The Boarding College: The Hockaday College

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 Child favors unpublished sources such as letters to give an uncensored inside look into boarding school experiences.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

Sherman Institute opened its doors in 1902, a century and a half before the birth of Lorene Sisquoc. An off-reservation government boarding school for Indian children, Sherman Institute aimed to rid young American Indians of their languages and cultures. Following the lead of Bureau of Indian Affairs (BIA) Supervisor of Indian Schools Estelle Reel, founding Sherman Superintendent Harwood Hall and his staff crafted a curriculum rooted in low expectations for Indian students. Industrial, agricultural, and vocational classes prepared students for lives of domestic service and menial labor. The daily rhythms of non-reservation boarding schools proved to be a shock for many young Indians. Students lived according to a tightly regimented, military-like

Fulfilling god’s plan, America forced Native Americans to attend boarding schools where the ideals of Christianity were implemented. In Abigail Graham’s article, “The Power of Boarding Schools,” a History of Education professor at Indiana University writes that boarding schools is a tool used to reinforce one’s ideas into individuals. Graham writes, “Boarding schools...significantly impact the social development of their students; for this reason...schools used [this] as tools for reinforcing power relationships and cultural identities.” America’s goal was to eliminate any existence of the Native’s culture by constantly embedding the values of being an American and being Christian inside the school. The boarding school is completely new to the Natives, and having someone tell them what to do was something unheard of. Within a school’s system—the students have the least authority, the teacher is second in line, and the principal is the highest. The students were of Native American descent, of course the teachers were white, and this demonstrates the power relationship with the Native Americans and the Whites; the whites had more power than the other race. Children were targets because if America were able to change the younger generation’s ideals, than as they get older their offsprings will be what America envisioned, a non-Native American who has no knowing of their culture. In Mary A. Stout book, Native American Boarding Schools, the author mentions that boarding schools

Individuals with exceptional talent, exceptional motivation, or an exceptional bloodline, are commonly dubbed as the “elite”. These “elite” students often seek prestigious educational institutions to expand their opportunities to a new level. Preparatory schools like Hotchkiss and Saint Paul’s School fit the definition of prestigious institutions. The lessons these schools provide are very valuable to alumni, propelling them to a greater level of educational enlightenment, and preparing them for college and beyond. However, the leg-up these schools grant extend only to those enrolled, and may even detract from the education of the “masses”, or society as a whole. Hotchkiss and Saint Paul’s have a combined endowment of over one billion dollars, money that could be used to greatly improve some of the most impoverished school districts across the United States. Money is not the only resource taken up by these schools. Additional elements drained from public schools include dedicated faculty, a level playing field, and even the bright students themselves, as schools now lack certain role models to demonstrate motivation and success on multiple stages.

The NCAA allows Division II baseball programs to schedule a maximum of 50 games in a season, with a start date of February 1st. Erskine College is in Conference Carolinas which has 10 schools that field baseball teams. This means each school has nine weekends scheduled by the conference for a total of 27 games that start the last weekend of February. Each school is then responsible for scheduling the remaining 23 non-conference games however the coach sees fit. The most important part of a non-conference schedule is booking the open weekends prior to starting conference play. This will allow the team to get their conference starting pitchers on a schedule that will have them ready for the first conference weekend. The hard part in filling these weekends is that the Peach Belt and South Atlantic conferences start their conference schedule the second weekend

I was on the floor couldn’t really breath about five players stacked on top of me; I could only see Joe getting the people of me.

As Hawai‘i Community College establishes a Natural Science program at the Palamanui campus starting this fall semester, we are offering scholarships for students in the founding cohort.

“We are here to study history, not repeat it.” One of the various reasons we study history is to reflect on the past and grow and learn from people’s past mistakes to try and avoid them in the future. The individuals/groups who were unfairly treated cannot just forget what happen to them or their family they still feel the effects every day. For example, when Canada’s did the unjust acts of opening residential schools in the 19th century (the final one did not close until 1996) and the horrific acts that happened in them, and because of this, many future generations of indigenous people are now forever affected. Their kids and grandkids now cannot speak their native tongue, and those indigenous people who are traumatized by what they experienced

In Louise Erdrich’s Famous work of poetry, “Indian Boarding School: The Runaways”, shows how the context of the work and the author play major roles in understanding the poem from different aspects and angles to see between the lines of what we really call life. The Author Louise Erdrich is known for being one of the most significant writers of the second wave of the Native American Renaissance. She is a member of the Turtle Mountain Band of Chippewa Indians and her writing on Native American literature is seen throughout the world. Through word decision, repetition, and symbolism bringing out her incredibly fierce tones, the author recalls the hurt and enduring impacts of Native American children being forced to attend Indian boarding schools. These schools emerged of a post-Civil War America in an effort to educate and also “civilize” the American Indian people.

These experiences were not confined to the late 19th and early 20th centuries but reach well into the present. Nor has the theme of such occurrences changed much over the years. Each of these boarding schools and its students possessed unique qualities that were shaped by a multitude of conditions, including the cultures of the tribes represented, the location, the era, and the schools' directors. Yet each of these institutions also symbolized an education that removed the students from their homes, their families, and their indigenous communities. The curriculum and the physical work associated with the schools form one of the commonalities shared between schools regardless of the time period. Another trait among the schools is the students'

Medgar Evers College must pay attention more to government public. As a non-for profit organization, the institution relies on government funds, grant and donation. Thus, to be able to achieve its purposes, the college must follow the rules and regulations that governed non-for profit organization. In addition, Medgar Evers College must pay attention to the general public. This category mostly includes newly high school graduates willing to pursue college education and other potential student. These above-mentioned publics are essential for the existence of Medgar Evers College in the sense that they are the who need the services for the institution. Besides, Medgar Evers College must pay attention to its internal public. This group is comprised

Davy College offers a wide-range of opportunities for its students to become actively engaged in arts, sports and community service. Through significant and demanding work, students gain a sense of their duty as active, responsible citizens. Rubí has taken advantage to the fullest of such opportunities.

Miles Halter is leaving his family in Florida to go to a boarding school in Alabama, a school in which his dad previously went to. After arriving to his dorm, he meets his roommate Chip Martin, who goes by The Colonel. The Colonel has Miles, who is now called Pudge because of his small size, meet his friend Alaska, a girl who Miles quickly starts to like. Miles and The Colonel go to a swing set, and after The Colonel leaves, Alaska chats with Miles and asks him about his knowledge of famous people’s last words. After a couple days at the school, Miles gets taken from his sleep and is wrapped in tape like a mummy, and is thrown into a lake. When he makes out of the lake, he visits Alaska, but she seems hostile towards him, so he leaves

Girton lies furthest north of any Cambridge college, about a 20-minute bike ride away from the city centre. The far-flung location provides an idyllic haven far away from the hustle and bustle of central Cambridge. It has impressive facilities, including on site playing fields and indoor swimming pool. Little wonder the sporting teams do well with no travelling time invading training sessions.

Why would a school that prides itself on being “engaged in an exciting period of growth” (Carney, Sandoe & Associates, 2013, para. 3) and “operating under the slogan “Four Campuses in One Great School” (Carney et al., 2013, para. 2) make the decision to close two of its campuses? Rancho Solano, a for profit college preparatory school, recently made the decision to close two locations leaving parents, students, and faculty wondering why. According to Dr. Menard, head of the schools, consolidating the four schools into two would allow for the continuation of a global education while streamlining resources in a “changing market” (Creno, 2014). Dr. Menard and the Meritas family are ultimately responsible for the success of the schools.