions wherein one event affects or creates another.

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.

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,

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

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).

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

Though Baldwin is a day school while others are mostly boarding schools, the gigantic difference in endowment still cannot be neglected. As with the money received from the endowment, it will help maintain and improve standards and quality of the school on a wide-ranging scale, including inviting quality teachers, buying new books for the library, and organizing a diverse range of extracurricular

The Hupa valley snuggly surrounded by the mountains of Trinity-Humboldt County is home to the Hupa Indians of CA. Through the valley winds the swift-flowing Trinity River which is the main tributary of the Klamath River. The country side is mountainous and difficult to access; except for the valley floor. Evergreen forests of pines, cedars, and Douglas firs cover the surface of the mountain ridges. Chaparral grows thickly on the lower slopes and less fertile floor of the valley. The valley floor is sheltered and picturesque with the many unpainted log cabins and several smaller rectangular sweat log buildings; which allows a glimpse of a time gone by, and known as the old reservation or the summer dwellings.